The University College

Purpose and Core Values

In order for NCCU students to achieve student success, best practices in higher education must be available for all students with 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 focuses intentionally, consistently, and qualitatively on academic advising, academic support, academic excellence, career placement, socialization skills, soft skills, and personal, civic, and social responsibility and accountability. The goals and objectives of the University College enable NCCU to carry out recommendations of the UNC Strategic Plan, specifically those related to Student Success and Access to Higher Education.

Several initiatives at NCCU work to promote student success: early warning reports, mid-term grade reports, Eagle T.A.L.O.N.S. workshops, 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, sophomores, and transfer students.

The University College is managed by a dean and two associate deans. Core values and specific strategies have been developed 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 experiences during the first two years for all freshmen, sophomores, and new transfer students, with an intentional focus on student success.

Mission Statement

North Carolina Central University’s University College holds as its central focus students’ experiences during the first two years. 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 collegial 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 clear 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 UNIV 1100 First Year Seminar  class to receive an introduction to 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:  Meet competencies prior to transition.

Students will meet prescribed competencies before being able to move to the Upper Divisions of the University.

At the end of two years in the University College, students will:

1. Demonstrate mastery in analytical, communication, quantitative, and information skills.
2. Demonstrate comprehensive knowledge and practical experience with the disciplines which explore the liberal arts, behavioral sciences, social sciences, and health and wellness.
3. Demonstrate positive ethical and moral behaviors.
4. Demonstrate civic, social, and personal responsibility.
5. Demonstrate knowledge of global learning and cultures by describing clearly how what is done locally impacts others globally.
6. Demonstrate mastery in transferring knowledge from one discipline to another and from one setting to another.
7. Demonstrate teamwork and collaborative problem solving skills.
8. Demonstrate mastery of terms of the General Education Curriculum.
9. Demonstrate the ability to review books and make presentations on the same.
10. Demonstrate competence in using soft skills and technical skills.
11. Complete at least 15 clock hours each full-time, enrolled semester of Community Service Learning.
12. Develop personal goals, commit to them, and monitor goal accomplishment.
13. Obtain and comprehend the purpose and importance of meeting requirements necessary for transition, including the Collegiate Assessment of Academic Proficiency (CAAP) and any gpa or major course pre-requisites. These activities must be completed in order for a student to transition to his/her academic department.

UNIV 1100 First Year Seminar

Academic Advising

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 advisors several times per semester.  Students with freshman and sophomore credit hours are advised within University College, a unit devoted to student success and support during the period of transition into the university. Students will receive an academic advising syllabus which 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 strongly encouraged to declare a major by the end of their freshmen year.

Students are required to meet with their advisor in order to register for classes and to review their academic performance.  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

The University Testing Center

Computer-Based Testing Center

The University Testing Center also provides the facilities, personnel, and testing resources as a satellite test site for several national and international testing agencies including Prometric, PearsonVUE, UNC Proctoring Network, graduate and occupations testing.  A profitable and technically enhanced testing venue, the CBT is operated Monday through Friday from 8:30 to 5:00 offering computer based testing for fifteen different education and certification entities.  The CBT Center 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 the regular hours, running three sessions daily, and on weekends.  Testing is by appointment and registration.  Walk-ins are accommodated based on availability.

Academic Success and Enrichment Services

Thurgood Marshall College Fund

TRIO Student Support Services

Student Athlete Academic Support Services

• Equally commit to preparing student-athletes academically and professionally to become leaders in a diverse global society;
• Assist parents and student-athletes with the essentials they need to succeed in college;
• Guide student-athletes in the right direction academically, athletically and socially;
• Lead student-athletes to become more accountable and responsible individuals who can make decisions independently;
• Equally commit to preparing student-athletes academically and professionally to become leaders who excel in a diverse, global society;
• Succeed by using all campus resources available to navigate the college experience in fulfilling and rewarding ways while earning their degree from NCCU.

Placement Testing

New students who have taken two years or more of the same foreign language in high school are tested to determine their foreign language placement unless they choose to study a different foreign language.  Students who have not taken two years or more of the same foreign language in high school or who choose to study a different foreign language must enroll in an introductory foreign language course.  However, students who transfer foreign language credits equivalent to or above the first level in Spanish, French or German are not required to take the foreign language placement test.