At the University of Arkansas at Pine Bluff, the objectives are:

• To enhance opportunities for undergraduates to obtain employment with upward mobility by improving the learning environment, revising and expanding the curriculum.
• To improve academic instruction by…
  • strengthening faculty skills through in-service training, self-evaluation programs, travel to professional meetings, and the use of off-campus consultants, and
  • facilitating faculty performance through an identification of specific problems and needs, then supplying solutions for those problems.
• To meet the needs of students who have been classified as educationally disadvantaged by providing academic programs which will prepare them to pursue both traditional and non-traditional careers.
• To improve the operation of the university by providing a systematic program of planning, management, and evaluation.
• To increase the university’s enrollment through planned and systematic retention programs.
• To improve the teaching and learning environment through planned programs for new construction, renovation, and maintenance.
• To improve the development program in order to attract additional funds.

Title III Part B – Strengthening HBCU Grant

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

To be eligible to receive a grant under the Strengthening HBCU Program, an institution must be designated by the Secretary of the U.S. Department of Education as a Historically Black College or University. The Higher Education Act of 1965, as amended, defines an HBCU as an institution established prior to 1964 whose principal mission was, and is, the education of Black Americans, and must:

1. Satisfy section 322 (2) of the Higher Education Act of 1965, as amended (HEA)
2. Be legally authorized by the State in which it is located:
   • To be a junior or community college and/or
   • To provide an educational program for which it awards a bachelor’s degree
3. Be accredited or pre-accredited by a nationally recognized accrediting agency or association.

This program provides financial assistance to Historically Black Colleges and Universities (HBCUs) to establish or strengthen their physical plants, financial management, academic resources, and endowment-building capacity.

Activities in accordance with section 1068h(a)(2) of this title may include:

• Institution services;
• Educational equipment,
• Acquisition of real property in connection with the construction, renovation, or additional improvement of campus facilities;
• Improving the financial and economic literacy designed for students;
• Financial management information;
• Faculty and staff development; and
• Implementation of other project activities described under the Legislative Allowable Activities (LAA) outlined in the program statute.
• Endowment development is also an activity with exception that no more than twenty percent of the grant funds may be used for this purpose.

Legislative Allowable Activities (LAAs) Qualified for Title III Funding may be …

• To purchase rental or lease of scientific or laboratory equipment for educational purposes, including instructional or research purposes.
• For construction, maintenance, renovation, and improvement in classrooms, libraries, laboratories, and other instructional facilities, including purchasing or renting telecommunications and technology equipment or services.
• To support faculty exchanges, faculty development, and faculty fellowships to assist in attaining advanced degrees in the fields of instruction.
• For academic instruction in disciplines in which Black Americans are underrepresented.
• To purchase library books, periodicals, and other educational materials, including telecommunications program materials.
• For tutoring, counseling, and student services programs designed to improve academic success.
• To support funds and administrative management and acquisition of equipment for use in strengthening funds management.
• For joint use of facilities, such as laboratories and libraries.
• To establish or improve a development office to strengthen or improve contributions from alumni and the private sector.
• To establish or enhance a program of teacher education designed to qualify students to teach in a public elementary or secondary school in the state that shall include, as part of such program, preparation for teacher certification.
• To establish community outreach programs that will encourage elementary and secondary students to develop the academic skills and the interest to pursue postsecondary education.
• To establish or improve an endowment fund.
• To acquire real property in connection with the construction, renovation, or addition to or improvement of campus facilities.
• To provide education or financial information designed to improve the financial literacy and economic literacy of students or the students’ families, especially with regard to student indebtedness and student assistance programs.
• For services necessary for the implementation of projects or activities that are described in the grant application and that are approved, in advance, by the Secretary, except that not more than two percent of the grant money may be used for this purpose.
• For other activities proposed in the application that contribute to carrying out the purposes of the HBCU program and are approved by the Secretary.

The summary below was written by the Congressional Research Service, which is a nonpartisan division of the Library of Congress, and was published on Dec 20, 2019.

Fostering Undergraduate Talent by Unlocking Resources for Education Act (FUTURE Act)

This bill permanently authorizes funding for minority-serving institutions of higher education and increases the authorization of appropriations for Pell Grants.

This bill directs the Internal Revenue Service (IRS), upon the written request of the Department of Education (ED), to disclose to any authorized person, tax return information to determine eligibility for recertifications for income-contingent or income-based repayments of student loans, discharges of loans based on total and permanent disability, and the amount of student financial aid under the Higher Education Act of 1965. The IRS must also establish and implement procedures for recertifying income for purposes of this bill and for requesting tax return information.

The bill requires the ED and the IRS to issue joint reports to Congress on this bill, including an update on the status of implementation of this bill and an evaluation of how such implementation affected the processing of applications for financial aid and discharge of student loans.

Previous Grant

Student Aid and Fiscal Responsibility Act (SAFRA) Grant

The Student Aid and Fiscal Responsibility Act (SAFRA), which was included in the health care reconciliation bill that was passed on March 21, 2010 and signed into law on March 30, 2010, embraces the president’s challenge to produce the most college graduates by 2020. SAFRA makes the single largest investment in federal student aid ever.

The SAFRA grant is awarded through the Historically Black Colleges and Universities (HBCU) Program of the Department of Education for a ten year period beginning October 1, 2010. Title III, Part F of the Higher Education Act of 1965, as amended, provides an additional $85 million annually until fiscal year 2019 for the Title III, Part B HBCU program. These mandatory (SAFRA) funds are added to monies appropriated in a regular or supplemental grant awarded under the Title III, Part B Strengthening HBCU Program.

Recipients of the HBCU and SAFRA Grants must comply with these conditions under Public Law 105-78, Sec. 508. The purpose of the Title III/SAFRA program is to assist HBCUs in establishing and strengthening their physical plants, academic resources, and student services to continue to fulfill the goal of equalizing educational opportunity.

Implementation Guidance – PRWORA Compliance for Title III

“On July 11, 2025, the U.S. Department of Education issued a new Notice of Interpretation officially clarifying that most Higher Education Act programs (including Title III, Part B) now qualify as federal public benefits under PRWORA. A key takeaway is “Title III funds do not support individuals who are not U.S. citizens or qualified aliens, including most international students (like F-1/OPT).

The Personal Responsibility and Work Opportunity Reconciliation Act of 1996 (PRWORA) is a United States federal law considered to be a major welfare reform. The bill was a cornerstone of the Republican Contract with America and was authored by Rep. E. Clay Shaw, Jr. (R-FL-22). President Bill Clinton signed PRWORA into law on August 22, 1996, fulfilling his 1992 campaign promise to “end welfare as we have come to know it”.

PRWORA instituted Temporary Assistance for Needy Families (TANF), which became effective July 1, 1997. TANF replaced the Aid to Families with Dependent Children (AFDC) program—which had been in effect since 1935—and supplanted the Job Opportunities and Basic Skills Training program (JOBS) of 1988. The law was heralded as a “reassertion of America’s work ethic” by the U.S. Chamber of Commerce, largely in response to the bill’s workfare component. TANF was reauthorized in the Deficit Reduction Act of 2005.

This summary is from Wikipedia.

Appropriate Disclaimers for Meeting or Conference Materials Paid for with Grant Funds

All meeting or conference materials paid for with grant funds must include appropriate disclaimers, such as the following:

“The contents of this (insert type of publication; e.g., book, report, film) were developed under a grant from the Department of Education. However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government.”

GAN Enclosure 3, Revised 03/2021

Specific Conditions for Disclosing Federal Funding in Public Announcements

“When issuing statements, press releases, requests for proposals, bid solicitations and other documents describing projects or programs funded in whole or in part with Federal money, U.S. Department of Education grantees shall clearly state:

1)  the percentage of the total costs of the program or project which will be financed with    Federal money;

2)  the dollar amount of Federal funds for the project or program; and

3)  the percentage and dollar amount of the total costs of the project or program that will be financed by non-governmental sources.”

Recipients must comply with these conditions under Division H, Title V, Section 505 of Public Law 116-260, Consolidated Appropriations Act, 2021.

GAN Attachment 11, Revised 03/2021

Prohibition of Text Messaging and Emailing While Driving During Official Federal Grant Business

“Federal grant recipients, sub-recipients, and their grant personnel are prohibited from text messaging while driving a government-owned vehicle, or while driving their own privately-owned vehicle during official grant business, or from using government-supplied electronic equipment to text message or email when driving.

“Recipients must comply with these conditions under Executive Order 13513, ‘Federal Leadership on Reducing Text Messaging While Driving,'” October 1, 2009.

GAN Attachment 12, Revised 03/2021

Here is a listing of our Activity Directors and their departmental activities.

Engineering Program

Dr. Charles Colen, Jr., Chairman, Department of Industrial Technology, Management, and Applied Engineering

The Title III Program has provided fiscal aid to the department allowing it to include more hands-on laboratory activities utilizing equipment and simulations to enhance the learning experience of the students and prepare them to transition from the world of academia to the global workforce. The department is in the process of getting approval for an engineering degree track to supplement their current course offerings. The program is projected to be funded in part by the Title III grant.

John Brown Watson Memorial Library

Sonya Lockett, Interim Library Director

Title III provides continual fiscal support to the library in its efforts to provide foundational support for course work and research in various academic fields of study. Library staff organize, preserve, and share resources to meet the information needs of the university community, providing access to resources essential to research, teaching, and service. Title III has partially funded renovations to the facility allowing for consolidation of services to students, faculty, and staff of the institution; thus, enhancing the learning environment for the total university and community. The upgrading of technology in the library affords students, faculty, and staff access to cutting-edge advancements in presentation preparation.

Student Career Services and Cooperative Education

Shirley Cherry, Director of Career Services

The Office of Career Services has endeavored to enhance career opportunities for students and alumni by establishing and maintaining partnerships between the university and employers thereby providing opportunities for further study, employment, and career advancement. Computer programs and software have been acquired utilizing Title III funds to provide students and potential employers with the tools to seek and develop relationships that can lead to employment opportunities. Students are assisted with their professional preparation for and participation in their areas of interest and skill once they finish their matriculation at the university. These efforts are funded in part by Title III funds.

Enrollment Management and Student Success

Dr. Moses Goldmon, Vice Chancellor for Enrollment Management and Student Success

Rita Conley, Associate Vice Chancellor for Student Success

The Office of Enrollment Management strives to identify, recruit, enroll, retain and graduate students who can compete on the global stage. Title III aids the office by providing fiscal support for record-keeping and processing programs, programs that prepare incoming students for college success, and services that aid students in achieving their educational goals at the university.

Admissions

Dr. Moses Goldmon, Vice Chancellor for Enrollment Management and Student Success

Latarsha Roshell, Interim Director of Admissions

The investment of Title III funds in the Office of Admissions serves to ease administrative coordination efforts between units on the campus that are participatory in the admissions process by making admissions documents readily accessible to all of them. This investment makes student admission less cumbersome for prospective students.

Entrepreneurship and Finance Laboratory

Dr. Lawrence Awopetu, Interim Dean
School of Business and Management

The School of Business and Management endeavors to provide an educational environment where its students and faculty can use current technology and equipment. The goal of the activity is to increase the number of students majoring in finance, economics, and accounting and offer a minor in entrepreneurship. Title III funding has enhanced the learning/teaching, meeting, and working environment to establish an entrepreneurship laboratory featuring an active stock ticker display. Additionally, a curriculum focused on entrepreneurship was developed so that the school can realistically encourage attaining new levels of academic excellence. Technology in the School of Business and Management is revolutionizing traditional instruction and the learning process by eliminating space and time restrictions, facilitating personalized learning opportunities, and enabling instructors to collect real-time data on student performance.

University Museum and Cultural Center

Carla Bryant, Director

The University Museum and Cultural Center provides a historical and prospective view of the University of Arkansas at Pine Bluff. Through the contribution of Title III funds, the UMCC is evolving into a state-of-the-art facility that informs and inspires the students, faculty, staff, and visitors of the institution. The UMCC is becoming a cutting-edge department through the acquisition of software and equipment that is in keeping with technological advancements in the area of historical preservation.

Center for Teaching and Learning – Faculty Development

Dora Sanders, Director

The Center for Teaching, Learning and Advising (CTLA), designed to promote excellence in teaching at the University of Arkansas at Pine Bluff, provides professional development activities, including workshops, seminars, training sessions, and technical assistance to develop and enhance instructional skills. The development of online degree offerings has been partially underwritten by the use of Title III funds. Commensurately, Title III funding has been used in support of various professional development activities so that the institution has a highly capable faculty that provides quality instruction to the entire student population, both local and distant.

Filmmaking and Videography

Randy Kelley, Director,

Department of Multimedia Communications

With the aid of Title III funds, the division of Multimedia Communications has been able to make required improvements necessary for the department to provide more effective instruction to all of the students that have chosen to major in this area of academia. Facilities have been renovated, equipment has been updated, and workplace technology has been incorporated into the instruction. The TV Studio has been updated and upgraded to allow students access to current multimedia platforms used in the field today. The department continues to make improvements and add programs of study as it progresses toward its accreditation by the ACEJMC. The Film Production curriculum has been added to prepare students for producing films and entering film shows and competitions. Watch the productions of KUAP-TV

Podcasting

Toni McCastle Freeman, Director, Department of Multimedia Communications

With the aid of Title III funds, the division of Multimedia Communications has been able to make the required improvements necessary for the department to provide more effective instruction to all of the students who have chosen to major in this area of academia. Once the department is able to return to its facilities in Hathaway-Howard Fine Arts Hall, the plan is in place to introduce podcasting to the students. Before the building was taken offline due to weather and fire damage, the facilities were renovated, the equipment was updated, and workplace technology was incorporated into the instruction. The department continues to improve as it progresses toward its accreditation by the ACEJMC. Listen to Hot89.7 KUAPFM.

Dr. Kimberley Davis, Dean, School of Education Transformative Instruction

Title III funds aided in the establishment of a Transformative Instructional Project utilizing technology to enhance the teaching/learning experience for students and faculty in the School of Education. Cloud-based programs have been utilized as part of a newly established and equipped laboratory for Educator Preparation, resulting in increased student enrollment in the school and success with certification testing. By embracing and embedding technology in its preparation of teachers, teacher candidates are better trained, mentoring and engaging students is more targeted, and expansive collaboration among all parties is embraced and employed to promote student success.

Innovative Instruction (Competency Based Education)

Dr. Venetia Miller, Director

Utilizing Title III funds, a conceptual competency-based education framework was completed to provide for partnerships between the university and industry resulting in targeted certification programs.  This activity has a goal of establishing a new partnership program each year of the grant cycle. The first, in the area of Construction Management, was completed during the 2021-2022 grant year. Other Certificate programs that have been instituted are in the areas of Cybersecurity, Food Safety, and Hospitality.

Dr. Cynthia Burroughs
Health Professionals Prep Program

Funds were used to provide advisory and mentoring initiatives and services to assist University of Arkansas at Pine Bluff students as they prepare for taking entrance exams, complete the application process, and explore opportunities in the healthcare industry. The activity is designed to improve student performance on entrance exams for Health Professions. These long-term program activities allow UAPB students to become viable contributors to the healthcare community.

Dr. Tanya Walker, Coordinator
Advanced Academic Preparation

The Advanced Academic Preparation activity is funded to assist undergraduate students prepare for continued education beyond the Baccalaureate degree level. The project coordinator seeks and provides guidance to those who indicate that they are considering continuing education and aids in discovering more information about programs and resources available for their pursuit. Eyes are opened to the possibility of educational endeavors beyond the undergraduate level as early as possible to prepare the students for successful navigation of Advanced Academic endeavors.

Me’Kale Carter
CyberSecurity

Funds have been allocated to provide for offering both a competency Certificate in CyberSecurity and a Baccalaureate degree in the field of CyberSecurity. The certificate program is part of the Innovative Instruction activity and the degree has been approved as a result of the preliminary work of that program. The university system recognized the need for this preparing our student cohort in this area of study, and Title III funds have been set aside for development of the curriculum and offering of instruction to those seeking such instruction and skill development.

Institutional Advancement and Development and Endowment

George Cotton, Vice Chancellor for Institutional Advancement and Development

Title III funding has been provided to enhance the Development Office, and its functions have led to significant funding increases and the implementation of cross-unit support for first-generation low-income and minority students. The broad level of growth has assisted in strengthening scholarship revenues and adding to retention resources. The expanded funding has allowed for greater levels of flexibility in funding that addresses college-related needs of the students at the institution.