Celebrating the Journey of the Past 125 Years and Charting ......Celebrating the Journey of the Past...

Celebrating the Journey of the Past 125 Years and Charting Paths to the Future

2011-2016 STRATEGIC PLANUNIVERSITY of MARYLAND EASTERN SHORE

1890 Land-Grant Institution

The University of Maryland Eastern Shore (UMES) hasa rich and worthy history, having been founded 125 yearsago as the Delaware Conference Academy on September13, 1886. In this, the university’s quasquicentennial, wehonor our founders by charting a path toward newaspirations grounded in learning, discovery andengagement.

The UMES 2011-2016 Strategic Plan embraces aninstitutional belief that deprivation, inequality andprejudices - both past and present - have no place on thiscampus. The Plan speaks pointedly to solutions addressinga demand for higher education; changing demographicsthat will increase enrollments of minority and non-traditional students; and providing a workforce that willenable America to regain its competitive edge on the worldstage in areas that drive innovation such as Science,Technology, Engineering, Agriculture and Math (STEAM).The UMES 2011-2016 Strategic Plan aligns with the goalsand themes of the University System of Maryland (USM),while supporting the goals of the Maryland State Plan forPostsecondary Education.

From its inception to present day, the University ofMaryland Eastern Shore has been a beacon for many.Thousands of students from every walk of life studiedwithin its hallowed walls and have since gone out into theworld to enjoy successful careers. Its mission, one that grew

out of a strong land-grant foundation, is noble and relevantto a world that embraces diversity and globalism. UMES’academic programs speak to local, and regional, andnational needs. The Strategic Plan charts a path toward arobust future in higher education that defines the Universityof Maryland Eastern Shore as an engaged educationalinstitution serving its local community, the state ofMaryland, the nation, and the world.

The strategic planning process began with a sharedcommitment to a common goal: identification andimplementation of strategies designed to move theuniversity toward a more complete realization of its mission.While at times arduous, the process involved participantscampus-wide giving voice to their ideas, optimisms, andconcerns for the university’s next phase of development;and validating their roles as stakeholders in UMES’ success.I join the UMES Strategic Plan Committee in expressingappreciation to all members of the Board of Visitors, faculty,students, staff members, administrators, alumni, and otherstakeholders who invested of themselves and their time tothe development of this plan.

Mortimer H. Neufville, Ph.D.Interim President

message from the Interim President

i UMES STRATEGIC PLAN 2011-16

UMES STRATEGIC PLAN 2011-16 1

Executive Summary

Development Timeline

Mission, Vision and Core Values

Environmental Scan

Strengths, Challenges and Opportunities Analysis

Institutional Effectiveness Management Model

Goals and Themes: Alignment

Goal: Sub-Goals and Strategies

Accountability Matrix

Greetings From UMES’ New President

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12 Goal I

14 Goal II

16 Goal III

18 Goal IV

20 Goal V

summaryThe UMES Planning Model

Institutions of higher education are driven to engage instrategic planning by a variety of critical forces, bothexternal and internal, to their environments. The forcesdriving the UMES 2011-2016 Strategic Plan for theUniversity of Maryland Eastern Shore (UMES) include, butare not limited to, the demand for higher education that isfueled by the economic downturn and high unemployment;changing demographics; and the need for a workforce thatwill enable America to regain its competitive edge on theworld stage. These areas include Science, Technology,Engineering, Agriculture, and Math (STEAM).

The UMES 2011-2016 Strategic Plan is grounded in thefollowing best practice principles:

1. Effective strategic planning requires identifying andimplementing strategies that will move UMES to abetter desired future as an educational enterpriseon the Eastern Shore, in the state of Maryland,nationally, and globally.

2. Strategic planning is not a “once-and-done” event.It is a continuous process involving planning,implementing, assessing outcomes and usingresults and lessons learned for further planning andadjustment of strategies.

3. Measurement and/or assessment are key tostrategic planning. Therefore, identifying keyindicators for sub-goals and identifying responsibledivisions/units will ensure effective monitoring andevaluation of outcomes or the plan will remain apipe dream.

4. The University should focus on a few but bold sub-goals and strategies. Resources, including funds andtime, are limited. Therefore, prioritizing of strategiesand focusing on those that have the potential of

being game changers are critical.

5. Since the execution of strategies is at the division orunit level, the strategic planning process has to beparticipatory to ensure shared vision, as well asshared ownership of and commitment to the planby stakeholders throughout the University.

The university community recognizes that progressdepends on the success of its accountability practices.Therefore, strategic planning, assessment, and evaluationare keys to measuring progress and success. The strategic

planning process ensures that we use a methodicalapproach to engage in systematic, ongoing, dynamic, andcomprehensive assessment of the annual UMES strategicoperational plan. Goals and sub-goals are carefully tracked;and reports are regularly disseminated to assist faculty, staff,and administrators in using data-driven decision makingand to mapping progress. To ensure accountability forimplementation, a matrix was prepared that matches goals,sub-goals and strategies with UMES divisions, departmentsor units that have primary and secondary responsibilities foraccomplishing respective goals.

Executive

2 UMES STRATEGIC PLAN 2011-16

Bottom of Stairs (from left to right): Ronald Forsythe, Anthony Jenkins, Charles Williams, RonnieHolden, Julius Zant, Interim President Mortimer Neufville, and Jennifer Keane-DawesFirst row on stairs (from left to right): Ellis Beteck, Ayanna Evans, Robert Dadson, Brenda Wade, JuliusAlade, Retia Walker, Stanley Nyirenda, and Frances McKinneySecond row on stairs (from left to right): Jurgen Schwarz, Mark Williams, Warner Sumpter, and Eric MayMembers not pictured: Emmanuel Acquah, Arthur Allen, Nicholas Blanchard, Jacqueline Brice-Finch,Edward Chapin, Gains Hawkins, Jichul Kim, Daniel Kuennen, and Valarie Matthews

The Strategic Plan Steering CommitteeCo-Chairs: Drs. Retia Scott Walker, Charles Williams and Stanley Nyirenda

I. Preliminary Phase

II. Assessment Phase

III. Reporting Phase

IV. Prioritization Phase

V. Public Comment Phase

VI. USM Presentation Phase

VII. Final Phase

VIII. Development of Annual Strategic Operational Plans by Divisions Phase

IX. Implementation Phase

X. Assessment Data Test Phase

XI. Revision and Full Implementation Phase

• Assemble reference documents for use and review by the UniversityStrategic Plan Steering Committee, taskforces, and stakeholders (August16, 2010 – October 31, 2011);

• Update charges and reappoint Steering Committee and Taskforce members(October 1-November 25, 2011)

• Conduct environmental scan• Convene Steering Committee and hold Taskforce meetings to develop

strategic plan goals and sub-goals (November 26, 2011 – January 31, 2012)

Report the recommended goals and sub goals of the Taskforces to theSteering Committee for review and approval (February 1–28, 2012)

Build consensus in the Steering Committee on the strategic goals and sub-goals and prepares first draft of the strategic plan (March 1 – March 15, 2012)

Shares first draft by the Steering Committee of the strategic plan withstakeholders (e.g., alumni, faculty, staff, students, and strategic partners) fortheir comments; to develop a second draft of the plan (April - May 2012)

Present final draft of the 2011-2016 Strategic Plan to the Chancellor andUSM Board of Regents (June 2012)

Publish and disseminate the final Strategic Plan to campus-widecommunity, related institutions and general public (June 2012)

• Meet to develop their annual strategic operational plans • Plan and identify key milestones (June 2012)

Implement annual strategic operational plans (July 1, 2012)

Review divisional mid-year progress reports(January 1, 2013)

Implement adjusted annual strategic operational plans (January 1, 2013)

Phase Purpose

Strategic Plan Development


timelineThe Strategic Planning Process

To enhance the measurability of goals andobjectives, the planning process was infused withcampus-wide participation and shared governance indetermining the University’s goals, sub-goals andstrategies. Critical to this process were the UniversityStrategic Plan Steering Committee, its ten Taskforceschaired by members of the Steering Committee, andthe Strategic Plan Timeline.

The 2011-2016 Strategic Plan represents thecollective effort of administrators, faculty, staff,students and community stakeholders. The processbegan when the Steering Committee identified andaligned UMES goals with the USM goals and themes.Ten Taskforces worked diligently to add sub-goals andstrategies. The Steering Committee built consensus onsub-goals and strategies, shared the first draft forfeedback from stakeholders (e.g., faculty, staff,students, alumni and strategic partners) and prepareda second draft. The second draft was shared with theuniversity community via email and discussions atthree forums: Faculty Assembly, UMES Senate, and aspecial strategic planning session. Recommendationsfrom these forums were incorporated in the finaldocument.

The President presented the UMES 2011-2016Strategic Plan to the Chancellor and USM Board ofRegents. The Final Phase of the Strategic Planincluded publication and dissemination of thedocument by late June 2012. This task will be followedby the development of annual strategic operationalplans in each division at the University. TheImplementation Phase of the Strategic Plan beginsJuly 2012 followed by an assessment data test for amid-year progress report and revisions prior to fullimplementation.

UMES aspires to be a doctoral research university anda national model for producing globally competent citizenryin the 21st century by

• Providing access to high quality, values-basededucational experiences, especially to individuals whoare first generation college students of all races, whileemphasizing multicultural diversity and internationalperspectives;

• Recruiting and retaining outstanding students, faculty,and staff who will learn, work and conduct world classresearch and development engagements that addressthe challenges of the future; and

• Creating a culture to develop a systematic approach tosuccessfully close the achievement gap.

The University of Maryland Eastern Shore (UMES), theState’s Historically Black 1890 Land-Grant institution,emphasizes baccalaureate and graduate programs in theliberal arts, health professions, sciences, engineering andtechnology, and teacher education. In keeping with its land-grant mandate, the University has a purpose anduniqueness grounded in distinctive learning, discovery, andengagement opportunities in agriculture, human ecology,marine and environmental sciences, technology,engineering and aviation sciences, health professions,business, and hospitality management. Degrees are offeredat the bachelor’s, master’s, and doctoral levels.

UMES is committed to providing access to high quality,values-based, educational experiences, including individualswho are first-generation college students of all races, whileemphasizing multicultural diversity and internationalperspectives. In addition, the University serves theeducation and research needs of businesses, industries,government and non-government organizations. TheUniversity is committed to meeting the economicdevelopment needs on the Eastern Shore; workforcedevelopment needs of the State; international developmentpriorities of the nation; and commercialization andentrepreneurial ventures of the University throughengagement activities and partnerships.

UMES is a teaching/research institution thatnurtures and launches globally competent citizens. Itwill continue to embrace its interdisciplinarycurriculum, sponsored research initiatives, rural andeconomic development priorities, and communityengagement. UMES will continue to expand itspartnerships and collaborative arrangements with theUniversity System of Maryland institutions, otheruniversities, community colleges, public schools,government, and other external agencies andconstituencies.

UNIVERSITY of MARYLAND EASTERN SHOREmission core valuesvision

UMES continues to adhere to its purpose by

• Providing high quality undergraduate and graduateprograms that will equip students with 21st centuryknowledge and skills necessary for the challenges ofAmerica and the world;

• Affirming its role as the State’s 1890 land-grantinstitution by providing citizens with opportunities andaccess that will enhance their lives and enable them todevelop intellectually, economically, socially, andculturally;

• Demonstrating shared-governance through recognitionof the viewpoints that various members of the universitycommunity contribute to the institution;

• Appreciating diversity in its student body, faculty, staffand administration through civility, commitment totolerance, freedom of expression, and celebration of

other cultures;

• Adhering to the highest standards ofhonesty, fairness, trust and integrity in both

personal and professional behavior;

•Promoting student-centeredness as the heart of

the educational enterprise;and

• Focusing on characterdevelopment throughlearning and leadershipexperiences.


scanNational and State EnvironmentEconomy

Since 2007, the U.S. has been experiencing aneconomic downturn that has resulted in large job losses (8.5 million jobs), average national unemployment rates in excess of 9%; large numbers of home foreclosures (2.3 million homes) and losses of household net worth($12.5 trillion). The budget surpluses experienced up to 2000 have turned into budget deficits (i.e., rising from 1.5%in 2008 to 10% 2010).

Maryland has not been spared. Its general fundrevenue and other revenue sources fell by 5%, resulting inbudget cuts for all public institutions including theUniversity of Maryland Eastern Shore. The facilitiesmaintenance schedule has been disrupted and faculty, staff,and administrators have been furloughed for days in each offour succeeding years (i.e., 2007-2011). For FY 2012, theState estimates a gap of $1.1 billion shortfall in its revenuewhich will necessitate budget cuts for public serviceorganizations, including public colleges and universities.Consequently, public institutions do not expect increasedState support any time soon.

CompetitivenessAfter leading the world for much of the 20th century,

the U.S. finds itself in 12th position in college attainment,according to the Organization for Economic Cooperationand Development (OECD). In the critically important areasof knowledge economy/innovation and creativity (i.e., math,science, and critical thinking), the U.S. is ranked 21st out of30 countries in "scientific literacy"; 24th in skills for complexproblem-solving; and 25th in mathematics. To becompetitive to become a world leader again, the U.S. needsto improve its K-20 education system significantly in theseareas that drive innovation.

Environmental

Although Maryland’s postsecondary educationattainment (at associate degree and above) at 45% by adultsput the State among the top 4 of the 33 states thatparticipated in Complete College America Survey (2011),Maryland still suffers in progression of students frommiddle school to high school to a baccalaureate degree.According to the U.S. Department of Education, NationalEducation Statistics, high school graduates are projected todecrease by 3% between 2020-2021 nationally. Maryland’sdecline is projected to be 7.5% during the same period. Thisdecline notwithstanding, there will be increases in

postsecondary education enrollments (i.e., 46% Hispanic,25% African American, Asian and Pacific Islander and 1%for White). The fastest growing segments of high schoolgraduates nationally and in the state of Maryland are thosesegments that are less likely or under prepared to pursuepostsecondary education. Providing high quality educationto these Marylanders and others will require the entire P-20 Maryland education system to work together to create aseamless system to enhance student success at all levels,but especially at the postsecondary level.

A review of the environmental scan conducted by the University System of Maryland (USM) for its “PoweringMaryland Forward USM’s 2020 Plan,” and other analyses concerning assessments of economic, demographic, andtechnology trends and issues in the state of Maryland and their potential impact on higher education wasundertaken. In addition, a focused environmental scan survey of the Eastern Shore of Maryland was conducted toprovide insights on regional trends and how these would impact the University of Maryland and its programs overthe next five to ten years.


Demographics In light of the current economic downturn, enrollment

in higher education nationally and in the state of Marylandis driven both by Generation X students returning to retooland Generation Y or Millennials. Consequently, demand forhigher education both nationally and in the state ofMaryland will continue to grow even if high schoolgraduates are projected to decline between 2008 and 2020,according to the National Center for Education Statistics’projections. Students enrolling in higher education inMaryland will represent great diversity in terms of race.Minority students making up 40% in 2008 will constitutealmost 60% of the 2020 student body and a significantproportion will be Hispanic. Attendance patterns will beeven between part-time and full-time. Given the everincreasing cost of education, more students will come tofour-year public institutions, like UMES, via communitycolleges. Consequently, postsecondary institutions that wishto continue to be relevant players need to diversify theirstrategies for delivering instruction to an increasinglydiverse population.

TechnologyNew and emerging technologies pose special

challenges and opportunities to higher education. Futuristssuggest that postsecondary education, now comprisingextensive infrastructure of buildings (classrooms,laboratories, student halls of residence, libraries, etc.) andfaculty offering face to face instruction, will be replaced bytechnology networks. One thing is clear and that istechnology-facilitated approaches to delivery of instruction,including web-facilitated, blended/hybrid and onlinelearning, are gaining ground. For example, according to theSloan Consortium study (2010), the enrollment of studentstaking online courses grew by 17% between 2008 and 2009,compared to only 1.2% for the overall higher educationstudent population for the same period. The numbers ofonline course or program enrollments are projected tocontinue to grow from 4.6 million in fall of 2008 to 7 millionin 2015, and 4 million students are projected to take all theircourses/programs online.

Eastern Shore EnvironmentA focused environmental scan survey was conducted to

complement information on national and state trends andto support the UMES 2011-2016 Strategic Plan. The focus ofthe survey was on the lower Eastern Shore region(Dorchester, Wicomico, Somerset, and Worcester counties).It was designed to obtain information from participantsconcerning anticipated changes and their impact on UMESover the next five to 10 years in demographics, state andfederal funding, and workforce needs by region and state.Also included in the study was an assessment of currentand future UMES academic program and workforce needsby stakeholders; and critical issues and challenges faced byUMES as it attempts to continue to provide high qualityeducation to its students to meet regional and Marylandworkforce needs were also examined in the survey.

The survey was administered to UMES alumni, faculty,staff, student government association, members of theBoard of Visitors, Eastern Shore employers, business andindustry representatives, chambers of commerce, citygovernment representatives. A total of 448 responses werereceived. The highlights of the survey results are as follows:

(1) Findings of the environmental scan reveal thatparticipants in the survey "agree" or "strongly agree"that economic (94.1%), government/political (78.3%)demographic (74.3%), cultural (73.5%) and industrychanges will have significant impact on UMES and itsprograms over the next five to 10 years.

(2) A majority of respondents "strongly agree" or "agree"the ever-evolving developments in technology willhave a major impact on the types of programs UMESoffers (90.8%); changes in federal guidelines foruniversity compliance will increase operating costs ofthe University (82.3%); budget cuts will be the order ofthings to come for the University (71.7%); profile ofstudents enrolling at UMES will change drastically inthe coming decade (63.5%); and there will be a hugeincrease in the requirement of qualified workforce onthe Eastern Shore in the coming decade (63.3%).

6 UMES STRATEGIC PLAN 2011-16 UMES STRATEGIC PLAN 2011-16 7

(3) A majority of respondents agree that high workforceneeds for the Eastern Shore (i.e., Dorchester, Wicomico,Somerset and Worcester counties) will be in health care(86.3%); agriculture/food science (72.5%); teaching(65.6%); leisure and hospitality (59.7%); and science,technology, engineering, and math (57.7%).

(4) A majority of respondents agree that high workforceneeds for the state of Maryland will be in health care(90.4%); science, technology, engineering, and math(80.3%); teaching (70.4%); cyber security (61.3%) andleisure and hospitality (51.4%).

(5) Finally, a significant number of respondents "stronglyagree" or "agree" that current initiatives, programs, andplans are in line with the direction of anticipatedchanges of the internal and external environment(58.3%); and that current research initiatives and plansare in line with the direction of the internal andexternal environment (50.4%). A few respondents"strongly agree"or "agree" that the current outreachinitiatives, programs and plans are in line with thedirection of anticipated changes in internal andexternal environment (40.9%).

These findings support the strategic imperativesidentified in this quinquennial plan, including but notlimited to the expansion and strengthening of programs inhealth care; agriculture and food science; science,technology, engineering, mathematics, teaching, cybersecurity for the State, and leisure and hospitality. Thefindings also support the need for enhancing research andoutreach initiatives. Since funding will remain a majorchallenge during the next 5-10 years, the research andoutreach initiatives that are strongly supported by thefindings will require the aggressive pursuit of grants andpartnerships with grant-makers, such as state and federalgovernment agencies, international partners/collaborators,and business and industry.


Strengths • Strong academic programs and dedicated facultyand staff. UMES has experienced continuous growthin the Academic Affairs division as evidenced by newdegree programs and, the initial accreditation of fournew programs and reaffirmation of 22 programsincluding NCATE, over the past five years. Dedicatedfaculty and staff continue to be productive in theirscholarly and creative work, and engaged inimproving the learning environment for students.

• Diversity in the academic community. UMES takespride in the diversity of its faculty, staff and studentswith representation from 37 states and 47 countries.UMES values people of different ethnicities,orientation, cultures, and perspectives.

• Acquisition of external funds to enhanceacademic programs and support research. As statefunding for public universities in Maryland decreases,faculty are acquiring external funds and finding waysto extend limited resources by "doing more withless."

• Top tier ranking among America’s BestHistorically Black Colleges and Universities.UMES has remained in the top tier for the past fiveyears and continually uses institutional data toimprove performance.

Challenges• Limited resources for operations. Historically, resource

allocations have not supported institutional growth inenrollment and new academic programs. Therefore, UMES hasexperienced shortages in space for academic programs, limitedsupport for physical and technological infrastructures, andinadequate funding for more full time faculty and staff.

• Absence of a structured communications and marketingoffice. Two of UMES’ major challenges are the lack of adequateresources to market programs/events effectively; andinsufficient campus and external communications.

• Location. UMES is located in a small rural town and thepoorest county in the State. The community is very limited in itsofferings to support the university. Most students come fromcity and urban communities and often find it challenging toremain at UMES.

• Low retention and graduation rates. Although enrollmentcontinues to increase each year, UMES lags behind USM andpeer institutions in student retention (less than 70%) andgraduation (less than 35%) rates.

• Unstable state funding.When state funding is unstable andreduced, stability of programs and personnel is threatened. Statefunding also impacts retention and graduation rates.

• Continued questioning of the need for HBCUs. As majorityinstitutions in the State become more integrated, some peoplecontinue to question the need for HBCUs such as UMES. Muchtime and effort are spent justifying the existence of this historicaluniversity that has made a major impact in higher education formore than 125 years.

Opportunities• An Office of Communications and Marketing.

Telling the UMES stories and marketing itsaccomplishments are critical strategies included inthe strategic plan.

• "Best and brightest" students. It is important toestablish relationships with school systems early topromote UMES’ programs and target highperforming students during recruitment.

• External funding. Increase external fundingthrough internal collaboration and partnerships withother Universities. Take advantage of the University’sclose proximity to Washington, D.C. where federalagencies are housed.

• Distance Education. UMES needs to increase itsoffering of on-line courses, develop distanceeducation degree programs, and consider jointprograms with other institutions.

• Globalization opportunities. UMES has madeprogress in internationalizing its curricula, but needsto seek funds for student study abroad programsand expand globalization opportunities for faculty.

• University engagement and outreach. UMES is ina unique position to make a difference in PrincessAnne Township, Somerset County, and the EasternShore of Maryland through the use of skills andexpertise of its faculty, staff, and students.

Strengths, ChallengesandOpportunities

A Strengths, Weaknesses, Opportunities, andThreats (S.W.O.T.) analysis was conducted. Thefollowing is a summary of the results focusingon strengths, challenges (weaknesses andthreats) and opportunities. analysis


UMESMission &

Goals

1Program Mission

& Goals6

Use of Analysis & Results

5Summary of Results& Recommendations

3Instructions

2Expected

Learning Outcomes

Continuous Improvement

Continuous ImprovementContinuous Im

prove

men

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InstitutionalE!ectiveness

Facilities Management

& Technology Plan

UMESMission

Goals & Values

A. Strategic Objectives/ OutcomesB. Peer Performance MeasuresC. Managing for ResultsD. Internal/External Audit ReportsE. Cultural Diversity ReportF. Faculty Workload ReportG. Closing the Achievement Gap Report

Outcome Evaluation

IE Measures

Strategic Plan

Budget AllocationTaskforce

Recommendation



Conti

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pro

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Con

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Imp

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Student Learning

Assessment Plan

4Method & Criteria of

Assessment &Analysis

The UMES InstitutionalEffectiveness ManagementModel and UMES StudentLearning OutcomesAssessment Process arepresented in Figures 1 and 2.

UMES Institutional Effectivenessmanagementmodel


Figure 1: UMES InstitutionalEffectivenessManagement Model

Figure 2: UMES Student Learning OutcomesAssessment Process (SLOAP)


UMES’ overarching goals that are consistent/aligned with the goals and themes of theUniversity System of Maryland have been carefully developed through shared governance toaddress UMES’ priorities over the next 5-10 years. The goals reflect the analyses of both theenvironmental scan and S.W.O.T. In addition, the goals are also aligned with the 2009Maryland State Plan for Postsecondary Education including investing in Science, Technology,Engineering, Agriculture and Mathematics (STEAM) and health care programs.

USM 2020 Plan Goal

GOAL IUSM academic programs will respond to meet thechanging educational and leadership needs of our state, our nation, and a growing and increasingly diverseundergraduate and graduate student population.

GOAL IIThroughout its educational, research, and outreachactivities, the USM will strive to produce graduates whoare knowledgeable of and sensitive to the cultural,environmental, and technological issues facing a globaleconomy, who understand the importance of and theresponsibilities inherent in citizenship and community;and who have the knowledge, skills and integrity to leadeffectively the people and organizations they serve.

GOAL IIIUSM research and scholarship will position Maryland asa national and international leader in science andtechnology, the arts and humanities, and the professions,creating and disseminating knowledge to ensure theState’s continued economic growth, sustainabledevelopment, and international competitiveness.

GOAL IVThe USM will achieve national eminence as mandatedby the State legislature and will relentlessly pursue itsfundamental mission to serve the public good.

GOAL VThe USM will adhere to the highest standards ofstewardship in all of its endeavors, and will promote theeffective, efficient, and principled use of state and privateresources.

USM 2020 Plan Strategic Theme

Theme 1: Access, Affordability, and AttainmentAccess, Affordability, and Attainment—Helping the State ofMaryland Achieve Its Goal of 55 Percent CollegeCompletion (Associate’s Degree Through the Baccalaureate)While Maintaining Quality.

Theme 2: Economic Development and CompetitivenessMaryland’s Economic Development and the Health andQuality of Life of Its Citizens—Ensuring Maryland’sCompetitiveness in the New Economy.

Theme 3: Academic TransformationTransforming the Academic Model to Meet the HigherEducation and Leadership Needs of Maryland’s 21stCentury Students, Citizens, and Businesses.

Theme 5: National EminenceMost Importantly, Achieving and Sustaining NationalEminence Through the Quality of Our People, OurPrograms, and Our Facilities

Theme 4: Efficiency and Effectiveness Identifying New and More Effective Ways to Build andLeverage the Resources Available to the USM for the Benefitof Maryland and Its Citizens.

UMES Goal

GOAL IDevelop, strengthen, and implement academic programsthat are responsive to the UMES mission and aresystematically reviewed for sustained quality, relevance,and excellence to meet the challenges of a highlycompetitive and global workforce.

GOAL IIEnhance university infrastructure to advanceproductivity in research, economic development,technology development and transfer; contribute to anenhanced quality of life in Maryland; and facilitatesustainable domestic and international economicdevelopment and competitiveness.

GOAL IIIPromote and sustain a campus environment thatsupports a high quality of life and learning that positivelyimpacts retention through graduation and producesknowledgeable and culturally competent citizens able tolead effectively and compete globally.

GOAL IVEnhance academic and administrative systems tofacilitate learning, discovery and communityengagement to gain national and internationaleminence.

GOAL VEfficiently and effectively manage the resources of theUniversity and aggressively pursue public and privateresources to support the enterprise.

Goals and Themesalignment

12 UMES STRATEGIC PLAN 2011-16 UMES STRATEGIC PLAN 2011-16 13

UMES Goal I Develop, strengthen, and implement academicprograms that are responsive to the UMESmission and are systematically reviewed forsustained quality, relevance, and excellence tomeet the challenges of a highly competitive andglobal workforce.

USM Goal IUSM academic programs will respond to meet the changingeducational and leadership needs of our state, our nation,and a growing and increasingly diverse undergraduate andgraduate student population.

The five year academic plan (i) reflects the University'sland grant mission and allocates resources necessary forsuccessful implementation of programs essential to meetingthe needs of students in the State and region, (ii) ensuresthat all academic offerings are current and relevant to acompetitive global workforce and intellectual expectationsof post-baccalaureate education, (iii) provides traditionaland nontraditional students with opportunities forintellectual growth and development and culturalenlightenment by offering flexible and innovative curricula,co-curricula and extra-curricula programs, (iv) promotes anenvironment of personal and academic integrity amongstudents and faculty, (v) promotes excellence in all areas ofscholarship, (vi) promotes, support and build a PreK-12pipeline to postsecondary education, and (vii) increasescollege student retention and graduates rates.

The Strategic Plan is consistent with the long standingaspiration of UMES becoming a Carnegie Doctoral/Research University. To attain this status, the University willcontinue to promote excellence in all areas of scholarship,particularly graduate education and research, as well asenrich its undergraduate teaching with researchopportunities. Therefore, a campus-wide research anddevelopment team will develop a plan that sets priorities forresearch and other scholarly and creative activitiesconsistent with Carnegie classification of a Doctoral/Research University. In addition, the University will alsoseek the Carnegie’s Community-Engagement Classificationthat embraces collaboration between the institution and thelarger community for the mutually beneficial exchange ofknowledge and resources in the context of partnership andreciprocity.

Sub-Goal1.3 Develop a comprehensive international program to

support: (i) student study abroad, (ii) internationalstudents and scholars, (iii) globalization of thecurricula, and (iv) linkages with internationalinstitutions.

Strategies1.3.1 Promote global competency among faculty, staff and

students by infusing/integrating internationalopportunities and perspectives into curricular andco-curricular programs.

1.3.2 Continue to extend UMES’ global expertise andresources to critical areas of research anddevelopment through the State, nation, and theworld.

1.3.3 Implement an approved Global Studies Certificate.1.3.4 Strengthen the campus’ language offerings by

developing and incorporating in the curricula lesserknown, but critical needs languages.

1.3.5 Strengthen the University's relationship with itsinternational alumni.

1.3.6 Enhance international collaborative research andengagement through the establishment of broaderand deeper international/domestic institutionalpartnerships.

Sub-Goal1.4 Increase student enrollment, retention and

graduation rates in the Science, Technology,Engineering, Agriculture, and Mathematics(STEAM) fields.

Strategies1.4.1 Recruit students from schools with high achievers in

STEAM disciplines.1.4.2 Enhance student support services including

counselors and student tutors with backgrounds inSTEAM.

1.4.3 Increase the number and funding level of graduateassistants for both teaching and research.

1.4.4 Establish a Center of Excellence in STEAM.1.4.5 Hire a STEAM director to lead internal and external

efforts for recruiting, retaining, and graduating

STEAM students, particularly those in theunderrepresented population.

1.4.6 Increase scholarship funds/programs to serve asincentives for attracting and recruiting students toSTEAM programs.

1.4.7 Create a STEAM training/recertification program toattract professionals to teach in high schools.

Sub-Goal1.5 Increase enrollment of community college

transfers, non-traditional students, and veterans.Strategies1.5.1 Increase efforts and target recruitment of

community college transfers, non-traditionalstudents, and veterans.

1.5.2 Increase articulation agreements with communitycolleges in all academic areas.

1.5.3 Increase the pool of funding and providescholarships for community college graduates.

Sub-Goal1.6 Obtain and retain the Carnegie Doctoral Research

University (DRU) Classification.Strategies 1.6.1 Hire an Associate Vice President for Academic

Affairs/Research.1.6.2 Convene a campus-wide committee for research

and creative activities charged with developing theUniversity's comprehensive plan.

1.6.3 Produce a minimum of 20 research/scholarshipdoctoral graduates annually.

1.6.4 Support university membership in the EngagementScholarship Consortium and other nationalaffiliations on outreach and engagement.

Sub-Goal1.7 Obtain national program accreditations for eligible

programs and reaffirmation of accreditation forexisting programs.

Strategies 1.7.1 Continue to provide support to programs seeking

accreditation and reaffirmation.

Sub-Goal1.1 Promote and support college readiness and retention

to graduation.Strategies1.1.1 Develop and implement a plan for university

engagement in local schools that focuses on careereducation from PreK-12, college preparation, andparent involvement.

1.1.2 Establish a "Kids College" (academic enrichmentprogram) to build a PreK-12 pipeline to postsecondaryeducation.

1.1.3 Develop and implement a comprehensive universityacademic enhancement program for incoming studentsto improve their academic skills and success in college.

1.1.4 Implement a university-wide enhanced mentoring andintrusive advising program for students from freshmanthrough senior years.

Sub-Goal1.2 Expand the capacity to offer unique and/or critical

undergraduate, graduate, and professional academicprograms that address regional workforce needs.

Strategies1.2.1 Conduct a needs assessment/feasibility study to identify

new critical academic programs.1.2.2 Identify and implement complimentary healthcare

programs; advancing medical and pharmacologicknowledge through research; and training.

USM Goal IIThroughout its educational, research, and outreachactivities, the USM will strive to produce graduates whoare knowledgeable of and sensitive to the cultural,environmental, and technological issues facing a globaleconomy; who understand the importance of and theresponsibilities inherent in citizenship and community;and who have the knowledge, skills and integrity to leadeffectively the people and organizations they serve.

UMES is committed to (i) attracting and retaining highcaliber faculty whose teaching and research contribute toimproving the quality of life for Maryland citizens, (ii)providing adequate research and developmentinfrastructure that promote productivity, and (iii) providingopportunities for professional development to strengthenand improve the learning environment.

The University is committed to providing educationalservices and new research initiatives that attract, support,and sustain economic development while addressingenvironmental issues critical to the Eastern Shore and the State.

Sub-Goal2.4 Enhance interdisciplinary research opportunities to

impact the quality of life for all Maryland citizens.Strategies2.4.1 Develop programs that will prepare faculty and

students to address environmental problems in the State.

2.4.3 Seek and/or strengthen on-campus collaborativegrant opportunities.

2.4.4 Use the skills and knowledge of faculty, staff andstudents to work in collaboration with communitiesto improve the quality of life for Maryland citizensthrough outreach activities.

Sub-Goal2.5 Increase revenue opportunities for faculty and

students. Strategies2.5.1 Continue to allocate DRIF funds, reinstitute

sabbaticals, and support other opportunities thatprovide incentives and promote productivity inresearch and other scholarly work among faculty.

2.5.2 Establish specialty training centers that are fundedthrough corporate contracts (e.g., culinology, airtraffic control, and unmanned aerial systems).

2.5.3 Establish annual goals for Maryland IndustrialPartnerships (MIPS), Small Business InnovationResearch awards (SBIR), and patent disclosures andawards.

2.5.4 Increase efforts to enter revenue sharing and licenseagreements.

2.5.5 Secure external funding to obtain regional venturecapital funds (including the Maryland Hawk

Sub-Goal2.1 Develop a culture of innovation and

entrepreneurship. Strategies2.1.1 Introduce entrepreneurship concepts across the

curriculum and establish an EntrepreneurshipCenter to engage the University and community.

2.1.2 Involve faculty and students in research that leadsto innovation.

2.1.3 Continue steps to establish a formal incubatorand/or technology park on the Eastern Shore.

Sub-Goal2.2 Enhance existing successful research initiatives to

become recognized centers of excellence.Strategies2.2.1 Identify and strengthen research initiatives that

have the potential to become centers of excellence. 2.2.2 Enhance the research and development

infrastructure to advance productivity in research,and technology development and transfer.

Sub-Goal2.3 Expand partnerships with (i) business and

industry, (ii) governmental agencies, (iii)community-based organizations, and (iv) otherinstitutions of higher education.

Strategy2.3.1 Increase collaborative partnerships in research and

engagement initiatives.

UMES Goal IIEnhance university infrastructure to advanceproductivity in research, economicdevelopment, technology development andtransfer; contribute to an enhanced qualityof life in Maryland; and facilitate sustainabledomestic and international economicdevelopment and competitiveness.

UMES STRATEGIC PLAN 2011-16 1514 UMES STRATEGIC PLAN 2011-16

UMES Goal IIIPromote and sustain a campus environmentthat supports a high quality of life and learningthat positively impacts retention throughgraduation and produces knowledgeable andculturally competent citizens able to leadeffectively and compete globally.

USM Goal IIIUSM research and scholarship will position Maryland as a national and international leader in science and technology, the artsand humanities, and the professions, creating and disseminating knowledge to ensure the State’s continued economic growth,sustainable development, and international competitiveness.

The University must continue to provide a nurturingand supportive environment that will promote studentsatisfaction, encourage leadership and intellectual pursuits,and attract a diverse student population. The belief that ahigh quality of life and learning can coexist in aneducational environment must be solidified by theUniversity as it continues to offer a wide range of learningopportunities both inside and outside of the classroom.

In order to achieve this goal, members of the Universitycommunity must engage in the ongoing development ofstudents. A campus environment that reflects a deepcommitment to students' academic, moral, and personaldevelopment must be created. Additionally, theenvironment must be one that models positive attitudes,promotes high expectations and success, and fosters asystem of reasoning based on principles, ethics, andinteraction with other students, staff, and faculty.

Sub-Goal3.1 Support online course transformation and

redesign. Strategies3.1.1 Continue implementation of course redesign

initiatives and evaluate them for impact and "bestpractices."

3.1.2 Infuse more research and creative activities incourses to improve learning experiences ofundergraduate students.

3.1.3 Increase funding to support current and futuretransformational initiatives and encourage morefaculty participation.

3.1.4 Increase the number of online courses offered at theuniversity.

3.1.5 Develop and offer online degree programs.

Sub-Goal3.2 Upgrade instructional technology services. Strategies3.2.1 Improve technical support and faculty training for

classroom instruction and student engagement.3.2.2 Provide more SMART classrooms.3.2.3 Increase staffing for information technology,

instructional technology and classroom technologyto ensure adequate support levels for faculty, staffand students.

Sub-Goal3.3 Increase student retention to impact four and six-

year graduation rates.Strategies3.3.1 Develop an implementation plan that improves

student support and advising services, enhancesstudents’ level of satisfaction, and results in higherretention and graduation rates.

3.3.2 Appoint a university-wide retention committee todevelop, implement, and assess changes topositively impact retention and increase four- and

six-year graduation rates.3.3.3 Provide additional scholarships for academic and

need-based students. 3.3.4 Improve the pass rate in gatekeeper courses with

special programs designed to meet students at theirlevel and prepare them to excel in their academicareas.

3.3.5 Increase resources and continue to provide asummer bridge program in math and science forincoming students.

3.3.6 Review and adopt innovative pedagogy modelsthat have proven success with increasing theretention of under-represented populations.

3.3.7 Identify reasons why students leave after their 2ndyear and factors that lead to poor academicperformance; plan appropriate programs to addressthe problems.

3.3.8 Conduct analyses to identify variables (e.g., GPA,SAT, etc.) that show what incoming students needto be successful.

3.3.9 Create student contracts for graduation.3.3.10 Initiate a seamless process to enrollment

management, using student-centered approachesfrom application to admission, advising,matriculation, and graduation.

Sub-Goal3.4 Improve the teaching/learning environment.Strategies3.4.1 Reduce faculty teaching loads. 3.4.2 Reduce faculty/student ratios to meet the national

average.3.4.3 Hire additional faculty in critical needs areas,

especially general education. 3.4.4 Promote a culture of civic engagement by

implementing service learning as a component ofthe academic experience tied to the curriculum anduniversity outreach efforts.

3.4.5 Increase financial support for students, faculty, andstaff who present research papers at regional,


national, and international conferences.

Sub-Goal3.5 Develop and implement the "Maryland Compact

for Student Learning, Leadership Development,and Civic Engagement."

Strategies3.5.1 Become a Maryland Compact campus member.3.5.2 Establish a unit in the President’s office to promote,

support, and coordinate university outreach andlifelong learning activities.

3.5.3 Target new program initiatives to enhance thecampus environment through student engagementand community partnerships.

3.5.4 Develop and implement a plan to hold studentsand faculty accountable for meeting stated goals.

3.5.5 Incorporate activities to improve civility, citizenship,and ethics in the University diversity plan.

Sub-Goal3.6 Enrich the campus and community environment.Strategies3.6.1 Continue to develop the visual and performing arts

to enrich the cultural environment for students andthe larger community.

3.6.2 Develop and conduct ongoing customer servicetraining workshops for all campus personnel.

3.6.3 Continue to maintain, and enhance physicalfacilities to ensure a safe, healthy, and attractiveplace for living and learning.

3.6.4 Develop First Year Interest Groups (FIGS) andlearning communities.

3.6.5 Develop marketing materials designed to highlightthe academic rigors and expectations of UMES.

3.6.6 Construct and enhance residence halls to supportliving and learning communities.

3.6.7 Implement an enhanced enrollment managementplan.

3.6.8 Support private development of graduate studenthousing close to the campus.


UMES Goal IVImprove academic and administrativesystems to facilitate learning, discovery andcommunity engagement; to gain nationaland international eminence.

USM Goal IVThe USM will achieve national eminence as mandated by theState legislature and will relentlessly pursue itsfundamental mission to serve the public good.

An effective infrastructure for high quality academicprograms, innovative research, and mutually beneficialengagement requires ongoing reviews of administrativesystems in order to maintain progress towards eminence.Excellence is created and sustained by systematic synergybetween resource capability and stability, resourceallocation, curricular reform and program review, facultyrecruitment and retention, and philanthropic andentrepreneurial partnerships. All of these components arecrucial to sustained excellence and essential to the supportof student learning. Administrative systems will beconsistently reviewed and adjusted to ensure a firminfrastructure capable of sustaining progress and excellencethroughout the University. The redesign of administrativesystems will target enhancement inthe areas of strategic planningand resource allocation; facultyrecruitment and retention; facultydevelopment and scholarship;capital planning and improvement;technology infrastructure andresiliency;commercializationand entrepreneurialinnovation; andcommunitycollaboration/partnerships.

Sub-Goal4.1 Improve structure for attracting, developing and

retaining high quality and diverse students.Strategies4.1.1 Improve the admission process for prospective

students with early admission, competitivescholarships, frequent communications, and pre-assigned advisors.

4.1.2 Secure funding for competitive scholarships toattract and support the best and brightest students.

4.1.3 Enhance honors undergraduate programs.4.1.4 Increase research and experiential learning

opportunities for undergraduate students.4.1.5 Increase financial support for graduate students.

Sub-Goal4.2 Improve the structure for attracting, developing

and retaining high quality and diverse faculty andstaff.

Strategies4.2.1 Establish a teaching-learning center in Academic

Affairs to focus on enhancing the learningenvironment.

4.2.2 Enhance faculty and staff development programsand provide recognition for productivity in learning,inquiry, and engagement.

4.2.3 Establish a mentoring program for new anduntenured faculty.

4.2.4 Provide professional training in grant writing andprogram implementation.

4.2.5 Encourage divisions to seek new ways of increasingresources continuously.



Sub-Goal4.3 Promote philanthropy as a cornerstone of the

university’s agenda. Strategies4.3.1 Develop and implement a targeted Philanthropic

Communication Plan.4.3.2 Utilize best practices to enhance the effectiveness of

Institutional Advancement.4.3.3 Determine and prioritize unmet needs on campus

for scholarships, faculty and staff development, andlibrary upgrades.

4.3.4 Engage all schools in fundraising initiativessupported by Institutional Advancement staff.

4.3.5 Add staff positions that support fundraisinginitiatives in academic units.

Sub-Goal4.4 Develop and implement a comprehensive

marketing plan that will "brand" the institution.Strategies4.4.1 Establish an Office of Communications and

Marketing to help "brand" the university and bettercommunicate a more positive image.

4.4.2 Develop an aggressive and integrated marketingand communications plan to highlight UMES'programs.

4.4.3 Hire a director, web/graphic designer and anadministrative assistant to develop, plan, andprovide office leadership.

4.4.4 Implement policies on external and internal campus

communications.4.4.5 Merge current print media communications

positions into a new communications office. 4.4.6 Create a budget to support an effective advertising

campaign. 4.4.7 Collaborate with communities, including business

and industry, and keep them informed of activities,events and programs at UMES.

Sub-Goal4.5 Obtain reaffirmation of accreditation from Middle

States Commission on Higher Education (MSCHE). Strategy4.5.1 Appoint a Steering Committee and taskforces for

the preparation of the Self-Study Report.


UMES Goal VEfficiently and effectively manage the resourcesof the University and aggressively pursue publicand private resources to support the enterprise.

USM Goal VThe USM will adhere to the highest standards ofstewardship in all of its endeavors, and will promote theeffective, efficient, and principled use of state andprivate resources.

Conventional wisdom indicates that the cost ofhigher education to students will increase in the future,while state and federal government funding maycontinue to decline. There will be cost increases intuition, books, special fees and living expenses forstudents. In order to ensure that high quality educationis accessible to all students, including those who areeconomically and socially disadvantaged, UMES willstrive to explore and utilize a variety of methods tosupport student access and success. As necessary,current policies and procedures will be revised anddeveloped that encourages efficient management ofresources. Different technologically enhanced methodsof delivering instruction/learning will be utilized tomake the university enterprise more cost-effective. Inaddition, course redesign strategies that reduceinstructional costs will also be explored. More resourceswill also be leveraged from partnerships with businessand industry, through grants from philanthropicorganizations, from alumni contributions, and fromcapital campaigns to ensure adequacy of resources tofulfill the University's mission.

Sub-Goal5.1 Enhance research and laboratory facilities.Strategies5.1.1 Allocate and monitor the use of resources to

support academic programs and research. 5.1.2 Allocate resources to support and maintain

consistency with the Maryland Technology Plan.5.1.3 Review the institutional Capital Improvement

Master Plan to ensure support of strategic initiativesin learning, discovery, and engagement.

Sub-Goal5.2 Continue to implement cost savings/avoidance

measures. Strategies5.2.1 Develop and implement a plan for addressing low

producing degree programs. 5.2.2 Continue to use innovative technology for heating

and cooling new and renovated facilities.

Sub-Goal5.3 Reduce the campus carbon footprint.Strategies5.3.1 Engage faculty and staff by solidifying a Climate

Action Plan (CAP) Implementation Team.5.3.2 Promote existing alternative transportation

solutions to stakeholders. 5.3.3 Develop and implement waste reduction targets

and programs. 5.3.4 Create a smoke free campus.5.3.5 Conduct climate-specific research programs on

carbon capture and sequestration gas mitigationstrategies.

5.3.6 Conduct research on the indirect impact ofammonia reductions in poultry houses and use ofgrowth regulators on grass to reduce energy use formaintenance.

Sub-Goal5.4 Improve teaching, research and learning facilities.Strategies5.4.1 Identify and remove physical barriers to academic

facilities.5.4.2 Broaden the application of new technologies to

teaching, research, and engagement.

Sub-Goal5.5 Invest in new teaching, research, living and

learning facilities. Strategies5.5.1 Conduct an assessment of facilities needed for

teaching, research, living and learning.5.5.2 Use assessment data in developing the Campus

Facility Plan.

UMES 17 acre2.2 megawattsolar farm

Sub-Goal5.6 Continue to implement an integrated institutional

strategic plan which links planning, decision-making, enrollment management, budgeting,resource allocation, and evaluation.

Strategies5.6.1 Engage campus-wide unit leaders in developing an

implementation plan and monitoring progress.5.6.2 Engage unit heads in the budgeting process by

utilizing the bottoms-up approach.

Sub-Goal5.7 Enhance the system for monitoring progress and

institutional priorities.Strategies5.7.1 Continue to implement a comprehensive and

integrated assessment process for institutionaleffectiveness and student learning outcomes.

5.7.2 Use results of assessment to make changes inprograms and services.

5.7.3 Establish and implement policies and proceduresthat ensure the integrity, accuracy and completenessof institutional data used for accountability and to


1.1 Promote and support college readiness and retention to graduation.

1.2 Expand the capacity to offer unique and/or critical undergraduate, graduate, andprofessional academic programs that address regional workforce needs.

1.3 Develop a comprehensive international program to support: (i) student study abroad,(ii) international students and scholars, (iii) globalization of the curricula, and (iv)linkages with international institutions.

1.4 Increase student enrollment, retention and graduation rates in the Science, Technology,Engineering, Agriculture, and Mathematics (STEAM) fields.

1.5 Increase enrollment of community college transfers, non-traditional students, andveterans.

1.6 Obtain and retain the Carnegie Doctoral Research University (DRU) Classification.

1.7 Obtain national program accreditations for eligible programs and reaffirmation ofaccreditation for existing programs.

• Office of the President• Student Affairs and Enrollment Management• Academic Affairs

• Academic Affairs

• International Programs• Academic Affairs• Student Affairs and Enrollment Management

• Academic Affairs • Student Affairs and Enrollment Management

• Student Affairs and Enrollment Management



Sub-Goals Primary ResponsibilityUMES Goal IDevelop, strengthen,and implementacademic programsthat are responsive tothe UMES mission andare systematicallyreviewed forsustained quality,relevance, andexcellence to meetthe challenges of ahighly competitiveand global workforce.

Accountabilitymatrix


3.1 Support online course transformation and redesign.

3.2 Upgrade instructional technology services.

3.3 Increase student retention to impact four and six-year graduation rates.

3.4 Improve the teaching/learning environment.

3.5 Develop and implement the "Maryland Compact for Student Learning,Leadership Development, and Civic Engagement."

3.6 Enrich the campus and community environment.


• Administrative Affairs• Technology and Commercialization

• Academic Affairs• Student Affairs and Enrollment

Management


Management• Administrative Affairs


Management

• Student Affairs• Administrative Affairs and Enrollment

Management

Sub-Goals Primary ResponsibilityUMES Goal IIIPromote and sustain acampus environmentthat supports a highquality of life andlearning that positivelyimpacts retentionthrough graduationand producesknowledgeable andculturally competentcitizens able to leadeffectively andcompete globally.

2.1 Develop a culture of innovation and entrepreneurship.

2.2 Enhance existing successful research initiatives to become recognized centers of excellence.

2.3 Expand partnerships with (i) business and industry, (ii) governmental agencies, (iii)community-based organizations, and (iv) other institutions of higher education.

2.4 Enhance interdisciplinary research opportunities to impact the quality of life for allMaryland citizens.

2.5 Increase revenue opportunities for faculty and students.

• Technology and Commercialization• Academic Affairs


• Academic Affairs• Technology and Commercialization


• Administrative Affairs• Academic Affairs

Sub-Goals Primary ResponsibilityUMES Goal IIEnhance universityinfrastructure to advanceproductivity in research,economic development,technology developmentand transfer; contribute toan enhanced quality of lifein Maryland; and facilitatesustainable domestic andinternational economicdevelopment andcompetitiveness.



Sub-Goals Primary Responsibility


4.1 Improve structure for attracting, developing and retaining high quality and diversestudents.

4.2 Improve the structure for attracting, developing and retaining high quality and diversefaculty and staff.

4.3 Promote philanthropy as a cornerstone of the university’s agenda.

4.4 Develop and implement a comprehensive marketing plan that will "brand" the institution.

4.5 Obtain reaffirmation of accreditation from Middle States Commission on HigherEducation (MSCHE).

• Academic Affairs • Student Affairs and Enrollment

Management

• Administrative Affairs• Academic Affairs

• Institutional Advancement

• Institutional Advancement

• All Divisions

UMES Goal IVImprove academicand administrativesystems to facilitatelearning, discoveryand communityengagement; togain national and internationaleminence.

Sub-Goals Primary Responsibility

5.1 Enhance research and laboratory facilities.

5.2 Continue to implement cost savings/avoidance measures.

5.3 Reduce the campus carbon footprint.

5.4 Improve teaching, research and learning facilities.

5.5 Invest in new teaching, research, living and learning facilities.

5.6 Continue to implement an integrated institutional strategic plan which linksplanning, decision-making, enrollment management, budgeting, resource allocation,and evaluation.

5.7 Enhance the system for monitoring progress and institutional priorities.

• Administrative Affairs





• All Divisions• Institutional Research

• Institutional Research

UMES Goal VEfficiently andeffectively manage the resources of theUniversity andaggressively pursuepublic and privateresources to supportthe enterprise.


UMES Family,

I am proud and privileged to assume the presidency of theUniversity of Maryland Eastern Shore at this wonderful juncture in itsillustrious history. UMES has a 125-year legacy of serving the citizens of

this region, state, and nation by providing unique and relevant academicprograms that prepare graduates to be productive citizens. This strategic plan

will serve us well as we move through the next five years and beyond.

I thank all of those who participated in the development of this strategic plan and wouldparticularly like to thank interim president, Dr. Mortimer Neufville, for his outstandingleadership at this critical time. I look forward to serving as the 15th president of UMES andto working with the entire UMES family as we create the next chapter in our history.

From Excellence to Eminence —The Journey Continues.

Sincerely,

Juliette B. Bell, Ph.D.15th UMES President


www.umes.edu

Office of the PresidentJ. T. Williams Hall

Princess Anne, MD 21853

Celebrating the Journey of the Past 125 Years and Charting ......Celebrating the Journey of the Past...

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