Full Plan and Glossary

Explore the full plan below.

Glossary of Terms

The “Charlotte Model” is the term used in this strategic plan for the operationalization and communication of the University’s transformative, comprehensive, equitable and integrated educational experience. The “Charlotte Model” will include elements described in goals within the focus area “Transform students’ lives through educational opportunity and excellence.” The model also will incorporate themes from other goals in the strategic plan, including “Advance the research mission by recruiting, nurturing and retaining, world-class, diverse faculty, staff and students”; “Fulfill our role as North Carolina’s urban research university to benefit our city, region and beyond by producing transformative solutions to societal issues and challenges”; “Improve educational and socioeconomic outcomes for the Charlotte region by mobilizing University resources and community collaborations”; “Demonstrate leadership in diversity, equity and inclusion”; and “Elevate and broaden student, alumni, faculty and staff engagement, investment and lifelong pride in the University.”

High-impact learning practices (HIPs) support deep learning by promoting student engagement. Research shows that HIPs significantly increase retention and success to graduation across all disciplines. Practices include problem-based learning, cohort models, first-year seminars and experiences, common intellectual experiences, writing-intensive courses, collaborative assignments and projects, internships, service-learning, and capstone courses and projects. Key elements include performance expectations set at appropriately high levels; interactions with faculty and peers about substantive matters; frequent, timely and constructive feedback; periodic structured opportunities to reflect and integrate learning; and public demonstration of competence. Kuh, G.D. (2008). Excerpt from High-Impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter. Association of American Colleges and Universities, 14(3), 28-29.

Co-curricular refers to activities, programs, internships and learning experiences that promote personal development and complement, in some way, what students are learning in school — i.e., experiences that are connected to or mirror the academic curriculum. Co-curricular activities are typically, but not always, defined by their separation from academic courses. Great Schools Partnership. (2013, October 22). Co-curricular.

Community engagement occurs when academics and community partners work collaboratively with and through groups of people affiliated by geographic proximity, special interest or similar situations to address issues affecting the well-being of partners. At an urban university, it includes experiential learning in a community environment as well as programs of research and scholarship (community-engaged research) that are distinguished by relying on the priorities and authority of both the researchers and community stakeholders to shape the design and execution of the research. The translation and application of outcomes are evident in community impact as well as traditional modes of dissemination for academic research, scholarship and creative activity. Adapted from a definition originally offered in Centers for Disease Control and Prevention (1997), Principles of Community Engagement. (1st ed.). Atlanta, GA: CDC/ATSDR Committee on Community Engagement. With insight offered in Campus Compact. (2007). New Times Demand New Scholarship. Los Angeles, California: Research Universities and Civic Engagement Network; and from Emily M. Janke. (2013). Increased Community Presence is Not a Proxy for Reciprocity. eJournal of Public Affairs, (2)2. Springfield, MO: Missouri State University.

Equity refers to eliminating barriers and providing various levels of support and assistance depending on specific needs or abilities to reach full potential. Milken Institute School of Public Health. (2020, November 5). Equity vs. Equality: What’s the Difference? The George Washington University Online Master of Public Health Program.

Adaptive learning is a technique for providing personalized learning that aims to provide efficient, effective and customized learning paths to engage each student. Adaptive learning systems use a data-driven — and in some cases, non-linear — approach to instruction and remediation. They dynamically adjust to student interactions and performance levels, delivering content in an appropriate sequence that individual learners need at specific points to make progress. Moskal, P., Carter, D., Johnson, D., (2017, January 4). 7 Things You Should Know about Adaptive Learning. EDUCAUSE.

Universal design for learning (UDL) is a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. UDL guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities. Guidelines include providing multiple means of engagement (affective networks, the “WHY” of learning), providing multiple means of representation (recognition networks, the “WHAT” of learning, and providing multiple means of action and expression (strategic networks, the “HOW” of learning). Cast. (n.d.). About Universal Design for Learning.

Emerging top-tier university is a term that The University of North Carolina at Charlotte uses to indicate the pathway undertaken by the institution to rise in prestige and prominence from a nationally competitive research university to world-class status with a national brand that engenders recognition and visibility. The term encompasses the robust ambitions of the university to produce world-class basic and solution-oriented research, innovative scholarship and esteemed creative expression by high-quality faculty. This work will be conducted in the University’s urban research mission and framework, which integrates with academic excellence and service to the region, state and world.

Use-inspired research is basic research strongly motivated by the need to create knowledge or know-how to help develop practical solutions to address societal challenges. Use-inspired research may have significant potential to support downstream technological developments. In consortium of industry, government, and academia and similar partnerships, industry members help identify the critical needs that could be addressed by basic research. National Science Foundation (NSF). (n.d.). NSF industry-university cooperative research center (IUCRC) 20-571 frequently asked questions (FAQs): General information, 3. What is use-inspired research?

Signature research areas (also known as areas of excellence) are existing and emerging areas of research excellence with unique distinction and future opportunities. These are broad thematic areas where the University has achieved a national level of distinction; and areas where continued work, future investments and new resources will significantly advance our research reputation, raise the profile of our research and scholarly programs, and accelerate our movement to top-tier research university status. The University of North Carolina at Charlotte. (2020, December). Research & Economic development: Areas of research and scholarship excellence.

Interdisciplinary, multidisciplinary and transdisciplinary: Multidisciplinarity draws on knowledge from different disciplines but stays within their boundaries. Interdisciplinarity analyzes, synthesizes and harmonizes links among disciplines into a coordinated and coherent whole. Transdisciplinarity integrates the natural, social and health sciences in a humanities context, and transcends their traditional boundaries. The objectives of multiple disciplinary approaches are to resolve real-world or complex problems, provide different perspectives on problems, create comprehensive research questions, develop consensus clinical definitions and guidelines and provide comprehensive health services. Multiple disciplinary teamwork has both benefits and drawbacks. The three terms refer to the involvement of multiple disciplines to varying degrees on the same continuum. The common words for multidisciplinary, interdisciplinary and transdisciplinary are additive, interactive and holistic, respectively. Choi, B. C., & Pak, A. W., (2006, December 29). Multidisciplinarity, interdisciplinarity, and transdisciplinarity in health research, services, education and policy: 1. Definitions, objectives, and evidence of effectiveness. Clinical and Investigative Medicine, (6), 351-364. PMID: 17330451.

Urban research university framework is the placeholder term used in this strategic plan regarding the means for mission fulfillment and operationalization of the University’s role as “North Carolina’s urban research university.” The framework should entail the means for the University’s impact through goals and objectives in “Drive progress for North Carolina and beyond,” including sections detailing efforts regarding research partnerships, socioeconomic and educational outcomes, talent and workforce cultivator, intellectual contributions and collaboration with the region to honor its history and with underserved communities to foster educational success.

Integrity and respect involve ensuring the highest academic, professional and ethical standards and a collegial culture that embraces different perspectives, civil discourse and free expression, where all University members are treated with respect, fairness and dignity.
The University of North Carolina at Charlotte. (2021). Mission, vision and guiding commitments.

The University of North Carolina at Charlotte. (2012). Climate action plan 2012. The University of North Carolina at Charlotte. (n.d.). Resources: Sustainability office.

Diversity, equity and inclusion: “Diversity” means the ways in which individuals vary, including, but not limited to, backgrounds, personal characteristics, ideas, beliefs, cultures and traditions that distinguish one individual or group from another, which may include, but are not limited to federal, state, University, and constituent institution protected classes. “Inclusion” means the enablement of individuals, including those from underrepresented groups, to fully and equitably have access to and participate in the University’s programs, services, facilities and institutional life. “Diversity and Inclusion (D&I)” collectively means the intentional efforts undertaken to create an institutional culture and a working and learning environment that offers acceptance, support and respect for a diversity of individuals as they pursue their academic, research, and professional ambitions and interests. University of North Carolina System. (2019, September 20). UNC Policy Manual and Code: 300.8.5 Policy on Diversity and Inclusion within the University of North Carolina.

UNC Charlotte Pride refers to the sense of ownership, enjoyment and deep respect by students, alumni and other stakeholders. University pride encompasses the advantages of a UNC Charlotte degree in the marketplace, the opportunities to support students and University needs, and the benefits of Niner connections, networks and community. UNC Charlotte pride is also about inspiring students, alumni, and administration to advance our institution, city, region and beyond. Harrell. G. (2020). 9 Reasons for Niner Pride. Undergraduate Admissions. University of North Carolina at Charlotte. (n.d.). Niners: Then, Now and Always. Alumni Association.