Institutional Report to the University Senate of the United Methodist Church Volume I

Institutional Report to The University Senate of The United Methodist Church Volume I

Submitted by Dr. Roderick L. Smothers, President Philander Smith College Little Rock, Arkansas 72202 August 2015 I

2015 Self-Study Report Developed for the University Senate of The United Methodist Church by the 2014-2015 PSC Self-Study Committee

Mission Statement Philander Smith College’s mission is to graduate academically accomplished students, grounded as advocates for social justice, determined to change the world for the better.

College

Little Rock, Arkansas

Philander Smith Philander

TABLE OF CONTENTS

Volume I: Philander Smith College Self-Study Report to the University Senate of The United Methodist Church, 2015 Page List of Tables……………………………………………………………………… IV

List of Charts………………………………………………………………..…….. VI

List of Graphs……………………………………………………………………… VI

List of Exhibits …………………………………………………………………… VII

Preface…………………………………………………………………………… 1 President‘s Welcome……………………………………………………… 2 Purpose of Self-Study Report……………………………….…………….. 3 Acknowledgements…………………………………………..………… … 3

United Methodist Church Reaccreditation Review Committee…………………… 4

Chapter One: Introduction………………………………………………...... 5 Evaluation Criteria…………………………………………………….…… 6 Institutional Overview………………………………………………..….… 7 Organization of the Self-Study Report…………………………………...... 8 Organization of Responses in the Self-Study Report……………………… 9

Chapter Two: Background of the Self-Study.…………………….…… … 10 History……………………………………………………………….…..… 11 Mission………………………………………………………………….….. 13 Vision………………………………………………………………………. 13 Foundational Core Values…………………………………………………. 13 Unfolding of New Vision………………..………………………………….13 Human Values……………………………………………………………… 13 Core Values Established in 2013………………………………………….. 14 General Education Student Learning Outcomes Established in 2010…….. 14 Church Relatedness ………………………………………………………. 14 Philander Smith College‘s Transformation into a Social Justice Institution………………………………………………………………… 15 Philander Smith College‘s Organizational Chart (2015)………………...... 17 Academic Governance Reporting Process (2015)……………………….... 18 Student Governance………………………………………………………. 20 Identity of Relationship to The United Methodist Church……………...... 20 The 2014-2019 Philander Smith College Strategic Plan…………………. 21 Facts and Statistics ……………………………………………………...... 23 III

Chapter Three: 2014-2015 Achievements and Major Events Since The 2014 Higher Learning Commission‘s Evaluation……………………...... 26

Chapter Four: The Evidence …………………………………………………… 45 Criterion One: Institutional Integrity ……………………….………….. 47 Criterion Two: Program Quality ………………………………………. 62 Criterion Three: Sound Management and Financial Health……… ………108 Criterion Four: Church-Relatedness…………………………………….. 167

Responses to Recommendations Made by the Commission on Black Colleges in 2011………………………………………………………….. 260

Responses to Recommendations Made by UMC Site-Visit Team in 2014………………………………………………………………….… 266

Chapter Five: General Summary Report and Request for Continued Accreditation ………………………………………………...... 268

Volume II: Philander Smith College Self-Study Report to the Higher Learning Commission of the North Central Association, 2014

Volume III: Appendices A. Abbreviations B. 2014-2019 Philander Smith College Strategic Plan C. Business Office Summary Report on Sound Management and Financial Health, 2015

TABLES

TABLE PAGE Chapter One Table 1.1 Philander Smith College Self-Study Organization 8

Table 1.2 United Methodist Church Criteria Correlation with Higher Learning Commission Criteria 9

Chapter Two Table 2.1 Philander Smith College 2014-2019 Fact Sheet 23

Table 2.2 Philander Smith College‘s Enrollment History 25

Chapter Three Table 3.1 2014-2015 Institutional Update on Full-Time/Part-Time Faculty, Administration and Staff 43

Chapter Four Table 4.1 Summary of Educational Programs at Philander Smith College 66

Table 4.2 Independent Consultants for Academic Division Reviews 67

Table 4.3 Major Interest Summary by Academic Division, Self-Declared Majors, Fall 2010-Fall 2014 68

Table 4.4 Graduates by Academic Division, 2010-2014 70

Table 4.5 Graduates, Spring 2015 71

Table 4.6 Academic Divisions‘ Budget Analysis, July 2015 72

Table 4.7 Availability of Instructional Resources and Information Technology 76

Table 4.8 Academic Success and Student Retention Center (ASC) 79

Table 4.9 General Education Core Requirements Established in 2010 83

Table 4.10 Institutional Assessment Program, 2011-2015 88

Table 4.11 2014-2015 Instructional Staff 110

Table 4.12 2014-2015 Hours Earned by Students Receiving State Aid 115 V

TABLES (CONT)

TABLE PAGE

Table 4.13 2011-2014 New Applicants (New Freshmen, Transfers, and Transients) and Enrollment 116

Table 4.14 Development/Fundraising Activities Report, June 2015 155

Table 4.15 Title III Budget Summary for 2013-2014 157

Table 4.16 PSC Retention Return Rates for Spring 2014 and Fall 2014 158

Table 4.17 PSC Physical Plant 159

Table 4.18 Courses Offered by the Philosophy and Religion Department Fall 2014 and Spring 2015 180

Table 4.19 Graduates by Division 2006/2007 through 2012/2013 192

Table 4.20 Graduates 2014-2015 193

Table 4.21 Philosophy and Religion Department Course Enrollment by Academic Years 2007 – 2014 194

Table 4.22 Social Justice Initiatives 2013 – 2014 202

Table 4.23 Office of Religious Life 2015-2016 Calendar of Events 203

Table 4.24 Schedule of First Thursdays Chapels, 2015 – 2016 206

Table 4.25 Student Course Evaluations, Spring 2015 219

Table 4.26 Course Evaluation Results, Spring 2011 – 2015 220

Table 4.27 PSC Students‘ Religious Affiliations, Spring 2015 259

CHARTS

CHART PAGE Chapter Two

Chart 2.0 Philander Smith College Organizational Chart (2015) 17

Chart 2.1 Philander Smith College Academic Governance Reporting Process (2015) 19

Chapter Four Chart 4.1 Philander Smith College Organizational Chart (2015) 130

GRAPHS

GRAPHS PAGE Chapter Two

Graph 2.1 Distribution of Student Majors, Spring 2015 24

Chapter Four Graph 4.1 Proficiency Profile (Rising Junior Exam) Distribution, Spring 2015 91

Graph 4.2 2010-2014 Average Incoming Freshmen ACT Scores 114

Graph 4.3 Entering Freshmen High School GPAs 115

Graph 4.4 2010 – 2014 Student Origins Over Time 116

Graph 4.5 Breakdowns of States for New Students 117

Graph 4.6 Breakdowns of Financial Aid Awards 118

Graph 4.7 2010- 2014 Fall Enrollment Comparison 120

VII

EXHIBITS

Location: Titus Academic Center, Room AC 232

EXHIBIT

Exhibit 1: PSC Self-Study Report to the Higher Learning Commission NCA

Exhibit 2: Philander Smith College Course Catalog

Exhibit 3: Faculty Senate Standing Committees‘ Minutes 2007-2005

Exhibit 4: Faculty Handbook, Staff Handbook, and Student Handbook

Exhibit 5: Minutes of Board of Trustees‘ Meetings 2014-2015

Exhibit 6: Student Profiles, Office of Research and Assessment

Exhibit 7: Faculty Portfolios

Exhibit 8: PSC Master Plan

Exhibit 9: 2014-2019 PSC Strategic Plan and Progress Reports

Preface

University Senate of The United Methodist Church

Self-Study Report August 2015

President’s Welcome

Philander Smith College (PSC) welcomes the team from the University Senate of The United Methodist Church (UMC) to our campus in Little Rock, Arkansas. It is our pleasure to provide The UMC with our Self-Study Report for 2011-2015. This report is the work of the Philander Smith College community of learners who are moving Philander Forward>>> with an emphasis on ―creating a measurable and sustainable academic culture on our campus.‖ The College‘s mission is to ―graduate academically accomplished students, grounded as advocates for social justice, determined to change the world for the better.‖ As a four-year liberal arts institution with a strong Christian heritage and strong ties to The United Methodist Church, Philander Smith College is committed to offer our students the highest quality education in collaboration with The United Methodist Church because we believe that higher education is the key to economic, social, political, and personal empowerment. As we prepared our Self-Study Report, we sought input from our Board of Trustees, administration, faculty, staff, students, alumni, and other constituencies. On behalf of Philander Smith College, I want to thank everyone for their hard work toward this report. This Self-Study Report has helped us identify major accomplishments and challenges for the future. Our 2014-2019 Strategic Plan, Phase I and Phase II, is providing us with guidance into the future of Philander Smith College. The College is positioning itself to become one of the best liberal arts colleges in the nation. The feedback we receive from The UMC and the evaluation team will guide us with future endeavors. Thank you for your time and effort as peer reviewers for The United Methodist Church. Your efforts to advance higher education will assist us as we honor our commitment to improving academics and address critical challenges affecting society with our ―Social Justice‖ mission. We look forward to having you on our campus.

Sincerely,

Roderick L. Smothers, Ph.D. President

Purpose of Self-Study Report

This Report has been written for the on-site visitation, October 19-21, 2015, by the University Senate, the Board of Higher Education and Ministry, The United Methodist Church, Nashville, Tennessee. This Report is divided into three Volumes: Volume I, Volume II, and Volume III. (Exhibit 1: PSC Self-Study Report to the Higher Learning Commission: Campus-Wide Resources Room, AC 232)

Volume I includes five chapters as follows: (I) Introduction, (II) Background of the UMC Self-Study Report, (III) 2014-2015 Achievements and Major Events Since the 2014 Higher Learning Commission NCA Evaluation, (IV) The Evidence: (A) Criterion One: Institutional Integrity; (B) Program Quality; (C) Sound Management and Financial Health, (D) Church Relatedness; (E) Responses to 2010 and 2014 UMC Site Visit Areas of Concern; (V) General Summary Report and Request for Continued UMC Accreditation.

Volume II is a copy of the Philander Smith College Self-Study Report to the Higher Learning Commission of the North Central Association, 2014.

Volume III contains the Appendices: (A) 2014-2019 PSC Strategic Plan, (B) UMC Self- Study Committees, (C) Abbreviations, and (D) Business Office Summary Report on Sound Management and Fiscal Health, 2015. Acknowledgements We acknowledge appreciation to key persons who assisted in the preparation of this Report. We are thankful to Dr. Annie Winkler Williams, Associate Vice President for Institutional Effectiveness and Planning, for coordinating the preparation of this Report and for serving as coordinator for the site visitation. Thanks to the following members of the Presidential Leadership Team for this Report: Dr. Roderick L. Smothers, President; Dr. Hazel Arnett Ervin, Vice President for Academic Affairs; Mr. Terry Wallace, Vice President for Fiscal Affairs; Mr. Kevin/ Vice President for Student Affairs/Dean of Students; Dr. C.J. Duvall, Vice President for Institutional Advancement; Mr. Maurice Osborne, Director of Admissions and Recruitment; and Rev. Ronnie Miller-Yow, Dean of Religious Life and Campus Culture

Thanks to Dr. Darnell Williams, Senior Executive Assistant to the President; Mrs. Anita Hatley, Administrative Assistant to the President; Mrs. Kayla Sapkota, Director of Research and Assessment; Dr. Jesse Hargrove, Division of Arts and Humanities; Mr. Michael Hutchinson, Director of Public Relations; and Mr. Chris Newton, Executive Director of Human Resources. Also, thanks to Mr. Dan Pierce, Production Coordinator, for designing the Report‘s cover and Ms. Bathsheba Petty, Senior and Computer Science major for serving as part-time Administrative Assistant for the Office of Institutional Effectiveness and Planning. Thanks to all other persons who helped to produce this Report. A Special thanks to all the students and constituencies of Philander Smith College for whom this report is written. 4

RE-ACCREDITATION REVIEW COMMITTEE

Dr. Roderick L. Smothers President Dr. Hazel Arnett Ervin Vice President for Academic Affairs Dr. Annie Williams Associate Vice President for Institutional Effectiveness and planning and Accreditation Director Mr. Terry Wallace Vice President for Fiscal Affairs /CFO Dr. C.J. Duvall Vice President for Institutional Advancement Mr. Kevin Hamilton Vice President for Student Affairs/Dean of Students Mrs. Kayla Sapkota Director of Institutional Research and Assessment Mr. Maurice Osborne Interim, Dean of Enrollment Management Ms. Bertha Owens Registrar Ms. Teresa Ojezua Head Librarian Dr. Lois Shear Assistant Vice President Academic Affairs/Director of Academic Success Center Rev. Ronnie Miller-Yow Dean of Religious Life and Campus Culture Mrs. Yvonne Alexander Director of Alumni Affairs Dr. Jesse Hargrove Assistant Professor of Spanish Dr. Bettye J. Brown Faculty BOT Representative Dr. James Rush Chair, Department of Philosophy and Religion Dr. Daniel Egbe Chair, Division of Social Sciences Dr. Samar Swaid Chair, Division of Natural and Physical Sciences Mr. Bruce James Chair, Division of Business and Economics Ms. Patricia Walker-Swinton Chair, Division of General Education Dr. Lloyd Hervey Chair, Division of Education Dr. Betty Dickson Former Chair, Division of Education Dr. Darnell Williams Senior Executive Assistant to the President Ms. Bathsheba Petty Part-Time Administrative Assistant

Chapter I Introduction

University Senate of The United Methodist Church

Self-Study Report August 2015 6

EVALUATION CRITERIA

THE UNIVERSITY SENATE OF THE UNITED METHODIST CHURCH

1 Institutional Integrity

2 Program Quality

3 Sound Management and Financial Health

4 Church-Relatedness

INSTITUTIONAL OVERVIEW

Philander Smith College is a private, residential, co-educational, four-year undergraduate liberal arts college affiliated with The United Methodist Church and a founding member of the United Negro College Fund (UNCF). Philander is classified as a baccalaureate (liberal arts) college by the Carnegie Foundation for the Advancement of Teaching.

The College is nestled near the progressive epicenter of downtown Little Rock which encompasses the thriving cultural and business River Market District and the William J. Clinton Presidential Center. Little Rock is the state capital of Arkansas, and is located at the foothills of the beautiful Ozark Mountains and on the south bank of the Arkansas River. The city is served by airlines, trains, bus lines and both interstate and state highways.

Philander Smith College is accredited by the Higher Learning Commission of the North Central Association of Colleges and Schools, Council for the Accreditation of Educator Preparation (formerly NCATE), the Accreditation Council for Business Schools and Programs, and the Council on Social Work Education. The College offers four degrees: the Bachelor of Arts, Bachelor of Science, Bachelor of Business Administration, and the Bachelor of Social Work.

Philander Smith College‘s mission is ―to graduate academically accomplished students, grounded as advocates for social justice, determined to change the world for the better.‖ Although many of our students have stellar academic backgrounds, Philander Smith College also has the ability to nurture students who have been overlooked by other colleges. Many of our students come from low-income families and it is not uncommon that they are the first in their family to attend college. Some may also enter the college as average high school students, but emerge later with the capacity and motivation to pursue graduate and professional degrees and excel in their fields.

ORGANIZATION OF THE SELF-STUDY REPORT

The organization of Philander Smith College‘s Self-Study follows the University Senate of The United Methodist Church (UMC) Evaluation Criteria. This UMC Self-Study Report comes after the College‘s successful reaccreditation by the Higher Learning Commission (HLC) of the North Central Association (NCA), effective March 9, 2015. The HLC reaccredited Philander Smith College through 2024-2025.

Therefore, the College has maintained its responses to the HLC to support this UMC Self- Study. The five chapters that follow provide selected evidence that the College has addressed both the HLC and UMC requirements for reaccreditation. The self-study‘s organization is provided in Table 1.1 below:

Table 1.1: Philander Smith College Self-Study Organization VOLUME I: Philander Smith College Self-Study Report to the University Senate of The United Methodist Church, 2015 Chapter One Introduction Chapter Two Background of the Self-Study Chapter Three 2014-2015 Achievements and Major Events Since the 2014 Higher Learning Commission‘s Evaluation Chapter Four The Evidence Criterion One: Institutional Integrity Criterion Two: Program Quality Criterion Three: Sound Management and Financial Health Criterion Four: Church-Relatedness Responses to 2010 and 2014 UMC Site Visit Areas of Concern Chapter Five General Summary Report and Request for Continued Accreditation VOLUME II: Philander Smith College Self-Study Report to the Higher Learning Commission of the North Central Association, 2014 VOLUME III Appendices

PSC has placed an electronic version of the UMC Self-Study Report and the Higher Learning Commission NCA Self-Study Report on the College‘s web site. There are links to evidential documentation within the Self-Study Reports. The Exhibits in the Campus Resource Room, AC 232, are components of the accreditation process. The Campus Resource Room will be fully accessible to the Evaluation Team during their site visit.

ORGANIZATION OF RESPONSES IN THE UMC SELF- STUDY REPORT The Site-visit team of The UMC will review Philander Smith College‘s responses related to the Evaluation Criteria established by the University Senate for evaluating United Methodist institutions. Philander Smith College has organized its Self-Study Report to respond to the UMC Evaluation Criteria in three ways:

1. By providing information pertaining to achievements and major events since the 2014 Higher Learning Commission‘s Evaluation. 2. By correlating Criteria responses in the 2014 Self-Study Report to the Higher Learning Commission (HLC) NCA with the UMC Evaluation Criteria in three areas, as shown in Table 1.2 below:

Table 1.2: United Methodist Church Criteria Correlation with Higher Learning Commission Criteria

UMC Criteria HLC Criteria (1) Institutional Integrity (1) Integrity : Ethical and Responsible Conduct

(1) Program Quality (2) *Teaching and Learning: Quality, Resources and Support * Teaching and Learning: Evaluation and Improvement

(2) Sound Management and Financial Health (3) Resources, Planning and Institutional Effectiveness

3. By responding to UMC Criterion Four: Church-Relatedness.

Chapter II Background of the Self-Study

University Senate of The United Methodist Church

Self-Study Report

August 2015 11

HISTORY

Philander Smith College, the only United Negro College Fund member institution in Arkansas, strives to provide a quality education for all regardless of race, religion, sex, national origin or ethnic background.

Founded in 1877, Philander Smith College is the result of the first attempt west of the Mississippi River to make education available to freedmen (former African American slaves). The forerunner of the College was Walden Seminary, named in honor of Dr. J.M. Walden, one of the originators and the first corresponding secretary of the Freedmen‘s Aid Society.

In 1882, Dr. G.W. Gray, president of Little Rock University, the institution for the Arkansas Annual Conference of The United Methodist Church, met Mrs. Adeline Smith, widow of Mr. Philander Smith of Oak Park, Ill., while soliciting funds. The late Philander Smith had been a liberal donor to Asiatic Missions and had developed an interest in the work of the church in the South. In making her gift to Dr. Gray, Mrs. Smith designated $10,500 for Walden Seminary. The trustees accepted the gift and gave it special recognition by changing the name of the struggling Walden Seminary to Philander Smith College. A new site for the school had already been purchased at Eleventh and Izard Streets. The gift made by Mrs. Smith was a significant contribution towards the construction of Bud Long Hall, the first brick building on the new site.

Philander Smith College was chartered as a four-year college on March 3, 1883. The first baccalaureate degree was conferred in 1888. The first president, the Rev. Thomas Mason, resigned in 1896. He was succeeded by a member of the faculty of the College, the Rev. James Monroe Cox, professor of ancient languages. Dr. Cox retired from the presidency of the college in 1924, and was succeeded by the Rev. George Collins Taylor, a graduate of the college. Dr. Taylor served as president from 1924 to 1936.

In May 1936, Dr. Marquis Lafayette Harris succeeded Dr. Taylor as president. During the administration of Dr. Harris, the campus area was greatly enlarged. In July 1948, the site of the Little Rock Junior College, adjacent to the South end of Philander Smith‘s campus, was purchased. On March 30, 1949, after an extensive program of academic improvement, Philander Smith College was fully accredited by the North Central Association of Colleges and Schools. Dr. Harris was succeeded by Dr. Roosevelt David Crockett, a graduate of the institution, on June 1, 1961.

Dr. Earnest Dixon, Philander Smith‘s sixth president, took office Jan. 1, 1965. He was succeeded by Dr. Walter R. Hazzard, who took office as the seventh president of the college on July 1, 1969. Dr. Hazzard was succeeded by Dr. Grant S. Shockley who took office as the 12

eighth president on Jan. 1, 1980. Dr. Shockley was succeeded by Dr. Hazo W. Carter, who was elected unanimously July 19, 1983 by the Board of Trustees, and took office Aug. 20, 1983.

Dr. Carter resigned the presidency in August 1987. He was succeeded by Dr. Myer L. Titus, a 1954 graduate of the institution. Upon Dr. Titus‘s retirement on June 30, 1998, Dr. Trudie Kibbe Reed was elected by the Board of Trustees in February 1998, becoming the eleventh and first female president of Philander Smith College.

In the summer of 2004, Dr. Julius Scott was appointed by the Board of Trustees to serve as the interim president while the College completed a national search for the next president in the wake of Dr. Reed‘s resignation. In October 2004, the Board announced the selection of Dr. Walter M. Kimbrough as the 12th president and he took office on Dec. 13, 2004. Dr. Kimbrough resigned in the spring 2012. In the spring of 2012, Dr. Johnny Moore, a 1989 graduate of Philander Smith College, was appointed by our Board of Trustees as our 13th president.

Dr. Johnny M. Moore resigned as President of Philander Smith College on February 20, 2014 to pursue other professional and personal opportunities. The Board of Trustees appointed Dr. Lloyd Hervey, Interim President, on February 20, 2014. Dr. Hervey has served the College as Chair for the Division of Education and Associate Professor of Education. . On October 2, 2014, Dr. Roderick L. Smothers, Sr. was selected by the Board of Trustees as the 14th President of Philander Smith College. Dr. Smothers formerly served as Vice President for Institutional Advancement and Development at Huston-Tillotson University, and in other administrative and faculty roles at other major institutions.

The UMC site-visit team will find numerous successes and efforts ongoing that Dr. Smothers has established to guide the future of Philander Smith College. Because these activities are too numerous to include all of them in this UMC Self-Report, the PSC Self-Study Committee is pleased that Dr. Smothers will articulate his vision in person with the visiting team. He is working with the Board of Trustees, administration, faculty, staff, students, and the broader community to establish a new and innovative agenda to continue the legacy of the College as a viable, competitive, and highly regarded institution of higher education in Arkansas, the Nation, and internationally.

MISSION

Updated in 2007, the College's mission is to graduate academically accomplished students who are grounded as advocates for social justice, determined to change the world for the better. (Adopted by the Board of Trustees, February 2007) VISION

Philander Smith College will become one of the premier liberal arts colleges in the nation, recognized as a social justice institution of higher education whose students are prepared to perform in an ever-changing complex global world. (Source: 2014-2019 PSC Strategic Plan) FOUNDATIONAL CORE VALUES

Philander Smith College is committed to:  help persons face the vexing experiences of ―conflict and social changes‖6  educate and help disadvantaged persons  enhance the dignity of persons  facilitate the execution of justice and to advance human welfare. (Source: Exhibit 1.3: 2013-2015 Philander Smith College Course Catalog) UNFOLDING OF NEW VISION

Under the Philander Forward>>> administration of President Smothers, the ―Think Justice‖ banner on the Crawford J. Mims Gymnasium will be replaced with a new one touting ―Philander Forward‖ as the administrative theme for the College. ―Social Justice‖ will remain a part of the fabric of Philander Smith College. As the College‘s new vision unfolds, ―Social Justice‖ will be given greater attention as we seek to strengthen and enhance our academic programs. ―We are moving ―Philander Forward‖ by better positioning ―Social Justice‖ so that our graduates are unequivocally equipped to change the world for the better in myriad way.‖ (Office of the President Important Message, www.Philander.edu Email to Friends of the College, August 6, 2015, Dr. Roderick D. Smothers, President)

HUMAN VALUES

Philander Smith College students, faculty, staff, and administrators are modeling seven Human Values during the Philander Forward>>>movement, as indicated below. Examples of evidence may be found within course syllabi beginning with the fall semester 2015:  Respect for Self  Respect for Others  Respect for PSC Property  Leadership  Scholarship  Service  Spirituality 14

CORE VALUES ESTABLISHED IN 2013

Philander Smith College established the following core values through a campus-wide assessment study, as they relate to the 2014-2019 Strategic Plan. Dr. Joseph Jones, Foundering Director of the Social Justice Initiative, led the campus-wide study.  Integrity  Servant Leadership  Social Justice  Scholarship

GENERAL EDUCATION STUDENT LEARNING OUTCOMES ESTABLISHED IN 2010

The General Education Committee of the Faculty Senate led the effort to establish the following General Education Student Learning Outcomes in 2010:  Communicate Effectively  Social Justice Awareness and Involvement  Critical and Affective Thinking  Information Literacy  Moral and Spiritual Foundation  Global and Cultural Understanding  Quantitative Literacy  Science Literacy CHURCH RELATEDNESS

Philander Smith College‘s mission statement echoes its first mission by The Methodist Church to provide an education during ―conflict and social change,‖ by educating current students to become ―advocates for social justice.‖ The mission statement also inter-relates the current mission of The United Methodist Church by charging Philander Smith College students ―to change the world for the better.‖ Underscoring Philander Smith College‘s mission and its relationship to The United Methodist Church is the commitment to fostering spiritual and ethical values necessary to be become good social justice advocates. As evidence of Church Relatedness, Philander Smith College offers weekly chapel services and other religious events. For additional information, please see the Religious Life webpage.

PHILANDER SMITH COLLEGE’S TRANSFORMATION INTO A SOCIAL JUSTICE INSTITUTION

―Social Justice‖ is integral part of United Methodist-affiliated Philander Smith College in Little Rock, Arkansas. ―Our simplified, operational definition of Social Justice is ‗people improving other people‘s lives.‘ It is how we deal with one another. The end goal is to provide an environment and atmosphere where justice is being practiced, manifested, whether it is curriculum or the way the College invests its endowment. It‘s a holistic approach.‖ (Source: UMC.org, Philander Smith Acts on Social Justice Legacy, The official online ministry of The United Methodist Church, May 23, 2013).

Dr. Joseph Jones joined the PSC staff in 2011. He pointed out in this statement to the College community in 2013 that there is a history where former President Dr. Kimbrough and others came up with a vision for reclaiming our identity as a social justice institution of higher education. Dr. Jones pointed to alumni including theologian James Cone, the founder of black liberation theology; Dr. Jocelyn Elders, former U.S. Surgeon General; and Robert L. Williams, a psychologist known as a stalwart critic of racial and cultural biases. . Dr. Jones also noted to the College community that Philander Smith is only a mile from Little Rock‘s Central High School, where an issue of justice unfolded before the world in 1957. Nine African-American students were denied entrance to Central High School by the Arkansas National Guard under orders from Gov. Orval Faubus. President Dwight Eisenhower ordered federal intervention to ensure the students could attend Central High School.

Dr. Joseph Jones stated: ―When students come here, we encourage them to do something to change the lives of others. In freshmen orientation, we talk and walk the students through what social justice means and discuss issues of marginalization and oppression. We look at environmental justice, gender justice—the gamut.‖ (UMC.org, Philander Smith Acts on Social Justice Legacy, The official online ministry of The United Methodist Church, May 23, 2013).

Indeed, Philander Smith College strives to become a social justice institution of higher education by embracing the social principles of The United Methodist Church. We purposefully instill into our students an ethic of ―service‖ to the community with a particular focus on ―the least of these” as described by Jesus Christ in the Bible.

Therefore, we defined social justice as simply “people improving other people’s lives.” ―Social Justice‖ is a clarion call for our students, staff, faculty and administrators to think about how they can serve and improve the lives of others.

 Exposing students to civic engagement experiences  Requiring service-learning activities for students to understand the intersection between curriculum and real life application  Conducting community service projects  Providing lectures and workshops on salient social justice issues and  Infusing social justice into the entire curriculum.

These activities are implemented through our Social Justice Initiative, as well as Freshman Colloquium classes.

As a part of our social justice mission, we value and embrace the need for diversity. The majority of the student population at Philander is African Americans; however, through our social justice mission we expose our students to organizations and speakers from other ethnic, racial, gender, sexual orientation and social economic backgrounds in order to broaden their understanding of the larger world. Likewise, our faculty and staff are among the most diverse in the state of Arkansas, which also provides engagement between them and our students.

Finally, in this ever-changing, complex global society, we intentionally stress the need and provide leadership development for our students with a social justice approach. We prepare our students to become workforce ready by making sure they have the necessary professional, moral, and ethical foundations to work in corporate America and become leaders in their community and around the world. Please visit the Social Justice Initiative webpage for additional information. (Source: UMC.org, Philander Smith Acts on Social Justice Legacy, The official online ministry of The United Methodist Church, May 23, 2013)

Board of Trustees The revised Philander Smith College Organizational Chart, in Chart 2.0 below, defines the hierarchy of authority for the operation of the Institution under the current leadership of Dr. Roderick L. Smothers and the Board of Trustees. This communicates the differing roles and responsibilities of administrators and faculty who have decision-making authority.

Chart 2.0: PHILANDER SMITH COLLEGE ORGANIZATIONAL CHART (2015)

ACADEMIC GOVERNANCE REPORTING PROCESS

The College is committed to the concept of faculty decision making in developing, monitoring, implementing, and evaluating instructional programs. The mechanism for ensuring faculty decision making is through the Faculty Senate, as defined in the Faculty Handbook, departmental and divisional meetings, standing faculty committees, and the Board of Trustees By-Laws.

An example of faculty governance in the decision-making process may be found in proceedings of Faculty Senate Resolutions 2012-2013 and the Office of Interim President Hervey‘s support for the implementation of those resolutions.

The College has reviewed and strengthened the faculty‘s role in decision making since the 2007 site visit by the Higher Learning Commission. The Faculty Handbook has been reviewed for accuracy, availability, adequacy in meeting the needs of its faculty, as well as applicable decision-making policies. As a result, a revised Faculty Handbook (2010) was submitted by the Faculty Senate through appropriate channels and adopted by the Board of Trustees for implementation beginning with the academic year 2010-2011.

There are well-established leadership and administrative structures (e.g., Faculty Senate Standing Committees, Ad Hoc committees, etc.) that facilitate governance sharing and collaboration on emerging issues. Faculty Senate Standing Committees and Ad Hoc Committees make recommendations to help guide the College‘s leadership. Lines of communication are well established. The Mission of the College is fulfilled through the workings of these structures. The 2015 Academic Governance Reporting Process, as submitted by Mr. Chris Newton, Executive Director of Human Services, may be found in Chart 2.1 below:

Chart 2.1: Philander Smith College Academic Governance Reporting Process: (Source: Office of Human Resources)

This structure represents a line of communication for the faculty members to advance current information throughout the College. New ideas and future plans can be addressed with the input of many faculty viewpoints. The facilitation of change for the long-term benefit of PSC and its current and future graduates is hereby accomplished. (Exhibit 3: Faculty Senate Standing Committees’ Minutes 2007-2015, Campus Resources Room, AC 232)

The Division Chairperson is primarily responsible for constructing the semester course load. However, the Chairperson often consults faculty members to better allocate specific class schedules. In addition, the Division Chairperson determines that no faculty member has a combination of teaching and other responsibilities that is inconsistent with fulfilling all Philander Smith College responsibilities, based on Outside Employment forms submitted by faculty members. In addition, the Chairperson takes into consideration teaching load, active research, and other administrative duties. If a faculty member is found to be overextending him or herself, the Chairperson makes recommendations to the Vice President for Academic Affairs (VPAA). The VPAA makes the final determination regarding the teaching load.

Student Governance The agency of student government at Philander Smith College is the Student Government Association. SGA officers are elected by students. Some aims of the SGA are to promote a sense of personal responsibility in student life; to promote wholesome relationships among students, between students and faculty, and with the administration; and to stimulate student interest and activities toward constructive efforts which will enrich the life of the College community. Its supreme end is always to help make a better and greater institution through the creatively constructive contributions of students.

Identity of College Relationship to The United Methodist Church The College identifies its relationship to The United Methodist Church and indicates that Philander Smith College is approved by the Arkansas Department of Education in the 2013-2015 Philander Smith College Course Catalog (inside Front Cover Page). In addition, the College has placed a Philander Smith College Statement of Church-Relatedness on its website.

The 2014-2015 PHILANDER SMITH COLLEGE STRATEGIC PLAN

The College‘s mission is reflected in the 2014-2019 Philander Smith College Strategic Plan. The Plan‘s five Strategic Objectives are described below:

Strategic Objective #1 Enrollment Stabilization: To improve the retention and recruitment efforts of the college through interdepartmental collaborations among faculty and staff towards the goal of increasing the student population and graduation rates. Strategic Objective #2: Academic Distinction: To reimaging the academic experience for students and faculty centered on social justice teaching and learning in order to foster intellectual growth, develop core skills and competencies, and offer experiential learning to produce global leaders and workers for the world. Strategic Objective #3: Operational Éclat: To build and refurbish physical infrastructure and engender an organizational culture that is service focused, data driven, technology propelled, and accountability fixated that ultimately results in an exceptional and efficient workforce where all stakeholders are working collaboratively to fulfill the mission of the college. Strategic Objective #4: Community Engagement: To engage the campus and surrounding Little Rock community be establishing meaningful relationships, creating community partnerships, and conducting community service and service learning projects as a means to improve the quality of life in the community. Strategic Objective #5: Financial Sustainability: To require the necessary resources to meet the fiscal needs of the college by cultivating relationships, expanding the donor base and becoming faithful servants of the gifts and donations afforded to the college. Please see Appendix A of this Self-Study for full details of the Philander Smith College Strategic Plan 2014-2019. A copy of this UMC Self-Study may also be found by reviewing the webpage at UMC webpage. 22

The Office of Institutional Effectiveness and Planning produced An Annual Progress Report on the 2014-2019 Philander Smith College Strategic Plan and submitted it to the Office of the President in April 2015. Additional information may be made available through that Office, and be visiting the Strategic Plan.

FACTS AND STATISTICS Institutional Research and Assessment The purpose of the Office of Institutional Research is to gather and make available all pertinent information and related statistics about the College. As required, accurate statistical information about the college is reported to external agencies. In support of overall planning and evaluation, accurate statistical studies about the college are conducted and provided internally.

Philander Smith College makes available pertinent information and related statistics on its Research and Assessment webpage . One example is the PSC 2014-2015 Fact Sheet that is printed below in Table 2.1:

Table 2.1: PSC 2014-2015 FACT SHEET

Please click on the links below for additional information and statistics about the College pertaining to: (1) Fact Sheets 2008-2009 through 2014-2015; (2) Campus Data 2011-2012 24

through 2014-2015; (3) 2004-2014 IPEDS Graduation and Retention Data; and (4) Spring 2015 Distribution of Student Majors.

FACT SHEETS  2014-2015  2013-2014  2012-2013  2011-2012  2010-2011  2009-2010  2008-2009

CAMPUS DATA  Common Data Set (2014-2015)  Common Data Set (2013-2014)  Common Data Set (2011-2012)

GRADUATION & RETENTION DATA  2004-2014 IPEDS Cohort Graduation & Retention Rates Graph 2.1: SPRING 2015 DISTRIBUTION OF STUDENT MAJORS

Philander Smith College‘s Enrollment History is shown in Table 2.2 below: Table 2.2: Philander Smith College’s Enrollment History

ENROLLMENT FALL SPRING SEMESTER SPRING ÷ FALL SEMESTER ENROLLMENT

2003-2004 887 831 94%

2004-2005 949 893 94%

2005-2006 781 656 84%

2006-2007 585 493 84%

2007-2008 562 495 88% 2008-2009 587 541 92%

2009-2010 668 608 91%

2010-2011 696 608 87%

2011-2012 732 662 90%

2012-2013 666 591 89%

2013-2014 556 535 96%

2014-2015 567 517 91%

Chapter III 2014-2015 Achievements and Major Events Since the 2014 Higher Learning Commission’s Evaluation

University Senate of The United Methodist Church

Self-Study Report August 2015 27

2014-2015 ACHIEVEMENTS AND MAJOR EVENTS SINCE THE 2014 HIGHER LEARNING COMMISSION’S EVALUATION Philander Forward>>>

Philander Smith College is pleased to provide information pertaining to 2014-2015 Achievements and Major Events following a successful Reaccreditation by the Higher Learning Commission (formerly North Central Association). The College has been reaccredited through 2024-2025.

The College has authenticated its UMC Self-Study Report with documents from the Higher Learning Commission Self-Study Report, as a basis for responding to three UMC Evaluation Criteria areas: (1) Institutional Integrity, (2) Program Quality, and (3) Sound Management and Financial Health. Additionally, the College has responded to the fourth UMC Evaluation Criterion with respect to Church-Relatedness.

Many of the 2014-2015 Achievements and Major Events Since the 2014 Higher Learning Commission‘s Evaluation (2014) are as follows:

PSC Board of Trustees Selected New President

Dr. Roderick L. Smothers was selected by the Board of Trustees as the 14th President of Philander Smith College on October 2, 2014 and began his tenure January 1, 2015. Dr. Smothers came to Philander Smith College from Huston-Tillotson University in Austin, Texas, where he served as Vice President for Institutional Advancement and Development. Since the beginning of his appointment, Dr. Smothers has launched the Philander Forward>>> Movement, a renewed mindset of dedication to excellence and advancing PSC forward into a higher realm of existence as a premier HBCU that graduates leaders who are ready to compete in the global marketplace. (Philander Smith College, President‘s Report, Roderick L. Smothers, Sr., Ph.D., May 2015)

The Inauguration of Roderick L. Smothers, Sr., Ph.D.

The Inauguration of Dr. Roderick L. Smothers, the College‘s 14th President, will be held August 27-30, 2015 on the Campus at 900 W. Daisy Bates Drive, Little Rock, AR. The Inaugural Weekend Events include:

Thursday, August 27 President‘s Inaugural Scholarship Gala Campus Cookout and Celebration Saturday, August 29 Inaugural Community Symposium President‘s Inauguration Investiture African American Art Exhibit President‘s Inaugural Reception Friday, August 28 Sunday, August 30 A Day of Student Engagement Ecumenical Prayer Service 28

Dr. Roderick L. Smothers, Sr., President of Philander Smith College

.Higher Learning Commission Continues Philander Smith College’s Accreditation

In a letter dated March 9, 2015, the Higher Learning Commission (HLC) Institutional Actions Council continued the accreditation of Philander Smith College with the next Reaffirmation of Accreditation in 2024-2025. The College has been continually accredited by the HLC since 1949. According to PSC President, Dr. Roderick L. Smothers, Reaffirmation recognizes the College‘s collective dedication of realizing our mission ―to graduate academically accomplished students who are grounded as advocates for social justice, determined to change the world for the better.‖

In order to be re-accredited, Philander Smith College met the HLC criteria in five areas: Mission; Integrity: Ethical and Responsible Conduct; Teaching and Learning: Quality, Resources, and Support; Teaching and Learning: Evaluation and Improvement; and Resources, Planning, and Institutional Effectiveness. The HLC reviewers highlighted that Philander Smith College aims to ―prepare students to become workforce ready by making sure that they have the necessary professional, moral, and ethical foundation to work in corporate America and become leaders in their community and around the world.‖(Source: PSC's Statement of Affiliation Status).

While Philander Smith College is pleased that the HLC noted many of its strengths, the College will strive for continuous improvement. In response to the HLC reviewers‘ report, Philander Smith College will pursue institutional improvement initiatives in three areas: curricular improvement, systematic evaluation of non-academic areas, and enrollment and finance; and the College will make a progress report to HLC on November 1, 2016. 29

Theme: Philander Forward>>>

What can be said about a college? Is it the building, the administration, the faculty or the student body? This Philander Smith College Self-Study prepared for The United Methodist Church Senate will show that it is the combination of all of its constituents. Dr. Roderick L. Smothers chose Philander Forward>>> as the theme for the 2014-2015 Academic year, and the theme has been adopted for this Self-Study Report.

In the May 1, 2015 President‘s Report to the Board of Trustees, President Smothers described the Philander Forward>>>Movement as ―a renewed mindset dedicated to excellence and advancing PSC forward into a higher realm of existence as a premier HBCU that graduates leaders who are ready to compete in the global market.‖ In addition, he provided a few of Philander Forward>>> highlights:

 The 2015 Convention of the National Alumni Association of Philander Smith College that took place in Little Rock in March was a great success. New Beginnings: From Promise to Possession was an appropriate theme as a backdrop for meeting hundreds of alumni from across the country. The President‗s Roundtable was especially memorable, as well as the Banquet in which alumni generously and impressively rallied to raise more than $40,000 in scholarships for students.

 A campus-wide town hall meeting was held in March as an opportunity for faculty, staff, and students to join me for a candid discussion about the transformation of PSC‗s culture. It was an insightful meeting that was intended to elevate our level of thinking, doing and being.

 Dr. Samar Swaid, Associate Professor and Computer Science/Chair, Division of Natural and Physical Sciences, was accepted to The Chicago School of Professional Psychology‗s Post-Graduate Certificate Program in Academic Leadership, a prestigious one-year fellowship that prepares women in the STEM disciplines at HBCUs for academic leadership roles.

 PSC student and SGA President Tanisha Manning was selected for the Black College Fund‗s 2015 Lina H. McCord Summer Internship Program, an exceptional opportunity for 30

students from the 11 HBCUs related to the United Methodist Church. Ms. Manning will also now serve as President of the National Pre-Alumni Council of the United Negro College Fund – another tremendous honor.

 Beginning Fall 2015, PSC could see an influx of students from The ―Golden State, following an agreement we have signed with the Community College System of California guaranteeing admission to eligible students who transfer from any of California‘s 112 community colleges. The intended outcome of this memorandum of understanding is to expand our reach and grow our student population in a healthy and sustainable fashion.

 We have launched a ―Serious Student recruitment campaign that has garnered overwhelming interest from students and parents across the country, with several prospects already admitted for the fall semester! Additionally, our Annual Spring Preview Day, sponsored by Enrollment Management, was well attended by over 300 students, many of whom we hope to welcome very soon to campus as new Philanderians.

 We have been aggressively pursuing avenues, potential donors and like-minded philanthropic partners to advance our mission. When we are able to share their names and their commitments, we know you will be pleased.

 We have reached out to the Business Sector of the Greater Little Rock Community, through the Chamber of Commerce.

 Facilitated, with the assistance of Financial Advisor Pam Mobley, Mr. Terry Wallace, and the BOT Finance Committee, a refinance package that will yield $1.2 million in immediate cash-flow and $400,000 - $600,000 in annual savings over the next 5-6 years.

 Met with Mr. Jim Argue of the Arkansas United Methodist Foundation and his Senior Leadership Team to obtain a status of the College‗s endowment accounts.

 Approved additional security guards for the Residence Halls.

 On the heels of my 100th Day, I hosted a luncheon for leaders of the Arkansas Conference of The United Methodist Church to share my vision for the future, thank them for all they have done, and to enlist their continued encouragement and support.

 Continued to hold meetings with college faculty in an effort to directly exchange information and ideas and to assure faculty connection to and engagement with the community.

 Established and promoted the Philander Smith College 2015 Legislative Agenda, which comprised the aggressive lobbying for $1,000,000 to support student scholarships, academic excellence enhancements, and technology. The Legislative Agenda also resulted in the creation of Senate Bill 785 sponsored by Senator Linda Chesterfield, which 31

endeavored to create the Arkansas Workforce Innovations and Strategic Economic Public Private Partnerships (WISE P3). Although the bill was remanded for interim study by the sponsoring senator, the outcome of the effort resulted in changes to a bill sponsored by Senator Jane English, which will have a direct impact on Philander‗s ability to participate in the upcoming statewide workforce initiative. We have collected close to $100,000 in technology donations since January 1, 2015, which has also resulted in the instillation of Phase 2 of the Colleges VDI Project.

 We have successfully secured $62,000 in Golf Tournament donations to date.

 We have raised approximately $100,000 in new alumni dollars and pledges.

 We have collected close to $100,000 in technology donations since January 1, 2015, which has also resulted in the instillation of Phase 2 of the Colleges VDI Project.

 We have secured a $1 million verbal commitment for the WISE P3 Initiative from Workforce Services Director Darryl Bassett and Deputy Director Darnell Willis, an Alum (Source: Philander Smith College Board of Trustees Meeting, President‘s Report to the Board, May 1, 2015)

Council on Social Work Education Continues Social Work Accreditation

The Philander Smith College Social Work Department has been reaccredited in 2015 by the Commission on Accreditation (COA) of the Council on Social Work Education (CSWE) for another eight-year period. Under the direction of Ms. Angela Sanders, Director, the Social Work Department met national accreditation standards for competent social work programs. This process involved writing a social work self-study report, an on-site visit, and a review by the COA. For official recognition of PSC Social Work Department accreditation, please visit the Council on Social Work Education's webpage.

New Historically Black College Ranking by U.S. News and World Report

In the 2015 Best Colleges Listing, U.S. News and World Report included Philander Smith College in the top 40 of the nation‘s Historically Black Colleges and Universities (HBCUs). The College is ranked 35th, tying with the University of Arkansas at Pine Bluff (UABP). This listing is significant, as this is how U.S. News and World Report produced a ranking measuring the quality of undergraduate education at HBCUs during the last eight years. (Source: Best Colleges, U.S. News, National Universities Rankings, 2015).

ADDITIONAL PHILANDER FORWARD>>>ACHIEVEMENTS AND MAJOR EVENTS

PSC Receives African Art From Katz Family Valuing $950,000

President Smothers announced via PSC email and appropriate media in July 2015 that the College had received a gift of 25 pieces of mixed African Art from the Melissa and Kevin Katz Collection. The Collection will be used, as designated by the donors, as educational tools that will perhaps motivate future generations of artists, collectors, researchers and others interested in the history of Africa. The Collection‘s unveiling will take place during the President Inauguration events, August 26-29, 2015.

The following is a snapshot of achievements and major events pertaining to UMC Evaluation Criteria in three areas:

1. Institutional Integrity 2. Program Quality 3. Sound Management and Financial Health

INSTITUTIONAL INTEGRITY

This updated report provides some examples of the College‘s improvements and major events regarding Institutional Integrity:

(1) Equality Employment Opportunity Policy

The Office of Human Resources submitted a copy of the Revised Equal Opportunity/Anti-Discrimination Policy, effective February 20, 2014. Philander Smith College is committed to providing equal employment opportunity to qualified persons without regard to race, sex, color, religion, national origin, citizenship, marital status, sexual orientation, gender identity, age, disability, military, veteran status or any other protected status or classification under federal, state or local law. Please visit the College‘s Institutional Effectiveness and planning‘s webpage for a copy of the revised Equal Employment Opportunity Policy.

(2) Revised Student Handbook

Effective July 2014, the PSC Student Handbook was revised through the Office of Mr. Kevin Hamilton, Vice President for Student Affairs/Dean of Students.

The Student Handbook is a means of facilitating communication among the members of the college community. The materials contained in this book have been developed through a blending of ideas with students, faculty, staff, administrators, and alumni. The Student Handbook should serve as a source of necessary and useful information that will help students understand their privileges, rights, and responsibilities. 33

It is expected to contribute significantly to the continued high level of cooperative and constructive relationships between students and the various departments of the college. Such relationships help develop positive and responsible leadership, citizenship, deepened loyalty, and promote high morale.

(3) Title IX Compliance

Philander Smith College is in full compliance with Title IX and offered workshops and information sessions through the Human Resources Department to enable transparency and accountability for all employees. In addition, the College has placed its Title IX policies and procedures on the PSC website.

PROGRAM QUALITY

Please find below some examples of the College‘s 2014-2015 efforts to improve program quality:

(1) General Education Division

A General Education Division has been established under the leadership of Dr. Hazel Arnett Ervin, Vice President for Academic Affairs. In spring 2015, Dr. Ervin appointed Ms. Patricia Walker-Swinton as Director of the General Education Division. This Division embodies the design of all general education courses, and provides criteria for its evaluation, including the assessment of what students learn.

Each major academic program includes a general education requirement and a major requirement. Working with the General Education Division, faculty members are affording students the opportunity to develop knowledge and skills in a specific major through properly sequenced course work. In addition, requirements for the General Education and major program are based upon clear and articulated learning objectives. One of the major objectives of the interrelationship between General Education and the major program is to enable students to complete their requirements for a degree in four years. For additional information, please visit with Dr. Ervin and Ms. Swinton. (Academic Affairs‘ Report to the Board of Trustees, Dr. Hazel Arnett Ervin, May 1, 2015)

(2) Articulation Agreements

A new articulation agreement has been developed and implemented between Philander Smith College and the Umoja Community Consortium. Mr. Maurice Osborne, Director of Admissions and Recruitment (February 2015) attended the Umoja Community Consortium Welcome Reception and Tour of Community Colleges, May 4-6, 2015 in Los Angeles (CA), which has created a pipeline for transfer students to attend Philander Smith College. (Admissions and Recruitment Report to the Board of Trustees, Mr. Maurice Osborne, Director, May 1, 2015). As of May 2015, the College has nine articulation agreements with two-year colleges.

(3) Assessment Workshops

The Office of Institutional Effectiveness and Planning sponsored assessment workshops for faculty and staff in January and May 2015. The workshops were led by Ms. Beverly Richardson, Consultant. Ms. Richardson has wide-ranging experience and evaluation, as she served as the College‘s Director of Research and Assessment for 20 years before her retirement in November 2014.

These one-half day assessment workshops have helped Academic Division Chairs and support staffs acquire the tools and guidance that they need to implement successful 35

unit assessments, as well as input data into the campus-wide Task Stream Data Management System. Task Stream is designed to enable the College to systematically collect and use data necessary to support its planning efforts and to enhance institutional effectiveness. Task Stream assessments are being uploaded to the College‘s webpage at Accreditation Webpage.

(4) Philander S.T.A.R.T.

Philander Smith College is poised to make great strides with increasing student enrollment with the Philander Student Tuition Assistance and Readiness Tracks/Pathways (S.T.A.R.T) program, under the establishment and leadership of President Roderick L. Smothers. The Admissions and Recruitment staff, under the leadership of Mr. Maurice Osborne, Director, are enthusiastically promoting this specialized college enrollment and preparation program designed to put students who want to earn a bachelor‘s degree from Philander Smith College on one of our specific pathways to success. Eligible students receive financial assistance based on their individual needs. In addition to federal aid (grants, loans, and work study), students may receive scholarships, stipends, book vouchers, and tuition waivers to create a financial package that will help them cover the cost of attending PSC. For additional information, please visit the College‘s S.T.A.R.T webpage.

(5) Reinstitution of the McKinney Newton Honors College

In 2014, Vice President Hazel Arnett Ervin named Mrs. Shannon Clowney-Johnson to become the Interim Director of Honors College. Efforts are ongoing to establish explicitly stated mission, goals, and outcomes; align curriculum and co-curriculum activities with mission, goals, and outcomes; and establish assessment and evaluation at course and program levels. In addition, an Advisory Board to Honor‘s College is expected to be named. (Source: Board of Trustees Meeting, Report of Dr. Hazel Ervin, Vice President for Academic Affairs, May 1, 2015).

(6) Business Division Advisory Council

The College has reinstituted a Business Advisory Committee within the Division of Business and Economics. Dr. Sherman Tate, Alumnus, has been providing the directions for the Business Advisory Board. Currently, there are 15 members of the Board. Mr. Bruce James is Chair for the Division of Business and Economics. Plans are to line undergraduate business majors with leadership in the greater Business Community. (Source: Board of Trustees Meeting, Report of Dr. Hazel Ervin, Vice President for Academic Affairs, May 1, 2015).

(7) Dr. Charles W. Donaldson Summer Bridge Academy The UALR Summer Bridge Scholars, in partnership with Philander Smith College, celebrated a 90 percent plus success rate at the University of Arkansas at Little Rock 36

(UALR). This Academy is a three-week residential program aimed at preparing incoming freshmen for college-level work by eliminating the need for them to take remedial math and English. Please read more on UALR's Summer Bridge Academy Website.

(8) PSC Honda All-Star Campus Challenge Team

Mrs. Shannon Clowney-Johnson, Coach for the PSC Honda All-Star Quiz Team, announced on February 11, 2015 via email to all faculty and staff that the College‘s 2014- 2015 Honda Campus All-Star Challenge Team will participate in the National Championships in Los Angeles, California. Mrs. Clowney-Johnson indicated that through hard work, Jasmine Rucker (Senior English major), Olamide Olawoyin (Junior Biology major)k JuMarcus Lacy (Freshman undeclared major),and Team Captain, Jeffrey Boakye (Junior Chemistry major), have secured a spot at the National Championships in March 2015.

Subsequently, the PSC Honda All-Star Campus Challenge Team made it to Los Angeles. Although the team did not win the national championship, this was an expression of the Philander Forward>>> movement toward dedication of academic excellence for our students. Since 2006, PSC had not made it to the National Championships. Congratulations were sent throughout the campus community to celebrate this accomplishment by our students.

(9) Ms. Manning Selected for Summer Internship

Miss Tanisha Manning, PSC student and Student Government Association (SGA) President, was selected for the Black College Fund‘s 2015 Lina H. McCord Summer Internship Program. She joined students from 11 HBCUs related to the United Negro College Fund (UNCF). In addition, she is President of the National Pre-Alumni Council of the UNCF. (Source: Philander Smith College Board of Trustees, Report of President Smothers, May 1, 2015)

(10) Students Showcase Talent at Emerging Researchers National Conference Congratulations to Stevens Adams of Dallas, and Bathsheba Petty of Memphis, Tenn., on their recent presentations at the Emerging Researchers National (ERN) Conference in S.T.E.M. (Science, Technology, Engineering and Math). Adams is a senior majoring in chemistry. His project is titled ―Semiemprical Quantum Chemical Calculations of Al3+- bound Amino Acid Complexes Modeled for Neurodegenerative Diseases.‖ His mentor is Prof. Frank Hahn. After graduation, he plans on further study in pharmacology with emphasis on medicinal chemistry. 37

Ms. Petty is a junior, with a double major in mathematics and computer science. Her project is titled ―Reliability of Collaborative Tagging: A Content Analysis Approach.‖ Her post graduate plan is to pursue a Doctor of Philosophy Degree (Ph.D.). She includes her mentors Professors Frank James and Samar Swaid as major contributors to her inspiration. ERN is sponsored by the National Science Foundation and the American Association for the Advancement in Science.

(11) Student All Stars Dr. Lia Steele-Marcell, Chair for the Division of Arts and Humanities, shared with the faculty and staff via email some of the student all stars who are currently majoring and/or have graduated from the Division of Humanities as follows:

Spring 2015 English Majors Stars

JuniorJasmine Sloan—Winner of Rotary Scholarship Spring 2015 JuniorLavaisa Ezell—Lindon Barrett Scholar Summer 2015 at UC Riverside, CA SophomoreFreddya Briggs—UNCF Mellon Mays Fellow 2015-2017 SeniorPhillip Grant—Winner of Arkansas Scholar and 9th District Scholar of Psi Omega Scholarships, eligible for Psi Omega National Scholarships Graduating Senior Chelsea Fox—Accepted into University of North Texas, Denton, TX for Master‘s of Public Administration Graduating Senior Jasmine Rucker—Accepted Law Office of Danielle Walker and Marva Davis Internship while preparing for the LSAT Summer 2015 Graduating Senior Briana Turner—plans to move to Detroit, MI to be a public school teacher

BA English Stars

Efosa Edogun accepted into the Master‘s of Public Policy Program, American University, Washington DC—just finished first semester at UALR MPA Program Edward Wiley accepted into the Master‘s of Public Health, University of Memphis, Memphis, TN with note ―The MPH Admissions Committee was very impressed with your application‖ Carissa Rodgers Master‘s of Divinity, Perkins Institute, Southern Methodist University, assigned Senior Pastor Quapaw Quarter UMC, Little Rock, AR Randy Jones Master‘s of Divinity, Interdenominational Theological Center, Atlanta, GA, assigned Pastor at Wesley Chapel, MS Marian McPherson Master‘s of Journalism in Mixed Media, University of Missouri, MO, hired to be the Production Manager for online magazine, Inman, had full scholarship ride through her program Sheila Lawrence finished first semester in UALR MA Professional and Technical Writing Program Lindsay Newberry Travel Blogger for Tourism Agency in Madrid, Spain

BA Philosophy and Religion Star Larissa Connett starting her second year in the Peace Corp in Morroco

(12) Summer Internships 2015

Dr. Cynthia Burroughs, Chair of the Biology Department, shared with the faculty and staff via email student placements in internships during summer 2015 as follows:

Biology Department

Our warmest congratulations to the new additions to our growing list of student summer internships, as submitted by Dr. Cynthia Burroughs, Chair of Biology Department.

Olamide Olawoyin: Massachusetts Institute of Technology Summer Research Program

Felix Kyere: SMART Summer Research Program at Baylor College of Medicine

Bright Arthur: Princeton University Summer Program

Jakeira Davis: Research Institute at UAMS/The Children's Hospital Internship

Bernice Ofori: UAMS Summer Undergraduate Research Fellowship

Jeffrey Boaky: Summer Honors Undergraduate Research Program at Harvard Medical School 39

Jordan Miller Arkansas State University Summer Bridge Research Program

Kaprese Warren Arkansas State University Summer Bridge Research Program/ DePaul University Summer Internship

Latavia Hill University of North Carolina Charlotte Undergraduate Research Program

Breiona Hamilton Meharry Medical College Pre Matriculation HCOP Program

Ji'Vone Freeman Colon Cancer Research Center Summer Research Program, University of South Carolina

Nyashe Clark LSAMP Summer Research Program in Biology/Chemistry and Chemical Biology/Biocomputation and Bioinformatics Department, Rensselaer Polytechnic Institute, Troy, New York.

(13) Co-curricular Activities Program Quality is enhanced at Philander Smith College through curricular and co- curricular activities. Two strong co-curricular activities are highlighted below:

a. PSC Men’s Basketball Team is Invited to National Tournament For the third consecutive year, Philander Smith College‘s Men‘s Basketball team was invited to the NAIA Division I National Tournament in Kansas City, Missouri. The team received the at-large bid to compete in the 2015 Buffalo Funds- NAIA Division I Men‘s Basketball Championship. Although the Panthers did not win the national championship, Coach Sam Weaver, Athletic Director, emphasized that at PSC both academia and athleticism co-exist. He has stated that ―success comes when the two things can be merged together‖ (Source: PSC's athletic website.)

b. Philander Smith College Black Male Initiative President Smothers has continued the Philander Smith College Black Male Initiative Program. Started in 2007 under Former President Walter Kimbrough, this Program provides relevant experiences for approximately 75 males that will enhance their success academically, professionally, and socially in the areas of: Education, Retention, Leadership, Social Justice Issues, Community Involvement, and Cultural and Spiritual Awareness. Academic Success is an integral part of the program, as peer educators receive stipends to serve as mentors to help hone 40

participants‘ leadership skills and provide tutoring services to ensure classroom excellence and academic success. Additional information may be found on The Black Male Initiative Webpage.

A Black Male Initiative Program Graduate

(14) Technological Updates for Educational Improvements

In August 2014 the Office of Institutional Advancement presented a Technology Proposal to a prospect interested in helping the College advance in the areas of classroom efficiency and presentation delivery.

As a result of the conversation with our prospective donor, the College was able to upgrade our switch technology and improve our Internet access in our primary educational building (Titus), as well as secure five new Smart Boards to be used for lectures and presentations. Once the staff is trained in use of the new technology, our donor has agreed to purchase five more Smart Boards in the following year. (Source: Dr. C.J. Duvall, Director of the Office of Institutional Advancement, spring 2015)

(15) Special Activities

The PSC men‘s Basketball program gained a first-time honor in July 2015 when the Arkansas Basketball Coaches Association (ArBCA) recognized the program as the 2014 2015 NAIA Men‘s Program of the Year.

In July 2015, the PSC Student Government Association Had the distinction of being awarded the 2015 Best SGA of the Year at the 5th annual HBCU Awards hosted by HBCU Digest at Hampton University. 41

SOUND MANAGEMENT AND FINANCIAL HEALTH

This report provides some examples of the College‘s 2014-2015 efforts regarding Sound Management and Financial Health:

(1) PSC Appoints New Board of Trustee Members

The Board of Trustees at Philander Smith College consists of 24 voting members and three ex officio members. During 2015, three new members were appointed to the Board of Trustees: Mr. Jason W. Earley, Mr. Robert Blue, and Dr. Terry L. Esper. (Source: Philander Smith College Board of Trustees Report, May 1, 2015)

(2) Strategic Planning Process

As part of the Strategic Planning process and cycle, the College is monitoring and reviewing a set of institutional effectiveness indicators in the 2014-2019 Philander Smith College Strategic Plan. Organized by strategic imperatives (e.g., Enrollment Stabilization, Academic Distinction, Operational Éclat, Community Engagement, and Financial Sustainability), the Office of Institutional Effectiveness and Planning tracts the metrics over time and provides an annual report to the President and the College‘s Board of Trustees. The institutional effectiveness reporting process helps PSC monitor and discuss the extent to which the institution‘s efforts are affecting student success and improving organizational processes. The set of measures in this reporting process incorporate metrics determined by the College as important indicators of institutional effectiveness. The first annual report on the Strategic Plan was presented to the President in April 2015.

A copy of the 2014-2019 Philander Smith College Strategic is available on the College‘s webpage.

(3) Phase II of the College’s Long Range Process

Dr. Smothers announced during the May 1, 2015 Board of Trustees Meeting that Phase II of the College‘s Long Range Planning Process will start during summer 2015. This topic should be linked to the existing Strategic Plan. He added that a consultant firm will be engaged in the process. Subsequently, Phase II began in summer 2015, with Consultant, Dr. Marshall Grisby. This process is bringing the college‘s administrators and directors together to move Philander Forward>>>.

(4) Refurbishing of the Kresge Mabee Science Building

In May 2015, Mr. Terry Wallace, Vice President for Fiscal Affairs, announced that Alessi Keyes received the necessary permits to refurbish the Kresge Mabee Science Building. The refurbishing will address ADA compliance, disposal of chemical, and bringing the fire alarm system up to code. The Division of Natural and Physical Sciences faculty and staff were relocated to other buildings during the refurbishing of the Science Building. The Building is expected to be completed by August 1, 2015, and the science faculty and staff will move into the refurbished facility in time for fall 2015 classes. (Fiscal Affairs Report to the Board of Trustees, May 1, 2015)

(5) Completion of the Campus Center

Title III, in collaboration with the Capital Financing Corporation and the Philander Smith College Office of Institutional Advancement, has been instrumental in providing the funds to make it possible for the College to complete the construction of Phase One of the College's new Campus Center. The State-of- the Art, $5.1million, 16,000 square- foot facility, is designed to enhance the student experience at Philander Smith College. The Campus Center contains a full-service student dining Center, Bistro, audio- video equipped and technology - ready classrooms, and a Student Center for student and Student Government related activities. The centerpiece of the facility is the Conference Center, which boasts a wall of floor- to-ceiling glass panels that provide a scenic view of the Little Rock downtown skyline. Title III is proud to have been a part of this significant contribution.(Source: Mr. Alvin Anglin, Title III Director, 2014 Annual Performance Report to the U.S. Department of Education, January 28, 2015)

The College will take action on the construction of Phase II of the Campus Center by April 2016. In addition, the College is looking into possible refinancing of current Residential Bonds by the Department of Education HBCU Capital Financing Program. Since the Department of Education HBCU agreed to finance both Phase I and Phase II of 43

the Campus Center, the College‘s Board of Trustees must commit to complete the project at a later date. (Fiscal Affairs Report to the Board of Trustees, Mr. Terry Wallace, Vice President for Fiscal Affairs, May 1, 2015).

(6) Institutional Update on Employees

The following Table 3.1 depicts Philander Smith College‘s update pertaining to its employees for the academic year 2014-2015 and the previous academic year 2013-2014. The data reveal that Philander Smith College had fewer full-time employees in 2014-2015 than in 2013-2014, (123 versus 147). The Student-to-Faculty Ratio remained consistent. (Source: IPEDS Reporting Data, Ms. Kayla Sapkota, Director of Research and Assessment)

Table 3.1: 2014-2015 INSTITUTIONAL UPDATE ON FULL TIME/PART TIME FACULTY, ADMINISTRATION, AND STAFF

Faculty 2014-2015 2013-2014 Full-Time Faculty 44 48 Part-Time Faculty 32 37 Full-Time Administration 18 17 Part-time Administration 0 0 Full-time Staff 61 82 Part-time Staff 6 19 Student-to-Faculty Ratio 10.00 10.00

(7) Alumni Support Scholarships

The Division of Institutional Advancement serves as the focal point for alumni and donor giving activities. The Philander Smith College Alumni continue to increase their giving to help meet the higher education needs of the College‘s students, as well as help Philander Smith College become cone of the nation‘s best Historically Black Colleges. During the 2015 National Alumni Association (NAA) Convention, alumni raised $40,000 for student scholarships. (Source: Philander Smith College May 2015 Philander Newsletter, Rodney Parks, Development Officer)

PSC Alumni at NAA Banquet 2015

(8) PSC Enhances Campus Security Ms. Cynthia Hicks is the new Director of Security at Philander Smith College. PSC endeavors, through her leadership, to have 24-hour security for the campus family and visitors. The College hired new security officers in fall 2014 to help keep the academic and administrative processes free from disruption. Security officers have the authority to take appropriate action when violations of any regulations occur. For additional information, please visit the Campus Security Webpage.

Chapter IV The Evidence

University Senate of The United Methodist Church

Self-Study Report

August 2015 46

THE EVIDENCE

Philander Smith College has provided the following responses, as evidence to satisfy the responses to The United Methodist Evaluation Criteria in four areas:

1. Institutional Integrity 2. Program Quality 3. Sound Management and Financial Health 4. Church-Relatedness

INSTITUTIONAL INTEGRITY

The College's response to The United Methodist Church (UMC) Criterion One, Institutional Integrity is outlined as follows:

A. Institutional Integrity Report, as provided below.

B. Pages 102-137 in the 2014 Philander Smith College Self-Study Report to the Higher Learning Commission (HLC) of the North Central Association (NCA) under the heading Integrity: Ethical and Responsible Conduct. Please review a copy of the College's HLC Self-Study Report in Volume II of this UMC Self-Study Report. In addition, copies of the HLC Self-Study Report may be found on the College's webpage and in the Campus Resource Room, AC 232.

The Philander Smith College Course Catalog, Faculty Handbook, Staff Handbook, and Student Handbook attest that the College is an Equal Opportunity/Affirmative Action institution. The College, in compliance with the Higher Education Act of 1965 and other civil rights laws, offers equal opportunity for admission and employment. In addition, all programs and activities of the College are provided to all students without regard to race, color, gender, national origin, religion, age, physical disability, Vietnam era veteran or special disabled veteran status, or sexual orientations. Questions or concerns regarding Affirmative Action should be directed to the Human Resources Office, Philander Smith College, (501) 370- 5204. Copies of these texts can be found in the Campus-Wide Documents Room, AC 232 and on the College website. (Exhibit 4: Faculty Handbook, Staff Handbook, and Student Handbook, Campus-Wide Resources Room, AC 232)

A sense of community at Philander Smith College stays reflected through its ethos and institutional norms, which simulate a family like climate. Located in downtown Little Rock, Arkansas, Philander Smith College is a student-centered institution, aiming to help students live up to their highest and best. Students know through their daily interactions with faculty, staff, and other students that they are recognized and appreciated as individuals with different potentials, capabilities, and strengths. Faculty and staff choose to serve as role models and to be available to students beyond the normal working hours to contribute to PSC students' academic, ethical needs and development.

Philander Smith College faculty and staff are devoted educators in-and-out of the classroom. Faculty and staff members are committed to providing Philander students with significant scholarly and internship experiences. Many faculty members seek to involve students in their research and creative activities, as well as encourage students' presentation of their scholarship at professional conferences. All faculty and staff understand the importance of quality academic advising, including advising students on prospective graduate programs and career opportunities. Philander faculty and staff members are dedicated to assisting students on a daily basis in their pursuit of a college education by providing support through co- curricular activities as well as formal and informal mentoring.

Theme: Philander Forward>>>

As mentioned earlier, this Philander Smith College Self-Study prepared for The United Methodist Church University Senate carries the theme: Philander Forward>>>. Dr. Roderick L. Smothers, 14th President of Philander Smith College, chose Philander Forward>>> as the theme beginning with the 2014- 2015 Academic Year, and this theme has been adopted for this Self-Study Report.

In his May 1, 2015 Report to the Board of Trustees, Dr. Smothers described the Philander Forward>>> movement as a renewed mindset of dedication to excellence and advancing PSC forward into a higher realm of existence as a premier Historically Black College and University (HBC) that graduates leaders who are ready to compete in the global marketplace. (Source: Philander Smith College, President's Report, Roderick L. Smothers, Sr., Ph.D., May 1, 2015) A copy of this report may be found in the Campus-Wide Documents Room, AC 232. (Exhibit 5)

As the Philander Forward>>>Movement continues, our faculty, staff, and administrators are interacting and collaborating for institutional effectiveness and transformation. These actions mean that a sense of family permeates the campus via a caring environment to nurture students, as well as support each other.

Philander Smith College is concerned with the human issues and values central to the Judeo- Christian tradition. The College has maintained a close relationship with The Church across the years. It acknowledges a definite obligation to The United Methodist Church. The College receives funding from The General Board of Higher Education and Campus Ministry of The United Methodist Church. The distinctive aims of the foundering fathers in 1877 by the Methodist Episcopal Church still are used as guidelines in the planning of curricular offerings for students of all races and classes who enter the College with a hunger for knowledge, a quest for truth, and a desire for a better life. During the early stages of the development of Philander Smith College, higher education was restricted by conformity and religious constraint. Today, the College community is characterized by academic freedom and responsibility, critical analyses and creative projects, meaningful dialogues, and debates, as well as compassionate and ethical community.

Therefore, embedded in the Judeo-Christian tradition, Philander Smith College seeks to help students to develop a sound moral and spiritual foundation for their personal life, social involvement, and responsible living in a democratic society, as well as develop their greatest potential as human beings, citizens, and children of God. (2013-2015 Philander Smith College Course Catalog, p. 4).

Communication within the Campus Environment

One important aspect in the campus environment is the sense of the College as a family, a community of brothers and sisters. Faculty, staff, administration, and students at Philander Smith College nurture and maintain a caring family environment. For example, the College's administration makes efforts to support students in their quest for community. President Smothers and other administrators have worked to address student leader concerns. For example, a campus-wide town hall meeting was held in March 2015 as an opportunity for faculty, staff, and students to join President Smothers for a candid discussion about the transformation of PSC's culture. It was an insightful meeting that was intended to elevate our level of thinking, doing, and being. (Source: PSC, President's Report, Roderick L. Smothers, Sr., Ph.D., May 2015) 49

There is a great sense of awareness of major student issues and increased communication throughout the College community. In addition, the College offers a variety of other activities and programs to keep students informed and abreast of local, national, and global issues that affect students and the College as a whole.

Owing to the relatively small faculty-student ratio (10:1), students receive highly individualized learning from their instructors, tailored to assist specific learning styles. This learning may take place in individual conferences between faculty and students, in small group discussions, and/or club activities. This commitment by faculty to student learning serves to maintain the institution's high quality environment, good morale, and tone.

As of 2015, Philander Smith College has had 138 years of experience helping people become empowered through education. Higher Education is viewed as the key to economic, social, political, and personal empowerment. The College is building the future academic community today.

In our present and future academic community under the leadership of President Smothers, students are given more opportunities and more recognition for significant involvement in leadership development. The faculty plays a major, vital role in determining the structure and strength of the academic community. The channels of communication are kept open to assure better understanding, more meaningful relationships, and greater cooperation (2013-2015 Philander Smith College Course Catalog, page 4).

In the Philander Smith College campus environment, faculty take students to meetings related to their professions, to meet graduate school admission personnel, and/or social justice events. Other examples of a caring community include open forums with the administration, "The Bless the Mic" Presidential Lectures Series, the Black Male Initiative, and Sister-to-Sister Program. Additional information regarding these programs may be found in other sections of this report.

Code of Conduct and Student Conduct

Philander Smith College holds that the student, upon enrollment, neither loses the right, nor escapes the duties of a citizen. Enjoying great opportunities, the student-citizen has a responsibility to self, fellow students, to the laws of the land, and to the institution in which, by choice, he/she enrolls. The rights, responsibilities, and rules of students include:

Rights:

Students have a right to: a. Expect an education of the highest quality; b. Develop their potential to the best of their ability;

c. Inquire about and to recommend improvements in policies, regulations, and procedures affecting the welfare of students. This right is best exercised through the fullest use of the appropriate facilities provided through student government, residence hall association, and school officials; d. To a campus environment characterized by safety and order; and to a fair hearing when student action is applied to an individual or a group.

Responsibilities Students have an obligation: a. To be fully acquainted with published regulations and to comply with them in the interest of an orderly and productive community; b. Of knowing that one's conduct reflects not only upon self but also upon the institution and its citizenry; c. To follow the tenets of common decency and acceptable behavior commensurate with the aspiration implied by a college education; and d. To respect the rights and property of others.

Rules

All rules of Philander Smith College will apply to any student currently enrolled at Philander Smith College and/or representing the college in any capacity.

Campus Security Officers, as well as any official of the College, are hired and are empowered to enforce these regulations and all applicable laws on campus and properties owned, rented, or leased by the College. Security Officers have the power to execute warrants; to stop, identify, and interrogate individuals as well as to use handcuffs when necessary; and the power to issue parking tickets, detain, and make arrests.

The following are general rules and regulations. In addition to these general rules and regulations stated below, students are encouraged to obtain and familiarize themselves with the following: College Course Catalog, Motor Vehicle Regulations, Residential Life Regulations, Financial Aid Regulations, and all other governing policies and procedures of the College. Students of Philander Smith College are expected to comply with the laws of the State of Arkansas, policies, procedures, and regulations of the college, and accepted customs of civilized society in their conduct.

Enhanced Caring Community

The College has enhanced its sense of a caring community through the following facilities to meet the needs of students. (Source: Philander Smith College Student Handbook)

The Residential Life Center: The Residential Life Center (RLC) supports and is a component of the educational mission and services of Philander Smith College. The primary responsibility of the RLC is to provide students who live in the Residence Hall with a variety of opportunities for personal growth and development. Since it opened in 2003, this facility with 131 double occupancy, furnished rooms, and two large one-bedroom guest suites, continues to offer the best of modern amenities including private baths, cable access, and high speed Internet connections. The RLC complex also offers features such as a Community Meeting and Recreation Room, a Computer Laboratory, two laundry rooms on each floor, and a Fitness Center.

The Barracks Honors Hall: The transformation of the historic Barracks building was completed in fall 2009 and became the campus residence for 19 Honor Students. Since that time, the College has utilized the Barracks Honor Hall to house students, based on need and availability. The access-controlled residential facility features nine double-occupancy rooms, one single room, a laundry room on each floor, a first floor kitchenette, a study lab with four computers, and a lounge/entertainment area outfitted with a 42-inch flat screen television. This building also is listed on the National Register of Historic Places.

New Residential Suites: In Fall 2010, the College built new residential suites that became the home to 60 upper-class students. Suite amenities include 12 private single occupancy rooms with private baths and 84-private single occupancy rooms with shared double occupancy bathrooms. Additional amenities are card access entry, Internet, and cable television access, local phone service, lounge/common areas, and living learning communities. Eligibility requirements are applied under the direction of Mr. Kevin Hamilton, Vice President for Student Affairs/Dean of Students.

Course Syllabus: Policies/Expectations

Faculty members are required to prepare, at the beginning of each semester, syllabi that adhere to the Philander Smith College Course Syllabus Guidelines. A syllabus must be prepared for each individual course that the faculty member teaches. Copies of the syllabi are required to be filed with the Division Chairperson, the Library, and the Office of Academic Affairs. Syllabi are to be passed out to all students no later than the fourth meeting of three-day classes, the third meeting of two-day classes, and the second meeting of one-day classes. (Source: Faculty Handbook, Chapter 3.2)

Further, policies concerning attendance, participation, tardiness, academic integrity, missing homework, missed exams, recording classroom activities, food in class, and laptop use are described in the course syllabi. The faculty members describe, in course syllabi, their expectations for student behavior. Students know what they can expect from faculty members (their availability for meetings or email communication). 52

Consumer Information and Students Right-to-Know Equity in Athletics Disclosure Act

The Athletic Department provides data on participation and financing of men‘s and women‘s sports in intercollegiate athletic programs. The Athletic Department also provides data on operating expenses of the intercollegiate athletic program. This information may be obtained by contacting the Athletic Department at (501) 375-9845.

Student Services The Integrated Campus Center provides information and assistance to students with disabilities who are in need of special accommodations. Individual services are available to students with visual, hearing, speech, physical and learning disabilities, chronic health problems, psychological disorders, and temporary disabilities. Services include counseling, classroom accommodations, adapted equipment, adapted testing, priority registration, and referrals. Support and assistance in overcoming architectural, academic, attitudinal, and other barriers encountered is provided. Requests for services must be made prior to the beginning of each semester and current documentation of disability is required to receive assistance. For additional information, please contact Mrs. Brenda Martin, Director of the Integrated Campus Center - Office of Disability Services at (501) 370-5356. Campus Security The College makes available upon request to both currently enrolled and prospective students, and in the case of the campus crime report, prospective employees and employees. This report includes statistics for the previous three years concerning crimes that occurred on-campus. The report also includes institutional policies concerning campus security, such as policies concerning sexual assault, and other matters. You can obtain a copy of this annual report by contacting the Campus Police Department at (501) 975-8525. Please visit the following report for addition information: 53

2012 Annual Security and Fire Safety Report Family Education Rights and Privacy Act (FERPA) The Registrar‘s Office, Financial Aid Office, and Office of Student Affairs disseminate information to students about their rights under FERPA. The College‘s policies are listed in the Student Handbook and the College Course Catalog. Drug & Alcohol Abuse Policy The Office of Student Affairs provides annually to faculty, employees and students information on the Drug-Free Workplace Act of 1988. The information is published in the Staff Handbook, Faculty Handbook, Student Handbook and the College Course Catalog. The Employee Drug & Alcohol Policy information can be obtained by contacting Human Resources at (501) 370-5204. The Student Drug & Alcohol Policy information can be obtained by contacting Student Affairs at (501) 370-5354 or by clicking HERE to view the policy. (Source: Consumer Information.) Scholarship Student Morality Clause

Any scholarship student at Philander Smith College is subject to this morality clause. A scholarship student is defined as any student who has been awarded a Presidential, Mason, Taylor, Athletic and Choir Scholarship. Scholarship students are to refrain from any serious act of misconduct including (but not limited to) an act of dishonesty, theft or misappropriation of College property, moral turpitude, insubordination, or any act injuring, abusing, or endangering others. Further, a scholarship student shall not commit any act or do anything which might tend to bring himself/herself or the College into public disrepute, contempt, scandal, or ridicule, or which might tend to reflect unfavorably on the College. (Source: Scholar Policy.)

Commitment to Church Relatedness Philander Smith College exhibits Integrity in its Church-Relatedness. The College‘s current mission statement echoes its first mission by The United Methodist Church to provide an education during "conflict and social change," by educating current students to become "advocates for social justice." The current mission statement also inter-relates the current mission of The United Methodist Church by charging Philander Smith College students "to change the world for the better." Underscoring Philander Smith College's mission and its relationship to The United Methodist Church is the commitment to fostering the spiritual and ethical values necessary to become good social justice advocates. With its inception as an outreach ministry of Wesley Methodist Church in the early 1870's, the institution was formally constituted as Walden Seminary in 1877. The Freedman's Aid Society and the small African-American congregation of Wesley Methodist Church felt the need for former slaves to be 54

provided an education in order to overcome the vexing experiences of conflict and social change. Since its beginnings, the College has grown to its present mission that encourages the graduation of "academically accomplished students, grounded as advocates for social justice, determined to change the world for the better.‖ This mission is the ethos of our community and unites Philander Smith College with the mission of The United Methodist Church in a unique way.

Further enhancement of this relationship is being given under the leadership of the President Dr. Roderick L. Smothers. His leadership of the College and his commitment to a relationship with The United Methodist Church makes his appointment as president significant as his moves Philander Forward>>>. Another significant appointment that enhances the relationship between the College and The United Methodist Church is witnessed through the Office of Religious Life. Our chaplain and campus pastor, Reverend Ronnie Miller-Yow, was appointed to the College in July 2006. He jointly serves as Chaplain and Senior Pastor of Wesley Chapel United Methodist Church. Reverend Miller-Yow has been successful in connecting the students of the College to campus ministry and to the campus church in meaningful ways. The mission of this office is to encourage and nurture spiritual growth and wholeness among the Philander Smith College community by creating and maintaining programs that aid the members of the College community in becoming living witnesses of Christ among themselves and to the community-at-large. In pursuit of this mission, Religious Life offers ministry not only to Philander Smith College students, but also to faculty, staff, alumni, and community members. The relationship as an institution with an affiliation to The United Methodist Church is taken seriously. Therefore, Religious Life places a strong emphasis on value formation and ethical decision-making. Religious Life affirms the presence of God within the College's learning communities through Chapel, Bible Fellowship, Mission Trips, and various outreach projects. This office also invites students to employ both faith and intellect as they pursue their academic endeavors. As students develop or refine their personal values, this office seeks to engage them in offering a positive contribution through service for the common good of all God's creation. The response from students to this Mission has caused a synergy within the life of the Campus Ministry of Philander Smith College and Wesley Chapel United Methodist Church. 55

Rev. Miller-Yow and PSC Students

Through the Office of Religious Life, several students have graduated from Philander Smith College to attend seminary in pursuit of religious vocations. Students have also engaged their spirituality in unique ways through several ministry based organizations, such as Chosen Generation (the Philander Smith Gospel Choir), the PSC Ministers' Alliance (An Alliance of Student Ministers), Empowering the African-American Male (a spiritually based mentoring group), and Religious Life Council. Program offerings of Religious Emphasis Week, Mission and Outreach trips and the Annual Martin Luther King, Jr. Celebration have all had record numbers in attendance due to increased student involvement under Reverend Miller-Yow's leadership. 56

PSC Students Participating in Community Project through Religious Life Office

In Wesley Chapel, record numbers of students have become members of The United Methodist Church. Many are joining by profession of faith. Furthermore, students participate at every level in The United Methodist Church from creating, leading, and participating in services. Wesley Chapel continues to be blessed by this unique relationship to the College.

Philander Smith College prides itself on providing its community with a variety of opportunities for a clear presentation of the Christian faith.

Religious Emphasis Week

Perhaps the signature program for the Office of Religious Life is Religious Emphasis Week. This power-packed program week has become affectionately known as the "Campus Revival." Preachers who have shared in the week-long celebration have been the Reverend Jeremiah Wright (Pastor Emeritus, Trinity United Church of Christ); the Right Reverend Vashti McKenzie (active Episcopal leader in the African Methodist Episcopal Church); the Rev. H. Beecher Hicks (senior pastor, Metropolitan Baptist Church); Bishop Violet Fisher (retired Episcopal leader of the United Methodist Church); and the Reverend E. Dewey Smith (Senior Pastor, Greater Travelers Rest Baptist Church).

In addition, theological lectures are presented by seminary professors and educators such as Dr. Cain Hope Felder (professor of New Testament Language and Literature and editor of The Journal of Religious Thought at the School of Divinity, Howard University); Mrs. Marjorie Kimbrough (author of She Is Worthy, Stories Between the Testaments, Coffee Break Devotions, Coffee Breaks of Faith, Accept No Limitations, and Strong in Heart and formerly Georgia's nonfiction author of the year, Kimbrough was an instructor of Philosophy and Religion at Clark University and Christian Education instructor at the Interdenominational Theological Center, both in Atlanta); and Dr. Abraham Smith (professor of A New Testament at Perkins School of Theology and editor for The New Interpreter's Annotated Study Bible).

Religious Life also hosts an annual Vocation and Call Chapel, and all of the United Methodist Seminaries are invited to talk with students about seminary and ministry vocation. Each year a different seminarian is featured and given the opportunity to present the Word at the College's Chapel.

Philander Smith College's administration and staff exhibit spiritual sensitivity, care, and concern for students in a number of ways. First, the College provides a small campus environment that promotes one-on-one conversations that take place between students, administration, faculty, and staff to promote communication and understanding. Secondly, the liberal, specialized, and religious components of the curriculum of the College are appropriately balanced and integrated to produce a well-rounded person.

Philander Smith College has a history of experience in helping students who experience joys and concerns that are shared with the administration, faculty, and staff. For example, when students experience concerns, they are listened to and consoled by individual staff members.

Thirdly, the Student Government Association (SGA) hosts regular town hall meetings to enable students, administration, faculty, and staff to meet together to discuss and make recommendations for the elimination of problems and challenges that are institutionally related. These meetings have succeeded in providing for a sensitive, caring, and concerned environment.

The College continues to make continuous efforts to improve the community environment for its students. The College allows for cultural differences exhibited by its international student population by providing an international student advisor, special programs, and by using different strategies to meet their unique needs. However, a priority for the administration and staff is the strengthening of its ties to The United Methodist Church to enhance the role of a church-related college in the spiritual sensitivity, care and concern of students. The Arkansas Conference's bishop's office and staff are housed on the campus in the Harry R. Kendall Science and Health Mission Center. The College presents its mission in a caring environment "to graduate academically accomplished students who are grounded as advocates for social justice, determined to intentionally change the world for the better".

Integrity on Accreditation Information concerning accreditation is listed in the 2013-2015 Philander Smith College Course Catalog. Additional information may be obtained from the Office of Institutional Effectiveness and Planning, Dr. Annie Williams. All academic programs of the College are approved by the Board of Trustees and the State Board of Education. The professional programs in the respective areas of the College are accredited by the appropriate professional associations (ACBSP, CAEP and CSWE). Philander Smith College is Accredited by: The Higher Learning Commission of NCA 230 South LaSalle Street, Suite 7-500 Chicago, Illinois 60604-1411 (312) 263-0456 www.ncahigherlearningcommission.org

Accreditation Council for Business Schools and Programs (ACBSP) Formerly Association of Collegiate Business Schools and Programs 11520 West 119th Street Overland Park, Kansas 66213 (913) 339-9356 www.acbsp.org

Council for the Accreditation of Educator Preparation (CAEP) Formerly National Council for the Accreditation of Teacher Education 2010 Massachusetts Ave. NW, Ste. 500 Washington, DC 20036 (202) 466-7496 www.ncate.org

Council on Social Work Education 1701 Duke Street, Ste. 200 Alexandria, Virginia 22314-3457 (703) 683-8080 www.cswe.org And is approved by: The Arkansas Department of Education #4 Capitol Mall, Room 403-A Little Rock, Arkansas 72201 (501) 682-4475 http://ArkansasEd.org

The University Senate of the United Methodist Church 1001 Nineteenth Avenue South P.O. Box 871 Nashville, Tennessee 37202-0871 (615) 340-7378 www.gbhem.org/gbhem/senate.html

UMC Criterion One—Institutional Integrity: Summary

Philander Smith College faculty, staff, and administration act with integrity to govern the operation of the College and to make reasonable and responsible decisions with the spirit of integrity in all matters. Therefore, in this Self-Study Report, it is essential to point out that the College provides accurate information to the public, provides timely and accurate information to the accrediting bodies, including the Higher Learning Commission (HLC) of the North Central Association (NCA), Accreditation Council for Business Schools and Programs (ACBSP), Council for Accreditation of Educator Preparation (CAEP), and Council on Social Work Education (CSWE). Likewise, Philander Smith College acts with integrity in its relationships with the Arkansas Department of Education and the University Senate of The United Methodist Church,

Strengths:

 The Higher Learning Commission of the North Central Association Team in its evaluation report dated December 2014, concluded that Philander Smith College acts with integrity in its operations and in relationships with its constituencies. Therefore, the Higher Learning Commission cited Philander Smith College as having met its criterion one: Integrity: Ethical and Responsible Conduct.

 Under the leadership of President Roderick L. Smothers, Philander Smith College enthusiastically promotes academic integrity and professional ethics among all members of the College community. In addition, Dr. Smothers assures that the College follows policies and procedures congruent with its Mission to graduate academically accomplished students, grounded as advocates for social justice, determined to change the world for the better.

PROGRAM QUALITY

The College's response to The United Methodist Church (UMC) Criterion Two, Program Quality, is provided below. In addition, the College‘s response to Program Quality is outlined on pages 203-260 in the 2014 Philander Smith College Self-Study Report to the Higher Learning Commission (HLC) of the North Central Association (NCA) under two headings: (1) Teaching and Learning: Quality, Resources, and Support, pages 138-202; and (2) Teaching and Learning: Evaluation and improvement, page 203-260. Please review a copy of the College's HLC Self-Study Report in Volume II of this UMC Self-Study Report. In addition, copies of the HLC Self-Study Report may be found online and in the Campus Resource Room, AC 232.

Educational Philosophy Philander Smith College seeks to carry out teaching and learning in an environment that is conducive to academic freedom for the faculty and students. Each faculty member is entitled to academic freedom in teaching methodologies, research, and publications within the scope of the College‘s mission. As a Christian, Liberal Arts College, the institution strives to provide a climate for free inquiry on the part of the students during the teaching and learning process so that they feel free to express themselves without fear of reprisal from the faculty. In general, educational and learning resource programs are provided to attain mutual and maximum educational growth for both students and the faculty. As stated previously in this report, Philander Smith College is accredited by the Higher Learning Commission (HLC) of the North Central Association of Colleges and Schools (NCA) to award the bachelor‘s degree. It is approved by the University Senate of The United Methodist Church. Its Teacher Education Program is accredited by the National Association for the Accreditation of Teacher Education (NCATE) and by the Arkansas State Board of Education. Effective in 2013, the NCATE Teacher Education accrediting body became the Council for the Accreditation of Educator Preparation (CAEP). The Social Work Department is accredited by the Council on Social Work Education (CSWE). The College‘s Business and Economics Division is nationally accredited by the Accreditation Council for Business Schools and Programs (ACBSP). In an effort to realize its Mission, the College employs a qualified faculty who are expected to teach, advise, conduct research, and undergo professional development. The primary responsibility for the quality of the academic program resides with the faculty. Philander Smith College embraces the concept of participatory governance as the process of providing meaningful access and input, consultation and recommendations leading to decision making in all functional areas of the College. Academic Quality through Strengthening Accreditation Strengthening Accreditation has impacted Academic Quality at Philander Smith College. During the 2013-2014 academic year, Philander Smith College‘s accreditation process impacted a host of institutional-level characteristics related to Academic Quality, to include but not limited to, the following: 63

1. Growth and development was obtained through the establishment of measurable student learning objectives for the academic degree programs. 2. New Higher Learning Commission of NCA criteria provided the collegial model for program reviews of academic degree programs. 3. Standards set by the Higher Learning commission of NCA helped improve teaching and learning, as the Institution was guided by those Standards to improve Academic Quality.

4. Participation in the re-accreditation process improved professional development training for faculty and staff. (Source: Dr. Annie Williams‘ Institutional Effectiveness and Planning Report to Mr. Alvin Anglin, Title III Director, 2014 Title III-Part B ―Strengthening Historically Black Colleges and Universities‖, Annual Performance Report to the U.S. Department of Education, January 28, 2015) Policies and Programs that Enhance Academic Quality Philander S.T.AR.T. Student Tuition Assistance and Readiness Tracks/Pathways Please visit the S.T.A.R.T. webpage for information on an innovative Student Tuition Assistance and Readiness Tracks/Pathways (S.T.A.R.T) program that President Roderick L. Smothers has introduced to Philander Smith College, effective summer 2015. Some specifics of the Program have been obtained from the S.T.A.R.T. brochure, as follows:

The Philander Student Tuition Assistance and Readiness Tracks /Pathways (S.T.A.R.T.) is a specialized college enrollment and preparation program designed to put students who want to earn a bachelor‘s degree from Philander Smith College (PSC) on one of four specific pathways to success. Eligible students receive financial assistance based on their individual needs. In addition to federal aid (grants, loans and work-study), students may receive scholarships, stipends, book vouchers, and tuition waivers to create a financial package that will help them cover the cost of attending PSC.

Some eligibility factors include: • Academic Achievement • Economic Need • Civic and Community Engagement • Christian Engagement • Commitment to Earning a Bachelor‘s Degree

THE 4-TRACK/PATHWAY SYSTEM

Using a success track/pathway model, eligible students are aligned with one of the following scholastic tracks:

Track/Pathway 1 - Urban Scholars. This track/pathway is designed for students who have an interest in pursuing majors in fields that are linked to providing innovative solutions to the challenges of urban issues such as poverty and crime. As part of their matriculation, these students will be required to volunteer a designated number of hours working and interacting with professions in their chosen disciplines. (Minimum grade point average is 2.5).

Track/Pathway 2 - Ambassador Scholars. This track/pathway is designed for those students who, while in high school, demonstrated strong leadership and communication skills, and are capable of working independently and with team members. Eligibility for this track requires three (3) letters of recommendation, preferably from the school counselor, a teacher and pastor of the church that the student attends. These students will voluntarily represent, positively promote, and uphold the mission of PSC by serving as student representatives during a variety of college-hosted programs, events and activities. Minimum grade point average is 3.0).

Track/Pathway 3 – Community Scholars. This track/pathway is designed for those students who exhibit a high level of altruism, empathy and concern for others, particularly the elderly, infirmed, indigent and neglected. The students will volunteer with help agencies and ministries throughout the Little Rock community in providing assistance to persons in need. (Minimum grade point average is 2.5).

Track/Pathway 4 – Christian Scholars. This track/pathway is designed for those students who have been diligent in performing church-related duties and who are interested in sharing the tenets of their faith with others through committed work with the PSC campus religious life and ministries throughout the state, nation and world. These students must be of good moral character, devoted to service and willing to devote time to helping others through peer counseling, rap sessions, etc. (Minimum grade point average is 2.5). For additional information, please contact Mr. Maurice Osborne, Interim, Director of Enrollment Management; and/or President Roderick L. Smothers.

Other Policies and Programs To fulfill its Mission, the College‘s Reynolds Library and Technology Center holds current volumes, subscriptions, audiovisual items, E-books, and modern computers to support the instructional program. The Library also has learning resources through cooperative agreements with other entities, a technology center, Teacher Education Laboratory, Children‘s Library, and Distance Learning Center. The primary student support for academic programs is provided through the Freshman Colloquium, TRiO Program (Student Support Services, Upward Bound), Integrated Counseling Center, and Academic Success Program (Retention Center).

Philander Smith College has a campus-wide assessment plan that includes nationally normed instruments and academic division exit examinations, or other assessments instruments for graduating seniors, that are used to improve their programs. The College is re-establishing its Honors College that will contribute to academic diversity and retention of quality students who wish to be more challenged in their academic environment. The College‘s admission policies are described in the 2013-2015Philander Smith College Course Catalog and are consistent with the institution‘s Mission. The policies specially ensure that students with a sound academic preparation are admitted. Others with potential may be conditionally admitted. Philander Smith College‘s curricula are offered through five academic divisions leading to the Bachelor of Arts, Bachelor of Science, Bachelor of Business Administration, and Bachelor of Social Work degrees. Each division includes one or more departments and/or programs. Majors, minors, and support curricula are offered through the divisions. All degree programs require students to complete an academic major. Additionally, students may choose to complete academic minors. In addition, a General Education Division was established under the leadership of Dr. Hazel Arnett Ervin, Vice President for Academic Affairs, in spring 2015. Dr. Ervin appointed Ms. Patricia Walker-Swinton as Interim Director of the General Education Division. This Division embodies the design of all general education courses, and provides criteria for its evaluation, including the assessment of what students learn. (Source: Vice President for Academic Affairs‘ Report to the Board of Trustees, Dr. Hazel Arnett Ervin, May 1, 2015) In addition, the Center for Continuing Education and Professional Studies seeks to meet the specific demands of the community by offering courses to satisfy the on-going needs of college undergraduate professionals who wish to continue their professional growth in a formal, classroom setting. The Center will also pursue possible certification programs which may be needed by professionals in a variety of professions and career areas. The total number of hours required for a specific major is determined by the department and/or division in which the student enrolls. All students, however, complete a General Education Core curriculum of 49 semester hours; additional hours may be required by specific departments, courses in a major field of study or electives. The minimum number of credit hours required for graduation is 124. Typically, requirements for graduation range from 124 – 131 semester hours.

Table 4.1 below provides a Summary of Educational Programs at Philander Smith College. A major program leading to a degree is indicated by the numeral ‗1‘ in column 2 below. A Teacher Education Program on the Secondary level leading to a degree, including courses adequate for State licensure for teaching on the secondary school, is indicated by the numeral ‗2‘ below. A supportive program offering a limited number of courses that assists degree programs in satisfying the degree requirements is indicated by the numeral ‗3‘ in column 2 below:

Table 4.1 – Summary of Educational Programs at Philander Smith College

Division of Business and Economics: Business Administration 1 Office Systems 1 BADM Philander Smith College Management Institute (PSMI): 1 PSMI Organizational Management Division of Education: Early Childhood Education 1 ECED Middle Childhood/Early Adolescence 1,2 MCEA Physical Education 1 PHED Vocational Technology/Education 1,2 VOBT Division of Humanities: Art 3 ART English 1 ENG French 3 FREN Music 1,3 MUS Philosophy and Religion 1,3 PHRE Spanish 3 SPAN Center for Continuing Education and Professional Studies: Weekend College

Division of Natural and Physical Sciences: Biology 1,3 BIO Chemistry 1,3 CHEM Computer Science 1,3 CSCI General Science 1 SCI Mathematics 1,3 MTH Physics 3 PHY Division of Social Sciences: Black Family Studies 3 BFS History 3 HIST Political Science 1,3 POSC Psychology 1,3 PSYC Social Work 1,3 SOSW Sociology 1,3 SOCG

(Philander Smith College Course Catalog 2013-2015)

The Department of Applied Mathematics and Computer Science offers Bachelor of Science degrees in Applied Mathematics and Computer Science and has an articulation agreement with the University of Arkansas at Fayetteville (UARK) for the completion of Bachelor of Engineering degrees in Chemical Engineering, Civil Engineering, Computer Engineering, Electrical Engineering, Industrial Engineering, and Mechanical Engineering through the 3/2 Program. Students wishing to complete an engineering degree may do so by choosing a science degree (Biology, Chemistry, Computer Science, and Mathematics) at Philander Smith College (PSC) and one of the engineering degrees (listed above).

The educational programs are offered mainly through the following curriculum:

 The Core Curriculum, which is defined as General Education Requirements in the 2013- 2015 Philander Smith Course Catalog. The Major Program Curriculum, which seeks to 67

provide for in-depth intellectual development of the student in an academic discipline (2013-2015 Philander Smith College Course Catalog, p. 44-45).

 Special Programs, which provide supportive educational and learning experiences to the Core and Major Programs. (College Course Catalog, pages 27-30).

 A variety of co-curricular experiences, which enrich the overall growth and development of the student. (College Course Catalog, pp. 27-30).

During the 2014-2015 Academic Year, Philander Smith College had 43 full-time faculty members, and of those forty-three, five (5) were Full Professors and there were nine (9) Associate Professors. Twenty-two (22) were Assistant Professors and the remaining seven (7) were Instructors. (Source: IPEDS Human Resources, 2014-15)

In recent years, Academic Affairs extended a formal invitation to six external consultants to conduct an extensive academic review of the Division of Education, Division of Humanities, and Division of Social Sciences. There were two consultants for each of the three divisions who conducted their academic reviews on February 28 – March 2, 2010. These academic reviews were used for decision-making regarding majors and interdisciplinary program concerns.

Table 4.2: Independent Consultants Name Title Division Dr. Linda Ruth Bass Chair, Dept. of Education Education Director, Student Teaching Internships Ouachita Baptist University Arkadelphia, AR Dr. Darnell Williams Retired, Former Chair Division of Education Education Langston University Langston, OK Dr. Kevin K. Durand Assoc. Professor of Philosophy & Religion Humanities Henderson State University Charlotte, NC Dr. Adelheid Eubanks Dir. Liberal Education & International Studies Humanities Johnson C. Smith University Charlotte, NC Dr. Robert A. Collins Chair, Division of Social Sciences Social Sciences Dillard University New Orleans, LA Dr. Lyle M. Rupert Director, Arkansas Governor‘s School Social Sciences Former Chair, Division of Social Sciences Hendrix College Conway, AR The Division of Natural and Physical Sciences underwent an Academic Review with two outside consultants during the Fall 2009 semester. As a result of academic reviews, significant curricula changes have been made including the following:  New Majors were added in Early Childhood Education, Middle Childhood Education to replace Elementary Education (as required by the State of Arkansas). 68

 Hospitality Management was dropped as a major due to low student enrollment.  Philander Smith Management Institute (PSMI) was moved from the Center for Professional Studies to the Division of Business and Economics.  Special Education was dropped as a major due to Arkansas certification changes.  Secondary programs were eliminated in Biology, English, Physical Education, and Mathematics.  Early Childhood Administration (ECAM) was dropped as a major in deference to the licensure programs.  Vocational Business Technology Education was moved from the Business Division to the Division of Education to make better uses of College resources. Table 4.3 below describes the Educational Programs at Philander Smith College, Self- Declared Majors, Fall 2010- Fall 2014:

Table 4.3 – Major Interest Summary by Division, Self-declared Majors, Fall 2010 – Fall 2014 Major Interest Summary Fall 2010 – Fall 2014 Division MAJOR 2014 2013 2012 2011 2010 Business and Economics BADM 97 68 97 105 108 VOBT 1 2 3 1 4 HOMA 0 0 0 0 0 PSMI ORMA 24 39 36 49 33 TOTAL 122 109 136 155 145

HUMANITIES PHIL 4 1 5 6 6 CHED 1 0 0 0 0 ENGL 5 28 22 24 24 MUSC 1 0 9 7 6 ENGLTE 0 0 0 0 0 TOTAL 11 29 36 37 36

NATURAL & PHYSICAL SCIENCE CSCI 28 36 36 44 39 CHEM 10 13 14 16 13 MATH 11 26 34 27 21 GNSC 27 9 11 10 0 BIOL 86 89 110 124 127 TOTAL 162 173 205 221 200

SOCIAL SCIENCES SOCG 12 19 28 19 26 69

POSC 25 26 31 32 36 SOSW 34 43 44 38 43 PSYC 41 50 46 50 50 TOTAL 112 138 149 139 155

TEACHER EDUCATION PHED 34 41 40 35 40 MCEA 3 4 14 24 18 ECED 27 26 27 44 50 ECAM 0 0 1 1 0 ELEM 0 0 0 0 0 SPED 0 0 0 0 0 TOTAL 64 71 82 104 108

NOT RECORDED 0 0 0 0 8 UNDECIDED 96 36 59 76 44 TOTAL 96 36 59 76 52

TOTAL ENROLLMENT 567 556 666 732 696

When students apply to attend Philander Smith College, they are asked to list their major field of interest on their application. The above table includes figures for major fields of interest from each fall term since 2010. During or after their first semester at Philander Smith College, students are urged to officially declare a major field of study by Declaration of Major forms with the Registrar‘s Office.

Table 4.4: Graduates by Division 2010 – 2014

DIVISION MAJOR ACADEMIC YEAR R 13/14 12/13 11/12 10/11 BUSINESS & ECONOMICS 4 BADM 13 18 23 19 VOBT 2 ORMA 9 28 15 10 GRADUATES 22 46 38 31 HUMANITIES PHRE 1 2 2 CHED ENGL 7 7 7 4 MUSC 3 1 GRADUATES 8 12 10 4 NATURAL & PHYSICAL SCIENCES CSCI 6 6 5 6 CHEM 3 3 3 1 MATH 5 6 3 3 BIOL 13 15 14 10 GNSC 1 GRADUATES 27 30 26 20

SOCIAL SCIENCES SOCG 14 6 7 9 POSC 6 4 5 9 SOSW 13 7 10 9 PSYC 5 13 9 5 GRADUATES 38 30 31 32 EDUCATION PHED 5 6 10 9 ECED 5 1 2 1 MCEA 3 1 2 1 ECAM GRADUATES 13 8 14 11

TOTAL 108 126 119 98 GRADUATES This table (Table 4.4) depicts graduates for the listed academic year, encompassing the previous summer, fall, and spring. Philander Smith College experienced an increase in graduates after 2010. Graduate number continued to increase until 2014. The 2014-2015 graduates‘ total 71

increase was slightly higher than the 2013-2014 total. Philander Smith College has experienced a steady increase in the number of social sciences graduates. Table 4.5 below provides information on the number of graduates by academic major for spring 2015. These data are used by the College to assess production by academic divisions for decision-making.

Table 4.5: PHILANDER SMITH COLLEGE OFFICE OF INSTITUTIONAL RESEARCH & ASSESSMENT 2014-15 GRADUATES 6/12/2015

Major # % of total Business Administration 18 16.2% Biology 8 7.2% Computer Science 2 1.8% Early Childhood Education 2 1.8% English 4 3.6% Mathematics 5 4.5% Organizational Management (PSMI) 26 23.4% Physical Education 12 10.8% Political Science 8 7.2% Psychology 10 9.0% Sociology 7 6.3% Social Work 9 8.1% Total 111 100.0% As indicated in Table 4.5 above, 111 students graduated in the 2015 Spring Commencement at Philander Smith College. The major areas with the highest number of graduates were: Organizational Management (26), Business Administration (18), and Physical Education (12).

Allocation of Instructional Program Budget The Philander Smith College instructional program is supported by an adequate allocation for instructional supplies and equipment. Table 4.6 below shows the Academic Divisions Budget Analyses for 2013-2014 and 2014-2015, as supplied by the Business Office.

Table 4.6 – Academic Divisions Budget Analysis July 2015 Budget 2013-2014 Budget 2014-2015 Salaries Salaries & & Benefits Other Travel Supplies Total Benefits Other Travel Supplies Total

Business/ Economics 325,404 7,400 9,521 1,500 343,825 194,142 7,400 7,199 1,500 210,241

Education 332,601 4,850 9,732 6,300 353,483 328,775 4,850 12,192 6,300 352,117

Humanities 344,104 350 10,069 2,050 356,573 347,970 350 12,903 2,050 363,273

Natural/ Physical Science 635,821 6,000 18,604 12,500 672,925 756,398 2,000 28,049 16,500 802,947

Social Science 412,631 2,925 12,074 3,000 430,630 395,270 2,925 14,657 3,000 415,852 (Fiscal Affairs, July 2015) The College maintains program quality that guides the institution, its curricula, and its students. In addition, all instructional, administrative, and material resources of the College are directed toward providing an environment for progressive learning and meaningful experiences consistent with the high aims of the College. New bandwidth has been installed along with Gigabit switches and a Packet Shaper to measure and control the amount of bandwidth being used by different processes. These processes in the form of packets can be effectively shaped and adjusted for efficient bandwidth use throughout the network. A new firewall with background intelligence has allowed us to open the gateway for downloads and continue to protect the campus from virus and spyware threats. The emergency alert system e2campus was installed to warn Faculty, Staff and Students of threats of impending danger. Also, wireless access was added campus-wide. Furthermore, off-campus access has been established for email, course management software, and library usage. Improving Academic Quality by Strengthening the Computer Science Degree through Accreditation According to a 2013-2014 report from Dr. Samar Swaid, Chairperson for the Division of Natural and Physical Sciences, the Department of Computer Science is using Title III funding to seek program accreditation from the Accreditation Board for Engineering and Technology (ABET). By obtaining ABET accreditation, the College will provide assurance that the Computer Science Program meets the quality standards established by the profession. Strengthening the Computer Science Program has improved the academic quality of the College by supporting and improving students‘ academic outcomes, program revisions, faculty retention, and student services. 73

The current Internal Assessment phase of the ABET accreditation process includes the following College commitments: a) Implement an assessment process for program educational objectives and student outcomes; b) Demonstrate a continuous improvement loop; c) Collect student work samples; and d) Meet current accreditation criteria.

The College is in the process of renovating the Science facility and updating computing facilities that will be needed to meet the ABET accreditation criteria. The Science facility closed during the 2014-2015 academic year and instructional faculty and technology were relocated. The Science facility is expected to be completed during the fall 2015. The College is using Title III funds to rehabilitate the building, after receiving appropriate permission from the U.S. Department of Education.

Furthermore, Phase Two of the ABET accreditation process will commence once the Science facility and accompanying computing facilities are in place. Next, the College will begin an eighteen (18) month process to seek full accreditation of the Computer Science Program. (Source: Dr. Samar Swaid‘s Computer Science Report to Mr. Alvin Anglin, Title III Director, 2014 Title III-Part B ―Strengthening Historically Black Colleges and Universities‖, Annual Performance Report to the U.S. Department of Education, January 28, 2015)

Improving Academic Quality through Strengthening Library Collections, Archives, and Information Competence Mrs. Teresa Ojezua, Philander Smith College Librarian, reported the following: The funding provided by the Title III Grant has made it possible for the Library to purchase resources (textbooks and databases). This funding is in support of curricular offerings and research interests of students and faculty. Use of an appropriate automation system and technology has enhanced the discovery and accessibility of Library and archival materials. Access to archival collections has been enhanced by digitization. Website and online catalogs are accessible 24/7, regardless of a patron‘s location. Print and online resources are heavily used by students, as evidenced in the increase in database searches; online catalog searches; book loans; and circulation statistics of the textbooks on Reserve. The Library added a total of 398 books to the Reserve and the circulation collection of Textbooks and other print materials. Subscriptions to five new databases were entered into during the 2013-2014 academic year in support of research and curricular offerings. 74

An account and domain name for Wordpress Content Management for the redesign of the Library website was purchased, in order to ensure ease of access and usability of the Library website. A new Archival website has seen appreciable traffic and increased access to the Archival collection. The Information Literacy Instruction program has improved, as faculty members from four academic divisions brought students to the Library for this program. A total of 13 library sessions were provided and one hundred forty-six (146) students received instructions in Information Literacy and research skills.

There has been approximately a 40% increase in database usage, downloading of articles and use of other electronic resources in support of Information Literacy. (Source: Mrs. Teresa Ojezua‘s Library Report to Mr. Alvin Anglin, Title III Director, 2014 Title III-Part B ―Strengthening Historically Black Colleges and Universities‖, Annual Performance Report to the U.S. Department of Education, January 28, 2015)

Reynolds Library Data Bases for Instruction

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Academic Quality Enhanced by Information Technology Academic Quality has been enhanced by the Information Technology Department (IT) through the addition of access to online grading/reporting and online registration as follows: 1. Faculty can enter grades online, as opposed to the old paper-based method. 2. Students can register for classes online and check their grades from previous semesters through the web-based method. The Information Technology Plans have been implemented to include the following: 1. Replacing and transitioning all physical pc units in the computer labs to Virtual Desktop infrastructure that will allow for an ease of management and energy conservation; 2. Students will have an addition of online courses and a website overhaul for ease of use for faculty, staff, student potential students, and visitors.

Outcomes of IT have resulted in a more robust technology infrastructure. Academic Quality has been enhanced by providing a learning and teaching environment equivalent to, if not surpassing, larger institutions of higher education. (Source: Mr. Brian Clay‘s Information Technology Report to Mr. Alvin Anglin, Title III Director, 2014 Title III-Part B ―Strengthening Historically Black Colleges and Universities‖, Annual Performance Report to the U.S. Department of Education, January 28, 2015) 76

Table 4.7 below provides examples of instructional resources and information technology to support Academic Quality at Philander Smith College.

Table 4.7 - Availability of Instructional Resources and Information Technology

Technology Resource Description

Library 38 computers for public use and 78 computers for Lab usage, including 30 in the Technology Lab, 31 in the Distance Learning Lab, 16 in The Education Lab and 2 in the Music Lab. There are ADA machines and multimedia access in the Distance Lab, Music Lab and Conference Room. Business Economics 21 Lab Computers Computer Science 20 Lab Computers Social Science 16 Lab Computers Social Work 4 Lab Computers

Integrated Counseling Center 5 Lab Computers

Residential Life Center 6 Lab Computers Student Learning Center 6 Lab Computers

TRiO Upward Bound 27 Lab Computers Music 4 Lab Computers plus 2 labs with computer equipment to produce and record music CD's.

Kendall Science Building All labs have computers and network access in each, 2 have Smart Boards, and 4 have overhead projectors and CD/DVD carts. Elders‘ Hall has connections for 30 laptops, one by each seat a CD/DVD cart overhead projector and cable television connections. Nugent is equipped with two overhead projectors, 4 CD/DVD MM carts and Wireless are provided throughout the building.

Classrooms All PSC class rooms have at least one network connection and wireless access is provided in the Library, Kendall, Titus, ML Harris, Business Economics, and Kresse Science buildings.

Faculty/Staff All full time Faculty and Staff have desktop computers and phones, all Residence Halls are equipped with computer, phone and cable television access in all rooms. All computer usage is monitored 24/7 by a Fortigate Firewall for antivirus, antispam, IPS, IM, P2P, web filter and a Packeteer packet shaper for internet bandwidth usage.

Department of Computer Information Services, 2014

Summary of Academic Quality Outcomes

The following have been reported as Philander Smith College outcomes that can be categorized in the Academic Quality focus area, as reflected in activities supported by Title III funds for the 2013-2014 reporting period to the U.S. Department of Education:

1. The number of new academic programs has increased: Initial # 15 Final # 17 77

Goal 17

Explanation: A new division of General Education and an Honors Program have been put in place.

2. The number of Library holdings has increased: Initial holdings 64492 Final holdings 64889 Goal 65039

3. The institution‘s education technology infrastructure has improved: Start: Fair End: Good

Explanation: A new Teacher Education Lab with smart boards was added to the institution‘s technology infrastructure.

4. The enrollment of part-time students has increased: Initial enrollment: 33 Final enrollment: 46

Explanation: Part-time enrollment (11 credit hours or less in a semester) increased from Fall 2013 (33 students; 5.9%) to Fall 2014 (46 students; 8.1%)

5. The enrollment of minority students has increased: Initial enrollment: 91.6% Final enrollment: 93.3% Explanation: The percentages represent the proportion of the entire fall semester enrollment. Fall 2013 enrollment –556. Fall 2014 enrollment –567. International students and Caucasian students are included in the denominator to calculate the above percentages, but they were not included in the numerator. (Source: Mr. Alvin Anglin, Title III Director, 2014 Title III-Part B ―Strengthening Historically Black Colleges and Universities‖, Annual Performance Report to the U.S. Department of Education, January 28, 2015)

Improving the Quality of Teacher Education by Implementing a Model Classroom and Lab

During the 2013-2014 academic year, the Teacher Education Unit focused on activities that are designed to increase the pool of prospective candidates who will be more technology literate and prepared to teach in the 21st century, as they effectively integrate instructional/educational technology in P-12 classrooms. According to Dr. Betty Dickson, Interim Chair for the Division of Education (2013-2015), the quality of teacher education was improved by implementing a Model Classroom and Laboratory (on the second floor of the Reynolds Library). The Model Classroom and Laboratory was created by utilizing the standards of the International Society of Technology in Education (ISTE) and National Education Technology (NETS) Standards. 78

The classroom is accessible to teacher education faculty and education majors. The classroom is used as a teaching laboratory for students enrolled in ECED, MCED, and VOBT classes to learn curriculum improvement techniques in P-12 school settings, as well as technology integration in subject content areas. The acquisition of the Smartboard Technology for the Teacher‘s Laboratory has enhanced the quality of pre-service clinical experiences for teacher education candidates by providing technological training and equipment that they are expected to utilize in real classroom settings. (Source: Dr. Betty Dickson‘s Education Division Report to Mr. Alvin Anglin, Title III Director, 2014 Title III-Part B ―Strengthening Historically Black Colleges and Universities‖, Annual Performance Report to the U.S. Department of Education, January 28, 2015)

Academic Success Center and Student Retention (ASC) The Philander Smith College Academic Success and Student Retention Center (ASC) is under the umbrella of the Office of Academic Affairs. By utilizing Title III funds, the Academic Success and Student Retention Activity has been revamped in support of the mission of the College by creating a learning environment that fosters academic success, retention, and seamless progression of all student enrolled at Philander Smith College. This was done by empowering and educating students at Philander Smith College via academic tutorial services for developmental and general education courses; academic advising and counseling; and support services (early alert and exit interviews). The activities in ASC assist in aligning curriculum and co-curricular activities with the mission, goals, and outcomes; established assessment and evaluations at the course and program levels; and aligned and expanded (when necessary) curriculum and co-curricular activities with the missions, goals and outcomes of major disciplines. The changes in ASC, coupled with help from the activities in the Center for Student Services and other campus activities, have assisted in significantly increasing the retention of the College‘s first-time, full-time freshman student body. The retention rate for 2013-2014 went up from 55% to 74%. The impact of having tutorial sessions enhanced Academic Quality by providing tutorial sessions to reinforce the skills students needed for academic success in the classroom and beyond. The presence of a tutor in the classroom also enabled students to receive additional assistance. The new structure validated the results received from the College Student Inventory by Noel Levita, taken by freshmen in August 2014. The results revealed the receptivity of students to academic assistance. The course completion rates of students using tutoring services were as follows: Developmental Reading 55.6% Developmental Math 45.7% Development English 61.7% (Source: Mr. Alvin Anglin, Title III Director, 2014 Title III-Part B ―Strengthening Historically Black Colleges and Universities‖, Annual Performance Report to the U.S. Department of Education, January 28, 2015) 79

Below are samples of evidence of completion of activity objectives for the Academic Success and Student Retention Center (ASC) for the academic year 2013-2014:

Table 4.8: Academic Success and Student Retention Center (ASC)

Activity Objective(s) Evidence of Completion To annually review the effectiveness of the Records indicate that first semester courses and Developmental Studies curriculum, within and program assessments have been implemented. The beyond developmental coursework; to promote data will be used for improvements in Spring changes to ensure the development and application Semester 2015. of foundational academic skills; and to increase student progression and lifelong learning. Revision of tutorial program has been implemented in support of classroom instructional practices to increase mastery of skills needed for work in college and beyond.

Intentional alignment of class work and skills addressed in tutorial sessions ensures increased mastery of skills. To increase the annual return rate of freshmen Documentation of Annual Return Rate: (including first-time, full-time, and continuing) and Fall 2013 to Fall 2014 return rate for freshmen was the annual return rate of sophomores. 78.4% (105 out of 134).

Fall 2013 to Fall 2014 return rate for sophomores was 84.0% (101 out of 119) To increase the Fall to Spring progression rates of all Documentation shows that approximately seventy students enrolled in Developmental Studies courses percent (70%) of students enrolled in and eventually higher level coursework. Developmental English and Developmental Reading passed the course and moved to the next higher level course. Fifty percent (50%) of the students in Developmental Math moved to a higher level math course.

36 students were enrolled in Developmental English in Fall 2014.

69.7% passed and required no further remediation. 36 students were enrolled in Developmental Math in Fall 2014. 50% moved to College Math or above. To increase the annual return rate of all juniors and In Fall 2013, there were 126 juniors enrolled. Of seniors, including former developmental students, this number, 5 graduated, 121 were eligible to transfer students, and honors students. return; and 95 (78.5%) returned in Fall 2014. To increase the number of documented/completed Last year (2013-2014), 21% of students, who exited exit interviews of students discontinuing enrollment PSC, completed exit interviews. This percentage at Philander Smith College. was almost double (12.6%) from the Year before (2012-2013). 80

The three main reasons for exiting/withdrawal from Philander Smith College in fall 2013 and /spring 2014 were: (1) financial concerns; (2) work-related concerns; and (3) academic performance/degree programs offered.

(Source: Mr. Alvin Anglin, Title III Director, 2014 Title III-Part B ―Strengthening Historically Black Colleges and Universities‖, Annual Performance Report to the U.S. Department of Education, January 28, 2015)

Improving Academic Quality and Student Services through Scholarship and Study Abroad Program

The College hired an Activity Director for its Scholarship and Study Abroad Program in September 2014. The Scholarship and Study Abroad Program impacted Academic Quality by notifying students of and allowing them to apply for scholarships that placed them in a position to worry less about their account fees. As a result, students can concentrate more on the ―quality‖ of their academic studies. According to the Academic Affairs‘ Study Abroad page, the mission of the Program is to increase student awareness of and participation in global and cultural studies outside of the classroom and beyond the campus.

The following is a list of the Study Abroad Advisory Council:

Advisory Council Members:

Betty Dickson, Ed.D. Professor Early Childhood Education, Division of Education

Jonathan Hutchins, A.B.D. Assistant Director, The Social Justice Initiative

Raphael Lewis, Ph.D. Professor Department of Political Science, Division of Social Sciences

Teresa Ojezua, Head Librarian D. W. Reynolds Library

Bertha Owens, M.A. Assistant Dean Recruitment Admissions and Registrar

Lyndsay Williams-Johnson Scholarship and Student Abroad Counselor/Coordinator

Hazel Arnett Ervin, Ph.D. Ex-Officio Office of Academic Affairs

Improving Academic Quality through the Center for Student Services

Another major component for improving Academic Quality is through the Center for Student Services. This center, funded by Title III, affected the curricular and co-curricular college experiences of students and provided student services as follows during the 2013-2014 academic year:

Career/Volunteer Services; Disability Support Services; Intensive Study Floor; Residential Education; First Year Experience (FYE) Peer mentoring Program; Leadership; New Student Orientation; Residential Life Living Initiatives; and the Sophomore Student Engagement Program (SSEP). Students are provided two living/learning components (Intensive Study Living/Learning Floor for first and second year students and the STEM Teemed Living/Learning Floor designated for juniors and seniors). Both floors provide academic tutoring, mentoring, and programs that further enhance programs and services offered by the FYE Peer Mentoring Program, Academic Success Center, and Division of Natural and Physical Sciences.(Source: Mr. Alvin Anglin, Title Report to the U.S. Department of Education, January 28, 2015)

During the 2013-2014 academic year, The First Year Experience (FYE) Peer Mentoring Program assisted first-year students in their social, personal, academic, and leadership development while helping them successfully transition to PSC by providing interactive programming and a peer mentor who served as a resource, support system, and role model. While retention rates for first-time, full-time students enrolled a whole for the 2013-2014 academic year was 78%, the retention rate for those students who participated in the FYE Peer Mentoring Program was 91%. Ninety seven (97) out of 134 or 72% of the 2013 freshmen class participated in the FYE Peer Mentoring Program. Eighty seven (87) out of 97 or 90% completed their first semester with a 2.0 G.P.A. or higher. (Source: Mr. Kevin Hamilton, VP Student Affairs‘ Report to Mr. Alvin Anglin, Title III Director, 2014 Title III-Part B ―Strengthening Historically Black Colleges and Universities‖, Annual Performance Report to the U.S. Department of Education, January 28, 2015)

Strengthening and Enhancing the Music Department During the 2013-2014 academic year, the Music Department contributed to a higher Academic Quality for students who successfully matriculated through courses in music appreciation; sight-singing; private voice instruction; and choral ensembles, as well as other humanities courses taught by Music faculty members. Skills taught by Music faculty members included: critical thinking, teamwork, and creativity.

The Collegiate Choir and Chamber Singers gave students enrolled in the ensembles the opportunities to experience teamwork and to express themselves creatively. Students enrolled in applied voice learned new ways to express themselves, and acquired a new degree of self- confidence through performing as soloists. Students who were members of the Drama Club (sponsored by the Music Department Chair) enhanced their abilities to express themselves creatively and gained poise and self-confidence through acting exercises and play productions. (Source: Mr. Tim Tucker‘s Music Activity Report to Mr. Alvin Anglin, Title III Director, 2014 Title III-Part B ―Strengthening Historically Black Colleges and Universities‖, Annual Performance Report to the U.S. Department of Education, January 28, 2015)

General Education Requirements

It is important to note that the General Education requirements at Philander Smith College may undergo changes in the near future. The Faculty Senate General Education Committee has been working on revisions (2014-2015) relative to coordinating the College‘s General Education requirements with the Arkansas General Core Curriculum. That Faculty Senate process is ongoing. In addition, the College has created a new General Education Division, effective spring 2015. Therefore, the information below regarding the General Education Requirements is subject to change during the 2015-2016 academic year.

The core curriculum, or General Education requirements, of Philander Smith College is currently 49 semester hours, which is approximately 40 percent of the total 124 minimum semester hours designed to provide students with common knowledge, key to functioning in a diverse and technological society; several of the courses are designed to foster a desire and the tools for a lifetime of learning. The general education and wellbeing of Philander Smith College students are paramount concerns of the College. In keeping with the Mission statement of the College, its administration, faculty, and staff are continually assessing the Academic Programs of the College and making changes when needed to further the Mission. Philander Smith College has designed the General Education curriculum to enable students to master the content and develop the skills needed to become creative and independent learners throughout their lives. Since life-long learning requires an acquisition of skills fundamental to intellectual inquiry, PSC integrates its General Education core curriculum into all its degree programs through curricular and experiential learning in a diverse society.

Table 4.9 illustrates the General Education Core requirements at Philander Smith College, as of 2014-2015:

Table 4.9 - General Education Requirements Course Requirements Semester Hours Student Services Freshman Colloquium 2 Subtotal 2 Humanities Basic Speech 3 English Composition I 3 English Composition II 3 (Any one of the following courses worth three hours) Advanced Composition 3 Masterpieces I or II Contemporary African-American Literature American Literature I or II African-American Literature (Any one of the following courses worth three hours) Art Fundamentals Drama 3 Music Appreciation Ethics in Society (Any one of the following courses worth three hours) 3 Critical and Affective Thinking Survey of Biblical Traditions Introduction to Philosophical Traditions Survey of World Religious Traditions 3 Subtotal 21 Science and Mathematics General Biology and Lab 4 (Any one of the following courses worth four hours) 4 College Chemistry I and Lab Basic Chemistry I Physical Science General Physics I University Physics (Any one of the following courses worth three hours) College Algebra 3 College Trigonometry Calculus (Any one of the following courses worth three hours) Microcomputer Applications Programming I 3 COBOL Programming Subtotal 14 Social Sciences (Any three of the following courses worth nine hours) 9 Political Science History of U.S. Institutions Economics 84

Introduction to Sociology General Psychology Developmental Psychology Subtotal

Health and Physical Education Physical Fitness or Motor Skills 1 (Any one of the following courses worth two hours) Mental, Personal, and Community Health First Aid & Safety 2 Beginning Bowling Beginning Golf Tennis Subtotal 3 Total 49 (Philander Smith College Course Catalog 2014-2015, pp. 44-45) The General Education Core Curriculum at Philander Smith College seeks to cultivate a desire for lifelong learning and demonstrate how the College strives to achieve the goals of its own mission through the holistic development of students, the goal of helping them reach their potential as human beings and contributing members of society, the preparation of students for life in this pluralistic, complex, and technological society, as well as enabling students to understand other cultures. General Education Core Requirements Basic skills development is an essential part of the General Education Core requirement. Basic skills development includes communication, reading, mathematical, and technology skills. Within the General Education core curriculum, classes are also designed to foster a sense of life-long learning in students. These classes offer students basic skill development in fundamental areas such as communications, reading, mathematical skills, and technology. The following are a sampling of courses that meet these needs: Freshman Colloquium: This class is designed not only as a way to acclimate students to college and academic life, but it also has components which attempt to motivate students to continue learning beyond the College experience. Several speakers present each semester topics ranging from Black History and Philander Smith College history to social awareness and cultural diversity. Composition I and II: These classes are designed to develop students‘ writing and communication skills through expository and argumentative writing. Students are taught research techniques as well, which help develop an appreciation for learning new things and hopefully develop a life-long desire for new knowledge. 85

Masterpieces I and II: These two classes introduce students to literature from the Western and non-Western traditions. Texts range from antiquity to the present and introduce students to a diversity of cultures and thought. Ethics in Society: This course draws from philosophical and faith-based ethical theories and systems to analyze and evaluate controversies in law, politics, and medicine. Ethics seeks to guide students to look at all sides of an issue and helps to develop a way of thinking based on reason and inquiry, rather than narrow-mindedness and indoctrination. This course hopefully motivates students to seek out knowledge and truth throughout their lives. Physical Science: This course introduces the scientific method and deals with the interrelationship of astronomy, physics and chemistry in people‘s daily lives. Through this course, students are taught to hypothesize and test theories, two ingredients essential to lifelong learning. General Psychology: By introducing principles of human behavior and experience, including growth and development and learning patterns, this course seeks to help students understand why people seek out knowledge and how to go about it. It is hoped that by doing this, the course will motivate students to be lifelong learners themselves and to pass on this quality to successive generations. Introduction to Sociology: This course is an overview of the principal concepts and methods of sociology and sociological investigation. By covering societal problems, cultural changes, human groupings and social processes, the course helps develop a sense of belonging to a large and diverse world where knowledge of different peoples and customs is essential to a progressive society. Microcomputer Applications: This is an introductory course in microcomputer applications using current word-processing, spreadsheet, and database applications for the development of technical skills.

Scope and Focus of Values, Precepts, and Priorities for Students Philander Smith College has defined the scope and focus of values, precepts, and priorities that students are expected to acquire and apply in everyday life through its academic programs. A description of the scope and focus of values, precepts, and priorities is described in the statements that follow. Through its Mission statement and General Education Core Curriculum, Philander Smith College continues to demonstrate its learning outcomes, skills acquirement, professional competencies, and values essential for student success in everyday life. Philander Smith College encourages a common learning experience by requiring all students (except transfers with more than 30 semester hours) to take Freshman Colloquium I and II. The classes are designed to 86

acclimate students to college and academic life, but also to expose them to a wide range of topics from Black history to Social Awareness and Cultural Diversity. Students are required to take other courses from the International Perspectives category to fulfill the General Education requirement of 49 hours for graduation. For example, Ethics in Society draws from philosophical and faith-based ethical theories and systems to analyze and evaluate controversies in law, politics, and medicine. Ethics seeks to guide students to look at all sides of an issue and helps to develop ways of critical thinking based on reason and inquiry rather than narrow-mindedness and indoctrination. In addition, Introduction to Sociology covers societal problems, cultural changes, human groupings and social processes to help develop a sense of belonging to a large and diverse world where knowledge of different peoples and customs is essential to success as a global citizen. In addition, several major programs require foreign languages in Spanish and French, as requirements for graduation. The outcome objectives for these courses list diverse cultural understanding as required in the respective course syllabi. In addition to required courses that contribute to PSC students‘ development of national and global awareness, the College conducts the following non-required programs that contribute as well:  Visits and presentations at local, national, and international professional conferences and workshops by faculty, as part of funded teaching or research. Faculty members then share this information through presentations to students, faculty, staff, Administration, and the community- at-large.  Invited visits by out-of-state and foreign speakers.  International students‘ involvement with campus-sponsored assemblies and other activities. International students have a campus organization, which sponsors campus public assemblies, international luncheons, etc., to enhance the understanding of cultural diversity.  A presence of out-of-state and foreign students and faculty. Currently, foreign students are enrolled at PSC, and foreign-born persons are members of the faculty. Thus, through curriculum, professional development, extra-curricular activities, and a diverse culture, the College works hard to equip students for Philander Smith College and the future by enabling them to do as follows: (1) to think quantitatively and qualitatively; (2) to develop a sound moral and spiritual foundation for their personal life, social involvement, and responsible living in a democratic society; (3) to develop their greatest potential as human beings, citizens and children of God; (4) to be workers who are not ashamed of their work; and (5) to live up to the highest and best they know.

OUTCOMES ASSESSMENT

Philander Smith College continuously makes improvements pertaining to Outcomes Assessment. The College is cognizant of gauging the success of students in gaining expected knowledge, experiences, values, competencies, and skills. Therefore, the College has purchased and implemented Task Stream, a Data Management System, to more clearly have a campus-wide system to define statements of expected learning outcomes and a system of evaluating these outcomes, and closing the loop for each major program.

Some of the major benefits of the College utilizing Task Stream are as follows:

Coordination of outcomes assessment for academic and non-academic programs to enable continuous improvement processes

 To provide electronic workspaces to report requirements for programs and department

 There is one workspace for each department and program to keep track of the annual assessment reports that are required for the Higher Learning Commission NCA accreditation.

 To provide electronic workspaces to fit the Academic Program Review guidelines and to serve as a place to collect, store and use data required for the department

 Workspaces may be accessed by multiple members at PSC and/or by those who need to read only, add or edit content.

Evidences of the Task Stream ongoing process may be found on the College‘s Accreditation webpage.

PSC Task Stream Assessment Reports

2009-10 through 2013-14

 Division of Education - Early Childhood Education  Division of Natural & Physical Sciences - Biology  Division of Natural & Physical Sciences - Mathematics

Model of Campus-Wide Assessment The primary goals of PSC‘s Assessment Plan are to assess whether students learn what Philander Smith College intends for them to learn and to assess whether students‘ expectations about Philander Smith College‘s education obligations toward them have been fulfilled. The Philander Smith College Assessment Plan includes the use of multiple measures regarding students‘ expectations including entering students, continuing students, former students, graduating students, and alumni. In addition, faculty members use the course evaluations to identify the areas in their instruction performances that need correction and/or improvement. Table 4.10 below exhibits assessments of teaching and learning, student characteristics, and student engagement.

Table 4.10: Philander Smith College Institutional Assessment Program 2011-2015 Teaching And Student Learning

What When To Whom By Whom Results Changes Made Reported To

COMPASS 2nd week of Students in Academic Academic Instruction classes Developmental Success Center Success Individualized Diagnostic Classes Director and Instructors

COMPASS End of Semester Students in Academic Academic Student Placement Developmental Success Center Success Placement Classes Director and Advisors

Proficiency Proficiency Students in Assessment Academic Improvements (Rising Junior (Rising Junior Relevant Office and Affairs and to General Exam) Exam) and Courses and/or Instructors Faculty Education Graduating Curriculum Measure of Seniors once Students with 54 Academic each semester – 60 hours Proficiency and Progress

PRAXIS End of Students National Assessment Improvement to Sophomore Year wishing to major Administration Office and Core in Education Education Curriculum and Division Content area 89

What When To Whom By Whom Results Changes Made Reported To

Alumni Post Graduates Graduates Alumni Office Alumni Improvement to Surveys Affairs, Major Curricula Academic Academic Divisions Affairs, Faculty

Employer Post Graduate Academic Alumni Office Divisions Improvement to Surveys (Upon Divisions and Major Curricula Employment) Academic Academic Divisions Affairs

Acad Each Year Division Chairs Faculty Academic Academic Division and Director of Divisions Programs Major Assessment Students Outcomes Academic Assessment Staff Affairs Tables

Student Characteristics

What When To Whom By Whom Results Changes Made Reported To

CIRP New student Entering Assessment Executive Freshman Orientation students Office Council Colloquium

Student Orientation New Integrated Executive Students‘ Information Students College Center Council Accommodations Form Registration

Application for 2nd week of New Student Support Executive Director of Services classes Students Services Council Disability Services

Senior Exit Graduation Graduating Academic Executive Curriculum Survey Exit Procedure Seniors Divisions and Council Revisions Title III 90

Student Engagement

What When To Whom By Whom Results Changes Reported To Made

NSSE Every 3 years Freshman and Assessment Executive IT Strategic Seniors Office Council Plan

Non-Returning Spring and Non- Academic Executive Retention and Student Fall Semesters returning Success Office Council Re-Admits Questionnaire students

(Office of Institutional Research and Assessment, 2015) Following is an example of the PSC Assessment Program pertaining to the Proficiency Profile (Rising Junior Examination):

Graph 4.1: Spring 2015 Proficiency Profile (Rising Junior Exam) Proficiencies Distributions

Spring 2015 Proficiency Profile Results 100% 90% 80% 70% 60% 50%

40% Proficient 30% Marginal 20% Not Proficient

10% Distribution of Examinees in Each Tier Each in Examinees of Distribution 0%

Each fall and spring term, the Proficiency Profile Exam (also known as the Rising Junior Exam) is offered. This exam is given to students who have earned at least 45 to 60 credit hours and who have completed the following courses: Composition I, Composition II, College Algebra, a biology course, a physical science course, and humanities and social sciences readings courses in order to assess student competency in foundational skills. If the student transferred in the majority of these courses from another institution, he or she may be deemed exempt from the exam.

Graph 4.1 above displays proficiencies for Philander Smith College students in three levels of reading/critical thinking, the three levels of writing, and the three levels of mathematics.

Institutional Effectiveness Several documents, namely, the 2014-2019 Philander Smith College Strategic Plan, the Campus-Wide Assessment Plan, Title III: Strengthening HBCU Program, and the PSC Master Plan provide information regarding the College‘s directions for the area of institutional effectiveness in alignment with the Institution‘s mission. These documents are available in the Campus-Wide Documents Room, AC232. Each of these plans has overall goals and objectives with measurable outcomes to indicate the completion of the goals. In addition, the Title III: Strengthening HBCU Program is evaluated annually. The goals of the Title III: Strengthening HBCU Program supplement the College‘s directions for the academic assessment component of Institutional effectiveness. On-Going Nature of Assessment and Evaluation Processes The assessment and evaluation activities conducted by various units of the College are ongoing. In the area of academic assessment, divisions submit reports to the Vice President for Academic Affairs at least three times a year for inclusion in the President‘s Report to the Board of Trustees. All programs funded through the Title III: Strengthening HBCU‘s Grant conduct mid-year and annual evaluation of the outcomes (see Title III: Strengthening HBCU‘s Report in Campus- Wide Documents‘ Room. AC232). Activity directors of the College‘s Title III Programs discuss their evaluations with the respective Vice Presidents. Project modifications are made, as indicated by the reports and the discussions they initiate. Strategies to Initiate and Sustain a Continuous Cycle of Improvement Currently, the Institutional effectiveness model, Campus-wide Assessment Plan, described in Table 4.10 above is implemented at several administrative levels. However, the highest level in which all the functional areas within the model are integrated is through the Office of Institutional Effectiveness and Planning. Dr. Annie Williams, Associate Vice President for Institutional Effectiveness and Planning, reports directly to the President. The President shares assessment information with the President‘s Cabinet that consists of the Vice-President for Academic Affairs, Vice-President for Student Affairs, Vice President for Fiscal Affairs, Vice-President for Institutional Advancement, Director of Recruitment and Admissions, Director of Religious Life/Chaplain, and Senior Executive Assistant to the President. In addition, in the area of Academic Affairs, multiple bodies including the Division Chairs and Faculty Senate provide oversight of the Institutional effectiveness process. This involvement includes Administration as well as staff. These various entities review the Institutional progress reports and recommend changes at the policy and/or management levels.

Changes That Have Resulted From Institutional Effectiveness Review Many positive changes have occurred as a result of the success of the College‘s institutional effectiveness model, Campus-Wide Assessment Plan. Within the Division of Continuing Education, the Philander Smith Management Institute was moved to the Division of Business and Economics. The Weekend College‘s management was placed within the Academic Divisions. The Education Division has acquired re-accreditation by NCATE, now called CAEP. The Computer Information Services Department developed the PSC web-site, and the Librarian has made new library purchases (journals, books, and multi-media materials). Various Departments within the College‘s Division have also implemented curriculum and program changes based on the reviews. For example, the Business and Economics Division has added international emphases and revised curriculum for today‘s students. All Departments in the Humanities Division have updated curriculum and revised program requirements to reflect suggested changes, based upon assessment. A formal evaluation system has been established for the College‘s Title III: Strengthening HBCU‘s grant funded programs. The U.S. Department of Education requires the submission of an Annual Performance Report (APR) to its Institutional Development and Undergraduate Education Services (IDUES) office to evaluate the Colleges‘ effectiveness in reaching its Title III supported program goals. The program activity managers of these programs use their section of the APR for internal improvement purposes as well. There are also many means of evaluation of non-academic program processes and activities. Various methods are used by non-academic program areas to connect to the strategic planning process. For example, the TRiO program shares information with the academic divisions. The TRiO program offers tutoring to assist students in academic areas, provided they qualify for the program. The TRIO-Student Support Services Program has expanded its services over the last several years by offering new or improved services such as tutorial services; academic, personal, social, career, and scholarship/grant/financial aid counseling; individual and group counseling; and exposure to cultural events. The Office of Institutional Research and Assessment is responsible for research and statistical analyses in support of the College‘s decision-making process. The Office produced the Student Profiles for 2010, 2011, 2012, 2013, 2014 that may be found on the College‘s webpage. The Student Profiles are a comprehensive compilation of all College statistics. Copies of the Student Profiles may also be found in the Campus-wide Documents Room, AC 232. (Exhibit 6) The Director of the Office of Institutional Research and Assessment reports to the Associate Vice-President for Institutional Effectiveness and Planning. Further, the office advises faculty and staff on the conduct of survey research, i.e., survey design, sampling, and analysis. 94

The Office of Institutional Research and Assessment provides the leadership distribution for electronic student evaluation of courses and compilation of evaluation results for distribution to Division Chairs (and to their faculty) and the Vice-President for Academic Affairs. Reports Prepared by the Office of Institutional Research and Assessment The Reports prepared by this Office include: Annual Accreditation Reports, NCA Annual Institutional Report, NCA Dues Calculation Report, Annual External Surveys, Peterson‘s Institutional Characteristics, U.S. News and World Report, Federal Enrollment, Annual State Reports, Teacher Certifications Awarded, Performance on Licensure/Certification Exams, Institutional Narrative, Graduate File, Annual Federal Reports, and Institutional Postsecondary Education Data System (IPEDS) Surveys on Institutional Characteristics, Fall Enrollment, Completions, Graduation Rate, Libraries, and Student Financial Aid. Institutional Structures for Continuous Improvement The Computer Information Services Department is responsible for coordination of the College‘s web site, electronic database changes (Jenzabar), and database quality control. This department is also responsible for campus E-mail services for faculty, staff, administrators, and students. The Office provides technological training as well. The Office of Institutional Advancement publishes the Philanderian, a periodical that is a combination of the old Philanderian and Echoes of Excellence. Published three times a year, the Philanderian provides information to Alumni and others, describing basic institutional data, events, activities, etc. President Smothers is informed that expectations are being met through his weekly and/or bi-weekly Cabinet meetings with the Vice Presidents, Vice Presidents‘ Reports to the Board of Trustees, monthly Administrative Team Meetings, Title III: Strengthening HBCU‘s Reports, and accreditation reports submitted through all management levels. Appropriate data and feedback loops are available and used throughout the College to support continuous improvement. In Addition, the President will call additional meetings, as needed. The relevant subunit structures of PSC include (1) the faculty, via the Faculty Senate, (2) the Office of Academic Affairs and its administrative subunits—Academic Divisions and Departments, (2) the Office of Institutional Research and Assessment/Institutional Effectiveness and Planning, (3) the Office of Student Affairs, (4) Enrollment Management Office, (5) Fiscal Affairs Office, and (6) Institutional Advancement Office. These institutional structures incorporate feedback processes that enable PSC to conduct periodic reviews from which are generated strategies for ongoing improvements of its assessment and evaluation activities. The majority of assessment and evaluation activities at PSC involve the systematic assessment of academic programs, faculty, and student learning outcomes. 95

Faculty Evaluation is part of an on-going institutional process that requires effective integration of evaluations by students, the faculty and chairs of departments, chairs of divisions, and vice presidents, all coordinated and monitored by the Office of Institutional Research and Assessment and the Vice President for Academic Affairs. Each academic division has implemented an assessment program in connection with the Division Strategic Plan. Each academic division‘s assessment plan utilizes a common comprehensive framework that emphasizes the Mission of the Academic Program and continues with a greater emphasis on utilization of the assessment results in creating changes in curricula, learning, and teaching practices. As a component of each division‘s assessment plan, divisions hold periodic meetings to address assessment issues recorded in Divisional Minutes of Meetings. The Director of Institutional Research and Assessment meets periodically with Division Chairs to discuss interpretations and/or implications of given assessment data or to help suggest assessment-based interventions to improve student learning. Assessment of Student Learning Outcomes Philander Smith College utilizes the assessment of outcomes-based student learning as an integral part of learning and teaching effectiveness. Students participate in the College‘s Campus- Wide Assessment Plan at the classroom, program, and institutional levels. Upon initial enrollment, students become involved in the assessment process and continually participate in this process through graduation. Some examples of student participation in the assessment program include the following: students participate in the assessment of the General Education Program by taking the Proficiency (Rising Junior Examination), the major field of study by taking major field and/or comprehensive department examinations, in the Institutional assessment research regarding student learning through the National Survey of Student Engagement (NSSE), and by evaluating their courses and faculty regarding student learning. Philander Smith College utilizes NSSE results to develop an Information Technology Strategic Plan, for accreditation self-studies, communication with internal stakeholders, institutional assessment research, and collaborating student engagement results with other data sources for strategic planning and in making policy decisions. Assessment of General Education All students are expected to complete the General Education Requirements to graduate from Philander Smith College. Students are expected to complete a minimum of 124 semester hours, including the 49-hour general education core, major and possibly minor requirements, and any special degree requirements. Developmental courses do not count towards graduation. After two years of college work, rising juniors students take the Proficiency Examination (Rising Junior Examination) that is administered to all students who complete between 54 and 60 96

credit hours in a given semester. The Proficiency (Rising Junior examination) is a standardized test to assess student competency in foundational skills of writing, reading, math, science reasoning, and critical thinking. Because it measures academic performance after a student has had two years of college work, it allows the College to assess its curriculum and to make curriculum changes that better enable the College to meet student needs. The Proficiency Examination (Rising Junior Examination) is given each semester to assess learning in the General Education Core, and is used to improve the General Education Curriculum. A variety of other methods are used to assess the General Education Curriculum (e.g. writing samples, standardized tests, surveys, etc.). Assessment of the Major Field of Study Each academic division has developed a set of program-level outcomes, skills or knowledge that each should master by the time he or she graduates from Philander Smith College. For example, the Division of Business and Economics requires its majors to take the Major Field Test of the Graduate Record Examination (Business Administration GRE component). The Division of Education requires its potential majors in Early Childhood Education and Middle Childhood Education to pass the PRAXIS I/Computerized Pre-Professional Skills Test (CPPST) for acceptance into the Teacher Education major. Also, the Division of Education requires its candidates to make a minimum passing score on the PRAXIS II: Principles of Learning and Teaching and the appropriate content area for graduation. All students with majors in the respective Social Science area (Political Science, Psychology, Sociology, and Social Work), must successfully complete a written comprehensive examination in their field in order to fulfill the Division requirements. All seniors whose major requires a Professional Area Exam as part of the major‘s exit criteria must take the appropriate Professional Area Exam (such as the Graduate Record Examination, GMAT, LSAT, PRAXIS II, etc.) in the semester prior to, or the semester of the planned graduation, and have the scores forwarded to the Registrar‘s Office. In the Humanities Division, the seniors are required to produce a Project and/or Performance of merit in order to graduate. The Project and/or Recital is tailored specifically to the graduate‘s future plans, evidencing the skills necessary to succeed in those future plans. Assessment Research on Campus Philander Smith College students demonstrate academic mastery and satisfactory completion in General Education and in their particular academic field. In addition to that, PSC students are expected to assist the College in research regarding student preparation, attitude, learning, and teaching effectiveness. In addition, faculty members ask students to participate in assessment activities relative to specific research questions to obtain data and feedback for improving teaching and learning. 97

Assessment of Student Opinion and Satisfaction Non-academic service programs, such as TRIO—Student Support Services and Academic Success Center—use survey and focus groups to obtain student opinion and satisfaction of services at PSC. The Office of Student Services obtains information from students relative to housing, institution-provide meals, and student activities. Graduate Surveys The institution conducts period studies on the success of its graduates in achieving career goals and advancement in order to measure institutional long-term effectiveness. These period studies include the Alumni Survey and surveys conducted by Academic Divisions. Division chairs provide reports to appropriate entities on what their graduates are doing for the last 5 to 10 years. Copies of these reports are available in the Office of Institutional Effectiveness and Planning, AC 232. Alumni Surveys The primary responsibility for periodic studies of the success of graduates in achieving career goals and advancement in order to measure institutional effectiveness of the programs is in the Academic Divisions. The Academic Divisions embrace the concept of participating in the process to measure institutional long-term effectiveness by conducting and reporting their results to appropriate channels of the College. In addition, Academic Divisions conduct alumni surveys and report their findings, among other data, to national accrediting bodies (NCATE (now CAEP), ACBSP, and CSWE) to maintain compliance with standards set by these external sources. The Director of Research and Assessment assists the Academic Divisions by providing needed data from the College‘s Jenzabar data management system to conduct periodic studies. In addition, the Office of Research and Assessment completes numerous institutional reports that provide information to measure the College‘s institutional long-term effectiveness. Senior Survey Academic Divisions conduct surveys of their graduating seniors in order to collect feedback for program improvement and to gauge the level of interaction between faculty, staff, and students. In addition to Division Surveys, the College also conducts a Title III graduating senior survey. Prior to graduation each spring, potential graduates are asked to complete a survey designed to collect information related to their future plans. During this process, a conversation is conducted with each potential graduate encouraging them to attend graduate school. Between October of the current graduation year and March of the preceding year, a number of surveys are emailed or sent through other media to each graduate to collect information to determine their current work or graduate school status. Note, effective with the 2014-2015 academic year, senior surveys are conducted primarily through email and other social media. 98

Finally, a file consisting of information related to graduates is prepared and sent to the National Student Clearinghouse for a comprehensive search of their database. The National Student Clearinghouse collects information regarding college attendance from 980 colleges across the country. Typically, the Clearinghouse is able to provide information on eighty to eighty-five percent of student names submitted (Mr. Alvin Anglin, Title III Director, June 2014).

THE LIBRARY

The D.W. Reynolds Library and Technology Center is a 49,404 square feet, two story structure strategically organized into one of the most modern technologically advanced centers of learning. The facility contains state-of-the-art equipment, knowledge resources necessary for professional research and for patrons to engage in active learning, as well as a nationally recognized African-American Art Collection. The Library is a department within the Academic Affairs Division, and the Head Librarian reports directly to the Vice President of Academic Affairs. To fulfill its mission, librarians and staff of the library work together to perform the following functions: collect and provide access to a variety of physical and virtual information resources; provide reference service and research assistance to students, faculty and staff; provide instruction to students in the retrieval and use of information resources; support faculty, who develop and deliver the curricula of the College through the various academic departments and programs; archive the history and scholarly output of the academic community; serve the research and scholarship needs of members of the surrounding community; and provide a physical environment that facilitates teaching and learning. In order to perform these various functions, librarians and staff serve in one or more of the following organizational units: Technical Services (cataloging and acquisitions), Collection Development, Reference and Instruction, Circulation, Interlibrary Loan, Archives and Special Collections, Library Systems, and Library Development. Collection development activities are coordinated by the Head Librarian who works closely with the library management team and staff of the Technical Services Unit to ensure an even flow of library materials into the physical collections, access to appropriate electronic information resources, and a balanced expenditure of allocated funds. Physical collections available to PSC students and faculty include materials in a variety of formats. While books and periodicals in print or paper comprise the bulk of materials historically collected by the Library, a substantial portion of the physical collections is composed of non-print media and materials, including microfilm and microfiche, sound and video recordings, documents, manuscripts, etc.

The Reference Librarian periodically assesses the collection for currency and accuracy, withdrawing unused or outdated items and generally maintaining the collection for optimum use. Although items selected for this collection support in large part the Academic Programs, the collection also includes important reference resources in related subject areas that provide fundamental bibliographic access to or an overview of associated academic disciplines. Because of the increasing availability, variety, and comprehensiveness of electronic reference sources accessible via databases and the Internet, acquisition of reference works in print has declined. The Library also has a representative collection of literature written for children, primarily preschool through Grade 6. This Collection is intended for use by students in Teacher Education courses. This Collection consists of picture books, fiction and non-fiction, including biographies. The Collection is housed in open stacks, and materials can be borrowed for standard loan periods. Virtual Collections: Over the last decade, the amount of information available electronically via the Internet has grown dramatically, as has the demand from students and faculty for Internet accessible information resources. Currently, the Library provides online access to nearly 12,000 scholarly journals and about 8,000 news, business, legal and trade periodicals in 24 databases accessible from the Library website. Students also have access via the online library catalog to 200 electronic books. All members of the College community are eligible to use any library resource, paper or digital, within the Library building and may check out eligible materials. Physical accessibility is available within the Library 91 hours a week. Furthermore, the Library Website and online catalog is available 24 hours a day. Materials not owned by the Library are available to patrons through the Interlibrary Loan Service. ILL Request forms are available at the Reference & Circulation desks and on the Library‘s webpage. ILL service is available to all currently registered students, as well as current faculty and staff to support academic, curricular and research needs. This service is free. Students also have virtual access to the catalogs of other University/College libraries in Arkansas (the ARKLink Consortium) through the Library‘s website. Students also have physical access and reciprocal borrowing privileges to the holdings of the University of Arkansas at Little Rock Library, University of Arkansas for Medical Sciences Library, Central Arkansas Library in downtown Little Rock, and the Sue Cowan Williams Public Library on Chester St., Little Rock, Arkansas. All these libraries are within close physical proximity of Philander Smith College.

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Library Staff The Library staff consists of three professional Librarians, six library technicians and one Technology Center Coordinator. Recently, reorganization to a team-based environment was undertaken in order to better address the needs of the Academic Divisions on campus. Members of the Library Management Team serve as liaisons to academic divisions. Instruction, Collection Development and Reference Consultation are some of the responsibilities of the LMT. Other team members have support responsibilities within the Library in areas such as Technical Services (Acquisitions and Bibliographic Organization), Public Services, (Circulation, Reserve, ILL, Serials processing), as well as Computer Support/Digital Library initiatives. We continue to use student assistants to provide shelving and shelf-reading support. Librarians perform instruction. Consequently, they must continually familiarize themselves with technological advances, new interfaces and the content of online databases. Staff members are quite active in attending training and pursuing professional development opportunities, including ALA, ArLA, HBCU Library Alliance, ALPS, Amigos Meetings and Workshops. Monthly, all staff meetings provide a forum for the communication and discussion of administrative and professional information. Library’s Website – The Library‘s Website is constantly updated and is the chief source of information dissemination. The Website has been designed so that the information most commonly sought can be easily located. When someone navigates to the Library‘s page, a ―virtual reference‖ chat window is also available, so he or she can instantly ask a Librarian, and have a conversation that resembles a person-to-person or telephone reference transaction. Information about the Library‘s hours, staff, policies, print and electronic holdings, as well as various services are also easily available. The Philander Smith College Archives continues to document and promote the history of the College. New collections are being acquired, additions are being made to existing collections, some collections are being made more user friendly by rearrangement of their contents, and special outreach initiatives that promote the resources and activities of the Archives are being utilized. Currently, the Archives houses over 502 linear feet of accessioned administrative records and manuscript collections. The bulk of these consist of office files from various Academic Departments of the College, Board of Trustees records, and files from past presidents of the College, a photograph collection of Philander Smith College images, and numerous publications produced by students, faculty and alumni of the College. A small audio/visual collection occupies forty linear feet of video tapes of tours and performances of the Collegiate Choir, DVD‘s of Bless the Mic Lecture Series speakers and oral history interviews of World War II Veterans and others affiliated with PSC. 101

The Philander Smith College Archives department serves the research needs of students, faculty, staff, and administrators as well as the general public. During the past year, 196 requests pertaining to the College‘s history were processed. These requests included research by students and faculty, genealogical research on family members who attended the College, telephone and e- mail requests for information by prospective publishers, and administrative requests for policy and procedural documentation. A collection of the Arkansas Methodist Newspaper, which is owned by the Arkansas Conference of The United Methodist Church, is housed in Philander Smith College Archives. This set dating from 1896 to 2006 was gathered and indexed by Arkansas Conference Archivist, Marcia Crossman. It is the second and most complete set of the newspapers that exists at the present time. (Source: Ms. Teresa Ojezua, Librarian, Report on Library, June 2015) STUDENT LIFE

Philander Smith College seeks to develop the student as a whole, under the leadership of the Vice President for Student Affairs/Dean of Students. Mr. Kevin Hamilton provides qualitative judgments regarding faculty influence, climate, student personnel services, health services, security, recreational programs, and support facilities such as dormitories, lounges, dining room, and gymnasium. However, the Bookstore is under the supervision of the Vice President for Fiscal Affairs, Mr. Terry Wallace. The Division of Student Affairs encourages the holistic view to student life and assists in the development of the student emotionally, academically, morally, physically, spiritually, and socially. This Division is the primary source of programs and services related to student life at Philander Smith College. The last five years have been spent reorganizing the Division to include the hiring of qualified staff, employment of student development theory and best practices, realignment of departments, the development of a new mission/vision statements, and its first three-year strategic plan. The Mission and Vision Statements are as follows, along with the objectives of the Division:

Mission Statement The mission of the Division of Student Affairs at Philander Smith College is to prepare generations of life-long learners through academic support, spiritual development, and cultural enrichment to engage in professional leadership and service.

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Vision Statement To increase retention and graduation rates through tangible co-curricular endeavors. A broad objective of the College is to achieve continuity in the academic curriculum and Student Affairs areas. Promoted programs enable students to develop individual characteristics through participation in self-government, student judiciary, cultural events, and social interchange. The Division of Student Affairs is an integral part of the College. Its objectives are:  To assist students in their growth and development by providing opportunities to exercise their sense of responsibility, leadership potential, and interpersonal relationship abilities.  To stimulate students to integrate formal and informal learning, encouraging education of the whole person by emphasizing the interdependence of the concepts learned in the classroom and the discoveries made through out-of-class experiences.  To provide enrichment experiences for students by developing student programs, encouraging student participation, and providing special services for students who need individual attention.  To encourage relationships among professors, administrators, and students that will enhance communication.  To promote a climate in which students have access to all the educational opportunities of the College and an atmosphere in which students are challenged to higher levels of intellectual development, as well as personal and moral maturity.  To operate as a service agency for students, faculty, parents, and others.

CAMPUS-WIDE ASSESSMENT UPDATE Philander Smith College has made signification progress toward campus-wide assessment during the preparation of the Philander Smith College Self-Study Report to the Higher Learning Commission of the North Central Association (2011-2014) and preparation for The United Methodist Church Self-Study (2013-2015). Please review the links below for up-to-date assessment for Institutional Effectiveness and Planning at the College:

PSC Accreditation

 2014 Higher Learning Commission Self-Study  NCA Newsletter Volume 1 Issue 1  NCA Newsletter Volume 2 Issue 2  NCATE 2012-2013 Accreditation Report 103

College Strategic Plans

 Philander Smith College Renaissance Plan Phase Two: 2006-2012  Philander Smith College Strategic Plan: 2014-2019 Academic Assessment Documentation

 Examples of Assessment Plans  Internal Program Review for the Division of Education  Internal Program Review for the Division of Natural & Physical Sciences  2011 ACBSP Quality Assurance Report  Strategic Plan for the Division of Business & Economics  Strategic Plan for the Division of Education  Strategic Plan for the Division of Humanities  Strategic Plan for the Division of Social Sciences  2009-10 Assessment Plan for the Division of Business & Economics  2010-11 Assessment Plan for the Division of Business & Economics  2012-13 Assessment Plan for the Division of Business & Economics  2013-14 Assessment Plan for the Division of Business & Economics  2007-2014 Praxis I Pass Rates  2007-2014 Praxis II Pass Rates  2010-11 Assessment Plan for the Division of Education - Early Childhood  2011-12 Assessment Plan for the Division of Education - Early Childhood  2012-13 Assessment Plan for the Division of Education - Early Childhood  2013-14 Assessment Plan for the Division of Education - Early Childhood  2014-15 Assessment Plan for the Division of Education - Early Childhood  2012-13 Assessment Plan for the Division of Education - Middle Level  2012-13 Assessment Plan for the Division of Education - Physical Education  2010-11 Assessment Plan for the Division of Humanities - English  2012-13 Assessment Plan for the Division of Humanities - English  2013-14 Assessment Plan for the Division of Humanities - English  2011-12 Assessment Plan for the Division of Humanities - English, Philosophy & Religion, and Music  2011-12 Assessment Plan for the Division of Humanities - Music  2012-13 Assessment Plan for the Division of Humanities - Music  2011-12 Assessment Plan for the Division of Humanities - Philosophy & Religion  2012-13 Assessment Plan for the Division of Humanities - Philosophy & Religion  2013-14 Assessment Plan for the Division of Humanities - Philosophy & Religion 104

 2014-15 Assessment Plan for the Division of Humanities - Philosophy & Religion  2013-14 Assessment Plan for the Division of Natural & Physical Sciences - Math & Computer Science  2013-14 Assessment Update for the Division of Natural & Physical Sciences - Math & Computer Science  2011-12 Assessment Plan for the Division of Natural & Physical Sciences - Biology  2013-14 Assessment Plan for the Division of Natural & Physical Sciences - Biology  2012-13 Assessment Plan for the Division of Social Sciences - Psychology  2013-14 Assessment Plan for the Division of Social Sciences - Psychology  2012-13 Assessment Plan for the Division of Social Sciences - Political Science  2013-14 Assessment Plan for the Division of Social Sciences - Political Science  2012-13 Assessment Plan for the Division of Social Sciences - Social Work  2013-14 Assessment Plan for the Division of Social Sciences - Social Work  2013-14 Assessment Plan for the Division of Social Sciences - Sociology - Part A  2013-14 Assessment Plan for the Division of Social Sciences - Sociology - Part B Non-Academic Assessment Documentation

 2007-08 - 2012-13 Assessment Plan for Academic Affairs  2014-15 Assessment Plan for Academic Affairs  2013-14 Assessment Plan for Academic Success Center  2014-15 Assessment Plan for Academic Success Center  2013-14 Assessment Plan for Computer Information Services  2014-15 Assessment Plan for Computer Information Services  2013-14 Assessment Plan for Fiscal Affairs  2014-15 Assessment Plan for Fiscal Affairs  2013-14 Assessment Plan for Human Resources  2014-19 Strategic Plan for Human Resources  2013-14 Assessment Plan for Institutional Advancement  2013-14 Assessment Plan for Institutional Effectiveness  2014-15 Assessment Plan for Institutional Effectiveness  2014-15 Assessment Plan for Institutional Research  2013-14 Assessment Plan for Library  2013-14 Assessment Plan for Office of Title III  2013-14 Assessment Plan for Social Justice Initiative Articulation Agreements 105

 Articulation Agreement between Philander Smith College & Shorter College  Articulation Agreement between Philander Smith College & University of Arkansas at Little Rock  Articulation Agreement between Philander Smith College & University of Central Arkansas - ROTC Additional Evidence

 Philander Smith College Course Syllabus Template  Philander Smith College Petition for Credit for Prior Learning  2012-13 Philander Smith College Faculty Resolutions  2014-15 Philander Smith College Faculty Listing  Summary of Fall 2013 Council For Independent Colleges Comparative Statistics

Peer Institution Analyses

The College constituents have access to the Higher Education Report Card, which contains the data from the College‘s reports, as well as data from the individual reports of other institutions. Other institutional reports provide comparative information as well.

As Philander Smith College continues the Philander Forward>>>Movement under President Roderick L. Smothers, comparative and peer analysis data are being used to achieve a competitive advantage to meet the needs of current and future students. By selecting and tracking peer institutions on selected benchmark data, the College is able to assist the Administration and the Enrollment Management team in understanding how Philander Smith College compares to peers on strategic indicators including: student enrollment, graduation rates, student charges, program completion, faculty, staff, and finances. Three examples of Peer Data Sources that are being used are as follows:

 Summary of Fall 2013 Council For Independent Colleges Comparative Statistics  2014 IPEDS Data Feedback Report.  Higher Education Score Card

The custom comparison group includes 24 institutions:

Allen University (Columbia, SC) Arkansas Baptist College (Little Rock, AR) Bennett College (Greensboro, NC) Concordia College Alabama (Selma, AL) Dillard University (New Orleans, LA) Edward Waters College (Jacksonville, FL) 106

Fisk University (Nashville, TN) Huston-Tillotson University (Austin, TX) Jarvis Christian College (Hawkins, TX) Le Moyne-Owen College (Memphis, TN) Livingstone College (Salisbury, NC) Morris College (Sumter, SC) Paine College (Augusta, GA) Paul Quinn College (Dallas, TX) Rust College (Holly Springs, MS) Southwestern Christian College (Terrell, TX) Stillman College (Tuscaloosa, AL) Talladega College (Talladega, AL) Texas College (Tyler, TX) Tougaloo College (Tougaloo, MS) Virginia University of Lynchburg (Lynchburg, VA) Voorhees College (Denmark, SC) Wilberforce University (Wilberforce, OH) Wiley College (Marshall, TX) (Source: IPEDS Data Feedback Report, 2014)

UMC Criterion Two-- Academic Quality: Summary Philander Smith College ensures the quality of its educational programs, learning environments, and support services, and evaluates their effectiveness for student learning through processes designed to promote continuous improvement. Faculty members, through professional development funds, are taking advantage of opportunities to attend and present at professional workshops and conferences. In addition, the College has increased professional development opportunities for faculty on campus for continuous improvement in new classroom technology, curricular development, and pedagogy. Strengths:  Through the Philander Forward>>> Movement and under the leadership of President Smothers, the College has a renewed mindset dedicated to excellence and advancing PSC forward into a higher realm of existence as a premier HBCU that graduates leaders who are ready to compete in the global market.

 At the baccalaureate degree level, Philander Smith College strives to offer high-quality curricular and co-curriculum programs.

 Students are offered numerous co-curricular activities and programs that support their spiritual, intellectual, emotional and physical health.

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 Philander Smith College supports student learning through faculty and staff development workshops, academic learning centers in the Residence Halls, Academic Success Center, counseling and health services, academic advising, and sufficient facilities infrastructure.

 Philander is working more effectively in making assessments and utilizing assessment results to inform improvements in curriculum, instructional resources, pedagogy, and student services.

 Many Philander Smith College students are conducting outstanding research projects and making national presentations at conventions. Likewise, many Philander Smith College students are involved in paid and unpaid internships that enhance their learning experiences. The College will make additional efforts to advertise and make its constituencies aware of these academic efforts that promote teaching and learning.

 The African Art Collection acquired in summer 2015 from the Katz Family, and as a tribute to their support for Dr. Smothers‘ leadership, will be used as educational tools for all PSC constituents interested in African Art. The Collection is in the Reynolds Library. Opportunities for Improvement Philander Smith College is utilizing several strategies to enhance academic quality and student success. Some of these initiatives include:

 Academic and co-curricular programs are being redesigned to align education consistent with workforce skills and competencies that businesses need and learning experiences and knowledge that students desire. The College will expand its academic distinction efforts.

 Philander Smith College, under the leadership of Academic Affairs, is in the process of designing innovative and effective curriculum with new courses and potential new degree programs. Numerous faculty members are involved across disciplines, drawing strength from their substantive academic preparation and professional experiences.

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SOUND MANAGEMENT AND FINANCIAL HEALTH

The College‘s response to The United Methodist Church (UMC) Criterion Three, Sound Management and Financial Health, is provided below. In addition, the College‘s response to Sound Management and Financial Health is outlined in the 2014 Philander Smith College Self- Study Report developed for the Higher Learning Commission (HLC) of the North Central Association (NCA) under the heading Resources, Planning and Institutional Effectiveness on pages 262-322. Please review a copy of the College‘s HLC Self-Study Report in Volume II of this UMC Self-Study Report. In addition, copies of the HLC Self-Study Report may be found on the College‘s website.

ADMINISTRATION

The following positions have been filled with very capable and qualified administrators: President: Dr. Roderick L. Smothers Vice-President for Academic Affairs: Dr. Hazel Arnett Ervin Vice-President for Fiscal Affairs/CFO: Mr. Terry Wallace Vice-President for Institutional Advancement: Dr. C. J. Duvall Vice-President for Student Affair/Dean of Students: Mr. Kevin Hamilton Interim, Director of Enrollment Management: Mr. Maurice Osborne Dean of Religious Life and Campus Culture: Rev. Ronnie Miller-Yow Senior Executive Assistant to the President: Dr. Darnell Williams

The College maintains a reasonable level of administrative personnel, consistent with prudent management of resources and due recognition of appropriate institutional priorities. The Senior Administration of Philander Smith College is comprised of the President; Vice Presidents; Interim, Director of Enrollment Management; and Dean of Religious Life and Campus Culture. Under the direction of the President, the Senior Administration manages the College‘s operations, working closely with the Philander Smith College Board of Trustees to establish goals and priorities for the institution.

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FACULTY

Members of the Philander Smith College faculty and staff are devoted educators in-and-out of the classroom. Faculty and staff members are committed to providing Philander Smith College students with significant scholarly and internship experiences. Many members of the faculty seek to involve students in their research and creative activities and encourage presentation of their scholarship at professional conferences. All faculty and staff understand the importance of quality academic advising, including advising students on prospective graduate programs and career opportunities. Philander Smith College faculty and staff members are dedicated to assisting students on a daily basis in their pursuit of a college education by providing support through co- curricular activities as well as formal and informal mentoring. A normal teaching load for a full-time faculty member without administrative duties is 12 credit hours per semester. Six credit hours is a normal teaching assignment during a five-week summer term. Adjustments in load may be made on the basis of the following factors:  Administrative duties  Direction of student co-curricular activities  Release time for research and professional growth activities  Duties pertaining to accreditation  Special assignments by the Division Chair or Vice President for Academic Affairs During the 2014-2015 academic year, faculty loads were adjusted to 15 credit hours per semester because of lower student enrollment. Faculty contracts for the 2015-2016 academic year also require 15 credit hours per semester teaching loads. As the College continues to work on stabilizing and increasing student enrollment during the 2015-2016 academic year, faculty load adjustments may be reviewed for future faculty contracts. The Reduction in Force Committee (appointed by the Board of Trustees) made ―right sizing of the College‖ recommendations to the Administration in spring 2015. That process took place and led to a reduction in faculty at the end of the 2014-2015 academic year. Additional information pertaining to this effort may be discussed with President Smothers. Philander Smith College maintains a program of faculty fringe benefits which includes the following: Dental Benefits, Health Benefits, Life Insurance, Disability Insurance, Retirement (TIAA-CREF), Tuition/Fee Waivers for Spouses and Eligible Dependents of Faculty and Staff, Credit Union Services, Educational Discounts for dependents and spouses of United Methodist Clergy, Tuition Discounts for enrollment in College Courses, Paid Holidays, Sick and Personal Leave time. A summary of faculty and staff benefits may be found on the Human Resources web page. 110

Details regarding fringe benefits for faculty as well as staff may be found in the Faculty and Staff Handbooks. The Office of Human Services officially notifies the faculty and staff regarding any new fringe benefits offered by the College. Table 4.11 below provides information on Philander Smith College Faculty Salaries and Benefits by Year and Department for the Academic Year 2014-2015: Table 4.11: 2014-15 Instructional Staff

Type 12 Month 9 Month Salary Outlays Professor 1 4 $275,722 Associate Professor 3 6 $426,911 Assistant Professor 4 18 $959,597 Instructor 0 7 $257,943 Source: IPEDS Human Resources, 2014-15

The table above details the number of twelve-month and 9-month faculty at Philander Smith College as reported by the Office of Human Resources to IPEDS. The total annual salary outlays by college associated with the corresponding rank are listed. In addition, information pertaining to potential faculty salary and/or merit increases for the 2015-2016 academic year should be discussed with Dr. Smothers. Philander Smith College uses faculty evaluation to improve the performance and increase instructional effectiveness of faculty. These evaluations allow for faculty sensitivity to innovation and improvement of teaching. The process for faculty evaluations is described in the Faculty Handbook. A copy of the Faculty Handbook may be found on the College‘s website. To summarize, the faculty evaluations are a component of the Institution‘s Assessment Plan. Each semester, the Director of Institutional Research and Assessment coordinates the process for student evaluations of courses on several variables concerning the faculty‘s effectiveness as teachers (Faculty Evaluations in Campus-Wide Documents Room, AC 232). A computerized statistical model is used to make an analysis of the results. Faculty members receive feedback on the evaluations through their division chairs and Academic Affairs, as reported by the Assessment Office. This feedback enables the faculty to make appropriate adjustments in instructional planning, content, teaching methods, teaching environment, and style relative to teaching and learning. This process assures periodic evaluation and recommendations for improvement of faculty members. This process helps the faculty to improve performance and increase educational effectiveness. Faculty members also perform peer 111

evaluations of one another, as well as self-evaluations. All three are used by faculty to enhance their performance. Full-time (tenure-tract) faculty members who meet specific criteria at the periodic stages of the evaluation process are considered for retention, promotion, and/or tenure based on recommendations through appropriate channels. In addition, all full-time faculty members develop a professional portfolio in which the faculty member summarizes his/her accomplishments in the areas of teaching, scholarship, and service. The Divisional Chairs use the portfolios to consider in making recommendations for promotion and tenure. Faculty members are encouraged to update their portfolios on an annual basis. Copies of faculty portfolios may be found in the Campus-Wide Resource Room, AC 232. (Exhibit 7)

Employee Performance Management Program

The College has adopted an annual Employee Performance Management Program (EPMP) for both probationary and covered employees (staff and faculty) effective with the 2014-2015 academic year. Employee performance aligned with Philander Smith‘s strategic planning and goals supports the College‘s overall direction for the future. Setting common goals is an excellent motivator to enable individuals to relate their professional development and career goals to the mission of the College. As noted on the College‘s web site, the benefits of Performance Planning are as follows:

1. Develop the skills and abilities consistent with the goals of the College 2. Improve performance productivity, "working smart" 3. Maximize equity in evaluation, recognition, and compensation 4. Improve communication and understanding between management and employee 5. Develop employee for future advancement 6. Provide managers with a model to develop, improve and recognize excellence.

Professional Development The College has made provisions for professional development of faculty to improve performance and increase instructional effectiveness in the classroom, institution, and surrounding community.

A primary example of the use of professional development funds took place during the summer 2015. Vice President Ervin recommended and received from the College‘s professional development fund the support to enable numerous faculty members to work on developing new academic degree and minor programs to meet the needs of diverse students who enroll at PSC. 112

Resources for professional development are available to faculty, staff, and executive leadership. The following focus areas of professional development have been identified as essential to maintain and enhance development of faculty, staff, and executives in their respective areas of competence and responsibilities:

 Informational Processing Technology  Faculty Development  Advanced Degree Support for Faculty and Staff  Staff Development and Executive Leadership

Therefore, funds are being used by faculty, staff, and executive leadership to attend and make presentations at conferences, meetings, and/or workshops for professional development. The funds have also been used to fund additional studies and sabbaticals. During the Fall of 2009, the UNCF/Lilly Endowment for Faculty Development became a primary source that provided professional development of faculty to improve performance and increase instructional effectiveness in the classroom, institution, and surrounding community. The following three categories provide an overview of the professional development activities of faculty: Faculty Scholarship and Research, Creative Endeavors, and Career Development  Faculty Career Development and enhancement within one‘s field of study  Faculty Career Advancement through Research and Publications  Faculty Career Advancement through Academic Presentations at Local, regional, and International Seminars, Workshops, and Meetings

Faculty/Student Scholarship/Research and Mentoring Support  Faculty and Student Mentoring Faculty Development, Pedagogy, Assessment and Professional Office  Academics and Teaching Skills/Classroom Presentations and Innovations  Improvements in Teaching Skills and Learning Outcomes for Research, and designing of new courses Other support for faculty development includes: an online CMS (U-Compass), selected institutional memberships to networking organizations (POD, The Collaboration, UNCF Faculty 113

Development Network), ―Best Practice‖ Consultants, and support to provide on-campus workshops and seminars. The following are classroom innovations and developments to increase instructional effectiveness in the classroom; based on Grants:  Course Management System(U-Compass): Bush-Hewlett Program Grant: To Develop a Computer and Assessment Program for College Faculty to Improve Student Learning  Established Hybrid Classrooms for all academic divisions via U-Compass  Smart Presentational technology (FAPT): UNCF/Faculty Advancement in Technology  SMART Carts made available to all Academic Divisions.

Smart Board Installed in Educational Building (Titus)

 In August 2014 the Office of Institutional Advancement presented a Technology Proposal to a prospect interested in helping the College advance in the areas of classroom efficiency and presentation delivery.

 As a result of the conversation with our prospective donor, the college was able to upgrade our switch technology and improve our Internet access in our primary educational building (Titus), as well as secure five new Smart Boards to be used for lectures and presentations. Once the staff is trained in use of the new technology, our donor has agreed to purchase five more Smart Boards in the following year. (Source: Dr. C. J. Duvall, Vice President for Institutional Advancement, Email to Office of Institutional Effectiveness and Planning, June 4, 2015)

Office of Academic Affairs’ Statement on Faculty and Staff

On the College‘s Academic webpage, the following statement may be found:

Faculty and staff at Philander Smith College are devoted to the teaching and learning of students inside and outside of the classroom. Both are committed to providing PSC students with significant research and scholarly internship experiences. Many members of the faculty seek to involve students in their research or in other scientific or creative projects. In particular, students experience traveling and presenting their scholarship before focus groups or at professional symposiums and conferences, or they shadow professionals in the workforce or in scientific settings. Other students complete research themes with faculty or staff before culminating their research with study abroad.

All faculty and staff understand the importance of quality academic advising, including advising students on prospective graduate programs and career opportunities. Philander Smith 114

faculty, staff, and peer mentors continually collaborate on measurable efforts to assist students on a daily basis and to boost student support through co-curricular activities as well as formal and informal mentoring and tutoring.

For additional information, please visit with Dr. Hazel Arnett Ervin, Vice President for Academic Affairs. Her office is located on the second floor of the Myer L. Titus Academic Center.

STUDENTS

Graph 4.2: 2010 – 2014 Average Incoming Freshman ACT Scores

Average Incoming Freshman ACT Composite Scores 20

19.5

19 19.1 18.5 18.8 18.5 18 18.2 18.2 Average ACT ACT Average Score 17.5

17 2010 2011 2012 2013 2014 Year

The majority of incoming freshmen submit ACT scores (80-85%). Between 2010 and 2014, the average ACT composite score averaged near 18.5. The five-year range for incoming freshman ACT composite scores was 18.2 to 19.1, as shown in Graph 4.2 above.

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Graph 4.3:Entering Freshmen HSGPA

Students’ high school grade point averages, in Graph 4.3 above, indicate a slight increase or remain constant over a period of time. This Table covers the period 2004 – 2009.

STUDENT AID FACTOR INCOME

Table 4.12: 2014-15 Hours Earned by Students Receiving State Aid

Hours Earned by Students Receiving State Aid Students Receiving Term Hours Term Hours % of Term Semester State Aid Attempted Earned Hours Earned Fall 2014 47 717 658 91.8% Spring 2015 42 661 586 88.7%

At the end of each term, the Arkansas Department of Higher Education requires an End of Term Report to be submitted once grades are finalized. In this report, student achievement information is reported for students who received State Aid during the term. Table 4.12 above shows that in Fall 2014, Philander Smith College enrolled 47 students who received State Aid, and in Spring 2015, 42 students were enrolled. In Fall 2014, of the 717 credit hours that these students attempted, 91.8% were earned (or passed). In Spring 2015, of the 661 credit hours that the state aid students attempted, 88.7% were earned (or passed). 116

ENROLLMENT REVIEW For the Fall 2011 - 2014, the Admissions Office provided data pertaining to this Self-Study Report. See Table 4.13 below for information on application and enrollment data. Table 4.13: Application and Enrollment Data 2011 – 2014 New Applicants (New Freshmen, Transfers, & Transients) & Enrollment

Year Applied Accepted Enrolled 2011 3013 2064 183 2012 4441 2086 216 2013 5367 2226 176 2014 3549 1814 165 (Office of Research and Assessment) The above figures include new (first-time) freshmen, new transfers, and new transient (non degree-seeking) students. Philander Smith College has experienced an increase in applicants since 2011 with a rise in 2012 and 2013. The total number of new students decreased from 2011 to 2014. There is a concerted effort by the College to increase enrollment for fall 2015. Mr. Maurice Osborne is leading the Enrollment team to increase student enrollment.

PSC‘s central location in the United States puts it at an advantage to attract students from all over the country, and the world. The Graph below identifies the states represented on campus for the Fall 2010 term through Fall 2014:

Graph 4.4:2010 – 2014 Student Origins over Time Student Origins Over Time 60.0% 54.0% 48.0% 50.0% 47.3% 45.7% 45.6% 40.0% Arkansas 30.0% 47.0% 46.2% 46.4% 48.3% Non-Arkansas 20.0% 40.0% International 7.6% 7.9% 10.0% 5.0% 5.0% 6.1% 0.0% 2010 2011 2012 2013 2014

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Since 2010, Philander Smith College has experienced an increase in the percentage of its students that come from out of state and a slight increase in the percentage of its students coming from out of country, as shown in Graph 4.4 above.

The same breakdown holds true for the Freshmen Class of 163 (2009 high school graduates) who are new to Philander Smith College. Forty-nine per cent are from outside of the state of Arkansas, with those from Illinois representing the highest number of students which, is a return to previous years. In this new class, there are 10 students from the Bahamas.

Graph 4.5 below provides a breakdown of states for new students (2014) Also see Graph 4.6 below for a breakdown on financial aid awards to PSC students (2014).

Graph 4.5: Breakdown of States for New Students

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Graph 4.6: Breakdown of Financial Aid Awards

Federal 78% Institutional Aid 13% State 01% Outside/Private 08%

ACADEMIC CHALLENGE AWARD (ARKANSAS LOTTERY SCHOLARSHIP) Effective Fall 2010, the state of Arkansas began awarding the first disbursements from the proceeds of the Arkansas Lottery to eligible students. In addition to the May 2010 high school graduates, Arkansas residents who had graduated from an Arkansas high school recently were eligible. May 2010 high school graduates were eligible if they possessed a 2.5 cumulative grade point average and scored at least a 19 on the ACT. Prior to fall 2015, to be eligible for the Arkansas Academic Challenge Award, a pre-2010 high school graduate must have a cumulative GPA of a 2.5 and have been enrolled without stopping full time(12+ hours) each semester (excluding summers) since graduation from an Arkansas high school. The Arkansas State Legislature established new eligibility requirements for the applicants for the Arkansas Academic Challenge Award, effective fall 2015. Essentially, the GPA and ACT eligibility criteria were raised. For additional information, please contact the Philander Smith College Office of Financial Aid. Philander Smith College students benefited (approximately 42 in 2014) from this additional source of funding to help with college expenses.

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AVERAGE DEBT (GRADUATING SENIORS) The graduating class of 2010 has incurred an average loan debt of $36,416. The high for this class is $59,125 and the lowest for those that borrowed is $0. In subsequent years, the average loan debt has been similar for graduating seniors.

Student Loan Cohort Default Rates 2008 - 2012 The Student Loan Cohort Default Rates for the past five years are as follows:

For FY year 2008 the default rate is based on a two year cohort. From 2009 to present, the default rate is based on a three year default rate. 2012's default rate is the draft rate that was released in February 2015; the official rate will not be released until September 2015.

 2008- 13.9 Two year default rate  2009- 21.1 Three year default rate began  2010- 20.3  2011- 16.4  2012- 15.6 Draft rate. The official rate will not be released until September 2015

SCHOLARSHIPS The College has increased the number of scholarship awards to new students. Currently 34% of the first time, freshman received one of the below scholarships. 13 - Presidential Scholarships (Tuition, Fees, Room & Board & Books)

39 - Thomas Mason Scholars (Tuition & Fees) 25 - George C. Taylor Grant (Half-Tuition) 6 – Transfer Scholarship (Partial Grant) (Source: Office of Recruitment and Admissions, fall 2014)

In addition, the Philander S.T.A.R.T Program that began in summer 2015 provided new students with financial assistance based on their individual needs. In addition to federal aid (grants, loans, and work study) students received scholarships, stipends, book vouchers, and tuition waivers to create a financial package to help them cover the costs of attending PSC. According to a Faculty/Staff Institute report (August 13, 2015) of Dr. Frank James, Co-Chair of the S.T.A.R.T. Program, 61 new students participated in the program during summer 2105. Additional information may be secured from the College‘s Office of Financial Aid.

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Graph 4.7: 2010 – 2014 Fall Enrollment Comparison

From Fall 2010 to Fall 2011, student enrollment increased. During the period between Fall 2011 and Fall 2013, Philander Smith College experienced a decline in enrollment. In Fall 2014, the college enrollment began to increase once again. Below is a summary of retention and graduation rates from Fall 2004 through Fall 2014. The retention rate for 2013 was 78%.

GRADUATION RATES FOR SPECIFIED COHORT 4 YEAR 2% 7% 20% 20% 24% 28% 25% 17% 5 YEAR 11% 25% 25% 40% 34% 38% 38% 6 YEAR 16% 32% 31% 45% 39% 40%

First-Time Student (undergraduate) - A student who has no prior postsecondary experience (except as noted below) attending any institution for the first time at the undergraduate level. This includes students enrolled in academic or occupational programs. It also includes students enrolled in the fall term who attended college for the first time in the prior summer term, and students who entered with advanced standing (college credits earned before graduation from high school).

IPEDS Graduation Rate - This annual component of IPEDS was added in 1997 to help institutions satisfy the requirements of the Student Right-to-Know legislation. Data are collected on the number of students entering the institution as full-time, first-time, degree/certificate-seeking undergraduate students in a particular year (cohort), by race/ethnicity and gender; the number completing their program within 150 percent of normal time to completion. 121

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Compliance with Sound Management Guidelines of the University Senate

Through its Self-Study process, Philander Smith College has determined that the Board of Trustees is properly constituted, clearly identified, and fully conversant with (a) the mission of the institution, (b) the current condition of the college, (c) its specific responsibilities as trustee/owners, (d) the legal relationship of the college to the church, and (e) its relationship to the president and the administration.

The evidence for Board participation in the overall mission and life of the College may be reviewed as follows:

1. The By-laws of the Board of Trustees, dated May 1, 2015, provide evidence for (a) through (e) above. Please see Articles I-VIII of the By-Laws of the Board of Trustees. 2. The PSC Board of Trustees consists of representatives of The United Methodist Church. 3. The Arkansas Conference facilities are located on the second floor of the PSC Kendall Health Mission Center. Interaction between the Bishop‘s Office and the President‘s Office is continuous with the Philander Forward>>>Movement. 4. PSC‘s Statement on Church-Relatedness attests to the overall mission and relationship to The United Methodist Church. 5. The By-Laws of the PSC Board of Trustees, Article I, Section 7, attest to the Board‘s efforts to model the Christian principles of the College and The United Methodist Church.

Through its Self-Study process, Philander Smith College has determined and documented that there is a clear and fair policy and process for regularly evaluating the chief executive officer and for appointing and terminating the chief executive office. There is evidence that these are followed in practice.

The policy and process for regularly evaluating the chief executive officer may be found in the following:

1. The By-Laws of the PSC Board of Trustees, Article II, Responsibilities of the Board of Trustees. 2. Minutes of the Meetings of the Board of Trustees document that the Board of Trustees regularly evaluates the chief executive officer. Copies of these minutes are kept in the Office of the President, Reynolds Library Archives, and in the Campus-Wide Documents Room, AC 232. Further evidence that this process is followed may be reviewed in the 2014-2015 Minutes of the Board of Trustees.

Through its Self-Study process, Philander Smith College has determined and documented that the president of the institution provides adequate overall management of the institution, and is comfortable in his/her relationships to (a) the Board of Trustees and (b) the administrative staff, faculty, and other constituencies.

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Some evidence to document President Smother‘s management and relationships with all constituencies may be found in:

1. Minutes of Faculty Senate Meetings 2015 2. Minutes of Special Meetings of the President and the Faculty, spring 2015 3. Minutes of Board of Trustees Meetings, President‘s Report to the Board, spring 2015 4. Minutes of the Executive Committee of the Board of Trustees, 2014-2015 5. Programs for Town Hall Meetings of the President and Students, spring 2015 6. The Philanderian Magazine. (Alumni Breakfast 2014, Alumni Convention, 2015) 7. News Events on the College‘s webpage.

Copies of respective minutes may be found in the President‘s Office, Reynolds Library Archives, and in the Campus-wide Documents Room, AC 232.

Evidence pertaining to the whether the president is comfortable in his relationships with all constituencies will be discovered during interviews with President Smothers during the site team‘s visit, October 19-21, 2015. In addition, the President‘s Report to the Board of Trustees on May 1, 2015 provides an excellent source of his accomplishments during his first 100 plus days through the Philander Forward>>> movement, a renewed mindset of dedication to excellence and advancing PSC forward into a higher realm of existence as a premier HBCU that graduates leaders who are ready to compete in the global marketplace. (Source: Board of Trustees Meeting, President‘s Report to the Board, Dr. Roderick L. Smothers, Sr. Ph.D., May 2015)

Through its Self-Study process, Philander Smith College has documented that the College is regionally accredited by the Higher Learning Commission (HLC) of the North Central Association.

On March 18, 2015, an Accreditation Action Letter was sent to Dr. Smothers from Barbara Gellman-Danley, President of the Higher Learning Commission Institutional Action Council (IAC). The IAC continued the accreditation of Philander Smith College with the next Reaffirmation for Accreditation in 2024-2025. This action was indicative of the College‘s strength and commitment to continuous improvement.

With this action, the IAC required an interim monitoring report due November 1, 2016 on (a) the use of student learning assessment for curricular improvement, (b) the use of systematic evaluation processes in enhancing the effectiveness of non-academic areas of the institution, and (c) the demonstration that plans and initiatives are generating essential improvements in enrollment and finance. The Office of Institutional Effectiveness and planning is coordinating the preparation of the HLC Monitoring Report, in consultation with President Smothers and his Executive Cabinet. Please visit the Higher Learning Commission website for the College‘s listing as accredited by the HLC.

Through its Self-Study process, Philander Smith College has documented that there is an annual audit of the financial affairs of the College that is conducted by qualified and disinterested parties, and is accompanied by an unqualified opinion of the auditors. In 124

addition, the College determined that there are not any unmet concerns in the management letter.

In spring 2015, Mr. Terry Wallace, Vice President for Fiscal Affairs, sent copies of the annual audit of the financial affairs of the College to the General Board of Higher Education, The United Methodist Church in Nashville, Tennessee. The annual audit has been shared with the Finance Committee of the Board, full Board of Trustees, President Smothers, and his Executive Cabinet. In addition, copies of the annual audit are available on campus in the President‘s Office, Business Office, and Campus-Wide Resource Room, AC 232.

Through its Self-Study process, the College has documented that the Articles of Incorporation (or charter) and bylaws of the institution have been recently reviewed by the Finance Committee of the Board of Trustees and full Board of Trustees.

The minutes of the Board of Trustees (2014-2015) document the involvement of the Board in this process. In addition, there is a statement concerning the disposition of institutional assets in the Board of Trustees By-Laws, as revised on May 1, 2015. Copies are available in the President‘s Office, Archives, Business Office, and Campus-Wide Resource Room, AC 232.

Through its Self-Study process, the College has documented the financial condition of the institution with respect to (a) surplus or deficit in the current operating fund, (unrestricted) (b) size of endowment and extent of inter-fund borrowing from endowment or other funds, (c) debt service, and (d) salaries of faculty and all other employees.

Information concerning the financial condition of the College comes from the May 1, 2015 Minutes of the Board of Trustees (Finance Committee) and College‘s Business Office. This information may be viewed in the pages that follow. In addition, please review the Business Office Summary Report (2015) in Volume III (Appendices) of this Self-Study Report.

Through its Self-Study process, the College has documented the condition of the physical plant, with specific reference to (a) state of maintenance (any deferred maintenance), (b) adequacy with respect to the number of students being served, (c) plans for additional facilities.

Evidence pertaining to facilities has been included in the pages that follow with respect to the condition of the physical plant. Also, please review the Business Office Summary Report in Volume III (Appendices) of this Self-Study Report.

Through its Self-Study process, the College has documented that it has an active and well planned development program with respect specifically to annual fund solicitation (including alumni solicitation) endowment, and other capital fund growth.

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Evidence pertaining to the Development program may be found in the pages that follow. In addition, please review the report of Dr. C.J. Duvall in the May 1, 2015 Board of Trustee Report. Also, the Business Office Summary Report in Volume III (Appendices) of this Self-Study Report will provide relevant development program information and data.

Through its Self-Study process, the College has documented that it has a master plan for physical plant development and maintenance.

A copy of the College‘s Master Plan for development and maintenance may be reviewed in the Business Office, President‘s Office, and the Campus-Wide Resource Room, AC 232. (Exhibit 8)

Through its Self-Study process, the College has documented its current enrollment, enrollment trend for the past 5 to 10 years, and enrollment projections for the future.

Evidence pertaining to the College‘s enrollment may be found elsewhere in this Self-Study Report. Please see the Business Office Summary Report in Volume III (Appendices) for additional information pertaining to enrollment trends and projections.

Assessment of the 2014-2019 Philander Smith College Strategic Plan

The five Strategic Objectives of the 2014-2019 Philander Smith College Strategic Plan provide a framework for the strategic resource allocation, implementation and assessment activities of the institution. The Office of Institutional Effectiveness and Planning endeavors to provide reliable data and support the Administrative units, as it pertains to the PSC Strategic Plan Objectives: (1) Enrollment Stabilization, (2) Academic Distinction, (3) Operational Éclat, (4) Community Engagement, and (5) Financial Sustainability. Beginning January 9, 2014, this Office began to provide oversight, in consultation with the President‘s Office, as the central point for the implementation and monitoring of the 2014-2019 PSC Strategic Plan.

Dr. Joseph Jones, has been recognized as the Chief Coordinator of the establishment of the Strategic Plan. Dr. Jones is also the Foundering Director of the Social Justice Initiative. The oversight for the Strategic Planning process moved to the Office of institutional Effectiveness and Planning while Dr. Jones was on an ACE sabbatical during spring 2014. Dr. Annie Williams, Associate Vice President for Institutional Effectiveness and Planning, served on the Strategic Planning Committee under the direction of Dr. Joseph Jones.

The first annual report on the Strategic Plan was based on the period September 2014 – March 31, 2015. The Institutional Effectiveness Office prepared the Report and presented it to the President‘s Office to show progress toward Outcomes and/or Metrics pertaining to the five Strategic Objectives. The self-reported results from administrators revealed that progress on all 126

Outcomes and/or Metrics was 81% completed and/or in progress, as of March 31, 2015. Other administrative progress rates on Outcomes and/or Metrics were as follows:

Strategic Objective One: Enrollment Stabilization 82% Strategic Objective Two: Academic Distinction 92% Strategic Objective Three: Operational Éclat 83% Strategic Objective Four: Community Engagement 77% Strategic Objective Five: Financial Sustainability 65%

Please visit the Accreditation webpage for a copy of the 2014-2019 Philander Smith College Strategic Plan. A copy of the Strategic Plan Progress Report is also available in Volume III (Appendices) of this UMC Self-Study Report, and in the Campus-Wide Documents Room, AC 232. (Exhibit 9)

Senior administrators made a second progress on July 17, 2015 pertaining to the 2014- 2019 Philander Smith College strategic plan. This report was shared as information with the President, Executive Cabinet, Administrative Council, and the Board of Trustees.

Phase II of the Strategic Planning process is underway under the leadership of President Smothers. He has named Dr. Zollie Stevenson and Dr. Annie Williams as Co-Chairs of Phase II. In addition, a new Strategic Planning Committee is actively engaged in the process. Further, Dr. Marshall Grisby, Professional Consultant, has been secured to guide the assessment process for Phase II. A revised Strategic Planning model is expected to be introduced by Dr. Smothers in December 2015. 127

BOARD OF TRUSTEES

The board exercises its responsibility to the public to ensure that the organization operates legally, responsibly, and with fiscal honesty. The top governance of the College is the responsibility of the Board of Trustees. The Board exercises the corporate powers described in the College‘s Charter approved by the State of Arkansas. This statement is made in the Charter and Article of Association, Article I: ―and they {the original names who constituted a body corporation by the name of Philander Smith College, March 3, 1883} and their successors, such as shall be and remain in a body corporate forever, for the purpose of affording collegiate education facilities under the control of the Methodist Episcopal Church‖ (College Charter). Members of the Board of Trustees of the College are elected in compliance with its By- laws. A Nominating committee is established and charged with the responsibility of recommending to the Board ten at-large members. Other members are elected by the positions listed below:  The Bishop of the United Methodist Church of the Arkansas area;  District Superintendent from the Arkansas Conference of The United Methodist Church;  One member of the Division of Higher Education of the Board of Higher Education and Ministry of the United Methodist Church, Nashville, Tennessee;  One member nominated by the National Alumni Association of the College;  Ten members at large upon nomination by the Committee on Nominations, six of whom shall be members of the United Methodist Church;  One member submitted by the faculty and one member submitted by the students (voice only for the faculty and student representative);  The President of the College. Under the leadership of a Board, Vice-Chair, and Secretary/Treasurer, the Board of Trustees meets three times each fiscal year and hold special meetings when necessary. Between meetings of the Board of Trustees, its powers and duties (except as otherwise provided in the By- laws) may be exercised by an Executive Committee consisting of the chairperson of the Board, Vice-chairperson, Secretary/Treasurer, the President and four or more other members of the Board of Trustees designated annually by the Board. In addition to the Executive Committee, the permanent committees of the Board of Trustees include the following: (a) Committee on Finance, (b) Committee on Academic Policies and Personnel, (c) Committee on Buildings and Grounds, (d) Committee on Development, (e) Committee on Nominations, (f) Audit, (g) Planning, and (h) Committee on Student Affairs Mission. The Board has adopted the following Board of Trustee Mission Statement in support of the College‘s Mission: The Board of Trustees of Philander Smith College seeks to lead by developing and monitoring policies necessary to deliver a vision of excellence based on a sound strategic plan

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that respects the past while aggressively creating the future and by garnering the resources necessary to:  Insure a spiritual, intellectual, and physical campus environment that will nurture the students in their quest for excellence;  Open the academic doors for a broad range of students including those not previously well served; and  Support and nurture the President, Faculty, and Staff as they seek to deliver the Mission and goals of the College. To meet the responsibilities above, the Board of Trustees ensures the integrity of the College through the execution of the following responsibilities: (a) to hold and manage all the property, endowments, and funds of the College; (b) to establish policies that govern the operation and management of the College; (c) to elect a President of the College who shall act as the executive officer of the Board of Trustees; (d) to appoint and determine the rank and compensation of all the members of the College faculty and staff; (e) to approve the courses of instruction and to grant degrees to those who meet the requirements of the College; (f) to promote the interests of the College; (g) to support the College through personal financial contributions and gift acquisitions; and (h) to contribute to annual summary of Trustee participation throughout the life of the College.

Section 2 In the discharge of its responsibilities, the Board of Trustees may delegate such functions and powers as it considers appropriate to the President of the College, and through the President, to subordinate administrative officers and the faculty. Section 3 The policies established or approved by the Board of Trustees shall be administered by the President or by the administrative officers under the supervision of the President. Section 4 It will be the responsibility of the Committee on Nominations to monitor the attendance of individual members and through its Chairperson consult with any member whose attendance record is considered dilatory in the judgment of the committee. A non-attending member, upon recommendation of the Committee on Nominations, shall be removed by action of the Board. Members of the Board of Trustees shall attend all meetings of the Board. If a member(s) is absent from two consecutive meetings and does not have an excuse that has been accepted by the Chair of the Board, the Board shall remove the member unless, upon recommendation by the Committee on Nominations, the Board votes to accept the member's written request to remain on the Board of Trustees.

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The overall governance of Philander Smith College is the responsibility of the Board of Trustees. The Board selects the President of the College and supports the chief executive in the execution of the office. The Board exercises the corporate powers prescribed in its Charter by the laws of the State of Arkansas. The essential functions of the Board of Trustees are to establish policy, assure sound management, and determine general educational policies. Also, the Board of Trustees works to increase, preserve, and invest the assets of the College. These funds are used for the administration and development of the College. The detailed functions of the Board are given in the By-Laws The intent of all policies of the Philander Smith College Board of Trustees is to accomplish the Mission of the Institution. As an Institution of Higher Education, operating within the larger context of American democracy, PSC recognizes policies that evolve from board input and consensus are more readily supported by all constituencies. Ideally, therefore, PSC believes that all changes and decisions must originate within the individual, within the individual department, within the individual division, and within PSC, rather than being imposed by the central administration or other external exigencies. In fact, PSC‘s official website declares this autonomous governance. Thus, policies are approved through an extensive process, which allows for faculty, staff, and student input. The Board of Trustees utilize a step-by-step process in creating policies in which they take into consideration federal and state guidelines as well as any other relevant mandates. The Board of Trustees focuses on the College‘s Mission to ensure that the content of each policy is in keeping with the College‘s Mission. The Board‘s Executive Committee is empowered to act on behalf of the Board during interims between full board meetings. Actions of the Executive Committee are reported to the full Board at its next meeting. The Board of Trustees has designated Dr. Roderick L. Smothers as the current President and Chief Executive Officer (CEO) of the College. The Board has elected fourteen Presidents since the College was founded in 1877. The designation for a CEO is found under Article VIII of the Board‘s By-laws. President Smother‘s Executive Cabinet, which serves in an advisory capacity to him, is composed of the following chief administrators: Dr. Hazel Arnett Ervin, Vice-President for Academic Affairs; Mr. Kevin Hamilton, Vice-President for Student Affairs/Dean of Students; Dr. C. J. Duvall, Vice-President for Institutional Advancement; Mr. Terry Wallace, Vice- President for Fiscal Affairs/CFO; Mr. Maurice Osborne, Director of Recruitment and Admissions; Rev. Miller-Yow, Dean of Religious Life and Campus Culture. Also, program directors and others serve in an advisory capacity once each month during the President‘s Administrative Council meetings. The College is governed by a twenty-six member Board of Trustees, which meets three times each year in February, May, and September and on call when necessary. Minutes of the meetings are kept on file in the President‘s Office. Periodically, the Board reviews its policies and updates them as necessary. The faculty and students have access to decisions made by the Trustees through Faculty Senate and Student Government representatives on the Board. The PSC Organizational Chart below (Chart 4.1) illustrates the lines of authority and responsibility:

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REVISED AND APPROVED BYLAWS, May 1, 2015 PHILANDER SMITH COLLEGE ARTICLE I COMPOSITION OF BOARD OF TRUSTEES

Section 1. The Board of Trustees shall be composed of not more than 24 voting members and three ex-officio members. Its composition shall include:

(a) The Bishop of the United Methodist Church of the Arkansas area.

(b) A superintendent from the Arkansas Conference of the United Methodist Church, designated by the bishop.

(c) One staff member of the Division of Higher Education of the General Board of Higher Education and Ministry of The United Methodist Church.

(d) One member nominated by the Alumni Association of the College.

(e) A maximum of twenty members At Large upon nomination by the Committee on Nominations, a minimum of 50 percent of such members shall be members of The United Methodist Church.

(f) President of the College. (Ex-officio)

(g) One member submitted by the faculty. (Ex-officio)

(h) One student representative. (Ex-officio)

(i) Trustee Emeritus Members

The Board of Trustees shall consist of elected members with full voting privileges, Trustee Emeritus without voting privileges, and Ex-officio members without voting privileges. Members with voting privileges are listed in Article 1, Section 1 (a) through (e). Members listed in Article 1, Section 1 (f) through (i) are members, with voice and without vote.

Section 2. At-Large Trustees shall be elected for terms of five years. The At-Large

Trustees shall be divided into five classes so that the terms of approximately one-fourth of the Board shall expire each year. The election shall be by the Board of Trustees. All other members of the Board holding position by virtue of ex-officio status shall not be listed by class. The student and faculty Board members' tenure shall not exceed five years. Trustee terms of office will expire on the 31st day of May of the last year of said term. Section 3. Vacancies on the Board of Trustees shall be filled from a list of candidates submitted by the Committee on Nominations.

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Candidates to fill vacancies may be submitted by the Committee on Nominations and voted upon at any regularly scheduled Board of Trustees‗ meeting. Section 4. Members elected to fill unexpired terms of three years or more will be considered as having served a full term and may be elected to serve one additional full term. Members elected to fill an unexpired term of less than three years may be elected to serve two additional full terms. Section 5. Members elected pursuant to Article 1, Section 1(e) shall serve for no more than two consecutive terms.

(a) All other members shall serve as long as they continue to hold the positions which caused their election.

(b) All members may be removed for cause.

Section 6. Ex-Officio members shall include the President of the College; President of the Student Government Association (or designee); and one faculty representative selected by the faculty. Ex-Officio members shall serve with voice, without vote. Section 7. The Honor of Trustee Emeritus shall be awarded solely by the Board of Trustees and shall be awarded to persons of exemplary accomplishments. Emeritus status should not be taken lightly or politically dispensed. This status may only be awarded as the highest honor one can earn following service as a member of the Board and bestowed based upon the following criteria:

(a) Modeled the Christian principles of Philander Smith College through active membership and participation in a community of faith;

(b) Served as a member of the Board of Trustees through a minimum of two appointments;

(d) Made contributions to faculty, staff and/or student academic excellence through mentoring, recruiting, consulting, program development, or enhancement of other measurable services; and

(e) Provided tangible in-kind service to the College which resulted in financial support to students, internships, or student retention.

Recommendations for Emeritus status shall be made solely by Board of Trustee members. Recommendations must be submitted in writing to the Executive Committee of the Board of Trustees and must expressly state the facts establishing that the person recommended meets the criteria outlined above. Honorees must be approved by the Board of Trustees.

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ARTICLE II RESPONSIBILITIES OF THE BOARD

Section 1. The responsibilities of the Board of Trustees shall include but not be limited to the following:

(a) to hold and manage all the property, endowments, and funds of the College;

(b) to establish policies that govern the operation and management of the College;

(d) to appoint and determine the rank and compensation of all the members of the College faculty and staff;

(e) to approve the courses of instruction and to grant degrees to those who meet the requirements of the College;

(f) to promote the interests of the College;

(g) to support the College through personal financial contributions and gift acquisitions; and

(h) to contribute to annual summary of Trustee participation throughout the life of the College. Section 2. In the discharge of its responsibilities, the Board of Trustees may delegate such functions and powers as it considers appropriate to the President of the College, and through the President, to subordinate administrative officers and the faculty. Section 3. The policies established or approved by the Board of Trustees shall be administered by the President or by the administrative officers, under the supervision of the President. Section 4. It will be the responsibility of the Committee on Nominations to monitor the attendance of individual members and through its Chairperson consult with any member whose attendance record is considered dilatory in the judgment of the committee. A non-attending member, upon recommendation of the Committee on Nominations, shall be removed by action of the Board. Members of the Board of Trustees shall attend all meetings of the Board. If a member is absent from two consecutive meetings and does not have an excuse that has been accepted by the Chair of the Board, the Board shall remove the member unless, upon recommendation by the Committee on Nominations, the Board votes to accept the member‗s written request to remain on the Board of Trustees.

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ARTICLE III MEETING OF TRUSTEES

Section 1. The Board shall meet three times a year (September, February, and May) in regular session at a time and place determined by the Board or its Executive Committee. The date and time for the regular meetings of the Board of Trustees will be set one year in advance. Section 2. A simple majority of the Board of Trustees shall constitute a quorum to do business. Section 3. The Board, exclusive of non-voting Ex-Officio members or members of the faculty and staff, may at any time during any meeting thereof by a majority vote of those present go into Executive Session.

Section 4. The following shall be the normal order of business for the regular meeting of the Board. However, the Chairperson is empowered to make such emergency alterations in the agenda as the Chairperson may deem necessary.

1. Devotions

2. Roll Call

3. Reading and/or approval of the minutes of the last meeting of the Board of Trustees and such minutes of the Executive Committee as have not been read or approved at a previous meeting of the Board.

4. President‗s Report

5. Other Reports

6. Reports of Committees

ARTICLE IV OFFICERS OF THE BOARD

Section 1. The officers of the Board of Trustees shall be the Chairperson, Vice- Chairperson, Secretary, and Treasurer. The Chairperson and Vice- Chairperson, for the purpose of the Bylaws, are the same officers designated in the Charter and Articles of Incorporation of Philander Smith College as President and Vice President.

Section 2. All officers of the Board of Trustees and Standing Committee Chairpersons shall be elected at the spring meeting of the Board for a term of two years, but shall not be eligible for more than two consecutive terms. However, officers and Chairpersons shall continue in their positions until replacements have been named. Section 3. A vacancy in an office may occur through death, disability, resignation, removal or failure to be re-elected. The Committee on Nominations is authorized to submit to the Executive Committee names of individuals to be considered for filling unexpired

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terms. The Executive Committee, by majority vote of members present, may fill all such vacancies if it determines that the interests of the College might be prejudiced by not filling the vacancy. All members elected to complete unexpired terms shall be seated at the meeting of the Board of Trustees following the decision of the Executive Committee.

Section 4. Each term of office shall commence on the 1st day of June, with the exception of those vacancies filled due to conditions cited in Section 3 above.

ARTICLE V DUTIES OF OFFICERS OF THE BOARD

Section 1. The Chairperson of the Board shall preside at all meetings of the Board. In the absence of the Chairperson, the Vice-Chairperson shall preside at all meetings of the Board. In the absence of both, a member of the Board will be chosen as Chairperson and, shall preside at all specified meetings of the Board. The Chairperson shall perform all duties herein prescribed, and such other designated duties pertaining to that office. The Vice- Chairperson shall perform the duties of the Chairperson when necessary.

(a) The Chairperson of the Board shall have authority to execute in the name, and on behalf of the Board and the College, all deeds, conveyances, leases, powers of attorney, annuity contracts, building contracts, and any other written instruments necessary or proper. In the absence of the Chairperson, by direction of the Executive Committee, the Vice- Chairperson may execute such instruments in the Chairperson‗s stead.

(b) The Chairperson of the Board may call a special meeting of the Board, or such a meeting shall be called upon written request of six members of the Board with the consent of the Chairperson of the Board.

(c) The Chairperson of the Board will prepare an annual schedule of all regular meetings of the Board of Trustees. The schedule will be distributed to Board members prior to the end of the fourth quarter of each year.

Section 2. The Secretary of the Board shall keep full and complete minutes of the proceedings of the Board of Trustees, which, after approval shall be entered in a suitable book provided for that purpose, and that book of record shall be safely and securely kept, when not in actual use, in a fireproof safe. ARTICLE VI EXECUTIVE COMMITTEE

Section 1. Between meetings of the Board of Trustees, its powers and duties, except as otherwise provided in these bylaws, may be exercised by an Executive Committee consisting of the Chairperson of the Board, Vice Chairperson, Secretary, Treasurer, the President of the College and four or more other members of the Board of Trustees, selected from chairpersons of standing committees. A quorum shall be a simple majority. The Chairperson shall preside at all meetings of the Executive Committee, but a designee shall preside, if needed.

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Section 2. The Executive Committee may hold meetings or otherwise transact business in accordance with such rules and procedures as may be determined, except as otherwise provided in these bylaws or ordered by the Board. Section 3. The Executive Committee may meet during the intervals between regular meetings of the Board three times during the fiscal year upon call by the Chairperson of the Board, if necessary. The Executive Committee shall keep regular minutes and other records of its actions and submit the same to the next succeeding meeting of the Board.

ARTICLE VII STANDING COMMITTEES OF THE BOARD

Section 1. In addition to the Executive Committee, standing committees of the Board of Trustees shall include the following:

(a) Nominations

(b) Finance

(d) Academic Policies and Personnel

(e) Building and Grounds

(f) Planning and Development

(g) Student Affairs

All committee chairpersons shall be members of the Board of Trustees and elected by the Board of Trustees at the Spring meeting of the Board of Trustees. The Vice President for Academic Affairs, the Vice President for Student Affairs, the Vice President for Fiscal Affairs, the Vice President for Institutional Advancement, and other designated administrators of the College will be considered ex-officio members of the above corresponding committees, with voice, but without vote. A simple majority of the voting members in attendance shall constitute a quorum.

Section 2. Ad Hoc committees may be named by the Chairperson of the Board or the Board of Trustees as special needs arise.

Section 3. The Committee on Nominations shall include as Ex-Officio members, the

President of the College, the Chairperson of the Board, and the Resident Bishop of The United Methodist Church, in addition to three trustees, elected by the Board upon nomination of the Executive Committee.

(a) It shall be the duty of the Committee on Nominations to nominate Trustees

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and Officers of the Board.

(b) The Committee on Nominations shall nominate members to serve on the Committee on Finance, the Audit Committee, Committee on Academic Policies and Personnel, Committee on Building and Grounds, Committee on Planning and Development, and Committee on Student Affairs.

(c) In nominating Trustees, the Committee shall designate the nominee as either serving as (A) a replacement for a departing Trustee with an unexpired term; or (B) a new Trustee to fulfill a full five year term. When nominating a Trustee as a replacement to fulfill a departing Trustee‗s unexpired term, the Committee shall specifically identify the departing Trustee being replaced.

(d) The Committee on Nominations monitors the Board meeting attendance and makes recommendations as set forth in Article II, Sections 3 and 4.

(e) The Committee on Nominations shall assess the performance of all trustees with attention to committee participation, gift acquisition and personal financial contributions, based on an assessment instrument approved by the Board.

(f) The Committee on Nominations shall provide annually a written summary of Trustee participation within the guidelines of Article II, Section 1, (a) through (h).

Section 4. The Committee on Finance shall consist of the Treasurer of the Board of Trustees and the President of the College, Ex-Officio, the Chairperson of the Board, Ex- Officio, and five members elected by the Board upon nomination of the Committee on Nominations.

a) The Committee on Finance shall serve as the Budget Committee of the Board in considering proposals for the internal operations submitted by the President of the College and prepared by the President of the College with the assistance of the Business Manager.

b) The Committee on Finance shall assist in the preparation of the annual budget of the College and its submission to the Executive Committee and to the Board of Trustees for approval and adoption; it shall provide plans for and supervise the endowment program of the

College and assist in planning and conducting all campaigns to provide financial support for the College; and it shall provide for the investment of the funds of the College and file with the Board of Trustees an annual report of the work of the Committee on Finance.

c) The Committee on Finance shall review all financial policies and actions of banking relationships and borrowing or the commitment of any financial obligations of the

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College. Following review, the Committee on Finance will make available to the Board of Trustees its findings and subsequent recommendation(s).

Section 5. The Audit Committee shall consist of the Chairperson of the Committee on Finance, the President of the College and the Chairperson of the Board, Ex-Officio, and three members elected by the Board upon nomination of the Committee on Nominations.

The Audit Committee shall be responsible for interviewing and recommending to the Board an audit firm annually, and submitting the independent audit to the Board annually.

Section 6. The Committee on Academic Policies and Personnel shall consist of the President of the College and the Chairperson of the Board, Ex-Officio, and five members elected by the Board upon nomination of the Committee on Nominations. A majority of the Committee shall constitute a quorum for transaction of business.

(a) The Committee shall periodically review the academic purposes, policies, and programs of the College and evaluate the effectiveness of the institution‗s academic efforts. It shall make recommendations to the Board of Trustees or the Executive Committee as it shall deem appropriate.

(b) The Committee shall consider all recommendations of the President of the College regarding faculty appointments, advancements in salary, rank, tenure, and any other matters regarding personnel which may seem appropriate to the Committee.

Section 7. The Committee on Building and Grounds shall consist of the Chairperson of the Committee, the President of the College and the Chairperson of the Board, Ex-Officio, and three members elected by the Board upon nomination by the Committee on Nominations. A majority of the Committee shall constitute a quorum for the transaction of business.

(a) The Committee on Building and Grounds shall recommend, and oversee when authorized, changes or expansion of grounds or buildings;

(b) The planning and construction of new buildings; and

Section 8. The Committee on Planning and Development shall consist of the Chairperson of the Committee, the President of the College and the Chairperson of the Board, Ex-Officio, and five members elected by the Board of Trustees upon recommendation of the Committee on Nominations.

(a) The Committee shall assist the President in creating short and long range programs and securing substantial financial under-girding of the College;

(b) The Committee shall assist the President in shaping short and long term strategies to accomplish the College‗s academic, programmatic and

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property expansion foci.

(c) The Committee is authorized to recruit other persons, including non- trustees, to develop, perfect, and implement planning and financial growth goals.

Section 9. The Committee on Student Affairs shall consist of the Chairperson of the Committee, the President of the College and the Chairperson of the Board, Ex-Officio, the President of the Student Government Association, the Director of Student Life, and four members elected by the Board upon nomination by the Committee on Nominations.

(a) The Committee shall serve as a conduit to the Board of Trustees in the interest of and for the concerns of Student Affairs.

(b) The Committee shall be available to the Student Government Association in the implementation of these policies and be able to make recommendations to the Board of Trustees pertaining to the policies of student affairs:

(1) To assist students in their growth and development by providing opportunities for them to exercise their sense of responsibility, their leadership potential, and their interpersonal relationship abilities; and

(2) To promote a climate in which students may have access to all of the educational opportunities of the College.

Section 10. The Chairperson of the Board may assign additional duties to any committee as deemed appropriate.

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ARTICLE VIII THE PRESIDENT

Section 1. The President of the College shall be the Chief Executive Officer.

(a) All administrative officers, faculty, and other staff members shall be responsible to the President for performance of their duties.

(b) The President shall be responsible only to the Board of Trustees and the Executive Committee.

(c) The President of the College or a representative designated by the President shall be the Ex-Officio member of all Standing Committees of the Board of Trustees.

(d) The President shall perform such duties as are traditionally the responsibility of a church-related college president and such other duties as may be delegated to that office by the Board of Trustees. These duties shall include, but are not limited to the following:

(1) Enforcement of all rules and regulations of the Board of Trustees, including removal of any officer or internal administration, faculty member, or employee from the performance of their college functions. Such removal shall be in accordance with approved personnel policies of the College.

(2) Provision of leadership in the development of policies concerning the educational aims and purposes of the College, academic standards, curriculum and policies concerning admission, retention, and graduation of students.

(3) Recommending to the Board of Trustees such administrative plans, structures and personnel needed to achieve the goals adopted by the Board.

(4) Preparation of the annual budget for submission to the Board.

(5) Representing the interests and recommendations of the faculty members, other officers, employees, and students of the College to the Board of Trustees.

(6) Formation of such advisory councils as deemed appropriate.

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ARTICLE IX THE FACULTY

Section 1. The faculty of Philander Smith College shall consist of the professors, associate professors, assistant professors, instructors, the President, Vice Presidents, Deans, and others officially admitted to faculty membership by action of the Board of Trustees.

Section 2. It shall be the primary function of the faculty to instruct the students in the arts and sciences, as taught in the best colleges and universities in the United States. The faculty shall, under the leadership of the President, perform other functions specifically delegated to it by the Board of Trustees. Those functions may include, but are not limited to the following:

(a) Recommendations for Board consideration regarding the academic standards and policy for admissions, retention, and graduation of students. All degrees, including honorary degrees, must first be recommended by the faculty and transmitted by the President before consideration by the Board of Trustees.

(b) Recommendations for Board consideration on the curricula necessary to achieve the educational aims of the College, as well as to review periodically those curricula.

(d) Recommendations for Board consideration on general regulations for the conduct of student organizations, student activities and intercollegiate activities.

(e) Recommendations for Board consideration on faculty employment, promotion, tenure, merit increases, leaves-of-absence, and grant-in- aid for research or faculty enrichment.

(f) Recommendation for Board consideration on policies concerning other matters relating to the welfare of the College community.

ARTICLE X AMENDMENTS

The Bylaws may be altered or amended by three-fourths vote of the members present at a duly constituted meeting of the Board provided the Amendment has been submitted to the Board in writing, five business days prior to the meeting.

All meetings shall be conducted according to Roberts Rules of Order Revised Edition.

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ARTICLE XI REVERSIONARY CLAUSE

All properties of Philander Smith College will revert to the General Board of Higher Education and Ministry of The United Methodist Church in the event that the College ceases to exist.

ARTICLE XII CONFLICT OF INTEREST POLICY A Trustee shall be considered to have a conflict of interest if (a) such Trustee has existing or potential or other interests which impair or might reasonably appear to impair such member‗s independent, unbiased judgment in the discharge of his/her responsibilities to the College, or (b) such trustee is aware that a member of his/her family (for which purposes of the paragraph shall be a spouse or child) or any organization in which such trustee or member of his/her family is an officer, director, employee, member, partner, trustee, controlling stockholder, has such existing potential or other interests. All Trustees shall disclose to the Board any possible conflict of interest at their earliest opportunity. No Trustee(s) shall vote on any matter, under consideration at the Board or Committee meeting, in which such Trustee(s) has a conflict of interest. The minutes of such meeting shall reflect that a disclosure was made and that the trustee(s) having a conflict of interest abstained from voting or influencing a decision. Any Trustee who is uncertain whether he/she has a conflict of interest in any matter may request the Board or Committee to determine whether a conflict of interest exists, and the Board or Committee shall resolve the question(s) by majority vote. Revised by the Board on May 1, 2015. Bylaws Committee Dr. Etta Carter, Chair Mr. Jason Earley Dr. Frances Harris

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Philander Smith College (Board Members by Terms of Board of Trustees 2015-2016 Service as of 06/01/2015) (*) First Term (#) Second Term ® Replacement (~) Ex Officio with vote

Mrs. Pat Lile, Chairwoman (2016) # Dr. Cynthia Bond-Hopson(~) 1305 Cove View Lane Little Rock AR Assistant General Secretary 72211 501.221.1317 (Home) General Board of Higher Education and 501.121.1317 (Cell) Ministry Black College Fund [email protected] 1001 19th Avenue, South Post Office Box 340007 615.340.7376 (Office) Dr. Etta F. Carter, Vice Chairwoman 615.449.2858 (Home) (2019)* 6015340.7379 (Fax) Theressa Hoover United Methodist [email protected] Church Vice President of the United Methodist Dr. Terry Esper (2020)* Women 6403 Shirley Drive Department of Supply Chain Little Rock AR 72204 501.614.7550 Management Sam Walton College of (Cell) Business University of Arkansas 917.566.9499 (Alt) 475GWOB [email protected] Fayetteville AR 72701 479.575.3025 (Office) Dr. Frances Harris, Secretary (2017) 479.575.5688 (Fax) # [email protected] Cardiology and Medicine Clinic 13 Iron Horse Road Mr. Jason Earley (2019)* Hare, Wynn, Little Rock AR 72223 501.664.0941 Newell & Newton 301 North Woodrow [email protected] Street Little Rock AR 72205 501.960.6401 (Phone) Jim Kincannon, Treasurer (2017)* [email protected] AHBI Consolidated, INC 3501 Bay Oaks Drive Dr. Terrance D. Grant-Malone P.O. Box 959 (2020)* North Little Rock AR 72115 Pastor 501.758.2842 St. John Missionary 501.758.1903 (Fax) Baptist Church [email protected] 2702 Dowling Street Houston TX 77004 Mr. Robert Blue (2020)* Phone: 713.870.0896 Exxon Mobile [email protected] 710 Kimberly Ann Circle Mandeville, LA 70471 985.845.8963 (Home) 985.630.2682 (Cell) [email protected]

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MG (RET) Harold Gwatney (2017)# Reverend Mark Norman(~) Saturn of Germantown District Superintendent Arkansas 7300 Winchester Conference United Methodist Church Memphis TN 38125 P.O. Box 6607 901.751.7300 (Home) Pine Bluff, AR 71611 901.387.8670 (Cell) 501.303.0600 (Cell) [email protected] [email protected]

Arthur Montgomery (2016)# Mr. Don Riggin (2018) # Retired Riggin and Associates 1410 Case Street 1 Bent Tree Drive Batesville, AR 72501 Little Rock AR 72212 870.793.5252 (Home) 501.551.0592 (Cell) 870.613.0715 (Cell) [email protected]

Bishop Gary Mueller(~) Mr. Stephen Tipton (2020)* Arkansas Area Bishop Home BancShares, Inc / Centennial 800 Daisy Bates Drive Bank Little Rock AR 72202 P.O. Box 1028 501.324.8019 (Office) Cabot AR 72023 501.613.0715 (Cell) 501.690.4238 (Office) [email protected] 501.941.4241 (Alt) [email protected] Mr. Jake Nabholz (2019)* Executive Vice President for Dr. Jesse M. Trice (2018)* Development Nabholz Construction Marriage and Family Therapist 612 Garland St Browning Therapy Group Conway AR 72032 P.O. Box 460 501.217.5536 (Phone) Los Alamitos, CA 90720 501.590.2278 (Cell) 562596.2142 (Work) [email protected] 714.345.2858 (Cell) [email protected] Ronald W. Newsome(~) RWN & Associates LLC Dr. Sherece Y. West-Scantlebury P.O. Box 1484 (2020)* President and CEO Winthrop Bowie, MD 20717 - 1484 Rockefeller Foundation 614.595.3553 (Phone) 225 East Markham Street, Suite 200 866.530.4336 (Fax) Little Rock AR 72201 [email protected] 501.376.6864 (Office) 501.374.4797 (Fax) [email protected]

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Mr. Harvey P. Wiley Sr. (2020)* Trustee Emeriti Certified Government Financial Manager 176 Courts Lane Little Rock AR 72223 Dr. Charles Donaldson Phone: 501.821.5542 2801 S. University Ave [email protected] Suite DSC215 Little Rock AR 72204 Dr. Roderick L. Smothers Sr., Ph.D. 501.569.3328 (Office) President/CEO, Philander Smith College 501.683.7033 (Fax) 900 West Daisy Bates Drive [email protected] Little Rock AR 72202 501.370.5275 (Phone) Mr. Charles Stewart 501.370.5277 (Fax) 21 Bascom Drive [email protected] Little Rock AR 72223

Dr. Bettye Brown, Faculty Representative Ms. Lottie Shackelford Department of Psychology 1720 Abigail 900 West Daisy Bates Drive Little Rock AR 72204 Little Rock AR 72202 501.370.5228 (Phone) Mr. Sherman Tate [email protected] 8924 Kanis Road Little Rock AR 72205 Ms. Tanisha Manning, SGA [email protected] President (2015-2016) 900 West Daisy Bates Drive Little Rock AR 72202 832.272.9090 (Phone) [email protected]

Mrs. Anita Hatley, Staff Liaison 900 West Daisy Bates Drive Little Rock AR 72202 501.370.5314 (Phone) 501.370.5277 (Fax) [email protected]

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PHILANDER SMITH COLLEGE CONIDENTIALITY AGREEMENT FOR THE BOARD OF TRUSTEES

In consideration of my appointment to the Philander Smith College Board of Trustees, I agree as follows: 1. For purposes of this Agreement, "confidential information" is defined as information disclosed to me or known by me as a consequence of my position of a member of the Board of Trustees, and not generally known outside a meeting of Board of Trustees Philander Smith College. Such information includes, but is not limited to personnel information and financial information. 2. During my appointment and after the conclusion of my term on the Board, I will hold the confidential information of Philander Smith College in trust and confidence, and will not use or disclose it or any embodiment thereof, directly or indirectly, except as may be necessary in the performance of my duties for the Institution. I understand that disclosure could be highly damaging to Philander Smith College, its donors or others. 3. I will not remove materials containing confidential information from the meeting room of the Board of Trustees meeting, unless authorized to do so by the Chair of the Board. Any and all such materials are the property of Philander Smith College. Upon termination of any assignment or as requested by my supervisor, I will return all such materials and copies thereof to the Office. 4. I understand that if I violate this Agreement, I may be subject to disciplinary action or legal action or both. IN WITNESS WHEREOF, and intending to be legally bound, I have hereunto set my hand and seal on this day of .

BOARD MEMBER: WITNESS:

(Signature) (Signature)

(Printed name) (Printed name)

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PHILANDER SMITH COLLEGE BOARD OF COMMITMENT

FORM FOR THE YEAR 2013-2014

As a Trustee, I will be faithful in attending all Board and committee meetings and will attend special events sponsored by the college whenever possible. I commit that I will promote the best interests of the College as part of my commitment. I understand that financial support for the College is a critical part of my commitment, and I will support the annual budget and, if relevant, a capital campaign. Accordingly, I will make a personal financial commitment to the College, as follows:

My annual gift/pledge for the College operating budget is .

In addition, I wish to

Establish a named fund (such as for scholarships or other programs) or continue to give to my fund . Make a planned gift/leave a bequest or have already done so . Make other gift(s) to the following programs . My check is enclosed for $ . My gift of shares of is being transferred to Philander Smith College (please call for details on how to transfer securities). Please charge to my credit card. Signature Visa Credit card number MasterCard Expiration date My pledge of will be completed by . A. Signature for gift and/or pledge Name (print) Address City State Zip Telephone: Work Home Email address Fax Date:

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LEGAL DUTIES OF BOARD MEMBERS

From the National Center for Nonprofit Boards, www.ncnb.org

According to nonprofit corporation law, a board member should meet certain standards of conduct and attention to his or her responsibilities to the organization. These are referred to as the Duty of Obedience, the Duty of Care, and the Duty of Loyalty.

DUTY OF OBEDIENCE

Obedience to the organization‗s central purposes must guide all decisions. The board must also ensure that the organization functions within the law, both the ―law of the lands‖ and its own bylaws and other policies.

DUTY OF CARE

Board members must exercise due care in all dealings with the organization and its interests. This includes careful oversight of financial matters and reading of minutes, attention to issues that are of concern to the organization and raising questions whenever there is something that seems unclear or questionable.

DUTY OF LOYALTY

Conflicts of interest, including the appearance of conflicts of interest, must be avoided. This includes personal conflicts of interest or conflicts with other organizations with which a board member is connected.

(End of Board of Trustees Bylaws)

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UMC Criterion Three—Sound Management and Fiscal Health Continued: Fiscal Affairs Report to the Board of Trustees Mr. Terry Wallace, Vice President, presented the Fiscal Affairs Report to the Board of Trustees during their May 1, 2015 meeting on the campus of Philander Smith College. A portion of his Report has been reprinted in this UMC Self-Study Report, as information pertaining to Sound Management and the Financial Health of the Institution.

Topic: Progress towards accomplishing the College’s Strategic Goal #3.8: Build new and refurbish existing facilities and establish deferred maintenance programs.

Action: Review progress on refurbish of the Kresge Mabee Science Building Issue(s): a) ADA Compliance b) Disposal of Chemicals c) Fire Alarm System

Recommendation(s): Confirmation of ADA Compliance in scope for refurbishing. Review of Chemical Disposal and Fire Alarm System.

Background: a) Alessi-Keyes has received the necessary permits to begin the project. It has been confirmed with the City of Little Rock that if the College decides to update the restrooms then those restrooms must be ADA compliant. Alessi-Keyes is reviewing the current restroom layout and will provide a quote for remodeling the restrooms to be in ADA compliance. Once a proposal is in hand the BOT Buildings & Grounds will review. b) The College is responsible for disposing of any chemicals still left in the Science Building. The College has accumulated all of the chemicals into one lab. Snyder Environmental has been asked to inventory and provide a quote for the disposal of the chemicals. c) The Fire Alarm System in the building has been inspected. The entire system needs to be brought up to code. Attached is a quote from Arkansas Protection Services, who services all of the College‘s fire systems on campus.

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Topic: Progress towards accomplishing the College’s Strategic Goal #3.8: Build new and refurbish existing facilities and establish deferred maintenance programs. Action: Decision on completing Phase II of the Campus Center

Issue(s): a) Construction will need to begin by April 2016 b) Possible refinancing of current Residential Bonds by DOE HBCU Recommendation(s): Administration and Board support of committing to build Phase II of Campus Center at a later date and thus forgoing the remainder of the current credit facility and opening a new credit facility with the DOE HBCU to refinance the existing residential bonds. Background: The College has an opportunity to refinance bonds currently held by the College. Proceeds from these bonds were utilized to finance the Residential Life Center, Residential Suite A and Residential Suite B. The new bonds would be financed through the Department of Education HBCU Capital Financing Program. This is the same program which was used to build Phase I of the Campus Center. In order for the College to be eligible for the refinancing through the DOE HBCU Program, the College must close the Campus Center credit facility and forgo the remaining balance. The DOE HBCU Program does not allow a college to have two (2) credit facilities opened at the same time. Since the DOE HBCU agreed to finance both Phase I & Phase II of the Campus Center, the College‘s Board of Trustees must commit to complete the project at a later date. The College will be using the services of The RSI Group (Pam Mobley) as its Financial Advisor to work with Rice Capital (the DOE‘s HBCU Program‘s administrator). Ms. Mobley was the Financial Advisor on the Campus Center financing. Preliminary discussion with the DOE has indicated that the College would be approved for the refinancing. Several factors favor the College. One being that the College is currently in the program, secondly, restructuring debt is a clear benefit to the College and lastly these bonds are for revenue producing facilities. The current rate the College is paying on the bonds is between 5% and 5.4%. The new bonds would be at 2.5% based on current rates (very dependent on timing and the market at the date of close). Total savings over the life of the bonds would be approximately $2.5M.

Topic: Progress towards accomplishing the Colleges Strategic Goal #5.1: Increase the Endowment Action: Review YTD report submitted regarding performance of Investment Portfolio as of December 31, 2014. Issue(s): a) Evaluate Portfolio returns

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Recommendation(s): Review investment portfolio and performance on a quarterly basis. Background: .

Topic: Progress towards accomplishing the College’s Goal of Financial Stability Action: Present the 2015-16 Budget to the Board for its approval. Issue(s): Present a balanced budget Recommendation(s): Review Budget and recommendations by the Finance Committee of the Board of Trustees

Background: Budget and Workpapers forthcoming

Topic: Progress towards accomplishing the College’s Goal of Financial Stability Action: Report to the Board the Findings of Best Practices for External Audit Firms Issue(s): BKD has been the College‘s Auditor since 2006.

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Recommendation(s): The Audit Committee to develop a RFP and a list of firms to bid on preparing the College‘s Financial Audit, 990, and 403(b) Audit.

Accreditation Renewal Impact on Sound Management and Financial Health Philander Smith College was reaccredited by the Higher Learning Commission of the North Central Association on March 9, 2015. This accreditation renewal will continue to expand the visibility of the College within the city, state, region, and nation and impact the academic and financial health of the College during the Philander Forward>>>Movement. The Office of institutional Effectiveness and Planning consulted with two other Academic Divisions, to increase—from three to five—the number of academic program accreditations at Philander Smith College. The Division of Humanities and the Division of Natural and Physical Sciences in the major of Computer Sciences have ongoing activities to secure future academic program accreditations. In December 2014, the Office of Institutional Effectiveness and Planning launched an electronic accreditation database (Task Stream) to support its continued accreditation efforts. This database was made available to the College and to the national accrediting bodies who assisted in evaluating institutional and program accreditation. The Office of Institutional Effectiveness and Planning has helped to strengthen Philander Smith College by providing the resources for its continued existence as a nationally accredited institution by the Higher Learning Commission of the North Central Association. (Source: Dr. Annie Williams‘ Institutional Effectiveness and Planning Report to Mr. Alvin Anglin, Title III Director, 2014 Annual Performance Report to the U.S. Department of Education, January 28, 2015)

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Office of Institutional Advancement Impact on Sound Management and Financial Health The Office of Institutional Advancement (IA) supports the Mission of Philander Smith College by strengthening and enhancing the institution‘s fiscal position and reputation as an institution that is focused on graduating academically accomplished students, grounded as advocates for social justice, determined to change the world for the better. The role of Institutional Advancement is to support and advance the goals of Philander Smith College by increasing awareness about the institution and serving as the liaison between the College and its principal constituencies. In this role, the IA leads the institution‘s fundraising and alumni relations efforts through strategic planning, coordination and support of the College‘s initiatives and activities. In May 2014, a new Vice President for Institutional Advancement came on board—Dr. C. J. Duvall. With the hiring of Dr. C.J. Duvall, the College gained some unexpected outcomes. (1) The College was able to acquire the services of a seasoned veteran at ―no cost‖ to the Institution to fill the Vice President for Institutional Advancement position. The salary intended for the Vice President was reinvested into the Institution. (2) The Vice President pledged 1 million dollars toward the construction of the College‘s new Multipurpose Campus Center. (3) Immediately after taking office, the Vice President for Institutional Advancement spearheaded a capital campaign to raise 5.1 million dollars to pay off the debt on the new Campus Center. To date, the Office has raised pledges of $1,200,000 from Board participation; $500,000 from Alumni participation; and $2,400,000 from foundations and private support. The sum total of this fundraising campaign is to have zero-to-no debt on the Campus Center. In addition, the Institutional Advancement Office launched an Office of Sponsored Programs in May 2014. The Office is focusing on undergraduate student and faculty research, and securing external grant funding. The Office has also created a plan to increase the College‘s endowment from 8 million to 10 million dollars. (Source: Dr. C.J. Duvall‘s Report to Mr. Alvin Anglin, Title III Director, 2014 Annual Performance Report to the U.S. Department of Education, January 2015) PSC operated without an adequate Campus Center for a number of years. The College requested and received approval from the U.S. Department of Education to use a portion of its Title III funding to assist with the construction of a Green Multipurpose Campus Center. Title III-SAFRA funding, in collaboration with funding from the HBCU Capital Financing Corporation, helped finance the construction of the building of the Multipurpose Campus Center. The Campus Center project was officially completed as of August 2014. The construction of the State-of-the-Art, $5.1 million, 16,000 square-foot facility was designed to: (a) enhance the overall academic experiences of students across all disciplines; (b) meet the current and future demands of an expanding student population; (c) allow the College to become a competitive institution within its peer group; (d) establish environments that encourage student engagement in the learning process; (e) improve enrollment and retention; and (f) enhance the development of learning communities. The Campus Center houses a full-service student dining center, Bistro, audio-visual equipped and technology-ready classrooms, and a Student Center for student and Student

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Government Association related activities. The centerpiece of the facility is the Conference Center, which boasts floor-to-ceiling glass panels that provide a scenic view of the Little Rock downtown skyline. (Source: Mr. Alvin Anglin, Director, 2014 Annual Performance Report, U.S. Department of Education, January 2015) Dr. C. J. Duvall made an Office of Institutional Advancement Report during the June 4, 2015 Administrative Council Retreat at the request of President Smothers. His report included the following items pertaining to the Campus Center:

Item: Campus Center Amount: $3,303,458 Status Collected Outstanding $1,854,542 % of Collected/Goal 65% Source of Funds: Foundations/Corporate/Alumni

Table 4.14: Development/Fundraising Activities

Table 4.14 below is Dr. C.J. Duvall‘s Report on Development/Fundraising Activities:

Item Amount Status Outstanding % of Collected/Goal Source of Funds GOLF TOURNAMENT 59,366 COLLECTED 2,000 97% CORPORATE

NAA BANQUET 24,601 COLLECTED 6,500 79% ALUMNI

WISE P3 1,500,000 GOAL 1,500,000 0% STATE OF ARKANSAS PRESIDENT‘S SCHOLARSHIP GALA 500,000 GOAL 500,000 0% COMMUNITY

WAL-MART FOUNDATION (WISE) 250,000 GOAL 250,000 0% WAL-MART

1877 SCHOLARSHIP DRIVE 187,000 GOAL 187,000 0% ALUMNI

VISITING SCHOLAR GRANT 145,000 GOAL 145,000 0% LOCAL COMPANY

(SOURCE: DR. C. J. DUVALL‘S REPORT ON INSTITUTIONAL ADVANCEMENT, ADMINISTRATIVE COUNCIL RETREAT, JUNE 4, 2015)

One example of the Development Office‘s impact on Sound Management and Financial Health is in the area of the 2013-2014 improvement in data services. Title III funds were used to fund the position as Coordinator of Fund Activities. The Coordinator helped tract and identify donors who could be tapped for increased donations and provide financial assistance to the recently completed Multipurpose Campus Center. Therefore, the College‘s Capital Campaign was enhanced by this effort and the College met a $5.1M campaign target. Additionally, alumni donations increased. Foundations helped build the new Campus Center. All of these efforts may

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improve student morale, student retention, and student activity space. Source: Dr. C. J. Duvall‘s Report to Mr. Alvin Anglin, Director of Title III, 2014 Annual Performance Report to the U.S. Department of Education, January 28, 2015)

PSC ALUMNI IMPACT ON SOUND MANAGEMENT AND FINANCIAL HEALTH

The Philander Smith College alumni are major contributors to Philander Smith College. Since 2010, Philander Smith College‘s Commencement was revised to incorporate the National Alumni Association Convention with a new event titled ―Alumni Reunion Weekend.‖ The combination of these two events was designed to increase alumni giving and participation. As part of this activity, there was an Honor‘s Banquet that gave special recognition to honored classes, annual and planned giving campaigns, as well as golden alumni. Subsequently in 2015, the National Alumni Association Convention/Alumni Reunion Weekend was revised to be held in March of each year. Therefore, the 2015 Convention took place on the campus of the College in March 2015. It was noted by Alumni Director, Mrs. Yvonne Alexander, that the alumni had too many activities to be adequately sponsored during the College Commencement. Therefore, the alumni made the decision to move to the March date rather to continue with the May Commencement date set by the College.

PHILANDER SMITH COLLEGE HOMECOMING Homecoming activities in November 2014, under the oversight of Student Affairs, were examined for modification with the goal of attracting greater participation from all alumni groups, students, faculty and staff. The objective was to locate lost alumni in an effort to increase the quality of our alumni database. In spring 2015, the Academic Affairs Office and the Student Affairs Office began to work collaboratively in order to make the 2015 Homecoming more effective. The College is advertising Homecoming applications on its webpage beginning in spring 2015 for the November 2015 Homecoming activities that involve students, faculty, staff, administrators, alumni, as well as the local community.

Impact of Office of Title III on Sound Management and Financial Health The primary role of the Office of Title III is to: (1) Ensure that resource-use is consistent and in compliance with the Policies and Procedures of Philander Smith College and the legislation and regulations of the U.S. Department of Education; (2) Ensure that grant resources are safeguarded against waste, loss, and misuse; (3) Ensure that reliable data are obtained, maintained and accurately reported; and (4) Ensure that records are adequate to support that the College essentially carries out on the grant, as described in the application (or as appropriately modified). In carrying out this role, the Title III Office assures that the implementation process of the activities is consistent with the approved application, and that the grant is enabling Philander

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Smith College to fulfill the legislative intent of the Title III B, Section 323 program of enhancing the current state of Black post-secondary institutions. (Source: Mr. Alvin Anglin, Title III Director, 2014 Annual Performance Report to the U. S. Department of Education, January 28, 2015). The Financial Health impact on Philander Smith College by Title III funding may be reviewed in the Budget Summary for the $1,770,471.00 Actual Budget for 2013-2014, as indicated below in Table 4.15:

Table 4.15: Title III Budget Summary for 2013-2014

(Source: Title III Annual Performance Report to the U.S. Department of Education, Mr. Alvin Anglin, Director, January 28, 2015)

FINANCIAL GUIDELINES: PRINCIPLES AND PRACTICES

Philander Smith College Audits

BKD, LLP has performed an annual fiscal audit for the College since 2006. Prior to the UMC University Team‘s visit, Mr. Terry Wallace, Vice President for Fiscal Affairs, submitted copies of the latest PSC audits to the Board of Higher Education and Ministry of The United Methodist Church.

The College has an annual audit that complies with OMB Circular A-33. There were not any findings in the audit for the most recent year—2014.

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Copies of the audits may be reviewed in the Business Office, President‘s Office, and in the Campus-Wide Documents Room, AC 232. Philander Smith College Budget The College prepares a balanced budget each fiscal year. Actual results the last two years have come up short. However, the shortfall in each of the last two years can be accounted for the loss in student enrollment. The College‘s budget is driven by tuition and enrollment. However, the College has taken steps to produce a balanced budget for fiscal year 2015-2016, according to Mr. Terry Wallace, Vice President for Fiscal Affairs. For a college like Philander Smith College that is enrollment driven, retention is important. The College‘s enrollment drives the Sound Management and Financial Health of the Institution. Table 4.16 below describes the College‘s Retention Return Rates for Spring 2014 and Fall 2014:

Table 4.16: College Retention Return Rates for Spring 2014 to Fall 2014 and Fall 2014 to Spring 2015

Spring 2014 to # % # Rates with Fall 2014 Graduates Removed from Total Returned 369 68.6% 369 81.1% Did Not Return 86 16.0% 86 18.9% Graduated 83 15.4% - - Total Spring 538 100.0% 455 100.0% 2014 Enrollment to Spring 2015 Fall 2014 to Rates with Spring 2015 Graduates Removed From Total Returned 481 84.8% 481 87% Did Not Return 71 12.5% 71 13% Graduated 15 2 - - Total Fall 2014 567 100.0% 552 100.0% Enrollment (Source: Office of Institutional Research and Assessment, June 2015)

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Philander Smith College Process for Securing Grants

Philander Smith College has a strict policy on all grants secured by the College. The College has a full-time Grants Coordinator to seek out grants. The grants may be funded through federal, state or private foundations. The Faculty and Staff are also encouraged to find grants for the betterment of the College. The Grants Coordinator is responsible to make sure all grants are in line with the Strategic Plan of the College. All grants are reviewed by at least two senior administrators (President‘s Cabinet members). Once the grant is completed, the sponsor will deliver to the senior administrator of the division. For instance, if a faculty member is securing a grant and it is related to instruction, the Vice President for Academic Affairs reviews the grant and approves or denies the grant. The Grants Coordinator will also review the grant at this time to double check all the components and the completeness of the grant (application). Once the grant passes the first review, it is then reviewed by the Grants‘ Accountant and the Vice President for Fiscal Affairs. The Grants‘ Accountant checks the budget for the indirect cost line item for federal grants. The Vice President for Fiscal Affairs reviews the overall package. The Vice President for Fiscal Affairs will then approve or deny the grant. Final approval must be given by the President of the College based on recommendations from the Vice President of Fiscal Affairs and the other senior administrator sponsoring the grant. Once the grant is submitted and approved by the grantor, all expenditures and revenues are recorded by the Grants‘ Accountant, who keeps a separate accounting of all grants. Purchases or expenditures must be approved by the senior administrator before funds are requested from the grantor.

Philander Smith College Physical Plant

Information pertaining to the College‘s Physical Plant is provided below in Table 4.17: Table 4.17: Philander Smith College Physical Plant

Date Building Contents Total Bldg

Built Building Value* Value* Value* Class Sq Feet

1959 Cafeteria & Student Union $1,824,500 $445,015 $2,269,515 C 12,728

1915 Cox Administration Building $6,101,250 $756,813 $6,858,063 B 30,132

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2003 Harry R Kendall Science $7,403,500 $4,313,194 $11,716,694 A 45,209

1952 Kelly Hall $598,000 $101,638 $699,638 B 3,708

1963 M.L.Harris Fine Arts $4,624,000 $1,205,513 $5,829,513 B 30,400

1952 Mabee-Kresge Science $3,256,000 $1,641,596 $4,897,596 C 17,792

1977 Maintenance Building $310,500 $57,523 $368,023 B 2,500

1959 Men's Residence Hall $3,143,000 $3,143,000 C 19,168

1995 Multi-Purpose Complex $5,288,500 $988,837 $6,277,337 B 43,835

1996 Myer L. Titus Academic Building $4,026,500 $363,520 $4,390,020 B 32,000

2002 Reynolds Library $5,879,500 $2,616,461 $8,495,961 A 48,000

1936 Sherman Tate Rec Center $1,879,500 $735,290 $2,614,790 B 8,942

2003 Residential Life Center $5,579,500 $808,615 $6,388,115 A 41,000

1945 Barracks - Housing $371,250 $0 $371,250 C 3,425

( *Value based on insurance Keystone Valuation System – June 2009

Philander Smith College Insurance Coverage

Philander Smith College maintains an adequate level of insurance coverage. Educational & Institutional Insurance Administrators, Inc. (EIIA) serves Philander Smith College as its primary insurance carrier. In the 1960‘s, The United Methodist Church assisted the HBCU institutions affiliated with the Church to combine their resources and purchase insurance as a group. This was the formation of EIIA. Philander Smith College has been a proud member ever since. Please see current policy summary on the following pages:

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Availability of PSC Facilities

Philander Smith College recognizes the great facilities it has, as well as the location of the College. Being in downtown Little Rock, the College offers facilities to businesses as an alternative to the established convention facilities at a lower cost. Recognizing the potential, the College has on its staff a full-time Events’ Coordinator. Job responsibilities include:

Event Planning and Production  Assist with negotiations for space contracts and book event space, work with College Food Service to arrange food and beverage, order supplies and audiovisual equipment, as well as ensure appropriate layout by working with College maintenance staff to meet the quality expectations of the customer.  Aggressively gather information on each project to achieve quality event productions.  Create and revise room layouts for each event.  Propose new ideas to improve the event planning and implementation process.  Serve as liaison with vendors on event-related matters.  Assist with managing on-site production and clean-up for events as necessary.  Close out all events as required. Sales & Marketing:  Develop marketing strategy to increase awareness of facilities‘ availability. Philander Smith College Master Plan Philander Smith College completed a Campus Master Plan during the Summer of 2009 and presented it to the Board of Trustees during its September 2009 Board Meeting. The College hired a local firm, Cromwell Architects Engineers, to help with the Plan. Cromwell has performed this task several times in the past, thus was very familiar with the campus, its mission and its strategic plan. A copy of the Philander Smith College Master Plan, as approved by the Board of Trustees, may be found in the Campus-Wide Documents Room, AC 232, and by contacting Mr. Terry Wallace, Vice President for Fiscal Affairs. Philander Smith College takes pride in its appearance not only for visitors who visit our campus, but also its students, faculty, and staff. The College‘s Maintenance Department is responsible for its lawn care. The maintenance includes chemical treatments (green), mowing, edging, trimming, and replacement of flowers, other plants, and mulch. Visitors often comment on how well the campus is kept. Goals submitted annually by the Director of Physical Plant include training seminars, workshops, and webinars to increase the abilities of his staff. The College pays for all training and encourages participation much like the encouragement given to faculty members by the Vice President of Academic Affairs to increase its teaching skills.

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Criterion Three: Sound Management and Financial Health: Summary Philander Smith College has sufficient resources, structures, and processes to fulfill its mission, improve the quality of its educational offerings, and respond to future challenges and opportunities. The College is being guided by its 2014-2019 Philander Smith College Strategic Plan. The Plan outlines five strategic objectives for the College. The plan is mission centered, realistic, with goals and outcomes, and provides specific implementation timelines, and metrics. The new President of Philander Smith College, Dr. Roderick L. Smothers, and his Cabinet (senior administrators) are leading the Philander Forward>>> Movement toward becoming one of the best liberal colleges in the nation (ranked in the top five percent of HBCUs), as well as substantially increasing student enrollment, and raising money for scholarships and the institution. Effective summer 2015, President Smothers engaged the college community with Phase II of the College‘s Strategic Plan. A Consultant has been hired to facilitate the process and to make recommendations for revisions in Phase II. The outcomes will move Philander Forward>>>. Strengths

 President Roderick L. Smothers is providing outstanding leadership and regularly engages faculty, staff, students, trustees, and other constituencies in collaborative discussion and decision-making to move Philander Forward>>> in planning for the future.

 Philander Smith College is able to meet its financial obligations due to prudent financial management. The College is enhancing its fiscal, personnel, physical, and technological resources to carry out its operations, meet the goals of its Strategic Plan, and plan for the future.

 The College Board of Trustees provides effective leadership. The Board provides significant leadership in dealing with the financial challenges by examining budgets and strategically planning and taking a leadership role in the efforts to determine how relevant policies and practices affect the attainment of PSC‘s Mission and Vision.

Opportunities for Improvement  Philander Smith College will respond effectively to the areas for improvement pertaining to financial matters identified by the Higher Learning Commission of the North Central Association in 2014.

 The needs of today‘s students will be met, as the College develops and supports new programs, and as it expands its academic distinction efforts.  Philander Smith College will need to increase faculty salaries, taking into consideration the need for measurable published policies and standards for faculty tenure and promotion.

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CHURCH RELATEDNESS

Introduction

Philander Smith College has a historic relationship with The United Methodist Church that continues to exist today. With a rich Christian heritage, the College has maintained a close relationship with The United Methodist Church across the years. It acknowledges a definite obligation to The United Methodist Church. The College receives funding from The General Board of Higher Education and Campus Ministry of The United Methodist Church.

In the discussions that began in 2007, Dr. Joseph Jones, Founding Director of the PSC Social Justice Initiative, said a relationship with The United Methodist Church is seen as important. "In our language, we are very intentional to include the Social Principles of The United Methodist Church. The work we do is a complement to that. The offices of the Arkansas Annual (regional) Conference and the area bishop are located on the campus. Their presence is a constant reminder of our Methodist roots and the heritage that fuels our social justice thrust.‖ (Source: UMC.org. Philander Smith Acts on Social Justice Legacy. The official online ministry of The United Methodist Church, May 23, 2013).

All United Methodist-related colleges and universities are required to maintain full accreditation. They also must demonstrate to The United Methodist church‘s governing bodies that they maintain institutional integrity, well-structured programs, sound management, and clearly defined Church relationships. Philander Smith College has maintained full accreditation with the Higher Learning Commission (HLC) of the North Central Association (NCA) since 1949. The College‘s most recent re-accreditation by the HLC was certified on March 9, 2015. The next Reaffirmation process for the College will take place in ten years in 2025. For additional information, please review the Higher Learning Commission webpage.

This report demonstrates that Philander Smith College is strongly church-related according to the criteria established by the University Senate for evaluating United Methodist institutions, pertaining to the mandates of The Book Discipline (University Senate of The United Methodist Church, Evaluation Criteria, Section V, 2013-2016, pg. 23). Each section contains evidence, utilizing the College‘s publications, policies, and webpage. Therefore, this report will document that Philander Smith College is clearly committed to its mission to develop students into first- class, service-oriented participating citizens in a church-related environment with a commitment to social justice. The following are the church-related criteria:

I. A church-related institution identifies itself as such in printed materials, official listings, and other statements of self-description. II. A church-related institution respects, honors, and provides the teaching of

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religion and, specifically, appropriate scholarly theological teaching in the Christian tradition within the curriculum. In the case of professional institutions and programs, the curriculum includes opportunity for faculty and student reflection on the ethical dimensions of professional practice. III. A church-related institution respects and honors religious practice and, specifically, worship and service for students and faculty that choose to participate in the Christian tradition within the total life of the school. IV. A church-related institution willingly allows faculty and students to explore the place of religious belief and practice and, specifically, the intellectual dimensions of Christian faith in all academic disciplines and co- curricular activities. V. A church-related institution encourages the exploration of the place of religious belief and practice in the larger society and advocates appropriate recognition of the contributions of religion to public life. VI. A church-related institution recognizes the Social Principles of The United Methodist Church and seeks to create a community of scholarship and learning which facilitates Social Justice.

Theme: Philander Forward>>>

What can be said about a college? Is it the building, the administration, the faculty or the student body? This Philander Smith College Self-Study prepared for The United Methodist Church Senate will show that it is the combination of all of its constituents. Dr. Roderick L. Smothers chose Philander Forward>>> as the theme for the 2014-2015 Academic year and beyond. Therefore, the Philander Forward>>> theme has been adopted for this Self-Study report.

 The Institutional Actions Council of the Higher Learning Commission of the North Central Association of Colleges and Schools has reaffirmed accreditation of Philander Smith College through 2024, which is indicative of our institutional strength and commitment to continuous improvement.  The 2015 Convention of the National Alumni Association of Philander Smith College that took place in Little Rock in March was a great success. New Beginnings: From Promise to Possession was an appropriate theme as a backdrop for meeting hundreds of alumni from across the country. The President‗s Roundtable was especially memorable,

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as well as the Banquet in which alumni generously and impressively rallied to raise more than $40,000 in scholarships for students.  A campus-wide town hall meeting was held in March as an opportunity for faculty, staff, and students to join me for a candid discussion about the transformation of PSC‗s culture. It was an insightful meeting that was intended to elevate our level of thinking, doing and being.  Dr. Samar Swaid, Associate Professor and Computer Science/Chair, Division of Natural and Physical Sciences, was accepted to The Chicago School of Professional Psychology‗s Post-Graduate Certificate Program in Academic Leadership, a prestigious one-year fellowship that prepares women in the STEM disciplines at HBCUs for academic leadership roles.  PSC student and SGA President Tanisha Manning was selected for the Black College Fund‗s 2015 Lina H. McCord Summer Internship Program, an exceptional opportunity for students from the 11 HBCUs related to the United Methodist Church. Ms. Manning will also now serve as President of the National Pre-Alumni Council of the United Negro College Fund – another tremendous honor.  Beginning Fall 2015, PSC could see an influx of students from The ―Golden State, following an agreement we have signed with the Community College System of California guaranteeing admission to eligible students who transfer from any of California‗s 112 community colleges. The intended outcome of this memorandum of understanding is to expand our reach and grow our student population in a healthy and sustainable fashion.  We have launched a ―Serious Student recruitment campaign that has garnered overwhelming interest from students and parents across the country, with several prospects already admitted for the fall semester! Additionally, our Annual Spring Preview Day, sponsored by Enrollment Management, was well attended by over 300 students, many of whom we hope to welcome very soon to campus as new Philanderians.  We have been aggressively pursuing avenues, potential donors and like-minded philanthropic partners to advance our mission. When we are able to share their names and their commitments, we know you will be pleased.  We have reached out to the Business Sector of the Greater Little Rock Community, through the Chamber of Commerce.  Facilitated, with the assistance of Financial Advisor Pam Mobley, Mr. Terry Wallace, and the BOT Finance Committee, a refinance package that will yield $1.2 million in immediate cash-flow, and $400,000 - $600,000 in annual savings over the next 5-6 years.  Met with Mr. Jim Argue of the Arkansas United Methodist Foundation and his Senior Leadership Team to obtain a status of the College‗s endowment accounts.  Approved additional security guards for the Residence Halls.

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 On the heels of my 100th Day, I hosted a luncheon for leaders of the Arkansas Conference of the United Methodist Church to share my vision for the future, thank them for all they have done, and to enlist their continued encouragement and support.  Continued to hold meetings with college faculty in an effort to directly exchange information and ideas and to assure faculty connection to and engagement with the community.  Established and promoted the Philander Smith College 2015 Legislative Agenda, which comprised the aggressive lobbying for $1,000,000 to support student scholarships, academic excellence enhancements, and technology. The Legislative Agenda also resulted in the creation of Senate Bill 785 sponsored by Senator Linda Chesterfield, which endeavored to create the Arkansas Workforce Innovations and Strategic Economic Public Private Partnerships (WISE P3). Although the bill was remanded for interim study by the sponsoring senator, the outcome of the effort resulted in changes to a bill sponsored by Senator Jane English, which will have a direct impact on Philander‗s ability to participate in the upcoming statewide workforce initiative.  We have successfully secured $62,000 in Golf Tournament donations to date.  We have raised approximately $100,000 in new alumni dollars and pledges.  We have collected close to $100,000 in technology donations since January 1, 2015, which has also resulted in the instillation of Phase 2 of the Colleges VDI Project.  We have secured a $1 million verbal commitment for the WISE P3 Initiative from Workforce Services Director Darryl Bassett and Deputy Director Arnell Willis, an Alum (Source: Philander Smith College Board of Trustees Meeting, President‘s Report to the Board, May 1, 2015)

UMC Core Component:

A Church-related institution identifies itself as such in printed materials, official listings, and other statements of self-description.

Response:

Philander Smith College identifies itself as a Church-related institution in printed materials, official listings, and other statements of self-description. As an institution in The United Methodist Tradition, the College identifies itself at the following webpage Statement of Church Relatedness.

Philander Smith College‘s mission statement echoes its first mission by The Methodist Church to provide an education during ―conflict and social change,‖ by educating current

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students to become ―advocates for social justice.‖ The mission statement also inter-relates the current mission of The United Methodist Church by charging Philander Smith College students ―to change the world for the better.‖ Underscoring Philander Smith College‘s mission and its relationship to The United Methodist Church is the commitment to fostering spiritual and ethical values necessary to be become good social justice advocates. As evidence of Church Relatedness, Philander Smith College offers weekly chapel services and other religious events. For additional information, please see the Religious Life webpage.

―Church-relatedness‖ at PSC does not assume that all members of the College community must share the institution‘s United Methodist or even Christian conventions, but ask that they respect the Church-related identity while thoughtfully giving voice to their own convictions. As a genuine Church-related College, PSC ensues that both diversity and Christian identity are presented on campus in a creative way. The goal of a PSC education is not simply the adoption of a particular truth or worldview, but the search for truth, wherever it may be found, and the ability to recognize and take seriously life‘s basic question of faith, meaning, and value.

Founded in 1877, Philander Smith College is the result of the first attempt west of the Mississippi River to make education available to freedmen (former African American slaves). The forerunner of the college was Walden Seminary, named in honor of Dr. J.M. Walden, one of the originators and the first corresponding secretary of the Freedmen's Aid Society.

In 1882, Dr. G.W. Gray, president of Little Rock University, the institution for the Arkansas Annual Conference of The United Methodist Church, met Mrs. Adeline Smith, widow of Mr. Philander Smith of Oak Park, Ill., while soliciting funds. The late Philander Smith had been a liberal donor to Asiatic Missions and had developed an interest in the work of the church in the South. In making her gift to Dr. Gray, Mrs. Smith designated $10,500 for Walden Seminary. The trustees accepted the gift and gave it special recognition by changing the name of the struggling Walden Seminary to Philander Smith College. A new site for the school had already been purchased at Eleventh and Izard Streets. The gift made by Mrs. Smith was a significant contribution towards the construction of Budlong Hall, the first brick building on the new site. Philander Smith College was chartered as a four-year college on March 3, 1883. The first baccalaureate degree was conferred in 1888.

For additional information, please visit the Encyclopedia of Arkansas History and Culture webpage.

On February 3, 2015, Dr. Roderick L. Smothers shared with the Arkansas Annual Conference his excitement, faith, and goals for Philander Smith College for the next three years. According to Dr. Smothers, there are five things that the College should do to get PSC back to

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the top five percent of all HBCUs and be identified with such institutions such as Fisk, Hampton, Morehouse, Spelman, and Howard University. The five things that Dr. Smothers shared with the Arkansas Annual Conference with respect to goals for PSC are as follows:

 Be more entrepreneurially focused  Identify programs of distinction, recruit rock-star faculty, and recruit talented, best, and brightest students  Increase the amount of resources coming into the College  Grow its enrollment in numbers to the actual right size—to about 750—up from the current 550 students  Embrace PSC‘s urban mission by utilizing the social justice mission to contribute to solving issues that plaque the urban community. A reprint may be viewed on The Arkansas United Methodist Website.

The Arkansas Annual Conference offices are located on the 2nd floor of the Kendall Science Center on the campus of Philander Smith College. The entrance of the campus is located on Daisy Gaston Bates Drive near Chester Street. Upon entering the campus, the Kendall Science Center is the 2nd building on the left. View Map. Bishop Gary E. Mueller serves on the Philander Smith College Board of Trustees. In addition, ten other PSC Board of Trustees are voting representatives from The United Methodist Church. Officials of the Bishop‘s office include the following:

Episcopal Office Gary E. Mueller Rose Kuonen Nancy Meredith Resident Bishop Executive Assistant Board of Ordained Ministry Secretary

[email protected] [email protected] [email protected] (501) 324-8019 (501) 324-8019 (501) 324-8033

Bishop Gary Mueller has been an active participant in the ―Philander Forward>>> experience. For example, when Philander Smith College opened its new Campus Center, the United Methodist Magazine published an article at The Arkansas United Methodist Website that indicated that Bishop Gary Mueller led the crowd in prayer to bless the building. Dr. Lloyd Hervey, Interim President of the College (2013-14), recited the opening verses of Psalm 103, and had those gathered repeat each line: ―Bless the Lord, O my soul, and all that is within me, bless his holy name. Bless the Lord, O my soul, and forget not all his benefits.‖

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PSC Campus Center (Bishop Gary Mueller led the crowd in prayer to bless the building.)

Nearly one hundred and forty years ago, some generous and aware people realized a higher plateau of education was needed for the freed slaves west of the Mississippi River. These people founded Walden‘s Seminary, now more commonly known as Philander Smith College. Now as we enter progress through 2015, awareness is findings its way back into our frames of thought through ―Philander Forward>>>, the tagline adopted by President Smothers.

The College family is gaining vast knowledge about themselves, awareness of world changing events, and awareness of the importance of historically Black colleges. They are aware that survival of Philander Smith College is essential because of the education, determination, and contributions it makes to the world. We are blessed to be able to uplift ourselves and circumstances in the world. With ―Philander Forward>>>, it is time we spread awareness locally and abroad. According to Dr. Smothers, this would not have been possible if it were not for those very aware people nearly 140 years ago.

Philander Smith College identifies itself as a United Methodist-related institution in its major publications. These publications include the College website, Course Catalog, Faculty Handbook, Staff Handbook, and Student Handbook.

On the College‘s website, the statement from the Office of Religious Life is as follows: As an institution with an affiliation with The United Methodist Church, Philander Smith College places emphasis on value formation and ethical decision-making. We affirm the presence of God

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within our learning community and invite students to employ both faith and intellect as they pursue their academic endeavors. As students develop or refine their personal values, we seek to engage them in offering a positive contribution through service for the common good of all God‘s creation. Our mission is to serve the spiritual needs of the campus community wherever possible. (Religious Life webpage).

In addition, on Wikipedia, the following statement is made:

Philander Smith College

Established 1877: Walden Seminary 1882: Philander Smith College

Type Private, HBCU

Endowment $8 million

President Dr. Smothers

Students 600

Location Little Rock, Arkansas, United States

Colors Green & Gold

Affiliations United Methodist Church UNCF

The 2013-2015 Course Catalog of Philander Smith College identifies the institution as ―Approved by the University Senate of The United Methodist Church.‖ Philander Smith College‘s Course Catalog statement of ―History and Mission‖ acknowledges the followings:

―Philander Smith College has a rich Christian heritage. It has maintained a close relationship with the Church across the years. It acknowledges a definite obligation to The United Methodist

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Church. The College receives funding from the General Board of Higher Education and Campus Ministry of The United Methodist Church.‖ (Philander Smith College Course Catalog. p 3)

The forerunner of the College was Walden Seminary, named in honor of Dr. J. M. Walden, one of the originators and the first Corresponding Secretary of the Freemen‘s Aid Society. In 1876, the General Conference of The Methodist Episcopal Church authorized the creation of an annual conference for Negro preachers in the State of Arkansas with power to promote schools. The new body was named the Little Rock Annual Conference (later the Southwest Annual Conference). In 1877, this annual conference designated Walden Seminary as its official educational institution.

Philander Smith College was created in 1877 by the Methodist Episcopal Church for five good reasons:

 To help persons face the vexing experiences of conflict and social change.  To develop leadership for the African-American community.  To educate and help disadvantages persons.  To enhance the dignity of persons.  To facilitate the achievement of justice and to advance human welfare.

These distinctive aims of the founders are still used as guidelines in the planning of curricular offerings for students of all races and classes who enter the College with a hunger for knowledge, a quest for truth, and a desire for a better life. During the early stages of the development of Philander Smith College, higher education was restricted to conformity and religious constraint. Today, the College community is characterized by academic freedom and responsibility, critical analysis and creative research, meaningful dialogue, and free communication. (Philander Smith College Course Catalog, p. 4.)

Philander Smith College‘s mission statement is published in the Course Catalog, Faculty Handbook, Staff Handbook, and Student Handbook:

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Institutional Mission Statement Officially adopted by the Board of Trustees, February 15, 2007.

Philander Smith College‘s mission is to graduate academically accomplished students who are grounded as advocates for social justice, determined to intentionally change the world for the better.

The College‘s website link has the following statement:

―Philander Smith College is a private, residential, co-educational, four-year undergraduate liberal arts college affiliated with The United Methodist Church and a founding member of the United Negro College Fund (UNCF). Philander is classified as a baccalaureate (liberal arts) college by the Carnegie Foundation for the Advancement of Teaching.‖

Philander Smith College identifies the institution as ―Approved by the University Senate of The United Methodist Church. On the College‘s webpage, the 2013-2015 PSC Course Catalog statement is as follows:

Approved by:

University Senate of the United Methodist Church 1001 Nineteenth Avenue South P.O. Box 871 Nashville, Tennessee 37202-0871 (615) 340-7378 www.gbhem.org/gbhem/senate.html

Philander Smith College‘s statement, in the Faculty Handbook, p 2, indicates:

Philander Smith College is a student-centered college that aims to help students:  To think critically, creatively, quantitatively, and qualitatively;  To develop a sound moral and spiritual foundation for their personal life, social involvement, and responsible living in a democratic society;  To become community leaders;  To develop their greatest potential as human beings, citizens, and children of God;  To be workers who are proud of their work;  To live up to the highest and best they know.

Philander Smith College‘s statement, in the Staff Handbook, pg. 7, states:

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―Philander Smith College is a co-educational, privately supported, historically African American, four-year, liberal arts career oriented institution related to the General Board of Higher Education & Ministries of The United Methodist Church. It awards four degrees: the Bachelor of Arts Degree, the Bachelor of Science Degree, the Bachelor of Business Administration Degree, and the Bachelor of Social Work Degree. It is located in the heart of the historic Quapaw District near downtown Little Rock, Arkansas, which has provided the College with a cosmopolitan faculty contributing to a unique institution with unusual vitality, responsiveness, and potential for future academic development and service to mankind.‖

The statement pertaining to church-relatedness also appears in the Staff Handbook, under the heading Mission, page 5, as follows:

―Philander Smith College is a small, privately supported, historically Black, four- year liberal arts institution related to the Board of Higher Education and Ministry of The United Methodist Church. The college offers four degrees: the Bachelor of Arts, the Bachelor of Science, the Bachelor of Business Administration, and the Bachelor of Social Work.‖

Philander Smith College also identifies itself as Church-related in its admission brochures on its website. By following the link, Church-relatedness is identified in the ―History of the Social Justice Institute‖ as follows:

―Philander Smith College launched its Social Justice Institute (SJI) in August of 2007 under the leadership and vision of President Walter M. Kimbrough. With support and backing from faculty, alumni, students and the board of trustees, Philander Smith College changed its mission ―to graduate academically accomplished students, grounded as advocates for social justice, determined to change the world for the better ." This rebranding of the college's identity compliments Philander's history, which has always had a social justice focus, as well as its commitment to the social principles of the United Methodist.‖

Tenth Anniversary of Bless the Mic Lecture Series

In fall 2014, Philander Smith College announced its tenth anniversary of the Bless the Mic Lecture Series. The lectures are free and open to the public. All lectures are held in the M.L. Harris Auditorium. Tickets are not required; seating is first-come, first-serve. Dr. Walter M. Kimbrough, founder of the PSC Bless the Mic Lecture Series, became the 12th president of the College in 2004. In 2012, he became the seventh president of Dillard University in New Orleans. Several of the lectures have been given by persons of faith. A full lineup of the speakers, for the ten-year period for the Lecture may be found on the website.

A student group called the Street Team grew out of the Bless the Mic Lecture Series. This is a group of freshmen who work the Bless the Mic events. They assist with all aspects of the program: welcoming guests, advertising, hosting dinners, and speaking on programs. Students who have started on the Street Team as freshmen have used this leadership

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development experience to lead other student organizations. You can find 2014-2015 Street Team members, as well and former Street Team members on the website.

Mr. David Banner with Philander Smith College Street Team

Mission Statement of Student Life

The mission of the Division of Student Affairs at Philander Smith College is to prepare generations of life-long learners through academic support, spiritual development, and cultural enrichment to engage in professional leadership and service. The College provides numerous activities for students including Athletics, Campus Security, Health Services, Integrated Campus Center, Office of Religious Life, Office of Student Involvement and Leadership, and residential Life. The focus is to provide co-curricular services and activities that will help students be successful. For additional information on Student Life, please visit Student Life .

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Philander Smith College Students in Residential Life Center

UMC Core Component:

A Church-related institution respects, honors and provides the teaching of religion, and specifically, appropriate scholarly theological teaching in the Christian tradition within the curriculum. In the case of professional institutions and programs, the curriculum includes opportunity for faculty and student reflection on the ethical dimensions of professional practice.

Teaching Religion

Philander Smith College honors, respects, and provides the teaching of religion. To graduate from Philander Smith College, students must complete a minimum of 124 semester hours, including the 49-hour general education core, major and any special degree requirements. Six semester hours are required in Philosophy and Religion which may be selected from the following courses: (PSC Course Catalog, 2013-2015).

Philosophy and Religion (6 hours) Required of all students – (3 hours): PHRE 203 Ethics in Society

Select any one of the following courses (3 hours): PHRE 223 Critical and Affective Thinking PHRE 233 Survey of the Biblical Traditions PHRE 243 Introduction to Philosophical Traditions PHRE 253 Survey of World Religious Traditions

The Philander Smith College Department of Philosophy and Religion is described on the College‘s webpage and at the following Philosophy and Religion webpage.

In the fall 2014 semester there were 89 enrollees in 3 classes offered by the Philosophy and Religion department. The spring 2015 semester saw an increase in both classes offered and students for a total of 6 classes and 146 students, as shown in Table 4.18 below:

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Table 4.18: Courses Offered by the Philosophy and Religion Department, Fall 2014 and Spring 2015

FALL 2014 Course # PHRE 203 Ethics and Society 37 PHRE 223 Critical & Affective 47 Thinking PHRE 393 In Another Voice 5 Total 89 SPRING 2015 Course # PHRE 203 Ethics and Society 71 PHRE 223 Critical & Affective 30 Thinking PHRE 243 Intro Philosophical Trad 24 PHRE 253 Surv Wld Rel Trad 15 PHRE 313 Logic 5 PHRE 353 Applied Ethics 1 Total 146

About the Philosophy and Religion Department

Introduction

The Department of Philosophy and Religion is located in the Division of Arts and Humanities. A major key to a liberal art education is developing student‘s inherent intellectual capacities for learning by going beyond dogmatism and parochialism toward becoming thoughtful and compassionate leaders in rapidly changing social, economic and political global network of completing interests. The disciplines of enlightened philosophical and religious reflection are foundational for a liberal arts education, as these disciplines of mind and heart will assist students to define for themselves what is a just and humane philosophy of life for whatever career choices they may choose.

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Mission

The department provides undergraduate instruction in philosophy and religious studies. The course work is aimed at developing students‘ skills in critical reading, listening, and thinking; logical analysis and synthesis; online and library research; and oral presentations and critical writing. Students are exposed to major philosophical and religious ideas and values from Western and non-Western cultures. They are encouraged to commit themselves to lives characterized by respect for others, fair-mindedness, self-reflection, self-awareness and self- improvement.

Faculty

Currently (2014-2015 Academic Year), there is one full-time faculty member, Dr. James Rush, and several adjunct faculty members..

James Rush Division Chair of Humanities Department Chair of Philosophy and Religion Full Professor E-mail: [email protected] Office: AC 228 Phone: 370-5236

Education: Ph.D., Hartford Seminary Foundation

Areas of Specialization: Psychology of Religious Experience, Biomedical Ethics, World Religions, Shamanism and Eastern Philosophy

The purpose of the Department of Philosophy and Religion is to help students better:

 Appreciate the similar and divergent value expressions and orientations found in world cultures;  Develop skills and abilities for expressing ideas clearly;  Develop skills and abilities to think analytically, critically and justly;  Understand and appreciate the value of differing opinions;  Appreciate the diversity of thought and action through exposure to ideas and worldviews of other cultures  Develop abilities to analyze, criticize, synthesize and appreciate divergent ideas and values.  Develop attitudes, abilities and skills to advocate for sustainable social justice.

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The Philosophy and Religion Department offers an integrated curriculum to enable students to develop needed reasoning skills for critical reflection and responsible moral decision making; to acquire an appreciation of the rich heritage of values, ideas, and intellectual satisfaction found in the disciplines of philosophy and religious studies; to recognize and appreciate the diversity and richness of the human intellectual endeavor in searching for meaning and purpose in and for life; and to foster in students an awareness of how philosophical and religious reflection enhances their own conceptual thinking and intellectual development to become skillful advocates of social justice.

A degree in philosophy is often the best route in preparation for many professional careers including pastoral ministry, law, public service, social justice advocacy, civil service and non- governmental agencies. A degree in philosophy and religious studies provides students with the essential intellectual tools to think systematically, clearly, and critically. Students who wish to pursue a degree in Philosophy and Religion must meet or exceed the following prerequisites:

1. Complete and pass all general education requirements with a grade point average of 2.5 or better. 2. Pass Composition I and II with a grade of 2.5 or better. 3. Philosophy and Religion Majors must maintain at least a 2.5 GPA or higher in their major course work. Students whose GPAs fall below that level may be granted one semester‘s probation in which to raise their average. Students who fail to bring their grade point average up during probation may be dismissed from the program and may not be granted readmission.

Required Courses for a Major in Philosophy and Religion (30hrs)

In order to complete the course of study for a major in Philosophy and Religion, students may choose courses from the following list:

Three of the following: (9hrs) PHRE 103 Philosophy and Education (recommended for majors) PHRE 213 The Nature of Existence: Introduction to Metaphysics PHRE 243 Introduction to Philosophical Traditions (recommended for Majors) PHRE 263 Introduction to Epistemology PHRE 273 Social and Political Philosophy PHRE 283 The Nature of Beauty: An Introduction to Aesthetics

Two of the following: (6hrs) PHRE 313 Logic PHRE 333 Philosophy of Religion PHRE 353 Applied Ethics PHRE 383 African-American Religion

Three of the following: (9hrs) PHRE 413 History of the Interpretation of the Bible PHRE 423 Religious Institutions

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PHRE 453 Advanced Studies in World Religions PHRE 463 Advanced Studies in Philosophy PHRE 483 Senior Colloquium (Senior Seminar-Thesis Required for all Majors)

Two additional electives from the philosophy and religion core courses [300 and 400 Level]: (6hrs) PHRE 323 Philosophy of Science PHRE 343 Philosophy of Mind PHRE 363 Philosophies of India PHRE 373 Philosophies of China and Japan PHRE 393 In Another Voice: Feminist Philosophy PHRE 413 History of the Interpretation of the Bible PHRE 433 Introduction to Christology PHRE 443 Introduction to Theology PHRE 473 Formative Spirituality

The Minor in Philosophy and Religion

The Minor in Philosophy may include any eighteen hours of courses in the 200, 300, and 400 series as approved by the advising professor and the Chair of the Department of Philosophy and Religion beyond the general education requirements.

Required Courses for a Minor in Philosophy and Religion (15hrs)

In order to complete the course of study for a minor in Philosophy and Religion, students must take four required courses including:

One of the following (3 hrs): PHRE 213 The Nature of Existence: Introduction to Metaphysics PHRE 263 Introduction to Epistemology PHRE 273 Social and Political Philosophy PHRE 283 The Nature of Beauty: An Introduction to Aesthetics

Two of the following: (6hrs) PHRE 313 Logic PHRE 333 Philosophy of Religion PHRE 353 Applied Ethics PHRE 383 African-American Religion Three of the following: (9hrs) PHRE 413 History of the Interpretation of the Bible PHRE 423 Religious Institutions PHRE 453 Advanced Studies in World Religions PHRE 463 Advanced Studies in Philosophy PHRE 483 Senior Colloquium (Senior Seminar-Thesis Required for all Majors)

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A Minor in the Area of Social Justice and Religious Education

Social Justice and Religious Education (core courses, 9 hrs) PRCE 113 Social Justice, Democracy and Morality PRCE 123 Mediation Seminars PRCE 133 Social Justice and Entrepreneurship

Social Justice and Religious Education (possible electives, depending on the career choices of students, 9 hrs)

PRCE 233 History of Religious Education PRCE 243 Theological Foundations of Religious Education PRCE 333 Religious Nurture of Children and Youth I PRCE 343 Religious Nurture of Youth PRCE 353 Religious and Moral Development PRCE 363 The Spiritual Life and Religious Nurture PRCE 383 Ethnicity and Cultural Pluralism in Religious Education PRCE 473 Religious Nurture of Adults and Families PRCE 463 Religious Nurture of Elders PRCE 483 Religious Education in the United Methodist Church

The Department of Philosophy and Religious has measurable outcomes for this unit, as expressed in its 2014-2015 Strategic Plan. The Strategic Plan indicates that the Department has utilized its 2014-2015 results and analyses to:

 Revise advisement forms for General Education and Philosophy and Religion requirements to better assist students and faculty in academic planning of majors and minors  Create and implement a timetable of assessment of graduating majors at the time of graduation to tract their employment, graduate educatoin, and post-graduate experiences.

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In addition, an April 2015 Star Report of Dr. Lia Steele, Chair for the Division of Humanities, included English Majors with ties to Philosophy and Religious studies/institutions, as well as one graduate Star who majored in Philosophy and Religion. This Report is duplicated below as information, because all of these students studied at least six hours through the Philosophy and Religion Department.

Spring 2015

English Majors Stars

Junior Jasmine Sloan—Winner of Rotary Scholarship Spring 2015

Junior Lavaisa Ezell—London Barrett Scholar Summer 2015 at UC Riverside, CA

Sophomore Freddya Briggs—UNCF Mellon Mays Fellow 2015-2017

Senior Phillip Grant—Winner of Arkansas Scholar and 9th District Scholar of Psi Omega Scholarships, eligible for Psi Omega National Scholarships

Graduating Senior Chelsea Fox—Accepted into University of North Texas, Denton, TX for Master‘s of Public Administration

Graduating Senior Jasmine Rucker—Accepted Law Office of Danielle Walker and Marva Davis Internship while preparing for the LSAT Summer 2015

Graduating Senior Briana Turner—plans to move to Detroit, MI to be a public school teacher

BA English Stars

Efosa Edogun accepted into the Master‘s of Public Policy Program, American University, Washington DC—just finished first semester at UALR MPA Program

Edward Wiley accepted into the Master‘s of Public Health, University of Memphis, Memphis, TN with note ―The MPH Admissions Committee was very impressed with your application‖

Carissa Rodgers Master‘s of Divinity, Perkins Institute, Southern Methodist University, assigned Senior Pastor Quapaw Quarter UMC, Little Rock, AR

Randy Jones Master‘s of Divinity, Interdenominational Theological Center, Atlanta, GA, assigned Pastor at Wesley Chapel, MS

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Marian McPherson Master‘s of Journalism in Mixed Media, University of Missouri, MO, hired to be the Production Manager for online magazine, Inman, had full scholarship ride through her program

Sheila Lawrence finished first semester in UALR MA Professional and Technical Writing Program

Lindsay Newberry Travel Blogger for Tourism Agency in Madrid, Spain

BA Philosophy and Religion Star

Larissa Connett starting her second year in the Peace Corp in Morroco (Source: ―Please Join the Humanities Division Faculty in Congratulating their majors on Their Accomplishments,‖ email to all faculty, staff, and students; Dr. Lia Steele, April 30, 2015)

Course Descriptions for the Department of Philosophy and Religion are as follows:

PHRE 103. Philosophy and Education. This course is an introduction into the nature of ―why and how‖ an education is important not only for making a living, but how to live a ―just‖ life while making a living. Through selected readings and discussions the course explores such questions as to: What is education? How does education lead a person to a ―meaningful life‖ or a ―life well lived‖? The discussion will turn to a consideration of habits of mind and attitudes promoting education as well as those that work counter to education. Employing learning styles models, critical thinking skills, and contemporary studies in the physiology of learning students will be introduced to methods on how to reduce stress, test anxiety, and emotional reactivity. Finally, we will consider why the study of philosophy supports and cultivates the basic themes of social justice, compassion, and a love of learning will have a lifelong effect on learning in both an informal and formal setting as well as addressing perennial human questions: Where do we come from? Why am I here? And for what purpose? And where am I going?

PHRE 203. Ethics in Society. Drawing from philosophical and faith based ethical theories and systems; this course addresses the analysis and evaluation of selected controversies in law, politics, and medicine. Ethical theories to be surveyed include the virtue ethics of the Greeks, ethics and virtues in Christianity, natural law theories, social contract theories, Kantian ethics, utilitarian ethics, pluralistic ethical theory, the ethics of caring, and case-based ethics. Issues and controversies where application of theories and systems of ethics will be addressed include the following issues: poverty, world hunger, racism, the death penalty, civil disobedience, civil rights, freedom of religious expression, institutional ethics in the private and public sector, privacy, abortion, reproductive and genetic technologies, genomics, termination of medical treatment, and just allocation of limited medical resources. This course is offered every semester

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and is required for all students. Prerequisite: successful completion of ENG 113 Composition I and ENG 123 Composition II.

PHRE 213. The Nature of Existence: Introduction to Metaphysics. Metaphysics is a systematic study of the most basic and essential features of existence. This introductory survey will study major super-naturalistic and naturalistic formulations found in the key writings of the Western, Middle Eastern, and Asian philosophical traditions. Prerequisite: successful completion of ENG 113 Composition I and ENG 123 Composition II. Recommended for philosophy and religion majors.

PHRE 223. Critical and Affective Thinking. Critical thinking is a course in logical thinking and reasoning that is offered by the Department of Philosophy and Religion. The student can come to a course in critical thinking with the expectation of spending most of his/her time examining the logical nature of thought as expressed through statements and arguments. General philosophical topics will be discussed over the course of the semester (e.g.: What is thinking? What is an inference? What is belief? How do we acquire and justify our beliefs?), but the primary focus of the course will be on the analysis of statements and arguments. Over the course of the semester, the student will examine how language is used to create arguments and he/she will also learn how to categorize and assess the value of such arguments. Special skills (i.e., the use of symbolic notations) will be developed to assist in argument analysis. The course breaks down into three main sections: i) propositional reasoning, ii) categorical reasoning, and iii) the informal fallacies. The course is offered every fall and spring semester. It is recommended for majors in the Social Sciences, Natural and Physical sciences, and Philosophy and Religion. Prerequisite: Successful completion of ENG113 and ENG 123.

PHRE 233. Survey of the Biblical Traditions. An introduction to the Biblical traditions as recorded in both the Old and New Testaments. This course offering is a survey of the major texts, themes, and history of the Old and New Testaments employing the tools of modern Biblical scholarship. The course of study will examine the history and culture of the ancient Israel, Mesopotamia and Egypt, and their contribution to the development of Greco-Roman religions, early and later Judaism, and early Christianity. This survey will introduce students to a process of critical biblical interpretation enabling students to think more effectively about how the Bible is used as a political/cultural tool in western culture. Offered every spring semester. Pre-requisite: successful completion of ENG 113 Composition I and ENG 123 Composition II.

PHRE 243. Introduction to Philosophical Traditions. An introduction to the philosophical traditions, methods, ideas, and conceptual development strategies often associated with philosophical reflection and thinking. The importance of philosophical reflection, methodology, and conceptual development is outlined as essential processes shaping and transforming human lives coming to terms with perennial questions facing humanity. Both Western and Asian

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philosophical traditions will be surveyed in this introduction to the philosophical traditions. Offered every fall semester. Pre-requisite: successful completion of ENG 113 Composition I and ENG 123 Composition II. . PHRE 253. Survey of World Religious Traditions. An introduction to world religions in a global context, this course offering will introduce students to the essential perspectives and practices of non-traditional religions, Hinduism, Buddhism, Daoism, Confucianism, Judaism, Christianity, and Islam. The course will enable the student to identify shared characteristics found in all religious traditions as well as to identify the unique qualities and strengths particular to each religious tradition. Offered ever Spring semester. Prerequisite: successful completion of ENG 113 Composition I and ENG 123 Composition II.

PHRE 263. Introduction to Epistemology: What can we know? How can we know? This introduction to epistemology will survey readings, historical developments and methodological issues in the theory of knowledge, with special attention to the scientific revolution of the 17th- 18th centuries. Students will engage such issues as whether the experiential method of Western science is the only reliable way of knowing, or whether knowledge is socially constructed influenced by gender, race, or class. This survey will explore whether scientific knowledge can best be understood as a relatively objective and value-neutral structure of verified truths about the natural world or is scientific knowledge an ongoing research program constructing an ever- changing world-view or paradigm. Recommended for majors in social science, natural and physical science, and philosophy and religion.

PHRE 273. Social and Political Philosophy. Social and political philosophy is a course of study surveying the most influential writers and core texts in Western and Asian social political theory. Students will examine differing concepts of justice, power, law and citizenship in these influential writings in conjunction with more recent social, feminist writers and theorists. Recommended for majors in Social Sciences and Philosophy and Religion.

PHRE 283. The Nature of Beauty: An Introduction to Aesthetics. The quest for beauty/truth is a path toward liberation and joy. Here aesthetics refers to how someone with a love of beauty or the fine arts goes about his or her business, e.g., sensing, feeling, imaging, thinking and interacting. The concern for beauty and truth has a long history in human activity and was identified and became most prominent in the founder of philos Sophia originating with Socrates. This survey will introduce the student to the major writing in Western and Non- Western philosophy concerning this quest. Recommended for majors in the Arts and Philosophy and Religion.

PHRE 313. Logic. Logic is a course in formal logic that is offered by the Department of Philosophy and Religion. The main objective of this course is to make the student familiar with two basic branches of deductive logic: propositional logic and predicate logic. The course deals primarily with necessary reasoning and attempts to make students familiar with the meanings of logical words (like ‗if‘, ‗and‘ and ‗or‘), and various valid argument forms (like modus pollens and disjunctive syllogism). The course involves a good deal of symbol manipulation; the student will be required to translate statements of natural language into the symbolic languages of

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propositional and predicate logic, and then derive certain symbolic formulas from other formulas via a set of valid inference rules (natural deduction). It is recommended for majors in the Social Sciences, Natural and Physical sciences, and Philosophy and Religion. Prerequisite: PHRE223 Critical Thinking.

PHRE 323. Philosophy of Science. An introduction into how scientific knowledge is acquired. What can be known in science? How is valid scientific knowledge acquired? How can we know with certainty what is valid in science? These questions and others become the focus of a philosophy of science pertaining to how science generates knowledge and how this knowledge is organized into valid theories. Philosophical issues related to science and the scientific method with readings from Hempel, Popper, Kuhn, and others. Recommended for majors in Social Sciences, Natural and Physical Sciences, and Philosophy and Religion. Pre-requisite: Junior standing or instructor‘s permission.

PHRE 333. Philosophy of Religion. A survey of how religious and faith traditions are a foundation for philosophical inquiry. This survey includes both western, non-western, classical, and contemporary writers of philosophical reflection on religious themes, such as religious experience, theistic arguments, the problem of evil, and miracles, the meaning of death to name only a few of the subjects to be covered. Recommended for majors in Philosophy and Religion. Prerequisite: Junior standing or permission of the instructor.

PHRE 343. Philosophy of Mind. This course of study focuses on a survey and an evaluation of classical and modern philosophical theories concerning the status of the mind and contemporary theories in transpersonal and consciousness studies. Subjects to be addressed may include mind only theories, aspects of property dualism, reductive materialism, functionalism, and eliminative materialism. Recommended for majors in Social Sciences, Natural and Physical Sciences, and Philosophy and Religion. Pre-requisite: Junior standing or instructor‘s permission.

PHRE 353. Applied Ethics. In this course of study the student is introduced to moral reasoning and ethical theories guiding moral reflection in Western and Non-Western philosophical traditions. The focus of this study is to assist students to develop and refine moral reasoning skills. Emphasis is in the development, application, and formulation of a consistent humane ethical stance regarding human value questions arising from the impact of technology, economics, business, politics, religion, and biomedicine on human life in the 21st century. Recommended for majors in Social Sciences, Natural and Physical Science, and Philosophy and Religion. Prerequisite: Junior standing or instructor‘s permission.

PHRE 363. Philosophies of India. A survey of the major philosophies of the Indian subcontinent in their historic and cultural context. Readings from the Vedic and Epic periods as well as the philosophic systems in Jainism, Buddhism, Nyaya, Vaishesika, Samkhya, Yoga, and Vedanta will be surveyed to discover the variety, richness and complexity of these philosophical traditions. Recommended for majors in Social Sciences and Philosophy and Religion majors. Prerequisite: Junior standing or instructor‘s permission.

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PHRE 373. Philosophies of China and Japan. This course offering examines the major philosophies of China in its historic and cultural context with a focus on the dynamic and complex interaction of Confucian, Taoist, and Buddhist philosophy. These Chinese traditions also found a unique cultural expression in Japan. This course will survey and examine the unique cultural expressions as they are exhibited in China and Japan. Recommended for majors in Social Sciences and Philosophy and Religion. Prerequisite: Junior standing or instructor‘s permission.

PHRE 383. African-American Religion. An examination and analysis of the role of religion in the African-American community, along with a survey of key themes in the religious thought of African-Americans from the Ante Bellum period to the present, giving special attention to the perspectives of Martin Luther King, Jr., Howard Thurman, James Cone, and Malcolm X. Recommended for majors in Social Sciences, Black Family Studies and Philosophy and Religion. On demand. Prerequisite: Junior standing or instructor‘s permission.

PHRE 393. In Another Voice: Feminist Philosophy. An historical-thematic survey of influential writings and issues in modern philosophical feminism from its origins in liberal social contract political theory in the 18th century through its development in the American Abolitionist/Civil Rights Movements of the 18th, 19th, and 20thcenturies, including its reformulation in the continental/existential philosophy of Simone de Beauvoir. Students may investigate such issues as the ―different voice‖ critique of Kohlberg‘s moral psychology, the potential for the development of a feminist ―ethic of care,‖ and the implications of feminist theories for epistemology, philosophy of science, philosophy of religion, and social-political philosophy. Recommended for majors in Social Sciences and Philosophy and Religion. Prerequisite: Junior standing or instructor‘s permission.

PHRE 413. History of the Interpretation of the Bible. The history of the interpretation of the Bible is a dynamic and complex narrative. In the course of the history of the Church, many methods were used to interpret the revelation of God as written in the Biblical record. This course examines the cultural history, selected documents, methods, and social forces impacting the interpretation of this most widely read book. Recommended for majors in Philosophy and Religion. Prerequisite: Senior standing or instructor‘s permission.

PHRE 423. Religious Institutions. Religious institutions play a vital role in communicating cultural and religious values. This course examines the role of religious institutions in major religions. In this examination, the historical and cultural roots of religious institutions will be surveyed and identified. Recommended for majors in Philosophy and Religion. Prerequisite: Senior standing or instructor‘s permission.

PHRE 433. Introduction to Christology. Who was Jesus of Nazareth? How did Jesus conceive his relationship to God and his mission to the world? How did the early church envision Jesus' life and mission? Were there differences between Jesus' understanding of himself and that of the early church? The exploration of these questions has engendered some of the greatest debates in biblical scholarship. This course of study will survey these and other questions about the nature,

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mission, and office of Jesus of Nazareth. Recommended for majors in Philosophy and Religion. On demand. Prerequisite: Senior standing or instructor‘s permission.

PHRE 443. Introduction to Theology. This course is an exploration into theology, studying the facts about God‘s work as revealed in the Biblical tradition and other traditions. These stories of revelation are brought together in a coherent and inter-related manner in order to instruct, encourage and guide people of faith. This introductory course offering will familiarize students with the history, methods, and content involved in the bringing together a coherent presentation about the works of God. Recommended for majors in Philosophy and Religion. On demand. Prerequisite: Senior standing or instructor‘s permission.

PHRE 453. Advanced Studies in World Religions. This advanced study is focused treatment of one religious tradition. The goal of this study is to gain a deeper understanding of this faith tradition; worldview, beliefs, practices, values and spirituality. Students may choose to examine in depth one of the following on an alternating bases: PHRE 453 a Religions of China (Taoism, Chinese Buddhism, Confucianism); PHRE 453 B Hinduism; and PHRE 453 C Islam. Recommended for majors in Philosophy and Religion. May be taken more than once as topics will vary. On demand. Prerequisite: Senior standing or instructor‘s permission.

PHRE 463. Advanced Studies in Philosophy. Selected studies of a major philosopher or philosophical topic and/or concerns to be researched and studied in depth. Such topics will be selected in consultation with the philosophy faculty. PHRE 463 A Ancient Greece and Roman Empire; PHRE 463 B Ancient Middle East; PHRE 463 C Ancient Eastern; PHRE 463 D Middle Ages; PHRE 463 E Renaissance; PHRE 463 F 17th-18th Century; PHRE 463 G 19th Century; PHRE 463 H 20th Century. Recommended for majors in Philosophy and Religion. On demand. Prerequisite: Senior standing or instructor‘s permission.

PHRE 473. Formative Spirituality. This course, an introduction to the processes and disciplines of Formative Spirituality, will include a survey of selected classical and contemporary writings on Formative Spirituality found in Western and Non-Western traditions. A major focus of this course will be on the ―practices‖ of spiritual formation and the creation of spiritual autobiographies. Recommended for majors in philosophy and religion. On demand. Prerequisite: Senior standing or instructor‘s permission.

PHRE 483. Senior Colloquium (Senior Seminar-Thesis). Topics for Senior Colloquium are chosen by the Philosophy and Religion students enrolled in consultation with the Philosophy and Religion faculty. This course is both didactic and experiential with each student presenting their findings to their peers and other invited faculty. Prerequisites: graduating senior status or permission from the philosophy and religion faculty. (Source: PSC Course Catalog 2013-2015).

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Majors in Philosophy and Religion 2006-2015 From 2006-2007 to 2014-2015, Philander Smith College graduated six (6) students majoring in Philosophy and Religion. This represented 0.6% percent of graduates during that eight-year period, as shown in Table 4.19 below:

Table 4.19: Graduates by Division

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Table 4.20 below documents that there were not any Philosophy and Religion majors graduated in Academic Year 2014-2015.

Table 4.20: Philander Smith College Graduates 2014-2015

PHILANDER SMITH COLLEGE

OFFICE OF INSTITUTIONAL RESEARCH & ASSESSMENT 2014-15 GRADUATES 6/12/2015

% of Major # total Business Administration 18 16.2% Biology 8 7.2% Computer Science 2 1.8% Early Childhood Education 2 1.8% English 4 3.6% Mathematics 5 4.5% Organizational Management (PSMI) 26 23.4% Physical Education 12 10.8% Political Science 8 7.2% Psychology 10 9.0% Sociology 7 6.3% Social Work 9 8.1% Total 111 100.0%

More significant than the number of graduates majoring in Philosophy and Religion is the number of credits taken by students in the subject. Table 4.21 below shows Philosophy and Religion credits taken by students during the 2007– 2014 academic years. The table reflects the fact that all Philander Smith College students are required to take to Philosophy and Religion courses. Table 4.21 below depicts the Philosophy and Religion Department Course Enrollment by Academic Years 2007 – 2014:

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Table 4.21: Philosophy and Religion Department Course Enrollment by Academic Years 2007 - 2014

UMC Core Component:

A Church-related institution respects and honors religious practice and, specifically, worship and service for students and faculty who choose to participate in the Christian tradition within the total life of the school.

Response:

As a Church-related institution, Philander Smith College respects and honors religious practice, and specifically, worship and service for students and faculty who choose to participate in the Christian tradition within the total life of the school.

The Office of Institutional Effectiveness and Planning conducted a UMC Church-related survey in May 2015 via email of the Cabinet, faculty, and staff.

Survey results revealed the following when asked, ―Are you a member of a United Methodist Church?‖

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Some examples of religious practice, worship, and service are as follows:

Office of Religious Life

The Office of Religious Life at Philander Smith College exists to guide and to nurture spiritual and ethical life for those persons within the Philander Smith College Community. They are committed to foster an environment supportive of spiritual and faith based formation. They recognize that a spiritual/religious journey can be an important, balancing complement to the numerous challenges one faces in the pursuit of academic and career goals.

The primary objective as an office is to collaborate and work with all constituents of the college.

Their aim is to be the beacon of light for the Philander Smith College Community that engages people in both faith and intellect through passionate worship, spiritual reflection, religious dialogue, and risk taking mission and service.

Vision Statement

The Office or Religious Life will be a complement, a co-curricular experience, to the academic discipline by engaging each member of the Philander Smith College community in the enhancement and development of spiritually-based leadership, integrity, and responsibility that witness to the diversity of the life of Jesus Christ as we go forth to aid in the social, cultural, and moral transformation of this community and the world.

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Mission Statement

The Office of Religious Life seeks to encourage and nurture spiritual growth and wholeness among the Philander Smith College community by creating and maintaining programs that aid the members of the college community in becoming living witnesses to Christ among themselves and the community-at-large. In pursuit of this mission, we seek to offer ministry not only to our students, but also to the members of our faculty, staff, and alumni. As an institution with an affiliation with The United Methodist Church, Philander Smith College places emphasis on value formation and ethical decision-making. We affirm the presence of God within our learning community and invite students to employ both faith and intellect as they pursue their academic endeavors. As students develop or refine their personal values, we seek to engage them in offering a positive contribution through service for the common good of all God's creation. Our mission is to serve the spiritual needs of the campus community wherever possible.

Philander Smith College has a clear vision of how it relates to The United Methodist Church and the Wesley Chapel United Methodist Church located on the campus through the Office of Religious Life. From their beginnings, Philander Smith College and the Church have been physically close. Please visit the web link for additional information regarding about Philander Smith College.

Rev. Ronnie Miller-Yow was appointed as campus and Wesley‘s pastor in 2003. He has created a seamless relationship between mission and ministry. He performs ministerial functions--outreach and witness--for the campus community and his parishioners, and responds quickly to situations within the student body.

Rev. Ronnie Miller-Yow

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Philander Smith College students serve as Wesley ministerial staff in many capacities from usher and choir to preaching and pastoral assistant. Wesley United Methodist Church offers weekly Bible studies and prayer vigils when the community mourns or celebrates, offers freshman assembles, and provides other chapel functions. As campus pastor, Rev. Miller-Yow coordinates Religious Emphasis Week and invites ministers of all faiths to share and offer a broad spectrum for the campus community for inclusiveness of students of all faiths or who have not indicated their faith.

Philander Smith Students Worshiping At Wesley United Methodist Church

Aspects of the Religious Life Program include: Weekly, mandatory Chapel Services (held each Thursday at 11 a.m.)

The Philosophy of the Philander Smith College Chapel

The Chapel experience, held weekly, is one of the most important aspects of life in our campus community. Although Philander Smith College is a United Methodist Church-related institution, Chapel is the one place where the PSC community assembles to worship God through the various denominational liturgical traditions, and participates in forums, convocations, and other corporate activities.

Chapel activities reflect usage of both inclusive leadership and inclusive language. In keeping with the mission of Philander Smith College, leaders during chapel activities include

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females and males, demonstrating sensitivity to gender, racial, denominational, and community diversity. In an ongoing effort to eliminate oppression, the generic usage of masculine nouns, pronouns, and adjectives as representative of all subjects is not applicable.

First Thursdays Chapel serves as a worship opportunity for the campus community. Different ministers are invited to deliver sermons that address the spiritual needs of our campus community. For these services we encourage our students to dress in a professional manner. Students, staff, and faculty lead in the worship experience by singing of songs, praying of prayers, and reading the Holy Scripture.

News

Living Legends Honored During Religious Emphasis Week

―Infinite Hope and Meaningful Action: Seize the Action‖

With a theme of ―Infinite Hope and Meaningful Action: Seize the Action,‖ Religious Emphasis Week 2015 took place Feb. 22-27. The weeklong observance included featured guest speakers Elder Linwood Dillard, senior pastor of Deliverance Church of God in Christ in Memphis, Tenn., and national recording artist Evangelist Dr. Dorinda Clark-Cole.

The week's highlight was the 8th annual Living Legends Banquet on Feb. 26. Those honored this year for their community leadership and demonstration of their faith in action were Rev. Maxine Allen '93, Rev. Glenn Barnes, Dr. Bettye Brown, Sandra Jackson Brown, Cynthia Crone, Christopher Davis, Rev. Marion Humphrey, Dr. Collea McKinney and Rev. Cleo Smith '71.

Emceed by KARK-FOX 16 News personality Deedra Wilson, each Living Legend honoree was congratulated by PSC President Dr. Roderick L. Smothers and Chaplain Rev. Ronnie Miller-Yow.

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Student Centered (United Methodist Student Scholarships)

Several Philander Smith students receive United Methodist scholarships. That number has increased in recent years. In 2014-2015, some of the announced scholarships that students may apply for include the following:

Scholarships

General Board of Higher Education and Ministry

http://www.gbhem.org/site/c.lsKSL3POLvF/b.3463017/k.BE22/Home.htm

Higher Education Ministries Arena

http://www.higheredmin.org/

The United Methodist Higher Education Foundation

http://www.umhef.org/

General Board of Discipleship of the United Methodist Church

http://globalyoungpeople.org/grants-scholarship/

Arkansas United Methodist Foundation Scholarship

http://www.umfa.org/index.php?option=com_content&view=article&id=85&Itemid

General Board of Global Ministry

http://new.gbgm-umc.org/work/education/scholarships/?search=scholarships

Religious Life Organizations

Religious Life Council

The Religious Life Council (RLC) is a student-led organization which provides support for religious organizations on-campus and provides a fellowship for students who are committed to fostering conversation between people of all faiths and beliefs at Philander Smith. The RLC holds monthly meetings, mission and service opportunities, and public programs in which we explore the intersections of religion and society.

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Please contact the Office of Religious Life at 501-370-5296 for additional information.

Empowering the African American Male (EAAM) Mentoring Program

EAAM is a mentoring program which seeks to EMPOWER college aged men

Our program objectives include:

 To advance an understanding and appreciation of physical, emotional, spiritual, and social awareness and responsibility;  To establish networks between young adult males and high school youth as a deterrent to substance abuse;  To encourage critical awareness of myths and stereotypes of African Americans presented in the media;  To develop creative thinking and leadership skills;  To strengthen personal goal setting and commitment to education;  To promote healthy, responsible relationships between male and female students; and  To create networks of exposure to the results of substance abuse; and the short and long term implications to the individual and community.

Please contact the Office of Religious Life at 501-370-5296 for additional information.

Chosen Generation Gospel Choir

The Chosen Generation Gospel Choir is a student-led organization which provides music for First Thursday Chapel experiences. In addition, they perform at other venues on campus and throughout the Great Little Rock community. Chosen Generation, as they are affectionately called, performs a wide variety of gospel music ranging from traditional hymns to the most modern day contemporary hits including many non- traditional, innovative surprises.

For more information, please contact Mr. Adrian Tharpe via email [email protected].

Social Justice Mission Project

The Social Justice Mission Project provides scholarships, training and internships in the area of social justice.

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In addition, the program serves as preparation for students to serve in mission and community service. Topics discussed include but were not limited to: justice work versus charity work, the make-up and impacts of social identity, and conflict resolution tactics. All of these topics are used to further expand the student's perspective of diversity in addition to promoting care for all our neighbors—God's children.

Following the training, students are sent into the community to actively engage in justice ministries through churches and nonprofit organizations in Little Rock and the Greater Little Rock area.

Please contact the Office of Religious Life at 501-370-5296 for more information.

PSC Ministers Alliance

PSC's Minister's Alliance is a group of students who feel that they have been called into ministry in some way. The group includes those who want to preach, work with youth, children, families etc. If you feel that God is calling you to be in the ministry in some way, shape or form, please contact Rev. Ronnie Miller-Yow.

For more information, please contact the Office of Religious Life at 501-370-5296.

The Collegiate Choir

The Philander Smith Collegiate Choir is one of the oldest organizations on the campus, and still retains its original educational purpose of promoting music appreciation, education, and choral directors. However, the members are proud that, through the years, this purpose has been accompanied by a professional performance level that earned the singers a reputation in the 1960‘s as one of the outstanding college choirs in the country.

Their repertoire includes works from all eras of music history, and the group takes pride in their ability to interpret music of all periods and styles with sympathetic understanding. The Collegiate Choir has toured in the states of Arkansas, Missouri, Kansas, Nebraska, Iowa, Oklahoma, Illinois, Wisconsin, Kentucky, Tennessee, Ohio, Indiana, and Michigan. The members of the Collegiate Choir are chosen each year from students who audition. Most academic majors are well represented. The Collegiate Choir consists of approximately 22 members. Twelve students are members of the Chamber Singers.

Dr. Jeff Parker served as Director of the Philander Smith College Collegiate Choir from 2012 – 2015. Mr. Tim Tucker has been promoted to oversee the Collegiate Choir beginning fall 2015.

Mission Focused (Student Mission Participation/Community Service Projects) Cooperative mission participation has been a watchword throughout the years at Philander Smith College. Rev. Ronnie Miller-Yow, Dean of Religious Life and Campus Culture has been

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instrumental in assisting with the implementation of Philander Smith College mission participation projects.

In addition, each of the 2014-2015freshman students participated in community service projects throughout the Little Rock metropolitan area. Students have provided service to such groups as Theresa Hoover and McCabe United Methodist Churches and Watershed. Following the 2014 tornado, students gave many hours assisting disaster victims through diverse community agencies.

The following is a description of the 2013-2014 Social Justice Initiative to engage students, faculty, and the community in mission projects, as shown in Table 4.22:

Table 4.22: Social Justice Initiatives 2013-2014

YEAR: 2013-2014 DIVISION: Presidents Office UNIT: Social Justice Institute 2013-2014 STATEMENT OF MISSION: To cultivate consciousness, provide intellectual activities, and serve as a champion for social justice causes on the campus of Philander Smith College that will have an impact locally, nationally, and internationally.

OBJECTIVES: Academic Distinction & Community Engagement STRATEGIC PROGRAM MEASURABLE ASSESSMENT / IMPERATIVE ACTIVITIES/ PERFORMANCE EVALUATION / EXPECTED STRATEGIES / CRITERIA / OUTCOMES ACTIONS OUTCOMES / METRICS

2.1 Infuse social Action Item: Provide faculty Metric: Provide 2-3 faculty Provided 2 faculty justice into the development for faculty development workshops per development with six curriculum of infusing social justice academic year. faculty members from three general education outcomes into curriculum of different divisions and appropriate General Education and majors. appropriate majors 2.5 Provide a Action Item: Provide service Metric: 10% of all classes 7% of all of the course comprehensive learning opportunities for offered are service offerings were service experiential faculty and students learning classes learning classes. learning experience. 4.1 Increase Action 1: Increase the Metric 1: Produce 3 3 advertisements were colleges visibility number of advertisements in advertisements published in local and in the surrounding traditional and non-traditional national magazines. community, state, media markets. and region 4.2 Pursue Action 1: Increase the Metric 1: Create 8 Created 10 service community number of service-learning service learning learning partnerships. partnerships. partnerships partnerships

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4.7 Action 1: Collaborate yearly Metric 4: Conduct a blood 72 units of blood were Collaborate with with Arkansas Baptist College drive program competition collected (31 PSC and 41 surrounding on programs with Arkansas Baptist ABC). colleges and College to collect 100 units of universities blood with the Red Cross.

4.8 Provide Action 2: Increase the Metric 2: Collaborate with 5 Host and held 3 lectures, 3 opportunities for number of community community organizations film screenings, and 2 the surrounding members to attend SJI for activities with a medium workshops in community to programs 35% of the audience collaboration with participate on community members. community agencies. The campus. medium community member attendance was 53%.

Table 4.23: Religious Life 2015-16 Calendar of Events

August, 2015

Date Event Location/Time August, 10-14th Welcome Week August, 16th PSC Sunday‘s Best Campus center @ Noon August, 17th Blessings for the new year Campus center @ Noon

September, 2015

Date Event Location/Time September, 3rd EAAM, Empowerment Night Wesley Chapel @9PM September, 10th Opening Convocation ML Harris @11AM September, 11th 9/11 Remembrance September, 13th Wesley Chapel @8AM & PSC Sunday 10:45AM

October, 2015

Date Event Location/Time October, 1st EAAM, Empowerment Night Wesley Chapel @9PM October, 10th Race for a Cure 7AM

November, 2015

Date Event Location/Time November, 5th EAAM, Empowerment Night Wesley Chapel @9PM November, 15 – 20th Hunger & Homeless Awareness

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Week

January, 2016

Date Event Location/Time January, 18th MLK Worship Service Wesley Chapel @Noon

February, 2016

Date Event Location/Time February, 4th EAAM, Empowerment Night Wesley Chapel @9PM February, 10th Wesley Chapel @ Noon February, 21st – 27th Religious Emphasis week February, 25th Kendall Nugent @ Living Legends Banquet 7PM

March, 2016

Date Event Location/Time March, 3rd EAAM, Empowerment Night Wesley Chapel @9PM March, 4th World Day of Prayer Kendall Nugent @Noon Observance March, 20th – 26th Holy Week March, 21st -25th Spring Break March, 27th Easter Day

April, 2016

Date Event Location/Time April, 7th EAAM, Empowerment Night Wesley Chapel @9PM

May, 2016

Date Event Location/Time May, 6th Baccalaureate ML Harris May, 7th Commencement

Religious Heritage Week

Through the Office of Religious Life and the Religious Life Council, Religious Heritage Week sets aside time annually for the campus and surrounding community to engage in a series of events and activities designed to teach, share and celebrate the importance of our

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spiritual growth. A Religious Heritage Week is held during the month of February at Wesley Chapel United Methodist Church. These services consist of praise and worship, prayer, music of celebration, speakers, as well as the Invitation to Christian Discipline. PSC and the Wesley UMC families share in these activities.

King Holiday Celebration

Annually, the Office of Religion Life partners with the Christian Ministerial Alliance to host a program celebrating the life and legacy of Dr. Martin Luther King, Jr. The event takes place at Wesley Chapel United Methodist Church. An example of this celebration was the January 19, 2015 event at Wesley Chapel United Methodist Church. This celebration attracted Arkansans from all over the state and surrounding areas. A reception was held immediately following the celebration where attendees had the chance to meet and greet program participants and other distinguished guests. The Keynote speaker was Dr. Joel Anderson of the University of Arkansas at Little Rock. Special Music was provided by the Chosen Generation Chorale.

First Thursdays Chapels

First Thursdays Chapels, as shown in Table 4.24 below, serve as worship opportunities for the campus community:

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Table 4.24: Schedule for First Thursdays Chapels

All Chapels start at 11:00 a.m.

Date Event/Speaker Location

President's Chapel/ 8-27-15 M.L. Harris Auditorium Speaker: Dr. R. Smothers

Opening Convocation/ 9-3-15 M.L. Harris Auditorium Speaker: TBA

Installation Officers/ 9-10-15 Wesley Chapel UMC Speaker: TBA

Worship and Word Chapel/ 9-17-15 Wesley Chapel UMC Speaker: TBA

Constitution Day/ 9-24-15 M.L. Harris Auditorium Speaker: TBA

First Thursdays Chapel/ 10-1-15 Wesley Chapel UMC Speaker: TBA

Domestic Violence Awareness/ 10-8-15 TBA Speaker: TBA

10-15-15 No Chapel- Mid Terms

Worship and Word Chapel/ 10-22-15 Wesley Chapel UMC Speaker: TBA

Social Justice Chapel/ 10-29-15 Kendall Nugent Center Speaker: TBA

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Homecoming Chapel/ 11-5-15 M.L. Harris Auditorium Speaker: TBA

Worship and Word Chapel/ 11-12-15 Wesley Chapel UMC Speaker: TBA

Hunger & Homelessness Awareness Week 2015/ 11-19-15 M.L. Harris Auditorium Speaker: TBA

11-26-15 No Chapel - Thanksgiving Break

First Thursdays Chapel/ 12-3-15 Wesley Chapel UMC Speaker: TBA

12-10-15 No Chapel- Final Exams

President's Chapel/ 1-21-16 M.L. Harris Auditorium Speaker: Dr. R. Smothers

Worship and Word Chapel/ 1-28-16 Wesley Chapel UMC Speaker: TBA

First Thursdays Chapel/ 2-4-16 Wesley Chapel UMC Speaker: TBA

Black History Chapel/ 2-11-16 M.L. Harris Auditorium Speaker: TBA

Worship and Word Chapel/ 2-18-16 Wesley Chapel UMC Speaker: TBA

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Religious Emph. Week 2016/ 2-25-16 Wesley Chapel UMC Speaker: TBA

First Thursdays Chapel/ 3-3-16 Wesley Chapel UMC Speaker: TBA

Founder's Day Chapel/ 3-10-16 TBA Speaker: TBA

Honor's Convocation/ 3-17-16 M.L. Harris Auditorium Speaker: TBA

3-24-16 No Chapel- Spring Break

First Thursdays Chapel/ 4-7-16 Wesley Chapel UMC Speaker: TBA

Faculty & Staff Appreciation/ 4-14-16 M.L. Harris Auditorium Speaker: TBA

Student Government Association Chapel/ 4-21-16 M.L. Harris Auditorium Speaker: TBA

Senior Chapel/ 4-28-16 M.L. Harris Auditorium Speaker: TBA

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Senior Class Chapel Services

Each graduating class presents an annual Senior Class Chapel Service. The services are usually held at Wesley Chapel United Methodist Church, 11:00 am. – 11:50 a.m., during the last week of the semester prior to Baccalaureate and Commencement. A sample program contains the following elements: Prelude/Processional, Invocation, Scripture, Announcements, Senior Reflections, Panther Pride Litany, Alma Mater, and Benediction.

Some of Our Campus Religious Leaders are as follows:

Rev. Ronnie Miller-Yow, Dean of Religious Life and College Chaplain

Dr. James Rush, Chair, Department of Philosophy and Religion

Mr. Lance Arnold, Graduate 2015, and President of Religious Life Student Organization

Ms. Sarah Walker, Senior, Student Government Association Chaplain Ms. Kadiejah Price, Sophomore, Sophomore Student Engagement Program, Mentor

PSC Student Athletes

An example that Philander Smith College respects and honors religious practice may be found in the student athletes. Prior to playing every game, on and off-campus, the student athletes pause for a short prayer for their thanks to God for enabling them to participate in athletic events and for their safety and welfare.

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2014-2015 Student Athletes

The Official Coat of Arms

Philander Smith College‘s Church-Relatedness is vividly depicted in its Coat of Arms, as shown below:

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Baccalaureate

The Baccalaureate is a tradition at Philander Smith College. In recent years, the Service has been held on a Friday evening, a day before the Commencement Ceremony. Speeches tend to be religious leaders who may be recommended to the College Administration by the graduating class. The first Baccalaureate Service was officiated in 1888.

Commencement

The College‘s Commencement Ceremony, officiated by the President, was first officiated in 1888, following the 1883 chartering of the College as a four-year college. Our 2014 Commencement Ceremony, officiated by Interim President, Dr. Lloyd E. Hervey, took place at the Little Rock State House Convention Center. The Ceremony was full of excitement and importance in the presence of the graduating seniors, peers, family, and friends. The PSC Board of Trustees, administrators, faculty, staff, and alumni representatives paid special tribute to the graduating class for the outstanding efforts that they had shown in earning their degrees. President Smothers officiated at the 2015 Commencement Ceremony at the State House Convention Center before a very large crowd to honor 111 PSC graduates.

A student profile depicting the academic disciplines in which degrees have been conferred and number of degrees conferred between July 1, 2013 and June 30, 2014 may be found on the PSC web page. A summary of the number of degrees conferred in spring 2015 may also be found in this Self-Study Report and on the PSC web page.

The Alma Mater of Philander Smith College

Dear LM Mater, Tried and True; We‘ll win respect and love for you. We pledge our hearts to you each day, To do our best, at work, at play.

Dear P.S.C., when from your fold, We‘ll lift the dear old Green and Gold, O‘er Alma Mater vigil keep, Her high ideals we‘ll strive to meet.

When College Days are at an end, Our hearts will ever toward you bend. With loyalty we‘ll always be, A part of you, Dear P.S.C.

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The College Motto

―Ye shall know the truth, and the truth shall make you free.‖ John 8:32

Founder’s Day

The 139th Founder‘s Day Program (2015) was held the Wesley Chapel United Methodist Church at 11:00 a.m., and the speaker for this occasion was Rev. Kevin Cooper ‘08, an administrator with the UNCF.

The Philander Magazine

The Philander Magazine is news for Alumni and Friends of Philander Smith College. The Philanderian is published three times per year with news from the National Alumni Association, the Office of Institutional Advancement and the Office of the President. Alumni are encouraged to keep the Philanderian staff updated with news of their latest personal or professional achievements, honors or other life-changing news with their Philander Smith College family by contacting any member of the Philanderian editorial staff.

Campus Ministers

Rev. Ronnie Miller-Yow

The Rev. Ronnie Miller-Yow is the senior pastor of Wesley Chapel United Methodist Church and national president for Black Methodists for Church Renewal in Little Rock, Arkansas. In addition, Rev. Miller-Yow is Dean of Religious Life and Campus Culture.

Alumni Serving the Church

Rev. Dr. James V. Lyles received the 2015 Distinguished Alumni Award by the Alumni/ae Council of Perkins School of Theology at Southern Methodist University. This annual award recognizes Perkins graduates who have demonstrated effectiveness and integrity in service to the church, continuing support and involvement in the goals of Perkins School of Theology and SMU, distinguished service in the wider community, and exemplary character. Lyles, who graduated from Perkins with a master‘s of theology degree in 1955, is one of five African American students to be admitted as a degree candidate and to graduate from SMU. Besides his B.A. (earned with distinction) from Philander Smith College, Lyles also holds a doctor of ministry degree from McCormick Theological Seminary.

Brother Avery Carter graduated in 2013 with a major in Social Work. Currently, he works for the Arkansas Department of Human Services.

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Brother Lance Arnold, a 2015 graduate, served as President of the Religious Life Council.

Rev. Maxine Allen, Class of 1997, was the featured speaker for the 2015 Honors Convocation at Philander Smith College. The theme for this occasion was ―Preparing for Tomorrow Today.‖ This occasion also recognized awards and pins for the following PSC scholars: (1) 4.0 Scholars; (2) Dean‘s List and President‘s List, (3) Alpha Kappa Mu Honor Society Candidates; (4) the H. Otis Tyler Scholarship award; and (5) Certificate of Outstanding Service: The Undergraduate Research Coordinator. Rev. Allen became an ordained elder in 1999 and is the only African American female ordained in the Arkansas Area of The United Methodist Church. She has served churches both as a local pastor and an ordained clergy person. She has served in diverse places including Lonoke, Arkansas; Fort Washington, Maryland; May Pen, Jamaica; and Atlanta, Georgia.

Rev. Barbara Douglas is the Senior Pastor, First United Methodist Church, Sweet Home, Arkansas.

Rev. Cleo Smith, ‘71 is the Pastor, St. Luke Baptist Church, North Little Rock, AR.

Bro. Alex Erdmann, ‘14, graduated with a Business Administration degree. During his tenure at PSC, he was a Spiritual Entrepreneur and was known as ―Brother Alex‖ by many Philanderians. He is also a former Chaplain of the National Pre-Alumni Council (NPAC) with the United Negro College Fund.

Religious Events During Welcome Week 2014 - New Student Orientation is held annually at Philander Smith College. During New Student Orientation (NSO14) prospective new students participated in move-in, registration, scheduling, business office clearance, assessments, and important sessions and meetings with various members of our faculty, staff and students that have them firsthand knowledge of what the College expected from them as a Philander Man and Philander Woman. The Orientation began on Thursday, July 31, 2014 and ended on August 10, 2014. Below are the religious events that were scheduled during New Student Orientation.

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NSO15 and New Beginning Program

NSO15 and the New Beginning Program were held during the week August 8-16, 2015 under the supervision of the Division of Student Affairs. The Program offered a unique experience for new students. Please see Vice President Hamilton for additional information.

Chopped and Screwed: Common Extends His Blessings

Philander Smith College welcomed noted recording artist and actor Common to its Bless the Mic lecture series abbreviated version called ―Chopped and Screwed‖ on Oct. 26, 2010. Born with the name Lonnie Rasheed Lynn, Jr., this Hip Hop artist gave his audience a message on ―living your greatness and finding your path to live what God has planned for you.‖ ―Listen to the voice inside,‖ the artist told the standing room only crowd that filled the M.L. Harris Auditorium. ―That voice knows your passion and knows you are able to bless others with this passion. I thought I was supposed to be a professional basketball player. I liked math and basketball. That‘s what I thought was in store for me. ‖ But the Chicago native said he discovered his truth and voice through Hip Hop, which launched the beginning of the path he travels on today. That path he says is one that ―I truly believe is the one I should be on.‖

Lynn chose the stage name Common Sense, which has been shortened to Common, which he said describes his everyday approach to reaching audiences and Hip Hop fans using a rap style that appeals to all generations. He attended Florida A&M University as a business major and has performed in films such as Brown Sugar, Smoking’ Aces, American Gangster, Wanted, and Just Wright. After his hour-long address, he allowed students and guests to get autographs and photos.

A Musical Legacy Celebration Raises Funds for Student Music Scholarships

The First United Methodist Church of Little Rock was the setting for an evening of exciting, Uplifting country, soul and gospel music organized to help raise money for scholarships for Philander Smith College music students on Nov. 15, 2014. Petrels Pollefeyt, ’68, known in the music industry as ―The First Lady of Country Soul,‖ joined the Philander Smith Collegiate Choir in a musical celebration to honor the school‘s musical heritage. Pollefeyt‘s love for her alma mater is only paralleled with her passion for music. Through her Dreams of the Heartland Foundation, each spring she and her husband Bill return to campus to award scholarships to students in PSC‘s music program. The November concert was just another mechanism for the successful singer/songwriter, who was a member of the Philander Smith Collegiate Choir from 1966-1968, to demonstrate her philanthropic focus on supporting the college‘s burgeoning musical talents.

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Philander Smith College President’s Fall Convocation

The annual President‘s Opening Convocation was held on Thursday, August 28, 2014, 10:00 a.m. – 12:00 p.m., in the M. L. Harris Fine Arts Auditorium. Convocation is the official welcome event at Philander Smith College for the new academic year. Students hear from the College‘s leaders, faculty, administrators, and special guests, and are introduced to some time- honored institutional traditions. Convocation is the first of many memorable moments for all at Philander Smith College.

Some religious aspects of the President‘s Convocation for 2014, as indicated in the Program, were as follows:

Processional The War March of the Priest (Felix Mendelssohn) Invocation Rev. C.J. Duvall *The Call to Celebration: Rev. Maxine Allen Greetings: Dr. Lloyd Hervey Old Testament Reading Isaiah 43: 18-19: Shaborn Vail Epistle Reading Philippians 3:12-14: Dr. Cynthia Burroughs Musical Selection PSC Collegiate Choir Gospel Reading John 5:1-8: Amina Henderson Introduction of Speaker: Mr. Kevin Hamilton Musical Selection: PSC Chosen Generation Moving Forward (Arr. Hezekiah Walker) The Convocation Address: Rev. Rick Bezet New Life Church, Conway, AR Song of Unity I Need You to Survive (Arr. Hezekiah Walker) Student Pledge: Tanisha Manning Faculty & Staff Pledge: Professor Tim Tucker President, Faculty Senate Alma Mater: Dr. Jeffrey Parker Benediction: Rev. Ronnie Miller-Yow

Recessional The War March of the Pries Postlude

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Other Religious Life Events:

 Worship Services focused on needs of the college community, particularly the students  Student Christian Association (Bible study and business meetings)  Mission projects and trips  Revivals and annual Religious Emphasis Week activities  Retreats  Pre-theological student group  Individual religious counseling  Hunger and Homeless Week and Baskets

UMC Core Component:

A Church-related institution willingly allows faculty and students to explore the place of religious belief and practice, and specifically, the intellectual dimensions of Christian faith, in all academic disciplines and co-curricular activities.

The spring UMC survey conducted by the Office of Institutional Effectiveness and Planning, revealed the following response from the PSC Cabinet, Faculty, and Staff.

Response:

Philander Smith College willingly allows faculty and students to explore the place of religious belief and practice, and specifically, the intellectual dimensions of Christian faith, in all academic disciplines and co-curricular activities. The following response documents that Philander Smith College provides and supports many venues for exploration of religious belief and practice, and the intellectual dimensions of Christian faith in its academic disciplines and co- curricular activities.

As a historically United Methodist College, Philander Smith College has a Christian chapel in the heart of campus (Wesley Chapel United Methodist Church) a United Methodist chaplain, a United Methodist Ministry, and strong ties to the Church—whose Arkansas Conference headquarters is located on the campus. The College invites students, faculty, staff,

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and other constituents to attend chapel. However, the College does not mandate doctrinal uniformity among its constituents. Philander Smith College‘s unique contribution today is encouraging students and faculty of various religions and no religion together to wrestle with questions of meaning, purpose, and vocation in a religious climate that is open and diverse.

Therefore, the chaplaincy at Philander Smith College is an appointment for a United Methodist minister. The Chaplain works to fulfill the historic commitment of The United Methodist Church to higher education. The Chaplain seeks to provide a religious life program of balance, depth, and substance appropriate to and in support of the mission of Philander Smith College. This includes offering to the campus community worship, study, pastoral care, and interfaith dialogue.

United Methodist Annual Conference Participation with Philander Smith College

Philander Smith College seeks to recruit students from United Methodist Churches, seeks financial support and scholarships for those students, and provides resources and programs for the Church. In 1882, Dr. G.W. Gray, president of Little Rock University, the institution for the Arkansas Annual Conference of the United Methodist Church, met Mrs. Adeline Smith, widow of Mr. Philander Smith of Oak Park, Ill., while soliciting funds. The late Philander Smith had been a liberal donor to Asiatic Missions and had developed an interest in the work of the church in the South. In making her gift to Dr. Gray, Mrs. Smith designated $10,500 for Walden Seminary. The trustees accepted the gift and gave it special recognition by changing the name of the struggling Walden Seminary to Philander Smith College. A new site for the school had already been purchased at Eleventh and Izard Streets. The gift made by Mrs. Smith was a significant contribution towards the construction of Budlong Hall, the first brick building on the new site. Philander Smith College also collaborates with the Board of Higher Education and Ministry, Board of Ordained Ministry, and the Council on Youth Ministry for the Arkansas Conference.

The Arkansas Conference of The United Methodist Church has been a significant donor to the new Student Campus Center. During the September 30, 2014 President‘s Luncheon, Dr. C. J. Duvall, Vice President for Institutional Advancement, thanked the many contributors, including the Arkansas Annual Conference. Dr. Rodney E. Slater, the 13th U.S. Secretary of Transportation, was honored during the President‘s Luncheon. For additional information, see The Philanderian .

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Intellectual Dimensions of Christian faith in All Academic Disciplines

Philander Smith College uses the distinctive aims of the founders as guidelines in the planning of curricular offerings in academic disciplines for students of all races and classes who enter the College. Those distinctive aims of the College are as follows:

 To help persons face the vexing experiences of conflict and social change.  To develop leadership for the American-American community.  To educate and help disadvantaged persons.  To enhance the dignity of persons.  To facilitate the achievement of justice and to advance human welfare.

In addition, Philander Smith College is characterized by academic freedom, critical analysis and creative research, meaningful dialogue, and free communication. Philander Smith College aims to help students:

 To think critically, creatively, quantitatively, and qualitatively.  To develop a sound moral and spiritual foundation for their person life, social involvement, and responsible living in a democratic society.  To become community leaders.  To develop their greatest potential as human beings, citizens, and children of God.  To be workers who are proud of their work.  To live up to the highest and best they know. (PSC Course Catalog, p. 4)

To ensure that the College allows faculty and students to explore the place of religious practice in academic disciplines, faculty members use a variety of course and academic curriculum-based assessments aligned with goals, learning outcomes, and instructional practices to assess student learning. In addition, students participate in semester course evaluations that allow feedback regarding their experiences, including intellectual dimensions of Christian faith. Table 4.25 below provides information pertaining to the students‘ semester course evaluations for Spring 2015. The data indicate that there were 1060 responses to the five academic divisions and freshmen. The Division of Humanities had the highest response rate, 52%, and the Division of Business had the lowest percentage of responses, 29%.

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Table 4.25: Student Course Evaluations, Spring 2015

End of Semester Student Course Evaluations

In keeping with its mission of graduating accomplished students, Philander Smith College utilizes an online student course evaluation system. This online platform provides a multitude of benefits to the students, faculty, and the College. Students have the ability to provide anonymous course feedback from their smart phones, tables, or home computers; as well as use campus computers. It provides the faculty with timely information and summative results. In addition, the student course evaluations may be used during the tenure and promotion process, reappointment, and for salary decisions.

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Table 4.26 Course Evaluation Results Spring 2011 - 2015

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Please visit the College‘s Accreditation webpage for information regarding academic discipline assessments.

Please visit the website for a description of Academic disciplines at PSC.

Intellectual Dimensions of Christian Faith in Co-Curricular Activities

STUDENT ACTIVITIES & ATHLETICS

Philander Smith College recognizes that it has a responsibility to provide intellectual dimensions of Christian Faith in Co-Curricular activities. We believe that only by offering our students competitive co-curricular programs, we will maintain an outstanding reputation in education and co-curricular activities. Some of the sports, clubs and organizations offered to students in partnership with academic disciplines are as follows:

Sports, Clubs and Organizations

Baseball – Men and Women Basketball, Men and Women- Winter Cheerleading - Fall and Winter Film Making Club Spanish Club Math Club Alpha Kappa Mu Honor Society Science Club Student Government Association Religious Life Organization Volleyball, Women - Fall Intramural Sports include: Flag Football Dodge Ball Table Tennis Racquetball

UMC Core Component:

A Church-related institution encourages the exploration of the place of religious belief and practice in the larger society and advocates appropriate recognition of the contributions of religion to public life.

Response:

Philander Smith College encourages the exploration of the place of religious belief and practice in the larger society through the activities discussed above and below. The Philander

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Smith College Office of Religious Life addresses the place of religious belief and practice in the larger society, and other aspects of the curriculum set the intellectual context for this exploration. Lecture series are offered that address both the context and particularities of the place of religious belief and practice.

The list of religious observance dates and major College functions are listed below:

Religious Life Emphasis Week 2015 February 22-27

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Please click here to view the Religious Emphasis Week 2015 Flyer for more information

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CENTER FOR STUDENT SERVICES

Arkansas Student Leadership Forum

The purpose of the Arkansas Student Leadership Forum is to provide an opportunity for student leaders at Arkansas universities to interact with state leaders in an examination of ―servant leadership as demonstrated by Jesus of Nazareth. The forum was held Thursday, October 16, 2014 through Saturday, October 18, 2014. The full program included speakers, panelists, small group sessions, service projects, mixer activities and more. The following students were selected to participate: Candace Parchman, Jivone Freeman, Shanequa Eggeston, and Tanisha Manning. The cost for attending the forum was $125.00 per person and included a two-night stay at the Embassy Suites. The cost of attendance has been underwritten by Mr. C.J. Duvall for the past two years. We have had four students to attend each year since 2007. National Prayer Breakfast Tanisha Manning was nominated to attend the National Prayer Breakfast, February 6th -8th, 2015. This is a distinct honor, as only 80 students nationwide are selected for the ―invitation only event. The National Prayer Breakfast is an annual gathering in Washington, D.C., which draws 3,500 people from all over the world. During this event, the President of the United States, representatives from more than 120 nations, leaders from all areas of the United States Government, and individuals from various walks of life come together. In early February, a group of students who attended the previous National Student Leadership Forum were invited to attend the National Prayer Breakfast as part of the student contingent for this event. The cost for attendance is covered by the Platinum by Design Women‗s Initiative.

Mr. and Miss Philander Smith College The Coronation of Mister and Miss Philander Smith College was held November 1, 2014 and was held in the Kendall Nugent. Mister Philander Smith College, Shaborn Vail, and Miss Philander Smith College, Aminah Henderson, were honored and celebrated in the Masquerade themed event. Another informational meeting was held on January 23, 2015 for students interested in competing in the Mister and Miss PSC Pageant that was held on Sunday, March 8, 2015 at 7:00 p.m. in the M. L. Harris Auditorium.

Platinum by Design Women’s Initiative

Platinum by Design (PBD) collaborated with Girl Talk Teen Conference on the campus of Philander Smith College on Saturday, September 2, 2014. The event, EmpowHERment Day sponsored workshops centered on sexually transmitted diseases, domestic violence, entrepreneurship, etiquette, health and wellness, character building, and self-love. On January 20, 2015, the ladies of Platinum by Design attended a reception, silent auction and play ―The Whipping Man at the Arkansas Repertory Theater. The event at the

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Arkansas Rep is one of their annual cultural activities. PBD meets on the fourth Saturday of every month in the TRIO Building from 4:00 p.m. – 6:00 p.m. unless otherwise noted.

Sophomore Student Engagement Program and Freshmen Year Experience SSEP and the FYE took sophomore and freshmen male participants to the Arkansas African American Male Initiative (AAMI) Consortium Annual Spring Conference t hat was hel d February 19-20, 2015 at the University of Arkansas at Little Rock and hosted by the Winthrop Rockefeller Foundation Marginalized Male Workforce and Education Consortium Partners.

Intramural Sports A total of 80 students, 32 females, and 48 males participated in Intramural sports in fall 2014. Mr. Reginald Lambert, Intramural Coordinator, reported that he took a team of students to Southern Mississippi University to compete in a regional intramural tournament for flag football. The Philander Smith College intramural team only lost one game, and placed in the top 20 out of 40 teams competing in the tournament. Intramural sports include co-curricular dimensions of Christian Faith.

Campus Culture Initiative Report to the Philander Smith College Board of Trustees

Director of Religious Life Campus Chaplin

Reverend Ronnie Miller-Yow February 2015 Executive Report

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 REPORT OF CAMPUS CULTURE INITIATIVE

Philander Smith College – Campus Culture Initiative (CCI)

In January 2015, under the direction of the President Roderick Smothers, the Philander Smith College Campus Culture Initiative was given birth.

Although in an embryonic stage, the initiative endeavors to create a culture of high performance and high expectations with a campus wide persistence of spiritual values, mutual respect and appreciation of differences. The Campus Culture Initiative (CCI) will develop a PSC culture-transformation model that will facilitate a campus wide assessment of perceptions, morals, values and willingness to change. The Philander Smith College CCI will ultimately lead to the development of programs that focus on the following:

 Modeling Christ-Like Values and Principles  The Evolution of the Philander Man and the Philander Woman  Creating a Servant Leadership and Discipleship Model  The Urbanization of Spirituality in a 21st Century Liberal Arts Environment  Developing a PSC Ambassadors Program

The objective of this initiative is to develop a broader foundation for PSC students to meet the challenges of the 21st century. Through the CCI, PSC will endeavor to redress the imbalances in our society caused by a growing individualism, mistrust, failure to collaborate, fear of differences and the absence of spiritual connections. Rev. Ronnie Miller Yow, Dean of Religious Life and Campus Culture has been appointed to the task. By Fall 2015, we hope to begin implementing this initiative. (Source: Philander Smith College, Board of Trustees Report, May 1, 2015, Information Matters—Campus Culture)

UMC Core Component:

A Church-related institution recognizes the Social Principles of the United Methodist Church and seeks to create a community of scholarship and learning which facilitates social justice.

Response:

Philander Smith College recognizes the Social Principles of The United Methodist Church and seeks to create a community of scholarship and learning which facilitates social justice.

In May 2014, the Office of Institutional Effectiveness and Planning conducted a campus- wide survey via email to administrators, faculty, and staff to solicit their opinions regarding

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PSC‘s efforts to create a community of scholarship and learning. Some of the key responses were as follows:

The Social Principles, while not to be considered church law, are a prayerful and thoughtful effort on the part of the General Conference to speak to the human issues in the contemporary world from a sound biblical and theological foundation as historically demonstrated in United Methodist traditions. They are a call to faithfulness and are intended to be instructive and persuasive in the best of the prophetic spirit. The Social Principles are a call to all members of The United Methodist Church to a prayerful, studied dialogue of faith and practice. The Social Principles of The United Methodist Church describe the broad intentionality of the Church with respect to categories of conditions and problems facing people of the world.

Read The United Methodist Social Principles from The Book of Discipline, 2008.

United Methodists have a rich history of social responsibility. Philander Smith College supports The United Methodist Church Social Principles and is involved is justice ministries and advocacy that help transform the world.

Philander Smith College‘s ―Goals and Objectives‖ are the College‘s efforts to broadly define its purposes. Several of the ―Core Values‖ are similar in expression of The United Methodist Church.

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Philander Smith College’s Goals and Objectives Philander Smith College was founded in 1877 for five good principles:

 To help persons face the vexing experience of ―conflict and social changes‖;  To develop black leadership;  To educate and help disadvantaged persons;  To enhance the dignity of persons;  To facilitate the execution of justice and to advance human welfare,

Philander Smith College is a ―person-centered‖ college that aims to help students:

 To think quantitatively and qualitatively;  To develop a sound moral and spiritual foundation for their personal lives, social involvements, and responsible living in a Christian democratic society;  To develop their greatest potential as human beings, citizens and children of God;  To be workers who are not ashamed of their work;  To live up to the highest and best principles they know (Philander Smith College Course Catalog, 2013-2015)

The Social Principles of The United Methodist Church derive from the Church‘s Social Creed, and address these areas:  The Natural World  The Nurturing Community  The Social Community  The Economics Community  The Political Community  The World Community (Source: The Social Principles of The United Methodist Church)

This Self-Study Report highlights some of PSC‘s efforts to address the Social Principles of The United Methodist Church. By doing so, PSC is addressing conditions and problems facing people of the world.

THE NATURAL WORLD

With respect to the Natural World, the UMC emphasizes stewardship of ―God‘s creation,‖ with attention to water, air, soil, minerals, energy resources utilization, animal life, global climate stewardship; space, science and technology, food safety, and food justice. Read The United Methodist Social Principles from The Book of Discipline, 2008.

Philander Smith College takes appropriate actions to safeguard the environment and promote environmental awareness. As of May 2014, the College is in the process of refurbishing the Kresge Science Building to meet ADA compliance, disposal of chemicals, and a new fire alarm system. The refurbishing should be completed in fall 2015.

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Safety and global climate stewardship are being addressed to accomplish the College‘s 2014-2019 Strategic Plan, Goal #3.8: ―To build new and refurbish existing facilities and establish deferred maintenance programs.‖ For additional information, please see the PSC Board of Trustees Report, May 1, 2015, Information Matters, Report of Fiscal Affairs).

THE NURTURING COMMUNITY

The UMC Social Principles emphasize the nurturing community by focusing on the importance of all people in the context of: the family; marriage; divorce; single persons; women and men; human sexuality; family violence and abuse; sexual abuse; sexual harassment; etc. Read The United Methodist Social Principles from The Book of Discipline, 2008.

Philander Smith College takes appropriate action to support the Nurturing Community. Some examples are indicated below. Philander Smith College has a Sexual Harassment Policy that addresses the nurturing community. That statement is as follows:

Sexual Harassment Policy

―It is against College policy to sexually harass or to discriminate against any member of the College community on the basis of sex. Such actions are prohibited not only by the College, but also by Section 703, Title VII of the Civil Rights Act of 1963 and Title IX of the Education Amendments Act of 1972. Violation of these Acts may subject the College and/or individuals to disciplinary action and may have legal consequences.‖ (Source: PSC 2013-2015 Course Catalog, p. 5)

Sexual harassment shall be defined as unwelcome sexual advances, requests for sexual favors, and other verbal or physical conduct of a sexual nature where: Submission to such conduct is made, explicitly or implicitly, a term or condition of an individual‘s employment or classroom evaluation; or Submission to or rejection of such conduct by an individual is used as the basis for employment or academic decisions affecting the status of the individual; or such conduct has the purpose or effect of unreasonably interfering with an individual‘s work or classroom performance, or creating an intimidating, hostile, or offensive working or academic environment.

The College seeks to encourage the prompt reporting of such harassment and its resolution through either informal or formal procedures. In addition, the College will take steps toward and encourage the development of employee/student rights to be free from sexual harassment and the procedures available for reporting. Programs will also be developed and aimed at preventing sexual harassment. Any individual who wants to report an incident of sexual or other unlawful harassment should promptly report the matter to his or her supervisor, the Vice President for Academic Affairs, and/or the Director of Human Resources. (Source: 2013-2015 Philander Smith College Course Catalog, p. 5)

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General Harassment

It is against Philander Smith College‘s policy to harass any person because of race, color, gender, religion, national origin, ancestry, age, marital status, disability, sexual orientation, unfavorable discharge from the military, or status as a disabled veteran or a veteran of the Vietnam Era. The College complies with all federal and state nondiscrimination, equal opportunity and affirmative action laws, orders, and regulations. The College intends to provide an environment that is pleasant, healthful, comfortable, and free from intimidation, hostility, or other offenses.

Harassment of any sort, whether verbal, physical, visual, or sexual, will not be tolerated. Harassment is a very serious offense that can result in the imposition of severe disciplinary measures, including suspension, expulsion, and termination. Harassment is a form of persecution that can cause anguish and humiliation and is incompatible with our Christian heritage. It is unacceptable under any circumstances and will not be tolerated.

Harassment can take many forms. It may include, but is not limited to, the use of words, signs, jokes, pranks, intimidation, physical contact, or violence. Harassment is not necessarily sexual in nature. Speech or other expression constitutes harassment if it:

• is intended to insult or stigmatize an individual, or an identifiable group of college-related individuals on the basis of age, ancestry, disability, national or ethnic origin, race, religion, gender, or sexual orientation;

• is addressed directly to (although not necessarily in the presence of) the individual(s) whom it insults or stigmatizes, and

• makes use of words or nonverbal symbols that convey hatred or contempt for human beings on the basis of age, ancestry, national or ethnic origin, race, religion, gender, or sexual orientation.

Harassment may also include nonverbal acts that would also be punishable as, for example, vandalism, physical assault, or destruction of property. Other examples of harassment include insults or ―jokes‖ referring to an individual‘s group-based attributes; placement of offensive written or visual material in another person‘s work or living area; offensive messages sent through voice or e-mail; and undesired physical contact, physical violence, or threat of physical violence. Such actions are prohibited not only by the College, but also by Section 703, Title VII of the Civil Rights Act of 1963 and Title IX of the Education Amendments Act of 1972, and so may have legal consequences. (Source: 2013-2015 Philander Smith College Course Catalog, p. 5)

Sex Week Program

Sex Week was held at PSC on February 9-13, 2015. This program was dedicated to educating the student body on the importance of safe sex and HIV/AIDS. All week long, a host of different speakers presented on campus. Philander Smith College encouraged students to not miss out on the variety of motivational and inspirational individuals that Nurse Martie had

231 chosen to educate the student body. This event, that started five years ago, has become an annual occasion at Philander Smith College. Please click on the links below to view each event, time, and location for the February 9-13, 2015 Sex Week Program.

February 9th: Let's Talk About Sex: Chapter 1 Healthy Relationships by. Marquis Cooper, Sr.

February 10th: Let's Talk About Sex: Chapter 2 "Turn Down For What" by. Trent Shelton

February 11th: Let's Talk About Sex: Chapter 3 STD/HIV Education/Prevention/Intervention by. Gisele Hudson

February 12th: Let's Talk About Sex: Chapter 4 Date Rape & Domestic Violence in Relationships by. Rebecca Bennett

February 13th: Let's Talk About Sex: Chapter 5 Hetero & LGBTQ Relationships by. Kat Crisp

Counseling Services

The College employs a Licensed Counselor/Therapist who provides personal and social counseling; crisis intervention; outreach; and short-term psychological counseling (e.g. stress management, relationship issues, depression, etc.). A student may voluntarily request help or be referred by college faculty/staff. This service is provided through the Center for Student Services in the Student Affairs office. Othhttp://www.philander.edu/student- life/counseling.aspxer services offered by the Center for Student Services may be followed on the College’s webpage.

THE SOCIAL COMMUNITY

The UMC Social Justice Community addresses the basic rights and dignity of all people including the following: the rights of racial and ethnic groups; rights of religious minorities; rights of children; rights of young people; rights of the aging; rights of women; rights of men; rights of immigrants; rights of persons with disabilities; equal rights regardless of sexual orientation; population; alcohol and other drugs; Christian values; persons living with HIV and AIDS; and right to health care. Read The United Methodist Social Principles from The Book of Discipline, 2008.

The College addresses the social community in the following statement in the 2013-2015 College Catalog:

―Philander Smith College is an Equal Opportunity/Affirmative Action institution. The College, in compliance with the Higher Education Act of 1965 and other civil rights laws, offers equal opportunity for admission and employment. In addition, all programs and activities of the College are provided to all students without regard to race, color, gender, national origin, religion, age,

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physical disability, Vietnam era veteran or special disabled veteran status, or sexual orientation. Questions or concerns regarding affirmative action should be directed to the Human Resources Office, Philander Smith College, and (501) 375- 9845. The faculty, staff, and students are responsible for keeping informed regarding the information contained in this catalog and other official communications issued by the College regarding regulations, policies, and requirements affecting the employee and the student‘s status at the College.‖ (Source: 2013-2015 Philander Smith College Course Catalog, p. 1)

Philander Smith College’s Transformation into a Social Justice Institution

Philander Smith College addresses the Social Community with respect to the Social Principles of The United Methodist Church through its Social Justice Initiative. ―Our simplified, operational definition of Social Justice is ‗people improving other people‘s lives.‘ It is how we deal with one another. The end goal is to provide an environment and atmosphere where justice is being practiced, manifested, whether it is curriculum or the way the College invests its endowment. It‘s a holistic approach.‖ (Source: UMC.org, Philander Smith Acts on Social Justice Legacy, the Official online Ministry of The UMC, May 23, 2013).

Dr. Joseph Jones joined the PSC staff in 2011. He points out that there is a history where former President Dr. Kimbrough and others came up with a vision for reclaiming our identity as a social justice institution of higher education. Dr. Jones points to alumni including theologian James Cone, the founder of black liberation theology; Dr. Jocelyn Elders, former U.S. Surgeon General; and Robert L. Williams, a psychologist known as a stalwart critic of racial and cultural biases.

Dr. Jones also notes that Philander Smith is only a mile from Little Rock‘s Central High School, where an issue of justice unfolded before the world in 1957. Nine African-American students were denied entrance to Central High School by the Arkansas National Guard under orders from Gov. Orval Faubus. President Dwight Eisenhower ordered federal intervention to ensure the students could attend Central High School.

Dr. Joseph Jones states: ―When students come here, we encourage them to do something to change the lives of others. In freshmen orientation, we talk and walk the student through what social justice means and discuss issues of marginalization and oppression. We look at environmental justice, gender justice—the gamut.‖ In February 2007, the Board of Trustees voted to approve a social justice emphasis for the College. In the fall of 2007, the College officially launched the social justice emphasis with a new logo and tag line. (UMC.org, Philander Smith Acts on Social Justice Legacy, The official online ministry of The United Methodist Church, May 23, 2013).

On July 1, 2012, Dr. Johnny M. Moore became the 13th president of Philander Smith College. Although he resigned on February 20, 2014 as President, his primary goal was to continue building on the momentum of our Social Justice Initiative and to focus on ―academics‖ with a strong strategic plan that includes strengthening our curriculum and courses so that our

233 students graduate academically prepared to make this world better. His chosen legacy was to have PSC recognized as the best in the nation for graduating academically accomplished people grounded as advocates for social justice, determined to change the world for the better. (Reference: Our New President is Moore than Meets the Eye, Cover Story, The Philanderian, Spring-Summer 2012).

Philander Smith College strives to become a social justice institution of higher education by embracing the social principles of The United Methodist Church. We purposefully instill into our students an ethic of ―service‖ to the community with a particular focus on ―the least of these” as described by Jesus Christ in the Bible.

Therefore, we defined social justice as simply “people improving other people’s lives.” This is a clarion call for our students, staff, faculty and administrators to think about how they can serve and improve the lives of others. (Social Justice).

The mission of the College is to “graduate academically accomplished students, grounded as advocates for social justice, determined to change the world for the better”. The Social Justice Initiative helps to fulfill the College‘s mission through community engagement and consciousness raising activities, which include:  Exposing students to civic engagement experiences  Requiring service-learning activities for students to understand the intersection between curriculum and real life application  Conducting community service projects  Providing lectures and workshops on salient social justice issues and  Infusing social justice into the entire curriculum.

These activities are implemented through our Social Justice Initiative, as well as Freshman Colloquium classes.

As a part of the College‘s social justice mission, the need for diversity is valued and emphasized. The majority of the student population at Philander is African Americans; however, through the social justice mission we expose our students to organizations and speakers from other ethnic, racial, gender, sexual orientation and social economic backgrounds in order to broaden their understanding of the larger world. Likewise, faculty and staff are among the most diverse in the state of Arkansas, which also provides engagement between them and students.

In this ever-changing complex global society, the College intentionally stresses the need and provide leadership development for its students with a social justice approach. Students are prepared to become workforce ready by making sure they have the necessary professional, moral, and ethical foundations to work in corporate America and become leaders in their community and around the world. Please visit the Social Justice Initiative webpage for additional information. (UMC.org, Philander Smith Acts on Social Justice Legacy, The official online ministry of The United Methodist Church, May 23, 2013)

The Social Justice focus for Philander Smith College is demonstrated through service to families at Thanksgiving. For the past several years, the campus adopted and sponsored 100 to

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125 families with participation of students, groups, faculty and staff. The recipients are chosen by the Department of Family Services. Also, the Social Justice emphasis offers students hands- on-experiences with feeding the homeless and traveling to historic civil rights sites to serve learn and better understand the social justice advocacy concept and historical milestones.

Students have traveled to Birmingham, Atlanta, Memphis, and Ferguson, Missouri and other cities to broaden their understanding of the social justice focus. ―My Soul‘s Desire‖ and ―Empowering African American Males‖ are two Campus/Wesley initiatives aimed at underserved young women and men who may not participate in the College‘s ―Black Male Initiative‖ and ―Platinum by Design‖ programs (campus-wide mentoring and intervention programs). These four programs offer mentoring, service opportunities and intervention.

In addition, students are involved in the Black Methodists for Church Renewal and attend national meetings and do service learning partnerships with Theresa Hoover UMC, General Board of Global Ministries and the Community Developers organization. (Social Justice webpage.)

Community Engagement Classification

In 2015, PSC received the prestigious designation from the Carnegie Foundation for Community Engagement classification. Community engagement describes collaboration between institutions of higher education and their larger communities (local, regional/state, national, global) for the mutually beneficial exchange of knowledge and resources in a context of partnership and reciprocity.

As a result of the Community Engagement Classification, Philander Smith College engages in the partnership of college and university knowledge and resources with those of the public and private sectors to enrich scholarship, research, and creative activity; enhance curriculum, teaching and learning; prepare educated, engaged citizens; strengthen democratic values and civic responsibility; and address critical societal issues.

Curriculum

The Social Community is addressed in many PSC courses, particularly those in the Sociology, Social Work, Black Family Studies Program, History, Political Science, and the minor in Social Justice and Religious Education.

Black Family Studies

Black Family Studies is an academic inquiry into the African-American family system and its adaptation throughout American history. The study of the Black Family will reflect a symbiotic relationship between the family as a household and the family as a community construct. This field of study will reflect the many contributions of Black community elders within African-American Communities in laying the foundation of an essential infrastructure for

235 liberation, survival, and empowerment of the Black Family This academic concentration is offered as a minor.

To obtain a minor in this field, students must take a minimum of twelve semester hours from: BFS 300 (Introduction to Black Family Studies), BFS 301 (Socialization of the Black Child), BFS 302 (Social and Political Issues for the Black Family), BFS 303 (Theory and Method in the Study of Black Families), BFS 304 (Gender Dynamics), BFS 305 (Selected Issues in Black Family Studies), and BFS 443 (Field Practicum). (Source: 2013-2015 Philander Smith College Course Catalog, p. 83)

History

The area of History offers courses to meet General education requirements, to support students and majors, and meet special student interests. History orients students to the modern world, and can aid them in making decisions about their immediate future.

Minor in Social Justice and Religious Education

A minor in Social Justice and Religious Education is offered through the Department of Philosophy and Religious Education. According to a statement in the 2013-2015 Philander Smith College Course Catalog, p. 63, this minor is a formative study enabling students to become immersed in and to internalize religious values with an entrepreneurial spirit in an undergraduate education environment. Both critical and humane skills are practiced in this minor.

Political Science

The study of political science at Philander Smith College offers students the knowledge and necessary skills to understand both the theory and practice of local, state, national politics in the United States as well as international politics. Students are required to apply for admission into the department by the end of their sophomore year in order to be declared an official major. Students majoring in political science at PSC will study the presidency, legislative and judicial systems, political parties, interest groups and elections, political thought, international relations, conflict, war and other political processes.

The political science curriculum places directed emphasis on the political experiences of Black communities domestic and abroad, as well as women. It also seeks, nonetheless, to develop a global understanding of political behavior; however, all instruction will begin its inquiry from the vantage point of Black communities and women. Additionally, majors will be taught how to conduct research and produce a senior paper as a requirement for graduation. Our department offers experiential learning opportunities such as our internship and service-learning programs that provides opportunities for students to experience where theory and practice meet in the political world through placements and collaboration with government agencies, law firms and nonprofit agencies throughout the Little Rock metro area.

The department‘s student organization, the Political Science Academy, meets

236 monthly to discuss timely topics of patterning to politics. Occasionally, guest speakers are invited to weigh in on the topics relating to the discipline.

Program Learning Outcomes

Students completing the requirements for a B.A. degree in Political Science will be able:

1. To demonstrate comprehensive knowledge on the major theories and concepts in all of the major sub-fields of political science by taking a departmental approved comprehensive exam;

2. To demonstrate critical, analytical, and strategic thinking, including the ability to form an argument, detect fallacies, and martial evidence on contemporary political issues;

3. To explain and differentiate between domestic, international and law/public policy matters;

4. To describe the role that race, ethnicity, gender and political economy plays in the political world;

5. To administer research by recognizing assumptions and devise basic research designs, test questions, arguments, and hypotheses with qualitative and/or quantitative methods;

6. To position students to advocate, propose, and formulate possibilities for social justice change in the larger world as engaged and informed citizens;

7. To analyze political and policy problems and formulate policy options;

8. To develop high caliber student writing to prepare them for graduate/law school;

9. To demonstrate competency in the use of traditional library and other research resources to analyze national, state, local and international political issues. (Source: 2013-2015 Philander Smith College Course Catalog, p. 79)

Sociology Program

Sociology is the study of rules, roles, and relationships; that is, it is the science of society. It offers students a better understanding of their society and the consequences of social interaction. Undergraduate courses in sociology or social work prepare students for graduate work or provide further preparation for careers in law, nursing, counseling, business, the ministry, civil service, human services, industrial relations, social or cultural research, or teaching.

The Department of Sociology offers the degree of Bachelor of Arts in Sociology. One hundred twenty-four hours of course work are required for the completion of the degree, 54 of

237 which include the general education requirements of the College. Sociology 113 is a prerequisite to all other departmental courses.

The course requirements for the B.A. degree in Sociology include the following categories:

1. General education and institutional requirements. 2. Sociology required courses. 3. Sociology Electives. Electives may be chosen from outside the department to satisfy career objectives. Social Psychology, PSYC 223; Political Thought I, POSC 273; Political Thought II, POSC 283; The Bureaucracy, POSC 323; Public Relations, POSC 393; and Law and Society, POSC 443 are acceptable electives. However, the student must be careful in planning his or her program, since many of these courses have prerequisites. Prior consultation with departmental advisors is recommended. (Source: 2013-2015 Philander Smith College Course Catalog, p. 80)

Social Work

The Social Community is also addressed in Philander‘s Social Work program. This program prepares generalist social workers for entrant level professional practice into social systems and organizations in Central Arkansas, the State, and the nation. Through Field Practicum I and Field Practicum II, students get hand-on-experience in selected social welfare agencies, as well as academic credit. (Source: 2013-2015 Philander Smith College Course Catalog, p. 82)

Student Organizations

The Student Government Association (SGA) is the agency of student government at Philander Smith College. Officers are elected by students. Some aims of the SGA are to promote a sense of personal responsibility in student life; to promote wholesome relationships among students, between students and faculty, and with the administration; and to stimulate student interest and activities toward constructive efforts which will enrich the life of the College community. Its supreme end is always to help make a better and greater institution through the creatively constructive contributions of students.

Academic Organizations

Various clubs are sponsored by the Academic Divisions of the College and help to stimulate personal growth. These clubs include Spanish Club, Biology Club, Panther Players, English Club, Business Club, Student National Education Association, Writers‘ Club, and Psychology Club. Some of the benefits in the Social Community with respect to being a member of an Academic Club include the following:  Interaction with peers who have similar interests, as well as alumni,

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 Becoming acclimated to PSC by working with faculty and staff related to students‘ programs of study,

 Leadership opportunities to serve as a student leader or officer, and  Attendance and presentation at professional or scholarly conferences. Honor Societies Alpha Kappa Mu is a national scholastic honor society covering all academic fields. The Pi Sigma Kappa chapter of Alpha Kappa Mu was established at Philander Smith College during the 1939- 1940 school year. To be eligible for initiation, a student must have cumulative average of at least 3.3 on a 4.0-point scale and must have completed at least sixty hours of college credit. The organization stresses scholarship, zealous endeavors, service, and character. Alpha Kappa Mu presents a special Honor Service each semester to induct new members and honor students whose names are included on the Dean's list. Beta Kappa Chi - In April, 1944, Rho Chapter of Beta Kappa Chi was established at Philander Smith College. This organization represents the highest distinction in the field of pure science in colleges and universities that are members of the United Negro College Fund program. Honors’ Convocation - The Pi Sigma Kappa Chapter of Alpha Kappa Mu National Honor Society salutes outstanding scholars of the campus each year. The program features outstanding speakers, presents plaques to four point (4.0) students and rewards other honor roll students with certificates, and inducts new members into Alpha Kappa Mu. Greek Letter Organizations – Eight of the nine historically Black fraternities and sororities have active chapters at Philander. While there are specific programs and points of interest for each, the basic tenets of these organizations are scholastics, service, and brother/sisterhood. The organizations and founding year of the chapters‘ establishment at the College are listed below:  Alpha Phi Alpha Fraternity, Inc. Beta Chi Chapter was established in 1938.  Kappa Alpha Psi Fraternity, Inc. Beta Tau Chapter was established in 1947.  Omega Psi Phi Fraternity, Inc. Pi Sigma Chapter was established in 1941.  Phi Beta Sigma Fraternity, Inc. Phi Chapter was established in 1928.  Alpha Kappa Alpha Sorority, Inc. Gamma Alpha Chapter was established in 1940.  Delta Sigma Theta Sorority, Inc. Gamma Gamma Chapter was established in 1942.  Sigma Gamma Rho Sorority, Inc. Alpha Zi Chapter was established in 1941.  Zeta Phi Beta Sorority, Inc. Tau was established in 1947.

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Student Leadership Development In an effort to further develop the leadership skills of students, the Division of Student Affairs has sponsored several opportunities. These ventures range from a formal leadership program to the various leadership positions offered through the joining of SGA or other student organizations, and, most recently, initiatives that focus on gender specific issues and leadership challenges. Within these organizations, students participate in regional and national conferences that focus on leadership development regarding Greek Life, Student Government, student programming, the United Methodist programs, and mission trips. In addition to the leadership initiatives, there are several outreach programs, whereby students have the opportunity to branch out beyond the campus community. The following serves as a brief list of the various conferences, leadership focused initiatives and outreach programs.  S.U.M.M.I.T. Leadership Institute (leadership program)  Student Government Association (student organization)  Panther Programming Union (student organization)  Platinum by Design: Women of Color Initiative (college initiative)  Black Male Initiative (college initiative)  American Student Government Association Conference  National Black Greek Leadership Conference  Big Brothers Big Sisters (outreach program)  Upward Bound (outreach program)

THE ECONOMIC COMMUNITY

The UMC Economic Community relates to many areas including: property, collective bargaining, work and leisure; consumption, poverty; foreign workers; gambling; family farms; corporate responsibility, finance; graft and corruption; and public indebtedness. Read The United Methodist Social Principles from The Book of Discipline, 2008. Philander Smith College has several programs that address areas of the Economic Community. Some examples are as follows:

The Business and Economics Division

The Business and Economics program teaches business ethics and responsibilities of corporations. Knowledge, skills, and dispositions needed for success in the business environment may be attained in the following courses:

BADM 203. Business Organization and Management. Kinds of businesses; the place of business in contemporary society.

BADM 214. Business Mathematics I. Three business fundamentals: Interest credit, taxes, and insurance. The purpose of the lab course is to augment the Business Math I Lecture with hands-

240 on problem solving and further concept explanation. This includes basic concepts linear algebra, calculus, and geometry. (4 hours)

BADM 224 Business Mathematics II. The purpose of the lab is to augment the Business Math II Lecture with hands-on problem solving and further concept explanation. This includes advance concepts in linear algebra, calculus, and geometry ( 4 hours)

BADM 301. Real Estate Law Review. A review of Arkansas real estate license law, regulations and the overview of real estate principles (1 credit hour).

BADM 303. Principles of Marketing. The nature of marketing in contemporary society. An understanding of the consumer market. Product, price and promotional policies, purchasing, and the government‘s role in marketing.

BADM 313. Principles of Business Law I. Business and its relationship to law and society; concepts of law and its relationship to property and property rights; contracts, including formation, essentials, performance, rights and remedies of parties; contracts between principals and agencies.

BADM 323. Corporate Law. Negotiable instruments; law of business organizations; personal property; security relations and real property; mechanics lien laws. Prerequisite: BADM 313.

BADM 333. Business Communications. This course is a practical study of the construction, form, and uses of the different types of business letters and reports used in businesses and industry. It involves communication situations common to business, report, and resume writing. Oral reporting, interviewing, nonverbal communication, and small group theory.

BADM 353. Entrepreneurship. A study on actual tasks and activities of the entrepreneur, from researching venture feasibility, to launching the venture, and managing growth.

BADM 363. International Business. A study of the economic development and international business in modern times, with an examination of current U.S. trade relations with other nations. Attention will be focused on the impact of foreign trade and the industry‘s contributions to economic development.

BADM373. Word Processing. This course introduces hardware and software for microcomputer as well as techniques for creating, formatting, editing, and printing a variety of documents on the microcomputer. Prerequisite: None, but typewriting skills will be helpful.

BADM 400X. Business Policy. Students are exposed to the strategic planning process with opportunities to justify decisions and recommendations through oral and written communication drawing from their knowledge of accounting, economics, finance and marketing. The student will be able to make strategic decisions both as an individual and as a member of a team (Credit may vary from 0-3 hours).

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BADM 403. Basic Statistics. An introduction to the theory and application of statistics covering distribution and dispersion, sampling, regression and correlation analysis, time series analysis, and index numbers. The course is designed particularly for students in the Social Sciences and Business.

BADM 413. Human Resource Management. This course examines the overall personnel function in business including acquisition, utilization, maintenance, and development of human resources.

BADM 423. Principles of Real Estate. Contracts, deeds, abstracts, transfers and ownership relative to real property.

BADM 433. Production and Operations Management. This course examines the principles of production and operations in small and large businesses. This includes logistics and management decisions associated with product and service distribution. Prerequisite: BADM 203

BADM 443. Management Information Systems. An introductory course that considers the design of management information systems relative to various organizational needs. The student will develop familiarity with computer hardware and software packages. The student will also learn to construct, write, execute, and integrate programs commonly found in a management information system.

BADM 453. Business Ethics. In-depth examination of ethics for business students with no background in philosophy. Deals with issues from a macro level, looking at competing economic systems and the nature of the corporation.

BADM 463. Research/Internship. This course is a cooperative internship between industry and education and is designed to integrate the student‘s technical studies with industrial experience. Students work with their advisor and internship employer to develop an educational plan with meaningful learning objectives based on their program of study. Students may also choose to complete an applied research project instead. Should a student choose the research project, he/she will work closely with their faculty advisor to research, plan, and present their findings to a review committee of faculty, staff, and industry personnel. Prerequisites: graduating senior status or prior approval from advisor and chair.

The Social Sciences Division

The Social Sciences Division addresses the Economic Community in the following courses:

POSC453. Political Economy. This course is designed to critically examine the role that economics plays in political systems. The approach will be both structuralist and post- structuralist in order to identify the limitations and/or utility of capitalism, socialism, and communism in modern political systems.

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POSC463. Scope & Method of Political Inquiry. This is an advanced course that explores the major approaches, techniques, and methods when conducting political science research.

PRCE 133 Social Justice and Entrepreneurship. This course introduces students to the most effective methods of social change. We look at the innovators, visionaries, and social entrepreneurs who are coming up with new methods of solving society‘s problems. We contrast traditional methods of activism with a new approach combining pragmatic approaches of social entrepreneurs with compassionate, collaborative engagement of transformative action. Specifically, today‘s cutting edge movements tend to be less ideological, less adversarial, more locally specific and more solutions oriented than in the past. We will look at examples of how social entrepreneurs assist in creating equity, justice and environmental renewal through and with community. We then tackle the question of how to create social enterprises that are truly based on our deepest social values: inclusion, diversity, and opportunity for everyone.

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THE POLITICAL COMMUNITY

The UMC addresses the Political Community in the following areas: basic freedoms and human rights; political responsibility; church and state relations; freedom of information; education; civil obedience and civil disobedience; the death penalty; criminal justice and restorative justice; and military service. Read The United Methodist Social Principles from The Book of Discipline, 2008.

Philander Smith College has several programs that address the concerns of the Political Community. Some examples are provided below:

The Social Justice Initiative

The Social Justice Initiative has been reported on elsewhere in this report. However, the following Social Justice Institute Report to the Philander Smith College Board of Trustees has been included to reflect on activities and items in the Initiative‘s strategic objectives in the areas of academics, community engagement, and research activities. In addition, please note that the Social Justice Initiative has made a formal transition from and initiative to an institute. Numerous activities support the Social Principles of The United Methodist Church that involve justice ministries and advocacy that help transform the world.

Social Justice Institute Report to the Philander Smith College Board of Trustees

Director of Social Justice Institute Dr. Joseph Jones

February 2015 Executive Report

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I. SJI Mission: ―To cultivate consciousness, provide intellectual activities and serve as a champion for social justice cause on the campus of Philander Smith College that will have an impact locally, nationally, and internationally. II. Social Justice Institute

The Social Justice Institute at Philander Smith College has been very active these past few months. The nature of our work has changed with the formal transition from an "initiative" to an "institute." With this change came a refocus of Social Justice strategic objectives which now include: student development, academics, community engagement, and research activities. This report will reflect the activities and items in each respective strategic area as well as reporting on other matters not related such as fund raising. III. Student Development

The purpose of student development is designed to provide conferences, programs, workshops, and training for students on social justice related issues to prepare them to be advocates for social justice. As such, in fall of 2014 and the first couple of months in 2015 we provided the following activities to fulfill this objective:

 In August we held a program entitled ―Hands Up, Now What? to discuss the issue of the Mike Brown incident. We invited a lawyer, police officer, and community organizer to attend and discuss the issue of police violence in urban spaces.  In October SGA asked that we escort them to a rally/protest in St. Louis Missouri in support of the Mike Brown killing in Ferguson, Missouri. The event was called Ferguson in October and the request came from Harris Stowe University Student Government Association.  In November we provided a Get Out to Vote activity for the student to canvass the surrounding neighborhood to remind voters to vote on Election Day.  We started our bi-monthly Black Male Engagement luncheon in the new student center conference room. We invited speakers to talk with our first year black males around a plethora of issues including sports, community service, and manhood.  In January we held an information forum regarding the case of Eugene Ellison by inviting his son Spencer Ellison and family Lawyer Michael Laux to campus to discuss the case and how it relates to the black lives matter campaign nationally.

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 In February we provided a community-organizing workshop conducted by Project South for our students and community members.

IV. Academics

The purpose of academics is to provide academic opportunities for faculty and student to deepen their knowledge about social justice. There are several programs and projects we conducted to fulfill this objective:

 In October we partnered with the Biology department to host a forum called Ebola Myths, Truth, and Justice to discuss the social justice implications surrounding the Ebola virus.  We have continued with our Service Learning activities by partnering with the following organizations: Habitat for Humanity; Pulaski County School District; Little Rock National Historic Site; Oakbrook Elementary School; Big Brother Big Sister; Small Business Development Offices; and City of Little Rock.  We continued our Orientation Guide (O.G) program by supporting the efforts of Dr. Sheer and Dr. Ervin in Freshmen Colloquium. This support includes: providing programming for first year students; study sessions; in class discussions; outside of class engagement and meetings; and finally emotional and psychological support.  In January we hosted a grant-writing workshop for the faculty to assist them in identifying potential grants that may bring more additional resources to their department and the college.  In February we sponsored and conducted several Black History Month programs designed to raise the consciousness of faculty, staff, and community members. These programs included: Black Panther Party Lecture; Malcolm X Symposium; and Black History Month chapel.

V. Community Engagement

The purpose of community engagement is to strategically develop inclusive partnerships with campus and broader communities through civic engagement, exchange of knowledge, and experiential experiences that are mutually beneficial and impactful in all respective communities. There are several collaborations, accomplishments and partnerships that took place over these past few months including:

 We have entered into an agreement with Teach for America in Arkansas to provide social justice training for their teachers for the entire academic year for their professional development workshop once a month. Additionally, we have been able to leverage this relationship to be able to recruit students from various schools around the state to attend Philander.  We provided diversity training for City Year Corps group in Little Rock at the request of an alumna who felt we could assist her corps members really understand the importance of privilege.

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 The college was awarded the Carnegie Community Engagement Elective Classification from the Carnegie Foundation. The designation is for ten years covering 2015-2025.  The Social Justice Institute has a seat on the board of the Interfaith Alliance organization and recently celebrated a victory in regards to lobbying for an increase in the minimum wage campaign here in Arkansas.  In October we were contacted by the Environmental Protection Agency as a potential partner to host an EPA conference in the summer of 2015. We are currently on the planning team and will offer whatever support is needed to ensure the issue of environmental justice is highlighted.  In October we worked with Justice Communities for Arkansas to conduct diversity training with newly trained Little Rock Police Officers.  In November we hosted our 2nd annual Arkansas Baptist and Philander Smith College Blood Drive competition in conjunction with the Arkansas Children‗s Hospital and American Red Cross. This drive highlighted one of our students name Sharece Roschell who was sick-a-cell in order to bring about awareness of the disease.  In November we partnered with the Little Rock Central Historic Site to host a Daisy Bates Conference on our campus.  In November we partnered with an organization called ―Who Live, Who Dies‖ to host art show to bring about awareness of the Death Penalty here in Arkansas. Kenneth Reames and Isabelle Jenkins were the artists and the event was held at the Cox Creative Arts Center downtown.

VI. Research

The purpose of our research objective is to conduct and provide research opportunities for faculty and students on social justice issues in the African American community. There are only a couple of items related research activities these past few months:

 We are continuing to participate in the Racial Disparities research project spearheaded by Professor Adjoa Ayotorio at the UALR Law School. Our participation stems from heading up the prosecutorial discretion committee and providing a research design and data analysis of the case files submitted.  As a part of the Black Male Engagement work, the SJI is involved with the Boys and Men of Opportunity Success Team (BMOST) consortium headed by the Winthrop Rockefeller Foundation. We participated in a focused group designed to create unified outcomes and assessment models regarding engaging boys and men of color.

VII. Fund Raising

There are three fund raising activities that have been associated with the SJI:

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 We conducted our 4th annual 5k walk/run during homecoming and raised over $4000.  Awarded a $150,000 grant to support the Black Male Engagement project from the Winthrop Rockefeller Foundation for three years.  Won a bid with the city of Little Rock to assist in creating a Youth Master Plan with Advocacy Communications and the Winthrop Rockefeller Foundation. Through this contract we will receive $60,000 for this service with $35,000 going towards our challenge grant. (Source: Social Justice Institute Report to the Philander Smith College Board of Trustees, Executive Report of Dr. Joseph Jones, Director, February, 2015)

TRiO Upward Bound

As a part of its Social and Political Community, Philander Smith College is proud to offer the Upward Bound program on campus. This is a federally funded program that serves up to 100 students from area high schools. The goal of this program is to prepare the students enrolled in the program for college through a structured program involving mentoring, tutoring, preparatory courses and other experiences including a summer residency. Students have to meet low-family income standards, as well as other criteria. Please visit the PSC TRiO webpage, for additional information.

The Charles W. Donaldson Scholars Academy

PSC is a partner with the Charles W. Donaldson Scholars Academy (CWDSA) which is sponsored by the University of Arkansas at Little Rock. The Charles W. Donaldson Scholars Academy aims to improve educational achievement for all students, with a special attention to African American students and others who are at-risk of academic failures due to socioeconomic disadvantage, or other factors. The Pulaski County Special School District has partnered with CWDSA to invest in your success and we hope that you don‘t pass up on this life-changing experience. Our goals are to prepare students for success beyond high school, eliminate the need for remediation while increasing not only high school graduation rates, but college graduation rates as well. Ninth grade students are involved as follows:

. Be a part of a four-year program that includes a Saturday Academy each month during the fall and spring semesters, . Attend a summer component at either Philander Smith College or the University of Arkansas at Little Rock, . Gain help to improve reading, writing, and math skills, while also enhancing social and emotional development.

The program consists of classroom instruction that appeals to different learning styles and challenges students to think across the curriculum. Students who remain in the academy through their senior year of high school and attend the University of Arkansas at Little Rock or Philander Smith College will be offered a $2,500 annual scholarship, renewable for up to

248 four years. Approximately 10 students enrolled as first-time freshmen at PSC in fall 2014. For additional information, please visit the Donaldson Website.

The Division of Education

In recognition that education is the vehicle upon which the world‘s future rides and that preparation of responsive teachers for classrooms is essential, the Division of Education prepares students to become classroom teachers in Pre-K through 12th grade.

The Division of Education builds upon the College‘s philosophy as well as human, physical, and financial resources for the implementation of its programs and services. Further, the Division is committed to providing outstanding educators who will become community, national, and world leaders committed to life-long learning. Education candidates are prepared for both school and non-school settings. Each program is designed to foster positive change that leads to an improved quality of life for students, their families, the community, and the global society.

Mission of the Division of Education

The mission of the Division of Education and Teacher Education Unit is consistent with the mission of Philander Smith College. The Division of Education builds upon its philosophy, as well as human, physical, and financial resources for the implementation of its programs and services. Furthermore, the Division of Education is committed to providing outstanding educators who will become community, national, and world leaders committed to life-long learning. Each program is designed to support the college‘s mission to graduate academically accomplished students who are grounded as advocates for social justice, determined to intentionally change the world for the better.

Education Conceptual Framework

The theme of the conceptual framework for the program is ―The Teacher as the FORCE in the Teaching/Learning Process.‖ The framework‘s underlying principles are: Facilitator, Organizer, Reflector, Collaborator, and Energizer. Each principle is aligned with Pathwise four domains, Arkansas Standards, and Specialty Professional Association Standards (SPA).

Teacher Education Programs

The Division of Education offers Teacher Education licensure programs in Early Childhood Education (ECED, grades P-4), Middle Level Generalist (MCEA, grades 4-8; candidates must choose one of two concentrations: either English/Language Arts/Social Studies or Math/Science), Vocational Education/Business Technology (VOBT, grades 7-12) and a non-licensure program in Physical Education (PHED). Beginning the fall 2015, the Division of Education will offer revised curricula, as approved by the College and the Arkansas Department of Education in spring 2015.

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THE WORLD COMMUNITY

The UMC World Community concerns issues that affect all peoples; nations and cultures; national power and responsibility; war and peace; and justice and law. Read The United Methodist Social Principles from The Book of Discipline, 2008.

Philander Smith College offers several programs in the curriculum to enhance the understanding of the World Community. Some examples of those programs are highlighted below:

The Reynolds Library and Technology Center

The Library is one of the most modern technologically advanced centers for learning about the world community. The Library is a 49,404 square feet, two story structure. The facility contains state-of-the-art equipment, knowledge resources necessary for professional research and for patrons to engage in active learning. The facilities include the following:

Distance Learning Lab – Available by request from faculty, this is a smart classroom with computer access at each desk that offers video conferencing capabilities and a wide-variety of media system.– Also a smart classroom, this room offers 15 computers with internet access and word processing applications and a project work room with copiers, cutting boards, and laminating equipment. Multimedia resources such as digital cameras, camcorders, with tripods, a scanner, a color printer, and a TV/VCR are also available. This lab may be accessed by students or faculty anytime the library is open.

Conference Center – Equipped with a multi-media presentation system and cable television access, this facility is available by request for academic or community group use.

Music Lab – Located on the second floor, the music lab is a part of the multimedia collection center, which offers interactive listening and viewing capabilities, electronic keyboard studios, video projection and a surround-sound audio system. This technology is available by request.

Technology Center – With a separate entrance located adjacent to the library entrance, 30 computer stations are available to students and include access to the internet, library web technology, word processing applications, e-mail, and laser printing.

Multi Media Resources Center – The Multimedia resources center is the library‘s primary collection of materials in electronic non-print (audio and visual) formats. These formats include: videocassettes, DVDs (Digital Versatile Discs), and laser discs; audiocassettes; slides and interactive multimedia materials. A variety of equipment is available to support use of the collection.

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Faculty/Staff Development – Located on the second floor, the Faculty/Staff Development Room contains a separate collection of the newest titles on professional development and is accessible by request.

Department of Language and Letters

The Department of Language and Letters offers a major and minor in English. In addition, courses are offered in art, composition, drama, film, French, literature, Spanish, and speech communication. The department supplements the total academic program and mission of the College. As its vision, Language and Letters presents and opens a way of viewing, understanding, and expressing thoughtful responses to the world humanity shares. Our curriculum focuses on local, national, and global issues of social justice, such as discrimination, inequities, sexism, classism, racism, and bigotry in individual and institutional life, to educate and elevate PSC students into advocates for social justice.

The Department seeks to facilitate the development of students as mature, caring, knowledgeable individuals who, as reflective, critical, and socially aware humane persons, not only comprehend but appreciate pluralistic values while maintaining their individuality.

The goals of the department are to assist the student to:

1. Acquire and practice the tools necessary for intellectual inquiry and successful communication in a multicultural context;

2. Develop the critical and reflective thinking skills of intellectual life in order to live with integrity in a complex society;

3. Experience, understand, and appreciate the diversity of human expression found in the creations of the performing, graphic, and literary arts;

4. Understand and appreciate human experience and expression by creating works of performing, graphic, and literary arts; and

5. Strengthen humane values and heighten social justice awareness through understanding and appreciating the diversity of humanity across cultures and throughout time.

The Department of Language and Letters offers courses in art, composition, drama, foreign language, literature, and speech communication. The outcomes of the Department are to enable students to:  Appreciate the ability of the spoken and written language to express ideas and emotions,  Read easily and fluently,  Write clearly and cogently,

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 Comprehend the scope of written expression in its historical and/or cultural contexts,  Appreciate individual works in terms of style and substance,  Synthesize ideas drawn from diverse cultures separated by time and space,  Create original responses to texts in a variety of written, oral, and visual forms.

International Studies and Study Abroad Program

The following information may be found on the College‘s website:

Mission: The International Studies and Study Abroad Program at PSC is designed to increase student awareness of and participation in global and cultural studies outside of the classroom and beyond the campus.

Advisory Council Members:

Betty Dickson, Ed.D. Professor Early Childhood Education, Division of Education

Jonathan Hutchins, A.B.D. Assistant Director, The Social Justice Initiative

Raphael Lewis, Ph.D. Professor Department of Political Science, Division of Social Sciences

Teresa Ojezua, Head Librarian D. W. Reynolds Library

Bertha Owens, M.A. Assistant Dean Recruitment Admissions and Registrar

Lyndsay Williams-Johnson Scholarship and Student Abroad Counselor/Coordinator

Hazel Arnett Ervin, Ph.D. Ex-Officio Office of Academic Affairs

Spanish Offerings

The College offers the following Spanish courses through the Department of Language and Letters:

SPAN 113. Elementary Spanish I. Essentials of grammar, simple conversation, aural-oral comprehension, graded readings.

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SPAN 123. Elementary Spanish II. Essentials of grammar, simple conversation, aural-oral comprehension, graded readings.

SPAN 213. Intermediate Spanish I. Review of grammar, pronunciation, and intensive drill of conversation in order to develop the student‘s ability to understand simple Spanish prose.

SPAN 223. Intermediate Spanish II. Review of grammar, pronunciation, and intensive drill of conversation in order to develop the student‘s ability to understand simple Spanish prose.

SPAN 313. Survey of the Literary and Intellectual History of Spain and Latin America I. A survey of the literary and intellectual history of Spain and Latin America from the Middle Ages through the 18th Century.

SPAN 323. Survey of the Literary and Intellectual History of Spain and Latin America II. A survey of the literary and intellectual history of Spain and Latin America from the Middle Ages through the 18th Century.

SPAN 413. Survey of the Literature and Intellectual History of Spain and Latin America. III. A survey of the literary and intellectual history of Spain and Latin America through the 19th and 20th centuries.

History Courses

The Division of Social Sciences provides students with History courses that present a global perspective and a solid foundation in the methods and history of history. The History courses are as follows:

HIST 103. Arkansas History. This course covers the history of the State of Arkansas from prehistoric times to the present. Particular emphasis is devoted to the political, economic, and social development of Arkansas from its establishment as a territory to contemporary events.

HIST 113. History of Western Civilization I. The evolution of civilization through 1715 and its impact on society.

HIST 123. History of Western Civilization II. Development, expansion and growth of civilization since 1715. Prerequisite: HIST 113.

HIST 203. History of American Institutions. A survey of American history from the colonial period to the present with an emphasis on the development of American democratic institutions.

HIST 213. History of the United States I. A general survey of American history through the Civil War.

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HIST 223. History of the United States II. A general survey of American history from the Civil War to the present. Prerequisite: HIST 213.

HIST 233. History of Africa. A survey of developments on this continent, but stressing the sub-Saharan region and roughly the last one hundred years.

HIST 333. World Geography. The geography of regions of the world; emphasis on physical and cultural environment which influences human being‘s activities.

HIST 383. African-American History. The story of the African-American people and their African background and heritage. The purpose is to give a balanced account of the African- American as a participant in our nation‘s history. It attempts to identify the major historical forces which have influenced the Afro-American community and to describe that community‘s impact upon broader national and international development. Prerequisite: HIST 213.

HIST 400X. Topics – Research/Seminar. Prerequisite: Must have completed 90 credit hours or more.

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Community Engagement

The Office of the Social Justice Initiative arranges and sponsors community-based activities for students and faculty. This is done by strategically developing inclusive partnerships with campus and broader communities through civic engagement, exchange of knowledge, and experiential experiences that are mutually beneficial and impactful in all respective communities. For additional information, please visit the Social Justice webpage.

UMC Core Component:

A Church-related institution includes in its faculty, administrative officers, and board of trustees persons who understand and respect the relationship with the United Methodist Church.

Response:

As a Church-related institution, Philander Smith College includes in its faculty, administrative officers, and Board of Trustees persons who understand and respect the relationship with The United Methodist Church.

The May 2015 UMC survey revealed the following results from the Cabinet, Faculty, and Staff:

Board of Trustees The top governance of the College is the responsibility of the Board of Trustees. The Board exercises its responsibility to the public to ensure that the organization operates legally, responsibly, and with fiscal honesty. The Board exercises the corporate powers described in the College‘s Charter approved by the State of Arkansas. This statement is made in the Charter and Article of Association, Article I: ―and they {the original names who constituted a body corporation by the name of Philander Smith College, March 3, 1883} and their successors, such as shall be and remain in a body corporate forever, for the purpose of affording collegiate education facilities under the control of the Methodist Episcopal Church‖ (College Charter). Members of the Board of Trustees of the College are elected in compliance with its By-laws. A Nominating committee is established and charged with the responsibility of recommending to the Board ten at-large members. Other members are elected by the positions listed below:  The Bishop of the United Methodist Church of the Arkansas area;

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 District Superintendent from the Arkansas Conference of The United Methodist Church;  One member of the Division of Higher Education of the Board of Higher Education and Ministry of The United Methodist Church, Nashville, Tennessee;  One member nominated by the National Alumni Association of the College;  Ten members at large upon nomination by the Committee on Nominations, six of whom shall be members of The United Methodist Church;  One member submitted by the faculty and one member submitted by the students (voice only for the faculty and student representative);  The President of the College.

Under the leadership of a Board, Vice-Chair, and Secretary/Treasurer, the Board of Trustees meets three times each fiscal year and holds special meetings when necessary. Between meetings of the Board of Trustees, its powers and duties (except as otherwise provided in the By-laws) may be exercised by an Executive Committee consisting of the Chairperson of the Board, Vice-chairperson, Secretary/Treasurer, the President and four or more other members of the Board of Trustees designated annually by the Board. In addition to the Executive Committee, the permanent committees of the Board of Trustees include the following: (a) Committee on Finance, (b) Committee on Academic Policies and Personnel, (c) Committee on Buildings and Grounds, (d) Committee on Development, (e) Committee on Nominations, (f) Audit, (g) Planning, and (h) Committee on Student Affairs. Board policies and practices document the Board‘s focus on the College‘s Mission. The Board has adopted the following Board of Trustee Mission Statement in support of the College‘s Mission: The Board of Trustees of Philander Smith College seeks to lead by developing and monitoring policies necessary to deliver a vision of excellence based on a sound strategic plan that respects the past while aggressively creating the future and by garnering the resources necessary to:  Insure a spiritual, intellectual, and physical campus environment that will nurture the students in their quest for excellence;  Open the academic doors for a broad range of students including those not previously well served; and  Support and nurture the President, Faculty, and Staff as they seek to deliver the Mission and goals of the College. (Board of Trustees Meeting, May 1, 2015)

Thus, policies are approved through an extensive process, which allows for faculty, staff, and student input. The Board of Trustees utilize a step-by-step process in creating policies in which they take into consideration federal and state guidelines as well as any

256 other relevant mandates. The Board of Trustees focuses on the College‘s Mission to ensure that the content of each policy is in keeping with the College‘s Mission.

The Board‘s Executive Committee is empowered to act on behalf of the Board during interims between full board meetings. Actions of the Executive Committee are reported to the full Board at its next meeting.

One of the objectives of the Board of Trustees‘ Mission is to ―support and nurture the President, faculty and staff as they seek to deliver the Mission and goals of the College.‖ In this respect, the Board authorizes the President to be responsible for the internal operation, management, and administrative affairs of the College. The Board delegates to the President the authority to be the principal representative of the Institution to the public and to the Board of Trustees.

The Board of Trustees has designated Dr. Reginald L. Smothers as the current President and Chief Executive Officer (CEO) of the College. The Board has elected fourteen Presidents since the College was founded in 1877. The designation for a CEO is found under Article VIII of the Board‘s By-laws.

The College is governed by a twenty-six member Board of Trustees, which meets three times each year in February, May, and September and on call when necessary. Minutes of the meetings are kept on file in the President‘s Office and the Archives in the Reynolds Library and Technology Center. Periodically, the Board reviews its policies and updates them as necessary. The faculty and students have access to decisions made by the Trustees through Faculty Senate and Student Government representatives on the Board.

The President reports to the Board on his actions between meetings. Presidential Leadership Team Members serve as resource persons during Board Committee meetings. The Board does not micro-manage administrative areas; rather, it sets policy for the College‘s administration. The Board of Trustees Handbook is the official document followed by the Board during their meetings.

The distribution of responsibilities as defined in governance structures, process, and activities is understood and is implemented through delegated authority.

Philander Smith College Executive Cabinet

The Philander Smith College‘s Executive Cabinet is the group appointed by President Roderick L. Smothers to oversee management of the institution. The Executive Cabinet meets weekly with the President. Each member of the Executive Cabinet (except the College Chaplain) supervises a number of staff responsible for key operations of the institution. President Smother‘s Executive Cabinet, which serves in an advisory capacity to him, is composed of the following chief administrators: Dr. Hazel Arnett Ervin, Vice- President for Academic Affairs, Mr. Kevin Hamilton, Vice-President for Student Affairs;

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Dr. C. J. Duvall, Vice-President for Institutional Advancement; Mr. Terry Wallace, Vice- President for Fiscal Affairs/CFO; Mr. Maurice Osborne, Interim, Director of Enrollment Management; and Rev. Ronnie Miller-Yow, Dean of Religious Life and Campus Culture. Also, program directors and others serve in an advisory capacity once each month during the President‘s Administrative Council meetings. Two members of the six-member Executive Cabinet (one-third) are United Methodist clergy or laypeople.

Faculty

The Philander Smith College Faculty Handbook (Purpose and Philosophy) states the following:

―At no time in history has the challenge to the academic community‘s creative ability been greater than it is today. The academic community must be committed to helping students develop their best potentials, helping them make a good living, and encouraging others in their pursuit of life, liberty, and happiness.

Philander Smith College was created in 1877 by the Methodist Episcopal Church for five good reasons: 1. To help persons face the vexing experiences of conflict and social change; 2. To develop leadership for the African-American community; 3. To educate and help disadvantaged persons; 4. To enhance the dignity of persons; 5. To facilitate the achievement of justice and to advance human welfare.

These distinctive aims of the founders are still used as guidelines in the planning of curricular offerings for students of all races and classes who enter the College with a hunger for knowledge, a quest for truth, and a desire for a better life. During the early stages of the development of Philander Smith College, higher education was restricted by conformity and religious restraint. Today, the College community is characterized by academic freedom and responsibility, critical analysis and creative research, meaningful dialogue, and free communication.

Philander Smith College is a student-centered college. that aims to help students:  To think critically, creatively, quantitatively, and qualitatively;  To develop a sound moral and spiritual foundation for their personal life, social involvement, and respo community leaders;  To develop their greatest potential as human beings, citizens, and children of God;  To be workers who are proud of their work;  To live up to the highest and best they know.

Many educators are willing to invite academically gifted students to participate in the learning process. Philander Smith College welcomes both the academically prepared as well as those students who may need the help of special services to maintain satisfactory academic progress at the College. The full evaluation of a student is not based solely on his

258 or her report card or what he or she may be at the moment. In addition to these factors, the President, the Faculty, and the Staff consider what each student may become if given a fair chance for growth and development.‖(Source: Philander Smith College Faculty Handbook 2010)

Philander Smith College seeks to recruit and retain qualified faculty members who are vital to carrying the commitment outlined above. Faculty members‘ appointments are not dependent upon a particular denominational affiliation. The College seeks out faculty who will support the Judeo-Christian ethical tradition and the College‘s Mission, Vision, and Core Values of the Institution. Faculty may feel comfortable and work closely with the College leaders in achieving the mission of the Institution ―to graduate academically accomplished students, grounded as advocates for Social Justice, and determined to change the world or the better.‖

Students’ Religious Affiliations In an email survey during Spring 2015, approximately 0.8% of Philander Smith College students identify themselves at United Methodists. Please see Table 4.27 below for additional information.

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Table 4.27: Religious Affiliations of PSC Students, Spring 2015

Source: Office of Institutional Effectiveness and Planning, 2015

Criterion Four: Church-Relatedness: Summary

Philander Smith College is proud of its historical relationship with The United Methodist Church. Philander Smith College‘s mission statement echoes its first mission by The Methodist Church to provide an education during ―conflict and social change,‖ by educating current students to become ―advocates for social justice.‖ The mission statement also is consistent with the current mission of The United Methodist Church by charging Philander Smith College students to ―change the world for the better.‖

As evidence of Church Relatedness, Philander Smith College offers weekly chapel services, curricular, and co-curricular activities to serve the spiritual needs of the campus community wherever possible. Philander Smith College is clearly committed to its mission to develop students into first-class, service-oriented, participating citizens in a church- related environment with a commitment to social justice. The 2013-2015 Course Catalog of Philander Smith College identifies the institution as ―Approved by the University Senate of The United Methodist Church.‖

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RESPONSES TO RECOMMENDATIONS MADE BY THE COMMISSION ON BLACK COLLEGES IN 2011

The 2011 University Senate Commission of the Black Colleges for The United Methodist Church recommended Philander Smith College for continued participation in the Black College Fund. Philander Smith College‘s responses to the ‗one‘ Recommendation and ‗seven‘ Suggestions from the Committee are discussed below:

A. The University Senate registered one recommendation, as follows:

UMC Recommendation:  ―It is recommended that the College develop and publish a competitive faculty salary scale for implementation as resources become available.‖

PSC Response to Recommendation:

As of summer 2015, the College has this recommendation as ongoing. Intensive efforts are underway to increase and stabilize the enrollment of students. Several programs are in place to increase the enrollment, including the Summer Enrichment program, Philander S.T.A.R.T., and Charles Donaldson Scholarship Program that will have a significant impact on student enrollment and stabilization. The goal is to increase student enrollment to 750 within two years. Dr. Smothers has made a personal commitment to increase student enrollment, and he has several incentives in place to engage the PSC family in the process.

Therefore, the College will develop and publish a competitive faculty salary scale for implementation as resources become available. Additional resources will become available for faculty salaries, as the College‘s enrollment increases.

B. Response to Suggestions

UMC Suggestion:

1. In light of the world we live in, additional attention must be given to campus security and its role in providing a receptive learning environment. This should include a clearly defined set of goals for professional training, uniformity and personnel presentation, benchmarks and budget, with attention to additional campus lighting and positive interaction with the campus community.

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PSC Response:

Ms. Anita Phillips, Chief of Safety and Security, provided the response to the UMC suggestion as follows:

The mission of Philander Smith College - Campus Safety & Security Department is founded on the principles of providing a healthy, safe and secure environment for all campus constituents.

Physical Resources

I. The Campus Safety and Security Department is committed to providing a safe environment conducive to living, learning, and working. This is done through various programs such as crime awareness education, patrols, inspections, communications and professional security services. The Safety & Security Office is also responsible for maintaining compliance with federal, state, and local regulations as it relates to safety and security. The Campus Safety and Security Department strives to enrich and support the College‘s mission. The Institution recently hired a new Chief of Safety and Security in February of 2015.

A. The Reporting Structure of the Campus Safety and Security Department works under the direction of the Student Affairs Division. B. The area of Campus Safety and Security works closely with other areas on campus to include Student Affairs, Human Resources, Maintenance and other Administrators to ensure that the Institution‘s mission is met by exercising appropriate control and contributing towards effective risk management programs. C. The Department of Campus Safety employs 9 non-sworn armed safety officers along with 1 non-sworn armed Chief of Security. The division operates seven days a week, 365 days a year to include weekend and holidays. D. The funding source for the division of Campus Safety and Security comes directly from the Institution‘s General Budget.

II. The Campus Safety and Security/Chief will provide the College community with access to the following plans and/or procedures: (Annual Crime Report, Emergency Contingency Plan, Crisis Intervention Plan, Timely Warnings, Daily Crime Logs, Crime Statistical Data and Safety in the Workplace Policy).

III. The Chief of Safety and Security is administratively responsible for ensuring that (DOE) Department of Education requirements are met and policies are practiced and adhered to by the Institution‘s constituents.

IV. The Chief of Safety and Security will conduct monthly inspections of the College‘s facilities and report any hazards to the appropriate division for

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corrections. The Chief of Safety and Security will work to ensure that the environment is free from any potential hazards.

V. The College ensures that the College community is staffed with 24/7 Safety coverage year round to include weekends and holidays. The department has a 24- hour telephone number that members of the Institution can utilize to report incidents and/or hazards. Campus Safety Officers are Armed Non- Sworn Officers and are issued an armed license from the State of Arkansas. Campus Safety Officers must successfully complete the State of Arkansas Officer training requirements, which include: Orientation, legal powers and limitations of security guard/officer, emergency procedures, general duties, additional training for weapons or other devices that re less than lethal he or she will use, an armed guard must complete eight additional hours in the classroom covering: handling of a firearm, and safety and maintenance of firearms.

VI. The Campus Safety and Security Department will submit annual crime statistical data to the (DOE) Department of Education to ensure that all criminal incidents that occur on campus are properly documented and reported. The Chief of Safety and Security works closely with the Little Rock Police Department to ensure that Philander Smith College is aware of the criminal threats that are in close proximity the College community.

VII. The Campus Safety and Security Department will work closely with Maintenance and the Custodial Departments to ensure that building inspections are conducted and that any maintenance issues or hazards are addressed. The Campus Safety and Security Department will report when emergency exits are blocked and any areas that have excessive debris and clutter is reported and addressed by the maintenance department. The Chief of Safety and Security will be working on the following for the 2015- 2016 academic year: Emergency and Safety Plans Forming a Safety Committee Providing Staff, Student and Faculty Safety Training Safety Inspections and Vulnerabilities Evacuation Plans of All Buildings Increasing the Security Department Disseminating Crime Statistics Writing and Implementing Campus Safety Operational Post Orders Writing and Implementing Security and Safety Policies for Residential Life (Source: Ms. Anita Phillips, Chief of Safety and Security, March 3, 2015)

UMC Suggestion:

2. Develop an integrated approach to utilizing various data collected in relation to educational outcomes that clearly define and measure student learning and support services outcomes.

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PSC Response:

Philander Smith College has selected the Task Stream‘s Accountability Management System (AMS) to coordinate our outcomes assessment and institutional effectiveness processes. This process incorporates an integrated approach for utilizing various data collected in relation to educational outcomes that clearly define and measure student learning and support services outcomes.

Task Stream helps the academic and non –academic programs and departments to manage content, resources, and communication for all assessment processes. There are workspaces for each department and program to keep track of assessment reports that are required for Philander Smith College‘s regional accreditation by the Higher Learning Commission of the North Central Association.

In addition, workspaces may be accessed by multiple members of a department. Each department determines who has access to the workspace and decides the types of access each per has (e.g., read only, add or edit content).

More information about Philander Smith College Accountability Management System in TaskStream can be found on our website. To get more specific information about Task Stream at Philander Smith College, contact [email protected] or (501) 975-8506.

UMC Suggestion:

3. Publish and widely distribute clearly defined statements of desired educational outcomes and a system for evaluating these outcomes in appropriate college documents and publications.

PSC Response:

Philander Smith College publishes and widely distributes clearly defined statements of desired education outcomes in the College Catalog, Faculty Handbook, Student Handbook, and Staff Handbook. In addition, academic divisions publish their statements of desired education outcomes in the College‘s Task Stream Accountability Management System. The 2013-2015 Philander Smith College Catalog is published on the College‘s Webpage. The establishment of a new college catalog for 2015-2017 is in process. This document is expected to include more clearly defined statements of desired education outcomes for General Education, as well as Academic Programs.

UMC Suggestion:

4. Maintain ongoing periodic studies of the success of graduates in achieving career goals and advancement to measure long-term institutional effectiveness.

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PSC Response:

Academic Divisions have primary responsibility for keeping track of their majors. Other sources of studies on graduates are: PSC Alumni (Alumni Database and Alumni Yearbooks), Office of Title III, and Office of Research and Assessment. An exhibit is on display related to periodic studies of the success of PSC graduates in the Campus-Wide Resource Room, AC 232. This exhibit is accessible to the College Community.

UMC Suggestion:

5. Clarify and communicate tenure process to faculty in a transparent manner.

PSC Response:

The tenure process for faculty is defined in the 2010 edition of the Faculty Handbook and a copy may be found on the College webpage. The tenure process is further clarified and communicated by Division Chairs to prospective faculty for tenure on an annual basis, and through the Faculty Senate. All full-time faculty are members of the Faculty Senate that meets once a month for the nine-month academic year.

During the 2013-2014 Academic Year, the Faculty Senate Tenure and Promotion Committee worked with the Faculty Senate via meetings, email, and committee reports to further clarify and communicate the tenure process to faculty in a transparent manner. However, further study was needed. Additional faculty actions were in process in June 2015 to develop clearly defined objective criteria for faculty tenure and promotion with measurable outcomes under the direction of the Faculty Senate; and in consultation with Vice President Hazel Arnett Ervin and President Roderick L. Smothers.

UMC Suggestion:

6. Faculty and administration design and implement a meaningful faculty evaluation process, especially student evaluation turnaround time, to demonstrate improved faculty performance and increased instructional effectiveness.

PSC Response:

The Faculty Evaluation Process is defined in the 2010 Edition of the Faculty Handbook. In addition, the College has developed and implemented an Employee Performance Management Program (EPMP), effective with the 2013-2014 academic year for staff and beginning with the 2014-2015 academic year for all full-time faculty and staff. A copy of the EPMP evaluation system may be found on the College website.

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In addition, students evaluate their courses and faculty each semester online using the Course Evaluation System, under the direction of the Office of Research and Assessment. This process has enabled the College to have a meaningful faculty evaluation process for their courses. In addition, faculty members are evaluated by their division chair, peer reviewer, and by the Vice President for Academic Affairs. Also, faculty members engage in self-evaluation to reflect on their performance. These evaluative processes have increased instructional effectiveness. Faculty members are using their evaluations for the tenure and promotion process, as well as for professional development.

UMC Suggestion:

7. That the Commission on Black Colleges monitor the institution‘s annual audits and management letters, which are required to be submitted routinely, for at least five years to ensure the institution‘s financial stability and health. In addition, the institution should submit annually along with its audits and management letters progress reports on the enrollment and financial projections included in the current self-study report submitted to the University Senate.

PSC Response:

Philander Smith College will continue to cooperate fully with the Commission on Black Colleges regarding annual audits and management letters. In addition, the College submitted its audits and management letters to the University Senate in 2015. Progress reports on enrollment and financial projections are included in the Self-Study Report prepared for the University Senate.

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RESPONSES TO RECOMMENDATIONS MADE BY THE UMC SITE-VISIT TEAM IN 2014

UMC Recommendation

The special committee recommended that the institution celebrate its strengths more consistently and enthusiastically in its self-study report to the Higher Learning Commission. For example, the faculty provided many examples of the intentionality of incorporation social justice theme of the institution in the many courses of the curriculum. This is a strength that should be celebrated in the report. Assessment of learning outcomes was described by the faculty to be infused seamlessly into the curriculum which is also strength to be celebrated.

PSC Response

Philander Smith College took the recommendation from the special committee of The United Methodist Church (2014) and celebrated the College‘s strengths more consistently and enthusiastically in its self-study report to the Higher Learning Commission.

One of the major ways to celebrate strengths was to include in the self-study report a section on ACHIEVEMENTS AND MAJOR EVENTS SINCE THE 2007 HIGHER LEARNING COMMISSION‘S EVALUATION, pages 24-33 in the report. Another effort that was successful was to utilize a section on STRENGTHS in the end of each criterion chapter. For example, see pages Mission Criterion One, p. 100-101, in the Self-Study Report. In addition, Social Justice was given significant attention in the report, as part of the College‘s mission to graduate academically accomplished students, grounded as advocates for social justice, intentionally determined to change the world for the better.

The faculty‘s efforts to infuse assessment of learning outcomes seamlessly into the curriculum are being implemented according to the UMC special committee‘s recommendation. See pages 72-80 in the HLC Self-Study Report. Additional information may be found on the Institutional Effectiveness link on the College‘s web page at www.philander.edu.

UMC Recommendation

Further, it is vital for the Board of Trustees to finalize its selection of the president of the institution and to empower the president to provide strong leadership toward a common understanding of the strategic of the college. In addition, the board must remain focused on monitoring the financial status of the institution and must work closely which the new leader of institutional advancement to strengthen fund-raising. Further, it is important for the

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University Senate to review a copy of the Higher Learning Commission‘s report on the institution when action is taken on its decennial accreditation.

PSC Response

The Board of Trustees selected Dr. Roderick L. Smothers as the 14th President of Philander Smith College on October 1, 2014. Dr. Smothers officially started his tenure on January 1, 2015. However, we are pleased to report that Dr. Smothers took several positive steps toward reaccreditation of Philander Smith College prior to his official date on January 1st. These included: providing a readiness visit by Consultant Dr. Darnell Williams in October, 2014; reading the HLC documents and talking to key PSC personnel regarding our readiness for the on-site visit; and actively participating with the on-campus faculty, staff, and students, and the HLC team throughout the HLC on-site visit November 3-5, 2014.

The University Senate will have access to a copy of the Higher Learning Commission‘s report on the institution following the HLC‘s action on March 9, 2015. The College was reaccredited for the full 10-year period. The next HLC visit is 2024-2025. (See Exhibit 1.2: PSC Self-Study Report to the Higher Learning Commission NCA)

Further, the Board of Trustees has been actively monitoring the financial status of the College, and is working very cooperatively with Dr. C. J. Duvall, Vice President for Institutional Advancement, with fundraising. In addition, the Board has been working very cooperatively with Dr. Smothers, as the new leader of this great institution. The evidence may be found in the Board of Trustees Minutes in February 2015 and May 2015. (Copies of the minutes are available in the PSC Archives, President‘s Office, and Campus-Wide Documents Room, AC 232).

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Chapter V General Summary Report Request for Continued Accreditation

University Senate of The United Methodist Church

Self-Study Report August 2015

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Summary and Request for Continued Accreditation and Support of the Board of Higher Education and Ministry of The United Methodist Church

This Self-Study Report, covering a five-year period of significant transformation, has outlined the achievements made toward the objectives articulated in the Mission Statement of Philander Smith College to graduate academically accomplished students who are grounded as advocates for social justice, determined to change the world for the better.

With this Self-Study, Philander Smith College has provided definitive evidence both presented within this report and through the 2014 Philander Smith College Self-Study Report to the Higher Learning Commission of the North Central Association. In addition, the College has provided supplemental materials documenting that the institution fully meets all of the Evaluation Criteria of The United Methodist Church for continued support and listing as a United Methodist Related Institution. The College‘s evidence demonstrates meeting the following Evaluation Criteria:

Institutional Integrity Program Quality Sound Management and Financial Health Church Relatedness

Request for Continued Accreditation and Support of the Board of Higher Education and Ministry of The United Methodist Church

It is respectfully requested, after full consideration of the evidence presented, that the UMC Accreditation currently granted to Philander Smith College by the University Senate of the Board of Higher Education and Ministry of The United Methodist Church be reaffirmed.

Thank you.