Title III Programs
The mission of Title III Programs is to ensure that federal resources are effectively and efficiently used to assist Coppin State University in becoming self-sufficient and expanding its capacity to serve diverse student populations. The funds are provided to improve and strengthen the university’s academic quality, institutional management, fiscal stability, and student service outcomes.
Supporting Institutional Initiatives
It is with such pleasure that I invite the Coppin State University (CSU) community to explore all activities offered through our Title III Programs. The Title III Programs, funded through the U.S. Department of Education, allows CSU to expand on its programs, to enhance our academic offerings, to improve upon our fiscal projects to sustain the quality of education and work environment offered to our diverse students, faculty, and staff.
Angela L. Williams, Ph.D.
Executive Director, Title III Programs
Title III Newsletter
Learn about the innovative project activities, resources, and meaningful opportunities transforming the lives of our students here at Coppin State University.
Program Description
Title III-B authorizes the Strengthening Historically Black Colleges and Universities (HBCUs) program award grants to eligible institutions to assist them in strengthening their academic, administrative, and fiscal capabilities. These programs are typically funded through annual discretionary appropriations; and with additional annual mandatory appropriations provided through the FUTURE Act, which extended mandatory funding beyond fiscal year 2019.
Activities are in accordance to section 1068h(a)(2) of this title may include; Institution services; educational equipment, acquisition of real property in connection with the construction, renovation, or additional improvement of campus facilities; to improve the financial and economic literacy designed for students; financial management information; faculty and staff development; and the implementation of other project activities described under the Legislative Allowable Activities (LAA) outlined in the program statute. Endowment development is also an activity with exception that no more than twenty percent of the grant funds may be used for this purpose.
Title III, Part F, Section 371 of the Higher Education Act of 1965 (HEA), as amended, provides additional mandatory funding for the Title III, Part B HBCU Program. Mandatory funding for the HBCU Title III, Part F Program was permanently extended under the Fostering Undergraduate Talent by Unlocking Resources for Education Act or the FUTURE Act, H.R. 5363. The FUTURE Act was enacted on December 19, 2019.
When awarded funds are not obligated and/or spent timely in accordance to grant specifications, the Department of Education may, with prior notification to grant recipients, reduce subsequent funding amounts in line with the University’s demonstrated funds usage. Site visits may be made by representatives of the Department of Education to review and monitor program accomplishments and provide technical assistance as deemed necessary.
Activities Overview
| Activity Number | Activity Title | Activity Director |
|---|---|---|
| Act-01 | Library Innovation | Curtis, Latrice |
| Act-02 | Campus Digital Transformation | Curbeam, Dionne |
| Act-03 | Migration to Postmodern Cloud HR & FA ERP | Smith, Thomas |
| Act-04 | Faculty Development | Graves, Carla |
| Act-05 | Employee and Organizational Development | Early, Lisa |
| Act-06 | Enhancing Academic Advising & Student Success Initiatives | Stewart, James |
| Act-07 | Enhancing Institutional Advancement | Humbert, Joshua |
| Act-08 | Institutional Effectiveness | Bowden, Michael |
| Act-9 | Building Research Administration Capacity | Bowden, Michael |
| Act-10 | An Honors Program Career Preparatory Graduation Initiative | Forbes, DeChelle |
| Act-11 | Coppin Inclusive Community Committee | Williams, Angela |
| Act-12 | Endowment Development | Williams, Angela |
| Act-13 | Title III Part B Program Administration | Williams, Angela |
| Activity | Title | Activity Director |
|---|---|---|
| Activity 1 | Library E-Resources | LaTrice Instance-Curtis |
| Activity 2 | Building a Semiconductor Workforce Pipeline | Emmanuel Atta-Obeng |
| Activity 3 | Enhancing Forensic Education | Min Zhang |
| Activity 4 | School of Education Model Classroom | Anita Weisburger |
| Activity 5 | Student Training in Microplastics Research | Jacob Adeyeye |
| Activity 6 | Enhancing Student Experience Through Experiential Learning | Loretta Campbell |
| Activity 7 | Program Administration | Angela L. Williams |
| Activity | Title | Activity Director |
|---|---|---|
| Act-01 | Enhancement of the College of Business Online BS Degree in Data Science with Analytics Emphasis | Dr. Sadie Gregory |
| Act-02 | Enhancement of the Center for Technology Innovations | Dr. Dionne Curbeam |
| Act-03 | E-Resources for Remote Learning & Teaching | Mrs. LaTrice Curtis-Istance |
| Act-04 | Enhancing Coppin State University Cyber Security Infrastructure | Mr. Thomas Smith |
| Act-05 | Enhancement of the Cloud Conversion of Disaster Recovery & Business Continuity Plan | Mr. Thomas Smith |
| Act-06 | Enhancement of the Natural Science Program | Dr. Mintesinot Jiru |
| Act-07 | Title III Part F Program Administration | Dr. Angela L. Williams |
| Act-08 | Enhancement of the Center for Nanotechnology Research | Dr. Jamal Uddin |
| Act-09 | Enhancement of Analytics | Dr. Dionne Curbeam |
Title III Part B Project Activities (2022-2027)
ACT 01 – Library Innovation
Activity Director: Latrice Instance-Curtis
Description: Strengthen Moore Library’s role as a collaborative academic and research partner by supporting student success, faculty innovation, and knowledge sharing. This activity promotes open access to resources, experiential learning, and a responsive, student-centered library environment aligned with Coppin’s academic mission.
ACT 02 – Campus Digital Transformation
Activity Director: Annie Torres
Description: Advance the university’s digital transformation through strategic integration of technology and the development of a skilled workforce to implement and sustain digital initiatives that enhance academic, administrative, and operational effectiveness.
ACT 03 – Migration to Postmodern Cloud HR & FA ERP
Activity Director: Thomas Smith
Description: Support the implementation of Workday to modernize human resources and financial management systems, improving efficiency, accuracy, reporting, and data-driven decision-making through a secure cloud-based environment.
ACT 04 – Faculty Development
Activity Director: Thavamani Rajapandi
Description: Enhance teaching effectiveness, research productivity, and leadership development among faculty to support academic excellence, student success, and institutional growth.
ACT 05 – Employee & Organizational Development
Activity Director: Lisa Early
Description: Strengthen employee performance, retention, and organizational effectiveness through professional development initiatives that support workforce growth and reinforce Coppin’s institutional culture and brand.
ACT 06 – Enhancing Academic Advising & Student Success
Activity Director: James Stewart
Description: Improve student outcomes through strengthened advising, coordinated student support services, and expanded programming through the Eagle Achievement Center to promote retention, persistence, and holistic development.
ACT 07 – Enhancing Institutional Advancement
Activity Director: Kimberly Nelson
Description: Strengthen the university’s capacity to generate philanthropic support and external funding by expanding engagement with corporations, foundations, alumni, and community partners.
ACT 08 – Institutional Effectiveness
Activity Director: Beryl Harris
Description: Enhance the university’s ability to make data-informed decisions and improve institutional performance through strengthened assessment, analytics, and reporting practices.
ACT 09 – Building Research Administration Capacity
Activity Director: Dr. Charles Pinckney
Description: Strengthen the university’s infrastructure to support research, grants, and contracts by expanding administrative capacity and improving systems that support faculty and institutional research initiatives.
ACT 10 – Honors Program Career Preparatory Graduation Initiative
Activity Director: Dechelle Forbes
Description: Support high-achieving students through professional readiness, leadership development, graduate school preparation, and career exploration to enhance post-graduation outcomes.
ACT 11 – Coppin Integrative Community Committee
Activity Director: Katsura Kurita
Description: Promote a supportive and inclusive campus environment through education, dialogue, and engagement initiatives that foster respect, belonging, and community connection.
ACT 12 – Endowment Development
Activity Director: Angela L. Williams
Description: Increase and sustain the university’s endowment by strengthening fundraising initiatives, expanding donor engagement, and supporting long-term financial sustainability.
ACT 13 – Program Administration
Activity Director: Angela L. Williams
Description: Provide oversight, coordination, compliance monitoring, and operational support for all Title III activities to ensure alignment with federal requirements and institutional priorities.
Title III Part F Project Activities (2025-2030)
Activity 1: Library E-Resources
Activity Director: LaTrice Instance-Curtis
Expands Coppin’s digital library collections, literacy workshops, and digital archives to better support teaching, research, and community access.
Activity 2: Building a Semiconductor Workforce Pipeline
Activity Director: Emmanuel Atta-Obeng
Introduction of a five-year semiconductor training and research program aligned with the CHIPS and Science Act, positioning Coppin to help meet national workforce and innovation needs.
Activity 3: Enhancing Forensic Education
Activity Director: Min Zhang
Strengthens the forensic science program through faculty development, updated curriculum, and modernized labs, with hands-on experiences like Mock Crime Scene Investigations.
Activity 4: School of Education Model Classroom
Activity Director: Anita Weisburger
Produces a model classroom that enhances teaching, learning, and engagement, reinforcing Coppin’s role as a leading training ground for future educators.
Activity 5: Student Training in Microplastics Research
Activity Director: Jacob Adeyeye
Engages undergraduates in studying microplastics in Baltimore’s water, examining health impacts, and testing removal strategies while building research and workforce skills.
Activity 6: Enhancing Student Experience Through Experiential Learning
Activity Director: Loretta Campbell
Expands community-based learning through the Eagle Achievement Center, where students work closely with communities to address pressing social issues such as education, food insecurity, sustainability, housing, and public health.
Activity 7: Program Administration
Activity Director: Angela L. Williams
This activity provides on-going management, monitoring, compliance, and support to the University's Title III Program activities guided by the President of the University.
Title III Part F Project Activities (2020-2025)
The following is a list of Title III Part F – Year Five activities beginning on October 1, 2020 – September 30, 2025.
Data Science/Analytics in the College of Business
Purpose: To enhance & fully integrate the Data Science and Management Information Systems into the COB curriculum, to complete implementation of the Data Science Program at the USM (University System of Maryland) Regional Center, to complete and populate the Data Science research framework for the College, and to achieve the highest recognition from major accrediting associations.
Activity Director: Sadie R. Gregory
Enhancement of the Center for Technology Innovations
Purpose: The purpose of this activity is to ensure that Coppin State University continually introduces the most current, appropriate technological resources into the university landscape. Investing in the latest technologies supports the academic success of students. Modern educational tools cater to diverse learning styles and needs, providing personalized learning experiences that traditional methods cannot match. By embracing these technologies, Coppin can help ensure that its students are not only absorbing information, but also are developing critical thinking and problem-solving skills essential for their future careers.
In addition to benefiting students, modern technological resources empower faculty members by providing them with innovative teaching tools and methodologies. Professors can utilize digital platforms to create more interactive and engaging lesson plans, facilitating active learning and collaboration among students. Technologies such as virtual reality (VR) and augmented reality (AR) can bring complex concepts to life, making them easier to understand. This not only enhances the teaching process, but also keeps faculty members motivated and inspired, as they can explore new ways to impart knowledge and foster student curiosity.
Staying current with technological advancements ensures that Coppin State University remains competitive in the higher education market. Prospective students and their families may consider the availability of modern resources when choosing a university. A campus equipped with state-of-the-art technology sends a clear message that the institution is forward-thinking and dedicated to providing the best possible education. This competitive edge is crucial for attracting and retaining students and faculty.
Without continual investment in the most current and appropriate technological resources, Coppin risks falling behind its peers and becoming less attractive to prospective students and faculty. In a rapidly evolving digital world, students expect access to modern tools and platforms that support their learning and professional development. The absence of modern technological tools may cause the university's educational offerings to appear outdated and inadequate, potentially causing a decline in the institution's reputation. Faculty members may find it challenging to deliver high-quality education and conduct cutting-edge research without the necessary technological support, resulting in decreased job satisfaction and difficulty in attracting and retaining top talent. Therefore, it is necessary to invest in such technologies to prevent the university from becoming a relic of the past.
Activity Director: Dionne N. Curbeam
E-Resources for Remote Learning & Teaching
Purpose: With the emergence and integration of information technology, the traditional library is not the library of the future. It is essential for the library to select, integrate, and organize digital resources and tools to support teaching and learning.
Activity Director: LaTrice Curtis-Istance
Strengthen Coppin Cyber Security Infrastructure
Purpose: Coppin needs to strengthen its cyber security defenses considering the ongoing threat that cyber security poses to the information systems of USA firms. Targeted data breaches are now a routine occurrence. To protect the personal information of the students, professors, and staff, Coppin must improve its IT security programs. The Federal Government Cyber Security Initiative and the University System of Maryland Board of Regents IT Security Standards align with this effort. Through this project, Coppin's cyber security infrastructure will be improved.
Activity Director: Thomas R. Smith, III
Cloud Conversion of Disaster Recovery Business Continuity Plan
Purpose: This project involves expanding Coppin’s current Disaster Recovery plan to accommodate for offering online learning, hybrid courses, lecture capture ability, learning management systems, website presence, communications, and other technologies that are becoming critical to continue Coppin's teaching and learning mission using cloud technology.
Activity Director: Thomas R. Smith, III
Enhancing the Natural Science Programs
Purpose: To increase enrollment, retention, and graduation rates; enhance faculty/students’ scholarship and enhance capacity for hands-on training/lab instruction.
Activity Director: Mintesinot Jiru
Title III Part F Program Administration
Purpose: The Title III Program Administration Activity provides on-going management, monitoring, compliance and support to the University’s Title III Program activities guided by the President of the University.
Activity Director: Angela L. Williams
Enhancement of Center for Nanotechnology
Activity Director: Jamal Uddin
Enhancement of Analytics
Purpose: Analytics in higher education has emerged as a transformative force, reshaping the landscape of learning, administration, and institutional success. By leveraging data analytics, colleges and universities can gain deeper insights into student performance, operational efficiency, and strategic decision-making. The ability to analyze vast amounts of data in real-time allows institutions to identify trends, predict outcomes, and implement evidence-based interventions, ultimately enhancing the educational experience and fostering academic success.
Activity Director: Dionne N. Curbeam
Allowable Activities
- Purchase, rental, or lease of scientific or laboratory equipment for educational purposes, including instructional or research purposes;
- Construction, maintenance, renovation, and improvement in classroom, library, laboratory, and other instructional facilities, including purchase or rental of telecommunications technology equipment or services;
- Support of faculty exchanges, faculty development and faculty fellowships to assist these faculty members in attaining advanced degrees in their fields of instruction;
- Academic instruction in disciplines in which Black Americans are underrepresented;
- Purchase of library books, periodicals, microfilm, and other educational materials, including telecommunications program materials;
- Tutoring, counseling, and student service programs designed to improve academic success;
- Funds and administrative management, and acquisition of equipment for use in strengthening funds management;
- Joint use of facilities, such as laboratories and libraries;
- Establishing or improving a development office to strengthen or improve contributions from alumni and the private sector;
- Establishing or enhancing 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 the program, preparation for teacher certification;
- Establishing community outreach programs that will encourage elementary and secondary students to develop the academic skills and the interest to pursue postsecondary education;
- Establishing or improving an endowment fund;
- Acquisition of real property in connection with construction, renovation, or addition to or improvement of campus facilities;
- 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;
- 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 amount may be used for this purpose.
- Purchase, rental, or lease of scientific or laboratory equipment for educational purposes, including instructional or research purposes;
- Construction, maintenance, renovation, and improvement in classroom, library, laboratory, and other instructional facilities, including purchase or rental of telecommunications technology equipment or services;
- Academic instruction in disciplines in which Black Americans are underrepresented;
- Purchase of library books, periodicals, microfilm, and other educational materials, including telecommunications program materials;
- Establishing or enhancing 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 the program, preparation for teacher certification;
- Other activities consistent with the institution’s comprehensive plan and designed to increase the institution’s capacity to prepare students for careers in the physical or natural sciences, mathematics, computer science or information technology or sciences, engineering, language instruction, in the less-commonly taught languages or international affairs, or nursing or allied health profession.
Legislation, Regulation, and Guidance
Legislation, regulation, and guidance are key elements in managing federal grants. The Title III, Part B Historically Black Colleges and Universities (HBCU) Program and Fostering Undergraduate Talent by Unlocking Resources for Education Act (FUTURE Act) are funding opportunities for strengthening the following focus areas for institutions:
- Academic Quality – Train and develop faculty, develop curriculum, improve developmental or basic skills courses, develop academic program(s), retain and recruit faculty, increase diversity of faculty, improve average education level of faculty, change the ratio of adjunct to full time professors, change the ratio of non-academic staff to academic staff, change the ratio of the number of students to faculty, improve class size, acquire specialized accreditation, acquire teaching or research laboratory equipment (institutional or joint shared use), acquire library materials (institutional or joint shared use)
- Student Services and Outcomes –
Student services: Counseling (peer, career, personal), tutoring and mentoring (peer, staff, faculty), student facilities (general use computer labs, study centers, tutoring centers), create and support learning communities, improve student services (i.e. financial aid distribution process, registration), improve library services (extended hours, tutoring)
Student Outcomes: Graduation rate, retention, persistence (i.e., fall-to-fall, basic skills to for-credit courses), increased academic achievement, happy leavers, increased number of students entering higher degree programs
- Fiscal Stability – Establish development office, train development staff, strengthen alumni relations, establish donor database, build capacity to attract external support, build and manage endowment, increase tuition dollars from enrollment, increase research dollars
- Institutional Management – Create and maintain management information system(s), develop, integrate and update database(s), staff and train an institutional research office, train and develop staff (other than teaching faculty), Library facilities (construction, renovation), improved institutional management (faculty and staff personnel management, community affairs, outreach office, recruiting), construction and renovation (classrooms, teaching labs), infrastructure for the internet
Related Links
U.S. Department of Education — Information on eligibility requirements, awards, performance, laws and regulations pertaining to Title III Part B, Strengthening Historically Black Colleges and Universities Program and other federal grants.
National Association of Historically Black Colleges and Universities Title III Administrators, Inc. — Learn more about the purpose and history of HBCUs.
Program Administration
Program Administration is the executive arm of the Title III Strengthening Historically Black Colleges and Universities (HBCU) Program. The Title III Director supervises all aspects of the Program. The Director reports directly to the President of the University ensuring the program's operation is consistent with the goals of the overall institutional strategic priorities. The Title III Project Activity Directors assist in monitoring each component of the program to ensure compliance with federal, state and university regulations.
