The University of North Carolina at Pembroke College Portrait
The University of North Carolina at PembrokeOne University Drive Pembroke, NC 28372
(910) 521-6262
The University of North Carolina at Pembroke
Where Learning Gets Personal
The University of North Carolina at Pembroke is a master's level degree-granting university and one of 17 schools that comprise the University of North Carolina system. With a total enrollment of 6,944, the university offers 41 bachelor's and 17 master's degrees. UNCP has distinguished itself as a school where students excel because of the tremendous care Pembroke faculty take to ensure their success and growth. With a student-faculty ratio of 16:1 and an average class size hovering at 21 students, Pembroke occupies the enviable position of being able to treat each student as an individual. Because of the rigors of the curriculum and the personal attention students receive, graduates go on to create vibrant, interesting lives for themselves. Located in a small community, Pembroke is the safest campus among UNC schools, and, according to U.S. News and World Report, it is among the nation's most diverse.
Living in the Braves Community
Providing the Personal Touch
The UNCP Division of Student Affairs is committed to providing quality programs, activities, services and facilities that assist, enhance and enrich student personal growth and development. We encourage students to take advantage of the many facilities available on campus, including tennis courts, bowling alley, swimming pool, fitness center and track. While it is important that students' first priority be their academic studies, we also encourage students to take advantage of the many co-curricular activities and programs available outside the classroom. These include Student Government Association, clubs and organizations, student publications, theatre, intramural sports, Greek life, student leadership/service and personal development programs, a Distinguished Speaker Series, Parents Weekend, Homecoming, A Taste of Culture, and Family Day- just to name a few!
The Big Picture: How many students were on campus in Fall 2010?
More Information
| Total Students | 6,944 | |
|---|---|---|
Undergraduate Snapshot
| Total Undergraduate Students | 6,166 | |
|---|---|---|
| Gender | ||
| Women | 3,807 | 62% |
| Men | 2,359 | 38% |
| Race/Ethnicity | ||
| American Indian / Alaskan Native | 999 | 16% |
| Asian | 95 | 2% |
| African American / Black | 1,980 | 32% |
| Hispanic | 261 | 4% |
| Native Hawaiian or Other Pacific Islander | 6 | <1% |
| White | 2,414 | 39% |
| Two or More Races | 115 | 2% |
| International | 88 | 1% |
| Race/Ethnicity Not Reported | 208 | 3% |
| Where do UNCP undergraduates call home? | |
|---|---|
| North Carolina | 95% |
| Other US States & Territories | 3% |
| Other Countries | 1% |
| Residency Unknown | 1% |
| How old are UNCP undergraduates? | |
| Average Age | 25 |
| Percent of Undergraduates Age 25 or Older | 31% |
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 | 17 - 20 | |
| Math | 17 - 21 | 420 - 490 |
| English | 14 - 20 | |
| Critical Reading | 410 - 500 |
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 | 30% | |
| Percent in top 50% of High School Graduating Class | 65% | |
| Percent of New Freshmen who submitted HS GPA | 94% | |
| Average High School GPA (4-point scale) | 3.12 | |
| Percent who submitted High School GPA | 98% | |
Sticker Price: How much does it cost on average?
Typical Undergraduate Costs for 2010-11 without Financial Aid (Full-Time, In-State Students)
Total Typical Cost of Attendance: $14,706
Out-of-State & Other Costs
More Information
The cost to attend The University of North Carolina at Pembroke 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
- 73% of 2010-11 full-time undergraduates received need-based grants or scholarships; the average award for the year was $6,210. 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
- 62% of 2010-11 full-time undergraduates received need-based work-study and/or loans (not including parent loans); the average loan for the year was $80. 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 2009-2010 Full-time Beginning Students Receiving Each Type of Financial Aid
NOTE: Students may receive aid from more than one source.
UNCP Classes & Instructors
| Classroom Environment | |
|---|---|
| Students per Faculty | 16 to 1 |
| Undergraduate classes with fewer than 30 students | 69% |
| Undergraduate classes with fewer than 50 students | 98% |
| Total Full-Time Instructional Faculty | 329 |
| % of Full-Time Instructional Faculty Who Are Female | 46% |
| % of Full-Time Instructional Faculty Who Are Persons of Color | 25% |
| % of Full-Time Instructional Faculty Who Have the Highest Academic Degree Offered in Their Field of Study | 76% |
More Information
Campus-based Housing
73% of new freshmen live in campus-based housing or residence halls.
29% of all undergraduates live on campus
More Information
Campus Safety
The Police and Public Safety Department at UNC-Pembroke is a full-service law enforcement agency. The department's 13 police officers, trained professionals certified by the North Carolina Criminal Justice Training and Standards Division, provide the campus with police protection 24 hours a day, 365 days a year. The department offers a wide range of crime prevention and awareness programs which are designed to ensure a continued safe and secure campus environment.
Campus Crime Statistics
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
- Master's Colleges and Universities (medium programs)
- Size and Setting
- Medium four-year, primarily residential
- Enrollment Profile
- Very high undergraduate
- Undergraduate Profile
- Full-time four-year, inclusive
- Undergraduate Instructional Program
- Balanced arts & sciences/professions, some graduate coexistence
- Graduate Instructional Program
- Postbaccalaureate professional (education dominant)
NOTE: Institutional classifications based on the Carnegie 2005 edition.
Student Activities and Involvement at UNCP
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 College Student Experiences Questionnaire (CSEQ). 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
- 74% of seniors participated in discussions with other students and faculty members outside of class
- 98% of seniors worked on class assignments and projects with other students
- 47% of seniors managed or provided leadership for a club or organization
Active Learning Experiences
- 82% of seniors spent at least 6 hours per week outside of class on academic activities
- 41% of seniors worked with a faculty member on a research project
- 63% of seniors worked on an off-campus committee, organization, or project
- 100% of seniors applied material learned in class to other areas such as jobs or internships
- 7% of seniors participated in study abroad
- 96% of seniors made at least one class presentation last year
Institutional Commitment to Student Learning and Success
- 88% of seniors discussed career plans with a faculty member
- <1% of seniors discussed academic programs or course selections with a faculty member
- 67% of seniors used a learning lab or center to improve skills
- 50% of seniors talked with a faculty or staff member about personal concerns
- 94% 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
- 96% of seniors worked harder after receiving feedback from an instructor
- 96% of seniors discussed grades, make-up work, or assignments with their instructor
- 92% of seniors discussed ideas for term papers or other class projects with a faculty member
- 81% of seniors requested feedback from instructors about academic performance
- 79% of seniors found campus staff to be helpful, considerate, or flexible
Experiences with Diverse Groups of People and Ideas
- 74% of seniors had discussions with students from a different country than their own
- 90% of seniors had discussions with students whose philosophy of life and personal values were very different from their own
- 90% of seniors had discussions with students whose race or ethnic background was different than their own
Student Satisfaction
- 76% of seniors would attend the same university again if they started over
- 86% of seniors rated their entire educational experience as good or excellent
- 84% 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 Pembroke in 2009-10 | |
|---|---|
| Bachelor's | 813 |
| Master's | 222 |
| Total | 1,035 |
More Information
| Areas of Study with the largest number of bachelor's degrees awarded in 2009-10 | |
|---|---|
| Education, General | 13% |
| Social Sciences, General | 12% |
| Business Administration and Management, General | 11% |
| Biology/Biological Sciences, General | 9% |
| Criminal Justice/Safety Studies | 7% |
| Links to degree programs at The University of North Carolina at Pembroke |
|---|
Bachelor'sMaster's |
Student Success & Progress Rate
A 73% four-year success and progress rate means that 73% of students starting in Fall 2004 either graduated or are still enrolled at a higher education institution four years later.
More Information
Counts for the Fall 2004 entering class shown in the graph above.
- 741 First-Time, Full-Time Students
- 365 Full-Time Transfer Students
Success & Progress Rate Table
Retention of Freshman Class
First-time students in Fall 2009 that returned for their second year: 73%
More Information
Student Learning at The University of North Carolina at Pembroke
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 Pembroke affirms the American Association for Higher Education Assessment Forum’s 9 Principles of Good Practice for Assessing Student Learning. These are: 1. The assessment of student learning begins with educational values. 2. Assessment is most effective when it reflects an understanding of learning as multidimensional, integrated, and revealed in performance over time. 3. Assessment works best when the programs it seeks to improve have clear, explicitly stated purposes. 4. Assessment requires attention to outcomes but also and equally to the experiences that lead to those outcomes. 5. Assessment works best when it is ongoing not episodic. 6. Assessment fosters wider improvement when representatives from across the educational community are involved. 7. Assessment makes a difference when it begins with issues of use and illuminates questions that people really care about. 8. Assessment is most likely to lead to improvement when it is part of a larger set of conditions that promote change. 9. Through assessment, educators meet responsibilities to students and to the public.
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.
2010-11 Results from the Collegiate Learning Assessment
The Collegiate Learning Assessment (CLA) measures critical thinking, analytic reasoning, problem solving, and written communication using a performance task and an analytic writing task. The scores from the tasks are reported separately below.
Test Administration Process
Test Information
Performance Task Results for First-time, Full-time Students
The increase in learning on the performance task is at or near what would be expected at an institution testing students of similar academic abilities.
Freshman Score: 999
Senior Score: 1149
CLA score range: 400 to no maximum score.
Average EEA scores for tested students
Freshman Score: 920
Senior Score: 979
Analytic Writing Task Results for First-time, Full-time Students
The increase in learning on the analytic writing task is above what would be expected at an institution testing students of similar academic abilities.
Freshman Score: 984
Senior Score: 1138
CLA score range: 400 to no maximum score.
Average EEA scores for tested students
Freshman Score: 920
Senior Score: 979