140p. AVAILABLE FROM - ERIC · DOCUMENT RESUME. HE 031 639. Long-Range Planning: 1998-2003. North...

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DOCUMENT RESUME

HE 031 639

Long-Range Planning: 1998-2003.North Carolina Univ., Chapel Hill. Board of Governors.1998-01-09140p.University of North Carolina, General Administration, P.O.Box 2688, Chapel Hill, NC 27515-2688.Reports - Descriptive (141)MF01/PC06 Plus Postage.Degrees (Academic); Enrollment Projections; HigherEducation; Institutional Mission; *Long Range Planning;Mission Statements; *State Universities; *Strategic Planning*University of North Carolina

This document presents the five-year (1998-2003) plan forthe University of North Carolina that was approved by the institution's Boardof Governors. Following a letter of transmittal to the state's executive andlegislative leaders, Part 1, an introduction, explains the plan's developmentand lists and locates the state's 74 public and 45 private postsecondaryinstitutions. Part 2 presents an overview of the demographic, economic, andeducational context within which the university operates, includingenrollment projections through fall 2006. Part 3 identifies planningassumptions and summarizes the six interrelated strategic directions neededto fulfill the university's mission; also addressed is progress achieved inaddressing strategic directions of the previous long-range plan. Part 4 setsforth the overall mission for the University of North Carolina and notesrelevant constitutional and statutory mandates. Part 5 presents the generalacademic mission for each of the 16 constituent institutions, includingeducational mission, descriptive classification, all currently authorizeddegree programs, all new programs authorized under the 1998-2003 plan, and anorganization chart. Part 6 outlines the schedule for future planning. Nineappendices provide enrollment figures by discipline, an inventory of degreeprograms, a summary of programs to be established and discontinued, andinstitutional research institutes and public services units. (DB)

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Reproductions supplied by EDRS are the best that can be madefrom the original document.

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ILInes E Shepard. Rounder

NOR714 CAROLINASCHOOL. OP TILE ARTS

LONG-RANGE PLANNING1998-2003

THE UNIVERSITY OF NORTH CAROLINABOARD OF GOVERNORS

U.S. DEPARTMENT OF EDUCATIONOffice of Educational Research end ImprovementjUCATIONAL RESOURCES INFORMATION

CENTER (ERIC)This document has been reproduced asreceived from the person or organizationoriginating it.

0 Minor changes have been made toimprove reproduction quality.

Points of view or opinions stated in thisdocument do not necessarily representofficial OERI position or policy.

1998

1

PERMISSION TO REPRODUCE ANDDISSEMINATE THIS MATERIAL HAS

BEEN GRANTED BY

University of N.C.

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)

0

6,LPITIR TO LEARN. DEPART TO SERVE,

MEMBERS OF THE BOARD OF GOVERNORSTHE UNIVERSITY OF NORTH CAROLINA

Benjamin S. Ruffin, Winston-SalemVice Chairman

Bradley T. AdcockDurham

G. Irvin AldridgeManteo

Lois G. BrittMount Olive

F. Edward Broadwell, Jr.Asheville

Robert J. BrownHigh Point

William T. BrownFayetteville

Bert CollinsDurham

Orville D. Coward, Sr.Sy lva

Terry Eaton**Charlotte

Ray S. FarrisCharlotte

John C. FennebresqueCharlotte

H. Frank GraingerCary

James E. Holshouser, Jr.*Southern Pines

Larnie G. Horton, Sr.Raleigh

C. Ralph Kinsey, Jr.Charlotte

Helen Rhyne MarvinGastonia

*Member Emeritus**Ex Officio

C. Clifford Cameron, CharlotteChairman

3

John F. A. V. Cecil, AshevilleSecretary

Timothy Keith MooreShelby

W. Kenneth Morgan, Sr.Jacksonville

Maxine H. O'KelleyBurlington

Cary C. OwenAsheville

Barbara S. PerryKinston

D. Wayne PetersonPinehurst

Earl N. Phillips, Jr.High Point

Jim W. Phillips, Jr.Greensboro

Samuel H. Poole*Raleigh

Marshall A. RauchGastonia

Paul J. RizzoChapel Hill

J. Craig SouzaRaleigh

Joseph E. ThomasNew Bern

Robert F. WarwickWilmington

James Bradley WilsonDurham

LONG-RANGE PLANNING1998-2003

THE UNIVERSITY OF NORTH CAROLINA, BOARD OF GOVERNORS

ADOPTED, January 9, 1998

m-o

2000 copies of this public document were printed at a cost of 6,500.00, 3.25 per copy.

Appalachian StateUniversity

East CarolinaUniversity

Elizabeth CityState University

Fayetteville StateUniversity

North CarolinaAgricultural andTechnical StateUniversity

North CarolinaCentral University

North CarolinaSchool orthe Arts

North CarolinaState Universityat Raleigh

University OfNorth Carolinaat Asheville

University ofNorth Carolinaat Chapel

Unhersity ol'North Carolinaat Charlotte

University ofNorth Carolinaat Greensboro

University ofNorth Call) linaat Pembroke

University ofNorth Carolinaat %Vilmington

1Nestern CarolinaUniversity

NVinston-SalemState University

%It Kqual Opptirtunity/Winn:ince ActionEmployer

The University of North CarolinaBOARD OF GOVERNORS

C. C. CAMERON, C/zairnian1970 Two First Union CenterCharlotte, NC 28288-0016

January 9, 1998

The Governor of North CarolinaThe Lieutenant Governor of North CarolinaThe President Pro Tempore of the SenateThe Speaker of the House of RepresentativesThe Members of the Advisory Budget Commission

Ladies and Gentlemen:

I transmit to you, and through you to the members of the General Assembly and otherappropriate state officials, a revised and updated long-range plan for the University ofNorth Carolina.

The revised plan reflects the work of many persons at every level within the Universityto delineate missions, establish major directions and strategies, and set programmaticpriorities for the University and its constituent institutions.

In Part II of the plan you will find a survey of the demographic, economic, andeducational context within which the University operates. This context provides thebackground upon which the plan is based. .Part II also contains enrollment projectionsfor the University through the fall of 2006.

Part III identifies planning assumptions and summarizes six interrelated strategicdirections which the Board of Governors will pursue in the fulfillment of theUniversity's mission during this planning period. It also reviews the progress made inaddressing strategic directions adopted in the previous long-range plan.

Part IV sets forth a statement of overall mission for the University and notes theconstitutional and statutory mandates which help to shape that mission.

Specific institutional mission statements and proposed academic program changes, aswell as the general principles and priorities which have guided and will continue toguide our decisions on program development, are contained in Part VI.

The strategic directions and specific strategies outlined in this plan are clearlyresponsive to the higher educational needs of the state and its citizens and reflect theboard's commitment to be a good steward of the resources which they have sogenerously and consistently provided to the University.

Respectfully yours,

C.Clifford CameronChairman

BEST COPY AVAILABLE

Be it resolved by the Board of Governors of the University of NorthCarolina:

1. That the document entitled Long-Range Planning, 1998-2003 is approved; and

2. That the President be authorized to make such editorialimprovements in the document as she finds necessary inthe interest of accuracy and completeness and to have itprinted and distributed.

ADOPTED, January 9, 1998.

7

Table of Contents

Page

Letter of Transmittal, Chairman to Governor, et.al

Resolution of Board of Governors

Table of Contents

List of Maps, Tables and Figures iv

Introduction

A. Preparation of the Plan 1

B. The Scope and Content of the Plan 1

IL The Context

A. North Carolina's Population 6

B. North Carolina's Economy 9

C. Health and Well-being of North Carolina's Citizens 12

D. Education in North Carolina 14

IIL Strategic Directions

A. Planning Assumptions 19

B. Progress on Strategic Directions of Previous Long-Range Plan 20

C. Strategic Directions for the Planning Period 1998-2003 25

IV. The Mission

A. General Mission of the University of North Carolina 29

V. General Academic Missions of the Constituent Institutions

A. Institutional Classification 32

B. Academic Program Development 33

Appalachian State UniVersity 35East Carolina University 39Elizabeth City State University 43Fayetteville State University 46North Carolina Agricultural and Technical State University 49North Carolina Central University 53North Carolina School of the Arts 56North Carolina State University at Raleigh 58The University of North Carolina at Asheville 63The University of North Carolina at Chapel Hill 66The University of North Carolina at Charlotte 73The University of North Carolina at Greensboro 77The University of North Carolina at Pembroke 82The University of North Carolina at Wilmington 85Western Carolina University 88Winston-Salem State University 92

VI. Schedule for Future Planning

A. Revision of the Long-Range Plan 95

B. Planning and Establishing New Programs, Centers and Institutions 95

C. Conclusion 95

List of Maps, Tables and Figures

Map/Tables/Figures Title Page

Map

North Carolina Post-Secondary Institutions 1997-98 3

Tables

1 Recentered SAT Score Trends 14

2 Higher Education in North Carolina 15

Figures

1 Population Growth Rates: 1991-1996 6

2 Population Change by Region: 1990-1996 6

3 N.C. Population Growth: 1990-1996 6

4 Percent of Urban Population: 1900-1990 7

5 Composition of N. C. and U.S. Populations: 1994 7

6 Percent of N. C. Population by Age: 1995-2025 7

7 Projected N. C. Dependency Ratio: 1995-2025 8

8 Population Change 1990-95 in N.C.'s Seven Economic Regions 8

9 The Changing Composition of the N.C. Workforce: 1973-2003 9

10 N.C. Industry Wages: 1977-94 9

11 Leading N.C. Exports: 1996 10

12 Per Capita Personal Income: 1996 10

13 Changing Workplace Demands 11

14 Economic Growth by Region: 1994-1995 1 I

15 Poverty and Unemployment Rates: 1991-1996 12

16 Trends in N.C. Poverty Rates by Age Group: 1991-1996 12

17 U.S. and N.C. Mortality Rates per 100,000 13

18 Growth in Medicaid and Uninsured 13

19 Annual Earnings by Education Level: 1975-1994 13

20 Educational Attainment of Persons 25 and Older 14

iv

21 Fall Enrollment in N.C. Colleges and Universities (Percent Minority) 15

22 Fall Enrollment in N.C. Colleges and Universities (Percent Women) 15

23 Fall Enrollment in N.C. Colleges and Universities (Percent 25 & Older) 16

24 Fall Enrollment in N.C. Colleges and Universities (Percent Part-Time) 16

25 Fall Enrollment in N.C. Colleges and Universities (Percerr.ibut-of-State) 16

26 Fall Enrollment in N.C. Senior Colleges and Universities (Percent Grad/FP) 16

27 Pools of Potential In-State Students (Actual and Projected) 17

28 UNC Going Rate of N.C. High School Graduates: 1987-1997 17

29 Total UNC Headcount Enrollments (Actual and Projected): 1986-2006 18

Appendix

A-2-1 Upper-Division Undergraduate and Graduate Headcount Enrollment by Discipline in theUniversity of North Carolina, Fall 1986-Fall 1996 99

A-5-1 Inventory of Postsecondary Certificate and Associate Degree Programs inthe University of North Carolina . 100

A-5-2 Summary of Programs Approved for Establishment by the Board of Governors forConstituent Institutions of the University of North Carolina byProgram Area and Level, July 1972 November 1997 . 101

A-5-3 Summary of Programs Discontinued by the Board of Governors at Constituent Institutionsof the University of North Carolina by Program Area and Level,July 1972 - November 1997 . 102

A-5-4 Program Development Recommendations in Long-Range Plans 103

A-5-5 Interinstitutional Research Institutes and Centers of the University of North Carolina 104

A-5-6 Institutional Research Institutes and Centers at the Constituent Institutionsof the University of North Carolina 105

A-5-7 Interinstitutional Public Services Unitsof the University of North Carolina 110

A-5-8 Institutional Public Service Units at the Constituent Institutionsof the University of North Carolina 111

Continuous and flexible planning has been amajor activity and concern of the Board of Governorsof the University of North Carolina ever since theboard was created in 1972. The board adopted itsfirst long-range plan in 1976. Since that time it hasadopted nine revisions to the long-range plan.

The most extensive and significant revisionof the original plan was adopted by the board in1992. Early in 1990, the President and the Board ofGovernors called for a comprehensive review andreassessment of the currently assigned missions ofeach of the institutions within the University of NorthCarolina. Each institution reviewed its currentacademic program offerings, its research and servicefunctions, its administrative structure, and itsenrollment patterns and trends to identify areas wherechange was needed.

Before making his recommendations to theBoard of Governors, the President asked fourdistinguished consultants to review the materials andgive him their recommendations. The board'sCommittee on Educational Planning, Policies, andPrograms considered the consultants' report and thePresident's recommendations and, in turn, submittedits report to the full board in February 1992. Theboard approved the report at its March meeting andinstructed the President to prepare a revised long-range plan for the University of North Carolina forthe period 1992-93 through 1996-97. Long-RangePlanning, 1992-97 was adopted by the Board ofGovernors in November 1992.

Long-Range Planning, 1994-99, a revisionof the 1992 document, was adopted in 1994. Theschedule for future planning called for a revised planto be adopted in 1995 in order to return to the normalcycle of revising the University's plan in odd-numbered years, a cycle that was interrupted owingto the length of time required to prepare the 1992-97plan. However, the large number of special studiesmandated by the 1995 session of the GeneralAssembly preempted preparation of a 1995 revision.Instead a "supplement" to the 1994-99 plan,Supplement to Long-Range Planning, 1994-99, wasadopted to address changes that could not bepostponed until the preparation of the next scheduledplan, the 1998-2003 long-range plan.

A. Preparation of the Plan

This five-year plan, covering the period1998-2003, revises and updates the 1994-99 plan andthe supplement adopted in 1996. Guidelines for theparticipation of the constituent institutions in the

Introduction

1

preparation of this plan were sent to the chancellorsin January 1997. The Committee on EducationalPlanning, Policies, and Programs began itsconsideration of the various components of the planin May, when it received a report on theaccomplishment of the strategic directions adopted inSupplement to Long-Range Planning, 1994-99. Inthe months that followed, the committee consideredand acted upon the other sections of this plan, whichwas formally adopted by the Board of Governors inJanuary, 1998.

B. The Scope and Content of the Plan

Part II of this plan contains a survey of thedemographic, economic, and educational contextwithin which the University operates and providesthe background upon which the plan is based.Enrollment projections for the University of NorthCarolina through the fall of 2006 are also provided.

Part III identifies planning assumptions andsummarizes six interrelated strategic directions whichthe Board of Governors will pursue in the fulfillmentof the University's mission during this planningperiod. It also reviews the progress made inaddressing strategic directions adopted in theprevious long-range plan.

Part IV sets forth a statement of overallmission for the University of North Carolina andnotes the constitutional and statutory mandates whichhelp to shape that mission.

Part V presents the general academicmissions for the constituent institutions, including foreach of them: a general statement of its educationalmission; its descriptive classification; all currentlyauthorized degree programs; all new programsauthorized for planning in the period 1998-2003; andan organizational chart showing primarily theacademic structure of the institution.

Part VI outlines the schedule for futureplanning.

The strategic directions and theprogrammatic thrusts contained in this plan constitutean ambitious agenda. Nevertheless, they reflect adeep commitment to respond to genuine needs and tocontribute to the development and well being of thestate and its citizens. If the University is to fulfill itsproper role, the chancellors, the President, and theBoard of Governors must plan for the future with theconfidence and hope that the citizens of NorthCarolina will continue their strong support for highereducation.

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12

13

II. The Context

Higher education has long played a vital rolein the economic, political, and social life of NorthCarolina. One of the first actions of the State ofNorth Carolina after it declared independence in 1776was to adopt a Constitution which directed in partthat "all useful Learning shall be duly encouragedand promoted in one or more Universities."[Constitution of North Carolina, Sec. 41 (1776)] TheGeneral Assembly of 1789 responded to that mandateby chartering the University of North Carolina andendowing it with the escheats to which the State assovereign was entitled.

In 1868, the new State Constitution gavemore explicit recognition to the University, as did an1873 constitutional amendment. Throughout thatperiod, the University at Chapel Hill was the onlystate-supported institution of higher education inNorth Carolina.

Between 1877 and 1969, the GeneralAssembly created or acquired for the state the otherinstitutions that are today part of the University ofNorth Carolina. Those institutions, identified by theircurrent titles and the dates when they became stateinstitutions, are Fayetteville State University (1877),North Carolina State University at Raleigh (1887),the University of North Carolina at Pembroke (1887),the University of North Carolina at Greensboro(1891), North Carolina Agricultural and TechnicalState University (1891), Elizabeth City StateUniversity (1891), Western Carolina University(1893), Winston-Salem State University (1897),Appalachian State University (1903), East CarolinaUniversity (1907), North Carolina Central University(1923), North Carolina School of the Arts (1963),The University of North Carolina at Charlotte (1963),The University of North Carolina at Asheville(1963), and The University of North Carolina atWilmington (1963).

The Higher Education Reorganization Actof 1971 "redefined" the University of North Carolinaand "redesignated" the constitutional Board ofTrustees of the University of North Carolina as the"Board of Governors of the University of NorthCarolina." Thus, the University of North Carolina istoday the same legal entity that was created in 1789,despite changes in the name of its governing board,the number of its campuses, its size and scope, andalmost every other particular aspect of the institution.

In 1963, three community colleges and 20closely related industrial education centers and

technical institutes were combined to form theCommunity College System. Between 1964 and1968, all of the industrial education centers becametechnical institutes or comprehensive communitycolleges. Today, the North Carolina CommunityCollege System includes 58 community colleges ortechnical colleges and institutes, plus a Center forApplied Textile Technology. That system isgoverned by the State Board of Community Colleges.

Along with the public colleges anduniversities, a significant private sector of highereducation has long contributed much to the life of thestate. That sector developed, for the most part, in thecentury and a half since 1830. There are currently 38private colleges and universities in North Carolina.One of the 38, Salem College was founded as anacademy in 1772, and Louisburg College evolvedfrom Franklin Academy which was chartered in 1787and reopened its doors in 1805, and five of them tracetheir origins to the decade of the 1830s: Wake ForestUniversity (1834), Davidson College and GuilfordCollege (1837), and Duke University and GreensboroCollege (both in 1838). Of the remainder, 22 werefounded in the 19th century, and nine in the 20thcentury (five of them since 1950).

All of these institutions of higher educationaffect, and in turn, are affected by, their social andcultural environment. The following survey of thedemographic, economic, and educational contextwithin which they operate provides the backgroundfor this plan.

The first section notes the changingcharacteristics of the population and the rate andnature of recent and projected population growth.The section on the economy examines the majoreconomic changes in North Carolina over the pastdecade. The growth in income and employment, therestructuring of the economy, the emergence of aglobal market, and rapid technological changes areanalyzed to determine their impact upon highereducation. The third section surveys the health andwell-being of North Carolina's citizens.

An examination of the changingcharacteristics and trends in higher educationenrollments, the level of educational attainment in thestate, and the academic preparation of studentsentering colleges and universities, is followed byenrollment projections for the University of NorthCarolina through the fall of 2006.

5 14

A. North Carolina's Population

A rapidly growing population.North Carolina had a population of 7.3million people in 1996, approximately2.7 percent of the nation's population.During this decade the state'spopulation growth rate has exceedednational and regional rates, and thistrend is expected to continue. CensusBureau projections indicate that thestate will maintain its current rank asthe nation's 11th most populous stateover the next three decades, with apopulation of 7.8 million in 2000 and9.3 million by 2025. The state's netpopulation gain would rank as thenation's seventh largest, representingan overall growth rate of 29.9 percent,the nation's 16th highest.

Fig. 1. Population Growth Rates: 1991-19961.8

1.6

U.S.

SouthA-- N.C.

0

1991 1 9 9 2 1993 1 9 9 4 1995 1996

Source: U.S. Census Bureau

8

7

6

5ca

= 3

2

0

Fig. 2. Population Change by Region: 1990-1996

0 Births0 Domestic

InternationalTotal Increase

M

Nort east Midwest South West


6 0 %

4 0 %

2 0%

0%

Fig. 3. N.C. Population Growth: 1990-19965 3%

Births Domestic In-Migration

InternationalIn-Migration

Source: U.S. Census Bureau5

One of the nation's fastestgrowing regions. Of the CensusBureau's four geographic regions, theSouth and the West combined areprojected to account for 80 percent ofthe nation's population growthbetween 1995 and 2000. Both regionsare experiencing high rates ofinternational in-migration, althoughthe South was the only region to havepositive net domestic in-migrationduring the first six years of this decade.The South, as defined by the CensusBureau, is the nation's most populousregion and has some of the fastestgrowing states, with Texas, Florida,and Georgia ranked first, second, andfourth, respectively, in amount ofpopulation growth during this decade.

In-migration population gainsfrom other states. NorthCarolina's population growth duringthe 1990s has differed from theSouth's overall pattern owing to thevery heavy domestic in-migration ofnew residents that the state isexperiencing. Between 1995 and2025, the state is projected to rankthird in the nation in the amount ofpopulation growth resulting frominternal migration, gaining 1.3million persons from other states.

A large rural population.Although the urbanization of NorthCarolina has proceeded at a slower pacethan national or regional rates, in the1990 Census a majority of citizens(50.4%) lived in urban areas. Despitethe ongoing growth of its metropolitanareas, North Carolina continues tohave one of the largest ruralpopulations in the nation. In the 1990Census, North Carolina had the sixthgreatest percentage of rural residentsand ranked third in overall number.Convenient access to health care and toinstitutions of higher education are twoof the challenges presented by a widelydispersed population.

8 0

7 0

6 0

5 0

4 0

3 0

2 0

1 0

0 -1

Fig. 4. Percent of Urban Population: 1900-1990

cr)

0zt

U. S.

01-- South3i-- North Carolina

01.00)v-

0(DCY)

00)r-

00)

pp


A relatively stable racial and ethniccomposition. Nationally, the Asian population is thefastest-growing group in all regions, and the Hispanicpopulation is projected to account for 44 percent of thenation's population growth between 1995 and 2025.Census projections, however, indicate that NorthCarolina's population over the next three decades willgenerally reflect its current racial and ethnic distribution,which differs somewhat from the national populationcomposition as shown in Figure 5. Between 1995 and2025, the percentage of the white population is projectedto decline from 74.4 to 71 percent, the black populationwill increase from 22.2 to 24 percent, the NativeAmerican population will hold steady at 1.2 percent, theHispanic population will increase from 1.4 to 2.2percent, and the Asian population will increase from oneto 1.9 percent. However, if North Carolina begins toapproach the international in-migration rates of other fast-growing states in the South, the mix of racial and ethnicsubpopulations in the state may change more rapidly.

Fig. 5. Composition of N.C. and U.S.Populations: 1994

80

70

60

0. 500.

4070"

30a)

43 20a.

1 0

0

Asian Black His- Nativepanic Am.

White

An aging population.Perhaps the most significantdemographic trend faced by NorthCarolina is its aging population.As the Baby Boom generationreaches retirement age, the growthof the elderly population (65 andover) will accelerate rapidly in thestate and nation. Figure 6 showsthat in North Carolina the elderlywill increase from 12.5 percent ofthe state's population in 1995 to21.4 percent in 2025.

Source for Figs. 5 and 6 : Census Bureau

Fig. 6. Percent of N.C. Population by Age: 1995-20256 0

5 0

40

o 30

c). 20

1 0 ,1111111111111111111111114ii

0-4El 5-17A 18-24

25-64410 65 & up

0

1995 2000 2005 2015 2025

1 G

A rising dependency ratio. North Carolina had the 31sthighest proportion of elderly in 1995 and is projected by the CensusBureau to have the Ilth highest proportion of elderly in 2025. Allstates are projected to show a decline in the proportion of youth(under 20 years old) in their populations. As shown in Figure 6 onthe preceding page, the percentage of the state's populationrepresented by the traditional school-age and college-age groups(ages 5-17 and 18-24) is expected to decrease over the next threedecades, as is the percentage of the state's traditional "working age"population (ages 25-64). This latter trend means that a smallerpercentage of the state's population will be working to produce thetaxes and other revenue that fund the state's expenditures. TheCensus Bureau defines the dependency ratio as the number of youth(under age 20) and elderly (ages 65 and over) there would be forevery 100 people of working ages (ages 20 to 64). Although thepercentage of North Carolina's population classified as youth isprojected to decrease from 27.7 percent in 1995 to 23.2 percent in2025, the increase in the percentage of the elderly population willresult in an overall increase in the dependency ratio. Figure 7 showsNorth Carolina's dependency ratio could rise from 67.1 in 1995 to80.6 in 2025. The 1995 and 2025 ratios rank the state as the 40th and 34th largest, respectively, in the nation innumber of dependent citizens. This trend will have implications in the future both for generation of staterevenues and for the state needs on which those revenues are expended.

Fig. 7. Projected N. C.Dependency Ratio: 1995-2025

9 0

8 0

7 0

6 0

5 0

4 0

3 0

2 0

1 0

0

1 995 2025


Fig. 8. Population Change 1990-95 in N.C.'s Seven Economic Regions1 8

1 6

1 4

1 2

1 0

8

6

4

2

0

0/0 Adv. Carolina Triad Triangle South- Trans- North- N.C.West Part. east park east Avg.

thetax

Source: N.C. Depar----7Uo Commerce

Geographical differences in population growth. North Carolina has been divided into seven economicdevelopment regions by the N.C. Department of Commerce, and a variety of demographic and economic data onthese regions is available. Figure 8 shows the different rates of population growth in these regions for the first halfof this decade, illustrating that the fastest growing regions are those with large metropolitan areas. The sevenregions (which will be compared further in following sections) from west to east are: AdvantageWest, CarolinasPartnership (Charlotte region), Piedmont Triad, Research Triangle, Southeast, Global Transpark (east-central region),and Northeast. The top ten counties in order of population growth rate projected for this decade are: Dare,Brunswick, Wake, Pender, Carteret, Currituck, Mecklenburg, Franklin, Orange and Union. Of the counties in thefastest-growing top quartile of North Carolina's 100 counties, only three are not in the Piedmont or near the coast.The slowest growth is projected for inland counties of the northeast and southeast and for some areas in the west.

178

B. North Carolina's Economy

Fig. 9. The Changing Composition of the N.C. Workforce: 1973-2003

w 25

820

1 5

1973o 1993

2003

l i i

Services Retail Manu- Finance, Con- Whole- Transp., Fa ming Govern-Trade factur- Insur., struc- sale Utilities, ment

ing Real tion Trade Commun.Estate

Source: Prob em-So ving Researc Inc.

Decades of transition. North Carolina has undergone a major economic transformation in the last quarter-century -- from a state largely dependent on agriculture and widely-dispersed low-wage industries to a more urbanenvironment that has seen most job growth in the service and trade sectors. Three transitions have been noted: fromlabor-intensive to capital-intensive industries; from manufacturing jobs to trade, service, finance, transportation, andgovernment jobs; and from small family farms to large, often corporate-owned farms producing diverse products suchas hogs and poultry. Although the state is enjoying a rapidly growing economy with record or near-record levels ofjob growth and new investment, North Carolina is facing bifurcated growth and economic restructuring similar to therest of the nation. Continued shifts in the state's traditional industries place layoffs and permanent closings at ahigher rate than during the 1991 recession, and growth is occurring in both very low-wage and high-wage industries.

Fig. 10.40,000

35,000

30 ,000

25,000

20, 000

1 5,000

1 0,000

N.C. Industry Wages: 1977-94

13 TotalManufac-turing

CI High TechIndust.

5,000

0

1977 1987 1994

Source: N.C. Employment Security Commission

9

Focus on high technology. The shift to adiversified manufacturing base, particularly toinformation technology-based industries, offersopportunities for higher paying jobs. Figure 10shows that over the last two decades wage growthin high technology industries has outpaced otherindustry wages. Even traditional industries, suchas apparel manufacturing, are now extensivelycomputerized. Initiatives such as the NorthCarolina Alliance for Competitive Technologies(NC-ACTs), the North Carolina MicroelectronicsCenter and the North Carolina BiotechnologyCenter are part of state efforts to attract more hightechnology industries. A geographic disparityexists in the state, however, with 29.5 percent ofall high technology jobs located in the ResearchTriangle economic development region ascompared to 1.5 percent in the Northeast region.

°t)

Fig. 11.

PaperProducts

PrimaryMetal

TobaccoProducts

Agricul-ture

Apparel

Textiles

Transpor-tation

Electronic

Chemicals

IndustrialMach.

Leading N.C. Exports: 1996

IREA;2,

ErZIM:f

SZE:

121:LI:2,:i15:17.1r,t2T1

0 1,000 2,000 3,000 4,000(millions of dollars)

Source: N.C. Department or-Commerce

The global economy. North Carolina's educationalsectors must increasingly take into account the state'sexpanded international presence as educational programsare planned and evaluated. A number of prominentinternational corporations have offices and manufacturingoperations in the state, and North Carolina has activeforeign industrial recruitment and trade developmentprograms. North Carolina ranked tenth nationally forexports in 1996, with totals of $17.5 billion representinga 4.4 percent increase from 1995. According to the U.S.Department of Commerce, for every $1 billion worth ofgoods a state exports, an estimated 17,000 to 20,000 jobsare created. In 1996, industrial machinery and equipmentwere North Carolina's top exports for the third year in arow, followed by chemicals and allied products. Canadatopped the list of North Carolina's export destinations,receiving products totaling $4.1 billion during 1996.Japan was second with $1.6 billion, and Saudi Arabia wasthird with $1 billion. Mexico, Brazil and China, three ofthe countries on the Department of Commerce's BigEmerging Markets list, were among North Carolina's top10 export destinations. Exports that involve hightechnology will continue to emerge as growth areas forthe state's exports. For example, North Carolina alreadymakes 60 percent of the world's fiber optic cable, withmore manufacturing capacity being developed.

Economic growth translates into personalincome growth. Historically, real economic growth inNorth Carolina has been about one percent above thenational economy, and it is anticipated that for theremainder of the 1990s the state's economy will grow atabout six percent annually, including inflation. Growth inemployment is projected to be 1.5 percent annually for theremainder of the decade, about half a percent above thenational rate. This growth, combined with the state'scurrent historically low unemployment rate, is a primaryreason for the high in-migration of workers that the stateis experiencing and for the growth in per-capita income ascompetition for qualified workers gradually pushes upwages. Since 1980, North Carolina has seen steady gainsin per-capita personal income relative to the nationalaverage. Figure 12 shows that the state's per capitaincome level is the fourth highest in the South. Realincome per capita is projected to grow about 1.3 percentper year to the year 2000. Median family income increasedover 11 percent between 1990 and 1994, from $32,400 to$36,100, but was still only 90 percent of the nationalaverage.

10

19

Fig. 12. Per Capita Personal Income:1996

US

VA

FL

GA

NC

TN

AL

LA

Sc

KY

AR

,AN

MS

Mini:ANSW:v:*24M.MBEM

raWaS.Moc...MraZWV

INEFSECOMMEMEMIN

5:12:2EZNEMBREEV2Iiil

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24,2

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24,1

2 2 , 7 0 9

2 2 , 0 1 0

2 1,7 6 4

5

2 0,0 5 5

1 9 , 8 2 4

1 9,7 5 5

1 9,6 8 7

8,9 2 8

1 8,4 4 4

17,471

0 1 0,0 0 0 20,000 30,000


Fig. 13. Changing Workplace Demands

7 0

6 0

5 0

4 0

3 0

2 0

1 0

0

Unskilled Skilled

Source: U.S. Bureau of Labor Statistics

Profes-sional

Increasing job skill requirements. Figure 13illustrates the shift in the education and skill levelsrequired of workers in the new economy during thisdecade. Employers' increasing educational and skillexpectations and decreases in the growth of mid-wagejobs suggest that larger jumps in skill levels will beneeded for low-paid workers to move up the economicladder. The lack of an available workforce withappropriate education and skills is cited by industriesacross the state as one of the most significant barriers toexpanding or modernizing their facilities. They arereluctant to implement more sophisticated equipment orproduction processes if they are unable to hire or retrainqualified personnel to operate advanced technologyequipment. Over the next two decades, two-thirds of alljob growth is projected in occupations (administrative,managerial, technical, sales) that generally require post-secondary education.

1 8 -1313 Employment

New Business

Fig. 14. Economic Growth by Region: 1994-1995

1 6 ,

'

-5,1 43

i21 2

(51 0

'' 8

2 65o. 4

2 ,

Adv. Carolina Triad Triang e South- Trans- North- STATE

West Part. east park east AVG.

Source: N.C. Department of Commerce

Regional differences in North Carolina's economy. Figure 14 portrays the geographic differences over aone-year period in the percentage of employment growth and new business start-ups among the state's seveneconomic planning regions described in the previous section. These regional differences are also evident in otherindices of prosperity such as educational attainment, poverty levels, and per capita income levels. Overallunemployment in North Carolina dipped below four percent in mid-1997 and went below three percent in some ofthe state's metropolitan areas. This low unemployment rate has been beneficial in enabling workers displaced byvarious economic restructuring activities to maintain employment. The tight labor market may also give slowergrowing counties with a higher rate of unemployment an edge in recruiting industries. For these areas to takeadvantage of this opportunity, ongoing attention must be given to upgrading the educational preparation of theirworkforce. North Carolina has generally fared well among the top manufacturing states, but its comparativeadvantage in the past has been the availability of a low-cost labor pool. As many of the lower-wage industries movetheir operations abroad, the state must upgrade its labor force to attract higher-paying knowledge-based industries.Regional alliances of local governments, educational institutions, and businesses are helping to generate newbusiness initiatives in economically under-developed areas of the state. Within the education sector, the publicschools, community colleges, and four-year colleges and universities must coordinate their educational offerings tosupport these initiatives.

11

0 0

C. Health and Well-being of North Carolina's Citizens

Benefits of a robust economy. As noted in the preceding section, the generally healthy North Carolinaeconomy offers hope for improving the quality of life for all of the state's citizens. Figure 15 illustrates two suchpositive indications, depicting the close relationship between North Carolina's relatively low unemployment rate andthe decline in its overall poverty rate in recent years. Another indication of the state's economic progress ishousehold income as measured by the state's Current Population Survey. From 1990 to 1996, the state's percentageof households with incomes of less than $20,000 decreased from 37.3 percent to 30.8 percent of the total. Thepercentage of households with incomes of $50,000 or more increased from 19.2 percent to 28.1 percent.

Fig. 15.1 6

Poverty and Unemployment Rates: 1991-1996

14 -12 Persons in

PovertyO Unemploy-o 8 ment Rate

a. 64

2

0

0

1991 1992 1993 1994 1995 1996

Source: N.C. Office of State Demographer

Mixed signals of prosperity and well-being. As Figure 16 illustrates, the poverty rate for older NorthCarolinians fell particularly sharply in recent years. However, during those same years, the poverty rate for youthages 0-17 rose, with over 20 percent of all youth living in poverty in 1996. This situation poses a serious challengeto the state's aspiration of developing an educated, skilled citizenry that can move North Carolina to the next level ofprosperity. The economic impact of a high rate of youth living in poverty is illustrated by the soaring stateMedicaid expenditures described on the next page.

Fig. 16. Trends in N.C. Poverty Rates by Age Group: 1991-19962 5

2 0

a 15

CD

1 0a.All Persons

E Age 0-175 & Age 18-64

X Age 65 & over0

1991 1992 1993 1994 1995 1996Source: U.S. Census Bureau

2112

Fig. 17. U.S. and N.C. Mortality Rates per 100,000

200180160140120100

80

60

40

20

Heart Cancer Pulmon- Cerebro Motor HomicideDisease a ry vascular Vehicle

Source: N.C. Office of Health Statistics

Health care costs. In addition to geographicaccess problems, economic access to health careremains a challenge. Health care costs, both forindividuals and for state government, have risenover the last decade. The number of uninsuredindividuals in the state, which had leveled offsomewhat in recent years, has escalated again,perhaps due to the steady in-migration of newresidents, some of whom are low-wage earners.Medicaid expenditures have soared (annual growthof 18.7 percent in the last decade), creating furtherbudget constraints for the state's expenditures.Approximately 200,000 children in NorthCarolina have no basic health insurance or routinesource of health care.

Slow progress in healthstatistics. Health conditions inNorth Carolina are improving but arestill below the national average inmany categories. Infant deaths per1,000 births have declined in thisdecade, but are still among the nation'shighest, as is the percentage of birthsto teenage mothers. Figure 17 showsthat North Carolina mortality ratesexceed national averages in all of theleading causes of death. There aredifferences in mortality rates amongsubpopulations in the state, with deathrates of black males in particularexceeding both state and nationalaverages. Sixty North Carolinacounties have been identified as havinginadequate numbers of certain types ofhealth profeqsionals.

Fig. 18. Growth in Medicaid and Uninsured1,200,000 ---10 Medicaid -I

Uninsured _1,000,000

800,000

600,000

400,000

200,000

1980 1985 1990 1995

Sources: Nr. Division of Medical Assistance; Sheps Center forHealth Services Research

Fig. 19.60,000

50,000

40,000

30,000

20,000

10,000

0

Annual Earnings by

Not H.S. Grad

II-- H.S. GradABachelor's

Advanced

Education Level: 1975-1994

1 1 1 1 1 1 1 1

CO coc.r)

1 1 1 1

COC."


13

9 (1

The role of education.Educational attainment is clearlylinked to the prosperity of NorthCarolina's citizens. Differences inannual and lifetime earnings amongworkers with various levels ofeducation has accelerated in recentyears, highlighting the importance ofeducation to the state's prosperity.Figure 19 shows that a much greaterdifferential in annual earnings existsbetween workers with a four-yearcollege education or greater andworkers with a high school educationor less.

% with Bachelor's Degree or Morel

D. Education in North Carolina

Fig. 20. Educational Attainment ofPersons 25 and Older

1970

1980

% with H.S. Diploma or Morel

38 5%

52.3%

54 8%

66.5%

1990

1995

70.0%

75.2%

76.3%

81.7%

5% 25% 45% 65% 85%

1970

1980

1990

1995

8.5%

10.7%

13.2%

16 2%

17.4%

11 20.3%

20.6%

23 0%,

5% 25% 45% 65% 85%

El North Carolina United States

Mixed success in educational attainment. Figure20 shows that in the last quarter-century North Carolina hasmade impressive gains in closing the gap between the stateand the nation in the percentage of population with a highschool diploma. Nevertheless, although the percentage ofNorth Carolina citizens with a high school educationcontinues to increase, the gap between the state and nationalpercentages has not narrowed during this decade. In 1995 thestate ranked 44th among the states in percent of high schoolgraduates among persons age 25 and over. Figure 20 alsoshows that this trend is generally the same for the percentageof the state's population obtaining a college education. Thegap between the state and national percentages of personscompleting an undergraduate college degree has not decreasedover the last 25 years, going from a 2.2 percent difference in1970 to a 2.4 percent difference in 1995.

An improving college-going rate. This relative lackof progress in attainment of the baccalaureate degree is aresult of North Carolina's historically low college-going rate.However, recent trends appear promising for closing the gapbetween state and national college-going rates. In 1986,when such data were first made available by the NationalCenter for Educational Statistics, the national college-goingrate was 53.7 percent, compared to a North Carolina rate of51.8 percent. Over the following decade, the differencebetween state and national rates has varied, and by 1994 ithad narrowed to a 61.3 percent state rate compared to a 61.9percent national rate. The extent to which this participationrate is maintained or increased will be an important influenceon growth of UNC enrollments and on strengthening thestate's educational foundation for progress

UNC-GA Planning/LRP.AGOO6N5-14-97

Improved public school preparation for college.N.C. high school graduates are better prepared for collegetoday than they were in the 1980s. As Table 1 shows, thedifference between average SAT scores for the state andnation has fallen steadily for the last two decades. Thehigher scores indicate the benefits of students taking morethan the minimum number of courses required for graduationin each subject area. High school dropout rates declinedslightly from 1995 to 1996, from 3.78 to 3.73 percent. TheABCs of Public Education, the state's major educationreform effort, began in high schools in fall, 1997. At theelementary and middle school level, the program places astrong emphasis on reading, writing and mathematics, whichwill benefit students as they enter high school and preparefor college. On 1996 National Assessment of EducationalProgress tests, North Carolina fourth-graders exceeded thenational average in math for the first time, and eighth-grademathematics scores reached the national average.

23 14

Table 1. Recentered SAT Score Trends

MeasuresNorth CarolinaRecentered SAT Avg. 932Number of Test-takers 35,041Number of HS Grads 74,171Percent Taking SAT 47.2%

United StatesRecentered SAT Avg. 1003Number of Test-takers 979,467Number of HS Grads 3,147,000Percent Taking SAT 31.1%

1976-77 1986-87 1996-97

94538,21769,29655.2%

97838,46860,952 *63.1%

1008 10161,080,426 1,127,0212,694,000 2,564,000 *

40.1% 44.0%

N.C. vs. U.S. ComparisonsSAT Difference -71 -63 -38N.C. Ave. SAT as a % of

U.S. Ave. SAT 92.9% 93.8% 96.3% .

*Projected.

UNC-GA Planning/LRP.AT003N9-9-97

North Carolina's higher education sectors.There are three sectors of higher education in NorthCarolina: the University of North Carolina composed of16 public universities; the North Carolina CommunityCollege System composed of 58 public two-yearinstitutions; and the private sector composed of 35independent four-year colleges and universities and threeindependent junior colleges. Institutions in all threesectors have experienced considerable growth inenrollments and degrees conferred, as Table 2 shows. Fallenrollments increased by almost 30 percent during theperiod 1976-1986, and by 16 percent during the period1986-1996. It is likely that even greater growth inenrollments will occur during the next decade as the annualnumber of high school graduates increases and as workingadults increasingly seek additional education.

Increased participation in higher education b yminorities and women. Much of the increase inenrollments and degrees conferred in the last two decades isdue to the higher rates of college attendance by women,minorities, non-traditional students, and college studentsreturning for post-baccalaureate studies. In fall, 1997,African-American enrollments at historically white UNCinstitutions reached their highest percentage ever, 9.84percent. Women constitute the majority of enrolledstudents in all North Carolina higher education sectors.

Fig. 21. Fall Enrollment in N.C.Colleges and Universities

Percent Minorityl

2.0%

1.5%

1.0%

0.5%

a

,/ 20.1%

- - -Black - - - Amerind.Asian - - HispanicOther

1.7%

1.0%

§ gg§§ggA g§UNC-GA Planning/LRP.AGOO2A/5-12-97

15

Table 2. Higher Education inNorth Carolina

M easure 1976 1986 1996Number of postsecondary institutions:

Community collegesTotal 57 58 58College transfer 20 25 58

Private 4-yr. col.& univ. 29 32 35Private 2-yr. colleges 9 6 3Public 4-yr. col.& univ. 16 16 16Total no. of institutions 111 112 112

Fall headcount enrollments:Community colleges

Total curriculum 86,789 127,446 146,459College transfer 10,427 19,027 39,391

Private 4-yr. col.& univ. 43,550 51,411 63,086Private 2-yr. colleges 5,790 3,766 817Public 4-yr. col.& univ. 104,807 129,880 152,351Total 240,936 312,503 362,713

Degrees conferred: 1975-76 1985-86 1995-96Sub-baccalaureate cert. 4,849 5,451 10,904Associate degrees 9,794 10,433 13,750Baccalaureate degrees 23,356 24,887 32,819Master's degrees 4,911 5,646 7,859Dcctoral degrees 734 730 1,042First professional degrees 1,114 1,352 1,609

Law 614 701 836Dentistry 83 72 74Pharmacy 7 86Medicine 327 430 424Veterinary medicine 43 65Theology 90 99 124

Total degrees conferred 44,758 48,499 67,983

U NC-GA Planning/LRP.ATOO1N5-8-97


Percent Wonli=1-1

50%

45%

CC System

Private

All Sectors ,

UNC-GA Planning/LRP.AGOO1A/5-9-97


Percent 25 & Older 1

55%

45%

8it 35%

25%

15%

52.1%

493% -- - - - U N C

CC SystemPrivate

All Sectors

16.5%

38.5%

29.4%

29.1%

(gEggAggg ggUNC-GA Planning/LRP.AGOO1G/5-9-97

Higher education enrollment trends. Increases over the last two decades in non-traditional students attendingcollege have resulted in increases in the percentage of older students (Figure 23) and students who are enrolled part-time (Figure 24). Although independent colleges and universities continue to attract a large percentage of theirstudents from outside North Carolina, out-of-state enrollments in UNC institutions have leveled off in recent years(Figure 25). As the demand for advanced education increases, enrollments in graduate and professional programs haveincreased, particularly among private institutions (Figure 26).


65%

55%

Percent Part-Time I

I. - 56.9%

- - -UNC ISCC System

AcaL Private44.0%

All Sectors

35.1%

23.0%

15%

5%

14.2%

il'EgggggggggUNC-GA Planning/LRP.AGOO1C/5-9-97


50%

40%

30%

8

20%

10%

0%

Percent Out-of-State

45.2%

47.4%

- - - -U N CCC SystemPrivateAll Sectors

15.5% 15.8%

14.0%11.7%

4.0%3.1%

ti-,'ggigggggggUNC-GA Planning/LRP.AG001 V5-12-97

Fig. 26. Fall Enrollment in N.C.Senior Colleges and Universities

20%

15%

Percent Grad/FP

18.2% -16.2%

11.3%

- - - - U N CPrivate

Both Sectors

5%

UNC-GA Planning/LRP.AGOO1E/5-9-97

UNC enrollment projection model. Projections ofUNC enrollments are built on extrapolations of twoelements: 1) pools of potential students by age group, and2) UNC attendance rates of these groups. The UNCenrollment projection model takes account of the pools ofpotential students by using actual and projected counts ofhigh school graduates from the State Department of PublicInstruction and actual and projected counts of older NorthCarolinians from the State Demographer. Figure 27 plotsdata on the actual and projected pools of potential in-statestudents. The data show that the primary pool of potentialstudents -- 18-21 year-old public high school graduates -- isexpected to decrease until 1997-98 and then begin increasingthrough the remainder of the projection period. By 2005,the number will reach approximately the same level as1985. Similarly, the pool of 22-24 year-olds is projected todecrease through 2002 and begin increasing steadilyafterward, although not returning to the 1985 level duringthis projection period. The pool of 25-35 year-old N.C.residents is projected to decrease slightly over the nextdecade. Only the pool of North Carolinians 36 and older, agroup that accounts for only about 11 percent of UNC'senrollments, is projected to increase significantly during thisperiod. Thus, growth in enrollments is likely to be weak byhistoric standards through the next four years, gainingmomentum by 2001, and increasing vigorously for severalyears after. More than three-fourths of the growth in the nextten years is expected during the last half of that period.

Fig. 27. Pools of Potential In-StateStudents (Actual and Projected)

160%

140%

120%

100%

80%

18 -21 NC HS Grads

22 - 24 NC HS Grads

25 35 NC Pop.- - -36+ NC Pop.

UNC-GA Planning/LRP.AG029/5-14-97

Fig. 28. UNC Going Rate for N.C. High SchoolGraduates: 1987-1997

e35.0% ee,eggrvf:7CT1 C%30.0% " ci C

25.0%

20.0%

15.0%

10.0%

5.0%

0 .0%CO 0) 0 C/) LI) CO N-

CO CO CO 0 0) CM CZ CD 0) 0) 0)0) 0 CY) co CM 0) 0) 0) 0) CO 0)

Source: UNC General Administration

UNC attendance rates by age group.The UNC enrollment projection modelcurrently used employs a seven-year averageof population pool participation rates toproject enrollments on each UNC campus.The averages are weighted, meaning thattrends in more recent years are given greatersignificance. Figure 28 depicts the increasein UNC attendance rates for N.C. highschool graduates in recent years, which haspartially offset the decline in the number ofhigh school graduates over the same period.Conversely, as the number of high schoolgraduates increases over the next decade, it ispossible that the UNC going rate will leveloff. Participation rates for the pool of 18-21year-old N.C. high school graduates rosefrom 24.7 percent in 1987 to 30.4 percent in1997. Among 22-24 year-old N.C. high

school graduates, UNC attendance rates rosefrom 7.1 percent in 1985 to 11.4 percent in 1993 before leveling off at 10.8 percent in 1995. UNC attendance ratesfor N.C. residents ages 25-35 have increased slowly over the past decade from 1.7 percent in 1985 to 2.2 percent in1995. The attendance rate for North Carolinians ages 35 and older has increased very slightly over the last decade(from 0.3 to 0.4 percent), although this participation rate may increase dramatically as the changing economyrequires additional education and as distance education programs and technology become more widely available.

17 2G

UNC enrollment projections. Figure 29 displays projected UNC fall headcount enrollments through 2006.Although an early 1990s decline in the number of N.C. high school graduates resulted in a slight dip in enrollmentsin 1996, accelerating enrollment growth is anticipated during the ten-year period 1997-2006. The UNC systemenrollment projections shown below are the sum of projections made for each campus using the population poolprojections described previously and the historical campus enrollment rates of students grouped by degree level,residency status and age group.

Fig. 29. Total UNC Headcount Enrollments(Actual and Projected): 1986-2006

ci ce ar'io) ci - L

u) 0 cn Tr 0 L° cr) coc,) (o 0) CV (O200 , 0 00 cr)

co 'e-r) 0 Is)1 8 0 , 0 0 0 --0-04 -

co a) -1 60 , 0 0 0

1 40,0001 20 , 0 00

1 00,00080 , 00 0

60 , 000

40,00020,000

0

Lr) tr) Lr) LI)

N.

COcJ

00

N (0 0) 0 CV C", LO CO N. CO CD 0 CV Crl Zt 111C O C O (0 (0 0 ) 0) 0) C r ) C 7 ) 0) 0) CD 0) 0 0 0 0 0 0 00 ) 0) C f ) 0) CO 0) 0 ) 0) 0 ) 0 ) 0 ) 0 ) 0) 0 0 0 0 0 0 0

CV CV CV CV CV CV CV

Source: UNC General Administration

The UNC response to anticipated enrollment growth. UNC is undertaking a variety of initiatives toaddress the enrollment increase anticipated over the next decade, including improved services and electronicinformation systems supporting distance education and increased collaboration with other education sectors. Otherinitiatives, addressed in greater detail in the Strategic Directions section, are:

Development of pilot off-campus degree programs. Pilot off-campus baccalaureate completion andmaster's degree programs have been authorized at a number of community colleges and other sites, supported byspecial funding made available by the General Assembly.Expansion of off-campus and distance education offerings. In response to a special provision inthe 1997 budget act, UNC is preparing a budget request for the 1998 reconvened session of the GeneralAssembly to fund off-campus and distance education courses and programs at a level comparable to that providedfor regular-term instruction.More efficient use of space on campus. Campuses have examined a number of ways to increase theircapacity to educate more students on campus, such as: scheduling classes at a greater variety of times, reducinglow enrollment courses, and offering some courses electronically to residential students.Expanded summer school enrollment. To meet the anticipated enrollment increases of the next drcade,UNC institutions must make full use of their facilities year round. In order to provide the necessary support forsignificantly expanded enrollments in the summer, UNC is preparing a budget request to fund summer school ina manner comparable to regular-term instruction.Continued growth in capital renovation and construction funds. Accommodating increasedenrollment on campus will also require ongoing state funding for repairs and renovations of existing facilitiesand construction of new facilities. The 1997 General Assembly directed the Board of Governors to study therelative equity and adequacy of the physical facilities at the constituent institutions. The study results willprovide useful information regarding the University's ability to meet the facilities needs of current and futureenrollments. A recently revised process for determining capital priorities and the development of space standardswill support better informed decisions regarding capital projects.

27 18

III. Strategic Directions

This section: 1) presents the planning assumptions underlying the University's strategic directions;2) describes activities undertaken and progress made in addressing the strategic directions of the prior long-rangeplanning document (Supplement to Long-Range Planning 1994-99), with acknowledgment of the state resources andcollaboration with other educational sectors that assisted in this progress; and 3) outlines the strategic directions andassociated strategies adopted by the Board of Governors for the planning period 1998-2003.

A. Planning Assumptions

The long-range plan of the University ofNorth Carolina for 1998-2003 is informed by thestate and national demographic, economic, and

educational context. Those factors exerting thestrongest influence on University planning duringthis period may be summarized as follows:

North Carolina's population growth is exceedingnational and regional rates, with much of thisgrowth due to a high rate of in-migration fromother states. The growth is occurring mainly inthe state's major metropolitan areas, alonginterstate highway corridors, and in certaincoastal and western counties. Nevertheless,North Carolina also has the nation's third largestrural population, which presents issues related toaccess to educational and other services. Thestate's racial and ethnic composition is graduallybecoming more diverse, although African-Americans will remain by far the state's largestminority group.

Age-related demographics of the state arechanging. Over the next three decades, theelderly population will increase substantiallywhile the overall percentage of the traditionalschool-age and working-age population willdecrease. In the shorter term, however, after adecline in the first half of the 1990s, thetraditional college-age population will increaseover the next decade to mid-1980s levels. Thisgrowth will be compounded by increased collegeattendance rates by North Carolina high schoolgraduates, particularly women and minoritystudents.

North Carolina is continuing its transition to acapital- and knowledge-intensive economy, whichhas contributed to per capita personal incomegrowth and low unemployment rates. However,for continued growth in higher paying jobs suchas those in high technology industries, the state

19

must increase the percentage of its workforce thatis appropriately skilled and educated. DespiteNorth Carolina's steady economic progress,approximately one-fifth of its youth live inpoverty, and various indices of health and well-being continue to lag behind national rates.

In view of the demographic and economicconditions which will characterize the next decade,this long-range plan is based upon the followingassumptions:

Enrollment in higher education will growsteadily throughout the planning period as aresult of increased numbers of North Carolinahigh school graduates, improved high schoolpreparation for college, increased retention ofstudents in college, and educational requirementsof the changing economy. Meeting this demandfor expanded access to higher education willrequire a multi-faceted response by theUniversity, including: optimal use of campusfacilities and off-campus locations, innovativeapproaches to delivery of education and

educational services, and close collaboration withother educational sectors.

The excellence of the University depends on thequality of its faculty and the availability ofappropriate resources to support its educationalmission. This excellence is manifested in thequality of education that the University's studentsreceive, the creation and dissemination of newknowledge that contributes to the state'seconomy and the well-being of its citizens, andthe service provided by faculty offering theirexpertise to address problems faced by NorthCarolina. This excellence must be sustained bystrategic application of resources that attract thebest faculty and students and that provide anappropriate supporting infrastructure, includinglibraries and information technology.

9 3

o Accountability and documentation of outcomeswill become even more important as the role ofthe University evolves in meeting the educationalneeds of an expanded and diverse population oflearners and in partnering with the state topromote economic development and prosperityfor its citizens. Excellence in teaching must berecognized and rewarded in every instructionalsetting. The University must promote everyreasonable means to ensure student success andmust carefully evaluate its educational offeringsin terms of their quality, student demand, andrelevance to needs of the state.

Because of its state-wide educational mission andits available pool of expertise, the University hasa special role in leading the way as the statecontinues its transition into the Information Age.Only through innovative and purposefulapplication of advances in informationtechnology can the University meet theeducational needs of an expanding pool oftraditional college-age students as well as apotentially huge audience of place-bound adultlearners. As technology-based instruction

increases both on campus and at distanceeducation sites, every effort must be made toensure a high level of educational quality andlearner satisfaction.

The University recognizes the many demandsplaced on the state by increasingly complex andcostly societal needs and accepts itsresponsibility for equitable and prudentstewardship of its resources. Ongoing attentionwill be given to opportunities for conservingresources and reapplying them as new conditionsand needs arise. The University will continue topromote the flexibility and accountability neededfor maximum efficiency in the use of itsresources.

In recent years the University has intensified itsefforts to serve as a partner and supporter ofNorth Carolina's public schools. The prosperityof the state and the ultimate success of theUniversity depend upon the educationalpreparation that North Carolina's students receivein grades K-12.

B. Progress on Strategic Directions of Previous Long-Range Plan

Expand access to higher education for both traditionaland nontraditional students.

The University has promoted expansion of off-campus instruction sites, especially atcommunity colleges and military bases. Usingspecial funding appropriated by the 1995 Sessionof the General Assembly, the Board of Governorsauthorized four UNC institutions to offerbaccalaureate completion programs oncommunity college campuses and military bases.In 1996, the General Assembly appropriatedadditional funds that were allocated to six UNCinstitutions to support pilot programs thatutilized a variety of distance learningtechnologies.

Currently, thirteen of the University'sconstituent institutions are authorized to offer atotal of 121 degree-related extension programs atsites throughout the state. Many of theseprograms are relying increasingly on distanceeducation technologies for instructional delivery.

2920

The 1996 General Assembly appropriated fundsto support a variety of technology-basedinitiatives, including faculty and coursedevelopment in the application of educationaltechnologies to the curriculum and instruction.The Board of Governors awarded funds to 15

institutions for projects involving integration ofinstructional technologies into existing coursesand/or the development or revision of courses fordistance learning delivery.

In May, 1997, the University began a study todevelop space standards for various types offacilities. These standards, when used inconjunction with the data in the annual NorthCarolina Higher Education Facilities Inventoryand Utilization Study, will make possible moreeffective space planning and utilization andsupport better informed decisions on developingpriorities for capital projects that will supportenrollment growth.

Over the last decade, the University has beensuccessful in improving the enrollments ofminority students. From 1987 to 1997, totalheadcount enrollment in the University increased16.9 percent and white student enrollmentincreased 10.1 percent, while enrollment ofAfrican-American students increased by 28.9percent, enrollment of American Indian studentsincreased by 50.0 percent, and enrollment ofother races 91.5 percent. In 1997, historicallywhite institutions enrolled a record highpercentage of African-American students (9.84percent).

The University has worked with the NorthCarolina Community College System to developuniform policies for the transfer of credit fromcommunity colleges to UNC institutions. ThisComprehensive Articulation Agreement (CAA)includes agreement on a general education corewhich is portable and transferable as a blockacross the community college system and toUNC institutions.

Beyond the transfer core component, jointacademic disciplinary committees have developedsystemwide guidelines for community collegecurricula that will prepare students for intendedmajors or professional specialization at thebaccalaureate level. The third element of thetransfer plan is an electronic information systemwhich provides: electronic access to currenttransfer policies, guidelines, and on-line catalogsfor public post-secondary institutions;computerized common application forms; and anelectronic mail network for transfer counselorsand prospective transfer students.

The University has pursued increasedcollaboration with other education sectors toexpand access to higher education. For theBoard's Plan for Continued and ExpandedAvailability of Higher Education in NorthCarolina, surveys were sent to the state'scommunity college transfer students and studentsin other programs that articulate with UNCbaccalaureate programs, and surveys were sent toall public schools for distribution among thestate's teachers. The resulting data provide anexcellent source of information for UNC,community colleges, and public school systemsto address the needs of learners throughout thestate.

Another example of educational inter-sectorcollaboration is the 1997 report produced by theTask Force on Removal of Barriers to IntersectorCollaboration in Distance Learning, a groupappointed by the Education Cabinet to develop aplan for exchange of courses among the variouseducation sectors.

Preserve and heighten the excellence andcompetitiveness of the University of North Carolina.

The Distinguished Professors Endowment TrustFund, established by the General Assembly in1985, has received annual continuing funding of$1 million since 1993-94 as well as annual non-recurring funds of varying amounts from thelegislature. The most recent report on the fund(November, 1997) notes that a total of 119distinguished professorships have been approvedat all sixteen constituent institutions under thisprogram.

In 1997 the C. D. Spangler Foundationannounced a five-year matching gifts plan thatcould create as many as 80 endowed chairs. In

each of the next five years, the foundation willcontribute $100,000 to each campus for adistinguished professorship, provided eachcampus raises an additional $233,000 fromprivate sources.

The 1997 Library Study Final Report is a

comprehensive, university-wide review of libraryresources, services, and information technology.The report points out that in the immediatefuture, libraries will focus more of their resourcesand staffs on identifying user needs, emphasizingaccess to information as opposed to ownership,exploiting new technology and local networks,linking library programs more directly toacademic programs, monitoring economicchanges, and, as a result of this, reallocatingresources.

The 1997 General Assembly provided $2 millionannually for expansion of library resources of theconstituent institutions and the initiation of theelectronic North Carolina Virtual Library, whichwill extend statewide electronic access tobibliographic and full-text databases and othercore materials through the state's universities,community colleges and the public libraries.

21

3 0

The 1995 General Assembly authorized theBoards of Trustees of constituent institutionswhich had professional schools (law, medicine,dentistry, pharmacy, and veterinary medicine) oroffered a master's degree in businessadministration to increase tuition by an amountnot to exceed $400 per full-time resident studentper academic year and $3,000 per full-timenonresident student per academic year, using therevenues derived from the increase to enhance therelated professional school.

In 1996 the General Assembly appropriated$1,684,532 to increase the number of graduatetuition remissions awards. These funds are

essential for maintaining the excellence of theUniversity's graduate programs.

In Fiscal Year 1996-97, for the first time, annualsponsored project awards to UNC institutionssurpassed the $500 million mark. Overallgrowth for UNC institutions in the last decadewas 139 percent in current dollars, with a 14percent increase from Fiscal Year 1996 to FiscalYear 1997. Over the last 15 years, UNC hassteadily improved its position among alluniversity systems nationally in federal fundsreceived for research and development, goingfrom sixth place in the early 1980s to third place(behind the California and Texas systems) in1995.

The "Report on Organized Research Centers andInstitutes and Public Service Units Within theUniversity of North Carolina" (January, 1997)summarized the activities of the 103 activecenters and institutes within the University. Thereport documents the positive economic impactof the centers on North Carolina throughattracting the majority of their operationalfunding from non-state sources and by thecommercialization of new technologies.

Improve the quality of education on-campus and off-campus.

Student evaluations of instruction and instructorsare now required in every department within theUniversity on a regular, ongoing basis; and everydepartment has instituted formal methods of peerreview of faculty performance, including directobservation of classroom teaching for new and

31 22

non-tenured faculty and graduate teachingassistants.

Campuses report annually on implementation ofpolicies requiring appropriate training,supervision, evaluation, and support of graduatestudents teaching courses in a classroom setting.

Annual Board of Governors awards for excellencein teaching are made to faculty (one perinstitution) nominated through careful campusprocedures. These awards carry a stipend of$7,500, and an engraved medallion is given toeach recipient. In addition to these systemwideawards, all institutions have awards foroutstanding teaching at the campus-wide orschool/college level. The board has allocated atotal of $125,000 to supplement funds for thesecampus-based awards. In 1996 the GeneralAssembly appropriated funds equivalent to anadditional one-half percent increase in facultysalaries to recognize outstanding teaching.

Nine institutions have established formal centersfor teaching and learning, and other campuses areseeking the necessary funding to do so.Institutions have appointed coordinators forfaculty development, created teachingeffectiveness committees, assembled collectionsof resource materials on teaching, held facultyretreats on teaching and learning, set upcurriculum and instructional developmentprograms, and formed task forces on teachingexcellence

The University continues to expand access tolibrary and digital information and services and tolaboratory resources. The University maintains aWeb site providing links to On-line PublicAccess Catalogs (OPAC's) and Web-based libraryresources throughout the UNC system.

Various institutions have joined together on aregional basis to allow simultaneous searching oftheir catalogs. In addition to the long-establishedand highly successful Triangle Research LibrariesNetwork (NCCU, NCSU, UNC-CH, Duke), thefollowing networks have been established: theWestern N.C. Library Network (ASU, UNCA,WCU); the Central N.C. Library Consortium(NCA&T, NCSA, WSSU); the Eastern CarolinaLibrary Network (ECU, ECU Health Sciences,ECSU); and the UNC Coastal Library Network(FSU, UNCP, UNCW).

The University Library Advisory Council(ULAC) is composed of the directors of the 16university libraries and a representative fromUNC General Administration. A ULACCooperative Database Committee is addressingUNC systemwide sharing, via the Internet, ofdatabases mounted at a single campus library andmulti-campus licensing of databases in order toreduce costs.

In 1995, the Subcommittee on AcademicAdvising of the Board of Governors recommendedin its report, "Academic Advising in theUniversity of North Carolina," that all UNCinstitutions incorporate in their advising systemsthe characteristics of effective advising as

outlined in the report. The November 1996report, "Second Report on Academic Advising inthe University of North Carolina," summarizedthe results of graduating senior surveys conductedin 1995 and 1996 concerning satisfaction withadvising and made recommendations for

improving advising activities.

There is a biennial review of programscharacterized by low productivity. The first suchreview was completed in January, 1996; thesecond was completed in October, 1997.

Identify and implement the most promisingapplications of technology.

In 1996 the General Assembly transferred $13million from the Department of Commerce'sMCNC budget to the Board of Governors to beused for contracting the purchase ofsupercomputing and research and educationnetworking services in order to continue theprovision of these services at North Carolinacolleges and universities.

The 1997 General Assembly passed a specialprovision allowing each special responsibilityconstituent institution to use one percent of itsrequired reversion for nonrecurring costs oftechnology, including infrastructure for academicfacilities on the campus or for libraries.University-wide, this will increase funding byapproximately $13 million in each year of thebiennium to support information technology,computing, library and telecommunicationspriorities.

23

Promote increased efficiency in the use of Universityresources.

In response to the findings of the 1996 fundingequity study, the 1997 General Assemblyprovided $21 million to be distributed on acontinuing basis to the five institutions whosefunding rates were found to be below equitablelevels.

"A Revised Funding Model for the University ofNorth Carolina: Phase 2 Final Report"(November 8, 1996) calls for several changes inthe expansions and improvements component ofthe current budget model for funding enrollmentgrowth for both on-campus and off-campusinstruction.

The University is currently in the eighth stage ofa ten-stage planning process leading to a newperformance budgeting system. The process willidentify "customers and expected outcomes"associated with each category of budgetedprogram activity. Each program activity will besubdivided as appropriate into programs andsubprograms, each having its own stated goals,objectives and program statistics.

Recent events such as an increased emphasis onassessment measures, transfer articulationagreements, measuring the public servicecontributions of the University, accommodatingthe data needs of equity funding analyses, anddeveloping a new funding model have alldramatically increased the data collectionactivities and responsibilities of GeneralAdministration and the constituent institutions.The 1997 General Assembly appropriated fundsfor additional administrative support for newprocesses.

The "Board of Governors Plan for RewardingFaculty Teaching" (April 12, 1996) commits theboard to report annually to the Joint LegislativeEducation Oversight Committee on teachingworkloads.

In response to a mandate of the 1995 GeneralAssembly, the Board of Governors engaged MGTof America, Inc., to produce an outsourcing andprivatization study for the University of NorthCarolina. This report is being followed by

separate and detailed privatization studies on eachcampus.

In March 1996 the Board of Governors adopted areport, "Capital Request Process and

Prioritization Study," which recommended thatthe board develop a new policy framework for allelements of capital planning and budgetingprocesses. The report's recommendations arebeing implemented, including one that the boardshould develop a "Space Capacity Model" toarticulate standards that can be used in assessingrelative needs and priorities for basic spacecategories.

Budget flexibility has enabled institutions tomanage their resources more efficiently and moreeffectively. The ability to shift funds allowsinstitutions to respond more quickly to changingneeds and circumstances.

The 1997 General Assembly passed a provisionallowing the constituent institutions greaterflexibility in purchasing and in administeringcapital construction and renovation projects.

Continue to propose and support initiatives to servethe needs of the State's public schools.

The 1989 Session Laws called for the Board ofGovernors to adopt standards to create andenhance an organized program of public serviceand technical assistance to public schools. Thishas led to the creation of an Office of SchoolServices at each of the constituent institutionswith a school, college, or department ofeducation. The Offices of School Services havereported annually on their extensive efforts toprovide access for public schools_ to consultationavailable from members of the faculties of theUNC institutions.

The 1997 General Assembly appropriated funds($1,785,000 in 1997-98 and $1,185,000 in1998-99) to support a series of university-schoolteacher education partnerships that expand uponand complement the successful model clinicalteaching programs currently in operation. Theplanning phases of these partnerships were fundedby a grant from the Z. Smith ReynoldsFoundation.

3324

9 With the Spangler Technology Initiative, theGeneral Assembly allocated $2,250,000 to theUniversity to hire staff and purchase equipment.Each UNC school, college, or department ofeducation received funds to employ a technologyspecialist to train education faculty to utilizeinstructional technology and a one-timeallocation to significantly upgrade the technologyinfrastructure for the education faculty andstudents.

The School Technology Users Task Forceproposed that the state's eight EducationalConsortia bring together the universities,community colleges, and public schools todevelop a regional plan for the implementation ofthe recommendations of the task force. Regionalplans were developed and implementation hasbegun. In the 1996-97 University budget,$100,000 was set aside in a reserve fund fortechnology training for public school educators.The eight universities which have EducationalConsortia were invited to submit proposals forspecial projects, to be completed by June 1997,and grants of $12,500 were made to eachinstitution.

In January, 1997, the Board of Governorsapproved establishment of the UNC Center forLeadership Development, which will centralizethe state's education programs for teachers andadministrators and provide support for educatorsin the classroom. The center will work with thefollowing programs to better align their activitieswith the state's education goals: The Principals'Executive Program, the North Carolina Centerfor the Advancement of Teaching, the NorthCarolina Teacher Academy, and the Mathematicsand Science Education Network.

C. Strategic Directions for the Planning Period 1998-2003

The Board of Governors has selected six interrelated strategic directions to pursue in the fulfillment of itsmission during this planning period. In order to provide continuity in the University's planning and budgetingactivities, these six strategic directions are the same as those presented in the previous long-range plan adopted by theBoard of Governors in November, 1996, although specific strategies have been added or updated as appropriate toreflect recent progress and new activities. Those implementation strategies that will have outcome measuresassociated with the State's Performance/Program Budget system are marked with an asterisk.

1. Expand access to higher education forboth traditional and nontraditionalstudents through:

continuation of efforts to keep costs oftuition and fees low in order tomaintain or increase the percentage ofNorth Carolina high school graduateswho attend a UNC institution;maintain or increase the UNC transferrates of North Carolina communitycollege students; increase theenrollment of undergraduates 25 andolder; and increase credit hoursproduced, and degrees conferred, byUNC institutions*

continued attention to the adequacy andeffectiveness of need-based aid for

undergraduates, including themonitoring of increases in tuition andfees and student debt levels, the

establishment of a database on studentfinancial aid, and development of an"Early Awareness Program" for middleschool students and their parents

State funding for degree-creditinstruction offered off-campus (whetherdelivered through traditional methods orthrough distance education) and in thesummer at levels comparable to thatprovided for regular term on-campusinstruction in order to extend thebenefits of regular term low tuition tostudents electing these forms ofinstruction

continued efforts to increase minorityparticipation on every campus throughimplementation of recommendationsadopted in the revised Program forFurther Increases in Minority PresenceEnrollment (1995-2000)

25

uniform policies for the transfer ofcredit from community colleges toconstituent institutions to maintain orincrease the UNC transfer rates ofNorth Carolina community collegestudents*

more efficient use of space on campusto enable institutions to accommodatemore students

expanded summer school enrollment tofacilitate more timely deg=completion

expansion of off-campus instructionsites and distance education courses andprograms to enhance outreach tonontraditional, place-bound, and time-bound students

development of electronic informationsystems on transfer, off-campus, anddistance education opportunities,policies, courses, and programs

improved services to facilitateenrollment and support the educationalexperiences of off-campus and distanceeducation students

resolution of administrative issuesrelated to exchange of courses amongconstituent institutions via distancelearning technologies (e.g., allocationof credits, FTEs, and expenses; dualenrollment; collaborative degrees; etc.)

increased collaboration amongconstituent institutions and with othereducation sectors in facilitating accessfor all North Carolinians to the state's

0 A

educational resources (e.g., exchange ofdistance learning courses,establishment of a North Carolinavirtual library [NC-LIVE], etc.)

2. Preserve and heighten the excellenceand competitiveness of the Universityof North Carolina through:

competitive salaries and DistinguishedProfessorship Endowments to recruitand retain outstanding faculty

strengthening of libraries throughimplementation of measuresrecommended by the comprehensivestudy of UNC libraries

maintenance of exemplary graduate andprofessional programs, includingattracting the best graduate assistantsby offering competitive compensation

continued discovery and disseminationof basic and applied research

continued growth in the amount ofexternal funding for research and

creative activities*

public service and knowledge transferthat enhance the quality of life of NorthCarolina citizens.

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

continuing focus on the delivery ofeffective instruction as reflected inmeasures such as students' rating of theoverall quality of instruction* and peer-review of teaching

recognition and reward of outstandingteaching

centers for teaching and learning oneach campus

strengthening of undergraduates'academic skill development*

3 5

26

preparation of baccalaureate graduatesto be successful in post graduatestudies and/or in the workplace*

preparation of successful graduate andprofessional students*

satisfactory access to library resourcesand services*, both traditional andtechnology based (including NC-LIVE)

satisfactory access to informationtechnology resources and services andto laboratory resources*

academic advising and other academicsupport services that enable students tomaximize their educationalopportunities and to graduate on atimely schedule*

student services that foster studentdevelopment*

strengthening of academic programsthrough regular University-wide andinstitutional academic program review

enhancement of international educationopportunities (e.g. UNC-ExchangeProgram, study abroad, collaborativeresearch, international outreachprojects)

initiation of systematic review of theperformance of tenured faculty.

4. Identify and implement the mostpromising applications of technologyin support of:

more effective teaching, learning, andresearch

improved student - teacher and student -

student interaction

ready access to worldwide sources ofinformation

development of graduates able to usetechnology effectively

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

delivery of instruction and continuingeducation to the workplace

efficient and user-friendlyadministrative services*

sponsored programs and collaborativeresearch (e.g. searchable databases onfaculty expertise, scientific equipment,sponsored projects, fundingopportunities, centers and institutes).

5. Promote increased efficiency andeffectiveness in the use of Universityresources through:

a revised funding model and fundingequity

implementation of a revised process fordetermining capital improvementspriorities, including the development ofspace standards

a study of the relative equity and

adequacy of the physical facilities at theconstituent institutions, includingrecommendations to rectify anyinequities or inadequacies found in thestudy

increased delegations of authority to theconstituent institutions in the areas ofcapital construction administration,purchasing benchmarks for on-campusprocurement, and personneladministration

consideration of the potentialincentive funding

funds to establish distinguishedprofessorships

increased linkage between planning andbudgeting for both current operationsand capital improvements

refinement of expected outcomes,objectives, and measures for the State'sPerformance/Program Budget (P/PB)system

improvement in the ability of theGeneral Administration to collect,process, and analyze university-widedata for accountability and assessment

a study of tuition levels, other charges,and costs of graduate and professionaleducation

the biennial review of academic degreeprogram productivity

dissemination of information aboutteaching workloads and development ofteaching workload standards

implementation of the phasedretirement policy for faculty

study, in conjunction with the JointLegislative Education OversightCommittee, of the role, funding,personnel resources, programs, and

other aspects of the CooperativeExtension Services

study of opportunities for privatizationof certain support services

study of the span of control forof institutional non-academic and

administrative support personnel.

continued use of flexibility funding andrelated integrity of financial operations

complete phase-out of reversion ratesand overhead receipts offset to theGeneral Fund

taking advantage of a recent financialchallenge to obtain private matching

27

6. Continue to propose and supportinitiatives to serve the needs of theState's public schools, such as:

the North Carolina Center for thePrevention of School Violence, theCenter for School LeadershipDevelopment, the Principals'Executive Program, the North Carolina

30

Teacher Academy, the North CarolinaCenter for the Advancement ofTeaching, and the Math-ScienceEducation Network

opportunities for academic enrichmentfor students in grades K-12, such asSummer Ventures and the Math-Science Pre-College Program

cooperation with the public schools toreduce the need for remedial educationthrough initiatives such as the EarlyMath Placement Testing Program

assistance to public schools inpreparing teachers to offer AdvancedPlacement courses in the publicschools

direct services by constituentinstitutions to the public schools,particularly those with lowperformance

assistance to the schools in the use ofnew teaching technologies

development of a statewide network ofuniversity-school teacher preparationpartnerships

3 7 28

creation of a committee structure toalign all University outreach programswith the education goals of the State,under the umbrella of the Center forSchool Leadership Development

revision of master's of education degreeprograms to require a more rigorouscourse of study, includingconcentration in the academic contentareas to be taught, as prescribed by theExcellent Schools Act

strengthening of second majorrequirement in teacher preparationprograms

an annual performance report fromschools of education

participation as a member of anadvisory committee to the State Boartlof Education for the study of lateralentry

school administrator and teacherpreparation programs and by promotingthe collaboration of local schoolofficials, local law enforcementofficials, and local court officials onaddressing issues of school safety inschool safety.

IV. The Mission

The mission of the University is shaped inlarge measure by the constitutional and statutorymandates by which public higher education isestablished and maintained. Article IX of theConstitution of the State declares:

Sec. 8. Higher education. The GeneralAssembly shall maintain a public system ofhigher education, comprising The Universityof North Carolina and such other institutionsof higher education as the General Assemblymay deem wise ....

Sec. 9. Benefits of public institutions ofhigher education. The General Assemblyshall provide that the benefits of TheUniversity of North Carolina and otherpublic institutions of higher education, as faras practicable, be extended to the people ofthe State free of expense.

This constitutional mandate for a publicsystem of higher education is effected by Chapters115 and 116 of the General Statutes. Chapter 115A,enacted in 1963, provides for a statewide network ofcommunity and technical colleges and instituteswhich offer two-year college transfer and technicaland vocational programs. Chapter 116 of thestatutes, as amended by the General Assemblyeffective July 1, 1972, provides in Section 3 that:

The board of trustees of theUniversity of North Carolina is herebyredesignated, effective July 1, 1972, as the'Board of Governors of the University ofNorth Carolina.' The Board of Governorsshall be known and distinguished by thename of 'the University of North Carolina'and shall continue as a body politic andcorporate and by that name shall haveperpetual succession and a common seal.

Section 4 of the statute provides for theUniversity of North Carolina to be composed of the16 public senior institutions in the state.

The Higher Education Reorganization Actof 1971, which placed those 16 institutions under onegoverning board, asserted the basic objectives andpurposes for the University of North Carolina: tofoster the development of a well-planned andcoordinated system of higher education, to improvethe quality of education, to extend its benefits, and toencourage an economical use of the state's resources.

29

Central to the process of strategic planningis the clarification of the overall mission of theUniversity as a whole and the role and scope of theconstituent institutions within that overall mission.As a part of the comprehensive mission review of1992, the Board of Governors adopted a generalmission statement for the University. This statement,with minor modifications, was given statutory statusin 1995 when the General Assembly amendedChapter 116-1 of the General Statutes to include thefollowing as the official mission statement of theUniversity of North Carolina:

Statement of Mission

The University of North Carolina is apublic, multi-campus university dedicatedto the service of North Carolina and itspeople. It encompasses the 16 diverseconstituent institutions and othereducational, research, and public serviceorganizations. Each shares in the overallmission of the University. That mission isto discover, create, transmit, and applyknowledge to address the needs ofindividuals and society. This mission isaccomplished through instruction, whichcommunicates the knowledge and valuesand imparts the skills necessary forindividuals to lead responsible,productive, and personally satisfyinglives; through research, scholarship, andcreative activities, which advanceknowledge and enhance the educationalprocess; and through public service,which contributes to the solution ofsocietal problems and enriches the qualityof life in the State. In the fulfillment ofthis mission, the University shall seek anefficient use of available resources toensure the highest quality in its service tothe citizens of the State.

Teaching and learning constitute theprimary service that the Universityrenders to society. Teaching, orinstruction, is the primary responsibilityof each of the constituent institutions.The relative importance of research andpublic service, which enhance teachingand learning, varies among theconstituent institutions, depending ontheir overall missions.

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V. General Academic Missions of the Constituent Institutions

The planning responsibility of the Boardof Governors serves both a comprehensive and aspecific purpose. The comprehensive purpose isfound in the statutory responsibility to "plan anddevelop a coordinated system of higher educationin North Carolina." The specific purpose is foundin the further statutory responsibility to "determinethe functions, educational activities and academicprograms" of each institution. It is this specificresponsibility for each of the institutions that isaddressed in this section of the long-range plan.

For each of the constituent institutions, thesection presents the general academic missioncontaining the following: a general statement of theeducational mission of the institution; itsdescriptive classification; all currently authorizeddegree programs in the institution, by degree leveland by discipline division and discipline specialty;any programs that the institution is authorized todiscontinue; all new programs that the institution isauthorized to plan during this planning period;reconfirmation of previous program planningauthorizations; and an organizational chart showingprimarily the academic structure of the institution.

A. Institutional Classification

The descriptive classification of theinstitutions used by the University of NorthCarolina is that developed by the CarnegieFoundation for the Advancement of Teaching)The Carnegie classification system includes allinstitutions listed in the National Center forEducation Statistics' Education Directory.

It is important to recognize that thisclassification system does not rank institutions. Itis not a hierarchy of merit, a listing of institutionsfrom superior to inferior, or from more worthy toless worthy. It is, instead, a grouping of collegesand universities according to their sharedcharacteristics and functions. The criteria for thegroupings include: level and type of programsoffered, enrollments, number of degrees awardedby level and discipline areas, the emphasis placedon research, and the annual amount of federalresearch support received. The listing ofauthorized degree programs by level and bydiscipline division and specialty further defines theinstitution in terms of program array.

To encompass all colleges and universitiesin the United States, the classification systemestablished 11 categories. Six of these categoriesinclude all of the constituent institutions of theUniversity of North Carolina. They are as follows:

Research Universities I

North Carolina State University at RaleighThe University of North Carolina at

Chapel Hill

Doctoral Universities I

The University of North Carolinaat Greensboro

Master's (Comprehensive) Universities andColleges I

Appalachian State UniversityEast Carolina UniversityFayetteville State UniversityNorth Carolina Agricultural

and Technical State UniversityNorth Carolina Central UniversityThe University of North Carolina

at CharlotteThe University of North Carolina

at PembrokeThe University of North Carolina

at WilmingtonWestern Carolina University

Baccalaureate (Liberal Arts ) Universities andColleges I

The University of North Carolina at Asheville

Baccalaureate (Liberal Arts) Universities andColleges II

Elizabeth City State UniversityWinston Salem State University

Schools of Art, Music, and Design

The North Carolina School of the Arts

1 Carnegie Foundation for the Advancement of Teaching A Classification of Institutions of Higher Education. Revised edition.(Berkeley, Calif.: 1994)

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B. Academic Program Development

A necessary element in the University'splanning is the definition of the educationalmission of each of the constituent institutions,including the specification of degree programseach of them is authorized to offer. It is inacademic program development that one gets to theheart of crucial decisions in higher education, andit is in this area that the Board of Governors hasbeen most responsible and responsive to the publicinterest.

The general principles and prioritiesdefined and pursued by the board thus far inacademic program development include thefollowing:

Institutional diversity must be maintained.Universities need not, and should not, all be alike.Neither the demands of the labor market, nor theneeds of society, nor available resources require orpermit the homogenization of institutions. Theneed is to strengthen and improve each of theconstituent institutions in carrying out its assignedmission.

Greater access to educational opportunitymust be provided. In extending the benefits ofeducation, it is the objective of the Board ofGovernors to provide needed higher educationalopportunities for all citizens of North Carolina whohave the aptitude, motivation, and desire to pursueprograms of higher education. Only in this waycan we hope to cultivate the truly educatedcitizenry that a changing society and economydemand.

Quality is the critical ingredient in alleffective education. It should not be diluted byover-expansion when funds, equipment, programbase, or facilities are inadequate to the task. Forthis reason, the board has emphasized thestrengthening of existing programs that are neededover the initiation of new programs, especiallywhen current programs are deemed sufficient tomeet the state's needs for qualified professionals.

The University has a primary obligationto provide undergraduate education of highquality. The majority of students enrolled in theUniversity are undergraduates, and this imposes onall institutions the responsibility to provide forthose students an educational experience of highquality. This is a basic obligation of everycampus, and institutions are urged to improve andstrengthen their undergraduate and general studiesprograms.

33_,

With respect to the development of newgraduate programs, it is essential to recognize animportant distinction between the master's leveland doctoral programs. Many master's degreestend to be professionally or occupationally orientedand to be sought by students who are bound to aregion or locality. Such programs are lessdemanding in terms of faculty, facilities andequipment, and can be mounted less expensivelythan doctoral programs. Proposed new doctoralprograms should be evaluated in terms ofdemonstrated need, the capacity to offer a highquality program, the availability of funding, andthe economical use of the state's resources.

Good management requires theapplication of priorities and the judiciousallocation of resources. Academic programs andcourse offerings must be up-to-date and must beresponsive to legitimate needs, but the counterpartof change is the discontinuation of programs nolonger needed. Low quality, low productivity, andlow priority programs must be eliminated in orderto redirect resources to higher needs and priorities.Fiscal constraints are particularly important ininitiating programs at the doctoral and firstprofessional levels, where program costs andspecialized facilities and other resources arerequired. These considerations also apply incertain areas of undergraduate education such asengineering, the sciences, and health professions.

In keeping with these principles andpriorities, the Board of Governors has defined ageneral academic mission for each of the UNCinstitutions, setting forth those continuations andalterations in institutional programs and activitiesthat in the judgment of the board should take placeover a given planning period.

Through its biennial academic programplanning process the Board of Governors, betweenJuly 1972 and November 1997, has approved theestablishment of 343 new academic degreeprograms and the discontinuation of 365 academicdegree programs.

The 1993 Session of the GeneralAssembly passed legislation to implement aGovernment Performance Audit Committee'srecommendations for a review of academic degreeprograms in the University of North Carolina. Inresponse to that legislation, the Board of Governorsinitiated a comprehensive, biennial review processall degree programs. This review process is nowconducted in conjunction with the biennial revisionof the University's long-range plan.

Ljt

The Committee on Educational Planning,Policies, and Programs developed criteria andguidelines for the review. Applying those criteriaand guidelines, 127 degree programs outside theundergraduate academic core (programs in thebasic arts and sciences, education, and business andmanagement) were identified for review in 1997.These programs were reviewed not only in terms oflow enrollments and degree productivity, but alsoin terms of such factors as low quality, high costs,low occupational demand, or a low level ofcentrality to the institutional mission. Somecampuses also reviewed other academic degreeprograms with respect to productivity, institutionalpriorities, and unnecessary duplication.

Recommendations for programdiscontinuations were approved by the board inOctober, 1997. Overall 11 academic degreeprograms and an additional three degree programtracks were discontinued. A total of 32 degreeprograms were deleted from the AcademicProgram Inventory as separate, stand-aloneprograms and consolidated or merged with otherrelated degree programs. Taken together, therecommended discontinuations and consolidationsresulted in a total reduction of 43 in the number ofseparate, stand-alone degree programs in theUniversity's Academic Program Inventory.

34

As a result of the review associated withthe preparation of this long-range plan,authorization is given for the planning of sevennew programs at the baccalaureate level, 11 at themaster's level, and four at the doctoral level. Inaddition, 32 previous planning authorizations arereconfirmed: 10 at the baccalaureate level, 14 at themaster's level, and eight at the doctoral level. Itmust be emphasized that the eventualestablishment of these programs will be dependentupon the availability of resources.

These planning authorizations andprogram discontinuations are listed in the generalacademic mission section for the respectiveinstitutions.

APPALACHIAN STATE UNIVERSITY

1. General Statement of Educational Mission

Appalachian State University is a public comprehensive university, offering a wide variety of degreeprograms at the baccalaureate, master's, and intermediate levels as well as the Ed.D. in Educational Leadership. Witha distinctively residential campus and a faculty and staff characterized by high quality and broad diversity ofprofessional skills, Appalachian takes as its mission the practice and propagation of scholarship. This isaccomplished particularly through instruction, but also through the research, creative, and service activities of theuniversity community. Appalachian is committed to excellence in its undergraduate and graduate educationalprograms, while continuing to serve as a center of cultural and professional activity within its state and region.

2. Descriptive Classification and Authorized Degree Programs

Appalachian State University is a public Masters (comprehensive) University I, authorized to offerprograms of study leading to degrees at those levels and in those discipline divisions and specialties set forth below:

a. Baccalaureate Level

0200 Architecture and Environmental Design0206 City, community and regional

planning

0400 Biological Sciences0401 Biology, general

0500 Business and Management0502 Accounting0504 Banking and finance0506 Business management and

administration0509 Marketing and purchasing0597 Insurance and real estate

0600 Communications0601 Communications, general

0700 Computer and Information Sciences0701 Computer and information sciences,

general

0800 Education0802 Elementary education, general0804 Middle grades education0808 Special education, general0832 Music education (methodology and

theory)0835 Physical education0837 Health education (includes family

life education)0838 Business, commerce, and

distributive education0839 Industrial arts, vocational, and

technical education

35

1000 Fine and Applied Arts1002 Art (painting, drawing, sculpture)1004 Music (performing, composition,

theory)1007 Dramatic arts1098 Music industry studies

1100 Foreign Languages1102 French1105 Spanish

1200 Health Professions1220 Speech pathology and audiology1223 Medical laboratory technologies1296 Health care management (not

hospital administration)

1300 Home Economics1301 Home economics, general1302 Home decoration and home

equipment1303 Clothing and textiles1305 Family relations and child development1306 Foods and nutrition (includes dietetics)

1500 Letters150115061597

English, generalSpeech, debate, and forensic sciencePhilosophy and religion

1700 Mathematics1701 Mathematics, general

4G

1900 Physical Sciences1902 Physics, general1905 Chemistry, general1914 Geology

2000 Psychology2001 Psychology, general

2100 Public Affairs and Services2103 Parks and recreation management2104 Social work, helping services2105 Criminal justice

b . Master's Level

0300 Area Studies0391 Appalachian studies


0500 Business and Management0502 Accounting0506 Business management and

administration

0700 Computer and Information Sciences0701 Computer and information sciences

0800 Education0802 Elementary education, general0804 Middle grades education0805 Higher education, general0808 Special education, general0826 Student personnel (counseling and

guidance)0827 Educational administration0828 Educational supervision0830 Reading education (methodology

and theory)0835 Physical education0839 Industrial arts, vocational and

technical education0897 Educational media

1000 Fine and Applied Arts1004 Music (performing, composition,

and theory)

1100 Foreign Languages1198 Romance languages and literatures

4 7 36

2200 Social Sciences2201 Social sciences, general2202 Anthropology2204 Economics2205 History2206 Geography2207 Political science and government2208 Sociology

4900 Interdisciplinary Studies4998 Special studies

1200 Health Professions1220 Speech pathology and audiology

1300 Home Economics1301 Home economics, general

1500 Letters1501 English, general

1600 Library Science1601 Library science, general


1900 Physical Sciences1998 Applied physics

2000 Psychology2001 Psychology, general2003 Clinical psychology

2100 Public Affairs & Services2102 Public administration2104 Social work, helping services

2200 Social Sciences2201 Social sciences, general2205 History2206 Geography2207 Political science and government

c. Intermediate (Sixth-Year) Level

0800 Education0805 Higher education, general (Ed.S.)0827 Educational administration (Ed.S., C.A.S.)0897 Educational media (Ed.S.)

2000 Psychology2001 Psychology

d. Doctoral Level

0800 Education0893 Educational administration and

supervision

3 . Program Discontinuations

No program discontinuations are now planned.

4 . Authorizations to Plan New Programs

No additional new degree programs are authorized for planning at this time.

5. Previous Planning Authorizations Reconfirmed

Previous authorization to plan the following new degree programs is reconfirmed:

a. Master's Level

1300 Home Economics1305 Family relations and child development

6. Appalachian State University is organized academically as shown in the chart which follows:

4 3

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EAST CAROLINA UNIVERSITY


East Carolina University is a public comprehensive institution committed to rich and distinctiveundergraduate and graduate education, exemplary teaching, research and scholarship, public service, and human andintellectual diversity. The university offers degrees at the baccalaureate, master's, intermediate, and doctoral levels.Programs of study include the arts and sciences and a wide range of professional fields, including the first-professional program in medicine. The fundamental educational goal of the university is to provide students with asubstantive general education and to enable students and other constituents to secure specialized and multidisciplinaryknowledge. The primary research mission is to advance knowledge, to encourage traditional and nontraditionalcreative activity, to solve significant human problems, and to provide the best possible basis for professionalpractice. The service mission is to provide leadership in the pursuit of educational, research, and cultural goals. Theuniversity values the contribution of each member of the academic community, encourages the full development ofhuman potential, and is dedicated to scholarly integrity and responsible stewardship of the public trust.


East Carolina University is a public Master's (comprehensive) University I, authorized to offer programs ofstudy leading to degrees at those levels and in those discipline divisions and specialties set forth below:


0200 Architecture and Environmental Design0206 City, community and regional planning

0400 Biological Sciences0401 Biology, general0414 Biochemistry

0500 Business and Manaaement0502 Accounting0506 Business management and administration0514 Secretarial studies



general

0800 Education0802 Elementary education, general0804 Middle grades education0808 Special education, general0834 Science education (methodology and

theory)0835 Physical education0837 Health education (includes family life

education)0838 Business, commerce, and distributive

education

0900 Engineering0992 Industrial technology

39


theory)1007 Dramatic arts1008 Dance

1100 Foreign Languages1102 French1103 German1105 Spanish

1200 Health Professions1203 Nursing1208 Occupational therapy1215 Medical record librarianship1220 Speech pathology and audiology1223 Medical laboratory. technologies1271 Physician assistant1281 Rehabilitation counseling1298 Environmental health

1300 Home Economics1301 Home economics, general1305 Family relations and child development

1500 Letters1501 English, general1509 Philosophy


51




b . Master's Level



administration


general

0800 Education0802 Elementary education, general0804 Middle grades education0807 Adult and continuing education0808 Special education, general0826 Student personnel (counseling and

guidance)0827 Educational administration0830 Reading education (methodology and

theory)0834 Science education (methodology and

theory)0835 Physical education0837 Health education0839 Industrial arts, vocational and

technical education0893 Educational administration and

supervision

0990 Engineering0992 Industrial technology


theory)

1200 Health Professions1203 Nursing1208 Occupational therapy

5240

2200 Social Sciences2202 Anthropology2204 Economics2205 History2206 Geography2207 Political science and government2208 Sociology

4900 Interdisciplinary Studies4975 Women's studies4998 Special studies

1212 Physical therapy1220 Speech pathology and audiology1281 Rehabilitation counseling1298 Environmental health

1300 Home Economics1301 Home economics, general1305 Family relations and child

development

1500 Letter1501 English, general




2000 Psychology2001 Psychology, general2003 Clinical psychology2097 School psychology

2100 Public Affairs2102 Public administration2104 Social work, helping services

2200 Social Sciences2202 Anthropology2204 Economics2205 History2206 Geography2208 Sociology

4900 Interdisciplinary Studies4970 International studies


0800 Education0826 Student personnel (counseling and

guidance) (C.A.S.)0893 Educational administration and

supervision (Ed.S.)

d. First Professional Level

1200 Health Professions1206 Medicine (M.D)

e. Doctoral Level

0400 Biological Sciences0408 Pathology0409 Pharmacology, human and animal0410 Physiology, human and animal0411 Microbiology0412 Anatomy0414 Biochemistry



4. Authorizations to Plan New Programs

East Carolina University is authorized to plan the following new degree programs:

1600 Library Science1601 Library science, general (C.A.S.)

2000 Psychology2097 School psychology (C.A.S.)


supervision


a. Master's Level

2100 Public Affairs and Services2105 Criminal justice

5 . Previous Planning Authorizations Reconfirmed

b . Doctoral Level

4900 Interdisciplinary studies4902 Bioenergetics



0900 Engineering0992 Construction management

b. Master's Level

c. Doctoral Level

4900 Jnterdisciplinary Studies4902 Coastal resources management4974 Medical biophysics

1200 Health Professions1280 Occupational safety and health

2100 Public Affairs and Services2103 Parks and recreation management

6. East Carolina University is organized academically as shown in the chart which follows:

41

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ELIZABETH CITY STATE UNIVERSITY


Elizabeth City State University is a public baccalaureate university, offering baccalaureate programs in thebasic arts and sciences and in selected professional and pre-professional areas. Through its Graduate Center, theuniversity also provides master's level programs for advanced study. Originally an institution serving AfricanAmericans, the university's heritage provides a rich background for serving an increasingly multicultural studentbody. The university provides a challenging and supportive environment that prepares its students for knowledgable,responsible participation and leadership in an ever-changing, technologically advanced society. Elizabeth City StateUniversity continues to promote excellence in teaching as its primary responsibility to meet the needs of thestudents and citizens of the state, nation, and world. Through its teaching, research, and community service, theuniversity seeks to identify and address the needs of northeastern North Carolina with particular attention tosupporting its environmentally sensitive economic development.

2 . Descriptive Classification and Authorized Degree Programs

Elizabeth City State University is a public Baccalaureate (liberal arts) University II, authorized to offerprograms of study at the baccalaureate level in those discipline divisions and specialties set forth below:



administration


general

0800 Education0802 Elementary education, general0808 Special education, general0835 Physical education0838 Business, commerce, and


technical education

1000 Fine and Applied Arts1002 Art1005 Music (liberal arts program)

43



1900 Physical Sciences190219051914

Physics, generalChemistry, generalGeology



2200 Social Sciences2205 History2207 Political science and government2208 Sociology

5 6


No program discontinuations are now planned

4. Authorizations to Plan New Programs

Elizabeth City State University is authorized to plan the following new degree program:

a. Master's Level

0800 Educatiom0802 Elementary education

5. Previous Planning Authorizations Reconfirmed

Previous authorization to plan the following new baccalaureate degree programs is reconfirmed:


2100 Public Affairs and Services2104 Social work

2200 Social Sciences2204 Economics

4900 Biological Sciences4990 Marine sciences

6. Elizabeth City State University is organized academically as shown in the chart which follows:

5 7

44

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hOrg

aniz

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hart

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te U

nive

rsity

, 199

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rd o

f Gov

erno

rsT

he U

nive

rsity

of N

orth

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olin

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side

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59

FAYETTEVILLE STATE UNIVERSITY


Fayetteville State University is a public comprehensive university, offering degrees at the baccalaureate,master's and doctoral levels. The primary mission of Fayetteville State University is to provide quality education toits students through a basic liberal arts foundation, specialized professional training, and specific graduate programs.Committed to excellence in teaching, research, and service to the community, the university seeks to prepare itsstudents and graduates to lead meaningful and productive lives. In doing so, Fayetteville State University strives toproduce creative thinkers and leaders who will reach beyond current intellectual and cultural boundaries to become thechange agents for shaping the future of America and the world.

As part of its broader mission, the university extends its services as a regional institution by providing life-long learning experiences and opportunities to the University's immediate and extended communities and serving as aresource for business, education, and culture in North Carolina.


Fayetteville State University is a public Master's (comprehensive) University I, authorized to offerprograms of study leading to degrees at those levels and in those discipline divisions and specialties set forth below:*




administration


general

0800 Education0802 Elementary education, general0804 Middle grades0832 Music education (methodology and

theory)0835 Physical education0837 Health education0838 Business, commerce, and

distributive education

1000 Fine and Applied Arts1002 Art (painting, drawing, sculpture)1007 Dramatic arts

1100 Foreign Languages1105 Spanish

1200 Health Professions1203 Nursing



1900 Physical Sciences1905 Chemistry, general

2000 Psycholoq2001 Psychology, general


2200 Social Sciences2201 Social sciences, general2204 Economics2205 History2206 Geography2207 Political science and government2208 Sociology

Fayetteville State University if authorized to offer the associate in arts and associate in science degrees in its programs forarmed services personnel at the Fort Bragg Center. These programs are listed in the Appendix.

GO

b . Master's Level


0500 Business and Management0506 Business management and

administration0800 Education

0802 Elementary education, general0804 Middle grades education0808 Special education, general0827 Educational administration0882 Master of Arts in teaching0893 Education administration and

supervision

c . Doctoral Level


supervision

1500 Letters1501 English




3. Program Discontinuations



Fayetteville State University is authorized to plan the following new degree program.

a. Baccalaureate

0500 Business & Management0504 Banking & finance

5 . Fayetteville State University is organized academically as shown in the chart which follows:

CO

Org

aniz

atio

n C

hart

of

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ette

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te U

nive

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BE

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r,

NORTH CAROLINA AGRICULTURAL AND TECHNICAL STATE UNIVERSITY


North Carolina Agricultural and Technical State University is a public, comprehensive, land-grantuniversity committed to fulfilling its fundamental purposes through exemplary undergraduate and graduateinstruction, scholarly and creative research, and effective public service. The university offers degree programs at thebaccalaureate, master's and doctoral levels with emphasis on engineering, science, technology, literature and otheracademic areas. As one of North Carolina's three engineering colleges, the university offers Ph.D. programs inengineering. Basic and applied research is conducted by faculty in university centers of excellence, ininterinstitutional relationships, and through significant involvement with several public and private agencies. Theuniversity also conducts major research through engineering, transportation, and its extension programs inagriculture.


North Carolina Agricultural and Technical State University is a public Master's (comprehensive) UniversityI, authorized to offer programs of study leading to degrees at those levels and in those discipline divisions andspecialties set forth below:


0100 Agriculture and Natural Resources0104 Animal science0198 Agricultural science

0200 Architecture and Environmental Design0204 Landscape architecture



administration0510 Transportation and public utilities0517 Business economics

0600 Communications0601 Communications general

0700 Computer and Information Sciences0701 Computer and information

sciences, general

0800 Education0802 Elementary education, general0808 Special education, general0835 Physical education0838 Business, commerce, and


technical education

49

0900 Engineering0904 Architectural engineering0906 Chemical engineering0908 Civil construction and

transportation engineering0909 Electrical, electronics, and

communications engineering0910 Mechanical engineering0913 Industrial and management

engineering0992 Industrial technology0996 Biological & agricultural engineering

1000 Fine and Applied Arts1002 Art (painting, drawing, sculpture)1005 Music (liberal arts program)1094 Professional theater

1100 Foreign Languages1198 Romance languages and literatures

1200 Health Professions1203 Nursing1280 Occupational safety and health

1300 Home Economics1301 Home economics, general1305 Family relations and child

development

1500 Letters1501 English, general1506 Speech, debate, and forensic

science


6 4

1900 Physical Sciences1902 Physics, general1905 Chemistry, general


b . Master's Level

0100 Agriculture and Natural Resources0104 Animal science0111 Agricultural economics0198 Agricultural science


0700 Computer & Information0701 Computer and information

sciences, general

0800 Education0802 Elementary education, general0807 Adult and continuing education0826 Student personnel (counseling

and guidance)0830 Reading education (methodology

and theory)0835 Physical education0839 Industrial arts, vocational and

technical education0893 Educational administration and

supervision0897 Educational media

c . Doctoral Level

0900 Engineering0909 Electrical engineering0910 Mechanical engineering

6 550

2100 Public Affairs and Services2104 Social work, helping services


0900 Engineering0901 Engineering, general0904 Architectural engineering0909 Electrical, electronics, and

communications engineering0910 Mechanical engineering0913 Industrial and management engineering0992 Industrial technology

1300 Home Economics1306 Foods and nutrition (includes dietetics)




2100 Public Affairs and Services2104 Social work, helping services (other

than clinical social work)

2200 Social Sciences2205 History

3. Program Discontinuations



North Carolina A&T State University is authorized to plan the following new degree programs:

a. Master's Level

0500 Business and Management0506 Management

b. Doctoral Level

0900 Engineering. 0913 Industrial engineering

5. Previous Planning Authorizations reconfirmed

Previous authorization to plan the following new master's degree programs is reconfirmed:

0900 Engineering0906 Chemical engineering0908 Civil, construction and transportation engineering (Civil engineering)

6. North Carolina A&T University is organized academically as shown in the chart which follows:

51

Org

aniz

atio

n C

hart

of

Nor

th C

arol

ina

Agr

icul

tura

l and

Tec

hnic

al S

tate

Uni

vers

ity, 1

997

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(31

NORTH CAROLINA CENTRAL UNIVERSITY

1 . General Statement of Educational Mission

North Carolina Central University is a comprehensive university offering programs at the undergraduate andgraduate levels. It is the nation's first public liberal arts institution founded for African Americans. The universitymaintains a strong liberal arts tradition and a commitment to academic excellence in a diverse educational and culturalenvironment. It seeks to encourage intellectual curiosity and to enhance the academic and professional skills of itsstudents and faculty.

The mission of the university is to prepare students academically and professionally and to promoteconsciousness of social responsibility and dedication to the advancement of the general welfare of the people of NorthCarolina, the United States, and the world. The university will serve its traditional clientele of African Americanstudents; it will also expand its commitment to meet the educational needs of a student body that is diverse in raceand other socioeconomic attributes.

Teaching is the primary focus of the university. As a part of that focus, the university encourages itsfaculty to pursue intellectual development and rewards effective teaching. The university recognizes, however, themutually reinforcing impact of scholarship and service on effective teaching and learning. North Carolina CentralUniversity, therefore, encourages and expects faculty and students to engage in scholarly, creative, and serviceactivities which benefit the global community.


North Carolina Central University is a public master's (comprehensive) University I, authorized to offerprograms of study leading to degrees at those levels and in those discipline divisions and specialties set forth below:




administration


general

0800 Education0802 Elementary education, general0804 Middle grades education0835 Physical education0837 Health education (includes family life

education)

1000 Fine and Applied Arts1002 Art (painting, drawing, sculpture)1004 Music (performance)1007 Dramatic arts

1100

1200

Foreign Languages1102 French1105 Spanish

Health Professions1203 Nursing

1300 Home Economics1301 Home economics, general1305 Family relations and child development1306 Foods and nutrition





2100 Public Affairs and Services2104 Social work, helping services2105 Criminal justice

2200 Social Sciences2205 History2206 Geography2207 Political science and government2208 Sociology

4900 Interdisciplinary Studies4902 Biological and physical sciences

53

69

b . Master's Level



administration0700 Computer and Information Sciences

0702 Information sciences and systems

0800 Educatio0802 Elementary education, general0808 Special education, general0826 Student personnel (counseling and

guidance)0835 Physical education0893 Educational administration and








1900 Physical Sciences1905 Chemistry, general1917 Earth sciences, general


2100 Public Affairs and Services2102 Public administration2105 Criminal justice

2200 Social Sciences2205 History2208 Sociology

c. First Professional Level

1400 Law1401 Law, general

North Carolina Central University is authorized to discontinue the following degree program:


0500 Business and management0517 Business economics






2100 Public Affairs and Services2102 Public administration

4900 Interdisciplinary Studies4901 Interdisciplinary studies, general

b . Master's Level

0800 Education0831 Art education

1400 Law1401 Law, general (Civil rights)

6 . North Carolina Central University is organized academically as shown in the chart which follows:

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BU

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NORTH CAROLINA SCHOOL OF THE ARTS


The North Carolina School of the Arts is a specialized institution, offering programs at the secondary andbaccalaureate levels in dance, design and production, drama, filmmaking, and music, and at the master's level indesign and production and music. The School is the only state institution which is dedicated entirely to theprofessional training of students who possess exceptional talent in the performing arts. According to the EnablingAct, the mission is distinctive:

"...The primary purpose of the School shall be the professional training, as distinguished from liberal artsinstruction, of talented students in the fields of music, drama, dance, and allied performing arts, at both the highschool and college levels of instruction, with emphasis placed upon performance of the arts, and not upon academicstudies of the arts."

Its program in the performing arts includes general education programs offered by the Division of GeneralStudies. The School will continue to strengthen and improve its existing programs, and will continue to placeemphasis upon recruitment of North Carolina students. The School will also emphasize the further development ofthose community service activities that contribute to the cultural enrichment of North Carolina, principally throughconcerts and performances of its faculty and students. These activities form an important element in the professionaltraining of its students.

2 . Descriptive Classification and Authorized Programs

The North Carolina School of the Arts is a public Specialized Art Institution, authorized to offer programsof study leading to diplomas, certificates, and degrees at those levels and in those discipline divisions and specialtiesset forth below:

a. High School Level

High School Diploma

b . Postsecondary Certificate Level

Certificate of Proficiency in DanceCertificate of Proficiency in Design and ProductionCertificate of Proficiency in DramaCertificate of Proficiency in Music

c. Baccalaureate Level

1000 Fine and Applied Arts1004 Music1007 Dramatic arts1008 Dance1010 Film arts

d. Master's Level

1000 Fine and Applied Arts1004 Music (performance)1007 Dramatic arts (theater design and

production)


No degree program discontinuations are now planned.




Previous authorization to plan the following new master's program is reconfirmed:

1000 Fine and Applied Arts1010 Film arts

6 . North Carolina School of the Arts is organized academically as shown in the chart which follows:

56

7

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NORTH CAROLINA STATE UNIVERSITY AT RALEIGH


The mission of North Carolina State University is to serve its students and the people of North Carolina asa Research I, land-grant university. Through the active integration of teaching, research, and extension, NorthCarolina State University creates an innovative learning environment that stresses mastery of fundamentals,intellectual discipline, creativity, problem solving, and responsibility. Enhancing its historic strengths inagriculture, science, and engineering with a commitment to excellence in a comprehensive range of academicdisciplines, North Carolina State University provides leadership for intellectual, cultural, social, economic, andtechnological development within the state, the nation, and the world.


North Carolina State University at Raleigh is a public Research University I, authorized to offer programsof study leading to degrees at those levels and in those discipline divisions and specialties set forth below:*


0100 Agriculture and Natural Resources0102 Agronomy (field crops and crop

management)0104 Animal science (husbandry)0106 Poultry science0108 Horticulture (fruit and vegetable

production)0111 Agricultural economics0113 Food science and technology0114 Forestry0115 Natural resources management0116 Agriculture and forestry technologies

0200 Architecture and Environmental Design0202 Architecture0204 Landscape architecture0298 Product design

0400 Biological Sciences0401 Biology, general0402 Botany, general0407 Zoology, general0411 Microbiology0414 Biochemistry


administration


0833 Mathematics education(methodology and theory)

0834 Science education (methodology andtheory)

0839 Industrial arts, vocational, andtechnical education

0892 Agricultural education

0900 Engineering0901 Engineering, general0902 Aerospace, aeronautical and

astronomical engineering0906 Chemical engineering (includes

petroleum refining)0908 Civil, construction, and


communications engineering0910 Mechanical engineering0913 Industrial and management

engineering0915 Materials engineering0917 Textile engineering0920 Nuclear engineering0995 Textile technology0996 Biological and agricultural engineering

1100

1200

0700 Computer and Information Sciences0701 Computer and information sciences, 1500

general

0800 Education0801 Education, general0804 Middle grades education

7 G

58

Foreign Languages1102 French1105 Spanish

Health Professions1223 Medical laboratory technologies1286 Pre-dental and pre-medical

Letters1501150715091510

English, generalCreative writingPhilosophyReligious studies

1700 Mathematics1701 Mathematics, general1702 Statistics, mathematical and

theoretical1703 Applied Mathematics

1900 Physical Sciences1902 Physics, general1905 Chemistry, general1913 Atmospheric sciences and

meteorology1914 Geology1996 Textile chemistry


b . Master's Level


management)0103 Soils science (management and

conservation0104 Animal science (husbandry)0106 Poultry science0108 Horticulture (fruit and vegetable

production)0111 Agricultural economics0113 Food science and technology0114 Forestry0115 Natural resources management0116 Agriculture and forestry

technologies

0200 Architecture and Environmental Design0202 Architecture0204 Landscape architecture0298 Product design

0400 Biological Sciences0402 Botany, general0404 Plant pathology0407 Zoology, general0410 Physiology, human and animal0411 Microbiology0414 Biochemistry0421 Entomology0422 Genetics0424 Nutrition, scientific (excludes nutrition

in home economics and dietetics)0426 Toxicology0495 Biomathematics

0500 Business and Management0502 Accounting0506 Business management and administration0507 Operations research

59

2100 Public Affairs and Services2103 Parks and recreation management2104 Social work, helping services (other

than clinical social work)2105 Criminal justice

2200 Social Sciences2201 Social sciences, general2204 Economics2205 History2207 Political science and government2208 Sociology

4900 Interdisciplinary Studies4903 Humanities and social sciences


general

0800 Education0804 Middle grades education0807 Adult and continuing education0808 Special education, general0826 Student personnel (counseling and

guidance)0829 Curriculum and instruction0833 Mathematics education

(methodology and theory)0834 Science education (methodology and

theory)0839 Industrial arts, vocational, and

technical education0892 Agricultural education0893 Educational administration and

supervision

0900 Engineering0901 Engineering, general0906 Chemical engineering (includes

petroleum refining)0908 Civil, construction, and


communications engineering0910 Mechanical engineering0913 Industrial and management engineering0915 Materials engineering0917 Textile engineering0920 Nuclear engineering0995 Textile technology0996 Biological and agricultural engineering

1200 Health Professions1218 Veterinary medicine


1700 Mathematics1701 Mathematics, general1702 Statistics, mathematical and theoretical1703 Applied mathematics

1900 Physical Sciences190219051996

Physics, generalChemistry, generalTextile chemistry


c. First Professional Level

1200 Health Professions1218 Veterinary medicine (D.V.M.)

d. Doctoral Level


management)0103 Soils science (management and

conservation)0104 Animal science (husbandry)0108 Horticulture (fruit and vegetable

production)0113 Food science and technology0114 Forestry0116 Agriculture and forestry technologies

0400 Biological Sciences0402 Botany, general0404 Plant pathology0407 Zoology, general0410 Physiology, human and animal0411 Microbiology0414 Biochemistry0421 Entomology0422 Genetics0424 Nutrition, scientific (excludes nutrition

in home economics and dietetics)0426 Toxicology0495 Biomathematics

0500 Business Management0507 Operations research


60

2100 Public Affairs and Services2102 Public administration2103 Parks and recreation management

2200 Social Sciences2204 Economics2205 History2207 Political science and government2208 Sociology2297 Rural sociology

4900 Interdisciplinary Studies4901 General liberal arts and sciences4990 Marine sciences4991 Interfiational development,

technology for

0800 Education0807 Adult and continuing education0825 Educational testing, evaluation &

measurement0826 Student personnel (counseling and

guidance0829 Curriculum and instruction0833 Mathematics education (methodology and


theory)0839 Industrial arts, vocational, and technical

education0893 Educational administration and supervision

0900 Engineering0906 Chemical engineering (includes petroleum

refining)0908 Civil, construction, and transportation

engineering0909 Electrical, electronics, and

communications engineering0910 Mechanical engineering0913 Industrial and management engineering0915 Materials engineering0920 Nuclear engineering0995 Textile technology0996 Biological and agricultural engineering

1200 Health Professions1218 Veterinary medicine

1700 Mathematics 2100 Public Affairs and Services1701 Mathematics, general1702 Statistics, mathematical and theoretical1703 Applied mathematics

1900 Physical Sciences1902 Physics, general1905 Chemistry, general1997 Fiber and polymer science

2102 Public administration

2200 Social Sciences2204 Economics2208 Sociology

4900 Interdisciplinary Studies4990 Marine sciences





North Carolina State University is authorized to plan the following new degree programs:

a. Baccalaureate Level b . Doctoral Level

4900 Interdisciplinary Studies 0200 Architecture and Environmental Design4990 Marine sciences 0299 Design

2100 Public Affairs and Services2103 Parks, recreation & tourism

management


Previous authorization to plan the following new doctoral degree program is reconfirmed:

0400 Biological Sciences0416 Molecular biology

6 . North Carolina State University is organized academically as shown in the chart which follows:

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THE UNIVERSITY OF NORTH CAROLINA AT ASHEVILLE


The University of North Carolina at Asheville is distinctive within the public higher education system ofNorth Carolina in its primary mission: to offer an undergraduate liberal arts education of superior quality for seriousand able students. The university also provides selected pre-professional and professional programs which are solidlygrounded in the liberal arts. The university is committed to a liberating education emphasizing the central role ofhumane values in thought and action, the free and rigorous pursuit of truth, and a respect for differing points of viewand heritage. It aims to develop men and women of broad perspective who think critically and creatively and whocommunicate effectively. The university maintains undergraduate programs in the arts, the humanities, and thenatural and social sciences, and offers at the graduate level the Master of Liberal Arts. It promotes understanding ofthe connections among the traditional disciples of the liberal arts through interdisciplinary studies, and it integratesthe areas of inquiry with programs that prepare students for meaningful careers and professions. It promotesinnovation in curriculum and instruction by a faculty dedicated to teaching. The University is committed to servingthe community in ways that complement its educational mission. Programs for advanced professional study are alsoavailable through the Asheville Graduate Center located on campus. The university seeks to enrich cultural life,enhance the conduct of public affairs, and contribute to the advancement of the region, the state, and the nation.


The University of North Carolina at Asheville is a public Baccalaureate (liberal arts) University I,authorized to offer programs of study leading to degrees at those levels and in those discipline divisions andspecialties set forth below:

-a. Baccalaureate Level



administration0588 Industrial and engineering management



general

1000 Fine and Applied Arts1002 Art (painting, drawing, sculpture)1005 Music (liberal arts program)1007 Dramatic arts


b . Master's Level

4900 Interdisciplinary Studies4901 Liberal studies

1500 Letters150215041509

Literature, EnglishClassicsPhilosophy


1900 Physical Sciences1902 Physics, general1905 Chemistry, general1913 Atmospheric sciences and meteorology


2200 Social Sciences2204 Economics2205 History2207 Political science and government2208 Sociology

4900 Interdisciplinary Studies4902 Biological and physical sciences

63 8






Previous authorization to plan the following new baccalaureate program is reconfirmed:

4900 Interdisciplinary Studies4989 Multimedia arts and sciences

6 . The University of North Carolina at Asheville is organized academically as shown in the chart whichfollows:

83

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THE UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL


The University of North Carolina at Chapel Hill has existed for two centuries as the nation's first stateuniversity. Through its excellent undergraduate programs, it has provided higher education to ten generations ofstudents, many of whom have become leaders of the state and the nation. Since the nineteenth century, it has offereddistinguished graduate and professional programs. The university is a research university. Fundamental to thisdesignation is a faculty actively involved in research, scholarship, and creative work, whose teaching is transformedby discovery and whose service is informed by current knowledge. The mission of the university is to serve all thepeople of the state, and indeed the nation, as a center for scholarship and creative endeavor. The university exists toteach students at all levels in an environment of research, free inquiry, and personal responsibility; to expand thebody of knowledge; to improve the condition of human life through service and publication; and to enrich theculture.

To fulfill this mission, the university must: (1) acquire, discover, preserve, synthesize, and transmitknowledge; (2) provide high quality undergraduate instruction to students within a community engaged in originalinquiry and creative expression, while committed to intellectual freedom, to personal integrity and justice, and tothose values that foster enlightened leadership for the state and nation; (3) provide graduate and professional programsof national distinction at the doctoral and other advanced levels; (4) extend knowledge-based services and otherresources of the university to the citizens of North Carolina and their institutions to enhance the quality of life for allpeople in the state; and (5) address, as appropriate, regional, national, and international needs.

2 . Descriptive Classification and Authorized Degree ProgramsThe University of North Carolina at Chapel Hill is a public Research University I, authorized to offer

programs of study leading to certificates and degrees at those levels and in those discipline divisions and specialtiesset forth below:*


0300 Area Studies0301 East Asian studies0307 Russian studies0308 Latin American studies0313 American studies0398 International studies



administration0516 Labor and industrial relations

0600 Communications0601 Communications, general0602 Journalism

0800 Education0802 Elementary education, general0804 Middle grades education0835 Physical education

1000 Fine and Applied Arts1002 Art (painting, drawing, sculpture)1003 Art history and appreciation1004 Music (performing, composition,

theory)1005 Music (liberal arts program)1007 Dramatic arts

1100 Foreign Languages1102 French1103 German1105 Spanish1106 Russian1198 Romance languages and literatures

1200 Health Professions1203 Nursing1213 Dental hygiene1214 Public health1223 Medical laboratory technologies1225 Radiologic technologies

A number or postsecondary certificate programs in health and allied health professions are offered in the medical center.These programs are listed in the Appendix.

G66

1500 Letters1501 English, general1503 Comparative literature1504 Classics1505 Linguistics (includes phonetics,

semantics, and philology)1506 Speech, debate, and forensic science1509 Philosophy1510 Religious studies (excludes

theological professions)

1700 Mathematics1701 Mathematics, general1798 Mathematical sciences

1900 Physical Sciences1902 Physics, general1905 Chemistry, general1914 Geology1994 Applied science

b . Master's Level

0200 Architecture and Environmental Design0206 City, community, and regional

planning

0400 Biological Sciences0401 Biology, general0403 Bacteriology0408 Pathology, human and animal0409 Pharmacology, human and animal0410 Physiology, human and animal0412 Anatomy0414 Biochemistry0419 Biometrics and biostatistics0420 Ecology0422 Genetics0424 Nutrition, scientific (excludes

nutrition in home economicsand dietetics)

0426 Toxicology0497 Parasitology


administration0507 Operations research

0600 Communications0601 Communications, general0698 Mass communication

2000

2100

2200

Psychology2001 Psychology, general

Public Affairs and Services2103 Parks and recreation management

Social Sciences2201 Social sciences, general2202 Anthropology2204 Economics2205 History2206 Geography2207 Political science and government2208 Sociology2211 Afro-American studies2299 Public policy analysis

4900 Interdisciplinary Studies4901 General liberal arts and sciences4972 Child development and family studies4975 Women's studies4997 Peace, war and defense


sciences, general

0800 Education0802 Elementary education, general0804 Middle grades education0808 Special education, general0822 Educational psychology (includes

learning theory)0826 Student personnel (counseling

and guidance)0827 Educational administration0829 Curriculum and instruction0832 Music education (methodology

and theory)0834 Science education (methodology

and theory)0835 Physical education0893 Educational administration and


1000 Fine and Applied Arts1002 Art (painting, drawing, sculpture)1003 Art history and appreciation1005 Music (liberal arts program)1007 Dramatic arts

67 87

1100 Foreign Languages1102 French1103 German1105 Spanish1109 Latin1196 Slavic languages (including Russian)1197 Germanic languages1198 Romance languages and literatures

1200 Health Professions1203 Nursing1205 Dental specialties1208 Occupational therapy, basic1211 Pharmacy1212 Physical therapy1214 Public health1220 Speech pathology and audiology1281 Rehabilitation counseling1287 Environmental sciences and

engineering1288 Health administration1289 Health education1290 Public health nursing1292 Dental hygiene education1293 Maternal and child health1295 Epidemiology


semantics, and philology)1506 Speech, debate, and forensic science1509 Philosophy1510 Religious studies (exclude theological

professions)1596 Folklore


1600 Library Science1601 Library science, general (Post-master's

certificate)

d. First Professional Level

1200 Health Profession1204 Dentistry ( D.D.S.)1206 Medicine (M.D.)1211 Pharmacy (Pharm.D.)

1400 Law1401 Law, general


1700 Mathematics1701 Mathematics, general1702 Statistics, mathematical and theoretical

1900 Physical Sciences1902 Physics, general1905 Chemistry, general1914 Geology1995 Biological chemistry

2000 Psychology2001 Psychology, general2097 School psychology

2100 Public Affairs and Services2102 Public administration2103 Parks and recreation management2104 Social work, helping services

2200 Social Sciences2201 Social sciences, general2202 Anthropology2204 Economics2205 History2206 Geography2207 Political science and government2208 Sociology

4900 Interdisciplinary Studies4987 Biomedical sciences and mathematics4990 Marine sciences

e. Doctoral Level

0200 Architecture and Environmental Design0206 City, community, and regional

planning

0400 Biological Sciences0401 Biology, general0403 Bacteriology0408 Pathology, human and animal0409 Pharmacology, human and

animal0410 Physiology, human and animal0412 Anatomy0414 Biochemistry0419 Biometrics and biostatistics0420 Ecology0422 Genetics0424 Nutrition, scientific (excludes

nutrition in home economics)0425 Neurosciences0426 Toxicology


administration0507 Operations research

0600 Communications0698 Mass communication


sciences, general

0800 Education0808 Special education, general0821 Social foundations (history and

philosophy of education)0822 Educational psychology (includes

learning theory)0829 Curriculum and instruction0893 Educational administration and

supervision

1000 Fine and Applied Arts1003 Art history and appreciation1005 Music (liberal arts program)

1100 Foreign Languages1196 Slavic languages (including

Russian)1197 Germanic languages1198 Romance languages and literatures

69

1200 Health Professions1203 Nursing1205 Dental specialties1211 Pharmacy1287 Environmental sciences and

engineering1288 Health administration1289 Health education1293 Maternal and child health1295 Epidemiology


semantics, and philology)1509 Philosophy1510 Religious studies

1600 Library Sciences1601 Library science, general

1700 Mathematics1701 Mathematics, general1702 Statistics, mathematical and

theoretical

1900 Physical Sciences1902 Physics, general1905 Chemistry, general1914 Geology1995 Biological chemistry

2000 Psychology2001 Psychology, general2097 School psychology

2100 Public Affairs and Services2104 Social work, helping services

2200 Social Sciences2202 Anthropology2204 Economics2205 History2206 Geography2207 Political science and government2208 Sociology2299 Public policy analysis

4900 Interdisciplinary Studies4987 Biomedical sciences and

mathematics4990 Marine sciences

8 9


The University of North Carolina at Chapel Hill is authorized to discontinue the following baccalaureate leveldegree programs:

0800 Education0834 Science education (methodology and theory)

1100 Foreign Languages1109 Latin, secondary education


The University of North Carolina at Chapel Hill is authorized to plan the following new baccalaureatedegree programs:

4900 Interdisciplinary Studies4996 Environmental studies

(Tracks in environmental studies andenvironmental sciences)


Previous authorization to plan the following new doctoral programs is reconfirmed:


1200 Health Professions1212 Human movement sciences

6 . The University of North Carolina at Chapel Hill is organized academically as shown in the chart whichfollows:

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04

THE UNIVERSITY OF NORTH CAROLINA AT CHARLOTTE


UNC Charlotte is the public university of the Charlotte region, fully engaged in the discovery,dissemination, synthesis, and application of knowledge. It provides for the educational, economic, social, andcultural advancement of the people of North Carolina through on- and off-campus programs, continuing personaland professional education opportunities, research, and collaborative relationships with the private, public, andnonprofit institutional resources of the greater Charlotte metropolitan region.

The primary commitment of UNC Charlotte is to extend educational opportunities and to ensure success forqualified students of diverse backgrounds through informed and effective teaching in the liberal arts and sciencesand in selected professional programs offered through colleges of Architecture, Arts and Sciences, BusinessAdministration, Education, Engineering, and Nursing and Health Professions, and through programs and servicesdesigned to support students' intellectual and personal development. The university offers a comprehensive arrayof baccalaureate and master's programs and selective opportunities for doctoral education.


The University of North Carolina at Charlotte is a public Master's (comprehensive) University I, authorizedto offer programs of study leading to degrees at those levels and in those discipline divisions and specialties set forthbelow:


0200 Architecture and Environmental Design0202 Architecture


0500 Business and Management0501 Business and commerce, general0502 Accounting0506 Business management and

administration



general

0800 Education0802 Elementary education, general0804 Middle grades education0808 Special education, general0837 Health education

0900 Engineering0908 Civil, construction, and transportation

engineering0909 Electrical, electronics, and

communications engineering0910 Mechanical engineering0925 Engineering technologies

73




1200 Health professions1203 Nursing1223 Medical laboratory technologies

1300 Home Economics1305 Family relations and child development

1500 Letters1501 English, general1509 Philosophy1510 Religious studies (excludes theological

professions)


1900 Physical Sciences1902 Physics, general1905 Chemistry, general1914 Geology1917 Earth sciences, general

9 5


2100 Public Affairs and Services2104 Social work, helping services2105 Criminal justice2198 Human services, general

b . Master's Level

0200 Architecture and Environmental Design0202 Architecture



administration


sciences, general

0800 Education0802 Elementary education, general0804 Middle grades education0808 Special education, general0826 Student personnel (counseling

and guidance)0827 Educational administration0829 Curriculum and instruction0830 Reading education

0900 Engineering0901 Engineering, general0908 Civil, construction, and

transportation engineering0909 Electrical, electronics and

communications engineering0910 Mechanical engineering

74

2200 Social Sciences2202 Anthropology2204 Economics2205 History2206 Geography2207 Political science and government2208 Sociology2211 Afro-American studies

1200 Health Professions1203 Nursing1288 Health administration1289 Health education


1700 Mathematics1701 Mathematics, general1702 Statistics, mathematical &

theoretical1703 Applied mathematics



2100 Public Affairs and Services2102 Public administration2104 Social work, helping services2105 Criminal justice

2200 Social Sciences2204 Economics2205 History2206 Geography2208 Sociology



0800 Education0827 Educational administration (C.A.S.)

d. Doctoral Level

0800 Education0893 Educational administration & supervision

0900 Engineering0909 Electrical engineering0910 Mechanical engineering

1700 Mathematics1703 Applied mathematics




The University of North Carolina at Charlotte is authorized to plan the following new degree programs:

a. Baccalaureate Level b . Master's Level

4900 Interdisciplinary Studies 0900 Engineering4970 International studies 0999 Engineering management



a. Master's Level b . Doctoral Level

1300 Home Economics 0400 Biological Sciences1305 Family relations and child

development0401 Biology, general


sciences, general

6 . The University of North Carolina at Charlotte is organized academically as shown in the chart whichfollows:

75

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AB

LE

THE UNIVERSITY OF NORTH CAROLINA AT GREENSBORO


The University of North Carolina at Greensboro is a leading student-centered university, linking thePiedmont Triad to the world through learning, discovery, and service. UNCG has for the past century offeredrigorous undergraduate programs in the liberal arts and professions. Assuming additional responsibility in 1963 fordoctoral work, it now provides an array of nationally recognized graduate programs. The University affirms theprimacy of teaching and learning at all levels. Teaching, research, scholarship, creative work, and service areexpected to be excellent and mutually reinforcing of one another. Intellectual curiosity, tolerance, and a commitmentto build and sustain community are the foundation for our endeavors as a university.


The University of North Carolina at Greensboro is a public Doctoral University I, authorized to offerprograms of study leading to certificates and degrees at those levels and in those discipline divisions and specialtiesset forth below:



0500 Business and Management0502 Accounting0504 Banking and finance0506 Business management and

administration

0600 Communications0603 Radio and television


general

0800 Education0802 Elementary education, general0804 Middle grades education0812 Education of the deaf0831 Art education (methodology and

theory0832 Music education (methodology and

theory)0835 Physical education0837 Health education (includes family

life education)

1000 Fine and Applied Arts1002 Art (painting, drawing, sculpture)1003 Art history and appreciation1004 Music (performing, composition,



1200 Health Professions1203 Nursing1220 Speech pathology and audiology1223 Medical laboratory technologies

1300 Home Economics1302 Home decoration and home

equipment1303 Clothing and textiles1305 Family relations and child

development1306 Foods and nutrition (include dietetics)

1500 Letters1501 English, general1504 Classics1506 Speech, debate, and forensic science1509 Philosophy1510 Religious studies (excludes

theological professions)




77 100


than clinical social work)

2200 Social Sciences220222042205

AnthropologyEconomicsHistory

b . Master's Level



administration

0600 Communications0603 Radio and television

0800 Education0802 Elementary education, general0804 Middle grades education0805 Higher education, general0808 Special education, general0825 Education testing, evaluation and

measurement0826 Student personnel (counseling and

guidance)0827 School administration0828 Educational supervision0832 Music education (methodology and


theory)0835 Physical education0838 Business, commerce, and




1100 Foreign Languages1109 Latin1198 Romance languages and literatures

2206 Geography2207 Political science and government2208 Sociology

4900 Interdisciplinary Studies4901 General liberal arts and sciences4975 Women's studies

1200 Health Professions1203 Nursing1214 Public health1220 Speech pathology and audiology

1300 Home Economics1301 Home economics, general1302 Home decoration, interior design1303 Clothing and textiles1305 Family relations and child

development1306 Foods and nutrition (includes dietetics)

1500 Letters150115061507

English, generalSpeech, debate, and forensic scienceCreative writing





2100 Public Affairs & Services2103 Parks & recreation management2104 Social work, helping services

2200 Social Sciences2201 Social sciences, general2204 Economics2205 History2206 Geography2207 Political science and government2208 Sociology


78 101


0800 Education0826 Student personnel (counseling and

guidance) (Ed.S.)0827 Educational administration (Ed.S.)

d. Doctoral Level

0800 Education0825 Educational testing and evaluation0826 Student personnel (counseling and

guidance)0827 Educational administration0829 Curriculum and instruction0832 Music education (methodology and

theory)0835 Physical education

1000 Fine and Applied Arts1004 Music (performing, composition,

and theory)

1300 Home Economics1303 Clothing and textiles1305 Family relations and child

development1306 Foods and nutrition (includes dietetics)




The University of North Carolina at Greensboro is authorized to discontinue the following degree programs:


0500 Business and Management0509 Marketing and purchasing

0800 Education0838 Business, commerce, and



b . Master's Level

1900 Physical Sciences1902 Physics, general

c . Doctoral Level

1300 Home Economics1301 Home economic, general


The University of North Carolina at Greensboro is authorized to plan the following new degree programs:


1300 Home Economics1301 Hospitality management

79

b . Master's Level

1200 Health Professions1288 Health management

2100 Public Affairs & Services2104 Gerontology

4900 Interdisciplinary Studies4986 Genetic counseling

102




0400 Biological Sciences0414 Biochemistry

b . Master's Level


general

c. Doctoral Level


6 . The University of North Carolina at Greensboro is organized academically as shown in the chart whichfollows:

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THE UNIVERSITY OF NORTH CAROLINA AT PEMBROKE


The University of North Carolina at Pembroke, as a constituent institution of the University of NorthCarolina, is committed to academic excellence in a balanced program of teaching, research, and service. Theinstitution is a public comprehensive university offering degrees at the baccalaureate and master's levels in the liberalarts and sciences and in selected pre-professional areas. A primary focus is to promote excellence in teaching.Student engagement with a faculty dedicated to sound, vigorous teaching and to dynamic contributions in theiracademic disciplines enables the University of North Carolina at Pembroke graduates to perform with distinctionwithin and beyond the region.

Founded in 1887 as an institution for the education for American Indians, the University of North Carolinaat Pembroke will continue to affirm the unique strength of its culturally diverse student body, community, andregion. The interaction within and among these groups fosters social consciousness and sensitivity to the rights andviews of others, encouraging appreciation of different cultures in a global perspective.

Through its commitment to education as a lifelong experience, the university seeks to enhance and enrichthe intellectual, economic, social, cultural and political life of the region.


The University of North Carolina at Pembroke is a public Master's (comprehensive) University I authorizedto offer programs of study leading to degrees at those levels and in those discipline divisions and specialties set forthbelow:


0300 Area Studies0313 American studies


0500 Business and Management0506 Business management

& administration



sciences, general

0800 Education0802 Elementary education, general0804 Middle grades education0808 Special education, general0834 Science education0835 Physical education0837 Health education

1000 Fine and Applied Arts1002 Art1005 Music

82


1500 Letters1501 English, general1597 Philosophy and religion




2100 Public Affairs and Services2104 Social work, helping services2105 Criminal justice


4900 Interdisciplinary Studies4972 Child development and family

studies4978 American Indian studies

106

b . Master's Level

0500 Business and Management 1500 Letters0506 Business management and 1501 English, general

administration4900 Interdisciplinary Studies

0800 Education 4977 Organizational leadership and0802 Elementary education, general0826 Student personnel0833 Mathematics education0893 Educational administration and

supervision

management




The University of North Carolina at Pembroke is authorized to plan the following new baccalaureate degree program:

1900 Physical Sciences1998 Applied physics

5 . The University of North Carolina at Pembroke is organized academically as 'shown in the chart whichfollows:

831 0 7

1 0

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THE UNIVERSITY OF NORTH CAROLINA AT WILMINGTON


The University of North Carolina ai Wilmington is an evolving comprehensive university dedicated toexcellence in teaching, in scholarly and artistic achievement, and in service to regional and global communities. Asthe only university in the region, it has a special responsibility to education and service. In fulfilling thisresponsibility, the university recognizes the primary importance of its undergraduate teaching mission, while at thesame time offering high quality graduate education that complements its undergraduate programs. The universityseeks to stimulate intellectual curiosity, imagination, rational thinking, thoughtful expression, and love of learningin a broad range of discipline and professional fields. Knowledge of the humanities, the social and natural sciences,and the fine arts is central to this curriculum. The university considers research and creative activities essential foreffective learning and strives to create an academic environment in which faculty and students can reach their fullpotential for scholarship. The university's location in an historic Atlantic seaport provides special opportunities forteaching and research in a variety of fields, among them marine and environmental sciences, the humanities, andbusiness. In its public service role, the university serves as a resource and catalyst for 'regional growth anddevelopment.


The University of North Carolina at Wilmington is a public Master's (comprehensive) University I,authorized to offer programs of study leading to degrees at those levels and in those discipline divisions andspecialties set forth below:


0400 Biological Sciences0401 Biology, general0418 Marine biology


administration0509 Marketing and purchasing0517 Business economics


general

0800 Education0802 Elementary education, general0804 Middle grades education0808 Special education, general0835 Physical education

1000 Fine and Applied Arts1001 Fine arts, general1005 Music

1100 Foreign Languages1102 French1105 Spanish

1200 Health Professions1203 Nursing1223 Medical laboratory technologies

85

1500 Letters150115061597

English, generalSpeech, debate, and forensic sciencePhilosophy and religion





2200 Social Sciences2202 Anthropology2205 History2206 Geography2207 Political science and government2208 Sociology

4900 Interdisciplinary Studies4972 Child development and family

studies4996 Environmental studies

110

b . Master's Level

0400 Biological Sciences0401 Biology, general0418 Marine biology


administration

0800 Education0802 Elementary education, general0804 Middle grades0808 Special education0827 Educational administration0829 Curriculum and instruction0830 Reading education0882 Master of Arts in teaching0893 Educational administration and

supervision


1500 Letters1501 English, general1507 Creative writing


1900 Physical Sciences1905 Chemistry, general1914 Geology



No degree program discontinuations are planned at this time.


The University of North Carolina at Wilmington is authorized to plan the following new master's degreeprograms:

0800 Education0897 Instructional technology




Previous authorization to plan the following new master's degree programs is reconfirmed:

0500 Business Management0517 Business economics

4900 Interdisciplinary Studies4990 Marine science

6 . The University of North Carolina at Wilmington is organized academically as shown in the chart whichfollows:

11186

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WESTERN CAROLINA UNIVERSITY


Western Carolina University is a comprehensive university within the University of North Carolina,offering a broad array of undergraduate and graduate programs in the arts, sciences, and professions. The universityserves the people of North Carolina from its residential main campus at Cullowhee and through its resident creditprograms in Asheville and Cherokee. Teaching and learning constitute the central mission of Western CarolinaUniversity. The university seeks to create a community of scholarship in which the activities of its members areconsistent with the highest standards of knowledge and practice in their disciplines. The commitment of thecommunity to service, research, and creative activities complements the central mission and extends the benefits ofits scholarship to society. As a major public resource for western North Carolina, the university assists individualsand agencies in the region through the expertise of its faculty, its staff, and its students. Western CarolinaUniversity seeks to provide an environment in which students, faculty, and staff jointly assume responsibility forlearning, where free exchange of ideas, intellectual challenge, and high standards of scholarship prevail.

2 Descriptive Classification and Authorized Degree Programs

Western Carolina University is a public Master's (comprehensive) University I, authorized to offer programsof study leading to degrees at those levels and in those discipline divisions and specialties set forth below:


0100 Agriculture and Natural Resources0115 Natural resources management

0400 Biological Sciences

0500 Business and Management0502 Accounting0504 Banking and finance0506 Business management and administration0509 Marketing and purchasing0517 Business economics

0401 Biology, general



general

0800 B,ducation0802 Elementary education, general0804 Middle grades education0808 Special education, general0815 Speech correction0835 Physical education0839 Industrial arts, vocational, and

technical education0884 Therapeutic recreation

88

0900 Engineering0925 Engineering technology

1000 Fine and Applied Arts1002 Art1005 Music (liberal arts program)1007 Dramatic arts

1100 Foreign Languages110211031105

FrenchGermanSpanish

1200 Health Professions1203 Nursing1215 Medical record librarianship1223 Medical laboratory technologies1285 Health services management (including

emergency medical care)1298 Environmental health

1300 Home Economics1301 Home economics, general1305 Family relations & child

development

1500 Letters15011509

English, generalPhilosophy





than clinical social work)2105 Criminal justice

b . Master's Level



administration0587 Project management

0800 Education0802 Elementary education, general0804 Middle grades education0808 Special education, general0815 Speech correction0826 Student personnel (counseling and

guidance)0827 Educational administration0828 Educational supervision0829 Curriculum and instruction0835 Physical education0839 Industrial arts, vocational, and

technical education0882 Master of arts in teaching



supervision

89

2200 Social Sciences2201 Social sciences, general2202 Anthropology2205 History2206 Geography2207 Political science and government2208 Sociology

4900 Interdisciplinary Studies4998 Special Studies

1000 Fine and Applied Arts1002 Art (painting, drawing, sculpture)1005 Music (liberal arts)

1200 Health Professions1201 Health professions, general1212 Physical therapy





2100 Public Affairs and Services2102 Public administration


d. Doctoral Level

0800 Education0893 Educational administration and supervision

115


Western Carolina University is authorized to discontinue the following degree programs:

a. Baccalaureate Level b . Master's Level

0500 Business and Management 1300 Home Economics0514 Secretarial studies 1301 Home economics, general

0800 Education0838 Business, commerce, and



No additional new degree programs are authorized for planning at this time


Previous authorization to plan the following new master's degree program is reconfirmed:


6 . Western Carolina University is organized academically as shown in the chart which follows:

11G

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WINSTON-SALEM STATE UNIVERSITY


Winston-Salem State University is a public university, whose primary mission is to offer qualityundergraduate educational programs at the baccalaureate level for diverse and motivated students. Master's andintermediate level programs for professional study are also available in the Winston-Salem State University GraduateCenter through interinstitutional agreements. While the primary focus is on teaching and learning, the universityencourages scholarship and creative activities by faculty and students and engages in mutually beneficial relationshipswith the community in ways which complement its educational mission.


Winston-Salem State University is a public Baccalaureate (liberal arts) University II, authorized to offerprograms of study leading to degrees at the baccalaureate level in those discipline divisions and specialties set forthbelow:

0400 Biological Sciences0401 Biology, general0416 Molecular biology


administration


0700 -,Computer and Information Sciences0701 Computer and information sciences,

general

0800 Education08020804080808350884

Elementary education, generalMiddle gradesSpecial education, generalPhysical educationTherapeutic recreation

1000 Fine and Applied Arts1002 Art (painting, drawing, sculpture)1005 Music

1100 Foreign Languages1105 Spanish

1200 Health Professions1203 Nursing1208 Occupational therapy1212 Physical therapy1223 Medical laboratory technologies


1700 Mathematics,1701 Mathematics, general



2200 Social Sciences2204 Economics2205 History2207 Political science and government2208 Sociology

4900 Interdisciplinary Studies4988 Applied science technologies

92119




Winston-Salem State University is authorized to plan the following new degree programs:


1200 Health Professions1296 Health care management

b. Master's Level

1200 Health Profession1212 Physical therapy




2100 Public Affairs and Services2104 Gerontology

1300 Home Economics1305 Family relations and child

development

b. Master's Level

0800 Education0802 Elementary education

6 . yinston-Saletn State University is organized academically as shown in the chart which follows:

1 2 093

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VI. Schedule for Future Planning

A. Revision of the Long-Range Plan

This plan will be reviewed in 1999 and willbe revised biennially thereafter in odd-numberedyears. The Board of Governors shall issue a revisedlong-range plan in early 2000, prior to preparation ofthe biennial budget request for 2001-03. This willensure close linkage between the University'splanning and budget processes.

Planning at the institutional level will focusupon the review of the General Academic Mission ofthe institution (including all of those elementsoutlined in Part V above) together with appropriatefurther definitions by the Board of Governors ofinstitutional responsibilities and assignments,including biennial review of academic degreeprograms characterized by low productivity.

In December 1998 the President will provideguidelines and instructions for the preparation of anyproposed amendments to the long-range plan. Afterappropriate consultation with the faculty, eachchancellor will submit to the President any proposedrevisions in the organization, academic programofferings, or the mission of the institution for theperiod 2000-01 through 2005-06. Current planningauthorizations and any requests for additionalprogram planning will need to be reviewed in thelight of the General Assembly's response to the 1999-2001 Biennial Budget Request of the board.

After careful review and evaluation of theinstitutional proposals, the President shall present herrecommendations to the Board of Governors'Committee on Educational Planning, Policies, andPrograms. The committee shall, in turn, make itsreport and recommendations to the board, and theboard will take such actions to amend the long-rangeplan as it may deem necessary and appropriate.

Each subsequent review will be coordinatedwith and supplemented by special planning studiesand program evaluations that may be initiated by theBoard of Governors and will be conducted inconsultation with such other agencies, institutions,and organizations as may be required.

B. Planning and Establishing New Programs,Centers and Institutes

Requests for authorization to plan newacademic degree programs may be submitted forreview by the President in conjunction with thebiennial revisions of the long-range plan inaccordance with the Academic Program DevelopmentProcedures. Departure from this schedule may bepermitted when circumstances require greater

flexibility than the usual schedule may allow andthen only when authorized by the President.

Requests for authorization to establish newacademic degree programs, which have beenpreviously authorized for planning, may be submittedto the President at any time and in accordance withthe Academic Program Development Procedures.The preparation and submission of such requestsmust involve a rigorous assessment of need and costs.

Requests for authorization to plan or toinitiate degree-related extension programs may besubmitted to the President in accordance withAdministrative Memorandum 372.

Requests for authorization to plan or toestablish new centers or institutes may be submittedto the President at any time in accordance with theAcademic Program Development Procedures.

C. Conclusion

Effective planning must recognize theimportance of flexibility to respond to changingneeds and opportunities. Procedures for the regular,orderly assessment and adaptation of plans and ofmissions are necessary. Nevertheless, the provisionof such procedures does not mean that theinstitutional missions and objectives declared in thisplan are merely temporary, or casual, and thus lightlyor hastily altered. The capacity for change isessential, but so is a measure of stability andcontinuity.

This plan reflects not only the currentjudgment of the institutions and the Board ofGovernors, but also the experience that has shapedthe institutions and their programs. In the absence ofmajor and rapid shifts in circumstances, needs,opportunities, and available resources, it isreasonable to anticipate that future program changeswill be relatively slow and incremental.

To avoid dilution of the quality of neededexisting programs by the creation of additional ones,the need for new programs must be well documented,potential costs must be assessed realistically, andcurrent programs must be evaluated rigorously.

The adoption and implementation of thisplan reflect this two-fold commitment by the Boardof Governors: to be responsive to the needs of thestate and its citizens, and to be responsible in the useof the resources which they make available to theUniversity.

95 .1 2 3

APPENDIX

124

Table A-2-1Upper-Division Undergraduate and Graduate Headcount Enrollment by Discipline in

the University of North Carolina, Fall 1986 - Fall 1996

Discipline 1986 1987 1988 1989 1990 1991 1992 1993 1994 1995 1996

Upper-Division Undergraduate Headcount Enrollment

Arts and SciencesArea Studies 234 239 239 247 254 252 252 274 283 271 249Biological Sciences 1,630 1,659 1,802 1,936 2,172 2,582 2,952 3,442 3,878 3,962 3,707Computer and Information Sciences 1,585 1,417 1,339 1,257 1,369 1,433 1,473 1,497 1,477 1,438 1,466Fine and Applied Arts 1,410 1,477 1,581 1,743 1,876 1,977 2,043 1,949 1,947 1,909 2,113Foreign Languages 243 263 306 343 391 447 441 479 416 421 428Interdisciplinary Studies 184 211 244 255 264 359 465 533 572 541 532Letters 2,418 2,690 2,995 3,273 3,697 3,930 3,513 3,395 3,268 3,074 3,076Mathematics 923 964 872 906 920 1,077 1,050 1,068 1,012 929 856Physical Sciences 1,044 1,011 1,034 1,034 1,068 1,227 1,493 1,652 1,781 1,732 1,645Psychology 1,487 1,695 1,936 2,051 2,279 2,441 2,623 2,944 3,078 3,066 3,028Social Sciences 3,718 3,923 4,597 5,007 5,515 5,949 6,030 5,888 5,772 5,646 5,472Arts and Sciences Total 14,876 15,549 16,945 18,052 19,805 21,674 22,335 23,121 23,484 22,989 22,572

ProfessionalAgriculture and Natural Resources 662 661 652 664 732 810 897 983 1,070 1,105 1,108Architecture & Environmental Design 478 499 472 483 527 524 519 558 561 532 507Business and Management 8,502 9,229 9,454 9,745 10,040 10,293 9,739 8,570 8,088 7,963 8,299Communications 1,186 1,387 1,453 1,472 1,459 1,391 1,824 1,951 2,006 2,131 2,457Education 4,091 4,749 4,859 5,609 5,934 6,177 6,174 6,254 6,597 6,800 6,657Engineering 4,307 4,097 3,972 4,080 4,037 4,462 4,702 4,857 4,785 4,528 4,322Health Professions 2,793 2 ,724 2,538 2,604 2,970 3,281 3,682 4,044 4,190 4,384 3,916Home Economics 982 1,051 1,037 1,108 1,164 1,163 1,165 1,166 1,373 1,516 1,500Library Science 7 2 2 1 1 1 1 0 1 0 0Public Affairs and Services 1,531 1,742 1,984 2,089 2,299 2,451 2,879 3,154 3,373 3,280 3,136Professional Total 24,539 26,141 26,423 27,855 29,163 30,553 31,582 31,537 32,044 32,239 31,902

Undergraduate Total 39,415 41,690 43,368 45,907 48,968 52,227 53,917 54,658 55,528 55,228 54,474

Graduate Headcount Enrollment

Arts and SciencesArea Studies 12 8 8 10 7 6 9 8 6 11 6Biological Sciences 1,124 1,120 1,121 1,165 1,157 1,214 1,324 1,377 1,415 1,431 1,387Computer and Information Sciences 230 256 264 291 292 348 365 394 444 443 465Fine and Applied Arts 407 376 388 405 408 421 475 482 490 446 480Foreign Languages 164 174 184 193 204 234 232 229 239 227 219Interdisciplinary Studies 140 162 170 310 347 347 366 401 437 477 430Letters 818 874 941 981 1,058 1,159 1,170 1,195 1,172 1,104 1,093Mathematics 366 365 378 388 371 405 423 427 445 467 462Physical Sciences 613 613 661 672 656 660 694 737 762 706 747Psychology 606 598 604 580 610 633 703 715 759 732 724Social Sciences 898 928 954 1,069 1,138 1,185 1,380 1,400 1,445 1,407 1,451Arts and Sciences Total 5,378 5,474 5,673 6,064 6,248 6,612 7,141 7,365 7,614 7,451 7,464

ProfessionalAgriculture and Natural Resources 409 380 420 430 395 425 441 442 476 499 518Architecture & Environmental Design 289 257 263 287 291 302 304 290 285 285 302Business and Management 1,675 1,786 1,897 2,063 2,057 2,139 2,161 2,141 2,456 2,739 2,500Communications 88 88 70 81 77 88 99 106 110 148 152Education 4,545 4,557 4,454 4,416 4,169 4,029 4,268 4,538 4,848 4,831 4,614Engineering 1,280 1,268 1,227 1,333 1,401 1,443 1,623 1,684 1,715 1,652 1,596Health Professions 1,314 1,412 1,385 1,507 1,786 1,847 2,014 1,973 2,036 2,138 2,274Home Economics 302 288 262 248 228 253 254 243 270 251 245Library Science 415 448 483 482 504 519 589 532 534 609 625Public Affairs and Services 609 620 644 702 756 835 870 932 974 1,066 1,085Professional Total 10,926 11,104 11,105 11,549 11,664 11,880 12,623 12,881 13,704 14,218 13,911

Graduate Total 16,304 16,578 16,778 17,613 17,912 18,492 19,764 20,246 21,318 21,669 21,375-GA Planning/LRP.ATO1 1N4-22-97

Note: Excludes undeclared majors, unclassified students, intermediate/specialists, and first professional students.

99

125

Table A-5-1Inventory of Postsecondary Certificate and Associate Degree Programs

in the University of North Carolina

Institution

Fayetteville StateUniversity*

North Carolina StateUniversity

UNC-Chapel Hill

Program

BiologyBusiness AdministrationChemistryComputer ScienceCriminal JusticeEnglishGeneral StudiesGeographyHistoryMathematicsMusic EducationPolice SciencePolitical SciencePsychologyPublic AdministrationSociologySpanishVisual Arts

Agribusiness & ManagementAgricultural Mechanization and ManagementAgricultural Pest ControlField Crops TechnologyAg.& Food Products Processing Oper& MgmtGeneral AgricultureLivestock Management and Technology

Animal Husbandry OptionDairy Husbandry Option

Ornamentals and Landscape TechnologyTurfgrass Management

CytotechnologyDental AssistingDental HygieneElectron MicroscopyMedical Radio logic TechnologyNuclear Medical Technology

Awarded for Completion

Associate of ArtsAssociate of ArtsAssociate of ArtsAssociate of ArtsAssociate of ArtsAssociate of ArtsAssociate of ArtsAssociate of ArtsAssociate of ArtsAssociate of ArtsAssociate of ArtsAssociate of ArtsAssociate of ArtsAssociate of ArtsAssociate of ArtsAssociate of ArtsAssociate of ArtsAssociate of Arts

Associate of Applied ScienceAssociate of Applied ScienceAssociate of Applied ScienceAssociate of Applied ScienceAssociate of Applied ScienceAssociate of Applied ScienceAssociate of Applied Science

Associate of Applied ScienceAssociate of Applied Science

CertificateCertificateCertificateCertificateCertificateCertificate

UNC-GA Planning/LRP.AT014/12-10-97

*The programs at Fayetteville State University are offered only at Fort Bragg for military personnel.

1 2 G

100

Table A-5-2

Summary of Programs Approved for Establishment by the Board of Governors for Constituent Institutionsof The University of North Carolina by Program Area and Level, July 1972a - November 1997

Program Area

Degree Level

Bachelors Masters Professional Doctoral Total

Agriculture & Natural Resources 3 3 6

Architecture & Environmental Design 3 1 4

Area Studies 5 1 6Biological Sciences 1 7 10 18

Business Management 9 15 24

Communications 7 7Computer & Information Sciences 9 7 16Education 23 28 6 57Engineering 8 8 6 22

Fine and Applied Arts 9 5 1 15

Foreign Languages 3 1 4

Health Professions 18 13 3 4 38Home Economics 3 3 6

LawLetters 7 5 1 1 3

Library Science 1 1

Mathematics 2 5 1 8

Physical Sciences 9 8 1 18

Psychology 3 5 1 9

Public Affairs & Services 14 13 1 28

Social Sciences 13 10 1 24

Interdisciplinary Studies 13 6 19

Totals 162 144 3 34 343

aBecause of the moratorium on new instructional programs, the first of these programs was establishedApril 11, 1974.

1 2101

Table A-5-3

Summary of Programs Discontinued by the Board of Governors at Constituent Institutions ofThe University of North Carolina by Program Area and Level, July 1972 November 1997

Program Area

Degree Level

Bachelors Masters Professional Doctoral Total

Agriculture & Natural Resources 5 2 7Architecture & Environmental Design 1 1

Area Studies 2 2Biological Studies 7 3 2 12Business Management 10 2 12CommunicationsComputer & Information SciencesEducation 54 54a 3 111

Engineering 6 1 1 8Fine and Applied Arts 9 3 12Foreign Languages 11 12 23Health Professions 12 3 1 16Home Economics 6 3 2 11Law 1 1

Letters 2 2 4Library Science 2 2Mathematics 2 2 4Physical Sciences 6 8 14Psychology 1 7 8Public Affairs & Services 3 1 4Social Sciences 17 10 27Interdisciplinary Studies 8 2 10

Total 164 116a 9 289

Intermediate (CAS & EdS) programs discontinued

Total (all programs)

76

365

aIncludes 11 former master's level programs in Education Administration that are being phased out.Eight of them are being replaced by new Master of School Administration programs.

102 123

Table A-5-4Program Development Recommendations in Long-Range Plans

Edition InstitutionalRequests forPlanningAuthorization

Planning PreviousAuthorizations PlanningApproved Reconfirmed

AuthorizationsWithdrawn

ProgramDiscontinuations

LRP, 1976-81 300 55 6 0 0

LRP, 1977-82 110 30 19 3 32

LRP, 1978-83 72 26 39 1 8

LRP, 1980-85 89 31 32 0 10

LRP, 1982-87 61 19 32 8 5

LRP, 1984-89 76 30* 17* 2 33

LRP, 1986-91 27 12 37 0 4

LRP, 1992-97 273 51 22 5 43

LRP, 1994-1999 37 19 45 0 4

Supplement to 27 14 24 9 6

LRP, 1994-99

LRP, 1998-2003 38 22 31 0 43

TOTAL 1,110 309 28 188

*NOTE: 14 of the 30 new program planning authorizations and 4 of the 17 reconfirmations were atFayetteville State University and The University of North Carolina at Wilmington. These institutions wereundergoing the transition from Comprehensive II to Comprehensive I status. That change was to completea planning process begun by the Board of Governors in the mid-1970s and fulfill commitments included inthe 1981 Consent Decree.

103 -1 2 9

Table A-5-5Interinstitutional Research Institutes and Centers

The University of North Carolina(as of October 20, 1997)

Engineering Research Center inEmerging Cardiovascular Technologies

*Duke UniversityNC Biotechnology CenterNorth Carolina State UniversityUNC-Chapel Hill

Highlands Biological StationDuke UniversityNorth Carolina State UniversityUNC-Chapel HillWake Forest University*Western Carolina University

Highway Safety Research CenterNC A&T State UniversityNorth Carolina State University*UNC-Chapel Hill

Human Development Research andTraining Institute

Appalachian State UniversityUNC-CharlotteUNC-Chapel HillUNC-Greensboro*Western Carolina CenterWestern Carolina University

Institute for Transportation Researchand Education

*North Carolina State UniversityThe University of North Carolina

Institute of NutritionEast Carolina UniversityNC A&T State UniversityNorth Carolina State University*UNC-Chapel HillUNC-Greensboro

*Institution serving as administrative unit

104

Mars Mission Research CenterNC A&T State University*North Carolina State University

NC Agricultural Research ServiceNC A&T State University*North Carolina State UniversityUNC-Greensboro

Piedmont Triad Engineering ResearchCenter

*NC A&T State University*North Carolina State UniversityUNC-GreensboroUNC-CharlotteWake Forest University-Bowman GraySchool of MedicineWinston-Salem State University

Sea Grant College ProgramEast Carolina University*North Carolina State UniversityUNC-Chapel HillUNC-Wilmington

Water Resources Research InstituteEast Carolina University*North Carolina State UniversityUNC-Chapel HillUNC-Wilmington

130

Table A-5-6Institutional Research Institutes and Centers


InstitutionAppalachian State University

Appalachian State University

East Carolina University





NC A&T State University




North Carolina Central University

North Carolina State University









Institute/CenterBrantley Risk and Insurance Center

Walker College of Business Research Center

Bureau of Business Research

Center for Liberal Arts

Center on Aging

Institute for Coastal and Marine Resources

Institute for Historical and Cultural Research

Center for Aerospace Research

Center for Composite Materials Research

Rockwell Solid State Electronics Laboratory

Transportation Institute

Institute for Minority Issues

Analytical Instrumentation Facility

Applied Energy Research Laboratory

Center for Advanced Computing andCommunications

Center for Aseptic Processing and Packaging Studies

Center for Earth Observation

Center for Engineering Applications ofRadioisotopes

Center for Integrated Pest Management

Center for Nuclear Power Plant Structures,Equipment and Piping

Center for Quantitative Genetics

105 1 31

Institution























Institute/Center

Center for Research in Mathematics and ScienceEducation

Center for Research in Scientific Computation

Center for Research in Textile Protection andComfort

Center for Robotics and Intelligent Machines

Center for Sound and Vibration

Center for Transportation and the Environment

Center for Transportation Engineering Studies

Center for Urban Affairs and Community Services

Cutaneous Pharmacology and Toxicology Center

Electric Power Research Center

Engineering Research Center for Advanced ElectronicMaterials Processing

Furniture Manufacturing and Management Center

Hodges Wood Products Laboratory

Industry Research Programs in Forestry

Institute of Statistics

Integrated Manufacturing Systems EngineeringInstitute

Kenan Institute for Engineering, Technology, andScience

Literacy Systems Center

Materials Research Center

Minerals Research Laboratory

Nonwovens Cooperative Research Center

North Carolina Japan Center

106 3 7

Institution









UNC-Asheville

UNC-Chapel Hill

UNC-Chapel Hill

UNC-Chapel Hill

UNC-Chapel Hill

UNC-Chapel Hill

UNC-Chapel Hill

UNC-Chapel Hill

UNC-Chapel Hill

UNC-Chapel Hill

UNC-Chapel Hill

UNC-Chapel Hill

UNC-Chapel Hill

UNC-Chapel Hill

UNC-Chapel Hill

UNC-Chapel Hill

lilltilaie-Cattsc

Pollution Prevention Research Center

Power Semiconductor Research Center

Precision Engineering Center

Southeast Dairy Foods Research Center

Southeastern Plant Environment Laboratories

Southern Center for Sustainable Forestry

Transportation Materials Research Center

Veterinary Equine Research Center

Mossbauer Effect Data Center

Birth Defects Center

Carolina Population Center

Cecil G. Sheps Center for Health Services Research

Center for Alcohol Studies

Center for Cardiovascular Science and Medicine

Center for Developmental Science

Center for Environmental Medicine and LungBiology

Center for European Studies

Center for Gastrointestinal Biology and Disease

Center for Health Promotion and Disease Prevention

Center for Pharmaceutical Outcomes Research

Center for Research in Journalism and MassCommunication

Center for the Study of the American South

Center for Thrombosis and Hemostasis

Center for Urban and Regional Studies

1071 3 3

Institution

UNC-Chapel Hill

UNC-Chapel Hill

UNC-Chapel Hill

UNC-Chapel Hill

UNC-Chapel Hill

UNC-Chapel Hill

UNC-Chapel Hill

UNC-Chapel Hill

UNC-Chapel Hill

UNC-Chapel Hill

UNC-Chapel Hill

UNC-Chapel Hill

UNC-Chapel Hill

UNC-Chapel Hill

UNC-Chapel Hill

UNC-Chapel Hill

UNC-Chapel Hill

UNC-Chapel Hill

UNC-Chapel Hill

UNC-Charlotte

IJNC-C had otte

UNC-Green sboro

UNC-Greensboro

UNC-Greensboro

Institute/Center

Clinical Center for the Study of Development andLearning

Cystic Fibrosis/Pulmonary Research and TreatmentCenter

Dental Research Center

Frank Hawkins Kenan Institute of Private Enterprise

Frank Porter Graham Child Development Center

Gene Therapy Center

Injury Prevention Research Center

Institute for Academic Technology

Institute for African-American Research

Institute for Environmental Studies

Institute for Research in Social Sciences

Institute for the Arts and Humanities

Institute of Latin American Studies

Institute of Marine Sciences

L. L. Thurstone Psychometric Laboratory

Lineberger Cancer Research Center

Louis Harris Data Center

Neuroscience Center

Thurston Arthritis Research Center

Center for Precision Metrology

Urban Institute

Center for Applied Research (Business andEconomics)

Center for Critical Inquiry in the Liberal Arts

Center for Educational Research and Evaluation

108

Institution

UNC-Greensboro

UNC-Greensboro

UNC-Greensboro

UNC-Greensboro

UNC-Greensboro

UNC-Greensboro

UNC-Pembroke

UNC-Wilmington

Western Carolina University


Institute/Center

Center for Global Business Education and Research

Center for School Accountability and StaffDevelopment

Center for the Study of Social Issues

Family Research Center

Human Environmental Sciences Center for Research

Institute for Health, Science, and Society

Native American Resource Center

Center for Marine Science Research

Mountain Aquaculture Research Center

Mountain Resources Center

109

Table A-5-7Interinstitutional Public Service Institutes and Centers


Center for Economic Education NC Center for the Advancement ofElizabeth City State UniversityFayetteville State UniversityUNC-AshevilleUNC-Chapel HillUNC-Charlotte*UNC-GreensboroUNC-WilmingtonWinston-Salem State University

Center for the Prevention of SchoolViolence

Appalachian State UniversityEast Carolina UniversityElizabeth City State UniversityFayetteville State UniversityNC A&T State UniversityNC Central University*North Carolina State UniversityUNC-Chapel HillUNC-CharlotteUNC-GreensboroUNC-PembrokeUNC-WilmingtonWestern Carolina UniversityWinston-Salem State University

Mathematics and Science EducationCenter Network

Appalachian State UniversityEast Carolina UniversityElizabeth City State UniversityFayetteville State UniversityNC A&T State UniversityNC School of Science & MathNorth Carolina State University*UNC-Chapel HillUNC-CharlotteUNC-GreensboroUNC-WilmingtonWestern Carolina University

*Institution serving as administrative unit

TeachingWestern Carolina University

NC Cooperative Extension ServiceNC A&T State University*North Carolina State UniversityUNC-Greensboro

NC Institute of Creativity, Craft, andDesign

Appalachian State University*UNC-AshevilleWestern Carolina University

Small Business and TechnologyDevelopment Center

Appalachian State UniversityCampbell UniversityEast Carolina UniversityElizabeth City State UniversityFayetteville State UniversityMethodist CollegeNC A&T State UniversityNC Central UniversityNorth Carolina State UniversityNC Wesleyan CollegeUNC-Asheville*UNC-Chapel HillUNC-CharlotteUNC-GreensboroUNC-PembrokeUNC-WilmingtonWestern Carolina UniversityWinston-Salem State University

Table A-5-8Institutional Public Service Institutes and Centers

The University of North Carolina(as of October 20, 1997 )

InstitutionAppalachian State University





Appalachian State UniversityEast Carolina UniversityFayetteville State UniversityNC A&T State UniversityNC Central UniversityNorth Carolina State UniversityUNC-AshevilleUNC-Chapel Hill

AshevilleChapel HillColumbiaConcord/CharlotteGreenvilleJacksonvilleLinville

Roanoke RapidsWilmingtonWinston-Salem

Institute/CenterAppalachian Cultural Museum

Appalachian Regional Bureau of Government

Broyhill Institute for Business Development

Center for Management Development

National Center for Developmental Education

Public Radio Stations

UNC Center for Public Television

East Carolina University BB&T Center for Leadership Development

111 1 0 Pei4- 0

Institution







North Carolina School of the Arts









Institute/Center

Diabetes and Obesity Center

East Carolina Cardiovascular Center

ECU Center for Applied Technology

Leo W. Jenkins Cancer Center

Regional Development Institute

Rural Education Institute

Community Music School

Kenan Institute for the Arts

Summer Institute of the NC School of the Arts -Roanoke Island

Center for Universal Design

Humanities Extension Program

Industrial Extension Services Division

North Carolina Ergonomics Resource Center

North Carolina International Trade Center

North Carolina Solar Center

112

1 3 3

Institution Institute/Center

North Carolina State University North Carolina State Athoretum

North Carolina State University Office of Textile Extension

North Carolina State University Psychoeducational Clinic

UNC-Chapel Hill Ackland Art Museum

UNC-Chapel Hill Center for Aging Research and Educational Services(CARES)

UNC-Chapel Hill Center for Educational Leadership

UNC-Chapel Hill Center for Home Visiting

UNC-Chapel Hill Center for Slavic, Eurasian, and East EuropeanStudies

UNC-Chapel Hill Institute of Government

UNC-Chapel Hill Institute of Outdoor Drama

UNC-Chapel Hill Jordan Institute for Families

UNC-Chapel Hill Morehead Planetarium

UNC-Chapel Hill National Paideia Center

IJNC-Chapel Hill North Carolina Botanical Garden (Coker Arboretum)

UNC-Chapel Hill Principals Executive Program

UNC-Charlotte Center for Banking Studies

1131 3 3

Institution Institute/Center

UNC-Charlotte

UNC-Charlotte

UNC-Charlotte

UNC-Greensboro

UNC-Greensboro

IJNC-Greensboro

UNC-Wilmington






Center for International Studies

Center for Professional and Applied Ethics

Office of Educational Outreach

Center for Educational Studies and Development

Instructional and Information TechnologiesEducation Center

University of North Carolina at GreensboroPsychology Clinic

Center for Business and Economic Services

Child Development Center

Developmental Evaluation Center

Institute for College and University Teaching

Reading Center

Speech and Hearing Center

114 1

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