Dear Catawba Valley Community College Faculty Members,

CVCC faculty are respected, valued members of the educational profession and Catawba Valley Community College. Catawba Valley Community College has confidence that faculty members will carry out the responsibilities of their position with professionalism and a student-centered focus. Please use this handbook as a reference to provide information regarding important instructional procedures and expectations throughout the academic year.

In order to support a student-centered focus as outlined in the CVCC 2022-27 Strategic Action Plan and the 4 E’s, please practice these professional responsibilities:

• Reference and follow the CVCC Policy and Procedures Manual, CVCC Instructional Procedures Handbook, and the CVCC Academic Calendar.
• Follow departmental and college guidelines as set forth by the Department Head, Dean and Chief Academic Officer.
• Be physically present in a CVCC-assigned facility on Monday – Thursday each week of the semester.
• Have a consistent, professional faculty presence in the classroom. Please refer to the process for facilitating classes during your absence.
• If you have questions regarding your day to day instructional responsibilities please consult your supervisor.

The Technology & Innovation division provides resources to assist users. For faculty, the Beginning of Semester Checklist (cvcc.tech/boschecklist) and End of Semester Checklist (cvcc.tech/eoschecklist) are available for starting and concluding the semester. Additional resources include the articles found on the knowledgebase located at help.cvcc.tech.

The Enrollment Verification Assignment (EVA) is automatically included when courses are created in Blackboard. This assignment is used to confirm attendance and to fulfill census reporting requirements. Be certain that:

• The name of the Enrollment Verification Assignment (EVA) must remain unchanged.
• The only adjustment required is to set the due date to the census date at 11:59 PM, as listed in Self-Service or on the Course Schedules page.
• Remove any duplicate copies of the EVA that may exist in your course(s) due to course copying or other reasons; there should be only one EVA per course. Deleting the assignment from the Coursework section will also remove its gradebook column.

Please use the knowledgebase directions at Attendance & Grading Using Self Service & Intelliboard. Note that certifying your census roster happens at the time of entering your attendance (“P’s”) and no longer at the end of the semester.

• Use Intelliboard—not Blackboard—to report attendance (marking students as “P”). There should be a total of one ‘P’ per student.
• Intelliboard syncs every 24 hours, so be sure to enter attendance within 48 hours of your course’s census date, which can be found in Self Service.
• Set the external grade column in each course to either the total or weighted grade. This allows students and Intelliboard to view their current standing, which is important for CCP and other reporting purposes.

Each course’s Getting Started section includes campus resource information for students. To avoid duplicates, delete repeated items and keep the sandbox course’s Getting Started section empty, as it will be updated with each semester’s course content.

For help with Blackboard, Canvas, Colleague, phones, Promethean boards, or other campus technology, submit a ticket at tickets.cvcc.edu.

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1. After Hours Access to Campus

During normal business hours, the College will be open to students, employees, contractors, guests, and invitees. During non-business hours, access to all College facilities is by key, if issued, by keyless entry using an assigned access card, or by admittance via Campus Deputies, Security staff, or other designated staff.

Employees are issued keys or access cards to buildings or rooms. Keys and access cards should not be transferred from one employee to another, nor should any building key be duplicated without authorization. The transfer of keys or access cards among employees, the replacement of lost keys, and the distribution of new keys or access cards are the responsibility of the Office of Safety and Security and Maintenance.

If you plan to be on campus after hours please send an email to your supervisor and stating the time(s), date and location where you will be working.

2. Class Assignment Due Dates

In an effort to promote student retention and ensure students have access to learning resources, faculty members should make all non-in-class assignments to be due during the period between 5 PM on Monday evening and 5 PM on Thursday evening. If faculty members would like to make an assignment due outside of this window, then they will check their email 12 hours in advance of the posted due date. This will allow sufficient time for faculty members to respond to student questions and for students to act upon the faculty members’ responses.

3. Student Attendance Reporting

This link (help.cvcc.tech/howto/attendance-grading-using-self-service-intelliboard) contains the official, updated process for attendance and grading using Self Service and Intelliboard. It is critical that all staff review the information thoroughly and follow the steps exactly as outlined. This page serves as the authoritative source and may be updated as needed—always refer to the latest version to ensure compliance.

Questions about this process should be directed to your Department Head or Dean.

4. Virtual Synchronous Courses

Faculty members should record attendance for all courses – seated, virtual synchronous, and virtual asynchronous. Attendance expectations for virtual synchronous courses are like attendance expectations for traditional seated courses. Faculty members should ensure they explain and put in writing the requirements for the course. Attendance expectations should foster and encourage student engagement and success in the course. Please remember that we want students to meet the student learning outcomes and competencies of the course, not just to attend the course. Individual departments and faculty members should use best practices in determining how to encourage students to attend class meetings.

5. CCP and Early College High School Grades

No numerical grades are reported for CCP students. Faculty members should record all letter grades in Self Service. (This includes Challenger and Alexander Early College High School students.)

6. Census Dates

The financial aid census date is the point at which a student’s enrollment status is locked for financial aid purposes. This is the date the Office of Scholarships and Financial Aid takes a “snapshot” of students’ enrollment to establish the “official enrollment” for reporting purposes and financial aid eligibility. For example, if a student registered full time at the beginning of the term and then dropped credits before the financial aid census date, the student’s financial aid is then revised to match their eligibility based on the number of credits enrolled in as of the census date and types of aid that were awarded. Credits added after the census date cannot be used to increase financial aid eligibility.

To ensure receipt of the maximum Pell Grant for which a student is eligible as well as avoid having to pay back Pell Grant funds already posted to the student’s account, students are strongly encouraged to finalize their course schedule no later than the census date.

If the student increases or decreases their credit load before the census date, their financial aid may be adjusted, as appropriate, for their enrollment level. If the student’s financial aid is reduced and it creates a balance due on their student account, the student will be responsible for payment.

If the student adds credits after the census date, the student’s financial aid will not be increased. Classes added after the census date will not be eligible to be counted for Pell Grant eligibility purposes. The student will be responsible for any additional charges not covered by their financial aid award as of the census date.

The student’s financial aid may be affected if the student is taking courses that begin after the census date. For example, if the student is enrolled in a class that starts after the census date, the Federal Pell Grant and other financial aid funds will not be disbursed until after the course has started. If the student fails to begin attendance in all classes, the student’s financial aid will be reduced accordingly.

If a student initially enrolls for the semester after the census date, the census date for that student will be the date of their initial enrollment. Therefore, students will want to maximize their aid eligibility by enrolling in all of the courses they are planning to take during the initial registration process.

The Office of Scholarships and Financial Aid is not able to adjust all types of aid after the census date but will work with special situations on an individual basis. Students should contact the Office of Scholarships and Financial Aid before adding courses after the census date that would affect their enrollment status.

7. Classroom Technology

Faculty members are to contact their direct supervisors for technology requests for their offices and instructional requirements. Faculty should create a ticket at tickets.cvcc.edu for any technology classroom issues or needed support.

8. Email

CVCC recognizes that regular, professional communication between students and faculty members is paramount to each student’s successful academic performance, completion, and perception of their academic experience. Educational best practices also support regular, on-going communication between students and faculty members, including email communication. At the same time, faculty members deserve a break over the weekend from their professional duties to pay attention to the important personal areas of their lives. In order to balance this need for a high-quality educational experience together with the need for faculty rest, faculty members will respond to their CVCC email at least once over the three-day weekend period starting on Fridays and ending on Sundays. Online faculty members should make themselves available to their students as much as possible. All Instructors need to check their email and/or phones frequently and respond to students within 24 hours Monday – Thursday and once every 36 hours for a total of two times between Friday and Sunday, except on institutional holidays.

9. Emergency Kits

There are Emergency Kits in each classroom and office area that are to be used in case of emergencies. They are located in grey containers. If used, contact Campus Security for the Emergency Kit to be restocked.

10. Enrollment Verification Assignment (EVA)

The Enrollment Verification Assignment (EVA) is a required activity for all courses to confirm student enrollment by the census date. It consists of 5 questions, each worth 1 point, but it does not affect the overall grade. The EVA should be the first item in the Coursework section, and the only change faculty should make is updating the due date to 11:59 PM on the course’s census date found in Self Service. Please do not rename or move the EVA. All students must complete this assignment by the census date to officially show their participation in the course—even if they miss the first day of class. Instructions and details about the EVA are available on the Technology & Innovation knowledgebase page at: help.cvcc.tech/howto/enrollment-verification-assignment-eva.

11. Faculty Communication with Students

Faculty members are expected to use the communication tools provided by the college (e.g., email, voicemail, and Blackboard) and should be cautious with providing personal mobile phone and social media site information to any students.

12. Faculty Evaluations

Faculty and Staff evaluation forms are located on NeoEd. Evaluations are to be conducted annually by supervisory personnel and submitted to the Human Resources Office each academic year.

13. Final Grades and Grade Changes

Final grades for students should be recorded in the CVCC Portal (CVCC Portal > SelfService > Faculty Information > Final Grading) by 10 AM on the second business day following the official class end date. For example, if the official end date of EDU-153860C is Monday (3/09/2026), then the final grades are due Wednesday (3/11/2026) at 10 AM. Or, if the official end date of ART-111-103 is Thursday (5/07/2026), then the final grades are due on Tuesday (5/12/2026) at 10 AM. The “Grade Change Form” is available in the Forms section of the CVCC Portal.

14. Student Help Desk

Need help with email, Blackboard, Canvas, or the CVCC Portal? Reach out to the HelpDesk at , call (828) 327-7000 ext. 4444, or visit our walk-in support in East Wing 302, open Monday through Thursday from 10:00 AM to 2:00 PM all semester. Faculty requiring hardware (laptops, projectors) or software assistance should submit a request via the CVCC ticketing system.

15. Incomplete Grades

• Complete the Approval for Temporary Grade of Incomplete form and Student Request for Temporary Grade of Incomplete forms (available in Portal > Student Services > Student Forms).
• Follow the steps in the Extend Course Dates of a Course in Blackboard, including the request form.
• From the Roster tab in Self Service click the Grading > Final Grade tab.
• Select the final grade of I for the student.
• Enter the expiration date for incompletes that is published as a Portal Announcement prior to the end of each term. This date will be prior to the start of the next semester. It is important that faculty make the missed work be due to them in time for it to be graded, and then have the grade change submitted to Student Records.

16. L Dates

An L is required to be entered into final grading at the end of every semester for any student that has earned a grade of F or R during the semester. This L indicates the student’s final date of attendance in the class. In online courses, the last date of attendance would be indicated by the last date a student submitted an assignment. The L cannot be recorded until Final Grading, yet it is the instructor’s responsibility to maintain accurate attendance records so as to record this date, if needed.

It is important to make note of the last date of attendance, because it will be required to be entered during Final Grading for all students earning an F or an R (in transition courses).

17. Medical Emergencies

Call 911 for Medical Emergencies immediately. After calling 911, please then alert campus security by calling 3711 and alert your supervisor immediately after calling 911.

18. Cancellation of Classes

Classes should be taught in the mode offered for students. Classes should not be cancelled. If a faculty member must miss a class due to illness or personal reasons the individual faculty should consult their supervisor and/or Instructional Dean for assistance.

19. Office Hours and Faculty Leave

Faculty members are responsible for reporting their office hours within the CVCC Portal. Faculty members should use their CVCC email addresses and telephone extensions. Office hours should be entered by the first day of the start of each semester.

Full-time faculty: Responsible for a minimum of 5 office hours each week. Full-time faculty members may submit their faculty office hours using this link: https://bit.ly/3A4hnYB.

Office hours must be spread across at least 3 different days each week. Faculty must have at least 4 in-person, on campus office hours. Any additional office hours can be in-person or virtual. If office hours are missed due to unforeseen circumstances, please be sure to notify your supervisor.

Part-time faculty: Responsible for the following office hours:

• 1-6 contact hours of class = 1 office hour per week
• 7+ contact hours of class = 2 office hours per week

CVCC Policy and Procedures Manual provides information regarding faculty leave. Faculty members are encouraged to take leave as appropriate for professional development, medical needs, and personal needs. Leave forms should be completed for sick and personal leave. In all situations where a class or office hour will be missed, the faculty member should first notify the Department Head/Director.

A planned absence (personal, medical, on campus professional, or off-campus professional):

• Notify the Department Head/Director in advance.
• Request leave and receive approval from the Department Head/Director in advance.
• Work with colleagues and supervisor to find a substitute for class coverage.
• Provide a lesson plan.
• Provide clear communication to students regarding email contact during absence.

An unplanned absence (medical or emergency):

• Notify the Department Head/Director as soon as possible.
• Work with your Department Head/Director to complete a leave form.
• Work with colleagues and supervisor to find class coverage.
• Provide a lesson plan.
• Provide clear communication to students regarding email contact during absence.

The Director/Department Head will advise the faculty member on the appropriate procedures for each situation. Department Heads/Directors should discuss options with the appropriate Dean/Associate Dean if class coverage is not readily available.

20. Online Courses – Online Quality Standards and Required Expectations

Catawba Valley Community College faculty members are committed to providing our students with the highest quality online courses, hybrid courses, and seated courses. Regardless of the method of delivery, our commitment to excellence emboldens us to create and maintain an environment conducive to learning that actively engages our students in the learning process. Since online instruction does not typically involve face-to-face contact, faculty members teaching these classes uphold instructional methods that reflect best practices in the online teaching and learning.

Online Delivery Standards vs. Quality Matters Standards
The purpose of the Online Delivery Standards is to ensure that CVCC’s commitment to providing students with the highest quality of online courses are upheld by providing a set of standards focused on the delivery of online courses. Because the Quality Matters Standards focus solely on the design of online courses, the Online Delivery Standards are a supplement to the Quality Matter Standards and ensure that our commitment to excellence is obtained by providing quality engagement, valuing every interaction, and relentlessly executing CVCC’s mission and vision.

Since students enrolled in online classes do not typically see their instructor in person, faculty members who teach online are expected to establish clear guidelines for communicating with their students through established methods such as Blackboard messaging, CVCC email, CVCC office phone, and/or CVCC voicemail. If there is a conflict between a faculty member and a student, using only these methods of communication protects both the liabilities for the faculty member and the institution. Communication through social media does not provide a private, professional, or official means of communicating with students. Any communication with students outside of the CVCC domain cannot be documented and used to validate events that occur between faculty members and students.

Faculty members who teach online courses should make themselves available to their students as much as possible. When a major assignment is due, faculty members should understand that students likely will have more questions and need their instructor to be available to answer questions in a timely way.

If an instructor has a major illness, family crisis, or other emergency, the faculty member is expected to post an announcement to their students and alert their Department Head or Program Director regarding their temporary unavailability. As with a seated class, the instructor must inform their immediate supervisor about any extended absence.

21. Online Delivery Standards (Revised Fall 2021)

Communication Response Time

• Online faculty members should make themselves available to their students as much as possible. Thus, instructors need to check their email and/or phones frequently and respond to students within 24 hours Monday – Thursday and once every 36 hours for a total of two times between Friday and Sunday, except on institutional holidays.
• If an instructor has a major illness, family crisis, or other emergency, the online faculty member is expected to post an announcement to their students and to alert their immediate supervisor about their temporary unavailability.
• Substantive interaction is to be defined as engaging students in teaching, learning and coursework in the content of the course. Examples of substantive interaction include providing direct instruction, assessing, or providing feedback on a student’s coursework, providing information, or responding to questions about the content of a course, facilitating a group discussion regarding the content of the course. Substantive interactions must be initiated by instructors and do not include interactions with machines or other forms of technology that do not involve the instructor.
• Asynchronous online courses should have at least two substantive interactions each week.
• Required and optional materials are clearly marked as such.

Feedback

• Grading of coursework should be predictable and scheduled with meaningful, corrective and supportive feedback. Grades used in the computation of the final average should be updated weekly in the Blackboard gradebook.

Assessment

• All graded coursework is due between 5:00 PM on Monday and 5:00 PM on Thursday.
• Where necessary, rubrics are to be used and clearly define how a paper, project, case study, etc., will be graded.

Course Expectations

• The course is comparable to a seated class.
• Syllabus will approximate the percentage of time students will spend in an Outside Learning System (OLS) and the percentage of time spent in Blackboard.
• CVCC’s Standard Blackboard Navigation Standards are followed.
• Clear coursework deadlines are posted.
• Summary of coursework is provided.
• Courses are reviewed by Department Heads and/or Program Directors for consistency.
• Courses are student evaluated.
• If a course is copied from a previous semester, then all dates must be updated to reflect the current semester.

22. Recording Synchronous Courses

If faculty members plan to record their classroom sessions, please follow the following procedures:

• Let students know that they are going to record the class sessions.
• Offer students the option to mute their video during the recordings.
• Ask students not to reproduce and share recordings in any fashion.

A recording and privacy statement is included in the Master Course Document for all courses.

In some classes, videoconferencing software may be used to record live class discussions. This implies that student participation in live class discussions will be recorded. These recordings will be made available only to students enrolled in the class, to assist those who cannot attend the live session, or to serve as a resource for those who would like to review content that was presented. All recordings will become unavailable to students in the class when the class ends. Students who prefer to participate via audio only will be allowed to disable their video camera so only audio will be captured.

Ensuring privacy among faculty members and students engaged in online and face-to-face instructional activities helps promote open and robust conversations and mitigates concerns that comments made within the context of the class will be shared beyond the classroom. As such, recordings of instructional activities occurring in online or face-to-face classes may be used solely for internal course purposes by the faculty member and students registered for the course, and only during the period in which the course is offered.

23. Faculty Professional Development Requirements

Following CVCC’s current Professional Development Requirements for Full-Time Faculty, requiring 20 contact hours each year beginning August 1, 2025, each faculty member will be responsible for:

• 10 hours of professional development through the Catawba Valley Community College’s Professional Learning Initiatives through Center for Innovation in Teaching and Learning (CITL) and required Professional Development Days
• 5 hours of professional development through the West Teaching and Learning Hub and/or CVCC’s Educational Technology Department.
• 5 hours of content or departmental specific professional development/initiatives (these hours include special departmental initiatives designed to recruit and/or retain students). Examples include training required for licensing requirements, job-related responsibilities or duties and accreditation professional requirements.

24. Classroom Change Request

Classroom change requests are processed through the employee’s supervisor (department head or director of program area).

25. Class Rosters

Course rosters are located in the Portal under Self-Service Menu > Faculty > Self-Service Homepage.

26. Student Withdrawal Procedures

Our goal is to help students finish their courses. Please encourage students to meet course expectations and set guidelines for students to be able to complete coursework and competencies within the scheduled semester. However, students may occasionally need to withdraw from courses due to emergency situations. In such cases, they can follow the instructions found here: https://blog.cvcc.tech/howto/how-to-add-drop-or-withdraw-from-a-class/

27. Textbooks

Textbook and ancillary resource adoptions are requested through the program’s Department Head or Director. A justification is completed and submitted to the School’s Instructional Council for review and approval. All textbooks should be accessed through CVCC’s Red Hawk Ready Cengage program unless otherwise approved.

28. Two-seat Policy for Courses

Students can attempt a course two times without receiving academic advising. Once a student has failed to successfully complete the course for a second time, they must meet with an Enrollment Manager or Dean to discuss a plan for success (CVCC Policy 2.5 Curriculum Course Repetition).

29. Virtual Synchronous Course

Faculty members do need to be present online for the entire class meeting, but may structure the course to give Q&A time at the end or to use breakout groups for feedback, etc.

A video-conferencing platform link should be provided to students via email and via a permanent announcement in Blackboard. The permanent Bb announcement would be an appropriate way to post the link(s) for all recurring virtual synchronous meetings for the course.

30. Inclement Weather Procedures

How can I find out about CVCC Inclement Weather Closing and Delay Announcements?

• By CVCC Text Messaging Alert
• By phone message on the automated phone attendant (dial (828) 327-7000 and press 2 when the welcome message begins – the welcome message does indicate to press 2 for inclement weather closing information)
• By post on CVCC Facebook and Instagram pages

We do not utilize the radio or TV stations for inclement weather announcements.

INFORMATION REGARDING LATE OPENINGS DUE TO INCLEMENT WEATHER

When CVCC decides to open late due to weather, we generally do not announce a delay in terms of hours (such as a two-hour delay) but rather announce a late opening until a specific time (such as 10:00 AM). If we have a late opening, all class time and activity time scheduled prior to the announced opening time are canceled. Faculty, staff, and students are not expected to arrive on campus until the announced opening time. The normal schedule for that day resumes at the announced opening time. If a class or activity for that day includes time before and after the announced opening time, that class or activity should begin at the announced opening time.

Example (A delayed opening until 10:00 AM on a Wednesday):

• A class scheduled to begin at 9:00 AM and end at 9:50 AM on that Wednesday would not meet.
• A class scheduled to begin at 9:00 AM and end at 10:20 AM on that Wednesday would meet for 20 minutes (10:00 AM to 10:20 AM).
• A class scheduled to begin at 10:00 AM and end at 10:50 AM would meet for the regularly scheduled 50 minutes.

31. Student Course Evaluations

Student course evaluations have been revised to more accurately address the current learning environment. These evaluations are distributed to all students at the conclusion of each course in order to collect feedback regarding their educational experience. Student participation is essential, as it informs continuous improvement in course quality and fosters student achievement. Faculty are encouraged to remind students to complete these evaluations.

The subsequent questions were updated for the Summer 2025 term and remain in use today.

Evaluation Questions & Options

The instructor was well-prepared for each class.
[ ] Strongly Disagree | [ ] Disagree | [ ] Neutral | [ ] Agree | [ ] Strongly Agree

The instructor explained concepts clearly.
[ ] Strongly Disagree | [ ] Disagree | [ ] Neutral | [ ] Agree | [ ] Strongly Agree

The instructor encouraged student participation in class.
[ ] Strongly Disagree | [ ] Disagree | [ ] Neutral | [ ] Agree | [ ] Strongly Agree

The instructor provided feedback on assignments in a timely manner.
[ ] Strongly Disagree | [ ] Disagree | [ ] Neutral | [ ] Agree | [ ] Strongly Agree

The feedback I received helped me improve my understanding of the material.
[ ] Strongly Disagree | [ ] Disagree | [ ] Neutral | [ ] Agree | [ ] Strongly Agree

Please rate the following statements based on your experience in this course and your instructor, [InstructorName].

Team Taught Question: The course materials were relevant to the learning objectives.
[ ] Strongly Disagree | [ ] Disagree | [ ] Neutral | [ ] Agree | [ ] Strongly Agree

The course was well organized.
[ ] Strongly Disagree | [ ] Disagree | [ ] Neutral | [ ] Agree | [ ] Strongly Agree

Please rate the following statements based on your experience in this course.

The online course platform (Blackboard) was easy to navigate.
[ ] Strongly Disagree | [ ] Disagree | [ ] Neutral | [ ] Agree | [ ] Strongly Agree

The course materials (videos, readings, etc.) were accessible online.
[ ] Strongly Disagree | [ ] Disagree | [ ] Neutral | [ ] Agree | [ ] Strongly Agree

The online communication tools (discussion boards, email, etc.) were effective for interaction.
[ ] Strongly Disagree | [ ] Disagree | [ ] Neutral | [ ] Agree | [ ] Strongly Agree

The instructor provided clear expectations for participation.
[ ] Strongly Disagree | [ ] Disagree | [ ] Neutral | [ ] Agree | [ ] Strongly Agree

The activities and assignments enhanced my learning.
[ ] Strongly Disagree | [ ] Disagree | [ ] Neutral | [ ] Agree | [ ] Strongly Agree

There were multiple opportunities for positive interaction with the instructor in this course.
[ ] Strongly Disagree | [ ] Disagree | [ ] Neutral | [ ] Agree | [ ] Strongly Agree

There were multiple opportunities for positive interaction with other students in this course.
[ ] Strongly Disagree | [ ] Disagree | [ ] Neutral | [ ] Agree | [ ] Strongly Agree

I would recommend this course to other students.
[ ] Yes | [ ] No

What aspects of the course were most beneficial to your learning experience?
(Open-ended)

How could this course be improved for future students?
(Open-ended)

Academic and Student Support Services

Are you aware of the academic support services offered by the college (e.g., CVCC Library, Writing Center, Learning Assistance Center)?
[ ] Yes | [ ] No

If you used academic support services, how satisfied were you with them?
[ ] Very Dissatisfied | [ ] Dissatisfied | [ ] Satisfied | [ ] Very Satisfied | [ ] Not Applicable

Please select one of the following academic support services offered by the college that you have used:

• Behavioral Health Counseling
• CVCC C.A.R.E.S / Early Alert (Connect, Advocate, Refer, Educate)
• CVCC Library
• Accessibility Services
• Learning Assistance Center: In-Person Tutoring
• Learning Assistance Center Virtual Tutoring
• Writing Center: In-Person Tutoring
• Writing Center: Virtual Tutoring
• N/A

Are you aware of the student support services offered by the college (e.g., counseling, career services, disability services)?
[ ] Yes | [ ] No

If you used student support services, how satisfied were you with them?
[ ] Very Dissatisfied | [ ] Dissatisfied | [ ] Satisfied | [ ] Very Satisfied | [ ] (0) Not Applicable

What was your experience with the college’s student support services? Please explain.
(Open-ended)

Tell Us About Yourself

What is your ethnicity?
American/Alaska Native | Asian | Black or African American | Hawaiian/Pacific Islander | White | Hispanic | Other

What is your gender?
Male | Female | Other

What is your age range?
Under 18 | 18-24 | 25-44 | 45 and Over

Are you a first-generation college student?
[ ] Yes | [ ] No

What is your current enrollment status?
[ ] Full-Time (12 or more credit hours)
[ ] Part-Time (less than 12 credit hours)

32. Procedure: Acceptable Use of AI for College Students

Responsible Office: Teaching & Learning  |  Effective Date: 4/22/2024 | Approved by: CVCC AIC

Introduction:

This procedure outlines the guidelines and expectations for the acceptable use of Artificial Intelligence (AI) by college students. AI technologies offer significant benefits, but their use must align with ethical standards, academic integrity, and the values of the academic community.

Scope:

This procedure applies to all college students, utilizing AI tools and technologies within the academic setting.

Guidelines:

• Academic Integrity: Students are expected to uphold academic integrity when using AI technologies. Plagiarism, cheating, or any form of dishonesty in the use of AI tools is strictly prohibited. Proper citation and acknowledgment must be provided when utilizing AI-generated content or insights in academic assignments, projects, or research.

• Responsible Use: Students should use AI tools responsibly, ensuring that their actions align with ethical standards and legal regulations. Avoid using AI for malicious purposes, including but not limited to hacking, spreading misinformation, or engaging in activities that violate privacy rights.
• Collaboration: Collaboration using AI tools is encouraged, but students must clearly communicate their contributions in group projects. Plagiarism in the form of submitting AI-generated work without proper collaboration attribution is not allowed.
• Privacy and Data Security: When using AI tools that involve personal data, students must prioritize privacy and adhere to data protection regulations. Obtain consent when required and handle data with care. Students are prohibited from using AI tools to access, retrieve, or manipulate sensitive information without proper authorization.
• Ethical Considerations: Be mindful of the ethical implications of using AI, including potential biases in algorithms. Students should strive to understand the ethical dimensions of AI and make informed decisions in their use of these technologies.
• Academic Use: AI tools should primarily be used for academic purposes, including research, learning, and skill development. Any non-academic use should not interfere with academic responsibilities.
• Compliance: Students must comply with any additional AI-related policies or guidelines established by the college or individual departments.

Consequences for Violations:

Violations of this policy may result in disciplinary actions, ranging from warnings and academic penalties to more severe consequences, depending on the severity of the violation and its impact on academic integrity and ethical standards.

33. Procedure: Use of LockDown Browser and Virtual Proctoring

Responsible Office: Teaching & Learning  |  Effective Date: 8/6/2026

1. Purpose

This procedure establishes appropriate limits and safeguards for the use of LockDown Browser and virtual proctoring technologies. These tools may support academic integrity in limited circumstances, but their use must be balanced with student privacy, accessibility, technology access, and an equitable testing experience.

The availability of these tools does not authorize their routine use in courses.

2. Scope

This procedure applies to all faculty members and course sections using a college-supported LockDown Browser, virtual proctoring service, or similar secure-testing technology.

3. Definitions

• LockDown Browser: Software that restricts a student’s ability to access other applications, websites, printing, screen-capture tools, or computer functions while completing an online assessment.
• Virtual Proctoring: Technology that uses a webcam, microphone, screen recording, identity verification, automated monitoring, artificial intelligence, or a live remote proctor to observe or record a student during an assessment.
• High-Stakes Exam: For purposes of this procedure, a high-stakes exam is limited to:
  • A midterm examination;
  • A final examination; or
  • An examination required for an external credential, license, certification, accreditation requirement, or similar formal qualification.
  Note: Routine tests, unit exams, quizzes, practice activities, homework, and other regular course assessments are not considered high-stakes exams under this procedure.

4. Permitted Use and Frequency Limit

LockDown Browser and virtual proctoring (if/when available) may only be required for high-stakes exams as defined in this procedure.

No more than two assessments in a single course section during one semester or instructional term may require LockDown Browser, virtual proctoring, or a combination of the two.

This is a combined limit. It does not permit two uses of LockDown Browser plus two uses of virtual proctoring. If both technologies are used for the same exam, that exam counts as one of the two permitted assessments.

Faculty members are encouraged to use less restrictive methods of assessment whenever those methods can reasonably meet the instructional need.

5. Additional Approval for Virtual Proctoring

Virtual Proctoring Availability: Catawba Valley Community College does not currently license, support, or permit the use of virtual proctoring tools. Faculty may not require virtual proctoring for any course assessment at this time. If virtual proctoring tools are implemented in the future, all use must comply with the approval and administrative requirements detailed below.

Virtual proctoring may not be required without prior approval from the appropriate dean or a designated academic administrator.

The faculty member’s request must identify:

• The course and section;
• The exam for which virtual proctoring is requested;
• The date or testing window;
• The reason virtual proctoring is necessary;
• Why a less intrusive testing method would not adequately meet the instructional need;
• The percentage or weight of the exam within the course grade;
• The virtual proctoring features that will be enabled; and
• The planned practice test, student instructions, technical support information, and available testing alternatives.

Approval applies only to the specific exam, course section, and semester identified in the request. Approval does not carry forward to future semesters or other course sections.

6. Student Notice

When LockDown Browser or virtual proctoring will be required, the requirement must be clearly disclosed in the course syllabus.

The syllabus notice must identify:

• Which exam or exams will require the technology;
• The technology and equipment students will need;
• Whether a webcam, microphone, identification, room scan, screen recording, or other monitoring feature will be used;
• General expectations for the testing environment;
• How students can request an accommodation or approved testing alternative; and
• Where students can obtain technical assistance.

Faculty members must also provide students with a reminder and complete testing instructions before each affected exam. Notice should be provided early enough for students to address technology, accessibility, scheduling, or testing-location concerns before the exam begins.

Virtual proctoring may not be added after the semester begins unless an unexpected and documented need arises, the appropriate administrator approves the change, and students receive a reasonable testing alternative.

7. Practice Test and Technical Support

Before the first required virtually proctored exam, students must be provided with a practice test using the same technology and essential settings planned for the graded exam.

The practice test must:

• Be available with enough time for students to identify and resolve technical problems;
• Carry no grade or only a nominal completion grade;
• Allow students to test their computer, webcam, microphone, internet connection, and required software; and
• Include instructions for obtaining technical support.

A student who reports a documented technical problem must be given a reasonable opportunity to resolve the issue or complete the exam through an approved alternative. Technical failure alone must not be treated as evidence of academic misconduct.

8. Accessibility and Reasonable Alternatives

Faculty members must follow all approved student accommodations and work with the appropriate college offices when a testing technology creates an accessibility barrier.

A reasonable alternative testing arrangement must be considered when a student:

• Has an approved accommodation;
• Cannot access the required equipment or reliable internet service;
• Experiences a documented technical incompatibility;
• Cannot reasonably meet the required testing-environment conditions; or
• Raises a legitimate privacy, accessibility, or personal-safety concern.

An approved alternative may include testing through an authorized college testing location, in-person proctoring, an accessible assessment format, or another method approved by the faculty member and appropriate administrator.

An alternative arrangement should preserve the academic standards and security of the original exam. A student must not be penalized solely for using an approved accommodation or testing alternative.

9. Review of Proctoring Flags

Automated flags, recordings, behavior scores, identity warnings, or other alerts produced by virtual proctoring software are not, by themselves, proof of academic misconduct.

Before beginning an academic-integrity action, the faculty member must:

• Personally review the relevant recording, flag, or supporting information;
• Consider whether the alert may have resulted from normal behavior, an accessibility need, a technology problem, or an environmental interruption;
• Give the student an appropriate opportunity to provide context or an explanation; and
• Follow the college’s established academic-integrity procedures.

Academic-integrity decisions may not be delegated solely to a software system, automated score, or third-party proctoring provider.

10. Prohibited Uses

LockDown Browser and virtual proctoring may not be used:

• For more than two assessments in a course section during a semester or instructional term;
• For routine quizzes, unit tests, homework, attendance verification, or low-stakes activities;
• Without the required syllabus disclosure and advance instructions;
• As a replacement for approved disability accommodations;
• For virtual proctoring without prior administrative approval;
• When a less intrusive method can reasonably meet the same instructional need;
• To make an automatic finding of academic misconduct; or
• With monitoring features that are unnecessary for the approved assessment.

Faculty members may not require students to purchase an unsupported proctoring product or personally pay an unexpected proctoring charge unless the requirement and cost were disclosed through the college’s approved course-material process before registration.

11. Faculty Responsibilities

Faculty members using an approved secure-testing technology are responsible for:

• Confirming that the assessment qualifies under this procedure;
• Staying within the twice-per-course-section limit;
• Obtaining required approval for virtual proctoring;
• Providing timely and accurate student notice;
• Offering the required practice test and support information using LockDown Browser only;
• Applying approved accommodations and alternatives;
• Using only the monitoring features necessary for the exam;
• Protecting student information in accordance with college requirements;
• Reviewing all relevant evidence before initiating an academic-integrity action; and
• Reporting significant or repeated technical, accessibility, or privacy concerns to the appropriate administrator.

12. Administrative Oversight

Deans or designated administrators are responsible for reviewing virtual-proctoring requests, monitoring consistent application of this procedure, and addressing repeated concerns within their areas.

Teaching & Learning may review usage information to confirm compliance, identify accessibility or equity concerns, evaluate the effectiveness of approved tools, and determine whether additional limits or safeguards are necessary.

13. Exceptions

Exceptions to the frequency limit or other requirements of this procedure are not permitted for faculty preference or convenience.

A limited exception may be considered only when an external licensing, accreditation, credentialing, or legal requirement specifically requires additional secured or proctored examinations. Any exception must be documented and approved in writing by the Vice President of Teaching & Learning/Chief Academic Officer before the additional exam is administered.