WINSTON-SALEM STATE UNIVERSITY PHASE I RESPONSE TO THE UNC TOMORROW COMMISSION S REPORT

Transcription

1 WINSTON-SALEM STATE UNIVERSITY PHASE I RESPONSE TO THE UNC TOMORROW COMMISSION S REPORT May 1, 2008 WSSU UNC Tomorrow Response, May 1, 2008; page 1

2 EXECUTIVE SUMMARY Winston-Salem State University is excited about the role it will play in addressing the issues raised by the UNC Tomorrow Commission s report. This summary explains how the campus prepared its response and provides an overview of the major initiatives that the campus feels it can best offer to address these issues. To prepare its response for Phase I, a series of tasks were devised and executed: The Chancellor and Provost made presentations to various groups (faculty, students, staff, and community) about the UNC Tomorrow Report and a website was created for posting material and responses. Individuals and each academic department and administrative unit were asked to respond to the Faculty Assembly questions and submit a report by February 20. The Provost s office sent a note to all unit heads asking that they meet with their departments and provide a unit response. The Provost s Council and the Chancellor s Executive Staff and Deans met on February 28 to discuss the broad responses from the campus. Units prepared their responses to the Phase I plan for those programs/initiatives/activities identified and sent them to their respective vice chancellors March 30. Unit reports were compiled into a single report posted for faculty and Provost Council review. The report was revised/edited by deans, associate provosts, the Provost, and the Chancellor for May 1 submission to UNC General Administration. The campus found that it is already addressing many of the issues and strategies found in the Commission s report, as it had come to many of the same conclusions in its strategic planning efforts. More of course can be accomplished and many new initiatives are being proposed. GLOBAL READINESS Winston-Salem State University recognizes concerns about graduates mastery of soft skills as described in the UNC Tomorrow Commission s report and affirms its support for learning outcomes and a curriculum that promotes these skills for all students. In , the university will undertake a Foundations of Excellence Self-Study that will analyze its general education curriculum and the support services for new students as part of its continuing efforts to improve student learning and mastery of general education outcomes. A new initiative under development is designed to address the SACS requirement that each institution develop a plan to improve student learning in a particular area. The report, called a Quality Enhancement Plan, will have as its focus the development of one of the 21 st century skills across the whole undergraduate curriculum. As a result of this process, we expect to implement several initiatives across the curriculum, including writing-across-the curriculum and a foreign language requirement. During Spring 2008, a decision was made to restructure international programs to expand the opportunities for global awareness and global competitiveness for students and faculty. A consultant has been brought to campus to jumpstart this effort. Areas of focus are being identified that build on existing initiatives. WSSU UNC Tomorrow Response, May 1, 2008; page 2

3 Additionally, faculty members are exploring ways to bring globalization to campus in ways that are cost-effective and within reach of our students via technology and short workshops and seminars. In addition to traditional student exchange programs, the university has increased its agreements and partnerships with institutions abroad and is expanding its offering of international campus-based activities, including an international business track, virtual world classrooms, and the integration of a language requirement relating to the needs of the discipline in key areas such as health sciences, business, and education. Grant proposals will be submitted to various sponsors to obtain funding to support these and other global readiness activities. ACCESS TO HIGHER EDUCATION Winston-Salem State University has a long and rich history of providing access to higher education for North Carolina citizens. In its early years, this access was mainly for African Americans who were at the time denied access to the state s historically white campuses. More recently, the university has found innovative ways to create Bachelor of Science in Nursing programs in communities across the state for students who had two-year nursing degrees. The university has also partnered with local hospitals to create accelerated programs in nursing, enabling those with existing baccalaureate degrees to complete another in nursing within 13 months. Online options have been developed for programs such as clinical laboratory science, physical education, rehabilitation counseling, and interdisciplinary studies. Programs in teacher education are also reaching into surrounding communities to facilitate working adults ability to obtain teaching licensure and graduate degrees. The university has recently developed an Evening and Weekend College for working adults whereby students can earn a degree through evening, weekend, and online courses in various high-demand disciplines. The institution is concerned by the low numbers of African American males in higher education. Under the leadership of its chancellor and in conjunction with the other HBCUs in North Carolina, the campus is developing initiatives to address issues of higher education preparation, retention, and graduation in African American males. In addition, several degree programs at WSSU are relatively unique for HBCUs; each strives to attract, retain, and graduate African Americans in order to increase the diversity of the workforce. Expanded program offerings at the undergraduate and graduate levels in the health sciences, along with graduate programs in business and computer science, have attracted a more diverse student population, in terms of ethnicity and age. The diversity should continue to grow as more graduate programs are added and as the university strives to extend its outreach into neighboring rural counties. Because WSSU is also situated in a community with a growing Hispanic population, the campus has begun to attract Hispanic students; in line with UNC Tomorrow, it wants to improve higher education access for this population as well. IMPROVING PUBLIC EDUCATION Winston-Salem State University was the first historically black university to offer a degree in Elementary Education. Currently, there are 11 teacher education programs: Elementary, Birth- Kindergarten, Special Education, Middle Grades, Physical Education, Spanish, English, Social WSSU UNC Tomorrow Response, May 1, 2008; page 3

4 Studies, Art, Music, and Mathematics. There are two established graduate programs: Master of Elementary Education and the Master of Arts in Teaching. The Department of Education has expanded collaborations with the Winston-Salem/Forsyth County Schools and Forsyth Technical Community College to strategically address the shortage of licensed lateral entry teachers and to create a partnership that facilitates a complete program of preparation offered by the university and the community college. There are focused collaborative initiatives for middle grades, math, science, and special education licenses. More than a year ago the Department of Education in collaboration with the College of Arts and Sciences, Academic Affairs, and Enrollment Management began to examine best practices for recruiting and retaining students to teacher education programs. From that collaboration, a Teacher Recruitment Plan was developed, submitted, and approved by the university and UNC General Administration and is being used to guide recruitment and retention efforts. A fulltime recruiter for education programs has been hired; a Triad Partnership Opportunity (TPO) program for lateral entry teachers has been put in place; and the Department of Education has taken advantage of the university s customer relations management software and processes to aid in communication with inquiries, prospects, and applicants. Both undergraduate and graduate programs in education are being offered at sites in the surrounding rural counties to make it easier for working adults and lateral entry teachers to earn their degrees and/or licenses. The institution is in the early phases of its plan but is already seeing increased interest in these programs. ECONOMIC TRANSFORMATION AND COMMUNITY DEVELOPMENT As in many other areas of the nation, the Piedmont Triad region is experiencing a significant shift in its economic drivers. The local economy is changing from one driven by tobacco, textiles, and furniture manufacturing to one based on healthcare, logistics, financial services, and knowledge management. WSSU has been integrally involved in the economic transformation of the Piedmont region for many years. Most recently, through the activities and centers of the School of Business and Economics (including the Small Business Technology Development Center and the Center for Entrepreneurship), the inter-institutional Center for Design Innovation, and the Simon Green Atkins Community Development Corporation, it has accelerated its efforts as a change agent for the region, with particular emphasis on identifying and meeting the needs of underserved populations in neighborhoods contiguous to the university, within Forsyth County, and in surrounding areas. HEALTH Winston-Salem State University is a leader in nursing education. Each year, over 100 baccalaureate-prepared nurses enter the workforce. An additional 30 individuals with undergraduate degrees in unrelated areas who desire a career change complete the accelerated nursing program in 13 months. The WSSU student pass rate on the NCLEX, the national certification examination, is consistently above 90%. Through strong partnerships with community colleges, WSSU enrolls approximately 400 RN to BSN students at its 15 satellite WSSU UNC Tomorrow Response, May 1, 2008; page 4

5 campuses. This adds 200 additional baccalaureate-prepared nurses annually to the health community and to magnet hospitals in particular that require such preparation. The School of Health Sciences has an ethnically diverse student population. African Americans comprise 48% of the traditional Nursing student enrollment, 30% of Occupational Therapy enrollment, 40% of Physical Therapy enrollment, and 65% of clinical laboratory science enrollment. The majority of these graduates are employed in North Carolina, thus contributing to a more diverse health professions workforce. The Occupational Therapy graduate program at WSSU is one of four such professional programs in the state and is the only graduate-level program in the field located at an HBCU. Occupational Therapy is renowned for immersion of students and faculty in local/regional community experiences related to rehabilitation, health and wellness, the establishment of diverse cultural partnerships such as with the Latino community, and the organization and/or participation in international service-learning projects with Costa Rica (in Central America) and Lesotho (in Africa). The School of Health Sciences plans to offer several new programs in health care over the next few years. Given the growth and the potential growth for the health sciences at WSSU, expanded facilities for teaching labs, research, and faculty/staff offices are going to be necessary. Complementing WSSU s health sciences programs are its core competencies in the life and physical sciences. Programs in biology, molecular biology, chemistry, and exercise science produce graduates who work in the region s labs, matriculate into high-quality graduate programs, and enter a variety of health science professions, including via professional programs such as physical therapy, occupational therapy, medicine, and dentistry. The demand for the support programs in the sciences is such that a much larger facility needed for classrooms, laboratories, research spaces, and faculty offices is high on WSSU s capital budget request. ENVIRONMENT Winston-Salem State University is concerned about the impact it has on the environment and its role in promoting environmental literacy among its students, faculty, staff, and community. The institution is in the early stages of evaluating its impact and formulating actions. Currently, there are several initiatives headed by Facilities Management to address our carbon emissions. There are also several courses being offered to students in environmental education with plans to expand these offerings and to develop programs that will be offered in traditional formats as well as online delivery formats leading to both degrees and certificates. The interinstitutional Center for Design Innovation, of which WSSU is a partner, includes environmental issues in its curriculum development and research initiatives. OUTREACH AND ENGAGEMENT Many initiatives already described in sections of the report have an outreach component. These include the Small Business and Technology Development Center, the S.G. Atkins Community Development Corporation, the Center of Excellence for the Elimination of Health WSSU UNC Tomorrow Response, May 1, 2008; page 5

6 Disparities, the Center for Entrepreneurship, and the Center for Design Innovation. The university is proposing an Institute of Regional Transformation (IRT). Establishing the IRT would enable WSSU to leverage its mission and resources while enhancing its partnerships to provide opportunities to make significant and measurable contributions in meeting the education, research and scholarship, and public service needs facing our state in the 21 st century. Because of its historical mission, the institution has tended to focus on the needs and circumstances of urban, minority, and economically disadvantaged populations. The institution will continue to have this focus, but in part due to UNC Tomorrow, it has begun to engage issues of the broader region that includes many rural and economically disadvantaged small communities. The School of Business and Economics has developed or is in the process of developing centers, initiatives, programs, and a journal in areas related to financial literacy training, preparation for retirement, investment planning, new business startup, job training, and economic knowledge dissemination. The School of Health Sciences has more than 350 clinical affiliates throughout the state that provide hands-on clinical instruction to health science students at local hospitals, clinics, doctors offices, and other healthcare-related organizations. MODEL PROGRAMS 1. Success in preparing African American nurses on campus and in community locations around the state could be the model for other programs in health care and education. 2. The Accelerated Nursing Baccalaureate Program, with costs underwritten by a local hospital, is an example of a private-public partnership addressing regional access and workforce issues. 3. WSSU s Evening and Weekend College could serve as a model for other programs as ways to assist working adults in earning degrees in high-demand fields. NEW RESOURCES NEEDED 1. The demand for the support programs in the sciences is such that a much larger facility is needed for classrooms, laboratories, research spaces, and faculty offices. 2. Expanded facilities for teaching labs, research, and faculty/staff offices for growing and new programs in the health sciences are going to be necessary. 3. It is extremely difficulty to find doctorally-prepared faculty in the health sciences, especially nursing, so a combination of higher salaries and incentives is needed to recruit faculty with doctoral degrees. COLLABORATIONS FOR SOLUTIONS 1. WSSU would like to attract and enroll more Hispanic students, as Winston-Salem has a large and growing Hispanic population. However, the campus is not really equipped to understand this population and what it will take either to attract them to our campus or to assist Hispanic students who are not citizens to be able to afford tuition. This is an area in which a statewide effort among all the campuses and the appropriate Hispanic organizations would be extremely beneficial to the campuses and to the students. WSSU UNC Tomorrow Response, May 1, 2008; page 6

7 2. Environmental literacy is certainly an area that would benefit from a broad discussion among constituents across the university, government agencies, and the private sector. 3. Winston-Salem will be the central North Carolina location for a branch of the NC Center for the Advancement of Teaching, a statewide partnership aimed at improving teacher quality. 4. Student Loan Forgiveness funded by state or community resources would be an incentive for students to go into education. 5. The governor s widespread marketing of opportunities for high school students to take community college classes has repercussions for WSSU as well as the entire UNC system. The system and WSSU will soon need to collaborate with community colleges to address the status of 18- or 19-year old students who have graduated with an Associate s degree upon matriculation at a four-year institution (i.e., with respect to academic advising, major selection, housing availability, campus parking, etc., whether these students are freshmen or juniors). WSSU UNC Tomorrow Response, May 1, 2008; page 7

8 Summary of Initiatives Presented by Issue: 4.1 GLOBAL READINESS ST CENTURY SKILLS Existing: WSSU s General Education Outcomes Support Soft Skills Reviewing Effectiveness General Education New: Propose New Approaches to Institutionalizing Soft Skills through SACS Quality Enhancement Plan Writing Across the Curriculum Foreign Language Requirement Foundations of Excellence for the First Year of College 2. GLOBAL COMPETITIVENESS Existing: International Programs Offerings Curricular Offerings Model UN Collaborations with International Universities New: Internationalizing the Curriculum College and School Initiatives for Faculty and Student Exchanges Academic Program Exchange and Distance Learning Curricular and Co-Curricular Enhancements Global Understanding Project 4.2 ACCESS TO HIGHER EDUCATION 1. Distance Site-Based and Online Degree Programs Existing: Distance Site-Based RN to BSN Programs Distance Education for Masters in Elementary Education Distance Online program in Clinical Laboratory Science Distance Online program offering teacher certification in physical education Distance Online Bachelor of Interdisciplinary Studies program New: Distance Site-Based Motorsports Management Distance Education in Clinical Laboratory Science (military and laboratories) Distance Online program Therapeutic Recreation Distance Online program in Birth to Kindergarten Education Online Certificate programs 2. Adult Learners Existing: Accelerated Nursing Program New: WSSU UNC Tomorrow Response, May 1, 2008; page 8

9 Evening-Weekend College Advanced Practice program in Occupational Therapy Joint Admissions Programs with Forsyth Technical Community College Advising Initiatives - Community College Interaction New Articulation Agreements and 2+2 Programs 3. Underrepresented Populations Including Persons With Disabilities Existing: Therapeutic Recreation, Rehabilitation Studies and Masters in Rehabilitation Counseling Center for Design Innovation and Applied Research New: HBCU Chancellors Initiatives Camp Bones 4. Better Prepared to Enter and Succeed Existing: Accelerated Summer Program Life Sciences Bridge and Support Programs, including Project Strengthen The Biomedical Research Infrastructure Center Center for Mathematics, Science, and Technology Education (CMSTE) programs for students Science, Technology, Engineering, and Mathematics (STEM) Scholars Program 4.3 IMPROVING PUBLIC EDUCATION Existing: Teacher Education Advisement Partnership (TEAP) Center Triad Partnership Opportunity Master of Arts in Teaching Distance Education for Masters of Education in Elementary Education Center for Mathematics, Science, and Technology Education (CMSTE) programs for teachers New: Recommend that Winston-Salem (Piedmont Triad) be the central North Carolina location for a branch of the NC Center for the Advancement of Teaching Real Men Teach Teach Now Enhance Transfers between Community College and WSSU in Early Childhood Education Collaborative Grant to Help Teachers Literacy Skills Professional Development Teleconferences Proposed Collaborations: NC Center for the Advancement of Teaching Student Loan Forgiveness 4.4 ECONOMIC TRANSFORMATION AND COMMUNITY DEVELOPMENT 1. Small Business and Technology Development Center in the School of Business and Economics 2. Center for Entrepreneurialship in the School of Business and Economics 3. Center for Design Innovation a multi-institutional center of UNC from Winston-Salem State University, the UNC School of the Arts, and Forsyth Technical Institute 4. S.G. Atkins Community Development Corporation of WSSU 5. Motorsports Management in the School of Education and Human Performance. WSSU UNC Tomorrow Response, May 1, 2008; page 9

10 4.5 HEALTH Existing: Faculty Practice Plan Wound Healing and Dance Rehabilitation ecare We Care program (online healthcare learning and literacy) Journal of Best Practices in Health Professions Diversity Health Disparities and Minority Health The Center of Excellence for the Elimination of Health Disparities Therapeutic Recreation Program New: Proposed Endowed Chair in Health Disparities Health and Wellness across the Lifespan CDI Online Educational Programs Continue to address the shortage of health care professionals through Increasing supply of nursing educators Site-based and online healthcare education Occupational Therapy Advanced Practice 4.6 ENVIRONMENT Existing: Carbon emissions reduction on campus Biologically-based lubricant research New: Environmental education Center for Design Innovation Environmental Sustainability Task Force Carbon emissions reduction education and research 4.7 OUTREACH AND ENGAGEMENT Existing: The Center for Community Safety The Center of Excellence in Financial Services Continuing Education Office The Grandparenting Program New: Institute for Regional Transformation The Center for Economic Analysis American Journal of Retirement Economics Career Exploration The WSSU Entrepreneurial Fellows Program International Center for Motorsport Business Research WSSU UNC Tomorrow Response, May 1, 2008; page 10

11 4.1 GLOBAL READINESS INTRODUCTION: Winston-Salem State University s general education outcomes reflect the 21 st Century skills outlined in the UNC Tomorrow report. It also has initiatives that enhance globalization for students and faculty. Both students competence in the 21 st Century skills and their readiness for living and working in a global interconnected world can be enhanced. A new initiative that is being developed that reflects the 21 st Century skills is designed to address the SACS requirement that each institution develop a Quality Enhancement Plan (QEP) to improve student learning in a particular area. Our QEP will focus on the enhancement of one of the 21 st century skills across the curriculum. In , University College which focuses on supporting new students and assessing general education outcomes--will undertake a Foundations of Excellence self-study that will lead to an action plan to improve student academic support services, retention, and graduation rates. As part of this self-study, the university will begin a phased review of its general education core curriculum; the assessment of the existing curriculum will occur as part of the SACS reaffirmation process. To support faculty in their efforts to enhance student learning, the university has expanded the scope and services of its Center for Excellence in Teaching and Learning. Student Affairs is taking the lead in a live and learn project that should support student success and attainment of the general education outcomes. To enhance global awareness of students and faculty, the university established an International Programs Office in During Spring 2008, international programs on campus were restructured to expand the opportunities for global awareness and global competitiveness for students and faculty. This will be accomplished by identifying areas of focus for the curriculum and designating responsible persons for these activities. In addition to the traditional student and faculty exchange programs, the university has increased its agreements and partnerships with institutions abroad and is expanding its offering of international campus-based activities, including virtual world classrooms, an international business track, and the integration of a language requirement related to the needs of the disciplines. Additional funds to offset the cost of international activities will be solicited through grant proposals. WSSU S RESPONSE: ST CENTURY SKILLS Winston-Salem State University recognizes concerns about graduates mastery of soft skills as described in the UNC Tomorrow Commission s report and affirms its support for learning outcomes and a curriculum that promotes these skills for all students. Described in this section is the process that WSSU is currently involved in to enhance its general education student learning outcomes. a. EXISTING: 1. The General Education outcomes were revised in the late 1990s to reflect nine learning outcomes: communication, critical thinking, problem solving, inter-personal skills, intra-personal skills, aesthetics, international perspectives, healthful living, and information literacy. These are similar to the skills noted in the UNC Tomorrow report: oral and written communication; critical thinking and analytical reasoning; problem solving; creativity and innovation; teamwork and collaboration; work ethic and professionalism; financial literacy; information and digital literacy; environmental literacy; science and math; and global awareness. Using the same set of courses that had been in place, the faculty in each WSSU UNC Tomorrow Response, May 1, 2008; page 11

12 department with a core curriculum course was asked to develop course-embedded assessments of the outcomes. A core curriculum committee was formed that reviewed and refined the outcome statements into more measurable statements, and a matrix for assessment was developed. Currently, committees are reviewing documentation to determine the extent to which our graduates have achieved the nine general education outcomes. This is being addressed as part of the institutional effectiveness requirement of the Southern Association of Colleges and Schools (SACS) accreditation process. A new initiative under development is designed to address the SACS requirement that each institution develop a Quality Enhancement Plan (QEP) that will improve student learning in a particular area. Our QEP will have as its focus the enhancement of one of the 21 st century skills across the curriculum. Competencies that WSSU graduates will need to be successful were discussed by the QEP Topics Selection Committee. A survey was administered to all campus constituents (faculty, staff, students, alumni, and Board of Trustees) to find out what they considered the most important learning outcomes for our students and their perceptions about our graduates competencies. After much discussion (meetings, focus groups, forums) and data analysis, five core competencies/outcomes emerged as the most important to address in a first-phase response to enhance learning across the curriculum: communication, critical thinking and reasoning, mathematics literacy, science literacy, and global literacy (including foreign language skills). 2. The institution recently reorganized its First Year Experience into a University College to better support both new students and continuing students. The College consists of the university s Advising Center and Learning Centers. It also is responsible for assessing general education outcomes. Many student services that had been dispersed across campus with varying levels of success were moved under the Learning Centers, including the Writing Center, Reading Center, Math and Science Center, Supplementary Instruction, and Tutoring Services. Some of these, such as Supplemental Instruction, are showing very positive results in helping students perform better in classes. The Writing Center has grown, is developing an online component, and is assisting more students; however, it currently does not have sufficient resources to support a writing-across-the-curriculum effort. b. NEW: 1. The campus community is being asked to submit Quality Enhancement Plan proposals on creative and innovative ways to realize the objectives of 1) infusing the core competencies/outcomes in general education courses, majors, and the co-curriculum and 2) enhancing the attainment of 21 st Century skills in graduates. One of these initiatives will be pursued as our QEP, and the others will be pursued in phases, as part of our continued focus on improving and assessing the general education learning outcomes for all students across all curricula and co-curricula. Out of this process we expect to implement several initiatives across the curriculum, including writing-across-the curriculum and a foreign language requirement. Key steps and timeline in the development and implementation of the QEP are listed below: 1. Selection of QEP Topic and Preliminary Proposal August Appointment of QEP Development Committee September Assignments to development teams (research/data, student learning outcomes, learning & support activities, professional development activities, assessment plan, management plan, budget plan) October Complete first draft of QEP May 2009 WSSU UNC Tomorrow Response, May 1, 2008; page 12

13 5. Complete final QEP report November Submit QEP report to SACS January February Enhancing the outcomes in soft and hard skills will not only take a refocused curriculum; it will also require enhanced support services for both faculty and students. The institution has made a commitment to enhance the Center for Excellence in Teaching and Leaning (CETL) by bringing in an internationally-recognized director and adding several positions to support faculty in enhancing their skills in active learning, new technologies to assist in learning, online learning, collaborative learning, and action research. Funds are available to assist faculty in redesigning courses, learning new skills, and traveling to conferences to present and learn. CETL also supports faculty research in teaching and learning so that what we discover about how to help our students better prepare for the new economy can be shared with researchers and stakeholders around the country. 3. There is still much more work that needs to be done for University College to be a model program for supporting students and helping them develop the foundation for success. Its philosophy, activities, and resources need to be more closely tied to the university s curricular efforts to improve the general education outcomes. Therefore, the institution has decided to pursue a nationally-recognized process, the Foundations of Excellence, which will guide our thinking, discussions, and an action plan around nine key principles: Foundations Institutions approach the first year in ways that 1. are intentional and based on a philosophy/rationale of the first year that informs relevant institutional policies and practices; 2. create organizational structures and policies that provide a comprehensive, integrated, and coordinated approach to the first year; 3. make the first college year a high priority for the faculty; 4. deliver intentional curricular and co-curricular learning experiences that engage students in order to develop knowledge, skills, attitudes, and behaviors consistent with the desired outcomes of higher education and the institution s philosophy and mission; 5. ensure that all first-year students experience diverse ideas, worldviews, and cultures as a means of enhancing their learning and preparing them to become members of pluralistic communities; 6. promote student understanding of the various roles and purposes of higher education, both for the individual and society; 7. facilitate appropriate student transitions through policies and practices that are intentional and aligned with institutional mission; 8. serve all first-year students according to their varied needs; and 9. conduct assessment and maintain associations with other institutions and relevant professional organizations in order to achieve ongoing first-year improvement. Resource Center for the 1 st Year This year-long process will help tie together the support units' efforts, the faculty efforts, the curricular efforts, and the co-curricular efforts as we pursue a new paradigm for teaching and learning that will result in graduates who are ready for the 21 st Century global economy and its social and civic issues. This process will be lead by teams of faculty and University College staff. Resources have been allocated for a project manager, consultant support, team workshops, and team travel. The continued review of the General Education Core Curriculum will be linked to the Foundations of Excellence Self-Study and will support our assessment and continuous improvement requirements for SACS. The focus of the review will be on all the competencies (outcomes) that students will need to WSSU UNC Tomorrow Response, May 1, 2008; page 13

14 develop across their years as an undergraduate and how we will systematically provide learning experiences and assess outcomes. The review will be comprehensive and will address the mission, guiding principles, curriculum, courses, and supporting initiatives. SACS Accreditation; General Education Review; Foundations of Excellence Self-Study The key steps and timelines are listed below: 1. Input assessment data for general education outcomes and major outcomes in a central repository system May Generate assessment reports and analyze reports June-July Faculty approval of five student learning outcomes that will be developed across the curriculum August Selection of QEP Topic from preliminary proposals August Prepare responses to SACS general education standards and institutional effectiveness standards for Compliance Certification Report September/October Provost appoints and gives charge to committee to study first year and review the general education curriculum and to develop a plan of action to improve the success and retention of students in the first year August Committee conducts audit of current practices, policies, and assessments (including general education core assessments); committee will review and analyze general education assessment reports and determine the extent to which WSSU graduates attained published general education student learning outcomes and the effectiveness of the current assessment plan; holds forums on general education reform September-December Preliminary report to Academic Curriculum and Standards Committee on general education October Committee presents recommendations on general education to campus January Committee completes action plan for general education reform March Committee completes Self-Study Report and presents recommendations and action plan to improve the first year experience May RAMS Live & Learn is a learning communities initiative designed to engage students, faculty, and staff in active and collaborative teaching and learning through a residential setting. The program incorporates all aspects of a student s collegiate experience with the ultimate goal of cultivating leadership skills, better oral and written communication skills, higher academic achievement, and a greater sense of personal responsibility and connectedness to WSSU and the community. Rams Live & Learn will have an application-based design that encourages students to apply classroom knowledge to practical, real-life problems and situations. Total cost for implementing the course-based learning communities within the four academic colleges and the residential learning communities is approximately $25, GLOBAL COMPETITIVENESS - Winston-Salem State University recognizes the value and even necessity for graduates to be comfortable learning, working, and living in interconnected, global environments. a. EXISTING INITIATIVES: 1. The International Programs Office works with departments and schools/college to facilitate several global awareness programs and activities. These include student study-abroad exchange programs, a WSSU UNC Tomorrow Response, May 1, 2008; page 14

15 visiting scholars program, an African Diaspora FIPSE Program with Brazil, a Benin-Ghana Summer Program, a Summer Session Abroad in Queretaro (Mexico), the Ralph Bunche Society, a Global Understanding Project, the Model United Nations Program, and International Education Week. a. African Diaspora with Brazil FIPSE. The US Department of Education's Fund for the Improvement of Post-Secondary Education (FIPSE) and the Brazilian counterpart, Coordenação de Aperfeiçoa-mento de Pessoal de Nível Superior (CAPES), support our four-year US-Brazil Higher Education Consortium Project, "The African Diaspora in Brazil and the US: A Comparative Approach." b. The Summer Session Abroad in Queretaro, Mexico is a language and cultural immersion program allowing students to live and study in a foreign country for five weeks during the summer and receive four to seven credit hours for their work. c. African Diaspora Studies Program in Benin and Ghana. Over the past three years, students participated in a five-week African Diaspora Studies Program (ADSP) in Benin and Ghana under the auspices of Winston-Salem State University s Office of International Programs (OIP). The purpose of this program is to expose students from the UNC system to the political, economic, social, and cultural realities of contemporary Africa while also educating them on the historical legacy of the Atlantic slave trade and of British and French colonialism. d. Ralph Bunche Society. The WSSU Ralph Bunche Society seeks to create a broader base of student participation in the global interests of the United States and to increase minority student involvement in international arenas and the expanding global community. The Ralph Bunche Society is an organization for students that is designed to promote understanding of principles espoused by Ambassador Bunche and to promote greater global awareness, including study abroad. e. Model United Nations. Winston-Salem State University (WSSU) began its involvement in the Model United Nations (MUN) program in 1986 by an agreement with the parent organization, the United Nations Association of the United States of America. In 1989, WSSU became one of the founding members and signatory to the charter of the consortium named as the North Carolina Consortium for International and Intercultural Education (NCCIIE). As further measures to expose our students to global affairs and issues, WSSU has structured two Model UN courses, both consisting of three hours, that are electives open to majors in all academic disciplines. f. WSSU s School of Health Sciences (SOHS) is working with the National Health Training College in Lesotho (Africa) to assist them in expanding their nursing program and to assist in developing other health- related programs to meet the needs of that country in the southern Africa region. A Memorandum of Understanding was completed in April 2008 and is undergoing review by the Ministry of Health in Lesotho for implementation in Fall SOHS is seeking funding to fund the agreement through the Millennium Challenge Corporation. 2. Global Understanding Project. The WSSU Global Understanding Project provides opportunities for students and faculty from other countries to share cultural knowledge and experiences in a real-time virtual classroom. Currently we are engaged in a pilot course with the University of Santa Paula, Costa Rica. We are in the process of developing relationships with five other universities. Through the Global Understanding Project, an arrangement will be made to identify a university in Nigeria where Middle Grades Education (MGE) faculty will teach a course here and WSSU UNC Tomorrow Response, May 1, 2008; page 15

16 collaborate with an instructor in Nigeria. Students from both universities will have some common assignments and share experiences using the Video Conferencing Technology. 3. The School of Health Sciences has agreements with institutions in Costa Rica to deliver wheelchairs to children and to offer exchange experiences between our students and their students. b. NEW INITIATIVES: 1. Internationalizing the Curriculum - The university is preparing principles of international education that will be used to guide the internationalization of the curriculum. A project to develop a global language requirement as part of internationalizing the curriculum will be assigned to a cross-disciplinary faculty committee in Fall Grant Activity - WSSU plans to submit grant applications for the following programs sponsored by the U. S. Department of Education and the Council for the International Exchange of Scholars: Fulbright-Hays Group Projects Abroad Program, Fulbright-Hays Seminars Abroad Program, Undergraduate Foreign Language and International Studies Program, Business and International Education Program, Scholars in Residence Program, Fulbright Seminars for International Education Administrators (sponsored by the Council for the International Exchange of Scholars - CIES), and the Fulbright Teacher Exchange Program. 2. College and School Initiatives for Faculty and Student Exchange a. The School of Health Sciences will hire an ambassador as a visiting professor during the academic years to provide lectures in the global understanding course and cultural competence course and to offer lecture series to the university and local community. A visiting professor from Malawi is being supported. Costs and Funding: Funds are available to support the ambassador s appointment through a faculty line at $100,000 annually. The cost for matching the Fulbright is $40,000. b. MAYMESTER IN CHILE. The special two-week study abroad seminar on Society, Culture, and Business in Chile is part of an ongoing International Studies Program. The primary purpose of the program is to provide on-site business, academic, and field experiences to professors and students so that they can increase their knowledge and gain a better understanding of the business, economic, and cultural aspects of Chile. The ultimate goal is to overcome stereotypical images, provide greater coverage in various courses to the Southern Cone in general and Chile in particular, and promote mutual understanding between Chile and the United States through educational and cultural interaction. c. Reach the World From Within. This project will encourage faculty, staff, and students to identify entrepreneurial needs and opportunities in their home region. Along with WSSU s existing focus on countries in Africa, Asia, Central and Central America, and the Caribbean, this project will reach out to many regions in need of support and advice, especially concerning small businesses that usually depend on entrepreneurial energies rather than well-organized corporate or governmental programs. We will create a program of faculty and student exchanges to extend WSSU s entrepreneurial education program to the rest of the world. Also, faculty from the School of Business and Economics will design educational programs to globalize the business curriculum in a partnership with the Wharton School at the University of Pennsylvania. WSSU UNC Tomorrow Response, May 1, 2008; page 16

17 The additional cost for this program includes a new position with a twelve-month salary of $50,000 plus benefits. d. Motorsports International: Faculty in Motorsports Management plan on conducting industryrelated research, providing global experiential learning for current students, and finally, informing and recruiting potential Hispanic students to WSSU from initiatives in Mexico. The Motorsport Management program has begun to directly promote increased partnerships between its own campus and international universities and enhance the global awareness of its faculty and students. We are doing this through our collaboration with Capital Institute of Physical Education in Beijing, China. 3. College and School Initiatives for Academic Program Exchange and Distance Learning b. The School of Health Sciences (SOHS) is completing an agreement with the Hubei College of Traditional Chinese Medicine in Wuhan, China to prepare nurses from China to complete the RN to BSN Program through distance learning. The proposed program will begin in Fall The proposed program would be self-sustaining and supported by student tuition costs. c. The SOHS is in the process of solidifying relationships with universities in China, Costa Rica, Africa, and other key partners through educational programs that may include faculty and student exchanges, distance learning, video-conferencing, and country-specific projects that are of mutual interest. The estimated cost to establish these relationships is $20,000 annually. d. The School of Business and Economics (SBE) is in the process of developing and signing an MOU with American College of Thessaloniki in Greece and another with Hankuk University of Foreign Studies in Korea, each of which will define WSSU s relationship in terms of establishing collaborative education programs and activities; conducting research and other scholarly activities in disciplines and on subjects of mutual interest and benefit; implementing student, faculty and staff exchanges, training, and related activities; developing and implementing extension and technology transfer activities; carrying out planning and institutional development; preparing and submitting grant, contract, and other proposals to obtain resources to support collaborative activities; and cooperation in research, extension, and transfer of knowledge regarding the role of universities, business, and government. 4. College and School Initiatives for Curriculum and Co-curricular Enhancement a. International Business track for all business majors One of the goals of the SBE is to produce graduates who have competencies that are highly sought by businesses and graduate schools and which facilitate their advancement into leadership positions. Under development is an international Business track for all business majors. Other items of interest include: some courses being taught in Spanish, reinforcing cross-cultural communication through real-time classroom experiences utilizing the Global Understanding Program, and including in all majors a course covering global/ethical issues. The additional cost for this program includes a new faculty position with a nine-month salary of $75,000 plus benefits. b. Leadership Elite In an effort to provide students with professional development opportunities outside the classroom, which enhance leadership and interpersonal skills, the SBE has an existing program that will be redesigned in order to include an international experience component to enhance students leadership development. WSSU UNC Tomorrow Response, May 1, 2008; page 17

18 The estimated annual cost to fund this program is $40,000. Sources of funding will include corporate sponsors. WSSU UNC Tomorrow Response, May 1, 2008; page 18

19 4.2 ACCESS TO HIGHER EDUCATION INTRODUCTION: Winston-Salem State University has a long and rich history of providing access to higher education for North Carolina citizens. Although in its early years, this access was mainly offered to African Americans who were at the time denied access to the state s historically white campuses, more recently the university has found innovative ways to create access for all North Carolinians. The university has an Evening and Weekend College for working adults whereby students can earn a degree through evening, weekend, and online courses in several high demand disciplines. New programs in this area include the Gateway Program and Office of Servicemember & Veteran Degree Opportunities. The university is proposing Joint Admissions programs with Forsyth Technical Community College, modified articulation agreements, and enhanced advising models to enhance the opportunity for community college students to complete their baccalaureate degrees. The recruitment and retention of African-American males will be addressed by new HBCU Chancellors Initiatives. To facilitate working adults and lateral entry teachers, programs in Education are reaching into the surrounding communities. Also, the university plans to offer multiple certificate programs, many of which will be delivered online, through the School of Business and Economics, the School of Education and Human Performance, and in the School of Health Sciences. The School of Health Science has existing programs that provide unique access, such as (1) the Bachelor of Science in Nursing programs in communities across the state for students who have two-year nursing degrees and (2) accelerated programs in nursing that allow those with non-nursing baccalaureate degrees to complete a nursing baccalaureate degree within 13 months. These programs and others in the school have resulted in an ethnically diverse student population and increased minority practitioners. African Americans comprise 48% of the traditional nursing student enrollment, 30% of occupational, 40% physical therapy enrollment, and 65% of clinical laboratory science enrollment. The College of Arts and Sciences offers multiple programs that address student success such as the Center for Mathematics, Science, and Technology Education (CMSTE); the Science, Technology, Engineering, and Mathematics (STEM) Scholars Program; programs of the Biomedical Research Infrastructure Center; and Project Strengthen in the Department of Life Sciences. There are plans to enhance Accelerated Summer Programs, Life Sciences Bridge and Support Programs, and Health Careers Opportunity Programs. Because of its historical mission, WSSU has always focused on the educational attainment of African Americans. The degree programs at WSSU that are rare among HBCUs each strive to attract, retain, and graduate African Americans in order to increase the diversity of the workforce. Examples include: Therapeutic Recreation, Sport Management, Exercise Science, Motorsport Management, Rehabilitation Studies, Clinical Laboratory Science, and Molecular Biology at the undergraduate level and Rehabilitation Counseling, Occupational Therapy, Physical Therapy, and Nurse Practitioner at the graduate level. Degree programs have been recently added in Health Care Management at the undergraduate level and Health Care Administration at the master s level. Because Winston-Salem and Forsyth County have a large and growing Hispanic population, WSSU would like to attract and enroll more Hispanic students. As an institution, we have limited knowledge about Hispanic culture and what it will take to attract Hispanic students to WSSU. What we do know is that Latino students generally involve family members in the decision-making process when choosing schools WSSU UNC Tomorrow Response, May 1, 2008; page 19

20 and careers. At the same time, Latino students tend to prefer to remain close to their families. As a result, we would expect that we could become the institution of choice for many Hispanic students who remain close at home and attend institutions of higher education in geographic proximity to their neighborhoods. However, we are not really equipped to understand this population and what it will take either to attract them to our campus or to assist Hispanic students who are not citizens to be able to afford tuition. This is an area in which we feel that a statewide effort between all the campuses and the appropriate Hispanic organizations would be extremely beneficial to both the campuses and the students. The Accelerated Nursing Baccalaureate Program, the site-based community RN to BSN programs, and the Evening and Weekend College could serve as models for other programs as ways to assist working adults obtain degrees in high-demand fields. In collaboration with the Admissions and Registrar s offices and University College, these programs have devised degree-program formats, marketing and promotional activities, admissions and matriculation services, and advising and student services that are adult-centered. The underwriting of costs associated with the accelerated nursing program by a local hospital is an example of a private-public partnership to address regional access and workforce issues. In responding to the UNC Tomorrow recommendations in this section, we will discuss existing and proposed programs and initiatives that increase access to citizens in underserved regions, for nontraditional students, for community college transfers, for students with disabilities, and for underserved populations, especially African American male students. These include: 1. Distance Site Based and On-Line Degree Programs Existing: Distance Site-Based RN to BSN Programs Distance Education for Masters in Elementary Education Distance Online Clinical Laboratory Science program Distance Online program Teacher Preparation in Physical Education Distance Online Bachelor of Interdisciplinary Studies program New: Distance Site-Based Motorsports Management Distance Clinical Laboratory Science program (military and laboratories) Distance Online Therapeutic Recreation program Distance Online Birth to Kindergarten program Distance Online certificate programs 2. Adult Learners Existing: Accelerated Nursing Program New: Evening-Weekend College Advanced Practice program in Occupational Therapy Joint Admissions Programs with Forsyth Technical Community College Advising Initiatives - Community College Interaction New Articulation Agreements and 2+2 Programs 3. Underrepresented Populations Including Persons With Disabilities Existing: Therapeutic Recreation, Rehabilitation Studies and Masters in Rehabilitation Counseling Center for Design Innovation and applied research WSSU UNC Tomorrow Response, May 1, 2008; page 20

21 New: HBCU Chancellors Initiatives Camp Bones 4. Better Prepared to Enter and Succeed Existing: Accelerated Summer Program Life Sciences Bridge and Support Programs The Biomedical Research Infrastructure Center Center for Mathematics, Science, and Technology Education (CMSTE) Science, Technology, Engineering, and Mathematics (STEM) Scholars Program WSSU S RESPONSE: 1. DISTANCE SITE-BASED AND ONLINE DEGREE PROGRAMS a. EXISTING INITIATIVES 1. Site-Based RN to BSN (EMT to BSN, etc.) degree programs in 15 locations throughout the state. These programs attract working professionals who only have a two-year degree to complete their baccalaureate degree in nursing because of the convenience, flexibility, and quality of the program. These have been very successful both in terms of the number and quality of graduates produced. Many of these graduates enroll in advanced nursing education programs. Enhancements: These programs could be expanded to other locations, especially rural and medically underserved areas, if additional resources (faculty, classroom, and laboratory space) are made available. With an expanded faculty and staff, the program can recruit more students into this program. We have been approached by Mitchell Community College in Statesville and other community colleges. The main problem is the need for more staff to manage logistics, to move students through the WSSU system and to provide oversight of faculty. There is the potential to grow from 400 students to 600 students. There is a need to place courses online so that we can begin to reach international markets, i.e., China. Costs and Funding: This program is very labor-intensive as it requires many personal contacts over time to build the relationships that are required to help working adults transition back into higher education. Fortunately, the funding model takes this into account (nursing is a Category 4) and thus adequate resources are being generated for an expanded program. It is difficult to find appropriately trained and credentialed faculty and staff. 2. Distance Education for Masters in Elementary Education (site based and on-line) The M.Ed. in Elementary Ed program is offered on campus and in three off-campus locations. The distance education programs are offered in Davie County with the collaboration of Davie County Schools; in Surry County with the collaboration of Surry Community College; and in Alleghany County with the collaboration of the Alleghany County Schools. WSSU UNC Tomorrow Response, May 1, 2008; page 21

22 The programs have expanded to four sites (Davidson) and are likely to grow in enrollment in all four locations. The program s quality is assessed via an annual program evaluation including student surveys, focus groups, and interviews with the principals of the students who are completing the program. Program faculty review the evaluation each year to develop suggestions on how to strengthen the program. The program s impact is evaluated by the numbers of students in Forsyth and the neighboring rural counties that are recruited into and graduate from the programs. Enhancement: To enhance the program, the School of Education and Human Performance, the School of Graduate Studies and Research, and the Office of Distance Education will need to o realign resources to provide administrative support to faculty and students at distance sites and through online learning, o provide resources to develop faculty skills in online learning, and o enhance support of online learning (via hardware, software, and technical assistance) Costs and Funding: There will be personnel costs for additional support positions and for faculty as the program grows. The funds needed should be generated from the enrollment growth of the funding model. However, the funding model for distance education may need to be rethought to provide for more infrastructure needs. 3. Clinical Laboratory Science was the first in the nation to offer the entire degree program online for working professionals and continues to refine the program to meet the needs of laboratory technicians who need a baccalaureate degree. 4. An online teacher preparation program in physical education currently exists. The courses are comparable to in-classroom courses, as students are required to pass courses based on prescribed rubrics and course objectives. Enhancements: The program can be improved by providing more classes during more semesters to increase opportunities for students to complete their requirements more quickly. Funding model and student tuition 5. The Bachelor of Interdisciplinary Studies (BIS) program (Integrative Studies) is an online degree completion program. It admits learners who have an associate s degree (including the AAS) from an accredited institution, or at least 60 transferable credits from accredited two- or four-year institutions, approved assessment measures (such as CLEP), and selected military training. It allows students who have life commitments to continue their education online to achieve a baccalaureate degree. Number of graduates produced Enhancements: Transfer Advisor who assesses the credit transfer so that students are able to credit their learning accurately. WSSU UNC Tomorrow Response, May 1, 2008; page 22

23 Increase the number of concentrations available for students to select. Electronic assessment of credits to allow students to perform a self-assessment of the opportunities available, thus providing access. Marketing efforts and working with Transfer Advisors from the North Carolina Community College System. New staff position in the registrar s office supported through enrollment growth funds b. NEW INITIATIVES: 1. Site-based Motorsports Management program in locations where there are high concentrations of motorsports activities but low concentrations of college graduates. This would be a great opportunity for collaboration with community colleges and other four-year schools that offer more technically oriented degrees to this same population. The program s quality will be assessed via an annual program evaluation that will include student and motorsport industry personnel feedback to ensure that offerings meet the needs of both parties. There will be personnel costs for additional support positions and faculty. It is estimated two full-time faculty positions would be required. 2. Expand the existing distance learning Clinical Laboratory Science program to military bases and health laboratories. The US Navy is interested in WSSU upgrading the MLT professionals to BS degree preparation. An intent to plan will be submitted by the end of Summer Number and quality of graduates Current program can accommodate more students who will pay tuition 3. Establish Therapeutic Recreation (TR) online courses and professional development for those who are licensed recreational therapists. Under NC licensure laws, all currently licensed recreational therapists and assistants must accumulate continuing education units (CEUs). This would provide access to an allied health care profession for a person who already had a degree and needed the coursework to become nationally certified and licensed under the NC state regulations. There are only a few higher education programs in the country that provide access to certificate programs online; Florida International University ( is an example. Number and quality of graduates Current program can accommodate more students who will pay tuition. Additional funding may be sought through grants or collaboration with other organizations. 4. The Birth to Kindergarten concentration will be placed online Fall 2009 and will be marketed nationally to Head Start programs requiring bachelor s degrees for their teachers. WSSU UNC Tomorrow Response, May 1, 2008; page 23

24 Number and quality of graduates from day cares and Head Start programs Current program can accommodate more students who will pay tuition. 5. Develop certificate programs in a variety of disciplines for a variety of target audiences. a. Certificate programs in Clinical Laboratory Science - Improving courses in our existing program and strengthening the quality is an important issue we would like to focus on. 1. Certificate in Microbiology 2. Certificate in Clinical Chemistry 3. Certificate in Hematology 4. Certificate in Immunohematology b. Certificate programs in the following Motorsports Management areas 1. Sponsorship Management in Motorsport 2. Fundraising in Motorsport 3. Facility Management in Motorsport 4. Customer Service in Motorsport 5. Short Track Management in Motorsport 6. Forensics c. New Programs for Online Delivery 1. Bachelor of Interdisciplinary Studies degree completion (Psychology concentration) 2. Bachelor of Interdisciplinary Studies degree completion (Computer Science concentration) 3. Masters in Rehabilitation Counseling with concentration in deafness and hard of hearing 4. Bachelor of Education - Birth through Kindergarten Education Early Intervention and Preschool Concentration (BKE EI/PS) d. New Certificates In the School of Business and Economics 1. Global Cluster Certificates. Each certificate will include a number of applied courses in geography, culture, language, business practices, and local regulations. Areas of interest include China, India, Korea, Japan, West Africa, Latin America, and the Middle East. 2. Global Supply Chain Management Certificate. To meet the demands of the new FedEx hub scheduled for arrival in 2009, this program will enable persons interested in logistics, procurement, and transportation to obtain a certification in Global Supply Chain Management. 3. Nonprofit Leadership Certificate. This post-baccalaureate certificate will be offered in conjunction with American Humanics, targeting those working professionals interested in the nonprofit arena. 4. Pastoral Administration. There is a need in the religious community for an online certificate program that will assist ministers in administering the business of their congregations and houses of worship. 5. Certificate in Human Resources. The industry certification for individuals entering into the Human Resource Management occupation is the Professional in Human Resource Management (PHR), administered by the Human Resource Certification Institute. 6. The Music Business Entrepreneurship and Technology (Music BEAT). The SBE, through the Center for Entrepreneurship, will develop and implement a web-based distance learning certificate program in Music Business Entrepreneurship for non-degree professionals in the music industry that will also lead to an academic minor in Entrepreneurship for non-business majors at WSSU. WSSU UNC Tomorrow Response, May 1, 2008; page 24

25 e. Birth to Kindergarten and Early Intervention and Preschool online concentrations will be placed online in Fall 2009 and will be marketed nationally to Head Start programs requiring bachelor s degrees for their teachers. The EI/PS online concentration will be one-of-a-kind as it targets Infants and Toddlers with significant disabilities and also preschool children in all early childhood sectors. f. Delivery strategies for Center for Design Innovation (CDI) courseware created at CDI is being planned, and relevant discussions with MCNC and the Division of Continual Learning at UNCG have begun. In the context of creating CDI's permanent facility and Winston-Salem's nomination as an internationally ranking Top 7 Intelligent Community, we are developing plans for enabling broad access to CDI programs. g. Post-Baccalaureate Certificate Program in Forensic Science is being developed for students who have completed the BS in Chemistry, Molecular Biology, Clinical Laboratory Sciences, or Biotechnology. Forensics is a central career theme that prepares students for employment opportunities in law enforcement, healthcare delivery, biomedical research, and pharmaceutical development. 2. ADULT LEARNERS a. EXISTING INITIATIVES: 1. The accelerated nursing program provides qualified students (who have non-nursing baccalaureate degrees) with a BSN in 13 months as opposed to two to three years in a traditional program. Students are completing the degree and passing the boards at 92% or higher annually. There is a waiting list. Enhancements: This program will be expanded by including Forsyth Medical Center. This will provide resources for additional student scholarship support. Continue to maintain the partnership with North Carolina Baptist Hospital that supports the accelerated program at over $1 million annually. Fund the $30,000 per student for the 11 students not on scholarship by the Forsyth Medical Center. b. NEW INITIATIVES: 1. Evening-Weekend College (EWC) programs a. The Gateway Program for retention and success will assist working adults with the transition to college and foster success by providing placement testing services geared specifically toward the adult population (including military service members and veterans); providing academic advising and counseling services; developing and promoting Prior Learning Assessment activities; designing and implementing specific courses or programs (or appropriate modifications of existing courses or programs) that offer developmental academic experiences; and developing and implementing tutoring activities and services; b. The Office of Servicemember & Veteran Degree Opportunities (SVDO) will promote access to degree programs for military populations especially in keeping with the Military Student Bill of Rights and SOCS (Servicemembers Opportunity Colleges Consortium) practices and principles. c. EWC will collaborate with the Center for Excellence in Teaching and Learning (CETL) and academic units to develop and implement faculty development programs focused specifically on adult students. WSSU UNC Tomorrow Response, May 1, 2008; page 25

26 d. EWC and Distance Learning (DL) can partner with community colleges to provide degree programs (such as Motorsports Management and Health Care Management) on their campuses. e. EWC and DL (in collaboration with community colleges) can partner with military bases to provide degree programs at their facilities. 2. Establish an advanced practice program in occupational therapy to serve those therapists without graduate degrees. An intent to plan will be submitted Spring Number and quality of graduates Current program can accommodate more students who will pay tuition. 3. Joint Admissions Programs with Forsyth Technical Community College WSSU is working collaboratively with Forsyth Technical Community College to remove any and all barriers to students who want to transfer to WSSU. In addition, we plan to launch a new program that is designed to address both the issue of preparedness and the issue of access. We are designing and implementing a dual admission program that will enable a student to apply and be admitted simultaneously to both Forsyth Tech and WSSU. Students will apply to both schools, at the same time, and be admitted to both, with the understanding that when their deficiencies are corrected (Associate Degree earned) that they will matriculate directly to WSSU. Better prepared and without needing to go through the admissions process, they will enter WSSU armed with the tools to be successful. This program has the potential to be a win-win for everyone involved, with the end result being vastly improved educational outcomes for larger numbers of students. Advising Initiatives - Community College Interaction o To promote interaction with community colleges and to smooth the transition of community college students to the four-year college environment, we are proposing regular advisor meet-ups with community college advising staff. These periodic meetings would allow for a greater awareness of concerns and issues between these symbiotic partners. o We propose that some academic advising center staff be designated as Community College Transition Advisors to serve as points of contact for community college students interested in transferring to WSSU. These advisors would be specially trained to address the transitional needs of community college students. Costs would be minimal and would require no additional staff. 4. New Articulation Agreements and 2+2 Programs a. The Motorsports Management program has worked closely with Forsyth Technical Community College to develop the technical component of our degree program. We have also met several times with Rowan-Cabarrus Community College representatives and have received a verbal agreement to develop an articulation agreement leading to admission into our program at WSSU. b. Develop articulation agreements (also known as programs) with community colleges that have an associate degree program in recreation or therapeutic recreation (for example, Western Piedmont Community College). c. A Memorandum of Understanding among WSSU, Forsyth Tech, and NCSA establishes a 2+2 program structure enabling students to progress through emerging programs in animation and digital techniques in response to the demand for design professionals in the local economy. WSSU UNC Tomorrow Response, May 1, 2008; page 26

27 d. Students enrolled in the Associate s degree program in health management at Forsyth Tech will be eligible to transfer into the newly established BS degree program in health care management at WSSU starting Fall These agreements increase program effectiveness in recruiting new students (from community colleges) and by streamlining individual students attainment of four-year degrees. The primary cost is in work hours needed to identify the appropriate community colleges, to consult with the appropriate representatives from each college, to develop the articulation agreements, and to implement the use of each agreement. Faculty release may be needed. Some travel funds are needed for visiting various colleges as needed. 3. UNDERREPRESENTED POPULATIONS INCLUDING PERSONS WITH DISABILITIES a. EXISTING INITIATIVES: 1. WSSU has undergraduate programs in Therapeutic Recreation and Rehabilitation Studies and a masters program in Rehabilitation Counseling. These programs not only prepare graduates to work in fields that address issues of people with disabilities, but they also intentionally attract students with disabilities from culturally underrepresented groups. The masters program was developed in response to the need for professionals in vocational rehabilitation to obtain masters degrees in order to remain in the profession. The program will implement new focus areas on serving culturally diverse deaf and hard of hearing clients within vocational rehabilitation agencies. They also have been very active in the inclusion of persons with disabilities through campus and community involvement such as Special Olympics and Disability Awareness Month to raise awareness and educate students, faculty, staff, and the community about the abilities and needs of people who have disabilities. They have also been involved in efforts to raise awareness regarding campus accessibility. Therapeutic Recreation and Rehabilitation Counseling are accredited programs and graduates are sought after by public and private employers. Enhancements: These programs could be extended to a broader audience through more online course development and through site-based course offerings in conjunction with community colleges in the neighboring counties. Costs and Funding: Basic program needs are met through the funding model. Rehabilitation Counseling has received grant funds for program infrastructure and student scholarships. Funding sources such as community agency participation, grants, and cosponsorship opportunities should be explored. 2. CDI and Applied Research. Several focuses of the Center for Design and Innovation's project work will bring unusually high numbers of differently-abled people to CDI. People who face challenges in walking and moving will work with physical therapists on research projects in the motion capture facility. WSSU UNC Tomorrow Response, May 1, 2008; page 27

28 People with limited sight and hearing will help to create computer interfaces employing multimodal technologies for representing information in visual, aural, and haptic forms. Typically, such research projects will extend over several months' time. The building design incorporates various ways to accommodate the needs of these diverse participants. b. NEW INITIATIVES: 1. HBCU Chancellors Initiatives Because of the unique mission of the HBCUs, the five chancellors have begun to work collaboratively to address the issue of chronic underrepresentation of African American males in institutions of higher education. There are two issues: (1) How do we engage boys in education at early ages so that they get the preparation they need to go to college? (2) How do we engage male students once they matriculate at a campus so that they remain and graduate? Programs that WSSU is Implementing a. Mentoring Males (MM) Male students in freshmen seminar especially in physical education, the other education majors, sport management, business, and Greek organizations will mentor boys and young men in WSSU partner public schools. b. Programs such as Motorsports Management and the Center for Design Innovation have unique opportunities to interest boys and young men in learning because of the interest many have in cars, computer animation, and games. Much of CDI's work focuses on visualizations of different kinds and uses of various media to explain ideas and enable access to information. Education research shows that such alternative forms are better suited for diverse learning styles than traditional lectures and text-based media. Planned CDI programs also promote learning about technologies and computer programming through the sounds and images of new media forms. Researchers and educational practitioners have demonstrated that these strategies can bring girls and members of minority groups to technical studies and professions. One of the professors is developing a summer program to stimulate high-school students' creativity with digital tools and to encourage their enrollment in college. We have arranged for some of CDI's public speakers to conduct their sessions on WSSU's campus c. Black Males for Change This summer academy for African American males in the College of Arts and Sciences offers collaborative, active involvement with parents and recreation centers. Related initiatives include focuses on the need for more African American male teachers, recruiting more students from the pre-college groups, learning about African American history, leveraging students interest in languages, offering a Conference on African American Males (on University Day), and initiating a study about why public schools are using strategies that negatively impact the children. d. Real Men Teach (RMT) is a teacher/leader program in the School of Education and Human Performance aimed at increasing the academic and leadership capacity of male students who are interested in becoming teachers. The focal target groups are existing college males who have been admitted and those who have not yet been admitted to Teacher Education. Other target groups are African American and Hispanic high school junior and seniors with an interest in teacher education as a career. WSSU UNC Tomorrow Response, May 1, 2008; page 28

29 Effectiveness will be assessed by male retention numbers and the number of males who are successfully admitted to Teacher Education programs. Accountability is at multiple levels: at the dean s level for securing financial support, and with the RMT advisors for recruitment and retention of participants. Approximately $15,000 annually. Support services for male participants (i.e., books, cultural experiences, seminars, paraphernalia, speakers, contractual services, printing, recruitment materials) Currently funds to support the program come from the dean s budget. Academic Affairs is pursuing external funding through alumni and WSSU supporters. 2. Camp Bones The focus of the project is to interest junior high school and high school students of color in nursing and health careers through hands-on experiences. The participants will include minority adolescents from single-parent or low-income homes as well as rural, migrant or urban areas. As a partner, we will address issues of academic preparation, lack of knowledge about health careers, and the need for mentoring. The program admits a cohort of about 10 students per year where they are exposed to certain components of the curriculum, such as anatomy (thus the name Camp Bones). Fun activities between students and faculty occur so that they see nursing as a positive career option. Students visit hospitals and other health agencies, attend public presentations, and learn about research in health sciences. By the end of the program, students have a better understanding of nursing and other health careers. It is expected that this project will increase student interest in the health professions and result in increased enrollment among students of color. The model was developed at UNC-Wilmington and is being replicated at WSSU this year. Funded by the North Carolina GlaxoSmithKline Foundation 4. BETTER PREPARED TO ENTER AND SUCCEED Data presented in the UNC Tomorrow Commission Report show that a disproportionate number of African American and Hispanic students are attending public school in poor school districts. Those who complete their high school degrees may well be underprepared for the rigor of higher education. Winston-Salem State University is currently faced with a challenge in that one out of every four freshmen will not be retained beyond their first year and many of those who leave do so after demonstrating poor academic performance. Current institutional assessment data have shown that there are many factors that influence poor student outcomes; however, the most pressing and farreaching challenge is that students are not academically and/or socially primed for college. As was described previously, WSSU is working with the local community college to create dual admissions programs and to strengthen articulation agreements so that students can strengthen their academic readiness through the community college system before transferring to WSSU. Some students who are admitted directly to WSSU can still benefit from structured programs between high school and college that connect them to the institution through a peer group and faculty mentors, and that help build confidence and good academic behaviors that will help them as they move through the university. a. EXISTING INITIATIVES: WSSU UNC Tomorrow Response, May 1, 2008; page 29

30 1. Accelerated Summer Program (ASP) For many years WSSU had a summer bridge program that was offered to students whose placement scores required them to enroll in at least two developmental skills courses. This program was taught during summer school and used a learning community model in which students completed their developmental requirements and at least one university course usually in the Humanities or Fine Arts. This program was discontinued due to funding issues but is being considered again. Students completing the program performed at or above the level of their cohort in subsequent classes. WSSU paid for the instructors, tuition, and living expenses of students. The new funding model is that students will pay for tuition, fees, and living expenses like other summer school students and that the institution will pay for faculty and support staff out of the summer school budget. 2. Life Sciences Bridge and Support Programs a. Preparing, Recruiting, and Inspiring Minorities to Enhance their Readiness in Science Institute (PRIMERS summer bridge program) is designed to provide assistance to students with marginal academic preparation. Tinto and colleagues 4 suggest that motivation is a major requirement to stimulate greater competencies in foundational science courses. PRIMERS is a coping intervention for all Life Sciences and Chemistry majors in collaboration with University College. PRIMERS seeks to introduce students to the discipline without the negative consequences that students may experience during their first semester. PRIMERS introduces students to post-secondary science careers. It is anticipated that PRIMERS participants will be academically prepared to excel in any biological science discipline following targeted onsite and online engagement. $20,000 adjunct salaries and supplies The Department of Life Sciences is requesting collaborative and budgetary support from the US Department of Education and University College for the expansion of student development programs. b. LARES (Learning and Academic Retention to Enhance Scientific Success) is a process created as part of the recruitment, retention, and readiness model to improve and enhance student knowledge in life and physical sciences. LARES offers a coordinated series of activities designed to increase the percentage of students that successfully enroll in courses traditionally associated with extremely high failure rates. LARES is an intervention strategy that provides sustainable and systematic guidance for selfdirected learning and peer-based supplemental instructions in support of the core mission of the newly formed WSSU University College. Outcomes include preparedness for upper level coursework, readiness for internship experiences, improved standardized tests scores, increased competencies in basic skills, improved problem-based analytical skills, focused career goals, and increased workforce productivity. WSSU UNC Tomorrow Response, May 1, 2008; page 30

31 $9200 for instructors and supplies from academic support budget c. Project Strengthen is a university-wide program designed to expand student development and research activities at Winston-Salem State University. Project Strengthen aims to increase the numbers of students entering professional and graduate schools and to improve their proficiency in research methods, biological and biomedical research techniques, and scientific presentation skills needed for success in biomedical careers. Students participating in this project demonstrate both technical and professional qualities to seamlessly progress into graduate and professional studies and careers in industrial research and development. Cost and Funding $25,000 for summer stipends, Eleanor Nunn Lectureship planning, and office supplies. d. Health Careers Opportunity Program (HCOP) is designed to assist individuals from underrepresented populations to enter and graduate from a health or allied health program. HCOP is housed in the Department of Life Sciences and partners with Wake Forest University Baptist Medical Center, Winston- Salem Forsyth County Schools, Winston-Salem Urban League, University of North Carolina School of Medicine, and Campbell University School of Pharmacy. Students enrolled in HCOP include middle school, high school, and WSSU freshmen, sophomores, juniors, and seniors. A number of studentcentered activities ranging from Saturday academies, summer enrichment programs (day and residential), and research experiences are provided to participants. Historically, students completing the HCOP program performed at or above the national average SAT and End-of-Grade Score. Over 30% of students enrolled in the HCOP matriculate into a two or four year undergraduate health or allied health program and 20% of undergraduate students enroll in graduate degreegranting programs. $80,000 annually for instructors, consultants, travel, and educational supplies. 3. The Biomedical Research Infrastructure Center (BRIC) has provided intensive student development programs and, for WSSU students majoring in the biomedical sciences, research opportunities with productive teacher-scholars who are interested in and committed to mentoring promising students in research. Obtained external funding to support student research experiences, supplies, and travel. Obtained external funding to support students in study-/research-abroad programs, thereby providing students with the opportunity to study abroad and work in labs that address issues that are global in scope. Enhancement: Enhance the training component for students by providing a full-time Research Technician and a Post-Doctoral Student. The RIMI labs provided financial support for six students in the faculty labs. Financial support should be provided for 12 students with research assistantships. The target is two students per year to travel abroad for summer experience. WSSU UNC Tomorrow Response, May 1, 2008; page 31

32 $10,000 for student travel and supplies. $25,000 for research supplies and maintenance of the lab facilities to be conductive to carry our research activities in the labs. $120,000 annually for research technician and post-doctoral fellows. b. MARC-U*STAR Program (Minority Access to Research Careers/Undergraduate Student Training in Academic Research) is designed to identify, inspire, motivate and train the next generation of biomedical scientists who hold leadership positions in cutting-edge scientific research in the biomedical and behavioral sciences. MARC scholars were accepted in an average of 2 summer internships each. Several students will be present posters at national conferences during the summer. Historically, students graduating as MARC Scholars have pursued the terminal degrees in their areas of specialization at nationally recognized universities. The MARC U*STAR program is supported by an NIGMS/NIH five-year grant totaling $794,950. c. The U.S.A. Brazil Consortium Biomedical Sciences Exchanges (BSE), a collaborative project between WSSU Biomedical Research Center and Wake Forest University School of Medicine, is sponsored by the U.S. Department of Education Fund for Improvement of Postsecondary Education (FIPSE) and the Brazilian Ministry of Education's Office for Improvement of Higher Education Personnel (CAPES). BSE is designed to train WSSU students in integrative biology and to strengthen the interchanges of cultural and scientific values to widen the horizons of students through participation in a biomedical research apprenticeship program in Brazil. Number of WSSU students participating in the program Enhancements: This program would be expanded to include more WSSU students who wish to take advantage of the unique opportunity to integrate their study-aboard experiences with research experiences. Flexibility in course requirements so that study-abroad opportunities are easily accommodated in the course of study paradigm. Continue to maintain the partnership with Wake Forest University that supports the program at $29,106/year federal funding. WSSU students participating in this program receive financial support for housing and travel. Student tuition at WSSU while studying abroad. 4. The WSSU Center for Mathematics, Science, and Technology Education (CMSTE) The mission of the WSSU CMSTE is to strengthen the quality and increase the number of teachers in mathematics and science education and to increase the pool of North Carolina high school graduates prepared to pursue careers requiring mathematics and science. Effectiveness of CMSTE professional development will be assessed by the number of workshop participants and feedback from workshop evaluations. Accountability for the effectiveness of the CMSTE professional development rests with the Director of the CMSTE, Dean of the College of Arts and Sciences, and the Provost Enhancement: WSSU UNC Tomorrow Response, May 1, 2008; page 32

33 More consultants with expertise in their field need to be hired to conduct appropriate workshops. Because of the need for laboratory spaces and computer facilities, continuous collaboration between the Center and the STEM departments at WSSU is essential. $50,000 to hire consultants and to augment equipment needs for the STEM programs. This is a request for new funding. The Center expects to complete a grant proposal for about $20,000 per year. 5. The WSSU Science, Technology, Engineering, and Mathematics (STEM) Scholars Program is a University-supported initiative whose purpose is to prepare undergraduates majoring in the STEM fields for graduate and professional education. The number of students (STEM Scholars) who complete the summer bridge program. o The completion rate is 100% for STEM Scholars (25), who participated in the summer bridge program. The end of term grade point average (GPA) for STEM Scholars. o The mean GPA at the end of fall 2007 semester for each cohort was as follows: 2004 (3.6); 2005 (3.6); 2006 (3.8); 2007 (3.4). The mean grade point average for all current STEM Scholars (35) is 3.6. The number of students that graduate as STEM Scholars and enroll in post-baccalaureate programs. o The three-year retention rate for the program is 94%. Of the 23 students who have graduated as STEM Scholars, we know that 11 enrolled in graduate degree programs. The number of summer research internships that STEM Scholars participate in. o Since 2005, STEM Scholars (49) have participated in summer research internships Enhancements: Increasing parental involvement. Greater flexibility in selecting general education courses. Improved technological efficiency. Title III funding which has already been allocated could be used to enhance parental involvement in the STEM Scholars Program. Issues that Could Benefit from System-Wide Collaborations Preparing for Early College Graduates The governor s widespread marketing of opportunities for high school students to take community college classes has repercussions for WSSU, as well as the entire UNC system. The system and/or WSSU will soon need to address the status of 18- or 19-year old students who have graduated with an Associate s degree from a community college upon matriculation at a four-year institution (i.e., in terms of academic advising, major selection, housing availability, campus parking, etc., are these students treated as freshmen or as juniors?). WSSU UNC Tomorrow Response, May 1, 2008; page 33

34 4.3 IMPROVING PUBLIC EDUCATION INTRODUCTION: Winston-Salem State University was the first historically black university in the nation to offer a degree in Elementary Education. The alumni of what had been known as the Winston-Salem Teachers College have been ardent supporters of the Institution and provide strong evidence of outstanding preparation as school educators and leaders. Currently, there are 11 teacher education programs: Elementary, Birth-Kindergarten, Special Education, Middle Grades, Physical Education, Spanish, English, Social Studies, Art, Music, and Mathematics. There are two established graduate programs: Master of Elementary Education and the Master of Arts in Teaching. The Master of School Administration is being planned. Education programs are administratively located in the School of Education and Human Performance (SEHP). The identified high needs programs, math education and science education are in the College of Arts and Sciences; Special Education and Middle Grades programs are located in the Department of Education. These particular programs are mentioned because they rise to the level of special attention for recruitment and retention efforts. Within the last six months, the Department of Education has expanded collaborations with the Winston-Salem/Forsyth County Schools and Forsyth Technical Community College to strategically address the shortage of licensed lateral entry teachers and to create a partnership that facilitates a complete program of preparation offered by the university and the community college. Although preparation for all programs is offered, the focused collaborative initiative is on middle grades, math, science, and special education licenses. The Department of Education in collaboration with the College of Arts and Sciences, Academic Affairs, and Enrollment Management began to re-examine the effective and non-effective strategies that were being used to recruit students to teacher education programs. We collaborated with Noel Levitz consultants and UNC General Administration to create new focused recruitment processes that will yield a better return on our efforts. From that collaboration a Teacher Recruitment Plan was developed, submitted, and approved by the university and UNC General Administration. It was determined that more focused marketing strategies were essential and recruitment efforts were to focus on 1. lateral entry teachers; 2. development of stronger relationships with community colleges and local school districts; 3. critical needs areas, including middle grades, special education, math, science, and Spanish secondary education; and 4. the identification of a Teacher Education Recruiter. In February 2008, UNC General Administration provided focused growth funds ($55,000) for three years to support the Teacher Recruitment Plan that currently guides WSSU s recruitment and retention efforts. Listed below are some of the strategies that have been implemented to date. Some of the strategies were implemented without focused growth funds. Those strategies that are supported by Focused Growth funds are designated below by (FG): a) Hiring of a full-time Teacher Recruiter (FG) WSSU UNC Tomorrow Response, May 1, 2008; page 34

35 b) Development of a Master of Arts in Teaching program with specialization in Middle Grades (mathematics and science) or Special Education. c) Development of the Triad Partnership Opportunity (TPO) program for lateral entry teachers d) Development of the Teacher Education Advisement Partnership Center (TEAP-C) which provides support for traditional teacher education majors who need assistance in passing Praxis I and Praxis II examinations. e) Development of a WSSU Teacher Recruitment Committee composed of Academic Affairs, Enrollment Management, Department of Education, College of Arts and Sciences, and Office of Marketing and Communication. This Committee meets regularly to discuss and implement marketing strategies to targeted populations. f) Development of a the TPO committee composed of professional personnel from the Winston- Salem/Forsyth County Schools, Forsyth Technical Community College, teacher recruiters, and the deans of SEHP and Arts and Sciences. This committee meets monthly to plan and implement recruitment of early lateral entry teachers. g) WSSU s technical recruitment system (Hobson) has been loaded with teacher recruitment literature that is distributed in response to inquiries. Each of the items listed above has yielded positive results; however, because many of these strategies are newly implemented, results are inconclusive because data are just now being collected. More details of some of the above mentioned strategies are detailed in the following narrative. This section will detail existing programs and initiatives to both improve teacher education at WSSU and to recruit, retain, and graduate (or provide avenue for licensure) more students into and from teacher education programs, especially in high-demand areas. WSSU s RESPONSE: For those campuses with education-degree programs, improving the quality of these programs is consistent with the goals identified by the UNC Tomorrow Commission (Sec ). Quality of Programs The Department of Education along with the secondary education programs in the College of Arts and Sciences have met all national accreditation and state approval standards. Additionally, the programs are currently being revisited and re-visioned to meet the new North Carolina Power Standards. This re-visioning process ensures that teacher education candidates upon graduation meet the same standards of performance of new teachers already employed by any NC school district. Department of Education faculty meet collectively to examine the content of each course in every teacher education paradigm. Courses are examined for quality and content alignment to four different sets of standards; effective sequencing, progression of competencies, expectations of student mastery and learning outcomes, and appropriate assessment measurements. The College of Arts and Sciences teacher education programs will soon begin the same process. The expected outcomes of the re-visioning process are that every paradigm will be cogent and standards-based and that teacher education candidates will be better prepared to enter P-12 classrooms. Since 2005, the Teacher Education programs have restructured their curricula to better address national accreditation and state-approved standards. WSSU UNC Tomorrow Response, May 1, 2008; page 35

36 The Middle grades program and Special Education programs have been changed to provide efficiency of offerings, learner outcomes, and assessments that are research- and standardsdriven. The Special Education curriculum received (2007) Department of Public Instruction s approval for a replacement of a special education curriculum. The new program is Special Education: General Curriculum. This program better addresses a wider population of P-12 student with more diverse special needs. b. NEW INITIATIVE: Collaborative Effort: 1. Recommend that Winston-Salem (Piedmont Triad) be the central North Carolina location for a branch of the NC Center for the Advancement of Teaching (NCCAT). The new center would leverage the assets at all the institutions of higher education in the Piedmont and our cultural assets like Old Salem, SECCA, and Reynolda House. For those campuses with education-degree programs, increasing the number of education-degree graduates or alternative completers, especially in the areas of science and math and other high need areas, consistent with or in excess of currently established benchmarks. a. EXISTING INITIATIVES: 1. The TEAP-C began operating in In 2008, the TEAP-C documented an increase in students preparing and passing the PRAXIS I exam. Although the Department of Education faculty members do not teach basic skills, the support services for these students are offered by the Department of Education via the TEAP-C. It is important to note that the Praxis I exam is not an education exam. PRAXIS I is a basic skills test that serves as an entrance requirement to teacher education programs. The TEAP-C sponsors diversity seminars that include school districts and community partners as presenters and participants. Instruction-based seminars have included ESL acquisition; classroom management; and instructional strategies for main-streamed students. Other seminars included the Holocaust, religious diversity in schools, migration of Hispanic students to NC P-12 schools, and self image (the Doll Study). The statistics below provide the increased percentage of student participation: Praxis I Workshops Taking and Passing the exam First year % % % 2008 Sp % Percentage of students passing who participated in the workshops There was a mean increase of 84% of students passing the Praxis I exam in 2005 as compared to There were a significant number of students actively participating in test preparation. The TEAP-C is funded by Title II and provides additional services beyond test preparation. WSSU UNC Tomorrow Response, May 1, 2008; page 36

37 2. Master of Arts in Teaching (MAT) The Department of Education received approval to offer the Master of Arts in Teaching with specialization in middle grades mathematics and science. An addendum to offer specialization in special education was submitted and approved (2008) by the NC Department of Public Instruction. The MAT program is designed in two phases: Phase I prepares teachers to receive the initial license which secures the necessary credentials for employment, and Phase II (if they choose to continue) provides an advanced graduate degree that raises their salary pay scale. The MAT program specifically addresses high-need areas at the middle grades and secondary levels; the focus is on providing initial license and the professional license for lateral teachers who do not hold a teaching license but are currently teaching in P-12 schools. Three critical areas of the MAT program are being addressed: middle grades, special education, and mathematics education. Consultation with Winston-Salem/Forsyth County Schools indicates that there are over 200 unlicensed teachers in the district. Although these teachers have undergraduate degrees, they do not hold a teaching initial license. The MAT program can be completed in four semesters. Currently, an addendum to the MAT curriculum in mathematics education is being developed by the College of Arts and Sciences and the Department of Education. The Office of Marketing and Communication is assisting in preparing literature and electronic information to advertise the MAT program to lateral entry teachers. 3. Triad Partnership Opportunity (TPO) The TPO is a collaborative initiative with the local school district and community college to offer a one-stop course preparation leading to the initial teaching license. The Regional Alternative License Center (RALC) provides course evaluation to lateral entry teachers. These teachers typically shop from institution to institution for the necessary courses identified by RALC. WSSU has developed a program that offers 15 core credit courses to teachers in the Winston-Salem/Forsyth County Schools who that need these courses. The TPO offers the core courses in consecutive semesters and summer at reduced tuition and on convenient schedules. Additionally, we have partnered with the NC Model Teacher Consortium to provide tuition reimbursement for teachers who are assigned to Equity Plus schools. This summer will welcome the first cohort, and there are 27 teachers already enrolled. With the new district hires, the next cohort is anticipated to exceed 50 participants. The quality of the program is assessed through an annual program evaluation that includes student surveys, focus groups, and interviews with the principals of the students who are completing the program. The evaluation is reviewed by the program faculty each year to develop suggestions on how to strengthen the program. The impact of the program is evaluated by the numbers of students in Forsyth and the neighboring rural counties that are recruited and graduate from the program. Enhancements: Recruiting more students into the program. Increasing the number of courses offered online. Although this project is supported through the already existing services of University personnel, it is very time consuming. If funds were allocated for this project, the anticipated cost would be WSSU UNC Tomorrow Response, May 1, 2008; page 37

38 approximately $10,000 annually. These funds would be used to support teacher participants by providing admission fee waivers, book stipends and parking fees. Initially faculty positions and support will need to come from existing departmental resources that will be replaced with new resources as enrollment grows, assuming that the General Assembly continues to fund enrollment growth. b. NEW INITIATIVES: 1. Real Men Teach (RMT) is a teacher/leader program aimed at increasing the academic and leadership capacity of male students who are interested in becoming teachers. The focal target groups are existing college males who have been admitted and those who have not yet been admitted to Teacher Education. Other target groups are African American and Hispanic high school junior and seniors with an interest in teacher education as a career. As leadership and teacher competencies are developed with the RMT participants, the members will then serve as recruiters and advocates for males entering the profession. They will be assigned strategic middle and high schools to provide teaching demonstrations, conduct seminars, talk to other 6-12 males, work with school counselors, and mentor middle school and high school males with the intent of entering college and choosing teacher education as a major. Effectiveness will be assessed by male retention numbers and the number of males who are successfully admitted to Teacher Education programs. Accountability is at multiple levels: the dean s level for securing financial support and the RMT advisors for recruitment and retention of participants. Approximately $15,000 annually. Support services for male participants (i.e., books, cultural experiences, seminars, paraphernalia, speakers, contractual services, printing, recruitment materials) Currently, funds to support the program come from the dean s budget. Academic Affairs is pursuing external funding through alumni and WSSU supporters. 2. Teach Now is an initiative to provide mathematics and science majors in the College of Arts and Sciences an opportunity to obtain a teacher licensure by the end of their senior year. The initiative proposes to have these students complete the PRAXIS II exam in mathematics or science and complete an application for the Master of Arts in Teaching. This initiative will fast-track them into a master s program and provide them employment with a local school district, thus allowing them to complete the MAT within four semesters. These students would have already acquired the required content courses at the undergraduate level. During the junior year, some pedagogical courses will be added to their curriculum; they will be provided a personal interview with the local school district (with an intent to hire); their graduate application fee to WSSU s MAT program will be waived, and tuition for the entire MAT program will be provided. Book stipends should be provided by the school district. Participants will be contractually obligated to teach a minimum of three years with the supporting school district. Effectiveness will be assessed by the number of math and science students who are admitted to the MAT program and the number of MAT completers. WSSU UNC Tomorrow Response, May 1, 2008; page 38

39 There are multiple levels of accountability: Deans of the College of Arts and Sciences and School of Education and Human Performance; Teacher Recruiters; Mathematics and Science faculty; and the School of Graduate Studies and Research. Approximately $50,000 annually. Funds would be used for books and tuition scholarships for participating students. The students must agree to teach one year for every year of full tuition that they receive. Other funding sources will be determined, but we will work with local businesses and the Winston-Salem/Forsyth County Schools to identify funds. Increasing the geographic distribution of education graduates, especially in the areas of science and math and other high need areas, in rural areas and other areas experiencing high teacher shortages. a. EXISTING INITIATIVES: 1. Distance Education for Masters of Education in Elementary Education (site-based and online) This is a 36-hour graduate program that is taught on campus; in Davie County with the collaboration of Davie County Schools; in Surry County with the Collaboration of Surry Community College; and in Alleghany County with the collaboration of the Alleghany County Schools. The program has expanded to four sites and is likely to grow in enrollment in all four locations. Currently, there are over forty participants in the program. The M.Ed. program is one of our signature programs. The program supports the development of application for the National Board of Professional Teachers Standards. The quality of the program is assessed through an annual program evaluation that includes student surveys, focus groups, and interviews with the principals of the students who are completing the program. The evaluation is reviewed by the program faculty each year to develop suggestions on how to strengthen the program. The impact of the program is evaluated by the increased numbers of students in Forsyth and the neighboring rural counties who are recruited, retained, and graduate from the program. Enhancement: To enhance the program, the School of Education and Human Performance, the Graduate School and the Office of Distance Education will need to o realign resources to provide administrative support to faculty and students at distance sites and through online learning; o provide resources to develop more online courses to be added to the existing inventory (the continuous development of online courses will increase access for rural populations, working adults, and non-traditional students); o enhance support of online teaching learning (hardware, software, technical assistance); and o provide support for and opportunities to implement students action research projects. Costs and Funding: New personnel positions will be created to support program growth. The funds needed should be generated from the enrollment growth of the funding model. However, the funding model for distance education may need to be re-distributed to provide for more infrastructure needs. b. NEW INITIATIVES: WSSU UNC Tomorrow Response, May 1, 2008; page 39

40 1. Enhance Transfers between Community College and WSSU in Early Childhood Education (this is in development and has the potential to serve as a model program to help displaced workers in rural counties). An articulation agreement is in place between the designated institutions; also, a state-wide articulation agreement between the Early Childhood AAS and the WSSU BS is being negotiated. The proposed activity includes solicitation of grants to minimize transfer difficulties. When transferring to the university, students at the community college who have the Associate in Applied Science Early Childhood (AAS ECE) degree lack a number of core classes that are required in the university s baccalaureate program. The ability to pay for the classes seems to be more challenging for the students rather than the need for additional classes. All public schools in Surry County are Title I schools, except for two, indicating an economic disadvantage among the Surry county population as a whole. Many of the students are dislocated workers seeking a degree as a result of factory layoffs. The North American Federal Trade Agreement (NAFTA) often pays for the classes, but generally the AAS degrees are those designated as degrees that are funded through NAFTA the point being that AAS is a technical degree that places people in jobs more quickly. NAFTA or other federal aid packages will not pay for courses that are not in the regular AAS paradigm. This is true also for those taking the AAS in ECE degree. In collaboration with the Director of the Surry CC Early Childhood program and the executive director of Surry County Smart Start, a plan was developed for initiating a grant proposal, to be funded through Surry County Smart Start, for Early Childhood providers working in Surry County childcare centers to be awarded funds to offset the cost of the eight core classes. The courses are to be taken at the community college before transfer and will be included on the transcript, creating the possibility for the AAS ECE student to transfer into the WSSU BKE program as a junior. The cost of the Praxis examination has also been discussed as part of the award. If this grant is funded, it can be replicated across the state of North Carolina for all Smart Start agencies and NC Community College ECE programs wishing to transfer to WSSU. 2. A Collaborative Grant from UNC GA was awarded to Winston-Salem State University for collaborative efforts with Mount Airy City Schools and a Winston-Salem charter school. The goal is to help elementary teachers improve their literacy-teaching skills so they can help low-performing students. The university's School of Education and Human Performance and its College of Arts and Sciences will work with Mount Airy City Schools and Woodson Charter School. The program will be provided to teachers this summer and on several weekends in the fall and next spring. The initiative will affect 25 teachers as well as 400 students in Mount Airy and 180 at the charter school. $291,000 grant from UNC General Administration Enhancing professional development programs for public school teachers and administrators, including content-based, methods-based, and mentoring programs. a. EXISTING INITIATIVES: 1. The Department of Education provides professional development in curriculum design, math and science curriculum, classroom management, culturally responsive pedagogy, English as a Second Language and student religious diversity to WSFCS teachers and to the undergraduate students in teacher education programs. Our main target group has been the faculty at the Winston-Salem WSSU UNC Tomorrow Response, May 1, 2008; page 40

41 Preparatory Academy, but the professional development activities, seminars, and workshops are available to all teachers in the WSFCS district. Three Department of Education faculty members with specialization in mathematics, science, and special education are assigned to the Winston-Salem Preparatory Academy and work with the school s faculty to enhance the specialty area curriculum. 2. The WSSU Center for Mathematics, Science, and Technology Education (CMSTE), a member of the North Carolina Mathematics and Science Education Network (NC-MSEN), is committed to providing high-quality professional development programs in mathematics and science education (prek-12) that enhance teacher learning and support state and national educational guidelines. The mission of the WSSU CMSTE is to strengthen the quality and increase the number of teachers in mathematics and science education and to increase the pool of North Carolina high school graduates prepared to pursue careers requiring mathematics and science. The CMSTE Professional Development Center collaborates with local school districts and other programs to meet the needs of teachers in mathematics, science, and technology. Currently, the CMSTE offers workshops that meet the criteria for teachers to obtain renewal credits for licensure. Effectiveness of CMSTE professional development will be assessed by the number of workshop participants and feedback from workshop evaluations. Accountability for the effectiveness of the CMSTE professional development rests with the Director of the CMSTE, the Dean of the College of Arts and Sciences, and the Provost. Enhancement: More consultants with expertise in their field need to be hired to conduct appropriate workshops. These consultants bring the knowledge of the current trends in the delivery of STEM education and best practices in those areas. Because of the need for laboratory spaces and computer facilities, continuous collaboration between the Center and the STEM departments at WSSU is essential. $50,000 to hire consultants and to augment equipment needs for the STEM programs. This is a request for new funding. The Center expects to complete a grant proposal for about $20,000 per year. Other grant proposals are under consideration. b. NEW INITIATIVES: 1. Professional Development Teleconferences Faculty can reach out to distant school districts by providing professional development via teleconferencing. By providing the newest methods to inservice teachers, we help ensure their students future access to higher education. Effectiveness would be assessed by participant and administrator survey. Quality of instruction and student learning will be assessed by the school system. The cost is dependent on licensing fees and faculty compensation. School districts would pay for the cost out of their professional development budgets. 2. Student Loan Forgiveness The University plans to engage rural school districts and the state to participate in a student loan forgiveness program in exchange for teaching in one of the districts. WSSU UNC Tomorrow Response, May 1, 2008; page 41

42 Students who graduate from Winston-Salem State University can take advantage of this program. Such a program will (1) increase the number of students into teacher education and (2) increase the number of teachers going to rural districts. The cost would be borne through shared grant funding, the rural school district, and the state. WSSU UNC Tomorrow Response, May 1, 2008; page 42

43 4.4 ECONOMIC TRANSFORMATION AND COMMUNITY DEVELOPMENT INTRODUCTION: As in other areas of the nation, the Piedmont Triad region is experiencing a significant shift in its economic drivers. The local economy is changing from one driven by tobacco, textiles, and furniture manufacturing to one based on healthcare, logistics, financial services, and knowledge management. In this environment, all institutions of higher learning have been charged with developing the knowledge resources that drive economic development, helping citizens and communities plan for new industries. They must equip the workforce with the skills required to drive the new industries. Winston-Salem State University has recognized this need and, through its academic programs, centers and strategic planning, has begun to address the needs of both the urban area of Winston-Salem and the rural areas and counties surrounding the city. New avenues for employment and economic prosperity for communities and citizens are aggressively targeted with vision statements and strategic goals. WSSU has been integrally involved in the economic transformation of the Piedmont region for many years and has played a major role in providing employees for the large healthcare industry. Recently, through the activities and centers of the School of Business and Economics (SBE), the multi-institutional Center for Design Innovation, and the Simon Green Atkins Community Development Corporation, it has accelerated its efforts as a change agent for the region, with particular emphasis on identifying and meeting the needs of underserved populations in neighborhoods contiguous to the university, within Forsyth County, and in surrounding areas. The work of the Small Business Technology Development Center (SBTDC) is well known. It has been a catalyst for economic development throughout the state. The office located in the School of Business and Economics (SBE) has served clients primarily within Forsyth County; recently, it has been proactively seeking clients in the rural areas of Surrey and Yadkin counties. Plans for expansion include meeting the office s staffing needs and working more collaboratively with the SBE Masters in Business Administration program to offer more hands-on, in-class projects that link students with clients and real-life problems. Those UNC campuses that house SBTDCs will collaborate more closely in order to assess best practices in their individual operations. Once identified, those practices will be shared with other campuses that do not have SBTDCs. This assessment and sharing will utilize SBTDC as a resource for development in new locations in the state. The Center for Entrepreneurship (CFE) has devoted itself to fostering entrepreneurship through knowledge creation and training for the citizens of the Piedmont region. It has positioned itself to collaborate with other academic units of the WSSU campus to train students in the basics of entrepreneurship, no matter what their majors. Its most important task, however, has been the provision of entrepreneurial training through collaboration for those underserved populations in Forsyth and surrounding counties who lack a tradition of business ownership or who have inadequate preparation for grassroots business ownership. It fosters the spirit of entrepreneurship through such innovative initiatives as a program designed for promoters of music business; an initiative to meet the entrepreneurial needs of STEM scholars, and the delivery of entrepreneurship and capitalism training to high school students in the area. The Center for Design Innovation (CDI) resulted from an economic development study by Angelou Economics prompted by severe job losses in Piedmont. The study found that in the midst of this downturn, there was an economic sector associated with design that was not only healthy but growing. Angelou Economics recommended that a strategy for economic development could be to accelerate the WSSU UNC Tomorrow Response, May 1, 2008; page 43

44 growth of this creative industry sector. This result led to discussion among universities in Winston- Salem and Greensboro about creating organizations dedicated to promoting creative and design activity. The University of North Carolina established CDI largely as an economic development project, aiming to accelerate the growth of creative enterprises in the Piedmont Triad by supporting new and developing businesses and by modeling academic collaborations with industry. The General Assembly dedicated funds for the development of a center in Winston-Salem as a collaboration among Winston-Salem State University, the North Carolina School of the Arts, and Forsyth Technical Community College. The Simon Green Atkins Community Development Corporation (SGACDC), a community-based nonprofit organization named for the university s founder, was established by Winston-Salem Sate University and incorporated in 1998 to reverse neighborhood decline and help residents regain control of their neighborhoods. To date, the CDC has helped eighteen families become homeowners, loaned $77,000 to small businesses that have created 65 jobs, built 13 new homes, and provided technical assistance to homebuyers, entrepreneurs and neighborhood associations. Motorsports Management is a new program that has the potential to attract both those seeking to further their education and those seeking to expand their businesses reach into one of North Carolina s emerging employment segments. The motorsports industry has broad reach into many areas of employment and currently accounts for over 26,000 jobs in North Carolina alone. There are deep historical roots surrounding racing in the rural counties near WSSU. In fact, Bowman Gray Stadium, the oldest weekly running track in NASCAR, is home to the Motorsports Management program offices. The university is in a position to leverage the affinity many have for racing into jobs in existing and new businesses, in both the traditional populations attracted to racing and to new populations that the industry is reaching out to attract. Armed with knowledge and experiences in the management and production of motorsports events, graduates will be able to create businesses in their communities or expand existing businesses. Outlined in this section is more information about the initiatives that were introduced and about plans for those initiatives to expand their scope. These include 1. Small Business and Technology Development Center in the School of Business and Economics 2. Center for Entrepreneurship in the School of Business and Economics 3. Center for Design Innovation, an inter-institutional UNC center supported by Winston-Salem State University, the NC School of the Arts, and Forsyth Technical Community College 4. Simon Green Atkins Community Development Corporation 5. Motorsports Management in the School of Education and Human Performance WSSU S RESPONSE: 1. The Small Business and Technology Development Center (SBTDC), an inter-institutional program with branches across the state, provides business counseling services to over 15,000 new and existing businesses statewide, per year, as well as city, county, and regional economic development organizations. a. EXISTING INITIATIVES: 1. Business Startup and Management Development. SBTDC serves startup businesses as well as existing businesses and community organizations. 2. Engagement of Students. SBTDC engages over 500 undergraduate, graduate and professional students annually in supervised opportunities to work on real world business and community projects. WSSU UNC Tomorrow Response, May 1, 2008; page 44

45 3. Rural Center Venture Fund. SBTDC is involved in and supports the Rural Center s Venture Fund. 4. Inception Micro Angel Funds. SBTDC created and manages six Inception Micro Angel Funds statewide. The SBTDC has a sophisticated system for data collection, tracking, monitoring and assessing the quality and impact of its services including: o A robust client tracking Management Information System o Client evaluation of services o Formal quarterly reporting by operating units o External accreditation Enhancements: Cost effective systems for monitoring and assessing program performance are currently in place leading to continuous improvement in service quality and customer satisfaction. No additional funding is requested for maintenance of existing initiatives. b. NEW INITIATIVES: 1. The Rural Business Development Program is a newly proposed SBTDC program designed to provide a higher and deeper level of service to rural North Carolina. The best hope for economic growth and prosperity in these areas is to increase the competitiveness and growth of existing businesses and successful new enterprise formation, in these areas especially in tier-one counties. The proposed program will add 16 counseling positions across the state to more adequately serve rural North Carolina with business counselors and students from host institutions. 2. The Teacher Entrepreneurship Curriculum and Individual Experience (TEC-IE) through the CFE, the Maya Angelou Institute for the Improvement of Child and Family Education, the Early Childhood Development Center, and the School of Education and Human Performance will provide an entrepreneurship curriculum and training program for high-school teachers and students in rural and underserved areas in the region. The customized entrepreneurship curriculum will consist of classroom and web-based materials in the areas of agriculture, software and information technology, and new product development. The project will involve distance learning for continuing education, workshops, and the opportunity to observe, first-hand, entrepreneurship in action through site visits to businesses or participation with students in a business plan competition. TEC-IE will sponsor an annual Winston-Salem business plan competition for youth entrepreneurs and establish a mentor program to connect local entrepreneurs to students with an interest in starting small businesses. This will be measured by the number of new clients counseled and the number of partnerships developed as well as the scope of membership, level of activity, and degree of collaboration. Enhancements: CFE anticipates increasing the level of activity of the club, i.e., the number of projects in which members are participating. SBTDC Rural Business Development Program: $2,000,000 per year from General Administration to enhance the current inter-institutional program. WSSU supports this request. TEC-IE: $85,000 over five years from Enrollment Growth and targeted foundations. WSSU UNC Tomorrow Response, May 1, 2008; page 45

46 Corporate sponsors Membership contributions 2. The Center for Entrepreneurship (CFE) was created and designed to spearhead the efforts of programs in entrepreneurship education, research, and outreach. The CFE provides entrepreneurial training for students and citizens in the local area. The Kauffman Foundation awarded the CFE the Platinum Award for "dedication and outstanding support in shaping the next generation of entrepreneurs. The Director of the CFE and many other faculty from different departments have began an active dialogue in creating new courses that blend individual course material (i.e., in computer science, music, health care, etc.) with entrepreneurial elements. Many business ventures and new projects are often spawned outside the boundaries of traditional business schools. Wake Forest University colleagues are invited to share with us successful programs of a similar nature. a. EXISTING INITIATIVES: 1. The Regional Entrepreneurial Group, composed of members from the Piedmont Triad counties, was co-founded by the Director of the CFE and is a critically needed organization for the region. The group s collaborations have enabled co-applications for regional grants targeted to urban and rural populations. To date, two proposals have been created to seek funding from the DOLfunded WIRED initiative and the DataMax Foundation. Enhancements Financial support is needed to extend outreach support to populations that often have no means or assistance in seeking help in critical stages of new business creation or refinement of existing operations. The first three years require at least $50,000 to cover costs of operations from remote location (downtown Winston-Salem) as well as location-specific training and support. 2. The Students In Free Enterprise (SIFE) chapter at WSSU is geared toward community involvement and student support of local populations. During Spring 2008, in collaboration with Truliant Federal credit union, student teams mentored 22 urban entrepreneurs in need of coaching and technical detail of how to strengthen credit scores and prepare an appropriate and effective business plan for a new startup. Other members of SIFE assisted two local elementary schools in delivering economic awareness programs in collaboration with Junior Achievement. b. NEW INITIATIVES: 1. The School of Business and Economics will develop and implement the Scientific Innovation and Entrepreneurship through Discovery (SIED) project as an interdisciplinary entrepreneurial training program for all graduate students at WSSU and will offer a certificate program to qualified students. SIED goals are to (1) infuse broad-based knowledge of entrepreneurship across WSSU graduate programs, (2) expand entrepreneurship at WSSU via collaborations among academic departments and centers on campus, and WSSU UNC Tomorrow Response, May 1, 2008; page 46

47 (3) deepen the partnership between WSSU s entrepreneurship programs in Forsyth County and economic development initiatives in North Carolina. 2. A minor program in Entrepreneurship and a series of workshops will be developed that will address the challenges minority entrepreneurs face in the formation of new ventures. 3. The Science and Technology Entrepreneurship Project (STEP) will be an entrepreneurship program for students in science and technology fields, jointly offered by the WSSU Center for Entrepreneurship, Biomedical Research Infrastructure Center, SBTDC, and the WSSU Science, Technology, Engineering and Mathematics (STEM) Scholars Program. STEP goals are to (1) involve students and faculty from across campus in entrepreneurial studies and activities, (2) promote entrepreneurship as a career option, and (3) provide opportunities for students to meet and work with practicing entrepreneurs in the community. 4. The Music Business Entrepreneurship and Technology (Music BEAT) Program will develop and implement a web-based distance learning certificate program in Music Business Entrepreneurship for non-degree professionals in the music industry and lead to an academic minor in Entrepreneurship for non-business majors at WSSU. It will involve customized teaching modules (including educational videos) in entrepreneurship for industry-specific issues. The Entrepreneurship minor for non-business majors will significantly increase WSSU students exposure to the concept of self-employment. 5. The Child-Hood Art, Research and Television (CHART) program will be developed by an interdisciplinary research team of music education faculty and members of the Birth-Kindergarten program in the School of Education and Human Performance who are involved in research regarding early childhood arts impact on literacy. Fine Arts Department faculty with experience in film, animation, and sound production will aid in CHART, which could be picked up by PBS, Noggin, or another major children's television network. Previous work with arts-integrated literacy instruction for early childhood was very successful with Smart Start of Forsyth County. The target groups will be clearly identified, and all scripting will reflect standards-based and developmentally-appropriate material. 6. The SBE will offer a Summer Entrepreneurs Program (SEP), a two-week summer day-camp program for teens (ages 15-18) of Winston-Salem and the surrounding areas incorporating education materials and hands-on projects. It will be a creative package of events, activities, field trips, workshops, business training, instruction, networking opportunities, community involvement, and incentives, all designed to excite these young people about the expectations of small business ownership and how they can benefit by becoming active participants in the capitalist system. Within the two weeks of continuous learning experiences, students will be exposed to actual situations and dilemmas facing entrepreneurs. They will learn the consequences of choices being made and the importance of planning. Each initiative listed above has its own metrics for measuring success and impact. In some instances, it is the number of involved teachers and students; in others, it is the number of successful enterprises launched and the tracking of businesses through critical milestones. WSSU UNC Tomorrow Response, May 1, 2008; page 47

48 Institute of Regional Transformation, $950,000 over five years from Enrollment Growth and grants. 3. Through the CENTER FOR DESIGN INNOVATION (CDI), WSSU, NCSA, and Forsyth Tech faculty members in arts, architecture, animation, filmmaking, music, theater design and production, computer science, and the life and health sciences can contribute to economic development efforts in the Piedmont Triad that aim to grow the workforce and economic opportunities in creative enterprises and applications of digital media technologies for the healthcare and biotechnology sectors. CDI stemmed from an economic development study by Angelou Economics which the Northwest Piedmont Council of Governments requested after severe job losses in the region as traditional economic bases in tobacco, textiles, and furniture manufacturing diminished. The study found that in the midst of this downturn, there was an economic sector that was not only healthy but growing. Angelou Economics recommended that a strategy for economic development to accelerate the growth of this creative industry sector. This result led to discussion among universities in Winston-Salem and Greensboro about creating organizations dedicated to promoting design activity. By 2005 this effort had led to several outcomes: o the State's General Assembly released $2,000,000 for planning and equipment for a design center, with $10,000,000 to create the permanent facility soon to follow; o the Northwest Piedmont Council of Governments contracted a second study by Angelou Economics, focusing on creation of a design center with an emphasis on relevant business incubation; o the UNC Board of Governors established the inter-institutional Center for Design Innovation as a partnership among Winston-Salem State University, the NC School of the Arts and Forsyth Technical Community College; and o the Golden Leaf Foundation awarded funds to begin initial operations of CDI in an interim facility. o The architectural firm has been selected and they are well into the process of designing CDI's permanent facility with a Building Committee that consists of administrators and faculty of the constituent schools. o CDI's Board has been appointed, the $500,000/year recurring funds for operations are in place, and program development is well underway. Many of CDI's planned and existing programs will focus on using digital technologies to support understanding and growth of the biotechnology sector. CDI will make extensive use of broadband and Internet technologies to extend our reach, involving members of communities across the region, state, nation and planet. We are already working with WinstonNet and beginning discussions with MCNC. We are responding to initiatives from the UNC Office of Economic Development Research, Policy, and Planning and working with the economic development functions of NCSA and WSSU. CDI's model of direct partnership with industry will benefit members of WSSU, and vice versa, as faculty find real-world grounding for research projects and students develop relationships leading to internships and jobs. CDI s Idea Exchanges are addressing a wide range of topics, including issues such as the digital divide, equitable urban design, offshore manufacturing, water conservation, and green building design. WSSU UNC Tomorrow Response, May 1, 2008; page 48

49 During the past year, this public forum has served more than 900 people and we have ongoing sessions planned. We are also expanding to include evening sessions and Internet distribution. CDI will help to turn out students ready for the workforce and spin out companies that develop from research and design projects. o We are considering creation of a shared intellectual property pool that can encourage tech transfer, new jobs, and new companies. o Through non-exclusive licensing, we can enable many participants to benefit from the knowledge we create, thereby increasing likelihoods of success. o We are also beginning plans with Wake Forest University to participate in a Nanotech Center that will become the basis multiple proposals to federal agencies. CDI s initial programs include workshops for the larger community and of participating schools, as well as developing programs for the schools including cross-registration, 2/2 and 4/4 cooperation, and potentially an inter-institutional graduate degree. The Idea Exchange is serving as a networking forum as well as an educational/enrichment program, having generated a project proposal to the MacArthur Foundation and currently developing proposals to two directorates of the National Science Foundation. We are conducting CDI programs with $500,000/year recurring operating funds from the state. This support is allowing us to conduct initial programs and establish foundational capabilities for writing grant proposals for supplemental funds. 4. The Simon Green Atkins Community Development Corporation (SGACDC) is a community-based nonprofit organization that was established by Winston-Salem State University the governing agency for the SGACDC and incorporated in 1998 to reverse neighborhood decline and help residents regain control of their neighborhoods. With funding from the U.S. Department of Housing and Urban Development and construction financing from the City of Winston-Salem, the SGACDC aims to revitalize a once-thriving African- American neighborhood along the Martin Luther King Jr. Drive corridor. By planning and implementing affordable housing, economic development, and beautification and preservation efforts, the SGACDC is fueling revitalization, restoring pride, and re-envisioning the future. HUD/HBCU grant awards have helped create affordable housing opportunities for 15 families while increasing the tax base by over $1.5 million. First-time homebuyers have received $125,000 in down payment and closing cost assistance. New homes have sparked resident participation in neighborhood groups and an interest in planning future neighborhood development. HUD/HBCU funding has also helped create a small business loan pool that has so far provided $77,000 to seven businesses and created 65 jobs. Enhancements: More collaboration with WSSU faculty, students, and staff is needed as resources are invested in improving the quality of life in the neighborhoods adjoining WSSU. The program is seeking additional funds to acquire vacant substandard homes and underutilized commercial properties for redevelopment. WSSU UNC Tomorrow Response, May 1, 2008; page 49

50 SGACDC operations are completely grant funded. Five grant proposals have been funded by U.S. Department of Housing and Urban Development. Additional funds have been awarded by the City of Winston-Salem and the Winston-Salem Community Development Funders Collaborative. 5. The Motorsports Management degree program was developed in response to the needs of the growing motorsport industry primarily in North Carolina. Considering the uniqueness of this program, there is also the potential to meet the needs of the industry both nationally and globally as well. The motorsports industry creates over 26,000 jobs in North Carolina alone. Hundreds of thousands of visitors, spending millions of dollars in local economies, come to the state each year to attend one of the many NASCAR-related events; hundreds of suppliers and manufacturing arms of the industry exist here; and dozens of race teams call North Carolina home. With the uniqueness of the Motorsports Management program and the economic impact of the industry on the state and nation, WSSU should stimulate growth in the management-related skill sets and future employment opportunities for students and citizens. Motorsports-related companies will have access to participate in WSSU research projects designed to enhance motorsport business. The results of this research should provide benchmark data that can be applied to existing motorsport industry businesses to more efficiently operate in this competitive environment. This should in turn increase potential profits and economic expansion of the industry within both rural and urban locations. Graduates of the program will also have the necessary skill sets to develop new business strategies to address specific unmet needs that may develop as the industry evolves. The state legislature also recognizes the importance of the motorsports industry as new incentives are being offered to attract these types of businesses to North Carolina. This will be measured by the impact of graduates in transforming and assisting the current regional economies and the ability of motorsports-related research to enhance and transform the industry Enhancement: Motorsports Management faculty need to be included in and contribute to regional economic summits and legislative committees assigned to motorsports industry topics. It will be critical for legislative bodies to understand the impact that academic preparation in this area can have to the long-term success of the state with regards to keeping the motorsports economy healthy. Minimal costs associated with this initiative can be addressed through resources at the university and in the industry. WSSU UNC Tomorrow Response, May 1, 2008; page 50

51 4.5 HEALTH INTRODUCTION: As the fourth largest producer of traditional nurses and the largest producer of RN to BSN nurses for the state of North Carolina, the School of Health Sciences at Winston-Salem State University is a leader in nursing education. Each year, over 100 baccalaureate-prepared nurses enter the work force. An additional 30 individuals with undergraduate degrees in unrelated areas who desire a career change complete the accelerated nursing program in 13 months. Through strong partnerships with community colleges, WSSU enrolls approximately 400 RN to BSN students at its 15 satellite campuses. This adds 200 additional baccalaureate-prepared nurses annually to the health community and to magnet hospitals in particular that require such preparation. The School of Health Sciences at WSSU has an ethnically diverse student population. African Americans comprise 48% of the traditional nursing student enrollment, 30% of Occupational Therapy enrollment, 40% of Physical Therapy enrollment, and 65% of Clinical Laboratory Science enrollment. These figures represent more than twice the national averages for student enrollment. The majority of these graduates acquire employment in the state, thus contributing to a more diverse health professions work force. This is particularly of interest in physical therapy: 83% of students educated at WSSU remain in the state, representing the highest retention rate for physical therapy programs in the state. The Occupational Therapy graduate program at WSSU is one of four professional programs in the state and is the only graduate-level program in the field located at an HBCU in North Carolina. The program is the largest enrollee and contributor of minority students and individuals from underrepresented groups to the workforce of North Carolina (AOTA, 2008) in Occupational Therapy. The current enrollment is 48 % African Americans (national average among master s level programs is 5%), 43% Caucasians (national average: 74%), and 6% Native Americans/Asians or other ethnicity (national average: 5%). Occupational Therapy successfully prepares future practitioners with over 80% of graduates remaining in the region and state. Graduates are employment primarily in skilled nursing facilities, medical centers and hospitals, schools, and rehabilitation centers and community agencies, respectively. OT is renowned for immersion of students and faculty in local/regional community experiences related to rehabilitation, health and wellness, the establishment of diverse cultural partnerships such as with the Latino community, and the organization and/or participation in international service learning projects with Costa Rica (in Central America) and Lesotho (in Africa). Over 60% of full-time SOHS faculty is African American and 20% of whom have earned doctoral degrees in the past two years. The school has plans to offer the following programs in the near future: B.S. in Health Care Management (Fall 2008) Doctor of Physical Therapy (Spring 2009) Doctor of Nursing Practice (Spring 2010) B.S. in Pharmaceutical Science (in collaboration with the College of Arts and Sciences Fall 2010) Certificates in advanced practice of occupational therapy (Fall 2010) Orthotics and Prosthetics (Fall 2010) Masters in Applied Anatomy (Fall 2011) Given recent and potential growth in current and proposed programs in the health sciences at WSSU, expanded facilities for teaching labs, research, and faculty/staff offices will be necessary. WSSU UNC Tomorrow Response, May 1, 2008; page 51

52 Complementing the large health sciences programs are WSSU s core competence in the life and physical sciences. The programs in biology, molecular biology, chemistry, and exercise science produce graduates who work in the region s labs, matriculate into graduate programs, and enter various health science professions, including professional programs such as physical therapy, occupational therapy, medicine, and dentistry. The faculty teaching in these programs are the institution s top producers of research and recipients of research grants. The demand for the support programs in the sciences is such that a much larger facility is needed for classrooms, laboratories, research spaces, and faculty offices. This building is high on WSSU s capital budget request. Model Programs: Success in preparing African American Nurses There is a clear need for nursing personnel at every level including RNs with specialization and advanced nursing degrees. The need for minority nurses is even more acute. Nationally, only 14% of the RN workforce were members of racial and ethnic minority groups, compared to 31% of the total US population in In North Carolina, 12% of RNs and 26% of LPNs are members of racial or ethnic minority groups. In contrast, racial or ethnic minorities account for 28% of the state s population. Among the 16 constituent institutions of the University of North Carolina, Winston-Salem State University is the largest producer of minority nurses at both the baccalaureate and master levels. The university is also meeting the healthcare needs of the region and state by increasing the number of baccalaureate-prepared nurses in the state s largest RN-BSN program. Through distance education, registered nurses who are Associate-degree holders in some of the state s most medially underserved areas access the WSSU RN to BSN program. In addition to nursing science, nurses learn leadership skills that enable them to positively impact the healthcare needs of the clients in their communities. This section of WSSU s response will provide more details about existing and new initiatives that continue the university s contribution to producing healthcare professionals and healthcare information and services for the citizens of the state including Existing: Faculty Practice Plan Wound Healing and Dance Rehabilitation Robot Simulator Laboratory ecare We Care program (online healthcare learning and literacy) Journal of Best Practices in Health Professions Diversity Health Disparities and Minority Health The Center of Excellence for the Elimination of Health Disparities Therapeutic Recreation Program New: Proposed Endowed Chair in Health Disparities Health and Wellness across the Lifespan CDI Online Educational Programs Continue to address the shortage of healthcare professionals through Increasing supply of nursing educators Site-based and online health care education Occupational Therapy Advanced Practice WSSU S RESPONSE: a. EXISTING INITIATIVES: WSSU UNC Tomorrow Response, May 1, 2008; page 52

53 1. The School of Health Sciences has acquired an approved Faculty Practice Plan from WSSU. This will enable faculty to utilize their professional expertise and enhance their competence in clinical settings that support the educational programs and the provision of services to diverse populations under professional supervision. The Practice Plan will also contribute to the financial resources of the School of Health Sciences needed for strengthening the educational and research infrastructure. Additionally, through a partnership with Forsyth Medical Center and the Charlotte Bobcats, a mobile clinic is being proposed to provide health care to under-insured children in Forsyth County. 2. Wound Healing and Dance Rehabilitation The Physical Therapy (PT) department has special expertise on national and international levels in the area of wound healing through its research and other scholarly works. An interdisciplinary wound management certificate is being prepared for the future. The PT department works in partnership with the dance community in creating initiatives to address specialized rehabilitation needs of dancers. The program is also partnering with the Center for Design Innovation and the North Carolina School of the Arts to address the needs of dancers and other athletes. 3. Robotic Simulator Lab The addition of an adult and pediatric robot that can simulate acute care scenarios through advanced computerized technology has been incorporated into several courses within the PT and nursing curriculum. Partnerships with Wake Forest University Baptist Medical Center and other centers on embedding robotic simulation into hands-on physical therapist practice promises to be a significant advancement in computerized medical training. 4. Health Care Information Dissemination Since 2007, the SOHS has received funding from the National Library of Medicine to establish the ecare We Care program. This program educates community residents on accessing health information on the Internet. To date, an estimated 100 residents in Forsyth County have undergone training. This project is currently funded under the NIH Project EXPORT grant. Journal of Best Practices in Health Professions Diversity The SOHS launched this scholarly journal in order to disseminate faculty research to a broader audience. It is indexed by EBSCO Publishing Company with an international outreach. It is published bi-annually. The Therapeutic Recreation Program is contributing to the health and wellness of the citizens of North Carolina through educating the students and the community regarding cost-effective healthcare alternatives, including prevention. Through the use of recreation and leisure as a purposeful means to achieve positive outcomes for persons with disabilities or limiting conditions, improved health and wellness can be accomplished. In collaboration with other healthcare providers, recreational therapists across the state work in settings such as behavioral health, physical rehabilitation and long-term care. Increased accessibility to health information is also enhanced by the production of professionals from underrepresented segments in the overall TR field males and African Americans ( WSSU UNC Tomorrow Response, May 1, 2008; page 53

54 5. Health Disparities and Minority Health The SOHS and certain programs in the Department of Human Performance and Sport Sciences focus academic programs on health disparities among African American, Hispanic, and aging populations and many faculty conduct research on minority health disparities. The SOHS co-hosted with AHEC the North Carolina Conference on Health Professions Diversity. A recommended outcome was to establish an alliance to address the problem. The SOHS will likely take a key role with AHEC in establishing the North Carolina Alliance in collaboration with Dr. Louis Sullivan to address the need for a more ethnically diverse health care work force. 6. The Center of Excellence for the Elimination of Health Disparities was established to improve minority health and eliminate health disparities within the community and state through research, education and community outreach. It is organized into two divisions. Division of Quality of Health Care o The Division of Quality of Health Care includes a $4.7 million NIH/NCMHD research center. o This research center is designed to centralize interdisciplinary health disparities and health services research activities to improve quality and access, as well as expand partnerships with universities, health services institutions, and the community. Division of Access to Health Care. o The Division of Access to Health Care includes The National Strategy: Building Environments for NCLEX Success. a. The Center for the Measurement and Improvement of Patient-Centered Care, under the Division of Quality of Health Care shall establish a program to collect, measure, report, and recommend solutions to increase the patient-centeredness of health services for minority patients by (1) advancing knowledge of patient-centeredness effect on desired outcomes; (2) developing and managing a Provider Patient-Centeredness Skills Lab (PPCSL), a simulation lab to increase the prevalence of patient-centeredness and of patient-centered providers in caring for minority patients; (3) improving health care quality, and (4) reducing health care costs. The measurement function of this project will facilitate the provision of consulting services to hospitals and other providers. b. The Minority Alliance to Reduce Deaths from Breast Cancer, under the Division of Quality of Health Care, is a multi-institutional translational research project of NC Universities, including WSSU, NCA&T State University, UNC-Pembroke, North Carolina Central University, Johnson C. Smith University, Shaw University, and Fayetteville State University. Female breast cancer is the most frequently diagnosed cancer in North Carolina, with African American women having the highest breast cancer death rate among all racial and ethnic groups. Breast cancer is the second leading cause of cancer death for American Indians and Alaska Native women, and breast cancer is the most commonly diagnosed cancer and the leading cause of cancer death among Hispanic American/Latina women. The project supports research in prevention, detection, diagnosis, and treatment of breast cancer. The proposed project s overarching goal is to decrease the mortality rates of breast cancer in minority women. The objectives and aims are to: WSSU UNC Tomorrow Response, May 1, 2008; page 54

55 1) Create an infrastructure to support interdisciplinary social, behavioral, and epidemiological, and basic research as it relates to breast cancer in minority women. 2) Increase the number of minority researchers and health professionals in the workforce specifically targeting minority breast cancer. c. The National Strategy: Building Environments for NCLEX Success is included under the Division of Access to Health Care. African American patients are more likely to realize improved health outcomes when their care is facilitated by African American health providers. There is a critical shortage of African American nurses that is counterproductive and undermines the state s and nation s efforts to the eliminate disparities and improve minority health. According to HRSA, of the 2.9 million registered nurses in the country, only 106,644 identify as Black/African American. To address this serious problem, the Center has taken a leadership role by establishing an Alliance of 53 HBCU/PBI Nursing Programs. The goal of this Alliance is to develop academic environments and the implementation of a best practices model for the nation s HBCU/PBI Nursing baccalaureate and Associate degree nursing programs. b. NEW INITIATIVES: 1. The SOHS proposes to establish the Sylvia A. Flack Endowed Chair for Health Disparities. The School of Health Sciences (SOHS) plans to submit a proposal to The Delta Sigma Theta Sorority, Inc. for the Distinguished Professor Endowed Chair in the amount of $200,000 to establish the chair. If funded, this grant will provide support for a resident professor of distinction in the SOHS. A matching funding mechanism is in place through UNC and the WSSU Foundation that will assist with sustainability. 2. Health and Wellness across the Lifespan To help address the need for education and leadership in improving the health of the community, students in physical education, therapeutic recreation, and exercise science will be required to complete significant volunteer hours at local YMCAs, the YWCA, Parks and Recreation, Special Olympics, and other venues where they can share their expertise and help citizens adopt healthy lifestyles. Faculty will engage with the students in action research to explore methodology for effective partnerships in healthy living between academic and community organizations. Number of citizens served; number of models developed Falls within the scope of faculty and student responsibilities; may require a staff person to coordinate 3. The Center for Design Innovation s contributions to online educational programs can help with community awareness of health issues and workforce development in the health care sector. Our planned motion capture facility will help with physical therapy studies and prescribed activities. Together with the rapid prototyping facility, these efforts can lead to design and development of orthotic and prosthetic devices. WSSU UNC Tomorrow Response, May 1, 2008; page 55

56 Data visualization and modeling will also promote research in life sciences and advances in health care. Other initiatives identified by the campus that respond to this Section of the UNC Tomorrow Commission report UNC should educate more health professionals. a. EXISTING INITIATIVES: 1. The School of Health Sciences and the Department of Human Performance and Sport Sciences will continue to prepare high quality graduates for careers in the health professions, to include undergraduate and graduate nurses, clinical laboratory scientists, physical therapists, occupational therapists, exercise physiologists, therapeutic recreation specialists, and rehabilitation counselors. We will continue ongoing efforts and create new opportunities and programs with the North Carolina Community College System. This will include expanding the MSN program for Nurse Educators to meet the demand for graduate nurse educators in community colleges. b. NEW INITIATIVES: 1. Increasing supply of nursing educators Two major challenges in expanding the campus nursing program to address critical shortage of nurses are 1. the lack of clinical sites for nursing students and the need for programs to help nurse practitioners hired as faculty members transition into the academic environment. The campus is considering a doctoral-level nursing program (to be implemented beginning in 2010) to help address the shortage in nursing faculty; 2. the campus would need expanded lab resources for research activities that would attract highlevel doctoral nursing students. 2. Use the RN to BSN model, both site-based and online, to provide healthcare education in WSSU programs to students and communities that are underserved. This includes expanding the offerings in: Therapeutic recreation (Human Performance) Rehabilitation Counseling (Human Performance) Masters in Health Care Administration (Business and Economics) Health Care Management (Health Sciences) Health Education (Human Performance) Gerontology (Social Science) 3. The profession of Occupational Therapy is migrating to entry-level practice at the master s level. The program is planning an additional track aimed at advanced practice. This track will be offered to current practitioners who hold a baccalaureate degree using online delivery or a blended model. The program will incorporate certificates that will be attractive for career advancement in the profession. Of particular note is a certificate in Cross Cultural Competence for Health Care Providers. WSSU UNC Tomorrow Response, May 1, 2008; page 56

57 Additional faculty, training in the delivery of distance learning education, and expanded resources for research activities will be required to remain competitive and provide the highest quality program. WSSU UNC Tomorrow Response, May 1, 2008; page 57

58 4.6 ENVIRONMENT INTRODUCTION: Winston-Salem State University is concerned about the impact it has on the environment and its role in promoting environmental literacy among its students, faculty, staff, and community. The institution is in the early stages of evaluating its impact and formulating actions. Currently there are several initiatives headed by Facilities Management to address our carbon emissions. A study of pipe insulation by WSSU chemistry students has already spawned legislation and more research. There are also a few courses being offered to students in environmental education. There are plans to expand these offerings and to develop programs that will be offered in traditional as well as online formats that will lead to degrees and certificates. The Center for Design Innovation is working not only to include environmental issues in its curriculum development but also to employ sustainable principles and carbon emissions reduction in its permanent facilty s design and construction. Environmental literacy is certainly an area that would benefit from a broad discussion among constituents across the university, government agencies, and the private sector. The initiatives that will be discussed in this section include Existing: Carbon Emissions Reduction Research New: Environmental Education Center for Design Innovation Environmental Sustainability Task Force Carbon Emissions Reduction WSSU S RESPONSE: a. EXISTING INITIATIVES: 1. Carbon Emissions Reduction a. Transportation Issues Reduce the number of gasoline-powered service vehicles for grounds, recycling, trades, IT, and mail services by increasing the number of electric vehicles. Reduce the vehicular miles driven by Facilities staff to local parts suppliers through the implementation of an effective centralized Materials Management area. b. Building Issues Require all new and renovated buildings to use digital controls and connect to the university s central energy management system. Retro-commission of HVAC building systems in RJ Reynolds, Hall-Patterson, Thompson Center, and Anderson Center. Replace incandescent lighting with fluorescent lighting where appropriate. In recent months, we have replaced incandescent lighting in several buildings. c. Recycling and Waste Reduction Enhance recycling program on campus with active participation of students, staff, and faculty. WSSU UNC Tomorrow Response, May 1, 2008; page 58

59 d. Water Reduction Reduce water consumption by installing electronic low-flow faucets and other reducedflow plumbing in existing buildings. a. Transportation Issues Since 2005, the university has acquired 12 electricity power service vehicles. The university measures the gallons of fuel used for service vehicles and reports to the State Energy Office on a yearly basis. Fuel consumption will be measured after one full year of operations of the central materials management area to determine effectiveness of this initiative. b. Building Issues The university measures and monitors utility consumption on a monthly basis. This information is fundamental in assessing effectiveness of energy savings measures such as night and occupied set-back strategies and overall energy management strategies. c. Recycling and Waste Reduction The university measures and monitors waste and recycling tonnage. a. Water Reduction The university measures and monitors water consumption. In FY 07-08, Facilities retrofitted RJ Reynolds and Hall-Patterson with electronic faucets. Enhancements: a. Transportation Issues This initiative may be improved as more information is understood from materials purchasing trends in order to possible increase the number of inventory items in the storeroom. After one year of operation of the centralized materials management area, data will be available to make the appropriate decisions. b. Building Issues Making sure that this requirement is maintained in the project budget throughout building construction. Making sure that a preventive maintenance program is applied to control systems. c. Recycling and Waste Reduction Recruit work-study students to participate in recycling activities at residence halls and academic and administrative buildings. a. Transportation Issues Funds will need to be identified in the continuation budget for vehicle replacement and reinforced as necessary from other sources. b. Building Issues These considerations will cost less than 0.5% percent of initial project costs. c. Recycling and Waste Reduction Purchasing one electric vehicle for use of the students collecting recycling products ($14,000). Funds will be identified in Facilities budget for FY d. Water Reduction Approximately $13,000 per building by the identification of state funds on a yearly basis to retrofit two buildings per year. 2. Hot Water Pipe Insulation Project - On April 17, 2007, students from the WSSU Chemistry Department submitted a poster to the Raleigh Symposium showing that hot water lines, when insulated, WSSU UNC Tomorrow Response, May 1, 2008; page 59

60 save water and energy and also boost production of pipe insulation for our two North Carolina manufacturers of pipe insulation. The idea was so compelling that 50th District Representative Bill Faison put a bill on the docket mandating that all hot water lines larger than 1/4 inch would have to be insulated, beginning January 1, 2008, for all new construction, subject to NC Building Code Council approval. The bill, H1702, was signed by Governor Easley August 31, The Chemistry Department then obtained grants from our two North Carolina pipe manufacturers in Mebane and Youngsville to create student test studies, which we presented to the NC Building Code Council January 11, The Council continues to examine the issue, waiting for a more comprehensive study which we hope to provide if we receive a $433,000 grant to pursue further studies. b. NEW INITIATIVES: 1. Environmental Education (EE) is a multidisciplinary approach to teaching people of all ages about the relationships between people and the natural environment. Its goal is environmental literacy, which promotes informed decisions about our behaviors that affect the natural environment. This is widely recognized as a critical need for our public school systems. Therapeutic Recreation in the School of Education and Human Performance already offers two EE courses, and a broader EE curriculum is under consideration. The College of Arts and Sciences is developing courses that address environmental issues (Environmental Science and Environmental Geography). Enhancement through Collaboration Environmental Consortium - Both of the above strategies can also be enhanced through collaboration with other institutions. Several UNC institutions have faculty members with expertise in Environmental Education. Creation of a consortium of these institutions would enable the offering of entire undergraduate or graduate degree programs in EE. Additionally, the NC Office of Environmental Education has EE Certifications that could be met through academic coursework. 2. Inter-institutional Center for Design Innovation (CDI) The design of CDI's permanent facility incorporates environmental consciousness, as will ongoing operation of the facility as we reduce, reuse, and recycle the many materials needed for design processes. CDI is also introducing the concept of signal-friendly building design as we consider the many kinds of electronic signals that our advanced technology projects will require. This is another kind of environmental sensitivity that will become increasingly prevalent in architectural practice during the next few years. Several sessions of CDI's Idea Exchange are devoted to environmental and sustainability issues, and CDI collaborators will be modeling how to incorporate these sensibilities into design practice. An upcoming CDI Idea Exchange session will explain recommendations from the State Energy Office and promote design solutions for water conservation. CDI's permanent facility will encourage several aspects of green building design and construction: o We are encouraging use of alternative vehicles and bicycles. The landscaping will be water-efficient. WSSU UNC Tomorrow Response, May 1, 2008; page 60

61 o Windows will have ozone protection. o Systems will perform with minimal energy requirements. o We are choosing construction materials optimized for environmental friendliness. o We will use sustainable products and materials for cleaning and pest management. o We will provide support systems to encourage occupants to reduce, reuse, and recycle all kinds of materials used within the building. o Daylight will permeate a substantial portion of the building. Many CDI projects will employ sensing technologies that can help to promote public awareness of water, air, and environmental quality as well as the STEM skills that researchers need to design and implement such devices. Because of our green practices and projects, awareness of environmental and sustainability issues will increase as CDI collaborators describe, publish, and distribute our practices and projects. 3. Establish a University Sustainability Task Force Initiate a task force that will evolve into a permanent committee. Include students, faculty, staff, and administrators; staff the committee from the Vice Chancellor for Finance and Administration s office. 4. Carbon Emissions Reduction a. Transportation Issues Reduce the number of gasoline-powered service vehicles by purchasing alternative fuel vehicles in applications where the use of electric vehicles is not advisable. b. Building Issues Require on all new construction and major renovations to provided independent cooling for IT closets so that building systems may take advantage of the air side economizer mode in the winter months. Compliance with SB 668 for all new construction and renovation. Training for project managers to become LEED certified: $8000 in order to complete. Retrofit existing buildings with occupancy sensors. Integrate steam traps and steam control valves into the preventive maintenance program. Replace outdated pneumatic building controls with digital controls and connect to central energy management system. WSSU UNC Tomorrow Response, May 1, 2008; page 61

62 4.7 OUTREACH AND ENGAGEMENT INTRODUCTION: Many initiatives described above have an outreach component. These include the Small Business and Technology Development Center, the Simon Green Atkins Community Development Corporation, the Center of Excellence for the Elimination of Health Disparities, the Center for Entrepreneurship, and the Center for Design Innovation. What we will describe in this section are specific initiatives and organizational strategies that Winston-Salem State University currently has or has plans to develop in order to use the knowledge, skills, talents, synergy, and resources that are unique to a higher education organization to improve participation in issues of importance to the larger community. To this end, the institution will act as a catalyst in creating and disseminating knowledge through education, research, and community participation. Because of our historical mission, we have especially focused on the needs and circumstances of urban, minority, and economically disadvantaged populations. We will continue to have this focus, but in part due to UNC Tomorrow, we have begun to engage needs of and issues within our broader region, which includes many rural and economically disadvantaged small communities. Our students, faculty, and staff spend many hours volunteering in the community. During the academic year, students and student organizations reported a total of 17,187 hours of volunteer service. During the Fall 2007 semester, 12,319 hours of service were reported by students and student organizations With the loss of jobs in the tobacco, textiles, manufacturing, and furniture industries, Winston-Salem has had to reinvent itself. Currently the largest employers are in health care and financial services. Part of this re-visioning of the community has been the development of the Piedmont Triad Research Park (PTRP). The PTRP, a master-planned urban business park in the heart of downtown, utilizes a previous tobacco plant and leverages university research, financial and legal networks, and government to form a critical mass of intellectual capital for development of new businesses for the new economy. The institution has a presence in the PTRP through shared research laboratories with the Wake Forest University School of Medicine and biotech/biomedical companies to conduct bench, translational, and clinical research in many areas including tissue regeneration research, drug discovery, and minorityhealth-related research. The new Center for Design Innovation will be built in the Park. The Center for Community Safety (CCS) is a university-community partnership program organized as a public service, research, and training center of WSSU. Its mission is to engage communities in using research strategically to shape action and response to community safety issues. The CCS is one of only a few such university centers, particularly at minority-serving institutions (HBCUs), that is so actively involved in university-practitioner-community collaboration around community safety issues. A primary goal is to promote the creation, development, and sustainability of successful university-community partnerships and to create more stable communities where all people are safe to live, learn, work, and play. Since its inception, the CCS has generated over $10,000,000 in grants and fees in support of its operations and for the university and its community partners. The School of Business and Economics has developed or is in the process of developing centers, initiatives, programs, and a journal in areas related to financial literacy training, preparation for retirement, investment planning, starting a new business, job training, and economic knowledge dissemination. The goal of these programs and initiatives is to enhance the potential for economic development and transformation in the region through work, investment, and sound decision-making. WSSU UNC Tomorrow Response, May 1, 2008; page 62

63 Because the WSSU has a number of centers and initiatives that have a strong focus on outreach and because it wants to enhance its community engagement, the university is proposing an Institute for Regional Transformation (IRT). In May 2008, many of the centers described in this and previous sections will move into a building in downtown Winston-Salem. While this move initially was out of necessity for space, the realization that this creates a centralized location from which these centers can better serve local clients has created a conversation about an organizational structure to link these entities. Such an organization could both function to better serves clients and could create economies of scale to maximize resources. The new co-location could also foster collaboration with such recognized agencies as the Winston-Salem Chamber of Commerce and the Urban League. Establishing the IRT would enable WSSU to take advantage of its mission and resources as well as to enhance its collaborative opportunities to make significant and measurable contributions to meet the education, research and scholarship, and public service needs facing our state in the 21 st century as identified in the UNC Tomorrow study. These activities would solidify a highly visible and desirable role for WSSU in helping to shape the future of our city, region, and state. Included in this section will be discussions of initiatives that have an outreach or community engagement component including a. Existing Initiatives 1. The Center for Community Safety 2. The Center of Excellence in Financial Services 3. Continuing Education Office 4. The Grandparenting Program b. New Initiatives 1. Institute for Regional Transformation 2. The Center for Economic Analysis 3. American Journal of Retirement Economics 4. Career Exploration 5. Entrepreneurial Fellows Program 6. International Center for Motorsports Business Research 7. WSSU Forensics Laboratory a. EXISTING INITIATIVES: The Center for Community Safety, established in January 2001 as a university-community partnership program, is organized as a public service, research and training center of WSSU. Its mission is to engage communities in using research strategically to shape action and response to community safety issues. The community engagement model could be duplicated in other cities across the state. CCS Impact Statement: Focus on Underserved, Urban Communities The CCS recognizes that community safety is inextricably linked to economic empowerment, educational attainment, improved healthcare, and neighborhood stability. Since its inception, the CCS has developed a comprehensive set of strategies to sustain crime reduction in predominately underserved urban (mostly minority) communities, encourage prevention (education) and intervention programs, and support neighborhood revitalization, thus broadening its mission beyond just violence reduction. In Winston-Salem, significant public and private resources are being invested in building a strong economic future for the city and the Piedmont Triad region. Winston-Salem, like many urban areas, runs the risk of creating an exciting economic future that benefits some but clearly not all. Despite notable community successes, key segments of our population remain plagued by high crime rates, WSSU UNC Tomorrow Response, May 1, 2008; page 63

64 poverty, substandard housing, lack of jobs, health issues, and economic disenfranchisement. Many are cut off from meaningful participation in civic society, with few connections to institutions, social networks, or community groups and with scarce access to useful information or data to improve their prospects. These residents will not be able to participate fully in the community s economic growth unless they are viewed individually as valuable community resources, their human and social capital is developed, their access to community resources is maximized, and their ability to make informed decisions is ensured. Through the CCS, WSSU is able to partner with the community and enable WSSU resources, faculty, staff and students to contribute their time and talent to increasing opportunities for all residents to improve their quality of living. Research and Partnerships Through the CCS, research, policy, and action are shaped, executed, and then re-evaluated and modified for greatest success. The CCS promotes and encourages partnerships where both partners and researchers understand a problem, develop interventions, and evaluate their effectiveness. This model has set a precedent across the nation. Key accomplishments of the CCS include: More than 30 agencies using data to conduct research and develop strategies to assist in community problem-solving Brings faculty and students together with community partners to address neighborhood revitalization, housing, crime prevention, education and healthcare needs of underserved communities State and national academic and research partners The CCS also boasts the Transforming Communities Research Lab (TCRL), a one-stop resource equipped with Geographic Information Systems (GIS), a powerful research and analytical tool to display opportunities, weigh alternatives, and measure progress toward achieving fair, safe and vibrant communities. TCRL puts geographically-coded data within easy view and understanding of researchers and advocates. Training and Technical Assistance The CCS is a resource nationally for communities working to develop strategic, collaborative approaches to safety and violence reduction. Utilizing the experiences and practices learned through our research and involvement with bringing partners together, the CCS actively delivers training and technical assistance for communities locally, statewide, and nationally in community justice issues and in building community capacity to reduce crime and build stable neighborhoods. The CCS is one of only a few such university centers, particularly at minority-serving institutions (HBCUs), that is so actively involved in university-practitioner-community collaboration around community safety issues. A primary goal is to promote the creation, development, and sustainability of successful university-community partnerships to create safer, more stable communities where all people are safe to live, learn, work, and play. Since its inception, the CCS has generated over $10,000,000 in grants and fees in support of its operations and for the university through collaborations with the Departments of Social Sciences and Behavioral Sciences and Social Work at WSSU (including internships, service learning, practicum, and assistantships) and its community partners, which include the United Way, mental health provider agencies, the YMCA and YWCA, Winston-Salem/Forsyth County Schools, faith and community-based organizations, the Housing Authority of Winston-Salem, WSSU UNC Tomorrow Response, May 1, 2008; page 64

65 Habitat for Humanity, Communities In Schools, law enforcement agencies, and local governmental partners. 2. The Center of Excellence in Financial Services (CEFS) is devoted to assisting in the training of WSSU students to become Certified Financial Planners (CFP), thus helping to fill the gap created by a lack of qualified minorities in the field. The Center is also devoted to providing financial services assistance to a community of individuals who find themselves facing the daunting task of having to plan for their own financial futures for the first time. Many individuals in the Piedmont region are without the security that was once provided by the dwindling tobacco, textiles, and furniture manufacturing industries that were once so prominent. Without pension plans and long-term job security, these individuals must assume responsibility for their own retirement and estate planning, their own investment and tax decisions, and their own credit and money management. The CEFS provides such services to the community through the use of interns working under faculty oversight. The School of Business and Economics (SBE) is in the process of securing certification of its major in finance from the national CFP Board. This will allow the SBE to offer classes for CFP Certification to professionals in the region. This is a need that has been identified by members of the Business Advisory Council of the SBE. This outreach will enhance the number of qualified financial planners available for hire in the region. The effectiveness of the Center will be measured by the number of internships offered to students, the number of community residents assisted through counseling, and the number of undergraduate students who pass the CFP exam. Enhancements: Professional Development Series. The SBE currently provides workshops/seminars and will continue to do so in order to enhance the economic and professional awareness of the various constituents of the community. Topics may include, but are not limited to, women in business, networking, political savvy, and emotional intelligence. SBE will collaborate and use the resources of the office of career services, sororities and fraternities, retired businesspersons, and the CFE. Financial Literacy. Another critical statewide issue is financial illiteracy. The SBE proposes an initiative that will support the development of an innovative curriculum to teach the basics of financial literacy to high school students. The curriculum will utilize multimedia, interaction with WSSU students, and innovative teaching methodologies to spur student interest and engagement. Students will be bused to after-school sessions to be held at WSSU and will be offered site visits to local area businesses so that they can develop an appreciation of the world of work. The curriculum will be under the auspices of the Center of Excellence in Financial Services. $200,000 from BB&T $40,000 (above the $200,000) to cover the cost for certification and reimbursement for faculty release time to each offer sessions for the professional community 3. The Continuing Education Office of Winston-Salem State University sponsors: The Saturday Academy, which houses and provides year-round opportunities to develop new skills, expand interest in new and exciting topics, learn job skills, or enjoy enriching sessions in the arts. Classes are designed for all ages from elementary youth to retirees and include areas of language acquisition, professional and business development, basic education, personal enrichment, art, music, dance, drama and recreation. WSSU UNC Tomorrow Response, May 1, 2008; page 65

66 The Neighborhood Institute for Community Leadership s (NICL) training session provides three days of capacity-building training for grassroots, nonprofit, faith-based and community leaders. The program has two tracks of study: Leadership Development and Community Development. Six Sigma training and certification designed for small, medium and large businesses. The partnership was formed with Six Sigma Tek whose courses are taught by experienced Six Sigma practitioners who have worked as real life engineers solving real problems. Certifications for Green Belt, Black Belt, and Master Black Belt are available. In partnership with o The Center for Legal Studies. This organization has educated thousands of students through over 1000 colleges and universities across the country in the legal and law field. Courses are offered online, DVD, VHS, audio and text-only formats. o Gatlin Education Services (GES) offers online open enrollment programs designed to provide the skills necessary to acquire professional level positions for many in-demand occupations. o ProTrain, Inc. understands the statewide wide employment challenges and provides training programs to regional and local professionals, whose primary goal is to upgrade their professional skill sets. 4. The Grandparenting Program in the School of Health Sciences at Winston-Salem State University offers many services for grandparents raising their grandchildren. The program offers direct health and social services. Case managers also provide referrals to connect caregivers to quality child care services, after school care, and other caregiver needs. The Grandparenting Program has received funding from the W. K. Kellogg Foundation to implement a program addressing school readiness for children between birth and 7 years old. The program is currently funded by Blue Cross Blue Shield of North Carolina and the NC Department of Health and Human Services. 125 grandparents and 275 grandchildren have participated in the Grandparenting Program. As a result of participating in the program, the emotional and physical health of grandparents has improved and they are more likely to embrace a more nurturing parenting style. Both grandparents and grandchildren are more likely to receive needed healthcare. Children also perform better academically. Enhancement: The program can be enhanced through reinstitution of the case management program. It can be further enhanced through expansion of services to the Hispanic community. We are currently communicating with the Kate B. Reynolds Foundation for these program expansions in the near future. Since its inception, the program has received $1,350,000 in grant funding. b. NEW INITIATIVES: 1. Institute for Regional Transformation (IRT). Proposed is a new organizational structure that would provide a tangible, visible organizational unit that would promote and enhance interdisciplinary, inter-institutional, and community participatory collaborations to expand the reach and impact of WSSU s efforts and to achieve the desired results identified in the UNC Tomorrow Study. The IRT would report to a senior-level administrator so as to keep the issues of outreach and engagement at the forefront of institutional priorities. WSSU UNC Tomorrow Response, May 1, 2008; page 66

67 The plan builds upon the opportunities afforded the university through the co-location of the Center for Community Safety, the Center for Entrepreneurship, the Center for Financial Empowerment, the Center for Financial Services, the Simon Green Atkins CDC, the Center of Excellence for Eliminating Health Disparities and the SBTDC in a downtown office building from which multiple outreach and engagement activities can be initiated and coordinated (the Winston Tower Centers ). These activities would solidify a highly visible and desirable role for WSSU both now and in the future for our city, region and state. The common thread of all centers of the institute is the focus on improving the quality of life for all citizens of the region. The creation of the IRT will establish an infrastructure that would facilitate, coordinate, support, and measure the individual activities of the Winston Tower Centers and other existing and new centers as well as permit greater integration and evaluation of all WSSU engagement units. Several initial essential components of the IRT, each requiring its own implementation plan and timeline, are stated below: The development of an assessment and evaluation process and plan within Institutional Planning, Assessment, and Research to model and measure WSSU outreach and engagement involvement from student (education), faculty (research and scholarship), and staff and community (public service) perspectives. The organization of an office or process to promote, adopt, coordinate and report on the incorporation of service learning and civic engagement curriculum, internships, practicums and other experiential learning opportunities throughout all schools and colleges (community service programs should be a part of this effort). Designation of specific responsibilities to support communication and IT resources (website management, publications, marketing and public relations). Inclusion of Diggs Gallery as a program component. Inclusion of Office of Conferences and Institutes as a program component. Designation of specific responsibilities in Lifelong Learning (Distance/Continuing Education). Suggested Programs and Supportive Services of the IRT The Winston Tower Centers would include and/or collaborate with the following: Center for Community Safety Center for Entrepreneurship Center of Excellence in Financial Services SBTDC S.G. Atkins Community Development Corporation Center of Excellence for the Elimination of Health Disparities Center for Economic and Workforce Development Winston-Salem Chamber of Commerce School of Business and Economics, WSSU North Carolina School of the Arts Wake Forest University Piedmont Triad Entrepreneurial Network Northwest Piedmont Workforce Development Board Center for Design Innovation School of Health Sciences, WSSU Institutional Planning, Assessment, and Research WSSU UNC Tomorrow Response, May 1, 2008; page 67

68 Information Resources Diggs Gallery Office of Conferences and Institutes Office of Sponsored Programs Pre-College/Bridge Programs Lifelong Learning/Distance Education Early Childhood Development Center Maya Angelou Institute for the Improvement of Child and Family Education Each of these IRT areas will have directors or coordinators who would be responsible for achieving their respective goals and objectives as set by Vice Chancellor or Associate Provost of IRT and measured through evaluation processes and reporting provided by institutional assessment. A key first step is to name a senior administrator to lead the organizational and structural design of the IRT. This person would be responsible for establishing the divisional processes, procedures and functions that will ensure that the strategies and goals can be achieved. Most of the programs and services generate or have the potential to generate external funding through grants, donations, or fees for service. A funding matrix could be created that would demonstrate the level of additional financial support needed for startup and to sustain the IRT. Several of the administrative services or functions that are may be obtained through a realignment of duties so as to minimize the need for additional (new) or resources. The IRT could be implemented in phases according to strategic priority ranking of the programs and services. 2. The Center for Economic Analysis is being established to ensure that businesses, lobbyists, and government officials have accurate and up-to-date reports and supporting economic data to make the decisions that will benefit the competitiveness of this region. Through the use of sophisticated statistical models, the center will routinely generate valuable assessments of the economic impact of various local entities, including WSSU; economic forecasts for the city, the county, and the region; and assorted economic analyses. Generation of external reports and provision of economic impact analysis to other WSSU centers $20,000 for one-quarter faculty release time annually 3. American Journal of Retirement Economics (AJRE). The SBE will launch the American Journal of Retirement Economics. As Winston-Salem becomes known as one of the nation s primary retirement destinations, the SBE will establish an academic vehicle that builds on that distinction. This new journal, targeted to academicians and practitioners in the retirement planning field, will become an industryleading means of disseminating cutting-edge knowledge on financial planning. The audience for the journal consists of libraries, academics, and the general public, all of whom will become better educated regarding these issues. As retirement planning and funding is a critical need in the region and for the African American community in particular, this journal can assist policymakers and academics in the formation of better public policy and effective outreach to the surrounding community regarding the need for financial planning. WSSU UNC Tomorrow Response, May 1, 2008; page 68

69 Number of submissions received per quarter $15,000 annually from corporate donors 4. Career Exploration. One of the most critical attributes among disadvantaged populations is lack of formal education and career-related awareness and training. This challenge exists for many urban and rural North Carolinians, who face high school drop out rates that are at crisis levels. The Guess What I Do for a Living Project is being proposed as a method by which middle and high school students can be introduced to the occupations that are available to them in later years. It will be a variation of the classic game show What s my line? which will be taken to area schools. Actual workers, managers, and public service employees will be part of the teams that visit hosting locations. Through dynamic combinations of background video, sound, and direct interaction, they will present gradually and with a sense of suspense details of their work. Each team from the audience would have a number of questions to pose with only possible yes or no answers. Contestants could work in teams to solve the "riddle," and accomplish the feat through collaboration, teamwork, and applied leadership roles. The project could focus on industries or clusters that have been designated as critical by the state and federal governments. The second phase of the game would invite teams to apply for a scholarship or a grant to either study intensely (if students) the industry of their choice over a pre-specified period, or to be involved with apprenticeships or training (if farmers or displaced workers). To advance to the next level, they would have to provide a report describing the important pieces of the puzzle (i.e., skills, preparation, work ethic), and suggest ways to improve it. A team of WSSU support personnel (legal, marketing, finance, accounting, etc.) would mentor the scholars every step of the way. We have faculty across the whole spectrum of knowledge it takes to create and manage an organization. Number of participants that completed the program and mentored the next generation of program participants $250,000 from targeted WIRED initiative and Golden Leaf Foundation 5. The WSSU Entrepreneurial Fellows Program (EFP). The Center for Innovation in Health Disparities Research and the School of Health Sciences will partner with the Piedmont Alliance for Cancer Research and Education to develop an Entrepreneurial Fellows program. The program will provide innovative, practical, and interactive management education for WSSU students and healthcare providers to promote growth in healthcare businesses and to create an entrepreneurial healthcare network for Forsyth County. EFP goals are to (1) develop and sustain an innovative educational program for resolving critical management decisions of rapidly growing healthcare entrepreneurs; (2) cultivate an interactive learning environment via advisory groups responsible for expanding networking relationships to strengthen healthcare entrepreneurship in Forsyth County; (3) provide Entrepreneurial Fellows with one-on-one mentoring by experienced, successful healthcare entrepreneurs in North Carolina; (4) connect stakeholders to an interactive online network of alumni, mentors, and faculty; and (5) provide supervised opportunities for WSSU students and Entrepreneurial Fellows to apply to healthcare the same theory, skills and concepts that challenge existing businesses. Number of successful partnerships and individual projects $48,000 from industry partners in healthcare and WSSU internal research seed funds WSSU UNC Tomorrow Response, May 1, 2008; page 69

70 6. International Center for Motorsports Business Research. The motorsports industry has performed very little research investigating diverse populations, marketing, facility management, and similar topics. Therefore, there is great potential for the faculty and students in the Motorsports Management program to build systems to meet this growing need. The Center would be a clearinghouse for motorsports-related topics; would publish an academic journal; and would conduct and disseminate research. Center activities would focus on conducting research with practical application to the global motorsports industry, the goal being a centralized location where industry professionals and academicians generate and disseminate new knowledge to enhance the business efficiency of motorsports in the regional, national, and global marketplaces. The Center would also develop and conduct industry-related professional development conferences and seminars, international scholarly gatherings, and the publication of an academic journal for broader distribution of specific motorsports business content. Finally, the Center would seek out current motorsports businesses in North Carolina and encourage them to participate in the research opportunities that would be provided to enhance their current organizations. Ultimately, the benefits of having the Center in North Carolina would continue to draw motorsports teams, suppliers, and related organizations to the state while establishing the Center as a hub of motorsports research advancing investigations into new topic areas. This initiative will be assessed based upon scholarly research production and application of that research to the motorsports industry. It will also be assessed based upon the number of motorsports-related businesses who use the Center s resources. Cost and Funding Financial investment for an International Center for Motorsports Business Research would be substantial, especially if new physical facilities were designed and built. Funding for an academic journal could be provided for via the shifting of internal resources within the SOEHP or the institution. There is great potential from corporate sources to fund the development of these improvements. Funding could also result from the reconfiguration and allocation of current university resources. 7. The WSSU Forensics Laboratory is designed to support service to law enforcement, scholarly research activities in genomics, and student training for workforce development. The WSSU Forensics Laboratory was developed in response to a tremendous interest from students, a large SBI sample backlog, and a substantial commitment to molecular biology and genomics housed in the Department of Life Sciences. It contains four distinct laboratory modalities, each with separate and distinct functions, representing broad categories of forensic sciences. The four functions are biological and genetic sciences, microscopy, wet chemistry, and analytical instrumentation Most of the laboratory is housed in a rented facility, the R.J. Reynolds Bowman Gray Technical Center, while computer forensics will reside in the Elva Jones Computer Sciences Building on campus. The partnering academic units (WSSU s Life Sciences, Computer Sciences, Chemistry, Clinical Laboratory Sciences, and Physical Therapy Departments) enable the Forensics Laboratory to implement cost-sharing and maintain essential expertise while helping to build a research intensive infrastructure. A wide range of activities are supported including structural and synthetic chemical characterization; bio-analytical quantification of environmental pollutants, narcotics, and drug/metabolites; proteomics; DNA synthesis and sequencing; and human identity testing projects. Operational challenges include the development of accounting protocols and administrative policies that cross departmental lines to maximize investments and foster positive contractual and research outcomes. WSSU UNC Tomorrow Response, May 1, 2008; page 70

71 Provision of analytical support to customers to meet their needs for efficient, timely results. A 10,000-square-foot wing in the proposed addition to the existing sciences building is being designated for the lab and will cost $300,000. Short-term funding ($90,000) for two SPA positions (Laboratory Supervisor and Office Assistant III), educational supplies ($35,000), and instrument maintenance agreements ($8000 per year) are needed to execute the program until receipts from services and fees exceed expenditures. The Department of Life Sciences will contribute one Research Technician I position for laboratory support and it is anticipated that other partnering academic units will develop an SPA position for ancillary laboratory activities. Building a fiscal management process for receipts and fees charge for intra- and extramural services and sample analysis could alleviate a significant portion of the operating budget. WSSU UNC Tomorrow Response, May 1, 2008; page 71