Faculty Embracing Inclusive Pedagogy at WCU

Part 1 of the Inclusive Teaching Series

The 2nd Annual Teaching and Learning Day event, sponsored by the Office of the Provost, and facilitated by the Coulter Faculty Commons, provided a space for faculty and staff across campus to learn about the Fellows’ work.  

The initiative, led by associate dean Dr. Shamella Cromartie, with facilitation support from Dr. Darrius Stanley and Dr. Brandi Hinnant-Crawford, led to a significant change in pedagogical perspective for participant Dr. Geraldine Riouff, assistant professor of environmental health. 

group of college students gathered about a table talking to each other

“It lives with me today,” Riouff said. “We evaluated who we are as an educator, how this has influenced what happens in the classroom, and considered our academic background and talked about critical theory. We worked on our syllabi, the voices represented in our syllabi, and the resources we teach from and with.” 

The program provided support from subject matter experts such as library faculty. 

“Ann Hallyburton, in the library, was incredibly helpful surfacing diverse voices and resources for my Public Health class,” Rioff said.I cover many different topics, and now I have broader representation and perspectives on subjects like traumatic brain injury, opiate addiction, and the other topics we cover.” 

The program provided support from subject matter experts such as library faculty. 

“Ann Hallyburton, in the library, was incredibly helpful surfacing diverse voices and resources for my Public Health class,” Rioff said.I cover many different topics, and now I have broader representation and perspectives on subjects like traumatic brain injury, opiate addiction, and the other topics we cover.” 

The fellowship speaks to who we are as a teaching and learning community, said Dr. Brandi Hinnant-Crawford. “Our third strategic direction says that Western is committed to creating a campus reflective of our core values and that we offer curricular and co-curricular educational programs that prepare students for the diverse world in which we live.”  

Dr. Darrius Stanely agreed. “We were really purposeful about trying to cultivate inclusive pedagogy in the faculty already here at Western. When inclusive pedagogy is employed, students will view themselves as whole human beings with complex lives and experiences. It is a central component of the learning process.” 

Other faculty in the cohort include Brandy Tiernan, Psychology; Melissa Snyder, Athletic Training; and Yiqing Yang, Sociology. 

Resources for faculty who want to pursue Inclusive Pedagogy and Course Design 

WCU DEI Community of Practice 

Join the WCU DEI Community of Practice – This community of practice is open to any and all faculty and staff at WCU. Contact Ricardo Nazario-Colon or Jonathan Wade for more information and directions on how to join.  

Inclusive Teaching: Supporting All Students in the College Classroom 

This is a self-paced course offered by Columbia University through EdX.  Estimated time to complete is 6 weeks, 2-3 hours per week. There is an option to upgrade to permanent access to the course for a minimal cost.  Topics covered include: 

  • Creating an inclusive climate in the course 
  • Setting explicit expectations 
  • Promoting DEI through course content 
  • Designing all course elements for accessibility 
  • Cultivating critical self-reflection 

Teaching and Learning in the Diverse Classroom 

This is a self-paced course offered by Cornell University through EdX. Estimated time to complete is 5 weeks, 2-3 hours per week. There is an option to upgrade to permanent access to the course for a minimal cost.  Topics covered include: 

  • Instructors – social identities, identity development, and intersectionality’s 
  • Students – implicit bias and stereotype three, disability-inclusion, send of belonging,  
  • Pedagogy – Inclusive learning environment 
  • Curriculum – redesigning the syllabus, designing for the learner 
  • Action and Change – institutional change, what can you do now? 

The Coulter Faculty Commons is also planning the Summer Institute for Teaching & Learning this year. The in-person convening will be on May 10, which will kick off various ways instructors can participate in professional development this summer.  Check back for more details.

Faculty Can Register for Video-Conference Mid-Semester Course Analysis

Videoconference with laptop

Coulter Faculty Commons facilitating a mid-semester course analysis with students.

Faculty may now schedule Coulter Faculty Commons staff for a mid-semester course analysis for a fall course.

The Quick Course Diagnosis (QCD) takes about 20 minutes and helps faculty better understand challenges their students are facing with content, pacing, performance, and student behavior.

All fall 2020 QCDs will be conducted during a regularly scheduled class time which occurs in any video-conferencing software (Bb Collaborate, Microsoft Teams, or Zoom) during the weeks of September 21 – 25, and September 28 – October 3.

For the fall 2020 term, we have capacity to visit 12 classes, and scheduling is first-come, first-serve.

Faculty may schedule through a Qualtrics link.

The process generates student insights about the course, teacher, and student behavior, ranging from observations about testing, reading load, clarity of assignments, accessibility of the professor, and even systematic issues that go beyond the individual classroom. It is no surprise that students usually know more than they let on and are very happy for the chance to contribute to the value of their learning experience. Often their reports align with hunches the professor already had, but now there is real data to work with and the CFC can partner with the faculty to develop creative solutions to learning challenges that are now clearly defined.

This year, the Coulter Faculty Commons developed a video that explains the process more fully; it can shared with students ahead of time prior to the virtual class visit, so students understand what is expected.

To Learn More:
Text-based information about the QCD
Video for sharing with students prior to virtual course visit

To Schedule (first-come, first-serve):
Register for the QCD

Dr. Eli Collins-Brown
Dr. Terry Pollard
Mr. John Hawes
Coulter Faculty Commons



Call for Faculty Nominations – Board of Governors Excellence in Teaching Award

Calls are now open for the 2020-2021 WCU Board of Governors award for Excellence in Teaching, the university’s most esteemed teaching award. The UNC system-level award was established in 1993 to recognize our finest teaching at each of our universities.

Deans, faculty, and alumni may make a nomination through completion of a short survey. The nominations period closes September 4th. Note that two nominations for a faculty member are required for a faculty to be deemed eligible.

We encourage faculty, deans, and alumni to nominate a worthy candidate!

Nominee Process:
Faculty who are nominated will be asked to submit a teaching statement before the close of September. Finalists will be selected in October by the BOG campus committee, with virtual faculty teaching observations to be scheduled in early November. Faculty portfolios will also be due at this time, with interviews and a final recommendation to follow.

Eligibility for the Board of Governors Award for Excellence in Teaching at Western Carolina University includes earned tenure and employment at Western Carolina for at least seven years; demonstrated excellence in teaching for a sustained period; and teaching in the academic year selected. The winning faculty member is eligible to receive the Board of Governors’ Award only once. Faculty members on scholarly leave are eligible but will still need to be observed in a teaching setting. 

In addition, faculty are automatically nominated if earned tenure and employed for the past seven years, and any one of the following three conditions are met: 1) a finalist for the Chancellor’s Distinguished Teaching Award, 2017-2020; 2) if a recipient of their college’s top teaching award, 2017-2020; 3) a finalist for the Board of Governors Award for Excellence in Teaching, 2017-2020.

For more information, please contact Dr. Terry Pollard, Coulter Faculty Commons, or Dr. John Whitmire, 2020—2021 committee chair.

2019-2020 UNC System Winners

Strategies and Tools for Fall Class Planning

The Coulter Faculty Commons often entertains questions throughout the summer about ideas for fall teaching. Here, we share some of those commonly asked questions and our responses.

Q. Can a shift in the syllabus verbiage encourage a better learning environment?
A. Ken Bain, who conceptualized the term “the promising syllabus,” argues yes, in his book What the Best College Teachers Do. You can find an excerpt – and strategies for incorporating self-determination theory into a course, visual design elements, and more, on the Montclair State University website. You can find his book in the WCU library.

Q. What can I do in the first week of class to keep my students engaged all semester?
A. A professor from the University of New Mexico, Gary Smith, has shared a strategy he used on the first day, after many years of feeling his students were only learning at a surface level.

On the first day of class, he asked his students the following question: “I’d like you to think about your college education and this course in particular. Which of the following is most important to you?

1. Acquiring information (facts, principles, concepts)?
2. Learning how to use information and knowledge in new situations? or…
3. Developing lifelong learning skills?

He writes about the back-and-forth negotiation – and the wonderful outcome it had on his students and his course – in an article entitled First-Day Questions for the Learner-Centered Classroom (Smith, 2008). A highly recommended reading!

Q. Am I required to use the WCU syllabus template?
A. The WCU syllabus template has been offered for many years as a single document/place where institutional policies are maintained and updated.

Q. Is there anything new in the WCU syllabus template for fall 2020?
A. Yes, and they have been substantial. Over the past few months, the Coulter Faculty Commons has been steadily making changes to the university syllabus, based on the impacts brought about by COVID. In May, we included a statement about the use of Respondus Lockdown Browser and Lockdown Monitor, including instructions for students to download the software. In June, we provided the university statement on the wearing of masks (this was revised again in August to include faculty processes when students are non-compliant). In August, we also published an update to the Course Recording and Broadcasting sub-section. The two major changes are 1) the need for faculty to obtain student waivers (to adhere to FERPA), 2) the particular need for waivers if faculty intend to use a video for a governed research project (outside normal class use case), and 3) language in a faculty syllabus if they intend to use Lockdown Browser or Lockdown Monitor.

Q. Have there been recent changes to the CFC Syllabus webpage?
A. Yes. In early August, we added a MWF and TR calendar document for faculty to use and distribute to their students. These are for fall 2020. We also added a link to Rice University’s Course Workload Estimator tool, to help faculty allocate hours and minutes to each activity, assignment, or lecture in an assigned week for a course in development (note: this tool is useful at any week in the term, for what lies ahead in a class). Due to the shift in online and remote teaching, we have had a lot of questions about “how much work is too much?” This tool helps you decide.

Q. Do I need to include all the institutional policies in my syllabus?
A. As stated above, if your syllabus includes a statement pointing to the Academic Toolbox, then you do not need to include those statements in your syllabus.

Q. What technology will be available in my classroom?

A. Upgraded Audio Features in Standard Classrooms
The Instructional Technology Team has been hard at work all summer trying to meet as many of the unprecedented needs of this coming fall as possible.  The CFC wanted to highlight a few things for faculty who are just returning to the university to teach hybrid courses.

As part of the preparations for hybrid teaching in WCU classrooms, additional audio connectivity was installed to allow for the use of a personal microphone, as well as to assist in the use of common software tools using the classroom audio system.

These enhancements include:

  • Expansion of the feed from the existing wireless lapel microphone to feed into audio recordings in Zoom and Panopto.
  • A Standard XLR Microphone Connection
  • Handheld XLR Microphones that are being distributed to the departments by the Provost’s office

For more information


The Instructional Technology Team and the Help Desk will have technicians available during the first two weeks of classes to troubleshoot issues.

Q. If I choose to record my classes, what responsibilities do I have?  Can students record me without my permission?

Students may make visual or audio recordings (Recording) of any class related content, using any approved recording device (e.g., smart phone, computer, digital recorder, etc.) upon the prior permission of the instructor and subject to the following restriction(s).  The Recording, along with the video capture of visible course materials (e.g., visible PowerPoint slides and/or visible lecture notes), shall be limited to the student’s personal, course related, educational use and shall be subject to all applicable copyright laws and institutional policies.  The student may not transfer, transmit, or otherwise disseminate the Recording to any third party, including classmates, without the permission of the instructor.  Any violation of these restrictions, or any other restriction verbally communicated by the instructor, may subject the student to the provisions of the WCU Academic Integrity Policy, the WCU Code of Student Conduct or both.

Meetings of this course may be broadcast and/or recorded. Broadcasting and recording are intended to complement the classroom experience. Instructors may broadcast and/or record courses for pedagogical use, student reference, to meet the accommodation needs of students with a documented disability, or any other reason deemed appropriate by WCU and/or the instructor.

Any recording of class that includes the image or voice of a student, or reference to the student’s name, would be considered FERPA, thus, protected. If faculty intend on making the recording available for future viewing (any viewing that is not live),it will require a waiver by each student.  The waivers may be collected by email or as a Canvas discussion board post or assignment with the following statement attached: By sending this email (by replying to this discussion board, by completing this electronic form – any use of WCU official identity verification) and typing my name below I acknowledge I have read and fully understand the terms of the VIDEO CONSENT AND RELEASE FORM FOR CLASS RECORDING and hereby release the University as stated in the Form.

If a student refuses to sign the waiver, then their likeness may not be included in any video made available. In other words, they would need to be excluded from video and not allowed to ask questions. If this happens faculty would be able to grade consistent with syllabi. In other words, the faculty member has the right to penalize the student by lowering their grade for not participating.  The faculty member is also free to create alternative assignments at his or her discretion.

Course recordings will be available to students registered for the course pursuant to applicable university policy and instructor preference.  All broadcasts and recordings are limited to personal, course related, educational use and may not be transmitted, transferred, distributed, sold, or posted on social media outlets without the written permission of the instructor. Unauthorized transmission, transfer, distribution, sale or posting of the broadcast and/or recording for any purpose other than the student’s personal, course related, educational use is not permitted. Students are expected to follow appropriate university policies and maintain the security of passwords used to access recorded materials.

If the Lockdown Browser and Monitor are being used, it is necessary that the instructor have both a syllabus statement and a waiver on file.

Any course recordings for purposes beyond the normal conduct of a course (promotional videos, videos related to a governed research project, etc.) will require an additional waiver and appropriate approval (such as IRB approval).

University Policy 122

For a more detailed version of when a waiver might be needed see:

Policy Considerations of Classroom Technology Use

Q. What are the supported synchronous streaming platforms?

Zoom.  There is limited support for Microsoft Teams, but it is not recommended for virtual course meetings beyond small groups at this time.

For more information see the Guidelines for Technology Use at WCU

Q. I’ve heard that the CFC isn’t recommending synchronous meetings with students physically present and at a distance?  Why is that?

Research and experience guide us to note that trying to hold class with a small group while trying to moderate interaction with students at a distance will lead to an inferior experience for everyone, including the instructor.  There are advantages and disadvantages to using synchronous and asynchronous activities in online and hybrid learning; in most cases, asynchronous activities provide the best experiences for students.  In our testing scenarios, attempts at synchronous activities using Zoom or Collaborate resulted in less-than-desired experiences, and were not comparable to using Zoom in a private meeting space.

We must recognize that mixing one group with synchronous digital technologies and one group with live synchronous meeting will increase both instructor and student difficulty (i.e., just turning on Zoom for the half of the class who isn’t physically in the classroom).

Consider whether your arrangements and the limitations of the technologies are equitable for all students.Particularly consider whether your activities are appropriate given the computer requirements for students in the university and in your department. Consider the student experience, including their access (or lack thereof) to sufficient broadband speeds.






The Fall Blend – A Hybrid Course Workshop Now Offered Every Week This Summer

The Coulter Faculty Commons is offering three new sections of its Fall Planning Workshop (“Fall Blend”), intended to help faculty walk through design, delivery, and technology considerations for fall teaching. A workshop will be offered each week until the beginning of fall courses, following a Tuesday – Thursday format:

  • July 28 – 30
  • August 4 – 6
  • August 11 – 13

Faculty will begin each day in a Zoom session with other participating faculty, prior to joining their small cohorts in breakout style sessions. In the breakout groups, emphasis will be provided on helping faculty work through their own unique teaching challenges and situations. Daily goals will be set by the faculty member, with a check-in late in the day. An educational technology or educational developer from the CFC will facilitate each group, bringing unity to common themes and concerns. Faculty will spend independent time between the two Zoom sessions, developing a holistic plan or working on digitizing lessons. Two live technology sessions will be hosted by the Educational Technology team in the CFC late in the week.

Faculty may sign up through an Office365 registration form.

Note: the total time commitment requires 4-5 hours each day.

Faculty will receive the following information the week prior to their workshop start date:

  • A digital workbook on blended learning
  • “Save the Date” times for the daily live sessions
  • Dates for the live “technology and course design” sessions with CFC educational technology staff
  • Video content showing how to digitize and deliver instructional content in Panopto and the LMS
  • Organizational/planning sheets to facilitate transfer of F2F teaching to digital teaching