HSSU Student Affairs Metatheodel Final Paper

Running head: EPFR 514 STUDENTAFFAIRS DIVISION METATHEODEL 1
Student Affairs Division Metatheodel: Harris-Stowe State University of Missouri
Cassandra J. Bradley, Cassandra Holland, LaTrina Rogers and Mary Thierry
Southern Illinois University of Edwardsville

EPFR 514 STUDENT AFFAIRS DIVISION METATHEODEL 2
History of Institution
Harris-Stowe State University (HSSU) has a historically significant past, not the least because of
the Institution’s ability to recognize the societal changes that result in shifting student needs, and
reorganizing student service structures to meet those needs.
HSSU, a historically black college, was the first public teacher education institution west of the
Mississippi River. Originally, HSSU was two separate Institutions: Harris Teacher’s College
and Stowe’s Teacher College. The two were merged in 1954 to form Harris Teacher’s College
(www.hssu.edu , 2016).
The older of the two, Harris Teacher’s College was created in 1857 by the St. Louis Board of
Education to prepare white teachers for white elementary schools. Harris was named after
William Torrey Harris who had been a Superintendent of Education as well as a United States
Commissioner of Education. In 1920, Harris became an accredited four-year undergraduate
college authorized to grant a Bachelor of Arts Education Degree (www.hssu.edu , 2016).
In 1890, The St. Louis Board of Education created the Sumner Normal School as an extension of
Sumner High School in order to train black teachers for black elementary schools. In 1929, the
institution was renamed Stowe Teacher’s College, in honor of the abolitionist and novelist
Harriet Beecher Stowe (www.hssu.edu , 2016). The two colleges were merged into one in 1954,
in the wake of school desegregation, and situated on the Harris Teacher’s College Campus.
Responding to requests from alumni and many in the St. Louis Community, the St. Louis Board
of Education agreed in 1977 to add the name of the former school’s title and drop “Teachers.”
Thus the institution became Harris-Stowe College. Later in 1979, the Missouri General

Assembly Enacted Senate Bill 70 that officially made the college part of the state system of
higher education and changed the name to Harris-Stowe State College (www.hssu.edu, 2016).
In addition to the name change, The College’s degree was changed from a Bachelor of Arts to a
Bachelor of Science in Education. In 1981, Harris-Stowe became the first university to offer
Bachelor of Science in Urban Education. Unique to Harris-Stowe, this degree is designed to
prepare teaching specialists for the urban-related problems that affect inner city schools
During the 1990’s, the college was authorized by the State of Missouri to broaden its course
offerings to include degrees in Business Administration, Secondary Teacher Education, and
Criminal Justice. In 2005, the College officially gained university status and became Harris-
Stowe State University (www.hssu.edu , 2016).
Demographic Profile of Harris-Stowe State University
Currently, HSSU is experiencing historic enrollment. HSSU officials report about 600 first year
and transfer students on campus in fall of 2016. This is a 30 percent increase from a year ago,
and a 50 percent increase from two years ago (Enrollment, HBCUs, “More HBCUs Reporting
Enrollment Increases” The Journal of Blacks in Higher Education. 2 Sep 2016. Web Nov 2016).
As of fall 2016, HSSU offers 31 major, minor and certificate options, with 42 full time and 132-
part time professors (www.hssu.edu , 2016). An initiative is currently underway for HSSU to
begin offering graduate degree programs for the first time in the Institution’s 159-year history.
Courses offered will be in math and literacy education, cybersecurity, and an MBA in health care

administration (Enrollment, HBCUs, “More HBCUs Reporting Enrollment Increases” The
Journal of Blacks in Higher Education. 2 Sep 2016. Web Nov 2016).
HSSU enrolls approximately 1,300 undergraduate students and offers a 13:1 student-teacher
ratio (NCES, 2016). Student population is about 75 percent full-time and 25 percent part-time,
with about 67 percent female and 33 percent male enrollment (IPEDS, 2016).
Retention remains an issue, with an overall graduation rate of 7 percent for full-time, first-time
students who graduated or transferred out within 150 percent of “normal time” to completion of
their program. For students pursuing a Bachelor’s Degree, there is a 2 percent four-year
completion rate, for those that began in fall of 2007 and fall of 2009. The 6-year completion rate
percentage for those that began in fall 2007 is 10 percent, and for those that began in fall 2009,
the 6-year completion rate percentage is 7 percent. For those that began in fall 2007 and fall
2009, the 8-year completion percentages are both 13 percent.
Broken down by gender, the 6-year graduate rate for those seeking a Bachelor’s Degree and that
began in fall 2009, the rate is 7 percent for both male and female. For those who pursued a
degree or certification of any type in fall 2009, and completed the program within 150 percent of
“normal time”, based upon cultural background, the percentages are as follows:
 American Indian or Alaskan Native- 0%
 Black or African American- 9%
 Hispanic/Latino- 0%
 White-4 percent%
 Two or More Races- 0%
 Non-resident Alien-100%

Ranked nationally, HSSU stands at number 40 for graduating African-Americans in education
and at number 47 for graduating African Americans in mathematics and statistics. In fall 2015,
general admission based upon cultural background was broken down as follows:
 Black or African-American- 83%
 White- 8%
 Two or More Races- 2%
 Hispanic- 2%
 Non-resident Alien- 1%
 Asian and American Indian or Alaskan Native- 0% (IPEDS, 2016).
Harris-Stowe State University Typology
HSSU is one of only two historically black universities in Missouri, and the only one located in
St. Louis. HSSU offers Certificates, Associate’s and Bachelor’s degrees, and will soon be
offering Master’s Degrees in selected fields (www.hssu.edu , 2016). HSSU is a large campus,
located on 22 acres. The university offers residential housing, but about 70 percent of those
enrolled live off-campus, allowing for strong community ties. Though large, HSSU is intimately
connected to the urban area in which it resides, with student population closely mirroring that of
the surrounding communities. This typology affects and shapes student affairs in numerous ways
Leaning on these community ties and resources, HSSU has been able to forge partnerships with
resources unique to the St. Louis area, such as Anheuser-Busch. HSSU has also created an

outreach and mentoring relationship with the students of Ferguson school in the wake of the
shooting, riots and protests in that area (www.hssu.edu , 2016).
Understanding that HSSU is most largely comprised of African-American undergraduate women,
student affairs must be reconfigured to continue to address the needs of this group, while
providing ways to underscore the unmet needs of other groups. Student Affairs is cognizant of
the need to reorganize certain facets of student affairs in order to group them in the most logical
way, providing intentional intrusiveness with ease of service in order to correct what are
nationally low retention rates (IPEDS, 2016).
Harris-Stowe State University Philosophy of Education
The HSSU mission is to the address the unmet higher education needs of the metropolitan St.
Louis region. HSSU intends to be a top-tier regional university by focusing on holistic student
development, academic integration, and student-centered services, as well as addressing the
needs of the primarily African-American student population by incorporating the principles of
the Cross and Fhagen-Smith’s model of Black Identity Development (Zhang, 2016). Cross and
Fhagen-Smith’s research pertains to African-American development in regards to encounters
with racism and racial salience, and using these life experiences to gain secure adult racial
identities. To this end, HSSU acknowledges that these goals must be met by addressing all
facets of learning, both in and out of the classroom.
Besides offering 31 major, minor and certificate programs, and preparing to offer master’s
programs in high-demand fields, HSSU partners with local institutions to produce unique
learning opportunities, such as the Anheuser-Busch School of Business. HSSU also partners

with the School of Medicine Program in Occupational Therapy at Washington University in St.
Louis, Adidas, and the school of Mathematics and Engineering at Saint Louis University. HSSU
is also fostering global relationships by offering a study abroad program in China (Harris-Stowe
State University, 2016). These partnerships foster and strengthen community ties and attract
student applicants.
Student social and civic service are addressed by many of HSSU’s innovative programs that
extend into the community. Critical leadership skills are addressed with such programs as the
Center for African-American Male Initiative, The Center for Non-Violence and Abuse
Prevention, and the Center for Social Justice (www.hssu.edu, 2016).
In order to succeed in the mission as stated, Harris-Stowe must work to improve retention and
graduation rates, and is studying several models to do so. One offering is a “banded” tuition
policy that allows students to enroll for up to 16 hours for the price of 12, essentially getting a
class for free, in an effort to cap tuitions and to increase retention, leading to increased
graduation. (IPEDS, 2016).
Leadership and Reporting Structure
The leadership and reporting structure for Harris Stowe State University operates on a silo
platform. Every office does their task but there isn’t very much intentional collaboration. The
changes made to Student Affairs affected the entire organizational structure. The past years have
seen a low retention and graduation rate. The goal of the changes is to create an institution
focused on retention, access of resources to all and student support in all aspects.
The approach used to shape Student Affairs is based on the holistic needs of the student. “While
it is important that we perceive the student as a whole, it is likely we act in a more specialized

manner.” (Evans 2010) It is with this wisdom the structure of the university was changed. The
inclusion of input from students, knowledge and experience of faculty and staff, best practices
from other institutions and theories have been blended to meet needs, overcome obstacles and
lead the student of Harris Stowe to graduation and post-graduation success.
The Office of Student Affairs will be led by a Vice President who will work with the directors
under their authority to create purposeful collaborations. Harris Stowe is committed to academic
support, and committed to community collaborations and outreach for the benefit of the student
experience.

HARRIS STOWE STATE UNIVERSITY
ORGANIZATIONAL CHART
Board of RegentsPresident
Vice President for Student
Affairs
Campus Life
Center for Diversity and
Inclusion
Student Success
Health & Wellness
Vice President for
Academic Affairs
Enrollment ManagementDean of Instruction
Director of the Anheuser-
Busch School ofBusiness
Directofof the College of
Arts and Sciences
Dean of the College of
Education
Vice President for
Instiutional Advancement
Communication &
Marketing
Alumni Affairs
Development &
Advancement
Information Technology
Vice President for
Administration and Finance
Busar's Office
Development &
Advancement
Harris Stowe Foundation
Operation Services
Facilities Management

Vice President for Student
Affairs
Dean of Student Success
Directofof Academic
Advising
Director of Career Services
Director for Center of
Academic Excellence
Director for Disability
Services
Dean of Campus Life
Director of Residence Life
Health & Wellness
Director of Student
Engagment Director of Public Safety
Dean of
Center for Diversity and
Inclusion
Director for Center of
Diversity and Inclusion
Intramural Sports
Event Manageme
HARRIS STOWE STATE UNIVERSITY
ORGANIZATIONAL CHART
STUDENT AFFAIRS DIVISION

Student Affairs Paradigm
The student affairs division at Harris-Stowe State University operates on an involvement and
student affairs paradigm. First, the involvement paradigm allows the student body to engage in a
variety of student organizations for the purpose of learning and making connections with others.
Also, the paradigm is effectively used by HSSU in order to create a friendly environment to
ensure that student productivity is being made available to the student body. In turn, the
institution ensures the paradigm is being utilized by offering the student body a chance to partake
in over 60 (approx. 65) student organizations on-campus (www.hssu.edu, 2016).
Second, the student affairs paradigm has a myriad of academic and support services to students
and faculty/staff. Within HSSU, the student affairs paradigm works closely with students to
ensure effective measures are being implemented for a student's academic success in a collegiate
institution. These services that are provided by the school in addition to career services, disability
support services, tutoring, academic advising, and financial aid will allow students to succeed in
college as well as to understand their true calling in life.
The involvement and student affairs paradigm are used as a collaborative relationship with for
HSSU since the institution provides both student services and involvement to the student body.
Therefore, the paradigms are essential to the continued development of the institution,
faculty/staff, and students. Hence, both paradigms are quintessential to the growth of students
and faculty/staff as well as the services that are being provided. Students in the near future will
greatly appreciate the continued growth of the institution that will create more accomplishable
dreams for students to come.
Harris-Stowe State University Offices/ Programs

The Office of Enrollment
This office is comprised of the Department of Admissions, The Financial Aid Department, and
The Registrar Department. These three offices are housed under one roof and are easily
accessible to students. Students can complete their enrollment tasks all in one stop. Sanford's
Psychosocial Developmental Model of Readiness, Challenge and Support is useful to all three
offices. Students come to HSSU with a certain level of readiness. Student’s readiness can be
improved through college visits through the Department of Admissions. "The amount of
challenge a student can tolerate is a function of the amount of support available,"(Patton et. al,
2010). These offices at HSSU allow students to complete challenges independently while
offering support when needed. This contributes to the students’ development.
The Department of Admissions
Admissions is committed to the recruitment of a diverse population of students who will grow
and strengthen the college and the community. HSSU’s Admissions team guides First Year
Freshman, Transfer, Returning, and International students through their first steps to becoming
an HSSU student. This office is also tasked with verifying that students meet the requirements
for admission, which then ensures that the student is capable of completing college level courses.
The Financial Aid Department
This department helps 80 to 85 percent of HSSU’s population (www.hssu.edu , 2016). The
Financial Aid Department provides students with opportunities for merit based and specialized
scholarships, as well as federal and state loans. This office assists students throughout their
college career offering financial guidance through the options that will lighten the financial
burden. Students are then able to focus on their education, thus leading to a retained student.

The Registrar Department
The registrar’s office offers degree verifications, produces transcripts, records grade and keeps
student records safe. The Registrar Department offers services students who want to withdraw
from a class. Students can also be withdrawn if they have never attended class. This office also
handles graduation. They see students in their final college rite of passage.
Campus Life
This office is the most involved, outside of the classroom, in the development of students.
HSSU's Campus Life Office aims to develop self-authorization of students. Baxter- Magolda's
Theory of Self-Authorship can be applied across all departments within Campus Life. Students
attending HSSU enter college relying on external formulas to define themselves. Campus Life
provides programs, workshops, and services to strengthen their self-confidence and encouraging
self-authorship. Myer's-Briggs Type Inventory assesses personality dispositions about how
individuals orient themselves to the world around them, how they take in information from their
environment, how they come to conclusions about what they observe, and how they relate to
their environment," (Evans, Forney, Guido, et al., 2010). This can be used to place students with
roommates who are like minded. It can also be used to plan events for different types of students.
Department of Residential Life
Residential life assists in the development of students’ sense of community, academic growth,
personal enhancement, and commitment to rendering services (Student Affairs Report,2016)
Outcomes are for students to be immersed in the college community, experimenting and learning
in an out of class setting, to create a holistic student. Students staying in the residence halls are

able to share experiences and problems with fellow classmates. Students also have the choice to
choose a Living Learning Community (LLC), an academically centered dorm for men and
women with a declared degree in Science or Math and an Honors LLC. This design fosters
academic growth and friendships with like-minded students.
The Office of Student Engagement
This office’s goal is to provide co-curricular opportunities that will stimulate social and cultural
awareness in efforts to cultivate and prepare students as global leaders (The Division of Student
Affairs End of Year Report, 2016). The Student Engagement Office offers over 45 student clubs
and organizations and eleven fraternities and sororities. Studies show that students who spend
more time on campus have a higher completion rate. Student who participate in these programs
feel more connected to HSSU. The variety of clubs and organizations allow students to create
their own identity and move forward in self- authorship.
Public Safety
The office of public safety’s responsibility is to provide a safe campus for students so they can
feel comfortable while learning. Students learn how to conduct themselves while on campus.
Conduct violations are handled through this office, teaching students to learn from their mistakes
while providing community service. Public Safety leaders also provide mentorship to students
who show interest in law enforcement.

Health and Wellness
Health and wellness provides students with mental health care, crisis intervention, peer
mediating through Students Working against Trauma (S.W.A.T.), educational workshops and
seminars, and consulting services for faculty and staff. Counselors work with students on an
individual, couples and group level. Together, counselors and students will work to find a
solution to resolve their problems. Counselors also make themselves available to faculty and
staff who wish to discuss concerns of the behavior of a student. The S.W.A.T team promotes
awareness of HIV/AIDS and substance abuse and provides educational programs for issues that
commonly present themselves to students.
Student Success
This office houses Academic Advising, Career Services, Center for Academic Resources and
Disability Support Services. HSSU students begin their college career in Academic Advising.
They solidify their major declaration through career exploration through the Career Services
department. Holland's Theory of Vocational Personalities can apply to Academic Advising and
the Career Services departments. Holland found that individuals fit into 6 categories of interests
and values. Like people, environments can be divided into 6 categories that are comparable to
the interests and values categories. Holland's research found that satisfaction and stability occur
when an individual’s personality is congruent with their environment (Sasso, 2016).
Incongruences could lead to a higher dropout rate. These offices use the Strong Interest
Inventory to help students declare their major and choose a career path.
HSSU students enrich their learning through the services offered by the Center for Academic
Resources. Vincent Tinto's "Model of Institutional Departure" states that, to persist, students

need integration into formal (academic performance) and informal (faculty/staff interactions)
academic systems and formal (extracurricular activities) and informal (peer-group interactions)
social systems (Sasso, 2016). The Center for Academic Resources at HSSU provides programs
that incorporate faculty to strengthen the student faculty relationships. This department also
works with students who are having academic difficulties. Tinto lists this as a reason students
drop out. Students who seek out this department will receive academic assistance that will
provide them with the confidence to continue their education.
Disability Support Services
This office provide accommodations to students with disabilities. Forber- Pratt and Aragon's
Model of Social and Psychosocial Identity Development for College Disability outlines four
stages students go through; acceptance, relationship, adopting independence and social justice
values, and giving back to the community. Students with disabilities should be allowed to be
independent and feel comfortable in their environment. This office is responsible for ensuring
that the campus is inviting for students with disabilities. This office should also provide a space
where students with disabilities can interact with others who share the same challenges. This will
aid in the students’ identity development.
Academic Advising
Academic Advising’s role is to assist all students with their understanding of degree and course
requirements, but it is ultimately the student’s responsibility for final decisions regarding
organization of the academic program along with the direction and intensity of study.
(www.hssu.edu , 2016). Students learn to take control of their education while still having
support from their academic advisor.

Career Services
Career Services assist students with career exploration, choice of major, and career development
workshops to help with resume writing and interview skills. Career Services also connect
employers and students through mentorship programs. Cooperative education and internship
programs allow students to gain work experience while meeting the needs of the employer,
Center for Academic Resources
This office offers basic skills courses for students whose test scores show need for remedial or
refresher courses. GED or college testing, and tutoring for students needing assistance in reading,
writing, speaking, math, statistics, and math application in science, (Harris-Stowe State
University, 2016). This office also provides a program called Academy for University Prep. The
Academy for University Prep is designed to assist students in their transition from high school or
community college to HSSU. Students can engage in discussion and explore career
development, take courses in math and communication. This program hopes to prepare students
for college expectations and familiarize them with HSSU's services.
The Athletics Office
The Athletics Office oversees intercollegiate sports. Schlossberg's theory of Marginality and
Mattering can explain how students can grow from this office. Schlossberg's theory lists five
dimensions that a student will move through, attention, importance, ego-extension (feeling that
that another person feels proud of one's success), dependence, and appreciation (Sasso, 2016).
Coaches work closely with students offering the needed attention. Being a part of a team can
make a student feel important or cared about. When an athlete feels their teammates are proud at

the way the student played, ego-extension can be felt. HSSU's athletes participate in servant
leadership. The community services that athletes participate in can lead to a feeling of being
needed. Finally, when others cheer the athlete on in a game leads to a feeling of appreciation.
Intercollegiate sports offered at HSSU are Women's Soccer, Volleyball, Basketball, and
Softball, as well as Men's Soccer, Basketball and Baseball. Students must try out and meet the
academic requirements of the National Association of Independent Athletics and the American
Midwest Conference. Student athletes strive to uphold the five "Champions of Character" core
values of respect, responsibility, integrity, servant leadership and sportsmanship (Harris-Stowe
State University, 2016).
The Center for Diversity and Inclusion offers resources, events and programs to the campus
community regarding various cultures, sexual orientation, races and other forms of diversity.
Although Harris Stowe is a historically black university, the population includes Caucasian,
various religions, LGTBQ+ and international students. The center has been established to
provide support for any student as well as educate the population on diversity represented in the
world. Housed under the Student Affairs department, the center will be working closely with all
departments to ensure the student population receives information in all forms and about all
people.
Signature Programs
The Able Campus
The Disability Services and the Center for Diversity and Inclusion work together on a series of
workshops throughout the school year. The Able Campus is a program for current and aspiring
student leaders. The program is a disability awareness program created to educate student leaders

on the challenges of students who deal with physical and mental disabilities. The program educates
on resources, interpersonal interactions, how students can be helpful without being harmful and
also when to contact a professional staff member. There is a partnership with Behavioral Health
Response (a mental health agency providing mental health hotline services as well as mobile
outreach services, community referral services and critical incident stress management.) to train
faculty, staff and students on Mental Health First Aid which certifies a participant for three years.
There are also engagements with Paraquad St. Louis (an agency which empowers people with
disabilities throughout the St. Louis area to increase their independence through choice and
opportunity) for students to learn how to respect the independence of physically disable students
and still be helpful.
Academy for University Preparation (AUP)
Transitioning from high school to college can be a blessing for some; but a challenge for others.
As a remedy, Harris-Stowe State University (HSSU) has a created a program specifically for (high-
rising) juniors and seniors St. Louis high school students to engage in a college preparatory
experience at a HBCU (hssu.edu). Within the AUP program, high school students are required to
actively participate in academic enrichment and social engagement activities. Also, each year a
selected group of qualified high-rising junior and senior high school students will receive a series
of college preparation materials such as career exploration, information on applying for financial
aid, how to apply and search for scholarships, the process of university housing, etc. (hssu.edu).
Adopt-a-Classroom Project
Currently, HSSU has created a partnership with Carver Elementary School and Farragut
Elementary School in an adoption method. The HSSU Adopt-a-Classroom Project is geared toward
5th grade students (approx. 60 students) whom are enrolled in the project. The students are given

the opportunity to see what it means to be “prepared” for college. They get to be part of the
“college experience”. In addition, HSSU faculty and staff are required to visit the 'adopted' schools
for a day of discussion on college life and as a special treat, each student will receive a HSSU t-
shirt.
Black Male Initiative Mentoring Program (BMI)
Considered one of HSSU's top signature programs, the Black Male Initiative (BMI) shares a unique
partnership with North View Elementary School in the Ferguson-Florissant School District. BMI's
vision is "to propel Black male students to become high academic achievers in elementary, middle,
and high school which will translate to future collegiate leaders and change agents in their local
community" (hssu.edu). Also, the program has a special purpose to "reverse declining high school
graduation and college entrance rates among African-American males in St. Louis, MO"
(hssu.edu). Within the program, a student will receive constant mentorship from HSSU faculty and
staff in a monthly matter that will revolve around meetings about "academic and social support"
to fellow students. These meetings will entail a variety of support such as "guest speakers,
workshops, esteem-building activities and open forums featuring African-American professionals".
Additionally, community service involvement will allow students a chance to partake in volunteer
roles and HSSU will conduct a campus tour for mentees (hssu.edu). As of recently, in the year
2016, the BMI hosted their 1st Male Empowerment Summit (hssu.edu).
Center for Neighborhood Affairs (C-N-A)
The Center for Neighborhood Affairs (C-N-A) was established in the year 2000, in order to
"provide technical support to community-based organizations" in the metropolitan St. Louis area.
Also, the C-N-Aprogram's mission is to "address the challenges of minority communities in St.

Louis (www.hssu.edu ,2016). In the fall semester of 2011, the Center for Neighborhood Affairs
recently changed their goal for HSSU students. Originally, the C-N-Aonly offered HSSU students
a chance to partake in either "community service or volunteer work" as a result, the HSSU
faculty/staff began to change their "syllabi & student learning outcomes around community-based
projects" (www.hssu.edu 2016). With the new changes being implemented towards the "syllabi &
student learning outcomes", the C-N-Adecided to specifically target HSSU students in order to
"change their attitudes" around the idealism of community service and to allow a chance for HSSU
students to become involved in an "hands-on experience" with service-learning projects within the
C-N-A(hssu.edu). Basically, the C-N-A's plan of action was trying to inform the student body at
HSSU about the true nature of community service, which is "real projects with real outcomes" and
the effects of community service must be "treated as such" (hssu.edu).
The partnership integration within the Center for Neighborhood Affairs (C-N-A) is the partial
highlight of the program. The partnership(s) includes the HSSU faculty/staff, HSSU students,
professionals, and the St. Louis high school students. The Fellows ("practicing or recently retired
professionals") whom directly assist via 'pro-bono' with HSSU students that are currently enrolled
in the Urban Affairs program (hssu.edu). The Urbies (an HSSU student organization) are located
within the Urban Affairs program and their duties include becoming involved with various
"projects and activities" in the C-N-A, partaking in community service/service-learning projects,
the establishment of a student advocacy for the HSSU, and utilizing pertinent career-based
information for HSSU students (hssu.edu). Lastly, the Junior Fellows (JF) program is a very unique
partnership with HSSU and C-N-A since the program is specifically designed for high school
students in the metropolitan St. Louis area in order to learn about the field of Urban Affairs. Within
the program, students will receive mentorship from the fellows of the C-N-A and the HSSU

students. In addition, high school students will be able to work together along with the fellows and
HSSU students on various community-based projects in order to "earn dual credits from both their
high school and HSSU" (hssu.edu).
HSSU-China Scholarship Network (Study Abroad Program)
In the year 2014, HSSU officially launched their first study abroad program exclusively for HSSU
students only. The HSSU-China Scholarship Network (joint program between the China
Education Association for International Exchange and Historically Black Colleges and
Universities) has created a global experience that will develop a student to increase the necessary
skills for workplace readiness such as global awareness, international development, intercultural
communication, etc. These "real-life" skills will become extremely handy for HSSU students in
order to academic enrichment by incorporating international development in their collegiate
classes at HSSU (www.hssu.edu 2016).
In addition, HSSU's study abroad program in China was officially approved by President Barack
Obama in order to "increase the number of college students experiencing overseas education"
(stltoday.com). As of currently, HSSU has signed a 5- year agreement with Ningbo University for
the study abroad program to be offered to HSSU students. Also, the necessary requirements are as
follows: only four HSSU students (two men and two women) can be allowed to attend Ningbo
University, HSSU students can personally select either a semester-long or year-long study abroad
opportunity, HSSU students (if selected) will be given an full-ride study abroad opportunity
consisting of room/board, tuition, airfare, and insurance but students will be held responsible for
obtaining their own passports and visas, and HSSU students will be have to study a foreign
language whilst being enrolled in the China study abroad program (stltoday.com).
Educational Talent Search (ETS) Program

The HSSU Educational Talent Search (ETS) program currently has served at least 640 students a
year (approx. 635). The ETS program is geared towards low-income and first generation students
in order to complete either a "secondary or post-education" school. The highlights within the
program include "individual and group counseling, advisement, tutoring, mentoring, career
exploration, and development" (hssu.edu). On a further note, the ETS program shares a
"educational planning" tool that will allow students to receive a "secondary curriculum" consisting
of "cultural, social, and educational activities" that will potentially increase students' desire to learn
and the necessary skills (e.g. interpersonal) in life (www.hssu.edu 2016).
Emerging Leaders Program (ELP)
Currently, HSSU offers an amazing program for current and/or future HSSU students called the
Emerging Leaders Program (ELP). The ELP is designed to allow HSSU students an opportunity
to engage in leadership-based activities whilst receiving direct mentoring from fellow leaders
either at HSSU or in a community on how to become a leader in an institution or a community.
While enrolled in the ELP, students will be directly given a hands-on approach to developing "real-
life" skills such as interpersonal communication, intercultural communication, effective leadership,
etc. Students will greatly benefit a series of “real-life” workshops and meetings with the HSSU
staff and local community leaders. The Emerging Leaders Program will effectively ensure each
and every HSSU student will become a future student and/or community leader.
The MEN in Mental Health
The Department of Health and Wellness will be launching a new signature program name The Men
in Mental Health. The program is focused on black men at HSSU to encourage the use of mental
health resources on campus and in the community. The program teams up with the St. Louis

Chapter of 100 Black Men for workshops on campus about breaking down the barriers of utilizing
therapy and learning coping skills for black males.
Verizon Innovative Learning Partnership (VILP)
HSSU has established a partnership with the Verizon Foundation in order to create awareness to
STEM (Science, Technology, Engineering, and Mathematics) careers specifically geared towards
disadvantaged minority male middle-school students in 6th, 7th, and 8th grade, respectively.
However, a male student must reside in the St. Louis, MO metropolitan area only in order to be a
part of the program. The VILP program itself will increase enrichment students in the areas of
"programming, game development, entrepreneurship, financial education, and robotics" (hssu.edu).
Also, the program offers students a chance to be enrolled in a "two-week summer program" along
with an additional "academic year" to strength their abilities (hssu.edu).
Partnerships with Academic Affairs
Offices are consistently paired with Academic Affairs but does vary depending on the academic
programs currently offered by Harris Stowe State University (HSSU). However, HSSU's
partnership with Academic Affairs is bisected by academic and university departments hosts a
variety of functions in order to thoroughly assist with the academic and social processes for the
student body. Hence, the inclusion of the two functional departments allows for a deeper
connection between the faculty/staff and the student body of HSSU in order for students to achieve
a supportive bond. Within the academic department of Academic Affairs includes the Anheuser-
Busch School of Business, The College of Arts & Sciences, etc. In addition, the university
department of Academic Affairs includes the AT&T Library & Technology Resource Center,
Office of Student Success, etc. Also, the powerful combination of Student & Academic Affairs
offers a plethora of student-based programs such as tutoring services for incoming and current

students, employment/internship opportunities either on/off campus and within their chosen
major(s), and study abroad program for potential candidates in order to attend an international
country for the purpose of developing an international awareness and foreign language skills.
Harris-Stowe State University also provides a special "educational experience" which is housed
within the Student Support Services/TRIO program currently offers a chance for high-rising high
school (senior) students in the Missouri area that are interested in achieving a post-baccalaureate
education (hssu.edu). Student Support Services has a strong partnership with Academic Affairs
since their job duties include: provide academic/social support for disadvantaged students, ensure
retention and graduation needs are consistently met for students to achieve a post-baccalaureate
education, and educate the student body (if a part of the program) via workshops on collegiate
success.
Unfortunately, the division of Academic Affairs does not consist of Academic Advising which is
housed within the Office of Academic Success nor Orientation. As for the orientation program, the
following is a list of requirements (if the model) were to be approved by the institution:
o Orientation is required for 1st year/freshman and/or transfer students attending
HSSU and the institution will mail/email any pertinent information on the
date/location/time of the orientation.
o Parent/Guardian will be required to attend orientation with accepted student;
except they will be in a different location with other HSSU parent/guardians and
will be learning about HSSU and its programs.

o Orientation will last for approximately three days. However, students can choose
an optional choice to reside on-campus housing for approximately one week to
determine if University Housing will be a choice for future housing plans.
o Orientation will be split between student and parent orientation; therefore, the
student will be able to understand the collegiate process for a student as well as the
parent will be able to understand the collegiate process for a parent.
o During orientation, a series of events (such as information sessions on financial aid,
university housing, academic/social programs, etc.) will be discussed to the student
and parent/guardian.
o Before the closing of the orientation, students along with parent/guardian will be
given an informational packet containing pertinent information learned during the
orientation (including contact information) of faculty/staff at HSSU.
However, transition program(s) and tutoring services are a key component of Student Affairs
which cannot occur without the partnership of Academic Affairs. If the orientation model were to
become approved, then along with transition program share a special bond with the Office of
Student Success and Student Support Services. Both offices are keen to providing the following
essentials for the HSSU student body: workshops from various offices/department on campus,
providing academic/social (transitional) support for at-risk/low-income high school students to
become a part of the TRIO/SSS program, as well as engaging students with pertinent (printed)
flyers on handling college coursework, declaring a major/minor, time management skills. Tutoring
services also fall under the Office of Student Success and Student Support Services to assist the
student body with ready-made materials (such as time management packets) or one-on-one
tutoring with current HSSU students that are enrolled in a plethora of academic disciplines in order

to further become a major asset for a student's learning ability in the classroom. In addition, at-risk
students will be given a chance to sign up for the TRIO/SSS program; which will provide tutoring
services (only for participants in the program) to achieve college success. With the inclusion of
orientation and transition programs along with tutoring services allows students a chance to
establish an interpersonal connection with faculty and staff of HSSU; whom will be appointed to
students for a time period of 4 years or more (depending on the student's graduation date).
Relevant Theories
 Sanford's Psychosocial Development Model of Readiness, Challenge, and Support
 Myer's-Briggs Type Inventory
 Baxter Magolda's Theory of Self Authorship
 Holland's Theory of Vocational Personalities
 Vincent Tinto's "Model of Institutional Departure"
 Forber- Pratt and Aragon's Model of Social and Psychosocial Identity Development for
College Disability
 Schlossberg's theory of Marginality and Mattering
 Cross and Fhagen-Smith’s model of Black Identity Development
Contribution to Retention/Persistence
The state of retention has been an issue over a number of years, but as a solution to ensure
students' ability to graduate on time; HSSU has recently been awarded an educational grant of
$325,000 from USA Funds which in turn will increase awareness towards "student retention,
timely degree attainment, and producing work-ready graduates" (hssu.edu). Furthermore, the
USA Funds grant will give HSSU the ability to "access and track their academic and personal
progress" as well as ensuring a series of preventive measures are in place for students so that

"early academic access and ongoing support" will increase "student retention to graduation"
(hssu.edu). The Student Affairs offices at HSSU has been an additional source of assistance for
students to stay on-track for graduation in a 4-year time frame. The Center for Student Success
and The Academic Resource Center are a resource for incoming/continuing HSSU students.
Along with the faculty/staff, HSSU students are greatly benefited to ensure their success is
destined for a lifetime of achievement. In the Academic Resource Center has an academic office,
The Center for Retention, which thoroughly assists the student body by ensuring that they will
continue their studies at HSSU until their graduation.
With the usage of advising, each HSSU student will give a chance to receive advising
appointments to ensure they are on-track for graduation, determining if they have chosen an area
of career focus, and the choosing of a major/minor to go along with their path in life. However,
HSSU has to focus on 2nd year/transfer and continuing students; then relying mostly on providing
programs for elementary, high school, and 1st year students. Since, those range of students' needs
are quite different than the needs of 2nd year/transfer and continuing students. In the near future,
HSSU should ensure an academic department/office is specifically designed for 2nd year/transfer
and continuing students so that they can receive support as well. Especially, if they are concerned
about being on-track for graduation or if they are interested in making any career changes (if
possible) that can either potentially affect their academic progress at HSSU. If these changes are
proposed and finalized, then that specific range of students will be further supported; thus will be
able to achieve their goals in life.
Contributions to Student Learning
The mission of HSSU is to ensure the effects of higher education is being consistently provided to
the citizens of the metropolitan St. Louis, MO area. With the inclusion of academic/social

programs currently offered by HSSU such as the Black Male Initiative Mentoring Program (BMI)
and the Center for Neighborhood Affairs (C/N/A) gives students a chance to experience acts of
student learning and engagement. HSSU allows students a global experience to travel abroad to a
foreign country and the ability to speak a foreign language, which in turn will increase workplace
readiness. Alas, HSSU is a gift from God since students will be able to develop necessary
leadership capabilities in the Emerging Leaders Program (ELP) or utilize computer-based
materials in the AT&T Library and Technology Center. HSSU is a major asset not only to students
and faculty/staff but the entire community of St. Louis, MO whom has experienced nothing but an
endless amount of support and contributions from the institution that will last forever.
Summary
Harris-Stowe State University provides a holistic yet supportive approach for students to ensure
academic/social success has been effectively transitioned throughout their collegiate experience.
From the Office of Student Success to the Academic Resource Center; these academic
departments/offices will ensure a student's success in life to become a well-prepared professional
in life. HSSU's faculty and staff has provided their dedicated and support over a 4-year time
period to make sure students will achieve their lifelong dreams in a plethora of careers. In a
socially-conscious world that we are currently living in, HSSU has engaged in a socially aware
environment by utilizing community service and volunteer involvement to not only educating
students about current environmental issues but to further enrich students on becoming future
leaders in the workplace and community. As years go by, HSSU will continue to provide students
with the ability to learn whether it is from their signature programs or partaking in community
service, their students will be a forerunner in the workplace/community and a visionary
individual in life.

References
Abbott, Mark. Center for Neighborhood Affairs.
http://missouricompact.missouristate.edu/assets/missouricompact/Center_for_Neighborhood_Affairs.
pdf. Retrieved 29 Nov. 2016.
Addo, Koran. "Harris-Stowe Begins First-Ever Study Abroad Program, Sends Two Students to
China." St. Louis Today, 3 Mar. 2016, www.stltoday.com/news/ local/education/harris-stowe-begins-
first-ever-study-abroad-program-sends-two/article_3ae77359-3a2c-55f1-bfe6-4c1c7f4603ab.html.
Evans, Nancy J., Forney, Deanna S., Guido, Florence M., Patton, Lori D., & Renn, Kristen A.
(2010). Student development in college: theory, research, and practice (2nd edition).
Harris-Stowe State University. (n.d.). Retrieved November 29, 2016, from http://www.hssu.edu/.
Harris Stowe State University Division of Student Affairs End of Year Report
2015-2016. HSSU, 2015, www.hssu.edu/ae/aefiles/34/report%202015.pdf.
IES/NCES College Navigator. (2016). Retrieved from
nces.ed.gov/collegenaviagtor/?q=harris+stowe+state+university&s=all&id=177551.
The Journal of Blacks in Higher Education. (2016). Retrieved from www.jbhe.com.
The Journal of Blacks in Higher Education. (2016). Retrieved from www.jbhe.com/2016/05/harris-
stowe-state-university-to-offer-its-first-graduate-degree-programs.
National Center for Education Statistics (NCES). (2015) Integrated Postsecondary Education
Data System. https://nces.ed.gov/ipeds/
United States Census Bureau (2015). State and County Quick Facts: St. Louis, Missouri. Retrieved
from https://www.census.gov/quickfacts/table/PST0456215/29189,29510/accessible
Sasso, P. (2015). College Impact Models. Student development theories: for the use in the student
affairs and college counseling program.

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