The Center for Faculty Excellence welcomes you to Texas Woman’s University! The CFE offers professional development opportunities to faculty of all ranks on the Denton, Dallas, and Houston campuses. We are invested in topics that concern faculty such as teaching, research, promotion and tenure, and more. We strive to provide you with resources and help connect you with others who can help you grow and attain your academic and career goals.
We also hope to help ease your transition into your new role and your classes at Texas Woman’s University. The CFE views this handbook as the beginning of a dialogue that we invite you to continue throughout your career at TWU. Please stop by our Center on the 3rd floor of Stoddard Hall and let us know how your first year is going!
TWU Mission Statement
Texas Woman’s University builds on its long tradition as a public institution primarily for women by educating a diverse community of students to lead personally and professionally fulfilling lives. TWU prepares women and men for leadership and service through high quality undergraduate, graduate and professional programs on campus and at a distance. A TWU education ignites potential, purpose and a pioneering spirit.
A Brief History of Texas Woman’s University
Texas Woman’s University opened in Denton in 1901 as the Girls Industrial College to women exclusively. The name changed to Texas Woman’s University in 1957, and in 1994 men were admitted to all programs. Today TWU is the largest university in the U.S. that serves mostly women. In the Spring of 2016 enrollment was approximately 15,000. On average women make up around 90% of the student population and 80% of the faculty.
TWU offers degree programs in liberal arts, nursing, health sciences, the sciences, business, and education. TWU has the fifth oldest doctoral program in nursing in the United States and graduates the most health care professionals in Texas.
The TWU colors are maroon and white, and people in the TWU community are known as Pioneers. Minerva, the fifteen-foot tall Pioneer Woman Statue who proudly overlooks Pioneer Circle is a source of inspiration at TWU.
Denton is known for its two universities, thriving art and music culture, and walkable downtown. It sits north of Fort Worth and Dallas, forming the tip of the “Golden Triangle of North Texas.” Denton’s population was approximately 113,000 in 2015.
Denton’s square, which is formed by Oak, Hickory, Locust, and Elm streets, is a thriving city center. Most weekends you’ll find the streets of the square bustling with Dentonites and tourists.
The courthouse lawn is an ideal place to have a picnic. Also, a nice way to spend an afternoon is to meander through Recycled Books and enjoy some Beth Marie’s Ice Cream. From its many festivals to the Saturday morning market, there’s never a shortage of things to do in Denton.
“Discover Denton” features highlights in and around Denton. Follow them on social media to learn about fun things to do.
“We Denton Do It” is a local blog that keeps up with what’s really happening in Denton. It’s a way to learn about the community as well as good restaurants and events to check out.
Here are some more Restaurant Tips and Reviews:
The Center for Faculty Excellence (CFE) at TWU provides resources, support, and inspiration for the development and advancement of faculty of all ranks on all three campuses as teachers, scholars, and leaders. The Center promotes collaboration, innovation, and a pioneering spirit.
1. functions as a gateway to a broad range of learning opportunities for faculty in all career phases.
2. provides an environment that fosters an engaged learning community.
3. supports faculty in developing effective teaching strategies and curriculum design through workshops, consultation, services, and other development activities.
4. provides opportunities for both scholarly and leadership development.
5. recognizes and honors faculty for outstanding achievements and contributions to higher education.
Starting operations in the Fall of 2015, the CFE at TWU is well on its way to becoming a leading center in the region for pedagogical innovation and faculty development, whose services and activities are strongly appreciated and recognized by faculty members and peers both within the realm of TWU and beyond. A wide range and high quality of our services and activities, a high level of faculty involvement and satisfaction, and effective collaboration with academic units and programs on our campuses and at other institutions will continue to mark all of our efforts when it comes to bringing you the finest in pedagogical innovation, educational technology, and faculty development.
Official TWU Academic Calendars can be found here. Embedded below is the CFE calendar that lists all of our events and workshops and can be easily merged with your own Google calendar.
Below are some links and contact numbers for resources that may be useful to you during your first year at TWU:
Center for Faculty Excellence ... (940) 898-3228
Center for Research Design and Analysis ... (940) 898-3375
Department of Public Safety ... Denton (940) 898-2911 -- Dallas (214) 689-6666 -- Houston (713) 794-2222
Disability Support Services ... (940) 898-3835
Human Resources ... (940) 898-3555
Office of Academic Assessment ... (940) 898-3029
Office of the Senior Associate Provost ... (940) 898-3500
Parking ... (940) 898-2911
Pioneer Center for Student Excellence ... Denton/Dallas: (940) 898-3755 Houston: (713) 794-2031
Quality Enhancement Plan (QEP) ... (940) 898-4107
Student Life Office ... (940) 898-3615
Technology Service Desk ... (940) 898-3971
Teaching and Learning with Technology ... (940) 898-3409
TWU Emergency Management & Preparedness ... (940) 898-4021
View your class enrollment
You can view your current course enrollment by checking your course listings in the schedule. Typically, undergraduate classes need twelve students to make a class.
To view your course enrollment, first, go to twu.edu, and select the Academics tab. Open the drop down menu, and select Class Schedules.
Next, search for your class. Enter as much information as you know about your class. You must fill out at least three fields in order to submit a search.
Next, your class should appear with information about meeting time and location as well as how many students are enrolled, how many spots are available, and what the cap is.
Prepare your syllabus
The syllabus is a contract between the instructor and students. Every syllabus must include certain elements, such as a description of the course, prerequisites, course objectives, required materials, grading and other policies, etc. Please see Appendix 1 for a sample syllabus template.
Minimum Syllabus Requirements
The course syllabus for every course taught at TWU must contain, at a minimum, the following information:
- Course name, number, and description
- Faculty contact information: office location, phone, hours
- Course goals/student learning outcomes
- List of textbooks and supplies
- Disability Support Policy Statement/Students With Disabilities (See Appendix 1).
- Grading policy, major course assignments and examinations, and attendance
- Tentative calendar of classes, assignments
- Academic Integrity Statement
- If an anti-plagiarism tool is used in the course, a statement must appear on a course syllabus indicating same. (See Appendix 1).
When teaching a course for the first time, a good place to start when developing your syllabus is to look at the syllabus used the last time the course was taught. Most faculty are happy to share their syllabi and don’t mind letting new instructors utilize useful passages (although you should ask for permission before doing so).
Upload your syllabus and CV into Sedona
Each semester you are required to enter your CV and syllabus for each class into Sedona web. You can log in to Sedona at https://sedonaweb.com/.
For account type, you’ll select “Member.” Enter your TWU email address for your Member ID, and for your password, enter your TWU ID (can be found on the Pioneer Portal main page).
For more information on entering your syllabus and CV into Sedona, please follow this link to the Office of Technology’s Sedona introduction or call the service desk at (949) 898-3971.
Learn to use Blackboard
The Office of Teaching and Learning with Technology offers group and one-on-one trainings for faculty on Blackboard. Please see the TLT’s Faculty Resources page for upcoming trainings, or contact the instructional designer assigned to your college for one-on-one guidance.
Accessibility refers to making your course materials, activities, and assessments as accessible to as many people as possible. Instructors have an important role because we have to look at the materials we create through the eyes of a diverse student population. One way to make your materials accessible to more students, for example, is to only use video or audio materials that are close captioned.
There is a difference between accessibility and accommodation. Making your materials accessible happens before you know who will be in your course, when you are first designing your materials. Accommodation is when you adapt existing materials for a specific student or students. This blog post offers a good explanation of why we want to aim for making our materials accessible rather than offering accommodations when the need arises.
Please do not offer accommodation to students without written instructions from Disability Support Services (DSS). The Americans with Disabilities Act (ADA) applies to those with documented disabilities and those perceived to be disabled. For more information, contact the Office of Disability Support Services. The Office of Teaching and Learning with Technology has curated some helpful resources on accessibility. Also, the instructional design team can also provide suggestions regarding accommodations for course materials and design elements within courses.
Both new and experienced instructors often feel anxious about the first day of class. We have some tips that should help you feel prepared for your first meeting.
Arriving to class early is the best prevention for problems that may occur with technology or the room. Just in case there is some problem with the computer or projector, it’s helpful to keep the service desk phone number (see Helpful Links section) programmed in your cell phone so you can call for assistance from your classroom.
One way to combat initial nervousness is to ask students to answer some some basic questions about themselves on a piece of paper, journal, or index card as they arrive in class. This will give you a few minutes at the beginning of class to gather your thoughts, and it will also provide you with information to help get to know your students.
Every instructor approaches the first day differently. Some cover class content while others focus more on the syllabus or conduct an ice breaker activity. Introduce yourself as well as any TAs you may have. Some instructors go over the syllabus verbally to be sure that expectations are clear and in case students have questions about important policies.
There are some commonly-practiced methods to help ensure that students read and understand the syllabus content. Some instructors ask students to sign the syllabus, stating that they’ve read it, some provide a more encompassing “student contract,” and others give a simple syllabus quiz to make sure students have familiarized themselves with the content of the syllabus and the expectations for the class. Even if time is spent on the syllabus in the first week, it’s important to also have it posted in your online course shell for students to refer to throughout the semester.
All instructors have been students at some point, and they likely had a variety of different types of teachers. Some are funny, some enthusiastic. Some are formal, and some are informal. There’s no one right or wrong teaching style.
The key is to identify a style that comes naturally to you and your personality. Instructors who are nervous about speaking in front of large groups might not want to rely on extemporaneous lectures or force themselves to be more gregarious than they actually are. Similarly, if an instructor is naturally very relaxed, adopting a more formal tone may mask the instructor’s passion for the subject.
Teaching method options
There are many different teaching methods to choose from. The approach used will depend, to some extent, on the nature of the course, topics to be covered, and the level and type of learning desired. In other cases, instructors may be free to choose the approach that seems most appropriate to the subject matter and works best for them. Since different students learn in different ways, varying the method of instruction can help reach more students.
In the coming months the Center for Faculty Excellence (CFE) will offer a variety of workshops and seminars that will enable you to familiarize yourself with different teaching methods.
While the lecture method has been traditionally used in academia, many educators are moving toward more student-centered strategies. Some lectures can be engaging, especially when the speaker has strong organizational and public speaking skills. Students may also need some coaching on how to actively learn during a lecture. Since some students have trouble staying focused during long lectures, another option is to break your lecture into smaller segments and intersperse it with discussion.
Discussion can be an effective way to give students opportunities to apply concepts or practice critically evaluating arguments made in reading or lecture. One of the important skills developed in this teaching technique is the art of asking good questions. It’s important to ask questions that will get students to think, analyze, and apply. It’s also important to create an environment in which students feel free to participate without fear of ridicule.
Sometimes it may be appropriate to divide the class into groups and let each group work on solving a problem or question. By listening to the solutions devised by various groups, students can learn about thinking critically and how to synthesize material.
It’s also appropriate to occasionally use audio or video recordings as a part of instruction. The TWU Lib Guides can be a good place to start looking for resources and materials for your course. Your subject librarian can also help you find appropriate materials available in the TWU library collections. Viewing a relevant segment of a video followed by probing discussion can be an effective teaching technique, especially when used in the so-called . . .
The flipped model of teaching is where students read or watch the content before class, which frees up classroom time and enables the instructor to circulate the room and offer one-on-one instruction while students engage in discussion, group work, or independent work.
Peer instruction is an option for increasing engagement in the large-enrollment lecture classroom and was made popular by Eric Mazur. After a brief lecture, students are asked a question. First, students answer the question alone, possibly using a classroom response system to send their answer to the instructor. Next, students are instructed to find someone who came up with a different answer than they did and convince that person why their answer is the correct one. After this peer discussion, students answer the question again. Finally, the instructor shares the correct answer and the explanation.
Written assignments can be a way to assess student knowledge while engaging critical thinking. Regularly providing feedback on written responses can help build a rapport with each student and clarify any questions about content. In large classes this can be time consuming, but there are creative methods for saving time on grading students’ writing.
The TWU Faculty Senate encourages faculty to require a minimum of one in-class written assignment for the purpose of identifying students who need additional assistance with writing. Students on the Denton campus may be referred to the Write Site. Academic components at the Dallas and Houston Centers may develop alternative means for assisting these students until appropriate programs are extended to them.
Finding your approach to motivating students is as individualized and unique as your teaching style. Generally speaking, if you’re having fun in class, so are your students! Identify what you enjoy about the content you’re teaching, and share that aspect with your learners.
A good place to start might be with the backward design approach. Ask yourself what you want students to be able to do at the end of the unit or course. How can you help students achieve that skill set in a way that’s enjoyable and appropriately challenging?
It goes without saying that positive reinforcement is key to maintaining an open and lively classroom atmosphere. For example, acknowledging students who answer questions correctly encourages them to continue participating actively in your class or lab.
When summing up information presented in class, another tactic for motivating students is to refer by name to students who made good comments, e.g., “As Joe pointed out . . .” or “As Jane said. . . .”
You should also try to avoid embarrassing students who volunteer incorrect answers to questions during class. The instructor ought to be as diplomatic as possible to show that the student’s error is not totally unreasonable and is a good guess. The classroom should be a safe place to experiment with successes and failures, and we want to encourage both as part of the learning process.
For more inspiration about how to connect with students, we recommend you take a look at Maria Orlando’s Nine Characteristics of a Great Teacher.
At some universities, students are considered dependents of their family; therefore, family have access to educational records. TWU is not such a university. Please familiarize yourself with the Family Educational Rights and Privacy Act (FERPA).
Instructions for accessing TWU’s Mandatory FERPA Training for faculty and staff can be found here.
Outlook and Gmail
All students have TWU email accounts through Gmail. Instructors have Outlook email accounts as well as the option of Gmail and may use either email system to send email to students. Our LMS (Blackboard) also offers communication features that allow instructors to send direct emails as well as bulk notifications and announcements.
Below are some tips to keep in mind when using email to communicate with students:
1. Remind students that their email is not necessarily read the instant that they send it. A student may email the instructor a question at midnight, but that student should not expect a response at that time. Advise students about how long they may expect to wait for a response. Also, if students need to check email for the class, provide guidance about how often they should check their accounts.
2. Remember that email communications are not particularly nuanced; they can seem brusque and impersonal, and the tone is not always clear. If you care about these things, you may want to point out a few “netiquette” items to your students, e.g. that you would prefer emails to start out with “Dear Dr. X.” and that they should end an email with “Best regards,...” (as opposed to “dude, i missed class, wot’s for homework?”).
3. Security and privacy cannot be guaranteed when using email; therefore, grades should never be discussed via email.
4. To help manage the email you receive from students, ask students to put their name and course number in the subject line.
Some instructors use the Blackboard announcements tool to send students in a class mass messages. This is a convenient way to notify students about upcoming assignments and general housekeeping. For more information on using the announcement tool in Blackboard, contact Teaching and Learning with Technology to schedule an appointment with your instructional designer.
Every instructor is required to identify, post, and maintain office hours. Specific requirements for office hours are available from the department and may vary according to course level and class type. However, all faculty should make themselves available on a regular basis that is convenient for students.
During the first week of classes, notify students of your office location and hours. This information will also need to be included in each course syllabus, along with a note that students may make appointments outside of office hours. Instructors of record who have TAs should consider coordinating hours with the TAs to provide maximum “coverage.”
We want to encourage students to come to office hours to clarify the material presented in class, ask questions about assignments, or get suggestions for further readings. However, instructors sometimes find that students do not frequent their office hours as often as they would like. One strategy we’ve heard a faculty member use is “traveling office hours.” This instructor walks around the lobby where students often gather in between classes and asks them if they have any questions. We think this is an excellent way to lower the affective filter and present yourself as caring and personable!
In smaller courses an instructor can encourage the habit of using consultation hours by scheduling a short interview with each student in the class. In this interview the instructor can find out the reasons students are taking the course, any particular problems they anticipate, and generally develop rapport. This can be accomplished in large classes by having students answer similar questions on an index card to be turned in at the end of the first day of class.
Virtual office hours are another way to make yourself available to students. Instructors that offer multiple times and are available on more than one tool seem to have the most success with virtual office hours. For instance, you can let students know that you’re available via Blackboard Collaborate, Google Hangouts, and telephone during certain times. It can also be helpful to find out when students are available before you set your office hours. For instance, if a student works week days until 9 PM, having an office hour from 9:30 - 10:30 or on a Saturday morning may increase the likelihood of that student reaching out for help.
A faculty member’s job does not end with teaching content. It’s also important to teach students how to be successful learners. Following are three tips for helping students prepare for success not just in your class, but in all of their college classes and their lives after college:
1. Set clear expectations
We want students to know what’s coming all throughout the semester. This begins the first week with a syllabus that outlines the main assignments and how they are graded. Each assignment should have clear instructions and a rubric (see Appendix 3) when possible to let students know how points will be allocated.
2. Teach study skills, time management, and test preparation
While many faculty have had years to learn how to be successful learners, many of your students will still be figuring it out. It can be helpful to occasionally open discussion with classes about how they study, manage their time, and prepare for tests, and in turn share what works for you and how you discovered this.
3. Give students opportunities to perform what they will be assessed on
We want to prepare students for exams or assignments that will heavily impact their grades. For instance, if the final exam is in essay format, you’ll want to make sure that you’ve asked students to write an essay in your class before and that they know how it will be graded. The same goes for multiple-choice tests, which may seem common enough to assume that all students are familiar with them, but if the only multiple choice assessment students see in your class all semester is the final exam, they may not be adequately prepared.
The assessments used in each course play an important role in maintaining TWU’s accreditation through the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC). Assigning a sufficient number and variety of assessments helps demonstrate that our students are meeting learning objectives for the class. In case there is ever a need to provide evidence from a course, faculty are required to keep final examinations for one year after the course ends.
Since assessment is such a crucial element in teaching courses, we’ve included a few tips in this section. Additionally, faculty may find it helpful to contact The Office of Academic Assessment for a refresher of sound assessment practices.
Creating Exams and Tests
The more clear and straightforward an assessment is, the more accurately it can assess what students know. Here are some tips for achieving clarity when creating exams and tests:
- Each exam question should align with an important learning objective.
- Directions should be clear. If you expect students to provide three examples for a written response, include it in the instructions.
- Having someone else proofread your test questions can help avoid mistakes that could cost students valuable time during the test.
- The administrative staff in your department may be able to answer questions about copying services and the availability of Scantron sheets.
Tips on Administering Tests
- The testing environment should be quiet and free of distractions.
- Interruptions should be minimized.
- Giving a warning (e.g., 10 minutes) before collecting tests is good practice.
- As a courtesy to students, instructors should consider bringing extra exams, pencils, Scantron sheets, and answer sheets/blue books to each exam, in order to be prepared for students’ emergencies.
- Students with disabilities may need accommodations on tests. Visit TWU Disability Support Services for additional information.
- If testing is administered online, be prepared to handle situations that arise when the online system is down.
- Testing scheduled online or in the testing center should not be scheduled outside of the regularly scheduled class time in order to avoid creating conflicts with students’ class schedules.
Formative and Summative Assessments
Formative and summative are two assessment techniques that can be used together to measure learning throughout a semester. Formative assessments are given informally throughout a course to gauge whether additional instruction is needed on a topic. Summative assessment is used to assess students’ understanding of a unit or course. A way to remember the difference between them is that formative assessments help form learning, and summative assessments are given at the summation of the unit or course.
Formative assessments are sometimes referred to as Classroom Assessment Techniques (CATs). They are usually non-graded, anonymous assessments which can be used creatively to test your students during a class meeting. Here are some ideas for CATs to gauge your students’ learning:
- Include a quiz question on the sign-in sheet at the beginning of class.
- Pause during lecture to ask students to answer a question on a piece of paper or with classroom response technology.
- End each class meeting with a “muddiest point” writing assessment, and use that as a jumping off point for the next class meeting.
Summative assessments are often given as unit tests or exams. The first step in creating exams to test students’ understanding is to be familiar with the learning outcomes in your course.
When writing an outcome for a course or unit, remember to use an active verb and be specific when stating what students should be able to do. Bloom’s Taxonomy of Learning Domains (1956) can be a good resource when developing SLOs. It can be helpful to refer to a list of active verbs for inspiration when writing a course-level or unit-level learning outcome. This Bloom’s Digital Taxonomy includes a good list of active verbs.
Example: Students will distinguish between the revision and editing processes.
In the above example, the active verb “distinguish” is measurable since an instructor can grade a student’s explanation of the difference between the revision and editing processes. Also, “the revision and editing processes” states specifically what the students should be able to distinguish between.
An easy acronym to help measure SLOs is the SMART model. In essence, do the outcomes meet the following criteria?
Specific. Is the outcome singular? Is it understandable to anyone with a basic knowledge of the program?
Measurable. Is this something that can be measured? Are resources available to accomplish this?
Aligned. Is the outcome linked to the larger mission of the department?
Relevant. Does the result matter to the program? Can improvements in instruction be made based on the results?
Time-framed. Is there a time frame for data collection? Is a plan in place to ensure data is collected in a timely manner and shared appropriately?
If you are teaching a core class, course outcomes will also need to be aligned with the state’s core outcomes for that part of the curriculum. Also, keep in mind that artifacts might be collected as evidence of those objectives.
In addition to writing good learning outcomes, we should also communicate these outcomes and assessment expectations to students. The course syllabus, for instance, should state what percentage of the grade will come from assessments.
Setting expectations will help the instructor evaluate student work as well. When the objectives are known (clearly stated), the instructor can create a rubric that matches those outcomes. A rubric is a clear statement of the outcomes of an assignment and an allocation of points to each objective. See Appendix 3 for an example of an adaptable rubric template.
The right kind of feedback can help students learn and gain confidence in the subject matter. Feedback should strike a balance between positive and critically constructive comments in that it should highlight specifically what was done well and what can be improved.
A common way to achieve this is to use what’s referred to as “the sandwich method.” In this method you begin with a specific positive comment about the student’s work. “Great work, Mary!” is too broad, but “Mary, your topic sentence states the main idea clearly,” is specific enough that the student will know what to continue in future assignments. Next, give specific feedback about why points were lost. When appropriate, include a resource for further study. For example, “I didn’t see an in-text citation for your second source although it was listed on the reference page. Please refer to the APA guide for citation guidelines.” Finally, you would close the sandwich with a another positive comment to wrap up the feedback. It could be something like, “Thanks for your hard work on this, Mary! I can tell that you spent a lot of time curating your resources and synthesizing their info. I look forward to reading your next draft.”
Students’ work should be evaluated and returned promptly. Returning work within 24-48 hours is ideal. The sooner they receive feedback after completing the assignment, the more likely they are to learn from it.
Instructors should remember that they might have students in class whose first language is not English. Showing appropriate and respectful concern and awareness about the student’s language learning process will aid in their overall performance in the class.
In a class based upon students’ verbal participation, heavy accents may prevent students from contributing to the class discussion and may consequently affect their grades. Usually, accents do not change even when students improve their English skills. Certainly, instructors cannot correct accents, but they can encourage students to participate and help students with their efforts to express themselves.
Instructors can help students in the following ways:
- Repeating the student’s main point. An instructor should state openly if he or she does not understand the student’s point. It can be frustrating for international students to talk without any reaction.
- Asking for further explanation. Many students, out of politeness or indifference or a fear of embarrassing their classmate, prefer to remain quiet and to give the impression that they understand.
- Correcting expressions or language that may help the student in the future. This, of course, is probably best done in private.
English Language Learners often know what areas they need to work on and may ask for specific types of help. Pronunciation can become clearer to Americans if the speaker can identify his or her specific difficulties.
When the course requires extensive written work such as essays or term papers, the international student may face an even greater disadvantage. The instructor cannot and should not exempt such students from these assignments, but there are ways of helping international students. If some of the assignments are take-home exams or term papers, the instructor together with the student can ease the burden of language. With the consent of the student, an instructor might ask for a volunteer among the American students to proofread the paper and to correct grammar, spelling and style. TWU’s Write Site can also be a resource for students who need extra help with writing.
Grading policies vary between instructors. Be sure to include your grading policy on your syllabus so that students know what point system will be used.
Students should have a clear understanding of how points will be divided among assignments. For example, some faculty include a simple chart that shows how percentages will be allocated for each assignment type like this:
Some instructors base the total course grade on 100% and use percentages to grade assignments. The Gradebook in Blackboard can calculate assignment percentages for you. For assistance setting up your Blackboard Gradebook, contact the Office of Teaching and Learning with Technology.
Using point totals is another way to tally points in a course. For example, instead of averaging percentages, each assignment counts for a certain number of points that add up to a total number of points for the course:
If you do use points instead of percentages, it can be helpful to provide students with a chart that converts point ranges into letter grades:
Grade Definitions and Grade Points
Following is a description of each grade and the number of grade points given for each grade:
- Grade A - 90-100 (4 grade points)
- Grade B - 80-89 (3 grade points)
- Grade C - 70-79 (2 grade points)
- Grade D - 60-69 (1 grade point)
- Grade F - Below 60 (0 grade points)
- Grade I - Incomplete: 0 grade points
- Grade NG - A temporary grade used only in special circumstances
These are the most common grades; for more grading options at TWU, please refer to the undergraduate catalog and graduate catalog. Also, the TWU Registrar’s web site gives more information on Incomplete grades and grade appeals.
Note: Federal law prohibits the public posting of students’ grades.
Attendance and grades
According to the Attendance Policy in the Faculty Handbook:
- Consistent and attentive attendance is vital to academic success and is expected of all students. Grades are determined by academic performance and instructors may give students written notice that attendance related to specific classroom activities is required and will constitute a specific percentage of students’ grades.
- Instructors are strongly encouraged to keep a record of student attendance. They should note absences due to documented student illness, serious illness or death in the student’s immediate family, official school activity, state-recognized religious holiday, or other verified absences deemed appropriate by the instructor. Students must consult with instructors regarding the completion of make-up work.
- Absences do not exempt students from academic requirements. Excessive absences, even if documented, may result in a student failing the course. An incomplete may be granted if the student has a passing grade, but only if the instructor determines that it is feasible for the student to successfully complete remaining assignments after the semester. Pursuant to university policy, such determinations are within the discretion of the instructor.
Early Warning Process
Instructors of all classes are asked by the Registrar to submit online the grade status of students who are in danger of failing the course (D or F). More information can be found on the Early Warning Process web site.
Entering final grades
For instructions on entering final grades, please refer to this handout provided by the Registrar’s office.
Change of Grade Forms
If you need to change a student’s grade after the final grade submission deadline, you will need to obtain a Change of Grade Form from the Registrar. You will need the following information to complete the Change of Grade form to the Registrar’s office:
- the name and ID number of the student whose grade is changing
- the department, course and section numbers, and course title
- the reason for the grade change
- original and new grade
- your signature
- the department chair's signature
You will need to show your TWU faculty ID when submitting the completed form to the registrar in person.
From time to time instructors have to deal with students who are dissatisfied with a grade. It’s important to explain to students that the instructor’s role is to evaluate their ability to learn and apply course material to assessments. Make it clear that the assigning of grades is not a judgment of them as human beings and that the same standards apply to everyone in the class.
Students who approach an instructor with grade disputes but who are unwilling to accept an explanation of their grades should be advised of their right to appeal grades. Learn more about Academic and Administrative Complaints and Appeals here.
One way to become a stronger instructor is to get an outside perspective. Classroom observations can be intimidating, but asking a colleague whom you trust to informally observe your class can remove a lot of that intimidation. The observer can be someone in your department or someone in a different discipline altogether. To make the informal observation feel even less intimidating, you can take turns observing each other’s classes. Additionally, gaining an insight into different teaching styles and techniques can be helpful and make for great conversation.
To get what you want out of peer observation, write the terms of your own observation. Since it’s voluntary and informal, you can give your observer specific guidelines - what things would you specifically like feedback on? You can write a list of questions or create a feedback form for your observer to use.
Classroom observations should always be followed up with a conversation, or post-observation interview. Typically, the instructor who was observed starts the conversation and talks about how she or he thought the class went. For those who are new to classroom observation, it can be helpful to keep in mind that an objective dialogue is more helpful than subjective judgement about the observed teaching methods.
In addition, a written peer evaluation could be added to a dossier to provide the Promotion and Tenure committee with supplemental evidence about your teaching.
For a sample peer observation form, please see Appendix 4.
Student evaluations are emailed out at the end of each semester. If enough students participate in the evaluations, the feedback can offer helpful information that you can utilize in future semesters and possibly include in your Promotion and Tenure dossier.
Since the evaluation links are sent asynchronously through email, faculty sometimes struggle to find ways to get students to complete the online evaluations. Below are two methods that can help encourage more students to participate in the end-of-semester student evaluations:
1. Class time to complete the evaluations
One of the reasons students often give for not completing evaluations is that they don’t have time at the end of the semester. This can be solved by giving students class time to complete them.
If you’re teaching a face-to-face or hybrid class, announce that students will need to bring a device (laptop, tablet, or smart phone) to the next class period. Then you can set aside some class time for students to complete the online evaluation. For the sake of students’ anonymity, leave the room and/or ask a teaching assistant or colleague to monitor the class for you.
2. Mid-semester evaluations
According to Deborah Merrit’s, “Bias, the Brain, and Student Evaluations of Teaching,” (2008) giving students an informal evaluation in the middle of the semester can improve end-of-semester evaluation scores. First, it’s helpful to check in with students to see how the class is going for them so far. Even if you get feedback that you’re not willing to incorporate, talking to the class about it can make them feel heard and open a healthy dialogue. Also, Merritt says that asking students to think about artifacts from the class such as assignments and feedback can increase the chances that they will use evidence from your class to evaluate your teaching rather than other factors.
A mid-semester evaluation can be as simple as writing KQS on the board and asking students to write on a piece of paper what they would like you to Keep doing, Quit doing, and Start doing. Some instructors make online quizzes in SurveyMonkey or Google Forms and have students anonymously answer questions about the course. Here’s an example made in Google forms. Small-Group Instructional Diagnosis is another method where you leave the room, and a colleague comes in to facilitate small-group discussion.
Whichever method you decide to use, the most important part of a mid-semester evaluation is talking to the class about the results afterward. Students don’t necessarily have the same birds-eye-view of the semester-long teaching process that you do, so sharing with students your goals for their learning can help bring everyone on the same page.
Merritt, D.J. (2008). Bias, the Brain, and Student Evaluations of Teaching. St. John’s Law Review, 82(1), 235-287. Retrieved from http://scholarship.law.stjohns.edu/cgi/viewcontent.cgi?article=1100&context=lawreview
Preventing Academic Dishonesty
The best way to deal with academic dishonesty is to prevent it. The following are good practices:
- Be sure your syllabus addresses academic misconduct and the possible penalties you will impose (failure of an assignment, failure of the course, referral to the Student Handbook).
- Be clear about what you consider to be academic misconduct. Specify which sources students may and may not use in completing assignments and papers.
- Refer students to the library’s Plagiarism Tutorial (http://www.twu.edu/library/tutorial/cap/plagiarism/) for information about plagiarism and proper citations. To take the Plagiarism quiz and earn a certificate, students can follow these instructions: http://libguides.twu.edu/tutorials .
- Reduce the pressure. Provide a number of opportunities for students to demonstrate achievement of course goals rather than relying upon a single examination.
- Write a reasonable test. Some academic dishonesty is simply the result of frustration and desperation arising from assignments too long to be covered adequately or tests requiring memorization of trivial details.
- Make different versions of a single test to keep students from looking at their neighbor’s test. For example, if you are administering a multiple-choice test, you can randomize the question order or the answer order (or both). Print one version of the exam on a different colored paper (blue, pink, etc.) or put a notation on the exam itself. Alternate the versions of the exam. If you do this, make sure that you use the proper key for each exam you will be scoring.
- Restrict the use of cell phones in class during testing. Prohibit students from wearing headphones or hats with brims during exams. Be aware of other common forms (i.e., notes in jacket pockets, on arms under long-sleeved shirt, between calculator buttons, . . .) of academic dishonesty that have occurred in similar classes.
- Be sure students know that they cannot leave the room during the test (they need to attend to personal needs before the exam period begins).
- Create new essay or report assignments to reduce the ability of students to find pre-written term papers that they can adopt. Require them to utilize a specific set of sources (in addition to others) to make it more difficult to purchase or steal an essay from an online source.
- Notify students in advance that you will be searching for plagiarism using Turnitin.com or a similar plagiarism detection program; if students know they are likely to get caught, they are less likely to cheat.
Handling Academic Dishonesty
No matter how many steps are taken to prevent academic dishonesty, it may still occur. When an instructor suspects academic dishonesty, he or she should do the following:
- Take a look at TWU's Academic Dishonesty Report Form and then follow department and university procedures.
- Meet privately with the student to give the student an opportunity to address your allegations.
- If the student admits to wrong-doing, assess your grade penalty and inform the student of that penalty and of the fact that you will be referring the matter to the Office of Student Life.
- If you have time to think about the suspected academic dishonesty, consult an experienced faculty member before taking any action.
- If you decide to report the case, you can complete an Academic Dishonesty Report Form available through Student Life. The student will either accept or disagree with the academic sanction. If the student accepts it, it will go into the student's file and it is likely that no further action will be needed. If the student disagrees with it, she or he will be called for a pre-hearing meeting with Kyle Voyles.
- Know in advance how to handle a student looking on another’s paper during a test. Will you take the exam away from the student, ask the student to move to another seat, or take some other action?
- Have a written policy in your syllabus that prescribes what will happen if academic dishonesty is discovered. Be sure your policy conforms to departmental or university rules.
- Follow your own written policy; you need to be fair and consistent in your enforcement of your own rules.
- Where appropriate, require students to use pen rather than pencil to complete a test. Students may correct their answers after grading in an attempt to get more points on exams. If you are using a computer-graded answer sheet that must be completed in pencil, make a copy of all answer sheets before you hand them back. This will allow you to spot student efforts to revise their answers.
- Even when confronting a student about misconduct, it is important to be respectful. Be calm, professional, and matter-of-fact. Explain that you understand that students make mistakes but that you have an obligation to impose rules fairly and consistently. Your own demeanor can defuse a potentially emotional situation and ease the process in the long run.
Dealing with Plagiarism
In grading term papers or other written assignments, instructors will need to be on guard against plagiarism. Since students often claim that they do not understand this form of academic dishonesty, instructors must be prepared to explain what plagiarism is and what punishment is appropriate when it is detected. Instructors are encouraged to have this discussion when the assignment is given, or at the start of the course, with a reminder about avoiding plagiarism when assignments are given. If faculty members suspect that a paper has been plagiarized, the procedures outlined in Section 4 of the Student Handbook must be followed.
Plagiarism is defined at TWU as follows:
Plagiarism occurs when a student obtains portions or elements of someone else’s work, including materials prepared by another person or agency, and presents those ideas or words as her or his own academic work. The intentional or unintentional use by paraphrase or direct quotation of the published work of another person without full and clear acknowledgement shall constitute plagiarism.
Students are responsible for following guidelines of the appropriate course or discipline (i.e.; MLA, APA):
It’s also important that instructors ensure that students are informed about the consequences of academic dishonesty from the beginning of the course.
When an instructor suspects plagiarism, the student should be confronted in private and given an opportunity to dispute the allegations. The instructor of record should discuss the matter with the student, make a judgment as to whether the student is responsible for plagiarism, and assess penalties if convinced that the student is responsible. TAs should turn over cases of suspected plagiarism to the supervising instructor.
Antiplagiarism technology such as Turnitin may be used as a teaching tool. Students can be taught how to use Turnitin and to get in the habit of checking their work for plagiarism before handing in assignments to the instructor. The tool alone does not determine whether a paper has been plagiarized. Conversely, students cannot use antiplagiarism tools to prove they have not plagiarized. Instead, that judgment must be made by the individual faculty member.
The following statement must appear on a course syllabus if an antiplagiarism tool is used in the course:
In an effort to ensure the integrity of the academic process, Texas Woman’s University vigorously affirms the importance of academic honesty as defined by the Student Handbook. Therefore, in an effort to detect and prevent plagiarism, faculty members at Texas Woman’s University may now use a tool called Turnitin to compare a student’s work with multiple sources. It then reports a percentage of similarity and provides links to those specific sources. The tool itself does not determine whether or not a paper has been plagiarized. Instead, that judgment must be made by the individual faculty member.
Disruptive behavior is defined as repeated, continuous, and/or multiple student behaviors that hinder the ability of instructors to teach and students to learn. Common examples of disruptive behaviors include, but are not limited to:
- Eating in class
- Monopolizing classroom discussions
- Failing to respect the rights of other students to express their viewpoints
- Carrying on distracting side conversations
- Constant questions or interruptions which interfere with the instructor’s presentation
- Overt inattentiveness (e.g., sleeping, reading the paper, using laptops for non-class-related activities)
- Creating excessive noise with papers, book bags, etc.
- Entering class late or leaving early
- Use of cell phones in the classroom
- Inordinate or inappropriate demands for time and attention
- Poor personal hygiene (e.g., noticeably offensive body odor)
More extreme examples of disruptive behavior include, but are not limited to:
- Use of profanity or pejorative language
- Verbal abuse (e.g., taunting, badgering, intimidation)
- Harassment (e.g., use of “fighting words,” stalking)
- Threats to harm oneself or others
- Physical violence (e.g., shoving, grabbing, assault, use of weapons)
If you find yourself needing immediate assistance with a student who is exhibiting extreme behavior, call the Department of Public Safety: Denton x2911, Dallas x6666, Houston x2222
An Ounce of Prevention...
Perhaps the best thing faculty can do to address disruptive student behavior is to create an environment in which it is unlikely to occur. For example, an instructor should:
- When class size permits, learn and use the names of your students.
- Serve as a role model by demonstrating appropriate, respectful, and responsible behavior in all interactions with students.
- Use the class syllabus to inform students in writing of standards and expectations (e.g., respect, courtesy, timeliness, etc.) for classroom conduct and of possible consequences for disruptive behavior.
- Devote some time during the first class to review this information in the syllabus.
Responding to Disruptive Behavior
Some general suggestions for dealing with disruptive student behavior are:
- Deal with the disruptive behavior immediately. Ignoring the behavior will likely cause it to increase.
- A general word of caution directed to the class rather than at an identified student may effectively deter the disruptive behavior.
- Make direct eye contact with the student engaged in the disruptive behavior or ask a question of someone sitting close to him/her.
- Work against the human tendency to take the disruptive behavior personally. The behavior usually has little to do with you, and you are simply the unfortunate person who must address it.
- If the student’s behavior is irritating, but not particularly disruptive, consider talking with the student privately after class to remind him/her of your expectations for classroom behavior. If you feel unsafe being alone with the student for some reason, request that a colleague or your department chair attend the meeting.
- If it is necessary to deal with a student’s behavior during class, you should calmly but firmly inform the student that the behavior is disruptive and ask that he/she stop it. Example: “Your use of your cell phone is bothering me and it is disrupting the class. Please end your conversation now and refrain from in-class phone calls in the future.”
- If the disruptive behavior continues during either the present or some future class, warn the student (perhaps in private) that such behavior may result in student disciplinary action. Example: “I’ve already warned you about talking when I am speaking to the class. If you disrupt the class again in this manner, you will be referred to the Office of Civility and Community Standards.”
- If the student continues the disruptive behavior despite being given a warning, the student should then be asked to leave the classroom. Following the class, the instructor should contact the Office of Civility and Community Standards and provide pertinent information about the student’s behavior. The Office of Civility and Community Standards will determine if a charge will be placed against the student.
- If the student refuses to leave the classroom after being instructed to do so, s/he should be informed that this refusal is a separate instance of disruptive behavior subject to additional penalties.
- If the student continues to refuse to leave the classroom, the instructor may choose to adjourn class for the day.
- Keep a log of the date, time, and nature of all incidents of disruptive behavior and any meetings you have with the student. Document incidents and meetings immediately, while specifics and details are still fresh in your memory.
- Keep your department chair informed as the situation develops. Ask for guidance and support from her/him and from colleagues.
What if a Student Reacts Negatively or Says He/She Has a Disability?
When a faculty member addresses disruptive behavior in the classroom, students sometimes accuse the faculty member, subtly or directly, of being rigid, unfair, insensitive, and/or uncaring. Such accusations often trouble faculty members who (probably accurately) perceive themselves as being flexible, fair, sensitive, and caring individuals. To provide support to and a rationale for the decision to address disruptive classroom behavior, faculty should remind themselves that college mental health professionals regard setting and enforcing reasonable behavioral limits with students as not just appropriate but as highly desirable.
Regarding the issue of disabilities, it is important to be aware that even such conditions as physical or psychological disabilities are not considered a legitimate excuse for disruptive behavior on a college campus. Prevailing law recognizes that students with disabilities can be held to the same reasonable behavioral standards as individuals without disabilities, even if a violation of institutional rules is the result of a disability. This practice accords each student with the dignity of a presumption that they have at least some personal accountability for their actions.
If students persist in disruptive behavior, the instructor should verbally request that they desist or that they see them after class—the latter is in some ways better since it will avoid humiliating them in class. In meeting with the student, the instructor should explain that it is disrespectful to ignore or disrupt fellow students. Ultimately, it may be necessary to seek assistance in talking to the student about the behavior and/or possible violations of the Code of Student Conduct.
TWU Campus Resources to Help You Deal with Disruptive Students:
Student Life – Office of Civility and Community Standards (Jones Hall 098 – Denton, Ph: 940-898-2968)
The Office of Civility and Community Standards administers sanctions to students whose disruptive behavior violates the policies found in the Student Handbook. Sanctions serve to demonstrate to the student that s/he is responsible for the behavior and that disruptive behavior has predictable consequences. Further, educational sanctions address ways to prevent the behavior from happening again in the future.
Counseling Center staff members can provide consultation and support for faculty/staff who are dealing with a disruptive and/or emotionally disturbed student. Psychologists and counselors can aid in the development of a more comprehensive understanding of the student’s problem behavior and in the design of effective intervention strategies. Though you may encourage a student to voluntarily seek assistance at the Counseling Center, the Center does not provide services to students who are coerced or mandated into treatment.
While not typically involved in most situations of disruptive student behavior, the University Department of Public Service is the primary source of immediate support when a disruptive student engages in threats or actions to harm her/himself or someone else.
You can find additional information on the web sites of the Behavioral Assessment Team and the Office of Civility and Community Standards. You may want to take a look at the Student Code of Conduct Report Form to find out what could be considered conduct violations.
Texas Woman’s University (TWU) offers an ongoing variety of professional development activities for faculty as teachers, scholars, and practitioners. TWU provides services and training for faculty development to encourage expansion and development in using new pedagogical technologies and in support of research. This is in alignment with the University’s 2012 Academic Plan and emphasis on faculty participation in teaching, scholarship, and service.
As shown in Appendix IX of the Faculty Handbook and in University Policy 5.02 (Faculty Responsibilities), faculty are expected to engage in professional development and contribute to advancement of knowledge. In support of faculty and the mission of the institution, the University provides services, support, and resources for faculty development through its various offices on the basis of training expertise. Faculty development opportunities are provided on the institutional level and through collaboration with various units. As described below numerous University offices and units, including the Office of the Chancellor and President, Office of the Provost, the Center for Faculty Excellence, Office of Research and Sponsored Programs, the Office of Technology, Distance Education, the Office of Undergraduate Studies and Academic Partnerships, and the Graduate School support and provide faculty development.
The University contributes to faculty development through short-term incentives such as research awards and provides ongoing support through a variety of workshops and seminars with. A sampling of faculty development programs and initiatives are outlined in the Faculty Handbook. With few exceptions, these programs are available to all faculty, whether tenured/tenure-track, non-tenure track, part-time, or graduate instructors.
The Office of the Ombudsperson is a resource for all TWU faculty members on the Denton, Dallas, and Houston campuses who have a problem or concern related to their work at the university. Consultations with faculty members are guided by the International Ombudsperson Association’s Standards of Practice, which emphasize:
The Ombudsperson provides the following services:
- Informal conflict management and dispute resolution
- Advocacy for fair treatment for all faculty members
- Advocacy for fair process for the institution as a whole
Common issues presented by faculty members to the Ombudsperson include:
- Annual performance evaluations
- Tenure/promotion decisions and related issues
- Post-tenure review
- Departmental conflicts
- Grievance and appeals
- Unique or special circumstances and/or requests
The Ombudsperson observes trends on campus and reports these trends with aggregate data to the Provost/Vice President for Academic Affairs.
Learn more about TWU’s Faculty Ombudsperson here.
Thank you for taking the time to learn about TWU and putting consideration into how to approach your courses this semester. The CFE warmly welcomes you to TWU and looks forward to a long and enriching relationship!
Texas Woman’s University
Semester & Year
Course Prefix Here Insert Course Number
Course Description & Overview: Insert Course Description, overview, & prerequisite(s)
This course fulfills (choose one):
- Core Curriculum
- Global Perspective requirements
- Major requirements
- Elective requirements
- Research Tools requirements
Faculty Contact Information:
Office location & office hours
Office phone number & email address
Include your policy for email response time
Goals and Outcomes:
Insert Course Goals and Student Outcomes Here
Course Materials and Supplies: Insert course materials, textbooks, and supplies Here
Disability Support Policy Statement: If you anticipate the need for reasonable accommodations to meet the requirements of this course, you must register with the office of Disability Support Services (CFO 106, 940-898-3835, email@example.com ) in order to obtain the required official notification of your accommodation needs. Please plan to meet with me by appointment or during office hours to discuss approved accommodations and how my course requirements and activities may impact your ability to fully participate.
Academic Integrity: Honesty in completing assignments is essential to the mission of the University and to the development of the personal integrity of students. In submitting graded assignments, students affirm that they have neither given nor received unauthorized assistance, and that they have abided by all other provisions of the Code of Conduct in the TWU Student Handbook. Cheating, plagiarism, fabrication or other kinds of academic dishonesty will not be tolerated and will result in appropriate sanctions that may include failing an assignment, failing the class, or being suspended or expelled. Suspected cases in this course may be reported to Student Life. The specific disciplinary process for academic dishonesty is found in the TWU Student Handbook. The TWU library link, “Avoiding Plagiarism,” will aid students in completing their assignments with integrity.
The following statement must appear on a course syllabus if an anti-plagiarism tool is used in the course:
In an effort to ensure the integrity of the academic process, Texas Woman’s University vigorously affirms the importance of academic honesty as defined by the Student Handbook. Therefore, in an effort to detect and prevent plagiarism, faculty members at Texas Woman’s University may now use a tool called Turnitin to compare a student’s work with multiple sources. It then reports a percentage of similarity and provides links to those specific sources. The tool itself does not determine whether or not a paper has been plagiarized. Instead, that judgment must be made by the individual faculty member.
All required assignments in this course may be checked for plagiarism using Turnitin.com
Some of the required assignments in this course may be checked for plagiarism using Turnitin.com.
Assignments will be randomly checked for plagiarism using Turnitin.com.
Activities, Assignments, and Grading Policy: Insert a table outlining activities, assignments, weighting per assignment, procedures for assigning grades here, and your feedback turnaround time
Major Course Assignments and Examinations: Insert Major Course Assignments and Examinations Here
TWU Attendance Policy: Consistent and attentive attendance is vital to academic success, and is expected of all students. Grades are determined by academic performance, and instructors may give students written notice that attendance related to specific classroom activities is required and will constitute a specific percentage of students’ grades.
Instructors are strongly encouraged to keep a record of student attendance. They should note absences due to documented student illness, serious illness or death in the student’s immediate family, official school activity, state-recognized religious holiday, active military service that is of a reasonable brief duration, or other verified absences deemed appropriate by the instructor. Students must consult with instructors regarding the completion of make-up work.
Absences do not exempt students from academic requirements. Excessive absences, even if documented, may result in a student failing the course. An incomplete may be granted if the student has a passing grade, but only if the instructor determines that it is feasible for the student to successfully complete remaining assignments after the semester. Pursuant to university policy, such determinations are within the discretion of the instructor.
Tentative Calendar of Classes & Assignments: Insert a table outlining sessions, activities & readings, assignments, & examinations here
Optional Requirements: Insert any optional requirements of the course here
The checklists on the following pages will help you prepare for the start of your term and guide you through some of the difficulties you may face during the first two weeks and beyond. The checklists include:
- Before the Semester Begins
- First Day of Class
- First Two Weeks
- For TAs
- Large Classes
- Final Weeks of the Semester
This example of a rubric illustrates a basic template for a rubric to show how you can adapt each criteria for what you’re grading for. These can be made with a simple table, or you could use more involved rubric tools available at websites like RubiStar or Edutopia.
Peer Review of Teaching Forms
Name of reviewee: __________________________
Course & location: _________________________
Name of reviewer: __________________________
Date & time of review: _____________________
The pre visitation conference is a time for reviewer and reviewee to establish goals and parameters of the session to be observed. Below are some possible questions that could be asked in the pre-visitation conference:
- How does this class session fit into the course or previous sessions?
- What are the objectives for this session?
- What materials will students be expected to prepare or refer to?
- Is there anything specific you would like the reviewer to look for or notice?
- Do you anticipate any challenges during this session?
- Do you have any other comments?
In-class observation form
The post visitation is an opportunity for both the reviewee and reviewer to discuss the session. Ideally, the reviewee should start the conversation and have an opportunity to reflect. Following are some questions the reviewer might ask the reviewee:
- How do you think the class went?
- Did the students reach the intended outcome?
- Was this session typical for this class?
- If you could change one thing about this class, what would it be and why?
There are many individuals who helped us put together this resource guide and/or volunteered their time to present at the New Faculty Orientation. We appreciate the input we received and especially want to thank the following TWU individuals and their respective staff:
- TWU Libraries: Kris Reed and Annita Owens
- ORSP: Donna Scott-Tilley
- CRDA: Rene Paulson and Zoheb Allam
- Civility and Community Standards: Kyle Voyles
- Disability Services: Jo Ann Nunnelly
- TLT: Lynda Murphy, Keith Restine and Heidi Collins
- IT: Heather Davis
- Counseling Center: Carmen Cruz
Thank you also to Terry Senne, Gray Scott, Danielle Philipps-Cunningham, Sally Stabb, Jennifer Martin and Ron Hovis in Academic Affairs. Finally a big “Thank You!” to Patrick Pluscht and his colleagues at CLEAR/UNT for allowing us to take some inspiration from their Teaching Excellence Handbook 2015-16.
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