[et_pb_section fb_built=”1″ _builder_version=”4.16″ _module_preset=”default” hover_enabled=”0″ global_colors_info=”{}” sticky_enabled=”0″][et_pb_row _builder_version=”4.27.4″ _module_preset=”default” background_color=”RGBA(255,255,255,0)” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][et_pb_heading title=”Resources Overview” _builder_version=”4.27.4″ _module_preset=”default” title_font=”|600|||||||” title_text_color=”#592C88″ background_color=”RGBA(255,255,255,0)” global_colors_info=”{}”][\/et_pb_heading][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.27.6″ _module_preset=”default” hover_enabled=”0″ global_colors_info=”{}” text_font=”||||||||” sticky_enabled=”0″]<\/p>\n
\nWe\u2019re updating this page! Check back soon for more resources.<\/p>\n<\/blockquote>\n
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Academic Integrity<\/h2>\n
WCU’s official Academic Integrity<\/strong><\/a> Policy<\/p>\n
Hunter Library Research Guide Write and Manage Citations<\/a><\/strong><\/p>\n
The WaLC’s Guide to Help Your Students Stop Plagiarizing<\/a><\/strong><\/p>\n
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Accessibility<\/h2>\n
WCU’s Office of Accessibility Resources (OAR)<\/a><\/strong><\/p>\n
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- Faculty Information<\/strong><\/a> from the Office of Accessibility Resources (OAR) – Faculty play an integral role in providing accommodations for students in their courses. The Office of Accessibility Resources works in partnership with faculty to fulfill the required accommodation needs of our students while balancing curriculum expectations.<\/li>\n<\/ul>\n
WebAim https:\/\/webaim.org\/<\/a><\/p>\n
WCU IT Help Support Center: Canvas Accessibility and Accommodations Hub<\/a><\/strong><\/p>\n
Two common settings in Canvas to provide accommodations to students taking tests online:<\/p>\n
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- Instructure Community: Once I publish a timed quiz, how can I give my students extra time?<\/a><\/strong><\/li>\n
- IT Help Support Center: Letting a specific student take a Canvas Quiz at a different time than the other students<\/a><\/strong><\/li>\n<\/ul>\n
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Active Learning<\/h2>\n
Think-Pair-Share<\/h4>\n
Harvey, Ashley (2025). Tired of Awkward Silences? Upgrade your Think-Pair-Share<\/a><\/strong>. Faculty Focus.<\/p>\n
Kent State University Center for Teaching and Learning. Think, Pair, Share<\/a><\/strong>.<\/p>\n
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AI<\/h2>\n
The resources listed below have been curated to support you with artificial intelligence (AI) and generative AI:<\/p>\n
\nNEW: Western Carolina University AI Update<\/a><\/strong> (Fall 2025).<\/p>\n
NEW: Information Technology (2025): AI at WCU<\/a><\/strong>.<\/p>\n<\/blockquote>\n
WCU’s Syllabus Statement<\/h4>\n
WCU does not have standardized syllabus language for the use of AI since faculty and\/or programs are free to make independent determinations about acceptable students\u2019 use of AI in the classroom and in coursework. Faculty and\/or programs are welcome to independently develop syllabus statements or policies for their courses. Some example statements from external sources can be found on the <\/span>AI Chatbots FAQ<\/a> page.<\/span><\/h4>\n
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If AI is permitted for use in a course, faculty are strongly urged to include instructions to students to exclusively use the approved AI platform, MS CoPilot<\/i>.<\/span><\/p>\n
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Coulter Faculty Commons (2023): AI Chatbots FAQ<\/a><\/strong>.<\/p>\n
Hunter Library Research Guide (2025): Artificial Intelligence (AI)<\/a><\/strong>.<\/p>\n
AAC&U. Leading Through Disruption: Higher Education Executives Assess AI\u2019s Impacts on Teaching and Learning<\/strong>.<\/a><\/p>\n
The report “Leading Through Disruption”\u00a0presents findings from a survey of 337 higher education leaders on the current and future impacts of generative AI in teaching and learning. Conducted by AAC&U and Elon University\u2019s Imagining the Digital Future Center, it explores the challenges, opportunities, and transformative effects of AI on campuses nationwide.<\/em><\/p>\n
Toor, Rachel (2025). Why Should Faculty Bother With AI?<\/a><\/strong> Inside Higher Ed.<\/p>\n
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Advice Guides for the Chronicle of Higher Education<\/h2>\n
Includes “evergreens” like How to Teach a Good First Day of Class, How to Be a Better Online Teacher, or How to Create a Syllabus.<\/p>\n
Advice Guides Overview<\/a><\/strong><\/p>\n
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Assignments<\/h2>\n
Transparent Assignments (TILT)<\/h3>\n
Stoeckle, Anabel (2022). TILT 2.0: How to Convey Your Expectations of a Class Assignment Effectively<\/strong><\/a>. Faculty Focus.<\/p>\n
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Course Design<\/h2>\n
Canvas Course Design Checklist<\/strong><\/a><\/p>\n
Penn State, College of Earth and Mineral Sciences. Flexible Instruction Teaching Guide<\/strong><\/a>.<\/p>\n
Self-paced teaching guide offering materials and resources from best practices frot teaching, to using Canvas, and engaging students with activities and assessments.<\/p>\n
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Grading & Feedback<\/h2>\n
Elon University. Equity-minded Assessment: Practices for Grading and Feedback<\/a><\/strong>.<\/p>\n
Short Courses<\/h2>\n
UNC Charlotte Center for Teaching and Learning. Short Courses \/ Part-of-Term Courses: Condensing Course Content<\/a><\/strong>.<\/p>\n
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Scholarship for Teaching & Learning (SoTL)<\/h2>\n
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Supporting First-Gen Students<\/h2>\n
Ezarik, Melissa (2022). 9 Ways to Elevate First-Generation Student Support<\/a><\/strong>. Inside Higher Ed.<\/p>\n
UC Davis Center for Educational Effectiveness (2023). How does being a First-Gen faculty member change the way you teach?<\/span><\/a><\/strong><\/p>\n
Uncovering the Hidden Curriculum<\/a><\/strong>, including a link to the Hidden Curriculum Design Thinking Worksheet<\/a><\/strong>.<\/p>\n
Collins, Terence. For Openers\u2026 an Inclusive Syllabus<\/a><\/strong>.<\/p>\n
Academic Integrity<\/strong><\/a> – Dean of Students<\/em><\/p>\n
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Supporting Gen Z Students<\/h2>\n
Supiano, Beckie (2024). Some Assembly Still Required. <\/span>How K-12 reforms and recent disruptions created Gen Z\u2019s baffling habits<\/a><\/strong>. Chronicle of Higher Ed.<\/p>\n
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Syllabus Resources<\/h2>\n
Required Institutional Policies and Student Support Resources<\/strong><\/a> (formerly named \u201cRequired Syllabus Content\u201d; last updated 06\/04\/2025)<\/p>\n
Syllabus Template, Resources, and Support<\/a><\/strong><\/p>\n
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Reading Skills<\/h2>\n
Barre, Betsy (2024). Why Don\u2019t Students Read?<\/a><\/strong> Podcast episode (~ 47 minutes) by Center for the Advancement of Teaching<\/a><\/strong>\u00a0at Wake Forest University.<\/p>\n
UMass Amherst Center for Teaching & Learning. How Do I Help Students Engage Fully with Course Readings?\u00a0<\/a><\/strong><\/p>\n
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Teaching Online<\/h2>\n