The University of North Carolina at Pembroke is a comprehensive university committed to academic excellence in a balanced program of teaching, research, and service. It offers a broad range of degrees and nationally accredited professional programs at the bachelor's and master's levels. Combining the opportunities available at a large university with the personal attention characteristic of a small college, the University provides an intellectually challenging environment created by a faculty dedicated to effective teaching, interaction with students, and scholarship. Graduates are academically and personally prepared for rewarding careers, postgraduate education, and community leadership. Drawing strength from its heritage, The University of North Carolina at Pembroke continues to expand its leadership role in enriching the intellectual, economic, and social welfare of regional, state, national and international communities. In 2004-05, the University had an enrollment of 5,130 students; the School of Education enrolled more than 1,000 students in undergraduate and licensure-only programs. NCATE and the NC State Department of Public Instruction accredit all teacher education programs. The School of Education recommends licensure for candidates in 12 programs at the undergraduate level, 12 programs at the master's level, and 2 add-on licensure areas.

Special Characteristics

UNCP is located in a rural farming region with small towns scattered throughout the area. Founded in 1887 as an institution for the education of American Indians, UNCP now serves a student body reflective of the rich cultural diversity of contemporary society. In a recent U.S. News & World Report poll, UNCP ranked second in the category of "campus diversity" among Southern regional universities and was noted to be one of the most affordable universities in the nation to earn an undergraduate degree. More than 70% of UNCP students commute. Many UNCP students are first generation college students. Over 70% of UNCP's students receive financial aid. More than 25% are nontraditional college age, hold full- and/or part-time jobs, and have significant family responsibilities. In 2004-2005, more than 80% of UNCP's teacher education graduates were licensed and employed in the public schools of NC within one year of program completion, compared to the State average of 68%. UNCP continued to rank high among student satisfaction surveys conducted by UNC Office of the President with regard to quality of its instructional programs, faculty, and student services. The University has experienced 64% growth in its overall student body since fall 1999.

Program Areas and Levels Offered

UNCP offers licensure at the undergraduate level in the following areas: Birth-Kindergarten Education (B-K) and a Preschool Add-On; Elementary Education (K-6); Middle Grades Education (6-9) with concentrations in Language Arts, Mathematics, Science, and Social Studies; special subjects (K-12) in the areas of Art, Exceptional Children (General Curriculum), Music, Physical Education; and secondary education (9-12) in Biology, English, Mathematics, Science, and Social Studies Education. UNCP offers licensure at the graduate level in the following areas: Elementary Education (K-6), Middle Grades Education (6-9), Art Education (K- 12), Music Education (K-12), Physical Education (K-12), English Education (9-12) and an ESL Add-On (with temporary authorization), Mathematics Education (9-12), Science Education (9- 12), Social Studies Education (9-12), Reading Education (K-12), School Administration (MSA) and a Curriculum and Instruction Add-On (with temporary authorization), and School Counseling.

IHE Bachelor's Performance Report
UNC-Pembroke
2004-2005

Overview of the Institution

The University of North Carolina at Pembroke is a comprehensive university committed to academic excellence in a balanced program of teaching, research, and service. It offers a broad range of degrees and nationally accredited professional programs at the bachelor's and master's levels. Combining the opportunities available at a large university with the personal attention characteristic of a small college, the University provides an intellectually challenging environment created by a faculty dedicated to effective teaching, interaction with students, and scholarship. Graduates are academically and personally prepared for rewarding careers, postgraduate education, and community leadership. Drawing strength from its heritage, The University of North Carolina at Pembroke continues to expand its leadership role in enriching the intellectual, economic, and social welfare of regional, state, national and international communities. In 2004-05, the University had an enrollment of 5,130 students; the School of Education enrolled more than 1,000 students in undergraduate and licensure-only programs. NCATE and the NC State Department of Public Instruction accredit all teacher education programs. The School of Education recommends licensure for candidates in 12 programs at the undergraduate level, 12 programs at the master's level, and 2 add-on licensure areas.

Special Characteristics

UNCP is located in a rural farming region with small towns scattered throughout the area. Founded in 1887 as an institution for the education of American Indians, UNCP now serves a student body reflective of the rich cultural diversity of contemporary society. In a recent U.S. News & World Report poll, UNCP ranked second in the category of "campus diversity" among Southern regional universities and was noted to be one of the most affordable universities in the nation to earn an undergraduate degree. More than 70% of UNCP students commute. Many UNCP students are first generation college students. Over 70% of UNCP's students receive financial aid. More than 25% are nontraditional college age, hold full- and/or part-time jobs, and have significant family responsibilities. In 2004-2005, more than 80% of UNCP's teacher education graduates were licensed and employed in the public schools of NC within one year of program completion, compared to the State average of 68%. UNCP continued to rank high among student satisfaction surveys conducted by UNC Office of the President with regard to quality of its instructional programs, faculty, and student services. The University has experienced 64% growth in its overall student body since fall 1999.

Program Areas and Levels Offered

UNCP offers licensure at the undergraduate level in the following areas: Birth-Kindergarten Education (B-K) and a Preschool Add-On; Elementary Education (K-6); Middle Grades Education (6-9) with concentrations in Language Arts, Mathematics, Science, and Social Studies; special subjects (K-12) in the areas of Art, Exceptional Children (General Curriculum), Music, Physical Education; and secondary education (9-12) in Biology, English, Mathematics, Science, and Social Studies Education. UNCP offers licensure at the graduate level in the following areas: Elementary Education (K-6), Middle Grades Education (6-9), Art Education (K- 12), Music Education (K-12), Physical Education (K-12), English Education (9-12) and an ESL Add-On (with temporary authorization), Mathematics Education (9-12), Science Education (9- 12), Social Studies Education (9-12), Reading Education (K-12), School Administration (MSA) and a Curriculum and Instruction Add-On (with temporary authorization), and School Counseling.

I. SCHOOL/COLLEGE/DEPARTMENT OF EDUCATION INITIATIVES

A. Identify the LEAs and/or individual schools with which you have collaborative activities/partnerships. Provide a brief summary of these activities/partnerships.

List of Schools with whom the Institution has collaborative activities.

UNCP School of Education has collaborative activities with the following regional LEAs: Anson, Bladen, Columbus, Cumberland, Whiteville City, Ft. Bragg, Hoke, Montgomery, Moore, Robeson, Richmond, Sampson, and Scotland. UNCP School of Education also has collaborative activities with the following charter schools: Academy of Moore County, Alpha Academy, Communities In School (CIS) Academy, Laurinburg Homework Center, and Sandhills Theatre Arts Renaissance.

Brief Summary of Activities.

The School of Education (SOE) in collaboration with the College of Arts and Sciences (CAS) sustained a healthy and supportive relationship with regional public schools. The collaborative partnership continued with regional Teacher Cadet programs. Two successful annual events, Safe City and Earth Day, involved Teacher Cadets and UNCP teacher education students working directly with public school students. A variety of professional development and support programs were offered to public school teachers and administrators on such topics as instructional technology, classroom management, curriculum design, effective instructional strategies, collaboration with families, ESL, reading in the content area, cultural literacy, literacy strategies, and leadership and effective school management for administrators. Other related faculty involvement included serving as judges for science fairs, mathematics and art contests, athletic competitions including Special Olympics, heritage celebrations, music festivals, band clinics, Quiz Bowls, Showcase of Schools, and Battle of the Books. UNCP again hosted Project Graduation for approximately 1000 high school students from Robeson County. Faculty also served as volunteers in public school classrooms and on field trips, and as members of school improvement teams and other school-based committees. Public school teachers and administrators served as members of the UNCP Teacher Education Committee, as well as serving on various campus-wide initiatives, such as the Teaching Fellows Advisory Board, the School Counseling Advisory Committee, various program area advisory councils, and the University-School Partnership. Public school teachers serving as clinical teachers for UNCP interns made significant contributions to the teacher education program. Public school teachers are also key players in the assessment of UG and G teacher candidates; they serve on evaluation teams for the Teacher Candidate Work Sample, the instructional technology portfolio, the School Counseling Portfolio, and various exit evaluation teams for graduate programs. Public school teachers and administrators served as adjunct faculty in face-to-face and online classes in the BK, elementary, mathematics, middle grades, physical education, school counseling, science, and special education programs. SOE faculty were involved in demonstration lessons in public school classrooms; teamed with classroom teachers to develop instructional plans and projects; delivered athletic coaching seminars; tutored for EOG/EOC; served as test proctors, event speakers, task force members, study committee members; and used grant funding to purchase instructional materials and equipment for low-performing schools. Preservice teachers in all teacher education programs worked extensively in regional classrooms observing, assisting, testing, tutoring, teaming, and teaching. Through various University-based programs (i.e., Summer Bridge, Upward Bound, HCOP, and Youth Opportunities) services were provided to public school students in tutoring, workshops, and mentoring programs. The Youth Opportunities Program, funded at $546,000 per year for a total of five years, was supervised by a SOE faculty member. The Chancellor continued to host a regional superintendents' breakfast meeting and a regional high school principals' luncheon for collaborative planning. Nine regional superintendents and 12 principals participated. UNCP hosted two ESL meetings, a PDC roundtable, and a series of meetings for regional professional development coordinators. UNCP partnered with the Cumberland County Web Academy in offering online coursework for lateral entry teachers and collaborated with the NC Model Teacher Education Consortium, providing multiple courses delivered on the community college campuses and via online instruction. SOE staff collaborated with the Director of the RALC to streamline plans of study. Science education faculty delivered middle and secondary school science workshops/seminars for area teachers. Individual SOE and CAS faculty provided leadership for regional schools' planning committees, advisory councils, curriculum projects, leadership forums, National Board workshops, and served in leadership roles as the president of NC Association of Teacher Educators, a Commissioner for Southern Association of Colleges and Schools (SACS), the president of the NC Reading Association, a member of the ISTE Board, a member of the Government Relations Committee of the IRA, a member of the NC Charter School Advisory Committee, a member of the SBE Teacher Quality Committee, and as mentors for National Board candidates. A chemistry professor continued to serve as project coordinator and advisor to NASA's KC-135A Reduced Gravity Undergraduate Research Program in which American Indian students participated. For the fourth year, the USP Office sponsored a series of training and support sessions for regional teacher candidates seeking certification by the National Board of Professional Teaching Standards. Eighty-eight teacher candidates from eight LEAs attended these sessions. In addition, three weekend retreats were held for regional candidates. The SOE sponsored the First Annual Second Language and Minority Symposium, with participation by more than 200 educators.

B. Brief Summary of faculty service to the public schools.

Through collaborative efforts, the SOE, CAS, and School of Business (SOB) faculty worked with public schools on curriculum issues, classroom projects, and evaluation and research initiatives. Faculty from the SOE served as advisors to public school teachers from seven regional LEAs who were awarded action research grants during the 2004-2005 school year. A faculty advisor served as a member of each grant team. The Music Department sponsored a Choral Festival, a District Solo and Ensemble Festival, and an Instrumental Festival. More than 1,000 public school students from the region attended academic, leadership, and athletic camps at UNCP. UNCP continued to host the Region IV Science Fair. The HPER Department hosted a variety of programs (i.e., Special Olympics, partnerships with CIS Charter Academy, Adaptive PE for Robeson County) for almost 2200 students. Technology workshops were provided to Bladen, Cumberland, Hoke, Moore, Scotland, and Robeson counties. Department of American Indian Studies faculty worked with regional schools during Indian Heritage Week and sponsored the Southeast Indian Studies Conference. SOB students continued to serve as volunteers for the Robeson County Junior Achievement program. An organization for business administration majors, Students in Free Enterprise (SIFE), completed approximately 7,500 volunteer hours in local public schools. The Leadership Service Opportunities Program (LSOP) contributed almost 5,000 hours of community service. The Art Department again hosted the Annual High School Juried Art Exhibit for which more than 100 students submitted artwork. The Math Department again hosted a Regional Math Fair. SOE faculty participated in Read Across America Day with area schools. The science education faculty delivered middle and secondary school science workshops/seminars for area teachers on earth/environmental science instruction and implementation of biotechnology in the classroom. Science education faculty offered biotechnology summer enrichment camps for high school students and an interactive Mr. & Mrs. Wizard Academy, performed chemistry demonstration lessons and biology laboratory exercises in middle and high schools, and mentored students competing in AISES science fairs. SOE faculty served as advisors to the Hoke County Teacher Cadet Program. BK and Elementary Education faculty presented a professional development workshop to 70 preschool exceptional teachers and teacher assistants on empowering children to tell cultural stories. In conjunction with UNC-TV, UNCP co-hosted a Family Literacy Day for area families. The UNCP Givens Performing Arts Center hosted enrichment performances and activities for area students. The UNCP Regional Center for Economic, Community, and Professional Development hosted Kids College, Youth Start, and Healthy Start. The Health Careers Opportunity Program served PSRC high school and middle school students. In addition, funding was provided to establish a health careers club at 19 middle and high schools. UNCP hosted numerous sports camps and a swimming school during the summer. The Museum of the Native American Resource Center conducted tours to school groups throughout the year. Library staff regularly supported public school students conducting research.

C. Brief description of unit/institutional programs designed to support beginning teachers.

School of Education faculty and staff continued to provide assistance and support to beginning teachers through various avenues. UNCP continued to serve as a partner of the Golden Leaf Educational Consortium, which supports initiatives related to teacher recruitment and retention throughout southeastern North Carolina. In collaboration with the Public Schools of Robeson County, SOE faculty offered a series of professional development seminars for mentor teachers and a leadership seminar for lead mentors. A total of 41 lead teachers and 140 mentor teachers participated in these sessions, which focused on the development of a high-quality teacher induction program. Additionally, 80 Initially Licensed Teachers (ILTs) participated in two daylong seminars focused on "the first year experience." The SOE surveyed beginning teachers in the Public Schools of Robeson County to determine their professional development needs. Faculty from the College of Arts and Sciences delivered a professional development workshop for Visiting International Faculty (VIF) teachers in Hoke County. The session was entitled "Disentangling a New System." At the Third Annual SOE Educational Leadership Conference, one of the primary sessions provided to aspiring and regional principals addressed issues related to teacher recruitment and retention.

D. Brief description of unit/institutional efforts to serve lateral entry teachers.

UNCP continued its efforts to serve and support lateral entry teachers. Expanded course enrollment options were provided to lateral entry teachers through off-campus and online coursework. Flexible scheduling of courses, including late afternoon, evening, Friday night, Saturday morning, and "early bird" (6:30 a.m.), afforded additional opportunities for lateral entry teachers. All 12 undergraduate teacher education programs offered specialty area and professional studies courses at flexible times. Summer school courses were presented in one of seven formats: "Maymester"- an intense 3-week period immediately following spring graduation; a 5-week early first summer session; two regular summer school 5-week sessions; two intense 3-week Intrasessions; and a 10-week session for online courses that overlapped the regular Session I and Session II summer schedule. The work schedules of administrative and clerical support staff were rearranged to provide assistance to students during early evenings (Monday through Thursday). The Licensure Office continued to work with local LEAs in verifying individuals' eligibility to be hired through lateral entry. In addition, the Licensure Office provided prospective lateral entry teachers with academic transition plans to assist them in meeting eligibility requirements for employment. In these situations, provisional plans of study were issued, allowing aspiring teachers the opportunity to complete coursework while awaiting employment. UNCP participated in the NC Model Teacher Education Consortium in the delivery of online and off-campus courses. The Licensure Office developed approximately 240 plans of study for lateral entry teachers and licensure-only students. In addition, approximately 250 Regional Alternative Licensure Center (RALC) students were advised and served by SOE faculty and staff. A series of professional development seminars for lateral entry teachers were offered in collaboration with the Public Schools of Robeson County. A total of 120 lateral entry teachers participated in two full-day seminars focused on "the first year experience." The SOE surveyed lateral entry teachers in the Public Schools of Robeson County to determine their professional development needs. The Director of Instructional Technology provided one-on-one instruction as needed to lateral entry teachers in the areas of online learning and technology integration in the classroom. SOE funded a group of elementary education majors, including lateral entry teachers, who attended a professional development science and math conference sponsored by NASA. The SOE Licensure Officer participated in two PSRC teacher recruitment fairs and conducted on-the-spot transcript reviews for prospective lateral entry teachers. The Licensure Officer and the Dean of the SOE met monthly with regional LEA Human Resource Directors to align services to lateral entry teachers. As part of a statewide effort to support lateral entry teachers, a SOE faculty member helped to develop the NC TEACH OnLine curriculum and was an instructor for the pilot phase of the project.

E. Brief description of unit/institutional programs designed to support career teachers.

The UNCP School of Education continued its long-standing commitment to support inservice/career teachers. During 2004-2005 school year, the School of Education awarded 20 action research grants to regional public school teachers. These recipients represented seven LEAs. For the fourth year, the Office of University-School Programs sponsored a series of training and support sessions for regional teacher candidates seeking National Board certification. Sixty-four teacher candidates from eleven LEAs attended sessions. A team of five NBCT trained facilitators, SOE faculty, and the Director of USP presented the sessions. In addition, the Public Schools of Robeson County and the Office of University-School Programs collaborated to sponsor three weekend retreats for regional National Board candidates to provide them with uninterrupted time to focus on writing and editing their portfolio and critiquing their videotapes of classroom instruction. Approximately thirty National Board candidates attended each of these retreats. The SOE Educational Technology Lab sponsored workshops throughout the 2004-2005 year, covering topics such as Excel, PowerPoint, Inspiration, WebQuests, website development, and integrating technology into the classroom. In addition, the Director of Instructional Technology assisted career teachers in special projects related to technology. To accommodate teacher and administrator work schedules, all graduate courses were offered in the late afternoon and evening, and numerous courses were offered at off-campus sites, and during summer sessions. Art Education faculty sponsored Digital Art workshops and a symposium for regional art educators. Music Education faculty continued to be extensively involved with area career teachers in music camps, professional development workshops, performances, band clinics, concert tours, solo and ensemble festival judging, and guest conducting. The SOE partnered with the Southeast Regional Teacher on Loan (TOL) to redesign orientation sessions for cooperating teacher to incorporate strategies for high-quality mentoring of Preservice teachers. The School of Education initiated new off-campus graduate cohorts in Reading Education, Elementary Education, and School Administration in response to requests from regional LEAs to offer educators opportunities for advanced study. To encourage teachers to integrate technology into their classrooms, the SOE faculty member who serves as the liaison with the Golden Leaf Educational Consortium facilitated the successful acquisition of the Apple Mobile Wireless Cart for Magnolia Elementary School in PSRC.

F. Brief description of unit/institutional efforts to assist low-performing, at-risk, and/or priority schools.

UNCP continued to offer assistance to low performing/ at risk, and/or priority schools. SOE faculty served in a consulting role with a low-performing school in Hoke County to define critical needs related to instructional resources and the effective use of the school's facilities and to plan strategies for addressing those needs. Several projects involved faculty and students working with the Communities In School (CIS) Charter Academy in Pembroke, which was established as an alternative school for struggling middle school students from PSRC at high risk of dropping out of school (Levels I and II). During the summer of 2004, SOE faculty conducted seminars for 25 middle grades students attending a photography workshop sponsored by the CIS Academy and the UNCP Family Life Center. PE teacher education students worked with the CIS Academy to carry out projects for their methods courses. SOE faculty presented at the Ninth Annual Raising Achievement and Closing Gaps Conference held in Greensboro. Two SOE faculty members served on the Historical Minority College and University Consortium, which has as its mission to advance collaborative projects between public schools with high minority populations and UNCP in order to close achievement gaps. The UNCP Leadership and Service Opportunities Program (LSOP) provided community service opportunities for UNCP students in area low-performing schools. The Office of University-School Programs sponsored the 1st Annual Second Language and Minorities Symposium, which was held on the UNCP campus and attended by approximately 200 educators from ten school districts. Participants explored effective strategies for working with LEP students, including ways to promote cultural awareness, to create inviting classrooms, and to use translation as a pedagogical tool. In an effort to assist two Leandro LEAs, the SOE received funding for NC QUEST "Excellence in Teaching Mathematics and Science Project," which provided 90 hours of PD to 100 middle and high school math and science teachers in Hoke and PSRC. In addition, GLOBE workshops were offered to middle and high school teachers from those counties. Faculty from the Chemistry Department offered Saturday enrichment workshops for middle school students from PSRC and mentored chemistry students carrying out science research projects. Science education faculty provided year-long PD to PSRC lateral entry earth science teachers conducting environmental research.

G. Brief description of unit/institutional efforts to promote SBE priorities.

UNCP engaged in a variety of efforts aimed at promoting State Board priorities. Quality professional development is one of the SBE's top priorities. In an effort to meet this challenge more efficiently and effectively in the UNCP service region, the SOE launched a more centralized, collaborative initiative this year. The first step was to invite the regional professional development coordinators, including charter school directors, to meet with SOE administrators and faculty to identify needs and plan ways to meet those needs together. Three planning sessions were conducted and a PD plan for the 2005-2006 academic year was developed. As part of this initiative, SOE faculty formed a Speakers Bureau and disseminated a list of speakers and topics to area LEAs and charter schools. In addition, the SBE priorities of raising student performance and closing the achievement gap were areas of emphasis for the SOE. Faculty continued to serve in a variety of leadership capacities to provide expertise, resources, and support for regional LEAS in addressing the needs of diverse learners. Faculty presented professional development workshops for educators in the region focusing on strong curriculum design and differentiated instruction. Faculty presented at state, regional, national, and/or international conferences on similar topics. SOE faculty worked with administrators at a lowperforming school in Hoke County to identify needs and to define a plan of action. The Fostering and Implementing Effective Strategies for Transition and Accommodations (FIESTA) Project, a 12-week long professional development program for Hoke County Schools, was initiated. SOE and CAS faculty designed the curriculum and trained Hoke County teachers to lead the weekly sessions. The workshops emphasized the development of fluency in conversational Spanish, strategies for working with Spanish-speaking parents, and effective curriculum and instruction for ESL students. UNCP faculty served on committees in both PSRC and Scotland County Schools to examine issues related to high school reform and the Learn and Earn initiative.

H. Special Emphasis for the Year of Record (which of the above [if any] did you put special emphasis on from the preceding year).

As previously described, particular emphasis focused on four primary areas: (1) support for LEAs in their efforts to raise student achievement and close the achievement gap; (2) recruitment, retention and support of alternative track teachers, especially by offering flexible scheduling options to increase course accessibility and by launching seven new MAT degree programs; (3 intensive, ongoing support for candidates seeking National Board certification; and (4) establishment of high-quality induction/mentoring programs for beginning teachers.

Supplemental Information (Optional)

I. Brief description of unit/institutional special efforts to improve NTE/Praxis scores.

Efforts to strengthen Praxis I and II preparation were refined and expanded during 2004-2005. Praxis I orientation sessions, during which students were provided with registration materials and test preparation resources, were held throughout the year. Praxis "Tests at A Glance" booklets were supplied to students upon request. Additional study materials for Praxis I and Praxis II were purchased and placed in the McCrimmon Curriculum Laboratory. Interested students were given unlimited access to PLATO, an online tutorial offering support for students preparing for Praxis I, at no cost to them. Students could access PLATO from any computer with Internet connection, including the 24-hour study lab, the main library, and the Education Technology Center on the UNCP campus. In the Education Center, a bulletin board dedicated to Praxis kept students apprised of registration information. The director of the UNCP Writing Center conducted Praxis I writing workshops throughout the school year, and students could also receive one-on-one assistance. The Counseling and Testing Office offered a special session on test anxiety and stress reduction to teacher education students. The director of the graduate program in reading tutored students in preparation for the Praxis I Reading test. Program area faculty conducted content review and test-taking strategy sessions for the specialty area tests. The School Counseling Program continued to integrate practice exercises into specific courses.

J. Brief description of unit/institutional special efforts to recruit students into professional education programs leading to licensure.

In collaboration with the UNCP Office for Undergraduate Enrollment and the Office of Admissions, SOE faculty participated in special recruitment days for transfer students at area community colleges, regional high school recruitment fairs, and school counselor awareness programs. SOE faculty worked with Teacher Cadet Programs in Robeson County and Hoke County. A SOE faculty member conducted a day-long workshop for Hoke County Teacher Cadets on the UNCP campus. UNCP faculty and students worked on two joint projects with PSRC Teacher Cadets - Safe City and Bear Garden - that involved approximately 1400 elementary school students. The BK program collaborated with Cumberland County Head Start, the More at Four program, and the Partnership for Children program. The BK program maintained an advisement office at FTCC. UNCP sponsored fall and spring teacher education fairs, with more than 35 LEAs from across the state participating. SOE covered registration costs for the LEAs in the UNCP service region. A letter, from the SOE Dean with descriptions of the teacher education programs offered at UNCP is included in all admissions packets mailed to prospective students. UNCP continued to sponsor receptions on the campuses of five area community colleges. UNCP has placed a full-time program coordinator at both Richmond Community College and Sandhills Community College to facilitate program admission and to disseminate information to new students interested in undergraduate and graduate programs in education. The SOE participated in the High School Counselors Visitation Day hosted by the UNCP Admissions Office. High school students interested in teacher education were contacted by email or telephone by the SOE. New recruitment publications for the SOE were distributed across the state. UNCP participated in the NC Model Teacher Education Consortium. Student education organizations and the Teaching Fellows program sponsored a variety of activities and seminars aimed at student recruitment. Teaching Fellows brochures were mailed to all NC high schools. Three thousand letters were sent to potential students. An Open House, specifically for potential Fellows and their parents, and a mock interview workshop were held. The BK program has articulation agreements with Robeson Community College, Fayetteville Technical Community College, and Sandhills Community College. Courses for an elementary education degree continue to be offered at Richmond Community College. UNCP continued to award a number of scholarships and awards specific to the support of teacher education majors; for example, future teachers were awarded the Dial-Chavis SNCAE Endowed Scholarship, Wendy Klenoitz Memorial Scholarship, Charlie Moore and Marie Moore Endowed Memorial Scholarship, the Robeson County Retired Teachers' Scholarship, the Josephine Lucente Scholarship and the Mitchell Tyler Scholarship for American Indians in Teacher Education. For the second year, a Student Athlete Summer Institute (SASI) was sponsored by UNCP for regional high school athletes. SOE faculty participated in special transfer recruitment days at area community colleges. In an effort to make courses more accessible to graduate students enrolled in MAT programs, additional courses were offered in online format.

K. Brief description of unit/institutional special efforts to encourage minority students to pursue teacher licensure.

The UNCP Teaching Fellows Program again sponsored the minority recruitment luncheon for PSRC high school students and counselors. The luncheon program included presentations by current UNCP teaching fellows, the SOE Dean, the Director of Minority Affairs, and the Associate Vice Chancellor for Outreach. The Teaching Fellows Director conducted several onsite recruitment trips to regional predominately minority high schools. A number of minority scholarships have been made available to American Indian students. They included the Mitchell Tyler Scholarship for American Indians in Teacher Education, the American Indian Student Legislative Grant, John J. Brooks Endowed Memorial Teacher Scholarship, Anderson N. Locklear Endowed Memorial Scholarship, Pearlie Locklear Endowed Memorial Scholarship, and Purnell Swett Endowed Teaching Fellows Award. The NC Minority Presence Grant Program was available. Departments in the SOE and College of Arts and Sciences mailed recruitment letters to minority students. Minority BK students assisted at recruitment fairs for the B-K program.

L. Other (if applicable): Brief description of new initiatives (if any) not detailed previously in the narrative section.

The UNCP Teacher Education Program conducted surveys of teachers, administrators, and central office staff of regional LEAs to identify professional development needs. Faculty worked collaboratively with public school partners to rework the field experience component of education courses. The UNCP Regional Center for Economic, Community, and Professional Development sponsored a series of events in support of regional public school educators and students, including Kids College, Youth Start, and Healthy Start. Summer Advanced Placement workshops for regional high school teachers were sponsored by UNCP. The Dean of the SOE participated in monthly meetings with superintendents in the Sandhills Regional Educational Consortium. The Birth-to-Kindergarten Education Program was selected to participate in "Crosswalks," a federally funded early intervention project in collaboration with the FPG Child Development Center. The project will provide professional development and resources for working with diverse populations to early childhood educators in southeastern NC. UNCP faculty members were involved in high school innovation and reform efforts with PSRC and Scotland County Schools, including the initial planning for a PSRC/UNCP early college high school. In preparation for offering add-on licensure in Academically and Intellectually Gifted (AIG) education, the SOE Dean and faculty attended regional and statewide meetings with AIG Coordinators and IHE faculty.

II. CHARACTERISTICS OF STUDENTS

A. Headcount of students formally admitted to and enrolled in programs leading to licensure.

B. Lateral Entry/Provisionally Licensed Teachers Refers to individuals employed by public schools on lateral entry or provisional licenses.

C. Quality of students admitted to programs during report year.

D. Program Completers (reported by IHE).

E. Scores of student teachers on professional and content area examinations.

F. Time from admission into professional education program until program completion.

G. Undergraduate program completers in NC Schools within one year of program completion.

H. Top10 LEAs employing teachers affiliated with this college/university. Population from which this data is drawn represents teachers employed in NC in 2004 - 2005

I. Satisfaction of program completers/employers with the program in general and with specific aspects of the program, as rated on a 1 (lowest) to 4 (highest) scale.

III. Teacher Education Faculty

A. Identify the LEAs and/or individual schools with which you have collaborative activities/partnerships. Provide a brief summary of these activities/partnerships.

List of Schools with whom the Institution has collaborative activities.

UNCP School of Education has collaborative activities with the following regional LEAs: Anson, Bladen, Columbus, Cumberland, Whiteville City, Ft. Bragg, Hoke, Montgomery, Moore, Robeson, Richmond, Sampson, and Scotland. UNCP School of Education also has collaborative activities with the following charter schools: Academy of Moore County, Alpha Academy, Communities In School (CIS) Academy, Laurinburg Homework Center, and Sandhills Theatre Arts Renaissance.

Brief Summary of Activities.

The School of Education (SOE) in collaboration with the College of Arts and Sciences (CAS) sustained a healthy and supportive relationship with regional public schools. The collaborative partnership continued with regional Teacher Cadet programs. Two successful annual events, Safe City and Earth Day, involved Teacher Cadets and UNCP teacher education students working directly with public school students. A variety of professional development and support programs were offered to public school teachers and administrators on such topics as instructional technology, classroom management, curriculum design, effective instructional strategies, collaboration with families, ESL, reading in the content area, cultural literacy, literacy strategies, and leadership and effective school management for administrators. Other related faculty involvement included serving as judges for science fairs, mathematics and art contests, athletic competitions including Special Olympics, heritage celebrations, music festivals, band clinics, Quiz Bowls, Showcase of Schools, and Battle of the Books. UNCP again hosted Project Graduation for approximately 1000 high school students from Robeson County. Faculty also served as volunteers in public school classrooms and on field trips, and as members of school improvement teams and other school-based committees. Public school teachers and administrators served as members of the UNCP Teacher Education Committee, as well as serving on various campus-wide initiatives, such as the Teaching Fellows Advisory Board, the School Counseling Advisory Committee, various program area advisory councils, and the University-School Partnership. Public school teachers serving as clinical teachers for UNCP interns made significant contributions to the teacher education program. Public school teachers are also key players in the assessment of UG and G teacher candidates; they serve on evaluation teams for the Teacher Candidate Work Sample, the instructional technology portfolio, the School Counseling Portfolio, and various exit evaluation teams for graduate programs. Public school teachers and administrators served as adjunct faculty in face-to-face and online classes in the BK, elementary, mathematics, middle grades, physical education, school counseling, science, and special education programs. SOE faculty were involved in demonstration lessons in public school classrooms; teamed with classroom teachers to develop instructional plans and projects; delivered athletic coaching seminars; tutored for EOG/EOC; served as test proctors, event speakers, task force members, study committee members; and used grant funding to purchase instructional materials and equipment for low-performing schools. Preservice teachers in all teacher education programs worked extensively in regional classrooms observing, assisting, testing, tutoring, teaming, and teaching. Through various University-based programs (i.e., Summer Bridge, Upward Bound, HCOP, and Youth Opportunities) services were provided to public school students in tutoring, workshops, and mentoring programs. The Youth Opportunities Program, funded at $546,000 per year for a total of five years, was supervised by a SOE faculty member. The Chancellor continued to host a regional superintendents' breakfast meeting and a regional high school principals' luncheon for collaborative planning. Nine regional superintendents and 12 principals participated. UNCP hosted two ESL meetings, a PDC roundtable, and a series of meetings for regional professional development coordinators. UNCP partnered with the Cumberland County Web Academy in offering online coursework for lateral entry teachers and collaborated with the NC Model Teacher Education Consortium, providing multiple courses delivered on the community college campuses and via online instruction. SOE staff collaborated with the Director of the RALC to streamline plans of study. Science education faculty delivered middle and secondary school science workshops/seminars for area teachers. Individual SOE and CAS faculty provided leadership for regional schools' planning committees, advisory councils, curriculum projects, leadership forums, National Board workshops, and served in leadership roles as the president of NC Association of Teacher Educators, a Commissioner for Southern Association of Colleges and Schools (SACS), the president of the NC Reading Association, a member of the ISTE Board, a member of the Government Relations Committee of the IRA, a member of the NC Charter School Advisory Committee, a member of the SBE Teacher Quality Committee, and as mentors for National Board candidates. A chemistry professor continued to serve as project coordinator and advisor to NASA's KC-135A Reduced Gravity Undergraduate Research Program in which American Indian students participated. For the fourth year, the USP Office sponsored a series of training and support sessions for regional teacher candidates seeking certification by the National Board of Professional Teaching Standards. Eighty-eight teacher candidates from eight LEAs attended these sessions. In addition, three weekend retreats were held for regional candidates. The SOE sponsored the First Annual Second Language and Minority Symposium, with participation by more than 200 educators.

B. Brief Summary of faculty service to the public schools.

Through collaborative efforts, the SOE, CAS, and School of Business (SOB) faculty worked with public schools on curriculum issues, classroom projects, and evaluation and research initiatives. Faculty from the SOE served as advisors to public school teachers from seven regional LEAs who were awarded action research grants during the 2004-2005 school year. A faculty advisor served as a member of each grant team. The Music Department sponsored a Choral Festival, a District Solo and Ensemble Festival, and an Instrumental Festival. More than 1,000 public school students from the region attended academic, leadership, and athletic camps at UNCP. UNCP continued to host the Region IV Science Fair. The HPER Department hosted a variety of programs (i.e., Special Olympics, partnerships with CIS Charter Academy, Adaptive PE for Robeson County) for almost 2200 students. Technology workshops were provided to Bladen, Cumberland, Hoke, Moore, Scotland, and Robeson counties. Department of American Indian Studies faculty worked with regional schools during Indian Heritage Week and sponsored the Southeast Indian Studies Conference. SOB students continued to serve as volunteers for the Robeson County Junior Achievement program. An organization for business administration majors, Students in Free Enterprise (SIFE), completed approximately 7,500 volunteer hours in local public schools. The Leadership Service Opportunities Program (LSOP) contributed almost 5,000 hours of community service. The Art Department again hosted the Annual High School Juried Art Exhibit for which more than 100 students submitted artwork. The Math Department again hosted a Regional Math Fair. SOE faculty participated in Read Across America Day with area schools. The science education faculty delivered middle and secondary school science workshops/seminars for area teachers on earth/environmental science instruction and implementation of biotechnology in the classroom. Science education faculty offered biotechnology summer enrichment camps for high school students and an interactive Mr. & Mrs. Wizard Academy, performed chemistry demonstration lessons and biology laboratory exercises in middle and high schools, and mentored students competing in AISES science fairs. SOE faculty served as advisors to the Hoke County Teacher Cadet Program. BK and Elementary Education faculty presented a professional development workshop to 70 preschool exceptional teachers and teacher assistants on empowering children to tell cultural stories. In conjunction with UNC-TV, UNCP co-hosted a Family Literacy Day for area families. The UNCP Givens Performing Arts Center hosted enrichment performances and activities for area students. The UNCP Regional Center for Economic, Community, and Professional Development hosted Kids College, Youth Start, and Healthy Start. The Health Careers Opportunity Program served PSRC high school and middle school students. In addition, funding was provided to establish a health careers club at 19 middle and high schools. UNCP hosted numerous sports camps and a swimming school during the summer. The Museum of the Native American Resource Center conducted tours to school groups throughout the year. Library staff regularly supported public school students conducting research.

C. Brief description of unit/institutional programs designed to support beginning teachers.

School of Education faculty and staff continued to provide assistance and support to beginning teachers through various avenues. UNCP continued to serve as a partner of the Golden Leaf Educational Consortium, which supports initiatives related to teacher recruitment and retention throughout southeastern North Carolina. In collaboration with the Public Schools of Robeson County, SOE faculty offered a series of professional development seminars for mentor teachers and a leadership seminar for lead mentors. A total of 41 lead teachers and 140 mentor teachers participated in these sessions, which focused on the development of a high-quality teacher induction program. Additionally, 80 Initially Licensed Teachers (ILTs) participated in two daylong seminars focused on "the first year experience." The SOE surveyed beginning teachers in the Public Schools of Robeson County to determine their professional development needs. Faculty from the College of Arts and Sciences delivered a professional development workshop for Visiting International Faculty (VIF) teachers in Hoke County. The session was entitled "Disentangling a New System." At the Third Annual SOE Educational Leadership Conference, one of the primary sessions provided to aspiring and regional principals addressed issues related to teacher recruitment and retention.

D. Brief description of unit/institutional efforts to serve lateral entry teachers.

UNCP continued its efforts to serve and support lateral entry teachers. Expanded course enrollment options were provided to lateral entry teachers through off-campus and online coursework. Flexible scheduling of courses, including late afternoon, evening, Friday night, Saturday morning, and "early bird" (6:30 a.m.), afforded additional opportunities for lateral entry teachers. All 12 undergraduate teacher education programs offered specialty area and professional studies courses at flexible times. Summer school courses were presented in one of seven formats: "Maymester"- an intense 3-week period immediately following spring graduation; a 5-week early first summer session; two regular summer school 5-week sessions; two intense 3-week Intrasessions; and a 10-week session for online courses that overlapped the regular Session I and Session II summer schedule. The work schedules of administrative and clerical support staff were rearranged to provide assistance to students during early evenings (Monday through Thursday). The Licensure Office continued to work with local LEAs in verifying individuals' eligibility to be hired through lateral entry. In addition, the Licensure Office provided prospective lateral entry teachers with academic transition plans to assist them in meeting eligibility requirements for employment. In these situations, provisional plans of study were issued, allowing aspiring teachers the opportunity to complete coursework while awaiting employment. UNCP participated in the NC Model Teacher Education Consortium in the delivery of online and off-campus courses. The Licensure Office developed approximately 240 plans of study for lateral entry teachers and licensure-only students. In addition, approximately 250 Regional Alternative Licensure Center (RALC) students were advised and served by SOE faculty and staff. A series of professional development seminars for lateral entry teachers were offered in collaboration with the Public Schools of Robeson County. A total of 120 lateral entry teachers participated in two full-day seminars focused on "the first year experience." The SOE surveyed lateral entry teachers in the Public Schools of Robeson County to determine their professional development needs. The Director of Instructional Technology provided one-on-one instruction as needed to lateral entry teachers in the areas of online learning and technology integration in the classroom. SOE funded a group of elementary education majors, including lateral entry teachers, who attended a professional development science and math conference sponsored by NASA. The SOE Licensure Officer participated in two PSRC teacher recruitment fairs and conducted on-the-spot transcript reviews for prospective lateral entry teachers. The Licensure Officer and the Dean of the SOE met monthly with regional LEA Human Resource Directors to align services to lateral entry teachers. As part of a statewide effort to support lateral entry teachers, a SOE faculty member helped to develop the NC TEACH OnLine curriculum and was an instructor for the pilot phase of the project.

E. Brief description of unit/institutional programs designed to support career teachers.

The UNCP School of Education continued its long-standing commitment to support inservice/career teachers. During 2004-2005 school year, the School of Education awarded 20 action research grants to regional public school teachers. These recipients represented seven LEAs. For the fourth year, the Office of University-School Programs sponsored a series of training and support sessions for regional teacher candidates seeking National Board certification. Sixty-four teacher candidates from eleven LEAs attended sessions. A team of five NBCT trained facilitators, SOE faculty, and the Director of USP presented the sessions. In addition, the Public Schools of Robeson County and the Office of University-School Programs collaborated to sponsor three weekend retreats for regional National Board candidates to provide them with uninterrupted time to focus on writing and editing their portfolio and critiquing their videotapes of classroom instruction. Approximately thirty National Board candidates attended each of these retreats. The SOE Educational Technology Lab sponsored workshops throughout the 2004-2005 year, covering topics such as Excel, PowerPoint, Inspiration, WebQuests, website development, and integrating technology into the classroom. In addition, the Director of Instructional Technology assisted career teachers in special projects related to technology. To accommodate teacher and administrator work schedules, all graduate courses were offered in the late afternoon and evening, and numerous courses were offered at off-campus sites, and during summer sessions. Art Education faculty sponsored Digital Art workshops and a symposium for regional art educators. Music Education faculty continued to be extensively involved with area career teachers in music camps, professional development workshops, performances, band clinics, concert tours, solo and ensemble festival judging, and guest conducting. The SOE partnered with the Southeast Regional Teacher on Loan (TOL) to redesign orientation sessions for cooperating teacher to incorporate strategies for high-quality mentoring of Preservice teachers. The School of Education initiated new off-campus graduate cohorts in Reading Education, Elementary Education, and School Administration in response to requests from regional LEAs to offer educators opportunities for advanced study. To encourage teachers to integrate technology into their classrooms, the SOE faculty member who serves as the liaison with the Golden Leaf Educational Consortium facilitated the successful acquisition of the Apple Mobile Wireless Cart for Magnolia Elementary School in PSRC.

F. Brief description of unit/institutional efforts to assist low-performing, at-risk, and/or priority schools.

UNCP continued to offer assistance to low performing/ at risk, and/or priority schools. SOE faculty served in a consulting role with a low-performing school in Hoke County to define critical needs related to instructional resources and the effective use of the school's facilities and to plan strategies for addressing those needs. Several projects involved faculty and students working with the Communities In School (CIS) Charter Academy in Pembroke, which was established as an alternative school for struggling middle school students from PSRC at high risk of dropping out of school (Levels I and II). During the summer of 2004, SOE faculty conducted seminars for 25 middle grades students attending a photography workshop sponsored by the CIS Academy and the UNCP Family Life Center. PE teacher education students worked with the CIS Academy to carry out projects for their methods courses. SOE faculty presented at the Ninth Annual Raising Achievement and Closing Gaps Conference held in Greensboro. Two SOE faculty members served on the Historical Minority College and University Consortium, which has as its mission to advance collaborative projects between public schools with high minority populations and UNCP in order to close achievement gaps. The UNCP Leadership and Service Opportunities Program (LSOP) provided community service opportunities for UNCP students in area low-performing schools. The Office of University-School Programs sponsored the 1st Annual Second Language and Minorities Symposium, which was held on the UNCP campus and attended by approximately 200 educators from ten school districts. Participants explored effective strategies for working with LEP students, including ways to promote cultural awareness, to create inviting classrooms, and to use translation as a pedagogical tool. In an effort to assist two Leandro LEAs, the SOE received funding for NC QUEST "Excellence in Teaching Mathematics and Science Project," which provided 90 hours of PD to 100 middle and high school math and science teachers in Hoke and PSRC. In addition, GLOBE workshops were offered to middle and high school teachers from those counties. Faculty from the Chemistry Department offered Saturday enrichment workshops for middle school students from PSRC and mentored chemistry students carrying out science research projects. Science education faculty provided year-long PD to PSRC lateral entry earth science teachers conducting environmental research.

G. Brief description of unit/institutional efforts to promote SBE priorities.

UNCP engaged in a variety of efforts aimed at promoting State Board priorities. Quality professional development is one of the SBE's top priorities. In an effort to meet this challenge more efficiently and effectively in the UNCP service region, the SOE launched a more centralized, collaborative initiative this year. The first step was to invite the regional professional development coordinators, including charter school directors, to meet with SOE administrators and faculty to identify needs and plan ways to meet those needs together. Three planning sessions were conducted and a PD plan for the 2005-2006 academic year was developed. As part of this initiative, SOE faculty formed a Speakers Bureau and disseminated a list of speakers and topics to area LEAs and charter schools. In addition, the SBE priorities of raising student performance and closing the achievement gap were areas of emphasis for the SOE. Faculty continued to serve in a variety of leadership capacities to provide expertise, resources, and support for regional LEAS in addressing the needs of diverse learners. Faculty presented professional development workshops for educators in the region focusing on strong curriculum design and differentiated instruction. Faculty presented at state, regional, national, and/or international conferences on similar topics. SOE faculty worked with administrators at a lowperforming school in Hoke County to identify needs and to define a plan of action. The Fostering and Implementing Effective Strategies for Transition and Accommodations (FIESTA) Project, a 12-week long professional development program for Hoke County Schools, was initiated. SOE and CAS faculty designed the curriculum and trained Hoke County teachers to lead the weekly sessions. The workshops emphasized the development of fluency in conversational Spanish, strategies for working with Spanish-speaking parents, and effective curriculum and instruction for ESL students. UNCP faculty served on committees in both PSRC and Scotland County Schools to examine issues related to high school reform and the Learn and Earn initiative.

H. Special Emphasis for the Year of Record (which of the above [if any] did you put special emphasis on from the preceding year).

As previously described, particular emphasis focused on four primary areas: (1) support for LEAs in their efforts to raise student achievement and close the achievement gap; (2) recruitment, retention and support of alternative track teachers, especially by offering flexible scheduling options to increase course accessibility and by launching seven new MAT degree programs; (3 intensive, ongoing support for candidates seeking National Board certification; and (4) establishment of high-quality induction/mentoring programs for beginning teachers.

Supplemental Information (Optional)

I. Brief description of unit/institutional special efforts to improve NTE/Praxis scores.

Efforts to strengthen Praxis I and II preparation were refined and expanded during 2004-2005. Praxis I orientation sessions, during which students were provided with registration materials and test preparation resources, were held throughout the year. Praxis "Tests at A Glance" booklets were supplied to students upon request. Additional study materials for Praxis I and Praxis II were purchased and placed in the McCrimmon Curriculum Laboratory. Interested students were given unlimited access to PLATO, an online tutorial offering support for students preparing for Praxis I, at no cost to them. Students could access PLATO from any computer with Internet connection, including the 24-hour study lab, the main library, and the Education Technology Center on the UNCP campus. In the Education Center, a bulletin board dedicated to Praxis kept students apprised of registration information. The director of the UNCP Writing Center conducted Praxis I writing workshops throughout the school year, and students could also receive one-on-one assistance. The Counseling and Testing Office offered a special session on test anxiety and stress reduction to teacher education students. The director of the graduate program in reading tutored students in preparation for the Praxis I Reading test. Program area faculty conducted content review and test-taking strategy sessions for the specialty area tests. The School Counseling Program continued to integrate practice exercises into specific courses.

J. Brief description of unit/institutional special efforts to recruit students into professional education programs leading to licensure.

In collaboration with the UNCP Office for Undergraduate Enrollment and the Office of Admissions, SOE faculty participated in special recruitment days for transfer students at area community colleges, regional high school recruitment fairs, and school counselor awareness programs. SOE faculty worked with Teacher Cadet Programs in Robeson County and Hoke County. A SOE faculty member conducted a day-long workshop for Hoke County Teacher Cadets on the UNCP campus. UNCP faculty and students worked on two joint projects with PSRC Teacher Cadets - Safe City and Bear Garden - that involved approximately 1400 elementary school students. The BK program collaborated with Cumberland County Head Start, the More at Four program, and the Partnership for Children program. The BK program maintained an advisement office at FTCC. UNCP sponsored fall and spring teacher education fairs, with more than 35 LEAs from across the state participating. SOE covered registration costs for the LEAs in the UNCP service region. A letter, from the SOE Dean with descriptions of the teacher education programs offered at UNCP is included in all admissions packets mailed to prospective students. UNCP continued to sponsor receptions on the campuses of five area community colleges. UNCP has placed a full-time program coordinator at both Richmond Community College and Sandhills Community College to facilitate program admission and to disseminate information to new students interested in undergraduate and graduate programs in education. The SOE participated in the High School Counselors Visitation Day hosted by the UNCP Admissions Office. High school students interested in teacher education were contacted by email or telephone by the SOE. New recruitment publications for the SOE were distributed across the state. UNCP participated in the NC Model Teacher Education Consortium. Student education organizations and the Teaching Fellows program sponsored a variety of activities and seminars aimed at student recruitment. Teaching Fellows brochures were mailed to all NC high schools. Three thousand letters were sent to potential students. An Open House, specifically for potential Fellows and their parents, and a mock interview workshop were held. The BK program has articulation agreements with Robeson Community College, Fayetteville Technical Community College, and Sandhills Community College. Courses for an elementary education degree continue to be offered at Richmond Community College. UNCP continued to award a number of scholarships and awards specific to the support of teacher education majors; for example, future teachers were awarded the Dial-Chavis SNCAE Endowed Scholarship, Wendy Klenoitz Memorial Scholarship, Charlie Moore and Marie Moore Endowed Memorial Scholarship, the Robeson County Retired Teachers' Scholarship, the Josephine Lucente Scholarship and the Mitchell Tyler Scholarship for American Indians in Teacher Education. For the second year, a Student Athlete Summer Institute (SASI) was sponsored by UNCP for regional high school athletes. SOE faculty participated in special transfer recruitment days at area community colleges. In an effort to make courses more accessible to graduate students enrolled in MAT programs, additional courses were offered in online format.

K. Brief description of unit/institutional special efforts to encourage minority students to pursue teacher licensure.

The UNCP Teaching Fellows Program again sponsored the minority recruitment luncheon for PSRC high school students and counselors. The luncheon program included presentations by current UNCP teaching fellows, the SOE Dean, the Director of Minority Affairs, and the Associate Vice Chancellor for Outreach. The Teaching Fellows Director conducted several onsite recruitment trips to regional predominately minority high schools. A number of minority scholarships have been made available to American Indian students. They included the Mitchell Tyler Scholarship for American Indians in Teacher Education, the American Indian Student Legislative Grant, John J. Brooks Endowed Memorial Teacher Scholarship, Anderson N. Locklear Endowed Memorial Scholarship, Pearlie Locklear Endowed Memorial Scholarship, and Purnell Swett Endowed Teaching Fellows Award. The NC Minority Presence Grant Program was available. Departments in the SOE and College of Arts and Sciences mailed recruitment letters to minority students. Minority BK students assisted at recruitment fairs for the B-K program.

L. Other (if applicable): Brief description of new initiatives (if any) not detailed previously in the narrative section.

The UNCP Teacher Education Program conducted surveys of teachers, administrators, and central office staff of regional LEAs to identify professional development needs. Faculty worked collaboratively with public school partners to rework the field experience component of education courses. The UNCP Regional Center for Economic, Community, and Professional Development sponsored a series of events in support of regional public school educators and students, including Kids College, Youth Start, and Healthy Start. Summer Advanced Placement workshops for regional high school teachers were sponsored by UNCP. The Dean of the SOE participated in monthly meetings with superintendents in the Sandhills Regional Educational Consortium. The Birth-to-Kindergarten Education Program was selected to participate in "Crosswalks," a federally funded early intervention project in collaboration with the FPG Child Development Center. The project will provide professional development and resources for working with diverse populations to early childhood educators in southeastern NC. UNCP faculty members were involved in high school innovation and reform efforts with PSRC and Scotland County Schools, including the initial planning for a PSRC/UNCP early college high school. In preparation for offering add-on licensure in Academically and Intellectually Gifted (AIG) education, the SOE Dean and faculty attended regional and statewide meetings with AIG Coordinators and IHE faculty.

A. Headcount of students formally admitted to and enrolled in programs leading to licensure.