The Decree
since 1960 “of, by, and for the Wesleyan community- ”
March 15, 2019
NORTH CAROLINA WESLEYAN COLLEGE, ROCKY MOUNT, NORTH CAROLINA 27804
Provost Evan Duff Talks about Past 8 Years, Plans for Future
During the past eight years Dr. Evan Duff
has overseen the expansion of the college's
adult-degree program and, as Wesleyan's
Provost, helped guide the traditional-day
program in a time of growth.
He first came to Wesleyan in February
2011 to take charge of the college’s adult
degree program, now known as ASPIRE.
Then, in summer 2012, he was asked to take
on the additional responsibilities of interim
provost, a post he held for a year. In May
2016, following the departure of Dr. Michael
Brown, Dr. Duff was once again named
interim provost and a year later he assumed
the position on a permanent basis. He retains
two titles: Provost and Sr. Vice President of
Academic Affairs as well as Vice President
of Adult & Professional Studies.
Last month The Decree interviewed
Dr. Duff about his time at Wesleyan
and the outlook for the future.
Q. You just completed eight years at
NCWC, first serving as director of adult
studies, and then as interim provost and now
provost. What’s been the most significant
challenge during your time at the college?
A. Trying to find balance between inno
vation and historical pedagogical practices
as applied to student-learning outcomes.
Q. What’s been most surprising dur
ing your tenure?
A. Our campus and students services have
transformed quite a bit over the last eight years.
We have new residence halls and housing
options, a renovated cafeteria, WOW cafe.
Starbucks, a renovated bookstore, updated tech
nology and furniture in many of our classrooms,
new biology and exercise science labs, a more
beautiful campus, and 24/7 tech and tutoring
support. I’m sure I could list 10 more things.
This campus and the Wesleyan community have
changed so much over the last eight years and
it’s a better place because of the dedication of our
donors, faculty, staff, administration and trustees.
Q. What’s been most gratifying?
A. Experiencing the true community
atmosphere that Wesleyan has to offer. Our
faculty, staff and coaches are caring and
go above and beyond to assist students on
their educational journey. We become advi
sors, mentors, life coaches, older sisters
and brothers and temporary parents to our
students and help them in ways that go be
yond the classroom, playing fields/courts.
Q. Many readers may not know that
you still teach and oversee ASPIRE.
Describe your current teaching activities.
A. I've worked in administration at the
community college and four-year college level
since 2002 and in every position. I’ve taught
on a part-time basis. I now teach some of our
leadership classes online, and the majority of
my students are in the adult-studies program.
However, at times, I do have traditional
students in my classes. As an administrator, I
feel it’s important to stay connected to students
Sports Memory:
By Hannah Ivester
Decree Staff Writer
(Editor’sNote: Tlie Decree launches a
new, occasional feature—Sports Memories.
Bishop athletes recall a memorable event
from their athletic careers. Turn topage 4
for similar features.)
It was the first race of the season: An early
September 5K race at the Catawba Chick-fil-A In
vitational. We had a brand-new coach, a brand-
new team, and for the first time in decades—a
men’s squad. The park was pretty under the
early autumn sun, the dew glistening off the
thick, green grass. The familiar smell of peanut
oil-fried chicken, also known as the gloriousness
that is Chick-fi-A, penneated the air (they were
selling it at the concession stand). Wesleyan had
six runners that day and in cross country, if you
have fewer than five, your team technically doesn’t
qualify for the race. If you only have five run
ners. an injury on the course could disqualify
your race. Those first five runners determine
the score for the team and I was slated to be a
one of our top five. I was ready to run.
Our men had finished their race, a brutal
8K with horrible footing from the rain the
night before. Carlos, a freshman at the time,
had just nut his first collegiate race. I was
proud of him; he had a great finish. As he
jogged past us to head back to the blue
canopy, I jumped up to give him a celebratoiy
high-five. When I landed, my foot slipped
Evan Duff
through instruction; this allows me to be a
stronger advocate for the needs of our faculty
who do this on a full-time basis.
Q. Let’s turn to ASPIRE. As the college
has reported, enrollment has decreased pro
gram-wide, due in part to the low national
unemployment rate and strong economy.
What have ASPIRE administrators done to
cut costs and grow back enrollment?
A. Since we started to see this trend in
late 2016/early 2017, we’ve cut many of our
budget lines to help offset this reduction in
the number of students we serve. While we’re
starting to see some positive growth in adult
studies, I expect we’ll continue to see similar
enrollment in 2019 compared to 2018.
Q. Describe the primary competition
faced by ASPIRE. Is it on-line universi
ties such as the University of Phoenix
and Liberty or more local programs?
What are the market leaders doing well?
A. Most competition is coming from
online programs offered at Liberty University
or Western Governors’ University rather than
traditional face-to-face programs at William
Peace and Barton. One competitor is moving
its entire operations online, after offering
some evening classes. I think this is a mistake,
which may benefit us. I’ve always felt that a
mix of delivery modes works best for working
adults. Our approach is to offer seated, online,
and hybrid classes; this helps us to stand out.
I do feel we need a couple of degrees that can
be offered 100 percent online to serve students
whose work schedules are too unpredictable
for seated classes as well as students who
don’t live in Eastern North Carolina.
Western Governors' University is unique
in that it offers a competency-based model
and a flat tuition rate that covers all course
materials. You pay one rate that covers you
for six months and you can complete as
many courses as you want during that time,
based on your competency assessment for
each course. It’s an innovative model, but it’s
only for students with the right mix of deter
mination. self-learning skills, and motivation.
The Longest 5K
in the dewy grass, and my ankle gave out. I
heard a sickening pop, like something out of
an athlete's worst nightmare. Now, I’ve rolled
my ankles before, and in fact, my ankles kind
of suck. They always required some sort of
support and I was actually wearing an ankle
brace that day... on the other ankle. I stood up
and my teammate, Sarah, asked if I was okay.
I told her yes. decidedly, and took about two
steps and fell to the ground. I groaned, “No.
I’m not.’’ I felt the hot tears start to well up in
my eyes. I scoured the crowd for help.
My parents had come down to watch me
run this race, the only one they’d make that
season. As I was sitting on tire cold, wet ground,
I kept thinking how disappointed they were go
ing to be that they wouldn’t see me run. I locked
eyes with my dad as soon as they arrived, and
he bolted over to me. Through my tears, I told
him what had happened, and he scooped up
and carried his sobbing child over to the athletic
training tent while my teammates headed to the
starting box. I sat down and the trainer looked
at me, eyes wide as saucers. The two-minute
call rang out as I sat there, my ankle throbbing,
pain radiating through my foot and up my leg.
The trainer started wrapping my ankle, trying to
keep the swelling down. Coach looked at me,
his eyes mirroring tire pain in mine. He peered
over his shoulder to the starting line, watching
my teammates warm up. As he turned back
around, I heard him ask, “So... are you going
Q. Explain the financial relationship
between ASPIRE and the traditional-day
program. Has lower enrollment meant
that ASPIRE is running a deficit?
A. Adult studies tuition has always flowed
into the overall budget of the college. Positive
or negative cash flow relates to the traditional
program because the operating budget of the
college combines the two sources of revenue
along with grants and fundraising for advance
ment. All four revenue sources impact the en
tire college. Despite the declining enrollment.
ASPIRE has not been running a deficit. Its net
revenue amounts to $4 to $5 million per year.
Q. What’s your prognosis for ASPIRE
enrollment and its overall health over the
next three-five years?
A. We’re making tweaks in mode of deliv
ery, new programs, and new locations that will
help grow the adult studies program. It’s hard
to predict the true rebound of the adult program
because there so many variables, (i.e. innovative
learning models, the rise or fall of competition,
improvement or decline in economy, etc.). I’m
hopeful that faculty, staff and administration will
work as a team to establish goals and priorities
for the adult program that will help us to im
prove innovation and services to adult students.
Q. ASPIRE offers many online courses. Do
you foresee incorporating more online courses
in the traditional-program curriculum? If so,
which disciplines seem appropriate for online
format? What percentage of traditional-day
courses is offered online at the present time?
A. Of ah the courses we offer in adult stud
ies, at all locations, less than 20 percent are
offered online. We do offer a healthy selection
of courses each term, though, to give adult
students flexible options with their schedule.
For many reasons, I think it would be
a good idea to offer a limited number of
15- or 16-week online courses that would
be available to traditional students. Many
students come to college already familiar
with the experience of taking online
courses. Offering some online and hybrid
classes provides traditional students with
a mix of learning models to prepare them
for their future. Although online education
has been around for more than 20 years,
we're exposing students to new ways of
learning, which helps them prepare to
learn, regardless of the learning model.
Q. To follow up, is it your sense
that traditional-day students would like
more classes on line? What determines
whether the college offers a traditional-
day course online or face-to-face?
A. I have no formal data, but I think it’d
be good for us to survey our students or
conduct a pilot of online classes to see how
students respond. Colleges should deter
mine their own ability to offer alternative
formats based on the needs of their students.
It’s important to us because our mission is
to prepare students to be lifelong learners.
I Will Ever Run
to run?” I looked at the three men around me—
not wanting to disappoint my dad and knowing
I was still a scoring ninner. I announced, "I’m
running this race." The trainer's shook his head
in disbelief, as my dad kept repeating "You
don’t have to.” My coach said. "Don’t ran it
fast. Just finish.”
When my ankle was wrapped. I thanked
the trainer and stepped off the table. That
first step was the worst one, the impact of the
ground against my tender ankle sending a
chilling shock of pain tlrat radiated throughout
my leg. I heard the one-minute warning and
I knew I had to hurry. I took a deep breath
and trotted over to the starting box, imagining
myself leaving the pain at the training tent.
I had stood in the box for about 30 seconds
when the announcer came on the bullhorn:
“Runner's to your mark.” I stayed put. “Set.”
I still didn’t move. Gunshot. I took the first
three steps out of the box, surrounded by other
runners, and a rush of adrenaline hit me. The
pain was still there, but it dulled to the point
of annoyance rather than something that com
manded my attention. We entered the woods.
The tacky mud held on to my shoes. I felt
like I was running through bubble-gum, each
step pulling my ankle from its place, trying to
make me stop. As runner after runner passed
me. I willed my feet to keep moving. Each
step melted into another as I refused to stop.
See LONGEST pg 4
Q. Recent enrollment growth has caused lo
gistical issues on campus. Describe some of the
challenges that the academic side has confronted.
What are some steps that have been taken
to accommodate the increased enrollment?
What are the most acute problems and needs?
A. While we have needed to be more
strategic, I don’t feel our growth has caused
"emergencies” when it comes to classroom
space (at least not yet). Based on generous
donations and internal funds, we’ve added a
new biology lab and expanded our exercise
science lab to meet the growing number of
majors in those areas. We’ve also utilized ar
eas on campus that we didn’t use much in the
past. Those areas include the BB&T room,
the media room in the Gateway Technology
Center (GTC) and another classroom in the
GTC. We've also looked at offering more
afternoon classes, making sure we use all of
our 8 a.m. time slots, and experimenting with
evening classes for tlie traditional program.
Q. The new business school building,
planned for construction on the east side of
campus near the GTC, will help provide
needed classroom space. What’s the status
of the new building?
A. We have about three-fourths of the
funding tor this building and we’d like to at
tain the remaining amount through donations
so that the college doesn’t have to take out
additional loans to complete the project. I'd
expect that building to be ready by fall 2020.
Q. If you can, project additional new
facilities that the college will need as it
reaches 1.500 students in the day pro
gram and then the ultimate goal of 2,000
A. I suspect we would need two additional
classroom/office facilities, one of which would
include the new School of Business building.
Some of the new space would include the po
tential for expanding our exercise science labs/
classrooms as well as our science facilities.
These are growing programs on our campus.
We’d also need additional residence halls and
other expansions for dining and study space to
serve our student needs.
Q. Review the new majors that the college
had added in the last four years. What others is the
college considering in the short and long term?
A. During my tenure as provost and as a
cabinet-level adviser to the administration,
Wesleyan has added the following majors:
Liberal Studies, Communication, Market
ing, Biomedical Science, General Science,
Health Promotion. Logistics & Supply-Chain
Management, Organizational Leadership,
and a graduate program in Criminal Justice.
Some new minors and concentrations include:
American Studies. International Studies,
Learning Theory & Practice, Music Production.
Healthcare Administration. Hispanic Studies.
Leadership and Sports Administration.
For the most part new majors were de
veloped to serve the needs of our students,
based on feedback we received when
interviewing potential students, survey
ing local organizations, and using a cross
section of employees that did research to
suggest new majors. In some ways we're
catching up with what our competitors
were already offering. I suspect we’ll
continue to use these methods to identify
future majors that align with our mission.
I do feel like we need to determine and fo
cus on our niche in the market, as we hold
discussions about future programming.
Q. What do you say to faculty and
other members of the NCWC community
who believe the college has stressed pre
professional majors to the detriment of more
traditional programs, moving the college
from its liberal-arts roots?
A. I would strongly disagree with this
statement. In my opinion, fhe college has done
a great job of supporting both professional
and liberal-arts majors through new program
development and investments in current pro
gramming. If you review the new programing,
almost 50 percent of new programs have been
liberal arts majors. Also, when reviewing money
(grants, donors, internal) used for program
investments, 50 percent or more has been used
to hire faculty in the humanities and sciences.
Q. Provide an update on NCWC graduate
programs. What’s been the early response
to the masters in criminal justice, now in its
first-year as a 100-percent online program?
A. Our first cohort included 15 students
and nine will be graduating on May 4th. We
have close to 40 students taking classes in the
MSCJ program and our growth is primarily
due to word of mouth from current students.
This program is providing a vital service to
students in North Carolina who have rotating
schedules and need to complete their graduate
degree online. We're serving our mission of
helping students to be lifelong learners.
See DUFF pg 2
Will Plyler
SGA President Plyler
To Run Again, with
More Goals in Mind
Will Plyler plans to seek reelection to
a second term as SGA President in the
hopes of fulfilling more of his objectives.
The Rocky Mount resident was elected
president last spring in a narrow win over Ariel
Wilson. In earlier balloting the two candidates
tied with 70 votes apiece, prompting a re-vote.
Bom in Lenoir, a small town located near
Boone, Plyler is a communication major
with minora in religious studies and music
production. On campus he's is involved
with Fellowship of Christian Athletes and
the music group Spectrum; he sings and
plays piano and electric guitar. Besides
writing and performing music, he enjoys
playing on Wesleyan’s disc golf course.
He was interviewed by the Decree in February.
CL How do you like serving as SGA president?
A. It’s a joy and a privilege to serve as
the president. Though the position is a lot
of hard work, it’s also super cool. I’m very
much a people person. I love meeting new
people. I love helping people, and as the
SGA President, I get to meet and help so
many one-of-a-kind people, students and
staff alike. I think that’s my favorite part.
Q. What’s been the biggest challenge
for you as president?
A. To be honest, the most difficult
thing is getting students involved in
SGA. There are many who like to voice
their opinions or grievances, but it's been
harder to find students willing to put in
the work to bring about necessary change.
Q. Describe the ways you seek input
from students on campus issues.
A. Our bi-weekly SGA meetings offer
a time when the floor is opened for any
students to be allowed to speak about
whatever is on their minds. I hold weekly
office hours when students can come
and talk to me about anything, and I’m
always accessible by email.
Q. Based on such input, what do students
like about the recent enrollment growth?
A. I don’t have an answer for this one.
I’ve not been given a lot of positive feed-
back on this from an SGA standpoint.
Q. What most concerns them about fhe growth?
A. With a growing student population,
housing has been a widespread concern
of students since day one.
Q. What issues and tasks have occu
pied most of your attention as president?
A. Making necessary amendments to
the SGA Constitution is taking up most my
work time. This process involves delicate,
detailed work. The changes are mostly mi
nor in nature, grammatical errors, clarifica
tions, etc. The biggest change is specifying
that, while any enrolled Wesleyan student
is considered an SGA member, voting
membership at SGA meetings is being
more strictly defined throughout the docu
ment. The intent is to ensure that those who
vote on SGA bi-laws and proceedings are
students such as residence hall representa
tives, organization representatives, the SGA
Executive Board, and senators, who are
already involved in and committed to SGA.
Besides making changes to the con
stitution, I’m also working to get a food
services committee started. Its purpose is to
provide student feedback to Sodexo.
See PLYLER pg 2