Title III Programs

Supporting Institutional Initiatives

It is with such pleasure that I invite the Coppin State University (CSU) community to explore all activities offered through our Title III Programs. The Title III Programs, funded through the U.S. Department of Education, allows CSU to expand on its programs, to enhance our academic offerings, to improve upon our fiscal projects to sustain the quality of education and work environment offered to our diverse students, faculty, and staff.

Angela L. Williams, Ph.D.
Executive Director, Title III Programs

Program Description

Title III-B authorizes the Strengthening Historically Black Colleges and Universities (HBCUs) program award grants to eligible institutions to assist them in strengthening their academic, administrative, and fiscal capabilities. These programs are typically funded through annual discretionary appropriations; and with additional annual mandatory appropriations provided through the FUTURE Act, which extended mandatory funding beyond fiscal year 2019.

Activities are in accordance to section 1068h(a)(2) of this title may include; Institution services; educational equipment, acquisition of real property in connection with the construction, renovation, or additional improvement of campus facilities; to improve the financial and economic literacy designed for students; financial management information; faculty and staff development; and the implementation of other project activities described under the Legislative Allowable Activities (LAA) outlined in the program statute. Endowment development is also an activity with exception that no more than twenty percent of the grant funds may be used for this purpose.

Title III, Part F, Section 371 of the Higher Education Act of 1965 (HEA), as amended, provides additional mandatory funding for the Title III, Part B HBCU Program. Mandatory funding for the HBCU Title III, Part F Program was permanently extended under the Fostering Undergraduate Talent by Unlocking Resources for Education Act or the FUTURE Act, H.R. 5363. The FUTURE Act was enacted on December 19, 2019.

When awarded funds are not obligated and/or spent timely in accordance to grant specifications, the Department of Education may, with prior notification to grant recipients, reduce subsequent funding amounts in line with the University’s demonstrated funds usage. Site visits may be made by representatives of the Department of Education to review and monitor program accomplishments and provide technical assistance as deemed necessary.

Title III B Project Activities 2022-2027

The following is a list of Title III activities beginning on October 1, 2022 – September 30, 2027.

Library Innovations

Activity #1

Purpose: To enhance teaching and research excellence and to increase the completion rates of students.

Activity Director: LaTrice Curtis-Istance

Campus Digital Transformation

Activity #2

Purpose: In today's competitive landscape of higher education, universities that embrace digital transformation will be better positioned to attract and retain students. Students now expect technology-driven learning experiences that mirror their everyday interactions. Additionally, high school graduates enter college with heightened expectations for digital technologies, influenced by their exposure in their K-12 environments to online learning content, virtual business services, and immersive technological solutions.

Consequently, universities are embarking on strategic pathways of digital transformation to optimize campus infrastructure and enhance the overall experience for students, faculty, and staff. As cited by EDUCAUSE, digital transformation in higher education refers to the comprehensive integration of digital technologies into every facet of academic and administrative operations. This transformation is not merely about digitizing existing processes; it involves rethinking and redesigning these processes to harness the full potential of digital technologies, fundamentally altering how institutions operate and deliver value to students, faculty, and staff.

Staying ahead of technological trends ensures that these institutions are seen as leaders in the field of education. Emerging technologies such as artificial intelligence (AI), cloud computing, and data analytics are crucial in this endeavor. Adopting and implementing these technologies enhances student experiences, streamline operations, and helps universities remain competitive.

However, simply creating a digital transformation strategy and acquiring these technologies is not enough. Today’s technological innovations for enterprise-level deployment are not plug-and-play solutions. The success of digital transformation hinges on one critical factor: skilled personnel. To truly reap the benefits, Coppin must prioritize developing a team with expertise to navigate the complexities of digital transformation. Skilled personnel possess a deep understanding of these technologies, their capabilities, and their limitations. This expertise allows them to implement and optimize technologies to address the specific needs and challenges faced by the campus. They support effective implementation and create an inclusive environment that embraces technology.

The purpose of this activity is to address two critical aspects essential for successful, sustainable digital transformation of the university: 1) crafting a strategy for comprehensive digital integration and 2) retaining a highly skilled team capable of driving the strategy. A well-defined digital transformation strategy is fundamental to aligning technological advancements with the university's academic and administrative goals. Such a strategy will ensure that digital tools are not only implemented but are seamlessly woven into the fabric of the university's processes, enhancing efficiency, fostering innovation, and improving the overall educational experience for students and faculty alike. In concert with the strategy, successfully navigating an institution's digital transformation hinges on having skilled personnel at the helm.  These individuals aren't just technically adept; they possess a unique blend of expertise and understanding. Skilled personnel for digital transformation understand the university’s culture, its stakeholders' needs, and the potential impact of change. They can bridge the gap between technology and human experience, ensuring a smooth transition and maximizing user adoption of new digital tools and processes.

Activity Director: Dionne N. Curbeam

Migration to Cloud ERP HR/FA

Activity #3

Purpose: Implementing Workday, a cloud-based HR and financial management system. Also, it facilitates moving the current ERP/SIS to the cloud.

Activity Director: Thomas R. Smith III

Faculty and Professional Development Services

Activity #4

Purpose: The Division of Academic Affairs is charged to continually support the professional development of all faculty members through the establishment of Faculty Learning Communities. Utilization of Title III funds will assist in facilitating many of the Division’s goals and objectives, which are aligned to the institution’s strategic goals and objectives.

Activity Director: Carla Graves

Employee & Organizational Development

Activity #5

Purpose: The purpose of the activity is to plan, design, develop, and manage employee and organizational development activities at the University with specific focus on offering professional development benefits that aid in employee retention and strengthens the brand of Coppin State University as a great place to work.

Activity Director: Lisa Horne Early

Enhancing Academic Advising and Student Success

Activity #6

Purpose: To enhance and improve student success and related outcomes measurements, this activity builds upon recommendations for creating consistent student support and advising resources at CSU. The Eagle Achievement Center (EAC) will continue its work to the one-stop shop for student support and holistic development at Coppin and provide holistic wrap-around support services. Within this activity there are efforts to improve, build and strengthen the proactive programs, services, and resources.

Activity Director: James Stewart

Enhancing Institutional Advancement

Activity #7

Title III Grant: B

Purpose: The Division of Institutional Advancement is the resource development arm of the university and engages external constituents to generate revenue and philanthropic support for the entire campus community. The audience of constituents is comprised of corporations, foundations, alumni, and friends who have a desire to make an impact on higher education in West Baltimore.

The Division is responsible for developing partnerships with funders to support programming and initiatives like research, workforce development, mentoring, and innovative curriculum enhancement. The Division works strategically to align these programs and initiatives with the philanthropic goals of funders.

We also build on the foundational experience of our alumni in order to connect them to campus in meaningful ways to result in increased and recurring support. The success of our alumni plays a crucial role in how successful we are in marketing the institution. By touting the accomplishments of our alumni through our communication efforts, we serve a dual purpose of connecting with this audience and the reputation of the university.

Stewardship is proof-positive of the Division's impact on campus. We are able to deploy the resources raised to address campus needs and priorities like scholarship, academic programming, student leadership development, and faculty development. In the raising of these funds, we are sure to align with the university's strategic initiatives to ensure that we propel the university's mission forward.

Activity Director: Joshua E. Humbert

Institutional Effectiveness

Activity #8

Purpose: To impact the university’s ability to improve decision making and institutional effectiveness through the use of data and tools.

Activity Director: Michael Bowden

Building Research Administration Capacity

Activity #9

Purpose: To impact the university’s ability to provide research administration needed to build the infrastructure for grants and contracts.

Activity Director: Michael Bowden

An Honors Program Career Preparatory Graduation Initiative

Activity #10

Purpose: The Career Preparatory Graduation Initiative undergirds the Honors Program’s mission to create pathways to goal attainment for Coppin State’s high achieving students. Through a course of preparation that includes professional and leadership development and coaching through the graduate school application process, students distinguish themselves from their peers as they secure next-level opportunities—graduate school acceptances or employment offers--prior to graduation. At the completion of this project, it is expected that the benefits of this supplement will also be reflected in the program’s retention and graduation numbers.

Activity Director: DeChelle L. Forbes

Coppin Inclusion Community Committee

Activity #11

Purpose: The mission of this activity is to cultivate an environment where every individual feels valued, heard and empowered to thrive. Aiming to promote understanding, challenge biases and address inequities. Through education, advocacy and community-building, we will work to ensure that our campus is a place where everyone can succeed regardless of their background, identity or experiences.

Activity Director: Angela L. Williams

Endowment Development

Activity #12

Purpose: The purpose of this activity is to assist the university in growing and sustaining its endowment fund, provide additional incentives to promote fundraising activities, and foster increased independence and self-sufficiency.

University endowments serve as a financial cornerstone that supports a wide range of critical initiatives within an institution. These endowment funds will provide continual stability in funding for student scholarships. By strengthening the endowment, Coppin State University will be able to further enhance its ability to attract and retain top-tier faculty, thereby enriching the academic experience and maintaining its reputation as a leader in higher education.

Additionally, a robust endowment enhances the university's capacity to weather economic uncertainties and fluctuations in government funding. It acts as a buffer against budget cuts and allows the institution to continue investing in long-term strategic priorities, such as sustainability initiatives, student onboarding, retention and success, and cutting-edge research projects that contribute to societal advancement.

Moreover, a well-managed endowment demonstrates the university's financial health and responsible stewardship of resources, which can inspire confidence among potential donors, alumni, and stakeholders. It fosters a culture of philanthropy and encourages ongoing support from the broader community, ensuring that future generations of students benefit from the same transformative educational opportunities that others have experienced at Coppin State University.

Activity Director: Angela L. Williams

Title III Program Administration

Activity #13

Purpose: The Title III Program Administration Activity provides on-going management, monitoring, compliance and support to the University’s Title III Program activities guided by the President of the University. 

Activity Director: Angela L. Williams

Title III F Project Activities 2020-2025

The following is a list of Title III Part F – Year Five activities beginning on October 1, 2020 – September 30, 2025.

Data Science/Analytics in the College of Business

Purpose: To enhance & fully integrate the Data Science and Management Information Systems into the COB curriculum, to complete implementation of the Data Science Program at the USM (University System of Maryland) Regional Center, to complete and populate the Data Science research framework for the College, and to achieve the highest recognition from major accrediting associations.

Activity Director: Sadie R. Gregory

Enhancement of the Center for Technology Innovations

Purpose: The purpose of this activity is to ensure that Coppin State University continually introduces the most current, appropriate technological resources into the university landscape.  Investing in the latest technologies supports the academic success of students. Modern educational tools cater to diverse learning styles and needs, providing personalized learning experiences that traditional methods cannot match. By embracing these technologies, Coppin can help ensure that its students are not only absorbing information, but also are developing critical thinking and problem-solving skills essential for their future careers.

In addition to benefiting students, modern technological resources empower faculty members by providing them with innovative teaching tools and methodologies. Professors can utilize digital platforms to create more interactive and engaging lesson plans, facilitating active learning and collaboration among students. Technologies such as virtual reality (VR) and augmented reality (AR) can bring complex concepts to life, making them easier to understand. This not only enhances the teaching process, but also keeps faculty members motivated and inspired, as they can explore new ways to impart knowledge and foster student curiosity.

Staying current with technological advancements ensures that Coppin State University remains competitive in the higher education market. Prospective students and their families may consider the availability of modern resources when choosing a university. A campus equipped with state-of-the-art technology sends a clear message that the institution is forward-thinking and dedicated to providing the best possible education. This competitive edge is crucial for attracting and retaining students and faculty.

Without continual investment in the most current and appropriate technological resources, Coppin risks falling behind its peers and becoming less attractive to prospective students and faculty. In a rapidly evolving digital world, students expect access to modern tools and platforms that support their learning and professional development. The absence of modern technological tools may cause the university's educational offerings to appear outdated and inadequate, potentially causing a decline in the institution's reputation. Faculty members may find it challenging to deliver high-quality education and conduct cutting-edge research without the necessary technological support, resulting in decreased job satisfaction and difficulty in attracting and retaining top talent. Therefore, it is necessary to invest in such technologies to prevent the university from becoming a relic of the past.

Activity Director: Dionne N. Curbeam

E-Resources for Remote Learning & Teaching

Purpose: With the emergence and integration of information technology, the traditional library is not the library of the future. It is essential for the library to select, integrate, and organize digital resources and tools to support teaching and learning.

Activity Director: LaTrice Curtis-Istance

Strengthen Coppin Cyber Security Infrastructure

Purpose: Coppin needs to strengthen its cyber security defenses considering the ongoing threat that cyber security poses to the information systems of USA firms. Targeted data breaches are now a routine occurrence. To protect the personal information of the students, professors, and staff, Coppin must improve its IT security programs. The Federal Government Cyber Security Initiative and the University System of Maryland Board of Regents IT Security Standards align with this effort. Through this project, Coppin's cyber security infrastructure will be improved.

Activity Director: Thomas R. Smith, III

Cloud Conversion of Disaster Recovery Business Continuity Plan

Purpose: This project involves expanding Coppin’s current Disaster Recovery plan to accommodate for offering online learning, hybrid courses, lecture capture ability, learning management systems, website presence, communications, and other technologies that are becoming critical to continue Coppin's teaching and learning mission using cloud technology.

Activity Director: Thomas R. Smith, III

Enhancing the Natural Science Programs

Purpose: To increase enrollment, retention, and graduation rates; enhance faculty/students’ scholarship and enhance capacity for hands-on training/lab instruction.

Activity Director: Mintesinot Jiru

Title III Part F Program Administration

Purpose: The Title III Program Administration Activity provides on-going management, monitoring, compliance and support to the University’s Title III Program activities guided by the President of the University.

Activity Director: Angela L. Williams

Enhancement of Center for Nanotechnology

Activity Director: Jamal Uddin

Enhancement of Analytics

Purpose: Analytics in higher education has emerged as a transformative force, reshaping the landscape of learning, administration, and institutional success. By leveraging data analytics, colleges and universities can gain deeper insights into student performance, operational efficiency, and strategic decision-making. The ability to analyze vast amounts of data in real-time allows institutions to identify trends, predict outcomes, and implement evidence-based interventions, ultimately enhancing the educational experience and fostering academic success.

Activity Director: Dionne N. Curbeam

Legislation, Regulation, and Guidance

Legislation, regulation, and guidance are key elements in managing federal grants. The Title III, Part B Historically Black Colleges and Universities (HBCU) Program and Fostering Undergraduate Talent by Unlocking Resources for Education Act (FUTURE Act) are funding opportunities for strengthening the following focus areas for institutions:

• Academic Quality – Train and develop faculty, develop curriculum, improve developmental or basic skills courses, develop academic program(s), retain and recruit faculty, increase diversity of faculty, improve average education level of faculty, change the ratio of adjunct to full time professors, change the ratio of non-academic staff to academic staff, change the ratio of the number of students to faculty, improve class size, acquire specialized accreditation, acquire teaching or research laboratory equipment (institutional or joint shared use), acquire library materials (institutional or joint shared use)
• Student Services and Outcomes – 

  Student services: Counseling (peer, career, personal), tutoring and mentoring (peer, staff, faculty), student facilities (general use computer labs, study centers, tutoring centers), create and support learning communities, improve student services (i.e. financial aid distribution process, registration), improve library services (extended hours, tutoring)

  Student Outcomes: Graduation rate, retention, persistence (i.e., fall-to-fall, basic skills to for-credit courses), increased academic achievement, happy leavers, increased number of students entering higher degree programs

• Fiscal Stability – Establish development office, train development staff, strengthen alumni relations, establish donor database, build capacity to attract external support, build and manage endowment, increase tuition dollars from enrollment, increase research dollars
• Institutional Management – Create and maintain management information system(s), develop, integrate and update database(s), staff and train an institutional research office, train and develop staff (other than teaching faculty), Library facilities (construction, renovation), improved institutional management (faculty and staff personnel management, community affairs, outreach office, recruiting), construction and renovation (classrooms, teaching labs), infrastructure for the internet

Title III Forms

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Related Links

U.S. Department of Education — Information on eligibility requirements, awards, performance, laws and regulations pertaining to Title III Part B, Strengthening Historically Black Colleges and Universities Program and other federal grants.

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National Association of Historically Black Colleges and Universities Title III Administrators, Inc. — Learn more about the purpose and history of HBCUs.

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