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18	Out-of-date equipment		x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