For Faculty and Staff

The Office of the Registrar provides support and offers many services to faculty and staff.  Specifically, the office:

  • Publishes the academic class schedule, academic calendar and university catalog
  • Assists in the room scheduling process for academic classes
  • Provides assistance with registration and grading processes
  • Ensures compliance with academic policies as well as state and federal regulations 
  • Provides guidance to departments submitting documents to APC and Faculty Senate
  • Provides advisors with information on a student's progress toward degree through the maintenance of GradPlan (online degree audit and advising tool)
  • Works with academic departments to determine transfer equivalencies as needed or required

Checking Your Class Roster

OnePort is where you can find a listing of students in each of your courses.  You can also send an email to your entire class or just one student in your class from your class roster page. Here's how:

  1. Log into OnePort.
  2. Click on the Self Service Banner link at the top of the page.
  3. Choose Faculty Services.
  4. Click Select Term and choose the term you wish to view.
  5. Choose Summary Class List and select the specific course and section you wish to view.  This is your class roster.
  6. To email your class, scroll to the bottom of your list and click on the "envelope" icon next to Email Class. Or, if you want to email an individual student, click the "envelope" icon in the far right column for the student. These icons will open an email in your default email software.

Guidelines for Class Schedule Submission

Each department is required to submit their schedule of classes for the upcoming semester by the stated deadlines:

General Schedule Development Information for Departments:

Each Department Chair/Program Director is responsible for submitting his/her department/program schedule for the upcoming semester by the stated deadlines:

  • Feb. 15 for the Summer and Fall semesters
  • Sept. 15 for Spring semester

The Schedule should include course prefix and number, course title, days and time offered, instructor's full name, and any room information.  This information should be provided for all courses taught by Department Faculty in the home department and in other department/programs. Each department should offer courses that are spread throughout the day. Courses with multiple sections should be offered at different times throughout the day.

Classes should adhere to the standard class period times as much as possible.  Deviations must be approved by the area Dean and/or the Assistant Provost for Academic Administration. Departments should refer to the Class Schedule Grid for more information on appropriate time blocks. Classes cannot be scheduled during the TR 11:50 – 1:05 p.m. time period.

If a department schedules MW classes, they should also schedule some WF and/or MF classes. Although seldom used, the MF format has a more even distribution between class meetings. Studio/lab/field courses should start and end at times that minimize the number of class periods used.

Please keep in mind:

  • MWF – Morning blocks should end by 11:15 a.m. to allow students to take Humanities classes. Afternoon blocks should begin at a normal time, i.e.12:45, 1:45 or 2:45 p.m.
  • TR – Morning blocks should end by 10:40 a.m. and afternoon blocks should begin at a normal class period time.

To submit additions or changes to the class schedule, please use the Schedule Revision form

For more detailed information, please review the Schedule Development Guidelines and Policies.


Procedure for Recording Grades

Grading Instructions

  1. Log into OnePort.
  2. Click on the Self Service Banner link at the top of the page.
  3. Click on Faculty Services and choose Final Grades.
  4. Select the appropriate term from the drop-down menu box. Be sure to select the current term.
  5. Select the course you wish to grade by using the drop-down box and the Submit key.
  6. Move your cursor to the box under the Grade column and enter the appropriate grade for each student. 
  7. *If you are recording a grade of F or U, you must also record the Last Attend Date. Your grade submission cannot be saved without this information. (see note below).
  8. *If you are assigning an incomplete, please click on the Incomplete Grades menu item to below for more information. Note: if you assign a default grade other than F, it needs to be the grade the student should receive if they do not complete the remaining work, not the grade they will receive if they do complete the work.
  9. *If a student is auditing a course, you must enter a grade of X or Y.  A grade of X indicates the student completed what you require from an auditor; a Y indicates the student did not meet your expectations. Neither grade is calculated into the student's grade point average.
  10. On the grading screen, you will only see the first 25 students in your class. If your class has an enrollment greater than 25 students:  a) hit submit after you have entered grades for the first 25 students; b) look in the Record Set area at the bottom left of the page, and click on the next group of students to enter their grades.
  11. When you finish entering the grades, click Submit at the bottom of the form. THE GRADES WILL NOT BE RECORDED UNTIL YOU HIT SUBMIT!
  12. After one course has been graded, you can access another grade roll by clicking on Return to Previous.

Important Notes

  1. Since there is a 30 minute time limit on the grading page, it is recommended that you hit submit several times while you are entering grades. This is a security measure. If you are interrupted while loading the grades, hit the Submit button to lock in the ones you have entered to that point. You can always go back and finish the rest of the class later.
  2. After hitting Submit, wait for the message saying that your changes were saved successfully before closing your browser.
  3. The Last Attend Date must be entered when assigning a grade of F or U for a student. Federal regulations for Financial Aid require that this information be reported to determine the amount of funding that the student might have to repay. The Last Attend Date should be the last date on record that the student attended your class. It must be recorded whether the student earned the F or U due to poor performance or due to non-attendance. This is a required value and grades cannot be successfully submitted without providing this information.


Contact the Office of the Registrar for assistance at 828.251.6503 or 828.251.6417.

Assigning Incomplete Grades

All incomplete grades are assigned online by the instructor through OnePort when grading is open for a particular term. Request for Incomplete Grade forms should not be submitted to the Registrar's Office.

The Request for Incomplete Grade form should be used by the instructor and the student as a contract to ensure clarity on expectations, remaining work to be done, the default grade (should the work not be completed) and the date the remaining work is due. This form should not be sent to the Office of the Registrar but instead retained by the instructor and a copy given to the student.

The Incomplete Final Grade (default grade) will be an F unless the instructor selects a different default grade from the drop-down box when assigning the incomplete. The default grade should be the grade the student will earn if the remaining work is not completed.

The Incomplete Extension Date (default date) is the default date when an incomplete will roll to the specified grade entered by the instructor. The default date cannot be extended past the stated deadline but the instructor may set an earlier default date if needed.

Steps to Follow When Assigning an Incomplete Grade

  1. From the Faculty Services tab menu, select Final Grades.
  2. Select the appropriate term for grading.
  3. Select the appropriate course for grading from the drop-down menu.
  4. Assign an incomplete grade to appropriate student(s) by selecting the "I" grade from the drop-down grade box.
  5. Click the Submit button at the bottom of the page to save the grades.
  6. Check to be sure you receive a message that your grades were submitted successfully.
  7. View what you have submitted on the Incomplete Grades Summary page. Specifically, confirm the default grade and the default date to ensure its accuracy.

A process run by the Office of the Registrar will automatically change the student's grade from an incomplete to the default, final grade on the assigned default date. The process for instructors to change an incomplete grade to a final grade prior to the default date will still require the use of the Grade Change form, available in the Office of the Registrar.

Important Notes

  • An incomplete grade must not be used as a substitute for an F when the student's performance in the course is less than satisfactory or is indicative of failing.
  • An incomplete grade must not be used in place of a W grade. If a W grade doesn't appear for the student at the time grades are being entered, instructors should enter the grade earned by the student.
  • The process for assigning an in-progress (IP) grade still requires submission of the Request for In-Progress (IP) Grade form  to the Office of the Registrar.

Assigning Online Overrides

To give a student permission to register for your class:

  1. Log into OnePort.
  2. Select the Self Service Banner link at the top of the page.
  3. Choose Faculty Services.
  4. Choose Registration Overrides. You will be prompted to search for the student. If searching by name doesn't return the correct student, you will need the student's 930- ID number.
  5. Identify the type of override you are granting and the course it is for. You may need to enter multiple overrides (for example, if the class is full and the student has not taken the pre-requisite, you will need to enter BOTH Closed Class and Pre-requisite overrides).
  6. Submit the override, then remember to submit again to confirm.
  7. Please Note: The student must now register for the class themselves through OnePort. If the course is closed, they must enter the CRN number directly into their registration form instead of trying to register through the class search feature.

Request for Student Data

Searching for a Student

The Student Search option in OnePort allows you to find information for individual students. To see information on a particular student, you may select them through your Advisee Listing or Summary Class List. Or, if you're looking for a student that isn't your advisee and isn't enrolled in your class(es), use these instructions:

For Faculty & Staff who are Advisors

  1. Log into OnePort.
  2. Select the Self Service Banner link at the top of the page.
  3. Choose Faculty Services.
  4. Click Term Selection and choose the current term.
  5. Choose Student Search.
  6. Enter their student ID number (they must provide this for you).
  7. Select the All radial button (this is important!).
  8. Confirm your selection. Everything you look at in OnePort will now be about this student until you search for and select another student.

For Faculty & Staff who are not Advisors

  1. Log into OnePort
  2. Select the Self Service Banner link at the top of the page
  3. Choose Faculty Services
  4. Click Term Selection and choose the current term (this is important!)
  5. Choose Student Search
  6. Enter your search criteria (student ID number, last name, or first name). If you can't find them by name, try ID number.
  7. Confirm your selection. Everything you look at in OnePort will now be about this student until you search for and select another student.

Don't Forget:
Student ID numbers are 9-digit numbers. On their OneCard, students have an additional digit that indicates how many replacement OneCards they have gotten ( a student with the number XXXXXXXXX3 in on their 3rd OneCard). This last digit is not a part of the ID number and, if they give it you to, should be dropped off when you do a Student Search.


General Waitlist Information

  • Waitlisting does not work with linked courses e.g. lecture courses connected to multiple lab sections.
  • Departments should consider utilizing waitlisting for all sections of a given course rather than having a subset of the sections waitlisted. It can be confusing if one section of XXX 101 has waitlist, but another section of XXX 101 does not.
  • Instructors utilizing the waitlist option for their course(s) cannot issue closed class overrides for individual students.
  • Instructors cannot adjust a student's position on the waitlist.
  • Instructors who would like to utilize the waitlist option for a course, should notify the Registrar and provide the following information:
    • Course CRN
    • Course department, number and section
    • Instructor's name
    • Number of seats the instructor would like to be on the waitlist, i.e. 5, 10, 15?

Waitlist Registration Information

  • Students must register themselves for the waitlist via their OnePort account. If they attempt to register for a full class that has a waitlist option, they will be given the opportunity to add themselves to the waitlist.
  • If a student adds themselves to the waitlist, they will be notified via their UNC Asheville email if a space becomes available.  The course instructor and the student's academic advisor will also be notified.
  • Students have 24 hours from the date and time of the email notification to officially add themselves to the class. Student do this via their OnePort account.  If they do not register within 24 hours, the next student will be notified.
  • Instructors are able to view the students on their waitlist via OnePort.
  • Students may also view their position on the waitlist through OnePort by accessing the detailed schedule link.

LAC Requirements: First-Year Colloquia


This page is intended to guide faculty interested in developing a First Year Colloquium (LA 178) course for freshman and first year students who enter UNC Asheville with less than 25 hours of college credit. These courses introduce students to education in a liberal arts environment and assist them in making the transition to college life.  This introduction to the liberal arts takes place in a topical context where instructors integrate information and intellectual approaches from their own and other disciplines, directly addressing the nature of liberal studies. In addition to covering content appropriate to the specific discipline as indicated by the course rubric (e.g., BIOL 178, HIST 178), instructors are encouraged to integrate topics such as health and wellness, time management, proper use of college resources, academic advising, and an appreciation of the rhythms of the academic year. Students will also have opportunities to learn about other life skills issues by attending events sponsored by the Counseling Center, the Career Center, Student Activities, Health and Wellness Promotion, and other university departments.

Faculty who wish to propose a new LA 178 course should review the information here and submit an LA 178 course proposal form to Rodger Payne, First-Year Colloquium Coordinator (, and Ed Katz, Associate Provost and Dean of University Programs ( 

Peer Mentor Program

Faculty may wish to employ a student peer mentor in the colloquium to help with organizing discussions and co-curricular activities.  Peer mentors show new students what it takes to succeed at UNC Asheville and present positive examples of academic integrity, academic success skills (e.g., time management, study skills), responsible student decision-making, and balanced extra-curricular involvement. More details about the peer mentor program are located at the Peer Mentoring website. Faculty desiring a peer mentor should contact Marquis McGee (

Program Goals & Learning Outcomes for LA 178

Common LA 178 Program Goals

  1. Introduce students to education in a liberal arts environment by
    • integrating information and intellectual approaches from different disciplines,
    • directly addressing the nature of the liberal arts, being multi-disciplinary or interdisciplinary in their approach to the topics,
    • emphasizing the responsibilities of a liberally educated person, promoting understanding about the campus community, and
    • utilizing active learning opportunities.
  2. Assist students in making the transition to UNC Asheville by providing opportunities for students to:
    • becoming an active member of the campus community,
    • develop personal responsibility for their choices and goals, and
    • learn about campus resources.

Student Learning Outcomes

  1. After completing an LA 178 First Year Colloquium, students will be able to articulate, in writing, the characteristics and benefits of a liberal arts approach to higher education.
  2. After completing an LA 178 First Year Colloquium, students will be able to demonstrate familiarity with the policies, procedures, and practices at UNC Asheville that have been designed to support students as they enter the university.
  3. After completing an LA 178 First Year Colloquium, students will have developed positive relationships with peers, faculty members, and other university personnel (administration, staff).

Faculty should refer students to these Student Learning Objectives (SLOs), either by listing them on the syllabus or by providing links to appropriate online lists.  Faculty and students in First Year Colloquia are expected to partiicpate in the assessment activities near the end of the semester.  In addition to these Student Learning Objectives, colloquia may also address specific departmental SLOs.



Other Resources

LAC Requirements: Diversity Intensive (DI) Courses

Diversity Intensive courses are essential in liberal arts education for highlighting the centrality of diversity and complexity of difference in contemporary life. At UNC Asheville, the DI requirement helps fulfill our mission in facilitating a truly liberating education while offering opportunities for students and faculty to examine their own experiences and values alongside those of others. Such self-examinations could lead to transformative experiences for participants.

Diversity Intensive course are offered throughout the curriculum. The list of courses currently listed as DI is available on the Diversity Intensives webpage.

To renew a currently designated DI course, or have a new course considered for the Spring 2017 schedule, proposals must be submitted by September 16, 2016.

Student Learning Outcomes for Diversity Intensive Courses 

  1. Students understand the socially constructed nature of identities.
  2. Students understand the significance of individuals’ differing relationships to power.
  3. Students understand how individuals, organizations, and institutions create, perpetuate, or challenge inequality.
  4. Students understand how multiple identities intersect.
  5. Students are better equipped to reevaluate their ideas about diversity and difference. 

Diversity Intensive courses are diversity-centered, rather than diversity-inclusive or enhanced. DI courses focus on the meaning and experience of diversity and difference and the implications of living in a diverse society whether one is advantaged or oppressed. DI courses emphasize the complex and problematic processes of identity formation. These courses encourage awareness of the relationships between self and social institutions, both of which rest upon as well as reify difference and hierarchy.

Successful engagement with others in a multicultural and pluralistic society requires an understanding of how social forces shape our sense of identity as individuals and as part of a culture. In order to acquire this understanding, students must go beyond exposure to the perspectives of others to a consideration of the ways in which social institutions impact identity formation.

Diversity intensive courses offer and encourage opportunities for transformative experiences for all participants. They do this by engaging the heart and the mind, demanding serious consideration of pedagogy, and requiring participants to reflect upon and critically engage in analysis of power, privilege, and hegemonic ideology. Such goals require faculty to be aware of their own position relative to power and privilege, be sensitive to the potential range of student reactions, and be prepared to constructively confront difficult issues in the classroom. 

To qualify for Diversity Intensive designation, the course should meet the following criteria:

  1. Examines as one of its primary themes, within the context of the course materials, the cultural processes and ideologies of constructing human identities, such as class, sex, gender, race, ethnicity, sexuality, disability, or religion, as well as the implications of those identities on lived experience.
  2. Examines as its primary subjects individuals’ relationship to power, how privileged and oppressed identities are constructed among and across categories of difference, and how societies use institutions and imbalances of power to create and perpetuate or challenge inequalities.
  3. Examines as a primary consideration of diversity the intersectionality of identities. (multiple layers of identities and the interrelationship between or among these identities, ie., black women’s experiences as blacks, as women, and as black women.)
  4. Course materials relate directly to the issues addressed in the course. Whenever appropriate, course material produced by underrepresented or oppressed group(s) should be included.
  5. Course structure allows participants to examine their experiences and values with course materials, discussion, and projects/assignments that move students beyond their comfort zones, providing opportunities for transformative experiences.


  • Faculty interested in having a course considered as a Diversity Intensive should complete the Diversity Intensive Course Application form.
  • To renew a currently DI designated course, faculty should use the Diversity Intensive Course Renewal form. Each form should be submitted along with the required supplementary materials (e.g., vision statement, course syllabus, and sample assignment) noted in the form.

Courses are approved for a five-year term, and may be approved for a specific instructor or approved for all instructors teaching the course. Faculty teaching a DI course are asked to participate in DI assessment once per 3-year assessment cycle.

Guidelines for a Diversity Intensive Course Vision Statement.