Ontario S. Wooden, Dean
David S. Hood, Associate Dean
239 Alexander-Dunn Building
Telephone: 919-530-6129
Fax: 919-530-5230
Email: universitycollege@nccu.edu
History, Purpose, and Core Values
Since 2004, task groups at NCCU have studied and researched ways to increase student success – to increase the number of students retained from year to year, the number of students graduating in four years or six years, and the number of students who graduate and make it into competitive careers or graduate and professional programs. In the Fall of 2007, Chancellor Nelms suggested a reorganization of the University to include a new University College as a means to facilitate the successful transition to the first year experience of all new first -year students and new transfer students. The Provost and members of the Academic Affairs and Student Affairs Divisions worked to design the organizational structure of the University College. The work done within the organizational structure of the University College will empower NCCU to ensure student success.
In order for NCCU students to achieve student success, best practices in higher education must be available for all students with very intentional focus during the first two years of the students’ enrollment and matriculation. Research by Noel Levitz, NSSE, John Gardner, and others indicate that effective academic advising, academic support, personal and career counseling, social interaction opportunities, and leadership responsibilities make for student success during the first two years of college. The University College will focus intentionally, consistently, and qualitatively on academic advising, academic support, academic excellence, career placement, socialization skills and soft skills, and personal, civic, and social responsibility and accountability. The goals and objectives of the University College are aligned with the work of the UNC Tomorrow Commission. The implementation of the University College enables NCCU to carry out recommendations of the UNC Tomorrow Commission, specifically the recommendations related to global readiness and access to higher education.
Several initiatives at NCCU work to promote student success: early warning reports, mid-term grade reports, student engagement sessions, tutorial services, Supplemental Instruction, and learning communities. Yet, more intentional work must be done to ensure success for the majority of our students. The University College fills the void with its intentional focus on student success for all new freshmen and transfer students, and sophomore students.
The University College is governed and managed by a dean, two associate deans, and an advisory council. Core values and specific strategies have been outlined and discussed with several committees, colleges, and schools across the campus.
Purpose
The purpose of the University College is to provide a means to enhance the successful transition and first two years’ experiences of all freshmen, sophomores, and new transfer students with intentional focus on student success.
Mission Statement
North Carolina Central University’s University College holds as its central focus the first two years’ experiences of students. The mission of the University College is to ensure a successful transition of first- and second-year students to the point that they become successful during their college matriculation. In addition to promoting the mission of the University as a whole, the University College creates a learning environment that fosters academic commitment, civic and community responsibility, school pride, and life-long learning.
Our Vision for Success
To develop and establish a University College that will be recognized regionally and nationally for its record on student productivity and success.
Core Values
Fundamental to the success of the University College are the core values that exist in everything that we do.
Students are the source of North Carolina Central University’s success. They should always receive the strongest commitment of the staff, faculty, and administration. The University College encourages effort, support, and progress in first- and second-year students.
Retention is based on the ability to attract and develop students who reflect the mission, goals, standards, and culture of North Carolina Central University. The University College seeks to retain students by providing a positive first- and second-year experience.
Community should be a place where students are nurtured and engaged. The University College promotes a welcoming environment where students have the opportunity to learn from and gain diverse classroom experiences.
University policies and procedures, rules, and regulations are focused on enabling the success of students.
Academic Affairs and Student Affairs personnel work cooperatively in a collegiate process.
Goals of the University College
Below are the goals of the University College and the strategies for obtaining those goals:
Goal 1: Assist students in developing clear set goals as a path toward graduation.
Strategies: Students will work with Career Services and Academic Advising to set clearly defined goals that they will follow to graduation.
Goal 2: Encourage students to create interpersonal relationships.
Strategies: Students will participate in continuous orientation where they will interact with other first-year students as well as upperclassmen and alumni.
Goal 3: Ensure students acquire intellectual and academic mastery of subjects and content in a self-directed learning environment.
Strategies: Students will begin with general education requirements as well as the Dimensions of Learning class to receive an unproblematic introduction to the college curriculum. At the end of two years they will have mastered core competencies in General Education courses and lower-level courses in their majors.
Goal 4: Facilitate an awareness of diversity and liberal arts values.
Strategies: Students will participate in colloquies, symposiums, and lyceum programs provided by the college and the University College.
Goal 5: Develop civic, social, community, and personal responsibility.
Strategies: Students will complete required hours of community service beginning their freshman year, thus satisfying portions of this requirement for graduation. Students will participate in student government elections and become registered to vote in local and national elections. Students will develop and complete global awareness projects in peer groups.
Goal 6: Create a sense of community and school spirit.
Strategies: Students will participate in campus traditions (Eagle pinning, homecoming, etc.) and learn school songs and chants. Students will have the opportunity to interact with area and noted alumni.
Goal 7: PASSPORT Society
Students will become members of the PASSPORT Society and will meet prescribed competencies before being able to use that Passport to move to the Upper Divisions of the University.
At the end of two years in the University College, students will:
- Demonstrate mastery in analytical, communication, quantitative, and information skills.
- Demonstrate comprehensive knowledge and practical experience with the disciplines that explore the liberal arts, behavioral sciences, social sciences, and health and wellness.
- Demonstrate positive ethical and moral behaviors.
- Demonstrate civic, social, and personal responsibility.
- Demonstrate knowledge of global learning and cultures by describing clearly how what is done locally affects others globally.
- Demonstrate mastery in transferring knowledge from one discipline to another and from one setting to another.
- Demonstrate teamwork and collaborative problem solving skills.
- Demonstrate mastery of terms of the General Education Curriculum.
- Demonstrate the ability to review books and make presentations on the same.
- Demonstrate competence in using soft skills and technical skills.
- Complete at least 60 clock hours of Community Service Learning.
- Develop personal goals, commit to them, and monitor goal accomplishment.
- Obtain and comprehend the purpose and importance of obtaining a passport.
It is a requirement that students complete the competencies above as described in the University College Transition Plan. This also requires that students complete an etiquette session, the Collegiate Assessment of Academic Proficiency (CAAP), a speaking assessment, and a vocabulary test. These activities must be completed in order for a student to transition to his/her academic department.
EDU 1000 – Literacy Enhancement
Deborah M. Sanchez, Coordinator
103 Alexander-Dunn Building
Telephone: 919-530-5119
Fax: 919-530-5230
Email: dsanche2@nccu.edu
The Reading Course, EDU 1000 - Literacy Enhancement is taught in the University College and is required according to scores students make on the placement test (Accuplacer).
This single-credit course is designed to help students gain proficiency in reading at the college level. EDU 1000 introduces effective reading and inferential thinking skills. Students will explore literacy in the content areas by reading a variety of texts. Emphasis is placed on 1) learning new vocabulary; 2) improving comprehension, interpretation, and analytical skills; and 3) learning and demonstrating successful academic skills.
Emphasis is placed on developing reading strategies, vocabulary, thinking, listening and comprehension of sentences, paragraphs, and longer texts. Emphasis is also placed on demonstrating successful academic behaviors and using diverse textual materials to learn.
Academic Advising
Ontario S. Wooden, Associate Dean
205 Alexander-Dunn Building
Telephone: 919-530-6129
Fax: 919-530-6655
Email: owooden@nccu.edu
Academic advising is an integral component of the educational experience at NCCU. In concert with the mission and goals of the University College, the Academic Advising Unit aims to serve all new first-year freshmen and transfer students with regard to their completion of the courses in the General Education Curriculum (GEC) and other first- and second-year major courses. Additionally, the Academic Advising Unit aims to assist students in reaching their personal and professional goals given the climate of success in which the office operates.
Students are expected to meet with their academic advisor to receive their Letter of Admittance to the University College, which is the official beginning of his/her academic career at NCCU. Students will also be required to sign a contract that indicates what will be needed in order to be a competent and successful student as well as what is required to exit the University College and enter into a major program. While many students enter the University with an idea of the major they intend to pursue, the Academic Advising Unit can also provide support for choosing a major. Students are required to declare a major by the end of their freshman year. Students are required to meet with their advisor in order to register for classes and to review their academic performance. Students are also required to meet with their advisor weekly during the first eight weeks of the semester.
While academic advisors are available to assist students in making course selections as well as providing additional resources for student success, the student is ultimately responsible for his/her success. The University strongly expects students to become familiar with graduation requirements for their chosen major(s), meet with their academic advisor on a regular basis to discuss their academic progress, give their academic work the highest priority, and carefully plan their course selections and sequences. Carefully following these expectations and forming a strong working relationship with your academic advisor can ensure success and graduation from NCCU.
Two-Year Plan for Students Who Have Not Declared a Major
Curriculum Requirements
(Before registering for classes, a student must be cleared by the University Testing Center. A student must follow the General Education Curriculum, the GEC. From this listing of courses, one may select a desired course to meet the Curriculum Division in the GEC.)
Note: The number in parenthesis denotes the number of semester credit hours. *Based on Placement Test Results.
Second Semester
- ENG 1210 - English Composition II (3)
Mathematics - Select from GEC Division IIA (3-5)
Health - Health (2)
Social Science - Select from GEC Division IIIB (3)
Humanities- Arts & Humanities I (3)
Science - Select from GEC - Division IIB (3- 4)
Third Semester
Most students would have declared a major
Fourth Semester
Most students would have declared a major
- Science - Select from GEC Division IIB (3)
Fifth Semester
Requirements of the declared major
Sixth Semester
Requirements of the declared major
Seventh Semester
Requirements of the declared major
Eighth Semester
Requirements of the declared major
Suggested Elective GEC Courses That Are Generally Required for Most Majors:
Developmental and Supplemental Learning
David S. Hood, Associate Dean
105 Alexander-Dunn Building
Telephone: 919-530-6932
Fax: 919-530-5230
Email: dshood@nccu.edu
Developmental and Supplemental Learning focuses on the enhancement of student performance through tutorial assistance, academic counseling, Supplemental Instruction, individual and group study sessions, engagement sessions on test-taking skills, stress management, time management, and how-to-study programs. The program strives for positive image through the use of a hands-on approach to improve academic skills. This approach instills a sense of pride and responsibility to maintain satisfactory progress with the ultimate goal of graduation from North Carolina Central University in four years.
Academic Counseling Services are available for all students enrolled at North Carolina Central University. However, students identified through our early warning system, mid-term progress report, and academic advising center are targeted to provide needed support and monitoring to ensure their academic success.
Student Engagement Sessions are designed to equip students enrolled at NCCU with the knowledge, skills, and tools to successfully navigate their collegiate experience and ensure that they are equipped to be competitive in a global society. Session topics are chosen based upon the feedback received from student surveys and sessions held during their summer orientation, and from observations made through interactions with students. For students’ convenience, engagement sessions are offered during the 10:40 a.m. break and repeated in the evening. While open to all students, three sessions are required to successfully transition from University College to your academic department.
Tutorial Services are provided for a wide range of subjects by undergraduate, graduate, and professional tutors. This is an optional service for most students; however, some students, based upon their academic readiness, are required to attend a minimum number of tutorial sessions. Students may schedule private appointments with tutors or walk in for assistance. Currently, GradesFirst is the system students are encouraged to use to view tutor availability and to schedule appointments for services.
Supplemental Instruction is an Academic Support program utilizing peer-assisted study sessions to enhance student performance and retention in courses that historically have been identified as having high drop, failure, or withdrawal rates.
Key Elements of Supplemental Instruction
- Supplemental Instruction identifies traditionally difficult academic courses rather than high risk students; SI is not a remedial academic program.
- Supplemental Instruction provides an opportunity for students to learn how to learn while learning what to learn.
- Supplemental Instruction helps students actively review course material to prepare for tests, while learning effective study skills and learning strategies necessary for success in the course.
- Participation in SI is voluntary, free, and open to all students in the course.
- Supplemental Instruction Leaders attend all lectures for targeted courses (an alternative is arranged for web-based courses).
- Supplemental Instruction Leaders are trained in group facilitation methods, student learning theory, and study techniques.
- Supplemental Instruction is supervised by trained staff members from the University College.
- The SI program is only offered in classes in which the academic department supports SI.
- Supplemental Instruction sessions will begin the second week of classes after students have given input as to when the sessions will be scheduled.
- Supplemental Instruction Leaders facilitate and encourage the group to process the material. Leaders are not considered experts in the subjects and they do not re-lecture to the participants.
The mission of the North Carolina Central University Lyceum Series is to promote and enhance the intellectual, cultural, and aesthetic aspects of student growth and development through a series of outstanding lectures, recitations, concerts, dramas, and exhibitions. Thus, the Lyceum Series contributes to the establishment of a wholesome and well-rounded environment for the University and the local and state communities. All Lyceum events are funded by students’ Lyceum fees. Students in the University College are required to attend at least one Lyceum event per semester.
The University Testing Center
N. Scherrye Williams, Director
C305 Walker Complex
Telephone: 919-530-7368
Fax: 919-530-7670
Email: nwilliams@nccu.edu
The University Testing Center (UTC) at North Carolina Central University was established in 1987 under the Division of Academic Affairs. Its administrative responsibilities at that time were to ensure that resources were available to offer special assistance to students in the areas of test preparation and test-taking strategies and to allow the University flexibility in scheduling and controlling testing for new students.
The UTC now provides full-service testing and assessment services to students, faculty, staff, and the local community. Among the many services provided are: planning, coordinating, and administering profile examinations (undergraduate placements tests) in the areas of reading, mathematics, English, and modern foreign languages (French, German and Spanish); College- Level Examination Program (CLEP) offered to university and community candidates; Administration of the DANTE Subject Standardized Test; computerized tutorials for the Graduate Records Examination (GRE); PRAXIS series (formerly national teachers examination); interest inventories and personality assessments for career planning; study skills and test taking strategies; test scoring services for University faculty; and computers for word processing and Internet access.
Computer-Based Testing Center
The UTC also provides the facilities, personnel, and testing resources as a satellite test site for several national testing agencies.
In 1999, the UTC opened its Computer Based Testing Center (CBT). A profitable and technically enhanced testing venue, the CBT is operated Monday through Friday from 8:30 a.m. to 5 p.m. offering computer-based testing for 15 different education and certification entities. The CBT plans, coordinates, and administers standardized computerized tests according to guidelines provided by the testing entity, and specifies the physical and environmental conditions under which the test is to be administered. During the busiest testing period, from September to January, the CBT operates outside of regular hours, running three sessions daily, and on weekends. Testing is by appointment and registration most often. Walk-ins are accommodated based on availability.
Thurgood Marshall College Fund
Ontario S. Wooden, Coordinator
205 Alexander-Dunn Building
Telephone: 919-530-6129
Fax: 919-530-6655
Email: owooden@nccu.edu
Since 1987, the Thurgood Marshall College Fund (TMCF) has served as a critical link between students fulfilling their dream of greater access to higher education and leadership development training, and the opportunity for those students to become part of a new generation of leaders for communities, the nation, and the world. To date, the organization has been the source of dream fulfillment for over 7,500 students who have received scholarships and graduated from college. TMCF impacts 235,000 students annually by providing capacity-building and programmatic support to its 47-member public Historically Black Colleges and Universities. TMCF’s impact on the nation is achieved through its mission and targeted focus on specific areas imperative to developing future leaders.*
Students at NCCU have the opportunity to participate in a number of initiatives via participation with TMCF.
Scholarships: TMCF provides merit-based scholarships to students attending member universities. Students must demonstrate financial need and meet all scholarship criteria. All scholarship recipients are selected by member universities, and scholarship payments are made directly to the school.
Leadership Institute: The Leadership Institute & Recruitment Conference is a four-day event that brings together more than 500 of the most talented juniors and seniors attending member universities for a host of sessions on professional development and career options. Students attend workshops, networking events, and the annual fashion show and dinner. This conference also provides an excellent opportunity to meet with top executives from a number of Fortune 500 companies.
Member Universities Professional Institute/Sales Training Program: The Member Universities Professional Institute is an opportunity for administrators to come together to share best practices in higher education within the HBCU community. Student leaders are also able to receive additional leadership training during the conference. The Sales Training Program allows students interested in sales careers to learn from industry professionals the skills required to succeed in this demanding industry.
Civic Responsibility: The Civic Responsibility Conference provides students an opportunity to travel to Washington, D.C. where they attend workshops to learn about the legislative process. Students also travel to Capitol Hill to meet their Congressional representatives and share their experiences as public HBCU students and with TMCF.
Talent Sourcing Program: TMCF Talent Sourcing Program seeks to match talented students with organizations that wish to hire interns and full-time employees. Students selected for the Talent Pool Database receive updates on career opportunities and may be interviewed for specific positions with corporate and government partners.
If you are interested in any of the aforementioned programs, please see the Thurgood Marshall Campus Coordinator in the University College in the Alexander-Dunn Building . Phone 530-6729 or 5235.
*Thurgood Marshall College Fund, 2007 Annual Report, New York, NY.
Mentoring Program
Dean Bernice Duffy Johnson
238 Alexander-Dunn Building
Telephone: 919-530-5235
Fax: 919-530-5230
Email:bjohnson@nccu.edu
The NCCU Mentoring Program is designed to provide a supportive and nurturing experience for the personal and intellectual development of first- and second-year students. To facilitate this process, each mentee is paired with a faculty, staff, alumnus, or community leader.
The purpose of the mentoring program is to support, nurture, guide, and facilitate the realization of a dream by providing students with structured one-on-one attention, support, encouragement, and advice, in addition to providing an avenue for networking between students, faculty, staff, and community leaders. The program encourages students to develop to their fullest potential and eventually hopes to bring about a smooth transition from student to career persons.
The Banner Administrative Record Management System
Calvin D. Coleman, Banner and Technology Specialist
240 Alexander-Dunn Building
Telephone: 919-530-6759
Fax: 919-530-5230
Email: ccoleman@nccu.edu
The entire BANNER administrative suite of systems, when implemented, serves as a unified digital campus for NCCU and an environment in which systems, individuals, and communities interact seamlessly for learning, teaching, administration, and achievement. The entire BANNER administrative suite of systems comprises seven base modules:
- Alumni
- Advancement
- Finance
- Financial Aid
- General
- Human Resources
- Student
Some of the benefits of this Unified Digital Campus are its 24-hour accessibility using a web-based interface, data sharing across modules from the desktop, and commonality for all campuses in the UNC system, which allows for ease of reporting and system-wide sharing of information and resources.
The Internet-based interface can be accessed two ways: Internet Native BANNER (INB) and Self Service BANNER (SSB), or My Eagles Online (myEOL). The INB provides direct access to the BANNER system and is used by most administrators, staff, deans, and department chairs. Security clearance must be requested and granted prior to accessing INB. Please refer to BANNER Access/Security on the intranet for additional information and instructions.
The SSB/myEOL provides web access to BANNER and is used by students, advisors, faculty, department chairs, and deans. Access is granted to students once they have been accepted and a General Student record has been created. Advisors, faculty, department chairs, and deans are granted access once their role within BANNER has been properly assigned.
Useful SSB/myEOL Terms
User ID - User identification number is your 82# used to gain access to SSB/myEOL.
82# - A unique nine-digit number that is considered to be the NCCU ID number.
PIN (Login) - Personal Identification Number is a six-digit number used along with your User ID to gain access to SSB/myEOL. The PIN is also referred to as your Login PIN.
Alternate PIN - Alternate Personal Identification Number is a six-digit number that is required for registration purposes.