Grouping	Trend or Issue	S	W	O	T	Not an Issue	Other: mandate	Issue Item	Comments
Library									Team Leaders: Dr. Buchanan: Lines 3-154; Dr. Diriker: Lines 155--368; Mr. Mollica: Lines 369--End
3	Well qualified, experienced, motivated, public-service minded staff	x
4	Well constructed building					x
5	Remote access to databases 24x7	x
6	USM consortia-discounted database purchases and access to all USM books	x
7	Cooperation with IT	x
8	Effective librarian/faculty liaison program	x
9	Static funding that places Blackwell next-to-last among its peers in total expenditures and last in expenditures on books		x
10	Limited opportunity for staff development (in a rapidly accelerated environment of change—an allocation of $2,500 supports 21 staff, inc. 10 librarians)		x
11	Staff size (at 61% and 48% of ALA recommended professional & support positions)		x
12	Insufficient space for staff, collections, and instructional services		x
13	No storage space and split/stored collections		x
14	No space for the new roles that libraries/librarians are playing on campuses, e.g., group study spaces		x
15	No specially designated ADA area		x
16	Perception that the library is “uninviting”		x
17	Changing locations for TLN & NABB		x
18	Out-of-date equipment		x
19	Un-refurbished furniture		x						Same as #16
20	Dated, insufficient collections		x
21	No 5-year plan or comprehensive assessment plan, including systematic evaluation of collections		x
22	Dated collection development policy		x
23	NABB Center’s development (grant opportunities)			x
24	Greater involvement among Blackwell/ TLN/Nabb			x
25	Local historical societies divesting their collections (Nabb)			x
26	Library endowment/external funding			x					Lack of endowment
27	ExLibris (new online system)			x
28	Jstor and other archived full-text journal databases to provide archived electronic data, enhance research, and recoup collection space			x
29	Consortia: discount pricing			x
30	Technological change			x
31	Middle States interest in information literacy and librarians’ teaching roles			x
32	Compact shelving/joint offsite storage			x
33	Service to Wicomico community residents and area teachers			x					Opportunity to charge--revenue
34	Digitizing original materials			x
35	Alternative scholarly publishing projects			x
36	Dwindling pool of librarians				x
37	Annual 10% inflation rate for periodicals				x
38	Instability of contents in full-text databases				x	x			Items the same as #39
39	Instability of e-media				x
40	Increasing dependence on e-materials and limited control over pricing structures/cost increases				x
41	Effect of decreased state funding on access to databases that are now free				x
42	Consortia: building collections not targeted to needs				x
43	Middle States interest in information literacy				x
44	Myth that “everything is on the Internet”				x
45	Technological change				x
46	Service to Wicomico community residents and area teachers				x				Community relation issue
47	Staffing expertise required to manage digitizing projects				x
48	Economic burden of maintaining traditional and supporting alternative scholarly projects				x
49	Doctoral level programs				x
50	Negative national press evaluations (Princeton Review-one of the 20 worst libraries among the best 345 schools)				x				Opportunity for fund-raising
51	Restrictive copyright & licensing agreements & the complexity of managing e-resources				x
52	Patriot Act				x
"Potential" GAPS between SU and the State
54	Moderate and then reduce the rate of growth of tuition and fees.				x		x
55	Mitigate the gap between available financial aid and tuition and fees by providing adequate need-based financial aid to all qualified Maryland applicants.				x				If no new dollars
56	Improve access to higher education in underserved areas of the State.			x
57	Promote the commercial applications of academic research results and institution-developed technology.					x			Not part of our mission
58	Promote entrepreneurial activity by faculty, departments, and institutions.			x					Is this really a gap?
59	Collaborate with business to identify and take advantage of opportunities to stimulate and reinforce the growth of Maryland’s economy.			x					May not be in current plan but we are doing it.
60	Support and employ existing and emerging applied research to address societal problems facing Maryland.			x					We are doing this.
61	Link research and the educational process more closely.	x
62	Bring research to bear more effectively on local, state, federal and international efforts to address public policy issues.			x
63	Prepare every teacher education graduate of Maryland institutions to help all students succeed in an increasingly diverse educational system.			x			x
64	Admit, educate, and graduate a student population that reflects the racial, ethnic, and gender diversity of the State.		x				x
65	Employ faculty and staff who reflect the racial, ethnic and gender diversity of the State.		x				x
66	Make high quality postsecondary education available to all citizens by distance learning using electronic media.					x
Student Trends & Enrollment
68	Estimated 30% enrollment increase by 2011 at 4-yr college and universities in Maryland.				x
69	SU enrollment projections: a 27% increase by 2011 if facilities and revenues assumptions are met.  This would take our enrollment to 8,483 students.				x				Threat is that funding is not there but enrollment is mandated
70	SU growth flat in the 1990s, but has grown by 13%, nearly 800 students--almost all undergraduate--in three years					x
71	Enrollment projections and actual growth within .5% of one another	x
72	MHEC projects enrollment growth in the 4-year colleges: primarily part-time (52% growth).  Full-time students =  13% growth.   SU is projecting growth primarily in the full-time population (30%)  with the part-time population remaining stable or even declining.					x			These trends indicate substantial growth for SU and the State.  SU projections are aimed at the population targeted for the lowest growth.
73	MD high school seniors are expected to peak in 2008 and then begin to decline.					x
74	Community college enrollments are expected to continue increasing for at least a decade.				x
75	Since 1997, SU has added over 1000 additional full-time students while declining in part-time students.					x
76	In five years, the percentage of F/T Undergrads at SU has increased from 83% to 88%		x
77	51% of SU students are 20 or under while 89% are under 24.					x
78	Percentage of H.S. graduates from MD expected to increase 5% by 2011			x
79	State Trends: Percentage of H.S. graduates from DE, NJ, and VA expected to increase by 3%, 10%, and 6% respectively for the same period.  Pennsylvania down 3%.					x
80	Rates of state students who were freshmen who attended college in home state: DE—71%; MD—64%; NJ—56%; PA—81%; VA—78% (regional states where larger percentage of freshman stay in home state)					x
81	State residents making up percentage of freshman class: DE—52%; MD—75%; NJ—88%; PA—75%; VA—73%					x
82	51% of SU students come from the Western Shore					x
83	Out-of-state students have declined from 25% in 1994 to 17% today.				x
84	In 2002, SU attracted an increasing number of freshmen from out of state, but decreased overall.					x
85	International student enrollment continues to increase.			x
86	MD percentage of students attending college who are minority: 39% and expected to grow			x			x
87	SU percentage of students who are minority: just over 13%, and growing.			x			x
88	On average nationally, students are taking five years to graduate.					x
89	The percentage of SU students who graduate in 4-years averages in the low 40s—national average 28%.	x
90	Significant difference between the percentage of women and men who graduate in 4 years. Typically over 50% of SU females graduate in 4 years while only 35% of males graduate in 4 years.  The gap narrows after 6 years, and has been narrowing even further the past 4 years.   A similar gender gap exists nationally.					x
91	Six-year graduation rates nationally: 56%.  SU rates: 67%.	x
92	SU has the highest graduation rates in the USM.	x
93	MD percentage of baccalaureates among adults is one of the highest in the nation at 32%: Implies/Indicates: highly educated citizens/families; need post-baccalaureate education for citizens			x
94	Educational background of high-school students is still primarily public; homeschooled students are the fastest growing group with current estimates of over 1 million nationwide					x
95	Highest planned degree of first-time freshmen: 23% BA/BS; 43% Masters			x
96	Eastern Shore population growth in next five years: approximately 3-5%, depending on county					x
97	Continuing decline in urban population in Maryland					x
98	Strong growth in suburban population in Maryland (Census Bureau)					x
99	Majority of households are dual-income families. (Census Bureau).  This indicates that more and more entering freshmen may have attended most of their K-12 years as the children of dual-income homes.			x					Charge More
100	Depending upon family working arrangements, a possible “latch-key” generation: implications: involvement in extracurricular activities, socialized versus home supervision, parental participation in academic work; study habits, etc.				x				??
101	In 2001, nationally, 67% of current students parents made $50k or more per year; 57% made $60k or more per year (Higher Education Research Institute)					x
102	The last time SU students were surveyed (1999), over 69% responded that parental income was $60k or greater.  That year, 58% of students attending highly selective universities reported similar incomes.			x
103	In 2001, nationally 88% of students reported no or some (but believe they will probably have enough funds) concern with being able to pay for college.  This is nearly identical to that reported in 1999, although the SU percentage at that time was 95%.					x			Might be an opportunity if the state doesn't provide funds
104	In 2001, nationally, freshmen self-reported: 50% politically in the middle; 27% “liberal”; 19% conservative;  the percentage in the middle has remained fairly close to that rate for several years, while the percentage reporting “liberal” political views has been increasing. SU reported a higher percentage of those in the middle (60%), with both conservatives and liberal views splitting the difference.					x
105	In 2001, 45% of freshman nationally reported they will get a job to pay college expenses.  39% indicated this in 1999.  SU students reported an identical 39% in 1999.				x				How will future students want to learn? What will learning styles be and how will time and place influence learning? What will be the role of technology, credit for experience, internships, travel?
106	In 2001, nationally, 83% reported performing volunteer work in the past year.  In 1999, the national figure was 77% while 84% of SU students reported this.	x							What changes in family dynamics will impact students—divorce, self-support?
107	In 2001, nationally, freshmen were motivated for college in order to “learn abt things that interest me,” “to get training for a specific career,” “to be able to get a better job,” and “to be able to make more money.”  These motivations are consistent with past years.			x					What will make learning meaningful for future students—service learning, undergraduate research, volunteerism, internships, credit for experience?
108	A new generation of students is being identified as the Millennial Generation (born between 1982-2002) who will be different than Generation X students.  The challenges and differences have yet to be determined.					x			What will be the significant behavioral/attitudinal changes in students over the next 5 years?
109	College freshmen (2001) show signs of political interest and activism; record high level of volunteerism; show increased awareness of racial issues; show decline in health and emotional self-ratings.			x
110	Transfer students interact less with peers and faculty and are less involved in campus life, but perform academically on par with non-transfer students.		x
111	Future students will want to learn through many avenues including electronic, traditional classroom, credit for experience, internships, travel and so forth; nothing will totally replace faculty both inside and outside the classroom; students do like to watch more than listen; learning must be hands on and apply concepts learned in class; internships should be required for graduation. (Student Focus Group)		x
112	Trend will be toward increase in divorced families and students basically raising themselves which may (will?) result in increased disrespect for adults and lack of motivation; harder to find ways to keep up with costs of technology and supplies; students will need more attention and support from peers and University employees; students will have to work more to support themselves; students will come from more same-sex households and more racially integrated families; (Student Focus Group)					x
113	Meaningful learning is learning that contributes to the real world and real life; research is a way to gain great experience; more internships will be desired by students; volunteering is a way to apply learning and also feel good.(Student Focus Group)			x
114	Student behaviors will become increasingly disrespectful of faculty and adults; short attention spans call for interactive learning and lots of stimulation in classroom; less inhibited in front of adults and therefore more evidence of violent behavior; less respect for teachers; students will be more lazy, apathetic. (Student Focus Group)				x
115	SU students rely heavily on loans for their financial aid.				x
116	SU has mandates to increase the number of graduates, increase graduates in teaching and nursing, increase minority enrollments, & increase African-American enrollments						x
117	SU is increasing selective, accepting just over 50% of applicants.	x
118	SATs for first-time freshmen increased this year to 1127, and ranged from 1050-1210 at the 25th and 75th percentile.								Let's debate: inappropriate use of SAT--to rank college
Diversity	(State/System Initiatives)
120	Provide High Quality Academic Programs for a Population of Increasingly Diverse Students.	x
121	Admit and graduate a student population that reflects the racial, ethnic and gender diversity of the State.		x				x
122	Improve the retention, graduation and transfer rates of African American and other minority students whose achievement trails the state average.		x				x
123	Continue to expand diversity-sensitive admissions policies.			x
124	Continue to enhance minority enrollments.			x			x
125	Employ faculty and staff who reflect the racial, ethnic and gender diversity of the State.			x			x
126	Increase the racial, ethnic and gender diversity of faculty and executive/managerial staff at Maryland Colleges and universities.			x			x
127	Improve the recruitment and retention of minority faculty and professional staff.			x			x
128	Continue to develop and enhance Maryland historically black colleges and universities (HBCU’s).				x		x
129	Enhance the missions and programs of HBCU’s and their enrollment of diverse student bodies.				x		x
130	Strengthen the undergraduate and graduate programs at HBCU’s.				x		x
131	Place high demand academic programs at HBCU’s and ensure that they are not duplicated at nearby institutions.				x		x
132	Maintain and expand the Commission’s Access and Success program.				x				??
133	Respond to the educational needs of an increasingly diverse student population that includes more minorities, immigrants, working adults, senior citizens, and recent high school graduates.			x
134	Include the development of lifelong learning skills in curricular goals.			x
135	Incorporate extra scholastic learning experiences from students’ work and community responsibilities into their academic programs.	x		x
136	Invest in facilities, faculty and support staff required to serve the expected increase in traditional students.		x
137	Strengthen academic and student support services to meet the evolving needs of students as impacted by the changes in demography.			x
138	Encourage collaboration among USM institutions to support and increase minority achievement.			x			x
139	Increase the enrollment and graduation rates of underrepresented minority students in graduate – and professional – degree programs.						x
140	Include diversity as part of the Chancellor’s merit evaluation.					x
141	Include diversity in faculty promotion and tenure policies								Do not understand this item
142	Establish reward systems to recognize System-wide/Institutional and Individual diversity achievements.						x
143	Include diversity as part of the President’s merit evaluations.						x
	(SU Initiatives & Other)
145	Allocation of $76,000 to the Office of Enrollment Management for implementation of the Partnerships for Success program.					x			Need to do a whole lot more.
146	Development of the position of Minority Student Achievement Specialist.			x
147	Development of the position of Special Assistant to the President for Diversity Initiatives/EEO/Affirmative Action Officer.	x							Completed.
148	Regularly scheduled meetings with African-American and Hispanic leaders in the Greater Salisbury Community.			x
149	Development of an initiative entitled “HOLA”, “Hispanics Opportunities for Learning Assistance.			x
150	Hiring of a full time Director of International Education.	x							Completed.
151	Renewal of the SU-UMES collaborative.			x
152	Minority students typically score much lower on the SAT than do white or Asian students, and the SAT is used by many institutions as a criteria for admission.  As a predictor of academic success, the SAT is statistically weak for all students, and more so for older women and minorities.				x				Conflict between goal of national recognition & minority access.
153	At SU, minority students score much lower than white students on the SAT.  However, SU minority students' SATs are typically as high above Maryland and National minority scores as SU students who are white are above white students nationally and in Maryland.				x				Same as #118: Debate
154	States implementing policies with admission guaranteed to graduates in the top of their class have met with some success in increasing diversity.  Florida has met with the greatest success by guaranteeing admission to a Florida public university to all graduates from Florida who finish in the top 20% of their class.  In one year, Florida realized increases in diversity statewide.			x
155	SAT and ACT increasingly under attack to de-emphasize in admissions.			x	x			?	Could be both. See 118
Finance
157	Declining State Support to Higher Education as % of Budget				x
158	Declining State Support to SU as % of Budget?				x
159	Education is competing with other social goods for limited resources				x
160	Change in philosophical reasons for public education, including:					x
161	Fostering Informed Citizens in a democracy			x
162	Work Force Demands			x
163	Private Income Enhancement			x
164	Higher Ed seen as cost not investment				x
165	Big Government vs. Privatization				x
166	Middle Class Entitlements				x
167	Culture of Evidence: Calls for outcomes assessment; performance accountability			x
168	In  economic downturns, enrollment usually increases					x
169	Revenue generated by increased demand is usually offset by limited supply and marginal cost increases		x
170	All states are suffering from the economic downturn, with one of our neighbors in the worst-case condition: VA implementing mid-year tuition hikes and base reductions in budgets over multiple years--double digit reductions (in percent)	x		x					170-175  [team marked these items as bundled with ST/OPP beside; interpreted "ST" as  strength; check w/ team leader, Dr. Diriker]
171	PA: experiencing general fund reductions but impact less noticed because of historically lower percentage of budget provided by the state--offset by high tuition	x		x
172	NJ: minor base budget reductions (preliminary). Extremely high tuition	x		x
173	WV: perpetually poor and getting poorer; tuition low.	x		x
174	NC: smaller budgets than needed to handle enrollment growth as well as budget reductions; tuition growing in double digit percentage, but still very low comparatively.	x		x
175	MD: very high tuition (6 or 7 nationally) and diminishing state allocations, including mid-year budget returns.	x		x
176	Employee salaries make up typically 80%+ of the institutional budget at most institutions, including SU					x
177	MD economy: estimated $400--500 million deficit in FY 2003 and $1.3 billion deficit in FY 2004				x
178	MD:Diminishing state allocations per full-time equivalent student (FTES)				x
179	Inequities in State funding guidelines, with SU near or at the bottom.				x				Opportunity: Cost
180	Mandatory increases from the state: Debt Service ($107,024), Workmens Compensation (varies), Health Benefits (≈ $200,000)				x
181	Cost containment:		x						181--191 bundled
182	Hiring freeze		x
183	Delayed purchasing		x
184	Deferred maintenance		x
185	Re-engineering, streamlining operations	x	x						"x" in team leader's copy placed on line between strength/weakness: interpreted as both, equally divided
186	Economies of scale	x	x						rating 186--191: left blank, but bundling indicates the same as 185.
187	Collaborative ventures with UMES (or others, including industry)	x	x
188	Incentives for good managers	x	x
189	Eliminate lower priority services, programs	x	x
190	Outsourcing	x	x
191	Employee reductions	x	x
192	Revenue Enhancements: ability to use the following								193--206 bundled;  assessed based upon "ability to use the following"; not all realized yet
193	Enrollment Growth to fill unoccupied seats	x
194	Innovative delivery systems	x
195	Appropriate technology	x
196	Blended courses	x
197	New Markets	x
198	Off campus Programs/activities	x
199	Weekend Programs/activities	x
200	Non-credit activities	x
201	Grants	x							201--203: not enough employees engaged in this
202	Contracts	x
203	Federal Earmarks	x
204	Non-credit courses, workshops	x
205	Private Giving	x
206	Corporate and Private Foundations	x
207	Planned Giving
Grants/Sponsored Research
209	Unparalleled institutional growth and activity over a five-year period.	x
210	Influenced by demographics: state, region, lower shore counties, community based organizations, students and faculty								210--217 H/O  ("H/O" unknown shorthand)
211	Influenced by economic: federal and state funding, university support, industry partnerships.
212	Influenced by education: University curricular needs – pedagogy, faculty research preparation, professional/faculty development, student education opportunities, technology.
213	Influenced by governmental issues: federal legislation and priority funding, MD state legislation and funding priorities, federal regulations and compliance, federal financial assistance management improvement act of 1999, OMB regulations: A-21, A-110, A-133 (Cost share/facilities and administration (indirect cost rate), Board of Regents policies, USM.
214	Influenced by Federal and state funding priorities
215	Influenced by Federal regulations and compliance issues
216	Influenced by University resources/administrative infrastructure/faculty workload
217	Influenced by  University vision (not mission)
Fund-Raising
219	Corporate downturns and loss of endowment funds at Foundations				x
220	Lack of history at SU vis a vis “capital” campaigning		x
221	Corporation/Foundation giving focus shifting away from higher education				x
222	Stock market performance impacting gifts of appreciated property				x
223	Giving to “charities” continues to be generally unaffected by downturns in the economy.					x
224	Creation of new strategic and facilities master plans by June 2003.	x
225	No endowed faculty chair positions		x
226	Focus on other national issues				x
227	As the effort to secure private sector funds becomes more essential, the need to coordinate “university” appeals becomes more important		x
228	Incorporate PeopleSoft into the day-to-day operations of the Advancement division and university-wide.			x
229	Competition with USM (?) - “Maintaining the Momentum” campaign					x
230	Need to provide greater private sector support to the University with little or no increase in budget support.		x
231	Need to evaluate systems in order to quantify all advancement-related programs, e.g., phonathon, publications, special event.		x
232	Need to Expand involvement by volunteers in fund raising		x
233	Need to Expanding “network” beyond state and region; budget implications.		x
234	Need to better define The role of the SU Foundation Board.		x
235	Increased reputation of the University, e.g., U.S. News ranking	x
236	How do we achieve the next level, i.e., top ten ranking, center(s) of excellence, controlled expansion					x
Auxiliaries
238	In FY 2002 91% of respondent institutions outsourced some function.  Up from 82% in FY 2000. (Trends cited in environmental scan)					x			Informational Item
239	Outsourcing Criteria Importance: Improve Quality, Reduce Cost, Focus on Core, Reduce Administrative Time, Lack of Resources, Technology					x			Informational Item
240	Competition factors: Community sees SU with unfair advantage of using state funds to provide similar services: Catering, Tennis Courts, Conferences/Weddings				x
241	UBIT (Unrelated Business Income Tax): If a profit motive is in place an the profit center is not tied to the educational mission of the University and/or for the convenience of the students, faculty or staff, then the University will be taxed on the net income for that activity				x				P/O opps ("P/O" unknown shorthand)
Academic Trends & Career Markets
243	Fastest growing Occupations in 2000-10)-Listed only those requiring Bachelors and above: · Computer software engineers, applications, Computer software engineers, systems software, Network and computer systems administrator, Network systems and data communications analysts, Database Administrator, Computer System analyst, Physician Assistant, Special education, preschool, kindergarten and elementary school teachers;		x	x					243--247, 249, 250: Weakness: our ability to identify & respond;  Opportunity: our potential
244	Masters: Audiologist, Speech Language pathologist, Mental health and substance abuse social workers		x	x
245	Demand focuses on Technical degrees at Bachelor’s, Master’s and Doctoral level: Electrical Engineering, Accounting, Mechanical Engineering, Management Information Systems, Marketing/marketing management		x	x
246	Shortages in MD: specific teaching areas, nurses, pharmacists		x	x
247	Top 10 personal qualities/ skills employers seek: Communications skills (verbal and written), Honesty/integrity, Teamwork skills (work well with others), Interpersonal skills (relates well to others), Strong work ethic), Motivation/initiative, Flexibility/adaptability, Analytical skills, Computer Skills, Organizational Skills		x	x
248	The earnings of those with advanced degrees have skyrocketed, growing by 28% in inflation-adjusted dollars			x
249	Combined, the nonprofit and government sectors account for 20 percent of all economic activity in the United States. Most opportunities are civil service positions at the many government agencies, which exist at federal, state, and local levels.  This sector has shrunk in recent years, thanks to tighter Federal budgets, but there are still plenty of government and nonprofit jobs.		x	x
250	The government/nonprofit sector offers the best prospects for employment—they plan to maintain hiring close to last year's levels according to a new survey of employers conducted by the National Association of Colleges and Employers		x	x
251	Growing number of external mandates driving curriculum in many programs--with impact for all programs				x
252	External mandates have workload implications and restrictions.				x
253	SU faculty workload compares with other institutions in our class and quality, and that group typically indicate that the requirement of 8 classes annually + service + scholarship/research is excessive.	x
254	AAUP recommends 6 classes annually for UG education, and does not distinguish among university class.		x
255	SU: no ready mechanism to recognize all the additional activities completed by many faculty, including committee participation and leadership participation.		x
256	SU faculty working at external sites experience additional workload pressures, time to service pressures, and a disconnect from other campus commitments.  SU students may experience similarly.		x
257	The average faculty member at institutions similar to ours works 52 hours per week and teaches 8 classes during a 9/10 month contract.		x
258	Governing officials frequently consider faculty workload limited to the classroom time actually committed--or 12 hours per semester.				x
259	Higher Education experiencing greater accountability restrictions and continued unfunded mandates.				x
260	General education increasingly of interest to external groups, employers.		x	x	x
261	SU general education utilizing old model with new learning goals.		x
262	Outcomes assessment of all units a requirement for accreditation and an expectation of government.  SU in the early stages of demonstrating student learning and continuous quality improvement among academic support units.		x	?
Civic Engagement
265	Varying emphasizes including: service learning, diversity and equity, university-community partnerships, and increased citizen activism with their governments		x	x					265--271: Opportunity but our ability to exploit make them weaknesses.
266	Main areas of focus thus far:		x	x
267	Undergraduate educational reform, and increasing student opportunities to learn about citizenship via service, exposure to diversity / multicultural issues, and leadership development.		x	x
268	University-community and k-12 partnerships, within which universities act as citizens within communities and become productive contributing members of communities (e.g., housing & education projects, some grant funded).		x	x
269	Misc. - Public Policy development, and faculty development		x	x
270	Missing are efforts to increase citizen activism with their governments, and activities to specifically develop and practice the civic skills noted above.		x	x
271	The biggest issue currently on the horizon is how to translate students volunteering [typical service learning] into real civic engagement, civic skills, and interest in the political process and governance issues.		x	x
Service Learning
273	Reading/Writing Tutoring (86%), Mentoring (82%), Housing/homelessness (81%), environment (79%), hunger (73%), Women’s Issues (68%), Health (68%), Math Tutoring (69%)					x			273--283 Informational
274	Over last year, interest increased in voter issues (from 36 to 46%), reading/writing tutoring (77 to 86%) and mentoring (73 tom 82%)					x
275	Populations served in Service Learning projects : Low-income (89%), Elementary youth (89%), Junior High youth (80%), Minority (77%), homeless (76%)Elderly (74%), High School youth (70%), developmentally disabled (64%), Pre-school Youth (64%), and Non-English Speaking (62%)					x			Strategic Direction?
276	Biggest increases over last are in working with minorities and homeless.					x
277	28% of students were involved in service projects					x
278	13% of faculty integrate community service with academic study or research					x
279	The biggest challenge to faculty involvement in service learning are time and pressures on faculty teaching loads (81%), and lack of common concepts and models of service learning (57%)					x
280	Other key obstacles to faculty involvement included: lack of service learning funding (47%) and lack of departmental support (44%). Also, only 29% of institutions provide faculty with incentives for service learning and just 16% of institutions consider service learning in tenure and promotion					x
281	The most popular majors with service learning courses were in liberal arts, followed by health programs, business, and biology					x
282	76% of institutions allow work study student labor to be used in service learning projects.					x
283	Institutional Support: 87% offered service learning courses, 72% have a campus service center and 71% have a community service director					x
Internships
285	Employers highly value internships for identifying and recruiting candidates for full-time, permanent positions			x
286	employers offering permanent jobs to 57% of their interns			x
287	Co-op programs were also very highly rated, and employers offered jobs to 65% of students in those programs			x
288	Some 75% of employers have internship programs and just over half have co-op program			x
289	93% of colleges offer internship programs, and 43% offer co-op programs					x			289--295: informational; we need to review how we compare. Would this be a weakness/strength?
290	Some 63.5% require internships for graduation in 1 or more field of study, and 7.7% require them for most or all majors					x
291	Most frequently cited fields were: business (45.5%), healthcare (40.7%), and education (27.3%). Approximately 90% SU internships are in 3 fields (Education, Business, and Social Work,, in that order					x
Undergraduate Research
293	870 colleges and universities are represented by some 3000 individual members belonging to the Council on Undergraduate Research (CUR), up from 350 institutions represented just several years ago					x
294	The National Science Foundation now has a special program to support undergraduate education					x
295	A 2002 CUR survey of its members (100 respondents) found an upswing in the campus undergraduate research conferences, with more schools doing them, the events themselves becoming larger, longer, and a broader range of disciplines participating					x
Internationalization/Globalization
297	Strong public support and student interest in internationalization: 48% of high school students want to study abroad; 85% plan to participate in international courses or programs; 57% plan to study a foreign language in college			x					Informational: where do we stand?
298	Picture of current internationalization ethos on campuses: Only 3% of US students study abroad before graduation; Foreign language enrollments declined by 50% over last 40 years; Language degree requirements at 4-year schools declined from 89% in 1965 to 68% in 1995				x				Informational: where do we stand?
299	87.5% of colleges surveyed highlight international education programs and activities, only 40% identify international education as one of top five priorities in strategic plans; only 40% require undergrads to take courses focusing on issues outside of US					x			Informational: How do we compare?
300	Best Practices Case Studies:					x			300--314  Informational; we don't do most; potential opportunities; current weakness
301	Expanded short-term Study Abroad – 3 months or less					x
302	Encouraged semester and academic year aboard					x
303	Increased international student exchange for one semester with partner institutions					x
304	Identified internationalization as key focus in reaccredidation in 1999					x
305	Required freshmen interdisciplinary course, “Justice and Multicultural Interpretation”					x
306	Set foreign language requirement					x
307	Listed courses with international focus in undergrad catalo					x
308	Set study abroad opportunities as component of each academic department description					x
309	Developed new curricular programs					x
310	Increased number of study abroad options
311	Provided “global tracks” within many m					x
312	Established month-long language immersion programs for students and for faculty					x
313	Provided low pricing and portable financial aid for study aboard opportunities					x
314	Established international studies summer institute for high school stud					x
315	Peace Corp is trying to forge more links with higher education institutions – especially in areas of master degrees in international programs, and in medicine, technology, and agriculture.			x
316	SU is about average when compared w/ other similar institutions. Students participating in international programs: 1-1.5%					x			316-317 Informational; Benchmarks? Basically nothing at SU.
317	10 study abroad scholarship opportunities per year at SU?					x
318	Perception: can't graduate on-time if studying abroad		x
319	Increasing # of internationals on SU campus	x							Look at overall %
320	US Scholarship opportunities for internationals: nil				x
321	National Security Education Program NSEP provides grants to study abroad for graduate and undergraduate students, which comes with a service requirement to work for a US government agency involved in national security affairs or US higher education.			x
Graduate Programs
323	Carnegie class change to Doctoral Intensive requires 1 of the following: a) graduate 10 doctoral students in a given year from three distinct programs b) graduate 20 doctoral students overall.					x			Informational
324	Between 1989-1999, 70.9% of women and 58.2% of men who were surveyed by PACAT during their senior year in college planned on graduate studies					x			Informational
325	Popularity of post-baccalaureate certificate programs is increasing.			x
326	Growth of credentialism has an affect on graduate program offerings.  Some businesses are requiring higher credentials or advanced degrees for entry-level positions.  Big Six accounting firms are recruiting MBA’s and MA’s rather than BA’s.			x
327	Between 1987 and 1999, grad students over 40 has increased by 56%					x			Informational; Open up; Opportunity/Weakness (do not understand "open up" w/o a context)
328	The increase in Federal jobs at the professional level in the post-9/11 era has increased demand for Ph.D’s and M.D.’s in public administration, public affairs, and public policy			x
329	Two of SU’s aspirational peers Appalachian State University Appalachian State EdD and Rowan University Rowan University EdD have doctoral programs, a single program each, both in Educational Leadership					x			Informational; opportunity/threat
330	UMES offers 4 doctoral programs and 14 grad programs overall				x
331	Salisbury University draws approximately 80% of its graduate students from Maryland, averaging 70% from the Eastern Shore over the last 5 years					x			331--335  Informational; open up; opp/threat; Strength/weakness; Need to unbundle (do not understand "open up" w/o a context)
332	In Fall 2002, 33% of graduate students come from Wicomico County alone.					x
333	Salisbury University graduate students have averaged 34 years of age for the last three Fall semesters					x
334	Salisbury University has a two-tiered admissions system for graduate students:  admission to the University through Admissions, and admission at the program level.					x
335	Of non-degree seeking students attending in 2002, 65.2% took at least one Education course					x
336	SU mission statement approved to consider "exploring the possibility of offering doctoral programs"	x
337	Step theory of developing graduate programs at Salisbury. Natural progression (not necessarily inclusive) of advancing degrees in existing programs--from baccalaureate degree; to post-baccalaureate certificate; to master’s degree; to advanced degree certificate; to doctoral degree	x
338	Faculty resources/expertise already in place	x
339	Need to Tailor programs to meet the needs of local professionals in business, teaching, and health professions, many of which received their undergraduate degree from SU		x
340	Program approval process through Maryland Higher Education Commission must justify program need, must differentiate program from similar programs offered within the same geographic region, and project viable student demand and sustainability				x
341	Funds would have to be self-generated or reallocated from existing programs.  No new state appropriations in foreseeable future for: New faculty,   Increased library holdings, New capital projects, Expansion of student services infrastructure		x		x				Unbundle
342	Departmental and workload issues for programs that cross disciplines.		x
343	Offer programs, training, and technology that satisfy the needs and enhance the skills of professionals undertaking homeland security.		x	x
344	Building on our strengths, design unique and highly desirable programs to be offered in innovative ways.		x	x
345	Explore differential tuition structure for certain programs.		x	x					We don't have any
346	Explore endowed programs.		x	x					We don't have any
Information Technology
348	The State of Maryland, MHEC, USM, and SU all have IT plans/initiatives	x
349	Technological fluency is a directive of the USM.			x			Mandate
350	Encourage the instructional use of technology, as appropriate, at all institutions to improve Learning and Curricula			x
351	Make high quality postsecondary education available to all citizens by distance education using electronic media		x	x	x
352	Make electronic library services and materials available to the faculty and students of all Maryland postsecondary institutions in a cost effective manner					x			Informational
353	Cites need for many more technology workers in Maryland		x	x
354	Emphasizes Technology competence for all USM graduates			x
355	Need to develop on-line learning opportunities for Maryland citizens		x	x
356	BOR Minimum Standards for Information Technology		x	x
357	Each student will have access to an appropriate computer 24 hours a day, 7 days a week.		x
358	Each student will have access to appropriate software and electronic material to complete course assignments	x
359	Students , faculty and staff will have access to the campus network with adequate bandwidth connected to the Internet 24 hours per day, 7 days per week	x
360	Faculty and staff will have access to computer technology in their offices or work places to do their work. Each campus will have a technology plan.	x
361	Each campus will provide email for students, faculty and staff	x
362	Each campus will have an explicit IT support plan	x
363	There will be a plan for the replacement and maintenance of computer hardware	x
364	Each campus will seek out appropriate collaborative opportunities with other USM campus to insure that cutting edge technology and e-business technology is utilized	x
365	Each campus will insure that all students, irrespective of financial means, will have access to the IT equipment and services on their campuses	x
366	Assisting faculty in integrating technology into their classes	x
367	Providing adequate user support		x
368	Upgrading administrative ERP systems	x
369	Financing the replacement of aging equipment		x
370	On-line or distance education on the web			x					Opportunity; current application--weakness
371	Campus Computer labs: 7 university labs (5 instructional and 2 Open); 10 department labs ; Over 80% of our students own computers; SU owns more computers than ever; Students and faculty can’t get access to computers for teaching and class work		x						Focused on "access"
372	SMART classrooms have grown from 4 in 1997 to  83 in 2003. Cost annually to maintain by 2005: $196k								Informational; # = strength;cost an issue
373	Supports campus computers, software, labs: user support will increase to 24/7.			x					Focused on increasing access
374	In 1996, 1000 network ports; 2002, 7000 ports; 2007: 10K+			x					Informational; Focused on increasing access;
375	PeopleSoft Implementation: Cost $3.2 million over 10 years & $250k annually.			x
376	Desire for 100% up time								See 373
377	Desire for remote access to my office computer			x
378	Desire to be virus free					x
379	Desire to be able to download any type of material from the Internet				x
380	Desire for really fast throughput								See 374
381	Want unlimited restrictions on what I do, when I do it, or where I do it.								See 373, 376
382	Wireless technology: how much, how soon?			x					Strategic Question
383	Will laptops be the rage for students?								See 374, 382
384	What will the next generation SMART room look like--and what will it cost?			x					384 & 385 combined; strategic questions with opportunity
385	What is the next level of integrating technology into instruction and learning?			x
386	Will PDAs play a role in instruction?			x
387	Will streaming video supplement or take the place of some or all instruction?				x				Threat to our traditional campus and faculty; opportunity if we provide
388	Will academic departments collaborate utilizing technology? Internally? Externally?			x
389	How will the university fund technology and all of the other good ideas ?								Broad, practical question--set aside
390	Open Source Initiative: Access to multiple software packages and operating systems at low cost?			x					Opportunity for future; weakness current
Teacher Education
392	No child left behind act and increased influence of the federal government.				x		x
393	Thorton plan proposed billions to K-12 education.				x		x
394	Limited state funds to address all state initiatives: what impact on higher education.				x
395	Teacher education a mandate by the MD government--higher education must produce teachers.	x					x
396	Legislators inquire of the institutions about what they are doing to address the teaching issues.	x
397	Teacher and School Leadership Shortages: Teacher shortage in select subjects and geographical areas; Most shortages in secondary areas			x					Opportunity for program expansion; weakness currently since our supply isn't in high demand areas
398	Standards increasing for approved teacher education programs at a time when alternative routes are increasing				x
399	Alternative certification routes proliferate for shortage areas, but 4 year publics in MD are tied to State mandates for NCATE compliance				x
400	Demand for educational professionals increasing: by 2005, 20% of all available jobs to college grads will be teaching positions; 640 new principals needed in Maryland in 2003; 75% of Maryland principals are expected to retire by 2005			x
401	Technology in schools increasing			x
402	Family involvement in education a growing trend			x
403	Increasing influence of business in educ			x
404	Visionary Panel calls for alignment of every aspect of education horizontally and vertically				x
405	Proliferation of certification and certificate type programs for specialized knowledge areas			x
406	Professional Development School Mandate:A) · Pressure on students and faculty to travel to locations other than campus · Impact on scheduling for students taking multiple courses; B) Significant portion of faculty time spent at K-12 sites; · Impact on traditional expectations of faculty in terms of service/scholarship; Education Department Campus expands to include K-12 sites			x	x				A) Opportunity B) Threat
407	Increased and extended field experiences/internships for teachers:  Experiences outside of traditional University calendar; · Students required to do field experiences when SU classes not in session; · Education students follow public school calendar			x
408	K-16 Seamless Transitions : Strengthen K-16 connections in assessment, accountability, and professional development Business community growing influence in K-16 education 16 states now on board through National Association of Division Heads (NASH);Teachers educated by entire university-accountability to institution as a whole; Two year- four year articulation continues and proliferates; Two year institutions given pre-professional degree programs; Identification of learning outcomes for higher ed institutions			x
Facilities/Infrastructure/Primary Support & Other
410	There is an external trend of trying to make campuses more environmentally friendly or at least environmentally sustainable.			x
411	Campus Image sites: Along Rt. 13 corridor; How Route 13 is treated is critical to the plan		x
412	Corridor between E/W campus			x
413	Signage off-campus inadequate: where is the "front door" of Salisbury University		x
414	Access corridors not necessarily accessible: Camden Ave; College Ave.		x
415	Parking: improve pedestrian friendly model. Good on the periphery, but not close to Camden core.		x
416	The pedestrian crossings at Camden should be enhanced.		x
417	Maintaining the balance between neighborhood feel and campus is important.			x
418	Green spaces: limbing up will help open vistas. Using trees to identify and make spaces rather than fill is recommended. There are a lot of open spaces but not many are set up for recreation			x
419	The College Avenue crossing should be improved along with the development of the Dresser site.			x
420	There is a possible building site east of Henson near Route 13; building there would help shorten the route to the east campus. Other sites include behind the library, Dogwood village, the southeast corner of the campus, and the northeast corner of the campus.			x
421	The site plan is emphasizing sites at corners rather than mid-block to help reinforce the corners.			x
422	A parking structure is a possibility.			x
423	The northwest corner of College Avenue and Route 13 could be useful in drawing visitors into the campus.			x
424	Users from community for cultural and other events come onto the campus once or twice a year primarily at night. How do they approach the campus and where do they park?		x
425	Visitor center? Idea to pursue, combine with public safety building.			x					Future opportunity; current--weakness
426	The university has a standing order with real estate agents expressing interest in properties along College and Camden. The university expects to own most or all within ten years.			x
427	The university has received proposals for housing; each developer is proposing a different site. Selection is expected by the end of January.			x					Opportunity; but housing shortage a weakness
428	The campus is a national arboretum site; the planting is based on that. The team requested information on what is involved and what restrictions there might be	x
429	The wooded area south of Maggs from Route 13 to Camden Avenue is protected state green space.	x
430	First Priority								430-452  Already established by Facilities Master Planning group
431	·      Teacher education& technology
432	·      Library & Nabb center
433	·      Garage
434	·      Student Housing – New & Renovation
435	·      Visitor Center/Public Safety
436	·      Field House
437	·      Open Space Enhancements (ongoing with all projects)
438	Second Priority
439	·      Perdue School
440	·      Theater, performing arts, auditorium
441	·      Athletic Field Improvements
442	·      Faculty center
443	·      Maggs renovation
444	Means to other ends
445	·      Allenwood shopping
446	·      Dogwood village
447	·      Relocate tennis courts
448	·      Dresser property
449	·      Acquire additional properties
450	·      Camden
451	·      College
452	·      Power professional building – future use?
453	Assumptions/Goals
454	·      Keep academic functions together on main campus								Agree with assumption
455	·      Library should be centrally located.								Agree with assumption
456	·      Enhance faculty/student, faculty/faculty interaction.								Agree with assumption
457	·      Enhance access to student services.								Agree with assumption
458	·      Campus will remain arboretum (extend to east campus?)								Agree with assumption
459	·      Holloway remains iconic building (does not imply specific use of building)								Agree with assumption
460	·      Preserve Holloway open space.								Agree with assumption
461	·      SU remains primarily undergraduate, residential campus.								Agree with assumption
462	·      Whether future housing is located on the main campus is not assumed or answered at this time.								Agree with assumption
Trend/Issue Information Overlooked from Academic & Career Scan
464	Huge dependence on part-time & nontenure-track faculty		x
465	According to Dept of Education, in 1987 11% of full-time faculty  members were nontenure track; in 1998, the number was 18%.	x							SU rate Fall 1988: 14%; Current SU rate: 15%.
466	According to 1998 study, nearly all colleges contribute to benefits for full-time faculty.		x		x
467	53% of institutions contribute to benefits for part-time faculty.		x
468	Nearly a third of faculty members are 55 or older compared to a quarter 10 years ago.	x	x
469	We should expect lots of retirements, thus serious competition for new faculty (perhaps at time of budget constraints and hiring restrictions).  Hard to predict when retirements will occur.			x
470	Many states attempt to link allocations to faculty workload and productivity.					x			MD: no serious proposals of linking faculty workload to allocations.
471	“No single formula for an equitable faculty workload can be devised for all of American higher education.”  (AAUP)								Informational
472	“Preferred Teaching Loads…For undergraduate instruction, a teaching load of nine hours per week.”								See 254
473	Increasingly legislators view higher education as unproductive and unaccountable, and do not understand or are unsympathetic to what faculty do outside of the classroom.								See 258, 255
474	Despite working long hours (faculty average 52-hour work weeks), there is increasing pressure to be more productive, not just from legislators, but also in order to achieve tenure.								See  257
475
476
477
478
479
480
Questions that every campus should be asking and thinking about:
	To what extent is global learning articulated as a goal of undergraduate education at the institution?
	Does the institution’s general education curriculum include global perspectives?
	Do collaborative activities with institutions in other countries affect the experience of undergraduates?
	Do the international activities of faculty members have an impact on undergraduates?
	How does the institution implicitly or explicitly encourage or discourage study abroad?
	To what extent do academic policies and practices, including promotion and tenure criteria and faculty development opportunities, emphasize and reward teaching and learning with a global focus?
	But question still remains as to who we are uniquely?  Are we a generalist four-year university or do we have a special identity or character?