Goal #1: The University will provide a student-centered environment.

Prioritized Action Steps

High Importance Immediate	High Importance Short/ Long Term	Medium Importance Immediate/ Short/ Long Term
Find money to increase level of funding for scholarships. What federally funded programs are there? What about foundations? A great way to recruit high caliber students. What role should need-based scholarships play because now they are often based on GPA? (B, 1)	Short term- Maintain high quality of advising, individualized for undergraduates and graduates. (B, 2)	Short term- Maintain all levels of career services. Further integrate career information with activities in the curriculum. (B, 5)
Create an Academic Support Center that will be perceived as not a remediation center but a “Student Learning and Enrichment Center,” taking them from where they are to where they want to be. Put it in the library. (B, 9)	Short term- Encourage “soft skill acquisition” by supporting student development of their own portfolio--approach for program and career purposes. (B, 6)	Long term- Increase growth in market sensitive areas, e.g., re-certification, personal development, licensure. Offer certification programs that are not fulfilled by the community colleges, e.g., at a higher level. (B, 3)
	Short term – Improve accessibility to healthcare and wellness services, programs, and facilities. (B, 7)
	Short term- Determine the University’s true commitment to embracing civic engagement, service learning and undergraduate research, and how this commitment is to be carried out. (B, 8)
	Long term- Continue support for Student Services. Student Services should communicate their assessment results. Encourage the academic side to accelerate their assessment activities. Improve integration and communication of assessment outcomes between academics and Student Services. (B, 4)
	Long term- Promote programs and services that would make it possible for learners of all ages to be successful. Consider alternative delivery, scheduling, childcare, etc. Promote the concept of life long learning (the truly educated never stop learning). Have students learned to be learners on their own? (B, 10)

Goal #2: The University will provide an academic environment that promotes student success.

Prioritized Action Steps

High Importance Immediate	High Importance Short/ Long Term	Medium Importance Immediate/ Short/ Long Term
Ask George Whitehead, Fran Kane, Harry Basehart, Ellen Pettingill, Todd Astorino and other related faculty to meet to discuss how to enhance links between academics and experiential learning. (A, 1-2)
Find money to increase level of funding for scholarships. (A, 1-2)
Have the Dean of the Library, Library Committee and the Library Liaisons call a meeting of faculty to generate specific steps to address: staffing deficiencies for academic support functions, economic burden of supporting traditional and alternative media in library, library space limitations, and out-of-date collections, equipment, and furniture in library. Should also consider how the library can be reinvented as a collaborative enterprise. (A, 8-10)

Non-Prioritized Action Steps

Ask the Senate to lead a discussion regarding faculty workload issues. The discussion should also explore ways to create an environment that will attract new faculty, retain current faculty and to explore how older faculty might be induced to postpone their retirement. (A, 4)

Goal #3: The University will advance students and workforce diversity while preparing students to function in a global society.

Prioritized Action Steps

High Importance Immediate	High Importance Short/ Long Term	Medium Importance Immediate/ Short/ Long Term
Sensitivity & multicultural training for faculty & staff AND attractiveness assessment. (G, 1)	Short term- Academic and social practices/support (i.e. ESOL) for integration of international students into SU and local community. (G, 2)	Immediate- Lobby state and other sources of funds specifically for the purpose of diversifying our campus. (G, 4)
Multicultural and sensitivity training for campus community and encourage integration of majority students into social and academic support programs. (G, 7)	Short term- Establish SU linkages to existing immigrant services, specifically assessing needs of the immigrant populations. (G, 3)	Short term- Increase importance of GPA and not SAT for admissions. (G, 5)
Increase visibility and accountability of specialist staff (e.g., special assistant to the pres, international education director). Entire campus needs access to and knowledge about these programs. (G, 10)	Short term- Develop and implement criteria for excellence other than SAT scores – teacher recommendations, civic engagement, extracurricular activities, leadership opportunities, writing essays for admittance, interviews, faculty contacts and interviews, etc. (G, 5)	Short term- In admissions process, make more use of interviews, recommendations, determination to succeed, participation in ongoing education, etc. (G, 6)
	Short term- Use life/work experience as academic criteria. (G, 6)	Short term- Develop social and academic support programs attractive to minority students. (G, 7)
	Short term- Reorganize existing funding to target potential diverse faculty to special / endowed positions – with an emphasis on competitive salaries. (G, 9)	Short term- Mandated diversity training. (G, 10)
	Long term- Increase cooperative programs with HBCU’s – not only UMES, Sojourner-Douglass, Wor Wic, etc. (G, 4)	Long term- Continue international curriculum development, increase exchange programs, and develop niche degree programs to increase our attractiveness. (G, 2)
	Long term- Grants and endowments (mostly endowments – grants run out!) to support/create programs in areas we already have that are attractive to minority students that emphasize a non-western focus, e.g., jazz in music, concentrations with a non-western focus. (G, 8)	Long term- Establish non-traditional programs (weekend programs, night classes, short-term classes, etc.) (G, 3)

Non-Prioritized Action Steps

Develop programs at SU that do not overlap with programs at UMES or other HBCUs. (G, 4)

More effective recruiting (G, 4)

Assess student needs, missing components, and attractiveness of Salisbury community/town as a whole with regards to the admission retention, and graduation rates of minority students. (G, 7)

Goal #4: The University will be an active partner with the external community.

Prioritized Action Steps

High Importance

Immediate

High Importance

Short/ Long Term

Medium Importance

Immediate/ Short/ Long Term

Include liberal arts and professional education in the consideration of workforce development needs. (D, 1)

Short term- Schools should identify workforce development efforts that mesh with their individual and collective core missions to encourage collaboration and efficiency. (D, 1)

Identify regional employment needs and identify those that SU can address, given the resources and jurisdiction of each of the five schools. (D, 1)

Non-Prioritized Action Steps

Internships should be in every course in the University.

Promote more civic engagement opportunities on campus and tie to a vision of education as training community leaders. Evangelize students!

Promote the University as a place citizens in the community can come to and benefit from. Broaden the reach to different community groups.

Nurture communities of interest between the University and the region.

More aggressive marketing of what University has to offer the region, specifically “bridge to bridge.”

Accord recognition, rewards and review workload implications for faculty who are involved in the community and creating a culture of service.

Improve efforts to cultivate relationships with alumni.

Develop a plan for University to invest hard dollars in community outreach, however defined.

Reduce 4-4 teaching load for faculty to facilitate faculty contributions in the realm of scholarship and public service.

External program requirements should be funded with hard dollars.

Comments

Vision is to train people to lead our communities, not a narrow vocational mission. Our students need an integrated view of the world.

What is the correct balance between liberal arts preparation and professional preparation in the academic program?

Meet a responsibility to the community to share our resources to address needs.