Page Four
THE INAUGURAL ECHO
Saturday, April 27, 1968
By DR. CHARLES W, ORR,
Former Director of Develop
ment and MR. WILLIAM P.
MALONE, Director of Develop
ment and Public Relations
Since November, 1965 North
Carolina College has been the
Tccipient of two “Challenge
Grant Received
Vrom Burlington
~ M President Albert N. Whiting
has announced the receipt of the
^ first major grant in the college’s
,y» ^ million dollar endowment fund
. . . „ drive, a $75,000 matching gift
The Tutorial Center offers many opportunities »nd challenges Burlington Industries, Inc.
for students at NCC. Its major purpose is to provide tutOTial assist
ance to students whose backgrounds indicate academic deficiences. Burlington’s grant will pro
vide $25,000 when the endow
ment drive reaches a $100,000
goal; $25,000 more a year later
if the college has received $250,-
000 from other sources; and a
final $25,000 when the $500,000
level is reached.
Sloan Matching Fund Plan Moves Forward
Tutorial Center Offers Assistance
“I made an F on the first
math test, a D on the second,
and just recently I made a C
on the mid-term exam. I think
the improvement is partly due
to help from the Center ...”
“I’m not being helped by the
Center, but it isn’t the fault of
the Center. It’s my fault.”
“I volunteered to come to the
Center because I was headed for
trouble. I am being helped.”
“I don’t like being forced into
anything. Anyway, the Center
hasn’t helped me very much.”
The remarks above, uttered
by students enrolled in North
Carolina College’s Tutorial Cen
ter to the Center’s counselors,
perhaps represent extremes of
candid expressions of the atti
tudes of students enrolled in
the Center. Many like it; some
don’t. Many feel that they are
being helped; some don’t. Many,
realizing that they may gain as
sistance which will enable them
to raise their academic aver
ages and thus remain at North
Carolina College, are willing to
meet schedules established by
the Center’s tutors and do the
extra work required in an at
tempt to overcome deficiencies
in certain areas.
Director Optimistic
“Generally, we are optimist
ic,” said Harold W. Alexander,
director of the new program.
“We feel that we are assisting
many students—those who enter
wholeheartedly into the spirit of
the program — but we realize,
also, that we’re unable to reach
some. And that’s frustrating and
discouraging,” he added.
The college’s Tutorial Center,
which currently enrolls some
200 students, was authorized by
the North Carolina Board of
Higher Education in the fall of
1967 and is supported by funds
granted by the State Legislature
as part of its “catch-up” pro
gram for predominantly Negro
state-supported colleges and
universities. The Center began
operating on February 1, with
quarters in Room 106, the Rob
inson Science Building. Cur
rently,, most of the enrollees are
second-semester freshmen. A few
sophomores are included.
Alexander said the new unit’s
major purpose at present is to
provide tutorial assistance to
freshmen whose backgrounds
and class performances indicate
deficiencies in English, mathe
matics, or speech, but whose
general scholastic averages show
that with assistance their work
in these areas may be improved.
He feels that the Center’s in
struction, coupled with students’
regular courses in English and
mathematics, may enable some
who would otherwise become
academic casualties at the end
of the year to raise their per
formances — and thus their
grades and averages — to ac
ceptable levels.
Load Reduction Viewed
“Some have had to reduce
their credit loads to 12 hours,
and they don’t like it,” he said,
“but more are realizing that
reduced loads, plus intensified
work in the areas of weakness,
may offer them a chance to im
prove.”
“After all, we regard this as
an opfK>rtunity, not a penalty,
because it offers any student
who has weaknesses, but shows
some promise, a second chance,”
he added.
Students currently enrolled in
the program were assigned on
the basis of grades of D or F
in first-semester English or
mathematics or through refer
rals by teachers of English and
mathematics. If their first-se
mester grades in other courses
revealed that they were not
academically hopeless, they
were directed to the Tutorial
Center. Some students who re
ceived grades of B and C in
mathematics or English sought
to enroll in an effort to improve
even more their basic skills in
these areas, Alexander said, add
ing that the Center enrolled
more than a dozen such stu
dents.
Individual Focused On
IndividuaUzed instruction,
with an awareness of the stu
dent’s deficiencies, is one of the
unique features of the program,
Center personnel feel. Each tu
tor has a maximum of 32 stu
dents assigned to him. Tutors
meet their classes in group ses
sions one or two times per week-
and schedule each student for
individual conferences at least
one additional time per week.
Since each student enrolled in
a tutorial in English or mathe
matics is enrolled also in a regu
lar class in English or mathe
matics, the tutorial work sup
plements re^lar class work and
provides opportunities for
strengthening areas of apparent
weakness, the tutors feel.
Counseling and library as
sistance are provided by two
counselors and a library assist
ant, who are full-time members
of the Center staff.
“These services are valuable
adjuncts to teaching,” Alexan-^
der said. “They help the con
fused student, the student who
has problems, the student who
didn’t quite adjxist to college in
one semester, and the student
whose knowledge of the library
is minimal.”
Tutors Available
In addition to the counselors
and the library assistant, eight
“We went to Burlington In
dustries at the very beginning of
our campaign because that firm
has shown over the years a gen
uine interest in our program,”
Dr. Whiting said. “Burlington
challenged us to find additional
supporters; we believe that
challenge will be met by the
major industries of the Durham
area.”
Dr. Whiting explained that
the purpose of the endowment
fund drive is to raise funds for
faculty salary supplements and
for the creation of additional
faculty positions. “We will in
vest the principal amount raised
in our drive and spend only the
income,” he said.
While endowments are not
new to private institutions. Dr.
Whiting said, public institutions
have traditionally relied on pub
lic funds for faculty salaries.
Private donations have gone
chiefly toward scholarships and
toward construction of memorial
buildings, such as NCC’s B. N.
Duke Auditorium.
“When state institutions do
acquire endowments, they are
well on their way to achieving
academic excellence. An out
standing example in this state
is the fund used by the Univer
sity of North Carolina for Kenan
Professorships.
“Industries, particularly those
in the community which the
institution services, are now
learning that -It is to their ad
vantage to contribute to the
state institutions; the proportion
of state college graduates to
graduates of private colleges is
constantly Increasing. It is ur
gent that the business commu
nity begin to make a substantial
contribution to the schools
which prepare so many of these
graduates,” Dr. Whiting said.
Gifts” made by the Alfred P.
Sloan Foundation of New York
through the Cooperative College
Development Program in which
North Carolina College holds
Charter Membership. The total
amount of these gifts is $63,000.-
00.
The first of these two gifts —
$33,333.00 — was made avail
able to NCC on a matching basis
covering the period of December,
1965 through January 1968. The
second “Challenge Gift” of
$30,000 carries with it four ad
ditional prizes of $25,000 each.
North Carolina College can com
pete for one of these four prizes
and, if successful can boost its
receipts from the Sloan Founda
tion to $88,333,000.
Gifts Unrestricted
The gifts are unrestricted as to
use and the decision as to the use
of the funds is left entirely up to
to the College. North Carolina
College has designated all funds
not given for restricted purposes
are to be used for renewable
scholarships of $1,000 each for
the four years of undergraduate
work. Persons eligible for scho
larships are selected on the basis
of need and high scholastic
ability.
North Carolina College has
met all the requirements for the
first “Challenge Gift” of $33,-
000. The Sloan Foundation
matched each dollar contributed
by alumni of NCC with a dollar.
For every two dollars contri
buted by private donors within
the state of North Carolina the
Sloan Foundation contributed
one dollar. And for every three
dollars contributed by private
honors within the state of North
Carolina the Sloan Foundation
contributed one dollar.
Phase Closes
The first phase of the Scholar
ship Fund Drive closed January
31, 1968. Contributions from all
sources made directly to the
Scholarship Fund Drive were as
follows: alumni (including fac
ulty), $12,128.28; faculty and
staff (non-alumni), $3,284.50;
students, $2,627.56; trustees,
$582.00; friends, $791.00; busi
nesses and corporations within
North Carolina, $3,284.50; foun
dations within North Carolina
$8,050.00; foundations outside
of North Carolina, $7,717.15;
Alfred P. Sloan Foundation $33,-
333.00.
The first phase of the Scholar
ship Fund Drive was conducted
by a Steering Committee com
posed of Charles W. Orr, chair
man; H. H. Riddick, co-chair
man; G. S. Nixon, Alumni Fund
director; George Thorne, treas
urer. Other members included
John L. Stewart, Aaron Graham,
Walter McClean, H. W. Alex
ander, Vernice Holt, Samuel
Thomas and B. T. McMillon.
Second Gift $30,000
The second “Challenge Gift”
made available by NCC by the
Alfred P. Sloan Foundation is for
$30,000 and is available on a
matching basis during the period
February 1, 1968 through Jan
uary 31, 1970. While the second
gift is available on the same baisis
as the first contributions from
private donors, though encour
aged, cannot be matched from the
gift fund. The “Challenge Gift”
is obtainable only when matched
by contributions from NCC
alumni and private donors with
in the state of North Carolina.
Upon matching the $30,000
gift, NCC becomes eligible to
compete for one of the four $25,-
000 prizes. The first prize will
go to the college which, in the
judgment of the Advisory Coim-
cil, has the best record in struc
turing and organizing its office
and program of solicitation. The
second prize will be awarded to
the college which has the highest
percentage increase in match-
able funds contributed by alum
ni.
Other Prizes Cited
The third prize shall be
awarded to the college that is
able to increase matchable local
contributions higher than the
other colleges in the group. And,
the fourth prize will be awarded
to the college which raises the
largest total of matchable money
from alumni and local donors
during the period of 1968-69.
The second phase of the drive
to match the incentive gift is
now imderway. Mr. William P.
Malone, recently appointed Di
rector of Development and Pub
lic Relations, is directing the
Fund Drive.
Alumni Director Assesses Goals
full-time tutors offer instruction
two in mathematics, two in
speech, and four in English. Be
ginning in September, the Cen
ter’s activities and staff will be
doubled to provide assistance to
approximately 250 freshmen and
a similar number of sophomores.
Already underway are pro
grams involving testing and the
use of paperback books for in
structional and enrichment pur
poses. Explorations in uses of
audio and visual equipment are
m progress and will increase
next year. Creative approaches
in methodology in group and in
dividual sessions present inter
esting possibilities to tutors now
and will be pursued even more
next year, Alexander stated.
By MR. GEORGE NIXON
Director of Alumni Affairs
In September 1967, President
Albert N. Whiting established
the Office of Alumni Affairs in
an effort to bring the policies
and programs of the college and
the Alumni Association into
closer harmony. For the preced
ing 15 years all work done by
and with the Alumni Association
was voluntary because of a lack
of funds to employ a staff.
The college’s administration
realized that in order for the
institution to reach its potential,
the aid and support of the alum
ni was a necessary element. The
Director of Alumni Affairs is
responsible for the performance
of such task as may be delegated
by the President of the college
and the Alumni Association’s
Executive Committee in
strengthening the lines of com
munication between the college
and the general alumni.
Goals Set Forth
The goals of this newly creat
ed office are: (a) alumni schol
arships to students who show or
have demonstrated high academ
ic promise; (b) alumni faculty
chairs — a gift to be used to
establish chairs in the various
academic areas in order to at
tract both scholarly and well-
known professors and authori-
art and
provide
ties in their fields; (c)
historical museum—to
students with an opp>ortunity for
cultural development and an
appreciation for the arts and
historical development; (d) de
velopment of a permanent fund,
wisely invested to provide
through its earnings a continu
ing source of income for future
expansion of North Carolina
College; (e) to provide a set
sum annually for the president
of the college to use as he sees
fit; (1) establishment of an athle
tic stadium which would have
adequate space to insure all types
of athletic events and spectator
seating; (g) continued aid in
instilling a loyalty among the
student body to NCC which
would carry through far beyond
graduation; (h) to continue pro
moting a good working relation
ship between alumni and the
college’s administration and the
community; (i) maintenance of
listing and pertinent information
on all our alumni in order that
we may aid various departments
in locating their graduates and
also keep our alumni informed
of their Alma Mater’s progress
as well as that of other alum
ni.
Problems Viewed
Since the creation of this of-
See ALUMNI, Page 6
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