March Report

potential applicants. However, signiBicant concerns were voiced about the “pigeon-­‐holing” of young students, as the Committee feared that high-­‐ achieving students would select a degree program at age 17 and feel locked in, with less opportunity to explore programs they may have been unaware of or unexposed to in high school. We would like to see language in the last sentence of part D indicate that mentoring would be highly focused on Binding avenues within accelerated programs to explore the rest of the curriculum, even if many of these students will have completed the bulk of their General Education requirements. In addition, it is important for Carolina to acknowledge that AP credits are not an accurate reBlection of college work, nor are they necessarily an indication of the students most Bit for such accelerated programs. Students who take the most challenging course load offered by their high school (or home school, or local early-­‐enrollment college program), regardless of whether these courses count for AP credit, should be offered a chance to apply for accelerated enrollment.

Expand support for undergraduate research and engaged scholarship. We should enhance the current infrastructure and increase University funding for graduate students who supervise and facilitate undergraduate research and scholarship. The large, multidisciplinary lecture courses proposed previously (see Recommendation A) should involve Graduate Research Consultants (GRCs) from multiple areas of the University and create the opportunity for graduate and undergraduate students to connect for future work. The OfBice of Undergraduate Research should enhance collaboration and curricular engagement with the Public Service Scholars program to facilitate more engaged research.

Create a Faculty/Student Mentoring Program.

One-­‐on-­‐one interactions between faculty and students can have a profoundly positive inBluence on student intellectual growth, help students better deBine their educational goals, and help them navigate career paths. This kind of relationship can be rewarding to faculty as well as students. We propose piloting a voluntary faculty/student mentoring program, available as early as the Birst year for undergraduates. Such a program would reach a broad range of students, including those with clearly deBined career trajectories, as well as those who have not yet established their academic major and/or career direction. Learning from best mentoring practices already in place on the campus, Carolina should match students who desire this kind of opportunity with suitable faculty, based on initial academic interests, although mentors could be changed if career interests shift through this process. This program should complement and expand services provided by Carolina‘s Academic Advising Program by focusing on guiding students as they recognize, explore, and obtain career objectives that are achievable with a Carolina education.

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