The University of North Carolina at Chapel Hill College Portrait
The University of North Carolina at Chapel HillChapel Hill, NC
(919) 966-3621
The University of North Carolina at Chapel Hill
The University of North Carolina at Chapel Hill, the nation's first public university, was chartered in 1789 and opened to students in 1795. Today, UNC-Chapel Hill ranks among the great institutions of higher education in the nation, with offerings in 76 bachelor's, 108 master's, 74 doctorate and four professional degree programs. The University enrolls more than 28,000 students who are taught by a 3,100-member faculty. Carolina's nationally acclaimed academics offer opportunities for public service, leadership, global study and research. UNC-Chapel Hill has a steadfast commitment to access and affordability with programs like the Carolina Covenant, which provides a debt-free education to low-income students from North Carolina and beyond.
Living in the Carolina Community
As one of the leading research universities in the world, UNC-Chapel Hill gives students access to cutting-edge knowledge from distinguished faculty while maintaining the feel and the focus of an outstanding liberal-arts college. A strong system of academic support services are offered to assist students in becoming independent learners and achieving academic success. The Division of Student Affairs provides essential programs and services to enhance student development, personal growth and academic success. Carolina students are challenged and enabled to become compassionate and responsible citizens and leaders of the campus, local, and global communities through an inclusive, culturally diverse living and learning campus environment.
The Big Picture: How many students were on campus in Fall 2010?
| Total Students | 29,390 | |
|---|---|---|
Undergraduate Snapshot
| Total Undergraduate Students | 18,579 | |
|---|---|---|
| Gender | ||
| Women | 10,939 | 59% |
| Men | 7,640 | 41% |
| Race/Ethnicity | ||
| American Indian / Alaskan Native | 120 | 1% |
| Asian | 1,074 | 6% |
| African American / Black | 1,700 | 9% |
| Hispanic | 1,983 | 11% |
| Native Hawaiian or Other Pacific Islander | 177 | 1% |
| White | 12,252 | 66% |
| Two or More Races | 312 | 2% |
| International | 409 | 2% |
| Race/Ethnicity Not Reported | 552 | 3% |
| Where do UNC-Chapel Hill undergraduates call home? | |
|---|---|
| North Carolina | 81% |
| Other US States & Territories | 17% |
| Other Countries | 2% |
| Residency Unknown | <1% |
| How old are UNC-Chapel Hill undergraduates? | |
| Average Age | 21 |
| Percent of Undergraduates Age 25 or Older | 4% |
New Student Applications (Fall 2010)
New Freshmen High School Background and Test Scores
Test(s) Required for Admission: SAT or ACT recommended
| Test Scores of Enrolled New Freshmen | ACT | SAT |
|---|---|---|
| Composite | 27 - 31 | |
| Math | 26 - 32 | 610 - 710 |
| English | 26 - 33 | |
| Critical Reading | 590 - 700 |
50% of admitted students have test scores within the ranges listed, 25% have scores above, and 25% have scores below.
| High School Background of Enrolled New Freshmen | ||
|---|---|---|
| Percent in top 25% of High School Graduating Class | 95% | |
| Percent in top 50% of High School Graduating Class | 99% | |
| Percent of New Freshmen who submitted HS GPA | 81% | |
| Average High School GPA (4-point scale) | 4.47 | |
| Percent who submitted High School GPA | 92% | |
Sticker Price: How much does it cost on average?
Typical Undergraduate Costs for 2009-10 without Financial Aid (Full-Time, In-State Students)
Total Typical Cost of Attendance: $19,039
Out-of-State & Other Costs
The cost to attend The University of North Carolina at Chapel Hill varies based on the individual circumstances of students and may be reduced through grants and scholarships.
How much would I pay?
Financial Aid: How much help is there to pay?
Scholarships & Grants
- 36% of 2009-10 full-time undergraduates received need-based grants or scholarships; the average award for the year was $11,080. Scholarships and grants are financial aid that does not need to be repaid and is sometimes referred to as gift aid.
Annual Need-Based Loans
- 19% of 2009-10 full-time undergraduates received need-based work-study and/or loans (not including parent loans); the average loan for the year was $3,771. Loans need to be repaid. Typically, repayment starts once you are no longer enrolled full-time. Please refer to page 12 of the Funding Education Beyond High School guide on the US Department of Education's Federal Student Aid website for more information about Financial Need.
Percent of 2008-2009 Full-time Beginning Students Receiving Each Type of Financial Aid
NOTE: Students may receive aid from more than one source.
UNC-Chapel Hill Classes & Instructors
| Classroom Environment | |
|---|---|
| Students per Faculty | 14 to 1 |
| Undergraduate classes with fewer than 30 students | 75% |
| Undergraduate classes with fewer than 50 students | 90% |
| Total Full-Time Instructional Faculty | 1,656 |
| % of Full-Time Instructional Faculty Who Are Female | 42% |
| % of Full-Time Instructional Faculty Who Are Persons of Color | 23% |
| % of Full-Time Instructional Faculty Who Have the Highest Academic Degree Offered in Their Field of Study | 90% |
Campus-based Housing
100% of new freshmen live in campus-based housing or residence halls.
46% of all undergraduates live on campus
More Information
Campus Safety
The UNC-Chapel Hill Department of Public Safety is committed to the creation and maintenance of an environment where students, employees, and visitors feel safe enjoying the progressive, vital community. Using a philosophy of Community Oriented Policing (C.O.P.), the department strives to employ professionalism, problem solving, and innovative strategies to remain one of the premier public safety agencies in the nation. Department of Public Safety website: http://www.dps.unc.edu
Campus Crime Statistics
More Information
Carnegie Classification of Institutional Characteristics
The Carnegie Classification's were created "to reference the great diversity of colleges and universities in the United States, and ... enable [people] to identify groups of roughly comparable institutions." For information on the Carnegie Classifications system, please visit their website: http://classifications.carnegiefoundation.org/
- Basic Type
- Research Universities (very high research activity)
- Size and Setting
- Large four-year, primarily residential
- Enrollment Profile
- Majority undergraduate
- Undergraduate Profile
- Full-time four-year, more selective, lower transfer-in
- Undergraduate Instructional Program
- Arts & sciences plus professions, high graduate coexistence
- Graduate Instructional Program
- Comprehensive doctoral with medical/veterinary
NOTE: Institutional classifications based on the Carnegie 2005 edition.
Student Activities and Involvement at UNC-Chapel Hill
Students who are actively involved in their own learning and development are more likely to be successful in college. Colleges and universities offer students a wide variety of opportunities both inside and outside the classroom to become engaged with new ideas, people, and experiences. Institutions measure the effectiveness of these opportunities in a variety of ways to better understand what types of activities and programs students find the most helpful.
Institutions participating in the VSA program measure student involvement on campus using one of four national surveys. Results from the one survey are reported for a common set of questions selected as part of VSA. Following are the selected results from the National Survey of Student Engagement (NSSE). The questions have been grouped together in categories that are known to contribute to student learning and development. The results reported below are based on the responses of seniors who participated in the survey.
Group Learning Experiences
- 97% percent of seniors worked with classmates on assignments outside of class.
- 56% of seniors tutored or taught other students
- 49% of seniors spent at least 6 hours per week participating in co-curricular activities such as student organizations and intramural sports
Active Learning Experiences
- 91% of seniors spent at least 6 hours per week preparing for class
- 31% of seniors worked on a research project with a faculty member
- 68% of seniors participated in an internship, practicum, or field experience
- 81% of seniors participated in community service or volunteer work
- 24% of seniors participated in study abroad
- 97% of seniors made at least one class presentation last year
Institutional Commitment to Student Learning and Success
- 96% of seniors believe this institution provides support for student success
- 55% of seniors rated the quality of academic advising at this institution as good or excellent
- 68% of seniors reported that this institution provided help in coping with work, family and other non-academic responsibilities
- 91% of seniors reported working harder than they thought they could to meet an instructor's standards or expectations
Student Interaction with Campus Faculty and Staff
- 49% of seniors believed that the campus staff were helpful, considerate, or flexible
- 76% of seniors believed that faculty are available, helpful, or sympathetic
- 98% of seniors reported that faculty members provided prompt feedback on their academic performance
- 73% of seniors discussed readings or ideas with faculty members outside of class
Experiences with Diverse Groups of People and Ideas
- 69% of seniors reported that they often tried to understand someone else's point of view
- 95% of seniors reported their experience at this institution contributed to their understanding people of other racial and ethnic backgrounds
- 66% of seniors often had serious conversations with students of a different race or ethnicity
Student Satisfaction
- 92% of seniors would attend this institution if they started over again
- 94% of seniors rated their entire educational experience as good or excellent
- 87% of seniors reported that other students were friendly or supportive
Evaluation of Experiences
Survey Administration Process
Survey Information
Majors and Degrees
| Degrees awarded at The University of North Carolina at Chapel Hill in 2009-10 | |
|---|---|
| Bachelor's | 4,396 |
| Master's | 1,837 |
| Doctoral | 1,155 |
| Total | 7,388 |
| Areas of Study with the largest number of bachelor's degrees awarded in 2009-10 | |
|---|---|
| COMMUNICATION, JOURNALISM, AND RELATED PROGRAMS | 15% |
| Biology, General | 9% |
| Psychology, General | 8% |
| Business Administration, Management and Operations | 7% |
| Registered Nursing, Nursing Administration, Nursing Research and Clinical Nursing | 6% |
| Links to degree programs at The University of North Carolina at Chapel Hill |
|---|
Bachelor'sMaster'sDoctoral |
Student Success & Progress Rate
A 97% four-year success and progress rate means that 97% of students starting in Fall 2004 either graduated or are still enrolled at a higher education institution four years later.
Counts for the Fall 2004 entering class shown in the graph above.
- 3,589 First-Time, Full-Time Students
- 803 Full-Time Transfer Students
Success & Progress Rate Table
Retention of Freshman Class
First-time students in Fall 2009 that returned for their second year: 97%
Student Learning at The University of North Carolina at Chapel Hill
All colleges and universities use multiple approaches to measure student learning. Many of these are specific to particular disciplines, many are coordinated with accrediting agencies, and many are based on outcomes after students have graduated.
The University Of North Carolina at Chapel Hill's mission statement established high expectations for excellence in all three of its major endeavors--educating students for assuming leadership roles, expanding knowledge through research, and enhancing the quality of life for people in the state and nation through service. One way in which the University ensures that the tradition of academic excellence is maintained is through the systematic assessment of education programs. All programs in the University have developed customized measures to track the outcomes of the Carolina education. Results of assessing learning outcomes provide feedback at the program level which is used to strengthen the student experience, and provide the strongest possible academic experience for undergraduate, graduate, and professional students.
Learning Assessment Examples
Pilot Project to Measure Core Learning Outcomes
Colleges and universities participating in the College Portrait measure the typical improvement in students' abilities to think, reason, and write using one of three tests. This is part of a pilot project to better understand and compare what students learn between their freshman and senior years at different colleges and universities.
Data are currently not available for publication.