Good morning, everyone. It’s a great pleasure
to be back here, a month into our new academic year. I’m really excited to announce today
that our faculty actually this year brought in more than 790 million dollars [applause]
in research grants and contracts. I want to also emphasize that’s up 15 million dollars
from FY 2013. Our faculty’s work is being chosen as the place to put the bet, and I
think that’s such an opportunity for us. UNC has emerged as a leader on the global,
national and the local level. This is the most devastating Ebola epidemic we’ve ever
seen in history. Today we’ve seen more cases than we have in all previous outbreaks combined.
I really tried to describe the epidemic from the front lines, from my experience treating
patients as a critical care physician in Gueckedou, Guinea. I think anti-virals and vaccines if
they work could be a game changer in this epidemic, and that would be great, but I don’t
think it should occur at the expense of the things that we can do right now. That is aggressive
critical care support: IV fluids, checking potassium levels can have a dramatic effect
on mortality right now with minimal investment. When we began considering an online MBA program
in 2010, it was a bit of a radical idea. We wanted to continue that Carolina tradition
of innovation and increasing access to high quality education. In three years, we have
effectively almost doubled the size of our MBA program without building a classroom.
We’ve graduated over 200 students. We have a 96 percent retention rate in this program
today. I decided to re-design and re-imagine my course.
I had primarily been lecturing – three exams and a final. What I wanted to move towards
was a high-structure, active learning format. In the spirit of a flipped classroom, we asked
the Board of Trustees to watch that video beforehand. We warned them that there would
be a quiz, and then we used some of the technology that we use in the classroom and asked them
to answer questions, to talk to their neighbors and come to consensus on some of those questions.
We’ve seen a big difference already, within a few semesters of making these changes. For
example in Biology 101, we’re seeing a drop of about 40 percent in failure rates and in
Organic Chemistry, 50 percent or more. In learning in these classes, I’ve found that
I had this new enthusiasm. It was really beneficial and it helped me
not lock up and get scared and drop out of the course.