Handbook for

New Faculty
2018-2019

 Handbook for New Faculty – 2018-2019
Created by UWG’s Center for Teaching & Learning

Contributors
David Newton, Associate Vice President for Academic Affairs
Rod McRae, Assistant Director of the Center for Teaching & Learning, English Lecturer
Carrie Carmack, Mathematics Lecturer and CTL Faculty Fellow
Keith Pacholl, Associate Professor of History
Erica Lee, Graduate Student, Professional Counseling & College Student Affairs

Acknowledgements
Many thanks to our colleagues who provided resources for this handbook:
Lisa Adams Beth René Roepnack
Charla Campbell Jane Simpson
Danny Gourley Francie Taylor
David Jenks Christie Williams
Denise Overfield April Wood
Sally Roberts Marisa Yates
and their colleagues in the Counseling Center, the Office of Research and Sponsored
Programs, Ingram Library, Academic Advising, Publications & Printing, Online Faculty
Development Center, University General Counsel, Academic Testing Services, Center for
Academic Success, and Student Affairs & Enrollment Management

Photo Credits
Photos are from the UWG website (www.westga.edu), President Marrero’s UWG flickr site
(www.flickr.com/photos/128938273@N08/albums), UWG’s flickr site (www.flickr.com/
photos/westga/sets/), and Special Collections at Ingram Library. One photo was taken by
Cher Hendricks and two others by Rod McRae. All photo sources are provided.


 TABLE OF CONTENTS
I. University of West Georgia: Who We Are, Where We’re Headed 1
History 1
UWG Vision, Mission, Core Values 2
Strategic Plan and Imperatives 3
Engage West 3
UWG Initiatives 4
Our Students 5
Our Faculty 6

2. Planning for Teaching & Learning: The Basics 9

Basic Expectations for All Faculty 9
Establishing Class Policies 12
Course Syllabus 12
Choosing Materials 13
Publications & Printing 14
Information Technology Services 15
Online Faculty Development Center 15

3. Course Design to Support Student Learning 17

Designing Your Course 17
Student Learning Outcomes 18
Assessment and Feedback 19
Teaching and Learning Activities 23
Remember: It’s All about Alignment 24
Make It Transparent 25
The First Day of Class 26

4. Supporting Student Success 27

Engaging Students 27
Getting Students to Read Course Materials 29
Effective Questioning Strategies 30
Resources for At-Risk Students 31
Accessibility Services 32
Counseling Center 33
Financial Coaching 33
Health Services 33

5. Online Teaching: Special Considerations 35

Transitioning from Face-to-Face to Online Teaching 35
Engaging Students in the Online Environment 36
Online Discussions: Time-Saving Tips that also Increase Engagement 37
Exploring Multimedia: Video-Quizzes & More 39
The Benefits of a Learning Management System for Face-to-Face Courses 40



6. Documenting Your Success 41
Creating Your Plan 41
Keeping Track of Your Progress 43

Appendices
1. How to Verify a Roster (Attendance Verification) 45
2. How to Enter Grades on Banweb 49
3. How to Look Up a Student’s Email on Banweb 53
4. How to Enter a Registration Override 55
5. How to View Your Advisee List and Remove Advising Holds 59
6. Academic Affairs procedure Reporting and Incident of Student Academic Dishonesty 69
7. Title IX Compliance at UWG 73
8. Legal Topics I Should Know 79
9. FERPA Policy & Tips 81
10. Common Language for Course Syllabi 85
11. Fair Use Checklist and Course Pack Preparation from Publications & Printing 87
12. Classroom Assessment Techniques 91
13. Accessibility Services: Fast Five Facts 97
14. Accessibility Services: Faculty Handbook 99
15. Academic Testing: Five Facts Fast 103
16. UWG | Online: Who We Are and What We Do and Policies, Procedures, & Tips 105


Chapter 1. University of West
Georgia: Who We Are, Where We’re
Headed
History.UWG has a rich history in the West
Georgia community. The following is
adapted from The Navigator1:
From its humble beginnings as an
agricultural and mechanical school in
1906 to a leading university, the
University of West Georgia’s history is
rich with knowledge and growth.
The Fourth District Agricultural and
Mechanical School in Carrollton opened
its doors in response to a call for “more
realistic educational programs for rural
youth” aged 13 to 21. The site of the
former Bonner Plantation was chosen,
and 110 students enrolled in 1908.
Students of the 1910-1911 class at the Fourth District
A&M School examining farming implements. Source:
Special Collections at UWG’s Ingram Library.
As society changed, so did the
educational priorities of Georgia and the
nation. By 1933, the Fourth District
Agricultural and Mechanical school was
chosen later that year to become West
Georgia College, a two-year institution
of higher learning. West Georgia later
became a four-year institution in 1957.
1
Source: https://www.westga.edu/about-uwg/index.php
At that time, 589 students were enrolled.
In 1963, Lillian Williams was the first
black student to enroll, earning a
bachelor’s degree and, later, her
master’s. By 1971, enrollment had
increased to over 6,000 students. UWG
Newnan was established in 1988. In the
fall of 1996, the college became a
university, the State University of West
Georgia. It became simply the
University of West Georgia in 2005. In
2012, UWG conferred its first Ph.D.
Today, UWG enrolls more than 13,500
students and offers 88 programs of
study through the College of Arts and
Humanities, the College of Social
Sciences, the College of Science and
Mathematics, the Richards College of
Business, the College of Education, and
the School of Nursing. The Honors
College continues to provide intensive
study options for high-achieving
students. The Dual Enrollment program
allows exceptional high school juniors
and seniors to study on campus while
completing their high school graduation
requirements.
The university grants degrees at the
bachelor’s, master’s, specialist, and
doctoral levels.
UWG’s Tanner Health System School of Nursing
Source: UWG website.
The past few years have seen major
changes at UWG. President Kyle Marrero
became 7th president of the University in
July 2013, and that same month, a team of
UWG faculty, staff, and university
administrators began the process of
updating the University’s vision, mission,
and strategic plan. They engaged the
UWG’s Handbook for New Faculty 1

UWG campus community as well as
external constituents throughout the
process to ensure broad participation.
After several iterations, the University
System of Georgia’s (USG) Board of
Regents approved the strategic plan on
August 20, 2014. In 2016, UWG’s Carnegie
Classification was upgraded to a Doctoral
Research University (R3).
UWG Vision. The University of West Georgia
aspires to be the best comprehensive
university in America—sought after as the
best place to work, learn, and succeed.
UWG Mission. The mission of the University
of West Georgia is to enable students,
faculty, and staff to realize their full
potential through academic engagement,
supportive services, professional
development, and a caring, student-
centered community. UWG is committed to
academic excellence and to community
engagement, offering high-quality
undergraduate, graduate, and
community programs on-
campus, off-campus, and
online.
UWG, a charter member of
the University System of
Georgia, is a
comprehensive, SACS-COC
level VI, public university,
based in Carrollton with multiple
instructional sites and a strong virtual
presence. UWG supports students in their
efforts to complete degrees in relevant
programs, valuing liberal arts and
professional preparation. Through effective
and innovative teaching, experiential
learning, scholarship, research, creative
endeavor, and public service, UWG equips
2 UWG’s Handbook for New Faculty
graduates to engage with and discover
knowledge. UWG is dedicated to building
on existing strengths and developing
distinctive academic, research, and co-
curricular programs and services that
respond to economic development and
identified regional, state, and global needs,
thus empowering alumni to contribute
responsibly and creatively to a complex
21st-century global society.
UWG Core Values. The institutional mission
and daily operations of the University of
West Georgia are guided by our values that
support our vision to be the best place to
work, learn, and succeed.
The value of achievement is evident in our
commitment to the academic and social
success of our students, staff, and faculty.
The value of caring is evident in our
consistent concern and regard for our
students, staff, and faculty as well as the
larger communities where we live and
whom we serve.
The value of collaboration is
evident in our commitment to
shared governance, teamwork,
and a cooperative spirit that
shape our interactions with
students, staff, and faculty, and
the communities we serve.
The value of inclusiveness is evident in
our commitment to celebrating our
diversity, our collaborative spirit, and
creating a welcoming campus that is
emotionally and physically safe for all.
The value of innovation is evident in our
commitment to fostering a learning
atmosphere in which new methods and

ideas consistent with our vision and mission
are respected and rewarded.
The value of integrity is evident in our
commitment to rigorous ethical standards
in our classrooms and offices, in our
conduct toward each other, and in service
to our communities.
The value of sustainability is evident in our
obligation to maintaining ecological
balance in our planning and operations that
make possible for future generations the
same or better quality of opportunities for
success available to present employees and
students.
The value of wisdom is evident in our
commitment to teaching and learning that
emphasizes knowledge for the purpose of
positively transforming the lives of our
employees and students, as well as
improving the world in which we live.
Strategic Plan and Imperatives. UWG’s
Strategic Plan includes four key imperatives:
Strategic Imperative 1. Student Success:
Enhanced Learning, Access, Progression &
Development
Strategic Imperative 2. Academic Success:
Academic Programming & Faculty Support
Strategic Imperative 3: Successful
Partnerships: Building Engaged, Mutually
Beneficial Collaborations
Strategic Imperative 4: Operational Success:
Effectiveness & Sustainability
All faculty are encouraged to familiarize
themselves with the strategic plan,
imperatives, and goals. All departments,
colleges, and units at UWG have annual
goals that are aligned with the strategic
imperatives, and progress toward these
goals is measured each year.
Engage West! When we talk about Engage
West!, we are referring to the exiting
initiatives taking place on our campus that
help us reach our vision of being “sought
after to be the best place to work, learn,
and succeed.” From our Engage West!
Faculty Edition events to our quarterly
Leadership Development Institutes,
Engage West! encompasses various
projects and activities we invest in as a
campus to work toward reaching our vision.
These include:
Engage West! Faculty Edition. This
Provost’s initiative ensures broad, campus-wide
support for faculty engagement in teaching,
scholarship, creative and artistic expression,
community engagement, and service.
Engage West! Staff Edition. Staff Edition
provides professional development
opportunities for staff in areas such as conflict
resolution, connecting passion to purpose,
developing impact, culture and diversity, and
work/life balance.
Employee Engagement Survey. The
survey is extended to all staff, faculty, and
administrators each year to assess existing
conditions; to help identify areas in which our
communications, leadership, procedures,
and/or policies need revision or improvement;
and to provide information to map a route
toward institutional success.
UWG’s Handbook for New Faculty 3

Leadership Development Institute, November 2015. Source: Office of the President on flickr
Leadership Development Institute. LDI
events are a vital part of our Engage West!
initiative. Held every 90 days, each LDI focuses
on learning critical to the growth and
effectiveness of UWG’s leaders.
Best of the West Employee Award and
Recognition Program. BoTW is designed
to allow colleagues to nominate one another for
recognition in one of three categories: Values,
Strategic Imperatives, and Cross-Divisional
Collaboration. Twice each year, divisional
winners are selected from all those nominated,
and at the end of the academic year, annual
award winners are chosen from selected
divisional winners and celebrated.
Best of the West Celebration, April 2017.
Source: Office of the President
Presidential Committee on Campus
Inclusion. Through thoughtful, deliberate,
and inclusive assessment of current efforts and
resources, dialogue, and research, the
committee provides the President with
recommendations to improve diversity and
inclusiveness at UWG.
4 UWG’s Handbook for New Faculty
Barriers Team. The Barriers Team identifies,
assesses, and provides recommendations for
improving operational processes, policies, and
practices with the goal of eliminating barriers of
inefficiency. With a culture of problem solving,
the team aligns identified barriers with efficient
solutions through the lens of mandated statutes,
governing policies, and system shared
services.
UWG Initiatives. Our campus is currently
engaging in a number of initiatives focused
on enhancing student learning and
positively shaping our community.
LEAP (Liberal Education and America’s
Promise). LEAP “is a national advocacy,
campus action, and research initiative that
champions the importance of a twenty-first
century liberal education—for individuals and
for a nation dependent on economic creativity
and democratic vitality.”1 In June 2016, 36
faculty members from
across colleges and
departments took part in
the Provost’s Faculty
Symposium on LEAP to
begin the process of creating a campus-wide
LEAP plan. In fall 2017, a LEAP First-Year
Seminar course was piloted in 25 sections,
which has grown to 55 for fall 2018. These
classes are designed to introduce students
to the academic life of the university. They
focus on intellectually engaging topics that
connect to students’ passions and interests.
1
From AAC&U’s website: https://www.aacu.org/leap

Quality Enhancement Plan. Our QEP
focuses on improving undergraduate writing by
integrating writing across Core courses. The
QEP is part of our SACS-COC accreditation
process. http://www.westga.edu/qep/
Complete College Georgia. CCG is part
of a statewide project coordinated by the
University System of Georgia to improve
student access to college and increase retention
and graduation rates among the system’s
institutions.
The Center for Sustainability. The
Center’s mission is to promote sustainability
initiatives on campus and the community with a
longer-term vision of making UWG one of the
most recognized sustainable campuses in
Georgia. http://www.westga.edu/green/
Economic Development. UWG is
committed to being the hub of economic
growth in the region. UWG serves as an
economic growth engine for the entire state of
Georgia. In collaboration with leaders in areas
like health care, business, technology,
agriculture, government, media, performing
arts, libraries, cultural heritage and preservation,
military, non-profit organizations, and P-12 and
other educational institutions, UWG cultivates a
strong network of partners dedicated to making
the region a better place to live, work, learn,
and play.
Our Students. Students at UWG are a
diverse group. Many are the first in their
family to attend college, and a large
number work full-time jobs to pay for their
education. You will find hard workers who
want to succeed, and they will look to you
for a roadmap.
Just the Facts. According to UWG’s Just the
Facts, there were 11,229 undergraduate and
2,291 graduate students enrolled at UWG
during the fall 2017 semester. Our total
enrollment was 13,520.
Approximately 66% of UWG students are
female. Over half (51%) of all UWG students
identify as Caucasian/White, 36% as African-
American, 5% as Hispanic, 3% identify as two or
more races, and 1% as Asian. Many of our
students (54%) are eligible for the Pell Grant,
and 49% receive Pell Grant support. Our large
number of Pell Grant recipients affects the
number of students who are able to enroll in
summer courses. About 75% of our undergrads
are full-time students, and on average, students
enroll for about 13 hours per semester.1
Each year, Student Services creates a New
Student Profile based on data they collect from
incoming first-year students at orientation.
According to this information, incoming first-
year students have a number of concerns as
they begin their college careers.2 When asked
which barriers they are expecting, students
responded:
• Lack of time management skills (56%)
• Lack of study skills (56%)
• Difficulty of courses (44%)
• Financial difficulties (34%)
Students were also asked what areas of concern
or difficulty they thought they would
experience. Students were most concerned
about their
• Study skills/habits (63%)
• Test-taking skills (48%)
• Math skills (39%)
• Writing skills (31%)
• Reading comprehension (19%)
1
These data were provided by UWG’s Office of Institutional
Effectiveness and Assessment.
2
Source: 2016 New Student Profile from Strategic Planning
Office, Student Affairs and Enrollment Management.
UWG’s Handbook for New Faculty 5
Many of our incoming students are the first in
their family to attend college. For example,
17% of our full-time first-year students in the fall
of 2017 come from households in which neither
parent attended an educational institution after
high school. Almost half (49%) of the same
cohort come from households in which neither
parent has a bachelor’s degree or higher.1
If you are working with first-year students, they
might need a little extra help from you to learn
how to be successful college students. Later in
this handbook, you’ll find suggestions about
how to help your students develop the skills
they need to be successful, as well as campus
resources students can access.
Our Faculty. At UWG, you’ll find passionate
colleagues who are committed to student
learning and success, contribute to their
disciplines through scholarship and through
their art, and engage in the life of the
university and community through their
service. Our faculty enjoy crossing
disciplinary boundaries to share their work
with their UWG peers. You’ll also find a
number of ways to take part through the
Center for Teaching & Learning (CTL), the
Office of Research and Sponsored Projects
(ORSP), Ingram Library, Center for
Community Engagement, UWG | Online,
and a number of other offices and centers.

Just the Facts. According to the Office of

Students on Campus. Source: UWG Student Life on flickr
Institutional Effectiveness and Assessment, in
the fall semester of 2017, UWG employed 452
full-time faculty and 161 part-time faculty. Of
these 613 total faculty, 34% held the rank of
instructor. Of our full-time faculty, 37% are
tenured, 19% are tenure-track, and 44% are
non-tenure track.

Dual Enrollment. Dual Enrollment, formerly
known as Move On When Ready, is a statewide
program for high school students who wish to
dual enroll at a college or university to earn
college credit while simultaneously fulfilling
their high school graduation requirements.
Students may enroll in online or face-to-face
courses from an approved course list.
Of our full-time faculty, 57% are female; 66% of
our part-time faculty are female. There are
slightly more males (53%) in administrative roles
than there are females. Of our full-time faculty,
69% hold doctorate degrees.

UWG’s dually enrolled student population has

grown significantly in the last few years on both
our Carrollton campus and our Newnan and
Douglasville instructional sites. In fall 2016,
Faculty at UWG’s annual Innovations in Pedagogy
there were 485 dually enrolled students Conference 2018. Source: Rod McRae
attending classes at UWG, which rose to 679 in
fall 2017. In the fall of 2018, 720 dually enrolled
students are projected to take courses with us.

1
These data were provided by UWG’s Office of Institutional
Effectiveness and Assessment.

6 UWG’s Handbook for New Faculty


Faculty Grant Work. The Office of
Research and Sponsored Projects (ORSP) is
a resource for faculty who apply for internal
and external grant funding to support both
their research and their teaching.
What ORSP Does: ORSP provides helpful
services to faculty and staff who are
interested in applying for internal or external
grants. All grant proposals must be approved
by the Associate Vice President for Research
and, therefore, must first pass through ORSP
before they can be approved for submission.
The ORSP offers cradle-to-grave service for
grant proposals, including proposal
development aid, pre-award services,
proposal compliance assessment, and award
financial management. Additionally, ORSP
hosts workshops and seminars throughout the
semester on topics that affect researchers
from all disciplines.
If you have an idea for a research project, or
any project that could benefit from additional
funding, please talk to representatives in the
ORSP as soon as possible!
Helpful Tools ORSP Provides:
UWGResearch-list: The ORSP manages a
research-focused list-serv. Members receive
information about upcoming grant
opportunities, workshops, and relevant
research news. To sign up, visit the ORSP
webpage at www.westga.edu/ORSP and look
for a link in the welcome message.
GrantForward: This is a search engine
service which enables users to search for
grants from a host of different sources based
on fund type, subject, funder, etc.
Qualtrics: This is survey-creation,
distribution, and reporting software.
Researchers can use this software to build and
distribute surveys to their survey participants
and then analyze data within the Qualtrics
suite. Qualtrics is available for all faculty,
staff, and students.
InfoReady Review: This is an online
application platform used to administer
internal competitions.
The Institutional Review Board (IRB):
The Institutional Review Board (IRB) is a
federally mandated body responsible for the
protection of human subjects involved in
research. The IRB reviews, approves, and
monitors research conducted under the
auspices of the University of West Georgia
(UWG) by its faculty, students, and staff. The
primary function of the IRB is to safeguard the
welfare and rights of human subjects in
compliance with the U.S. Department of
Health and Human Services. The committee
assists investigators in ensuring that the rights
and welfare of subjects are adequately
protected.
If you plan to do research involving human
subjects, please contact the campus IRB
representative at IRB@westga.edu.
Location:
Front Campus Drive, Mandeville Hall, Second
Floor suites 201-210
www.westga.edu/ORSP
facebook.com/WestGAORSP
twitter: @WestGAORSP
Students on Campus during Best of the West, April 2017.
Source: Office of the President
UWG’s Handbook for New Faculty 7


8 UWG’s Handbook for New Faculty


Chapter 2. Planning for
Teaching and Learning: The
Basics
This chapter focuses on the basic
information you need to know as you plan
your classes, including expectations for
teaching faculty, syllabus requirements,
class policies, course materials, and
services, such as Publications and Printing,
Instructional Technology Services, and the
Online Faculty Development Center.
Basic Expectations for All Faculty.UWG has
basic teaching expectations for all faculty:
CourseDen/D2L. CourseDen is UWG’s
learning management system. It provides tools
to allow you to create materials and content for
your courses. CourseDen can be used to
deliver fully online or blended courses, and it
can be used to supplement face-to-face classes.
(Consult chapter 5.) Find more information at
UWG | Online:
https://uwgonline.westga.edu/faculty-
development-center.php
Office Hours. Keep regular office hours.
The Faculty Handbook (section 209) specifies a
minimum of 10 office hours per week. Check
with your chair for specific requirements. Post
your accurate office hours on your office door
and in your syllabi.
Book Orders. Process book orders on time,
spare students as much cost as possible, and
follow departmental policy for textbooks. Some
programs require a common text across all
sections of the same course. If you are
interested in using open educational resources
(OERs), which are free for students, contact the
Center for
Teaching & Learning or the Ingram Library.
Textbook requisitions are made online.
UWG Bookstore. Source: UWG Student Life on flickr
Class Sessions & Credit Hour Policy.
Meet with classes on time and use the full time
period. This applies to online courses as well.
Also, adhere to limits for work outside of class.
In both cases, follow the UWG Credit Hour
Policy:
The University of West Georgia grants one
semester hour of credit for work equivalent to a
minimum of one hour (50 minutes) of in-class or
other direct faculty instruction AND two hours of
student work outside of class per week for
approximately fifteen weeks. For each course, the
course syllabus will document the amount of in-
class (or other direct faculty instruction) and out-of-
class work required to earn the credit hour(s)
assigned to the course. Out-of-class work will
include all forms of credit-bearing activity,
including but not limited to assignments, readings,
observations, and musical practice.
Final Exams. The exam period is optional. If
students will take a final exam in your course,
conduct final exams as scheduled during the
regular exam period. The examination schedule
can be found in The Scoop.
https://www.westga.edu/student-
services/registrar/the-scoop.php
Roster Verification. Check class rosters
carefully and report discrepancies to the
Registrar’s Office during roster verification
period. Make sure Banner and CourseDen
rosters match. Dates are provided in The
Scoop. Also, don’t ignore emails from the
Registrar regarding roster verification. Roster
UWG’s Handbook for New Faculty 9

verification is required for federal student aid
reporting purposes.
UWG Campus Center
Source: UWG Student Life on flickr
Withdrawal Date. Inform your students via
course calendars and the syllabus that the last
day to withdraw with a grade of W from full-
term (non-eCore) 16-week courses is October
8th, 2018. Students who withdraw from a full-
term (non-eCore) class between August 21st and
October 8th will receive a grade of W.
Reminder: there is no refund associated with
withdrawing from a course.
Grade Submission. Ensure your grades are
in on-time, and don’t ignore emails about due
dates. UWG is serious about on-time grade
submission. For fall 2018, grades are due by
noon on Monday, December 17th.
The Registrar’s website and this handbook
include resources for faculty on how to verify
a roster (Appendix 1), enter grades on
Banweb (Appendix 2), look up a student’s
email (Appendix 3), enter a registration
override (Appendix 4), and view and remove
advising holds (Appendix 5, but consult your
chair first).
Notify your Department Chair. Always
notify your department chair and get approval
when the following occurs:
• You are unable to meet your class due to an
emergency;
10 UWG’s Handbook for New Faculty
• You are going to be absent from campus for
conference travel or other reasons during
your contract period;
• You want to change your classroom;
• You are taking students on a field trip;
• You plan to engage in outside employment
or consulting. UWG and the USG Board of
Regents have strict policies regarding this.
Refer to the Faculty Handbook (Section 114).
Academic Dishonesty. Familiarize yourself
with the instructions for reporting students for
academic dishonesty. These are described in
the Academic Affairs procedure, Reporting an
Incident of Student Academic Dishonesty
(included in Appendix 6). If you’re looking for a
good resource specifically on plagiarism, Ingram
Library has a number of helpful materials.
Relationships with Students and
Supervisees. Practice good judgment
regarding relationships with students and
employees that may be directly or indirectly
under your supervision. Educate yourself on
Title IX policies (see Appendix 7) as well as
sexual harassment policies found in the Faculty
Handbook (Sections 121-123).
As a faculty member at UWG, you are a
mandatory reporter for Title IX and other
discrimination complaints.
Programs and Policies. Be acquainted with
the Graduate Catalog, Undergraduate Catalog,
The Scoop, and The Faculty Handbook. These
are available online:
Graduate Catalog
https://www.westga.edu/assets/docs/catalogs
/Grad-full-current/
Undergraduate Catalog
https://www.westga.edu/assets/docs/catalogs
/UG-full-current.pdf


The Scoop faculty and staff. Non-discrimination on the

https://www.westga.edu/student-
services/registrar/the-scoop.php
Faculty Handbook
https://www.westga.edu/administration/vpaa/
assets/docs/faculty-handbook.pdf
Legal issues. It’s important to be aware of
legal issues related to open records law,
the Family Educational Rights and Privacy
Act (FERPA), civil rights, fair use/copyright,
and contracts.
• Open Records: emails, personnel files,
evaluations, or anything else that is created,
received, or maintained during the course of
business at UWG is subject to open records
law.
• FERPA: grants students certain rights related
to their educational records and requires
permission for sharing student information.
• Civil Rights: defined by federal law, state
law, USG board policy, UWG policy, and
“reasonable man” standard.
basis of sex is mandated by Title IX of the
Education Amendments of 1972 (20 U.S.C.
1681 et seq.). Prohibited sex discrimination
covers sexual harassment, including sexual
misconduct, intimate partner violence, and
stalking. The University System further
strongly encourages members of the
University System community to report
instances of sexual misconduct promptly
(definitions of misconduct can be found in
Appendix 7). These policies and
procedures are intended to ensure that all
parties involved receive appropriate
support and fair treatment, and that
allegations of sexual misconduct are
handled in a prompt, thorough and
equitable manner.
As a faculty member at UWG, you are a
mandatory reporter for Title IX and other
discrimination complaints. See Appendix
7 for additional information or visit:
https://www.westga.edu/hr/title-nine.php

• Copyright/Fair Use: guidelines exist for

using works protected by copyright. Follow
guidelines for fair use.

• Contracts: only designated university

officials may sign contracts.

Additional information is provided in

Appendices 8 (Legal Topics I Should Know)
and 9 (FERPA Policy & Tips). Consult Student Studying. Source: UWG Academics on flickr
University General Counsel for additional
information at 9-5306.

Title IX. The University of West Georgia

does not discriminate on the basis of sex in
its educational programs, activities,
employment, or admissions, and UWG
prohibits such discrimination by students,

UWG’s Handbook for New Faculty 11


Establishing Class Policies. As an instructor,
you’ll need to make decisions about
whether attendance is required, if there will
be a class policy for late arrivals, staying for
class the whole time, and make-up work.
You need to clearly lay out your policies in
your syllabus and then stick to them.
Attendance. It’s no secret there’s a positive
correlation between class attendance and
success, but some instructors believe the
decision to attend class should be the student’s.
Your attendance policy is up to you, but you do
need to establish one and include it in your
syllabus.
Even with a relaxed attendance policy, there are
strategies you can use to get students to show
up. In addition to engaging classes that
encourage active participation to keep students
interested and motivated, here are some other
strategies:
• Make graded work a part of class time.
• Give unscheduled quizzes or other
assessments.
• Contact students who skip class.
• Take roll.
• Use an attendance prompt (Instead of
saying “here” have students name the
concept they found most confusing from
reading).
• Use a “ticket out the door” or “minute
paper” exercise, in which students write
their name on a sheet of paper with a short
sentence about what they’re confused
about from the lesson or reading.
Late Assignments. It’s important to
establish a policy for late assignments. Will you
have an absolute policy whereby you accept no
late assignments? What counts as late? How
will you deal with excuses related to technical
12 UWG’s Handbook for New Faculty
issues (the internet went down!)? Consider
whether you want to create a flexible policy that
allows students to drop their lowest grade.
Extra Credit. Instructors tend to have strong
convictions about allowing extra credit—some
believe that extra credit provides students with
yet another opportunity to learn, and others feel
that students have enough opportunities to
demonstrate their learning by completing the
course activities and assessments. Wherever
you fall in this debate, make sure to include an
extra credit policy on your syllabus, even if your
policy is that there will be no extra credit in your
class.
In addition to policy decisions, there are also
decisions you need to make about how you’ll
engage students in learning, what your
expectations are in terms of their participation
and their effort, and what you are willing to do
to help them succeed. Chapter 4 provides a
wealth of information on these topics.
UWG Marching Band
Source: UWG Student Life on flickr
Course Syllabus. Before you create a course
syllabus, check with your Department
Chair and find out if there is a common
syllabus for the course you’re teaching.
Whether you will be using a common
syllabus or creating one, keep in mind that
all syllabi should include the following
information:


• Instructor’s name, office hours, office

location, and contact information

• Course title, number, section, term, credit

hours, including in- and out-of-class time
requirements to earn course credit

• Method and mode of delivery (percentage

of online/face-to-face)

• Course description

• Student learning outcomes (SLOs)

• Required and recommended texts and

readings

• Assessments and tests used to measure

SLOs UWG President & Provost at Graduation
Source: UWG President’s Office on flickr
• Grading breakdown and extra credit policy;

• Technology requirements (if necessary) Choosing Materials. As you plan your

course, you want to choose materials that
• Policies for attendance and late assignments
will help your students learn content.
• Topics covered and learning activities. (It is Check with your Department Chair to see if
strongly recommended that you include a any courses you’re teaching require a
schedule of assignments and assessments.) common textbook or other materials. If so,
• The URL for Common Language for Course be sure to use them.
Syllabi (see Appendix 10), which includes
information about disability services, official
UWG communications, workload
expectations and academic credit, and the
UWG Honor Code. The URL is:
https://www.westga.edu/administration/vpaa/ass
ets/docs/faculty-resources/Common_Language_
for_Course_Syllabi.pdf

Textbooks. Source: C. Hendricks

Textbooks. If you are choosing a textbook for

a course, you can request a desk copy from a
publisher, and there is usually an online process
for this. Many publishers will provide you with a
free copy, but others will require payment,
though it may be at a reduced rate or the fee
may be waived after you adopt a text. Consider
checking with a colleague in your department
who may be able to lend you a copy of a

UWG’s Handbook for New Faculty 13



textbook for you to review. Also remember that

if you do receive a desk copy from a publisher, The Affordable Learning Georgia website
you may not resell the book. has a number of additional resources,
materials, and tutorials for getting started
If you use a textbook, students have the option
with OERs.
of purchasing the text—or in some cases,
renting a book—through the bookstore. Library Reserves. You can reserve
Textbook requisitions are made online at
materials through Ingram Library for your
http://www.bookstore.westga.edu/.
students. Students can access reserves at
Be sure to make your request well in advance of the library or online. Learn more at:
the semester, and check with the bookstore a http://libguides.westga.edu/reserves
few weeks before the semester starts to ensure
the book has been received and is labeled Course Packets. If you wish to create a
correctly with your course’s CRN number. course packet for your class, be sure to
follow copyright and Fair Use guidelines.
Another option is to have students purchase or
Work with the bookstore and Publications
rent the book through another source. Always
and Printing. Appendix 11 includes a Fair
check options as a way of ensuring students
Use checklist you can use as well as
have access to affordable textbooks and course
materials. information from Publications & Printing
about how to order course packs. There
OERs. If you are teaching a course that does are also online services that provide
not require a common textbook, consider using copyright clearance services for course pack
an open educational resource (OER). The creation.
Center for Teaching and Learning as well as
faculty at Ingram Library can help you find
OERs. To start, check out Affordable Learning
Georgia at:
http://www.affordablelearninggeorgia.org/

Here you’ll find resources on the following:

MERLOT: OERs from the California State

University System.
http://www.affordablelearninggeorgia.org/
open_resources/merlot
OpenStax College: Rice University’s initiative
to create free OER, peer-reviewed textbooks.
Textbooks are available or are under
development for most core courses.
https://openstaxcollege.org/about
MIT Open Courseware: An initiative at the
Massachusetts Institute of Technology to
provide online all available course materials to
the public. http://ocw.mit.edu/courses/
UWG Publications and Printing. Source: UWG P&P website
Publications & Printing. Make your life
easier by using P&P—your on-campus copy
center—to print materials for your courses
(copyright restrictions apply). You can visit
P&P near East Commons dining hall, or
order online at their website:
http://www.westga.edu/pubprint/
Be sure to check with your department chair
about using P&P, billing, and departmental
procedures.

14 UWG’s Handbook for New Faculty



Information Technology Services (ITS). ITS Faculty Development Center. They can
has a number of technology resources and help with course development as well as
support services. Complete information provide training on D2L. Flip to Chapter 5
can be found at: https://www.westga.edu/its/ or review Appendix 15 for more
information, as well as policies, procedures,
Classroom Technology. If you are and tips for online instruction. You can
teaching on-campus, ITS can help with reach UWG | Online by phone at 9-6248 or
immediate classroom problems related to email them at online@westga.edu.
technology (computers, AV equipment).
Each classroom that is technology-enabled
will have posted a How-To manual or
checklist on the wall or near the computer.
Be sure to take some time to learn how the
technology works in your classroom before
the first day of classes. If you need
assistance, call the helpdesk at 9-6587 from
any campus phone or 678-839-6587.

Equipment. ITS offers audio/visual

equipment for checkout (microphones, Online Student at Starbucks
Source: Online Learning on flickr
speakers, voice recorders, laptops,
presentation clickers, projectors, video
cameras, etc.). You can make a request via
their online form or call 9-6459.

Software. ITS can provide and install

Microsoft Office on your home computer at
a significantly discounted price as part of
the Work at Home program. ITS also
provides free antivirus software. Request
software online through ITS.

Other services. ITS can also help you with

email, logon issues, BanWeb, and phone
services. You may call them at 9-6587, or
send an email to servicedesk@westga.edu.

Online Faculty Development Center. If you

teach any type of course that is heavily
supported by D2L (our course management
system, also known as CourseDen), you
want to get to know the team in the Online

UWG’s Handbook for New Faculty 15



16 UWG’s Handbook for New Faculty


Chapter 3. Course Design to
Support Student Learning
Designing Your Course. The most important
decision you make when teaching is how
you will design your course. A successful
course goes beyond conveying content to
students and focuses instead on student
learning rather than on the content itself.
To put it another way, if the course is not
designed to facilitate student learning, then
the opportunity for students to successfully
master course content and achieve learning
objectives is minimal. This section will
assist you in making important decision
about how to successfully design your
courses at UWG.
There are four key elements to consider
when designing a course:
• Student Learning Outcomes (SLOs).
When creating a course, one of the first
questions you should ask is “By the end of
the course, what do I want my students to
know and be able to do?” Your answer to
that question will help you establish the
goals of your course, which we’ll refer to as
Student Learning Outcomes (SLOs). Don’t
be confused by the use of the words “goal”
or “outcome”—they mean the same thing.
The learning outcomes (or goals) for a
course should reflect the most important
skills students should achieve by completing
the course. Some departments have
mandatory SLOs that must be included for
particular courses, so be sure to include
these in addition to your own outcomes.
• Assessment and Feedback. How do you
know if students have reached the goals
you set for the course? How do students
know how to reach for an A or avoid a D?
To achieve be clear about achievement, you
must find ways to evaluate student learning
throughout the course. This is what
assessment is all about—creating ways to
measure learning to ensure that students
are successfully achieving the SLOs you
have set for them. A crucial part of
assessment is offering feedback to students
to indicate where they are successful and
where they can improve. Ideally, you will
provide feedback early and often.
• Teaching and Learning Activities. Once
SLOs and assessments are in place, your
final task is to create learning activities so
that students can successfully achieve the
goals you have set. Will you primarily
lecture? Assign readings? Hold
discussions? Engage in hands-on activities?
Every class should be geared toward
providing information and experiences that
contribute to the overall goals of the
course.
• Alignment. The process of designing a
course based on how you want students to
demonstrate achievement of SLOs is called
backward design. When you use backward
design, you plan a course by focusing on
the goals you want students to achieve
rather than on the content or information
you want to convey. Part of backward
design is ensuring that goals, assessments,
and activities all relate to one another. All
assessments and activities, for example,
should relate to one or more learning
outcomes for the course.
These four elements are not separate and
distinct, but rather work together to form
an integrated approach to designing a
course. We’ll look at each in a bit more
detail in this chapter. Your chances of
designing a strong course increase
significantly when you thoughtfully address
each of these elements.
UWG’s Handbook for New Faculty 17


Student Learning Outcomes. Student analyze readings? Or is it important for

Learning Outcomes (SLOs) describe what
students should be able to do after they
have completed your course. SLOs are an
important component of a syllabus, and
students need to have a clear
understanding of what you expect them to
know and be able to do when they
complete the class.
them to evaluate various theories in a field?
How you word a particular outcome is
important. As you develop course SLOs,
think about what you consider to be most
critical in terms of what students should
know and be able to do once they’ve
completed your course.

It is one thing to state a goal for the course,

but it is another thing to assess it. When
creating SLOs, they must be very clear and
measurable; that is, you must have a
specific way of assessing whether or not
students have attained the outcomes. For
example, the following statement would
not be measurable:

Students will appreciate art of the 20th

century. Figure 1. Revised Bloom's Taxonomy

From the University of Arkansas' Office of Teaching

How does one assess something as Innovation & Pedagogical Support
subjective as “appreciation”? The (Used with permission from http://tips.uark.edu/using-
following, however, would be a more blooms-taxonomy)

effective outcome because it is measurable:

Students will identify the basic features of
each of the 20th-century art styles and
discuss the main contributions that these
styles made to the development of visual
arts.
It is possible to measure whether students
can identify and discuss, but it would be
difficult, if not impossible, to measure how
much they appreciate something.
Notice how important verbs are in the
creation of a learning outcome. They
indicate the level and sophistication of the
specific outcome you have included in the
course. Do you want students to simply
memorize facts? Do you want them to
Consider using the revised Bloom’s
Taxonomy as you write SLOs. Bloom’s
Taxonomy is a breakdown of different
forms of student learning, ranging from
very basic forms of learning to higher levels
of cognition (thinking). As illustrated in
Figure 2, Bloom’s Taxonomy includes six
types of learning: remembering,
understanding, applying, analyzing,
evaluating, and creating. In this hierarchy,
remembering (recalling facts) is the lowest
level of learning. Having students create
new work based on what they have learned
is the highest form of learning.

18 UWG’s Handbook for New Faculty



Bloom’s Taxonomy is helpful when

considering the different levels of courses
that you will be teaching. For example, if
you are teaching an introductory-level
course, many of your SLOs may emphasize
the need to learn basic knowledge in your
field and would focus on Bloom’s concepts
of remembering, understanding, and
applying. However, for an upper division
course, your SLOs may emphasize higher
order skills such as analyzing, evaluating,
and creating.

Table 1 lists verbs associated for each level

of Bloom’s Taxonomy that might prove
helpful as you create your own SLOs. Iowa
State University’s Center for Excellence in
Learning and Teaching also provides a
Model of Learning Objectives based on
Bloom’s Taxonomy:
http://www.celt.iastate.edu/teaching-
resources/effective-practice/revised-blooms-
taxonomy/
Table 1. Behavioral Objectives Aligned to Revised
Bloom’s Taxonomy
Assessment and Feedback. How many times
have we heard another faculty member say
“I hate grading”? Or more appropriately,
perhaps, how many times have we said it
ourselves? If assessment is approached as
more than just grading, our perspective
might change toward the assessment
process. One way to change our mindset—
as well as the mindset of our students—is
to re-imagine assessment as a method of
providing feedback on a student’s progress
toward achieving SLOs rather than simply
an exercise in assigning a grade to work.

UWG’s Handbook for New Faculty 19


As Dee Fink has pointed out in Creating
Significant Learning Experiences,
assessment has normally been viewed as
backward-looking where students are
generally tested on information they
learned in the past to see if they “got it.”
Backward-looking assessment becomes a
type of audit where students are assessed
based on what they were taught rather than
on their ability to apply what they have
learned.
Fink suggests that significant learning is
best achieved with forward-looking
assessments that emphasize application of
learning rather than just memorizing
details.1 In the case of Chemistry, for
example, memorizing the periodic table
might have its merits, but applying the
knowledge gained from the periodic table
in a chemistry lab will have a greater impact
on student learning, especially at higher
levels of Bloom’s Taxonomy.
Assessments should provide opportunities
for students to demonstrate their progress
toward achieving SLOs as well as their
achievement of the SLO. As you create
assessments for your course, consider using
both formative and summative
assessments.
Formative assessments are used
throughout the course to determine
whether students are making progress
toward meeting course objectives. They
help students determine whether they are
on-track, and they can help you discern the
effectiveness of your instruction and course
activities toward student learning.
1 2
Fink, D. (2013). Creating significant learning Experiences.
San Francisco: Jossey-Bass.
20 UWG’s Handbook for New Faculty
Formative assessments can be graded or
non-graded, though feedback should
always be given. Non-graded assignments
have the value of allowing students to focus
on the actual work rather than on the
grade. Some faculty also allow rewrites or
multiples chances to turn in a particular
assignment to help achieve greater
competency. Formative assessments might
include quizzes, clicker quizzes, concept
maps, minute papers, muddiest point
papers, and other classroom assessment
techniques (CATs).2 Appendix 12 provides
more information on CATs.
Summative assessments are used to
measure whether students have achieved a
particular SLO. Summative assessments
might include tests and exams, papers and
projects, and performances. These
assessments are generally assigned at the
end of a section after students have had the
opportunity to engage with the material
(often in the form of smaller formative
assessments) related to a specific learning
outcome.
Tanner Health System School of Nursing Students.
Source: UWG THS-SON website
A significant component of assessment is
instructor feedback. Truly effective
feedback goes beyond assigning a grade
and offers constructive comments for each
assessment. Feedback should address not
Angelo, T.A., & Cross, K.P. (1993). Classroom assessment
techniques (2nd ed.). San Francisco: Jossey-Bass.

only successful achievement but also areas
for improvement. Let’s say, for example, a
student receives a 76% on a writing
assignment. If one of the learning
outcomes for the course is to improve
student writing, then feedback should be
provided that indicate why the grade was
assigned and constructive criticism on how
to improve the student’s writing on future
assignments.
According to Fink1, feedback should be
“frequent, immediate, discriminating
(based on criteria and standards),” and
delivered in a supportive manner (p. 106).
Timely feedback is critically important to
support student learning. Students need
sufficient time to look at and learn from
your feedback so that they have a
reasonable chance of improving. They also
may need to consult with you about the
feedback you provide, and in some cases,
students may benefit from other campus
resources—such as The Center for
Academic Success or The Writing Center—
to increase their chance of success in your
course. Be sure to give detailed feedback
and provide it in a timely manner so
students derive the greatest benefit from it.
As you create assessments for your courses,
keep in mind these best practices for
different types of assessments. Additional
strategies are available from the CTL.
Exams and Tests. If you will assess student
learning with exams or tests, be sure to use best
practices for test construction. First, ensure that
the test items you create are a valid measure of
whether students have reached course or
module/unit/section SLOs. Next, be sure that
1
Fink, D. (2013). Creating significant learning experiences.
San Francisco: Jossey-Bass.
test items measure student learning at the
appropriate level of Bloom’s Taxonomy (or
other taxonomy you may be using). For
example, it’s difficult—if not impossible—to
measure higher order skills with matching or
true-false items, which tend to measure things
like remembering or understanding. It is
possible to measure higher order skills with
multiple choice items, though it can be
challenging to write these type of items. Short
response and essay questions can be used to
measure higher order skills, but it’s important to
create a set of grading criteria (rubric) to
evaluate responses.
Papers, Projects, Debates, Discussions,
and Other Assessments. If you will assess
students on assignments that require writing,
communicating, or creating something, you
need to have a standard way to assess students.
A widely used tool is a rubric, defined by
Walvoord and Anderson (2010) as “a format in
which traits of the student’s work are separately
named, and each trait is evaluated according to
a scale from high to low” (p. 39).2
Two rubric examples are provided in Figures 3
and 4. One is for evaluating a QEP writing
assignment and the other is for evaluating
online discussions.
If you are looking for information on ways to
grade group work, check out this great resource
from Carnegie Mellon:
http://www.cmu.edu/teaching/assessment/asses
slearning/groupWorkGradingMethods.html.
2
Walvoord, B.E., & Anderson, V.J. (2010). Effective grading:
A tool for learning and assessment in college (2nd ed.). San
Francisco, CA: Jossey-Bass.
UWG’s Handbook for New Faculty 21

Figure 2. QEP Writing Assignment Rubric

Figure 4. Online Discussion Rubric

22 UWG’s Handbook for New Faculty


Teaching and Learning Activities. It’s important
to ensure that assignments and activities for
your course are designed with the goal of
achieving learning outcomes. Best
practices for teaching suggest that various
types of instruction should be used when
designing a course. Traditionally, college
instructors have relied on lectures to convey
information in a course, but technology and
new pedagogies have offered additional
forms of instruction.
Encourage active learning in your classes by
providing students multiple opportunities
to engage with the material beyond the
lecture. Use strategies such as class
discussions, group work, debates, case
studies, student response systems (clickers),
and brief, in-class writing assignments to
encourage active learning. Setting aside
regular chunks of class time for questions
and active participation encourages
students to think and apply what they have
learned and become active, rather than
passive, learners.
Consider using technology to encourage
active learning. For example, Padlet.com
and PollEverywhere.com can be used to
facilitate student participation in class
discussions and are helpful for ensuring all
students—even the ones who are typically
quiet—participate and engage in class.
Table 2. Active Learning Strategies Aligned to Bloom's Taxonomy
As you create activities for your course, it is
helpful to recall Bloom’s Taxonomy,
focusing on the levels of learning you want
students to achieve. At the lowest level of
Bloom’s—which requires students to
remember information and that you will
likely measure by having students recall,
define, name, list, or identify information—
course activities may center around having
students read the text, attend lectures,
and/or complete course modules (perhaps
in the online environment or flipped class).
At higher levels of Bloom’s—for example, if
you expect students to design a business
model—activities that occur in and out of
class need to help students develop various
skills required to meet that objective. This
would involve not only knowing the
elements of a good business model but
also knowing how to make good decisions
in areas such as a plan to acquire customers
and charge customers.
Whatever activity you include, be sure that
you are specific with your expectations,
open to student questions to clarify your
expectations, and willing to get students
actively involved wherever possible. Table
2 provides active learning strategies that
can be used across the various levels of
Bloom’s Taxonomy.
UWG’s Handbook for New Faculty 23

Remember: It’s All about Alignment. The
key to a well-designed course is alignment.
As you develop your course, be sure that
student learning objectives are closely
aligned to course assessments and course
activities. It is generally easier to align class
assessments to SLOs and then determine
what activities will be necessary for students
to complete to meet course goals.
Students Studying
Source: UWG Student Life on flickr
If your courses are out of alignment,
students may find it difficult to successfully
meet the objectives you set. Other
negative outcomes could include
• A perception by students that the
course is fragmented
• Confusion by students regarding what
they should learn
• Students wasting time on activities that
don’t support their success
• Uncertainty about how effective
instruction is1
1
Source: University of Colorado Online Tutorial for Faculty.
Available at http://www.ucdenver.edu/ faculty_staff/
faculty/center-for-faculty-development/
Documents/Tutorials/Assessment/module1/course_
alignment.htm
24 UWG’s Handbook for New Faculty
Course alignment may initially be a
confusing concept to understand, but keep
in mind that every aspect of the course
needs to work together. If you don’t have
specific goals stated for the course, then
what can you assess? What kind of
activities can you create if there is no
assessment plan in place? Notice how it all
starts with the learning outcomes you
create for a course; once you have
measureable SLOs, the assessments and
activities begin to fall into place. As long as
SLOs, assessment processes, and class
activities connect to one another (see
Figure 5), students should have a clear
understanding that everything they do is for
a purpose. A course that is closely aligned
is primed for success.
If you are interested in learning more about
course design, student learning outcomes,
assessment, activities, and alignment,
please contact UWG’s Center for Teaching
and Learning. The CTL provides resources,
including books such as Creating Significant
Learning Experiences (Fink), Classroom
Assessment Techniques (Angelo & Cross),
Assessment Clear and Simple (Walvoord),
and Effective Grading (Walvoord &
Anderson). The CTL also offers workshops
throughout the year on subjects related to
teaching and course design. You can also
schedule a one-on-one consultation to help
you plan your course. Take part!

Figure 5. Alignment in Course Design
Make
It Transparent. Mary Ann Winkelmes of
UNLV, as well as her colleagues at other
institutions, have been involved in the
Transparency in Learning and Teaching
(TILT) project since 2009. The primary goal
of TILT is to help faculty make their
assignments more transparent so that
students understand an assignment’s
purpose, tasks, and criteria for success.
As described on the TILT website1:
Since its inception at the University of
Illinois, Urbana-Champaign in 2009-2010,
the project has involved over 25,000
students in hundreds of courses at more
than forty institutions in seven countries.
Now housed at UNLV, the project invites
participants from all institutions of higher
education in the US and abroad. In 2014-
2015, the Transparency Project
began partnering with the Association of
American Colleges and Universities to focus
on advancing underserved students'
success in higher education.
1
https://www.unlv.edu/provost/teachingandlearning
The First Day of Class. The first day of class
can be exciting and terrifying, even if
you’ve taught before. But Day One sets
the stage for the course, and given the fact
that most instructors find they don’t have
enough time in the semester to “cover”
their course, you will want to do more than
just go over your syllabus and let students
leave early. The first day is a great
opportunity for your students to get to
know you, discover why they should care
about the course, and get a sense of the
ground rules for being a student in your
class.
Here are some suggestions for getting off
to a great start on the first day:
• Well before the start of the class, think
about why your students should care about
your course. How will you express this to
students in terms that will be meaningful
and inspiring?
• Review your class roster and be prepared to
call on students by name. If you come
across a name you can’t pronounce, ask for
help. You might ask students to create a
name tent to put on their desk or table for
the first day—and even each class period
after that—so you get to know students and
they get to know each other.
• Even if you don’t plan to take roll each class
session, take roll the first day or, for a large
class, have students fill out an information
card with their name, major, contact
information, and any other information
you’d like to know. Consider asking
students to write (or talk about) the best
teacher or course they had in high school
and what made the teacher/course stand
out.
26 UWG’s Handbook for New Faculty
When faculty make assignments transparent
(both on the assignment sheet and through
talking about the design and rationale),
they set up a number of benefits for
students. In addition to helping students
reach higher levels of achievement, a
growing body of research also suggests
that students show increases in academic
confidence, sense of belonging, and skills
valued by employers, especially students
from low-income or underrepresented
households, along with first-generation
students.
Additional research can be found at the
TILT website:
https://www.unlv.edu/provost/teachingandlearn
ing
The Center for Teaching & Learning can
help you make your assignments
transparent! Look for workshops on the
topic, or ask for a one-on-on consultation
with one of our Faculty Fellows.
UWG’s Handbook for New Faculty 25
• Discuss your group norms or have students
develop them as a class. Group norms cover
appropriate behavior (e.g., contributing
constructively to class discussions) and
inappropriate behavior (e.g., interrupting
the instructor or another student, or
keeping your headphones on during class).
• Teach class on Day One. Be sure to go
over the syllabus, but use that time
meaningfully so students understand what
they’ll learn, how you and the course
materials support that learning, and how
students will be assessed. Talk about how
much time students should plan on
devoting to preparing for class (and stick to
the credit hour policy). Then teach a lesson,
and get students engaged in learning.
Keep students until the end of the class
period so they’ll understand your standard
operating procedure.
• Give students a ticket-out-the door
assignment before they leave. Ask students
to complete an information card for you, or
prompt them to write down one thing from
class they’re confused about (or something
they’d like to know more about). If you
didn’t take roll, have them write their name
on their ticket. Review responses, and be
ready to talk about them when the class
meets next.
Students on Computers
Source: UWG Student Life on flickr

Chapter 4. Supporting
Student Success
At UWG, we are committed to helping our
students succeed. Did you know that if we
can help 75 first-year students successfully
complete their first year, we can increase
our first-year retention rate by about 5%?
75 students! That’s about how many
students will be in line at Starbucks on
Monday morning at 10:00 am.
Students at Football Game
Source: UWG Student Life on flickr
A pervasive attitude at UWG is that we all
are responsible for helping students
succeed. From our colleagues in facilities
who keep our campus beautiful and
functioning to our staff who are the heart
and soul of campus operations, and to our
faculty who challenge, inspire, and motivate
students, each of us has a role in reaching
UWG’s vision of being the best place to
work, learn, and succeed.
In this section, you’ll find information on the
steps you can take to help students be
successful in your course as well as where
to find campus resources students can
benefit from outside of your class.
Engaging Students. Finding ways to
increase students’ engagement will pay
dividends, not only for your students, but
for you. Engaged learners are active
learners. A key to facilitating student
engagement is in creating the right
classroom atmosphere. Palmer (2009)
suggests the following1:
• Convey your passion for your discipline. If
it’s clear that you care about your subject,
it’s more likely that your students will care
about it.
• Make your classroom a space where
students feel welcome and where they feel
they belong and are respected. Your
classroom should feel like a safe space that
is inclusive and where students feel their
participation is valued.
• Set high, attainable expectations for all
students. Students will typically work hard
to live up to your expectations, even if
they’re really low. Make your classroom a
place where students are challenged but
also one where students can succeed with
hard work.
In lecture courses, including large sections,
try these strategies to add to student
engagement:
• Break a long lecture into mini-lectures. In
between mini-lectures, have students
discuss or apply their learning.
• Be an active listener during discussions.
Make eye contact, repeat what students
say, and make at least one positive
1
Palmer, C. (2009). Six opportunities for building student
engagement (pp. 19-22). In M. Weimer (Ed.), Building
student engagement: 15 strategies for the college
classroom. Madison, WI: Magna Publications. Available:
http://www.facultyfocus.com/free-reports/building-student-
engagement-15-strategies-for-the-college-classroom/
UWG’s Handbook for New Faculty 27


comment about what students offer. Give goals for the course. Then encourage
critical, respectful feedback. students to share their goals, while talking
• Ask questions throughout the lecture, about what they will learn in the class and
calling students by name to respond. Ask why that is important to their plans.
questions that require students to explain Here are some additional strategies you
something rather than respond with yes/no can use to increase student engagement:
or provide a one-word response.
Social Media. A few of your UWG colleagues
• Use think-pair-share (t-p-s) or write-pair- use social media (Twitter, Facebook, Instagram,
share activities that require students to think Pinterest) to increase student engagement. For
about and discuss information from the example, a UWG economics instructor has
lecture. Use pairs to encourage all students students post ECONselfies (pictures) of
to participate (it’s easy to get lost in groups themselves connected to a concept from their
of more than three). economics courses (see picture below).
• Use clickers or polls to check for student
understanding (and reteach when
necessary). Connect clicker “quizzes” to t-
p-s activities or group discussion to increase
engagement. Consider using a second
round so students can modify their
responses based on a larger class
discussion.

If you are working with underprepared or

unprepared students, one effective strategy
for increasing engagement is increasing the
relevance of the course content. Alford and
Griffin1 suggest the following strategies to
increase relevance: UWG Student’s ECONselfie2

• Have students respond in writing to So
what? questions on each major course
topic.
• Facilitate class discussions about why the
course should matter to students, taking an
opposite position to students’ suggestions.
Also consider asking students on the first
day of class to write their own learning
1
Alford, K.L., & Griffin, T.J. (November, 2013).
Teaching
unprepared students: The importance of increasing
relevance. Online at Faculty Focus:
http://www.facultyfocus.com/articles/effective-teaching-
strategies/teaching-unprepared-students-the-importance-
of-increasing-relevance/ econselfie/
Case Studies. Case studies and simulations are
great tools for getting students to apply their
learning in meaningful, real-world contexts.
Case studies can be used to facilitate
discussion, critical thinking, problem-solving,
and analysis.
Debates. Having students debate issues in class
requires them to apply, analyze, and evaluate
information. Engaging in debates helps
students think critically, hone their
2
Available at www.pinterest.com/cubegrl/econ102-

28 UWG’s Handbook for New Faculty


communication skills, and consider multiple
viewpoints.1
Minute Papers. Minute papers are short writing
assignments, completed in class, that require
students to respond to a prompt within one
minute. Typically completed at the end of class,
students respond to prompts such as:
• What are the most important things you
learned in today’s class?
• What questions do you have about what
you learned today?
• What important questions still remain
unanswered?
Minute papers can also be used at the
beginning of the class (What questions do you
have about the readings you did for today’s
class?) or during class (Based on our discussion
of the financial repercussions of the events of
9/11, which do you consider to have the most
long-lasting effects on the U.S. economy?).
UWG Students at Graduation
Source: UWG Graduation Days on flickr
Getting Students to Read Course Material.
A common complaint faculty have is that
students do not come to class well-
prepared and do not do assigned readings.
A number of factors may affect student
1
Kennedy, R. (2007). In-class debates: Fertile ground for
active learning and the cultivation of critical thinking and oral
communication skills. International Journal of Teaching and
Learning in Higher Education, 19(2), 183–190.
reading. In some cases, students may not
buy the book or other materials, or they
may attempt to share them with other
students. Students also may believe that
there’s no benefit in completing reading
assignments, and that they can get all the
information they need in class. Other
students may feel that they don’t have
strong enough reading skills to read and
understand course materials.
A great resource on this subject is Chapter
4 of McKeachie’s Teaching Tips.2 Here are
some tips for getting students to read
course materials:
• Use information from reading assignments
for in-class exercises. The minute-paper can
be used in this case to have students write a
response to the reading.
• Use frequent quizzes on reading
assignments. This strategy can be modified
by having students turn in learning logs that
require them to respond to a set of
questions as they are reading course
material.
• Using team-based learning. To use this
strategy, have students take a quiz on the
readings independently at the beginning of
class. After they turn in the quiz, they are
allowed to work with a small group to re-
take the quiz. The final quiz grade includes
both the independent and group quiz
grades. This can be followed with a class
discussion of some or all quiz questions.
As you choose course materials and texts,
make sure they are well-aligned with your
course assignments and activities. Explain
to students that reading the text is
2
Svinicki, M.D., & McKeachie, W.J. (2014). McKeachie’s
teaching tips: Strategies, research, and theory for college
and university teachers (14th ed.). Belmont, CA: Wadsworth.
UWG’s Handbook for New Faculty 29

expected and required for students to be
successful in the course. If you find that
students don’t need a text to be successful,
you may need to re-think your course
materials. Also, if you find that students
just can’t afford the text but they can’t be
successful without it, look for OERs or
cheaper alternatives (like earlier editions).
Almost a fifth of our entering first-year
students are concerned about their reading
ability and over 55% have concerns about
their study skills. Don’t assume that
students know how to read or use a
textbook appropriately, find the most
important information in it, or take notes on
their reading. You may need to help
students develop these skills, particularly
students who are just entering college. The
CTL has additional resources on ways to
get students to read course materials.
Effective Questioning Strategies. Asking
good questions and using effective
questioning strategies can have a positive
effect on student engagement and
learning.
Question Types. There are two basic types
of questions:
Closed-ended questions tend to focus on
remembering and recall (What does mitosis
mean?).
Open-ended questions provide students an
opportunity to demonstrate their
understanding (Describe the process of cell
division); to apply their learning (How could
the design process be used to create a
widget?); to make an analysis (What are the
primary ways operant and classical
conditioning differ? What do they have in
common?); or to evaluate something (What’s
30 UWG’s Handbook for New Faculty
confusing about the term ‘negative
reinforcement’? What would you rename it?).
Asking open-ended questions is a good way to
extend student learning and get students to
work at higher levels of Bloom’s Taxonomy.
Reflective Questions. Reflective questions
can be used to help students think deeply
about what they’re learning. Weimer1 (2014)
provides four reflective question prompts:
(1) Identify one important concept, research
finding, theory, or idea that you learned
while completing this activity.
(2) Why do you believe this concept,
research finding, theory, or idea is
important?
(3) Apply what you’ve learned from this
activity to some aspect of your life.
(4) What questions has this activity raised for
you? What are you still wondering about?
Wolfie at UWG Bookstore
Source: UWG Campus Events on flickr
Wait Time. Wait time refers to the time
period just after you ask a question. Often, if
there’s more than a second or two of silence, an
instructor will jump in and answer the question.
Don’t fear the silence! If you wait long enough,
a student will respond. Longer wait times are
1
Weimer, M. (August, 2013). Prompts that get students to
analyze, reflect, relate, and question. Available online from
Faculty Focus: www.facultyfocus.com/articles/ teaching-
professor-blog/prompts-that-get-students-to-analyze-
reflect-relate-and-question/

positively correlated with length of student
response, number of questions students ask,
number of exchanges between students,
increased student participation, and student
achievement.1 If students are responding right
away with correct answers, ask questions at a
higher level and provide plenty of wait time to
allow them to think and share.
Redirecting and Probing. Sometimes
student responses will be off-topic or just plain
wrong. When students answer a question that
isn’t quite satisfactory, use probing techniques
so students can clarify or elaborate their
responses. Good probing questions include:
• Tell me more about that.
• What exactly do you mean by…?
• How might you support that with evidence?
• Is there more to it than what you’ve said?
• What helped you reach that conclusion?
• What’s another way we could think about
this?
Student Studying on Campus
Source: UWG Campus/Fall on flickr
1 Source: UWG Academics on flickr
Rowe, M.B. (1986). Wait time: Slowing down may be a way
of speeding up! Journal of Teacher Education, 37, 43-50.
Resources for At-Risk Students. At-risk
students may face challenges or exhibit
behaviors that cause concern, such as poor
academic performance, changes in
attitude/behavior, learning difficulties/
disabilities, or other issues.
If you have students who are having
academic difficulty, UWG offers a number
of support services such as The Center for
Academic Success and The Writing Center.
Center for Academic Success. CAS offers
students free tutoring in all core classes,
academic coaching, and help with study skills
and computer basics. If you have students who
are struggling with time management, basic
study skills, or goal setting, CAS is a great
resource.
Students can also go to CAS for supplemental
instruction (SI) in any course using SI. The SI
schedule can be found online. Learn more
about SI and how it can support students in
your courses by contacting CAS at 9-6280. Free
tutoring is also available, and students can make
appointments online through GradesFirst.
University Writing Center. The UWC offers
free tutoring in writing for any course and at any
level (including graduate). Online writing
assistance is also available. Find information
here: www.westga.edu/writing/
Student Studying with Notes
UWG’s Handbook for New Faculty 31

If your students need additional assistance, or if
you have concerns in an area such as
academics, behavior, personal issues, financial
concerns, or housing, start with the Faculty
Toolkit.
Faculty Toolkit. The Faculty Toolkit is a
convenient online site faculty can use to
navigate the many resources UWG has available
to help students. Use the Toolkit to locate the
relevant issue a student is facing, and then click
the corresponding link to help that student
access the resource(s) to resolve the issue.
To access the Faculty Toolkit: Click on the
A-Z Index on UWG main web page; then click
Faculty Toolkit under the letter F.
A-Z Index icon
GradesFirst. GradesFirst is a web-based
retention and advising solution that can be used
by both faculty and students. It allows faculty to
• Schedule appointments and communicate
with students;
• Generate alerts;
• Track student usage of assessment services;
• Report attendance issues;
• Report poor academic performance.
Once a student is reported in GradesFirst due
to attendance or academic performance, the
student is referred to the appropriate
department so that an intervention can take
place. Students are encouraged to use
GradesFirst to schedule appointments, request
tutors, email professors, and request help
related to study skills and overcoming test
anxiety.
To access GradesFirst: Log in to myUWG –
Click on the tab External Resources; then
click the link GradesFirst SSO.
32 UWG’s Handbook for New Faculty
Maxient. Maxient is an online form used to
report any incident or concern related to a UWG
student. Forms can be submitted by faculty,
students, staff, and parents; once submitted,
the issue will be referred to the appropriate
department so intervention can take place.
Forms may be submitted when a student
displays the following:
• Academic dishonesty/plagiarism
• Classroom Disruption
• Threatening behavior or abusive language
• Homeless or homesick behavior
• Alcohol/drug abuse
• Drastic changes in behavior
• Sexual assault
• A need for counseling
• Any behavior that causes concern
To access Maxient: Click on the A-Z Index
on UWG main web page; then click Faculty
Toolkit under the letter F. Enter the Faculty
Toolkit, click on Behavioral/Personal, and
then scroll down until you see Maxient.
Accessibility Services. Students with a
documented disability may work with UWG
Accessibility Services to receive essential
services specific to their disability. All
entitlements to accommodations are based
on documentation and USG Board of
Regents standards.
If a student needs course adaptations or
accommodations because of a disability or
chronic illness, or if the student needs to
make special arrangements in case the
building must be evacuated, the student
should notify the instructor in writing and
provide a copy of the Student
Accommodations Report (SAR), which is

available only from Accessibility Services.
Faculty cannot offer accommodations
without timely receipt of the SAR;
further, no retroactive accommodations
will be given.
Additional information on accessibility
services is provided in the Accessibility
Services Faculty Handbook (Appendix 13)
and Academic Testing: Five Facts
(Appendix 14). Also find additional
information on the website:
https://www.westga.edu/student-
services/counseling/accessibility-services.php
UWG Campus
Source: UWG Campus/Spring on flickr
Counseling Center. The UWG Counseling
Center provides free, confidential
counseling and support services to all
enrolled UWG students. In addition to
housing Accessibility Services, the
Counseling Center offers personal
counseling, psychotherapy, and group
counseling. We have walk-in hours 8:00
a.m. until 5:00 p.m., Monday to Friday.
Students may receive assistance after hours
by calling our office 678-839-6428, and
pressing option 2. There are specialized
counseling resources for student athletes
and online students. The Counseling
Center provides programs on mental
health, stress, dating and relationships, test
anxiety, and suicide prevention. If you
would like to offer credit for mental health
programs, please contact us at
counseling@westga.edu.
For faculty, the Counseling Center provides
programs and consultation in the following:
• Effective strategies for students with
disabilities
• Assist and refer distressed students
• Suicide prevention
• One-on-one consultations for faculty
regarding specific student issues: call
678-839-6428.
Find more information online at:
https://www.westga.edu/counseling/
Financial Coaching. The Office of Financial
Aid provides financial literacy education
through the Money 101 initiative. Money
101 provides financial literacy workshops
and personal financial coaching
appointments for UWG students.
Workshops and coaching appointments
educate students on budgeting, banking,
financial aid, and future planning. The
office also helps students practice
responsible financial wellness habits so that
they succeed at UWG and beyond.
Students can request appointments at
money101@westga.edu. Please contact
the Office of Financial Aid if you would like
to request materials for your students, or if
you would like to schedule a financial aid
presentation in your class.
Health Services.
UWG Health Services
provides medical to the UWG student
population who pay the health fee. A
UWG’s Handbook for New Faculty 33


variety of services are available by

appointment, and many services are
covered under the health fee. In addition,
pharmacy, health education, and student
advocacy services are available. The
relationship between our patients and UWG
Health Services is confidential; patient
information or records may not be
discussed or released without appropriate
authorization.

Contact us at 678-839-6452 and visit our

website for more information:
https://www.westga.edu/health/

34 UWG’s Handbook for New Faculty



Chapter 5. Online Teaching: • syllabus

• readings and assignments due dates

Special Considerations. • welcome video

• A Corner Café discussion where students

Transitioning from Face-to-Face to Online
Teaching. There are several considerations
you will want to take into account as you
develop an online class besides learning
your way around the learning management
system. While you can simply type up or
record your lectures and place them online,
we don’t recommend that you stop there
because you will want to
• develop explicit means for connecting
with your students;
• bridge the gap created by technology;
and
can introduce themselves (we will talk about
the importance of this below)
• links to various resources to support their
online learning
After the Start Here module, which has its own
unique structure, the learning modules that
follow are most helpful to students if they follow
the same organizational structure from module
to module. Starting out with a module overview
that includes your course and module
objectives, as well as how they will be met, is
very helpful to students to create a more
cohesive learning experience.

• engage your students with each other

and the material in meaningful ways.

While the earlier chapters on Designing

Your Course to Support Student Learning
and Supporting Student Success are
essential, this chapter will help you to
translate that information to the online
environment.

Importance of organization. One of the

biggest challenges for online students is
overcoming the sense of being alone in the
course without a clear sense of direction for
what they need to learn. A Welcome email is a
good way to share with them your passion for
your discipline and what you are particularly
excited about in this course. Students often are
unsure of what to do first and where to find
information in the course. It can be helpful to
provide a Welcome announcement that directs
students to a Start Here module that contains
all of the following necessary elements:
Special role of the syllabus. A syllabus is
the organizing force in any course, but becomes
even more important in the online environment
because students will refer to it since they can’t
ask you questions at the beginning of each
class. Thus, it is helpful to ensure that your
syllabus has all of the following:
• detailed instructions on how to complete
assignments

• how they will be assessed (rubrics or criteria)

UWG’s Handbook for New Faculty 35



• information about proctored exams Engaging Students in the Online

• links and phone numbers to online support
• communication policies
• expected response times to emails
• voicemail
• assignment turnaround times
Sharing this information upfront helps ease
student concerns about why you haven’t
responded to their email yet (it has already
been a whole hour!) and takes the pressure off
of you to always be available. The Online
Faculty Development Center has a syllabus
template that meets accessibility guidelines if
your college or department hasn’t provided you
with one specific to your unit.
Environment. The biggest challenge with
online learning is getting to know your students
and helping them to get to know you. These
facets happen naturally in a face-to-face course
with informal before and after class discussions.
In an online course, however, you need to
create explicit opportunities for these
connections to happen. Garrison, Anderson,
and Archer (2000) developed the Community of
Inquiry model based on their four-year research
project of text-based computer learning (the
foundation of online courses in the 1990s).

Establishing a sense of presence. Unless

you establish a strong sense of presence in the
online environment, students will feel isolated
and disconnected. Thus, it is necessary to build
a community of inquiry (see more on this below)
and be present in the online course. However,
you also need to set boundaries for how much
time per week you will devote to being
“present” in your online course. If you
communicate clearly with your students when
you will be available, you won’t feel that you
have to be always available. You can establish a
sense of presence by personalizing your course, The Community of Inquiry model provides
posting at least weekly announcements, sharing guidance for our teaching behaviors to ensure
feedback in the gradebook, interacting with that we have a Cognitive Presence, Social
students in the online discussions (see time Presence, and Teaching Presence that,
saving techniques below), and creating videos together, increase learning. In short, you can
to help students through difficult topics. maintain a cognitive, social and teaching
presence in the online classroom by doing the
Creating a safe online environment. Just following:
as in the face-to-face classroom, creating a safe
Cognitive: Present factual, theoretical and
learning environment means providing pro-
conceptual knowledge
social support in the discussions and
announcements and saving corrective feedback
Social: Help students to feel comfortable and
for the gradebook, individual emails, or phone
safe in the learning environment so that they
conversations.
can learn. Respond to emotions and maintain

36 UWG’s Handbook for New Faculty


cohesion of group. Social presence is
communicated via the tone of your posts, who
you respond to, and how you respond. Use a
conversational style, express emotions, use
teaching stories and use student names in
emails, discussion posts, and in gradebook
feedback. Send a welcome email, share your
teaching stories, and provide a place for
students to continue discussions after they’ve
introduced themselves to each other.
Teaching: summarize and promote consensus;
probe understanding; encourage, acknowledge,
and reinforce contributions; identify areas of
disagreement; diagnose misperceptions;
provide multiple points of view; and share your
relationship to the material.
Online Discussions: Time-Saving Tips that
also Increase Engagement. Online
discussion boards can easily be the "heart"
of any online course. They are a wonderful
place to excite students about the course
material, get them thinking about how it
applies to their lives or future careers, and
to help them integrate the course material
into their thinking. In a classroom, we don't
start a conversation and then leave nor do
we respond to every student. Instead, we
summarize when needed, ask questions to
turn the conversation towards what
experience has taught us are more fruitful
sub-topics, and ask questions to draw out
students’ knowledge and to help them
apply the material.
If we respond to every post, we dominate
the conversation, but if we leave the
conversation alone, then we have
abandoned the students and
communicated to them that what they say
does not matter. Students feel isolated
enough in an online course without being
left alone in a discussion of the material.
Research shows that students do best in
online discussions when faculty have about
10-15% of the posts in an online discussion.
If you restructure your discussions, as
described below, you can still respond to
all your students by replying to groups of
them.
Online discussions help develop the critical
thinking skills needed to see and articulate
an issue from different perspectives, to
demonstrate the ability to address the
issue, analyze it, and develop fact-based
solutions to deal with organizational issues.
They help students make the jump from
“fuzzy thinking” (conventional wisdom) to
critical thinking.
A simple modification that changes the
structure of online discussions has proven
to increase student engagement while
saving you time. The modification is easy:
adjust the structure of online discussions
from students starting threads (you know
the drill, post-and-reply-to-two) to the
instructor starting the threads. This simple
modification, along with asking open-
ended questions from the deep end of
Bloom’s Taxonomy, creates conversations
that are similar to classroom conversations
and less like homework assignments. You
can start as many or as few conversations/
topics/threads as you want to cover in a
particular discussion and the changed
approach encourages students to
participate in a conversation rather than to
make homework-like posts in response to
my questions.
When students start their own threads,
there are as many threads as there are
students in the class. Reading each of
UWG’s Handbook for New Faculty 37


these threads can be tedious. However, follow the thread and see who responded to
when the instructor starts the thread and whom.
instructs students to respond to each other
(after the first person responds to the
instructor), students are less likely to repeat
what their peers have said, less likely to
repeat mistakes, and more likely to share
experiences that engage the interests of
other students, thus keeping the
conversation lively and interesting.

Traditional Discussion. Here is a

screenshot of what a traditional thread looks like
when students begin their own threads as they
respond to the question posed by the
instructor. Each student starts a micro-chat or
brief exchange of information. It hardly
resembles an engaged conversation.
Figure 1: Short online discussions when students start
the threads
Restructured Discussion. When the
instructor begins the discussion thread, students
take the conversation in a variety of directions,
as can be seen from the screenshot below. As a
conversation becomes more specialized,
students are free to adjust or change the
subject title to assist individuals in following the
discussion. As shown here, these discussions
are best viewed in gridview so that it is easier to
Figure 2: Longer online discussions when the instructor
starts the threads
Advantages. The main advantage for
instructors is that you can make fewer posts
because you only need to make one comment
to a group of students to either correct
misunderstandings or to let them know what a
great job they are doing. You can begin a reply
post with the names of four or five students,
comment on their theme, note specific
comments, and then (re-)direct the class to
areas that you would like them to cover or
questions that might deepen or broaden the
conversation. You can save your initial and
follow-up or scaffolding questions from term to
term, and just edit them to fit them into the
conversation. This allows you to spend your
time connecting with students in your
responses.
Students using these restructured discussions
report that they enjoyed the discussions and the
freedom to join different sub-topics. The only
challenge has been over-engagement! When
that happens, you might specify both a
minimum and a maximum number of posts.

38 UWG’s Handbook for New Faculty



Instructions. Here are instructions you can • Focus their attention on important material;
post in your announcements:
• Provide authentic learning activities and
When you enter the discussions, you will see that I've opportunities to apply the material to
already started a few discussion threads. Please engage them in active learning;
respond to each other (after the first person responds
to me) to engage with your peers in the threads I • Encourage reflection and deeper levels of
started and to re-create some of the best classroom learning, especially for introverted thinkers
conversations by 1) providing new information, 2) using
and those who need more time for
your critical thinking skills to examine the assigned
readings and 3) applying what you learned to the reflection;
discussion (please use in-text citations). By having a
few discussion threads, instead of one for each person, • Provide opportunities to clarify their
the discussion will not be so repetitive (or boring). thinking and connect current material with
overall course objectives;
Remember, the goal of the discussion is to have a
great conversation while you are learning about and • Encourage high levels of student-student
applying the information you read about in the text,
interaction while engaging with material,
videos, or other readings. Notice that I ask many initial
questions. These comments and questions are there i.e., a constructivist perspective on learning.
to inspire great conversation, not limit it. Please don't
answer every part of the question; leave some for
others to respond to. I will ask further questions
Exploring Multimedia: Video-Quizzes & More.
throughout the week, so jump down into the While pondering your course creation, keep
conversation if you've come in late. Don't struggle to in mind that technology has a few
add something new to the beginning conversation
interesting “out-of-the-box” possibilities
when everyone has already said something. Instead,
see my newer questions and comments or those of available. For instance, there are
your peers and respond to them instead. “CourseDen integrated” possibilities like
Please use each other's names. Use the name of the
Kaltura, Blackboard Collaborate, Films on
person you respond to and provide a brief summary of Demand and others:
what you understand they said before sharing your
point of view. • Kaltura offers options like video quizzing
and screen and lecture capture.
An effective rubric would be one that provides
major points for 1) engagement, such as
enhancing the conversation by saying
something new (new examples, new
information, new perspectives), 2) using the
assigned readings to support their arguments to
increase their critical thinking skills and to keep
the conversation grounded, and 3) collaborating
with their peers (responding to peers and using
their names).
• Blackboard Collaborate is a great tool for
The single key to excellent discussions is to adding optional real time online meetings
engage students. You can accomplish this if as well as virtual office hours.
you:
• Films on Demand offers thousands of
• Provide them with real-life examples that streaming videos on most, if not all,
motivate them to explore or challenge their disciplines.
thinking;

UWG’s Handbook for New Faculty 39



There is also some new, or improved, non-

integrated technology, like the latest
PowerPoint update from Microsoft office
365 that offers new options for narrating
PowerPoint presentations.

YouTube (owned by Google) also has some

extremely useful media creation and
sharing possibilities. Using your
smartphone and the YouTube App, you can
easily record short welcome and/or
instructional videos that can easily be
shared inside CourseDen.

The Benefits of a Learning Management

System for Face-to-Face Courses.
CourseDen can also be useful in your face-
to-face course.

You can use CourseDen to

• Reduce class time spent on course

management by using CourseDen
Assignment dropbox folder

• Spend less time informing students

about their current average by using the
Gradebook tool

• House your curated collection of No

Cost/Low Cost primary source articles
and e-books

• Provide content for students to review

for flipped and active learning
classrooms.

To learn more about anything you’ve read

in this chapter, please contact the Online
Faculty Development Center at 678-839-
5289 or online@westga.edu

40 UWG’s Handbook for New Faculty



Chapter 6. Documenting
Your Success
As you begin your first year at UWG, it’s
important to put a plan in place to
document your success, particularly in the
areas of teaching, professional growth and
development, and service. An important
first step is to meet with your Department
Chair early in the semester to learn about
specific expectations for faculty at your rank
and in your department. Expectations vary
across ranks (e.g., lecturer, senior lecturer,
instructor, assistant professor, etc.),
departments, and colleges.

Review the Faculty Handbook (Section 100)
to learn about basic policies and
procedures for faculty. There you’ll find
information on appointment, tenure and
promotion, evaluation, and other important
information.
The Faculty Handbook lists evidentiary
sources for teaching, service to the
institution, and professional growth and
development. The Faculty Handbook notes
the following:
Each department, school, college, or the
library must specify acceptable additional
evidentiary sources for teaching, service, and
professional growth and development.
Additional evidentiary sources must be
approved by the faculty and the Dean of the
respective school or college, the Vice
President for Academic Affairs/Provost, and
must be published in the academic unit’s
respective promotion and tenure documents.
(p. 18)
Professor Chowns (Geosciences) in the Lab
Source: UWG Academics on flickr
Creating Your Plan. Once you’ve talked to
your Department Chair, follow
departmental procedures for creating your
annual goals. If you are on the tenure track,
ensure that you have goals for teaching,
service, and professional growth and
development, and that these goals are in
line with departmental expectations.
For faculty not on the tenure track, work
with your chair to determine departmental
expectations for service and professional
growth and development based on your
rank and your future goals.
Once you have a good sense of your
department’s expectations and after you’ve
created your annual goals, be sure to stay
focused on your goals. Each year you will
be asked to create an annual report that
documents your progress toward meeting
the goals you set.

UWG’s Handbook for New Faculty 41


Here are some strategies that can help:
• Stay organized. You’ll want to keep a
record of your progress toward your annual
goals. This means keeping track of what
and how you’re doing in teaching, service,
and professional growth and development.
Consider setting up a filing system to keep
up with relevant documents.
• Set aside time on your calendar for
course prep and maintenance (grading,
responding to students) and for your
scholarship activities. Many faculty find it
useful to block off large chunks of their
calendar for writing.
• Find the right balance, particularly in the
area of service. It’s easy to say yes to every
opportunity that comes your way to serve
on a committee. Try to be strategic in this
area. Make sure you understand the
expectations for your department and in
your college, and then commit to serving on
a reasonable number of committees. Also,
look for ways to connect your service,
teaching, and professional growth and
development.
• Keep up with your SEIs (Student
Evaluations of Instruction). These are the
evaluations you give in all your courses at
the end of each semester. Always follow
the proper procedure for disseminating and
collecting SEIs. When your results are
returned, read them carefully, focusing on
both the quantitative and qualitative data.
Come up with a plan for improvement, write
up the plan, and then follow through with it.
Keep all documentation to show ways you
engage in continuous improvement.
42 UWG’s Handbook for New Faculty
• Have at least one peer evaluation each
year. You may ask your mentor or another
colleague in your department or college to
observe and evaluate your teaching. Check
with your Chair to determine if your
department has a specific process or peer
evaluation form.
• Take advantage of any opportunity you
have to show your commitment to
becoming the best teacher you can be.
Attend CTL events, join SoTL groups, and
attend meetings, functions, and
conferences on- and off-campus that focus
on teaching and learning. Document your
attendance, and keep a written record of
what you learned, how you used what you
learned, and what impact the learning had
on your teaching and your students’
learning.
• If you are required to document
professional growth and development,
start working immediately. All faculty on
the tenure track are expected to document
their professional growth and development,
typically through scholarly publications or
creative works and presentations. This is
one area that varies significantly across
departments and colleges. Be sure you
understand expectations that are specific
to your department, college/school, and
rank within your department.
It’s a good idea to ask your Department
Chair to assign you a faculty mentor. Also
attend college sessions (when available) on
tenure and promotion or other campus
events on tenure and promotion.


Keeping Track of Your Progress. Don’t wait

until the end of the year to try to put all
your materials together for annual review.
You’ll save a significant amount of time if
you keep track of your work as you go.
Provided in Figure 6 is an example of how
you might document your activities.

You’ll also want to keep records and

documents to accompany annual reports
and—for those on the tenure track—the
tenure and promotion dossier. Be sure to
keep:

• Syllabi from all courses you teach

• SEIs (both the summary report and each

SEI completed by a student)

• Peer evaluations that include your

reflection of the evaluation

• Flyers, handouts, or other documents

(letters, certificates) from teaching
professional development meetings or
workshops

• Copies of publications and works-in-

progress, letters to and from journal
editors showing status of manuscripts

• Conference program information showing

your presentation title and time
Figure 6. Documenting Teaching, Professional Growth and Development,
• Evidence of grant submission and outcome and Service
(funding status)

• Letters of thanks/emails documenting

service The Center for Teaching &
Also, don’t be shy about asking for letters Learning is here to help. Get
from colleagues or supervisors that you can in touch and get involved.
include in annual reports or your dossier.
Let us know how we can help
you be successful!

UWG’s Handbook for New Faculty 43



44 UWG’s Handbook for New Faculty



Appendix 1. How to Verify a Roster (Attendance Verification)

UWG’s Handbook for New Faculty 45



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48 UWG’s Handbook for New Faculty



Appendix 2. How to Enter Grades on Banweb

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50 UWG’s Handbook for New Faculty



Grades of I (Incomplete), U (Unsatisfactory), or F (Fail) require entering a last

date of attendance. You will not be able to submit grades until this field is
populated for these grades. All other grades (A–D or S) do not require a
date.

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52 UWG’s Handbook for New Faculty



Appendix 3. How to Look Up a Student’s Email on Banweb

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54 UWG’s Handbook for New Faculty



Appendix 4. How to Enter a Registration Override

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Appendix 5. How to View Your Advisee List and Remove Advising Holds

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Appendix 6. Reporting an Incident of Academic Dishonesty

UWG’s Handbook for New Faculty 69



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Appendix 7. Title IX Compliance at UWG

Title IX Compliance at UWG

Sex Discrimination, Harassment, and Assault

The University System of Georgia and the University of West Georgia is committed to ensuring a safe
learning environment that supports the dignity of all members of the University System of Georgia
community. The University System of Georgia does not discriminate on the basis of sex or gender in any
of its education or employment programs and activities. To that end, this policy prohibits specific forms
of behavior that violate Title IX of the Education Amendments of 1972. The University System of Georgia
will not tolerate sexual misconduct, which is prohibited, and which includes, but is not limited to,
domestic violence, dating violence, sexual assault, sexual exploitation, sexual harassment, and stalking.
The University System further strongly encourages members of the University System community to
report instances of sexual misconduct promptly. These policies and procedures are intended to ensure
that all parties involved receive appropriate support and fair treatment, and that allegations of sexual
misconduct are handled in a prompt, thorough and equitable manner.

The University of West Georgia follows the Georgia Board of Regents Policy 4.1.7 on Sexual Misconduct Policy,
which includes the following:

Definitions and Prohibited Conduct:

Community: Students, faculty and staff, as well as contractors, vendors, visitors, and guests.

Complainant: An individual lodging a complaint. The complainant may not always be the alleged victim.

Consent: Words or actions that show a knowing and voluntary willingness to engage in mutually agreed-upon
sexual activity. Consent cannot be gained by force, intimidation or coercion, by ignoring or acting in spite of
objections of another, or by taking advantage of the incapacitation of another, where the respondent knows or
reasonably should have known of such incapacitation. Consent is also absent when the activity in question
exceeds the scope of consent previously given. Past consent does not imply present or future consent. Silence
or an absence of resistance does not imply consent. Minors under the age of 16 cannot legally consent under
Georgia law.

Dating Violence: Violence committed by a person who is or has been in a social relationship of a romantic or
intimate nature with the alleged victim.

Domestic Violence: Violence committed by a current or former spouse or intimate partner of the alleged victim,
by a person with whom the alleged victim shares a child in common, by a person who is cohabitating with or has
cohabitated with the victim as a spouse or intimate partner, by a person similarly situated to a spouse of the
alleged victim under the domestic or family violence laws of the jurisdiction, or by any other person against an
adult or youth victim who is protected from that person’s acts under the domestic or family violence laws of the
jurisdiction.

Incapacitation: The physical and/or mental inability to make informed, rational judgments, and can result from
mental disability, sleep, involuntary physical restraint, or from intentional or unintentional taking of alcohol and/or
other drugs. Whether someone is incapacitated is to be judged from the perspective of an objectively reasonable
person.

Nonconsensual Sexual Contact: An intentional sexual touching upon a person, without consent or where the
person is incapacitated, and/or by force, by another person or with any object. Sexual contact includes but is not
limited to, intentional contact with the breasts, buttocks, groin, or genitals, or touching another with these body
parts, or making another touch the alleged victim or themselves with or on any of these body parts.

Privileged Employees: Individuals employed by the institution to whom a complainant or alleged victim may talk
in confidence, as provided by law. Disclosure to these employees will not automatically trigger an investigation
against the complainant’s or alleged victim’s wishes. Privileged Employees include those providing counseling,
advocacy, health, mental health, or sexual-assault related services (e.g., sexual assault resource centers,
campus health centers, pastoral counselors, and campus mental health centers) or as otherwise provided by
applicable law. Exceptions to confidentiality exist where the conduct involves suspected abuse of a minor (in

UWG’s Handbook for New Faculty 73



Georgia, under the age of 18) or otherwise provided by law, such as imminent threat of serious harm. Further,
Privileged Employees must still submit anonymous statistical information for Clery Act purposes.

Respondent: Individual who is accused to have engaged in conduct that violates this Policy.
Responsible Employees: Those employees who must promptly and fully report complaints of or information
regarding sexual misconduct to the Title IX Coordinator. Responsible Employees include any administrator,
supervisor, faculty member, or other person in a position of authority who is not a Privileged Employee. Student
employees who serve in a supervisory, advisory, or managerial role are in a position of authority for purposes of
this Policy (e.g., teaching assistants, residential assistants, student managers, orientation leaders, etc.).
Responsible Employees are not required to report information disclosed at public awareness events (e.g., “Take
Back the Night,” candlelight vigils, protests, “survivor speak-outs” or other public forums in which students may
disclose incidents of prohibited conduct).

Sexual Assault: An umbrella term referring to a range of nonconsensual sexual contact, which can occur in
many forms including but not limited to rape and sexual battery.

Sexual Exploitation: “Sexual Exploitation” occurs when an individual takes non-consensual or abusive sexual
advantage of another for his or her own advantage or benefit, or to the benefit or advantage of anyone other than
the one being exploited.

Examples of sexual exploitation may include, but are not limited to, the following:

1. Invasion of sexual privacy;

2. Prostituting another individual;
3. Non-consensual video or audio of sexual activity;
4. Non-consensual distribution of video or audio of sexual activity, even if the sexual activity or video or audio
taken of sexual activity was consensual;
5. Intentional observation of unconsenting individuals who are partially undressed, naked, or engaged in sexual
acts;
6. Knowingly transmitting an STD or HIV to another individual;
7. Intentionally and inappropriately exposing one’s breasts, buttocks, groin, or genitals in non-consensual
circumstances; and/or
8. Sexually-based bullying.

Sexual Harassment: Unwelcome verbal, nonverbal, or physical conduct, based on sex or gender stereotypes,
that: is implicitly or explicitly a term or condition of employment or status in a course, program, or activity; is a
basis for employment/educational decisions; or has the purpose or effect of interfering with one’s work or
educational performance creating an intimidating, hostile, or offensive work or learning environment, or
interfering with or limiting one’s ability to participate in or benefit from an institutional program or activity.

Stalking: Engaging in a course of conduct directed toward another person based upon sex that would cause a
reasonable person (i) to fear for his or her safety or the safety of immediate family members or close
acquaintances, or (ii) to suffer substantial emotional distress.

Reporting:
Relying upon the definitions above, complaints regarding sex discrimination, sexual harassment or sexual
misconduct can be reported to any of the following individuals:

Social Equity Officer and Title IX Coordinator

Aycock Hall, Room 112
678-839-5344

Director of Human Resources and Title IX Deputy Coordinator for Faculty, Staff and Visitors
Aycock Hall, Room 112
678-839-6424

Student Conduct Specialist and Title IX Deputy Coordinator for Students

Campus Center, Room 200
678-839-4733

Assistant Athletics Director and Title IX Deputy Coordinator for Gender Equity in Athletics
Athletic Operation Building, Room 242
678-839-9364

74 UWG’s Handbook for New Faculty



Report using our anonymous online form (“Incident Report” at www.westga.edu/UWGCares)

Investigations.
Investigations will be coordinated through the Title IX Coordinator’s office. All complaints (including those
involving claims of discrimination) will be investigated in accordance with the terms of BOR Policy 4.1.7. This
includes complaints that do not include a complaint involving a student (i.e., complaints between employees or
vendors). For additional information, please contact the Title IX Coordinator’s office, who is authorized to
establish further guidelines to assist with compliance.

Investigation Report Findings.

The investigator will issue a written report to the parties of the charges, findings of cause/no cause, description of
evidence supporting the findings, and recommendations of sanctions, as applicable. The parties have the
opportunity to respond within three business days and the investigator may supplement the report in accordance
with BOR Policy 4.1.7.5. At such time as the investigator’s report is finalized, the Title IX Coordinator will discuss
the findings and recommended sanctions, as applicable, with the parties. Any disagreements with the findings or
sanctions by either party will result in the forwarding of the complaint and the investigation report for hearing by a
Panel assigned by the Title IX Coordinator. The Title IX Coordinator’s office is authorized to establish further
guidelines to assist with compliance.

Hearing Procedures.
Hearings involving a student, either as a Complainant or as a Respondent, will be resolved in accordance with
BOR Policy 4.1.7.5. All other hearings that do not involve a student as a Complainant or Respondent will follow
the Protocols for Employee Civil Rights Complaints (http://www.westga.edu/assetsAdmin/titlenine/Protocolfor
EmployeeCivilRightsComplaints.pdf). The Title IX Coordinator’s office is authorized to establish further guidelines
on the hearing procedures.

Appeals.
Appeals of hearing results for complaints involving a student, either as a Complainant or as a Respondent, will
follow the procedures set forth in BOR Policy 4.7.1.6. All others will follow the Protocols for Employee Civil
Rights Complaints
(http://www.westga.edu/assetsAdmin/titlenine/ProtocolforEmployeeCivilRightsComplaints.pdf).
The Title IX Coordinator’s office is authorized to establish further guidelines on appeals.

For more information as to expectations for Registered Student Organizations, please contact the Dean of
Students.

Resources
University Police
678-839-6000 (to report incident or to reach other offices after hours)
Health Services
Services for those impacted by sexual assault are free and confidential. Services include medical treatment,
forensic exam, medications and advocacy.
678-839-6452
Counseling Center
Provides Confidential Counseling with licensed therapists.
678-839-6428
West Georgia Prevention & Advocacy Resource Center
A 24-hour hotline that provides crisis intervention and advocacy.
770-834-7273
UWG Patient Advocates
Jill Hendricks 678-839-0641
Corey Hindman 678-839-5338
Title IX Coordinator
Claudia Lyerly 678-839-2981
(The Title IX Coordinator oversees the process for addressing sexual discrimination complaints.)

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78 UWG’s Handbook for New Faculty



Appendix 8. Legal Topics I Should Know

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80 UWG’s Handbook for New Faculty



Appendix 9. FERPA Policy & Tips

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Family Educational Rights and Privacy Act (FERPA) for Faculty and
Staff
FERPA was enacted by the US Congress in 1974. It is a set of regulations that applies to
those institutions that receive funding from the Department of Education. It guarantees
students the right to inspect and review their educational records, the right to seek to
amend educational records, and the right to have some control over the disclosure of
information from those educational records. Please note that FERPA and the Georgia Open
Records Act should be considered together when responding to a request for records.

Definitions:
Educational records- those records, files, documents, and other materials which contain
information "directly related to a student" and are maintained by UWG. It does not include
law enforcement records, records in the sole possession of an employee that is not
accessible or revealed to any other person, records related to a student's employment at
UWG, and Treatment Records unless disclosed for purposes not related for treatment.

Treatment records - records made or maintained by a physician, psychiatrist, psychologist,

or other recognized professional in connection with the treatment of a student AND
disclosed only to individuals providing the treatment. It does not include remedial
educational activities or records that are part of a program of instruction, i.e.,
accommodation records.

Directory Information - may be disclosed unless a student has requested non-disclosure

through the Registrar's office. If a student has elected non-disclosure, it is as though that
student doesn't exist. (Students may elect non-disclosure if they have a protective order
against another individual, etc.) You should respond to requests for information with "I have
no information about that individual." At UWG, Directory Information includes:

• Name, Address, Telephone Number

• Major Field of Study
• Dates of Attendance
• Previous Institutions Attended
• Degrees and Awards Received
• Participation in Officially Recognized Activities and Sports
• Height and Weight of Members of Athletics Teams
• Photograph
• Full- or Part-Time Status

Disclosure:
On certain occasions, you may be able to release non-directory information about a student
to a third party (parents included) without the student's written authorization. However, if
possible, UWG prefers that you obtain a release from the student to be certain that you are

82 UWG’s Handbook for New Faculty



complying with FERPA. Forms may be found HERE. The following is a brief summary of
instances when you may be able to disclose information without the student's authorization:

• To another university official with a legitimate educational interest

• To a parent/legal guardian who can demonstrate that the student is a tax dependent
(the latest Tax Form is acceptable)
• If it is requested by law enforcement with proper official identification

If you are unable to obtain the student's permission or are unclear about what you should
do, please contact the University General Counsel or the Registrar.

The DANGER ZONE:

• Public posting of grades, either by the student's name, student number, or social
security number is a violation of FERPA.
• Allowing students to leave papers, tests, etc. in an area that is not constantly
supervised by you or a teaching assistant, or that is accessible by anyone without a
legitimate educational interest (i.e., leaving a box on your secretary's desk for
papers)
• Sending grades by electronic mail is a violation of FERPA; other information may be
permissible, but electronic mail is generally discouraged due to the ease that it may
be intercepted
• Sharing the student's schedule with anyone other than a University official with a
legitimate educational interest; you could be endangering the student's safety.
• Storing educational records on storage devices such as memory-sticks, etc. without
encryption or password protection. See UWG's Data Security Policy.
• When writing a letter of recommendation for a student, do not mention grades
unless you have the permission of the student. General observations about the
student's attendance or qualifications are acceptable.

Tips:
• Keep only those individual student records necessary for the fulfillment of your job
duty. The exchange of messages that concern the student's educational records
with colleagues not involved in that student's education is not a good idea. It is ok
to exchange your personal observations of the student's behavior or habits to assist
in identifying barriers to learning.
• Forward all judicial orders, subpoenas, or other written requests for data to the
Open Records Officer or University General Counsel.
• In the case of an emergency situation, direct requests for student information to the
University Police or University General Counsel.

UWG’s Handbook for New Faculty 83



UNIVERSITY of WEST GEORGIA

Authorization to Release Educational Records – Limited Duration

NOTE: Federal regulations (34 C.F.R. Part 99) prohibit the release of educational
records of students currently enrolled or formerly enrolled in postsecondary
educational institutions without the prior written consent of the student. At the
beginning of each Academic Year or upon enrollment, you will be asked to complete
a general authorization to release educational records. This Form is to be used to
give authority to the University to discuss information about your education with third
parties in the event an issue arises that requires the limited time involvement of an
additional third party. In order to comply with these regulations, UWG requires a
waiver executed by the student that states that his/her parent(s), legal guardian(s),
or other designated individuals may receive copies of reports or verbal
communications regarding the student’s educational records and that instructors,
advisors, or other school officials may communicate with these designated third
parties.

I, ___________________________________,* (student number

_________________), am authorizing the University of West Georgia’s faculty and
staff to release information and documents to my parent(s), legal guardian(s), or
other(s) as designated below for the purpose of discussions related to coursework,
field evaluations, or other educational activity:

_____________________________________ ____________________________
Name Relationship to student

_____________________________________ ____________________________
Name Relationship to student

__________________________________ ________________
Student Signature Date

* I understand that this waiver is not retained on file by the University of West
Georgia for any future release of information and records.

84 UWG’s Handbook for New Faculty



Appendix 10. Common Language for Course Syllabi

Note: This information is available on the Provost’s website. TIP: Instead of copying and pasting
the following, you can insert this link, which will stay updated semester to semester:
https://www.westga.edu/administration/vpaa/common-language-course-syllabi.php

Common Language for Course Syllabi

Students should review the following information each semester.
ACADEMIC SUPPORT
Accessibility Services: Students with a documented disability may work with UWG Accessibility
Services to receive essential services specific to their disability. All entitlements to
accommodations are based on documentation and USG Board of Regents standards. If a
student needs course adaptations or accommodations because of a disability or chronic illness, or
if he/she needs to make special arrangements in case the building must be evacuated, the
student should notify his/her instructor in writing and provide a copy of his/her Student
Accommodations Report (SAR), which is available only from Accessibility Services. Faculty
cannot offer accommodations without timely receipt of the SAR; further, no retroactive
accommodations will be given. For more information, please contact Accessibility Services.
Center for Academic Success: The Center for Academic Success provides services,
programs, and opportunities to help all undergraduate students succeed academically. For more
information, contact them: 678-839-6280 or cas@westga.edu
University Writing Center: The University Writing Center assists students with all areas of the
writing process. For more information, call 678-839-6513 or email writing@westga.edu
ONLINE COURSES
UWG takes students’ privacy concerns seriously: technology-enhanced and partially and fully
online courses use sites and entities beyond UWG and students have the right to know the
privacy policies of these entities. For more information on privacy and accessibility for the most
commonly used sites, as well as technology requirements visit the UWG Online site.
Students enrolled in online courses can find answers to many of their questions in the Online/Off-
Campus Student Guide.
If a student is experiencing distress and needs help, please see the resources available at
the UWG Cares site. Online counseling is also available for online students.
HONOR CODE
At the University of West Georgia, we believe that academic and personal integrity are based upon
honesty, trust, fairness, respect, and responsibility. Students at West Georgia assume
responsibility for upholding the honor code. West Georgia students pledge to refrain from
engaging in acts that do not maintain academic and personal integrity. These include, but are not
limited to, plagiarism, cheating, fabrication, aid of academic dishonesty, lying, bribery or threats,
and stealing.
The University of West Georgia maintains and monitors a confidential Academic Dishonesty
Tracking System. This database collects and reports patterns of repeated student violations
across all the

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Colleges, the Ingram Library, and the School of Nursing. Each incidence of academic dishonesty
is subject to review and consideration by the instructor, and is subject to a range of academic
penalties including, but not limited to, failing the assignment and/or failing the course. Student
conduct sanctions range from verbal warning to suspension or expulsion depending on the
magnitude of the offense and/or number of offenses. The incident becomes part of the student’s
conduct record at UWG.
Additionally, the student is responsible for safeguarding his/her computer account. The student’s
account and network connection are for his/her individual use. A computer account is to be used
only by the person to whom it has been issued. The student is responsible for all actions
originating through his/her account or network connection. Students must not impersonate others
or misrepresent or conceal their identities in electronic messages and actions. For more
information on the University of West Georgia Honor Code, please see the Student Handbook.
UWG EMAIL POLICY
University of West Georgia students are provided a MyUWG e-mail account. The University
considers this account to be an official means of communication between the University and the
student. The purpose of the official use of the student e-mail account is to provide an effective
means of communicating important university related information to UWG students in a timely
manner. It is the student’s responsibility to check his or her email.
CREDIT HOUR POLICY
The University of West Georgia grants one semester hour of credit for work equivalent to a
minimum of one hour (50 minutes) of in-class or other direct faculty instruction AND two hours of
student work outside of class per week for approximately fifteen weeks. For each course, the
course syllabus will document the amount of in-class (or other direct faculty instruction) and out-
of-class work required to earn the credit hour(s) assigned to the course. Out-of-class work will
include all forms of credit-bearing activity, including but not limited to assignments, readings,
observations, and musical practice. Where available, the university grants academic credit for
students who verify via competency-based testing, that they have accomplished the learning
outcomes associated with a course that would normally meet the requirements outlined above
(e.g., AP credit, CLEP, and departmental exams).
HB 280 (Campus Carry)
UWG follows University System of Georgia (USG) guidance:
http://www.usg.edu/hb280/additional_information
You may also visit our website for help with USG Guidance:
https://www.westga.edu/police/campus-carry.php
Mental Health Support
If you or another student find that you are experiencing a mental health issue, free confidential
services are available on campus in the Counseling Center. Students who have experienced
sexual or domestic violence may receive confidential medical and advocacy services with the
Patient Advocates in Health Services. To report a concern anonymously, please go
to UWGcares.

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Appendix 11. Fair Use Checklist and Course Pack Preparation from Publications &
Printing

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Course Pack Ordering from Publications & Printing

Course packs that you may prepare for your classes are printed at Publications & Printing, off Back
Campus Drive across from the East Commons dining hall, and are generally sold at the campus
bookstore. Quantities are approved by the bookstore before printing, based on class size and the
instructor’s request.

Begin by e-mailing Amy G. Morris (agrey@westga.edu) at the bookstore and give her your
department name, course name and number, the semester you plan to use the material, and the
quantity you need for each class section. Copy pubprint@westga.edu so that Jeff Marlow, Sr.
Coordinator for Digital Production, will expect the job. Once your quantity has been approved by
the bookstore, send your course pack file to pubprint@westga.edu as a pdf attachment to your e-
mail. Include any special instructions (tabs, various color sections, etc.). You may provide a CD or
USB drive instead if you prefer. For questions, feel free to contact Marlow at 9-4081.

For fastest turnaround, a single print-ready pdf file is best. If you send multiple files that must be
combined by the print staff, the process may take longer and there may be some risk of error. For
larger course packs, please allow two weeks for production time. While production is usually faster,
at certain times such as just prior to fall semester, there may be a backlog of printing in the queue.

It is the goal of Pub & Print to accommodate your needs and to have your course pack on the shelves
of the bookstore before the first day of class. Pub & Print will also work closely with you to have your
other printing such as lab materials, course syllabus, handouts, lecture outlines, sample class projects,
and other teaching materials ready when you need them.

The most common paper choice is 20-pound copy paper, the least expensive. For choice of colors,
see www.westga.edu/pubprint, under Paper. Binding choices include 3-hole punch for student
notebooks, the most common and least expensive. Other options are staple, stitch, coil or comb
binding. You will also have a choice of covers: a heavy cover-weight paper, a clear or frosted see-
through plastic protector front and back, or no cover. You will need a cover page designating
instructor, name and course number, section, and semester.

Concerning copyright, instructors are responsible. Fair Use allows a number of exceptions for
educational use. If you have concerns, you may download a fillable (PDF) Fair Use Checklist provided
by the USG at http://www.usg.edu/copyright/fair_use_checklist.

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Appendix 12. Classroom Assessment Techniques

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Appendix 13. Accessibility Services: Five Fast Facts

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Appendix 14. Accessibility Services: Faculty Handbook

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Appendix 15. Academic Testing: Five Fast Facts

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Appendix 16. UWG | Online Who We Are and What We Do and Policies, Procedures, &
Tips

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 Located on the 2nd floor of Mandeville Hall, Front Campus Drive