The Office of Undergraduate Diversity Information

The Office of Undergraduate Education’s primary mission is student success. In particular, the programs and initiatives that comprise the Office are committed to ensuring that all students have an equal opportunity to graduate from UNC Charlotte, on time and with the knowledge and experience necessary for personal and professional success. The Office of Undergraduate Education also promotes curricular programs designed to promote a culture of inclusion and engagement for the student body as a whole.

While diversity, equity, and inclusion are central to all of the Office of Undergraduate Education’s work, programs and initiatives of particular note include:

Prospect for Success

The Prospect for Success is UNC Charlotte's first-year curriculum. It is designed to teach students the habits and mindsets that will help them be successful in college. The Prospect curriculum is designed around three interconnected goals—Intentionality, Curiosity, and Awareness—what might be thought of as the DNA of education. The Awareness goal is specifically designed to ensure that incoming students are developing an understanding of themselves as situated in a multicultural society where they will regularly interact with people with different world views and experiences. It also develops their  awareness of how their own world views and experiences shape their thinking

Common Reading Experience

The Common Reading Experience provides a shared academic experience for first-year students at UNC Charlotte. This program offers unique opportunities for self-reflection, critical thinking, student interaction, and understanding of diverse perspectives by fostering cross-campus conversations about diversity and inclusion. The 57 Bus by Dashka Slater has been selected as UNC Charlotte’s Common Reading Experience text for Fall 2020.  This is a story about two teens from very different worlds, whose paths overlap daily, but one day in a profound way that changes their lives forever.  The selection committee is confident that this text will spark discussions of systemic inequalities, cultural diversity, and self-awareness, a major goal of the UNC Charlotte Common Reading Experience.  We are excited to see what instructors who adopt the text will be able to do for and with their students to increase their understanding of a complex world. We encourage wide-scale campus engagement with The 57 Bus, and we hope that this text will be widely referenced by those who teach first-year students. 


Office of Academic Diversity and Inclusion

The Office of Multicultural Academic Services provides a range of academic engagement opportunities for traditionally underserved or underrepresented populations and first-generation students. These include: 

  • UTOP (University Transition Opportunities Program): UTOP is a Summer Bridge and Academic Year Learning Community for first-time in college students that focuses on ensuring a successful transition to college.  

  • SAFE: A first-year peer mentoring program run jointly with the Dean of Students Office.  

  • NC-LSAMP: The Louis Stokes Alliance for Minority Participation is funded by the National Science Foundation and supports underrepresented students majoring in science, technology, engineering, and math.

  • Building Better Brothers: (B3) program is designed to increase the retention and graduation rates of minority and underrepresented males.

Disability Services

The Office of Disability Services works to ensure that students with disabilities have access to education and campus life at UNC Charlotte. Through collaboration with the institution’s diverse community, Disability Services facilitates accommodations, discourse, and engagement to promote a universally accessible learning environment for all. 

Student Experience Project (SEP)

UNC Charlotte is proud to have been selected to be one of six institutions in the Student Experience Project (SEP) funded by the Raikes Foundation. SEP is a partnership between the Association of Public and Land-Grant Universities (APLU), the Coalition of Urban Serving Universities (USU), the College Transition Collaborative (CTC), the Project for Education Research that Scales (PERTS), EducationCounsel and five partner institutions: Colorado State, Portland State, Colorado-Denver, New Mexico, and Toledo. The project seeks to explore the ways in which psychological factors influence student success, persistence and degree completion and then, using that knowledge, develop strategies for building more equitable learning environments. During the 2 year project, our goal is to find tools and practices that will broadly impact student success and lower the equity gaps in gateway STEM courses.  For more information, contact the Project Manager for our team, Dave Frantzreb, at