2.0 Core Requirements
3.0 Comprehensive Standards
4.0 Federal Requirements
|3.4.9 Academic Support Services|
|Friday, 04 September 2009 15:52|
The institution provides appropriate academic support services.
Responsible Unit: Division of Academic Affairs
The range of academic services provided by North Carolina Agricultural and Technical State University (NC A&T State University) in support of its student population is broad. Academic support services that are directly connected to specific classes include faculty office hours, course laboratory and oratory sections, teaching assistants support, supplemental instruction and Academy for Teaching and Learning. Services designed to help students with academic success are: Academic Bridge Program, First Year Experience, Honors Program, Center for Academic Excellence, Retention Advisors, University Studies, Academic Advising, Counseling Services, Veteran and Disability Support Services, Multicultural Student Center, Trio Program, International Students and Scholars Office, University Library Services, Information Technology, Distance Learning, International Programs, Evening and Weekend programs and Tutorials. The Office of Career Services is the major unit for aiding students in career decision making. Administratively, these services operate under the Division of Academic Affairs or the Division of Student Affairs. The assessments of these programs are documented in each annual report that outlines the unit's mission, goals, key indicators of progress, outcomes/results of goals and data summary and productivity measures . Sample annual reports for the programs included in Principal 3.4.9 are available in the supporting documents. (See Principal 188.8.131.52.)
Course-Specific Support: Faculty members are to hold weekly office hours in support of their classes and for academic advisement. During this time students can walk-in or schedule appointments to discuss problems occurring in classes and/or academic degree progress.
Assigned by a Department Chairperson, a Graduate Teaching Assistant (GTA) usually serves in an instructional role in a course within a specific department. GTAs may perform pedagogical functions, such as preparing lectures, teaching classes, constructing and grading tests, holding conferences, assigning course grades, or providing support for the faculty member in charge of the course. In all cases, the GTA works under the supervision of a faculty member.
To be eligible, all Graduate Assistants must be fully admitted to a graduate program, devoting full-time study toward a degree, and cannot work more than 20 hours per week. To be considered for an assistantship, a student must not hold non-degree, special or probationary status at the university. Additionally, candidates for graduate assistantships must:
Marketing and Access: The School of Graduate Studies offers two orientation and training sessions during the academic year to prepare graduate assistants for their roles and responsibilities. Normally, Graduate Teaching Assistants are assigned to teach only one class per semester, but may be assigned to teach a maximum of two classes. Some graduate assistants are assigned to teach freshmen classes. A limited number of graduate assistantships are available to qualified individuals. The student is assigned to assist a professor or a department for a limited number of hours for the duration of the assistantship.
Supplemental Instruction Program (SI): Supplemental Instruction is a student academic assistance program that utilizes SI Leaders (peer-assistants) to facilitate regularly scheduled, informal weekly study sessions of specific, historically difficult courses. This program is provided by the Center for Academic Excellence.
Marketing and Access: Supplemental Instruction utilized several methods of communication to provide knowledge and access of services including: brochures, flyers, bookmarks and classroom bulletin boards decorated with SI information. Also SI coordinators visited SI linked classes to promote the purpose and session times.
Data: The University identified 17 undergraduate High Failure Courses, 11 of which were first-year level courses based on the criteria: 30% or more of the students enrolled received a grade of either F (failure), W (withdrawal form the course), or I (incompletion of required work). Four courses (Chemistry 100- Physical Science; Chemistry 106 - General Chemistry VI; Mathematics 101- Fund. of Alg. & Trig; Mathematics 131- Calculus I) were selected for the program pilot based on the average percent of unsuccessful Enrollments (F, W, I). Total Final Graded Enrollment for these courses was 188 students with 90 students participating in SI (48%). The total number of sessions offered was 195. The DFW rate for the SI group was 62.4% as compared to 73.2% for the non-SI group. The mean Student Satisfaction with the SI Leader (1= low, 5= high) was 4.3.  Other SI Programs exist on the campus in the College of Engineering and the First Year Experience Program.
Evaluation and Improvement: Student evaluations were conducted in all SI linked classrooms. The SI sessions empowered students with collaborative and active learning and study strategies to aid them in conquering these high failure rate courses.
Academy for Teaching and Learning (ATL): The Academy for Teaching and Learning (ATL) is a campus-wide resource for faculty members that: increases faculty knowledge of the factors that affect student learning, encourages scholarly teaching grounded in research on student learning, and promotes the scholarship of teaching and learning, including classroom-based research, assessment of learning outcomes, public sharing of effective teaching practices, and basic research on teaching and learning issues .
Marketing and Access: The ATL utilized several methods of communication to provide knowledge and access of services including: brochures and pamphlets, press releases, updated web page, email listserv, articles in Aggie Update and A&T Today, workshops and orientations.
Data: During 2007-2008 , the ATL made several significant contributions to the university community. Major contributions of the unit include:
Evaluation and Improvement: ATL conducts surveys and uses an Advisory Board for feedback, while using surveys and formative assessments on programs with new faculty. Moving forward, ATL will implement a Faculty Grant Assessment to determine the benefits of the awards, assessment on courses/curriculum, a Junior Faculty Teaching Award, and time change of workshop sessions.
Academic Bridge Program (ABP): The Academic Summer Bridge Program was implemented at NC A&T State University Summer 2007 and operates under the University's Summer Sessions and Outreach program. It is a 5-week, rigorous, residential program for a select group of twenty (20) entering first-year students who become a part of an exciting learning community that engages them through academic instruction, active learning, and social activities. The program is Mathematics and English intensive with participation in skills building workshops and seminars (e.g. time management, test taking, etc.).
Marketing and Access: The students for the Academic Summer Bridge Program were selected out of a group of students who had already been admitted to the University. Over 400 letters were sent out to new freshmen providing them with information about the program along with an application. The participants were chosen from those who responded with a completed application.
Data: As a method of assessment, English pre and post tests on Grammar and Mechanics and Writing were administered to all Summer Bridge students. Raw data indicates that the average score on the Grammar and Mechanics pre-test was 62% while the average post-test score was 78%. The average score on the Writing pre-test was 73% while the average post-test score was 82%.
Evaluation and Improvement: Based on grades from the English pre and post tests, most students made considerable to significant improvement. The average increase in score was about 25 points. The size of the average increase was consistent across various groupings of students. Students with low high school grade point averages had an average increase of 24.5 points. Those with low Math SAT scores averaged a 25.3 point improvement, while those with medium to high SAT scores had an average improvement of 24.5 points . (These results also suggest that the exam was reliable.)
At least two other Summer Bridge programs operate at the university: ELITE Summer Bridge Institute in the College of Engineering and Upward Bound Bridge Program in the Division of Student Affairs. The Talent-21 Summer Institute in the College of Arts and Sciences exposes incoming freshmen to pre-calculus or calculus courses and other mini-courses to encourage them to consider future research opportunities as well as to jump start them to a smooth transition to campus life .
Office of First Year Experience (FYE): The Office of First Year Experience acts as an advocate for first-year students, provides academic support to first year students, works in conjunction with faculty to monitor retention, acts as a resource for addressing the needs of first year students, and is dedicated to the goal of graduating all students. This program supports new and transfer students and provides a cohesive flow between school and personal life. The following services are offered to new and transfer students as they begin their first year experience:
Services are designed to build on areas of deficiency in prescribed subject areas. Additional resources are also available to fit the individual needs of the student.
The Honors Program (HP): The Honors Program (HP)  seeks to recruit and retain exceptional students by nurturing their academic development, broadening their cultural awareness by providing pre-professional leadership training and involving them in community service. The Honors Program offers high achieving and motivated undergraduates the opportunity to participate in student centered learning experiences that promote intellectual growth, cultural appreciation, international experiences, professional focus, leadership development, and civic participation, as well as helping students prepare for graduate school.
Marketing and Access: The HP utilized several methods of communication to provide knowledge and access of services including: recruiting activities, website, University bulletin, flyers and brochures.
Data: The HP welcomed 98 new freshmen (minimum 3.5 high school GPA and 1050 SAT) in fall 2007 and 95 students in spring 2008 totaling 481 members. Other data:
Evaluation and Improvement: An external review of the Honors Program was conducted by Tennessee State University's Director of Honors. HP also conducts exit surveys of graduating seniors.
Center for Academic Excellence (CAE): The Center for Academic Excellence promotes academic success of all students and cultivates life skills critical to timely graduation and global citizenship with emphasis on freshman and sophomore undergraduate students, ultimately increasing retention. CAE offers services and programs that include academic advising; supplemental instruction; tutorials; peer mentoring; male retention initiative; student athlete academic enhancement, monitoring, study hall, and learning assistance; and a curriculum offering developmental courses in reading and mathematics. CAE promotes student success by providing academic support, on-demand and intrusive advising, and facilitating choice of major and career direction to undeclared students (freshmen and sophomores) and student athletes. Student satisfaction with, integration in and adjustment to the University community through a first year orientation course (University Studies 100) is taught by many Academic Counselor/Lecturers in CAE.
CAE Academic Advising Program: CAE's Academic Advising Program coordinates the efforts of Academic Advisors campus-wide, guides and monitors undecided/undeclared students, and provides building activities and experiences that foster personal responsibility. The program worked collaboratively with the Office of Institutional Research to design and implement a new AdviseTrak data collection system for academic advisement. This instrument provides a consistent method for tracking student progress and simplified reporting features.
Marketing and Access: The Academic Advising program within CAE utilized several methods of communication to provide knowledge and access of services to include: websites, e-mail, newsletters, information sheets, workshops, presentations, orientations, and the University bulletin.
Data: During the 2007-2008 academic year, approximately 222 undecided students, representing 24% of undecided students eligible to declare a major were declared. Additionally, 138 students were awarded Dean's List recognition certificates, representing 15% of the undecided student population .
Evaluation and Improvement: Within CAE, there is an annual evaluation of all Academic Advisors to address their performance and areas of improvement as it relates to advising practices. In-service workshops are conducted on new advising trends. Additionally, Academic Advising staff holds memberships in the National Academic Advising Association (NACADA), and participate in local, regional, and national conferences for professional development and best practices.
Retention Advisors: Retention Advisors are placed in each school and college to assist with the overall retention efforts at the University. They provide academic advising to freshmen students, recruit school and college faculty for advising and professional development seminars/workshops, and serve as liaisons to the Center for Academic Excellence unit. These Retention Advisors are available and accessible to students to make referrals, track student progress, curriculum patterns, co-curricular activities, etc. They collaborate with the staff in the Center for Academic Excellence to design and monitor individualized academic enrichment plans that include supplemental instruction and tutorials.
Marketing and Access: Like the regular academic advising program in CAE, Retention Advisors utilized several methods of communication to provide knowledge and access of services to include: e-mail, information sheets, workshops, presentations, orientations, and school and college handbooks.
Data: A survey was developed by one Retention Advisor in the School of Business and Economics to assess student knowledge of the position and support services they felt were needed to persist. One hundred seventy-two students were surveyed within the School of Business and Economics .
Evaluation and Improvement: Retention Advisors were placed in each school and college summer 2008. Surveys were conducted spring 2009. Consequently, changes and improvements have not been made.
Tutorial Program and Computer Laboratories: CAE has two computer laboratories with access to the University's computer network and the Internet. Individualized and group tutorial sessions are available in freshman and sophomore level courses: chemistry, English, biology and mathematics. Writing tutorials are also available. The tutoring laboratories are open 9:00 a.m. to 7:00 p.m. Monday through Thursday, and 9:00 a.m. to 5:00 p.m. on Fridays. Computer laboratory attendants are available to provide assistance.
Marketing and Access: The Tutorial services utilized several methods of communication to provide knowledge and access of services including: flyers, email listserv, tutorial schedules distributed to all departments and classroom presentations.
Data: The combined tutorial visits for spring 2008 was 584, an increase of 311 visits over spring 2007 (273) or a 47% increase. There was a recorded 2,813 visits Spring 2008 to the Mathematics and Reading Skills Laboratories, an increase of 1,606 visits from over Spring 2007 (1,207) or a 43% increase. Spring 2008, most of the student's laboratory visitations were for Web/Email (51%) and Tutoring (21%), and others (28) included word processing, research, mathematics and reading software, etc.
Evaluation and Improvement: As a result of increased usage of tutorial services additional tutors and courses were added to meet high demands.
The Peer Advising Leadership (PAL) Program: Upper-class students are connected with freshmen students to support learning and success. Peer advisors are selected and trained to offer assistance in student adjustment, satisfaction, and persistence toward attainment of educational goals. Efforts were coordinated with 38 departments to select upper level students to serve as PALs.
Marketing and Access: The PAL program utilized several methods of communication to provide knowledge and access of services including; letters, emails, brochures, personal phone calls, assisting freshmen with transition during student orientation in their respective schools and colleges with academic advisement, welcome week activities, and straight talk sessions throughout the school year. Two training workshops for prospective PALs are held annually.
Data: During the 2007-2008 academic year, 71 PALs representing 38 academic departments across the campus participated in 13 programs and activities.
Evaluation and Improvement: For fall 2008, 25 new PALs were recruited from 38 departments and 46 PALs returned to provide peer leadership.
Male Retention Initiative (MRI): The Male Retention Initiative is a pilot program initiated within the Center for Academic Excellence to increase first and second year retention of male students. MRI enhances the matriculation of male students by confronting and addressing the obstacles encountered by this student population.
Marketing and Access: Beginning in fall 2008, the MRI program will have a blocked section within the UNST 100 (The University Experience) course that serves as a retention effort for first and second year male students. Within the course, the faculty will address academic and social issues that affect male students, as it relates to transitioning into the University environment.
MRI Students will be required to attend workshops throughout the semester that address basic issues related to academic and student success, including male responsibility, time management, study skills (learning and memory), writing skills (and the writing process), and effective oral and written communication.
Data: MRI was a pilot program implemented in fall 2008. No data for this program has been compiled at this time.
Evaluation and Improvement: At the conclusion of each MRI workshop, students will complete a survey to provide feedback on the content of the presentation. For further improvement on presentations and workshops, the student feedback will be used to highlight discussion topics that students feel directly relate to their academic success, address issues that the students feel need to be covered more in-depth, and to gauge discussion areas for future presentations.
Academic Curriculum: The Center offers credit courses in developmental education, including Basic Reading Skills (FRST 098) designed to strengthen the skills required for success in college and lifelong learning and Intermediate Math (MATH 099) designed to equip students with the fundamental skills and foundation needed for a successful transition into college mathematics.
Marketing and Access: Access was made available to the course through the fall and spring semester course schedule booklet. Students were placed in the course based on testing scores during student orientation period.
Data: The average enrollment in Intermediate Mathematics (MATH 099) classes for the 2007-2008 academic year was 167 students per semester. The average number of students passing the course was 138 students per semester. The passing rate in Intermediate Mathematics for the 2007-2008 academic year was 82%. The average enrollment in Basic Reading (FRST 098) classes for the 2007-2008 academic year was 158 students per semester. The average number of students passing the course was 118 students. The passing rate in Basic Reading for the 2007-2008 academic year was 80%. Provided instruction to 1044 students in 30 sections of University Studies (UNST 100), taught by eight academic counselors/ lecturers .
Evaluation and Improvement: The pass/failure rate from semester to semester is used as a means of evaluating the course content and teaching strategies to better meet the needs of the students. A seventy percent passing rate was the target for each course in the Center's academic program. Evaluation and data prompted the acquisition and utilization of on-line programs that enable the students to learn, practice and test math and reading concepts and gain immediate feedback with as much practice by the students as they desired. Additionally, the instructors spent less time with grading homework and tests which allowed for improved class preparation and delivery and increased one-on-one tutorials with students.
Student Athlete Academic Enhancement, Monitoring, Study Hall, and Learning Assistance Program: These programs provide academic support to all first-year athletes. The tutorial program is designed for upper-level athletes who are at-risk or who have demonstrated a need for tutoring in specific courses.
Marketing and Access: The Student Athlete program utilized several methods of communication to provide knowledge and access of services including: pamphlets, brochures, listserv, workshops, webpage, and presentations.
Data: Thirty-three percent (33%) of all student-athletes used the tutorials provided through the Student Athlete Academic Enhancement Program (SAAEP). Individual usage of tutorials varies by team. The student athletes' cumulative grade point average was 2.74 and semester grade point average was 2.83 for fall 2007. This represents a slight increase in semester grade point average and a minimal drop in cumulative GPA in fall 2007. Five athletes were honored with the distinction of Arthur Ashe, Jr. Scholars (3 Football and 2 in Men's Basketball). The SAAEP was also awarded over $42k in grants.
Evaluation and Improvement: Student athletes provided feedback to the program coordinator via surveys and were evaluated based upon GPAs. The evaluation and feedback prompted an increase in tutors and staff, extended tutorial days and hours, and the implementation of an on-line tracking system for athletes.
Annual Academic Fair (AAF): Hosted annually, the Fair provides a forum for departmental representatives to meet and recruit undecided/undeclared students.
Marketing and Access: Save-the-date notes are sent to all schools, colleges, and administration, followed by formal invitations within a reasonable date prior to the event. Announcements of the Annual Academic Affair are made in all UNST 100 classes, in addition to flyers that are disseminated campus-wide. Each of the seven schools and colleges have representation at the Annual Academic Fair and can complete Change of Major Forms on-site.
Data: For the 2005-2006 academic year, 198 students and 68 faculty members attended the Annual Academic Fair. For the 2006-2007 academic year, 220 students and 90 faculty members attended the Annual Academic Affair .
Evaluation and Improvement: The increase in student and faculty attendance indicates an improvement in the marketing of the program. Through further improvements, the intent is to generate greater student awareness of specific academic degree programs. After each Annual Academic Affair, there is a tendency for an increase in the number of Change of Major Forms to be processed soon thereafter.
University Studies (UNST): University Studies (UNST) is the interdisciplinary general education curriculum of NC A&T State University and provides the intellectual foundation for the University's degree-granting programs. Its goal is to provide students with a framework for critical inquiry that serves as a foundation for continuing academic development and life-long learning. University Studies applies discovery, inquiry, analysis, and application in the classroom to promote broad-based critical-thinking skills, effective written and oral communication of ideas, appreciation for diverse cultures, and commitment to ongoing civic engagement and social responsibility. Through coursework and co-curricular experiences, the University Studies core curriculum develops in students an understanding of the interdisciplinary nature of knowledge, encourages cross-disciplinary dialogue, and promotes the development of intentional learners who take responsibility for their learning.
Marketing and Access: The Division of University Studies utilized several methods of communication to provide knowledge and access of services including: the university bulletin, orientation activities, course presentations, and website.
Data: The University Experience (UNST 100) foundation course was revised in conjunction with assessment data collected in academic year 2006-2007. Significant revisions occurred which reverted UNST 100 to a "freshman survival skills" course based upon feedback from the other schools and colleges. .
Evaluation and Improvement: As a result of data collected, the syllabus for UNST 100 was significantly altered in academic year 2007-08 to meet the needs of student retention, specifically addressing study skills, time management, and test-taking skills. To determine if this revision was working, assessment of student learning was examined by use of a pre-and post-test analysis in fall 2008. This instrument contained 30 items relating to the specific learning objectives in the course. The pre-test was administered at the beginning of the semester, and the post-test, the exact items as the pre-test, was administered at the end of the semester. .
Academic Advising: Academic advising is an essential part of the educational process, as well as an important aspect of the teaching and learning process. Sound academic advising is the single most underestimated characteristic of a successful college experience. The primary function of advisors is to closely monitor the progress of their students while emphasizing the importance of accepting academic responsibility. Through proper advising, students are motivated to clarify their values, set goals, establish priorities, develop management and leadership skills, and understand their role in the academic system. All students are required to meet with their advisor in order to register for classes. Students admitted to NC A&T State University as freshmen or transfer students, who have not declared a major, are advised by the Center for Academic Excellence (CAE) .
Graduate student advising is provided by Graduate Faculty in the student's major department or program. The graduate advisor is appointed by the Coordinator of Graduate Programs. In addition, all graduate students must have a graduate advisory committee .
Marketing and Access: The academic advising program utilized several methods of communication to provide knowledge and access of services to include: workshops, websites, email, flyers, presentations, orientation, and the University Bulletin.
Data: Academic advising for declared students is provided by each individual school and college. Delivery of advising services varies by department. There is no known data that exists to evaluate effectiveness.
Evaluation and Improvement: Academic advising is evaluated through the National Survey of Student Engagement (NSSE). The NSSE is administered to freshmen and senior level students and the results are disseminated by the Office of Institutional Research & Planning to each school and college and to the University Academic Advising and Retention Team .
Counseling Services Center (CSC): The University's Counseling Service is the primary mental health service for NC A&T State University students. The CSC assists students in accomplishing their academic, personal, and career goals through therapy, testing, and enrichment programs.
Marketing and Access: The CSC utilized several methods of communication to provide knowledge and access of services including: the University bulletin, outreach and classroom presentations, workshops, email listserv, flyers, website and on-line mental health screening.
Data: In the 2007-2008 academic year, more than 4,300 counseling appointments, consultations, testing, and career assessments were provided to assist students in improving the emotional health needed to have a positive university experience. To assist with skill building for college success, more than 2,000 students, faculty and staff were provided classroom and outreach presentations and workshops. Members of the community were provided with more than 6,400 counseling sessions, workshops, outreach and classroom presentations, consultations, mandatory assessments, and information and awareness. Sixty two (62) crisis intervention sessions were held for students experiencing psychological emergencies.
Evaluation and Improvement: CSC uses a client satisfaction survey to determine how they can improve services. The data collected indicates an overall positive level of satisfaction by students with the services provided . CSC has changed times, locations, and how they advertise certain programs in accordance with customer feedback. The center has also added on-line mental health screening as suggested by the International Accreditation of Counseling Services to be in compliance with and a member of the organization.
Office of Career Services (OCS): The primary mission of the Office of Career Services (OCS) is to provide centralized, comprehensive and progressive programs, services and resources designed to prepare students to successfully pursue meaningful career opportunities. Continuous career development assistance is also available to alumni of the University . OCS centralizes the functions of full-time employment, summer internships, cooperative education, part-time employment, post graduation employment, and career counseling. Students are encouraged to register with the office  in order to fully benefit from the services offered which include: on-line registration and access to sign up for on-campus interviews, access to summer internship, co-op, full-time and part-time positions, cooperative (Co-op) Education Information Packets, free copies of Career & Campus Recruiting Guide and magazines such as Job Choices and Black Collegian, average Salary Offers & Cost of Living Index, Job Search Handbook for Education Majors, listing of on-campus interview schedules and information sessions, Career Days (Nurses, Graduate & Professional), Education Expo, fall and Spring Career Fairs, resume referrals, scholarship information, links to employer websites, job opportunities and career-related resources, employer resource materials, and other career-related resources   .
Marketing and Access: The OCS utilized several methods of communication to provide knowledge and access of services including: the University bulletin, Competitive Edge Newsletter, 3 satellite locations across campus, email listserv, website, career fairs, flyers, classroom/organization presentations, brochures, and pamphlets. Specific workshops and seminars hosted were entitled: Career Planning, Resume Writing, Interviewing Techniques, Dressing for Success, Self-Directed Job Search Techniques, Communication Skills, Cover Letters, What to Do with Your Major, Financial Planning, Transition from School to Work, Navigating Career Fairs, Applying to Graduate School, Evaluating Salary Offers and How to Apply for Summer Internships & Co-ops.
Data: OCS experienced growth in many areas throughout the 2007-2008 academic year: 
Evaluation and Improvement: Career Services uses evaluation forms and committee meetings after individual sessions and workshops to determine how services can be improved. Based upon feedback, the OCS has created walk-in hours, distance counseling (i.e. via phone or internet), networking events for specified majors, and implemented a system for on-line registration, assessments and on-campus interviews 
Office of Veteran and Disability Support Services (OVDSS) : The Office of Veteran and Disability Support Services (OVDSS) provides programs and services that address individual student's academic and personal development with the idea that all students have human worth, value and ability. This office implements the provisions of the Americans with Disabilities Act (ADA) that guarantees individuals with disabilities access to and benefits from all University programs and activities.
Marketing and Access: The OVDSS utilized several methods of communication to provide knowledge and access of services including: the University bulletin, outreach presentations, workshops, website, listserv, brochure and pamphlets.
Data: During the 2007-2008 academic year, the staff worked actively to increase disability awareness across campus and ensure that faculty understood their responsibilities under the law. OVDSS logged 2,948 student visits with 128 students with disabilities and approximately 280 Veterans officially registered .
Evaluation and Improvement: The OVDSS conducts an annual end-of-year survey to determine the effectiveness of their program. The feedback indicated the need for more services for those with attention deficit hyperactivity disorder. The office provided an increase to bi-weekly meetings for those students and increased contact with professors for timely interventions.
Multicultural Student Center (MSC): The Multicultural Student Center (MSC) provides programs and services that enhance the educational, personal, cultural and social development of a diverse population at NC A&T State University. The efforts of MSC are designed to increase the retention and graduation of students .
Marketing and Access: The MSC utilized several methods of communication to provide knowledge and access of services including: activities, newsletters, mentoring programs, surveys, counseling, website and a variety of program outreach services that focus on personal development and campus involvement.
Data: During the 2007-2008 academic year:
Evaluation and Improvement: The MSC uses surveys to obtain feedback from students and referrals to assist and support students. Improvements made based on students' feedback include: 1) Increased student voices in the planning of each event and in the number of collaborations with student groups and other campus programs. 2) Increased guidance to student leaders, including step-by-step training on how to manage programs, and offer more one-on-one mentoring. 3) Increased student leadership opportunities. 4) Increased number of service-learning opportunities. 5) Increased programming for international students (including soccer league, cultural events, holiday exchanges).
TRIO Programs (TRIO): The purpose of TRIO Programs at NC A&T State University is to provide educational opportunities for low-income, first generation college students, students with disabilities, and students from groups underrepresented in graduate education, to enroll in an undergraduate and/or graduate course of study and successfully persist to graduation.
The TRIO Programs consist of the Ronald E. McNair Post-Baccalaureate Achievement Program, Upward Bound, Upward Bound Math Science Program and Student Support Services Program. These programs are funded by the US Department of Education.
TRIO Program Descriptions: The Ronald E. McNair Post-Baccalaureate Achievement Program prepares and encourages underrepresented students to pursue graduate studies leading to a doctoral degree and careers in college teaching. It builds students' skills and learning abilities, establishes academic goals and enhances personal, social intellectual, and career development.
The Upward Bound provides academic counseling, advisement and support, financial assistance, instruction and cultural exposure to enable students to successfully enroll in an institution of higher education.
The Upward Bound Math and Science Program encourages participants to pursue a postsecondary education in math/science programs.
The Student Support Services Program (SSSP) provides support academically and financially, and cultural exposure to enable students to successfully persist in an institution of higher education until graduation and beyond.
Marketing and Access: The TRIO Program utilizes several methods of communication to provide knowledge and access of services to include: website, collaboration and partnerships with area middle and high schools, email, workshops, flyers, and presentations.
Data: During the 2007-2008 academic year: 
Evaluation and Improvement: Upward Bound Program is evaluated annually by a performance report to the U.S. Department of Education (USDOE). The Performance Report requires a review of their grant objectives and requires documentation to show objectives were met. Every two years a USDOE auditor conducts a site visit to review records, speak with staff, financial offices (Contracts &Grants, Division of Research, etc.) to ensure that funds are being utilized appropriately and that grant procedures are being followed.
The three components of Upward Bound: year long academic program, six-week summer residential program and the summer Bridge program are evaluated annually by students, staff, teachers, and tutors. The results are used to plan upcoming activities and make changes or modifications to current program services.
Transcripts and report cards are collected at the end of each grading period to assess students' performance in school and to make tutorial assignments during the academic year. A final review of transcripts helps to determine if tutorial assistance and instruction have been beneficial.
Following the summer program, teachers provide evaluations of student progress. These evaluations are used to determine the success of the summer classes and make instructional/tutorial assignments for the upcoming academic year program.
International Students and Scholars Office (ISSO): The International Students and Scholars Office provides an intellectual setting where each student can expand her/his sense of identification, belonging, responsibility, and achievement while promoting a globally diverse and culturally rich student population. The ISSO offers programs and services to and on behalf of international students, scholars, and exchange visitors.
Marketing and Access: Services and programs in the 2007-2008 academic year included a fall and spring orientation program for new students and scholars, a Global Issues workshop/luncheon, an International Education Week, which included a reception and a workshop/luncheon entitled: "Welcome to the United States: Making Cultural and Educational Adjustments," academic performance coaching and advisor consultations, conjoint multicultural activities, and public intellectual conversation forums.
Data: ISSO supports NC A&T State University's mission by providing its 153 international students (44 undergraduates, 63 graduates, 27 doctorates, and 19 OPT and non-degree seeking) with support services. A total of 1586 service requests were submitted for the 2007-2008 academic school year for services such as counseling, orientation, and housing assistance. .
Evaluation and Improvement: Programs and activities were assessed using personal interviews and surveys. It was determined that persons who actively participated in these programs and activities learned to: engage in discussion with others different from themselves; express and glean awareness of international and global issues from culturally different perspectives; utilize problem solving and conflict resolution skills during periods of stress and anxiety; take responsibility for their behavior when interacting with others who had different beliefs, behaviors, values, and worldviews; and, recognize the value of participating in activities that promoted "differences" (diversity) and "sameness" (community). Students also learned to show their ability to adapt to the challenges of living and studying in unfamiliar/culturally different environments. It was evident that students and scholars felt more comfortable articulating behaviors symbolizing growth and comfort in their ability to interact with others different from themselves. Finally, participants were able to articulate familiarity with the background and historical values of North Carolina A&T State University.
The Ferdinand Douglass Bluford Library : F. D. Bluford Library is the intellectual heart of the campus that provides a place for interaction, collaboration, study and reflection. Current holdings include more than 600,000 volumes in books, bound periodicals and government documents. Current subscriptions include approximately 75,000 print and electronic serials. The library is an officially designated selective depository for United States Government documents and North Carolina publications. Other holdings include a strong collection in microforms, video tapes and other audio visuals. Special collections are maintained in Archives and Black Studies.
Offering 24/7 service, the library staff is comprised of 50 full-time positions. Staff who provide direct or remote assistance to patrons comprises approximately 57% of the total staff while those who process materials and prepare them for access comprise 43%. To address current user needs, new seating, improved furniture layout, increased access to desktop computers, expanded network access, state-of-the-art collaboration rooms and upgraded workstations have facilitated greater interaction and engagement.
Marketing and Access: Virtual access via the Bluford Library website allows users immediate access to electronic indexes, full-text databases, and electronic books and journals. Special services are provided through library orientation, workshops, information literacy sessions, library tours, a library use instructional program, alerting service, interlibrary loan, document delivery, and 24-hour access. Additional marketing and access during the 2007-2008 academic year includes:
Data: During the 2007-2008 academic year:
Evaluation and Improvement: The LibQUAL+TM Survey, a suite of services that libraries use to solicit, track, understand, and act upon users' opinions of service quality, is used to help improve library services. These services are offered to the library community by the Association of Research Libraries. New databases were added to organize testing standards and codes, to synthesize and analyses research and development for engineering and computer science, to collect multidisciplinary titles, to collect engineering e-books, and to collect and analyze the library's collection by subject area to identify its strengths and weaknesses (Bowker's Book Collection Analysis).
The Division of Information Technology (DoIT) : The Division of Information Technology's (DoIT) purpose is to provide a broad range of administrative computing and computer-based training support. DoIT provides and manages a number of general purpose computer labs across the campus, with 10 buildings providing academic lab space on campus, a total of 560 PCs are available for students, staff, and faculty. The Support Services unit is led by a DoIT director and is responsible for determining standards for computer hardware, software, and related equipment; it ensures that such equipment is appropriate for the University's computing environment. Furthermore, Support Services provides assistance in information deliver, problem management, and technical troubleshooting for recommended hardware and supported software packages for the University and is responsible for managing and supporting institutional classrooms and public access computing labs. Additionally, Support Services consults with distributed IT professionals on campus regarding setting up and administering local area networks in their respective departments. The departments within this unit are: Aggie Technical Support (ATS), formerly Aggie Help Desk; Student Technology Services (STS); and Academic and Residential computer labs.
Student Technology Services (STS) is a work based campus program that is run by students for students. STS employs and trains NCA&T State University students regardless of major or background as computer consultants to other NCA&T State University students. This offers these employed students real life work experience and helps them develop key skill sets for the marketplace. STS provides assistance for students by handling the following requests for technical management and administrative assistance issues: Bluford Library laptop checkouts, ResNet (residential networking), systems and support, and security. 
Regarding the Academic and Residential computer labs, provided by Bluford Library, students and faculty are allowed to check out laptops for academic use. Students who live on-campus are provided access to 12 Residential Halls that have academic lab availability. The total number of PCs provided for residential use is 90  .
Marketing and Access: DoIT publishes a list of services and resources available for students, faculty, and staff use on its website's home page. Of particular importance is the Aggie HelpDesk. Aggie Technical Support is part of the Systems and Support Directorate within the Information Technology and Telecommunications Division. The Aggie HelpDesk provides technical support to all NCA&T State University faculty, staff, and students. This office can be reached via e-mail or by phone. Personal visits are also allowed in Room 24 of the Bluford Library. This service assists students, faculty, and staff with creating and managing their computer accounts and provides answers to common computer issues. The Computer Technician Analyst at the Aggie HelpDesk also serves as a consultant regarding installation, maintenance, repair, and purchase of computing systems. The Aggie HelpDesk works closely with NCA&T State University Bookstore and procurement to ensure that students and faculty are able to purchase hardware and software that is compatible with and supported by DoIT at competitive prices .
Additionally, DoIT offers:
Data: No data reported.
Evaluation and Improvement: The DoIT website provides an online feedback form to address modem and connection issues to ensure optimal network availability for all users.
Center for Distance Learning (CDL) : CDL develops and offers online courses that lead to the completion of academic degrees via the Internet and extension programs. Target markets for the eLearning degree programs were identified as safety and health occupations, military, and teachers. CDL has established a technical infrastructure to support online and extension course offerings through pedagogical excellence in all aspects and modes of university course delivery.
Marketing and Access: Target markets for the eLearning degree programs were identified as safety and health occupations, military, and teachers. The Occupational Safety and Health degree has been advertised internationally in an Army newspaper and on a web site, http://fac.ncat.edu/dist/eArmyu/index.htm. CDL has contact lists for teachers in five counties (Guilford, Forsyth, Alamance, Davidson, and Wake) that were generated for marketing purposes. In addition, CDL has a list of vocational directors to enable training and development of instructors. Contact lists were generated for safety occupations, waste disposal, fire safety and prevention, and occupational safety and health organizations. Present and future eLearning degree programs have been marketed to Fort Bragg Army Post (Fayetteville, North Carolina). Other marketing efforts were revitalized to include: online consortium websites, ads in magazines, newspapers, and on websites, public service announcements, tri-fold brochures, and departmental recruiting.
Data: There were 445 distance learning students enrolled fall 2007, up 18.7% from fall 2006, and 571 enrolled spring 2008, up 12% from spring 2007. CDL course offerings have increased by 20% over the past two years. Currently, there are over 480 online courses developed and offered in all colleges and schools at NC A&T State University: five Bachelor of Science online programs and four Masters of Science online programs. One Graduate Degree program is offered through an extension program and in conjunction with Indiana State University, NCA&T also offers an online Ph.D. program. CDL is also a key participant in the eArmyU and Service Members Opportunity Colleges (SOC) programs.
Evaluation and Improvement: At the conclusion of each semester, opinion surveys are distributed to students as a way to receive feedback on instruction and services. Out of the 504 students who were surveyed, 85% indicated that they were satisfied/somewhat satisfied with CDL services.
Office of International Programs (OIP): The Office of International Programs (OIP) encompasses all disciplines in the University and includes: academic exchange programs for students and faculty; international and cross cultural experiences through study abroad; managing agreements with overseas institutions; working with faculty to develop new international programs; the Global Studies Certificate Program; and global awareness activities through on-campus workshops, lectures, and various co-curricular, cultural and educational activities throughout the year to create a campus-wide global perspective.
Marketing and Access: To promote global awareness and understanding through student, faculty, and staff development, OIP sponsors several marketing campaigns including annual post card mailings to sophomores and juniors promoting study abroad; information tables on campus, as well as at the career fair, and freshman orientation. OIP also sponsors a variety of global awareness programs during U.S. International Education Week each November. An annual Study Abroad Fair gives students an opportunity to learn about various study abroad programs and meet representatives and students who have participated in the program. OIP also provides workshops for faculty on developing short term study abroad programs. Additionally, OIP manages the approval process for study abroad programs and associated credit. Advising, orientation sessions and workshops for students engaged in study abroad programs, international internship and service learning opportunities are also provided by OIP .
Data: During academic year 2007-2008, OIP sent the 200th student abroad for academic credit since its inception in 2000. That same year, sixteen (16) graduating seniors were awarded Global Studies Certificates. During summer 07 through spring 08 44 students studied in 21 countries and five (5) international exchange students came to North Carolina A&T State University .
Evaluation and Improvement: The OIP utilizes evaluation surveys to gain feedback from students after returning from their study abroad experience. In turn, this information is used to prepare students during a pre-departure orientation which is also evaluated (by participants and staff) for improvement.
Office of Evening and Weekend Programs (EWP): Evening and Weekend Programs provides innovative, high quality, affordable degree programs to nontraditional and adult students with limited or nonexistent access to traditional programming. The purpose of EWP is to collaborate with the University to coordinate scheduling, publicity, recruitment, and enrollment for EWP degree programs.
EWP collaborates with the Departments of Elementary Education, Liberal Studies, Manufacturing Systems, and Technology Education to schedule undergraduate programs accessible to evening students and promotes and recruits for graduate programs in Mechanical Engineering, Adult Education, and Technology Education. Collaboration with the Department of Construction Management and Safety resulted in the development of an Advanced Graduate Certificate/Degree Program in Emergency Management. Staff advised and provided mentorship for the Nontraditional Students Organization and sponsored and participated in outreach days, orientations, information sessions, and workshops for nontraditional students. The staff continues to meet with deans, chairs, and other administrators and takes advantage of opportunities to serve on committees that impact services and policies affecting the nontraditional student population.
Marketing and Access: Through its collaboration with several academic units on campus, including the Center for Academic Excellence, Division of Student Affairs, and the Center for Distance Learning, EWP staff serves on various campus committees and engage in other activities designed to promote an awareness of the needs of evening and non-traditional students. Data collected at open houses, recruitment sessions, walk-ins, and telephone inquiries continue to support the need to continue providing evening degrees and services for the many nontraditional students, both evening and day, pursuing an education at North Carolina A&T State University.
Recruitment efforts include offering information sessions, participation with open houses, community and corporate educational/career fairs, on-site recruitment at several community colleges, and telephone and walk-in inquiries. Through these and other venues, contact was made with more than 1,000 prospective students during 2007-2008 . For example, in conjunction with the Admissions Recruiters Education Association, EWP sponsored a recruitment fair at the Greensboro Public Library.
The Non-Traditional Student Organization (NTSO), sponsored by EWP, is designed to provide support and advocacy to nontraditional students at North Carolina A&T State University. Through the NTSO, students are able to receive support from other non-traditional students for academic and social interaction, participate in service activities, and help shape the organization's directions, initiatives, and services.
Additionally, EWP offers access to students through its website, which provides several links to news specific to EWP, including Resources for Success, Tips for Success, and a rolling calendar with updated information regarding degree programs and curriculum.
During the 2007-2008 academic year: 
Evaluation and Improvement: No data reported.
Campus Tutorial Programs: Academic Departments within the Schools and Colleges listed below offer tutorial programs for their students. These tutorials are in addition to those offered by the Center for Academic Excellence and are available to all students .
College of Arts and Sciences: Tutoring is available for all English courses through the University Writing Center; Upper-level majors and Work Study students provide tutoring in Chemistry, General Chemistry VI, Foreign Languages, and Liberal Studies. All math courses are tutored by faculty and student volunteers in Algebra & Trigonometry, Calculus I, II, and III. Differential Equations; Physics: General Physics I and II, College Physics I and II, Survey of Physics, Calculus I and II are tutored by Graduate Students. Tutoring is available for Visual and Performing Arts (Dance) by Faculty and Seniors. In Theatre Arts, senior students assist Freshmen.
School of Agriculture and Environmental Sciences: Tutorials provided by the Department of Family and Consumer Sciences are available for the Praxis II for Family and Consumer Science Education and Agricultural Education majors.
School of Business and Economics: The Zeta Sigma Chapter at NC A&T State University offers one-on-one tutorials in accounting courses. Math Tutorials are facilitated by an adjunct instructor for Business majors enrolled in MATH 111 (College Algebra & Trigonometry), MATH 112 (Calculus for Non Math Majors), MATH 131 (Calculus I), and MATH 132 (Calculus II). These tutorials are also offered as one-on-one: Business Communications, Economics & Transportation/Logistics, Elementary Statistics, Advanced Statistics, and Quantitative Analysis, Principles of Accounting I and II, Intermediate Accounting I, and Cost Accounting.
College of Engineering: Tutoring is available for General Engineering: GEEN 163 and 165; Computer Science: Supplemental Instructors tutor in Intro to Computer Programming, Computer Program Design, Data Structures, Design and Analysis of Computer Algorithms, Discrete Math, Pre-Calculus, and Calculus; Industrial and Systems Engineering: ISE Tutoring Program offers tutoring in Engineering Design and Ethics, Engineering Graphics, General Physics I and II, Calculus I and II, Pre-Calculus for Engineers and Scientists, General Chemistry VI; Mechanical and Chemical Engineering: Supplemental Instructors tutor on over 36 Mechanical and Chemical Engineering courses, in addition to MATH 131 and Calculus I.
School of Technology: Graphic Communication Systems and Technological Studies: Tutorials available within the CADD and Printing and Publishing concentrations.
Division of University Studies: University Studies: Tutorials available in UNST 120 (The Contemporary World), UNST 130 (Analytical Reasoning), and UNST 140 (The African American Experience.
Marketing & Access: Through the various Schools and Colleges, tutorial services are marketed via: e-mail listserv, newsletters, websites, flyers, and through workshops presented by faculty representatives for each respective tutorial program.
Living and Learning Communities: The Department of Housing and Residence Life strives to promote educational excellence in the Residential Community and increase retention for NCA&T State University. Through strong collaborations with Academic Affairs and Student Affairs, the Aggie Living and Learning Communities enable residents to experience a more educationally enriched community supporting his/her academic and career aspirations. Moreover, the Department of Housing and Residence Life recognizes the importance of life skills for the employability of our students. These communities focus on a Residential Curriculum guiding students toward competencies in critical thinking and reasoning skills, social and civic responsibility, character, ethics, and communication. Current Living and Learning Communities implemented by the Department of Housing and Residence Life are:
The Academic Intensive Community seeks to create an environment that supports the desire of students to focus more on academic studies. There are strict community rules residents must follow to remain. Students must also sign community agreements complying with the 24-hour quiet policy, visitation policy, and a 2.8 minimum semester GPA requirement.
The Wynn-Vines Learning Community for Nursing Students promotes excellence in nursing through core study groups and School of Nursing and Residence Life sponsored programming. The Community is supervised by a Resident Assistant who is also a nursing major.
The Engineering Community fosters learning and educational development of students majoring in engineering at the university.
The Aggie Leadership Institute is a Residential Leadership Community that seeks to enhance students' leadership skills while enabling them to become more diversified leaders within the community.
The First Year Experience program is designed to assist students in adjusting to college life. The program encourages campus involvement in events, joining campus organizations, and taking advantage of academic support services available on campus. Students are engaged in topical discussions on issues college students face at a Historically Black College and Institution.
The NCA&T Teaching Fellows Program mission is to provide academically and culturally enriched preparation opportunities that extend well beyond the regular college experience. Students are challenged and motivated to become dynamic educators, as well as an asset to their community. This program pays specific attention to the student as an individual and works diligently to foster his or her personal growth and development.
The Honors' Community offers talented students a chance to step beyond the classroom and utilize the residential community to explore and experience the best that NCA&T State University has to offer. The program is designed to take advantage of classroom space in the residence hall to hold workshops, seminars, and programs designed to expose honors students to leadership development and support their need to do their best work. Moreover, Honors students are hired to serve as Resident Assistants in the Honors' Community. The Resident Assistants supervise, manage, and program for the residents with the Honors' Program in mind .
Supporting Documents  Survey, NSSE Data Website, 2003
 DoIT, Website
 Aggie Tech Talk Newsletter
|Last Updated ( Tuesday, 25 May 2010 14:05 )|