Conversations that Matter: Lloyd International Honors College at NCHA conference
UNC Greensboro’s Lloyd International Honors College was well represented at the North Carolina Honors Association (NCHA) 2018 conference, held at High Point University in late September. The Honors College has played a leadership role in the statewide association over the past three years, hosting the conference in 2016 and continuing to host the NCHA’s website.
This year’s conference theme “Conversations that Matter” was well suited for Lloyd International Honors College’s dynamic students, whose presentations highlighted research in education and experiential learning.
Those presentations included: “The Importance of Early Language Acquisition in Deaf Children: Sign Language and Education,” by Lauren Szalay and Brooke Rockot; “Studying Abroad and Its Impact on My College Experience,” by Sarah Maske and “A Never-ending Quest: Tracking and Evaluating Student Engagement and Outcomes,” by Portia Harris, Maria Hayden, Angela Bolte, Julia Boyer and Rebecca Munich.
“Our Honors students modeled poise, curiosity, and generosity,” said Dr. Omar Ali, Dean of Lloyd International Honors College. “The delegation of Lloyd International Honors College, with over half a dozen Honors students, including Student Government Association President Samaya Roary, shone brightly. Not only did they present their excellent work, they asked poignant questions and offered especially helpful remarks, all the while supporting and encouraging fellow presenters in between sessions. I think it’s fair to say that our Honors students help make spaces of scholarly research and inquiry evermore collaborative and enjoyable for all.”
For more information about the Lloyd International Honors College, visit the website here.
Story by Susan Kirby-Smith, University Communications
Photograph courtesy of Omar Ali, Lloyd International Honors College
Featured Image: UNCG’s Lloyd International Honors College delegation
Whether it’s being a first-generation college student, overcoming language barriers or facing other challenges, many young people in the Latino and Hispanic community find understanding the process of applying for financial resources and gaining admission to college a daunting prospect.
Prospective students already have plenty of questions. How do I apply? What resources are available to me? What will I major in? What’s life like on campus? Many of these questions require more than your typical college fair to become informed.
To meet this need, the Division of Enrollment Management’s CHANCE program provides Latino and Hispanic students the opportunity to engage in an intensive, five-day college preparatory immersion experience. The summer program exposes students to classroom experiences, leadership development, course registration, campus organizations, workshops, panel discussions and a college residence experience.
“Our main goal is to help these students envision themselves as university students,” said Dr. Amy Williamsen, Professor in the Department of Languages, Literatures and Cultures. “Many didn’t think they could make it to college, but every one of the 36 eligible high-school seniors in the 2017 program applied to college. That’s a tremendous success rate.”
Students experiment with the School of Nursing’s anatomy visualization table.
When the program first started in 2017, UNC Greensboro welcomed 61 Latino and Hispanic high-school students for three days. The camp was such a success that attendance nearly doubled, to 111, and the duration was extended to five days for the 2018 CHANCE.
“CHANCE has grown a lot in a year,” said rising junior and CHANCE mentor Celeste Cervantes. “I’m really proud we were able to take that leap. There’s more programming and activities and there’s a lot more time for them to explore their values and think about what’s important to them.”
Cervantes, an elementary education major with a focus on dual language, was one of 24 UNCG student mentors in 2018, 23 of whom were Latino or Hispanic.
“It’s really great to have an impact on these kids,” Cervantes said. “Many of them will be first-generation college students, so they have a lot of questions. They learn a lot from us about the college experience, and for us mentors, it’s a time for us to reflect on our own experiences.”
Students explore UNCG’s history in University Archives. According to volunteers, the expansion of programming and the depth and breadth of the program will have an incredible impact on Latino and Hispanic youths. Miguel Angel Cruz-Morales, a junior nutrition major, said the program’s special attention to Latino culture is especially important.
“We’re engaging them more culturally, really taking it to another level with our cultural presentations,” Cruz-Morales said. “They can see their heritage and their culture represented here on campus. We held panels where currently enrolled students shared their experiences and demonstrated to the campers that their dreams can come true.”
Clinical Instructor, Lori Hubbard, leads a labor and delivery simulation with the School of Nursing’s SimMom during a mock nursing class for CHANCE students.
CHANCE is funded by the Bill and Melinda Gates Foundation as part of the Frontier Set initiative. As one of 31 Frontier Set schools, UNCG was selected to further a number of initiatives focused on identifying successful strategies to improve graduation rates, especially for low-income and first-generation students and students of color. In addition, the program has garnered University-wide support from faculty and staff in each academic and student support unit.
CHANCE is the only program of its kind in the state, and has received more than 250 applications from the mountains of North Carolina to the coast. To learn more, visit enroll.uncg.edu/uncg-chance.
Story by Victor Ayala, University Communications
Photography by Martin W. Kane
Featured Image: UNCG Volunteers and CHANCE students take a tour of the UNCG wetlands.
A MESSAGE FROM PROVOST AND EXECUTIVE VICE CHANCELLOR DANA DUNN
October 24, 2018
To: UNCG Faculty
RE: Save the Date Wednesday, April 17 Faculty Awards Ceremony
I’m writing to inform you that Faculty and Staff Awards will be presented in separate ceremonies this year. The Faculty Award Ceremony will take place on Wednesday, April 17th at 4pm in the EUC Auditorium. The previously scheduled General Faculty Meeting will now begin at 2pm in the EUC Auditorium. A reception will be held in the Alumni House, Virginia Dare Room immediately after the awards ceremony.
Please note that the Celebration of Faculty Excellence in Research and Creative Activity reception will coincide with the Faculty Awards reception. Please remove the April 16th Celebration of Faculty Excellence in Research and Creative Activity event from your calendar.
A committee has been constituted to plan this restructured event. As their work progresses we will communicate more information on this reorganized ceremony.
RE: Candidates for Dean of School of Health and Human Sciences Open Forums
The Dean of Health and Human Sciences Search Committee and the Provost recently held confidential in-person interviews with semi-finalists for the position and selected four finalists to visit campus. I encourage you to participate in the interview process by attending the open forums and receptions. The finalists will provide a 15-20 minute presentation on challenges and opportunities facing Schools of Health and Human Sciences, particularly UNC Greensboro, followed by a question and answer session.
The open forums are scheduled as follows:
Candidate 1: Monday, October 22nd 2:15-3:30pm, EUC Alexander Room, reception to follow in EUC Claxton Room.
Candidate 2: Wednesday, November 7th, 2:15-3:30pm, Music Building, Recital Hall
Candidate 3: Wednesday, November 14th, 2:15-3:30pm, EUC Auditorium
Candidate 4: Monday, November 19th, 2:15-3:30pm, Euc Auditorium
A brief reception will be held immediately after each open forum.
Please join me in welcoming Dr. Samantha Raynor to the Office of the Provost. In her new role as Assistant Vice Provost for Student Success Initiatives, Samantha will have continued responsibility as the Co-PI and Site Coordinator for the Gates Foundation funded Frontier Set Initiatives and will assume responsibility for a new grant funded project supported by the Edward M. Armfield, Sr. Foundation, Inc. This project involves the development and implementation of an academic success coaching program for first year students. Samantha will also serve as the point of contact for the newly formed APLU Student Success Transformation Cluster Initiative. She will also have responsibility for the development, pilot, assessment and scaling of future undergraduate student success initiatives.
Samantha came to UNC Greensboro in February as the Senior Director for Student Success Initiatives in the Division of Enrollment Management. No stranger to UNCG, Samantha previously served as the Director for Special Projects and Strategic Assessment in Academic Affairs at the UNC System Office. In this role she worked closely with the constituent institutions to develop and implement various student success strategies. One of those was the Adult Learner Initiative (also known as part-way home) which had an associated State appropriation of $2.3 million. Dr. Raynor completed her doctoral work at The George Washington University in Higher Education Administration, her Masters in English Literature at East Carolina University and her Bachelor’s at North Carolina Wesleyan College.
I’ve attached a suggested emergency preparedness script developed by our Office of Emergency Management. This is a useful resource for you in the classroom and I strongly recommend you share this information with students in your current classes, as well as at the beginning of classes in the future.
I recognize that issues of safety are top of mind for all at this time and am hopeful that this resource will help you feel as prepared as possible for any unexpected emergency. Our office of emergency management is a valuable resource for all and available to answer any questions you may have by calling 336.256.8632 or visiting http://emg.uncg.edu/.
RE: UNCG Faculty Credentialing and Verification Policy Update
Attached is an update to UNCG’s Faculty Credentialing and Verification Policy. The policy has been revised to include a definition of the term, “Instructor of Record” (lOR). You will also note in the “Process” section of this revised policy an explanation of the lOR’s responsibilities when working with support staff and teaching assistants in classrooms, labs, and recitation sections. Please distribute this policy to all faculty and monitor compliance with it, effective immediately.
For questions about this policy, please contact Dr. Jodi Pettazzoni, Associate Vice Provost and Director of the Office of Assessment, Accreditation, and Academic Program Planning at jepettaz@uncg .edu.
Please also remember that when a faculty member teaches a course with content they have never taught before, they must be credentialed anew for that course, even if the course is within the same department or program where they normally teach.
For questions about faculty credentialing, please contact Ms. Andrea Whitley at firstname.lastname@example.org or Ms. Suzanne Angel at email@example.com in Faculty Personnel Services.
Deloitte elected to profile UNC Greensboro as a case study. The information that follows is from that report.
Ask Deloitte About:
Closing the attainment gap at the University of North Carolina Greensboro: Uniting innovation and equity for student success
As part of a broader effort to document transformational approaches to student success, Deloitte had the opportunity to study the University of North Carolina Greensboro’s (UNC Greensboro) powerful results in closing the attainment gap for African-American and Hispanic students.
UNC Greensboro was founded as a women’s college in 1891. In 1960, it became one of the first universities in the region to graduate African-American students; in 1964, the first men enrolled. Over the same period, UNC Greensboro transitioned from a commuter school to a residential campus. Arriving in 2015, Chancellor Franklin D. Gilliam Jr. extended UNC Greensboro’s long-standing commitment to student success when he challenged the institution to take “giant steps” to further its vision and improve student outcomes.
The data shows the results. Overall completion rates have gradually increased with the largest gains among black and Hispanic students. Over six years (2010–2015) the graduation rate for black students increased from 52 percent to 63 percent; for Hispanic students, it went from 48 percent to 53 percent (see figure 1). Additionally, UNC Greensboro has closed the gap between Pell and non-Pell graduation rates to 5 percent, compared to a gap nationally of 14 percent (see figure 2).
What is the key to UNC Greensboro’s results?
As we have found at other transforming institutions, there is no single “silver bullet,” and success has not come overnight. As Deloitte studied decades’ worth of effort to support students in an equitable way, several key themes emerged:
This is not a “hero’s journey.” Rather, UNC Greensboro’s success reflects the collective efforts of an entire institution embracing the belief that by supporting its students with the right programs, they can and will persist. Distributed leadership
spanning faculty, staff, and administrators has created a “culture of care” infused into the institution’s daily work.
UNC Greensboro continually innovates through an iterative process to identify not only which resources impactfully support students, but how to deliver them as efficiently as possible.
As an extension of this innovation mindset, UNC Greensboro values community partnership and actively participates in a network of peer institutions that share a commitment to student success and continuous learning.
A plurality of heroes and a culture of care
Provost and Executive Vice Chancellor Dr. Dana Dunn explains, “Here it is more about culture…there has been a paradigm shift away from institutions aspiring to become more prestigious and elite through greater selectivity in terms of the students that they take, to an understanding that we are here to serve students and make them successful upon graduation—it is incumbent upon us to embrace that and do that well.” Though it may seem like a simple idea, holding and acting on this commitment is just as key to an institution’s student success as the specific interventions it pursues. UNC Greensboro’s progress has come under the watch of numerous institutional leaders, each building on the work of its predecessor. One broad example of its “students first” commitment can be seen through the “culture of care” initiative. Sustaining a culture of care across campus has become institutionalized through a training designed by Student Affairs that prepares faculty, staff, and administrators to learn how to effectively identify students in need and refer them to the appropriate resources. After completing a voluntary two-hour training course, attendees receive a “UNC Greensboro Cares” sticker to hang on their door as an invitation for any student to seek assistance, academic or otherwise.
UNC Greensboro has considered how to innovate in support of student success at every stage of the student experience, especially for underrepresented minority, first-generation, and low-income students. Ahead of admissions, the University has implemented programs to better engage potential students and their families, intentionally using the word “family” to represent a broad group of supporters who could aid and influence applicants.
First-year students have robust tools to adjust to UNC Greensboro’s culture and academic demands, and students identified as “at risk” receive additional support. As students arrive, Director of New Student Transitions & First Year Experience, Kim Sousa-Peoples shared the special attention given to orientation, “There are a lot of first student moments, and that is a big one. We knew that many of our students came here because it felt like home, or it offered diversity. Through how we staff orientation and present programs, we go over the top to showcase our culture of care and student services. We have a fun, informative, distinctive program—parents with multiple kids in college say our orientation is the best.
”Additionally, First Year Experience serves as a “student success 101” course customized for first-year and transfer students to develop practical skills for success in college and beyond. All courses incorporate opportunities for students to connect with student resources and improve academic skills, while realizing their full potential at the University. Other resources to support students inside and outside of the classroom exist through the campus Student Success Center, including the Supplemental Instruction Program (SIP). Coordinator for SIP and UNC Greensboro alumnus Chris Dizon shares, “SIP targets historically difficult courses with weekly study groups that focus on transferrable skills. I love that SIP gives students skills that apply to whatever they want to do.”
To innovate its advising, UNC Greensboro created an Advisors Institute program for professional development and recognition, with “Blue” and “Gold” level designations (University colors) as advisors progress. Workshop topics include ethical dilemmas, building relationships with advisees, defining advising relationships through referrals, and technology.
A common complaint from institutions is that student success programs are expensive and difficult to scale. UNC Greensboro’s work belies this assertion, as it has coupled continuous innovation with a commitment to data-driven decision making and efficient use of resources. The Institutional Research team works closely with each department to streamline data cleansing and reporting, and the Enrollment Management team has developed predictive analytics models to better recognize “at-risk” students, enabling UNC Greensboro to target interventions to the students in greatest need of assistance. Results are shared with all faculty, advisors, and staff who work with students, which facilitates collaboration between these groups. The nimble predictive analytics model can be updated annually based on characteristics of the new class with limited investment required. There is consensus on campus that “knowing which students likely need more support has made my life as an advisor much easier.”
Peers and partnership
UNC Greensboro realized that to achieve its goals it needed to look beyond its four walls for ideas. It is an active member of the American Association of State Colleges and Universities (AASCU), an organization that represents universities and systems whose members share a learning and teaching-centered culture, a historic commitment to underserved student populations, and a dedication to research and creativity. UNC Greensboro is also a member of the Frontier Set, a select group of higher education institutions committed to significantly increasing student access and success, and eliminating racial/ethnic and socioeconomic disparities in college attainment, that is supported by the Bill and Melinda Gates Foundation. In addition to the Frontier Set, UNC Greensboro has been invited to participate in the Association of Public andLand-grant Universities’ new Transformational Student Success Cluster initiative, a five-year collaborative focused on student success best practices. Institutions will be clustered based on geographic location. UNC Greensboro will be a member of a cluster of southern universities with a commitment to student degree completion, eliminating the equity gap, and expanding access to higher education.
UNC Greensboro has both contributed to and benefited from its participation in these peer learning communities. Provost Dunn commented on the importance of these initiatives, “Participation in the Frontier Set means that we do not have to reinvent the wheel but can instead learn from the best practices of other high-performing institutions. This makes us more agile and able to respond quickly to student needs.”
Within North Carolina, UNC Greensboro has signed agreements with six local community colleges to co-admit students who then complete their first two years at community colleges and transfer to UNC Greensboro, significantly reducing the total cost of a bachelor’s degree. As a community partner, UNC Greensboro works with local and state entities to expand its impact. For example, in 2016, its new Union Square Campus opened as a home to nursing and health care education programs for UNC Greensboro, NC A&T State University, Guilford Technical Community College, and Cone Health.
UNC Greensboro constantly evaluates how best to build upon its success and aims to scale its initiatives and maximize efficiency, such as with its successful UNCG Guarantee scholarship program. This program provides scholarships and numerous support services to reach 35–50 low-income students annually. In an attempt to scale the support services offered to Guarantee scholars, a new student success coaching initiative has recently been funded through a generous grant from the Edward M. Armfield, Sr. Foundation, Inc.
Targeting first-year students who have been identified as likely to benefit from additional support and resources, this program will utilize graduate students as “coaches” to act as case managers and address academic skill development, perseverance, resilience, and motivation, while also connecting students to other University supports and services necessary for success. This program will teach students how to recognize challenges and resolve them independently.
The UNC Greensboro team continues to explore how to scale the program benefits in a cost-effective way to reach more students. Launching the Spartan StartUp summer bridge program for the incoming class of 2018, the institution aims to further increase retention of historically disadvantaged students through early exposure to college courses and academic supports, a first-year experience course, peer mentors, and supportive faculty-student relationships. Programming starts in the summer and continues through the academic year. With so much momentum, the institution is also mindful to track initiative fatigue to understand where faculty, staff, and administrators themselves may need support.
UNC Greensboro’s success proves that innovation and equity can go hand-in-hand. With a history of leadership that places students in the center and practical innovations to drive a culture of care, UNC Greensboro shows what is possible when an entire campus commits to student success and serves as a beacon for other institutions that wish to do the same.
For more information on innovation and equity in higher education, please contact:
I am writing on behalf of the O. Max Gardner Award committee to ask that you assist us with the nomination process for the 2019 award. The Gardner Award is awarded by the UNC Board of Governors and has been given annually since 1949. The award was established to recognize faculty who have “made the greatest contributions to the welfare of the human race.” The Board of Governors solicits nominations from UNC campuses in the fall semester each year, and a BOG committee decides on the system-wide winner during the spring semester. The winner receives a cash prize and recognition at the May BOG meeting. Those chosen in the past have been persons who have made notable contributions of national or international scale. See information regarding last year’s winner here 2018 O. Max Gardner Award Winner.
The role of our UNCG Faculty Senate-based committee is to solicit nominations, recommend the campus nominee to the Provost and Chancellor, and assist with preparation of the nomination materials that are put forward to the Board of Governors. To better honor our campus nominees, I have allocated a $1000 award for our campus nominee.
One thing to note about the award criteria: the award is based on the significance of accomplishments made during the past year. Of course, big accomplishments almost always arise after an extensive history of work. So, don’t discount putting forth a nominee whose long-standing work has culminated in an interesting way over the past 12 months (we can put forth nominees multiple times).