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5th Week Grades Beyond the Letter: Guiding Students from Reflection to Action

by | Oct 1, 2026 | Blog, Guest Post, Student Performance, Student Success, Teaching & Learning Tip

Teaching & Learning Tip

Guest post by Mosisah Mavity (Associate Director, Office of Student Retention) and Kirby Orr (Educational Initiatives Specialist, Office of Student Retention)

By the fifth week of the semester, students have had enough experience to form a sense of how the term is going. They’ve submitted assignments, taken exams, received feedback, and started drawing conclusions about themselves as students. Fifth-week grades offer an important opportunity to compare those perceptions with some actual academic evidence. Sometimes the two align; sometimes they don’t. Either way, there is enough information to reflect, and still plenty of time to act.

Coulter Faculty Commons' Teaching & Learning Tip

That makes fifth-week grades a useful opportunity for meaningful reflection and course correction where needed, rather than just an early warning sign. Instead of framing fifth-week grades as a predictive red flag, we can help students see them as a data point, not a verdict. The grade itself is only a starting point. It is information about their performance right now, under their current circumstances and approaches. It is not a prediction of how the semester will end, nor a statement about their ability to succeed.

This framing also helps students separate an academic outcome from a judgment about themselves. “I earned a D on this exam” can quickly become “I’m bad at chemistry.” Instead, we can help students slow that leap down: What contributed to this outcome? Which of those factors are within my control? What could I try differently? And the same reflection matters when things are going well. A strong grade is an opportunity to identify the habits, strategies, decisions, and supports that are worth continuing. 

The real opportunity is helping students move from feedback to reflection to action. A few questions can help:

  • What’s working? Reflection matters when things are going well, too. What habits, strategies, choices, or supports contributed to a positive result? Don’t forget that celebrating the wins is just as important as recognizing changes that need to be made.  
  • What contributed to the result? Looking beyond the letter grade can help students identify behaviors, circumstances, challenges, and decisions that affected their performance and that may need to be adjusted. 
  • What might need to change? Rather than jumping straight to a solution, students can consider which contributing factors are within their control and what realistic adjustments are possible.  
  • How are we thinking about this? Encourage students to take their fixed mindset thoughts and turn them into growth mindset thoughts, so the message goes from “I knew I wasn’t a science person; that’s why I’m failing” to “I’ve struggled in chemistry so far, but I can improve if I get tutoring and set aside time to study each week.” 
  • What comes next? Reflection becomes more useful when it ends with a concrete next step, whether that means changing a study strategy, communicating with an instructor, seeking support, addressing a barrier, or continuing something that is already working.  

The goal isn’t to turn every fifth-week grade into a problem to solve. It’s to help students practice interpreting feedback without turning it into a judgment about themselves, recognize where they have agency, and make intentional decisions about what comes next. 

November Writing Days with the CFC

by | Sep 29, 2026 | Blog, Learning Community, Scholarship of Teaching & Learning, University Support

How are your writing projects going?  

Have you set yourself a goal over the summer to draft that journal article, edit the method section of your dissertation, or polish chapter 3 of the book you have been working on?  Whatever your writing plan might have been, it’s easy for the demands of the semester to throw a wrench into your beautifully sketched out timeline.  

No worries, we’ve got you covered to get you back on track! Sometimes it can help to work in the same shared space with fellow writers instead of putting off writing in favor of a grading emergency (we all have been there – no judgement!).  

Those of you familiar with the benefits of independent co-working time (sometimes also called body doubling or parallel play) might be intrigued by joining a writing circle. We set aside two days in November to allow you to leave your office and join us in Hunter Library to sneak in a few hours of planned writing time – and we will even provide coffee & snacks to keep you energized. 

Looking forward to writing with you! 

close up of desk scattered with papers and a laptop and hands of individuals holding pencils.

Who is the writing circle for? Anyone who wants some quiet time to write! 

What should I bring? Whatever YOU need to write:
Laptop / hardcopy of manuscript for edits / notepad / earbuds

November Writing Days: 

  • Monday, November 9 | 1:00 – 4:00 pm 
  • Thursday, November 12 | 9:00 am – noon 
Register for a Writing Circle

(Still) Teaching with AI – Six Professional Development Opportunities

by | Sep 29, 2026 | AI, Blog, Faculty Development Workshop

Generative Artificial Intelligence (GenAI) has unarguably made its way into our classrooms and has affected our teaching on a multitude of levels. We also experience certain emotions on the topic of GenAI on a personal level, either positive, negative, or a complicated mix of both. AI is here to stay (for better or for worse) and we need to continue to ask ourselves how we want to adapt our teaching, research, and personal behaviors in response. We therefore want to highlight a few upcoming opportunities for you to continue to engage with this (seemingly never-ending) topic, all different in focus and scope: 

1. Community of Practice (offered and facilitated here at WCU) 

2. Resisting the Use of AI in Education: Taking a Stand for Our Students and Our Colleagues (watch external webinar on your own or join in-person watch party followed by a discussion) 

3. Evaluating AI Information for Reliability (WCU hybrid workshop)

4. Teaching & Learning with AI (asynchronous 4-week Canvas course) 

5. Western North Carolina AI Educators’ Exchange (daylong conference at Mars Hill University)

6. UNC System Generative AI in Teaching and Learning Faculty Learning Community (virtual FLC)


* Find detailed descriptions of each professional development opportunity further below.

AI Community of Practice flyer, sponsored by IT, Coulter Faculty Commons, and Hunter Library.
Banner with text Teaching and Learning with AI

Register

If any of these offerings speak to you, we invite you to register. Find detailed descriptions of each professional development opportunity further below.

Session Descriptions

AI Community of Practice  

Whether you’re an AI novice or a more advanced user, the AI Community of Practice is a place to learn, share, and connect with colleagues across WCU. 

Led by IT, Coulter Faculty Commons, and Hunter Library, this friendly community brings together faculty and staff to explore real-world applications of AI for teaching, learning, research, and workplace productivity. Each session features practical examples for all experience levels, from simple everyday uses to more complex ideas. 

Resisting the Use of AI in Education: Taking a Stand for Our Students and Our Colleagues – Watch Party

The CFC is hosting a watch party for a webinar facilitated by Joshua Eyler (University of Mississippi), Kevin Gannon (Queens University), Catherine Denial (University of Minnesota-Rochester), and Liz Norell (University of Mississippi). We will watch their webinar together and discuss our reactions right after. If you’d rather watch the webinar on your own and skip the discussion, register for the Resisting the Use of AI in Education webinar.  

Webinar description: Among the many voices nudging instructors and administrators toward an acceptance, or even a warm embrace, of generative AI, most of the opposition focuses on questions of academic integrity. But there are many more reasons to be skeptical of AI and its potential impact on learning, teaching, and well-being. In this panel discussion, four experts on pedagogy in higher education share research and reporting about the negative impacts of AI in education. Grounded in evidence and motivated by a shared commitment to humanistic values, this panel will make the case for prioritizing the relationships and care that we know power student learning. 

Evaluating AI Information for Reliability

This session, facilitated by Meredith Saba, acknowledges the value of the (trained) human eye when working with new technologies, such as AI, to ensure that the information is accurate and reliable, and can therefore be used for some purpose/application (to make decisions, solve problems, etc.) without issue. The goal of the session is for participants to learn how to critically evaluate GenAI outputs to determine if the information can be trusted and used reliably, while enhancing our overall thinking skills.

Upcoming asynchronous 4-week Canvas course “Teaching & Learning with AI”

While searching for resources of existing course content that we could share with you, we were struggling to find asynchronous courses that checked all the boxes we were attempting to check. We therefore decided to slightly change the model of what some of you might have already experienced when you completed other asynchronous trainings offered by the Coulter Faculty Commons, such as the UDL (Universal Design for Learning) or the EoT (Excellence in Online Teaching) course. We decided to curate a learning experience for you that exposes you to a variety of different sources that will help you decide what’s right for you. We are attempting to stay away from prescriptive recommendations that either might not be a right fit for your teaching context or might not align with your personal philosophy on how to integrate AI into your teaching.  

What you will find in this course then is an “AI syllabus” of readings and resources around three areas, followed by invitations of personal reflection to help you develop a path forward that is right for you. We invite you to also engage in discussions with your peers since we know that the combination of reviewing information, personal reflection, and discussion of ideas helps us solidify learning and growth.

Western North Carolina AI Educators’ Exchange

Western Carolina University is co-sponsoring the Western North Carolina AI Educator’s Exchange on November 13, 9:00 am – 3:00 pm. Educators from across Western North Carolina will meet at Mars Hill University to share what they’re doing with AI and decide what comes next. Seats are free but are limited to 15 per institution. You can register for a seat and enter the promo code WCUWX26. For carpooling, contact Jonathan Wade at jdwade@wcu.edu. 

UNC System Generative AI in Teaching and Learning Faculty Learning Community 

During the 2026-27 academic year, the UNC System is supporting the Generative AI in Teaching and Learning Faculty Learning Community (FLC). This FLC is an interdisciplinary initiative open to faculty members, librarians, and instructional professionals across the UNC System. This community focuses on exploring and leveraging Generative AI in Teaching and Learning. Through collaborative discussions, webinars, and hands-on activities, participants will discuss ways to responsibly use Generative AI technologies in their teaching so that AI technology enhances the learning experience while also mitigating the potential negative consequences. The FLC will be facilitated by a faculty members with experience in Generative AI in an educational context who will guide participants through the discussions and practical application activities. To learn more and apply, visit the Generative AI in Teaching and Learning FLC site. 

CFC Introduces Faculty-Led WISE Program

by | Sep 22, 2026 | Blog, Faculty Development Workshop, Teaching and Learning

WISE: Western Instructors Sharing Excellence

At Western Carolina University, teaching excellence grows through community. The Coulter Faculty Commons is pleased to announce the WISE (Western Instructors Sharing Excellence) Program. WISE invites instructors to share their most impactful teaching methods, innovative strategies, and effective uses of technology with colleagues across the institution.

Outstanding universities are defined not just by what happens in individual classrooms but by the cultures of knowledge-sharing that connect them. When instructors collaborate openly around their teaching practices, the benefits extend beyond any single course by enriching student learning, deepening collegial ties, and driving meaningful pedagogical growth.

As Lee Shulman puts it, ”Those who can, do. Those who understand, teach.”

WISE embodies this spirit: the best educators both practice and profess, and we grow stronger when we learn from one another.

WISE creates intentional opportunities for instructors to:

  • Celebrate innovation and make excellent teaching visible
  • Observe diverse pedagogical approaches across disciplines
  • Cultivate reflective practice and dialogue around meaningful learning
  • Build a community passionate about teaching and student success

WCU’s commitment to student success begins with supporting the people who teach them. In a time when teaching can feel isolating, WISE affirms a simple truth: we are better, and wiser, together.

Upcoming WISE Program Sessions

We are excited to kick of the WISE Program with three sessions, led by award-winning WCU faculty members Ben Steere, Kim Hall, and Emily Naser-Hall.

WISE Program Fall Lineup: 

  • October 21 | 1:30-2:30 pm
    Ben Steere: A Long-distance Running Approach to University Teaching: Applying Ideas from Endurance Running to Course Design, Assessment, and Teaching Philosophy
  • October 22 | 12:30-1:30 pm
    Kim Hall: Playful Pedagogy: Designing for Engagement, Confidence, and Deeper Learning
  • November 11 | 2:00-3:00 pm
    Emily Naser-Hall: Collaborative Course Design: Building a Classroom Collective

All three WISE Program sessions are held in the Flex Space (Hunter Library 101A).

Ben Steere

Ben Steere

Professor and Department Head | Anthropology and Sociology

Kim Hall

Kim Hall

Associate Professor and Program Director, Environmental Health Program | Department of Integrated and Environmental Health Sciences

Emily Naser-Hall

Emily Naser-Hall

Assistant Professor | English Studies

Register for WISE Sessions

WISE Program Session Descriptions

A Long-distance Running Approach to University Teaching: Applying Ideas from Endurance Running to Course Design, Assessment, and Teaching Philosophy

One of my biggest interests outside of teaching is long distance running. Over the last ten years, I have incorporated strategies and ideas from long distance running to make my teaching more student-centered, better organized, and fun. For example, I build my schedule of assessments in the way that a running coach might build a 15-week training plan, with each week aimed at meeting a clear goal and building on progress made in prior weeks. Likewise, I use insights from anthropological and sports science scholarship about running to help organize classes, group assignments, projects, and exams. Finally, at the broadest level, both running and scholarship are difficult, but incredibly rewarding. Some of the same techniques that runners use to finish long races or stick with training plans when they are tired can help students finish a long paper or successfully finish a difficult semester and feel proud of their results.

Playful Pedagogy: Designing for Engagement, Confidence, and Deeper Learning

Playful pedagogy uses curiosity, creativity, experimentation, and purposeful play to support meaningful learning. This interactive workshop will introduce practical strategies for incorporating playful approaches into higher education while maintaining academic rigor and alignment with learning objectives. Participants will experience hands-on activities that demonstrate how low-stakes exploration, collaborative challenges, gamified entry points, and creative problem-solving can increase student engagement and confidence. The session will also consider how playful learning can address common barriers to participation, including fear of failure, uncertainty, and disengagement. Rather than treating play as separate from serious academic work, the workshop frames it as a structured approach that encourages students to take intellectual risks, develop resilience, and move from initial uncertainty toward deeper understanding and mastery.

Collaborative Course Design: Building a Classroom Collective

Collaborative course design builds a classroom community of students who see themselves as co-creators of knowledge. This workshop will demonstrate strategies for constructing a collective classroom in which students participate in mutual design with the trust that their input and unique scholarly identities have value. I will demonstrate two activities that invite students to participate in course design and establish trust at the start of each semester: an Interactive Course Guide, which gives students an opportunity to provide feedback on the course trajectory, and an Introductory Survey, in which students share more about their interests and outside obligations so I can learn more about them as complete humans who exist beyond our classroom walls. These activities establish the foundation for students to feel comfortable sharing their interests and expertise, which guides them through the rest of the semester as curious explorers of their own scholarly identities.

Welcome New Faculty!

by | Aug 31, 2026 | Blog, Professional Development, University Support

Western Carolina University is starting the fall 2026 semester with a warm welcome to 60 new faculty members who have officially joined the university’s academic ranks.

These new colleagues bring with them a shared commitment to excellence in teaching, scholarship, and community engagement. In choosing WCU, they’ve joined a remarkable community of lifelong learners — outstanding educators, creative scholars, and engaged contributors who help shape both the university and the region it serves. 

The Coulter Faculty Commons is proud to support these new faculty members as they begin their journey at WCU. Through their teaching, they will help shape the futures of WCU students. Through their research and creative work, they will advance knowledge and strengthen the broader community. 

New faculty standing on stairs