Institutional Report to the University Senate of the United Methodist Church Volume II: Self-Study Report to the Higher Learning Commission NCA, 2014

1 Institutional Report to The University Senate of The United Methodist Church Volume II: Self-Study Report to the Higher Learning Commission NCA, 2014

Submitted by Dr. Roderick L. Smothers, President Philander Smith College Little Rock, Arkansas 72202 August 2015 2

2014 Self-Study Report

PREPARED FOR THE HIGHER LEARNING COMMISSION OF NCA

Submitted by Dr. Lloyd E. Hervey Interim President

September 2014

2014 Self-Study Report Developed for the Higher Learning Commission Of the North Central Association by the 2012-2014 PSC HLC 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

President’s Welcome

Philander Smith College (PSC) welcomes the team from the Higher Learning Commission (HLC) to our campus in Little Rock, Arkansas. It is our pleasure to provide the HLC with our Self-Study Report for 2007 -2014. This report is the work of the Philander Smith College community of learners who are ―moving 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 Higher Learning Commission 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, challenges to address, and areas for improvement. Our 2014-2019 Strategic Plan will provide 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 HLC and the evaluation team will guide us with future endeavors.

Thank you for your time and effort as peer reviewers for the Higher Learning Commission. 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,

Lloyd E. Hervey Interim President

TABLE OF CONTENTS PAGE

I. Introduction 10

Criteria for Accreditation 11 Institutional Overview 12 Organization of the Self-Study Report 12 History of Philander Smith College 13 Mission Statement 14 Foundational Core Values 14 Church Relatedness 15 Philander Smith College‘s Transformation into a Social Justice Institution 15 Philander Smith College Quick Facts and Data 18 Spring 2014 Term Enrollment Statistics 19

II. Background of the Self-Study 20

The Self-Study Process 21 Self-Study Steering Committee Composition and Charge 21 Purpose of the Philander Smith College Self-Study 22 Self-Study Goals 22 Self-Study Opportunity for PSC 23 Accreditation History 24 Achievements and Major Events Since the 2007 Higher Learning Commission‘s Evaluation 24 Governance Structure 34 Strategic Planning for the Future of Philander Smith College 38

Summary 42

III. Response to the 2007 Site Visit Areas of Concern 43

IV. The Evidence 64 Criterion One 65 1. A. 68 1. B 86 1. C 89 1. D 93 Criterion Two 102 2. A 105 2. B 116 2. C 121 2. D 124 2. E 125

Criterion Three 138 3. A 141 3. B 149 3. C 164 3. D 174 3. E 195 Criterion Four 203 4. A 209 4. B 223 4. C 240 Criterion Five 262 5. A 265 5. B 297 5. C 304 5. D 316

V. General Summary Report 323

Request for Continued Accreditation 324

VI. Appendices 325 Self-Study Committees 326 Abbreviations 328 Federal Compliance Program Institutional Snapshot Data Special Fiscal Affairs Report

TABLES

TABLE PAGE Chapter One Table 1.1 Philander Smith College Self-Study Organization 12

Table 1.2 Philander Smith College Quick Facts and Data 18

Table 1.3 Philander Smith College, Spring 2014, Term Enrollment 19 Chapter Two Table 2.1 Presidential Leadership for the PSC Self-Study Process 23

Table 2.2 Accreditation History of Philander Smith College 24 Chapter Three Table 3.1 Philander Smith College Statements of Activities 45

Table 3.2 Satisfactory Academic Progress (SAP) 2009-2010 51

Table 3.3 Faculty Salary Table 57 Chapter Four Table 4.1 Evolution of the Mission of Philander Smith College 1939-2014 67

Table 4.2 Student Satisfaction Survey 71

Table 4.3 Faculty Senate Satisfaction Survey 71

Table 4.4 PSC Upper Administration/Cabinet Level Mission Statements 73

Table 4.5 PSC Academic Department/Division Mission Statements 75

Table 4.6 PSC Non-Academic Department Department/Division Mission Statements 76

Table 4.7 Evidences that Address the College‘s Mission at the Curriculum/Course Level 77

Table 4.8 Evidences that Address the College‘s Mission in Student Activities 78

Table 4.9 PSC‘s Budgets 2013-2014 and 2014-2015 108

Table 4.10 Auxiliary and Oversight Operations 116

Table 4.11 Summary of Educational Programs at Philander Smith College 143

Table 4.12 General Education Requirements 152

Table 4.13 Administrative Officers: President‘s Cabinet 2014 164

Table 4.14 Faculty Satisfaction Survey 172

Table 4.15 Student Satisfaction Survey 174

Table 4.16 2014-2019 PSC Strategic Plan, Strategic Initiative Three 186

Table 4.17 Professional Development: Library 2010-2013 189

Table 4.18 Reynolds Library Classes 2010-2013 189

Table 4.19 Summary of Educational Programs at Philander Smith College 211

Table 4.20 Graduates by Division 2006/07 – 2012/13 216

Table 4.21 2007--2012 PSC Graduate Tracking from National Clearing House 218

Table 4.22 2012—2013 Graduate Tracking from Academic Divisions of Graduate Employment 218

Table 4.23 PSC Institutional Assessment Program 2009-2013 227

Table 4.24 Impact Chart on Fundraising, Student Achievement, and Community Engagement 241

Table 4.25 Academic Success Center Activities 2012-2014 242

Table 4.26 PSC Freshmen Retention 2007-2012 245

Table 4.27 PSC Freshmen Retention 2007-2012 Revisited 247

Table 4.28 Freshman Class Profile 2007 – 2013 248

Table 4.29 Remediation Rates 2007 -2012 248

Table 4.30 PSC Graduate Rates 2004-2014 249

Table 4.31 PSC Retention, Remediation, and Graduation Comparison with Other Institutions 251

Table 4.32 PSC Retention – Graduation Rate, Freshman Cohorts Fall 2004 – Fall 2013 252 9

Table 4.33: PSC Historical Data on Student Enrollment 257

Table 4.34: Enrollment of New Students Fall 2007 – Fall 2013 257

Table 4.35: Summary of Educational Programs at Philander Smith College 265

Table 4.36: Funding: PSC Campaign/Campus Center Pledges As of April 10, 2014 276

Table 4.37: PSC Tuition and Fee Schedule for 2014-2015 278

Table 4.38: PSC Budget—General Fund (Unrestricted) 07-08 through 13-14 280

Table 4.39: Full-Time Instructional Staff – Totals 282

Table 4.40: Philander Smith College Housing 2007 – 2014 286

CHARTS PAGE Chapter Two Chart 2.0 PSC Organizational Chart 34

Chart 2.1 Academic Governance Reporting Process 37 Chapter Four Chart 4.1 Culture of Assessment 207

Chart 4.2 Enrollment Management Team 255

Chart 4.3 Office of Fiscal Affairs 264

Chart 4.4: Office of Institutional Advancement Organizational Chart 277

Chart 4.5 Campus Map 285

GRAPHS PAGE Chapter Three

Graph 3.1 PSC Student Enrollment Fall 2007 through 2010 45

Chapter Four

Graph 4.1 Course Evaluations 2012 - 2014 168 10

Graph 4.2 Fall 2012 – Spring 2014 Exit Interviews 253

EXHIBITS LOCATION: PSC CAMPUS RESOURCE ROOM, AC 232

Exhibit 1.1 Faculty Senate and Standing Committee Minutes 2007- 2014 Exhibit 2.1: Minutes of PSC Board of Trustees‘ Meetings 2007-2014

Exhibit 3.1: 2007 Philander Smith College Self-Study Report and Consultant/Evaluator Team Report

Exhibit 3.2 United Methodist Church University Senate On-Site visit 2010 and 2014

Exhibit 3.3 Report on Finances to the Higher Learning Commission 2011

Exhibit 3.4 Minutes of Meetings of Faculty Senate

Exhibit 3.5 PSC Monitoring Report on Assessment for the Higher Learning Commission 2010

Exhibit 4.1 Minutes of Meetings of President‘s Cabinet

Exhibit 4.2 Philander Smith College Audits

Exhibit 4.3 Faculty Senate Resolutions 2012-2013

Exhibit 4.4: Specialized Program Accreditation Reports

Exhibit 4.5: Full-Time Faculty Portfolios

Exhibit 4.6: Faculty Evaluations

Exhibit 4.7: PSC Course Syllabi

Exhibit 4.8: Title III Activities

Exhibit 4.9: Philander Smith College Master Plan

Exhibit 4.10: National Survey of Student Engagement (NSSE) Reports

Exhibit 4:11: Faculty Development

Chapter I Introduction

Higher Learning Commission North Central Association of Colleges and Schools

Self-Study Report September 2014 12

Criteria for Accreditation

The Higher Learning Commission North Central Association 1 Mission Philander Smith College‘s mission is clear and articulated publicly; it guides the institution‘s operations.

2 Integrity: Ethical and Responsible Conduct Philander Smith College acts with integrity; its conduct is ethical and responsible.

3 Teaching and Learning: Quality, Resources and Support Philander Smith College provides high quality education, wherever and however its offerings are delivered.

4 Teaching and Learning: Evaluation and Improvement Philander Smith College demonstrates responsibility for the quality of its educational programs, learning environments, and support services, and it evaluates their effectiveness for student learning through processes designed to promote continuous improvement.

5 Resources, Planning and Institutional Effectiveness Philander Smith College‘s resources, structures, and processes are sufficient to fulfill its mission, improve the quality of its educational offerings, and respond to future challenges and opportunities. Philander Smith College plans for the future.

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 HLC continuing accreditation criteria. The chapters provide selected evidence that the College has addressed and responded to previous concerns. The self-study‘s organization is provided in Table 1 below:

Table 1.1 Philander Smith College Self-Study Organization

Chapter One Introduction Chapter Two Background of the Self-Study Chapter Three Response to the 2007 Areas of Concern Chapter Four The Evidence Criterion One Criterion Two Criterion Three 14

Criterion Four Criterion Five Chapter Five General Summary Report Request for Continued Accreditation Chapter Six Appendices Self-Study Committees Abbreviations Supporting Documents Federal Compliance Institutional Snapshot Special Fiscal Affairs Report

PSC will place an electronic version of the Self-Study Report on the College‘s web site, and have links to evidential documentation within the Self-Study Report. 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.

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. 15

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 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.

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)

FOUNDATIONAL CORE VALUES

Philander Smith College is committed to: *help persons face the vexing experiences of ―conflict and social changes‖ *develop black leadership *educate and help disadvantaged persons *enhance the dignity of persons *facilitate the execution of justice and to advance human welfare 16

CORE VALUES ESTABLISHED IN 2013

Philander Smith College established the following core values through a campus-wide assessment study, as they relate to the new Strategic Plan 2014-2019. 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

 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

―Think Justice‖ is the slogan 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: Dr. Joseph Jones, PSC Director of Social Justice Institute)

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 17 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.‖ (UMC.org, Philander Smith Acts on Social Justice Legacy, The official online ministry of The United Methodist Church, May 23, 2013).

Since the last institutional accreditation review by the Higher Learning Commission of the North Central Association (HLC) during spring 2007, Philander Smith College (PSC) has undertaken a tremendous amount of change in its history. The era began in the midst of the last accreditation review process in 2006 under the leadership of former President Walter M. Kimbrough. In February of 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 new social justice emphasis with a new logo and tag line.

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 students graduate academically prepared to make this world better. His chosen legacy is 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).

―Think Justice‖ is what motorists on Interstate 630 see when they drive by Philander Smith College. The words on the side of the College‘s gymnasium reflect both the school‘s Wesleyan heritage and its modern-day mission.

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.” Our tagline ―Think 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.

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 our 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 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. (UMC.org, Philander Smith Acts on Social Justice Legacy, The official online ministry of The United Methodist Church, May 23, 2013)

Table 1.2 PHILANDER SMITH COLLEGE QUICK FACTS AND DATA

(Academic Year) Quick Facts and Data

 Institutional Control: Private  Two-year or Four-year: Four Year  Academic Calendar: Semesters  Religious Affiliation: United Methodist Church  School Size: Small (fewer than 1,000 Students  Average class size: 17  Number of registered organizations: 21  Freshmen allowed to have cars: Yes  Freshmen required to live on campus: Yes

Cost and Financial Aid

 Tuition: Full-time (12-16 credit hrs.) $11,804.00  Room and Board: $ 8,304.00  Total cost for academic year with fees: $20,618.00  Scholarships: Three Levels  Grants: Yes  Loans: Yes  Work-study programs: Yes  Co-ops/Internships Yes  Percent of Students receiving financial aid: 95%  Percent of Students receiving Pell Grant: 70%  ACT Requirements: None (No minimum score)

Application Requirements

 Essay Required: No  Interview Required: No  Application deadline: July 1  Application fee: (domestic) $25  Application fee: (international) $75

HBCU Information  Total number of Historically Black Colleges & Universities: 103  40% of all African American Congressmen are HBCU Graduates  12.5% of all African American CEO’s are HBCU Graduates  50% of Lawyers and 80% of African American Judges are HBCU Graduates (Source: Philander Smith College Board Orientation, fall 2013)

Table 1.3

21 Chapter II BACKGROUND OF THE SELF-STUDY

Higher Learning Commission North Central Association of Colleges and Schools

Self-Study Report September 2014

BACKGROUND OF THE SELF-STUDY

THE SELF-STUDY PROCESS

During the 2010-2011 academic year, the initial planning for the Self-Study began through the Office for Academic Affairs, Accreditation Services Department. In spring 2011, the former President (Dr. Walter M. Kimbrough) and the Accreditation Services Director (Dr. Annie Winkler Williams) attended the Higher Learning Commission Annual Meeting in Chicago, Illinois. Afterwards, a preliminary plan was developed on how Philander Smith College would proceed with the Self-Study Process. This preliminary plan was presented to Dr. Robert Appleson, Liaison with the Higher Learning Commission, for his feedback. After we received his positive feedback, the process was finalized by the Self-Study Steering Committee upon its appointment by the President. Since the announced retirement of Dr. Appleson, Dr. Williams has been in frequent contact with Dr. Lennea Stenson, the current Liaison for Philander Smith College and the Higher Learning Commission.

SELF-STUDY STEERING COMMITTEE COMPOSITION AND CHARGE

Former President Dr. Walter M. Kimbrough appointed Dr. Annie Williams as the Chair of the Steering Committee to provide both administrative and faculty leadership. As Associate Vice President for Academic Affairs, Dr. Williams had strong shared governance experience, and as a member of the faculty, she was associated with the Faculty Senate. Committee members represented the Academic Divisions of the College, Academic Affairs, Institutional Advancement, Student Affairs, Fiscal Affairs, Faculty Senate, Staff, Athletics, Student Government Association, Human Resources, Registrar, Title III, Academic Success Center, Social Justice Initiative, and President‘s Office (ex officio).

The President charged the Self-Study Steering Committee with the following tasks:

 Address the five criteria for accreditation and support the production of the Self-Study Report to be sent to the Higher Learning Commission.  Keep the offices of the President and Vice Presidents informed of critical tasks and progress on the Self-Study, based on the timeline established to monitor achievement.  Oversee the Self-Study process with integrity to establish general campus community acceptance of the Report.  Help with the implementation of the Self-Study findings to meet the challenges ahead for the College.  Become the major resource group during the Higher Learning Commission evaluation visit.

The Self-Study Steering Committee was supported by numerous committees and subcommittees within the College community in determining and gathering evidence, submitting it to Dr. Annie Winkler Williams, contributing to the writing of the Self-Study report; and for providing support throughout the process. The members of the Self-Study Steering Committee, 23

Criteria Committees, and Subcommittees are recognized in the Appendix (Supporting Documents) section of this report.

PURPOSE OF THE PHILANDER SMITH COLLEGE SELF-STUDY

The Self-Study for continued accreditation by the Higher Learning Commission (HLC) of the North Central Association (NCA) provided Philander Smith College with an opportunity for a comprehensive evaluation of policies and practices across the college community. As the College is committed to continuous improvement of teaching and learning, the Self-Study closely aligned with ongoing efforts to provide a quality higher education for enrolled students.

Philander Smith College‘s mission and values reflect the Commission‘s stated goal of ―Serving the common good by assuring and advancing the quality of higher learning.‖ This Self- Study is an honest reflection of the College‘s capacity to meet its mission and serve its constituencies. Thus, the Self-Study is collaborative, cooperative, and participatory, as well as designed two years ahead of the Self-study visit to assure a successful re-accreditation of the College.

SELF-STUDY GOALS

The following goals for the Self-Study were identified by the College‘s leadership:  Achieve a ten-year re-accreditation from the Higher Learning Commission of the North Central Association.  Evaluate the effectiveness of PSC‘s policies, practices, and programs as they relate to the new criteria for accreditation.  Document strengths and challenges across the PSC campus.  Respond to concerns from the 2007 Self-Study and team visit.

SELF-STUDY THEME: ―Academics: Building with Purpose and Moving Forward‖

As Former President Moore (July 1, 2012 – February 20, 2014) charted a new course for Philander Smith College, his vision for academic excellence built on the historic foundation laid by Dr. M. Lafayette Harris, 4th President of Philander Smith College, 1936-1960.

Dr. Harris stated, ―We are requested to build an Ark, to build a life, to live with a purpose. And, the challenge of Christian institutions the world over, and the challenge of every thinking man or woman is the same challenge which was given to Noah years ago—build with purpose.‖

Utilizing the theme ―Building with Purpose,‖ the following are some Academic emphases that Dr. Moore produced:  Freshman Orientation was aligned with Academic Affairs from Student Affairs. This strengthened the academic preparation of entering first-year students.  The development of a comprehensive plan for STEM was instituted in tandem with the direction of the Association of American Colleges and Universities examining Transforming STEM Education. 24

 Faculty members were charged with redesigning their course syllabi to reflect more academic rigor.  Faculty evaluation and performance standards were reviewed and revised.  A college-wide strategic planning committee was instituted to assess the current status of the institution, review the 2006-2012 Strategic Plan, and develop a new five-year strategic plan. (Source: Inauguration of Dr. Johnny Matthew Moore, Thirteenth President of Philander Smith College)

SELF-STUDY OPPORTUNITY FOR PSC

Philander Smith College (PSC) is scheduled to have a continuing accreditation visit by the Higher Learning Commission of the North Central Association (NCA) November 3-5, 2014. Philander Smith College has been accredited by NCA since 1949. The year of the last comprehensive evaluation was 2007. At present, Philander Smith College has complied with all reporting requirements for full accreditation by the Commission. The Philander Smith College Self Study offered the Institution an opportunity to determine its strengths and challenges at a critical point in the College‘s history under presidential leadership, as follows in Table 2.1:

Table 2.1: PRESIDENTAL LEADERSHIP FOR THE PHILANDER SMITH SELF- STUDY PROCESS

Name of President Beginning Date of Service Ending Date of Service

Dr. Walter M. Kimbrough December 13, 2004 June 30, 2012

Dr. Johnny M. Moore July 1, 2012 February 20, 2014

Dr. Lloyd Hervey (Interim) February 20, 2014 Present—

As the table above indicated, Dr. Kimbrough (2004-2012) was President during the 2007 re- accreditation review. On July 1, 2012, Dr. Moore became the 13th President of the College. He immediately focused on improving the Academic Program at the College. Upon the resignation of Dr. Moore, Dr. Hervey was appointed by the Board of Trustees as Interim President. Under the leadership of Interim President Dr. Lloyd E. Hervey, the College is Moving Forward.‖

Accreditation History

Philander Smith College is fully accredited by the Higher Learning Commission of the North Central Association of Colleges and Schools. Table 2.2 shows the institutional and program accreditations earned by the College.

Table 2.2 Accreditation History of Philander Smith College

Accrediting Body Program/Degree Initial Last Review Current Status The Higher Baccalaureate Accreditation 2007 Continuous Learning 1949 Accreditation Commission NCA National Council Teacher Education 1979 2012 Continuous for the Program Accreditation Accreditation of Teacher Education (NCATE)(CAEP) Accreditation Business Program 1997 2009 Continuous Council for Accreditation Business Schools and Programs (ACBSP) Council on Social Social Work 2001 2008 Continuous Work Education Program Accreditation (CSWE)

ACHIEVEMENTS AND MAJOR EVENTS SINCE THE 2007 HIGHER LEARNING COMMISSION’S EVALUATION

Philander Smith College has an impressive list of significant achievements and events over the last seven years. Philander Smith College has listed some of the major milestones that have occurred over the course of the College‘s history and advanced the mission and strategic plan in a significant way.

2007  The emerging mission became the official mission of Philander Smith College when the Board of Trustees officially approved the new mission on February 11, 2007.

 The Bless the Mic Lecture series entered its third year since its opening in 2005. Whereas the first speaker for the lecture series in 2005 was Dr. Michael Eric Dyson, the 2007 series started with such noted lecturers as Andrew Young, Ambassador, Juan Williams, reward-winning journalist and author, and Rev. Al Sharpton.

 Dr. Kimbrough‘s leadership team helped develop a new strategic plan, the Philander Smith College Renaissance Plan 2006-2012 which called for the creation of a unique identity. In February of 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 new emphasis on Social Justice with a new logo and tag line.

 The Ozell Sutton Medal of Justice was created. Social justice themes were infused into the Freshmen Colloquium classes. Justice-related internships increased for students. The Social Justice Advisory Board was established and held its first meeting on the campus of Philander Smith College. The Social Justice League, a new student organization, was founded.

 The College‘s address was changed to honor social justice activist Daisy L. Gatson Bates. The new address became 900 West Daisy L Gatson Bates Drive, Little Rock, AR 72202.

 The Office of Institutional Advancement received funding ($942,410) from the United Negro College Fund Institute for Capacity Building HBCU Institutional Advancement Program (IAP), which provided opportunities for the College to strengthen and transform Institutional Advancement operations.

 A ―PSC Lunch and Learn‖ was started to support the Central Arkansas Alumni Campaign. The lunch meetings are held on campus with small groups of alumni. At least one lunch is held monthly.

 The Division of Education completed the National Council for Accreditation of Teacher Education (NCATE) and its focused visit on standard 2: Assessment. The Unit passed all six standards and maintained teacher education accreditation by NCATE.

 The College went paperless with student refund checks, and students received refund cards. An on-campus ATM was opened in the foyer area of the Library that was sponsored by Twin City Bank.

 The e2campus warning system was initiated where faculty, staff, and students can receive text messages to their phones and/or email to notify them for weather, safety or other issues on campus.

 The College initiated a Transfer Scholarship for transfer students (3.0 GPA with 60 plus hours) in an effort to grow enrollment.

 Philander Smith College was removed from the AAUP censure list. It took four years to do this, but the College has resolved all issues.

 The Division of Education was approved to offer the Middle Childhood Education Generalist program to prepare candidates for licensure to teach grades 4-8. Upon completion of the prescribed program of study, PSC is authorized to recommend 27

candidates for the Middle Childhood Licensure with concentrations in both Mathematics/Science and English-Language Arts/Social studies grades 4-8.

 Academic Affairs received the $10,000 UNCF/Ford Faculty Enhancement Planning Grant, and became eligible to compete for six $111,000 faculty enhancement grants.

 The College was selected for the UNCF African American Male Initiative, led through the Morehouse Male Initiative program. This is a research project to understand recruiting, retaining and graduating African American men.

2009  The Arkansas Legislature created new scholarships funded by the lottery. Students, who attend private colleges such as PSC, were allowed to receive the scholarships, if they meet certain criteria. Governor Mike Beebe announced his appointments to the Arkansas Lottery Commission. Beebe‘s appointees included Dr. George J Hammons, Professor of Chemistry at PSC.

 The Division of Business and Economics was re-accredited for a 10-year term by the Association of Collegiate Business Schools and Programs (ACBSP), now called the Accreditation Council for Business Schools and Programs.

 Philander Smith College developed the Renaissance 100 Scholars Program with the help of an anonymous foundation donor. The College targeted merit based scholars who were selected based on grade-point averages and economic status.

 The College received a $100,000 grant from the Windgate Foundation to support students over four years, as part of PSC‘s Renaissance 100 program. This was both merit and need based aid.

 The College received a $100,000 unrestricted gift from Rush and Linda Harding. Rush was chair of our President‘s Luncheon in fall 2008. The College received a three-year $150,000 grant from the Winthrop Rockefeller Foundation for Marginalized Males Workforce and Education Consortium in Arkansas. This gift went to support the College‘s Black Males Initiative program.

 Our first 3-2 student, John Ndungu, completed his three years at Philander (actually 2 ½) and went to the University of Arkansas for the next two years to complete his engineering degree. This program was just two years old, so he was our trailblazer with more to follow. He received a degree from both schools when he finished in 2011.

 The College received a U.S. Senate appropriation for $750,000 that was used for technology and security enhancements. The College also received $20,000 from Entergy for our efforts to improve energy efficiency on campus. At Philander Smith, all light fixtures were replaced, all incandescent light bulbs were replaced with compact fluorescent bulbs, and the HVAC system added digital controls and tied all buildings on campus into one central control center. 28

 The College received $300,000 from the Black College Fund for capital improvements. The money was used to improve our facilities so that they are more energy efficient.

 The College hired a full-time Retention Czar to help improve retention.

 The College utilized a grant from the UNCF to increase alumni giving. In 2008, our alumni gave in excess of $323,000, almost a 50% increase over 2007 (an alumni giving record). Over 350 alumni gave, which is another 50% increase.

 The inauguration of former President Walter M. Kimbrough took place Tuesday, January 20, 2009, at 10:30 a.m. in the M. L. Harris Fine Arts Auditorium.

2010  The Kresge Foundation awarded the College $1.2 million dollars to establish an office of the Social Justice Initiative (SJI) to continue to infuse social justice into the College‘s culture. It is out of this opportunity that the office of the SJI was created and the vision, mission, strategic objectives and organization values were contrived. (Source: History of the Social Justice Initiative, Office of Social Justice, Flyer)

 The Office of Religious Life received a $10,000 grant from the General Board of Global Ministries of The United Methodist Church. The project was called Think Justice: Empowering the African-American male project. Our Board member, Ms. Lynda Byrd, played a great role in assisting with this grant.

 Philander Smith College became the Tom Joyner School of the month. This was great publicity, as well as a fundraising project on behalf of the College. The College received $1,000 from Mt. Pleasant Baptist Church from their first scholarship banquet which was applied toward our Tom Joyner campaign.

 The College‘s Budgetball team won the national championship.

 U.S. Senators Blanche Lincoln and Mark Pryor, and U.S. Representatives Vic Snyder and Mike Ross, announced that the University of Arkansas at Pine Bluff and Philander Smith College would receive a $231,743 National Science Foundation grant to make improvements to computer systems to enhance research. Funds were used to form the Arkansas Cyber infrastructure Minority Training, Education Consortium to create new research opportunities for students and faculty.

 The College celebrated the 5th anniversary of the Bless the Mic Lecture series featuring our first speaker, Dr. Michael Eric Dyson—Thursday, September 23, 2010.

 The Fall Faculty-Staff Institute was held Thursday, August 12, 2010, with guest speaker, Dr. John S. Wilson, executive director, the White House Initiative on HBCUs. Also that day the College formally announced the $1.2 million gift from the Kresge Foundation for 29

the Social Justice Initiative, and had the ribbon cutting for the first residential suites building.

 The College had a successful on-site visit from representatives of the Black College Fund of The United Methodist Church on September 26-28, 2010. About $9 million is raised annually to be divided among the 11 United Methodist HBCUs. The team evaluated the College ensuring that we are in good standing with the Church (which happens to be our largest private funder).

 Philander Smith College released its National Survey of Student Engagement (NSSE) results to USA Today which went into their database. The College has always done well when benchmarked on these substantive areas. The NSSE engagement is used to promote the College to our potential students and donors.

 In the 2011 edition of the US News rankings, PSC was listed as a regional college, ranked #71 in the southern region. That ranking is considered to be in the top tier in the US News rankings.

 The PSC SUMMIT leadership program hosted its inaugural student leadership conference. Sixty-two student leaders participated, and we had several local professionals who served as presenters. The theme was ―Lead Your Ship.‖

2011  The Philander Smith College network was replaced to improve its IT system. In addition, AT & T completed the work on the College‘s broadband access that greatly improved internet speed. In addition, work was done the following summer to significantly expand the number of classrooms with screens and LCD projectors for PowerPoint capability.

 The Arkansas United Methodist Foundation worked to make sure that PSC students participated in their Dollars for Scholars program. Essentially if the local church provides $1,000, the student can get a $4,000 scholarship. Through the efforts of Wesley Chapel United Methodist Church, eight of our students received the scholarship.

 Philander Smith College welcomed its new athletic director, Sam Weaver. Mr. Weaver has extensive experience, most recently at Henderson State University.

 CIS migrated our email to Google Mail. We had already switched the service to AT&T from Windstream, as well as increased bandwidth.

 Philander Smith College received the 2011 Bishop Kenneth Hicks Peace award from Pulaski Heights United Methodist Church on Sunday, September 11th.

 Philander Smith College hosted its first Miss UNCF pageant, presented by the College‘s Pre-Alumni Council in the M.L. Harris Auditorium on Friday, September 16th at 7:00 p.m. All funds raised went to the United Negro College Fund.

 Philander Smith College was the star of the White House Initiative Week on HBCUs. The College was mentioned prominently in Valerie Jarrett‘s opening keynote. The College was mentioned several times in the opening session by Dr. John Wilson of the White House Initiative. Dr. Marybeth Gasman used the College as an example in her workshop telling our story. The College was mentioned in Arne Duncan‘s luncheon speech. The College was mentioned by Rep Danny Davis at the closing event. No other institution had this many mentions. (Dr. Walter M. Kimbrough, PSC Unplugged, September 30, 2011).

 Philander Smith College garnered national media attention for Sex Week 2011 events that revolutionized the way this campus addresses sexual behavior.

 Philander Smith College became the first college in the state to place an historical and photographic display in the State‘s Capitol that depicts the campus‘ legendary impact on Arkansas.

 As the first director of the Social Justice Initiative, Dr. Joseph Jones took the first steps in developing the strategies needed to implement a campus-wide approach to ―Think Justice.‖

 Philander Smith College welcomed the second largest freshman class in the history of the institution.

 The last of three new residential facilities opened in 2011, supplying campus housing for 361 students. Suite A opened in 2010, and Suite B opened in 2011. Even with this on- campus room boom, 21 students were housed in a local hotel to accommodate the need.

 CNN Anchor Don Lemon addressed Philander‘s LGBT student group Be You, and Dr. Robert Williams, a 1953 graduate of Philander Smith College, was inducted into the Arkansas Black Hall of Fame, joining more than 40 other alumni inducted into this illustrious ceremonial organization. (President‘s Report 2010-2012, Dr. Walter M. Kimbrough, President)

 Philander Smith College was recognized as the 2012 Arkansas Business Nonprofit Organization of the Year. The College was nominated by Centennial Bank.

2012  Philander Smith College received two outstanding donations. (1) The Mabee Foundation Board issued a grant in the amount of $750,000 towards the new Student Center, and (2) one of the Philander Smith College Board members (Dr. C.J. Duvall) donated $1,000,000 to the College towards the building of the new Student Center.

 The Alumni Reunion Weekend and the National Alumni Association (NAA) Annual meeting became a part of Commencement Weekend at Philander Smith College. This tradition has continued. Select classes were honored, and there were planned activities, 31

in addition to the Baccalaureate, Graduation, Celebration Banquet and Inauguration activities. This event included the Installation of Dr. Moore and Inaugural Party.

 The Student Affairs Unit instituted a Professional Sisters‘ Clothes Closet from donations to provide professional clothing for students who have appeared at Bless the Mic, Thursday Chapel Services, business presentations, and internships. The Closet became a helpful resource for students who have been interviewed for job positions or graduate school.

 Two scholars became visiting professors at Philander Smith College. Dr. June Christian and Professor Jonathan Hutchins led the effort by teaching and training current instructors on how to teach social justice in the classroom. Dr. Christian organized a five-day, intensive PSC residential ―Think Justice Institute‖ (TJI) in order to train local and regional high school teachers on the importance of social justice in education. Professor Hutchins produced an ―Archival Justice Initiative‖ where he captured the stories, perspectives, and reelections of significant Philander Smith College alumni who were active during the civil rights area.

 The Joycelyn Elders Memorial Scholarship fund generated more than $45,000 in donations during the scholarship banquet in her honor on April 26, 2012 in the Kendall Center. Dr. Elders ‘52 was the 15th Surgeon General of the United States.

 The Office of Social Justice Initiative in conjunction with the Computer Information Services Department created Philander Smith‘s I-Tunes University site. This vehicle was designed to sustain Philander Smith College‘s competitive edge in our technological future. The Office offered faculty training on how to utilize both the private and public-I- Tunes sites on Thursday, September 13th from 3:00-4:30 in Elders Hall. ( Source: Email 9/7/12 Dr. Joseph Jones)

 Philander Smith College demolished the old dormitories and cafeteria and made plans for the construction of a new campus center to house all student services and other offices. The Sherman Tate Recreational Center (old gym) became the housing for the temporary cafeteria.

 President Johnny M. Moore addressed new students in the Nugent Hall, Kendall Center. He explained as his mission: ―The primary goal is 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 PSC students graduate academically prepared to make the world better.‖ (The Philanderian, Spring-Summer 2012)

 The College‘s Social Justice Advisory Board met on campus January 19, 2012. There were opportunities to engage them with students, faculty, and staff. Dr. Joseph Jones coordinated that visit.

 Microsoft made a donation of $226,533 in Microsoft software to Philander Smith College in support of the NCF FY 12 MS Grant Initiative. This donation helped with our continuously improving network structure.

 The College‘s Upward Bound Program was continued for 2012-2017.

 May 31, 2012, former President Walter M. Kimbrough announced that this was his last day. He thanked everyone again for a great seven and one-half years. He indicated that incoming President Johnny M. Moore was excited to be coming in and was working already to get acclimated. In the interim month, David Page, Director of Financial Aid/Enrollment Management, and Terry Wallace, Vice President for Fiscal Affairs, were appointed to work with Bob Birch, President of the Board of Trustees.

 Dr. James Cone spoke on April 21st as the first speaker for ―Justice Matters: Community Conversation and Collaboration,‖ as a component of the Office of Social Justice Initiative. This prominent 1958 graduate of Philander Smith College discussed his newest book ―The Cross and the Lynching Tree‖ during his visit to campus. Dr. Cone is a distinguished professor of theology at Union Theological Seminary in New York.

 Philander Smith College was the only HBCU to take an active role in the presentation of student research projects during the Capital STEM Show at the State Capital on February 15. Seven students from the Division of Natural and Physical Sciences presented four research projects during this event. The students and their research supervisors met with legislators, senators, researchers, faculty and students to discuss different aspects related to research in science, technology, engineering and math (STEM).

2013  Dr. Johnny M. Moore became the thirteenth President of Philander Smith College. His Inauguration was held on May 3, 2013 in the M. L. Harris Auditorium. During his Inaugural speech, Dr. Moore proclaimed to ―Build with Purpose‖ a college that stands as the epitome of excellence in education. (The Philanderian, Spring-Summer 2013)

 The US News and World Report rated Philander Smith College among the top 30 of the nation‘s Historically Black Colleges and Universities.

 Philander Smith College‘s Division of Natural and Physical Sciences received a $1.75 million grant from the National Science Foundation‘s Historically Black Colleges and Universities – Undergraduate Program. The program aims to increase the number of minorities graduating from an HBCU with degrees centered on careers in Science, Technology, Engineering, and Mathematics (STEM).

 Members of the Arkansas Legislative Caucus appropriated $129,744 through the Central Arkansas Planning and Development District, Inc. Board to support Philander Smith College‘s science, technology, engineering, and math STEM areas.

 The National Alumni Association (NAA) established the ―Senior of the Year‖ award to recognize achievement, leadership and service to the College and surrounding community. NAA President, Ronald Newson, Class of 1971, awarded the ―Senior of the Year‖ honor to Ms. Lakaija Wood for being the first recipient of this prestigious award. (The Philanderian, Spring-Summer 2013)

 The Office of the Social Justice Initiative (SJI), in collaboration with the Office of Student Affairs, revised the first-year seminar curriculum to include social justice themes throughout the spring semester 2013. During fall 2013, the SJI became completely responsible for the first-year seminar course and continued to provide first- year students grounding in social justice within the course.

 Championship rings were ordered and distributed to each of 14 members of the 2012- 2013 men‘s basketball team for winning that year‘s Gulf Coast Conference tournament that was held February 28 to March 2 in Little Rock, Arkansas. The Panthers went on to play in the National Intercollegiate Athletic Association‘s national tournament in Kansas City, MO. The conference honored Coach Sam Weaver as Coach of the Year, as the year‘s tournament host, and as the team with the most wins. The conference honored senior guard, Damarcus Lipscomb, as Player of the Year for his leadership and playing skills.

 The Board of Trustees announced approval for construction of the first phase of the new Student Life Center/Cafeteria for an approximate cost of $4,500,000. The National Alumni Association agreed to raise $250,000 over the next three years to support the funding of the Center.

 The College hosted a FASTAP (Fiscal and Strategic Technical Assistance Program) visiting team representing the UNCF (United Negro College Fund) on February 6-8, 2013. This on-campus review by four UNCF consultants was a ‗readiness‘ review as part of capacity building for the College‘s preparation for regional reaccreditation by the HLC/NCA. On March 22, 2013, the College received $20,000 from the UNCF to accomplish the items identified by the UNCF consultants. Academic Affairs followed through on the implementation plan, and concluded the project with a readiness report to FASTAP/UNCF on December 15, 2013.

 Dr. Joseph Jones was named a 2013-2014 American Council in Education (ACE) Fellow. Established in 1965, the ACE Fellows Program is the longest running leadership development program in the United States.

 The College began the draft for the 2014-2019 Philander Smith College Strategic Plan. Dr. Joseph Jones, Director of the Social Justice Initiative, was named the chair for the Strategic Planning Committee.

 Philander Smith College began a new Summer School work week by implementing a four-day, 10-hours per day summer schedule beginning Monday, May 6, 2013 and ending Friday, August 2, 2013. 34

 Former President Johnny M. Moore established an Office of Institutional Effectiveness to oversee accreditation and to centralize data and information resources to provide a ―culture of evidence‖ for College decision-making.

 The Reynolds Library and Technology Center celebrated its 10th anniversary. Since its commissioning in 2003, the Library has served as a central spot for learning, teaching, collaborating, meeting, and socializing for the campus community.  The College received a $200K grant from Ottenheimer Brothers Foundation toward the Student Center. In addition, the College received a grant from Global Ministries (New York) toward the Student Center.

2014

 PSC Student, Chelsea Fox, was named a 2014 HBCU All-Star. Fox was 1 of 75 students from 62 Historically Black Colleges and Universities named 2014 HBCU All- Stars. The White House Initiative on Historically Black Colleges and Universities (WHIHBCU) announced its first class of HBCU All-Stars, recognizing 75 undergraduate, graduate, and professional students for their accomplishments in academics, leadership, and civic engagement.

 Bless the Mic continues to provide students and the community with exposure to dialogue with well-known, controversial lecturers. The fall lecturers included actor Charles Dutton, Bryant Huddleston and attorney Judy Smith. (President's Report to Board of Trustees (February 20, 2014). Former President Dr. Walter M. Kimbrough is scheduled to be the featured speaker on the 10th anniversary of Bless the Mic in fall 2014.

 When U.S. News and World Report released its list of 2014 Best Colleges, for the first time ever, Philander Smith College was included among the top 30 of the nation‘s top Historically Black Colleges and Universities. Philander Smith College was ranked 29th, tying for the spot with the University of Maryland-Eastern Shore. US. News and World Report rankings are derived from data such as institutional reputation, retention rates, college entrance scores, faculty strength and graduation rates.

 Former President Dr. Johnny M. Moore resigned as President on February 20, 2014.

Appointment of Interim President Dr. Lloyd E. Hervey

 Dr. Lloyd E. Hervey was appointed by the Board of Trustees as Interim President of Philander Smith College on February 20, 2014. Dr. Hervey is also Associate Professor of Education and has been Chairperson of the Division of Education. . (Dr. Hervey replaced Dr. Johnny M. Moore who resigned as President on February 20, 2014.)

PSC’s Search for a New President

The Philander Smith College has begun the search for a new president for appointment by August 1, 2014 or later. Please see the following link for additional information.

GOVERNANCE STRUCTURE

Board of Trustees

The revised Philander Smith College Organizational Chart defines the hierarchy of authority for the operation of the Institution under the current leadership of Interim President Lloyd E. Hervey and the Board of Trustees. This communicates the differing roles and responsibilities of administrators and faculty who have decision-making authority.

Chart 2.0: The Philander Smith College Organization: (Source: Office of Human Resources) 36

Faculty Governance

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 Academic Governance Reporting Process 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 1.1: Faculty Senate Standing Committees’ Minutes 2007-2014, 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.

STRATEGIC PLANNING FOR THE FUTURE OF PHILANDER SMITH COLLEGE

Mission, Vision, Top Priorities as Reflected by Former President Dr. Johnny M. Moore (July 2012-February 2014)

Philander Smith 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. Over several months, Former President, Dr. Johnny M. Moore, revealed his vision for the College as follows:

For over 135 years, Philander Smith College has been both a beacon of hope and a vessel through which dreams are achieved. I envision Philander Smith as becoming one of the nation's best Liberal Arts Colleges. We will be known and recognized by the excellence of our programs, the quality of instruction and our desire to be a contributing partner to the Little Rock Community, State of Arkansas, United States and the World. (President's Report to Board of Trustees (February 20, 2014) (Exhibit 2.1: Minutes of Meetings of the Board of Trustees 2007-2014, Campus Resource Room, AC 232)

Presidential Top Priorities:

Open the new Student Center Increase Student Enrollment to over 1,000 students Increase the number of Student Scholarships Increase graduation and retention rates Increase Faculty and Staff Development opportunities Develop new degree programs Increase the number of internships for students Expand the Social Justice Initiative into a Social Justice Institute Increase Co-Curricular Activities Develop Partnerships and Articulation Agreements with local colleges and organizations Establish Additional Athletic Programs Increase the College Endowment (President Moore’s Report to Board of Trustees, February 20, 2014)

Top priorities as reflected by the President’s Cabinet (2014)

The President‘s Cabinet reported their top priorities to the President and the Board of Trustee as follows:

Academic Affairs • Renewed an Articulation Agreement and a Reverse Degree Agreement with Pulaski Technical College • Established an Undergraduate Research Program at Philander Smith College • Established a criteria-based Visiting Scholars' Program Fulbright -in-Residence Scholar, Dr. Sedef Akgungor from Turkey will be PSC's visiting scholar in the fall of 2014 and will teach an international economics' course for the Division of Business and Economics. • Reestablished a rigorous and competitive Honor's Program • Reestablished a competitive Teacher Education Program (see Academic Affairs report) • Established a Division of General Education • Established Professional Development Planning and Tenure and Promotion Process. (President's Report to Board of Trustees (February 20, 2014)

Fiscal Affairs *Phase I of the Campus Center is scheduled to be completed by August, 2014. * See details of Campus Center in Fiscal Affairs Report. * Topping off ceremony will be help on January 30th at 10 am.  Clean Audit. The 2012-13 Audit was prepared by BKD. The audit reported no findings, no questionable cost, no material weakness and no significant deficiencies.  Janitorial services with a third party were terminated on November 1, 2013. The major reason for bringing the services back in house was cost savings ($100K). 41

Currently, a budget and plan are being worked on to incorporate a baseball and softball into the athletic program by fall 2014. This would increase enrollment by 40 to 50 students. (President's Report to Board of Trustees (February 20, 2014)

Enrollment Management (EM) • EM collaborated with the Social Justice Institute to establish an articulation agreement with the Umjoa Community College Consortium (California) to create a pipeline of transfer students to attend Philander Smith College. • Received a $150K grant from the Windgate Foundation toward the Delta Student Initiative. (President’s Report to Board of Trustees, February 20, 2014)

Institutional Advancement • Total board commitments thus far amount to $1.5 million with 98% of the board having been solicited. The Development Committee has determined that a minimum of $700,000 in additional commitments should come from board members for construction cost. • The Institutional Advancement end-of -year campaign was successful in dollars raised. In December 2012, the College raised $44,000. This past December the College raised over $93,000. • AT&T HBCU-UP contributed $35,000, and the Arkansas Legislative Black Caucus gave $129,744, of which a portion directly supports increase in faculty and staff development opportunities by providing funding for technology training for STEM professors. • President's Office Development Report - Total funds raised: $2,026,5000 (President's Report to Board of Trustees, February 20, 2014)

Institutional Effectiveness and Planning • NCA approved PSC to offer on-line classes • Established a Distance Education Committee to assist in developing and implementing an action plan for distance education at PSC. • Institutional Effectiveness Office is developing a formal articulation agreement with Pulaski Tech College. • A reaffirmation site visit will take place in November 3-5, 2014 • A NCA Newsletter, "Reaccreditation,‖ was published in October 2013 and posted to the PSC webpage • Established an electronic accreditation data base called Task Stream to be used as a source of qualitative information. This platform will centralize and manage a broad range of assessment and planning activities, including student learning. • Outcomes assessment, curriculum mapping, strategic planning, faculty credentials and accreditation related activities and reporting. (President's Report to Board of Trustees, February 20, 2014)

Social Justice Institute • The SJI has entered into five new service-learning partnerships with local agencies, non-profits, and other civic organizations. Likewise, other partnerships and collaborations are sought with local colleges and organizations to promote advocacy, service, and intellectual activities. • The SJI provides several co-curricular activities to support student and academic affairs, including activities such as film screening, lectures, trainings, and mini-conferences. • The SJI redesigned the First-Year Orientation class by organizing the classes by gender and 42

introducing a new curriculum focused on personal development, PSC culture, college transition, and leadership to help increase retention rates. • The Black Male Initiative program is recalibrated under the Social Justice Institute and will be called the Black Male Engagement. (President‘s Report to Board of Trustees, February 20, 2014)

Human Resources There has been one additional Federal Complaint filed (Alda Moore v. Philander Smith College) and one EEOC Complaint (Student v. Philander Smith College).The Office of Human Resources is working closely with outside counsel and our insurance carriers to resolve the outstanding litigation lawsuits and EEOC Complaint. (President's Report to Board of Trustees, February 20, 2014) Note: This complaint was later resolved with no liability for the College.

The 2014-2019 Philander Smith College Strategic Plan

The 2014-2019 Philander Smith College Strategic Plan expresses the College‘s capacity to meet and exceed the HLC criteria, and prepares the College to achieve the clearly articulated goals of its new Vision. The Strategic Plan was approved by the Board of Trustees on February 20. 2014. The 2014-2019 Strategic Plan contains five Strategic Objectives:  Enrollment Stabilization  Academic Distinction  Operational Éclat  Community Engagement  Financial Sustainability

Please visit the College‘s website for the 2014-2019 Philander Smith College Strategic Plan. Interim President Dr. Lloyd E. Hervey and Cabinet members have begun to make monthly progress reports beginning July 1, 2014 to the Office of Institutional Effectiveness and Planning (Dr. Annie Williams) pertaining to the Strategic Plan. This Office has been charged to monitor the Strategic Plan. Additional information will be made available to the HLC team pertaining to ongoing progress pertaining to the Strategic Plan.

Dr. Joseph Jones was named the Chair of the new Strategic Plan Committee to determine the College‘s strategic initiatives for 2014-2019. The Committee was energized by reflection and made an analysis of the Renaissance Plan 2006-2012. The old Strategic Plan (Renaissance Plan 2006-2012) illuminated the College‘s past and charted the course to the future development of the new Strategic Plan 2014-2019. The Renaissance Plan provided strategies that gave insight that the College has followed to address concerns.

The strategic planning committee convened in September of 2012 at the request of Former President Johnny M. Moore. This committee was charged with developing a comprehensive plan that would take Philander Smith College to the next level. The committee consisted of members from every stakeholder of the college including: students, staff, administrators, faculty, Board of Trustee members, community members, and alumni. The committee met over a year and half garnering insight, buy-in, and robust debate about what the new strategic plan should include. 43

The United Methodist Church University Senate On-Site Visit

One of the College‘s most important supporters and financial resources is The United Methodist Church (UMC). With its rich Christian heritage, the College has maintained a close relationship with The United Methodist Church from its inception, and it acknowledges a definite obligation and commitment to the ideas of The United Methodist Church.

On June 10-11, 2014, the College hosted an on-site visit by two team reviewers representing the UMC. Their visit was sparked by the UMC‘s concern regarding the College‘s status pertaining to finances, enrollment, academics, and institutional advancement. The main purpose, according to the UMC office in Nashville, Tennessee, was to help the College prepare for the comprehensive visit by the Higher Learning Commission NCA on November 3-4, 2014. The College will receive a written report from the UMC pertaining to the findings of the visiting team. The full UMC evaluation visit will take place in July 2015. (Exhibit 3.2: United Methodist Church University Senate On-Site Visit, June 10-11, 2014, Campus Resources Room, AC 232)

SUMMARY

Philander Smith College is a Social Justice Institution with a close relationship with The United Methodist Church, focused on a mission ―to graduate academically accomplished students, grounded as advocates for social justice, and determined to change the world for the better.‖ The College takes pride in providing this Self-Study report that documents that Philander Smith College provides a quality liberal arts education at the bachelor degree level and prepares students for a diverse and global society. The College has a strong culture of assessment that enables it to evaluate program effectiveness and student learning outcomes, and uses the evidences to promote continuous improvement. The College acts with integrity in its dealings with the public, both internal and external constituents and safeguards the well-being of the College through its governance structures.

Philander Smith College systematically and strategically plans for the future for the constituents that it serves. Across the years, it has earned the designation as a‖ College of Service and Distinction.‖ The outcome of the Philander Smith College self-study process affirms that the College has met or exceeded the criteria for accreditation, core components, and sub-components by the Higher Learning Commission of the North Central Association. The College looks forward to the visit by the site evaluation team and the discussion of this self-study and the evidence collected in its Campus Resource Room, AC 232. The site visit will take place November 3-5, 2014.

44 Chapter III Response to the 2007 Site Visit Concerns

Higher Learning Commission North Central Association of Colleges and Schools

Self-Study Report September 2014

Response to 2007 Site Visit Areas of Concern

In March of 2007, Philander Smith College (PSC) completed its accreditation reaffirmation led by the Higher Learning Commission of the North Central Association of Colleges and Schools. This visit was 10 years after the previous visit in 1997. The 2007 Self-Study was a milestone in the College‘s relationship with HLC, in that the College was approved for a seven- year accreditation cycle, with only two progress reports being required. (Exhibit 3.1: 2007 Philander Smith College Self-Study Report, Campus Resource Room, AC 232)

The report of the NCA consultant-evaluator team‘s visit to Philander Smith College in March 2007 contained Areas of Concern and Observations and Suggestions for institutional Improvement. Over the last seven years, Philander Smith College has committed itself to addressing all of the concerns and suggestions for institutional improvement. The PSC administration, staff, and faculty members have addressed the team‘s Areas of Concern. (Exhibit 3.1: 2007 Philander Smith College Self-Study Report, Consultant-Evaluator Team Report, Campus Resource Room, AC 232)

The Steering Committee discussed the Concerns and Suggestions for improvement. Afterwards, specific individuals who have knowledge to address the Areas of Concern were asked to develop a response and/or to formulate a plan of action to address the Areas of Concern, and Observations and Suggestions.

The response and suggestions for improvements were presented to Former President Moore and his cabinet. President Moore took appropriate actions regarding the Concerns that were made to ensure the College commitment to removing the Areas of Concern and making College improvements. Subsequently, Interim President Dr. Lloyd E. Hervey and his Cabinet provided input for the response to the 2007 Site Visit Areas of Concern.

The following is the College‘s response to the 2007 Accreditation Report Areas of Concern. These areas of concern are incorporated in greater detail throughout the report.

Concern # 1: The College should submit Monitoring Report on Admissions Standards/Retention, Finances and Assessment

NCA required the College to submit a monitoring report to the Higher Learning Commission by March 31, 2009 related to three areas that require careful ongoing attention. The report included:

 Assurances that admission criteria are upheld and evidence that student enrollment including retention have satisfactorily improved to provide adequate support to the operating budget.  Assurances that the financial position and available working capital have improved.  Evidence that sufficient assessment practices are utilized campus-wide and that departments are utilizing data to assess outcomes and are also equipped to support 46

student retention strategies. (Assurance Section, Report of a Comprehensive Evaluation Visit to Philander Smith College, Little Rock Arkansas, March 5-7, 2007 for The Higher Learning Commission of the North Central Association of Colleges and Schools).

Response: The College submitted to the Higher Learning Commission NCA a Monitoring Report on Admission Standards/Retention, Finances and Enrollment on November 12, 2010. The Monitoring Report was approved by the Commission in December 2010. No further monitoring on admissions standards/retention was required by NCA.

In the Monitoring Report on Finances and Enrollment, Philander Smith College provided evidence of our improved finances and enrollment. Major strides had been made in finances and enrollment under the leadership of former President, Dr. Walter M. Kimbrough.

Student enrollment for the Monitoring Reporting period (2007 – 2010) may be found in Graph 3.1 below. In addition, Table 3.1 shows Philander Smith College‘s Statement of Financial Activities.

Graph 3.1: PSC Student Enrollment 2007 – 2010

Table 3.1: Philander Smith College Statements of Activities Philander Smith College Statements of Activities Budget 2010-11 2011-12 2012-13 2013-14 2014-15 Student Enrollment 695 750 810 875 945

Revenues, Gains and Other Support Tuition and Fees 6,169,275 8,008,875 9,520,639 11,134,905 12,922,351 Less Scholarshops and Finacial Aid (1,195,000) (1,434,000) (2,000,000) (2,100,000) (2,400,000)

Net Tuition and Fees 4,974,275 6,574,875 7,520,639 9,034,905 10,522,351

Grants and Contracts 1,637,432 2,207,055 2,278,017 2,325,357 2,399,118 Private Gifts (unrestricted) and Grants 3,956,299 4,734,544 5,189,844 4,580,674 4,677,837 Investment Income - - - - - Sales and Services of Auxiliary enterprises 2,575,800 3,184,128 3,339,584 4,018,274 4,215,438 Other Revenues 400,000 425,000 450,000 475,000 500,000 Net assets released from restrictions

Total Revenues, Gains and Other Support 13,543,806 17,125,602 18,778,084 20,434,211 22,314,744

Expenses Educational Expenses Instruction 3,269,862 3,467,944 3,684,034 3,918,131 4,170,236 Public Services 515,338 515,338 515,338 515,338 515,338 Academic Support 1,504,342 1,819,712 2,143,268 1,820,031 1,845,022 Student Services 1,404,431 1,467,388 1,581,342 1,702,117 1,830,186 Auxiliary Enterprises Expenses 1,047,064 1,199,609 1,235,597 1,398,440 1,440,393

Total Educational Expenses 7,741,037 8,469,991 9,159,579 9,354,057 9,801,175

Institutional Support 3,513,444 3,724,144 3,905,318 4,101,591 4,312,961

Physical Plant 3,004,552 3,229,794 3,463,152 5,300,047 5,626,611

Total Expenses 14,259,033 15,423,929 16,528,049 18,755,695 19,740,747

Change in Net Assets (715,227) 1,701,674 2,250,035 1,678,516 2,573,997

Net Assets, Beginning of Year 29,908,366 29,193,139 30,894,813 33,144,848 34,823,364

Net Assets, End of Year 29,193,139 30,894,813 33,144,848 34,823,364 37,397,361

Debt Service (Principle) RLC - Bond 145,000 150,000 160,000 165,000 175,000 DOE - Titus 65,000 65,000 70,000 75,000 80,000 DOE - Repayment 164,773 169,772 174,923 180,230 185,698 New Dorm-#1 - 100,000 105,000 110,000 115,000 New Dorm-#2 100,000 105,000 110,000 New Dorm-#3 100,000 105,000 Campus Life Center 222,132 233,448 Other 10,000 10,000 10,000 10,000 10,000 384,773 494,772 619,923 967,362 1,014,146

Non Cash - Depreciation 1,100,000 1,200,000 1,200,000 1,800,000 1,800,000

Net Cash Flow 0 2,406,902 2,830,112 2,511,154 3,359,851

Average Tuition/Student 8,877 10,679 11,754 12,726 13,674

(Source: Philander Smith College Fiscal Affairs Office, 2014)

Concern: Contingency Report: The NCA team noted in its March 5-7, 2007 Assurance Report that ―Because of the integrity of the financial aid records and the related troubling effect on student retention, Philander Smith College will submit a contingency report within 30 days of the receipt of the Office of Inspector General‘s report should any of the following resulting conditions of the Inspector General‘s report exist. `Those conditions included:

 If the total amount to be repaid by the College exceeds the total amount estimated and recorded as part of the College‘s fiscal 2006 annual audit report.  If the College is placed on reimbursement status.  If other penalties are levied.‖( Assurance Section, Report of a Comprehensive Evaluation Visit to Philander Smith College, Little Rock Arkansas, March 5-7, 2007 for The Higher Learning Commission of the North Central Association of Colleges and Schools).

Response: Contingency Report. The College was not placed on reimbursement status, and not any other penalties were levied. On November 12, 2010, Philander Smith College submitted its Monitoring Report on Finances and Enrollment to the Higher Learning Commission NCA. In December 2010, the Higher Learning Commission NCA accepted the College‘s report. No further monitoring was required.

The Office of the Inspector General‘s report was delivered to the College (and copied to NCA) on March 23, 2009. The College‘s leadership, along with the Board of Trustees, reviewed the report and took appropriate action. As a result, the College entered into an agreement with the Office of the Inspector General to repay $3.4 million that the agency indicated was misapplication of financial aid beginning during the 2003-2004 academic years. As stated above, the College was not placed on reimbursement or given additional penalties. The College was pleased that this major piece from a previous administration had been closed. Subsequently, the College made major strides in improving overall fiscal operations. The FY2008 audit showed only one finding (segregation of duties) with no findings related to financial aid or any questioned costs.

Concern: The College was required to submit a Monitoring Report on Assessment. The Higher Learning Commission team wrote in its March 5-7, 2007 Assurance Report that the College should provide ―Evidence that sufficient assessment practices are utilized campus-wide, that departments are utilizing data to assess outcomes, and are also equipped to support student retention strategies.‖ (NCA Team Report, March 5-7, 2007)

Response: The Higher Learning Commission Team report required the College to submit a Monitoring Report on Assessment that was due on December 31, 2010. The College successfully submitted the report on December 17, 2010. The Higher Learning Commission accepted the College‘s monitoring report in January 2011. (Exhibit 5.3: Monitoring Report on Assessment, Campus Resource Room, AC 323)

Concern #2: The campus needs to take the opportunity to ―Advertise‖ their mission to all Constituents.

The NCA team wrote that the College needed to do more to promote the mission by advertising their mission to all constituents.

Response: Philander Smith College‗s emerging mission during the 2007 Self-Study Process became the permanent mission in February 2007. Since that time, the College has advertised the permanent mission to all constituents ―to graduate academically accomplished students who are grounded as advocates for social justice, determined to intentionally change the world for the better.‖ (Adopted by the Board of Trustees, February 15, 2007).

PSC‘s constituents include students, faculty, staff, administration, local community, alumni, Board of Trustees, and others in the national and international community. The mission statement appears on PSC‘s webpage. In addition, the mission statement is also displayed on major documents that the College uses for its operations, including the following:

The Renaissance Plan (Strategic Plan 2006-2012) The 2014-2019 Strategic Plan PSC College Catalog Annual College Budget Staff Handbook Student Handbook Faculty Handbook Schedule of Classes Course Syllabi Adjunct Faculty Handbook

The College advertises its character and values to prospective students through a variety of venues including the Office of Admissions, Financial Aid, and the Divisional Brochures. The advertising pieces provide information and reflect the College‘s Mission and Vision statements by implementing language such as ―Christian education‖, ―academic excellence,‖ lifelong learning,‖ and ―preparation for professional and graduate school.‖ The advertising pieces and the Mission and Vision statements communicate ongoing practice. For additional information, please visit the following webpages: Future Students, Financial Aid, and Academic Divisions.

Some external examples of how PSC advertises its mission to constituents include the following:

 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, as described in the 2013-2015 College Catalog.

 A Social Justice and Religious Education Minor is a formative study enabling students to become immersed in and to internalize religious values with an entrepreneurial spirit in an undergraduate educational environment. Students who minor in Social Justice and Religious Education are encouraged to develop and practice critical and human skills.

 (In the College‘s Admission Brochure, it states ―These days at Philander Smith College, we are on a new mission. After rounds of discussions and focus groups, in 2007 we embraced a social justice identity and adopted an emerging mission to graduate academically accomplished students, grounded as advocates for social justice, intentionally changing the world for the better. By the time our students graduate, we expect that they will not just focus on getting great jobs, but they should be equipped with tools and knowledge about how to be involved citizens who work to improve their communities.‖ (Admissions Brochure, Philander Smith: A New Mission, Soiree Nonprofit Promotion).  There have been a number of positive stories about the College. The Kresge Grant to establish the Social Justice initiative in the amount of 1.5M was covered in several papers as well as local news stations. There have also been news stories about board members (Arthur Montgomery, C.J. Duvall, and Stacy Sells). All of this continues to strengthen the brand of the College. The College hired a new Public Relations (PR) director in 2010. Additionally, the College continued to work with Thoma Thoma on our PR strategy.

Concern #3: The campus administration needs to clarify the mission statement to all groups

Response: The College has clarified the mission statement to all constituents in several ways. The permanent mission was published in the Philander Smith College Course Catalogs for 2009- 2011. 2011-2013, and 2013-2015.

The Office of Institutional Effectiveness and Planning conducted a Student Satisfaction Survey in April, 2014. The first question was related to Clarity of the Mission Statement. 77.8% of the random student respondents indicated that they were satisfied or very satisfied with the Clarity of PSC‘s mission. Another 24.4% were neutral regarding clarity of the PSC mission. Not any of the student respondents indicated that there were very dissatisfied with clarity of the PSC mission. Details of the Student Satisfaction Survey will appear in Criterion Four of this Self-Study Report.

In addition, in April, 2014, the Office of Institutional Effectiveness and Planning asked the Faculty Senate to complete a Faculty Satisfaction Survey. Results of the Faculty Senate Satisfaction Survey revealed that 88.2% of the faculty respondents indicated that they were ―satisfied‖ or ―very satisfied‖ with clarity of the PSC mission. Another 5.9% marked ―neutral‖ regarding clarity of the PSC mission. No respondents indicated ―very dissatisfied‖ regarding the PSC mission. Details of the Faculty Senate Satisfaction Survey are reported in Criterion Four of this Self-Study Report.

The Student Handbook clearly identifies the mission statement. During freshmen and New Student Orientation (summer, fall, spring), representatives of the College articulate the mission statement and allow opportunities for feedback from attendees during the question and answer period.

In The Philanderian, the College publishes news each semester from the national Alumni Association and the Office of the President. The College has used this document to clarify the 51 mission statement. For example, in the 2011 edition of The Philanderian, Alumni President Erma P. Williams ‘63 wrote ―Let us carry out the mission of Philander, which is to graduate academically accomplished students who are grounded as advocates for social justice and determined to change the world for the better. Go, Panthers!‖

The Philander Smith College Renaissance Plan Phase One: 2006-2012 clarifies the traditional mission and emerging mission for Philander Smith College. The Planning Process for the 2006- 2012 Renaissance Plan set the agenda for the College. The plan was a culmination of two years of dialogue by many stakeholders who expressed great interest in helping the College flourish. (Philander Smith College Renaissance plan Phase one; 2006-2012, Walter M. Kimbrough, President)

Concern #4: Board members, faculty, and staff should be clearly aware of the new process used by admissions regarding potential denial of unqualified students.

Response: The College has made board members, faculty, and staff aware of the new process used by admission regarding not admitting or the potential denial of unqualified students. The College‘s Admissions Committee developed an informative letter to be used by admissions pertaining to not admitting or the potential denial of unqualified students. A copy of the letter that addresses this concern is shown below: October 24, 2012 PSC ID ##### First Name Last Name Address City, State, Zip

Dear First Name,

The admissions committee at Philander Smith College seeks to provide educational experiences that facilitate growth both socially and academically. After careful review of the documents submitted by you, the committee has rendered an unfavorable decision on your application for admissions for the fall 2013 Semester term.

We suggest you attend a local community college and take at least 9 college credit hours and have a 2.00 cumulative GPA. Then you may reapply to Philander Smith College and submit the official college transcript and the official final high school transcript including your graduation date.

We realize that unfortunate decisions like this are difficult at times. Therefore we extend to each applicant a right to appeal this decision. If you feel that our decision was made in error, please submit your written appeal, along with any additional documentation to aid in reversing our decision.

I do apologize for delivering unfavorable news. It is our sincere hope that you will appeal the committee’s decisions and make Philander Smith College your alma mater.

Sincerely,

Al Dorsey, Director” 52

In addition, the Institution published in its 2013-2015 College Catalog, Admission and Recruitment, that ―Philander Smith College reserves the right to deny admission to applicants who do not meet any of the eligibility requirements.‖ The College‘s catalogs are also published on the PSC webpage. Further, Board of Trustee members are made aware of admission policies through the Vice President for Enrollment Management reports to the Board, new Board Orientation, and College Catalog.

Concern #5: PSC should provide the audit reports and accompanying communications upon the team’s request.

Response: PSC will provide the audit reports and accompanying communications upon the team‘s request. During the team‘s 2007 visit, PSC had engaged a new auditing firm that had not finished their work at the time of the visit. Subsequently, the audit reports and accompanying communications were forthcoming. The College has learned from that experience and will fully cooperate. Our current Vice President for Fiscal Affairs, has provided the College‘s audit reports for the last three years to support our November 3-5, 2014 Comprehensive Visit.

Concern #6: Until recently, certain evidence reflected a lack of discipline to operate within the parameters of appropriate policies (i.e., satisfactory academic progress) that resulted in lower student enrollments and later problems with the operating budget.

Response: Evidence from the Director of Financial Aid/Vice President for Enrollment Management indicates that PSC is operating within the parameters of appropriate policies (i.e., satisfactory academic progress. (See Philander Smith College Course Catalog 2013-15, Satisfactory Academic Progress (SAP), College Catalog, pp.24-25)

Table 3.2 below provides a breakdown of the analysis of the Satisfactory Academic Progress data performed for the 2009-2010 school year. The number of students decreased from the previous year.

Table 3.2 Satisfactory Academic progress (SAP) 2009-2010

Number Classifications Percentage Male Female 64 Freshmen 39% 25 39 42 Sophomores 25% 13 29 26 Juniors 16% 10 16 24 Seniors 20% 13 21 (Report from Financial Aid/Vice President for Enrollment Management, Board of Trustees‘ Report, September 9, 2010)

Sixty two Fall 2009 freshmen were on SAP. Highest percentage passed of this group was 50%. Nine students didn‘t pass anything (some were official withdrawals). 24 percent (142) of our students did not pass at least % of their enrolled hours (close of registration).

Philander Smith College enrolled 713 students (unduplicated) which resulted in 23% of the students who enrolled at least one semester not maintaining satisfactory academic progress. Out of the 166 students, 136 (82%) are from Arkansas and of the 136, 73 (54%) are from Little Rock.

For the academic year 2009-2010, Financial Aid by Category indicated the following for our students: Federal 79% Institutional Aid 17% State 03% Outside/Private 01% This information reiterates the federal dollars that our students receive. A major concern as a result of the large portion of federal aid dollars we receive is the number of federal aid dollars that is derived from student loans.

PSC awarded 45% of the fall 2010 first time, full-time freshmen one of the scholarships below: 15 - Presidential Scholarships (Tuition, Fees, Room & Board & Books) 21- Thomas Mason Scholars (Tuition and Fees) 39- George C. Taylor Grant (Half Tuition) 03- Transfer Scholarship (Partial Grant)

The total amount awarded in internal scholarships for fall 2010 was $1.5 million dollars. There were 241 (unduplicated) students receiving $1.7 million dollars in institutional aid that comprises various areas including merit, athletic, choir and others. (Report of Mr. David Page, Financial Aid Director/Vice President for Enrollment Management, Board of Trustees‘ Report, September 9, 2010)

As evidenced above, Philander Smith College operates within the parameters of appropriate policies with respect to Satisfactory Academic Progress.

Concern #7: The NCA Team noted that the College needed to increase its Endowment fund.

Response: Fall 2007 to fall 2012, the goal was to increase the endowment from $10 million to $40 million with emphasis on scholarships since it was reported that 98 percent of the current student body receives some form of financial aid. However, the College did not increase its Endowment fund by the goal, as projected, due to several factors. The factors include the fact that the investment market took a downward trend, donors took a hit, and the financial needs of the College increased. However, the College has placed as a priority the goal for increasing the Endowment fund to at least $30 million by 2016. (Report of Institutional Advancement, former Director, Dr. Fleming, 2012)

The College appointed Dr. C.J. Duvall as the new Vice President for Institutional Advancement effective June 1, 2014. Dr. Duvall will take into consideration the College‘s Endowment Fund in his Strategic planning for Institutional Advancement. In addition, the College‘s 2014-2019 Strategic Plan addresses the Endowment Fund. Therefore, the efforts to 54 increase the College‘s endowment are ongoing with direction from a new VP for Institutional Advancement who has great potential for fundraising, according to the report of United Methodist University Senate On-Site Evaluations, June 10-11, 2014. (Exhibit 3.2: The United Methodist Church University Senate On-Site visit, 2010 and 2014)

Concern #8: Interviews with students indicated an appreciation for the educational programs at PSC. The students also expressed a desire for better funding for student organizations, more career development and internship opportunities, and adding sports (i.e., baseball and soccer). Furthermore, the students desire online courses and opportunities using the internet as well as more wireless areas on campus.

Response: The College has increased funding for student organizations, provided more career development and internship opportunities, and added additional sports. The College has increased programmatic dollars to enhance seven-day-a-week activities for students. Recognizing the ongoing need for additional student activities, the College consistently strives to maintain programs and responsibly add new activities based on students‘ needs and interests. As a result, the Office of Student Affairs revised its budget, which included line item increases and reallocations for student organizations and activities.

The College has an Integrated Campus Center in Student Affairs which coordinates many activities related to career development and internship opportunities. Please visit the Integrated Campus Center webpage.

The Office of Student Services also provides a school nurse for preventative and immediate health care and a school physician is available off-site; residential programming, and weekly chapel services.

Registered student organizations that receive funding include the following:

 Chess Club  Empowering African American Males (EAAM)  Chosen Generation Gospel Choir  The International Student Organization  Meeting of Minds  The Panther Programming Council  The Minister's Alliance  Math Club  Pre-Alumni Council  Presidential Ambassadors  Psychology Club  Religious Life Council  The National Institute of Science  The Social Justice League  S.T.E.M.  Play The Part Drama Club  The Social Work Club 55

 Spanish Club  Student Arkansas Education Association (SAEA)  The PSC Panther Newscast  Philander Accounting Club  Alpha Phi Omega  The Greek Council  Student Government Association  Residence Hall Association  PSC Pub Hub  Panther Dolls

Philander Smith College is a member of the Gulf Coast Athletic Conference (GCAC) and participates in the National Association of Intercollegiate Athletics (NAIA). The College offers Men‘s Basketball, Women‘s Basketball, Men‘s and Women‘s Track, and Volleyball. The Basketball teams are supported by a cheer/Dance Team and Pep Squad. For additional information, see Athletics. At the time of writing sections of this report, the College planned on adding soccer and baseball to its Athletic Program beginning with the 2015-2016 academic year. (Vice President for Fiscal Affairs Report to Board of Trustees, February 20, 2014).

The College constructed a new Campus Center that opened August 1, 2014. The Philander Smith College Board of Trustees approved the construction of a new state-of-the art facility that encompasses a 300-seat dining hall, student union, bistro, and an outdoor seating and meeting area. Preparation for the construction of the 15,700 square-foot project began in the fall of 2012 and was completed in August 2014.

Former President Johnny M. Moore indicated to the College community that the new Campus Center will serve as the nexus for student life where students may cultivate healthy relationships, exercise their leadership and actively engage in interdisciplinary collaboration that will benefit and support the college‘s intention to ‗graduate academically accomplished students who are grounded as advocates for social justice, determined to change the world for the better‖.

The College has greatly improved internet services with a state-of-the art Library and Technology Center and in other areas of the campus. In addition, the College will pilot an online course in fall 2014.

Concern #9: Enrollment planning is in need of being linked to an institution-wide assessment process designed to support student retention efforts.

Response: The 2007-2012 Philander Smith College Renaissance Plan linked Enrollment planning to the College‘s institution-wide assessment process designed to support student retention efforts. The following guiding principles for Enrollment Planning have been established at Philander Smith College. These guiding principles are fully aligned with the Philander Smith College mission and vision, as well as the Renaissance Plan (Strategic Plan 2007-2012) and the 2014-2019 Philander Smith College Strategic Plan.

 Accountability. 56

 Inclusion.  Dignity and respect for all.  Passion for Excellence and Quality.  Financial Stewardship.  Resource Stewardship.

At Philander Smith College, we believe that Enrollment Planning is most effective when it includes the following best practices for institution-wide assessment:  Thoughtful planning that is data driven (based on community needs, market analysis,) and based on Philander Smith College‘s strategic priorities.  Evidence based on measurable outcomes.  Student and learning centered.  Maintains standards of excellence.  Monitors and maintains satisfaction level of students (including timely graduation)  All units are coordinated and connected to provide best service.  All employees are developed and understand their role in the process.  Is cost effective. Philander Smith College has a new Vice President for Enrollment Management and a new Enrollment planning model that is linked to an institution-wide assessment process designed to support student retention efforts. Some activities designed to support student retention efforts include the following that are linked to an institution-wide assessment process:

 The Vice President for Enrollment Management supervised the Academic Success Center in 2013. Subsequently, the Academic Success Center was organized under the Office of Academic Affairs in fall 2014. These two offices work closely together to support student retention efforts. The Academic Success Center addresses the needs of traditional and non-traditional students through a variety of academic and student services, including academic advising; freshman advising; new student orientation; tutoring; writing lab; career counseling and placement; and cultural and social activities. The mission of the Academic Success Center at Philander Smith College is to assist students with their academic, career and social development needs.  The Academic Advisor provides students with the necessary guidance and academic counseling within their areas of study. This includes, but is not limited to, time management, note taking, test taking, and other study strategies. The Career Counselor assists students in developing knowledge related to careers and career choices. The counselor will provide guidance in resume writing, job searches and other successful career strategies.  The Career Services Office assists students and alumni in identifying and reaching their career and employment goals, to help employers access an educated and highly trained workforce, that will ultimately increase student learning and skill development. Students and alumni may seek full-time employment, part-time employment, and internships through this office.  The Licensed Counselor/Therapist 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 to Licensed Counselor/Therapist. 57

 Other helpful resources include  2010-2009 New Student Orientation (NSO) Handbook  2010-2011 ADA Handbook  2014 New Student Orientation

The College‘s 2014-2019 Strategic Plan addresses retention and assessment outcomes through its Strategic Initiative: Enrollment Stabilization. With the following strategic actions and Outcomes and/or Metrics.

The College established a Retention and Persistence Committee in fall 2013 to address concerns noted regarding students matriculating to graduation and assessment outcomes. The College is addressing online education following the College‘s approval in 2013 by the Higher Learning Commission to offer Distance Education courses. The Office of Academic Affairs has primary charge for this initiative. This initiative has relevance to retention of students who find online education more convenient than attendance in traditional classroom settings.

Concern #10: The relationship between student full-time equivalents and fiscal realities will require watchful attention of annual institutional reports submitted to the NCA.

Response: The College addressed this concern in the Report on Finances that was submitted to the Higher Learning Commission and approved by the Commission. Since the 2007 Comprehensive visit, all annual institutional reports have been submitted and accepted by the Higher Learning Commission. On an ongoing process, the office of Institutional Research and Assessment and the Office of Fiscal Affairs work closely together regarding submission of the annual institutional reports to NCA. (Exhibit 3.3: Report on Finances to the Higher Learning Commission 2011)

Concern #11: The Team expressed concern for faculty and staff salaries. Implementation of a uniform salary enhancement plan will send an important message to the College community.

Response: The College has made improvements in increasing the salaries of faculty and staff. Improvements in salaries were stated in 2007-2012 Strategic Plan, Initiative #3: Objective 3.6: ―The College will implement a gradual increase in faculty and staff salaries as the result of increased enrollment and retention rates.‖ As a result, adjunct faculty pay was increased in 2008. Faculty and staff were provided raises for the 2007-08 and 2008-09 years (3.7% each time). Enrollment Stabilization will be one of five Strategic Initiatives in the 2014-2019 Strategic Plan. As enrollment increases, there will be opportunities to increase faculty and staff salaries.

Table 3.3 below depicts the Faculty Salary Scale for the academic year 2011-2012. As of spring 2014, the College‘s Office of Human Resources, Mr. Chris Newton, Executive Director, is establishing a Faculty Salary Scale for presentation through appropriate channels for approval by the Board of Trustees during their September 2014 meeting.

Table 3.3 Faculty Salary Table

RANK 1-3 YEARS 3-6 YEARS 6 + YEARS Professor 43,924 51,675 64,594 Associate Professor 37,847 44,526 55,657 Assistant Professor 34,210 40,247 50,309 Instructor 30,132 35,449 44,311 (Dr. Walter M. Kimbrough, Presentation to Faculty and Staff Institute, Fall 2011)

Philander is struggling to bring in qualified faculty because of price. The average pay for Philander faculty member is less than $40,000. Based on a new report issued by CUPA-HR, the median salary on the national level for a new Assistant Professor in 2011 was:

Business $95,822 Social Science 58,466 Humanities 50,427 Physical Sciences 57,000 (Report of Mr. Terry Wallace, Vice President for Fiscal Affairs, Board of Trustees‘ Report, September 2010).

Concern #12: The Team expressed that the College should make funds available for professional development and scholarly pursuits, and should take an open and close look at professional development for staff.

Response: The College has made funds available for professional development in the amount of $50,000 annually to help faculty and staff find their individual callings, providing additional resources for those who desire to continue with the College, as well as providing resources for those whose calling lies elsewhere. (Strategic Initiative #3: ―The College will create an empowering environment for faculty and staff, raising standards, expectations, and performance.‖ (2007-2012 PSC Strategic Plan)

Additionally, Mr. Jim Randolf, Skill Path Consultant, conducted a one-day workshop for Philander Smith College Administrative Assistants. The purpose of this workshop, which was held on Monday, August 9, 2010, was to ensure that the Administrative Assistants have the skills and materials to be productive throughout the Academic Year. The items included: Mistake- free Letters, Memos, Reports, and Proposals; Managing Multiple Projects, Objectives, and Deadlines; Terrific Telephone Skills; Communication skills, and Teamwork.

During the spring 2013 Faculty and Staff Institute, all employees were provided with a telephone skill workshop on the campus. This session of the Institute was led by an external consultant.

Dr. Lois Sheer, Consultant to Academic Affairs, has conducted three professional development workshops during the academic year 2013-2014. Evidence to support these workshops may be found in the Academic Affairs‘ reports to the Board of Trustees.

The College is making use of webinars to provide additional professional development opportunities for faculty and staff. For example, during the academic year 2013-2014, the Office of Human Resources provided sites for webinars for Title IX training, as well as Sexual Harassment training. In addition, the College has allocated $50,000 in 2013 for Jenzabar Training for system users. In addition, the College has hired two consultants, who have had previous experiences with the College, to provide technology assistance and Taskstream data management training and implementation.

Therefore, the College is using numerous resources to create a supportive environment for faculty and staff, including workshop leaders for the Faculty and Staff Institutes, Bless the Mic Lecture Series, and Social Justice Initiative. Faculty members are using professional development components in grants that have been awarded through their units. For example, the Division of Natural and Physical Sciences utilizes professional development funds in their STEM projects. In addition, some of the 14 activities awarded through Title III have professional development components. As enrollment increases, the College will be able to increase its General Fund professional development component.

Concern #13: In fall 2007, PSC is expected to begin the quiet phase of a five-year comprehensive campaign designed to increase the endowment by $30 million and improve an annual unrestricted operating support. Without sufficient ongoing external funding coupled with enrollment growth and a stable pattern of student retention, PSC will not be financially capable of accomplishing its future plans and objectives.

Response: Philander Smith College did not begin a five-year comprehensive campaign in 2007. Rather, the College began a successful capital campaign of $5-8 million to complete the new Campus Center. The Board of Trustees began the bids and construction of Phase I of the Bid Package in July 2012. The total contracted amount for Phase I was $616,000. The work was completed in October 2012. Therefore, the College began the silent phase of a capital campaign with the goal to raise entire $18 million needed to pay for the Campus Center.

According to the Report of the Vice President for Fiscal Affairs to the Board of Trustees on February 20, 2014, the financial needs of the Campus Center have been satisfied with the expected construction completion date of August 1, 2014. (Minutes of Board of Trustees, February 20, 2014). Additional information pertaining to the successful Campus Center Capital Campaign is provided in Criterion five of this Self-Study Report.

Concern 14: The impact of the liability payout and possible future sanctions levied by the OIG will add more stress to the institution’s financial stability.

Response: This concern was addressed in the Monitoring Report on Finance/Enrollment that was approved by the Higher Learning Commission NCA 2011. Philander Smith College worked out a payment plan with the OIG to pay in installments over a number of years. The liability payment has not added more stress to the institution‘s financial stability because of other sources of funds, including an increase in tuition and fees. There were no future sanctions levied by the OIG, according to the information from the Vice President for Fiscal Affairs.

Concern #15: Adjunct salaries are seriously below the competition, and this situation must be addressed.

Response: The College‘s adjunct salaries have been adjusted to bring them up to what is offered competitively in local colleges. PSC currently offers adjunct salaries that are competitive. Adjunct faculty salaries have been increased three fold since the 2006—2007 NCA team visit. Salaries are competitive with the state schools in Arkansas that pay between $2,000 -$3,000 for teaching a three-semester hour course. PSC pays $2,000 for teaching a three-semester hour course based on a class enrollment of a minimum of seven students. Classes with fewer than seven students may be offered, based on students‘ academic needs; however, the salary will be prorated based on the number of enrolled students.

Concern #16: The faculty should review their statements of expected learning outcomes and simplify where appropriate to assure that these outcomes can be properly assessed.

Response: The five academic division chairs have taken the leadership to ask faculty to review their student learning outcomes and to make the necessary modifications. Student Learning outcomes are explicitly being placed in all faculty syllabi. The faculty syllabi are placed on our UCOMPASS technology teaching module for students to access, as well as provided to students in classes. In addition, the General Education Committee of the Faculty Senate reviewed and simplified the student learning outcomes for the General Education Core Curriculum in 2010. These changes are noted in the Assessment Report to NCA in 2010 and published in the 2013- 2015 Philander Smith College Course Catalog.

In addition, in order to bring consistency, the new Vice President for Academic Affairs, Dr. Hazel Ervin, along with an outside consultant, Dr. Lois Sheer, conducted two faculty development workshops in 2013 and 2014 specifically designed to instruct faculty on aligning learning outcomes with the College‘s mission, developing Unit goals, learning outcomes, and strategic initiatives. The Units have followed up with writing their Unit plans, developing appropriate course syllabi, and strengthening the Curriculum. (Exhibit 4.1: Philander Smith College Course Syllabi, Campus Resource Room, AC 232)

The 2014-2015 academic year will be used to implement the strengthened student learning outcomes, as developed by the faculty. A new General Education Division has also been created and approved by the Faculty and other appropriate channels, as the College addresses Strategic Planning for the future. The establishment of the Curricula for the new General Education Division is ongoing, as of spring 2014.

Concern #17: The institution must assure that assessments of all program areas that have been recently reviewed and revised are conducted, the results evaluated, and appropriate revisions implemented.

Response: The College submitted an Assessment Report that addressed this concern. The Assessment Report was approved by the Commission in 2011. Further assurances that assessments of all program areas have been reviewed and revised have been taken into 61 consideration since the 2011 Assessment Report. The College hired an outside consultant to review all academic programs. The Units received the recommendations of the consultants and made appropriate revisions. All academic units have been evaluated, and some revisions have been implemented. With the hiring of a new Vice President for Academic Affairs in fall 2013, assessments of all academic programs are ongoing. (For additional information on assessment tables, please visit the Accreditation webpage.)

Concern # 18: The institution must provide an adequate number of full-time faculty members to maintain its programs. The situation in the Business Program is critical (2 full-time faculty in 2007).

Response: The College has an adequate number of full-time faculty members to maintain its programs. The situation in the Business Program has changed, as there are four full-time faculty members in the Unit, as of May 2014. In addition, the Business Program has hired competent adjuncts to meet the teaching and learning needs in that unit. The Chair for the Business Program, Dr. Adrian Price, announced in spring 2014 that he will be leaving the College to pursue other opportunities. The College is advertising for a replacement.

Since the 2007 NCA team visit, the Business Program acquired an up-to-date computer laboratory with modern software. In addition, students and faculty have access to 11 other computer laboratories on campus including the modern Reynolds Library and Technology Center. The College continues to upgrade its technology facilities.

During the academic year 2013-2014, the College began to study the feasibility of downsizing its faculty due to lower student enrollment. The review process is ongoing, at the time of this Self-Study Report. . Concern #19: Give attention to the size of the Information Technology staff as well as to their salaries.

Response: The College has corrected this concern. The size and salaries of the Information Technology staff have increased since the last NCA visit. There are three full-time Information Technology technicians, an administrative assistant, and half-time Webmaster who also works with our Marketing department one-half time. In addition, the College employs an Information Technology Consultant. Salaries have improved, and this information will be made available to the team upon request through the Human Resources Office. Currently, the Information Technology staff reports to the Office of the President.

Concern # 20: The institution must give attention toward improvement of the student living areas on campus including the cafeteria and Student Union.

Response: The College continues to make strides toward improvement of the student living areas on campus including the cafeteria and Student Union. The College has built new Residential Suites Building A and Suites Building B since the last NCA visit in 2007. The College is constructing a new 55,000 square feet Campus Center that is expected to open August 1, 2014, and in time for the new academic year 2014-2015. The Campus Center may provide the 62 following: Kitchen and Dining Hall, Private Dining Room, offices for the Division of Student Affairs, Technology & Media Center, Student Organization Offices, Student Common Area (Student Union), Center for Social Justice, and Bookstore. Information pertaining to the successful Campus Center Capital Campaign is provided in Criterion five of this Self-Study Report.

Concern #21: Faculty members have been involved in developing and implementing an assessment program, they have not achieved an institutional culture of assessment.

Response: The College has established a campus-wide culture of assessment, including the implementation of a faculty assessment program. (See the Higher Learning Commission Philander Smith College NCA Report on Assessment, December 2010). The report was accepted by NCA. Since 2010, the College has continued with a culture of assessment under the direction of the Office of Research and Assessment. The newly created Office of institutional Effectiveness and Planning (2013) has provided the leadership to strengthen the institutional culture of assessment. The Assessment program is being enhanced through the purchase and implementation of the TaskStream Data Management System for institutional-wide collaboration and sharing of information. Assessment is ongoing.

Concern #22: Faculty should be granted release time to enable them to retool themselves and become engaged in cutting-edge research in their fields.

Response: All full-time Faculty members are eligible to be granted release time to retool themselves to engage in research in their fields. The specific qualifications for release time are listed in the Faculty Handbook. In addition, Academic Division Chairs make written reports monthly to the Vice President for Academic Affairs pertaining to faculty engagements including research. Evidence may be found in these written reports.

Concern #23: Some academic programs lack evidence of assessment. Overall, there is no coherent institutional framework that delineates expectations and standards to drive college-wide assessment of student learning.

Response: This concern has been corrected. The Higher Learning Commission Philander Smith College Report on Assessment, 2010, provided evidence of academic program assessment. Additionally, evidence may be derived from course syllabi which are housed in the Academic Divisions, as well as placed on our UCOMPASS course management system. In addition, during the academic year 2013-2014, Division chairs and their faculty have worked with Dr. Lois Sheer, Consultant to the Office of Academic Affairs, to delineate expectations and standards for all academic programs and courses. In addition, a college-wide assessment of student learning has led to the establishment of a General Education Division, as initiated by the Office of the Vice President for Academic Affairs, to be implemented during the 2014-2015 academic year.

Concern #24: PSC should continue to use assessment to plan for service and engagement activities as well as mentoring activities that measure their effectiveness.

Response: Evidences that the College uses assessments to plan for service and engagement activities and for mentoring activities that measure their effectiveness may be found in the Higher Learning Commission Philander Smith College Report on Assessment, December 2010. Additional evidences may be found in reports from the Vice President for Student Affairs, the Director of the Social Justice Initiative, and Vice President for Academic Affairs to the Board of Trustees 2010-2014. (Exhibit 3.1: Minutes of Board of Trustees’ Meetings). The College‘s assessment activities are ongoing.

Concern #25: Students expressed a desire for more field experiences and internships facilitated by the College.

Response: The College offers numerous opportunities for students for field experiences and internships including the following:

 The Freshman Colloquium class for all entering freshmen contains a component for required service learning in the community.  Academic Divisions have revised major curricula programs to include additional field experience and internship opportunities for students for credit. See College Catalogs 2007-2009 -- 2013-2015 for major programs and course descriptions for field experiences and internships.

In addition, students may visit the Office of Student Affairs, major advisors, and Division Chairs for additional information pertaining to field experiences and internship opportunities. Further, the Social Justice Initiative should be consulted as well.

Concern #26: PSC should market service and community activities of students.

Response: The College markets service and community activities for students in several ways, including the following:

 The Division of Student Services makes available up-to-date announcements weekly via email to the campus community service and community activities.  The Office of Public Relations markets service and community activities to campus and off-campus constituents.  The Office of Social Justice markets ways in which students may be involved in community and service activities.  The Office of Religious Life is actively involved in student projects that attract students locally, nationally, and internationally.  The Integrated Campus Center (ICC) holds a fall and spring Career/Graduate School Fair in the Nugent Conference Room of the Harry R. Kendall Center. Student Services partners with the Governor‘s Dislocated Worker Task Force that provide the Workforce Employment Mobile Units before the Career Fair. The units provide assistance with writing the resume and cover letter, preparation for the job interview, and other employment functions for the job seeker on site.  The eight Student Greek organizations offer opportunities for service and community activities, as components of their requirements for membership. Philander Smith College 64

continues to use strategically placed advertisements to improve the College‘s name recognition. The following are examples of how this concern has been addressed:  Advertisements are periodically run in local and regional newspapers.  Philander Smith College advertises nationally in the United Methodist newspaper.  Philander Smith College maintains a strong internet presence through its homepage and through the social media of Facebook and Twitter.  Philander Smith College also actively pursues publicity through ―free media‖ sending out advertisements each year to regional and state news media outlets, as well as media in students‘ home towns across the country.  The advance in US News and World Report (fall 2013) college rankings into the top tier of Historically Black Colleges and Universities (HBCUs) is indicative of better name recognition and engagement activities.

This activity is ongoing and is under the supervision of the Associate Vice President for Student Affairs, Ms. Rhonda Lovelace.

Concern #27: The College should develop a campus-wide data base for all service and engagement activities.

Response: This activity is ongoing and is under the supervision of the Associate Vice President for Student Affairs, Ms. Rhonda Lovelace.

In addition, the College purchased TaskStream, a data management system, which is being established campus-wide as of spring 2014, to provide input from all units of the College regarding all services offered within their areas. TaskStream was purchased with a grant from the UNCF/FASTAP division. TaskStream should strengthen the College‘s capacity to provide information regarding service and community activities.

Concern #28: Students expressed a need for more athletic opportunities other than intramural.

Response: The College has responded positively by providing more athletic opportunities other than intramural. As a result of student surveys and a feasibility study in 2010, it was determined that Track and Field would be the new sport for the 2010-11 academic year. Accordingly, head Coach, Dennis Jones, was hired to lead this new initiative. In an effort to boost the intramural sports opportunities offered to students, the department participates with the city for students to participate in city leagues. Also a new club sport, tennis, has been added and approved, effective 2010-2011.

Coach Sam Weaver, Athletic Director, is vigorously pursuing funding to support the Athletic Programs at Philander Smith College, as well as taking the Basketball Program to higher levels. (Athletic Department). Within its Master Plan, the College is studying the feasibility of offering additional athletic opportunities by offering soccer and baseball beginning with the 2015-2016 academic year. Mr. Terry Wallace, Vice President for Fiscal Affairs, is providing leadership with this initiative. (Board of Trustees Minutes, February 29, 2014)

65 Chapter IV The Evidence

Higher Learning Commission North Central Association Of Colleges and Schools

Self-Study Report September 2014

CRITERION ONE: MISSION

The institution’s mission is clear and articulated publicly; it guides the institution’s operations.

Core Components 1. A. The institution‘s mission is broadly understood within the institution and guides its operations. 1. The mission statement is developed through a process suited to the nature and culture of the institution and adopted by the governing board. 2. The institution‘s academic programs, student support services, and enrollment profile are consistent with the stated mission. 3. The institution‘s planning and budgeting priorities align with and support the Mission. 1. B. The mission is articulated publicly. 1. The institution clearly articulates its mission through one or more public documents, such as statements of purpose, vision, values, goals, plans or institutional priorities. 2. The mission document or documents are current and explain the extent of the institution‘s emphasis on the various aspects of its mission, such as instruction, scholarship, research application of research, creative works, clinical service, public service, economic development, and religious or cultural purpose. 3. The mission document or documents identify the nature, scope, and intended constituents of the higher education programs and services the institution provides. 1. C. The institution understands the relationship between its mission and the diversity of society. 1. The institution addresses its role in a multicultural society. 2. The institution‘s processes and activities reflect attention to human diversity as appropriate within its mission and for the constituencies it serves. 1. D. The institution‘s mission demonstrates commitment to the public good. 1. Actions and decisions reflect an understanding that in its educational role the institution serves the public, not solely the institution, and thus entails a public obligation. 2. The institution‘s educational responsibilities take primacy over other purposes, such as generating financial returns for investors, contributing to a related or parent organization, or supporting external interests. 3. The institution engages with its identified external constituencies and communities of interest and responds to their needs as its mission and capacity allow.

Criterion One: Philander Smith College’s mission is clear and articulated publicly; it guides the institution's operations.

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. (Adopted by Board of Trustees, February 15, 2007)

Philander Smith College articulates its mission through written publications, web materials, strategic planning, budget priorities, curriculum, and through its daily operations. PSC 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 disadvantaged 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 the truth, and a desire for a better life.

The mission of the College is clearly articulated in the publicly available affirmative action statement, which states ―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, physical disability, Vietnam era veteran or special disabled veteran status, or sexual orientation.‖ (College Catalog 2013-2015)

Philander Smith College is a teaching college supported by scholarly research and service. The College‘s Mission Statement is achieved through quality undergraduate instruction, scholarly research, and public service to the community. Internal and external constituencies, including faculty, staff, students, administrators, and administrative support groups, uphold the Institution‘s Mission Statement. .

The Self Study prepared in connection with Criterion One in 2007 revealed that there was sufficient evidence that the College has a clearly and publicly stated purpose consistent with its Mission. No additional clarification of its purpose and Mission was deemed necessary.

Not any recommendations for improvement in regard to Criterion One were made by the 2007 visiting team of the Higher Learning Commission Consultant-Evaluators.

Philander Smith College‘s Mission Statement, including its Core Values and Vision, guides the College‘s academic programs, student support services, and planning and budgeting processes. The Mission Statement is clear, it is articulated publicly, and understood within the College.

The Philander Smith College Board of Trustees consists of 24 members. The Board supports the mission of the College first by having approved the updated mission above on February 7, 2007. Secondly, the Board of Trustees supports the mission and guides the College by including the mission statement in the Board of Trustees Orientation for new members, as shown in an excerpt from the Table of Contents of their September 18, 2013 Orientation. The Mission Statement is listed in the College Catalog, the Faculty Handbook, Staff Handbook, Student handbook, and Recruitment Pieces (Inside flap). In addition, the Mission Statement is listed on the College‘s webpage. The Mission Statement is distributed widely in recruitment, admission, and registration activities.

The College‘s mission has evolved over time. The following, Table 4.1, captures the mission from 1939-1940 to present:

Table 4.1 Evolution of the Mission of Philander Smith College 1939-2014

A statement of Purpose (Aims and First The Ultimate purpose of Philander Smith Principles): 1939-1940 Catalog College is to direct and contribute to the most complete development of individuals and groups in such a manner as to help them live life most abundantly in all its wholesome aspects. *The primary object of the College is not vocational.

PSC General Aims: 1939-1940 The achievement of thoroughness in Scholarship. The College does not propose to see that every person who wishes may enroll. A well planned program of selectivity aims to preserve excellence in Scholarship. Achievement during the first two years will determine whether one may be continued in the College and permitted to work toward a collegiate degree. PSC Purpose and Philosophy: 1971-72 Rousseau imparted truth when he said, ―If Catalog men appear unequal it is probably due to inequalities in their education.‖ All high school graduates do not have equal intellectual ability. PSC Purpose and Philosophy: 1981-82 Every educator is willing to invite the brilliant Catalog ―A‖ or ―B‖ student to participate in the learning process, but Philander will also welcome the ―C‖ student who struggles to keep his academic average. 69

Our full evaluation of a student is not based solely on his report card or what he may be at the moment. {We} consider what each student may become if given a ―fair chance‖ for growth and development. PSC Mission: 1989-1991 Philander Smith College‘s mission is to grant access to higher education to individuals who are, or have the potential to be, academically talented regardless of their social, economic, or educational background. PSC Mission: 2007-present 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.

1. A. Philander Smith College’s mission is broadly understood within the institution and guides its operations.

The role and scope of Philander Smith College is clearly defined, distinguishing the College from other higher education institutions in Arkansas. It identifies Philander Smith College as a private, baccalaureate granting institution, associated with The United Methodist Church. At its highest level, Philander Smith College is approved by the Arkansas Department of Higher Education. (ADHE role and scope). Role and Scope of Philander Smith College 1. Primary audiences are residents of Arkansas, particularly in the Greater Little Rock Area, those of the Delta region who have completed a high school education, and select cities in several states: Illinois, California, Texas, Michigan, New York, Indiana, Tennessee, Oklahoma, and others. 2. Employers in the public and private arena, seeking well-qualified employees, technical assistance and research. 3. The community and area whereby Philander Smith College provides a wide area of academic and cultural activities and public events. 4. International students primarily from Nigeria and West Africa, Bahamas, and Mexico. 5. Two-year College transfer students. 6. Non-traditional students who are returning to college. Some of the Programs and Services provided by Philander Smith College include the following:

 Baccalaureate programs in a number of major fields, including education, social work, business, sociology, political science, psychology, English, philosophy and religion, computer science, biology, mathematics, and chemistry. 70

 A Weekend College is offered to meet the scheduling needs of non-traditional students. Special Programs:

 A Social Justice Initiative  Philander Smith Management institute (PSMI)  Bless the Mic Lecture Series  Black Male Initiative As a College of ―Service and Distinction,‖ the mission of Philander Smith College is characterized by the following attributes: 1. A supportive learning environment including religious life activities, personal development, mentoring leadership opportunities, and service. 2. Diversity in terms of race, ethnicity, gender, and culture in the students, faculty, staff, and administration. Diversity is supported by programs and practices that enable all constituencies to express their ideas in an open, democratic, and global environment. 3. Technology to support teaching, learning, research, student support services, state-of-arts Library and Technology Center, and distance learning laboratory. 4. Responsible sharing of information internally and externally with appropriate State and National agencies. 5. A commitment of enhance Academic Excellence as a ―College of Service and Distinction.‖ 6. A commitment to the social justice principles of The United Methodist Church.

Core Values

The historical core values (College Catalog 2013-2015) guide PSC‘s decisions and behavior. PSC is a ―student-centered college‖ that aims to help students:

 To think critically, creatively, quantitatively  To develop a sound moral and spiritual foundation for their personal lives, social Involvements 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 proud of their work  To live up to the highest and best that they know.

As historical core values, many of them may be evidenced through academic courses such as Critical Thinking, Creative Writing, College Algebra, and American Government. In addition, non-academic student activities include service learning experiences in Freshman Colloquium and Social Justice Initiatives. Work related evidences include graduate and employers‘ surveys especially in the Specialized Accredited Programs for Business, Social Work, and Education. In addition, the historical core values listed above served as a foundation for establishing new core values in 2013 related to the 2014-2019 Philander Smith College Strategic Plan. They are: 71

Integrity, Servant Leadership, Social Justice, and Scholarship. The process is ongoing for implementation of the new core values. Vision Philander Smith College aspires to become a competitive institution within its peer group in the region and the UNCF, ranking above average in key indicators, including retention, graduation, and enrollment. (Source: 2006-2012 Philander Smith College Renaissance Plan). In 2012, the vision for the College was enhanced whereby Philander Smith College will become one of the nation‘s best Liberal Arts Colleges. The College will be known and recognized by the excellence of its programs, the quality of instruction and the desire to be contributing partner to the Little Rock Community, State of Arkansas, United States and the World. (Source: 2014-2019 Strategic Plan, President‘s Report to the Board of Trustees, February 20, 2014). Since its initial meeting in 2011, the PSC Criterion One Committee identified the following documents as evidence to demonstrate that the institution‘s mission is broadly understood within the institution and guides its operations:

President‘s Power Point at Faculty and Staff Institute, Spring 2012 Board of Trustees Meetings, regarding Mission Statement Adoption in 2007 Assessment Tables from Divisions, Departments, and Offices Academic Affairs and Reports from Divisions, Departments, and Offices Vice President for Fiscal Affairs‘ Business Office Reports and Audits Student Affairs and Religious Life Reports Panels and Workshops via Divisions and Center for Social Justice PSC Renaissance Plan PSC School Profile Completed Mission Table Assessment Report PSC Catalog 2011-2013; PSC Web sites Course syllabi (See Exhibit 4.1, Course Syllabi, Campus Resource Room, AC 232) Philander Smith Management Institute delivery system

PSC does not have graduate, post baccalaureate, or certificate programs.

A student satisfaction survey was administered to a random sample of PSC students during the spring semester 2014. The results suggest that a significant number of students agree that the mission statement is clear. In addition, most of the respondents agreed that the College‘s programs are consistent with its mission and are appropriate to an institution of higher education. Selective statements from the student satisfaction survey and percent saying agree or strongly agree are highlighted in the following table:

Table 4.2: PSC STUDENT SATISFACTION SURVEY RESULTS CLARITY OF THE MISSION STATEMENT SPRING 2014

Item Students N=49 Percent Satisfied or Very Respondents Satisfied

Clarity of PSC‘s Mission 46 71.4 Academic Reputation of 48 57.1 School

The PSC Faculty Senate participated in a Faculty Satisfaction Survey during the spring semester 2014. The results suggest that a significant number of full-time faculty members agree that the mission statement is clear. In addition, most of the respondents agree or strongly agree that they are satisfied with their jobs. Selective statements from the Faculty Satisfaction Survey and percent saying agree or strongly agree are highlighted in the following table:

Table 4.3 PSC FACULTY SENATE SATISFACTION SURVEY RESULTS CLARITY OF MISSION STATEMENT SPRING 2014 Item Faculty Senate N= 17 Percent Satisfied or Very Respondents Satisfied Clarity of PSC‘s Mission 17 88.2 Overall satisfaction with your 17 75.0 job

A summary of Criterion One Committee‘s findings during the self-study process regarding the Higher Learning Commission‘s new Criteria for Accreditation follows.

1. A.1. Philander Smith College’s mission statement is developed through a process suited to the nature and culture of the institution and is adopted by the governing board.

These days at Philander Smith College, we embrace a social justice identity and a mission to ―graduate academically accomplished students, grounded as advocates for social justice, determined to change the world for the better.‖

The Criterion One Committee found that former President Walter M. Kimbrough of PSC did develop the mission statement suited to the nature and culture of the institution and that the 73 mission was adopted by its governing board in 2007, as shown by the Minutes of the Board of Trustees, the PSC Renaissance Plan 2006-2012, the PSC School Profile, and the President‘s Power Point at the Faculty Staff Institute in Spring 2012. In summary, the previous president held a series of focus groups with members of the faculty, students, staff, Trustees, Administrators, and the community-at-large. It began with the brand of Think Justice and developed into the current mission statement.

In 2005, Dr. Walter M. Kimbrough, former president, spearheaded a process that would recast the school‘s mission through an understanding of our rich heritage but with an eye toward making Philander Smith College unique and relevant in a higher education landscape. After rounds of discussions and focus groups, in 2007 the College embraced a social justice identity and adopted an emerging mission. In February of 2007, the Philander Smith College Board of Trustees enthusiastically approved the social justice emphasis for the College. In essence, the institution wants its graduates to complete an academic experience where they are engaged both in and out of the classroom, which includes practical learning experiences such as internships and service learning opportunities. The College wants them to understand social justice as a duty to ensure all people have fair and equal opportunities in our country, and they have the courage to speak out for those who have no voice or their voice is not heard. The College expects them to do more than make lots of money; they are to become involved citizens improving their communities. The College worked with Thoma Thoma to develop a new logo and tag line that are more representative of our revitalized brand: The log has a flame in the ―P‖. This flame represents our vigilant pursuit of truth and justice. The flame is important because it links the College to two significant entities which are part of its heritage, The United Methodist Church and the United Negro College Fund. Both of their logos contain flames as depicted below:

Philander Smith College launched its Social Justice Initiative (SJI) in August of 2007 under the leadership of former President Walter M. Kimbrough. This rebranding of the College‘s identity complements Philander Smith College‘s history, which has always had a social justice focus, as well as its commitment to the social principles of The United Methodist Church. The tag line, THINK JUSTICE, has been a simple yet powerful idea. It serves as a summary of the College‘s emphasis, but it also serves as a personal reminder for everyone who sees it to do justice in their daily lives.

PHILANDER SMITH COLLEGE CELEBRATES TRANSFORMING SOCIAL JUSTICE INTO ITS CULTURE

Some examples of evidence that the institution‘s mission is broadly understood within the institution and guides its operations may be found in the following department/division mission statements re: Philander Smith 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. The College can truly call it a celebration of its unique identity as a Social Justice institution.

Table 4.4 PSC UPPER ADMINISTRATION/CABINET LEVEL MISSION STATEMENTS

Administrative Unit Mission Statement Office of Academic Affairs The Office of the Vice President for Academic Affairs (VPAA) creates, supports, and enhances a student-centered academic environment that supports Philander Smith College‘s mission and vision to ―graduate academically accomplished students who are grounded as advocates for social justice, determined to intentionally change the world for the better.‖ The Office of Academic affairs also supports the vision of the President which, among others, is to facilitate ―academic achievement‖ and ―academic excellence‖ through reliable facilities and resources for students and faculty. Social Justice Initiative The mission is 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. Institutional Advancement The Office of Institutional Advancement supports the mission of Philander Smith College by strengthening and enhancing the institution‘s fiscal position and reputation as a leader in higher education through the pursuit of public and private fundraising, effective donor and alumni relations, compelling public relations and marketing, the production of powerful and creative communication vehicles, and effective management of the Title III grant program – in addition to garnering support for the College through its designation as a UNCF 75

member institution. Human Resources The mission of Human Resources is to utilize a social justice philosophy, strategic vision, diverse environment and leadership in providing quality, customer-driven human resources services to support Philander Smith College. Student Affairs The Mission of the Division of Students Affairs is to provide a holistic experience that empowers students academically, spiritually, and professionally for a diverse world. Fiscal Affairs The Fiscal Affairs Division supports the mission and goals of Philander Smith College by providing the college leadership on fiscal policy, financial practices and procedures, and physical resources while providing the campus community with the highest quality of fiscal integrity and operational services to support the learning and working environment of Philander Smith College. Enrollment Management To recruit, admit, enroll, and financially package students so that they are retained through graduation which will allow them to be educated in an environment that will cultivate consciousness, provide intellectual activities and serve as a champion for social justice causes on the campus of Philander Smith College and have an impact locally, nationally, and internationally. Institutional Effectiveness and Planning The Office of Institutional Effectiveness and Planning serves the Philander Smith College community by providing the leadership and assistance needed to create and maintain a culture of evidence in the assessment of student learning, effectiveness of administrative offices, strengthening institutional accreditation, and implementation of the College‘s Strategic Plan. The office supports the mission of the college in all academic and non-academic units ―to graduate accomplished students, grounded as advocates for social justice, determined to change the world for the better.‖

Table 4.5: PSC ACADEMIC DEPARTMENT/DIVISION MISSION STATEMENTS

Department/Division Mission Statement Social Work The mission of the social work program is to graduate competent Program generalist social workers, committed to enhancing the quality of life; alleviating poverty, oppression and discrimination and promoting social economic justice Arts and Humanities The Division of Arts and Humanities produces critical and reflective Division thinkers, inquirers, communicators, writers, promoters, performing artists, community leaders, and ethical professionals as its majors and minors, thus supporting the College‘s Mission to graduate academically accomplished students, grounded as advocates for Social Justice, determined to change the world for the better. Philosophy and The Department of Philosophy and Religion continues the rich heritage Religion Department of The United Methodist Church to produce critical reflective graduates, inquiring communicators, active truth seekers in the rich intellectual tradition of ethical values, ideas, founded in philosophical and religious inquiry to acquire conceptual thinking, resulting in implementation of sustainable social justice advocacy. Music Department The Department of Music is to provide a variety of musical experiences to students, which will inspire them to be critical and reflective thinkers, effective communicators, inspiring performers, disciplined and ethical professionals, as well as empathic and compassionate persons in keeping with the College‘s mission. Education Division Aligned with the mission of the College, the mission of the Division of Education is to graduate academically accomplished professionals prepared to model critical and creative thinking to improve the quality of life for students, their families, the community, and a global society. Furthermore, the Division is committed to preparing outstanding educators who will become community, national, and world leaders, promote excellence, equity, and model appreciation for diversity in the classroom as advocates for social justice. Natural and Physical The Division of Natural and Physical Sciences contributes to the Sciences Division College‘s mission by working to ―graduate Science, Technology and Mathematics (STM) students who are academically accomplished, equipped with comprehensive knowledge in their science fields, modes of inquiry, quantitative reasoning, scientific, communication skills, ethical values that guide their practice, and problem solving and decision-making skills. Students are trained as researchers, critical thinkers, Social Justice advocates, leaders and policymakers to succeed in post STM-related graduate schools, to compete in STM workplace, to contribute to educational and economic advances in local, regional, national and international science and technology initiatives. Business and The Division of Business and Economics prepares students for Economics professional careers in business, government, non-profit and other areas 77

of human endeavor where communication, organizational, managerial, and analytical skills are vital to their success. In addition, the Division prepares students to respond to change in a global marketplace, while preparing them to intentionally impact the world and demonstrate high ethical standards in the workplace. Social Sciences The mission of the Division of Social Sciences supports the College‘s mission by addressing the study of human relationships as they pertain to the behavior of individuals, families, societies, nations and government in the historical, political, psychological, and social contexts/environment.

Some examples of evidence that the institution‘s mission is broadly understood within the institution and guides its operations may be found in the following non-academic department/unit mission statements re: Philander Smith 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.

Table 4.6 PSC NON-ACADEMIC DEPARTMENT/DIVISION MISSION STATEMENTS

Department/Unit Mission Statement Black Male Initiative (BMI) To provide relevant experiences for males that will ensure success academically, professionally and socially through development in the following areas: education/retention, leadership, social justice issues, community Involvement and culturally and spiritual awareness. Office of Religious Life 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 the 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 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. Academic Success Center Our mission is to aid in empowering, educating, and challenging the students at 78

Philander Smith College as they progress toward graduation and beyond determined to change the world for the better. Student Health Department Mission: to provide efficient and essential healthcare relevant to the needs of the campus community; to enhance the ability of the students to be academically successful through the development of life skills and healthy behaviors and to equip students to become productive members of society in professional leadership and service. We strive to accomplish this through health education, health promotion, and comprehensive medical care. Community Development and Programming Residential Assistants are required to host at least one of four types of programs each month. These program types are social, educational, community service, and social justice programming. Residential assistants are required to host programs based on residents‘ interests and community building assessments. (Philander Smith College Board Meeting: 2.22.13)

Table 4.7 EVIDENCE THAT ADDRESSES THE COLLEGE’S MISSION AT THE CURRICULUM/COURSE LEVEL

Curriculum/Course Course Description/Mission Inclusion Freshman Colloquium I and II The students have the opportunity to participate in service learning, internships, and social justice related training. SOSW203 Introduction to Social Work Emphasis is placed on appreciation and respect for human diversity and the social worker‘s commitment to promote social and economic justice for ―at risk‖ populations. SOSW313 Social Welfare Policy This course explores how social, racial, political, and economic forces have shaped the development of social welfare in this country and how social justice issues, such as oppression, racism and discrimination, have traditionally affected marginalized/at risk groups. PSYC103 General Psychology Upon completion of the course, students should possess an awareness of cultural and sub cultural issues, which are contrasting to the 79

student‘s own culture, relative to the environment, values, beliefs and preferences, relative to behavior and to the application of the principles of psychology. BIO104 General Biology Upon completion of the course, the student will be able to demonstrate the development of concepts relating to contributions of diverse cultural and ethnic groups to the current knowledge base. SOCG483 Research for the Social Sciences Upon completion of the course, the student will emerge from the major with realistic ideas about how to pursue careers in social science fields and will distinguish types of academic experience and performance that will facilitate entry into the work force, post baccalaureate education, or both.

(Source: Course Syllabi 2013-2014)

Table 4.8: EVIDENCES THAT ADDRESS THE COLLEGE’S MISSION IN STUDENT ACTIVITIES

Student Activities Mission Statement New Student Welcome As your new Student Government President, I encourage you to explore the ways in which Philander Smith College helps connect students to a world of possibilities. How our professors, faculty and staff move you from the realm of ideas to real world experiences. We are a college whose mission calls for Social Advocates who are determined to change the world for the better. In keeping with tradition I charge you to continue this legacy. To know that you cannot stop being who you are because you are afraid. You have to let go of who you were and embrace who you will become. (Student Government President, fall 2013) Student Government Association SGA's Motto ―Speak Up, Speak Out, and Be Heard‖

Bless the Mic Lecture Series (Example of type Teacher, pastor and international evangelist of speakers: Ms. Paula White) Paula White will visit Philander Smith College 80

at 7 p.m. Thursday, March 20.

White is senior pastor of New Destiny Christian Center in Apopka, Fl., ―a non- traditional church with a multicultural mission‖ whose membership ranges in the thousands. Through her Paula White Ministries, she works to support hundreds of local, international and global outreaches, and presently is focused on building orphanages, schools, churches, clean- water wells and feeding stations around the world; providing medical care and ministerial training internationally; and organizing crusades in areas such as Haiti, Africa and India.

Student Athletics The Athletic Department at Philander Smith College offers quality programs for men and women, as we support the mission of the College. We enjoy the support of our students and community and offer competitive programs in basketball, volleyball, and track & field. We also offer cheer and dance as recreational outlets as well. Student Organizations‘ Statement from Office Why should you join a Registered Student of Student Affairs Organization?

There are many reasons why one should join a student organization. Some help you with career, some help you with social skills, and some help you with personality development.

Networking: The easy and best way to network with students who have similar interests is joining a student organization. It can help you with your career, hobby, or anything that you are passionate about.

Social Skills: As a student, you want to learn how to talk to other people from different cultures and countries. It is your opportunity to build some social skills and learn from other cultures.

SOCIAL JUSTICE

When Philander Smith College launched its Social Justice Initiative (SJI) in August of 2007, other critical milestones followed:

 The inclusion of special guest speakers and justice themes for Opening Convocation  Inviting Bless The Mic lecturers who are renowned for their noteworthy activism  The creation of the Ozell Sutton Medal of Justice  The infusion of social justice themes in the Freshman Colloquium  Increase of Justice-related internships for students  Changing the College's address to honor social justice activist Daisy L. Gatson Bates  The founding of the student organization "The Social Justice League".

The Social Justice Initiative has four Core Objectives:

 Academics  ThinkTank  Research  Advocacy

For additional information, please visit the Office of Social Justice Initiative.

In the spring and fall semester of 2012, the College made substantial efforts toward infusing social justice into classroom and curriculum. The first success was revamping the First Year Seminar course over the summer of 2012. In the fall of 2012, we hired two visiting professors to join us for the academic year in order to assist our office in infusing social justice into the curriculum. For the 2012 spring and fall semesters, we worked with several non-profits to pilot and expand our service-learning program at the college. Our intentions with this process were to expand service learning into every academic division to ensure a plurality of experiences and approaches towards service learning on our campus.

We succeeded with our goal to collaborate with several professors and non-profits in the city of Little Rock. (Exhibit 4.1: Minutes of Philander Smith College Board Meeting: 2.22.13) (Office of Social Justice Initiative)

The Office of Social Justice Initiative has implemented three major academic outlets that provide academic opportunities for both faculty and students: (1) Service Learning, (2) Social Justice Faculty Fellows (SSFF), and (3) First Year Seminar.

THE TITLE III GRANT PROGRAM

The purpose of Title III is to provide financial assistance to Historically Black Colleges and Universities (Higher Education Act of 1965 HEA) to assist institutions in establishing and strengthening their physical plants, academic resources, fiscal management, and endowments, so that they may continue to participate in fulfilling the goal of equality of educational opportunity. More specifically, the Title III Program assists institutions like Philander Smith College in 82 funding developmental activities that will help the College fulfill its mission. Currently, the Title III staff report to the Vice President for Institutional Effectiveness and Planning.

Relationship of Title III Activities to Mission of Philander Smith College:

All selected Title III activities support the mission and goals of the Institution. As of the academic year 2013-2014, there are 14 activities sponsored by Title III. Each activity is governed by a set of objectives, and each objective relates specifically to one or more of the Institution‘s long-range goals, as identified in the Strategic Plan. The Title III Program helps to bridge the financial gap for activities not financially possible through the College‘s operational budget. Thus, the Title III grant supplements the College‘s budget. (Philander Smith College Board Meeting: 2.22.13)

The 14 Title III activity directors document their successes and outcomes through Quarterly and Annual Monitoring Reports, as they relate to helping the College fulfill its mission.

ACTIVITIES CURRENTLY FUNDED UNDER TITLE III, Part B 2012-2017

Activity HBCU FUNDED ACTIVITIES Activity Director Number I Academic Success and Student Retention Ms. Rashunda Johnson II To Improve Academic and Co-curricular Services through the Ms. Rhonda Lovelace Center for Student Services III To Strengthen and Enhance the Music Department Mr. Timothy Tucker IV To Improve the Quality of Teacher Education By Dr. Betty Dickson Implementing a Model Classroom and Lab V Strengthening Institutional Accreditation Dr. Annie Williams VI Strengthening Campus Information Services Mr. Brian Clay VII To Improve Academic and Student Services through Ms. Demesha McFee Scholarship and Study Abroad Opportunities IX Campus Center Construction Mr. Terry Wallace X Title III Project Management Mr. Alvin Anglin

Activity SAFRA FUNDED ACTIVITIES Activity Director Number I To Improve Academic Quality through Strengthening Library Ms. Teresa Ojezua Collections, Archives, and Information Competence II Strengthening the Development Office Mr. C.J. Duvall III Strengthening the Computer Science Degree through Dr. Samar Swaid Accreditation IV Campus Center Construction Mr. Terry Wallace

Please visit the Title III Program webpage for additional information.

Support for Interim President, Dr. Lloyd E. Hervey and Vision ―Moving Forward‖

After the resignation of President Moore on February 20, 2014, and appointment of Interim President Lloyd E. Hervey on February 20, 2014, the vision of the College became ―Moving Forward.‖ On February 25, 2014, Interim President Hervey requested feedback from the offices, divisions, and departments on campus to aid ―Moving Forward.‖ The College community supports President Hervey with respect to the vision ―Moving Forward,‖ as evidenced by numerous emails to Dr. Hervey and vocal statements from constituencies.

1. A.2. Philander Smith College’s academic programs, student support services, and enrollment profile are consistent with its stated mission.

The College‘s Criterion One Committee found that PSC‘s academic programs, student support services, and enrollment profile are consistent with its stated mission. For example, all Academic Divisions have or are engaged in revising their Mission statements to reflect the Mission Statement of PSC. Some examples of the Mission Statements at the Cabinet Level, Academic Divisions, Student Affairs, and Course Level have been identified earlier in this Self- Study Report. The academic program units of the College have established their missions and aligned them to be consistent with the Institution‘s mission. The Division of Arts and Humanities, Division of Education, Division of Natural and Physical Sciences, and Division of Social Sciences have developed their missions and presented these missions with learning goals and outcomes.(Exhibit 4.7: PSC Course Syllabi, Campus Resource Room, AC 232)

As these documents show the development of mission, it also indicates that academic divisions have publicly documented their missions and goals. The Division of Natural and Physical Sciences has also established supporting programs that are funded through the National Science Foundation such as the Historically Black Colleges and Universities Undergraduate Program (HBCU-UP II) and Arkansas Louis Stokes Alliance for Minority Participants (ARKLSAMP).These projects support the division and its academic programs.

Philander Smith College was named to the Top Historically Black Colleges and Universities – HBCU (2010-2011). This article appeared by J. C. Grant at Yahoo! Contributor Network on February 13, 2011. The top HBCU Colleges and Universities were ranked by average ACT and SAT scores for fall 2010 enrollees. HBCU are institutions of higher education that were established prior to 1964 for the purpose of serving black students. The ACT and SAT are college placement exams administered in the United States to measure readiness for college. Philander Smith College was ranked number 8 of the 10 institutions with a profile that recognized the following:

Location: Little Rock, Arkansas Average SAT Score: 1385 Average ACT Score 18.5 Acceptance Rate: 71% Enrollment Rate: 12% 84

The 2010 Report from The United Methodist Church site visit indicates that PSC academic programs, student support services, and enrollment profile are consistent with the mission of the College. The evidences presented enabled the College to continue to receive funding from the Black College Fund of The United Methodist Church. (Exhibit 3.2: The United Methodist Church University Senate On-Site Visit 2010 and 2014, Campus Resource Room, AC 232)

The Philander Smith College Monitoring Report on Assessment to the Higher Learning Commission on December 10, 2010 indicates that the College has collected data, made changes based on the data, and reevaluated its Assessment Program to improve teaching and learning consistent with the mission of the College. The Report was accepted by the Higher Learning Commission with no further monitoring required. (Exhibit 3.5: PSC Monitoring Report on Assessment for the Higher Learning Commission 2010, Campus Resource Room, AC 232)

The Division of Business and Economics successfully fulfilled the requirements in 2009 to be re-accredited by the Association of Collegiate Business Schools and Programs (ACBSP). The Business and Economics self-study process provided additional evidence that the academic programs in this unit were consistent with the mission of the College. (ACBSP Self-Study Report 2009). Subsequently, the ACBSP has been renamed the Accreditation Council for Business Schools and Programs. The College Business Program remains fully accredited and nationally recognized after receiving a ten-year re-accreditation in 2009. (Exhibit 4.4: Specialized Program Accreditation Reports, Campus Resource Room, AC 232)

The Division of Education successfully fulfilled the requirements set forth by the National Association for the Accreditation of Teacher Education (NCATE). The Assessment Monitoring Report, October 2007 successfully fulfilled all NCATE standards in November 2012 for re- accreditation by this national accrediting body to offer high quality teacher education programs. (Exhibit 4.4: Specialized Program Accreditation Reports, Campus Resource Room, AC 232)

In addition, the Department of Social Work within the Division of Social Sciences successfully fulfilled the requirements set forth by the Council on Social Work Education (CSWE). A re-accreditation visit is scheduled for fall 2014. (Exhibit 4.4: Specialized Program Accreditation Reports, Campus Resource Room, AC 232) The student profile is consistent with the mission of the College, as evidenced by Enrollment Management Program Planning, effective 2012, under the supervision of the Vice President for Enrollment Management, Mr. Damien Williams. Mr. Williams has included Enrollment Management Program Planning in his reports to the President‘s Cabinet and to the Board of Trustees. (Exhibit 4.1: Minutes of Meetings of President’s Cabinet and Exhibit 2.1: Minutes of Meetings of Board of Trustees) Student profile data are reported via Fact Sheets 2008-2009 through 2013-2014 and Common Data sets 2011-2012 and 2013-2014. (Office of Institutional Effectiveness and Planning) 85

The PSC 2007-2012 Renaissance Plan (Strategic Plan), 2014-2019 PSC Strategic Plan, and supporting reports clearly reflect the College‘s emphasis on its mission and guide the College in setting annual priorities and making financial decisions. Academic program reviews (2007-2013) under the leadership of former Vice President for Academic Affairs, Dr. Frank James, for each academic division contain documentations as evidence that PSC has appropriate academic programs to meet the needs of its students and other constituents in the State, Nation, and internationally. Program reviews are discussed in Criterion Four of this Self-Study Report. PSC has adequate student support services, such as the Academic Success Center (ASC), to meet the needs of enrolled students, as well as having developed enrollment and recruitment strategies to assist both traditional and nontraditional students. Technology is used to enhance student support services and recordkeeping. The strategic priorities of the administrative and departmental units within the College support the mission, vision, values priorities and goals for the Institution. For example, program accreditations in Business and Economics, Education, and Social Work are required by their accrediting bodies to provide evidence of support of the mission of the College. The 2007-2012 Strategic Planning document (Renaissance Plan) included five strategic objectives that contained a mission and vision statement. In order to carry out the mission and vision for PSC, the Renaissance Plan (2007-2012 Renaissance Plan) included five strategic initiatives that were developed to guide the College in its planning process: (1) The College will identify, develop, and promote a unique identity (niche/brand) that affirms its heritage as a historically Black College, and strengthen its relationship with The United Methodist Church, (2) The College will strengthen its academic profile (including enrollment, program, and performance, (3) The College will develop a comprehensive orientation for new hires that emphasizes the history, mission, and traditions of the College and frames the expectations of new hires, (4) The College will expand its visibility and exposure within the city, state, region and nation, and (5) The College will engage students outside of class to further develop critical thinking, communication, character development and civic involvement skills necessary for leadership in their professions and communities. The 2007-2012 Strategic Planning document (Renaissance Plan) gave special attention to Black male students (Black Male Initiative BMI). Under these initiatives, action steps have been assessed. In Phase II of the Renaissance Plan, the College listed the accomplishments relative to the five initiations, which saw substantial success. In addition, the 2014-2019 Philander Smith College Strategic Plan was approved by the Board of Trustees on February 20, 2014. The College will continue to review its strategic goals and make appropriate adjustments, as warranted internally and externally to carry out the mission of the College, and to be guided by its strategic objectives that are identified in the Strategic Plan. .

The Administration proposed to the Finance Committee of the Board of Trustees a significant change in the Tuition/Fee structure that began in fall of 2011. The Finance Committee and Board of Trustees approved the proposal. The proposal increased tuition and fees by 25% for 86 incoming freshmen and/or first time students at Philander. Current students were grandfathered in at the current schedule with a 3-5% (Board decision) increase. Current students had five years before being required to pay the higher rate. According to the September 2010 Tuition/Fees Proposed Increase Report by the Business Office, the increase was due to (1) value comparison with other UNCF schools, (2) perception of education, (3) Campus/Technology Center, (4) increased faculty pay, (5) increased cash flow, and (6) lack of financial support from private gifts and endowments. These increases were the result of financial planning as priorities for the College. (Source: Minutes of Board of Trustees, September 2011) 1.A.3. Philander Smith College’s planning and budgeting priorities align with and support the mission. (This sub-component may be addressed by reference to the response to Criterion 5.C.1.) PSC‘s planning and budgeting priorities are aligned with and support the mission, as evidenced by its having no finding on the last 4 outside audits, the construction of the Student Center, the new dorms, the establishment of the Academic Success Center, and the Social Justice Initiative Office. In addition, the College has allocated budget priorities for curricular and co- curricular activities, as highlighted in Criterion five of this Self-Study report. The College‘s strategic planning and budgeting process identifies challenges and enables efficiencies and effectiveness in the Institution‘s operations. This effort has resulted in the best use of limited resources, cost saving, as well as utilization of technology for planning and budgeting priorities to align and support the mission. The Institution‘s planning and budgeting priorities align with and support the mission. A fresh look at planning has taken place under the leadership of the administrative team. Mission and purpose have become the driving factors for determining the academic programs and student support services at the College. The uses of technology and other capital requirements, as well as available working capital, are determined by mission and purpose. Further, PSC‘s goals and objectives are coordinated and prioritized. Resources are then allocated according to accomplish assigned objectives.

Former President Walter M. Kimbrough‘s report during the Faculty and Staff Institute in January 2012 focused on the progress that PSC has made toward institutionalizing the College‘s mission that is currently and commonly accepted by all constituents in the College‘s community as a ―Think Justice‖ institution. (Dr. Walter M. Kimbrough, President, Power point presentation at January 2012 Faculty and Staff Institute).

During spring 2014, Philander Smith College undertook a more inclusive process for planning and budget by informing and inviting faculty to a forum sponsored by Interim President, Dr. Lloyd E. Hervey. The primary purpose of the session was to address Faculty Senate Resolutions 2013-2014 pertaining to financial and academic concerns. This session included a power point presentation by Mr. Terry Wallace, Vice President for Fiscal Affairs, on the history of budget decision-making and budget planning for fall 2014. 87

The 2014-2019 Philander Smith College Strategic Plan addresses the need to enhance revenues to support growth and improve student academic success. Aggressive efforts under the Leadership of the Division of Institutional Advancement are necessary to ensure fiscal viability and all strategic investment in innovative opportunities. A stronger financial portfolio will increase affordability for students. The College‘s planning and budgeting priorities include new fundraising initiatives to grow the endowment, increasing its flexibility to meet student and institutional priorities. (See 2014-2019 Philander Smith College Strategic Plan). The Office of the Social Justice Initiative created Assessment Tables to evaluate PSC Divisions, Departments and Offices relative to the College mission. Results of this evaluation indicated that numerous units are aligned with the mission, including the Office of the Vice President for Academic Affairs, the Office of the Social Justice Initiative, President‘s Office, Institutional Advancement, Human Resources, Office of Religious Life, Student Affairs Office, and the Black Male Initiative. Other units were in various stages of explicit development. (PSC Social Justice Institutional Department Mission Assessment, March 2013).

Please see the Special Fiscal Affairs Report for additional information. This report has been uploaded as a supplement to this Self-Study report and sent to the HLC and Comprehensive team.

The PSC Course Catalog 2013-2015and PSC webpage provide additional evidence that support Core Component 1.A.

1.B. Philander Smith College’s mission is articulated publicly. Philander Smith College‘s mission and logo are articulated publicly through its website, publications such The Philanderian, stationery, business cards, and other means. The mission is referenced in presentations and other venues by Philander Smith College Board of Trustees, administration, faculty, staff, and students. Criterion One Committee identified the following documents to support Core Component 1.B:  Drafts of projects such as HBCU-UP Project, ARK-LSAMP project and AMC-TEC project that support student learning and research activities  Course Catalogue (p. 25-27): Disability Services, Integrated Campus Center, Career Services, Residential Life, Health Services, Office of religious life, Freshman/New students‘ orientation program, and student government association  PSC website /brochures  Reports of division of enrollment management that describes processes and outcomes  Reports of students affairs that describes processes and outcomes  Reports from Business Office describing physical maintenance and preventive plans  Course Catalogue/ Division of Enrollment Management: Advising procedure  Course Catalogue/ : Freshmen advising procedure  Course Catalogue/ Division of Enrollment Management, Replacement exams  Reports of division chairs/Success Center for any tutoring services  Report of Financial Aid support for needy students  Course Catalogue 2011-2013(p. 5): Description of physical facilities and buildings used by students. 88

 Description of technology cyber-infrastructure based infrastructure.  Computer Services

1. B. 1. Philander Smith College clearly articulates its mission through one or more public documents, such as statements of purpose, vision, values, goals, plans, or institutional priorities. Philander Smith College articulates its mission through written publications, web materials, strategic planning, budget priorities, curriculum, and through its daily operations. Its 2013 vision was ―To build from excellence to excellence and beyond,‖ which has now become ―Moving Forward: Make Sure You Are in the Right Seat!‖ A Report by previous President Kimbrough on the fulfillment of the mission statement from 2007-2012 as well as a YouTube video by the VP of Fiscal Affairs are on the PSC website. Philander Smith College‘s mission is also articulated during Homecoming week in November of each year, as part of the campus involvement for the articulation of its mission. Student, alumni, faculty, and staff participate in activities to learn more about the mission and institutional priorities of Philander Smith College through a festive environment with activities with athletics, games, food, recognitions, and prizes. The College‘s Bookstore carries t-shirts for sale to students, alumni, and other constituents. Other purchases may include notepads, snacks, beverages, cups, Greek organization designs, sticky notes, and other items in an effort to promote familiarity with the College‘s mission during various activities and events. The 2014-2019 Philander Smith College Strategic Plan clearly articulates its mission for the college community with statements of purpose, vision, values, goals, plans, and institutional priorities. 1. B.2. Philander Smith College’s mission document or documents are current and explain the extent of the institution’s emphasis on the various aspects of its mission, such as instruction, scholarship, research, application of research, creative works, clinical service, public service, economic development, and religious or cultural purpose.

The PSC Mission documents are current and undergoing revision in all areas of the campus to clarify its various aspects. All Academic Divisions are engaged in Self Studies to revise catalog descriptions, outcomes, and goals for degree programs that reflect the mission statement. They are also engaged in establishing Performance Indicators for their curricula. Criterion One Committee reported that during 2013-2014, Faculty evaluation forms have been revised by Academic Affairs to reflect a greater emphasis on scholarship as well as a more even distribution of points in all areas: Teaching, Scholarship, and Service to College/Community. The Office of the Social Justice Initiative continues to establish partnerships with non -profit service organizations between individual courses across disciplines as well as assumed First Year Seminar (before Freshman Orientation) to refine its focus on social justice issues, practice, and performance by students and faculty. The Office of Religious Life continues its work on 89 highlighting The United Methodist Church mission and its connection to PSC‘s mission through Chapel, Religious Emphasis Week events, speakers, activities, sponsorships, and community partnerships. Other examples that explain the extent of the College‘s mission documents on various aspects of the mission may be found by visiting the Academic Affairs webpage and the Academic Divisions webpage. 1. B.3 Philander Smith College 's mission document or documents identify the nature, scope, and intended constituents of the higher education programs and services the institution provides.

An examination of the College Catalog 2013-2015 and organizational charts indicates a strong relationship between the mission, academic programs, and services provided by the College. This is strongly articulated in the 2007-2012 PSC Renaissance Plan (Strategic Plan) Phase I including the institutional priorities, mission, vision, core values, and goals. Furthermore, in the 2007-2012 PSC Renaissance Plan (Strategic Plan) Phase II, institutional priorities have been assessed as they relate to the mission, vision, core values, and goals achieved. In addition, the 2014-2019 Philander Smith College Strategic Plan clearly identifies the nature, scope, and intended constituents of the higher education programs and services the institution provides. The College established the Office of the Social Justice Initiative (SJI) in August of 2007 under the leadership of former President Walter M. Kimbrough. This office is facilitating its vision to create a culture where social justice is a permanent part of the institutional make-up by engendering a community of consciousness, academic engagement, and advocacy grounded in justice. In addition, the mission of this Office is 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. (Office of Social Justice Initiative) The Strategic Enrollment Management Plan dated October 2012 and developed by the Vice President for Financial Aid/Enrollment Management in consultation with the Admission‘s staff, documents the clear articulation of the mission of the College. A key element of the Strategic Enrollment Management Plan is that the Enrollment Management Team will provide data and strategies to acknowledge and respond to the needs and demand trends that align with our mission commitments to effectively serve students with diverse needs, maintain academic excellence, and ensure sustainability of program offerings. (Source: Strategic Enrollment Management Plan, October 2012, as submitted by Mr. David Page, Former Vice President for Financial Aid and Enrollment Management). In addition, Dr. Damien Williams, current Vice President for Enrollment Management, has clearly articulated the mission of the College through current Recruitment, Admission, and Financial Aid literature. Please visit the Admissions webpage for additional information.

Another document that references the public articulation of the College‘s mission is the College Course Catalog 2013-2015. For example, on page 60, the Division of Humanities included a statement which reads ―Our Humanities 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 of social justice.‖ The Education section of the College Course Catalog 2013-2015, p. 52, states that ―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.‖ 1. C. Philander Smith College understands the relationship between its mission and the diversity of society.

Philander Smith College values diverse populations and understands that as part of its mission. The College has a prominent role in a multicultural society. At Philander Smith College, diversity is valued, and that means in the broadest context includes race, ethnicity, background, culture, gender, sexuality, country of origin, beliefs, values, and abilities. College life includes all of these distinctions. The College states on the inside cover of the College Catalog that ―Philander Smith College is an Equal Opportunity/Affirmative Action Institution…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 orientation.‖

PSC‘s Mission statement evidences its understanding of the relationship between its mission and the diversity of society by being committed to producing graduates ―who are grounded as advocates for social justice, determined to intentionally change the world for the better.‖ There are graduates serving in the Peace Corps, teaching English in Korea, engaged in UMC Mission work in the Philippines, and other countries.

Philander Smith College‘s understanding of the relationship between its mission and the diversity of society is documented at the prominent administrative levels, including the following: Annual Sex Awareness Week, Religious Emphasis Week, Black Male Initiative, Psychological Services through the Counseling Center, New Student Orientation conflict management, ROTC courses and referrals for military engaged students, Women‘s Studies Programs, Residential Life Learning Communities, and the Upward Bound Academic Achievement Program.

In addition, registered student organizations, such as the International Student Organization, provide opportunities for diverse activities for students and the College community.

The Bless the Mic Lecture Series is another example of evidence that the institution understands its relationship between its mission and the diversity of society. These series seek to bring in noted scholars, authors, politicians and public intellectuals to expose not only the campus community to their ideas and concepts, but the broader community in which the institution resides. 91

The Black Male Initiative Program Through a series of special programming, events and activities, BMI provides opportunities for male students to connect with each other, faculty and staff and community role models with the goal of positively impacting these students' college experiences all the way up to graduation.

1. C.1 Philander Smith College addresses its role in a multicultural society. As an HBCU committed to social justice, PSC addresses its role in a multicultural society as an advocate and center for social justice issues to be presented, addressed, discussed, and acted upon in several ways, including a sorority activity dedicated to ending Domestic Violence, through partnerships and education, and through the Bless the Mic Lecture Series with a diverse set of speakers and concerns.

Philander Smith College fulfills this role through its academic offerings, recruitment of students faculty, staff, campus activities, Social Justice Initiative, and community interactions. As part of its being a ―College of Service and Distinction.‖ Philander Smith College prepares students for global citizenship; service to themselves and their communities, as well as work in diverse environments in business, industry, state, and national government.

The College seeks to prepare students to work and live in a multicultural society by offering both curricular and co-curricular activities to support diversity. Therefore, the College supports organizations, public speakers, and other activities to promote multiculturalism and a good understanding of diversity in society. Numerous activities are offered throughout the academic year to enable faculty, staff, and student participation in promoting multiculturalism and to celebrate diversity. (Student Life)

The Philosophy of the Philander Smith College Chapel is another example whereby the College addresses its role in a multicultural society. 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. In keeping with the objective of Philander Smith College, the Chapel provides an opportunity for a purposeful, systematic, and intentional convergence of our ecumenical diversity that does not seek to culminate in assimilation. (College Catalog, Office of Religious Life.)

In addition, the following courses are offered and are examples whereby the College addresses its role in a multicultural society: BFS 302: Social and Political Issues for the Black Family; BADM 363: International Business; PRCE 383: Ethnicity and Cultural Pluralism in Religious Education; ECED 483: Children and Families in a Diverse Society; ENG 403: African-American Literature; HIST 333: World Geography; MCEA 333: Teaching Diverse Learners; PHRE 203: Ethics and Society; PHRE: Survey of World Religious Traditions; PHRE 353: Applied Ethics; POSC 433: International Relations; PSYC 233: Multi-Cultural 92

Psychology; SOSW 333: Human Behavior in the Social Environment; SOCG 323: Cultural Anthropology; SPAN 113: and Elementary Spanish. (College Catalog).

The College also addresses its role in a multicultural society through programs such as the Black Male Initiative Program, Harry Kendall Health Mission Center, Undergraduate research, Social Justice Thinktank Program, and the Center for Continuing Education and Professional Studies. In addition, students participate in numerous internships through academic divisions and student development activities in Student Affairs, as components of the College‘s role in addressing a multicultural society.

1. C.2. Philander Smith College’s processes and activities reflect attention to human diversity as appropriate within its mission and for the constituencies it serves. Some of the processes and activities that reflect attention to human diversity at Philander Smith College are as follows:  Bless the Mic Lecture Series. This is a contemporary spin on the traditional President‘s Lecture Series. These events, held on hundreds of campuses across the country, have been a way to stimulate the intellectual discourse on the campus. Even today, these series seek to bring in noted scholars, authors, politicians and public intellectuals to expose not only the campus community to their ideas and concepts, but the broader community in which the institution resides. These lectures also serve as an opportunity to expose the institution to a segment of the community that may never interact with the institution. Notable speakers are able to bring excitement to an area and help educate the public regarding social issues. (Bless the Mic)

 The Office of Religious Life sponsors activities including weekly Chapel Services focused on the needs of the College community, particularly the students, Student Christian Association, and Annual Campus Ministry Program including Black History Month and Religious Emphasis Week. The Office of Religious Life offers a diversity of organizations including: Religious Life Council, My Souls Desire, Empowering the African American Male, Chosen Generation, Miss Religious Life, NAACP, Social Justice Mission Project, and Aspiring Ministers and Missionaries Alliance.

 Platinum by Design-Women of Color Initiative: The Initiative for the female students on campus began in 2008. The ladies are exposed to a variety of speakers and topics to include reputation/image, emotional challenges, healthy relationships, domestic violence, STDs/HIV/AIDS, sexuality, etc. The goal is to have at least 50% of the female population and averaging 60-70 ladies per event. The current attendance rate is 25% of the female population (2013).

 Black Male Initiative Program: In 2007, Former President Walter M. Kimbrough led the charge to address the challenges faced by Black men and to ensure their college success. The President pulled together a committee to explore new ways to engage the men at Philander Smith College, resulting in the formation of the Black Male Initiative 93

(BMI). Through a series of special programming events and activities, BMI provides opportunities for male students to connect with each other, faculty, staff, and community role models with the goal of positively impacting these students‘ College experiences all the way up to graduation. The internal goal is to engage 50 percent of the males enrolled on campus in an activity or event. In 2010, the goal was reached, and the participation was exactly 50 percent. In 2011, the rate increased to nearly 75 percent. Philander Smith College offers experiences in the classroom to engage students and to expand their knowledge of the diverse world in which they live. Some examples include the following courses: (1) BFS 300 Introduction to Black Family Studies, (2) BADM 363 International Business, (3) ECED Children and Families in a Diverse Society, (4) ECON International Economics, (5) ENG 143 Composition I, International, (6) ENG 153 Composition II, International, (7) ENG World Literature I, (8) ENG World Literature II, (9) ENG 403 African American Literature, (10) ENG 483 Special Topics: Genres/Themes (Native American Studies, Greek tragedy, Medieval Literature, and Asian Literature). Recruitment and community activities are offered through PSC whereby faculty, staff, and students engage in such activities as College Day, Early Alert System, Trio Program, Academic Success Center, and athletics to reflect attention to human diversity. All freshmen students enrolled in Freshman Colloquium are expected to participate in community service projects as a part of their course requirements. This one-hour course exposes freshmen to diverse cultures and activities through their community service projects. Philander Smith College has an international student organization which provides opportunities for international students to showcase their cultural talents with diverse cooking skills, as well as exposure of the campus community to different cultures. Recruitment of Diverse Faculty, Staff, and Students Philander Smith College‘s hiring practices ensure that the faculty and staff are not discriminated against in terms of diversity of the student body that they serve. Philander Smith College has made important commitments to increase the diversity of its faculty and staff and to provide faculty and staff development programs that help all employees be successful and retained. The Office of Enrollment Management and Human Resources Office work together to assure that diversity is valued in the total population. With diversity, Philander Smith College accepts each person as an equal and valued member of the college community. PSC‘s processes and activities reflect attention to human diversity, appropriate to its mission and constituencies. Its faculty and students are from diverse ethnicities, backgrounds, communities, and countries. The Human Resource Office has established policies and procedures to ensure adherence to due process. Student Affairs has established an Integrated Counseling Center that received a favorable review by an outside agency. The Faculty Handbook has been revised, as of 2010. The Board of Trustees has a Handbook. Philander Smith College utilizes the distinctive aims of its founders as guidelines in the planning of curricular offerings for student 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 94 religious restraint. Today, the College community is characterized by academic freedom and responsibility, critical analysis and creative research, meaningful dialogue, and free communication. Please visit the College‘s Catalog, page 4, for more information. Philander Smith College enrolls a diverse student population. PSC‘s central location in the United States puts it at an advantage to attract students from all over the country and international countries. For example, during the fall 2010 term, 719 students enrolled and represented 27 states, the Bahamas and Rwanda. The student population was 33% male which further supports the need and initiatives of programs such as the Black Male Initiative. Philander Smith College advertises that it 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 orientation. (College Catalog). Philander Smith College strives to be an Institution which values and respects the contributions of each individual, preparing diverse students for a diverse world.

THE PHILANDER SMITH COLLEGE RENAISSANCE PLAN 2006-2012 Philander Smith College‘s Mission is reflected in the Vision and Five Strategic Initiatives of the Philander Smith College Renaissance Plan 2006-2012 that set the agenda for the College. The Vision and Strategic Initiatives are as follows:

VISION To Experience a Renaissance: Philander Smith College will become a competitive institution within its peer group in the region and the UNCF, ranking above average in key indicators, including retention, graduation, and enrollment. Strategic Initiative #1: The College will identify, develop, and promote a unique niche (brand or identity) that affirms its heritage as a historically black college and strengthens its relationship with The United Methodist Church. Strategic Initiative #2: The College will strengthen its academic profile (including enrollment), programs, and performance. Strategic Initiative #3: The College will raise expectations and standards for faculty and staff. Strategic Initiative #4: The College will expand its visibility and exposure within the city, state, the region, and the nation. Strategic Initiative #5: The College will engage students outside of class to further develop the critical thinking, communication, character development, and civic involvement skills necessary for leadership in their professions and communities. Special attention will be given to black male students.

The 2014-2019 Philander Smith College Strategic Plan further enhances the College‘s vision and Strategic Imperatives for the future.

1. D. Philander Smith College’s mission demonstrates commitment to the public good. 95

Philander Smith College understands its obligations to its constituents, internal and external. Through its mission to graduate accomplished students, as advocates for social justice, determined to change the world for the better, Philander Smith College extends its services, activities, and initiatives into the community. As its mission indicates, PSC is committed to serving the public good through its academic programs, public events, partnerships, and service learning activities.

Philander Smith College commitment to the public good is demonstrated by its interaction with the public oversight bodies with the College interacts and to which it reports including: Arkansas Department of Higher Education, the United Methodist Church, U.S. Department of Education, and Arkansas Department of Education.

Philander Smith College encourages and supports students and faculty as civil-minded citizens by responding to the local, regional, and national emergency and non-emergency events such as Katrina aftermath, Haiti earthquake, and Central Arkansas tornados. The College links students, faculty and communities for the purpose of serving the public by collaboration has resulted in two main benefits: (1) Students practice and apply what they have learned in the classrooms and laboratories, and (2) the local community benefits from the latest techniques and faculty expertise. (Evidence may be found in the Business Program, Division of Education, and Social Work Program Accreditation Reports). Some examples of academic community partnerships are evidenced in the following programs: Service Learning Experiences, Bless the Mic Lecture Series, Clinton School of Public Service, University of Arkansas Medical Center College of Public Health, STEM Program, the PSC Alumni Association, Shorter College in North Little Rock, Arkansas, and the University of Central Arkansas in Conway, Arkansas. 1. D.1. Actions and decisions reflect an understanding that in its educational role the institution serves the public, not solely the institution, and thus entails a public obligation.

PSC‘s actions and decisions reflect its understanding that its serves the public and has a public obligation. For example, the Social Justice Initiative has sent students, staff, and faculty to rallies in aid of those unjustly accused or denied due process. Student organizations, such as the League for Social Justice, have held public events from Eat Locally to Isolation Uncensored that involved local food vendors to The End Mass Incarceration—Little Rock Chapter, respectively. Free to the public, the Bless the Mic Lecture series offers political, activist, and celebrity speakers who speak on social justice issues. (Office of Social Justice Initiative)

 Philander Smith College demonstrates commitment to the public it serves through its Center for continuing Education and professional Studies. The Center seeks to meet the specific demands of the community by offering courses to satisfy the on-going needs of college graduate professionals who wish to continue their professional growth in a formal classroom setting. The Weekend College was developed through the Center for Continuing and Professional Studies. The Weekend College offered courses every eight weeks year round, on a need basis.

 The Philander Smith Management Institute (PSMI) is another example whereby PSC‘s actions and decisions are made with the understanding for serving a public obligation. The Institute was launched in 1991. PSMI offers adults the opportunity to finish their college degree with a major in Organizational Management. With the rapid increase in the number of adult learners and persons returning to college to complete their degrees, PSMI demonstrates a continued commitment on the part of Philander Smith College to diversity. PSMI also enables the College to fulfill its mission to provide quality education while meeting the changing needs of the community.

 The Office of Institutional Advancement works with faculty and staff to secure funds to further advance research to meet the needs of the College community, as well as those of businesses and other organizations.

 The Donald W. Reynolds Library and Technology Center serves the needs of the students, faculty, and staff. In addition, the Library supports the broader needs of the community by allowing free usage of the Library by local citizens, including students who attend other institutions of Higher Education, and in particular, Arkansas Baptist College.

 Philander Smith College is authorized by policy to offer Dual Enrollment Program where high school seniors who have maintained a GPA of at least 3.0 (on a scale of 4.0) may be permitted to enroll in college-level courses while in high school. This Program is designed to contribute meaningfully to the public good in the form of accelerated completion of academic studies for students and financial savings for students and their parents. In recent years, the Dual Enrollment Program has been inactive; however, strategic planning for the future will engage Dual Enrollment, as funds become available.

 The College included Strategic Initiative #5 in its 2007-2012 Renaissance Plan: The College will engage students outside the class to further develop critical thinking, communication, character development and civic involvement skills necessary for leadership in their professions and communities. Specific objectives were designed and are being implemented with accomplishments including: (1) Implemented the SUMMIT (Social Change, Unique Experiences, Motivated Leadership, Mature Role Models, IMAGE, Timeless Relationships leadership program to Leadership Greater Little Rock (Spring 2008), (2) Launched the Black Male initiative in August 2007, (3) Implemented Greek Life workshops each semester (August 2007), and (4) Implemented Platinum By Design for women (August 2008).

1. D.2. Philander Smith College’s educational responsibilities take primacy over other purposes, such as generating financial returns for investors, contributing to a related or parent organization, or supporting external interests. Philander Smith College‘s mission is clear regarding its commitment to its educational responsibilities which take primacy over other purposes. The College‘s primary role is to provide high quality learning experiences to the students it serves. The evidence to support the primary role is the personal and academic success of its graduates, its cultural enrichment of the 97 communities it serves, and the economic impact on the local economy, State, Nation, and internationally. The first and key component of PSC‘s responsibilities is to ensure student success. Therefore, faculty and staff strive to prepare students as critical thinkers, community leaders, and life-long learners, as they move through their academic programs and transition from academia to the workforce and/or graduate school. Philander Smith College offers the following as evidence of its use of human and financial resources for the education of its students which takes primacy over other purposes:  Strategies to foster student success are multifaceted and include early interventional strategies (early alert system), student support services (Academic Success Center) via academic advising, financial assistance, scholarships, and academic and social support.

 Quality academic programs and faculty assist students to achieve their individual goals. Evidences to achieve educational responsibilities include First-year Experience, Sophomore-Year Experience, President‘ s Opening Convocation, Living and Learning Communities in the Residence Halls, Freshman Colloquium to help students transition to the College or to degree programs, and Thursday Chapel services.

 The Philander Smith Management Institute (PSMI) helps adults age 25 or older with appropriate educational and career choices.

 The five academic divisions offer various programs in which students can earn majors and minors.

 Student academic success is enhanced through peer tutoring in the Academic Success Center, residence halls, and by faculty-sponsored tutoring sessions following classroom instruction. These tutoring sessions are especially evident in the Division of Natural and Physical Sciences.

 Student persistence is embodied in the ability to engage students in a holistic College experience. This involves creating a student-friendly environment with easy access to advising, academic and social programs, athletic sports, student organizations, student life, career services, registration, transfer and tuition information, recreation and wellness health services, and campus mobility including an aesthetic environment that connects Philander Smith College and surrounding community with the city of Little Rock.  Financial aid and scholarships are economically important to students.

 PSC offers over one million dollars in scholarships annually to students. In addition, a competent financial aid staff assists students who qualify for financial aid, including work study and study abroad opportunities.

 PSC blends academic and experiential learning to help students make the transition from campus to community seamless and to create a new generation of learners who graduate as accomplished students and change the world for the better.

 Specialized program accreditation assures the quality and integrity of academic programs in Business, Education, and Social Work. A list of accredited programs is posted on the PSC website and disciplinary accreditation reports are available in the Campus Resource Room, AC 232. (Exhibit 3.2: Specialized Program Accreditation Reports)

 Philander Smith College includes our communities of interest in shared decision-making to respond to the needs of the future employers of our graduates.

PSC‘s primary commitment is to its educational responsibilities is evidenced by the fact that its financial, personnel, and Board of Trustees‘ resources are devoted solely to the institution. 1. D.3. Philander Smith College engages with its identified external constituencies and communities of interest and responds to their needs as its mission and capacity allow.

PSC does engage with its identified external constituencies and communities of interest, responding to their needs as its mission and capacity allow. The Institutional Advancement Office, as well as the Admissions and Enrollment Office, do identify and engage with external constituencies and communities of interest. Both Offices conducted their own self studies, resulting in revision/clarification of their mission statements in support of the college‘s mission statement, current and ongoing changes in personnel, and more efficient methods for identifying parties. Community educational needs are addressed via examination preparation courses for teacher certification and continuing education opportunities through the Center for Continuing Education. In addition, students attend sponsored career fairs attended by employers from across the region and the PSC Career Center is a one-stop shop for everything career related to help students launch their careers. There are external advisory boards for several of our academic areas and degree programs, including Business, Education and Social Work. These groups provide valuable insight for our faculty and academic administrators. Philander Smith College provides evidence that it is committed to the public and entails a public obligation through its mission and organizational structure. PSC acknowledges its obligation to the public by its actions and decisions in its academic curricula offerings, non- academic offerings, and community activities. Some examples of evidence are as follows:

Students and faculty participate in research activities during academic terms and summer months, including the following: (1) BIO 400X Undergraduate Research. Basic research experience is a requirement of all students seeking a degree in biology. Each student, with the assistance of a faculty advisor, is expected to identify questions and design methods and procedures to solve scientific problems using current biological and mathematical investigative techniques. Students will defend their constructed arguments for their proposed explanations or models to the Biology Department and/or state, regional, or national audiences. 99

(2) BADM 463 Research/Internship. This is a cooperative internship between industry and education and is designed to integrate the student‘s technical studies with industrial experience. (3) ENG 400 Senior Project. English majors will select an English faculty member to design, implement, and execute a Senior Project as a capstone project to their degree program. It will entail a lengthy research paper, internship, and/or performance, as approved by the English Faculty. Philander Smith College uses several external advisory boards to gain insight to the effectiveness and efficiency of its programs and services for the constituents it serves. The College also responds to its external constituencies and communities of interest. As examples, the Division of Business and the Social Work Department partner with external advisory boards to meet the needs of program accreditation, as well as for staying abreast with their programs. These groups provide valuable insight to our faculty and administrators in program improvement and updating curricular offerings, defining learning outcomes, and skill sets that our students need before graduation. The advisory boards enable the College to have shared decision-making and respond to the needs of current and future employers of our graduates. Other external constituencies and communities of interest for PSC include the following:  The Division of Natural and Physical Science interacts with the University of Arkansas Medical Sciences for internship and placement opportunities for STEM (Science, Technology, Engineering, and Mathematics) majors.

 The Social Work Department faculty members interact with local Social Service organizations for field placement of enrolled students.

 The Division of Education interacts with public school education systems, with the Arkansas Department of Education, and Arkansas Education Association

 The Division of Natural and Physical Sciences faculty regularly visit with the University of Arkansas at Fayetteville regarding its Three Plus Two program as a Memorandum of Understanding for Philander Smith College students who want to major in Biology their first three years and transfer to Fayetteville to complete an Engineering Program.

 The Division of Humanities interacts with graduate school admissions for placement of their graduate in top graduate schools around the country. The Division of Humanities also interacts with local media organizations for student internship opportunities. Little Rock Chamber of Commerce The College has an ongoing relationship with the Little Rock Chamber of Commerce and its members. The President and other administrators are members of this organization. The President, or his representative, attends some Chamber events and activities throughout the year. The College provides support to this community initiative, as well as receives valuable 100

information pertaining to community growth and development in the Greater Little Rock area, The President’s Cabinet The President‘s Cabinet consists of Vice Presidents and other top administrators who serve as advisors to the President with respect to strategic planning, programs, services, internal and external activities to carry out the mission of the College. They serve as ambassadors of the College on and off campus and to faculty and staff. The Cabinet contributes financially to the College‘s Capital Campaign. More recently, one hundred percent of the Cabinet contributed to the Capital Campaign to build the Campus Center that is expected to be completed by August 1, 2014. Members of the current President‘s Cabinet include: Mr. Michael Hutchinson, Director of Marketing; Mr. Kevin Hamilton, Vice President for Student Services; Dr. Hazel Arnett Ervin, Vice President for Academic Affairs; Dr. Annie Williams, Vice President for Institutional Effectiveness and Planning; Mr. Chris Newton, Director of Human Resources; Mr. Terry Wallace, Vice President for Fiscal Affairs; Dr. Joseph Jones, Director of Social Justice Initiative; Mr. Damien Williams, Vice President for Enrollment Management; and Dr. C. J. Duvall, Vice President for institutional Advancement. The Cabinet meets once every other week in the President‘s Conference Room and/or on a needs basis. Philander Smith College Alumni Association The Philander Smith College National Alumni Association is involved in the work and life of the College. Several employees are graduates and members of the Association including: Dr. Raphael Lewis, Professor of Political Science; Mrs. Lillian Ross, Associate Professor of English; Dr. George Hammons, Professor of Chemistry, and Dr. Annie Williams, Associate Vice President for Institutional Effectiveness and Planning. In addition, the College has employed several support staff. The alumni help the College in various ways including generating annual giving, scholarships, promoting goodwill and academic growth, recruiting students, and having representatives serving on the Board of Trustees. More recently, the alumni pledged one-half million dollars toward the completion of the Campus Center which is scheduled to open August 1, 2014. The Alumni started recognizing outstanding seniors during Commencement 2013, and this event has continued in 2014. Governed by an independent volunteer board, the Alumni Association is a private non-profit foundation with chapters in several major cities including Little Rock, Memphis, Chicago, Cincinnati, St. Louis, and Los Angeles. (Alumni) Other External Constituencies Philander Smith College engages with other external constituencies and communities at the city, state, and national levels. These include the mayor‘s office, federal government, Arkansas Department of Higher Education, Arkansas Department of Education, partnerships with two-year institutions, state and United States policymakers. Philander Smith College hosts a Presidential Luncheon each fall semester to provide an overview of the College‘s annual accomplishments and to express appreciation to its constituencies. This Luncheon also serves as a needed fundraiser for the College. Several organizations make contributions to the College before and during the luncheon. 101

Throughout the years, Philander Smith College has provided a quality education for its enrolled students. In addition, the College has expanded its services to the community by providing quality facilities for public meetings, conferences, marriages, private gatherings, and other activities. More than 200 persons attend each of the Bless the Mic Lecture Series which is open to the public free of charge. Alumni and others attend the annual Homecoming activities which include a major basketball game, dinners, luncheons, and Greek shows. The College‘s Director of Alumni Relations is Ms. Yvonne Alexander, an alumna. The list of facilities and venues that PSC offers to the community is significant and is part of the College‘s service to the community. A small fee is charged to offset maintenance costs. The College is recognized as having beautiful grounds and landscaping; the buildings are fairly new and kept clean and comfortable. When asked in a 2012 survey about what one likes about PSC, one of the most frequent answers is ―the beautiful buildings and grounds.‖ The economic impact of PSC on the local community has not been specifically determined in dollars and cents. However, based on students‘ spending and productivity, it is believed that PSC has a major and positive impact on the local economy. PSC has enriched the surrounding communities, as well as the lives of students, faculty, and staff; as well as provided revenue to the local economy. Moreover, PSC has had a positive impact on its graduates by adding educational value and income to provide for them and their families. PSC is engaged in the community with the United Way, NAACP, Wesley Chapel United Methodist Church, Arts Museum, UAMS, Central Arkansas Library System, the University of Arkansas at Fayetteville, and with numerous partnerships. Criterion One—Mission: Summary

Philander Smith College‘s mission guides the institution today and into the future. The mission is clear, broadly understood, and was developed appropriately with input from affected constituents. Mission surveys for the students and faculty indicate clarity of the Mission Statement. Decisions are being based on the Mission, as determined by the Strategic Plan 2007- 2012 and Strategic Initiatives for the Future, 2014-2019 Philander Smith College Strategic Plan. The Mission is an integral part of the planning process, as documented in the Strategic Plans, Budget considerations are made based on the Mission of the College, its core values, and vision, as well as resource limitations.

Philander Smith College’s mission permeates the entire College Community.

STRENGTHS

 The mission guides at Philander Smith College operations and plans, including curricular and co-curricular activities; faculty and staff development; and the 2014- 2019 Philander Smith College Strategic Plan. 102

 Guided by its mission, Philander Smith College has experienced significant growth in its Social Justice Initiative, most especially in the Freshmen Year Colloquium, infusion into the curriculum, and co-curriculum initiatives.  The education mission of Philander Smith College has been advanced through the College‘s operating budget, investments in capital, and financial aid.  The mission has guided the College‘s strategic planning and decision making, as well as its evolution from placing emphasis on admitting students to graduating academically accomplished students who are grounded as advocates for social justice.

CHALLENGES AND AREAS FOR IMPROVEMENT

 Faculty and staff must complete the revision of the Core Curriculum and major program Curricula, as well as add new majors to maintain the equilibrium of the liberal arts goals with the goals of professional majors and to recruit more new students.  Although Philander Smith College has maintained an enrollment between 550 and 850 over the last seven years, the Enrollment Sustainability has become a major Strategic Initiative in the new Strategic Plan. Maintaining and growing enrollment are key requirements for decision-making and strategic planning for the future of the College.

103

Criterion Two: Integrity: Ethical and Responsible Conduct

Higher Learning Commission North Central Association of Colleges and Schools

Self-Study Report September 2014

104

Criterion Two: Integrity: Ethical and Responsible Conduct

The institution fulfills its mission ethically and responsibly. Core Components 2. A. The institution operates with integrity in its financial, academic, personnel, and auxiliary functions; it establishes and follows policies and processes for fair and ethical behavior on the part of its governing board, administration, faculty, and staff. 2.B. The institution presents itself clearly and completely to its students and to the public with regard to its programs, requirements, faculty and staff, costs to students, control, and accreditation relationships. 2.C. The governing board of the institution is sufficiently autonomous to make decisions in the best interest of the institution and to assure its integrity. 1. The governing board‘s deliberations reflect priorities to preserve and enhance the institution. 2. The governing board reviews and considers the reasonable and relevant interests of the institution‘s internal and external constituencies during its decision-making deliberations. 3. The governing board preserves its independence from undue influence on the part of donors, elected officials, ownership interests, or other external parties when such influence would not be in the best interest of the institution. 4. The governing board delegates day-to-day management of the institution to the administration and expects the faculty to oversee academic matters. 2.D. The institution is committed to freedom of expression and the pursuit of truth in teaching and learning. 2.E. The institution‘s policies and procedures call for responsible acquisition, discovery and application of knowledge by its faculty, students, and staff. 1. The institution provides effective oversight and support services to ensure the integrity of research and scholarly practice conducted by its faculty, staff, and students. 2. Students are offered guidance in the ethical use of information resources. 3. The institution has and enforces policies on academic honesty and integrity.

105

Criterion Two. Integrity: Ethical and Responsible Conduct

Introduction

The policies for all PSC constituencies are highly visible on the College‘s website. Policies are constantly monitored by the Office of Human Resources and other Cabinet level units of the College to assure they are accurate and updated. The Office of Human Resources also monitors the visibility and accuracy of the policies governing personnel including hiring procedures and Handbooks.

Philander Smith College fulfills its mission ethically and responsibly. The institution acts with integrity; its conduct is ethical and responsible. In fact, the core values of the Institution incorporate integrity and responsibility as follows:  ―To develop a sound moral and spiritual foundation for their personal life, social involvement, and responsible living in a democratic society.  To develop their greatest potential as human beings, citizens, and children of God.  To live up to the highest and best they know.‖ (See Philander Smith College Course Catalog 2013-2015, p. 4) The College fully informs members of the general public about its degree programs and persons responsible for them through its website at and College Catalog. During the tenure of former President Walter M. Kimbrough (2004-2012), and more recently during the Presidency of Dr. Johnny M. Moore (July 2012- February 2014), the College has reflected again on the mission and core values. As Dr. Moore led the development of a new strategic plan for the College, it was important that the integrity from the 2007-2012 Renaissance Plan (Strategic Plan) be used as an appropriate document to include in this self-study process. The Higher Learning Commission of the North Central Association has set forth integrity and responsible conduct as central to higher learning institutions for serving their constituencies. PSC ascribes to high standards regarding the Higher Learning Commission‘s expectations regarding integrity and responsible conduct. The Criterion Two Committee identified the following documents to support these components:  PSC Student Handbook  Residential Life Handbook  Housing Agreements  IPED Reports  UNCF yearly Reports  Board of Trustees Minutes  Board of Trustees Orientation  Board of Trustees Constitution and Bylaws  Complaint/Grievance Procedures for students, Staff and Faculty  Admissions materials  Financial Aid material 106

 Financial documentation – Contracts, Outsourcing, Audits

2.A. Philander Smith College operates with integrity in its financial academic, personnel, and auxiliary functions; it establishes and follows policies and processes for fair and ethical behavior on the part of its governing board.

Board of Trustees

The Board of Trustees of Philander Smith College meets three times a year: September, February, and May. The Board provides oversight of the fiscal operation and strategic planning for the College. The Board of Trustees, composed of representatives of The United Methodist Church, alumni, community and corporate leaders, is identified on the College‘s website.

The Composition of the Board of Trustees is outlined in the Board of Trustees Bylaws, May 1, 2009, as follows:

 The Bishop of The United Methodist Church of the Arkansas area.  A superintendent from the Arkansas Conference of The United Methodist Church, designated by the Bishop.  One staff member of the Division of Higher Education of the General Board of Higher Education and Ministry of The United Methodist Church.  One member nominated by the Alumni Association of the College.  A maximum of twenty members at large upon nomination by the Committee on Nominations, ten of whom shall be members of The United Methodist Church.  President of the College (Ex-officio)  One member submitted by the faculty. (Ex-officio)  One student representative (Ex-officio) (Source: Philander Smith College Board Meeting: 2.20.14)

The Board operates by utilizing its Bylaws which grant authority for the following:

 To hold and manage all the property, endowments, and funds of the College;  To establish policies that govern the operation and management of the College;  To elect a President of the College who shall act as the executive officer of the Board of Trustees;  To appoint and determine the rank and compensation of all the members of the College faculty and staff;  To approve the courses of instruction and to grant degrees to those who meet the requirements of the College;  To promote the interests of the College;  To support the College through personal financial contributions and gift acquisitions; and  To contribute to annual summary of Trustee participation throughout the life of the College. ( Source: Philander Smith College Board Meeting: 2.20.14)

107

The Board of Trustees seeks to lead by developing policies and monitoring policies necessary to deliver a vision of excellence based on sound strategic planning 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.

The essential functions of the Board of Trustees are to make policy, assure sound management, determine general education policy, and participate actively in providing the necessary funds 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 College to graduate accomplished students, grounded as advocates for social justice, determined to change the world for the better. As an institution of Higher Education, operating within the larger context of American democracy, PSC establishes and follows policies for fair and ethical practices pertaining to its financial, academic, personnel, and auxiliary functions.

Policies evolve from Board input and consensus that are followed by all constituencies. 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, the PSC website declares this autonomous governance. Faculty and Staff Handbooks provide guidance to PSC constituencies concerning policies and procedures.

Thus, policies are approved through an extensive process, which allows for faculty, staff, and student input. The Board of Trustees utilizes 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.

Business Office: Financial Functions, Policies and Procedures

Philander Smith College establishes and follows policies for fair and ethical practice pertaining to its financial functions.

108

Mr. Terry Wallace, Vice President for Fiscal Affairs (VPFA), is charged with the general supervision of the financial and business affairs of Philander Smith College. Units that report to the VPFA are as follows:

 Book Store  Business Office  Grants Accounting  Cashier  Accounts Payable  PSC Green & Gold Card  Student Accounts

The mission of the Philander Smith College Business Office is to support the goals of Institution by providing the college community with sound financial, purchasing, and administrative services. We are dedicated to helping Philander Smith graduate academically accomplished students who have received fair and consistent fiscal practices throughout their academic careers. The Business Office is located on the first floor of the Cox Administration Building. Hours of operation are 8:30 a.m. to 5:00 p.m., Monday through Friday.

 Accounts Payable  Cashiers Office  Grants Accounting  Student Accounts  Internships

The Business Office employs a PSC student intern for the Fall and Spring semesters. The Internship is open to a Junior/Senior Business Major with an emphasis in Accounting. If you are interested in an Internship in the Philander Smith College Business Office, please submit your resume, cover letter and one letter of recommendation to the controller. The Application period is open annually April 15th – May 15th. Please contact the controller for information on additional requirements and/or questions at (501)370-5341 or [email protected]. (Business Office) Forms Check Reissue Check Request Form New Vendor Form Travel Authorization Form W9 Blank Form Budget Transfer and Request Form Purchase Order and Request Form

During the period of this Self-Study, Philander Smith College has made necessary budgetary adjustments based on revenues and expenses. Revenue for the College is generated from the following sources: Tuition and Fees; Auxiliary Services and Sales; Federal Grants/Contracts; 109

Endowment Income; The United Methodist Church; Private Gifts; and other sources. The College‘s Annual Budget and Annual Audit Reports show that the College appropriately follows policies for fair and ethical practice and allocates its resources to support its educational programs. Financial documents maintained in the Business Office, as well as copies of budgets and audits, document that the College establishes and follows its practices pertaining to its financial functions. (Exhibit 4.2: Philander Smith College Audits, Campus Resource Room, C 232)

The educational needs of the students drive the College‘s Budget Plan. Therefore, instructional needs, including the faculty, library, learning resources, laboratory facilities, and support staff, are considered priorities. The College‘s main source of revenues-- tuition and fees- - comes from offering educational services to student

Table 4.9 below depicts the College‘s Budgets for 2013-2014 and 2014-2015:

(Source: Fiscal Affairs Office, Philander Smith College: Finance Committee of the Board of Trustees, February 20, 2014) 110

As a Historically Black College, the Institution receives over a million dollar entitlement grant annually from the U.S. Department of Education. The College‘s five-year Title III program, submitted to the U. S. Department of Education, follows established policies pertaining to fair and ethical practice. Title III programs require Project Status Reports from each Activity Director. Pertaining to grant objectives, grant directors report on each objective in the original application including any changes that have been approved by the Program Office that fall within the reporting period. Additionally, the directors provide evidence of substantial progress toward meeting their project objectives. This process assures that the College follows policies that are fair and ethical pertaining to Title III Programs.

During the Academic Year 2013-2014, fourteen programs at the College were supported with Title III Funds. Mr. Alvin Anglin is the Director of Title III Programs and Mrs. Christine Watson is the Assistant Director of Title III Programs.

The College is organized to establish and follow policies pertaining to fair and ethical practices. Clearly written policies have been developed and are included in various documents— Institutional Policies Manual, Faculty Handbook, Adjunct Faculty Handbook, Student Handbook, and Staff Handbook.

Academic Affairs, Policies and Procedures, Academic Records and Policies

Philander Smith College‘s Registrar acts with integrity with respect to academic records and the processes necessary to carry out the functions of that office. (Registrar). The Registrar‘s Office adheres to federal, state, and College policies and procedures. The Registrar follows the guidelines, as outlined by the American Association of Collegiate Registrars and Admission Officers (AACRAO). In addition, the Registrar participates in national, regional (SAACRAO) and state (ARK AACRAO) meetings and webinars for professional development.

The College Catalog contains the College‘s procedures pertaining to academic records and policies. All changes in policy go through the appropriate process of shared governance committees to the Board of Trustees for approval. The Registrar and staff report to the Vice President for Enrollment Management.

The following activities come under the supervision of the Philander Smith Registrar:

 Cancellation of Classes, as Directed by the VP Academic Affairs  Withdrawal From the College  Release of Transcripts and Diplomas  Transcripts  Diplomas  Change in Class Schedule  Academic Load Verification  Roster of Candidates for Graduation  Satisfaction of General Education Requirements

111

Academic Affairs‘ policies and procedures are much more detailed, as faculty have vested interest in the College. Information concerning these policies is outlined in the Faculty Handbook which was approved by the Board of Trustees (2010). The Faculty Handbook offers information about Philander Smith College for current and prospective faculty members. The Faculty Handbook indicates that faculty play a major role in policy development pertaining to curriculum, research, scholarship, faculty service, faculty status, and those aspects of student life that relate to the educational process.

The Faculty Handbook (Human Resources) recognizes the Faculty Senate as the organization that represents full-time faculty, with several committees of the Faculty Senate playing a priority role in responsibility for making recommendations to the Faculty Senate pertaining to Curriculum, Budget, Teacher education, Academic Policies and Personnel, General Education, Assessment, and other committees. The Faculty Handbook indicates that the President and the Board of Trustees retain all their prerogatives of academics.

Faculty Promotion, Retention and Tenure

Philander Smith College takes care in the conduct of all actions associated with Faculty Promotion, Retention, and Tenure process, as provided in the Faculty Handbook. This process is very important in the life of the faculty member and also to the College.

Philander Smith College hires faculty as professors, associate professors, assistant professors, and instructors. The Faculty Handbook indicates that a faculty member must be reviewed for tenure no later than the completion of his or her sixth year of service at Philander Smith College. Tenure will be granted or denied at the beginning of the seventh year of service at Philander Smith College. However, because Tenure and Promotion had been suspended by the President and the Board of Trustee during 2012, current faculty members are being considered on a case- by-case basis. The Tenure and Promotion process is on track again, as of the 2013-2014 academic year. Additional information may be found in the Faculty Handbook.

With respect to promotion, there are minimum standards for promotion, as established by Philander Smith College. During new faculty orientation, the requirements are discussed with the new employees. Minimum promotion and tenure requirements are in the areas of teaching, research and service. Philander Smith College makes efforts to make certain that pre-tenured faculty members understand through their Division Chair their progress toward promotion and tenure review in years one through six so that they will have every opportunity to improve performance or make changes in career goals. The Division Chair provides formal feedback to pre-tenured faculty during the tenure process.

Post-Tenure Review

The Faculty Handbook provides that tenured faculty will be reviewed in order to review their performance. The purpose of post-tenure review is to maintain a high level of performance for tenured faculty. The establishment of a framework for post-tenure review serves to enhance and protect the integrity of the tenure system. More information may be found in the Faculty Handbook. 112

In the context of providing a college environment that supports teaching and learning, the College has established and followed policies pertaining to its academic functions. As evidence, the College Catalog 2013-2015 documents the established policies pertaining to articulation of the College‘s Mission for all departments and divisions. For example, all students who graduate from Philander Smith College must complete a minimum of 124 semester hours, including the required 49-semester hour general education core, major requirements, and any specific degree requirements as of Spring 2014.

There is a strong commitment to the Mission of the Institution, as it incorporates the goals of the academic community. The Mission recognizes the significance of PSC being a ―College of Service and Distinction‖ from past accomplishments and emphasizes a bright future. Academic program policies have been established and followed to provide an academic environment which fosters a love of learning, promotes a spirit of independent inquiry, and develops a free exchange of ideas.

Personnel Functions

All personnel within units understand established policies and follow policies that have been set up by the College to ensure fair and ethical practices. All departments understand the Mission sufficient enough to carry out the daily activities of the College. Therefore, the College makes a concerted effort to project a consistent image of the Mission of the College to its personnel. As state above, policies are outlined in the Staff Handbook, Faculty Handbook, and Student Handbook. Copies of the handbooks may be found under the Human Resources webpage.

An example of ethical and responsible conduct pertaining to policies is evidenced during the Academic year 2013-2014 as the Office of Human Resources has been established a staff committee to lead an initiative to reinstate the Staff Senate and establish Staff Senate Bylaws. All staff members have opportunities for input in the process by electronic review. These initiatives are ongoing as of August 1, 2014. The College anticipates final Board of Trustee review and consideration of the Staff Senate and Staff Senate Bylaws during their fall meeting in September 2014. Faculty and Staff Personnel information can be found on the Human Resources webpage:

Information includes but is not limited to employment opportunities, benefits, employee communications, compensation/pay, forms (employee leave, benefits enrollment, employment, and performance management program). Handbooks are available for both faculty, staff, adjuncts, as well as the employee management toolbox.

In everyday practice, PSC has set forth in the Student Handbook, Faculty Handbook, and Staff Handbook established policies and procedures regarding fair and ethical practices throughout the College. The areas that are addressed in particular include governance, business operation, classroom teaching and learning, and administration. These Handbooks define the rules and regulations regarding ethical conduct for students and employees. In addition, the Board of Trustees has a written professional conduct policy that it disseminates to all Board members. As it pertains to contractors, the Institution has set forth a written conduct policy to be 113 agreed upon between the College and contractors doing business with the College. The President and Vice President for Fiscal Affairs (in consultation with the President) are authorized by the Board of Trustees to sign contracts on behalf of the College with respect to contractors doing business with the College.( Source: Fiscal Affairs Report to Board of Trustees, February 20, 2014) By having official Handbooks and professional conduct policies, the Institution has been able to address a wide range of ethical standards, acceptable practices, and codes of conduct, including academic, non-academic, employment, business office accounting, and copyright standards. By doing this, the College has clearly, intentionally and consistently presented fair and ethnical practices throughout the College‘s policies and procedures. The Faculty Employment Contract sets forth acceptable employment policies and procedures for all full-time faculty members at PSC. Clear expectations for ethical conduct and accepted practices are spelled out regarding classroom teaching and learning, office hours, and appropriate use of PSC property and technology, and a number of other policies and standards of conduct. The Adjunct Faculty Handbook has been given to each adjunct faculty electronically through his/her Academic Division Chair. In addition, highlights from the Adjunct Faculty Handbook are explained during each semester‘s New and Adjunct Faculty Orientation. All adjuncts are invited to attend this Orientation, as well as new faculty. The Faculty Senate includes all full-time faculty members at PSC. The Faculty Senate is responsible for recommending changes to the Faculty Handbook to the Vice President for Academic Affairs and to the President for presentation to the Board of Trustees. In addition, the Faculty Senate has a Faculty Grievance Committee that handles issues of disagreement pertaining to fair and ethical conduct by administrators and/or faculty. This Committee reports to the President of the College. An example of the College acting with integrity in its academic and personnel functions may be highlighted in the process that was utilized in spring 2014 when the institution experienced financial challenges and budget cuts. The Faculty Senate passed resolutions in 2012-2013 to present to the College President concerning support for faculty positions and academic priorities. These resolutions were not addressed under the previous administration. In spring 2014, these resolutions were addressed at the request of the Interim President Dr. Lloyd E. Hervey per the Faculty Handbook during a Special Faculty Meeting. The Vice President for Fiscal Affairs and Vice President for Academic Affairs made presentations to respond to the faculty resolutions. Thereafter, the President provided the faculty with electronic copies of the responses and his decision to support the implementation of each of those resolutions. (Exhibit 3.3: Faculty Senate Resolutions 2012-2013, Campus Resource Room, AC 232) Admissions policies are clearly and consistently described in publications and catalogs. Academic calendars, catalogs, publications, grading policies, and advertising are developed by Academic Affairs and distributed through the Registrar‘s office. The College Catalog is revised every two years and contains current and comprehensive information for admission practices for all candidates. Policy and program handbooks are reviewed and revised yearly. The College Catalog is posted on the College webpage.

114

Workload policies and practices are outlined in the Faculty Handbook. With the approval of the Vice President for Academic Affairs, the Division Chair makes workload assignments. The college faculty is required to carry a minimum of twelve credit hour instructional loads each semester and maintain ten office hours per week. Faculty involvement in academic activities includes advising students, serving on college committees, engaging in research and other scholarly or creative endeavors, professional development, and performing academically related public service. Workload assignments are subject to change due to student enrollment and faculty involvement in service to the College and the community.

Philander Smith College‘s constituencies are guided by several Handbooks, Policy, Procedure and Operating Manuals. The College‘s website is a very informative place to find these policies, procedures and operating manuals. These resources include the Faculty Handbook, Staff Handbook, Academic Calendar, College Catalog, Tuition and Fee Information, Operating Procedures, Human Resources, as well as the Philanderian Newsletter.

Current students, as well as new students, may find helpful resources by clicking on the links at College‘s website. Students may view those sections pertaining to Student Affairs and Academic Affairs to find information regarding on-campus residential life, as well as academic programs and research. The link pertaining to Human Resources will provide information for employees pertaining to benefits, business processes, Handbooks, Insurance, and Leave forms.

Information pertaining to operating procedures for each major Unit of the College may be found at College‘s website. Regulations, policies and procedures are being constantly updated and posted to the website.

As the Philander Smith College Board of Trustees approves policies for operation of the College, implementation procedures that are approved at the Presidential level are uploaded to the webpage for information to constituencies.

On May 2, 2014, the Board of Trustees approved an updated copy of a Human Resource Policy Manual that will be distributed to all faculty, staff, students and administrators, and will be made available to anyone else connected with the College. All College employees and students who subsequently become part of the educational community shall be informed of this policy during their orientation. Any revisions will be posted on the College‘s website. (Human Resources) This Policy Manual provides information on the following:

 Equal Employment Opportunity Statement  Anti-Discrimination Statement  Statement of Title IX Compliance  Harassment Policy  Retaliation  Confidentiality  Complaint Procedures for Students, Faculty, and Staff  Appeals  Dissemination of Policy  False Accusations Forbidden 115

 Drug and Alcohol Policy  Firearms and Weapons Policy

As stated in the 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, physical disability, Vietnam era veteran or special disabled veteran status, or sexual orientation. The Human Resources Office has been designated to handle questions and concerns regarding affirmative action. The faculty and students are responsible for keeping informed regarding the information contained in the College 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. The College reserves the right to change, without notice, any charges, courses, or regulations given in the College Catalog. Disability Services

Ms. Brenda Martin serves as the College‘s full-time Disability Services Officer under the Student Affairs Unit. The College‘s Disability Services ensure equal access to programs, classes and services for all students with disabilities pertaining to the American Disabilities Act (ADA). The Office of Disability Services provides resources for students and faculty, information about courses, available technology, physical and parking access, and other information to assist students with accessibility needs. (Center for Student Services)

Employee Classification and Hiring Procedures

The Office of Human Resources provides guidelines for the hiring of all employees for each Unit of the College. All Unit administrators make recommendations to the President of the College pertaining to employees to be hired. The final decision is left to the President who signs all employee contracts. At the time of this Self-Study Report, this Office is working on a Compensation Plan for all employees of the College.

Hiring Procedures

The Office of Human Resources works with each supervisor who wishes to search and advertise for positions of employment. Advertisements for open positions are placed in local, regional and or national publications/websites, depending on the type of position. Philander Smith College utilizes several resources that assist with the recruitment of diverse candidates. Units typically have Search committees that help with narrowing down for supervisor‘s review of qualified applicants for open positions. (Human Services)

Applicants for employment may visit to review open positions, and make application through the Office of Human Resources. All applications and supporting materials must be presented to the Office of Human Resources, and this office will answer any applicant‘s questions and assist with navigating the application process. 116

Evaluations

Philander Smith College requires annual evaluations of all employees. This process provides supervisors and employees an opportunity to review their evaluations pertaining to performance and to determine specific priorities for performance for staff and faculty development. Staff and faculty priorities are set for future goals for staff and faculty development. When possible, the College offers professional development workshops on campus, as well as funds for staff and faculty attendance at off-campus conferences, workshops, and to make professional presentations.

As stated earlier in Criterion Two, the Office of Human Resources monitors policies pertaining to personnel. One example of this monitoring is the Annual Employee Performance Management Program (EPMP), a performance evaluation for the periods 7/01/2013 through 6/30/2014 and 7/01/2014 through 6/30/2015. The adoption of this new system is to enable the College to have a more appropriate and transparent Annual Performance Evaluation and process to support personnel advancement and ability to meet the standards of the 2014-2019 Philander Smith College Strategic Plan. As a component of the process, the Office of Human Resources developed a new evaluation and vetted it through the Vice Presidents and other leadership. The drafting process incorporated sharing the proposed forms with representative bodies of the affected constituency groups of staff. Their feedback resulted in changes in the forms and the process. The Office of Human Resources conducted workshops on using the new process and used the feedback to refine and improve the instrument and process in 2013. The Office of Human Resources plans to examine the impact of the new process during the 2014-2015 academic year.

Disciplinary Actions

Philander Smith College takes disciplinary matters seriously. By utilizing a progressive discipline policy, the College employee‘s supervisor will administer any appropriate corrective or disciplinary action. The primary goal is to follow a course of action that is best for the students and the College, including immediate termination when it is warranted. These policies pertaining to disciplinary actions may be found in the Student Handbook, Staff Handbook, and Faculty Handbook.

Appropriate disciplinary actions are taken with respect to factors including the severity of the employee‘s actions, frequency and degree of deviation from expectations, and length of time involved. Disciplinary actions make take several forms including verbal counseling, written counseling, final counseling and dismissal. Each supervisor is required to keep written documentations regarding employee disciplinary actions. This protects both the employee and the employer, especially in cases of legal actions. The Office of Human Resources is available to assist employees and supervisors in disciplinary actions.

Employee Benefits

Employees may visit the Office of Human Resources to ascertain information regarding employee benefits. The College offers a very generous employee benefit program for full-time 117 employees. These benefits include two retirement options, health and life insurance packages, supplemental benefits, as well as tuition discounts and graduate school assistance. The College also offers vacation (up to three weeks), sick leave, and reduced or free entrance to several events (athletic events and Bless the Mic Lecture Series), the Campus Bookstore, and other benefits.

Auxiliary Functions

Philander Smith College follows ethical policies and processes for its Auxiliary operations. In conducting activities and functions, Philander Smith College holds Auxiliaries to the same standards as with other units of the College. Table 4.10 below outlines the Auxiliary and Oversight unit:

Table 4.10: Auxiliary and Oversight Auxiliary Oversight Intercollegiate Athletes Vice President for Fiscal Affairs Student Housing Vice President for Student Affairs Rental of College Properties (Kendall, Vice President for Fiscal Affairs Auditorium) Student Publications and Organizations Vice President for Student Affairs M.L. Harris Auditorium Vice President for Fiscal Affairs Bookstore ,Post Office, Vending Machines, Vice President for Fiscal Affairs Copy Machines Publications Vice President for Fiscal Affairs

As stated above, Philander Smith College establishes and follows policies for fair and ethical practice pertaining to auxiliary functions. Auxiliary functions are primarily handled through the Office of the Vice President for Fiscal Affairs. These areas include: College Bookstore and Athletics. In addition, the Dining Hall function comes under the supervision of the Vice President for Student Affairs.

2.B. Philander Smith College presents itself clearly and completely to its students and to the public with regard to its programs, requirements, faculty and staff, cost to students, control, and accreditation relationships.

The Philander Smith College website provides to its students and to the public a comprehensive review of information regarding its programs, requirements, faculty and staff, costs to students, control, and accreditation relationships.

Programs and Services: Academic Programs Philander Smith Course Catalog for 2013-2015. Divisions and Programs Cost to Students: Cost to students

118

In addition, Philander Smith College provides costs information to students through admission print materials, in the Financial Aid Office and Student Accounts Office web links, and in its College Catalog.

Philander Smith College effectively communicates costs, as required for participation in federal student aid programs, and as required for a private, nonprofit college. Philander Smith College has provided information on the total costs of attending the College by providing cost estimation worksheets through the Financial Aid Office to facilitate review and understanding of billable and out-of-pocket expenses for the student. The Financial Aid web link provides additional information for the detailed cost of attendance budget information.

Control and Accreditation Relationships

Philander Smith College has constantly worked to provide clear communication to all of the community relationships that it has. In print documents, such as the College Catalog, as well as with its web page, Philander Smith College has provided clear information on the College with respect to its mission, vision, accreditation status, and key data information. The College Catalog provides a full list of the accredited programs, and each academic program also provides further details about its accreditation status on its section of the College Catalog and web page.

The Office of Institutional Effectiveness is responsible for providing the leadership to ensure that the College maintains standards with respects to the Higher Learning Commission of the North Central Accreditation agency.

The College‘s academic accreditation relationships are publicly posted in the College Catalog and on the webpage. Philander Smith College has three discipline specific accreditations. In addition, the College is seeking additional accreditations, including one that is currently being pursued in Computer Science/Engineering.

 Business Program: (ACBSP) the Association of Collegiate Business Schools and Programs. The current name for ACBSP is Accreditation Council for Business Schools and Programs.  Social Work: (CSWE) The Council for Social Work Education  Teacher Education: NCATE (National Council for Accreditation of Teacher Education) now called CAEP (Council for Accreditation of Educator Preparation) The accreditation status of PSC is prominently and publicly disclosed on the PSC website and Course Catalog regarding its academic programs with the Higher Learning Commission NCA, other accrediting agencies, its affiliation with the State Department of Education, as well as its affiliation with The United Methodist Church. Philander Smith College‘s accreditation with the Higher Learning Commission is publicly disclosed by its Mark of Affiliation on the PSC website and linked on the key page of the PSC College Catalog. In addition, this information is also published in the PSC Archives, located on the second floor of the Reynolds Library and Technology Center. Current and prospective 119

students, parents, and guardians as well as the general public, are provided accurate and timely information from these strategically placed documents regarding the accreditation of PSC. Philander Smith College is and has been accredited by the Higher Learning Commission NCA since 1949. In addition, PSC‘s academic programs are approved by the Arkansas Department of Education. As a United Methodist affiliated college, PSC is approved by the University Senate of The United Methodist Church. These institutional and program accreditations are fully disclosed to the public on the PSC website PSC has an established Office of Institutional Effectiveness and Planning that accepts responsibility for getting the materials to appropriate persons in the Office of Computer Information Services for publication on the PSC website. Philander Smith College interacts with the larger community by presenting itself clearly and completely to the public. This communication includes marketing and advertising in the public arena, policies made in the College‘s Course Catalog, communication with prospective students by admissions and financial aid officers, to the numerous components of the College‘s web page which are completely clear and forthright. These components are monitored and closely controlled by our Computer Information Services (CIS) Department. Programs and Requirements

Both course descriptions and academic program requirements may be found in the College Catalog. This information emphasizes the routes to program completion for prospective and continuing students. Requirements for every program are readily found on the main website and on each academic department web page link, which may be maintained and updated independently according to the priorities of department/division faculty.

Program requirements are also communicated personally and through written communication by admissions officers and faculty advisors within each program. Students may view their transcripts and degree audits through the PSC web page (Jenzabar). This tool allows students to clearly track their progress toward degree completion and greatly reduces advising misunderstandings and graduation crises.

Freshmen advising is the most critical academic advising period. Philander Smith College provides freshmen advising through the Academic Success Center. This approach has been very effective, in that students receive their academic advising through the Center where they also receive tutoring and study skill workshops. While being advised through the Academic Success Center during the first year, freshmen may receive advising through their advisors in their major field, or if undecided, to an advisor in the Office of Academic Affairs. After their sophomore year, students transfer to advisors in their major.

The Office for Academic Affairs also acts as a strong supplement and effective backup to faculty advisors; faculty members often refer students to this office for clarification of policies and/or requirements. In consultation with the Registrar, the degree audit serves as a handy evaluation tool and a final backstop of accountability for both student and advisor.

120

Faculty and Staff

Faculty and their credentials are contained in the College Catalog within each academic program‘s web link, Office for Academic Affairs, and Human Resources Office. Each faculty member is requested to maintain a faculty portfolio which may be used during the Tenure and Promotion process. (Exhibit4.5: Faculty Portfolios, Campus Resource Room, AC 232) Philander Smith College updates and publishes the print version of the College Catalog every two years, and updates the online version as programs and policies change. The College Catalog for 2013-2015 was published in the online version. However, the College has clearly articulated that the online catalog constitutes official policy.

The Admissions Office at Philander Smith College (Admissions) offers prospective students, their parents, and guardians a special website to assist them with the application process. On the website, they will find information regarding application guidelines requirements, and timelines; information regarding the degree programs; information on campus facilities; and directions to schedule a visit to the campus during New Student Orientation (NSO), as well as throughout the year (fall, spring, and summer). The College discloses its policies regarding transfer credits to the public in the PSC Course Catalog, the PSC main webpage that provides guidance to prospective students. The College also discloses its transfer credit policies in its admission applications through the Office of Recruitment and Admissions. In addition, prospective transfer students may visit the PSC webpage to find information regarding academic programs and faculty personnel to contact regarding their transfer application and credits. In the PSC Course Catalog, the public may find policies regarding each academic program degree curriculum requirements. The Catalog is available online through contact with the Office of Recruitment and Admissions, as well as through departmental and divisional faculty. The Academic Success Center, which assists students with less than 30 semester hours, follows academic policies that are documented in the PSC Course Catalog and on the PSC webpage. (Academic Success Center) Policies regarding tuition have been established by the Philander Smith College Board of Trustees. These policies are fully and publicly disclosed on the PSC webpage. The PSC Board of Trustees approves any increases in tuition before they are implemented by the College. Basic tuition rates are established and printed in the PSC Course Catalog which is published every two years. If a tuition increase occurs during the interim academic year, the information is disclosed on the PSC webpage, as well as emailed to all students. Tuition and fee schedules are published and placed online at the PSC website. Prospective students, parents, and guardians may contact the offices of Enrollment Management, Financial Aid, and Business Office for assistance in planning for tuition and fee costs. Specific guidelines are outlined for residency, year of admission, academic program, and general fees to cover athletics, technology, and laboratory. The public may find the names, credentials, and academic department/divisions that houses faculty in the PSC Course Catalog. By visiting the academic departments/divisions home page, the public may find additional information on a particular academic unit. In addition, contact 121 information is disclosed on the PSC website regarding other PSC employees including telephone numbers and email addresses As discussed above, Philander Smith College utilizes a variety of methods to fully inform and disclose to the public—and to all members of the public—especially prospective students, parents, and their guardians—complete information about its academic programs, requirements, costs, faculty, staff, institutional control and leadership, and accreditation relationships. Therefore, the public may make informed decisions regarding these programs.

PSC Website Philander Smith College has established a powerful communication tool with its website. Almost all information that a viewer seeks regarding the College that can be gathered with paper documents, as well as additional resources that are not available on paper, may be found at www.philander.edu. The website provides information to our constituencies as described with the examples below:

 Student: Mission statement, admission information, registration, financial aid, course schedule, course catalog, student support services, library database access, job openings, student government organization (SGA), student organizations, athletics, student handbook, student activities, and residential life.  Faculty and Staff: Mission statement, academic calendar, early alert system, faculty handbook, Human Resources benefit information, job openings, directory, academic divisions, and course catalog.  Local Community: Mission statement, Bless the Mic Lecture Series, course catalog, job openings, campus news, library access, alumni events, dining facilities, campus facilities rental, M.L. Harris Auditorium activities, athletics, course schedule, campus directory, and Philanderian newspaper.  Veterans: Veterans Affairs in Registrar‘s office, financial aid, and link to ADA office.  Agencies: Factbook, Strategic Plan, Specialized and Institutional Accreditation  High Schools: Admission requirements, financial aid, placement testing, course schedule, and advising information. Philander Smith College has a Web master who strives to keep the information updated, as he receives it from internal units. Public Reports Philander Smith College provide specific data about the institution to a variety of organizations that subsequently make the information available on public websites. Philander Smith College submits information to the U.S. Department of Education through the IPEDS reporting process, and this information is made available for public access. The College also submits information to the Arkansas Department of Higher Education for public release. The College also submits reports and/or information about programs, requirements, faculty and staff, retention rates, and graduation rates to the College Board, Peterson‘s, and the Higher Learning Commission, which then make the information available to students and the public through websites and publications. 122

Improvement in Communication

The information above described the sources that the College utilizes to provide clear information about the Institution‘s programs and functions. Philander Smith College continues to plan for improvement in communication, including implementation of the 2014-2019 Philander Smith College Strategic Plan. The Strategic Plan at calls for improvement in communication about the College to all constituencies, including the use of specific marketing and recruitment activities:

 Broaden marketing base locally and regionally.  Develop additional articulation agreements with community colleges.  Infuse civic engagement for students in curriculum and co-curricular activities  Maintain and update weekly website and social media pages.  Increase the number of advertisements in traditional and non-traditional media markets.  Continue to promote the Bless the Mic Lecture series to increase audience participation. 2-C. The governing board of Philander Smith College is sufficiently autonomous to make decisions in the best interest of the institution and to assure its integrity.

Philander Smith College is governed by a Board of Trustees (the Board), which provides overall guidance to the College. While the day-to-day operations are handled by the President and Cabinet, the Board provides the necessary oversight. (Board of Trustees)

Leadership of Philander Smith College is maintained through a defined governance structure and administrative organization that encourages collaboration among the faculty, staff, administrators, students, and the Board of Trustees. The responsibilities of the Board are established per Article II of the College‘s By-Laws and include the following:

 To hold and manage all the property, endowments and funds of the College  To elect a President  To appoint and determine the rank and compensation of all the members of the College faculty and staff  To approve course of instruction and to grant degrees to those who meet the requirements  To promote the interests of the College  To establish policies generally to govern the operation and management of the College Some of the specific duties of the Board are: review and approval of the College‘s annual operating budget, approval of annual raises, review of management contracts, approval of major capital purchases, and approval of changes to the College‘s tuition and fee schedule.

The Board has adopted its own mission statement, as follows: 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: 123

1. Insure a spiritual, intellectual and physical campus environment that will nurture the student body in their quest for excellence; 2. Open the academic doors for a broad range of students including those not previously well served; and 3. Support and nurture the President, faculty and staff as they seek to deliver the Mission and goals of the College. (Board of Trustees Handbook, September 21, 2001).

The Board delegates day-to-day management of the College to the President and Administration and expects faculty to oversee academic matters. The President and Administration exercise shared governance with the faculty. Shared governance policies may be found in the Human Resources Policy Manual and Faculty Handbook. In practice, deliberations may be found in actions of the Faculty Senate and its Committee Structure.

2.C.1. The governing board’s deliberations reflect priorities to preserve and enhance the institution.

The College‘s interests and priorities are maintained and enhanced through the actions of the Board. As a result of integrity of its members, and in compliance with requirements of the Arkansas Department of Higher Education and accreditation by the Higher Learning Commission, the governance structure preserves the Board‘s independence from undue influence and ensures decisions are made in the best interest of the College.

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 utilizes 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 deliberations are found in the proceedings of the Minutes of the Board of Trustees Meetings. (Exhibit 2.1: Minutes of Meetings of the Board of Trustees, Campus Resource Room, AC 232)

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. 124

2.C.2. The governing board review and considers the reasonable and relevant interests of the institution’s internal and external constituencies during its decision-making deliberations.

The Board is comprised of various community leaders with a wide range of knowledge. See listing of current board members in this Self-Study Report, Criterion Five, which details credentials of each board member. The Board consists of 24 voting members, including the Bishop of the United Methodist Church, Superintendent of the Arkansas Conference of the United Methodist Church, 1 member of the Division of Higher Education of the Board of Higher Education and Ministry and 20 members at large upon nomination by the Committee of Nominations.

The President of the College, President of the National Alumni Association, President of the Faculty Senate, and Student Government Association President are also ex-officio (non-voting) members of the board. 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 and student representation on the Board. At large Trustees are appointed for a term of five years and are divided into five classes so that the terms of approximately one-fourth of the Board shall expire each year.

2.C.3. The governing board preserves its independence from undue influence on the part of donors, elected officials, ownership interests or other external parties when such influence would not be in the best interest of the institution.

The board member is required to sign a Conflict of Interest Policy. This polices requires the Board to preserve its independence from undue influence and requires members to promptly disclose any possible conflicts.

The Board generally meets 3 times per year, February, May, and September, and on call when necessary. Minutes of the meetings are kept on file in the President's Office. Philander Smith College maintains an all- inclusive board meeting structure, which includes representative from all key departments of the college. This allows for open communication and a good stage to discuss risks with all relevant parties. Each the VP of Fiscal Affairs, VP of Institutional Advancement, VP of Student Affairs, VP of Academic Affairs, Director of Financial Aid and Enrollment Management, Director of the Social Justice Institute, and Human Resources present a report at each Board meeting.

2.C.4. The governing board delegates day-to-day management of the institution to the administration and expects the faculty to oversee academic matters.

The President of the College has full executive responsibility for the operation and day-today management of the College. As explained in the Philander Smith College By-Law, "The President shall be the Chief Executive Officer of the College. All administrative officers, faculty, and other staff members shall be responsible to the President for performance of their duties." (Board of Trustees Minutes 2013- 2014)

The Faculty Handbook, approved by the Board of Trustees in 2010, outlines the expectations of faculty to oversee academic matters. 125

2.D. Philander Smith College is committed to freedom of expression and the pursuit of truth in teaching and learning.

Philander Smith College subscribes to the principle that academic freedom is required for effective and honest intellectual inquiry. Philander Smith College is charged with maintaining immunity from information that is rife with biases of ideology, dogma, personal interests, and misrepresentation. The College strives to keep expectations high for the production of knowledge and scholarship. Therefore, Philander Smith College regards academic freedom as a commitment to the pursuit of truth in teaching and learning.

Philander Smith College strives to protect the sensibilities of some students who have ideas contrary to religious doctrine or political ideology, or to different cultures. Therefore, as a religious institution, Philander Smith College clearly provides course descriptions in its College Catalog, as well as hires professors who understand the mission, core values, and vision for the College. While faculty members retain control over the content of the Curriculum, the Faculty Senate Curriculum Committee (as approved by the Faculty Senate) and the Administration make decisions about which new programs to offer and which current programs to close. Therefore, to minimize tension that may arise from the overlapping between the two roles, the Administration and faculty are both involved in the decision making process regarding program development.

Whereas the Philander Smith College Board of Trustees and the Administration have the prerogative to determine the type of institution the College shall be and the types of programs it will provide, the faculty are involved in the collective judgment of what constitutes effective and rigorous education.

The faculty governance structure is outlined in the Faculty Handbook and the Board of Trustees governance structure is outlined in the Board Bylaws.

As documented in the Faculty Handbook that was adopted by the Board of Trustees in 2010, the statement below is supporting evidence regarding academic freedom:

―Faculty must respect their students as fellow human beings. They will maintain appropriate professional relationships with students at all times. Faculty will evaluate students fairly, encourage and protect students‘ academic freedom, and refrain from exploiting students in any fashion for personal or professional gain.‖

Faculty will relate appropriately to their colleagues, respecting their academic freedom to research, teach, and offer their opinions to the College community. Professional, responsible faculty view themselves as partners in the College community, sharing in the work/tasks necessary for the College to achieve its mission, goals, and objectives. This includes committee work, participation at departmental, divisional, and College-wide meetings, and assistance with accrediting requirements.‖ (Faculty Handbook 2010)

126

2-E. Philander Smith College ensures that faculty, students, and staff acquire, discover, and apply knowledge responsibly.

This criterion provides information relative to the College‘s Mission and explanations of expectations, as determined by its policies. The College acknowledges integrity as the basic guiding principle for its Mission. The College emphasizes its role as student centered in a Christian environment under the auspices of The United Methodist Church. It is bold to state that religious education involves shaping the whole person. The Board of Trustees, the governing body of the College, officially adopts the Mission Statement, and these statements are disseminated throughout the College community. The College‘s Faculty Handbook, Staff Handbook, Student Handbook, and the College Catalog prominently carry these statements.

The College also emphasizes the importance of using knowledge responsibly, and in so doing, believes that if the best quality of teaching practice and research were combined to actively engage students in developing skills and attitudes, the results would be pre-eminent learning. This College community is characterized by academic freedom and responsibility, critical analysis, meaningful dialogue, and free communication, designed to assist students in the development of their potential as human beings, citizens of the world, and people who are proud of their work and their country.

In an effort to ensure that these efforts are underscored, course syllabi, Student Handbook, and Faculty Handbook identify specific requirements and methods to achieve the requirements. Vital tools in this process include academic support, advising, tutoring, mentoring, and peer tutoring.

The College pays close attention to understanding ethical research principles. In doing so, it has instituted courses that will enable students to understand the nature of copyright law, plagiarism, and fair use. The College emphasizes that cheating and facilitating irresponsible use of knowledge are unacceptable. Courses of reference include ORI 111 and ORI 121 Freshman Orientation; ENG 123 Composition II; ENG 203 Advanced Composition; ENG263 Advanced Composition for English Majors; ENG 400X Senior Thesis; SOCG 463 Statistics for the Social Sciences, and SOCG 483 Research for the Social Sciences. Furthermore, the College has held two assemblies on plagiarism for freshman students, and course syllabi carry a plagiarism statement for course work.

Further, the College has embarked upon a lecture series, which is open to the public (Bless the Mic Lecture Series). Scholars from different disciplines present their work openly and without reservation. Attempts are also made through the various departments to engage civic and business leaders from the community. These include speakers, seminars, and internships.

The College provides faculty the opportunity to request leave for the purposes of study/research, advanced degrees, and sabbatical, as documented in the 2010 PSC Faculty Handbook. Philander Smith College has made strides in research; therefore, it understands the importance of continued public trust and confidence. The College strives to maintain integrity of the research process and the stewardship of public and private research funds. Philander Smith 127

College has policies and procedures in place to monitor the responsible acquisition, discovery, and application of knowledge.

Academic Rights of Students (Student Handbook)

Some of the Academic Rights of students are as follows:

 Philander Smith College students have the right to an academic environment that is accepting of all students without regard for race, national origin, gender, disability, ethnicity, sexual orientation, age, or religion.  Students are free to take reasoned exception to data and views offered in the classroom and to express differences of opinion without fear of penalty.  Students have a right to protection against improper disclosure of information concerning grades, health or character that an instructor acquires in the course of his/her professional relationship with the student.  Students have rights to course grades that represent the instructor‘s professional judgment of the students‘ performance in the courses.  Students have the right to accurate and clearly stated information.

Academic Responsibilities of Students (Current Students)

 Students are responsible for being informed about academic requirements for completing a degree program, as outlined in the College Catalog.  Students are responsible for learning the content of a course of study according to standards of performance established by the faculty.  Students‘ behavior in the classrooms shall be conducive to the learning process for other students and faculty.

Students are free to express their opinions through participation in governance in the Student Government Association (SGA) and other student organizations. Students may express their opinions and participate in numerous student organizations, as long as they do not violate the Code of Student Conduct or discriminate in terms of gender, age, or race.

2.E .1. Philander Smith College provides effective oversight and support services to ensure the integrity of research and scholarly practice conducted by its faculty, staff, and students.

Philander Smith College acknowledges integrity as the basic guiding principle for its Mission. It is the belief that this viable paradigm establishes a basis on which the Mission was written. Philander Smith College is a ―student centered‖ Christian institution under the auspices of The United Methodist Church. It holds that Christian education involves shaping the whole person, which includes holistic development, helping students reach their potential as human beings and 128 contributing members of society, preparing students for life in this pluralistic, complex, and technological society, and enabling students to understand other cultures. Inherent in the Mission is the pursuit of excellence through the provision of a quality education for all, regardless of race, religion, sex, national origin, or ethnic background.

Even though it continues to uphold its primary mission of providing opportunities for economically deprived individuals, Philander Smith College has expanded its mission to attract more diverse students from all cultural and racial groups who are committed to upholding the integrity of the Institution. In consideration of the Mission of Philander Smith College, it is our belief that every student must endorse the integrity of this institution and manifest it at the College as well as in the community. Thus, Philander Smith College, through its mission, acknowledges its obligation and commitment to ensure that every student adopts the integrity of the Institution.

Additionally, as a matter of practice, the Board of Trustees at Philander Smith College, as the governing board of the Institution, has officially adopted its statement of mission. The Mission Statement is widely disseminated throughout the College community. It is included in the Faculty Handbook, College Catalog, and Student Handbook.

The integrity of research and practice conducted by faculty and students at Philander Smith College is upheld at several levels. This includes policies and practices that have been published in Faculty, Staff, and Student Handbooks; on the retention, tenure, and promotion of the faculty; by the Department/Division Chairs; and the Vice-President for Academic Affairs. The President retains the authority to recommend to the Board of Trustees matters regarding tenure and promotion of faculty. The Board of Trustees, upon recommendations, grants tenure and promotion from the President via appropriate academic channels. The Annual Faculty Contract addresses ethical issues. Violations result in sanctions of the offender and may include termination.

The Vice President for Fiscal Affairs oversees the Environmental and Occupational Safety and Health responsibilities by coordinating other activities to assure safety in the control of hazardous materials and waste.

Office of Institutional Effectiveness and Planning (Institutional Research)

On July 23, 2013, Philander Smith College established the Office of Institutional Effectiveness and Planning, and Dr. Annie Winkler Williams was appointed by the President as Director of this Unit. In addition to the President‘s vision to establish this Office, the United Negro College Fund (UNCF) Fiscal and Strategic Technical Assistance Program (FASTAP) visiting team in February 2013 recommended that this Office should be established and have primary responsibility for implementing an ongoing process and monitoring all units of the College in their pursuit of fulfilling requirements for reaffirmation of accreditation.

Support services for research and scholarship have grown significantly in the last few years and are provided mostly by the Office of Institutional Effectiveness and Planning through the 129 area of Research and Assessment. Faculty, staff, and administrators are encouraged to contact the Office for data and advice on institutional research and assessment for carrying out their responsibilities pertaining to the work of Philander Smith College. All persons are responsible for following the policies and procedures associated with the submission of both internal and external data, and for complying with all federal and state regulations with respect to the submission and use of data.

The Office of Institutional Research and Assessment is responsible for research and statistical analyses in support of the College‘s decision-making process including ongoing surveys and analyses regarding regional (North Central Association) accreditation and coordination and timely submission of reports to the UNCF, the University Senate of The United Methodist Church as well as state and federal government enrollment reports. Additionally, the Office of Institutional Research and Assessment responds to external and internal information requests. This office produces the annual Student Profiles which are posted to the College’s webpage (Institutional Research and Assessment), a comprehensive compilation of all College statistics.

The Office of Institutional Research and Assessment also conducts the Rising Junior Examination, as well as the NSSE Survey. Additionally, any survey research conducted in the name of the College should be coordinated with the Director of Institutional Research and Assessment. This office provides the leadership for online student evaluation of the courses and compilation of evaluation results for distribution to division chairs (and to their faculty) and the Vice-President for Academic Affairs.

The Director of Institutional Research and Assessment is supervised by the Vice President for Institutional Effectiveness and Planning, who reports to the President. Further, the office advises faculty and staff on the conduct of survey research, i.e., survey design, sampling, and analysis.

Reports Prepared by the Office of Institutional Research:  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 Institutional Postsecondary Education Data System (IPEDS) Surveys: Institutional Characteristics Fall Enrollment Completions 130

Graduation Rate Libraries Student Financial Aid

Computer Information Services Department

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.

Office of Institutional Advancement

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 and describes basic institutional data. (Exhibit 1.4: Philanderian in the Campus Resource Room, AC 232)

Other Institutional Practices Regarding Integrity of Research and Services

The Division of Natural and Physical Sciences faculty and students participate in responsible experimentation and research activities to increase knowledge and understanding. Safeguards are in place to ensure the highest ethical standards among researchers. The Science Division faculty maintains oversight on all research involving animals and human subjects through an application and review process.

Further, academic Division Chairs, Department Chairs, Academic Affairs Vice-President, and Faculty Senate Committees provide oversight of faculty for retention, promotion, and tenure. The expectations of the Faculty Senate Tenure and Promotion Committee require faculty peer- review of research and scholarship for advancing faculty. Peers within professional societies that will ultimately publish research manuscripts submitted by PSC faculty may review research and scholarship. Many of these professional organizations have a code of ethics, rules, and procedures to insure the integrity of their members. Thus, there are several levels of oversight on research integrity that start within the faculty member‘s department, extend across campus, and beyond the College to national and international professional organizations.

The College offers Intensive Study and Emerging Leader Floor and Major Field Themed Floor retreats. The Dean of Students, Assistant Director of Residential Life, and Residential Life Coordinator held two retreats in 2012 to formalize logistics for the Intensive Study and Emerging Leader Floor and the Business Majors Themed Floor. A grant-funded program, these floors are designed to: (1) assist students entering Philander on probation or deficient in their entrance exams or high school grade-point average, (2) Provide additional Resident Assistant (RA) to be assigned to the floor to assist as mentors, tutors and guides; and (3) Collaborate with the Academic Success Center and other campus departments to provide early academic intervention, additional tutoring, and academic assistance. (Philander Smith College Board Meeting: 2.22.13) 131

Both programs serve as an attempt to positively impact retention, attrition, grade-point averages, and community standards at Philander Smith College.

TRIO—Upward Bound (UB/UBMS): According to data for submission of the Student Support Services (SSS) Annual Performance Report (APR) to the U.S. Department of Education, more than 80% of all participants served by the SSS Program met the performance level required for good academic standing at Philander Smith College. More than 85% of the graduating seniors completed their requirements for a postsecondary degree in four to five years. SSS at PSC met all the grant objectives of the APR.

The Philander Smith College faculty has responsibilities for teaching, scholarship, and service to the College and to the Community. The College supports faculty and encourages scholarly pursuits, as necessary for the maintenance of skills and the mastery of the area in which they faculty member teaches, and the development of new knowledge. Therefore, the College has policies in place to ensure the support and endorsement of proposals for grants, contracts, and cooperative agreements.

The College supports research among faculty by providing faculty development funds for scholarly activities. This activity is housed in the Office of Academic Affairs and funded through the College‘s General Fund. In not so recent past, the College had a Lilly Endowment Fund, as well as Title III funds to support Faculty Development. Faculty members make application for faculty development through their Division Chairs, Academic Affairs, and Vice President for Fiscal Affairs.

Research Misconduct

The Faculty, Staff, and Student Handbooks provide guidelines for misconduct. The College expects compliance in conducting research pertaining to grants with the National Science Foundation and other federal funding agencies. Philander Smith College will take appropriate disciplinary action against any of its employees or students who engage in such misconduct, as revealed by a careful investigation; and will inform and cooperate with those agencies sponsoring research that appears likely to have been affected by such misconduct.

Intellectual Property Policy

Philander Smith College encourages creativity related to the ownership, control and use of creative property. The Intellectual Property Policy is spelled out in the Faculty and Staff Handbooks. (Human Resources)

Use of Animal Subjects and Laboratory Safety

Further, those engaging in research funded by federal monies must meet all federal guidelines in terms of policies related to animal and human subjects used in research. Philander Smith College abides by the guidelines for proper conduct for the protection of human research subjects, as defined in the 2005 Cooperative Research Program (CIRP) contract between UCLA‘s Institutional Review Board (IRB) and Philander Smith College. (Reference 2005 132

Cooperative Institutional Research Program Approval). Faculty and administrators are held accountable for research and instructional ethics, as stated in all policies and procedures outlined by the College.

The College is in the process of developing an Institutional Review Board (IRB) for the Protection of Human Subjects in Research policy, and Dr. James Rush serves as the campus coordinator. However, the Division of Natural and Physical Sciences utilizes grants approved by the National Science Foundation. In such cases, the unit follows all federal regulations pertaining to proving oversight for the use of animal subjects and laboratory safety at Philander Smith College. Satisfactory reports from the National Science Foundation document that the College has not experienced any violations pertaining to the use of animal subjects in research or laboratory safety.

Conflict of Interest Policy

Members of the Board of Trustees sign an annual Conflict of Interest policy. Likewise, faculty members sign an annual Outside Employment Form that documents that a Conflict of Interest does not exist pertaining to outside activities. (Board of Trustees)

A Trustee shall be considered to have a conflict of interest if (a) such Trustee has existing or potential financial 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 this paragraph shall be a spouse or child) or any organization in which such Trustee or members of his/her family is an officer, director, employee, member, partner, trustee, or 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.

Further, no Trustee shall vote on any matter, under consideration at the Board or Committee meeting, in which such Trustee 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 by majority vote (Revised and adopted by the Board on September 24, 1999. Board of Trustees Handbook, May 11, 2001).

Involvement of the College‘s employees in outside activities, both public and private, often serves the interests of the individual, College, and community, but College employees are expected to be sensitive to the possibility that outside obligations, financial interest, or employment may affect their responsibilities and decisions as members of the College community. Participation of employees in outside activities is encouraged to the extent that it does not interfere with the employment duties of the individual or the mission of the College. All employees must comply with the Conflict of Interest Policy as indicated in the Faculty and Staff Handbooks.

133

2.E.2. Students are offered guidance in the ethical use of information resources.

At Philander Smith College, students are offered guidance in the ethical use of information services. The ethical use of research and practice conducted by faculty and students at Philander Smith College is upheld at several levels. This includes policies and practices that have been published in Faculty, Staff, and Student Handbooks; on the retention, tenure, and promotion of the faculty; by the Department/Division Chairs; and the Vice Presidents in the various units. The Annual Faculty Contract addresses ethical issues. Violations result in sanctions of the offender and may include termination.

The Division of Natural and Physical Sciences faculty and students participate in ethical experimentation and research activities to increase knowledge and understanding. Safeguards are in place to ensure the highest ethical standards among researchers. The Science Division faculty maintains oversight on all research involving animals and human subjects through an application and review process.. Not any animal research is conducted through the Mathematics and Computer Science department within the Division of Natural and Physical Sciences, according to an email from Dr. Swaid to Dr. Williams in the Office of Institutional Effectiveness and Planning (August 2014). Most of the research that faculty and students engage in at Philander Smith College is supported by federal grants, thus Federal regulations are considered in addressing them. Any issue related to research is analyzed or processed on a case-by-case basis. Currently, the Divisional Chair, Dr. Samar Swaid, is working with Dr. James Rush, Professor of Philosophy and Religion, to develop an IRB for consideration through appropriate channels for adoption by the College.

Further, the Division of Natural and Physical Sciences maintains a separate library of student and faculty research. Dr. Frank James, Professor of Mathematics, maintains a library of the actual research conducted by students through the Eisenhower Fellowship Program.

The College provides students with access to guidance in the ethical use of research in the following Student Research Development programs, as evidenced by the following:

 McNair Scholars Program – Students have been selected to participate in this program. The Integrated Counseling Center hosts the information seminar. Furthermore, students pursue this opportunity under the supervision of an academic advisor.  Dwight David Eisenhower Fellowship Program – Dr. Frank James, Professor of Mathematics, in the recent past has been the coordinator this program.  Student Leadership Program – The Office of Student Affairs sponsors Leadership Training Programs for student leaders usually at the beginning of the fall semester. The contact person is Mr. Kevin Hamilton, Vice President for Student Affairs.

Academic Divisions have established program-level outcomes to address specific requirements that students conduct research. In addition, program level outcomes are the subject of assessment activities conducted collaboratively with the Office of Institutional Effectiveness and Planning (area of Research and Assessment) and departmental faculty. Portfolios, surveys, standardized tests, and other instruments are used to measure student proficiency in each of the program outcomes. Students have access to Divisional Handbooks, as well as faculty, pertaining 134 to the guidance in the ethical use of research and information services. A few examples are as follows:

 The Division of Education uses passing test measurements on PRAXIS I/PPST (Reading, Mathematics, and Writing) and PRAXIS II: Principles of Learning and Teaching (PLT) to assess the effect of knowledge acquisition and classroom presentations among early childhood education and middle education students,  The Social Work Department uses pre and post test comprehensive examinations and field practicum seminars for assessing students‘ abilities to synthesize classroom learning and field practicum experiences.  The D. W. Reynolds Library and Technology Center plays a central role in supporting teaching, learning, and research. The Library remains a crucial resource for students and faculty and provides a comfortable place for students to study and to gather.  Technological innovations have changed research, altered scholarship communication methods, and reshaped library and information technology services.

The Library, opened in 2003, is a 46,000 square feet state-of-the-art building. The Library personnel are committed to providing students maximum intellectual and physical accessibility to its many resources, including electronic resources, e-journals, online indexes and databases, 113,000 microfilms, small collections of DVDs, videos, and sound recordings. The Library staff provides guidance to students in the ethical use of research and information resources and collaborates with faculty members to develop strategies to enhance students‘ information- seeking skills. The Library collaborates with faculty to provide formal guidance and informal guidance to students. The Librarians use the state-of-the-art Electronic classrooms and the Distance Learning Laboratory in providing hands-on learning sessions for students. Formal Library instructions and guidance to students concerning information technology include the following:

 Orientation sessions on how to locate and use Library resources  Discipline-specific instruction  Research Methodology  Pathfinders and Subject Guides.

2. E.3. Philander Smith College has and enforces policies on academic honesty and integrity.

Philander Smith College demonstrates integrity in its practices and responsibility in research. The College instituted a broad spectrum of courses and support programs for students to gain skills regarding copyright law, plagiarism, and fair use. This support delineates the differences between responsible and irresponsible behavior. Students learn that cheating and facilitating irresponsible use of knowledge are unacceptable at Philander Smith College. (Academics)

Students are instructed in the principles of copyright and avoiding plagiarism in ORI 111 and ORI 121 Freshman Orientation, ENG 123 Composition II, ENG 203 Advanced Composition, ENG 263 Advanced Composition for English Majors, ENG 400X Senior Thesis I, ENG Senior 135

Thesis II, and BIO 400X Undergraduate Research Seminar. Furthermore, the College‘s course syllabi carry a statement on plagiarism (Course Syllabi)

The College defines ―plagiarism‖ as a student‘s intentional misrepresentation of someone else‘s words, ideas, or work as his/her own and/or the failure to accurately attribute credit of quotations, paraphrases, or borrowed information to the original author. This also includes fabrication, and or deliberate falsification of data, information as well as references collected during research without appropriate authorization.

The College defines ―cheating‖ as the intentional use of materials, aids, or information without appropriate authorization in any academic endeavor. Examples include submitting the work of someone else as their own; preparing in-class assignments prior to class; breach of regulations concerning test administrations; and breach of the academic code of conduct for a class, department, or program.

―Facilitation is the irresponsible use of knowledge as the deliberate violating of the academic code of conduct in order to assist another member of the College.‖

The College‘s Academic Dishonesty policy is printed on page 30 of the College Catalog, and a copy of the Catalog is available for all students.

Academic dishonesty in academic work includes, but is not limited to, misconduct during testing periods and inadequate acknowledgment of source materials of term papers and other materials that show evidence of plagiarism. When an instructor has evidence that a student has been dishonest in any academic work, he or she will take one of the following actions and inform the Vice-President for Academic Affairs in writing:

1. Give the student a failing grade on the Academic Work related to the dishonesty; and/or 2. Suspend the student from that class.

A student accused of misconduct in a class or who received either of the penalties may appeal the decision by following the steps outlined in the Academic Grievance Policy. When the student is dropped or suspended from a class for disciplinary reasons, fees paid will not be refunded (College Catalog 2013-2015).

Academic Integrity

Philander Smith College enthusiastically promotes academic integrity and professional ethics among all members of the College community. The Student Handbook provides the information and policy on academic misconduct, as well as the disciplinary action that may be taken by the faculty member. Violations of this policy are considered as serious misconduct and may result in severe penalties or expulsion. Acts of academic misconduct may be result in a faculty giving a failing grade on the assignment or examination, assignment of a failing grade in the course, or recommended sanctions. (Student Handbook)

136

Philander Smith College does not have a college-wide policy on the use of cell phones and other technology in the classroom, as it may relate to academic misconduct. Departments and Divisions, or individual faculty members may add to the guidelines provided in the Student Handbook in order to enforce academic integrity and professional ethics to meet their special needs (e.g., clinical, computer, laboratory experiences). A student disagreeing with the sanction issued based on academic misconduct may follow the Academic Grievance Procedure.

Student Academic Grievance Procedure

The academic requirements, rules and regulations of the College are published in the College Catalog. For purposes of providing an avenue of appeal for students who have reason to believe that an exception to the stated requirements, rules and regulations should be made, the Office of the Vice President for Academic Affairs may establish an Academic Hearing Committee to hear the student‘s grievance. In such cases, the final decision is determined by the Vice President for Academic Affairs.

The College‘s Student Handbook provides policies on academic honesty and integrity.

All faculty, staff, administrators, and students are held accountable for following policies and procedures to ensure ethical conduct in research and instructional activities.

SUMMARY OF CRITERION TWO: INTEGRITY AND ETHICAL CONDUCT

Some of the ways in which the Criterion Two Committee found that Philander Smith College upholds the integrity of the College may be summarized as follows:

 The College has clearly stated its non-discrimination and Affirmative Action policies. These policies are published in appropriate College handbooks and on the Institution‘s website.  The College has a Board of Trustees that establishes policies and procedures that govern the operations of the College.  The Colleges ascribes to the AAUP principles of Academic Freedom. Policies for faculty, staff, and students assure that the College is inclusive as well as forbids harassment and substance abuse.  Admission/Recruitment literature of the College presents a true picture of the life on campus.  A review of College publications and an examination of internal and external procedures indicate that PSC operates with integrity.  The College assures that policies and procedures are congruent with its Mission.  The President and his Executive Cabinet understand and follow state and federal regulations regarding the administration of policies and procedures.  Students, faculty, staff, and administrators may easily access regulations, policies, and procedures for addressing grievances and complaints. Handbooks and the College‘s website provide resource information. Also, faculty members provide guidance to students through their course syllabi pertaining to grading policies, classroom behavior, 137

attendance, emergencies, cell phones, plagiarism, and the American with Disabilities Act accommodations.  The Campus Security Office makes every effort to assist students, faculty, staff, and administrators regarding campus parking regulations, as well as campus security. Enforcement regulations regarding parking are posted. The College makes efforts to be fair and ethical in informing the campus community regarding parking and security regulations.  The College exercises fair and ethical treatment of external constituents as it relates to partnerships and articulation agreements.  The College follows state and federal rules pertaining to contracts, purchasing, grants, and memorandums of understanding.  The Institutional Advancement Office (Public Relations) acts with fairness and ethically in releasing correct information to the media by checking the contents of information and accurately presenting the College to all constituents.  Students, faculty, staff, and administrators are afforded opportunities to file grievances and complaints through appropriate channels, as well as to request prompt resolutions to their concerns. In addition, they have opportunities to ask questions without fear of repercussion.

CRITERION TWO: STRENGTHS, CHALLENGES AND AREAS FOR IMPROVEMENT

Philander Smith College has a long tradition of integrity and ethical responsibility starting with its mission of academic accomplishment in the service of social justice.

STRENGTHS

 Philander Smith College has effective policies that ensure ethical conduct on the areas of academic affairs, finance, gifts and grants, development, admissions, personnel, financial aid, student conduct, and compliance.  Philander Smith College‘s admission standard policies support regular and provisional admission of students to balance the College‘s mission of ―access of underserved populations and academic accomplishment,‖ as well as serving as a Historically Black College.  Philander Smith College clearly articulates policies and procedures for students, faculty, and staff through the publication of its Student Handbook, Faculty Handbook, Adjunct Faculty Handbook, and Staff Handbook.  The Board of Trustees acts with integrity and ethical conduct, as it plays a significant, strategic role in policymaking, as well as addressing the fiduciary and strategic needs of the College.  Philander Smith College is committed to the principles of academic freedom, articulates these principles to the College community, and adheres to them in its daily operations.

138

CHALLENGES AND AREAS FOR IMPROVEMENT

 Since approval for the College to offer online education by the Higher Learning Commission in November 2014, it is imperative that the College complete development of necessary policies for digital learning.  The College should consider establishing an IRB for the use of animal research activities.  Philander Smith College should update its Academic Dishonesty policy to take into consideration the vast use of technology that has caused the likelihood of plagiarism to proliferate. Some students use the information available on websites on the Internet under public domain to secure research papers and other work without regard for ethical conduct and responsibility in research. The College has begun to address plagiarism from websites by denying access to these websites by campus computers.

139

CRITERION THREE. TEACHING AND LEARNING: QUALITY,

RESOURCES, AND SUPPORT

Higher Learning Commission North Central Association of Colleges and Schools

Self-Study Report September 2014 140

Teaching and Learning: Quality, Resources, and Support

The institution provides high quality education, wherever and however its offerings are delivered. Core Components 3.A. The institution‘s degree programs are appropriate to higher education. 1. Courses and programs are current and require levels of performance by students appropriate to the degree or certificate awarded. 2. The institution articulates and differentiates learning goals for its undergraduate, graduate, post-baccalaureate, post-graduate, and certificate programs. 3. The institution‘s program quality and learning goals are consistent across all modes of delivery and all locations (on the main campus, at additional locations, by distance delivery, as dual credit, through contractual or consortial arrangements, etc.). 3. B. The institution demonstrates that the exercise of intellectual inquiry and the acquisition, application, and integration of broad learning and skills are integral to its educational programs. 1. The general education program is appropriate to the mission, educational offerings, and degree levels of the institution. 2. The institution articulates the purposes, content, and intended learning outcomes of its undergraduate general education requirements. The program of general education is grounded in a philosophy or framework developed by the institution or adopted from an established framework. It imparts broad knowledge and intellectual concepts to students and develops skills and attitudes that the institution believes every college-educated person should possess. 3. Every degree program offered by the institution engages students in collecting, analyzing, and communicating information; in mastering modes of inquiry or creative work; and in developing skills adaptable to changing environments. 4. The education offered by the institution recognizes the human and cultural diversity of the world in which students live and work. 5. The faculty and students contribute to scholarship, creative work, and the discovery of knowledge to the extent appropriate to their programs and the institution‘s mission. 3. C. The institution has the faculty and staff needed for effective, high-quality programs and student services. 1. The institution has sufficient numbers and continuity of faculty members to carry out both the classroom and the non-classroom roles of faculty, including oversight of the curriculum and expectations for student performance; establishment of academic credentials for instructional staff; involvement in assessment of student learning. 2. All instructors are appropriately qualified, including those in dual credit, contractual, and consortial programs. 3. Instructors are evaluated regularly in accordance with established institutional policies and procedures. 4. The institution has processes and resources for assuring that instructors are current in their disciplines and adept in their teaching roles; it supports their professional development. 5. Instructors are accessible for student inquiry. 6. Staff members providing student support services, such as tutoring, financial aid advising, academic advising, and co-curricular activities, are appropriately qualified, trained, and supported in their professional development. 3.D. The institution provides support for student learning and effective teaching. 141

1. The institution provides student support services suited to the needs of its student populations. 2. The institution provides for learning support and preparatory instruction to address the academic needs of its students. It has a process for directing entering students to courses and programs for which the students are adequately prepared. 3. The institution provides academic advising suited to its programs and the needs of its students. 4. The institution provides to students and instructors the infrastructure and resources necessary to support effective teaching and learning (technological infrastructure, scientific laboratories, libraries, performance spaces, clinical practice sites, museum collection as appropriate to the institution‘s offerings. 5. The institution provides guidance to students in the effective use of research and information resources to students. 3. E. The institution fulfills its claims for an enriched educational environment. 1. Co-curricular programs are suited to its mission and contribute to the educational experience of its students. 2. The institution demonstrates any claims it makes about contributions to its students‘ educational experience by virtue of aspects of its mission, such as research, community engagement, service learning, religious or spiritual purpose, and economic development.

Philander Smith College

―Academics: Building with Purpose and Moving Forward‖

Criterion Three. Teaching and Learning: Quality, Resources, and Support

Philander Smith College provides high quality education wherever and however its offerings are delivered.

INTRODUCTION

Information in this Self-Study report covers the period spring 2007 – summer 2014. This report follows Philander Smith College‘s last successful comprehensive review by the Higher Learning Commission in 2007. When appropriate, information and documentation are included as ―Strategic Planning for the Future 2014-2019‖ to address challenges identified in this report, as well as opportunities to continuously improve quality educational opportunities available to PSC constituencies.

At Philander Smith College (PSC), all administrators, faculty, staff, and students are expected to have a commitment as enthusiastic learners. At the core of the College‘s mission, the central functions are teaching and learning. As described in Chapter 1, the strategic goals for the College are directly linked to have an academic distinction to serve the local community, State, Nation, and international community. The strategic goals are directly related to the College providing high quality education wherever and however its offerings are delivered. . This chapter provides evidence that demonstrates that Philander Smith College offers high quality academic programs and takes full responsibility for the quality of its offerings. Likewise 142 the evidence will reveal that PSC has taken steps to maintain and to improve its academic programs, under the supervision of the Vice President for Academic Affairs. The College‘s faculty members are the leaders of the academic programs, curricula, and courses for the students who come for a high quality education.

This chapter also describes the processes that ensure systematic evaluation of the faculty and staff to ensure the richest possible learning environment for its students. In addition, PSC provides numerous co-curricular and student development opportunities to complement it academic programs. The chapter will document how PSC integrates its academic offerings with co-curricular activities and student development opportunities outside the classroom to provide high quality education and to graduate accomplished students with a social justice purpose.

Philander Smith College has implemented a variety of student learning assessment practices that ensure program and course quality (see Criterion Four). Students are provided ongoing support through a variety of resources, including tutoring (Academic Success Center), skills development (Course Syllabi), technology training (Microcomputer Applications), financial aid, and specialized services.

Annual evaluations aid in assuring that both faculty and staff are current in their fields of expertise. Faculty and staff are provided with professional development opportunities through both funding opportunities for external development and Philander Smith College sponsored events.

Students and faculty are provided with the infrastructure necessary for effective teaching and learning at Philander Smith College, including computer equipment and software, internet access, computer laboratories, science laboratories, performance spaces, clinical and practicum sites, and full information services through the Reynolds Library and Technology Center.

Students who are first entering Philander Smith College receive extensive advising including new student orientation, placement testing, and career exploration.

Philander Smith College‘s educational environment is also enriched through the quality learning opportunities available through a variety of cultural events for the campus and the community, such as the ―Bless the Mic Lecture Series‖ and Social Justice Initiative activities.

3. A. The degree programs of Philander Smith College are appropriate to higher education.

Philander Smith College is accredited by the Higher Learning Commission 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 (UMC) and the Arkansas Department of Higher Education (ADHE). Its Teacher Education program is accredited by the National Association for the Accreditation of Teacher Education (NCATE) and by the Arkansas State Board of Higher Education. The Social Work Department is accredited by the Council on 143

Social Work Education (CSWE). The College‘s Business and Economics Division is nationally accredited by the Accreditation Council for Business Schools and Programs (ACBSP).

The College‘s admission policies are described in the College Catalog and are consistent with the College‘s mission ―to graduate academically accomplished students, grounded as advocates for social justice, determined to change the world for the better.‖

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. (Exhibit 3.2: Institutional Report to the Commission of Black Colleges, The University Senate of The United Methodist Church, Self-Study Report, 2010)

As a Christian, Liberal Arts College, the institution strives to provide a climate of 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.

Philander Smith College‘s curricula are offered through five academic divisions leading to the Bachelor of Arts, Bachelor of Business Administration, Bachelor of Science, 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. The academic curricula are administered under the supervision of the Vice President for Academic Affairs. (Academics)

In addition, the Center for Continuing Education and Professional Studies seeks to meet the specific demands of the community by offering courses, on a need basis, to satisfy the on-going needs of college undergraduate professionals who wish to continue their professional growth in a formal, classroom setting.

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 4.11 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 in a secondary school, is indicated by the numeral ―2‖ 144 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 4.11: Summary of Educational Programs at Philander Smith College

Division of Business and Economics: Business Administration 1 Office Systems 1 Philander Smith College Management institute (PSMI): 1 BADM Organizational Management PSMI

Division of Education: Early Childhood Education 1 ECED Middle Childhood/Early Adolescence 1,2 MCEA Physical Education 1 PHED Vocational Technology/Business Education 1,2 VOBT

Division of Humanities: Art 3 ART English 1 ENG French 3 FREN Philosophy and Religion 1,3 PHRE Spanish 3 SPAN

Center for Continuing Education and Professional Studies: Weekend College 3

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 Physic 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 145 the University of Arkansas at Fayetteville (UARK) for the completion of the 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 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 Philander Smith College Course Catalog, 2013-2015.  The Major Program Curriculum, which seeks to provide for in-depth intellectual development of the student in an academic discipline.  Special Programs, which provide supportive educational and learning experiences to the Core and Major Program.  A variety of co-curricular experiences, which enrich the overall growth and development of the student (Philander Smith College Course Catalog, 2013-2015)

In order to serve all its students, PSC utilizes appropriate approaches to provide excellence in academics and appropriate degree programs. These approaches fulfill the College‘s ―mission to graduate academically accomplished students who are grounded as advocates for social justice, determine to intentionally change the world for the better.‖ The liberal, specialized, and religious components of the curriculum of the College are appropriately balanced and integrated to produce programs appropriate to higher education. The sequences of courses for each academic program are designed to be appropriate to help students develop maximum proficiency in their academic studies in various fields as accomplished students ready for the world of work and graduate school. However, during the Academic Year 2013-2014, the Academic Divisions have been revising and updating their courses and curricula to further meet the needs of students today and into the future. Faculty members play a major, vital role in determining the structure and strength of the academic community for the curricula that are appropriate to higher education. (Faculty Handbook) The following section provides evidence demonstrating that PSC degree programs are appropriate illustrating how PSC provides outstanding opportunities ―in a student centered environment.‖ In order to assure excellent quality and remain appropriate as an institution of higher education, PSC maintains a rigorous and comprehensive review and appropriate process related to its mission and core values, and learning goals. These processes are described below. As evidence, Philander Smith College complies with state of Arkansas common core curriculum standards (See Appendix 3.A), PSC institutional standards, and program standards set forth by the national program accrediting bodies. Degree programs are periodically reviewed to maintain current through appropriate course learning objectives and assessments. PSC reviews its courses and programs to assure that they are appropriate for PSC‘s mission ―to graduate academically accomplished students who are grounded as advocates for social justice, determined to intentionally change the world for the better.‖ In addition, 146

PSC‘s courses and programs are developed through a comprehensive curriculum development and approval process. Curricula revisions involve faculty within the discipline, department, and academic unit. The PSC Faculty Senate Curriculum Committee has as its main function to approve any changes related to curriculum for presentation to the Faculty Senate before they move forward for consideration by the Vice President for Academic Affairs, President, and Board of Trustees. (Faculty Handbook). Philander Smith College works on providing and offering academic programs that are appropriate for higher education. In doing so, the institution developed strategies and practices to ensure the quality of its programs, course offerings and overall learning experience, by the following: The institution developed assessment plans to evaluate its undergraduate programs to ensure its currency. This is evident by the self-evaluation studies conducted by the Division of Social Sciences in 2012-2013 and its curriculum changes of 2013. Similarly, the Division of Natural and Physical Sciences, and in light of the external evaluator‘s report of March 2009, has conducted a self-study assessing its programs. These self-study efforts resulted in changes in the Biology program on April 2011 and the proposed changes in its curricula for Mathematics degree plan and Computer science degree plan on February of 2013.

Similarly, the Division of Education conducted a self-study evaluation preparing for re- accreditation by the Council for Educator Preparation (CAEP), formerly called National Council for Accreditation of Teacher Education (NCATE), which was awarded in November 2012. The Division of Humanities has initiated efforts for program accreditation in 2011-2012. The Business Division has been re-accredited by the Accreditation Council for Business Schools and Programs (ACBSP) since 1997. Such accreditation indicates the currency and the quality of its programs based on the guidelines of the ACBSP.

3.A.1. Philander Smith College’s courses and programs are current and require levels of performance by students appropriate to the degree or certificate awarded.

A comprehensive set of review and approval processes at Philander Smith College ensure that PSC courses, minors, concentrations, and degrees are current and require levels of performance by students appropriate to the degree. The College does not award certificates for program completion, and it is not authorized by the Higher Learning Commission to offer certificate programs.

The institution developed a plan to map courses with learning outcomes for its programs. This is demonstrated by course syllabi and departmental assessment tables (see Criterion Four). Some of these efforts are still in-progress in light of the curricula changes implemented through spring 2014. (See College Catalog 2013-2015)

As Philander adopts the traditional face-to-face education system and its one campus location, no other delivery mode or other locations are used in its delivery system. This ensures that the Institution is adopting a centralized educational system that will not result in any type of inconsistency in content and requirements. 147

Transfer and Articulation

Since 2004, Philander Smith College has had articulation agreements with ten (10) Arkansas Colleges and Universities whereby academic programs are subject to transfer agreements that allow students who complete the first two years of a baccalaureate program at the designated Arkansas Colleges and Universities will have a seamless transition to complete their final two at four-year Philander Smith College. These Articulation Agreements may be updated and/or cancelled by the respective Institutions on an annual basis. During the Academic Year 2013- 2014, the College has an ongoing process to update articulation agreements with two-year institutions, as needed. In addition, the College re-established an ROTC Program by entering into an articulation agreement with the University of Central Arkansas. Please visit the Office of Institutional Effectiveness and Planning webpage for copies of Transfer Articulation Agreements between Philander Smith College and other institutions.

During the academic year 2013-2014, Arkansas Colleges and Universities are revising their curricula to meet new Common Core Curricula. Philander Smith College will engage these institutions and others to partner for transfer and articulation agreements that satisfy curricula at their institutions for graduates with the Associate of Arts degree, as well as meet Philander Smith College transfer of credit requirements. During the academic year 2013-2014, Philander Smith College officials met with Pulaski Technical College (North Little Rock, Arkansas) officials regarding updating our transfer core-to--core articulation agreement. That process is ongoing. In addition, the College established a partnership with Shorter College in North Little Rock, Arkansas.

The Office of Institutional Effectiveness and Planning and Faculty Senate Curriculum Committee stay abreast with the curriculum changes at the Arkansas Colleges and Universities involved in articulation agreements by communicating with those institutions to determine affected changes in curricula. Any such changes will be recommended for approval through appropriate channels for recording in the next publication of the Philander Smith College Course Catalog.

Faculty advisors are kept informed of curricular changes, particularly in Arkansas, by attending regularly scheduled Dean‘s and Advisors meetings with representatives of Philander Smith College and transfer colleges and universities. PSC academic advisors (Division chairs and Academic Success Center Director) attend conferences annually throughout Arkansas where recent and planned changes are discussed and planned for implementation. In addition, Philander Smith College is a member of the Council of independent Colleges (CIC) whereby curricular changes are discussed and articulated. The President and Executive Cabinet attend the annual meeting of the CIC in Little Rock, Arkansas.

Program Level Accreditations

Philander Smith College monitors its academic programs for curricula quality through outside program accreditation and licensure by the Arkansas Department of Education. Philander Smith College has programs that are currently accredited by the Council for Educator Preparation 148

(CAEP), formerly called the National Council for the Accreditation of Teacher Education (NCATE); Accreditation Council for Business Schools and Programs (ACBSP), formerly called the Association of Collegiate Business Schools and programs; and the Council on Social Work Education (CSWE). (Exhibit 4.4: Specialized Program Accreditation Reports, Campus Resource Room, AC 232)

In October 2013, the Applied Mathematics and Computer Science Department began an eighteen-month process to secure program accreditation from the appropriate external accrediting body. In securing outside program accreditation, PSC academic curricula meet the highest standards for quality in education and training that was designated by the accrediting bodies.

It is also significant that Philander Smith College is a part of the State of Arkansas network whereby a graduate from the Institution is licensed by the on-campus Teacher Licensure Officer, Dr. Jesse Hargrove. Beginning in fall 2014, Dr. Betty Dickson, Chairperson for the Division for Education, will become the new Teacher Licensure Officer at PSC.

All of Philander Smith College academic programs are approved by the Arkansas Higher Education Coordinating Board (AHECB) and are listed on the AHECB Approved Program List (AHECB Approved Program List). The AHECB established standards for academic programs offered by Arkansas colleges and universities.

New programs, courses, or changes in curriculum at Philander Smith College originate at the level of departmental faculty. Approved documentation then moves to department chairs, division chair, Faculty Senate Curriculum Committee, Faculty Senate, Vice President for Academic Affairs, President, and when appropriate, to the Board of Trustees. Each new program must demonstrate linkage to the program‘s mission, faculty credentials, grading system, reading materials, pre-requisites and co-requisites and assessment of the degree program‘s documentation of the approval process. For new programs and new emphases/minors, approval must be sought by the Philander Smith College Board of Trustees (BOT) and final approval rests with the AHECB. In addition, the College seeks new program approval through the Higher Learning Commission. (See Exhibit 3.4: Minutes of Meetings of Faculty Senate, Campus Resource Room, AC 232)

3. A.2. Philander Smith College articulates and differentiates learning goals for its undergraduate, graduate, post-baccalaureate, post-graduate, and certificate programs.

The Philander Smith College General Education learning goals are aligned with the 2006- 2012 Strategic Plan: Communicate Effectively, Social Justice Awareness and Involvement, Critical and Affective Thinking, Information Literacy, Moral and Spiritual Foundation, Global and Cultural Understanding, Quantitative Literacy, and Science Literacy. These learning goals were reported in the 2010 Monitoring Report on Assessment to the Higher Learning Commission. (See Exhibit 3.5: Monitoring Report on Assessment, Campus Resource Room, AC 232)

149

Further, these learning goals are articulated through course syllabi to students during their classroom instruction, as well as posted on the campus Classroom Management System (UCOMPASS) with access to students and faculty.

Philander Smith College does not offer graduate, post-baccalaureate, post-graduate, or certificate programs for program completion.

Philander Smith College‘s curricula are offered through five academic divisions: Division of Business and Economics, Division of Education, Division of Humanities, Division of Natural and Physical Sciences, and Division of Social Sciences. The College also has a Center for Continuing Education and Professional Studies which houses the Weekend College. Each division includes one or more departments/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.

Every degree program has learning goals that link to the College‘s mission. Program-level student learning goals are articulated within a department via the program‘s student learning outcomes, and related curriculum maps. Course level student learning outcomes are communicated to students through course syllabi. The College also provides a course numbering system. Courses for degree-seeking students are denoted by levels 100, 200, 300, and 400, with the first two levels needed for general education courses and the upper levels designed for junior and senior years within a major. Pre-requisite and co-requisite courses are programmed into the electronic registration system to ensure proper sequencing of student admission to courses. Exceptions may be made by the academic advisor. At the Academic Divisional level, shared governance between the Chair and faculty review the course requirements to ensure expectations for student learning are articulated appropriately.

Philander Smith College provides high quality academic programs through its traditional on- campus delivery location at 900 W. Daisy Bates Drive, Little Rock, Arkansas. As of March 2014, not any offerings are delivered by satellite locations or by distance delivery or contractual or consortial arrangements. The needs of students are met through courses and programs that provide current scholarship and appropriate levels of performance for the academic programs offered by the Institution.

All new courses and programs receive a thorough review by the departments, divisions, Faculty Senate Curriculum Committee, Academic Affairs, the President, and the Board of Trustees. Whenever new academic programs are developed, the same review process is followed and the Higher Learning commission (HLC) must approve the new academic programs before they will be implemented at Philander Smith College. In addition, all new academic programs are reviewed by the Arkansas State Higher Education Department to assure compliance with State standards for academic programs, as defined by the organization. An annual report on program offerings is furnished to the Arkansas State Higher Education Department to certify ―compliance.‖ (Office of Institutional Effectiveness and Planning)

3.A. 3. Philander Smith College’s program quality and learning goals are consistent across all modes of delivery and all locations (on the main campus, at 150 additional locations, by distance delivery, as dual credit, through contractual or consortial arrangements, or any other modality).

Philander Smith College hosts traditional offerings for classes and has one campus. Philander Smith College does not offer distance delivery, dual credit, or contractual and consortial arrangements.

Philander Smith College offers degree programs appropriate to higher education. The College continues to work to endeavor that courses and programs are current and require levels of performance by students appropriate to the degree, and program quality and learning goals are established for on-campus delivery. Although approved by the Higher Learning Commission to offer courses via distance delivery, The College does not offer courses by distance delivery, dual credit, or by contractual or consortial arrangements, as of August 2014.

3. B. Philander Smith College demonstrates that the exercise of intellectual inquiry and the acquisition, application, and integration of broad learning and skills are integral to its educational programs.

Philander Smith College‘s mission ―to graduate accomplished students, grounded as advocates for social justice, determined to change the world for the better‖ is operationally defined via College and program-level goals that describe the broad skills students can expect to achieve through curricular and co-curricular offerings. In this section, you will specific programs and opportunities offered to Philander Smith College students, as they develop competencies designed to prepare them to become life-long learners and determined to change the world for the better.

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 ―to graduate accomplished students, grounded as advocates for social justice, determined to change the world for the better‖, 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 help students adjust 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 151 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/or 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.

3. B.1. The general education program is appropriate to the mission, educational offerings, and degree levels of the institution.

Philander Smith College‘s General Education Program is appropriate to the College‘s mission, educational offerings, and degree programs, as it provides a foundation in liberal arts and sciences. The curriculum‘s core is based on communication, mathematics, natural and physical sciences, fine arts, humanities, and social sciences.

Philander Smith College‘s general education program provides students with a quality educational experience that fully prepares them to matriculate through an academically 152 challenging program of study and enter the workforce as productive citizens, ―grounded as advocates for social justice, determined to change the world for the better.‖ The College offers 100- and 200- level coursework with appropriate content and rigor in courses. All general education courses offered go through multiple levels of scrutiny, from faculty and departmental reviews to the General Education Committee, Curriculum Committee, and Faculty Senate reviews. Interwoven into all course offerings at all levels where appropriate is a focus on social justice and academic rigor. (See Faculty Senate Minutes, Campus Resource Room)

Currently, students must complete a minimum of 124 semester hours, including the 49 hour general education core. (See also: General Education requirements on pg. 43 in 2013-15 Catalog). Some majors require specific general education courses. Higher-level courses may substitute for some general education courses with departmental permission and review, provided those higher level courses are not part of the student‗s major. Beginning in fall 2013, the general education curriculum has undergone a detailed review as a whole, and departments are currently working on alignment of prescribed outcomes for Philander Smith graduates with general education objectives and performance indicators. By fall 2014, revisions in the general education performance outcomes and curriculum should be completed and ready for implementation.

The College‘s general education core meets the requirements of the Arkansas State Common Core. Courses articulate as transfer courses to fulfill general education requirements at other colleges and universities in Arkansas, and in particular with state institutions of higher education through the Arkansas Course Transfer System (ACTS).

The Faculty Senate General Education Committee has taken under advisement the fact that the required general education hours in Arkansas state schools was reduced to 35 semester hours in the fall 2012, in comparison to 49 semester hours at Philander Smith College. Arkansas Act 747 legislation addressed improving student transfer between public institutions of higher education and accommodating changes in federal financial aid by reducing required associate degrees to 60 hours and baccalaureate degrees to 120 hours, except where limited by discipline accreditation or licensure requirements. (Arkansas Act 747). As a private school, Philander Smith College wishes to remain competitive for student enrollment of Arkansas students; the General Education Revision study by the Faculty Senate General Education Committee is ongoing as of spring 2014.

The distributive model of general education has been the standard at Philander Smith College for decades. However, like all aspects of Philander Smith College, there is a need to re-assess and re-evaluate to determine the appropriate general education offerings to articulate the purposes, content and intended learning outcomes of the College‘s general education requirements as a matter of continuous academic improvement.

This continuing commitment to improve learning and student success through rigorous evaluation of the College‘s General Education Core Curriculum is emphasized in PSC‘s new 2014-2019 Strategic Plan. Additional information may be found in the 2014-2019 Philander Smith College Strategic Plan. (Institutional Effectiveness and Planning)

153

3. B.2. Philander Smith College articulates the purposes, content, and intended learning outcomes of its undergraduate general education requirements. The program of general education is grounded in a philosophy or framework developed by the institution or adopted from an established framework. It imparts broad knowledge and intellectual concepts to students and develops skills and attitudes that the institution believes every college-educated person should possess.

The General Education core curriculum of Philander Smith College currently consists of 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 of paramount concern to 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.

During the 2007 Comprehensive visit by the Higher Learning Commission, the Evaluation Team documented that ―the perspective is that general education requirements are structured to stimulate in students sustained interest in self-reflection and discovery, as well as lay a motivational foundation for individual aspiration, personal development, and life-long learning‖. (Advancement Section, Report of a Comprehensive Evaluation Visit to Philander Smith College, March 5-7, 2007 for the Higher Learning Commission)

Philander Smith College students are encouraged to complete the general education core during the first and second year of their academic programs by selecting them from the menu of General Education courses. Table 4.12 below illustrates the General Education Core requirements at Philander Smith College, as of spring 2014

Table 4.12 - General Education Requirements

Course Requirements Semester Hours Student Services Freshman Colloquium 2 Subtotal 2 Humanities Basic Speech 3 English Composition I 3 154

English Composition II 3 (Any one of the following courses worth three hours) 3 Advanced Composition 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) 3 Art Fundamentals Drama 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 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) 3 College Algebra College Trigonometry Calculus (Any one of the following courses worth three hours) 3 Microcomputer Applications Programming I COBOL Programming Subtotal 14 Social Sciences (Any three of the following courses worth nine hours) 9 Political Science History of U.S. Institutions Economics Introduction to Sociology General Psychology Developmental Psychology Subtotal 9 Health and Physical Education Physical Fitness or Motor Skills 1 (Any one of the following courses worth two hours) 2 Mental, Personal, and Community Health First Aid & Safety Beginning Bowling Beginning Golf Tennis 155

Subtotal 3 Total 49 (Course Catalog 2013-2015)

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.

Basic skills development is an essential part of the General Education Core requirement. Basic skills development includes communication, reading, mathematical, and technological 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, mathematics skills, and technology. The following is 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. Each fall, the course text links to an upcoming speaker at The College, and each spring 2006-spring 2012, students have read Carter G. Woodson‘s The Mis-Education of the Negro, which challenges them to think, learn, and act for themselves.

In 2012, the Social Justice Initiative (SJI) developed and managed a comprehensive first-year seminar course, formerly called Freshman Colloquium, organized by gender and infused with social justice themes. The SJI used semester surveys that gauge attitudes and perspectives of students, peer educators, and faculty toward the course. In addition, the new Social Justice Faculty Fellows Program trained faculty to develop discipline specific courses that center on social justice and provide training on developing program and course learning objectives and outcomes. A number of faculty members were trained, and new courses were developed by faculty fellows. (See Social Justice Initiative Phase II Grant Request Proposal, spring 2014)

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 develops a life-long desire for new knowledge.

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 156 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.

Learning outcomes and assessment goals for PSC fall into three categories: institution, program, and general education. They are aligned with the mission of the College, and the 2006- 2012 Renaissance Plan, and serve as the basis for the College‘s student learning outcomes initiatives through spring 2014. PSC‘s general education program is grounded in the philosophy that every student should graduate with certain transferable lifelong skills in addition to competence in occupational or disciplinary knowledge.

The College‘s faculty members have identified eight general education goals with learning outcomes that students should be able to demonstrate upon completion of the General Education Curriculum. The General Education Core curriculum is assessed through the Rising Junior Examination that is administered to PSC students. Feedback data on the Rising Junior Examination from the Office of Institutional Effectiveness is designed to help faculty improve the core curriculum. Specific outcomes through spring 2014 are currently assessed in the courses that are listed at the end of each of the following goals:

College Goals: General Education Student Learning Outcomes/ Assessment Goals

1. Communicate Effectively: A PSC student should be able to communicate effectively in oral communication and written communication, in a variety of situations, using appropriate forms of English, vocabulary, and strategies and discourse. 157

A. Written Communication: A PSC graduate will demonstrate the ability to write purposeful, well-organized, and developed essays in standard written English, understand concepts of purpose, audience, and thesis, and to think clearly, analyze and interpret written texts. (ENG 113, ENG 123)

B. Oral Communication: A PSC graduate will demonstrate the ability to prepare and deliver effective oral presentations, demonstrate competence in public speaking skills and improved listening and reading skills, incorporating research and using presentation software. (ENG 103)

2. Social Justice Awareness and Involvement:

A PSC graduate will demonstrate the ability to understand and appreciate social justice issues from historical, ethical and moral perspectives. The student will engage in outside of class activities to further develop critical thinking, communication, character development, and civic involvement skills necessary for leadership in their professions and communities. Special Attention will be given to Black men students. A PSC graduate will be grounded as an advocate for social justice, determined to intentionally change the world for the better. (ECON 113, HIST 203, PHRE 203, POSC 113, PSYC 103, SOCG 113)

3. Critical and Affective Thinking: A PSC graduate will demonstrate the ability to think critically, creatively, quantitatively, and qualitatively. (PHRE 223, PHRE 233, PHRE 243, PHRE 203)

4. Information Literacy: A PSC graduate will demonstrate the ability to carry out thorough and effective information search strategies using traditional print, digital, and Internet sources, evaluate information accessed, and use this information along with existing knowledge to create something new. (ENG 113, ENG 123, ENG 203, ENG 213, ENG 223, CIS 113) 5. Moral and Spiritual Foundation:

A PSC graduate will demonstrate the ability to understand moral and spiritual issues that impact a foundation for their personal life, social involvement, and responsible living in a democratic society. (PHRE 103, PHRE 203, PHRE 223, PHRE 233, PHRE 243, PHRE 253)6. 6. Global and Cultural Understanding:

A PSC graduate will demonstrate the ability to understand multiple cultures and global issues from historical, ethical, political, economic, environmental, social, ethical, and moral perspectives. (PHRE 203, PHRE 223, PHRE 233, PHRE 243, PHRE 253, MUS 103, POSC 103, PSYC 103, PSYC 253, SOCG 113, ECON 113, HIST 203, ENG 213, ENG 223, ENG 253, ENG 313, ENG 323, ENG 403)

7. Quantitative Literacy: A PSC graduate will demonstrate the ability to analyze and interpret quantitative information, and apply mathematical methods in solving problems that make application to real world problems and employ technology in the process. (MTH 114, MTH 113) 158

8. Science Literacy: A PSC graduate should understand how science is conducted and the criteria for scientific evidence so that they will be able to make informed decisions about the health and well-being of their communities and the environment. They should be aware of the ethical and political issues raised in the sciences. Students will be able to understand the scientific method and understand basic concepts of science as they apply to contemporary issues. (BIO 104, BIO 114/124, PHY 104).

The specific general education outcomes associated with these goals are accessed via courses whose student learning outcomes are linked to the College‘s mission and goals for general education. The competencies that students develop through Philander Smith College‘s general education program and associated courses are manifested through upper-level individual courses, capstone courses, internships and directed teaching placements.

Current Development by the General Education Faculty and Departmental/Major Level

Beginning in the Fall of 2013, faculty at Philander Smith College were challenged to undertake an in-depth review and alignment of all learning objectives and curriculum, both at the departmental/major level and at the general education level. The mission, philosophy, content, goals, outcomes and assessment for general education are currently being developed by the general education faculty for implementation in the academic year 2014-2015.

In addition, during the academic year 2013-2014, Academic Divisions have been revising courses and curricula to enhance learning outcomes and assessment goals, and alignment with the 2014-2019 Philander Smith College Strategic Plan. (Exhibit 4:7: PSC Course Syllabi)

3. B.3. Every degree program offered by Philander Smith College engages students in collecting, analyzing, and communicating information; in mastering modes of inquiry or creative work; and in developing skills adaptable to changing environments.

The degree programs offered by Philander Smith College engage students in collecting, analyzing, and communicating information; in mastering modes of inquiry or creative work; and in developing skills adaptive to changing environments.

Philander Smith College is accredited by the Higher Learning Commission of the North Central Association and Schools (NCA) to award the bachelor‘s degree. Students learn firsthand how experts think about and solve problems by interacting with faculty members inside and outside of instructional settings. As a result, faculty members become role models, mentors, and guides for lifelong learning. In 2012, the NSSE Pilot (National Survey of Student Engagement) for Philander Smith College, first year students reached conclusions based on their own analysis of numerical information and used numerical information to examine real-world problems or issues at higher rates than other pilot institutions. 69% of seniors at Philander Smith reported engaging in analysis of data compared with 51% of other pilot institutions. 52% of seniors used 159 the numerical data to examine real-world problems or issues, compared to 42% in other institutions.

Examination of the NSSE 2013 Report indicates that first year students and seniors again reported higher rates of student-faculty interaction, higher rates of working with faculty on activities other than coursework, higher rates of discussion of topics, ideas, or concepts with a faculty member outside of class than were reported across institutions in Arkansas. (Exhibit 4.10: National Survey of Student Engagement (NSSE) Indicators Report 2013). In the Division of Natural and Physical Science, STEM students frequently work closely with faculty on summer research endeavors.

The College is committed to developing skills that are adaptable to the changing environments students will encounter after graduation. In the 2013 NSSE report, 68% of seniors talked about career plans with faculty members. Job skills seminars are held on campus to help students compete in a global society and experience success when entering the job market. Students at Philander Smith College participate in internships in a variety of venues each year to prepare them for the work world after graduation. (Ex: Brotha‘s and Sista‘s, Inc., University of Arkansas Walton College of Business, The Commission on Domestic Violence, Dorcas House, Youth Home, and News Channel 11, just to name a few). (Exhibit 4.10: National Survey of Student Engagement (NSSE) Indicators Report2013)

Philander Smith is a Truman Scholars Institution, connecting our students with leadership development, networking, internship opportunities, and financial support for graduate school for students who want to work in some field of public service. Students also take part in service learning projects in local schools and community programs such as Arkansas Advocates for Children and Families.

Philander Smith College offers numerous opportunities for student engagement in practices and experiences that encourage developing skills in changing environments. These opportunities include: capstone courses, culminating senior experiences, experiential learning, diversity learning, first-year experience, second-year experience, hand-on experience, laboratory projects, internships, learning communities, research with faculty, service learning, professional development seminars, community-based learning, study abroad, critical writing courses, and collaborative projects. (See Criterion four)

Select Capstone, Research and Service-Learning Experiences

The Division of Natural and Physical Sciences faculty using principles developed by the National Science Foundation, faculty have created projects that allow students to investigate issues of importance to the local and regional community. These activities have increased student interest and learning in the discipline while providing a context for the information learned.

Choir enrolled students spend significant portions of their time rehearsing and performing in group ensembles. Students are also engaged in creative activities through private instruction and 160 recitals. Students enrolled in the Drama class collaborate in theatre productions before the College community in the M.L. Harris auditorium.

In social work practice classes, students learn to critique, select and implement multi- dimensional assessment, diagnostic interventions and practice evaluation strategies as appropriate to specific client populations and problems.

Through science research courses, students in the Division of Natural and Physical Sciences have the opportunity to perform individualized research with faculty mentors. The B.S. degree in Chemistry requires an independent research, while others in the College encourage it within the upper-division electives. Students learn how to present and publish their research to different groups, thereby learning proper scientific communication techniques. Students in these activities have the opportunity to travel and meet other researchers, either by attending conferences to present their work or by doing research in the field. During the academic year 2013-2014, several students took advantage of these opportunities.

Learning experiences are not limited to the classroom. Faculty and students within the Division of Natural and Physical Sciences work on projects that affect the local area. Many of these types of projects have received external funding, sometimes providing students with financial support to continue their studies. One example of a current project is the Arkansas Louis Stokes Advancing Minority Participation (Ark-LSAMP) grant. This type of active learning supports the professional development of faculty and the infrastructure to continue these opportunities for students.

Within the Division of Education, students learn to use standards developed by the Council for Accreditation of Educator Preparation (CAEP) and implemented through Directed Teaching experiences to help students build a guiding philosophy and personal code of ethics, apply theory to practice, and transfer learning theory to exploration, reflection, and application.

3. B.4. The education offered by Philander Smith College recognizes the human and cultural diversity of the world in which students live and work.

Philander Smith College has courses that specifically address the human and cultural diversity of the world in which students live and work. For example, education majors explore the teacher‘s role in supporting and embracing the range of diversity found in early childhood and middle level classrooms, and how to work successfully with diverse learners. (ECED 483, MCEA 333, SPED 213, SPED 423). Political Science majors investigate country, state, and local issues as well as global topics. (POSC 203, POSC 223, POSC 483) Psychology majors study interactions between diverse individuals and society in a cultural context. (PSYC 223, PSYC 233).

An infusion of human and cultural diversity can be found across coursework at Philander Smith as well as within the College‘s driving mission and purpose of empowering young people to take up causes of the marginalized, the exploited, the disenfranchised and the disempowered. Philander Smith College‘s Office of Social Justice, as well as other departments on campus, 161 provides its students exposure to speakers and experiential learning opportunities to deepen their understanding and appreciation for human and cultural diversity of the world.

Select academic minors and courses provide an intensive focus on diversity including:  The Black Family Studies Program a minor is a field of study which reflects the many contributions of Black community elders within African-American communities in laying the foundation of an essential infrastructure for liberation, survival, and empowerment of the Black Family.(see College Catalog)  The Department of Philosophy and Religion offers courses to help students develop skills abilities and abilities to understand and appreciate the diversity of thought and action through exposure to ideas and worldviews.  Spanish courses help students develop skills essential to grammar, simple conversation, and aural-oral comprehension as it relates to Spanish prose.  The International Business course (BADM 363) offers students the opportunity to study the economic development and international business in modern times, with an examination of current U.S. trade relations with other nations.  The Ethics and Society course (PHRE 203) is a general education course that addresses the analysis and evaluation of selected controversies in law, politics, and medicine, ethics and virtues in Christianity, Kantian ethics, utilitarian ethics, pluralistic ethical theory, and the ethics of caring. (College Catalog)

Study Abroad

Philander Smith College offers study abroad experiences to individual students participating in an international study abroad program. At the time of this report, the college is in the process of expanding its study abroad opportunities and services through the development of more robust experiences for students characterized by deep cultural immersion and community engagement. (See Study Abroad Program)

Campus Internationalism and Multicultural Programming

International students attend Philander Smith College from approximately 16 countries in Africa, Asia, Bahamas, and China. The College supports the success of these students by striving to sustain an inclusive campus environment that values and respects all members of the College community. The International Student Organization, as well as Dr. Martin Luther King, Jr. Celebration, Black History Month Celebration, and educational workshops are offered to enhance the cultural interactions among students, faculty, staff and the community.

3. B.5. The faculty and students contribute to scholarship, creative work, and the discovery of knowledge to the extent appropriate to their programs and Philander Smith College’s mission.

Evidence of a focus on scholarship, creative work, and the discovery of knowledge can be seen at Philander Smith College across the campus from the Office of Social Justice Initiative to academic departments to programs specifically set up to support and guide undergraduate research and scholarship. As the premiere HBCU in Arkansas, the Office of Social Justice 162

Initiative (SJI) believes that we should be at the forefront for addressing and researching social justice issues specific to the African American community. Therefore, the SJI at PSC is committed to conducting major research projects on social justice problems by collaborating with non-profit and foundations that focus on the African American community. Additionally, SJI creates research opportunities for student and faculty members involving other social justice related issues. Therefore, the following core objectives highlight social justice related issues, as well as Research.

Social Justice Initiative Core Objectives: Academics To provide academic opportunities for faculty and students to deepen their knowledge about social justice. Think Tank To serve as an intellectual think tank by hosting campus, local, and national conferences on salient social justice problems facing society. Research To conduct and provide research opportunities for faculty and students on social justice issues in the African American community. Advocacy To serve as an advocate by championing social justice issues by collaborating with individuals and organizations.

The Office of the Social Justice Initiative is responsible for overseeing the First Year Seminar class for all first year and transfer students who enroll at Philander Smith College. First Year Seminar is a two-semester requirement for all incoming first year and transfer students. The purpose of this course is to acquaint students with college life, assist students on discovering who they are, their purpose, and greater role with their historical moment.

Another avenue at PSC for scholarship and the discovery of knowledge is the S.T.E.M Program, housed in the Division of Natural and Physical Sciences. The Advisory Council for the S.T.E.M. Program at Philander Smith College strives to strengthen communications about and awareness of S.T.E.M. projects across the campus of PSC and into feeder high schools. In Oct. 2012, Philander Smith College's Division of Natural and Physical Sciences received a $1.75 million grant from the National Science Foundation's Historically Black Colleges and Universities – Undergraduate Program. The program aims to increase the number of minorities graduating from a Historically Black Colleges and Universities with degrees centered on careers in Science, Technology, Engineering, and Mathematics (STEM).

Philander Smith College received the first phase of this project's funding in 2006 with an allocated amount of $3 million. That funding phase expired in February 2013. The second phase of the project's $1.75 million grant extends from Oct. 1, 2012 to Sept. 30, 2017. As a result of this grant, articulation agreements were established to increase learning opportunities for Philander Smith students. They are: 163

 3/2 Engineering Program - The 3/2 Engineering Program is an articulation agreement with the University of Arkansas, Fayetteville (UARK), and Philander Smith College (PSC). This agreement allows students to receive two degrees in five years. From PSC, the student must choose a science degree (biology, chemistry, computer science, or mathematics). From UARK, the student chooses an engineering degree (biological engineering, chemical engineering, civil engineering, computer engineering, electrical engineering, industrial engineering, or mechanical engineering).  4+1 COPH Program - The 4+1 Program is an articulation agreement with the University of Arkansas for Medical Sciences Faye W. Boozman College of Public Health (COPH). The BS/MPH program between Philander Smith College and COPH allows selected students to apply to the COPH; and if admitted, students can start their MPH program as early as their junior year.

Additionally, the Historically Black College and Universities - Undergraduate Program (HBCU-UP) , supported through the National Science Foundation (NSF), provides opportunities to high school students, entering Freshman Students, and students in the STEM.

Philander Smith College is also a member of the Arkansas Louis Stokes Alliance for Minority Participation (ARK-LSAMP). ARK-LSAMP is a collaborative alliance of eight (8) Arkansas institutions sponsored by the National Science Foundation and includes the following institutions: University of Arkansas at Pine Bluff, Arkansas State University, Philander Smith College, Pulaski Technical College, Southeast Arkansas College, University of Arkansas – Fayetteville, University of Arkansas at Little Rock, and University of Arkansas at Monticello. The goal of ARK-LSAMP is to increase the pool of baccalaureate, masters, and doctoral degree graduates at ARK-LSAMP colleges and universities and in STEM disciplines in Arkansas' workforce.

PSC is a participant in Arkansas ASSET Initiative II, a multi-institutional, interdisciplinary, state-wide program funded by the National Science Foundation's Experimental Program to Stimulate Competitive Research (EPSCOR) Program. The current project, ASSET II, is designed to strengthen Arkansas research areas with potential for national significance and with major economic development potential. ASSET II research centers include:

1. Center for Plant -Powered Production (P3) 2. Center for Generating Renewable Energy with Efficient Nanoplasmonic (GREEN) Solar Cells 3. Vertically-Integrated Center for Transformative Energy Research (VICTER)

These centers are making advances in: plant-based production, solar cell technology, and new power electronics. The GREEN Center harnesses statewide expertise (University of Arkansas, University Arkansas Little Rock, Arkansas State University, University of Arkansas Pine Bluff, and Philander Smith College) and the infrastructure for conducting cutting-edge research on solar cell materials that can be easily packaged: flexible, thin film, nanowire and organic solar cells, increasing the efficiency of all types of solar cells using plasmonic nanostructures for concentrating light and most importantly the vertical integration of all the basic research on solar energy into the power grid. An integral component of the program is entrepreneurial training, 164 support for commercialization of new technologies, and an educational outreach program that targets the STEM pipeline needed to support the advanced technologies workforce.

More specifically, Philander Smith College is home to 1 of the 3 (UAFS and UAPB) Alternative/Renewable Energy Learning Labs in Arkansas. This lab focuses on offering inquiry- based research lab skills experience in Central Arkansas. PSC also has access to the GREEN Mobile Lab, which is a fully functional, hands-on solar energy laboratory for exposing students to the excitement of solar energy.

Philander Smith College has an Undergraduate Research Program which is designed to increase student awareness of the significant experiences in research and to ensure PSC's student participation in undergraduate research. PSC also supports an international study and study abroad program whose mission is to increase student awareness of and participation in global and cultural studies outside of the classroom and beyond the campus. For additional information, please visit the Undergraduate Research webpage and the Study Abroad webpage.

In 2011, Philander Smith was recognized as a Truman Scholars Institution and is able to submit student applications for the prestigious scholars program that provides leadership development, networking, internship opportunities, and up to $20,000 of funding for graduate school. The Truman Scholarship Program is geared towards providing financial and educational opportunities for students who want to work in some field of public service, whether as a lawyer, teacher, or doctor. The following announcement is an example of undergraduate research participation by PSC students:

―Big Congratulations to Ms. Jordan Miller, Ms. Nikisha West and Mr. Fontaine Taylor for their Best Poster Award and $100 check in the undergraduate research poster competition during the 98th Arkansas Academy of Science (AAS) Meeting held at Harding University, Searcy, AR during April 4-5, 2014! Their research title is in the table below:

Two PSC STEM posters were presented in this 98thAnnual Arkansas Academy of Science Conference for their research poster competition in the field of Physical Science & Engineering:

Student Name Research Project Title Mentor Jordan Miller, Nikisha Neutralization and pH Effect of Milk Dr. Frank West and Fontaine on Aspirin Solutions Hahn Taylor (Chemistry) Jalen Mayfield and A Framework for Modeling Usability of Dr. Samar Jasmine DeHart Text-based CAPTCHA Swaid (Computer Science)

2014 Meeting Highlights of the 98th Annual Arkansas Academy of Science: 165

 128 research teams from 23 Colleges and Universities from Arkansas, Oklahoma, Mississippi and Tennessee, and 2 Research Institutes including NCTR-Jefferson, AR  72 oral and 56 poster presentations of Life Sciences and Physical Sciences/Engineering  In the past, our two PSC Chemistry Majors (Ms. Fanchon Laster and Mr. Terry Anderson received 2ndplace poster award with $50 for their research project (Mentor: Dr. Frank Hahn) titled ―Rapid Quantitative Method for Salicin from a Willow Tree by Utilizing an Attenuated Total Reflectance (ATR) Fourier Transform Infrared (FT-IR) Spectrometer” presented during the 95th Annual Arkansas Academy of Science meeting held at the University of Arkansas, Monticello, AR on April 8-9, 2011. (Published in the peer reviewed Journal of Undergraduate Chemical Research in 2013)

3. C. Philander Smith College has the faculty and staff needed for effective, high-quality programs and student services.

In the fall 2013, Philander Smith College had 44 full-time teaching faculty, 83 part-time faculty and sufficient full-time staff, all who provided and supported high-quality academic and student services. The student: faculty ratio was 10 to 1, and has remained relatively stable during the last few years. The ratio history indicates that the student: faculty ratio has been between 12.1 to 10.1 during 2007 – 2013.

Over the years, Philander Smith‘s administration has, like most other colleges and universities, experienced tremendous growth from the times when faculty handled administrative matters in addition to their teaching duties. These changes came about as higher education institutions grew more complex and student expectations changed, prompting the need for additional staff to provide student services, manage business affairs, recruit new students and raise money to support the College. (Report of the President to the Board of Trustees, Philander Smith College, April 16, 2010)

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 and Vice Presidents. 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. The Senior Administration consists of the following persons, as indicated in Table 4.13 below:

Table 4.13: ADMINISTRATIVE OFFICERS-PRESIDENT‘S CABINET 2014 POSITION TITLE NAME START YEAR IN CURRENT POSITION Chief Executive PSC President Dr. Lloyd E Hervey 2014 Officer (Interim) Chief Academic Vice President for Dr. Hazel Arnett 2013 Officer Academic Affairs Ervin 166

Chief Financial Vice President for Mr. Terry Wallace 2008 Officer Fiscal Affairs Institutional Assoc. V. P. Dr. Annie Winkler 2013 Effectiveness Institutional Williams Effectiveness and Planning Student Affairs Vice President for Mr. Kevin Hamilton 2013 Student Affairs Institutional Director Institutional Dr. C.J. Duvall 2014 Advancement Advancement Social Justice Director, Social Dr. Joseph Jones 2011 Initiative Justice Initiative Human Resources Director, Human Mr. Chris Newton 2010 Resources Enrollment Vice President for Mr. Damien Williams 2012 Management Enrollment

Management Public Relations and Director of Public Mr. Michael 2014 Marketing Relations and Hutchinson Marketing

THE 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 167

During the academic year 2013-2014, full-time faculty members were asked to teach 15 credit hours during fall and spring semester due to low student enrollment (556). This academic load is expected to continue for the 2014-2015 academic year, without a substantial increase in student enrollment.

LIBRARY STAFF

The Head Librarian, Mrs. Teresa Ojezua, has faculty status. 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.

3. C.1. Philander Smith College has sufficient numbers and continuity of faculty members to carry out both the classroom and the non-classroom roles of faculty, including oversight of the curriculum and expectations for student performance; establishment of academic credentials for instructional staff; involvement in assessment of student learning.

Based on 2013 data reported by the Office of Institutional Effectiveness and Planning, (Research and Assessment), Philander Smith College has 44 full-time faculty members (12 semester hours or more) of which 20 (40%) hold terminal degrees. Thirty percent of the faculty members are tenured with an additional 30 (60%) tenure track. These faculty members conduct teaching and research or participate in other scholarly activity in the disciplinary areas in which they teach. (Preparation for Accreditation, Editing). Faculty rank is distributed as 21% Professor, 25% Associate Professor, 32% Assistant Professor and 22% instructor. On average, the College employs 50 part-time adjuncts during the academic year. Full-time faculty distribution by age is 33% 57 plus. 45% 41-56 and 22% are 40 or less. (Mrs. Kayla Sapkota, Director of Research and Assessment)

Philander Smith College has a dedicated faculty that carry out both classroom and non- classroom roles effectively. Philander Smith College‘s faculty is the optimal size and has a high degree of continuity with some faculty members with years of service well beyond that of 20, 30, and 40 years. Faculty members are credentialed to teach in their disciplines and are actively 168 involved in the assessment of student learning. For additional information, please visit. (Also see Exhibit 4.5: Faculty Portfolios, Campus Resource Room, AC 232)

The student-faculty ratio was 10.0 in 2013 compared to 11.0 in 2012. Faculty list course- level student learning outcomes on syllabi and faculty participate in the assessment of student learning. Faculty involvement in the assessment of student learning and faculty development opportunities in the assessment of student learning are addressed in 4.B.4 of this Self Study.

One of the primary responsibilities of the Office of Academic Affairs is to assure that the College has sufficient numbers and continuity to carry out the class and non-classroom roles of faculty. The VPAA acts in consultation with Division Chairs, and make recommendations to the President for full-time and adjunct faculty.

3. C.2. All instructors are appropriately qualified, including those in dual credit, contractual, and consortia programs.

Faculty members at Philander Smith College are appropriately qualified with either Master‘s degrees or Doctoral degrees in their academic discipline. Current vitas of each faculty member are housed in the Office of the Vice President of Academic Affairs Office and Human Resources Office, For additional information, please visit (Academics) (Human Resources)

When advertising for new faculty, the minimum credentials required for the level of instruction in the Faculty Handbook are clearly stated and adhered to in the hiring process. Faculty members must provide copies of official transcripts from each institution attended. Full- time faculty transcripts are maintained in the faculty member‘s file in the Office of Academic Affairs and in the Office of Human Resources. (Human Resources)

Adjunct faculty documents are maintained within the respective Academic Division, Academic Affairs, and Human Resources. (Human Resources)

Faculty Credentials

It is the responsibility of each academic department/division chair to verify the qualifications of individuals who teach. In addition, faculty credentials are housed in Academic Affairs. The Office of Human Resources works with Academic Affairs pertaining to obtaining faculty credentials during the hiring process. The Office of Institutional Effectiveness and Planning has asked the faculty to provide copies of their professional portfolios to be housed in the Campus Resource Room, AC 232. Faculty portfolios may be reviewed by the HLC team.

3. C.3. Instructors are evaluated regularly in accordance with established institutional policies and procedures.

Philander Smith College uses faculty evaluation to improve the performance and increase instructional effectiveness of faculty. These evaluations allow for faculty sensitivity to 169 innovation and improvement of teaching. The process for faculty evaluations is described in the Faculty Handbook.

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 faculty on several variables concerning the faculty‘s effectiveness as teachers. 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.(Exhibit 4.6: Faculty Evaluations, Campus Resource Room, AC 232)

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 evaluations of one another, as well as self- evaluations. All three are used by faculty to enhance their performance.

Full-time (tenure-track) 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. (Exhibit 4.5: Faculty Portfolios, in Campus Resource Room, AC232). Course Evaluations are made by students at the end of each semester. The evaluation is conducted online in the absence of the teachers and electronically may be viewed by the Office of Academic Affairs, Division Chairs, and respective faculty. The faculty members are also evaluated by their peers, the Department Chair, the Division Chair, and themselves (the self- evaluation). All of these evaluations are analyzed by the Director of Research and Assessment and the results are submitted to the Vice-President of Academic Affairs. These evaluations play a role in the faculty members‘ application for promotion and/or tenure. The following information in Graph 4.1 pertains to the Fall 2011-Spring 2014 Course Evaluations Average Ratings. The information is based on student respondents using a scale of 1 to 5 with 5 being the highest rating. The average rating was 3.5.

Graph 4.1: Course Evaluations 2011-2014

170

Peer Evaluation of Faculty

The Peer Evaluation of faculty has become a routine part of the faculty evaluation process. The faculty evaluation forms, adopted from the recommendations of the Evaluation, Promotion, and Tenure committee in the spring 1999, have been used until new forms were adopted fall 2013. Peer evaluation is handled within divisions and overseen by the Office of Academic Affairs, which receives copies of all Peer Evaluations submitted each semester. Copies of the peer evaluations are kept in the Campus Resource Room, AC 232.

Faculty Self-Evaluations

The Faculty Self-Evaluations take place each semester under the supervision of the Division Chairs.

Division Chair’s Evaluation

The Division Chair‘s Evaluation of Faculty involves each faculty member in his or her area under the supervision of divisional chairs. The divisional chair‘s report is then forwarded to the Vice-President for Academic Affairs, who makes use of it in his annual review of faculty.

171

Vice-President for Academic Affair’s Evaluation of Faculty

The Vice-President for Academic Affair‘s Evaluation of Faculty is a well-established method of faculty evaluation at PSC through spring 2014. ―Moving forward‖, the Office maintains the authority to make changes through appropriate channels.

Faculty evaluations have become an integral component for the procedure for evaluating faculty for promotion and tenure. As faculty members become eligible to apply for promotion and tenure, they include their evaluations in their portfolios. The Faculty Senate, representing the faculty, approved the process of faculty evaluation.

The Vice-President for Academic Affairs reports and recommends retention, non-retention, promotion, and tenure to the President of the College on matters pertaining to faculty evaluation.

The periodic review process of the Faculty is supervised by the Faculty Senate, through the Academic Policies and Tenure Committee. Although tenure-track faculty are reviewed annually and either recommended for retention or non-retention, there are also key evaluation stages in the development of faculty for promotion and tenure. Guidelines for faculty evaluation as well as requirements for retention, promotion, and tenure, are published in the Philander Smith College Faculty Handbook and in the Procedures of the Academic Policies and Tenure Committee of the Faculty Senate.

Feedback loops and faculty evaluation assist the College in the development of effective strategies for the continuous improvement of curricula, student learning, and effective teaching. Additional information regarding student learning and effective teaching is discussed in greater detail in Criterion Three.

3.C.4. Philander Smith College has processes and resources for assuring that instructors are current in their disciplines and adept in their teaching roles; it supports their professional development.

Philander Smith College has processes and resources for assisting instructors in being current in their disciplines and adept in their teaching roles; it supports their professional development. Professional development opportunities for the faculty are essential in the ability of the College to meet the changing needs of the Philander Smith College student population. In addition to remaining current in their academic areas, faculty members must also have the opportunity to develop auxiliary areas of competence as modem technology changes the emphasis in traditional fields. Major educational, societal, and international challenges have made it imperative that faculty members become more involved in professional development opportunities in order to meet the needs of the students served. These challenges include the following:

 A more diverse student population  Globalization of education  Advances in interdisciplinary education  Competence-based evaluations  Learning-challenged students 172

 Distance learning capability  Outcome-based evaluation  Divergent Learners  Technological competency To address these challenges, the faculty members are provided opportunities to attend regional and national seminars, workshops, and conferences of learned societies in their specific disciplines. Consultants and workshops are brought to the campus to provide additional information to the faculty. Consequently, the College also supports faculty members taking sabbaticals, attending professional conference, participating in workshops, and other sources for professional development. The College offers semester and year-long sabbaticals to eligible faculty members. Faculty development funds are provided for faculty members to participate in activities to keep them current in their academic disciplines; to network with scholars from learned societies associated with their chosen discipline for enrichment to enhance their teaching presentations to students at the College; to learn new pedagogical methods in their discipline and assist them in creating more engaging teaching methodologies and strategies for students at the College; to learn more creative modes of integrating course information; and to develop student assessment methods of content, skills, and dispositions within their discipline. Since the HLC comprehensive visit in 2007, faculty members applied for opportunities to participate in professional development through the Director of Faculty Development who reviewed the applications and presented them to the Faculty Development Committee for its approval. Dr. James Rush served as Director of Faculty Development in past years. Additionally, the Director of Professional Development informed the faculty of opportunities to participate in workshops, conferences, and other sources to enhance their effectiveness in working with students. The College has provided professional development workshops and seminars, especially in the area of technology, which have improved teacher effectiveness and technological communication with their students. To promote the use of technology, equipment has been provided with instructions of its use. (Exhibit 4:11: Faculty Development, Campus Resource Room, AC 232) Philander Smith College Faculty Development Initiatives focus on Faculty Enrichment and Computer Literacy including multi-media classroom presentation technologies to assist in the Teaching/ Learning Environment.

Philander Smith College supports professional development opportunities for staff, faculty, and administrators in the following ways:

 Faculty/Staff Institutes (Fall and Spring Terms)  Workshops conducted through the Computer Information Services Office  Tuition and Fees Waivers for Staff and Faculty/Families  Staff and faculty members may enroll in scheduled classes for credit or for audit with payment of tuition and fees waived up to six semester hours a semester.  Attendance and presentations at meetings of professional organizations  The College‘s Faculty Development Program 173

 The Establishment of a Faculty Development Office on the second floor of the Reynolds Library and Technology Center with computers and development resources  The establishment of a Faculty Development Committee of dedicated individuals who demonstrate a commitment to academic excellence in the classroom and who expressed an interest in being a part of the process to assist faculty to excel. (Faculty Development  Faculty Outstanding Academic and Service Awards (PSC Faculty Development)  Title III Development Funds

Beginning in fall 2013, the Office of Academic Affairs became the primary source for faculty to make applications for paid faculty development opportunities. Statements regarding faculty development expenditures may be obtained from the College‘s Office of Fiscal Affairs.

Faulty Satisfaction Survey

The Office of Institutional Effectiveness and Planning surveyed the Faculty Senate during the April 2014 Faculty Senate Meeting to determine their level of satisfaction regarding the mission and jobs at the College. Pertaining to the item ―Clarity of PSC‘s mission, 88.3 percent (17 respondents) indicated that they were satisfied (41.2%) or very satisfied (47.1%) with the Mission of the College. Pertaining to ―overall satisfaction with your job‖, 75.0% of the 17 respondents indicated that they were satisfied with their job, and not any faculty member marked ―very satisfied‖ with your job. This information may be included with future strategic planning by the College Administration. Additional information is shown below in Table 4.14:

Table 4.14: Faculty Satisfaction Survey

174

3. C.5. Instructors are accessible for student inquiry.

All full-time faculty members are required to hold a minimum of 10 office hours per week. Beyond those hours they also must be available by appointment for students needs outside of their set office hours. Faculty members also regularly communicate with students outside of class and via email.

3. C.6. Staff members providing student support services, such as tutoring, financial aid advising, academic advising, and co-curricular activities, are appropriately qualified, trained, and supported in their professional development

With respect to non-faculty staffing, each department or unit defines the necessary credentials for each position in collaboration with the Philander Smith College Office of Human Resources. Position specifications that identify the required and preferred qualifications for employment are available online. The Office of Human Resources is directly involved throughout the search process; it evaluates candidates' credentials for classified and non- classified positions to ensure that minimum qualifications have been met.

Philander Smith College staff providing student support services are appropriately qualified and provided with opportunities to pursue professional development, as documented in the Office of Human Resources. Many of the support units hold institutional memberships with professional organizations in their respective fields. For example, Philander Smith College has an institutional membership in the National Collegiate Honors Council (NCHC) and the Southern Regional Honors Council (SRHC); directors attend these conferences annually. Every counselor who serves students at Philander Smith College is a member of the Arkansas Mental Health Counseling Association and the center's director is a past president of several statewide organizations and the Arkansas licensing board.

Throughout the Division of Student Affairs, most professional staff members possess a minimum of a master's degree, often in college student personnel services, with many possessing a doctorate or nearing completion of this advanced degree. Of the 66 professional staff serving Student Affairs, 48 members have earned a masters-level degree or higher. Many of these graduate degrees are in the fields of higher education, college student personnel, or counseling, suggesting a match between educational background and student needs. (Human Resources).

In addition, the majority of staff members have significant professional work experience in the field of higher education. Staff development for the professional staff ranges from in-house training to attendance at local, state, regional and national conferences/workshops. Several staff member serve in leadership roles in professional organizations such as the American Association of Collegiate Registrars and Admissions Officers (AACRO), the American College and Personnel Association (ACPA) and the National Association for Student Personnel Administrators, Academic advisers in the 175

Academic Success Center, and Center for Student Services hold a minimum of a master's degree.

Philander Smith College academic advisers and several faculty advisers participate in the Arkansas Academic Advising Network (Ark AAN), an association of professional advisers, counselors, faculty and administrators working to enhance the educational development of students and the advising profession. Ark AAN provides professional development activities at its annual conference held at one of the member institutions in the state. Advisers also attend regional and national meetings of the National Academic Advising Association (NACADA) for professional development.

Professionals in the Health Services Center hold degrees appropriate for the level of their fields. However, the majority of academic advising at Philander Smith College is provided by faculty, many of whom participate in professional development training provided by their professional organizations.

It would be remiss for an institution of higher education not to provide incentives for its employees to pursue additional educational experiences to assist them in their professional life and personal growth. Philander Smith College provides tuition discounts to its employees and their families. Other benefits may be found at (Human Resources).

3.D. Philander Smith College provides support for student learning and effective teaching.

In fall 2013, the Student Profile for Philander Smith College students was as indicated below. With the profile of our student population, the College was able to support student learning and effective teaching. The support for student life begins in 3.D.1.

Student Profile 2013 Average HS GPA 3.08 Average ACT English: 18.2 out of 36 Average ACAT Math: 18.6 out of 36

3. D.1. Philander Smith College provides student support services suited to the needs of its student populations.

Student Satisfaction Survey

The Office of Institutional Effectiveness and Planning conducted a random PSC Student Satisfaction Survey during spring 2014. Among the items surveyed, 77.8 percent of the random sampled students (48) rated ―Clarity of the PSC Mission‖ as satisfied or very satisfied. In addition, 62.2 percent of the sample rated the ―Quality of the teaching faculty‖ as satisfied or very satisfied. This information, as shown in Table 4.15 below, may be included with future strategic planning by the College Administration.

176

Table 4.15: Student Satisfaction Survey

Academic Success Center Developmental Studies Program

The College utilizes ACT, SAT and the Compass Test for freshmen placement in appropriate courses. Approximately fifty percent (55% fall 2013) of students who enroll at Philander Smith College are enrolled into at least one developmental English, reading, or math course. These students are at particular risk of failing and dropping out before advancing to college level work. The College has identified these students as a prime target for focused support in the Academic Success Center. Students enrolled in developmental English, reading, and math receive proactive advising, skills development, tutoring, and technology support through the Center.

The Center receives Title III funding and is on schedule for activity objectives including: to annually review the effectiveness of the Developmental Studies curriculum, and promote changes to increase student progression by 2% per year using 2010 as the baseline (59% of students progressed in 2010). Developmental Studies courses do not count toward graduation requirements. Additional information regarding the Academic Success Center will be found in Criterion four.

Student Life

Philander Smith College seeks to develop the student as a whole. The Vice President for Student Affairs serves in the position formerly called the Dean of Students. Mr. Kevin Hamilton provides qualitative judgments regarding faculty influence, climate, student personnel services, health services, recreational programs, and support facilities such as dormitories, dining room, gymnasium, etc. However, the Bookstore is under the supervision of the Vice President for Fiscal Affairs, Mr. Terry Wallace. 177

The Office 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.

The Division of Student Affairs 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 the its first three-year strategic plan.

The Mission and Vision Statements are as follows, along with the objectives of the Division

STUDENT AFFAIRS 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.

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.

178

The Division of Student Affairs is comprised of nine major units: Office of Vice President for Student Affairs, Athletics, Campus Security, Health Services, Integrated Campus Center (ICC), Religious Life, Residential Life and Judicial Affairs, Student Involvement/Leadership and Greek Affairs, TRiO/Student Support Services and Upward Bound. The Division also works cooperatively with Food Services.

New Student Orientation is designed to provide entering students with skills and information that will facilitate their adjustment to the PSC community. This is a four day program, providing conventional orientation to the campus and overall college experience. During the first week of school, the Orientation usually includes the following activities: check-in, a welcome center; the PSC 411, (a special orientation program for the parents of new students), a New Beginnings Ceremony, the administration of various educational tests; academic advising; an introduction to the faculty, staff, and student leaders; greetings from various College officials; information about the history, tradition, and aims of the College; a session on plagiarism; directions on completing registration; and participation in various social-cultural activities, etc. New Student Orientation Leaders (upperclassmen) are chosen to assist in the orientation process.

RESIDENTIAL LIFE

The College currently offers two residence halls, the Residential Life Center and the Barracks Honors Hall, for on-campus students. The Residential Life Center houses freshmen and upperclassmen, and the Barracks houses Honors and International Students. All freshmen students are required to live on campus and inside the Residential Life Center. The only exception is for local freshmen students who reside within a daily commuting range or have been granted special permission to live off-campus.

In spring 2010, the College broke ground to build a new residential facility. The Residential Suites Building A, which began at that time, is the first of four buildings to be erected in the next three to four years, given the continued growth of the College. Building A is scheduled to open fall 2010 and has been reserved for juniors and seniors with a minimum GPA of 2.5. These buildings are being designed as apartment suites with five individual bedrooms. It is the hope of the College to provide more autonomous living options, as it seeks to assist students in their personal growth and development as young adults. The village concept or design of the new buildings will afford a better arrangement for living-learning communities, which the College will be piloted in fall 2010. Each building will house sixty (60) students, for a total of 240 new bed spaces when the Village Project is complete.

The College houses students on the basis of room reservations as they are received. In the event of a lack of space in the Residence Centers, upper-class students, and/or students who reside in the city will be placed on a waiting list for housing accommodations. Upper-class students whose homes are not located within a daily commuting distance may secure housing off-campus. Off-campus housing is the responsibility of the student, their parents and/or guardians and the residence owner. The Student Affairs staff will assist all students who request such assistance in finding off-campus housing.

179

ROOM RESERVATIONS

New students who desire campus residence should apply for a Residence Center room reservation by June 1st for the fall semester and December 1st for the spring semester. A non- refundable fee of $235.00 for new students and $200 for returning students must be sent to the College to ensure a room reservation and key assignment. The room fee is refundable only when space is not available.

DURATION OF OCCUPANCY

Students who are assigned rooms in the residence halls will be charged for the entire academic year. Students are required to sign a housing contract agreement before they can receive a key. All on-campus residents age 18 and above must sign a housing contract agreement. Parents must sign contract agreements for residents under the age of 18.

Upward Bound (UB) - In 1966, the Upward Bound Program at Philander Smith College began as a result of President Lyndon B. Johnson‘s War on Poverty. The Upward Bound Program has been active on the campus of Philander Smith College for forty-four (44) years. Students are involved in a college preparatory program that provides tutoring and instruction in English, Algebra through Pre-Calculus, Science, Social Studies, Foreign Language, and Study Skills. Students participate in academic/social/personal/career counseling as well as cultural/educational activities. The Upward Bound Classic Program at Philander Smith College (Academic Year Component and Academic Summer Component) has received continued funding.

In 1990, the Upward Bound Math and Science Center (UBMS) was added through statutory authority. Intensive instruction that leads to careers and/or college majors in Math and Science was the main focus. The Upward Bound Math/Science Center at Philander Smith College (Academic Year Component and Academic Summer Component) began September 2003 and was awarded a five-year grant cycle.

Upward Bound (UB/UBMS) has been a highly successful, college-based program of rigorous academic instruction, tutoring, and counseling for high school students. The majority of the students are the first generation of their families to consider post-secondary education. The Upward Bound Program and the Upward Bound Math/Science Center were designed to reach those high school students who have potential for successfully completing post-secondary education. However, due to inadequate preparation or lack of motivation, they are prevented from seeking higher education or from meeting the required criteria for admission to a college or technical institute.

FOOD SERVICE

Fresh Ideas, the campus food service provider, ensures that students are offered a well- balanced diet. The menu offers a wide selection of choices during each meal. Special dietary accommodations will be made for students who provide proper medical documentation. Food is 180 served cafeteria-style in the dining room located in the Student Center. All residential students must have a meal plan. Commuter students may purchase limited meal plans that will provide a convenient and less expensive alternative to local restaurants.

ACTIVITIES, ORGANIZATIONS, AND SOCIETIES

Philander Smith College subscribes to the idea that every experience or activity endorsed or promoted by the College must contribute to the total development of the student and thereby be a learning experience. The educational program, therefore, is not limited to the academic curriculum but includes all the experiences and activities supervised by the institution. An effort is made to provide an integrated, vital educational environment in which each student may be stimulated to grow in a manner which will reflect an increasing achievement of moral spiritual values as well as intellectual growth.

STUDENT GOVERNMENT ASSOCIATION (SGA)

The agency of student government at Philander Smith College is the Student Government Association (SGA). Officers are elected by the students. Many aspects of student life are coordinated and/or planned by this group. 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 goal is always to help make a better and greater institution through the creatively constructive contributions of students.

Chapel - The Chapels are a scheduled time to bring the College community together for a variety of programs. The first Chapel of each month is faith-based, and the others serve as informational assemblies or educational programs. All are held on Thursdays from 11:00 a.m. to12:00 p.m. Attendance is required for first year students as part of their Freshmen Colloquium course. All other students, faculty, Administration, and staff are strongly encouraged to attend as part of their commitment to the College‘s community.

Academic Organizations – Various clubs are sponsored by the Academic Divisions of the College and help to stimulate personal growth. These meetings include the Meeting of the Minds, the Spanish Club, the Biology Club, the Forensics Club, the Panther Players, the English Club, the Business Club, the Student National Education Association, the Writers‘ Club, the Psychology Club, etc.

NATIONAL 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 181

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.

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) 182

 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)

In our present and future academic community, students are given more recognition and more opportunities for significant involvement in leadership development.

3. D.2. Philander Smith College provides for learning support and preparatory instruction to address the academic needs of its students. It has a process for directing entering students to courses and programs for which the students are adequately prepared.

Academic Success Center

Academic Success Center Igniting the Flame of Academic Empowerment Our mission is to aid in empowering, educating, and challenging the students atPhilander Smith College as they progress toward graduation and beyond

Our Services & Programs o Academic Mentoring o Free Tutoring o Academic Advising o Organized Study Sessions o Computer Lab o Quiet Study Space o Early Alert System o Registration o Exit Interviews o Success Workshops

. 183

The process is ongoing pertaining to addressing the needs of entering students. Additional information for the HLC team may be obtained from the Academic Success Center, Academic Affairs, and Student Affairs. For example, the supervision of the Academic Success Center was placed under Academic Affairs effective spring 2014. Previously, the Academic Success Center reporting process was through the Enrollment Management Unit. Another change was an early New Student Orientation 2014 which began July 31 for a full-week of activities.

3. D.3. Philander Smith College provides academic advising suited to its programs and the needs of its students.

Philander Smith College provides academic advising suited to its programs and the needs of its students. Several instruments are utilized in the academic advising process:

Advising Work Sheet

An unofficial working document (map) outlining all the General Education requirements, major or core requirements, minor requirements, and course elective requirements is used as an advisement tool. This document shows if a course is complete or incomplete in those areas of study and issued by the Registrar‗s Office.

Degree Plan

Students are encouraged to contact their major advisor immediately after declaring intent to major in a particular field. However, after a student completes 59 semester hours, he or she is required to consult with a major advisor to develop a Degree Plan. Failure to consult with an advisor can delay a student‘s graduation. The major advisor, the Division Chair, and the Registrar must approve the Degree Plan. The chairperson of the department and/or his or her designee becomes the student‘s advisor after the student has selected a major. The advisor will outline the minimum course requirements for the major field. From this point, the student becomes responsible for charting his or her own course under the direction of his or her advisor.

Course substitutions or waivers in General Education requirements must be made by the Registrar in consultation with the Vice President for Academic Affairs. The major advisor, in consultation with the Division Chair, must approve substitutions or waivers made in the major program. A major may be changed at any time; however, all requirements of the new major field must be met.

During the academic year 2013-2014, the advising process has undergone some revisions to enhance the process to assist students in selecting courses, sequencing courses, and matriculation to graduation in four years, if the major program can be satisfied in four years. This process is ongoing through the Academic Divisions under the guidance of Academic Affairs.

184

POLICIES Responsibility for Meeting Graduation Requirements

Through a system of academic advising, Philander Smith College assists each student in planning academic programs, developing course schedules, anticipating graduation requirements, and making decisions affecting their academic growth and development. Students are urged to review, with their major advisor, policies and degree requirements once each registration period at a minimum. Major advisors attempt to provide such assistance in a timely and accurate manner, but meeting requirements for graduation is the responsibility of the student.

ACADEMIC ADVISING Freshmen, Undeclared Majors and Transfers

The Academic Success Center advises freshmen with less than 30 semester hours earned, in cooperation with Academic Divisions. Once a student reaches 30 semester hours, he/she is advised to declare a major and see an academic advisor in the appropriate academic department/division. Undeclared major students may seek academic advising through the Office of Academic Affairs.

Declared Majors

Departments and Divisions under the authority of the Office of Academic Affairs are responsible for the advisement of students who have more than thirty (30) hours and who have declared a major. Declared Majors, who have thirty (30) or more hours should be assigned to a major advisor by the department/division chairperson, and the student, under the guidance of his or her major advisor, should file a Declaration of Major form in the Office of the Registrar.

All students, decided or undecided, are urged to make full use of the assistance provided by their advisors. However, the student is expected to be acquainted with the College Catalogue because he or she is ultimately responsible for the decisions he or she makes.

3. D.4. Philander Smith College provides to students and instructors the infrastructure and resources necessary to support effective teaching and learning (technological infrastructure, scientific laboratories, libraries, performance spaces, clinical practice sites, museum collections, as appropriate to the institution’s offerings).

The following will document how Philander Smith College provides its students and instructors with the infrastructure and resources necessary to support effective teaching and learning. (Computer Services) 185

The Computer Information Services (CIS) Department provides internet services as described below. Administrators, staff, faculty, and students access these internet services with a username and password.

Internet Access Internet access is available at Philander Smith College residence halls, PSC offices, and many classrooms. In order to use the full range of Internet services, you need a PSC access account. Other than that, the requirements for access vary depending on your location. CIS provides software and support for Macintosh, and Windows computers. Everyone who uses the Internet access services at PSC has two choices: to connect by a backbone connection or to connect by PSC wireless. A backbone connection is a very high-speed connection to the PSC network and Internet, and may also be referred to as a network, Ethernet, Fast Ethernet, Gigabit Ethernet, or wireless. Generally, backbone connections are used on campus. If you are on campus, you are using a backbone connection. This type of connection is vastly superior to wireless: its connection rate is a constant 100mb or faster compared to 54mb or less for PSC wireless.

Antivirus Software New viruses are written and released on a daily basis. Many of the more common viruses "morph" or change frequently to make them more difficult to detect. Viruses spread rapidly and by many different ways (for example, via e-mail attachments; infected document files; Web sites that contain hostile code that can infect your computer through vulnerable browsers; and unprotected file shares). Your computer may be vulnerable to virus attacks if you are not using antivirus and spyware software and updating it regularly.

Security Updates Relying on the fact that many computer users fail to install software patches on their machines, hackers create worms to take advantage of these vulnerabilities. Most software vendors, including Microsoft and Apple, offer updates to correct security gaps that worms and other malicious programs can use to attack your computer. Running Antivirus is not enough. You can configure your computer to automatically receive updates for hassle-free security Firewall Your Internet-connected computer is probed many times daily by automated attack tools seeking ways to break into and take over your system. Severe attacks may delete important data, crash your system, spawn new attacks, or even steal personal information, such as passwords and credit card numbers. A firewall can help protect your computer by blocking potentially hostile connection attempts. Unit firewalls (firewalls that are designed to help protect multiple computers in a university department, or a home or apartment complex network) and properly configured personal firewalls (firewalls that you can install on your own computer) can each provide effective security to suit various needs. For home use, personal firewalls are often free.

Spyware Detection Similar to someone looking over your shoulder and writing down information about what you do online, Spyware (a type of software that is implanted on your computer without your knowledge) secretly transmits information about your online activity and the data stored on your computer. Spyware is often installed as a component of freeware programs, including some Peer- to-Peer applications. 186

Secure Passwords Just as your PSC Access Account has a password, you will also normally have a password for your computer itself. When you are setting up your computer, it is very important for each of these system passwords to be set by you initially, and that you make them difficult for someone else to guess. A common method by which intruders break into computer systems is through Administrator accounts that have no passwords. Similarly, malicious individuals often enter systems by "cracking" a poor user password, logging in, and exploiting your information and computer access. Therefore, selecting a good password initially and changing it periodically are important ways to avoid having your computer or account compromised.

Passwords should be a mix of letters, numbers and (where possible) special characters, and should never be a dictionary word or any word related to you - for example, your name, your pet's name, your address or phone number. Some of the instructional resources and information technology available to students and faculty are described below:

Availability of Instructional Resources and Information Technology Technology Description Resource 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 5 Lab Computers Counseling Center Residential Life 6 Lab Computers Center Student Learning 6 Lab Computers Center 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 All labs have computers and network access in each, 2 have Smart Building 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. 187

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 Kruse 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 packetshaper for internet bandwidth usage.

The following, Table 4.16, describes how technology resources will be expanded, as outlined in the 2014-2019 Philander Smith College Strategic Plan, Strategic Initiative Three—Operational Éclat.

Table 4.16: 2014-2019 Philander Smith College Strategic Plan, Strategic Initiative Three

3.3 Update and Action 1: Purchase Outcome 1: CIS expand the computer technology to improve Completed in Fall information systems. servers‘ space and 2013. bandwidth. CIS Action 2: Update software and hardware Outcome 2: utilized by faculty and Completed in Fall staff. 2013. Enrollment Management & CIS Action 3: Implement functional enhancements to Outcome 3: financial aid Completed in Fall management system 2013. (FAMS) to increase efficiency and productivity.

The D. W. Reynolds Library and Technology center is a state- of- the-arts facility for teaching and research. The library is completely wireless and houses the following component units:

 Distance Learning lab: a smart classroom with computer access at each desk that offers video conferencing capabilities and a wide variety of media systems. Faculty members use the audio visual equipment to teach and record lectures to perhaps post on the web. There are 31 computers in this lab. 188

The library is staffed by three professional librarians, who possess graduate degrees in library and information science. There is head librarian, digital service librarian/archivist a reference and instruction librarian. All librarians perform reference, information literacy instruction and collection development functions, in addition to other listed job responsibilities. One highly qualified staff provides supervisory and administrative assistance in the evenings and weekends. Three other support staff members provide circulation and technical services and other clerical assistance. We continue to use student assistance to provide shelving and self-reading support. (Library)

 Conference room: equipped with a multi-media presentation system and cable TV access. The audio visual equipment enables faculty and students to give PowerPoint presentations and show movies.

 Technology center: there are 30 computer stations available to students and include access to the internet, library web technology, word processing applications, e-mail and laser printing.

 Multi-media Resource center: houses the library‘s collection of materials in electronic non-print formats. A variety of equipment (DVD players, TV monitors, Microform readers) is available to support use of the collection.

Equipment available to faculty and students: Computers: 118 Printers 6 Copiers 4 Scanners 5

Circulation policies and procedures to ensure that books or other materials required or recommended in social work courses are made available to students. (Circulation Policies)

The Reynolds Library services include the following: Library‘s website Online catalog: Databases A-Z electronic journals Arklink Reciprocal borrowing Interlibrary Loan brochure The Reynolds library is part of Arklink consortium which allows students to check out materials from any academic library participant in Arkansas. (MOU for the library‘s Reciprocal Borrowing Services. Librarians staff the reference desk from 7:30 am – 5:00 pm from Monday through Friday. Reference coverage is also provided in the evenings and weekends by the Library supervisor. 189

Faculty and students are encouraged to make appointments for individual reference and or research help. In addition to our in-person desk hours, the Reynolds library has an online chat widget for live chat. Also the library has a reference question e-mail account which is constantly monitored by professional librarians.

Librarians, Information Literacy, Services and Planning. The Librarians are all subject specialists in the many and varied curriculum concentrations for Philander Smith College. . All librarians and library staff are encouraged to participate in local, regional and national professional development opportunities and to attend relevant meetings as necessary. Financial support to attend meetings and conferences is provided. The Reynolds Library works closely with the faculty to introduce information literacy concepts to students. All incoming students receive a library orientation that provides an overview of the library and information technology resources. In addition, we teach information literacy skills and work with faculty to customize required library sessions.

Alumni are accorded access to all library resources on site. There are some limitations to online access (off-campus), relevant to the resource and the library‘s license agreement with those resource suppliers. The greater Little Rock community can also use most library resources, and we have a bank of 6 computers on the first floor (with library‘s website and internet access) reserved for use by all outside patrons.

The library works to take a proactive stance on strategic planning, and all professional librarians have a role in development of the Library‘s Strategic Plan. The library Committee which is a Standing committee set forth by the Faculty senate meets once per semester. The 190 committee is comprised of the head librarian, one faculty from each division and one student representative.

Furthermore, the head librarian is a member of the Curriculum Committee where curricular changes are discussed with key faculty members. The Head librarian is also a participant in Academic Affairs meeting of division chairs and directors of departments. Believing that the success of the library rests on the competence and skills of employees, the library has significantly invested in professional development and training over the last five years. All librarians and library support staff are encouraged to participate in professional activities such as webinars, meetings, conferences and workshops. The total number of hours devoted to professional development by library employees is shown below in Table 4.17:

Table 4.17: Professional Development: Library Employees

In- House Training External Training / Workshop 2010-2011 78 hours 247 hours 2011-2012 60 hours 132 hours 2012-2013 94 hours 110 hours

If faculty members have requested a specific title, they are notified via email when it is cataloged and available for use in the collection. All titles are available in real time in the library‘s online catalog as soon as they have been cataloged. Acquisitions lists are published every semester and placed on the Reynolds library webpage under the link ‗New Books‘.

Between 2010 and 2013, the library offered the following classes (general, specialized and information literacy classes including social work), as shown in Table 4.18 below: Table 4.18: Library Classes 2010 - 2013 YEAR INSTRUCTION /CLASSES NUMBER OF STUDENTS IN ATTENDANCE 2010-2011 24 401 2011-2012 18 312 2012-2013 23 394 These numbers are not broken down by discipline. During the spring and fall semesters, the library is open a total of 81 hours per week. During the summer sessions, the library is open 70 hours per week. All students, including the social 191 work students have access to reference and research resources help approximately 76 hours per week. In addition, the library is in the process of converting many print reference resources to online whenever possible (factors include cost and availability), making them available to students 24/7. The library also offers text and online reference and research help, all hours that the reference desk is open. The library is currently spending approximately 60% of its materials budget on digital online resources, full text databases, e-journals, and eBooks which are also available to students 24/7. There have been no requests for additional hours from Social Work students that we are aware of. The library offers extended hours of operation during finals week. Samples and results of assessment/evaluation surveys of library services. Assessing the effectiveness of the Reynolds Library services, facilities and collections is a constant priority. Each year, incoming students are asked to assess the effectiveness of the library‘s online and in-person orientation sessions. The library encourages feedback from users; there is a locked ―suggestion box‖ on the circulation desk, with forms that allow for anonymous or identifiable feedback. There is also a ―Have your Say‖ link on the Reynolds library web page, which allows users to email the library with their complaints, comments and compliments. The library also keeps monthly and annual statistical reports as well as contributing statistics to the Federal department of Education and the ACRL (Association of College and Research Libraries) Survey.

We have excellent library and information technology resources to support teaching and learning. In both areas, our facilities and resources meet the demands of faculty and students. Since the last accreditation review, the library has expanded its collections, increased the availability and ease of use of electronic databases, and paid special attention to educating students in how to use library and other information resources. The greatest strength of the Reynolds library lies in our staff members who provide excellent service to all our constituent populations.

A major concern is the absence of library resources in the course management system. The library is working with the institution‘s administrator for UCOMPASS to facilitate the embedding of library resources in the online course management system. (Submitted by Ms. Teresa Ojezua, Head Librarian).

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. Development of library collections is a cross-divisional function that involves librarians as well as discipline-based faculty in the academic departments and programs.

192

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. As of April 2010, physical collections included 72,568 volumes; 289 periodical subscriptions, 2,242 microform units, 87 pieces of Art collection, and 1,802 sound and video recordings. The vast majority of these materials are housed in open stacks and available to be checked out of the Library by PSC students, faculty, staff and other eligible borrowers.

In addition to the general circulating collection, the Library maintains a collection of reference materials, many of which are non-circulating, that is intended primarily to support the research needs of students and faculty. The Reference collection contains, but is not limited to databases, encyclopedias, dictionaries, directories, atlases, and handbooks.

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.

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.

Alternative systems of academic delivery

Reynolds‘ Library and Technology Center is a state-of-the-art facility, supported by networking technology that guarantees unhindered access to recorded knowledge and instruction. In spring of 2009, all of the Library and Technology Center computers were replaced with new Dell PCs and Microsoft 2007 software. The equipment includes 130 computer workstations, 11 laser printers, 7 color printers, 4 scanners, 6 photocopy machines, 2 typewriters, and 1 Braille printer. The computers in the Technology Center provide free access to the Internet for library web research, word processing, E-mail and laser printing.

193

Located on the second floor, the Distance Learning Lab is fully equipped with computers and other multimedia resources to facilitate as well as improve teaching and learning. This Lab is used to deliver educational programs to students via electronic communication. In addition, the Teacher Education Lab has the most recent multi-media hardware and software to enable teachers and Education major students to enhance their classroom presentations. Self-service photocopiers with zoom capabilities are available for patron use. All library computers provide easy access to the Online Databases, OPAC and Microsoft Software. There are self-loading microfilm and microfiche copiers, allowing patrons to not only read filmed articles on screen, but also print copies for free.

To ensure that Library resources and services are accessible to users with disabilities, an adaptive technology workstation is provided close to the Reference Desk. The College has made encouraging advances in electronic offerings by providing access to top quality Databases and instant messaging reference services. Some of the tools and services that the Library provides to facilitate easy discovery of and access to information resources include:

End User Trainings

The Library conducts both formal and informal end-user trainings to acclimate users to new technology and information resources. Formal instruction includes group instruction (demonstration), group instruction (hands-on), and individualized instruction. Informal instruction encompasses point-of-use instruction on library computers and advising individuals at the Reference Desk. Additionally, informal instruction might take place during an in-depth research consultation. The Library has also arranged routine demonstrations of select Databases during the lunch hour, known as ―Brown Bag Library Classes.‖ Student feedback is solicited through bibliographic instruction evaluation forms. The Technology Center coordinator assists Library patrons who have access issues.

Linking and Access Technology The Library provides the following linking and access technology:

Remote Access – EzProxy is web proxy service used by the Library to give access from outside the Library‘s computer network to restricted access websites. In-house Content—the Library has acquired access to Content DM for storing, cataloging, and displaying digital archival resources. ERM—Electronic Resource Management (EBSCO A to Z).

The A to Z e-journal portal on the Library website is a locator tool that provides a single, comprehensive online list of electronic and print titles that the Library patrons have access. Link Source – This is an open URL link resolver that allows the A to Z service to drive article usage.

In summer 2009, the Library began using EBSCONet, a resource provided by the periodicals‘ vendor, EBSCO, for accessing articles from magazines, journals and newspapers. Online Catalog—the OPAC system, Follett, has been upgraded to Destiny, which added some enhancements to the Library‘s Catalog. Destiny Manager is an easy-to-use; web-based library 194 automation and management system that offers integrated circulation, cataloging, searching, reporting, and patron maintenance in one centrally installed software system.

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.

Reciprocal Borrowing Service: The Library participates in the ARKLink Reciprocal Borrowing Program whereby current PSC students, faculty, and staff may borrow materials from other participating academic libraries in Arkansas.

ARCHIVES

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.

Philander Smith College Archives 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.

As this Report indicates, Philander Smith College Archives is making good progress. The Library looks forward to beginning its digitization project to enhance access to our holdings. (Report submitted by Ms. Teresa Ojezua, Head Librarian, 2014) 195

3. D.5. Philander Smith College provides to students guidance in the effective use of research and information resources.

Research Databases These databases link to electronic journal articles, electronic books, and streaming video. Scholarly Journals Search thousands of subscription journals for articles on your topic. When you have the basic information about your research topic and what to dig deeper, you're ready to search one or all of the following three databases.

EBSCOHOST PROQUEST JSTOR

Tutorial Tutorial Tutorial

Reference Reference Databases contain condensed, factual information about a topic. To get started researching a topic, you may find it helpful to search one or all of the following three reference databases to get an overview of key people, places, and dates for your topic as well as related information.

Ancestry.com Credo Reference

Encyclopedia Britannica Gale Databases

LexisNexis Academic RefUSA

196

Research Guides The following guides can help students get started with research on a variety of topics/subjects. They include how to find books, articles statistics, credible internet sites and more. Don‘t see your topic listed? Get help from the librarian.

 Website Subject Guide  Social Work Subject Guide  Philander Smith College Donald W. Reynolds Library and Technology Center  Welcome to the Library Catalog!  The Library catalog allows you to search for books or other media held at the Donald W. Reynolds Library and Technology Center. It tells you the location of the items and if they are available for you to borrow or reserve.

At the academic department/division level, students are guided by faculty in the effective use of research and information resources in their disciplines. For example, the Mathematics and Computer Science Department ensures that those engaging in research

No animal subjects are used in Math/CS research. Students are provided with training of research ethics in their Research Course. Research faculty members have been trained on research ethics and research integrity while working on projects with research-based institutions. Their experiences have been documented via number of publications. Dr. Samar Swaid and other professionals are currently working to establish an IRB Office at Philander Smith College.

3. E. Philander Smith College fulfills the claims it makes for an enriched educational 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 administrators make efforts to support students in their quest for community. The administrators have worked to address student leader concerns.

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.

197

As of 2014, Philander Smith College has had 136 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 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‖ 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.

3. E.1. Co-curricular programs are suited to Philander Smith College’s mission and contribute to the educational experience of its students.

Philander Smith College‘s objective to promote personal and professional excellence is reflected through the many co-curricular opportunities for individual growth.

The mission of the Division for 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 Division for Student Affairs includes Campus Security, Health Services, Center for Student Services, Office of Religious Life, Office of Student Involvement and Leadership, and Residential Life. Our focus is to provide co-curricular services and activities that will help you be successful.

The Division for Student Affairs oversees a range of involvement opportunities that include student organizations, club sports, commuter programs, Greek life, music programs, residence life groups, service organizations and student government. Through these avenues, students are able to grow in community as young people who share common interests, as women and men in service of others, as leaders, as members of a multicultural society, as individuals finding their life‘s passion and as persons of faith. (Student Life)

3. E.2. Philander Smith College demonstrates any claims it makes about contributions to its students’ educational experience by virtue of aspects of its mission, such as research, community engagement, service learning, religious or spiritual purpose, and economic development.

Philander Smith College broadens and enriches the student educational experience by linking academics with initiatives that seek to make a difference in the local and global communities. Philander Smith College launched its Social Justice Initiative (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 198 commitment to the social principles of the United Methodist Church. Following the changing of the college mission, other critical milestones followed:

The SJI provides several academic opportunities for both faculty and students. The SJI offers faculty development opportunities for faculty involving course development, service learning and social justice training. Likewise, students have the opportunity to participate in service learning, internships, and social justice related training. Additionally, faculty and staff have the opportunity to interact with visiting professors/ practitioners from various academic backgrounds.

Service Learning

SJI is responsible for developing, managing, and coordinating all service learning activities at Philander Smith College. According to Service Learning Clearinghouse, service learning is defined as teaching and learning strategy that integrates meaningful community service with instruction and reflection to enrich the learning experiences, teach civic responsibility, and strengthen communities. At Philander Smith College we conduct four types of service learning activities:

1. Direct Service Learning: Person-to-person, face-to-face service project in which the students' service directly impacts the individual(s) who receive the service from the students. 2. Indirect Service Learning: Working on broad issues, environmental projects, community development, development projections that have clear benefits to the community or environment, but not necessarily to an individual identified people with whom the students are working. 3. Research Based Service Learning: Gathering and presenting information on areas of interest and need-projects that find, gather, and report information that is needed. 4. Advocacy Service Learning: Educating others about topics of public interest-projects that aim to create awareness and action on some issues that are in the public's interest.

Philander Smith College has collaborated with the following community organizations to complete service-learning activities:

 Heifer International  New Futures  Metroplan 199

 Arkansas Advocates for Children & Families  United Cerebral Palsy  Goodwill Arkansas  Arkansas Foodbank  Big Brothers Big Sisters of Central Arkansas  American Red Cross  American Heart Association  Arkansas Insurance Commission  Habitat for Humanity  Leukemia Lymphoma Society  American Lung Association  Women Lead Arkansas  Social Justice Faculty Fellows (SJFF) The Social Justice Faculty Fellows program is designed to identify promising faculty members who are interested in deepening their understanding of social justice through a series of faculty development programs. Fellows are required to teach one section of the First Year Seminar course and undergo three faculty development workshops on social justice teaching and learning techniques. Additionally, the Fellows are provided an iPad for the academic year and a modest faculty development budget to augment their fellowship experience. The SJFF are also paired with a peer mentor called an "Orientation Guide" that will serve as a teaching assistant in the First Year Seminar course. The inaugural SJFF class consists of the following professors:

 Dr. Betty Brown, Assistant Professor of Psychology  Dr. Cynthia Burroughs, Associate Professor of Biology  Professor Shannon Clowney, Associate Professor of English  Dr. Kriste Flowers, Assistant Professor of Business  Professor Bruce James, Assistant Professor of Business  Dr. Nastassia Jones, Assistant Professor of Biology  Dr. Lia Steele, Associate Professor of English  Dr. Robert Walker, Assistant Professor of Biology

First Year Seminar The Office of the Social Justice Initiative is responsible for overseeing the First Year Seminar class for all first year and transfer students who enroll at Philander Smith College. First Year Seminar is a two-semester requirement for all incoming first year and transfer students. The purpose of this course is to familiarize students to college life; assist students on discovering who they are, their purpose, and greater role with their historical moment. The Office of Social Justice has six learning Objectives that we achieve using our core values and office objectives.

1. Know Thy Self - Students will examine who they are within the context of their own family history; study and discuss the African and African American historical experience within the current global system; and explore various gender roles and identities in order to clarify their own sexuality. 200

Outcome 1: Students will be able to describe their family tree going back to three generations.

Outcome: Students will be able to discuss how African and African American history elates to their current time period.

Outcome 3: Students will be able to express their own sexuality as well as distinguish between others.

2. Campus Culture - Students will be introduced to the rich and vibrant history of Philander Smith College; discover and utilize campus resources available to them to succeed; become knowledgeable of the college's mission, tradition, rituals, emblems and famous alumni.

Outcome 1: Students will be able to recall important historical moments in Philander Smith College's history.

Outcome 2: Students will be able to identify all of the major offices and resources on the campus for their social and academic development.

Outcome 3: Students will be able to recall and discuss the campus mission, traditions, rituals, emblems, and famous alumni.

3. Think Justice - Students will be introduced to a range of social justice issues or problems and analyze and discuss the social justice definition and institutional framework.

Outcome 1: Students will be able to explain and categorize the various social justice issues that exist in society.

Outcome 2: Students will be able to define social justice and recite the four major steps.

4. Service Learning - Students will identify their roles and responsibilities as engaged citizens by conducting a service learning activity.

Outcome 1: Students will complete a service learning project in conjunction with a service agency.

5. College Transition - Students will adapt successfully to new environments and responsibilities, and will discover and utilize the resources available to them; and explore ways to make meaningful relationships with peers and educators.

Outcome 1: Students will identify the purpose and function of the campus resources and use these resources as a tool for success.

Outcome 2: Students will be able to establish relationships with faculty, staff and peers. 201

6. Personal Development - Students will examine the values that influence their own decision making processes; take responsibility for their own learning and development in a manner consistent with academic integrity and the college's honor code; and become versed in life skills (i.e. time management, study skills, financial management) that will assist them in becoming a successful student and citizen.

Outcome 1: Students will construct a set of personal values that will guide their learning experiences Outcome 2: Students will assess their understanding of academic integrity and what it means to be a Philander man or woman. Outcome 3: Students will explain how life skills are critical towards becoming a successful student.

Health and Wellness Department

Another way in which the College has contributed to its students‘ education educational experience has been through the Health and Wellness Department. The Health and Wellness Department presented a Suicide Prevention Pillow & Pajama Party to inform students about Suicide, who is at high risk, warning signs and all who participated signed a no suicide contract and agreed to be an advocate to others. The Health & Wellness Department presented guest speaker Leroy Randolph from the Arkansas Department of Health‘s Women‘s Section to speak to the students about STD/HIV Intervention/Prevention/Education.

The Health & Wellness Department presented guest speaker Gisele Hudson from the Arkansas Department of Health‘s STD Section to speak to the students about STD/HIV Intervention/Prevention/Education. The Health & Wellness Department presented guest speaker Annette Lindsey from Center for Healing Hearts & Spirits to speak to the students about ―Safe Dates‖. The Health & Wellness Department presented guest speaker Carol Robinson from the Office of the Arkansas Attorney General to speak to the students about ―Internet Predators‖. The Health & Wellness Department presented guest speaker Mr. Kenneth Wallis from the Arkansas Department of Health to speak to the students about STD/HIV/Intervention/Prevention/Education.

Community Engagement The Health & Wellness Coordinator & Interim Dean of Student Affairs went to the Press Release for the Arkansas Coalition Against Domestic Violence to ―Paint the State Purple‖ and announced Philander Smith‘s involvement to designate a week on campus to ―Paint the Campus Purple‖. During this week events took place to educate faculty/staff/students on Domestic Violence.

The Health & Wellness Department Sponsored Students along with other Departments on Campus to walk/run in the ―Susan G. Komen Race for the Cure 5KThe Health & Wellness Department partnered with the Arkansas State Health Department to present a Free Flu Clinic on the campus of Philander Smith College to provide the flu vaccine to all faculty/staff/students.

202

The Health & Wellness Department presented the First Annual Mind, Body & Soul Health Fair with over 60 vendors participating. The department opened this event up to the community. Students from the Psychology Department and Social Work Department volunteered to help during the event. The Omega‘s also helped with set-up and break-down and before & after the event as well as cooked the lunch for all who were involved.

Economic development The Health & Wellness Department held a free STD testing clinic in the RLC building, Student Health Services Clinic. Free GC/Chlamydia/HIV/Syphilis testing was done by Nurse Martie in partnership with the Arkansas Health Department.

In addition to specific initiatives and programs that promote the social justice facet of our mission through academics, Philander Smith College seeks to broaden and enrich the student educational experience by enhancing high-impact educational practices.

Undergraduate Research Program Philander Smith College engages its students and contributes to their educational experience through research related to its mission ―to graduate accomplished students, grounded as advocates for social justice, determined to change the world for the better.‖ An example of how Philander Smith College approaches research, as of 2013, may be found on the webpage as follows: (Academics)

Mission: The Undergraduate Research Program at Philander Smith College is designed to increase student awareness of the significant experiences in research and to ensure PSC's student participation in undergraduate research.

Coordinator: Lawrence A. Ibekwe, Ph.D. Department of Sociology, Division of Social Sciences

Advisory Council Members: Sonya Baker, Instructor Department of Biology, Division of Natural and Physical Sciences Teresa Ojezua, Head Librarian D. W. Reynolds Library and Technology Center James E. Rush, Ph.D. Professor Department of Philosophy and Religion, Division of Humanities Jason Walker, Ph.D. Assistant Professor Department of Biology, Division of Natural and Physical Sciences Lawrence A. Ibekwe, Ph.D. Ex-Officio Department of Sociology, Division of Social Sciences Hazel Arnett Ervin, Ph.D., Ex-Officio Office of Academic Affairs

Summary Criterion Three—Teaching and Learning: Quality, Resources, and Support 203

Philander Smith College believes that it has provided sufficient evidence that it meets Criterion two and all of its Core Components for reaffirmation of accreditation. The College provides an educational experience of teaching and learning with the necessary quality, resources, and support. STRENGTHS

 Philander Smith College offers high-quality curricular and co-curricular programs at the baccalaureate degree level.  Faculty and staff are qualified in their respective areas of responsibility and are committed to student learning  Philander Smith College has a state-of-the-arts Reynolds Library and Technology Center and has made significant investments in expanding Library collection and technology to improve teaching and learning.  Philander Smith College supports the teaching and learning environment through faculty and staff development opportunities, eleven computer laboratories, a retention program, Academic Success Center, counseling and health services, Disability service, academic advising, and improved the Library, technology and facilities infrastructure.  The well-being of students include numerous co-curricular activities, a Black Male Initiative, Bless the Mic Lecture Series, Sister to Sister, Greek organizations, Religious Life, etc.  Philander Smith College embraces diversity in its curricular and co-curricular activities.

CHALLENGES AND AREAS FOR IMPROVEMENT

 With its emphasis on Academic Distinction, the College must allocate scarce resources to reinforce academic excellence while meeting increasingly complete and diverse needs of students and other constituents.  The College must balance its intensified emphasis to become a Social Justice Higher Education Institution with increasing its Academic Distinction to attract better students who will matriculate through graduation and make a contribution to the world afterwards.  While the College provides support for teaching and learning, students and faculty will benefit from more high-quality equipment and technology, expanded library collections.  Although Philander Smith College has expanded its professional development opportunities, faculty and staff report an increased need for workshops, seminars, and resources for travel, presentations, and research.

204

Criterion Four: Teaching and Learning: Evaluation and Improvement

Higher Learning Commission North Central Association of Colleges and Schools

Self-Study Report September 2014

205

Criterion Four Teaching and Learning: Evaluation and Improvement

The institution demonstrates responsibility for 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.

Core Components 4.A. The institution demonstrates responsibility for the quality of its educational programs. 1. The institution maintains a practice of regular program reviews. 2. The institution evaluates all the credit that it transcripts, including what it accepts in transfer or awards for other forms of prior learning, or relies on the evaluation of responsible third parties. 3. The institution has policies that assure the quality of the credit it accepts in transfer. 4. The institution maintains and exercises authority over the prerequisites for courses, rigor of courses, expectations for student learning, access to learning resources, and faculty qualifications for all its programs, including dual credit programs. It assures that its dual credit courses or programs for high school students are equivalent in learning outcomes and levels of achievement to its higher education curriculum. 5. The institution maintains specialized accreditation for its programs as appropriate to its educational purposes. 6. The institution evaluates the success of its graduates. The institution assures that the degree or certificate programs it represents as preparation for advanced study or employment accomplish these purposes. For all programs, the institution looks to indicators it deems appropriate to its mission, such as employment rates, admission rates to advanced degree programs, and participation rates in fellowships, internships, and special programs (e.g., Peace Corps and AmeriCorps). 4. B. The institution demonstrates a commitment to educational achievement and improvement through ongoing assessment of student learning. 1. The institution has clearly stated goals for student learning and effective processes for assessment of student learning and achievement of learning goals. 2. The institution assesses achievement of the learning outcomes that it claims for its curricular and co-curricular programs. 3. The institution uses the information gained from assessment to improve student learning. 4. The institution‘s processes and methodologies to assess student learning reflect good practice, including the substantial participation of faculty and other instructional staff members. 4. C. The institution demonstrates a commitment to educational improvement through ongoing attention to its retention, persistence, and completion rates in degree and certificate programs. 1. The institution has defined goals for student retention, persistence, and completion that are ambitious but attainable and appropriate to its mission, student populations, and educational offerings. 2. The institution collects and analyzes information on student retention, persistence, and completion of programs. 3. The institution uses information on student retention, persistence, and completion of programs to make improvements as warranted by the data. 4. The institution‘s processes and methodologies for collecting and analyzing information on student retention, persistence, and completion of programs reflect good practice. (Institutions are 206 not required to use IPEDS definitions in their determination of persistence or completion rates. Institutions are encouraged to choose measures that are suitable to their student populations, but institutions are accountable for the validity of their measures.) 4. The institution uses information on student retention, persistence, and completion of program to improve its persistence and completion rates as warranted.

Criterion Four: Teaching and Learning–Evaluation and Improvement

Philander Smith Colleges demonstrates responsibility for 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.

Introduction

Since 2007 when the College had its last site visit, Philander Smith College has been committed to its mission 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 15, 2007) During this period, quality instruction has been a priority in the teaching and learning process. This chapter provides evidence to demonstrate that Philander Smith College exercises full control and responsibility for the quality of its academic programs, the resources that enable those programs, and the services provided to achieve student success. Sound assessment of these programs has enabled the College to continuously improve the performance of teaching and learning.

As indicated in previous chapters, Philander Smith College increased its graduation rates for four-years in 2007 at 21 percent to 32 percent in 2013. The college has increased its six year graduation rates from 16% for the freshman cohort of 2004 to 37% for the cohort of 2008. The College has made physical changes all around campus. The old dormitories and cafeteria are gone and the Sherman Tate Recreational Center (old gym) became the temporary cafeteria housing in 2012. In August 2014, the College opened its new Campus Center that included a new cafeteria and other services. The alumni have returned in record numbers with major giving to the College. (The Philanderian, Spring-Summer 2012) The Office of Social Justice Initiative (SJI) has had a very fruitful success with projects and speakers aligned with the mission of Philander Smith College‘s ―Think Justice‘ Motto. (The Philanderian, Spring-Summer 2012).

The Office of Social Justice has worked diligently to infuse social justice into the curriculum. In collaboration with the Student Affairs, SJI assisted towards revising the first-year seminar curriculum to include social themes in spring 2013. In addition, SJI has worked with the faculty to infuse social justice into the courses they teach. (The Philanderian, Spring-Summer 2013)

An improved infrastructure has been developed and implemented to better support-high quality teaching and learning innovation within academic divisions with distinct but equal missions with the common mission expectation of the College that academic excellence is equally rigorous for all programs. 207

The efforts of the College‘s Board of Trustees, and Administration, faculty members have enabled the College to continuously evaluate instruction through the assessment of teaching effectiveness, in classes, through periodic reviews of each academic program within Divisions, and through focused assessments of student learning at the College and academic program levels.

The current state of teaching and learning at Philander Smith College is one where there are qualified faculty delivering a rigorous and high-quality instruction using diversified teaching methods and technology in classrooms and laboratories. The College continues to evaluate its courses and learning, and the use of technology to improve teaching and learning.

The faculty members have responsibility for curriculum and program development, curricular modifications, review and approval of academic programs. Program additions and deletions are made through the Faculty Senate Curriculum Committee and the Faculty Senate. Once changes are approved by the Faculty Senate, they are moved forward to the Vice President for Academic Affairs and President; and if policy changes are involved, to the Board of Trustees for subsequent review and final approval before implementation by faculty members.

Academic programs, designed by faculty to response to the issues and needs at the local, State, National and International levels, have served and provided a quality education for an increasingly more prepared entering freshmen classes. Therefore, ensuring academic quality and excellence is an essential function of the College. In addition, many students have taken advantage of summer internships and research opportunities to enhance their learning experiences. (The Philanderian, Spring-Summer 2012).

On February 20, 2013, the Board of Trustees approved the new 2014-2018-2019 Strategic Plan. This Strategic Plan commits the College to Stabilize the Enrollment and achieve Academic Distinction. (2014-2019 Philander Smith College Strategic Plan) The Plan includes commitment to raise freshman retention rates, improve six-year graduation rates, enable access to online courses, and create greater efforts to recruit students from Arkansas, and increase faculty and faculty research. Therefore, Philander Smith College‘s mission, vision, and Strategic Plan have established a framework for the College to work toward future goals best realized through the quality of its educational programs.

208

A Culture of Assessment at PSC

The chart below (4.1) depicts the Assessment Model for Campus-Wide Assessment at PSC through spring 2014:

Chart 4.1 More recently, Faculty Development has become the responsibility of the Office of Academic

Affairs (2013-present).

PSC has made strong progress since the 2007 comprehensive visit in promoting a culture of assessment that is driven by reliable data both internally and externally, inclusive of communication with its constituencies. PSC has in place administrative structures, collected data, and utilized data to improve student learning.

Since the 2007 visit, the office of Research and Assessment has been strengthened. Data- driven decisions have been documented for all academic division programs, and data sets provide trend analyses for internal usage to improve student learning.

The five academic divisions have assessments plans. Syllabi list program and general education goals and student learning outcomes, and link course-specific student learning outcomes to the goals.

Faculty-led, academic program assessment now includes major field tests from ETS, PRAXIS licensing exams, and departmental/divisional senior comprehensive examinations. The College has three specialized accreditations: Business Program (ACBSP), Social Work (CSWE), and Education (CAEP and formerly called NCATE). 209

More than thirty percent of PSC students are enrolled in majors that maintain accreditation by outside, professional organizations. Therefore, these programs document assessment and progress. The remaining majors are reviewed internally and externally by outside consultants and overseen by the office of the Vice President for Academic Affairs.

The Academic Success Center participates in the Title III grant-funded program that includes individual student assessment, goals and objectives, Assessment at the College level includes analyses from the National Survey of Student Engagement, the ETS Proficiency Profile, CIRP, Senior Exit survey, alumni, and employers‘ surveys.

Examples of Assessment at the Program Level:

Business Program

The Division of Business and Economics‘ conceptual framework uses multiple internal and external survey instruments to collect information on students, alumni, employers, and various other stakeholders in the community. As part of the unit assessment system‘s exit level of assessment, graduating seniors are required to complete an exit interview questionnaire and participate in informal focus groups. Additionally, follow-up data are collected and used to assess student, faculty and overall division effectiveness.

Follow-up surveys provide quantitative and qualitative data related to the effectiveness of the program‘s preparation through data collected from the First-Year Alumni survey and Alumni follow-up survey. This data along with an Employer Survey data are used to verify that the unit has programs that prepare students based upon divisional objectives to facilitate student learning for professional employment and graduate schools in an ever-changing global environment. (ACBSP Quality Assurance (QA) Report, February 2011)

Social Work

Philander Smith College uses the following instruments to assess student capacity specific to the core competencies set forth by the Council for Social Work Education (CSWE) for the Social Work program:

 Course Data: Core course data will be used to assess student achievement. Core competencies will be included in syllabi and paralleled with CSWE competencies to measure student achievement. Assignments mean will be calculated and weighted against the benchmark to make a determination specific to competency. This faculty will be responsible for compiling the course data at the conclusion of the semester. This information will be submitted to the Assessment Committee.  Field Placement Data: Field Evaluations are provided to both the student and the Field Instructors to assess students‘ performance in the field, as well as the Field Instructor‘s ability to meet the needs of the students. These instruments are given at both mid-term and final to assess performance on a continuum. The benchmark uses 3.0 on a 4.0p Likert Scale. The scale rates each practice behavior on a 4-point scale, 210

indicating the following: 1-Not at all; 2-Somewhat; 3-Meets expectations; 4-Exceeds expectations. The instruments assess student achievement specific to the competencies within the field setting. The Field Coordinator is responsible for summarizing and submitting this data for presentation to the Assessment Committee at the conclusion of the spring semester.

 Graduate Survey Data: Each graduate is provided survey approximately 12 months post-graduation to evaluate their knowledge of the ten competencies using a benchmark of 3.0 on a 4.0 scale.

 Self-Efficacy Scale: Students are required to complete the self-efficacy scale within the spring semester of their senior year. Students are also required to complete this scale in their junior year to assess their knowledge of the core competency.

 Benchmark: The benchmark was established at 80% as a reflection that the students and/or graduate population demonstrated competency specific to the ten competencies and the 41 practice behaviors on a four-point scale with ―4‖ indicating ―exceeds expectations‖ to ―1‖ indicating ―not at all.‖

Therefore, Philander Smith College deliberately pursues a culture of assessment to improve student learning. There are accountability and transparency at the local state, and national levels of assessment. This culture of assessment is supported by the Board of Trustees, upper administration, endorsed by divisional/department chairs, implemented by faculty and supported by the Office of Institutional Effectiveness. Philander Smith College will continue to grow with a culture of assessment into the future.

Philander Smith College has a variety of processes for assuring the quality of its educational programs, learning environments, and support services. These processes are highlighted in the core components that follow.

Core Components

4. A. Philander Smith College demonstrates responsibility for the quality of its educational programs.

The curriculum development process for all courses and degrees relies on the exercise of faculty authority over course requisites, course rigor, and student learning outcomes. Periodic academic program reviews involve all levels of academic personnel, and all programs‘ budget requests come through a budget process. Philander Smith College policies apply equally to students, and Philander Smith College adheres to the College‘s policies for evaluation of credit for transcripts.

Each academic program at PSC is reviewed periodically, involving all levels of academic personnel, from part-time to full-time faculty, through the Vice President for Academic affairs. 211

The College has specialized accreditation for the Business Program, Social Work, and Education. Faculty exercise authority over curriculum development for course prerequisites, course rigor and the establishment of course syllabi, student learning goals, objectives, and student learning outcomes. Philander Smith College treats students equally when evaluating transcripts for credit, including what is accepted as forms of prior learning in the PSMI program.

Department/Division Chairs have opportunities to come before Academic Affairs and the Fiscal Affairs Vice President at the time of annual budget requests, were questions regarding budgets may be addressed.

Philander Smith College works with the Title III Office and Office of Institutional Effectiveness and Planning to track and measure the success of students completing programs of study and employment. The results of tracking and measurement practices are reported to a variety of state and federal agencies, and are included in the College‘s internal documentation and reporting practices.

Philander Smith College is accredited by the Higher Learning Commission 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. 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 students, 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.

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 and the TRiO Programs—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 seeks to re-establish its 212

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 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 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, 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 4.19 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.

Table 4.19: 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 213

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 2013-15)

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 2013-15 Philander Smith Course Catalog, pages 43-44.The Major Program Curriculum, which seeks to provide for in-depth intellectual development of the student in an academic discipline (College Course Catalog, pages 45-89).  Special Programs, which provide supportive educational and learning experiences to the Core and Major Programs. (College Course Catalog, pages 24-27).  A variety of co-curricular experiences, which enrich the overall growth and development of the student. (College Course Catalog, pp. 27-30). Philander Smith College has fifty-one (51) full-time faculty members, and of those fifty-one, six (6) are Full Professors and there are nine (9) Associate Professors. Twenty-two (29) are Assistant Professors and the remaining seven (7) are Instructors.

214

4. A.1. Philander Smith College maintains a practice of regular program reviews.

Philander Smith maintains a continued practice of program reviews. The Office of the Vice President for Academic Affair is responsible for oversight of Philander Smith College‘s Academic Program assessment, in cooperation with Division Heads and the Faculty Senate.

Instructional support areas are largely reviewed through feedback from the administration of nationally recognized student satisfaction and engagement surveys. All programs are also monitored through personnel supervision practices and institutional reporting structures. All programs are reviewed annually at the time of the budget process, where questions from the Vice President for Academic Affairs and Vice President for Fiscal Affairs may address questions and/or make necessary adjustments for the new budget year (July 1 – June 30).

Philander Smith maintains a continued practice of program reviews. During spring and fall of 2008 external consultants were brought in to evaluate each division‘s programs for rigor. The consultants‘ reports were used to develop strategic plans for the divisions. In the Business and Economics Division three new full-time faculty members were added in 2011/12 and courses were added in Finance and a Business Math Lab.

In the Education Division a course was added on PRAXIS II and increased recruitment efforts were planned overall and targeting of African American males was emphasized. Strategic Plan – Division of Education. The Humanities Division planned to encourage offerings in the Arts where many Social Justice Themes are more easily expressed. Strategic Plan – Division of Humanities. In the Natural and Physical Sciences Division plans to update the Chemistry major following the American chemical Society guidelines, increase technology use in the curriculum, have all stem majors meet with faculty advisors twice each semester and to develop a comprehensive recruiting plan. Social Sciences Division planned to increase technology use in the classroom and establish better communication within the division. Strategic Plan – Division of Social Sciences.

In the fall of 2012 each division was asked to do an internal assessment of their programs and report the findings to the Vice President of Academic Affairs. The Education Division planned no changes while waiting on the Arkansas Department of education to announce new competencies standards. Internal Program Review – Division of Education. The Natural and Physical Sciences Division proposed widespread changes to the curriculums of the majors offered Internal Program Review – Division of Natural & Physical Sciences.

As a result of these program reviews - The Music Degree program was discontinued under the leadership of former President Walter M. Kimbrough. On the recommendation of the President to the Board of Trustees, the Music Degree program was terminated in May 2010. The reason was cost and low number of majors in the discipline. It was the understanding that students in the Music Degree program will have a chance to continue through their graduation.

Academic Program Assessment

215

The current process for reviewing academic programs was established in 2008 and was principally coordinated by the Office of Academic Affairs. That process included an internal and external examination of:

 Student learning assessment  Enrollment trends  Financial viability  Number of graduates produced  Program improvement goals with action plans  Major changes in the program

During Spring and Fall of 2008 external consultants were brought in to evaluate each Division‘s programs for rigor. The consultants‘ reports were used to develop Strategic Plans for the Divisions. The divisions implemented those plans. In the fall of 2012 each Division was asked to do an internal assessment of their programs and report the findings to the Vice President for Academic Affairs.

Philander Smith also conducts assessment of a broad range of institutional programs through administration if nationally recognized surveys of students The results of these surveys are useful for tracking student satisfaction and engagement with the College, and provide feedback for improvement of programs and services. The primary surveys used by the College are Noel Levitz, the Rising Junior Examination, and NSSE. These surveys provide trend data associated with instruction and student support services.

4.A.2. The institution evaluates all the credit that it transcripts, including what it awards for experiential learning or other forms of prior learning, or relies on the evaluation of responsible third parties.

Philander Smith College adheres to the PSC policies concerning evaluation of credit for transcripts, including what is accepted as forms of prior learning. These policies can be found in the College Catalog 2013-2015 and on the webpage. Upon completion of a student‘s admission to PSC, the student‘s transcripts are sent for review and evaluation by the Registrar‘s Office, and specifically in reference to the General Education requirements. Semester credit hours of all courses earned at an accredited four year institution will be accepted and added to credit hours earned at PSC. It is the student‗s responsibility to get all department and registrar approvals before classes are added to the official transcript.

All earned credits from other institutions are compared to courses available from PSC and credit is given for the equivalent PSC courses. Courses that do not have an apparent PSC equivalent are given elective credit in the appropriate discipline. Sometimes students receive transfer credit at too low of a level to meet degree requirements. When this occurs, the student is usually advised to take an additional course in the subject. For example, General Biology is a four semester hours of credit at Philander Smith College. If the student transfers only three 216 semester hour‘s credit in Biology, the student is advised to take additional work to satisfy the Biology requirement.

The department/division advisor is responsible for determining which credits will transfer according to what degree the student is working towards. The advisor then determines which major field credits the student has already earned and which would apply toward the intended degree. A written correspondence or substitution and/or waiver form is completed by the advisor through the VPAA requesting the Registrar‘s Office to transcript the appropriate credits.

Evidences: PSC Catalog 2013-15 – page 9 ―Transfer‖ Credit for Prior Learning Form

4.A.3. Philander Smith College has policies that assure the quality of the credit it accepts in transfer.

A description of the process for assurance of the quality of the credit that PSC accepts in transfer can be found in the College Catalog 2013-15. Faculty work with the Registrar‘s Office in regards to the decision to award a student credit for work completed at another institution. It is the student‘s responsibility to provide departmental/divisional faculty with sufficient materials to determine which of the department/divisional courses are equivalent to the credits being transferred.

At Philander Smith College, new transfer students have comprised an average of more than 7% of the past three years‘ fall enrollment.

Graduate Information

From 2007 through 2012 there were 587 students who received degrees from Philander Smith College. In addition, 126 students graduated in 2013. 217

Table 4.20: Graduate Information

All education majors interested in pursuing a Teacher Education Degree leading to licensure must meet Philander Smith College graduation and Arkansas Licensure requirements. The Bachelors of Social Work (BSW) Program prepares generalist social workers for entrant level professional practice within the varied social systems and organizations of central Arkansas, the rest of the state, and the nation. PSC Catalog 2013-2015 – Pages 68 and 98

Philander Smith College affirms that their degree programs prepare students for advanced study or employment through a combination of curriculum development processes and student data tracking. The Office of Institutional Effectiveness and Planning has worked with the Title III Office, Registrar‘s Office, Career Counseling and Placement Office, Alumni Office, and 218

Academic Division Chairs to track and measure success of students in completing programs of study, graduate school, and employment.

The results of the tracking and measurement practices are reported to state and federal agencies, and are included in Philander Smith College‘s internal documentation and reporting practices. There is a lack of enough data on PSC‘s students who attend graduate school, and not enough information of graduates‘ professional employment. Therefore, it is an ongoing challenge for the College. One such remedy is the most recent Alumni Office efforts to bring their Alumni database up to date, as well as efforts to include younger alumni in College activities such as the Annual Alumni Roundup in May and Homecoming in November.

Some academic departments/divisions have advisory boards that review student success information. For example, the Division of Business and Economics has a Business Advisory Board that meets each semester with Business College faculty and students during their Annual Banquet. Students are able to talk with advisory board members regarding their careers and preparation needs to seek professional employment. Some examples of how advisory board members assist the College with program assessment are as follows:

The Social Work Department and the Education Division also have advisory boards in connection with their specialized accredited programs. The program advisory boards are made up of faculty, administration, professionals, and experts in the field, including community businesses that hire Philander Smith College students, as well allow for field place experiences and internships.

The Teacher Education Advisory Board members are influential in the formation of courses and degree plans for Early Childhood Education, Middle Level Education, and Vocational Business Education curricula. Within the Division of Natural and Physical Sciences, an Advisory Board provides guidance for National Science Foundation federally sponsored grants. In these ways, professionals in the industries and actual employers of our student regularly address and evaluate the quality of education that is required by the College.

In order for students to complete their degrees at Philander Smith College, they are required to successfully pass course requirements and comprehensive examinations (within the Divisions of Social Sciences and Natural and Physical Sciences), and testing which may be required for a specific field. Within the Division of Business and Economics, students must take the Business Major Field Test to complete graduation requirements. Although there is not a pass or fall grade, the results are used by Business faculty to incorporate student learning outcomes within their curriculum. Since the last comprehensive visit for reaccreditation of the Business Program in 2009 for their ten-year renewal, students have scored consistently higher due to the Business faculty using the Business Major Field Test to make continuous program improvement.

The Criteria IV Subcommittee of the NCA Steering Committee undertook a project to identify what graduate schools our students had been admitted to and where they had found employment. They used data from the National Student Clearing House and reports from major advisors on where their graduates were employed.

219

Tables 4.21 and 4.22 below illustrate the results of our research, noting that these numbers represent those students we were able to contact or otherwise identify. In those programs were graduate study was more important than immediate employment we had high percentages of students enrolled in graduate schools; Business & Economics – 65%, Humanities – 53%, Social Science – 51%, and Management Institute – 38% ( This degree completion program has many students who already have professional employment). In programs designed to prepare graduates for licensure for employment we have high percentages of students who obtained professional employment; Teacher Education Certified – 46%, Teacher Education Physical Ed – 39%, and Social Work – 37%.

Table 4.21: 2007 – 2012 Graduate Tracking

# of Graduate Professional Division Graduates School % Employment % Business & Economics 141 91 65% 59 42% Management Institute 81 31 38% 50 48% Natural & Physical Science 91 11 12% 70 67% Education/Teacher Cert. 39 4 10% 18 46% Education Physical Ed 38 7 18% 15 39% Humanities 38 20 53% 30 60% Social Science 110 56 51% 70 63% Social Work 49 2 4% 18 37% TOTAL 587 222 38% 330 57%

Table 4.22: 2012 – 2013 Graduate Tracking

# of Graduate Professional Division Graduates School % Employment % Business & Economics 18 4 22% 8 44% Management Institute 28 9 32% 11 39% Natural & Physical Science 30 6 20% 20 66% Education/Teacher Cert. 2 2 100% Education/Physical Ed 6 2 33% 2 33% Humanities 12 3 25% 6 50% Social Science 23 5 2% 12 60% Social Work 7 1 14% 4 57% TOTAL 126 28 22% 65 51%

220

4. A.4. Philander Smith College maintains and exercises authority over the prerequisites for courses, rigor of courses, expectations for student learning, access to learning resources, and faculty qualifications for all its programs, including dual credit programs. It assures that its dual credit courses or programs for high school students are equivalent in learning outcomes and levels of achievement to its higher education curriculum.

Philander Smith College‘s curriculum development process for all PSC courses and degrees relies on the exercise of faculty authority over course prerequisites, course rigor and the establishment of student learning outcomes. The College complies with all state and federal laws and regulations concerning access to earning resources, and continuously improves the types and quality of the learning resources available to students and faculty. Faculty members are hired through an extensive process that has multiple levels of credential checks and reviews. Faculty members maintain these high levels of qualifications through participation in professional development opportunities on campus and at off—campus workshops, presentations, webinars, and seminars. Student policies apply equally to all students who attend the College.

Course Prerequisites

Prerequisites and co requisites for courses have been identified by the faculty and are listed in the college catalog. They are also programmed in the computerized registration system of the Jenzabar Administrative Software Database and do not allow a student to register for a course for which he/she does not have the appropriate prerequisite or co-requisite. PSC 2013-15 College Catalog, pages 90 – 120

When the rigor of courses was questioned in 2008, the college had consultants from other colleges come in and evaluate the degree programs for rigor. The results of this evaluation were incorporated into strategic plans for each division, as discussed in 4.A.1 above. Expectations for student learning are outlined in all course syllabi with learning objectives expressly stated. PSC Course Syllabi Template

The college does not have duel credit programs.

Access to Learning Resources

Philander Smith College maintains authority over its learning resources and assures access through compliance with all state and federal laws including the American with Disability Act (ADA). This assurance is maintained by continuous review of physical access and use by the safety and Security Committee of the College. Compliance with ADA regulations is reviewed by the PSC Office of Disability and Student Affairs. The PSC Office of Disability has produced a Disability Manual that may be found under Student Affairs

Philander Smith College does not discriminate on the basis of disability in admissions, services access to programs, or employment. Persons needing assistance with reasonable 221 accommodations or have questions regarding services for persons with disabilities are encouraged to contact the ADA Advisor, Ms. Brenda Martin.

Services for ADA documented students include receiving appropriate academic accommodations and other services. Students who seek assistance are encouraged to contact the ADA Advisor prior to enrollment in classes. A listing of many of the learning resources available at PSC may be found on the College‘s website under Student Affairs.

The Reynolds Library and Technology Center is a major resource of learning resources. Library Resources It has been discussed in Criterion Three above. The Library meets ADA standards for access to PSC constituents.

The College provides several other learning resources, some of which are listed below:

Academic Success Center . Time Management Workshops . Stress Management Workshops . Study Skills Workshops . 11 Workstations in ASC . Peer Tutoring - Tutoring is offered in all general education subjects and several upper division subjects. The ASC employees 12 peer tutors, selected from PSC‘s upper level students. Tutoring takes place in the ASC, the ResLife Center, and the Library. . Study Fest – Study Fest is an event held each semester during midterm week.

Career Services . Career interest assessment . Career counseling and coaching . Internship opportunities . Research opportunities placement . Graduate school counseling . Military opportunities . Career and Graduate School Fair – twice per year . Leadership Development – STEM, FYE . Resume writing assistance . Mock Interviews . Volunteer Services Coordination for Community Non-profit Organizations (we provide volunteers) . Panther Power Play Career Workshops . Career Services Boot Camp . Backpack to Briefcase Workshops . Employer Informational Workshops . Full time/part-time employment opportunities

222

Disability Services . Communicate accommodations for students to professors– extended times, distraction free rooms, recording of lectures, etc. . Braille ability in library . Books on tape with prior request . Workshops for faculty/staff/students to keep up with disability law changes . Meet students one-on-one to discuss accommodations and application process . Regular meetings with students to discuss academic progress (before and after midterms and before finals)

Financial Aid . Study Abroad

Residential Life Center . FYE Mentor Study Sessions with Mentees . Goal-Planning Program . STEM Study Groups . First Floor – Intensive Study (Panthers Achieving with Success) – ACT, HS Grades . Suites – STEM Majors section

Faculty Qualifications

The process for assuring that PSC faculty are well qualified for their positions, and maintain qualifications use of professional development opportunities is discussed in 5.A.4 of this Self- Study. The Faculty Handbook provides information regarding the search for new faculty as follows:

Faculty Search 1) Recruiting is a College-wide function that is conducted continually for the purpose of maintaining a diverse and highly qualified faculty. Therefore, recruiting for faculty positions is conducted by Department Chairpersons, Division Chairpersons, and the Faculty Senate. 2) The Personnel Office coordinates the filling of all available academic positions. Such positions are advertised on campus and in local, state, and national publications as needed. 3) Applicant folders are compiled and maintained in the Personnel Office with copies forwarded to the Academic Affairs Office. Divisions and/or programs with openings shall organize search committees to review and evaluate the applications and all supporting documents which must include a minimum of: (1) A letter of application; (2) official transcripts from all appropriate institutions; (3) current curriculum vita; and (4) three current letters of reference. 4) Every effort should be made to review a sufficient number of prospects in order to identify highly qualified candidates. 5) Departmental search committees forward their recommendations for hire, including a minimum of three applications, to the Vice President for Academic Affairs, via the 223

Division Chairperson. Applications should be prioritized in order of the committee's preference. 6) After appropriate action, salary determination by the President, and approval by the Vice President of Academic Affairs, offers of employment are made by the appropriate Division Chairperson, Program Director, and/or College Administrator.

The College will not discriminate in the employment of faculty on the basis of gender, race, religion, national origin, disability, or as otherwise prohibited by federal or state law, in compliance with equal opportunity principles. Considerations for appointment shall be the candidate‘s academic and scholarly record, teaching skills, experience, and the compatibility of his/her philosophy with the central mission, goals and objectives. 4.A.5. Philander Smith College maintains specialized accreditation as appropriate to its educational purposes. The institution maintains three (3) specialized accreditations.

The Education Division has been accredited by the Council for the Accreditation of Educator Preparation (CAEP) (formerly the National Council for the Accreditation of Teacher Education) since 1993 and maintained continuous accreditation, with their next visit scheduled for 2019. NCATE Accredited Institutions. The Business and Economics Division was first accredited by the Accreditation Council for Business Schools and Programs (ACBSP) (formerly the Association of Collegiate Business Schools and Programs) in 1997 and reaffirmed in 2009. Philander Smith College –Accreditation Council for Business Schools and Programs. The Social Work Program in the Social Sciences Division as accredited by the Council on Social Work Education (CSWE) in 2001 and has maintained continuous accreditation, with their next visit scheduled for 2014. Council on Social Work Accreditation (CSW) – Philander Smith College, PSC 2013-2015 College Catalog – Listing of Faculty pages 128-131.

A.6. Philander Smith College evaluates the success of its graduates. The institution assures that the degree or certificate programs it represents as preparation for advanced study or employment accomplish these purposes. For all programs, the institution looks to indicators it deems appropriate to its mission, such as employment rates, admission rates to advanced degree programs, and participation rates in fellowships, internships, and special programs (e.g., Peace Corps and AmeriCorps).

Philander Smith College has methods in place for administrative purposes to evaluate the success of its graduates. Those methods include self-reporting by graduates during exit surveys administered by the Registrar‘s Office, Title III Office, Placement Office, as well as certain programs required for accreditation including Business, Social Work, and Education. The Office of Alumni Affairs proved to be a very valuable resource in tracking the employment and admission rates into advanced degree programs for Philander Smith College graduates.

Traditionally and currently, the College has students who participate in special programs such as Peace Corps and AmeriCorps.

224

However, as part of this Higher Learning Commission Self-Study, the Criterion Four Committee discovered that the College could improve tracking and evaluation of its graduates by having a centralized system in place. That task should be improved through the TaskStream Data Management System that is currently being implemented by the College in fall 2014, whereby each unit of the College will have access to input relevant information and data pertaining to its academic and non-academic programs.

Traditionally and currently, the College has students who participate in special programs such as the Peace Corps and Americorps. That information will be kept current in the TaskStream Data Management System, under the supervision of the Office of Institutional Effectiveness and Planning.

The evidence showed a combined employment and graduate school placement rate of 56%, as shown in Criterion Four of this report. Philander Smith College has established a goal of 60% placement within the twelve months of graduation. Efforts are underway to track placement rates for graduates through the TaskStream Data Management System to enable better evaluation of the success of Philander Smith College graduates.

4. B. Philander Smith College demonstrates a commitment to educational achievement and improvement through ongoing assessment of student learning. Extensive processes for assessment of student learning at Philander Smith College take place at three levels: course, program, and institution. Combinations of direct and indirect assessment of student learning have produced results that guide the introduction of changes for improvement. This is especially clear in relation to changes focused on students who lack basic skills needed for college success. Course Level Student Learning Assessment All courses are required to have student learning outcomes listed on the syllabi. In the case of courses included in the General Education Core Curriculum as determined by the State, the core competencies are expected to be included. All faculty members are asked to assess student leaning to determine how effectively their students achieve the desired outcomes. Faculty members adjust course content teaching methodologies and assessment methods as needed in response to assessment results. Assessment efforts and documentation may be found in full-time faculty members‘ Professional Portfolios. Program Level Student Learning Assessment The current process for academic programs assessed has improved since the comprehensive visit in 2007 by the Higher Learning Commission. Faculty members have become increasingly focused on student learning assessment outcomes and various measures of student completion and success. This is especially evident for those academic programs with specialized accreditation in Business, Social Work, and Education in order to meet their accreditation standards, as well as make program improvements.

225

Institution Level Student Learning Assessment The Philander Smith College utilizes institution level student learning by using the Noel Levitz Surveys, NSSE, and the Rising Junior Examination to assess students concerns relative to their academic programs, career possibilities, and course choices. The Rising Junior Examination is designed to be administered to all students who have completed between 45 and 60, and who have satisfied completion of their General Education Core Curriculum. A number of student wait until their senior year to take the Rising Junior Examination. Therefore there is a lack of good data to determine the effectiveness of assessing the General Education Core Curriculum through the Rising Junior Examination. A number of issues that needed further attention were discovered through these instruments. Co-Curricular Programs The Assessment of Co-Curricular Programs comes under the supervision of the Vice President for Student Services. During the academic year 2013-2014, the Unit has assessed Co- curricular activities and made appropriate changes. At present, Co-curricular programs are not uniformly using explicitly stated student learning outcomes to improve program performance. However, the Offices of the Vice President for Academic Affairs and Student Affairs will be collaborating on better ways to improve the assessment of both curricular and co-curricular programs 2014 forward. Student Organizations Student organizations on campus are registered with the Office of Student Affairs and are intended to ―serve to enrich and enhance the social, academic, cultural, spiritual, and civil lives of our students.‖ The student organizations participate in a variety of campus activities designed to fulfill these objectives. Academic Affairs, Student Affairs, and the Social Justice Initiative have indicated intentions during the President Cabinet‘s meetings in fall 2013 to collaborate to further enrich and enhance the academic lives of our students as well. Some outcomes that were reported by the Academic Success Center, where the Development Studies Program is housed, pertained to assessment of learning outcomes include: 1. First-year students became familiar with services and programs vital to their successful transition to Philander Smith College. 2. Students were able to gain the skills, information and meaningful relationships important to successful long-term academic and personal outcomes. 3. By completing a series of career assessments and the DISCOVER Interest Inventory, undecided students were able to choose and declare a major field of study, 4. By participating in the S.U.M.M.I.T. Leadership Institute, students were able to facilitate a group meeting using Parliamentary Procedure; conduce and plan a meeting; create a persona brand; and manage conflict among peers. (Source: Title III 2013 Annual Performance Report. Another description of the impact of assessment occurred within the Teacher Education Program. Academic quality improved by enabling the faculty to assess student learning through better data management of candidate‘s performance on the Praxis exams. The data management 226 system allowed candidates who were having difficulty in passing Praxis I ad Praxis II to be flagged. Areas of weaknesses of the flagged students were identified and targeted for improvement. The Teacher Education Unit provided the candidates with support in improving their deficient skills. Once their skills were improved to an acceptable level, candidates were allowed to retake the Praxis Examination. This form of support has assisted candidates in being successful in passing Praxis. Below are some examples of institutional outcomes that can be categorized as focusing on academic quality. Information was provided on the measures that the grantee felt were most reflective of their activities supported by Title III funds: ACTIVITY: To Strengthen and Enhance the Music Department

Activity Objective(s) Evidence of Completion

To increase the number of students This objective has been fulfilled due to the renewal of served by the Music Department by the Music Appreciation courses, which are consistently forty (40) by September 30, 2012 serving 40 plus students. In addition the Collegiate Choir now has 37 members.

To increase the College Choir This objective has been fulfilled. As of final enrollment membership from 20-25 members verification for the fall semester, the Collegiate Choir to 26-30 members by September 30, had 37 members. 2012

ACTIVITY: To Strengthen and Further Enhance Computer information Services

Activity Objective(s) Evidence of Completion

To increase the technology available for The Computer Information Services faculty, staff, and students for professional and Department (CIS) deployed a campus-wide personal growth. wireless network to give students, faculty, and staff high speed access to the Internet and to the Institution‘s various resources and services, including support of the new on-line student registration module. The new network provides technology to allow individuals to connect wirelessly to iPhones, iPads, and other new/upcoming technology. The College also completed the migration of its backup system to the Cloud for security and the ease of recovery of data; transitioned to Desktop Central for automated desktop management; and equipped all personal computers with Trend Micro Antivirus Software. 227

(Source: Title III 2013 Annual Performance Report)

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 4.19 below exhibits assessments of teaching and learning, student characteristics, and student engagement.

The 2006 Philander Smith College Self-Study Report to the Higher Learning Commission described the institution‘s efforts at assessing educational effectiveness. The College strengthened its Assessment efforts in its Monitoring Report to the HLC in 2010 by detailing the construction of a College-wide Institutional Assessment Program. The 2010 Assessment Report detailed the work of the Assessment Committee, participation in the National Survey of Student Engagement (NSSE), the use of ETS instruments, and institutional Program Reviews at the Divisional level.

Currently, Program reviews are ongoing, data and recommendations are being used to inform programmatic changes and resource allocation decisions. Goals for student learning are expressed at the College level through the College Catalog, and discussed in this Self-Study Report. The former describes the core curricular that all graduates should experience. These general goals are broad statements of purpose. Therefore, specific student learning objectives are stated within the requirements for individual degrees, and listed in course syllabi. (See Exhibit 4.1: Course Syllabi, Campus Resource Room, AC 232)

Individual academic programs offer specific requirements for the majors and students. Some examples are oral and written comprehensive examinations, capstone courses, field experiences, internships, directed teaching, portfolios, and research projects. There are a wide variety of tools used to assess student success in learning disciplinary content apart from grades, e.g., portfolios, capstone courses, and entrance/exit examinations. A number of students are doing research prior to their graduation, especially in the Division of Natural and Physical Sciences. Research gives them the potential to deliver a paper at a state and/or regional conference, or even submit for publication.

In 2013-2014, the College experienced a campus-wide conversation about General Education under the leadership of the Office for Academic Affairs. The result has been the creation of a General Education Division that will make significant revisions to the General Education Student Learning Outcomes and Guiding Principles to produce a more fully integrated model in which General Education serves as the essential infrastructure for degree programs. Integration of General Education Learning Outcomes into individual degree programs is expected to lead to gains in student learning. It is important to note that embedded and mandatory assessment with 228 an examination of the data and feeding it back into the campus-wide assessment program is a central component of the General Education revision. This process is ongoing.

As a component of the approach to student learning on the 2014-2019 Philander Smith College Strategic Plan, greater emphases are being placed on an integration of academic learning with experiential learning outside the curriculum. Academic programs have their own set of core competencies that are coordinated with those of the aforementioned General Education revision that includes infusing Social Justice into the academic curriculum. (See Exhibit 4.7: Course Syllabi, Campus Resource Room, AC 232).

Main foci include a more formal structuring of co-curricular activities into academic activities and a built-in framework for assessment. There is sufficient support from Academics (teaching faculty), Social Justice Initiative, and Student Affairs personnel to enhance co-curricular programs offered to students on campus by having learning outcomes specified and assessed. Although this process is ongoing, these learning outcomes and assessments may be reported in Unit‘s annual reports beginning in spring 2015.

Table 4.23: Philander Smith College Institutional Assessment Program 2009-2013

Teaching and Student Learning

What When To Whom By Whom Results Changes Made Reported To

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

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

Students in Proficiency Rising Juniors Assessment Academic Improvements Relevant Profile and Graduating Office and Affairs and to General Courses Examination Seniors once Instructors Faculty Education And/or each semester Curriculum (ETS) Students with 54 – 60 hours

Improvement to PRAXIS End of Students National Assessment Core Sophomore wishing to Administration Office and Curriculum and Year major in Education Content area Education Division 229

What When To Whom By Whom Results Changes Made Reported To

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

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

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

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

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

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

230

Student Engagement What When To Whom By Whom Results Changes Reported To Made

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

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

(Office of Institutional Effectiveness and Planning)

Several documents, namely, the Philander Smith College Renaissance Plan, the Campus- Wide Assessment Plan, Title III: Strengthening HBCU Program, the PSC Master Plan, and the Academic Affairs Planning Grid for Division Chairs, 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 the 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 Title III: Strengthening HBCU‘s Grant conduct mid-year and annual evaluations 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. (Exhibit 4.8: Title III Activities, Campus Resource Room, AC 232)

Strategies to Initiate and Sustain a Continuous Cycle of Improvement

Currently, the Institutional Effectiveness Model, The Campus-wide Assessment Plan, described in Table 2.11 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 Research and Assessment, created in fall 2006. The Director for this office reports directly to the Vice President for Academic Affairs. The Vice-President for Academic Affairs 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 231

Affairs, Vice-President for Institutional Advancement, Dean of Kendall Center, Dean of Enrollment Management/ Financial Aid Director, Director of Recruitment and Admissions, and Legal Counselor.

In addition, in the area of Academic Affairs, multiple bodies, including the Vice President for Academic Affairs‘ Council, 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, the Campus-Wide Assessment Plan. For example, in 2006, the Vice President for Academic Affairs named an Academic Re-Structuring Committee to study and make recommendations for revising the Divisional Structure at the College that included compressing the six academic divisions and eliminating major programs with few students and graduates over the last ten years. The Committee made recommendations to the Vice President for Academic Affairs. The President received recommendations for changes from the Vice President for Academic Affairs for review and approval.

The Vice President for Student Affairs re-structured the Freshman Orientation Program as a result of discussions that occurred during the 2005-2006 academic year that included moving freshman advising to the Student Affairs area. 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 re-structured its major programs as a response to new licensure requirements by the State of Arkansas. In May 2006, the President created the new office of Recruitment and Admissions to better address the recruitment of students with greater academic potential while ―Celebrating the Renaissance of Philander Smith College.‖

Curriculum Revisions

Strategic Planning reviews have also resulted in a revision of the General Education Core Curriculum to bring requirements in line with those recommended for state schools by the Arkansas Department of Education. This action has helped facilitate the transfer of credits for students who enrolled at Philander Smith College. Title III: Strengthening HBCU‘s Program Performance Reports have resulted in focusing the Division of Education for re-accreditation by NCATE, the Computer Information Services Center on developing the PSC web-site, and 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 student. All Departments in the Humanities Division have updated curriculum and revised program requirements to reflect suggested changes, based upon assessment. 232

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.

Evaluation of Title III Programs

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.

Evaluation of Non-academic Programs

The non-academic units of the college also develop assessment tables. Those tables are listed below. Some of the major outcomes and plans for improvement for these units from the 2013/2014 academic year are:

1. INSTITUTIONAL EFFECTIVENESS a. Taskstream software package was purchased and implemented in spring 2014. Addition training scheduled for fall 2014. b. Self-Study Report process through meetings of Steering Committee, meetings of Criteria committees, and submission of reports by criteria chairman were completed to meet deadline of submission of Self-Study Report to HLC-NCA of September 3, 2014. 2. FISCAL AFFAIRS a. Construction of the new Campus Center was completed on July 25, 2014. b. Student Accounts Receivable was collected at a rate of 97.5% for the fiscal year ended June 30, 2014 surpassing a goal of 95%. c. Although the Fiscal Audit did not meet the publication goal of November 1, 2013, the audit showed that the financial operation was clean with not findings, no questionable cost, no deficiency and no material weaknesses. 3. OFFICE OF TITLE III PROGRAMS a. The Annual Audit of Title III Programs indicates no exceptions or sanctions. b. Time and Effort documentation for each pay period was collected from 95% of Title III employees. Efforts will be improved to collect 100% in 2014/15. 4. ACADEMIC SUCCESS CENTER a. Securing exit interviews with students not returning continues to be a challenge as only 12.6% of students not returning from fall 2012 through all 2013 were interviewed. The goal was 55.6%. Regular reminders of the importance of exit interviews to faculty and staff will be sent; additionally, focused efforts to contact 233

students who have not returned for the fall term will be made including phone calls, emails, and social media messages. b. Although retention of first time-full time freshman from fall 2012 to fall 2013 was 55%, short of the goal of 64%, efforts by the Academic Success Center show a ―preliminary‖ significant increase for fall 2013 to fall 2014. 5. LIBRARY a. 80% of students who attended Information Literacy tutorials received proficiency level or higher on the Rubic. b. One Hundred and twenty five (125) textbooks were purchased in support of academic programs surpassing a goal of 85% of purchasing those that were recommended. c. Usage data and number of hits on individual online databases increased by over 35%. 6. COMPUTER INFORMATION SERVICES a. Goals for providing wireless coverage, upgrading Jenzabar software, and providing antivirus software were met. b. Only 10% of the staff received training in the Jenzabar system not meeting a goal of 15%. Annual training for staff will become mandatory in 14/15. 7. HUMAN RESOURCES a. Objectives for improving customer service were not met. The customer service committee will reconvene after school starts for 2014/15. b. Only 40% of employees received annual performance reviews well short of the goal of 100%. The importance of these reviews will be stressed to the President who will have to hold the Vice Presidents accountable. 8. INSTITUTIONAL ADVANCEMENT a. Donor support for the new campus center was increased by holding 3 key cities events. b. An active effort to identify donors to give toward increasing the Endowment from $8M to $10M did not take place. Plans for improvement include the hiring of a new VP for Institutional Advancement to focus on endowment and other fundraising priorities. 9. SOCIAL JUSTICE INSTITUTE a. To improve the number of courses that offered service learning classes from 7% to meet the goals of 10% is a plan to include more general education classes that offer service learning. b. The institute hosted 8 activities through collaboration with community organizations with 53% of the attendance being community members. This exceeded goals of 5 activities with 35% attendance by community members. The plan is to set a new goal and increase the number of programs and seek new partnerships. 234

Evidences of Non Academic Assessments

Institutional Effectiveness and Planning 2013-2014

Fiscal Affairs 2013-14 report on goals and objectives

Fiscal Affairs 2014-15 Assessment Table

Office of Title III Programs 2013-14 Assessment Table

Academic Success Center 2013-14 Assessment Table

Academic Success Center 2014-15 Assessment Table

Library 2013-14 Assessment Table

Computer Information Services 2013-14 Assessment Table

Computer Information Services 2014-15 Assessment Table

Human Resources2013-14 Assessment Table

Human Resources2014-2019 Assessment Table

Office of Institutional Advancement 2013-14 Assessment Table

Office of Social Justice 2013-14 Assessment Table

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.

Office of Institutional Research and Assessment

The Office of Institutional Research and Assessment is responsible for research and statistical analysis in support of the College‘s decision-making process. The Office produced the Student Profiles for 2004, 2005, 2006, and 2009. The Student Profiles are a comprehensive compilation of all College statistics. Copies of the Student Profiles may be found in the Campus Resource Room, AC 232. The Office of Institutional Research and Assessment advises faculty and staff on the conduct of survey research, i.e., survey design, sampling, and analysis

Additionally, any survey research conducted in the name of the College must be coordinated with the Director for Institutional Research and Assessment. This office administers the student 235 evaluation of the courses each semester; results are digitally available to their respective faculty members after the semester has ended and after grades have been submitted. Results are additionally available to Division Chairs and the Vice-President for Academic Affairs.

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, Annual State Department of Higher Education Reports, Teacher Certifications Awarded, Performance on Licensure/Certification Exams, Institutional Narratives, Graduate Files, enrollment and registration reports, and Institutional Postsecondary Education Data System (IPEDS) Surveys on Institutional Characteristics, Fall Enrollment, Completions, Graduation Rate, Libraries, and Student Financial Aid.

Computer Information Services (CIS)

Office of Institutional Advancement

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.

The President 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, 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.

The relevant subunit structures of PSC include (1) the faculty, via the Faculty Senate, (2) the Office for Academic Affairs and its administrative subunits—Academic Divisions and Departments, (2) the Office for Institutional Research and Assessment, and (3) the Office for Student Affairs.

These institutional structures incorporate feedback processes that enable the college 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.

236

Assessment Programs at Division Level

Every 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 for Institutional Research and Assessment meets as needed 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 Satisfaction & Engagement

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 Rising Junior Examination that is administered to all students who complete between 54 and 60 credit hours in a given semester. The 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 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.).

237

4. B.1. Philander Smith College has clearly stated goals for student learning and effective processes for assessment of student learning and achievement of learning goals.

The college‘s objectives for student learning are clearly stated in ―Assessment Tables‖ which are maintained by for every degree program. A yearly assessment table is created for most majors.

Assessment plans are clearly stated in the Assessment Tables for each learning objective, with benchmarks for each assessment and results and analysis compiled for each academic year. The tables list actions from improvement based on the results and analysis found each year. These tables reflect good practice as established by the Association for Institutional Research and shared through presentations at its regional and national conferences. The primary major advisor is responsible for maintaining the tables. Computer software (Taskstream) was purchased in 2013 to provide a warehouse for these assessments and allow for tracking and review by division chairs. These assessment plans can also be shared with other college personnel.

The institutional has used the information gained from assessment to improve student learning by the following examples:

The Business & Economics Division has improved the average score on the Major Field Test from 130 in 2008 to 135 in 2014 by imbedding test questions in coursework.

The Natural & Physical Sciences Division has increased its number of graduates in Biology from six (6) in 2009/10 to fifteen (15) in 2012/13 (250%) and its Chemistry graduates from one (1) in 2010/11 to three (3) in 2012/13 (300%). The graduates overall went from fourteen (14) in 2009/10 to thirty (30) in 2012/13 (214%)

The Education Division has had a 100% pass rate in PRAXIS II scores over the last 5 years.

The Social Sciences Division has a 51% rate of graduates going on to graduate school.

The Humanities Division has a 53% rate or graduates going on to graduate school.

Below are examples of assessment plans for programs of study at Philander Smith College: Business and Economics 2009-10 Assessment Plan Business Management 2010-11 Assessment Plan Business Management

Education 2010-11 Assessment Plan Early Childhood Education 2011-12 Assessment Plan Early Childhood Education 2012-13 Assessment Plan Early Childhood Education 2013-14 Assessment Plan Early Childhood Education 238

2012-13 Assessment Plan Middle Level Education 2012-13 Assessment Plan Physical Education

Humanities 2010-11 Assessment Plan English 2012-13 Assessment Plan English 2011-12 Assessment Plan Music 2012-13 Assessment Plan Music 2011-12 Assessment Plan English, Philosophy & Religion, and Music 2011-12 Assessment Plan Philosophy & Religion 2012-13 Assessment Plan Philosophy & Religion

Natural & Physical Sciences 2013-14 Assessment Plan Math & Computer Science 2013-14 Assessment Update Math & Computer Science

Social Sciences 2012-13 Assessment Plan Social Work 2012-13 Assessment Plan Political Science 2012-13 Assessment Plan Psychology 4. B.2. Philander Smith College assesses achievement of the learning outcomes that it claims for its curricular and co-curricular programs. Assessment plans are clearly stated in the Assessment Tables for each learning objective, with benchmarks for each assessment and results and analysis compiled for each academic year. The tables list actions from improvement based on the results and analysis found each year. See 4.B.1 above for Academic Divisional Assess of Achievement of learning outcomes.

Individual academic programs offer specific requirements for their majors and students. There is a wide variety of tools used to assess student success in learning disciplinary content apart from grades, e.g., capstone courses, admission requirements, retention requirements, and exit requirements. For example, all majors in English must complete a senior research project. The senior research project may be used to make a presentation at a state or regional conference, or as preparation for graduate education. In addition, the Business Division uses a Business Administration Major Field Test to assess learning outcomes for their majors, as well as a capstone course.

One significant outgrowth of efforts that Philander Smith College assesses achievement of its learning outcomes has been a campus-wide conversation about General Education. The result was a Faculty Senate initiative, which began since the last HLC Comprehensive review in 2007, to make revisions to the General Education requirements for all students. As a result, General Education learning outcomes were presented and accepted in a 2010 Assessment Monitoring Report to HLC. (See Exhibit 3.5: Monitoring Report on Assessment to the Higher Learning Commission 2010, Campus Resources, Room, Titus Academic Center, Room AC 232)

However, the guiding principles for the General Education revision work that began in 2013 by the Vice President for the Office of Academic Affairs led to the approval of a General 239

Education Division in February 2014. (See Minutes of the Board of Trustees, February 20, 2014). As of the fall semester 2014, this Unit is being further developed and implemented to create a ―more fully integrated model in which General Education serves as the essential infrastructure for academic degree programs offered by the College.‖ Additional information may be gained through the Office of Academic Affairs.

During the past two years, it may be noted that the Vice President for Student Affairs has made an assessment of co-curricular activities with the main foci being offering additional co- curricular activities and a more formal structuring of co-curricular activities. These actions have led to learning communities in the residence halls: the Freshman Year Experience (to improve first to second year retention among all first-time, full-time freshmen); Sophomore Year Experience (to increase the number of second year students in good academic standing); and other student engagement programs. This effort is ongoing, as co-curricular programs offered to students have learning outcomes specified and assessed, as part of the campus culture. Additional information may be obtained from the Office of Student Affairs. 4. B.3. Philander Smith College uses the information gained from assessment to improve student learning.

At every level of assessment Philander Smith College uses the information gained to improve student learning. At the level of College level goals, data from NSSE and ETS Rising Junior Examination Proficiency Profile are used to assess and improve student learning. For example, the Office of Research and Assessment makes periodic presentations to the Faculty Senate highlighting the NSSE assessment for students in their freshman and senior years at PSC, as well as the ETS Rising Junior Examination. The results have been used by the Faculty Senate Committees to make recommendations to the full Faculty Senate for future planning to improve student learning.

The College administration supported recommendations of the Faculty Senate General Education Committee in 2010 to designate General Education Core Curriculum Learning Outcomes. The results were used by the General Education Committee to make recommendations to Faculty Senate for future planning to improve student learning outcomes: Communicate Effectively (ENG 113, ENG 123, ENG 103); Social Justice Awareness and Involvement (ECON 113, HIST 203, PHRE 203, POSC 113, PSYC 103, SOCG 113); Critical and Effective Thinking ((PHRE 223, PHRE 233, PHRE 243, PHRE 203); Information Literacy (ENG 113, ENG 123, ENG 203, ENG 213, ENG 223, CIS 113); Global and Cultural Understanding(PHRE 203, PHRE 223, PHRE 233, PHRE 243, PHRE 253, MUS 103, POSC 103, PSYC 103, PSYC 253, SOCG 113, ECON 113, HIST 203, ENG 213, ENG 223, ENG 253, ENG 313, ENG 323, ENG 403; Quantitative Literacy (MTH 114, MTH 113; and Science Literacy (BIO 104, BIO 114/124, PHY 104). For additional information, please see 3.B.2 in this Self-Study Report.

One example of using assessment results to improve student learning revealed that results of the ETS Rising Junior Examination administered to PSC students indicated that students‘ ability to think critically was below national comparisons. Interventions were implemented by imbedding goals and student learning outcomes in course syllabi to support improving PSC 240 students‘ critical thinking skills. Therefore, faculty engaged in writing critical thinking in their course syllabi within their areas of expertise.

The Division of Business and Economics uses the Business Administration Major Field Test to assess student learning and to make curricula revisions. As a result, this Unit has imbedded test questions in their Capstone course examinations to support skills that business majors need to improve their scores in comparison to national benchmarks. Evidences of this effort may be seen in the Annual Reports that the Business Division makes to their Specialized Accrediting Body, the Council for Accreditation of Business Schools and Programs (ACBSP).

Likewise, the Social Work Program made available to the Council on Social Work Education (CSWE) in their 2014 Self-Study Report information pertaining to information gained from their assessment to improve student learning. The re-accreditation review of the Social Work Program will take place during fall 2014. A copy of the 2014 Social Work Program Self- Study may be viewed in the Campus Resources Room, AC 232, and additional information by be secured through the Social Work Department.

The Office of Student Affairs tracks students‘ participation in campus programs, such as Bless the Mic, and their use of services, including living on-campus versus on-campus academic GPAs, recreation facilities, and social programs. In addition, the Office of Student Affairs tracks career fairs and other events and programs. This Office uses student feedback, program participation, and institutional data to improve services and experiences for PSC students. This Office also tracks students‘ participation in internships and service learning, and uses the data to improve Student Services. Evidences may be found in Office of Student Affairs‘ reports to the President‘s Cabinet and to the Board of Trustees. The Office of Student Affairs uses five principles of the Perfect P.I.T.C.H. –Professionalism, Integrity, Teamwork, Compassion, and Humility—to plan activities and engage staff time and effort to access and improve student learning.

The examples above document that Philander Smith College uses the information gained from assessment to improve student learning. Also, please see 4.B.1 above for additional information regarding assessment to improve student learning. 4.B.4. Philander Smith College’s processes and methodologies to assess student learning reflect good practice, including the substantial participation of faculty and other instructional staff members.

The tables linked to the PSC webpage (Office of Research and Assessment) in 4.B.1 above reflect good practice as established by the Association for Institutional Research and shared through presentations at its regional and national conferences. The primary major advisor is responsible for maintaining the tables. Computer software (Taskstream) was purchased in 2013 to provide a warehouse for these assessments and allow for tracking and review by division chairs. These assessment plans can also be shared with other college personnel.

Philander Smith College has supported a variety of professional development opportunities for faculty and staff in an effort to utilize good practices in assessment methodologies and 241 processes. Training has been provided and faculty and faculty and staff have been accepting and creative in the adaptation of techniques that they have learned. Faculty regularly present at conferences and at in-house workshops on how they have successfully adopted assessment methodologies and techniques for their individual courses: plagiarism workshops (Dr. Lia Steele), technology workshops (Dr. Samar Swaid; Mr. Brian Clay), rubric workshops (Dr. Betty Dickson), Student Learning Outcomes Workshops (Dr. Lois Sheer, Consultant), and Assessment Workshops (Ms. Beverly Richardson) all emphasize ways to incorporate assessment of student learning in the classroom.

Nationally recognized experts have provided faculty and staff with workshops on best practices in assessment of student learning. These experts include: Dr. Mary Beth Gasman, an HBCU expert who made a presentation during our Faculty/Staff Institute; and Dr. Lois Sheer, Consultant to the Office of Academic Affairs. Dr. Sheer presented four workshops during the 2013-2014 Academic Year pertaining to Student Learning Objectives and Outcomes. These workshops have resulted in greater collaboration among faculty and more productive writing of data driven course level assessment to guide changes in curriculum and assessment processes. Additional information may be found in the Office of Academic Affairs Reports to the Cabinet and to the Board of Trustees.

At PSC, assessment is intentionally linked to the College‘s 2007-2012 and 2014-2019 Strategic Plans; the President Cabinet‘s productivity reports and Assessment Plans; proposals for new courses; and to the scholarship of teaching and learning in the promotion and tenure process. Evidences include Assessment Plans, Cabinet Reports, and Faculty Portfolios which will be made available to the HLC team in the Campus Resources Room, Titus Academic Center, AC 232.

Assessment at PSC

Assessment reports from faculty appear in their Annual Performance Reviews and in Faculty Portfolios (Campus Resource Room, AC 232). Assessment results are also reported on and used in Academic Division Program Reviews and Assessment Plans for Programs of Study, as described and linked to the PSC webpage (Office of Research and Assessment) and in 4.B.1 above in this Self-Study Report. Currently, Philander Smith College has ongoing curriculum and assessment processes that are expected to result in improved documentation of individual classroom assessment practices and improved student learning during the 2014-2015 academic year.

4. C. Philander Smith College demonstrates a commitment to educational improvement through ongoing attention to its retention, persistence, and completion rates in degree and certificate programs. Philander Smith College collects a bank of information on attrition and retention of its students annually through the Office of Institutional Research and Assessment as well as the Academic Success Center. This information is utilized to make quantitative and qualitative judgments about enrollment stability. 242

Philander Smith College has seen a significant impact on fundraising, student achievement, and community engagement during the academic years 2010-2011 – 2012 -2013, as indicated below in Table 4.24:

Table 4.24: Impact Chart on Fundraising, Student Achievement, and Community Engagement 2010-2011 2011-2012 2012-2013 Board of Trustee 100% 100% 100% Giving Alumni Giving 13% 14% 15% Student Enrollment 696 732 666 High School GPA 2.87 2.92 2.99 Source: Office of Social Justice Initiative, 2014)

Student Population Served

Approximately one third of the Philander Smith College first-time, entering students come from Arkansas. A little over fifty percent come from other states such as Illinois, Tennessee, Texas, and California. Nine percent of the student body comes from foreign countries such as Haiti, Bahamas, Nigeria, China, and Uganda.

Ninety percent of Philander students are Pell grant recipients and/or receiving some kind of financial aid. Over fifty percent are First Generation College educated and the median household income family is $30,000 a year. Ninety-eight percent of the student population is African American with the remaining made up of individuals of two or more races and/or Hispanic (Office of Social Justice Initiative, 2014).

Academic Success Center

Philander Smith College is focused on retaining its students. When students drop out of college because of negative experiences, they tend not to try college again. At Philander Smith College, the best retention program is an excellent academic program as well as efficient handling of student issues and concerns. Toward that end, the College created the position of Director of Retention.

The Academic Success Center (ASC), under the direction of the Director of Retention is a Title III Grant program which is responsible for conducting efforts impacting student retention. The ASC provides a computer lab for the students to use for studying, group work, research, typing, and printing; the ASC requires students to sign-in to use the lab and tracks the number of visits received. During the period from fall 2012 through spring 2014, the ASC tracked 10, 584 student visited.

243

Table 4.25 Academic Success Center Activities 2012-2014

Year & Term Fall 2012 Spring 2013 Fall 2013 Spring 2014 Total Number of Sign-Ins 3,425 2,531 2,099 2,529 10,584 Source: Academic Success Center, 2014

Additionally, the ASC provides free tutoring services to students in areas of general education including but not limited to English, math, reading, biology, speech, and physical science. The ASC employs 12 peer tutors composed of upper classmen and –women and who must go through a rigorous interview process. During the period from fall 2012 through spring 2014, the ASC received 336 requests for tutoring.

Year & Term Fall 2012 Spring 2013 Fall 2013 Spring 2014 Total Number of Tutor Requests 66 84 128 58 336 Source: Academic Success Center, 2014

The ASC additionally receives and addresses Early Alert submissions from campus faculty and staff. Faculty and staff are invited to submit information on students who display potentially harmful behavior to their academic careers. Early Alerts may involve issues such as low grades, changes in behavior, or class non-attendance. During the period from fall 2012 through spring 2014, the ASC received 396 Early Alert submissions.

Year & Term Fall 2012 Spring 2013 Fall 2013 Spring 2014 Total Number of Early Alerts 77 145 97 77 396 Source: Academic Success Center, 2014

Last, the ASC conducts Exit Interviews of students withdrawing during the semester. These are confidential, private interviews in which students are encouraged to be honest in their feelings toward Philander Smith College and their reasons for withdrawal. Additionally, the ASC attempts to reach out to students who leave between semesters so that they may also complete Exit Interviews. During the period from fall 2012 through spring 2014, the ASC conducted 57 Exit Interviews.

Year & Term Fall 2012 Spring 2013 Fall 2013 Spring 2014 Total Number of Exit Interviews 14 14 12 17 57 Source: Academic Success Center, 2014

Process Measures for Academic Success and Student Retention (2012-2013)

The Academic Success Center at PSC is funded by Title III funds. The following is a Title III process measures report of Ms. Rashunda Johnson, Center Director, pertaining to Academic Success and Student Retention. Her report revealed that the number of peer tutors increased (from 3 to 10), the retention rate of students increased (45 % to 60%), and that the peer tutoring impacted the fiscal stability of the institution.

244

Process Measures for ―Academic Success and Student Retention‖

Did the number of tutors increase? Yes If yes: Start # 3 End # 10 Application Objective # 12

Did the number of students using tutoring services increase? Yes If yes: Start # 68 End # 137 Application Objective # 100

Did the academic attainment of students using tutoring services Yes increase? If yes, methodology used: Class observation

Other: Has the retention rate of students who received tutoring Yes increased? If yes: Start 45 End 60 Application Objective 70

Description of impact:

The purpose of peer tutoring through the Academic Success Center (ASC) is to provide academic instructional support in an out-of-class environment. Fiscal year (FY) 2012-2103 started with three (3) tutors, and ended with twelve (12) paid tutors and three (3) volunteer tutors. Each tutor had a cumulative GPA (grade point average) of 2.75 or greater and varied majors. Access to peer tutoring was expanded to include tutoring at the Residential Life Center (RLC), Suites A and B, and the Reynolds Library.

The efforts of the Academic Success Center through peer tutoring have impacted the financial stability of the College. In a recent study, researchers found that the peer connection established between tutor and tutee contributes significantly to the retention of the tutee. Economically, it is more feasible to retain one student versus the cost associated with the recruitment of a new student. While Philander Smith College‘s overall retention rate took a slight dip, the retention rate of those students who received tutoring is roughly sixty percent (60%).

245

4.C.1. Philander Smith College has defined goals for student retention, persistence, and completion that are ambitious but attainable and appropriate to its mission, student populations, and educational offerings.

Philander Smith College has defined goals for student retention, persistence, and completion that are ambitious but attainable and appropriate to its mission, student populations, and educational offerings. Our goals are based on evidence of 7-year average rates, 2007-2019 PSC Strategic Plan goals and projections for the 2014-2019 PSC Strategic Plan.

Philander Smith College Enrollment, Retention, and Graduation Rates and Goals

7-Year Average Rates: Percent 2007-2012 PSC Strategic Plan Goals 2014- 2019 PSC Strategic Plan Goals 4-Year Graduation Rate (IPEDS) 18% 30% 30% 6-Year Graduation Rate (IPEDS) 29% NA 40% Fall Enrollment (All Students) 638 800 800 Freshman Retention (IPEDS) 66% 70% 70% New Students (FR + Transfers) 214 300 300

Defining Philander Smith College‘s goals for the future are ongoing, as the new Retention and Persistence Committee created in 2013 may make recommendations to re- establish enrollment, retention, and graduation rates during 2014-2015 to the President and his Cabinet based on fall 2014 student enrollment and others factors, such as the new Presidential Search, that are not final at the time for presentation of this Self-Study Report to HLC. For purposes of this Self-Study, statements have been made regarding growing enrollment to 1,000 students, however, the data do not support that goal at this time based on our seven-year average rates. However, this goal may be achievable and agreed upon at some future date, as the College strengthens its ―Academics‖ and ―Moves Forward.‖(Office of Institutional Effectiveness and Planning)

Philander Smith College has steadily been increasing its four-year and six-year graduation rates of first time, full-time students. The 2006 cohort had a four-year graduation rate of 20% and a six-year graduation rate of 31%; the 2007 cohort had a four-year graduation rate of 20% and a six-year graduation rate of 45%.

First-time, full-time freshman (according to IPEDS) fall-to-fall retention rates held in a steady range for the past three cohorts (2010, 2011, and 2012) at 60%, 62%, and 55%, respectively; concentrated efforts in tutoring, mentoring, and advising are being made to boost student academic achievement. Between the years 2007 and 2013, PSC graduated 713 aspiring professionals. Of this figure, 35.1% enrolled in graduate studies, and 55.4% indicated employment in positions directly related to their programs of study.

Philander Smith College boasts accomplishments in undergraduate research, as well. Students have participated and achieved in the Annual Arkansas Academy of Science, the Clinton Global 246

University Initiative and Posters-at-Capital in recent semesters. Additionally, PSC is proud to be home to the 2014Miss Black Arkansas.

According to 2013 National Survey of Student Engagement indicators of academic challenge and learning with peers, Philander Smith College freshmen scored statistically significantly higher than other participating Arkansas colleges in learning strategies and collaborative learning. Similarly, PSC seniors scored statistically significantly higher than Arkansas colleges in collaborative learning and student faculty interaction, but scored lower than Arkansas colleges in discussions with diverse others. Compared to its Carnegie classification peers, PSC did not post statistically significantly different scores.

In the Monitoring Report on Finance and Enrollment that Philander Smith College sent to the Higher Learning commission NCA in November 2010, the College indicated that it had identified its retention goal in the Renaissance Plan, Strategic Initiative #2: Action Step #3 to ―Raise retention rate to 80% by 2012‖. The data below show that the College achieved a retention rate at 77% for full-time freshmen returning to their sophomore year in 2010.

The retention rate for first-time freshmen from fall 2008 returning in fall 2009 was 72%. The rate for freshmen from fall 2009 returning in fall 10 WAS 77%. The UNCF average from fall 2006 to fall 2007 and fall 2007 to fall 2008 was 62.8%. This was cause for excitement and congratulations.

TABLE 4.26: Freshmen Retention Rates 2007-2012

Philander Smith College retention rates for first-time students continued to rise during the period 2006-2010. The following Strategic Initiative #2 of the Renaissance Plan highlights the College‘s goals and emphases on improving retention, graduation, and enrollment through 2012.

In a presentation to the Faculty and Staff during the College‘s opening session, Ms. Beverly Richardson, retired Director of Institutional Research and Assessment, presented a report titled ―Campus Wide Assessment.‖ Ms. Richardson provided data on three (3) of the action steps in Strategic initiative #2 of the Renaissance Plan: Phase Two 2006-2012. The vision is shown below:

247

VISION: To Experience a Renaissance.

Philander Smith College will become a competitive institution within its peer group in the region and the UNCF, ranking above average in key indicators, including retention, graduation, and enrollment.

The College reduced the number of students requiring remediation from 77.2% in fall 2005 to 51.3% in fall 2009. The average rate for 4-year public colleges in the state of Arkansas was 54.6% in fall 2009 ranging from 11.5% at UAF to 91.4% at UAPB. (Philander Smith College, the Higher Learning Commission NCA Monitoring Report on Finances and Enrollment, November 2010).

Strategic Initiative #2: The College will strengthen its academic profile (including enrollment), programs, and performance

Students

Objective 2.1 Raise admissions standards Objective 2.2 Provide a limited number of admissions for students not meeting full admissions standards, and fully support those admitted Objective 2.3 Reduce the percentage of students requiring remediation to less than 25% Objective 2.4 Reorganize the Office of Recruitment and Admissions by Fall 2006 Objective 2.5 Implement recruitment strategies to enroll a freshman class of 200 to 250 students each year from fall 2007 through fall 2012

Objective 2.6 Enroll an average of 50 new transfer/non-traditional students each year from fall 2007 through fall 2012

Faculty Objective 2.7 Strengthen each academic division through assessment and evaluation of faculty (Objective 3.1 in Phase 1 of Strategic Plan) Objective 2.8 Increase faculty development opportunities, with participation tied to evaluations Objective 2.9 Implement a merit system that rewards for innovation, creativity, and productivity Objective 2.10 Drastically improve faculty research, with attention to publishing and presentations, through professional development and resource allocation Objective 2.11 Review entire college curriculum to (1) eliminate poor performing programs, (2) reallocate resources to progressive and promising programs, and (3) create new, innovative programs Objective 2.12 Develop a strategy to continuously reduce the number of adjunct professors utilized each term (Objective 3.5 in Phase 1 of Strategic Plan) Objective 2.13 Launch a signature academic program 248

Objective 2.14 Explore new avenues for recruiting new, talented faculty (including business and industry) Objective 2.15 Evaluate faculty employment, including tenure vs. non-tenure track offers, and tenure review Objective 2.16 Strengthen Honors program Staff Objective 2.17 Re-establish a career services program Objective 2.18 Develop a comprehensive first year experience program Action Steps:

1. Raise admissions standards; additional requirements for those below this standard 2. Reduce the number of students needing remediation to less than 25% by 2012 3. Raise retention rate to 70% by 2012 4. Raise graduation rate to 30% by 2012 5. Restructure admissions operation, implementing a data based enrollment management system 6. Grow to an enrollment of 800 by 2012 (original goal was 1,000); grow to 1,000 by 2016 7. Develop measurable enrollment management goals (short and long term) 8. Add 250 new beds on campus by 2010 9. Add new student center and dining facility

Evidences: PHILANDER SMITH COLLEGE RENAISSANCE PLAN PHASE TWO: 2006 – 2012 (AS OF JULY 10, 2009)

The Office of Institutional Research maintains historic data and on-going analyses on student retention, persistence, and completion. Reports are regularly submitted to administration to aid in informed and data-driven decision-making.

Retention Rates

In 2008 and 2009 first-time full-time freshmen cohorts, Philander Smith College achieved its goal of raising the retention rate to 70% with rates being marked at 72% and 78%, respectively. With the 2010 cohort, the rate fell to 60%, but it rebounded to 62% with the 2011 cohort and fell with the 2012 cohort to 55%. Campus-wide learning resources implemented to aid in retention may be found in Section 4.A.5. See Table 4.27 below:

Table 4.27: PSC Freshmen Retention 2007 - 2012

249

Additionally, the Advisory Council for Student Retention and Learning was created during the 2013-14 academic year to bring together representatives from academics, student services, residential life, enrollment management, and institutional research in order to discuss new initiatives to address student retention. The Council has discussed retention software, student profiling tools, and revisions to the advising process.

Freshman Class Profile

At the same time, Philander Smith College has posted a continuous increase in its entering freshman class‘s profile with the average ACT score increasing from 17.5 in 2007 to 19.1 in 2013 and the average high school grade point average increasing from 2.77 in 2007 to 3.05 in 2013, as shown in Table 4.28 below:

Table 4.28: Freshman Class Profile 2007 - 2013

Remediation Rates

The remediation rate of entering freshmen at Philander Smith College has been declining overall since 2007. In fall 2007, 61.8% of freshmen needed remediation in one or more of the following subjects – English, reading, or math. By fall 2012, that figure had decreased to 43.9%. While Philander Smith College has not met its goal of only 25% remediation overall by 2012, the College is on the right path to achieving that goal. The percentage of freshmen requiring remediation in each subject—English, reading, and math—decreased from fall 2007 to fall 2012. The remediation rates are shown in Table 4.29: Remediation Rates 2007 – 2013 below:

Table 4.29: Remediation Rates 2007 – 2013

250

Graduation Rates

Philander Smith College met and maintained its goal of increasing the six-year graduation rate to 30%. The 2004 freshman cohort, according to IPEDS guidelines of first-time, full-time, freshman students, held a four-year graduation rate of 2% and a six-year graduation rate of 16%. This drastically improved six years later with the 2008 cohort, which held a four-year graduation rate of 22% and a six-year graduation rate of 37%. The 2009 and 2010 cohorts are on track to post even higher six-year graduation rates with four-year graduation rates of 28% and 25%, respectively, as shown below in Table 4.30:

Table 4.30: Historical Data on Graduation Rates 2004-2010 Cohorts

The Office of Institutional Research maintains a table on this data and presents it to the administration periodically. Philander Smith College uses IPEDS definitions in calculating its Retention and Completion Data. 251

The College has convened adhoc committees to address concerns with retention, persistence and completion in the past. One such committee conducted a survey of non-returners, researched placement tests, and recommended that the College hire a Retention Specialist and establish a Retention Office. That office became the Academic Success Center mentioned under resources.

The newly formed Retention and Persistence Committee (2013-2014) is addressing concerns regarding re-establishing the College retention rates, persistence rates, and graduation rates in line with the 2014-2019 Philander Smith College Strategic Plan. Representatives on this committee include Enrollment Management, Academic Affairs, Academic Success Center, Registrar, Student Affairs, Institutional Advancement, Social Justice Initiative, President‘s office, and students.

The retention, persistence rates, and graduation rates defined for the College in the 2006-2012 Strategic Plan have been assessed, as reported elsewhere in Criterion four. The new Retention and Persistence Committee may utilize the following comparative data, as well as assessment of internal data for its decision-making process. This process is ongoing.

Comparisons with National and Regional Institutions

A summary of Fall 2013 Council for Independent Colleges (CIC) Comparative Statistics has allowed Philander Smith College to compare its statistics with member institutions based upon not-for-profit, private institutions located in Alabama, Arkansas, Florida, Georgia, Kentucky, Louisiana, Mississippi, North Carolina, South Carolina, Tennessee, Virginia, and West Virginia. Five years of data are provided on a variety of metrics (enrollment, admissions, graduation rates, student to faculty ratio, faculty salaries, tuition and fees, and institutional aid). The College has utilized this information for institutional planning for the future.

For example, while Fall Enrollment based on full-time equivalency for Philander Smith College is below National and Southeast Medians in raw numbers, it held steady with the trend of increase in each year except 2012. Over the five-year period, PSC experiences an overall increase of 15.0% in enrollment, which is greater than the national and regional increases of 5.1% and 6.3%, respectively.

252

Table 4.31: PSC Comparisons with Other Institutions

PHILANDER SMITH COLLEGE Little Rock, Arkansas RETENTION RATES FOR PSC AND OTHER ARKANSAS COLLEGES (Fall 2011 First-Time, Full-time Freshmen)

College/University Fall 2012 Fall 2013 Philander Smith College 62% 55% University of AR at Little Rock 67% 69% University of AR at Pine Bluff 55% 45.7% Arkansas Baptist College 41% 39% Hendrix College 86% 85% John Brown University 84% 82% Lyon College 72% 71% Ouachita Baptist College 72% 76% College of the Ozarks 67% 66%

GRADUATION RATES Cohort 2007, First-Time, Full-Time Freshmen As of Fall 2013 College/University Graduation Rate 4 Graduation Rate 6 Number Degrees Year Year Awarded 2012 (2006 Cohort) (2006 Cohort)

Philander Smith College 20.0% 43.0% 126 University of AR at Little Rock 31.4% 38.7% 1310 University of AR at Pine Bluff 23.9% 28.9% 394 AR State University 19.6% 38.7% 550 AR Tech University 38.9% 40.3% 670 University of Central Arkansas 42.4% 44.7% 1204 Southern AR University 32.8% 36.6% 450 Henderson State University 17.5% 27.1% 690

Note: Average Graduation Rate for Arkansas (4 year) 37% and 40.8% (6 year) as of April 29, 2013 Average National Graduation Rate (4 year) is 37.8% and 58.1% (6 years)

REMEDIATION RATES Fall 2013 College/University Number of First-Time Students Percentage of Students Assigned Tested for fall 2013 Semester to Remedial Classes Arkansas State University 1,575 25.8% Arkansas Tech University 1,639 45.2% Henderson State University 697 45.4% Southern AR University 650 42.0% 253

University of AR Fayetteville 4,300 8.4% University of AR Fort Smith 1,191 36.1% University of AR Little Rock 633 37.8% University of AR Monticello 506 67.2% University of AR at Pine Bluff 557 78.2% University of Central AR 2,177 28.7% Four-year Institution Total 13,925 30.1% Two-year Institution Total 6,139 67.4% Overall Total 20,064 43.2% Philander Smith College 74 54.8% (fall 2013) (74 of 135 students) 87 51.2% (fall 2012) (87 of 170 students)

4. C.2. Philander Smith College collects and analyzes information on student retention, persistence, and completion of programs.

The Office of Institutional Research & Assessment maintains a table on this data and presents it to the administration periodically, as shown in Table 4.32 below:

Table 4.32: PSC Retention – Graduation Rate, Freshman Cohorts, Fall 2004 – Fall 2013

Philander Smith College uses IPEDS definitions in calculating its Retention and Completion Data. 254

4. C.3. Philander Smith College uses information on student retention, persistence, and completion of programs to make improvements as warranted by the data.

The College has convened adhoc committees to address concerns with retention, persistence and completion. One such committee conducted a survey of non-returners, researched placement tests, and recommended that the college hire a Retention Specialist and establish a retention office. That office became the Academic Success Center mentioned under resources.

Withdrawal & Exit Interviews

The Academic Success Center makes great efforts to identify and interview students who plan to depart from Philander Smith College in order to provide the College with data for administrative use. When a student notifies the Registrar‘s Office, Student Affairs, or other offices on campus, the student is directed to the Academic Success Center as the starting point for the withdrawal process. The students must obtain the Withdrawal Form from the Registrar‘s Office or from the Academic Success Center and obtain a series of signatures, as well as complete a confidential Exit Interview to fully withdraw from Philander Smith College. The aggregated results from the Exit Interviews are summarized in a periodic report provided to the Vice-President for Enrollment Management, as well as additional interested parties, in order to aid in future decision making.

From the period of Fall 2012 through Spring 2014, fifty Exit Interviews were conducted. Seventy-two percent of exiting students rated the quality of academic advisement as ―Good‖ or ―Excellent.‖ Fifty percent of exiting students stated that they would consider attending Philander Smith College in the future. Students are asked to share reasons for withdrawal, and may indicate more than one reason. Graph 4.2 below presents a summary of the reasons students indicated for withdrawing from Philander Smith College between Fall 2012 and Spring 2014.

Graph 4.2: Fall 2012 – Spring 2014 Exit Interviews

(Source: Academic Success Center) 255

The Office of the Vice President for Enrollment Management devised the following Enrollment Management Recruitment and Retention Action Plan in academic year 2013-2014 to increase enrollment and retention of students through graduation:

ENROLLMENT MANAGEMENT RECRUITMENT AND RETENTION ACTION PLAN

2013-2014 Initiatives to Increase Enrollment and Retention of Students through Graduation (V P Damien Williams, Dr. Jesse Hargrove, Bertha Owens, Rashunda Johnson, Kisa Hinton)

The Enrollment Management Team (EM Team) at Philander Smith College is pursuing its goal under Strategic Objective: One, to stabilize the College‘s enrollment. The Unit‘s Action Plan is aligned with the College‘s 2014-2019 Strategic Plan. There are three Strategic Imperatives that guide the Enrollment Management Recruitment and Retention Action Plan which is put forth to ensure that the outcomes of the Strategic Imperatives are accomplished in measurable terms. The foci for enrollment stabilization are: 1.1 To improve admission standards 1.2 To increase retention and graduation rates, and 1.3 To refocus recruiting efforts

256

The following Chart 4.2 depicts the Philander Smith College Enrollment Management Team:

The initiatives to increase Fall 2014 enrollment under Strategic Imperative 1.1 of the 2014-2019 Philander Smith College Strategic Plan use data from previous years to inform decisions regarding the number of students who were enrolled over the last 10 years and projects a target number by states that should be expected to enroll in Fall 2014.

A Phone-A-Thon to train student ambassadors and staff has been established to call prospective students who are missing documents that are needed to make acceptance decisions. 257

This initiative will increase the pool of admitted students for fall 2014. Ambassadors and staff will initiate calls to inform students of the required $235 deposit for housing and is used as a guide for the College to indicate ―commitment to enroll‖. Scripts have been developed and provide a coordinated conversation for all.

Another initiative is Preview Day which will attract the students to the campus and interact with faculty, staff, students, and important activities, edifices, and the Reynolds Library which houses rare art pieces.

Under Strategic Imperative 1.2 of the 2014-2019 Philander Smith College Strategic Plan, the goal is to increase retention and graduation rates so that when prospective students and parents ask about our retention and graduation rates the College will be placed in a favorable position. Students and parents now make decisions on college choice by applying to colleges where their love one has the greatest chance of being retained and graduated from the institution. The College must work on a higher return rate for its current freshman class to ensure that it surpasses the 55% retention rate of the previous class as evidenced in the data below.

The Academic Success Center has strengthened its focus on Early Alerts as well as in Peer Tutoring. The goal and focus is on increased retention rates which will lead to higher chances for graduation. The six (6) year cohort graduation rate for the fall 2007 class increased to 43%. T the graduation numbers issued by the Office for Institutional Effectiveness and displayed in the website above show that Philander Smith College, over the past 10 years, has consistently had over 100 graduates. The 10 year trend shows that for four consecutive years, the graduation numbers dipped below 100 during 2008, 2009, 2010, and 2011. The goal of building an enrollment of 1,000 students not only demands that the college recruit 300 students who are better prepared, but have the support structures in place to ensure that these student are retained and do not go out of the back door.

Therefore, under Strategic Imperative 1.3 of the 2014-2019 Philander Smith College Strategic Plan, the EM Team is broadening the way it markets the College. Once again, the EM Team relies on data to inform its decisions on how best to market and marshal its resources. Resources will be focused on recruiting in states where the best market yields are located.

Data provided by the Office for Institutional Effectiveness indicates that there are seven (7) of twenty-two (22) states that the College‘s recruiting efforts must market (Arkansas, Illinois, Texas, Missouri, Tennessee, California, and Indiana). These are the states with the biggest yields. The college has an International Student market (47 students) that yields the 3rd highest enrollment behind Arkansas (232) and Illinois (86). The EM Team must refocus its recruiting efforts on this population since all are on college scholarships. Access, affordability, and outcome focused are the watch words of this EM Team.

The College can reach its goal of enrolling 1,000 students, and the Enrollment Management Team can reach its 300 student target. We know our targeted population and demographics-that the age population is 75% age 22 or younger; 88.5% Black; 8.7% International-Non-Resident Alien; 66.2% female; 33.8% male; 93% continuing; and 92.6% are full-time. The Enrollment Management Team simply needs to work with the faculty, staff, students, alumni, schools, 258 community colleges, and community of supporters to market, recruit, admit, enroll and close the door to retain our students through graduation so that they become advocates for social justice, and determined to change the world for the better. What a noble goal!

In the Academic Year 2012-2013, the College experienced a drop in enrollment, which was caused, in part, by the denial of Parent PLUS loans to many students. This issue caused some financial challenges for the Institution. (Office of Academic Success Center Report)

The following table depicts the historical data relative to student enrollment and retention 2003-2004 through 2012-2014: (Source: Mr. Wallace 2014-15 Budget, Student Enrollment, and Fiscal Affairs Report to Cabinet. March 18, 2014) Table 4.33 below depicts the PSC historical data on student enrollment:

Table 4.33: PSC HISTORICAL DATA ON STUDENT ENROLLMENT

ENROLLMENT FALL SPRING FALL ÷ SPRING SEMESTER 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%

A ten year comparison shows that there were three consecutive years in which fall enrollment numbers fell below 600 students (Fall 2006, fall 2007, and fall 2008). In fall 2013, enrollment dipped below 600. Office for Enrollment Management is determined to strengthen its Strategic Actions by requiring more rigorous standards to its process of offering scholarships and re- working its recruitment and admissions process for getting more applications by targeting the appropriate students who meet the College‘s criteria. The number of accepted and admitted in the following website data reveals that the EM Team needs to focus on the ―pending‖ category of students to boost the College‘s chances of enrolling a higher population of students for the Fall 2014.

Enrollment of new students has fluctuated between 186 and 276 within the last seven years, as shown in Table 4.34 below: (Source: Mr. Wallace‘s Fiscal Affairs‘ Report to Cabinet, March 18, 2014)

259

Table 4.34: ENROLLMENT OF NEW STUDENTS (All Levels) FALL 2007 – FALL 2013

Semester # New Students Fall 2007 186 Fall 2008 205 Fall 2009 234 Fall 2010 249 Fall 2011 276 Fall 2012 226 Fall 2013 204 Average 226

The Institution has defined goals for student retention, persistence, and completion that are ambitious but attainable and appropriate to its mission, student populations, and educational offerings.

The PHILANDER SMITH COLLEGE RENAISSANCE PLAN PHASE TWO: 2006 – 2012 (AS OF JULY 10, 2009)

Strategic Initiative #2: The College will strengthen its academic profile (including enrollment), programs, and performance the following goals for retention, persistence, and completion:

1. Raise retention rate to 70% by 2012 2. Raise graduation rate to 30% by 2012

Philander Smith College has a strong history of promoting college success by improving the retention and graduation rates by hiring a Retention Czar in 2009. This person is responsible for the development, implementation, coordination, and success of the College‘s Retention Program. The program focuses on at-risk students—those students who are low-income and underrepresented. The Czar in collaboration with the Vice Presidents of Academic and Student Affairs developed a campus-wide retention strategy aimed at increasing the institution‘s yearly retention rate while focusing on surpassing the national retention and graduation averages.

Promoting college success can also be found in other activities and initiatives that are employed at the College. One successful program is Black Male Initiative (BMI) that was designed to focus its energies and resources on the continuous improvement of the social and academic experiences of black males at the College. The intent behind BMI is to promote college success to black males by creating a campus culture that is student centered, collaborative and responsive to the needs of black males through student engagement and social enlightenment. Additionally, the Academic Success Center (ASC) at the College is also designed to promote college success. ASC provides academic mentoring, tutoring, student success workshops, and computer lab access.

260

Enrollment Stability

The Board of Trustees and the administration recognize that in order the Philander Smith College to become more financial stable, strategic steps have to be implemented. As a tuition driven institution, one of the most critical strategic actions is enrollment stabilization.

The College experienced a drop in the 2012-2013 enrollments, which was caused, in part, by the denial of Parent PLUS loans to many students. The issue caused some financial challenges for the Institution. The proposed Campus Center was affected—which was slated to cost approximately $18 million. With the change in enrollment, the College scaled back the project to consist of one level, with approximately 30,000 square feet, at a cost of $5.3 million. In scaling back the project, there were delays due to problems of redrawing the architectural plans; rescheduling of contractors, and rebidding the project. As of August 1, the Campus Center has been constructed and opened for services to student and other constituencies.

Table 4.32 below is a five-year trend, which details PSC‘s enrollment. Although retention had grown to 78% in 2009, the rate began to fall in 2010 and has fallen to 55% in 2012.

Graduation rates met and exceeded 30% by 2012 with a 6 year graduation rate of 43% for the 2007 cohort.

Table 4.32: PSC Retention-Graduate Rate, Freshman Cohorts, Fall 2004 – Fall 2013

261

4.C.4. Philander Smith College’s processes and methodologies for collecting and analyzing information on student retention, persistence, and completion of programs reflect good practice. (Institutions are not required to use IPEDS definitions in their determination of persistence or completion rates. Institutions are encouraged to choose measures that are suitable to their student populations, but institutions are accountable for the validity of their measures.)

Although not required to, the Institution does use IPEDS definitions for calculating persistence and completion rates. The Office of Institutional Research also provides tables on number of graduates, freshman class profile, and remediation rates.

The Institution uses this information to plan strategies for improving by naming adhoc committees to study and provide plans for improvement. A committee studying persistence recommended the hiring of a Retention Director to focus the attention given to these concerns. The retention rate immediately rose. An administrative unit called the Academic Success Center was formed gives its attention to these matters today.

The Charles W Donaldson Scholars‘ Academy is a partnership between the University of Arkansas at Little Rock, Arkansas, and Philander Smith College effective summer 2014. Due to the newness of this program on the PSC campus, data are not available to assess its effectiveness. However, by reviewing the link below, educators can see the great potential for increases in College enrollment, retention, and graduation of deserving students.

Dr. Charles Donaldson in Student Academy

262

Summary Criterion Four—Teaching and Learning: Evaluation and Improvement

Philander Smith College is a four-year liberal arts College that offers Baccalaureate Degree Programs. The College provides high quality, rigorous education to the students it serves. The College believes that it has provided sufficient evidence that it meets Criterion Four and all of its Core Components for reaffirmation for accreditation.

STRENGTHS

 At the Baccalaureate Degree level, Philander Smith College strives to offer a high-quality curricular and co-curriculum programs.  At Philander Smith College, significant investments have been made in the teaching and learning environment. Students benefit from a highly qualified faculty, as well as a state-of-the-arts Library and Technology Center.  The College supports student learning through faculty and staff development workshops, academic learning centers in the Residence Halls, counseling and health services, academic advising, and sufficient facilities infrastructure.  Students are offered numerous co-curricular activities and programs that support their spiritual, intellectual, emotional, and physical health,  Many opportunities are provided for students, faculty, and staff with learning opportunities and experiences in diversity and multiculturalism,  Faculty and staff are committed to the teaching and learning environment and are highly qualified experts in their respective fields.

CHALLENGES AND AREAS FOR IMPROVEMENT

 Philander Smith College is committed to increasing professional development opportunities for faculty, staff, and administrators.  Philander Smith College must review its goals for enrollment, retention and graduation rates and monitor progress toward those goals, in relation to State and national retention and graduation rates.  Additional resources are needed for faculty and student research.  Additional resources are needed for paid internships and study abroad programs.  Philander Smith College must develop specific workload expectations for teaching, scholarship, and service; as the College expands its expectations for faculty research.  Philander Smith College must right-size its faculty and staff to allow greater resources for teaching and learning.  Philander Smith College must overall its academic advising system to enable professional advisers to be available and knowledgeable regarding registration, degree audits, and appropriate advising.

263

Criterion Five: Resources, Planning, and Institutional Effectiveness

Higher Learning Commission North Central Association of Colleges and Schools

Self-Study Report September 2014

264

Criterion Five Resources, Planning, and Institutional Effectiveness

The Institution’s resources, structures, and processes are sufficient to fulfill its mission, improve the quality of its educational offerings, and respond to future challenges and opportunities. The Institution’s plans for the future. Core Components 5. A. The institution‘s resource base supports its current educational programs and its plans for maintaining and strengthening their quality in the future. 1. The institution has the fiscal and human resources and physical and technological infrastructure sufficient to support its operations wherever and however programs are delivered. 2. The Institution‘s resource allocation process ensures that its educational purposes are not adversely affected by elective resource allocations to other areas or disbursement of revenue to a super ordinate entity. 3. The goals incorporated into mission statements or elaborations of mission statements are realistic in light of the institution‘s organization, resources, and opportunities. 4. The institution‘s staff in all areas is appropriately qualified and trained. 5. The institution has a well-developed process in place for budgeting and for monitoring expense. 5. B. The Institution‘s governance and administrative structures promote effective leadership and support collaborative processes that enable the institution to fulfill its mission. 1. The governing board is knowledgeable about the institution, provides oversight for the institution‘s financial and academic policies and practices, and meets its legal and fiduciary responsibilities. 2. The Institution has and employs policies and procedures to engage its internal constituencies including its governing board, administration, faculty, staff, and students—in the institution‘s governance. 3. Administration, faculty, staff, and students are involved in setting academic requirements policy, and processes through effective structures for contribution and collaborative effort. 5. C. The institution engages in systematic and integrated planning. 1. The institution allocates its resources in alignment with its mission and priorities. 2. The Institution links its processes for assessment of student learning, evaluation of operations, planning, and budgeting. 3. The planning process encompasses the institution as a whole and considers the perspectives of internal and external constituent groups. 4. The institution plans on the basis of a sound understanding of its current capacity. Institutional plans anticipate the possible impact of fluctuations in the institution‘s sources of revenue, such as enrollment, the economy, and state support. 5. Institutional planning anticipates emerging factors, such as technology, demographic shifts, and globalization. 5. D. The institution works systematically to improve its performance. 1. The Institution develops and documents evidence of performance in its operations. 2. The Institution learns from its operational experience and applies that learning to improve its Institutional effectiveness, capabilities, and sustainability, overall and in its component parts. 265

Criterion Five.

Resources, Planning, and Institutional Effectiveness

Philander Smith College‘s resources, structures, and processes are sufficient to fulfill its mission, improve the quality of its educational offerings, and respond to future challenges and opportunities. The institution plans for the future.

The College‘s resources and planning processes are vital to fulfilling its Mission, providing quality academic programs, and ensuring that Philander Smith College can reach its goals now and in the future. Through continuous planning, evaluation and strategic allocation of its fiscal, human, and physical resources, Philander Smith College is positioned to respond to the changing environment of higher education.

This chapter provides evidence in support of Philander Smith College‘s use of resources and planning processes to promote institutional effectiveness and success as the College continues to fulfill its mission to graduate accomplished students, grounded as advocates for social justice, determined to change the world for the better. The College‘s resources are supported by the Office for Fiscal Affairs, under the leadership of Mr. Terry Wallace, Vice President of that unit, as depicted below in Chart 4.3 (Human Resources Office)

266

5. A. Philander Smith College’s resource base supports its current educational programs and its plans for maintaining and strengthening their quality in the future.

Since the last comprehensive visit by the Higher Learning Commission in 2007, the College‘s resource base has been sufficient to supports its current educational programs and its plans for maintaining and strengthening their quality in the future. The resource base has enabled the College to make continuous improvements to campus facilities, and meet the needs of its varied constituents in an effective manner. This will be documented through a description of revenue sources and identifiable trends which will demonstrate how revenues meet the Institutional Mission and Goals. ―Moving Forward‖, however, charting a financial path for Philander Smith is not going to be easy, but it is necessary for the future of the College.

Like other HBCUs, Philander Smith College faces historic challenges as well as new obstacles. Questions about sustainability, cost, quality, and mission are among many of the perennial issues that will require greater attention and creative approaches and solutions from governing bodies and presidents now and into the future. (Source: Top Strategic Issues Facing HBCUs, Now and Into the Future, A Report of the Association of Governing Boards of Universities and Colleges, 2014).

Table 4.35 below provides a summary of Educational Programs at Philander Smith College that its resource base supports, as outlined in the 2013-2015 PSC Course Catalog, as of Spring 2014:

Table 4.35: 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 267

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: 3 BFS Black Family Studies 3 HIST History 1,3 POSC Political Science 1,3 PSYC Psychology 1,3 SOSW Social Work 1,3 SOCG Sociology

In addition, 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).

FISCAL AFFAIRS‘ POWER POINT PRESENTATION

The following financial statements (Funding) come from Mr. Terry Wallace‘s power point presentation to the faculty and Board of Trustees, spring 2014, relative to General Funds Projection for Budgets 2013-2014 and 2014-2015; Enrollment of New Students in last 7 years; the Retention of Students from Fall to Spring has also Fluctuated; Instructional Cost/Student; Spring 2014 Class Size; Faculty Load Spring 2014; Solutions; Expenses; and Other Expenses. Mr. Wallace‘s report provided information regarding the financial status of the College and possible solutions including the budget shortfall.

268

269

270

271

272

Fiscal Affairs Operating Activity

The Board of Trustees approved four (4) recommendations by the Finance Committee during its February 2014 meeting:

 Draw $250,000 from the UNCF/Lilly Grant held by the UMFA for operational purposes o Funds received on April 10, 2014  Open Campus Center construction account with Arvest o Account opened  Move unrestricted investment account which secures Arvest line-of-credit from Stephens to Arvest Asset Management o Account has been set up, funds should be transferred by April 23, 2014  Work with Arvest to secure $1.5M loan for working capital o March 31, 2014 interim financial statements sent to Arvest on April 7th. Loan request under review Mr. Wallace also reported the following to the Board of Trustees during the Board of Trustee meeting on May 2, 2014:

Business Office

Cuts in discretionary items continue to be monitored. Travel is being reduced to a minimum. Other items are closely being reviewed by the Controller and the VP for Fiscal Affairs.

Auxiliary Bookstore Attention in the areas of better pricing and better service to our students. Rental programs and on line purchases will be introduced for the fall. Ms. Veda Maxwell who has been our Bookstore Manager for the past 18 years is retiring at the end of May.

Physical Plant/Buildings and Grounds

The HVAC upgrade in the Kresge-Mabee Science Building was completed in March. The $300K upgrade was funded by a grant through the Black College Fund of the UMC. Two (2) new HVAC units were installed atop the Ottenheimer Business and Economics Building. The facility is in need of two (2) more. (Source: Mr. Terry Wallace, PowerPoint Presentation, Meeting of Board of Trustees, May 2, 2014)

2014-2015 Adjustments in Human Resources and Services

Mr. Terry Wallace, Vice President for Fiscal Affairs, prepared the following report pertaining to the financial status of the College, as questions that may be asked during the site visit by two representatives of the University Senate of The United Methodist Church. This information has been included in this Self-Study to provide information regarding the financial 273 status of the College:

―Philander Smith College Fiscal Affairs University Senate – Section V – Evaluation Criteria

What is the condition of the physical plant, with specific reference to (a) state of maintenance (any deferred maintenance), (b) adequacy with the number of students being served, and (c) plans for additional facilities? Does the institution have a master plan for physical plant development and maintenance?

Overall the level of deferred maintenance is low. The College does have several aging buildings which will need to be addressed especially in the area of roofing and HVAC. Instructional facilities are available to serve 1,000 students on campus. As student enrollment increases, attention will be needed in some classrooms to improve technology and student comfort. The College has space for 380 residential students. The College is completing a new Campus Center with dining capacity of 325 students.

The latest Campus Master Plan was completed in 2009. Main areas of concern have been addressed. As student enrollment approaches 800 the College will need to add residential space. The Master Plan shows the addition of facilities to service the increase.

What is the financial condition of the institution with respect to the following specified items: (a) surplus or deficit in the current operating fund (unrestricted)?

The last three fiscal audits as presented: (See Exhibit 4.2: Philander Smith College Audits, Campus Resource Room, AC 232) June 30, 2013  Unqualified Opinion  No Audit Adjustments  No Material Weaknesses, Significant Deficiencies or Deficiencies in Internal Control over Financial Reporting  No Findings or Questionable Cost

June 30, 2012  Unqualified Opinion  No Audit Adjustments  No Material Weaknesses, Significant Deficiencies or Deficiencies in Internal Control over Financial Reporting  No Findings or Questionable Cost

June 30, 2011  Unqualified Opinion  One Audit Adjustment  No Material Weaknesses, Significant Deficiencies or Deficiencies in Internal Control over Financial Reporting 274

 No Findings or Questionable Cost 2012-13 2011-12 2010-11 Unrestricted Net Assets (Operations Results) (441,590) (1,716,346) (285,219) Unrestricted Net Assets 17,777,805 18,219,395 19,935,741 Temporarily Restricted Net Assets 6,599,147 6,063,508 5,554,433 Permanently Restricted Net Assets 7,948,588 7,942,674 7,856,645 Total Net Assets 32,325,540 32,225,577 33,346,819 Net Tuition Revenue 4,788,811 5,469,293 4,668,931 Total Liabilities 20,300,866 20,039,244 18,745,816 Cash Flow from Operations (707,110) (170,841) (68,008)

(Source: Mr. Terry Wallace, Vice President for Fiscal Affairs, Philander Smith College, June

2014)

Adjustments in Human Resources and Services (Office of Human Resources)

Based on the information above, the College‘s administration expressed and made some necessary adjustments in human resources and services to supports its current educational programs and its plans for maintaining and strengthening their quality in the future. The following is one of the Campus communications from the Office of Human Resources:

May 15 ―Christopher Newton

to staff, Lloyd, Terry, me, Hazel, Michael, Jonathan, Joseph, Kevin, Damien

The Board of Trustees held their regularly scheduled Spring meeting on Friday, May 2, 2014. PSC’s 2014-2015 fiscal budget was approved, which included a reduction in force for both faculty and staff.

The reduction in force is necessary to reduce costs so our projected budget can be met. The faculty was informed during their retreat last week and now the staff is being informed as well.

Due to on-going discussions, no specific details are available at this time. Meetings will be scheduled once the Reduction in Force Plan has been finalized.

Please contact me if you have any questions. Chris Chris Newton, PHR Executive Director of Human Resources”

Subsequently, Mr. Chris Newton‘s report to the President‘s Cabinet on May 28, 2014 indicated that there were nine Student Affairs employees and two Academic Affairs Administrative Assistants affected by the reduction in force.

275

On June 5, 2014, Interim President, Dr. Lloyd E. Hervey, held a campus-wide meeting from 11:00 a.m. to 11:30 a.m. with faculty and staff. Among the reasons that he stated for calling the meeting was to announce that the reduction in force process had ended. He left open the possibility that the 2014 fall enrollment could impact adjustments in human resources and services. Before the closing of this meeting, a brief campus-wide prayer service (for those who wished to participate) was held for the health and welfare of the College and College family.

Organizational Stability

Over the past five years, Philander Smith College has had a positive enrollment until fall 2012 and the enrollment dipped to 668 students. Based on an institutional analysis, the major factor associated with this decline was the policy changes to the Parent PLUS LOAN, which resulted in the denial of several of student applications. The Parent PLUS approval rate at Philander Smith College dropped thirty percent from the previous year, which contributed to an unexpected decrease in enrollment. In spite of the fact that applications were on par with the previous year, students‘ commitments were on target and housing applications and deposits were trending higher than 2011. With the Parent PLU LOAN DENIAL OF 247 students, this caused a financial burden on the College.

Similar to other HBCU‘s, Philander Smith College serves a low-income population, and the denial of these loans was crucial for several families, as well as the Institution. Most all-private institutions in the State of Aransas as well as HBCU‘s nationwide realized a decrease in enrollment. (Dr. Joseph Jones, Kresge Grant Application, 2013).

Mitigation of Financial Losses

The drop in the 2012- 2013 student enrollment has caused a strain on the financials and cash flow of the College. Once the College realized budgeted enrollment was not going to be met, the administration initiated several steps: 1. Planned salary increases were deferred 2. Hiring freeze of all non-essential jobs 3. Cutting discretionary items (travel, supplies, maintenance)

These actions continued through spring 2013. The budgeted enrollment for fall 2013 was 645. The following steps were initiated to devise a budget for a zero cash flow loss for the fiscal year 2012-2013:

1. No new hires 2. Elimination and/or consolidation of staff positions 3. Reducing some staff positions to ten (10) months 4. Cutting summer utility cost by working 4-day week from May – July. 5. Reducing discretionary cost (e.g. travel and supplies) 6. Reducing course offerings as well as increasing faculty load; therefore, reducing the number of adjuncts. Also, small increase in student/class ration of 12:1 to 13.5:1. (Source: Dr. Joseph Jones, Director, Social Justice Initiative, Kresge Grant Application, 2013). 276

The President‘s Administrative Council, comprised of the President‘s Cabinet and all administrators, meets monthly. This group discusses institutional issues from a broader administrative perspective.

In preparing for future societal and economic trends, Philander Smith College relies on the professional staff and faculty to assist in the identification of these items through their involvement and active participation in professional organizations. In addition, the monitoring of marketplace trends and the higher education landscape is accomplished by active participation in professional groups including the following:

AICU (Arkansas‘ Independent Colleges and Universities) NACUO (National Association of College and University Business Officers) UNCF (National Negro College Fund) UMC (The United Methodist Church) Arcaro (Arkansas Association of Collegiate Registrars and Admission Officers)

Constant monitoring of demographic trends, rising costs of college attendance and competition for students and gifts inform the College‘s planning efforts.

In spring 2011, former President Dr. Johnny M. Moore named and established a Strategic Planning Committee to help determine future directions for the College. This process included representatives of students, faculty, staff, administrators, Board of Trustees, alumni, and other constituents. The result was the approval by the Board of Trustees in February 2014 of the 2014-2019 Philander Smith College Strategic Plan. This document addresses the challenges that the College faces with five strategic initiatives:

 Enrollment Stabilization  Academic Distinction  Operational Éclat  Community Engagement  Financial Sustainability.

A copy of the 2014-2019 Philander Smith College Strategic Plan has been included in Appendix 5A, and may be found in the College‘s webpage.

The planning processes described above involved internal and external SWOT analysis. Recruitment initiatives are driven by factors in a competitive market, and retention efforts are grounded in the growing demand for quality students.

Through Research and Assessment, the Office for Institutional Effectiveness and Planning provides the Enrollment Office with data to make informed decisions on how best to recruit and retain students. Currently, the administration is responding to its current economic realities and managing its resources, seeking the wisdom of potential employers for graduating seniors and alumni from various industries and geographical locations. Therefore, the College has demonstrated a capacity to acknowledge social and economic trends and adapt accordingly. 277

Philander Smith College‘s management of resources is scrutinized by the institutional accrediting bodies, as well as The United Methodist Church. The finances are also subject to an annual independent audit.

Philander Smith College is constructing a new Campus Center. The new center will serve students, faculty, staff as well as the community and visitors to the campus. The 16,000 square foot $5.3M brick and steel structure is programmed around student life. The Campus Center will include a 300 seat multipurpose dining hall, server, kitchen, a 40 seat bistro, and a student recreation hall. Currently, a recreational gym is being used as the student dining hall and daily meals are being prepared in a leased mobile kitchen. The food service is vital to the student‘s wellbeing, and will ensure that the minimum needs of the students are met on campus. Previously, the dining hall and kitchen were housed in an aging facility that did not meet building and health codes.

At the May 2, 2014 Board of Trustees Meeting, Mr. Terry Wallace reported that the Campus Center is expected to be completed by August 1, 2014, and in time for the opening of the fall semester on August 11, 2014. Some details pertaining to the Campus Center are as follows (as of May 2014):

Table 4.36: Philander Smith College Funding for Campaign/Campus Center Pledges as of 04/1/2014 278

Philander Smith College Campaign/Campus Center Pledges as of 04/10/2014

Total Amount Donor Pledged Board of Trustees 1,781,975 JE & LE Mabee Foundation* 750,000 National Alumni Association 500,000 United Methodist Church - Black College Fund 250,000 Ottenheimer Brothers Foundation* 200,000 Estate of Norris C. Taylor 238,797 Fresh Ideas Food Service 125,000 United Methodist GBGM-New York 100,000 Nabholz Charitable Foundation 50,000 Arkansas Blue Cross & Blue Shield 50,000 Arvest Bank 50,000 Erma & Bennie Williams 25,452 Taggart Architects 25,000 Riggs Benevolent Fund 20,000 Philander Smith College - Cabinet 29,410 Misc - Other 3,525 Total Capital Campaign 4,199,159 Less: Capital Campaign Only (300,000) Campus Center Construction 3,899,159 Dr. C. J. Duvall, Vice President for Institutional Advancement (effective June 2014), oversees the Unit that has primary responsibility for the Funding for Campaign/Campus Center, as shown in Chart 4.4 below:

Chart 4.4: Office for Institutional Advancement

279

The College continues its commitment to providing students with relevant technology to complement their educational experience by its use of later versions of Microsoft operating systems and the Microsoft Office Suite. High speed internet is providing for students, faculty, and staff by way of a fiber network and Wi-Fi is available throughout most of the campus. The networking infrastructure is secured by firewalls and anti-virus software, through the Office of Computer Information Services (CIS). Students, faculty, staff, and administrators are provided with email accounts. Also, some of the PSC classrooms are equipped with classroom technology. The availability of technology for classroom use continues to be a concern for the PSC faculty, and additional technology will be made available as funds become available. (Computer Services)

Standard Measures of Financial Stability

Philander Smith College continues to make strides to improve its composite financial ratio that is reported to the U.S. Department of Education. The fiscal year 2013-2014 is expected to show an improved composite score, up from the 1.2 financial ratio reported by the Fiscal Affairs Office for 2012-2013 fiscal year. According to Mr. Terry Wallace (as reported to the President‘s Cabinet in fall 2013), the financial ratio will be closer to 1.7 or better for fiscal year 2012-2013. The College‘s financial ratio fell from 2.0 to 1.2 from 2011-2012 to 2012-2013. Typically, a ratio over 1 indicates a credit-worthy organization with 3 being the upper level for reporting. 280

The Fiscal Year 2014-2015 Schedule of Tuition, Fees, Room and Board does not include an increase. The Philander Smith College Schedule of Tuition, Fees, Room and Board for Fiscal Year 2014-2015 that was approved by the Board of Trustees on May 2, 2014 is shown below in Table 4.37:

5. A.1. Philander Smith College has the fiscal and human resources and physical and technological infrastructure sufficient to support its operations wherever and however programs are delivered.

281

FISCAL RESOURCES

Please see the Special Fiscal Affairs Report for the Philander Smith College 2014 Self- Study Report that has been uploaded as an Appendix to this Report for additional information concerning this section.

Philander Smith College, much like most HBCUs, is driven by enrollment. From 2006 to 2011 enrollment increased 26%. The College began to become more financially stable and retention and graduation rates were increasing. The College serves an underserved population as PELL Grant eligibility was close to 80% and 95% of the students received some sort of financial aid. During 2012, the Department of Education changed the credit criteria for its Parent plus Loan Program. HBCUs across America saw a decrease in student enrollment as 60% of families were denied Parent Plus Loans which they had received the previous year. Enrollment at Philander Smith College has decreased the last two (2) academic years. The College is changing its recruiting efforts and is increasing its efforts within the State of Arkansas, especially the 42 counties which make up the delta region.

The Division of Fiscal Affairs continues to work with other divisions to assure the College is financially stable to meet the needs of its students. The drop in enrollment over the last couple of years has forced the College to ―right size‖ its operations. Divisions throughout the College are cutting personnel and expenses. The College has been able to deal with these budget reductions with minimal impact upon the student academic experience or student services.

Table 4.38: Philander Smith College Budget – General Fund (Unrestricted) 07-08 Though 13-14

PHILANDER SMITH COLLEGE Statement of Activities Budget - General Fund (Unrestricted)

282

07-08 08-09 09-10 10-11 11-12 12-13 13-14

Revenues: $ $ $ $ $ $ $ Tuition and Fees 4,578,720 4,786,720 5,506,067 6,169,275 7,862,600 9,358,760 7,692,983 Less: Institutional Scholarships (530,000) (436,000) (740,000) (1,195,000) (2,000,000) (2,115,000) (2,008,000)

Net Tuition and Fees 4,048,720 4,350,720 4,766,067 4,974,275 5,862,600 7,243,760 5,684,983

Meal Service 587,500 612,500 710,640 898,350 1,103,200 1,092,000 1,062,880

Room Rents 1,000,000 1,050,000 1,221,060 1,617,450 2,007,200 2,110,280 2,050,420

Total Student Revenues 5,636,220 6,013,220 6,697,767 7,490,075 8,973,000 10,446,040 8,798,283

Private gifts and grants 2,175,000 2,197,070 2,084,000 1,931,000 2,510,000 1,900,000 1,900,000

Other 310,000 430,000 390,000 400,000 470,000 600,000 525,000

Total Revenues 8,121,220 8,640,290 9,171,767 9,821,075 11,953,000 12,946,040 11,223,283

Expenses:

Instruction 1,620,033 2,108,781 2,359,413 2,175,264 2,605,723 2,758,840 2,187,862

Academic support 683,055 724,454 756,065 763,430 748,320 839,816 709,190

Student services 767,747 762,316 764,948 938,833 1,168,830 1,330,677 1,124,717

Institutional support 1,809,030 1,920,425 2,047,008 2,081,049 2,516,173 2,755,335 2,384,368

Auxiliary enterprises 1,213,164 1,150,169 1,298,012 1,430,955 1,499,828 1,526,440 1,485,135

Physical Plant 1,288,191 1,281,281 1,221,321 1,223,349 1,368,668 1,508,904 1,250,098

Total Expenses 7,381,220 7,947,426 8,446,767 8,612,880 9,907,542 10,720,013 9,141,370

Total Operating Income 740,000 692,864 725,000 1,208,195 2,045,458 2,226,027 2,081,913

Debt Service 740,000 692,864 725,000 1,208,195 1,358,200 1,412,885 2,150,000

Cash Flow - Short(-) - Excess(+) - - - 687,258 813,142 (68,087)

HUMAN RESOURCES

283

Mr. Chris Newton, Executive Director for the Office of Human Resources released a report in June 2014 that indicated that Philander Smith College has a total of 141 employees (43 full- time faculty and 98 staff). The employees are classified into four categories: Faculty, Academic Support, Student Support, and Administration. Faculty instruct classes, Academic Support employees support academic programs (such as the Library), Student Support employees provide counseling and additional tutoring, and Administration employees are focused on running the business aspect of the College

Demographics have been broken down into the following categories: Faculty:  Gender – Female (21) and Male (22) = 43  Race – Asian (5), African American (29) and White (9) = 43  Rank – Instructor (7), Assistant Professor (24), Associate Professor (7), and Professor (5) = 43  Average Age - 52

Staff:  Gender – Female (48) and Male (46) = 94  Race – African American (85) and White (9) = 94  Average Age – 44

Combined:  Gender – Female (69) and Male (68) = 137  Race – Asian (5), African American (114), and White (18) = 137  Rank – Instructor (7), Assistant Professor (24), Associate Professor (7), and Professor (5) = 43  Average Age – 48 During fall 2012, the College employed 51 full-time instructional staff. Numerous adjuncts were also hired, meaning they are employed to teach specific courses. During fall 2013, there were 50 full-time instructional staff members, as reported to IPEDS by Ms. Kayla Sapkota, Director of Research and Assessment.

For breakdown on Full-time Instructional Staff – Totals has been highlighted in Table 4.39 below, as of November 1, 2012:

Table 4.39: Full-time Instructional Staff – Totals

Race/ethnicity Total men Total women Total (men + women Nonresident alien 0 0 0 Hispanic/Latino 0 0 0 284

American Indian or 0 0 0 Alaska Native Asian 2 3 5 Black or African 17 19 36 American Native Hawaiian or 0 0 0 Other Pacific Islander White 6 4 10 Two or more races 0 0 0 Race or ethnicity 0 0 0 unknown Total 25 26 51 (Source: Office for Research and Assessment, Philander Smith College, fall 2013)

Over the past several years, the College has been very conservative when hiring new faculty and staff. As positions have been vacated, serious consideration has been given on whether or not to fill these positions based on need and budgetary constraints. Each Requisition for Hire is approved by the President and the Vice President for Fiscal Affairs and Human Resources. Specifically as it relates to faculty, starting the fall of 2013 faculty were requested to increase their teaching loads from 12 hours to 15 hours. This decision was based primarily on the low class sizes for an institution of our size. As part of the decision-making process, the prep time required for the load of classes for each faculty member was considered.

PHYSCIAL AND TECHNOLOGICAL RESOURCES

The Philander Smith College campus is located in the heart of downtown Little Rock, in the Quapaw Quarter historic residential district. The twenty-five acre campus is bounded by Interstate 630 and 14th Streets on the north and south, respectively, and by Gaines and Chester on the east and west, respectively.

The Philander Smith College campus is composed of approximately 25 acres in the heart of Little Rock, Arkansas. The capital of Arkansas, the city of Little Rock 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, the Arkansas River Inland Waterways, and both interstate and state highways. Significant structures on campus include:

Donald W. Reynolds Library & Technology Center: In 2000, Philander Smith College received a $7.8 million grant from the Donald W. Reynolds Foundation to build, furnish and equip a new two-story, 49,404 square feet, state-of-the-art, library and technology center. The multi-million dollar project enables Philander to bring together the resources to expand many of its existing programs and services, including the Faculty 285

Development Center, the Archival Center and the Teacher Education Development/ Children's Collection. New services offered include a Distance Learning Center, meeting rooms with video-conferencing capabilities and expanded customary library services. Dedicated March 2003.

The Harry R. Kendall Science and Health Mission Center: The Center provides much needed laboratory and lecture space for the Natural and Physical Science Division while at the same time providing a link to the community through the outreach programs of the Mission Center. The Harry R. Kendall Science and Health Mission Center was built with a $7.8 million grant from the Global Board of Global Ministries, Harry R. Kendall Fund. Dedicated February 2004.

Residential Life Center: This new facility opened in the fall, 2003. The building is three floors and houses about 260 students. Each room consists of a private bath and two sleep/study areas. There is also a common study room, lounge area, TV room, and exercise room. Each floor has washers and dryers for student use.

The Kresge-Mabee Science Building: A two-story brick structure providing faculty offices, classrooms, lecture hall, laboratories, and other facilities for biology, chemistry, mathematics, computer science and physics.

Sherman E. Tate Student Recreation Center: A one story brick structure on the National Register of Historic Places. This historic building was renovated with a grant from the U.S. Department of Interior. Now serves as a temporary dining hall during the construction of the New Campus Center.

Myer L. Titus Academic Center: This facility, dedicated May 12, 1996, was constructed through a loan guarantee from the U.S. Department of Education. The 35,000 square-foot facility contains fourteen classrooms. It houses three academic divisions of the College (Education, Humanities, and Social Sciences), Social Work Program (CSWE accredited), Academic Computing Center, one of three Computer Aided Instruction Labs, and the College Bookstore. It also features a 100+ seat sub-dividable auditorium.

Multi-Purpose Complex: This 40,000 square-foot, dedicated January 30, 1995, comprises the Dr. Crawford J. Mims Gymnasium, the Department of Physical Education Wing (including a jogging track and a 100-seat auditorium), and the Ottenheimer Business Center, which houses 286 the Division of Business and Economics and includes the Philander Smith Management Institute.

Wesley Chapel UMC: A facility used extensively by the College for religious activities, but owned and operated by The United Methodist Church, the College's sponsor. Wesley Chapel Parsonage: The residence for the Pastor of Wesley Chapel and for other Church-related activities.

The institution has physical and technological infrastructure sufficient to support its operations wherever and however programs are delivered. In a 2009 a Campus Master Plan was updated. The main areas of need were in housing and student life experience. Between 2007 and 2011 overall enrollment climbed 30%. The College has added 50% more bed spaces in the last 3 years and now turns its attention to student life. The College currently does not have an all-in-one student center. The new Campus Center will keep students engaged during class downtime. The Center will be the central hub of campus life.

Faculty, staff, and the community will all come together in one location to experience college life at the highest level. This Center will provide the facility for collaboration and education. The overall goal is to increase enrollment, increase retention and therefore increasing the number of graduates who are academically accomplished… grounded as advocates for social justice, determined to change the world for the better.

Chart 4.5: Philander Smith College Campus Map 287

Improvements since the 2007 visit include the following:

New Campus Center (In progress)

Philander Smith College is constructing a new Campus Center. The new center will serve students, faculty, staff as well as the community and visitors to the campus. The 16,000 square foot $5.3M brick and steel structure is programmed around student life. The Campus Center will include a 300 seat multipurpose dining hall, server, kitchen, a 40 seat bistro, and a student recreation hall. Currently, a recreational gym is being used as the student dining hall, and daily meals are being prepared in a leased mobile kitchen. The food service is vital to the student‘s wellbeing, and will ensure that the minimum needs of the students are met on campus. Previously, the dining hall and kitchen were housed in an aging facility that did not meet building and health codes.

The new Campus Center will benefit all students and faculty on campus, along with 288

administration, support staff, volunteers, and alumni. We expect to serve over 1,000 meals each day, as the only comprehensive food service on campus. As rented buildings, trailers, and the gymnasium or other rooms currently provide space for dining, the Campus Center is vital to the operation of the campus. Within the last 3 years the College has increased its on campus living capacity by 50%. The Campus Center will be the hub of student activities; meals and informal learning, while at the same time return the use of the recreational gym to the students.

The commercial kitchen will also accommodate all catering and banquet events in campus facilities. Philander Smith College is located in downtown Little Rock, in the historic Quapaw Quarter. Interstate 630 borders the campus on the north side, with major business offices and the Arkansas State Capitol just a few hundred yards beyond. The completed Campus Center will enable the college to host business and government leaders at the campus for multiple purposes.

New residential buildings

Table 4.40 Philander Smith College Housing 2007 – 2014

Housing Occupancy Capacity Overflow 2007- 2008 214 260 0 2008- 2009 260 260 0 2009- 2010 291 279 12 2010- 2011 349 339 10 2011- 2012 398 390 8 2012- 2013 310 390 0 2013- 2014 309 390 0

Suite A – In the fall of 2010, the College held the grand opening ceremony for a new 60-bed, three story dormitory registered to achieve Leadership in Energy and Environmental Design Certification (LEED). Building a LEED-certified or green building was just another way for the College to demonstrate our social justice commitment and, in this case, to increase campus awareness of environmental justice. The 19,770-square foot Residential Suites is able to house 60 students. Suite amenities include 12 private single occupancy rooms with private baths and 48-private single occupancy rooms with shared double occupancy bathrooms. Additional amenities are card access entry, Internet and cable TV access, lounge/common areas and living 289

learning communities.

Suite B – Opening in the fall of 2011, this additional residential facility houses 55 full- time students. The suites offer single occupancy rooms featuring private card access entry, laundry facilities, Internet, cable, common and lounge areas and private social spaces. The suites are reserved for juniors and seniors. …

The Barracks-Honors Hall – With enrollment up 13 percent for the fall of 2009, the College was scrapped for on-campus housing. In response, the College opened the Barracks-Honors. The Barracks, which is listed on the National Register of Historic Places, had been built in 1948 and moved from Camp Robinson Military Base to the College in the 50s. The Craftsman-style structure is a 3,400-square-foot Honors Dorm complete with bathrooms, a computer room, kitchenette, lounge and TV room. Men live on the second floor along with the resident assistant, while women are housed on the bottom floor. The renovation project, which included structural repairs, cost the College about $500,000, of which $300,000 came from the Black College fund of the United Methodist Church.

The James Monroe Cox Administration Building

The James Monroe Cox Administration Building was built in 1905 and currently, houses the Admission, Business, Financial Aid, Registrar, and Title III offices. Also, located in Cox, on the second floor, are the Music Department and newly renovated offices for the Director for Social Justice and his administrative team. This three-story building, which is listed on the National Register of Historic Places, is the most visited building on campus.

The offices are visited by every single student attending Philander Smith College and upwards of 1,000 potential students each year. A renovation of this building was completed in an effort to bring back some of the detail that might have been present during the early days of the building‘s existence. Earth tone colors, hardwood floors, and period lighting have made the building the showpiece it once was. The new layouts, office furniture, and new computer system have also made the workspace more efficient.

Computer labs

The College has made significant strides to upgrade computers used by students and faculty in an effort to enhance teaching and learning outcomes; assist in improving student 290 achievement; and provide access to updated and current classroom technology. In 2006, new classroom technology was updated and installed in the Ottenheimer Business Center and the classrooms of the Titus Academic Center. Also prior to this, all Computer Science Majors and other students taking Computer Science classes were serviced by one Computer Science Lab. Because of its size, this lab was inadequate, and it severely limited the offering and scheduling of a larger number of Computer Science courses each semester. In 2009, a renovation was performed on one computer lab equipping it with ten (10) Apple iMacs, purchased through the use of a Computational Science Grant awarded to Philander Smith College. Another lab was renovated to furnish sixteen (16) Dell 64 bit Workstations. These new labs enabled the College to improve its Computer Science course offerings, as well as, grow the current computing infrastructure.

Dedicated MAC lab – different operation platform to use. MAC through grant.

ASC Suite

In 2011, the college renovated its Academic Success Center (ASC) to enhance its physical and technological functions. ASC is responsible for administering the ACT-COMPASS Testing and Placement Program. The ACT COMPASS Program is a comprehensive computer- adaptive testing system that evaluates incoming students' skill levels in Reading, Writing Skills, Math, English as a Second Language (ESL); places students in appropriate courses; and connects them to the remedial resources they need to achieve academic success in the freshman year. All pre/post testing, academic skills development, ability to benefit testing, and coaching sessions tied to COMPASS are done online through the use of computers.

ASC is also focused on meeting a variety of academic and tutorial needs for students beyond the freshman level. Of major importance, is providing these students with a supplemental on-line tutoring/learning system (PLATO® Learning) that provides a wide variety of blended learning opportunities with ―any time‖ day or night availability. PLATO® Learning is an Internet based learning solution that is customizable. It is interactive and engaging, and lends itself well to individualize learning. It provides content that is relevant and beneficial to educators, mentors and tutors who provide coaching and feedback in a collaborative learning environment. It includes multiple assessments designed to continuously check understanding, measure mastery, and ensure knowledge retention. The aim is to ensure that each student‘s learning style is accommodated, and specific student and program needs in tutoring are available.

M.L. Harris Renovation

The M.L. Harris Fine Arts Center contains a Fine Arts Auditorium with a seating capacity of approximately 650. Student Support Services/Trio is located in this building. During the construction of the new campus center, the building also serves as temporary housing for offices of the Student Affairs, including Campus Security and the Academic Success Center. Renovations took place in 2002.

291

Johnson Control Lighting Project

During 2011, the College completed a campus wide-energy retrofit project. The project can be summed up into three (3) areas: 1. Deferred maintenance on old inefficient equipment. 2. Increase efficiency in lighting 3. Centralizing control systems.

Deferred Maintenance

Philander Smith College‘s budget is tuition driven. Student revenue accounts for 80% of unrestricted revenues. Gifts from private donors are, for the most part, limited to scholarships. This puts a burden on finding available funds for upkeep on maintenance mechanical equipment. Philander is no different than most HBCUs. Philander had a big deferred maintenance problem. New HVAC system and boiler for the ML Harris Fine Arts Building.

This system was installed at a cost of $275,000

Kresge-Mabee Science Building 292

Replaced original boiler (1959) with a new high efficiency unit.

Installation cost $75,000.

Multipurpose Complex (Business/Economic/PE classrooms and Mims Gymnasium) Replaced 11 of 15 HVAC units, this picture is one of 11.

Installation cost $150,000.

As one can see, the new mechanical systems came at a high price. Philander recognizes if the new equipment is not maintained, then the College in 10 years would have the same deferred maintenance problem. Philander contracted with the local Johnson Control Office to do routine maintenance. The expense is covered by the savings guaranteed by Johnson Control under the performance contract.

Retrofit Lighting

The lighting retrofit included replacing existing T-8 32 watt lamps with T-8 25 watt lamps. The retrofit also included installing motion detectors in classrooms and offices. Here are examples of the motion detectors. 293

Total cost of the lighting retrofit was $400,000

Centralized Control Systems

The purpose of centralizing the control systems was to be able to quickly see a problem with any of the mechanical equipment (HVAC, Chillers, Boilers, etc...) anywhere on campus. The Director of Physical Plant can bring up any system to make sure it‘s working properly. In the case of a system failure, the centralized system not only notifies the Director but also Johnson Control (24 hour manned operations center). Previously, some of the buildings were centrally tied in, but others had controls within their own building. The system is networked; therefore the Director has access to information on any computer on campus.

Not only can the Director look at system, but can look at specific areas for temperature of heating and air. 294

Temperature ranges are set and cannot be changed, except by the Director. Total cost of the centralizing controls was $610,000.

Johnson Control guaranteed an 18% savings or roughly $115,000 per year for ten years. Measurement and verification analysis is performed monthly by Johnson Control. Results and comparisons are not yet available. The College will also keep records and analyze utility bills monthly. The $1,500,000 project has eliminated 80% of deferred maintenance on the campus.

CIS EXPANDING THIS SECTION WITH DETAILS Wireless Network

In 2013, the wireless infrastructure was extended to connect newly added housing facilities to the campus network. The plan included giving students direct connection on campus to the Network and Internet from their rooms in the Residential Life Center and Residential Suites. The campus-wide Wi-Fi now features indoor and outdoor access points of up to 1 gigabyte of connectivity per access point to allow simultaneous use by multiple users. During 2011-2012, the network architecture was overhauled to provide a more suitable environment for technology to grow and to provide a technological platform to better serve the faculty, staff and students. All facilities on campus are connected to the network operation system via gigabit fiber. All servers, routers, switches and fiber as well as CAT 5 cable were upgraded to ensure that the network architecture remains both stable and current. Eighty percent (80%) of the campus‘ production servers are virtualized and backed up to cloud managed storage for redundancy.

VOIP

In 2013, with the bandwidth increase from 50 to 100 Mb the College was able to proceed with the latest in VOIP (Voice over Internet Protocol) Technology. This new system links the College‘s voicemail and e-mail systems thus increasing access from any location.

Desktop Computers

295

The College had nearly desktop computers for all full-time employees. In the fall of 2011, all staff computers were replaced with the latest Dell models. Desktop computers are generally replaced every 5 years.

5. A.2. Philander Smith College’s resource allocation process ensures that its educational purposes are not adversely affected by elective resource allocations to other areas or disbursement of revenue to a super ordinate entity.

Philander Smith College‘s educational purposes do not suffer as a result of elective resource allocations to other areas or disbursement of revenue to any super ordinate entity. The College‘s resources are committed to carry out its mission to graduate accomplished students, grounded as advocates for social justice, determined to change the world for the better.

Resources are allocated through a bottom up approach whereby individual departments request funds and funds are allocated to ensure the College is able to meet its mission of graduating academically accomplished students.

The allocation of resources at Philander Smith College is focused on academic, instructional, learning support, and other student services. Resource allocation is based on the strategic plan, economic conditions, anticipated funds, and current needs of students and the College community. Each unit of the College (academic, student affairs, fiscal affairs, institutional advancement, athletics, and enrollment management) is involved in the budget process. Final approval of the budget is made by the Board of Trustees.

Institutional (Athletic and Choir) scholarships are awarded to students by taking into consideration Pell Grants and total financial needs. Resources are not allocated to any super ordinate entity.

5. A.3. The goals incorporated into Mission Statements or elaborations of Mission Statements are realistic in light of the Institution’s organization, resources, and opportunities.

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.) is realistic in light of the College‘s abilities. Internal resources are budgeted accordingly for academic areas and or non-academic areas which help us achieve our mission such as the Office of Social Justice, Black Mail Initiative Program, Platinum by Design Program,

The goals associated with Philander Smith College Strategic Priorities adopted in 2006-2012 (Renaissance Plan) supported the mission, role, and scope of the College. These goals were functional at that time, based on the College‘s organization, resources, and opportunities. The College continued to function under the 2006-2012 Strategic Plan through 2013. The new 2014-2019 Strategic Plan was adopted by the Board of Trustees on February 20, 2014.

Under the leadership of interim President Dr. Lloyd E. Hervey, who was appointed by the 296

Board of Trustees on February 20, 2014, the College adopted the theme ―We are Moving Forward‖ to highlight expanded opportunities to improve Academic Quality, to become one of the best liberal colleges in the nation, and with a goal of reaching 1,000 students in the near future. One of Dr. Hervey‘s priorities is for the College to receive re-accreditation by the Higher Learning Commission. Preparations are enhanced for the completion of the Self-Study Report and the comprehensive visit on November 3-4, 2014.

Philander Smith College has enhanced its efforts for recruitment of new student populations in the state, as well as select out-of-state cities where data show concentrations are favorable. The Vice President for Enrollment Management, Mr. Damien Williams, has developed a comprehensive Enrollment Plan for the College, in consultation with an expert from AACRO. This effort was partly funded by a United Negro College Fund FASTAP grant ($5,000) to the Office for Institutional Effectiveness and Planning and with Enrollment Management institutional budget ($3,000). The new Student Goal for 2014-2015 is 250 and above.

Opportunities for future revenue resources include offering Distance Education and expansion Philander Smith Management Institute for nontraditional students. The College received approval in 2013 from the Higher Learning Commission to offer Distance Education classes.

It has been demonstrated that the College is exercising careful financial planning and is striving to be more entrepreneurial in its endeavors in order to become financially stable in the future. Philander Smith College‘s audits in the last three years with no findings attest to the fiscal responsibility of the College.

5. A.4. Philander Smith College’s staff in all areas is appropriately qualified and trained.

The Institutions‘ staff in all areas is appropriately qualified and trained. The Institution uses the listed resources to provide adequate training and professional development to prepare staff members to stay qualified in their particular profession: position descriptions, merit performance evaluations, tuition reimbursement, job training, conferences, workshops, professional organizations, and webinars.

Recruitment and Hiring of Quality Staff

Acquiring a first-rate staff is crucial to the efficient operation of the College. It is best to approach recruiting as an ongoing process, rather than as a temporary project to tackle when an employee decides to leave or give notice. There are numerous angles to consider, from the way you want to market an open position to how your college should collect resumes, conduct interviews and on-boarding.

To educate staff members on how to select the most qualified candidate, he/she has an opportunity to attend an interview workshop which entails how to prepare for an interview, how to write a thorough job description and job announcement, what questions are illegal to ask, how to ask questions in the correct manner. 297

Philander Smith College has a hiring process to insure that the College recruits the most qualified candidate. The hiring process begins with the hiring manager completing a personnel requisition, writing a detailed job description and job announcement. The job description will list the minimum requirements and/or education for the position, what knowledge, skills, and abilities are needed by an employee upon entry to this position, description of the guidelines and supervision an employee receives to do this position, including the employee‘s independence and discretion, working conditions requirement, job functions and performance characteristics/competencies. The documents are submitted and reviewed by the Office of Human Resources for clarity, effectiveness and legality.

The Office for Human Resources will use several recruitment methods to insure that job announcements will receive the most coverage and attract the most qualified candidates i.e., newspaper, College web page, professional organizations, higher education recruitment sites, social media sites, and AR employment sites. Although these standard approaches can sometimes yield positive results, there are many other ways to ensure that you‘re recruiting competent candidates. PSC for instance, cultivate a referral network of current and past employees and business acquaintances, review prior applicants, and build an applicant pool.

Majority of our successful candidates are already qualified and trained in their particular vocation and have received either post-secondary technical or college-level workforce. An exception would be our custodial workforce. New staff members participate in New Employee Orientation provided by Human Resources that includes information on benefits, College policies such as sexual harassment, Title IV, and other topics. New faculty members participate in a similar orientation that is offered collaboratively by Human Resources and the Office for Academic Affairs. Additional information provided to faculty includes academic expectations, assessment, FERPA, College policies and procedures, the promotion and tenure process, research support, and other pertinent topics relevant to faculty.

Maintaining Quality Through the Performance Appraisal System

To ensure PSC staff employees perform at an acceptable level, the College has instituted an annual merit Performance Appraisal System called Philander Smith College Employee Performance Management System (EPMS). Employees merit increases are based on their performance of essential functions, objectives, and performance competencies. The process begins with the supervisor writing a position description and reviewing it with the employee. The position description assists the supervisor and employee to create the Performance Appraisal. The supervisor and employee work in unison and agree upon the essential functions and measurement, objectives and competencies. The employee is evaluated annually on the essential functions, objectives, and competencies.

The primary goal of the college‘s Employee Performance Management System is designed to enhance the employee‘s job performance, improve communication and used as a tool for management development thereby ensuring quality of work. For additional information, please visit http://www.philander.edu/human_resources/EPMP.aspx.

298

Enhancing Quality Through Professional and Career Growth

Philander Smith College supports professional and career growth of our staff through development and training opportunities. The College‘s staff members are well qualified and encouraged to seek professional development to remain current and to advance in their fields. The College‘s discounted tuition policy makes the pursuit of education affordable for those seeking their first or terminal degree.

Philander Smith College‘s full-time faculty members are well qualified with approximately 40 percent holding terminal degrees. Appropriate faculty credentials are adhered to in the hiring of both full-time and part-time faculty regardless of how or where courses are offered. Outside of the academic units, the divisions of Student Affairs, Fiscal Affairs, Institutional Advancement, and Enrollment Management have high levels of employees holding a master‘s degree, particularly those in leadership positions. Several have completed a doctoral program or are near completion.

Employee and Dependent Spouse Tuition Reimbursement

This benefit allows full time regular employees to attend classes to obtain an undergraduate, graduate and doctorate degree. Staff is able to take six credit hours per year. Employees‘ spouses and dependents are eligibility after they are employed after one year of employment. The approval is based on the budget allowances and relevance of the class to their position.

Membership in Professional Organizations

Philander Smith College supports staff in participation in professional organizations by: allowing time off for staff to attend professional organization meetings paying membership dues, and reimbursing for the cost of attendance depending on receiving approval from the area Vice President and on budget allowances and relevance of the meeting activity to job performance.

College Professional Development and Training Opportunities

Staff can participate in professional development and training on campus and off campus offerings, which include local and national conferences, lectures, and workshops. Staff also is encouraged to enhance their professional development social media and webinars.

5. A.5. Philander Smith College has a well-developed process in place for budgeting and for monitoring expense.

The Budget Process is framed in three dimensions: revenues from expected student enrollment, coupled with anticipated revenues from gifts, grants, and auxiliary enterprises; expenses derived from a historical compilation of spending by account, focusing primarily on the labor and benefit portion as well as utilities; and requests from each functional area Vice- President and the President for new or expanded programs. This process is then rationalized by the Vice-President for Fiscal Affairs to assure that the priorities of the College are met and that 299 the resources can confidently be released to remain faithful to the Budget. Ultimately, the Budget Process is presented to the President‘s Cabinet before submission to the Board of Trustees for final approval.

The process of developing the student revenues begins with an assessment of the current student enrollment, applying an anticipated retention factor for continuing students, factoring in graduating students and then relying on the recruitment and admissions organization to rationalize the incoming freshmen population and transfer students, plus any returning former students.

The revenue portion of the budget derived from gifts and grants is compiled using the resource of the Institutional Advancement Organization to anticipate gifts from our usual sources of contributions, i.e. alumni, UNCF, the United Methodist Church, and friends of the College. To that we add an estimate of individual and corporate gifts that are known and those which are being actively cultivated. While the College always receives some gifts that were not anticipated, we are conservative in incorporating those into the budget. Other revenues come from auxiliary sources, indirect cost recoveries, rental revenues and other small revenue generators.

Expense budgets are initiated by the department heads and reviewed with the Controller who compares request to historical data. After all of the expense plans have been developed, including debt service and any other mandatory spending, the expense plan is compared to the anticipated revenue plan. It is then that the Vice President for Fiscal Affairs attempts to rationalize the plan with a series of recommendations to the Cabinet and the president for either increases in revenues or decreases in spending. When agreement is achieved, the next step is to determine what changes need to be made in the rates for tuition and fees, and auxiliary categories. With the strategic plan as the guide, the final budget is proposed and adopted for presentation to the Board of Trustees for ratification.

The approved budget is inputted into the general ledger system and monitored during the year. Performance to budget is monitored monthly by the Controller. Periodically, each department receives a Budget/Actual Variance Report from the Business Office. At this time any discrepancies and/or overruns are addressed.

Please see the Special Fiscal Affairs Report for the Philander Smith College 2014 Self-Study Report that has been uploaded as an Appendix to this Report for additional information.

5. B. Philander Smith College’s governance and administrative structures promote effective leadership and support collaborative processes that enable the institution to fulfill its mission.

Philander Smith College Board of Trustees‘ policies and practices document the Board‘s focus on the organization‘s Mission. The Board has adopted the following Board of Trustee Mission Statement in support of the College‘s Mission:

300

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.

The overall governance of Philander Smith College is the responsibility of the Board of Trustees. 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 make policy, assure sound management, determine general educational policy, and participate actively in providing the necessary funds 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 enables the organization‘s chief administrative personnel to exercise effective leadership.

The Board of Trustees has designated Dr. Lloyd E. Hervey as the current and Interim President and Chief Executive Officer (CEO) of the College. The Board has elected thirteen Presidents since the College was founded in 1877. The designation for a CEO is found under Article VIII of the Board‘s By-laws. (Exhibit 4.5: Board of Trustees By-Laws in the NCA 301

Documents‘ Room). Interim President Dr. Lloyd E. Hervey‘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; Mr. Michael Hutchinson, Director for Institutional Advancement; Mr. Terry Wallace, Vice-President for Fiscal Affairs Mr. Damien Williams, Vice President for Enrollment Management; Dr. Joseph Jones, Director of the Social Justice Initiative; Mr. Chris Newton, Senior Human Resource Officer; and Dr. Annie Winkler Williams, Associate Vice President for Institutional Effectiveness and Planning. Also, program directors and others serve in an advisory capacity once each month during the President‘s Executive Council meetings.

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 overall administration of the College. Assisted by the Executive Council 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 daily operations of the College are the responsibility of the President. The President is charged with fulfilling the goals and objectives of the Board of Trustees.

The College is governed by a twenty-four 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 copies of them are available in the NCA Documents‘ Room. 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 and student representation on the Board.

The President reports to the Board on his actions between meetings. Executive Cabinet Members are present for each board meeting and 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 official patterns of governance for the College may be found in the following public documents: Board of Trustees Policy and Procedures Manual, Faculty Handbook, Staff Handbook, Federal Guidelines for TRIO, Federal Guidelines for Title III Programs, Student Handbook, Adjunct Faculty Handbook, College Catalog and other Departmental Policies and Procedures Guides.

Please see the Special Fiscal Affairs Report for the Philander Smith College 2014 Self- Study Report that has been uploaded as an Appendix to this Report for additional information.

302

5.B.1. The governing Board is knowledgeable about the Institution, provides oversight for the institution’s financial and academic policies and practices, and meets its legal and fiduciary responsibilities.

Leadership of Philander Smith College is maintained through a defined governance structure and administrative organization that encourages collaboration among the faculty, staff, students, and the Board of Trustees. The Board generally meets 3 times per year. The Board is comprised of various community leaders with a wide range of knowledge.

See listing of current board members:

(As of 6/1/10) (*) first term (#) second term ® replacement

Rev. Artee Williams, Chairman (2017)* Dr. Emanuel Cleaver, III (2014)* 108 Little Creek St. James United Methodist Church Sherwood, AR 72120 5540 Wayne Street 501-940-6390 (Cell) Kansas City, MO 64110 501-682-2121 (Work) 816-444-5588 501-992-5222 (Home) [email protected] [email protected] www.stjamesumc.com

Ms. Lynda Byrd, Vice Chair (2014) #r Dr. Charles Donaldson (2014) r 9526 Tranquil Park Drive 2801 S. University Ave Ste DSC215 San Antonio, TX 78254-5671 Little Rock, AR 72204 210-647-3336 (Home) 501-569-3328 (Office) [email protected] 501-683-7033(Fax) [email protected] Dr. Frances R. Harris, Secretary (2017)* 13 Iron Horse Road Mr. C. J. Duvall (2015)* Little Rock, Arkansas 72223 2409 N. University Avenue 501-664-0941 Little Rock, AR 72207 [email protected] 501-379-8194 [email protected] Mr. Bob Birch, (2016)* Regional President, Centennial Bank Mr. Barnett Grace (2014) #r Post Office Box 16270 5612 Hawthorne Rd. Little Rock, AR 72231-6270 Little Rock, Arkansas 72207 501-603-3845 (Little Rock Office) 501-664-7047 501-603-3811 (North Little Rock Office) [email protected] [email protected]

303

MG (Ret.) Harold Gwatney (2017)* Bishop Gary Mueller Saturn of Germantown Arkansas Area Bishop 7300 Winchester 800 Daisy Bates Drive Memphis, TN 38125 Little Rock, Arkansas 72202 901-751-7300 (Home) 501-324-8019 (Office) 901-387-8670 (Cell) 501-324-8021 (Fax) [email protected] [email protected]

Rush F. Harding III (2015)* Mr. Ronald Newsome 521 President Clinton Avenue Ste 800 P.O. Box 163725 Little Rock AR 72201 Columbus, Ohio 43216 (501) 907-2018 (work) 614-246-2409 (office) (501) 747-2092 (home) 614-595-3553 (cell) (501) 907-4027 (fax) [email protected]

Dr. Cynthia Bond-Hopson Rev. Mark Norman Assistant General Secretary PO Box 6607 General Board of Higher Education & Pine Bluff, AR 71611 Ministry 501-303-0600 (cell) The Black College Fund [email protected] 1001 19th Avenue, South Post Office Box 340007 Mr. Don Riggin (2013)* Nashville, TN 37203-0007 1 Bent Tree Drive 615-340-7376 (Office) Little Rock, Arkansas 72212 615-449-2858 (Home) 501-551-0592 (Cell) 615-340-7379 (Fax) 501-228-4781 (Home) [email protected] [email protected]

Jim Kincannon (2017)* Presiding Elder Larry Ross (2014)# AHBI Consolidated, INC Presiding Elder Larry Ross, Retired 3501 Bay Oakes Drive Christian Methodist Episcopal Church *P O BOX 959 102 Fork River Road North Little Rock, AR 72115 Sherwood, AR 72120 501-758-2842 501.834.7227 501-758-1903 (Fax) [email protected] [email protected] Dr. Jesse M. Trice Mrs. Pat Lile (2016)* P. O. Box 460 1305 Cove View Lane Los Alamitos, CA 90720 Little Rock, Arkansas 72211 562.596.2142 Work 501-221-1317 (Home/Fax) 714.345.2858 home [email protected] 714.345.2858 cell [email protected] [email protected] Mr. Arthur Montgomery (2016)* 1410 Case Street Dr. Christy Walker, MD (2015)* Batesville, Arkansas 72501 P. O. Box 1329/1609 W. 40th, Ste 201 870-793-5252 (Home) Pine Bluff, AR 71613-1329/71603 870-534-8515/(501)247-0913 (Cell) [email protected]

304

5.B.2. Philander Smith College has and employs policies and procedures to engage its internal constituents—including its governing Board, administration, faculty, staff and students—in the institution’s governance.

The Board has adopted the following Board of Trustee Mission Statement in support of the College‘s Mission:

 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.

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.

305

5.B.3. Administration, faculty, staff, and students are involved in setting academic requirements, policy, and processes through effective structures for contribution and collaborative effort.

Philander Smith College maintains an all-inclusive board meeting structure, which includes representative from all key departments of the college. This allows for open communication and a good stage to discuss risks with all relevant parties. Each the Vice President for Fiscal Affairs, VP of Institutional Advancement, Vice President for Student Affairs, Vice President for Academic Affairs, Director for Financial Aid and Enrollment Management, Director for the Social Justice Institute, and In-house Legal Counsel present reports at each Board meeting. The President of the National Alumni Association, The President of the Faculty Senate, and Student Government Association are ex-officio members of the board.

PSC Administration

Philander Smith College is led by the President, who reports directly to the Board of Trustees. The President is the principal administrative officer for the College.

President’s Cabinet

The President‘s Cabinet is the group of principal advisors to the President on policy issues, day to day operations of the College and the College‘s overall ability to meet its mission. It includes the Vice President for Fiscal Affairs, Vice President for Institutional Advancement, Vice President for Student Affairs, Vice President for Academic Affairs, Director of Financial Aid and Enrollment Management, Director of the Social Justice Institute, Director of Human Resources, Vice President Institutional Effectiveness and Planning, and Director of Public Relations and Marketing.

President’s Executive Committee

In addition, the President is assisted by a Faculty/Staff advisory group, called the President‘s Executive Committee. The group contributes input and advice from a broad range of perspectives, on such issues as academic planning, budget, capital planning, information technology, fundraising, and student concerns. Besides members of the President‘s Cabinet, membership includes all academic division chairs and supervisors of all staff departments (Director of Intercollegiate Athletics, Controller, Registrar, Director of Title III…)

306

Student Government Association (SGA):

Many aspects of student life are coordinated and/or planned by the Student Government Association (SGA). Some aims of the SGA are to promote a sense of personal responsibility in student life; to promote wholesome relationships between Students, Faculty, and Administration; to stimulate student interest and activities toward constructive efforts to enrich the life of the College community; and its supreme end is always to help make a better and greater Institution through the creative and constructive contributions of students.

5. C. Philander Smith College engages in systematic and integrated planning.

The College‘s Strategic Plan (2006-2012) represented an ambitious program, which gave the Institution a strategic focus while maintaining its traditional heritage of service to the black community, the United Methodist Church, and the Little Rock community. While ―Celebrating the Renaissance,‖ Philander Smith College continues the spirit of the traditional college, but with a new focus with resources adequate to provide quality undergraduate liberal arts education to minority students and others.

The Strategic Planning Processes since the last comprehensive visit in 2007 flow from and support the Mission. To ensure that the Mission is central to the College‘s planning, the Strategic Plan‘s goals and objectives for 2006-2012 were related to specific aspects of the Mission. For example, one key objective in the Strategic Plan for 1998-2004, building ―Traditions of Academic Excellence,‖ was to enhance the learning environment, academic curriculum, and faculty scholarship in such a way as to ensure that students graduate with the foundations of critical thinking and skills needed to compete at top levels in the job markets of their choice. This key objective underscored the centrality of this intent to the College‘s Mission in the pursuit of excellence through the provision of a quality education for all, regardless of race, religion, sex, national origin or ethnic background.

Another example where the organization‘s planning priorities flow from and support the Mission is documented in former President Kimbrough‘s presentation of the Strategic Plan for 2006-2012. Strategic Initiative #2 states, ―The College will strengthen its academic profile.‖

The goals of the College‘s administration and academic divisions are congruent with the College‘s Mission, as documented in the Strategic Plan and Academic Division Strategic Plans.

As indicated in the budgeting process, the allocation of funds to operate the College for the education of students (also the central mission) is the primary purpose of the process. In the context of providing a college environment that supports teaching and learning, the funds for all departments are considered in relation to fulfilling the Mission of the Institution. In addition, the Academic Affairs Division‘s budget provides the academic direction from which all other budgets support the fulfillment of the Mission of the College.

307

In the College Catalog 2013-2015, each academic division explains its mission and degree programs supporting the Institution‘s overall Mission. The administration of the College also supports the Academic Divisions with objectives congruent with PSC‘s Mission. Position descriptions for staff members who participate in the Title III Program contain the goals for each activity, tying the function and mission of each activity to PSC‘s overall mission. Also, each faculty and staff member‘s performance evaluation includes a reference to connecting the position with the College‘s Mission.

The goals of Strategic Plan 2006-2012, that guided the administrative and academic subunits of the College, are congruent with the Mission of the College. For example, Strategic Initiative #2: ―The College will strengthen its academic profile,‖ documented consistency with the following aspect of the Mission Statement ―A key aspect of the College‘s Mission is the pursuit of excellence through the provision of a quality college education for all, regardless of race, religion, sex, national origin or ethnic background.‖

In addition Strategic Initiative #5: The College will engage students outside of class to further develop critical thinking, communication, character development and civic involvement skills necessary for leadership in their professions and communities, is congruent with the core values of the Mission: ―Philander Smith College is a ―student-centered college‖ that aims to help students:

 To think critically, creatively, quantitatively, and qualitatively;  To become community leaders;  To develop their greatest potential as human beings, citizens, and children of God.‖ (Catalog 2005-2007, p. 4)

Mission surveys for the staff and faculty indicate support for the Mission Statement. Decisions are being based on the Mission, as determined by the Strategic Plans for the College. The Mission is an integral part of the planning process, as documented in the Strategic Plans. Budget considerations are made based on the Mission of the College, its goals and objectives, as well as resource limitations.

All departments and units understand the Mission sufficient enough to carry out the daily activities of the College. Therefore, the College makes a concerted effort to project a consistent image of the Mission of the College to internal as well as external constituencies.

Another evidence that Philander Smith College engages in systematic and integrated planning pertains to the establishment of the 2014-2019 Philander Smith College Strategic Plan.

The Strategic Planning Committee convened in September of 2012 at the request of President Johnny M. Moore. This Committee was charged with developing a comprehensive plan that would take Philander Smith College to the next level. The Committee consisted of members from every stakeholder of the college including: students, staff, administrators, faculty, Board of Trustee members, community members, and alumni. The committee met over a year and half garnering insight, buy-in, and robust debate about what the new strategic plan should include. 308

The Strategic Planning Members were as follows, representing board members, students, faculty, staff, and students:

Chair-Dr. Joseph L. Jones Co-Chair- Mr. Damien Williams Strategic Planning Committee Members

Larissa Connett (Student) Dr. Charles Donaldson (Board Member) Mr. C.J. Duvall (Board Member) Dr. Hazel Ervin Mrs. Gemessia Hudson Mr. Kevin Hamilton Dr. Jesse Hargrove Mrs. Latonya Hays Dr. Lloyd Hervey Mr. Michael Hutchinson Dr. Raphael Lewis Mrs. Pat Lile (Board Member) Mr. Jack Matlock Ms. Davne McCleary (Student) Rev Ronnie Miller-Yow Mr. Christopher Newton Ms. Bertha Owens Dr. Lupita Rasheed Mr. Don Riggins (Board Member) Ms. Beverly Richardson Mr. Sherman Tate (Community Member) Mr. Terry Wallace Dr. Annie Williams Ms. Michelle Wilson (Student)

5.C.1. Philander Smith College allocates its resources in alignment with its Mission and priorities.

The College‘s planning is aligned with the Mission. The Mission Statement is central to the development of the Strategic Plan and thus directs all other planning activities. The strategic planning process allows all administrative, divisional, and support units to adapt their plans to changing environmental conditions. However, external influences may interfere with the reprioritization of goals. For example, a sudden drop in enrollment or emergencies may outstrip the resources of the College to respond. Therefore, the planning and budgeting priorities may change due to these circumstances.

309

The College‘s planning and budgeting priorities flow from and support the Mission through its planning documents. There is a direct relationship among educational quality, student learning, and the diverse, complex, global, and technological world in which the College and its students exist. The College planning processes are highly participatory with internal and external constituencies.

There is a defined organizational process for translating the College‘s goals into more specific operational objectives and subsequently allocating resources toward the accomplishments of those objectives. For example, each of the six academic divisions has developed and is implementing Academic Division Strategic Plans that complement the College‘s Strategic Plan.

The Strategic Plan describes the operational activities that the academic and academic support members initiate to accomplish these priorities. The budget process addresses how these activities will be funded. The College‘s administrative areas are budgeted with allocated funds to support their annual plans in fulfillment of their respective academic support missions. Annually, each administrative area reviews its successes, conducts a needs assessment, and submits its budget requests for moving toward completion of the goals of the division‘s strategic plan. In this way, linkage between planning and budgeting processes is accomplished. However, the College is driven by its student enrollment. Therefore, budget requests may be adjusted and allocated according to enrollment projections and receipt of tuition and fees as well as other financial resources.

Title III Programs require annual Project Status Reports from each Activity Director. Pertaining to grant objectives, activity directors report on each objective in the original application including any changes that have been approved by the Program Officer that fall within the reporting period. Additionally, the activity directors provide evidence of substantial progress toward meeting their project objectives.

Spending resources promote mission of the College through programs such as Bless the Mic, visiting professors, chapel, convocation speakers, academic programs, resource in recruiting students, student services, and Social Justice Institute.

5. C.2. Philander Smith College links its processes for assessment of student learning, evaluation of operations, planning, and budgeting.

Documentation to support this core component includes the following:  Surveys and annual reports including but not limited to IPEDS, The Black College Fund, Title III, AICU, FA Surveys (US News and World Reports, etc.),  UNCF  Annual Audits, Federal A133.  IPEDS data  Information sharing – Executive Council. 310

 Using IPEDS information to develop budgets as well as information from fiscal affairs office.  Faculty institute presentation by former President, Dr. Johnny M. Moore.

The mission, core values and vision, and planning documents of Philander Smith College direct all areas of its business and academic operations, including assessment of student learning, evaluation of operations, planning, and budgeting.

Some ongoing planning efforts include strategic planning, enrollment management, assessment, campus facilities (new Campus Center), technology infrastructure, emergency operations, and professional development. These efforts are coordinated by the College‘s administration and are being implemented into a comprehensive strategy by the College president and Executive Council. A key element of this process is resource allocation.

Numerous efforts are taking place regarding linking the budget process with assessment, evaluation, and planning including the following:

 The Fiscal Affairs Office provides leadership for the oversight of the annual budget planning process.  The College engages in continuous analysis of its financial situation to understand its current and forecasted capacities and to confirm its planning assumptions.  The College performs in-depth revenue forecasting and expense monitoring on an ongoing basis  The Office for Enrollment Management monitors enrollment activity and trends and reports its findings to the Executive Cabinet to aid the assurance that tuition and fee revenue assumptions are accurate.  Budget variances are monitored and reported to the President, Executive Cabinet, and Board of Trustees.  Revenue Generation is also continuously reviewed and tracked for budget variances.  The College monitors its financial standing and debt capacity as a basis for its planning for campus facilities and other capital financing activities.  Long-term financial decisions are based on a clear understanding of the College current capacity and future financial trends and conditions.

Academic Assessment

The assessment of student learning is embraced and vital to every aspect of Philander Smith College academic operations in order to carry out the Mission of the Institution to graduate accomplished students, grounded as advocates for social justice, determined to change the world for the better. In 2012, Philander Smith College presented a Monitoring Report to the Higher Learning Commission on Assessment. In this Report, the College maintained that it was committed to a culture of campus-wide assessment. (See Monitoring Report on Assessment to the Higher Learning Commission, September 2010). At Philander Smith College, assessment activities are coordinated by the Vice President for of Institutional Effectiveness and Planning, who is also a member of the faculty. Assessment is the 311

primary responsibility of the faculty and administrative level units, and discipline-specific accreditations in Social Work (CSWE), Business Program (ACBSP), and Education (NCATE) now referred to as CAEP).

Philander Smith College is at a juncture whereby there is a richer knowledge based provided by the Research and Assessment area of the Office for Institutional Effectiveness and Planning. It has begun linking financial information alongside learning, program enrollment, program viability, and comparison with state and peer institutions. As this Self-Study Report is being prepared, Philander Smith College is monitoring its academic program statistics, evaluating its need for all of its current employees, making budget projections based on potential student enrollment for fall 2013, cutting costs, and critically analyzing its resource allocations.

Non-Academic Assessment

Each of the non-academic units of the College, including the areas headed by the President‘s Cabinet, has an assessment plan that is updated annually and used for decision- making and input into the Strategic Plan.

Resource Allocation Decisions

It is inherent that Vice Presidents, Unit heads, academic division chairs, department chairs, in collaboration with the Vice President for Fiscal Affairs and the President, critically analyze the resource allocations associated with the current program offerings and make prudent, although difficult, decisions to redirect resources to strengthen current programs and make way for new programs that will better meet the needs of future students.

5.C.3. The planning process encompasses the Institution as a whole and considers the perspectives of internal and external constituent group, and takes into consideration the entirety of the Institution

The following documents the budgeting process at Philander Smith College, which takes into consideration the perspectives of internal and external constituent groups:

 Budgeting process o Departmental meeting o Enrollment calculations o Cabinet Budget hearings o BOT Finance Committee o Trends . Tuition rates  NACUBO  State Schools o Contingency . Drop in enrollment . Drop in contributions (gifts) . Major emergency 312

Philander Smith College depends on and involves its various internal and external constituencies to guide the College‘s planning processes. Information is gathered internally for collaborative input from faculty, staff, administrators, and students. The Faculty Senate is a primary contributor, as well as shared governance committees such as the Enrollment and Retention Committee, Faculty Senate General Education Committee and Curriculum Committee, as well as the Budget Committee. External stakeholders each as alumni, The United Methodist Church, Greater Little Rock Chamber of Commerce, education partners, business groups, state policymakers and citizens contribute to the President and his Executive Cabinet. Members of the Board of Trustees provide input for the College‘s strategic planning processes.

The annual strategies are developed by the input and participation of the entire campus community. For example, any staff or faculty member may address current goals and objectives by forwarding recommendations for their immediate supervisor‘s direction and approval. Planning is thus passed through the supervisory chain, inviting participation at all levels, until final recommendations are made from the area‘s Vice-President to the President.

Some of the College‘s numerous relationships with external constituents that provide input for our planning process include the following:  K-12 Partnerships with local schools  Thoma & Thoma Services  Noel-Levett  Little Rock Convention  The United Methodist of Aransas Bishop‘s Office and related churches  Pulaski Technical College, North Little Rock, Arkansas  Greater Little Rock Chamber of Commerce  The University of Arkansas at Little Rock  Shorter College, North Little Rock  Arkansas Baptist College  University of Arkansas at Pine Bluff  John Brown University, Salem Springs, AR  University of Arkansas at Fayetteville  University of Arkansas for Medical Sciences  Arkansas Children‘s Hospital  University of Central Arkansas  Clinton School of Public Service  Little Rock Central Library  Little Rock Museum of Discovery  Arkansas Department of Human Services

The College interacts with potential vendors by having Requests for Proposals (RFPs) that follow standard procedures. The College has a Bookstore, Mail Room, and Purchasing Division to help ensure following purchasing procedures that are implemented according to the planning process.

313

Partnership Documents and Articulation Agreements between the College and external constituencies provide evidence that the planning process takes into consideration the entirety of the Institution and appropriate input from internal and external constituent groups. The College is in the process of reviewing its articulation agreements with two-year institutions higher education in Arkansas. Parties to the College‘s articulation agreements that are under review and consideration for updating include the following institutions that the College had articulation agreements at the time of the last evaluation visit in 2007:

 Pulaski Technical College, North Little Rock, Arkansas  Phillips County Community College, Forrest City, Arkansas  South Arkansas Community, El Dorado, Arkansas  Arkansas State University, Beebe, Arkansas  Arkansas State University, Newport, Arkansas  Southeast Arkansas College, Pine Bluff, Arkansas  Arkansas Northeastern College, Blytheville, Arkansas  Northwest Arkansas Community College, Bentonville, Arkansas Copies of these documents are available in the Campus-Wide Documents Room, AC 232.

5. C.4. Philander Smith College plans anticipate the possible impact of fluctuations in the institution’s sources of revenue, such as enrollment, the economy, and state support.

Philander Smith College plans on the basis of a sound understanding of its current capacity. The College plans anticipate the possible impact of fluctuations in the College‘s sources of revenue, such as enrollment, the economy, and state support. A Special Fiscal Affairs Report was prepared by Mr. Terry Wallace, Vice President for Fiscal Affairs, to supplement this Self-Study Report, as information for the HLC team. Please see this report that has been uploaded as an Appendix to this Self-Study Report.

Philander Smith College considers issues that need immediate attention in addition to monitoring and implementing long-range goals based on the strategic planning process. When Arkansas demographics indicated that PSC‘s traditional service area was serving more non- traditional than traditional students, planning for new ways to attract traditional students began. One example of flexible planning was the decision to continue to enhance ―lifelong learning opportunities‖ through the Continuing Education Division (PSMI and Weekend College).

The College proceeded to establish a Weekend College in fall 2002 to increase enrollment and to offer an additional continuing education to complement the Philander Smith Management Institute (PSMI. The Weekend College has worked historically since 2002 for enrollment growth.

The Philander Smith College Weekend College is a continuing education program that the College has committed resources and implemented policies and to provide a pathway to 314

completion of undergraduate programs for adult learners. The Weekend College has been an Arkansas Higher Education leader in the creation, development, and implementation of Weekend Curricula for non-traditional students who work full-time.

The Weekend College has the capacity to serve a diversity of students including weekend only students, students who have combined evening and weekend classes, PSMI students who are taking the general education classes, and students seeking professional development. Currently, the College is engaging ways to revive the Weekend College at greater capacity. Low enrollment in the weekend College exists because of a change in Administrative priories (under former President Kimbrough) since the last comprehensive visit in 2007.

Philander Smith College utilizes enrollment forecasts, trends in state scholarship funds, federal financial aid, and other factors in an attempt to predict the best and worst case scenarios for budget planning. The College takes an aggressive approach to ensure that it has the ability to support current capacity and beyond.

Some examples of responses to changes in revenue at Philander Smith College include the following:

 No increase in tuition and fees during academic years 2013-2014 and 2014-2015.  Cutting costs  Focused student recruitment in Arkansas and in select cities  Internal reallocation of resources to support the College‘s priorities  Increased initiatives: Consideration of Distance Education by formation of Distance Education Committee Enhancing STEM Programs  Revising 2014-2015 Operating Budget based on enrollment projection same as previous year  Anticipated a reduction in Arkansas Academic Challenge Scholarship funds for Arkansas students  Revamped Presidential, Taylor Scholarship, and Mason Institutional Awards to increase the number of awards, thereby, increasing the number of new students (Enrollment Management)  Consider offering additional sports (soccer and baseball) for 2015-2016 academic year to increase enrollment, including diversity of student population.

Mr. Terry Wallace‘s Report to the President‘s Cabinet on May 14, 2014 below is an example of how the College has responded to changes in its environment. The Report shows that the College responded to reduced cash flow by implementing a four-day Summer school, securing a line of credit, and being conservative with the enrollment (550 includes PSMI) for the Budget 2014-2015.

315

PHILANDER SMITH COLLEGE CABINET May 14, 2014 FISCAL AFFAIRS FISCAL AFFAIRS

All Travel and Major Expenditures to go through Cabinet before authorizing BCF – 5% ` Budget 2014-15 Revenue Enrollment (550 includes PSMI) Room & Board (300 residential students) Private Gifts ($1.5M) Expenses Salary Reductions Other Expenses Summer Cash Flow  The current line-of-credit of $1.0M will be changed to a term loan. 1. 20 year amortization 2. 36 month balloon 3. 5.5% rate 4. Cross collateral $1.2M investment and the Reynolds Library  The new loan of $1.5M will be a revolving line-of-credit 1. Annual renewal 2. College needs to make sure note is revolving 3. Debt Service level should stay above 125 4. 4.5% interest rate 5. Cross collateral $1.2M investment and the Reynolds Library

BUSINESS OFFICE Summer Office Hours 7:30 – 5:50 AUXILLARY Veda Maxwell retiring at end of May Bookstore – committee Fresh Ideas – price increase from suppliers

PHYSICAL PLANT Summer Work List Classroom survey – capacity, technology, etc. ATHLETICS

EVENTS Be mindful of Fridays All Events MUST BE SCHEDULED AT LEAST 10 DAYS IN ADVANCE (Prefer 2 weeks) All Details must be completed within 5 days of event Guidelines & Catering Menu MISC Office of Sponsored Programs May 27-28 – Fresh Ideas Meeting in St. Louis

Respectfully submitted, Terry C. Wallace

316

The competition for high school graduates is greater due to changing population demographics in Arkansas and elsewhere. In addition, the on-line education market continues to become more competitive. Each time budget planning and resource allocations are considered, these factors are at the College‘s forefront. Therefore, Philander Smith College is positioned to be proactive in response to some of the changes that have budgetary impact.

The Criterion Five Committee determined that the following data support core component 5.C.4:

 The development of annual budgets and enrollment projections to coincide with enrollment increases from all sectors including the non-traditional population.  Data from the 5 year performance generated by the Vice President for Fiscal Affairs will be provided as well.  Trend analysis and past enrollment for last 3-5 years.

5. C.5. Philander Smith College’s planning anticipates emerging factors, such as technology, demographic shifts, and globalization.

Interim President Dr. Lloyd E. Hervey is a visionary leader and is recognized by students, faculty, administration, and staff as an inclusive manager, as the person to bring stability to the College at this time. He is re-positioning the College to realistically prepare for the future by planning that anticipates emerging factors, such as technology, demographic shifts, and globalization. Dr. Hervey is utilizing several strategies to prepare for emerging factors that are mentioned above.

Theme: ―Moving Forward.‖

Soon after he was appointed by the Board of Trustees as Interim President on February 20, 2014, Dr. Hervey established the theme ―Moving Forward‖ for his administration and the future direction of the College. This theme asked the Philander Smith College Community to support him, as well and Chairman of the Board, Dr. Artee Williams, in making a transition that engages all employees in moving the College forward, so that we can attract the kinds of student who would benefit from experiencing a Christian education that is relevant, progressive, energetic, and engaging. Dr. Hervey has emphasized the need to enhance the College‘s relationship with The United Methodist Church, as well as and working together to accomplish what‘s best for the Institution.

Re-Accreditation of Philander Smith College by the Higher Learning Commission and the University Senate of The United Methodist Church.

Dr. Hervey has addressed the Philander Smith College faculty, staff, administration, and student body on several occasions. He has made several illuminating observations during meetings of his Executive Cabinet and Executive Council pertaining to everyone putting forth their best efforts to secure Re-Accreditation of Philander Smith College by the Higher Learning 317

Commission. Likewise, Dr. Hervey has prioritized a visit to Philander Smith College by representatives of the University Senate of the United Methodist Church. He is moving the Institution forward with these emerging factors,

With its regular decennial accreditation on-site visit taking place in the fall of 2014 and a change in the presidency of the Institution occurring in February of 2014, Philander Smith College asked the General Board of Higher Education of The United Methodist Church to send a special team of experts from the University Senate to provide advice in connection with its Self- Study and to help with the preparation for the upcoming visit by n accreditation team. The authorized team, Dr. Henry Tisdale and Dr. Rosalind Reichard, conducted an on-site visit June 10-11, 2014. Team Chairperson Dr. Reichard forwarded to the President and campus Accreditation Coordinator a draft copy of their report for review for factual errors. The Campus representatives returned the report to Dr. Reichard with notification that they not detect factual errors. A formal report from the University Senate will be forthcoming. (See Exhibit 3.2: Special Report for the University Senate of The United Methodist Church, Campus Resource Room, AC 232) As another priority, the College‘s planning processes seek to anticipate shifts in emerging technology, demographics, and globalization. The College collaborates with its external advisory councils to help stay ahead of evolving trends in technology, geographic shifts, and globalization.

Currently, the College is making concerted efforts to recruit Hispanic students. Recruiting teams have made trips to El Paso, Dallas, and other cities where there is a high concentration of Hispanics. In addition, the College will make a concerted effort to recruit Hispanic students in Southwest Little Rock, Arkansas. Minority scholarships may be offered on Admissions, and prospective students will receive the help that they need to complete financial aid packages needed for entrance into Philander Smith College

The Philander Smith College Campus Master Plan, Technology Plan, Enrollment Management Plan, 2014-2019 Strategic Plan and others have been planned and updated, as the College anticipates emerging environmental trends and factors in its planning activities. Because forecasting the rapidity of these changes globally is difficult, the College seeks to establish plans that are flexible, responsive, and mission driven. Where appropriate, the College is making needed changes in its planning activities because of these factors, such as technology, demographic shifts, and globalization.

The College supports the strength the globalization of its programs and services in numerous ways including the following:  Internationalizing the curriculum by offering courses such as International Business  Recruiting greater numbers of culturally diverse students, i.e. international students, white, and from other racial backgrounds (Strategic Objective One: Enrollment Stabilization: Strategic Plan 2014-2019)  Additional and diverse faculty  Enhancing mentoring and academic programs for students. Diversity student activities (sports: soccer and baseball, 2015-2016) offered to ensure an appreciation of one‘s own 318

culture and ethnic heritage as well as of other global cultures (Provide a holistic learning community)

Resource development and allocation plans include the College‘s Title III: Strengthening HBCU Program; a United Negro College Fund FASTAP grant to purchase Task Stream, a campus-wide data management system; a Faculty/Staff Development Program; technology purchases to meet the needs of teaching and learning.

5. D. Philander Smith College works systematically to improve its performance.

Philander Smith College works systematically to improve its performance. The College is guided by its mission to graduate accomplished students, grounded as advocates for social justice, determined to change the world for the better. Therefore, the College is committed in working systematically to improve its performance. All instructional, administrative, and material resources of the College are directed toward providing an environment for progressive learning and meaningful experiences that are consistent with the high aims of the College. (College Catalog, 2013-2015)

The Office for Institutional Effectiveness and Planning is responsible for research and statistical analyses in support of the College‘s decision-making process including ongoing surveys and analyses regarding regional (the Higher Learning Commission) accreditation and coordination and timely submission of reports to the UNCF, the University Senate of The United Methodist church, as well as state and federal government enrollment reports.

For purposes of this discussion, the relevant sub-unit structures of PSC that work systematically to improve its performance under the direction of the President include (1) the faculty, via the Faculty Senate, (2) the Office for Academic Affairs and its administrative subunits—Divisions and Departments, (3) the Office for Institutional Effectiveness and Planning (including Research and Assessment), (4) Human Resources, ( 5) Student Affairs, (6) Institutional Advancement, (7) Enrollment Management, and (8) Social Justice Initiative.

Planning documents address the relationship among educational quality, student learning, and the diverse, complex, global, and technologically world in the College and students exist. Planning processes are highly participatory with internal and external constituents. Planning aligns itself with the Mission of the College. The strategic planning process allows units to adapt their plans to changing environmental conditions. The reprioritization of goals becomes necessary because of various external influences. A dip in enrollment may cause the College to reprioritize its budget, as it has done for fall 2014-2015.

319

5. D.1. Philander Smith College develops and documents evidence of performance in its operations.

Please see the Special Fiscal Affairs Report for the Philander Smith College 2014 Self- Study Report that has been uploaded as an Appendix to this Report that provides information that supports the fact that Philander Smith College develops and documents evidence of performance of its operations.

The assessment and evaluation activities conducted by various units of the College are ongoing. For example, all administrative and support units conduct an annual evaluation of their objectives and submit a formal progress to appropriate channels. In addition, all programs funded through Title III: Strengthening HBCU‘s Grant conduct mid-year and annual evaluations of the outcomes. 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.

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. In addition, the Director for Research and Assessment makes an annual assessment progress report that creates further awareness of the academic assessment status among the divisions and their respective divisions, Office for Institutional Effectiveness, and Administrative units.

Documented evidence of performance routinely informs the College‘s processes for evaluation, planning, and improvement of its operations.

Philander Smith College uses several methods, internal and external, to evaluate its operations. It is the responsibility of the Vice Presidents in each division to establish evaluative procedures and effective use of the data for improvement. Divisions use annual reports from direct reporting units to evaluate the accomplishments and statuses of their divisions. These annual reports provide input to the Vice President for Academic Affairs, the President, and Executive Council for institutional improvement and planning. During the fiscal year, updates from the data amassed from these reports are provided to the Board of Trustees prior to each board meeting via Vice Presidents for inclusion in the President‘s report to the Board.

The annual audit process evaluates the fiscal health of the College. The audit process is used to evaluate the adequacy of internal controls, accuracy of financial records, and compliance with standard accounting practices, government and state regulations, and College policies and procedures. By having the audits, the College is assisted in developing sound practices in its operations and validates its integrity. Other audits include federal, state, accreditation and athletic entities to confirm compliance with policies and procedures associated with student academic records, academic programs, financial aid, student athlete compliance, and environmental health and safety.

320

The College also requires annual performance evaluations of its faculty, administrators, and staff members to improve its operations. All personnel are expected to have annual performance evaluations and submit results to the Office for Human Resources. Individual faculty members are evaluated annually on teaching, scholarship, and service through their department chair or division chair. In addition, faculty members have peer evaluations and self-evaluations. The division chair or supervisor should meet with each faculty and provide a brief written review of the faculty member‘s performance. The Vice President for Academic Affairs may review the faculty performance report and chair‘s evaluation. Recommendations may be made for professional development and/or merit or other variables according to the Faculty Handbook. In addition to productivity, faculty evaluations include reviews of student evaluations of courses.

Staff positions and responsibilities vary greatly across campus; however, the Office for Human Resources supplies the supervisors with official staff evaluation forms. The staff member prepares a self-evaluation. The supervisor reviews the self-evaluation, meets individually with each staff member and provides a written evaluation that will be used for merit consideration as well as other variables identified in the Staff Handbook.

The President is evaluated annually by the Board of Trustees based on productivity and established goals.

The Office for Institutional Effectiveness and Planning (Research and Assessment area) assists non-academic units with interpretation of outcomes when standardized instruments are used such as NSSE and CIRP, as well as unit-specific instruments.

5. D.2. Philander Smith College learns from its operational experience and applies that learning to improve its institutional effectiveness, capabilities, and sustainability, overall and in its component parts.

Philander Smith College is committed to the process of continual improvement as evidenced its Strategic Plan (cited statement to be included).

 The College created the Office for Institutional Effectiveness and Learning, summer 2013 to facilitate the process of continual and consistent evaluation and improvement of its overall performance.  The College has both an Office for Assessment and Institutional Research.  The College regularly participates in the National Survey of Student Engagement (NSSE).  Three academic departments draw upon specific accreditation self-studies to improve program content and delivery. These departments are required to conduct regular program reviews for continuous improvement of the overall performance.  Non-academic entities use area specific instruments to evaluate their performance.  College personnel guidelines require that employees have regular performance evaluations conducted using performance measures and documenting achievements toward reaching those goals. 321

Assessment activities as they relate to academic programs include the following:  Individual program-specific accreditations  Faculty evaluations  Student course evaluations

Assessment activities for non-academic areas used to evaluate our operations include:

 The Office for Institutional Research provides documentation of performance evaluations for student enrollment, freshman class profile, retention and graduation rates, and rising junior performance.

 The Office for Human Resources employs the Employment Performance Management Program (EPMP) annually to assess the annual performance of non-instructional employees.

 The Division of Student Affairs implemented an assessment schedule to be completed by the end of the fall 2013 semester. The assessment is based on standards by the Council for Ethical Standards in Higher Education (CAS). These assessments will be utilized to create a strategic plan for the Division of Student Affairs. The assessments included focus groups with students, faculty, and staff. Assessments included meetings with departmental managers/directors, review of policies and procedures, review of operational manuals and forms, and review of departmental budgets. Since in the fall of 2011, the following offices have been evaluated/assessed: Residential Life, Orientation, Campus Security, Greek Life, and student activities. By the end of Fall 2013 performance evaluations will be completed for the following offices and programs:

o Religious Life o First Year Experience o Disability Services o Career Services o Student Conduct o Health and Wellness/Campus Nurse

Once a year, an annual performance evaluation of all full-time/part-time staff; resident assistants, desk workers, and office assistants is conducted. Each semester, residents are allowed to evaluate programs, services and staff under residential life. These results are used to assess the effectiveness of our community development, and develop programs and services to better meet the needs of our residential population. For fall 2013, the divisions of Academic Affairs and Student Affair collaborated to survey students regarding their academic and co-curricular experience, which will allow both divisions to examine and improve programs and services.

The college‘s Social Justice Initiative annually assesses its operations using the Community Partner Post Service-Learning Survey, Service Learning Assessment Student Survey, Social Justice Initiative Survey, and evaluation forms for films, program training, and lectures.

322

Current Financial Status of the College

Please see the Special Fiscal Affairs Report for the Philander Smith College 2014 Self-Study Report that has been uploaded as an Appendix to this Report for up-to-date information on the Current Financial Status of the College.

Mr. Terry Wallace prepared the following report in June 2014 with respect to anticipated questions for Section V of the University Senate Evaluation Criteria for the on-site visit of the two consultants from The United Methodist. This report provides information regarding the current financial status of the College and Campus Master Plan (Exhibit 4.9: Campus Master Plan, Campus Resource Room, AC 232)

Fiscal Affairs University Senate – Section V – Evaluation Criteria What is the condition of the physical plant, with specific reference to (a) state of maintenance (any deferred maintenance), (b) adequacy with the number of students being served, and (c) plans for additional facilities?

Does the Institution have a master plan for physical plant development and maintenance?

Overall the level of deferred maintenance is low. The College does have several aging buildings which will need attention, especially in the area of roofing and HVAC. Instructional facilities are available to serve 1,000 students on campus. As student enrollment increases attention will be needed in some classrooms to improve technology and student comfort. The College has space for 380 residential students. The College is completing a new Campus Center with dining capacity of 325 students.

What is the financial condition of the institution with respect to the following specified items: (a) surplus or deficit in the current operating fund (unrestricted)? The last three fiscal audits as presented: June 30, 2013  Unqualified Opinion  No Audit Adjustments  No Material Weaknesses, Significant Deficiencies or Deficiencies in Internal Control over Financial Reporting  No Findings or Questionable Cost

June 30, 2012  Unqualified Opinion  No Audit Adjustments 323

 No Material Weaknesses, Significant Deficiencies or Deficiencies in Internal Control over Financial Reporting  No Findings or Questionable Cost

June 30, 2011  Unqualified Opinion  One Audit Adjustment  No Material Weaknesses, Significant Deficiencies or Deficiencies in Internal Control over Financial Reporting  No Findings or Questionable Cost

2012-13 2011-12 2010-11 Unrestricted Net Assets (Operations Results) (441,590) (1,716,346) (285,219) Unrestricted Net Assets 17,777,805 18,219,395 19,935,741 Temporarily Restricted Net Assets 6,599,147 6,063,508 5,554,433 Permanently Restricted Net Assets 7,948,588 7,942,674 7,856,645 Total Net Assets 32,325,540 32,225,577 33,346,819 Net Tuition Revenue 4,788,811 5,469,293 4,668,931 Total Liabilities 20,300,866 20,039,244 18,745,816 Cash Flow from Operations (707,110) (170,841) (68,008) Summary for Criterion Five—Resources, Planning, and Institutional Effectiveness

Philander Smith College has incorporated a campus-wide culture of assessment. Strengths  Philander Smith College established an Office for Institutional Effectiveness and Planning to oversee and monitor accreditation and assessment activities and programs.  Philander Smith College is able to meet its financial obligations due to prudent financial management, and has the necessary fiscal, personnel, physical, and technological resources to carry out its operations, meet the goals of its Strategic Plan, and plan for the future.  A significant strength is in relation to the College 2014-2019 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, metrics.  The College‘s Board of Trustees provides effective leadership. In addition, the President and his Cabinet (senior administrators) are leading the College toward becoming one of the best liberal colleges in the nation, as well as enrollment stability, faculty and staff development. The college has a mission focused on social justice, a sufficient financial base, and expanded community commitment and engagement.  Philander Smith College has a sufficient governance structure that regularly engages faculty, staff, students, and trustees in collaborative discussion and decision-making. 324

 Philander Smith College engages in collecting, analyzing, and using evidence to evaluate its Strategic Plan, its operations, and to systematically improve its performance.

Challenges and Areas for Improvement

 Philander Smith College must determine cost and revenue projections for each of the five Strategic Objectives of the 2014-2019 Strategic Plan to enhance institutional strength.  Philander Smith College must monitor the challenges and areas for improvement identified in this self-study that need financial support, especially the critical factors that will help the College to sustain its mission in the future.  The needs of today‘s students will be met, as the College develops and supports new programs, as it expands it academic distinction efforts.  Faculty and staff will need to complete the revisions for the Core Curriculum, as well as review and re-design degree programs, transfer student agreements and policies, and the evening/weekend/online programs and delivery format.  The College will need to increase faculty salaries, taking into consideration the need for measurable published policies and standards for faculty tenure and promotion.  Philander Smith College‘s leaders are challenged to balance transparency in decision- making with efficiency, flexibility, and taking into consideration internal and external relationships among various College constituencies.

325

Chapter V General Summary Report

Higher Learning Commission North Central Association of Colleges and Schools

Self-Study Report September 2014

326

Request for Continued Accreditation

This Self-Study Report, covering a seven-year period of significant growth and transformation, has outlined the achievements made toward the objectives articulated in the Mission Statement for 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 Report, Philander Smith College has provided definitive evidence, both presented within this report and through the required supplemental materials that have been submitted, documenting that the College fully meets all the Criteria for Continued Accreditation established by the Higher Learning Commission NCA. The College‘s evidence demonstrates that:

 Philander Smith College‘s Mission is clear and articulated publicly, and guides the institution‘s operations.

 Philander Smith College acts with integrity, and its conduct is ethical and responsible.

 Philander Smith College demonstrates responsibility for 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.

 Philander Smith College‘s resources structures and processes are sufficient to fulfill its mission, improve the quality of its educational offerings, and respond to future challenges and opportunities. Philander Smith College plans for the future.

It is respectfully requested, after full consideration of the evidences presented, that the accreditation currently granted to Philander Smith College by the Higher Learning commission NCA be reaffirmed.

Thank you.

327

APPENDICES

PSC Self-Study Steering Committee

Purpose: Provide overall direction for the self-study process and make decisions concerning recommendations given by the criterion teams.

Dr. Annie Williams, Associate Vice President for Institutional Effectiveness and Planning (Self- Study Coordinator and Steering Committee Chair) Dr. Hazel Ervin, Vice President for Academic Affairs Dr. Jesse Hargrove, Faculty, Humanities Dr. Samar Swaid, Faculty and Division Chair, Division of Natural and Physical Sciences Dr. Adrian Price, Faculty and Division Chair, Business and Economics Ms. Angela Sanders, Faculty, Social Sciences Dr. Lia Steele, Faculty and Division Chair, Humanities Mr. Bruce James, Faculty and Director, Philander Smith Management Institute (PSMI) Ms. Beverly Richardson, Staff and Director for Research and Assessment Mr. Kevin Hamilton, Staff and Interim Vice President for Student Affairs Ms. Rashunda Johnson, Staff and Director, Academic Success Center Ms. LaTonya Hayes, Staff and Controller Mr. Michael Hutchinson, Staff and Liaison to the President Ms. Teresa Ojezua, Faculty and Librarian Mr. Damien Williams, Staff and Vice President for Enrollment Management Dr. Johnny Moore, President and Ex Officio 2 Student Representatives

328

Criterion Teams

Purpose: (1) Interpret the criterion and its core components in relation to the distinctive nature of PSC; (2) identify, collect and assess information, data, and other evidences in support of the core components; (3) Identify best examples of evidences; (4) Prepare evaluative statements based on the evidence concerning PSC’s strengths and challenges.

Criterion One: Mission The Institution’s Mission is clear, articulated publicly, and appropriate to an institution of higher education. Dr. Lia Steele, Team Leader and Division Chair, Humanities Dr. Joseph Jones, Faculty and Director of Social Justice Initiative Dr. Samar Swaid Rev. Ronnie Miller-Yow Mr. Bruce James Student Representative

Criterion Two: Integrity The Institution fulfills its mission ethically and responsibly. Mr. Kevin Hamilton, Team Leader Mr. Damien Williams Mr. Michael Hutchinson Student Representative

Criterion Three: Academic Programs-- Quality, Resources, and Support The Institution provides high quality academic programs, wherever and however its offerings are delivered (on the main campus, at additional locations, by distance delivery, as dual credit, through contractual or consortial arrangements). Dr. Jesse Hargrove, Team Leader Dr. Adrian Price Dr. Samar Swaid Ms. Angela Sanders Mr. Bruce James Ms. Rashunda Johnson Student Representative

Criterion Four: Academic Programs—Evaluation and Improvement The Institution assures the quality of its academic programs and evaluates their effectiveness through processes designed to promote continuous improvement.

Ms. Beverly Richardson, Team Leader Ms. Teresa Ojezua Mr. Angelo Thomas Dr. Betty Dickson Mrs. Lillian Ross 329

Dr. Christi Flowers Mr. Sylvester Egwim Dr. Inyong Parks Ms. Carolyn Parham Ms. Kayla Sapkota Ms. Shannon Clowney Student Representative

Criterion Five: Resources and Planning The Institution’s resources are sufficient to fulfill its mission, improve the quality of its educational offerings, and respond to future challenges and opportunities. Ms. Tonya Hayes, Team Leader Mr. Chris Newton Ms. Yvonne Alexander Dr. Lloyd Hervey Mr. Bill Schlientz Mr. Terry Wallace Student Representative

330

Abbreviations

ACBSP Accreditation Council for Business Schools and programs

ACE American Council on Education

ACS Academic Success Center

BA Bachelor of Arts

BBA Bachelor of Business Administration

BOT Board of Trustees

BS Bachelor of Science

BSWE Bachelor of Social Work Education

CAEP Council for Accreditation for Educator Preparation

CEO Chief Executive Officer

CFO Chief Financial Officer

CIRP Collaborative Institutional Training Initiative

CLEP College Level Exam Program

COMPASS Computer-adapted Placement Assessment and Support Services

CIS Computer Information Services

CRL Center for Research Libraries

CSWE Council on Social Work Education

EAP Early Alert Program

E & G Education and General

Ed.D Doctor of Education

EEOC Equal Employment Opportunity Commission

ESL English as a Second Language 331

ETS Educational Testing Service

FAS Financial Aid and Scholarship

FERPA Family Education Rights and Privacy Act

FOIA Freedom of Information Act

FTE Full-Time Equivalent

FY Fiscal Year

GEC General Education Committee

GPA Grade Point Average

GRE Graduate Record Exam

HBCU Historically Black Colleges and Universities

HLC Higher Learning Commission

IPEDS Integrated Postsecondary Education Data System

IRB Institutional Research Board

K-12 Kindergarten through Twelfth Grade

LGBT Lesbian, Gay, Bisexual and Transgender

LLC Living-Learning Communities

LSAT Law School Admissions Test

NACUBO National Association of College and University Business Officers

NAIA National Association of Intercollegiate Athletics

NCA North Central Association

NCATE National Council for Accreditation of Teacher Education

NSC National Student Clearinghouse

NSF National Science Foundation 332

NSO New Student Orientation

NSSE National Survey of Student Engagement

OIEP Office of Institutional Effectiveness and Planning

ORA Office of Research and Assessment

PhD Doctor of Philosophy

PRT Promotion Retention and Tenure

PSC Philander Smith College

PTC Pulaski Technical College

RA Resident Assistant

ROTC Reserve Officer Training Corps

SAT Scholastic Aptitude Test

SGA Student Government Association

SJI Social Justice Initiative

SSS Student Support Services

STEM Science, Technology, Engineering and Mathematics

UMC The United Methodist Church

URL Uniform Resource Locator

US United States

VP Vice President

VPAA Vice President for Academic Affairs

VPFA Vice President for Fiscal Affairs

VOIP Voiceover Internet Protocol