1.0 title iii at xavier university of louisiana
1.1 institutional development and undergraduate education service (idues)
Administers the Aid for Institutional Development programs (commonly referred to as the Title III programs) support improvements in educational quality, management and financial stability at qualifying postsecondary institutions. Funding is focused on institutions that enroll large proportions of minority and financially disadvantaged students with low per-student expenditures. The programs provide financial assistance to help institutions solve problems that threaten their ability to survive, to improve their management and fiscal operations, and to build endowments.
From its inception, one of the primary missions of the Title III programs has been to support the nation's Historically Black Colleges and Universities (HBCUs). The Title III programs have been expanded to support American Indian Tribally Controlled Colleges and Universities, and Alaska Native and Native Hawaiian Serving Institutions. The Title III program also includes the Minority Science and Engineering Improvement Program.
This program provides financial assistance to HBCUs and HBGIs to establish or strengthen their physical plants, financial management, academic resources, and endowment-building capacity. Activities may include student services, educational equipment acquisition, facility construction, and faculty and staff development.
Funds may be used for the purchase, rental, or lease of scientific or laboratory equipment. Also supported are the construction, maintenance, renovation, and improvement of instruction facilities. Funds support faculty exchanges and the development of academic instruction in disciplines in which black Americans are underrepresented. Projects may support the purchase of library materials as well as tutoring, counseling, and student service programs. Also supported are: funds and administrative management; joint use of facilities; establishment or improvement of development offices; establishment or enhancement of programs of teacher education; and establishment of outreach programs.
1.2 program officer
The Title III Program Officers is an IDUES Staff Member. The Program Officer is assigned to particular states and provides oversight to all Title III funded institutions within that state. The Program Officer is the federal agency contact to the campus. They provide critical assistance, training, updates and approvals for the Title III sponsored programs.
1.3 steering committee
This committee meets once a semester, more if needed. The committee reviews current year balances and any previous year carryover funds. The committee provides oversight and advises the Title III Coordinator on Title III issues that may arise. The committee is a critical part of the five year grant proposal to assure activities meet the overall mission of the University. The Committee consists of: Senior Vice President for Resource Development, Senior Vice President for Administration, Vice President for Academic Affairs, Title III Coordinator, Title III Assistant Coordinator, and the University Staff Accountant.
The Coordinator's role is somewhat unique. This individual must orchestrate the often complex parts of the project without exerting direct administrative control over many of the project's personnel and processes.
The Title III Coordinator traditionally reports directly to the president, however, at Xavier the Steering Committee serves that function. The President still maintains overriding authority of the Title III Program. The coordinator is to aid in integration of the project into the institution's overall structure.
The Coordinator must be the institution's resident expert on Title III. The Coordinator must be so familiar with these documents that he or she has to offer to them only under rare or unusual circumstances. First, professional competence simply demands that any responsible manager be fully knowledgeable about his area of responsibility.
In the case of a Title III Coordinator, this means possessing mastery of both programmatic and fiscal ground rules governing the project. A second reason for a command of this knowledge is that the Coordinator is the resource person of the program.
He or she should be able to provide quick and accurate answers to project related questions of Activity Director'Äôs and other institutional personnel. Third, thorough knowledge of the Title III program and its processes permits the Coordinator to quickly identify areas of present or impending problems within the project. Situations, which may only represent a slight digression toward noncompliance, can be corrected quickly and easily if the Coordinator is perceptive.
The Coordinator must devote significant time to the study of program regulations. Read, re-read, read again the contents of EDGAR, CFR Part 74, and the terms and conditions of the institutions grant award. There is an established relationship between the Coordinator's level of knowledge and his or her effectiveness.
The Title III Coordinator should be the clear and singular communicant with the Department of Education in all matters related to the grant. All contact between the institution and the Department should be conducted by or through the office of the Coordinator. This included correspondence, phone calls, reports, etc. Copies of all correspondence and records of all phone conversations with the Department should be maintained by the Coordinator and shared with other persons who might be affected by their content.
The statutory requirements for Title III required linkage between the Title III project and the institution's long-range plan. This suggests a more comprehensive approach to program implementation and institutionalization. It is the coordinators responsibility to ensure the approved sponsored activities are moving towards implementation and achievement of the long-range plan of the University. This is carried out through out the year. The Coordinator achieves this function through a process of monitoring, data collection and evaluations of the activities.
1.5 Assistant Coordinator
Provides support to the Coordinator through the management of documents processing and collection. The Assistant Coordinator serves as the liaisons between the Title III Office other campus offices (Human Resource and Fiscal Affairs) critical to the management of the program. Prescreening of funding request and working with the staff accountant regarding accurate financial management on a monthly basis is also a primary function. ¬†¬†
1.6 Staff Accountant
Provides oversight for all Title III activities. Review purchase and travel requisitions and personnel action forms for financial compliance. Provides monthly and end-of-year balances and carryover balance reviews.
1.7 Activity Director
Activity Directors have two basic types of responsibility -- operational and administrative. Operational duties are those day-to-day tasks which are directed or instituted in order to effectively accomplish the objectives of the project. These include such activities as developing programs, producing tangible products, instituting new approaches to solving problems, etc. Operational responsibilities are those which are considered normal, action-oriented tasks which are performed to produce positive results and measurable objectives. Administrative responsibilities are those tasks which are intended to preserve the project integrity and compliance. These activities are the procedural mechanisms which ensure that the project remains on course with the parameters defined in the plan of operation and the governing regulations. Keeping the Coordinator fully informed regarding the activity. Ensuring that outlays are appropriate and allowable, and providing for an adequate documentation of the impact of the project on the overall university plan.
Activity Directors are responsible to the Title III Coordinator for all matters related to the procedural and regulatory compliance of the activity. This would include such matters as reporting requirements, contract negotiation, allowable expenditures, record keeping, and any amendments in project budgets or operational plans. The specific duties of the activity director(s) include:
'Ä¢ Day-to-day management of their respective project activity.
'Ä¢ Assisting the Title III Coordinator with initial and subsequent revisions in the activities Plan of
'Ä¢ Maintenance of up-to-date records of all expenditures and obligations charged to the activity.
'Ä¢ Timely submission of progress reports to the Title III Coordinator.
'Ä¢ Maintenance of up-to-date records and documentation of programmatic operations of the activity.
'Ä¢ Assisting the Title III Coordinator with preparation of revised budgets and activity proposals for subsequent years funding.
'Ä¢ Maintenance of up-to-date inventory of supplies and equipment.
'Ä¢ Attendance at scheduled meetings of Activity Directors.
'Ä¢ Working with the Title III Coordinator on all program amendments, contractual arrangements, and necessary correspondence with the funding agency.
'Ä¢ Completion of appropriate programmatic reports required by the funding agency.
'Ä¢ Submission of Time and Effort Reports
'Ä¢ Mandatory participation in internal and external evaluations.
'Ä¢ Mandatory participation in internal and external mid-year and end-of-the-year review process.