The University

University of North Carolina System Office

President Peter Hans — President of the University
Ms. Norma Houston — Chief of Staff
Mr. Michael Vollmer — Chief Operating Officer
Ms. Kim van Noort — Senior Vice President for Academic Affairs and Chief Academic Officer
Ms. Jennifer Haygood — Senior Vice President and Chief Financial Officer
Mr. Matthew Brody — Senior Vice President and Chief Human Resources Officer
Dr. Andrew P. Kelly — Senior Vice President for Strategy and Policy
Mr. Andrew Tripp — Senior Vice President for Legal Affairs & General Counsel
Mr. Bart Goodson — Senior Vice President of Government Relations

Board of Governors
The University of North Carolina

https://www.northcarolina.edu/apps/bog/members.htm

Randy Ramsey, Chair
Wendy Floyd Murphy, Vice Chair
Pearl Burris-Floyd, Secretary

Emeritus Members

W. Louis Bissette, Jr.

The University of North Carolina History

In North Carolina all the public educational institutions that grant baccalaureate degrees are part of the University of North Carolina. The University of North Carolina Wilmington is one of the 17 constituent institutions of the multi-campus state university. The University of North Carolina, chartered by the N.C. General Assembly in 1789, was the first public university in the United States to open its doors and the only one to graduate students in the eighteenth century. The first class was admitted in Chapel Hill in 1795. For the next 136 years the only campus of the University of North Carolina was at Chapel Hill.

In 1877 the N.C. General Assembly began sponsoring additional institutions of higher education, diverse in origin and purpose. Five were historically black institutions, and another was founded to educate American Indians. Several were created to prepare teachers for the public schools. Others had a technological emphasis. One is a training school for performing artists.

In 1931 the N.C. General Assembly redefined the University of North Carolina to include three state-supported institutions: the campus at Chapel Hill (now the University of North Carolina at Chapel Hill), North Carolina State College (now North Carolina State University at Raleigh), and Woman’s College (now the University of North Carolina at Greensboro). The new multi-campus university operated with one board of trustees and one president. By 1969 three additional campuses had joined the university through legislative action: the University of North Carolina at Charlotte, the University of North Carolina at Asheville, and the University of North Carolina at Wilmington.

In 1971 the General Assembly passed legislation bringing into the University of North Carolina the state’s ten remaining public senior institutions, each of which had until then been legally separate: Appalachian State University, East Carolina University, Elizabeth City State University, Fayetteville State University, North Carolina Agricultural and Technical State University, North Carolina Central University, the North Carolina School of the Arts, Pembroke State University, Western Carolina University, and Winston-Salem State University. In 1985 the North Carolina School of Science and Mathematics, a residential high school for gifted students, was declared an affiliated school of the university; in July 2007 NCSSM by legislative action became a constituent institution of the University of North Carolina. In 1996 Pembroke State University was renamed the University of North Carolina at Pembroke, and in 2008 the North Carolina School of the Arts was renamed the University of North Carolina School of the Arts, both through legislative action.

The UNC Board of Governors is the policy-making body legally charged with “the general determination, control, supervision, management, and governance of all affairs of the constituent institutions.” It elects the president, who administers the university. The 32 voting members of the Board of Governors are elected by the General Assembly for four-year terms. Former board chairmen and board members who are former governors of North Carolina may continue to serve for limited periods as non-voting members emeriti. The president of the UNC Association of Student Governments, or that student’s designee, is also a non-voting member.

Each of the 17 constituent institutions is headed by a chancellor, who is chosen by the Board of Governors on the president’s nomination and is responsible to the president. Each institution has a board of trustees, consisting of eight members elected by the Board of Governors, four appointed by the governor, and the president of the student body, who serves ex-officio. (The University of North Carolina School of the Arts has two additional ex-officio members and the North Carolina School of Science and Mathematics Board of Trustees has 27 members.) Each board of trustees holds extensive powers over academic and other operations of its institution on delegation from the Board of Governors.

University of North Carolina Wilmington Mission Statement

https://uncw.edu/irp/university/index.html

The University of North Carolina Wilmington, the state’s coastal university, is dedicated to the integration of teaching and mentoring with research and service. Our commitment to student engagement, creative inquiry, critical thinking, thoughtful expression, and responsible citizenship is expressed in our baccalaureate and masters’ programs, as well as doctoral programs in areas of expertise that serve state needs. Our culture reflects our values of diversity and globalization, ethics and integrity, and excellence and innovation.

University of North Carolina Wilmington
Board of Trustees

Mrs. Gidget Kidd, Chair
Mr. Henry E. Miller III, Vice Chair
Mr. H. Carlton Fisher, Secretary

Board of Trustee Members:

Hannah Valentina Horowitz, Student Government Association President

History and Background

Education on the college level first came to Wilmington in 1946 when a college center was established under the direction of the North Carolina College Conference and under the administration of the Directorate of Extension of the University of North Carolina at Chapel Hill. The center offered courses on the freshman level to some 250 students during the academic year 1946-47. In 1947 a tax levy was approved by the citizens of New Hanover County, and Wilmington College was brought into existence as a county institution under the control of the New Hanover County Board of Education. In 1948 Wilmington College was officially accredited by the North Carolina College Conference and became a member of the American Association of Junior Colleges. In 1952 the institution was accredited as a junior college by the Southern Association of Colleges and Schools.

In 1958 New Hanover County voted to place the college under the Community College Act of the State of North Carolina. By virtue of this vote, the college became a part of the state system of higher education, and control passed from the New Hanover County Board of Education to a board of 12 trustees, eight of whom were appointed locally and four of whom were appointed by the governor of the state. At the same time the requirements for admission and graduation and the general academic standards of the college came under the supervision of the North Carolina Board of Higher Education, and the college began to receive an appropriation from the state for operating expenses in addition to the local tax.

On July 1, 1963, by an act of the General Assembly of North Carolina, Wilmington College became a senior college with a four-year curriculum, authorized to offer the bachelor’s degree.

By vote of the Board of Trustees of the University of North Carolina in late 1968, with subsequent approval by the North Carolina Board of Higher Education and by an act of the General Assembly of North Carolina in 1969, Wilmington College became, on July 1, 1969, the University of North Carolina at Wilmington. It, and the institution in Asheville previously designated as Asheville-Biltmore College, became the fifth and sixth campuses of the University of North Carolina.

On October 30, 1971 the General Assembly in special session merged, without changing their names, the remaining 10 state-supported senior institutions into the university. Thus, the University of North Carolina comprised 16 institutions.

On August 22, 1977 the Board of Governors of the University of North Carolina authorized the University of North Carolina at Wilmington to offer its first graduate programs at the master’s level.

In the spring of 1985 the Board of Governors of the University of North Carolina elevated the University of North Carolina at Wilmington to a Comprehensive Level I University.

The programs offered by the university include four-year programs leading to the Bachelor of Arts, Bachelor of Fine Arts, Bachelor of Music, Bachelor of Science and Bachelor of Social Work degrees within the College of Arts and Sciences, the Cameron School of Business, the Watson College of Education, and the College of Health and Human Services; graduate programs leading to the Master of Arts, Master of Arts in Teaching, Master of Business Administration, Master of Education, Master of Fine Arts in creative writing, Master of Public Administration, Master of School Administration, Master of Science, Master of Science in Accountancy, Master of Science in Nursing, and Master of Social Work; a Ph.D. in psychology, a Ph.D. in marine biology, a Doctor of Nursing Practice, an Ed.D. in educational leadership; several post baccalaureate and post master’s certificate programs, a variety of pre-professional programs, and special programs in a variety of areas, including marine science research and continuing education.

Academic Standing

  The University of North Carolina Wilmington (UNCW) is accredited by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) to award bachelor’s, master’s and doctoral degrees. Degree-granting institutions also may offer credentials such as certificates and diplomas at approved degree levels. Questions about the accreditation of UNCW may be directed in writing to the Southern Association of Colleges and Schools Commission on Colleges at 1866 Southern Lane, Decatur, GA  30033-4097, by calling (404) 679-4500, or by using information available on SACSCOC’s website (www.sacscoc.org).

The Watson College of Education is accredited by the National Council for Accreditation of Teacher Education. The School of Nursing is accredited by the Commission on Collegiate Nursing Education. The Cameron School of Business is accredited by the Association to Advance Collegiate Schools of Business International.

The University also holds membership in the Association of American Colleges and Universities, the American Placement Council, the Consortium for Oceanographic Research and Education, the Council for Advancement and Support of Education, the Council of Graduate Schools, and the Association of Public and Land-Grant Universities. It is on the list of schools approved by the American Chemical Society and is an accredited institutional member of the National Association of Schools of Music. The parks and recreation management curriculum is accredited by the Council on Accreditation for Recreation, Park Resources, and Leisure Services. The athletic training education program is accredited by the Commission on Accreditation of Athletic Training Education.  The master’s degree in psychology concentration in applied behavior analysis is designated as an approved course sequence by the Behavior Analyst Certification Board, Inc., and the concentration in substance abuse treatment is designated an approved course sequence by the North Carolina Substance Abuse Professional Practice Board.  The Master of Public Administration program is accredited by the National Association of Schools of Public Affairs and Administration. The bachelor’s and master’s degree programs in social work are accredited by the Council on Social Work Education.

Those wishing to review accreditation and certification documents should contact the provost’s office.

The Faculty

The university seeks to attract and maintain a faculty of outstanding individuals who are capable of contributing to the enrichment of its diverse and comprehensive instructional and research programs. Its faculty members come from all geographic sections of the United States and several foreign countries, bringing to this campus a rich variety of educational experiences, training and scholarship. Of the more than 960 instructional and research faculty, more than 86 percent of full-time faculty hold doctoral or other terminal degrees.

Board of Governors Award for Excellence in Teaching

As part of its ongoing efforts to underscore the importance of teaching and to encourage, identify, recognize, reward, and support good teaching within the university, the Board of Governors in 1993 created the annual system-wide teaching awards which are designated Board of Governors Awards for Excellence in Teaching. Seventeen awards are given annually, with one recipient selected from each of the constituent institutions. The first awards were given in the 1994-95 academic year.

Board of Trustees Teaching Excellence Award

The Board of Trustees of the University of North Carolina Wilmington, in recognition of this institution’s commitment to teaching excellence, has established the Board of Trustees Teaching Excellence Award. Recipients of the award manifest excellence as a way of life and stand out among the faculty as persons who have made and continue to make a significant contribution to higher education through their dedication and service to students. The award carries with it both an honor and a responsibility: it identifies a member of the faculty as a person of excellence, and it calls upon the person so honored to share that excellence with colleagues and students.

Chancellor’s Teaching Excellence Award

The Chancellor’s Teaching Excellence Award recognizes all aspects of excellence in teaching and in teaching-related activities that foster students’ desire for lifetime learning and success. Up to six awards are given annually, three for the College of Arts and Sciences, one for the Cameron School of Business, one for the Watson College of Education and one for the College of Health and Human Services.

Distinguished Faculty Scholar Award

The Distinguished Faculty Scholar Award is designed to underscore this institution’s continuing commitment to scholarship and creative work. Recipients of the award stand out among the faculty as persons who have made, and continue to make, a significant contribution to the university and the academic community through their commitment to scholarship, research and creativity. Up to two awards are given annually.

Distinguished Scholarly Engagement and Public Service Award

The Distinguished Scholarly Engagement and Public Service Award recognizes excellence in addressing crucial local, regional, national, or global issues through scholarly activity directed towards persons and groups outside UNCW. The university confers one junior and one senior award each year. The recipient of the senior award is the UNCW nominee for the Board of Governors Award for Excellence in Public Service.

Distinguished Teaching Professorship Award

The Distinguished Teaching Professorship Awards exemplify UNCW’s commitment to excellence in teaching and in teaching-related activities by recognizing faculty members who have made a profound contribution to higher education through their dedication and service to students. Up to three awards are given each year, and each recipient holds the award for three years.

Excellence in eLearning Award

The annual Excellence in eLearning Award recognizes faculty members for outstanding online and/or web-enhanced course design and delivery. Interested faculty apply for the award, and the recipient is chosen by a group of faculty course reviewers and the Office of eLearning.

Graduate Mentor Award

The Graduate Mentor Award recognizes members of UNCW’s graduate faculty who have excelled at teaching at the graduate level and who have an established record of mentoring graduate students. The latter includes not only guiding the research activity of students during their tenure at UNCW but also helping students become established as independent scholars and professionals.

The Community of Scholars at UNCW

The Community of Scholars at UNCW is a network of collaborative resources aimed at enhancing the pursuit of the life of the mind. Its mission is to:

• support academic innovation and educational initiatives within the university community,
• provide resources for faculty development in teaching, research, and service,
• support the participation of the wider university community in the intellectual endeavor,
• represent in action and form the basic values of the life of the mind, and
• facilitate communication among all university departments, offices, and divisions.

All resource units promoting this mission are welcome to participate in the Community of Scholars at UNCW. Collaboration of these resources is enhanced by the Community of Scholars Council which brings together on a regular basis the directors of the resource units with representatives from Academic Affairs, Student Affairs, Randall Library, Information Technology Services, Faculty Senate, University College, Honors Scholars College and Student Government. Its charge is to review the activities of the resource units and to consider strategies for enhancing the intellectual growth of our community.

Current Community of Scholars Resource Units:

The Center for the Support of Undergraduate Research and Fellowships
(http://www.uncw.edu/csurf)

The Center for the Support of Undergraduate Research and Fellowships (CSURF)
is a resource to coordinate opportunities and information related to UNCW
undergraduate research and scholarly activity. In addition, CSURF coordinates
the application and nomination process for national competitive scholarships and
fellowships for undergraduates. The center is housed in the Honors Scholars College.

The Applied Learning Teaching Community
(http://uncw.edu/eteal/Initiatives/ALTC.html)

The Applied Learning Teaching Community is a network of faculty, graduate students, staff, and other instructors who support Applied Learning at UNCW. The ALTC encourages and supports colleagues to use best practices in applied learning, provides workshops and other resources for faculty and students, and compiles and disseminates information on new teaching techniques, successful applied learning projects, best pedagogical practices, and much more. The ALTC’s faculty associates, fellows, and assistant fellows host events and workshops and help to mentor faculty and students on campus who want to implement and improve applied learning practices into their own instruction. Growing every semester as more and more faculty and students contribute and share their knowledge and experiences, the ALTC helps to not only improve student learning and faculty teaching across campus but also supports ETEAL and ensures its sustainability.

The Center for Teaching Excellence
(http://www.uncw.edu/cte)

The Center for Teaching Excellence (CTE) provides workshops on a variety of teaching issues, encourages innovations in teaching through awarding stipends for course development, and supports continued education in the scholarship of teaching by subsidizing travel to teaching conferences. Its mission is to foster a campus-wide climate where teaching is highly valued, as well as provide leadership in the application of scholarship to teaching. CTE encourages efforts to achieve excellence in teaching by running programs for course development and improvement, implementing new instructional technologies, and providing support services. CTE also conducts orientations for new faculty and works to integrate them into the university community.

The Center for Faculty Leadership

The Center for Faculty Leadership (CFL) is dedicated to developing and sustaining the high quality of academic leadership central to supporting the mission of the university and achieving the goals outlined in its strategic plan. The center serves as a resource for individuals with aspirations for academic leadership; as a training center for newly appointed department chairs, division coordinators, and program directors; and as a retooling center for current, mid-level academic leaders interested in improving the quality of their academic programs and/or advancing their professional careers in university administration. Information and assistance emphasize exploration, experimentation, and networking with programs presented in a variety of formats: informal discussions, formal workshops, guest lectures, conferences, networking and alliance building, mentoring and shadowing. The center’s mission encourages collaborative initiatives by the faculty. Thus, the center also serves as a resource for faculty-generated initiatives that require institutional support beyond the departmental or program level.

Centro Hispano
(http://www.uncw.edu/centrohispano)

Centro Hispano creates a responsive educational, scholarly and social environment for Latinx students, faculty and others interested in Hispanic and Latinx culture. Primarily, the goal of Centro Hispano is to support the rapidly growing number of Latinx students applying, attending and completing degrees at UNCW. Centro Hispano promotes opportunities that broaden understanding and appreciation of diverse Hispanic cultures, offer resources that maximize the success of each student, and most importantly, provides a place where every student feels at home while striving for success. Furthermore, the center supports the research, teaching and service components necessary for the training and preparation of global citizens. It also informs, guides and champions UNCW’s engagement with the region on issues critical to Latinx constituencies.

Mohin-Sholz LGBTQIA Resource Office
(www.uncw.edu/lgbtqia)

The Mohin-Scholz LGBTQIA Resource Office at the University of North Carolina Wilmington supports lesbian, gay, bisexual, transgender, questioning, intersex and allied students, faculty, staff, and alumni. Our office works to create a safe and inclusive environment for the LGBTQIA community and contribute to a culturally rich campus. Additionally, the office works both to raise awareness and inclusion of sexual and gender minorities and to provide information, referral, support, and programming to the UNCW Community. We do this through community building, advocacy, social justice and diversity education and the development of global citizens. All members of the UNCW campus are welcome, regardless of gender identity or other factors.

The Office of e-Learning
(http://www.uncw.edu/oel)

The Office of e-Learning, a unit of the Academic Affairs division, provides support to faculty through individualized instruction and assistance in a variety of formats. Resources are allocated to support the development of online courses using the most current, pedagogically sound and dynamic learning strategies. Working collaboratively with the Information Technology Services division, the office sponsors workshops and initiatives which focus on helping faculty design quality online courses and on increasing faculty expertise in employing cutting-edge instructional technology.

Upperman African American Cultural Center
(http://www.uncw.edu/upperman)

The Upperman African American Cultural Center (UAACC) provides UNCW students, faculty, staff, and others interested in African and African American culture a central location from which they can experience the rich heritage of African diaspora through scholarly and cultural workshops, presentations, exhibits, performances, lectures, and print and visual media. Working collaboratively with campus and community partners, the UAACC works to positively impact the recruitment, retention, and academic achievement of black students at UNCW, and contribute to the preparation of all UNCW students to excel in an increasingly diverse world.

Gender Studies Resource Center
(http://www.uncw.edu/gsrc)

The Gender Studies and Resource Center is an interdisciplinary and intersectional community of students, scholars, and advocates committed to social justice and equity for marginalized peoples. Our intellectual framework stems from gender and sexuality studies. The Center works with campus, local, and wider community partners through online teaching, research support, programming, and service activities that further social justice and work to combat social inequality at every level. In addition, we offer professional workshops and leadership opportunities for students, staff, faculty, and community members as we strive for solutions to address gender-based discrimination and develop inclusive communities at UNCW and across the globe. The Center also provides physical space for gathering, resources, and referrals for the UNCW and Wilmington communities.