Faculty professional learning and development promotes responsibility for continuous, career-long growth through theory, research, and professional collaboration with peers and colleagues. Faculty development also connects faculty across disciplines and career stages, creating a pedagogical community and opportunity for creative innovation. Through our strategic planning process, Central Piedmont recognized we needed to be more intentional about supporting faculty in being their best in the classroom. In 2019, by request from the president’s office and College Cabinet, and under the purview of our student success leadership team, the Teaching and Learning Excellence [Action] Team began its work and research for establishing and sustaining a Center for Teaching and Learning Excellence – a place where faculty learning, collaboration, and innovation contribute to being champions of students, catalysts for opportunity, and exceptional providers of learning experiences that transform lives and strengthen our community. Visit the Parr CTLE (login required) site to learn more.

Thanks to a generous gift from Wilton and Mary Parr, our Center for Teaching and Learning Excellence opened its virtual doors on Monday, August 3, 2020. Because of COVID-19, the Parr Center had a virtual opening, but the excitement and enthusiasm for this valuable resource was not diminished by the pandemic. The Parr Center’s team worked diligently in 2020 to establish programming, resources, and services to ensure the newly established Parr Center is regarded as a hub for pedagogical innovation and a solid anchor for well-designed and intentional faculty development opportunities in support of student success.

The Parr CTLE aligns all learning opportunities to our Faculty Competencies, also referred to as the Teaching Excellence Framework. The Faculty Competencies explain each faculty competency and its associated description, indicator(s), and Central Piedmont value(s). Faculty are encouraged to refer to the Faculty Competencies to guide their classroom instruction, complete their annual self-assessment for their Individual Development Plan (IDP), and in professional development planning and engagement.

Recording attendance for every class session (or weekly if teaching online) is required of all faculty. To record attendance, use the Central Piedmont Attendance System inside WebAdvisor when on campus, or access the Attendance System via the Central Piedmont Cloud.

Why is recording attendance important?

• • Student Success and Retention: Students who attend class are more likely to be successful. Regular attendance is one of the best predictors of good grades and retention. Recorded absences will trigger student interventions at key times under STAR student progress reporting.

  • Attendance Records Affects College Funding: The college is funded by the number of full-time equivalent students calculated when a class has met 10% of the total hours. Since auditing records are pulled directly from the Central Piedmont Attendance System, recording weekly attendance is critical.

  • Financial Aid and Veterans Disbursements: Students earn financial aid by how long they attend their courses. Central Piedmont disburses money to veterans on a weekly basis. Marking "stopped attending" (S) happens stops disbursement for aid the student is not eligible to receive before being disbursed.
    

For related training, visit the Parr CTLE Events page (login required) for upcoming sessions and opportunities.

In case of a class cancellation, faculty should ensure the following:

• • Notify your Associate Dean and/or Chair.

  • Contact all students to inform them of the cancellation and offer an alternative class assignment.

  • Assign either the scheduled instructor or someone else to meet the canceled class to speak with any students who may not have received the cancellation notice; or, if this is not possible, post a sign directing students to an office where students can be assisted. State requirements mandate that the college must post an official Cancelled/Moved Class notice on the door.

Sometimes, a class may need to be relocated due to maintenance or other disruptions to the learning process. In the event that a class location needs to be changed, ensure compliance with the following:

• All Classroom moves must be initiated with associate deans in conjunction with the individual in charge of classroom assignments at the specific campus.

• Faculty may not authorize class location moves.

• Once a class is moved, the instructor should meet the class in the originally scheduled room for the initial class meeting, announce the new class location, and plan to meet the next scheduled class in the new room.

• The instructor should also contact students who have not attended the first class to inform them of the move/new location and post the approved sign in the old room to inform students who drop/add the class of the classroom change.

  • • State requirements mandate that the college must post an official Cancelled/Moved Class notice on the door, even for one-time events such as a field trip or off-site location.

• An updated master schedule with current class assignments should be kept in the division office.

Course Administration Webtools (CAW) is an internal system that offers instructors a variety of resources, including:

• • Create Personal Models

  • Delete Personal Models

  • Rename Personal Models

  • Combine Courses

  • Uncombine Courses

  • Course Information

  • Important Dates

  • Roster, Grades, Reports

ITS has developed a Course Administration Webtools (CAW) FAQ document that contains answers to the most common questions, as well as video tutorials.

Because the college has an obligation to deliver the instructional services for which students pay tuition and fees, instruction missed due to inclement weather must be made-up by other alternatives. Some examples may include extra assignments, individual conferences, library assignments, out-of-class work that complements what may be on an instructor’s syllabus, etc.

In order to have an audit trail for FTE reporting purposes, instructors must document how class time was made-up. Using the web attendance system, instructors must. Instructions on how to denote a canceled class in the Attendance System, review the Attendance Taking Procedures.

Inclement Weather

The college intends to adhere to NCCCS memo CC11-001 and any subsequent regulations pertaining to inclement weather policies. The college is committed to making every effort to make-up class time missed because of inclement weather or other emergencies. The college position is that within the confines of space limitations, course content, etc., instructors should work with students to provide the maximum number of hours of instruction listed in the class schedule.

The Grade Change Request Form has been restored in MyCollege (login required) and all grade changes should now be submitted using that form.

The instructor of record is the individual authorized and responsible for personally changing grades for his/her students. In an instructor's absence, the program chair, associate dean, or dean may change a grade for that instructor after consulting with him/her. In circumstances when the instructor cannot be located for an extended period of time and valid reasons exist for changing the grade, the program chair, associate dean, or dean is authorized to make the appropriate change.

To access the Grade Change Request Form in MyCollege, select Faculty and Advising Tools from the main menu and then click on the Grade Change Request Form. The grade change form can be used to change a student's grade, as well as their enrollment status. For instance, if a student does not come to class and/or complete the EVA, but the instructor forgets or misses the deadline to mark them as Never Attended, the Grade Change Request Form can be used to change the student from Enrolled to Never Attended.

Grade Descriptions

• • Enrolled - Student Enrolled in Course

  • WN - Withdrawal/Never Attended

  • W - Withdrawal

  • R - Retake

  • P - Pass

  • I - Incomplete

  • F - Failing

  • D - Below Average

  • C - Average

  • B - Above Average

  • A - Excellent

  • S - Satisfactory

  • U - Unsatisfactory

If you have questions about the grade change process, please contact Tammi Johnson, Registrar for Graduation and Completions, at tammi.johnson@cpcc.edu.

At Central Piedmont, we are intentional about how we label and code classes to ensure consistency for both students and faculty. Below you will find helpful information regarding how to interpret section numbers, as well as how to determine the instructional method for your course. If you have questions regarding how to interpret your section number or instructional method, be sure to reach out to your Associate Dean or Department Chair for more information.

Delivery Method:

N - Internet

• 100% instruction online with/without onsite testing

B - Blended

• Primary delivery is determined by the amount of weekly instruction time taught online (between 1% and 50% instruction time online)

H - Hybrid

• Primary delivery is determined by the amount of weekly instruction time taught online (between 51% and 99% instruction time online).

T- Traditional

• 100% face-to-face with no online component

Campus Identifier:

1 - Central

2 - Levine

3 - Harris

4 - Harper

5 - Cato

6 - Merancas

7 - City View

8 - Other Off Campus Locations

Examples:

• Internet: COM-231-N800

• Blended, Levine Campus: ENG-111-B210

• Traditional, Other Off Campus Locations: WBL-111B-T852

Cohort Identifiers (if needed):

C- RISE

W - Wint

Instructional methods

Class: Class.

Lab: Lab

Clinic; Clinical class

Work: Work Based class.

OCLS: Online Class.

OLAB: Online Lab