FSU Tomorrow
Economic Transformation
Through
Teaching, Research, and Service
Presenters
Chancellor T. J. Bryan
Dr. Jon Young
Ms. Emily Dickens
~~~
April 27, 2007
Fayetteville State University
A Constituent Institution of The University of North Carolina
Welcome
A constituent institution of The University of North Carolina
Presentation Content
FSU’s Role in Economic Transformation


–
Whom do we serve?
–
What can we do to address the greatest barrier to
economic transformation, which is low educational
attainment?
–
How do our academic programs respond to regional and
state needs?
–
How do our research and service respond to regional and
state needs?
–
How can we collaborate with regional partners to promote
economic transformation?
Closing Comments
Outline
To promote the economic transformation of
our service area, FSU must
I.
II.
III.
IV.
address barriers to educational attainment;
provide academic programs that prepare its
graduates to succeed in and contribute to the global
economy;
focus research and service on meeting regional and
state needs; and
strengthen partnerships to support economictransformation activities that meet regional and state
needs.
Service Area
 Definition not a simple matter
– Multiple perspectives
 Historical outreach (Cumberland and five
surrounding counties)
 BRAC (Base Realignment and Closure) Regional
Task Force (11 counties)
 State economic-development zone (Southeast
Regional Economic Development Board)
 Partnerships with community colleges (sixteen
campuses)
 Enrollment and recruiting (top twelve counties)
Historical Service Area
1.
2.
Bladen County
Cumberland
County (Home
County)
3.
4.
5.
6.
Harnett County
Hoke County
Robeson
County
Sampson
County
The Southeast Region of NC
Source: Southeast Regional Economic Development
www.ncse.org/counties.php
BRAC Partnership Region
1.
2.
3.
Bladen County
Columbus County
Cumberland
County (Home
County/Ft. Bragg)
4.
5.
6.
7.
8.
9.
10.
11.
Harnett County
Hoke County
Lee County
Moore County
Richmond County
Robeson County
Sampson County
Scotland County
Community College Partnership
Region
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
Bladen CC
Cape Fear CC (Pender)
Central Carolina CC (Harnett/Lee)
Fayetteville Technical CC
(Cumberland – Home County)
James Sprunt CC (Duplin)
Johnston CC
Lenoir CC
Montgomery CC
Pitt CC
Southeastern CC (Columbus)
Richmond CC
Robeson CC
Sampson CC
Sandhills CC (Hoke)
Wayne CC
Wilson CC
Enrollment and Recruiting
Region
Top Twelve Counties
(Prioritized)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Cumberland
Mecklenburg
Robeson
Wake
Harnett
Hoke
Sampson
Guilford
Halifax
Columbus
Wayne
Bladen
Historical Service Area
1.
2.
Bladen County
Cumberland
County (Home
County)
3.
4.
5.
6.
Harnett County
Hoke County
Robeson
County
Sampson
County
I: Educational Attainment
FSU will promote economic transformation
by working to eliminate barriers to
educational attainment through outreach
programs, student success initiatives, and
methods of instruction and program delivery
that serve traditional-aged college students
and adult learners.
Low Educational Attainment
County/State/Nation
Age
25+
21,409
Bladen
171,548
Cumberland
57,138
Harnett
19,934
Hoke
74,458
Robeson
38,796
Sampson
North Carolina 5,282,994
United States 182,211,639
% with Assoc
Degree
% with college
degree(s)
6.3
11.3
9.3
20.2
7.6
12.8
6.3
10.9
4.9
11.4
6.2
11.1
6.8
22.5
6.3
24.4
Source: U.S. Census, 2000
Low Median Income /
High Poverty
County/State/Nation
Bladen
Cumberland
Harnett
Hoke
Robeson
Sampson
North Carolina
United States
Median family income % in poverty
$33,974
$45,291
$41,176
$36,110
$32,514
$38,072
$46,335
$50,046
16.6
15.7
11.3
14.4
19.6
13.5
9
10.2
Source: U.S. Census, 2000
Traditional First-Time Students:
Academic Preparation - SAT
County/State
# / % tested
Average Score
Bladen
168 / 59.6%
880
Cumberland
1705 / 54%
959
Harnett
429 / 49.7%
965
Hoke
141 / 48.1%
864
Robeson
874 / 42.3%
874
Sampson
187 / 41.7%
916
North Carolina
52,690 / 71%
1,008
High Minority Population
County/State
2015 Population
% Minorities
Bladen
34,815
38.8
Cumberland
322,416
47.1
Harnett
124,474
25.6
Hoke
54,606
45.9
Robeson
139,766
64.7
Sampson
73,865
29.9
10,022,722
26
North Carolina
Source: NC State Demographics
Addressing Educational Attainment
Pre-College Programs





Upward Bound
Educational Talent Search
GEAR-UP
Mathematics-Science Education Network
Cross Creek Early College High School (FSU
campus)
 Fire Science (2+2+2) Program (CCS high school,
FTCC, and FSU)
 Education Opportunity Center (EOC) (college
entry preparation for adult learners)
Addressing Educational Attainment
Recent and Proposed
 University Community Alliance for
Mathematics and Computer Science (2006)
 P-16 Science-Mathematics Initiative
(in planning stage)
 Increasing Male Enrollment Initiative
(in planning stage)
 SAT boot camps
Addressing Educational Attainment
University Programs
 Comprehensive student success and
retention
– CHEER – Creating Higher Expectations for
Educational Readiness (summer-bridge
program)
– University College (programs for first- and
second-year students)
– Learning communities
Enhancing Delivery of
Instruction and Programs
 Enhancing face-to-face instruction through
engaging pedagogies and web-enhanced
instruction
 Implementing hybrid courses – a blend of faceto-face and online instruction
 Increasing online courses and degree programs
 Using interactive television
 Incorporating new technologies (e.g., PDAs)
Enhancing Delivery of Instruction
and Programs for Adult Learners
 Extended hours for key offices
 Online resources for self-service
 Weekend-and-evening condensed terms (eightweeks)
 Consolidated academic-advisement center
 Courses taught on community-college campuses
 Dual-enrollment agreements with community
colleges
II. Economic Transformation Through
Teaching and Academic Programs
FSU’s core curriculum and major programs
will enable graduates to succeed in the
global economy and become change agents
for economic transformation in the region
and the state.
Employer Needs
Employers cited the following skills as most
important for new employees:
–
–
–
–
–
–
Teamwork skills (44%)
Critical thinking reasoning (33%)
Oral/written communication (30%)
Ability to assemble/organize information (21%)
Innovative/thinking creatively (20%)
Able to work with statistics/numbers (9%)
Source: How Should Colleges Prepare Students to Succeed in Today’s
Global Economy, AAC&U, 2006.
Meeting Employer Challenge
 Core curriculum learning outcomes to meet needs of global
economy
 National Survey of Student Engagement (NSSE) to
measure level of student engagement in educationally
purposeful activities, including “soft skills”
 Collegiate Learning Assessment (CLA) to assess writing
and analytical reasoning skills
Meeting the Challenge
 Student Development Activities for “Soft Skills”
–
–
–
–
–
Leadership-development programs
Service and outreach
Health and wellness programs
Career services
Living-learning communities
Addressing State and Regional
Needs through Degree Programs
Nursing, BSN and
RN to BSN
Lack of baccalaureate-trained nurses in
NC (annual gap of 2,517)
B.S., Biotechnology
Skilled individuals to support this highgrowth industry in North Carolina
B.S., Management Employment in this sector increased by
Information Systems 45% from 1998 to 2003 in Cumberland
County.
B.S., Forensic
Science
Growing need for technical specialists in
high-tech crime laboratories and for
military
B.S., Fire Science
Growing need for baccalaureate-trained
fire-science specialists, especially
among minorities and women
Addressing State and Regional
Needs Through Degree Programs
B.S., Birth Through
Kindergarten
All six counties have an increased
number of child care facilities
B.S., Computer
Science
Annual gap of 1,106, HB 1264 study
B.S., Accounting
Annual gap of 308, HB 1264 study
Licensure in English as Projected growth of Hispanic
Second Language
population in NC requires increase
(ESL)
number of qualified teachers in this
area
Addressing State and Regional
Needs Through Degree Programs
Master of Social
Work
Responds to lack of master’s level
social workers in Cumberland and
surrounding areas, especially rural
areas
MBA with Health
Care Management
Addresses increasing need for
master’s level hospital and health
care administrators
M.S. in Criminal
Justice
Addresses growing need for
professionals for homeland security
and seeks to increase minorities in
doctoral programs
MSA and Ed.D.
programs
Responds to need for senior-level
school administrators in the region
Addressing State and Regional
Needs Through Degree Programs
(Proposed and Approved to Plan)
Master of Public
Administration (MPA)
Responds to needs of counties in
region, where public
administration makes up
significant segment of
employment
M.A., Environmental
Provides professional to help
Studies
solve environmental problems
from interdisciplinary perspective
M.A., International Studies Addresses anticipated need of
military personnel for advanced
studies
Our Graduates
 ACT Alumni Outcomes Survey* of graduates from 20022006 provided the following results:
– 71% of respondents to Alumni Survey report that they are living and
working in North Carolina
– 86% of respondents stated that their current positions are related to
their major.
– 48% reported that they plan to pursue a Master’s degree; and 24%
stated that they plan to pursue a doctorate
 17.6% of our undergraduates from 2002-2006 are enrolled
in graduate or professional schools (594 of 3,379)
*Survey conducted in spring 2007 - 117 of 2,025 responded to paper survey;
194 of 2500 responded to email survey
III. Economic Transformation
Through Research and Service
The university’s research and service
activities must also serve the economic
transformation of the region and state.
Addressing Regional Needs
Through Research
 Health Disparities – Research that addresses social and
behavioral factors that affect health disparities in the region
 Criminal Justice – Research for local law enforcement
agencies to assess fear of crime among city residents
 Mental Health – Research on the patterns of mental illness
and substance abuse among newly released offenders
 Natural Sciences – Research on nanotechnology; studies
of biodiversity and conservation
FSU Tomorrow
The Institutes
 Concept emerged in strategic-planning process
 Implementation between 2007 – 2012
 Infrastructures for focusing research, service, and
teaching on areas of high need:
–
–
–
–
–
Community Justice
Entrepreneurship
Health Disparities
Teaching Excellence
World Service
FSU Tomorrow
The Institutes
Key objectives of the Institutes:
– Collecting and disseminating data about key indicators
– Guiding review of academic programs to ensure they
are current and relevant in the light of regional and state
needs
– Conducting forums that enable researchers and
members of the community to come together to solve
regional and state problems
– Providing internships, service-learning projects, and
other real-world experiences for students.
FSU and Regional
Economic Transformation
FSU is contributing to regional economic
transformation by
1. Breaking down barriers that limit educational
attainment among the citizens of the region;
2. Providing academic programs that prepare
graduates to succeed in the global economy
and to become change agents for economic
transformation;
3. Establishing Institutes that focus research and
service on meeting regional and state needs.
IV. Strengthen partnerships
to meet state and regional needs
The University must meet state and
regional needs through a process that is
responsive and reliable to garner support
for its economic transformation activities.
Meeting New Demands
 Expanding the role of the Bronco
Development Corporation
 Forming Economic Development Advisory
Board
 Drafting an economic development strategic
plan
 Increasing sponsored programs staff to
support additional pursuit of grants and
government contracts
Economic Challenges
 Low-wage, low-skills, declining industries
 Heavy reliance on military as economic
engine
 Poor transportation infrastructure and
indirect rail routes
 Competition for talent
 Strain on resources due to growth at Fort
Bragg
Existing Partnerships
 Minority and small business initiatives in
partnership with the Cumberland County
Business Council
 Fire Station on FSU campus (City of
Fayetteville)
 Workforce Development Board (Cumberland
County)
Existing Partnerships
 Educational Channel (joint initiative with
FTCC, Cumberland County Schools, Ft.
Bragg Schools)
 Institute for Community Leadership (initiative
with Cumberland County, Cumberland
County Schools, City of Fayetteville, and
Methodist College)
 Intelligence-studies outreach program
(Cumberland County School System)
Existing Partnerships
 Internships and degree-program
development (Defense Services Technology
Accelerator)
 Roland Community Resources Initiative (NC
Dept. of Commerce, Office of NC
Representative Garland Pierce)
Establishing New Partnerships
 Potential Partners
– Smaller municipalities within the economicdevelopment service area (e.g., Spring Lake,
Roland)
– Veterans and retired military business owners
– Department of Defense and defense industries
Implementing Economic
Transformation Activities
 Application of research and teaching to
regional needs
– Microprobe lab at FSU
– Workforce Innovation in Regional Economic
Development (WIRED) Initiative
– MBA student consultant services
Implementing Economic
Transformation Activities
 Workforce Development
– Target displaced workers
 Degree-completion program partnership with
Workforce Development
 Re-establishment of continuing-education initiative
for displaced homemakers
Implementing Economic
Transformation Activities
 Opportunities for small and minority-owned
businesses
– Fayetteville Business Center responsible for eighteen
existing businesses
– Bronco Square, a unique retail community center
adjacent to FSU campus
– Non-degree certification for small businesses, such as
the Minority Entrepreneurship and Franchising
Certificate program
– Proposed Historically Underutilized Businesses (HUB)
Academy
Implementing Economic
Transformation Activities
 Development and implementation of communityredevelopment activities in surrounding area
– Location of FSU bookstore at Bronco Square
– Location of FSU Institutes in the community to serve as
resources
– HUD/HBCU proposal to address community resource
needs
– Partnering with City on Murchison Road redevelopment
Addressing the BRAC Impact
 Identify opportunities for University and its
stakeholders
 Develop resource relationships
– Pentagon and Ft. McPherson (Atlanta)
– Educational institutions in previous BRACaffected cities
 University of Alabama - Huntsville
 Alabama A&M
 Participate in local and state planning
– BRAC regional taskforce (11 counties)
– State BRAC Partners Committee
Addressing the BRAC Impact
Potential Areas of Need and Service
 Graduate and undergraduate degree programs in
homeland security
 Graduate degree programs for higher-ranking military
personnel transferring into Ft. Bragg and civilian
workers
 Graduate and undergraduate programs for local
workforce to attain qualifications for civilian jobs on base
 Undergraduate-degree programs for military personnel
and dependents
 Continuing-education courses and certificate programs
for military personnel, dependents, and civil-service
workers
Enhance Quality of Life Through
Cultural Offerings and Outreach
 Increased instances of popular programs
–
–
–
–
Distinguished Speaker Series
Performing Arts Series
Public Art Exhibits
FSU Touring Troupe provides free theatrical performances for
elementary schools on and off campus
 Development of more joint-community programs
–
–
–
–
–
Fayetteville Symphony
Museum of Art
Cape Fear Regional Theatre
Planetarium visits for school, civic, and social groups
Continuing-education seminars (e.g., Experience China)
FSU and Economic
Transformation
 Economic Transformation activities at FSU will be
conducted within a framework that is responsive, reliable
and focused on
– Continuing to serve the City of Fayetteville and Cumberland County
– Becoming a resource to other municipalities in Cumberland County
– Extending resources to historical service areas
 This will be accomplished by
–
–
–
–
–
–
Strengthening existing partnerships
Developing new partnerships
Applying research and teaching to regional needs
Focusing on niche areas of workforce development
Increasing opportunities for small and minority owned businesses
Implementing community development activities in the surrounding
area
– Addressing the BRAC impact
Closing Comments