University of North Carolina Wilmington
Priority Progress Measures
Approved by the University Planning and Quality Council October 5, 2005.
Amended May 10, 2006, October 17, 2007, November 4, 2008, October 20, 2009, and May 10, 2011.
1. Improve the student-faculty ratio to 15 to 1 by 2013.
The student-faculty ratio is a universal measure of an institution’s capacity not only to offer small classes, but also to
sustain directed individual study, undergraduate and graduate thesis direction, senior projects, honors projects, student
involvement in faculty research, and student-faculty interaction in general.
2. Improve the student-staff ratio from 10.9 to 1 in 2003-04 to 10.0 to 1 by 2010.
Non-faculty staff personnel perform indispensable services that directly affect the quality of a university.
Professional staff include administrative, public service, and academic support; and non-professional staff include
secretarial, skilled crafts, and service/maintenance.
3. Reduce disparities in retention and graduation rates between majority and minority student populations, and
increase the proportion of student enrollments from historically underrepresented groups to achieve a critical mass
necessary to enrich the education of all UNCW students.
To serve the higher education needs of southeastern North Carolina, to respond to the changing demographics of
North Carolina’s high school graduates, and to uphold diversity as a core value, UNCW must monitor those indicators
that have historically shown gaps in achievement between traditionally underrepresented groups and the general
student population.
A diverse student body is essential for enriching the education of all UNCW students. Cultural, racial, ethnic and
global diversity are fundamental to the mission of the university and are essential elements of an atmosphere of
openness and free inquiry upon which teaching and learning rest. The measure of diversity lies not in maintaining
certain percentages of minorities or even in representing the regional population, but rather ensuring a critical mass of
historically underrepresented groups to promote cross-cultural and racial understanding, to break down racial
stereotypes, to enliven class discussions, to enable students to understand persons of different backgrounds, and to
prepare students with leadership skills for success in an increasingly diverse workforce. The results of surveys, exit
interviews and focus groups are the best ways to measure progress in diversity and to identify ways to improve.
4. Increase the freshman to sophomore retention rate from 85.7% in 2004-05 to 90% by 2011, the four-year
graduation rate from 42.8% in 2004-05 to 50% by 2012, and the six-year graduation rate from 61% in 2004-05 to
70% by 2012 and to 75% by 2017.
A nationally recognized indicator of academic quality, the freshman to sophomore retention rate reflects student
satisfaction with their choice of higher education institution, the extent to which the university meets students’
expectations, the success of programs designed to help students meet academic goals, and the degree to which the
university is viewed as a “destination” school. Freshman retention is a key influence on the six-year graduation rate,
a universal indicator of institutional quality and of general student achievement.
5. Increase the percentage of undergraduates housed on campus from 23.1% in 2004-05 to 35% by 2009, with a
long term target of 40%.
A strong core of undergraduate students living on campus contributes to student engagement in academic activities,
interaction between faculty and students, involvement of students in campus organizations and events, a general
atmosphere of learning, greater likelihood of alumni support, and a sense of campus community.
6. Working within the policies of the General Assembly, the Board of Governors, and the Office of State Personnel,
steadily increase average faculty salaries to the peer group 80th percentile for each rank, the salaries of other EPA
positions to the respective peer group 80th percentile, and SPA salaries to at least the market value for each
position.
Competitive salary and benefits are essential for attracting and retaining highly qualified faculty and staff, and for
maintaining employee morale.
7. Increase the three-year moving average of total annual R&D expenditures from $12.5 million in 2001-03 to at
least $20 million by 2009-11, and by 2013 increase to 25% the annual proportion of tenure-track faculty submitting
grant proposals.
Research and development expenditures are funded primarily through federal research grants awarded to faculty, with
the Center for Marine Science leading the way. R&D expenditures not only measure faculty research activity, but
also the capacity to offer undergraduate and graduate students opportunities for involvement in research projects with
faculty, as well as facilitation of collaborative research partnerships with local industry and government and applied
research that benefits regional development.
8. 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.
To create an educational environment that prepares UNCW students to be global citizens, it is crucial to enrich the
composition of the student body through international representation, and to increase students’ opportunities for
educational experiences abroad.
9. Raise significant additional endowment for diversity and merit scholarships, with a campaign to be completed by
2013.
To be competitive with peer institutions for enrolling high-achieving freshmen, it is necessary to have substantial
capacity to offer scholarships on the basis of academic merit. Simultaneously, diversity scholarships constitute a key
component in the enhancement of student body diversity.
10. By FY 2013, the alumni giving rate and the average alumni gift amount will be 2% above the national
average for public institutions.
The alumni giving rate is a widely used measure of alumni satisfaction with their educational experience. Alumni
giving is also an important source of private funding that is increasingly necessary for the operation of public
institutions.
University of North Carolina Wilmington
Accountability Measures
Approved by the University Planning and Quality Council May 10, 2011.
1. Undergraduate Research Involvement index. (Goal I, 1.1.1.1)
2. Expansion or duplication of Undergraduate Research. Involvement to include internships and
service-learning projects as an Applied Learning Involvement index. (Goal I, 1.1.1.2 and 3)
3. Creation of growth goals for graduate programs and an associated priority progress measure. (Goal I,
1.1.2)
4. Creation of an accountability measure for the number of staff getting the tuition benefit, the amount of
travel funds for faculty, the number of research reassignments, the number of Cahill awards, and the
number of RTP and PTR postponements. (Goal II, 2.1)
5. Creation of an accountability measure for the percentages of underrepresented students, faculty, and
staff compared to student and staff pools in North Carolina and faculty pools nationwide. (Goal III,
3.1)
6. Use of UNC economic development metrics as accountability measures. (Goal V, 5.2.1,2,3,4)
7. Creation of a priority progress measure for energy reduction goals. (Goal VI, 6.2)
8. Creation of an accountability measure for the amount of the UNCW endowment per student FTE.
(Goal VII, 7)
9. Diversity of student population at UNC. (UNC Accountability Report 1.1f)
10. Growth in unduplicated headcount enrollment in UNC distance education program. (UNC
Accountability Report 1.3a)
11. UNC undergraduate students’ average registered time-to-degree (RTD semesters) and total credit hours
earned. (UNC Accountability Report 2.3f)
12. Percent change of number of bachelor’s, master’s, and doctoral degrees conferred by UNCW by field of
study. (UNC Accountability Report 3.1a,b,c)
13. Average of accumulated indebtedness of in-state graduating seniors (UNC Accountability Report 5)
14. Assignable square feet per student and faculty FTE, percent classroom occupancy by hour, percent
laboratory occupancy by hour. (UNC Accountability Report 7.1, 7.3, 7.4)