AN ASSESSMENT OF WILBERFORCE UNIVERSITY’S PARTICIPATION IN THE TITLE III-STRENGTHENING DEVELOPING INSTITUTIONS PROGRAM, 1974-79 Helen Jones Submitted to the Graduate College of Bowling Green State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY August 1980 Approved Advisor e Representative ABSTRACT The purpose of this study was to provide answers to the following questions: (1) Did Wilberforce University do what they committed them­ selves to doing by the several Title III grants received?; (2) Did Wilberforce University experience development by the several Title III development criteria over the time of Title III participation and what was the development experience relative to other Title III participat­ ing institutions, and to other institutions, regionally and nationally?; and (3) What do the faculty and key administrative personnel at Wilber­ force believe about the success and importance of Title III participa­ tion at Wilberforce as reported by their responses on a questionnaire? In order to carry out the purpose of this study, data were col­ lected from government and other documents and a questionnaire. The data from government and other documents were extracted and categorized according to Title III development criteria. Questionnaire data were summarized. The results indicated: (1) Wilberforce University has done sub­ stantially what they committed themselves to doing by several of the Ti­ tle III grants received; (2) Wilberforce University did experience development by most of the Title III development criteria (enrollment, faculty salaries, students from low-income families, educational and general expenditures, educational and general expenditures per student, and number of library volumes), also, significant development experienced at Wilberforce relative to other colleges and universities were in the areas of enrollment, faculty salaries, educational and general expendi- Ill tures and educational and general expenditures per student; (3) Faculty and key administrative personnel at Wilberforce believe that most of the Title III programs are important, that the First-Year Coordination, Basic Math, Freshman Composition, Audio-Visual Services, Learning Resources Center Development, Freshman Composition Laboratory, and Faculty Tutorial programs are successful. In addition, they believe First-Year Coordination, Basic Math, Audio-Visual Services, and Learn­ ing Resources Center programs could be even more successful if addi­ tional monies were available to support them. The study concludes with providing a set of recommendations for implementation of the Title Ill-Strengthening Developing Institutions Program. IV ACKNOWLEDGEMENTS The completion of this doctoral dissertation would have been impossible without the help, cooperation, and empathy of many individuals I wish to acknowledge my appreciation to: Administrators at Wilberforce University for their willingness to permit this research project. Special appreciation is extended to Minerva Figgs, Title III Coordinator and her staff for their unrelent­ ing support. God for seeing me through and never leaving me alone. My advisor, Dr. William York, Professor of Educational Admini­ stration and Supervision, for his instruction, patience, and sensi­ tivity; Dr. Malcolm Campbell, Professor of Educational Foundations and Inquiry, for his guidance and for sharing his personal papers on Title III with me; and the other members of my dissertation committee, Dr. Robert Reed, Chairman of Educational Foundations and Inquiry, Dr. Ron Jones, Chairman of Educational Administration and Supervision, and Dr. Gerald Saddlemire, Chairman of College Student Personnel, for their guidance and encouragement. My mother, Edith Bennett, Victoria Edwards, Darlene Thurston, and many other relatives and friends for constantly reminding me that they cared. Dr. Barbara Ricks, Academic Dean at Florida Memorial College, for her support and faith in me; and Dr. Winfred Stone, Assistant Dean of V the Graduate College, Bowling Green State University, for his profes­ sional assistance. My typist, Deborah Magrum, for her understanding and patience. vi TABLE OF CONTENTS Page CHAPTER I INTRODUCTION TO THE STUDY ........................ 1 Nature of the Problem............................ .. 1 Basic Title III Programs................................ 5 Curriculum Improvement Program .................. 5 Faculty Development Program ........................ 7 Administrative Improvements Program ................ 8 Cooperative Education .............................. 9 University Development ............................ 10 Purpose of the Study.................................... 14 Limitations of the Study................................ 14 Definitions . ........................................... 15 Organization of the Remainder of the Study.............. 16 CHAPTER II REVIEW OF THE LITERATURE........................ 17 Historical Background of the Federal Role in Higher Education............ 17 Evolution of Title III Legislation ....................... 22 Administration of the Developing Institutions Program . 27 Title III Evaluations Studies.......................... 51 Financing of Black Colleges ............................ 35 Summary................................................. 40 CHAPTER III METHOD AND PROCEDURE.......................... 42 Methods of the Study.................................... 42 VIT Population.............................................. 43 Procedures for the Collection of Data.................. 43 Tabulation of Questionnaire Data ........................ 46 CHAPTER IV ANALYSIS OF DATA............................ 47 Title III Program Commitments and Evaluation Measures . 47 First-Year Program Coordination .................... 48 Basic Mathematics Program Improvement .............. 49 Freshman Composition Program Improvement and Freshman Laboratory ................................ 50 Improve and Expand Mass Media Communications Pro­ gram .............................................. 51 Expansion of Management Program .................... 51 Improve Teacher Education .......................... 52 Audio-Visual Services Development . ................ 52 Learning Resources Center Development .............. 53 Joint Programs with Central State University .... 53 Management Information System and Information Ser­ vices .............................................. 54 Recruiting for Special Career-Related Programs ... 55 Expand Career Planning ............................ 55 Expand Cooperative Education ...................... 56 Dual Degree Engineering Program .................... 57 AID Coordination............................... 57 Planning Research and Evaluation .......... .... 58 Basic Science Enhancement Program .................. 58 Competency-Based Instruction DevelopmentP rogram . 59 viii Interdisciplinary Studies Program .................. 60 Allied Health Program .............................. 60 Pre-Law Program .................................... 61 Faculty Tutorial Program .......................... 61 Fund-Raising Training .............................. 62 Title III Development Criteria.......................... 62 Enrollment........................................ 63 Faculty with Doctorates ............................ 66 Faculty Salaries .................................. 68 Students from Low-Income Families .................. 70 Total Educational and General Expenditures (E & G) . 72 Educational and General Expenditures Per Full- Time Student...................................... 74 Library Volumes............ ........................ 74 Questionnaire Response .... .......................... 77 Importance of Title III Programs .................. 78 Effectiveness of Title III Programs ................ 85 CHAPTER V SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS ........... 104 Summary of Findings.................................... 104 First-Year Program Coordination ........... 105 Basic Math Program Improvement.................... 105 Freshman Composition Program Improvement and Freshman Laboratory ................................ 105 Improve and Expand Mass Media Communications Pro­ gram .............................................. 105 Expansion of Management Program 106 Improve Teacher Education .......................... 106 Audio-Visual Services Development .... .......... 106 Learning Resources Center Development . ... 106 Joint Programs with Central State University .... 106 Management Information System and Information Services.............. 107 Recruiting for Special Career-Related Programs . 107 Expand Career Planning ....... .............. 107 Expand Cooperative Education ...................... 107 Dual Degree Engineering Program...... ........ 107 AID Coordination .. ....... .. ... .. 108 Planning, -Research, and Evaluation .... 108 Basic Science Enhancement Program . ............. 108 Competency-Based Instruction Development Program . 108 Interdisciplinary Studies Program .......... 109 Allied Health Program .............. ........ 109 Faculty Tutorial Program ........................... 109 Pre-Law Program .................................... 109 Enrollment........................................ HO Faculty with Doctorates............................ Hl Faculty Salaries ............................. Hl Students from Low-Income Families .................. 113 Total Educational and General Expenditures (E & G) . 113 Educational and General Expenditures Per Full- Time Student.....................................