Home > FY 2010 SAFRA Project Abstracts for the Title III Part B Strenthening HBCUs Program (MS Word)
84.031B
– Strengthening Historically Black Colleges and Universities
FY 2010 Student
Aid and Fiscal Responsibility Act (SAFRA) Abstracts
Activity Description:
Program Administration
Alabama A&M University continues to strive towards fulfilling its mission as a Land-Grant Institution through an ongoing commitment to instruction, research, and public service. The activities proposed here are in keeping with long-range institutional goals and the central mission of the University. Under the leadership of the Director, Program Administration proposes to administer and supervise all aspects of the Program to ensure compliance with the regulations and guidelines of the U.S. Department of Education and the University. Funding is requested for five years. The proposed funding for 2010-2011 is $146,689.
Activity Description:
Abstract not available for this project.
Activity Description:
Bishop State Community College
– Carver Campus, requests funding from the U.S. Department of Education
for Title III Strengthening Historically Black Colleges and Universities
College SAFRA Program grant. This grant will enable the Carver Campus
to continue improving its teaching and learning process through the
purchasing of classroom instructional and laboratory equipment. These
funds will also enable the Carver Campus students who are enrolled in
technical programs and seeking employment, enhanced instructional training
that will keep pace with an increasing technologically oriented society.
Recent reductions in state allocation have greatly contributed to the lack of funds needed to adequately support the purchase instructional and laboratory equipment. The College has experienced a decrease in enrollment and will subsequently realize a decrease in state funds. In order to attract more students to technical programs, renovations of existing facilities is also central to solving the problems or deficiencies enumerated in the Comprehensive Development Plan.
Activity Description:
Bishop State Community College requests funding from the U.S. Department of Education under the Title III: Strengthening Historically Black Colleges and Universities SAFRA Program. This grant will enable the Main Campus to move toward meeting the educational standards in effect at the time of the grant and offset state funding which has never been adequate to provide for the purchase and upgrade of laboratory and class room equipment. In addition, these funds will provide audio visual materials and equipment, library books, instructional materials, and other learning resource materials necessary to enhance the quality of education provided by the College.
Activity Description:
Concordia College-Selma, as
a historically Black college located in the Black Belt region of Alabama,
provides educational opportunities for an underrepresented, undergraduate
population for students, many of whom are economically deprived. Concordia’s
immediate service area includes eight of the 12 counties in Alabama’s
Black Belt region: Dallas, Greene, Hale, Lowndes, Marengo, Perry, Sumter,
and Wilcox. These counties are among the poorest in Alabama.
More than ever before in our
nation’s history, education is not only the ticket to economic success
but to basic survival. As the United States move to a knowledge-based
economy, the demand for well-educated workers increases. Only
college-educated workers have come close to holding their own economically
over the last decades. Concordia has determined that a large number
of potential students in the Black Belt region are not able to receive
higher education because of the distance of college campuses. Concordia
proposes to use funds to offer courses closer to these students.
With a society that is dependent
on technology, Concordia believes that it must produce students who
are technologically savvy and provide an environment where administrators,
faculty, and staff have access to technology resources. Concordia will
therefore use funds to improve its technology infrastructure.
Activity Description:
Gadsden State Community College-Valley
Street Campus proposes a five-year project which is designed to provide
future expansions to programs and facilities on the Valley Street Campus.
The activities involved in the project will serve to build improved
future academic and fiscal stability. The desired outcomes will include
improved student retention, decreased attrition, improved student enrollment,
and improved graduation rates. Efforts will also result in attracting
additional students to the college by creating new instructional resources
and enhancing physical facilities.
The major grant activities
include providing support in the following three areas: The establishment
of a library with the prior College Cost Reduction Access Grant funds
has tremendously enhanced the teaching and learning experiences on the
Valley Street Campus. Services previously unavailable to faculty
and students have now become an integral part of the educational experience
and have provided additional resources to improve opportunities for
academic success. Mandatory Funds will be used to expand library
offerings; to provide program related books and reference materials,
DVD’s, CD’s, professional journals and publications. The requested
funds will be used to also maintain and acquire equipment for the enhancement
of classroom experiences which will be available for faculty and staff
to utilize in classrooms and laboratories.
The second activity “Strengthening
Academic Technology” will provide assistance in upgrading and enhancing
technology on the Valley Street Campus. Continuing to expand the
traditional classroom instruction to an application and hands-on-format
is consistent with the College’s technology goals. In an effort
to provide effective learning resources that utilize technology, Valley
Street Campus students will be offered on-demand learning experiences
that will stimulate active engagement. As stated in the 2010 “National
Educational Technology Plan” making engaging learning experiences
and resources available to all learners anytime and anywhere will require
state-of-the art technology and specialized people, processes, and tools”.
This activity will provide a major step in responding to the technological
application needs of students and faculty.
The third activity relates
to construction and renovation. Nearly fifty years of educational
processes have resulted in programs on the Valley Street campus that
prepare students for employment opportunities. The structures
that house five decades of learning are in need of internal and external
structural enhancements. The goal of this activity is to evaluate
long range needs of the campus to determine strategies that will positively
impact our campus. The planned renovations, construction, and
acquisition of property will serve to enhance the learning environment
and improve aesthetics of the Valley Street Campus.
Through the implementation of this grant, the Valley Street Campus will attract increased student enrollment; promote learning through technology, expand training and professional development opportunities, enhance fiscal stability and up-grade campus facilities. Efforts will improve and strengthen access to service and support for students, faculty and staff.
Activity Description:
Activity 1: Improving and Enhancing Allied Health
J. F. Drake State Technical
College seeks to expand the healthcare training programs and building
capacity to address a critical shortage of healthcare professionals.
The program will be directed by the Chair of the Health Sciences Division,
who has a doctoral degree in nursing and over 20 years of experience
in the health professions industry. The health professions staff will
work individually with the health sciences students to facilitate the
early resolution of issues impeding success, connect students to health
care providers as potential employers, and provide consistent, career-specific,
and personalized guidance. The new program in allied health will result
in increased enrollment in all aspects of the health professions program.
Most importantly, there will be a major contribution to the workforce
in an effort to help eliminate the national shortage of nursing and
healthcare professionals. According to the U. S. Department of Labor,
Medical Assisting is expected to be the fastest growing occupation through
2012. Job placement opportunities are numerous in the Huntsville and
North Alabama area with employers preferring to hire individuals who
have completed a formal program in Medical Assisting. The average full-time
annual wage of a Medical Assistant is $23,350.*
*citation data not given
Activity Description:
Activity 1: Improving Instructional Facilities
This activity is designed to
improve and/or upgrade instructional facilities. Many of the instructional
facilities are in need of modernization, renovation and/or major repair
to meet city, state and federal codes and regulations. Upgrades
are needed to continue to enhance the instructional environment and
make it more conducive to learning. These upgrades include
but are not limited to preventive maintenance, electrical, HVAC, safety
and security, classroom enhancements, installation or provision of multi-media
equipment, installation of equipment and/or other adaptive measures
to make buildings more accessible for disabled constituents; upgrading
teaching laboratories and/or studios with state-of-the-art equipment
for instruction and research purposes; efficient maintenance and upgrading
of internet access and telecommunications access; continuous upgrading
of the library with appropriate instructional needs such as shelving,
seating, study areas, etc. Enhancing instructional facilities
and providing students with adequate access to facilities is increasingly
important. This requires a well-thought out plan for the maintenance
and future development of facilities and an institutional commitment
to provide adequate resources to do so.
This activity and its associated
objectives are in compliance with the purpose and scope of the Title
III Part B HBCU/SAFRA Program as specified in 34 CFR 609.10 “construction,
maintenance, renovation, and improvement in classroom, library, laboratory,
and other instructional facilities, including purchase or rental of
telecommunications technology equipment or services.”
This activity is related to
the mission of Lawson State Community College because the college “is
a comprehensive, public, two-year, multi-campus college, which seeks
to provide accessible quality educational opportunities…” It is
further related to the mission by its connection to the institution-wide
goals, specifically goal 5, which states “to maintain facilities on
both campuses that are appropriate for educational programs and administrative
services.”
Activity 2: Program Administration
The purpose of the Title III
Program Administration activity is to provide leadership to the on-going
programmatic and fiscal monitoring of all activities that are funded
by the Title III B Program. Program Administration has the specific
responsibility of assuring that the project activities are carried out
as stipulated in the grant proposal; facilitating the maximum impact
of the activities on the mission and goals of the College; and serving
as the institutional liaison for the Title III Grant Program.
The activity is responsible
for ensuring that the overall Title III Program follows the project
as prescribed by the guidelines of the U. S. Department of Education.
The unit also ensures that the integration of the President’s directions,
the guidelines of the U. S. Department of Education, federal compliance,
and college policies and the relationship of the institution’s strategic
plan are consistently addressed and adhered to throughout the grant
period.
The Title III Program Director
will assist all Title III Activity Directors in documenting goal attainment.
Quarterly meetings will be held between personnel in program administration
and activity directors as well as an annual retreat. These will
provide opportunities to present and share new information, exchange
ideas and asses the overall progress of the project. Additionally,
program administration will ensure that all required reporting documents
are completed correctly and in a timely manner.
The activity is related to
the mission of the institution via institutional goals:
Goal 1: To develop an exemplary and world class instructional program.
Goal 3: To thoroughly integrate college-wide, technology into instruction.
Goal 5: To be recognized as an institution that is fiscally sound.
Goal
6: To maintain facilities on both campuses appropriate for educational
programs and administrative services.
Activity Description:
Activity 1: Technology Integration Learning Systems
A multi-layer design approach
should be utilized in planning new construction or
remodeling of existing campus buildings. The multiplayer design approach
makes optional use of multi-layer switching to build the campus
Internet to provide scalability, fault tolerance and manageability features.
When implemented with an Ethernet
backbone, the multilayer model will provide many advantages. The campus
intranet will be highly deterministic, which will make it easier
to troubleshoot as it scales. The
multilayer is modular, so bandwidth scales as new buildings/remodeling
are added to the network. A multilayer model keeps broadcasts
off the backbone and routing protocols
handle load balancing across the backbone. It also reduces the scope
of many typical problems caused by misconfigured or malfunctioning
equipment and handle load balancing and fast convergence.
A multilayer design consists
of three building blocks called “Core,” “Distribution” and “Access”
layers. The Core (or backbone), layer serves as the primary path for
traffic moving between local-area networks. The core requires fiber
connectivity to the Distribution and Access layers. The Distribution
layer serves as a point of distribution between the network Core and
the Access (Edge) of the network, i.e., layer through which the Core
and Access communicate. The Access (Edge) layer is the outermost part
of the network that connects directly to the users. Wiring on the Access
layer should be Fast Ethernet 10/100/1000 Mbps.
Activity Description:
Strengthening Academic Programs
The primary objective of the
activity of strengthening academic programs is to provide a new home
for the Communications Department through renovation of an existing
campus facility. The renovations include: classrooms, editing suites,
faculty offices, computer lab, television and recording studio. In addition,
we intend to plan, design and construct the academic phases of the Physical
Education Department which will be housed in the newly-constructed Health
and Wellness Center.
Strengthening Student Enrollment Services
As outlined in the Strategic
Plan, the primary objective is to upgrade and expand overall student
services to help create a “one stop shop” for all student enrollment
service, including recruitment, admissions, financial aid, health services,
academic support programs, and other services. We intend to accomplish
this objective by renovating a previously closed dormitory, and moving
these now scattered enrollment student service functions under one roof.
Such an effort will significantly enhance the efficiency of the various
programs and improve the student’s perceptions of student services.
Strengthening Financial Management
Continued use of Title III
funds is necessary to complete earlier efforts to create a safe and
secure campus environment. This includes installation of the campus-wide
camera security system. In addition, work needs to be completed on the
installation of HVAC systems in all academic buildings. Such improvements
will hasten the need for creating not only a safe campus environment,
but a healthy and comfortable one as well.
Strengthening Student Development and Services
The primary objective of this
activity of strengthening Student Development and Services is to support
academic success outside the classroom. Relevant objectives include
providing funds for hiring of support personnel to be responsible for
coordination of internship opportunities, providing resources and information
about graduate and professional education, employment, and enhancing
academic support for single parents.
Strengthening Institutional Development
Title III support is requested
to implement an eight-step recovery plan for improving the donor data
base, and to completely revamp gift processing and scholarship/endowment
management procedures. This includes the preparation and production
of timely reports to donors. In addition, we intend to utilize Title
III funds to create a new Research and Development Office for helping
faculty and staff research and prepare high quality proposals for funding
of programs and activities for supporting teaching and learning objectives
of the Strategic Plan. One such effort is the School Within a School
concept focused on development of two-year and certificate programs.
Project Administration
The major focus of this activity
is the administration of the Title III program and its grant award.
It is the responsibility of this office to adhere to the policies and
procedures set forth in the A-21 Circular and to ensure they are carried
out by the aforementioned activities through the objectives and budget
appropriation awarded. Additionally, the Title III Director maintains
effective communication between the U.S. Department of Education, Oakwood
University administration, and the Title III activities, assuring all
guidelines and procedures are met.
Activity Description:
Shelton State Community College,
in accordance to the guidelines established, respectfully submits this
application to fund two activities under the Strengthening Historically
Black Colleges and Universities (HBCU) Program Title III, Part B, SAFRA
Mandatory Funds, of the Higher Education Act of 1965, as amended. Funding
is requested to cover the period of October 1, 2010 to September 30,
2015. The following provides a brief summary of each of the two activities
proposed.
Activity 1: Strengthening and Enhancing Technologies for Learning and Administrative and Funds Management
This activity is designed to
increase the quality and productivity of administrative practices through
the utilization of advanced information technology. Activity will also
ensure that the scope of the academic program meets and/or exceeds the
quality standards for accreditation; increases the effectiveness of
student career development; expands technology capabilities; includes
new development areas within institution; provides adequate advanced
degree offerings for selected programs; and provides for future program
development. Information technology has not only affected teaching and
learning, it has changed the process by which administrators plan, manage,
and evaluate its operations. Funding is requested for the duration of
the funding period, October 1, 2010 to September 30, 2015.
Activity 2: Strengthening and Enhancing Classrooms/Laboratories (Construction/Renovations)
This activity is designed to
respond to the changing needs of new and expanding industrial employers
and the diverse educational needs of students in Tuscaloosa and surrounding
counties. Funding is requested for the duration of the funding period,
October 1, 2010 to September 30, 2015.
Concluding Summary
In its continued commitment
to its students and the area that it serves, the College will endeavor
to create and discover additional means to establish fiscal stability.
Shelton State’s utilization of HBCU funds is one of those ways, and
the activities that are proposed in under the activities section of
this application address several problems of the C.A. Fredd Campus—in
the areas of academic programs, institutional management, and fiscal
stability.
Activity Description:
The Title III Project continues
to support the quality of the educational program at Stillman College.
The program enables the College to strengthen the infrastructure while
enhancing the overall curriculum. Three activities are contained
in the Title III narrative and activity budgets for the 2010-2011 project
year. The activities and stated objectives are in keeping with the strategic
needs of the institution. These activities are important in the
overall development of the College.
The budget for the 2010-2011 operational year will support the following:
Activity #1 – Educational Infrastructure
Activity #2 – Teaching Excellence
Activity
#3 – Strengthening Capacity
Stillman is an accredited,
co-educational, liberal arts college located in Tuscaloosa, Alabama,
that is committed to excellence in both scholarship and service.
Stillman confers the Bachelor of Arts and the Bachelor of Science degrees.
In addition to a more rigorous innovative curriculum, the College enhanced
and expanded its physical environment. The 105-acre campus is
noted for its stately magnolias, spacious, well-maintained grounds and
graceful buildings. Stillman continues to be a top-tier comprehensive
institution in the region.
The infusion of Title III funds
for the past several years has been a significant boost to the strengthening
of academic programs and the upgrading of technology systems and physical
facilities. Emphasis on providing comfortable learning environments
for faculty and students inform the targeted areas listed above.
The College remains poised to undertake aggressive efforts to maintain
a relevant curriculum, provide continued professional development of
its top-rated faculty and deploy state-of-the-art technology across
the campus.
Three activities are contained
in the Title III SAFRA narrative and activity budgets for the 2010-2011
fiscal year. These activities continue to be important in the
overall development of the College.
Activity Description:
Over the next five years, Talladega
College proposes six activities for the
SAFRA/HBCU funds afforded by the U. S. Department of Education’s Title
III, Part F of the Higher Education Act of 1965, as amended.
The following six activities address the
goals and objectives of the Title III, Part B program, to include legislative
allowable activities:
Activity 1: Strengthen Internal Controls in the Fiscal Area
At the conclusion of budget
year 2006-07 Talladega College requested (and was given permission)
the assistance of the DOE to utilize carryover funds to hire and a controller
and a senior accountant to strengthen its internal controls. Sadly,
there has been much turnover in those two positions since the 2007-2008
fiscal year. A strong internal control system would benefit the institution
by assisting the institution in meeting its administrative requirements
for federal programs. The lack of adequate personnel has been cited
in various reviews. Financial stability is crucial to the survival of
Talladega College, yet the college’s operating budget is not capable
of meeting the financial burden these two positions would add.
Activity 2: Increase the Budget for Renovations
Talladega College’s Activity
#8 under Title III B Strengthening Historically Black Colleges and Universities
Program has made a significant difference in the deferred maintenance
of our campus academic facilities. Although we have made many of the
necessary upgrades to our facilities, we are still behind on some very
important upgrades, due to budget constraints and the allocation of
the funds available to us.
Activity 3: Partial Restoration of Foster Hall to Accommodate TC Living Learning Center
With the
growing number of students attending Talladega College, it has become
necessary to increase the number of classrooms, academic labs,
and other facilities to accommodate
their educational needs. Enrollment has increased from 301 students
in spring, 2007 to over 600 students in fall, 2009.
Activity 4: Increase the budget for Savery Library
With the
recent growth in the enrollment of students, the library needs to increase
service delivery to them. The additional funds will be used to
obtain new periodicals and databases, along
with new books and publications.
Activity 5: Implement a Criminal Justice Program
Talladega College is located
within two miles of a Federal correctional facility (Talladega FCI),
and within 40 miles of St. Clair State Correctional Facility. Due to
a number of requests for a Criminal Justice program has mandated that
the College answer the call. There are numerous opportunities for partnerships
with these correctional facilities to place our graduates in internships
and ultimately jobs. The college believes that the enrollment numbers
will continue to grow by implementing this program.
Activity 6: Implement an Elementary Education Program
Limited faculty and resources
have affected the postponement of this program. With the support
of the SAFRA funds the college can commit itself to the development
of an elementary education program to meet the needs of
its constituents. Numerous inquiries over the years from local citizens,
prospective students, enrolled students, and other supporters,
we believe that it is strategically the time to create
this program. We are grateful for the opportunity to implement these
new programs and enhance those already in process. Our growing
population of the students has mandated that we
enhance our service delivery to them. We must prepare our students to
compete in this global society and we will enhance our capability
to do just that with the SAFRA funds.
Activity Description:
The proposed two-year plan
of operation is based on the College’s Comprehensive Development Plan
and consists of three activities: Activity I (Project Management)
and Activity II (Construction and Improvement of Instructional Facilities)
and Activity III (Project Management).
Activity Description:
Tuskegee University will only
have one activity during the grant year of October 1, 2010 – September
30, 2012. It is anticipated that this activity will continue during
the two-year period; however, the University will continue to monitor
and assess the most critical needs in an effort to ensure that funds
are being used to strengthen student services, academic programs and
administrative management. Below is a summary of such activity.
Activity 1: Renovation/Construction of Instructional Facility
In keeping with the vision
to become a more intensely student-centered and effective university,
Tuskegee University has embarked upon constructing a Living Learning
center in honor of our fifth President, Dr. Benjamin F. Payton, who
announced his retirement effective July 31, 2010. Dr. Payton served
as President of Tuskegee University for 28 years and during his tenure
has made a significant impact on the University such as moving the University
from Institute to University status, many construction projects which
were instrumental in maintaining accreditations, launching the University’s
first Ph.D. programs and many other accomplishments that have prepared
the students of the University for the workforce of the 21st century
in a global society. The Benjamin F. Payton Hall – Living and Learning
Center will provide 400 to 500 student beds in a suite style arrangement
for freshmen and sophomore students and will also include faculty offices
and academic classrooms.
There are several components
to this $20 million project, but the one component in which we are requesting
Title III funding is the Learning Center. The academic learning areas
of this building will include spaces for academic activities that can
be used for freshman orientation, freshman/sophomore seminar classes,
studying spaces, lectures, workshops, and computer labs. These areas
will be located on the ground floor in a manner that they are open to
everyone on campus and do not promote an attitude of exclusivity. Academic
spaces to be included in the building are as follows: (a) four classroom
spaces – 30 students/each ; (b) two large group study areas – 12
students/each; (c) four small group study areas – four to six students/each;
(d) computer lab; (e) faculty office; (f) resident manager office; and
(g) counselor office.
The enrichment goals of the
Benjamin F. Payton Learning Center are: (a) to be a living extension
of work in the classroom; (b) to provide a unique, new holistic approach
to student life on campus by combining residential and academic life,
including wellness and fitness to foster positive social interaction
with other students, faculty and staff; (c) to create a successful freshman
and sophomore experience that actively increases student retention and
enrollment through the living and learning environment; (d) to provide
support and new insights for students aiding in their personal growth,
structure, and educational development; (e) to provide a lead model
of what residence life can be like on campus by fostering an environment
that improve the intellectual and moral quality of student life; and
(f) to create a facility that is not exclusive to students living in
the building, and strives to be an inclusive environment for all students
on campus as an interactive synergy of residential, academic, study
and social activities.
Activity Description:
The institution has moved rapidly
to a new level of distinction and excellence. However, its physical
facilities have not kept pace with this fast ascent. The explosion of
enrollment growth has widened the gap between the college’s development
capabilities and its facilities. The need for more state-of-the-art
facilities, as well as for more facilities is urgent.
Space Usage:
Land Use Development:
Technology and Infrastructure:
Although, the college has made
significant progress during the past five years in establishing a sophisticated
infrastructure for technology and new software systems, enabling the
college to serve students more effectively: nevertheless, much more
can be done to apply technology for enhancing student learning. Thus,
the college must continue to refine its technological system providing
the best possible support for faculty, staff, and students. The college
needs to give increased attention to improving ways of communicating
knowledge, providing instructional, training, and for supporting the
faculty’s interaction with their students.
Priority:
Continue to implement a state-of-the-art technology infrastructure.
Develop and implement a plan supporting faculty in applying technology
for support student learning.
Activity Description:
Philander Smith College, located
in Little Rock, Arkansas, is a private, fully accredited, residential,
co-educational, four-year undergraduate Liberal Arts College affiliated
with the United Methodist Church. The College is organized into five
academic divisions: Business and Economics, Humanities, Natural and
Physical Sciences, Social Sciences and Teacher Education. The
College grants the Bachelor of Arts and Bachelor of Science degrees
in these five areas. Philander Smith College has an enrollment
of 668 students with a current operational budget of approximately $10
million.
Activity I – $2,500,000.00 for years one through five: Strengthening academic programs and student services by expanding the Campus infrastructure through planned construction.
Philander Smith College will
use the five-year award of SAFRA funds to directly support the
building and equipping of a facility that will house the College’s
Academic Success Center, Integrated Campus Counseling Center and
Computer Information Center. The Academic Success Center, Integrated
Campus Counseling Center, and Computer Information Center will be part
of a larger construction project which will create a multi-purpose Campus
Center. In addition to the programs mentioned above, the Center
will house a cafeteria; the Center for Social Justice; classrooms; learning
labs; and computer labs. This multipurpose Center will provide Philander
Smith College with the opportunity to enhance the overall academic experience
of students across all disciplines; meet the current and future demands
of an expanding student population; allow the College to become a competitive
institution within its peer group in the region and UNCF; allow the
College to establish environments that encourage student engagement
in the learning process; and enhance the development of learning communities.
Project Management and Evaluation:
The five-year Mandatory Funding
will support the construction of the academic component of this multi-purpose
Campus Center. None of the awarded funds will be used for administration,
evaluation or management of the grant/project. The College’s
Vice President for Fiscal Affairs will be charged with managing the
project. The Title III Director will assist in matters related to Title
III regulatory concerns. The multipurpose building is estimated
to cost $15,000,000.00 and take eighteen months to complete. Philander
Smith College will fund the remaining portion of the debt not cover
by the Title III grant through a bond issue supported by corporate/private
gifts, grants and donations.
Activity Description:
Activity 1: Renovation and Construction
This activity is designed to improve the services and image of the college by developing high quality facilities through construction/or renovations of outdated structures. ABC strives to become an urban campus that fosters an intense academic atmosphere for the “traditional” and “non-traditional” student, by endeavoring to become a destinations’ focal point for degree seeking individuals. In addition, the campus will serve as an interface between academic, businesses, evolving as resources for local neighborhoods. The five-year goals and objectives are:
Activity 2: Technology and Infrastructure
Although, the college has made
significant progress during the past five years in establishing a sophisticated
infrastructure for technology and new software systems, enabling the
college to serve students more effectively: nevertheless, much more
can be done to apply technology for enhancing student learning. Thus,
the college must continue to refine its technological system providing
the best possible support for faculty, staff, and students. The college
needs to give increased attention to improving ways of communicating
knowledge, providing instructional, training, and for supporting the
faculty’s interaction with their students.
Priority:
Continue to implement a state-of-the-art technology infrastructure.
Develop and implement a plan supporting faculty in applying technology
for support student learning.
Activity Description:
Delaware State University is
submitting this formal application for funding through the “Title
III Strengthening Historically Black Colleges and Universities Program—Student
Aid and Fiscal Responsibility Act” (SAFRA) Grant for the 2010 –
2015.” The support afforded through this grant will fund the
following activities:
Activity No. 1: Enhance Library Resources, Technology, and Student Access
Enhancing Library resources,
increasing digital holdings in educational materials, providing the
specialized staffing needed to establish identifiers and linkages so
users can access needed materials, converting lab to smart classroom,
and providing catalog-only access technology to three (3) library floors.
Activity No. 2: Enhancement of Teacher Education Programs
Enhancing instructional and
technology support in Physical Education, Early Childhood Education,
and Science Education; providing educational and financial assistance
to increase the number of students taking and passing PRAXIS I and II
in the Teacher Education Program; and, funding professional development
activities.
Activity No. 3: Strengthening Mathematics Instruction
Enhancing support to expand
and strengthen the general education core curriculum for underprepared
first-year students in the area of mathematics instruction. This
institutional change would be accomplished though the improvement of
mathematics instruction and the implementation of high impact academic
support activities consisting of the following: Program Coordinator,
Supplemental Instruction Leaders (SI’s), 3-credit/3-hour Course/Lab,
and Faculty and/or SI Math Instruction/Learning Workshops/Seminars.
Activity No. 4:
Enhancement of Professional Development for College of Business (COB)
Enhancing support for professional development for instructors in the
COB and the “Association to Advance Collegiate School of Business”
(AACSB) accreditation maintenance components. This enables the
(COB) faculty to keep current in their respective fields, provide high-quality
instructions, and prepare students with requisite competencies to join
the workforce.
Activity No. 5: Science and Mathematics Skills Development Program (SMS-DP)
Providing support to increase
the number of hours that STEM (Science, Technology, Engineering, and
Mathematics) students are exposed to instruction to increase the student’s
understanding of the course materials through an enhancement of their
problem-solving skills and scientific reading and writing skills. These
sessions will be offered in small-class settings and be supervised by
qualified instructors (TA’s) who have demonstrated their mastery of
the material to be taught.
Activity No. 6: Campus-Wide Classroom/Laboratory Facilities and Technology Upgrade
Providing support to enhance
the University’s academic classrooms and laboratories by purchasing
much needed work stations; lab and technology equipment; and/or renovation
of the classroom/laboratory space. This activity will enable the
institution provide state-of-the-art classrooms and laboratories to
better facilitate faculty instruction and student learning.
Furthermore, this five-year
funding source will assist the University in achieving three “Institutional
Goals” that are part of its “Strategic Plan for 2007 – 2011.”
The goals are as follows: Goal I: Strengthen and support academic
programs to enable students to reach their career goals; Goal II: Maintain,
support, and encourage a dynamic research program that will foster and
increase faculty and student participation; and, Goal V: Improve and
upgrade technology to support the living-learning environment.
The monitoring of the activities
through the “Program Administration” (Activity No. 7) includes
the internal and external monitoring components needed to assess the
achievement of the goals and objectives of each activity in the Comprehensive
Development Plan. Therefore, at the end of the grant period, these
areas will be strengthened to support the continuing efforts of the
University Community: students; instructors; and researchers and the
entire State.
Activity Description:
The University of the District
of Columbia is the only public institution of higher education in the
District of Columbia. Chartered in 1974 from three other institutions
of higher learning, this Historically Black College/University is also
the only urban land-grant institution in the nation. We are standing
at a very unique time in our history. It is a time that has seen
the birth of our new Community College providing an educational bridge
from secondary to higher education and workforce development for a group
of Washingtonians that have, in the past, been excluded from higher
education. The Community College offers affordable postsecondary
education to District of Columbia residents, in associate degrees, certificates,
and workforce development courses, which were previously offered by
the Flagship University. The Flagship University offers baccalaureate
and graduate level degrees. These programs will prepare students
for immediate entry into the workforce, the next level of education,
specialized employment opportunities, and life-long learning.
The University of the District
of Columbia is appreciative of the opportunity to present our Title
III Project Plan to expend funds granted for the Academic Years 2010-2019
in the annual amount of $944,458 under the Student Aid and Fiscal Responsibility
Act (SAFRA). However, this initial application is for the first
five-years of the grant. This grant will strengthen the staffing
of the Community College of the District of Columbia, primarily in the
areas of student services and outcomes, academic quality, and institutional
management. To this end, the grant will provide for four programmatic
activities: student support, academic programs, customer service/partnerships,
and technology, in addition to the administrative and evaluation component.
The President’s Vision for
the University System of the District of Columbia is to continue to
provide an accessible, affordable, and quality education while serving
a broader array of district residents. We will nurture this premier
Community College, which has an open admissions policy, and will be
a major vehicle for workforce development. Our ultimate goal is
to have a footprint in each ward that will offer a gateway to a four-year
education.
Activity Description:
Bethune-Cookman University
President, Dr. Trudie Kibbe Reed’s, vision for this University is
to bring institutional identity to Bethune-Cookman University for the
21st Century, by becoming a top post-second institution in the region
and nation and continuing the legacy of founder Dr. Mary McLeod-Bethune,
by allowing students the opportunity to expand their knowledge and skills
through learning, research and service activities that are valued by
students, parents, and neighboring communities, and to maintain an accountability
system that measures institutional progress towards that mission.
During meetings held earlier this year, the President, in conjunction with faculty and staff, identified key opportunities and challenges which became Board-approved goals and priorities that have been included in the institution’s current long-range plans. They are:
Activity #1: Construction,
Maintenance, Renovation and Improvement in Classroom, Library, Laboratory,
and Other Instructional Facilities, Including Purchase or Rental of
Telecommunications Technology Equipment or Services—would: (1) provide
sufficient teaching and laboratory space as well as purchase equipment
and other state-of-the-art technology that would meet the criteria,
under the institutional Quality Enhancement Program, of each undergraduate
pursuing a degree in the STEM programs will be able to submit a research-based
thesis; (2) foster a nurturing learning environment through student
and faculty involvement in intramural research; and (3) increase the
number of minority scientists in the field of biomedical/behavioral
science research through infrastructure modification, equipment upgrade
and state-of-the-art technology.
Activity #2: Construction,
Maintenance, Renovation and Improvement in Classroom, Library, Laboratory,
and Other Instructional Facilities, Including Purchase or Rental of
Telecommunications Technology Equipment or Services—would renovate
this historic structure and upgrade technology to: improve the learning
environment by making it more technologically-advanced; integrate diverse
teaching methodologies for increased participation and inclusion in
the teaching/learning process; and better prepare students for careers
in their respective fields through additional laboratory space (that
is, for observation and computer use).
Activity Description:
Activity 1:
Construction, maintenance,
renovation and improvement in classroom, library, laboratory, and other
instructional facilities, including purchase or rental of telecommunications
technology equipment or services.
Police Substation Construction
In partnership with the City
of Jacksonville and the Jacksonville Sheriff’s Office with additional
funding coming from an anonymous donor, Edward Waters College will have
a police substation and educational facility built on its campus.
The first floor of the facility will be the new home for the EWC Criminal
Justice program. Criminal Justice is one of the most successful
programs on campus and this new space will give the program room to
expand. There are also plans for this facility to hours a forensics
lab, the first in northeast Florida. The second floor will house
a fully staffed police substation. The estimated cost of construction
is $3 Million and Edward Waters College will pay for 25% of these costs,
a percentage equal to the proportion of the total facility that will
be for Edward Waters College’s use.
Activity 2:
Construction, maintenance,
renovation and improvement in classroom, library, laboratory, and other
instructional facilities, including purchase or rental of telecommunications
technology equipment or services.
Technology
Edward Waters College proposes
to enhance and upgrade the technological resources in the classrooms
for both faculty and student use. Currently, 1/3 of the classrooms
are equipped with the Smart technology which allows faculty to engage
students using web based instructions and research presentations. However,
the goal is to have each classroom equipped with the level of Smart
technology necessary to facilitate interactive learning such as creating
in class tutorials and problem solving activities. This use would
include but not be limited to the use of student response systems such
as clickers widely used in 21st teaching century pedagogy.
Finally, in order to receive optimum benefit from these and other technological
resources, Edward Waters College will provide a series of professional
development workshops to faculty and interested staff on the best practices
and evolving uses of technology in the classroom.
Activity 3:
Establishing or enhancing a
program of teacher education designed to qualify students to teach in
a public elementary or secondary school in the State that shall include,
as part of the program, preparation for teacher certification.
This preparation will include
but not be limited to test preparation, building mastery in teaching
methodologies and preparation for teacher certification. Edward Waters
College has long had a program of Teacher Education as part of its academic
program offerings. However, this program is provisionally accredited
with the State of Florida and has no national accreditation. This
activity will be designed to strengthen the Teacher Education program
leading to full accreditation with the State
of Florida and the National Council for Accreditation of Teacher
Education (NCATE) by September 30, 2015. Further, this activity will
focus on increasing the student passing rate for the “Florida General
Knowledge Test, Florida Professional Test, and PRAXIS to 75 percent.
Activity Description:
College of Dental Medicine Feasibility Study and Needs Assessment
Florida A&M University
is uniquely positioned to establish a doctor of dental medicine (DMD)
to prepare dental practitioners who will address the substantial oral
health care needs throughout Florida’s rural and low-income communities.
The doctor of dental medicine degree program will complement FAMU’s
established professional and PhD programs in Pharmacy & Pharmaceutical
Sciences, Public Health, Allied Health, and Nursing. Several studies
have indicated a shortage of dental practitioners in rural and underserved
areas of Florida. Our primary goal is to conduct a feasibility
study and a needs assessment that will support the establishment of
an accredited College of Dental Medicine by the American Dental Association.
This study and needs assessment is a critical component of establishing
the College.
Innovative Academic Instruction for STEM Programs
This activity will begin in
year one as indicated above, and will focus immediately on advancing
teaching and learning environments for the (physical and natural) science,
technology, engineering and mathematics (STEM) disciplines. Additionally,
the activity will identify barriers to student success in completing
sciences majors from declaration to graduate and develop methods for
overcoming these barriers to ensure an increase of 50 percent of students
entering and completing sciences majors over the course of a three -year
period. During this five-year period, assessments, analysis and implementation
strategies will result in improved methodologies and pedagogy used in
instructional delivery in these disciplines.
Enhancing Technology
Congruent with the University’s
strategic plan, Enterprise Information Technology (EIT) initiatives
will focus on the development and integration of several enterprise
applications in iRattler to deliver an effective program of services
and applications to enhance and increase the university’s information
technology program. With a client/customer focus, these initiatives
will represent the University’s vision for information technology.
Specifically, several of these initiatives are the focus of this reporting
effort. The below innovative initiatives and solutions provide for the
continuous rollout of applications affecting human resources, student
services, and communications to include:
*Constituent Relationship Management
(CRM) - Implementing an advanced CRM program with the purposes of aiding
in building a knowledge base-based on self-service.
*Time & Effort Reporting
- this system application will be developed and designed to interface
with other existing enterprise systems and web-based applications in
iRattler.
*Enterprise Exchange 2010 - to enhance and improve communications and services, EIT will perform an upgrade to the University’s electronic messaging application (e-mail) system, Exchange.
*Data Migration - EIT’s technical
team will perform a detailed, large-scaled process of moving Campus
Solutions (Students) data from Legacy’s operating environment to iRattler’s
operating environment.
Enhancing Instructional Technology Resources
This project will further enhance the University’s learning environment, by expanding to 33 “smart classrooms” and providing other specialized scientific and laboratory equipment. This activity will increase the institution’s capacity to prepare students for careers in physical or natural sciences, mathematics, computer science, information technology, nursing, engineering, business, using hardware/software and training to enhance in-class and on-line teaching and learning. Additionally, upgrades of the video conferencing facility will add another remote site and increase the University’s capacity to stream video.
Activity Description:
Activity 1:
Information Technology Project
One of the University’s
strategic plan goals is: to integrate and maximize the use of technology.
To this end, this activity is designed to provide support for the upgrading
and/or replacement of technology equipment for faculty and staff as
needed.
Activity 2:
Accreditation Support Project
The objectives of this activity are to:
Activity 3:
Library Improvement Project
Despite the ever-increasing/widespread
use of computer labs on college and university campuses, the Nathan-Collier
Library at Florida Memorial University remains the center for knowledge
development for the majority of students. However, much of the
furniture and workstations are worn and/or in disrepair. Also,
the Library is in need of increased book volumes and special collections.
Activity 4:
Faculty Development Project
It is clear that our faculty, both professors and instructors, are facing changing roles and responsibilities that require them to engage in on-going professional growth activities. The objectives for this activity are to:
Activity 5:
Project Administration
Project administration involves
coordinating and encouraging the implementation of the authorized activities
so as to achieve the stated objectives. It includes the approval
of the expenditure of funds, the monitoring of time and effort of employees
and maintaining open lines of communication with the Office of Business
and Fiscal Affairs at the University and with the Program Officer in
the Department of Education. It also involves providing support
for presidential and/or Trustee review of operations from time to time.
Activity Description:
Albany State University –
a Historically Black Institution located in Southwest Georgia, is a
comprehensive, coeducational liberal arts institution which offers undergraduate
and graduate curricula that build on a strong liberal arts foundation.
A regional institution of higher learning, Albany State University is
one of thirty-five units of the University System of Georgia, and it
offers a range of academic programs encompassing the liberal arts, sciences
and some pre-professional programs. The
university serves a geographically large area consisting of 24 counties
in the southwestern part of the state of Georgia. The communities
can be mostly classified as rural, with Albany being the only designated
metropolitan statistical area. Many of the cities contain significant
economically and socially depressed populations, characterized by low
educational achievement levels, high unemployment rates, and high poverty
rates.
Albany State University continues to fulfill its role as a catalyst for change in the region, and through its teaching, research, creative expression and service, seeks to promote the growth and development of Southwest Georgia, the state and the nation. Reflecting its progressive Mission Statement, Albany State University proudly serves its historical role of improving the quality of African Americans, while focusing on the effective delivery of academic and research services to students from all backgrounds. The institution is accredited by the Southern Association of Colleges and Schools (SACS) and also holds special accreditation National Council for the Accreditation of Teacher Education; the Council on Social Work Accreditation; the American Academy of Forensic Sciences; the National League of Nursing Accrediting Commission; the National Association of Schools of Public Affairs and Administration; the Association of Collegiate Business School and Program (ACBSP); and the Association to Advance Collegiate Schools of Business (AACSB). The Department of Natural Sciences is currently completing the application for accreditation by the American Chemical Society.
Fall Semester 2009 the University
had a record enrollment of 4473 of which 90.4 percent were African Americans
with a majority of first-generation college students. The institution’s
first year retention rate is 76.84 percent (7th among
University System of Georgia (USG) schools) and graduation rate is 41.9
percent (8th among USG schools) While its focus
is clearly higher education, the University also understands the dynamics
of the education continuum and offers a variety of learning opportunities
for individuals from all backgrounds.
This proposal is guided by
the ASU 2006-2011 Strategic Plan of the University. The activities:
“Preparing Future Teachers through Hand-on Training,”
“Strengthening the Undergraduate Research Center,”
and “Writing. Realized.
Developing Writing Literacies in a Technological Age” and the
“Foreign Language Institute”
were developed to provide innovative educational experiences
that will prepare future teachers, enhance faculty and student research,
and improve the overall academic development of the students served.
[Goal 1: Strengthening the historic mission and role of the University
while proactively serving the diverse educational needs of the region
and state] Additionally, these activities enhance the development
students who are prepared to improve the quality of life of the regional,
State and nation through research and educational innovations. [Goal
2: Use the University’s intellectual resources to advance the educational,
economic, social, and cultural opportunities of the citizens of Southwest
Georgia].
The growth and ultimate survival
of the University depends on the recruiting, enrolling, retaining, and
graduating quality students. Thus the activities “Strengthening
Enrollment Services” and “Expanding Online Degree Programs”
were developed to build a stronger university. [Goal 3:
Build a Stronger community by increasing customer satisfaction, human
resource development and enhancing organizational capacity.].
Emphasis will be placed on recruiting students from two-year colleges
and expanding online degree programs and course offerings. Ultimately,
the goal is to increase enrollment, persistence and graduation rates.
The vision for Albany State
University is to be recognized as a preeminent institution of higher
education and this can only be realized through the implementation of
projects such as these described above.
Activity Description:
Strengthening and Enhancing Academic Quality through Innovation and Renovation
During the five year grant
cycle, Clark Atlanta University (CAU) will use the funds to support
activities to improve Academic Quality. Academic Quality is a
major focus area in the University’s Strategic Plan as well as the
Title III B legislation. Following is the University’s proposed
five-year project, including a brief summary of each activity and brief
description of how it will strengthen the University. CAU’s
Title III Program Administration Office will ensure the proper implementation
of the MFP in compliance with all Federal and University policies, procedures
and regulations.
Activity 1: Enhancing Academic Quality through Instructional Facilities Renovation and Improvement
The Office of Facilities and
Maintenance and the Office of the President will improve, restore, and
upgrade instructional facilities for Clark Atlanta University’s campus.
Facilities projects are considered critical in the implementation of
the CAU strategic plan in order to meet the current and future demands
of an expanding student body and to provide facilities that are safe,
secure, comfortable, and technologically equipped. Improvements
made will enhance student retention, academic quality, and institutional
effectiveness.
Activity 2: Enhancing a Program of Teacher Education
In order to enhance the programs of teacher education designed to qual
ify students to teach in public
schools (P-12), the activities shall be consistent with the placement of pre-service teachers in Title I schools t
hat partner with the School of Education. The certification of teachers in the School of Education requires field experiences and clinical practice to improve preparation (NCATE Standards 3 and 4). In addition, the teachers at the partnership schools are r
equired to increase their knowledge, skills and dispositions to support improved student performance. As a result, the unit needs the capacity to fund professional development for in-service teachers, counselors and administrators. The Unit seeks funding t
o increase
its capacity to promote
diversity in preparation and the placement of candidates. Special
attention will be given to the recruitment of Latino and Latina teachers,
and preparation programs for service to our nation's schools.
Activity 3: Academic Instruction in Disciplines in which Black Americans are Underrepresented: Business (AID BAUB)
This activity will establish
an Interdisciplinary Global Leadership Academy/3D Technology Initiative.
CAU’s Education Consortium will be able to leverage the intellectual
and physical resources of CAU, Atlanta’s university community, alumni,
government, service and community stakeholders in an effort to design
and implement a transformative educational agenda. The student learning
components in this Global Leadership Academy initiative include a Comprehensive
Community Needs Assessment that engages Business, Social Work, Education,
and Arts and Sciences students in primary and secondary research, analysis
and presentation. A 3D technology initiative supports the presentation
component of the Community Needs Assessment with hands-on training and
further extends student learning into the sphere of global entrepreneurship
with the production of educational electronic media content.
Activity 4:
Academic Instruction in Disciplines in which Black Americans are Underrepresented:
Other Disciplines to be determined (i.e., Mathematics, Computer science,
Language instruction, etc.)
Activity Description:
Under the Student Aid and Fiscal Responsibility Act (SAFRA), the Fort Valley State University
(FVSU) proposes to strengthen
the institution by enhancing construction maintenance and renovation
of classrooms and other instructional facilities—to include purchase
or rental of telecommunications technology equipment or services.
Classrooms and instructional
facilities to be enhanced by construction maintenance, renovation and
purchase or rental of telecommunications equipment include: (1) the
FVSU Studio and Art Gallery—as part of the Mass Communications Department
instructional space expansion in the College of Arts and Sciences (in
years 1 and 2); (2) the FVSU Radio and Television Station — also as
part of the Mass Communications Department instructional space expansion
in the College of Arts and Sciences (in years 1 and 2); (3) the FVSU
Public Service Center—as part of the university’s outreach initiative
and enhancement of its SAT and other college preparatory instructional
services (in years 1 through 5); and (4) other classroom instructional
facilities as deemed necessary by the institution (in year 3 through
5). The expected outcome of the five-year initiative is to sustain student
instructional space usage.
Many of Fort Valley State University’s
classroom and instructional facilities are in great need of maintenance
and renovation. Fort Valley State University has relied on the use of
Maintenance, Repair and Renovation (MRR) funds as allocated by the University
System of Georgia Board of Regents. However, due to mandated university
budget cuts of approximately 15 percent for two consecutive years FVSU’s
ability to maintain its physical plant has declined. With the institution’s
growing enrollment and reduced budget, it has become increasing challenging
to meet repair and renovation demands. Therefore, the university seeks
to implement a plan that will address its expanding needs.
Fort Valley State University
plans to carry out its enhancement of classroom and instructional facilities
within the context of four (4) objectives: (1) conducting a maintenance,
repair and renovation needs assessment plan; (2) securing cost estimates
or bids on maintenance, repair and renovation initiatives as per the
institution’s best practices for instructional facility improvements;
(3) implementing maintenance, repair and renovation of instructional
facilities based on best practices; and (4) evaluating effectiveness.
Implementation of the four objectives will be lead by the associate
vice president for Business and Finance —in consultation with the
director for Plant Operations and building supervisors. The Student
Aid and Fiscal Responsibility Act (SAFRA) will be evaluated as part
of Fort Valley State University’s current Title III, part-B project.
The current Title III project is evaluated twice per year—a formative
six-month review and summative end of the year review.
Developing a Doctorate Degree Program in Biotechnology
The proposed PhD in Biotechnology
graduate program will fulfill a unique role in higher education in Georgia
by providing educational opportunities for rural Georgians and others
who are currently underrepresented in graduate programs at other institutions
of higher learning. As far as the cost for running this program is concerned,
we already have very good research facilities in majority of biotechnology
specialization areas as well as a good pool of faculty resources. Additional/new
research facilities with several new faculty positions in needed areas
are in the process of being filled. There will still be need for additional
graduate faculty in some highly specialized biotechnology specialties.
The curriculum for the new PhD in Biotechnology degree program has been
designed for the students to complete specialization in one of the three
areas of study (Plant Biotechnology, Animal Biotechnology, and Applied
Biotechnology which will accommodate environmental/ occupational/industrial
aspects) within the broad area of biotechnology/biosciences. Students
will be required to complete a minimum of 64 semester hours in courses
designated to have course series numbers between 5000 and 7999, to satisfy
the requirements for the proposed PhD degree program. This activity
has one overall objective for the proposed graduate program. It is to
establish a PhD in Biotechnology graduate program at the Fort Valley
State University by 30 September 2011 and admit at least five students.
The second objective is to secure the necessary assistance with day-to-day
functions. The Student Aid and Fiscal Responsibility Act (SAFRA) will
be evaluated as part of Fort Valley State University’s current Title
III, Part B project.
Activity Description:
“The spirit de corps which
characterizes Morehouse is certainly not there because the
college has had adequate financial support:
It was a few able, dedicated teachers who made
the Morehouse man believe that he was
“somebody.’” Morehouse’s sixth president, Dr.
Benjamin E. May, shared this sentiment with the world in his autobiography,
Born to Rebel.
During this grant period, the
College seeks to provide its faculty with the necessary support to carry
out their duties of instilling knowledge and imparting wisdom to the
student body. The College seeks to provide this support by engaging
in three primary activities to achieve the following goals:
Instructional Facility Enhancements
Activity Goal: To strengthen
the College’s physical infrastructure to support instruction.
Deferred maintenance needs,
classroom renovations, and instructional support area enhancements will
be made.
Strengthening Academic Instruction and Student Learning
Activity Goals: To support
classroom instruction and an undergraduate research program through
the provision of instructional support materials and enhancements to
the technology infrastructure; to improve student persistence to degree.
Improved instruction and learning
through the usage of instructional support materials, co-curricular
programming activities, and
technology enhancements will be implemented.
Strengthening Graduate Placement
Activity Goal: To improve
graduate and professional school placement.
An office will be established to support and track student efforts in gaining admission into graduate programs.
Activity Description:
Abstract not available for
this project.
Activity Description:
Savannah State University’s
(SSU) Title III program has a long standing history of supplementing
the university’s ability to remain a competitive, viable institution.
Using the strategic plan as a guide, Title III office personnel, along
with the president’s administrative team, and senior administrators
have provided vital input into developing the five-year Comprehensive
Development Plan (CDP) for the HBCU/SAFRA Program.
With the additional funds from
the HBCU/SAFRA Program, SSU proposes to fund activities that are in
line with the strategic planning process and current strategic plan
that defines institutional priorities in accordance with the university’s
mission and the strategic direction and guiding principles established
by the University System of Georgia Board of Regents.
In keeping with the legislative
intent and goals of the Title III program (SAFRA), SSU will utilize
its Title III funding to address Improving Academic Quality and Institutional
Capacity Building.
Improving Academic Quality
will include developing academic programs, developing curriculum, acquiring
teaching or research laboratory equipment, and purchasing technology
equipment to improve the classroom setting for instructional delivery
of course materials to students.
The two activities that will
support this initiative are: (1) Development of a Streaming Video Laboratory
for Distance Education; an activity designed to develop a laboratory
capable of streaming on-line lectures via the world wide Web to promote
on-campus and distance learning students education. (2) Mass Communications:
Student Media Center & Learning Laboratories; an activity designed
to set the platform and build the infrastructure of a student media
center that will be capable of programming, multimedia integration,
outreach, and sales. Both of these activities address the efforts of
SSU’s strategic long-term goal (#3) of recruitment, retention, and
progression.
Institutional Capacity Building
will include upgrades and renovations to academic facilities, classrooms,
teaching labs, and student labs.
The following activity will
address the Institutional Capacity Building goals of Savannah State
University: Enhance Instructional Facilities through Renovations &
Repairs.
Finally, the Program Administration
activity will ensure effective and efficient administration of the Title
III B (SAFRA) Program’s goals and objectives. There will be a holistic
focus on the Savannah State University Comprehensive Development Plan
and its long-range goals and objectives that will make a positive impact
that will last well beyond the funding period of this grant.
Activity Description:
The proposed activities described
in this Comprehensive Development Plan are consistent with and extend
the activities described in Spelman College’s Title III, Part B Comprehensive
Development Plan and the College’s Strategic Plan for 2015 “Strengthening
The Core.”
Activity 1: Enhancing Academic Programs: International/Global Research Experiences
This activity will provide
STEM students with international research opportunities in conjunction
with a structured mentoring experience throughout the entire process.
Students in STEM face many barriers to traveling abroad during their
undergraduate careers and this activity seeks to directly remove these
barriers. Students will participate in research activities at international
sites during the academic year or summer and will be mentored by Spelman
faculty as well as international faculty sponsors. All students will
participate in a language and cultural orientation prior to their international
experience. This orientation will prepare students for their study abroad
research experiences through a series of cross cultural orientation
workshops. Each workshop will extend one week and is specific to the
particular study abroad site. The Program Manager will coordinate all
activity functions and will work with the Language and Cultural Orientation
Coordinator to implement the workshops. This activity will address other
activities as stated in the legislative allowable activities. Specifically
this activity will increase Spelman’s capacity to prepare students
for careers in the physical or natural sciences, mathematics, computer
science, and engineering. It will also provide global research experiences
for students; thereby helping them to become highly competitive candidates
for STEM careers and graduate study.
Activity 2: Strengthening Academic Programs in Science, Technology, Engineering and Mathematics (STEM)
The purpose of this activity
is to offer a high quality educational experience, providing opportunities
for excellence in STEM learning through the increased use of state of
the art laboratory equipment. Spelman College will purchase state of
the art scientific and laboratory equipment as well as instructional
technology for STEM laboratories and classrooms. In addition the College
will enhance and maintain the Core Laboratory, a shared-use research
facility for faculty in the biological, chemical and environmental sciences.
These infrastructure upgrades will impact each of our STEM disciplines.
The College will also provide competitive faculty start up packages
for newly hired faculty in STEM disciplines. The overall impact of this
activity will be to increase the number of students who are better prepared
for graduate school and careers in the STEM disciplines.
The proposed activities will further strengthen and advance Spelman College’s position as one of the top liberal arts institutions educating African American women in STEM. Four foundational priorities of the College’s Strategic Plan for 2015 are reflected in these activities: (1) Global Engagement; (2) Strengthening the Academic Core; (3) Strengthening the Campus Infrastructure for Learning; and (4) Increasing Opportunities for Undergraduate Research and Career Related Internships.
Activity Description:
Innovation and Effectiveness in Information Technology
A primary objective of this
activity is to complete the migration to client server migration. The
completion of this migration will culminate in the complete conversion
of the University’s Enterprise System, the technological backbone
of the University’s administrative infrastructure. Another purpose
of this activity is to provide critical technological updates to University
instructional facilities and to improve the campus network infrastructure.
These technological initiatives will continue the upgrade of technological
equipment throughout the campus, finalize the implementation of a complete
digital campus, and ultimately produce greater efficiency in the overall
management of the University.
Activity Description:
Dillard University, a private,
historically black college/university (HBCU) located in New Orleans,
Louisiana, has long been a cornerstone of educational excellence and
a critical part of the New Orleans community. Dillard’s historical
origin dates back to 1869 when the lawyers who defended Africans from
the slave ship Amistad founded what was to become Dillard University.
In 1930, the American Missionary Association of the Congregational Church
and the Freedmen’s Aid Society of the Methodist Episcopal Church established
schools that were joined to form Dillard. Dillard has always made the
commitment to producing African American men and women dedicated to
public service throughout the world.
Dillard University's mission
is to produce graduates who excel, become world leaders, are broadly
educated, culturally aware, and concerned with improving the human condition.
Through a highly personalized and learning-centered approach Dillard's
students are able to meet the competitive demands of a diverse, global
and technologically advanced society.
As Dillard approaches fall
2010, with the opening of the new Professional Science Building and
the new state of the art Student Union and Community Health Facility,
there is an excitement on the horizon. There are many opportunities
formulating and Title III SAFRA funding is essential in this season
of “opportunity.” Dillard is proposing to meet the continuous demands
through the creation of four new activities. They will all assist in
moving the University forward.
Advancing Technology for Education Research and Administration
In recent years, Dillard University
has progressed and advanced in its application of technology in both
teaching and learning. Technology has been at the forefront, in improving
education for students, ensuring that faculty and administration are
more productive, and bringing the latest and best technology to campus.
Achieving this objective will depend upon a new Title III activity,
“Advancing Technology for Education Research and Administration,”
(ERA). Through Advancing Technology for (ERA) several goals outlined
in this activity are in the areas of purchasing the latest hardware
and software technology, the purchase of new servers to bring more access
to Students, Faculty, Staff and Administration, and to support maintenance
and upgrades in the IT Infrastructure.
Center for Student Health and Engagement
Dillard University Student
Success / Student Affairs plans to focus on student development and
Health and Wellness as two of the key areas to improve student success
as a part of the institution’s strategic initiative. The team will
assess and recommend enhancements for special programs that allow students
the opportunity to participate in Cultural enrichment including Health
and Wellness programs offered on campus. This program will assist students
in cultivating relationships which will lead to a healthy lifestyle.
(Student Integration Model to Success).
Dillard defines student success
as an appropriate match between a student and the university. It is
incumbent upon the entire university community to provide the resources
necessary to the student from matriculation to become an asset to our
society. It also means fostering a pride and respect from the experiences
obtained at the institution, that students can, and will positively
promote and encourage others to want to be a part of the Dillard University
family. Student success will be defined through increased retention,
graduation, and placement rates which would add to increased overall
enrollment. Dillard University strives to improve the quality of student
life and learning through the development and implementation of specific
institutional strategies for improvement, modification, and creation
of programs, services and facilities for student success.
The Dillard University Student
Affairs team will accomplished this through the Center for Student Health
and Engagement using the Student Integration Model to Success. This
model focuses on collegiate academic preparation, and retention. The
overall mission is to accomplish and create an environment where all
Dillard administrators, faculty, staff and students embrace the notion
that “Student Success is Everybody's Business.”
Advancing Exemplary Studies
The Department of International
Students and Study Abroad Program
plans to develop and reinvigorate its newly established Intensive English
Language and Study Abroad Programs in the Fall of 2011.Through the Intensive
English Language program, international students with limited English
proficiency will have an opportunity to develop and strengthen their
English language skills and acquire an understanding of the various
cultural phenomena associated with US and African American customs.
The department will partner with the Office of Institutional Effectiveness
and Assessment to ensure that all previously established learning outcomes
have been met and to facilitate the general success of the program.
As well, in developing a growth
plan for a high quality Study Abroad Program at Dillard University,
the department infused several models associated with best practices
for national and international forms of study. The incorporation of
the most cost effective models is also essential to the transformation
of this program. As such, the department will provide students with
an opportunity to engage in consortia, faculty-led, third party, and
exchange programs of study. In addition to this, the study abroad sector
will partner with the Exemplary Studies Program to provide students
with an eye-opening international experience where each year, they will
take part in Dillard University courses that will allow them to travel
to new and exciting locations outside the United States all travel will
be funded through the University. Through these experiences students
will gain new in-site into how they are viewed by other countries and
a globalized
The Office of Institutional
Effectiveness and Assessment
will provide its assistance as the program identifies and assesses its
stated student learning outcomes (SLO’s). Given the program’s emphasis
on enhancing their reading, writing, listening, speaking and cultural
awareness skills, the assessments should occur at the course, program
and institutional levels.
Public Policy Center
Dillard University under the
leadership of its President and Executive Cabinet continues to strive
to address and identify Public Policy initiatives. Toward this end,
Dillard is seeking approval to create a Public Policy Center. This center
will hire a full-time Senior Public Policy Fellow. This individual will
be responsible for generating funding support and having a significant
portfolio in Public Policy. This Senior Fellow will work with the Cabinet
and faculty to identify and address the critical issues through research
and securing external support for the University regarding the Gulf
Coast Region. With recent events like Hurricane Katrina and the BP Oil
Spill, this initiative can well serve the University as well as this
region.
Activity Description:
Activity 1: Improving the University’s Academic Climate through Renovation and Construction Initiatives
Grambling State University
is engaged in a process to improve the academic climate of the University
through an extensive analysis of the academic facilities and infrastructure
to determine the steps that must be taken to bring the academic learning
environment up to par. Given the demands of a digital society, many
of the University’s facilities in which academic programming are implemented
will not accommodate the new technology. The University’s attempt
to engage students in these learning communities have been thwarted
due to the deteriorating facility conditions in these learning centers
that have precluded the use of technology. Furthermore, climate conditions
within these academic facilities reduce students’ ability to focus
on the core academic principles being taught at the University. In addition
to the conditions of key academic buildings, the failure of the University
sidewalks and roadways create a hazardous environment for students.
With the help of Title III funds, the University Facilities unit will
undertake a strategic approach to the renovation/ redesign of several
key facilities and infrastructure on campus. This project includes a
phased approach to upgrade some classrooms, HVAC systems and sidewalks/roadways
as well as other existing space.
In order to ensure that a blueprint
for completing the projects listed herein is developed and implemented,
a primary focus of this activity will be to align the requested projects
with the Grambling State University Master Plan to create a student-centered
campus where people are the predominant priority. Presently, the centerpiece
or top priority of this project is the renovation of the A.C Lewis Memorial
Library, School of Nursing Building, Criminal Justice Building, campus
sidewalks/streets and Carver Hall. Other projects will follow in the
order as identified by the University.
Activity 2: Strengthening the Quality Enhancement Plan
Grambling State University’s
(GSU) Quality Enhancement Plan (QEP) stems from one of the university’s
biggest challenges – the need to improve mathematical knowledge and
skills. An analysis of data clearly indicated that the weakest link
in student learning at GSU is a poor mathematical foundation. Therefore,
GSU has chosen to focus on improving mathematics instruction by adopting
novel curricular, instructional, and assessment strategies in selected
general education courses. Throughout the development process, team
members sought input from faculty and students and promoted understanding
of the QEP’s long term impact on student learning. The purpose of
GSU’s QEP is to improve the mathematical skills and knowledge of all
students irrespective of their majors; therefore, it targets the entire
student population. This purpose will be achieved through one objective:
Upon review of the literature
coupled with the experiences gained from successful programs at GSU,
the QEP Team has identified a number of strategies for implementation.
Activities that help in building a firm foundation for the implementation
of the QEP include but are not limited to; curricular changes, continuous
monitoring of student progress, peer tutoring, and reduction of class
size. New pedagogical methods include an interdisciplinary approach
to teaching mathematics, use of technology including the establishment
of a mathematics computer laboratory and Smart classrooms, mathematics
through writing, and process-oriented guided-inquiry learning. The topic
selected for the QEP is in consonance with institution’s needs, mission,
goals, Academic Master Plan and Five Year Strategic Plan. The QEP will
support the university in achieving its goal to produce graduates who
possess excellent numeracy (quantitative reasoning), critical thinking
(analytical thinking and problem solving), and oral and written communication
skills. Both formative and summative assessments will be done, using
multiple instruments, for continuous monitoring. Both quantitative and
qualitative data will be collected. In 2010-11 preparations will be
made for implementation of the QEP including faculty development. Courses
and teaching methods included in the QEP will be implemented in phases.
An Advisory Board will perform the overall evaluation and relate it
to institutional effectiveness. The QEP will generate measurable improvement
in students’ understanding of mathematical concepts and in their abilities
to solve real world problems. Many experts believe that improving mathematical
knowledge and skills is directly related to the enhancement of student
learning, critical thinking, and the ability to solve word problems.
Research findings have established a positive relationship between taking
mathematics courses and critical thinking. Quantitative literacy seeks
to increase the ability of students to think logically and subsequently
become better informed citizens and employees.
Activity 3: Strengthening Library Acquisitions to Enhance Technological Resources
The purpose of this proposal is to strengthen the acquisitions in the library to meet the Standards for Libraries in Higher Education of the Association of Colleges and Research Libraries (ACRL).
The library building is an
older facility and does not have the necessary ADA compliant mechanisms
for users. This project will enable the library to replace the entrance
doors of the building with new double wide electronic doors that will
allow the public to easily enter the building, as well as meet the ADA
requirements. This proposal will also provide the library with a new
circulation desk to replace the old and outdated one that came with
the building when it was built in 1962. The current desk does accommodate
users with physical challenges. This proposal will also enable the library
to acquire new books, e-books, periodicals, and media resources to support
student and faculty research, as well as meet accreditation requirements.
Finally, this proposal will
enable the library to purchase computers that facilitate the use of
the latest technology and provide an up-to-date learning environment
for faculty, staff, and students. The computers will support electronic
research in both collaborative and individual settings. The supplies
requested will sustain the daily operation of the library in its support
of students and faculty research.
Activity 4: Enhancement of Academic Success in the College of Business
The College of Business proposes
to create an Academic Success Program (ASP) that would be designed to
increase the retention rate by 30 percent over five years of students
majoring in one of five business disciplines. The ASP would be a supplement
to the University retention program and would serve as “feeder”
to increase the number of students that would take advantage of the
University retention efforts. Student success or the lack thereof often
occurs because students who need retention services are not identified.
The College of Business’ ASP will identify business students who are
considered to be “risk students.” Therefore, a major contribution
of the ASP is at-risk student identification and early and immediate
intervention. Immediate intervention efforts would include using computer
technology designed to not only identify and track at-risk students
but also having mentors provide constantly monitoring student progress
and by providing Web-configured, redundant, robust social network and
by using appropriate intervention tools for academic success. The College
of Business faculty and staff, community business mentors, and student
mentors will coordinate intervention efforts, conduct mentoring sessions,
offer seminars, provide tutoring and computer simulated training, track
progress, and provide feedback to all stakeholders from the time students
enter the College of Business program through their matriculation by
providing tracking data until the student graduates, is employed and/or
goes to graduate school. Once a student is enrolled, he or she will
receive the required specialized instruction, progress and performance
tracking, pre- and post-assessment analysis, and peer mentoring. This
project will not only assist in improving graduation rates, but it will
also attract new students to the GSU College of Business through the
prospective students’ recognition that resources are available to
assist them in achieving their goal of obtaining a business degree.
Activity Description:
Activity 1: Virtual Campus Initiative
The University envisions a
Virtual Campus which puts students in touch with their studies anytime,
anywhere as they gain real-world knowledge and skills and build real-world
credentials in their field of study. The online initiative proposal
comes at a key moment in which Universities across Louisiana are wrestling
with how best to adapt to reduced state support over the long term.
SUSLA Administration hope the online plan will provide broader access
for students and ultimately expand revenue at the same time. Building
a collection of online classes could help alleviate bottlenecks and
speed up students' paths to graduation. The initial plan will start
with a relatively modest experiment that aims to create online versions
of high-demand lower-level "gateway courses" which include
such staples as Developmental Mathematics and English. Students who
are unable to attend four-year institutions due to lower test scores
can take these courses and eventually gain admissions. A cross-enrollment
process between Southern University System campuses in Baton Rouge and
New Orleans is in the making to facilitate smooth transition of students
between the sister campuses. Support the University mission through
excellence in design, development, and application of information technology
for the University community.
Activity 2: Strengthening University Library Resources
The University Library seeks
to support student independent study and research skills of SUSLA students
through the acquisition of books, periodicals, research databases and
other tangible properties needed to strengthen its collections which
support all disciplines and degree programs. Comprehensive services
will be afforded to students matriculating at the Metro campus and in
learning laboratories. Primarily, these resources will enable students
to locate up-to-date information needed for research and completing
their degree programs as well as any general informational needs in
an effort to promote information literacy.
Activity 3: QEP-Jaguar Pride - Ensuring Student Success through Structured Advisement
The SACS Quality Enhancement
Plan (QEP) will be facilitated through The Student Success Center. The
Center will serve as a one-stop for academic and supportive services
with a primary focus on the first-year experience. Services afforded
to students through the Student Success Center are: Academic Advisement;
Retention Services; Peer Advisement; and Career Services.
For the purpose of decreasing
the time to degree for SUSLA students, the Center will spearhead three
(3) strategic initiatives: (1) a comprehensive orientation program,
specifically consisting of an expanded day and half general orientation
and a mandatory two credit hour redesigned college success course; (2)
an academic advising program that using the intrusive advising approach
to assist the student in fully implementing the success techniques learned
in the college success course; and (3) faculty/staff Southern professional
development program designed to support the implementation of the success
strategies throughout the campus.
Activity 4: Enhancing Campus Infrastructure
The Enhancing Campus Infrastructure is to construct environments conducive to learning across the Southern University at Shreveport campus, with specific focus on satellite campuses (Aerospace Technology Center and Metro Center). These environments will be created through the standardization of instructional technology available in all learning spaces, acquisition of special purpose equipment for use in conjunction with technology, replacement of classroom furnishings as well as renovations/repairs and preventive maintenance. The university will also invest in the replacement of HVAC systems at the Metro Center, Fine Arts Building and Louis C. Collier Science Building. Further improvements will be made as a result of a Campus Master Plan/Space Needs Analysis.
Emergency preparedness infrastructure
upgrades are vital to the University's efforts to provide a safe learning
environment for faculty, staff and students. The University will make
use of funding to support technology upgrades inclusive of a campus-wide
emergency notification system, completion of surveillance camera system,
a telephone call-box system, and communication equipment upgrades. A
documented need for increased preparedness is due to increase in student
enrollment, faculty and staff additions, new student housing and overall
campus growth.
Activity 5: Administration and Implementation
The primary goal of this activity
is to use Title III funds awarded to advance the University’s progress
toward effectively and efficiently achieving its goals within the Southern
University at Shreveport - parameters and intent of the Title III legislation.
The Administration and Implementation activity will include appropriate
staffing to successfully meet this goal including associated objectives
and tasks. The overall objectives of this activity are: (1) Ensure
each activity is designed to further the goals and/or objectives of
Southern University at Shreveport as well as those of the Southern University
System; (2) Ensure Title III expenditures meet or exceed the requirements
and regulations of the University, SU System, state and federal government;
(3) Monitor and evaluate the progress of each activity making adjustments
as necessary; (4) Serve as the liaison between the University and U.S.
Department of Education.
Activity Description:
Department of Chemistry Smart Classroom- Academic Quality
The Chemistry Department continues
to make strides towards its mission of providing the students with a
quality education in chemistry. Funding for this project will facilitate
the renovation of an outdated laboratory to accommodate the installation
of a recently acquired Transmission Electron Microscope (TEM). This
activity is designed to accomplish the establishment of special environmental
conditions that are needed for a TEM facility. Ultimately, the establishment
of the proposed TEM facility in the Department of Chemistry at SUBR,
will pioneer specialized training of undergraduates in an institution
that primarily serves under-represented minorities.
Department of Computer Sciences Smart Classroom-Academic Quality
The Computer Science Department
focus is to enhance its use of technology by developing a smart (high-tech)
classroom which will be effective in enhancing student access, learning,
and training in the use of technology. Their activity is to enhance
faculty teaching methods and the learning of students in the department.
The goal of the activity is to enhance faculty teaching methods and
the learning of students by creating technological environments that
represent best practices in the computer science discipline. The objective
is to establish smart classrooms and scientific laboratories.
The Chancellor’s Lecture Series- Academic Quality
The Chancellor’s Lecture
Series will offer opportunities for students, faculty and the community
to expand their horizons. Exposure to individuals who have achieved
success in their chosen fields of endeavor will inspire students to
see opportunities to achieve as these highly educated lecturers have
done. The use of places such as the “lecturer hall” other than the
classroom for teaching and learning can cause teaching and learning
to transcend artificial boundaries; thus, CLS will emphasize the fact
that education extends beyond the classroom. The goal of the activity
is to create an environment that encourages student engagement in the
learning process. The objective of the activity is to enhance an on-going
lecture series.
Institutionalizing and Sustaining Strategic Assessment Management (ISSAM)-Academic Quality
This activity is designed to
create greater curricular coherence, the ability to evaluate student
performance against internal and external standards, easily retrievable
and reviewable documentation of student learning and methods used to
assess it. The goal of this activity is to institutionalize a data-driven
approach to the continuous improvement of instruction and attainment
of student learning outcomes. The objectives are to: (1) enhance a
web-based learning outcomes assessment management system; (2) provide
professional development activities; (3) establish and support institution-wide
faculty learning communities; and (4) pilot a model for obtaining assessments
of student learning and the relevance of their preparation at critical
points.
Facilities Planning Enhancement- Institutional Management
This is the first of a five-year
program involving planning and/or renovation of campus facilities with
emphasis in upgrading ADA Accommodations to comply with Federal/State
regulations. Changes would include accessible path to buildings, ramps,
automatic doors including interior ramp to newly renovated areas. This
project is an on-going effort by the University to provide students
with disabilities, accommodations to Learning Plazas, complement ramps,
entrances/exits to access classroom buildings, for students meetings
and gathering indoor/outdoor spaces and administrative areas vital for
student matriculation.
Department of Music Technology Laboratory
This activity is designed to
enhance courses in which music technology is integrated with instruction.
The Yamaha LC2 Plus System music lab technology will create opportunities
for teacher-student interaction. The System will create a private atmosphere
for learning, allowing each student to concentrate on his/her own instrument,
free from outside interruptions and distractions. Beginner and experienced
musicians can be grouped in the same classroom with the beginning students
not feeling intimidated because of their performance level. It will
also enable individual interaction between faculty and student, giving
them a chance to listen and respond to each student’s progress personally.
The Yamaha LC2 Plus system will allow instructors to individually instruct
up to 48 students during any given class.
Program Administration
Program Administration is responsible
for the efficient and effective management of the HBCU Title III Grants.
Accordingly emphasis will be placed in meeting all U. S. Department
of Education policies and grant terms so that the project operates in
total compliance with grant and fiscal regulations.
Activity Description:
Southern Association of Colleges
and Schools, Commission on Colleges (SACS-COC) defines a Quality Enhancement
Plan (QEP) as “a carefully designed course of action that addresses
a well-defined and focused topic or issue related to enhancing student
learning,” hence, student learning is central to any QEP. As Southern
University at New Orleans (SUNO) closes in on the 2011 reaffirmation
of accreditation by the SACS-COC, the University has chosen a topic,
E-Focused! Enhancing Student Learning in Online Courses by Improving
Institutional Readiness, which focuses on the intersection of student
learning, technology and institutional readiness in the post-Katrina
environment.
The QEP for SUNO will enhance
online learning for students early in the freshman and sophomore years.
The rationale for this choice is that SUNO adopted E-learning in January
2006 as a strategy to provide uninterrupted access to courses for displaced
students and faculty following Hurricane Katrina. SUNO’s QEP specifically
promises a well-planned institutional preparedness for any such future
calamities, while at the same time focusing on improving online instructional
and learning experiences of students, faculty, and staff. In addition,
a QEP focused on student learning will guarantee SUNO’s reaffirmation
by SACS-COC in 2011. SUNO’s Mission is to create and maintain an environment
conducive to learning and growth, to promote the upward mobility of
all people by preparing them to enter into new as well as traditional
careers, and to equip them to function optimally in the mainstream of
the American Society. E-Learning improvement will help the University
to move forward with its mission of providing higher education to students
from diverse backgrounds while preparing them to meet the current needs
of a skilled and trained workforce.
Alignment of the QEP goals with SUNO’s Strategic Plan Goals is detailed below:
The QEP will accomplish three
major goals: (1) Enhance the performance of second semester first year
freshmen in online general education courses. (This goal is aligned
with SUNO’s Strategic Goals 1 and 4 to increase opportunities for
student access and success and to establish uniqueness and competitive
advantages in the higher education arena); (2) Enhance the online instructional
skills of faculty and staff through regular training and assessments.
(This second goal is aligned with SUNO’s Strategic Goals 2 and 3 to
ensure academic and operational quality and accountability and to enhance
academics, research and services to best support the university, state,
national, and global communities; (3) Improve institutional readiness
for online teaching and learning. (This last QEP goal is aligned with
SUNO’s Strategic Goal 5 to enhance major infrastructure and resources).
The QEP implementation will take five years during which annual funding proposals will be submitted.
Activity Description:
Abstract not available for
this project.
Activity Description:
More than a year ago, Bowie
State University began a structured multi-year process to evolve into
an institution of excellence. One of the strategies chosen by
the University to achieve this goal is to close the “Achievement Gap”
that exists between the students in the University System of Maryland
and the students who attend Bowie, especially the African-American students.
The majority of the SAFRA funds will be used to directly support learning
and teaching. The enclosed activities are designed to enhance
the teaching and learning process, campus-wide. The First and
Second Year Experience is designed to help each student successfully
meet the challenges that are faced when he/she transitions from high
school to college. The upper division students will receive a
research enhanced curriculum. The remaining funds will be used
to enhance the learning and teaching climate and environment.
Activity Description:
Consistent with previous Title III programs, the mandated funds activities for the 2011 fiscal year will continue to support, strengthen and work toward the achievement of the Coppin State University Mission. The following five priorities are consistent with the University’s mission statement and the expenditure priorities included in the University’s Comprehensive Development Plan:
Security Infrastructure;
The Activities included in
the Mandated Funds/SAFRA program are as follows:
Activity 1
– Black Male/Female Retention and Graduation Initiative(BMFRG)
extracts major protocols from national McNair efforts, introducing McNair
academic systems to students who are part of a graduation cohort, that
is, having entered Coppin as a first-time, full-time student in a fall
semester. A previous pilot effort completed by the Honors College using
McNair student academic development strategies hints at the potential
success of this approach. In that three-year pilot, 90 percent of the
program participants completed their degrees within 3½ years.
BMFRG will engage eligible
low-income, first-generation students in activities that encourage continuous
enrollment through graduation. This initiative will challenge student
participants to complete at least a master’s degree before entering
the workforce. From the sophomore to the senior year, up to 80 Research
Assistants annually will be engrossed in activities requiring a focus
on undergraduate degree completion at Coppin and on immediately entering
a graduate or professional school of choice. Over a five-semester period,
all participating students, designated as
Activity 2 - Virtual Hospital for Clinical Simulation in Nursing
Equipment will be used to provide
hands on experience of actual patient’s medical scenarios for nursing
students to practice and horn their skills. They will have access to
monitors and wireless human simulators that talk, breathe, and have
audible heart and lung sounds, a simulated pulse and cardiac rhythms.
These simulators can be injected and incubated, simulating a real-work
environment.
Activity 3 – Strengthening Coppin Cyber Security Infrastructure
This project involves using
Network Access Control (NAC) as an approach to computer network security
that attempts to unify endpoint security technology such as antivirus,
host intrusion prevention, and vulnerability assessment, user or system
authentication and network security enforcement. NAC might integrate
the automatic remediation process fixing non-compliant nodes before
allowing access into the network systems, allowing the network infrastructure
such as routers, switches and firewalls to work together with back office
servers and end user computing equipment to ensure the information system
is operating securely before interoperability is allowed.
Activity 4 – Emergency Preparedness/Disaster Recovery Hot Site
This project involves deploying
electronic data storage, servers, and data communication equipment at
Salisbury University. Those systems will host a replica of Coppin’s
mission critical applications such as EagleLinks, Web Site and email
system as well as live data that is updated on a nightly basis. In case
of a disaster those systems will be accessed remotely to continue Coppin’s
day to day faculty, staff, general administration and students business.
Activity 5 – Equipment for the Enhancement of the Science Program
This activity involves acquisition
of major pieces of equipment to be used to enhance both the instructional
and research activities that will lead to more graduates in the fields
of Chemistry Biology and Physics. Also the equipment would make the
chemistry program eligible for consideration for accreditation and certification
by the American Chemical Society. It is believed that since Coppin State
University is located in the Biotechnology corridor that forming partnerships
with sister institutions will give more African American students opportunities
this career field.
Activity 6 – Geospatial Technologies
The proposed activity would
re-energize the Department of Geography and Geospatial Technologies.
From dashboard GPS units, to Google maps with satellite photographs,
to the Geographic Information systems used by city, state and national
agencies, geospatial technologies are spreading rapidly. Indeed, U.S.
Department of Labor statistics show that career opportunities in Geospatial
technology industries are growing even faster than those in the rapidly
growing field of biotechnology.
Activity 7 – A Collaborative Program Between Library, Natural Sciences & Information Technology
This Activity will support
the efforts to improve academic achievement in the Nature Sciences.
The library will develop a new computer lab which will be including
technological modes of information for student enrolled in Natural Sciences
courses. The specialized software and online teaching systems which
includes automated tutorial assignments will enable students to study
at their own pace.
Activity 8 – STEM Virtual Lab
This project will allow Coppin
State University to provide virtual information technology lab environment
to strengthen the STEM curriculum. This is a very innovative, cost effective
way to deploy a virtual information technology lab environment to any
platform in any location through the network or Internet, while still
having full control over those virtual environments. Such an environment
will enable our students to have access to expensive software, without
having to buy it, over the Internet from their personal computer’s
or laptops. This will also open the horizon for developing on line courses
for several Computer Science, Information Systems, Management Science
and Natural Sciences that are not currently possible.
Activity Description:
This application is submitted
to the U.S. Department of Education for funding under the Title III
HBCU SAFRA Program. Morgan State University, a four-year comprehensive
public institution is currently receiving funds through the Title III
Program. The Institution is located in Baltimore, Maryland and has provided
higher education experiences to students over the past 140 years. The
institution provides an array of program offerings at the bachelors,
masters, and doctorate levels. Currently, there are more than 7,000
students enrolled at the institution in the various programs.
This request includes six major areas which are determined to be areas needing strengthening at the institution. To do so, will assist the institution in fulfilling the SAFRA goal of providing educational experiences to minority students in areas where they are currently underrepresented. The areas for which funding are requested are: (1) To Develop and Strengthen the Academic and Clinical Program of the
Bachelor of Science in Nursing
(BSN) and Graduate (MSN and PhD) Programs in Nursing; (2) Building,
Supporting, and Maintaining Morgan Online – Accessible, Flexible and
Interconnected Strategies for Excellence in Education; (3) Building
Research Capacity and Achieving Academic Excellence in the School of
Architecture and Planning;(4) Developing a Program of Information Literacy
(DPIL) at Morgan State University; (5)Enhancement of a Curriculum-Based
Honors Program; and (6) The Development of a New School of Social Work.
The Office of Title III SAFRA Administration will be established in the current Office of Title III, under the direction of Dr. James H. Haynes. Dr. Haynes administers the HBCU and the HBGI Programs under
Title III. Activities funded under the SAFRA Program will be required to adhere to the guidelines currently established under the Title III Program. These guidelines are outlined in the Title III Policies and Procedural Manual. Some of the key components that are required are:
The Title III Office is currently
located in the Montebello Complex. It is housed in the Division of Academic
Affairs and the Department of Sponsored Programs. The Title III Coordinator
reports to the Assistant Vice President for Sponsored Programs who,
in turn, reports to the Provost and Vice President for Academic Affairs,
who reports to the President.
The Title III Office will initiate
an external evaluation of all activities funded under the SAFRA program.
An evaluator will be hired to assess progress at midterm and at the
end of the year for those activities funded under the Title III SAFRA
grant. The evaluator will deliver to the Title III Coordinator a written
report of progress that will be shared with the respective activity
directors.
Activity Description:
The University of Maryland
Eastern Shore’s (UMES) Project Plan for the Student Aid and Fiscal
Responsibility Act (SAFRA) under the Title III, Part B Historically
Black Colleges and Universities Program is designed to assist the institution
in achieving its goals and objectives by enhancing academic programs
that are consistent with the institution’s priorities and comprehensive
plan to increase the institution’s capacity to prepare students in
careers that Black Americans are underrepresented and provide opportunities
for students to increase their marketability in information technology
and language instruction in the less-commonly taught languages or international
affairs. The proposed activities which are designed to address these
priorities are: Developing a 4-Year Engineering Program; Developing
an Entry-Level Pharmacy Degree Program; Enhancing the Foreign Language
Instructional Center Capabilities; and Developing a Microsoft Center
for Student Technology Competency and Certification.
The 4-Year Engineering Program
is designed to establish an independent undergraduate program in Engineering
at UMES. The Entry-Level Pharmacy Degree Program
is designed to prepare future pharmacists for provision of pharmaceutical
care for disease prevention and heal promotion in the rural Eastern
Shore Community. Students will take undergraduate level courses to meet
the prerequisites for pharmacy practice courses. UMES will offer the
Doctor of Pharmacy (Pharm.D.) degree as the entry professional degree.
In addition, this program will assist in addressing a shortage of licensed
pharmacists in the State of Maryland. The Foreign Language Instructional
Center Capabilities is designed to train students and faculty, K-12
students and teachers, government officials, and private sector employees
in foreign languages listed by the U.S. State Department, as critical
to U.S. National Security. This activity will enhance UMES’ foreign
language instructional technical capacity to offer and provide opportunities
for students to seamlessly learn and acquire critical foreign languages,
earn college level credit to meet their academic requirements, and be
globally competent upon graduation. By making these languages available
to students, they will have a wider range of job opportunities available
to them and be more competitive as they enter the global market. This
initiative will help to achieve UMES’ Strategic imperative of internationalizing
the curriculum and producing globally competent graduates. Developing
a Microsoft Center for Student Technology Competency and Certification
activity is designed to provide an opportunity for UMES to strengthen
its capacity to adequately prepare and assess students’ technological
competency required by Maryland Higher Education Commission (MHEC) and
Middle States Higher Education Accreditation Commission. To ensure that
UMES students meet the technological competency required by MHEC and
Middle States and to provide an objective and external validation of
Student Learning Outcome, the university proposes to use Microsoft Professional
Certification, which is evidence of technological competency. Two courses
will be redesigned to emphasize Excel, MS Access, Desktop Publishing
and PowerPoint. Thus, the purpose of the center will be to prepare students
to take Microsoft examinations to be certified as Microsoft Office Specialist.
In addition, five UMES faculty and staff will be trained and certified
by Microsoft as Microsoft Certified Trainers.
The legislative allowable activities (LAA) that the proposed activities relate to are specified in the project plan and listed below:
Activity Description:
Alcorn State University will
continue to strengthen its capacity to educate and graduate students
with the highest level of academic training and readiness for graduate
and professional school as well as prepare students for the workforce.
The SAFRA funding will enhance the university’s ability to achieve
the following institutional objectives:
The activities proposed in
this CDP are designed to achieve these objectives which are consistent
with the university’s comprehensive plan and commitment to preparing
students for careers in disciplines in which Black Americans are underrepresented.
Activity Description:
Coahoma Community College will
use its Student Aid Fiscal Responsibility Act (SAFRA)/HBCU Mandatory
Funds of $977,825 to continue to strengthen the institution by supporting
the newly created Division of Health Sciences Programs, Financial Management,
and Project Administration. The programs that will be impacted in the
Health Sciences Program are: Associate Degree Nursing (ADN) and the
Allied Health Programs (Polysomnography (sleep technology); Respiratory
Care; Phlebotomy/EKG; and Emergency Medical Technician-Paramedic (EMT-P)).
This project will allow Coahoma Community College to assist in decreasing
the shortage of health care professionals and to fully benefit from
the state-of-the-art technology and respond to electronic data processing.
Today, institutions higher education faces the challenge of equipping
their campus with the latest and best technology. The impact of
the cutting-edge technology and equipment this grant will secure will
transform our students’ educational experiences tremendously.
Coahoma Community College,
located in the rural northwest corner of the Mississippi Delta, in the
second congressional district. It is the only two-year Historically
Black College University in Mississippi and it was founded in 1949.
Our over arching goals with
these funds are:
1) To enroll, retain, and graduate our students.
2) To provide a high-quality educational opportunity.
3) To
ensure the functionality and security of our computer information system.
Activity Description:
Health and Wellness Program Abstract
The proposed five-year Health
and Wellness Program, funded under Title III, Part B SAFRA at $500,000,
is designed to aid Hinds Community College – Utica Campus in achieving
the long range goal of providing diverse, comprehensive educational
delivery services in academic, technical, and career programs through
coordination of all courses and programs of study. The Health and Wellness
program targets the allied health area and aims to create a culture
of students, faculty, and neighboring community that practices healthier
lifestyles and disease prevention, as well as enjoys a better quality
of life through proper nutrition, regular exercise and health education.
The expected outcome is that healthy lifestyle behaviors will enhance
academic performance, work, and community experiences, as well as guide
students and community towards positive physical, intellectual, social,
and emotional development.
Implementation of this proposed
program will require: (1) securing the qualified personnel to develop
a health and wellness plan and coordinate the comprehensive physical
fitness and health education program, inclusive of the health-related
skills enhancement and wellness center; (2) collaborative work with
related academic and technical divisions to provide students supplemental
health and wellness activities; (3) involvement of faculty and neighboring
community citizens in educational seminars and physical fitness activities;
and (4) building a network of health care providers to assist in promoting
and maintaining good health in the College and community environment.
Health and Wellness Program
objectives are organized into core thrusts to form the title, SHAPE
UP! Areas included are: (1) Skills Enhancement; (2) Health and Wellness;
(3) Advocacy for Healthy Living; (4) Preparation, Practice, Prevention;
(5) Educational Training and Development; (6) Upload Down Time (time/stress
management); and (7) Partnerships.
Activity Description:
The Historically Black Colleges
and Universities’ Student Aid and Fiscal Responsibility Act (HBCU-SAFRA)
Grant application was developed to address some of the major needs that
exist at Jackson State University. It will offer activities specifically
designed to meet challenges identified in its Strategic Plan. Proposed
activities do not directly respond to each strategic category. However,
the initiatives will indirectly impact most of the Strategic Plan categories
by strengthening Jackson State University’s ability to provide quality
academic instruction and academic support services in areas where Black
Americans are underrepresented.
This university-wide coordinated
initiative will include two activities designed to facilitate entry
to the university with the expected outcome of increased enrollment,
retention and graduation rates. These activities are proposed to strengthen
the academic preparation and performance of undergraduate students.
They will include a summer program for identified incoming freshman
and an academic year program for eligible undergraduate students. These
programs will provide such student/living learning resources as mentoring,
tutoring, technology-assisted teaching and learning, inquiry-based teaching,
and learning within the discipline.
Thus, HBCU-SAFRA Program activities
will fulfill a twofold purpose. They will orient and acclimate program
students to STEM studies and increase their academic preparation. Additionally,
they will provide academic support and development to first-year STEM
and other students identified by the Division of Undergraduate Studies.
These activities are designed to strengthen the academic readiness of
students by promoting their academic success, and thus, increasing undergraduate
student enrollment, retention, and graduation rates.
The Grant Administration and
Evaluation activity will provide administrative oversight for the HBCU-SAFRA
Program. It will ensure that grant goals and objectives are implemented,
funds are expended in accordance with applicable regulations, facilitate
the purchase of equipment, and conduct or coordinate formative and summative
evaluations.
Thus, this grant requests funds to support three activities. They are: (1) Strengthening the
Undergraduate Experience through Student Enrollment and Retention; (2) Establishing a Center for
Undergraduate Research; and
(3) Grant Administration and Evaluation.
Activity Description:
Activity 1: Strengthening Student Performance Through the Men’s College Program
The Mississippi Valley State
University Men’s College is a “Renaissance” program designed to
address the alarming attrition rate of male students at the freshman
and sophomore levels. This initiative attempts to address the research
that suggests that the two most vulnerable years for male students,
especially African American male students, are the freshman and sophomore
years.
The concept of the Men’s
College is a bold attempt to build a sustained pipeline that facilitates
the transition of males from high school to college and on to college
graduation. The program also provides opportunities for male students
who transfer to Mississippi Valley State University for the culmination
of academic study in the discipline of their chose.
Given that many, if not most,
of the male students come from low-income, high-risk family backgrounds,
financial resources and academic support are being provided to support
the participants in the program. MVSU will also provide the academic
support, leadership training, and cultural enrichment that will cultivate
and develop “New Men” who will be prepared for a global world.
Activity 2: Upgrading and Enriching the Honors College
The Honors College is a community
of scholars, both students and faculty, with a focus on leadership and
a commitment to academic excellence and service. The Honors College
seeks to engage academically outstanding students committed to learning
and leadership and to produce graduates who serve as leaders in their
communities, whether locally, state-wide, nationally, or internationally,
capable of pursuing the highest academic and professional career goals.
In addition to the Honors activities, students will be able to attend
well-planned academic forums and symposiums that will stimulate critical
thinking and promote academic excellence.
Activity 3: Strengthening Staff Development
The purpose of this activity
is to provide ongoing and systematic training and development opportunities
to MVSU staff members. Staff development funds will assist in providing
equipment for those Human Resources staff members assisting in the training
process. Funds will also assist in providing opportunities in the form
of travel grants for staff members to attend seminars and conferences
that will enhance their knowledge base.
Activity 4: Enhancing Facilities Renovation and Repair
In preparation for a 2012 SACS
accreditation site visit, this activity will be devoted with assisting
the institution in strengthening areas of academic, fiscal and institutional
infrastructure needs related to this visit. The plan is designed to
strengthen the university by effectively addressing problems that affect
viability and stability. It may include but not be limited to training,
consultations, equipment acquisition, facility upgrades and/or other
identified areas to the following: Walter Sillers Fine Arts Building.
This activity will focus on
the ADA Compliance renovation of the Fine Arts Building, which includes
necessary expansion, replacement, and upgrading of door widths, egress
ramps, toilet renovations, signage, elevator installation, and special
enhancements. The required support will be addressed under this activity
as well. In addition, the balance of the remaining funds will be applied
to the deferred maintenance issues in other academic facilities.
Activity 5: Enhancing the Social Work Program
The purpose of this project
is to enhance and improve the curricular content related to assessment
of children and families in the Master of Social Work Program at Mississippi
Valley State University (MVSU). Graduate social work education at MVSU
provides a concentration in Family and Child Welfare. This is critical
given that Mississippi recently settled a lawsuit and must ensure that
social workers in the Department of Human Services receive master’s
degrees in the field
Activity 6: Enhancing and Advancing Instructional Technology
This teacher professional development
is designed to enhance the capacity of MVSU professors to provide comparable
instruction to web-based learners as to those who are taught face-to-face
in the classroom. Professors will be able to take part in professional
development as their schedules and class loads allow. MVSU has several
computer laboratories in which instruction can take place.
This activity is aimed at increasing
the capacity of MVSU instructors to better serve students—a growing
number of whom are looking for greater educational convenience. Specifically,
professional development will enhance instructors’ online capabilities,
which will in turn increase the number of students who engage in web-based
learning and augment the University’s image. The Web CT Manager,
formerly under the Academic Computing Services activity for Title III,
will provide training to faculty for online course development and technical
assistance under this activity.
Activity 7: Establishing the College of Undergraduate Studies
The purpose of this activity
is to enhance student retention and graduation rates by coordinating
the efforts of units that serve students at different stages in their
college experience through excellence in teaching, the infusion of innovative
teaching strategies across the curriculum, and the provision of a comprehensive
academic support services program that will empower students to develop
their full academic potential as self-directed life-long learners. This
activity will assist in ensuring students’ performance resulting in
higher GPAs through learning communities, supplemental instruction,
academic wellness fairs, success seminars, and the Summer Bridge Academy.
Improving student retention
and graduation rates requires a strategic coordination of resources,
programs, and personnel that serve students throughout their university
careers. Mississippi Valley State University proposes support for an
activity director, who will report to the Provost and Office of Academic
Affairs. This will allow for tailoring of the program needs and curriculum
to meet the challenges being addressed.
Activity 8: Maintaining an Office of Research Development
This activity requires funds
to support the functioning of the Office of Research Development. The
main thrust of the ORD activity is to assist in the carrying out of
the University’s strategic plan with emphasis on the Research Development
portion. The focus of the Research Development Office in collaboration
with the Office of Sponsored Programs will be to assist faculty, staff,
and administrators with the development of proposals and the obtaining
of research based external funding from governmental agencies and entities
of the local, state, federal, and foundations. In an effort to restructure
and expand the Office of Research Development, the staff is committed
to providing top quality service and professionalism to the University
Community. The office will assist in the writing and pursuit of external
funding for research, training, and the promotion of academic excellence.
Activity 9: Program Coordination
This activity will be used
to develop and coordinate SAFRA activities. The Director of Title III
will be accountable for administering the management processes of SAFRA
activities. Additionally, since the director spends time in other activities,
additional staff will help ensure appropriate management and monitoring
of activities and funds. The Director and staff will represent the University
at all technical assistance and related conferences.
Activity Description:
Rust College submits one activity
for funding under The Student Aid and Fiscal Responsibility Act.
This activity is considered under the Legislative Allowable activity
for Construction, maintenance, renovation, and improvement in classroom,
library, laboratory, and other instructional facilities, including purchase
or rental of telecommunication technology or services. This activity
will establish a web based technology program that will engage today’s
generation of students in ways they are accustomed to communicating.
Students and faculty will embrace a Classroom Performance System (CPS)
designed to provide an interactive learning environment by using the
Personal Response System (PRS) or Clickers to capture real-time assessment
data to gauge comprehension without jeopardizing student confidence.
This system will further automate and streamline time-consuming administrative
tasks like taking attendance, grading quizzes or tests and recording
the results. Additionally, the web based program will implement
on-line tracking software to identify at risk students for early intervention
to improve retention rates which will result in increasing and stabilizing
full-time enrollment to 1,000 students. This software will provide
for fast and efficient communication between advisors, tutors, faculty,
and students with multiple electronic devices and applications familiar
to today’s college bound students.
Activity Description:
Tougaloo College will use its
SAFRA (Mandatory Funds) award of $922,274 to implement four activities
designed to improvement the College’s infrastructure, technology,
academics, and financial administration. These funds will
support four activities:
1) Building Faculty Capacity (Faculty Development/QEP Center);
2) Academic Program (AP)/Financial Administration (FA) Enhancement;
3) Campus Connectivity – Security/Technology Improvements; and
4)
Academic Campus Repairs/Upgrades.
Activity #1 will create opportunities
for faculty to achieve personal and professional growth which in turn
will assist in enhancing student learning outcomes through critical
thinking and analytical reasoning. The FD/QEPC is committed to
building faculty capacity and implementing the College’s Quality Enhancement
Program.
Activity #2 funds will be used
to: (a) realign two academic programs (mass communications and
computer sciences); (b) plan, develop and implement a Department of
Health Information/Technology; and (c) support to the Office of Finance
and Administration in liquidating its Perkins Loan portfolio.
Activity #3 funds will be used
to implement Phase III of a unified campus-wide security system.
Activity #4 funds will be used
to supplement existing College funds in equipping and furnishing the
Bennie G. Thompson Academic Center that is presently under construction.
All of these activities are
designed to strengthen the College’s infrastructure by enhancing its
buildings and grounds, academics, technology, and financial support.
The Mandatory Funds awarded to the College will support these endeavors.
Activity Description:
In an effort to strengthen
the University’s academic and technology resources the University
is requesting approval to use SAFRA funds to make a number of technology
upgrades on campus that will allow Harris-Stowe to continue to meet
the academic needs of its students. In addition to the technology
needs identified above the University also requests approval for necessary
renovations that are needed in the main classroom building on campus.
Activity Description:
Lincoln University is an education
enterprise committed to serving the educational needs of a diverse student
population. To that end the university has proposed to use the
funds obtained under the HBCU/SAFRA Program for the following activities:
Project Administration
This activity is responsible
for the coordination and administration of the project and ensures the
project is conducted in compliance with prevailing federal, state and
institutional polices that govern the university’s operation.
Strengthening Programs in Computer Science, Technology and Mathematics (CSTM)
This activity is designed to
improve classroom and laboratory space and purchase equipment to improve
instruction for all students who take classes in the CSTM department
and to create new programs to recruit and retain majors in the CSTM
areas.
Expansion of Simulation-Based Nursing Education
This activity is to enhance
student success across the nursing science programs at Lincoln University
by expanding simulation-based educational experiences for associate
and baccalaureate nursing students.
Surgical Technology Program Expansion
This activity is to expand
an associate degree surgical technology program to meet the expected
growth in employment in surgical technologists between 2006 and 2016.
Improving Science Education at Lincoln University
This activity will create and
staff a STEM Coordinator position and create and launch a Master’s
Degree in Natural Science.
Enhancing Language Instruction at Lincoln University
This activity will support
curriculum development and instruction in languages and international
affairs. The university proposes to target specific needs in language
instruction and teacher education.
These activities encompass
the following goals, objectives and strategies of Lincoln University’s
2008-2012 Strategic Plan:
Goal Two – Academic Quality Improvement: Lincoln University will prepare students for careers and lifelong learning by enhancing the value and quality of the academic programs.
Goal Four – Enrollment and Matriculation: Lincoln University will implement recruitment strategies and enhance programs and services to ensure student academic success and social development.
The proposed activities fall under the following CCRAA allowable activities:
Activity Description:
Bennett College for Women will
focus on three areas for this supplemental Title III funding that will
be utilized to strengthen this HBCU. The three areas – global studies,
entrepreneurship, and leadership development – are integral to the
development of our young women as we educate, celebrate and establish
them in their transition to 21st century leaders and contributors. These
programs will be housed in Bennett’s new facility, “The Global Learning
Center.”
The first area of focus –
global studies – will prepare students to be global citizens. Within
this context, we have established four objectives which will infuse
international perspectives throughout the college community. These objectives
are: (1) to internationalize the curriculum through the incorporation
of global themes into existing courses and through the introduction
of new courses into the curriculum with global and international perspectives;
(2) to increase the number of Bennett students, faculty and staff participating
in study abroad programs and exchanges; (3) to increase the number of
international students and faculty in the Bennett community; and (4)
to develop an interdisciplinary minor and certificate program in Global
Studies. We anticipate meeting all of these objectives by September
30, 2015.
The second area of focus –
entrepreneurship – will prepare students to become leaders in the
business world. We have determined specific objectives for this area,
and they are: (1) development of a comprehensive entrepreneurship curriculum
leading to a major in entrepreneurship; (2) increase in the outreach
activities supporting entrepreneurship; and (3) continuation of the
High School Summer Entrepreneurship Institute for Women. We are in the
midst of enhancing our entrepreneurship curriculum. Our outreach to
others within the city, the state, and the academic community will continue
as we encourage the development of new leaders and best practices. We
have just completed our 2nd successful High School Summer Entrepreneurship
Institute for Women here on our campus. We anticipate the culmination
of our first graduating class receiving the honor of majoring in entrepreneurship
to occur in May of 2015.
Finally, our third area of
focus – a leadership institute – will offer research, conferences
seminars, workshops, courses and a summer session related to leadership
development. The envisioned Leadership Institute will be conducted year-round
with an intensive summer program lasting from three to five weeks. The
Leadership Institute would provide in-depth study of leadership in five
areas – government, arts, business, health care, and community activism/engagement.
The premise of this Institute is to provide research opportunities,
workshops, and experiential learning for women from Bennett’s campus,
from across North Carolina, and throughout the world.
Activity Description:
Elizabeth City State University
administration has decided that Title III SAFRA funds in general will
primarily focus on the Global Readiness; Higher Education Access; Public
Education Improvement; and Our Graduates goals. In planning for
the upcoming 2010-15 funding cycle, the ECSU administration identified
enhancing education programs as the top priority for Title III SAFRA
funding. Given the importance of graduating students prepared
for global competitiveness, this focus will interconnect in support
of all existing Title III activities and assist the university in its
critical objective of reaffirming its SACS accreditation in 2011.
The institutional goals for the current planning period will accomplish the following:
The major emphases for the
current planning period were generated from the list of institutional
goals following the university’s planning process. The 5 activities
chosen for year 1 are:
Smart Technology Classrooms
for 21st Century Learning Communities:
The project is designed to impact class lectures, student interactive
participation and provide state of the art educational experiences that
will enhance student-learning outcomes.
Health Professions Scholars
Program (HPSP): This activity will support students in their endeavors
to pursue health related professions.
Advance Aviation Training
Device (AATD) Acquisition: This project will allow the Aviation
Science Program to build upon the professional instruction of flight
education of students in technically advance aircraft and related avionics
systems.
Using Technology to Increase
Effectiveness and Efficiency of Teachers: This project seeks to
use technology to assist students with entry requirements into teacher
education programs.
SAFRA Project Administration:
In order to provide proper oversight for the SAFRA funds, ECSU is establishing
an oversight office to review expenditures and reports ensuring compliance
of all agency and university policies, guidelines and regulations.
The Title III SAFRA funds will specifically be used to enhance the disciplines where Blacks are underrepresented; continue technology enhancements on campus; integrate outreach and engagement with the community; and produce global ready graduates during the five year funding cycle (FY 2010-2015). Additionally, SAFRA funds will provide support to ensure students have access to state-of-the-art tools and hands-on experience to prepare them for global readiness. The SAFRA CDP Focus areas reflect this decision. Other institutional resources (e.g., state government funding, external grants, etc.) will be used to address the remaining goals.
Activity Description:
The physical plant is prospective
students’ first impression of the campus and sometimes a donor’s
lasting impression. The physical plant creates the environment
for learning, and supports of the University’s goal of improving program
quality. The physical plant and facilities needs that directly affect
academic programs are addressed in the University’s priorities.
These facilities needs relate directly to instructional goals, and comprise
the major priority for this proposal. Additionally addressed are the
sustainability and environmental concerns that FSU intends to provide
a leadership role in response to the state’s energy and environmental
challenges; incorporate sustainability principles as a core value, utilize
research expertise to address critical environmental and energy challenges,
and increase community awareness of environmental and sustainability
issues. The sixth priority of the University specifically addresses
facilities renovations by incorporating sustainability issues as the
fourth initiative of its sixth priority. By upgrading the facilities,
the University is in a position to enhance its learning environment
as well as address sustainability efforts. These activities, when
implemented, will address many of the major problems that are identified
as critical to the University’s continued viability.
The following activities are
delineated for implementation:
Activity Description:
Abstract not available for
this project.
Activity Description:
The focus for Livingstone College
use of the Historically Black Colleges and Universities-Student Aid
and Fiscal Responsibility Act (HBCU-SAFRA) funds are on preparing and
improving an academic environment that is conducive to learning. An
educational experience of this type will prepare and produce students
who will have a positive impact on their communities. As President Jimmy
R. Jenkins, Sr. applies his strategy to “Take Livingstone College
to the Next Level” through implementation of The Holistic Learning
Center, the College foresees several priorities. These priorities include
enhancing academic instruction; improving enrollment and retention;
improving the technological infrastructure; renovation and maintenance
of instructional facilities; strengthening financial contributions;
and obtaining Southern Association of Colleges and Schools re-accreditation.
The following project plan proposes three activities to assist the College
with obtaining the aforementioned priorities: Academic Instruction;
the Graduate School/Career Planning and Placement Center; and Instructional
Facilities and Technology Improvement.
Activity Description:
Activity 1: Web Redesign
The University seeks to redesign
it current Web site to meet the University’s administrative and academic
needs and insure compliance with ADA and industry standards.
Activity 2: Emergency Management and Preparedness
The University seeks to improve
crisis situation responsiveness with the assistance of our community
partners. Three priority areas include the Emergency Siren System, Information
Technology set up for the Chancellor’s Crisis Group Center and a Mobile
Data Center.
Activity 3: Updating the University’s Strategic Plan
The University seeks funds
to update its Strategic Plan. The updated Plan will incorporate findings
and outline a plan for future growth.
Activity 4: Financial Trading Room
The School of Business &
Economics seeks funds to expand use of the financial trading room for
student use through simulations and data-based research so that they
are better able to develop an integrated understanding of complicated
concepts related to risk management, financial analysis, economic modeling,
and strategic decision making.
Activity 5: Implementing Critical Thinking-Learning to Make Informed Decisions, the SACS Quality Enhancement Plan
The QEP seeks to change student
behavior in critical thinking through instructional design, curriculum
integration and assessment. Specific learning outcomes will focus on
students’ abilities to analyze critical thought, evaluate information,
and design strategies to solve problems.
Activity 6: Pre-Professional Scholars Program (PPSP)
The PPSP seeks to produce scholars
who will be highly competitive candidates for entry into professional
schools and to improve the intellectual climate for Science, Technology,
Mathematics, and Engineering (STEM) students with a specific focus on
pre-professional programs.
Activity 7: STEM Initiative
The STEM Initiative seeks to
increase the number of students enrolled, retained and graduated in
fields related to Science, Technology, Engineering and Mathematics.
Activity 8: Middle Grades Education – Math & Science
The School of Education seeks
to establish a middle school education degree and licensure program
to improve public education through the production of more and better
teachers in the high need area of middle school mathematics and science
education.
Activity 9: Faculty Start-Up Funding
The University seeks to provide
new research faculty with start-up packages to include computers, equipment
for laboratories and travel to professional meetings. Developing highly
competent and satisfied faculty are critical factors in meeting the
needs of our students and society.
Activity Description:
The goal of the program is
to increase African American male students’ retention and graduation
through the implementation of an intentional and comprehensive African
American male initiative.
Since 2006, NCCU has participated
in the institute for higher education policies summer academies to design
programs focused on increasing retention of first time freshmen African
Americans and graduation rates for all students after four years.
A Comprehensive Academic Success and Enhancement (CASE) Center was approved
in 2005 with implementation beginning fall of 2007. In 2007, the
focus was on increasing retention through the institution of an early
warning system and retention management team, as well as continued work
on developing the CASE Center. Finally, in July 2008, the University
College was established, designed to ensure success of first and second
year students.
Data gathered from the state
of North Carolina revealed African American males currently comprise
nine percent of full-time college students. However, current data
projections for the state of North Carolina reveal that by the year
2017, African American males will represent less than three percent
of the college population (Office of Research, Evaluation and Planning,
NCCU). The 2007 African American Males retention rate from first
to second year is 71.60 percent, but drops to 55.18 percent after the
second year. Moreover, the four-year graduation rate for African
American males is an alarming 10.92 percent. After a review of
the literature, NCCU retention and graduation data, the Vice Chancellor
of the Division for Student Affairs and Enrollment Management recognized
the need for more intentional and sustainable interventions for African
American Males and thus, gave the charge to develop the initiative.
The African American Male
Initiative is designed to aid in increasing North Carolina Central
University’s retention and graduation rates. This initiative is a
comprehensive living-learning community that produces skilled and knowledgeable
African American male citizens who understand the importance of communal
responsibility and contribute positively to their own and society’s
economic and social well-being.
Activity Description:
Research has shown that many
countries have begun to realize how crucial it is to produce a generation
of highly skilled analytical thinkers (Halpern, 2003). It is imperative
that students are equipped with the necessary skills to compete competitively
in the global marketplace. To that end, Saint Augustine’s College
proposes to implement a series of strategies to increase underrepresented
population of minority student to successfully matriculate and enter
graduate school in the areas of STEM Science and improve the writing
performance of freshmen students. The Saint Augustine Freshmen
Writing Initiative and STEM Enhancement Grant will enhance the resources
of the Colleges’ Writing Center and to update, upgrade and improve
the science labs, to infuse STEM related hands-on learning opportunities.
Saint Augustine’s College will utilize Title III, Part B money to
upgrade, improve and enhance our Writing Center and Division of Biological
Science with the resources necessary to provide our students with the
tools to learn higher thinking, critical writing and science technologies
necessary to make them better able to compete in an ever changing, increasingly
growing global society.
Activity Description:
Activity 1: Program Administration
The primary responsibility
of the Office of Title III Administration at Shaw University is the
management, monitoring, and the evaluation of the institution’s Title
III grants. Under SAFRA, the University intends to provide technical
assistance and training to all personnel who have Title III relayed
responsibilities. In the past, technical assistance has strengthened
the Title Program and the University as a whole. Staff for the Title
III Program will be supported funded under the Strengthening Historically
Black Colleges and University’s grant. During the 2010-2011 grant
period, the Title III staff will monitor and evaluate activity operations,
monitor and approve planned budget expenditures, submit required reports
and supporting data, maintain records of Title III fixed assets, represent
Title III interests at appropriate meetings, and serve on relevant committees.
Additionally, support will be provided to the activity directors and
staff who conduct the various Title III efforts for the University.
The grant management and oversight
responsibilities are reflected in the objectives of the project administration
and evaluation activity. Achievement of this goal will help maintain
the University’s compliance with all federal guidelines. In order
to achieve that goal, the Title III Office will work in conjunction
with external contractors to ensure that the activity directors and
Title III related staff, including grants and contracts, institutional
research, planning, human resources, the budget office, to name a few
to ensure 100 percent compliance with federal guidelines while ensuring
that Shaw University is continually strengthening its ability to be
exemplary stewards of the SAFRA funds. The following will be provided:
Activity 2: Strengthening the University’s Academic and Administrative Technology Infrastructure
The activity “Strengthening
the University’s Academic and Administrative Technology Infrastructure”
will provide the University with the resources to develop and upgrade
Shaw University’s instructional and administrative technology systems,
resources and services. The FY2010-2011, FY2011-2012, FY2012- 2013,
FY2013-2914, and FY2014-2015 objectives address the University’s Five-Year
technology plan that outlines the major technology initiatives that
Shaw University expects to undertake in support of the University’s
plan for 2010-2015. These initiatives will help promote student success,
ensure efficient administrative operation, improve the quality of the
undergraduate and graduate educational experience, advance research,
and creative activity, and help ensure the privacy and security of the
University community.
The faculty, too, have increasingly
high expectations for their information services. More and more instructors
now use a variety of digital material to supplement yesterday’s textbooks
and in-class lectures. Where once a whiteboard or overhead projector
was sufficient to conduct class, many instructors now expect their classrooms
to be equipped with computer projection equipment to allow them to present
all kinds of media as part of day-to-day instruction (smart classrooms).
Faculties’ research requirements are also increasingly digital. Researchers
in many disciplines—not just science and engineering—now require
ever increasing amounts of compute power, bandwidth, storage, and technological
expertise to compete effectively for external funding
Strengthening the University’s
technology for both the academic program and administrative functions
is critical to addressing the demands of a digital society. Shaw University
competes on the local, state, regional, and national level for prospective
students. In this new technological age, a prospective student determines
which school he/she will attend using many important factors, one of
which is the availability of technology. The effectiveness of this technology
convergence affects all aspects of the student’s life from classroom
instruction and e-learning to registration and financial aid.
Activity 3: Improving the University’s Academic Climate Through Renovation and Construction Initiatives
Shaw University is engaged
in a process to improve the academic climate of the University through
an extensive analysis of the academic facilities to determine the steps
that must be taken to bring these facilities up to par. Given the demands
of a digital society, many of the University’s facilities in which
academic programming is implemented will not accommodate the new technology.
Furthermore, since academic learning communities have been identified
as a tool to extend the classroom into the student’s living environment,
the University’s attempt to engage students in these learning communities
within the residence halls have been thwarted due to the condition of
the wiring in these learning centers that have precluded the use of
technology. With the help of Title III funds, during the remaining three
years of the grant period (2010-2015) the University Facilities unit
will undertake a strategic approach to the renovation/ redesign of several
key academic facilities on campus. This project includes a phased in
approach to upgrade some classroom and other existing space.
In order to ensure that a blueprint
for completing the projects listed herein is developed and implemented,
a primary focus of this activity will be the development of a comprehensive
master plan to create a student-centered campus where people are the
predominant priority. Presently, the centerpiece or top priority of
this project is the renovation of the Science Building, Mass Communication
Center, Early Childhood Education Laboratory, Leonard Building, International
Center, Library, and sites that will be identified after the master
plan has been developed. Other projects will follow in the order as
identified by the University.
Activity Description:
One of the goals of the University’s
Strategic Plan is to pursue “Excellence in Undergraduate Education.”
In order to fulfill this goal, the University will need to increase
and enhance the quality of its classrooms, laboratories and other instructional
facilities to provide an array of academic support and learning experiences
that facilitate student success. In keeping with this goal, one
aspect of this project is to promote student and faculty success in
simulated learning in the health sciences through the establishment
of a virtual hospital setting for the School of Health Sciences.
This effort involves the renovation of space in the newly acquired Enterprise
Center to relocate simulators, expand learning experiences for students
and enhance faculty expertise. Continuing the renovation activities
of the R. J. Reynolds Building to provide facility upgrades and reconfigurations
that will assist in offering new services and programs in the School
of Business and Economics is also an important aspect of this project.
Another important aspect of
this project deals with the efforts of the School of Education and Human
Performance to enhance the teacher education program. Specifically,
it supports one of the specific strategies in the strategic plan:
“Expand the use of new approaches to pedagogy and new learning technologies
to best engage students with developmentally appropriate strategies
for successful learning.” This particular aspect of the project
focuses on the application of this strategy in teacher education programs
in ways that enhance the depth and breadth of clinical experiences provided
to teacher candidates in birth-kindergarten, elementary, middle grades,
and secondary education at the University. In addition, the University
will continue its “Real Men Teach” initiative that emphasizes programs
and services that focus on the retention of teacher education candidates,
especially Black males.
In this project are also activities
designed to provide instruction in disciplines in which Black Americans
are underrepresented. These efforts involve developing curricula and
enhancing student performance in the sciences, mathematics and motorsport
management.
Activity Description:
As a result of the initiatives
to grow Central State University, SAFRA funds are critical to the overall
mission of the university. Each proposed activity is aligned with the
Speed to Scale and Strategic Academic Enrollment Management (SAEM)
plans. CSU plans to use $850,237
of SAFRA funds in support of the following six activities:
Activity 1: Program Administration
Central State University seeks
$5,000 in SAFRA funds to facilitate program evaluation through the
Title III Program Administration function.
Activity 2: Strengthening Academic Quality through Development of the Center for Global
Education
The University will utilize
$180,000 in SAFRA funding to support the development of a Center
for Global Education that will include creation of a Foreign Language
Lab.
Activity 3: Strengthening Academic Quality through Enhancement of Online Learning
Central State University seeks
to enhance the development and offering of online courses to improve
academic quality and grow enrollment at a cost of $209,390.
Activity 4: Strengthening Academic Quality through Enhancement of the Theatre Arts Program
As Central State continues
its effort to improve academic quality, continued development of the
Theatre Arts program through the Opera Workshop and improvements to
the University’s performance space will utilize $206,997
in SAFRA funds.
Activity 5: Strengthening Academic Quality through Development of the University College Learning Center
As Central State continues
its growth toward optimum size, the development of a University College
Learning Center will enhance academic quality and provide programming
and services to assure the success of entering students. CSU is seeking
$75,850 in SAFRA funding to conceptualize and plan for this Center.
Activity 6: Strengthening the Academic Quality through Development of the Office of Academic Planning and Assessment
As Central State builds capacity
to serve students, the development of the Office of Academic Planning
and Assessment, at a cost of $173,000
will provide needed coordination of academic planning and program assessment
to improve quality.
Activity Description:
Activity 1: Library Enhancement
The Library Enhancement activity
is designed to assist the University in strengthening its library collections
and library holdings. In addition to strengthening its resources, this
activity will provide for much needed renovations and upgrades to the
library facility. The library supports all teaching and learning
on campus. It provides user-focused quality services in support
of undergraduate programs, faculty research and the general information
needs of the campus community. This activity will help to build
a stronger research collection with special attention given to the areas
of curriculum. This initiative is aligned to meet the strategic
priorities as well as increase the effectiveness of the overall library
service. The facility upgrades/renovations along with the improved
quality of library holdings will ensure the continued success of the
library’s program beyond the funding period.
Activity 2: Enhancement of Academic Technology Infrastructure
The primary focus of activity
two will be to enhance the academic technology infrastructure through
enhancing access to and use of computer based resources for teaching,
learning and research. Activity Two will provide funding for the
purchase of cutting edge technology and software to enhance the pedagogical
skills of faculty and to facilitate the creation of technologically
enhanced courses. Both students and faculty will be exposed to
and trained to utilize technology required to prepare students for their
respective purposes in life as global citizens.
Activity 3: Maintenance, Repairs, Renovations and Enhancement of Instructional Facilities
The primary focus of activity
three will be to repair and enhance the instructional facilities. Funding
requested for this activity will be used to continue to provide a campus
environment that is aesthetically pleasing, physically safe, and technologically
efficient, historically preserved and meets the programmatic needs of
the university. Many of the University’s instructional facilities
are more than 25 years old and are in dire need of maintenance, repair
and renovations. Studies have shown that a student’s environment has
a direct impact on his/her ability to be successful. In order for the
University to increase its enrollment, it must be able to recruit and
retain students. The facilities’ improvements will directly impact
the institution’s ability to recruit and retain students. Increased
enrollment will lead to fiscal stability and fiscal stability will lead
to the institutionalization.
Activity 4: Institutional Advancement Enhancements
The primary focus of activity
four will be to increase the University’s visibility and brand to
key stakeholders, the academic community and the general public thereby
increasing contributions/donations.
Activity 5: Project Administration
The primary focus of activity
five will be coordinate the HBCU-CCRAA grant with each of the Four Activities
to ensure compliance with the Department of Education regulations, procedures
and implementation of grant proposals and funding.
Activity Description:
Langston University proposes
three activities for this application: (1) Establishing a University
College for Langston University Freshman and Sophomore Students; (2)
Project Administration; and (3) Campus Infrastructure.
The University College
will provide comprehensive academic advisement, counseling in the areas
of personal and social development; career opportunities; financial
literacy; and maximizing all of the support resources provided by the
University. Once these students matriculate through University
College with the successful completion of 62 semester hours of general
education and/or courses specific to a two year program, they will have
the requisite number of credits to earn an Associate Degree in one of
the following areas: financial planning, computer science, criminal
justice. After completion of the Associate Degree, they may proceed
to one of the five Schools (Agriculture, Arts and Sciences, Business,
Education, Nursing and Health Professions) to complete the requirements
for a baccalaureate degree. The purpose of this activity is to
ensure that all entering students (freshman or transfer) have every
possible opportunity to become successful scholars, lifelong learners
and contributing citizens in the global society.
The Project Administration
will provide for the operational aspect of the activities for the duration
of the University’s involvement in the project. Internal ongoing
evaluations will be done quarterly. Outside technical consultants
will be secured to conduct the external evaluation of the project once
each program year. All Title III activities will be synchronized
for their duration with other institutional programs with like or similar
purposes and goals and in compliance with federal regulations.
All federal and institutional funds will be accounted for.
The Campus Infrastructure
enhancement activity will significantly enhance classroom buildings
on the main campus and the urban campuses in Tulsa and Oklahoma City.
This project will also include the upgrading of laboratories with the
latest state-of-the-art research equipment.
Langston University (LU) is
committed to continuing its legacy of providing a quality education
to all. In order to do so, it is imperative that continuous enhancements
are made to the campus infrastructure. This is especially important
for an institution such as Langston; which has both rural and urban
missions. LU’s main campus is located in the rural town of Langston,
Oklahoma and its two urban campuses are located in Tulsa and Oklahoma
City. As the only HBCU in the state of Oklahoma, it is important for
Langston to be positioned to effectively attract faculty as well as
recruit, matriculate and graduate our future work force. In this process,
it is crucial for faculty, students and parents to be exposed to aesthetically
pleasing, and technologically advanced classrooms.
The G. Lamar Harrison Library
is included in this activity as a part of the University College infrastructure.
Study rooms and a specialized instruction room is included in the five-year
plan.
Activity Description:
Abstract not available for
this project.
Activity Description:
Lincoln University will demonstrate
its commitment to improve the academic experience of the students, faculty
and staff. The University will in this proposal address the Title
III Legislative Allowable Activities (LAA) and the priority activities
with four Activities.
Activity 1: Enhancing the Learning Resource Center
The overall mission of a Learning
Resource Center is to ensure that students, especially freshmen and
transfer students meet certain academic standards and general education
requirements. The activities at the center will be designed to help
at-risk students to excel in required academic program before they begin
study in a specialized field or the degree-granting colleges.
The mission of the Learning
Resource Center is to increase student retention by fostering a holistic
approach to student development. To this end, we provide academic
support for all Lincoln University students who seek resources to enhance
achievement, specifically in reading, writing, and math. Using
a student-centered approach, support is provided through tutoring, academic
advising and counseling, student development workshops, and campus referrals.
Collaborating with the university community, we provide supplemental
instruction in an engaging and scholarly learning environment inspiring
students to become independent while adjusting to college life.
Our support for students and the university community is implemented
by a committed and caring staff guided by high standards of excellence.
Best practices, ongoing systematic assessment, collaboration and alignment
with academic departments, current technologies, cultural competence,
and an appreciation for diverse learning abilities are utilized to provide
the best services to the constituents of Lincoln University’s Learning
Resource Center.
Purpose:
Activity 2: Enhancing the Early Alert Program (EMAP)
Lincoln University is seeking
to significantly enhance its student retention and graduation rates
by providing academic support services to its students via the Learning
Resource Center and the Office of Student Support Services. This
activity will provide students with additional guidance, counseling
and structured tutoring so that students will have the necessary resources
to persist to graduation. Lincoln desires to increase its first
to second year retention rate to 75 percent, from the current 69 percent.
Lincoln desires to increase its graduation rate to 45 percent, from
the current 40 percent. Students are being monitored for class attendance,
low grades, financial needs, behavioral issues and other areas of conflicts.
The student Support Service through the EMAP process are notified by
the various offices, faculty and staff of students that falls in any
of the areas being monitored. Students are then assisted through
this program of counseling, referral for tutoring, financial management
counsel and behavioral modification counseling.
Purpose:
Activity 3: Enhancing campus-wide assessment
The mission of the Assessment
program is to provide leadership to maintain a systematic and ongoing
process for collecting, analyzing and acting on statistical information
to show institutional outcomes and student learning outcomes. This Activity
will: Provides an annual report on academic and administrative assessment
activities; Assists academic and administrative departments in planning
appropriate assessment and evaluation measurements; Conducts a yearly
evaluation of University Academic and institutional goals; Coordinates
a comprehensive system of evaluation for all programs and units that
contribute to the mission and strategic goals of the University; and
Plans and offers appropriate activities to assist faculty in conducting
effective and meaningful assessment of student learning.
Purpose: Institutional Assessment and Student Outcome Assessment
Activity 4: Developing the Nursing Program
One of the goals of the Grand
Research Educational Awareness and Training Center of Excellence in
Minority Health and Health Disparities at Lincoln University is to increase
the number of minority graduates in the health-care fields. One
of the activities that have been identified to accomplish this objective
is the establishment of a Nursing Program at Lincoln University.
This program will facilitate the increase of minorities who are providing
care in the medical fields and address the shortage of minority professionals
in critical health care areas including Nursing. Two simulation laboratories
and a computer room have been assigned to this program. Initial
Title III funds were used to purchase some of the equipment for the
simulation laboratories. The School of Natural Sciences and Mathematics
will establish a Nursing Program at Lincoln University.
Nursing is the highest demand career in health care today. The Bureau
of Labor Statistics anticipates continued skyrocketing growth in the
nursing field in the next decade. This demand is expected to continue
especially because the United States is currently reforming its health-care
delivery system with the objective of insuring all those who are currently
uninsured.
Lincoln University’s Nursing
Program will be established in the 2010/2011 academic year and will
offer a baccalaureate degree accredited by the National League for Accredited
Nursing Commission (NLNAC). Students in the program will be prepared
for professional nursing practice. The Nursing curriculum at Lincoln
University will be a four year program leading to the Bachelor of Science
degree in Nursing (BSN). Students will be admitted to the program based
on their ability to meet the admissions criteria of Lincoln University
and the Nursing Program. Matriculating students will first be
admitted into a two-year Pre-Nursing Program. After successfully meeting
all the requirements of the pre-Nursing program, they will then be formally
admitted to the Clinical Nursing program. Graduates of the program will
be eligible to take the examination for licensure as registered nurses
administered by the National Council of State Boards of Nursing.
Purpose:
Activity Description:
Activity 1: Improvement of Instructional Facilities
The primary purpose of this
activity is to upgrade the university’s instructional facilities in
an effort to provide an academic environment that will enhance student
learning. Although the university’s historic campus is valued
for what is represents, several buildings on the campus are in need
of renovation. Updating and maintaining these buildings are primary
challenges for the university. These structural needs include
people, processes, facilities, and technologies essential for the operations
of a modern academic environment, and they span all elements of the
university from accounting, procurement, registration, billing, and
student information systems to the classrooms, laboratories, libraries,
and offices of staff and faculty.
Activity 2: Project Management & Evaluation
The purpose of the project
management activity is to ensure efficient and effective accomplishment
of the Title III project's goals and objectives to maximize the impact
of Title III funding on strengthening Allen University’s infrastructure.
The Title III Director is responsible for management of the project
under the overall guidance of the President. The evaluation component
of the Title III program is comprehensive and includes both formative
and summative evaluation methods. This activity is the executive
arm of the university’s Title III HBCU Strengthening Grant Program.
Activity Description:
Activity 1: Institutional Advancement Major Gifts
Institutional Advancement is an integral part of the College which assists in meeting the College's mission and goals. The unit specifically engages in activities that help in obtaining the financial resources necessary to carry out the mission mandates. The office is comprised of the following departments (areas): Alumni Affairs; Church Relations; Corporate and Foundations Relations; Major Gifts; Public
Relations; Governmental Affairs/Grants
and Contracts; and Title III.
The Major Gifts Department
(Area) is responsible for the research, cultivation, and solicitation
of major gift donors and prospects which include alumni and other individuals.
Records in the Major Gifts Office show a small number of regular annual
contributors of $5,000 to the College’s giving campaign among alumni
and other individuals. There is a continuing need to provide research
on this group of prospects in an effort to cultivate more effectively
and improve the solicitation process. We have increased the human and
technological resources to research, collect, and analyze data on prospect
identification, then design and disseminate literature to convert our
prospects into donors.
At this time, an administrative
assistant is needed to assume the responsibilities of day to day management
of the major gifts office, assist in the stewardship of major gifts,
and report and meeting preparations.
Activity 2: Improving Academic Program Quality Academic Affairs/Male Leadership Initiative
The recruitment and retention
of African – American males in higher education is a challenge faced
by both minority and majority institutions of higher education. At Benedict
College, the Retention Specialist facilitating the Male Leadership Initiative
will provide specific services designed to increase and support the
academic persistence of African American males in general, freshman
and sophomores specifically.
The Male Leadership
Initiative aims to help students make a smooth transition from the home
environment to the educational environment and find continued support
and services throughout their academic matriculation. The
Retention Specialist for the Male Leadership Initiative will assist
with the development, delivery, and monitoring of services
and efforts to improve the achievement and retention of freshmen and sophomore students.
Activity 3: Improving Academic Program Quality Learning Resource Center
As an academic support unit
in the Division of Academic Affairs, the Learning Resources Center or
Library plays an important role in making varied research resources
accessible to its students and faculty. The focus of the Learning Resources
Center for this funding period is to meet the needs of its students
and faculty. Having accomplished the goal of upgrading the library’s
online catalog system or integrated library management system, this
proposal for funding encompasses the following objectives: (1) providing
continued library resources in varied formats – print, electronic,
and digital; and (2) the renovation of library space for the effective
and efficient use of services, instructions, and student/faculty research
through technology-based applications/equipment.
Federal funds would allow the
library to enhance its educational resources, support services, and
facilities, thus supporting the educational goals and objectives of
the College in empowering students with a quality education.
Activity 4: Improving Academic Programs Quality Graduate and Continuing Education Program
The Benedict College School
of Continuing Education seeks to advance the mission of the College
by sponsoring programs that fall within the Title III funding guidelines
and that meet the Strategic Directives of the institution. The objectives
of the Evening and Weekend Programs are parallel to the mission of College.
The aim of the School of Continuing
Education is to help the adult population, 25 years of age and older,
to balance the need for lifelong learning and professional development,
with family obligations and work responsibilities. The services are
tailored to the needs of the working professional, business community,
church constituents, retirees, and homemakers. The Programs are designed
to serve a wide array of populations through credit and non-credit courses,
workshops, seminars, certificates of completion and specialized training.
Activity 5: Improving Academic Programs Quality Graduate Studies
The Benedict College School
of Graduate Studies and Lifelong Learning seeks to advance the mission
of the College by sponsoring programs that fall within the Title III
funding guidelines and that meet the Strategic Directives of the institution.
The proposed School of Graduate
Studies and Lifelong Learning is designed to expand the offerings of
the College through the establishment of graduate programs. The College
proposes to develop graduate programs in business, education, social
work, science and technology, humanities and social sciences. The focus
of the programs is part-time students who are working professionals.
Classes will be offered in the evening, on the weekend, and on-line
to accommodate the needs and schedules of the busy professionals and
military personnel.
Activity 6: Improving Academic Programs Quality Faculty Development
Benedict College is thoroughly
committed to the continuing professional development of its faculty.
With the knowledge base expanding exponentially in many fields of study,
it is important for faculty to keep abreast of the latest developments
in their fields. Providing opportunities for faculty to attend local,
regional and national conferences and workshops, and to present their
research is vital to maintaining current curricular offerings and to
give faculty a vehicle to engage in debates central to their professional
interests. Additionally, faculty needs funding to pursue advanced degrees
to meet the College’s goal of having at least 75% of the faculty in
possession of their terminal degrees.
Funding to maintain the Center
for Faculty Development through which internal and external consultants
can conduct interactive workshops for faculty to advance web-based instruction
is very much desired. The College seeks to increase the number of faculty
with sufficient expertise to become more proficient in the application
of technology in the classroom.
Activity 7: Improving Academic Programs Quality Social Work Department
The Benedict College Department
of Social Work under the Division of Academic Affairs; School of Humanities,
Arts and Social Sciences proposes a one year plan to provide additional
support for the reaffirmation of accreditation of its nationally accredited
program. The social work program has a long history of national accreditation
through Council of Social Work Education (CSWE). This plan will enhance
the department’s progress through CSWE’s a multistep accreditation
process that involves the program self-study, site visit, and Commission
on Accreditation review.
Activity 8: Improving Academic Programs Quality Chemistry Department
The Chemistry Faculty at Benedict College is still committed to developing a quality academic program fully accredited by the American Chemical Society. Title III funding over the next five year project period will serves as an important and significant source of funds in helping the college achieve this goal.
Activity 9: Improving Academic Programs Quality Academic Facilities Planning and Management
The Academic Facilities and
Planning program will fund a Management position that will be responsible
for providing recommendations to the College related to the planning
for and utilization of academic facilities. Additionally, the task will
include making decisions related to maintenance and operation of the
buildings and infrastructure, architectural design and renovation, and
life safety as well as academic program needs, standards, and requirements
surrounding the campus. The Academic Facilities and Planning program
will promote and foster the working relationships between the Physical
Plant staff, academic faculty, and staff to provide optimal working,
living, and learning environments.
Activity Description:
Activity 1: Enhancing Institutional Effectiveness through Accreditation
Claflin University’s strategic
plan includes a focus on continual compliance with all regional and
program accreditation criteria and in pursuing accreditation of all
“accreditable” programs particularly in disciplines in which African-Americans
are underrepresented. To that end, the institution plans to establish
the necessary infrastructure including hiring support staff, purchasing
required equipment and supplies and providing relevant training to concerned
faculty and staff This will enhance institutional effectiveness by producing
competitive graduates from a premier university with nationally recognized
programs.
Activity 2: Learning Infrastructure Enhancement
Claflin University seeks to improve the technology in the classroom and other learning environments by building out, maintaining and establishing the standard definition of the University’s learning environments as defined in the Technology Strategic Plan. Among the several initiatives that are needed to achieve this, the following three are the most significant:
Activity 3: Enhancing Quality Reference, Research, and Services: The Evolution of the Reference and Research Center of Excellence in the H. V. Manning Library
This proposal seeks to develop a Reference and Research Center within the H.V. Manning Library to support undergraduate, graduate and faculty research and services over a five year period. There would be a collaborative effort among the Schools and the H.V. Manning Library that would:
The library will collaborate
with the four Schools, the Freshman College, the Writing Center and
the Information Technology Department.
Activity 4: Strengthening Student Retention
One of the strategic goals
of the institution is to enhance the academic and social development
of students by establishing learning communities through holistic and
active learning. The project goal is to improve retention and graduation
rates of at-risk students who are most likely to drop-out, stop-out,
or spend more than five years in undergraduate pursuits by expanding
the existing model of Learning Communities. The Learning Communities
model will be residence-based, with linked course, freshman interest
groups, and integration of classroom and extracurricular activities
to “bridge the gap” by strengthening students’ connection to the
university and their peers. This model will improve faculty-student
engagement which is an integral part of student success and persistence.
All students will be assigned a Learning Community with assigned peer
and faculty mentors. Integrated assignments along with comprehensive
support services to include tutoring, success skills seminars, career
development, counseling, a student success course, scholars program
through smaller cohorts will be provided to address the academic support
and co-curricular activities, impacting successful retention and graduation
rates.
Activity 5: Capacity Building and Infrastructure Development for the Claflin University Office of
Research and Undergraduate Research (CBID-ORUR)
The goal of the proposed Capacity
Building and Infrastructure Development for the Claflin University Office
of Research and Undergraduate Research (CBID-ORUR) project is to coordinate,
strengthen and support faculty mentored research and scholarly inquiry
by undergraduate students at the university. The project will build
upon strategic goals for the enhancement of the undergraduate research
as outlined in the University’s 2009-2014 Strategic Plan:
Envisioning Greatness, around these major objectives: ( i) coordinate
undergraduate research activities campus-wide, coordinate internal and
external opportunities and track and prepare assessment reports on undergraduate
research; (ii) communicate undergraduate research, projects, and findings
through an Undergraduate Research Symposium in conjunction with the
Claflin University Annual Research Day and Open House; (iii) support
the undergraduate research program though professional development travel
awards for presentations at national scholarly meeting; and (iv) support
Faculty in development of research project opportunities for undergraduate
students through seed fund awards for gathering preliminary data upon
which to grow a research program. This program will serve to continue
our efforts to allow faculty and student to engage in significant research
and/or scholarly and creative activity, thereby increasing student preparedness
and invigorating the intellectual life of the University.
Activity 6: Enhancing the Honors College Experience
The Alice Carson
Tisdale Honors College (ACT Honors College) has a great tradition of
academic excellence. The Honors College challenges students while enhancing
the undergraduate experience through academic rigor. Claflin recruits
the very best students in order to continue the tradition and remain
academically competitive. The Enhancing the Honors College
Experience will expand and enhance Claflin’s ability in adding
a competitive edge to attract prospective students, meet the academic
needs and leadership development of honors students, promote challenging
opportunities for these students to work side-by-side with distinguished
faculty, and improve retention rates. The Enhancing the Honors College
Experience will provide students with the highest quality educational
opportunities possible by bringing them together with the most accomplished
faculty in a challenging, yet supportive environment; provide academic,
cultural and social experiences which broaden the students’ global
perspectives; supplement coursework with research, internship, artistic,
international, service, and other experiential opportunities; and instill
in students the intellectual excitement that will better prepare them
for productive careers and citizenship...because, “The World Needs
Visionaries.”
Activity 7: Implementing the Undergraduate Programs of Study in Philanthropic Studies and
Nonprofit Management at Claflin University
The Division of Academic Affairs seeks funding to implement the undergraduate programs of study in Philanthropic Studies and Nonprofit Management. The degrees are an outgrowth of institutional efforts in developing students who will emerge from their undergraduate studies as leaders in all areas of personal and social responsibility. The project consists of two programs of study that have been approved through the institutional process for new curricula. Final approval of the programs of study in Philanthropic Studies and Nonprofit Management was given by the Board of Trustees at the 2007 spring meeting in March of 2007. Closely tied to the service-learning requirement for all undergraduate students at the University, the Bachelor of Arts in Philanthropic Studies and Bachelor of Science in Nonprofit Management will provide opportunities to engage students beyond the most basic levels of volunteerism to the full scope of philanthropy and leadership in the nonprofit sector.
Activity 8: Critical Language Institute
This proposal supports the
creation of a Critical Language Institute (CLI) at Claflin University
to help students prepare for graduate study and careers that require
Critical Language expertise, particularly in federal, state, and local
government. Over a five-year period, this grant would make possible
the establishment of a permanent Institute that would continue beyond
the five year period. During year one, exploratory research would assess
which languages would be most beneficial to both the national government
and to our students, student interest in various critical languages,
the possibility of adding a full-time professor in one of the critical
languages, models and best practices from other institutions, and the
best ways to encourage and provide financial support for student travel
for the purpose of learning CLs in a foreign settings, with particular
emphasis on funding those willing to participate in recognized study
abroad programs. During years 2 and 3, various activities will be conducted
in response to identified needs and opportunities that will further
expand Critical Language study, offerings and faculty development, to
include the development and approval of a comprehensive plan to institutionalize
and sustain the Institute, followed by 2 years of implementation and
institutionalization of the CLI on the Claflin University (CU) campus.
Monitoring of project progress will be an ongoing activity. The project
will be evaluated based on the numbers of graduates entering professions
or graduate study in a Critical Language, sustainability resources developed
and new/expanded curricular offerings provided as a result of the project.
Activity 9: Project Administration
The primary goals of the Project Administration are; improve the university’s capacity as a minority-serving institution, improve student success and provide high-quality educational opportunities. In order to achieve these goals, the office will work towards the accomplishment of the following objectives:
To this end, funds will be used to assess prevailing rates of enrollment, persistence and progression, retention, and graduation. Interventions will be implemented via specific program activities to improve established baseline data. Progress will be benchmarked and tracked throughout the five-year funding period in order to document the impact of Title III funds upon the University’s Strategic Plan. Particular emphasis will be placed upon Academic Quality and Performance, Institutional Management, Fiscal Stability and Student Outcomes.
Activity Description:
Clinton Junior College is a
Christian College based on the Christian traditional approach which
provides students with the best possible programs and methods of studies.
The college seeks to impart to each student moral character development,
communicative skill of language and subject matter to develop within
the framework of student’s personality, potential, and abilities based
on sound academic instructions. The college offers an Associate of Business
Degree, Liberal Arts Degree, and the Religious Studies Degree and expects
to offer two new degree programs: an Associate Degree in Early Childhood/Elementary
Education and an Associate Degree in the Natural Sciences.
Clinton Junior College is submitting this SAFRA Grant Application for an award period
2010-2015. This Application
requests funds in the following areas:
Activity 1: Academic Improvement and Enhancing Library Services
The college will request funds
to upgrade its library services. These funds will support upgrading
the Automated Library System
and the computers needed for cataloging. These funds will also support
the purchase of photocopying machines needed for student and faculty
use. Additionally, the funds will be used to enhance the Living Learning
Center by upgrading security. Furniture and lab equipment will also
be purchased to upgrade classrooms.
Activity 2: Improving Technology Infrastructure
The college has a need to rebuild
its outdated infrastructure. This will be accomplished by purchasing
servers and other software and hardware and by integrating all campus
units in order to share, store and retrieve data.
Activity 3: Grant Coordination
This Activity will allow the
college to assure that the Grant has college oversight. A Program Assistant
will be hired to assure that fiscal and program records of the Grant
are collected and stored.
Activity 4: Strengthening the Clinton Junior College Endowment
The college will use SAFRA
Funds to increase its endowment.
Activity 5: Renovation, Construction and Facility Improvement
This Activity will allow the
college to meet the ADA Requirements by installing an elevator in the
Education Building. This Activity will also allow the college to build
a new academic building which will have state-of-the-art classrooms,
laboratory space (including biology, chemistry and physics), a cultural
center (including an auditorium and music library) and physical education
and fitness center labs.
Activity 6: Improving Institutional Effectiveness and Institutional Advancement
The college needs to improve
its ability to evaluate the effectiveness of its academic programs through
the improvement of the Institutional Effectiveness Office. The funds
will also allow the college to improve the quality of its education
programs by upgrading faculty through the use of workshops and travel
to conferences.
Activity Description:
Denmark Technical College intends
to utilize Title III funds to support four activities which will assist
in the institution’s efforts in building capacity. These activities
include: Licensed Practical Nursing Program, Infrastructure Enhancement
for Institutional Effectiveness and, Sustainability and Renewable Energy
and Virtualized Desktop Infrastructure. The activities will assist in
the College’s capacity building initiatives by providing services
and support that promote academic quality through curriculum development
and enhancement-specifically in STEM areas; implement virtual learning
via e-learning, webinars, and podcast; and promote fiscal sustainability
by decreasing energy cost by implementing a virtual desktop infrastructure.
The activities are in alignment with the mission and goals of the College
which the primary focus to provide a more effective learning and job-training
opportunity for individuals in the institution’s tri-county service
area.
The program will assist the
institution in effectively serving the College’s service area and
student population because it will directly and indirectly strengthen
the operational and services of the College. With measurable objectives
and outcomes, the College plans to implement these activities which
will address the four focus areas (i.e., academic quality, institution
effectiveness, fiscal sustainability, and student support) of the Title
III Program. The indentified activities mentioned above, plan to simultaneously
accomplish the overall goals of the Title III Program and the College.
This application will unequivocally demonstrate how these goals will
be successfully accomplished. It will demonstrate how the implementation
of these activities will subsequently promote academic, economic and
professional growth for the College. It will also illustrate how the
resources needed for the activities will enable the College as it takes
a seamless transition in becoming a more progressive and relevant learning
institution.
Activity Description:
Academic facilities, on a college
campus, are always in need of repairs due to normal wear and tear to
maintain an environment conducive to learning. Repairs generally
involve HVAC systems, aging roofs, flooring, replacement of carpeting
or tile in high traffic areas, painting, and replacement of student
desks and chairs. Additionally, the construction of other academic
facilities, specifically for the purpose of integrating laboratory experiences
into the curriculum, is a high priority, so that students can gain hands-on
experience with the actual equipment and resources of their fields of
study.
This proposal seeks to increase
instructional space for the entire academic program, to provide equipment
for laboratory facilities, and to provide other educational resources
to support the academic programs of the college. In the first
year, the focus will be to enhance the curriculum of the academic programs
of the college by addressing the need to construct and equip a facility
to allow for a laboratory component to be incorporated into the Health
and Physical Education course required in all non-science major programs
and to provide internship experiences for the Recreation Administration
and Health Science majors who will monitor and assist this large group
of students with their laboratory activities. Additionally, the
computers in six laboratories will be replaced due to obsolescence and
difficulty in finding replacement parts, SmartBoard systems will be
installed in two laboratories of the Forensics Center, and library holdings
will be increased.
The goal of this project relates
to the U.S. Department of Education’s Strategic Plan Goal 3 which
is to ensure the accessibility, affordability, and accountability of
higher education and to better prepare students and adults for employment
and future learning. Ultimately, it is hoped that this project
will aid in enhancing the institution’s retention and graduation rates,
which aligns with Objectives 2 and 3 of Goal 3 of the Department’s
Strategic Plan to increase success in and completion of quality postsecondary
education.
Activity Description:
In keeping with South Carolina
State University’s rich history of producing graduates, particularly
African Americans from low-income backgrounds who become leaders in
education, business, industry, science and technology, and varied other
professions, it is essential that a viable student academic support
and retention system is implemented to ensure student success. This
is of paramount importance since the student attrition rate for first-year
freshmen has plummeted to around 35 percent or more. As such, South
Carolina State University’s reputation of being the number one social
mobility university in the nation (Washington Monthly, 2006,
2007, 2008) is jeopardized.
To complement the programs
and services offered to students via the Student Success and Retention
Program (SSRP), it is proposed that the Academic Success Academy (ASA)
is developed and fully operational. While SSRP will continue to offer
New Student Orientation, Academic Support Services, Quality Assurance,
the Student Support Services Program (federal project), and the Black
Males Project, ASA will house three broad components: (1) the General
Education Curriculum (GEC); (2) the Center for Teaching and Learning
(CTL); and (3) Early College. Both ASA and SSRP will be housed under
the newly formed Office of Academic Success and Retention Programs.
South Carolina State University
wishes to establish a program called “Developing 21st Century
Faculty Through Excellence in Teaching and Mentoring.” The program
will establish a Center for Teaching and Learning and address the need
to provide all faculty but especially recent hires with the knowledge,
tools and skills to improve teaching at the tertiary level. In addition,
the program will introduce and foster a voluntary mentoring program
in which new faculty will be paired with seasoned faculty who will provide
guidance to new faculty as they navigate their way through their careers
at the University.
The Center for Teaching and
Learning will support the University’s SACS requirement for a Quality
Enhancement Plan (Preparing Undergraduates for Scholarly Holistic Writing)
by sponsoring workshops for the Writing-to-Learn program in which each
instructor must assign and evaluate at least one writing assignment.
The workshops will aid faculty in all disciplines gain strategies for
using writing as a tool for teaching the required content, and acquaint
faculty with: (1) writing-to-learn activities/assignments in their
disciplines; (2) the proper means of making discipline-specific writing
assignments; and (3) the various means of assessing student writing.
The Center for Teaching and Learning will also sponsor the workshops
at the annual Fall and Spring Faculty Institutes.
Activity Description:
Abstract not available for
this project.
Activity Description:
Fisk University, founded in
1866, is one of the oldest historically black colleges and universities
in the United States. Fisk was established to provide “the highest
standards, not of Negro Education, but of American education at its
best.” Fisk earned a national reputation for academic excellence
grounded in the liberal arts, distinguishing itself as a critical catalyst
for change locally, regionally, and internationally.
The SAFRA project funds may be used to support scholarly initiatives to:
(10) Establishing or
enhancing a program of teacher education designed to qualify students
to teach in a public elementary or secondary school in the State that
shall include, as part of such program, preparation for teacher certification.
The key objectives in the Board-approved
Strategic Plan to Transform & Sustain Fisk University (2009-2013):
Action Areas, Objectives, and Strategies
is to continue efforts to fully align resources with Fisk mission.
The long-term success at Fisk University depends on financially stable
and sustaining environment that attracts and fosters best and brightest
students and allow the Fisk faculty and administrators continue to update
curriculum, allocate academic resources to align with mission and invert
in strategically-chosen disciplines. The Strategic Plan directs to invest
selectively to create or sustain competitive advantage in key areas
including: Business, Biology, Chemistry, Nursing, and Special Education
and Teacher Certification. The goal is to leverage internal resources
and collaborative agreements and become a core recruiting school for
target employers in these disciplines.
The imperatives for action are to:
Therefore, the SAFRA program funding will assist Fisk University in strengthening its fiscal stability and capacity to improve “value-added” academic programs, provide professional development, maintain and upgrade educational facilities and equipment and create a cognitive state of the art learning community to train world leaders. In the long run, the SAFRA project at Fisk University will enhance our collaborations with other academic and private sector institutions.
Activity Description:
Activity 1: Improving the Performance of Students in the Sciences and Mathematics Areas
Lane College currently offers
majors in the following science, technology, engineering, and mathematics
(STEM) areas: biology, chemistry, computer science, mathematics and
physics. Engineering is offered as a dual degree program with Tennessee
State University. The College’s program of periodic curriculum review
is conducted by the faculty. Over the next five years, the College proposes
to increase it program offerings in the area of STEM through a systematic
curriculum review and revision process to include new courses and new
major offerings, faculty development, enhanced and expanded extracurricular
activities for the preparation of students to take standardized tests,
and the purchase of up-to-date equipment and technology.
The extensive requirements
of the proposed program necessitate the hiring of additional faculty
in the STEM areas with terminal degrees. The Vice President for Academic
Affairs will coordinate the evaluation of all major course offerings.
This in-depth study of the curriculum will allow the College to assess
strengths and weaknesses of the existing offerings and allow the development
of programs that will facilitate the continued academic growth of its
students in the STEM areas. This will include: (1) proposing of new
courses and changes in existing ones to meet present and future needs
of the students of the College; (2) deletion of courses from the curriculum
which are obsolete and/or are nonproductive in the development of students;
(3) staffing and implementation of the new majors; (4) rewriting of
syllabi to reflect uniformity across the curriculum and consistency
with requirements of external agencies; (5) developing initiatives for
integrating more technology into all curriculum offerings, (6) developing
required seminars and workshops that implement strategies for improving
student performance on standardized tests; and (7) developing a Masters
program at the College. All proposed changes will be directed to the
Curriculum Committee and the faculty for final dispensation.
Activity 2: The Academy for Success
In 1936, Lane College was approved
by the Southern Association of Colleges and Secondary Schools and given
a “B” rating. Lane College was given an “A” rating by this Association
in 1949. In December 1961, Lane College was admitted into full membership
in the Southern Association of Colleges and Secondary Schools. Since
1961, Lane College has been accredited by the Commission on Colleges
of the Southern Association of Colleges and Schools. It was last reaffirmed
in December 2002.
Since the beginning of the 2009-10, the College has been engaged in activities related to the reaffirmation process that will culminate in spring 2013. As a component of the accreditation process, the College must successful develop and implement a Quality Enhancement Plan (QEP). The QEP is a course of action for institutional improvement that addressed one or more issues contributing t quality enhancement of student learning. In its Handbook for Reaffirmation of Accreditation, the Southern Association of Colleges and Schools notes that “student learning is at the heart of the mission of all institutions of higher learning.” The QEP: (1) includes a process identifying key issues emerging from institutional assessment; (2) focuses on learning outcome and/or the environment supporting student learning and accomplishing the mission of the institution; (3) demonstrates institutional capability for the initiation, implementation, and completion of the QEP; (4) includes broad-based involvement of institutional constituencies in the development and proposed implementation of the QEP; and (5) identifies goals and a plan to assess their achievement. Over the next five years, the College proposed to utilize Title III funds to assist in the development and implementation of the QEP and its associated goals and objectives to improve student learning and performance.
Activity Description:
Activity 1 - Enhancement of Academic Facilities
We seek to improve institutional facilities that have suffered from deferred maintenance to insure a safe environment that is conducive to effective learning.
We seek to provide technical
support in implementing coherent technology across the curriculum and
capacity-building for all constituents.
Activity Description:
Unknown to many, the Health
Care Reconciliation bill that was passed on March 21, 2010 and signed
into law on March 30, 2010 included significant funding for college
students in Tennessee and throughout the nation. The Student Aid and
Fiscal Responsibility Act (SAFRA), provides mandatory funds to be added
to the regular allotments under the Title III Part B - Strengthening
Historically Black Colleges and Universities (HBCU) annual award. The
aim is to assist colleges and universities with meeting President Obama’s
challenge: produce the most college graduates by 2020. SAFRA funds represent
the “single largest investment in higher education ever” (House
Education and Labor Committee, March 2010).
This additional funding comes
at a time when Tennessee State University is facing numerous and various
obstacles to its historical mission of providing access to quality education
to students -- especially the disadvantaged. Over the past two and a
half years, an Academic Master Plan, a new Strategic Plan and an impressive
QEP which support the university mission were adopted. However, shrinking
state allocations and student fees pose threats to the successful implementation
and realization of the goals and objectives of each of these. SAFRA
funds will be used to provide much needed “seed” money to move forward
with plans that were laid out in each of these documents.
During this funding cycle,
TSU proposes to use SAFRA funds to provide mini grants to colleges and
departments across both campuses to increase enrollment, retention,
and persistence to graduation. In doing so, Title III Program Administration
and Institutional Development Office under the leadership of the Special
Assistant to the President will deviate from the traditional application
of Title III funding while still maintaining the primary focus of
student learning outcomes and student success. Departmental
as opposed to individual awards will be made. Outcomes will be data
driven and consistent with the federal and state mandates. “Best practices,”
centers and/or areas of excellence, and the models for future training
are also anticipated outcomes. Finally, heavy emphasis will be placed
on institutionalization of stellar projects for integrity and
sustainability.
Activity Description:
Huston-Tillotson University
(HT) recognizes the importance of planning for a changing social, economic,
and educational environment. As part of our institutional planning process,
HT is constantly monitoring and discussing changes that impact our students
and our educational system. This proposal reflects HT’s commitment
to growth in a changing environment. The University is proposing four
projects which will advance the institution in the following key areas
– academic quality, fiscal stability, institutional management, and
student services. The four projects are titled: (1) Strengthening Academic
Support Services through a Center for Academic Excellence (CAE); (2)
Strengthening The Learning Environment through Library Renovation; (3)
Strengthening the Curriculum through a Communication Program; (4) Strengthening
Student Retention and Engagement though Leadership and Achievement Initiatives
that Support Academic Success. In the planning for this proposal, HT
has used multiple measures including results from a recent SWOT analysis
to determine the direction that will best serve the student population.
Activity Description:
Jarvis Christian College continues
to be challenged with the upkeep of its academic facilities. Most of
our buildings are very old and are in need of numerous repairs. Previous
support from this budget has helped the College make much needed improvements.
This new allocation will allow the College to continue to address part
of its strategic plan which calls for the strengthening of the infrastructure.
Construction, Maintenance and Renovation of Academic Facilities
Classroom and instructional
space on the campus of Jarvis Christian College will remain the focus
of this support. We plan to make additional repairs and improvements
in three main academic facilities, the Olin Learning Center, W.W. Rand
Center, and Center for Student Academic Success.
Activity Description:
The proposed five-year plan
of operation is based on the College’s ten year Comprehensive Development
Plan (CDP) and consists of the following three activities.
Activity 1: Renovation of Institutional Facilities (Fiscal Stability and Academic Quality)
Activity 1 is designed to assist in elevating the deficiencies in the physical facilities of PQC. This activity will focus on the following:
Objective 1: Stabilize
the foundation of the Comer Contrell Building by September 30, 2011.
Objective 2:
Renovate the physical education center by September 30, 2012. Upgrade
the HVAC units in the education and student services buildings by September
Activity 2: Upgrade the Technology in the Classrooms and Labs (Academic Quality)
The classroom in each education
facility will be upgraded during the five year period. This objective
will focus on upgrading the classroom and lab and will assure that new
technology such as: white boards, table tops and lap top computers,
desks, chairs, projectors, and smart boards are available in each classroom.
Objective 1:
Create interactive classrooms and upgrade technology in existing
labs and classrooms by September 30, 2015.
Objective 2:
Create campus wide safe and comfortable classrooms for students
by September 30, 2015.
Activity 3: Strengthening the College’s Infrastructure to Support Academic Programming,
Administrative Services, and Research Initiatives
This activity will allow the
college to continue to upgrade and improve campus communication, expand
its efforts in the area of anytime – anywhere learning, enhance campus
security, and provide a living research and learning labs for PQC students.
This will strengthen the ability of these students to enroll in graduate
schools with quality research skills. The development of a botanical
garden will supplement our Heat Foliage Study and community Farm Programs.
This activity will provide greater opportunities for research for our
Biology and Servant Leadership Students and assist these students to
enter and succeed in graduate school and /or the world of work.
Objective 1:
To develop the Reading and Writing across the Curriculum Program
by September 30, 2015
Objective 2:
To strengthen classroom security and safety by September 30, 2015
Objective 3:
To develop Paul Quinn College’s Botanical Garden (laboratory)
by September 30, 2015
Activity 4: Project Administration (Fiscal Stability)
Oversight of federal dollars
is a critical responsibility for all institutions. This responsibility
is not taken lightly by the administration. The Title III Director will
continue to monitor the compliance of the NCC Grant and will assume
the responsibility of monitoring the compliance of the mandatory funds.
Objective 1:
To ensure that Title III Activities are developed and implemented
in accordance with their stated goals and objectives.
Objective 2:
To monitor the compliance of each Title III Activity with Federal
Regulations and Paul Quinn College Policies and Procedures each year
of the grant (2007-2012).
Objective 3:
To maintain an effective funds control and accountability process
and coordinate fiscal activities with the Business Office.
Objective 4:
To implement an evaluation strategy designed to ensure that Title
III Activities are effectively meeting the needs of the College.
Objective 5:
To work closely with the Department of Education to monitor the
progress of the Title III Program, communicate any necessary changes
or modifications to the activity budgets or objectives and to ensure
compliance with federal regulations and procedures.
Objective 6: To communicate Title III Activity Goals and Objectives to members of the college community, to ensure support for these activities, and to increase awareness of the Title III contribution to the college.
Activity Description:
Activity 1: Project Administration
Project Administration is the
administrative and management core of the Title III Program. This office
is responsible for ensuring that the program is operated within the
guidelines of the U.S. Department of Education, Texas A&M University
System policies, and University procedures, and that activities are
implemented according to established goals and objectives.
Activity 2: Enhancing Student Learning and Quality of Graduates through Laboratory Experiences
The Department of Civil Engineering’s
six laboratories (computer and information systems; construction materials,
environmental, geotechnical, hydraulics and water resources, and transportation)
are supposed to provide students with the critical hands-on experience
needed for understanding the major fundamental concepts, engineering
analysis and design aspects of Civil Engineering. Unfortunately, the
existing laboratory equipment is barely functional. Feedback from students,
graduating seniors, alumni, employers and an industry advisory council
consistently comment that Prairie View A&M University civil engineering
students need a strong hands-on laboratory education. The purpose of
this activity is to upgrade the equipment in the laboratories in order
to provide students with an enriching hands-on, experiential learning
and research-based laboratory experience.
Activity 3: Investing in Successful Education in Nursing
Over the past 10 or more years,
only 12 percent of declared pre-nursing majors have matriculated into
the College of Nursing. Students who fail to meet all pre-nursing requirements
for progression to upper division clinical studies are advised to seek
alternate majors. Students who advance to nursing are expected to graduate
in five semesters. Presently, fifty-two percent of the graduates complete
the program in six semesters. The proposed activity will develop and
implement a model designed to enhance progression through the nursing
program thereby increasing the number of minority nurses in the workforce.
The project consists of two components. The first component is to identify
factors which may contribute to successful completion of the Nursing
program by ethnic minority nursing students. The second component involves:
(1) establishing a summer program for pre-nursing students; and (2)
establishing an academic support program for pre-nursing students and
students enrolled in the College of Nursing.
Activity 4: Enhancing the Multimedia Language Lab
Research over the past several
decades has shown that in order to improve their linguistic skills,
students need to practice. And in order to practice sufficiently, students
need to be motivated. One avenue that the University has pursued to
motivate language students to practice has been through technology.
Starting in AY2010 this site will service additional types of end users
when students studying Chinese and Arabic begin to use the facility.
In order to adequately service the growing number of end-uses, funding
is requested to renovate the Multimedia Language lab, upgrade the aging
hardware, and purchase Chinese and Arabic teaching/learning materials.
Activity 5: Targeted Initiative to Improve Pass-rate Success (TIPS)
The Texas Administrative Code
requires every person seeking educator certification in Texas to perform
satisfactorily on comprehensive state exams. The Counseling Division
of the Department of Educational Leadership and Counseling historically
has had passage rates in the mid 90th percentile for all of its applicants
on the certification and licensing examinations. But recently the Program
has witnessed a decline in the performance of its applicants on these
state exams. Counseling students perform the worst on the domain that
relates to assessment. The goal of this project is to increase the passage
rate on the state exam by: (1) expanding the assessment library in
the counseling division; (2) realigning assessment courses to more accurately
reflect state exam domains and competencies; and (3) sponsoring test
preparation workshops.
Activity 6: Animal Science Learning Laboratories
The Agriculture Program prepares
students to enter a broad range of areas including food; agricultural;
and natural resource marketing, production, distribution and processing.
The degree provides the foundation for diverse careers and serves as
a springboard for advanced study in agriculture and related fields.
Most of the courses in the Agriculture Program have a laboratory component.
Presently, agriculture students cannot acquire the requisite laboratory
skills needed to be successful in today’s workplace or graduate school
because the laboratories are insufficient to handle their educational
needs. Facilities must be refurbished and the outdated equipment replaced.
Funding is requested to renovate the animal science laboratories and
provide agriculture students with modern well equipped laboratories.
Activity Description:
Activity 1: (Academic Quality) - Construction and Renovation of Instructional Facilities
Activity 1 is designed to alleviate
the deficiencies in the physical facilities of the College. This
activity will focus on the completion of the new construction of the
“Foundational Arts Center” which will house several classrooms,
a small lecture hall that will seat 400 individuals as well as offices.
This activity will also undertake repairs and renovations of existing
campus academic buildings. This will include, but is not limited
to, accommodation of student learning laboratories, classrooms renovation
including upgrade of SMART classrooms, repair/replacement of obsolete
and worn-out air conditioning/heating ventilation systems in academic
buildings; re-roofing and/or restructuring of old, leaky roofs on instructional
facilities and academic buildings, and enhancing physical facilities
such as classrooms, laboratories, and instructional offices to
ensure a conducive learning environment. The complete renovation
of an existing building to house the newly developed initiative “Center
for Student Success” will take place in year three. This facility
will also increase the space used by students and faculty for tutoring
as well as additional classroom space will be added.
Activity 2: (Academic Quality; Student Services) - Improving and Strengthening Student Academic Progress Through Technology
Federal funds are requested
to enhance the institutions technology component which is a pivotal
component of the institution. Enhancement of this activity will
provide more support to the College and will strengthen the network
back-bone making it more secure and stable.
This activity will focus on
acquisition of computer hardware and software, updates on several already
acquired software packages. The activity will also provide implementation
of technology in the classroom through laptops and/or netbooks, interactive
whiteboards, and other telecommunication and educational materials as
academic enhancement tools. A secondary focus of the active will
be to strengthen the facility safety of the college by installation
of keyless entrance pads on all buildings and installation of additional
surveillance cameras in other academic buildings.
Activity 3: (Academic Quality; Student Services) - Developing Center for Student Success
The Center for Student Success
is a student-centered, academic support program designed to help students
achieve desired learning outcomes allowing students to receive specialized
educational support services to increase their chances to achieve academic
progress and success. Efforts of this program will address the
need to increase retention and graduation rates at the College.
For purposes of the SwCC Quality Enhance Plan which was recently approved
by SACS, the student learner will achieve measurable improvements in
knowledge, competencies, and skills, as it pertains to evidence of student
achievement.
Activity 4: (Academic Quality) - Enhancing curricula through Faculty Development Training
Southwestern Christian College
continue he training and development of administration, faculty and
staff in building on-line curriculum and enhancing the student learning
process through the use of technology. The Technology Support
Specialist will train, on-site- at least 12 faculty and staff members
per quarter to ensure that adequate training occurs and that employees
receive the training needed to fulfill their job responsibilities.
Another facet will include travel to workshops in their professional
disciplines, and in-service professional development workshops.
This activity is also designed to provide part-time study stipends for
faculty members to pursue Masters level work in areas identified by
SACS as being deficient by the institution.
Activity 5: (Fiscal Stability; Institutional Management) - Project Administration
Oversight of federal dollars
is a critical responsibility for all institutions. This responsibility
is not taken lightly by the administration of Southwestern Christian
College. The Title III Director will continue to monitor the compliance
of the NCC grant and will assume the responsibility of monitoring the
compliance of the Mandatory funds.
Activity Description:
Activity 1 – Renovation
St. Philip’s College will
use Mandatory Funds provided by the U.S. Department of Education to
renovate two existing building consisting of the Science Building and
the Sutton Building which are located on the Martin Luther King Campus.
The renovation of the Science Building will allow the college to increase
the number of laboratory courses offered and increase student enrollment
in the STEM (Science, Technology, Engineering and Mathematics) areas
of biology, chemistry, and physics as well as provide pre-requisite
course work for the allied health fields to include anatomy and physiology.
The renovation of the Sutton Building will allow the following that
impact students enrolled at the college: Recruitment Office; Nurse's
Office; Educational Support Services; Interpreter Services; Transfer
Center; Career Services; First Year Experience; Honors Program; Advisors;
Employee Wellness Center; 14 Classrooms, 24 - 37 seats; six moveable
walls could double the size; Social and Behavioral Sciences Department
and classrooms; faculty work area with students; Distance Learning;
and Instructional Innovation Center.
Activity Description:
Activity 1: Improving Student Success Through the Application of Technology Interventions and Solutions
Driven by the interconnected
goals of supporting enrollment, increasing persistence rates, and elevating
rates of graduation, Texas College has elected to utilize instructional
technology and administrative support technology as strategies for goal
achievement. Texas College proposes to purchase electronic tutorials,
computers, science laboratory, classroom technology and all related
equipment needed in order to cost-effectively increase enrollment, persistence,
and graduation rates.
In addition to the use of equipment
and related supplies, a Technology Coordinator will be hired. The Coordinator
will provide customer services to support students and faculty in the
use of classroom technology and the management information system. The
Coordinator will also assist in planning the technology requirements
for renovation projects. Further support will be provided to this activity
through Consultant Services in the areas of electronic course development
and strategic planning for technology. Academic Instructional Consultant
will be contracted to assist the faculty in improving the delivery of
online and distance learning courses to support the anticipated growth
in enrollment. A Technology Consultant will be contracted to assist
the College in designing an Information Technology Strategic Plan to
expand and maintain the technology infrastructure of the College. Texas
College plans to enter into a pooled contract agreement with the Management
Information System to provide new employees training and annual training
update to maximize the College’s use of the system.
In order to remain competitive
with state and majority institutions who are bidding for student enrollment,
we must continually update our technology infrastructure. With the anticipated
increase in enrollment, current instructional facilities will be remodeled
and renovated to accommodate this increase.
This activity supports Institutional Goals 1, 6, 8, and 9:
1. Enhance and increase technology use for teaching-learning and administrative management;
6. Increase student persistence and graduation rates
8. Provide and maintain prudent management and physical resources
9.
Work to establish and maintain the cleanliness and beauty of the campus
Activity 1 Objectives:
Activity 2: Improving Student Success Through the Improvement of the Physical Environment
Researchers have documented
that the built environment impacts numerous aspects of individual lives
including the learning process. Through the Title III grant, Texas College
will renovate and repair academic facilities to improve the learning
environment for the students. With the anticipated increase in enrollment
and an increase in commuter students, we have to maximize existing space
for student independent learning.
The library is at capacity
and needs additional space. The College plans to provide an annex to
the library to provide space for student independent or group learning.
This academic support annex will house a reading room, individual study
rooms, and a collaborative activity room for students use. In addition,
shared space will be remodeled for evening and weekend tutorial services.
This academic support annex will be equipped with wireless internet
service and computers to access the library electronic resources. Copies
of periodicals will also be available in the reading room.
Title III funds will also be
used to address other facilities improvement needs of the College. The
College will address ADA requirements by modifying access to academic
classrooms and student services. This effect will include new seating,
renovating restrooms and installing lifts or elevators in the library
and Martin Hall. The library’s electrical wiring will be updated and
deferred maintenance will be addressed. Space for a testing center will
be remodeled.
Finally, the College will address
the issue of energy conversation by installing energy efficient products
for all renovation projects.
This activity supports Institutional Goals 6, 8 and 9:
6. Increase student persistence and graduation rates
8. Provide and maintain prudent management … physical resources
9.
Work to establish and maintain the cleanliness and beauty of the campus
Activity 2 Objectives:
Activity 3: Program Administration
The Program Administration
seeks to provide effective planning, coordination, monitoring, reporting,
and evaluation of the overall operational activities of the grant programs.
This ensures institutional compliance in accordance with the rules and
regulation set forth by the U. S. Department of Education and provisions
contained in EDGAR, A-21, A-110, A-133 for Title III and as well as
regulations for other grant programs.
The coordination activity ensures
that funds received through Title III and other grant programs are optimally
allocated and expended only for approved purposes, thereby resulting
in an “unqualified opinion” in the required annual audit of federal
programs (the A-133 audit report). This activity also ensures that project
activities are consistent with the College’s strategic goals, its
planning principles, and long-range goals.
The success of the proposed
activities to support enrollment, persistence rates, and graduation
rates will be lead by the President of Texas College, as the officer
in charge of all Title III activities. He will oversee the administration
of the grant through the Program Director who will manage the day-to-day
operations. The Director will ensure reporting requirements are met,
assist in developing performance measures to track outcomes, conduct
internal activities evaluations and schedule external evaluations to
ensure 100% grant compliance.
Program Administration Objectives:
Activity Description:
The Campus Infrastructure Enhancement activity will enhance several labs, upgrade classrooms to accommodate state-of-the-art teaching space and meet modern educational standards across campus by renovating current space, classrooms, labs and buildings. The activity as proposed will significantly enhance the security, teaching and learning environment at Texas Southern University and provide the facilities support necessary to achieve the college’s educational mission.
The Academic Quality Enhancement
activity will enhance, establish and support academic programs in the
following areas; improve student learning outcomes, increase retention
rates at all levels, increase cohort six-year graduation rates, achieve
accreditation of all eligible programs, increase student satisfaction
and improve technology, facilities, and library holdings.
Activity Description:
Cables, Competence, Nuts and Bolts: Improving the Institutional Management Infrastructure
The project plans presented herein reflect and emanate from the: (a) College’s strategic institutional priorities; (b) goals and objectives of the Title III, Part B Program; and (c) legislative allowable activities as authorized in Section 2103, Sec. 371(b) (1) (A) of the Student Aid and Fiscal Responsibility Act (SAFRA). Within this framework, the major tasks pursuant to three activities in the first three years, also, have been designed to support and advance the College’s readiness for reaffirmation of accreditation in 2013. Thus, the FY 2010 activities targeted for support with “Mandatory” funds will enable the College to:
A brief summary of each of
the of the FY 2010 activities follows showing its relatedness to legislative
allowable priorities (in parenthesis.)
Activity 1: Improving Instructional Facilities (Constructing, Maintenance, Renovation and Improvements in Other Instructional Facilities)
This activity will enable Wiley
College to upgrade and maintain physical facilities, to contain the
costs of utilities by commissioning an energy audit, begin implementation
of energy management plan, and to accommodate substantial student demand
for campus housing by securing architectural/and engineering design
services for construction of an energy-efficient living-learning center.
Upon completion in FY 2011-2012, this facility will serve as a model
for converting/retrofitting existing facilities for energy-efficient
operation and maintenance and which will accommodate 200 more residential
students.
Activity 2: Ensuring Continuous Accreditation: Improving Administrative Management (Other Activities to Increase Institutional Capacity)
A major support for strengthening
institutional management to ensure the College’s reaffirmation of
institutional accreditation in 2013 is a sustained program of leadership
development for senior level administrators and a well-organized and
coordinated program for board development. In order for senior level
administrators to lead and manage the accreditation process they must
stay abreast of all accreditation and other regulatory requirements,
and become proficient in utilizing the College’s administrative information
system to strengthen the College’s control environment. Similarly,
governing board members need to remain abreast of higher education trends,
issues and best practices (specifically as these pertain to private
institutions) in order to increase their understanding of their complementary
institutional roles, as well as, strengthen the board’s performance.
Funds are needed for personnel, leadership forums; campus-based seminars,
webinars and workshops; leadership retreats; technology for the board’s
conference room; green campus forums for trustees, senior level administrators
and student leaders, and for external evaluators to render an independent
judgment on the quality and/or needed improvements to the College’s
student access and retention programs. These opportunities complement
activities in Activities 1 and 3 of the FY 2010 application.
Activity 3: Improving Telecommunications and Technology Capacity (Improvement in other instructional facilities, including purchase or rental of telecommunications technology, equipment, or services)
This technology activity will
enable the College to update its ten year old campus network infrastructure
and to replace its obsolete digital telephone system. Planned are the
acquisition of hardware, networking components and technical engineering
services to connect all buildings to a new network core that was installed
in March, 2010 and to eliminate excessive service interruptions in the
existing dysfunctional telephone system. These infrastructure improvements
will result in stable, reliable and secure information and telecommunications
technology systems to support increased productivity and maximum technology
integration in the curriculum, as well as, in routine management practices.
VIRGIN ISLANDS
Activity Description:
Abstract not available for
this project.
Activity Description:
Over the five-year period of
the Dept of Education-Title III/HBCU-Student Aid and Fiscal Responsibility
Act (SAFRA) funding, the university will continue its focus on increasing
and enhancing library services and strengthening academic programs.
The rationale for support of these projects follows.
Activity 1: The Harvey Library
The library’s collection
of information resources directly supports the university’s mission
to serve as “a comprehensive institution of higher education, dedicated
to the promotion of learning.” The library must continually engage
in collection development activities in order to provide access to the
latest research and knowledge advancement in various academic disciplines.
These Title III/HBCU-SAFRA funds will allow the library to acquire a
collection of the print books and electronic books that will be published
in 2010 and 2011. These funds will also allow the library to continue
subscriptions to the electronic databases that contain academic journals
and scholarly articles. The acquisition of these resources directly
supports the academic curriculum of Hampton University by fostering
students’ research skills development and engaging students in the
learning process.
Activity 2: Skin of Color Institute
Hampton University has made
great strides in developing a campus wide infrastructure that can provide
state-of-the-art research and applied skin care treatment for students
and faculty. The Skin of Color institute will enhance and contribute
to the infrastructure for research and education at Hampton University.
It will expand the breadth of research by increasing the number of biomedical
research faculty and projects dedicated to cutaneous disorders that
disproportionately affect minority populations. It will increase the
number of collaborative projects within the University as well as with
outside partners such as Eastern Virginia Medical School, Jefferson
Laboratory, and the private sector. Notably, the HUSCRI will expose
underrepresented minority undergraduate and graduate students to a highly
specialized area of research and encourage their participation in the
scientific process; students will have the opportunity to attend and
participate in scientific symposia as well as lecture series hosted
by the HUSCRI.
The funds used in this activity
would assist in achieving the University’s goal of providing a quality
research program and applicable experience (Goal E) by providing the
infrastructure needed to support quality research activities; thereby
increasing the number of students engaged in research.
Activity 3: Hampton University Center for Public Policy
Hampton University’s Center
for Public Policy, first of all, is rooted in the tenets of the United
States Constitution. There will be a course taught on Constitutional
Law. An essential ingredient in the Center must be an abiding faith
in freedom and free people. Secondly, there must be an emphasis on the
disbursement of factual knowledge. In our world today, there are so
many people who utilize spin to deliver their point; however, the facts
to support their contentions are not supported with facts. With a deep
rooting in the Constitution of the United States and an emphasis on
freedom of expression and factual knowledge, the Center for Public Policy
will invite some of America’s thought leaders and conduct conferences
on best practices in their professions. The speeches and conferences
will be open to students, faculty, and other aspiring opinion makers
in business, politics, education K-12 and higher education. Speakers
will be invited to campus the night before their lecture to have dinner
with students, faculty, and others. The next day, they will deliver
a lecture on the subject of their choice dealing with some aspects of
freedom, free people, knowledge, and best practices in a particular
field. Students will be exposed to intellectual conversations pertaining
to various subject matters. Conversations will then be taken back to
various classrooms and reinforced in a reflective manner. We think that
the course on Constitutional Law and the lectures from accomplished
speakers will add a great deal of value to the learning process of all
concerned. This activity meets the university plan (Goal B) of reinforcing
a learning environment that emphasizes faith in freedom and responsibilities
of free people along with the disbarment of factual knowledge.
Activity 4: Hampton University Online
Hampton U Online furthers Hampton
University’s mission to “offer exemplary programs and opportunities
which enable students, faculty, and staff to grow, develop and contribute
to society in a productive, useful manner.” Specifically, the online
education initiative addresses nine of the university’s twelve strategic
goals (i.e., Goals A, B, C, D, G, H, J, K, and L). Hampton U Online
will engage a distinguished faculty to offer high quality academic programs
within a technologically rich learning environment. Results of the assessment
of student performance will indicate a high level of moral professional
competence and strong information literacy skills of a diverse and motivated
student body. Online education will extend the reach of the University
and enhance its ability to attract and serve “students from diverse
national, cultural, and economic backgrounds,” thereby increasing
the university possibility of obtaining a global presence.
Activity 5: Water Quality Research Laboratory: A facility for Observing Emerging Water Contaminants
This project will significantly
enhance the university’s water quality research capabilities. The
information that will be generated in this work will contribute to scientific
data that will be used by EPA and other regulatory agencies. As a long-term
goal, water quality laboratory certification will be sought from the
Commonwealth of Virginia Consolidated Laboratory Services. The facility
will be used to provide water quality testing services for the communities
in this area of Virginia, including those that rely on domestic wells
for their drinking water supplies. Students will be trained during the
course of the project and beyond, providing them essential skills and
backgrounds for future environmental research careers. The participating
faculty will develop new areas of research interests and publication
activities.
Conclusion:
All of the activities noted
above address many of the goals of the University’s Strategic Plan.
Specific goals were noted with each activity and overall each activity
supports the University’s long-range goal of being recognized nationally
for its competitive curricular offerings, quality faculty and world-class
students. An interim evaluation of the program will determine whether
or not new activities should be added or if any of the current activities
should be eliminated. The rate at which activity objectives are accomplished,
changes in institutional priorities and the availability of funds will
serve as the primary determining factors for continuing Title III HBCU/
SAFRA support in year two. The evaluation will be based on activity
achievements to date and on annual program plans submitted by the individual
units at the University.
Activity Description:
Norfolk State University (NSU)
continues to serve a vital role of meeting the needs of the citizens
of the Hampton Roads area. The University’s 134-acre campus is located
in southeastern Virginia in the City of Norfolk and is home to a student
population of approximately 6,993 with room for growth. The University
has two Colleges , three Schools and offers 2 associate, 33 bachelors,
16 master’s and three doctoral degree programs. NSU is accredited
by the Commission on Colleges of the Southern Association of Colleges
and Schools (SACS). The intent of this application is sustained by NSU’s
vision to “be the institution of choice for all resolute learners”
by implementing a Five Pont Plan that: (1) enhances the collegial environment;
(2) increases enrollment growth in quality and quantity; (3) improves
freshman to sophomore retention rates; (4) enhances scholarship of faculty;
and (5) increases performance and financial stability by establishing
an entrepreneurial culture. NSU proposes a project that is designed
to further expand programs, management practices and strengthen the
technology infrastructure throughout the campus. The approach planned
is one where a technology enriched learning environment is being created
to support instruction and where professors are viewed as partners in
the learning process and strong advocates for student success. Particularly,
the activities involved in the application will serve to build academic
quality, student support services and administrative management. The
desired outcomes will include increased student retention and improved
graduation rates. Further efforts will result in attracting students
to the university through the expansion of the Honors College, new strategies
for serving the veteran and international student populations, increasing
opportunities for academic growth through testing services and the new
state of the art Lyman Beecher Brooks Library.
Activity Description:
Safe, healthy, and uncrowded
school facilities are a basic ingredient of a good educational program.
When teachers work in well-designed and highly functional school buildings,
they are able to be more effective than when they must teach in inadequate
facilities. A high proportion of Saint Paul’s College’s educational
facilities are inadequate because they are crowded, old, and in need
of repair and modernization. Pressures from an average age of the College’s
educational buildings of over 25 years, and the high cost of facilities
have all contributed to the current inadequacies. However, the College's
responses to the many problems with educational facilities have been
severely limited by insufficient funding to repair and/or renovate educational
facilities.
Educational campus facilities
at Saint Paul’s College suffer from the effects of age, weather, and
heavy use. Failure to provide adequate maintenance results in eventual
deterioration and could result in loss of use. Concerns for health,
safety, and the welfare of students are sometimes, but not generally,
a principal factor in building maintenance. A more important concern
is the visible consequences of neglecting maintenance, which may not
be apparent for many years. Once the signs of deterioration become visible,
the repair costs will likely be far greater than the cost of preventative
maintenance, had it not been deferred in favor of short-term savings.
With the support of SAFRA program
funding, Saint Paul’s College will continue to invest in its physical
educational facilities. The campus educational facilities are among
the College’s most valuable assets and represent significant investments.
Planned maintenance and renewal should play a central strategic role
in the management of these assets. Good planning for maintenance requires
that appropriate resources be allocated on a priority basis. To curb
further deterioration of campus educational facilities, Saint Paul’s
College has developed a plan for addressing this backlog of deferred
maintenance. Although the initial investment will be high, it will generate
significant cost savings in the long run. Unless funds are directed
to eliminate the backlog of deferred maintenance, little preventative
maintenance is possible because previously allocated funds have been
depleted in order to deal with unanticipated system failures.
Deferred maintenance costs
for educational facilities during fiscal years October 1, 2010 through
September 30, 2015 total $ 2,357,638. Without corrective action, deferred
maintenance costs will continue to increase in direct proportion to
the shortfall in annual maintenance requirements.
Activity Description:
Activity 1: Academic Growth and Enhancement
The 20/20 Vision Plan calls
for continued enrollment growth
and expansion of academic offerings with an anticipated total
enrollment of 10,000 students by the year 2020. Title III
assistance is needed to support the maintenance of academic
quality as the growth and expansion take shape—particularly, in
the general education core program.
Activity 2: Improve Campus Security
The VSU Information Security
Office seeks additional support from information security and technical
support professionals to insure that the Virginia State University’s
Information Security Program meets the requirements of the Commonwealth
of Virginia (COV) Information Technology Security Policy
(ITRM Policy SEC519-00) and Information Technology Security
Standard (ITRM Standard SEC501-01).
Activity 3: Banner 8 Upgrade
VSU Technology Services is
requesting support for the upgrade of the ERP, Banner from version 7.x
to 8.x. The completion of this technical upgrade will provide the foundation
to provide enhanced academic services to our students and improved monitoring
of performance tools for our faculty and staff.
Activity Description:
Virginia Union University’s
Title III Administration provides leadership and coordination federally
funded program activities. The activities are created to assist
the University in its mission and goals, which includes addressing all
aspects of the institution’s Strategic Plans. The Strategic
Plans were developed after a thorough analysis of the University’s
policies and procedures. The analysis assisted in identifying
core values which are: academic excellence, small class sizes, personal
attention to students, a nurturing environment, and a strong HBCU heritage.
Thereafter, the University identified eight Strategic Plans that consisted
of: enhancing the quality of our academic programs, identifying
and procuring resources to assist in financing the mission of the University;
strengthening enrollment management; improving the quality of life for
our students through student engagement/empowerment; engaging the University
in continuous quality improvement; enhancing the image of the University;
ensuring that our technology remains current; and involving our students
in civic engagement.
These plans provide a roadmap
for the University to move towards fulfilling its mission and goals.
The University’s highest priorities for 2011-2016 are associated with
the: (1) Quality of Enhancement Plan;
(2) Physical Plan Development; (3) Student and Community Services; (
4) International Studies; and (5) Center for the Study of the Urban
Child. To this end, the Virginia Union University has created
a Comprehensive Development Plan that aligns with the institutions highest
protocols. Similarly, the University’s Comprehensive Development
Plan addresses the goals and objectives of the Title III, Part B program,
with priority given to the legislative allowable activities as:
instructional and research activities; construction; maintenance; and
renovation along with classroom improvement and other instructional
facilities.
Other activities associated
with the initiative include increasing the institution’s capacity
for providing an International Studies Program and Research involving
the study of the urban child and support services involving the student
and community services.
Strengthening the quality of academic programs will involve the review of all current academic programs, explore new academic programs, and develop on-going comprehensive assessment plans for each major. Additionally, the University will establish a Continuing Education Program, enhance its enrollment management processes, and enhance faculty technological skills. The University anticipates the expansion of the number of Smart Classrooms. As well, expose students to extracurricular experiences, experiential learning and collaborative opportunities during their matriculation at the University. To help increase student retention effort, the University plans to strengthen its campus safety program, improve campus perimeters, and explore opportunities for online and Masters degrees.
Activity Description:
Virginia University of Lynchburg
has outlined an HBCU/SAFRA project that will build on the strength of
the institution and help the university overcome its weaknesses.
Virginia University of Lynchburg’s roots reach deeply into the history
of higher education. Founded in May 1886, by African American
Leaders, just twenty one years out of slavery, the University is the
oldest school of higher learning in Lynchburg, Virginia. The University
has a long and widely acknowledged history of accepting students regardless
of their financial resources and who would not likely be able to obtain
an education otherwise. Over the past 122 years, Virginia University
of Lynchburg has renewed itself periodically as it has adapted to the
changing nature of higher education and the changing demands of society.
For Virginia University of Lynchburg to ensure its stature as a genuine
outstanding university of the 21st century, the university
must establish and project a clear institutional identity, and it must
strategically deploy its considerable yet limited resources to achieve
excellence in every academic program it chooses to offer.
The institution must bring those academic programs that do not yet meet
its high standards up to acceptable levels of excellence or reconsider
their role or existence.
Virginia University of Lynchburg has designed three activities entitled, Strengthening the Office of Institutional Effectiveness (activity 1), Improving Enrollment Management (activity 2), Improving Student Advisement/Student Services (activity 3) and Project Administration (activity 4).
The tasks necessary to accomplish
the major goals have been identified and will annually measure our progress
and evaluate our strategies. The objectives and supporting activities
represent important contributions to the well being of the educational
institution. The objectives guarantee that this institution will
continue to fulfill its obligation as a private institution to address
the needs of the state and the students that it serves. Through
these efforts, the university will move closer to achieving its aspiration
to be considered one of the private universities of choice in Virginia.
Activity Description:
CDP Focus
As suggested in the aforementioned
key performance indicators (KPIs) of BSC’s strategic plan, the College
has numerous goals that require countless activities and tasks. While
it is not feasible to address all of the identified needs within the
scope of the Title III-B grant, it is possible to make a significant
impact on specific areas of interest. With this thought in mind, this
CDP focuses on five broad areas including institutional development;
project administration; technology upgrade; curriculum and faculty development;
and enrollment management. These areas specifically relate to legislatively
allowable activities including: support of faculty exchanges, faculty
development and faculty fellowships to assist these faculty members
in attaining advanced degrees in their fields of instruction; construction,
maintenance, renovation, improvement in classroom, library, laboratory,
and other facilities, including purchase or rental of telecommunications
technology equipment or services; tutoring, counseling, and student
service programs designed to improve academic success; funds and administrative
management, and acquisition of equipment for use in strengthening funds
management.
Activity 2
Activity 2 primarily relates
to legislatively allowable activity 2 as specified in 34 CFR 608.10,
which provides for “construction, maintenance, renovation, and improvement
in classroom, library, laboratory, and other instructional facilities,
including purchase or rental of telecommunications technology equipment
or services.” Activity 2 is designed to enhance institution-wide Computer
Literacy and Technology Upgrade by providing computers, other equipment,
networking, distance learning technology, support personnel, licenses,
services and training opportunities. This Activity encompasses academic
computer services, administrative computer services, online courses,
the Interactive Video Network and computer laboratories. Through this
Activity, Title III supports the general functions of the Instructional
Technology Center and the Computer Center.
Activity 3
Activity 3 primarily relates
to legislatively allowable activity 3 as specified in 34 CFR 608.10,
which provides for “support for faculty exchanges, faculty development
and faculty fellowships to assist these faculty members in attaining
advanced degrees in their fields of instruction.” Activity 3 facilitates
Curriculum, Faculty/Staff Development in all divisions, departments
and offices. This Activity advances teaching and learning throughout
various disciplines in the School of Business; the School of Engineering
Technology and Computer Science; the School of Arts and Sciences; the
School of Nursing and Allied Health; and the Virtual College. This Activity
engages faculty, staff, administrators, and students in professional
development opportunities such as courses, workshops, conferences, and
seminars in addition to support guest lecturers, speakers, and consultants.
Activity 6
Activity 6 primarily relates
to legislatively allowable activity 6 as specified in 34 CFR 608.10,
which provides for “tutoring, counseling, and student service programs
designed to improve academic success.” Activity 6 is designed to initiate,
implement, and maintain tasks related to Enrollment Management and student
success. Activity 6 embraces multicultural outreach counseling, academic
advising for student athletes, and the Emerging Leaders Institute.
Activity 7
Activity 7 primarily relates
to legislatively allowable activity 7 as specified in 34 CFR 608.10,
which provides for “funds and administrative management, and acquisition
of equipment for use in strengthening funds management.” This activity
enables BSC to maintain an Office of Project Administration to write
the proposal and budget, plan for, coordinate and monitor the process
and product of the other Activities and facilitate achievement of all
project goals. The project administrator consults and plans closely
with the President and maintains ongoing communication with the federal
agency officials. The administrator and aide ensure the timely preparation
and submission of required information and other documentation. The
president and administrator actively participate in annual Title III
workshops and other supporting conferences that occur. Through this
Activity, BSC also addresses fiscal stability and financial management
issues.
Activity Description:
The Comprehensive Development
Plan for West Virginia State University addresses the needs for the
Academic Affairs Administrative Area. Support in this first year is
evident in the projects of other administrative areas to undergird the
needs for students to have the necessary equipment, services, and programs
to meet their academic needs. The allocations are primarily focused
on equipment and supplies. Objectives and outcomes will be met provided
that effective use and implementation is a part of the strategic plan
and mission of the university.
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