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 email@example.com or Ms. Suzanne Angel at firstname.lastname@example.org 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).
2019 Honorary Degree Nominations – Deadline Wednesday, November 7, 2018
The Committee on Honorary Degrees invites you to identify people who would be good candidates for honorary degrees to be granted at the 2019 commencement or subsequent commencements. The purpose for awarding honorary degrees includes the following:
To recognize individuals who demonstrate extraordinary achievement over their entire scholarly or artistic careers or who have performed distinguished public service in their lifetime;
To recognize excellence in the scholarly fields of degrees awarded by the University as well as those that exemplify the history and mission of the University;
To honor those individuals whose lives and achievements are consistent with the qualities and values espoused by the University in order to provide examples of the University’s aspirations for its graduates;
To elevate the visibility and reputation of the University by honoring those individuals who are widely known and regarded in their field or in society as a whole.
The person selected may be distinguished in any number of areas: humanities, sciences, arts, public service, and education, to name a few. Those currently holding public office in the state and the permanent staff of our state universities are not eligible. The achievements may vary in scope from prominence on the international or professional scene to vital contributions to the University, North Carolina, and beyond. A previous connection to the University or state is not mandatory but is considered a strength.
In order for you to have an idea of the persons who have received Honorary Degrees, we invite you to examine the names of awardees from past years: Mansukh C. Wani, William Mangum (2017); William Black, Harold Schiffman (2016); Timothy Rice (2015); Norman Anderson (2013); Bonnie McElveen-Hunter (2012); Thomas Haggai (2011); Margaret Maron (2010); Rebecca Lloyd, Nido Qubein (2009); Fred Chappell, Tom Ross, Kay Yow (2008); Irvin Belk, Betty Ray McCain, Edwin S. Melvin (2007); Molly Broad, Henry Frye, Shirley Frye (2006); Muriel Siebert (2005); Jim Hunt (2004); Jaylee Mead (2003); Michael B. Fleming, Stanley Frank (2002); Kenneth L. Adelman, Bonnie Angelo, Jean Brooks (2001); Erskine Bowles (2000); Maud Gatewood, Eloise R. Lewis (1999); Carolyn R. Ferree, Calvin Trillin (1998); Mary Ellen Rudin, LeRoy T. Walker (1995); T. James Crawford (1994); Maya Angelou (1993).
The committee asks that initially you submit candidates on the Honorary Degree Candidate Nomination Form, along with biographical information. After the first screening, we may request additional information. Please keep in mind the need for confidentiality, as candidates should not be aware that they are being considered.
The deadline for nominations is Wednesday, November 7, 2018. Please send the completed nomination form to Jennifer Johnson, assistant to the provost, at email@example.com or the University Committee on Honorary Degrees, Office of the Provost, 201 Mossman Building.
Provost Dunn and the Board of Governors/Alumni Teaching Excellence Awards Committee invite members of the UNCG community to nominate individuals for the 2018-2019 Board of Governors Award for Excellence in Teaching, or for one of three Alumni Teaching Excellence Awards described below. Recipients of these awards receive an honorarium and university-wide or, in the case of the Board of Governors award, state-wide recognition. Self-nominations are encouraged. Click here for the nomination form. Eligible faculty members who received a 2017-2018 teaching award from their School or College will be nominated automatically.
The nomination period closes Wednesday, August 29. Nominees will be reviewed to ensure basic criteria are met. Eligible nominees will be invited to submit dossiers. Completed dossiers are due by 5pm Monday, October 22, 2018. Award recipients will be notified in spring 2019. The dossier cover sheet and submission instructions are available at the BOG / ATEA Site.
UNC Board of Governors Excellence in Teaching Award (for Tenured Faculty) is open to tenured faculty members who have completed at least seven years of teaching at UNCG. The BOG Award is the highest post-secondary award in the state and carries the expectation that applicants will be exceptional teachers who have extended their pedagogical activities beyond the classroom. The award recognizes outstanding teaching (including online or blended instruction, mentorship and educational service) that has resulted in the advancement of the profession. The Board of Governors presents one faculty member from each UNC school with this award every year. The award brings statewide recognition.
Mary Settle Sharp Alumni Teaching Excellence Award (for Tenured Faculty) is open to tenured faculty members who have completed at least three years of teaching at UNCG. The award recognizes outstanding teaching (including online or blended instruction, and mentorship) at UNCG.
James Y. Joyner Alumni Teaching Excellence Award (for Untenured, Tenure-Track Faculty) is open to untenured, tenure-track faculty members who have completed at least three years of teaching at UNCG. The award recognizes outstanding teaching (including online or blended instruction, and mentorship) at UNCG.
Anna Maria Gove Alumni Teaching Excellence Award (for Non-Tenure-Track Faculty) is open to any full-time non-tenure-track faculty member (lecturer, academic professional, clinical faculty, etc.) who has completed at least three years of teaching at UNCG. The award recognizes outstanding teaching (including online or blended instruction) at UNCG.
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