from VCCA Journal, Volume 3, Number 1, Spring/Summer 1988, 4-7
© Copyright 1988 VCCA Journal
In 1984, the Minority Campus Ministry task force proposed a new partnership between Virginia's Community Colleges and the Black Churches for the purpose of enhancing minority opportunities in higher education. This partnership between the community college and black church was seen as a logical connection since these colleges are the most accessible institutions of higher education for people of all ages, income, and ethnic backgrounds. When seen as a partnership in mission, black churches within the college's service regions are the most accessible avenues into the black community, particularly for first generation college-bound youth or adults seeking additional education or training.
Community colleges provide both vocational and professional training through a variety of one and two-year academic programs. In addition to these two academic tracks, the colleges provide a number of continuing and special education programs beneficial to minorities. The project was designed to bring together resources of the community college and the community-wide influence and leadership of the black church. This unique partnership would provide one avenue for articulation on a number of mutual concerns such as (1) enhancing minority access to higher education, (2) enhancing opportunities for full participation of minority students in campus life programs, (3) promoting the successful continuation and completion of academic programs by minorities, and (4) fostering education opportunities for nontraditional students in the minority community. In order to achieve these objectives, the proposal included the employment of staff, extensive articulation, extracurricular activities, and community liaison programs.
The project design also called for the employment of a black minister to serve as the director of Alliance for Excellence with involvement of black colleagues in the ministry, parents, and key community college associates. Local committees played key roles in the development of a comprehensive plan to be implemented. The first phase of the program (1985-1988) focused on the development of a team. In this team, the task of the church's partner, the project director, was to develop the following:
Objectives
The objectives of the project were as follows:
These objectives, compatible with the philosophy and mission of the community college, provided two important elements, confidence and responsibility, necessary to successfully recruit and retain black students, confidence and responsibility. Since the church is in the unique position to work with the community college to help instill these qualities in their constituencies, a partnership could prove to be fruitful. Moreover through the church, a broad section of the students and the community would have greater access to opportunities provided by the community colleges.
Sponsorship and Administration
The Minority Campus Ministry Task Force of Roanoke, made up of a satellite committee of community college ministries initially developed the proposal for Alliance for Excellence. The proposal included the development of an autonomous yet representative Board of Directors that would supervise staff, provide programmable support and liaison with the communities, develope a constitution, and write a job description for the executive director.
The Board of Directors was nominated by church and college staff and took office in January of l986. Board membership was divided evenly between church, community college representatives, and supporting agencies which could contribute in a meaningful way to the success of the project. The Board of Directors agreed to meet quarterly, with appropriate officers and committees designated to adequately support the staff and development of programs. The executive director and a part-time coordinator were appointed in October of l986.
Support for the project came from various religious organizations, many of which provided the following grants to operate the Alliance for Excellence:
These organizations have committed over $75,000.00 to carry out the goals and objectives of the Alliance for Excellence.
Results
The four targeted community colleges--Patrick Henry Community College, Martinsville; Danville Community College, Danville; Virginia Western Community College, Roanoke; and Central Virginia Community College, Lynchburg--are situated in the Blue Ridge and Piedmont areas of south-central Virginia. The area is rich in historical heritage and traditional values, yet faces great changes in its population and economy. The total black population in the areas served by these colleges is approximately 20%.
PHCC and VWCC showed an increase in the number of black students attending their colleges. In 1984 8% of the student body at PHCC was black, but by the fall of 1988 that number had increased to 14.8%. At VWCC in l984, blacks comprised 7% of the total headcount, but by the fall 1988, the percentage had risen to approximately 11%. Statistics at the other two community colleges in the Alliance were unavailable; however, it would appear that the percentage of black students did not increase. The effect of activities sponsored by the Alliance appear to have had minimal impact on black enrollment at Danville and Central Virginia; whereas, Patrick Henry Community College and Virginia Western have shown significant increases.
With member colleges, the Alliance has sponsor community activities such as the Louise Bias lecture series. Through these efforts the colleges were able to provide a series of informative lectures on each campus at a very nominal cost.
Additionally, the Alliance initiated an Academic Excellence Awards Banquet for minority students on each campus to recognize outstanding academic and student leadership. The awards were instituted, in part, to encourage and recognize the achievement of nontraditional students and were named after outstanding community leaders, pastors, or community servants. These events provided an opportunity to illustrate the sincerity of our efforts and to stress the importance of education and academic achievement to the black community. No awards for athletic achievements were made since intercollegiate sports do not exist in the Virginia Community College System.
The Alliance developed committees in each community to help the executive director carry out the directives from the board. These local committees met frequently with college officials to create a dialogue and to answer questions concerning programs at each institution. This enabled community leaders to dispel negative views about institutional environment, faculty, staff, and programs at the colleges. With community leaders serving as spokespersons for the institution, articulation has increased dramatically and now the colleges are being perceived as friendly and supportive rather than hostile and uncaring.
Conclusion
The Alliance for Excellence has served its initial purpose to enhance educational opportunities for blacks who live in the service regions of the four member colleges. While some colleges (VWCC &PHCC) have reported significant increases in minority enrollments, there are still areas of concern. First, the number of minority graduates from all of the colleges should be increased. Second, a need exists for increased commitment from member colleges in the form of staff and funds for programs sponsored by the Alliance. Third, more funding from black churches and organizations that have benefited greatly from the outreach programs would be welcomed. Fourth, the Board of Directors could benefit from more input concerning activities and future programs by the ecumenical members of the board.
The Alliance for Excellence has exceeded the short range goals and objectives set in l984 by providing numerous opportunities for the community college and black church to collaborate on activities of mutual concern. Probably, the most important contribution of the Alliance for Excellence has been the growth in articulation between the respective member colleges and the black churches. If not now, this partnership will surely have positive results for the entire college community in the near future.
Ervin Griffin is Director of Student Development and Gender Equality Programs at Patrick Henry Community College. He is an active writer/consultant in the areas of retention, recruitment, academic advisement and non-traditional (adult) programs. Dr. Griffin is presently co-editing a monograph entitled Innovative Practices and Programs in Vocational Sex Equity that will be published in May 1988.