Table of Contents

A Summary of the Progress Made in Realizing the Strategic Directions of the Previous Long-Range Plan

The Board of Governors selected six interrelated strategic directions to pursue in the fulfillment of its mission during the 1998-2003 planning period and identified specific implementation strategies for each of those strategic directions. Those strategies, listed in Long-Range Planning 1998-2003 (adopted by the board January 9, 1998) are presented below with comments on University activities that relate to those strategies. Those implementation strategies that have outcome measures associated with the state's Performance/Program Budget system are marked with an asterisk.

1. Expand access to higher education for both traditional and nontraditional students through:

continuation of efforts to keep costs of tuition and fees low in order to maintain or increase the percentage of North Carolina high school graduates who attend a UNC institution; maintain or increase the UNC transfer rates of North Carolina community college students; increase the enrollment of undergraduates 25 and older; and increase credit hours produced, and degrees conferred, by UNC institutions*

In its November 1998 report, the Board of Governors' Tuition Policy Task Force recommended that UNC should seek no change in the state's basic tuition policy to maintain resident tuition as low as is practicable. The board approved the recommendation that consideration of any future requests for tuition increases should include analysis of trends in these benchmark measures: consumer price index, higher education price index, and median N.C. per capita personal income. The percentage of North Carolina high school graduates who attend a UNC institution continues to increase. Overall, 30.4 percent of North Carolina's high school graduates in 1997-98 chose to enroll in a UNC institution in fall 1998. This compares to the 1996-97 rate of 30.0 percent and the 1987-88 rate of 24.6 percent. Thus the long-term upward trend in the UNC going rate continues. The trends show increases in the going rates of all subgroups except Hispanics.

The University's Fall 1998 Enrollment Report showed that although the overall number of first-time freshmen increased by 626 (2.7 percent) and the number of undergraduates increased by 1,135 (1.0 percent), the number of transfer students decreased by 590 (5.9 percent). This is probably attributable to the restructuring of the college transfer curriculum in the community colleges and to the new system-wide articulation agreement between the University and the community colleges. It is likely that the agreement encourages more students to delay transfer until they have completed their associate degrees and that these transfer numbers will increase as more students obtain degrees subject to the articulation agreement. Also, the decrease is partly attributable to the continued decline in the number of transfers from private institutions, a decline that began in 1990, perhaps due to tax credits and state-supported subsidies that make private colleges relatively more affordable.

Although the number of students age 18-21 increased in fall 1998 by 2,576 (3.2 percent), the number of students in older age categories decreased (1.8 percent). This is possibly due to demographic trends that show little or no growth for several years in the 25-35 age group.

continued attention to the adequacy and effectiveness of need-based aid for undergraduates, including the monitoring of increases in tuition and fees and student debt levels, the establishment of a database on student financial aid, and development of an Early Awareness Program for middle school students and their parents

At its November 1998 meeting, the Board of Governors authorized establishment of the Task Force on Student Financial Aid. The Task Force, which held its first meeting on April 6, 1999, has the following responsibilities: 1) analyze the general context for current financial aid policies and programs affecting UNC students; 2) evaluate the effect of federal student aid programs and policies on UNC financial aid programs; 3) review financial aid program and policy models of other states; 4) analyze the available research about the role of financial aid in access to higher education, enrollment decisions, and student retention and graduation; 5) evaluate the present status of UNC student financial aid policies and programs relative to the financial aid needs of UNC students; and 6) identify and develop policy and programmatic recommendations for meeting the financial aid needs of UNC students. A draft report will be presented to Board committees in August 1999, with the final report to be presented to the Board at its October 1999 meeting.

In order to consider steps that could be taken to increase North Carolina's college going rate, a task force was formed in the summer of 1998 with representatives from UNC, the N.C. Community College System, the N.C. Association of Independent Colleges and Universities, the N.C. Department of Public Instruction, the N.C. Education Assistance Authority, and the N.C. State Occupational Information Coordinating Committee. The task force proposes the creation of a new statewide system of guidance information for students in grades 7-12 and their parents called PATHWAYS. The new system is to be developed and operated by UNC in collaboration with the agencies and institutions represented on the task force. The information will be developed first as an Internet product, then as an 800-number service for those who lack Internet access. Information will address career planning and training, academic preparation for post-secondary education, and the cost of attending college. It will permit students to register as early as the seventh grade and to build an academic portfolio and personal information database that can be used to conduct searches of occupations, colleges, and degree and certificate programs. It will permit students to complete and submit applications for admission. Student applicants who meet the University's minimum undergraduate admissions requirements but are rejected by their primary choice institutions can have their applications automatically redirected to secondary choice institutions. Funding for PATHWAYS has been included in the University's 1999-2001 budget request.

State funding for degree-credit instruction offered off-campus (whether delivered through traditional methods or through distance education) and in the summer at levels comparable to that provided for regular term on-campus instruction in order to extend the benefits of regular term low tuition to students electing these forms of instruction

In October, 1998, the General Assembly enacted S.L.1998-212, which stated in part:

Section 11.7. This act provides funding to The University of North Carolina Board of Governors for degree-related courses provided away from the campus sites of the constituent institutionsÖ. The intent of this commitment is to provide expanded opportunities for higher education to more North Carolina residents, including nontraditional students, and to increase the number of North Carolina residents who earn post-secondary degrees.

The legislation also mandates that a preliminary report be submitted to the General Assembly by May 2000 that addresses the following requirements:

The Board of Governors shall track these funds separately in order to provide data on the costs of providing these programs, including the different costs for various methods of delivery of educational programs. The Board of Governors shall provide for evaluation of these off-campus programs, including comparisons to the costs and quality of on-campus delivery of similar programs, as well as the impact on access to higher education and the educational attainment levels of North Carolina residents.

As a result of this legislation, funding was provided by the General Assembly for distance education student credit hours (SCHs) at levels comparable to that provided for regular term on-campus instruction. Almost $13 million in distance education enrollment funds were distributed to UNC constituent institutions for the 1998-99 year. This funding is supporting delivery of approximately 42,800 student credit hours (SCH's) of distance education instruction in 1998-99 as well as development of new distance education offerings. Comparable funding for summer on-campus instruction has not yet been addressed.

continued efforts to increase minority participation on every campus through implementation of recommendations adopted in the revised Program for Further Increases in Minority Presence Enrollment (1995-2000)

The University's Fall 1998 Enrollment Report shows that overall enrollment of Asian, black, and Hispanic students increased, and enrollment of white and American Indian students decreased. Black enrollment at historically white institutions increased by 555 students (4.4%), but decreased at historically black institutions by 105 (0.6 percent). White enrollment at historically black institutions decreased by 271 (8.0 percent) and remained level at historically white institutions. Taken together, these changes produced an enrollment at the historically black institutions that is 14.45 percent white and an enrollment at historically white institutions that is 10.2 percent black. This level of black enrollment is the highest level ever achieved in the University and the highest level every achieved at historically white institutions. It is the first time that Black students have exceeded 10 percent of the total enrollment at historically white institutions. It means that 43.7 percent of UNC's black students now enroll at historically white or historically American Indian institutions. The 14.45 percent white enrollment at historically black institutions marks the fifth year of decline in this percentage and marks the first time that it has fallen below the target level of 15 percent established in the University's 1981 Consent Decree.

uniform policies for the transfer of credit from community colleges to constituent institutions to maintain or increase the UNC transfer rates of North Carolina community college students*

The Comprehensive Articulation Agreement (CAA) provides policies regarding the transfer of credit from the 58 community colleges to any one of the 16 UNC institutions. Joint committees of UNC and North Carolina Community College System (NCCCS) faculty have developed pre-major guidelines for 26 major fields of study and lists of courses approved for transfer of credit for general education, pre-majors, and/or electives. The CAA went into effect for students entering community colleges in fall 1997, and it is too soon to evaluate the quantitative and qualitative effects of the policy, although the Transfer Student Performance Report provides evaluative data on the UNC General Administration Web site.

more efficient use of space on campus to enable institutions to accommodate more students

In October 1998, the Board of Governors adopted Space Planning Standards for classrooms, teaching laboratories, office space, and study space. The standards measure available capacity for each campus in each of the four space categories by calculating a predicted amount of space needed (standard amount) for the category and comparing this calculation to the actual amount of space available. The variance between the standard space and the actual space is an indication of available capacity. It is important to note that the standards only provide an indication of the quantitative amount of space. The space on a campus with excess capacity could be unusable space because the space is in poor condition. Campus personnel have carefully examined the information provided from the Space Planning Standards and are determining methods to more efficiently utilize existing capacity, e.g., automated scheduling systems. The standards were used in the preparation of the 1999-2001 Budget Request of the Board of Governors for capital improvements to explain and prioritize the need for new facilities.

expanded summer school enrollment to facilitate more timely degree completion

Planning for the new enrollment funding model adopted in 1998 originally included consideration of funding summer on-campus degree-credit instruction. Although this component of the funding model has not yet been developed and implemented, ongoing attention is being given to how constituent institutions can address timely degree completion and increasing enrollment demand through summer instruction.

expansion of off-campus instruction sites and distance education courses and programs to enhance outreach to nontraditional, place-bound, and time-bound students

In spring 1999, UNC constituent institutions were offering a total of 105 distance education degree programs (43 baccalaureate, 58 master's, 4 doctorate) at sites in 46 North Carolina counties. This is in addition to Internet-based programs and courses that are available statewide. Although the majority of distance education instruction is still conducted on-site (face-to-face) or through two-way interactive video, campuses are increasingly developing course modules or entire courses that can be delivered asynchronously via the Internet, which will enable students to participate regardless of time or place constraints. UNC institutions are actively engaged in exploring opportunities to collaborate in developing degree programs that will reach wider and larger audiences in the state.

development of electronic information systems on transfer, off-campus, and distance education opportunities, policies, courses, and programs

With assistance from UNC and North Carolina Community College System (NCCCS) faculty and staff, UNC General Administration has developed an on-line Web-based Transfer Information System (TIS). Operational since June 1997, the TIS now includes: profiles of each UNC institution, on-line applications for admission, information on transfer policies and transferability of credit earned at an NCCCS institution, detailed statistical information on the performance of students who have transferred to a UNC institution, connections to Web sites of UNC and NCCCS institutions, a complete listing of NCCCS course offerings, and statistical information on the performance of freshmen students entering a UNC institution directly out of a North Carolina high school.

improved services to facilitate enrollment and support the educational experiences of off-campus and distance education students

resolution of administrative issues related to exchange of courses among constituent institutions via distance learning technologies (e.g., allocation of credits, FTEs, and expenses; dual enrollment; collaborative degrees; etc.)

increased collaboration among constituent institutions and with other education sectors in facilitating access for all North Carolinians to the state's educational resources (e.g., exchange of distance learning courses, establishment of a North Carolina virtual library [NC-LIVE], etc.)

The above three objectives are receiving ongoing attention through frequent system-wide meetings and videoconferences involving individuals with a wide range of responsibilities relating to distance education. Three Information Technology Strategy (ITS) task forces, described elsewhere in this document, have overlapping responsibilities for developing strategies related to services for distance education students. Administrative issues are also being addressed through ongoing refinement of the distance learning funding model and related policies.

The North Carolina virtual library (NC-LIVE) went online in April 1998 and continues to develop. The vision for NC-LIVE is that each library in the state will serve as a gateway to the total library resources in the state and to a rich array of electronic information. Participating communities of interest include UNC libraries, community college libraries, state and public libraries, and independent college and university libraries. In addition, UNC institutions have aligned themselves into five geographically based library networks to allow simultaneous searching of their catalogs.

2. Preserve and heighten the excellence and competitiveness of the University of North Carolina through:

competitive salaries and Distinguished Professorship Endowments to recruit and retain outstanding faculty

The 1998 session of the General Assembly provided faculty salary increases of three percent with a one-time one percent bonus. Continued progress in improving faculty salaries is needed to maintain national competitiveness, particularly given the non-competitive benefits package in place. In the current strong economy, other states are making significant progress in increasing faculty salaries, with Georgia giving a six-percent increase in each of the last four years and four other states in the SREB region giving larger 1998 increases than North Carolina (AR, KY, VA, WV). An analysis of 1998-99 American Association of University Professors (AAUP) salary survey data indicates that most UNC institution faculty ranks are in the second quintile of salaries for their category of institution, which only assures placement in the top 40 percent nationally. For research universities (UNC-CH and NCSU), only one category above instructor (associate professor rank at UNC-CH) reached the top quintile; all others were in the second quintile. For UNC's nine master's-level institutions, only 5 professorial ranks out of a total of 27 placed in the top quintile. In general there were few changes in these rankings from the previous year.

strengthening of libraries through implementation of measures recommended by the comprehensive study of UNC libraries

The Board of Governors requested $11.78 million for the 1997-99 biennium to address needs identified in the library study. For 1997-98 the General Assembly appropriated $2 million, with $1.2 million for NC LIVE and $800,000 targeted as catch-up funding for eight institutions identified in the study (ASU, ECSU, NCA&T, UNCC, UNCG, UNCP, WCU, and WSSU). A non-recurring appropriation of $9.5 million for 1998-99 provided an additional $2.8 million in catch-up funds for identified institutions as well as non-recurring funding for two-thirds of all institutional libraries' supplemental budget requests. Also, an additional $480,000 was allocated to continue development of NC LIVE, including the purchase of shared databases and shared licenses for UNC, the North Carolina Community College System, and the State Library.

The 1999-2001 Budget Request continues to address the recommendations of the 1996 library study to stop the inflationary erosion of the libraries' purchasing power, build collections, expand cooperative access to shared academic research databases, and provide additional professional staff at four institutions in an analysis and application of national staffing standards (ASU, UNCA, UNCG, and UNCW).

maintenance of exemplary graduate and professional programs, including attracting the best graduate assistants by offering competitive compensation

The State of North Carolina is providing over $23 million in state appropriations to support non-resident graduate tuition remission, thus enabling UNC campuses to compete nationally in attracting the best graduate students. The 1998 General Assembly provided approximately $8 million for graduate student support, which was used for non-resident graduate tuition remission, graduate student medical insurance, and graduate assistant awards.

continued discovery and dissemination of basic and applied research

Technology transfer activity involving the commercial use of University discoveries is increasing. For example, 105 UNC inventions were licensed in 1998 with over $6 million in royalties received. In addition to school and department-based research activities, the University has 12 inter-institutional and 108 campus-based research centers and institutes that generate external research funding. New research centers or institutes established by the Board of Governors in 1998 included: the UNC Institute on Aging (UNC-CH), the Kenan Center for the Utilization of Carbon Dioxide in Manufacturing (NCSU, UNC-CH), the Telemedicine Center (ECU), the State Climate Office (NCSU), and the Biomedical/ Biotechnology Research Institute (NCCU). These new units focus primarily on medical or environmental research and outreach programs that will enhance the quality of life of our citizens.

System-wide, UNC faculty produced over 25,000 books, articles, public exhibits, and performances in 1997-98. In fiscal year 1998, UNC institutions submitted over 6,500 proposals for sponsored awards, 59 percent of which had either a North Carolina sponsor or an identified benefit for the state beyond the immediate University community.

continued growth in the amount of external funding for research and creative activities*

For fiscal year 1998, UNC institutions achieved an overall 12 percent increase in the number of sponsored program awards received (6,633) over the previous year and a 4 percent increase in the funding received for those programs (approximately $560 million). The UNC system ranks third among university systems nationally in federal R&D support, behind only California and Texas. Business and industry support for UNC sponsored programs, primarily for collaborative R&D programs, reached a record $50 million in fiscal year 1998.

Performance Based Budgeting measures were introduced in fiscal year 1998 to document how sponsored programs enhance linkages with external North Carolina organizations or provide other benefits to the state. For example, over $700 million in 1998 funding requests addressed health and education issues, while approximately $600 million in proposal submissions sought to enhance economic development or provide community service in North Carolina.

public service and knowledge transfer that enhance the quality of life of North Carolina citizens

UNC institutions serve North Carolina citizens through a wide array of public service units including eight inter-institutional public service centers and institutes and 55 campus-based public service centers and institutes. In fiscal year 1998, public service sponsored program awards increased by 26 percent over the previous year for a total funding amount of almost $64 million. Recent accomplishments in major University public service operations include the following:

UNC Hospitals has made significant improvements in facilities and has greatly expanded its health outreach. Occupancy of the new UNC Children's Hospital and UNC Women's Hospital is expected in summer 2000, and UNC Hospitals and the UNC-CH School of Medicine are working through UNC Health Care to create an integrated health care system involving institutional affiliations, managed-care contractors, and primary- and specialty-care networks.

The Area Health Education Centers (AHEC) Program continues to serve communities in all 100 counties of the state through collaborative educational efforts between the academic health science centers and local health care providers. During 1997-98, over 140,000 participants attended AHEC-sponsored continuing education programs. Over 8,000 middle and high school students participated in AHEC's Health Careers and Minority Workforce Development programs designed to interest them in health careers and to prepare them for health professions training programs.

The North Carolina Cooperative Extension Service (CES) provides locations in all 100 counties where citizens can access the educational resources of N.C. State University and N.C. A&T State University. In 1997-98, CES faculty and staff made more than 2.4 million face-to-face contacts and 5.5 million phone, mail, and newsletter contacts with North Carolinians.

N.C. State University's Industrial Extension Service (IES) in 1997-98 served over 34,000 persons in over 5,000 companies with technical assistance, information, applied research, and continuing education. Industrial clients reported economic gains of $122 million from reduced costs, increased sales, improved productivity, and better quality that resulted from these services.

The UNC Center for Public Television's production of a diverse range of programs has increased by 96 percent over the past six years. Last year nearly 900,000 of the state's homes watched UNC-TV regularly, an increase of 6.5% over the previous year.

UNC campuses offered nearly 14,000 non-degree-credit continuing education activities in 1997-98 with over 745,000 registrants. More than one million North Carolinians attended lectures, concerts, recitals, plays, art exhibits, and other cultural events offered by UNC institutions.

3. Improve the quality of education on-campus and off-campus through:

continuing focus on the delivery of effective instruction as reflected in measures such as students' rating of the overall quality of instruction* and peer-review of teaching

UNC institutions conduct biennial surveys of sophomores and seniors as well as recent alumni of baccalaureate programs to assess student and alumni satisfaction with various aspects of their educational experience. Some highlights of the most recent surveys (spring 1997, sophomores; spring 1998, seniors; summer 1997, alumni) that relate to teaching effectiveness and quality of instruction are the following:

Overall rating of faculty on seven areas of good practice and on whether faculty care about your academic success:

Sophomores: 81.6 percent Good or Excellent

Seniors: 90.8 percent Good or Excellent

Overall rating of the quality of instruction in your major

Seniors: 92.3 percent Good or Excellent

Alumni: 91.6 percent Good or Excellent

Rating of the Overall education that you are receiving at your institution

Sophomores: 90.1 percent Good or Excellent

Seniors: 92.4 percent Good or Excellent

Character of intellectual environment on this campus

Sophomores: 60.9 percent Strong or Very Strong

Seniors: 64.7 percent Strong or Very Strong

One indication of faculty commitment to improved quality of education is the system-wide fiscal year 1998 increase in sponsored program awards for programs related to instruction over the previous year (35 percent increase in number of awards for a total of $14.4 million).

recognition and reward of outstanding teaching

Annual Board of Governors awards for excellence in teaching are made to faculty (one per institution) nominated through careful campus procedures. These awards carry a stipend of $7,500, and an engraved medallion is given to each recipient. In addition to these system-wide awards, all institutions have awards for outstanding teaching at the campus-wide or school/college level. The board has allocated a total of $125,000 to supplement funds for these campus-based awards.

centers for teaching and learning on each campus

In April 1998, President Broad convened the Professional Development Advisory Committee (PDAC) and charged it to identify current efforts to expand faculty expertise in teaching, instructional technology, and assessment as well as in development of academic chairpersons. After visiting each campus and examining the organizations of other states with regard to professional development in teaching and learning, the Committee submitted its report and recommendations on October 30, 1998. These recommendations included the following: 1) development of a system-wide professional development initiative (PDI); 2) reaffirmation by the Board of Governors of the importance of each institution maintaining a Teaching/Learning Center with a minimum level of needed resources for this purpose established; 3) identification of offices on each campus responsible for providing support needed to promote professional development in instructional technology, as well as establishment with PDI of an instructional technology consortium to promote inter-institutional initiatives; 4) development of a second consortium within PDI that would involve faculty and staff in inter-campus projects designed to increase effective assessment of student learning; and 5) authorization by the Board of Governors of a third consortium within PDI that would create a plan for inter-institutional continuous development of department chairpersons.

The Committee found that nine of the sixteen constituent institutions have some type of faculty development centers, and the other seven institutions have plans for permanent centers that are contingent on funding availability. While campuses vary widely in the range of services provided, most contain a core set that include offering workshops on teaching effectiveness, implementing GA guidelines, developing course portfolios, publishing newsletters on teaching issues, compiling resource materials, providing small grants to support individual faculty needs in improving teaching, and mentoring programs for junior faculty. Every institution visited by the members of the PDAC identified needs in the teaching and learning area. All campuses expressed the need for training, innovation, and support of faculty initiatives in distance education as well as for programs that permit faculty to master the rapidly changing instructional technology. The Committee further noted the Carolina Colloquy, established at Western Carolina University in 1989 to address faculty development in teaching, as a model for such inter-institutional activities. The 1999-2001 Budget Request contains specific $100,000 requests from each constituent institution for support of actions needed to accelerate and enlarge efforts to provide the most effective teaching and learning environments possible.

strengthening of undergraduates' academic skill development*

preparation of baccalaureate graduates to be successful in post graduate studies and/or in the workplace*

preparation of successful graduate and professional students*

Highlights of the most recent system-wide survey of seniors (spring, 1998) and alumni (summer, 1997) that relate to the above areas are as follows:

Cognitive skills Percent of seniors who said their college education contributed very much or somewhat to:

Writing skills 93.2 percent

Listening skills 92.8 percent

Speaking skills 90.8 percent

Comprehending written materials 93.8 percent

Using mathematical skills 77.5 percent

Applying scientific methods 85.9 percent

Analytical skills 94.1 percent

Affective skills Percent of seniors who said their college education contributed very much or somewhat to:

Functioning as part of a team 90.8 percent

Working with people from diverse backgrounds 89.2 percent

Recognizing and acting on ethical principals 85.9 percent

Appreciating racial equity 82.1 percent

Appreciating gender equity 83.4 percent

Personal growth 94.3 percent

Percent of alumni enrolled in a postbaccalaureate program that said they were well or adequately prepared by their undergraduate program 93.0 percent.

Percent of alumni employed full-time who said that their institution prepared your well for employment:

All majors 86.3 percent

Majors in professional fields 89.1 percent

Note: A survey of employers is planned for summer, 1999.

satisfactory access to library resources and services*, both traditional and technology based (including NC-LIVE)

satisfactory access to information technology resources and services and to laboratory resources*

In the UNC survey of second-semester sophomores (spring 1997), 84.9 percent of students responding rated overall library services as excellent or good, and 83.3 percent rated overall technology services as excellent or good. Among responding graduating seniors, surveyed in spring 1998, 85.7 percent rated overall library services as excellent or good, and 82.0 percent rated access to databases and collections as excellent or good.

The University continues to expand access to library and digital information and services and to laboratory resources. The University maintains a Web site providing links to On-line Public Access Catalogs (OPAC's) and Web-based library resources throughout the UNC system. Various institutions have joined together on a regional basis to allow simultaneous searching of their catalogs. In addition to the long-established and highly successful Triangle Research Libraries Network (NCCU, NCSU, UNC-CH, Duke), the following networks have been established: the Western N.C. Library Network (ASU, UNCA, WCU); the Central N.C. Library Consortium (NCA&T, NCSA, WSSU); the Eastern Carolina Library Network (ECU, ECU Health Sciences, ECSU); and the UNC Coastal Library Network (FSU, UNCP, UNCW). The University Library Advisory Council (ULAC) is composed of the directors of the 16 university libraries and a representative from UNC General Administration. A ULAC Cooperative Database Committee is addressing UNC system-wide sharing, via the Internet, of databases mounted at a single campus library and multi-campus licensing of databases in order to reduce costs.

academic advising and other academic support services that enable students to maximize their educational opportunities and to graduate on a timely schedule*

student services that foster student development*

System-wide, the quality of academic advising continues to improve as measured by sophomore and senior surveys. In 1998, 71.8 percent of sophomores and 72.5 percent of graduating seniors rated the quality of academic advising services overall as either excellent or good. Most campuses have been able to raise their ratings above the 67 percent threshold set by the Board's Subcommittee on Academic Advising in 1995.

Services that complement academic advising are orientation for new undergraduates and career counseling. The percents of sophomores and seniors system-wide rating these services as either excellent or good in 1998 were:

Overall effectiveness of orientation 76.3 percent (sophomores)

Overall career-related services 83.2 percent (sophomores)

Career-related counseling information services 78.0 percent (seniors)

System-wide, FY '98 sponsored program awards for programs related to student services increased by 43 percent over the previous year for a total of over $4 million.

strengthening of academic programs through regular University-wide and institutional academic program review

The UNC Board of Governors conducts periodic reviews of academic degree programs as a part of its statutory obligation to extend the benefits of higher education, to improve quality, and to achieve economical use of resources. The 1997-99 biennial plan of the Board of Governors addressed the problem of chronic low productivity in foreign language degree programs combined with the increasing need for foreign language proficiency in our global economy and culture. A quantitative and qualitative review is underway at the 13 UNC institutions that offer foreign language degrees and this will be supplemented by institutional program assessment reviews. The goal is to identify collaborative efforts and promising initiatives to increase the number of graduates proficient in foreign languages. The Board of Governors also has expressed interest in the increasing need for teachers of English as a second language (ESL) in North Carolina. A study of ESL degree programs, licensure programs, minors, and individual courses offered at UNC institutions has been initiated.

enhancement of international education opportunities (e.g. UNC-Exchange Program, study abroad, collaborative research, international outreach projects)

The UNC-Exchange Program, created by the Board of Governors in 1997, is developing new system-wide agreements for collaboration in student exchange programs. All UNC students now have access to affordable study opportunities in more than 35 countries abroad through student swap arrangements. North Carolina has established new collaborative international research programs, for example, with the State of Israel through the auspices of the Binational Science Foundation and the North Carolina Israel Partnership. The Israel Ministry of Finance provides funds for joint projects with matching by the participating N.C. academic institutions. The first $1 million in funds was made available in 1999.

initiation of systematic review of the performance of tenured faculty

In May 1997 the Board of Governors approved the report of the UNC Committee to Study Post-Tenure Review. The report emphasized the role of review in supporting and encouraging excellence among tenured faculty and recommended peer involvement, written feedback, and development plans for faculty with less than satisfactory ratings in the cumulative review. Within the broad principles outlined in the report, each constituent institution was directed to develop during the 1997-98 fiscal year policies and procedures for review that reflect the mission of the institution, and the resulting reports were approved by the Board of Governors in fall 1998. Surveys will be conducted during 1999 of administrators involved in the review process and faculty who were reviewed to assess satisfaction and to identify any remaining issues.

4. Identify and implement the most promising applications of technology in support of:

more effective teaching, learning, and research

improved student - teacher and student - student interaction

ready access to worldwide sources of information

development of graduates able to use technology effectively

delivery of instruction and academic and student support services to place-bound and time-bound students

delivery of instruction and continuing education to the workplace

efficient and user-friendly administrative services*

The above issues are being addressed through the Information Technology Strategy (ITS) Project, a two-phased strategic planning effort sponsored by the University of North Carolina chancellors and begun in March, 1998. Phase 1 had two key objectives: 1) to develop a five-year draft vision that articulates information technology's (IT) critical role in the future success and competitiveness of UNC institutions, and 2) to define network connectivity specifications for all campus facilities and determine the cost of moving all constituent institutions to these new specifications. Strategic goals were established for student success, access and outreach, academic excellence, learning relationships, and global information resources. Outcomes of Phase 1 were used to develop a capital request to the N.C. General Assembly in its 1998 session. In response to the Board of Governors' request for $77.5 million to meet new baseline standards for network connectivity, the General Assembly provided approximately $35 million to begin the implementation.

Phase 2 of the ITS process addresses the training, technical support, and infrastructure needed to implement key ITS initiatives. Task forces have been developed to address each of the four issues (described below) that emerged as important strategic areas for UNC based on campus interviews, goals defined in Phase 1, and a set of criteria endorsed by the chancellor-led ITS Steering Committee. Analysis of logistical needs will be coordinated across the issue areas by a fifth task force.

Distance Education

: The purpose of the task force is to develop a vision and strategic plan to guide the approach to the distance education market for UNC constituent institutions. Objectives include: an assessment of market opportunities and threats, strengths and weaknesses, and target audiences; a strategic plan that includes a vision for distance education and consensus on strategic direction based on evaluation of alternatives; and a conceptual model that includes a high-level description of the organization and core competencies necessary for a successful deployment of this strategy.

Campus Teaching and Learning with Technology

: This task force is identifying strategies, programs, and projects that will support the continued development of system-wide technology-enabled teaching and learning innovations. Task force members are: recommending ongoing programs and projects to support faculty development, instructional materials development models, and learning training and support; identifying implementation challenges; and evaluating costs and benefits.

Student Services

: The task force is developing plans that assist all UNC campuses in providing innovative, technology-enabled student services. The three primary objectives are to: construct a conceptual model of student services that can guide innovative redesign and serve as the platform for the development of technology requirements, think creatively about opportunities for collaboration within the UNC system so that constituent institutions further their individual and collective goals, and identify the areas of highest priority and develop cost estimates and action plans for pursuing those opportunities.

Administrative Systems

: The task force will recommend a strategic systems approach to meet future institutional and system-wide business needs. It will review alternative systems models for delivery of business services and explore potential strategies for collaboration on procurement, implementation, training, maintenance, and support activities for the systems.

sponsored programs and collaborative research (e.g. searchable databases on faculty expertise, scientific equipment, sponsored projects, funding opportunities, centers and institutes)

Various UNC system databases have been implemented such as the new GA Sponsored Programs inventory (GASP) to track proposals submissions and awards data electronically. An Internet-based system is being developed to review UNC centers and institutes in conjunction with the University Long Range Plan updates, thereby providing a searchable information resource for locating research and public service activities within the University. The UNC system also continues to work with the Community of Science, Inc. to provide both on-line directories of faculty expertise and highly automated services linking specific faculty research interests with current grant funding opportunities, all available over the Internet.

5. Promote increased efficiency and effectiveness in the use of University resources through:

a revised funding model and funding equity

Two of the special studies required under Chapter 324 of the 1995 Session Laws (House Bill 229) related to UNC funding methodology. One special provision called for an equity of funding study that led to a proposal for a new funding model for UNC enrollment growth. The second study called for the Board of Governors to evaluate alternative methods for counting full-time-equivalent students, which led to a proposal to fund enrollment expansion according to a degree-level and discipline-related cost analysis that distributed projected growth in student credit hours (SCH's) among a differentially funded degree-level and discipline-cost matrix of 12 cells.

The Board of Governors adopted the Funding Model for Enrollment Change on March 13, 1998. The funding model is a comprehensive approach to requesting and allocating state appropriations and related funds for the constituent institutions of the University and covers instructional aspects of the University funded via the old FTE method (e.g., schools of medicine), the new student credit hour (SCH) method (i.e., most degree-credit instruction, including distance education for which state funding is calculated separately), and supplemental funding (e.g., correspondence courses). Some instruction remains on a self-supporting or cost-recovery basis, such as summer school and some specialized extension programs.

implementation of a revised process for determining capital improvements priorities, including the development of space standards

In March 1996 the Board of Governors adopted a report, Capital Request Process and Prioritization Study, which recommended that the board develop a new policy framework for all elements of capital planning and budgeting processes. The report's recommendations are being implemented, including one that the board should develop a Space Capacity Model to articulate standards that can be used in assessing relative needs and priorities for basic space categories. The revised process for capital improvements priorities has now been used in two biennial budget requests.

a study of the relative equity and adequacy of the physical facilities at the constituent institutions, including recommendations to rectify any inequities or inadequacies found in the study

In April 1999, the Board of Governors approved the report of the consultant that responded to a special provision passed by the General Assembly in 1997 and amended in 1998 to study the relative equity and adequacy of the physical facilities of its constituent institutions and to project the needs for capital funding for a 10-year period. The report was the culmination of 18 months of work resulting in an estimate of University capital needs totaling $6.9 billion. Of that amount, $3 billion was identified as the amount of funding needed to rehabilitate existing facilities. The consultant emphasized the importance of renovation to allow for both the protection of the state's assets and the full utilization of existing capacity. The remaining funds were required to provide for current capacity needs, to meet the needs related to a projected enrollment growth of 48,000 new students over the next decade, and to meet the needs for specialized facilities, particularly at the research institutions. The consultant further recommended that the state and the University share the responsibility for financing the needed investment in capital. The amount of funding provided for capital improvements by the state on a pay-as-you-go basis is not sufficient to meet the University's capital needs. The consultant recommended that the state institute a debt financed capital initiative with the indebtedness to be repaid from state appropriations.

increased delegations of authority to the constituent institutions in the areas of capital construction administration, purchasing benchmarks for on-campus procurement, and personnel administration

UNC has been given authority to conduct the following activities autonomously for capital improvement projects valued at $500,000 or less: design fee negotiation and preparation of design agreements, design review, construction contract award and preparation of construction contracts, and construction monitoring. This currently constitutes 178 projects valued at $44,633,742 in total. Specifically, of the 1997 capital appropriations, it constitutes 137 of 217 projects or 63% and $32M of $187M of the appropriated amount or 17%. UNC has further delegated this responsibility to constituent institutions based on in-house capability. Schools lacking full in-house capability are being supported by institutions that are proximate and have larger staffs of design professionals. The progress of these projects is being monitored through a Web based database. The Capital Improvement Project Status System (CAPSTAT) tracks milestone dates, project change order activity and percent completion. Data derived from this database will be used to perform an evaluation after the passage of three years.

The 1997 Session of the General Assembly enacted legislation that allows the Board of Governors to set separate purchasing benchmarks for each special responsibility constituent institution at levels up to $250,000.

The Human Resources Advisory Board for SPA employees (HRAB-SPA) will be making campus visits during the months of May and June and receiving written plans of operation from each human resources office at the 16 campuses. Following these visits and a review of written plans, the HRAB-SPA will recommend to the President an appropriate level of classification/compensation delegation of authority for each campus.

consideration of the potential of incentive funding

The Board of Governors was directed by House Bill 229 of the 1995 General Assembly to "study various methods to provide funding incentives for the campuses when they accomplish specifically stated performance goals in the improvement of the quality of undergraduate education" and if it "finds that incentive funding could be a positive element in the higher education funding system in North Carolina" to "recommend a model for a proposed system of incentive funding...." In response to Phase 2 of this study approved in April 1997, the Board concluded:

Having reviewed various methods of incentive funding used in other states and having reviewed the current status of the University's efforts in the area of Performance Program Budgeting (PPB), assessment reporting and the new plan for undergraduate surveys, the Board is not yet ready to recommend a model for a proposed system. This action is not an indication that the Board does not desire to strengthen the link between funding and institutional performance. Rather it is based on the Board's belief that the combination of: 1) PPB, if modified to include data on individual UNC institutions; 2) the new five-year Assessment Plan; 3) the new undergraduate survey measures and results; 4) the publication of performance indicators in a format that encourages institutional comparisons within Carnegie categories; 5) widespread distribution of results to students and the public; and 6) the indirect effects of these new initiatives on enrollment expansion or contraction funds and on institutional supporters and faculty will serve to improve institutional performance.

continued use of flexibility funding and related integrity of financial operations

In 1997, the General Assembly (S.L.1997-443, SB 352, Sec. 10.8) extended budget flexibility to the overhead receipts special fund budget codes effective with the 1997-98 fiscal year, allowing institutions to extend the flexibility previously enjoyed in the general fund codes. The results of the 1997-98 Management Flexibility Report show the special responsibility constituent institutions (SRCI's) reallocating a total of $70.3 million on a one-time basis (including $9.6 million from the overhead receipts special funds codes) and $15.6 million on an ongoing basis (including $4.3 million from the overhead receipts special funds codes). UNC General Administration continues to ensure that all reportable and non-reportable audit findings are satisfactorily resolved, and monitors and reviews internal controls in relation to each institution's ability to manage flexibility funding. The practice of requiring an annual Compliance Certification Letter signed by the Chancellor, begun in 1996-97, continues to ensure senior management's review of required compliance.

complete phase-out of reversion rates and overhead receipts offset to the General Fund

The 1997 General Assembly, responding to a budget request of the Board of Governors, completed the phase-out of the overhead receipts offset to the General Fund effective with the 1998-99 fiscal year. In 1998 the General Assembly, again responding positively to a Board of Governors' request, allowed the campuses to spend reversions on information technology infrastructure and other high priority needs in 1998-99 and eliminated the reversion requirement effective with the 1999-2000 fiscal year.

taking advantage of a recent financial challenge to obtain private matching funds to establish distinguished professorships

In 1998 the General Assembly appropriated $5.6 million in nonrecurring funds to supplement the recurring matching funds budget of $2 million for the Distinguished Professors Endowment Trust Fund in order to fund a backlog of unmatched private contributions and provide state matching funds for the 1998-99 fiscal. While the C. D. Spangler Foundation initiative has provided a significant incentive for the matching program, additional efforts are needed to take full advantage of this financial challenge.

increased linkage between planning and budgeting for both current operations and capital improvements

The Board of Governors' planning and policy functions precede and inform the preparation of the University's Budget Request. Generally, the Board's Long-Range Plan is revised in odd-numbered years and the biennial budget request is prepared in even-numbered years. The most compelling policy decisions that affect the budget requests are the Board's determination of the missions of the individual constituent institutions, strategic directions approved by the Board in the current edition of the Long-Range Plan, and special Board studies addressing policy issues. This relationship is most evident in the formulation of the Board's Schedule of Priorities for Current Operations.

refinement of expected outcomes, objectives, and measures for the state's Performance/Program Budget (P/PB) system

The University is currently in a ten-stage planning process leading to a new performance budgeting system. The process will identify customers and expected outcomes associated with each category of budgeted program activity. Each program activity will be subdivided as appropriate into programs and subprograms, each having its own stated goals, objectives and program statistics. The next step in this process is to set targets for selected measures, which will vary by campus.

improvement in the ability of the General Administration to collect, process, and analyze university-wide data for accountability and assessment

Emphasis has been given to dissemination and utilization of university-wide data by campus departments. General Administration staff work with campus representatives to ensure data accuracy and completeness and to apply analyses of the data to decisions about quality improvement.

An automated methodology has been developed in coordination with the Office of State Budget and Management (OSBM) for calculating the appropriate operating reserves associated with capital projects. This methodology assures both consistency and equity. It has also reduced the efforts required of both the University and OSBM in establishing these budgets.

The University now collects capital project milestone and financial information "real time" in a web-based interactive database. This program, called CAPSTAT, was established early in 1998. This electronic format has eliminated paper reports, allows the University to respond to information requests immediately with current data and provides a means of monitoring project progress.

The University conducted a system-wide evaluation of capital assets using a Web-based methodology in February 1999. By responding to questions on individual buildings the campuses were able to get a renovation cost associated with each building as well as a measure of the relative cost of renovation versus total building value. The database used internal cost models based on building type to derive this information automatically for the users. Consolidated reports were used as part of the analysis of University's capital needs mandated by the North Carolina General Assembly.

a study of tuition levels, other charges, and costs of graduate and professional education

The 1997 North Carolina State Budget Act directed the Board of Governors to conduct a study to establish policies with respect to tuition differentials that are educationally and fiscally sound forÖ graduate and professional programs. The Board extended the focus of the inquiry to include the overall tuition and fee policies of the University and appointed a Tuition Policy Task Force. In its November 1998 report, the Task Force recommended: 1) UNC should seek no change in the state's basic tuition policy to maintain resident tuition as low as is practicable; 2) the Board should take a more active role in setting tuition, acting at an earlier date each year in setting tuition and fees; 3) establishing an advisory task force on designing and funding an expanded student financial aid program; 4) clarifying the distinction between tuition and fees; 5) reevaluating the cap on debt service fees; 6) streamlining Board review procedures for fees; and 7) strengthening public communication about costs and financial aid. The Task Force suggested that the Board consider the following criteria in setting tuition rates in a given year: availability of state general fund revenue, evidence of institutional efforts to manage costs, analysis of impact on student access, changes in various price and income indices such as per capita income, the current level of student charges at UNC institutions, and analysis of student indebtedness within the University.

the biennial review of academic degree program productivity

There is a biennial review of programs characterized by low productivity. The first such review was completed in January, 1996; the second was completed in October, 1997; and the third will be completed in summer, 1999.

dissemination of information about teaching workloads and development of teaching workload standards

The Board of Governors Plan for Rewarding Faculty Teaching, adopted April 12, 1996, commits the Board to report annually on teaching workloads. A standard process for collecting campus data on faculty teaching workloads has been implemented, and trends in these data will be analyzed as these annual summaries are produced. A draft report comparing these data for 1996-97 and 1997-98 was presented to campus chief academic officers in February 1999, and campuses are currently working to refine their reporting process based on analysis of this draft.

implementation of the phased retirement policy for faculty

In 1998 the University of North Carolina introduced a Phased Retirement Program (PRP). The outline of the PRP was formulated by the system-wide Early Retirement Committee in 1996 and was approved by the Board of Governors in 1997. Individual campuses created institutional policies during the 1997-98 academic year and the policy went into effect during the 1998-99 academic year. Eighty-one people chose to enter the new program, and of these, sixty responded to a survey prepared by the Phased Retirement Monitoring Committee. Overall, 80 percent of the respondents are pleased with the PRP arrangement so far. A survey of administrators on the implementation of PRP will be conducted in June 1999.

study of opportunities for privatization of certain support services

The legislative mandate for this activity is House Bill 229 (1995 Session of the General Assembly). A consultant's plan approved by Board of Governors on April 12, 1996 mapped out the strategy for carrying out the study. Prior to the mandate there were 647 documented activities outsourced at the sixteen constituent universities and the North Carolina School of Science and Math. As of February 1999 there were 178 activities reviewed for cost savings in response to the mandate. Of these, 31 were outsourced (total savings $431,781), 22 were offered for bids but not outsourced based on comparative cost, 106 were studied with the conclusion that in-house is more cost effective, 19 were studied with the conclusion that in-house is more cost effective but cost reductions in in-house operations were discovered and implemented (total savings $1,113,937), and 98 more activities are currently being studied or are planned to be reviewed.

study of the span of control for institutional non-academic and administrative support personnel

In 1997, UNC General Administration engaged the Management and Productivity Section of the Office of State Budget and Management to conduct a span of control study in cooperation with the 16 constituent institutions. Upon completion of the study, each institution was charged with examining its organizational structure with regard to achieving certain span of control goals and minimizing the number of organizational levels.

6. Continue to propose and support initiatives to serve the needs of the state's public schools, such as:

the North Carolina Center for the Prevention of School Violence, the Center for School Leadership Development, the Principals' Executive Program, the Principal Fellows Program, the North Carolina Teacher Academy, the North Carolina Center for the Advancement of Teaching, the Math-Science Education Network, the N.C. Model Teacher Education Consortium, and the Executive Leadership Academy.

creation of a committee structure to align all University outreach programs with the education goals of the state, under the umbrella of the Center for School Leadership Development

In January 1997, the Board of Governors adopted a proposal to establish the UNC Center for School Leadership Development, which will be responsible for the ongoing professional development of professional public school employees. Seven existing programs and one in the planning stages are part of the Center:

The North Carolina Center for the Advancement of Teaching

enables North Carolina teachers to engage in scholarly activities structured to stimulate intellectual growth, professional development, and renewed enthusiasm for teaching. The Center, located at Western Carolina University, has about 50 permanent faculty and staff who conduct approximately 70 weeklong seminars a year as well as weekend seminars for NCCAT alumni and other special programs.

The North Carolina Teacher Academy

holds five-day residential programs on college campuses during the summer with follow-up training in the fall and spring. On-site training with school staffs in reading, learning styles, and school leadership has been added to expand services.

The Mathematics and Science Education Network

conducts programs for inservice educators aimed at improving mathematics and science instruction and curricula.

The North Carolina Principal Fellows Program

is a scholarship loan program that assists individuals prepare for a career as a principal or assistant principal by earning a Master of School Administration degree on one of eight UNC constituent institutions.

The Principals' Executive Program

offers programs to increase the knowledge and skills of public school administrators as instructional leaders and managers of personnel, property, and budgets.

The Center for the Prevention of School Violence

serves as a primary point of contact for helping to eliminate violence in the public schools (additional description in last item below).

The North Carolina Model Teacher Education Consortium

is a collaborative effort to provide affordable, accessible, high-quality education to aspiring and practicing educators in participating school districts in northeastern North Carolina. Currently, 18 local school districts, five colleges and universities, nine community colleges, and the Department of Public Instruction are involved. The consortium has received funding to expand into the southeastern part of the state.

The Executive Leadership Academy

is being planned by and for superintendents to provide professional development, personal renewal opportunities, informal learning opportunities, and networking and professional support.

direct services by constituent institutions to the public schools, particularly those with low performance

Offices of School Services, located at 15 UNC constituent institutions, provide a point of entry for linking the resources of the University to public education. Each office provides assistance to the public schools through responses to specific requests and through the development of programs that bring together an institution's resources with long-term needs of regional school systems. A report describing 1997-98 service and outreach activities of each office was presented to the Board of Governors in March 1999.

assistance to the schools in the use of new teaching technologies

Every school of education at a UNC institution has an instructional technology specialist on its staff who assists university faculty and public school teachers in using instructional technology more efficiently. Three UNC institutions host instructional technology conferences that attract many teachers from across the state to campuses for specific training.

Learning Link, a professional development website, is being redesigned to better serve the needs of educators K-16. Users will soon be able to access high quality professional development programs internal and external to the University.

development of a statewide network of university-school teacher preparation partnerships

As a result of a process begun by the UNC Deans' Council on Teacher Education in 1996, the 15 colleges/schools/departments of education at UNC constituent institutions developed a plan for the strategic involvement of school districts and communities in the preparation and development of teachers, administrators, and other education professionals. The University-School Teacher Education Partnerships program was approved by the Board of Governors in January 1997, examined by a National Review Team in July 1997, and provided initial funding by the General Assembly in August 1997. Partnerships that received acceptable reviews by the National Review Team or who revised their initial plan to align with the Guiding Principles that were adopted were eligible to receive funding from the Board of Governors for implementation during 1998-99. The National Review Team will assess the progress of the Partnerships in implementing their activities and meeting their goals, with findings to be reported in summer 1999.

Substantial external funding has been obtained or is being sought to support teacher preparation and development. The Kenan Charitable Trust has provided more than $2 million to establish a national center for university-school partnerships, the BellSouth Corporation has provided $385 thousand to establish the southeastern office of the National Commission on Teaching and America's Future, and the Z. Smith Reynolds Foundation has provided $35 thousand for a series of policy maker seminars in education, and a $32 million request has been submitted to the U.S. Office of Education for Title II teacher quality support.

revision of master's of education degree programs to require a more rigorous course of study, including concentration in the academic content areas to be taught, as prescribed by the Excellent Schools Act

In accordance with the Excellent Schools Act, the Department of Public Instruction, in collaboration with school and university representatives, developed a set of Masters/Advanced Competencies and Program Characteristics that are expected to guide revision of existing masters of education degree programs and design of new masters of education degree programs that will qualify graduates for the state's new Advanced License in teaching. The Excellent Schools Act deadline for implementing the consolidated, new, or revised programs is fall semester, 2000. However, final proposals for new or revised programs must be submitted to UNC General Administration by September 1999 to assure simultaneous review by the Board of Governors and the State Board of Education.

strengthening of second major requirement in teacher preparation programs

The Excellent Schools Act required a report from the Board of Governors to the Joint Legislative Education Oversight Committee on review of the second major policy that was established for most education majors in 1989. The resulting April 1998 report recommended the term second academic concentration replace the second major phrase to designate the added requirement of a set of courses in an academic area beyond the required hours in education. During the 1998-99 year, faculty in all UNC colleges/schools/departments of education worked with faculty in other academic units to review current second majors and revise them as necessary to ensure that future second academic concentrations are rigorous, coherent, available and that they provide students with academic content and subject matter expertise appropriate to their teaching field. These revisions will be submitted to UNC General Administration for review in summer 1999 for implementation in the 1999-2000 academic year.

opportunities for academic enrichment for students in grades K-12, such as Summer Ventures and the Math-Science Pre-College Program

Summer Ventures in Science and Mathematics, administered by the N.C. School of Science and Mathematics (NCSSM), is a cost-free, state-funded UNC program for academically talented high school students. The program brings rising juniors and seniors together in residential settings at six UNC institutions (ASU, ECU, NCCU, UNCC, UNCW, WCU) for four weeks of intensive study. NCSSM reaches schools and school systems throughout the state via distance education offerings and shares the resources and curriculum developed for the residential program.

The Math Science Education Network's Pre-College Program is designed to reach students in grades 6-12 who lack sufficient exposure to mathematics- and science-based courses and careers. Students are prepared to pursue mathematics and science fields at the university level and to move into careers in science, mathematics, technology, engineering, and teaching.

More recently, the Legislators' School for Youth Leadership Development has been established at two sites East Carolina University and Western Carolina University. The programs recruits middle school and high school students who are recommended based on their potential for leadership.

cooperation with the public schools to reduce the need for remedial education through initiatives such as the Early Math Placement Testing Program

The Early Math Placement Testing Program was developed by a system-wide committee of UNC mathematics faculty working with Department of Public Instruction, community college, and the Education Accountability and Standards Commission. Started in 1997, the Program administers an Early Math Placement Test to high school students who have completed Algebra II. This diagnostic test enables high school students and teachers to identify deficiencies in time to address them in high school. Through April of the 1998-99 school year (the second full year of operation), 201 N.C. high schools were participating in the program, and 13,201 students had been tested, with many more expected to be tested at the end of the school year in May.

assistance to public schools in preparing teachers to offer Advanced Placement courses in the public schools

Several UNC institutions are working with the N. C. Community College System and with public school systems to develop programs that prepare teachers to offer Advanced Placement courses in public schools.

an annual performance report from schools of education

The Excellent Schools Act requires that all North Carolina institutions of higher education offering teacher education baccalaureate or master's programs provide performance reports to the State Board of Education. The first reports required by this process (1998-99) for UNC institutions are included in the First Year Progress Report on University-School Teacher Education Partnerships. The Department of Public Instruction has developed guidelines on information to be submitted in future reports (1999-2000, 2000-2001, and biennially thereafter.

participation as a member of an advisory committee to the State Board of Education for the study of lateral entry

The UNC Vice President for University-School Programs is a member of the Executive Committee of the N.C. School Improvement Panel that is advising the State Board of Education on this issue. The Vice President also serves on the Governor's First in America in Education planning committee.

school administrator and teacher preparation programs and by promoting the collaboration of local school officials, local law enforcement officials, and local court officials on addressing issues of school safety

The N.C. Center for the Prevention of School Violence serves as a primary point of contact for dealing with the problem of school violence. The Center focuses on ensuring that schools are safe and secure so that every student is able to attend a school that is free of fear and conducive to learning. The Center serves as a resource for information, program assistance, and research about school violence prevention and has assisted many North Carolina school systems in their safe school planning efforts. The Center is currently working on several special projects. One of these special projects is a web conferencing forum for School Resource Officers or anyone else who is interested in sharing ideas about preventing violence in schools.

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