North Carolina Central University

Administrative Officers

Chancellor’s Office

Academic Affairs

Deans

Associate and Assistant Deans

Director of Research Institutes

Director of Centers & Institutes

Director of Programs

Administration & Finance

Institutional Advancement

Graduate Education and Research

Student Affairs

Graduate Admissions

In North Carolina, all public educational institutions that grant baccalaureate degrees are part of the University of North Carolina.  North Carolina Central is one of the 16 constituent higher education institutions of the multi-campus university.

The University of North Carolina, chartered by the N. C. General Assembly in 1789, was the first public university in the United States to open its doors and the only one to graduate students in the 18th century.  The first class was admitted in Chapel Hill in 1795.  For the next 136 years, the only campus of the university of North Carolina was at Chapel Hill.

In 1877, the N. C. General Assembly began sponsoring additional institutions of higher education, diverse in origin and purpose.  Five were historically black institutions, including NCCU, and another was founded to educate American Indians.  Several were created to prepare teachers for the public schools.  Others had a technological emphasis.  One was a training school for performing artists.

In 1931, the N. C. General Assembly redefined the University of North Carolina system to include three state-sponsored institutions: the campus at Chapel Hill (now the University of North Carolina at Chapel Hill), North Carolina State College (now North Carolina State University at Raleigh), and Woman’s College (now the University of North Carolina at Greensboro).  The new multi-campus University operated with one board of trustees and one president.  By 1969, three additional campuses had joined the university system through legislative action: the University of North Carolina at Charlotte, the University of North Carolina at Asheville, and the University of North Carolina at Wilmington.

By 1971, the General Assembly passed legislation bringing into the University of North Carolina the state’s 10 remaining public senior institutions, each of which had until then been legally separate:  Appalachian State University, East Carolina University, Elizabeth City State University, Fayetteville State University, North Carolina Agricultural and Technical State University, North Carolina Central University, the North Carolina School of the Arts, Pembroke State University, Western Carolina University, and Winston-Salem State University.  This action created the current 16-campus university system.  (In 1985, the North Carolina School of Science and Mathematics, a residential high school for gifted students, was declared an affiliated school of the university; and in 1996, Pembroke State was renamed The University of North Carolina at Pembroke through legislative action.)

The UNC Board of Governors is the policy-making body legally charged with “the general determination, control, supervision, management, and governance of all affairs of the constituent institutions.”  It elects the president, who is the chief executive officer of the university system.  The 32 voting members of the Board of Governors are elected by the General Assembly for four-year terms.  Former board chairmen and board members who are former governors of North Carolina may continue to serve for limited periods as non-voting members Emeriti.  The president of the UNC Association of Student Governments, or that student’s designee, is also a non-voting member.

Each of the 17 constituent institutions is headed by a chancellor, who is chosen by the Board of Governors on the president’s nomination and is responsible to the president.  Each institution has a board of trustees, consisting of eight members elected by the Board of Governors, four appointed by the governor, and the president of the student body, who serves ex-officio.  (The NC School of the Arts has two additional ex-officio members.)  Each board of trustees holds extensive powers over academic and other operations of its institutions on delegation from the Board of Governors.

North Carolina Central University Mission Statement

Historical Statement

North Carolina Central University was founded in 1909 as the National Religious Training School and Chautauqua by Dr. James Edward Shepard.  It became the first public liberal arts institution for African Americans in the nation.  The University is now a master’s comprehensive institution that offers bachelors and master’s degrees, a Juris Doctor, and a PhD in Integrated Biosciences to a diverse student population.

Mission

North Carolina Central University, with a strong tradition of teaching, research, and service, prepares students to become global leaders and practitioners who transform communities.  Through a nationally recognized law school, highly acclaimed and innovative programs in the visual and performing arts, sciences, business, humanities, and education programs, NCCU students are engaged problem solvers.  Located in the Research Triangle, the University advances research in the biotechnological, biomedical, informational, computational, behavioral, social and health sciences.  Our students enhance the quality of life of citizens and the economic development of North Carolina, the nation, and the world.

Academic Standing and Accreditation

North Carolina Central University is accredited by the Southern Association of Colleges and Schools Commission on Colleges to award baccalaureate, master’s, and doctoral degrees.    Contact the Commission on Colleges at 1866 Southern Lane, Decatur, Georgia 3003-4097 or call 404-679-4500 for questions about the accreditation of North Carolina Central University.

Specialized accreditation and/or certification in the following areas contribute to the university’s goal of ensuring academic rigor and integrity in all degree programs.  The following is a list of accredited and certified academic programs and their respective accrediting organizations.

Athletic Training (Department of Physical Education)

Commission on Accreditation of Athletic Training Education

Business

AACSB International - The Association to Advance Collegiate Schools of Business

Chemistry

American Chemical Society

Communication Disorders (School of Education)

Council on Academic Accreditation in Speech-Language Pathology

Counseling (School of Education)

Council for Accreditation of Counseling and Related Educational Programs

Criminal Justice

North Carolina Criminal Justice Education and Training Standards Commission

Academy of Criminal Justice Sciences

Dietetics (Department of Human Sciences)        

Commission on Accreditation for Dietetics Education

Education

Council for the Accreditation of Educator Preparation

North Carolina Department of Public Instruction

Environmental, Earth and Geospatial Sciences

National Environmental Health Science & Protection Accreditation Council

Geography and Earth Sciences (Department of Environmental, Earth, and Geospatial Sciences)

University Consortium for Geographic Information Science

Hospitality and Tourism Administration (School of Business)

Accreditation Commission for Programs in Hospitality Administration

Law

American Association of Law Schools

American Bar Association

Library and Information Sciences

American Library Association

Nursing

North Carolina Board of Nursing

Accreditation Commission for Education in Nursing

Parks and Recreation Management (Department of Physical Education and Recreation)

National Recreation and Park Association / American Association for     Physical Activity and Recreation

Public Health Education

Society of Public Health Education - American Association for Health Education          

Social Work

Council on Social Work Education

Theater

National Association of Schools of Theater

In the School of Education, programs approved by the North Carolina Department of Public Instruction include Elementary Education (K-6); Middle Grades Education in Language Arts,  Math, Science, and Social Studies; Communication Disorders; Career Counseling;  Mental Health Counseling;  School Counseling; Secondary Grades Education in English, Mathematics,  Comprehensive Science, and Comprehensive Social Studies;  Special Subjects (K-12) in Art, Dance, Music, Theater Arts,  Physical Education, French, and Spanish; Educational Technology;  School Administration;  and Special Education in General Special Education, Visual Impairments, Learning Disabilities and Emotional/Behavioral Disabilities.

History and Background

North Carolina Central University, a state-supported liberal arts institution, was chartered in 1909 as a private institution and opened to students on July 10, 1910.  It was founded by Dr. James E. Shepard, a pharmacist and religious educator.  From the beginning, when it was known as the National Religious Training School and Chautauqua, its purpose has been the development of “fine character and sound academic training” to prepare students for service and leadership.

In the early years, private donations and student fees constituted the total financial support of the school, and the heavy burden of collecting funds rested on the founder and president.

In 1915 the school was sold and reorganized as the National Training School.  During this period, Mrs. Russell Sage of New York was a generous benefactor of the school.  In 1923, the General Assembly of North Carolina appropriated funds for the purchase and maintenance of the school, and it was renamed Durham State Normal School.  Two years later, the General Assembly converted the institution into the North Carolina College for Negroes to offer a liberal arts education and to prepare teachers and principals of secondary schools.

At its 1927 session, the General Assembly began an expansion of its college plan to incorporate a larger academic program at the college. The interest of the Honorable Angus W. McLean, then governor of North Carolina, and his belief in the institution aided greatly in the promotion of this program.  State appropriations were supplemented by a generous gift from B. N. Duke and by contributions from citizens of Durham in 1929. The 1930’s brought in federal grants and state appropriations for a new program of physical expansion and improvement of educational facilities; this initiative continued until the beginning of World War II.

The college was accredited by the Southern  Association of Colleges and Secondary Schools as an Class A institution in 1937 and was admitted to membership in that association in 1957.

The General Assembly of 1939 authorized the establishment of graduate work in liberal arts and the professions and graduate courses in the arts and sciences, which were first offered that same year.  The School of Law began operation in 1940, and the School of Library Science was established in 1941.

In 1947 the General Assembly changed the name of the institution to North Carolina College at Durham.

On October 6, 1947, Dr. Shepard, the founder and president, died. The Board of Trustees appointed an interim committee consisting of Dr. Albert E. Manley, dean of the College of Arts and Sciences; Miss Ruth G. Rush, dean of women; and Dr. Albert L. Turner, dean of the School of Law, to administer the affairs of the institution until the election of the second president.

On Jan. 20, 1948, Dr. Alfonso Elder was elected president of the institution.  At the time of his election, Dr. Elder was serving as the head of the Graduate Department of Education and had formerly been dean of the College of Arts and Sciences.  Dr. Elder retired Sept. 1, 1963.

Dr. Samuel P. Massie was elected as the third president of the college on Aug. 9, 1963.  Dr. Massie came to the institution from Washington D. C., where he was associate program director for undergraduate science education at the National Science Foundation and professor and chairman of the Department of Pharmaceutical Chemistry at Howard University.  He resigned on Feb. 1, 1966.

The Board of Trustees appointed an interim committee consisting of Mr. William Jones, business manager; Dr. Helen G. Edmonds, graduate dean; and Dr. William H. Brown, professor of education, to administer the affairs of the institution until the fourth president took office.

On July 20, 1966, Dr. Albert N. Whiting was named as the fourth president of the institution.  He came to North Carolina College from Baltimore, Md., where he had been Dean of the Faculty at Morgan State College.  Dr. Whiting served as president and chancellor from July 1, 1967, until his retirement June 30, 1983.

In 1969, the General Assembly changed the name of the institution to North Carolina Central University.  On July 1, 1972, North Carolina Central University became a constituent institution of the University of North Carolina.

On July 1, 1983, Dr. LeRoy T. Walker became interim chancellor of the university.  He had served the institution as chairman of the Department of Physical Education and Recreation, head track coach and vice chancellor for university relations.  At its February 1986 meeting, the University of North Carolina Board of Governors, at the request of the university’s Board of Trustees, decreed that Dr. Walker was chancellor of the university and made that action retroactive to the beginning of his term as interim chancellor.

Dr. Tyronza R. Richmond, formerly dean of the School of Business, succeeded Dr. Walker as chancellor on July 1, 1986.  Prior to his arrival at North Carolina Central University, Dr. Richmond was associate dean and professor at the School of Business and Public Administration at Howard University.

In Dec. 1991, Dr. Richmond resigned as chancellor to return to the classroom and was succeeded on Jan. 1, 1992, by Dr. Donna J. Benson as interim chancellor.  Dr. Benson was succeeded in January 1993 by attorney Julius L. Chambers, former director of the Legal Defense Fund of the National Association for the Advancement of Colored People.

Mr. Chambers led the university for more than eight years, stepping down on June 1, 2001.  At that time, Dr. James H. Ammons Jr. became the ninth chief administrator of North Carolina Central University.  Prior to his election, Dr. Ammons was the provost and vice president at Florida A & M University in Tallahassee, Florida.

Dr. Charlie Nelms became the 10th chief administrator of North Carolina Central University in August of 2007.  The slogan for his tenure was  “Destination Graduation.”  Prior to joining North Carolina Central University, Dr. Nelms served as vice president for institutional development and student affairs for the Indiana University System. Dr. Nelms left the university in 2012.

Dr. Debra Saunders-White was named as the university’s 11th chancellor in February 2013. She began her work on June 1, 2013 and was formally inaugurated into office on April 4, 2014, as the university’s first permanent female chancellor.

The Faculty

North Carolina Central University seeks to attract and maintain an outstanding faculty of individuals who are capable of contributing to the enrichment of its educational and research programs.  The university’s faculty members come from all sections of the United States as well as from several foreign countries, bringing to the campus a rich diversity of training and experience.

In addition to the primary responsibility of instruction, faculty members actively engage in research and other creative pursuits.  Research interests are widespread among the various disciplines, and members of the faculty eagerly compete to bring grants to the university. Their work is frequently published in books and scholarly journals and often is presented at professional conferences. Faculty members are also encouraged to participate in community activities as well as activities on campus. Many also participate in government, business, educational, artistic and other endeavors that enrich the larger community.

The Campus

North Carolina Central University is in the eastern section of the North Carolina Piedmont, part of the world-famous Research Triangle region.  The city of Durham, with a population of 218,179, is a part of a larger metropolitan area containing about 1.5 million residents.  Durham offers students the advantages of cultural institutions available in an urban environment.

Buildings

Sixty-two buildings of modern and modified Georgian brick construction are situated on North Carolina Central University’s 106-acre campus.

The buildings are functional as well as aesthetically pleasing and have been designed to meet the needs of the students and teachers who use them.  Lounges, seminar rooms, auditoriums, and numerous utility services are also available for public access.

The university features attractively landscaped lawns and the geometrically arranged walks and roadways that blend with the natural scenery of the foliage and trees.

The James E. Shepard Administration serves as the university’s administrative hub and houses the offices of the Chancellor, the provost, and the legal and financial affairs. Designed by architectual firm Atwood & Nash, its Georgian Revival style established a theme for the campus echoed by buildings that followed. The building was dedicated in 1939, and renovated in 1968 and again in 2012. The building is listed on the National Register of Historic Places.

The Alexander-Dunn Building contains the University College offices and services, including Academic Advising, Academic Support, Developmental and Supplemental Learning/Reading Instruction, and Title III Retention and Academic Strategies. These programs have been designed to ensure student success.

Nearby, the B.N. Duke Auditorium seats 650 for theatrical and musical performances as well as other assemblies. It was named after a generous benefactor of the institution.

Facing Fayetteville Street are the Lee Biology Building and the Robinson Science Building.

The Mary M. Townes Science Complex at Concord and Lawson Streets is home to the biology, chemistry, environmental, earth and geospatial sciences, mathematics and computer science and physics departments.  These departments make up the College of Science and Technology.

The Helen G. Edmonds Classroom Building houses classrooms and seminar rooms for the departments of history, political science, sociology and social work.

The School of Business is housed in the recently renovated Willis Commerce Building.  This building contains up-to-date classroom and seminar facilities, as well as the school’s own computing center for use by its faculty and students and the university as a whole.

The Taylor Education Building contains the Department of Psychology, the Institute for Minority Issues, Graduate Studies Office, office space,  and classrooms for the Human Sciences Department.

The offices of the Human Sciences Department are housed in the Dent Building, which contains classroom and laboratories for clothing and textiles, food and nutrition, family relations and child development, family resource management and housing, and interior design.  In addition, a biochemistry and a child development laboratory for children ages 3-5 occupy sections of the Dent Building.

The Miller-Morgan Health Sciences Building offers modern classrooms, clinical and laboratory space for the Department of Health, Department of Education and ROTC.  This building contains lounges for students and faculty, a learning resources center, and an auditorium which seats 300 and is used extensively for community and university functions.

The Criminal Justice Department and the Public Administration Program are located in the Albert N. Whiting Criminal Justice Building, which was completed in 1984 and named after a former chancellor.  This building offers modern classrooms, seminar rooms, and laboratory facilities, including crime and computer labs.  The building also contains a library used by these disciplines.

The Turner Law Building, facing the Alston Avenue side of the campus, houses the School of Law.  The four-story building contains offices for student activities including the Law Journal, the Legal Clinic and other student activities, as well as classroom space.  The Law Library is also in the building and provides a comfortable environment for study and research.

The Leroy T. Walker Physical Education and Recreation Complex, named for a former chancellor, contains 102,000 square feet of offices, classrooms, sports facilities and laboratories.  The center is actually four structures joined together by enclosed stairs and walkways.  These structures include an aquatics building that houses a 50-meter, Olympic-size swimming pool; an administration building that also contains classrooms, faculty offices, locker rooms, and a student center; a gymnasium building that includes dance studios, training and weight rooms, dressing and storage rooms, offices, two teaching theaters, and practice areas for archery, riflery, and golf; and a gymnastics building that includes a gymnasium and eight handball courts.

The Alfonso Elder Student Union, named for a former president of the university, contains student government offices, lounges for students, meeting rooms, a snack bar and cafeteria, a game room, barber shop, and the campus book store.  Facilities are available for receptions, concerts, and other public functions.

The Fine Arts Building houses art studios and classrooms.  The adjoining C. Ruth Edwards Building is the home of the Department of Music and includes practice studios and classrooms for music.  The Edwards Music Building also contains rehearsal space for the band and a small concert auditorium.  Connected to this building is the University’s Art Museum.

The Farrison-Newton Communications Building contains the departments of English and mass communication, modern foreign languages, and theater.  The WNCU Radio Station is located in the building. The building also houses a modern 250-seat theater in which the university’s acclaimed dramatic productions are presented.

The Biomedical/Biotechnology Research Institute is a 3,800-square-foot facility containing 12 research laboratories, teleconferencing capabilities, an auditorium, classrooms, and state-of-the-art telecommunications technology.  The construction was completed in 1998.

Chidley North Residence Hall opened in August 2011 and houses 517 students.  The building is LEED GOLD certified. There are eleven other residence hall on the campus , all coed.

The H.M. Michaux Building is a 103,000-square- foot building that opened in fall 2000 for the School of Education. The building includes state of-the-art telecommunications technology. This facility houses the School of Education, School of Information Technology, Office of Research, Evaluation, and Planning, the University’s Academic Computing Center, and the Extended Studies Program.

The Early College High School is housed in the Robinson Science Building on Fayetteville Street.

The Biomanufacturing Research Institute and Technology Enterprise Building (BRITE) houses the Pharmaceutical Science Department’s bachelor’s and master’s degree programs.  It contains scientific, technological, and research equipment used in bio-manufacturing and technology industries.  It opened for classes in fall 2006.

The Benjamin Ruffin Residence Hall was opened in 2007.  Located off Fayetteville Street, it overlooks University Circle and Hoey Administration Building.  It accommodates 344 students.

Martha Street Apartments are off Lincoln and Cecil Streets.  Designed for graduate students, these apartments contain 32 units.

W.G. Pearson Cafeteria building includes conference rooms, the Chancellor’s Dining Room, a faculty dining room, a banquet hall, and a spacious open dining area for students with choices of six different cuisines.

Library Facilities

The mission of the libraries at North Carolina Central University is to provide resources and services to support the university’s educational research, cultural, and public service objectives.

The James E. Shepard Memorial Library opened November 1951.

A 2007 renovation reconfigured space on the ground floor once devoted entirely to the circulating book collection to create a Mega Lab that is maintained and staffed by the Information Technology Services Department.  Also on the ground floor, areas are set aside for the Reserve Department, staff offices, and a large student study area.  The library’s expanded Treasure Room and University Archives moved into what had formerly been the Government Documents department.

A student group-study area was created on the second floor, and a portion of the third floor has become an electronic classroom, with 24 computers and projection screens to create a home base for the library’s information literacy program.

Additional library resources on campus include the Music Library, the library of the School of Library and Information Sciences, the library of the School of Law, the Curriculum Materials Center Library in the Michaux School of Education.  These collections contain more than 850,000 volumes, as well as periodicals.  Access is available through an integrated online catalog and circulation system.

NCCU is a member of the Triangle Research Libraries Network (TRLN), a cooperative institution comprised of libraries at Duke University, NCCU, UNC at Chapel Hill, and NC State University.  The combined collection includes more than 10 million volumes.

NCCU students can borrow directly from any of the TRLN institutions by presenting a valid NCCU student ID card.  Borrowing privileges at TRLN libraries are extended to faculty, staff, and administrators who present a current University ID card.  Additional library resources are available at the additional 13 institutions in the UNC System.  Graduate students and faculty have direct borrowing privileges.  Electronic access to these collections is provided via the Search TRLN and UNC Express integrated online catalogs.

The James E. Shepard Memorial Library contains 498,000 volumes and 140,200 federal and state government documents.  Microform and an extensive inventory of full-text electronic databases are among the library’s non-print resources.  Some of the electronic databases can be accessed off-campus by students and faculty.  An outstanding collection of books and pamphlets on African American life and culture is found in the Treasure Room.

Textbooks, curriculum guides, and non-print items in the field of education, are housed in the Curriculum Materials Center (CMC).  Audiovisual materials are also part of the CMC collection.  Word processing and internet access are available on library computers for student use.

The Music Library is on the third floor of the Edwards Music Building.  It contains an excellent collection of instrumental and vocal music, orchestral scores, and records, in addition to a carefully selected collection of books in the field of music.  The Music Library is a branch of the Shepard Library.

The School of Library and Information Sciences (SLIS) is on the third floor of the James E. Shepard Memorial Library.  The SLIS Library, part of the School of Library and Information Sciences, houses an outstanding collection of current materials and equipment to support the academic programs in Library Science and Information Systems.

The Law Library has more than 400,000 volumes and volume-equivalents for research.  The Law Library participates in the Triangle Research Libraries Network (TRLN), which gives students and faculty access to the holding of other academic research libraries in the Research Triangle.  Electronic resources include LexisNexis, Westlaw, Fastcase, Loislaw, BNA and HeinOnline.  Students, faculty and staff can access most electronic resources from their homes anytime using the university’s Virtual Private Network.  Training is available to ensure meaningful access to the many legal research databases.

The Law Library provides two stories of space for individual and collaborative study.  The reading room is light-filled with soft seating as well as Shaker-styled seating for more intensive study.  The library’s second floor contains eight study rooms for collective and carrels that are unassigned and available to individual students.  Students have access to the library’s space 100 hours per week.

Institutional Advancement

The Office of Institutional Advancement (IA) is charged with communicating the university’s mission, vision and goals to the public for the purpose of cultivating widespread financial support.  In turn, private funds raised by Institutional Advancement help to ensure the university’s excellence in higher education.  These contributors are put to use as soon as possible to provide support for need- and merit-based student scholarships, research, fellowships, professorships, new programs and opportunities for students, and special events that would not exist except for the work of Institutional Advancement.

The university has professional gift officers assigned to oversee major gifts, planned giving, corporate and foundation relations and annual giving.  These employees plan and implement fund-raising initiatives that identify prospective donors to engage and cultivate giving.  The officers look for opportunities to connect potential donors with particular campus programs or initiatives that coincide with the donors’ interests and philanthropic goals.  Our donor base of support includes faculty and staff, alumni, parents, friends, corporations and foundations.

The Advancement Services unit is responsible for acknowledging donations, providing tax receipts, preparing and distributing reports, and assisting donors face-to-face, on the phone and online.  These staff manage a database of 70,000 constituent records.

Alumni Relations is the unit of IA that fosters the relationship between 30,000 NCCU alumni and their alma mater.  Alumni Relations encourages alumni to serve as ambassadors who will promote the university to prospective students and work to enhance the positive public perception of NCCU in their varied communities.  Alumni Relations staff develop, coordinate and promote programs to keep alumni informed about and involved in campus life.  They plan and implement special events, most notably Homecoming, to help alumni maintain their connection to their academic home.

The Office of Public Relations is part of Institutional Advancement and is charged with enhancing the image of the institution and keeping the public informed about news regarding NCCU’s staff, students, programs and activities.

The office if also responsible for final review and sign-off on the content and design of all university publications for external audiences.  It is solely responsible for disseminating information to the news media and holding news conferences on behalf of the university, particularly during crisis situations.

Except for crisis communications, the office delegates all public relations services for the Division of Athletics to the Office of Sports Information.

NCCU Foundation, Inc.

The NCCU Foundation, a 501 (c) 3 organization, works in close collaboration with Institutional Advancement and is housed in IA’s offices.  The foundation receives donations on behalf of the university and oversees the investment and financial accounting of donor funds.  The foundation has a Board of Directors, with the executive director reporting to the president of the foundation board who interacts daily with the vice chancellor for Institutional Advancement.

University Career Services

The mission of Career Services is to facilitate and ensure growth, expansion and awareness of each student’s career development opportunities through interactive programs, technological initiatives, effective career assessments, and employment opportunities.  Career Services is dedicated to helping students hone career and professional development skills needed to stay employable in the current job market.

The office serves students from freshman year through graduation and beyond - whether it’s selecting the right major, exploring career options, looking for a part-time job or internship, or preparing for an interview.  Mentoring and coaching from alumni and corporate partners also facilitates career and academic-major decisions.  Online services are available at nccucareerservices@nccu.edu that allows students, alumni and employers to access information through the Eagle Career Network.

Numerous representatives from Fortune 500 and other companies throughout the United States visit Career Services each year to conduct employment interviews with prospective candidates.  Many graduate and professional schools visit or contact the Career Services seeking candidates for graduate study in areas such as business, law, medicine, social science, and the humanities.

Part-time job resources, on-campus student employment, internships, and cooperative-education opportunities are available through an extensive “experiential learning program” to assist students with obtaining valuable work experience before graduation.  Such opportunities are available in the governmental, private, and public sectors.  Some of these include serving as White House and Washington Center interns, working in the United States Congressional Offices and working for major corporations, such as GlaxoSmithKline, SAS, Environmental Protection Agency, and PNC Bank.

Career Services programming also provides a variety of professional and developmental workshops on topics such as resume writing, interviewing, job-search training, and experiential education.  Brochures, pamphlets, magazines, graduate school catalogs, company annual reports, videos, and other career-related materials are available for students, faculty, and alumni to browse in the Career Center and online.  Appointments may be scheduled or students may see a counselor on a walk-in basis.

Office of Community Engagement and Service

Mission Statement

The Office of Community Engagement and Service (OCES), formerly Academic Community Service Learning Program (ACSLP), contributes to the preparation of local, state, national, and international leadership through public and community service opportunities and service-based intellectual inquiry and research.  The OCES provides a setting for the convergence of service and scholarship for NCCU students, faculty, staff, and alumni.  The OCES serves as a clearinghouse for all community service activities at NCCU.

GOALS

The OCES provides outstanding service learning and community engaged service activities for NCCU students, faculty, and staff.  The OCES facilitates and supports excellence in innovative teaching, learning, and research through the intersection of intellectual theory and community-based practice across the academic spectrum.practice across the academic spectrum.

The Program

The Office of Community Engagement and Service was opened at North Carolina Central University in October, 1993.  North Carolina Central University was one of the first institutions in NC as well as one of the first HBCUs in the United States to establish a formal presence for the integration of community service and service learning within the academic setting.  Students at NCCU utilize the community service and service-learning programs organized through the OCES to gain valuable leadership and intellectual inquiry skills and to link academic theory to “real world” issues.

The OCES program has been a pioneer in Higher Education in expanding the classroom setting to include service to community.  The University encourages all undergraduates to embrace the critical thinking, leadership, and interpersonal skills, and research training developed through service to the community.

The program is structured to support student, faculty, and staff involvement in direct community service learning activities either combined with a formal departmental course or through “service activities” sponsored by the OCES program, academic departments, colleges and schools and through Student Affairs.  The OCES program also registers more than 100 local non-profits and agencies as official community service partners.

The University requires all full time, transfer, and re-admitted undergraduate students to earn 15 hours of community service for each academic semester while attending NCCU until the completion of their academic requirement for graduation.

The OCES integrates service with the academic mission of NCCU in the following ways:

Campus and Community Partner Symposium:  This forum will be offered annually to assist campus and community organizations to better understand the link between inquiry and practice.  The symposium provides a training and communication forum for campus and community organizations who partner to provide academic service learning activities.

Annual Service Recognition Reception:  This event formally recognizes and showcases student, faculty, staff, and community for community-engaged and community-based service achievements.

Benefits of Community Service and Service-Learning

There are numerous benefits of the community engagement, including, but not limited to the following:

• Students develop leadership skills and a sense of civic and social responsibility
• Students learn reflective and analytical skills through service.
• The Faculty is supported in providing high quality service learning courses to undergraduate students.
• The Faculty is resourced in demonstrating the link between theory and community issues/needs.
• Both Campus and Community partners collaborate to develop and strengthen sustainable partnerships.

How Do I Earn Community Service Hours?

Community-Engaged Service

More than 100 campus and community partners are registered with the OCES office.  The OCES has service descriptions of volunteer service opportunities in almost every academic field and in most interest areas.  Students earn one hour of community service credit for each hour served in a community setting to count toward the university service requirement.  All partners provide service opportunities through the portal, Get Connected that is utilized by NCCU students to record approved service credits.

Service Learning

The OCES works with every school, college, and academic department on campus to register service learning courses.  If students are enrolled in a service learning course in any academic department, you can receive community service credit with successful completion of the courses.  Credit earned during the course is based on the number of hours the professor has listed on the syllabus.  All service learning courses and community service credits are tracked through the portal, Get Connected, that is used by NCCU students to record approved service credit.

Selected Campus-wide Service Events

Selected campus-wide Service Events are sponsored each semester to encourage the entire campus community to engage in the University’s commitment to service.  Each year a service theme is selected and at least one campus-wide event is held each semester.  These events provide up to 10 hours of community service credit.

Schools, colleges, and academic departments can also request to sponsor campus-wide service events.  For the events vetted and registered with the OCES staff, students can receive up to 10 hours credit for participation.

OCES and Research

We encourage faculty and students to develop service-learning research projects that combine critical inquiry with civic engagement.  Each year, the OCES will sponsor a workshop to assist faculty and students to consider utilizing civic engagement/action research methods.  Civic Engagement research is an excellent tool for upper level courses, completing independent assignments, and for faculty to utilize in research.

Utilizing Civic Engagement/action research meets university goals and enhances university-community collaboration.

Commonly Asked Questions About Community Service/Service Learning

What activities constitute acceptable Community Service? Community Service is conducted when students are engaged in the following activities:

• Students are placed in a community-based public or private organization through the OCES program.  The placement will involve approved sites selected by the OCES to provide NCCU students with optimal opportunities to link theory with practice.  All service organizations must be registered with OCES.
• Students participate in service events hosted either by academic departments, OCES or student organizations.  All service events must be registered with the OCES.
• Students participate in approved service-learning courses such as (practicum, clinical, non-paid internship, field experience) or other courses that combine theory with practical volunteer hours served in the community.  All hours served in the community must be volunteered.  All service-learning courses must be registered with the OCES.

Who is exempt from Community Service?

Students who have graduated from NCCU after completion of a four-year degree and are returning for a second degree are exempt from the service requirement. All current students that have 100% of their courses online are exempt.

Student Veterans, Military Reserve and National Guard Community Service Requirement

Student Veterans

Enrolled NCCU students who are veterans and have completed military active duty with an honorable discharge will earn 60 hours of service credit towards their required hours of community service.  To qualify for this credit, the student must present their military form DD-214 showing the discharge status to the Veterans Resource Center (VRC).  The VRC staff will provide the qualifying students to the Office of Community Engagement and Service.

National Guard and Military Reserve

Enrolled NCCU students who are current members of the Military Reserve or National Guard will earn 60 hours of service credit towards their required hours of community service.  The qualification for this credit is based upon completion of basic training, job training, and a minimum of one year cycle (one weekend per month and two-weeks per year assignments), and the student must present their enlistment contract and military form DD-214 to the Veterans Resource Center (VRC).  The VRC staff will provide the qualifying students to the Office of Community Engagement and Service.

Active Duty

Enrolled NCCU students who are called to active duty must present a copy of their military orders to the Veterans Resource Center (VRC) and the University Registrar.  These students will earn 60 hours of service credit towards the required hours of community service.  The VRC staff will provide the qualifying students to the Office of Community Engagement and Service.

Why are we required to complete community service?

NCCU’s motto is “Truth and Service”.  Dr. James Shepard, NCCU’s founder thought that service was an essential element of a college education.  In today’s competitive world, the character, commitment, and sense of purpose developed through community service provide NCCU students a clear and consistent advantage.

What will happen if I fail to complete community service?

Students will be required to meet with the OCES Student Service Advisor to develop a service action plan until the service requirement is completed.  Continued deficits in service will jeopardize the student’s participation in the graduation ceremony and release of university transcript.

Transportation

Transportation is provided to placement sites within a 5-mile driving distance from campus. Transportation services depend upon the availability of resources.

Other Resources Available Through OCES

America Reads Program

America Reads Program is a national literacy effort seeking to involve college students as volunteer tutors.  NCCU students serve in the local elementary schools in the community surrounding the university to help young children improve reading skills.

America Reads has a federal work-study funded component whereby students can earn work-study funding while participating in this community service activity.  Students must complete an application with OCES to become eligible for the America Reads program.

America Reads Coordinators, selected by OCES to participate as members of a state/national service program, NC Literacy Corps, lead the program.  As coordinators of the program, students will earn an education award with the successful completion of the program’s service requirement.

Certified Internship Program

The Office of Career Service and Outreach coordinates the unpaid internship programs at NCCU.  The office has initiated the Certified Internship Program (CIP) that offers the opportunity for students to enhance their knowledge and experiences learned through their non-paid experiential learning experiences.  CIP is open to students in all majors and departments, currently enrolled at NCCU, who meet the eligibility requirements.  Students earn a professional development certificate that certifies that they have completed the program and are awarded community service hours through the Office of Community Engagement and Service based on the number of total hours worked.  That allows flexibility for students to identify an internship opportunity that best suits their goals and objectives.

Focus on Sustaining

The OCES has initiated a “Sophomore Community Engagement Experience” initiative to help sustain sophomore students at the university and to continue their connection between community service/service learning and college retention.  This experience will enhance sophomore student’s development with five expected learning outcomes.  Each learning outcome is undergirded by a City Year facilitated workshop that helps reinforce the theme and ethos of each outcome.  The initiative will provide leadership skills and opportunity for a “glocal” global immersion experience.

Gap Year Experience

The OCES has partnered with a national service program, City Year, to provide a service opportunity during the gap year, post-graduation.  City Year is working to bridge the gap in high-poverty communities between the support the students in the communities actually need and what their schools are designed to provide.  In doing so, our students will help to increase graduation rates across the country, and making an impact in the lives of the students we serve.  This opportunity provides training and service opportunities for students to serve at one of the national locations and earn an education award with the successful completion of the program’s service.