University of North Carolina Wilmington
UNCW Tomorrow
UNC Tomorrow
Response Phase I Report
May 1, 2008
ii
TABLE OF CONTENTS
Page
I.
II.
III.
IV.
V.
VI.
Introduction ........................................................................................... 1
Executive Summary.............................................................................. 3
UNC Tomorrow Phase I Response Components .............................. 21
A. Global Readiness ......................................................................... 22
B. Increasing Access to Higher Education........................................ 37
C. Improving Public Education .......................................................... 105
D. Economic Transformation and Community Engagement ............. 115
E. Health ........................................................................................... 143
F. Environment ................................................................................. 175
G. Outreach and Engagement .......................................................... 191
H. Changes to Internal Policies and Processes ................................ 208
i. Interdisciplinary and Inter-Institutional Collaborations ............... 208
ii. Administrative and Policy Changes .......................................... 209
Ten-Year Enrollment Plan ................................................................. 213
Capital Facilities Plan ........................................................................ 215
Appendices
A. UNCW Response Phase I Timetable ........................................... 218
B. UNCW Response Phase I Committee Structure .......................... 220
C. Alignment with UNCW Strategic Plan .......................................... 226
University of North Carolina Wilmington
UNC Tomorrow Response Phase I Report
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I. INTRODUCTION
At the University of North Carolina Wilmington, the UNC Tomorrow
Response Phase I effort was organized around existing committees and planning
groups, which drafted responses for each section. As an example, the Global
Readiness section was addressed by a combination of those already serving on
the Basic Studies Task Force or the International Programs Advisory Board, with
a few additional personnel to ensure maximum breadth of representation by
faculty, staff and students. Please see Appendix A for the UNCW Response
Phase I Timetable, and Appendix B for the UNCW Response Phase I Committee
Structure.
This approach was chosen for two main reasons. First, given the
timeframe for the preparation of the response, it seemed efficient and prudent to
ask those individuals who were already most familiar with existing programs and
plans or opportunities for new programs in each area to assemble the requested
information and to propose new directions, thus saving time on the learning
curve. Second, because UNC Wilmington is already actively engaged in each of
the Response Phase I categories, it was more desirable for the integrity of our
established planning functions to engage existing planning structures and groups
in this planning process than it was to create new ad hoc committees for this
purpose. Templates for committee reports were developed to: a) provide
committees with explicit instructions for their work; b) combine the essential
information from the Commission's Final Report, the instructions for Phase I
responses, and the Campus Planning Guidelines; and c) facilitate the merging of
committee reports into a final campus response.
The membership of the Steering Committee for the institution's overall
response included the chairs of the groups responsible for each section and the
Provost, chair of the Steering Committee. Staff to the Steering Committee
included the UNC Tomorrow campus liaison/assistant to the chancellor, the
director of university planning, and the budget director. As shown in the
timetable (Appendix A), the UNC Wilmington campus response was broadly
communicated to campus constituents (in venues including two open forums and
a presentation to the Faculty Senate in late April) and involved review by the
University Planning and Quality Council, the Chancellor’s Administrative Cabinet,
and the UNCW Board of Trustees.
The primary purpose of the April 22 review of the Phase I report by the
University Planning and Quality Council was to ensure alignment of each of the
sixteen priorities, and their associated action plans, with UNCW’s strategic plan.
(Please see Appendix C for alignment of UNCW’s priorities with its strategic plan
“Soaring to Greatness.”) While the strategic plan already encompassed all of the
recommendation areas of the UNC Tomorrow Commission Final Report, four
modifications were made to the strategic plan to make it even more responsive to
the needs of our region and the state. These included modifying an objective to
explicitly apply the intellectual and human capital of UNCW to health and the
environment, creating a new objective to combine green buildings and operations
to increase campus sustainability, and improving one of UNCW’s seven strategic
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UNC Tomorrow Response Phase I Report
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goals to create an umbrella for sustainability efforts. The main focus of the April
23 Administrative Cabinet review was to initiate a discussion on administrative
and policy changes needed to successfully implement Phase I response plans.
The seven principal response committees (corresponding to response
sections A through G) initially identified hundreds of ideas for new initiatives and
improvements to existing programs to address the thirty UNC Tomorrow
recommendations. In order to distill these to a manageable, affordable and
focused list, a prioritization meeting was held April 7 to which each committee
chair was asked to bring their committee’s top five priority initiatives. These
thirty-five initiatives were further prioritized to arrive at UNCW’s sixteen UNC
Tomorrow Phase I priorities. The sixteen priorities were presented to campus
stakeholders during the April open forums for discussion and feedback.
At its April 23 meeting, the Chancellor’s Administrative Cabinet affirmed
the sixteen UNC Tomorrow priorities for UNC Wilmington, and the priorities were
reviewed by the UNCW Board of Trustees at its April 24-25 meetings. These
sixteen priorities are highlighted in the Executive Summary, and detailed fully in
the main body of this report.
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UNC Tomorrow Response Phase I Report
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II. EXECUTIVE SUMMARY
Community engagement and public service to our region are longstanding hallmarks at the University of North Carolina Wilmington. One of the
few non-land grant higher education institutions in the nation to establish a vice
chancellor-led division for public service, UNC Wilmington created the Division
for Public Service and Extended Education (now the Division for Public Service
and Continuing Studies) in 1991. In its 2000-02 self-study report for reaffirmation
of accreditation, the university highlighted what it believed to be its most
distinctive strength in a special section entitled Community and Regional
Outreach. With a successful history of regional involvement, having already built
responsiveness to regional needs into its strategic plan, and having an extensive
inventory of existing programs to form the foundation for its Phase I initiatives,
UNC Wilmington was well-positioned to address the UNC Tomorrow
recommendations.
The following passage, excerpted from the May 2007 report developed for
the preparation phase of UNC Tomorrow, describes well UNC Wilmington’s
planning, commitment and challenges with respect to meeting the needs of our
region and the state in the coming decades:
From the unit level through the institutional level, UNCW is proactively
engaged in and responsive to the identification of regional and statewide
needs, incorporating external input and demand into the creation and
implementation of programs to address those needs. The UNC Tomorrow
initiative provides an opportunity for UNCW to assess how it can continue
to improve its responsiveness. A data-driven, inclusive, and integrated
strategic planning process is in place at UNCW to facilitate continued
institutional enhancement. The greatest barriers to continued progress are
familiar ones: competitive compensation for faculty and staff; financial
support for programs; and academic space. Despite these challenges,
UNCW will strive to be a model for serving the state’s needs in a
responsive and effective manner, just as it is a model of efficiency.
Each of UNCW’s sixteen UNC Tomorrow priorities identified through the
process described in the Introduction to this report is highlighted on the following
pages by identifying:
i. the relevant UNC Tomorrow recommendation,
ii. the topic of UNCW’s initiative or improvement,
iii. actions to be taken,
iv. expected outcomes, and
v. the corresponding objective(s) of UNCW’s Strategic Plan.
Details, including timelines, accountability, costs and funding sources for each
initiative are included in the narrative sections that form the main body of this
report. Additional, lower priority initiatives proposed by the committees are also
described in the main body of this report, as is a comprehensive inventory of
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UNC Tomorrow Response Phase I Report
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existing programs that address the UNC Tomorrow recommendations. Also
addressed are potential administrative and policy changes needed to
successfully implement response plans, and planned interdisciplinary and interinstitutional collaborations where appropriate.
The next sixteen pages are devoted to an overview of the essential
features of UNCW’s sixteen UNC Tomorrow priorities:
• Complete the general education revision
• Implement university-wide program of experiential/applied learning
• Nurture global citizenship
• Expand distance (e.g., BSW, CRJ, teacher licensure) and online courses
(e.g., MSBCR)
• Enhance outreach and partnership programs with the seven community
colleges in our region
• Achieve campaign goal for student excellence for underrepresented
population scholarships
• Increase targeted recruitment efforts to address the shortage of math and
science teachers
• Provide leadership in Marine Sciences and Marine Biotechnology in North
Carolina
• Develop partnerships & services, including Campus for Research,
Entrepreneurship, Service, and Teaching (CREST)
• Develop entrepreneurship & leadership, including Center for
Entrepreneurship and Emerging Ventures (CEEV)
• Implement College of Health and Human Services
• Educate more health professionals
• Expand external partnerships for clinical training
• Strengthen UNCW’s curriculum and research in environmentally related
areas, including coastal and marine sustainability
• Combine green buildings and operations and student led initiatives to
increase campus sustainability
• Encourage formation of academic community engagement centers; share
administrative support
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UNC Tomorrow Response Phase I Report
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UNC Tomorrow Recommendation 4.1.1: “UNC should prepare its students for
successful professional and personal lives in the 21st century, equipping them
with the tools they will need to adapt to the ever-changing world.”
UNCW Initiative (Improvement of existing program):
Complete the general education revision
Actions
Expected Outcomes
• Increased retention
• Increased engagement in curricular
choices
• Hire 20 new faculty
• Hire a General Education Director
• Improved proficiency in written
communication
• Decrease reliance on part-time
faculty
• Increased proficiency in foreign
language
• Increase foreign-language
requirement
• Improved quantitative literacy
• Require 3-credit FY Seminar
• Improved understanding of human
diversity and global citizenship
• Reduce class sizes for writing
courses
• Improved first year engagement
with the university community
• Increased emphasis on
interdisciplinary connections
Alignment with UNCW’s strategic plan “Soaring to Greatness”
This initiative aligns directly with our goal to “Create the most powerful learning
experience possible for our students,” specifically to these objectives:
• Improve the range and quality of student-faculty interactions.
• Ensure regular review and development of curricular content, delivery and
rigor to meet the undergraduate and graduate programmatic needs of the
university, the region and the state.
• Improve experiences for students during initial entry into campus life and at
crucial junctures in their education.
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UNC Tomorrow Recommendation 4.1.1: “UNC should prepare its students for
successful professional and personal lives in the 21st century, equipping them
with the tools they will need to adapt to the ever-changing world.”
UNCW Initiative (Improvement of existing program):
Implement university-wide program of experiential/applied learning
Actions
Expected Outcomes
• Implement an experiential/applied
learning requirement (e.g.,
internship, research project, service
learning project, applied capstone
course) in each CAS major,
• The primary outcome in all majors is
effective Fall 2008
the integration and application of the
• Commit $50,000 annually to offset
skills and knowledge acquired in the
departmental expenses associated
major
with experiential learning in CAS
• Specific outcomes will vary by
(e.g., supplies & materials, travel to
department and school
conferences, faculty reassignments
for project supervision)
• Maximize experiential/applied
learning opportunities in the
professional schools
Alignment with UNCW’s strategic plan “Soaring to Greatness”
This initiative aligns directly with our Goal I to “Create the most powerful learning
experience possible for our students,” and specifically to this objective:
• Regularly review and improve pedagogical frameworks, such as experiential
learning, and program-specific learning outcomes.
and to Goal V to “Strengthen the university’s regional engagement and outreach
activities,” and specifically to this objective:
• Connect theory and practice through service learning programs that enrich
academic coursework and serve the region.
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UNC Tomorrow Recommendation 4.1.3: “UNC should promote increased
partnerships between its own campuses and international universities and
enhance global awareness of its faculty and students.”
UNCW Initiative (Improvement of existing program):
Nurture global citizenship
Actions
Expected Outcomes
• Expand the role of the Office of
• Increase the population of, and
International Programs to become a
interaction with, international
Center for Global Programs
students, faculty, and staff
• Hire:
• Increase the number of, and access
¾ Study Abroad Coordinator
to, global experiences for all UNCW
¾ International Admissions Officer
students, faculty, staff, and the
• Fund travel for International
community
Admissions Officer
• Foster departmental global
• Building Global Citizens Grants
curriculum initiatives by offering
• Two two-way global video
curriculum development grants and
technology packages (high def
providing workshops and
monitor, microphones, rear display,
enrichment seminars
additional display)
Alignment with UNCW’s strategic plan “Soaring to Greatness”
This initiative aligns directly with our Goal IV to “Create an educational
environment that prepares our students to be global citizens,” and specifically to
these objectives:
• Ensure students have access to travel, study abroad and classroom
opportunities that foster their ability to participate in a global community
• Foster an international-friendly environment in Wilmington and the
surrounding area
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UNC Tomorrow Recommendation 4.2.1: “UNC should increase access to its
educational programs—including academic courses, degree programs at all
levels, and certificate programs—for traditional students, non-traditional students,
and lifelong learners.”
UNCW Initiative (Improvement of existing programs and new program):
Expand distance (e.g. BSW, CRJ, teacher licensure)
and online courses (e.g. MSBCR)
Actions
Expected Outcomes
• Implement the on-line M.S. in
• Increase enrollments in elementary
Biopharmaceutical Clinical
education and teacher licensure
Research – 3 faculty lines required
programs at BCC, JSCC and SCC
• Place education clinical faculty (1 to
sites
start) at CCs, implement 5
• Increase distance enrollment at
additional distance education
CCCC site in the B.S.W. program
courses, and provide travel
• Increase online enrollment in the
expenses
M.S. in Biopharmaceutical Clinical
• Implement B.S.W. program at
Research program
CCCC – 2 faculty lines required
Alignment with UNCW’s strategic plan “Soaring to Greatness”
This initiative aligns directly with our Goal I to “Create the most powerful learning
experience possible for our students,” and specifically to this objective:
• Improve availability of space, equipment, information technology and other
support services for various types of classroom experiences appropriate for
each discipline.
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UNC Tomorrow Recommendation 4.2.2: “UNC should continue ongoing efforts
with the North Carolina Community College System to strengthen and streamline
articulation between the two systems to develop a more seamless relationship.”
UNCW Initiative (Improvement of existing programs and new program):
Enhance outreach and partnership programs
with the seven community colleges in our region
Actions
Expected Outcomes
• More effective UNCW on-site
• Establish on-site advising
advising at CC campuses
• Provide travel costs for 2+2
• Increase in transfer student
program discussions
participation, transfer application
numbers, course registration, and
• Construction of a joint
satisfaction of participants and
UNCW/CCCC shared facility at
applicants
Coastal Carolina Community
College
• Increased number of 2+2 programs
with CC’s
Alignment with UNCW’s strategic plan “Soaring to Greatness”
This initiative aligns directly with our Goal V to “Strengthen the university’s
regional engagement and outreach activities,” and specifically to this objective:
• Provide service to and collaborate with our P-16 educational partners in
public schools, community colleges and other universities.
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UNC Tomorrow Recommendation 4.2.5: “UNC should increase the educational
attainment of all underrepresented populations, especially African-American male
and Hispanic students.”
UNCW Initiative (New program):
Achieve campaign goal for student excellence
for underrepresented population scholarships
Actions
Expected Outcomes
• Increased recruitment, enrollment
• Establish an endowment to fund
and retention of students from
diversity scholarships
underrepresented populations
Alignment with UNCW’s strategic plan “Soaring to Greatness”
This initiative aligns directly with our Goal III to “Embrace and enhance diversity
throughout the university’s constituencies, culture, curriculum and outreach
activities,” and specifically to this objective:
• Build a pool of prospective students from underrepresented populations and
recruit them to UNCW to develop a rich and vibrant learning environment.
and to Goal VII to “Ensure adequate resources to achieve university goals by
increasing public financial support and private giving,” and specifically to this
objective:
• Develop focused, aggressive planned giving and major gifts programs.
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UNC Tomorrow Recommendation 4.3.2: “UNC should help address the shortage
of science and math teachers, especially in rural areas.”
UNCW Initiative (Improvement of existing programs and new programs):
Increase targeted recruitment efforts
to address the shortage of math and science teachers
Actions
Expected Outcomes
• Bring more middle school students
to campus to focus on math-related
• Expand Junior Seahawk program
activities (Increase student cohort
by adding four days during school
from 70 to 100)
year to one week summer session
• Promote increased interest in
science
• Sponsor Science Olympiad for
middle and secondary school
• Recruit & prepare students in math
students
and science; provide quality year• Expand the NC-MSEN Pre-College
round enrichment; enroll an
Program to UNCW
additional 100 students
• Expand Summer Ventures by
• Encourage increased interest in
adding an additional cohort
science
• Conduct workshops and
• Encourage “undecided” majors and
presentations
math and science majors to
consider teaching as a career option
• Expand online offerings in math and
science, and designated methods
• Increase access to students in rural
courses of other shortage areas
areas
• Seek grant funding
• Provide student tuition stipends for
individuals planning to teach math
or science
Alignment with UNCW’s strategic plan “Soaring to Greatness”
This initiative aligns directly with our Goal I to “Create the most powerful learning
experience possible for our students,” and specifically to this objective:
• Improve availability of space, equipment, information technology and other
support services for various types of classroom experiences appropriate for
each discipline.
and to Goal V to “Strengthen the university’s regional engagement and outreach
activities,” and specifically to this objective:
• Provide campus-initiated experiences that encourage participation in and
access to higher education.
and to Goal VII to “Ensure adequate resources to achieve university goals by
increasing public financial support and private giving,” and specifically to this
objective:
• Increase grants, contracts and entrepreneurial activity to enhance the
university’s programs and projects.
University of North Carolina Wilmington
UNC Tomorrow Response Phase I Report
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UNC Tomorrow Recommendation 4.4.1: “UNC should increase its capacity and
commitment to respond to and lead economic transformation and community
development.”
UNCW Initiative (Improvement of existing programs):
Provide leadership in Marine Sciences and Marine Biotechnology
in North Carolina
Actions
Expected Outcomes
• MARBIONC development into
economic engine in research
training and education in the coastal
ribbon on NC
• State-wide Center of Innovation in
• Strategically focus on innovation in
Marine Biotechnology with
and development of biotech
MARBIONC taking a lead role
dependent industries
• Training of new entrepreneurs
• Enhance commercialization of
through the Business Marine
research in those areas through
Biotechnology post-doc program
¾ Public-private partnerships
• Enhanced undergraduate and cc
¾ Alliances among multiple
student engagement in
educational institutions
biotechnology processes
¾ Commercial and economic
• Increased patent, licensing, and IP
development
transfer
¾ Innovation pipelines
• Cluster facility development for
¾ Alignment of new resources
industry/university interactions
• Joint ventures and spin-out
companies
• Enhancing commercialization of
research and consulting activities
Alignment with UNCW’s strategic plan “Soaring to Greatness”
This initiative aligns directly with our Goal V to “Strengthen the university’s
regional engagement and outreach activities,” and specifically to this objective:
• Partner with the public and private sectors to foster economic development
throughout the region.
University of North Carolina Wilmington
UNC Tomorrow Response Phase I Report
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UNC Tomorrow Recommendation 4.4.1: “UNC should increase its capacity and
commitment to respond to and lead economic transformation and community
development.”
UNCW Initiative (Improvement of existing programs):
Develop partnerships & services, including
Campus for Research, Entrepreneurship Service and Teaching (CREST)
Actions
Expected Outcomes
• Expand the academic and research
capacity of the university
• Foster creative research and
• Hire UNCW Economic
entrepreneurial thinking
Development Director
• Develop new processes and
• Develop the three designated
products that will benefit the region,
CREST sites
the state and the global community
• UNCW students, faculty and
• Create opportunities for students to
organizations will collaborate with
interact with business partners in a
and support external businesses
real-world environment
and organizations associated with
• Provide opportunities to develop
millennial campuses
new and creative funding sources
• Identify economic development and
workforce initiatives
Alignment with UNCW’s strategic plan “Soaring to Greatness”
This initiative aligns directly with our Goal V to “Strengthen the university’s
regional engagement and outreach activities,” and specifically to this objective:
• Partner with the public and private sectors to foster economic development
throughout the region.
University of North Carolina Wilmington
UNC Tomorrow Response Phase I Report
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UNC Tomorrow Recommendation 4.4.1: “UNC should increase its capacity and
commitment to respond to and lead economic transformation and community
development.”
UNCW Initiative (New program):
Develop entrepreneurship & leadership, including
Center for Entrepreneurship and Emerging Ventures (CEEV)
Actions
Expected Outcomes
• Be leader for entrepreneurship &
• Significant faculty & faculty /student
emerging ventures forums,
research and work
networking & programs for
• Entrepreneurship forums &
Southeast North Carolina
programs for Southeast N.C.
• Further expand Business of Marine
• National recognition for Business of
Biotechnology program
Marine Biotech
• Expand CBES focuses to
• Successful entrepreneurial
entrepreneurs/venture funding
businesses with CREST
• Provide support to CREST and
• Critical needs of entrepreneurs,
other UNCW 4.4.1 initiatives
“angels,” and venture capitalists met
• With CBES & SBTDC, provide lead
from CEEV research & support
support for entrepreneurs and
• Innovative entrepreneurship across
emerging venture needs
the curriculum program in place at
• Help establish entrepreneurship
UNCW
across the curriculum
• Youth Entrepreneurship Program
• Expand Youth Entrepreneurship
beyond Cape Fear
Program across region
Alignment with UNCW’s strategic plan “Soaring to Greatness”
This initiative aligns directly with our Goal V to “Strengthen the university’s
regional engagement and outreach activities,” and specifically to this objective:
• Partner with the public and private sectors to foster economic development
throughout the region.
University of North Carolina Wilmington
UNC Tomorrow Response Phase I Report
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UNC Tomorrow Recommendation 4.5.1: “UNC should lead in improving health
and wellness in North Carolina.”
UNCW Initiative (New program):
Implement College of Health and Human Services
Actions
Expected Outcomes
• Increased visibility and identity for
UNCW as center of health related
education, research, and application
• Increased ability to meet health care
professional shortages
• Organized and ongoing translational
research in health professional
clinical practice in partnership with
regional providers
• Fund the new College of Health and
Human Services
• Focused research, dissemination
and application on regional health
• Secure funds for the Allied Health
disparities
and Human Sciences Building
• Expanded community and regional
• Includes personnel, operational
partnerships for currency in student
monies and “catalyst” funds to
preparation and creation of
create visible and focused
community based practice training
intellectual capability in health area
• Instructional and clinical training
efficiencies as a result of common
administrative structure for multiple
health profession programs
• Innovation in coursework and
instructional process
• Interdisciplinary and collaborative
knowledge development
Alignment with UNCW’s strategic plan “Soaring to Greatness”
This initiative aligns directly with our Goal V to “Strengthen the university’s
regional engagement and outreach activities,” and specifically to this objective:
• Apply the intellectual and human capital of the university and its region to
address critical quality of life concerns, including health and the environment.
and to Goal VII to “Ensure adequate resources to achieve university goals by
increasing public financial support and private giving,” and specifically to this
objective:
• Establish funding sources to meet the expanding capital needs of a growing
university.
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UNC Tomorrow Response Phase I Report
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UNC Tomorrow Recommendation 4.5.2: “UNC should educate more health
professionals.”
UNCW Initiative (Improvement of existing programs and new programs):
Educate more health professionals
Actions
Expected Outcomes
• Address UNC Tomorrow identified
shortages in Nursing and Social
Work (details in Phase II)
• Expand MSN programs to
Jacksonville and on-line
• Increase graduates in shortage
• Expand BSW program to
areas of nursing, social work,
Jacksonville to meet social work
clinical research, psychology,
shortages and develop Lejuene
community health and nutrition
partnership
• Most new degree programs pending
• Initiate MS in Clinical Research
approval
(new)
• Initiate PhD in Psychology (new)
• Initiate BS in Community Health
(new)
• Initiate MS in Nutrition (new)
Alignment with UNCW’s strategic plan “Soaring to Greatness”
This initiative aligns directly with our Goal V to “Strengthen the university’s
regional engagement and outreach activities,” and specifically to this objective:
• Apply the intellectual and human capital of the university and its region to
address critical quality of life concerns, including health and the environment.
University of North Carolina Wilmington
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UNC Tomorrow Recommendation 4.5.3: “UNC should lead in utilizing health
information to improve health and wellness in North Carolina.”
UNCW Initiative (Improvement of existing programs and new programs):
Expand external partnerships for Clinical Training
Actions
Expected Outcomes
• Expanded sites for “best practice”
context for practice of Nursing,
Social Work, Education and other
clinical professions
• Predictable context for translational
research
• Source of innovation and curriculum
• Identify and select community and
renewal from practice community
regional health and education
service providers (example AIHF)
• Predictable cost for clinical
on basis of cost and noted expected
supervision and training
outcomes
• Context for innovative grant funded
community based training
• Synergistic relationship between
academic programs and real world
of health service delivery
• Possible link to UNCW CREST
Campus
Alignment with UNCW’s strategic plan “Soaring to Greatness”
This initiative aligns directly with our Goal V to “Strengthen the university’s
regional engagement and outreach activities,” and specifically to this objective:
• Apply the intellectual and human capital of the university and its region to
address critical quality of life concerns, including health and the environment.
University of North Carolina Wilmington
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UNC Tomorrow Recommendations 4.6.1 and 4.6.2: “UNC should embrace
environmental sustainability as a core value among its institutions. UNC should
leverage its existing research expertise to address critical environmental and
energy issues.”
UNCW Initiative (Improvement of existing programs and new programs):
Strengthen UNCW’s curriculum and research in environmentally related
areas, including coastal and marine sustainability
Actions
Expected Outcomes
• Start an approved master’s program in
environmental studies Fall 2008
• Develop a joint degree program in
conservation biology and environmental conservation
• Develop a master’s program in coastal
and ocean policy
• Develop new coursework in energy,
sustainability, field methods, geographic information systems and
remote sensing of the environment
• Include sustainability in new student
orientation
• Increase faculty and student research
on key coastal issues; faculty outreach
to management, conservation and
commercial interests; and training of
students to wisely manage future
resources
• Further strengthen the reputation of
UNCW in environmentally related
degrees and education
• Enhance students’ awareness and
engagement in the state’s energy and
environmental challenges
• Increase number of students signed on
to the Sustainability Pledge
• Increase regional services with teacher
training at master’s level to teach
environmental studies and
environmental issues
• Further strengthen the historical
reputation and strength of UNCW in
coastal and marine environmental
issues
• Provide hands on experience and
training for students in research and
initiatives, including undergraduates
Alignment with UNCW’s strategic plan “Soaring to Greatness”
This initiative aligns directly with our Goal I to “Create the most powerful learning
experience possible for our students,” and specifically to these objectives:
• Ensure regular review and development of curricular content, delivery and rigor to
meet the undergraduate and graduate programmatic needs of the university, the
region and the state
• Provide outstanding student recruitment, academic and support programs that
advance the university’s prestige and impact as an institution of higher education on
the national stage.
and to Goal V to “Strengthen the university’s regional engagement and outreach
activities,” and specifically to this objective:
• Apply the intellectual and human capital of the university and its region to address
critical quality of life concerns, including health and the environment.
and to Goal VI to “Enhance the quality of UNCW’s environment and provide a
sustainable campus that is attractive, functional and, above all, safe,” and specifically to
this objective:
• Combine green buildings and operations, and student led initiatives, to increase
campus sustainability.
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UNC Tomorrow Recommendation 4.6.1: “UNC should embrace environmental
sustainability as a core value among its institutions.”
UNCW Initiative (New programs):
Combine green buildings and operations and student led initiatives
to increase campus sustainability
Actions
Expected Outcomes
• Increased percent of new buildings
LEED eligible
• Energy and Water Conservation –
building to LEED standards. Retrofit • Data management capabilities:
existing buildings (performance
energy and water consumption
contracting)
(Student applied projects)
• Metering projects and centralized
• Increased materials recycled;
energy monitoring
reduced solid waste
• Procurement and recycling
• Increased population for whom
initiatives
alternative transportation or
alternative fuel vehicles is made
• Shuttles, Ped / Bike infrastructure,
available
and fuel efficient vehicles
• Environmentally friendly
• More student housing to reduce
procurement
commuting
• Student led initiatives; competitions, • Increased student community
service hours
LEED management of existing
buildings, rain gardens, peer
• Enhanced behavioral conservation
educators
and reduced cost
• Best management practices (BMPs) • Natural areas on campus upgraded
for site sustainability and storm
to maximize educational benefits.
water control
Plant and animal biodiversity is
increased
Alignment with UNCW’s strategic plan “Soaring to Greatness”
This initiative aligns directly with our Goal VI to “Enhance the quality of UNCW’s
environment and provide a sustainable campus that is attractive, functional and,
above all, safe,” and specifically to this objective:
• Combine green buildings and operations, and student led initiatives, to
increase campus sustainability.
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UNC Tomorrow Recommendation 4.7.2: “UNC should develop a strategic plan
for scholarly public service on each campus that is detailed and specific in
definition and scope.”
UNCW Initiative (New program):
Encourage formation of academic community engagement centers and
other campus communication and coordinating structures;
share administrative support
Actions
Expected Outcomes
• Launch Center for Civic
Engagement and Policy Studies
• Easier access to UNCW resources
resulting in more engagement
• Launch Center for Violence Studies
activities and more UNCW• Organize the UNCW Community
community relationships
Engagement Coordinating Council
• Greater coordination and
• Organize pooled administrative,
collaboration resulting in improved
financial, promotional, IT support for
outcomes
CCEPS; CVS; non-credit
• More efficient use of resources
professional and executive
education activities; youth programs
Alignment with UNCW’s strategic plan “Soaring to Greatness”
This initiative aligns directly with our Goal V to “Strengthen the university’s
regional engagement and outreach activities,” and specifically to this objective:
• Enhance the university’s ability to perform larger scale multi-disciplinary
applied research programs that focus on issues important to southeastern
North Carolina.
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III. UNC TOMORROW PHASE I RESPONSE COMPONENTS
As a “roadmap” guide to the reader, each of the sections A through G to
follow are organized according to the following scheme.
4.x.y Recommendation y of section 4.x of the UNC Tomorrow Commission
Final Report
4.x.y.1
Existing programs, initiatives and activities
<Inventory of existing programs that address the recommendation>
a. Assessment methods
b. Improvements
c. Cost
d. Funding sources
e. Accountability and timeline
4.x.y.2
New programs, initiatives and activities
<List of proposed new programs addressing the recommendation>
a. Cost
b. Funding sources
c. Assessment
d. Accountability and timeline
4.x.y.3
Administrative and policy changes
4.x.y.4
Interdisciplinary and inter-institutional collaborations
4.x.y.5
Best practices
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A. GLOBAL READINESS
The UNC Tomorrow Commission found that “UNC should educate its
students to be personally and professionally successful in the 21st century, and,
to do so, should enhance the global competitiveness of its institutions and their
graduates.” (Sec. 4.1)
4.1.1
UNC should prepare its students for successful professional and personal
lives in the 21st century, equipping them with the tools they will need to
adapt to the ever-changing world.
4.1.1.1
•
Existing programs, initiatives and activities
General Education Program
Basic Studies, the current UNCW general education program, has been in place
with little revision since the early 1980’s. This 45 hour program was designed to
be completed in the freshman and sophomore years and is required of all
students pursuing undergraduate degrees. It consists of the following:
¾ Composition (6 hours)
¾ Physical Education (2 hours)
¾ Humanities (12-18 hours with at least 3 hours in literature, history,
philosophy and language each)
¾ Fine Arts (3-9 hours with a 6 hour maximum in a single discipline)
¾ Natural Sciences and Mathematical Sciences (10-16 hours with
including a lab and at least 3 hours each in a physical science, a life
science, and a mathematics course)
¾ Social and Behavioral Sciences (6-12 hours with a 6 hour maximum in
a single discipline)
¾ Interdisciplinary Perspectives (0-6 hours)
¾ According to the Undergraduate Catalogue, the Basic Studies program
directly addresses most of the knowledge and skills indicated in 4.1.1:
“Basic Studies . . . is defined as the acquisition of essential skills and
introduction to the broad spectrum of studies which are basic to our
intellectual and cultural heritage. The program is designed to develop
skills in comprehension, composition, reasoning and analysis; to introduce
students to the structure, methodology and knowledge of academic
disciplines; and to address important human concerns from disciplinary or
interdisciplinary perspectives.”
•
Experiential Learning at UNCW
¾ UNCW has historically emphasized the availability of hands-on
application experiences under faculty mentorship for its students.
UNCW students consistently recall some form of experiential learning
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as their most memorable university experience and suggest that it
played an important role in their transition from school to career.
Examples of Experiential Learning include faculty-directed research,
internships, student teaching, service learning, capstone courses and
projects, and study abroad programs.
•
Information and Digital Literacy
¾ Basic information and digital literacy skills must be mastered early in
the career of a student and then updated periodically to keep pace with
evolving technology and the increasingly complex demands of
disciplinary expertise. Currently, UNCW’s William Madison Randall
Library provides information literacy instruction to students through
course-related instruction, workshops, and credit courses. In addition
to the 247 students enrolled in multiple sections of LIB 101 and LIB
103, nearly 9,000 undergraduate and graduate students are taught
information and digital literacy skills during hands-on course-related
instruction sessions and workshops each academic year. Courserelated instruction focuses on information literacy skills for specific
courses and disciplines while workshops focus on specific tools and
skills needed to become information literate: evaluating information,
subscription databases, etc.
a. Assessment methods
•
General Education Program
¾ The Faculty Senate and its constituent committees review student
performance measures available at the UNC System Office, UNCW
data available from campus participation in the National Survey of
Student Engagement and the Faculty Survey of Student Engagement
(NSSE and FSSE), and additional data provided by the Office of
Institutional Research and the Office of University Planning. Individual
courses are assessed each semester with the University-wide SPOT
(Student Perception of Teaching) evaluations.
¾ Specific learning outcomes for the revised program (see b.
Improvements below) have been established, and the criteria for the
approval of new Basic Studies courses are currently under
development. When the revised program is approved by the Faculty
Senate, assessment instruments specific to the new program will be
developed.
•
Experiential Learning at UNCW
¾ The many forms of experiential learning result in a correspondingly
varied group of learning outcomes and assessment methods,
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determined by departments. However, the primary outcome in all
majors is the integration and application of the skills and knowledge
acquired in the major.
¾ Quantitative data is gathered following all course related instruction
sessions and workshops (number of participants, length of session,
etc.)
•
Instructional Support and Technology for Information and Digital
Literacy
¾ Qualitative data are gathered following most course-related instruction
sessions via student evaluation forms submitted post-session through an
online form. Students are asked to assess the librarian’s clarity and
effectiveness in teaching and the impact and usefulness of the instruction
session, and to provide additional feedback through comments.
¾ LIB 101 and 103 instruction is assessed with the university-wide SPOT
assessment tool.
¾ Assessment tools designed to measure improvement in information and
digital literacy skills need to be developed or adopted. (Many universities
utilize an information literacy assessment tool called iSkills to assess the
information literacy skills of students.)
b. Improvements
•
General Education Revision
¾ From its inception through 2005, the University Curriculum Committee,
a committee of the Faculty Senate, had primary oversight responsibility
for the Basic Studies Program. An ad hoc Faculty Senate committee,
the Basic Studies Revision Task Force, reviewed the program during
2005-2006 and reported its findings to the Senate. Since Spring of
2007 a new standing Faculty Senate Committee, the Basic Studies
Committee, has been responsible for reviewing the general education
program at UNCW and drafting a revision.
The following improvements to the program are sought through this revision:
¾ Increased student retention
¾ Increased student engagement in curricular choices
¾ Improved proficiency in written communication, achieved through a
sustained writing focus throughout the four-year program of study
(Writing Across the Curriculum)
¾ Increased proficiency in foreign language
¾ Improved quantitative literacy
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¾ Improved understanding of human diversity and recognition of the
lifelong responsibilities of active global citizenship in a rapidly changing
world
¾ Improved first-year engagement with the university community
¾ Increased emphasis on interdisciplinary approaches to contemporary
issues
Achieving these improvements will require curricular changes and related
actions, possibly to include the following:
Hire 20 new faculty members
Appoint a Basic Studies Director
Decrease reliance on part-time faculty
Add quantitative/logical reasoning (“quantitative literacy”) requirement
Increase the foreign language requirement
Expand freshman seminar to 3 credits and make it a general education
requirement
¾ Reduce Freshman Composition class enrollments to fewer than 20
students
¾ Implement a Writing Across the Curriculum Program (may require the
hiring of a director and staff, plus faculty development initiatives for the
development of new courses
¾
¾
¾
¾
¾
¾
•
University-Wide Program of Experiential Learning
¾ A fully-implemented experiential learning program would require all
undergraduate students at UNCW to participate in at least one type of
credit-bearing experiential learning activity before graduation, with
participation noted on the diploma. Students could also elect to
participate in multiple types of experiential learning, with each type
earning a corresponding notation on the diploma.
¾ The Applied Learning Initiative in the College of Arts and Sciences:
Effective Fall 2008, each of the twenty-three departments in the
College of Arts and Sciences will require an Applied Learning
experience as a part of the curriculum for its undergraduate majors.
This requirement will be listed in the 2008-09 Undergraduate
Catalogue and will be in effect for undergraduate students
matriculating Fall 2008 and thereafter.
¾ The Cameron School of Business, the Watson School of Education,
and the School of Nursing are each extensively involved in programs
of experiential learning. Some additional internship, practicum, and
study abroad options may need to be developed to serve all students.
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•
Instructional Support and Technology for Information and Digital
Literacy
The following improvements to the program are sought through this initiative:
¾ Increased access to comprehensive information literacy instruction for
students in freshman seminar and other credit courses
¾ Increased student access to hardware, software, training, and support
Achieving these improvements will require the following actions:
• Hire three additional instructional librarians to provide hands-on instruction
• Expand available instructional space and add forty additional computers
c. Cost
•
General Education Revision
¾ While it is difficult to determine costs for a program revision that is still
under development, it is clear that additional faculty positions will be
needed in order to expand key requirements, add new ones, reduce
reliance on part-time faculty, and lower class sizes in writing courses.
¾ Estimated cost: $1.731 million (salary and benefits) for 20 faculty
positions
•
University-Wide Program of Experiential Learning
¾ For the Applied Learning Initiative: Applied Learning typically involves
close mentorship and supervision, resulting in a significant cost in
faculty time and effort. Since Applied Learning experiences have
traditionally been made available to many students in the College of
Arts and Sciences, much of this cost is already built in. However, the
Applied Learning Initiative will require Applied Learning for all students
who declare an arts & sciences major, and will therefore necessitate
additional resources. An annual allocation of $50,000 to provide
faculty stipends/reassignments and to assist students with expenses
associated with Applied Learning projects is anticipated as a minimum
necessity.
•
Instructional Support and Technology for Information and Digital
Literacy
¾ $164,430 (salary and benefits) for three instructional librarians
¾ $52,000 (one-time funding, but requires periodic refresh) for forty
computers
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d. Funding sources
•
General Education Revision
¾ Academic Affairs
•
University-Wide Program of Experiential Learning
¾ For the Applied Learning Initiative: The College of Arts and Sciences
will commit $50,000 annually from its Excellence Fund to support
Applied Learning. The Excellence Fund is a trust fund that receives
gifts to the Dean’s Office, primarily from College alumni.
•
Instructional Support and Technology for Information and Digital
Literacy
¾ Academic Affairs
e. Accountability and timeline
•
General Education Revision
¾ Timeline: The Basic Studies Task Force, charged in January 2004 to
revise the Basic Studies program, presented an initial report to the
Faculty Senate in Fall 2005. The Senate approved elements of the
report in Spring and Fall of 2006. The second phase of the revision
process began in Spring 2007 when the Basic Studies Committee was
convened. Implementation of a new program could occur as early as
Fall 2009.
¾ Accountability: Faculty Senate and Academic Affairs
•
University-Wide Program of Experiential Learning
¾ For the Applied Learning Initiative: Departmental curricula have been
adjusted to make Applied Learning a requirement in all College of Arts and
Sciences majors. Support funding has been identified by the Dean’s
Office. The Applied Learning Initiative will be implemented Fall 2008.
¾ The university-wide program will be implemented as the new Basic
Studies plan goes into effect.
•
Instructional Support and Technology for Information and Digital
Literacy
¾ Timeline: To begin immediately pending funding
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¾ Accountability: Library Instructional Services
4.1.2 UNC programs, especially research programs, should be globally
competitive to ensure that they are globally relevant and significant.
4.1.2.1
Existing programs, initiatives and activities
•
UNCW’s research programs are remarkably robust. UNCW is unique among
its institutional peers in terms of the productivity, scope, and
comprehensiveness of its research endeavors. In fact, UNCW’s scholarly
and artistic contributions surpass those of many universities classified as
research universities. Areas of notable strength in research and artistic
accomplishment at UNCW include the following:
•
Marine Science/Marine Biotechnology Research
¾ UNCW’s Marine Science program is internationally recognized. The
mission of the Center for Marine Science is to promote basic and applied
research in the fields of oceanography, coastal and wetland studies,
marine biomedical and environmental physiology, and marine
biotechnology and aquaculture. The Center is responsible for over thirty
million dollars worth of grants in the last five years and is home annually to
more than half of UNCW’s total research expenditures.
•
Cognitive and Memory Science Research
¾ UNCW’s international presence in the cognitive and memory sciences is
organized around funded research in Psychology, Chemistry and
Biochemistry, Computer Science and Biology. Researchers in Psychology
are working alongside Memory Assessment and Research Services to
understand and mitigate the impact of early stage Alzheimer’s disease
and early onset dementia.
•
Chemistry/Biochemistry Research
¾ Faculty in the Department of Chemistry and Biochemistry are
internationally recognized for their research in Marine and Atmospheric
Chemistry, Organic and Inorganic Synthesis, Computational Chemistry,
and Biochemistry. The Department ranks in the top 3% of all American
Chemical Society Certified Programs.
•
Creative Writing Publications
¾ The Atlantic Monthly has named UNCW’s MFA Program in Creative
Writing one of the top "Five Innovative/Unique Programs" in the country,
largely on the reputation of its artist faculty. Creative Writing faculty
members and their publications regularly receive top literary honors and
awards, including:
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¾
¾
¾
¾
¾
¾
¾
•
Guggenheim Fellowships
National Endowment for the Arts Fellowships
MacDowell Fellowships
Academy of American Poets Prize
New York Times Notable Book Awards
Washington Post Best Book of the Year designations
Readings on National Public Radio’s Selected Shorts and Writer’s
Almanac
Scholarly Community Engagement
¾ Scholarly community engagement—the direct application of faculty and
student research to the challenges of the community and region—is a key
component of the university’s strategic goal to “strengthen the university’s
regional engagement and outreach activities.” Examples of scholarly
community engagement at UNCW:
o Center for Business and Economic Services (the research and
outreach division of the Cameron School of Business, which
sponsors economic research on regional issues and provides
professional development opportunities for organizations in the
community)
o MARBIONC—Marine Biotechnology in North Carolina (stimulates
economic development in North Carolina through the discovery,
development and marketing of new products and technologies
derived from living organisms found in the sea)
o QENO—Quality Enhancement for Nonprofit Organizations (offers
professional development for nonprofit directors, management staff,
and board members)
a. Assessment methods
•
UNCW assesses the effectiveness of its research programs by tracking, on
an annual basis, the following:
¾ Sponsored activity: number of funded proposals, number of sponsoring
agencies, and total dollars funded
¾ Faculty scholarly and artistic contributions: numbers of published
books, refereed journal articles, conference presentations, juried art
exhibitions, and performances
¾ Number of faculty members invited to participate in national and
international symposia
¾ Number of faculty members asked to participate on grant review
panels and to serve as program directors for granting agencies
¾ Number of faculty members serving as journal editors
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•
Student participation in research: number of students registered for directed
independent study, thesis, and practicum; number of student co-authors on
scholarly publications and conference presentations
b. Improvements
•
Enhance UNCW’s ability to hire, retain, and support established
researchers by creating ten named distinguished professorships in
targeted research areas.
¾ Named distinguished professorships are a significant benchmark of a
university’s excellence in research and creative activity. Recruiting ten
of the world’s most accomplished researchers to occupy such
professorships will make it possible for UNCW to further elevate the
research profiles of a cluster of programs that are either currently
ranked among the best in the nation, or could be catalyzed to join
those ranks.
c. Cost
•
$10 million ($1million in endowment for each distinguished professorship)
d. Funding sources
•
The creation of named distinguished professorships has been identified as
one of the central objectives of the Campaign for the University of North
Carolina Wilmington, a comprehensive campaign whose purpose is to raise
the funds that UNCW needs in order to realize its strategic goals and reach
new levels of distinction.
e. Accountability and timeline
•
The Campaign for the University of North Carolina Wilmington is currently in
its quiet phase. The campaign’s public phase begins January 2010 and is
expected to conclude December 2012. Named distinguished professorships
will be established as supporting gifts are received. Some will be filled while
the campaign is still underway; others within two years of the campaign’s
conclusion.
•
Responsibility for achieving this campaign objective is shared among the
Division of University Advancement, the chancellor, the provost, the academic
deans, and key personnel in the academic departments. All are held
accountable for supporting the campaign and contributing directly to its
success.
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•
This and all other campaign objectives are described in terms of measurable
outcomes. A fundraising goal is attached to each objective, and the specific
uses of all funds are clearly articulated in the campaign plan.
4.1.3 UNC should promote increased partnerships between its own campuses
and international universities and enhance the global awareness of its
faculty and students.
4.1.3.1
Existing programs, initiatives and activities
UNCW has taken several measures to create teaching, research, and service
opportunities for faculty so that they can promote global citizenship among
students. These include:
•
•
•
•
•
•
•
•
•
Travel grants for presenting at international conferences, exploring future
study abroad and exchange partner sites, conducting on-site research, etc.,
average about $60,000 per year.
Salary targeted exclusively for faculty-led study abroad programs during
academic year 2007-08 totaled $71,000.
Memoranda of understanding and partnerships. UNCW currently has
about 40 MOUs for faculty and/or student exchange as well collaborative
research. The university has in place a policy for establishing further MOUs.
Increased visa sponsorship of international faculty. During AY 2004-05,
UNCW sponsored 25 international scholars (16 H-1B and 9 J-1 visas); in
2007-08, 40 (23 H-1B and 17 J-1 visas).
Outside funding for faculty development (Fulbright Hays, CIEE, etc.)
Short-term faculty exchanges. Several units on campus, most notably,
Cameron School of Business, Watson School of Education, and the Center
for Marine Science, host numerous visiting scholars from all over the world to
teach and conduct research for anywhere between two weeks and a full
semester. UNCW faculty are also beginning to initiate short-term teaching
and research assignments abroad. Finally, UNCW also provides space on its
website for the international professor exchange program.
Involvement in international service activities. These range from working
with international ngo’s to arranging visits by international scholars to area
schools to serving as country liaison advisors for targeted exchange sites to
assisting with on-campus international activities, such as the Study Abroad
Fair and Intercultural Week.
Committees dedicated to promoting global citizenship (campus-wide
International Programs Advisory Committee, Watson School of Education
International Committee, and Cameron School of Business International
Committee)
In fall 2008, UNCW will establish an international faculty club and hold
an orientation for all new international faculty.
Measures taken to promote global citizenship among our students include:
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•
•
•
•
Education abroad opportunities. Study abroad rates have steadily risen
over the last five years. In AY 2004-05, UNCW sent 417 students abroad; in
05-06, 431; in 06-07, 483. UNCW currently offers programs at over 200 sites.
In the last five years these options have become more diverse with regard to
location, length of stay, and subject.
International student presence on campus. There are currently about 170
students on UNCW visa sponsorship. Moreover, UNCW is in the initial
stages of establishing a cohesive recruitment plan for international students.
Curricular development. The Basic Studies program includes a foreign
language requirement, and the university has made some progress in
diversifying foreign language offerings by adding Chinese and Arabic to the
curriculum with part time funding. Other areas of notable international
curricular content include area studies minors in the College of Arts and
Sciences, an International Business concentration, TABSA, IMBA, an
International Education concentration, an international component to the
Ed.D., and international clinicals in School of Nursing.
Use of technology. UNCW has not fully explored the possibilities of
technology for promoting globalization, but there are some notable
exceptions. Japanese classes regularly include video conferencing sessions
between students in the US and Japan. Similarly, the Watson School of
Education has arranged a video conference between teachers from North
Carolina and South Africa.
a. Assessment methods
Several quantitative measures offer evidence of the effectiveness of international
efforts:
•
•
•
•
•
•
•
Number of students studying abroad (468 in 2006-07)
Number of international students on UNCW visa sponsorship (146 in
2006-07)
Number of international scholars on UNCW visa sponsorship (21 in
2006-07, 40 in 2007-08)
Total funding for Faculty Travel Grants ($66,750 in 2006-07)
Number of ESL enrollments (46 in 2006-07)
Total funding for scholarships/financial aid ($13,158 for education
abroad, $12,000 for international students in 2006-07)
Number of faculty-led summer study abroad programs (13 total:
Australia, Belize, Chile, China, Ecuador, England [2], France [2], Germany
[2], Japan, Spain)
In addition, evaluations completed by students who have studied abroad provide
useful information about the value of those experiences.
4.1.3.2
New programs, initiatives and activities
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•
Nurture Global Citizenship
The guiding principal behind this initiative is to move from mere global awareness
to global action.
•
Expand the role of the Office of International Programs to become a
Center for Global Programs, with increased responsibilities for:
•
Campus-wide efforts to recruit international students, staff, faculty,
as well as faculty with demonstrated global awareness, with the
objective of increasing the population of, and interaction with, international
students, faculty, and staff.
•
Study abroad and reentry programming, with the objective of
increasing the number of, and access to, global experiences for all UNCW
students, faculty, staff, and the community.
•
Support for departmental global curricular initiatives, with the
objective of developing a global curriculum.
Specific actions:
•
Hire an education-abroad advisor with responsibility for recruiting and
reentry programming.
•
Hire an international recruitment/admissions officer with a travel
budget for recruitment fairs, housed either in Admissions or OIP but
dedicated solely to international students.
•
Provide ten “Building Global Citizenship” grants each year to faculty
members in order to infuse the concept into the curriculum. These are
competitive grants to support the preparation of short-term courses with
the theme of global citizenship and readiness in the faculty members’
areas of expertise.
•
Purchase two two-way global video technology packages (highdefinition monitor, microphones, rear display, additional display):
This technology makes two-way, real-time international dialogs possible.
Applications include distance learning classes, virtual thesis defenses,
collaborative research, pre-departure orientation meetings for exchange
students, reentry programming, and peer recruitment.
•
Support broad curriculum revision. The current revision proposal for
Basic Studies calls for an increased foreign language requirement. Other
initiatives include proposals for an International Studies Major in the
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College of Arts and Sciences and a Global Studies Certificate through the
Honors Program, and efforts to increase the number of classes that
provide an immersion experience to accompany the traditional classroom
setting.
•
Support diversification of the foreign language offerings at UNCW,
with emphasis on the languages identified as critical by the Department of
State.
•
Actively promote and facilitate double majors in a foreign language
and other areas (e.g., health, business, social work).
•
Provide workshops and enrichment seminars on global citizenship.
a. Cost
•
•
•
•
Education-abroad advisor: $45,535 salary and benefits
International recruitment/admissions officer: $45,535 salary and
benefits, $15,000 annual travel budget
“Building Global Citizenship” Grants: $65,000 annually (10 grants
providing $3,500 salary and $3,000 for exploratory trip, if necessary)
Two two-way global video technology packages (high-definition
monitor, microphones, rear display, additional display): $200,000 (onetime)
b. Funding sources
•
Academic Affairs, Office of International Programs, Information
Technology Systems Division
c. Assessment
•
See assessment methods listed above for existing international activities.
The Nurture Global Citizenship initiative’s effectiveness can be further
assessed in the following ways:
Students
• UNCW progress measure # 8 states, “By fall 2010, increase the
international student population to 3% of the total student population.
Increase the study abroad participation rate to 20% of undergraduates
completing UNCW degrees by 2010, and to 25% by 2015.” During AY 0607 20.6% of the graduating class had studied abroad. The current
progress measure is feasible, but UNCW should implement a cohesive
recruitment plan in order to have 3% of the student population be
international students.
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•
•
•
•
At present, we do not have in place a method for measuring the impact
that an immersion experience has on UNCW students. We should do
more upon re-entry. Possibilities include:
Administering a pre- and post-entry bona-fide survey with regard to
intercultural sensitivity.
Requiring an exit portfolio showing evidence of global citizenship and
documenting international experience.
Requiring virtual or hard copy journals during the immersion experience.
Faculty
•
Measure faculty efforts to realize Strategic Goal # 4 (Create an
educational environment that prepares our students to be global citizens)
by asking for evidence of global initiatives on the formats for annual
evaluation, reappointment/tenure/promotion, and post-tenure review.
•
Administer a climate survey for international faculty.
•
Include international/global activities and initiatives as a part of the annual
report format for the college and schools. Share this inventory with global
partners, the UNC system, and the local community.
•
Survey and maintain an updated list of faculty with international expertise
so that the UNCW community can avail itself of this knowledge for
classroom and community presentations.
Curriculum
•
Establish criteria whereby UNCW can identify and inventory classes that
have global content.
•
Establish a minimum percentage of course content that would qualify a
class as a global class.
d. Accountability and timeline
•
Timeline: Begin Fall 2008.
•
Accountability: Academic Affairs/Office of International Programs
4.1.3.4
Interdisciplinary and inter-institutional collaborations
•
The Associate Provost for Diversity and Inclusion, the Assistant Provost
for International Programs, the Director of Upperman Center, the Director
of Centro Hispano, and the Director of Multicultural Programming will need
to collaborate in order to diversify the student population participating in
study abroad programs.
•
The above-mentioned units could collaborate to establish a Diversity
Forum, in which students, faculty, staff can discuss issues related to
diversity and global citizenship.
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•
The college and schools will need to jointly explore possibilities for dual
and joint degrees in areas other than business.
•
The Campaign for the University of North Carolina Wilmington provides an
opportunity for the Chancellor’s Office, University Advancement, and the
academic units to seek private funding to support international
experiences for Asian-American, African-American, Native-American, and
Hispanic students.
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B. INCREASING ACCESS TO HIGHER EDUCATION
The UNC Tomorrow Commission found that “UNC should increase access to
higher education for all North Carolinians, particularly for underserved regions,
underrepresented populations, and non-traditional students.” (Sec. 4.2)
4.2.1 UNC should increase access to its educational programs—including
academic courses, degree programs at all levels, and certificate
programs—for traditional students, non-traditional students, and lifelong
learners.
Campus response component: Increase access to educational programs
(academic courses, degree programs and certificate programs) in
underserved regions of the state.
Campus response component: Increase access to educational programs
(academic courses, degree programs and certificate programs) for nontraditional students and life-long learners, including encouraging the
completion of baccalaureate degrees.
4.2.1.1 Existing programs, initiatives and activities
The Watson School of Education has continued to develop varied delivery
approaches to serve the needs of traditional and non-traditional students and
lifelong learners. All required education courses for teacher licensure are now
offered at during the day, at night, online, web-enhanced, and in the summer at
least once per year. In addition, the alternative licensure programs CT3 and NC
Teach offer Saturday classes with web components. All graduate programs in
the Watson School offer courses at 5:00 p.m. or later for working professionals,
and several programs have developed an alternating schedule that allows
students to take two courses on the same night with the courses alternating
weeks of face-to-face and online delivery of instruction. The Watson School’s
Professional Development System offers workshops on topics such as learnercentered supervision, infusing technology into instruction, working with diverse
students, and curriculum reform for teachers in 11 school systems in
southeastern North Carolina. Professional development also is offered online
through the PD 360 system for teachers in participating school districts. Other
ways the Watson School supports lifelong learners is through the First Years of
Teaching initiative which provides online and onsite support for beginning
teachers, and the National Board Certification Support program designed to
assist candidates seeking National Board certification.
Related websites for more information:
Watson School of Education
http://www.uncw.edu/ed/ <http://www.uncw.edu/ed/>
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Advising and Academic Programs
http://www.uncw.edu/ed/advising <http://www.uncw.edu/ed/advising>
First Years of Teaching
http://www.uncw.edu/ed/teach1/ <http://www.uncw.edu/ed/teach1/>
National Board Support
http://www.uncw.edu/ed/nbct/ <http://www.uncw.edu/ed/nbct/>
The Watson School has implemented various modes of course delivery for
students at extension sites. The Watson School established a collaborative 2+2
program with Coastal Carolina Community College (Jacksonville) that began in
1995 and now has the entire B.A. degree in Elementary Education and the
M.Ed. degree in Elementary Education delivered onsite at Coastal and the
Camp Lejeune Educational Center. The Watson School provides faculty to
deliver courses on-site and web-enhanced, as well as online offerings. Faculty
also are utilizing distance learning technologies to deliver courses to students,
including a model that has a course section of students meeting in the
Education Building on the UNCW campus and a section in a classroom at
Coastal with the UNCW faculty member alternating between the two sites
“beaming” live to the other site so that both groups are participating in real time.
Related websites:
http://www.uncw.edu/extension/ <http://www.uncw.edu/extension/>
http://www.uncw.edu/ed/advising/faq_ep.html
The Watson School was funded by the North Carolina Legislature for a “Fast
Track” program that would allow students in selected licensure areas to
complete their programs in a shorter amount of time. Options are available for
entering freshmen, transfer students who have earned A.A. degrees, and
licensure-only candidates in Elementary Education and for licensure-only
students in secondary education. Students can complete their programs in 18
months or less, depending upon educational background upon entry.
On-line Courses
•
On-line Corporate MS Chemistry Program
The Department of Chemistry & Biochemistry began a program in 2000
with a potential economic impact to North Carolina. The initial industrial
partner was aaiPharma, a local pharmaceutical services company. They
contributed $4000 per student to UNCW to provide for their employees’
tuition, books, parking and all of the other expenses associated with this
program. We taught courses both at UNCW and at aaiPharma, and their
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students worked on research projects here on campus, often with
aaiPharma scientists on their committees. Of the twenty or so who
began that program in 2000, about half have successfully completed their
degrees, and four still remain.
The current program is a true distance learning program. There are at
least four companies involved: Wyeth, Eisai, Metrix and PPD. Students
do their research on-site, under the supervision of a senior scientist at the
company. We have developed eight fully on-line graduate courses to
serve these students, and currently have about 20 in the program,
including 7 or so PPD students who are located in Richmond VA and
Madison, WI. With the exception of the PPD students, the distance
learning graduate students pay either in-state or out-of-state tuition.
There is more information at http://www.uncw.edu/chem/DMS/#index
•
B.S. in Clinical Research
Wilmington has become a center for clinical research organizations
(CROs). To meet the needs of these companies and to provide an
incentive to other CROs to locate in SE North Carolina, UNCW has
implemented a program to train professionals for careers in clinical
research.
This undergraduate program prepares health science professionals to
participate in the science and business of developing health care
products and protocols, from discovery to market and human utilization.
This four year undergraduate program includes a didactic curriculum and
a mentored experience or internship in clinical research during the senior
year. The program is designed to provide competency in methodologies,
including protocol development and regulatory compliance; data
collection, analysis and synthesis derived from human-oriented research;
research ethics; assessment and evaluation of the safety and efficacy of
investigational products; application of knowledge and skills to clinical
situations; oral and written scientific presentation; and collaborative team
membership. All CLR courses are online or web enhanced.
•
Ed.D. in Educational Leadership and Administration
(see above)
•
R.N. to B.S.N.
The purpose of this baccalaureate program is to prepare a generalist who
possesses the knowledge, skills, and attitudes with which to practice
family-centered professional nursing in a variety of current and emerging
health care delivery systems. In addition, the program is designed to
provide a foundation for graduate nursing education. Through
interactions with clients--individual persons, families and communities--
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and other health care professionals, nursing graduates will contribute
toward meeting the wide-ranging needs of the region, state, and the
larger community.
Nursing courses in the RN Access options are available only online. For
each course, the faculty arranges orientation with the students.
Orientation may be online, by interactive television, or workshop.
Distance Courses
•
M.A. Liberal Studies
Ranging in age from twenty-one to ninety (with an average age of 35-40),
students share a common commitment to life-long learning as well as an
equally avid commitment to the continuing relevance of the liberal arts
not only as a means of personal growth and development but as a means
of constructively negotiating the many complex humanistic, social, and
scientific concerns currently confronting the global community.
• M.Ed. in Elementary Education
(see above)
•
B.A. in Elementary Education
(see above)
•
Teacher Licensure
(see above)
•
B.A. in Criminal Justice
The University of North Carolina Wilmington’s Onslow County Extension
Program, in partnership with Coastal Carolina Community College, offers
a Bachelor of Arts in Criminal Justice (CRJ) that can be completed
entirely in Jacksonville, NC. Online, day and evening face-to-face
courses are available and offered at the John A. Lejeune Education
Center at Camp Lejeune. Area residents, military, and military
dependents have access to these courses.
Short Courses, Night & Weekend Offerings
• M.B.A.
The Cameron School of Business Professional MBA is a part-time,
evening, graduate program designed for those who wish to continue
working while pursuing their degree. Through an interactive exchange
with faculty and classmates, MBA students:
¾ Refine their skills in the core functions of business,
¾ Develop analytical and quantitative skills applicable for
effective business decision-making,
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¾ Formulate thought about current and future issues facing the
business world.
Communications, decision-making, teamwork, organizational change,
information technology, the international dimension, technological
innovation, social responsibility and ethics are topics which appear
throughout the curriculum.
Classes meet on Monday and Thursday evenings from 6:00-8:45 p.m.
(6:00 - 9:15 p.m. during the summer sessions) and 1 Saturday a month
for the first 15 months of the program.
• Ed.D.
(see above)
b. Improvements
Expand Extension Education Programs
UNCW and the Watson School have developed plans to expand the offerings
to other extension sites beginning Fall, 2008. Elementary Education methods
classes will be offered to students at Brunswick Community College
(Shallotte), James Sprunt Community College (Kenansville), and Southeastern
Community College (Whiteville). All of the methods/pedagogy courses will be
available within a calendar year to meet the needs of individuals such as
teacher assistants and licensure-only/lateral entry teachers seeking to
complete degrees and/or licensure.
c. Costs
One clinical faculty position will be required (~$50,000), travel ($1500) and
development of 5 on-line courses ($25K)
d. Funding sources
Increased tuition and enrollment increase funds
e. Accountability and timeline
Begin Fall 2009. Dean of the Watson School of Education.
4.2.1.2 New programs, initiatives and activities
New Programs at Onslow
•
B.S.W.
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•
•
•
M.S. in Criminology & Public Sociology
Clinical M.A. in Psychology
B.S. in Business Administration
New On-line Programs
• M.S. in Biopharmaceutical Clinical Research
a. Cost
The cost of the M.S. BCR program will be $217,500 in year 4. The B.S.W.
program will require 2 new faculty lines (~$150,000) when fully implemented.
b. Funding sources
Revenue (FTE and tuition) generated by the M.S. BCR will be $526,040,
more than off-setting the costs. Enrollment increase funds will also cover the
cost of the B.S.W. program.
c. Assessment
UNCW has in place mechanisms for course and program evaluation, some
specifically designed for on-line delivery.
d. Accountability and timeline
We expect the program to be on-line, pending UNC-GA and BOG approval,
beginning either fall 2008 or fall 2009. The School of Nursing, the Graduate
School, and the Division of Academic Affairs are the accountable entities.
4.2.2 UNC should continue ongoing efforts with the North Carolina Community
College System to strengthen and streamline articulation between the two
systems to develop a more seamless relationship.
Campus response component: Strengthen and streamline articulation
agreements and collaborative programs, including academic advising
programs, with community colleges.
4.2.2.1 Existing programs, initiatives and activities
• Articulation Agreements
In addition to the statewide Comprehensive Articulation Agreement (CAA),
UNC Wilmington has also signed bilateral articulation agreements with:
¾ Alamance Community College
¾ Asheville-Buncombe Tech Community College
¾ Bladen Community College
¾ Brunswick Community College
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¾ Cape Fear Community College
¾ Carteret Community College
¾ Coastal Carolina Community College
¾ Craven Community College
¾ Durham Tech Community College
¾ Fayetteville Tech Community College
¾ James Sprunt Community College
¾ Lenoir Community College
¾ Pitt Community College
¾ Sampson Community College
¾ Southeastern Community College
¾ Wayne Community College
These agreements govern the transfer of students who have earned the
Associate of Arts or Associate of Science degree with a 3.0 or higher
cumulative grade point average. Benefits include assured admission for any
available term and the waiver of basic studies requirements with the exception
of a foreign language.
UNCW has also signed articulation agreements with various community
colleges throughout the state governing the transfer of specific Associate of
Applied Science degrees. In 2006 UNCW signed a statewide agreement with
the following community colleges allowing for the transfer of an AAS in Early
Childhood Education provided the applicant chooses to major in Early
Childhood Education at UNCW:
¾ Alamance Community College
¾ Beaufort Community College
¾ Brunswick Community College
¾ Carteret Community College
¾ Catawba Valley Community College
¾ Central Piedmont Community College
¾ Forsyth Tech Community College
¾ Halifax Community College
¾ Haywood Community College
¾ Isothermal Community College
¾ Martin Community College
¾ Mayland Community College
¾ Nash Community College
¾ Pamlico Community College
¾ Pitt Community College
¾ Sampson Community College
¾ Stanly Community College
¾ Tri-County Community College
¾ Wilkes Community College
While this opportunity was offered to all 58 community colleges in the state,
each community college had to choose to participate. Only those listed above
have chosen to do so as of this date. (UNCW already had an agreement
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signed and in place with Cape Fear Community College for the transfer of the
AAS in Early Childhood Education.)
Finally, UNCW has signed AAS articulation agreements with:
¾ Cape Fear Community College to allow the transfer of the AAS in
Chemistry Technology and Marine Technology provided the
applicant majors in chemistry or marine biology respectively at
UNCW (both signed in 1995 but revisions on the Marine Tech
agreement are in progress);
¾ Brunswick Community College and Carteret Community College to
allow the transfer of the AAS in Aquaculture Technology (the BCC
agreement was signed in 1997 and the CCC agreement was signed
in 2007);
• Admission and Academic Advising for Community College Students
In order to provide the most up-to-date information to prospective transfer
students, UNCW conducts private visits at 15 of the 16 bilateral articulation
schools once each semester and private visits once each month during the
academic year at Cape Fear Community College. During these private visits
representatives from Transfer Admissions as well as academic advisors from
the School of Business, School of Nursing, School of Education and University
College are on site to provide admission and academic advising. UNCW
Transfer Admissions representatives also participate in both fall and spring
college fairs at all 58 community colleges. Finally, UNCW offers transfer open
houses for prospective students (Transfer to Teal Saturdays) several times
during the academic year. Students can visit the campus anytime between 10
a.m. and 2 p.m. on these dates and receive admission advising, an unofficial
evaluation of transfer credit, academic advising, and participate in hourly
campus tours and/or group information sessions.
To insure that both prospective transfer students and their community college
counselors have the most up-to-date information in a timely fashion, UNCW
offers annual Transfer Counselor Visitation Days and also provides both a
hard copy and online version of our North Carolina Community College
Transfer Guide. Both admissions counselors and academic advisors from all
58 North Carolina community colleges are invited to the annual Transfer
Counselor Visitation Days which are held each fall. These are half day events
that include: general information about UNCW and its academic departments;
updates on transfer admissions requirements and changes or additions to
degree requirements; a walking tour of the campus; and a chance to meet and
speak with UNCW faculty and staff. The NC Community College Transfer
Guide is distributed at this event, at all private visits and college fairs, at the
open house, and copies are mailed to all NC community colleges.
The UNCW Watson School of Education has enhanced its commitment to
working with community colleges by providing advisors on five campuses.
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Currently, the Watson School has full-time advisors based at Coastal Carolina
and James Sprunt Community Colleges, and an advisor that is half-time at
Brunswick and half-time at Southeastern Community College. Another advisor
serves Cape Fear Community College on a monthly basis. All of these
advisors are involved in recruitment activities in their home communities, and
they work very closely with their community college counterparts to ensure a
seamless transition from acceptance to enrollment at UNCW. They are often
asked to deliver workshops on advising strategies to community college
advisors to improve the connections between the institutions as well. The
advisors utilize electronic systems such as degree audits and sites such as
UNC Online to assist students in meeting all degree and licensure
requirements.
The UNCW professional academic advising unit, University College, recently
established a new advising position devoted to transfer students. The primary
mission of the University College Transfer Advisor (UCTA) is to assist students
in choosing and preparing for admission to an appropriate major. The UCTA
assists transfer students who are “undecided” or “do not meet the
requirements for admission to a major”, through academic advising and
facilitation of university resources. The UCTA has direct working/referral
relationships with various student support programs on campus to better assist
students in transition (e.g., Career Services, Office of Transition Programs,
Office of the Registrar, etc.).
Representatives from the UNCW Clinical Research (CLR) program visit Cape
Fear Community College once each month to advise students who are
interested in transferring to UNCW and majoring in CLR. In addition, the
program director is regularly invited to speak to CFCC classes and meet with
CFCC faculty to provide more information on the program, answer questions,
and encourage students to transfer into the CLR program at UNCW
• Electronic Advising on Course and Degree Requirements
Prospective transfer students can access an online equivalency of all the
courses we accept in transfer from all North Carolina Community Colleges at
the following Web site:
http://appserv02.uncw.edu/dasapps/transfer_articulation/ (select North
Carolina and then North Carolina Community Colleges from the drop down
boxes). This listing is updated annually or as needed when new courses are
established and added to the catalogue at either UNCW or the community
colleges.
• 2+2 and Joint Programs
In addition to the pre-major AA and AS degrees established through the
Comprehensive Articulation Agreement which provide for the completion of
general education and pre-major requirements enabling the community
college student to complete their freshman and sophomore years of study
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before transferring, UNCW has also signed agreements governing the transfer
of certain AAS degrees that provide a similar benefit to the student:
¾ AAS in Early Childhood Education (various community colleges –
see section I)
¾ AAS in Marine Technology (Cape Fear CC)
¾ AAS in Chemistry Technology (Cape Fear CC)
¾ AAS in Aquaculture Technology (Brunswick CC and Carteret CC)
(Please see section I above for details regarding these agreements.)
UNCW academic areas have also established partnerships and programs with
North Carolina community colleges to ensure greater access to higher
education and a smooth transition from community college to university to
major. For example, the Watson School of Education has implemented
various modes of course delivery for students at extension sites. The Watson
School established a collaborative 2+2 program with Coastal Carolina
Community College (Jacksonville) that began in 1995 and now has the entire
B.A. degree in Elementary Education and the M.Ed. degree in Elementary
Education delivered onsite at Coastal and the Camp Lejeune Educational
Center. The Watson School provides faculty to deliver courses on-site and
web-enhanced, as well as online offerings. Faculty also are utilizing distance
learning technologies to deliver courses to students, including a model that
has a course section of students meeting in the Education Building on the
UNCW campus and a section in a classroom at Coastal with the UNCW
faculty member alternating between the two sites "beaming" live to the other
site so that both groups are participating in real time.
The UNCW Cameron School of Business has, at the request of the Cape Fear
Community College Executive Advisory Board, established a scholarship for
CFCC transfer students majoring in Business. The B2B scholarships are merit
based and provide financial benefits for the first semester at UNCW.
• Associate Degree and/or Community College Course Offerings
To better facilitate communication between UNCW and the community
colleges and assist them with the creation and/or improvement of new
associates degrees and courses, representatives from Transfer Admissions
serve on Transfer Advisory Boards at several North Carolina community
colleges.
Representatives from UNCW Transfer Admissions are currently working with
Cape Fear Community College faculty and administrators to create a new
academic success skills course designed for transfer students (ACA 122).
UNCW is providing information regarding articulations agreements, credit
equivalencies, and BA/BS degree requirements.
Representatives from the UNCW Cameron School of Business (CSB) are
currently working with Cape Fear Community College regarding course
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changes at UNCW and CFCC, changes to CSB admission requirements, and
other issues involving CFCC students interested in transferring to UNCW and
majoring in Business.
•
Joint and Shared Facilities on both Community College and UNC
Campuses
UNCW shares some facilities with Brunswick Community College and Carteret
Community College as part of the Aquaculture articulation agreement. This
allows for research opportunities for both the community college and university
students.
a. Assessment methods
•
Articulation Agreements
There is no cost involved with the administration of these agreements
and the level of success is determined by the number of students
transferring into UNCW under these agreements.
•
Admission and Academic Advising for Community College
Students
The private visits and open houses are regularly assessed through
participant surveys, both oral and written.
Accountability measures for the University College Transfer Advisor
(UCTA) will be assessed through retention rates and progress to
graduation of caseload students, as well as reports of student
satisfaction with advisement during the transitional period. The
effectiveness of the UCTA position and the preparedness of
transitioning students from the perspective of academic departments
will be measured through an outcome measure currently in
development.
b. Improvements
•
Admission and Academic Advising for Community College
Students
Changes/improvements are made to the private visits and open house
programs as needed based on both the participant survey responses as
well as staff assessments of the events.
c. Costs
•
Admission and Academic Advising for Community College
Students
The costs of the private visits and open house programs include travel,
publications, and food ($3K/yr)
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d. Funding sources
•
Admission and Academic Advising for Community College
Students
Funding for private visits and open house programs is provided through
the Office of Admissions annual budget.
e. Accountability and timeline
•
Admission and Academic Advising for Community College
Students
Fall 2008. Office of Admissions, Deans of CAS, WSE, SON and CSB
4.2.2.2 New programs, initiatives and activities
Community College Teaching Certificate
UNCW has plans to establish a community college teaching certificate in
cooperation with the community colleges in our service region. The
program will be an add-on to existing master’s programs to provide training
for community college instruction and internship experiences in the local
community colleges.
Strengthen and enhance outreach activities and partnership programs
with the seven community colleges in the UNCW feeder region (Bladen
Community College, Brunswick Community College, Cape Fear Community
College, Coastal Carolina Community College, James Sprunt Community
College, Sampson Community College, and Southeastern Community
College). These activities and programs may be used as models that, if
successful, will be expanded to community colleges outside our feeder
region as funding becomes available.
Admission and Academic Advising
UNCW will expand our monthly on site advising program currently offered
only at Cape Fear Community College to all seven colleges in the feeder
region. Representatives from the Office of Admissions along with
representatives from such areas as Financial Aid and Veterans Services
and/or academic areas will be on site for an entire day each month from
September through May to provide one-on-one admission, financial aid and
academic advising.
UNCW currently offers three Saturday open house programs (one in fall and
two in spring) designed specifically for transfer students – Transfer To Teal.
Students can visit the campus anytime between 10 a.m. and 2 p.m. on
these dates and receive admission advising, academic advising, and an
unofficial evaluation of transfer credit. They can also choose to participate
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in hourly campus tours and/or group information sessions. Based on
participant surveys and the success of similar programs at other institutions
we plan on expanding the open house program to include evening versions
for those students who are unable to participate in weekend programs.
Electronic Advising
Utilizing the new prospect/application software program, Admission Pros,
UNCW will explore the options available to provide online advising to those
students who are unable to meet with us in person. Online discussion
boards staffed by a UNCW transfer admissions representative will be
offered on a weekly basis year round. Times will vary and will include
evening hours to accommodate those students who work during regular
business hours.
2+2 and Joint Programs
UNCW and the Watson School of Education have developed plans to
expand the offerings to other extension sites beginning fall 2008.
Elementary Education methods classes will be offered to students at
Brunswick Community College (Shallotte), James Sprunt Community
College (Kenansville), and Southeastern Community College (Whiteville).
All of the methods/pedagogy courses will be available within a calendar year
to meet the needs of individuals such as teacher assistants and licensureonly/lateral entry teachers seeking to complete degrees and/or licensure.
UNCW and the Cameron School of Business (CSB) are currently in the
process of adding another degree program to our extension site housed at
Coastal Carolina Community College. Surveys are now being conducted to
see what the main areas of interest are, day versus night classes, on site
versus online, etc. CSB hopes to have the first courses available at the
extension site beginning in fall 2008.
Associate Degree and/or Course Offerings
UNCW Transfer Admissions will establish its own Transfer Advisory Board
before the end of 2008. This group will include staff and administrators from
UNCW and from the seven community colleges in our feeder region.
Joint and Shared Facilities
UNCW has proposed a three-story joint facility to be erected at Coastal
Carolina Community College in the footprint of an out-of-date building that
currently exists on the Coastal campus. The current building would need to
be demolished. The proposed building would include classroom and office
spaces sufficient to meet current and future needs.
a. Cost
Admission and Academic Advising
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This is an expansion of existing programs and the costs involved will mainly
be additional travel costs. This will involve an increase of approximately
$2,500-$3,000 in the Office of Admissions travel budget.
Electronic Advising
Admission Pros is purchased and installed and should be fully functional by
summer 2008. Therefore, there will be no additional costs associated with
this.
2+2 and Joint Programs
Facilities will be provided by the community colleges and faculty will be
provided by UNCW and these costs are already accounted for in existing
budgets.
Associate Degree and/or Course Offerings
There will be no additional costs associated with this.
Joint and Shared Facilities
The total estimated cost which would include demolishing the existing
structure and construction of the new three-story facility is $25 million.
b. Funding sources
Admission and Academic Advising
Funding will come from the existing Office of Admissions travel budget.
2+2 and Joint Programs
Funding will come from the existing departmental budgets.
•
Admission and Academic Advising for Community College
Students
Funding for First-Year Experience seminar classes being will be
provided through the Office of Student Affairs.
•
Joint and Shared Facilities on Both Community College and UNC
Campuses
Funding for the proposed new shared facility at Coastal Carolina
Community College would be provided through legislative action and
General Administration allocation.
c. Assessment
The effectiveness and success of these measures will be assessed through
transfer student participation, transfer application numbers, course
registration, and email surveys to participants and applicants.
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•
Admission and Academic Advising for Community College
Students
Assessment of the First Year Experience seminar success will be
measured through revised outcome measures currently used by the
Freshman Seminar program and Student Perception of Teachers
(SPOT) evaluation forms. Accountability of the Transfer Seminar
program will be monitored by the Dean of University College and
UNCW Enrollment Management.
•
Increase in transfer student enrollments, 2+2 programs, and extension
programs
d. Accountability and timeline
Fall 2010. Chancellor and VCBA
4.2.3 UNC should be a model for accommodating the needs of persons with
disabilities, including students, faculty, staff, and the general public.
Campus response component: Serving as a model for accommodating
the needs of persons with disabilities.
4.2.3.1 Existing programs, initiatives and activities
Student Disability Services Office
Orientation
Student/faculty Contact
SEA Lab
Individual Testing Accommodations
All appropriate accommodations
DS Web Site
Faculty Guide
New Faculty Workshops
Assistive Technology
Resource for campus
Policies & Procedures
Human Resources Office
Case by Case Response
Complies with ADA essential functions of positions
Provision of accommodations for faculty and staff
Public
ADA statement in brochures, flyers, etc
Visual identity guidelines est.
ITSD web statement
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Accessible Recreation Day sponsor
Event Policies
Event Location
ADA &NC DOI Codes
4.2.3.2 New programs, initiatives and activities
Establishment of a position with responsibilities directly associated with
ADA coordination or assigned responsibilities pertaining to various
individuals: IT accessibility, facility and compliance oversight.
a. Cost
$50K
b. Funding sources
Reallocation of existing EPA salary
c. Assessment
¾
¾
¾
More effective oversight of ITSD compliance
More effective oversight of facilities compliance
Better overall compliance and satisfaction as reflected in
campus-wide ADA assessment
d. Accountability and timeline
Fall 2009. Chancellor’s Cabinet
4.2.4 UNC should maintain affordability and increase financial aid options.
4.2.4.1 Existing programs, initiatives and activities
The S.O.A.R Program was implemented in 2007 to provide grant funds for low
income students to graduate from UNCW with little or no loan debt. The program
is funded by a portion of tuition paid by all students.
a. Assessment methods
The program is in its inaugural year and may take several years to see full
results. The effectiveness of the program will be measured by the graduation
rate of students funded through S.O.A.R. and their loan debt upon graduation.
The program will be considered successful if 90% of students awarded SOAR
funds graduate within four years. Another measure of success is the reduced
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loan debt with which students graduate. That loan debt should be less than
$10,000 average.
b. Improvements
The program can be improved through earlier identification and awarding of
students. Tracking students to monitor progress and early intervention of
those not making satisfactory academic progress may prevent students from
losing eligibility in the program and subsequently dropping out or withdrawing
from UNCW.
Early identification can be improved by partnering with the Admissions Office
and high school counselors to identify prospective SOAR students. We can
include SOAR brochures in the Admissions package for School Counselors
that is distributed to all public high schools in the Fall.
c. Costs
Printing SOAR brochures would cost approximately $4,000 per year
Translating the existing brochure into Spanish.
d. Funding sources
Reduction in printing of forms and award letters would allow for a “0” net on
the cost
e. Accountability and timeline
Assessment
methods
S.O.A.R. Tracking loan
debt and
graduation
rates
Program
Improvements
Award earlier in
the academic
year and identify
more students
Funding
sources
NA
Costs
NA
Accountability
Director, Office
of Scholarships
& Financial Aid
4.2.4.2 New programs, initiatives and activities
Increase outreach to community with the message that college is affordable. Two
initiatives by UNCW have been identified to carry the message to the community.
One is the addition of a Spanish language website to mirror the current website,
which is in English. Another one is to translate all Financial Aid brochures into
Spanish.
UNCW would like to advocate for the awarding of state and federal financial aid to
students who attend summer sessions. Many students do not take advantage of
the opportunity to attend summer school due to the lack of financial aid during
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UNC Tomorrow Response Phase I Report
54
summer sessions. At this time, students are only allowed to receive federal
funding based on remaining eligibility for aid not used during the fall and spring.
There is little to no state funding for summer study.
a. Cost
There would be little to no cost for a bi-lingual website and the translation of
the existing brochures.
Providing summer aid would have to be taken to the state legislature
b. Funding sources
The Office of Scholarships & Financial Aid would partner with other offices on
campus to provide the resources to create a bi-lingual website and translating
the existing brochures. Most of the resources required for the website are
labor for development and maintenance.
Summer school financial aid would not necessarily be an additional cost
factor. As the NCSEAA recoups funds from students identified for fall and
spring but who are not eligible the funds could be spent in summer rather
than reallocating the funds throughout the aid year. This practice could also
relieve the administrative burden on financial aid offices as they process small
amounts of additional grant funds sent to them from the NCSEAA throughout
the year.
c. Assessment
Effectiveness of the outreach would be reflected in the potential increase in
the number of multicultural/Hispanic students applying to and being accepted
to UNCW.
Effectiveness the summer initiatives would be assessed through increased
summer applications, retention, and enrollment (in the summer school
initiative)
d. Accountability and timeline
Fall 2008. Director of Financial Aid
Program
Bilingual
Website
Summer
School
Cost
Funding
sources
NA
None to
school
Assessment methods
Web Hits
State and
Federal
University of North Carolina Wilmington
Accountability
OSFA
Increase in summer
school enrollment and
UNC Tomorrow Response Phase I Report
55
Financial
Aid
Government
increased aid processed
4.2.5 UNC should increase the educational attainment of all underrepresented
populations, especially African-American male and Hispanic students.
Campus response component: Increase the educational attainment of
underrepresented populations, especially African-American males,
Hispanics, and American Indians, and increase student diversity on
campuses.
4.2.5.1 Existing programs, initiatives and activities
A summary of existing programs to increase the educational attainment of all
underrepresented populations, especially African-American males and Hispanic
students, is outlined below if five sections:
Establishment and implementation of diversity as one of UNCW’s seven
strategic goals.
This strategic goal has been supported through a number of programs and
initiatives, including:
¾ Development of a campus-wide diversity plan in 2004
¾ Formation of a UNCW Diversity Council to foster and build on
the 2004 plan
¾ Establishment of the UNCW Office of Institutional Diversity &
Inclusion to provide the infrastructure needed to provide
consistent leadership and coordination of all programs and
initiatives related to diversity
¾ Development of numerous specific programs of distinction,
including:
„ Black Male Focus Group
„ Bi-lingual staffing in Centro Hispano
„ Open Doors Program
¾ Development of scholarships targeted for diverse students
including SOAR program.
¾ Establishment of Isaac Bear Early College
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a. Assessment methods
These programs are assessed through annual reports to the Provost.
b. Improvements
•
Black Male Focus Group (BMFG):
Creates opportunities for
successful programming for African American male students, including
a black males mentoring program for middle and high school students
in the local community; collaborates with African American male
students on a state and multi-state level; and through dynamic events,
presentations, and learning activities, provides challenges to black
males to exceed their potential and develop strong academic, social,
and personal life-long learning skills (a program developed by the
UNCW Upperman African American Cultural Center). Needs funding to
sustain.
•
Centro Hispano
¾ Increasing the number of Hispanic Faculty and Staff at UNC
institutions: Centro Hispano will support and provide the
resources necessary to establish and create the “Hispanic Latino
Faculty and Staff Association” in order to encourage Hispanic
community members to apply for UNC positions. Those Faculty
and Staff of UNCW who are Hispanic are willing to support an
association that would encourage the Hispanic community to
seek employment within the UNC system. Centro Hispano will
maintain weekly awareness and promote positions that could be
a good fit for Hispanic candidates. Centro Hispano will
encourage Hispanic professional to apply for employment
vacancies that require bilingual (English-Spanish) skills and
which have been posted through UNCW HR website.
¾ Identifying within the UNC system existing successful
outreach and student recruitment efforts within the Hispanic
community: We will collaborate with UNCW Admissions office
in order to contact other UNC campuses, get recruitment
information and identify successful recruitment strategies.
UNCW Admissions office currently has staff members who are
bilingual in English and Spanish and who actively participate in
educational outreach and student recruitment of Hispanics.
¾ Exploring best practices nationally that successfully
improve Hispanic student educational attainment: We will
research the best practices and current trends of various post-
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secondary institutions that enroll a high percentage of Hispanic
students in order to improve the level of educational attainment.
Centro Hispano is already collaborating with the faculty and staff
of several community colleges in New Hanover, Pender and
Brunswick counties which have substantial Hispanic
demographics.
¾ Working with the K-12 system to improve educational
outcomes for Hispanic students: Centro Hispano will organize
and sponsor workshops and lectures for teachers and
counselors in the public and private school systems that address
the improvement of education of Hispanics. Centro Hispano has
already sponsored a successful workshop in March 2008, in
which forty teachers from the English Second Language
Program (ESL) of primary, middle and high school were given
the opportunity to explore ideas and receive hands-on teaching
materials to help include multiple intelligences in a classroom
environment. A program coordinator for Centro Hispano will
organize on a monthly basis outreach activities that will be
targeted toward the Hispanic students of New Hanover county
and surrounding counties.
c. Costs
• Black Male Focus Group (BMFG: currently funded for only one
semester at $20K; needs $50K annually to sustain the program over each
semester.
•
Centro Hispano: Programs would have average monthly expenses of
$10,000. This would cover all costs and fees related to gathering the
necessary resources to organize and promote activities that will be oncampus and off-campus, monthly workshops and lectures, the “Hispanic
Day on Campus” each semester, “Hispanic Girls On Campus” each
semester, a monthly community outreach event and the annual grand
event of Cultural Presentation.
e. Accountability and timeline
Black Male Focus Group (BMFG): Program is the direct responsibility of
the Director of the Upperman African American Cultural Center who reports
to the Associate Provost for Institutional Diversity & Inclusion. The program
is currently operational and needs funding to continue.
Centro Hispano: Program is the direct responsibility of the Director of
Centro Hispano who reports to the Associate Provost for Institutional
Diversity & Inclusion. The program can be phased in during Academic Year
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UNC Tomorrow Response Phase I Report
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2008-2009 with funding.
4.2.5.2 New programs, initiatives and activities
Desirable new programs to increase the educational attainment of all
underrepresented populations, especially African-American males and
Hispanic students, are outlined below by the following functional areas:
•
Campaign Goal for Student Excellence for underrepresented
population scholarships.
•
Establish an Ethnic Studies Program: The “full” dream is to have a
fully developed degree-granting program in Ethnic Studies with three
or four possible subdivisions or units: Africana Studies (which is now
the African American Studies minor), Center for the Study of African
American Males, Hispanic American Studies, Asian American Studies,
and Native American Studies. The program would call for a “Council
on Ethnic Studies” (drawn from a wide cross section of the UNCW
faculty ) to give it direction and supervision. At present, the program
is still an idea as all of the critical players are not yet at the table to fine
tune the program design. What we are doing at present, however, is
proceeding with the name change of our existing “African American
Studies minor” to the much broader “African Studies Program.” This
will be a unit within the Ethnic Studies Program. If the Ethnic Studies
program does not materialize, we hope our proposed “Africana Studies
Program” (with the Center for the Study of African American Males) will stand
on its own as a fully accredited degree granting program.
•
Teal Carpet Merit Award: This is a reception developed in
conjunction with the Chancellor’s Office to recognize fifteen high
achieving minority/diverse students in Orange and Wake Counties.
Each student receives a full tuition and fees (approximate $4500)
renewable for 3 years if a 3.4 GPA is maintained.
a. Cost
•
Establish an Ethnic Studies Program: 2-3 faculty lines plus, $15,000
for stipend/course buyouts for faculty administrator, $35K for
administrative support.
•
Teal Carpet Merit Award: There are 15 Teal Carpet Merit Award
recipients (1st cohort) and the full tuition and fees is for $4,500 and
renewable for three years. The total award amount for the 1st cohort (4
years) is $270,000.
The cost to fund this Teal Carpet Merit Award for at least five years is
University of North Carolina Wilmington
UNC Tomorrow Response Phase I Report
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1.35 Million Dollars.
In order to guarantee the continued success of the Teal Carpet Merit
Award other funding sources need to be identified.
•
Endowment of $27.5 million
b. Funding sources
•
Comprehensive campaign
d. Accountability and timeline
• SOAR Campaign Goal for Student Excellence of $27.5 million that
targets underrepresented populations for scholarships.
Timeline
The goal for raising the targeted amount is 2012.
Accountability
The fundraising campaign will be under the direction of the Vice
Chancellor for University Advancement who reports progress directly to
the Chancellor.
•
Ethnic Studies Program:
Timeline
The program can be in partial operation with a part-time staff (on a
minimal budget) within a year and fully operative within three years.
Accountability
The Ethnic Studies Program will be supervised by a newly formed
“Council on Ethnic Studies” made up of colleagues in various
disciplines across the University and administration, and a Chair or
Director under the purview of the College of Arts and Sciences and
Academic Affairs. They will meet annually, or as needed, to
recommend faculty, new initiatives, courses, and UNCW academic
standards.
•
Teal Carpet Merit Award:
Timeline
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UNC Tomorrow Response Phase I Report
60
The 1st cohort of recipients (high ability minority students) received a
full tuition and fees scholarship on March 6, 2008 in Chapel Hill at the
Europa Center reception.
The 2nd cohort of recipients and reception location is still to be
determined.
Every academic year we expect to have a new cohort of Teal Carpet
Merit Award recipients.
Accountability
The Associate Provost for Enrollment Management, Dr. Terrence
Curran and the Office of Admissions; Senior Assistant Director, Marcio
Moreno are responsible for the Teal Carpet Merit Award.
4.2.5.3 Administrative and policy changes
• Examining whether and under what circumstances, if any,
undocumented students who graduate from North Carolina high
schools and who are academically qualified for admission to a UNC
institution should be charged in-state tuition. In doing so, the
University should examine the associated legal issues. It should also
research and assess the economic and social impact on the state and
the potential cost to North Carolina taxpayers of providing an affordable
college education to undocumented students: Centro Hispano will
provide information about the effect that could be caused by accepting
undocumented students from North Carolina High Schools. Centro
Hispano will make recommendations based on the economic and social
impact of the in-state and out-of-state tuition fees. In 2001, California and
Texas became the first states to enact legislation providing in-state tuition
to illegal aliens, with New York and Utah followed suit in 2002.
Washington, Oklahoma, Illinois, Kansas, Nebraska and New Mexico
have enacted similar legislation since 2003. North Carolina cannot
continue to try to increase access to higher education for Hispanics
without taking a stand on the main reason why Hispanic students do not
continue their education.
4.2.5.4 Interdisciplinary and inter-institutional collaborations
Refer to 4.2.5.2 New programs, initiatives and activities section preceding.
4.2.5.5 Best practices
•
Pre-College Experience (Diversity Plans, Studies & Reports
University of North Carolina Wilmington
UNC Tomorrow Response Phase I Report
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•
•
•
•
•
•
•
binder, Sec. I: Literature Review, “Report on the Results of the
Campus Diversity Climate Survey, Office of Institutional Research
in conjunction with the Office of Campus Diversity, Survey Series
2006”)
“What Is a Chief Diversity Officer?” (article by Dr. Damon A.
Williams & Dr. Katrina C. Wade-Golden)
“What Makes a School Multicultural?” (article by Caleb Rosado,
Department of Urban Studies, Eastern University, Philadelphia,
PA)
Membership in the nationally recognized male chapter of the
Student African American Brotherhood (SAAB).
Bring Dr. Bledsoe, chairman of SAAB, to campus to share with
university administration the value added to having a chapter at
UNCW.
Encourage participation in national African American male
conferences in the State of North Carolina.
Participation of African American males in “best practices”
workshops and seminars in North Carolina that will address their
issues and concerns.
Develop a logo to emphasize a commitment to the Black Male
Focus Group initiatives.
4.2.6 UNC should help ensure that all students are better prepared to enter and
succeed academically in college.
Campus response component: Help to ensure that all students are better
prepared to enter and succeed academically in college, including
increasing retention and graduation rates and strengthening programs
such as Early College and Summer Bridge.
4.2.6.1 Existing programs, initiatives and activities
MAINTAIN AND INCREASE THE QUALITY OF A UNCW EDUCATION:
•
University College houses several programs that are designed to
improve the overall quality of a UNCW education. They are as
follows:
¾ Professional advising/faculty advising. All entering students at
UNCW are admitted to University College and are assigned either a
professional advisor or a specially trained faculty advisor who works
with them to ease transition, monitor academic success, and
prepare them for entrance into a desired major. Advising is done
one-on-one and optimally the student stays with the same advisor
from the beginning until they declare a major.
¾ University College offer a 2-credit, elective Freshman Seminar that
is taken by 70% of first semester students. It has clear established
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goals that help student get off to a good start at UNCW.
¾ Cornerstone Learning Communities, housed in Cornerstone
Residence Hall, provides and enriched academic environment for
200-225 freshman each year.
RAISE ADMISSION STANDARDS, EXPAND CONDITIONAL ADMISSION
PROGRAMS, WORK WITH THE COMMUNITY COLLEGE SYSTEM TO
ACCEPT MORE STUDENTS NOT YET READY TO ENTER A
UNIVERSITY
• Over the last few years standardized test scores have increased
dramatically (in 2005 average critical reading and math scores for
enrolled students were 1134; in 2007 they were 1157). At some point the
scores are likely to level off or increase only slightly. It seems unlikely
that scores can increase that significantly in the short-run, although
recruitment of higher ability students will continue.
• Teal Learning Community. This program allows us to accept 100
students that exhibit some of the following criteria: first generation, singleparent home, rural area, disadvantaged area, or underrepresented
population. This program links a freshman seminar class with a
Psychology and an English class under the common theme of:
Transition, Enrichment, Achievement and Leadership.
• First Year Spring Admit Program. This program allows us to accept
150 students (in January) that might not fit UNCW’s academic profile (for
August Admissions) precisely but who possess the leadership skills and
academic preparation which we are confident will make them successful
at UNCW.
• Admissions for Disabled Students: We are currently researching
ways to meet the needs of the increasing population of students with
disabilities who may be deficient in either math, English, foreign
languages or the sciences.
• Connecting Communities. This program joins the Wilmington area
churches and community organizations with the university by inviting
minority high school students to visit and tour the campus, interact with
members of campus Black Greek organizations, and attend a luncheon
with administrators, faculty and staff. Please view the following Press
Release and Program Write-Up: 1. C:\Documents and
Settings\vickersk\My Documents\Admissions 0506\Community
Outreach\Connecting Communities\UNCW News - UNC Wilmington to
Host Connecting Communities Day Sept_ 8 for Area Minority High
School Students.mht 2. C:\Documents and Settings\vickersk\My
Documents\Admissions 0506\Community Outreach\Connecting
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Communities\Connecting Communities Write Up.mht.
• Teal Merit Award: This is a full tuition and fees scholarship
designated for thirty high achieving minority students in Orange and
Wake Counties (Chapel Hill).
PROVIDE BETTER INFORMATION ABOUT COLLEGE ADMISSION
REQUIREMENTS AND OFFER STRONGER ACADEMIC ADVISING AT
THE MIDDLE AND HIGH SCHOOL LEVEL
• Center for Multiculturalism and Pre-College Programs
The Center for Multiculturalism and Pre-College Programs conducts
outreach programming targeting groups that have been historically
underrepresented in higher education. The program, for middle and high
school youth, focuses on improving academic preparation and general
college readiness for participants and their parents/guardians. The
program goals include: facilitating the predisposition towards college by
promoting rigorous course-taking, academic skills and increasing college
awareness of college for both students and parents.
A second component of the outreach efforts are the campus visits provided
to elementary and middle school students from K-12 systems throughout the
state. Campus visits as part of a school activity provide exposure to higher
education and interaction with college students for some youth who may not
otherwise have the opportunity for the experience.
DEVELOP A CLEARER PUBLIC UNDERSTANDING OF “COLLEGE
READINESS” IN ITS MANY FORMS
• We have formulated a “Best Practices” PowerPoint presentation on
‘How to Create an Effective College Admission Application’ which can be
tailored to any specific demographic or population. Admissions
counselors have the ability to take this presentation on the road during
the travel season.
• Student Admission Network for Diversity (S.A.N.D.): These are
diverse UNCW students who help the admissions office recruit and make
connections with prospective minority students as well as their family.
• First Flight Guidance Counselor Tour gives current high school
counselors an opportunity to visit several UNC system schools to solidify
pertinent relationships for their students.
• GEAR UP Grant: UNCW recently applied for a 4.9 million dollar
grant to support this initiative in making sure high school students and
their family members are ready for college.
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• Need 2 Lead (N2L): Preparing today’s youth to be affective change
agents by using a three prong and tiered approach. Please visit our
website: http://www.uncw.edu/admissions/need2lead_000.html.
• Partner High School: Provide a series of workshops in a designated
high school to help parents and students alike to be prepared for college:
These workshops range from the admissions process, financial aid,
College advising etc.
UPGRADE AND EXPAND COLLEGE-READINESS PROGRAMS SUCH
AS SUMMER BRIDGE PROGRAMS, EARLY COLLEGE PROGRAMS
AND ONLINE LEARN AND EARN PROGRAMS
• Isaac Bear Early College High School
Currently only in its second year, a diverse group of local students takes
2 years of an accelerated high school curriculum (grades 9-10), and then
begins taking college courses at UNCW for both college credit and high
school elective credit during 11th and 12th grade.
Over their 4 years in the early college high school, students are immersed in
the UNCW academic environment, as well as other areas appropriate for
younger students, and graduate from high school with up to 2 full years of
transferable college credit.
• Science and Mathematics Education Center
Summer Ventures in Science and Mathematics (SVSM) is an academic
enrichment program for high ability high school students (avg. GPA 3.6)
who have demonstrated interest in pursuing careers based in science
and mathematics. The entire experience is designed to encourage these
students to major in science or mathematics at a public North Carolina
university. The statewide program is administered through the North
Carolina School of Science and Mathematics and hosted at six campuses
of the university system: ASU, ECU, NCCU, UNCC, WCU and UNC
Wilmington.
The SVSM program is mandated by the North Carolina General Assembly
and it is funded by the legislature through a separate line in the budget
specifically targeted for this purpose. The other five sister institutions hosting
Summer Ventures programs in NC have been operating at full or near full
capacity, whereas at UNCW we have been forced to reduce the number of
student served by 50% because of severe budget cuts in 2002 that have not
been restored.
The SVSM program provides a college academic experience for very bright
high school students who have demonstrated excellence and motivation in
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UNC Tomorrow Response Phase I Report
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science and math. The program is designed to expose our best students to a
high quality research experience at the host Comprehensive I institutions
across the state, thereby serving as a powerful recruiting tool. Prior to 2002,
an average 30 out of 85 SVSM students at UNCW have been minorities. In
2003, we had 20 minorities even though our program had to be cut to 42
students.
IMPLEMENTS, MONITOR, AND ASSESS ONGOING INITIATIVES TO
IMPROVE GRADUATION AND RETENTION RATES.
• University College
University College primary function is to facilitate the academic transition
to UNCW and to help students succeed. Thus, much of what we do is
about helping retain students and get them on the right path towards a
timely graduation The primary programs in UC that directly relate to
retention and graduation efforts are as follows:
¾ Professional advising for all students entering UNCW.
¾ Intervention practices with students below 1.0 GPA and 2.0
GPA.
¾ Freshman Seminar
¾ Cornerstone Learning Communities
STRENGTHEN PROGRAMS THAT PROVIDE ADDITIONAL ACADEMIC
SUPPORT TO STUDENTS, ESPECIALLY FRESHMEN, IN NEED OF
SPECIAL ASSISTANCE.
• University College
University College tries to determine if a student is “in need” through its
personalized, professional approach to academic advising. Advising
research shows that nearly all students are “in need” and some point in
their transition to a successful university experience. However, one
specific program co-administered by University College and the Office of
Admissions is particularly geared to a population of students who have
been identified as potentially needing additional assistance. This is the
TEAL Learning Community. This program, which is new for 2008 will
contain the following elements:
¾ A net population of approximately 100 freshmen will be
admitted by the Office of Admissions according to established
criteria such as first-generation, strong grades, but weak
standardized test scores, and disadvantageous high school
curriculum.
¾ Students will arrive at UNCW one week before the start of
classes in August. During this week they will meet faculty,
engages in workshop sessions on such topics as leadership
and co-curricular involvement, and actually start the Freshman
Seminar. They will live on campus.
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¾ Once classes start they will be in an elaborate Learning
Community, with each student taking a freshman seminar
linked to a Freshman Composition class, and all 100 students
enrolled in the same large section of Psychology 105.
¾ There will be peer mentors for each Freshman Seminar
section.
¾ There will be required study hall at least once a week.
IMPROVE STUDENT ADVISING AT THE PUBLIC SCHOOL, COMMUNITY
COLLEGE, AND UNIVERSITY LEVELS TO BUILD BETTER
AWARENESS ABOUT CAREER OPTIONS, WORKFORCE DEMANDS,
AND “SOFT SKILLS” NEEDED FOR SUCCESS IN THE 21ST CENTURY
ECONOMY
• University College
University College is responsible for the academic advising of all UNCW
students from the time they enter the university until they declare their major
or pre-major. Our existing advising models is structured as follows:
¾ All incoming students are assigned an advisor by the start of
classes. Advising is done by 12 professional advisors and 20
faculty advisors.
¾ Each professional advisor carries an advising load of 150-175
students.
¾ Each faculty advisors advises between 30 and 40 students.
¾ In most cases, students stay with their initial advisor until they
declare, which usually occurs in their third semester.
¾ Ninety per cent of the UC professional advisors also teach the
Freshman Seminar, and many times their advisees are also
their students, which is done intentionally through our
“Connect” program.
¾ Advisors meet with students at least once a semester, but
encourage students to meet with them more often.
¾ During pre-registration advising the advisor discuss academic
progress, academic goals, career goals and the strategies to
achieve them. Advisors often make referrals to campus
resources, such as University Learning Services and the
Career Center.
¾ Advisors remain in contact with students through email, the
Freshman Seminar and recurring appointments.
¾ Each University College advisor also serves as liaison to
specific academic departments. They meet with departmental
representatives to discuss curricular changes, career
possibilities and department’ long term plans for their majors.
¾ In addition, University College has just hired an advisor
dedicated to working with pre-health students. This advisor will
work with most of out students who indicated an interest in the
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Health professions. She will also develop a program to reach
out to students and provided structured guidance on their initial
course of study.
REMOVE BARRIERS TO SEAMLESS TRANSITION BETWEEN
COMMUNITY COLLEGE AND UNC INSTITUTIONS
• Articulation Agreements
In addition to the statewide Comprehensive Articulation Agreement (CAA),
UNC Wilmington has also signed bilateral articulation agreements with:
¾ Alamance Community College
¾ Asheville-Buncombe Tech Community College
¾ Bladen Community College
¾ Brunswick Community College
¾ Cape Fear Community College
¾ Carteret Community College
¾ Coastal Carolina Community College
¾ Craven Community College
¾ Durham Tech Community College
¾ Fayetteville Tech Community College
¾ James Sprunt Community College
¾ Lenoir Community College
¾ Pitt Community College
¾ Sampson Community College
¾ Southeastern Community College
¾ Wayne Community College
These agreements govern the transfer of students who have earned the
Associate of Arts or Associate of Science degree with a 3.0 or higher
cumulative grade point average. Benefits include assured admission for any
available term and the waiver of basic studies requirements with the
exception of a foreign language.
UNCW has also signed articulation agreements with various community
colleges throughout the state governing the transfer of specific Associate of
Applied Science degrees. In 2006 UNCW signed a statewide agreement
with the following community colleges allowing for the transfer of an AAS in
Early Childhood Education provided the applicant chooses to major in Early
Childhood Education at UNCW:
¾ Alamance Community College
¾ Beaufort Community College
¾ Brunswick Community College
¾ Carteret Community College
¾ Catawba Valley Community College
¾ Central Piedmont Community College
¾ Forsyth Tech Community College
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¾
¾
¾
¾
¾
¾
¾
¾
¾
¾
¾
¾
Halifax Community College
Haywood Community College
Isothermal Community College
Martin Community College
Mayland Community College
Nash Community College
Pamlico Community College
Pitt Community College
Sampson Community College
Stanly Community College
Tri-County Community College
Wilkes Community College
While this opportunity was offered to all 58 community colleges in the state,
each community college had to choose to participate. Only those listed
above have chosen to do so as of this date. (UNCW already had an
agreement signed and in place with Cape Fear Community College for the
transfer of the AAS in Early Childhood Education.)
Finally, UNCW has signed AAS articulation agreements with:
Cape Fear Community College to allow the transfer of the AAS in Chemistry
Technology and Marine Technology provided the applicant majors in
chemistry or marine biology respectively at UNCW (both signed in 1995 but
revisions on the Marine Tech agreement are in progress);
¾ Brunswick Community College and Carteret Community
College to allow the transfer of the AAS in Aquaculture
Technology (the BCC agreement was signed in 1997 and
the CCC agreement was signed in 2007);
• Admission and Academic Advising for Community College
Students
In order to provide the most up-to-date information to prospective transfer
students, UNCW conducts private visits at 15 of the 16 bilateral
articulation schools once each semester and private visits once each
month during the academic year at Cape Fear Community College.
During these private visits representatives from Transfer Admissions as
well as academic advisors from the School of Business, School of
Nursing, School of Education and University College are on site to
provide admission and academic advising. UNCW Transfer Admissions
representatives also participate in both fall and spring college fairs at all
58 community colleges. Finally, UNCW offers transfer open houses for
prospective students (Transfer to Teal Saturdays) several times during
the academic year. Students can visit the campus anytime between 10
a.m. and 2 p.m. on these dates and receive admission advising, an
unofficial evaluation of transfer credit, academic advising, and participate
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in hourly campus tours and/or group information sessions.
To insure that both prospective transfer students and their community
college counselors have the most up-to-date information in a timely
fashion, UNCW offers annual Transfer Counselor Visitation Days and
also provides both a hard copy and online version of our North Carolina
Community College Transfer Guide. Both admissions counselors and
academic advisors from all 58 North Carolina community colleges are
invited to the annual Transfer Counselor Visitation Days which are held
each fall. These are half day events that include: general information
about UNCW and its academic departments; updates on transfer
admissions requirements and changes or additions to degree
requirements; a walking tour of the campus; and a chance to meet and
speak with UNCW faculty and staff. The NC Community College
Transfer Guide is distributed at this event, at all private visits and college
fairs, at the open house, and copies are mailed to all NC community
colleges.
The UNCW Watson School of Education has enhanced its commitment
to working with community colleges by providing advisors on five
campuses. Currently, the Watson School has full-time advisors based at
Coastal Carolina and James Sprunt Community Colleges, and an advisor
that is half-time at Brunswick and half-time at Southeastern Community
College. Another advisor serves Cape Fear Community College on a
monthly basis. All of these advisors are involved in recruitment activities
in their home communities, and they work very closely with their
community college counterparts to ensure a seamless transition from
acceptance to enrollment at UNCW. They are often asked to deliver
workshops on advising strategies to community college advisors to
improve the connections between the institutions as well. The advisors
utilize electronic systems such as degree audits and sites such as UNC
Online to assist students in meeting all degree and licensure
requirements.
The UNCW professional academic advising unit, University College,
recently established a new advising position devoted to transfer students.
The primary mission of the University College Transfer Advisor (UCTA) is
to assist students in choosing and preparing for admission to an
appropriate major. The UCTA assists transfer students who are
“undecided” or “do not meet the requirements for admission to a major”,
through academic advising and facilitation of university resources. The
UCTA has direct working/referral relationships with various student
support programs on campus to better assist students in transition (e.g.,
Career Services, Office of Transition Programs, Office of the Registrar,
etc.).
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Representatives from the UNCW Clinical Research (CLR) program visit
Cape Fear Community College once each month to advise students who
are interested in transferring to UNCW and majoring in CLR. In addition,
the program director is regularly invited to speak to CFCC classes and
meet with CFCC faculty to provide more information on the program,
answer questions, and encourage students to transfer into the CLR
program at UNCW
• Electronic Advising on Course and Degree Requirements
Prospective transfer students can access an online equivalency of all the
courses we accept in transfer from all North Carolina Community
Colleges at the following Web site:
http://appserv02.uncw.edu/dasapps/transfer_articulation/ (select North
Carolina and then North Carolina Community Colleges from the drop
down boxes). This listing is updated annually or as needed when new
courses are established and added to the catalogue at either UNCW or
the community colleges.
• 2+2 and Joint Programs
In addition to the pre-major AA and AS degrees established through the
Comprehensive Articulation Agreement which provide for the completion
of general education and pre-major requirements enabling the community
college student to complete their freshman and sophomore years of study
before transferring, UNCW has also signed agreements governing the
transfer of certain AAS degrees that provide a similar benefit to the
student:
¾ AAS in Early Childhood Education (various community colleges
– see section I)
¾ AAS in Marine Technology (Cape Fear CC)
¾ AAS in Chemistry Technology (Cape Fear CC)
¾ AAS in Aquaculture Technology (Brunswick CC and Carteret
CC)
(Please see section I above for details regarding these agreements.)
UNCW academic areas have also established partnerships and programs
with North Carolina community colleges to ensure greater access to higher
education and a smooth transition from community college to university to
major. For example, the Watson School of Education has implemented
various modes of course delivery for students at extension sites. The
Watson School established a collaborative 2+2 program with Coastal
Carolina Community College (Jacksonville) that began in 1995 and now has
the entire B.A. degree in Elementary Education and the M.Ed. degree in
Elementary Education delivered onsite at Coastal and the Camp Lejeune
Educational Center. The Watson School provides faculty to deliver courses
on-site and web-enhanced, as well as online offerings. Faculty also are
utilizing distance learning technologies to deliver courses to students,
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UNC Tomorrow Response Phase I Report
71
including a model that has a course section of students meeting in the
Education Building on the UNCW campus and a section in a classroom at
Coastal with the UNCW faculty member alternating between the two sites
"beaming" live to the other site so that both groups are participating in real
time.
The UNCW Cameron School of Business has, at the request of the Cape
Fear Community College Executive Advisory Board, established a
scholarship for CFCC transfer students majoring in Business. The B2B
scholarships are merit based and provide financial benefits for the first
semester at UNCW.
• Associate Degree and/or Community College Course Offerings
To better facilitate communication between UNCW and the community
colleges and assist them with the creation and/or improvement of new
associates degrees and courses, representatives from Transfer Admissions
serve on Transfer Advisory Boards at several North Carolina community
colleges.
Representatives from UNCW Transfer Admissions are currently working with
Cape Fear Community College faculty and administrators to create a new
academic success skills course designed for transfer students (ACA 122).
UNCW is providing information regarding articulations agreements, credit
equivalencies, and BA/BS degree requirements.
Representatives from the UNCW Cameron School of Business (CSB) are
currently working with Cape Fear Community College regarding course
changes at UNCW and CFCC, changes to CSB admission requirements,
and other issues involving CFCC students interested in transferring to
UNCW and majoring in Business.
•
Joint and Shared Facilities on both Community College and UNC
Campuses
UNCW shares some facilities with Brunswick Community College and
Carteret Community College as part of the Aquaculture articulation
agreement. This allows for research opportunities for both the community
college and university students.
a. Assessment methods
MAINTAIN AND INCREASE THE QUALITY OF A UNCW EDUCATION:
• University College
¾ Academic advising is assessed each spring with an online
student assessment instrument. In addition, each professional
and academic advisor is reviewed annually by the Dean of
University College. Advising is also assessed in the sophomore
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survey and the senior survey.
¾ Freshman Seminar is assessed each semester with the
University-wide SPOT (Student Perception of Teaching), with our
own assessment instrument administered in all sections, and
through longitudinal data compiled by the Office of Institutional
Research. All data is reviewed by the Freshman Seminar
coordinator and the Dean of University College.
¾ Cornerstone Learning Communities also uses the SPOT
assessment tool. In addition the integrative seminars use an
assessment tool very similar to that used by Freshman Seminar,
but adapted to the CLC environment. Also, each CLC teaching
team meets with the Dean of University College and is
occasionally observed.
RAISE ADMISSION STANDARDS, EXPAND CONDITIONAL ADMISSION
PROGRAMS, WORK WITH THE COMMUNITY COLLEGE SYSTEM TO
ACCEPT MORE STUDENTS NOT YET READY TO ENTER A UNIVERSITY
• Determine if the average GPA, SAT & ACT Composite Test Scores
increase for the students admitted in 2008 versus those of 2007. Continue
to offer the ACT Residual on campus in addition to the SAT Optional Test.
• The T.E.A.L. program can be assessed by the number of students it
yields.
• The FYSA program can be assessed by the number of students it
yields.
• Disability students: We can assess the strength of our ad-hoc
committee by the number of students we yield.
• Connecting Communities can be assessed by how many members of
the community participated including but not limited to UNCW faculty, staff,
students and local community members. Please review the following press
release and follow-up story (C:\Documents and Settings\vickersk\My
Documents\Admissions 0506\Community Outreach\Connecting
Communities\Connecting Communities Write Up.mht)
PROVIDE BETTER INFORMATION ABOUT COLLEGE ADMISSION
REQUIREMENTS AND OFFER STRONGER ACADEMIC ADVISING AT THE
MIDDLE AND HIGH SCHOOL LEVEL
• Center for Multiculturalism and Pre-College Programs
Educators, student and parent/family participants complete assessment
instruments to gauge the effectiveness of the programs. Educators and
students complete surveys after each campus visit; student and parent
participants in the middle and high school college opportunity programs
complete survey instruments to measure the pre-disposition towards
college. Attempts are made to obtain post-graduation information for
students via mail; however this method of data collection has not proven to
be effective.
University of North Carolina Wilmington
UNC Tomorrow Response Phase I Report
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DEVELOP A CLEARER PUBLIC UNDERSTANDING OF “COLLEGE
READINESS” IN ITS MANY FORMS
• We will access our ‘Best Practice’ PowerPoint by soliciting feedback
from recipients.
• Student Admission Network for Diversity (S.A.N.D.) members are
assessed by the number of programs, events and additional hours of work
they complete.
• First Flight Guidance Counselor Tours will be assed by the
counselor’s satisfaction and overall recommendations to students.
• The GEAR Up Grant will be assessed by whether or not our grant is
accepted. In addition, we will re-evaluate the program model and complete
a longitudinal study.
• Need 2 Lead (N2L) will be assessed by how many of the thirty- high
achieving minority students actually matriculate and graduate.
Furthermore, by how many dream service projects are actually completed
successfully.
• Partner High School will be assessed by how many programs are
implemented and the attendance.
UPGRADE AND EXPAND COLLEGE-READINESS PROGRAMS SUCH AS
SUMMER BRIDGE PROGRAMS, EARLY COLLEGE PROGRAMS AND
ONLINE LEARN AND EARN PROGRAMS
• Isaac Bear Early College High School
Successful completion of high school curriculum (grades, EOCs, Senior
Project, etc.).
Successful completion of UNCW courses (beginning in 11th grade; first
cohort fall 2008).
Successful completion of community service.
Student retention at Isaac Bear
Graduation from high school.
Number of students applying to college after high school
Number of students accepted to college after high school
Number of students enrolling in college after high school
Number of students graduating from college.
Review of success rates by demographic group.
• Science and Mathematics Education Center
The effectiveness of the Summer Ventures in Science and Mathematics
(SVSM) program, an inter-institutional program, is assessed by the North
Carolina School of Science and Mathematics Department of Institutional
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UNC Tomorrow Response Phase I Report
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Research and Evaluation. The SVSM state coordinator’s office collects and
analyses a significant amount of data from all six campuses. That data is
presented both in composite format and disaggregated by campus. In
2005, the state coordinators office conducted a ten-year impact survey
mailed to all 9,498 SVSM participants at their last known address. Results
from respondents indicate that 86.3% have enrolled in an in-state institution
of higher education. 85.2% have pursued graduate studies. 64.1% have
majored in mathematics, science, or technology and 73% are paying NC
income tax. In the comment section participants took the time to comment
on the important role the SVSM experience played in their lives.
In addition to these studies, the SVSM State Coordinator’s Office analyzes
and reports on the dimension of the applicant pool, selected and nonselected, program retention, and student satisfaction. Reports are also
compiled on student growth via the 26 program dimensions based on 21st
Century Skills and students’ subsequent college enrollment in The UNC
System.
IMPLEMENT, MONITOR, AND ASSESS ONGOING INITIATIVES TO
IMPROVE GRADUATION AND RETENTION RATES.
•
University College
¾ Advising
¾ The intervention practice has been implemented for one year. It
assessed through a statistical examination of the retention
success of students identified as in need of intervention.. We not
only examine the retention, but we monitor a student’s progress
towards retention. We not only examine the retention, but we
monitor a student’s progress towards retention.
¾ Freshman Seminar is assessed each semester with the
University-wide SPOT (Student Perception of Teaching), with our
own assessment instrument administered in all sections, and
through longitudinal data compiled by the Office of Institutional
Research. All data is reviewed by the Freshman Seminar
coordinator and the Dean of University College.
¾ Cornerstone Learning Communities also uses the SPOT
assessment tool. In addition the integrative seminars use an
assessment tool very similar to that used by Freshman Seminar,
but adapted to the CLC environment. Also, each CLC teaching
team meets with the Dean of University College and is
occasionally observed
STRENGTHEN PROGRAMS THAT PROVIDE ADDITIONAL ACADEMIC
SUPPORT TO STUDENTS, ESPECIALLY FRESHMEN, IN NEED OF
SPECIAL ASSISTANCE.
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UNC Tomorrow Response Phase I Report
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• University College
TEAL will be assessed at the individual course level the same way all
UNCW courses are assessed. In addition the retention and graduation
progress of these students will be followed throughout their career at
UNCW. Since this program is still very new, it is likely other assessment
tools will be developed.
IMPROVE STUDENT ADVISING AT THE PUBLIC SCHOOL, COMMUNITY
COLLEGE, AND UNIVERSITY LEVELS TO BUILD BETTER AWARENESS
ABOUT CAREER OPTIONS, WORKFORCE DEMANDS, AND “SOFT
SKILLS” NEEDED FOR SUCCESS IN THE 21ST CENTURY ECONOMY
• University College
Academic Advising in University College is assessed through an on line
assessment instrument that has items relating to individual advisors as well
as items relating to a student’s overall satisfaction with the advising
experience.
b. Improvements
MAINTAIN AND INCREASE THE QUALITY OF A UNCW EDUCATION:
•
University College
¾ University College would like to move to a stronger
professional model of advising, use only a handful of
excellent, committed faculty advisors. This would require 3-4
more professional advisors, depending upon the growth of the
freshman class.
¾ Freshman Seminar can be improved by intensifying the
curriculum to stress more critical thinking and complex
problem-solving. We are also adding different models of
freshman seminar to our offerings such as a Franklin-Covey
model, a service-learning model, and some disciplinespecifics models. It is also desirable to have more full-time
faculty members teach the course.
¾ Cornerstone Learning Communities can be improved by
greater faculty participation in the recruitment phase, though
that is not easily addressed. Many faculty are willing, but
workload policies and or departmental concerns about
SCH/FTE generation act as impediments. Another
improvement would be stronger assessment of individual
communities and their effectiveness
RAISE ADMISSION STANDARDS, EXPAND CONDITIONAL ADMISSION
PROGRAMS, WORK WITH THE COMMUNITY COLLEGE SYSTEM TO
University of North Carolina Wilmington
UNC Tomorrow Response Phase I Report
76
ACCEPT MORE STUDENTS NOT YET READY TO ENTER A UNIVERSITY
¾ Not only should we increase our GPA, SAT & ACT Test
requirements but also ensure our minority population
admissions yield rate is not drastically affected by creating
more opportunities such as the Posse Program. Please visit
the following URL: http://www.possefoundation.org/
¾ The T.E.A.L. Carpet Program should be duplicated in other
NC regions that have a high number of strong minority
applicants.
¾ The F.Y.S.A. program should be allowed to accept 50 more
students without drastically affecting our in-state vs. out-ofstate percentages.
¾ We can create an Admissions and Disability Services
Committee that reviews & makes recommendations on
admission applicants who struggle with certain MCR courses
due to their disability.
¾ Connecting Communities Program could be improved if we
offered it twice per academic year and invited students from
all eight local county regions and hopefully across the state of
North Carolina.
PROVIDE BETTER INFORMATION ABOUT COLLEGE ADMISSION
REQUIREMENTS AND OFFER STRONGER ACADEMIC ADVISING AT THE
MIDDLE AND HIGH SCHOOL LEVEL
• Center for Multiculturalism and Pre-College Programs
With K-12 administrators, modify the selection criteria used to identify
students for participation in the college opportunity program in order to
recruit students/families most likely to benefit from the program. The
number of student participants will decrease, enabling more impactful,
refined services for the participants. Improvements include an increase in
the frequency of interaction with program participants in the college
opportunity program from twice a year to a minimum of six times during the
academic year; the incorporation of sustained SAT and ACT training within
the program offerings and increased interaction with faculty and academic
programs.
DEVELOP A CLEARER PUBLIC UNDERSTANDING OF “COLLEGE
READINESS” IN ITS MANY FORMS
• We can update the “Best Practices” PowerPoint presentation to meet
the needs of any demographical group but especially the minority
population (AVID, GEAR UP etc.)
•
The Student Admissions Network for Diversity can be improved by
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UNC Tomorrow Response Phase I Report
77
offering more opportunities for involvement and community outreach.
• The N2L program is going to expand to more than just 30 NC
participants but will include students from surrounding states as well.
UPGRADE AND EXPAND COLLEGE-READINESS PROGRAMS SUCH AS
SUMMER BRIDGE PROGRAMS, EARLY COLLEGE PROGRAMS AND
ONLINE LEARN AND EARN PROGRAMS
• Isaac Bear Early College High School
Increased facility space and funding are necessary not only for the early
college to reach its full potential, but also for the program to be sustainable
after the initial supporting grant expires in 2011. A permanent building on
the UNCW campus with a capacity of 400 students, as well as
administrative and teacher office space would enable early college access
to the maximum number of students, while maintaining the high school’s
status as a “small learning environment.” This would also maximize the
number of early college students available for recruitment by UNCW as
degree-seeking students after high school. Funding for both the permanent
building (or additional temporary buildings) and additional faculty/staff would
be required.
Increased funding on a smaller scale for room and other facility reservations
(including outdoor recreational space) would improve the number and
quality of the early college activities/collaborations on campus.
• Science and Mathematics Education Center
Yes. If an important goal of UNC tomorrow is to expand access, diversity,
and opportunities for student success, then SVSM has already
demonstrated its effectiveness. Further, SVSM can improve its
effectiveness by increasing the number of students invited to attend the
program at UNCW and increasing the number of science and math courses
offered to the students. How? Through restoring program funds that were
significantly cut in 2002.
IMPLEMENT, MONITOR, AND ASSESS ONGOING INITIATIVES TO
IMPROVE GRADUATION AND RETENTION RATES.
•
University College
¾ University College would like to move to a stronger professional
model of advising, use only a handful of excellent, committed
faculty advisors. This would require 3-4 more professional
advisors, depending upon the growth of the freshman class.
¾ Intervention practices can be approved through greater leverage
given to advisors and University College. Currently we can
attempt to contact students and to bring them into the advisors
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UNC Tomorrow Response Phase I Report
78
and dean’s office for a strategy discussion, but there is no way to
compel them to come in and they may continue at UNCW until
they are below retention at the end of Spring semester.
¾ Freshman Seminar can be improved by intensifying the
curriculum to stress more critical thinking and complex problemsolving. We are also adding different models of freshman
seminar to our offerings such as a Franklin-Covey model, a
service-learning model, and some discipline-specifics models. It
is also desirable to have more full-time faculty members teach the
course.
¾ Cornerstone Learning Communities can be improved by greater
faculty participation in the recruitment phase, though that is not
easily addressed. Many faculty are willing, but workload policies
and or departmental concerns about SCH/FTE generation act as
impediments. Another improvement would be stronger
assessment of individual communities and their effectiveness
STRENGTHEN PROGRAMS THAT PROVIDE ADDITIONAL ACADEMIC
SUPPORT TO STUDENTS, ESPECIALLY FRESHMEN, IN NEED OF
SPECIAL ASSISTANCE.
• University College
TEAL. It is simply too early to tell. In fact, the TEAL program is a direct
response to a previous summer program, the Seahawk Enrichment
Program. Assessment reveal that SEP was not working adequately,
especially for the financial commitment it required from student, so it was
transformed into TEAL, which we hope will be more successful and will cost
the students virtually nothing above their normal cost of attendance.
IMPROVE STUDENT ADVISING AT THE PUBLIC SCHOOL, COMMUNITY
COLLEGE, AND UNIVERSITY LEVELS TO BUILD BETTER AWARENESS
ABOUT CAREER OPTIONS, WORKFORCE DEMANDS, AND “SOFT
SKILLS” NEEDED FOR SUCCESS IN THE 21ST CENTURY ECONOMY
• University College
One specific area where the effectiveness can be improved is in
strengthening and broadening our liaison program. We are working to form
stronger connections with department in order to facilitate the transition of a
student from UC to an academic department. This can be achieved through
more communication and clearer processes.
c. Costs
MAINTAIN AND INCREASE THE QUALITY OF A UNCW EDUCATION:
•
University College
University of North Carolina Wilmington
UNC Tomorrow Response Phase I Report
79
¾ To create a stronger professional advisor model would cost
approximately $160,000 for 3 advisor positions (including
benefits) of permanent money.
¾ The primary cost for Freshman Seminar would the slightly
higher pay full-time faculty would receive for teaching the
course. Payment is based upon degree earned and many
current instructors are Master’s level. Full-time faculty are
much more likely to have a terminal degree and would
command $600 more each. The total cost would depend on
how many faculty could be recruited.
¾ Cornerstone Learning Communities increased cost are also
difficult to calculate. To enable more faculty to participate
departments would either need adequate funds to replace
them with another instructor or the workload policy has to be
adjusted
RAISE ADMISSION STANDARDS, EXPAND CONDITIONAL ADMISSION
PROGRAMS, WORK WITH THE COMMUNITY COLLEGE SYSTEM TO
ACCEPT MORE STUDENTS NOT YET READY TO ENTER A UNIVERSITY
•
The Connecting Communities Program costs approximately $3,100
• Teal Merit Award costs approximately $72,000 for 16 full tuition and
fees scholarships which is renewable for three years
•
Posse Foundation Scholarship costs approximately 1 Million Dollars
PROVIDE BETTER INFORMATION ABOUT COLLEGE ADMISSION
REQUIREMENTS AND OFFER STRONGER ACADEMIC ADVISING AT THE
MIDDLE AND HIGH SCHOOL LEVEL
• Center for Multicultural and Pre-College Programs
To improve the core skills needed for academic success in rigorous
courses, participants will receive sustained academic enhancement to
improve performance on standardized testing at an additional cost of
$10,000 annually.
DEVELOP A CLEARER PUBLIC UNDERSTANDING OF “COLLEGE
READINESS” IN ITS MANY FORMS
• The Student Admissions Network for Diversity costs approximately
$15,000 for remuneration of student workers.
•
First Flight Guidance Counselor Tours – $3,100
•
Need 2 Lead costs approximately $25,400
University of North Carolina Wilmington
UNC Tomorrow Response Phase I Report
80
•
Partner High School Program costs approximately $450
UPGRADE AND EXPAND COLLEGE-READINESS PROGRAMS SUCH AS
SUMMER BRIDGE PROGRAMS, EARLY COLLEGE PROGRAMS AND
ONLINE LEARN AND EARN PROGRAMS
• Isaac Bear Early College High School
Additional modular building of the same size as the current building;
effectively doubling the size and allowing for 4 years of full-sized (90-100)
cohorts and the ability to transition ALL kids to high school, including those
not ready for full college loads at the start of 11th grade: approximately
$1,000,000.
Additional faculty/staff salaries: approx $40,000 x 5 = $200,000.
New, permanent “brick and mortar” building: multi-million-dollar estimate.
Room & Facility reservations: $5,000/year
• Science and Math Education Center
$100,000 in continuing funds will restore the budget to its previous level and
allow the university to increase the number of students invited to participate
in SVSM at UNCW and increase the number of science and mathematics
courses offered to the students.
IMPLEMENT, MONITOR, AND ASSESS ONGOING INITIATIVES TO
IMPROVE GRADUATION AND RETENTION RATES.
•
University College
¾ To create a stronger professional advisor model would cost
approximately $160,00 for 3 advisor positions (including
benefits) of permanent money.
¾ There is potentially little, if any costs to be associated with
improving intervention
¾ The primary cost for Freshman Seminar would the slightly
higher pay full-time faculty would receive for teaching the
course. Payment is based upon degree earned and many
current instructors are Master’s level. Full-time faculty are
much more likely to have a terminal degree and would
command $600 more each. The total cost would depend on
how many faculty could be recruited.
¾ Cornerstone Learning Communities increased cost are also
difficult to calculate. To enable more faculty to participate
departments would either need adequate funds to replace
them with another instructor or the workload policy has to be
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UNC Tomorrow Response Phase I Report
81
adjusted.
STRENGTHEN PROGRAMS THAT PROVIDE ADDITIONAL ACADEMIC
SUPPORT TO STUDENTS, ESPECIALLY FRESHMEN, IN NEED OF
SPECIAL ASSISTANCE.
• University College
Too early to tell
IMPROVE STUDENT ADVISING AT THE PUBLIC SCHOOL, COMMUNITY
COLLEGE, AND UNIVERSITY LEVELS TO BUILD BETTER AWARENESS
ABOUT CAREER OPTIONS, WORKFORCE DEMANDS, AND “SOFT
SKILLS” NEEDED FOR SUCCESS IN THE 21ST CENTURY ECONOMY
• University College
No cost should be necessary.
TEAL Learning Community: $70K
d. Funding sources
MAINTAIN AND INCREASE THE QUALITY OF A UNCW EDUCATION:
• University College
Academic Affairs
RAISE ADMISSION STANDARDS, EXPAND CONDITIONAL ADMISSION
PROGRAMS, WORK WITH THE COMMUNITY COLLEGE SYSTEM TO
ACCEPT MORE STUDENTS NOT YET READY TO ENTER A UNIVERSITY
•
•
The Admissions Budget for all items except the following:
Posse Foundation: University Advancement & Chancellor’s Office
PROVIDE BETTER INFORMATION ABOUT COLLEGE ADMISSION
REQUIREMENTS AND OFFER STRONGER ACADEMIC ADVISING AT THE
MIDDLE AND HIGH SCHOOL LEVEL
• Center for Multiculturalism and Pre-College Programs
Existing operating budget, Title I funding within K-12 systems and other grant
funding initiatives
DEVELOP A CLEARER PUBLIC UNDERSTANDING OF “COLLEGE
READINESS” IN ITS MANY FORMS
•
•
The Admission Budget for all items except the following:
GEAR UP Grant of 4.9 Million Dollars administered by the government.
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UNC Tomorrow Response Phase I Report
82
UPGRADE AND EXPAND COLLEGE-READINESS PROGRAMS SUCH AS
SUMMER BRIDGE PROGRAMS, EARLY COLLEGE PROGRAMS AND
ONLINE LEARN AND EARN PROGRAMS
• Isaac Bear Early College High School
NC State legislature
NC Department of Public Instruction
NC New Schools Project Grant Funding
(http://www.newschoolsproject.org/)
New Hanover County Schools
UNCW
Other Grants
• Science and Math Education Center
Funding could come from UNCW’s annual budget or through requests of
the state SVSM office on behalf of the inter-institutional program.
IMPLEMENTS, MONITOR, AND ASSESS ONGOING INITIATIVES TO
IMPROVE GRADUATION AND RETENTION RATES.
• University College
Academic Affairs
IMPROVE STUDENT ADVISING AT THE PUBLIC SCHOOL, COMMUNITY
COLLEGE, AND UNIVERSITY LEVELS TO BUILD BETTER AWARENESS
ABOUT CAREER OPTIONS, WORKFORCE DEMANDS, AND “SOFT
SKILLS” NEEDED FOR SUCCESS IN THE 21ST CENTURY ECONOMY
Admissions
TEAL Learning Community & Need 2 Lead: Enrollment increase funds,
external grants, comprehensive campaign
e. Accountability and timeline
MAINTAIN AND INCREASE THE QUALITY OF A UNCW EDUCATION:
•
University College
¾ The timeline for moving to a professional academic advisor
model is to combine various part-time monies into a position
for 2008-2009, to request 1-2 new advisor positions in 20082009, and to make the final transition in 2009-2010. The Dean
of University College is accountable for the success of the
University College Advising team. The Dean reports directly to
the Associate Provost for Enrollment Management in
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UNC Tomorrow Response Phase I Report
83
Academic Affairs.
¾ Freshman Seminar’s improvements will be implemented
beginning in 2008-2009. Intensifying the curriculum will
include more focused use of the common reading text and
more intentional training of all seminar faculty in the goals and
learning outcomes of the program. Significant curricular
revisions and program changes are likely to be implemented
when the new Basic Studies curriculum is implemented (see
4.1.1.2). At that time the seminar will become required of all
freshmen and increase to 3 hours. That change will likely
occur in 2009-2010. The Dean and Associate Dean of
University College are the individuals accountable for the
Freshman Seminar program. Accountability measures include
positive impact on freshman-sophomore retention.
¾ Cornerstone Learning Communities improvements will be
implemented for 2008-2009 and beyond. It is an ongoing
effort to recruit more full-time faculty members to teach in the
program. The Dean and Associate Dean of University College
will work directly with the Dean of the College of Arts and
Sciences to identify faculty members and programs who are
likely candidates to participate. Accountability measure would
include a positive impact on freshmen retention among
participants in CLCs, increased student demand for the
program, successful growth of Learning Communities at
UNCW and positive response on the sophomore survey, if we
are allowed to add questions.
RAISE ADMISSION STANDARDS, EXPAND CONDITIONAL ADMISSION
PROGRAMS, WORK WITH THE COMMUNITY COLLEGE SYSTEM TO
ACCEPT MORE STUDENTS NOT YET READY TO ENTER A UNIVERSITY
• The admissions office is on a ten year projection plan for the increase in
our GPA, SAT & ACT Composite Test Scores.
• The Teal Merit Award will continue to grow to other counties other than
Wake and ORANGE as early as the fall semester of 2008.
• The Posse Foundation Program is a project that will take
approximately three years to five years to fully implement. This will take a
collaborative effort from the Chancellor’s Office, Admissions Office, and
Office of Diversity and Inclusion.
• The N2L program (weekend portion) will happen May 15-18, 2008.
The mentoring component will take place for the next six to seven months
after the weekend experience. Finally, the leadership symposium will
commence in the early spring. This program will be housed in Admissions.
The Associate Provost for Enrollment Management, Dr. Terrence Curran
University of North Carolina Wilmington
UNC Tomorrow Response Phase I Report
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and the Office of Admissions; Assistant Director, Keryn Vickers are
responsible for the Need 2 Lead leadership experience.
PROVIDE BETTER INFORMATION ABOUT COLLEGE ADMISSION
REQUIREMENTS AND OFFER STRONGER ACADEMIC ADVISING AT THE
MIDDLE AND HIGH SCHOOL LEVEL
• Center for Multicultural and Pre-College Programs
The modified format for the College Opportunity Program will be
implemented at the start of the 08-09 academic year. The Director of the
Center for Multiculturalism and Pre-College Programs will identify
accountability measures with input from the participating K-12 school
systems during the spring of 2008.
DEVELOP A CLEARER PUBLIC UNDERSTANDING OF “COLLEGE
READINESS” IN ITS MANY FORMS
•
The Admissions ‘Best-Practice’ presentation is in consistent rotation.
• The S.A.N.D. students have served in multiple UNCW Admissions
recruitment efforts.
• The 2nd Annual First Flight Guidance Counselor tour will be held on
April 28, 2008 on UNCW campus.
• We are awaiting approval from the GEAR Up Grant committee to select
our proposal.
• The N2L program (weekend portion) will happen May 15-18, 2008.
The mentoring component will take place for the next six to seven months
after the weekend experience. Finally, the leadership symposium will
commence in the early spring. The Admissions Office; specifically N2L
Director, Keryn Vickers is accountable for this initiative.
•
Partner High Schools will commence in the spring of 2008.
UPGRADE AND EXPAND COLLEGE-READINESS PROGRAMS SUCH AS
SUMMER BRIDGE PROGRAMS, EARLY COLLEGE PROGRAMS AND
ONLINE LEARN AND EARN PROGRAMS
• Isaac Bear Early College High School
Because no additional funding is currently available, there is no timeline for
improvements. However, the initial 5-year New Schools Project grant which
supports the early college expires in 2011. Accountability rests upon:
¾ New Hanover County School System / School Board
¾ NC Department of Public Instruction
University of North Carolina Wilmington
UNC Tomorrow Response Phase I Report
85
¾ NC New Schools Project
(http://www.newschoolsproject.org/index.html)
¾ UNCW
• Science and Math Education Center
The improvements and increases measured could begin with SVSM 2009.
The accountability for fulfilling these improvements and increases could
come through UNCW/WSE or the SVSM State Coordinator’s office.
IMPLEMENT, MONITOR, AND ASSESS ONGOING INITIATIVES TO
IMPROVE GRADUATION AND RETENTION RATES.
•
University College
¾ The timeline for moving to a professional academic advisor
model is to combine various part-time monies into a position
for 2008-2009, to request 1-2 new advisor positions in 20082009, and to make the final transition in 2009-2010. The Dean
of University College is accountable for the success of the
University College Advising team. The Dean reports directly to
the Associate Provost for Enrollment Management in
Academic Affairs.
¾ Intervention timeline will be directly impacted by the timing of
policy changes (discussed below).re-examined. Without
changes in policy it is likely that intervention practices will
need to be carefully reviewed and perhaps revised.
¾ Freshman Seminar’s improvements will be implemented
beginning in 2008-2009. Intensifying the curriculum will
include more focused use of the common reading text and
more intentional training of all seminar faculty in the goals and
learning outcomes of the program. Significant curricular
revisions and program changes are likely to be implemented
when the new Basic Studies curriculum is implemented (see
4.1.1.2). At that time the seminar will become required of all
freshmen and increase to 3 hours. That change will likely
occur in 2009-2010. The Dean and Associate Dean of
University College are the individuals accountable for the
Freshman Seminar program. Accountability measures include
positive impact on freshman-sophomore retention.
¾ Cornerstone Learning Communities improvements will be
implemented for 2008-2009 and beyond. It is an ongoing
effort to recruit more full-time faculty members to teach in the
program. The Dean and Associate Dean of University College
will work directly with the Dean of the College of Arts and
Sciences to identify faculty members and programs who are
likely candidates to participate. Accountability measure would
include a positive impact on freshmen retention among
University of North Carolina Wilmington
UNC Tomorrow Response Phase I Report
86
participants in CLCs, increased student demand for the
program, successful growth of Learning Communities at
UNCW and positive response on the sophomore survey, if we
are allowed to add questions
IMPROVE STUDENT ADVISING AT THE PUBLIC SCHOOL, COMMUNITY
COLLEGE, AND UNIVERSITY LEVELS TO BUILD BETTER AWARENESS
ABOUT CAREER OPTIONS, WORKFORCE DEMANDS, AND “SOFT
SKILLS” NEEDED FOR SUCCESS IN THE 21ST CENTURY ECONOMY
• University College
The Dean of University College is accountable for al academic advising
programs in UC.
TEAL Learning Community:
The TEAL Learning Community will commence one week prior to the
start of the fall, 2008 academic year.
The TEAL Learning Community will continue for the duration of the fall
2008 academic year.
The UNCW Office of Admissions and University College will be
responsible for implementing and overseeing this program.
4.2.6.2 New programs, initiatives and activities
MAINTAIN AND INCREASE THE QUALITY OF A UNCW EDUCATION:
• University College
University College would propose two new initiatives that would increase the
quality of a UNC education. They are as follows:
¾ Expand the Freshman Seminar to 3 credit hours and requires it of
all incoming students. To make this valuable, there should me
several different models of freshman seminar to meet various
student interests and needs.
¾ Expand Learning Communities beyond the single Cornerstone
Residence Hall.
¾ Public Service and Continuing Studies (PCSC)
¾ PSCS is working with SA & AA to launch a pan-campus service
learning initiative. Much research suggests that service learning
is a powerful pedagogy.
RAISE ADMISSION STANDARDS, EXPAND CONDITIONAL ADMISSION
PROGRAMS, WORK WITH THE COMMUNITY COLLEGE SYSTEM TO
ACCEPT MORE STUDENTS NOT YET READY TO ENTER A UNIVERSITY
University of North Carolina Wilmington
UNC Tomorrow Response Phase I Report
87
Mission Statement
A revised university mission statement that would include a clear, concise goal
that will guide all diversity efforts. (see University of Michigan)
Test optional admissions
We propose a small test group of 20-25 targeting students from an
underserved population. Admissions for this group would deemphasize the use
of standardized tests by making admissions decisions without using the SAT or
ACT.
New admissions paths
We can create innovative ways to offer admissions to the university. Guarantee
acceptance to the top 10% of each class of 100 or more students. Guarantee
acceptance to students who complete a pre-approved program develop by the
Admissions Office. Guarantee acceptance to students who complete a full IB
program or who complete successfully 8 or more AP courses.
In-state tuition for illegal students
In 2001, California and Texas became the first states to enact legislation
providing in-state tuition to illegal aliens, with New York and Utah followed suit
in 2002. Washington, Oklahoma, Illinois, Kansas, Nebraska and New Mexico
have enacted similar legislation since 2003.
North Carolina cannot continue to try to increase access to higher education for
Hispanics without taking a stand on the main reason why Hispanic students do
not continue their education.
DEVELOP A CLEARER PUBLIC UNDERSTANDING OF “COLLEGE
READINESS” IN ITS MANY FORMS
Need 2 Lead (N2L): Created and organized by the University of North Carolina
Wilmington, N2L is designed for thirty action-oriented high school sophomores
(rising juniors) who want to make a difference in their communities. This
intense leadership experience consists of dynamic workshops and programs
designed to enhance leadership skills; a mentoring component and leadership
symposium. Please see the following URL for more info:
http://www.uncw.edu/admissions/need2lead_000.html
Posse Foundation: The Posse Foundation identifies, recruits and trains
student leaders from public high schools to form multicultural teams called
“Posses.” These teams are then prepared, through an intensive eight-month
Pre-Collegiate Training Program, for enrollment at top-tier universities
nationwide to pursue their academics and to help promote cross-cultural
communication on campus. They are given a full-tuition scholarship. Please
visit the following URL for more information: http://www.possefoundation.org/
Posse has the highest retention and graduate rates than any higher learning
institution. Each Posse consists of approximately 10 students and each year a
University of North Carolina Wilmington
UNC Tomorrow Response Phase I Report
88
new Posse cohort is accepted into the higher learning institution.
UPGRADE AND EXPAND COLLEGE-READINESS PROGRAMS SUCH AS
SUMMER BRIDGE PROGRAMS, EARLY COLLEGE PROGRAMS AND
ONLINE LEARN AND EARN PROGRAMS
• Science and Math Education Center
A Proposal for Establishing a Pre-College Program at the University of
North Carolina Wilmington’s Science and Mathematics Education Center
The North Carolina Mathematics and Science Education Network (NCMSEN) Pre-College program was formed out of an educational need
identified in October 1986 to increase the number of underrepresented
(e.g., minorities and females) students seeking mathematics- and sciencebased majors and careers. The program’s mission is to broaden the pool of
students who have sufficient interest and preparation to pursue
mathematics- and science-based fields at the university level and to move
into careers in science, mathematics, technology, engineering, and
teaching. To accomplish its mission, the program offers rigorous science
and mathematics based academic enrichment classes and activities to
traditionally underserved students in grades 6-12. The program has multiple
components including: Academic Enrichment Classes; Academic Chapter
of Excellence (ACE) Club; Saturday Academy; Summer Scholars; Parents
Involved in Excellence (PIE); MSEN Day; Leadership Retreat; and PreCollege Research Experience Program (PREP).
Currently, Pre-College programs are established at nine of the 11 NCMSEN Centers. Only UNCW and Appalachian State University do not have
Pre-College programs. There are a number of compelling reasons for
establishing a Pre-College Program at the University of North Carolina
Wilmington (UNCW) but perhaps the greatest is to open up a world of
“STEM” possibilities and opportunities to the youth of the region.
Approximately 23% of North Carolinians hold a bachelor’s degree or higher.
In the seven county region served by the UNCW Science and Mathematics
Education Center only 15 % of the population hold a bachelor’s degree or
higher. There are great disparities in this region. The rate in New Hanover
County is 31%. However in Columbus and Duplin counties the rate is a
little over 10%. These data indicate that the population of southeastern
North Carolina is not only underrepresented in science and mathematics
related careers but in higher education in general.
Teachers and school district administrators in southeastern North Carolina
have identified a poor understanding of career opportunities on the part of
their students as being an important contributing factor to their lack of
interest in higher education. In turn, the region suffers because it is difficult
to attract new business and industry without an adequately educated work
force. The NC-MSEN Pre-College Program is a well established model for
University of North Carolina Wilmington
UNC Tomorrow Response Phase I Report
89
providing the bridge between high school and college that will make a
critical difference for many students. The establishment of this program at
UNCW will be a sound investment in the youth of southeastern North
Carolina and the communities of this region. Furthermore, bringing the
program to UNCW contributes to fulfilling the university’s stated mission,
“UNCW encourages public access to its educational programs and is
committed to diversity, international perspectives, and regional service.”
IMPLEMENT, MONITOR, AND ASSESS ONGOING INITIATIVES TO
IMPROVE GRADUATION AND RETENTION RATES.
• Public Service and Continuing Studies
Service Learning will help. “Engaged” students are graduated at a higher
rate.
IMPROVE STUDENT ADVISING AT THE PUBLIC SCHOOL, COMMUNITY
COLLEGE, AND UNIVERSITY LEVELS TO BUILD BETTER AWARENESS
ABOUT CAREER OPTIONS, WORKFORCE DEMANDS, AND “SOFT
SKILLS” NEEDED FOR SUCCESS IN THE 21ST CENTURY ECONOMY
• University College
University College and Enrollment management have been in discussion
about building a transfer advising team. UNC has a significant transfer
population each fall semester (1340). Many of these students are not ready
to go directly into majors and a team of transfer advisors would facilitate
their transition to UNCW and help prepare them for success in their major.
b. Cost
MAINTAIN AND INCREASE THE QUALITY OF A UNCW EDUCATION:
•
University College
¾ To expand freshman seminar from 70 % participation to 100%,
and to increase the credit hours from 2 to 3 would require
$91,000 in new money to cover additional faculty stipends and
the other costs associated with freshman seminar which includes
class activities.
¾ Expanding Learning Communities cost would be variable,
depending upon the availability of group housing and teaching
quarters in the residence halls. However, the most likely
scenarios are that we move towards more clustered classes and
cohort groups. Approximately $27,500 for faculty course
development stipends would create 8 new learning communities.
RAISE ADMISSION STANDARDS, EXPAND CONDITIONAL ADMISSION
PROGRAMS, WORK WITH THE COMMUNITY COLLEGE SYSTEM TO
University of North Carolina Wilmington
UNC Tomorrow Response Phase I Report
90
ACCEPT MORE STUDENTS NOT YET READY TO ENTER A UNIVERSITY
• The costs of establishing the Need 2 Lead (N2L) program is $25,400
• The costs of establishing a Posse Program is approximately 1 Million
Dollars
• The costs of establishing a Teal Merit Award is approximately is
$320,000
DEVELOP A CLEARER PUBLIC UNDERSTANDING OF “COLLEGE
READINESS” IN ITS MANY FORMS
• The costs of establishing a Partner High School is approximately is
$460
• The costs of establishing S.A.N.D. is approximately $15,000 for
remuneration of student time.
UPGRADE AND EXPAND COLLEGE-READINESS PROGRAMS SUCH AS
SUMMER BRIDGE PROGRAMS, EARLY COLLEGE PROGRAMS AND
ONLINE LEARN AND EARN PROGRAMS
• Science and Math Education Center
$235,000 continuing funds; $15,000 one-time start up
IMPROVE STUDENT ADVISING AT THE PUBLIC SCHOOL, COMMUNITY
COLLEGE, AND UNIVERSITY LEVELS TO BUILD BETTER AWARENESS
ABOUT CAREER OPTIONS, WORKFORCE DEMANDS, AND “SOFT
SKILLS” NEEDED FOR SUCCESS IN THE 21ST CENTURY ECONOMY
• University College
Three transfer advisors at $60,000 each (41k in salary) would cost
$180,000. An additional $9,000 in startup costs would be required for all
three.
b. Funding sources
MAINTAIN AND INCREASE THE QUALITY OF A UNCW EDUCATION:
• University College
Academic Affairs
RAISE ADMISSION STANDARDS, EXPAND CONDITIONAL ADMISSION
PROGRAMS, WORK WITH THE COMMUNITY COLLEGE SYSTEM TO
ACCEPT MORE STUDENTS NOT YET READY TO ENTER A UNIVERSITY
•
•
The Admissions Budget supports the Need 2 Lead (N2L) program
University Advancement solicits funds for the Posse Program
University of North Carolina Wilmington
UNC Tomorrow Response Phase I Report
91
•
The Teal Merit Award will be funded by University Advancement
DEVELOP A CLEARER PUBLIC UNDERSTANDING OF “COLLEGE
READINESS” IN ITS MANY FORMS
•
•
•
The S.A.N.D. program is sponsored by the Admissions Office Budget
The Need 2 Lead (N2L) program is sponsored by the Admissions Office
Partner High School is funded by the Admissions Office
UPGRADE AND EXPAND COLLEGE-READINESS PROGRAMS SUCH AS
SUMMER BRIDGE PROGRAMS, EARLY COLLEGE PROGRAMS AND
ONLINE LEARN AND EARN PROGRAMS
• Science and Math Education Center
Legislative appropriation to UNC GA to UNCW.
IMPROVE STUDENT ADVISING AT THE PUBLIC SCHOOL, COMMUNITY
COLLEGE, AND UNIVERSITY LEVELS TO BUILD BETTER AWARENESS
ABOUT CAREER OPTIONS, WORKFORCE DEMANDS, AND “SOFT
SKILLS” NEEDED FOR SUCCESS IN THE 21ST CENTURY ECONOMY
• University College
Academic Affairs
c. Assessment
MAINTAIN AND INCREASE THE QUALITY OF A UNCW EDUCATION:
• University College
University College would expand and adjust the current assessment tools
used for both existing programs. The universal freshman seminar would
also be assessed part of the new General Education program discussed in
4.1.1.2
RAISE ADMISSION STANDARDS, EXPAND CONDITIONAL ADMISSION
PROGRAMS, WORK WITH THE COMMUNITY COLLEGE SYSTEM TO
ACCEPT MORE STUDENTS NOT YET READY TO ENTER A UNIVERSITY
Need 2 Lead (N2L): The number of students that complete their dream
service project. The number of students that apply, matriculate and graduate.
The number of student
Posse: The number of “Posse’s” and students who matriculate and
graduate.
University of North Carolina Wilmington
UNC Tomorrow Response Phase I Report
92
Teal Merit Award: The number of students that we yield from these
individual offers.
DEVELOP A CLEARER PUBLIC UNDERSTANDING OF “COLLEGE
READINESS” IN ITS MANY FORMS
• S.A.N.D.: The Number of students who participate in diversity related
outreach programs and make individual connections with prospective
students.
• N2L: The amount of students we yield from this program that apply,
matriculate and graduate. The numbers of students who complete their
dream service project and positively impact their prospective communities.
• Partner High School: The numbers of students, who actually apply,
matriculate and graduate as a result of this partnership.
UPGRADE AND EXPAND COLLEGE-READINESS PROGRAMS SUCH AS
SUMMER BRIDGE PROGRAMS, EARLY COLLEGE PROGRAMS AND
ONLINE LEARN AND EARN PROGRAMS
• Science and Math Education Center
The Pre-College Program actively recruits and prepares students of
average and above average academic performance (GPA of 2.5 or higher)
that have not been sufficiently exposed to mathematics and science based
courses of study and careers. Throughout its twenty-year history the NCMSEN Pre-College Program has been committed to providing quality, yearround academic enrichment programs that support students, parents,
guidance counselors, and teachers.
The success of this program is reflected in the data.
¾ 97% of Pre-College graduates enrolled in college
¾ 82.2% of graduates are currently acquiring degrees in
mathematics or science based majors, and planning to pursue
careers in those subjects.
Enrollment
¾ 79% African American
¾ 3% Asian
¾ 11% White
¾ 3% Multiracial
¾ 2% Hispanic
¾ 2% other.
¾ ~ 85% of PCP students who graduated in 2003 and 2004
enrolled in 4-year colleges and universities within the state.
University of North Carolina Wilmington
UNC Tomorrow Response Phase I Report
93
This program is nationally recognized and won the Presidential Award for
Excellence in Science, Mathematics and Engineering Mentoring and the
Quality Education for Minorities Award.
IMPROVE STUDENT ADVISING AT THE PUBLIC SCHOOL, COMMUNITY
COLLEGE, AND UNIVERSITY LEVELS TO BUILD BETTER AWARENESS
ABOUT CAREER OPTIONS, WORKFORCE DEMANDS, AND “SOFT
SKILLS” NEEDED FOR SUCCESS IN THE 21ST CENTURY ECONOMY
• University College
An instrument would have to be developed to specifically assess the
advising. University data on retention, transition into major and graduation
rates would also be used.
d. Accountability and timeline
MAINTAIN AND INCREASE THE QUALITY OF A UNCW EDUCATION:
•
University College
¾ The timeline for expanding Freshman Seminar is dependent upon
the implementation of a new General Education curriculum, most
likely for the 2009-2010 academic year. The Freshman Seminar
coordinator, the Associate Dean of University College and the
Dean of University College are accountable for Freshman
Seminar. In addition, the Faculty Senate Basic Studies
Committee will be somewhat accountable for the expanded
program.
¾ Learning Communities are already being expanded into a nonresidential model. For 200-2009 we will have a Pre-Health
Science community with a cohort of 24 students and three linked
classes. We will add to these strategically for 2009-2010,
particularly as it aids disciplines in implementing a new General
Education curriculum. More residential learning communities
may happen in 2010-2010 depending upon housing construction
and demand.
RAISE ADMISSION STANDARDS, EXPAND CONDITIONAL ADMISSION
PROGRAMS, WORK WITH THE COMMUNITY COLLEGE SYSTEM TO
ACCEPT MORE STUDENTS NOT YET READY TO ENTER A UNIVERSITY
Need 2 Lead (N2L): The Admissions Office and N2L Director are primarily
responsible for this new initiative.
Posse: This scholarship program would take approximately 3-5 years to
implement and the responsibility would be shared between, the Chancellor’s
Office, Admissions Office and Office of Institutional Diversity and Inclusion.
University of North Carolina Wilmington
UNC Tomorrow Response Phase I Report
94
Teal Merit Award: The Admissions Office and Advancement would be
responsible for handling this annual award for students.
DEVELOP A CLEARER PUBLIC UNDERSTANDING OF “COLLEGE
READINESS” IN ITS MANY FORMS
• S.A.N.D.: The Admissions Office and SAND program director are
responsible for this initiative. It has already been implemented and will
continue to be modified based on the increasing needs of our diverse
prospective students.
• N2L: The Admissions Office and N2L director will be responsible for
implementing the new initiative.
• Partner High School: The Admissions Office is responsible for this
program and will implement it within the next year. We hope to partner with
one additional high school per year.
UPGRADE AND EXPAND COLLEGE-READINESS PROGRAMS SUCH AS
SUMMER BRIDGE PROGRAMS, EARLY COLLEGE PROGRAMS AND
ONLINE LEARN AND EARN PROGRAMS
• Science and Math Education Center
Implementation of the Pre-College program could begin in 2009. The
accountability for fulfilling this implementation would come through
UNCW/WSE or the Pre-College Program Coordinator’s office at NC-MSEN.
Program
Cost
SMEC
Pre-College
$235,000
continuing
Funding
sources
NC
Legislature
Assessment
methods
Pre-College
Program
already in
place
Accountability
UNCW/WSE
and NCMSEN PreCollege
Program.
IMPROVE STUDENT ADVISING AT THE PUBLIC SCHOOL, COMMUNITY
COLLEGE, AND UNIVERSITY LEVELS TO BUILD BETTER AWARENESS
ABOUT CAREER OPTIONS, WORKFORCE DEMANDS, AND “SOFT
SKILLS” NEEDED FOR SUCCESS IN THE 21ST CENTURY ECONOMY
• University College
If funded, the plan would be to start the advisors in training during 20082009 and to more fully implement the plan in 2009-2010. The Dean of
University College and the Associate Provost for Enrollment Management
would be held accountable. Accountability measures would include
University of North Carolina Wilmington
UNC Tomorrow Response Phase I Report
95
retention rate of this population, and their successful transition into a
major—even if it is not the one they originally indicated.
4.2.6.3 Administrative and policy changes
MAINTAIN AND INCREASE THE QUALITY OF A UNCW EDUCATION:
• University College
The key administrative and policy changes that need to occur for the
expansion and success of both of these programs is to find a way to pay
faculty overload for participating or to make participation in these programs
a part of faculty workload and a part of the faculty reward structure in terms
of teaching.
RAISE ADMISSION STANDARDS, EXPAND CONDITIONAL ADMISSION
PROGRAMS, WORK WITH THE COMMUNITY COLLEGE SYSTEM TO
ACCEPT MORE STUDENTS NOT YET READY TO ENTER A UNIVERSITY
Mission Statement
A revised university mission statement that would include a clear, concise goal
that will guide all diversity efforts. (see University of Michigan)
Test optional admissions
We propose a small test group of 20-25 targeting students from an
underserved population. Admissions for this group would deemphasize the use
of standardized tests by making admissions decisions without using the SAT or
ACT.
New admissions paths
We can create innovative ways to offer admissions to the university. Guarantee
acceptance to the top 10% of each class of 100 or more students. Guarantee
acceptance to students who complete a pre-approved program develop by the
Admissions Office. Guarantee acceptance to students who complete a full IB
program or who complete successfully 8 or more AP courses.
In-state tuition for illegal students
In 2001, California and Texas became the first states to enact legislation
providing in-state tuition to illegal aliens, with New York and Utah followed suit
in 2002. Washington, Oklahoma, Illinois, Kansas, Nebraska and New Mexico
have enacted similar legislation since 2003. North Carolina cannot continue to
try to increase access to higher education for Hispanics without taking a stand
on the main reason why Hispanic students do not continue their education.
DEVELOP A CLEARER PUBLIC UNDERSTANDING OF “COLLEGE
READINESS” IN ITS MANY FORMS
• In order to develop a clearer public understanding of “college readiness”
University of North Carolina Wilmington
UNC Tomorrow Response Phase I Report
96
we must create a unique University, School Community Partnership for this
local eight county region and beyond. This requires more faculty, staff and
administrators to actually go out into the community and share prominent
resources. For example, they can accompany Admissions counselors and
representatives when we travel to college functions for recruitment.
• Public Service and Continuing Studies
PSCS can partner with admissions and Institutional Diversity to offer more
college readiness programs, including summer camps. Resources (money)
are an issue. UNCW should consider web based programming. UNCW
should offer many more discipline-focused after-school, Saturday, vacation,
and summer programs. Marine Quest is a model that should be replicated
in other disciplines. All current summer programs, regardless of age group,
should distribute age-appropriate materials that encourage thinking about
college. Perhaps also develop materials for parents and guardians.
UPGRADE AND EXPAND COLLEGE-READINESS PROGRAMS SUCH AS
SUMMER BRIDGE PROGRAMS, EARLY COLLEGE PROGRAMS AND
ONLINE LEARN AND EARN PROGRAMS
•
Isaac Bear Early College High School
¾ Development of progressive policies that encourage shared use
of facilities and promote appropriate integration of early college
students into college life.
¾ Specific rewards and incentives to UNCW faculty who collaborate
with and support the early college. Collaboration might include
valuable research opportunities for university groups interested in
K-16 education and specifically the transition from high school to
college.
COLLABORATE WITH THE NC STATE BOARD OF EDUCATION AND THE
NC DEPARTMENT OF PUBLIC INSTRUCTION ON IMPROVEMENTS TO
OUR STATE’S PUBLIC SCHOOL SYSTEM.
• Public Service and Continuing Studies (PSCS)
PSCS administrative infrastructure could help expand the reach of the
UNCW Watson School of Education’s teacher professional development
programs.
IMPROVE STUDENT ADVISING AT THE PUBLIC SCHOOL, COMMUNITY
COLLEGE, AND UNIVERSITY LEVELS TO BUILD BETTER AWARENESS
ABOUT CAREER OPTIONS, WORKFORCE DEMANDS, AND “SOFT
SKILLS” NEEDED FOR SUCCESS IN THE 21ST CENTURY ECONOMY
•
In order to develop a clearer public understanding of “college readiness”
University of North Carolina Wilmington
UNC Tomorrow Response Phase I Report
97
we must create a unique University, School Community Partnership for this
local eight county region and beyond. This requires more faculty, staff and
administrators to actually go out into the community and share prominent
resources. For example, they can accompany Admissions counselors and
representatives when we travel to college functions for recruitment.
4.2.6.4 Interdisciplinary and inter-institutional collaborations
RAISE ADMISSION STANDARDS, EXPAND CONDITIONAL ADMISSION
PROGRAMS, WORK WITH THE COMMUNITY COLLEGE SYSTEM TO
ACCEPT MORE STUDENTS NOT YET READY TO ENTER A UNIVERSITY
• In order to develop a clearer public understanding of “college readiness”
we must create a unique University, School Community Partnership for this
local eight county region and beyond. This requires more faculty, staff and
administrators to actually go out into the community and share prominent
resources. For example, they can accompany Admissions counselors and
representatives when we travel to college functions for recruitment.
DEVELOP A CLEARER PUBLIC UNDERSTANDING OF “COLLEGE
READINESS” IN ITS MANY FORMS
• In order to develop a clearer public understanding of “college readiness”
we must create a unique University, School Community Partnership for this
local eight county region and beyond. This requires more faculty, staff and
administrators to actually go out into the community and share prominent
resources. For example, they can accompany Admissions counselors and
representatives when we travel to college functions for recruitment.
UPGRADE AND EXPAND COLLEGE-READINESS PROGRAMS SUCH AS
SUMMER BRIDGE PROGRAMS, EARLY COLLEGE PROGRAMS AND
ONLINE LEARN AND EARN PROGRAMS
• Isaac Bear Early College High School
There are unlimited opportunities for interdisciplinary collaborations between
UNCW and the early college/New Hanover County Schools.
•
Science and Math Education Center
The UNCW Science and Mathematics Education Center is one of 11
members of the inter-institutional University of North Carolina Mathematics
and Science Education Network (NC-MSEN). NC-MSEN is a unit of the
UNC Center for School Leadership Development. SMEC shares the mission
of NC-MSEN to improve the quality of precollege science and mathematics
education in the schools of North Carolina through professional development
programs designed for in-service teachers as well as students.
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UNC Tomorrow Response Phase I Report
98
The UNCW Science and Mathematics Education Center is also one of six
campuses that host the inter-institutional Summer Ventures in Science and
Mathematics program.
The impact and effectiveness of both SMEC programs, NC-MSEN and
SVSM, would be strengthened through restoration of and increase to its
programs’ funds.
IMPROVE STUDENT ADVISING AT THE PUBLIC SCHOOL, COMMUNITY
COLLEGE, AND UNIVERSITY LEVELS TO BUILD BETTER AWARENESS
ABOUT CAREER OPTIONS, WORKFORCE DEMANDS, AND “SOFT
SKILLS” NEEDED FOR SUCCESS IN THE 21ST CENTURY ECONOMY
4.2.6.5 Best practices
UPGRADE AND EXPAND COLLEGE-READINESS PROGRAMS SUCH AS
SUMMER BRIDGE PROGRAMS, EARLY COLLEGE PROGRAMS AND
ONLINE LEARN AND EARN PROGRAMS
•
Isaac Bear Early College High School
¾ Include the early college within the governance structure of the
university.
¾ Include the goals of the early college high school in short and long
term strategic planning for the university.
¾ Ensure that courses are offered and made available in a way that
ensures early college high school students have the opportunity to
earn a high school diploma and two full years of transferable
college credit within 4 years of entering the ninth grade.
¾ Integrate early college faculty and students at the university.
¾ Share facilities and resources
¾ Establish an ongoing collaborative team of university and early
college high school personnel
4.2.7 Campus response component: Increase access through the use of
distance education and online degree, certificate, and licensure programs.
4.2.7.1 Existing programs, initiatives and activities
UNCW takes great pride in developing innovative methods of course
delivery that increase access to education. UNCW’s campus and Distance
Education programs satisfy the UNCW Mission Statement by providing quality
baccalaureate and master's programs to the citizens of outlying counties,
including Onslow, Pender, Brunswick, Columbus, as well as the U.S. Marine
Corps Base Camp Lejeune and U.S. Marine Corps Air Station New River.
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UNCW's Distance Education program is a model program, collaborating
closely with regional community colleges, hospitals, public school systems, and
local military installations. UNCW's Extension Program in Onslow County
(Jacksonville) is a statewide model for university and community college
collaboration whose primary focus is to meet the identified needs of the military
and civilian community. The Onslow Extension Program offers four
baccalaureate degrees, with two more beginning in fall 2008, and two complete
master's degrees. Students can complete their degree programs without
leaving the county.
The efforts of the Watson School of Education highlight one of the many
ways in which UNCW is increasing access to certificate and licensure programs
for residents of outlying areas. All required education courses for teacher
licensure are now offered during the day, at night, online, web-enhanced, and in
the summer at least once per year. In addition, the alternative licensure
programs CT3 and NC Teach offer Saturday classes with web components. All
graduate programs in the Watson School offer courses at 5:00 p.m. or later for
working professionals, and several programs have developed an alternating
schedule that allows students to take two courses on the same night with the
courses alternating weeks of face-to-face and online delivery of instruction.
Similarly, graduate courses are offered “off-schedule” in the summer (on
campus) to accommodate the needs of the students enrolled in the MBA
program.
Isaac Bear Early College and Camp Bones are two examples of ways in
which UNCW has increased recruitment of high-achieving, diverse public school
students. Isaac Bear Early College High School (IBEC) opened in the fall of
2006 as a partnership between the North Carolina New Schools Project, New
Hanover County Schools and the University of North Carolina Wilmington. As an
early college high school, students participate in an accelerated high school
education program which offers honors courses to prepare students for the rigor
of college. In the first two years of the program, students complete their required
high school courses to prepare them to take courses at the university. In the
final two years of the program, students will take courses at UNCW with the
support of the staff at Isaac Bear Early College High School. Successful
students will graduate from this program with a high school diploma and up to
60 college credits. Currently, 62% of IBEC students are from groups historically
underrepresented on college campuses (44% come from families with no
member who has graduated from a four-year college or university; 28% receive
free or reduced lunch; 35% are minority).
The School of Nursing in partnership with the Coastal Area Health
Education Center and New Hanover Health Network started a program in the
summer of 2006, The Camp Brigade of Nurse Exploring Seahawks – known as
Camp BONES – designed for middle school students from Brunswick,
Columbus, New Hanover, Pender and Duplin counties who demonstrate the
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academic proficiency and interest to pursue a health care career. It shows them
opportunities, it points them down the right career paths, and it recruits students
from historically underrepresented populations in health care - African
Americans and Hispanics from rural communities and males - thus addressing
the regional and national need for a diverse, culturally sensitive health care work
force. The first group of 10 students came to campus in July 2006 and stayed a
week. They practiced delivering babies with the nursing school’s simulation
mannequin, learned CPR and dissected cow’s eyes. They spent a second week
at New Hanover Regional Medical Center, shadowing nurses and other health
care professionals. In January 2008, the Dean of the School of Nursing
received $400,000 from the North Carolina GlaxoSmithKline Foundation to
continue and expand Camp BONES.
UNCW is acutely aware of the lack of access to full broadband internet
service in some regions of the state, which limits access to online and distance
education programs. In response to this, UNCW has taken several steps to
alleviate this problem. First, the Watson School of Education purchased a T1
line for Brunswick Community College for the past three years in order to
provide distance education and online/videoconferencing course delivery.
Second, over 25 computers, two 60” plasma televisions, videoconferencing
equipment, and wireless routers were purchased for Coastal Carolina
Community College and Marine Corps Base Camp Lejeune to enhance the
services provided to these students. Third, ITSD has worked diligently to
improve services to outlying areas, including working closely with MCB Camp
Lejeune personnel to enhance its information technology so educational
programs are more widely available to a larger population.
UNCW is committed to engaging individuals who are not pursuing higher
education to re-enter the education system. Additional pre-college math and
English courses have been offered to assist students who are in need of
remediation in those areas and/or require assistance to continue higher
education. Additionally, UNCW has been awarded funding through The Bernard
Osher Foundation to establish the Osher Reentry Scholarship Program.
Twenty-five (25) $2,000 scholarships were awarded to eligible UNCW students
during the 2007-2008 school year and 25 $2,000 scholarships will be awarded
in the 2008-2009 school year. The Foundation defines re-entry students as
individuals – ideally aged 25 to 50 – whose collegiate studies at a four-year
campus were interrupted by circumstances beyond their control at least five
years ago and who now want to resume their university studies. This program
targets students who did not have the opportunity, usually because of financial
need, to complete their higher education at an earlier stage in their lives.
Additionally, The Bernard Osher Foundation has given $1 million to UNCW to
endow the Osher Lifelong Learning Institute, which provides non-credit
university courses, seminars, lectures, travel excursions and other educational
opportunities to adult learners.
4.2.7.2 New programs, initiatives and activities
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UNCW has several examples of new programs/initiatives that will
increase access of educational programs, including degree and licensure
programs, to the residents of southeastern North Carolina. The initiative that
will serve thousands of North Carolinians and make the most significant impact
is the proposed three-story UNCW-CCCC Joint Use Facility on the campus of
Coastal Carolina Community College. This proposed 72,000 square foot
building will satisfy the educational demands of the population growth in the
area, as well as meet the economic development needs of the county,
specifically the employment needs identified by Onslow County Schools,
Onslow Memorial Hospital, and Marine Corps Family Services.
Current demand and projected growth of Marine Corps Base Camp
Lejeune will demand the increase of educational programs to the residents of
Onslow County. The Department of Defense’s Base Realignment and Closure
(BRAC) Commission’s report (http://www.defenselink.mil/brac/), along with the
US Marine Corps increase from 180,000 active-duty personnel to 202,000 by
2012, bringing 11,500 active duty members (not including family members) to
this area in the next three years, will have a significant impact on the population
of Onslow County, resulting in a demand for more educational opportunities.
Moreover, a recent joint announcement by UNC President Erskine Bowles and
NC Community College President Martin Lancaster has charged the UNC and
NCCC systems with producing 146,000 college graduates by 2014, more than
15,000 more graduates each year, to meet the economic development needs
for the state of North Carolina (http://www.newsobserver.com/1565/vprint/story/680263.html ).
Currently, the educational opportunities for military personnel and
civilians in Onslow County are limited. The closest four-year university available
to students is UNCW (60 miles south) but the majority of prospective students
are unable to commute to Wilmington to complete degree programs, even if
enrollment space was available. Due to the severe shortage of educational
programs available for active duty military and Onslow County residents,
prospective students are forced to search for online programs. In FY06, the
university generating the fourth largest revenue from military tuition assistance
aboard MCB Camp Lejeune was University of Phoenix.
The military and its personnel do not wait. Therefore, UNCW needs to
act quickly to provide programs that are in highest demand. UNCW is fortunate
to be situated in an ideal position: UNCW is currently located both at MCB
Camp Lejeune and MCAS New River and we have established relationships
with base personnel and Coastal Carolina Community College, our partner who
offers all lower-level basic studies courses.
A proposed new facility will allow UNCW to serve current and
prospective students, provide more day, night, web-enhanced, and online
classes, and expand student service resources to meet growing demands for
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educational services in a cost-effective manner. In the cooperative effort,
Coastal Carolina Community College would donate land on its campus for this
proposed three-story UNCW-CCCC building, demonstrating and solidifying the
current relationship both institutions share and building on the successes that
have been demonstrated and showcased by both Presidents Bowles and
Lancaster.
Additional initiatives include the Watson School’s "Fast Track" program
(http://www.uncw.edu/ed/fasttrack/), funded by the North Carolina Legislature,
that would allow students in selected licensure areas to complete their programs
in a shorter amount of time. Options are available for entering freshmen,
transfer students who have earned A.A. degrees, and licensure-only candidates
in Elementary Education and for licensure-only students in secondary
education. Students can complete their programs in 18 months or less,
depending upon educational background upon entry.
UNCW has designed three-year BA/BS tracks in several majors
including, but not limited to, chemistry, marine biology, French, elementary
education, and accounting. These programs.
Finally, UNCW has recently submitted a request for funding and support
in response to Dr. Alan Mabe’s Request for Proposals for E-Learning/Online
Initiatives. Funding for UNCW’s E-Learning/Online Initiatives will accomplish
the following: expand and strengthen our teacher licensure (elementary
education/middle grades-math and sciences), nursing and other degree
programs offered in our Onslow County extension sites; convert degree
programs that are currently offered partially online to fully online; place
converted degree programs on the UNC Online portal for accessibility to
potential students throughout the state, nation, and world; significantly enhance
UNCW’s online infrastructure through 24/7 help desk and technical support;
and, significantly enhance faculty training and support for online course
development and maintenance.
a. Cost
The cost of the proposed three-story Joint Use Facility is
approximately $25 million. The proposed facility would be erected in the
footprint of an out-of-date building that currently exists on Coastal’s campus.
The current building would need to be demolished. The proposed building
would include space for classrooms, offices, and student services sufficient to
meet current and future needs. The new facility will include, but not but be
limited to, traditional and interactive instructional television classrooms, a
large multi-purpose lecture classroom with information highway capabilities,
science and computer laboratories, and faculty and staff office spaces. The
student support services will include a financial/veterans assistance office,
service learning/non-traditional student center, an alumni center, and a
student lounge area.
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With the partnership of Coastal Carolina Community College, the
funding requirements to establish a satellite campus would be greatly reduced
due to the pre-established structures and relationships. A five-year proposal
for Onslow County growth projections overviews cost of increasing
educational program offerings and related costs, including increased
staff/faculty, and one-time funds to furnish new offices.
b. Funding sources
This proposed Joint Use Facility integrates all of the key components
of the UNC Tomorrow initiative, specifically: developing a seamless
partnership with community colleges; meeting the educational needs of the
North Carolina military population; and serving the extremely populated, yet
educationally under-served, areas of North Carolina. Consequently, UNCW
requests that President Bowles adopt this project as his primary capital
project and pursue funding from the North Carolina General Assembly.
4.2.7.4 Interdisciplinary and inter-institutional collaborations
University of North Carolina Wilmington and Elizabeth City State
University have a mutual interest in expanding opportunities for their students in
the fields of biology and marine biology. This includes creating opportunities for
the students to experience different ecological settings, research activities and
courses. The goals of this partnership would be to: expose the students to a
wider experience that will help better prepare the students for graduate school
and other career paths in marine and environmental sciences; and, identify
ECSU students who may wish to pursue graduate school at UNCW. Longerterm objectives of this partnership may include: promoting interaction among
faculty at the two institutions, both for educational and research purposes; and,
providing opportunities for graduate students to utilize complementary facilities
and work in diverse ecological settings as part of their graduate studies.
Elizabeth City State University (ECSU) and the University of North
Carolina Wilmington (UNCW) offer complementary expertise and access to
varied ecological settings that will greatly enhance student understanding of
coastal systems and their preparedness for marine and environmental career
tracks. With this partnership, we propose to initially facilitate internship
exchanges among the institutions, provide students the opportunity to take
complementary or joint coursework above that available at either institution by
itself, and to increase interactions among faculty and possibly graduate
students.
4.2.7.5 Best practices
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After visiting UNCW’s Onslow Extension Program in June 2006 and
witnessing firsthand the seamless partnership between UNCW and Coastal
Carolina Community College, President Bowles declared our Onslow 2+2
program as the statewide model for university-community college-military
collaboration. The educational programs that UNCW provides to Onslow county
(including the military installations) is second only to the services our
faculty/staff provide to the military and civilian residents. UNCW is proud to
support Camp Lejeune’s Camp Special Time, the City of Jacksonville’s
Sturgeon City, and USMC’s environmental efforts to preserve the North
Carolina waters.
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C. IMPROVING PUBLIC EDUCATION
The UNC Tomorrow Commission found that “UNC should be more actively
involved in solving North Carolina’s public education challenges.” (Sec. 4.3)
4.3.1 UNC should improve the quantity, quality, and geographic distribution of
public school teachers.
Campus response component: For those campuses with educationdegree programs, improve the quality of these programs consistent with
the goals identified by the UNC Tomorrow Commission.
Campus response component: For those campuses with educationdegree programs, increase the number of education-degree graduates or
alternative completers, especially in the areas of science and math and
other high need areas, consistent with or in excess of currently
established benchmarks.
4.3.1.1 Existing programs, initiatives and activities
•
•
•
•
The Watson School of Education currently has advisors at five community
colleges in the region to assist prospective teachers with planning courses
and making a seamless transition to UNCW. Advisors are currently located at
Cape Fear Community College (New Hanover County), Brunswick
Community College (Brunswick County), Coastal Carolina Community
College (Onslow County), James Sprunt Community College (Duplin County),
and Southeastern Community College (Duplin County). These advisors help
recruit future teachers thereby helping to address the quantity and geographic
distribution of teachers.
The Watson School, in collaboration with the Office of Admissions, has
sponsored a number of recruitment activities including visitation days, majors
fairs, Teacher Cadet programs, etc. In addition, materials have been
developed and the information on the WSE advising website has been
improved to assist with recruitment.
The Watson School currently offers online and distance learning courses for
students in extension programs at Coastal Carolina Community College.
The Watson School currently has a 2+2 degree agreement with Coastal
Carolina Community College.
a. Assessment methods
•
•
The advising program is assessed by the number of new students entering
the university as transfer students to the campus or in extension programs.
Recruitment efforts are measured by the number of students coming to
UNCW and majoring in education.
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•
•
Assessment will be based upon student enrollment in extension sections and
student success in field experiences and internships.
Assessment is based upon enrollment and program/degree completer data.
b. Improvements
•
•
•
•
•
The effectiveness can be improved by providing additional support services
such as Admissions, Bookstore access, and Financial Aid at all extension
sites.
Recruitment efforts can be improved by increasing the allocation of funds
specifically for this purpose.
The effectiveness can be improved by measures such as student satisfaction
with course delivery and number of program completers each year.
The effectiveness can be improved by adding other licensure areas based
upon identified needs such as middle grades education.
Increase cap ion Teaching Fellows cohort.
c. Costs
•
•
Increase in recruiting dollars $10,000.
Increase in travel for work sessions to collaborate and plan additional
offerings.
d. Funding sources
•
•
Reallocate current recruitment dollars to this focus.
Travel dollars will be reallocated as priority from current travel/DE dollars.
e. Accountability and timeline
•
•
Watson School of Education / community college team accountable for
improvements. This will begin fall 2008.
Teaching Fellows Director / Associate Dean accountable of cap increases.
4.3.1.2 New programs, initiatives and activities
•
•
•
The Watson School plans to provide advising services at Carteret and
Sampson Community Colleges to further expand access in the region. Other
locations, such as Bladen Community College, also will be investigated.
As part of the Teacher Recruitment Plan submitted to General Administration,
a Teacher Recruiter will be hired by summer, 2008 and will coordinate the
recruiting initiatives. This also will allow for more focused recruitment efforts
on minorities and males interested in education as a profession.
The Watson School is currently developing additional online courses in
Elementary Education that will have targeted sections for students in
Brunswick, Columbus, and Duplin Counties.
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•
•
•
The Watson School is in the planning process for 2+2 and lateral entry
agreements with Brunswick and Carteret Community Colleges.
Increase Teaching Fellows cap to 45.
Revision all programs.
a. Cost
•
•
•
•
•
•
Carteret will be added fall 2008 readjusting tie of current staff – No additional
dollars.
Teacher recruiters - $50,000 plus benefits – recruitment grant.
Development of on-line courses - $5,000 x 10 =$50,000
DE-UNCW and
WSE dollars. Begin Spring 2009.
Planning to begin fall 2008 Teams traveling to sires. Reallocated WSE
travel dollars. Pay $60,000 – External funding.
Additional hours for staff approximately $20,000.
Will need four additional faculty and four clinical faculty
4 @ $75,000 = $300,000
4 @ $50,000 - $200,000 No fund identified
b. Funding sources
•
Reallocation of dollars.
c. Assessment
•
•
•
Number new students into education programs.
Numeric growth of sites, teacher cadet programs and growth of existing
programs.
Licensure area/courses identified by community college site.
d. Accountability and timeline
Timeline to begin 2008-2009 academic year
• Community College Team
• Associate Dean / Recruiter
• Department Chair(s)
• Department Chair(s)
4.3.1.3 Administrative and policy changes
•
Additional MOA agreements
4.3.1.4 Interdisciplinary and inter-institutional collaborations
•
Two community colleges – Carteret and Brunswick – also admissions
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4.3.1.5 Best practices
•
Our 2+2 model at Coastal Community College (Onslow) is the model. It has
been a great success
4.3.2 UNC should help address the shortage of science and math teachers,
especially in rural areas.
Campus response component: Increase the geographic distribution of
education graduates, especially in the areas of science and math and
other high need areas, in rural areas and other areas experiencing high
teacher shortages
4.3.2.1 Existing programs, initiatives and activities
•
•
•
The Watson School sponsors Science Olympiad for middle and higher school
students to promote interest in science and in educational careers.
The Watson School of Education’s Science and Math Education Center offers
a summer enrichment program, Summer Ventures, for P-12 students focusing
on math and science.
The Watson School of Education and the College of Arts and Sciences have
collaborated to identify, design and deliver online offerings in math and
science to teachers and prospective teachers in rural areas.
a. Assessment methods
•
•
•
The Science Olympiad initiative is assessed by the number of participants;
geographic demographics/ and formal evaluation of the initiative by
participating faculty, middle and high school teachers, and the students.
Program evaluation components include program satisfaction and outcome
surveys of participants and families. Data on the number of students served
and related demographic information is also analyzed for comparisons year to
year.
Evaluation data on pilot offerings include participant numbers and
demographics as well as student perception of course and instructor. Student
performance data on content assessments are also utilized for assessing
program quality and improvement.
b. Improvements
•
The Watson School and College of Arts and Sciences will increase materials,
personnel, and scholarships, as well as advertising for recruitment.
Recruiters and advisors will work closely with students and families to
encourage and assist students in pursuing the teaching profession.
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•
•
The Watson School has made a commitment to expand funding and support
in order to increase access for an additional cohort of students to be served in
Summer Ventures.
The Watson School and College of Arts and Sciences departments of science
and math need to expand online / distance learning delivery of content
courses and methods courses to a greater number of students across the
region especially in the rural areas.
c. Costs
•
•
•
Watson School will establish a Science Olympiad budget to $9,000 to include:
5 additional scholarships (5 @ $500 each= $2500); materials ($3000);
advertising ($500); operating budget ($3000).
The increased budget will be $96,000 for 30 students at $3200 per student.
Five sources at $5,000 each = $25,000
d. Funding sources
•
•
•
External dollars will be raised for the initiative through grants and donations.
The Watson School has reprioritized budget expansion requests to
accommodate the increase in Summer Ventures allocation. (will need dollars
if not approved)
The Watson School and UNCW will use distance education dollars to fund the
development and delivery of courses.
e. Accountability and timeline
•
•
•
Olympiad Committee
Science and Math Education Center
Associate Vice Chancellor / College of Arts and Sciences Dean
4.3.2.2 New programs, initiatives and activities
•
•
The Watson School and the College of Arts and Sciences have been
engaged in various state-wide and campus-based efforts to encourage
“undecided” majors and math/science majors to consider teaching as a career
option. A new collaboratively designed effort will be instituted as a “Math and
Science Teacher Recruitment Program” with workshops, presentations, and
special events.
The Watson School will establish student tuition stipends for individuals
planning to teach math or science to begin in the Summer of 2009.
a. Cost
•
UNCW estimates that the new program will require $13,000 each year to fund
stipends for increased work for 4 teams of 2 faculty advisors ($8,000),
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•
material development ($1,000), food / enticements for students attending
($4,000).
Student Tuition Stipends - $5,000 scholarships
b. Funding sources
•
•
The UNCW Math and Science Teacher Recruitment Program will be funded
by external dollars generated funded from reallocated WSE trust dollars.
External funding will be sought to support the student tuition stipends.
c. Assessment
•
•
The UNCW Math and Science Teacher Recruitment Initiative will utilize data
on targeted student populations received from the University College and the
College of Arts and Sciences to identify and track student participation and
recruitment results.
Student application, awards, progress in obtaining teacher certification, and
employment status will be components assessed to certify the quality and
impact of the program.
d. Accountability and timeline
•
•
Teacher Recruitment Task Force
Tracking data of Math/Science recruits and employment
4.3.2.3 Administrative and policy changes
•
None noted
4.3.2.4 Interdisciplinary and inter-institutional collaborations
•
College of Arts and Sciences, Admissions and the Watson School of
Education
4.3.3 UNC should strengthen efforts, in cooperation with the North Carolina
State Board of Community Colleges and the Community College System,
the North Carolina State Board of Education, and the North Carolina
Department of Public Instruction, to enhance the teaching skills of public
school faculty and the leadership skills of public school administrators.
Campus response component: Enhance professional development
programs for public school teachers and administrators, including contentbased, methods-based, and mentoring programs.
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4.3.3.1 Existing programs, initiatives and activities
•
•
The Watson School of Education has established collaborative relationships
with representatives from the NC Professional Teaching Standards
Commission and State Department to deliver focused information sessions on
the State Board of Education’s 21st Century Standards and new personnel
evaluation standards for university and regional educators.
The Watson School of Education’s First Years of Teaching Support Program
(FYTSP) is established in the 11 school district partnership region.
a. Assessment methods
•
Pre-survey provided information on participants’ awareness of standards and
perceived impact on improvements in teaching and learning. Post-evaluation
after day-long presentations and dialogue across participants from multiple
districts revealed individual growth in knowledge and application. Data
indicated a high need for continued and expanded professional development
for all levels of educators (teachers, administrators, university faculty).
•
FYTSP is evaluated on the participation, the performance outcomes as
assessed by beginning teacher participants, school district teacher support
personnel and university faculty facilitators. Each component has
assessment data collected based on goals and objectives.
b. Improvements
•
•
The Watson School in collaboration with the NC Professional Teaching
Standards Commission and DPI will serve as a host for intensive professional
development offerings, training sessions and forums on the implementation of
the 21st Century Standards and new evaluation instruments for the 11 district
partnership region.
The First Years of Teaching Support Program will establish a New Teacher
Leadership Academy for a cohort of beginning teacher leaders from the
districts.
c. Costs
•
•
Each event and/or professional development session are estimated to cost
$50 per person. Sessions are anticipated to begin in the summer 2008 and
continue through the spring and summer of 2009. Based on received
requests at this point and preliminary scheduling, it is anticipated that the
Watson School will host 8 regional conferences this year for 100-150 people
at each totaling ($40,000 - $60,000).
The Teacher Leadership Academy will provide $100 stipends for 20
beginning teachers and 2 awards of $250 each for innovative classroom
and/or school initiatives each year.
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d. Funding sources
•
•
The Watson School of Education’s Office of Outreach Alliances and
Professional Development System budgets will be used augmented by selfsustaining nominal fees collected from participants to cover meals, participant
materials, instructor stipends for development and delivery. We will also work
with DPI and the NCPTSC to obtain their services and support to reduce
direct budget costs.
The Teacher Leadership Academy will be funded from the Outreach Alliances
reallocated budget and proceeds from the sale of an entrepreneurial game.
e. Accountability and timeline
•
•
Outreach Alliance Team
Outreach Alliance Team
4.3.3.2 New programs, initiatives and activities
•
•
•
•
•
The Watson School of Education engaged the New Teacher Center’s
researcher working with the Governor’s Initiative on Teacher’s Working
Conditions in presenting the survey results and engaging participants in
discussions of implications for their districts and schools. As a result, a
targeted effort in responding to Teacher Working Conditions data at sites
showing high need will be established.
The Watson School of Education will establish a Mentoring Program for New
School Administrators to benefit partnership districts.
UNCW has a collaborative effort between the Watson School of Education
and the Department of Social Work to establish a research and dissemination
initiative across campus focusing on improving academic achievement for
African-American Males.
A collaborative improvement effort to identify and assist high-priority and lowperforming schools in the region will be established with school partners, DPI,
and UNCW faculty.
A Regional Center for Improving Reaching Achievement will be established in
collaboration with the Watson School of Education, Hill Center, New Hanover
County Schools and Cape Fear Academy to address the reading
achievement of high-risk students and provide formal training on HillRap
methodology for pre-service and in-service teachers.
c. Cost
•
•
School / WSE teams – travel - $5,000 - use outreach dollars
The Mentoring Program for School Administrators will cost approximately
$80,000 to hire four mentors at $20,000 each. (no source identified)
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•
•
•
Dollars to establish center start up - $50,000 (no source identified)
Travel and planning teams - $7,000
Director, site preparation, materials, teacher - $250,000
b. Funding sources
•
•
•
•
•
The Teacher Working Conditions (TWG) Improvement Initiative will use refocused current travel and professional development dollars.
The Mentoring Program for School Administrators will need additional dollars.
The African-American Male initiative start-up costs will be need additional
funding.
Assistance to high-priority and low-performing schools will be funded from
Outreach Alliances and Professional Development System reallocated
budgets.
Funds for the Regional Center for Reading Achievement will be partially
absorbed by Watson School, New Hanover County Schools, Cape Fear
Academy with other costs funded by external grants and fees.
c. Assessment
•
•
•
•
•
Based on TWC data, targeted populations at various sites throughout the
service region will be identified with at least 2 beginning in fall 2008.
Evaluations by outside evaluator, participant, and supervisor evaluator.
Center established, director hired, and start up costs obtained.
Outreach Alliances as guide for WSE
Center established, personnel hired, and students enrolled.
d. Accountability and timeline
•
•
•
•
•
Log documented with student progress noted beginning spring 2009
Program established to begin summer 2009.
WSE and Social Work Department – begin academic year 2008-2009
Assistance and strategies noted with success notes cross-referenced
beginning spring 2009
Center planning in academic year 2008-2009
4.3.3.3 Administrative and policy changes
•
MOA with all parties involved for centers
4.3.3.4 Interdisciplinary and inter-institutional collaborations
•
Social Work, identified school districts, Cape Fear Academy, New Hanover
County Schools, and Hill Center
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4.3.4 UNC should leverage its expertise and increase collaborations with the
State Board of Education and Department of Public Instruction to lower
our state’s dropout rate and improve academic achievement in all North
Carolina public schools, especially those that are high-priority and lowperforming.
4.3.5 UNC should strengthen partnerships with the State Board of Education,
the N.C. Department of Public Instruction, the North Carolina Community
College System, and our state’s Independent Colleges and Universities to
develop a seamless educational continuum from pre-K through higher
education (“Birth-20”).
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D. ECONOMIC TRANSFORMATION AND COMMUNITY DEVELOPMENT
The UNC Tomorrow Commission found that “UNC should be more actively
engaged in enhancing the economic transformation and community development
of North Carolina’s regions and the state as a whole.” (Sec. 4.4)
4.4.1 UNC should increase its capacity and commitment to respond to and lead
economic transformation and community development.
4.4.1.1 Existing programs, initiatives and activities
•
MARBIONC
¾ MARBIONC discovers, develops and markets new products and
technologies derived from living organisms found in the sea. We
accomplish this by identifying niche markets, assembling optimal
teams and providing the necessary infrastructure to successfully
bring products to market. Other economic benefits include the
generation of a highly skilled workforce and the creation of new
businesses and selective funding of late-stage marine
biotechnology products and processes throughout the UNC system.
•
•
CORMP
¾ The University of North Carolina Wilmington’s Coastal Ocean
Research and Monitoring Program (CORMP) is a member of the
congressionally mandated Integrated Ocean Observing System
(IOOS). CORMP, primarily funded by NOAA, was established in
2000 as a research and monitoring program to address the IOOS
goals in the southeastern North Carolina coastal ocean. CORMP's
overall goal is to provide an interdisciplinary science-based
framework that supports sound public policy leading to wise coastal
use, sustainable fisheries and improved coastal ocean ecosystem
health.
Marine Science Economic Development
¾ Marine Science: 1) The marine sciences train students at the
undergraduate, MS and PhD levels. Students at all levels achieve
a high degree of expertise in scientific inquiry, a skill set necessary
to contribute to the workforce in academia, industry, government,
and private small companies; 2) faculty carry out extramural
research that addresses problems of local, regional, and national
importance; 3) discoveries made have applications to coastal
resource management, coastal observing, health, food, and energy.
The Center for Marine Science itself is an economic development
engine in the region; 4) intellectual property and facilities resources
provide fertile areas of collaboration for economic development
between university and private sector. Individual and collaborative
marine science programs frequently have outreach/economic
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development facets. CORMP and MARBIONC are two excellent
examples.
Business of Marine Biotechnology
¾ Program participants must have a PhD in a biotechnology-related
area and are expected to conduct research in marine science
laboratories (that have a marine biotechnology focus) at the
University while pursuing a professional MBA degree in the
University’s Cameron School of Business. The goal of this program
is to produce individuals with a solid science background as well as
the business skills needed to prosper in a modern competitive
business environment. Students in the MBA portion of the program
will master the core functions of business, develop analytical and
quantitative business skills, and study current and future business
issues through real world experiences with regional companies
involved in marine biotechnology. This is a funded element of the
MARBIONC program.
Aquaculture Program
¾ Aquaculture is the farming of aquatic organisms under controlled
conditions, primarily for the production of food. The Aquaculture
Program at UNCW utilizes UNCW’s strategic location in coastal
North Carolina and its Center for Marine Science to teach
environmental responsibility in conjunction with mariculture
technology development. The goals are to develop and transfer to
commercial users cost-effective, environmentally sound
technologies for marine food production and to mitigate depletion of
marine populations through commercial cultivation or stock
enhancement. The MARBIONC program assists in development of
technologies with spin-out or partnership potential, presently in the
area of black sea bass cultivation for the restaurant trade.
Technology Transfer
¾ The Office of Technology Transfer (OTT) at the University of North
Carolina Wilmington manages, protects and licenses to industry,
the intellectual property developed and created at UNCW, while
serving faculty, staff and students in all aspects of intellectual
property.
¾ Technology transfer is accomplished at UNCW through either of
two processes. Where sufficient, the OTT licenses its available
technology to interested commercial partners. When feasible, the
OTT can also employ a more direct commercialization process by
providing technology transfer services to the UNCW coastal
community. In these instances, UNCW participates in facilitating
the creation of a new development-stage entity based on its
technology. Overall, the guiding principle is to transfer researchderived technology into commercial use in a manner that: (1) is
consistent with UNCW’s dedication to scholarly practice, research,
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and creative activities; (2) demonstrates commitment to community
and regional service; (3) conforms to the highest ethical standards.
Geography, Geology & GIS
¾ Several Undergraduate internship programs, such in Geography
and Environmental Studies, provide UNCW students with
educational opportunities outside the classroom and laboratory;
connect faculty and students with private sector companies, nonprofits, and government agencies; and create jobs and employment
opportunities throughout southeastern North Carolina and the state.
For example, there are several small businesses in the UNCW
region that implement Geographic Information System technology
(such as Geofiny and Land Management Group) and rely on
UNCW interns to sustain their contractual obligations. The EVS
department places approximately 70 to 90 interns per year in local
and regional agencies.
Quality Enhancement of Nonprofit Organizations (QENO)
¾ The purpose of QENO is to improve the efficiency and
effectiveness of non-profit organizations and to increase
philanthropy in the Southeastern North Carolina. Quality
Enhancement for Nonprofits (QENO) is an initiative of the
University of North Carolina Wilmington, the Cape Fear Area United
Way, the Community Foundation of Southeastern NC,
Southeastern Alliance for Community Change, the Landfall
Foundation, the City of Wilmington, New Hanover County and Cape
Fear Memorial Foundation.
Obesity Prevention Initiative
¾ The Obesity Prevention Initiative is a complex health initiative to
establish services, advocacy, and education to prevent obesity.
Coordinates with more than thirty community organizations and
university faculty; develops and implements strategies to help
lower-income citizens improve nutrition and exercise; seeks and
applies for program/research funding; conducts interventions;
performs assessments of best practices and community needs; and
facilitates faculty research efforts on obesity.
Academy for Strategic Management
¾ The Academy for Strategic Management is offered by the Master of
Public Administration program and provides leadership and
management training for executives in the public and nonprofit
sectors throughout the region.
Educational/Curriculum Programs
¾ Master of Public Administration, Master of Criminology and Public
Sociology, Master of Social Work, and Public History Program
Cameron School of Business: Academic Programs
¾ A large majority of the more than 1,900 B.S. in Business
Administration majors are actively engaged in internships or other
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work or service to the community before graduation and become
valuable employees after graduation
¾ An undergraduate concentration in entrepreneurship with an
external advisory board
¾ Professional MBA program, including a “Business of Marine
Biotechnology” MBA concentration
¾ Highly successful MSA program, including nearly 35 students
completing a full semester at work internship per year with
professional accounting firms
¾ MS-CSIS program that is highly responsive to regional needs for
information systems/computer science applications
¾ International MBA with a concentration in international Finance that
links well to campus global priority, the state’s financial institutions,
the CIS financial markets rooms, and the BB&T student managed
investment fund (forthcoming $1 million fund)
¾ MBA Learning Alliance, MBA Practicums, numerous class projects
assisting business, etc., which help support local businesses
¾ A strong core of CSB faculty interested/involved in social and rural
economics
¾ Collaboration with the Watson School of Education in a new
doctoral program
¾ Collaboration with the Department of Political Science in the MPA
program
¾ Information Technology, Accountancy and Entrepreneurship
programs have advisory boards, with related programs for
respective professional persons.
Cameron School of Business: Cameron Executive Network
¾ The Cameron Executive Network is composed of nearly 150 mostly
more recently retired senior managers/professionals who give of
their time and knowledge to the CSB in support of student
mentoring, assistance with resumes, support of international
education programs and other support critical to sustaining overall
high quality of programs and service to students. There is a
potential role of CEN members becoming engaged in matters
supporting economic development.
Cameron School of Business: Center for Business and Economic Services
¾ The CBES has a 26-year history on the campus of the University of
North Carolina Wilmington. However, for all except the past two
years the CBES has focused on the provision of regional economic
analysis and forecasting and economic impact studies. Beginning
in 2006, the CBES expanded its programs to provide more
outreach and economic impact on the region.
¾ Regional Outreach / Impact
o CBES staff collects regular periodic data on various
measures of socioeconomic activity for 40 counties in
eastern North Carolina. There are currently some 140 time
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series data sets that are maintained. Requests for data and
interpretation and analysis come from numerous audiences
and groups. These recipients have included business
owners considering new and/or expanded operations in the
local area and public officials who are planning for
infrastructure investments.
o The CBES annually sponsors an Economic Outlook
Conference in October, in which regional and national
economic forecasts are presented, as well as in-depth
analyses of selected regional business sectors. The
conference draws approximately 250 attendees.
o The CBES senior economist also undertakes specialized
research and service projects and conducts press briefings
on the current state of the local economy and the short-term
and intermediate-term outlook. The results of the economic
impact studies that are conducted provide information to
local development groups to support applications for public
incentives to encourage these developments.
o The CBES staff work with their counterparts at Fayetteville
State University and UNC Pembroke to prepare annual
editions of a regional data book for North Carolina’s
Southeast (NCSE), one of the regional partnerships in the
State of North Carolina charged with fostering regional
economic development. NCSE uses these data in its
recruiting efforts in its 11-county service region.
o The CBES hosts the annual Procurement Summit
Conference, an activity of the Inclusion Coalition Board,
which attempts to provide economic information about
contract availability and processes to small and diverse
business entities in the region. The recent conference
attracted approximately 60 attendees.
o The CBES sponsors the annual Youth Entrepreneurship
Program which attracts inner-city underprivileged youth,
brings them to campus for one week in the summer and
attempts to foster entrepreneurial and professional training.
The program attracts approximately 50 students annually
and is well received by students and community leaders.
¾ Professional Business Consulting.
o The CBES currently sponsors a faculty team operating in an
unpaid consultancy to the North Carolina State Ports
Authority to develop a business forecasting model as well as
other activities. The CBES expects to further develop this
collaboration, possibly leading to some form of a joint
institute or center in support of supply-side management,
logistics, trade and the port.
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•
o Working with the Cameron Executive Advisory Council, the
CBES is establishing other strategies for consulting support,
possibly to focus on one business or sector annually.
¾ Professional Development/Education Activities
The CBES develops and offers professional development programs
to individuals and organizations within the region. Current
examples of offerings are the Entrepreneurship Seminar Series, the
Executive Business Certificate Program, and training for insurance
professionals, financial planning professionals, real estate
professionals, and project management professionals. These
offerings are expected to expand as we respond to the indicated
needs of the region.
¾ Fostering of Grant Activities
The CBES is expanding its activities to work with faculty who have
an interest in responding to grant opportunities within the region.
We are intent on providing as much logistical support as possible.
UNCW SBTDC
The specific results for the UNCW SBTDC (not inclusive of Boating Industry
Services) in 2007:
¾ Counseled 449 new clients
¾ Provided them with over 6100 hours of assistance (about 2700 of
those are from teams of MBA students).
¾ 90% of that time was spent with existing businesses.
¾ Training – served over 900
¾ Results for our clients –
o Created or retained over 300 jobs
o Obtained financing of over $8.6 million
o Increased sales by over $16 million
¾ In 21 years at UNCW
o Counseled over 8000 clients
o Provided over 57,000 hours of valuable – yet free-of-charge
counseling to them.
o Offered training to at least another 7000 people
o Served, with counseling or training events, over 15,000
a. Assessment methods
•
Marine Science Economic Development
¾ All undergraduate and graduate programs are continuously
assessed by faculty committees which assess curriculum and
individual student progress. Informal 5-year external review
committees provide feedback and precede formal state-mandated
reviews. Reports are provided following review, and academic
groups respond to review elements; 2) extramural research is
reviewed annually for a) dollars generated, b) publications arising
from research, c) discoveries made that generate IP or disclosures,
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d) copyrights and patents are cataloged, e) ongoing competitive
renewals are achieved; 3) consulting activities and modification of
policy decisions are two areas that measure effectiveness. The
increasing number of jobs in Marine Science is a quantitative
measure of success; 4) intellectual property generates agreements
for discovery development, as cataloged by Technology Transfer
office, including NDA, MDA, patent, and copyright agreements and
licensing revenue.
Business of Marine Biotechnology
¾ Applied learning products that integrate practical and theoretical
knowledge, increased regional collaborations around marine
biotechnology, improved marketing and development of
biotechnology products, formation of startup companies
Aquaculture Program
¾ Improved hatchery techniques, enhanced growout techniques,
formation of startup companies. Revenue from eggs, spawn, and
fingerlings that are sold to grow-out fish farmers is quantified.
Alternative uses of flounder hatchlings for biomedical research is
also a quantified product, both in number of institutions using said
model, and numbers purchased.
Quality Enhancement of Nonprofit Organizations (QENO)
¾ Improved efficiency and effectiveness of nonprofit organizations,
increased regional philanthropy, improved coordination among
nonprofit organizations
Obesity Prevention Initiative
¾ Reduce obesity in Southeastern North Carolina, improve
knowledge obesity prevention strategies, increased levels of
exercise
Academy for Strategic Management
¾ Improved government and nonprofit leader performance, reduced
reliance on external consultants, improved coordination among
governmental and nonprofit organizations
Education/Curriculum Programs
¾ Student graduation rates, placement success, engagement hours
of service
Cameron School of Business/Center for Business and Economic Services
¾ The impacts of these efforts are assessed from participant’s
evaluations of the services provided. The CBES also tracts “repeat
business” from those clients who request additional services. Grant
activities are evaluated by grant awards.
b. Improvements
•
Marine Science Economic Development
¾ Provide additional resources to permit increased pilot projects, core
resources to increase effectiveness of research programs, graduate
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student stipend support to augment research programs, research
laboratories to permit effective laboratory utilization, and on-site
housing to permit effective marine science collaboration up and
down the coast of North Carolina---both for teaching and research.
Coastal Carolina marine science institutions cannot increase
collaboration in research and teaching without quality short-term
accommodation.
• Community and Rural Development Group
¾ Increased dedicated/recurring appropriations
¾ Shared administrative support mechanisms
¾ Additional personnel dedicated to assessment and evaluation
• Cameron School of Business/Center for Business and Economic Services
¾ Complete the development of the web-based accessibility of the
periodic data on various measures of socioeconomic activity for 40
counties in eastern North Carolina
¾ Expand economic outlook conferences across state line to South
Carolina with joint conference(s) with Coastal Carolina University.
¾ Expand number of programs/courses and level of consulting
services designed for specific companies and/or
professional/managerial organizations. Costs will be covered by
fees.
¾ Expand number of participants in the Business of Marine
Biotechnology Program.
¾ Build upon the present faculty collaboration with the North Carolina
Port to establish a continuing institute (or equivalent) in support of
supply-side management, logistics, trade and the port.
¾ Develop and offer new programs and training opportunities for
users of the North Carolina Port
¾ Build upon the entrepreneurship concentration, advisory board and
current CBES entrepreneurial activities towards an
entrepreneurship center, Center for Entrepreneurship and
Emerging Ventures.
¾ Expand the Youth Entrepreneurship Program to additional summer
cohort groups.
c. Costs
•
Marine Science Economic Development
¾ Pilot projects:
Circa $100k salary and fringe, $50k graduate and undergraduate
student summer support, supplies and other support relative to
research $50k.
¾ Core Resources:
Common research equipment shared by groups $250k-$500k per
Core start-up, $75k annual maintenance for staff and minimal
supplies, and for maintenance service contract.
¾ Graduate stipends
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$25k per student x 10 students.
¾ Research laboratories:
Circa $400 per sq ft. 67k sq ft new research building to optimize
public/private marine biotechnology industry $29M.
¾ On-site housing:
Hurricane Katrina type small bungalows, each at $34k purchase
and $20k assembly. 12 estimated need. Incremental funding is
possible.
Cameron School of Business/Center for Business and Economic Services
(CSBES)
¾ Complete the development of the web-based accessibility of the
periodic data on various measures of socioeconomic activity for 40
counties in eastern North Carolina: $25,000.
¾ Expand economic outlook conferences across state line to South
Carolina with joint conference(s) with Coastal Carolina University.
Costs will be covered by sponsorships and registration fees
¾ Expand number of programs/courses and level of consulting
services designed for specific companies and/or
professional/managerial organizations. Costs will be covered by
fees
¾ Expand number of participants in the Business of Marine
Biotechnology Program. Minimum of $30,000 for support of faculty
per student
¾ Build upon the present faculty collaboration with the North Carolina
Port towards the future establishment of a continuing institute (or
equivalent) in support of the center. Minimum of $25,000 per year.
¾ Develop and offer new programs and training opportunities for
users of the North Carolina Port. Costs will be covered by fees.
¾ Build upon the entrepreneurship concentration, advisory board and
current CBES entrepreneurial activities towards an
entrepreneurship center, Center for Entrepreneurship and
Emerging Ventures.
¾ Expand the Youth Entrepreneurship Program to additional summer
cohort groups. $10,000 per cohort.
d. Funding sources
•
Marine Science Economic Development
¾ Pilot projects: lapsed salary, unfilled positions, existing categories
of state funding. Core Resources: lapsed salary, existing supplies
monies, university resources for laboratory renovation, minor
upgrades of utilities endowment potential for each Core. Graduate
Stipends: some existing lapsed salary, some F&A recovery, some
teaching fellowships, some Federal independent grant support, will
require some additional resources largely from endowment support
and from Federal training grants for specific program foci.
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Research Laboratories: some state funds for planning and
architecturals. Some Federal support for site development. Some
industrial and entrepreneurial funds for construction. Some DOT
funds for road upgrades from NCDOT. UNC Board of Governors
authorized securing loans to build building, not a bond issue
building. On-site housing for visitors. This will require new funds
from the state of North Carolina.
Community and Rural Development Group
¾ Improved coordination of administrative resources
¾ Additional non-state funds (grants/contracts)
Cameron School of Business/Center for Business and Economic Services
(CBES)
¾ Complete the development of the web-based accessibility of the
periodic data on various measures of socioeconomic activity for 40
counties in eastern North Carolina: $25,000. Additional non-state
funds (grants/contracts)
¾ Expand economic outlook conferences across state line to South
Carolina with joint conference(s) with Coastal Carolina University.
Costs will be covered by sponsorships and registration fees
¾ Expand number of programs/courses and level of consulting
services designed for specific companies and/or
professional/managerial organizations. Costs will be covered by
fees
¾ Expand number of participants in the Business of Marine
Biotechnology Program. Minimum of $30,000 for support of faculty
per student. Cost covered by tuition and fees and additional nonstate funds (grants/contracts)
¾ Build upon the present faculty collaboration with the North Carolina
Port towards the future establishment of a continuing institute (or
equivalent) in support of the center. Minimum of $25,000 per year.
Reallocation of CBES funds and additional non-state funds
(grants/contracts)
¾ Develop and offer new programs and training opportunities for
users of the North Carolina Port. Reallocation of CBES funds,
private grants and fee income.
¾ Build upon the entrepreneurship concentration, advisory board and
current CBES entrepreneurial activities towards an
entrepreneurship center, Center for Entrepreneurship and
Emerging Ventures.
¾ Expand the Youth Entrepreneurship Program to additional summer
cohort groups. $15,000 per cohort. Sponsorships and BB&T Morals
of Capitalism endowment.
4.4.1.2 New programs, initiatives and activities
•
Community Development – Academic Programs
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¾ COI for Marine Biotechnology
Center of Innovation in Marine Biotechnology, funded by the North
Carolina Biotechnology Center, will involve those institutions in NC
with a marine sciences program or having expertise in marine
related research. “Marine Biotechnology” is broadly defined to
include products or processes related to any marine endeavor,
including those technologies that might be peripheral (like ocean
technologies or physical devices. UNCW and Steve Fontana are
leading the project development and writing, together with Al Delia
in the Eastern Region. Invited program is funded at $100,000
presently, and with final approval to yield $2.5 million.
¾ The Center of Innovation (COI) will be designed to strategically
focus on innovation in and development of biotech dependent
industries and to enhance commercialization of research in those
areas through 1) public-private partnerships, 2) alliances among
multiple educational institutions, 3) commercial and economic
development, 4) innovation pipelines, and 5) alignment of new
resources. The present model is being developed around a
“coupled or bundled” technology base, arising from component
technologies presently available or to-be-developed for licensing
from UNC institutions.
•
CREST – UNCW’s Millennial “Campus for Research, Entrepreneurship,
Service & Teaching”
•
UNCW has designated three millennial campus sites within which to develop
activities that will contribute to the achievement of UNCW’s mission and
strategic plan, and the enhancement of the economic development of the
region through:
¾ Expanding the academic and research capacity of the university;
¾ Fostering creative research and entrepreneurial thinking;
¾ Developing new processes and products that will benefit the region,
the state and the global community;
¾ Creating opportunities for students to interact with business
partners in a real-world environment;
¾ Providing opportunities to develop new and creative funding
sources for academic and research activities; and
¾ Identifying economic development and workforce initiatives.
¾ The following elements will be pursued as initial program activities
within the millennial campus sites:
o Marine Science, Biology and Marine Biology:
Collaborative Initiative for Marine Biotechnology in North
Carolina (including UNCW, ECU, UNCCH, NCSU, ECSU,
Eastern Regional Office, NCBC)
o Chemistry and Biochemistry, Nursing, Biology and
Marine Biology, Sociology and Criminal Justice:
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Accredited Analytical Laboratory in Forensic Chemistry and
DNA Sequencing Laboratory
Multi-purpose Laboratory and Regulatory Agency Complex
o Health and Human Sciences, Nursing:
Health, Fitness, and Nutrition Center
•
Center for Geographic Information Science or Geospatial Technology
•
Marine Science Economic Development
¾ PhD in marine science, with specialties in coastal observing,
marine biotechnology, and oceans and human health. Center of
Innovation in Marine Biotechnology.
Community and Rural Development Group
¾ Southeastern North Carolina Food Systems Project
The project includes rural and urban counties for the purpose of
creating rural-urban linkages for knowledge and resource sharing
and for strengthening and expanding local and regional markets for
agricultural product sales. Partners include but are not limited to NC
Cooperative Extension Offices on the county level, local and
regional farmers markets, food banks, farmers, nonprofit and public
service providers, institutional buyers, local governments, and
institutions of higher education. Rising poverty and the massive
loss of manufacturing and agricultural jobs throughout the entire
rural Southeastern NC needs to be addressed. Twenty-four percent
of the population is African-American, 30 % of which live at the
poverty level. Farming serves only the export markets and tobacco
farming has declined significantly. The establishment of local and
regional food systems is a key to developing vibrant and
sustainable economies in Southeast NC.
•
¾ Institute for Memory Research
The premise of the IMR is to discover and mediate the biological,
chemical and cognitive processes involved in memory and memory
disorders and translate these discoveries into new technologies to
aid the wider community and to provide research training to
students and professionals. The proposed Institute has the
potential to be self sufficient in a short time and could be the
beginning of an important national contribution to the understanding
and treatment of Alzheimer’s Dementia and other memory related
disorders. The IMR has the potential to have a significant positive
impact on the economic development of the state of North Carolina.
The highly skilled students coming out of the IMR will 1) provide the
human resources required by the technical firms already present in
the region (e.g., PPD, AAI, etc.), and 2) attract new technical firms
to the region. The IMR’s focus on transferring discoveries into
patentable technologies (including biochemical interventions,
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technologies that enhance research productivity, technologies that
enhance the quality of life of those living with memory loss, among
others) has the potential to 1) enhance existing industries, (2)
create new industries, and 3) reduce the financial impact of
memory loss on the federal budget.
¾ Center for Civic Engagement and Policy Studies
The Center is dedicated to helping the civic community in the Cape
Fear Region develop better public policy through innovative
engagement strategies; developing data bases and tracking
systems to monitor and assess the critical demographic, economic,
social, and environmental changes in the region; and identifying
and disseminating "best practices" to the governmental and
nonprofit sectors as needed. The Center will be dedicated to
engaging UNCW faculty and students across disciplines with
community stakeholders to address pressing public policy
challenges facing the region.
¾ Educational/Curriculum Programs
UNCW is collaborating with North Carolina State University to
establish a Restoration Design Studio in Wilmington. The effort will
link UNCW's programs in public history, public policy, and historical
preservation with NCSU's programs in architecture toward the goal
of preserving and adapting older buildings and creating sustainable
designs in the context of the social interactions between people
in neighborhoods and cities.
•
Cameron School of Business/Center for Business and Economic Services
¾ Establish the Center for Entrepreneurship and Emerging Ventures.
The new center would be housed under the CBES. It would
o
Build upon the entrepreneurship concentration, advisory board
and current CBES entrepreneurial activities.
o Become catalyst for Southeast NC for entrepreneurship &
emerging ventures forums, networking & programs (successor
to Coastal Entrepreneurial Council and regional office of Council
for Entrepreneurial Development).
o Partner with CMS, CREST, Film Production & Research Center,
SBTDC, and external partners to help focus and leverage
entrepreneurship/emerging ventures.
¾ Provide leadership for entrepreneurship across the curriculum at
UNCW.
¾ Oversee and further develop the Business of Marine Biotechnology
Program
¾ Expand the Youth Entrepreneurship Program to adjacent counties.
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o Expand economic data base to whole state. The present CBES
economic data base includes periodic data on various measures
of socioeconomic activity for 40 counties in eastern North
Carolina. This data base will soon become web-based available
to any user. The CBES proposes to complete the remaining 60
counties in North Carolina to have the most uniform, complete
economic data base in the state available to any user.
o Expand the North Carolina Port initiative/possible institute or
center. The CBES presently has a five-person faculty team
operating in an unpaid consultancy to the North Carolina State
Ports Authority to develop a business forecasting model as well
as other activities. The CBES plans to further develop this
collaboration, possibly leading to a joint institute or center with
the Port, to support both its present and expected expanded
mission with the new major port facility. The expected institute
or center will focus on supply-side management, logistics,
international trade and other business issues related to Port
business for the Port and its clients. Longer term it is expected
that such an institute or center could provide lead collaboration
to other UNC centers/institutes and/or governmental agencies
focused on international trade.
o Establish logistics/supply side management concentration under
the B.S. in Business Administration degree. An undergraduate
business degree with focus in logistics/supply side management
is critical to help meet the expected high demand for such
professional persons in support of business/trade with the
proposed new North Carolina Port in Brunswick County.
o With the Department of Computer Science, establish a new
Information Technology major. Such a major is needed in the
region to better serve demand of students and needs of region.
o Longer term: MBA with a concentration in logistics/supply side
management and/or separate MS in Logistics degree. Such a
program is needed in the region to better serve demand of
students and needs of region.
a. Cost
•
Community and Rural Development Group
¾ Southeastern North Carolina Food Systems Project
$130,000/annually (federal and Golden Leaf proposals)
¾ Institute for Memory Research
$225,000/annually
¾ Center for Civic Engagement and Policy Studies
$175/annually
¾ Educational/Curriculum Programs
n/a
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•
Cameron School of Business/Center for Business and Economic Services
(CBES)
¾ Establish the Center for Entrepreneurship and Emerging Ventures
(CEEV)
o $25,000 minimum to begin
o $50,000 minimum annually to sustain
o Assignment of existing CMS/CSB faculty position to CEEV
¾ Expand economic data base to entire state
o $75,000 one-time
o $25,000 minimum per year to sustain
¾ Expand the North Carolina Port initiative/possible institute or center
o $75,000 minimum one-time to begin
o $40,000 minimum per year to begin to sustain
¾ Establish logistics/supply side management concentration under
the B.S. in Business Administration degree.
o To begin, two business faculty lines ($115,000 each)
o $25,000 to help re-tool existing business faculty persons
¾ With the Department of Computer Science, establish a new
Information Technology major.
o To begin, two faculty lines ($115,000 each): computer
science/IS
o $25,000 to help re-tool existing business faculty persons
¾ Longer term: MBA with a concentration in logistics/supply side
management and/or separate MS in Logistics degree.
o To begin, two business faculty lines ($115,000 each)
o $25,000 to help re-tool existing business faculty persons
b. Funding sources
•
•
Community and Rural Development Group
¾ Increased use of shared/common administrative structures
¾ Additional non-state funding (grants/contracts)
Cameron School of Business/Center for Business and Economic Services
(CBES)
¾ Establish the Center for Entrepreneurship and Emerging Ventures
(CEEV).
Multiple funding sources, including: new and re-prioritized funding;
public-private investment; industry-specific investment; program
fees.
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¾
¾
¾
¾
¾
Assign existing funded faculty/staff line between CMS/CSB to
CEEV.
Expand economic data base to entire state.
Multiple funding sources, including: new and re-prioritized funding;
public-private investment; industry-specific investment.
Expand the North Carolina Port initiative/possible institute or center.
Multiple funding sources, including: new and re-prioritized funding;
public-private investment; industry-specific investment. Potential
program fees.
Establish logistics/supply side management concentration under
the B.S. in Business Administration degree.
New and re-prioritized funding.
With the Department of Computer Science, establish a new
Information Technology major.
New and re-prioritized funding.
Longer term: MBA with a concentration in logistics/supply side
management and/or separate MS in Logistics degree.
New and re-prioritized funding. Fee revenue.
c. Assessment
•
•
Community and Rural Development Group
¾ Southeastern North Carolina Food Systems Project
Increased local and regional markets for local agricultural products,
increased number of sustainable local agricultural cooperatives,
and increased use of local and regional markets.
¾ Institute for Memory Research
Provide the human resources required by the technical firms
already present in the region (e.g., PPD, AAI, etc.), attract new
technical firms to the region, and mitigate memory loss.
¾ Center for Civic Engagement and Policy Studies
Increased faculty and student involvement in applied research
projects, developing better public policy through innovative
engagement strategies; creation of data bases and tracking
systems to monitor and assess the critical demographic, economic,
social, and environmental changes in the region; and identifying
and disseminating "best practices" to the governmental and
nonprofit sectors as needed.
¾ Educational/Curriculum Programs
Preservation and adaptation of older buildings, adoption of
sustainable designs for neighborhoods
Cameron School of Business/Center for Business and Economic Services
¾ Establish the Center for Entrepreneurship and Emerging Ventures
(CEEV).
o Offer, satisfaction of attendees of entrepreneurship &
emerging ventures forums, networking & programs.
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¾
¾
¾
¾
¾
o Increased faculty and student involvement in applied
research projects.
o Value-added show by survey from work with CMS, CREST,
Film Production & Research Center, etc. and external
partners to help focus and leverage
entrepreneurship/emerging ventures.
o Establishment of entrepreneurship across the curriculum at
UNCW, strong enrollments.
o The Business of Marine Biotechnology Program larger in
enrollment, satisfaction with program continues to be strong.
o Youth Entrepreneurship Program expanded through region,
strong user feedback.
Expand economic data base to entire state.
o Availability of economic data to all users, satisfaction of
users.
Expand the North Carolina Port initiative/possible institute or center.
o Availability of new and additional services to North Carolina
Port and its users, satisfaction of Port and users.
Establish logistics/supply side management concentration under
the B.S. in Business Administration degree.
o Availability of new concentration, capabilities of new
graduates and satisfaction of employers.
With the Department of Computer Science, establish a new
Information Technology major.
o Availability of new concentration, capabilities of new
graduates and satisfaction of employers.
Longer term: MBA with a concentration in logistics/supply side
management and/or separate MS in Logistics degree.
o Availability of new program, capabilities of new graduates
and satisfaction of employers.
4.4.1.3 Administrative and policy changes
l. Marine Biotechnology
¾ Senior Technology Development Officer : As MARBIONC
develops, the university will need to develop new mechanisms to
deal with optimizing intellectual property, with business/university
relationships and documentation, and with facilities development.
This should be developed to augment and not duplicate individual
university tech transfer.
• Community Development – Academic Programs
¾ Economic Development Officer and Council
As UNCW has increased its engagement in regional economic
development activities, the university has established an economic
development council to coordinate the various initiatives across the
campus. Initially the council was convened by an assistant vice
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chancellor for public service and continuing studies, but this was a
time-limited position that is now vacant.
UNCW is now in the process of formulating a job description for an
economic development officer who will be the primary liaison for the
campus on the various economic development committees and
bodies in the state. This individual may also oversee the
construction and operation of CREST, UNCW’s millennial campus.
¾ UNCW Research Corporation
To facilitate many of the technology transfer activities and the
receipt of corporate and private foundation grants and contracts,
UNCW has begun the process of moving our Research I, LLC out
from the UNCW Corporation and establishing it as a separate
501(c)(3) and 509 (a) supporting entity.
•
•
Community and Rural Development Group
¾ Recognition of community and rural development in RTP process
¾ Flexible wage scales to allow for increased base salary from
grants/contracts
Cameron School of Business/Center for Business and Economic Services
(CBES)
¾ Flexible wage scales to allow for increased base salary from
grants/contracts/fees.
4.4.1.4 Interdisciplinary and inter-institutional collaborations
•
Community Development – Academic Programs
(See the COI for Marine Biotechnology above)
¾ Faculty from UNCW, ECU, UNCC, and UNCG are already
collaborating on various grant proposals and professional service,
such as planning for the NC GIS conferences that are held every
other year (the next is 2009) and attract 4,000 GIS practitioners
from across NC and the US.
4.4.2 UNC should focus specific effort in meeting the needs of rural and
underserved areas of the state.
4.4.2.1 Existing programs, initiatives and activities
•
UNCW and other campuses, with funding from the North Carolina Geological
Survey, have conducted many mapping projects in rural parts of the state as
well as stratigraphic and coastal geological investigations in various remote
locations. Publications of these results to various planning agencies may
lead to resource management and future ecotourism and sustainable
development.
4.4.2.4 Interdisciplinary and inter-institutional collaborations
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•
•
Existing collaborations (discussed in 4.4.2.1)
¾ The Center for Business and Economic Services staff work with
their counterparts at Fayetteville State University and UNC
Pembroke to prepare annual editions of a regional data book for
North Carolina’s Southeast (NCSE), one of the regional
partnerships in the State of North Carolina charged with fostering
regional economic development. NCSE uses these data in its
recruiting efforts in its 11-county service region.
Proposed collaborations (discussed in 4.4.2.2).
¾ Center for Entrepreneurship and Emerging Ventures (CEEV).
¾ Expand economic data base to entire state.
¾ Expand the North Carolina Port initiative/possible institute or center.
4.4.3 UNC should seek to align appropriate campus programs with the
strategic economic plans (including sector and cluster plans) of their
regions and the state, recognizing the unique differences and challenges
of our state’s economic and geographic regions.
4.4.3.1 Existing programs, initiatives and activities
•
Targeted Academic Programs:
¾ On-line Corporate MS Chemistry Program
The Department of Chemistry & Biochemistry began a program in
2000 with a potential economic impact to North Carolina. The initial
industrial partner was aaiPharma, a local pharmaceutical services
company. They contributed $4000 per student to UNCW to provide
for their employees’ tuition, books, parking and all of the other
expenses associated with this program. We taught courses both at
UNCW and at aaiPharma, and their students worked on research
projects here on campus, often with aaiPharma scientists on their
committees. Of the twenty or so who began that program in 2000,
about half have successfully completed their degrees, and four still
remain.
¾ The current program is a true distance learning program. There are
at least four companies involved: Wyeth, Eisai, Metrix and PPD.
Students do their research on-site, under the supervision of a
senior scientist at the company. We have developed eight fully online graduate courses to serve these students, and currently have
about 20 in the program, including 7 or so PPD students who are
located in Richmond VA and Madison, WI. With the exception of
the PPD students, the distance learning graduate students pay
either in-state or out-of-state tuition.
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¾ There is more information at
http://www.uncw.edu/chem/DMS/#index
•
Professional Master’s Programs
¾ In AY 2003-04 UNCW engaged in the promotion and development
of professional master’s degrees. A number of the programs above
were supported in their planning and implementation by grants from
the Council of Graduate Schools in association with the Sloan and
the Ford Foundations, and from UNC-GA in association with the
Sloan Foundation. Seven programs were proposed for the Council
of Graduate Schools initiatives with the Sloan and Ford
Foundations for professional science (PSM) and professional social
sciences and humanities (PSSHM) master’s degree planning.
UNCW submitted applications to CGS for planning 2 PSM and 5
PSSHM programs. We received funding to plan six of these: two
PSM programs – a M.S. in computer science and information
systems and an applied statistics option for the M.S. in
mathematics, and four PSSHM programs – an applied behavioral
analysis option for the M.A. in psychology, a M.S. in environmental
studies, a M.A. in criminology and public sociology, and a M.A. in
gerontology. UNCW submitted, and was funded for, more of these
grants than any other university in the country.
¾ In AY 2004-05, UNCW received funding for implementation grants
for four programs: MSCSIS, M.A. in Applied Gerontology, M.A. in
criminology and public sociology, and a concentration in applied
behavioral analysis in the M.A. in psychology. Again, UNCW
received more of these grants than any other university in the
country. In AY 2006-07 we received an additional grant from UNCGA and the Sloan Foundation for implementation of the M.A. in
environmental studies, and in AY 2007-08 for implementing the
M.S. in coastal and ocean policy.
¾ All of these programs were developed in consultation with advisory
boards comprised of the target employers. Consequently, these
programs are designed to meet the workforce needs of the region
and state.
¾ In addition, the Geology Master’s Program enables students to
pursue either a thesis option as well as a professional, non-thesis,
track which is tailored to professional certification. Graduates work
in North Carolina for both state agencies and private sector firms.
•
“Business of Marine Biotechnology”
¾ The Center for Marine Science at the University of North Carolina
Wilmington seven research fellowships in marine biotechnology.
Candidates must have a PhD in a biotechnology-related area and
are expected to conduct research in marine science laboratories at
the University while pursuing a professional MBA degree in the
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University’s Cameron School of Business. The goal of this 24
month program is to produce individuals with a solid science
background as well as the business skills needed to prosper in a
modern competitive business environment. Students in the MBA
portion of the program will master the core functions of business,
develop analytical and quantitative business skills, and study
current and future business issues through real world experiences
with regional companies involved in marine biotechnology.
¾ B.S. in Clinical Research
Wilmington has become a center for clinical research organizations
(CROs). To meet the needs of these companies and to provide an
incentive to other CROs to locate in SE North Carolina, UNCW has
implemented a program to train professionals for careers in clinical
research.
¾ This undergraduate program prepares health science professionals
to participate in the science and business of developing health care
products and protocols, from discovery to market and human
utilization. This four year undergraduate program includes a
didactic curriculum and a mentored experience or internship in
clinical research during the senior year. The program is designed to
provide competency in methodologies, including protocol
development and regulatory compliance; data collection, analysis
and synthesis derived from human-oriented research; research
ethics; assessment and evaluation of the safety and efficacy of
investigational products; application of knowledge and skills to
clinical situations; oral and written scientific presentation; and
collaborative team membership. All CLR courses are online or web
enhanced.
¾ B.A. in Film Studies
EUE Screen Gems Ltd. is the largest full service motion picture
facility in the U.S. east of California. Over its 20 year history,
Screen Gems has been the home of over 300 film, television and
commercial productions. The studio and its ancillary industries
have made a major economic impact on the region. UNCW has
developed a film studies program that provides internship
opportunities for students and supports the film industry.
Drawing upon the expertise of department faculty, filmmaking
professionals, and scholars and filmmakers in other departments in
the College of Arts and Sciences and the Cameron School of
Business, the Film Studies Department offers a variety of courses
in the art, history, production and business of film.
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¾ GIS Training
The undergraduate Geographic Information Science certificate
program is very active and has produced students with 100% job
placement. Most of the UNCW GISci graduates work in NC either
in the public or private sectors, although some are now employed
by large International corporations such as Environmental Systems
Research Institute (ESRI).
¾ B.S. in Business Administration
The Cameron School of Business offers a BS in Business
Administration with ten concentrations and over 1,900 students.
Students are active in internships, group projects and other service
learning activities in the region. Each year nearly 600 graduates
become available to serve employers in the region.
¾ Professional MBA
The Cameron School of Business offers a Professional MBA
primarily of service to the region that includes a “Business of
Marine Biotechnology” MBA concentration.
¾ International MBA
The Cameron School of Business offers a joint International MBA
with five other universities in Europe. The focus of the UNCW
International MBA program is international finance, in keeping with
the strong financial focus of the State of North Carolina.
¾ MS-CSIS
The Information Systems and Operations Management
Department, of the Cameron School of Business, and the
Computer Science Department, of the College of Arts and
Sciences, created the joint MS-Computer Systems and Information
Systems program in response to demand and need of employers
within Southeast North Carolina.
¾ MSA
The Master of Science in Accountancy program graduates
approximately 60 students per year to work for public accounting
firms, governmental organizations and private industry throughout
Southeast United States.
a. Costs
•
On-line Corporate MS Chemistry Program:
The department needs to receive $500 per credit hour taken by them, to
be put in a fund we can use for graduate tuitions and scholarships. If we
are to expand beyond 20 (and there appears to be significant demand),
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we need an additional faculty line as well. We are also exploring ways to
attract students who may not work for a cooperating employer, including
teachers seeking an MS in chemistry. Successful expansion and
implementation requires a model that fairly compensates the department.
4.4.3.2 New programs, initiatives and activities
¾
¾
¾
¾
¾
¾
¾
M.S. in Biopharmaceutical Clinical Research
M.F.A. in Film Studies
M.S. in Logistics
M.S. in Coastal & Ocean Policy
M.S. in Geographic Information Science or Geospatial Technology
B.S. in Business Administration (logistics concentration).
B.S. in Information Technology.
4.4.3.4 Interdisciplinary and inter-institutional collaborations
•
Meeting the Engineering Education Needs of Southeastern NC
One of the overarching requests heard at the Wilmington community
listening session for UNC Tomorrow was that UNCW meet the need for
engineering education in the area. General Electric, among other
industrial concerns, sought a local venue for training their workforce.
•
UNCW is working to establish a joint degree baccalaureate engineering
program with North Carolina State University. UNCW students will earn their
engineering degrees entirely at UNCW, with UNCW providing basic studies
and some major courses using UNCW faculty and resources. NC State will
provide special upper division courses for the majors using distance
technologies. UNCW is currently evaluating the needs of regional business to
determine the fields of engineering to be offered through this program.
4.4.4 UNC should promote the arts and cultural enrichment in all regions of the
state.
4.4.4.1 Existing programs, initiatives and activities
•
Arts and Cultural Initiatives
¾ UNCW has implemented a multi-layered, interdepartmental and
institutionally comprehensive strategy to utilize its own artistic and
infrastructure support resources in order to play a dynamic
leadership role in the artistic and cultural enrichment of its service
region. The key players in this strategy implementation include:
¾ Office of Cultural Arts
o generates and coordinates partnership and outreach
activities with regional and statewide arts entities, e.g.,
Carolina Ballet, Chamber Music Wilmington, Cape Fear
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UNC Tomorrow Response Phase I Report
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¾
¾
¾
¾
¾
Jazz, Cameron Art Museum, Wilmington Symphony, Alban
Elved Dance Ensemble, WHQR-FM (public radio), N.C.
Symphony and the N.C. Arts Council.
o established Wilmington as the summer home of the Carolina
Ballet, providing professional training and performance
opportunities of national stature to young dancers from the
region and state.
o generates ongoing schedule of special events, e.g.,
Holocaust Days of Remembrance, bringing international
artists and musicians to campus and community.
o works in close collaboration with the Watson School of
Education, the N.C Arts Council and the region’s public
schools in planning and implementing educational outreach
strategies and activities: UNCW Opera Outreach Project,
Young People’s Chamber Theatre, Voice of the Whale,
Langston Hughes Project, Theatre Arts for Youth,
Wilmington Symphony Youth Orchestra, Holocaust
Remembrance Teachers Workshops, etc.
UNCW Presents
o student fees-funded lecture and performing arts series
providing diverse opportunities for cultural enrichment
through the arts. Many are free and open to the public,
including pre-or post-performance discussions, master
classes, workshops, and lecture/demonstrations.
UNCW Art & Art History
o hosts regular faculty and guest artist-in-residence exhibitions
and lectures open to the community and region.
UNCW Department of Music
o produces over 90 concerts per year in a wide range of
musical genre open to the public at either no admission or a
nominal ticket fee. The department provides significant
faculty and facility support for the Wilmington Symphony
Orchestra.
UNCW Creative Writing
o provides frequent opportunity for regional involvement with
the annual Creative Writer’s Retreat, Writers in Action
(school outreach) program, UNCW Writers Week (bringing
nationally-acclaimed authors to campus and community),
and on-going schedule of public readings and lectures by
published and emerging authors.
UNCW Film Studies
o through the its Cinema Nouveau, Moviemakers and Scholars
series, Scene First Festival and its integral involvement with
Wilmington’s Screen Gems Studios and the Cucalorus Film
Festival, Film Studies plays a significant role in the region’s
re-energized film industry and related activities, providing
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UNC Tomorrow Response Phase I Report
139
showcase opportunities for both beginning and established
filmmakers as well as interactive opportunities for a regional
audience.
¾ Public Service and Continuing Studies
o provides to the entire region in-depth arts and cultural
learning and enrichment opportunities for the adult
community through the Osher Lifelong Learning Institute,
including Mid-Winter Weekend seminars, Plato Society
seminars, Summer Nights Under the Stars, Sunday Brunch
and Music series.
a. Assessment methods
•
Arts and Cultural Initiatives
¾ Effectiveness is assessed via (1) ticket sales, audience data,
numbers of formally enrolled participants, percentage of public
school educators and students participating in outreach activities;
and (2) arts economic impact data from regional Chambers of
Commerce and the N.C. Arts Council.
4.4.4.2 New programs, initiatives and activities
•
Arts and Cultural Initiatives
¾ Arts in Education Outreach Initiative
o The successful effort to develop substantive cultural
enrichment and community arts involvement must be longterm in its impact. Thus, that effort must be integral to the K12 curricular structure. However, the budgetary realities for
local public schools, particularly within historically
underserved counties, create budget priorities for the arts
which range from the lowest to the non-existent.
o To meet this specific need in these specific underserved
areas of the institution’s service area, the UNCW Office of
Cultural Arts proposes the establishment of a formal, ongoing, program-specific, curriculum-based Arts in Education
Outreach Initiative, to be developed jointly with the Watson
School of Education and the North Carolina Arts Council, to
be administered jointly with UNCW Public Service and
Continuing Studies, and to be targeted to the K-12 needs of
Bladen, Brunswick, Columbus, Duplin, Onslow and Pender
counties. Building on the highly-successful initiatives
undertaken informally in the last three years, this expanded
program will provide hands-on teacher training and student
interaction opportunities in the state-of-the-art educational
and cultural arts performance facilities on the UNCW
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UNC Tomorrow Response Phase I Report
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campus, as well as directly in the public schools located in
the university’s service region.
o Arts in Education Outreach will focus on the visual, literary
and performing arts with a particular emphasis on North
Carolina performers/artists and cultural traditions, with
curricular tools and live performances designed to equip
educators with effective strategies for developing
involvement, awareness and direct participation in a broad
spectrum of arts activities. Utilizing its faculty, facility and
infrastructure resources, UNCW will partner with local public
school educators in creating long-term opportunities for
creative and artistic development---an endeavor of vital
importance to the quality of life and cultural enrichment in
our historically underserved communities.
¾ A film production and research center
o For decades southeastern North Carolina has had a close
and symbiotic relationship with the film industry, and the
industry’s current re-energized activity has had
demonstrable economic impact in the region. Building on this
dynamic relationship, the UNCW Office of Cultural Arts and
the UNCW Department of Film Studies propose the creation
of a film production and research center utilizing (1) state-ofthe-art digital production and distribution capability; (2)
regionally-based production crew resources; and (3) the
university’s creative, scholarly, and entrepreneurial
expertise.
o With the university’s recent acquisition of a former
commercial cinema complex, there is already in place an
ideal physical site for the creation of an entrepreneurial
enterprise involving state-of-the-art, high-definition digital film
production, screening and distribution, as well as archival
and research capabilities. Future plans for this site include
the addition of two sound stages (for simultaneous multiple
production capability), digital editing studios, festival
screening research and archive capabilities. The renovation
and equipment costs for the facility would be partially funded
through this proposal, with a significant portion of those
costs provided through private partnerships. The University
has already made a sizable financial commitment to the
structure and its potential.
o Such a center provides the opportunity to build a thriving,
long-term indigenous film industry in the region and state
which, while working in close coordination with one of the
nation’s prestigious film and television studios (Screen
Gems) in Wilmington, will not be tied to the economic
variables of Hollywood or New York. This initiative
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UNC Tomorrow Response Phase I Report
141
represents a public-private endeavor with a potent and farreaching economic impact of regional and statewide
significance---a unique opportunity for UNCW to partner its
faculty, infrastructure and entrepreneurial resources, and
consequently to effect a demonstrable transformation of the
cultural, skilled employment, tourism/hospitality and housing
economic indices for the entire region and state.
a. Cost
•
Arts and Cultural Initiatives
¾ Arts in Education Outreach Initiative
$136,000 [additional staffing/administrative support]
$ 82,300 [publications, artist fees, material, travel,
miscellaneous]
¾ National Independent Film Production Center
Total costs are difficult to specify given the variables involved, but
are projected to range from $2-2.5 million. [It should be noted that
UNCW has preliminarily invested over $50,500 in the pre-design
phase of a potential site (Oleander Drive) housing a proposed
Independent Film Production Center].
b. Funding sources
•
Arts and Cultural Initiatives
¾ Arts in Education Outreach Initiative
New and re-prioritized funding sources
¾ National Independent Film Production Center
Multiple funding sources, including: new and re-prioritized funding;
public-private investment; industry-specific investment.
c. Assessment
•
Arts and Cultural Initiatives
¾ Arts in Education Outreach Initiative
Regional educator and student participation; formal survey process
via N.C. Arts Council and Watson School of Education
¾ National Independent Film Production Center
Film production distribution; tracked economic impact on service
region.
d. Accountability and timeline
• Arts and Cultural Initiatives
¾ Arts in Education Outreach Initiative
Time line: 4-6 months
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¾ National Independent Film Production Center
Time line: 12-16 months
Program
Cost
Arts in Education
Outreach
$218,300
National Independent
Film Production Center
$2-2.5
million
Funding
sources
New and
reprioritized
Multiple
Assessment methods
Accountability
Regional educator and
student participation; formal
survey process via N.C.
Arts Council and Watson
School of Education
Film production/distribution;
regional economic indices
UNCW Office
of Cultural
Arts
UNCW Film
Studies
4.4.5 UNC should facilitate inclusive discussions on important community
issues.
New and existing programs to communicate faculty expertise on important
community issues to broader audiences are treated under Recommendation
4.7.1 in Section G of this report. An examination of the faculty reward system
with respect to involvement in important community issues will be addressed in
Response Phase II.
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143
E. HEALTH
The UNC Tomorrow Commission found that “UNC should lead in improving the
health and wellness of all people and communities in our state.” (Sec. 4.5)
The UNC Tomorrow Commission report concludes that the UNC campuses must
“lead in improving the health and wellness of all people and communities in our
state” (4.5.1). This finding is based upon a concern that the economic and
demographic trends in the state and region are getting ahead of the university’s
ability to respond. The state population is growing rapidly, and diversifying in
ethnicity, age and income. The economy has shifted from textiles, tobacco, and
furniture to a “new economy” of healthcare, education, finance, technology, and
research. In Wilmington and the surrounding area, this has meant a dramatic
influx of higher-income, but aging, immigrants combined with the decline of
traditional economy in the inland counties, and rapid increase in the service
workforce, including those areas like construction and residential services that
employ large numbers of Hispanic residents. The result is dramatic growth in
demand for health services in the context of widely differentiated health needs
and consumption ability among an increasingly diverse population of the region.
As the UNCW Task Force on the Future of Health Programs noted in its recent
report:
•
There were more than 328,000 people employed in the health sector in
North Carolina in 2000, 8.5% of North Carolina’s total workforce. North
Carolina ranked 26th among the states in per capita health services
employment.
•
Health services in North Carolina account for some $60 billion or 18% of
the total state product.
•
There are 125 hospitals and more than 18,000 physicians, 80,000
registered nurses, 20,000 LPN’s, 3,000 Nurse Practitioners, 16,900 social
workers (7,400 of these in mental health and medical social services).
•
There are 924 psychiatrists, 3,200 psychologists, and 6,000 social
workers in North Carolina working in mental health. This was equal in
2000 to 10.9 psychiatrists, 36.4 psychologists, and 165.4 social workers
per 100,000 population. North Carolina ranked 20th among states in
psychiatrists per capita, 22nd among states in psychologists per capita,
and 25th among states in social workers per capita.
•
In the immediate region of UNCW nearly 20% of the total workforce is
employed in health-related services.
•
Health services employment in North Carolina grew 81% between 1988
and 2000, while the state’s population grew by 25%, resulting in a net per
capita growth of 45% in health services sector employment. This was
more than twice the national rate of net per capita growth.
University of North Carolina Wilmington
UNC Tomorrow Response Phase I Report
144
•
The total population of North Carolina is projected to grow 13% between
2000 and 2020, while the population 65 and over is projected to grow 76%
between 2000 and 2020.
With the growth and change in population and in the health service sector has
come a demand for healthcare professionals that the university has not been
able to fill. Estimates are that by the year 2014, North Carolina will need 41,000
more nursing professionals and 3,300 more social workers in mental health.
Comparable shortages exist across the allied health professional spectrum.
Complicating the matter is that those health professional graduates tend to be
concentrated in the expanding metro areas of the state leaving much of the “old”
NC behind. UNC Tomorrow survey respondents ranked “providing improved
access to health care” as the second most important challenge facing their
communities. Fifty-three percent indicated that UNC could have the greatest
impact on their community by increasing its resources and efforts to provide
health professional education, medical care or health care service supports.
The disparities in health services and access interact with disparities of income,
education, and housing to produce wide variations in health indicators within the
UNCW region. For example the Infant Mortality Rate in New Hanover County is
4.7 per thousand, less than half the rate in Robeson and Columbus counties and
the Teen Pregnancy Rate in New Hanover is 29.9 compared to the 59.9 per
thousand in Robeson and an equally high rate in Columbus. Demographic shifts
at both ends of the age and income spectrum, with a substantial increase in
Hispanic residents (many of them children), contribute to these dramatic
disparities. Southeastern NC counties typically have a higher percentage of
African Americans than is typical state wide and a major presence of Native
Americans. Because these populations are more likely to live in poverty and less
likely to have health insurance, it poses a significant planning, access and
service delivery challenge. Infant mortality (15.5 deaths per 1,000), homicide,
obesity, cancer, heart disease, cerebro-vascular disease and diabetes rates are
consistently higher among lower income, non-white populations. In addition as
the population in southeastern North Carolina grows and becomes older, chronic
illnesses also will increase.
The consequences for UNCW are profound and will require expansion and
reconfiguration of degree programs, research foci, and community and public
service linkages. The development of UNCW as a center for health professional
education, research, dissemination of knowledge, and professional and service
system support is essential to this reconfiguration. UNCW Chancellor DePaolo
has challenged the faculty and administrative leadership of the university to “align
existing programs to help reduce the growing gap between the demand and
supply of health care professionals in the region, evaluate and invigorate the
university’s ability to address professional renewal needs and prepare the
university to plan new preparation and service support models for the future.”
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UNCW proposes to respond to the UNC Tomorrow mandate by reconfiguring its
existing health professional degree programs into a new College of Health and
Human Services (CHHS) creating a new mechanism to link and focus its health
related research, professional continuing education, health knowledge
dissemination, and application. The new College is dedicated to addressing the
healthcare needs of the state and region. The College comprised of the existing
units of the School of Nursing and the departments of Social Work and Health
and Applied Human Sciences, will provide health professional education through
existing degree programs noted below and selected new degree programs and
certificates developed in the future. These programs will reflect the increasingly
interdisciplinary and collaborative nature of professional practice in the health
field and in translational research. The new college will significantly enhance
collaboration not only among the academic professional education programs
brought together under its roof but also with the wide array of disciplines that
have instructional, research or application areas with implications for health. This
includes areas such as biology, psychology, ethics, public sociology,
anthropology, philosophy, and bio-chemistry.
The CHHS will provide a common infrastructure for campus instructional and
research resources and create pathways of communication and partnership with
the community and the region. A Regional Health Services Consortium will be
developed that will provide a context for ongoing assessment of regional
progress against selected health indicators and provide an informed participatory
basis for decisions regarding instructional programs, research initiatives,
professional continuing education and community based applications. The CHHS
will be overtly collaborative and will seek to span the UNCW institution and the
regional structure of health service providers, professionals, and community
health interests. The College will seek to provide professional education and
career development at multiple levels and within several recognized professional
areas. It will foster innovative research, a supportive research infrastructure and
seek to integrate innovative technologies into translational research for clinical
effectiveness. The College will adapt to changing environmental elements and
professional needs. To achieve such flexibility we will use a dynamic evaluation
process, based on peer assessment, and frequent substantive communication
with external partners and “consumers” of our educational programs and
knowledge development.
4.5.1 UNC should lead in improving health and wellness in North Carolina.
Campus response component: Leading in improving health and wellness,
including promoting best-available health care practices through campusbased and university-owned services, such as student health services,
campus wellness programs, UNC Health Systems, and AHEC.
UNCW’s impact on health and wellness in NC and the region is a function of its
professional degree programs that provide training in “best-available health care
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practices,” research , dissemination, and application and regional extension
efforts of the campus, and the activities of the campus service organizations such
as the Abrons Student Health Center, Crossroads (substance abuse prevention)
and the University Counseling Center.
Dissemination, application and service activities are dependent upon our ability
“to leverage faculty expertise” (see sec 4.5.4).
4.5.1.1 Existing programs, initiatives and activities
Existing Health Degree Programs at UNCW:
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Bachelor of Science in Nursing
Bachelor of Science in Clinical Research (non-nursing health science)
Master of Science in Nursing (MSN)
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ƒ Nurse Educator Option
Post Master’s Certificate
ƒ Family Nurse Practitioner Option
ƒ Nurse Educator Option
Bachelor of Social Work (BSW)
o Child Welfare Certification
Master of Social Work (MSW with clinical, mental health track)
BA in Athletic Training
BA in Recreation Therapy
BA in Exercise Science
BA in Physical Education
BA in Parks and Recreation Management
MS in Gerontology
These programs collectively produce more than 320 graduates per year and
have produced an alumni base in the N.C. that exceeds 6000.
Other Health Related Academic Departments
The health professional programs at UNCW operate within a larger university
context that includes many basic disciplines essential to health education and
preparation of health practitioners. Such disciplines as biology, psychology,
sociology, chemistry, bio-chemistry and philosophy provide an essential
educational foundation for students in the professional programs. Many of these
departments also generate research, applications, and dissemination that have
specific health implications.
Two departments provide degrees specifically related to health professional
needs:
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MA in Psychology
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Substance abuse track
Applied behavior analysis
BS in Biology
ƒ Pre-health sciences curriculum
UNCW’s Psychology Department is one of the university’s larger academic units
with 33 full time faculty positions and nearly 700 undergraduate and graduate
students. The department also supports service courses for 16 other majors
and minors many with a health orientation. All pre-nursing students take one or
more psychology courses, for example.
The graduate masters’ level program in Psychology has three tracks two of
which directly relate to mental health, substance abuse treatment psychology
and applied behavior analysis. These programs contribute to the severe
professional workforce needs in the region in programs dealing with
alcoholism/substance abuse and developmental disabilities. Substance abuse
treatment psychology students are prepared for licensure as Licensed
Psychological Associates with Healthcare Provider Certification (LPA-HSP-PA)
and as Clinical Addictions Specialists in NC. The track in Applied Behavior
Analysis trains specialists to use the behavioral techniques that are considered
the “best practice” treatments for developmental disabilities like autism and
mental retardation. The program meets all education and experience
requirements to prepare graduates for certification as a Board Certified Behavior
Analyst in North Carolina.
The department is developing a doctoral program in Applied and Experimental
Psychological Science. The major emphasis will be doctoral training in
persistent cognitive and behavioral disorders (including addictions, dementias,
autism and other developmental disabilities, and mental illness in corrections).
An important feature of the plan is to train professionals with the ability to
provide effective services for the growing Latino population in our region.
The Department of Biology and Marine Biology is another of the larger
academic units with 42 full-time faculty, over 650 undergraduate majors and
pre-majors, 52 M.S. students, and 13 Ph.D. students. The department provides
service courses for >2340 non-majors, mostly basic studies, nursing and prenursing students, and other sciences (including a variety of pre-allied health
science majors). Pre-nursing students are required to take Introductory Cell
Biology (BIO 204), Human Anatomy and Physiology I (BIO 240), Human
Anatomy and Physiology II (BIO 241), and Microbiology of Human diseases
(BIO 246).
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The B.S. in biology at UNCW offers training for pre-health professional
sciences as well as veterinarian sciences through a specific curriculum for prehealth sciences professionals. Among the courses offered are Human Anatomy
and Physiology, Endocrinology, Immunology, Epidemiology, Microbiology,
Molecular Biology of the Cell, Human Fungal Diseases, Vertebrate Histology,
Animal Physiology, Comparative Vertebrate Anatomy, as well as graduate
courses specializing in aspects of developmental, molecular and cellular
biology. The Department of Biology and Marine Biology maintains a designated
pre-health advisor not only for its own students but also for students interested
in allied health sciences in programs such as nursing, chemistry and HAHS. The
B.S. in Biology is considered one of the standard pathways for entry into
medical school and such areas as optometry, pharmacology, anesthesiology, or
a career in medical research. The department has great success in placing its
graduates in medical and other graduate programs across the country.
Health-related research in the department of biology includes:
• hearing systems (jointly with Johns Hopkins Medical)
• potential pharmaceuticals and nutritional additives ( with the UNCW
Center for Marine Science)
• muscle physiology
• biotechnology approaches
• isolation of novel marine natural products that may subsequently be
developed into pharmaceuticals
Community and Regional Linkages
The professional degree programs in The School of Nursing and the
Department of Social Work and the Department of Health and Applied Human
Sciences have extensive external community based professional training
partnerships that create both the context for students to be educated in best
practices but also effectively disseminates best practices and the associated
knowledge base in regional professional services. These partnerships are the
base upon which a broad range of research and service activities have been
initiated.
Nursing partnerships focus on creating effective clinical training sites, providing
high quality nursing and health care; promoting healthy behaviors, improving
health access and health outcomes, and decreasing health disparities to
citizens in the southeast region.
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SON-community partnerships for healthcare with community agencies
such as Head Start, Southeastern Area Health Education Center, and
New Hanover Regional Health Network;
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providing respite care for Camp Lejeune military families who have
children with special health needs, such as autism, asthma, and
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developmental delays;
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continuing education programs in forensic nursing and trauma to trialchild victimization;
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establishing a health care academy (Camp BONES) to prepare
underserved and underrepresented youth for nursing and health careers.
GlaxoSmithKline Foundation awarded 400,000 for expansion of Camp
BONES in southeast North Carolina collaboratively with Winston-Salem
State University for expansion to underserved adolescents in Forsyth
County, North Carolina;
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Bolton Health and Wellness Center, which opened in February 2004
through a community-campus partnership, to provide access to primary
health care for underserved residents of rural eastern Columbus County;
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Provision of service-learning activities into community health nursing
clinical practice requirements for pre-licensure and RN-BS students;
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Service-learning experiences include care to: children, elderly, ethnic
minorities, seasonal/migrant farm worker populations;
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Respite care to military families who have children with special needs
through Camp Special Time;
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Developmental, nutritional, and immunization screenings for low-income
children enrolled in the New Hanover County Head Start program;
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Providing distance education to RN-BS and MSN students to increase
access to advanced degrees for practicing registered nurses;
Providing nursing and health care to global communities in Arequipa,
Peru, Alto Cayma Health Care Center;
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Social Work: Community-based Practice Training Sites
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New Hanover Regional Oncology Unit
NHRMC SICU Unit
Coastal Rehab
Coastal Horizons
Brunswick Co. Health Department
New Hanover High School
Onslow Co. Health Department
New Hanover DSS
Brunswick Co DSS
Cypress Pointe
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Blair Elementary School
Murray Middle School
Silver Stream Health and Rehab
Brynn Marr Behavioral Health Center
UNCW Crossroads
Pender Correctional Inst.
Child Advocacy Commission
Juvenile Day Treatment Center
New Hanover Office of Juvenile Justice
N.H. County Planning Office
Lower Cape Fear Hospice
U.S. Marine Corp Brig
Delta Behavioral Center
New River Air Station
East Coast Solutions Clinic
HAHS Clinical Training Sites/Internships:
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General Hospitals
Mental/Behavioral Health
Physical Medicine and Rehabilitation
Pediatric health care
Nursing Homes and Senior Centers
Various Dementia Programs (including home care)
City/County/State Health Departments
Community Health Clinics
Physical Therapy Clinics
Health and Fitness Centers
Campus Recreation and Fitness Centers
Public Schools
City/County/State Parks and Recreation Departments
Other Non-Profit Organizations, e.g., Boys and Girls Clubs, YM/YWCA’s,
Day Care and After School Programs, etc.
Health related services to residents of southeastern North Carolina provided
through HAHS include:
ƒ Camp Special Time, respite care to military families who have
children with special needs;
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a weekend respite camp for families who have a child with a disability
at Camp Lejeune;
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Accessible Recreation Day, where community residents with a
disability are able to experience new and/or adapted recreation
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Adapted Aquatics Day, similar to Accessible Recreation Day;
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students from the REC 270: Program Planning and Evaluation for
Recreation Services class provide programs for the participants of
WRAAP, Inc. assisting them with their mission to bridge educational
and social gaps that exist among our youth, families, and
communities;
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Athletic Training students provide services to prevent injuries among
high school athletes;
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Gerontology students help run Senior Games and volunteer in nursing
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Exercise Science students assist with semi-annual fitness testing to
measure the health and fitness of New Hanover County firefighters.
The Department of Psychology is heavily engaged as mentors of students in
research and practicum settings in the community and region. Last year, 170
students took part in individual student research projects and 83 participated in
the graduate or undergraduate practicum courses, in which students contributed
to mental health service delivery in the region at numerous agencies including:
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Rape Crisis Center
UNCW Crossroads
The Oaks
Coastal Horizons Center
Wilmington Treatment Center
Memory Assessment and Research Services
Chrysalis Center
Domestic Violence Shelter
New Hanover Regional Medical Center
The UNCW psychology faculty is also active in community health services with
faculty members having served as president of the board of the local substance
abuse treatment agency and on boards of the North Carolina Mental Health
Association, the Southeastern Mental Health Center, the Governor’s Institute on
Substance Abuse, the Eastern North Carolina Alzheimer’s Association, and the
North Carolina Substance Abuse Professional Practice Board.
Health-related outreach in the biology department includes:
• On-campus rabies clinic for students, staff, faculty, and the surrounding
community
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On-campus forums providing information on pathways for health
sciences careers.
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Sponsoring speakers conducting research on health-related issues.
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Volunteering at New Hanover County Animal Control Services onsite
spay/neuter facility
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Rabies awareness education in the local elementary schools
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Fecal contamination source identification in public water and sewer
systems
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Participation by biology faculty in collaborative biotechnology programs
involving UNCW and community colleges
The Abrons Student Health Center Pharmacy acts as a training site for Cape
Fear Community College students in the pharmacy tech program each spring.
Additionally staff from all units (medicine, pharmacy and health promotion)
speak in the community on a wide variety of issues to audiences ranging from
grade school students through nursing home residents.
Health Knowledge Development through Research
Nursing faculty members and students are involved in research projects
centered on: child and family health promotion, health risk behavior change,
management of chronic diseases, gerontology, technology in nursing education,
and clinical research. Current faculty research projects include:
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technology to improve teaching/learning outcomes and health care in
patients with chronic diseases (e.g. diabetes and hypertension)
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improving child, adolescent and family health outcomes
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promoting health literacy in ethnic minority populations
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caring for persons with infectious diseases (HIV/AIDS, HPV)
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assessment of mental health needs in vulnerable groups including postpartum women, children and adolescents, HIV/AIDS and schizophrenic
patients, and migrant/seasonal workers
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The influence of family strengthening programs on youth health risk
behaviors
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Mental health and quality of life in children with special health care needs
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Testing the impact of personal assistant devices on student clinical
outcomes
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Using personal assistant devices to improve adherence to medical
regimens in
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Evaluating stress among migrant and seasonal farm workers
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Comparison of cognitive, behavioral, cultural, and health promoting
lifestyles in persons with hypertension in Japan and Southeastern North
Carolina
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Factors related to obesity in child and adult populations
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Intimate partner violence among migrant and seasonal farm workers
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Factors impacting breastfeeding rates in mothers following delivery
The natural history of colposcopically diagnosed low-grade squamous
intraepithelial lesions in high risk adolescent women
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The efficacy of spiritually-based education program on hypertension selfmanagement in African Americans living in rural North Carolina
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Assessment of health literacy on health outcomes in uninsured diabetic
patients in primary health care settings
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The meaning attached to hallucinations among schizophrenia patients
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The influence of completing comprehensive geriatric health assessments
on undergraduate student learning and elderly health outcomes
Nursing research initiatives are funded through grant of $65,000 per year for 10
years ($650,000) from the J. Richard Corbett Charitable Trust providing seed
money to faculty to conduct pilot research likely to result in external grants.
Psychology faculty research interests include neurochemistry, memory, autism,
depression, substance abuse, psychopharmacology, Alzheimers and cognitive
aging. The department has produced nearly $5mil in extramural funding over
the past 10 years including federal research grants from the National Institutes
of Health: National Institute on Drug Abuse, the National Institute on Alcoholism
and Alcohol Abuse, the National Institute on Child Health and Human
Development, and the National Institute of Mental Health. Current health-related
research programs in the department include:
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Substance abuse treatment & recovery
Alcohol intoxication and aggression
Effects of drugs of abuse on impulsive and risky behavior
Drug and alcohol addiction processes
Risky decision making in adolescent substance abusers
Effects of drugs of abuse on learning and cognition
HIV
Behavioral tolerance to the effects of abused drugs
Contingency management treatments for substance abuse
Addictions and people with dual diagnosis
Methods for improving memory and attention in older adults
Understanding and treating Alzheimers and related dementias
Aging, nutrition, and physical exercise
Treating and caring for aging populations
Social relationships and intimacy across the lifespan
Cross cultural issues with aging
Memory, attention, reasoning, and decision-making and aging
Psychopharmacology of learning and memory
Cognitive neuroscience of memory and decision-making
Delay of reinforcement and impulsive behavior, and their relation
to ADHD
Functional analysis of severe behavioral problems among children
with developmental disabilities
Stimulus equivalence and academic/cognitive deficits in
developmentally delayed individuals
Genetic sources of control over persistent behavioral disorders
Social skills training and development with developmentally
delayed and autistic individuals
Development of concepts of health eating
Aggressive behavior in school settings
Faculty, often with student research assistance, within the Department of
Health and Applied Human Sciences (HAHS) are involved in conducting
original research and translating such research into best practices.
Research topics include:
• Quality of life for individuals with a disability
• Efficacy of recreation therapy interventions
• Women and retirement
• Benefits of recreation therapy for at-risk youth
• Psychosocial needs of individuals receiving bariatric surgery
• Women’s health issues
• Health communication
• Tobacco education and prevention
• Eating disorders
• Nutrition assessment
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Nutrition literacy
Nutrient analysis
Physical activity and health behavior change
ergogenic aid supplementation
Maintenance of physical activity
Obesity prevention and reduction
Reduction of risk behaviors in young people
Violence prevention
Health access/disparity in adolescents
Gender and aging; Alternatives to long-term care
The impact of natural disasters on older adults
Disaster planning in long-term care facilities
The impact of combat experience on aging Viet Nam veterans
Access to health care for older adults
Therapeutic use of Wii in rehabilitation
HAHS is restructuring to make health related programs more visible and
attractive to students. Exercise Science and Community Health are currently
two concentration areas under Health and Physical Education. HAHS is
awaiting General Administration approval to implement Community Health as a
stand alone major and is in the process of preparing the Request to Implement
to turn Exercise Science into a stand alone major.
HAHS has written and is in the final stages of submitting a proposal to create a
Center for Healthy Living. The mission of the Center for Healthy Living is to
increase collaborative scholarship and service between the university and
community to explore the antecedents and consequences of social and cultural
health behaviors and beliefs; design and evaluate interventions to promote
healthy living; ameliorate the effects of disability and illness; and provide
interdisciplinary learning to improve the health quality of life of Southeastern
North Carolina. The mission of the Center for Healthy Living aligns strongly with
the mission of UNCW. The university is dedicated to learning through the
integration of teaching and mentoring with research and service. The ultimate
goal is excellence in teaching, scholarship, research, artistic achievement, and
service. The mission of the Center incorporates research, scholarship, and
education to improve health outcomes in the Cape Fear region. The recent
passage of Millennial Campus designation by the Board of Trustees opens the
door for entrepreneurial endeavors through the discovery and copyright of
evidence-based best practices. The vision of the Center for Healthy Living is to
create an interdisciplinary partnership to be the region’s leader in conducting
research and disseminating findings on prevention and intervention strategies to
improve health outcomes and quality of life in the Cape Fear Region.
The university is also an integral partner with Cape Fear Healthy Carolinians,
which is a collaborative, community based network of 30 plus businesses,
government and non-profit organizations dedicated to improving the quality of
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life for all of our residents by evaluating and addressing community issues,
supporting health education and awareness, and promoting resource
accessibility. Cape Fear Healthy Carolinians has identified three health
priorities to address in the community: access to health care; obesity prevention;
and violence prevention. These health priorities were chosen because they
were identified in several recent community needs assessments conducted in
Brunswick and New Hanover Counties.
The Obesity Prevention Initiative is a complex health initiative to establish
services, advocacy, and education to prevent obesity. Coordinating with more
than thirty community organizations and university faculty the OPI develops and
implements strategies to help lower-income citizens improve nutrition and
exercise; seeks and applies for program/research funding; conducts
interventions; performs assessments of best practices and community needs;
and facilitates faculty research efforts on obesity.
The premise of the proposed Institute for Memory Research is to discover and
mediate the biological, chemical and cognitive processes involved in memory
and memory disorders and translate these discoveries into new technologies to
aid the wider community and to provide research training to students and
professionals. The proposed Institute has the potential to be self sufficient in a
short time and could be the beginning of an important national contribution to
the understanding and treatment of Alzheimer’ Dementia and other memory
related disorders. It builds upon existing neuroscience strengths in faculty and
academic programs.
The proposed Center for Civic Engagement and Policy Studies will be
dedicated to helping the civic community in the Cape Fear Region develop
better public policy through innovative engagement strategies; developing data
bases and tracking systems to monitor and assess the critical demographic,
economic, social, and environmental changes in the region; and identifying and
disseminating "best practices" to the governmental and nonprofit sectors as
needed. A focus on health policy, utilization of health services, and disparities
across the region will develop in partnership with the College of Health and
Human Services.
Cape Fear Healthy Carolinians was successful in receiving $511,000 from two
foundations: Kate B. Reynolds Trust and Cape Fear Memorial Foundation for
establishment of the Obesity Prevention Initiative (OPI). The OPI, which is
administered through HAHS has achieved, in one year, the following:
• 4,338 students in New Hanover County Public Schools (9 elementary
schools, 1 middle school) gained access to Recess Pack Equipment
to use during mandated physical activity breaks.
• 277 teachers, teacher assistants, and other school personnel
received training on how to utilize Recess Pack Equipment and
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provide structured physical activities to children and youth during
recess.
25 adolescents at Wilmington Health Access for Teens received
health education from peer mentors to help achieve a healthy weight.
50 public housing youth and adults living in several housing
developments participated in the community garden initiative.
100 public housing youth participated in the Nutrition, Exercise, and
Wellness classes offered by the YMCA at City Recreation Centers.
10 Latino families (approximately 40 individuals) received nutrition
and fitness information offered through the Lay Health Advisor
program at Smart Start New Hanover County.
20 day care home providers (which serve a total of 100 children)
received the Miss Magic Apron curriculum at the Child Advocacy
Center.
Additionally, the initiative was able to offer additional consultation and
programming to over 600 individuals:
• 20 Latino women participated in fitness and nutrition classes offered
through Voces Latinas (all were low income)
• 100 children received nutrition and cooking demonstrations as well as
physical activity sessions (through the CATCH Kids’ Club curriculum)
at the Community Boys and Girls Club, Maides Park Community
Center, and Family Neighborhood Institute which all served low
income children
• 400 students in low income schools and pre-Kindergarten centers
were provided nutritional outreach and education
• 60 families received nutrition and physical activity through the
Families Eating Smart, Moving More Modules at an African American
Church serving financially needy members
• 25 members of Bethel A.M.E. Church received exercise equipment to
help them maintain their Get Fit, Eat Right weekly classes
• Town of Northwest residents were provided upgrades to their
community walking trail to allow senior citizens better access to the
trail
HAHS has obtained an additional $72,170 from the Blue Cross Blue Shield
Foundation of NC to implement Weight Wise Women through OPI. Weight
Wise Women is a demonstration/research project designed to improve
healthy eating and physical activity to low income midlife women. The
program is being delivered to three locations: downtown Wilmington and two
in rural Brunswick County. The project will also emphasize policy and
environmental changes affecting the targeted population to influence
outcomes beyond the scope of the Weight-Wise intervention. Specifically,
the project will work with the churches to implement healthy nutritional
standards at the many meals they serve at various church functions; develop
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a social support system including meetings and phone calls to help maintain
healthy eating and exercise; and partner with the local community garden
initiative to set up neighborhood stands at the churches. For the rural site(s)
the project will help them establish and maintain a community garden on
church property. The project will also work with the churches and with the
CFHC task force to develop walking trails and environmental incentives in
areas adjacent to the churches.
The Department of Social Work has housed the Center for Social Work
Research and Practice with a primary responsibility to engage in community
based grant development.
Since 2002 the Center has brought into the university in contracts and direct
grants $589,300. Community grants funded exceeded $4mil. A representative
example is the 21st Century Community after-school learning program involving
writing a grant for the NHC school board for $2 million of which UNCW got
$125,000 for evaluation work.
Other research activity related to health in the Department of Social Work
includes:
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Strengths-Based and Solution-Focused applications in:
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Child Protective Services
Elementary Schools
Crisis Line and Rape Crises Services
Adjudicated Youth
Trauma and Crisis Intervention
Addictions
Self-efficacy as an educational and mental health outcome
Creation of Madness: Hamlet and the Perception of mental Illness
Choice in EAP Settings
Team Collaboration with Parental Groups
Male Child and Spousal Abusers
Social Constructionism and clinical practice in social work
Twin Studies Implications for Practice
Evaluation of 21st Century after School Programs (including health
effects)
Health and Social Service Utilization Disparities in N.C.
Mental Health Reform Impact in S.E. N.C.
Health-related research and service in the Department of Biology and Marine
Biology includes
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hearing systems (jointly with Johns Hopkins Medical)
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potential pharmaceuticals and nutritional additives ( with the UNCW
Center for Marine Science)
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muscle physiology
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isolation of novel marine natural products that may subsequently be
developed into pharmaceuticals
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On-campus rabies clinic for students, staff, faculty, and the surrounding
community
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Volunteering at New Hanover County Animal Control Services onsite
spay/neuter facility
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Rabies awareness education in the local elementary schools
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Fecal contamination source identification in public water and sewer
systems
The Marine Biotechnology Program at UNCW is centered at the Center for
Marine Science. The focus areas at MARBIONC include aquaculture, chemical
and molecular diversity, development of biosensors, and biofuels from cultured
marine microorganisms The MARBIONC program involves UNCW researchers
from Biology and Chemistry and Biochemistry, as well as faculty from UNC
Chapel Hill, UNC Pembroke, and ECU.. Within this framework of MARBIONC
activities there are several health-related research endeavors which include the
following:
•
A unique repository of marine microbes including photosynthetic and
non-photosynthetic organisms that are the source of biologically active
compounds of potential importance as new drug leads in the
pharmaceutical industry.
•
A comprehensive collection of toxin-producing microalgae that are
responsible for Harmful Algal Blooms (HABS) which threaten public
health.
•
A unique and chemically diverse library of biologically active marine
compounds that is available for screening against a variety of human
diseases.
•
A comprehensive collection of marine and freshwater toxins that are
available as standards for regulatory and monitoring agencies involved in
seafood safety and water quality.
A well equipped chemical analytical facility equipped for the identification
of new and known marine toxins.
•
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•
Biosensors to rapidly detect the presence of HABS and their toxins in
natural waters.
In addition, MARBIONC has several training and education initiatives including:
•
A graduate course on Oceans and Human Health at CMS, focusing on
many aspects of how the Ocean impacts our lives.
•
Business of Biotechnology Program which is run in conjunction with the
Cameron School of Business. The program is designed to give fresh
PhD graduates the opportunity to conduct research in marine
biotechnology and obtain an MBA at the same time. The goal is to
produce young scientists with business knowledge who can either start
their own company or become key players in the operation of other
biotech companies, some of which may be related to Human Health.
•
MARBIONC also supports UNCW undergraduates in summer training
opportunities at CMS, and similar opportunities exist for students from
various Community Colleges in the area.
UNCW Campus-based Health Services and Wellness Education
Health services to students are organized through the Abrons Student Health
Center providing walk-in sick care, immunizations, allergy injections, physicals,
and preventive education. A health promotion program provides programs
designed to enhance and balance an individual's commitment to his/her
personal health and well-being. The Center’s Pharmacy fills prescriptions and
sells over-the-counter medications.
The UNCW Counseling Center assists students through confidential
professional counseling services to help students build a more satisfying and
successful college experience. Services include individual and group counseling
for personal, relationship, or substance abuse concerns. Counseling Center
staff members provide outreach and consultation services on a broad range of
topics for students, faculty, staff and the university community. The Center also
functions as a clinical placement site for a number of the health professional
programs on campus.
Crossroads, the UNCW substance abuse prevention and education program, is
dedicated to the advancement of thoughtful and healthy decision-making
regarding the use of alcohol, tobacco and other drugs. Based on a mentor and
peer educator model, the program is founded on the belief that an engaged
learner has the ability to make thoughtful decisions through access to the most
current information available & a critical examination of beliefs and cultural
expectations about substances in our lives.
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Crossroads recognizes that engagement with the Wilmington community on all
levels is essential in achieving our goals as a campus and fulfilling our mission
as a university. Crossroads programming will fall under one or more of the
following program directions:
•
Early identification and intervention for individual students
•
Impacting individuals for behavior change
•
Campus-wide collaboration on creating a healthy environment
•
Connection to community to create healthy environments for current and
upcoming students
The Crossroads Cooperative High School Drug Prevention Program is funded
by the National Institute on Drug Abuse and is currently completing a large
multi-state trial of effectiveness. Initial evaluation has found the program to be
effective in changing alcohol and drug use, intention to use, and key mediating
variables for 9th grade health students who participate in the program.
CARE is an expression of UNCW’s commitment to providing a safe learning and
work environment where students, faculty and staff can thrive. It reflects one of
the seven strategic goals for the university. Research suggests that the
classroom context is the most powerful means for communicating institutional
values and priorities to students; when exposed to these messages through
curricular infusion, students are significantly more likely to place value on and
internalize the values underscoring these messages as their own. As part of a
grant from the U.S. Department of Education, CARE invites UNCW faculty to
participate in our Faculty Scholar in Violence Prevention program. Each scholar
receives a $500 mini-grant to infuse violence prevention material into
coursework.
HAHS and OPI are also working with university administration to implement a
comprehensive worksite wellness program. In conjunction with a CDC grant to
UNC Chapel Hill, UNCW will implement a state of the art worksite wellness
program through UNCCH’s WAY to Health grant.
a. Assessment methods
For the professional degree programs the accrediting agencies and the
licensing boards are the standard elements of basic assessment.
Effectiveness of the nursing programs is assessed using professional nursing
standards and guidelines. The undergraduate pre-licensure program is
approved by North Carolina Board of Nursing. Both the undergraduate and
graduate nursing programs are accredited by the Commission on Collegiate
Nursing Education and the National League for Nursing Accrediting
Commission.
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Standards for the Baccalaureate Nursing Program are included in the
following documents:
•
The Essentials of Baccalaureate Education for Professional Nursing
Practice (AACN, 1998)
•
NLNAC Accreditation Standards (NLN 2006),
http://www.nlnac.org/manuals/NLNACManual2006.pdf
•
ACHNE Essentials of Baccalaureate Education for Entry level
Community/Public Health Nursing (2003)
Standards for the Master’s Program are included in the following documents:
• The Essentials of Master’s Education for Advanced Practice Nursing
(AACN, 1996)
•
•
Criteria for Evaluation of Nurse Practitioner Programs (NTF, 2002)
National League for Nursing – Core Competencies for Nurse Educator
Practice, February 15, 2007,
http://www.nln.org/facultycertification/handbook/cne.pdf
•
National Task Force on Quality Nurse Practitioner Education (2002)
Criteria for evaluation of nurse practitioner programs. Washington, D.C.
www.nonpf.org/evalcriteria2002.pdf
A primary measure of effectiveness for nursing programs is the licensure
examination. Among many, these measures are included in the standards
and often viewed as the most significant outcome measure. The National
Council of State Boards develops and administers the National Council
Licensure Exam (NCLEX-RN). American Nurses Credentialing Center and
American Academy of Nurse Practitioners Certification Program provide
certification exams for nurse practitioners.
For the BS in Clinical Research. Program assessed outcomes include
student retention and graduation and alumni employment placement and
admission to graduate school; e.g. Pharmacy School.
The social work degree programs are assessed in a variety of ways. Both
BSW and MSW degree programs are subject to professional accreditation
standards administered by the Council on Social Work Education
(www.cswe.org) , which requires information both on the nature of the
program and how educational outcomes are assessed. Among the items on
the assessment plan for the Department are (1) outcome studies on growth
on professional efficacy on the part of students, (2) evaluation of professional
competencies of each student by the internship supervisor, and (3) the
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capstone paper which all graduate students must prepare as a reflection on
their integrative application of knowledge gained in the program. Alumni
surveys have been also used in the assessment of the BSW program and
will be used in the future in the new MSW program.
Clinical licensure for social work practice is administered through the NC
Social Work Certification and Licensure Board (http://www.ncswboard.org)
Pass rate data is not yet available.
Crossroads and Care effectiveness is measured through long-term
assessment of key indicators, like substance use and experiences of
violence. Studies of the effectiveness of particular programs are conducted
through a variety of means.
The Counseling Center’s effectiveness of the services provided is
measured through user comments, comparison to professional standards,
non-user feedback, periodic needs assessment as well as feedback from
parents, faculty and staff.
b. Improvements
The intended new College of Health and Human Services will create a new
configuration for the health professional education programs discussed in this
section. The College is discussed in detail in the “New Initiatives” section of
this report, but it is important to note that the new College is comprised of a
set of existing and successful professional degree programs and associated
academic units. Much of what the college is intended to do falls into the
category of improvements and enhancements to existing activities and
programs.
Social work education at UNCW can be improved in various ways that
address the concerns expressed in the UNC Tomorrow Report. The first set
of improvements focus on the degree program options. The second set
refers to the department’s response to the community.
ƒ
The undergraduate BSW program extended to Onslow County to
meet professional staffing needs, increase access in underserved
region, and develop partnership with Lejeune MC base. To be
implemented beginning Fall of 2008. This will require the new 12
month faculty program coordinator and development of clinical
professor adjunct positions.
ƒ
Within five years the MSW Program, built on a successful BSW
base of clinical instruction and field practice sites could develop at
proposed Jacksonville campus.
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ƒ
To increase access to MSW from older, more diverse students
UNCW is considering a graduate program offered on a part-time
basis with a stronger distance learning component.
ƒ
The need for first rate clinical training sites for the graduate
program is very apparent. A Partnership with clinical service
providers (such as the proposed AIHF arrangement) would
provide such a site and encourage focused clinical research.
The second arena for improvement deals with the connection to the regional
social work practice community: The social work service practice community
presently is feeling the devastating effects of mental health reform in North
Carolina. Funds used in the past to support mental health services in public
agencies have been converted to support market based vendors of mental
health services. This has created a decline in available community based
services for the severely mentally ill and has created a potential for service
providers to sacrifice quality service in the interest of insuring profit. Persons
in need are falling between the cracks of service because they do not fit a
given category, and those who are served often are served poorly.
The Department of Social Work can help by (a) developing, or partnering
with, a mental health service agency that provides services to those in need
and not presently served adequately by existing programs, (b) consulting with
key organizations on effective management of services, and (c) helping
professional social workers to more successfully navigate the new system
toward the benefit of those citizens in need of mental health services. These
reforms have presented special challenges for internship training in social
work, especially in the graduate program that focuses on clinical services to
mental health clients. It will likely become necessary to secure funds to pay
for internship supervision in the future because clinical social workers are less
likely in the future to be employed in traditional agencies where part of the job
expectation is internship supervision. Instead, they are likely to be in private
practice where time spent with an intern is costly because they are not
spending that time with billable hours of service.
One of the mechanisms related to the community is the initiative related to the
African American Male (noted in the UNC Tomorrow report sec 4.25). This
initiative involves the creation of a faculty appointment that is a joint position
between Social Work and the Watson School of Education. It also includes
the development of a center related to this theme. This center will focus both
on research and program development.
For several years, the Department of Social Work has had a Center for Social
Work Research and Practice. While successful in its community grant
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development work it has no operational funds and has not been able to
develop effectively as a provider of professional continuing education or
community focused research. The new College proposal includes a provision
for a Center that will likely absorb the work of the CSWRP.
The Department of Social Work and the School of Nursing have a joint faculty
position focused on health disparities. A recent search for a person to fill this
position failed when the present university of the person offered the job came
up with a major increase in salary, putting this person out of our range. This
position will serve as an important connector to the region and community.
There is a special initiative regarding child welfare services that entails both
(a) the Child Welfare Collaborative, and (b) a special project where members
of our faculty provide training and consultation with county departments of
social services. The Child Welfare Collaborative is funded by the state for the
special preparation of social workers for child welfare services. In this
program, the Department of Social Work offers special courses in child
welfare, offers internships in this arena, and provides scholarships to students
who are obligated to pay back the scholarship through employment in the
child welfare system in North Carolina. The second initiative is the brain child
of a member of the social work faculty well-known for teaching about
strengths-based services, a key feature of the reformed child welfare system
in the state. This entails both training and consultation. The CWC program
needs to be expanded to the MSW program.
School of Nursing effectiveness of undergraduate and graduate educational
programs can be improved through addressing the shortage of nursing faculty
with doctoral preparation, the recruitment and retention of faculty in clinical
practice specialties, and the shortage of qualified clinical researchers in the
region. Improvement in recruitment and retention of tenure-track doctoral
prepared faculty will greatly improve the effectiveness of the educational
programs. Salaries for master’s and doctoral prepared nursing faculty can be
improved, which will enhance recruitment and retention efforts. The SON
competes with the health care industry and other nursing programs in North
Carolina and the nation for credentialed faculty. A second area that can
improve program effectiveness is the development and training of
professionals with specialized clinical skills, but who have little or no teaching
experience. To address the shortage of the clinical researchers with
expertise in biopharmaceutical product development, the SON initiated the
BS in clinical research. The SON has approved a proposal to implement a
master’s degree in clinical research. Upon progression through the university
approval process implementation of the master’s can begin as early as the fall
2008.
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The School of Nursing has obtained a Congressionally-directed grant of
$201,419 to plan and implement two health-related distance learning
programs for military personnel, their spouses, and veterans. The first
distance learning program plan includes an accelerated baccalaureate
program in nursing, targeted to persons who have bachelor’s degrees in nonnursing majors. This degree program will be planned for onsite delivery at
Camp Lejeune military base in Jacksonville and target Navy Corpsmen,
veterans, and military spouses. Nursing faculty will redesign the current
curriculum to deliver the required courses in modular and web-enhanced
formats allowing for program completion in 16 months after enrollment. The
second distance learning program to be planned is an online Master of
Science degree program in Biopharmaceutical Clinical Research
Management. Students graduating from this program will gain skills needed to
work in the pharmaceutical industry. The target population for the clinical
research degrees include: military personnel at Camp Lejeune, Army
personnel at Fort Bragg, military veterans, and spouses of military personnel.
The Camp Bones Nursing Health Academy can be improved in it ability to
attract minority students into nursing careers through endowed scholarships.
SON is seeking to establish three endowed professorships; the first of has
been established as the Belk Distinguished Professorship of Nursing based
on the combination of a major gift, Spangler funds, and North Carolina's
Distinguished Professors Endowment Trust Fund.
Research and scholarship activities of tenure-track and tenured faculty can
also be improved. Initiation of seed monies to conduct pilot research projects
is a beginning step in improving faculty scholarship. However, more full-time
tenured professors are needed to assist junior faculty in achieving research
goals. Currently, there is only one full-time non-administrative full-time
professor in the SON. Additional funds to support endowed professorships
and tenured associate or full professors are needed. Increasing full-time
equivalent clinical faculty lines will also assist in reducing faculty workload to
facilitate tenure track faculty in maximizing research opportunities. Full-time
clinical faculty could be released from the time-consuming clinical practice
assignments in the undergraduate and graduate programs to devote more
time to research and scholarship.
HAHS is in the midst of restructuring to make health related programs more
visible and attractive to students. Exercise Science and Community Health
are currently two concentration areas under Health and Physical Education.
HAHS is awaiting General Administration approval to implement Community
Health as a stand alone major and is in the process of preparing the Request
to Implement to turn Exercise Science into a stand alone major. Two
graduate degrees are in the planning stages: An Intent to Plan is nearly
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completed for a MS in Recreation Therapy. The intention is to have a fast
track (3+2) for students who can graduate with both a B.A. and an M.S. in
Recreation Therapy. A second MS degree is also in the planning stages as a
major in Nutrition. There is not only a strong need in North Carolina for
nutritionists but intense student interest. It is anticipated that many students
majoring in the undergraduate Community Health program will continue in the
graduate Nutrition major.
c. Costs
Cost of extending BSN and MS in Biopharmaceutical Clinical Research to
Jacksonville area: $200k
Cost of endowed Chair in Nursing: $1mil.
Cost of BSW extension to Onslow: $80k
d. Funding sources
The cost of extending the BSN and BS in Clinical Research are provided for
in the SON Congressionally Directed grant .
Endowed Chair in Nursing (Belk, Spangler, NC foundation)
The costs of these improvements are to be covered by expanding degree
programs and generating enrollment based funding, by seeking grant support
from foundations and corporations for specific initiatives and by seeking
contracts for program evaluation or service delivery with professional service
providers.
e. Accountability and timeline
The improvements noted are all in process now and should be established in
basic elements within next 12 months. Administrative accountability.
4.5.1.2 New programs, initiatives and activities
As noted in the sec 4.5 introduction, UNCW intends to reconfigure its existing
health professional degree programs into a new College of Health and Human
Services creating a new mechanism to link and focus its health related
education, clinical preparation, research, professional continuing education,
health knowledge dissemination and application. The new College’s primary
focus will be the healthcare needs of the state and region.
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The College, comprised of the existing units of the School of Nursing and the
departments of Social Work and Health and Applied Human Sciences, will
provide health professional education through existing degree programs
(detailed above) and selected new degree programs and certificates developed
in the future. The expected outcomes include:
•
Increased visibility and identity for UNCW as center of health related
education, research, and application.
•
Increased ability to meet health care professional shortages
•
Organized and ongoing translational research in health professional
clinical practice in partnership with regional providers
Focused research, dissemination and application on regional health
disparities
•
•
Expanded community and regional partnerships for currency in student
preparation and creation of community based practice training
•
Instructional and clinical training efficiencies as a result of common
administrative structure for multiple health profession programs
•
Innovation in coursework and instructional process
•
Interdisciplinary and collaborative knowledge development
•
The creation of Regional Health Consortium
These programs will reflect the increasingly interdisciplinary and collaborative
nature of professional practice in the health field and in translational research.
The new college will significantly enhance collaboration not only among the
academic professional education programs brought together under its roof but
also with the wide array of disciplines that have instructional, research or
application areas with implications for health. This includes areas such as
biology, psychology, ethics, public sociology, anthropology, philosophy, and
bio-chemistry.
The CHHS will provide a common infrastructure for campus instructional and
research resources and create pathways of communication and partnership
with the community and the region. A Regional Health Services Consortium will
be developed that will provide a context for ongoing assessment of regional
progress against selected health indicators and provide an informed
participatory basis for decisions regarding instructional programs, research
initiatives, professional continuing education and community based
applications.
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New degree programs within the context of the new CHHS that are well along
on planning and built largely on existing resources include:
•
MS in Clinical Research with clinical research management and
regulatory and compliance options.
•
BS in Community Health (awaiting GA approval)
•
MS in Recreation Therapy (with 3-2 fast track)
New degree programs of critical importance to addressing health needs, but
not in the College of Health and Human Services:
•
PhD in Psychology in Applied and Experimental Psychological
Science. The major emphasis will be doctoral training in persistent
cognitive and behavioral disorders including addictions, dementias,
autism and other developmental disabilities, and mental illness in
corrections. (An important feature of the plan is to train professionals
with the ability to provide effective services for the growing Latino
population in our region).
Longer term certificate and degree programs within the new CHHS identified
by the Task Force on the Future of Health-related Programs at UNCW for
future consideration may include:
Certificates
•
•
•
•
•
•
•
•
Clinical Research
Regulatory Affairs
Biopharmaceuticals
Aquatic Therapy
Health Grant Development
Medical Writing
Alternative Health
Disaster Preparedness
Masters level degrees
•
•
•
Health Administration
Public Health Including joint with MSN or MSW
Public Health Policy
Doctoral Degree
•
PhD Health Studies
Proposed Tracks
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Nutrition
Social Work
Clinical Research
Nursing
Exercise Physiology
Transdisciplinary Health Practices
•
DPN, Doctor of Nursing Practice
In addition to new degree programs the new CHHS will need to expand and
organize its clinical training sites to create the “most powerful learning
“environment for the development of practice skills in the professions
represented in the new college.
This would take the form of identifying and selecting a community and regional
health service provider (example AIHF) on basis of cost and expected
outcomes and developing a partnership in education, clinical training and
placement, research, and application development. The outcomes expected
would be:
•
•
•
•
•
•
•
•
Practice training context for practice of Nursing, Social Work and other
clinical professions
Predictable context for translational research
Source of innovation and curriculum renewal from practice community
Predictable cost for clinical supervision and training
Context for innovative grant funded community based training
Synergistic relationship between academic programs and real world of
health service delivery.
Link to Regional Health Consortium
Possible link to UNCW Crest Campus
An additional element would strengthen our relationship with the broader range
of health service providers and professional associations: the development of a
Regional Health Services and Needs Consortium. Representing communities
as well as providers and professionals the Consortium would guide UNCW’
focus on regional needs and standards of health and health care providing e
mechanism for advice and evaluation of new programs, improvements and
extensions.
a. Cost
Projected costs for first two years of the new College of Health and Human
Services are below:
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Personnel
•
•
Dean of the College of Health and Human Services = $150, 000 + 24%
total benefits = $186,000
Associate Dean for Academic Programs = 108,000 + 24% = $133, 920
•
Associate Dean for Research and Innovation = $105,000 +24% =
$130,200
•
Business Affairs Officer = 75,000 + 24% = $93,000
•
Student records/advising position, technology position and regional
engagement and advancement functions = 50,000 + 24% = $62,000,
45,000 +24% = $55,800, $52,000 +24% = $52,080 (total = $169,880) 3
position equivalents allotments to cover 4 functions
•
Executive Assistant to the Dean = $41,000 + 24% = $50,840
•
Receptionist = $33,00+24% = $40,920
Total personnel = $804,760.
General Operating
•
•
•
Recruitment expenses X 3 national recruitments= $8,000 X 3 searches=
$24,000
Office: phone, copying, travel, postage, general supplies,
support contracts= $48,000
10. Advertising and public service contracts= $10,000
Equipment and Furniture
•
Start-up furniture and equipment for Dean’s suite, file room,
reception area, seven spaces, conference room
= $42,000
Consultant Services
• $28,000 for academic, research and development
Total General Operating Funds = $ 152,000
•
Essential Annual Catalyst Funds to stimulate Transdisciplinary Model,
Collaborative research, college national visibility, centers and Guiding
Principles = $210,000 (at least one-half in year one = $105,000)
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•
Trust Funds = $15,000 (rest to be raised by Dean and therefore not
included in the total state budget projections)
Total Budget Year One = $1,166,760
Year Two 2010-2011
The year two and three budgets will have two escalating factors and two
minor budget reduction factors that make it possible for the budget to hold
relatively constant over the three-year period with the two exceptions noted.
The one time furniture and equipment costs and the search costs will be
reduced, (-$30,000) reducing the budget slightly while the lab support funds
are expected to escalate ($100,000), plus a 5% escalator ($58,338).
Year Two Budget = $1,325,098
An Endowed Professorship is a priority designation in year two for
implementation in year three of the new college. In addition, new lab start-up
funds of approximately $100,000 for year two and three will need to be
identified.
This would add the 6% escalator (minus the small equipment and search
reduction) and one half of the lab funds to the total budget.
b. Funding sources
Funding for the administrative and operational costs of the new CHHS will
come from requested expansion funds and redirection.
Funding for new degree programs largely from enrollment based funding.
c. Assessment
Assessment of new degree programs is within normal professional degree
and SACS based accreditation plus selected use of outcome measures and
external academic reviews.
d. Accountability and timeline
New College of Health and Human Services will be implemented in
2009/10.
New degree development 2-10 years
Accountability resides with associated faculties, directors, Dean, Provost
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4.5.1.3 Administrative and policy changes
•
Administrative policies that facilitate flexibility will permit the development
of clinical non tenure track faculty lines which will ease the faculty
shortage and promote more efficient and productive use of tenure track
and tenured faculty.
•
Incentivize partnership with community and health care organizations to
provide dedicated clinical faculty lines through partnerships with the SON
and other components of CHHS.
•
Encourage external partnerships to support clinical training, research,
and innovative health care and impact applications.
•
Support innovative instructional models to increase access and
enrollment in the RN-BS, RN-MSN, BSW, MSW and other shortage area
degrees.
•
Support outreach into local and regional communities with the SON and
CHHS faculty serving as health education, health service delivery, and
health care resources.
•
Insure RPT process that encourages and recognizes highest standards
in health related professional education.
4.5.2 UNC should educate more health professionals.
This important priority will be detailed in Phase 2 of the UNC Tomorrow process.
Note expansion of programs detailed in sec 4.5.1.1 b.
4.5.3 UNC should lead in utilizing health information to improve health and
wellness in North Carolina.
Campus response component: Mechanisms to utilize health information
to address critical health-related issues and inform government officials
and the public.
4.5.3.1 Existing programs, initiatives and activities
UNCW’s primary impact on “utilizing health information” occurs through
maintaining high quality health professional degree programs and the
structure of basic academic disciplines that provide the knowledge foundation
for these programs. These programs not only incorporate current evidenced
based knowledge translated into best practices but they place students and
faculty into community based contexts of application that effectively
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disseminate knowledge and best practice throughout the region. Note the
very large number of community sites and regional partnerships with health
service provider organizations detailed in sec 4.5.1.1
a. Assessment methods
Same assessment methods as noted in 5.5.1.1
b. Improvements
Establish and operate a Regional Health Consortium as proposed in
CHHS Task Force report. This would:
• Establish the CHHS as a trusted source of research and information,
to include a role of systematic dissemination of health knowledge.
• Facilitate regional dialogue and decision making by providing a place
where citizens and community/regional leaders have access to
facilitators, regional experts, and research.
• Increase health-issue-focused social capital in the region
c. Costs
Unspecified at this time
d. Funding sources
Redirections and Grants and contracts
4.5.4 Campus response component: Leverage and focus faculty and campus
expertise in addressing critical health, and public health challenges.
4.5.4.1 Existing programs, initiatives and activities
As noted in previous sections leveraging of UNCW faculty for addressing needs
in health education and regional health issues is substantial and apparent in
every health professional and disciplinary area.
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F. ENVIRONMENT
The UNC Tomorrow Commission found that that “UNC should assume a
leadership role in addressing the state’s energy and environmental challenges.”
(Sec. 4.6)
4.6.1 UNC should embrace environmental sustainability as a core value among
its institutions.
4.6.1.1 Existing programs, initiatives and activities
•
Environmentally-related education and curriculum: 118 faculty and staff at
UNCW are involved in teaching and research on environmental issues.
Faculty members represent 17 different academic departments from the
College of Arts and Sciences, Cameron School of Business, and Watson
School of Education. UNCW curriculum offers the following majors with
emphasis on the environment and environmental issues. This represents 8
departments and 18 undergraduate degree options, along with 8 minor
options. It also includes 5 master’s degree options, 1 Ph.D. option, 1
graduate certificate option and content coursework for in-service teachers.
Degree options are in:
¾ Anthropology
¾ Biology and Marine Biology
¾ Chemistry and Biochemistry
¾ Environmental Studies
¾ Geography
¾ Geology
¾ Health and Applied Human Science
¾ Marine Science
¾ Science Education – SCI graduate courses for teachers offered by
the departments of biology and marine biology, chemistry and
biochemistry, environmental studies, geology and geography, and
physics and physical oceanography.
• Green building and operations and student-led initiatives increase overall
campus sustainability.
¾ UNCW recently formed a Sustainability Committee with a mission
to promote and facilitate the efforts of faculty, students and staff,
adopt policies and implement sustainable practices. Additionally,
the committee is charged to prioritize, to facilitate the
implementation of recommendations that are identified to further
the mission of sustainable practices in all aspects of UNCW’s
institutional culture, including operations, activities, academic
programs and community relationships. The committee will provide
an annual report to the chancellor that summarizes progress and
future priorities.
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¾ Green building and operations.
o LEED construction. UNCW will break ground in May 2008
on the first building project that will be LEED certified—
Phase III housing (662 beds) and parking deck (992
spaces).
o Energy Efficiency.
⋅ Throughout the bond projects and recent nonappropriated construction and renovation, high
efficiency HVAC and related equipment have been
installed in more than15 academic, administrative and
residential buildings. Replacements in the Center for
Marine Science are good examples and include
replacing old boilers that were100% over required
capacity for redundancy with new multi-stage setup of
condensing boilers. These units allow for redundancy
while providing the most efficient technology currently
available for this application. At CMS-Operations,
new installation of a Turbocor compressor/chiller is an
example of a new technology using magnetic
bearings that is extremely efficient with low
maintenance cost. It is also more environmentally
friendly as compared to traditional equipment
because it is oil-less.
⋅ A centralized building management system has been
chosen and implemented to provide feedback and
some control components to the newer HVAC
systems being installed. Other efficiencies include
natural gas meters upgraded, lowering boiler and hot
water temperature set points, boiler efficiency checks,
night temperature setbacks where possible, and
training for maintenance staff.
⋅ UNCW has committed to regional energy plants that
will serve multiple buildings as compared to individual
chilled and hot water plants for each building. Cost
savings come in several ways: reducing the total
pieces of equipment; reducing excess capacity and
improved load management; reducing short cycling of
equipment thereby extending equipment life; and
reducing peak electrical demand due to the
efficiencies with fewer large pieces of equipment
versus multiple medium-sized pieces of equipment.
⋅ Lighting improvements include the use of electronic
ballast and T-8 lamps in lighting; use of compact
fluorescent lamps in place of incandescent lamps; use
of occupancy sensors for lighting control; reduced
light levels in areas like corridors, storage rooms,
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bathrooms; and continual replacement failed bulb
type exit signs with energy reducing LED type.
⋅ Power efficiencies include use of variable speed
drives on motors; use of premium efficient motors to
reduce losses; and use of high efficiency step down
transformers to reduce core losses and reduce heat
dissipation to electrical rooms
o Housekeeping: Tissue and paper towels have 95%
recycled content; bathroom and laboratory hand soap is
supplied in large, foam-style dispensers to minimize soap
and water usages; plastic trash bags are half the weight of
traditional can liners, reducing the amount of material going
to landfill; use of non-ammoniated glass cleaner; green
products where possible and elimination of routine use of
non-desirable products such as Clorox; and re-use and
cleaning of mop heads.
o Recently constructed Fisher Student Center, Fisher
University Union and Burney Center use demand water
heaters in all bathrooms, window glazing is highly tinted
windows to reduce eat buildup, contains Marmoleum floors
(natural product and recyclable), and heavy use of
compact fluorescent lighting inside and out.
¾ Water conservation. Measures were implemented on campus as a
result of a mandate issued by Governor Easley in 2004. Grounds
management minimizes water usage for irrigation by: night-time
irrigation; use of rain delays; Xeriscape design; and proper design
of irrigation systems. Student campus life buildings have an active
“report leaks” plan in place to conserve water. Campus Dining has
gone tray-less in the dining halls, which conserves 3.5 gallons per
tray.
¾ Recycling/waste minimization. The recycling section has staffing of
2.5 FTE and collects and recycles glass bottles, plastic bottles,
aluminum, tin and steel cans; office paper, newspapers and
magazines. Collection includes, but is not limited to, more than 200
multi-use containers, more than 350 paper totes and numerous
cardboard collection sites, plus 6 dumpster locations for cardboard
collection (non construction) by an outside contractor (13,000 lbs
per week). In 2007, material recycled increased from 233 tons to
599 tons, an increase of 260% (current average is 300-400 lbs per
week). In 2007, solid waste removed from campus decreased from
12,462 tons to 7,723 tons, a reduction of 62%. In renovations,
UNCW specifies that the contractor recycle as much debris as is
possible. Waste minimization in EH&S includes an orphan
chemical program that allows researchers to adopt chemicals that
are awaiting disposal, thus reducing the volume of hazardous
wastes; distillation/recovery of solvents where possible; fuel-
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blending and recycling instead of land disposal and incineration;
fiber drums for radioactive wastes to allow for volume reduction;
and other consolidation or alternative choices. Paper waste has
been reduced by online search committee processes, workflow,
electronic document sharing, and the computer lab printing
program reduced paper waste in labs by 71% the first year.
Campus dining converted its To Go program trays from Styrofoam
to Bio-Pak. Ninety-six percent (96%) of Bio-Pak is made from a
renewable natural resource, and the containers can be composted
and recycled. This affects approximately 1,348 containers per
week. The containers are also used in casual catering. In
landscape services, mowers are used with recycling decks that
mulch grass clippings back into the lawn to reclaim nutrients.
¾ Transportation. Initiatives include shuttle buses that serve
apartment complexes in a one-mile radius of campus as well as
parking lots and two on-campus loops; pedestrian safety and
crosswalk campaigns; and new bike paths. Other traffic reduction
measures include establishment of parking zones to minimize
between class driving and park-and-ride lots. Together, these
measures have increased fall shuttle ridership to 47,000 rides per
month, equal to approximately 5,683 fewer cars on campus each
week. The addition of new student housing reduces commuter
traffic during peak periods. UNCW also participates in the citywide
Commuter Challenge and in 2005 had the largest number of
participants in Bike to Work week. Carpooling is also promoted to
faculty and staff.
¾ Procurement. Environmentally-friendly procurement has been a
stated goal of purchasing since 1994. Campus dining makes
purchases from local vendors approved for safety and consistency
and also purchases 100% certified fair trade coffee from a local
source as the sole coffee provider in Fair Trade Market.
¾ Student-led initiatives. Residence halls have participated in several
initiatives/competitions, including “residence halls going green”,
challenging students to take 4 minute showers and trade regular
light bulbs for high efficiency bulbs. Campus Life student training
includes information on sustainability in facilities, operations,
programs and services. Each student employee receives a high
efficiency light bulb. Campus Activities and Involvement Center
presents film and lecture series pertaining to sustainability, and a
student-run sustainability conference was held April 5, 2008.
Entrepreneurial business majors have undertaken some efforts to
start bio-fuel production for use in shuttle buses, but a total solution
is not yet in place.
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a. Assessment methods
•
•
Environmentally-related education and curriculum may be assessed in a
variety of ways including
¾ # of sustainability-related academic courses,
¾ Faculty involved in sustainability education and research,
¾ Departmental annual reports on faculty publications, grant activity,
teaching,
¾ Community service efforts, and student engagement and applied
learning projects dealing with environmental issues.
Green buildings and operations may be assessed by
¾ % of new buildings eligible for LEED certification;
¾ Initial energy assessments measuring energy cost, usage and
water consumption and tracking of reductions in each (Note:
AASHE STARS method measures usage per capita, using a
formula which does not penalize institutions with high numbers of
residential students);
¾ Tonnage of materials recycled; % reduction in solid waste; point of
generation recycling containers;
¾ Reduction in paper used in computer labs and other high volume
printing stations;
¾ Provision of public transportation for all faculty, staff, students and
visitors; the adequacy of pedestrian/bike friendly infrastructure;
reduced traffic congestion and impact (from transportation
initiatives as well as increased student housing);
¾ Recycled content purchases, energy efficient appliance (Energy
Star certified) purchases, green cleaning products;
¾ Departmental use of alternative fuel or fuel-efficient vehicles;
¾ Best management practices in water conservation and other site
initiatives
¾ Student led initiatives may be assessed by the number of students
that sign the Sustainability Pledge, reporting of Club activities to
SGA for an annual report, student surveys created by Assessment
Director in Division of Student Affairs.
b. Improvements
•
UNCW can strengthen curriculum in environmentally related degrees and
education by:
¾ Curricular assessment of environmentally related coursework
¾ Including service projects in as many classes as possible to
educate and help students, the university, and community
understand the environment and environmental issues. This may
also become part of the College of Arts and Sciences initiative for
applied learning for all students.
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¾ Starting an approved master’s program in environmental studies fall
2008
¾ Developing a joint degree program in conservation biology and
environmental conservation – complete and approve in spring 2009
¾ Developing a new master’s program in coastal and ocean policy
¾ Developing new coursework in various departments (ongoing).
Examples include energy, sustainability, fisheries and mariculture
approaches, coastal and marine ecology, habitat and resource use
sustainability, conservation, field methods, geographic information
systems and remote sensing of the environment.
¾ Sustainability information at New Student Orientation sessions.
(start 2008)
¾ Maintaining and increasing services in response to regional
demand; such as
o Faculty activities, outreach efforts, brochures and position
papers
o Teacher training at master’s level to teach environmental
studies
o Tie into national initiatives such as Teach In.
o Hands on learning experiences for students and outreach
and engagement with state networks, private citizens, and
industry. (See also 4.6.2, Leveraging Research)
•
Green buildings and operations and student led initiatives can be improved
by:
¾ Building. Establish a policy that all new campus construction will be
built to at least the U.S. Green Building Council’s LEED standard or
equivalent.
¾ Energy Efficiency.
o Performance contracting which will allow UNCW to fund
energy efficiency improvements and renewable energy
projects. The energy savings provide an assessment of
the effectiveness of the projects and are used to pay back
the costs. UNCW will also seek opportunities for
performance contracting in auxiliaries.
o Data management capabilities. UNCW is retrofitting utility
meters on individual buildings. This will allow the university
to have consumption data on each building. UNCW needs
an initial energy assessment of cost, energy usage and
water consumption per square foot or per capita.
o After the initial energy assessments of the UNCW campus
has been completed, utilize various classes to continue
monitoring and providing innovative ways to reduce energy
consumption. (see Education)
o Expanding the implementation and utilization of the
centralized monitoring system. This allows us to better
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¾
¾
¾
¾
¾
monitor the campus systems and sets us up for advanced
centralized functions such as active energy management,
automated billing, automated maintenance scheduling, etc.
o Continuing installation of energy efficient HVAC systems.
All projects are reviewed to assure that energy efficient
HVAC equipment is installed.
o Continuing centralized production of Chilled Water and
Heating Hot Water (where advantageous)
Water Reduction Project. UNCW is investigating ways to reduce
water usage on campus. A third party audit has been conducted.
Among projects considered are reclamation projects for irrigation.
Recycling/Waste Minimization. UNCW can coordinate efforts at
Move Out, and can tie into national initiatives such as Recylamania.
Expand, refine and promote current campus recycling programs
including printer toner/cartridges, batteries, plastic bags, and
Styrofoam. Implement Event Recycling for large event venues.
Expand effectiveness of printing program to default to double-sided
printing. As part of LEED, require contractors to recycle/divert at
least 50% of materials during construction and/or demolition.
Transportation. Advocate for, seek funding through grants, and
develop bike storage, bike paths, multi-use trails, and greenways to
promote alternative transportation and enhance the campus as a
pedestrian campus. Develop incentives for carpooling and
vanpooling, working with city officials. Continue to expand and
promote shuttle services. Limited addition of surface parking and
use of pervious concrete, bioswales or other treatment where
feasible. Explore uses of solar energy at shuttle stops and outdoor
signs.
Procurement. Publicize goals and results to increase awareness of
UNCW’s commitment to purchase recycled products. Gain
leverage to allow environmentally preferable paper purchasing.
Increase efforts to purchase locally in campus dining. Pursue
departmental and fleet purchases of alternative fuel or fuel-efficient
vehicles to reduce petroleum usage.
Student led initiatives. Join AASHE. Create a SGA Sustainability
Committee that will program an annual sustainable Teach In.
Create a Student Sustainability Outreach Program using peer
educators (see 4.6.3). Continue annual student led sustainability
conference. Review and evaluate feasibility of LEED Certification
for Existing Buildings in Campus Life.
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c. Costs
•
•
Environmentally-related education and curriculum.
¾ Five (5) faculty members at approximately $470,000 (recurring) +
departmental support $45,000 (recurring).
¾ Course development funded by grants
Green building and operations and student-led initiatives.
¾ Data management capabilities and metering projects. A total cost
has not been established. UNCW will have a better idea of costs
upon completion of the first phase of meter installations. Estimate:
$50,000/year funded in addition to funding in performance
contracts.
¾ Centralized Monitoring. Total costs have not been established and
are dependent upon what types of additional functional expansion
occurs to the system. Estimate: $50,000/year
¾ Installation of HVAC projects dependent on performance
contracting (no initial cost required) or funded renovation projects
(capital costs)
¾ Centralized production of Chilled Water and Heating Hot Water
(where advantageous). Funding will probably come from all
available funding methods.
¾ Recycling/waste minimization. Funding increase estimate:
$30,000/year
¾ Transportation. Bike paths and bike storage funding. Estimate:
$150,000/year
¾ Student-led initiatives and AASHE membership. Estimate:
$10,000/year
¾ See Research, 4.6.2, for funding for student hands on experience
in research and initiatives.
d. Funding sources
•
•
Environmentally-related education and curriculum. Enrollment growth and
grants.
Green building and operations and student-led initiatives. Grant funding for
some transportation initiatives; student fees for shuttle transportation; energy
savings from performance contracts; solid waste reductions to partially fund
new recycling initiatives; student fees to support student programming;
funded infrastructure and renovation projects (see Capital Projects List); plus
about $300K per year (identified above) from auxiliary, student fee, repair and
renovation, and appropriated funds.
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e. Accountability and timeline
•
•
Environmentally-related education and curriculum. Accountable: Dean of
College of Arts and Sciences, Dean of Graduate School - Start Fall 2008 with
first new program. Vice Chancellor Student Affairs - Start summer 2008 with
New Student Orientation.
Green building and operations and student-led initiatives. Vice Chancellors
for Business Affairs and Student Affairs - LEED Buildings and Performance
Contracting – 2009; Data Management capability for whole campus – start
2008 and have building-specific data by 2012; Site initiatives, transportation,
procurement, waste minimization/recycling and student initiatives, start 2008
and ongoing
4.6.1.2 New programs, initiatives and activities
•
Embrace environmental sustainability/stewardship of UNCW’s natural areas
as a learning laboratory. This will illustrate that we are educating our own
students as well as reaching out to the community. Employ best
management practices for site sustainability, storm water control, and plant
and animal biodiversity. Many of our current efforts with our natural areas on
the main campus have primarily involved very good maintenance practices
rather than a long-term management plan. Management of them has been
hampered by the urban setting limiting the general use of fire, a necessary
component in management of some forest areas. Bluethenthal Preserve (10acres) is in overall good shape for its intended purpose. It is a great
educational site, but requires some upgrading to maximize its educational
benefit. Ev-Henwood, an off-campus site, is primarily a hardwood forest that
is in overall good condition requiring additional monies for educational
opportunities (buildings, signage). A Task Force has been formed to
specifically inventory, suggest management strategies, and determine best
use (education, research, community, recreation) for the remaining natural
forested areas both on and off campus.
a. Cost
•
Embrace environmental sustainability/stewardship of UNCW’s natural areas.
Estimate: $1M one-time funds, in multiple projects over 5-8 year span
b. Funding sources
•
Donations, grants, and some appropriated funding. Student classes doing
semester projects on rain gardens, etc.
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c. Assessment
•
•
•
•
•
Implementation of the best management practices and strategies suggested
by foresters, burn specialists, conservation groups, etc.
Restoration of the wetlands/vernal pool areas (hydrology) as much as
possible
A shared vision of the value of these areas for the university and the
community for education, research, recreation (passive) and aesthetics
Buildings, trails and signage that make the areas more valuable to the school
and the community
Use of natural areas by classes, camps and other educational groups
d. Accountability and timeline
•
Vice Chancellors for Business Affairs, Academic Affairs, and Advancement
Timeline is for suggestions to Chancellor by May 1, 2008. Start End of 2008
and ongoing.
4.6.1.5 Best practices
•
While no specifics are identified, there are a number of regional campuses
who have utilized their woodlands as learning laboratories and managed
them in a sustainable way.
4.6.2 UNC should leverage its existing research expertise to address critical
environmental and energy issues.
4.6.2.1 Existing programs, initiatives and activities
•
The UNCW mission statement includes the following statement:
UNCW seeks to celebrate and study the heritage and environment of the
coastal region, and to enrich its quality of life, economy, and education.
•
UNCW’s longstanding marine programs are an historical strength of UNCW.
UNCW has been a leader in North Carolina with respect to coastal and
marine sustainability for several decades. We are recognized throughout the
state, and nationally, for our research that deals with coastal issues, our
outreach to coastal groups, training of students to work in coastal
environments, and faculty service to state agencies and private organizations,
and this trend is expected to continue. Faculty and student research in
areas of marine and coastal sustainability have given rise to service in areas
of habitat sustainability, fisheries, mariculture, mitigation of human impacts,
coastal erosion responses, and other areas of environmental interest. (See
4.6.3 for faculty and graduate student outreach and engagement.)
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•
In Spring 2008, over 80 faculty members were engaged in research related to
the environment. Grant dollars, articles and presentations in the physical,
chemical, biological, economic, political, managerial and human dimensions
aspects of the environment in 2007 represented more than $8 million dollars
in grant support. Faculty published over 200 peer-reviewed articles and gave
over 300 presentations at local, national, and international meetings.
•
Environmentally-related research provides guidance to national, state and
local authorities and industry responsible for coastal sustainability. Faculty
have trained many graduates who serve on state coastal regulatory and
management groups and our faculty serve on important committees such as
NC Division of Marine Fisheries advisory committees, the NC Coastal
Resource Commission, NC Oyster Steering Committee, and the NC Wildlife
Commission Non-Game Advisory Committees (as well as many national
organizations). Faculty members also serve on advisory boards of Carteret
Community College and Brunswick Community College mariculture
programs. Research by our faculty has been critical in efforts to sustain and
restore coastal resources and has been directly adopted by state managers,
NGO conservation groups, and industry in their management and
stewardship efforts. Some specific disciplines include biological
oceanography; water quality analysis and remediation in oceanic, estuarine
and freshwater ecosystems; fisheries and mariculture; habitat restoration;
global climate change; marine and coastal geology; coastal management
oriented investigation of inlet and hurricane-related shoreline changes;
economic impact of hurricanes; mammal adaption and Marine Mammal
Stranding Network; and conservation biology (not a complete listing).
a. Assessment methods
•
•
•
•
•
•
•
•
•
•
Research Inventory
Faculty Involved in Sustainability Research
Departments Involved in Sustainability Research
Research Expenditures
Interdisciplinary Research
Faculty and graduate service on state coastal regulatory and management
groups
Faculty service on national level organizations
Faculty service on community college advisory boards
Cooperative efforts with non state organizations
Student involvement in coastal and marine sustainability research and
education, including hands on experience and direct involvement in
sustainability research and initiatives
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b. Improvements
•
Maintain and increase services to the coastal community through faculty and
student research on key coastal issues; faculty outreach to management,
conservation and commercial interests; and training of students who can
serve to wisely manage resources in the future. Expect growth in research
dollars by more than 50% by 2017.
c. Costs
•
•
$50,000/year in supplies, travel and equipment support, especially for efforts
related to student involvement in coastal and marine sustainability research
and education.
Capital costs, such as the recently completed CMS operations building, are
needed to maintain and increase research. In addition to $50,000 per year to
maintain and increase environmentally-related research, renovation and
development of space for environmentally related departments and degrees
will be needed. (see capital list of renovations)
d. Funding sources
•
Current and future funding from indirect costs/Academic Affairs. Capital
funding for building renovations.
e. Accountability and timeline
•
Growth in research and outreach; Provost; Dean of the Graduate School and
Research; Director, Center for Marine Sciences; et al
4.6.2.2 New programs, initiatives and activities
•
Members of the departments of Environmental Studies, Geology and
Geography, Watson School of Education along with the Science and
Mathematics Education Center, National Undersea Research Center, and
Center for Teaching Excellence currently have grant proposals under review
for teacher preparation in Earth/Environmental/Marine Science with the
National Science Foundation for over $825,000. (see also under
Interdisciplinary collaborations)
a. Cost
•
$825,000 would be externally funded. Indirect costs ~ $346,500.
b. Funding sources
•
National Science Foundation
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c. Assessment
•
Faculty publications, grant funding levels, as well as teachers enrolled in
master coursework for environmental studies, student engagement, and
community service efforts. Additionally, the number of K-12 teachers
educated through SMEC will be tracked.
4.6.2.4 Interdisciplinary and inter-institutional collaborations
•
•
•
•
Members of the departments of Environmental Studies, Geology and
Geography, Watson School of Education along with the Science and
Mathematics Education Center, National Undersea Research Center, and
Center for Teaching Excellence currently have grant proposals under review
for teacher preparation in Earth/Environmental/Marine Science with the
National Science Foundation for over $825,000.
Faculty within the various departments are pursuing interdisciplinary
approaches to addressing coastal and marine environmental issues, including
combinations of approaches as disparate as molecular biology, ecology,
geology and hydrodynamics, and water quality chemistry.
Faculty are working with citizen’s and government groups to develop
collaborative approaches to monitoring the health of our coastal ecosystems,
which in turn may allow more successful responses to sustain these critical
resources. Examples include recent efforts, funded through NC Sea Grant
(Fisheries Research Grant Program) to establish a citizen-based coastwide
monitoring program for oysters; collaborative efforts within the Lower Cape
Fear River program; as well as aspects of the Coastal Ocean Research and
Monitoring Program.
Collaborative efforts with other institutions to address coastal issues. For
example, recent CICEET-funded effort involving UNC Chapel Hill, NC
Division of Marine Fisheries, NOAA, NC Estuarine Reserve System, and
UNCW to address current concerns with coastal erosion and environmental
effects. Also, recent collaborative efforts with the U.S. Marine Corps base at
Camp Lejuene and City of Jacksonville.
4.6.2.5 Best practices
•
•
•
UNCW has an established best practice of interdisciplinary research. The
institution treats interdisciplinary research the same as discipline-specific
research during faculty promotion and tenure decisions. This is an important
step in enabling faculty to pursue sustainability related research.
Faculty and students are working with citizens and coastal management
groups to develop best-practices demonstration projects (e.g. establishment
of oyster reefs for erosion control).
Students are working closely with faculty and coastal organizations to gain
hands-on experience with restoration, fisheries management, erosion
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management, coastal pollution and related issues. Examples include student
work with NGO’s in restoration efforts.
4.6.3 UNC should increase community awareness of environmental and
sustainability issues.
4.6.3.1 Existing programs, initiatives and activities
•
•
•
•
•
Faculty members doing talks, college day presentations, school visits,
community presentations, and volunteer efforts. Examples:
¾ College day presentations specific to the environment,
sustainability, natural sciences.
¾ Talk on Energy in the fall to adults.
¾ Four (4) talks on climate change and issues associated with that
topic.
¾ Field seminar tour of the Green Swamp
¾ Dive show (volunteer work) every week at the Aquarium
¾ Nature programs (volunteer work) at Carolina Beach State Park
¾ Presentations to local public schools
¾ Consulting with DENR on State park policy
Faculty developed physical products such as brochures and position
papers
University sponsoring as well as providing venues for conferences and
meetings on important topics. Examples:
¾ Global Warming Conference last year
¾ Wetlands Conference last year
¾ Darfur and other global initiatives this year
¾ The Evolutionary Learning Community that has been going on for
the past year and continues through 2009 is important in bringing
science, evolution, and the environment to the forefront of the
community conscience
Speaker guest program
¾ Example: Business Week focused entirely on Businesses Going
Green and brought experts to campus from multi-national
companies.
Internships and other student involvement with research
¾ Environmental Science and Geography and Geology have
numerous students placed with non-profits as well as businesses.
Graduate students have applied projects with the City of
Wilmington
¾ Student research involvement with various government, NGO and
academic organizations, for example internships and directed
independent study with Town of Saint James (habitat
sustainability), Pender Watch, US Army Corps of Engineers, NC
Coastal Federation, NC Tidal Creeks Program, and others.
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•
•
•
¾ Four (4) UNCW interns attended recent Tidal Creeks meeting with
the Coastal Federation that was interacting directly with citizens in
the tidal creek watersheds. Other UNCW students have attended
state marine fisheries meetings as well as coastal habitat
management forums.
¾ Interns with Cape Fear River Watch and other community service
projects.
¾ Numerous students involved with research, management and
education issues as part of applied learning efforts within various
departments, including work for formal course credit (directed
independent study, honors, internships) as well as volunteer.
Annual sustainability conference (student led). First annual conference in
spring 2008.
Sustainability film series (student/faculty). Example: Discovery Channel’s
Planet Earth Series, Black and Gold, the 11th Hour, An Inconvenient Truth,
etc.
SGA member programmed a “Rock for Sustainability” fund raiser
downtown; raised $400.
a. Assessment methods
•
•
•
•
•
•
•
•
•
•
•
•
•
Student participation and hours contributed in community service
Students, faculty and staff that sign the Sustainability Pledge
Student engagement and applied learning projects dealing with
environmental issues
Faculty members doing talks, college day presentations, school visits,
community presentations, and volunteer efforts.
Faculty involvement with sustainability demonstration projects
Faculty-developed physical products such as brochures and position
papers
University sponsored conferences and meetings on important
environmentally related topics
Public Policy Engagement:
Faculty and graduate service on state coastal regulatory and management
groups
Faculty service on national level organizations
Faculty service on community college advisory boards
Cooperative efforts with non state organizations
Student involvement in coastal and marine sustainability research and
education
b. Improvements
•
Student Peer Educator program—student volunteers trained in issues of
sustainability and reaching out to faculty and students. They would go into
classrooms and talk for 5 minutes about sustainability and gem them the web
site for more information. They would attend the AASHE conference as part
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of training, engaging students, and reaching out to the Wilmington community
by doing brief presentations to classes in public schools.
c. Costs
• Should not require any initial funding
4.6.3.2 New programs, initiatives and activities
•
Develop an Office on Environment and Sustainability on campus with a
director, office assistant and possible outreach coordinator. Sustainability
committee is guiding force for department. Activities include: promote
faculty presentations and activities to the community at large (governments,
planners, educators) specifically on environmental and sustainability issues;
annual assessment including collecting departmental reports on publications,
grant activity, teaching, procurement, energy efficiency, conservation of
natural resources, community service and engagement; identification and
enhancement of common values, goals and benefits in a coordinated
approach; and a practical plan with short term paybacks.
a. Cost
•
Director salary and benefits $76K, office assistant, $33K. Operating support,
$10K
b. Funding sources
•
University allocation, student green fees, auxiliary funds
c. Assessment
•
Improvements in education, curriculum, outreach and engagement, student
engagement and sustainability strategies
d. Accountability and timeline
•
Vice Chancellors: Business Affairs and Student Affairs
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G. OUTREACH AND ENGAGEMENT
The UNC Tomorrow Commission found that “UNC should become more directly
engaged with and connected to the people of North Carolina, its regions, and our
state as a whole.” (Sec. 4.7).
4.7.1 UNC should apply, translate, and communicate research and scholarship
to broader audiences.
Campus response component: Mechanisms (including, if necessary,
revisions to current faculty rewards systems) for applying, translating, and
communicating faculty expertise to broader audiences and to help address
important regional and statewide issues.
4.7.1.1 Existing programs, initiatives and activities
•
The marketing and communications function at UNCW is managed by the
Office of Marketing and Communications (MaC), a unit that reports to the
Chancellor. Consequently, our communication activities are intentional and
comprehensive. UNCW shares our intellectual capabilities through many
different channels including face-to-face, e.g. Faculty Speakers Bureau, The
Center for Marine Science Planet Ocean Series, and the Division for Public
Service and Continuing Studies Osher Lifelong Learning Institute; print
publications including Re:Search, UNCW Magazine, The Watson School of
Education Connections magazine, the Cameron School of Business Cameron
Insider, the School of Nursing Our Changing World, The College of Arts and
Sciences Magazine, Ecotone, and the Atlantis Literary Journal; Web sites
including our Community/Visitors site link on the UNCW home page, our
Research site, our Water Research site, the Randall Library site (and, of
course, the library’s print and electronic collections), hundreds of individual
center, department and faculty sites; and The Learning Network, a 24-hour
cable network station distributed in the region by Time Warner Cable.
•
Membership on regional boards and committees are another link between our
faculty and staff and the community. UNCW faculty and staff serve on many
boards ranging from Chambers of Commerce to the New Hanover County
Blue Ribbon Commission on Youth Violence Prevention to the Southeast
North Carolina Food Systems Council to the North Carolina Biotechnology
Council. Also, many UNCW advisory boards are populated by regional
constituents ranging from the Masters of Public Administration Advisory
Board to the Osher Lifelong Learning Institute Advisory Board to the Cameron
Executive Network.
•
UNCW sponsors issue-focused summits, conferences, programs and
seminars designed to engage our constituents. Annual offerings include the
Cameron School of Business Economic Outlook Conference; the Department
University of North Carolina Wilmington
UNC Tomorrow Response Phase I Report
192
of Public and International Affairs Regional Quality of Life Conference; the
Division for Public Service and Continuing Studies Adult Scholars Leadership
Program and, with the College of Arts and Sciences, College Day; and the
Department of History’s Sherman Emerging Scholars Lecture Series
•
UNCW’s preferred organization structure supporting programs of community
engagement is the center or office charged with an outreach mission.
The Division for Public Service and Continuing Studies (PSCS), headed
by a Vice Chancellor, is unique among the UNC regional campuses. The
Division supports departments of:
¾ Lifelong Learning
¾ Professional Education
¾ Youth Programs
¾ Event and Conference Management
¾ Media Production
¾ Scholarly Community Engagement
The following list of representative existing units with an outreach mission,
residing in either the division of academic affairs, student affairs, or public
service and continuing studies is evidence of UNCW’s strong, sincere and
effective commitment to regional engagement:
¾ Watson School of Education Outreach Alliances
¾ SMEC – Science and Mathematics Education Center (Watson
School)
¾ Isaac Bear Early College (Watson School)
¾ Center for Business and Economic Services (Cameron School)
¾ Small Business and Technology Development Center (Cameron
School)
¾ School of Nursing Office of Research and Community Partnerships
¾ Center for Marine Science (Academic Affairs)
¾ CORMP (Coastal Ocean Research & Monitoring Program)
¾ MARBIONC (Marine Biotechnology in North Carolina)
¾ MARS - Memory Assessment and Research Services (Psychology)
¾ Publishing Laboratory (English)
¾ Randall Library, includes Museum of World Cultures
¾ Office of Research Services & Sponsored Programs, includes
Technology Transfer (Academic Affairs)
¾ Onslow County Extension Program (Academic Affairs)
¾ Upperman African American Cultural Center (Academic Affairs)
¾ Centro Hispano (Academic Affairs)
¾ Office of Cultural Arts (Academic Affairs) & UNCW Presents
(Student Affairs)
¾ Center for Leadership Education and Service (Student Affairs)
¾ Osher Lifelong Learning Institute (PSCS)
¾ UNCW Professional Education (PSCS)
University of North Carolina Wilmington
UNC Tomorrow Response Phase I Report
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¾ Department of Youth Programs (PSCS)
•
Units like those described above and others support sustained programs of
applied research and applied learning useful to our region. Current
representative projects include:
¾ Wilmington Housing Authority Partnership (coordinated by PSCS,
over 20 faculty are involved)
¾ Cape Fear Obesity Prevention Initiative (Health and Applied Human
Sciences)
¾ QENO - Quality Enhancement for Nonprofit Organizations (PSCS
and Public and International Affairs)
¾ Violence Prevention Faculty Workgroup (Sociology, Psychology)
¾ Southeastern North Carolina Food Systems Project (Sociology)
¾ Six-Sector Development Southeastern North Carolina (Sociology)
¾ Poverty Information Project Southeastern North Carolina
(Sociology)
¾ Intra-County Economic Flow Analysis (Cameron School of
Business & Sociology)
¾ Summer Ventures in Science and Mathematics (SMEC)
¾ MBA Learning Alliance (Cameron School)
¾ International Port (proposed) Assessment Studies (Cameron
School)
a. Assessment methods
•
•
•
•
•
For communication channels: viewership, community participation in
programs
For programs: community participation, financial support, quality of outcomes
For units, centers, institutes: formal evaluation standards and procedures
For projects: community participation, financial support, quality of outcomes
For all: Improvement in regional indicators
b. Improvements
•
•
Increase internal coordination
Increase community financial and intellectual support
c. Costs
•
Estimates vary depending on desired outcomes.
d. Funding sources
•
A limited amount of recurring funding, perhaps from adjusting the legislative
formula, would provide an enhanced base from which to generate
University of North Carolina Wilmington
UNC Tomorrow Response Phase I Report
194
entrepreneurial dollars, e.g. fees, sponsorships, grants, and donations,
necessary to support the bulk of the programming.
e. Accountability and timeline
•
Accountability lies primarily with the Vice Chancellors of Academic Affairs,
Public Service & Continuing Studies, and Advancement and the Deans. The
two most important accountability measures are improvement in regional
indicators and the amount of funding dedicated to engagement activities
4.7.1.2 New programs, initiatives and activities
•
Communication with constituents and within UNCW campus community
¾ Campus-level Outreach and Engagement Web site, serving as a
single portal to UNCW resources
¾ Faculty, department, and unit outreach and engagement activity
data warehouse
¾ Community Day, a once or twice per year campus “open house and
festival” for the community, designed to attract the public to the
campus
•
Outreach and Engagement units or activities
¾
¾
¾
¾
¾
¾
¾
¾
¾
¾
¾
¾
¾
¾
¾
¾
¾
¾
Center for Civic Engagement and Policy Studies (priority)
Center for Violence Prevention (priority)
Memory Research Institute (priority)
Campus for Research, Entrepreneurship, Service, and Teaching,
CREST (priority)
Center for Imaging and Microscopy (priority)
BB&T Institute for Global Capitalism and Ethics (priority)
BB&T Global Capitalism Lecture Series (priority)
NC Mathematics & Science Education Network Pre-College
Program (priority)
Center for the Study of the African-American Male (discussion
stage)
Center for Disaster Preparedness (discussion stage)
Center for GIS/Geospatial Technology (discussion stage)
Film Production and Research Center (discussion stage)
National Independent Film Production Center (discussion stage)
Center of Innovation for Marine Biotechnology (discussion stage)
Restoration Design Studio (discussion stage)
Center for Entrepreneurship and Emerging Ventures (discussion
stage)
Global Trade/Logistics Institute (discussion stage)
Arts in Education Outreach Initiative (discussion stage)
University of North Carolina Wilmington
UNC Tomorrow Response Phase I Report
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a. Cost
•
•
Communication activities - $60,000 one-time, $10,000/year recurring
Units/Activities (priorities only) - $750,000+ , recurring
b. Funding sources
•
•
•
New state dollars
Reallocation of existing budgets
Entrepreneurial dollars, i.e. grants, contracts, donations, sponsorships, fees
c. Assessment
•
•
•
Level of financial support
Quality of outcomes
Improvement in regional indicators
d. Accountability and timeline
•
Improvements to communication efforts will begin spring ’08 and be complete
by fall ’08. Launching new units will begin fall ’08 and proceed on a pace
commensurate with availability of resources. Accountability lies primarily with
the Vice Chancellors of Academic Affairs, Public Service & Continuing
Studies, and Advancement and the Deans. The two most important
accountability measures are improvement in regional indicators and the
amount of funding dedicated to engagement activities.
4.7.1.3 Administrative and policy changes
•
•
•
•
Modify the UNC and UNCW resource allocation process, recognizing public
service as a fundable mission of UNCW.
Modify UNCW resource allocation process to ensure collaboration and avoid
duplication and fragmentation of activity.
Modify space allocation policies, recognizing public service as a mission of
UNCW.
Use more flexible tuition and fee models to support credit professional
development programs.
4.7.1.4 Interdisciplinary and inter-institutional collaborations
•
Particularly in rural areas, the ability to deliver faculty expertise through
existing, sustained, well-managed, locally-controlled initiatives would be very
helpful.
University of North Carolina Wilmington
UNC Tomorrow Response Phase I Report
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4.7.2 UNC should develop a strategic plan for scholarly public service on each
campus that is detailed and specific in definition and scope.
Campus response component: Strategic plans for scholarly public service
(including, if necessary, revisions to current faculty rewards systems)
aligned with regional and statewide needs.
4.7.2.1 Existing programs, initiatives and activities
The following description of UNCW’s strategic plan for scholarly public service is
divided into two sections: 1) Guiding principles; and 2) Focus.
1) Guiding principles:
¾ Over 90% of our outreach and engagement is scholarly (i.e., recognized
as either teaching or research for RTP purposes).
¾ The remaining 10% of our activity is defined as “public service,”
acknowledged as part of faculty workload.
¾ Our RTP process recognizes outreach and engagement and public
service as defined above.
¾ Outreach and engagement and public service activities are adequately
funded by a limited amount of state base funding, leveraged by significant
grant, contract, and philanthropic funding.
¾ Sustained programs of outreach and engagement are preferred to
episodic activities and are offered through centers, institutes, and units
charged with an outreach and engagement mission.
¾ Collaboration and coordination are preferred to fragmentation; depth of
activity is preferred to breadth, the assumption being that this leads to
more significant outcomes.
¾ Our entire service region, particularly the rural counties, must benefit from
our outreach and engagement and public service activities.
¾ Students and accomplished community volunteers are significant
participants in our outreach and engagement activities.
2) Focus:
¾ Improve regional k-12 systems
¾ Enhance regional academic achievement, especially at the junior and high
school level; improve college-going rates
¾ Improve the health and well-being of our region
¾ Develop the economies of our region
¾ Share faculty intellectual capital, especially in the marine sciences
¾ Enhance our region’s environment, especially water resources
¾ Improve local and regional public policy development and the functions of
government
University of North Carolina Wilmington
UNC Tomorrow Response Phase I Report
197
¾ Contribute to the development of communities and to a more effective
nonprofit sector
¾ Enhance our region’s cultural and artistic environment
¾ Enhance the region’s diversity and inclusion efforts and focus on the world
a. Assessment methods
•
•
•
•
For programs: community participation, financial support, quality of outcomes
For units, centers, institutes: formal evaluation standards and procedures
For projects: community participation, financial support, quality of outcomes
For all: Improvement in regional indicators
b. Improvements
•
•
•
•
Increase internal coordination
Increase community financial and intellectual support
Modify faculty RTP policies to encourage community engagement; address
faculty workload implications
Hire select faculty members with scholarly engagement and outreach
expertise
c. Costs
•
Modified RTP documents: $15,000, one-time
d. Funding sources
•
Academic Affairs budget
e. Accountability and Timeline
•
Modified RTP documents: begin spring 2008, complete spring 2009. Vice
Chancellors of Academic Affairs and Public Service & Continuing Studies are
the accountable individuals.
4.7.2.2 New programs, initiatives and activities
•
Launch:
¾ Center for Civic Engagement and Policy Studies
¾ Center for Violence Prevention
¾ Memory Research Institute
¾ Campus for Research, Entrepreneurship, Service, and Teaching,
CREST
¾ Center for Imaging and Microscopy
¾ BB&T Institute for Global Capitalism and Ethics
¾ BB&T Global Capitalism Lecture Series
University of North Carolina Wilmington
UNC Tomorrow Response Phase I Report
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¾ NC Mathematics & Science Education Network Pre-College Program
•
•
•
•
Organize the UNCW Community Engagement Coordinating Council
Organize pooled administrative, financial, promotional, IT support for existing
and proposed outreach and engagement center, units, and activities including
non-credit professional and executive education activities and youth programs
Coordinate Office of Research Services and Sponsored Programs,
Advancement, and Public Service & Continuing Studies resource
development efforts
Establish a Public Scholars Fellows Program and faculty, staff, and students
community engagement awards and recognition events.
a. Cost
•
•
•
Launch units/activities: $750,000+, recurring
Organize the UNCW Community Engagement Coordinating Council: $1,000,
recurring
Establish fellows program and recognition events: $50,000, recurring
b. Funding sources
•
•
•
New state dollars
Reallocation of existing budgets
Entrepreneurial dollars, i.e. grants, contracts, donations, sponsorships, fees
c. Assessment
•
•
•
•
•
•
For programs: community participation, financial support, quality of outcomes
For units, centers, institutes: formal evaluation standards and procedures
For projects: community participation, financial support, quality of outcomes
For all: Improvement in regional indicators
Increased collaborations, efficiencies leading to cost savings or avoidance
Enhanced visibility and stature for engagement & outreach and public service
activities
d. Accountability and timeline
•
•
Launching new units will begin fall ’08 and proceed on a pace commensurate
with availability of resources. Accountability lies primarily with the Vice
Chancellors of Academic Affairs, Public Service & Continuing Studies, and
Advancement and the Deans.
Organizing the UNCW Outreach and Engagement Council, coordinating
support, and coordinating resource development efforts will begin spring ’08.
Accountability lies primarily with the Vice Chancellors of Academic Affairs,
Public Service & Continuing Studies, and Advancement.
University of North Carolina Wilmington
UNC Tomorrow Response Phase I Report
199
•
Establishing the fellows program and recognition events will begin spring ’08
and be in place by fall ’08. Accountability lies primarily with the Vice
Chancellor of Public Service & Continuing Studies.
4.7.2.3 Administrative and policy changes
•
•
Modify the UNC and UNCW resource allocation process, recognizing public
service as a fundable mission of UNCW.
Modify UNCW resource allocation process to ensure collaboration and avoid
duplication and fragmentation of activity.
4.7.2.4 Interdisciplinary and inter-institutional collaborations
•
Particularly in rural areas, the ability to deliver faculty expertise through
existing, sustained, well-managed, locally-controlled initiatives would be very
helpful.
4.7.3 UNC should create a mechanism for applying research and scholarship to
address significant regional and statewide issues.
4.7.3.1 Existing programs, initiatives and activities
•
•
UNCW sponsors issue-focused summits, conferences, programs and
seminars designed to engage our constituents. Annual offerings include the
Cameron School of Business Economic Outlook Conference; the Department
of Public and International Affairs Regional Quality of Life Conference; the
Division for Public Service and Continuing Studies Adult Scholars Leadership
Program and, with the College of Arts and Sciences, College Day; and the
Department of History’s Sherman Emerging Scholars Lecture Series
UNCW’s preferred organization structure supporting programs of community
engagement is the center or office charged with an outreach mission.
The Division for Public Service and Continuing Studies (PSCS), headed
by a Vice Chancellor, is unique among the UNC regional campuses. The
Division supports departments of:
¾
¾
¾
¾
¾
¾
Lifelong Learning
Professional Education
Youth Programs
Event and Conference Management
Media Production
Scholarly Community Engagement
The following list of representative existing units with an outreach mission,
residing in either the division of academic affairs, student affairs, or public
service and continuing studies is evidence of UNCW’s strong, sincere and
University of North Carolina Wilmington
UNC Tomorrow Response Phase I Report
200
effective commitment to applying research and scholarship to address
significant regional and statewide issues:
¾ Watson School of Education Outreach Alliances
¾ SMEC – Science and Mathematics Education Center (Watson
School)
¾ Isaac Bear Early College (Watson School)
¾ Center for Business and Economic Services (Cameron School)
¾ Small Business and Technology Development Center (Cameron
School)
¾ School of Nursing Office of Research and Community Partnerships
¾ Center for Marine Science (Academic Affairs)
¾ CORMP (Coastal Ocean Research & Monitoring Program)
¾ MARBIONC (Marine Biotechnology in North Carolina)
¾ MARS - Memory Assessment and Research Services (Psychology)
¾ Publishing Laboratory (English)
¾ Randall Library, includes Museum of World Cultures
¾ Office of Research Services & Sponsored Programs, includes
Technology Transfer (Academic Affairs)
¾ Onslow County Extension Program (Academic Affairs)
¾ Upperman African American Cultural Center (Academic Affairs)
¾ Centro Hispano (Academic Affairs)
¾ Office of Cultural Arts (Academic Affairs) & UNCW Presents
(Student Affairs)
¾ Center for Leadership Education and Service (Student Affairs)
¾ Osher Lifelong Learning Institute (PSCS)
¾ UNCW Professional Education (PSCS)
¾ Department of Youth Programs (PSCS)
•
Units like those described above and others support sustained programs of
applied research and applied learning useful to our region. Current
representative projects include:
¾ Wilmington Housing Authority Partnership (coordinated by PSCS,
over 20 faculty are involved)
¾ Cape Fear Obesity Prevention Initiative (Health and Applied Human
Sciences)
¾ QENO - Quality Enhancement for Nonprofit Organizations (PSCS
and Public and International Affairs)
¾ Violence Prevention Faculty Workgroup (Sociology, Psychology)
¾ Southeastern North Carolina Food Systems Project (Sociology)
¾ Six-Sector Development Southeastern North Carolina (Sociology)
¾ Poverty Information Project Southeastern North Carolina
(Sociology)
¾ Intra-County Economic Flow Analysis (Cameron School of
Business & Sociology)
University of North Carolina Wilmington
UNC Tomorrow Response Phase I Report
201
¾ Summer Ventures in Science and Mathematics (SMEC)
¾ MBA Learning Alliance (Cameron School)
¾ International Port (proposed) Assessment Studies (Cameron
School)
a. Assessment methods
•
•
•
•
•
For communication channels: viewership, community participation in
programs
For programs: community participation, financial support, quality of outcomes
For units, centers, institutes: formal evaluation standards and procedures
For projects: community participation, financial support, quality of outcomes
For all: Improvement in regional indicators
b. Improvements
•
•
Increase internal coordination
Increase community financial and intellectual support
c. Costs
•
Estimates vary depending on desired outcomes.
d. Funding sources
•
A limited amount of recurring funding, perhaps from adjusting the legislative
formula, would provide an enhanced base from which to generate
entrepreneurial dollars, e.g. fees, sponsorships, grants, and donations,
necessary to support the bulk of the programming.
e. Accountability and timeline
•
UNCW’s efforts to improve the quality and reach of our community
engagement programs are ongoing. Accountability lies primarily with the Vice
Chancellors of Academic Affairs, Public Service & Continuing Studies, and
Advancement and the Deans. The two most important accountability
measures are improvement in regional indicators and the amount of funding
dedicated to engagement activities.
4.7.3.2 New programs, initiatives and activities
¾
¾
¾
¾
Center for Civic Engagement and Policy Studies (priority)
Center for Violence Prevention (priority)
Memory Research Institute (priority)
Campus for Research, Entrepreneurship, Service, and Teaching, CREST
(priority)
University of North Carolina Wilmington
UNC Tomorrow Response Phase I Report
202
¾
¾
¾
¾
¾
¾
¾
¾
¾
¾
¾
¾
¾
¾
Center for Imaging and Microscopy (priority)
BB&T Institute for Global Capitalism and Ethics (priority)
BB&T Global Capitalism Lecture Series (priority)
NC Mathematics & Science Education Network Pre-College Program
(priority)
Center for the Study of the African-American Male (discussion stage)
Center for Disaster Preparedness (discussion stage)
Center for GIS/Geospatial Technology (discussion stage)
Film Production and Research Center (discussion stage)
National Independent Film Production Center (discussion stage)
Center of Innovation for Marine Biotechnology (discussion stage)
Restoration Design Studio (discussion stage)
Center for Entrepreneurship and Emerging Ventures (discussion stage)
Global Trade/Logistics Institute (discussion stage)
Arts in Education Outreach Initiative (discussion stage)
a. Cost
•
Units/Activities (priorities only) - $750,000+, recurring
b. Funding sources
•
•
•
New state dollars
Reallocation of existing budgets
Entrepreneurial dollars, i.e. grants, contracts, donations, sponsorships, fees
c. Assessment
•
•
•
Level of financial support
Quality of outcomes
Improvement in regional indicators
d. Accountability and timeline
•
Launching new units will begin fall ’08 and proceed on a pace commensurate
with availability of resources. Accountability lies primarily with the Vice
Chancellors of Academic Affairs, Public Service & Continuing Studies, and
Advancement and the Deans.
4.7.3.3 Administrative and policy changes
•
•
Modify the UNC and UNCW resource allocation process, recognizing public
service as a fundable mission of UNCW.
Modify UNCW resource allocation process to ensure collaboration and avoid
duplication and fragmentation of activity.
University of North Carolina Wilmington
UNC Tomorrow Response Phase I Report
203
•
Modify space allocation policies, recognizing public service as a mission of
UNCW.
4.7.3.4 Interdisciplinary and inter-institutional collaborations
•
Particularly in rural areas, the ability to deliver faculty expertise through
existing, sustained, well-managed, locally-controlled initiatives would be very
helpful.
4.7.4 UNC should communicate its resources and expertise to wider audiences
Campus response component: Communications mechanisms and
systems to better communicate campus resources and assets.
4.7.4.1 Existing programs, initiatives and activities
•
The marketing and communications function at UNCW is managed by the
Office of Marketing and Communications (MaC), a unit that reports to the
Chancellor. Consequently, our communication activities are intentional and
comprehensive. UNCW shares our intellectual capabilities through many
different channels including face-to-face, e.g. Faculty Speakers Bureau, The
Center for Marine Science Planet Ocean Series, and the Division for Public
Service and Continuing Studies Osher Lifelong Learning Institute; print
publications including Re:Search, UNCW Magazine, The Watson School of
Education Connections magazine, the Cameron School of Business Cameron
Insider, the School of Nursing Our Changing World, The College of Arts and
Sciences Magazine, Ecotone, and the Atlantis Literary Journal; Web sites
including our Community/Visitors site link on the UNCW home page, our
Research site, our Water Research site, the Randall Library site (and, of
course, the library’s print and electronic collections), hundreds of individual
center, department and faculty sites; and The Learning Network, a 24-hour
cable network station distributed in the region by Time Warner Cable.
•
Membership on regional boards and committees are another link between our
faculty and staff and the community. UNCW faculty and staff serve on many
boards ranging from Chambers of Commerce to the New Hanover County
Blue Ribbon Commission on Youth Violence Prevention to the Southeast
North Carolina Food Systems Council to the North Carolina Biotechnology
Council. Also, many UNCW advisory boards are populated by regional
constituents ranging from the Masters of Public Administration Advisory
Board to the Osher Lifelong Learning Institute Advisory Board to the Cameron
Executive Network.
a. Assessment methods
University of North Carolina Wilmington
UNC Tomorrow Response Phase I Report
204
•
Viewership, community participation in programs, financial support for
activities
b. Improvements
•
•
Increase internal coordination
Increase community financial and intellectual support
c. Costs
•
Minimal
d. Funding sources
•
N/A
e. Accountability and timeline
•
Accountability lies primarily with the Vice Chancellors of Academic Affairs,
Public Service & Continuing Studies, and Advancement and the Deans. The
two most important accountability measures are improvement in regional
indicators and the amount of funding dedicated to engagement activities.
4.7.4.2 New programs, initiatives and activities
•
•
•
Campus-level Outreach and Engagement Web site, serving as a single portal
to UNCW resources
Faculty, department, and unit outreach and engagement activity data
warehouse
Community Day, a once or twice per year campus “open house and festival”
for the community, designed to attract the public to the campus
a. Cost
•
$60,000 one-time, $10,000/year recurring
b. Funding sources
•
•
•
New state dollars
Reallocation of existing budgets
Entrepreneurial dollars, i.e. grants, contracts, donations, sponsorships, fees
c. Assessment
•
Increase in viewership and community participation
University of North Carolina Wilmington
UNC Tomorrow Response Phase I Report
205
d. Accountability and timeline
•
Improvements to communication efforts will begin spring ’08 and be complete
by fall ’08. Accountability lies primarily with the Vice Chancellors for Academic
Affairs and Public Service & Continuing Studies.
Supplementary information
¾ Cameron School of Business Cameron Insider
http://www.uncw.edu/marketingcommunications/documents/CSB_Magazin
e_final.pdf
¾ Cameron School of Business Economic Outlook Conference
http://www.csb.uncw.edu/cbes/EOC/eoc.htm
¾ Cape Fear Obesity Prevention Initiative (Health and Applied Human
Sciences) http://www.uncw.edu/hahs/
¾ Center for Business and Economic Services (Cameron School)
http://www.csb.uncw.edu/cbes/
¾ Center for Leadership Education and Service (Student Affairs)
http://www.uncw.edu/stuaff/leadserv/
¾ Center for Marine Science (Academic Affairs) http://www.uncw.edu/cmsr/
¾ Center for Marine Science Planet Ocean Series
http://www.uncw.edu/cmsr/index.html
¾ Centro Hispano (Academic Affairs) http://www.uncw.edu/centrohispano/
¾ College of Arts and Sciences Magazine
http://www.uncw.edu/cas/documents/CASmagazine.pdf
¾ Community/Visitors site link on the UNCW home page
http://www.uncw.edu/www/visitors.html
¾ CORMP (Coastal Ocean Research & Monitoring Program)
http://www.cormp.org/
¾ Department of History’s Sherman Emerging Scholars Lecture Series
http://www.uncw.edu/hst/alumni/sherman.html
¾ Department of Youth Programs (PSCS)
http://www.uncw.edu/dpscs/YouthPrograms.htm
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¾ Division for Public Service and Continuing Studies
http://www.uncw.edu/dpscs/
¾ Division for Public Service and Continuing Studies Adult Scholars
Leadership Program http://www.uncw.edu/dpscs/AdultEdScholars.htm
¾ Division for Public Service and Continuing Studies & College of Arts and
Sciences, College Day
http://www.uncw.edu/dpscs/AdultEdCollegeDay.htm
¾ Division Public Service and Continuing Studies Osher Lifelong Learning
Institute http://www.uncw.edu/dpscs/AdultEdMembershipOptions.html
¾ Isaac Bear Early College (Watson School)
http://www.uncw.edu/isaacbear/
¾ MARBIONC (Marine Biotechnology in North Carolina)
http://www.uncw.edu/cmsr/marbionc.html
¾ MARS - Memory Assessment and Research Services (Psychology)
http://www.memoryassessment.com/
¾ MBA Learning Alliance (Cameron School)
http://www.csb.uncw.edu/mba/aboutp.htm
¾ Office of Cultural Arts (Academic Affairs) & UNCW Presents (Student
Affairs) http://www.uncw.edu/arts/
¾ Office of Marketing and Communications (MaC)
http://www.uncw.edu/marketingcommunications/services.html
¾ Office of Research Services & Sponsored Programs, includes Technology
Transfer (Academic Affairs) http://www.uncw.edu/orssp/
¾ Onslow County Extension Program (Academic Affairs)
http://www.uncw.edu/extension/about.html
¾ Publishing Laboratory (English) http://www.uncw.edu/writers/publababout.html
¾ QENO - Quality Enhancement for Nonprofit Organizations (PSCS and
Public and International Affairs) http://www.uncw.edu/dpscs/cse/qeno.htm
¾ Randall Library, includes Museum of World Cultures
http://library.uncw.edu/
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UNC Tomorrow Response Phase I Report
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¾ Research site http://www.uncw.edu/research/
¾ Re:Search
http://www.uncw.edu/marketingcommunications/documents/research_200
6_000.pdf
¾ School of Nursing Our Changing World
http://www.uncw.edu/son/documents/nursingshowpiece.pdf
¾ School of Nursing Office of Research and Community Partnerships
http://www.uncw.edu/son/comm-partnership.htm
¾ Small Business and Technology Development Center (Cameron School)
http://www.csb.uncw.edu/sbtdc/
¾ SMEC – Science and Mathematics Education Center (Watson School)
http://www.uncw.edu/smec/
¾ Southeastern North Carolina Food Systems Project (Sociology)
http://people.uncw.edu/hossfeldl/
¾ Summer Ventures in Science and Mathematics (SMEC)
http://www.uncw.edu/smec/summerventures.html
¾ The Learning Network http://www.thelearningnetwork.tv/
¾ Upperman African American Cultural Center (Academic Affairs)
http://www.uncw.edu/upperman/
¾ UNCW Magazine
http://www.uncw.edu/marketingcommunications/services-magazine.html
¾ UNCW Professional Education (PSCS)
http://www.uncw.edu/dpscs/ProfEd.htm
¾ Water Research site http://www.uncw.edu/research/projectsWater.html
¾ Watson School of Education Connections magazine
http://www.uncw.edu/ed/connections/connections.pdf
¾ Watson School of Education Outreach Alliances
http://www.uncw.edu/ed/community.html
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208
H. CHANGES TO POLICIES AND PROCEDURES
The UNC Tomorrow Commission identified eight issues internal to the UNC
system that should be examined (Sec. 5). One of these was designated to be
addressed in the Phase I Response.
5.7 UNC should encourage and facilitate interdisciplinary and inter-institutional
collaboration among its institutions.
The following is a summary of interdisciplinary and inter-institutional
collaborations identified in sections A through G of this report. Details, including
timelines, accountability, costs and funding sources, for each initiative are
included in the narrative sections that form the main body of this report.
UNCW Initiative (Improvement of existing programs and new programs):
Interdisciplinary and Inter-Institutional Collaborations
Actions
Expected Outcomes
Satisfy demand for engineers from
Joint Engineering Baccalaureate
regional enterprises: General Electric,
Program in collaboration with North
PPD, Corning, Victaulic, Flow
Carolina State University
Sciences, and others
Branch Campus, Onslow County, in
Satisfy enrollment demand in
collaboration with Coastal Carolina
underserved region; serve Camp
Community College
Lejeune expansion
Establish interdisciplinary logistics
Build upon current collaboration with
programs at the undergraduate level
the NC Port Authority concerning the
(in cooperation with CC’s) and at the
planning and operations of
graduate level to meet the needs of
southeastern North Carolina port
the new international port
activity
Continue and expand existing
Establishment of the Center for
collaborations in the marine sciences
Innovation in Marine Biotechnology
and marine biotechnology
Create a unique university-public
school-community partnership for our
Develop a clearer public
region that involves faculty, staff and
understanding of “college readiness”
administrators
Foster deeper collaboration between
Upgrade and expand college
UNCW and Isaac Bear Early College
readiness programs
and New Hanover County Schools
Strengthen the impact and
Restore and increase funding to NCeffectiveness of programs that address
MSEN, SMEC and SVSM programs
pre-college science and mathematics
education
University of North Carolina Wilmington
UNC Tomorrow Response Phase I Report
209
Interdisciplinary and Inter-Institutional Collaborations (continued)
Actions
Expected Outcomes
Expand opportunities for graduate
school and career paths in marine and
Expand collaboration with ECSU in
environmental sciences; increase
biology, marine biology, and marine
interaction between UNCW and ECSU
and environmental sciences, both in
faculty; provide for more efficient use
coursework and research
of complementary facilities; increase
internship exchanges
Support collaboration among faculty
Planning for the next NC GIS
from UNCW, ECU, UNCC and UNCG
(Geographic Information Systems)
on grant proposals and professional
conference in 2009; attract 4000 GIS
service
practitioners from across NC and US
Enhance collaboration among
UNCW’s Center for Business and
Economic Services and its
Foster regional economic
counterparts at Fayetteville State and
development; enhance recruiting in the
UNC Pembroke to prepare annual
NCSE 11-county service region
editions of a regional data book for
North Carolina’s Southeast (NCSE)
Administrative and Policy Changes
Following is a summary of administrative and policy changes extracted from
sections A through G of this report, where additional details are described.
These potential changes were identified as needed to successfully implement
response plans in ways that ensure UNCW’s efficiency, effectiveness and
relevance to both current and future challenges. At its April 23 meeting the
UNCW Administrative Cabinet affirmed these as areas that will require closer
future examination.
NOTE:
• Specific policy issues are bolded below.
• Regular text represents new positions, offices, or organizations.
• Issues requiring probable UNC or NC activity appear in red text.
From Committee B: Increasing Access to Higher Education
1. Examine whether and under what circumstances, if any, undocumented
students who graduate from North Carolina high schools and who are
academically qualified for admission to a UNC institution should be
charged in-state tuition.
2. Find a way to include participation in University College programs as
part of faculty workload.
3. Formulate clearer diversity guidance in the mission statement.
4. Create innovative ways to offer admission to UNCW.
University of North Carolina Wilmington
UNC Tomorrow Response Phase I Report
210
5. Create a unique university – school community partnership to
promote college readiness.
6. Create partnerships among PSCS, Admissions and Institutional
Diversity to offer more college readiness programs.
7. Develop progressive policies that encourage shared use of facilities
and promote appropriate integration of early college students into
college life.
8. Establish rewards and incentives for faculty involvement in early
college programs.
9. USE PSCS administrative infrastructure to expand the reach of WSE
teacher professional development programs.
From Committee C: Improving Public Education
1. Additional MOA agreements with community colleges.
2. MOA with all parties involved for centers
From Committee D: Economic Transformation and Community Development
1. Create new heath/health services college
2. Need new Economic Development Council and Officer
3. UNCW Research Corporation, a separate 501(c) (3) and 509 (a)
supporting entity
4. Recognition of external service in RTP process, including
community and rural development service
5. Flexible wage scales to allow for increased base salary from
grants/contracts
6. Expand mission statements to cover new focuses (example: CBES to
oversee Center for Entrepreneurship & Emerging Ventures (CEEV))
From Committee E: Health
1. Adjust resourcing formulas to cover clinical training requirements of
the health programs
2. Develop non tenure track “Clinical Lecturer” with multi-year
appointment possibility
3. Provide for student based field training fee where needed
4. Insure RPT processes that recognize standards associated with
highest level of health professional education
5. Establish incentive policies conducive to relationships with external
providers for health service delivery, training and research
From Committee F: Environment
1. Overarching sustainability policy (AASHE has many models)
University of North Carolina Wilmington
UNC Tomorrow Response Phase I Report
211
2. Procurement policy changes to allow environmental impact to override low
bid
3. Vehicle purchase policy
4. Landscape best management practices
5. Parking lot design standards
6. Design standards for sub-metering and other energy efficiency projects
7. Design standards for contractor recycling
From Committee G: Outreach and Engagement
1. Modify internal resource allocation process, recognizing public
service as a mission of UNCW
2. Modify space allocation policies, recognizing public service as a
mission of UNCW
3. Use more flexible tuition and fee models to support credit
professional development programs
4. Increase coordination of arts & culture programs; youth development
programs; professional & executive non-credit continuing education
programs; and promotion to off-campus audiences
5. Sponsor a series of discipline-specific seminars to discuss the definition of
scholarship and artistic achievement
6. Develop a definition of scholarly community engagement
7. Develop a definition of non-scholarly community engagement (i.e.
public service)
8. Engage with the academic governance process to modify RTP
documents
9. Articulate faculty public service expectations and consider workload
implications
From the Steering Committee (4/14/08 meeting)
1. In the new academic degree program planning process, campuses should
have the flexibility to respond to the needs and demands they have
recognized from all sources (including both prospective employers and
potential students)
2. Review processes and practices for allocation of enrollment growth
and other funding, and creation of a Budget Council
Other suggestions received
1. UNC Tomorrow’s increased emphasis on engagement, outreach,
applied learning, and consulting magnifies problems associated with
faculty, staff, and student safety and liability associated with such
activities. Are university policies and procedures properly arrayed to
deal with this issue?
University of North Carolina Wilmington
UNC Tomorrow Response Phase I Report
212
2. The Faculty Handbook references pay, but UNCW does not have a
written policy on faculty consulting that sets limits and controls on
consulting. UNC Tomorrow encourages faculty support for regional
development.
3. UNCW needs policies or guidelines on the development, delivery,
teaching, and evaluation of online courses and degrees. These
should address such areas as copyright, evaluation and quality
control for online courses, teaching, learning, hiring of faculty
(Part/Full time), tenure, promotion, work load, compensation,
scholarship, release time, and recognition of service.
4. UNCW must establish policy or guidelines on funding for summer
school, extension, and online degrees/courses, accounting for the
specific needs of academic programs that generate SCHs within
these programs.
5. UNCW policies and procedures do not clearly articulate a transparent
means for assessing priorities and planning new capital projects and
building renovations, nor for determining short-term and long-range
space needs.
6. UNCW needs a facilities manager to facilitate space planning and maintain
an electronic inventory of all space usage at UNCW.
7. In preparation for revising RTP policies and initiating academic
program reviews in the fall, the Faculty Senate may need
streamlining.
University of North Carolina Wilmington
UNC Tomorrow Response Phase I Report
213
IV. TEN-YEAR ENROLLMENT PLAN
University of North Carolina Wilmington
UNC Tomorrow Response Phase I Report
214
The graph below depicts the projected UNC Wilmington total resident credit
headcount and grand total (resident plus extension) headcount from the ten-year
enrollment plan on the preceding page, together with corresponding historical
data for comparison.
UNCW Ten-Year Enrollments—Past and Future
15000
14000
13000
12000
11000
10000
20
00
20
01
20
02
20
03
20
04
20
05
20
06
20
07
20
08
20
09
20
10
20
11
20
12
20
13
20
14
20
15
20
16
20
17
9000
Actual Total
Actual Resident
University of North Carolina Wilmington
Planned Total
Planned Resident
UNC Tomorrow Response Phase I Report
215
V. CAPITAL FACILITIES PLAN
UNCW Report on FY 08-09 Capital Plan
The UNCW Capital Facilities Committee met on February 21, 2008,
resulting in the recommendation that the following be approved as the UNCW FY
08-09 Capital Facilities Plan.
Our first priority is the Allied Health/Human Sciences Facility which will
require an appropriation of $43,200,000.
The University of North Carolina Wilmington has been engaged in a multiyear assessment of its efforts to prepare health professionals and to create
stronger partnerships with health providers to serve North Carolina in general
and the southeast region in particular. Central to these efforts has been the
emergence of a health programs strategic plan which calls for the creation of an
academic umbrella under which we are aligning health-related programs and the
co-location of these programs in a health programs and services academic quad.
During the recent phase of planning UNCW’s efforts have closely paralleled the
work of UNC Tomorrow and we have engaged the campus community in a series
of discussions that culminated in the recommendation to establish a Health and
Human Services College with strong partnerships with practitioners and other
UNC campuses. Two of the four facilities planned for the envisioned quad have
already been funded, the new Psychology Building and the School of Nursing
facility. The third facility is the proposed Health and Human Sciences Building
that will ultimately be the home for the proposed new college, the Center for
Healthy Living, existing academic programs in Health and Applied Human
Sciences and Social Work and related labs and classrooms that are vital to
serving current students and the additional students that we will be recruiting in
the near future. This facility is critical to our ability to realize this broad response
to producing more health care professionals, the important challenges put forth
by UNC Tomorrow and to providing enhanced services to the region through a
creative and coherent plan. This facility is critical to our ability to implement
these plan, since there is no available space either on or off campus to house
these functions.
Our second priority is for critical infrastructure improvements to the
campus for which we are requesting $11,261,382. This includes improvements
and expansion for the Primary Electrical Distribution System, improvements and
expansion of both the Storm Drainage and Sanitary Sewer Systems, and
expansion of the Campus Emergency Management System. Faced with a
rapidly growing enrollment, it is imperative that these infrastructure needs be
met.
Our third priority is an Academic Center located at Coastal Carolina
College, for which we are requesting $24,600,000. Current demand and
projected growth of Marine Corps Base Camp Lejeune of 11,500 active duty
members (not including family members) to this area in the next three to five
years, will demand the increase of educational programs for the residents of
Onslow County. The Department of Defense’s Base Realignment and Closure
University of North Carolina Wilmington
UNC Tomorrow Response Phase I Report
216
(BRAC) Commission’s report along with the US Marine Corps increase from
180,000 active-duty personnel to 202,000 by 2012, will have a significant impact
on the population of Onslow County in the next few years, resulting in a demand
for more educational opportunities. Moreover, a recent joint announcement by
UNC President Erskine Bowles and NC Community College President Martin
Lancaster has charged the UNC and NCCC systems with producing 146,000
college graduates by 2014, more than 15,000 more graduates each year, to meet
the economic development needs for the state of North Carolina.
Currently, the educational opportunities for military personnel and civilians
in Onslow County are limited. Five educational institutions other than UNCW
offer a limited number of degree programs to military personnel, dependents,
retirees, and civilians at Camp Lejeune-and only 9% percent (4,000) of the
43,000 active duty military personnel in the area are enrolled in local educational
programs. The 4-year university available to students is UNCW (60 miles south)
but the majority of prospective students are unable to commute to Wilmington to
complete degree programs. Travel to Wilmington to pursue a degree is not an
option-students work, have children, and often times deployed spouses, leaving
them the sole caretaker. Even for those who could travel and who could afford
the exorbitant cost of gas; there simply isn’t enrollment space on UNCW’s main
campus.
Due to the severe shortage of educational programs available for active
duty military and Onslow County residents, prospective students are forced to
search for online programs. In FY06, the university generating the fourth largest
revenue from military tuition assistance at MCB Camp Lejeune was University of
Phoenix. Although colleges/universities offering traditional face-to-face programs
at military installations cannot compete, this does not apply to online degree
programs. The military and its personnel do not wait. Therefore, UNCW needs
to act quickly to provide not only the face-to-face programs it requests, but also
the online programs that are in highest demand. UNCW is fortunate to be
situated in an ideal position: we are currently located both at MCB Camp Lejeune
and MCAS New River and we have established relationships with base
personnel and Coastal Carolina community College, our partner who offers all
lower-level basic studies courses.
UNCW’s Onslow extension campus has increased its enrollment each
year since its 1995 opening and projects significant future growth. The potential
revenue that can be generated by establishing a satellite campus through military
tuition assistance alone is significant.
A proposed new facility will allow UNCW to serve current and prospective
students, provide more day, night, web-enhanced, and online classes, and
expand student service resources to met growing demands for educational
services in a cost-effective manner In the cooperative effort, Coastal Carolina
Community college would donate land on its campus for a proposed 3-story
UNCW building, demonstrating and solidifying the current relationship both
institutions share and building on the successes that have been demonstrated.
The new facility will include, but not be limited to, traditional and interactive
instructional television classrooms, a large multi-purpose lecture classroom with
University of North Carolina Wilmington
UNC Tomorrow Response Phase I Report
217
information highway capabilities, science and computer laboratories, and faculty
and staff office spaces. The student support services will include a
financial/veterans assistance office, service learning/non-traditional student
center, an alumni center, and a student lounge area. Total cost to establish this
facility is estimated at $24,600,000.
As a result of this newly established UNCW building and formalization of
the satellite campus in Onslow County, The economic benefit to the City of
Jacksonville and the local military installations would be significant. The greatest
gain would come from an increased local pool of educated workers, an answer to
the charge of Presidents Bowles and Lancaster.
Six-Year Capital Improvement Priorities 2007-2013
The following capital priorities for UNC Wilmington are from the Budget
Priorities of the Board of Governors of the University of North Carolina, approved
by the Board of Governors on March 7, 2008.
Allied Health and Human Sciences Building
Infrastructure Improvements
Academic Center at Coastal Carolina College
Trask Coliseum, Hanover Hall, Natatorium
Renovation
Science Building
Randall Library Renovation and Expansion
Hardened Strategic and Emergency
Operations Center
Social and Behavioral Science Modernization
Morton Hall Modernization
Bear Hall Modernization
DeLoach Hall Modernization
Cameron School of Business Modernization
Arts & Sciences Building
University of North Carolina Wilmington
2009-10
2009-10
2010-11
$43.20 M
$11.26M
$24.60M
2010-12
2010-11
2011-13
$60.28M
$25.71M
$70.21M
2011-12
2011-12
2012-13
2012-13
2012-13
2012-13
2012-13
$10.66M
$9.28M
$8.37M
$8.72M
$10.14M
$12.07M
$25.71M
UNC Tomorrow Response Phase I Report
218
APPENDIX A
University of North Carolina Wilmington
UNC Tomorrow Response Phase I Timetable
University of North Carolina Wilmington
UNC Tomorrow Response Phase I Report
219
University of North Carolina Wilmington
UNC Tomorrow Response Phase I Timetable
Date
February 11
Time and Location
Event
4:00 – 5:00 pm, AL 215
Steering Committee meeting
3:00 – 5:00 pm,
Lumina Theatre
Fisher Student Center
UNC Tomorrow Kickoff meeting for members of all
response committees
February 25
4:00 – 5:00 pm, AL 215
Steering Committee meeting
March 10
4:00 – 5:00 pm, AL 215
Steering Committee meeting
3:00 – 5:00 pm
Cameron Hall 105
Interim Report Forum for members of all response
committees
March 24
4:00 – 5:00 pm, AL 215
Steering Committee meeting
April 7
3:00 – 5:00 pm, AL 215
Prioritization of UNC Tomorrow initiatives by the
Steering Committee together with faculty and student
members of the Planning Council
April 14
4:00 – 5:00 pm, AL 215
Steering Committee meeting
9:00 – 11:00 am
Warwick Center Ballroom
UNC Tomorrow Response Phase I Report Forum for
members of all response committees and campus
constituents
2:00 pm, EB 162
Faculty Senate presentation
9:00 – 11:00 am
Burney Auditorium
UNC Tomorrow Response Phase I Report Forum for
members of all response committees and campus
constituents
April 22
2:00 – 3:30 pm, AL 215
UNC Tomorrow Response Phase I Report review and
alignment of priorities with UNCW Strategic Plan by the
University Planning and Quality Council
April 23
9:00 – 11:00 am, AL 215
UNC Tomorrow Response Phase I Report final review
by the Chancellor’s Administrative Cabinet
April 24
10:00 am
UNC Tomorrow Response Phase I Report presentation
to the Educational Planning and Programs Committee of
the UNCW Board of Trustees
April 25
8:30 am
UNC Tomorrow Response Phase I Report review by the
UNCW Board of Trustees
● February 15
● March 14
● April 15
April 15
● April 18
May 1
UNC Tomorrow Response Phase I Report submitted to
UNC General Administration
June 8
Campus response Phase I reports presented to the
UNC Board of Governors
● Indicates group forum involving all response committee members.
University of North Carolina Wilmington
UNC Tomorrow Response Phase I Report
220
APPENDIX B
University of North Carolina Wilmington
UNC Tomorrow Response Phase I Committee Structure
University of North Carolina Wilmington
UNC Tomorrow Response Phase I Report
221
University of North Carolina Wilmington
UNC Tomorrow Response Phase I
Committee Structure
UNC Tomorrow Response Steering Committee:
Membership: Chairs and Co-Chairs of committees designated below
Staff to Steering Committee:
Membership: Mark Lanier, Bob Russell, Ken Spackman
Response section
Existing committees
Response team membership
Basic Studies Task
Force
International Programs
Advisory Board
A. Global Readiness
Others
University of North Carolina Wilmington
Chair: David Cordle
Kim Sawrey
Mark Cox
Chris Dumas
Ken Gurganus
Colleen Reilly
Amanda Boomershine
Diane Dodd
Deron Fort
Carol Heinrich
Kemille Moore (ex officio)
Ann Pemberton (ex officio)
Frank Ainsley
Bill Atwill
Yaw Chang
John Fischetti
Jane Fox
Scott Juall
Jennie McNeilly
Mahnaz Moallem
Sam Murrell
Rebecca Porterfield
Drew Rosen
Karen Sandell
Lisa Scribner
Carmelo Tomas
Brad Walker
James Purcell (ex officio student)
Mallory Gleason (ex officio student)
Denise DiPuccio
Mark Gallovic
Aretha Jones-Cook
Karen Thompson
Fermin Recarte
UNC Tomorrow Response Phase I Report
222
Response section
Existing committees
Diversity Committee
B. Increasing Access to
Higher Education
University of North Carolina Wilmington
Response team membership
Co-Chairs: Terry Curran
Bob Roer
Virginia Adams
Max Allen
Tom Barth
Sherri Batson
Kimberley Cheatham
Larry Clark
Ron Core
Bo Dean
Steve Demski
Denise DiPuccio
William Fleming
Toni Gazda
Eileen Goldgeier
Paul Hosier
Leslie Hossfeld
Lee Jackson
Aretha Jones-Cook
Pat Leonard
Fermin Recarte
Debra Saunders-White
Earl Sheridan
Cheryl Sutton
Carol Chase Thomas
Office of Admissions
Marcio Moreno
Keryn Vickers
Anne Marie Beall
Alicia Hardy
Others
Johnson Akinleye
Peggy Turner
Emily Bliss
Eddie Stuart
Liz Hosier
UNC Tomorrow Response Phase I Report
223
Response section
Existing committees
Watson School of
Education
Administrative Team
Teacher Education
Council
C. Improving Public
Education
Others
Committee on
Economic
Development
D. Economic
Transformation and
Community
Development
Others
Health Affairs Task
Force
E. Health
Health Center
University of North Carolina Wilmington
Response team membership
Chair: Cathy Barlow
Jim Applefield
Vance Durrington
Brad Walker
Carol Thomas
Karen Wetherill
Steven Elliott
Daniel Johnson
Diane Melroy
Joann Mount
Angelia Reid-Griffin
Jimmy Reeves
Kelli Slaten
Lu Huntley
Amy Ammons (SNCAE Rep.)
Janelle DeCosta (SNCAE Rep.)
LaChawn Smith (Public School
Admin.)
Linda Britton (Pub Sch. Teacher)
Sue Kezios
Liz Hosier
Chair: Larry Clark
Steve Demski
Mark Lanier
Steve McFarland
Steve Meinhold
Nelson Reid
Bob Roer
Bill Sackley
Dan Baden
Woody Hall
Steve Harper
Leslie Langer
Norman Bemelmans
Joanne Halls
Leslie Hossfeld
Chair: Nelson Reid
Janie Canty-Mitchell
Nelson Reid
Reggie York
Terry Kinney
Stephanie Smith
Katrin Wesner
UNC Tomorrow Response Phase I Report
224
Response section
Existing committees
Sustainability
Committee
F. Environment
Carnegie Community
Engagement
Classification
Committee
G. Outreach and
Engagement
Others
H. Changes to Internal
Policies and
Processes
University of North Carolina Wilmington
Chancellor’s Cabinet
Response team membership
Chair: Sharon Boyd
Stan Hart
Diane Reed
Jack Hall
Gwen Bolden
Phil Cooney
Lindsey Cooper
Chris Dumas
Mark Lanier
Jason Lynch (student)
Kathleen Miller
Kerry Plyler (student)
Steve Sharpe
Emily Sheppard (grad student)
Roger Shew
Phoebe Tseh
Alex Wadsworth (student)
Co-Chairs: Steve Demski
Leslie Hossfeld
Johnson Akinleye
Manny Avalos
Donna Crowe
Bill Sackley
Steve Meinhold
Nelson Reid
Terry Kinney
Karen Wetherill
Janie Canty-Mitchell
Cindy Lawson
Zach Mitcham
Suzie Bean, Suzanne Blake
Chair: Paul Hosier
Rosemary DePaolo
Ron Core
Mary Gornto
Pat Leonard
Steve Demski
Debra Saunders-White
Mark Lanier
Max Allen
William Fleming
Eileen Goldgeier
Cindy Lawson
Kelly Mehrtens
UNC Tomorrow Response Phase I Report
225
Response section
Existing committees
Response team membership
Ad Hoc Enrollment
Plan Review
Committee
Ten-year Enrollment Plan
Preliminary due 2/29/08
Final due 5/1/08
Faculty Senate
Buildings and Grounds
Committee
Capital Facilities Plan
FY 08-09 due 3/7/08
FY 09-15 due 9/08
Others
University of North Carolina Wilmington
Chair: Terry Curran
Bob Russell
Pat Leonard
Ken Spackman
Johnson Akinleye
Sharon Boyd
Debra Saunders-White
Kemille Moore
Steve McNamee
Lisa Castellino
Steve McFarland
David Cordle
Cathy Barlow
Virginia Adams
Larry Clark
Bob Roer
Manny Avalos
Chair: Dave Girardot
Paul Hosier (ex officio)
Ron Core (ex officio)
Pat Leonard (ex officio)
Aaron Wilcox
Bill Bolduc
Cara Cilano
Steve Harper
Ned Irvine
Vibeke Olson
James Rotenberg
Robert Phillips (student)
Charlie Soden (student)
Manny Avalos
Ann Glossl
Bobby Miller
Rich Grimsley
Max Allen
UNC Tomorrow Response Phase I Report
226
APPENDIX C
University of North Carolina Wilmington
Alignment with UNCW’s Strategic Plan
University of North Carolina Wilmington
UNC Tomorrow Response Phase I Report
227
University Planning and Quality Council
Sixteen UNC Tomorrow Phase I Priorities
Aligned with Objectives of UNCW’s Strategic Plan
April 22, 2008
Notes:
a. UNC Tomorrow Phase I priorities are coded in red according to the
originating committee (for example, A2 refers to the second priority of
Committee A Global Readiness).
b. Some priorities address more than one objective; in that case the specific
actions supporting the objective are indicated parenthetically.
GOAL I:
Create the most powerful learning experience possible for our
students.
Objective 1:
Pursue initiatives that promote student retention and
graduation, competitive with our aspirant institutions.
Objective 2:
Improve the range and quality of student-faculty interactions.
A1 Complete general education revision (Hire 20 new
faculty, decrease reliance on part-time faculty, reduce class
sizes for writing courses) [Also see Goal I, Objectives 4, 5]
Objective 3:
Improve availability of space, equipment, information
technology and other support services for various types of
classroom experiences appropriate for each discipline.
B1 Expand distance (e.g. BSW, CRJ, teacher licensure)
and online courses (e.g. MSBCR)
C1 Increase targeted recruitment efforts to address the
shortage of math and science teachers (Expand online
offerings in math and science, and designated methods
courses of other shortage areas) [Also see Goal V,
Objective 5; and Goal VII, Objective 7]
Objective 4:
Ensure regular review and development of curricular
content, delivery and rigor to meet the undergraduate and
graduate programmatic needs of the university, the region
and the state.
A1 Complete general education revision (Hire a General
Education Director, increase foreign-language requirement)
[Also see Goal I, Objectives 1, 5]
F1 Strengthen UNCW’s curriculum and research in
environmentally related areas, including coastal and marine
sustainability (Develop new coursework in energy,
sustainability, field methods, geographic information systems
and remote sensing of the environment) [Also see Goal I,
Objective 10; Goal V, Objective 4; and Goal VI, Objective 7]
Objective 5:
Improve experiences for students during initial entry into
campus life and at crucial junctures in their education.
University of North Carolina Wilmington
UNC Tomorrow Response Phase I Report
228
Objective 6:
Objective 7:
Objective 8:
Objective 9:
Objective 10:
A1 Complete general education revision (Require 3-credit
FY Seminar) [Also see Goal I, Objectives 1, 4]
Improve our transfer student transition, experience and
achievement.
Increase graduate student enrollment, and enhance
graduate student experience and achievement.
Regularly review and improve pedagogical frameworks, such
as experiential learning, and program-specific learning
outcomes.
A2 Implement university-wide program of
experiential/applied learning [Also see Goal V, Objective 3]
Increase the level of support for faculty/student research and
scholarly activity at the undergraduate and graduate levels.
Provide outstanding student recruitment, academic and
support programs that advance the university’s prestige and
impact as an institution of higher education on the national
stage.
F1 Strengthen UNCW’s curriculum and research in
environmentally related areas, including coastal and marine
sustainability (Start an approved master’s program in
environmental studies Fall 2008, develop a joint degree
program in conservation biology and environmental
conservation, develop a master’s program in coastal and
ocean policy) [Also see Goal I, Objective 4; Goal V,
Objective 4; and Goal VI, Objective 7]
GOAL II:
Recruit, retain and develop quality faculty, administration and staff
in appropriate numbers.
Objective 1:
Strive for fair and competitive salaries and improved benefits
for faculty, administration and other EPA personnel
Objective 2:
Strive for fair and competitive salaries and improved benefits
for SPA staff personnel.
Objective 3:
Invest in creative educational, research, service and
administration initiatives that clearly advance one or more of
the strategic goals of the university.
Objective 4:
Encourage and support professional development and
career advancement opportunities and initiatives for faculty
and staff.
GOAL III:
Embrace and enhance diversity throughout the university’s
constituencies, culture, curriculum and outreach activities.
Objective 1:
Build a pool of prospective students from underrepresented
populations and recruit them to UNCW to develop a rich and
vibrant learning environment.
University of North Carolina Wilmington
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Objective 2:
Objective 3:
Objective 4:
Objective 5:
Objective 6:
Objective 7:
B3 Establish an endowment to fund diversity scholarships
(recruitment and retention outcomes) [Also see Goal VII,
Objective 4]
Strengthen relationships with and among all current
students.
Enhance diverse idea exchanges, engagement and the
range of learning experiences through outreach relationships
with other educational entities.
Access and utilize the intellectual, cultural and financial
resources of the region through outreach relationships with
minority community groups , businesses and other entities.
Recruit, develop and retain a critical mass of diverse faculty.
Recruit, develop and retain a critical mass of diverse staff
and administrators.
Provide a curriculum that is educationally compelling in its
use of diverse ideas, beliefs and backgrounds.
GOAL IV:
Create an educational environment that prepares our students to
be global citizens.
Objective 1:
Ensure students have access to travel, study abroad and
classroom opportunities that foster their ability to participate
in a global community.
A3 Nurture global citizenship (Expand the role of the Office of
International Programs to become a Center for Global
Programs, hire Study Abroad Coordinator, two two-way
global video technology packages) [Also see Goal IV,
Objective 2]
Objective 2:
Foster an international-friendly environment in Wilmington
and the surrounding area.
A3 Nurture global citizenship (Hire International Admissions
Officer, fund travel for International Admissions Officer)
[Also see Goal IV, Objective 1]
Objective 3:
Provide opportunities for faculty to develop international
teaching and research interests.
Objective 4:
Recruit faculty and students from areas of the world
consistent with the university’s programmatic priorities.
GOAL V:
Strengthen the university’s regional engagement and outreach
activities.
Objective 1:
Partner with the public and private sectors to foster
economic development throughout the region.
D1 Provide leadership in Marine Sciences and Marine
Biotechnology in North Carolina
D2 Develop partnerships & services, including Campus for
Research, Entrepreneurship Service and Teaching (CREST)
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Objective 2:
Objective 3:
Objective 4:
Objective 5:
Objective 6:
Objective 7:
D3 Develop entrepreneurship & leadership, including Center
for Entrepreneurship and Emerging Ventures (CEEV)
Provide service to and collaborate with our P-16 educational
partners in public schools, community colleges and other
universities.
B2 Enhance outreach and partnership programs with the
seven community colleges in our region
Connect theory and practice through service learning
programs that enrich academic coursework and serve the
region.
A2 Implement university-wide program of
experiential/applied learning (Service learning components
of experiential/applied learning) [Also see Goal I, Objective
8]
Apply the intellectual and human capital of the university and
its region to address critical quality of life concerns, including
health and the environment.
E1 Implement College of Health and Human Services
(Appropriate administrative, personnel and operational
funds; and “catalyst” funds to create visible and focused
intellectual capability in health area) [Also see Goal VII,
Objective 6]
E2 Educate more health professionals
E3 Expand external partnerships for Clinical Training
F1 Strengthen UNCW’s curriculum and research in
environmentally related areas, including coastal and marine
sustainability (Increase faculty and student research on key
coastal issues; faculty outreach to management,
conservation and commercial interests; and training of
students to wisely manage future resources) [Also see Goal
I, Objective 4; Goal I, Objective 10; and Goal VI, Objective 7]
Provide campus-initiated experiences that encourage
participation in and access to higher education.
C1 Increase targeted recruitment efforts to address the
shortage of math and science teachers (Expand Junior
Seahawk program by adding four days during school year to
one week summer session; sponsor Science Olympiad for
middle and secondary school students; expand the NCMSEN Pre-College Program to UNCW; expand Summer
Ventures by adding an additional cohort; conduct workshops
and presentations) [Also see Goal I, Objective 3; and Goal
VII, Objective 7]
Engage our region in a life of learning for intellectual reward,
personal pleasure or career opportunity through high quality
continuing studies programs and cultural opportunities.
Strengthen the alumni and parent programs.
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Objective 8:
Enhance the university’s ability to perform larger scale multidisciplinary applied research programs that focus on issues
important to southeastern North Carolina.
G1 Encourage formation of academic community
engagement centers and other campus communication and
coordinating structures; share administrative support
GOAL VI:
Enhance the quality of UNCW’s environment and provide a
sustainable campus that is attractive, functional and, above all,
safe.
Objective 1:
Increase the sense of campus community for all members
and at all levels of engagement.
Objective 2:
Provide dedicated locations to foster community.
Objective 3:
Provide comfortable, well-maintained work spaces.
Objective 4:
Provide excellent customer service in all business operations
for students, faculty and staff.
Objective 5:
Improve processes and procedures that ensure safety and
security in all facets of campus life.
Objective 6:
Establish education and training initiatives for campus
violence prevention.
Objective 7:
Combine green buildings and operations, and student led
initiatives, to increase campus sustainability.
F1 Strengthen UNCW’s curriculum and research in
environmentally related areas, including coastal and marine
sustainability (Include sustainability in new student
orientation) [Also see Goal I, Objective 4; Goal I, Objective
10; and Goal V, Objective 4]
F2 Combine green buildings and operations and student led
initiatives to increase campus sustainability
GOAL VII: Ensure adequate resources to achieve university goals by
increasing public financial support and private giving.
Objective 1:
Secure critical educational resources through more equitable
funding from the state for UNCW.
Objective 2:
Achieve more efficient and effective use of existing
resources through reallocation, technology, and linkages
between planning and budgeting.
Objective 3:
Strengthen the annual giving program.
Objective 4:
Develop focused, aggressive planned giving and major gifts
programs.
B3 Establish an endowment to fund diversity scholarships
(fundraising outcomes) [Also see Goal III, Objective 1]
Objective 5:
Enhance foundation and corporate giving to UNCW.
Objective 6:
Establish funding sources to meet the expanding capital
needs of a growing university.
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Objective 7:
Objective 8:
E1 Implement College of Health and Human Services (Fund
the new College of Health and Human Services) [Also see
Goal V, Objective 4]
Increase grants, contracts and entrepreneurial activity to
enhance the university’s programs and projects.
A3 Nurture global citizenship (Building Global Citizens
Grants)
C1 Increase targeted recruitment efforts to address the
shortage of math and science teachers (Seek grant funding)
[Also see Goal I, Objective 3; and Goal V, Objective 5]
Meet the financial needs of students dependent on financial
aid.
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