Working DRAFT Salisbury University Strategic Plan 2003-2008
First Iteration: April 29, 2003
Presented for discussion by the SU Strategic Planning Team
This is a working draft meant to
foster discussion and comment
The first iteration of the SU
Strategic Plan 2003-08 is the result of the work of the Strategic Planning Team
from August 2002 up to now
As the Strategic Planning Team
continues to identify and solicit potential objectives for the 2003-08 plan, the
draft may change regularly
The draft plan incorporates input from
months of environmental scanning, a SWOT analysis, results from the January 2003
planning workshop, collaborative input from multiple groups, and lengthy SPT
discussions regarding the core goals in relation to SU Mission. You may access
details at: http://www.salisbury.edu/iara/StrategicPlanning/StrategicPlanning03-08/StrategicPlan03-08Home.htm
No part of the draft is finalized,
although the goals are closer to completion than are the objectives
Modifications are anticipated and
comments/suggestions encouraged; Comments/suggestions should be forwarded
through your governance organization or directly to the Strategic Planning Team
by May 31. There will be opportunity for additional comment, but it is
important to have essential preliminary comments by that date.
No priority has been assigned to any
objective of any goal, nor have those objectives been specifically identified
for inclusion in the final working draft; conversely, key objectives may not
yet have been identified and/or included in the draft plan
Comments/suggestions may be
regarding any part of the plan
Not every worthwhile objective will be
included in the plan; not every suggestion will be adopted. ALL will be
The "final" working draft will define
the core goals and primary objectives. See the glossary on page 2. In some
cases, primary action steps or strategies may be identified, but the focus of
the plan is necessarily broader rather than unreasonably prescriptive
An "Institutional Strategic Planning
Congress" will be held on June 6, 2003 to finalize the working draft of
the SU Institutional Strategic Plan 2003-08. Subsequent to that event, the SPT
will forward the working draft to the Long Range Academic Planning Committee and
the Provost. The Provost will forward the working draft to the campus community
for discussion and comment through November 1, 2003.
The Planning Congress will involve
approximately 50 participants representing the following: additional
representatives selected or appointed by the Faculty Senate (9: 2 from each
school and 1 professional librarian), the Executive Committee of the Faculty
Senate; 11 academic department chairs (4 from Fulton, 3 from Henson, and 2 each
from Perdue and Seidel); all of the academic deans; student representatives; the
SU Executive Staff; a board member of the SU Foundation; the Strategic Planning
Team; and an additional staff representative
It is anticipated that the plan will
be finalized in December 2003
Salisbury University’s mission is to cultivate and
sustain a superior, student-centered learning community where
students, faculty and staff are viewed as both teachers and
learners, and where a commitment to excellence permeates all
aspects of University life. We recruit exceptional and diverse
faculty, staff, undergraduate and graduate students and support
them as they work together to reach the University's goals.
Serving Maryland and the Mid-Atlantic region, we are concerned
participants in responding to the educational, economic,
cultural and social needs of our community and believe that
service is a vital component of civic life. Our highest purpose
is to empower our students with the knowledge, skills and core
values that contribute to life-long learning and active
citizenship in a democratic society and interdependent world.
The core values of Salisbury University are
excellence, student-centeredness, learning, community, civic
engagement, and diversity. We believe these values must be lived
and experienced as integral to everyday campus life so that
students make the connection between what they learn and how
they live. (1996)
Salisbury University will continue as a premier regional
university that is recognized nationally for excellence by its
peers and regionally for its commitment to model programs in
civic engagement. Undergraduate research, service learning,
international experiences, and co-curricular activities will
continue to enrich the traditional academic curriculum and
enable students to connect research to practice, theory to
action. The University will provide graduates who will be
recruited by the best employers and graduate schools, and who
will contribute to the economic vitality of the State and the
Nation. The University will continue to enhance the quality of
life for its students, the State, and the region, and will
explore opportunities to provide doctoral programs in areas of
need. (MFR, 2001)
Goals: core outcomes (aims) toward which the University directs its
endeavors. They are guided by the University’s mission and
vision statements, and reflect institutional values.
Objectives: quantifiable and measurable initiatives or targets toward
which the University will focus its pursuits. Primary objectives
are direct outcomes of University goals and should be both
measurable and time-constrained.
Actions: specific steps, often referred to as strategies, that are
necessary to accomplish objectives. Actions are vital to the
annual planning process and implementation phases of a strategic
Accountability: responsibility. A necessary process that must be
established in any implementation phase of the planning cycle.
It is usually assigned to divisional leaders and/or key groups.
Salisbury University Strategic Plan
Working Draft: 1st Iteration April 29, 2003
The University will enhance an academic and
learning environment that promotes intellectual growth and success.
Support General Education as the necessary foundational experience for
all students. (See approved Student Learning Goals attached as an appendix)
Involve each student in experiential learning, including but not limited
to, service learning, civic engagement, volunteering, internships, student
research, study abroad, and various community outreach activities.
Provide support that fosters the library’s role as a learning center and
that helps to place it at the top of the list of its performance peers. [Should
also consider how the library can be reinvented as a collaborative enterprise.]
Provide effective and reliable classroom and computer lab technology and
campus telecommunications infrastructure.
Promote student technology fluency in all academic disciplines, as well as
faculty and staff development in the use of technology in teaching.
Assess current and potential graduate studies and adjust support for these
programs as appropriate (remaining consistent with the University’s mission)
(strategies: enrollment management; alternative scheduling, graduate
Establish funding for endowed chairs/professorships.
Develop campus-wide policies regarding evaluation, tenure, and promotion
that are consistent with the University’s mission.
Develop mechanisms for periodically adjusting faculty roles, rewards, and
support systems in line with institutional priorities and environmental
The University will advance a student-centered environment.
Increase the level of funding for needs and merit-based scholarships while
establishing a method to allocate resources to each group.
Increase Foundation support of undergraduate and graduate scholarships.
Create a "Student Learning and Enrichment Center."
Maintain and improve high quality of advising, individualized for
undergraduates and graduates, aiming at achieving the following outcomes: 80% of
students will rate advising as good to excellent. (additional issues:
faculty/advisee ratios will be established at levels consistent with BOR
policies and school guidelines; all schools will have a full-time advising
Encourage "soft skill acquisition" by supporting student portfolio
development. (strategies: approach for program and career purposes; encourage
more faculty involvement via advising and selecting evidence or artifacts for
Improve accessibility to healthcare and wellness services, programs, and
Facilitate student access to administrative IT functions (by providing a
Examine the feasibility of creative alternative scheduling options and
support services to meet the needs of our students (strategies: winter-terms,
summer-terms, trimesters, Saturday courses, etc.)
The University will foster inclusiveness as well as cultural
and intellectual pluralism.
Provide multicultural and sensitivity training for the campus community
and foster the integration of all students into social and academic support
Increase visibility and accountability of specialist staff and programs
campus-wide. (issue: entire campus needs access to and knowledge about these
Expand academic and social practices/support (i.e. ESOL) for the
integration of international students into SU and the local community.
Establish SU linkages to existing immigrant services, specifically
assessing needs of the immigrant populations.
Recognize, develop, and implement multiple admissions criteria for
excellence (other than SAT scores and including: academic recommendations, civic
engagement, extracurricular activities, leadership opportunities, writing essays
for admittance, interviews, faculty contacts and interviews, etc.)
Reorganize existing funding to target potential diverse faculty to special
/ endowed positions – with an emphasis on competitive salaries.
Foster the growth of a student and employee population that is more
reflective of regional diversity. (The SU vision of diversity is broadly
inclusive of individuals and groups from all racial, cultural, philosophical,
gender, socio-economic, educational, religious, and lifestyle associations).
Promote international educational opportunities as a means of
broadening life experience and cross-cultural understanding for students and
The University will utilize strategic collaborations and
targeted community outreach to benefit Maryland and the region.
Audit all SU strategic collaborations and targeted community outreach
activities for the purpose of organizing these activities in line with
institutional priorities (using clear yet dynamic and flexible structure(s),
policies, procedures, and F&A support; and for the purpose of aligning the
expected benefits with the internally allocated and/or externally sought
Perform a "Regional Needs versus Institutional Capabilities Gap Analysis,
including regional business, economic, community, and workforce development
needs in all subject areas (covered by our degree and non-degree programs, as
well as those covered by our strategic collaborations and targeted outreach
activities in order to identify those that SU can and should address under its
mandates, institutional mission, and strategic priorities)
Develop a comprehensive university marketing plan that targets all
internal and external audience segments.
Encourage and support the development of grant and sponsored research
projects and programs that support the University’s mission.
Encourage and support the development of continuing education programs as
Establish the roles of students, faculty, and staff involved in (SU)
strategic collaborations and targeted community outreach activities, and
recognize and reward their contributions in line with our institutional mission
Establish collaborations with schools, community, government, and
Student Learning Goals
Building on the foundation provided by the University’s
Mission Statement and the "Attributes Document" accepted by the
Faculty, the General Education Task Force proposes the following
principles and goals for General Education at Salisbury
University. The principles and goals represent the concepts
embedded in the Mission Statement and the Attributes Document.
They will help guide the development of the general education
The general education program is designed to foster
the personal, intellectual, and social development of the
Salisbury University student and is based on the following set
The liberally educated person:
effectively in diverse situations;
- uses multiple
strategies, resources, and technologies for inquiry and problem solving;
qualities related to personal, social and professional integrity;
knowledge from the humanities, social sciences and natural sciences to broaden
quantitatively and qualitatively;
global awareness in order to function responsibly in an interdependent world.
These principles are expressed by the following set of
student learning goals.
Student Learning Goals
Acquire the personal and intellectual skills
necessary for productive membership in contemporary society.
- Critical Thinking:
abilities to engage in independent and creative thinking and
solve problems effectively.
- Command of Language:
Acquire abilities to
communicate effectively—including reading, writing, listening,
- Quantitative Literacy:
Acquire abilities to
- Information Literacy:
Acquire abilities to
use libraries, computer applications, and emerging technologies.
- Interpersonal Communication:
Acquire abilities to relate to and work effectively with
diverse groups of people.
Posses knowledge and understanding commensurate with that of a well educated
- Breadth of Knowledge:
Possess knowledge from and familiarity with modes of inquiry and
creative processes used in a variety of disciplines including:
- Visual and performing arts (art, music, dance, theatre)
- Literature (English, foreign language-based)
- Civilization: cultural and historical perspectives
- Contemporary global issues (peoples, cultures,
- Second language or culture
- Social and behavioral sciences
- Biological and Physical Sciences
- Interdependence Among Disciplines:
Possess an awareness of the interdependence among disciplines in
the humanities, social sciences, and natural sciences.
Examine qualities that contribute to personal well-being and
social and professional integrity.
- Social Responsibility:
Tolerance and respect for diverse groups of people and a
disposition toward responsible citizenship and a connection to the community.
- Humane Values:
An informed regard for humane values and the ability to make
judgments based on ethical and environmental considerations.
- Intellectual Curiosity:
A propensity for reflection and life-long learning.
- Aesthetic Values:
An awareness of and appreciation for aesthetics.
Issues of personal well-being.