Post on 20-Jan-2017
NEASC Accreditation Self Study 2011
A Note on USM’s Academic Restructuring
The research and writing of this Self Study coincided with the development and Phase I implementation of USM’s Academic Reorganization, a process often cited as the first substantive review and change in the university’s academic structure in more than 30 years.
USM’s eight schools and colleges (College of Arts and Sciences; School of Business; College of Nursing and Health Professions; Muskie School of Public Service; School of Applied Science, Engineering and Technology; College of Education and Human Development; Lewiston-Auburn College and the University of Maine School of Law) have been consolidated into five colleges (College of Science, Technology and Health; College of the Arts, Humanities and Social Sciences; College of Management and Human Service; Lewiston-Auburn College; and the University of Maine School of Law).
As of this writing (February of 2011), the final stages of implementation have been initiated to organize academic departments within each of the colleges. This work will continue throughout the spring 2011 semester so that all offices are fully prepared for the opening of the 2011-2012 academic year.
Every effort has been made to update the Self-Study organizational charts and to ensure that the text in each of the 11 Standards reflects the new college structure.
Please note however, that the Data First forms, information presented in the appendices, as well as in reference documents provided with each of the Standards still include references to the former college structure. This is unavoidable as many of the institutional websites, records and forms are not scheduled to be fully converted until the spring or summer of 2011.
Table of Contents
InstitutionalCharacteristics iv ChiefInstitutionalOfficers xiii InstitutionalOrganizationCharts xvi
Introduction xxii NEASCMembershipList xxv
InstitutionalOverview xxxii
Self-Study Standards
Standard1:MissionandPurposes 1
Standard2:PlanningandEvaluation 3
Standard3:OrganizationandGovernance 10
Standard4:TheAcademicProgram 16
Standard5:Faculty 34
Standard6:Students 47
Standard7:LibraryandotherInformationResources 61
Standard8:PhysicalandTechnologicalResources 71
Standard9:FinancialResources 80
Standard10:PublicDisclosure 88
Standard11:Integrity 93
DataFirstForms 98
GeneralInformation 100 Standard1:MissionandPurposes 101 Standard2:PlanningandEvaluation 102 Standard3:OrganizationandGovernance 103 Standard3:OrganizationandGovernance(LocationsandModalities) 104 Standard4:TheAcademicProgram(Summary-EnrollmentandDegrees) 105 Standard4:TheAcademicProgram(HeadcountbyUNDERGRADUATEMajor) 106 Standard4:TheAcademicProgram(CreditHoursbyUNDERGRADUATEMajor)109 Standard4:TheAcademicProgram(FTEbyUNDERGRADUATEMajor) 112 Standard4:TheAcademicProgram(HeadcountbyGRADUATEMajor) 115 Standard4:TheAcademicProgram(CreditHoursbyGRADUATEMajor) 117 Standard4:TheAcademicProgram(FTEbyGRADUATEMajor) 119 Standard4:TheAcademicProgram(CreditHoursGeneratedby DepartmentorComparableAcademicUnit) 121 Standard5:Faculty(Rank,Gender,andSalary,FallTerm) 124 Standard5:Faculty(HighestDegreesandTeachingAssignments,FallTerm) 125
Standard5:Faculty(Appointments,Tenure,Departures,andRetirements, FullAcademicYear) 126 Standard5:Faculty(NumberofFacultybyDepartmentorComparableUnit, FallTerm) 127 Standard6:Students(Admissions,FallTerm) 128 Standard6:Students(Enrollment,FallCensusDate) 129 Standard6:Students(FinancialAid,Debt,andDevelopmentalCourses) 130 Standard7:LibraryandotherInformationResources(Library) 131 Standard7:LibraryandotherInformationResources(InformationTechology) 132 Standard8:PhysicalandTechnologicalResources 133 Standard9:FinancialResources(StatementofFinancialPosition/Statement ofNetAssets) 134 Standard9:FinancialResources(StatementofRevenuesandExpenses) 135 Standard9:FinancialResources(StatementofDebt) 136 Standard9:FinancialResources(SupplementalData) 137 Standard10:PublicDisclosure 138 Standard11:Integrity 140
Appendix
AffirmationofCompliancewithFederalRegulationsRelatingtoTitleIV 2
E1a&E1bForms
OptionE1:PartA.InventoryofEducationalEffectivenessIndicators 4 OptionE1:PartB.InventoryofSpecializedandProgramAccreditation 25
S1,S2&S3Forms
FormS1.RETENTIONANDGRADUATIONRATES 35 FormS2.OTHERMEASURESOFSTUDENTACHIEVEMENTANDSUCCESS 37 FormS3.LICENSUREPASSAGEANDJOBPLACEMENTRATES 39
FinancialReports
MostRecentAuditedFinancialStatements 41 Auditor’sManagementLetter 42
ReferenceDocuments
Standard1 44 Standard2 44 Standard3 44 Standard4 45 Standard5 46 Standard6 46 Standard7 47 Standard8 48 Standard9 49 Standard10 49 Standard11 49
Institutional Characteristics
INSTITUTIONALCHARACTERISTICS
iv
Institutional Characteristics
Date ___February 2011__________________
1. Corporate name of institution: The University of Southern Maine _________________________
2. Date institution was chartered or authorized: 1878, Western Maine Normal _________________
3. Date institution enrolled first students in degree programs: 1879____________________________
4. Date institution awarded first degrees: 1880____________________________________________
5. Type of control:
Public Private
State Independent, not-for-profit
City Religious Group
Other (Name of Church)__________________________
(Specify) _________________ Proprietary
Other: (Specify) ___________________
6. By what agency is the institution legally authorized to provide a program of education beyond
high school, and what degrees is it authorized to grant? Legislature of the State of Maine.
(Attach a copy of the bylaws, enabling legislation, and/or other appropriate documentation to establish the legal authority of the institution to award degrees in accordance with applicable requirements.)
SEE: http://www.maine.edu/system/policy_manual/policy_section102.php
http://www.mainelegislature.org/legis/statutes/20-A/title20-Ach411sec0.html
_______________________________________________________________________________
7. Level of postsecondary offering (check all that apply)
Less than one year of work First professional degree
At least one but less than two years Master’s and/or work beyond the first professional degree
Diploma or certificate programs of Work beyond the master’s level at least two but less than four years but not at the doctoral level (e.g., Specialist in Education)
Associate degree granting program A doctor of philosophy or of at least two years equivalent degree
Four- or five-year baccalaureate Other doctoral programs ___________ degree granting program Other (Law, JD)
UNIVERSITYOFSOUTHERNMAINESELFSTUDY2011
v
8. Type of undergraduate programs (check all that apply)
Occupational training at the Liberal arts and general crafts/clerical level (certificate or diploma)
Occupational training at the technical Teacher preparatory or semi-professional level (degree)
Two-year programs designed for Professional full transfer to a baccalaureate degree Other___________________
9. The calendar system at the institution is:
Semester Quarter Trimester Other __________________
10. What constitutes the credit hour load for a full-time equivalent (FTE) student each semester?
a) Undergraduate _12 or more_ credit hours
b) Graduate _9 or more__ credit hours
c) Professional _12 or more_ credit hours
11. Student population:
a) Degree-seeking students:
Undergraduate Graduate Total
Full-time student headcount 4,341 861 5,202
Part-time student headcount 2,000 519 2,519
FTE 4,863.67 1,096.17 5,959.84
b) Number of students (headcount) in non-credit, short-term courses: ___840__________
INSTITUTIONALCHARACTERISTICS
vi
12. List all programs accredited by a nationally recognized, specialized accrediting agency.
Program Agency Accredited since Last Reviewed Next Review
College of Arts and Sciences
Art NationalAssociation of Schools of Art and Design
1976 April 2005 Spring or Fall 2013-2014
Music NationalAssociation of Schools of Music
1980 June 2002 2010-2011
Linguistics Commission on CollegiateInterpreterEducation
Dec. 2009 Dec. 2019
Social Work BSW
Council on Social Work Education
1980 Oct. 2005 Oct. 2011
Social Work MSW
Council on Social Work Education
1980 Feb. 2009 Oct. 2015
School of AppliedScience,Engineering,andTechnology
Computer Science
AccreditationBoard for Engineering and Technology (ABET) – Computing AccreditationCommission
1983 August 2009 Sept. 2015
Engineering ABET – EngineeringAccreditationCommission
June 2010 June 2015
Technology Association ofTechnology, Management, and Applied Engineering(ATMAE)
Nov. 2009 Nov. 2015
UNIVERSITYOFSOUTHERNMAINESELFSTUDY2011
vii
College of Education and HumanDevelopment
TeachersEducation
State of Maine ApprovedProgram and TeacherEducationCouncil
2009 2014
Human ResourceDevelopment
Clinical Mental HealthCounseling and SchoolCounseling:Council for the Accreditation of Counseling and RelatedPrograms (CACREP)
RehabilitationCounseling:Council on RehabilitationCounseling(CORE)
Psy.D. in School Psychology: MaineDepartment of Education
NationalAssociation of SchoolPsychologists (NASP)
M.S. in EducationalPsychology with Concentration in SchoolPsychology: MaineDepartment of Education
2010*
2006*
2009
Application Pending
2009
ReportForthcoming
2010
2010
2014
2014
INSTITUTIONALCHARACTERISTICS
viii
NationalAssociation of SchoolPsychologists (NASP)
M.S. in EducationalPsychology with Concentration in AppliedBehaviorAnalysis: BehaviorAnalyst CertificationBoard
2008
2008
2015
2012
ProfessionalEducation
Literacy Education and EducationalLeadership:State of Maine ApprovedProgram
2009 2014
Lewiston-AuburnCollege
OccupationalTherapy
ACOTE – AccreditationCouncil for OT Education
2001 2011
Muskie School of Public Service
Health Policy andManagement
Commission on Accreditation of HealthcareManagement Education
2002 2005 Fall 2011
School of Business
BusinessAdministration (B.S., MBA)
Association to AdvanceCollegiateSchools of Business(AACSB)
1999 2010 2014
UNIVERSITYOFSOUTHERNMAINESELFSTUDY2011
ix
School of Law
Law American Bar Association
American Association of Law Schools
1965 2008
2008
2015
2015
College of Nursing and HealthProfessions
Nursing CCNE:Commission on CollegiateNursingEducation
Approved by Maine State Board of Nursing 2007-2013
2005 CCNE 2010 MSBN 2007
CCNE 2020 MSBN 2013
Exercise, Sport and Health Sciences
Health Fitness: CAAHEPaccreditation in the Exercise Sciences
Commission on Accreditation of AthleticTrainingEducation(CAATE)
2007 2010
INSTITUTIONALCHARACTERISTICS
x
13. Off-campus Locations. List all instructional locations other than the main campus. For each site, indicate whether the location offers full-degree programs or 50% or more of one or more degree programs. Record the full-time equivalent enrollment (FTE) for the most recent year.
Add more rows as needed.
Full degree 50%-99% FTE
A. In-state Locations
Gorham, ME X X X
Lewiston; Auburn, ME X X X
Saco, ME X
Bath, ME X
B. Out-of-state Locations
14. International Locations: For each overseas instructional location, indicate the name of the program, the location, and the headcount of students enrolled for the most recent year. An overseas instructional location is defined as “any overseas location of an institution, other than the main campus, at which the institution matriculates students to whom it offers any portion of a degree program or offers on-site instruction or instructional support for students enrolled in a predominantly or totally on-line program.” Do not include study abroad locations.
Name of program(s) Location Headcount
15. Degrees and certificates offered 50% or more electronically: For each degree or Title IV-eligible certificate, indicate the level (certificate, associate’s, baccalaureate, master’s, professional, doctoral), the percentage of credits that may be completed on-line, and the FTE of matriculated students for the most recent year. Enter more rows as needed.
Name of program Degree level % on-line FTE
M.S. in Adult and Higher Education
Masters, and Masters-level certificate
100 % We have one blended course in our curriculum and one on-campus summer institute, but these are not required so matriculated students do not have to come to campus to earn their degree.
55 masters students and 5 Certificate of Advanced Study in Adult Learningstudents, all part-time; 1.75 full-time faculty
UNIVERSITYOFSOUTHERNMAINESELFSTUDY2011
xi
ETEP Unified K-8 Program MSED (Master's Degree in Science in Education)
100% (each student must take the general and special ed/ell/sped only internships in schools; however,accommodations are made to allow students to intern near their home town)
All students are full-time – 38 at present in 2 separate cohorts (18 2nd year, 20 first year).
Leadership Studies UndergraduateCertificate
100%
Creative Leadership & Global Strategy
UndergraduateCertificate
100%
Leadership Studies Minor 100% Information Technology Minor 50% Leadership & Organizational Studies
B.S Completion Degree
100% 10
Leadership Studies B.S. Degree Leadership Studies B.S./M.A. + 1
Program 50%
Leadership Studies Graduate Certificate 50% 3Creative Leadership & Global Strategy
Graduate Certificate 50%
Leadership Studies M.A. Degree 50% 15
16. Instruction offered through contractual relationships: For each contractual relationship through which instruction is offered for a Title IV-eligible degree or certificate, indicate the name of the contractor, the location of instruction, the program name, and degree or certificate, and the number of credits that may be completed through the contractual relationship. Enter more rows as needed.
Name of contractor Location Name of program Degree or certificate # of credits
17. List by name and title the chief administrative officers of the institution. (Use the table on the following page.)
18. Supply a table of organization for the institution. While the organization of any institution will depend on its purpose, size and scope of operation, institutional organization usually includes four areas. Although every institution may not have a major administrative division for these areas, the following outline may be helpful in charting and describing the overall administrative organization:
a) Organization of academic affairs, showing a line of responsibility to president for each department, school division, library, admissions office, and other units assigned to this area;
INSTITUTIONALCHARACTERISTICS
xii
b) Organization of student affairs, including health services, student government, intercollegiate activities, and other units assigned to this area;
c) Organization of finances and business management, including plant operations and maintenance, non-academic personnel administration, IT, auxiliary enterprises, and other units assigned to this area;
d) Organization of institutional advancement, including fund development, public relations, alumni office and other units assigned to this area.
19. Record briefly the central elements in the history of the institution:
The University of Southern Maine was founded under the name of the University of Maine at Portland-Gorham (UMPG) in 1970 by the merger of Gorham State College and the University of Maine in Portland. The University of Maine System was formed also at this time. UMPG was renamed the University of Southern Maine in 1978. Gorham State College began in 1878 as Western Maine Normal School on the site of the former Gorham Female Seminary. The Portland campus began as Portland Junior College, a community college developed by local businessmen during the Depression of the 1930’s. Portland Junior College became a part of the University of Southern Maine with an act of the Maine Legislature in 1957. In 1969, Portland University, which included the Law School and the Business School, joined with the University of Maine in Portland.
UNIVERSITYOFSOUTHERNMAINESELFSTUDY2011
xiii
CHIEF INSTITUTIONAL OFFICERS
Function or Office Name Exact Title Year of Appointment
Chairman of the Board of Trustees
Joe Wishcamper Chairman of the Board of the University of Maine System
2002
President/CEO Selma Botman President of the University of Southern Maine
2008
Executive Vice President Provost, VP Academic Affairs
Chief Academic Officer and Provost
John Wright Interim Provost and Vice President of Academic Affairs
2010
Deans of Colleges Joyce Gibson
Lynn Kuzma
Peter Pitegoff
James Shaffer
Andrew Anderson
Dean of the Lewiston-Auburn College
Dean of the College of Arts, Humanities, and Social Sciences
Dean and Professor of Law of the School of Law
Dean of the College of Management and Human Service
Dean of the College of Science, Technology and Health
2009
2010
2005
2010
2010
Chief Financial Officer Dick Campbell Chief Financial Officer of the University of Southern Maine
2007
Chief Student Services Officer Craig Hutchinson Student Services Academic Officer
2001
Planning
Institutional Research Cristi Carson Director of Institutional Research and Assessment
2011
INSTITUTIONALCHARACTERISTICS
xiv
Assessment Susan King Director of Academic Assessment
2001
Development Meg Weston Vice President for University Advancement; President and Corporate Executive Officer of the University of Southern Maine Foundation
2009
Library David Nutty Director of University Libraries
2003
Chief Information Officer William W. Wells Chief Information Officer 2005
Continuing Education Monique LaRocque Interim Executive Director for University Outreach
2010
Grants/Research SamanthaLangley-Turnbaugh
Associate Vice President for Research, Creative Activity and Scholarship
2010
Admissions Scott Steinberg Dean, Undergraduate Admissions; Chief Marketing Officer; Officer of Marketing and Brand Management
2008
Registrar Steve Rand Registrar 1999
Financial Aid Keith P. Dubois Director of Financial Aid 1994
Public Relations Bob Caswell Executive Director of the Office of Public Affairs
1983
Alumni Association Mellisa Dudley Communication Manager of Alumni Relations
2009
Other Katherine Greenleaf Chief Operating Officer 2010
UNIVERSITYOFSOUTHERNMAINESELFSTUDY2011
xv
Institutional Organization Charts
INSTITUTIONALCHARACTERISTICS
xvi
Pres
iden
tSe
lma
Botm
an
Chie
f Ope
ratin
g Offi
cer
Kath
erin
e Gr
eenl
eaf
Pr
esid
ent o
f the
USM
Fou
ndati
on &
VP
of U
nive
rsity
Adv
ance
men
tM
eg W
esto
n
VP H
uman
Res
ourc
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Sen
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Adv
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o th
e Pr
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th R
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Offi
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ial A
ssist
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o th
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or
Plan
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& P
roje
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Tim
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vens
Dire
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Offi
ce of
Mar
ketin
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Bra
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anag
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tVa
cant
Dire
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of D
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Davi
d Hu
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Chie
f Fin
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l Offi
cer
Rich
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Cam
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De
an o
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Col
lege
of
Scie
nce,
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logy
& H
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drew
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n
Dean
of t
he C
olle
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f Art
s, Hu
man
ities
and
Soc
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cienc
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Kuz
ma
Unive
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or IT
MS
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d Nu
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of F
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c Saf
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tini
Dire
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Dire
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thleti
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onAl
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dard
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and
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beth
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Dean
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grad
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miss
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Scott
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Exec
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ucce
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dvan
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Adm
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trati
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truc
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Wrig
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f the
Scho
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UNIVERSITYOFSOUTHERNMAINESELFSTUDY2011
xvii
Div
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n of
Aca
dem
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ffai
rs
INSTITUTIONALCHARACTERISTICS
xviii
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UNIVERSITYOFSOUTHERNMAINESELFSTUDY2011
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UNIVERSITYOFSOUTHERNMAINESELFSTUDY2011
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Uni
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xxii
INTRODUCTION
Introduction
Likewithmostpublicuniversities,thefiscaluncertaintyofthetimeshasresonatedwithinthehallsoftheUniversityofSouthernMaine(USM).Budgetreductions-atboththestateandfederallevels-havebeenalarming,forcingtheUniversityofMaineSystemtoimposeconsolidationandcost-cuttingmeasuresoneachofthesevencampusesunderitsdomain.Allofourresources-peopleandfinancial-arestretchedthinand,asistrueinmanysectorsoftheeconomy,are“doingmorewithless.”Whileexcellenceinpublichighereducationremainsarealisticgoalforthisstateandthisinstitution,itsachievementcontinuestogetmoredifficult.
Whatbecomescleareraswelookbackoverthelasttwoyearsinparticular,isthatthecurrentconfigurationofthisinstitution,aswehaveknownit,willchange.ThatchangebeganslightlyovertwoyearsagowiththeappointmentofanewPresident–Dr.SelmaBotman;thefirstin16years.Sinceherarrival,areviewoftheentiretyofUSMunits,withaneyetowardare-conceptualizationoftheprospectsandpotentialsoftheinstitution,hasbeenaconstant.AsDr.BotmanwroteinalettertotheUSMcommunityinDecember2009:
Fiscal reality leaves us no choice but to reorganize USM’s schools, colleges, academic programs, and administrative units in order to reposition the university for future growth and sustainability. This is difficult but urgent work. As responsible stewards of the public resources entrusted to us, we owe the State of Maine, our students, and their families our best, most creative and responsible efforts. There is great strength within this university, and I believe … an exciting opportunity to tap it in support of our goal to advance this precious public educational resource.
Astrategicplanningprocess,followedbyareorganizationplanningprocesssituatedUSMformodifications.Overthenexttwoyears,thereorganizationshouldtransformtheinstitution.Weanticipatethattheinternalworkingsoftheinstitutionwillbemoreefficient-tighter,moresuccinct,bettercoordinatedandmoreseamless–whileitretainsacademicrigor,integrity,andquality.Wearestillwritingthefutureofthisinstitutionaswecompletethisself-studyprocess.
TheUSMNEASCSteeringCommittee,chairedbyProfessorLuisaS.Deprez,hasbeendiligentinitsworktoensurethattheSelf-Studyishonest,clear,articulate,insightful,andinclusive,andcarefultoconsiderandidentifyareasthatneedgreaterattentionandwork.Itisbecauseoftheworkofthistwenty-fourpersoncommittee,andtheovertwohundredfacultyandstaffparticipants,thatthisSelf-StudyhasaccomplisheditsintentsinfurtheranceofUSM’scoreaims,asembeddedintheMissionStatement:
• toadvancetheinstitutions’missiontoprovidestudentswithahigh-quality,accessible,affordableeducation;
• educatefutureleadersintheliberalartsandsciences,engineeringandtechnology,healthandsocialservices,education,business,law,andpublicservice;
• fosteraspiritofcriticalinquiryandcivicparticipation;
• embraceacademicfreedomforstudents,faculty,andstaff;
• advocatediversityinallaspectsofitscampuslifeandacademicwork;and
• createanintellectuallystimulatingenvironmentthatenrichesandfostersfacultyscholarshipandresearch.
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UNIVERSITYOFSOUTHERNMAINESELFSTUDY2011
TheSelf-StudyprocesscommencedinSummer2008withtheselectionofProfessorDepreztoleadthiseffortbythen-ProvostMarkLapping.Overthenextfewmonths,Dr.Deprezapproachednumerousfacultyandstafftosecureaco-chairshipforeachStandardCommittee–preferablyacombinationoffacultyandstaffleadership.Uponcompletionoftheappointmentofthesecommitteeleadershippositions(20inall)aswellasrepresentativesfromtheSenatesandotherkeyrepresentatives,over200facultyandstaffreceivedaletterofinvitationfromDr.Botmantoparticipateonaspecificcommitteeorsub-committee(wedividedStandards4,5,and6intosub-committeesforeachofthefoci).AtanApril2009luncheonmeetingforallUSMparticipants,NEASCCIHEVPPatO’BriendescribedtheSelf-Studyprocess.Overthenextninemonths,individualstandardscommitteesheldregularmeetings,coordinatedbyaSteeringCommitteethatmetmonthlytooverseetheprocessandtoattendtothemanyissuesthatemerged–mostparticularlythoseofcoordinationandconsistencywithintheSelf-Study.InFebruary2010,acompleteddraftwassharedwiththeentireNEASCcommittee.Duringthespringof2010,committeesredraftedtheirstandardsbasedonfeedbackfromtheChairandfromcross-fertilizationwithothercommitteeco-chairs(eachofthecommitteeco-chairswasassignedtoreviewandcommentonastandardoutsidehisorherown,andtoreceivethereviewandcommentfromanothercommittee’sco-chairs).InFall2010,theNEASCSteeringCommitteeheldaseriesofUSMcommunitymeetingsoneachofthethreecampusestoprovideforadditionaluniversityinputtoensurethatthisdocumentisrepresentativeof,andsupportedby,theinstitutionasawhole.
WhilewearecertainlyawarethatthisSelf-StudydocumentservesprimarilyasanapplicationforthecontinuedaccreditationofUSM,wehavealsoapproacheditasanopportunitytoprovideanintegratedpictureoftheinstitutionfromwhichon-goinganalysisandplanningcanandshouldemerge.Whenweconsideredhowtogoforwardwiththisprocess,weknewthatwedidnotwantitmerelytore-accredittheuniversitybutalsointendedthatitserveasaresourceforthecampusandbroadercommunitytohelpguidethere-imaginingoftheuniversity.Hence,theSteeringCommitteeapproachedeachstandardasacomponentofthewhole,dependentonandintegraltoeachoftheotherstandardsforitsexecutionandachievement.
ACCREDITATIONSTEERINGCOMMITTEE
Chair:LuisaS.Deprez
Standard1LuisaS.Deprez
Standard2JackKartez
Standard3RoxieBlack,SallyVamvakais
Standard4MarkSteege,JohnVoyer
Standard5DavidCarey,CathieFallona
Standard6BethHiggins,AdamTuchinsky
Standard7MatthewEdney,DavidNutty
Standard8TomKnight,BillWells
Standard9AndyAnderson,DickCampbell
Standard10BobCaswell,DennisGilbert
Standard11LliamHarrison*,JeanWhitney,
JoanBoggis,Provost’sOfficeSusanCampbell,ChiefStudent
SuccessOfficerJerryLaSala,FacultySenate
TomWood,ProfessionStaffSenate**thruJune2010
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INTRODUCTION
Tothisend,committeeco-chairsreadeachothers’workandincorporatedfeedbackfromthebroaderUSMcommunity.WeareconfidentthatthisSelf-StudyisanaccuraterepresentationofUSMatthistimeandportraysaninstitutionthatwhileinflux,isdestinedtore-emergestrongerandmorevibrant,moresecureofitsmissionanditspositionwithinthehighereducationcommunityintheStateofMainethaneverbefore.
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UNIVERSITYOFSOUTHERNMAINESELFSTUDY2011
Steering Committee
ChairLuisaS.Deprez,ProfessorofSociology, CollegeofArtsandSciences,andWomen andGenderStudies,WomenandGender StudiesProgram(ChairofMissionand PurposeCommittee)Committee Members AndrewAnderson,AssociateDeanandProfessor ofTechnology,SchoolofApplied Sciences,EngineeringandTechnology (Co-ChairofFinancialResources Committee)RoxieBlack,DirectorandProfessor ofOccupationalTherapy,Lewiston- AuburnCollege(Co-ChairofOrganization andGovernanceCommittee)RichardCampbell,ChiefFinancialOfficer (Co-ChairofFinancialResources Committee)SusanCampbell,ChiefStudentSuccessOfficerDavidCarey,ChairandAssociateProfessorof History,CollegeofArtsandSciences (Co-ChairofFacultyCommittee)RobertCaswell,ExecutiveDirector,Office ofPublicAffairs(Co-ChairofPublic DisclosureCommittee)MatthewEdney,Professor,Americanand NewEnglandStudies,Geographyand AnthropologyDepartment,CollegeofArts andSciences,OsherMapLibrary andSmithCenterforCartographic Education(Co-ChairofLibraryandOther InformationResourcesCommittee)CatherineFallona,ChairandAssociateProfessor ofTeacherEducation,Collegeof EducationandHumanDevelopment(Co- ChairofFacultyCommittee)DennisGilbert,InstructorofCommunication andMediaStudies,CollegeofArtsand Sciences(Co-ChairofPublicDisclosure Committee)ElizabethHiggins,ExecutiveDirectorof AcademicAdvising&EnrollmentServices (Co-ChairofStudentsCommittee)JackKartez,ProfessorofCommunityPlanning andDevelopment,MuskieSchoolof PublicService(ChairofPlanningand EvaluationCommittee)ThomasKnight,AssociateProfessorofBiology, CollegeofArtsandSciences(Co-Chairof PhysicalandTechnologicalResources Committee)JerryLaSala,ProfessorofPhysics,College ofArtsandSciencesandFacultySenateChair
DavidNutty,UniversityLibrarianandDirectorof
InstructionalTechnologyandMediaServices (Co-ChairofLibraryandOtherInformation ResourcesCommittee)RosaRedonnett,ExecutiveDirectorofStudent Affairs,UniversityofMaineSystem(ex- officio)AdamTuchinsky,AssociateProfessorofHistory, CollegeofArtsandSciences(Co-Chairof StudentsCommittee)SallyVamvakias,civicleaderandformerchair oftheUniversityofMaineSystemBoard ofTrustees(Co-ChairofOrganizationand GovernanceCommittee)JohnVoyer,ProfessorofBusinessAdministration, SchoolofBusiness(Co-ChairofThe AcademicProgramCommittee)WilliamWells,ChiefInformationOfficer(Co- ChairofPhysicalandTechnological ResourcesCommittee)JeanWhitney,AssociateProfessorofTeacher Education,CollegeofEducationand HumanDevelopment(Co-Chairof IntegrityCommittee)
Standard 1: Mission and Purposes
Committee ChairLuisaS.Deprez,ProfessorofSociologyand WomenandGenderStudies,Collegeof ArtsandSciencesandWomenandGender StudiesProgram
Standard 2: Planning and Evaluation
Committee ChairJackKartez,ProfessorofCommunityPlanning andDevelopment,MuskieSchoolof PublicService
Standard 3: Organization and Governance
Committee Co-ChairsRoxieBlack,DirectorandProfessorof OccupationalTherapy,Lewiston-Auburn CollegeSallyVamvakias,Chairofthe CollegeofArtsand SciencesAdvisoryCommittee;former chairoftheUniversityofMaineSystem BoardofTrustees
Committee MembersBruceClary,Professor,PublicPolicy& Management,MuskieSchoolofPublic ServiceMollyDolby,Parliamentarian,StudentSenateRossHickey,J.D.,CIP,AssociateDirectorand InstitutionalReviewBoardCoordinator, OfficeofResearchComplianceJerryLaSala,ProfessorofPhysics,CollegeofArts andSciencesandFacultySenateChairSusanPicinich,InterimDean,CollegeofArtsand SciencesandProfessorofTheatre
NEASC Membership List
xxvi
INTRODUCTION
LynnPoor,Secretary,Lewiston-AuburnCollegeJamesB.Shaffer,ChiefOperatingOfficeand DeanofSchoolofBusiness
Standard 4: Academic Program
Committee Co-ChairsJohnVoyer,ProfessorofBusinessAdministration, SchoolofBusinessMarkSteege,ProfessorofHumanDevelopment, CollegeofEducationandHuman Development
Undergraduate and Major-Minor Concentration Sub-Committee
ChairJamesSuleiman,AssociateDeanandAssistant ProfessorofManagementInformation Systems,SchoolofBusinessCommittee MembersRoseMarasco,ProfessorofArt,CollegeofArts andSciencesBudMcGrath,ProfessorofEnglish,Collegeof ArtsandSciencesMargaretMoore,Lecturer,Departmentof Mathematics&Statistics,CollegeofArts andSciencesEveRaimon,Professor,Lewiston-AuburnCollegeJamesSmith,AssociateProfessorofEngineering, SchoolofAppliedSciences,Engineering andTechnology
General Education Sub-Committee
Co-chairs SusanMcWilliams,AssistantProvost,Officeof UndergraduateEducationJudyTizon,AssociateProvost,Officeof UndergraduateEducation,andAssociate ProfessorofAnthropology,CollegeofArts andSciences
Committee MembersPeterAicher,FacultyScholarin GeneralEducation,Professor,Modern andClassicalLanguagesandLiterature, CollegeofArtsandSciencesRoseCleary,Director,HonorsProgram LeeGoldsberry,AssociateProfessor, ProfessionalEducation,Collegeof EducationandHumanDevelopmentChristyHammer,AssociateProfessor,Lewiston AuburnCollegeHelenPeake-Godin,AssociateProfessorof Nursing,CollegeofNursingandHealth ProfessionsSteveRomanoff,Director,RussellScholars ProgramMichaelShaughnessy,ProfessorofArt, CollegeofArtsandSciencesJamesSmith,AssociateProfessorofEngineering, SchoolofAppliedSciences,Engineering andTechnology
TheresaTheodose,AssociateProfessor,Biological Sciences,CollegeofArtsandSciencesBruceThompson,AssociateProfessor, Psychology,CollegeofArtsandSciences
Graduate and Major-Minor Concentration Sub-Committee
ChairMarkSteege,Professor,HumanResource Development,CollegeofEducationand HumanDevelopment
Committee MembersMarySloan,Director&AssistantDeanof GraduateEducationArdisCameron,ProfessorofAmerican&New EnglandStudies,CollegeofArtsand SciencesVincentFaherty,DirectorandProfessor,Schoolof SocialWork,CollegeofArtsandSciencesMarjorieLawson,AssociateProfessor,Nursing andGraduateNursingCoordinator, CollegeofNursingandHealthProfessionsDahliaLynn,InterimDeanofGraduateStudies andAssociateProfessor,MuskieSchoolof PublicServiceLuisaScott,CoordinatorofGraduatePrograms, Lewiston-AuburnCollegeJohnVoyer,ProfessorofBusinessAdministration, SchoolofBusinessBettyLouWhitford,Dean,CollegeofEducation andHumanDevelopmentIntegrity in Award of Academic Credit and Major-Concentration Sub-Committee
ChairMoniqueLaRocque,AssociateDean,Off-campus ProgramsandDirector,Summerand WinterSessions
Committee MembersWayneCowart,ProfessorofLinguistics,College ofArtsandSciencesJoyceLapping,Director,PriorLearning AssessmentHeidiNoyce,AssociateDirector,TransferAffairsSteveRand,RegistrarJohnWright,Dean,SchoolofAppliedSciences, EngineeringandTechnologyJeannineUzzi,Chair&AssociateProfessor, ModernandClassicalLanguagesand Literature,CollegeofArtsandSciences
Assessment of Student Learning Sub-Committee
ChairAnnDean,AssociateProfessorofEnglish, CollegeofArtsandSciencesandDirector ofCollegeWriting
Committee MembersJamesBennett,AssociateProfessorofFinance, SchoolofBusiness
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UNIVERSITYOFSOUTHERNMAINESELFSTUDY2011
SusanCampbell,ChiefStudentSuccessOfficerRoseCleary,Director,HonorsProgramMohammedel-Taha,ProfessorofMathematics& Statistics,CollegeofArtsandSciencesSusanKing,Director,AcademicAssessmentLynneMiller,ProfessorofProfessionalEducation, CollegeofEducationandHuman DevelopmentHelenPeake-Godin,AssociateProfessor ofNursing,CollegeofNursingandHealth Professions
Standard 5: Faculty
Committee Co-ChairsDavidCarey,ChairandAssociateProfessorof History,CollegeofArtsandSciencesCatherineFallona,ChairandAssociateProfessor ofTeacherEducation,Collegeof EducationandHumanDevelopment
Teaching and Advising Sub-Committee
ChairPeterAicher,FacultyScholarin GeneralEducation,Professor,Modern andClassicalLanguagesandLiterature, CollegeofArtsandSciences
Committee MembersRayBelicose,Lecturer,SchoolofSocialWork, CollegeofArtsandSciencesMikeBrady,ChairandProfessorof HumanResourceDevelopment,Collegeof EducationandHumanDevelopmentWillKilroy,ProfessorofTheater,CollegeofArts andSciencesCatherineFallona,ChairandAssociateProfessor ofTeacherEducation,Collegeof EducationandHumanDevelopmentRobSanford,ProfessorofEnvironmentalScience, SchoolofAppliedSciences,Engineering andTechnology
Scholarship, Research, and Creative Activity Sub-Committee
ChairStephenPelsue,AssociateProfessorof Immunology&MolecularBiology,School ofAppliedSciences,Engineeringand Technology
Committee MembersDavidCarey,Chair&AssociateProfessorof History,CollegeofArtsandSciencesDonnaCassidy,ProfessorofArtandAmerican andNewEnglandStudies,CollegeofArts andSciencesDavidChamplin,ChairandAssociateProfessorof BiologicalSciences,CollegeofArtsand SciencesNancyGish,ProfessorofEnglish,CollegeofArts
andSciencesDavidHarris,Professor,Lewiston-AuburnCollegeSamanthaLangley-Turnbaugh,AssociateVice PresidentforResearch,Scholarship,and CreativeActivityMelodyShank,AssociateProfessor,Teacher Education,CollegeofEducationand HumanDevelopmentJudithSpross,ProfessorofNursingandInterim Dean,CollegeofNursingandHealth Professions;Chair,USMResearchCouncilW.DouglasThompson,ChairofAppliedMedical Sciences&ProfessorofEpidemiology, SchoolofAppliedScience,Engineering andTechnology
Public Service Sub-Committee
ChairLisaMorris,AssistantResearchProfessor,Muskie SchoolofPublicService
Committee MembersSusanFeiner,ProfessorofWomen&Gender StudiesandProfessorofEconomics, CollegeofArtsandSciencesSusanFineran,AssociateProfessorofSocial Work,CollegeofArtsandSciencesAndreaThompson-McCall,Director,Interfaith Chaplaincy,OfficeofCommunityService andCivicEngagementSandyWachholz,AssociateProfessorof Criminology,CollegeofArtsandSciences
Standard 6 Students
Committee Co-ChairsElizabethHiggins,ExecutiveDirectorof AcademicAdvising&EnrollmentServicesAdamTuchinsky,AssociateProfessorofHistory, CollegeofArtsandSciences
Admissions Sub-Committee
ChairScottSteinberg,DeanofUndergraduate Admissions
Committee MembersRobinAudesse,AssociateDirector,Graduate AdmissionsDeborahDaeris,SeniorAssociateDirectorof UndergraduateAdmissionDeborahJohnson,ChairandAssociateProfessor ofPsychology,CollegeofArtsand SciencesAdamTuchinsky,AssociateProfessorofHistory, CollegeofArtsandSciences
xxviii
INTRODUCTION
Retention and Graduation Sub-Committee
ChairRickGrover,Chair,BusinessAdministration SchoolofBusiness
Committee MembersAliceB.Cash,AssistantDeanforStudentAffairs, SchoolofBusinessLaurieCaton-Lemos,InstructorofNursing, CollegeofNursingandHealthProfessionsElizabethHiggins,ExecutiveDirectorof AcademicAdvising&EnrollmentServicesKim-MarieJenkins,DirectorofStudentServices &Diversity,Lewiston-AuburnCollegeJoyceLapping,Director,PriorLearning AssessmentSteveRand,Registrar
Student Services Sub-Committee
ChairCraigHutchinson,VicePresident,Divisionof Student&UniversityLife
Committee MembersPaulDexter,Director,OfficeofEarlyStudent SuccessKeithDubois,Director,FinancialAidAlBean,Director,Athletics&RecreationHelenGorgas-Goulding,AssistanttotheDean, OfficeofDeanofStudentLifeElizabethHiggins,ExecutiveDirectorof AcademicAdvising&EnrollmentServicesDianeHoyt,AssociateRegistrarRezaJalali,Co-Coordinator,MulticulturalStudent Affairs,Lewiston-AuburnCollegeStephenNelson,Director,OfficeofCommunity StandardsChristopherO’Connor,AssistantDean,Student Involvement&ActivitiesCenterSarahParker-Holmes,Coordinator,Centerfor SexualitiesandGenderDiversityNicolePiaget,Director,BookstoresCynthiaQuinn,ExecutiveDirector,Financial Resources,StudentBillingSullivanRizzo,Lieutenant,PoliceDepartmentJasonSaucier,CoordinatorofCo-Curricular Development,CampusInvolvement& Activities,DepartmentofResidentialLife andResidentialEducationBonnieStearns,DirectorofStudentServices, SchoolofAppliedScience,Engineering andTechnologyLisaSweet,GraduateAdmissionsCounselor, GraduateAdmissionsBartWeyand,Director,EnglishforSpeakersof OtherLanguages,AdjunctProfessor, ModernandClassicalLanguagesand Literatures,CollegeofArtsandSciences
Standard 7: Library and Other Information Resources
Committee Co-ChairsMatthewEdney,Professor,Americanand NewEnglandStudies,Geographyand AnthropologyDepartment,Collegeof ArtsandSciences,OsherMapLibraryand SmithCenterforCartographicEducationDavidNutty,UniversityLibrarianandDirectorof InstructionalTechnologyandMedia Services
Committee MembersLucilleBenedict,AssistantProfessorof Chemistry,CollegeofArtsandSciencesAngelaCook,ManagerofAudiovisual&Media Services,InstructionalTechnologyand MediaServicesMichelleDustin,AssistanttotheUniversity Librarian,UniversityLibrariesCasandraFitzherbert,HeadofAccessServices& InterlibraryLoan,UniversityLibrariesRobertHansen,AssociateProvostforUniversity OutreachLanierLumbert,CoordinatorofTechnical Services,UniversityLibrariesJohnMuthyala,Chair&AssociateProfessorof English,CollegeofArtsandSciencesKarenPearson,InformationSpecialist,Muskie SchoolofPublicServiceRobertSpencer,TechnicalServicesAssistant, UniversityLibrariesSilviaValdes,AssociateProfessorofMathematics &Statistics,CollegeofArtsandSciencesZarkVanZandt,Professor,HumanResource Development,CollegeofEducationand HumanDevelopmentWilliamWells,ChiefInformationOfficer BlakeWhitaker,AssociateDeanandAssociate Professor,Lewiston-AuburnCollegeGlennWilson,AssociateResearchProfessor, DepartmentofTechnology,School ofAppliedScience,Engineeringand Technology
Standard 8: Physical and Technological Resources
Committee Co-ChairsThomasKnight,AssociateProfessorofBiology, CollegeofArtsandSciencesWilliamWells,ChiefInformationOfficer
Committee MembersNancyAustin,Director,Telecommunicationsand CampusCardServicesDianeBerry,SpaceandScheduling,Registrar’s OfficeMarthinaBerry,DirectorofStudent InformationSystemsRobertW.Bertram,ExecutiveDirectorof FacilitiesManagementJoyceBranaman,Director,SupportforStudents withDisabilitiesStephenHouser,Director,ITDatabase& ApplicationSupport,ITSales,Service& Administration,ITNetworkServices
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UNIVERSITYOFSOUTHERNMAINESELFSTUDY2011
JasonHoward,DirectorofComputerTechnology, SchoolofAppliedSciences,Engineering andTechnologyDeniseNelson,Director,ResidentialLife& ResidentEducationDavidPierson,AssociateProfessor ofCommunicationandMediaStudies, CollegeofArtsandSciencesJanPiribeck,ChairandAssociateProfessorofArt, CollegeofArtsandSciencesSullivanRizzo,Lieutenant,PoliceDepartmentAndySmith-Petersen,SystemAdministrator,IT NetworkServicesBarbaraStebbins,AssociateDirector,Instructional Technology&MediaServicesVintonValentine,Director,GISLab,Department ofGeography-Anthropology,Collegeof ArtsandSciencesKristinWinston,AssistantProfessorof OccupationalTherapy,Lewiston-Auburn College
Standard 9: Financial Resources
Committee Co-ChairsAndrewAnderson,AssociateDeanandProfessor ofTechnology,SchoolofApplied Sciences,EngineeringandTechnologyRichardCampbell,ChiefFinancialOfficer
Committee MembersBetsyBean,AssistanttotheVicePresidentof UniversityAdvancementKevaWrightBerry,FinancialManager,Collegeof ArtsandSciencesSandraBogdonoff,Director,Developmentand Planning,MuskieSchoolofPublicServiceJoanBoggis,HumanResourceSpecialistfor AcademicAffairsRobinDay,AssistantDeanforFinanceand Administration,CollegeofEducationand HumanDevelopmentKarenHart,SeniorAssociate,PayrollSystemsRitaHeimes,Director,CenterforLaw& Innovation,UniversityofMaineSchoolof LawCraigHutchinson,VicePresident,Divisionof Student&UniversityLifeDavidJones,AssociateProfessorofRecreation& LeisureStudies,CollegeofNursingand HealthProfessionsPatriciaMarston,CoordinatorofLibraryFinanceChrisOberholtzer,AssociateProfessorofMusic, CollegeofArtsandSciencesJanPhillips,AssociateDeanforOutreachand Instructor,Lewiston-AuburnCollegeDavidVanderLinden,AssociateProfessorof Finance,SchoolofBusiness
Standard 10: Public Disclosure
Committee Co-ChairsRobertCaswell,ExecutiveDirector,Officeof PublicAffairsDennisGilbert,InstructorofCommunicationand MediaStudies,CollegeofArtsand Sciences
Committee MembersAlbertD.Bean,Jr.,Director,Athletics& RecreationBetsyBean,AssistanttotheVicePresident, DivisionofUniversityAdvancementMelissaBurns,CoordinatorofInternships& CareerServices,SchoolofBusinessDianeHoyt,AssociateRegistrarRobertKuech,AssociateProfessorofTeacher Education,CollegeofEducationand HumanDevelopmentChristineR.Maher,AssociateDean,Collegeof ArtsandSciencesandAssociate ProfessorofBiologicalSciences,CollegeofArts andSciencesElizabethMorin,Director,Departmentof ConferencesDanielK.Philbrick,DirectorofMarketing, Information&WebServices, Lewiston-AuburnCollege
Standard 11: Integrity
Committee ChairJeanWhitney,AssociateProfessorofTeacher Education,CollegeofEducationand HumanDevelopment
Committee MembersLenAgneta,Director,MainePatentProgram, UniversityofMaineSchoolofLawGreggAllen,DirectorofBusinessServicesJoeAustin,DeanofStudentLifeGeorgeCaffentzis,ProfessorofPhilosophy& Honors,CollegeofArtsandSciencesPaulDexter,Director,OfficeofEarlyStudent SuccessJanPhillips,AssociateDeanforOutreachand Instructor,Lewiston-AuburnCollegeBettyRobinson,AssociateProfessorofLeadership &OrganizationalStudies,Lewiston- AuburnCollegeMaryScamman,CollegeofEducationandHuman DevelopmentdoctoralinternSharmonToner,AdministrativeManager,Dean’s Office,CollegeofArtsandSciencesJulieWelch,ReferenceLawLibrarian,Garbrecht LawLibrary
Institutional Overview
INSTITUTIONALOVERVIEW
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Institutional Overview
TheinstitutionnowknownastheUniversityofSouthernMaine(USM)hasbeenmanythingstomanypeoplesincefirstopeningitsdoorstothepublicinlateDecemberof1878.Aregionalnormalschool.Astateteacherscollege.Ajuniorbusinesscollege.Anextensionofthestate’slandgrantinstitution.OneofseveninstitutionscreatedthroughamergerofGorhamStateTeachersCollegeandtheUniversityofMaineatPortlandaspartofanewstatewideuniversitysystem(UMS).And,finally,thestate’sonlyurban,regionalcomprehensiveuniversity.Overthelasttwodecades,however,USMhasexperiencedaperiodofunprecedentedgrowthandtransformation,oneunmatchedevenbythehistoricalstandardsofauniversitythatemergedfromnofewerthansevenpredecessorinstitutions.
CurrentUniversityofMaineSystemChancellorRichardL.PattenaudeservedasUSMPresidentfromJulyof1991toJulyof2007.Uponhisarrival,PresidentPattenaudetoldbusinessandcommunityleadersthatUSMshouldbeaninstitutionappreciatedasaneconomicandculturalresourcefortheregion.Indeed,a2005independentsurveyconductedoverafive-countyareafoundthat88percentofthegeneralpublicand97percentofbusinessandcommunityleadersfeltthatUSMhadapositiveimpactontheregion’squalityoflife.
Thehallmarkofhispresidencywaswhatheoftenreferredtoas“theentrepreneurialuniversity.”Duringhis16-yeartenure,institutionalleaderswereempoweredtodevelopandimplementproposalsforacademicprogramsandservicesthatmetclearlydefinedcommunityneeds.Asaresult,adozenundergraduate,fivemastersandtwodoctoralprogramswerelaunched.Additionally,morethan$120millionincapitalprojectswereundertaken,amongthemanewlibrary,asportscomplex,anengineeringandtechnologycenter,twonewresidencehalls,anewhomefortheMuskieSchoolofPublicServiceandtheOsherLifelongLearningInstitute,acommunityeducationcenter,abioscienceresearchcenterandexpansionoftheLewiston-Auburncampus.
Beginningin2007,however,thisperiodofrapidgrowthwascomingtoanend.USM,likeotherinstitutionsofhigherlearning,facedthechallengesofchangingpopulationdemographics,theemergenceofaccessibleandlessexpensiveeducationaloptions(inMainetheemergenceofanincreasinglypopularcommunitycollegesystem),andthenowall-too-familiarfinancialcrises.
ItwasinthisenvironmentthattheUMSBoardofTrusteesappointedSelmaBotmanasUSM’s10thpresident.Shortlyafterherappointmentinthespringof2008,PresidentBotmantoldfacultyandstaff,“Thecircumstanceswearefacingasauniversity,asastate,andasanationrequireustothinkcarefullyaboutwhatwedoandhavethecourage-andthevision-tofacethechallengeofdoingthingsdifferentlyinordertoensurethatwedothemmosteffectively.”Facingthischallengeof“doingthingsdifferently”hasresultedinaperiodofprofoundinstitutionaltransformation,duringwhichacampuscultureisemergingwithaconsistentandsystematicfocusoninstitutionalpriorities,particularlythoseoffiscalsustainabilityandimprovingstudentpersistencetowardgraduation.
Anewstrategicplan,“PreparingUSMfortheFuture,”states,inpart,thattheuniversityhas“ambitiousgoalsasnorthernNewEngland’soutstanding,public,regional,comprehensiveuniversity.”YettheplanalsostressesthatUSM“…embracesitsresponsibilitytoserveasawiseandprudentstewardofthepublicresourcesentrustedtoitsusesothatitsundergraduate,graduate,andprofessionalprogramsmaythrive.” Withthisplanasaguide--inparticularitsgoalsofensuringstudentsuccessandtheuniversity’s
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fiscalsustainability--USMeliminatedacommunity-basedfitnessprogramandanunder-enrolledchildcareprogram;consolidatedacademicadvisingandrelatedprogramstoimproveservicetostudents;andreorganizedseveralnon-academicadministrativeunits.Asofthiswritingtheuniversityisimplementinganacademicreorganization,thefirstsubstantivereviewandchangeinitsacademicstructureinmorethan30years.
Theacademicreorganization,asoutlinedbyPresidentBotmaninaguesteditorialpublishedintheJune23,2010editionofthePortlandPressHerald,“…willfurtherdistinguishandenergizeouracademiccore,whilerepositioningusforfuturegrowthandsustainability.Mostimportantly,itwillenhancetheeducationalexperienceforourstudents.”Usingacollaborativedesignprocess,sixschoolsandcollegeswereconsolidatedintothreenewcolleges.Throughtheimplementationprocess,whichisscheduledtobecompletedbythefallof2011,thenewcollegestructureisdesignedtofosterthegroupingofacademicdisciplinesinwaysthatwillcultivateopportunitiesfornewandinnovativeinterdisciplinarystudies.Importantly,USMalsohasanapproved,redesignedcorecurriculum,scheduledtobeimplementedin2011.
Ensuringthatinstitutionalprioritiesarestrategicallyalignedwithaninstitution’sbudgetarydecision-makingprocessisacomplexandlong-rangeundertaking.Here,considerableprogresshasbeenmade.From2008through2009alone,USMfacedadebttotheUniversitySystemof$4.4million;astatecurtailmentof$2.7million;credithourdeclines;andincreasesinoperatingcosts.Wenowhavebalancedthebudget,repaidthedebttotheSystemthreeyearsaheadofschedule,andstabilizedenrollmentwithimprovedstudentretentionnumbers.Butwe,indeedallofpublichighereducation,mustcontinuetofindwaystobalancestudentandpublicexpectationswithfiscalconstraints.AsPresidentBotmannotedinher2010annualaddresstofacultyandstaff,we“…mustremainvigilantanddisciplinedoverthemonthsandyearsaheadtoensurethatnothingthreatensourinstitutionalsustainability.”USMisemergingfromthelastthreeyearswiththegoal,inPresidentBotman’swords,“…ofpreparingtheuniversityforaneweraofreinvestmentandstrategicallymanagedgrowth.”
Thus,itwaswithinthiscontextofconstantandongoingchangethattheUniversityofSouthernMaine’s2010Self-StudyReportwaswritten.Wearestillwritingthefutureoftheuniversityaswecompletetheself-studyprocess.
Inreadingtheself-study,itisworthwhiletonotethatmanyoftheprojections,acrossallStandards,reflectaninstitutionalfocusonensuringfiscalsustainabilityandstudentsuccesswhilemaintainingintegrityandhighscholasticstandards.Amongtheprojectionsare:
• TheinstitutionwillrespondtomandatesfromtheChancellorunder“NewChallenges/NewDirections”soastosynchronize“PreparingUSMfortheFuture”withtheSystem’splanningandevaluationeffortsensuringthecommunicationofannualstrategicplanimplementationprogressandprioritiestoallsectorsoftheUSMcommunity,withparticularattentiontocommunicatingcriteriaforprograminvestmentanddisinvestmentastheyaredeveloped.
• TheCoreCurriculumCommitteewill,inFall2011,begintodevelopassessmentplansforthesecondtiercoursesandMid-careerSeminarwithfullimplementationsetfor2014.CapstoneassessmentwillbegininSpring2011withimplementationinFall2011.TheUniversitywillusethesetransformationstoimprovestudentpersistencetograduationandtoattractnewstudentsandwillbeginhighlightingitsnationallyrecognizedcurriculuminitsmarketingefforts.
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• TheintegrationofAdvisingServices,CareerServicesandProfessionalLifeDevelopment,andEarlyStudentSuccessintothreecomplementaryStudentSuccessCenters,therevitalizationofanenrollmentmanagementfunction,andthesearchforadirectorofInstitutionalResearchwillensureUSM’sabilitytopositivelyinfluencepersistenceandgraduationratesatboththeundergraduateandgraduatelevels.
• TheOfficeofAcademicAssessmentwillcreate,by2014,acampus-wideformalprocessforcollectinginstitutionaldatausingdirectassessmentmethods(essays,portfolios,exams,researchprojects,etc).
• USMLibrariesstaffwillrefinethemissionandvisionstatementstoinclude:thedevelopmentofanactiveplanningprocessfeaturingtheundertakingoftheLibQualLitesurveyin2012andstudentforumsforfeedback,theLibraryLiaisonProgramfosteringuniformityandpro-activityinoutreachtodepartments,andstrengtheningtheprovisionofservicestostudentsatadistanceandonline.
USMwillworkcloselywiththeUniversityofMaineSysteminidentifyingandimplementingstrategiestoenhancerevenue,controlcosts,andeffectivelymanageresources.Itwillstrivetoalignbudgetswiththestrategicprioritiesoftheinstitutions.SeveralofthosestrategieswillbeundertakenaspartoftheSystem’sworkplanNewChallenges,NewDirectionsInitiativethathasseveralitemsthatrelatetothefinancialresourcesofboththeoverallsystemandtheindividualcampuses.
Theguidingprincipleinthecreationofthisself-studyreportwasinclusivity.Morethan200membersofthecampuscommunitywereactiveontheSteeringCommitteeand/orthe11StandardSub-committees.Becauseofthecollaborativenatureoftheprocess,webelieveditimportantthattheself-studyreportnotbeformattedinasingle,stylisticvoiceacrossallStandards,butbepresentedinarangeofstylesthatreflecttherichnessofexperienceandinsightofferedwithineachsubcommittee.
AsacomprehensiveandcandidassessmentofUSM’sstrengthsandweaknessesatacriticaltimeinitshistory,thequestionaroseonhowtheuniversitymightusetheself-studyreportoncetheaccreditationprocesshasbeencompleted.Outofthesediscussions,meetingswithUSM’sStrategicPlanImplementationSteeringCommitteewereheldtodeterminehowtheappraisalsandprojectionsinthe11NEASCStandardscaninformand,indeed,helpdrivespecificstrategiestoimplementeachoftheStrategicPlan’seightgoals.
Asweentertheseconddecadeofthe21stcentury,forus,theNEASCprocessofrigorousself-examinationandappraisalismorethanameanstoanend.Weexpectthatitwillhelpinformandguidetheuniversitythroughwhatpromisestobethemosttransformativedecadeinitshistory.
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Standard 1: Mission and Purposes
The institution’s mission and purposes are appropriate to higher education, consistent with its charter or other operating authority, and implemented in a manner that complies with the Standards of the Commission on Institutions of Higher Education. The institution’s mission gives direction to its activities and provides a basis for the assessment and enhancement of the institution’s effectiveness.
DESCRIPTION
ThefirstformalmissionstatementforUSMwasapprovedbytheUniversityofMaineSystem(UMS)BoardofTrusteesin1978andunderwentarevisionin1985.ThefirstmissionstatementcameasaresultofthecreationofUSMin1970–theresultofthemergerofGorhamStateCollege,theUniversityofMaineatPortland,andtheindependentUniversityofMaineSchoolofLawbasedinPortland.The1985revisioncameaboutaspartofasystem-widereviewofallcampusmissionswhichcalleduponUSMtoexpanditsfocusonprofessionalfields–law,humanservices,healthcareandeducation–andstrengthenitsdeliveryofscience,engineering,computerscienceandtechnologyprograms,essentialtothesouthernMaineregion.Italsoreflectedanewinvolvementinthedevelopmentofpublicpolicy.Descriptorswhichhaveremainedconstantthroughalliterationsofthemissionstatementare“comprehensiveuniversity”and“undergraduate,graduateandprofessionalprograms”whileattributesincludetherecognitionofadistinguishedfaculty,diversityinallaspectsofcampuslifeandacademicwork,andcommunityengagement-writlarge.
OnOctober3,2008theUSMFacultySenateapprovedarevisionofUSM’sMissionStatementwhichbetterhighlights,andmoredeliberatelyreflects,institutionalaspirationsandvalues.ThisrevisionarosefromtheworkofaMissionStatementCommittee,comprisedoffacultyfromeachofthesevenacademicunitsappointedbyformerProvostMarkLapping.Theresultantstatement,recentlyapprovedbytheUniversityofMaineSystem(UMS)BoardofTrustees,readsasfollows:
The University of Southern Maine, northern New England’s outstanding public, regional, comprehensive university, is dedicated to providing students with a high quality, accessible, affordable education. Through its undergraduate, graduate and professional programs, USM faculty members educate future leaders in the liberal arts and sciences, engineering and technology, health and social services, education, business, law and public service. Distinguished for their teaching, research, scholarly publication and creative activity, the faculty are committed to fostering a spirit of critical inquiry and civic participation. USM embraces academic freedom for students, faculty, and staff, and advocates diversity in all aspects of its campus life and academic work. It supports sustainable development, environmental stewardship, and community involvement. As a center for discovery, scholarship and creativity, USM provides resources for the state, the nation, and the world.
APPRAISAL
CurrentdeliberationswithintheUniversityofMaineSystem,asaresultofarecentlyreleasedreportentitled,“TheUniversityofMaineSystemandtheFutureofMaine:TheFinalReportandImplementationPlanoftheNewChallenges,NewDirectionsInitiative,”callforeachofthesevencampuseswithinthesystemtoreviewand,ifnecessary,reviseitsmission.ByJune2011,theexpectationis
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STANDARD1:MISSIONANDPURPOSES
to“Implementrefinedmissionsandcommencenew5yearstrategicplansforeachuniversity.”Thecurrentstrategicplanningprocess,institutedbyPresidentBotmanuponherarrivalin2008,togetherwithregularreportsbyherandInterimProvostJohnWrighttotheentireUSMcommunitykeepstheMission,Vision,andStrategicGoalsattheforefrontofinstitutionalendeavors.
PROJECTION
TheMissionStatementcapturestheintentionsoftheinstitution.Highqualityteaching;scholarshipacclaimedatinternational,national,andlocallevels;extraordinarycommitmentstocommunityserviceandservicelearning;andintegritycontinuetobecentralaspectstothegrowthanddevelopmentofUSM.
INSTITUTIONAL EFFECTIVENESS
TheUniversityofSouthernMainehasperiodicallyreviewedandreviseditMissionStatementandactivities,alwaysensuringthatthealignmentbetweenthetwoissustained.ThelatestrevisionoftheMissionStatementwasadoptedbytheBoardofTrusteesinDecember2010.ThisMissionStatementwillserveasaguidefortheinstitutionasitcontinuestoevaluateandtransformitselfandasitcontinuesto“weather”thefinancialchallengesthatlieahead.
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Standard 2: Planning and Evaluation
The institution undertakes planning and evaluation appropriate to its needs to accomplish and improve the achievement of its mission and purposes. It identifies its planning and evaluation priorities and pursues them effectively.
OVERVIEW AnewstrategicplanatUSM confrontsrecognizedneedstofocusitsinvestmentsafteraperiodofexpandingactivitiesandtorefinetheinstitution’sidentity.Astrategicimplementationandinvestmentprocessnowunderwaysincethe2009strategicplanadoptionprovidesanewframeworkforachievingthataim.ThisworkremainsunderwayandisalsoinfluencedbymajorbutongoingstatewideplanningandassessmentbeingundertakenbytheChancellor’sOfficeoftheUniversityofMaineSystem.
DESCRIPTION
StrategicplanningatUSM,whichhadnotbeenamajoruniversityfunction,reacheditsfirstsignificantmilestonewithtwomajorstatementsofdirectionadecadeago:TheOctober2000USMBoardofVisitor’sreport“ASouthernMaineImperative:MeetingtheRegion’sHigherEducationNeedsinthe21stCentury,”andTheUSMPlan,afive-yearstrategyissuedbythePresident’sOffice.Theseeffortsidentifiedneedsfornewcommitmenttoaligningresourceallocationanddevelopmentwithinstitutionalprioritiesandongoingacademicprogramplanning.
Asubsequentfive-yearstrategicplan,TransformingUSM2004-2009wasaimedatdetailedimplementationofwhathasbeendefinedinUSM’s2006Fifth-YearReporttoNEASCas“…aparadigmandculturalshiftthatchallengesallfaculty,staffandstudentstothinkdifferentlyaboutthecollegeexperienceandtherolestheyplayinconstructingthatexperience.” The2006Fifth-YearReportcharacterizedthisasa“transitionalmoment”fortheinstitution.
Sincethe2006Fifth-YearReport,anumberofsimultaneous,rapid,andconsequentialenvironmental,institutional,andorganizationalleadershipchangesalteredthecontextinwhichUSM’splanningfunctionsarecarriedout.USMendedfiscalyearsFY2005throughFY2008withoperatingdeficits,arisingfromanumberofconditionsdetailedunderStandard9.AUniversityofMaineSystem-commissionedreviewoffinancesystemsatUSMbythefirmPriceWaterhouseCoopers(PWC)proposedanumberofactionswhichhavebeencarriedout(seeStandard9)byboththeSystemandUSM.
Bythe2008-9fiscalyear,economicconditionscreatedtheneedforfurtherbudgetreductions(seeStandard9)andtheSystemChancellor’sOfficeundertookamajornewplanninginitiative,“NewChallenges,NewDirections”toaddressanticipatedneedsfor2010-2014.TheSystem-levelplanissuedinNovember2009,“FinalReportandImplementationPlanoftheNewChallenges,NewDirectionsInitiative”requirescampusbudgettrimminginconcertwithstrategicfocusingofeachcampus’academicmission,offerings,andidentifyingnewrevenuesources.
ItisinthiscontextthatUSM’sfirstnewpresidentinsixteenyears,Dr.SelmaBotman,arrivedinJuly,2008.Dr.Botman’sadministrationwasobligedfromitsinceptiontoaddressnewroundsofbudget
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reductionsmandatedbytheSystemandGovernor’sOffice’s.Uponherarrival,PresidentBotmaninitiatedanewfive-yearstrategicplanningprocess,creating“PreparingUSMfortheFuture,2009-2014.”
Thegrowth-orientedplanTransforming USManditscloselyassociatedcapitalcampaign(USM’sfirst)hadbeenlargelycompleted.Buttheuniversitywasconfrontingtheneedtoreorganizefinancesandespeciallytobringtheinstitution’sscopeofacademicandotheractivitiesintoalignmentwithasustainablebudgetforthelong-terminlightofbothstateandnationalfiscalstressandthestructuralchangeinUSM’senrollmentprofile:significantlyfewerlower-divisionstudentsduetointentionalstatewidepolicychangesexpandingtheMaineCommunityCollegeSystem.
Anewframeworkwasneededforsettingtheinstitution’sprioritiesstrategically.
Thenewstrategicplanningprocesshasconfrontedthreefundamentalandinter-twinedinstitutionalplanningissuesatUSM:theneedtofocusinvestmentsratherthan“beingallthingstoallpeople;”theneedtoachievefiscalsustainability,and;theneedtodevelopamoredistinctidentityfortheinstitutionwithintheUMSystem,especiallygiventhenewmandatesintheSystemChancellor’sstrategicplan“NewChallenges,NewDirections.”Thestrategicplanningprocesshasbeenrapidlyfollowedinthe2009-10academicyearbyaReorganizationPlanaimedatneededefficienciesinUSM’sarrangementofacademiccollegesandschools,whichwasadoptedinthespringof2010,andbyaninnovativestrategicplanimplementationprocessthatinstitutionalizesmajorchangesinhowcampus-wideplanningisconductedasanongoingeffort.
“PreparingUSMfortheFuture,2009-2014,”hasafocusonsharpeningprioritiesconsistentwithfiscalsustainability.Theeightstrategicgoals(seesidebar)aregeneralpillarsfordecisionsmeanttoworktogetherwithanoverarchingthemeofimprovingstudentsuccess.Theplanidentifiestwenty-threespecificactionobjectivesrelatedtothesegoals,asthebasisformoredetailedimplementation.
Thisprocesshasentailedanunprecedentedlevelofinvolvementfromallsectorsoftheinstitution’scommunityincludingfaculty,students,staff,administratorsandcommunitymembers.Theseinterestswererepresentedthroughtheinvolvementofover100peopleinfourstaffedworkinggroupsonengagededucation,interdisciplinarycollaboration,access,andthedistinctiveUSMchallengeof“3Campuses-OneUniversity.”
AnewformofimplementationprocessforUSMisnowunderwayforthe2009-2014strategicplan.AkeyinnovationforUSMisthatthisprocessismeanttoallowforongoingadjustmentoftheactions,withinthebroadplanframework,asnewconditionsmayemerge.
PreparingUSM:StrategicGoals
•Servingtheneedsandaspirationsof21stcenturyMaine•Makingstudentsuccessacoreuniversitypriority•Providingdistinctivegraduateand professionaleducation•Supportingfacultyresearch,scholarship,andcreativeactivity•Ensuringtheuniversity’sfiscalsustainability•Furtheringtheuniversity’scommitmenttodiversity•Strengtheningcommunity•DeployingUSM’sphysicalplantinsupportoftheuniversity’smission
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Asecondinnovationisthebroadlevelofparticipationinongoingplanimplementation.Eighttaskteamsforeachoftheeightgoalsarecomposedofgroupsoftenadministrators,staff,facultyandstudents.Eachteamisresponsiblefordevelopingspecificproposalstoimplementtheactionitemsintheirgoalarea,withspecificmeasurableobjectives,adefinitivetimelineandresourceplan,orrequestandexplicitidentificationofcost-savingsorcosts.Chairsfromthesetaskteams,togetherwiththepresident’sadministrativecabinet,formthetwenty-threememberStrategicPlanImplementationSteeringCommittee.
TheReorganizationPlanemergedasastepinUSM’scontinuingfiscalreadjustmentaswellasameanstocreateanenvironmentforgreatercross-andinter-disciplinarycollaboration—especiallyintheareaofundergraduateeducation,afocusofthenewstrategicplan.Withsevencollegesandschools,USMhashadamuchmoredispersedandcostlyacademicstructurethanpublicinstitutionsofcomparablestudentpopulations(forexample,theUniversityofMaine).Thisisonlyinpartduetotheuniquemulti-campus(locationsinGorham,PortlandandLewiston)structureofUSM.ThetimingofthisreorganizationefforthasalsobeendrivenbytheexpectationsoftheUMSystemChancellor’s“NewChallenges,NewDirections”reportforfiscalefficienciesandprogrammaticfocusateachcampus.
PresidentBotmancommissionedaTaskForceofcollegiatedeansandtheAssociateVice-PresidentforAcademicAffairsearlyinAY2009-10todevelopamultiple-scenarioframeworkfordeliberationonreorganizingUSM’scollegiateandadministrativestructuretoinsureeffectivedeliveryofacademicprogramswithinUSM’sneededforwardfiscalprofile.Thereorganizationtaskforce“whitepaper”reportservedasa“conversation-starter”fortheuniversitycommunity’sexplorationduringthespring2010semesterofalternativeadministrativeforms,intendedforfinalPresidentialdecisionbyspring2010andimplementationoverthenext(2010-11)academicyear.
AspartoftheReorganizationPlanprocess,twouniversity-wideConvocationswereheldearlyinthe2010springsemesterinJanuaryandFebruary.TheFebruary“Innovation”Convocationusedlarge-scalesmall-groupengagement(i.e.“openspace”)inordertogatherwideviewsandreactionsfromeverysectoroftheUSMconstituencyregardingthereorganizationandinformtheworkoftheTaskForce.Inputfromtheseeventsandothercollege-levelmeetingsandforumswasconsideredbyaDesignTeamconsistingofthreeadministrationmembers,threeFacultySenators,andtheSpecialAssistanttothePresidentforPlanning.TheDesignTeamissuedaspecificreorganizationproposalonMarch19,2010.TheReorganizationPlanfollowingthisproposalwasapprovedbythePresident,bytheFacultySenatein
“Sincevariousaspectsofthesestrategiesareinterdependent(forinstance,budgetaryconstraintsorrequiredinfrastructureinvestmentswillnecessarilyinfluencestudentsuccessorfacultyresearchinitiatives),thetimelineforimplementingeachstrategywillbeadjustedduringongoingassessmentofthefive-yearprocessandtheapplicationofappropriateperformanceindicators.Additionalactionsandinitiativeswillemergeoverthelifeofthisplaninordertofurtherfocuseachstrategy,shapeitsoutcome,orrespondtonewopportunitiestoadvancetheuniversity.“
“PreparingUSMfortheFuture:2009-14,“p.18
STANDARD2:PLANNINGANDEVALUATION
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April,2010andtheUniversityofMaineSystemBoardofTrusteesonMay24,2010.
Severalprocesseswereinitiatedinthesummerof2010tohelparticulatehowthereorganizationimplementationprocesswillunfoldduringthefall2010andspring2011semesters.WiththeinputoftheFacultySenateExecutiveCommittee,threeworkinggroupswereformedandchargedwithdraftingguidelinestoupdategovernancedocuments;tenureandpromotionpolicies;andtoestablishauniversity-widecurriculumcommittee.Moreover,theProvostestablishedastandardizedorganizationalstructureforstaffingofthedean’sofficesinthreenewlyconstitutedcolleges.Inaddition,anew,standardizedorganizationalstructureisbeingestablishedasthebasisforacademicdepartmentswithincolleges.
Inthisperiodofrapidchange,implementationoftheotherongoingmajorplanninginitiativeatUSM,thenewGeneralEducationcurriculum,alsobegansuccessfully(SeeStandard4).Evaluationsystemshavealsotransitionedtoanewlevelofassessmentthatincorporatesgreateruseofexternalreview(discussedbelow).
Theextentofacademicandfunctionalareaevaluationhasexpandedinparallelwithstrategicplanningoverthelastsixyears.Useofexternalevaluationhasgreatlyincreasedwithacommitmenttoachievethecapacitytomakedecisionsinamoredata-drivenmanner.
Asetofconnectedinitiativeshavebeenunderwayintheareaofstudentacademicsupportneeds.TheinstitutionbegantoparticipateannuallyintheNationalSurveyofStudentEngagement(NSSE)in2002aswellasFSSE(theparallelfacultysurvey).USMproposedandobtainedamajorgrantfromtheDavisEducationalFoundationtoplanforasignificantlynewapproachtoGeneralEducationattheinstitution.Heightenedawarenessofstudentsuccessbenchmarksgrewfromrecognitionthatcampusperceptionsamongfacultyandstaffwerenotcongruentwithnewlyobservablefacts.Theinstitutionalresearchfunctionwasnotadequatetoneeds.ASystemstatewidemandateforplacingallstudent,personnel,andfiscaldataonthePeopleSoftplatformwasbeginningbutyearsfromsuccessfulfullimplementation.
In2005-6,theProvost’sOfficeobtainedagrantfromtheMELMACEducationalFoundationforthe“ProjecttoSupportStudentRetention,Success,andGraduationatUSM.”ThisefforthasbeenaimedatorganizingtobetterutilizeNSSEandotherdatasourcesandtodevelopmoreeffectiveadvisingandstudentsupportstrategiesincludingthenewEntryYearExperience(EYE)coursesaspartofthedevelopingGeneralEducationreform.TheMELMACprojecthasinvolvedinstitutingregularassessmentandreportingofprogress.Duringthisperiod,USMalsobeganparticipationintheDelawareStudyofinstructionalcostsandproductivityasanothersourceofbenchmarkingdata.
In2008,USMacademicaffairsengagedasitevisitteamfromtheNationalAcademicAdvisingAssociation(NACADA)toconductaholisticconsultationonrestructuringandmaximizingstudentsuccessresourcesacrossallofthenon-instructionalacademicsupportservicesspanningUSM’sthreecampuses.Afirst-timeinnovationinthisevaluationefforthasbeentheundertakingofself-studyanalysesbythecampusunitsthemselves(thisincludesAdvisingServices,EarlyStudentSuccess,LearningFoundations,CommunityServiceandStudentEngagement,andCareerServices).
TheOctober2008reportoftheNACADAteamfocusesonneedstointegratestudentsuccess
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servicesbothamongthestaffunitsinvolvedandtoalignnon-instructionalstudentserviceswithacademicaffairsasawhole,includingmorefacultyroles.
TheacademicsupportevaluationsareacumulativeeffortpositioningUSMtomakeprogressonfundamentalneedsto:1.Removeunnecessary,non-beneficial“silos”separatingcohesivestaffservicesfromstudents,facultyandeachother;2.Buildcapacitywithroutinemetricsandaculturetomakedata-baseddecisionsaboutacademicservicesandsuccess,and;3.Utilizeexternalreviewstrategically.AnexternalreviewoftheRegistrar’sOfficewithasiteteamfromtheAmericanAssociationofCollegeRegistrarsandAdmissionsOfficers(AACRAO)hasbeencompleted.
Academic(curricular)programreviewhasbeenconductedregularlyunderbothcampuspracticeandUniversityofMaineSystemrequirementsforprogramrevieweverysevenyearsforestablishedprograms.USMmaintainsacomprehensivecampusscheduleofacademicprogramreviewdateswhichisincorporatedintoarecentlydevelopednewAcademicProgramReviewproceduralguide.Degreeprogramswithspecializedaccreditation(orschool-levelspecializedaccreditation)utilizethosereviewstomeettheserequirements(e.g.,USM’selectricalengineeringbachelor’sdegreeandSchoolofBusinesscurriculareceivedsuchaccreditationsfromABET(AccreditationBoardofEngineeringandTechnology)andAACSB(AssociationtoAdvanceCollegiateSchoolsofBusiness)respectivelyinthepasttwoacademicyears.Academicaffairsisestablishingmoreconsistentuseofexternalreviewwhereverpossibleforprogramswithoutspecializedaccreditation.Othersignificantexternalevaluationshavebeenundertakenbasedonexternalreviewsintheareasofresearch/scholarshipandcampusfacilities.
APPRAISAL
Strategic Planning and Reorganization Planning: StrategicplanningatUSMhaschangedmarkedlyinbothprocessandthemethodstoachieveimplementation.ParticipationhasbeenwiderandarelativelybroadgroupcontinuesthatpracticeintheStrategicPlanImplementation.TheReorganizationDesignTeamwasviewedasasuccessbymanyoncampusandasanewparadigmforadministration-FacultySenatecollaboration.
TheStrategicPlanimplementationframeworkhassetthestageforamuchmoreintegratedandtransparentlyobservableapproachtomajorstrategicdecisions—oneofthelongest-observedneedsforUSMalongsidemorefocusedinvestments.Sorecenthasbeenthecreationofthisframeworkthatquantifyingthepathofinvestmentdecisionsandthefocusingofprogramsisdifficult.TheworkoftheStrategicPlanImplementationTaskTeamshasbeentosetfurtherprioritiesthatwillbepursuedonanannual,ongoingandhencemeasurableandobservablebasis.
Implementationofthereorganizationisbeingundertakenduringthe2010-11academicyearasdiscussedinsubsequentstandards.
Asecondexpectationisthatthenewcollegesandsubunitswillpromotecollaborationsonsponsoredresearch,scholarshipandcreativeactivity.Athirdaimistoovercomepersistentproblemsofbeing“one-deep”inmanyareasofcurriculawhichimpedesfacultydevelopmentopportunities(e.g.,leave,newcoursedevelopment).
STANDARD2:PLANNINGANDEVALUATION
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Action on Evaluation:Strategicplanninghascreatedastrongercontextinwhichtocarryoutindicatedactionsfromevaluationandexternalreview.Forexample,inthestudentsupportarea,administrativechangeshavebeenmadetoalignacademicserviceswithacademicaffairsinsteadofinthenon-academicstudentservicesdivision.TheMELMACgrantefforthasbeentranslatedintosubstantivechange.In2008theinvolvedstudentserviceunitsinitiatedthePASSPORT(PromotingAdvisingforStudentSuccessPORTal)AdvisingNetworkwebsiteprovidinganintegratedresourceforstaff,studentsandfacultytoaccesstoolsandguidanceforadvising.Thisisturnprovidesaresourceforthenewly-createdStudentSuccessCenterssincethestrategicplan’sadoption.Asaresultoftheresearch/scholarshipreview(Lovett/Collins-AAAS)acampus-wide,faculty-staffResearchCouncilnowprovidesaninstitutionalvoiceforthefullrangeofresearch,scholarshipandcreativeactivity(RS&CA)interestsandhascreatedinnovationsinjointfaculty-staffdevelopmentopportunitiessuchastheannual“PinelandResearch,ScholarshipandCreativeActivityConference.”TheResearchCounciladvisesanAssociateVice-PresidentforRS&CA,alsocreatedasabrandnewpositionastheresultoftheexternalreview.
Oneareaofunmetneedremainstherevitalizationofacentral,dedicatedinstitutionalresearchfunction.ThefirststeptowardaddressingthisneedwastakeninJanuaryof2011withtheappointmentofUSM’sfirstdirectorofinstitutionalresearchandassessment.
Academicprogramreviewsneedtoconsistentlymakemorerigoroususeofexternalreviewandperformancemetricsacrossallunits,continuingtheworkofpilotstudiessponsoredbytheProvost’sOfficefortheMathematics&StatisticsDepartmentandtheTherapeuticRecreationcurriculumduring2009-10.
PROJECTIONS
Theinstitutionwill:
• RespondtothemandatesfromtheChancellorunder“NewChallenges/NewDirections”soastosynchronize“PreparingUSMfortheFuture”withtheSystem’splanningandevaluationefforts.
• TakestepstocommunicateannualstrategicplanimplementationprogressandprioritiestoallsectorsoftheUSMcommunity,withparticularattentiontocommunicatingcriteriaforprograminvestmentanddisinvestmentastheyaredeveloped.
• Addressanumberofneedsintheinstitutionaldata/research/metrics,includingmakingkeymetricsavailableonamorevisibleandfrequentbasistotheUSMcommunity
• AddressneedsregardingReorganizationPlanimplementation,includingsupportoffacultydevelopmentneedsforskillsrequiredininterdisciplinaryunitplanning;Monitoringofreorganizationimpactsonundergraduateandgraduatestudentsuccessmetrics,and;ReviewofacademicrulesandRegistrarproceduresthatmayhinderinterdisciplinaryorcross-unitcollaborationsininstructionaldelivery.
INSTITUTIONAL EFFECTIVENESS
USMhasundergoneconcretechangetodevelopanduseplanningandevaluationasanintegralandconsequentialfunctiontoguideuniversitydecisions.Thesechangeshavebeenunderwaysincethe
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FifthYearReporttoNEASCinsomeareasoffunctionalevaluation,especiallynon-instructionalstudentsupport.Therecentlyinitiatedcurrentcycleofstrategiccampus-wideplanninghascreatedaframeworkwithinwhichspecificevaluationefforts’findingscanbepursuedthroughanongoing,moretransparentandintegrativeimplementationprocessattheinstitution.Atpresent,althoughthereisstillsignificantworktobedoneusingthatframeworkandspecificactionstobepursuedasdiscussedunderProjection,theinstitutionhasalreadyattainedmorealignmentofitsfiscalcapacitywithasharpenedfocusonitsscopeofacademicprogramsanditsnon-academicservices,organizedaroundthepredominantgoalofstudentsuccess.ThisaddressesthemajorareasofneedidentifiedinUSM’spreviousinterimself-studyreviews(focus,alignmentforfiscalsustainabilityand,substantiveplanning).ThisisamajorstepindisciplinedeffectivenessforthewholeinstitutionaccomplishedduringaperiodofunprecedentedfiscalstressduringwhichtwobalancedbudgetsandtwosurpluseswereachievedanddebtincurredwiththeSystemhasbeenpaidbackaheadofschedule.
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Standard 3: Organization and Governance
The institution has a system of governance that facilitates the accomplishment of its mission and purposes and supports institutional effectiveness and integrity. Through its organizational design and governance structure, the institution creates and sustains an environment that encourages teaching, learning, service, scholarship, and where appropriate research and creative activity. It assures provision of support adequate for the appropriate functioning of each organizational component.
OVERVIEW
TheUniversityofSouthernMaine(USM)isoneofsevencampusesoftheUniversityofMaineSystem(UMS)governedbyasingleBoardofTrustees(BOT),appointedbytheGovernorandconfirmedbytheMaineLegislature.Createdbythe103rdLegislaturein1968theUMSwasestablished“…todevelop,maintainandsupportastructureofpublichighereducationintheStateofMainewhichwillassurethemostcohesivesystempossibleforplanning,actionandserviceinprovidinghighereducationopportunities…”(M.R.A.Title20,2251).
USM’sBoardofVisitors(BOV)isacommunityadvisoryboardestablishedtoadvocatefortheinstitution,advisethepresidentoncommunityandcampusneeds,andreviewnewprogramsandotherproposalsbeforetheyaresubmittedtotheUMSBoardofTrustees.
SharedgovernanceisidentifiedbyboththeBOT(bylawsStatementonSharedGovernment)andUSM(FacultyHandbook;GovernanceDoc.)asahallmarkoftheinstitution.TheBOT,BOV,USMPresident,administration,facultyandstaffallplayimportantrolesinthegovernanceoftheUniversityofSouthernMaine.Atthemorespecificuniversity-level,sharedgovernanceplaysaroleinacademicpolicies,peerreview,theacademicselectionprocesses,andbudgetandstrategicplanning,allofwhichhelpfacilitatetheUniversitymissionandpurpose.
Asthesecondlargestinstitutioninthesystem,USMisorganizedintoathree-campusinstitution,recentlyrestructuredtocomprisefiveacademicunitswhichofferbothundergraduateandgraduatedegree-grantingprograms.Thepreviousorganizationofeightacademicunits,coupledwiththeexpansionofbuildings,programsandserviceswhichhavebeenunsupportedbynecessaryinfrastructure,wasnolongerfinanciallysustainable,compromisingtheinstitution’seffectiveness.Thecurrentstructurewasdevelopedtoaddressthoseissues.
DutiesoftheBoardofTrustees
•EnhanceUMSanditsmission•Providesoundfinancialmanagement•Evaluatesystemadministration•Planningstrategiesforprograms•Allocatingresourceseffectively•Reviewandapprovalofsystem programs•MonitoringUMS’sfiscalsolvency•Reviewandapprovemission statementsandstrategicplansforthe 7universitiesinthesystem
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DESCRIPTION
Board of Trustees
AsstatedontheBoardofTrusteeswebsite,the16-memberBoardofTrustees,arerepresentativeofMaine’spopulation,takingintoaccount“affirmativeactioncriteria,professionaleducationandexperienceandequitablegeographicrepresentation.”(CharterofUMS;BOTPolicyManual,Section102).Assuch,theBoardmustshowevidenceofaccountabilitytothepublicforitsperformance(PMSect.102.4-B).Beginninginearly2009,theBOTmetthischargebyleadingastrategicplanningprocessforthesystemthatculminatedintheUMSStrategicPlanentitled“NewChallenges,NewDirections”,areportthatexaminedcostsandopportunitiesinthreebroadarenas:administrative,student,andfinancialservices;Academicprogramsandservices;andStructureandGovernance.
TheBoardhasfinalauthorityoverallmattersoftheUMSincludingalleducational,publicserviceandresearchpolicies,financialpolicy,andtherelationoftheUniversitySystemtothestateandfederalgovernments(BOTby-laws;UMSConstitution;BOTPolicyManual).Italsorequiresthatthemissionstatementandstrategicplanfromeachuniversityconformwiththeoverallstrategicplanforthesystem(PM,Sec.301).
Chancellor, University of Maine System
TheBOTappoints,evaluates,consultswith,anddelegatestotheChancellorthe“authoritytoexecutepoliciesestablishedbytheBoard,togetherwithBOTresponsibilityfortheinternalgovernmentandadministrationoftheUMS”(PolicyManual,Sect.103).GovernancedocumentsindicateaninterdependentrelationshipbetweentheChancellor,theBOT,andtheUSMPresident.
University of Southern Maine
USMisorganizedwithinatypicalgovernancestructure,headedbyaPresident,vice-presidentsandotheradministrativestaffmembers,who,throughasharedgovernancephilosophywithvariouscampusSenatesandCouncils,overseethefunctioningofallunitsatUSM.
President
ThePresidentoftheUniversityofSouthernMaineisappointedbytheBoardofTrusteesuponnominationbytheChancellor.ThereviewofthePresidentistheresponsibilityoftheBOT,andisconductedbytheChancelloronbehalfoftheBoard.ConsistentwithallothercampusPresidents,theUSMPresidentholdsthedualrolesofchiefadministrativeandchiefeducationalofficeroftheinstitution(USMGovernance
ResponsibilitiesofthePresident
•Implementationofplans,policies,anddirectivesfromtheBOTandChancellor•Effectivecommunicationwiththe ChancellorandallmembersoftheUSMcommunity•AcademicleadershipoftheUniversity•Developmentandadministrationof USM’sbudgets;establishmentofprioritiesforexpendituresandrevenueprojections•Administrationofallprogramsaffectingstudentlife•Developmentofaneffectivecommunityrelationsprogram•Ultimateauthorityfordeveloping, maintainingandoperatingtheUSM physicalplant
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Document).
InanefforttohonorthesharedgovernancephilosophyofUSM,thePresidentmeetswiththevariousSenatesonaregularbasis(Senates’minutes),withheradministrativestaffinformalandinformalregularmeetings,andhasheldnumerousfacultyandcommunitymeetingstoincreasedialogueandunderstandingofuniversityissues.
ThePresidentissupportedbyanadministrativestaff,andfiveacademicdeanswhoreporttoherthroughtheProvostandwhoareresponsible,inconcertwiththefaculty,forthequalityandfunctioningoftheacademicprograms.Oftheseadministrators,threehavebeenhiredwithinthepastyear,ashavefouroftheDeans.ThenewlyreorganizedstructureoftheUniversityhaschangedthenumberofcollegesandacademicunits,reducingthenumberofDeanstofive.AllDean’spositionshavebeenfilledandarepresentlyfunctional.
SeveralacademiccouncilsadvisethePresidentandherstaff.TheUniversityCouncil,convenedbythePresident,provideherwithadviceonawiderangeofissuesrelatedtocampusadministration.CurrentmembershipofthisCouncilhasincreasedtoincludetheVicePresidents,theProvost,theAssociateProvosts,theDeans,otherUnitDirectors,representativesfromthevariousSenates,theUniversityLibrarianandothers.TheDean’sCouncilisconvenedbytheProvostandVicePresidentforAcademicAffairstoaddressissuesofacademicconcern.ItiscomprisedofDeans,AssociateDeans,theUniversityLibrarian,andDirectorofUniversityOutreach.TheAcademicCouncil iscomprisedoftheProvost,AssistantProvostofUndergraduateEducation,theSpecialAssistanttotheProvost,theDeansofallunits,theCoordinatoroftheOfficeofResearchIntegrityandOutreach,theExecutiveDirectorofUniversityOutreach,theDirectoroftheLibraries,andtheProgramDirectors.ThiscouncilcommunicateswiththeProvostonallacademicrelatedissues,fromwhichhethencommunicatesandcounselsthePresident.ThemembershipoftheGraduateCouncilincludestheprogramdirectorsofallgraduateprograms,andisconvenedbytheDeanofGraduateStudiestoadviseboththePresidentandtheProvostonissuesrelatedtograduatestudies.
Faculty’s Role in Governance
FacultyattheUniversityofSouthernMaineenjoytheacademicfreedomsconsistentwithinstitutionsofhigherlearningandprovidedbytheUMSCharter(Sect.102,1-A)andMaine’sPublicPolicyonEducation(20-AM.R.S.A.section10902).TheBoard’sStatementonSharedGovernancearticulatesthefacultyroleas:
• criticalinfundamentalareassuchascurriculum,instruction,researchandstudentlife
• participationintheselectionandreviewoftheirpeers
• participationintheselectionprocessforacademicadministrators
• participationindiscussionofuniversitymission,strategicplansandbudgets MuchofthisisrealizedintheFacultySenate. TheUSMConstitutionestablishesthegovernanceroles,responsibilitiesandauthoritiesoftheFacultySenate,whichistheacademiccommunity’sprimaryadvisorybodytothepresidentor,asappropriate,thechiefacademicofficer,offeringacademicpolicyrecommendationswhichapplytotheUniversityofthewhole.ThebylawsoftheFacultySenateestablishthemission,composition,organizationalstructureandproceduresoftheSenate.Thesebylawsareinthe
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processofbeingamendedinordertoreflecttheneworganizationalstructure.USMhasaveryactiveFacultySenatewhichmeetsmonthlytoaddressuniversityissuesthatimpactfaculty.(FacultySenateminutes).Additionally,amemberoftheUSMfacultyholdsarepresentativepositionontheBOT.
Student Governance
StudentsatUSMareactivelyengagedinsharedgovernancethroughtheBOT,throughrepresentationontheBOTaswellasthroughtwostudentgovernmentassociationsandtheStudentSenate.TheyalsohaverepresentationontheFacultySenate,andtheirvoicesandconcernsareoftenpresentinthestudentnewspaper,The Free Press.
RepresentationontheBoardofTrustees:TheBOTgovernancedocumentsmakeprovisionsforconsiderationofstudentviewsandjudgmentsthroughBOTstudentmembership.AlthoughstudentrepresentationisrotatedthroughtheUMScollegesanduniversities,USMalsohasanon-votinggraduatestudentontheBOT.
Portland-GorhamStudentGovernmentAssociation:TheStudentGovernmentAssociationofthePortland-GorhamcampusesisadvisorytothePresidentconcerningstudentissuesonthePortlandandGorhamcampuses.TheP-GSGAConstitutiondefinestheresponsibilitiesofthegroup.
LACStudentGovernmentAssociation:TheStudentGovernmentAssociationoftheLewiston-AuburncampusisresponsibleforsharingstudentinformationtotheBOTthroughcommunicationwiththeStudentRepresentativetotheBOT,andforadvocatingforthestudentsatLAC.
StudentSenate:TheStudentSenateisanorganizationthatsupportsstudentlifeandadvocatesforstudentconcerns.
Staff Governance
StaffissuesatUSMarerepresentedthroughtheClassifiedStaffSenateandtheProfessionalStaffSenate.NotablyabsentisstaffrepresentationontheBoardofTrustees.
University Structure and Organization
AsnotedinStandard2,USMisintheprocessofsignificantreorganizationaspartofthefiscalreadjustmentoftheinstitution.ThereorganizationplanretainstheuniqueLewiston-AuburnCampusCollegeandtheUniversityofMaineSchoolofLawinitspresentform,andcreatesthreethematicbutdiverseColleges(Seesidebar)fromtheprevioussixCollegesandSchools(Arts&Sciences,EducationandHumanDevelopment,Business,NursingandHealthProfessions,AppliedScience,Engineeringand
NewCollegesIncorporating6PreviousSchoolsandColleges
CollegeofScience,TechnologyandHealth
CollegeofArts,HumanitiesandSocialSciences
CollegeofManagementandHumanService
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Technology,andtheMuskieSchoolofPublicService).
Thethreecolleges,eachofwhichisgovernedbyitsowndeanwhowillreporttotheProvost,areintendedtoreflectmajorthemesofamorefocusedUSM:STEMeducationandHealthSciences;ArtsandSocialSciences;ProfessionalEducationinBusiness,PublicService,andEducation.
APPRAISAL
TherelationshipsbetweenandamongtheUniversityofSouthernMaine,theBoardofTrustees,andtheChancellor’soffice,andtheauthorityofeach,aredelineatedthroughpolicies,proceduresandcodeswhichareclearlystatedandadheredto.TheBoardofTrusteeshasaninstitutionalstructurethatcallsforittoperformitsfunctionsthroughitsvariouscommittees;thishasnotchangedoverseveralyears.TheUniversityofSouthernMainecontinuestohavestrongfacultyandstudentrepresentationontheBOT,althoughitisnoted,andisofsomeconcernthatthereisnoclassifiedorprofessionalstaffrepresentationontheboard.
GovernancestructuresattheUniversityofSouthernMainehavenotsignificantlychangedinrelationshiptotheinteractionbetweentheuniversityandthesystem.However,therecentchangesinalllevelsofUniversityadministration,includinganewPresident,Provost,andseveralDeans,andthestructuralreorganizationofcolleges,programsandpersonnel,engagedintomeettheseriouseconomicissuesoftheUniversity,haveledtoaninstitutionwhichiscurrentlyattemptingtomeetthemultiplechallengesinherentwithinthisperiodofcomprehensivechange.
In2009,inresponsetothefiscalchallengesfacedbytheUMS,ananalysisofthesystemresultedinareportthatsuggestsnewrolesforsystem-wideadministrationandcouldinvolvechangesinthetraditionalresponsibilitiesoftheBOT.Forexample,thesystemhassetguidelinesforthesizeofcoursesoffered(nofewerthan12studentsperundergraduateclass)inorderforclassestobeheld.SomefacultyhaveexpressedconcernsthatamoreactivistUMSboardandadministrationwillbethefutureofhighereducationinMaine,withonepossibilitybeinganerosionoftheautonomyofthecampuses,includingUSM.GiventheprojectedStateSystemdeficitof$50millionbetween2009and2014,programconsolidation,reduction,andeliminationappearinevitableastheBOTrespondstothedeficit.(SeeStandard9).
ThroughtheFacultySenate,USMfacultyhaveexpressedconcernaboutthesystem’soversightintheareaoffinancialmanagement.ThisconcernwasoccasionedbyadeficitdevelopingatUSMbetween2000and2006,ofapproximately$10million.TheBoardofTrusteeshasrespondedtocriticismsofitsfinancialoversightbycommissioninga(PricewaterhouseCoopers)reportonfinancialresponsibility.ThecurrenteconomicrecessionhasalsoforcedUSMtoreevaluateitspreviousplanof“growingout”ofdebtthroughincreasedenrollmentandhasimpelledthePresidenttotakecorrectivemeasureswhichhasresultedinthemostsweepingtransformationforUSMinperhaps30years.Thecurrentreorganizationprocessisoneexampleofthistransformation;itsgoalistobringUSMintothefoldofsimilarcomprehensiveregionaluniversitiesandtoimplementstandardcontemporaryprofessionalmanagingpracticesthathavenotnecessarilybeenutilizedatUSMinthepast(interviewwithT.Stevens,PresidentBotman’sChiefofStaff).ThePresidentisworkingcloselywiththeChiefFinancialOfficertorealizethesegoalsandhadhiredanewProvostwhoresignedafterayearinoffice(aninterimProvosthasbeenappointed),anewVicePresidentforAdvancementandaninterimChiefOperationalOfficer.
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Duringthistimeoftransition,thePresidenthasworkedtocreateopenlevelsofcommunicationwithintheUSMcommunitythroughherblog,“The21st-CenturyUSM,”throughtownhallmeetingsateachofthethreecampuses,andthroughregularattendanceatallfourSenates’meetings(USMGovernanceDocument;MinutesofFaculty,ProfessionalStaff,ClassifiedStaff,andStudentSenates).Mostsignificantly,thePresidentinitiatedaUniversity-widedevelopmentofastrategicplanwhichinvolvedconstituentsfromeverycollege,school,departmentorprogram,andSenate.Thereareeightgoalsinthecompletedplan,andforeachgoalametrichasbeenestablishedtomeasureitsimplementation.Althoughthestrategicplanwasdevelopedtoaddresstheeconomicandacademicneedsoftheuniversityandtheregionoverthenextfiveyears,thishasbeenmademorecomplexbystrategicdocumentswhichhavebeenissuedbytheChancellor’sofficeandbytheuniversityreorganizationprocess.Thereisclearlyaneedtorealignwheretheinstitutioniscurrentlyandwhereitneedstobe,givenourcurrentcontext,inadditiontoclarifyinghowtheuniversity’sinfrastructuregetsstrengthenedtosupportthepresentreality.AlthoughthePresidentandherstaffhavetakenstepstoaddressthesemultipleissues,theinstabilitycausedbytheconfluenceofthesemultiplechangingforcesandeventshashadamajorimpactonmoraleandorganizationalclimate.Asthevariousnewlyorganizedunitsbegintoworktowardsmorecoherenceandclarityoffunctioning,itisexpectedthattheclimatewillmovetoamorepositive,progressivestance.
PROJECTIONS
• Thepresident,herstaff,andfacultyandstafftaskgroupswillprioritizeandoperationalizegoalsontheUSMstrategicplan,aligningthemwithcurrentreorganizationprojections,andbegintheimplementationprocessAY2010-2011.
• ThepresidentandherstaffwillcontinuetocommunicatewiththeUniversitycommunity,strivingforcompletetransparencyregardingtheuniversityrestructuringprocessinordertoclarifyinformationandlessenstressandanxietyintheuniversitycommunity;Shewillclarifyanypolicyorstructuralchangesthatmayaffectfaculty,students,andstaff,andwillcommunicatetheminmultiplevenuesonanongoingbasis.
• Thepresident,incollaborationwiththeSenatechairs,willcontinuetomaintainopenlinesofcommunicationinsupportofacollaborativeworkingenvironmentandsharedgovernanceatUSM.
• Professional/classifiedstaffandstudentsmusthaveincreasedinvolvementinpolicydiscussionsandchangesatUSM.ItissuggestedthattheBOTexaminetheneedforandinvitestaffrepresentationatitsBoardmeetingsbeginninginthe2011-2012AY.
INSTITUTIONAL EFFECTIVENESS
AlthoughtheUniversityisinaperiodofsignificanttransition,bothorganizationallyandwithinitsgovernancestructure,thePresidentisdiligentlyworkingwiththeUMSofficeandtheuniversitycommunitytomaintaincommunicationandstability.ThereisevidencethatshehasworkedcloselywiththeFacultySenatethroughoutthereorganizationplanningprocesstokeepfacultyinformedandtoconsidertheirinputandideas.UpontheresignationoftheProvost,shequicklyappointedJohnWright,previousDeanoftheSchoolofAppliedScience,EngineeringandTechnologytobetheInterimProvost,andinterimdeanshavebeenselectedforandareinplaceinthethreenewcolleges.TheexpectationisthattheimplementationofthereorganizationoftheUniversitywillproceedwithadministrativesupportandoversightandthatasharedgovernanceapproachwillbecarriedoutthroughouttheprocess.
STANDARD4:ACADEMICPROGRAM
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Standard 4: The Academic Program
The institution’s academic programs are consistent with and serve to fulfill its mission and purposes. The institution works systematically and effectively to plan, provide, oversee, evaluate, improve, and assure the academic quality and integrity of its academic programs and the credits and degrees awarded. The institution develops the systematic means to understand how and what students are learning and to use the evidence obtained to improve the academic program.
OVERVIEW
USMfocusesitsmissionasacomprehensiveregionaluniversityonpositivelychangingthelivesofitsstudentsbyofferingoverfiftyundergraduateandtwenty-sevengraduateprogramsintheliberalartsandsciences,engineeringandtechnology,healthandsocialservices,education,business,lawandpublicservice.Itdoesthisthroughfivecollegesandschools:CollegeofScience,TechnologyandHealth;Lewiston-AuburnCollege(LAC);CollegeofManagementandHumanService;theCollegeofArts,HumanitiesandSocialSciences;andtheUniversityofMaineSchoolofLaw.(NamesfinalizedinJanuary2011.)Inthisintroductorysection,wewillprovidedetailsonaspectsoftheseacademicprograms,frombasicelements,suchascurricularstructure,totheirmorespecializedcharacteristics,suchasassessmentoflearning.
DESCRIPTION
Insupportofitsmission,USMoffersarangeofundergraduateandgraduatedegreeprogramsandcertificatesofadvancedstudy.AllprogramsarerecognizedandclassifiedunderthefederalClassificationofInstructionalProgramsguidelines.Thevariousundergraduateprograms,workingincooperationwiththeOfficeofUndergraduateAdmissions,carryoutundergraduateadmissions.TheOfficeofGraduateStudiesworkswithadmissionscommitteesestablishedineachgraduateprogramtodograduateadmissions.Instructionalmethodsrunthegamutfromlectures,discussionclassesandseminarsthroughhands-onlaboratorywork,internshipsandpractica.Academicoversightisanessentialresponsibilityofthefacultyandadministrationandoccursatthedepartmental,school/college,andexecutivelevelsofUSM.Eachschool/collegehasaprocessinplaceforcurriculumreviewandapproval,andalldegreeprogramsmeasurestudentachievementusingtheusualcourse-embeddedmethodsandusingprogram-wideassessment.InaccordancewithUniversityofMaineSystempolicy,theUniversitymustreviewalldegreeprogramswithinaseven-yearperiod.Towardthatend,USMhasdevelopedandisrefininganoutcomes-basedprogramreviewprocedure.Schools,collegesanddepartmentsmayusespecializedaccreditations,ifoutcomes-based,inlieuoftheinstitutionalprocess.TheUniversityprovidesannualsummariesofallcompletedreviewsandaccreditationstotheUniversityofMaineSystem,alongwithascheduleofreviewsforthenextacademicyear.TheProvost’soffice,workingwiththevariousdeans,providesfacultylinesandnecessaryequipmentforallprograms.
TheUniversitycatalogisthepublishedsourceofallprogramgoalsandrequirements.Itisrevisedannually,butprogramsdoextensivereviewsonlyeveryfiveyearsorso.Theypublishallchangestogoalsandrequirementstothecatalog,whichcomesouteverysummerontheUniversitywebsite(thereisnolongerahardcopy).Manyprogramsanddepartmentspublishtheircataloginformationontheirwebsites.
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AllundergraduatemajorsatUSMhaveintroductorycoursesaswellasrequiredandelectiveintermediateandadvancedcourses;somehaverequiredcapstonecourses.ThenewUSMCorefollowsthesameprinciple,withEntryYearExperienceandotherintroductorycourses,integrative“mid-career”and“cluster”courses,andcapstonecourses.Graduateprogramsoftenbeginwithintermediatecourses,unlesstheyrequiresomefoundation.AnexampleofthelatteristheMBAprogram,whichhasfifteencreditsof“FoundationCourses”inAccounting,Economics,Finance,OrganizationalBehavior,andStatistics.Allgraduateprogramshavesomesortofthesis,capstonecourseorcapstoneexperience.
Attheundergraduatelevel,studentsdemonstratecollegiate-levelskillsintheEnglishlanguageinthreeways.First,theymaysuccessfullycompletetheUSMCorerequirementinEnglishComposition.Second,theymaysuccessfullycompletetheUSMCorerequirementofaWritingIntensivecourse.Lastly,insomeprograms,theymayreceiveadesignationof“excellent”or“adequate”onawritingcommunicationassessment,e.g.,theWritingCommunicationAssessmentthattheSchoolofBusinessusesforitsAACSBAssuranceofLearningprocess.Atthegraduatelevel,theindividualprogramsareresponsibleforinsuringthattheirstudentsdemonstratecollegiate-levelskillsintheEnglishlanguage.OneexampleistheSeniorSeminarintheB.S.inEnvironmentalScience.ThegraduateprogramsinCreativeWriting,BiologyandEducationalLeadershipalsomakeitaprioritytoteachandassessEnglishlanguageskills.
AcademicProgramReviewatUSMisstudentlearningcentered,andrequiresdegreeprogramstoidentifyvitaloutcomesforstudentlearning,aswellkeyperformanceindicatorsagainstwhichtogaugeprogressinstudentlearning.AnexampleistheCoreCurriculumrequirementinQuantitativeReasoning,which“introducesmathematicalconceptsandskillsnecessaryforeverydaylifeandsuccessfulcompletionofachosenfieldofstudy,includingcriticalthinking,mathematicalreasoning,theuseoftechnologicaltools,computation,interpretation,inquiry,andapplicationofmathematicalconceptstoissuesandproblemsinthecontemporaryworld.”Virtuallyallreviewsareeitheraccreditation-basedorareotherwise
USMLibrarieshavecreatedanddeliveredanInformationLiteracyProgramthatfostersthedevelopmentofinformationliteracyskills,throughpartnershipswithfacultyandotherrelevantacademicunits,byintegratinginformationliteracyintothecurriculumofUSM.TheUniversity’sDivisionofInformationandTechnologyhasthreedepartments—ITUserServices,DatabaseandApplicationSupport,andITNetworkingandSales—thatprovidevariousservicestomembersoftheUniversity.
UniversityLibrariesServices,2008-2009•217liveinformationliteracycourses•Reachedalmostfourthousandstudentstaughtbyoveronehundredprofessors•114coursesubjectonlineguidesreceivedoverforty-fivethousandhits
DivisionofInformationandTechnology•Providesoversixhundredcomputersinvariouslabsandclassrooms•Provideswiredaccessinallresidence hallsandtoalloffices•Provideswirelessaccessinornearmostbuildings.•Schedulesandmaintainslabsand classrooms•RunstheHelpDesk•Providessoftwaresupport,enduser trainingandsoftwarelicensing•Administersservicelevelagreements
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externallyoriented.TheUniversityunderstandstheneedtomatchresourcestoprogramneeds.Itisinthemidstofastrategicplanningeffortthatwillaffectresourceallocation;theprogramreviewprocessinpartinformsthisplanningprocess.TheUniversityallocatesitsresourcesaccordingtotheoutcomesoftheplanningprocess.
UniversityofMaineSystem(UMS)policyrequiresthatanyinitiationofadegreeprogrammustuseatwo-stageprocess:the“IntenttoPlan”isaconceptualdocument,whilethe“ProgramProposal”presentsafullcurriculumanddetailedjustificationforthedegree.Bothprocessesinvolveseverallayersofcampusapproval,andtheProgramProposalrequiresapprovalfromtheUMSBoardofTrustees.
Atthiswriting,USMofferscoursesatonlytwooff-campuslocations:SacoandBath/Brunswick.ItoffersallitsothercoursesinUniversity-ownedbuildingsinGorham,Lewiston/Auburn,andPortland.UniversityCollege(UC),aunitoftheUniversityofMaineSystem(UMS),ownsandstaffstheoff-campussites,andmakesthemavailableforcoursedeliverybyUSM(andotherUMScampus)faculty.ThemissionofUCistomakeUMScoursesavailabletoMainersinremotelocations.Ingeneral,thereareonlycourses,notprograms,offeredatthesesites.
APPRAISAL
USM’sfacultyandadministrationunderstandtheneedforanddesirabilityofmaintainingagoodmatchbetweenprogramsandmarketneeds.Inthatspirit,theyunderstandthattheuniversity’sofferingsneedreviewrelativetothemarketintheircurrentandpotentiallyrevisedforms.TheUniversityneedstofindwaystoensurethattheprogramreviewprocesstakeseconomicsustainabilityofprogramsintoaccount.Also,itisnecessarytodevelopnewprogramsthatareresponsivetomarketneeds.ThecampusprocessincludesanannualreportbySchool/CollegetotheProvost,buttheUniversityhasnotfullyimplementedthis.
School,college,orprogram-levelcurriculumcommittees,withoversightfromtheProvost’soffice,includingtheGraduateCouncil(chairedbytheDeanofGraduateStudies)andtheUSMCore(chairedbytheAssociateProvostforUndergraduateEducation),worktoensurethatundergraduateandgraduateprogramsarecoherentintheirgoals,structures,contentsandquality.TheworkingrelationshipsamongtheundergraduateprogramsandtheOfficeofUndergraduateAdmissionsareverygood,asistheenergy
andeffectivenessofthelatter.Theinstitutionisnotmunificentinitsallocationofresourcestoprograms,but,ingeneral,resourcesaresufficient.
Thereissomelackofcohesionandconsistencyinhowtheprogramsarticulatetheirgoalsandrequirements,showingtheneedforastandardformat,especiallyforthewebpresence.Itwouldbehelpfultostudentsifeachprogramordegreeprogramdevelopedstandardizedprogramsheetswithcareerpathsarticulated.Overall,USMdoeswellatarticulatingandpublishingprogramgoalsandrequirements.
Recentdegreeprogramsstarted:MFAinCreativeWriting
Recentdegreeprogramssuspendingadmissions:
Ph.D.inPublicPolicy
Degreeprogramsdiscontinued:MasterofScienceinAccounting
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USM’sprogramsanddepartmentshavecoherentlydesignedtheirundergraduatemajorsandgraduateprograms;appropriatebreadth,depth,continuity,sequentialprogression,andsynthesisoflearningcharacterizethem.
Despitetheirimpressiveutilizationrateandthehighqualityoftheservices,theLibrariesneedtoreachouttomorefacultymembers;onlyaboutathirdoffull-timefacultyusedtheinformationliteracyservices.TheDivisionofInformationandTechnologyprovidesallofitsservicesinacompetentway,despitereductionsinstaffoverrecentyears.
Attheundergraduatelevel,theUSMCoreandtheassociatedCollegeWritingprogramareaccomplishingtheirobjectives.However,individualmajorsneedtogetmoreinvolvedinteachingandassessingwritinginadiscipline-focusedway.Atthegraduatelevel,thereneedstobemoreexplicitexpectationsforandassessmentofgraduate-levelskillsintheEnglishlanguage,eitheracrossallprogramsor,perhapsmoreappropriately,withineachprogram. TheUniversity’sprogramreviewandprogramdevelopmentprocessesworkwell.USMhasreviewedallitsprogramswithinthelastsevenyears,andhasasevenyearscheduleinplaceforthenextroundofreviews.Programreviews,alongwiththeUniversity’sstrategicplanningprocess,guideresourceallocationtotheprograms.TheUniversity’sprogramreviewsystemsupplementsthestrategicplanningprocessinaproductiveway.
Resourcecapacityisakeycriterionusedinbothoftheprograminitiationprocesses.TheUniversityhasputinplaceanumberofresourcestoassistinitsdistancelearninginitiative.ThemostprominentexampleisCTEL,theCenterforTechnologyEnhancedLearning.TheUniversityobtainedphilanthropicsupportforsettingupthecenter,andhasusedittodisseminatefundsfromaSloanFoundationgrantdesignedtoincreasethenumberofdistancelearningprograms.
TheUniversity’spresentpolicies,regardingaccommodationstostudentsafterprogramchanges,areverygeneroustostudents,sothepolicygoeswellbeyondthe“appropriateness”teststatedinsub-paragraph4.11.
TheUniversityCollege(UC)off-campuslocationshavebeenavailableforUSMcoursedeliveryforovertwentyyears,andtheagreementsbetweenthecampusesandUCareassolidastheUniversityofMaineSystemwantsthemtobe,whichisverysolid.InthecaseofUSM,thetwocentersseemtobeaddingtotheconvenienceofstudentsinYorkCountyandtheBath/Brunswickregionwhowishaccesstoface-to-facecoursework.
PROJECTION
Ongoing:
• ThePresidentandProvostofUSM,alongwiththeirstaffsandwiththedeansandfacultyofthevariousschoolsandcolleges,willensurethattheUniversityoffersprogramsconsistentwithitsmission.
• Thefacultyofthevariousschoolsandcolleges,supportedbytheirdeansandbythePresidentand
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ProvostofUSM,willensurethattheUniversityoffersprogramsofhighquality.
• Lastly,ThePresident,Provost,President’sAssistantforStrategicPlanning,deans,departmentchairsandprogramdirectorswillguidedegreeprogramintroductionandeliminationthroughexistingpolicies.Resourceallocationtohigh-quality,high-demandnewandongoingprogramswillbeonanas-neededbasis.Programreviewwillbeasspecifiedinthepublishedschedule,usuallyonafive-toseven-yearcycle.
Continuingasneeded:
• USM’sLibraries,underthedirectionoftheLibrarian,willmakeevengreaterstridesasinformationresources,particularlyelectronicones.
• InformationTechnologywillcontinue,underthedirectionoftheChiefInformationOfficer,toinvestinhardwareandsoftware.
Specificprojections:
• TheUMSBoardofTrusteeshasapprovedanIntenttoPlanforaDoctorateofNursingPractice(DNP)degree.TheSchoolofNursinganditsfacultyof28willgraduallytransitionawayfromitscurrentmaster’sprogramstotheDNPby2015.Thenationalnursingaccreditingbodyhastargeted2015forthisdegree,andtheCollegewillattempttomeetthattarget.
• TheProvostandFacultySenatewillselectanapproachforlengthofcatalogueeffectivenessandimplementitby2014.
• Undergraduatedegreeprograms,ledbytheirdepartmentchairsorcurriculumcommittees,willteachwritingtoandassesswritingofupper-divisionstudents.
• Graduateprograms,undertheguidanceoftheirrespectivefaculties,willteachandassessgraduate-levelwritinginEnglish.
Thetimingofotheractivitiesislessclear.Forexample,undergraduatedegreeprograms,ledbytheirdepartmentchairsorcurriculumcommittees,asappropriate,willtakeamoreactiveroleinteachingwritingtoandassessingwritingofupper-divisionstudents.Graduateprograms,undertheguidanceoftheirrespectiveprogramdirectors,willdevelopteachingandassessmentapproachesforgraduate-levelwritinginEnglish.
UNDERGRADUATE DEGREE PROGRAMS AND THE MAJOR OR CONCENTRATION
OVERVIEW
The2009-2010UndergraduateCatalogclearlyidentifiesthe50currentmajorsavailabletoUSMstudentsacrossfourofUSM’sfiveacademicunits.Curriculaincludesubstantialrequirementsattheintermediateandadvanced(300-400)undergraduatelevel,withappropriatefoundationsattheintroductory(100-200)levelasevidencedintheSummaryofUndergraduateDegreePrograms.Athoroughprogramassessmentinventory,alongwiththeundergraduatecatalog,ensuresthatprogramshaveanappropriaterationaleandclarity.TherequiredundergraduateUSMCoreensuresthatallstudentshavebasiccompetencesinwriting,quantitativeanalysis,decision-makingandcriticalthinking,whileunderstandingtheworldthathumanshavefoundusefulinthecurrenteraandinthepast.
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USMhasastrongfocusonundergraduateprograms.Collectively,undergraduateprogramsgeneratedover82,000credithoursofcourseworkinFall2009(eighty-twopercentoftotalcredithours)andenrolled6,019undergraduatestudents.TheformerCollegeofArtsandScienceshasenrollmentthatisclosetoforty-fourpercentofallundergraduatemajors,yetitgeneratesforty-ninepercentofallundergraduatecredithours,indicativeofitsUSMCoreservicerole.
BecauseitisacomprehensiveregionalUniversity,themajorityofUSM’sundergraduateprogramsareintraditionalacademicdisciplines.Whilemostprogramsfocustheirofferingsatoneofthethreecampuses,thereareafewprograms,suchasNursing,thathaveprogrammaticoptionsatmultiplelocations.Similarly,departmentswithalargeUniversitycurricularservicecomponent,likeMathematicsandEnglish,havemultiplecourseofferingsatalllocationsandcontinuetoservetraditionalandnon-traditionalstudentswithdayandeveningcourseofferings.
Inadditiontothecurrentavailablemajors,USMcontinuestosupportcurrentlyenrolledmajorsindiscontinuedprogramsattheBaccalaureateandAssociateslevels.AstheUniversityundertakesareviewofprogramsthatwillresultinthecreationofnewprogramsalongwiththediscontinuationofoldprograms,itwillbeexpensivetoassignfacultytoteachstudentsfromboth“old”and“new”programssimultaneously.
TheabilityofdegreecandidatestomaintaintheirmatriculationstatusfortencalendaryearsfromtheirfirstsemesterofattendanceisfinanciallyproblematicgiventheUniversity’spolicyofsustainingdiscontinuedprograms.Thematriculationpolicy,establishedin1985,representsapolicyestablishedwhenthemajorityofUSMstudentswereparttime.Currently,morethanhalfofUSM’sdegreestudentsarefull-timestudentsbutthesix-yearaveragetimetograduationcontinuestobeanissue.TheUniversityshouldrevisittheten-yearmatriculationpolicyinlightofUSM’scurrentenvironmentandfuturetrajectory.Therearecurrentadministrativerequeststoreconsiderthispolicy.
Student Success
Someprogramsanddepartmentshaverecentlyimplementedchangesregardinghowtheydostudentadvising;thesechangeshaveimprovedthisimportantfunction.Intheory,programshavealwaysviewedstudentsuccessasanintegraloutcomeofastrongstudent-academicadvisorrelationship;however,therealityisthat,whilethismaybetrueforupper-divisionstudents,thoseinthefirsttwoyearsrequiremoreinstitutionalsupport. TheUniversityrecentlycombinedfunctionsformerlyvestedintwodepartments—AdvisingServicesandtheOfficeofEarlyStudentSuccess—intooneunit:StudentSuccessCentersnowexistonallthreecampuses—Portland,Gorham,andLewiston-Auburn—ofUSM.Whenstudentsnowmatriculate,programsassignthembothanacademicadvisorinthemajorandastudentsuccessadvisor(SSA),locatedinoneofthethreestudentsuccesscenters.Whiletheacademicadvisormaychangeiforasthestudent’smajorchanges,thestudentretainsthesameSSAthroughout.ThisprovidesbothameasureofcontinuityandaUniversity-trainedresourcepersonwhocanhelpthestudentwithanynumberofproblemsorissuesthatshe/hemayencounter-manyoftheproblemsariseearlyinthestudent’scareerandothersareoneswithwhichanacademicadvisormaynotbepreparedtoassist.Thisstructuralandprocesschangehasresultedinimprovementinretentionofaboutfourpercentfrom2009to2010.
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Programmatic Review
UndergraduatedegreeprogramsattheUniversityofSouthernMaineundergoperiodicandthoroughProgramReviews,asnotedintheIntroductiontotheStandard4section.Thereviewofprogramsfocusesonstudentlearningoutcomesandtheestablishmentofperformanceindicatorstomonitorstudentprogress.
ThecurrentclimateatTheUniversityofSouthernMaine,andindeedwithintheentireUniversityofMaineSystem,hasplacedmanyacademicprogramsunderamicroscope.TheChancellor’sNewChallengesNewDirectionsreportrecommendedthatcampusesidentifyundergraduateprogramswithanaverageoffiveorfewergraduatesoverathree-yearperiodandgivethemthreeyearstoreturntheprogramtoviability.Specifically,theUniversitywillrequireprogramstoaccomplishoneormoreofthefollowing:increasethenumberofgraduates,achievesignificantgrowthinenrollment,deliverprogramswithfewerresourcesbycollaboratingwithotherSysteminstitutions,orjustifytheirprogram’sexistencebecauseofextenuatingfactors.
IntertwinedwiththereviewofprogramsistheoverallrestructuringprocessthathasbeenthesubjectofmuchdiscussionattheUniversityofSouthernMaine.NowthatPhaseIofthereorganizationprocesshasbeencompleted,theUniversityhasorganizeditsacademicprogramsintofivecolleges.ThenextfiveyearswillundoubtedlyinvolvechangeinthestructureofacademicprogramsatUSM.ItiscriticalthattheUniversityadministrationfocustherestructuringaroundtheneedsoftoday’sstudent,aswellasoncostbenefitstotheinstitution.Furthermore,allstakeholdersshouldbeengagedinthediscussionandbeapartoftheprocessofreorganizingoreliminatingprograms.
LearningoutcomesintheUSMCore
•EYEcourses,CollegeWritingcourses, thefourtiertwocourses,theMid-careerSeminarandtheCapstone courseallrequirestudentstodemonstrateeffectiveoralandwritten communicationasappropriateforeachlevelofdevelopment.•ScienceExplorationsandQuantitativeReasoningcoursesexplicitlyrequire studentstodemonstratescientificand quantitativereasoning.•Allcoursescontainatleastone learningoutcomethatrequiresstudentstodemonstratedevelopmentally appropriateskillsofcriticalanalysisandlogicalthinking.•CoursesinScienceExploration,Socio-culturalAnalysis,CulturalInterpretationandCreativeExpressionestablish learningoutcomesforthedemonstrationofknowledgeandunderstandingofscientific,historical,andsocial phenomena,andaknowledgeand appreciationoftheaestheticdimensionofhumankind.•CoursesinScienceExplorationand CreativeExpressionandtheMid-careerSeminarrequirestudentstodemonstrateaknowledgeandappreciationofthe ethicaldimensionsofhumankind;in fact,issuesofethicsandcitizenshiparethecentralfocusoftheMid-career Seminar.•EYEcourses,theMid-careerSeminarandtheCapstoneaskstudentstodemonstratethecapabilityfor continuinglearning,includingtheskillsofinformationliteracydevelopmentallyappropriatetoeachlevel.
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New Programs
Inrecentyears,facultyhavetakentheinitiativeinplanningandstartingnewareastudies:LiberalStudies,InternationalStudies,andAmericanStudies(stillinthediscussionstage).Consideringcurrentfinancialconstraints,theUSMprovostandpresidenthavemandatedtheuseoftheSystem’srequiredIntenttoPlanprocesstosubstantiatethedemandnewprogramswillmeet,andtheattendantrevenuestheywillproduce.Atthesametime,theadministrationhasendorsedtheideaofcreatingnewmajorsthathavedemonstratedthedemandtheymeetandtheiralignmentwiththemissionofUSMasaregionalcomprehensiveUniversity.AnexampleofsuchaprogramisthenewmajorinSportManagement,firstofferedinFall2009,whichhasattractedmanynewmajors.TheprovostalsosupportsaUSM-widecurriculumentitythatwouldapproveproposednewprograms. OnNovember16,2009,theUniversityofMaineSystemtrusteesissuedaworkplanfortheir“NewChallenges,NewDirectionsInitiative.”Thisplanwillhaveasignificanteffectonundergraduateprogramsinseveralareas,althoughexactlyhowthisplanwillspecificallyaffectanyindividualprogramatUSMisunclear.Whatisclearisthat,giventhecurrentfinancialcrisisandthesystemplanandUSMrestructuringplan,theUniversitywillsupportfewerprogramswithfewerfull-timefacultymembersandwilllikelytransformintoadifferentinstitution.
GENERAL EDUCATION
TheUniversityiscurrentlytransitioningbetweenatwenty-plusyearoldcorecurriculum,whichwewillcallthe“oldcore”,andaredesignedcurriculum,whichwewillcallthe“USMCore,”scheduledforimplementationin2011.Theoldcore,stillpartiallyinplace,consistsofamodifieddistributionmodelandreflectstheinstitution’sdefinitionofaneducatedpersonandsuperiorcurriculumduringthattime.
DESCRIPTION
ThetwocomponentsoftheUSMCoreare:
• BasicCompetenceinskillsofanalysis,writing,andquantitativereasoningand
• WaysofKnowingcourses,mostofwhichareintroductorycoursesinthedisciplines.
TheCoreCurriculumCouncilevaluatescoursesproposedforinclusionintheprogram;coursecontentistheprimarycriterionforeachtypeofcourse.Toassessindividualcourses,TheCoreCurriculumCouncilusesstudentcourseevaluations;however,notallcoursesusethesameevaluationmethod.TheCoreCurriculumCouncilalsoinnovatesandcontinuestofleshouttheCoreCurriculum.Forexample,infall2009,itaddedanEntryYearExperiencecourseasarequirementfornewfirst-yearstudents. UsingthecommonsetofguidingprinciplesforoutcomesbasedcurriculumdesignandassessmentcontainedinUSM’s“Vision,GoalsandOutcomesforGeneralEducation”andits“GuidelinesandCriteriaforGeneralEducationPrograms”(adoptedin2004and2005,respectively),threeredesignedUSMCorecurriculapathwaysareinvariousstagesofimplementation.USM’sLewiston-AuburnCollegebeganimplementationoftheLewistonCommonCore(LCC)in2007,theprovisionallyapprovedHonorsPathwayalsobeganimplementationin2007,andtheUniversityhasscheduledtheUSMCoreforfull
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implementationin2011-2012. Theoldcoreemphasizeslearninginthedisciplinesandpreparingstudentsforlearningintheirmajors.ThenewstatementofVision,GoalsandOutcomesforGeneralEducationatUSMbalancesthiswithgreaterattentiontointegrationandcoherence.Ratherthanprovidingaseriesofdistributionrequirements,metlargelythroughcoursesthatintroducethemajors,thenewUSMCorepathwaysaddressstudentlearningoutcomesinrelationtotheartsandhumanities,thesciencesandmathematics,andthesocialsciences,usinganintegratedseriesofcourses.Forexample,intheUSMCore,thesecondtierofcoursesincludesCulturalInterpretation,CreativeExpression,Socio-culturalAnalysisandScienceExploration(QuantitativeReasoningisrequiredatthefirstlevelofastudent’sUSMCore).Learningoutcomesforallfourcoursesatthissecondlevelemphasizeunderstandingofperspectiveandmethodinthedifferentdomains,andemphasize“skillsofeffectivecommunicationandanalysis”.
TheUSMCorealsoemphasizesconnectionsamongthesedomainsofknowledgeinthreeplacesinthecurriculum:themid-careercourse,theclusters,andthecapstone.Inthemid-careercourses,studentsmustarticulateanddistinguish“specializedperspectives...encounteredintheirpreviouscoursework.”IntheClusters,studentsintegrateknowledgefromdifferentdisciplinaryareasthataddressacommonthemeortopic.TheCapstonerequiresthatstudents“demonstrateunderstandingoftheirownandotherdisciplinaryperspectivesandtheabilitytoapplythemtoaproblem,issue,orproject.”
Theoldcoreconstitutesbetweenthirty-fourandthirty-ninecreditsofastudent’sbachelordegree;thenewUSMCorewillbebetweenthirty-sixandthirty-ninecredits.Thecreditrangedependsonthestudent’splacementincollegewritingandquantitativereasoningcoursesandhis/herchoiceofaminororthematiccluster.TheLACCommonCore(LCC),thefirstUSMCoreprogramimplementedunderthenewguidelines,requiresfiftysemesterhours,manyofwhichmayalsofulfillrequirementsinthemajor.
Undertheoldcore,graduatesdemonstratedcompetenceintheareasabovebysuccessfullycompletingcoursesfromthefollowingrequiredareas:CollegeWriting,QuantitativeReasoning,NaturalSciencewithlab,SkillsofAnalysis,SocialSciences,Humanities,FineArts,andEntryYearExperience.
Assessablelearningoutcomes,designedtodevelopoverthecourseofthestudent’scollegecareer,definecoursesinthenewUSMCore,LCCandtheHonorsProgramPathway.
APPRAISAL
WhentheUniversitycompletesfullimplementationofthethreeUSMCorepathwaysin2011,USMwillofferamuchmorecoherentandintegrativegeneraleducationwhilestillretainingthestrengthsoftheoldercore(disciplinarylearning),willmoreclearlyarticulateitscontemporaryvisionofaneducatedperson,andwillemploycurrentbestpracticesinpedagogyandcurriculumdesign.Theremainingchallengeisdevisingandimplementingmeaningfulandpracticalassessmentofthenewcurricula.TheCoreCurriculumCommitteehascreatedabroadoutlineofstrategiesforassessment,butthisbroadoutlinerequiresworkbeforecreationandimplementationofanactualassessmentplan.
AssessmentofstudentlearningintheEntryYearExperiencecoursesdemonstratesthechallengesahead.Itwasfairlyeasytoestablishindirectassessmentmechanisms(coursequestionnaires,utilizationofstandardizedcourseevaluationforms(SIR-II)andutilizationofNSSEsurveyitems)duringthepilotphase(2006-2008),andtocontinuewiththeimplementationoftherequirementinFall2009(2006-
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2009AssessmentReports).Similarly,dataonstudentpersistence,afourpercentimprovementin2010comparedto2009,suggestthatEYEcoursesareimprovingstudentpersistencefromfirsttosecondsemester,andfromfalltofallcomparedtooverallpersistencerates.However,directassessmentwilltakelongertoimplement.EffortstoinvolvefacultyinvoluntaryparticipationindirectassessmentofstudentworkinEYEcourseshaveproducedasmallsampleofinterestingdatabuthavenotyetresultedinthetypeorquantityofdatanecessaryforprogrammaticassessment.AssessmentofstudentlearningintheHonorsProgramisalsointheearlystages.TheUniversityisusingportionsoftheHonorsfullassessmentplan.Ithasobtainedfeedbackfrommeetingswithindividualstudents,fromembeddedassignmentsandsummativesurveys.Individualclassesareutilizingportfoliosandfinalassignmentsthatpointtocourseandprogramoutcomesandobjectives.LewistonAuburnCollegehasdevelopedane-portfoliosystemofassessment.AssessmentoftheLCCcurriculumthroughe-portfoliobeganinFall2009.Thefirststagefocusedonaseriesofstudentself-assessmentstoprovidefeedbackonthecurriculargoals.LACiscurrentlyfocusingonhowtoinvolvefacultyacademicadvisorsincurricularassessment.
ThesecondtierofthenewUSMCorecombinesUSM’shistoricalstrengthintheareaofgeneraleducation(thatis,introductionstothedisciplines)withitsincreasedemphasisonintegrativelearningandtheabilitytomakeconnectionsamongareasofknowledge.Thetransformationoftraditionaldistributionrequirements(metthroughintroductionstomajors)intoclearlyarticulatedlearningoutcomesintheprimarydomainsofknowledgerepresentsasignificantmovementinthedirectionofageneraleducationofgreaterrelevanceandvaluetoourstudents.
Thechallengeofthesecondtierofthenewcurriculumwillbetoconvertdiscipline-based,introduction-to-the-majorcoursesintocoursesthatexaminebroaderdomainsofknowledge(forexample,converting“IntroductiontoAnthropology”to“Socio-culturalAnalysis”).Theimplementationplanprovidesathree-yearwindow(2011-2014)forconversionofexistingcoursestothelearningoutcomesspecifiedinthesecondtierofthecurriculum.Thisisanambitiousplanrequiringon-goingsupportforfaculty’srevisingtheircoursestomeetnewoutcomesandcarefuloversightandassessmentbythecurriculumcommittee.
TheClustersextendthenewcurriculum’semphasisonintegrationbyrequiringstudentstoconnecttheirlearningacrossthematicallyconnectedcoursesindifferentdisciplines.Similarly,theCapstonerequiressummativeintegration,asstudentsexplicitlyconnecttheirlearninginthemajorwiththeirmoregeneraleducation.ThisexplicitcurricularemphasisonintegrationmoreclearlyarticulatesUSM’svisionofwhatitmeanstobeaneducatedperson,andwillbetterprepareourstudentstorespondtocontemporarysocietyinwhichthecapacitytomakeconnectionsbetweendiverseideasiscrucial.
Theoldcore,theLCCandthenewUSMCoremeettherequirementoftheequivalentof40semesterhoursingeneraleducation.ThenewUSMCorewilldosomoreeffectivelybecauseitstipulateslearningoutcomesandassessment,andreflectsadevelopmentalmodelwithcoursesthroughoutmuchofastudent’sacademiccareer.
Asstatedearlier,theoldcoreisamodifieddistributionmodellargelyconsistingofintroductorycoursestovariousdisciplines;theexceptionsarethenewlyinstitutedEYEandtheC(Englishcomposition),D(quantitativeskills),andE(skillsofanalysis)courserequirements,whichfocusonfoundationskills.Itdoesagoodjobofexposingstudentstoawiderangeofdisciplines,butoffersnostructuredopportunityforthemtoengageintheintegrationofthesewaysofknowing,nordoesit
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intentionallydevelopskillsovertime.ContentandinputhavedefinedqualificationforCorecoursedesignation;apointcorroboratedbyhowtherehasneverbeenanassessmentoftheprogram’slearningoutcomes.TheUniversityusesstudentcourseevaluationstoassessindividualcourses.TherehasbeensomeassessmentoftheCollegeWriting,QuantitativeReasoningandEYEcomponents.
PROJECTION
• TheWorkPlanoftheCoreCurriculumCommitteesetsaFall2011startdatefordevelopmentofassessmentplansforthesecondtiercourses.TheUniversitywillimplementtheseplansby2014,andwillcompletefullconversionofexistingcoursesbyFall2011.
• ThePlansetsaFall2011dateforimplementingassessmentfortheMid-careerSeminar.TheGeneralEducationCouncilwilldeveloptheCapstoneassessmentinSpring2011,andimplementitinFall2011.
• Thesuccessfulimplementationofallthreecurricula(theUSMCore,theLewistonCommonCore,andHonors’USMCorepathway)andtheirassessmentplanswillrequirecommitmentandsupportinatimeoffiscalconstraintsandinstitutionalreorganization.TheUniversityadministrationwillprovidefacultyandstaffwithprofessionaldevelopmenttoperformtheworkinvolved.
• TheUniversitywillusethecurriculartransformationsunderwaytoimprovestudentpersistencetograduation.
• Toattractnewstudents,theinstitutionwillbeginhighlightingitsnationallyrecognizedcurriculuminitsmarketingefforts.
GRADUATE DEGREE PROGRAMS
DESCRIPTION
ThemissionofgraduatestudiesatUSMistoprovideprogramsthatalignwithuniqueregionalandUniversityresources,meetregionalneedsandarecommittedtoexcellence.TheUniversityofferstwenty-sevengraduatedegreeprograms,twenty-fourcertificatesofgraduatestudy,andelevencertificatesofadvancedstudy.TheGraduateCatalogliststhelearningobjectivesandrationalesforalldegreeprogramsandtheGraduateStudieswebsiteliststherationalesforthecertificateprograms.
Currentgraduateresourcesincludelibrarycollections(e.g.lawlibrary),graduate-levelprofessionaljournals,informationtechnologyresources,laboratoryfacilitiesandequipment(e.g.WiseLaboratory),andspecialcollectionsasappropriatetotheprogram(e.g.,CEHDAssessmentCenter,counselingpracticesuites,andmedicaltechnology/roboticsequipment).
ToearnadmissiontograduatestudyatUSM,anapplicantmusthavereceivedabaccalaureatedegreeortheequivalentfromanaccreditedcollegeoruniversity.Eachapplicantmustsubmitacompletedapplication,lettersofrecommendation,officialtranscriptsofallundergraduateandgraduatework,andstandardizedscoresasrequiredbytheindividualgraduateprogram(e.g.GraduateRecordExam,MillersAnalogyTest).Forinternationalapplicants,theTestofEnglishasaForeignLanguage(TOEFL)isalsorequired.Severalprograms(e.g.AdultEducation,Counseling,andSchoolPsychology)alsorequireaformalinterviewprocess.Graduatecoursesandprogramsaremorespecializedandcomplexthanundergraduatecourses.Capstoneexperiencesincludeprofessionalportfolios,comprehensiveexams,
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master’sthesesand/ordoctoraldissertations. Disciplinarygraduateprogramsthataredesignedtopreparestudentsforscholarlycareers,ratherthanforprofessionaloccupations,emphasizearigorousapproachtoknowledgeacquisitionthroughformalizedcoursework,independentstudy,andempiricalresearchendeavors.Graduateprogramsthatemphasizeprofessionalpracticeincluderesearchactivitiesthatareconsistentwithstateandnationalaccreditationstandardsandstateandnationalcredentialingrequirements.Programsoffereitherascientist-practitionerorpractitioner-scientistmodelofgraduatetraining,withtheformerfocusingonthegenerationofknowledgeandskillsandthelateremphasizingtheapplicationofresearchtoamelioratingorsolvingclinical,social,andeducationalproblemswithinappliedsettings.Graduateprogramsrequireresearch-basedandresearch-informedcapstoneexperiencessuchastheses,portfoliosdocumentingprofessionalpracticesandcompetencies,anddissertations.Inaccordancewithstateandnationalaccreditationstandardsandstateandnationalcredentialingrequirements,practice-orienteddegreeprogramsofferablendofclassroom-basedinstructionandfield-based(e.g.,practica,internship)experiences.CertificatesofAdvancedStudy(CAS)andtheDoctorateofPsychologyinSchoolPsychology(Psy.D.)preparegraduatestudentsforadvancedcareersasleaderswithintheirrespectivedisciplines.
Severalprofessionalprogramsholdformalaccreditationfromvariousnationalaccreditingorganizations(e.g.Business,Education,Law,Nursing,OccupationalTherapy,SocialWork,etc.requiringthattheyfollowspecificguidelinesanddemonstratehowtheirgraduateshaveachievedstatedprogramobjectivesoracquiredrelevantcompetencies.TheUniversityrequiresgraduateprogramsthatdonotrequirenationalaccreditation(e.g.Biology,CreativeWriting,LeadershipStudies,AdultEducation,Statistics,etc.)tofollowsimilarinternalprogramassessmentguidelinesthatfocusonstudentlearningoutcomesaspartoftheself-studyprocess.Allprogramsdoassessments,eitherinternallyorexternallymandated,onaregularbasisaccordingtoafixedtimetable,normallyeverysevenyears.
APPRAISAL
ThegraduatedegreeandcertificateprogramsatUSMarerigorousandstrong.Oneprogram,thePh.D.inPublicPolicyattheMuskieSchool,andonedegree,inManufacturingSystems,arecurrentlynotacceptingnewapplicants,butalltheotherdegreeandcertificateprogramsareactive,graduatingstudentsandacceptingnewstudents.Allofthedegreeandcertificateprogramsareofhighquality,withsufficientlevelsofcomplexity,specializationandgeneralization.TheUniversitycouldcoordinateandimproveitslistingofthecurriculaforthevariousgraduatecertificateprograms.TheIntenttoPlanandProgramProposalprocessesensurethatresourcesareadequatepriortodeliveryofeachgraduateprogram.Resourcesareadequateforgraduatestudyandresearch,althoughmorefundingforgraduateassistantsandtuitionwaiverswouldbehelpful.
Forthosegraduateprogramsholdingstateornationalaccreditation,orboth,accreditationprocessesrequirebothinternalandexternalreviewsthatresultinmodificationofprogramrequirements.Graduateprogramswithoutstateornationalaccreditationundergoperiodicinstitution-levelreview.USMsupportsgraduateeducationbyreplacingsomegraduatefacultywhohaveresignedorretired,bysupportingongoingaccreditationapplications,andbyfundinggraduateresearchandteachingassistantships.TheOfficeofGraduateAffairsisalsoconductinganexitsurveywithgraduatinggraduatestudents,whichithopeswillyieldsuggestionsforimprovement.
SeveralgraduateprogramsatUSMreceiveexternalfundingthatsupportsresearchactivities.For
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example,theMuskieSchoolofPublicPolicyhasastrongrecordofaccomplishmentinexternalfunding,andstudentsinitsprogramsroutinelyserveasgraduateresearchassistantsandcollaboratewithfacultyinconductingresearch.TheUSMResearchCouncil,InstitutionalReviewBoard,andOfficeofSponsoredProgramssupportandencourageresearchactivities.USMalsooffersseveralgrantsthatsupportbothfacultyandstudentresearch(e.g.,FacultySenateResearchGrants,DevelopmentalInternalGrants).
PROJECTION
• TheUniversitywillcontinuetofundandsupporthighqualityandhighdemandgraduateprograms.
• Torecruitandretainhighqualitygraduatestudents,theUniversitywillfindadditionalfundingforgraduateresearchassistants,andwillprovidetuitionwaiverstoattractout-of-stategraduatestudents.
• Allgraduateprogramswillcontinuetoassessstudentlearningoutcomes,toimprovethequalityoftheprogramsandtocomplywithregulationsfromexternalaccreditingorganizationsorUSMprogramreviewprocedures.
• TheOfficeofGraduateAffairswilldoanexitsurveywithgraduatingstudentstouncoverpossibleareasforimprovement.
INTEGRITY IN THE AWARD OF ACADEMIC CREDIT
DESCRIPTION
TheUniversityofSouthernMaineoffersablendofundergraduateandgraduatedegreeprogramsthatareconsistentwiththerangeandtypesofdegreeprogramsofferedatcomparablepublicuniversities.Specificadmissionsstandards,courserequirements,anddegreerequirements,andincludedinbothelectronicandprintedundergraduateandgraduatecatalogs.
TheFacultiesanddepartmentsinitiateacademiccourses,majors,minorsandoptionswithinanapproveddegree,andAcademicDeans(ordesignatedrepresentatives)approveordisapprovethem;thelatternotifytheRegistrarofapprovedchangesandadditions.Facultyandadministrationreviewacademicdegreeprogramseveryfiveyears(newprograms)andsevenyears(existingprograms)usingaUniversityapprovedprogramreviewformat.
Theevaluationofstudentlearningorachievementoccursprimarilyattheleveloftheindividualcourseorsectionofacourse.Thecoursesyllabusistheprimaryinstrumentforarticulatinglearningobjectivesandforstatingthecriteriaappliedintheevaluationofstudentlearningandachievement.Atthelevelofcurriculardesign,thedepartmentiswheretheresponsibilityrestsforensuringdevelopmentofappropriatelearningobjectivesforeachcourse,andwheretheresponsibilityrestsfordevisingandapplyingthenecessarycriteriaforevaluatingstudentlearning.Inmostdepartments,thesematterscruciallydependupontheprofessionalintegrityofdepartmentalfaculty.Whereoneormoreofadepartment’sprogramsisaccredited,theaccreditationprocessaddsalayerofoversightbydisciplinarycolleaguesthattendstostrengthentheformulationandapplicationofrelevantlearningobjectivesandcriteria.ThisfurtherlayerofoversightaffectsonlyarathersmallminorityofUSMprograms.Inprinciple,coursenumberingsarerelevanttothisissue,inthattheycancommunicatedifferinglevelsofexpectationandbackgroundpreparationfordifferentcourses,andcanspecifyrequiredorrecommendedcoursesequencing.Syllabiare
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requiredforallregularcourses(seeUSMFacultyHandbook). TheOfficeofPriorLearningAssessment(PLA)isaprogramthatprovidestheUniversitycommunityandotherswithamechanismthatcanassesscollege-levellearningacquiredoutsidethetraditionalclassroomand,whereappropriate,grantacademiccredit.USMregardsPLAasanacademicfunction.TheUniversityfacultycontrolsthecreditdecisions,compatiblewiththerulesoftheUniversityofMaineSystem,whilethePLAstaffandanAdvisoryBoard(consistingoffaculty,administratorsandstaff)overseequalitycontrol. Theinstitutionpublishesnumericstandardsforlettergradesintheundergraduatecatalog(p.27)andgraduatecatalogbutleavesthesubstantivemeaningofthesestandardstothediscretionofindividualfacultymembers.Thus,theprimaryguarantoroftheintegrityofgradesistheprofessionalismofthefacultymember,andsecondarilyistheUniversity’spoliciesandprocessesforhiring,retaining,andsupportingcapableandresponsiblefaculty.Insomecolleges,acollege-widecurriculumcommitteereviewsthescopeandnatureofacourseinrelationtothenumberofcredithoursitearns.Inothercolleges,departmentsaddressthisrelationship.Thecatalogcontainstheacademicappealprocesswherebyastudentmaydisputeagradeonaparticularassignmentorforanentirecourse(pp.33-34).TheUniversityhasapolicyonacademicintegrityandaprocesswherebytoaddressallegedviolationsofthatpolicy.Thecatalog(p.38)andtheUSMwebsitedescribethatpolicyandprocess.
Thegreatmajorityofcoursestaughtforcreditviadistanceeducation,inContinuingEducation,ineveningsessionsorinWeekendCollege,aretheverysamecoursesofferedthroughtraditionalon-siteanddaytimemethodsatUSM.USMdoesnotdistinguishamongdeliverymethodsforthepurposeofvettingcoursesindepartments,schools,ortheCurriculumReviewCommittee.Relevantfacultyandadministratorsusetheapprovalprocessemployedfortraditionalcoursestoevaluatecoursesofferedviaalternativemethods.Theinstructorsindistance,ContinuingEducation,evening,andWeekendCollegecoursesareregulartenure-systemfacultyorregularpart-timefacultyattheUniversity.
USMacceptscourseworkintransferonlyfromregionallyaccreditedinstitutionsintheUnitedStatesandinternationalinstitutions.AUSM-approvedtranscriptanalysisagencyevaluatesallinternationaltranscripts.USMacceptsforcreditcourseswithgradesof“C-”orhigher;thetranscriptdisplaysthesecourseswithgrades.TheUniversitydoesnotusetransfergradesinthecalculationofthestudent’sGPA,unlessthereisaspecificarticulationagreementinplacestatingthattheUniversitywillusetransfergradeswhencalculatingtheGPA(i.e.NationalStudentExchange).AppropriatefacultiesanddepartmentsdetermineUSMcourseequivalencies.(Seepage12in2009-2010UndergraduateCatalog.)StudentshavetheabilitytoviewtheirtransfercreditevaluationsonlinethroughtheStudentServicesCenterinMaineStreet.Transfercourseequivalencyinformationisavailabletocurrentandprospectivestudents,asisinformationaboutarticulationagreements.TheUniversity’sResidenceRequirementstipulatesthatstudentsmustcompleteatUSMaminimumofthirtycredithours,includingatleastninehoursinthemajorfield.
Graduateprogramslimittheawardofgraduateleveltransfercredit,asindicatedintheGraduateAdmissionspolicy.
APPRAISAL
Approximatelyfifteentotwentypercentoffull-timeundergraduatestudentsgraduateinthe
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traditionalfouryearwindow,butthemajorityofUSMundergraduatestudentsareonafiveorsixyear“plan.”Eachacademicdepartmentoffersrequiredandelectiveclassesonaregularbasisbutsomeofthesmallerprogramsuseatwo-yearrotationscheduleinupperdivisionclassesbecauseofthefewer-than-twelveminimumenrollmentrequirementestablishedbytheUMSBoardofTrustees.Graduateprogramsfollowthesameproceduresasundergraduateprogramsbutvaryinlengthandinthesisornon-thesisrequirements.
TheUniversityneedstoassessitsuseofclearlystatedcriteriaforassessingstudentlearningandachievement.Also,USMneedstocheckwhetheritsprogramsusethecoursenumberingmechanismconsistentlyoreffectively.TherearenoUniversity-widecriteriaforwhatcountsasa2xxcoursevs.3xx,etc.Therearesomeprogramswhereall3xxcourseshaveprerequisitesatthe2xxor1xxlevel,andsomewheretherearefewornoprerequisitesatanylevel.Insomecolleges,therearecollege-widecurriculumcommitteesthatsometimesplayarolerelevanttothesematters.Somecollegeshavenosuchcommittee,andthereisnoUniversity-leveloversightrelevanttoStandard4.32.
ThePriorLearningAssessment(PLA)programattheUniversityofSouthernMaineistheoldestandmostcomprehensiveprogramwithintheUniversityofMaineSystem.Theofficeservicesabouttenpercentofthestudentpopulationinadditiontomanyinthecommunity.TheUMSystemandtheStateofMainedepartmentsofLaborandEducationregardthePLAprogramasamodel.ThestateofMaineawardedthe“BestPractice”labeltoUSM’sPLAprogram,alongwiththatoftheUniversityofMaineatAugusta.
Thoughthecatalogstatementofstandardsfordetermininglettergradesseemsquiteclearandconcrete,inrealitythescopeandqualityofworkrequiredtoearnagivenlettergradeinacourseisnot(andperhapscouldnotbe)rigorouslyandclearlydefinedinawaythatwouldapplytoalltherelevantdisciplines.USMisnotcurrentlyusinganysystematicevidenceonthedistributionofgrades,thoughitisinprincipleavailable.Theprocesswherebystudentsmaydisputeagradeonanassignmentoronacourseseemsreasonableandthecatalogandthewebsiteclearlydocumentit.Thepoliciesandproceduresfordealingwithcasesofallegedacademicdishonestyseemsoundandreasonable.Thecatalogstatementofthepolicyisclearandcomprehensive,thoughitwouldbehelpfultoaddalinktorelevantmaterialontheUSMwebsite.(Seepp.36-37ofUSMUndergraduateCatalog)
Departmentsdonotconsistentlyintegratepart-timefacultymembersteachinginoff-campusvenuesintodepartmentalconversationsaboutcurriculum.Theyalsodonothaveformalprocessesinplacetoassesstheuseofnon-traditionaldeliverymethods,suchasITVandonlineinstruction.TheUniversitydoesnothaveacoherentplaninplaceforitsoff-campuscenters.
The2009-2010UndergraduateCatalogclearlydescribesCertificateProgramsundertheappropriatemajors(e.g.page165liststheundergraduateCertificateinAppliedGISundertheGeography-AnthropologyDepartment).
ThedeansanddepartmentsverifytheResidenceRequirementaspartofthegraduationcertificationprocess,butthereisnomechanisminplacetovalidatethepercentageofintermediateandadvancedlevelcoursescompleted.Forprogramsthatrequiremorethan120credithours(i.e.IndustrialTechnology,ElectricalEngineeringandMechanicalEngineering),thecompletionofaminimumof30
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credithoursdoesnotensurethatthestudentwillcompleteatleastone-fourthofhis/herundergraduateprogramatUSM.TheSchoolofBusiness,partlybecauseitisAACSBaccredited,clearlystatesonpage283ofthe2009-2010UndergraduateCatalogthat“atleast50%ofcredithoursappliedtothemajormustbetakenatUSM.”TheDepartmentofCommunicationandMediaStudiesallowsstudentstotransferamaximumof12creditsintothemajor(seepage127ofthe2009-2010UndergraduateCatalog),thusensuringthatastudentwillcomplete24creditsatUSMtowardtheCommunicationmajoror33creditstowardtheMediaStudiesmajor.Allprogramsclearlyspecifythenumberoftransfercreditsallowed(seecatalog).
PROJECTION• USMshouldsupportdepartmentsandprogramsinmaintainingandobtainingexternal
accreditationwherethatisavailableandrelevanttotheirofferings.Wherenorelevantaccreditationframeworkexists,closerattentiontotheexperiencepost-graduationstudentshaveinseekingemploymentorinapplyingforgraduateprogramsmayserveasaproxyforinternalrigorofthekindStandard4.32seekstopromote.
• Somedegreeprogramsnowincorporatepriorlearningassessment(PLA)toallowstudentstosavetimeandmoneyandtogainflexibilityintheirscheduling.Givenmarketdemand,andwithever-greateracceptancebythefacultyandadministration,PLAoptionswillcontinuetoseegrowth,especiallyattheundergraduate.
• TheUniversitywillensurethat,asnon-traditionaldeliverymethods(suchasITVandonline)proliferate,assessmentofsuchmethodswillkeeppace.
• USMwilldevelopaclearmission,supportedbyfacultyandadministrators,fortheoff-campuscenters.Theoff-campuscenterswillcontinuetoplayanimportantrolebecauseprogramswillbestrategicaboutthecoursestheyofferatthecenters.
ASSESSMENT OF STUDENT LEARNING
DESCRIPTION
EveryundergraduateandgraduateprogramatUSMcollectsandusessomeassessmentinformationforprogramimprovement.Dataaregatheredandinterpretedatthecourse,program,andinstitutionallevel.ThemostcommonlearningoutcomesforundergraduateandgraduateprogramsatUSMarelistedintheattachedassessmentinventory.
Assessment Methods
The2008inventoryofallUSMprogramsshowedthatthemostcommonassessmentmethodis“curriculum/prerequisitereview”whichwasreportedby98%oftheprogramchairs.Programsalso“reviewcourseevaluationresults”(93%)and“obtainfacultyfeedback,informallyorformally”(90%).Inaddition,manyundergraduateprogramscollectinformationby“obtainingstudentfeedbackthroughsurveys”(85%).Themostcommonassessmentmethodsingraduateprogramsare“curriculumreview”(100%),“reviewofcourseevaluationresults”(91%),and“obtainingstudentfeedbackusingsurveys”(91%).Manyprograms(87%)reportthatthey“obtainfacultyfeedback”and“examinestudentgradesinrequiredcourses.”
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CurrentlytheOfficeofAcademicAssessmentatUSMcollectsinstitutionalassessmentdatabyusingsurveys.ItusesbothquantitativeandqualitativesurveydataaboutstudentlearningandstudentexperiencesatUSM.TheOfficecompletesreportsannuallyandmakesthemavailableontheUniversitywebsite.ItdistributesreportstoDeansandDepartmentHeadstocreatecampusdialogueandtospurprogramimprovement.Theuniversityusesavarietyofassessmentmethods,includingtheNSSE(NationalSurveyofStudentEngagement),anEYEProgramAssessmentQuestionnaire,aGraduatingSeniorsSurvey,andaProgramAssessmentSurvey.
AlargepercentageofundergraduatedegreeprogramsdisseminatethedatathattheUniversitycollectsontheirprograms.Almostall(98%)reportedhavingformalmeetingswiththeirfaculty.TheresultsoftheInventoryshowthatalldepartmentshavemadecurriculumimprovementsrecently(100%),andmanydepartmentshavemadeimprovementsinpedagogy(85%)andintheirdepartmentaladvising(80%)inresponsetoassessmentdata.Alargepercentageofgraduateprogramsdisseminatetheirdatabyhavingformalmeetingswiththeirfaculty(91%).Inaddition,91%reportthattheyhavemade“curriculum”improvementsandimprovementsin“departmentalpolicies”(83%)recently.(AssessmentInventory)
Institutional Support for Assessment
TheUniversityOfficeofAcademicAssessment,withthreefull-timestaff,providessupportservicesforcourse,program,andinstitutionalassessment.TheDivisionofAcademicAffairsisdesigninganofficeofInstitutionalResearchandAssessment,andinJanuaryof2011completedasearchforadirector.BecausetheGeneralEducationCouncil(asubcommitteeofthefacultysenate)hasresponsibilityforassessmentofGeneralEducation,faculty,notadministration,hastheseassessmentresponsibilities.The2009strategicplanplacesstudentengagementattheforefront,suggestingacommitmentonthepartoftheinstitutionalandacademicleadershiptoassessmentandimprovementinthisarea.
During2008-2009,theCollegeofArts&SciencespilottestedanewUSMreviewprocess,articulatedinadocumenttitled“ProceduresforAcademicProgramReview.”Thenewformatcentersonstudentlearning,andrequiresunitsatalllevelstoidentifyvitaloutcomesforstudentlearningandtoidentifykeyperformanceindicatorsagainstwhichtogaugestudentlearningprogress.Includedintheseperformanceindicatorsisprogresstowarddegree,measuredbybothprogrampersistenceandgraduationrates.
APPRAISAL
Avarietyofadministrativestaffandfacultyacrosstheunitsusemultipleassessmentmethodstogatherandanalyzeinformationaboutstudentlearning.Asignificantmajorityofprogramsandmajorshavemadechangestocurriculum,policies,orpedagogyinresponsetosuchdata.Insomecontexts,programsareusingassessmentdatareflectively,butthethreelevelsofassessment(course,program,andinstitutional)arenotintegratedacrossallprogramsattheUniversity.
ThelearningoutcomesarticulatedbyprogramsatUSM—outcomesappropriatetoaliberalartseducationandprofessionalpreparationattheundergraduateandgraduatelevel—revealtheUniversity’scharacterasaregionalcomprehensiveuniversity.Further,theseoutcomesreflectUSM’smissionof
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fosteringcriticalinquiryandadvocatingdiversityandcommunityinvolvement.Theassessmentinventoryshowsthatmorethanhalfoftheinstitution’sdepartmentsandmajorswouldliketogathermoredatathantheyare,particularlythroughfocusgroups,exitinterviewswithseniors,andalumnisurveys.Currently,thereisnotacampus-wideformalprocessforcollectinginstitutionaldatausingdirectassessmentmethods(essays,portfolios,exams,researchprojects,etc).
PROJECTION
• Programswillintegratethethreelevelsofassessment--course,program,andinstitutional—acrosstheuniversityby2014.
• Departmentsandmajorswillgathermoredataonstudentsuccess,usingfocusgroups,exitinterviewswithseniors,andalumnisurveys,by2014.
• TheOfficeofAcademicAssessmentwillcreate,by2014,acampus-wideformalprocessforcollectinginstitutionaldatausingdirectassessmentmethods(essays,portfolios,exams,researchprojects,etc).
INSTITUTIONAL EFFECTIVENESS
TheUniversityreliesonitsfacultyforevaluatingthequality,integrityandeffectivenessofitsprograms.Variousstaffunits,suchastheRegistrar’sofficeandtheOfficeofAcademicAssessment,assisttheminthistask.TheProvostandPresident’sofficesalsoplaysignificantrolesinthe“macro”evaluationoftheUniversity’snumerousprograms.
TheProvostandPresidentarecurrentlyexaminingtheeffectivenessofalltheUniversity’sacademicprograms,usingamorecentralizedandrigorousprocess.Theaimistoeliminateineffectiveprograms,strengtheneffectivebutunder-resourcedones,andaddnew,potentiallyeffective,ones.ThereislittledoubtthatthisprocesswillcontinuewellintothefutureandbecomeapermanentwayofoperatingatUSM.
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Standard 5: Faculty
The institution develops a faculty that is suited to the fulfillment of the institution’s mission. Faculty qualifications, numbers, and performance are sufficient to accomplish the institution’s mission and purposes. Faculty competently offer the institution’s academic programs and fulfill those tasks appropriately assigned to them.
“Through its undergraduate, graduate and professional programs, USM faculty members educate future leaders in the liberal arts and sciences, engineering and technology, health and social services, education, business, law and public service. Distinguished for their teaching, research, and scholarly publication and creative activity, the faculty are committed to fostering a spirit of critical inquiry and civic participation. USM embraces academic freedom for students, faculty, and staff, and advocates diversity in all aspects of its campus life and academic work” (USM mission statement).
OVERVIEW
Adynamicfacultyisnecessarytomeetthemissionoftheuniversity:USMplaceslearningatthecenterofitsmissionandnewstrategicplan,PreparingUSMfortheFuture,2009-2014.FacultyarecrucialtoUSM,particularlyastheysetthetoneforavibrantintellectualcommunity.USM’smissionrequiresfacultywhoareeffectiveteachers,activescholars,andengagedcommunitymembers.AsareflectionoftheUniversity’sabilitytorecruitandretainhighlyqualifiedandproductivefaculty,USMprofessorsareconcernedaboutthequalityofinstruction,thesignificanceoftheirresearch,scholarship,andcreativeactivity(RSCA),andthepreparationofgraduateswhomeettheregion’sneeds.Inaddition,facultyareregularlyrecognizedforexcellenceintheirfields.In2010,forexample,DistinguishedProfessorJoeConfortiwaspresentedwithaprestigiousawardfromtheMaineHumanitiesCouncil,AssociateProfessorLorrayneCarrollwasawardedtheMaineCampusCompactAward,ProfessorDavidJoneswasgiventheOutstandingEducatoroftheYearAwardbytheNewEnglandTherapeuticRecreationAssociation,AssociateProfessorLindaMeyerwaspresentedwiththeAnnualTherapeuticRecreationServiceAwardbytheMaineRecreation&ParkAssociation,ProfessorRoseMarascowasbeennamedUSM’sthirdDistinguishedProfessor,AssociateProfessorEdCollomwasawardedthefirstProvostResearchFellowship,ProfessorRichardMaimanwasnamedaFulbrightScholartolectureattheCentreforHumanRightsintheLawDepartmentoftheUniversityofPretoriaintheRepublicofSouthAfrica,AssociateProfessorKenJoneswasnamedaFulbrightScholartostudyeducationalreforminIndia,andAssistantProfessorClareBatesCongdonwasawardedaNationalScienceFoundation“CAREER”grantdesignedtosupporttheworkofteacher-scholarswhomosteffectivelyintegratetheirresearchwiththeeducationofstudents.
DESCRIPTION
Full-timefacultyhaveappointmentsattherankoflecturer,instructor,assistantprofessor,associateprofessor,andprofessor(FacultySenateUniversityGovernanceConstitution,p.3).Thepart-timefacultyincludes“allpersonswhoteachcreditcoursesorcreditequivalentdevelopmentalorbasiccoursesandwhohavebeensoemployedforatleasttwosemestersofthefourimmediatelyprecedingsemesters(fallorspring)andwhoaresoemployedinthecurrentsemester”(FacultySenateGovernanceConstitution,p.3).
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InFY2010,therewereatotalof356full-timefacultyand275parttimefaculty(Standard5DataFirstForm).
Eighty-fourpercentoffull-timefacultyholdaterminaldegreeintheirrespectivedisciplines.QualificationssuchastrainingandcredentialsaredocumentedinindividualCVsandinunitrecords.Seventy-fivepercentoffull-timefacultyatUSMaretenured.
ExceptfortheSchoolofLawfaculty,whoaregovernedbytheseparateLawFacultyPersonnelPoliciesapprovedbytheBoardofTrustees,full-timefacultyarerepresentedbyAssociatedFacultiesoftheUniversitiesofMaine(AFUM)andpart-timefacultyarerepresentedbyPart-TimeFacultyAssociation(PATFA)(InformationReporting,HR2008data).Eachunion’scontractarticulatestheirrespectivefaculties’responsibilities.TheAFUMcontract(article10)states,“Theworkloadofunitmembersshallconsistofteaching,research,University,andpublicservice.Themixofteaching,research,University,andpublicserviceresponsibilitiesvariesamongcampuses,colleges,divisions,departments,andunitmembers.Themajorbasisfordeterminingthecompositionofaunitmember’sworkloadshallbedepartment,divisionorotherappropriateunitresponsibilitiesandneeds,collegeneeds,individualcompetenciesandthepastworkloadofanindividualunitmember.”(AFUMcontract)Oncehired,thefacultymember’sspecificresponsibilitiesandtermsandconditionsoftheinitialappointmentareoutlinedintheappointmentletter(UMSAdministrativeProceduresManual)Eachunitdeterminesthespecificsoftheserequirementswiththeapprovaloftheirrespectivedeansordirectors.
AverageUSMfull-timefacultysalariesareAssistantProfessor-$57145,AssociateProfessor-$72915,Professor-$92950(Standard5DataFirstForm).AmongacademiccollegesatUSM,averagesalaryvariesfromalowof$58463atLewiston-AuburnCollegetoahighof$104152attheSchoolofBusiness(InformationReporting-HumanResources).AdditionalbenefitsincludeUSMcontributionstofacultyretirementaccountsandhealthinsurancepremiums(AFUMContract).
Facultysearches,whichmustbeapprovedbytheDeanandProvost,beginwithformalrequestsattheprogramordepartmentlevel.Onceapprovedfacultysearchesmustfollowspecificprocedures.Asignificantgoalinfacultyrecruitmentisachievingadiverseworkforce.Tothisend,USM’sDirectorofEqualOpportunityeducatesandworkswiththesearchcommitteesothatallmaterialsrelatedtothesearchareinvitingtoadiverserangeofcandidatesandsothatthesearchappealstoabroadanddiversepopulationofscholars.
FacultyDemographicsPartTimeFaculty
*Source:Standard5DataFirstForms10/5/2010
FullTimeFaculty
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Tenure-trackfacultyaregenerallyhiredfora6-yearprobationaryperiod,duringwhichtheyworkonaseriesof1-and2-yearcontractswithevaluationseachyear.Unlesstheprobationaryperiodisextendedfor1yearforexceptionallifecircumstances,tenure-trackfacultyareconsideredfortenureintheirsixthyearofserviceatthelatest.Theevaluationofeffectivenessoffacultyisprimarilycarriedoutthroughthetraditionalpeerreviewsystemoftenureandpromotionbasedondepartment/programcriteriain4areas:teaching,scholarship,universityandcommunityservice.Thereisalsoaquadrennialpost-tenurereviewprocess.TheUniversityofMaineSystemAdministrativeProceduresManualandtheProvost’swebsiteprovideinformationontheprocessesandcriteriaforpromotion,tenureandpost-tenurereview.
Facultyintegrityandresponsibilitiesregardingthetreatmentofbothpeopleandpropertyareimportanttothefunctioningoftheuniversity.Policiesandpracticesrelatedtopersonnelactions,sabbaticalsandotherleaves,outsideemploymentandconflictsofinterests,workrelatedtravel,coursemanagement,academicintegrity,academicappeals,handlinggradedwrittenmaterials,confidentialityofstudentrecords,diversityandsexualharassmentcanbefoundintheUSM Faculty Handbook.
APPRAISAL
USMusesfull-andpart-timefacultytofulfillitsmission;facultyineachunithavetheeducation,qualifications,experience,andcredentialsnecessaryandappropriatetotheirteachingassignmentsandscholarshipandserviceexpectations.Incontrast,thepercentageoffacultywhoaremembersofethnicminoritygroupsisthelowestintheUniversityofMaineSystem(average=5.1%;range=4.1%to11.4%)(UniversityofMaineSystemFacultyandTenureStatistics).ThislackofethnicdiversityisparticularlyproblematicconsideringUSM’slocationinPortland,themostdiversecity/areainMaine.Thoughinthelastfiveyears,USMhasincreasedthediversityofitsfacultyintermsofrace,gender,andethnicity.
Facultyresponsibilities,asoutlinedinthevarietyofdepartmental/AFUM/administrativedocumentsaccordwellwithUSM’smissionstatement,whichhighlightsteachingandresearchasdistinguishingfeaturesofourfaculty.
Witha15:1student-to-facultyratio(USMataGlance,2009),USMcomparesfavorablytootherinstitutions.ThissuggeststhatUSMhasanadequatenumberoffacultytofulfillitsmission.Thatbeingsaid,thenumberoffull-timefacultyisindecline.Therehasbeenadecreaseinthenumberoffull-timefacultyineachofthelastthreeyears.Inadditionthetotalfacultyhasbeenreducedfromhighof693totalfacultyinFY2007toitscurrentlevelof631.(Standard5DataFirstForm.)Thistrendisbeingreversed.New,full-timefacultywerehiredin2010andadditionalhiresareexpectedin2011.
Currently,therearenodocuments,policiesorproceduresinplacetoassessfacultyworkloadorevenhowitisdefinedbeyondthebroadandvagueAFUMdefinition.WhiletheworkloadisdescribedintheAFUMcontract,thespecificdetailsofeachfacultymember’sassignmentsareestablishedbyeachunit(department,programorcollege)tomeetthegoalsandmissionoftheacademicunitaswellastheuniversity.Themixofteaching,researchandservicevariesbyuniversity,collegeanddepartment.Thisposessomedifficultyindevelopingastandardworkloadastherearedifferencesindepartmentalresponsibilitiesaswellasdifferencesbetweendisciplines.Theevaluationoffacultysuccessoccursthroughthepeerreviewoffacultyduringthetenure,post-tenure,andpromotionprocess[Article9&10,AFUMcontract].Whilethiswouldbeanappropriatetimetoappraiseanindividual’sassignmentorworkload,it
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seldomoccursandreappraisalsofassignmentsarerare.Oneimpedimenttoreappraisingassignmentsisthatreleasetimeisnotdefinedorquantifiedandreplacementcostsarenotcalculated.
Thedecreasingnumberoffull-timefacultyandthereductioninsupportstaffhasincreasedtheadministrativeburdenoffaculty.Anumberoftasksformerlyperformedbystaffarenowdonebyfaculty.Thereisalsoanincreaseddemandforthetimeandresourcesoffull-timefacultywithregardtostudentadvising,programmaticandcurricularmanagementanddevelopment,andUniversityandcommunityservice.Themovetowardprovidingon-lineclassesdemandsmoretimefromfacultyasdoesthenewGeneralEducationprogram,whichrequiresthedevelopmentofnewcoursesusuallyoutsideofthoserequiredbydegreeprogramswithinwhichallfacultyteach.Thesenewandincreaseddemandsuponfacultyhaveoccurredwithoutanyreconsiderationofworkloadortheimpactonafaculty’sabilitytoadvisestudents,maintainafullteachingload,andmaintainhealthyscholarlyactivities.
The6-yearprobationaryperiodatUSMpriortotenureisstandardacrosstheUMS(AFUMContract),andsimilartootherareainstitutions.Thecontractprovisionallowingextensionoftheprobationaryperiod,whilenew,shouldprovideaddedsecurityfornon-tenuredfacultymemberswithfamiliesandmayproveparticularlyhelpfultofemalefacultymembers.ThefractionoftheUSMfull-timefacultywhoaretenuredisthe2ndhighestoftheUMSinstitutionsandgreatlyexceedstheaverageforfacultynationally(UniversityofMaineSystemFacultyandTenureStatistics).
ComparedtootherNewEnglandinstitutions,USMsalaries,onaverage,areabout$3,000lessforAssistantProfessors,$5,000lessforAssociateProfessors,and$15,000lessforProfessors.However,theseNewEnglandaveragesincludeprivatecolleges&universitiesthathavehistoricallyhigherpayscalesthandopublicinstitutions.Comparedtopublicuniversitiesnationwide,USMsalariesfallmidwaybetweentheaverageforCategoryIIA(Master’sgranting)andCategoryI(Doctoral)institutions(AAUPFacultySalarySurveyReport).
Full-timeUSMfacultyworkwithan“academicstandard”levelofjobsecuritydespitecurrentuncertaintiesrelatedtoinstitutionalreorganization.MaintainingthissecurityallowsUSMtobeacompetitiveemployer.ThisshouldcontributetoUSM’sabilitytoattractandretainfaculty–includingfemaleandethnicminorityfaculty.Theprovisionforextensionoftheprobationaryperiodforextraordinaryfamilycircumstancesmayhelpimprovethenumberoffemalefacultyandthefractionofthosefacultywhoaretenured.
PROJECTION
Eachunitshouldcalculateitscapacitytofulfilltheuniversity’smissionbasednotsolelyonstudentcredithours(towhichPTfacultycontribute),butalsoonexpectationsofscholarship,advising,anduniversityandcommunityservice.Toensureequityacrossunitsinthisprocess,Deansshouldreviewtheequityofwork-loadsoffull-timefacultyintheircollegeinconsultationwithchairsandAFUM.
TheProvostshouldmaketheselectionoffacultysearchestransparentsothatfacultyunderstandwhysomesearcheswereapproved,othersnot,andsomeapprovedandthenlatercancelled.AnecdotalevidencesuggeststhatfailedsearchesarenotuncommonatUSM.Dataonfailedsearchesandjobofferpackages(bydiscipline)couldshedlightonotherareasinwhichUSMcouldimprovefacultyrecruitment.WhilestartuppackagesareanimportantrecruitmenttoolandareavailableatUSM,thesedataare
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notwidelyavailablenoristhereanassessmentastowhysearchesfailortheeffectsthereof.AbetterunderstandinganduseofthisdatacouldhelpachievetheUSMStrategicPlan’sgoaloffurtheringtheUniversity’sCommitmenttoDiversitybyrecruitingandretainingadiversefaculty.
Thoughonly24%offullprofessorsarefemale,49%and50%ofassociateandassistantprofessorsarefemale.ThistrendsuggeststhatUSMismovingtowardgenderequitybuttheOfficeofCampusDiversityandEquityshouldcarefullymonitorthepercentageoffemaleprofessorstoensurethisprocessisworking.
TheProvost’sOfficeandacommitteecomprisedoffacultyshouldgatherinformationtoevaluateiffacultyworkloadsareconsistentwiththeUniversity’smissionandpurpose.Aspartoftenureandpost-tenurereviews,facultyworkloadsshouldbere-evaluatedonaroutinebasis,particularlysincehiringfreezes,stafflayoffs,andincreasedparttimefacultyteachingatUSMhaveallincreasedfulltimefacultyworkloads.
TEACHINGANDADVISING
DESCRIPTION
Bothfullandpart-timefacultyteachcoursesatUSM.Somecollegesand/orprogramsrelyheavilyonpart-timeinstructorstodelivertheircourseswhileothersemploypart-timeinstructorsminimally.Forexample,only5%ofthecoursesintheMuskieSchoolofPublicServicearetaughtbypart-timefacultycomparedto57%intheCollegeofNursingandHealthProfession(CONHP)(HRInfoReporting).TheprofessionalcollegessuchasCollegeofEducationandHumanDevelopment(CEHD)andCONHPandsomeprogramssuchastheSchoolofMusicemploypart-timefacultybydesign;asactivepractitionersinthefieldtheyarevaluableresources.Afewprogramsincludeateachingassistantship(TA)aspartofaGraduateAssistantship.SomeTAsareforgraduatecoursesandsomeTAsareforundergraduatecourses.
CoursesaretaughtatUSMtwelvemonthsayearthroughabroadrangeofdeliverysystemsincludingface-to-facecoursesofferedoncampus,face-to-facecoursesofferedoff-campus,andcoursestaughtviadistancetechnologiesandon-line.Campus-basedcoursesaretaughtinclassroomsequippedwitheducationaltechnology.Nearlyallofthe132classroomsonthethreecampusesareequippedwithdataprojectorsandDVD-VCRcombinationunits.Inadditiontoclassrooms,theuniversityhasconferencerooms,laboratories,lecturehalls,andperformancerooms(AudiovisualandMediaServices).Inthefall2009semester,118courseswereofferedonline,viablended(onlineandon-ground)orotherdistancetechnologies(e.g.,instructionaltelevision,videoconferencing).Thenumberofonlineandblendedcoursesbeingofferedinthespringsemesterof2010willincreasetoatotalof155(CTEL).AnotherwaystudentslearnatUSMisthroughtravelcourseswhicharemostlyofferedduringthesummer.Since2005anaverageof168studentshaveenrolledinsummertravelcourseswithexperiencesinBelgium,Spain,Latvia,Greece,China,andelsewhereintheworldandduringthewintertermtheCollegeofNursingandHealthProfessionssponsorsaservice-learningcourseintheDominicanRepublic(averageenrollment=32)(OfficeofInternationalPrograms).
TheFacultyHandbooklaysouttheminimalexpectationsoftheCourseSyllabusasanimportantcomponentofafacultymember’srelationshipandobligationstostudents.ItalsoprovidesinformationonHandlingConfidentialInformation.
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Followingcoursedelivery,facultyteachingisevaluated.AccordingtotheUSMCriteriaforTenureandRanks,effectiveteachingisstatedtobethemostimportantcriterionforobtainingtenure.TheimportanceofandneedforstudentevaluationoffacultyinstructionisprominentinawidearrayofdocumentsincludingtheAFUMContract,UMSAdministrativeProceduresManual,USMCriteriaforTenureandRanks.Allpreandposttenurereviewsrequireasummationofquantitativeandqualitativestudentevaluationsofeachcoursetaughtbythefacultymemberunderreview.End-of-coursewrittenstudentevaluationshavelongbeenstandardoperatingprocedureatUSM.Bothquantitative(Likert-typescale)andqualitative(open-ended)measuresareused.Aspartofpromotionandtenurereviewprocedures,facultydocumenttheirteachingandsummarizetheirteachingevaluationscores(SeethePersonnelActionApplicationontheProvost’swebpage).Theresponsibilityforevaluatingpart-timefacultyrestsatthedepartmentorprogramlevel.
TheimprovementofteachingatUSMissupportedthroughavarietyofmeans.Peerreviewoffacultyevaluationsisone.Asnotedinthe2009InventoryofDepartmentalAssessmentActivities,98%ofdepartmentsthatrespondedconductedareviewofcourseevaluationsinformalmeetings/discussionswithallormostdepartmentfaculty.Peerobservationofteachingisencouragedaspartoftenureandpromotionandpost-tenurereviewprocessesinseveralschoolsandcolleges.Additionally,twocurrentemphasesonfacultyprofessionaldevelopmentarerelatedtoteachingonlineandinthegeneraleducationcurriculum.Currently,theCenterforTechnologyEnhancedLearning(CTEL)issupportingfacultyprofessionaldevelopmenttoteachonline.CTELhasseveralsmallgrantprogramstosupportthiswork.Theseincludeindividualizedfacultysupportfromcoursedesignersaswellassmallgrantsforfacultyandprograms(e.g.,Sloan-CGrants,CourseDevelopmentGrants,EmergingTechnologiesGrants).Inpreparationforthefullimplementationofitsnewcorecurriculumin2011,throughaDavisFoundationGrantUSMhasbudgeted$30,000forfacultydevelopment,and$75,000forassessmentactivities.(DavisFoundationGrantAllocationsforUSMcoreimplementation2009-2012).ProfessionaldevelopmentatUSMisalsosupportedintheindividualcolleges.Facultydevelopmentfundsinsomecollegessupportfacultytoattendconferencesandworkshopsaimedtowardtheimprovementofteaching.
Asapartoftheirteachingandmentorshipofstudents,facultyencouragestudentscholarlyandcreativeachievement.USMstudentshaveanopportunitytodisseminatetheirscholarshipeachspringbywayofthe“ThinkingMattersconference.”Onaveragemorethan200studentspresenttheirworkthroughpanelpresentations,symposia,andpostersessions.Inthefallof2010asimilarprogramentitled“CivicMatters”wasbegunforservicelearningandcommunity-basedprojects.Astudent-ledmagazineentitledWordsandImagesprovidesanoutletforthepublicationofcreativewritingandvisualart.Similarlystudentsintheperformingartsparticipateinsuchcreativeactivityastheatre,concerts,andexhibits.
Full-timefacultyareexpectedtoshareintheadvisementoftheirmajors,aidedbyStudentSuccessCenters,whichwereestablishedinfall2009andtheon-line“AdvisingNetwork,”whichcontainsaseriesofmodulestotrainfacultyonadvisingandtoacquaintthemwiththemostrecentadvisingresources.FacultycanalsoaccesstheiradviseesviaMaineStreetemaillists.Facultyareexpectedtokeepregularofficehoursandbeavailableforstudentappointments;respondtostudentconcernsandquestionsregardingacademicissues;approvecourseselectioninkeepingwithUSMrequirements;monitorstudentprogresstowardadegree;anddocumentaccurateadvisingrecordsandmeetingnotes.Theapproachestoacademicadvisingvaryacrosscampusbydepartmentsandprogramsasdoesthefacultyadvisementload.Somedepartmentshaveahighstudent-to-facultyadvisingratioof25:1forundergraduatestudentsinadditionto
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graduateadvisees.
APPRAISAL
Studentshaveopportunitiestostudywithfacultyduringtheirundergraduateandgraduatedegreeprogramsandthusbenefitfromthetalentandexperienceofawiderangeofinstructors.However,insmallerdepartmentsstudentsmaynothavecontactwithmorethanafewfacultywhoteachintheirmajor.Theuseofpart-timefacultyisdeterminedbytheadministrativeunitordepartmentasnecessarytomeetUSM’smission,thoughwithincreasingbudgetconstraintsdirectivesdemandingthereductionofPTfacultyarepasseddownfromtheProvostandDeantodepartmentchairs.
Theextenttowhichpart-timefacultyareintegratedintothedepartmentsvariesacrosstheuniversity.Sincepart-timefacultyareresponsiblesolelyforteaching,manyprefernottoattenddepartmentmeetingsorengageincommitteework,thoughsomecertainlydo.Initiativesandprogramstargetingpart-timefacultyprofessionaldevelopmentvaryacrosscolleges.Opportunitiesrangefromtheexistenceofpart-timeinstructorhandbooksorpacketstospecialpart-timeinstructormeetingsandtrainings,closesupervisionand/orclassobservations.Somegrantopportunitiesrelatedtoteaching,suchastheCTELonlinecoursedevelopmentgrantsareavailabletopart-timefaculty.Theyalsohaverepresentation(albeitminimal)ontheFacultySenate.Andthoughnottenured,part-timefacultyjobsecurityincreaseswithseniorityandAcademicYearAppointments.(PATFAContract,FacultyHandbook).
TAshavebecomeanessentialandintegralelementfordeliveringtheundergraduatecurriculuminsomeprograms.Thoughtheyaregenerallyusedtoassistprofessors,inthecaseofthebiologyprogram,forexample,theyareresponsibleforinstructinglaboratorysections.SinceTAsarerelativelynewatUSMandtheinstitutionhasastrongtraditionoffull-timefacultyteachingcourses,includingintroductorycourses,theintroductionofTAstocoursesisbeingcarefullyandthoughtfullymonitored.
WhileUSMisarelativenewcomertoonlineeducationincreasingnumbersoffullandpart-timefacultyareteachingtechnology-assistedcourses.Hence,studentsatUSMhaveopportunitiestotakecoursesinawidevarietyofformatsincludingon-ground,online,blended,andexpeditionary.
Currently,anumberoftoolsarebeingusedtoevaluateteaching.ThespecificinstrumentusedforStudentEvaluationsistailoredbyeachacademicunittosuititsneeds,theuniversityhasrecentlychangedtotheStudentInstructionalReportII(SIR-II)publishedbytheEducationalTestingService.SIR-IIevaluationsarenot,however,yetavailabletofacultywhoteachonline.
Asnoted,thefacultyprofessionaldevelopmentissupportedthroughavarietyofmeans,however,theCenterforTeachinghasbeenclosed.AlthoughsomeoftheCenterforTeaching’sfunctionshavebeentakenoverbyCTEL(e.g.,technologytraining,peer-ledcommunitiesofpracticeseminars),manyremainunfulfilled.AsrecommendedintheCenterforTeaching’s2007-2008selfstudy(“CenterforReflectiveTeaching”)re-openingsometypeofcenterforteachingwouldenhanceteachingatUSM.
Unfortunately,budgetcutshaveretrenched,andinsomecaseseliminated,programsthatallowfacultytodevelopasteachersandscholars.Inanotableexception,sinceCTELwillplayanimportantroleinfacultytrainingandqualitycontrolinonlineandblendededucationandtheyhavegrantstopromoteonlineeducation,thequantityandqualityoftechnology-enhancedteachingandlearningwillcontinuetoincreaseinthenearandmoderate-termfuture.
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Both“ThinkingMatters”and“CivicMatters”willcontinuetoprovidestudentswithopportunitiestodisseminatetheirscholarly,creative,andservice-basedwork.ButstudentpublicationvenuessuchasTheMaineScholaranditssequelTheSouthernMaineReviewnolongerexistduetorecentbudgetcuts.Furtherundergirdingundergraduateresearch,thenewGeneralEducationcurriculumwillrequireacapstoneprojectandforumswillbecreatedforstudentstosharetheirscholarship.Withimprovingmacro-economicconditionstherevivalofaUMSsystem-widepublicationsuchasTheMaineScholarwouldreinstituteanimportantvehiclefordisseminationofstudentscholarlywork.
PROJECTION
TheDirectoroftheGraduateSchoolshouldexpandandincludeguidancespecificallyforTA’sinthesectionontheguidanceforworkexpectationonthegraduateassistantshipwebsite.Inaddition,astheuniversityconsidersincreasingthenumberofTA’s,theDirectorandProvostmustaddresstheleveloffinancialsupportprovidedforgraduateassistants.LowpayratesmaybecomeanissuewithregardtothequalityofTAsthatmayberecruited.
AsUSMworkstoachieveitsStrategicPlanninggoalofmakingstudentsuccessaUniversityPrioritythroughdevelopmentofcost-effectiveonlinedegreeprograms,anditsgoalofpromotingdiversitybyencouraginginterdisciplinaryapproachesinteachingandsophisticatedcross-campuscollaborationsthatdrawonfacultyinavarietyofdisciplines,itneedstoanalyzetheAssessmentInventoryanddevelopclearerguidelinesforprogramassessment.Morebroadly,asUSMmovestowardsmoreonlineandinterdisciplinaryinstruction,orsimplyseekstointegrateinstructionacrosscollegesanddepartmentstomakethemostofitsresources,theGeneralEducationCouncilandtheUniversityCurriculumReviewCommitteeshouldprovideuniversity-widefacultyoversightofthecurriculumandinstructionalstandards.
InconsultationwiththenewStudentSuccessCenters,eachDean’sofficeshouldcomparestudent-to-facultyratiosforadvisingacrossdepartments.AnumberofadvisingissuesshouldbeaddressedbythenewStudentSuccess.Forexample,surveyinstrumentsshouldbe
Selected Faculty Monographs, 2010
FrancescaVassallo-PoliticalScience Social Capital and Political ActivismValerieA.Hart-Nursing Patient-Provider Communications: Caring to ListenPiersBeirne-Criminology Confronting Animal Abuse: Law, Criminology, and Human-Animal RelationshipsJefferyMaine-Law The Fundamentals of Federal Taxation: Problems and MaterialsBetsySholl-English Rough CradleVincentFaherty-SocialWork WordCraft Applied Qualitative Data AnalysisAdamTuchinsky-History Horace Greeley’s New-York Tribune: Civil War-Era Socialism and the Crisis of Free LaborKathleenAshley-English Being a Pilgrim: Art and Ritual on the Medieval Routes to Santiago MichaelG.Hillard-Economics Heterodox MacroeconomicsJamesW.Messerschmidt-Criminology Hegemonic Masculinities and Camouflaged PoliticsMicheleKaschub-Music Minds on Music: Composition for Creative and Critical Thinking
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developedtogatherandanalyzestudentfeedbackontheeffectivenessoftheStudentSuccessCentersaswellasfacultyadvisement.
SCHOLARSHIP
DESCRIPTION
Tosupporttheirpedagogy,furthertheirprofessionaldevelopment,andstrivefortheirownaspirations,USMfacultyareexpectedtoengageinresearch,scholarship,andcreativeactivity(RSCA).NumerousdocumentsaddressRSCAaspartoftheuniversity’smissionandasacriterionfortenureandpromotionforfaculty.Researchisdefinedaspartoffacultyworkloadbutthisresearchcomponentvariesamongcampuses,colleges,divisions,departments,andunitmembers.
Bothfacultyandstudentsparticipateinthecreation,revision,andapplicationofknowledge.Whiletheuniversityfocuseslargelyonundergraduateeducation,studentsatalllevelsengageinresearch,scholarship,andcreativeactivityintheirclassesandindegreeexitrequirements(e.g.,seniorconcertsintheMusicDepartment,Honorsthesis,SummerUndergraduateResearchFellowship(SURF),ThinkingMattersConference).Asaforumforundergraduateresearchandtheincorporationofresearchintotheclassroom,ThinkingMattersisoneexampleofthehowfacultyintegratetheirRSCAintoteachingandmentorundergraduateresearch.Graduatestudentsinmanyprogramsarerequiredtocompleteabodyoforiginalworkinacapstonethesis.
Theuniversityprovidessomeresourcestosupportresearch,scholarship,andcreativeactivity—sciencelaboratories,artstudios,libraries,graduateassistants,forexample.UniversitysupportforfacultyRSCAisalsoprovidedthroughavarietyofprofessionaldevelopmentopportunitiessupportedthroughtheProvost’soffice.AslistedintheFacultyHandbook,theseincludeFacultySenateresearchgrants,sabbaticals,theProvost’sWritingSeminar,coursereleasetime,theTrusteeProfessorship,andSummerUndergraduateResearchFellows.TheOfficeofSponsoredPrograms(OSP)providesadministrativesupportforallexternallyfundedprojects.Itsetsupcostcenters,monitorsprojectsforcompliancewithawardconditions,andassistsinpreparinginvoices/financialreportstosponsors. TheOfficeofResearchCompliance(ORC)isresponsiblefortheoversightofcommitteesthatareresponsiblefortheprotectionofpeopleandanimalsubjectsinexperiments.TheORChandlespoliciesandproceduresrelatedtoresearch.Itprovidesregulatoryandadministrativesupporttofourresearchcommittees:InstitutionalReviewBoard(IRB)fortheprotectionofhumanresearchparticipants;InstitutionalAnimalCareandUseCommittee(IACUC)fortheprotectionofvertebrateanimalsusedatUSM;InstitutionalBio-safetyCommittee(IBC);andInstitutionalPrivacyCommittee(IPC).Inadditiontoregulatoryandadministrativesupport,theORChousestheResearchIntegrityOfficer(RIO),PrivacyOfficerforResearch(POR),andBiosafetyOfficer(BSO).Facultyplayaroleindevelopingandadministeringresearchpoliciesandproceduresthroughtheabovecommittees,theResearchCouncil,andfacultycommitteesatthecollegelevel.
Academicfreedomisappliedtobothfacultyandstudentsasanecessarymeanstoacquireknowledge.Itappearsinmanydocumentsasaninclusivepolicy:nodistinctionismadeontheseactivitiesbetweentenured,non-tenured,full-timeorpart-timefaculty(AFUMContract,PAFTAContract,USMGovernanceConstitution).TheFacultySenateincludesastandingcommitteeonacademicfreedom.
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USMfacultyarerequiredbytheuniversitytoengageinRSCAthatisappropriatefortheirdisciplineandarereviewedthroughthetenure,post-tenure,andpromotionalreviewprocessasoutlinedintheAFUMContract[Articles9&10],andcarriedoutbytheindividualdepartmentsandcolleges.Throughthereviewprocess,teachingandscholarshiparedocumentedandevaluatedpertheappointmentofeachfaculty.Scholarlyandcreativeactivitiesareevaluatedaccordingtounitstandardsandaredocumentedinunitlevelannualreports,OSPannualreports,accreditationandexternalreviewself-studies,individualpeer-revieweddossiers,andotherformalandinformalpublications.
WhileallfacultyreportRSCAthroughtheevaluationprocess,theuniversitydoesnotcapturethisproductivityinanycomprehensiveoruniformway.AlthoughgrantactivityisreportedannuallybytheOfficeofSponsoredPrograms(OSP),publishedbooksarepresentedontheauthor’swallandDeans,DirectorsandtheProvostcollectRSCAdataaspartofthereviewprocess,noentityaggregatelycollectsorkeepstrackofscholarlyactivityorteachingevaluations.
APPRAISAL
Itisdifficulttogaugethequantityandqualityofresearch,scholarship,andcreativeactivityandtheappropriatenessoftheuniversity’ssupport.TheUSMPublicAffairsblogentitledWhatWe’reDoing,OSP’sAnnualReportsandeventslikeThinkingMattersshowcaseselectedresultsandproducts,butthereisnocompletepictureoftheresearch,scholarship,orcreativeactivity.WithoutthisinformationitisdifficulttoevaluatewhetherwhatfacultyareproducingfulfillsUSM’sgoalsandtoassessifresearch,scholarship,creativityproductionisconsistentwithitsexpectationsbasedonfacultyworkload.Moreimportantly,withitslimitedresourcesfocusedonotherpriorities,thedevelopmentofficededicateslittleefforttoraisingmoneyspecificallyforRSCA.
ItisalsodifficulttoappraisetheadequacyoreffectivenessofuniversitysupportforRSCAbaseduponontheavailabledocuments.Mostcollegesprovidefacultywithfundsfortravelrelatedtoscholarship,butfacultyfundingforRSCAvariesacrossthecampusleadingtoinequitiesintermsofhowfundsaredistributed.Forexample,inCAS,onlyfacultywhopresentatconferencesaresupportedtoamaximumof$800andthefundingiscompetitive,whereasinsomeothercollegeseachfacultymemberisallottedfundingforconferenceswhethertheypresentresearchorjustattend.Inaddition,thesefundshavebeencutrecentyearsduetoUSM’sbudgetdeficits.
PhysicalspacesthatsupportRSCAarealsoinadequateinsomeareas—musicpracticespaces,forexample.Whiletherehavebeenupgradesinlibraryresources(i.e.,additionofJSTORforsomedisciplines),fundingformonographpurchaseshavesufferedduetorecentbudgetcurtailments.AndinsomecasestheUSMlibrarydoesnotownbooksauthoredbyitsfaculty.Thepresentbudgetcrisishasalreadyhadanimpactontheuniversity’ssupportforresearch,scholarship,andcreativeactivityastheuniversityalsograntedonlytheminimumnumbersofsabbaticalsrequiredbytheAFUMcontractforthe2009-2010academicyear.Asweenterthefinalstagesofimplementingtheacademicreorganization,thePresidentandProvostplantocommitnetsavings,asresourcespermit,tofacultydevelopment,includinganincreaseinsabbaticals.
Theuniversitytookstepstostrengthenresearch,scholarship,andcreativeactivitybyhiringoutsideevaluators.TheLovettandCollinsReport(2005)“AssessmentofResearch,Creative,andScholarlyActivity”recommendedseveralactionstostrengthenresearchatUSM.However,USMhasonly
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implementedafewoftheserecommendations.WhiletheuniversityhascreatedaResearchCouncilasrecommended,thefirsttimeapermanentpositionequivalenttoChiefResearchOfficerwasestablishedwasinJanuary2010asresultofaninternalsearch(incontrasttotheLovettandCollinsReportthatrecommendedanexternalsearch). TheprocessoffacultyreviewandevaluationisclearlydefinedintheUMSAdministrativeProceduresManualandtheAFUMContract.However,theeffectivenessandreportingofthisprocessvariesbydepartmentandmentoringofyoungfacultyisnotcarriedoutacrossallschools/colleges.Additionally,whilethepeer-reviewprocessprovidesbasisforevaluatingfaculty’sscholarship,theexpectationsforfacultyscholarshipinconjunctionwiththeirotherresponsibilities(e.g.,teaching,advising,service)shiftwithchangingadministrations(i.e.,Deans,Provost,President).Withthesechangingexpectations,thereisalackofunderstandingoftheroleRSCAplayswithregardtocontributingtotheUniversity’smission.
PROJECTION
TheUSMStrategicPlanhasagoaltosupportfacultyresearch,scholarship,andcreativeactivityinserviceofthePublicGood.UniversityAdvancementwillcultivategivingsourcesthatfundfacultyscholarship,research,andcreativeendeavors.Facultyresearch,scholarship,andcreativeactivitywillbefeaturedinuniversitymarketingcampaignsandmaterials,includingtheUniversitywebsite.
Theclearprincipleembeddedinthelargenumberofuniversitydocumentsinsuringacademicfreedomcallsforassessmentofimplementationacrosstheuniversity.Giventhechangingdemographicsofthecommunity,USMneedsassessmentofthecurrentclimatefordiverseconstituencies.AsurveyshouldbeconductedbytheadministrationtoassessacademicfreedomatUSM.
TheAssociateVice-ProvostforResearch(AVPR)willcompilehowmuchresearch,scholarship,andcreativeactivityfacultyareabletododuringtheregularacademicyear.Currently,thisinformationisonlyavailablethroughthecycleofpreandposttenurereviews.Inaddition,theAVPRwillassesshowdecliningbudgetsatUSMareinfluencing—andwillinfluence—theuniversity’ssupportforresearch,scholarship,andcreativeactivity.AspartofthisanalysistheAVPRwillassesstheimpactonlineteaching,GenEd,staffandfacultyreductions,andtechnologyhashadonRSCA.
TheAVPRwilldevelopacomprehensiveplanfortheuseanddevelopmentofUSMresourcestobestsupportRSCAatUSM.TheAVPRwillalsocoordinatethegoalsofthefaculty,OSP,andProvost’soffice,tosupportgrantwritingandsubmissionbyfacultyacrosstheuniversityinawayappropriatetothemissionofUSM.AfterworkingwiththeResearchCouncil,Provost,andPresidenttodeveloptheRSCAmission,theAVPRmustworkwiththeUSMdevelopmentofficetodevelopaplanforsecuringoutsidesupportforfacultyRSCA.
RecognizingdifferencesamongstthedisciplinesrepresentedatUSM,theProvostandAVPRwilldefinewhat“support”ofRSCAmeansatthisUniversity(ie.expectationofresearch,releasetimetodoresearchandscholarship,fundingtodoresearchandscholarship,spacetodoRSCA).TheAVPRcouldidentifybestpracticesforsupportofRSCAandreplicatethisacrosstheuniversity.Afterconveningfacultytoshareideas,thedevelopmentofficewillidentifyoneareaoftheuniversityinwhichtoestablishanendowedchair.
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PUBLICSERVICE
DESCRIPTION
PublicserviceisoneofthecentralmissionsoftheUniversityofSouthernMaine,anditisfirmlyestablishedwithinthecultureoftheinstitution.Althougheachdepartmentdefinespublicserviceslightlydifferently,ingeneral,itcanbethoughtofasactivitiesthataredirectlyrelatedtoafacultymember’sacademic/professionalexpertiseandcontributetothebettermentofpublicwelfareorcommongood.Eachfacultymemberisexpectedtocarryoutpublicserviceaspartoftheirworkload,whichisspecifiedintheCollectiveBargainingAgreementbetweentheUniversityofMaineSystemandtheAssociatedFacultiesoftheUniversityofMaine(Article11.c.1).
AstheUSMFacultySurveyonPublicServicereveals,facultymembers’publicserviceisdiverse,significant,andvaluable.Thissurveywasdesignedtomeasureinvolvementinpublicserviceandwassenttoallfull-timefacultyintheFallof2009.Approximatelyone-thirdofthefacultyresponded,providingthoughtfuldetailabouttheirpublicservicework.Theactivitiestheydescribedfitintotenbroadcategories:publiceducationthroughpresentations,workshops,andnoncreditteaching;provisionofclinical/patientservices–bothhumanandanimal;nonprofitandbusinessconsultation;performanceinmusic,art,andtheatreevents;serviceonlocal,state,nationalandinternationalboards,councils,andcommittees;mediapresentationsandadvisement;civicservicethroughexperttestimonyandlegislativework;internationaladvocacywork;supervisionofcommunityserviceworkperformedbyUSMstudents;andappliedresearchincommunityandgovernmentpartnerships.
Thedepthoffacultycommitmenttopublicserviceresonatedthroughoutthesurveyresponses.Forexample,onefacultymemberannuallyprovidessixtoeightchoraltourstohighschools,conductsatleasttwofestivalchoruses,andholdsseveralmusicworkshopswithhighschoolteachersandstudents.OthersserveonmultiplecommunityplanningboardsandnonprofitorganizationsinanefforttoprotectthelandscapesandseascapesthataresocentraltoMaine’sidentity.Overhalfofthesurveyrespondentsreportedthatatleasttenpercentoftheirworkloadwasdevotedtopublicservice.
FacultyatUSMprovideconsiderableamountsofappliedresearch,evaluation,policyanalysisandtechnicalassistancetogovernmentandnonprofitagenciesinMaineaswellasacrosstheU.S.TheUniversitypermitsfacultytoprovidetheseservicestoMaine’sgovernmentandlocalorganizationsatreducedratesthroughcooperativeagreementswithstategovernmentandspecial“communityservice”contracts.
APPRAISAL
TheUniversityofSouthernMaineiscommittedtoexcellenceinpublicserviceandsupportsvariousactivitiesdesignedtoenhancefacultydevelopmentinthisarea.TheOfficeofSponsoredProgramsoffersassistancetofacultywhoareseekingexternalgrantstocarryoutworkinthecommunity.TheUniversity’sFacultySenateprovidesinstitutionalrecognitionofoutstandingpublicservicethroughanannualcommunityserviceawardthatisgiventoonefacultymemberwithineachacademicunit.Therecipientsreceiveamonetaryawardthatisplacedintheirprofessionaldevelopmentaccount,thusfosteringfurtherprofessionalgrowthopportunities.Thereare,however,anumberofwaysinwhichtheUniversitycouldenhancefacultyinvolvementinpublicserviceoverthecomingdecade.Approximately
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one-fourthofthefacultywhorespondedtothe2009USMFacultySurveyonPublicServicecalledfortheestablishmentofacenterthatwouldpromote,sustain,andsupportfacultyengagementinpublicservice,similartothemissionofthePublicServiceOutreachCenterattheUniversityofGeorgia.WhiletheUniversityofSouthernMainedoeshaveanOfficeofCommunityOutreachandCivicEngagement,itisfocusedprimarilyonhelpingfacultyintegrateservicelearningintotheirteachingpractices.Thesurveyrespondentsalsoindicatedthattheirabilitytocarryoutpublicservicewouldbeenhancedthroughaccesstomoreresources,suchasadequatespaceoncampusforprogramming,enhancedcomputerandtechsupport,andtravelcompensation.
Finally,whilepublicserviceisconsideredoneofthecoremissionsofUSM,itneedstobemoreclearlyconveyedasimportantinthereappointment,promotion,andtenureprocess.Thiswasthemostcommonconcernexpressedbyfacultyinthesurvey.
PROJECTION
Toinstitutionalizepublicservice,USMmust:(1)expandthemissionoftheOfficeofCommunityOutreachandCivicEngagementsothatitwillsystematicallyfocusonprovidingfacultyassistancewithpublicservice.TheOfficecould,forexample,maintainadatabaseoncommunityservicegrants,establishandmonitoraspeakers-bureau,providealistofcommunityorganizations,andpostandhonorthepublicserviceworkoffacultyonawebpage;(2)developclearcriteriaforevaluatingandrewardingtheworkofpublicserviceinreappointment,promotion,andtenureevaluations;and(3)providecoursereleasetimeforfacultywhoengageinpublicservice,aftertheyhavemetspecificestablishedcriteria.
INSTITUTIONALEFFECTIVENESS
Theeffectivenessofindividualfacultymembersistrackedthroughtheannualpre-tenureevaluations,contractualproceduresfortenureandpromotionevaluations,andtheevaluationoftenuredfacultyatleasteveryfouryears.Theseprocessesandthefacultywhoparticipateinthemwouldbenefitfromauniversitywidecollectiveunderstandingofthecategoriesofevaluation.Anefforttoaddressthisissuebeganin2009whentheProvost’sOfficerequestedthateachacademicdepartmentsubmitinwritingtheirguidelinesforevaluatingfacultyeffectiveness.
EvidenceofUSM’ssupportoffacultyteachingandadvising,scholarshipandpublicserviceexist.Anumberofresourcesareavailabletosupportfacultyineachoftheseareas.Recentbudgetcurtailmentsandthestressesofuniversityreorganizationhavenegativelyimpactedeachoftheseareasoffacultyresponsibility,butfacultycontinuewiththeircommitmentstoteachingandadvising,scholarshipandpublicservice.AsUSMreorganizesitselfandimplementsitsnewstrategicplan,datarelatedtotheimpactonfacultyteachingandadvising,scholarshipandpublicservicecouldbecollectedandanalyzedinordertoevaluatehowtheorganizationalchangesimpactfaculty’sabilitytoeffectivelyfulfilltheirresponsibilitiesandcontributetoUSM’svisionasalearninginstitution.
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Standard 6: Students
Consistent with its mission, the institution defines the characteristics of the students it seeks to serve and provides an environment that fosters the intellectual and personal development of its students. It recruits, admits, enrolls, and endeavors to ensure the success of its students, offering the resources and services that provide them the opportunity to achieve the goals of their program as specified in institutional publications. The institution’s interactions with students and prospective students are characterized by integrity.
OVERVIEW
Asstatedinitsmissionstatement,USM“…isdedicatedtoprovidingstudentswithahigh-quality,accessible,affordableeducation”asiteducates“…futureleadersintheliberalartsandsciences,engineeringandtechnology,healthandsocialservices,education,business,law,andpublicservice.”USMremainsdedicatedtothefulfillmentofthismission.
Notunlikeothercomprehensiveuniversities,thereisnotypicalUSMstudentnoruniversalstudentexperience.USMevolvedfromaconfederationofsmallerinstitutionsandservesavarietyofpopulationswithamultitudeoflifesituations.ThestudentprofileincludesrecenthighschoolgraduatesseekingaresidentialcollegeexperienceandaGreeksystem;transferstudentswhoreturntotheirhomestateafterseveralsemestersaway,adultstudentswhoworkfull-timewhilepursuingtheireducationalgoals,aswellasgraduatestudentspursuingexpandedprofessionalcareers.
Demographically,theprofileisalsodiversewithdegreestudentsranginginagefrom17toover65.Manyofourstudentshavefamiliesand,themajority,whethertraditional-agedornot,worktosupportthemselvesandpayfortheircollegeexpenses.
ThereasonsstudentscometoUSMareasvariedasitsdemographicprofile.Someattendbecauseitis,inthewordsofonestudent,“inexpensive”and“local,”andothersoutofinertia,becauseitseemslikethenextthinginlifetodo.Bythesametoken,manyattend because of specific programs; and manyblossom, overcoming economic and intellectualbarrierstoseizeopportunitiespresentedbyUSM’scultureofmentorship.Thesizeoftheuniversityand its commitment to research and teachingmakes possible faculty-student collaboration. Alarge number of our staff are USM students orgraduates, and seeing themselves in the student
Vanessa NashisafreshmanwholivesincampushousingandappliedtoUSMbecauseofthereputationofthenursingschool.Sheplanstoworktwoyearsasanurseandthenreturntograduateschooltobecomeanurseanesthetist.OneofthethingsshelikesaboutUSMisthatishas“twocampuses…oneisin
thecityandtheotheris[morerural].”
Brian Greene is55andaformertechnicianatawastewatertreatmentfacility.He“gottiredofthejobandwantedachangeinmylife.”HeisasophomoreatUSMandtheVicePresidentoftheBoardofStudent
Organizations.
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body,theyarepersonallyconnectedtotheinstitution’saspirationsforitsstudents.PartofUSM’sidentityisthatitiscommittedtoengagementwithitssurroundingcommunities;arecentemphasisonexpandedco-curricularandcommunity-basedlearningisintendedtostrengthentheseimportantcommunityconnections.
AchallengeforUSMisthatitcontinuestobeconsidereda“back-up”schoolformanytraditional-agedstudents,particularlywithintheStateofMaine.Thisfactmakespersistenceandretentioneffortscriticalyetdifficult.Goingforward,USMneedstofocusitseffortstohelpahigherpercentageofstudentsfindtheirniche—theirroots,insuchauniversitythatbyitsverynatureisheterogeneousintermsofprogramsandstudents.Despitetheseobstacles,USMisaplaceoftransformation,anagentofupwardmobility,self-discovery,andcivicengagement.
ADMISSIONS
DESCRIPTION
Consistentwithitsmission,USMenrollsastudentbodythatisbroadlyrepresentativeofthepopulationitserves.Thisincludesamixofundergraduateandgraduatestudents;in-state,out-of-stateandinternationalstudents;full-timeandpart-timestudents;adultandtraditionalstudents;residentialandcommuterstudents;andstudentsfromunder-representedpopulations.AlthoughUSMhasincreaseditsout-of-stateenrollmentofdegreestudents,over90%ofUSM’sundergraduatestudentbodycomesfromMaine.ThesameholdstrueforUSM’sgraduatestudentbody.
USM’sadmissionpoliciesandrequirementsarelistedonourwebsite,andinourundergraduateandgraduatecatalogsandapplications.Theprogramofadmissioncomplieswithallapplicablelegislationconcerningequalityofeducationalopportunity.Incomplyingwiththeletterandspiritofapplicablelawsandpursuingitsowngoalsofdiversity,theUniversityofMaineSystemshallnotdiscriminateonthegroundsofrace,color,religion,sex,sexualorientation,includingtransgenderstatusorgenderexpression,nationalorigin,citizenshipstatus,age,disability,orveteran’sstatusinemployment,education,andallotherareasoftheUniversitySystem.USMprovidesreasonableaccommodationstoqualifiedindividualswithdisabilitiesuponrequest.
UndergraduateAdmission
TheOfficeofUndergraduateAdmissionisresponsibleforplanning,organizing,andimplementingstrategiestoattractnewstudents,specifically,full-timetraditionalagefreshmenandtransferundergraduatestudents.
Jelana Pricebeganworkingfull-timewhensheturnedsixteen.ShecametoUSMin2005withlittleideaofwhatshewantedtodoand,asacommuterstudent,sheinitially“feltlikeavisitor.”Shewillgraduateinthespringof2010withadegreeinSpanish“mostlytaki[ing]nightclasses”andpursuingacareerineducation.Pricesucceeded,butrecognizedthatformanycommuterstudents,
USMcanbeascary…place.”
[FreePressArticleAccessedMarch10,2010.]
Dylan Webber isanundeclaredsophomorewhocametoUSMbecauseitwaslocalandhishighschoolrequiredallseniors“toapplytoat
leastonecollege.”
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Undergraduaterecruitmentactivitiesincludeanorganizedscheduleofon-campusvisitsandprograms(tours,informationsessions,interviews,OpenHouses),off-campusvisits(highschools,collegefairs,transferfairs,communitycolleges),andcommunication(bothprintandelectronic).USM’sOfficeofUndergraduateAdmissionrecruitsforallthreecampuses.Monthly,oneofouradmissioncounselorsvisitsLACregularlytomeetwithLAC-prospectivestudents,andadmissionsrecruitsthegreaterLACarea(i.e.,AndroscogginCounty)forallUSMprograms,includingLAC’s.TheOfficeofUndergraduateAdmissionsonlycoordinatescampustoursforthePortlandandGorhamcampuses.LACcoordinatestheirowntourprogram,andLACstaffmayalsomeetwithprospectiveLACstudents,aswellasconductLAC-specificrecruitmentintheirlocalarea.
TheOfficeofUndergraduateAdmissionisamemberoftheNationalandNewEnglandAssociationforCollegeAdmissionCounseling(NACAC,NEACAC)and,assuch,theundergraduateadmissionprogramfollowsthepolicies,recommendations,andrulesoftheseassociations,inparticulartheNACACStatementofPrinciplesofGoodPractice.
UndergraduateadmissiondecisioncriteriaarespecificallydetailedintheAdmission Candidate Evaluation System, whichisreviewedandupdatedregularlybytheOfficeofUndergraduateAdmissioninconjunctionwithUSM’sschools,colleges,andprograms.
First-yearcandidatesforundergraduateadmissionarereviewedbyatleasttwodifferenttrainedadmissioncounselors,anddecisionsarebasedonstrengthofacademicprogram,academicperformance,classrank/GPA(ifavailable),standardizedtestscores,essay(s),recommendation(s),andextracurricularactivities.TransfercandidatedecisionsarebasedprimarilyontheoverallGPAfromthetransfercollege(s),butforsomeprograms,highschoolcourseworkisalsoconsideredinadditiontocollegecoursework.TransfercreditevaluationishandledwithintheTransferAffairsOffice,andeveryadmittedapplicantisprovidedwithanofficialtransfercreditevaluation,whichshowshowtheirpreviouscourseworkwilltransfertoUSMtosatisfycorecurriculum,major,andelectiverequirements.Foradultapplicantswithnopreviouscollegecredit,theSAT/ACTandrecommendationrequirementarewaivedand,dependingupontheschool,college,orprogram,wearesomewhatmoreflexiblewithcourserequirements.
Applicantswhomeetsome--butnotall--oftherequirementsforadmissiontoUSMbutwhodemonstratepotentialforsuccessmaybeadmittedwithconditionstoour“GO”program.StudentsadmittedtotheGOprogramaregivenaspecializedandprescribedacademicandsupportplan,monitoredbyanadvisorthroughoneofUSM’sStudentSuccessCenters.
SpecialPopulations.In2001,wehiredanassistantdirectorofadmissionformulticulturalrecruitment.Thisindividualnotonlyworkswithpotentialunderrepresentedstudentsforadmission,butalsoplaysakeyroleoncampusinidentifyingbarrierstotheiradmissionandsuccess,andinworkingwithavarietyofsupportoffices(includingourOfficeofMulticulturalStudentAffairs)inprovidingprogrammingforthem.In2002,weimplementedthe“EnglishLanguageBridgeProgram”formulticulturalstudentsneedinglanguageinstruction-thisprogramadmittedthemtotheUniversityandprovidedthemwiththecrucialsupportneededtobesuccessful.
USMhasarobust“EarlyStudy”programwhichencouragesqualifiedhighschoolstudentstoparticipateincollegecourses.Morethan150studentseachsemesterhave“triedout”thecollegeexperienceandapproximately25%ofparticipatingstudentsapplytoUSMforadmission.
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Student-athletescompriseanotherspecificallyrecruitedpopulationatUSM.Infall2007,undergraduateadmissionimplementedaliaisonprogramwithUSMAthletics,wherebyeachadmissioncounselorassumedresponsibilityfor1-3varsitysportsprograms,actingasaleadadmissioncontactforthecoachandprospectivestudent-athletes.
Student-musiciansrepresentanotherspecificallyrecruitedpopulationatUSM.Inadditiontoongoingundergraduateadmissionrecruitmentefforts,theDirectoroftheSchoolofMusichasrepresentedUSMatnationallysponsoredperformingandvisualartscollegefairsinBostonandNewYorkCityforthepastseveralyears.USM’sSchoolofMusichostshighschoolgroupsregularly,andhasanundergraduateadmissionrepresentativeonhandtoanswergeneraladmissionquestions.Finally,themusicmeritscholarshipbudgethasbeenincreasedsubstantiallyinthepastseveralyears(fromapproximately$36,000inFY2008-09to$89,000inFY2010-11).
GraduateAdmission
TheOfficeofGraduateAdmissionfollowsoneofthestandardmodelsofgraduateadmissionintheUnitedStates.Allapplicationdocumentsarecollectedbygraduateadmissions,andcompleteapplicationsareforwardedtofacultyadmissioncommitteesinindividualprograms.Membersofthe
graduatefacultymakealladmissiondecisions.CommunicationstoapplicantsregardingadmissiondecisionareconveyedfromtheOfficeofGraduateAdmission.
CriteriaforadmissionaredeterminedbytheindividualgraduateprogramsandareoutlinedintheGraduateCatalogueaswellastheOfficeofGraduateAdmissionwebsite.Standardizedtestrequirementsandrequiredundergraduatepreparationvarybyprogram.
GraduaterecruitmentactivitiesincludeanemphasisonstudentsatallUMScampusesandlocalemployers.Morerecently,USMhasfocusedmoreattentiononpromotingthevisibilityofitsgraduateprogramstoourownundergraduatepopulationthroughemail,directmail,andprogramsdesignedtorespondtoinquiriesandgeneralinterestingraduatestudy.
APPRAISAL
Admissionspracticesandpolicies--bothundergraduateandgraduate--atUSMsuccessfullyconformtothoseoutlinedintheNEASCstandards,aswellasthoseoutlinedbyourregionaland
Between2003and2007,slightlymorethan90%ofUSMstudentshailedfromMaine.Thispercentageremainsthesametoday.70%ofUSMstudentsarefromthreecounties:
Androscoggin,Cumberland,andYork.
(USMFinancialResourceAnalysisandBudgetReport,
Spring2007)
Accordingtothemostrecentcensusestimates,Maineismorethan95%Caucasian;African-
Americansaccountforapproximately1%ofthepopulation;Hispanicsaccountfor1.3%;Asian-Americansarelessthan1%at.9andNativeAmericansrepresent.6%ofMaine’soverall
population
(USCensus-MaineQuickFacts;AccessedOctober23,2009)
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nationalassociations.Consistentwithourmission,USMenrollsastudentpopulationthatisbroadlyrepresentativeofthepopulationweserve. ThenumberofminoritystudentsatUSMhasrisenfrom3.42%in2003to4.96%in2007.MuchofthisincreasehascomefromthenumberofAfrican-Americanstudents,whichhasnearlydoubledfrom81in2003to135in2007andmorethandoubledto185in2009.(USM Financial Resource Analysis and Budget Report, Spring 2007; UMS Enrollment Summary 2009). Althoughtheundergraduateadmissionofficeenrollssubstantialtraditionalfirst-timefull-timeandtransfercohorts,theaverageageofallstudentsatUSMis27.52years(InformationReporting,2010)reflectingamorediversepopulationincludingcommuter,part-time,adult,andgraduatestudents.
USMhasrespondedtothetwomostbasicchallengesitfacesinitseffortstorecruitprospectivestudents,thatis,thedeclineinthetraditional-agecollege-goingpopulationandthephenomenalgrowthincommunitycollegeenrollments.Maine’spopulationofrecenthighschoolgraduatesisshrinkingandexpectedtodosountil2014whenanincreasewillreturn,butatamuchlowerratethaninpreviousdecades.(Knocking at the College Door: Projections of High School Graduates”(March,2008).USMalsofacesgrowingcompetitionforfirst-yearstudentsfromtheregion’scommunitycollegeswhichhaveexperienceda63%increaseinenrollmentbetween2002-2008.(Source:MCCS:http://www.mccs.me.edu/about/enrollment.html).Withregardtooverallenrollment,historicallyUSMhasenrolledasignificantnumberofnon-degreestudents.SincetheemergenceofMaine’sCommunityCollegeSystem,however,USMhaswitnessedacontinuingdeclineinthenumberofnon-degreestudentstakingcoursesatUSM.ThistrendisexpectedtocontinuewhichmeansthatUSMwillcontinuetoservefewerandfewernon-degreestudents,particularlyattheundergraduatelevel.
Torespondtothesedemographicandmarketchallenges,USMhassignificantlyincreaseditsrecruitmentactivitydirectedatbothfirst-timeandtransferprospectiveundergraduatestudents.
Non-degreestudentsasapercentageoftotalenrollment(notincludingLaw)hasdecreasedfrom21%inFall2005to16%inFall2009.Itisanticipatedthatthistrendwillcontinue,thuschangingthecompositionofUSMwithregardtostudentintentions.Inaveryrealsense,USMisbecoming
aninstitutionmorefocusedonstudentspursuingdegreesandcertificatesleavingthecasuallearnertothepurviewofotherpost-secondaryinstitutionsintheState.
Non-Degree Enrollment Trends Fall 2005- Fall 2009
2005 2006 2007 2008 2009 2010*Undergrad 1589 1399 1386 1379 1066 695
Grad 640 559 565 565 448 372
Total 2229 1958 1951 1944 15141067
*as of September 30, 2010
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AdmissionshasestablishedaCoordinatorforTransferStudentRecruitmentandhascrosstrainedotheradmissioncounselorstorecruitatMaineCommunityColleges,out-of-statetransferfairs,andtoprovideunofficialandofficialtransfercreditevaluationsforprospectiveandadmittedUSMtransferstudents.USMhassuccessfullyestablishedaPortlandsatelliteundergraduateadmissionofficeandhaspromoteditsFallOpenHouseandotherprogramsmoreaggressively.Theinstitutionhasalsosignificantlyincreasedadmissionsrecruitmenttraveltohighschools,transferfeederinstitutions,collegefairs,transferfairs,andotherprogramsindicatedinthechartbelow:
Despiteconsiderablestructuralobstacles,USM’stotalfallundergraduateadmissionapplicationscontinuetoincrease.Infact,2009sawarecord6,025applications:an1.4%increaseoverFall2008,andthefirsttimethatUSMhasreceivedmorethan6,000undergraduateadmissionapplications.USM’smoreaggressiveundergraduateadmissionrecruitmenthasalsoledtoareversalofamulti-yeardeclineinspringapplications(animportantcohortforUSMcomprisedlargelyoftransferapplicants):
Recently,aspartofasystemwideinitiative,USMparticipated,inamarketanalysisandtuitionpricingstudy.ANoel-LevitzconsultantconductedanenrollmentauditforUSM:theresultingreportidentifiedanumberofareasinwhichUSMshouldfocusitsenergiestoimprovebothitsrecruitmentandretentionefforts.Withregardtorecruitment,itwasnotedthatalthoughtheUndergraduateAdmissionofficehaddevelopedasetofreasonableandrealistictargetsforadmission,thesetargetshadnotbeendevelopedaspartofalargerenrollmentplan.Further,thereportapplaudedUSM’sout-of-staterecruitingresults,butsuggestedthatwespendmoretimecultivatingourprimarymarketwhich,intheopinionoftheNoel-Levitzconsultant,wasin-state,notout-of-state.AstheNoel-Levitzreportpointedout,in-staterecruitingresultedinahigher“yield”ofadmittedMaineapplicants.Noel-LevitzalsorecommendedthatUSMestablishanEnrollmentManagementCommittee,whichstartedmeetinginDecember,2010.The
Undergraduate Admission Spring Applications Year to Year Comparison
Spring Term Applications Received Increase/Decrease Over Previ-ous Spring
Spring 2009 926 +4.0%Spring 2008 890 +9.6%Spring 2007 812 -5.6%Spring 2006 860 -10.2%
Undergraduate Admission Recruitment TravelYear to Year Comparison
Recruiting Term Total Visits Increase/Decrease Over Previ-ous Fall
Fall 2009 677 +14%Fall 2008 577 +18%Fall 2007 488 +1.5%Fall 2006 481 Baseline
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chargeforthiscommitteeistoseekoutnewstudentmarkets.Inparticular,attentionneedstobepaidtoreturningadults,non-nativespeakers,andstudentswhobegincollegeatoneofMaine’scommunitycolleges.Thechallenge,ofcourse,istoredirectrecruitingenergytowardthisprimarymarketwithoutsacrificingourmomentuminrecruitingout-of-stateandtraditional-agestudents.
Atthegraduatelevel,USMcontinuestoprocessanincreasingnumberofapplications.GraduateAdmissionshasseenanincreaseinapplicationssince2008.OurrecruitmentactivityatthegraduatelevelisincreasinglyfocusedonthesevenUMScampuses,whichserveasourmajorfeederinstitutions.RecruitmentactivitiesalsofocusonMaine’stopemployers.Individualgraduateprogramsand/orcollegesholdopenhousesandinformationalsessionsforprospectivegraduatestudentsduringtheacademicyear.
PROJECTION
ThechallengesposedbychangingdemographicsintheNortheastandtheriseoftheMaineCommunityCollegeSystem(MCCS)aresignificant.Inthischangingenvironment,justmaintainingthenumberofUSM’snewincomingstudentswillbeatremendouschallenge.USMwillneedtomaintainits‘traditional’marketsinMaine(freshmenandtransfers),developmarketsoutsideofMaine,anddevelop‘targeted’marketsinMaine(examples:adultstudents,veterans).UndergraduateadmissionwillalsoneedtoworkwiththenewStudentSuccessCenterstostreamline,andmakemoreseamlessthetransitionfrom‘applicant’to‘admit’to‘enroll.’
RETENTION
DESCRIPTION
USM’sretentionrateisshapedbyanumberoffactors,includingthedemographicdiversityofourstudentbody.Additionally,manyUSMstudentswork,havefamilies,andfacefinancialchallengesandasignificantnumberoftraditionalagestudentsareexperimentingwithhighereducation.USMcontinuestoservealargenumberoffirst-generationcollegestudentswhocomewithfewrolemodelstoprovidethesupportandchallengenecessarytosucceedincollege,andoftenarrivewithacademicdeficiencieswhichfurthercompromisetheirself-efficacy.Inaddition,USMhasalargenumberofstudentswhoseintentionsaretobeginhereandthentransfertoschoolsfurtherawaytocompletetheireducations.
WorktoincreasestudentretentionatUSMbeganinearnestin1996followingtheuniversity’sfirststudyofstudentretentionandgraduation.At-riskstudentsworkcloselywithanadvisortodevelopanacademicsupportplan.USMhasopenedanOfficeofCivicEngagementtofosterservicelearningandhasorganizedlearningcommunitiessuchastheHonorsProgram,RussellScholarsandnumerousinterest-basedresidencehalls.Thecurricularworkongeneraleducation,and,inparticular,thedevelopmentoftheEntry-YearExperience(EYE)courseshasbeenasignificantcontributiontoUSM’sretentioninitiatives.
Whiletheaforementionedprogramshavebeenhelpful,thechallengeofretainingstudentsatUSMremains.StudentpersistenceamongundergraduatestudentsatUSMcontinuestofallshortofcomparableuniversities.Thecurrentfocusofstudentretentionandgraduationworktargetsstudentsupportservices,advising,careerdevelopment,andthecontinuumofthestudentexperience.Previouslyhousedinseparateadministrativeofficesandunit,threeofUSM’sstudentsupportservicestargetedtoimprovingstudentpersistence,AdvisingServices,CareerServicesandProfessionalLifeDevelopment,
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Peer Institution Comparison First to Second Year Persistence of First-time/Full-time Students
Institution First to Second Year Persistence Rate* Graduation Rate*
University of Southern Maine 64 34Central Connecticut State University 79 46Morehead State University 70 35North Carolina Central University 69 48Northern Kentucky University 67 33Salem State College 71 43Southern Illinois University at Edwardsville 73 49Kennesaw State University 76 35Boise State University 66 30
*Source: IPEDS, Fall 2008 Retention Data, retrieved 9/27/2010
First to Second Year Persistence(Regularly-Admitted and Conditionally-Admitted)
Admission Term
Transfer StudentsFull-Time, Part-Time, Total
First-Time in College (FTIC) Students
Full-Time, Part-Time, Total # TransferStudents
Percent Returning the Next Fall #FTIC Students Percent Returning
the Next FallFull-Time
Part-Time Total Full-
TimePart-Time Total Full-
TimePart-Time Total Full-
TimePart-Time Total
Fall 2009 602 192 794 77.1 60.4 73 892 54 946 70.2 50 69Fall 2008 * * 785 * * 73.4 992 38 992 65 47.4 *Fall 2007 * * 839 * * 68.2 901 64 965 64.5 45.3 *Fall 2006 * * 903 * * 63.5 888 49 937 66.8 38.8 *Fall 2005 * * 778 * * 71.7 912 73 985 65.9 50.7 *Fall 2004 * * 871 * * 66.5 870 65 935 66.8 40 *Fall 2003 * * 879 * * 68.3 848 90 938 67.8 44.4 *
Source: USM Information Reporting Retention Report for Fall 2009 to Fall 2010, 9/26/10 *data not available
6-Year Graduation Rates Fall 1999-Fall 2003 Cohorts by Type
Student Type N Term Grad in 4 Yrs
Grad in 5 Yrs
Grad in 6 Yrs
Enrolled After 6 Yrs
First-Time/Full-Time Students
848 Fall 2003 9.9 29.0 36.8 13.2 909 Fall 2002 10.8 26.0 33.4 13.1 915 Fall 2001 8.4 24.7 33.2 8.5 848 Fall 2000 7.2 22.6 30.1 9.6 798 Fall 1999 10.2 27.3 28.6 14.0 Transfer Students* 878 Fall 2003 39.4 46.0 49.1 7.5 747 Fall 2002 34.0 42.6 46.6 7.9 735 Fall 2001 33.2 40.6 44.4 6.3 682 Fall 2000 36.7 43.5 46.3 5.7 738 Fall 1999 33.2 38.2 38.8 8.7
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andEarlyStudentSuccess,arenowcontainedinthreeStudentSuccessCenters–onecenteroneachofUSM’sthreecampuslocations.Thepurposeofthestudentsuccesscentersistoprovideone-stoplocationsoneachcampuswherestudentscanaccessthesupportservicesthattheyneedtocontinueprogresstowardgraduation.HousedwithinanewlyresurrectedDivisionofStudentSuccess,theseCentersprovideacentral,visiblelocationforstudentreferralandsupport.Divisionally,theunit,incollaborationwithUSM’sschoolsandcolleges,isredesigningprocessesandsystemsto‘capture’studentsatcriticalmomentsandtotreatthestudentexperienceasacontinuumfromthepointofacceptancethroughgraduation.TheseCentersarecurrentlyintheirinfancy,yetcoupledwiththeEYEcourses,havealreadyimprovedUSM’sunevenpersistenceratesandholdpromisetoimprovegraduationrates(seetablesinAppraisalsection).
APPRAISAL
Asauniversity,asignificantissuefacingUSMisretention,definedasourabilitytokeepstudentsfromadmissionthroughgraduation.Inaddition,allofthedemographicandpreparatoryfactorscitedabovechallengeourabilitytopositivelyinfluencestudentpersistence,thatis,thedesiresandactionsofastudenttostayincollegeandcompleteadegree.Itisunderstoodthat,asacomprehensiveuniversity,partofUSM’smissionistoservestudentswhoareintransition.Thequestioniswhatwearedoingtounderstandthedimensionsofwhatwecanandcannotinfluencewithregardtostudentpersistenceandretention.
USMhaslongstruggledtounderstandandimproveitsundergraduatestudentretentionandgraduationrates.Indeed,someprogresshasbeenmadeinoverallgraduationratesandpersistenceoftransferstudents,butforfirst-time/full-timestudents,USMcontinuestolagbehindthoseratesachievedbyourpeerinstitutions.
PROJECTION
Whilethesedataaretelling,asarerecentstudiesofUSMstudents(seeColganandLeighton,2009),USMcontinuestolackthecapacityandculturetoconductandutilizedataeffectivelyindecision-making.Aswithinitiativestoimproveretention,datacollectionatUSMlacksthecohesivenessnecessarytoactonthesedatainsystematicandcollaborativeways.ThefragmentationofUSM’sdataaswellastheorganizationofitsrecruitmentandretentionstrategieswasrecentlyhighlightedbytheNoel-Levitzconsultant’sreport.Insummaryform,thataudit(Noel-LevitzReport,2009)suggestedthatUSM’sapproachtoenrollmentmanagementwasinneedof:
• Clarityregardinginstitutionalenrollmentpriorities
• Coordinationaroundenrollmentissuesandactivities
• Aclearlyarticulatedandvisiblevisionforwhatthestudentexperienceis,can,shouldbeandthevalueofaUSMdegree
TheintegrationofAdvisingServices,CareerServicesandProfessionalLifeDevelopment,andEarlyStudentSuccessintothreecomplementaryStudentSuccessCenters,therevitalizationofanenrollmentmanagementfunction,andthesearchforadirectorofInstitutionalResearchareimportanttoUSM’sabilitytopositivelyinfluencepersistenceandgraduationratesatboththeundergraduateandgraduatelevels.Lowratesofretentioninfluencepublicperceptionofthequalityofaninstitution.
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Inthisregard,USMmustfindwaystobalancetheneedtobetruetoitsmissionasacomprehensiveuniversitytoofferopportunitytostudentswhoseacademicrecordsmightbemarginalwiththeneedtoofferallstudentsachallenging,enriching,andengagingeducation.
STUDENTSERVICES
DESCRIPTION
ThroughtheadministrativedivisionsofStudentandUniversityLife,AcademicAffairsandFinanceandAdministrationstudentsareofferedawiderangeofservicesandprogramsthatfacilitate,supportandenhancetheireducation.InadditiontotheStudentSuccessCenters,academicsupportisprovidedthroughfacultyanddepartmentaladvisorsforbothundergraduateandgraduatestudents.TheOfficeofSupportforStudentswithDisabilitiesprovidesawiderangeofservicestostudentswithdocumenteddisabilities.LearningFoundationsandtheLearningCentersinPortlandandGorham,and“LearningWorks”atLewistonAuburnCollegeprovideaccesstotutorialassistanceinmath,writing,andEnglishforSpeakersofOtherLanguagesbytrainedtutors.
Campussafety,primarilytheresponsibilityoftheUSMPublicSafety,isaddressedthroughacollaborativeapproachwithmunicipalandotherpublicagenciesandvariouscampusofficesincludingResidentialLifeandResidentEducation,theDeanofStudentLife(BehavioralInterventionTeam),CommunityStandards,UniversityHealthandCounselingServices,theWomen’sResourceCenter,andtheOfficeofSubstanceAbusePrevention.2
Focusedopportunitiesforsupport,connectionandengagementareprovidedbytheWomen’sResourceCenter,CenterforSexualitiesandGenderDiversity,MulticulturalCenter,OfficeofSupportforStudentswithDisabilities,theOfficeofInternationalPrograms,EnglishforSpeakersofOtherLanguages,andVeteran’sResourceCenter.Communityengagementandserviceispromotedandsupported,withone-time,short-term,andsustainedinvolvementinservicetothewidercommunity;theseexperiencesareoftenconnectedwithacademiccoursesandprograms.
UndergraduateandGraduateAdmissionweb-basedsupportsystemsguidevisitorsthroughtheadmissionprocess,anddirectprospectivestudentstoappropriatecampuslinkages.Uponacceptance,studentsreceiveinformationaboutacademicsupportforstudentswithdisabilities,placementexams,financialaid,residenceoptions,andprogramsandservices.Orientationisofferedtonewundergraduatestudentsonmultipledatesthroughoutthesummerandonceduringthewinterbreak.StudentsandtheirfamilymembershavetheoptiontoparticipateinanOvernightOrientationprogramwhichincludessessionsoncourseselection,courseregistration,thefinancialaidprocess,studentengagementopportunitiesandsupportservices.Approximately80%ofincomingundergraduatestudentsattendanOrientationprogram.GraduateStudiesholdsaformalorientationforallgraduatestudents,manygraduateprogramsofferprogram-specificorientations.
FinancialAidandStudentAccountsdeliverprogramsdesignedtofosterstudentsuccessbyremovingfinancialbarriersandprovidinginformationonfinancialliteracy.FinancialAiddistributes$75million,packages9000awards,andservesatotalofover11,000aidapplicantsannually.
StudentInvolvement&ActivitiesandCampusInvolvementandActivities(CIA)provideleadershipdevelopmentandpromoteinvolvementinover150co-curricularlearningopportunities.
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Theseopportunitiesincludeacademicprogram-affiliatedorganizations,mediaorganizations,GreekLife,commuterandresidentstudentactivities,andmajorcampuseventssuchasFallFest,WinterCarnivalandSpringFling.
TheundergraduateandgraduateStudentGovernmentAssociations(oneforthePortlandandGorhamcampusesandonefortheLewistonAuburncampus)areelectedannuallyandprovidetheprimaryvoiceforstudentadvocacy.TheStudentBodyPresident,electedbytheundergraduatestudentbody,appointsstudentrepresentativestouniversitycommitteesandadvisoryboards.AnUndergraduateRepresentativetotheUniversityOfMaineSystemBoardofTrusteesisjointlyappointedonatwoyearbasisbytheSGAs.StudentrepresentativessitontheUSMGraduateCouncilandagraduatestudentrepresentativeisincludedontheUniversityofMaineSystemBoardofTrustees.
USM’sfieldstwenty-threeNCAADivisionIIIintercollegiatevarsitysportsanditsAthleticsprogramisnationallyranked.USMstudent-athletesaresupportedbyanationallyrecognizedcoachingstaff,excellentfacilities,outstandinghealthcareandathletictrainingsupervision,andastrongsystemofacademicsupportservices.Avarietyoffitness,intramural,recreationandclubsportsprogramsareofferedtohundredsofparticipantsannually.
Studentlifeandstudentservicesprofessionalsparticipateindevelopmentopportunitiesasresourcesandtimepermittosupportuniversityexpectationsforprofessionalstandardsofconduct.Thecredentialsofrecruitedprofessionalstaffareconsistentlyappropriatetothestandardsrequiredinpositiondescriptionsandfieldsofexpertise.
TheOfficeofCommunityStandardsisresponsiblefortheadministrationoftheUniversityofMaineSystemStudentConductCodeandtheStudentAcademicIntegrityPolicy.BoththeUndergraduateandGraduateCatalogsclearlyinformstudentsofregulationsandpolicies,studentrightsandgrievanceprocedures.AllmembersoftheUniversitycommunityareinformedannuallyofallmandatedandcriticalpoliciesandinformation.
AlignedwiththeFederalEducationRightsandPrivacyAct(FERPA),theUniversityhaspoliciesandproceduresinplaceregardingthecontentandmanagementofstudentrecordsincludingthecontentof“DirectoryInformation”.TheUniversity’sConfidentialityofStudentRecordsPolicyispublishedinthecatalogsandmadeavailablethroughtheRegistrar’sOffice.PracticesandpoliciesareinplacetoprotectpersonallyidentifiableinformationanddataincludingthatwhichisrelatedtoFERPA,GLBA,HIPAAandPCI.InformationsecuritypracticesareavailablethroughITUserServices.
Co-curricularlearningisvaluedasanimportantstrategytowardengagedlearningattheUniversityofSouthernMaine.Thephilosophicalbasisforco-curricularlearningisincludedinthegoalsfortheDivisionofStudentandUniversityLifeandalsointheGuidelinesforGeneralEducationatUSMas“practical”learning.
APPRAISAL
Studentservicesareappropriatetothepopulationandprovidequalityandaccessibleattentiontostudentneeds.TheUniversityoffersadiversearrayofinvolvementandleadershipopportunities;asupportprogramforstudentorganizationadvisorsiscurrentlybeingdeveloped.Toassessprogramand
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serviceeffectiveness,USMparticipatesinanumberofnational(e.g.,NSSE,FSSE)andlocalassessments(e.g.,GraduatingSeniorSurveyandotherin-houseassessmentsurveys),thedatafromwhichareusedtoinformimprovements.Thatsaid,thecomplexityofourstudentgovernancestructure,ourmultiplecampuses,abifurcatedactivityfeestructure,andthelackofagovernancesystematthegraduatelevelchallengeUSM’sabilitytoensureallstudentvoicesareheard. Co-curricularopportunitiesprovidearichandengagedlearningexperiencetostudentswhochoosetoparticipate.Anincreasingnumberofcourseofferings(GeneralEducationCore,“EYE”courses,andServiceLearningrelatedcourses)includeexperientialcomponentstoclassroom-basedprograms.However,services,programsandopportunitiesavailabletograduatestudentsneedtobemoreclearlyarticulated.
TheUniversityinformsstudentsabouttheConductCodeandotherpoliciesincludinganannualnoticeaboutpoliciesonSexualAssault,StalkingandRelationshipViolenceyetthereremainsaneedtofurthereducatethestudentcommunityonriskreductionandforadditionalstafftrainingonunderstandingsexualassaultvictimization.TheUniversityhasreceivedathree-year$300,000DepartmentofJusticegrantfocusontheseissues.
ThecreationoftheStudentSuccessCentershasbeenapositivesteptowardevaluatingandrestructuringservicesforstudentstomakethem“legible”tostudents.OngoingprofessionaldevelopmentforthestaffofthesecenterswillbeessentialtorealizethevisionfortheseCentersasplaceswherestudentprogresstodegreeiscarefullymonitoredandsupportedthroughintrusiveacademicandcareeradvisingaswellasfacultymentoring.
TheResidentialLifeandResidentEducationprogramhasexpandedresidenceanddiningoptionsavailabletoUSMstudentsoverthepastseveralyears.Suite-styleandkitchen-equippedapartmentsencouragestudentstoparticipateinon-campuslivingmoreoftenandlongerandeightdininglocationsprovideservicetoallresidentialandcommutingstudents.Developmentofdiversehousinganddiningoptionsneedstocontinue.
OurIntercollegiateAthleticsprogram,inpartnershipwithourStudentAthleteAdvisoryCommittee(SAAC),iscommittedtostudentsuccessandpromotesexcellencethroughsponsorshipoftheWilliamB.WiseScholar-AthleteProgram.USMstudent-athletesgraduateataratehigherthanthegeneralstudentbodyandhaveafirstyearretentionratethatissignificantlyhigherthantheoverallpopulation.Fiscalconstraintshaveimpededfundraisingfor,andimplementationofalong-standingcapitalimprovementplanforathleticsandrecreationalsportsvenues.
Thoughwithinthelastyear,twostaffpositionshavebeenaddedtotheFinancialAidOffice,budgetconstraintsovertheperiodofself-studyhasledtoanoverallreductioninstaff,whichwasparticularlydifficultwhiletheofficewassimultaneouslymanagingaPEOPLESOFTfinancialaidmoduleimplementation.Thiscombinationofchallengeshashamperedourabilitytodeliverstudentservicesatalevelthatisreflectiveofdesiredgoals.Ahistoricallackofinvestmentinneed-basedfinancialaidforces
USMiscommittedtothefairandequitabletreatmentofmenandwomenparticipatinginintercollegiatesportssponsoring23intercollegiatesportsprograms;elevenforwomen,tenformenandtwoco-educationalsports.
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USMstudentstoworkand/orborrowatlevelsexceedingnationalaverages.USMhas,however,beensuccessfulinrecentyearsinsystematicallytryingtoreversethistrendbytargetingadditionalgrantfundsforneedystudentsandaddingfinancialaid-fundingfrombasebudgetsourcesaswellasthroughincreasedscholarshipfundraisingbyUniversityAdvancement,particularlyinSTEMareas.
PROJECTION
TheUSMStrategicPlan;PreparingUSMfortheFuture2009-2014isguidingourgoalsettingandassessmentprocessesasweaccomplishthefollowing:
• ExpandStudentSuccessCenterstoserveallundergraduateandgraduatestudents..
• Continueddevelopmentandpromotionofsupportandservicesforgraduate,eveningandweekendanddistance-learningstudents.
• ExploretheUniversityHourconcepttoprovidecommunity-enhancingactivities.
• Maintainthecommitmenttoincreasetheamountofinstitutionalsupportforfinancialaidbythesamepercentageincreasethatisappliedtotuitionincreases..
• Initiatecapitalimprovementplanningforstudentlifefacilitiesincludingstudent/campuscenters,athleticsandrecreationvenuesandcampusresidenceoptions.
INSTITUTIONALEFFECTIVENESS
USMparticipatesinbothnationally-normedandlocally-developedassessmentsinordertobetterunderstandthenatureandcontextofthestudenteducationalexperience.NationalinstrumentsincludetheNationalSurveyofStudentEngagement(NSSE)aswellastheFacultySurveyofStudentEngagement(FSSE).Itemsfromtheseinstrumentsareusedtobenchmarkstudentengagementinkeyactivitiesandsatisfactionwithcampusservices,mostnotably,academicadvising.InformationfromtheNSSEhasbeenusedtoinformchangesinacademicadvisingsystems,e.g.,theSchoolofBusiness.
Locally-developedinstruments,suchastheannualGraduatingSeniorSurveyarealsoroutinelyreviewedandusedtosupportchangeinstudentservices.Forexample,duringthisnextyear,informationfromtheGraduatingSeniorSurveywillbeusedinsupportofthedevelopmentofaclearinghouseforinternshipsandthedevelopmentofarobustplacementfunction.
USMalsomakesuseofnationalexpertsfromprofessionalassociationstoassistitinitsreviewandredesignofcriticalstudentservices.Duringthefallof2008,areviewofcareerservices,advising,earlystudentsuccess,andlearningassistancewascompletedbyateamofconsultantsfromtheNationalAcademicAdvisingAssociation.TheresultsincludedprocessandstructuralredesignculminatinginthedevelopmentoftheStudentSuccessCenters.DuringtheSummerof2010,aconsultantfromAACRAOvisitedUSMtoreviewtheRegistrar’sofficeandassociatedfunctions.Therecommendationsfromthisvisitwillresultinchangestoanofficesorelyinneedofbuildingcapacity.
AspartofaUniversityofMaineSysteminitiative,USMwasinvolvedinanenrollmentauditbyNoel-Levitz.TherecommendationsfromthisreporthavebeenusedtostrengthentheenrollmentplanningandretentionprogramatUSM.ThereportcallsforthedevelopmentofanEnrollmentCouncilthatwillproduceanannualenrollmentplanandensurethattargetsaresystematicallysetandreviewed.
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Thisapproachwillsupporttheinstitution’sgoalsofincreasedretentionofFTICstudentsby2%ayeartoafouryeargoalof73-4%.ThisprocesswillbeoverseenandmonitoredbythenewlycreatedDivisionofStudentSuccess.
Variousstudentserviceareasconductprogramlevelassessmentinitiatives.TheStudentSuccessCentershaveimplementedalearningoutcomesbasedassessmentplanforstudents,advisorsandsupervisors.Orientationsurveysnewstudentsandtheirfamilymembersaftereachprogram.FinancialAid,ResidentialLifeandResidentEducationadministerstheEducationalBenchmarking,Inc.survey.DiningServicesaskscommunitymemberstorespondtotheARAMARKHigherEducationSatisfactionSurvey.CampusInvolvementandActivitiestracksparticipationinallprogramsandactivitieswhichareplannedusingadesiredlearningoutcomesmodel.AthleticsandRecreationalSports,inadditiontocompliancebasedinformationinstruments,tracksacademicsuccessandretentionrecordsofallscholarathletesfromyeartoyear,over4yearsandthrough6yearcompletionrates.CommunityStandards(studentconduct)tracksrecidivismratesandviolationratesonanannualbasisbytypeofviolation.UniversityHealthandCounselingServicesmeasures“customersatisfaction”throughsurveyingatthetimeofservicedelivery.Periodicassessmentsofcampusclimateoccuraswell. Tostrengtheninstitutionaleffectivenessinadmission,retentionandstudentservicesUSMispursuingtherecommendationssetforthintheNoel-Levitzreport.Theseeffortswillbeaugmentedandsupportedthroughtheeventualappointmentofadirectorofinstitutionalresearch.
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Standard 7: Library and other Information Resources
The institution demonstrates sufficient and appropriate information resources and services and instructional and information technology and utilizes them to support the fulfillment of
its mission.
OVERVIEW
Fewareasinacademiahaveundergonethetransformationalchangesthatlibraries,informationtechnology,andinstructionaltechnologieshaveexperiencedinthelastdecade.Digitalinformationtechnologies,andespeciallytheWorldWideWeb,nowreachdeeplyintoeverypartoftheuniversity’slife.Librarycollectiondevelopmenthasshiftedfromprinttoelectronicresources,fromownershiptoaccess,andthelibrariesarephysicallychangingfromshelvingrangesofbookstoanInformationCommonsmodel.NewtechnologiesaretransformingourLibraries,ourusers’expectationsandteachingandlearning,resultinginsubstantiveimpactsonLibraries,instructionintraditionalclassroomsandinonlineenvironments.AtUSM,thesetransformationshavebeenaidedbytheinstitution’sactiveparticipationandpositionwithintheUniversityofMaineSystem(UMS)andregionallibrarynetworks.ThecurrentcomplexityandchallengeofUSM’sfinancialsituationhas,however,preventedtheconsistentapplicationofbudgetaryandtechnologicalresourceswhichwouldallowUSMtofullytakeadvantageofnewopportunities.Theresulthasbeensomethingofaroller-coasterrideforUSMLibrariesandotherinformationresources.
THE LIBRARIESDESCRIPTION
USMLibrariesarecomprisedofthreelibraries,oneoneachcampus.Conceptually“OneLibraryonThreeCampuses”offersstudentsandfacultycomparableservices,computeraccess,andstudyspaces.USMLibrariesfunctionwithintheoverallnetworkoflibrariesacrosstheSystem’ssevenuniversities.UniversityofMaineSystemLibraries shareaunioncatalog(URSUS),coretechnologiesandresources,andstandardizedpractices.AtUSM,theLibrarieshaveseenseveralphysicalimprovementsandexpansionsoverthelastsixyears.Recently,attheGorhamandLewiston-AuburnCampus(LAC)libraries,thecomputerlabsandlibrariesweremergedtocreateanInformationCommons,whichprovidesinvitingspacesandone-stopservicesforstudents,alongwithtechnicalandresearchassistance.Theprintcollectionsaredividedbetweenlibrariesaccordingtothelocationoftherelevantdegreeprograms,withlibrarymaterialstransferredatuser’srequestfivedaysaweekbetweentheUSMcampuses,aswellasthesevenUniversityofMaineSystemcampusesviaastate-widedeliveryservice.Thelibrarywebsitehasbecomeakeysourceforresearch,informationresourcesandservices.Threemajorredesignsofthelibrarywebsiteinrecentyearsunderscoretheimportanceofthevirtuallibrary.ItisnotedthatthereisaseparatelyadministeredLawLibraryonthePortlandcampuswhichwasrecentlyre-accredited bytheAmericanBarAssociation,aswellastheKenCurtisLibraryintheMuskieSchoolthatfocusesonjournalsincommunityplanningandhealthpolicy.
USMLibraries’missionistoprovideresourcesandservicestosupportUSM’sstudents,facultyandthecurriculum,andsecondarilytomembersofthepublic.DirectionforthelibrarieshasbeendrivenbyaLibraryStrategicPlan2003, followedbystrategicannualgoals,summerprojectgoalsandfinancial
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planningdecisions.USMLibrarieshaveclearpoliciesandproceduresavailableonthewebsiteregardingtheuseofinformationandtechnologysystems,guidelinesforlibraryuse,andsimilarpolicies.
ThroughtheLibraryLiaisonProgram, alibrarystaffmemberisassignedtoeachacademicdepartmentatUSMtoworkwithfacultyrepresentativesinbuildingcurriculum-basedcollections.Liaisonsalso assistfacultyinlibraryinstructionandinformationliteracyinaccordancewithgoalsestablishedintheInformationLiteracyPlan.TheLiaisonProgramhasincreasedcommunicationwiththedepartments,implementedanapprovalplanforfocusedmonographselectionandgenerallyraisedthelibrary’svisibility.Facultyareofferedamulti-facetedapproachtoinformationliteracywithavarietyofinstructionoptions,althoughclassroom-basedinstructioncontinuestobethedominantformat.Thedevelopmentofanonline“FacultyToolbox”isunderwayandwillofferfacultyamenuofresourcesand/ortoolstoutilizewiththeirstudents.AmajorachievementhasbeentheincorporationofaspecificinformationliteracyoutcomeintotheGeneralEducationcurriculum,includingitsEntryYearExperience(EYE)courses.Duringthelastthreeyears,USMlibrarianshavebeenactivelyworkingwithfacultyonavarietyofapproachestofulfilltheEYEinformationliteracyrequirement.MoststudentsarerequiredtotakeEnglish100(900+studentsannually)orLewistonCommonCore(LCC)110(75+ students)whichincludescopyrightandplagiarismtopics.Libraryinformationliteracyinstructionalsoemphasizescopyrightissues.TheInstructionalServiceswebsiteandthe“InfoSavvy”blogprovidecentralaccesstoinformationliteracyresourcesandservicesforfaculty,includingonlineinstructionschedulingandinstructionalevaluationtools.Thegoalistobuildon
TheUniversityofSouthernMaineLibrarySystem
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thisGenEdrequirementbyprovidingfacultywiththetoolstoprovidestudentswithprogressiveliteracyskillswithasubstantiallygreaternumberoffaculty.
Anemphasisonprovidingstudentswithpoint-of-needassistancehasresultedinseveralactions.OnesteptakenwastoincorporateLibGuides,aresourcewhicheasilyprovidesfacultyandstudentswithcustomized,web-basedlibraryguidesforindividualclasses,aswellasguidesformajorsanddisciplines.Anexpandingsetoftutorialsproducedonlinebythelibraryoffersthestudentaself-serviceoptionforinformationliteracyinstruction.Aone-credithourlibraryclass isbeingconvertedtoafullyonlineorblendedclassandwilladdressthefull-spectrumofinformationliteracyneedsandoutcomes.
AcommitmenttocurriculumsupportextendstoUSM’sdevelopmentofthreeremarkablespecialcollections,thefirsttwoofwhicharepartoftheUniversityLibraries:TheOsherMapLibraryandSmithCenterforCartographicEducationwithapproximately300,000mapsfrom1475to2000;SpecialCollectionswhichincludestheJean Byers Sampson Center Catalyst for Change AwardwithmaterialsrelatingtoMaine’sAfricanAmerican,Jewish,andLGBTcommunities;andtheLACFranco-AmericanCollection. Theexpresspurposeforeachistogivestudentsopportunitiestoundertakeresearchwithprimarymaterials,aswellastoprovidethelargercommunitywithculturalresources.Thecollectionsareguidedbycommunityboardmembers.Facultyscholars assignedtothecollectionsensurethecollectionsareusedintheclassroomandthattheircontinuingdevelopmentisalliedcloselywithcognateacademicprograms.
USMLibrariesprovidesinformationresourcesthroughanetworkofaccesspointsandaredeliberatelyandstrategicallyshiftingcollectionallocationsawayfromprintmonographsandjournalstoelectronicjournals,e-resources,anddatabases.DatabasesareprovidedthroughState,UMSandUSMsubscriptions.Overall,USMstudentsandfacultycurrentlyhaveaccesstoapproximately225databasesandsome40,000journals.TheUSMcommunityalsohasaccesstoawiderrangeofprintcollectionsthroughtheUniversityofMaineSystem.Withthesevencampuslibraries’collectionphilosophyof“SevenCampuses,OneCollection”, USM’s400,000printmonographsarethusleveragedto1.6millionvolumesstate-wide.ThiscollaborationminimizesduplicateholdingsacrossthesystemandhasmadeasignificantimpactbyincreasingthenumberofitemsreadilyavailabletoUSMusers.Througheasytouse,self-servicefunctions,theLibrariesobtainmaterialsfromacrossthenationthroughUSM’sInterlibraryLoan(ILL)departmentatnochargetousers.ILLisarobust,fastandconvenientservicewhichgreatlyexpandsourusers’abilitytoaccessmaterials,particularlyforgraduatestudentsandfaculty.AccesstojournalarticlesnotavailableatUSMisusuallyavailableelectronicallywithin24-48hours.
TheLibrariesprovidecurrenttechnologyresourcestousers.ThisincludesalargenumberofrecentlyupdatedstudentcomputersduetothecollaborativerelationshipsfosteredbetweenUniversityLibraries/InstructionalTechnology&MediaServices(ITMS),theDivisionofInformationTechnology(DoIT),andtheCenterforTechnologyEnhancedLearning(CTEL).TheLibrariesalsobenefitfromcentralizedtechnologyservicesfundedbytheUniversityofMaineSystem,whichprovidecore,up-to-datelibrarytechnologiesandresources,suchastheIntegratedLibrarySystem(ILS),e-Serialsmanagementandavarietyofdatabases.Since2007,thesetechnologyserviceshavebeenprovidedbythestate-widelibraryconsortium,MaineInfoNet(MIN).
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APPRAISAL
USMLibrariesareactivecentersforlearningoncampus,responsivetothechangingnatureofacademiclibrariesandofuserexpectations,asevidencedbythephysicalchangestothelibraries,theemphasisondigitalcollectionsandthevirtuallibrary.Thesecoreservicesarerobustandreliableandincluderegularnewfeaturesandtechnologiesintroducedoverthelastdecade.WhilerelationsbetweenthefacultyandtheLibrariesaregenerallyexcellent,theinterestandactivityleveloffacultyliaisonsdoesvarywidelyamongdepartments.
TheLibraries’informationliteracyprogramhasgrownandexpandeditsofferingsbyfocusingontheEnglish100andEYEcourses.LibrariansmeetwiththeGeneralEducationCommitteeandaremembersofEYEcoursedevelopmentgroups.LAClibrarianshavebeensuccessfulinintegratingthemselvesintobothclassroomandonlinecourses.Whiletheprogrameffectivelymeetsexistingdemandandhasstrongtiestosomeacademicprograms,suchasNursing,USMLibrariesneedtomoreactivelypromoteawarenesstofacultyandfacilitateincreaseduseofinformationliteracyresources.TheFaculty
UniversityofMaineSystemLibraryNetworks
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Toolboxbeginstoaddressthedichotomybetweenthenumberofstaffavailableandtheneedtoreachhundredsofclassesacrossthreecampuses.Thisself-servicetoolassistsfacultyincustomizingtheirapproachtoliteracywithinthephysicalandvirtualclassroom.Informationliteracyshouldbecomeanintegralpartoftheuniversitycurriculumandneedstobestrengthenedthroughacollaborativefaculty/librarianrelationship.
Over290,000students,faculty,staffandthepublicuseourthreelibrarieseveryyear.Animpressivenumberofbuildingprojectsandcapitalimprovements havecreatedupdatedandappealingphysicalspacesforlibraryusers,particularlyattheGlickmanLibraryandLACCommons.InresponsetoLibQUALsurveyresults,groupstudyrooms,attractivestudent-centeredandtechnologyspaces,aswellascomfortableseatinghavebeenaddedandhavebeenwellreceived.Thefocusin2010isontheongoingimprovementstoTheCommons@GorhamLibrary.
Theopeningin2009oftheexpandedOsherMapLibraryandtheGlickmanarcadeentrancefacingtheUniversityCommonsmarkedanotherarchitecturalsuccessfortheuniversity.TheOsherMapLibraryfacilityshowcasesthequalityofthecollectionandcontributestothenationalrecognitionthecollectionandprogramsdeserve.ThisfacilityisthelatestinaseriesofinvestmentsinUniversityLibraries.
USMLibrarieshavedeliberatelyandstrategicallyshiftedcollectionallocationsawayfromprintmonographsandjournalstoelectronicjournals,e-resources,anddatabases.Thisreflectsnotonlyuserpreferencesbutalsotherapidtransitiontodigitalformats.TheLibrarieshavesetagoalof100%electronicjournalsassoonasfeasible.Anumberofcoreelectronicdatabasesandfull-textresourcesareprovidedthoughstate-wideorUniversityofMaineSystemsubscriptions,andaresupplementedbyUSMsubscriptions,suchastherecentadditionofJSTOR(themostfrequentlyrequestedcollectionadditionbyfaculty)andLexisNexis.TheLibrariesaredownsizingprintjournalcollectionsandprintgovernmentdocumentswhileparticipatinginstate-widecooperativecollectiondevelopmentstrategies thatexplorenewmodelsforlegacycollections.Developingvibrantdigitalcollections,includinglocaldigitalprojectsthroughOML’sDigitalImagingCenter,willbeincreasinglyimportant.Furthermore,USMhasinvestedsignificanttechnologyandstaffingresourcesintotheInterlibraryLibraryLoan(ILL)program.ILLborrowsabout12,000itemsannuallyandprovidesthisasafree,unlimitedservicetorequestors.
Significantefforthasgoneintothelibraries’websiteascentralaresourceforUSM’scommunityasthephysicallibrary.ThelibrarywebsiteisactivelymanagedbytheLibraryWebCommitteeandiscurrentlyundergoingre-developmentintheuniversity’snewcontentmanagementsystem(CMS).Arecentsurvey950librarywebsiteusersfoundahighdegreeofsatisfactionwiththesiteanditseaseofuse.DevelopingthenextgenerationinaCMSwillallowforamoredynamicandeasilyupdatedwebsite,onethatwillhighlightmoreinteractiveandsocialnetworkingfeatures.
Moregenerally,USMLibrariesworkscollaborativelyandcooperativelywithUniversityofMaineSystem(UMS)LibrariesandMaineInfoNet(MIN).Thisallowsforsteadyadoptionofnewfeaturesandtechnologies.ParticipationinMaineInfoNethasbroughttheUniversityofMaineSystemLibrariesintoastate-wide,multi-typelibraryconsortiumthatalsoprovidescentralizedtechnologyresourcesforUSMLibraries.UniversityLibrarianDavidNuttyhasbeenaleaderinthefoundinganddevelopmentofMaineInfoNet andservesastheChairoftheMINBoard.TheUniversityofMaineSystemandtheMaineInfoNetconsortiaallowforthecost-effectiveprovisionoflibrarytechnologiestoshareandsustainbestpractices.ContinuingsuchcollaborationsisclearlyakeyandessentialstrategyforUSM,theUniversityof
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MaineSystem(UMS)andtheStateofMaine.
OffcampusstudentsandanincreasingnumberofonlinestudentsreceiveresourcesandservicesviathelibrarywebsiteandincooperationwithCTEL.TheLibraryhasimprovedautomaticactivationofproxyaccesstodatabases.USMandtheUMSUniversityCollegecooperateinsupportingonlinefacultyandstudents.ALibrarianisservingonanonlinestudentservicescommitteewhichcontinuesdevelopingenhancedandseamlessservicesforthesestudents. USMLibraries/ITMShasactivelysoughtoutpartnerships.Ourmodelofrelationship-buildingandcollaborationhasresultedinstrongcollaborationswithCTELandDoIT,resultinginclassroomandtechnologyimprovements,computerupgrades,updatedstudentenvironments,andexpansionofinstructionaltechnologies.TheOsherMapLibraryhasestablishedapartnershipwithacommercialcompany,HistoricMapWorksInc.,todigitizethemaplibrary’srarecollectionsandmakethemavailableonlineandforcurricularsupport.Thereareplansforothercollectionstobedigitizedinthefuture.
SpecialCollectionshasgrownconsiderablywithseveralsignificantadditionstotheLGBTcollection.TheJeanByersSampsonCenterforDiversityinMaineisnotedforitsannualJeanByersSampsonCenterCatalystforChangeAward thathighlightsthediversityworkofindividualsstate-wide.TheFacultyScholarprogramforSpecialCollectionshaslapsedsincefacultyscholarshavenotbeenreplacedduetobudgetreductions.TheFranco-AmericanCollectionremainsincrampedspaceattheLewiston-AuburnCampus.TherecentlyhiredCoordinatorwillpromoteasharedvisiontoassisttheFranco-AmericanCollectionBoardtoaddresstherestrictionofspaceandfunding.
Thechallengesposedbythefundamentalreconfigurationsoflibrariesandtechnologydrivenchangehavebeenexacerbatedbybudgetaryissues,includingongoingrisingsubscriptioncostsforjournalsanddatabases.USMrespondedtoNEASC’sconcernsinthe2000accreditationregardinglibraryfinancialsupportbyincluding,intheTransforming USM 2004-2009 initiative,theintenttoincreaselibrarybase-fundingby$50,000/yearforeachofthreeyearsstartingFY05.Thesenewallocationscouldonlybemadesporadicallyandinsomeyearshadtobewithdrawnduetorescissions.InFY2008,$150,000wasaddedtothelibrarybasebudget,but$250,000wassubsequentlydeductedtomeetmid-yearbudgetrescissions.USMwasable,however,toinsulatetheLibrariesfromfurtherbudgetandstaffreductionsinFY10byrestoringfundingtopreviouslevels,thusallowingforsomenewinvestmentssuchasJSTORandcomputerreplacements.FY11hasseenamodestreductioninbasebudget,offsetbyasignificantone-timeallocationofcapitalinvestmentforcomputersandclassroomtechnology.
Hiringfreezesandbudgetrescissionshavereducedlibrarystaffby7FTEsinceFY06.Supportingthreelibrariesonthreecampusesstretchesresources.TheLibrarieshaverespondedtothecutscreativelybyadaptingorganizationalandstaffingstructurestomaintainservices(asevidencedinthecomplexityoftheorganizationalchart.BothOMLandSpecialCollectionshaveconcernsaboutstaffinglevels.Furthermore,digitalinitiativesandthevirtuallibraryrequiredifferentandspecializedstaffing.However,acommitmenttostaffdevelopmenthasbeenmaintainedwithfinancialsupportprovidedforin-stateandregionalconferences,seminarsandwebinars. USMLibrarieswillcontinuetotransformitsspaces,servicesandcollections.Thefollowingareasarespecific,ongoing,andnecessarystepstoadapttothechangingacademicandtechnologicalenvironmentsthatouruserswantandneed.Thus,theLibrarieswilltransitiontodigitalcollectionswhilemanaginglegacycollectionscooperatively,emphasizingdigital“access”over“ownership”,andincreasing
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focusonthedigitallibrary.TheUniversityLibrarian,workingwiththeUniversityofMaineSystemLibraryDirectors’Council,willimplementacooperativecollectiondevelopmentpolicy.USMLibrariesstaffwillcontinuetotransformthelibraries’physicalspaces.Thisincludesupgradingfurnishingsandtechnology,aswellasimplementingCommonsconceptswheneverappropriatetomeetthechangingneedsofstudentsandfaculty.Asthephysicalfootprintofcollectionsdecline,USMLibrarieswillre-inventitsspacesasCommonsareasandasthecenterofteachingandlearningoncampus.
PROJECTIONS
• USMLibrariesstaffwillrefinethemissionandvisionstatementsasUSM’smissionandvisionbecomemorefocusedbyFY12.Thiswillinclude:thedevelopmentofanactiveplanningprocessfeaturingtheundertakingoftheLibQualLitesurveyin2012andstudentforumsforfeedback,theLibraryLiaisonProgramfosteringuniformityandpro-activityinoutreachtodepartments,andstrengtheningtheprovisionofservicestostudentsatadistanceandonline.
• TheUniversityLibrarianwilldevelopandmaintainathree-yearstaffingandorganizationalstrategyforUniversityLibrariesandITMS,andwillsupportstaffdevelopment,professionaleducationandlearningopportunitieswheneverappropriate.
• TheLibraries’HeadofReferenceandInformationLiteracyProgram,inconjunctionwithlibrariansandfaculty,willcontinuetodevelopinformationliteracyFacultyToolbox,withonlinetutorialsandotherresources,andwilloffertheone-creditliteracyclassinblendedandonlineformats.
• TheInformationLiteracyCouncilwilldevelopapromotionandoutreachprogrambyworkingwithfacultyliaisons,toincreasefacultyawarenessofinformationliteracyprograms.Theeffectivenessoftheseinitiativeswillbeassessedthrough2012.
• TheDirectoroftheSampsonCenter,theUniversityLibrarianandtheSampsonCenterBoardwilldevelopstrategiestorestoreatleastonfacultyscholartotheSampsonCenterbyFY12.
• TheLibrarieswilldevelopanorganizedandintentionalassessmentprocessforitsprogramsandservicesbyFY12.
OTHER INFORMATIONAL AND TECHNOLOGICAL RESOURCES
DESCRIPTION
ThepedagogicopportunitiesavailablewithnewtechnologiesareexemplifiedbythesuccessesoftheCenterforTechnologyEnhancedLearning(CTEL),thetransformationofInstructionalTechnology&MediaServices(ITMS),andthesupport systemsofferedbytheDivisionofInformationTechnology(DoIT),workinginpartnershipwithUSMLibraries.
TheUSMStrategicPlanclearlystatesthatonlineprograms,replacinginstructionaltelevision(ITV),areamajorinitiativeinthenextfewyears.CTEListheunitfoundedin2006toserveasasupportserviceforincorporatingtechnologyintoteaching,learning,andonlineeducation.Itisanexusfordiscussionandcoordinationforthoseinvariousdepartmentswhosupportinstructionaltechnologies.CTELsucceedsthroughcollaboration,includingstaffing,betweenUniversityOutreachandUSMLibraries,withpartnershipsupportfromDoIT.Italsosupportstheuseofinnovativetechnologiesintheclassroom.CTELcurrentlyemphasizessupportforfacultyanddepartmenteffortstodevelophigh-qualityonlineandblendedprograms,andemphasizesprogramsthatattractnewaudiencestoUSM.Itoffersa
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seriesofworkshops,seminars,andtheannualTeachingwithTechnologyShowcase,topromoteinstructionwithdigitaltechnologies.ManyoftheseareconcernedwithhowtobestusesoftwaresuchasBlackboard,Elluminate,andCamtasia.In2008,CTELreceiveda$100,000grantfromtheSloanFoundationtohelpUSMdevelopsixblendedprograms.Anonlinecoursefeeof$25/peronlineorblendedcoursehoursupportsitsgrowthandenablesinvestmentsincoursedevelopment,newtechnologies,technicalsupport,training/development,andstaffing.
ITMSprovides,supports,andmaintainsinstructionaltechnologyandaudiovisualequipmentinclassrooms,auditoriums,andothermeetinglocations.ItsupportsUSMcourses,specialeventsandconferences.ITMSmergedwithUSMLibrariesin2005.TheyjointlymanageUSM’snon-printandvideocollectionofsome4,000titles.Withsixstaffandalargenumberofstudentemployees,ITMShasofficesonthePortlandandGorhamcampusesandsupportsclassesandeventsthroughoutthedayandevening,sixdaysaweek.ITMSatLewiston-AuburnisprovidedbystaffandservicesintheLACCommons.
DoITcoordinatesUSM’sdigitalinfrastructure(seeStandard8).Fromaninformationalservicespointofview,DoIToperatesthreestudentcomputerlabs.ThecomputerlabsatGorhamandLewiston-AuburncampuseshavebeenincorporatedintoInformationCommons,andarejointlystaffedbyLibraryandDoITstaff.ThePortlandCampusstillmaintainsadedicatedcomputerlab.Studentstaffofferassistanceintheuseofbasiccomputerprogramsandwithtroubleshooting.DoITsupportseightdedicatedcomputerclassroomswithapproximately190seatsplusteachingstations.Inadditionthereareseveraldepartmentallydedicatedandrunlabsthatservespecificneeds,suchastheGISLabontheGorhamCampusorthenewImagingCenterintheOsherMapLibrary.DoITalsorunstheUSMHelpdesk,whichofferscomputerassistanceatasingletelephonenumberorviaemailformanyITissuesoncampus.Staffedlargelybystudentswith 3FTEprofessionalstaffsupervisingfirstlevelsupport,theHelpdeskmakesreferralsforsecondtiersupporttootherstaff.TrainingforstudentsandfacultyaresupportedintheInformationCommonsalongwiththeDoITHelpdeskandone-on-oneinteractionswithReferenceLibrarians.
APPRAISAL
CTELisanamazingsuccessstory,showingrapidgrowthinonlinecoursesandsteadilyincreasingenrollments.Overthepastfouryears,thenumberofonlineandblendedcourseshasincreasedfrom54(FY06)to429(estimateforFY10),almost700%growth.Enrollmentshaveincreasedfrom1,145(FY07)to6,111(estimateforFY10),434%growth.ThissuccessstemsfromCTEL’suseofnationalbestpracticestopromoteeffectiveandcollaborativepartnershipsacrosstheuniversity.Attherecommendationofthefaculty-basedTechnologyEnhancedLearningAdvisoryCouncil,thewidelyadoptedevaluationrubric,QualityMatters,hasbeenimplemented.AstrategicplanforthenextphaseofCTEL,USM e-Learning Initiative,waspublishedinSpring2010.
Concurrentwiththesestrengthsistheconcernthattechnicalsupportforfacultyandstudentsneedstobeexpandedandthatstudentservicesneedongoingdevelopment.UseofinnovativetechnologiesatUSMremainssomewhatlimitedamongfaculty.FacultydevelopmentandassistingfacultywiththeexpectationsofWeb2.0remainsachallenge.Thereisaneedtosystemizeandpresentamorecoherentsetoftrainingopportunitiesforfaculty,perhapscoupledwithincentivesorotherformsofencouragement.ThecreationofaFacultyDevelopmentCenterorasimilarprogramwouldbeanopportunitytore-envisionworkshopsandotherexperiencesforfacultyaroundpedagogyandusingtechnologyforteaching
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andlearning.AttendanceatthefourannualTeachingwithTechnologyShowcaseshasgrowntoinvolveapproximately80facultyandstaffin2009.However,workshopsandbrownbaglunchesusuallyhaveonlyahandfulofparticipants.Finally,anotherconcernisthatout-of-statetuitioncostslimittheabilitytomarketonlinecoursesbeyondMaine.
Inthetraditionalclassroom,steadyprogresshasbeenmadebyimprovingtheavailabilityandqualityofinstructionaltechnology.Allbuildingshavewirelessaccess,almostallregularclassroomshaveabuilt-indataprojector,andanincreasingnumberprovideadditionalbuilt-incapacitysuchascomputers,DVDplayers,andsoundsystems.ITMSreceivedasignificantpartnershipbudgetaryallocationfortheSummerof2010toupgradeclassroomcomputersandclassroomdataprojectors.Consistencyandstandardizationof new classroom equipment has been a significant accomplishment. UseofITMSserviceshasgrownsteadilyineachofthelastfiveyears,reflectingbothfacultyinterestinusingclassroomtechnologyandtheincreaseinaudiovisualsupporttoconferenceservices,meetings,andspecialprograms.Abaselevelofinstructionaltechnologythatsupportsmostfacultyneedshasbeenachieved,evenifsomeoftheequipmentandgeneralqualityoftheclassroomsisbelowexpectations.Thebaselevelhasbeenexceededwithinnewlyconstructedbuildings.Furtherassessmentofthequantityandperceivedeffectivenessoftheuseofinstructionaltechnologyisagoal.TheLibraries’serviceethosisreflectedintheITMSemphasisonserviceandprofessionalism.
Thestudentcomputerlabshaveup-to-dateequipmentand,whilegenerallybusy,areatcapacityonlythreeorfourweekseachyear.TheComputerclassroomshavecurrentequipmentbutarenotfullyutilized,whichmaybeduetoschedulinglimitationsthatdonotallowthefacultytohavetheroomsforeveryclassmeeting.TheHelpdeskprovidesakeyservice,butonlywithinlimitedhoursforauniversitythatteachesevenings,weekends,andonline.TheUniversityofMaineSystemdoesnotprovideindividualHelpdesksupportforindividualsusingtheEnterpriseSystemsofMaineStreetandBlackboard.Asaresult,USMHelpdesktriestofillinthevoidbutdoessoatalevelthatislessthandesired.
Flatorreducedbudgetshaveforcedtheseinformationresourcedepartmentstofocustheirbudgetaryallocationsoncoreandessentialservices.Asaresult,budgetreductionshavelargelybeentakenfromstaffing.DoIThaseliminated7.5FTEstaffandhaditsbudgetdecreasedbyseveralhundredthousanddollarsoverthelastthreeyears.ITMSstaffhavebeenreorganizedsincejoiningUniversityLibraries,andtheDirectorofITMSwasnotreplaceduponretirement.Bycontrast,inrecognitionofCTEL’sstrategicimportance,USMhasactivelydedicatedresourcestoCTEL.Inparticular,throughcollaborativeeffortsbetweenUniversityLibrariesandCTEL,1.5FTEhavebeenmovedfromITMStoCTEL.ThenecessaryadjustmentstoandreductionsinserviceshavealsobeensomewhatmitigatedbythecentralizedUniversityofMaineSystemITservices,whichprovidessomeneededhardware,software,andstaffsupport.
PROJECTION
CTEL
• TheDirectorofCTELwillcoordinatetheimplementationofe-LearningatUSMby2012(thethirdphaseofCTEL).
• Inpartnershipwithothers,theDirectorofCTELwilldevelopopportunitiesthatincreasefacultyskillsanduseofawiderrangeoftechnologiesforteachingandlearningbothface-to-faceandonline.
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• TheDirectorofCTELwillcoordinatetheincreasedprovisionofservicestoonlinestudentsby2012,suchaslibrary,advising,tutoring,andotherservices.
ITMS
• TheAVManagerwillimplementathree-tierclassroomtechnologyplan:1)basicequipmentinstalledorupgradedinallclassrooms;2)provisionofenhancedequippedclassrooms;3)developmentof“smartclassrooms”.Financialresourceswilldictatethetimelineforimplementingthisplan.
• TheAVManagerwillcoordinatewiththeDirectorofCTELtointroduceandsupportnewinstructionaltechnologiesforUSMfacultyandstudents,suchaslecturecapturing.
• TheAVManagerwilldevelopamechanismtoassessregularlybothfacultyneedsandtheeffectivenessofclassroomtechnology.
DoIT
• TheExecutiveDirectorforComputingServiceswillusetheITliaisonprogramforDivisionsandDepartmentstoshareinformationandtolearnaboutuserneeds.
• TheExecutiveDirectorforComputingServiceswillworktoexpandHelpdeskhoursinordertoprovideassistancetoeveningandonlinestudentsandfaculty,aswellastoincreasesupportforBlackboardandotherwidelyusedcoursesoftware.
INSTITUTIONAL EFFECTIVENESS
ThenationaltrendsaffectingacademiclibrarieswillchallengeUSMLibrariestocontinuouslyreassessitsservices,resources,andfacilities.
UniversityLibrariesuseinformationtechnologytoplan,administer,andevaluateprogramsandservices.TheURSUSsystemprovidesextensivereportingcapabilitiesoncollections.Databaseusestatisticsareregularlyreviewedtosupportrenewal/cancellationdecisions.TheLibrariesadministeredthenationallyrecognizedLibQUALsurvey in2007,alongwiththeotherUniversityofMaineSystemcampuslibraries.Over1,650studentsandfacultyparticipatedinthesurveyatUSM,generatingconsiderabledatawhichhasbeenusedfordecision-makingoncollectiondevelopment,buildinghours,andstudyspacesforstudents.TheLibrariesregularlyreceivesuggestionsviaphysicalandelectronicsuggestionboxes.
TheFacultySenateLibraryCommittee(FSLC)hasbecomedormantthelastfewsemestersandhasnotmet.ItistheLibraries’hopethatitwillbere-activatedasaforumforlibraryfeedback.ITMSconductsoccasionalsurveysattheendofthesemestertoassessuserfeedbackandsatisfactionrelatedtoclassroomservices.UniversityLibrariesrecentlycompletedawebsurveyregardingsatisfactionanduseofthelibrarywebsite,receivingover950responses.TheLibrarieswillcontinuetousewebsurveysofitsusersasanongoingserviceassessmenttool.
Thechallengeisinturninginformationanddataintoassessmentandactions.USMwillbehiringaDirectorofInstitutionalResearchandAssessmentwiththegoalofcreatinganOfficeofInstitutionalResearch.WorkingwiththeDirectorofIR,theLibrariesandotherinformationresourceareaswillcontinuetoimproveassessmentanddatacollectionstrategies.
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Standard 8: Physical and Technological Resources
The institution has sufficient and appropriate physical and technological resources necessary for the achievement of its purposes. It manages and maintains these resources in a manner to
sustain and enhance the realization of institutional purposes.
OVERVIEW
TransformingUSM:2004-2009 identifiesFiveEssentialLeversofChangenecessarytopropelUSMto“Regional Excellence, National Recognition.”“UpgradeandExpandFacilities”isoneofthelevers;ithassevenactionstatementswhichserveaslong-term,developmentalroadmapstoaddressthestrategicneedsofUniversityinfrastructure.Althoughmostactionprojectsofthisleverremainworksinprogress,theUniversitycontinuestoupgradeitstechnologicalresourcesandhasaddedseveralnewbuildingstoitsphysicalcapacitytobetterservestudents,facultyandthecommunity.Despitesuccessfulimplementationofcreativefundingstreamstofinancenewconstruction,theUniversityisfallingfurtherbehindinitsefforttomaintainmodern,comfortableclassrooms,laboratories,andoffices.Facilitiesstaffdotheirbesttoensurecomfortandsafety.Along-rangeMasterPlanforallthreecampuses,whichisalignedwiththenewlydevelopedstrategicandacademicplansispresentlyindevelopmentandwillprovidetheUniversitywithamoreproactiveplanningstrategy.Itwilladdressthesignificantbacklogofdeferredmaintenanceandprovideinformedcriteriaforcontinuedexpansionofitsphysicalresourcesbyprovidingspecificassessmentbenchmarks.
DESCRIPTION
A.Facilities:TheUniversityhasthreephysicalcampuses;Portland(theurbancampus),Gorham(theresidentialcampus)andLewiston-Auburn(thesmallliberalartscampus).TheUniversityownstwopropertiesnotlocatedonanyofthecampuses–theStoneHouseinFreeport,Maineand68HighStreetinPortland.TheStoneHouseisaruralpropertyusedmainlyforretreatsandconferences;68HighStreetiscurrentlyforsale.Additionally,theUniversityleasesthreespacesimmediatelyoffcampusinPortlandforauxiliarypurposes.ItalsoleasesspaceforoperationsdirectlyrelatedtotheresearcharmoftheMuskieSchoolofPublicServiceinPortlandandAugusta,Maine.
SincethelastNEASCreviewin2000USMhashiredRobertBertramasExecutiveDirectorofFacilitiesandsubstantiallyincreasedandimproveditsphysicalresources.Therehavebeentensignificantnewfacilitiesconstructedaswellassixteenmajorrenovationprojectsandoneoffcampusproperty,PortlandHallwassold.ThefivemostrecentfacilitiesearnedLEEDcertification.Furtherdescriptionofnewbuildingsandmajorrenovationprojectsduringthepast10yearsislistedinDataFirstFormsforStandard8.
ThebuildingsatUSMvarygreatlyinsize,style,function
andcondition.TheUniversity’sphysicalresourcesarecomprised
of89serviceablebuildings(includingthe4leasedspaces).Alltotaledthereis1,860,000squarefeetofassignablespace
inalllocations.
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AtUSM,theFacilitiesDepartmentoverseesthemaintenance,repair,andcustodialcareofbuildingslistedunderE&Gbudgetaswellassomeoftheauxiliarybuildings.Additionally,theDepartmentofResidentialLifeandEducation,withsupportandexpertisefromFacilities,providescustodialcareandmaintenance“triage”functionforthestudentresidentialbuildings.Bothunitscoordinateandkeepanongoingassessmentofmaintenanceplansforexecutionasfundingpermits.
B.Classrooms:TheUniversityhas120,000squarefeetofspaceinthe84classroomsthatareregularlyavailableforuse.Additionallythereare142,000squarefeetassignedto203laboratories.
ThevastmajorityofclassesarescheduledduringeitherMonday/WednesdayorTuesday/Thursdayblocks.Fridayshavetraditionallybeenreservedforresearch,service,andmeetingsandassuchmanyfewerclassesscheduledthatday.AsaresultclassroomsareutilizedheavilyonMondaythroughThursdays(Portlandutilizationis84-92%between10amand4pm,Gorhamis70-73%andLewiston-Auburnis60-80%).OnFridaystheclassroomutilizationinPortlandaverages25%,inGorhamitaverageslessthan20%andinLewiston-Auburnamaximumof10%.DuringeveningsandweekendsthepercentagesofclassroomuseonallcampusesissignificantlylowerthantheFridaynumbers(Roomusage2006-2008and2007-2010).Inadditiontothesedesignatedclassrooms,thereareseveralspacesthatcanbecomeavailableforgeneralacademicclassroomswhentheyarenotscheduledforprimarydesignatedpurposes(e.g.LawBuilding,WishcamperCenter,PresidentialDiningRoom,FacultyDiningRoom,andHastingsFormalLounge).
TheInstructionalTechnologyandMediaServicesDepartment(ITMS)haveinstalleddataprojectors,computers,amplifiersandDVD/VCRplayerspermanentlyinmanyroomsonthethreecampuses(44roomsinPortland,17inGorhamand7inLewistonAuburn.)Theseincludesomededicatedclassroomsaswellasseveraloftheoccasionallyavailableroomsmentionedabove.SeealsoStandards4,5,6and7,foradiscussionontheuseoftechnologybystudentsandinteaching.
Videoconferencingroomsareavailableonallcampusesformeetingsandclasses.TheDivisionofInformationandTechnology(DoIT)operatesoneeachonthePortlandandGorhamcampusesforuseinmulti-campusmeetings.Additionally,theUniversityofMaineSystemmanagesaroomoneachofthethreecampuses.Therearealsovideoconferencerooms“owned”byvariousunits(i.e.Lewiston-AuburnCollegeandtheMuskieSchoolaswellastheContinuingEducationandConferencesoperationthathavetwospacesintheAbromsonCenter).
Classrooms 45inPortland,23inGorham, and16inLewistonAuburn
Labs 94inPortland,92inGorham, and17inLewiston-Auburn (includesresearch&teaching labs,rehearsalrooms,art studiosandcomputerlabs)
LOCATION STATIONS202LutherBonney 31
203LutherBonney 31
223Glickman 6
518Glickman 31
219Bailey 31
405Bailey 31
LACLibrary 6
116LAC 30
TOTAL 197
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C.TechnologicalResources:Allbuildingsandclassroomshaveinternetconnectionswithfiberconnectionstoallbuildingsonallthreecampuses.However,connectiontoindividualroomsinthesebuildingsdependsupontheageoftheequipmentandwiring.Ataminimum,eachindividualspacehasa10MiBconnection.Asconstructionprojectsandrenovationsproceedthewiringisbeingupgradedtoaccommodate100MiBconnectionsand,insomeverylimitedareas,gigabitconnectivity.EveryclassroomhasatleastonewiredEthernetport.Additionally,allacademic,administrativeandcommonresidentialareashavewirelessnetworkconnectivity.
Thereareatotalofeightdedicatedcomputerclassroomsonthethreecampuses(4inPortland,2inGorhamand2inLewistonAuburn).Ingeneral,classesarenotscheduledforthewholesemesterintheseclassrooms.Thedemandforthesespacesissuchthatmanywhodesiretousetheresourcemustsharethem.Inspiteof,orperhapsbecauseof,thislimitationthedemandisnotashighasonemightexpect.Therearemanytimeswhentheseroomsareempty(Currentcomputerusage,Spring2007-Summer2009,Fall2009-Present).ThetabletotherightprovidesthedistributionofthecomputerstationsacrossUSM.
Inadditiontothecomputerclassroomsthereare4computerlabsavailableforcommunityuse(144LutherBonneywith112stations,GlickmanInfoCommonswith53stations,theCommons@Gorham45stations,andtheCommons@Lewiston-Auburnwith34stations).Forseveralacademicprogramstherearededicatedcollegeordepartmentclassroomsandlabs(e.g.Law,Nursing,GIS,andEngineering).TherearealsopubiclyaccessiblecomputersinvariousstudentlocationssuchasWoodburyCampusCenter,CostelloSportsComplexandthroughouteachofthelibraries.
TheUniversity,throughtheDoIT,hasinplaceseveraloperationalproceduresandpoliciestoensurethereliabilityofsystems.Importantsystemsareidentifiedandhostedonredundanthardwarewhereneededandbackupproceduresareinplacefordisasterrecoverywithoffsitestorage.TheUniversity(bothUSMandtheUniversityofMaineSystem)hasinplacenumerouspoliciestoprotecttheintegrityandsecurityofdata.Securityiscoveredunderpoliciesfor,butnotlimitedto,HIPPA,FERPA,GLB,andPCI.
D.Accessibility:USMiscommittedtoremovingphysicalbarrierswhichpreemptthefullparticipationofindividualswithdisabilitiesinthecultureandlifeoftheUniversity.TheFacilitiesManagementDepartmentandtheDepartmentofResidentialLifeandEducation,alongwiththecampusADACoordinatorandtheDirectorofSupportforStudentswithDisabilitiescontinuouslyworkandcollaboratetoidentifyandcorrectdeficiencies.Specifically,withinclassroomsandcomputerlabs,thereareappropriateadaptivetechnologiesavailableforstudentswithvisionandhearingneeds.
Thisactivecollaborationhasmadeourprimaryacademicandresidentialbuildingsaccessibleforourstudentswhohavedisabilities.ThereadershouldalsorefertotheinformationunderthesectionsforStandards4through7,infra,tolearnhowotherdirectsupporttostudentswithdisabilitiesisprovidedthroughouttheiracademicexperience.
APPRAISAL
TheUniversityofSouthernMaineisrestructuringinresponsetocurrenteconomicandeducationaldemands.IncludedinthisrestructuringwasanevaluationofFacilitiesManagementbytheAssociationofHigherEducationFacilitiesOfficersthatmadeseveralrecommendationsonrestructuringthefacilitiesorganizationaswellaschangesinoperatingprocedures.Oneofthegoalsoftherestructuring
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processistodeployUSM’sphysicalplantinsupportoftheUniversity’smission.ThroughtheStrategicPlanningprocessuniversitypersonnelarecompletingcurrentplanningregardingoversightofphysicalresources(includingspaceplanning,determiningadequacyofexistingphysicalandtechnologicalresources,accessibilityforthedisabled,anddeterminationofphysicalresourceplanningandevaluation)insuchawayastobealignedwithUSM’smissionandpurpose.DuringthistransitionperioddecisionsinvolvingphysicalresourceswillbedealtwithbytheExecutiveDirectorforFacilities,thusenablingUSMtobettermanagespaces,inventorywhooccupiesthem,andtrackwhatworkisbeingdonetomodifythesame.
A.Facilities:TherehasbeenwelcomednewconstructionandrenovationonthecampusessincethelastNEASCvisitin2000.Theseprojectshavebeenmainlydirectedtowardsstudentservices,studentlife,communityoutreachandlifelonglearningprograms.Allprojectsareimportanttobuildingandmaintainingthecampuscommunitybutaverysmallpercentageofthesenewfacilitiesarededicatedtogeneralclassroomsforundergraduateandgraduateeducation.Therestillremainsaneedforadditionalclassroomspaces.Thisconstructionandrenovationdidnotretireolderfacilitiesbutaddedtoourbuildinginventory.AlthoughtherehavebeenselectiverenovationsandupgradestoexistingclassroomsandlaboratoriesonthePortlandandGorhamcampuses,theselaudableeffortsdonotcompensateforagingandoutdatedclassroomsoftheUniversity’soldergeneralclassroombuildings:Luther-BonneyHall,Payson-SmithHall,ScienceBuilding,andBaileyHall.Whiletherearepressingneedsforupdating,themajorityofusersdeemthedailymaintenanceofthesebuildingsadequateandremainsafeandsecureforallusers.
NewconstructionontheUniversityofSouthernMainecampusesiscurrentlyprojectedatzeroandisnotexpectedtochangeforseveralyears–unlessprivatemoneyisraisedforthispurpose.Thefundingforrenovation,maintenanceandequipmentfor2009–2010wasbudgetedatapproximatelyone-million,amorethana50%declinefrom$2.8millionexpendedinthepreviousfiscalyear.Althoughtherearenonewconstructionormajorrenovationsonthescheduleforthenearfuture,USMisstillplanningaheadforbetterfiscaltimes.ThereisprivatefundingforaRFPforplanninganddesignofaconsolidatedPerformanceArtscenterontheGorhamcampusanda“creativegrantfunding”modelisbeingpursuedforfittingouttheremainingfloorsoftheScienceBuilding.Inaddition,USMisundergoingaphasedUtilityandMasterPlanningexerciseforboththePortlandandGorhamcampuses.
TheCampusEnvironmentalSafetyandHealthOfficeisresponsibleforsafetyinspections,maintenanceoffireexitlights,fireextinguishers,properdisposalofhazardouswastes,ergonomicevaluationsofworkstations,trainingofemployeesonsafetyandhealthissues,maintainingUniversitycompliancewithhealthandsafetycodesandrespondingtoemployeeandpublicconcernsaboutcampusenvironmentalconditions.Staffmembersconductinspectionsofalluniversitybuildingsandlaboratoriesonaregularbasisperstateguidelinesandcoderequirements.Inaddition,thisstaffprovidesannualtrainingforuniversitypersonnel.Intermsofsafetyandaccessibilitythebuildingsbothnewandoldareadequateandmeetcoderequirements.Buildingupgradesareperformedwhennecessarytomeetlegalmandatesand,asfundingisavailable.
Safety,securityandthehealthofbuildingoccupantsareoccasionallyimpactedbypoweroutages.Abackupenergysourceisneededforcriticaloperationsonallthreecampusesbut,duetotheresidentialcomponent,itismostcriticalfortheGorhamsite.
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Thefactthatthesefacilitiesarebeingmaintaineddailydoesnotexcuseorhidethedireneedcertainbuildingshaveforsignificantdeferredmaintenancetocorrectproblemsortoupdatethemtocurrentstandards;thereisaseveraldecadeslonghistoryofashortageofresourcestoaccomplishsuchprojects.Becauseofhistoricannuallegislativefundingpatterns,theonlywaystoacquiretheresourcestorepairthesebuildingaretoeitherredirectexistinglimitedresourcesfromtheeducationalenterpriseortoaskthevotersapproveabondissue.Asignificantredirectionoffundshasnotbeenviewedasaviableoptionandbondingisapoliticalprocesswithintensenegotiationsatmanylevelsbeforetheproposalsareputforward.Asaresult,theseandotherprojectshavenotbeenadequatelyaddressed.TheDepartmentofFacilitiesManagementmaintainsagrowinganddetaileddatabaseofdeferredmaintenanceprojectstobeaccomplishedwhenresourcesbecomeavailable.
Themanyreferencestolimitedresourcesandthelackofadequatefundingthroughoutthisdocumentseemincontrasttothenumberofnewbuildingsconstructedinthepast10years.Thereasonforthisdissonancearisesfromthewaytheseprojectswerefunded.Noneofthemweredirectlyfundedbylegislativeallocations.Instead,therewerefourdifferentmethodsemployedtoacquirefunds:capitalfundraising;grants;earmarks;andbonds(stateorrevenue).Withouttheseeffortsoutsideofthestatebudgetingprocess,noneofthesefacilitieswouldhavebeenconstructed.
B.Classrooms:Withthemajorityofclassroomsinolderbuildings,thereiscontinuousconcernaboutwhetherstudentsarebeingofferedthebestenvironmentfortheirlearning.Theassumptionhasbeenthat,ingeneral,mostspacesareadequate.ThiswasheldtobethecaseinaFall2009ClassroomandFacilitiesreportfromtheDeans.ToprovidetheStandard8NEASCCommitteewithupdatedinformation,itrequestedthatclassroomsadequacybeascertainedviaasurveyfromtheirperspective.Thesurveyalsoaskedfacultytocommentonspacestofindoutwhatwasworkingandwheretherewereneeds.Thereportconfirmedtheassumptionsofadequacy,butalsopointedoutseveralproblemsareas:noisyandineffectiveheatingandventilationsystems,windowsandroofsthatleak,alackofadequatestoragespacesforlaboratories,andtheneedforadditionalmusicpracticerooms.Theneedforadditionalclassroomswillnotbesolvedbynewconstructioninthenearfuture,especiallyifconstructionfundingremainsdependentupontraditionalStateAppropriations.
Therehavealsobeenneedsexpressedbyfacultytoincreasethenumberandsizesofcomputerclassrooms.Currentlyitisnotpossibletoreserveorscheduleoneoftheseroomsforafullsemesterandhighdemandrequiresthattheybesharedwithothers.Asaresultfacultyadjustteachingmethodstoaccommodatethisrestriction.Interestingly,theseaccommodationshavelefttimeswhenthesespacesgounused(Currentcomputerusage,Spring2007-Summer2009,Fall2009-Present).Aneasywaytomeetthisexpressedneedistocreatenewrooms.Butbetterplanningandcoordinationalsoneedtobeappliedasasolution.Theseroomsarecostlyandtheresourcesarenottherenownoraretheyexpectedinthenearfuture.Inanattempttoutilizethisresourcemoreefficientlyandtomakeschedulingeasierforfaculty,conversationshavebegunwiththeRegistrar’sschedulingofficetoconsiderwhethertheywouldassumeresponsibilityforschedulingthecomputerclassroomstoavoidunnecessarybureaucraticconfusionandprovideonestopservice.
Therearealsorequestsforvideoconferenceroomsthatcanaccommodatemorethan10to12peopleallowingcertainfacetofacecoursestobeofferedsimultaneouslyatadistance.Thisisaproblemmoreofavailableroomsoftheappropriatesizeandlessatechnologicalone–althoughadditionalvideoconferenceroomscouldbeplacedinuseonallcampuses.Asnotedabove,therearenumerous
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smallerroomsonallcampusesbutthereisalackofcoordinationinbeingabletoidentifylocationsandschedulingthembecausetheyare“owned”bydiverseunitsoftheUniversityandSystem.Asaresult,manypotentialuserseithergiveupordonottrytousetheserooms.
C.TechnologicalResources:TheunderlyingtechnologyinfrastructuremeetstheneedsoftheUniversityofSouthernMaine.Therearebackupproceduresandredundanciesinplacefordisasterrecoveryandoffsitestorage.Asidefromscheduledmaintenanceoutages,thesystemsareavailableformorethan97%ofthetime.Thisnumbercouldbehigherbutforweatherrelatedpoweroutages.Thereisaneedforbackuppowertosupportthemostcriticaltheseresourcesduringoutagesbuttherearenogeneratorsavailableforthispurpose. Thecomputingresourcesprovidedforstudentuseinthecomputerlabsandcomputerclassroomsmeettheneeds,intermsofnumbers,ofthecommunity(Currentcomputerusage,Spring2007-Summer2009,Fall2009-Present).Notonlyarethenumbersadequatebutthereisaregularprogramofreplacementofcomputingequipmentintheseareas–typicallyeverythreetofouryears.Thesameprogramisineffectforallstaffandfacultycomputingequipment.But,thecurrentfiscalclimateismakingitdifficultforallareastobein100%compliance.
TheUniversityhasinplaceaprogramtoregularlyrefreshorreplaceallcomputingequipmenteverythreeorfouryears.Partandparceltothisprogramisarecyclingagreementwiththevendorthatremovesunsupportedequipmentfromthecampuses.Thebenefitsoftheprogramaretoenforceuniformstandards,keepthecommunityatthesametechnologylevel,toreduceenergyusageandtoremoveolderequipmentwhichistreatedashazardousmaterials.Theequipmentpurchasedforcomputerstations,labs,classroomsanddatacenters,whereprogrammaticallypossibleandwherestandardsexist,conformtoEPAEnergyStarprogramandtheIEEEstandardforEnvironmentalAssessmentofPersonalComputerProducts.
TheDoITcomputingstaff,whilesignificantlysmallerthancomparableinstitutions,keepsthesystemsupandrunning.Theyaccomplishthisbyhavingassignedon-callnightandweekendtimeswhereinstaffmembershavespecificresponsetimerequirementstodiagnoseandrepair,ifnecessary,withincertainparameters.
SecurityofdataandinformationisofhighimportancefortheUniversityandSystem.Severalpoliciesareinplacetoaddressthisimportantissue.Inaddition,uponthebeginningofemploymentemployeesareeducatedabouttheimportanceofkeepingcertainpersonaldataconfidential.TherearecampuspoliciesonconfidentialityanduseofstudentinformationwhichamplifytheSystem’sInformationSecurityPolicy.Finally,therearepoliciesrelatingtoHIPPA,GLBandPCIwhichwillbemorethoroughlycoveredinotherstandards.Atthemomentthereisonlyonewaytojudgetheeffectivenessofthesepoliciesandprocedures–whethertherehasbeenabreach.Todate,therehavenotbeenanyknownmajorbreachesofsecurityrelatingtoconfidentialinformation.
D.Accessibility:USMdoesagoodjobinmeetingthefacilityandtechnologicalneedsofstudentswithdisabilities.Thishastobecharacterizedasa“justintime”process.ThereasonforthisisthatwearenotawareofpotentialneedsuntilastudentpresentstheirneedtotheOfficeofSupportforStudentswithDisabilities(OSSD)forevaluation.Nevertheless,therearecertaincommonresourcesandaccommodationsweprovide100%ofthetime.Amongthesearemakingbuildingsandclassrooms
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accessibletoall,andprovidingtechnologyincomputerlabsandlibrariesforthosewithsightandhearingchallenges.Anareaofconcernisthelackofaccessibilitytomanyofthe“WhiteHouses”(formerprivateresidencesnowuniversityowned)onthePortlandcampus,whichserveasfacultyofficesforseveralUniversitydepartments. OSSDisresponsiblefordeterminingifthereisaneedforassistivetechnologiesandformakingsurethestudentsareawareofit.IthasbeentheresponsibilityofDoITtoactuallyidentifythetechnologyandprovidethetrainingforthestudents.Thishasbeenachallengeforall.In2008duringbudgetreductions,theDoITstaffpositionassignedtoassistwiththistaskwaseliminatedplacingtheresponsibilitysolelyontheremainingmembersofthecomputerlabstaff.Thisisworkingbutjustbarely.AnysignificantincreaseinstudentswithdisabilitieswouldseverelychallengeUSM’sabilitytomeettheiradaptivetechnologyneeds.Inaddition,athoroughreviewoftheinformationprovidedinStandards5through7,infra,isneededtoseehowOSSD,andUSMasawhole,providesservicesandsupporttostudentswithdisabilities.
PROJECTIONS
A:Facilities:AbondissuebeforetheMainevotersinJune2010passed.ThisprovidesUSMabout$1.7Minfundstoimprovefacilitiesintheareasofenergyconservationandutilitiesimprovements,withafocusonprojectsthatwillservetoloweroperatingcosts.Inadditiontotheseprojects,therearealimitednumberofdeferredmaintenanceprojectstobetargetedannuallytoaddresshighpriorityneeds.
ThroughthesigningoftheAmericanCollegeandUniversityPresident’sClimateCommitment,USMhasacceptedresponsibilityforensuringthatwecontinuetomakealterations,renovationsandenhancementsinsuchawayastoaddresssustainabilityandconservation.Ironically,despiteeffortstoconserveenergy,thereareissueswithfrequentpoweroutages.USMshouldpurchase(asfundsbecomeavailable)twobackupportablegeneratorsforGorham,oneforPortlandandoneforLAC.Thesegeneratorswouldbeforuseduringpoweroutagesinareasrelatingtohealth,safetyandcriticalbusinessoperations.
USMcontinuestoexploreopportunitiesforenhancingitsuseoftechnologyforsecuritypurposes.Twosuchexamplesare(1)toincreasetheuseofelectronicdooraccesscontrolsand(2)toexpanditsuseofsecuritycameras.Inaddition,USMwillcontinuetoextendthepercentageofcampusfacilitiesthatarehandicappedaccessible.ThereisarecommendationfromOfficeofSupportforStudentswithDisabilities(OSSD)todevelopaconstructionchecklistregardingaccessibilityissuesandtoinviteamemberoftheOSSDstafftobeonthevariousconstructioncommitteesinaconsultativebasis.
B.Classrooms:Intheshortterm,wedonotforeseeanymajorenhancementormodificationofclassroomsandlaboratories.However,planningiscontinuingfortheimprovementofthesefacilitiesasresourcesbecomeavailable.
Videoconferencingneedsbeputtobetteruseforteachingtomorethanonecampusatthesametime.Thiswouldeliminatetraveltimeforsomestudentsandmakeformoreefficientschedulingofclasses.Aprocedureneedstobedevelopedtoeliminatetheobstructionscausedbyvarious“owners”oftheequipmentsoonlyasinglelocationneedstobecontactedforscheduling.Similarly,thesamestrategyneedstobefollowedfortheuseofComputerClassrooms.AsfundsbecomeavailablethenumberofUSM,centrallymanagedandscheduled,videoconferencingroomsshouldbeincreased.
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ITMSisplanningforimprovingteachingtechnologywithinclassrooms.Ithasavisionofputtinginplacea3-tieredsystemforupgradingtheteachingspacesatUSMoverthenext1to3years.LevelOne:Allteachingspacesonallthreecampuseswillbeequippedwithceiling-mounteddataprojectors.LevelTwo:Selectedteachingspacesonallthreecampusesshallbeequippedwithceiling-mounteddataprojectorsandbuilt-inequipment:amplifiers,computers,DVD/VCRcombounits,documentcameras.LevelThree:StrategicallyplacedteachingspacesonallthreecampuseswillbecomeSmartClassroomsandwouldbeequippedwiththetechnologymentionedaboveplusadditionalstate-of-the-artinstructionaltechnologysuchaslecturecapturingcapabilities,videoconferencing,andotherinstructionalapplications.
Oncetheclassroomsareatthedifferentlevels,aplanwouldbeinstitutedforupdatingequipmentintheclassroomsonaregularrotationalbasis,replacingcomputerswiththenewestmodels.ITMSrecognizesthatbothDoITandFacilitiesManagementmustbeproactivepartnersintheendeavortocreateanappropriateteachingenvironmentatUSM.ITMSunderstandsthattheirvisionofimprovingtheteachingfacilitiesatUSMdependsuponfundingwhichatthistimeisnon-existent.Theymustbecreativeinfindingfundingpartners,suchastheCenterforTechnology-EnhancedLearningandtheDoIT,tocollaboratewithinordertocreateanappropriateteachingenvironmentattheUniversityofSouthernMaine.
C.TechnologicalResources:DoITcontinuestoplanfornetworkandbuildingwiringupgrades.Thesearebeingaccomplishedasresourcesbecomeavailable.Thereisaneedtobringallfacilitiesonthethreecampusesuptothesameinfrastructurestandards.Severallargebuildingshavewiringdatingfrom1989whichneedstobeaddressed.Tobringallareasuptocurrentstandardsrequiresidentifyingandacquiringapproximately$1,000,000(thisincludeswiring,switchesandrouters).
TheUSMdatacenteriscurrentlyhousedinLutherBonney,aretrofittedlocation.ThereareplanstoconsolidatetheUSMdatacenterwiththeUMSdatacenterintheScienceBuildingwhentherenovationsofthatspacearecomplete.ThiswouldbringsignificantenergysavingstoUSMaswellasprovidingamoresecurefacilityforour90+instancesofservers.Ifthisdoesnotcometofruition,USMwillthenneedtoacquireageneratortopowertheUSMDatacenterthroughthesomewhatfrequentpoweroutagesweexperienceannually.
D.Accessibility:USMmustextendthepercentageofcampusfacilitiesthatarehandicappedaccessible.Thecreationofaprocessforaddressingphysicalresourceplanningthatensuresauniversitywiderepresentationisessential.ThereisarecommendationfromOfficeofSupportforStudentswithDisabilities(OSSD)todevelopaconstructionchecklistregardingaccessibilityissuesandtoinviteamemberoftheOSSDstafftobeonthevariousconstructioncommitteesinaconsultativebasis.Thiswouldbeanon-going(vehicle/process)forreceivinginformationregardingneedsandsolutionsregardingphysicalresourceplanning.
USMshouldalsomakeeveryefforttoassistOSSDinprovidingtechnologysolutionsforstudentswithdisabilities,includingconsideringreinstatementoftheInformationTechnologypositionthatassistedOSSD.ThereneedstobeanevencloserlinkbetweenOSSDandDoITinregardstoassistivetechnology.Atpresentthereisaseparationofknowledgeandresponsibilities.OSSDisresponsiblefordeterminingthevaliditytheclaimofadisabilityandDoIThastheresponsibilityofidentifyingtheassistivetechnologyandtrainingthestudentsinitsuse.Thissharpdisassociationofresponsibilitiescanmakeforconfusion
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forstudentsinneed.WhiletheDoITstaffneedtounderstandthedisabilitiesstudentshaveandhowthetechnologyassiststhestudents,theOSSDneedsprofessionaldevelopmenttokeepup-to-dateontypicaltechnologiesthatmeettheneedsofstudentswithdisabilitiesaswellashowtousethemtoassistwiththetrainingofstudents.Togetherbothoperationscanbetterprovideservicestoourstudents.
ReferalsotoStandard4,theAcademicProgram,andStandard6,StudentsandServicesinthisdocument.Bothareveryimportantandintertwinedintheneedtoprovideassistanceandsupporttostudentswithdisabilities.
INSTITUTIONAL EFFECTIVENESS
FacilitiesandinfrastructurewasoneoftheEssentialLeversofChangeinthedocumentTransformingUSM:2004-2009“Regional Excellence, National Recognition.”Itisalsooneoftheeightpillarsof“PreparingUSMfortheFuture,2009–2014”–thenewUSMStrategicPlan.ThereisaStrategicPlanningImplementationCommittee(TaskForce8)thatismonitoringtheprocessofmeetingactionstepsandgoalsrelatedtothispillar.Thisprocessbeginswith,aUtilityMasterPlanandthenaMasterPlanningprocess,forallthreecampuses,whichwillintegratewiththeStrategicPlan.Additionally,USMhasformanyyearshadstaffwithspecificassignmentsrelatedtothesupportandmaintenanceofourcapitalinfrastructure.PositionsrelatedtotheHealthandSafetyofthecommunity,meetingtheneedsofstudentswithdisabilities,andaProjectCoordinatorforsustainabilityareexamplesofthecommitmenttothecontinuousvigilanceandimportanceplacedonkeeping,whatisthefoundation(bothfigurativelyandmetaphorically),ofasoundUniversity.
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Standard 9: Financial Resources
The institution’s financial resources are sufficient to sustain the achievement of its educational objectives and to further institutional improvement now and in the foreseeable future. The institution demonstrates through verifiable internal and external factors its financial capacity to graduate its entering class. The institution administers its financial resources with integrity.
“We have an opportunity to transform this university. The possibility of remaking a university comes along, perhaps, once in three generations. And this possibility is here, now, right before us. Sure, the budget situation is driving us to be increasingly strategic, focused, mission-driven, and frugal. But it also delivers to us the rare opportunity to build a university around a realistic core of excellence…that will fix us in the public higher education firmament and the imagination of the broader public.” -PresidentSelmaBotman,StaffOpeningBreakfastRemarks,August28,2009
OVERVIEW
TheUniversityofSouthernMaineisinthemidstofasubstantialtransformation,undertakentopermittheinstitutiontoeffectivelymeetthefinancialchallengesfacingmostofhighereducationandtopositionitselftoattainthevision,mission,values,andacademicidentityarticulatedinthePreparingUSMfortheFuture,2009-2014strategicplan.Thechallengesare,frankly,unheraldedasthestrategicplansoaptlyrecognizesinstatingthat,“publichighereducationinMainefacesasignificant,sustainedfiscalchallengeduringwhatisprojectedtobealongperiodofreducedtaxrevenuesandinvestmentincome.”Accordingly,USMisstrivingtodesignandimplementasoundfinancialmodelthatwill“ensuretheuniversity’sfinancialsustainability.”
SeveralfactorsimpactedUSM’sfinancialsituationtherebynecessitatinganapproachwhichwouldbemoreeffectiveinaddressingthechallengesfacedbyinstitution.Thosefactorsincludedtheglobalfinancialsituation,decreasingstateappropriationsandincreasingtuitiondependence,financialchangesinstitutedbytheUniversityofMaineSystem(UMS),implementationofthePeopleSoftFinancialelectronicaccountingsystem,andalackofadequateexistingfinancialprocessesandcontrols.Since2007,theinstitutionhasmadesignificanteffortsindesigningandbuildingafinancialmodelthatismorecloselywovenintothefabricoftheinstitution’soverallplanningprocessesandoperation.Thisremainsawork-in-progress.
DESCRIPTION
AlthougheachuniversityintheSystemhasitsownfinancialstaff,theSystem’sOfficeofFinanceandAccountingdirectsoveralltreasuryoperations,internalauditfunctions,policydevelopment,budgeting,andconsolidatedinternalandexternalfinancialreporting.BudgetprocessesattheUniversityofSouthernMaineareguidedbypoliciesandpracticesoftheseven-campusUniversityofMaineSystem.Theseincludebudgettimetables,standardizedformsandprocedures,system-wideassumptionsforallcampuses(compensationincreases,fringebenefitrates,stateappropriationallotment,andmaximumrecommendedtuitionincrease),budgetreview,andoversight.SpecificfinancialpoliciesandpracticesareguidedbyaseriesofAdministrativePracticeLetters(APL)developedbytheSystemthatcoverarangeoftopicsincludingaccounting,assetmanagement,finance,generaladministration,gifts/
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investments,informationtechnology,procurement,sponsoredprograms,andstudentfinancials.TheAPL’saresupplementedbyguidelinespostedtotheUSMwebsiteinavarietyoflocations(FinanceandAdministration,BusinessServices,HumanResources).
USM’sportionoftheseven-campussystemannualcredithourgenerationforthe2010fiscalyear(FY2010)was29.2%anditsportionofthestateappropriationfundsdistributedtotheindividualcampuseswas25.4%.
Asmentionedinthe2006Fifth-YearInterimReport,tuitionplaysadominantroleinUSM’stotalbudgetandtheinstitutionisincreasinglybecomingtuition-driven.Additionalsourcesofrevenuegenerationderivefromexternalgrantsandcontracts,gifts,endowmentearnings,donations,andauxiliaryenterprises.USM’sauxiliaryoperations(residencelife,bookstores,parking,etc.)areallself-supporting,butdoprovidesomefundstosupportEducationandGeneral(E&G)budgetoperations,andregularlyendthefiscalyearwithasurplus.
Thebudgetingprocessfirstestablishesbaserevenuebudgetsandthenusesexistingallocationsasastartingpointindefiningexpensebudgets.Duringthisprocess,thecampusalsoallocatesfundstosupportexpandedacademicprograms,newinitiatives,salaryandwageincreasesbargainedwithrepresentedgroupsandgrantedtonon-representedemployees,fringebenefitsincreases,inflation,buildingmaintenance,increasedenergyexpenses,debtservice,andincreasedfinancialaidtoprovideneedyandqualifiedstudentswithfundstomitigatetheeffectoftuitionincreases.Vice-presidents,deans,anddirectorshaveinputintotheprocessandareresponsibleforidentifyingadjustmentsnecessarytoachieveabalancedbudgetthatisresponsivetotheUniversitymissionandallocatesfundstoappropriatelysupportacademicpurposesandprograms.
Figure 1. University of Maine System percent FTE credit hourgeneration and appropriations for FY 2010.
Figure 2. Percent distribution of University of Southern Maine FY 2010
E&G Revenue Budget.
University of Maine System FY 2010
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USM’sannualbudgetprocessbeginsinthefallwiththedevelopmentofrevenueprojections.IntheFY2010nettuitionandfeesaccountedfor57.4%ofthe$118,653,705inE&Grevenues.
Enrollmentsareprojectedincredithoursandarebaseduponrelevantinformationsuchastrends,impactofmarketing,outreachopportunities,demographicchanges,in-andout-of-stateNEBHE(NewEnglandBoardofHigherEducation)ratios,andtuitionwaiverexpenses.Thisevaluationnecessitatesareviewoftheassessedtuitionratesandwhatwouldbeareasonabletuitionincrease,ifrequired,whenbalancedagainstprojectedexpenses.RecommendedtuitionandfeeincreasesforUSMaresubsequentlyincorporatedintheoverallbudgetsubmittedtotheSystemforapproval,typicallyattheMaymeetingoftheBoardofTrustees.
Financial Status: 2005 to Present
InthefiveyearssincetheInterimReportwassubmitted,USMhasencounteredandresolvedsignificantfinancialdifficulties.ThefirstsignsoffinancialdifficultiesaroseinFY2005.Duringthatyear,a$0.5milliondeficitoccurredasUSMandtheUniversityofMaineSystemwereconvertingfromalong-usedandwellunderstoodelectronicaccountingsystemtoPeopleSoftFinancials.USMexperiencednoteworthydifficultieswiththeconversionprocess.DuetothecampusandUMSfocusonissuesrelatedtotheimplementationofPeopleSoftFinancials,littletimewasspentinvestigatingtheFY2005deficitanditwasgenerallyattributedtotransitoryfinancialandoperatingconditions.Ultimately,theFY2005deficitwasoffsetusingexistingcampusreserves.
DuringFY2006andFY2007,campusunitsdidnothavebudgetinformationuntilhalfwaythroughthefiscalyear.Thesebudgetscontainednumerousinaccuracies.Asaresult,a$3.9millionFY2006deficitexhaustedUSM’scashreservesandnecessitateda$1.5millioncashadvancefromtheUniversityofMaineSystem.PressuredtobalancetheFY2007budgetandreturnallcashadvancedbytheSystemattheendofFY2006,USMdevelopedafinancialrecoveryplanduringthefallof2006thatwasreviewedatboththecampusandsystemlevel.
Duringthespringof2007,anewUSMChiefFinancialOfficerdeterminedthatthefinancialrecoveryplanwasnotworking.Whileapurchasingfreezeandothercontrolswereputinplace,USMwasunabletoreturnthe$1.5millionadvancedattheendofFY2006,andendedFY2007witha$3.5Mdeficit.
TheUniversityofMaineSystemandUSMdisclosedtheseconditionstotheSystemBoardofTrusteesinNovember2007.ThisactionbroughtattentiontoanumberofissueswithfinancialmanagementatUSM,includingoversightbytheSystemandtheregularityoffinancialreportingtotheBoardofTrustees.Inresponse,theBoardengagedtheaccountingfirmPricewaterhouseCoopers(PwC)tohelpunderstandhowthissituationaroseandprovideguidancetoUSMonprioritiesforimprovingitsbudgetingandreportingpractices.PwCissuedareportthattheBoardofTrusteesacceptedinMarch2008.Thereport,locatedintheexhibitarea,ledtoanumberofchangesatUSMwithregardtobudgetingprocesses,oversightandcontrol,integrationwithSystemfinancialpractices,andcreationofaprocessforprovidingperiodicfinancialforecaststotheBoardofTrustees.Otherchangesaddressedaccountingpractices,financialreports(includingtheannualaudit),andothermattersrangingfromfinancialaidtogiftsandcapitalprojectmanagement.
WorkingundertheguidanceoftheSystem’sChiefFinancialOfficerandTreasurer,USMpresentedamulti-yearfinancialrecoveryplantotheBoardofTrusteesinNovember2007.Thisplan
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predictedthatUSMwouldendFY2008andFY2009withoperatingdeficitsof$2.6millionand$.6million,respectively.ItalsoformalizedtheprocesstheSystemwasfollowingwhenadvancingcashtoUSMbyestablishingthattransactionasaninternalloan.
USMpresentedafinancialupdateateachsubsequentBoardofTrusteemeetingbetweenNovember2007andSeptember2008.Asaresultofimprovedfinancialcontrols,FY2008endedwitha$0.3Mdeficitratherthantheprojected$2.6milliondeficit.Buildingonthissuccess,USMwasabletobeginrepayingtheinternalloaninFY2009,afullyearearlierthanoriginallypredicted,andendedFY2009withasurplusof$1.5million.AttheendofFY2010,USMfinishedrepayingtheinternalloan,threeyearsearlierthanplannedandhasestablishedasmallcashreserve.Asthisiswritten,thecampusisupdatingtheFY2011financialforecast.PreliminarydataindicatesFY2011willalsoendintheblack.
Undertakingacampus-leveltransformationalsomeansstayingresponsivetochangewithintheUniversityofMaineSystem.Beginninginthesummerof2008,theUniversityofMaineSystemhasengagedinmulti-yearfinancialplanning.Usingacommonbudgetplanningtemplateandconservativeassumptions,thefirstSystemplanidentifiedtheneedtoreduceexpendituresby$42.8millionoverafouryearperiod(FY2010–FY2013),withtheUniversityofSouthernMaine’sportionofthetotalbeing$10.3million.WhenupdatedinNovember2009,acrosstheUniversityofMaineSystemwasupdatedandfoundtobebetween$50.1and$59.7millionoverafour-yearperiodbeginningin2011(FY2011–FY2014).TheUniversityofSouthernMaine’sportionofthereductionwasprojectedtobeintherange$12.3to$15.2million.Thecampusandsystemupdatedandextendedtheperiodofprojectiontofive-years(FY2012–FY2016)inNovember2010.TheUniversityofMaineSystemestimatedtheshortfallas$42.5millionwithUSMaccountingfor$4.6millionofthistotal.ThefullreportisavailableontheUSMwebsiteathttp://usm.maine.edu/finance/.
Inresponsetothefinancialchallengesidentifiedinthemulti-yearfinancialplanandwiththeendorsementoftheBoardofTrustees,UMSChancellorRichardPattenaudeappointeda“NewChallenges,NewDirections”taskforceinJanuary2009toreviewandrecommendoperationalandstructuralchangestoMaine’sstateuniversitysystem.ThetaskforcestudyalongwithtwoadditionaladhoccommitteereportswereacceptedbytheUniversityofMaineSysteminNovember2009astheFinalReportandImplementationPlanoftheNewChallenges,NewDirectionsInitiative.Includedinthereportwasaworkplanestablishingpriorities,milestones,andtimeframesforactionitemsaswellasadescriptionoftheprocess.
Concurrentwiththesystem-levelplanning,theUniversityofSouthernMaineengagedinastrategicplanningeffortthatresultedinthePreparingUSMfortheFuture,2009-2014plan.Akeyaspectofthisplanisthegoalof“buildingasustainableuniversity,”anitemconsistentwiththeSystemtaskforceframeworkforimprovingthefinancialsituationwithinthesystemandaddressingtheanticipatedbudgetreductions.Theplanrecognizestheimportantroleofinstitutionaladvancementinthefiscalhealthoftheuniversity.Itclearlystatestheneedto,“setambitiousgoalsforarevitalizedOfficeofAdvancement”and“connectingtheuniversity’sacademicprioritiesandstudentneedswithfundersandindividualdonorswhoarecommittedtoUSM’svisionofchangeandinnovationinpublichighereducationinMaineandnorthernNewEngland.”
APPRAISAL
BothNewChallenges,NewDirectionsandPreparingUSMfortheFuture,2009-2014explicitlynotetheimportanceofidentifyingefficienciesanddevelopingnewrevenuesources.Agreateremphasis
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hasbeenplacedonreviewingexistingandproposednewprogramsandactivitiesintermsoftheirfinancialsustainabilityandpotentialforrevenueenhancement.SuchscrutinyisimperativegiventhefinancialproblemsattheUniversityofSouthernMainepredatethosecommonlyattributedtotheworld-widedeteriorationofeconomicconditionsthatbeganinthesummerof2008.Admittedly,USMdidendthefiscalyearsFY2005throughFY2008withoperatingdeficitsthatcouldnotbeattributedtothefinancialrecession.Intheend,thefinancialrecessionservedasacatalysttospeedchangesnecessitatedbyfactorsotherthansolelytherecession.
Theuniversity’seffortssince2007havesoughttodevelopafinancialmodelthatcanbetteraddressexistingaswellasanticipatedfinancialneeds.Theuniversityisbuildinganimprovedfinancialsystembasedonsoundfinancialmanagement,integrity,participation,andtransparency.Fiscalpoliciesandpracticesarebeingreviewed,strengthened,standardizedanddocumented.Financialplanninghasbecomeamoreintegralpartofoveralluniversityplanningwithmultiplelevelsofreview.
Whilethereareseveralkeystrategiesinthecurrentplanthatsupportthegoalofachievingfinancialsustainability,oneofthemostsignificantistheneedforcreating“aninstitutionalcultureinwhichdatainformdecisionmaking.”Financialresourceallocationwillbenefitfromstrengtheninginstitutionalresearcheffortsbycreatinganofficechargedwiththecollectingandwarehousingdatatobetterinformleadership.Inthefallof2009,ChiefOperationsOfficerJamesShaffercreatedtheEconomicAnalysisTaskForcetobegintheprocessofidentifyingadataframeworkforbetteranalyzingcostsandassessingapproachestoenhancingrevenue.
Whenmakingbudgetreductions,USMhasstressedthattheacademicmissionisthecoreoftheinstitutionandmustbeprotected.Thisisevidencedbythreemajornon-academicactivities(childcare,Lifeline,andthenon-creditCenterforRealEstateEducation)thatwereeliminatedinFY2009topreventtheerosionofsupportforacademics.Todate,IntegratedPostsecondaryEducationDataSystem(IPEDS)financialdatashowthattherelativepercentageofthebudgetrepresentedbyinstructionandacademic
Figure 3. An IPEDS comparison with peer institutions showing the percent of core expenses in selected categories.
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supporthasbeenmaintainedorslightlyincreasedastheUniversityhasreducedexpendituresinotherareas.ThepercentageofcoreexpensesdedicatedtoinstructionandacademicsupportalsocontinuetocomparefavorablywithUSM’speerinstitutions.(NotethehighcostofresearchandpublicservicereflectsthemuchhighervolumeofresearchandpublicservicethatexistsatUSMcomparedtoitspeerinstitutions).
Thereareseveralspecificactionsthathaverecentlybeentakentoimprovetheoverallfinancialoperationsoftheuniversity:
• Creatingthepositionofdirectoroffinanceforacademicaffairstoimproveoverallfinancialmanagement.
• Acommitmenttohireaninstitutionalresearchofficerresponsibleforthestrategicuseofinstitutionaldatathat,workingwithfinancialadministration,allowsforamoreinformeddecision-makingprocess.
• Implementingayear-endandmid-yearbudgetreviewprocessthatincludesface-to-facereviewswithvicepresidents,deansandthedirectorsofmajorunits.Developinganimprovedfinancialreportingprocess.
• Implementingapositionmanagementsystemthatvastlyimprovedtheidentificationandcontrolofpersonnelcosts.
• Realigningbudgetssubstantiallytomoreaccuratelymatchbudgetallocationstospending.
Inaddition,amorecomprehensivefinancialframeworkguidedbysixprincipleswasdevelopedtoimprovetheoverallprocessbywhichbudgetdecisionsare.Specifically,thenewframeworkestablishesguidelinesthat:1)prioritizetheallocationoffinancialresources,2)enhancetheoveralluniversitymission,3)providebroadparticipationinidentifyingandestablishingexpectedoutcomesthatmeetestablishedgoals4)evaluateandtrackthecostsandbenefitsofinitiativesandassuresustainability,5)createamoreopenandregularbudgetreportingprocess,and6)defineclearlinesofresponsibilityforbudgetmanagement(seePrinciplesforUSMBudgetDevelopmentandManagement).
ThereisalsoanefforttorebuildUSM’sinstitutionaladvancementorganizationtoincreasefundraisingcapacityandcreateacultureofphilanthropy.Aswithotherareasoftheinstitution,akeycomponentofthatrebuildingeffortistoimprovethedatamanagementandtechnologyusedtosupportfundraising.In2010newSunGardAdvancesoftwarewasimplementedtoconvertbiographicandgiftprocessingdatatoamoresophisticatedandaccessiblesystemthatisconsistentacrosstheUniversityofMaineSystem.In2011,aProspectManagementmodulewillbeaddedthatwillprovidemuchneededinfrastructurefortrackingthecultivation,solicitationandstewardshipofmajorgiftdonors.StaffingchangesincludedhiringaDirectorofDevelopment,andbringinginanewDirectorofAdvancementandDonorServices.Inaddition,majorworkhasbeendoneinmarketingtoevolvetheUSMbrandpositioningraisingtheawarenessandprofileofUSMinthecommunitiesweserve,andamongthepopulationsofprospectivestudents.
The2006FifthYearInterimReportreaffirmedthecontinuingfinancialdifficultiesbeingfacedbytheinstitutioninitseffortstoeffectivelyusefinancialresourceswhilemaintainingstudentaccesstohighereducation.Inaresponsetotheinterimreport,USMnotedtheimportanceofaddressingtheevolvingstrategicplanoftheUniversityofMaineSysteminthefaceofsignificantresourceconstraints.Muchofwhathasoccurredintermsofbuildingnewfinancialmodelsatboththesystemandcampuslevels
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hasresultedfromthateffort.AddressingtheissueremainsanongoingeffortasevidencedbygoalsandstrategiesformulatedinboththeSystem’sNewChallenges,NewDirectionsreportandUSM’sstrategicplan.
BeginningwiththedevelopmentoftheFY2008budget,USMhasincreasedtuitionandtheamountbudgetedforE&Gsupportedfinancialaidandtuitionwaiversbyalikepercentage.NeedbasedfinancialaidisawardedthroughtheStudentFinancialAidOffice.Non-need-basedfinancialaidisawardedtoattractacademicallygiftedandtalentedstudents,encouragediversity,supporttargetedacademicprograms,andmeetotherUniversitygoals.Itisallocatedthroughavarietyofprocesses,eachdesignedtoassurethatthestudentsselectedbestrepresentthosefromtheeligibleapplicantpool.
Inthespringof2005andin2010,USMandallotherSystemcampusesparticipatedinastrategicreviewwithanexternalconsultantofpricingandfinancialaidfornewandcontinuingstudents.The2005consultant’srecommendationswereimplementedbutUSMdidnotachievetheexpectedoutcomes.DuringFY2006,USMreengagedtheconsultant,refinedtherecommendations,andachievedsomewhatbetterresults.USMisnowintheprocessofimplementingtherecommendationsfromspring2010.Inthefallof2009,PresidentBotmanestablishedascholarshipcommitteetoreviewcampuspoliciesandprocedures.Theresultsofthisandchangesrecommendedbytheexternalconsultantarebeingimplemented.
BothUSMandtheUniversityofMaineSystemarenowactivelyreviewingfinancialaidpoliciesandpracticeswiththeassistanceoftheNoel-Levitzconsultingfirm.ThisispartoftheNewChallenges,NewDirectionsworkplanthatincludedthehiringofexternalconsultantstofurtherexamineenrollment,financialaid,andpricing.
PROJECTION
TheUniversityofSouthernMainehascontrolofitsfinancialresourcesandwillcontinuetorefineitsfinancialmanagementandcontrolpracticestoassurefiscallysustainability.ItwillworkcloselywiththeUniversityofMaineSysteminidentifyingandimplementingstrategiestoenhancerevenue,controlcosts,andeffectivelymanageresources.Itwillstrivetoalignbudgetswiththestrategicprioritiesoftheinstitutions.SeveralofthosestrategieswillbeundertakenaspartoftheSystem’sworkplanNewChallenges,NewDirectionsInitiativethathasseveralitemsthatrelatetothefinancialresourcesofboththeoverallsystemandtheindividualcampuses.
Legislativeactionwithregardtostateappropriation,BoardofTrusteepolicyintermsoftuitionandfeerates,andenrollmentpatternswilleachhaveasignificantimpactonthecourseofUSM’sfinancialfuture.TheSystemhasrequesteda4%stateappropriationincreaseforFY2012andFY2013.Ifapproved,in-statetuitionincreaseswillbelimitedto3%.Withtheanticipatedincreaseinoperatingexpendituresexceedingtheincreasesinrevenue,USMwillcontinuetobefacedwiththechallengeofincreasingenrollment,findingoperatingefficiencies,and/ormakingreductionstomeettheanticipatedstructuraldeficit.
TheUSMshareoftheSystem’sstateappropriationisnotexpectedtochangeinthenearfuture.WhiletheNew Challenges, New Directionstaskforceonstructureandgovernancerecommended“theChancellorshoulddevelopandrecommendtotheBoardofTrusteesarevisedUMSfinancingmodel,”thefinalreportstatedthat“giventhecurrentstateoftheeconomy,itisnotanopportunetimetoalterfundamentallythebasefundingofouruniversities.Nevertheless,wedorecognizetheneedtoexpend
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ourresourcesstrategicallyandhavecommittedtoreallocatingasmallportionofthecurrentStateappropriationsovertime.”
Theinstitutionhasmadeacommitmenttobuildingafinancialmodelthatcanbemoreeffectiveincreatingasustainableuniversity.Themodelbetterintegratesfinancialprocessesandcontrolsintotheoveralluniversityplanningprocesses.InFY2011,USMwillcompletethereorganizationofacademicaffairsthatreducesthetotalnumberofcollege/schoolsfromeighttofivewithanticipatedsavingsinadministrativecosts.Theinstitutionwillbeestablishingadditionalproceduresforimprovedbudgetingandfinancialcontrol.ThiswillincludethefurtherrefinementanduseofdatafromtheDelawareStudytoprovidebenchmarkcostdatatoguidefinancialanalysis.Thisisfurthersupportedbyacommitmenttobuildaninstitutionalresearchcapacitythatbetterinformsfiscaloperationsandcostanalyses.Itwillalsoincludeanefforttofurtherthereviewoffundingandamoretransparentbudgetingprocess.Annualandmid-yearfinancialreportswillbemademorebroadlyavailable.ConsistentwithSystem’sefforts,USMwillworktoreviewandupdatekeybusinessprocessestoimproveuserunderstandingandeffectivenessofbusinesspracticessupportedbyPeopleSoft
INSTITUTIONAL EFFECTIVENESS
TheUniversityofSouthernMaineandtheUniversityofMaineSystemhavebothworkedtobuildinternalandexternalmechanismstoassurethefiscalsustainabilityofthesystemandtheindividualcampuses.Theuniversityhasdevelopedafinancialsystembasedonimprovedplanning,control,participation,andtransparency.Financialmanagementhasbecomeamuchmoreintegralpartofoverallinstitutionalplanning,andfiscalrealitieshavefosteredimprovedbudgetpoliciesandpractices.
Fiscaldifficulties,anassessmentofpracticesthathavecontributedtothosedifficultiesandtheUniversity’sconversiontoanewinformationtechnologysystemhaveprovidedbothchallengesandtheopportunitytodevelopimprovedfinancialmechanisms.Thenewfinancialpositioninacademicaffairs,formationofthebudgetadvisorycommittee,aninstitutionalizedbudgetreviewprocess,animprovedfinancialreportingprocess,implementationofapositionmanagementsystem,andrealignmentofbudgetsallevidencechangesresultingfromimprovedfinancialmanagement.Theyalsoputinplacemechanismsbetterpositionedtorespondtofuturedemandsandthegoaloffiscalsustainability.
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Standard 10: Public Disclosure
In presenting itself to students, prospective students, and other members of the interested public, the institution provides information that is complete, accurate, accessible, clear, and sufficient for intended audiences to make informed decisions about the institution.
OVERVIEW
Asapublicinstitution,theUniversityofSouthernMaineisboundbytheexpectationsoftheLegislature,thecitizensoftheStateofMaine,and,inparticular,enrolledstudentsavailingthemselvesofitseducationalopportunities,topresentitselfopenlyandcomprehensivelytotheseandallotherconstituents,includingfacultyandstaff.Thisisaresponsibilitythattheadministration,thevariousacademicunits,andindividualmembersoftheUSMcommunityaddresswithdiligenceandresolve.
DESCRIPTION
Theuniversityissuesnumerouspublications,bothprintandelectronic,describingthenatureofitsprograms,policies,andcurricular,co-curricular,andextra-curricularactivities.Theseincludethecatalogues,theWebsite,handbooksforfacultyandstudents,humanresourcesinformation,notificationofgrantsandscholarlyandcreativeactivity,brochures,calendars,andvideo-basedtutorials.Afamilyofadmission-focusedprintpublications,amongthem“SuccessatUSM,”“EducationYourWay”and“USMataGlance”alsooffersclearandcomprehensiveinformation.
Likemanyinstitutions,USMcontinuallyevaluatesthemosteffectivemixbetweenonlinepostingsofinformationandtraditionalprintpublications.Allmajorpublications–printandelectronic–arereviewed,edited,andupdatedonanannualbasis.
Forthemostpart,informationnecessaryfordecision-makingwithregardtotheinstitutionisaccessiblethroughitselectronicandprintpublications,itsstaff,and/ortheWebsite.Informationthatiseitherdifficulttolocate,ornotavailablethroughuniversityoffices,reflectstheenormityofthetaskofkeepingpacewiththecontinuousevolutionandrenewalofaninstitutionascomplexasthisone.Theuniversityregardssuchobscuritiesandomissionsaschallengestotheforthrightnesswithwhichitisdeterminedtoconductitsmission—obscuritiesandomissionsitwilladdresswithalacrityanddispatch.
TheUSMWebsitewasupdatedandredesignedin2007sothatstudentsandprospectivestudentscanmakemoreinformeddecisionsabouttheireducation.Theredesignedpages,includinginformationonthetotalcostofaUSMeducation,areavailabletostudents,theirfamilies,andtheinterestedpublic.Otherfeaturesinclude:policiesrelatedtoadmissionandtransferofcredit;rulesandregulationsforstudentconduct;informationonfinancialaid;requirementsfordegreecompletion;citationsofstudentandfacultyaccomplishments;anda“RankingsandRecognition”site.
Tenyearsago,ouraccreditationreportonStandard10wasfocusedalmostexclusivelyontraditionalvehiclesfordisseminatinginformation,primarilyprintpublications.Infact,theWebsitewasreferencedonlysparingly.Oneofthosefewreferencesread,“PreliminarystepshavebeentakentorefineandexpandUSM’sWorldWideWebsite.Currently,theOfficeofPublicationsandMarketing,with
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supportfromtheOfficeofComputingTechnologies,isattemptingtomaintainWeboversightwithnoadditionalbudgetandstaffing.”
Thesetwoofficeshavedoneacommendablejoboverthepastdecade,especiallyinlightofthefactthatbudgetandstaffinglevelshavenotkeptpaceastheinstitutionalrelianceontheWebsitehasgrowndramatically.
APPRAISAL
InappraisingStandard10,anoftenarticulatedthemeandchallengeemerges:USMhasnosingle,authoritative,centralizedrepositoryofinformationwhereonecanobtainupdated,vetteddataonanumberofissuesrelatedtothesub-standards.Asaresult,itcanbefrustratinganddifficult,tofindup-to-dateinformationonarangeofUSMfactsandcharacteristics. Inoneformoranother,thisthemewassoundedbyanumberofNEASCAccreditationSteeringCommitteemembers.Forexample,colleagueschairing“Standard8:PhysicalandTechnologicalResources,”experienceddifficultiesfindingthecorrectnumberoflaboratories.
AlthoughitalsowasdifficultfindinganumberoffactsassociatedwiththeStandard10sub-standards,theWebsitedoesofferavarietyoffunctionaltools,includinga“ContactUs”link,whichincludescompletecontactinformationforsome30unitsanda“Directory”link,whichoffersascrollmenuofalldepartmentsandasearchfunctionforindividualfacultyandstaff.BothoftheseareavailableasclearlymarkedlinksontheWebsite’sfrontpage.
OncetheWebsitevisitorlandsonadepartmentalpage,however,informationcanbedifficulttofind.Thosecallingorvisitingtheuniversityalsocanhavedifficultyaccessinginformation.Membersofthepublic,includingprospectivestudents,mustknowwhichofficetocontact,orhaveanameofamemberoftheuniversitycommunitysothathe/shecanbeconnectedusingtheautomatedrecognitionserviceat780-4141.Moreover,forthosevisitingUSM,thelackofeffectivedirectionalsignage,especiallyonthePortlandcampus,canbeproblematic.
Theinstitution’scurrentgraduate and undergraduate catalogues–whichessentiallyserveasthecontractbetweenstudentsandtheuniversity–areavailableonlinebutnolongerexistinhardcopy.AsnotedintheDescription,theyclearlydescribethestudents’andtheuniversity’sobligationsandresponsibilities.However,feedbackfromfacultyandstaffindicatesthattheonlineformatsaredifficulttonavigatequicklyandefficiently,especiallywhenadvisingstudents.Whilethecatalogsareavailableinarchivededitions,thisfeatureisnotreadilyapparent.Inaddition,thearchivesextendbackonlyto2005-2006,whereasstudentsmayusetherequirementsineffectwhentheyfirstenrolledforupto10years.
InstitutionalpublicationsareconsistentwiththecatalogcontentandaccuratelyportrayconditionsandopportunitiesavailableatUSM.However,theinevitableresourceshifttoagreaterdependenceuponelectronicmediahashadasignificanteffectuponthenatureandkindofpublications.Ononehand,printmediashowcasingscholarshipandcreativeactivity(e.g.,TheMaineScholar,Words&Images)havedwindled.Ontheother,printhasfollowedtheleadofWeb-basedinformationdisseminationinbecomingbasedmoreinthevisualthantheverbal.Althoughsuchcommunicationiseasilycomprehendible,itislesscomprehensive.Compare,forexample,theAdmissionOffice’sseriesoftext-deficientViewbookswiththediscontinuedNavigator,acombinationstudenthandbook/dayplanner/eventscalendar/bestpractices
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compendiumthatmanyfirst-yearsstudentsfoundindispensable).
Thatsaid,theWeb-basedinformationofinteresttoprospectivestudents,e.g.,thesizeandcharacteristicsofthestudentbodyandrelatedinformationiswellorganizedandgenerallyeasytofind.Someinformationispostedinmultiplelocations,whichworkswellforthepurposesofthissub-standard.Theuseoflinksiseffective,althoughseveraloftheareaswouldbenefitfrommoredescriptiveinformationbeforegoingtothespecificlink.Whileourinstructionalsciencelabsandartsfacilitiesaredeficient,wehaveseveraloutstandingacademicfacilities,libraries,lectureandresidencehalls,andathleticsandrecreationvenues.Wedonotdojusticetothesefacilitiesintermsofthemservingaspowerfulrecruitmenttools.Weneedtomakesurethatourprospectivestudentsandvisitorsseewhatwehavetoofferwithouthavingtodigtofindthatvisualinformation.Theyneedtobeapointofemphasisinthepresentationtoassistinrecruiting.
Informationontuitionandfeesattheundergraduateandgraduatelevelsisclearlypresentedandeasytofind.Itcanbedifficult,however,toestimatethecostofeducationforpart-timestudents,whocompriseasignificantsegmentofourstudentbody.Financialaidinformationisavailable,althoughinformationontheexpectedamountofdebtupongraduationandthetypicallengthofstudyisverydifficulttofind.
AsnotedelsewhereinourreviewofStandard10,therearefewcentralizedrepositoriesforpublicinformation.Thisisespeciallytrueofmaterialsthatdocumentinstitutionalclaimsaboutprogramexcellenceorsuccessinplacements.Andthosesourcesthatdoexistareinadequate.The“RankingsandRecognition”sitereferencedabove,forexample,includesreferencestothePrincetonReviewrankingbutmostofthetextfocusesonrankingsmorerelatedtoUSM’slocation,e.g.,OutsideMagazinelistingPortlandasoneofthe“BestTownsontheEastCoast.”
The“USMToday”pageisbecominganinformationalandvisualshowcaseforuniversitynewsandevents,andforthequalityoffacultyintermsofscholarshipandacademicachievements.showcaseforuniversitynewsandevents,andforthequalityof
OneoftenhearsfacultyandstaffexpressconcernsabouttheusefulnessoftheWebsite.AspartofourexaminationofStandard10,wedecidedtoaskstudents,oftentheprimaryusersofthesite,tohelpusevaluateitseffectiveness.Thisisqualitativefeedback,andconsequentlycanbeopentointerpretation.Butitshouldprovetobeusefulaswecontinuetomakeimprovementstothesite.
Inthelatespringof2009,weaskedanundergraduatestudenttosurveyaclassoffellowundergraduatestohelpdeterminetheaccessibilityandclarityofinformationontheWebsite.Elevenundergradstudentswereaskedtorespondtoquestionsbasedoneachofthe14Substandards.Responseswereoverwhelminglyfavorable.
Incomingstudentswhoattendedanorientationsessioninthesummerof2009wereaskedseveralquestionsrelatedtotheaccessibilityandusefulnessoftheUSMWebsite.Theirresponsesareincludedhere.Inthefallof2009,andagaininthespringof2010,weaskedthreestudentinternstofillouttheCIHEFormforStandard10.TheCIHEFormreflectstheirsharedwork.Wethenaskedeachofthethreetoratetheaccessibilityandclarityofthe32differentpiecesofinformationrequestedontheform.Thestudentsfoundmostoftherequiredinformationwithsurprisinglylittledifficulty.
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facultyintermsofscholarshipandacademicachievements.Thenew“WhatWe’reDoing”and“FacultyShowcase,”bothofwhicharelocatedonthe“USMToday”site,aredesignedtohighlightourfaculty.
Goalsandexpectedoutcomes,asnotedelsewhere,arepublishedandarehighlightedintheintroductorypagesoftheacademiccatalogues.Recentinformationonpassageratesforlicensureexamscanbeverydifficulttofind.Theavailabilityoftheinformationdifferswidelyfromschool/collegeandamongindividualprograms.Themaster’sprograminoccupationaltherapy,forexample,clearlystatesonitsWebsitethat87percentofitsgraduatespasstheNationalBoardforCertificationinOccupationalTherapyexam.Thereis,however,nocentralrepositoryforthisinformation.Forexample,wehavenoinstitution-widedataoncareerplacementsratesandinmanycasessuchinformationattheschool,collegeanddepartmentallevelssimplydoesnotexist.Mostoftheschools/collegesdohighlightindividualalumni/student/facultysuccessstories,asdoesthefaculty-studentpageofferedaspartofthe“DiscoverUSM”site.
Retentionandgraduationratesaremuchmoredetailedandaccessiblethaninpastyears,due,nodoubt,toarenewedinstitutionalfocusonstudentsuccess,definedasretainingandgraduatingmorestudents.
Retentionandgraduationratesandrelateddataarenowavailableinstitutionwide,bydegreelevelandbyschool/college.
Otheravailabledataincludeacademicsupportservicesandacademicassessmenttools.
Therecentestablishment(latesummer2009)ofStudentSuccessCenters integratedtheofficesofAcademicAdvising;CareerServicesandProfessionalLifeDevelopment;andEarlyStudentSuccess.Thisreorganizationhasbroughtamorecoordinatedandholisticdeliveryoftheseservices,aswellasgreaterconsistencytorelatedinformation.AdvisinghasalsobeensignificantlyenhancedbytheestablishmentofastudentportalattheAdvisingServiceswebsite.ArecentlylaunchedefforttoupgradethecapacityofUSM’salumnirelationsfunction,includingthefirst-eversegmentedmarketresearchstudyofthealumnibody,alsoshouldcomplementthiseffortbyhelpingtoidentifymorealumniinterestedinmentoringcurrentstudents.
Finally,itshouldbenotedthatUSMisintheprocessofacompletegraphicalandinformationredesignofitswebpresence.Overthepastyearwehaveundergonearigorousprocesstoidentifyacontentmanagementsystem(CMS)thatwouldenabletheUniversitytobetterusetheweb.TheDivisionofinformationandTechnology(DoIT)andMarketinghavepartneredinthisproject.DoITisresponsibleforthetechnologybehindthewebpresenceandthedesignoftheinformationarchitecture.Marketingisresponsibleforthegraphicaldesignandworkingwithdepartmentsonthecontentofthepages.Theintentistomakeiteasierforsitevisitorstofindwhattheyneedandtoensurethatcontentisaccurateanduptodate.IfearlyfeedbackabouttheCMSandtheinformationarchitecturedesignareanyindication,thecommunityisreadyforthischange.
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PROJECTION
Theestablishmentofacentralrepositoryofinstitutionaldatathatcanhelpinformdecisionmakingwillhelpdrivetimelyandeffectivereportingonandanalysesofretentionandgraduationratesandenrollmenttrends.Thisshouldremainasaninstitutionalpriority.
ThecompleteredesignofthewebpresencereferencedattheendoftheAppraisalisamajorundertakingthatwillinvolveconvertinginexcessof7000webpages.Tohelpensureredesign’ssuccesswemust:
• Continuetoclarifywhichoffice(s)isresponsiblefordecidinghowtobestutilizetheWebsiteinservicetoclearlydefinedinstitutionalpriorities.Thatoffice(s)alsoshouldbechargedwithoverseeingtheimplementationofsuchinitiativesandalsoensuringthatinformationispresentedconsistentlyandinacoordinatedfashion.
• Providetoolsandsupport(e.g.facultyandstafftraining)necessarytofacilitateandexpeditethechangeover.Thesystemwillbecriticallyimportantaswerealizethegoalofgivingindividualdepartmentsthetoolsneededtokeepsitesuptodate,accurateandrelevanttotheinformationneedsofstudentsandotheraudiencesidentifiedinStandard#10.
INSTITUTIONAL EFFECTIVENESS
Tenyearsago,aspartofourlastaccreditationprocess,wereported,“AchievingthepurposeoftheStandardonPublicDisclosurehasbecomeevenmorecomplicatedwiththeriseofelectroniccommunications.”Inretrospect,thiswasaclassicunderstatement.Yetdespitetheseachangesincethelastaccreditationinhowinstitutionscommunicatewiththeiraudiences,wefindthatUSMhasactedcompetentlyandcreativelytoensurethatinterestgroupshavenotbeencompromisedintheirsearchforinformationspecifiedinStandard10.Inadditiontoathoroughcommitteeevaluationofthesub-standards,ourconclusionissupportedbyqualitativefeedbackfromstudents.Thisfeedbackhasbeenintegratedintoourreport.
Whiletheinevitablepassingoffullystaffedswitchboardsandinformationdesksmayhavedisenfranchisedtheminorityofpeoplewithoutaccesstoelectronicmedia,informationisnowmoreaccessibleandcompletethaneverbefore.
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Standard 11: Integrity
The institution subscribes to and advocates high ethical standards in the management of its affairs and in all of its dealings with students, faculty, staff, its governing board, external agencies and organizations, and the general public. Through its policies and practices, the institution endeavors to exemplify the values it articulates in its mission and related statements.
It is … not what we profess but what we practice that gives us integrity.FrancisBacon(1561-1626)
OVERVIEW
Aninstitutionisanorganizationalschemawithinwhichindividualscoalesce,unifiedbycommonconcerns.AttheUniversityofSouthernMaineourcommonconcern,tofulfilltheroleofthestate’sonlyurban,comprehensive,four-yearuniversity,bringsustogetherineducationalservicetothepeopleofthestateandourscholarlyfields.Thisrequiresindividuals,whomakeupthecorporatebody,toactwithresponsibility,honestyandintegrity.ThissectiondescribesUSM’scorporateethosandexaminesthemechanismsthroughwhichtheethosispracticed.
DESCRIPTION
TheinstitutionalcommitmenttointegritybeginsatthehighestlevelsoftheUniversityofMaineSystem(UMS)asevidencedbytheUMSandUSMcharters,whichgranttheuniversitygeneraloperatingauthorityandspecificauthoritytograntdegrees.Furthermore,USMoperateswithinthepoliciesandproceduresestablishedbytheBoardofTrustees.UMSfullyrecognizesthateachpubliceducationinstitutionwithinthestatemusthaveapropermeasureofcontroloveritsownoperationsandthatit’sfacultyenjoyacademicfreedomsinteaching,research,andexpressionofopinions.TheacademicfreedomandintellectualintegrityofUSMareguidedbythecurrentmissionstatementandgovernancedocuments.
HonestandethicalmanagementofUSM’sacademicmission,oversightofresearchactivities,studentlife,professionallivesoffacultyandstaff,andmanagementandintegrityofadministrativeoperationsisimplementedthroughofficesacrossadministrativeunitsandcampuses.Newandrevisedpoliciesareissuedthroughavarietyofmeanssuchasbroadcaste-mailsandsupervisorychainsofcommand.Documentsdescribingnewandrevisedpoliciesarekeptavailableonweb-sitesoftheunitsordepartmentsprimarilyresponsible.
USM’scommitmenttothefreepursuitanddisseminationofknowledgeisdemonstratedbytheAcademicFreedomCommitteeoftheFacultySenate1.ThisbodyemphasizesthespiritofacademicfreedomexpressedintheAFUMContract,Article2andinthePATFAContract,Article3,andSection1-AoftheUniversityofMaineSystemCharter.Eachofthesedocumentsdescribesacademicfreedomforfaculty.
1 The Faculty Senate Academic Freedom Committee coordinated the Biennial Duclos Convocation in 2008.
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ConflictofinterestisaddressedthroughpoliciesatthesystemanduniversitylevelincludingtheBoardofTrusteesPolicyandtheUMSHumanResourcespolicy.USMhasanearly20-year-oldpolicythatoutlinesdefinitionsofandrestrictionsonconflictsofinterestbetween“personalinterestsandthoseoftheUniversity.”TheUniversityhasseparatepoliciesregardingfinancialconflictsofinterest.
Theintellectualpropertyrightsoffaculty,staff,andstudentsofallUMScampusesisaddressedbyasystem-wideintellectualpropertypolicyandprovidesdetailedguidancetotheUniversityaboutthedisclosure,release,ownership,andadministrationofpatentableinventionsandcopyrightableworks.PrincipleswithinthepolicyarecomparabletothoseheldbypeerinstitutionsexceptthattheUMSpolicyalsoincludesarelativelyunique“copyleft”addendum,whichencouragesthecopyinganddistributionofcopyrightableworksandspecifiesaformulaforthedistributionofrevenueresultingfrommodifiedoradapteduniversity-ownedintellectualproperty.
TheprimaryfederalpolicythatguidesprivacyprotectionatUSMisFERPA,whichisconsistentlyreferencedinUSMpolicystatementsandhandbooksandpracticedinallformsofcommunicationwithoraboutcoveredstudents,researchparticipants,anduniversityemployees.UniversityofMaineSystemCounsel’sOfficehasdeterminedthat,generallyspeaking,USMisnotacoveredentityforthepurposesofHIPAA.However,anumberofUSMresearchersdealwithprotectedhealthinformationonaregularbasis.Therefore,USMhasapproachedHIPAAonanad hocbasisrelyingontheUMSpolicywhereitwasapplicableandseekingin-houselegalopinionswhereitissilent.InFebruary2010,theProvostapprovedanewpolicyandprocedureguidingBusinessAssociateAgreementsandrelevantHIPAApractices.
USMpromisestoapplyandupholdethicalprinciplesthatprotectresearchsubjects.Toaccomplishthis,theOfficeofResearchIntegrityandOutreach(ORIO)ComplianceadministerstheInstitutionalReviewBoard,InstitutionalBiosafetyCommittee,InstitutionalAnimalCareandUseCommittee,theInstitutionalPrivacyCommittee,andRadiationSafetyCommittee.Eachofthesecommitteeshaspolicyinplace,andUSMholdslicenses/permits/assurancesfromrelevantfederalandstateagenciestoconductresearch.FacultyandstaffatUSMhaveengagedindiscussionandinquiryontopicsoverseenbytheInstitutionalReviewBoard(IRB).Forexample,the2009MaineIRBSymposiumfeaturedadebateontherelationshipbetweenIRBsandacademicfreedom.
AreportontheReviewofResearchAdministrationFunctionattheUniversityofSouthernMainedatedJanuary,2010waspublishedandsharedwithResearchAdministrationinMarch,2010andasaresultResearchAdministrationwassignificantlyreorganized.ThisreportwassharedmoregenerallywithfacultyandthecommunityAugust,2010.ThisofficecontinuesinaphaseofchangewithimplicationsforstrategicplanningandsparkingdiscussionsandquestionsintheFacultySenate.AsecondreportbyresearchcompliancespecialistsisduebytheendofDecember,2010.
FacultyandstaffarehiredandsupportedthroughUSM’sHumanResourcesDepartment,whichhasanexplicitstatementofintegrityinitsmissionstatement.USMhasnon-discriminatorypoliciesfor
ThehumansubjectresearchprotectionsprogramsatUSMhadachievednationalrecognition,
andhashistoricallydemonstratedakeencommitmenttoensuringthathumansubjectsprotectiontrumpotherconcerns.USM’spoliciesarebasedonfederal
regulationsandUSM’sFederalWideAssurancecommitstheinstitutiontotreating
humansubjectprotectionasafundamentalvalue.
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recruitment,admissions,employment,evaluation,disciplinaryaction,andadvancement.Itfostersanatmospherethatrespectsandsupportspeopleofdiversecharacteristicsandbackgrounds.Thereisanaffirmativeactionplaninplaceandtheinstitutionhasmadeprogressinboththehiringofwomenandothersfromunderrepresentedpopulations.Throughoutthehiringprocess,searchcommitteesworkwiththeOfficeofCampusDiversityandEquitytoreviewsalariesandidentifyvenuestorecruitapplicantsfromdiversebackgrounds.Inanongoingefforttoensureequityamongstemployees,theUniversityofMaineSystemrecentlyconductedamajorstudyofallclassifiedstaffpositions,whichmayresultinclassificationandcompensationadjustments.Asimilarstudywasconductedforprofessionalstaffanumberofyearsago.GuidancerelatedtofacultyandstaffgrievancesiscontainedintheAFUMandPATFAcontracts.ThedepartureoftheExecutiveDirectorofEqualOpportunityandCompliance(whohasnotbeenreplaced),togetherwiththeadministrativereorganizationoftheunit,removedresponsibilitiesoftheOfficeofEquityandCompliancefromdirectoversightbythePresidenttothatofHumanResources.AlthoughnoconcernsaboutconflictofinterestbetweenemploymentrelatedclaimsandHumanResourceshaveoccurred,thereisaplaninplacethat,shouldsuchconcernsarise,theclaimwouldbemovedtothesystemlevel.
Theacademicintegrityofstudents’coursesofstudyaredefinedanddescribedintheFacultyHandbook,catalogues,syllabi,blueprints,andthroughtheworkofadvisorsandcurriculumcommittees.USMregardsitscatalogsasacontractbetweenstudentsandtheinstitutionandensureintegritybetweeneachstudent’seducationalexperienceandthecatalogdescriptionofprograms,policies,andproceduresdescribedintheyearofmatriculation.
USM’sOfficeofCommunityStandards(OCS)keeps,andmakesavailable,documentsfocusingontheacademicintegrityofstudents.ItisthepurposeoftheUMSStudentConductCodetopromotethepursuitofactivitiesthatcontributetotheintellectual,ethical,andphysicaldevelopment,aswellassafetyoftheindividualsundersystemauspices.ThisCode,includingproceduresandtimelines,isavailableontheUMSwebsiteandinpamphletformandisreviewedwithstudentsatthebeginningthefallsemesterandatothertimesonaprogram-by-programbasis.TheCodeisthebasisforadjudicationofallstudentsaccusedofviolatingtherulesofconduct.TheOCSconductsworkshopsforfacultyandstafftoinsurefairandconsistentapplicationofthecode.
Nouniversity-widepoliciesorguidelinesgoverntheentirecampusrelativetothereviewandapprovalprocessesforconferences,workshops,institutesandotherinstructionalorenrichmentactivitiessponsoredbytheUniversityorcarryitsname,however,twounits,ConferencesandtheArtGallery,dohaveformalpoliciesinplacegoverningsuchevents.Generallyspeaking,universityfacilitiesareopentoeventsthatarelegalanddonotdiscriminateonthegroundsofrace,color,religion,sex,sexualorientation,nationaloriginorcitizenshipstatus,age,disabilityorveteranstatus.
TheNEASCself-studyandaccreditationprocessengagedallsectorsoftheUniversitycommunityinacandidandtransparentinquirytherebydemonstratingUSM’scommitmenttointegrityanditscompliancewiththeCommission’sStandards,policies,requirementsofaffiliationandrequests(SeeMatrix11.10).ThelevelandextentofengagementdemonstratesUSM’sdeepcommitmenttotheprocessanditsattendantobligationsofhonestdealingwiththeCommission.
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APPRAISAL
USMhaspoliciesinplacetoencourageand,whereappropriate,requireethicalconduct.Ingeneral,wefindthecurrentsystem,whiledecentralized,ensuresinstitutionalintegrity,iscomprehensive,isincompliancewithstateandfederalguidelines,andcomparabletopeerinstitutions.Ourinvestigationdid,however,uncoverfournotableweaknessesinthesystem.
First,USMlacksacentralizedpolicyrepository.Asaresult,policiesandproceduresarekeptinavarietyofformats,inavarietyoflocations,andmaintainedbymultipleanddiversestaff.Thisdecentralizationmeansthataccessibilityissometimeshamperedbyinformationthatisdifficulttofind.OneexampleisthatsomeofourclickablelinksfromtheUniversity’sWebsitereferenceUSMPolicy101.1whileothersreferenceSection410ofUMS’sHumanResourcesandLaborRelationsPolicyManual.
Second,USMlacksaconsistentuniformpolicyeducation/disseminationprogram,whichcanalsosupportresponsibleunitsinthecomplianceandenforcementofpolicy.Therefore,asnotedbefore,policiesandproceduresaredistributedthroughavarietyofmechanismsandenforcedthroughanumberofwide-rangingofficesatvariouslevelsoftheinstitution.Thisapproachcanbeinconsistentandtoleadtoconfusionandtheoccasionalmisunderstandingormisapplicationofpolicies.Individualsmayormaynotbeawareofpolicieswhentheyareneededand/orhavedifficultyfindingpolicieswhentheysearch.
Third,USMlacksacomprehensive,regular,systematicpolicyreviewandrevisionprocess.Ourinquiryrevealedpoliciesthataremanyyearsold,inconsistencyastowhenpoliciesarereviewedandupdated,andavarietyofwaysinwhichpoliciesmovethroughgovernanceastheyarewrittenandrevised.Whileitmaynotbenecessarytohaveonesingletimelineorpaththroughgovernanceforallpoliciesandprocedures,thereshouldbeacentralsystemfortheoversightoftheseprocessessothatmeaningfulconsistencyandaccountabilityaremaintained.Furthermore,acentralsystemofoversightcanhelpidentifyunevenpoliciesacrossrelevantstakeholders.Forexample,ourinquiryrevealedfullyarticulatedpoliciesonacademicfreedomforfacultybutnotforstaff,manyofwhoengageinteachingandscholarshipanddeservetheprotectionsofacademicfreedom.
Fourth,placingtheOfficeofEquityandCompliancewithinHumanResourcescancreateanapparentconflictofinterestwhenanenforcementunitismaintainedbythebodythatitoversees.Althoughthereareplansinplacetomoveclaimsthatmightraiseaconflictofinterestissuetothesystemlevel,theplacementofthisofficeinthelargeruniversityorganizationshouldbeexploredandevaluated.
PROJECTION
• ThePresident’sOfficecreatesandappointspersonneltomaintainacentralizedrepositoryandcoordinatedisseminationandsupportforenforcementofpolicyinformationby2012.
• Appointedpersonnel,incollaborationwithunitheads,developaprogramofperiodicreviewandreappraisalofpoliciesby2012.
• Appointedpersonnelworkwithunitheads,bargainingunits,andsystempersonneltoalignpoliciesacrossunitswithinUSMandentitiesandacrosstheUMSsystemby2013.
• Strategicplanningcommittee(s)examinetheleadershipandplacementofEqualOpportunitiesandCompliancetodetermineefficacyandimplicationsby2013.
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INSTITUTIONAL EFFECTIVENESS
TheUniversity,whiledecentralized,doesagoodjobofmaintainingitsintegrityasdefinedbyupholdingethicalstandardsandkeepingaclosecorrelationbetweenwhatisprofessedandwhatpracticed.TheUniversityhasafullcomplementofpoliciesinplacetoguideadministration,faculty,staff,andstudents.ThehumansubjectresearchprotectionsprogramatUSMhasachievednationalrecognition.TheUniversityalsoactivelyandfullyinquiresintoandaddressesbreechesofintegrity.Onesuchexamplein2008involvedaMuskieresearcher,whoisnolongeratUSM.ThisindividualwassubjectedtoanadministrativehearinganddebarredforlifefromconductingresearchatorthoughtheUniversity.ThroughaccreditationandstrategicplanningUSMwillcontinuetomaintainitsinstitutionalintegrityandputinplacesystemicmechanismstoimprovepoliciesandpractice.
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DATAFIRSTFORMS
Data First Forms
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UNIVERSITYOFSOUTHERNMAINESELFSTUDY2011
Instructions and definitions are embedded in each form. This version of the Data First forms has been formatted to print only the forms. If you wish to print the forms with the embedded instructions, you can find a specially formatted version of Data First forms on the Commission website: http://cihe.neasc.org.
If you have questions about completing the Data First forms, please call Julie Alig (781-541-5408) or any other member of the Commission staff for assistance.
New England Association of Schools and CollegesCommission on Institutions of Higher Education
209 Burlington Road, Suite 201 ● Bedford, MA 01730phone: (781) 271-0022 ● fax: (781) 271-0950
http://cihe.neasc.org
"DATA FIRST" FORMS Revised October 2009
General instructions:
Data First forms supplement the institution's comprehensive self-study or fifth-year report. Each of the 25 forms is on
a separate spreadsheet of this Excel workbook. Much of the information requested is readily available on audited
financial statements, yearly IPEDS surveys, and other institutional reports and publications.
When entering financial data, please round to the nearest thousand. If your institution tabulates data in a different way from what is requested on the form, clearly explain your methodology on the form and report the data in the way that is consistent with your institution's normal practices.
Data First forms are protected to ensure that they are not inadvertently changed, and cells containing certain formulas are locked. If you wish to add rows or adjust column widths, you may unprotect the spreadsheet by selecting the "Protection" option from the "Tools" menu. The required password is "ark" (lower case, no quotation marks.)
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DATAFIRSTFORMS
Institution Name: University of Southern Maine
OPE ID: ? 205400
0
? 0 Certified: QualifiedFinancial Results for Year Ending: ? 06/30 Yes/No Unqualified Most Recent Year ? 2010 Yes Unqualified 1 Year Prior 2009 Yes Unqualified 2 Years Prior 2008 Yes Unqualified
Budget / Plans Current Year 2011 Next Year 2012
Contact Person: ? Selma Botman
Title: President, University of Southern Maine
Telephone No: (207) 780-4480
E-mail address sbotman@usm.maine.edu
Annual Audit
Revised October 2009
"DATA FIRST" FORMS
GENERAL INFORMATION
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UNIVERSITYOFSOUTHERNMAINESELFSTUDY2011
Attach a copy of the current mission statement.
Document URLDate approved by the
governing boardInstitutional Mission Statement ? http://usm.maine.edu/discover/mission.html ? 11/15/2010
Mission Statement published URL Print publication? 1 ? http://www.usm.maine.edu/discover/mission.html "Choose, Grow, Discover"
2 http://usm.maine.edu/spp/34
Related statements URL Print Publications? 1President's Announcement ? http://blogs.usm.maine.edu/publicaffairs/archives/category/21st-century-usm
23
Standard 1: Mission and Purposes
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DATAFIRSTFORMS
PLANSYear of
CompletionEffective
Dates URL or Folder NumberStrategic Plans
Immediately prior Strategic Plan ? 2009 ? 2004-2009 ? http://usm.maine.edu/pres/pdfs/transforming0830.pdfCurrent Strategic Plan ? ongoing ? 2009-2014 http://usm.maine.edu/spp/spp/Preparing%20USM%20for%20the%20Future%20June%2011%2009.pdfNext Strategic Plan ? ~ ?
Other institution-wide plansMaster plan ? ~ ? ? NoneAcademic plan ? 2012 2008-2012 http://usm.maine.edu/pres/reorganization/pdfs/reorganization_proposal_to_usm_bot_03.21.10.pdfFinancial plan ? ~ http://www.maine.edu/pdf/MYPFINALREPORT.pdfTechnology plan - Bill Wells ? 2001 NoneEnrollment plan - Kathryn Greenleaf ? ~ NoneDevelopment plan - Meg Weston ? 2011 2010-2011 http://usm.maine.edu/accreditation/documents/USM_Report_12-13-10.pdf(Add rows for additional institution-wide plans, as needed.)
Plans for major units (e.g.,departments, library) ? 1. STEM Pioneers ? 2011 ? ongoing ? http://usm.maine.edu/aset/pioneers/
2. USM Guide to Carbon Neutral Education 2040 2010-2040 http://www.usm.maine.edu/dfm/pages/CAP%20Final%201.0.pdf34(Add rows for additional plans, as needed.)
EVALUATION URL or Folder NumberAcademic program review
Program review system (colleges and departments). System last updated: ? Fall 2010Program review schedule (e.g., every 5 years) Every seven years, or as dictated by national accreditation schedule. Section 305.3 of the System
Administrative Procedures Manual.http://www.maine.edu/system/asa/adminprocman.php#Review
Sample program review reports (name of unit or program) 1. Mathematics and Statistics ? http://www.usm.maine.edu/accreditation/documents/SelfStudy_Report_2008_Mathematics.doc2. Theatre http://www.usm.maine.edu/accreditation/documents/2009_Academic_Program_Review _Theatre.pdf3. Computer Science http://www.usm.maine.edu/cos/gpr/(Insert additional rows, as appropriate.)
System to review other functions and unitsProgram review schedule (every X years or URL of schedule)
Sample program review reports (name of unit or program) 1. Office of Research Compliance Attachment, not yet available online as it is not yet public. It will be as of February 5. 2. Research Administration http://www.usm.maine.edu/prov/3(Insert additional rows, as appropriate.)
Other significant evaluation reports (Name and URL or Location) DateExample: Advising: www.notrealcollege.edu/advising
1. Business Program accreditation from AACSB 2010 2. Technology Program accreditation from NAIT 2009
3. Nursing Program accreditation from CCNE 2010(Insert additional rows, as appropriate.)
Standard 2: Planning and Evaluation
Revised September 2010 2.1
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Please attach to this form:1) A copy of the institution's organization chart(s).2) A copy of the by-laws, enabling legislation, and/or other appropriate documentation to establish thelegal authority of the institution to award degrees in accordance with applicable requirements.
URL of documentation of relationship
Governing boardBy-lawsBoard members' names and affiliations
Board committees URL or document name for meeting minutes?
Finance/Facilities http://www.maine.edu/board/minutes.php?section=3Human Resources and Labor Relations http://www.maine.edu/board/minutes.php?section=3Investment http://www.maine.edu/board/minutes.php?section=3Student Affairs http://www.maine.edu/board/minutes.php?section=3Trustee Affairs http://www.maine.edu/board/minutes.php?section=3
Major institutional committees or governance groups* URL or document name for meeting minutes
USM Classified Staff Senate http://usm.maine.edu/clsen/_lgrant@maine.eduUSM Professional Staff Senate http://usm.maine.edu/prosen/_hickey@usm.maine.edu,USM Student Senate http://www.usm.maine.edu/studentlife/leadership/_allison.parker@maine.eduUSM Corporate Partners http://usm.maine.edu/corporatepartners/ bbean@usm.maine.edu(Insert additional rows as appropriate.)
*Include faculty, staff, and student groups
http://www.maine.edu/board/board_membership.phphttp://www.maine.edu/system/policy_manual/policy_section103.php
USM Board of VisitorsUSM Alumni Association Board of Directors
Technology
http://www.maine.edu/board/minutes.php?section=3http://www.maine.edu/board/minutes.php?section=3
http://www.maine.edu/board/minutes.php?section=3
USM Foundation Board of DirectorsUSM Faculty Senate
http://usm.maine.edu/bov/ swengland@usm.maine.eduhttp://www.alumniusm.org/s/300/index.aspx_mdudley@usm.maine.eduhttp://usm.maine.edu/foundation/directors.html_bbean@usm.maine.eduhttp://usm.maine.edu/facsen/_cnemeroff@usm.maine.edu
Standard 3: Organization and Governance
Academic AffairsAudit
Name of the related entity University of Maine System
http://www.maine.edu/board/minutes.php?section=3Execuitive Committee
If there is a "related entity," such as a church or religious congregation, a state system, or a corporation, describe and document the relationship with the accredited institution
http://www.maine.edu/system/policy_manual/policy_section301.1.php - top
URL
104
DATAFIRSTFORMS
Correspondence Education (federal definition): Education provided through one or more courses by an institution under which the institution provides instructional materials, by mail or electronic transmission, including examinations on the materials, to students who are separated from the instructor. Interaction between the instructor and the student is limited, is not regular and substantive, and is primarily initiated by the student. Correspondence courses are typically self-paced. Correspondence education is not distance education.
Campuses, Branches, Locations, and Modalities currently in operation (See definitions, below)(Insert additional rows as appropriate.)
? City State or Country Date Initiated? Main campus Maine 7/1/1922*? Other principal campuses Maine 7/1/1878
Lewiston-Auburn Maine 7/1/1988
? Branch campuses
? Other instructional locations Maine 9/1/1973Maine 9/1/1980
Distance Learning, e-learning Date InitiatedFirst on-line course 7/1/00First program 50% or more on-line 7/1/04First program 100% on-line 7/1/05
? Distance Learning, other Date InitiatedModality
? Correspondence Education Date Initiated
Definitions
Distance Learning, e-learning: A degree or Title-IV eligible certificate for which 50% or more of the courses can be completed entirely on-line.
Distance Learning, other: A degree or Title IV certificate in which 50% or more of the courses can be completed entirely through a distance learning modality other than e-learning.
Main campus: primary campus, including the principal office of the chief executive officer.
Other principal campus: a campus away from the main campus that either houses a portion or portions of the institution's academic program (e.g., the medical school) or a permanent location offering 100% of the degree requirements of one or more of the academic programs offered on the main campus and otherwise meets the definition of the branch campus (below).
Branch campus (federal definition): a location of an institution that is geographically apart and independent of the main campus which meets all of the following criteria: a) offers 50% or more of an academic program leading to a degree, certificate, or other recognized credential, or at which a degree may be completed; b) is permanent in nature; c) has its own faculty and administrative or supervisory organization; d) has its own budgetary and hiring authority.
Instructional location: a location away from the main campus where 50% or more of a degree or Title-IV eligible certificate can be completed.
Standard 3: Organization and Governance
Saco/Biddeford
(Locations and Modalities)
Bath/Brunswick
PortlandGorham
105
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106
DATAFIRSTFORMS
Student Headcount by Academic Major
3 Years 2 Years 1 Year Current Goal for nextPrior Prior Prior Year Year
For Fall Term, as of Census Date (Fall 2007 ) (Fall 2008 ) (Fall 2009 ) (Fall 2010 ) (Fall 2011 )NEASC LEVEL (Multiple Items)
Sum of HEADCOUNT StrmDegree Um Acad Plan Descr 0810 0910 1010 1110 1210AA Assoc Liberal Studies 12 2 2
Assoc Therapeutic Recreation 2 2 1Associate Business Admin 1 2
AA Total 15 6 3BACC Accounting 51 76 131 145 145
Accounting and Finance 126 59 43 15 10Applied Technical Education 18 14 9 6 0Applied Technical Leadership 27 27 22 23 23Applied Technology - GO 1Art 110 50 94 93 93Art Candidate - BA 9 41 8 2 2Art Candidate - BFA 21 75 12 2 2Art Candidate - GO 3 6 6 6 6Art Education 41 24 40 38 38Art-Fine Arts - GO 5 9 6 2 2Arts and Humanities 35 28 20 24 15Athletic Training 59 71 95 108 108Biochemistry 5 3 7 10 10Biology 200 222 248 288 288Biology - GO 5 12 7 15 15Business Administration 397 164 137 84 84Chemistry - GO 3 1 2 2Chemistry-BA 7 14 16 7 7Chemistry-BS 10 10 15 25 25Communication 248 183 207 186 186Communication - GO 6 11 9 7 7Computer Science 70 75 89 95 95Computer Science - GO 5 4 5 6 6Criminology 162 135 136 146 146Criminology - GO 10 19 14 14 14Economics 51 35 30 33 33Economics - BS 33 25 19 22 22Economics - GO 1 2 2 2Electrical Engineering 65 62 69 56 56Electrical Engineering - GO 1 5 7 4 4Engineering - GO 4 5 3 2 2English 223 207 207 198 198English - GO 1 7 5 9 9English Language Bridge - GO 6 11 11 12 12Environ Safety & Health - GO 1 2 1 1Environmental Planning &Policy 10 6 14 25 25Environmental Safety & Health 13 13 11 5 5Environmental Science - BA 26 28 23 18 18
Standard 4: The Academic Program (Enrollment by UNDERGRADUATE Major)
107
UNIVERSITYOFSOUTHERNMAINESELFSTUDY2011
Student Headcount by Academic Major
3 Years 2 Years 1 Year Current Goal for nextPrior Prior Prior Year Year
For Fall Term, as of Census Date (Fall 2007 ) (Fall 2008 ) (Fall 2009 ) (Fall 2010 ) (Fall 2011 )
Standard 4: The Academic Program (Enrollment by UNDERGRADUATE Major)
BACC Environmental Science - BS 26 29 34 50 50Environmental Science - GO 1 5 4 4 4Exercise Physiology 26 25 38 45 45Finance 41 50 69 89 89French 18 11 19 17 17General Management 107 159 283 325 325General Science - GO 5 8 7 3 3Geography/Anthropology 91 59 58 64 64Geography/Anthropology - GO 2 1 3 3Geology 2 4 1 2 2Geosciences - BA 13 14 17 13 13Geosciences - BS 9 5 6 6 6Geosciences - GO 1 1 1Health Fitness 70 53 63 62 62Health Sciences 64 46 68 118 118History 174 145 136 123 123History - GO 2 6 7 7 7Humanities - GO 1 2Industrial Technology 185 119 146 159 159Industrial Technology - GO 2 3 1 3 3Leadership & Org Studies 76 75 80 80 80Leadership & Org Studies - GO 1 1 2 2 2Linguistics 65 66 64 61 55Linguistics - GO 2 2 3 3Marketing 34 62 103 122 122Mathematics 49 52 68 62 55Mathematics - GO 1 3 1Mechanical Engineering 40 49 63 65 65Mechanical Engineering - GO 1 3 3 3Media Studies 190 163 132 142 142Media Studies - GO 3 13 9 10 10Music - BA 29 29 21 16 16Music Education 58 62 73 65 65Music Education - GO 1 1 1Music Performance 82 92 78 68 68Music Performance - GO 1 1 1 5 5Musical Theatre 2 2 4 7 7Natural & Applied Science 54Natural & Applied Sciences 61 57 40 35Non Degree - Undergraduate 1486 1427 1067 979 783Nursing 537 442 444 432 432Nursing Candidate 6 5 1 1 1Philosophy 58 42 39 32 32Physics 16 17 16 19 19Political Science 182 135 126 114 109Political Science - GO 1 9 4 6 6Pre-Accounting 1 1
108
DATAFIRSTFORMS
Student Headcount by Academic Major
3 Years 2 Years 1 Year Current Goal for nextPrior Prior Prior Year Year
For Fall Term, as of Census Date (Fall 2007 ) (Fall 2008 ) (Fall 2009 ) (Fall 2010 ) (Fall 2011 )
Standard 4: The Academic Program (Enrollment by UNDERGRADUATE Major)
BACC Pre-Accounting and Finance 18 30 3 1 1Pre-Business Administration 85 139 18 11 1Psychology 333 290 310 322 322Psychology - GO 15 32 16 23 23Self Designed 77 61 58 48Self Designed Major 64 2Social & Behavorial Sci - GO 5 8 10 10 10Social & Behav Sciences 208 163 185 202 202Social Work 190 148 152 137 137Social Work - GO 8 9 4 7 7Sociology 160 134 101 93 93Sociology - GO 1 2 1Sports Medicine 6 7 1Sports Medicine - GO 1Studio Art 83 53 79 67 67Technology Education 8 5 3 4 4Technology Education - GO 1Theatre 71 61 66 64 64Theatre - GO 2 4 4 7 7Therapeutic Recreation 57 48 39 36 36Therapeutic Recreation - GO 1 4 2 2 2Transfer Prgrm in Engineering 12 19 16 13 13Undeclared 699 1096 1086 946 930Undeclared - GO 159 273 185 225 215Women and Gender Studies 16 9 15 13 13Environ Planning & Policy - GO 1 1 1Liberal Studies 31 85 85National Student Exchange 4 3 3Philosophy - GO 1Physics - GO 1 1 1Sport Management 20 44 44Mathematics Education 6 6Musical Theatre - GO 1 1
BACC Total 8098 7889 7615 7546 7261CERT Accounting 12 12
Risk Management & Insurance 3 3CERT Total 15 15Grand Total 8113 7895 7618 7561 7276
109
UNIVERSITYOFSOUTHERNMAINESELFSTUDY2011
Student Credit Hours by Academic Major
3 Years 2 Years 1 Year Current Goal for nextPrior Prior Prior Year Year
For Fall Term, as of Census Date (Fall 2007 ) (Fall 2008 ) (Fall 2009 ) (Fall 2010 ) (Fall 2011 )NEASC LEVEL (Multiple Items)
Sum of Um Unt Tak Prg Rc SUM StrmDegree Um Acad Plan Descr 0810 0910 1010 1110 1210AA Assoc Liberal Studies 72.00 13.00 20.00
Assoc Therapeutic Recreation 12.00 12.00 6.00Associate Business Admin 6.00 18.00
AA Total 90.00 43.00 26.00BACC Accounting 623.00 943.00 1497.50 1665.50 1800.00
Accounting and Finance 1519.50 622.50 401.00 152.50 152.50Applied Technical Education 90.00 94.00 52.00 30.00Applied Technical Leadership 169.50 233.00 158.00 178.00 178.00Applied Technology - GO 6.00Art 1264.00 585.00 992.00 977.50 977.50Art Candidate - BA 97.00 465.00 102.00 25.00 25.00Art Candidate - BFA 218.50 831.00 139.00 21.00 21.00Art Candidate - GO 34.00 73.00 87.00 71.00 71.00Art Education 457.00 268.00 441.00 435.00 435.00Art-Fine Arts - GO 61.50 120.00 74.00 15.00 15.00Arts and Humanities 355.00 300.00 190.00 230.00 230.00Athletic Training 881.00 1006.50 1354.50 1541.50 1576.85Biochemistry 70.00 33.00 88.50 129.50 129.50Biology 2418.00 2826.00 3004.00 3363.50 3363.50Biology - GO 73.50 176.50 91.00 210.50 210.50Business Administration 4732.00 1638.00 1324.00 768.00 768.00Chemistry - GO 43.00 10.00 31.00 31.00Chemistry-BA 79.50 170.00 195.50 80.00 80.00Chemistry-BS 112.50 120.50 178.00 320.50 320.50Communication 3015.50 2201.00 2458.50 2206.00 2450.00Communication - GO 77.00 140.00 134.00 95.00 95.00Computer Science 728.00 835.00 1002.00 1043.50 1100.00Computer Science - GO 62.00 51.00 71.00 79.00 79.00Criminology 2060.50 1630.50 1630.50 1816.50 1900.00Criminology - GO 135.00 244.00 185.50 184.00 184.00Economics 623.00 394.00 353.00 388.00 390.00Economics - BS 400.50 266.00 224.50 242.50 250.00Economics - GO 14.00 30.00 24.00 24.00Electrical Engineering 714.00 685.00 818.00 595.00 595.00Electrical Engineering - GO 12.00 63.00 94.00 50.00 50.00Engineering - GO 49.00 65.00 39.00 24.00 24.00English 2569.00 2278.00 2364.50 2220.50 2300.00English - GO 9.00 89.50 64.00 124.00 124.00English Language Bridge - GO 64.00 128.50 131.00 143.50 143.50Environ Safety & Health - GO 14.00 31.00 14.00 14.00Environmental Planning &Policy 121.50 79.00 175.50 298.00 298.00Environmental Safety & Health 166.00 159.00 139.50 59.00 59.00Environmental Science - BA 308.50 335.50 277.00 205.50 205.50Environmental Science - BS 329.50 359.50 418.00 638.00 638.00Environmental Science - GO 12.00 60.00 59.00 55.00 55.00Exercise Physiology 338.50 314.00 450.00 591.50 600.00Finance 549.50 646.00 896.00 1053.50 1100.00French 204.50 112.00 200.00 169.00 169.00General Management 1508.50 2053.00 3745.50 4096.50 4200.00General Science - GO 52.00 80.00 78.00 32.00 32.00Geography/Anthropology 1064.50 670.50 652.50 801.50 801.50Geography/Anthropology - GO 33.00 15.00 26.00 26.00Geology 22.00 47.00 13.50 25.00 25.00Geosciences - BA 155.50 178.50 194.00 146.00 146.00Geosciences - BS 107.00 78.00 64.50 79.50 79.50
Standard 4: The Academic Program (Enrollment by UNDERGRADUATE Major)
110
DATAFIRSTFORMS
Student Credit Hours by Academic Major
3 Years 2 Years 1 Year Current Goal for nextPrior Prior Prior Year Year
For Fall Term, as of Census Date (Fall 2007 ) (Fall 2008 ) (Fall 2009 ) (Fall 2010 ) (Fall 2011 )
Standard 4: The Academic Program (Enrollment by UNDERGRADUATE Major)
BACC Geosciences - GO 13.00 13.00 5.00Health Fitness 928.50 707.50 792.00 815.50 815.50Health Sciences 658.50 453.00 798.00 1387.50 1387.50History 2118.50 1688.50 1599.00 1466.00 1466.00History - GO 26.00 94.00 106.00 107.00 107.00Humanities - GO 12.00 15.00Industrial Technology 1800.00 1203.00 1474.00 1618.50 1700.00Industrial Technology - GO 25.00 35.00 16.00 46.00 46.00Leadership & Org Studies 614.50 593.00 627.50 608.00 650.00Leadership & Org Studies - GO 12.00 6.00 21.00 12.00 12.00Linguistics 687.50 682.00 651.00 630.00 630.00Linguistics - GO 27.00 25.00 33.00 33.00Marketing 432.00 822.50 1325.00 1499.00 1600.00Mathematics 570.00 656.00 784.00 725.00 725.00Mathematics - GO 6.00 42.00 13.00Mechanical Engineering 517.50 582.50 764.50 826.00 826.00Mechanical Engineering - GO 13.00 40.00 46.00 46.00Media Studies 2324.50 2020.00 1589.00 1717.00 1717.00Media Studies - GO 40.00 172.00 116.00 126.00 126.00Music - BA 384.00 370.00 264.00 206.00 206.00Music Education 856.50 899.00 1095.50 966.50 966.50Music Education - GO 13.00 16.00 16.00Music Performance 1131.00 1270.50 1062.00 909.50 909.50Music Performance - GO 15.50 9.00 18.00 66.00 66.00Musical Theatre 20.50 29.50 62.00 100.00 100.00Natural & Applied Science 517.00Natural & Applied Sciences 553.50 590.00 380.00 380.00Non Degree - Undergraduate 5606.98 6875.50 4902.50 4540.50 4179.15Nursing 6496.50 5280.50 5312.50 5204.50 5541.50Nursing Candidate 63.50 52.00 13.00 3.00 3.00Philosophy 645.00 400.00 429.00 351.50 351.50Physics 203.00 198.00 188.50 211.00 211.00Political Science 2255.50 1617.00 1513.50 1376.50 1376.50Political Science - GO 15.00 127.00 48.00 84.00 84.00Pre-Accounting 12.00 9.00Pre-Accounting and Finance 189.00 339.00 34.00 6.00 6.00Pre-Business Administration 1018.00 1677.00 191.00 112.00 112.00Psychology 3948.50 3370.00 3546.50 3735.50 3800.00Psychology - GO 187.00 423.00 209.50 300.50 300.50Self Designed 893.00 670.50 650.00 650.00Self Designed Major 726.00 28.00Social & Behavorial Sci - GO 39.00 73.00 96.00 103.00 103.00Social & Behav Sciences 2184.00 1626.50 1844.50 1957.00 1957.00Social Work 2195.00 1670.50 1723.50 1560.00 1560.00Social Work - GO 91.00 107.00 43.00 84.00 84.00Sociology 1877.52 1432.00 1179.50 1040.00 1040.00Sociology - GO 12.00 28.00 13.00Sports Medicine 78.50 85.00 12.00Sports Medicine - GO 14.00Studio Art 881.00 507.50 807.00 685.00 685.00Technology Education 103.00 73.00 41.00 49.00 49.00Technology Education - GO 7.50Theatre 953.50 777.00 843.00 875.50 880.00Theatre - GO 27.00 56.00 57.50 88.50 88.50Therapeutic Recreation 700.50 558.50 488.00 468.00 468.00Therapeutic Recreation - GO 16.50 51.50 23.00 24.00 24.00Transfer Prgrm in Engineering 144.00 247.00 216.00 166.00 166.00Undeclared 8165.50 13334.00 13198.00 11442.50 11500.00Undeclared - GO 1977.00 3617.50 2514.00 3043.50 3043.50
111
UNIVERSITYOFSOUTHERNMAINESELFSTUDY2011
Student Credit Hours by Academic Major
3 Years 2 Years 1 Year Current Goal for nextPrior Prior Prior Year Year
For Fall Term, as of Census Date (Fall 2007 ) (Fall 2008 ) (Fall 2009 ) (Fall 2010 ) (Fall 2011 )
Standard 4: The Academic Program (Enrollment by UNDERGRADUATE Major)
BACC Women and Gender Studies 171.00 94.00 151.00 115.00 115.00Environ Planning & Policy - GO 16.00 13.00 13.00Liberal Studies 409.00 1200.00 1300.00National Student Exchange 54.00 44.00 44.00Philosophy - GO 13.00Physics - GO 13.00 13.00 13.00Sport Management 267.00 604.00 604.00Mathematics Education 82.00 82.00Musical Theatre - GO 15.00 15.00
BACC Total 83649.50 83194.50 82342.50 82324.00 83522.00CERT Accounting 43.00 43.00
Risk Management & Insurance 9.00 9.00CERT Total 52.00 52.00Grand Total 83739.50 83237.50 82368.50 82376.00 83574.00
112
DATAFIRSTFORMS
Student FTE by Academic Major
3 Years 2 Years 1 Year Current Goal for nextPrior Prior Prior Year Year
For Fall Term, as of Census Date (Fall 2007 ) (Fall 2008 ) (Fall 2009 ) (Fall 2010 ) (Fall 2011 )NEASC LEVEL (Multiple Items)
Sum of FTE SUM StrmDegree Um Acad Plan Descr 0810 0910 1010 1110 1210AA Assoc Liberal Studies 4.80 0.87 1.33
Assoc Therapeutic Recreation 0.80 0.80 0.40Associate Business Admin 0.40 1.20
AA Total 6.00 2.87 1.73BACC Accounting 41.53 62.87 99.83 111.03 120.00
Accounting and Finance 101.30 41.50 26.73 10.17 10.17Applied Technical Education 6.00 6.27 3.47 2.00Applied Technical Leadership 11.30 15.53 10.53 11.87 11.87Applied Technology - GO 0.40Art 84.27 39.00 66.13 65.17 65.17Art Candidate - BA 6.47 31.00 6.80 1.67 1.67Art Candidate - BFA 14.57 55.40 9.27 1.40 1.40Art Candidate - GO 2.27 4.87 5.80 4.73 4.73Art Education 30.47 17.87 29.40 29.00 29.00Art-Fine Arts - GO 4.10 8.00 4.93 1.00 1.00Arts and Humanities 23.67 20.00 12.67 15.33 15.33Athletic Training 58.73 67.10 90.30 102.77 105.12Biochemistry 4.67 2.20 5.90 8.63 8.63Biology 161.20 188.40 200.27 224.23 224.23Biology - GO 4.90 11.77 6.07 14.03 14.03Business Administration 315.47 109.20 88.27 51.20 51.20Chemistry - GO 2.87 0.67 2.07 2.07Chemistry-BA 5.30 11.33 13.03 5.33 5.33Chemistry-BS 7.50 8.03 11.87 21.37 21.37Communication 201.03 146.73 163.90 147.07 163.33Communication - GO 5.13 9.33 8.93 6.33 6.33Computer Science 48.53 55.67 66.80 69.57 73.33Computer Science - GO 4.13 3.40 4.73 5.27 5.27Criminology 137.37 108.70 108.70 121.10 126.67Criminology - GO 9.00 16.27 12.37 12.27 12.27Economics 41.53 26.27 23.53 25.87 26.00Economics - BS 26.70 17.73 14.97 16.17 16.67Economics - GO 0.93 2.00 1.60 1.60Electrical Engineering 47.60 45.67 54.53 39.67 39.67Electrical Engineering - GO 0.80 4.20 6.27 3.33 3.33Engineering - GO 3.27 4.33 2.60 1.60 1.60English 171.27 151.87 157.63 148.03 153.33English - GO 0.60 5.97 4.27 8.27 8.27English Language Bridge - GO 4.27 8.57 8.73 9.57 9.57Environ Safety & Health - GO 0.93 2.07 0.93 0.93Environmental Planning &Policy 8.10 5.27 11.70 19.87 19.87Environmental Safety & Health 11.07 10.60 9.30 3.93 3.93Environmental Science - BA 20.57 22.37 18.47 13.70 13.70Environmental Science - BS 21.97 23.97 27.87 42.53 42.53Environmental Science - GO 0.80 4.00 3.93 3.67 3.67Exercise Physiology 22.57 20.93 30.00 39.43 40.00Finance 36.63 43.07 59.73 70.23 73.33French 13.63 7.47 13.33 11.27 11.27
Standard 4: The Academic Program (Enrollment by UNDERGRADUATE Major)
113
UNIVERSITYOFSOUTHERNMAINESELFSTUDY2011
Student FTE by Academic Major
3 Years 2 Years 1 Year Current Goal for nextPrior Prior Prior Year Year
For Fall Term, as of Census Date (Fall 2007 ) (Fall 2008 ) (Fall 2009 ) (Fall 2010 ) (Fall 2011 )
Standard 4: The Academic Program (Enrollment by UNDERGRADUATE Major)
BACC General Management 100.57 136.87 249.70 273.10 280.00General Science - GO 3.47 5.33 5.20 2.13 2.13Geography/Anthropology 70.97 44.70 43.50 53.43 53.43Geography/Anthropology - GO 2.20 1.00 1.73 1.73Geology 1.47 3.13 0.90 1.67 1.67Geosciences - BA 10.37 11.90 12.93 9.73 9.73Geosciences - BS 7.13 5.20 4.30 5.30 5.30Geosciences - GO 0.87 0.87 0.33Health Fitness 61.90 47.17 52.80 54.37 54.37Health Sciences 43.90 30.20 53.20 92.50 92.50History 141.23 112.57 106.60 97.73 97.73History - GO 1.73 6.27 7.07 7.13 7.13Humanities - GO 0.80 1.00Industrial Technology 120.00 80.20 98.27 107.90 113.33Industrial Technology - GO 1.67 2.33 1.07 3.07 3.07Leadership & Org Studies 40.97 39.53 41.83 40.53 43.33Leadership & Org Studies - GO 0.80 0.40 1.40 0.80 0.80Linguistics 45.83 45.47 43.40 42.00 42.00Linguistics - GO 1.80 1.67 2.20 2.20Marketing 28.80 54.83 88.33 99.93 106.67Mathematics 38.00 43.73 52.27 48.33 48.33Mathematics - GO 0.40 2.80 0.87Mechanical Engineering 34.50 38.83 50.97 55.07 55.07Mechanical Engineering - GO 0.87 2.67 3.07 3.07Media Studies 154.97 134.67 105.93 114.47 114.47Media Studies - GO 2.67 11.47 7.73 8.40 8.40Music - BA 25.60 24.67 17.60 13.73 13.73Music Education 57.10 59.93 73.03 64.43 64.43Music Education - GO 0.87 1.07 1.07Music Performance 75.40 84.70 70.80 60.63 60.63Music Performance - GO 1.03 0.60 1.20 4.40 4.40Musical Theatre 1.37 1.97 4.13 6.67 6.67Natural & Applied Science 34.47Natural & Applied Sciences 36.90 39.33 25.33 25.33Non Degree - Undergraduate 352.76 460.46 326.83 302.70 278.61Nursing 435.57 352.03 354.17 346.97 369.40Nursing Candidate 4.23 3.47 0.87 0.20 0.20Philosophy 43.00 26.67 28.60 23.43 23.43Physics 13.53 13.20 12.57 14.07 14.07Political Science 150.37 107.80 100.90 91.77 91.77Political Science - GO 1.00 8.47 3.20 5.60 5.60Pre-Accounting 0.80 0.60Pre-Accounting and Finance 12.60 22.60 2.27 0.40 0.40Pre-Business Administration 67.87 111.80 12.73 7.47 7.47Psychology 263.23 224.67 236.43 249.03 253.30Psychology - GO 12.47 28.20 13.97 20.03 20.03Self Designed 60.13 44.70 43.33 43.33Self Designed Major 48.40 1.87Social & Behavorial Sci - GO 2.60 4.87 6.40 6.87 6.87Social & Behav Sciences 145.60 108.43 122.97 130.47 130.47Social Work 146.33 111.37 114.90 104.00 104.00Social Work - GO 6.07 7.13 2.87 5.60 5.60
114
DATAFIRSTFORMS
Student FTE by Academic Major
3 Years 2 Years 1 Year Current Goal for nextPrior Prior Prior Year Year
For Fall Term, as of Census Date (Fall 2007 ) (Fall 2008 ) (Fall 2009 ) (Fall 2010 ) (Fall 2011 )
Standard 4: The Academic Program (Enrollment by UNDERGRADUATE Major)
BACC Sociology 125.17 95.47 78.63 69.33 69.33Sociology - GO 0.80 1.87 0.87Sports Medicine 5.23 5.67 0.80Sports Medicine - GO 0.93Studio Art 58.73 33.83 53.80 45.67 45.67Technology Education 6.87 4.87 2.73 3.27 3.27Technology Education - GO 0.50Theatre 63.57 51.80 56.20 58.37 58.67Theatre - GO 1.80 3.73 3.83 5.90 5.90Therapeutic Recreation 46.70 37.23 32.53 31.20 31.20Therapeutic Recreation - GO 1.10 3.43 1.53 1.60 1.60Transfer Prgrm in Engineering 9.60 16.47 14.40 11.07 11.07Undeclared 544.37 888.93 879.87 762.83 766.70Undeclared - GO 131.80 241.17 167.60 202.90 202.90Women and Gender Studies 11.40 6.27 10.07 7.67 7.67Environ Planning & Policy - GO 1.07 0.87 0.87Liberal Studies 27.27 80.00 86.67National Student Exchange 3.60 2.93 2.93Philosophy - GO 0.87Physics - GO 0.87 0.87 0.87Sport Management 17.80 40.27 40.27Mathematics Education 5.47 5.47Musical Theatre - GO 1.00 1.00
BACC Total 5558.66 5548.39 5489.50 5488.27 5568.09CERT Accounting 2.87 2.87
Risk Management & Insurance 0.60 0.60CERT Total 3.47 3.47Grand Total 5564.66 5551.26 5491.23 5491.73 5571.56
115
UNIVERSITYOFSOUTHERNMAINESELFSTUDY2011
Student Headcount by Academic Major
3 Years 2 Years 1 Year Current Goal for nextPrior Prior Prior Year Year
For Fall Term, as of Census Date (Fall 2007 ) (Fall 2008 ) (Fall 2009 ) (Fall 2010 ) (Fall 2011 )NEASC LEVEL (Multiple Items)
Sum of HEADCOUNT StrmDegree Um Acad Plan Descr 0810 0910 1010 1110 1210CAS Adult Learning 8 5 3 1 1
Counseling 9 5 7 12 12Educational Leadership 33 25 26 25 25English as a Second Language 2 1 3 3Literacy Education 7 9 9 15 15Nursing 2 1 3 1 1
CAS Total 61 45 49 57 57CGS Community Planning & Develop 2 5 5
Educational Leadership Certifi 1 7English as a Second Language 2 2Health Policy and Management 1 2 7 7Leadership & Organizational St 1Leadership Studies 1 1 1Literacy Education 1 3 3Mental Health Rehabilitation 1 5 2 2Statistics 1Applied Behavior Analysis 5 5 5Applied Research & Eval Meth 2 1 1Early Language and Literacy 3Non Profit Management 5 7 7Practice Management 1 2 2Public Health 2 5 5Assistant Principal 32 32Child & Family Policy & Manage 1 1Culturally Responsive Practice 1 1Nursing Education 2 2Performance Management & Meas 1 1
CGS Total 1 4 36 77 77JD Law 251 267 261 275 275
Non Degree - Law 3 2 6 8 8JD Total 254 269 267 283 283MA Accounting 23 32 19 8 14
Adult Education 38 30 37American & New England Studies 43 34 26 32 32Applied Immunology 15Applied Literacy 7 8 3 2 2Applied Medical Sciences 15 12 11 11Biology 22 17 13 11 11Business Administration 145 119 113 117 125Community Planning & Develop 18 19 26 38 38Composition 1 1 3 4 4Computer Science 10 11 10 12 12Conducting 3 3 6 1 1Counseling 10 4 136 128 134Counseling/Mental Health-MS 54 65Counseling/Rehabilitation-MS 22 20
Standard 4: The Academic Program (Enrollment by GRADUATE Major)
116
DATAFIRSTFORMS
Student Headcount by Academic Major
3 Years 2 Years 1 Year Current Goal for nextPrior Prior Prior Year Year
For Fall Term, as of Census Date (Fall 2007 ) (Fall 2008 ) (Fall 2009 ) (Fall 2010 ) (Fall 2011 )
Standard 4: The Academic Program (Enrollment by GRADUATE Major)
MA Counseling/School-MS 36 42Creative Writing 93 89 94 94 94Educational Leadership 78 35 31 45 45Educational Psychology 1 4 9 9Health Policy and Management 20 23 22 26 26Jazz Studies 4 1 1 3 3Leadership Studies 28 15 24 17 17Literacy Education 49 39 37 48 48Manufacturing Systems 15 2 1Music Education 1 2 2 2 2Music Performance 6 8 9 7 7Non Degree - Graduate 617 541 448 379 379Nursing 108 100 104 101 101Occupational Therapy 50 51 60 61 61Professional Educator 40 47 55 50 50Public Policy and Management 60 55 65 65 65School Psychology 22 17 5 2 2Social Work 67 58 73 96 96Special Education 109 78 39Statistics 16 12 10 10 10Teaching and Learning 154 165 175 191 191Abilities & Disabil Studies 42 42Adult and Higher Education 39 39
MA Total 1984 1759 1663 1651 1671PHD Public Policy and Management 21 15 1 3 3
School Psychology 19 22 21 22 22PHD Total 40 37 22 25 25Grand Total 2340 2114 2037 2093 2113
117
UNIVERSITYOFSOUTHERNMAINESELFSTUDY2011
Student Credit Hours by Academic Major
3 Years 2 Years 1 Year Current Goal for nextPrior Prior Prior Year Year
For Fall Term, as of Census Date (Fall 2007 ) (Fall 2008 ) (Fall 2009 ) (Fall 2010 ) (Fall 2011 )NEASC LEVEL (Multiple Items)
Sum of Um Unt Tak Prg Rc SUM StrmDegree Um Acad Plan Descr 0810 0910 1010 1110 1210CAS Adult Learning 32.0 21.0 12.0 6.0 6.0
Counseling 33.0 21.0 33.0 57.0 57.0Educational Leadership 126.0 90.0 96.0 87.0 87.0English as a Second Language 6.0 3.0 12.0 12.0Literacy Education 21.0 27.0 27.0 51.0 51.0Nursing 7.0 5.0 19.0 8.0 8.0
CAS Total 225.0 164.0 190.0 221.0 221.0CGS Community Planning & Develop 6.0 21.0 21.0
Educational Leadership Certifi 3.0 24.0English as a Second Language 9.0 9.0Health Policy and Management 3.0 7.0 29.0 29.0Leadership & Organizational St 3.0Leadership Studies 3.0 6.0 6.0Literacy Education 3.0 9.0 9.0Mental Health Rehabilitation 3.0 30.0 9.0 9.0Statistics 3.0Applied Behavior Analysis 15.0 21.0 21.0Applied Research & Eval Meth 6.0 3.0 3.0Early Language and Literacy 9.0Non Profit Management 21.0 21.0 21.0Practice Management 5.0 6.0 6.0Public Health 6.0 18.0 18.0Assistant Principal 96.0 96.0Child & Family Policy & Manage 3.0 3.0Culturally Responsive Practice 3.0 3.0Nursing Education 6.0 6.0Performance Management & Meas 3.0 3.0
CGS Total 3.0 12.0 135.0 263.0 263.0JD Law 3728.0 3966.5 3866.0 3999.0 3999.0
Non Degree - Law 21.0 26.0 57.0 88.0 88.0JD Total 3749.0 3992.5 3923.0 4087.0 4087.0MA Accounting 193.0 222.0 111.0 42.0 54.0
Adult Education 168.0 132.0 168.0American & New England Studies 222.0 189.0 150.0 184.0 184.0Applied Immunology 98.0Applied Literacy 21.0 24.0 9.0 12.0 12.0Applied Medical Sciences 116.0 79.0 74.0 74.0Biology 162.0 124.0 109.0 60.0 60.0Business Administration 885.0 695.0 676.0 710.5 726.5Community Planning & Develop 153.0 166.0 219.0 357.0 357.0Composition 6.5 6.5 22.0 38.5 38.5Computer Science 51.0 65.0 67.0 85.0 85.0Conducting 20.5 21.5 32.0 9.5 9.5Counseling 69.0 21.0 968.0 887.0 899.0Counseling/Mental Health-MS 361.0 464.0Counseling/Rehabilitation-MS 120.0 123.0
Standard 4: The Academic Program (Enrollment by GRADUATE Major)
118
DATAFIRSTFORMS
Student Credit Hours by Academic Major
3 Years 2 Years 1 Year Current Goal for nextPrior Prior Prior Year Year
For Fall Term, as of Census Date (Fall 2007 ) (Fall 2008 ) (Fall 2009 ) (Fall 2010 ) (Fall 2011 )
Standard 4: The Academic Program (Enrollment by GRADUATE Major)
MA Counseling/School-MS 258.0 333.0Creative Writing 837.0 801.0 846.0 846.0 846.0Educational Leadership 333.0 144.0 123.0 186.0 186.0Educational Psychology 9.0 27.0 60.0 60.0Health Policy and Management 125.0 122.0 122.0 183.0 183.0Jazz Studies 29.0 6.0 9.0 23.5 23.5Leadership Studies 96.0 51.0 126.0 96.0 96.0Literacy Education 186.0 156.0 141.0 183.0 183.0Manufacturing Systems 54.0 12.0 6.0Music Education 3.0 6.0 6.0 7.5 7.5Music Performance 50.0 72.5 62.5 60.5 60.5Non Degree - Graduate 2103.0 1947.5 1555.0 1292.0 1292.0Nursing 1011.0 955.5 917.0 953.0 953.0Occupational Therapy 524.0 518.0 696.0 731.0 731.0Professional Educator 120.0 148.0 174.0 195.0 195.0Public Policy and Management 372.0 343.0 419.0 431.0 431.0School Psychology 165.0 92.5 19.5 6.0 6.0Social Work 722.5 608.5 776.5 955.5 955.5Special Education 678.5 472.0 151.0Statistics 108.0 83.0 66.0 69.0 69.0Teaching and Learning 1192.5 1343.0 1611.0 1803.0 1803.0Abilities & Disabil Studies 175.0 175.0Adult and Higher Education 169.0 169.0
MA Total 11515.5 10574.5 10463.5 10884.5 10924.5PHD Public Policy and Management 45.0 28.0 1.0 7.0 7.0
School Psychology 162.0 176.0 175.5 205.0 205.0PHD Total 207.0 204.0 176.5 212.0 212.0Grand Total 15699.5 14947.0 14888.0 15667.5 15707.5
119
UNIVERSITYOFSOUTHERNMAINESELFSTUDY2011
Student FTE by Academic Major
3 Years 2 Years 1 Year Current Goal for nextPrior Prior Prior Year Year
For Fall Term, as of Census Date (Fall 2007 ) (Fall 2008 ) (Fall 2009 ) (Fall 2010 ) (Fall 2011 )NEASC LEVEL (Multiple Items)
Sum of FTE SUM StrmDegree Um Acad Plan Descr 0810 0910 1010 1110 1210CAS Adult Learning 3.56 2.33 1.33 0.67 0.67
Counseling 3.67 2.33 3.67 6.33 6.33Educational Leadership 14.00 10.00 10.67 9.67 9.67English as a Second Language 0.67 0.33 1.33 1.33Literacy Education 2.33 3.00 3.00 5.67 5.67Nursing 0.78 0.56 2.11 0.89 0.89
CAS Total 25.00 18.22 21.11 24.56 24.56CGS Community Planning & Develop 0.67 2.33 2.33
Educational Leadership Certifi 0.33 2.67English as a Second Language 1.00 1.00Health Policy and Management 0.33 0.78 3.22 3.22Leadership & Organizational St 0.33Leadership Studies 0.33 0.67 0.67Literacy Education 0.33 1.00 1.00Mental Health Rehabilitation 0.33 3.33 1.00 1.00Statistics 0.33Applied Behavior Analysis 1.67 2.33 2.33Applied Research & Eval Meth 0.67 0.33 0.33Early Language and Literacy 1.00Non Profit Management 2.33 2.33 2.33Practice Management 0.56 0.67 0.67Public Health 0.67 2.00 2.00Assistant Principal 10.67 10.67Child & Family Policy & Manage 0.33 0.33Culturally Responsive Practice 0.33 0.33Nursing Education 0.67 0.67Performance Management & Meas 0.33 0.33
CGS Total 0.33 1.33 15.00 29.22 29.22JD Law 249.93 264.43 257.73 266.60 266.60
Non Degree - Law 1.40 1.73 3.80 5.87 5.87JD Total 251.33 266.17 261.53 272.47 272.47MA Accounting 21.44 24.67 12.33 4.67 6.30
Adult Education 18.67 14.67 18.67American & New England Studies 25.00 21.00 16.67 20.44 20.44Applied Immunology 10.89Applied Literacy 2.33 2.67 1.00 1.33 1.33Applied Medical Sciences 12.89 8.78 8.22 8.22Biology 18.00 13.78 12.11 6.67 6.67Business Administration 98.33 77.22 75.11 78.94 80.70Community Planning & Develop 17.00 18.44 24.33 39.67 39.67Composition 0.72 0.72 2.44 4.28 4.28Computer Science 5.67 7.22 7.44 9.44 9.44Conducting 2.28 2.39 3.56 1.06 1.06Counseling 7.67 2.33 107.56 98.56 99.89Counseling/Mental Health-MS 40.11 51.56Counseling/Rehabilitation-MS 13.33 13.67Counseling/School-MS 28.67 37.00Creative Writing 93.00 89.00 94.00 94.00 94.00Educational Leadership 37.00 16.00 13.67 20.67 20.67Educational Psychology 1.00 3.00 6.67 6.67Health Policy and Management 14.89 13.56 13.56 20.33 20.33Jazz Studies 3.22 0.67 1.00 2.61 2.61
Standard 4: The Academic Program (Enrollment by GRADUATE Major)
120
DATAFIRSTFORMS
Student FTE by Academic Major
3 Years 2 Years 1 Year Current Goal for nextPrior Prior Prior Year Year
For Fall Term, as of Census Date (Fall 2007 ) (Fall 2008 ) (Fall 2009 ) (Fall 2010 ) (Fall 2011 )
Standard 4: The Academic Program (Enrollment by GRADUATE Major)
MA Leadership Studies 10.67 5.67 14.00 10.67 10.67Literacy Education 20.67 17.33 15.67 20.33 20.33Manufacturing Systems 6.00 1.33 0.67Music Education 0.33 0.67 0.67 0.83 0.83Music Performance 5.56 8.06 6.94 6.72 6.72Non Degree - Graduate 241.72 216.39 172.78 143.56 143.56Nursing 112.33 106.17 101.89 105.89 105.89Occupational Therapy 58.22 57.56 77.33 81.22 81.22Professional Educator 13.33 16.44 19.33 21.67 21.67Public Policy and Management 44.00 38.11 46.56 47.89 47.89School Psychology 18.33 10.28 2.17 0.67 0.67Social Work 81.72 67.61 86.28 106.17 106.17Special Education 75.39 52.44 16.78Statistics 12.00 9.22 7.33 7.67 7.67Teaching and Learning 132.50 149.22 179.00 200.33 200.33Abilities & Disabil Studies 19.44 19.44Adult and Higher Education 18.78 18.78
MA Total 1293.00 1174.94 1162.61 1209.39 1214.11PHD Public Policy and Management 5.00 3.11 0.11 0.78 0.78
School Psychology 18.00 19.56 19.50 22.78 22.78PHD Total 23.00 22.67 19.61 23.56 23.56Grand Total 1592.67 1483.33 1479.87 1559.19 1563.91
121
UNIVERSITYOFSOUTHERNMAINESELFSTUDY2011
Credit Hours Genereated by Departmentor Comparable Academic Unit
For Fall, Spring and Summer Term, as of Census Date3 Years 2 Years 1 Year Current Goal for nextPrior Prior Prior Year Year
(FY 2008 ) (FY 2009 ) (FY 2010 ) (FY 2011 ) (Fall 2012 )Acad Org Description 3 Years Prior 2 Years Prior 1 Year Prior Current TermCourse Career UGRD
ValuesRow Labels Sum of 3 Years Prior Sum of 2 Years Prior Sum of 1 Year Prior Sum of Current TermCommunications & Media Studies 6037 6964.5 6156.5 2762 3193USM Academic Affairs 1290 1209 4253 3144 1125USM Accounting 4540 4423 4928 2181 2315USM Air Force ROTC 4 0 9 4 2USM App Sci, Engin & Tech 2783 2566 2818 1453 1361USM Applied Medical Sciences 5 6 6 6 3USM Army ROTC 93 181 293 137 95USM Art 5975 5383 5019 2454 2730USM Arts & Sciences 106 23 29 14 26USM Biology 7088.5 7383 7993 3599 3744USM Business 0 0 0 0 0USM Business Administration 10550 10289 10182 4491 5200USM Chemistry 3050 2992 3445 1536 1581USM College Arts & Sciences 138 147 153 0 0USM College of Nursing 5388 2831 2750.5 279 279USM Computer Science 1302 1495 1565 785 727USM Core Curriculum 96 39 18 0 0USM Criminology 2397 2232 3187 1419 1303USM Department of Technology 489 243 282 180 169USM Economics 5148 4891 5292 2319 2319USM Electrical Engineering 1283 1359 1243 539 539USM English 13786 13118 12552 6899 6576USM Environmental Science 1328.5 1363 1524 545 703USM Geography & Anthropology 2940 2874 2636 1072 1072USM Geosciences 1984.17 1818.5 1686.5 693 915USM Greater Portland Alliance 51 57 40 15 25USM History 6414 5754 5940 2868 2900USM Honors 527 615 630 373 295USM Human Resource Development 3111 2185 1923 1131 1131USM International Studies 3 0 0 0 1USM Learning Foundations 1264.5 1333 1046.5 631 607USM Lewiston Auburn College 8349.5 9280 11374.5 5670 5500USM Linguistics 2787 2154 2354 1018 1216USM Mathematics 16369.34 16024 14612 7576 7834USM Mod & Class Languages 4591.5 4342 4399 2082.5 2222USM Music 7008.5 6199 6023.5 3104 3205USM Nursing 9250 11111 9177.5 4715 4923USM Other 41.02 0 0 0 0USM Philosophy 4752 4039 4205 2069 2166USM Physical Education 850 760 707 352 386USM Physics 3282 3359 3582.5 1279 1280USM Political Science 4164 3880 3669 1689 1689USM Professional Devl Ctr 0 498 537 186 173USM Professional Education 1776.34 24 3 0 0USM Psychology 8675.5 8302.5 7566.5 2953.5 3768USM Rec & Leisure Studies 1596 2215 2406 1131 1036USM Russell Scholars Program 467 575 521 308 308USM Social Work 2523 2202 2391 1143 1186USM Sociology 4623.5 3923 3555 1634 1634USM Sports Medicine 1752 2667 3408 1406 1305USM Teacher Education 168 1067 1133 512 395USM Theatre 4179 3731 3274 1510.5 1510USM Women & Gender Studies 717 621 876 350 369Weekend College 0 3237 1690 234 450Grand Total 177093.87 173984.5 175064.5 82451.5 83490
Standard 4: The Academic Program (Credit Hours Generated)
122
DATAFIRSTFORMS
Credit Hours Genereated by Departmentor Comparable Academic Unit
For Fall, Spring and Summer Term, as of Census Date3 Years 2 Years 1 Year Current Goal for nextPrior Prior Prior Year Year
(FY 2008 ) (FY 2009 ) (FY 2010 ) (FY 2011 ) (Fall 2012 )Acad Org Description 3 Years Prior 2 Years Prior 1 Year Prior Current TermCourse Career GRAD
ValuesRow Labels Sum of 3 Years Prior Sum of 2 Years Prior Sum of 1 Year Prior Sum of Current TermUSM Accounting 375 456 234 189 178USM American & NE Studies 522 441 402 186 186USM App Sci, Engin & Tech 54 0 0 0 9USM Applied Medical Sciences 486 416 382 172 172USM Biology 385 314 303 112 112USM Business Administration 1930 1425 1479 648 700USM Chemistry 8 14 15 12 6USM College of Nursing 66 0 45 0 0USM Computer Science 66 110 72 21 41USM Creative Writing 2757 2745 2859 846 846USM Electrical Engineering 3 0 0 0 1USM Geography & Anthropology 30 93 63 42 31USM Human Resource Development 1793 3593 3953 1560 1557USM Learning Foundations 0 0 7.5 7.5 0USM Lewiston Auburn College 1424 1531 2119 1157 1157USM Mathematics 306 216 134 69 109USM Mod & Class Languages 0 3 18 15 4USM Music 371.5 381.5 411 134 194USM Muskie School of Pub Svc 2004 2122 2403 1000 1200USM Nursing 2170 2198 2022 776 776USM Other 67 0 0 0 11USM Professional Devl Ctr 1700 2443 2067 459 459USM Professional Education 12450.5 4343 3837 1095 1095USM Social Work 1499 1333 1712 842.5 757USM Teacher Education 115 4065 4032 1565 1369USM Theatre 60 63 6 0 0Weekend College 0 216 30 0 0Grand Total 30642 28521.5 28605.5 10908 10969
Standard 4: The Academic Program (Credit Hours Generated)
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UNIVERSITYOFSOUTHERNMAINESELFSTUDY2011
Credit Hours Genereated by Departmentor Comparable Academic Unit
For Fall, Spring and Summer Term, as of Census Date3 Years 2 Years 1 Year Current Goal for nextPrior Prior Prior Year Year
(FY 2008 ) (FY 2009 ) (FY 2010 ) (FY 2011 ) (Fall 2012 )Acad Org Description 3 Years Prior 2 Years Prior 1 Year Prior Current TermCourse Career LAW
ValuesRow Labels Sum of 3 Years Prior Sum of 2 Years Prior Sum of 1 Year Prior Sum of Current TermMaine School of Law 7571 8140 7985 3897 3850Grand Total 7571 8140 7985 3897 3850
Standard 4: The Academic Program (Credit Hours Generated)
124
DATAFIRSTFORMS
?4 Years 3 Years 2 Years CurrentPrior Prior Prior Prior Year
? FT PT FT PT FT PT FT PT FT PT?
Professor Male 83 9 84 7 83 6 88 6 73 5 Female 24 4 27 3 28 2 28 3 31 1
Associate Male 81 7 90 6 88 6 86 6 83 6Female 87 7 85 12 85 8 81 9 69 11
Assistant Male 35 9 23 11 23 10 20 6 20 6Female 24 11 22 11 22 10 22 11 25 10
Lecturer III Male 48 43 45 38 41Female 47 44 46 46 48
Lecturer II Male 22 24 25 25 29Female 42 42 40 39 37
Lecturer/Instructor Male 15 49 18 49 13 26 12 27 16 45Female 26 62 29 68 25 67 19 58 28 80
Other Male 1 2 1 2 1 1Female
Total Male 215 144 217 141 209 119 206 109 192 132 Female 161 173 163 180 160 173 150 166 153 187
Professor 107 13 111 10 111 8 116 9 104 6 Associate 168 14 175 18 173 14 167 15 152 17
FY 2009
1 Year
Number of Faculty
Standard 5: Faculty(Rank, Gender, and Salary, Fall Term)
Total Faculty
FY 2010 FY 2011FY 2007 FY 2008
Std 5-Rank, Gender, Salary, NEASC Data First Forms - Standard 5 - Final 01_14_11.xls USM HR - Page 1 of 4
Associate 168 14 175 18 173 14 167 15 152 17 Assistant 59 20 45 22 45 20 42 17 45 16 Lecturer III - 95 - 87 - 91 - 84 - 89 Lecturer II - 64 - 66 - 65 - 64 - 66 Lecturer/Instructor 41 111 47 117 38 93 31 85 44 125 Other 1 - 2 1 2 1 - 1 - - Total 376 317 380 321 369 292 356 275 345 319
FT PT FT PT FT PT FT PT FT PT
Professor Minimum $31,489.20 $7,680.00 $33,243.14 $1,920.00 $35,438.88 $7,000.02 $43,052.04 $8,394.00 $43,052.04 $4,418.00Mean $83,265.42 $9,800.00 $87,575.33 $7,756.26 $91,026.57 $12,912.01 $92,949.94 $10,259.33 $92,350.87 $10,616.37
Associate Minimum $36,268.32 $6,864.00 $38,288.46 $6,942.00 $39,479.52 $7,290.00 $42,923.29 $7,290.00 $42,923.29 $4,800.00Mean $65,371.28 $15,063.27 1 $68,916.42 $14,843.85 $71,113.96 $15,629.31 $72,915.09 $12,467.00 $72,955.98 $14,014.42
Assistant Minimum $41,715.00 $5,712.00 1 $44,038.52 $1,402.00 $42,332.04 $6,240.00 $42,967.02 $6,240.00 $44,256.00 $3,170.00Mean $51,696.81 $14,163.76 $54,802.78 $15,005.39 $57,581.03 $15,914.15 $57,145.13 $14,394.45 $61,304.08 $18,198.52
Lecturer III Minimum $960.00 $1,308.00 $2,500.00 $4,562.00 $1,000.00Mean $13,444.14 $12,794.06 $14,186.70 $14,303.05 $17,003.05
Lecturer II Minimum $1,884.00 $1,852.00 $1,250.00 $3,088.00 $2,058.00Mean $11,732.59 $11,681.52 $12,388.55 $10,095.06 $12,270.47
Lecturer/Instructor Minimum $31,827.00 $676.28 $35,918.76 $396.00 $36,996.36 $428.52 $37,551.36 $685.60 $38,262.96 $907.00Mean $42,796.58 $7,640.35 $45,036.97 $7,887.95 $46,703.51 $9,398.43 $47,130.30 $8,981.82 $49,646.81 $10,830.89
Other Minimum $42,778.44 $45,161.28 $46,516.08 $55,620.00 $56,454.30 $26,910.00 $3,375.00Mean $42,778.44 $80,777.94 $82,976.26 $55,620.00 $56,454.30 $56,636.67 $15,569.63
Salary for Academic Year
Std 5-Rank, Gender, Salary, NEASC Data First Forms - Standard 5 - Final 01_14_11.xls USM HR - Page 1 of 4
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UNIVERSITYOFSOUTHERNMAINESELFSTUDY2011
4 Years 3 Years 2 Years Current Prior Prior Prior Prior Year
? FT PT FT PT FT PT FT PT FT PT
Professor 91 4 95 4 96 102 2 97 6 Associate 139 4 145 10 137 7 135 9 130 11 Assistant 53 10 46 9 49 9 44 5 43 8 Lecturer III 17 12 12 14 29 Lecturer II 3 3 4 2 6 Lecturer/Instructor 12 4 13 3 10 5 9 3 16 5 Other 7 5 7 5 8 4 8 3 10 1 Total 302 47 306 46 300 41 298 38 296 66
Professor 11 2 10 3 10 3 10 4 7 3 Associate 19 8 22 7 20 7 23 7 21 6 Assistant 7 6 3 8 2 7 2 9 2 6 Lecturer III 49 44 51 42 40 Lecturer II 33 1 37 1 34 40 38 Lecturer/Instructor 18 53 22 64 21 59 16 48 24 60 Other 26 12 26 14 29 13 23 10 22 4 Total 81 163 84 177 83 174 74 160 76 157
ProfessorAssociateAssistant 1 1 Lecturer III 14 11 15 14 17 L II 11 12 15 16 14
(Highest Degrees and Teaching Assignments, Fall Term)
1 Year
Highest Degree Earned: Bachelor's
Highest Degree Earned: Doctorate
Highest Degree Earned: Master's
Standard 5: Faculty
FY 2007 FY 2008 FY 2009 FY 2010 FY 2011
Std 5-Degrees, Assignments, NEASC Data First Forms - Standard 5 - Final 01_14_11.xls USM HR - Page 2 of 4
Lecturer II 11 12 15 16 14 Lecturer/Instructor 4 18 4 19 2 18 2 22 2 33 Other 6 9 8 12 7 11 6 9 4 6 Total 10 53 12 54 9 59 8 61 6 71
Highest Degree Earned: No Data AvailalbleProfessor 3 1 1 1Associate 1Assistant 1 1 Lecturer III 7 6 5 4 2 Lecturer II 11 11 9 7 8 Lecturer/Instructor 10 16 7 8 2 30 Other 23 33 22 38 20 41 22 33 16 5 Total 23 66 22 72 20 63 22 53 18 46
?
Professor Maximum 19.0 12.0 39.0 7.0 26.0 9.5 27.0 6.0 20.4 6.0Median 8.3 4.5 9.4 3.4 9.0 4.4 9.3 3.7 9.3 3.4
Associate Maximum 28.0 18.0 28.0 21.0 37.0 30.0 45.0 27.0 20.5 15.0 Median 9.9 6.1 9.4 5.8 10.0 6.3 10.0 5.4 9.8 4.9Assistant Maximum 42.0 12.0 24.0 14.0 22.0 13.5 21.0 16.5 19.4 15.0
Median 10.5 6.5 9.7 7.3 9.6 6.8 9.4 7.3 10.4 7.7Lecturer III Maximum 15.0 15.0 13.0 18.0 15.0
Median 6.0 6.0 6.2 6.3 6.2Lecturer II Maximum 15.0 18.0 15.0 12.0 16.0
Median 5.5 5.4 5.2 4.6 5.0Lecturer/Instructor Maximum 22.0 22.3 24.7 22.8 25.0 19.1 21.0 18.0 18.0 18.0
Median 12.7 4.4 12.7 4.0 12.0 4.4 11.7 4.5 10.8 6.3Other Maximum 43.0 198.4 35.5 194.7 22.7 45.0 30.2 70.9 15.0 18.0 Median 5.5 14.3 4.7 13.2 4.7 11.9 5.2 14.2 4.7 5.0
Fall Teaching Load, in credit hours
Std 5-Degrees, Assignments, NEASC Data First Forms - Standard 5 - Final 01_14_11.xls USM HR - Page 2 of 4
126
DATAFIRSTFORMS
CurrentPrior Prior Prior Year
FT PT FT PT FT PT FT PT FT PT# of Faculty Appointed ?
Professor 1 5 4 1 2 2 1Associate 1 3 3 1 2 2 Assistant 3 7 9 3 3 3 2 8 2 Lecturer III 24 19 12 2 5 Lecturer II 19 16 14 9 3 Lecturer/Instructor 3 43 2 58 1 44 31 6 30 Other Total 8 101 14 100 6 75 4 44 16 41
?# of Faculty in Tenured Positions
Professor 106 110 1 110 1 114 114 Associate 160 162 157 151 148 Assistant 28 14 9 1 1 Instructor 3 Other Total 294 - 286 1 276 1 266 - 266 -
# of Faculty Departing ?Professor 7 4 3 3 2 1 2 4 Associate 4 6 2 4 9 3 2 3
2 Years 3 Years
(Appointments, Tenure, Departures, and Retirements, Full Academic Year)Standard 5: Faculty
FY 2011
4 YearsPrior
FY 2007 FY 2008 FY 2009 FY 2010
1 Year
Std 5-Appointments, Departures, NEASC Data First Forms - Standard 5 - Final 01_14_11.xls USM HR - Page 3 of 4
Assistant 5 4 7 2 3 3 1 4 4 Lecturer III 39 34 24 9 23 Lecturer II 18 15 2 2 13 Lecturer/Instructor 2 46 3 30 9 6 6 4 2 42 Other Total 11 120 12 89 24 38 12 16 10 89
# of Faculty Retiring ?Professor 2 5 8 2 3 Associate 1 1 5 3 4 Assistant 1Lecturer/Instructor 1 1 1 Other Total 4 1 5 - 14 - 6 - 8 -
Std 5-Appointments, Departures, NEASC Data First Forms - Standard 5 - Final 01_14_11.xls USM HR - Page 3 of 4
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FT PT FT PT FT PT FT PT FT PTNumber of Faculty by Academic Organization
Maine School of Law 13 17 18 15 17 16 20 15 19 12 USM Academic Affairs 6 3 17 5 7 2 29 9 23 5 USM Accounting 9 5 10 3 11 3 10 4 10 3 USM Air Force ROTC 1 1USM American & New England Studies 4 4 1 4 4 5USM Applied Medical Sciences 5 6 6 1 6 1 6USM Applied Science, Engineering & Technology 9 4 8 6 7 4 7 6 6 7 USM Army ROTC 3 3 4 2 3 USM Art 9 17 10 18 10 14 9 17 10 18 USM Biology 13 11 15 14 16 10 16 10 16 11 USM Business Administration 22 11 23 14 22 8 20 10 21 8 USM Chemistry 7 6 6 6 6 5 6 5 6 5 USM College of Arts & Sciences 1 1 2 2 4 1 USM College of Nursing 11 7 10 6 5 1 4 1 3 2 USM Communications & Media Studies 10 9 8 7 9 9 9 8 9 7 USM Computer Science 7 2 7 2 7 2 7 1 7 1 USM Core Curriculum 2USM Creative Writing 1 22 1 29 1 30 1 24 1 25 USM Criminology 4 3 4 2 5 2 5 3 5 2 USM Department of Technology 2 3 1 2 1 1 1 1 1 USM Economics 10 4 8 3 7 4 7 3 6 5 USM Electrical Engineering 6 1 6 3 5 2 5 1 5USM English 24 40 25 34 20 31 19 27 19 25 USM Environmental Science 3 4 4 3 3 4 6 3 7 4 USM Geography & Anthropology 6 2 5 4 7 5 6 4 6 3 USM Geosciences 5 1 5 1 5 1 5 1 5USM Greater Portland Alliance 1 1 1 1USM History 8 9 10 4 8 6 10 5 9 4 USM Honors 7 8 9 7 4 1 USM Human Resource Development 16 14 19 15 28 11 21 9 21 13 USM International Studies 1 1 USM Learning Foundations 8 7 10 4 8 4 8 2 11 9 USM Lewiston Auburn College 27 29 25 35 27 31 39 35 27 38 USM Linguistics 4 7 5 8 4 2 4 7 4 5 USM Mathematics 17 25 16 26 14 19 12 18 11 16 USM Modern & Classical Languages 11 12 11 9 10 9 10 10 7 12 USM Music 13 16 14 17 12 14 14 11 13 11 USM Muskie School of Public Service 16 5 14 5 14 5 10 3 15 3 USM Nursing 27 23 25 27 27 33 22 38 26 37 USM Other 1 1 1 1USM Philosophy 7 5 7 4 7 3 7 4 7 4USM Physical Education 4 2 4 2 6 1 5 1 6 1USM Physics 3 4 4 4 4 3 4 3 4 3USM Political Science 7 4 6 3 6 2 7 1 5 1USM Professional Development Center 2 6 1 10 8 14 6 10 6 10USM Professional Education 40 31 42 34 18 11 13 6 14 1USM Psychology 9 8 11 5 11 5 8 2 10 1USM Recreation & Leisure Studies 5 8 4 8 5 8 4 8 4 8USM Russell Scholars Program 2 2 2 2 2USM Social Work 12 5 11 2 10 5 11 4 10 3USM Sociology 7 4 7 6 6 3 8 2 7 1USM Sports Medicine 8 7 1 9 10 3 12 1USM Teacher Education 5 4 1 16 12 14 15 16 21USM Theatre 13 7 11 10 10 9 11 7 10 6USM Weekend College 5 30 2 1 1USM Women and Gender Studies 6 5 5 3 3 3 6 3 7 3
475 410 488 426 471 403 479 366 470 361
3 YearsPrior
2 Years Prior
CurrentYear
Standard 5: Faculty
FY 2011
4 YearsPrior
FY 2007 FY 2008 FY 2009 FY 2010
(Number of Faculty by Department or Comparable Unit, Fall Term)
1 Year Prior
Std 5-Numbers, NEASC Data First Forms - Standard 5 - Final 01_14_11.xls USM HR - Page 4 of 4
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DATAFIRSTFORMS
? Credit Seeking Students Only - Including Continuing Education
2 Years 1 Year Current Next Year 2 YearsPrior Prior Year Forward Forward
(FY 2008) (FY 2009) (FY 2010) (FY 2011) (FY 2012)Freshmen - Undergraduate ?
Completed Applications ? 3,676 3,927 3,819 3,797 Applications Accepted ? 3,235 3,455 3,458 Applicants Enrolled ? 959 1,044 916 842 % Accepted of Applied 88.0% 88.0% 90.5% 89.0% - % Enrolled of Accepted 29.6% 30.2% 26.5% 24.9% -
Percent Change Year over Year Completed Applications - 6.8% -2.8% -0.6% -100.0% Applications Accepted - 6.8% 0.1% -2.3% -100.0% Applicants Enrolled - 8.9% -12.3% -8.1% -100.0%
v g S s c d c p dEnrollees: (Define Below) ?SAT Total (SAT Math plus SAT Crit Reading) 990 998 1010 997
Transfers - Undergraduate ?Completed Applications 1,343 1,309 1,406 1,424 Applications Accepted 1,216 1,191 1,227 1,211 Applications Enrolled 797 730 835 797 % Accepted of Applied 90.5% 91.0% 87.3% 85.0% - % Enrolled of Accepted 65.5% 61.3% 68.1% 65.8% -
Master's Degree ?Completed Applications 961 800 829 942 Applications Accepted 662 601 605 639 Applications Enrolled 465 419 412 463 % Accepted of Applied 68.9% 75.1% 73.0% 67.8% - % Enrolled of Accepted 70.2% 69.7% 68.1% 72.5% -
First Professional Degree - All Programs ?Completed Applications 761 697 705 1,171 Applications Accepted 357 344 341 446 Applications Enrolled 88 92 90 95 % Accepted of Applied 46.9% 49.4% 48.4% 38.1% - % Enrolled of Accepted 24.6% 26.7% 26.4% 21.3% -
Doctoral Degree ?Completed Applications 22 14 17 12 Applications Accepted 10 9 11 8 Applications Enrolled 10 4 9 4 % Accepted of Applied 45.5% 64.3% 64.7% 66.7% - % Enrolled of Accepted 100.0% 44.4% 81.8% 50.0% -
Standard 6: Students(Admissions, Fall Term)
863 3,379 3,495
4,475
1,000
844 1,277 1,823
1,053 661 480
1,171 446 95
12 8 4
129
UNIVERSITYOFSOUTHERNMAINESELFSTUDY2011
Student Enrollment Data (Fall term, census date) ?
Credit-Seeking Students Only - Including Continuing Education
2 Years 1 Year Current Next Year 2 YearsPrior Prior Year Forward Forward
(FY 2009 ) (FY 2010 ) (FY 2011 ) (FY 2012 ) (FY 2013 )UNDERGRADUATE ?
First Year Full-Time Headcount ? 1,442 1,172 1,072 1,082 1,092 Part-Time Headcount ? 181 188 179 141 145 Total Headcount 1,623 1,360 1,251 1,223 1,237 Total FTE ? 1,445.3 1,213.1 1,118.5 1,097.0 1,114.0
Second Year Full-Time Headcount 978 1,204 1,113 1,013 1,023 Part-Time Headcount 303 289 302 328 344 Total Headcount 1,281 1,493 1,415 1,341 1,367 Total FTE 1,042.6 1,244.4 1,174.3 1,005.0 1,128.0
Third Year Full-Time Headcount 1,020 1,039 1,151 1,086 1,018 Part-Time Headcount 412 446 418 596 411 Total Headcount 1,432 1,485 1,569 1,682 1,429 Total FTE 1,132.6 1,162.3 1,262.3 1,244.0 1,128.0
Fourth Year Full-Time Headcount 1,125 1,228 1,274 1,385 1,320 Part-Time Headcount 1,022 986 1,073 862 917 Total Headcount 2,147 2,214 2,347 2,247 2,237 Total FTE 1,468.2 1,545.4 1,633.9 1,947.0 1,761.0
Unclassified Full-Time Headcount ? 96 47 59 52 49 Part-Time Headcount 1,300 1,019 920 731 729 Total Headcount 1,396 1,066 979 783 778 Total FTE 457.6 326.0 302.7 278.6 275.0
Total Undergraduate Students Full-Time Headcount 4,661 4,690 4,669 4,618 4,502 Part-Time Headcount 3,218 2,928 2,892 2,658 2,546 Total Headcount 7,879 7,618 7,561 7,276 7,048 Total FTE 5,546.4 5,491.2 5,491.7 5,571.6 5,520.4 % Change FTE Undergraduate na -1.0% 0.0% 1.5% -0.9%
GRADUATE ? Full-Time Headcount ? 1,181 1,199 1,280 1,289 1,295 Part-Time Headcount ? 949 838 813 824 830 Total Headcount 2,130 2,037 2,093 2,113 2,125 Total FTE ? 1,488.2 1,479.8 1,559.2 1,564.0 1,571.7 % Change FTE Graduate na -0.6% 5.4% 0.3% 0.5%
GRAND TOTALGrand Total Headcount 10,009 9,655 9,654 9,389 9,173 Grand Total FTE 7,034.6 6,971.0 7,050.9 7,135.6 7,092.1 % Change Grand Total FTE na -0.9% 1.1% 1.2% -0.6%
Standard 6: Students (Enrollment)
130
DATAFIRSTFORMS
? Where does the institution describe the students it seeks to serve?
Fiscal year ends month & day (06/30)
2 years prior Most recently
completed year
Current budget
Next year forward (goal
or projection)
Two years forward (goal
or projection)
(FY 2008) (FY 2009) (FY 2010) (FY 2011) (FY 2012)
? Student Financial AidTotal Federal Aid $50,859,209 $55,109,762 $68,018,911 $78,390,935 $85,000,000
Grants $7,999,635 $8,497,123 $12,015,354 $12,440,935 $12,440,000Loans $40,970,261 $44,684,344 $54,171,611 $64,110,000 $70,720,000Work Study $1,889,313 $1,928,295 $1,831,946 $1,840,000 $1,840,000
Total State Aid $4,642,040 $4,280,516 $1,857,937 $2,012,000 $2,000,000Total Institutional Aid $4,045,845 $4,264,062 $5,274,288 $5,307,330 $5,308,000
Grants $4,045,848 $4,264,062 $5,274,288 $5,307,330 $5,308,000Loans
Total Private Aid $8,476,779 $13,465,495 $9,418,868 $9,650,000 $9,950,000Grants $3,375,168 $6,719,487 $3,153,712 $3,150,000 $3,150,000Loans $5,101,611 $6,746,008 $6,265,156 $6,500,000 $6,800,000
Student Debt
Percent of students graduating with debt*Undergraduates 54% 54% 59% 60% 61%Graduates 30% 29% 33% 34% 35%Law 71% 89% 87% 88% 89%
Average amount of debt for students with debtUndergraduates $22,656 $25,892 26,249.00$ 27,000.00$ $27,772Graduates $40,578 $45,457 46,980.00$ 48,000.00$ $49,042Law $66,939 74,681.00$ 79,362.00$ 82,000.00$ $84,725
Percent of First-year students in Developmental Courses**English as a Second/Other Language 0.09% 0.2% 0.9% 1% 1%English (reading, writing, communication skills) na na na na naMath 17.6% 14.8% 14.7% 15% 15%Other na na na na na
* All students who graduated should be included in this calculation.**Courses for which no credit toward a degree is granted.
(Financial Aid, Debt, and Developmental Courses)
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UNIVERSITYOFSOUTHERNMAINESELFSTUDY2011
3 years prior 2 years prior Most recently completed year
Current year (actual or
projection)
Next year (goal)
? (FY 2008 ) (FY 2009 ) (FY 2010 ) (FY 2011 ) (FY 2012 )Expenditures/FTE student *
Materials $777,675 /$111 $593,791 /$85 $859,331 /$122 $841,550 / $120 $858,381 / $123Salaries & Wages $2,830,364 /$404 $2,653,414 / $379 $2,811,251 / $381 $2,928,032 / $418 $2,986,593 / $427Other operating $323,423 /$46 $469,595 / $67 $329,418 / $47 $229,527 / $33 $234,118 / $33
CollectionsTotal print volumes 430,759 433,014 395,387 385,500 375,500Electronic books 9,603 25,535 32,269 73,000 85,000Print/microform serial subscriptions 1,468 1,298 1,177 1,124 1,090Full text electronic journals 21,210 23,696 29,854 33,000 40,000Microforms 737,370 737,601 733,581 154,669 153,111Total media materials 9,696 12,454 13,328 14,170 15,100
Personnel (FTE) *Librarians -- main campus 11.5 11.0 11.0 12.0 12.0Librarians -- branch campuses 3.0 3.0 3.0 2.0 2.0Other library personnel -- main campus 21.5 22.5 22.5 23.0 24.5Other library personnel -- branch campus 10.5 9.5 9.5 9.5 9.5
Library Instruction? Total sessions -- main campus 122 134 153 160 165
Total attendance - main campus 2,342 2,678 3,154 3,200 3,300Total sessions -- branch campuses 77 79 58 30 30Total attendance -- branch campuses 1,274 1,292 1,110 700 700
Reference and ReservesIn-person reference questions 6,556 9,492 8,380 9,100 8,900Virtual reference questions 1,872 2,475 2,716 2,800 2,800e-reserves: courses supported 301 357 422 500 550e-reserves: items on e-reserve 4,326 4,368 6,385 8,150 8,650
Circulation (do not include reserves)Total/FTE student 39854/5.66 36636/5.25 30014/4.25 28000/ 4 27000/ 3.85Total full-text article requests 9,509 7,394 7863 8000 8000Number of hits to library website *325,481 *354,858 375000 400000 425000Student borrowing through consortia or contracts 12,458 13,044 13916 15000 15500
Availability/attendance? Hours of operation/week main campus 96.25 96.25 96.25 96.25 96.25
Hours of operation/week branch campuses 92.25 92.25 92.25 92.25 92.25Gate counts/year -- main campus 156,796 161,163 183,733 205,700 225,750
? Gate counts/year -- average branch campuses 113624 122929 125344 128800 130300
URL of most recent library annual report: URL of Information Literacy Reports
* Includes ITMS
http://library.usm.maine.edu/about/annualreports/http://usm.maine.libguides.com/infolit
Standard 7: Library and Other Information Resources (Library)
132
DATAFIRSTFORMS
3 years prior 2 years prior Last year Current year (goal or
projection)
Next year goal
(FY 208 ) (FY 209 ) (FY 2010 ) (FY 2011 ) (FY 2012 )
Number (percent) of students with own computers
? Course management systemNumber of classes using the system Classes on the main campus 2400 2600 2800 3000 3100 Classes offered off-campus n/a n/a n/a n/a n/a Distance education courses 187 282 441 574 600
Bandwidthon-campus network 1Gbps 1Gbps 1Gbps 10Gbps 10Gbpsoff-campus access
commodity internet 2Gbps 2Gbps 3Gbps 3Gbps 3Gbps internet II 1Gbps 1Gbps 10Gbps 10Gbps 10Gbpswireless protocol(s) b/g b/g b/g/a b/g/a b/g/a
NetworkPercent of residence halls connected to network
wired 100% 100% 100% 100% 100% wireless 100% 100% 100% 100% 100%
Percent of classrooms connected to network wired 100% 100% 100% 100% 100% wireless 98% 98% 98% 98% 98%Public wireless ports NA** NA** NA** NA** NA**
Multimedia classrooms (percent)Main campus 42% 60% 66% 73% 80%Branches and locations 35% 37% 55% 59% 62%
IT Personnel (FTE)Main campus 39.0 34.0 32.0 31.0 31.0Branch campuses same folks same folks same folks same folks same folksDedicated to distance learning * 0.0 0.0 0.0 0.0 0.0
Software systems and versions StudentsFinancesHuman ResourcesAdvancementLibrarywebsite managementportfolio managementinteractive video conferencingdigital object management
*dedicated is taken to mean solely working with distance learning**no publicly accessable wireless access points
SunGuard
Standard 7: Library and Other Information Resources (Information Technology)
Blackboard 9
Peoplesoft 8.9Peoplesoft 9Peoplesoft 8.9
Image Now
Innovative Interfaces Inc.DrupalNonePolycom
133
UNIVERSITYOFSOUTHERNMAINESELFSTUDY2011
Campus locationServiceable Buildings
Portland Campus 43Gorham Campus 40Lewiston-Auburn Campus 1Freeport 1Leased Space 4
2 years prior 1 year prior Current Year Next Year Goal
Goal in 2 years
FY2008 (FY 2009) (FY 2010) (FY 2011) (FY 2012) (FY 2013)Revenue ($000) Source: Statement of Revenues, Expenses & Changes in Net Asets - UMS Secure Web Site
Capital appropriations (public institutions) 3,532 3,092 599 0 2,375 0Operating budget 133,508 137,031 142,395 147,900 153,700 154300Gifts and grants 899 11,720 509 500 500 500Debt Note: USM does not separately identify that portion of debt related to physical plant/technology.TOTAL 137,939 151,843 143,503 148,400 156,575 154,800
Expenditures ($000)New Construction 20,858 7,951 735 441 100 100Renovations, maintenance and equipment 1,045 2,064 2,353 7,028 2,992 3,000Technology 0 33 226 127 35 35TOTAL 21,903 10,048 3,314 7,596 3,127 3,135
Assignable square feet (000) Portland Gorham Lewiston Freeport Leasedclassroom 62 40 16 2 laboratory 48 74 13 5 office 183 90 11 1 68 study 86 18 8 0 special 31 131 2 1 general 67 63 12 7 4 support 442 31 5 24 residential - 313 other
Major new buildings, past 10 yearsBuilding name Assignable Square Feet (000) Cost (000) YearPhilippi Hall Residential 61 8,792 2001
Academic 25 8,238 2004Parking 387 9,721 2004Research 38 17,123 2004Academic 47 7,332 2005Daycare 6 1,896 2006Residential 103 20,851 2007Academic 14 4,148 2007Library 19 11,000 2009
MTB Building E & G 351 2005Research 55 21,712 2008
New buildings, planned for next 5 yearsnone
Major Renovations, past 10 years The list below includes renovations costing $ or moreBuilding name Purposes Assignable Square Feet Cost (000) YearLewiston Auburn Add 1 Academic 28 3,484 2001
Academic 40 3,815 2004Anderson Hall Upgrades Residential 28 229 2010Robie Andrews Upgrades Residential 66 422 2010Upton Hastings Upgrades Residential 101 525 2010Science Lab Upgrades Academic 3 1,089 2001Woodward Hall Heating Residential 15 505 2001Mitchell Center R & D Academic 6 512 2001Elevator Upgrades Academic n/a 500 2001Baseball Stadium Residential n/a 380 2001CHP Portland Academic n/a 251 2003Residental Sprinklers Residential 213 1,016 2004Bio Science Fit Out Academic 27 500 2005Robie Roof Residential n/a 264 2006Brick Shop Upgrades Academic 5 280 2005Stone House Upgrades Academic 17 268 2005
Renovations planned for next 5 years The list below includes renovations costing $ or moreBuilding name Purposes Assignable Square Feet Cost (000) YearUpton Hastings Residential 101 443 2011Robie Andrews Art Improve Academic 8 281 2011
Academic 53 450 2011Payson Smith 2nd/ 3rd Flr Up
Purposes
John Mitchell CenterUSM Parking Garage
Abromson CenterChild & Family CenterUpper Class HallLewiston Auburn Add 2Glickman OML Add
BioScience Wing
Standard 8: Physical and Technological Resources
Assignable Square feet (000)920 762
Wishcamper OLLI
Glickman Library
Hold for USM final FY 09 audited Financials
From INSITE Database
From INSITE Database
104 8
66
From k:\1.1 Active projects\3010-007 Accreditation Standard 8\Project 09-10.xlsx, FM Projects only, does not include any projects outside the following
USM construction project Charfield dept id 6765000, fc 18 & 28 OnlyIncludes Known Approved Projects
k:\1.1 Active projects\3008-013 FMEP review\1.00 Self-Study Information Booklet for Facilities Management\1.09 Engineering Support and Project
Management\1.09.3 Ten Year Project Completion Summary Only including in list Projects > $250,000
C:\Users\Echo Base\Documents\Work\Data Forms\Data First Jan 2011\2011-01-17 Standard 8 Physical Plant Data.completed.xlsx
134
DATAFIRSTFORMS
2 YEARS PRIOR
(FY 2008)
1 YEAR PRIOR
(FY 2009)MOST
RECENT YEAR
ASSETS
? CASH AND SHORT TERM INVESTMENTS $140 $2,659 $8,870 1799.3% 233.6%
? CASH HELD BY STATE TREASURER $0 $0 $0 - -
? DEPOSITS HELD BY STATE TREASURER $0 $0 $0 - -
? ACCOUNTS RECEIVABLE, NET $13,723 $10,922 $14,384 -20.4% 31.7%
? CONTRIBUTIONS RECEIVABLE, NET $1,748 $3,140 $1,650 79.6% -47.5%
? INVENTORY AND PREPAID EXPENSES $2,473 $2,793 $2,600 12.9% -6.9%
? LONG-TERM INVESTMENTS $23,926 $22,973 $25,453 -4.0% 10.8%
? LOANS TO STUDENTS $14,423 $12,962 $12,016 -10.1% -7.3%
? FUNDS HELD UNDER BOND AGREEMENT $3,220 $2,145 $1,290 -33.4% -39.9%
? PROPERTY, PLANT AND EQUIPMENT, NET $179,654 $181,593 $180,235 1.1% -0.7%
? OTHER ASSETS $594 $446 $411 -24.9% -7.8%
TOTAL ASSETS $239,901 $239,633 $246,909 -0.1% 3.0%
LIABILITIES
? ACCOUNTS PAYABLE AND ACCRUED LIABILITIES $16,680 $4,655 $5,062 -72.1% 8.7%
? DEFERRED REVENUE & REFUNDABLE ADVANCES $4,792 $5,596 $5,236 16.8% -6.4%
? DUE TO STATE $0 $0 $0 - -
? DUE TO AFFILIATES $9,376 $11,505 $13,236 22.7% 15.0%
? ANNUITY AND LIFE INCOME OBLIGATIONS $266 $278 $265 4.5% -4.7%
? AMOUNTS HELD ON BEHALF OF OTHERS $190 $218 $239 14.7% 9.6%
? LONG TERM DEBT $78,322 $73,008 $67,477 -6.8% -7.6%
? REFUNDABLE GOVERNMENT ADVANCES $11,688 $11,920 $11,739 2.0% -1.5%
? OTHER LONG-TERM LIABILITIES $0 $0 - -
TOTAL LIABILITIES $121,314 $107,180 $103,254 -11.7% -3.7%
NET ASSETS
UNRESTRICTED NET ASSETS
INSTITUTIONAL $102,747 $109,769 $121,866 6.8% 11.0%
? FOUNDATION - -
TOTAL $102,747 $109,769 $121,866 6.8% 11.0%
TEMPORARILY RESTRICTED NET ASSETS
INSTITUTIONAL $8,525 $15,610 $14,503 83.1% -7.1%
? FOUNDATION - -
TOTAL $8,525 $15,610 $14,503 83.1% -7.1%
PERMANENTLY RESTRICTED NET ASSETS
INSTITUTIONAL $7,315 $7,074 $7,286 -3.3% 3.0%
? FOUNDATION - -
TOTAL $7,315 $7,074 $7,286 -3.3% 3.0%
? TOTAL NET ASSETS $118,587 $132,453 $143,655 11.7% 8.5%
TOTAL LIABILITIES AND NET ASSETS $239,901 $239,633 $246,909 -0.1% 3.0%
Standard 9: Financial Resources
Percent Change 2 yrs-1 yr prior 1 yr-most recent
(Statement of Financial Position/Statement of Net Assets)
FISCAL YEAR ENDS month &day: (06/30)
135
UNIVERSITYOFSOUTHERNMAINESELFSTUDY2011
2 YEARS PRIOR
(FY 2009)
MOST RECENTLY COMPLETED YEAR
(FY2010)
CURRENT BUDGET (FY 2011)
NEXT YEAR FORWARD
(FY 2012)
TWO YEARS FORWARD
(FY 2013)
OPERATING REVENUES
? TUITION & FEES $69,855 $74,219 $77,477 $81,052 $84,793
? ROOM AND BOARD $13,467 $13,414 $13,994 $14,282 $14,639
? LESS: FINANCIAL AID ($12,178) ($14,916) ($16,000) ($15,000) ($15,000)
NET STUDENT FEES $71,144 $72,717 $75,471 $80,334 $84,432
? GOVERNMENT GRANTS & CONTRACTS $38,524 $43,149 $45,306 $46,666 $48,066
? PRIVATE GIFTS, GRANTS & CONTRACTS $7,926 $7,039 $7,391 $7,613 $7,841
? OTHER AUXILIARY ENTERPRISES $7,569 $8,275 $7,600 $7,828 $8,063
ENDOWMENT INCOME USED IN OPERATIONS $1,294 $872 $900 $900 $900
? OTHER REVENUE (specify): recovery of indirect costs $4,730 $4,920 $4,400 $4,840 $5,082
OTHER REVENUE (specify): sales and services $7,138 $6,296 $6,611 $6,941 $7,288
NET ASSETS RELEASED FROM RESTRICTIONS
TOTAL OPERATING REVENUES $138,325 $143,268 $147,679 $155,122 $161,672
OPERATING EXPENSES
? INSTRUCTION $59,322 $59,881 $60,000 $63,000 $66,150
? RESEARCH $16,407 $13,913 $14,330 $15,047 $15,799
? PUBLIC SERVICE $22,171 $22,805 $23,489 $24,664 $25,897
? ACADEMIC SUPPORT $19,104 $19,360 $19,000 $19,570 $20,157
? STUDENT SERVICES $11,352 $10,873 $9,800 $10,094 $10,397
? INSTITUTIONAL SUPPORT $11,346 $11,823 $16,200 $16,686 $17,187
FUNDRAISING AND ALUMNI RELATIONS
? OPERATION, MAINTENANCE OF PLANT (if not allocated) $11,489 $10,715 $11,700 $12,000 $12,500
? SCHOLARSHIPS & FELLOWSHIPS (Cash refunded by public institutions) $4,736 $5,801 $6,000 $6,000 $5,200
? AUXILIARY ENTERPRISES $17,968 $17,514 $17,500 $18,025 $18,566
? DEPRECIATION (if not allocated) $5,458 $5,790 $5,747 $6,227 $6,209
? OTHER EXPENSES (specify): $0 $0 $0 $0 $0
OTHER EXPENSES (specify):
TOTAL OPERATING EXPENDITURES $179,353 $178,475 $183,767 $191,313 $198,061
CHANGE IN NET ASSETS FROM OPERATIONS ($41,028) ($35,207) ($36,087) ($36,191) ($36,389)
NON OPERATING REVENUES
? STATE APPROPRIATIONS (NET) $44,459 $43,310 $41,243 $40,831 $40,420
? INVESTMENT RETURN $30 $185 $190 $190 $190
? INTEREST EXPENSE (public institutions) ($3,534) ($3,153) ($3,159) ($2,907) ($2,791)GIFTS, BEQUESTS & CONTRIBUTIONS NOT USED IN OPERATIONS $1,554 $1,329 $1,300 $1,300 $1,300
? OTHER (specify): State fiscal stabilization - ARRA $1,134 $2,396 $1,511 $0 $0
OTHER (specify): Support from System Office $260 $31 $31 $31 $31OTHER (specify):
NET NON OPERATING REVENUES $43,903 $44,098 $41,116 $39,445 $39,150
INCOME BEFORE OTHER REVENUES EXPENSES, GAINS, OR LOSSES $2,875 $8,891 $5,029 $3,254 $2,761
? CAPITAL APPROPRIATIONS (public institutions) $3,092 $599 $0 $2,375 $0
? OTHER - Additions to endowments $32 $32 $32 $32 $32
OTHER - Endowment income not used in operations ($3,139) $691 $700 $700 $700
OTHER - Capital transfers from System Office & gain on disposal ($714) $482 $0 $0 $0
OTHER - Capital grants and gifts $11,720 $507 $500 $500 $500
TOTAL INCREASE/DECREASE IN NET ASSETS $13,866 $11,202 $6,261 $6,861 $3,993
Standard 9: Financial Resources(Statement of Revenues and Expenses)
FISCAL YEAR ENDS month &day: (6/30)
136
DATAFIRSTFORMS
2 YEARS PRIOR
(FY 2009)
MOST RECENTLY
COMPLETED YEAR (FY 2010)
CURRENT BUDGET (FY 2011)
NEXT YEAR FORWARD
(FY 2012)
TWO YEARS FORWARD
(FY 2013)
DEBT
BEGINNING BALANCE $78,322 $73,008 $67,477 $64,472 $61,887
ADDITIONS $0 $0 $0 $0 $0
? REDUCTIONS ($5,314) ($5,531) ($3,005) ($2,585) ($2,695)
ENDING BALANCE $73,008 $67,477 $64,472 $61,887 $59,192
INTEREST PAID DURING FISCAL YEAR $3,534 $3,153 $3,159 $2,907 $2,791
CURRENT PORTION $3,361 $2,750 $2,755 $2,535 $2,434
BOND RATING See below See below See below See below See below
DEBT COVENANTS (PLEASE DESCRIBE):Debt consists of USM's share of bonds issued by the University of Maine System and related discounts and premiums, capital lease obligations, and loans obtained from the System Office.In September 2010, Standard & Poor's "affirmed it's 'AA- long-term rating and 'AA-' stand-alone credit profile rating on University of Maine System's revenue debt."
Standard 9: Financial Resources(Statement of Debt)
FISCAL YEAR ENDS month & day (6/30)
137
UNIVERSITYOFSOUTHERNMAINESELFSTUDY2011
2 YEARS PRIOR
(FY 2009)
MOST RECENTLY
COMPLETED YEAR (FY 2010)
CURRENT BUDGET (FY 20111)
NEXT YEAR FORWARD
(FY 2012)
TWO YEARS FORWARD
(FY 2013)
NET ASSETS
NET ASSETS BEGINNING OF YEAR $118,587 $132,453 $143,655 $149,916 $156,777
TOTAL INCREASE/DECREASE IN NET ASSETS $13,866 $11,202 $6,261 $6,861 $3,993
NET ASSETS END OF YEAR $132,453 $143,655 $149,916 $156,777 $160,769
FINANCIAL AID
SOURCE OF FUNDS
UNRESTRICTED INSTITUTIONAL $5,465 $5,877 $6,200 $6,500 $6,800
FEDERAL, STATE & PRIVATE GRANTS $10,392 $13,576 $14,000 $13,000 $13,000
RESTRICTED FUNDS $1,057 $1,264 $1,300 $1,325 $1,350
? TOTAL $16,914 $20,717 $21,500 $19,500 $19,800
% DISCOUNT OF TUITION & FEES 24.2% 27.9% 27.8% 24.1% 23.4%
? % UNRESTRICTED DISCOUNT 7.8% 7.9% 8.0% 8.0% 8.0%
Standard 9: Financial Resources
PLEASE INDICATE YOUR INSTITUTION'S ENDOWMENT SPENDING POLICY:
The expendable income objective for FY08 thru FY10 was 5%.
(Supplemental Data)
FISCAL YEAR ENDS month & day (6/30)
138
DATAFIRSTFORMS
Information Web addresses ? Print Publications ?
How can inquiries be made about the institution? Where can questions be addressed?
http://usm.maine.edu/admit/counselor.html; https://www.usm.maine.edu/admit/request.jsp; http://usm.maine.edu/contact.html
USM at a Glance and ChoseGrowDIscover
Notice of availability of publications and of audited financial statement or fair summary
http://usm.maine.edu/discover/http://www.maine.edu/system/oft/AnnualFinancialReports.php None
Institutional catalog http://usm.maine.edu/academic/ Only Online
Obligations and responsibilities of students and the institution
http://www.usm.maine.edu/catalogs/undergraduate/policies.htm#top; http://usm.maine.edu/ocs/policy.html
ChoseGrowDiscover
Information on admission and attendance
http://usm.maine.edu/admit/; http://usm.maine.edu/admit/howtoapply.html; http://usm.maine.edu/quicklook.pdf
USM at a Glance
Institutional mission and objectives http://usm.maine.edu/discover/mission.html ChoseGrowDiscover
Expected educational outcomeshttp://usm.maine.edu/catalogs/undergraduate/university.htm Engage and "Our Promise"
Requirements, procedures and policies re: admissions
http://usm.maine.edu/admit/academic_requirements.html; http://usm.maine.edu/admit/howtoapply.html None
Requirements, procedures and policies re: transfer credithttp://usm.maine.edu/catalogs/undergraduate/admission.htm#adSuccess-Transfer Student and
Transferring to USMStudent fees, charges and refund policies http://usm.maine.edu/buso/ USM at a Glance
Rules and regulations for student conducthttp://usm.maine.edu/ocs/ccommittee.htm University of Maine System
Student Conduct CodeOther information re: attending or withdrawing from the institution
http://www.usm.maine.edu/buso/ USM at a Glance
Academic programs http://usm.maine.edu/academic/ Engage
Courses currently offered
https://peportal.maine.edu/psp/PAPRD89_1/EMPLOYEE/CSPRDST/c/COMMUNITY_ACCESS.CLASS_SEARCH.GBL?dflt_inst=UMS06
Only Online and occasionally in student newspaper
Other available educational opportunities http://usm.maine.edu/outreach/ EngageOther academic policies and procedures http://usm.maine.edu/ocs/policy.html NoneRequirements for degrees and other forms of academic recognition
http://usm.maine.edu/catalogs/undergraduate/policies.htm None
List of current faculty, indicating department or program affiliation, distinguishing between full- and part-time, showing degrees held and institutions granting them
http://usm.maine.edu/catalogs/undergraduate/pdfs/administration.pdf http://usm.maine.edu/pres/staff
University Directory (contact info and titles only)
Names and positions of administrative officers
http://usm.maine.edu/pres/staff/ http://usm.maine.edu/catalogs/undergraduate/pdfs/administration.pdf
University Directory
Names and principal affiliations of members of the governing board http://www.maine.edu/board/board_membership.php?secNone
Locations and programs available at branch campuses, other instructional locations, and overseas operations at which students can enroll for a degree, along with a description of programs and services available at each location
http://usm.maine.edu/academic/
Engage
Programs, courses, services, and personnel not available in any given academic year.
NOT FOUND None
Size and characteristics of the student body http://usm.maine.edu/aboutusm.html#look ChoseGrowDiscoverDescription of the campus setting http://usm.maine.edu/discover/maps.html Engage
Availability of academic and other support serviceshttp://usm.maine.edu/success/ ChoseGrowDiscover, Engage,
and Success @ USMRange of co-curricular and non-academic opportunities available to students
http://www.usm.maine.edu/prov/faculty_resources/handbook/co-curriculum.htm Enage and Success @ USM
Institutional learning and physical resources from which a student can reasonably be expected to benefit
http://usm.maine.edu/studentlife/involve/ChoseGrowDiscover
Institutional goals for students' educationhttp://usm.maine.edu/catalogs/undergraduate/university.htm Engage
Standard 10: Public Disclosure
139
UNIVERSITYOFSOUTHERNMAINESELFSTUDY2011
Success of students in achieving institutional goals /including rates of retention and graduation and other
measure of student success appropriate to institutional mission. Passage rates for licensure exams, as appropriate
http://usm.maine.edu/inforeporting/student/reports/Graduate
USM at a Glance
Total cost of education, including availability of financial aid and typical length of study
http://usm.maine.edu/fin/; http://www.usm.maine.edu/admit/financial.html
USM at a Glance and ChoseGrowDiscover
Expected amount of student debt upon graduation http://www.usm.maine.edu/fin/manage.htm None
Statement about accreditation
http://www.usm.maine.edu/accreditation/ http://usm.maine.edu/catalogs/undergraduate/university.htm
None
140
DATAFIRSTFORMS
? PoliciesLast
Updated ?
Academy honesty 3/7/2003
3/7/2003
Intellectual property rights 5/21/2001
Conflict of interest 11/16/199810/02/1992
7/15/2008Privacy rights Unknown
Unknown3/13/2006
Fairness for students UnknownFairness for faculty UnknownFairness for staff UnknownAcademic freedom 2007
2007
Student Handbooks 9/22/2009Alcoholic Beverages 3/1/1999
Residence Hall Policies Unknown
Non-discrimination policies
Recruitment and admissions 11/2006
Employment 11/2006
1/1999
1/1999EvaluationDisciplinary action Various
Advancement 1/1999General Policies Varied
Concenting Relationships 1997
Law School UnknownDisabilities Unknown
Resolution of grievances
Students Unknown10/08/2009 New Policy on Student Complaints
www.muskie.usm.maine.edu/academics/students/policies.jsp
USM Provost
EEOEEO
http://mainelaw.maine.edu/student-services/career-services/n
http://www.usm.maine.edu/eeo/eeo_policies.html
http://www.usm.maine.edu/ocs/who_handles_violations_of.html
Maine Law School
http://www.maine.edu/system/usc/hipaa/index.phphttp://www.maine.edu/system/usc/hipaasp/index.php
http://www.maine.edu/pdf/patfacba.pdf
http://www.usm.maine.edu/hrs/policy/10113.html
http://www.usm.maine.edu/eeo/eeo_policies.html,
http://www.usm.maine.edu/eeo/eeo_policies.html
http://www.usm.maine.edu/eeo/eeo_policies.html
EEO
Bargaining Units
http://www.maine.edu/pdf/umpsacba.pdf
http://www.maine.edu/pdf/policecba.pdfhttp://www.maine.edu/pdf/afum07093.pdf
No general policy - per HR 11/5/2009http://www.maine.edu/pdf/coltcba.pdf
PATFA
USM President
AFUM
http://www.maine.edu/pdf/patfacba.pdf
http://www.usm.maine.edu/eeo/eeo_policies.html
http://www.usm.maine.edu/eeo/eeo_policies.html
http://www.usm.maine.edu/eeo/eeo_policies.html
http://www.maine.edu/pdf/smcba.pdf
http://www.maine.edu/pdf/afum07093.pdf
CAS
Responsible office or committee
URL where policy is posted
www.usm.maine.edu/ocs/policy.htm
www.maine.edu/system/policy_manual/policy_section209.php
www.muskie.usm.maine.edu/academics/students/policies.jsp
Office of Community Standards
UMS
UMS
Muskie
www.maine.edu/system/policy_manual/policy_section410.php
www.usm.maine.edu/cas/ferpa.htm
http://www.usm.maine.edu/ocs/who_handles_violations_of.html
UMS
USM HRS
USM Provost
UMS
www.usm.maine.edu/hrs/policy/1011.htmlwww.usm.maine.edu/prov/faculty_resources/handbook/conflict_of_interest.html
See Grievances, below
Office of Community Standards
See Grievances, below
Muskie
USM EEO
USM HRS
Office of Community Standards
USM HRS
USM HRS
http://usm.maine.edu/prov/faculty_resources/handbook/student_conduct.htm
http://www.usm.maine.edu/reslife/ResidenceHallPolicies.htm
USM Provost
Residential Life and Residential Education
Standard 11: Integrity
http://www.usm.maine.edu/~oassd OASSD
141
UNIVERSITYOFSOUTHERNMAINESELFSTUDY2011
Faculty 20072007
Staff 2009200920072007
Unrepresented Staff 11/1998
? OtherLast
Updated8/1/20065/30/20078/3/2007
Unknown
Spring 1999
Unknown
8/10/2007
9/1/20025/1/2001
9/26/1983
4/20071/2004
12/2007
Unknown4/200711/200610/2/20029/20045/21/200310/2001For AY 2009/2010
LAC
LACLACLACLAC
Office of Research ComplianceResearch Administration / Campus Environmental Office of Community LAC
Campus Counseling and Health
UMSOffice of Research ComplianceOffice of Research
Office of Community StandardsOffice of Community StandardsOffice of Community Standards
Office of Community StandardsOffice of Community StandardsUSM HRSUSM HRS
Office of Community Standards
Computing/ IT Services
LibrariesOffice of Community Standards
www.usm.maine.edu/lac/facultystaff/handbook.pdfwww.usm.maine.edu/lac/facultystaff/handbook.pdfwww.usm.maine.edu/lac/facultystaff/handbook.pdfwww.usm.maine.edu/lac/facultystaff/handbook.pdf
http://usm.maine.edu/ocs/samaritan.htmlwww.usm.maine.edu/lac/facultystaff/handbook.pdfwww.usm.maine.edu/lac/facultystaff/handbook.pdf
http://www.maine.edu/system/policy_manual/policy_section503.phphttp://www.usm.maine.edu/orc/irb/pdf/policies-and-procedures.pdfhttp://www.usm.maine.edu/orc/iacuc/pdf/IACUC_Policy.pdfhttp://www.usm.maine.edu/orc/ibc/pdf/Needs%20Work%2010-3-08%20IBC%20Policy-2007%20Revised-Final.pdf
http://usm.maine.edu/ocs/studentrights.html
http://usm.maine.edu/ocs/conduct.htmlhttp://usm.maine.edu/athletics/Services/handbook0708.pdf
http://www.usm.maine.edu/health/immunization.htm
http://www.usm.maine.edu/ocs/sexharasbroc08.pdfhttp://www.usm.maine.edu/hrs/policy/10112.htmlhttp://www.usm.maine.edu/hrs/policy/10118.html
http://usm.maine.edu/ocs/hivaidspolicy.html
LAC Tenure & PromotionLAC Peer Review LAC Mission StatementLAC Values and Faculty Handbook
RSCGood Samaritan PolicyLAC GovernanceLAC Instructional Credit
Hazing Policy
IRBIACUC
IBC
Student Rights
Conduct ProcessUSM Athletics Handbook
Immunization Requirements
Sexual Harassment PolicyTobacco/Smoking PolicyWeapons on Campus
HIV/AIDS Policy
Stalking and Relationship Abuse Policy
http://www.maine.edu/pdf/patfacba.pdf
Travel APL
http://usm.maine.edu/ocs/samaritan.html
http://usm.maine.edu/computing/policies/acceptableuse.jsp
http://library.usm.maine.edu/about/policies/conduct.html
http://usm.maine.edu/ocs/assaultpolicy.html
http://usm.maine.edu/ocs/rvspolicy.html
Good Samaritan Policy
Computer Usage PolicyUSM Libraries Expectation of Appropriate Conduct
Policy on Sexual Assault
http://www.maine.edu/pdf/umpsacba.pdf
http://www.maine.edu/pdf/VII-CPurchasingCards.pdfhttp://www.maine.edu/pdf/VII-http://www.maine.edu/pdf/IV-
UMS
UMS
AFUM
Responsible office or committeeRelevant URL or Publication
PATFA
Unions
http://www.maine.edu/pdf/afum07093.pdf
http://www.maine.edu/pdf/coltcba.pdf
http://www.maine.edu/pdf/smcba.pdfhttp://www.maine.edu/pdf/policecba.pdf
Purchasing Card APLPurchasing APL
UMS
UMS
Campus Counseling and Health
LAC
Health Services Patient's Bill of Rights
LAC (Includes all LAC Policies listed above)
http://usm.maine.edu/health/Patientbillofrights.htm
www.usm.maine.edu/lac/facultystaff/handbook.pdf
http://www.maine.edu/system/policy_manual/policy_section408.php
Appendix
2
APPENDIX
NEW ENGLAND ASSOCIATION OF SCHOOLS AND COLLEGESCOMMISSION ON INSTITUTIONS OF HIGHER EDUCATION
209 Burlington Road, Bedford, MA 01730Voice: (781) 271-0022 Fax: (781) 271-0950 Web: http://cihe.neasc.org
AFFIRMATION OF COMPLIANCE WITH FEDERAL REGULATIONS RELATING TO TITLE IV
Periodically, member institutions are asked to affirm their compliance with federal requirements relating to Title IV program participation, including relevant requirements of the Higher Education Opportunity Act.
1. Credit Transfer Policies. The institution’s policy on transfer of credit is publicly disclosed through its website and other relevant publications. The institution includes a statement of its criteria for transfer of credit earned at another institution of higher education along with a list of institutions with which it has articulation agreements. (CIHE Policy 95)
URLhttp://usm.maine.edu/catalogs/undergraduate/admission.htm#ad5http://maine.edu/prospective/transfer-articulation.php
Print Publications
2. Public Notification of an Evaluation Visit and Opportunity for Public Comment: The institution has made an appropriate and timely effort to notify the public of an upcoming comprehensive evaluation and to solicit comments. (CIHE Policy 77)
URLhttp://usm.maine.edu/accreditation/
Print PublicationsPortland Press Herald; Sun Journal (Lewiston); Gorham Times;USM Free Press
3. Student Complaints. “Policies on student rights and responsibilities, including grievance procedures, are clearly stated, well publicized and readily available, and fairly and consistently administered.” (Standards for Accreditation 6.15)
URLhttp://usm.maine.edu/catalogs/undergraduate/policies.htm#p40http://usm.maine.edu/catalogs/undergraduate/policies.htm#p39http://usm.maine.edu/ocs
Print Publications
“University of Maine System Student Conduct Code”
4. Distance and Correspondence Education: Verification of Student Identity: If the institution offers distance education or correspondence education, it has processes in place to establish that the student who registers in a distance education or correspondence education course or program is the same student who participates in and completes the program and receives the academic credit. . . .The institution protects student privacy and notifies students at the time of registration or enrollment of any projected additional student charges associated with the verification of student identity. (CIHE Policy 95)
Method(s) used for verification
All students have an individual ID number, which is used to ensure that students who register are the ones who receivesacademic credit. There are no additional charges associated withverification.
The undersigned affirms that the University of Southern Maine meets all federal requirements relating to Title IV program participation, including those enumerated above.
________________________________ ________________Chief Executive Officer Date
September 2010
2/8/2011
3
UNIVERSITYOFSOUTHERNMAINESELFSTUDY2011
E1a &E1b Forms
4
APPENDIX
Opt
iOn
E1:
pa
rt a
. in
vE
nt
Or
y O
f E
du
ca
tiO
na
l E
ffE
ct
ivE
nE
ss in
dic
at
Or
s
Ca
teg
or
y
(1)
Hav
e fo
rmal
le
arni
ng
outc
omes
bee
n de
velo
ped?
(2)
Whe
re a
re th
ese
lear
ning
out
com
es p
ublis
hed?
(ple
ase
spec
ify)
Incl
ude
UR
Ls w
here
app
ropr
iate
.
(3)
Oth
er th
an G
PA,
wha
t dat
a/ev
iden
ce
is u
sed
to d
eter
min
e th
at g
radu
ates
hav
e ac
hiev
ed th
e st
ated
ou
tcom
es fo
r the
de-
gree
? (e
.g.,
caps
tone
co
urse
, por
tfolio
re
view
, lic
ensu
re
exam
inat
ion)
(4)
Who
inte
rpre
ts th
e ev
iden
ce?
Wha
t is t
he
proc
ess?
(e.g
. ann
ually
by
the
curr
icul
um c
omm
it-te
e)
(5)
Wha
t cha
nges
hav
e be
en m
ade
as a
re
sult
of u
sing
the
data
/evi
denc
e?
(6)
Dat
e of
mos
t re
cent
pro
gram
re
view
(for
ge
nera
l edu
catio
n an
d ea
ch d
egre
e pr
ogra
m)
USM
Gen
eral
Edu
ca-
tion
Yes
USM
Cor
e:ht
tp:/
/blo
gs.u
sm.m
aine
.edu
/cor
e/fo
r-fa
cult
y/;
Lew
isto
n C
omm
on C
ore
(LC
C):
http
://u
sm.m
aine
.edu
/lac
/com
mon
core
/
Hon
ors:
http
://b
logs
.usm
.mai
ne.e
du/h
onor
s/ou
r-co
urse
s/
Abb
revi
atio
n ke
y:C
CC
= C
ore
Cur
ricul
um C
omm
ittee
GEC
= G
ener
al E
duca
tion
Cou
ncil
HFC
= H
onor
s Fac
ulty
Cou
ncil
Cap
ston
e co
urse
s;
NSS
E; c
ours
e as
sess
men
t for
ms;
on
-line
que
stio
n-na
ires;
facu
lty fo
cus
grou
ps; p
ossi
ble
pilo
ting
of C
olle
-gi
ate
Lear
ning
As-
sess
men
t beg
inni
ng
Fa ’1
0 or
Fa
’11;
po
rtfol
io (L
CC
)
USM
Cor
e: a
nnua
lly
by C
CC
, rep
orts
to
GEC
and
Fac
ulty
Se
nate
LCC
: ann
ually
by
LCC
com
mitt
ee to
co
llege
facu
lty a
nd
GEC
Hon
ors:
ann
ually
by
HFC
to G
EC a
nd
Fac.
Sen
ate
USM
Cor
e: R
evi-
sion
of o
utco
mes
for
all c
ompo
nent
s per
Fa
culty
Sen
ate
mo-
tion
and
appr
oved
by
Fac
ulty
Sen
ate
in S
p 20
09 a
nd S
p 20
10
LCC
: rev
isio
n of
st
uden
t abi
litie
s st
atem
ents
; cre
atio
n of
cou
rse-
leve
l as
sign
men
ts/a
sses
s-m
ents
Hon
ors:
Rev
i-si
ons o
f Hon
101
to b
ette
r mee
t the
20
09 E
YE
requ
ire-
men
ts a
nd re
visi
on
to H
on10
5D a
fter
asse
ssm
ent o
f 200
9 pi
lot c
ours
e
USM
Cor
e: 2
009
revi
ew o
f EY
E pr
ogra
m; f
ull
prog
ram
revi
ew
sche
dule
tba
afte
r 20
11 im
plem
en-
tatio
n
LCC
:A
pril
2009
Hon
ors:
May
20
09 in
the
annu
al H
onor
s Fa
culty
Cou
ncil
retre
at.
5
UNIVERSITYOFSOUTHERNMAINESELFSTUDY2011
Bio
logy
(MS)
No
Not
revi
ewed
(s
tarte
d in
Fal
l 20
03)
Che
mis
try (B
A)
The
Dep
art-
men
t fol
low
s th
e Am
eric
an
Che
mis
try
Soci
ety’
s “D
e-gr
ee P
rogr
am
Gui
delin
es”,
w
hich
incl
udes
a
list o
f stu
-de
nt sk
ills
http
://p
orta
l.acs
.org
:80/
port
al/P
ublic
Web
Site
/abo
ut/
gove
rnan
ce/c
omm
itte
es/t
rain
ing/
acsa
ppro
ved/
degr
ee-
prog
ram
/WPC
P_00
8491
Seni
or c
apst
one
cour
se is
requ
ired;
un
derg
radu
ate
rese
arch
is e
xpec
ted
but n
ot re
quire
d,
and
stud
ents
wor
k-in
g in
facu
lty la
bs
are
enco
urag
ed to
pr
esen
t res
ults
at
natio
nal,
regi
onal
an
d lo
cal m
eetin
gs
of th
e Am
eric
an
Che
mis
try S
oci-
ety
and
at U
SM’s
Th
inki
ng M
atte
rs
conf
eren
ce.
The
depa
rtmen
t sh
ares
act
iviti
es o
n gr
adua
tes’
activ
i-tie
s pos
t gra
duat
ion.
Th
e de
partm
ent i
s bu
ildin
g a
rela
tiona
l da
taba
se to
qua
ntify
st
uden
t ach
ieve
men
t, an
d it
cont
ains
in
form
atio
n ab
out t
he
stud
ents
’ ide
ntiti
es,
maj
ors,
pres
enta
-tio
ns, c
o-au
thor
ed
publ
icat
ions
, sum
mer
re
sear
ch a
ctiv
ities
, in-
tern
ship
s, an
d jo
bs o
r gr
adua
te sc
hool
s.
The
depa
rtmen
t has
en
deav
ored
to c
on-
vert
all l
ab c
ours
es
into
rese
arch
bas
ed
labs
, bec
ause
of
data
indi
catin
g th
at
invo
lvem
ent i
n un
derg
rad
rese
arch
is
the
sing
le m
ost
influ
entia
l fac
tor
in st
imul
atin
g a
stud
ent t
o pu
rsue
a
STEM
car
eer.
1999
-200
0
Che
mis
try (B
S)
The
Dep
art-
men
t fol
low
s th
e Am
eric
an
Che
mis
try
Soci
ety’
s “D
e-gr
ee P
rogr
am
Gui
delin
es”,
w
hich
incl
udes
a
list o
f stu
-de
nt sk
ills
http
://p
orta
l.acs
.org
:80/
port
al/P
ublic
Web
Site
/abo
ut/
gove
rnan
ce/c
omm
itte
es/t
rain
ing/
acsa
ppro
ved/
degr
ee-
prog
ram
/WPC
P_00
8491
Seni
or c
apst
one
cour
se is
requ
ired;
un
derg
radu
ate
rese
arch
is e
xpec
ted
but n
ot re
quire
d,
and
stud
ents
wor
k-in
g in
facu
lty la
bs
are
enco
urag
ed to
pr
esen
t res
ults
at
natio
nal,
regi
onal
an
d lo
cal m
eetin
gs
of th
e Am
eric
an
Che
mis
try S
oci-
ety
and
at U
SM’s
Th
inki
ng M
atte
rs
conf
eren
ce.
The
depa
rtmen
t sh
ares
act
iviti
es o
n gr
adua
tes’
activ
i-tie
s pos
t gra
duat
ion.
Th
e de
partm
ent i
s bu
ildin
g a
rela
tiona
l da
taba
se to
qua
ntify
st
uden
t ach
ieve
men
t, an
d it
cont
ains
in
form
atio
n ab
out t
he
stud
ents
’ ide
ntiti
es,
maj
ors,
pres
enta
-tio
ns, c
o-au
thor
ed
publ
icat
ions
, sum
mer
re
sear
ch a
ctiv
ities
, in-
tern
ship
s, an
d jo
bs o
r gr
adua
te sc
hool
s.
The
depa
rtmen
t has
en
deav
ored
to c
on-
vert
all l
ab c
ours
es
into
rese
arch
bas
ed
labs
, bec
ause
of
data
indi
catin
g th
at
invo
lvem
ent i
n un
derg
rad
rese
arch
is
the
sing
le m
ost
influ
entia
l fac
tor
in st
imul
atin
g a
stud
ent t
o pu
rsue
a
STEM
car
eer.
1999
-200
0
6
APPENDIX
Col
lege
of A
rts &
Sc
ienc
esA
mer
ican
and
N
ew E
ngla
nd
Stud
ies (
MA
)
No
2009
-201
0
Art
Educ
atio
n (B
A)
Yes
In th
e de
pt’s
200
4 se
lf st
udy
Seni
or se
min
ar
caps
tone
Pa
rt tim
e an
d fu
ll tim
e fa
culty
revi
ew
stud
ent p
ortfo
lios a
nd
rate
them
on
scal
e of
1-1
0 ba
sed
on
unde
rsta
ndin
g of
vi
sual
ele
men
ts a
nd
prin
cipl
es (p
assi
ng
scor
e <
6).
Cur
ricul
um is
ad-
just
ed a
s nee
ded
to
mee
t pro
gram
goa
ls
mor
e ef
fect
ivel
y.
2004
Art
(BA
)Ye
sIn
the
dept
’s 2
004
self
stud
yA
por
tfolio
is
requ
ired
for a
c-ce
ptan
ce in
to th
e st
udio
pro
gram
. The
co
ncen
tratio
n in
Art
His
tory
has
a se
nior
se
min
ar c
apst
one
cour
se.
Part
time
and
full
time
facu
lty re
view
st
uden
t por
tfolio
s and
ra
te th
em o
n sc
ale
of 1
-10
base
d on
un
ders
tand
ing
of
visu
al e
lem
ents
and
pr
inci
ples
(pas
sing
sc
ore
< 6)
.
Cur
ricul
um is
ad-
just
ed a
s nee
ded
to
mee
t pro
gram
goa
ls
mor
e ef
fect
ivel
y.
2004
Art
(BFA
)Ye
sIn
the
dept
’s 2
004
self
stud
yA
por
tfolio
is
requ
ired
for a
ccep
-ta
nce
into
the
stud
io
prog
ram
, plu
s stu
-de
nts t
ake
a se
nior
se
min
ar c
apst
one.
Se
nior
exh
ibiti
ons
are
requ
ired.
Facu
lty a
nd o
utsi
de
revi
ewer
s crit
ique
st
uden
t exh
ibiti
ons
Cur
ricul
um is
ad-
just
ed a
s nee
ded
to
mee
t pro
gram
goa
ls
mor
e ef
fect
ivel
y.
2004
Bio
logy
(BA
)N
o20
02
7
UNIVERSITYOFSOUTHERNMAINESELFSTUDY2011
Bio
chem
istry
(BS)
Th
e D
epar
t-m
ent f
ollo
ws
the A
mer
ican
C
hem
istry
So
ciet
y’s “
De-
gree
Pro
gram
G
uide
lines
”,
whi
ch in
clud
es
a lis
t of s
tu-
dent
skill
s
http
://p
orta
l.acs
.org
:80/
port
al/P
ublic
Web
Site
/abo
ut/
gove
rnan
ce/c
omm
itte
es/t
rain
ing/
acsa
ppro
ved/
degr
ee-
prog
ram
/WPC
P_00
8491
Seni
or c
apst
one
cour
se is
requ
ired;
un
derg
radu
ate
rese
arch
is e
xpec
ted
but n
ot re
quire
d,
and
stud
ents
wor
k-in
g in
facu
lty la
bs
are
enco
urag
ed to
pr
esen
t res
ults
at
natio
nal,
regi
onal
an
d lo
cal m
eetin
gs
of th
e Am
eric
an
Che
mis
try S
oci-
ety
and
at U
SM’s
Th
inki
ng M
atte
rs
conf
eren
ce.
The
depa
rtmen
t sh
ares
act
iviti
es o
n gr
adua
tes’
activ
i-tie
s pos
t gra
duat
ion.
Th
e de
partm
ent i
s bu
ildin
g a
rela
tiona
l da
taba
se to
qua
ntify
st
uden
t ach
ieve
men
t, an
d it
cont
ains
in
form
atio
n ab
out t
he
stud
ents
’ ide
ntiti
es,
maj
ors,
pres
enta
-tio
ns, c
o-au
thor
ed
publ
icat
ions
, sum
mer
re
sear
ch a
ctiv
ities
, in-
tern
ship
s, an
d jo
bs o
r gr
adua
te sc
hool
s.
The
depa
rtmen
t has
en
deav
ored
to c
on-
vert
all l
ab c
ours
es
into
rese
arch
bas
ed
labs
, bec
ause
of
data
indi
catin
g th
at
invo
lvem
ent i
n un
derg
rad
rese
arch
is
the
sing
le m
ost
influ
entia
l fac
tor
in st
imul
atin
g a
stud
ent t
o pu
rsue
a
STEM
car
eer.
Not
revi
ewed
Com
mun
icat
ion
(BA
) N
oTh
e pr
ogra
m
requ
ires a
cap
ston
e se
nior
sem
inar
co
urse
.
June
200
3
Med
ia S
tudi
es
(BA
) N
oSe
nior
s mus
t co
mpl
ete
a se
nior
pr
ojec
t and
serv
ice
lear
ning
pra
ctic
um.
June
200
3
Cre
ativ
e W
ritin
g (M
FA)
No
Nev
er (p
rogr
am
star
ted
in 2
003-
2004
)
Crim
inol
ogy
(BA
) N
oFa
ll 20
00
Econ
omic
s (B
A)
No
1999
-200
0
Econ
omic
s (B
S)
No
1999
-200
0
8
APPENDIX
Engl
ish
(BA
) Ye
sIn
the
unde
rgra
duat
e ca
talo
g:
http
://u
sm.m
aine
.edu
/cat
alog
s/un
derg
radu
ate/
pdfs
/en
glis
h.pd
f
http
://u
sm.m
aine
.edu
/eng
/col
lege
writ
ing.
htm
l
For C
olle
ge W
ritin
g co
urse
s, th
e co
llege
w
ritin
g co
mm
ittee
pe
riodi
cally
col
-le
cts a
ssig
nmen
ts
and
stud
ent p
aper
s ac
ross
all
sect
ions
an
d re
ads p
aper
s to
geth
er w
ith c
ours
e ou
tcom
es a
nd d
ept
grad
ing
crite
ria.
Seni
or se
min
ar
serv
es a
s the
cap
-st
one
cour
se.
The
Writ
ing
min
or
has a
thes
is c
ompo
-ne
nt th
at re
quire
s su
bmis
sion
of a
w
ritin
g po
rtfol
io, r
e-vi
ewed
and
ass
esse
d by
the
Cre
ativ
e W
ritin
g fa
culty
.
The
Cur
ricul
um
Com
mitt
ee re
gula
rly
revi
ews a
ll co
urse
of-
ferin
gs to
ens
ure
that
ca
talo
g de
scrip
tions
an
d co
urse
sylla
bi a
re
com
men
sura
te.
The
dept
has
ad
just
ed th
e cu
toff
SAT
scor
e fo
r de
term
inin
g w
hich
co
llege
writ
ing
cour
se is
app
ropr
i-at
e fo
r stu
dent
s.
2000
-200
1
Fren
ch (B
A)
2002
-200
3
9
UNIVERSITYOFSOUTHERNMAINESELFSTUDY2011
Geo
grap
hy-A
n-th
ropo
logy
(BA
)Ye
sIn
cou
rse
sylla
bi
1. T
he d
ept s
trong
ly
enco
urag
es st
uden
ts
to p
rese
nt th
eir
rese
arch
pro
duct
s at
Thi
nkin
g M
atte
rs
and
othe
r reg
iona
l or
nat
iona
l con
fer-
ence
s. So
me
cour
ses
requ
ire p
artic
ipat
ion
in T
hink
ing
Mat
ters
. 2.
Fin
al re
ports
fr
om in
tern
ship
s. C
omm
ents
are
so
licite
d fr
om
inte
rnsh
ip su
perv
i-so
rs to
ens
ure
that
st
uden
ts p
artic
ipat
ed
in p
roje
cts t
o th
e sa
tisfa
ctio
n of
the
agen
cy.
3. S
tude
nts a
re
enco
urag
ed to
ap
ply
for r
esea
rch
assi
stan
tshi
ps to
co
llabo
rate
with
fa
culty
with
ext
er-
nal f
undi
ng.
4. C
o au
thor
ship
on
conf
eren
ce p
aper
s or
pub
licat
ions
Facu
lty a
dvis
ors
wor
k cl
osel
y w
ith
stud
ents
to e
nsur
e st
uden
ts a
re m
eetin
g th
e de
pt’s
lear
ning
ou
tcom
es; f
ac-
ulty
revi
se th
eir o
wn
cour
ses;
facu
lty p
ar-
ticip
ate
in c
urric
ulum
re
visi
on d
iscu
ssio
ns
The
dept
cha
nged
th
e re
sear
ch w
ritin
g re
quire
men
t to
incl
ude
subm
issi
on
of p
oste
rs o
r rep
orts
in
add
ition
to a
re
sear
ch p
aper
2001
-200
2
Geo
scie
nces
(BA
) N
o20
00-2
001
Geo
scie
nces
(BS)
N
o20
00-2
001
His
tory
(BA
) Ye
s, bu
t the
fa
culty
cal
l th
em le
arni
ng
obje
ctiv
es
In th
e ca
talo
gue
unde
r the
des
crip
tion
of th
e H
isto
ry m
ajor
: ht
tp:/
/usm
.mai
ne.e
du/c
atal
ogs/
unde
rgra
duat
e/pd
fs/h
is-
tory
Cap
ston
e co
urse
Not
eva
luat
edN
/AJu
ly 2
001
Ling
uist
ics (
BA
) In
pro
gres
s (2
009-
2010
)
10
APPENDIX
Mat
hem
atic
s (B
A)
Yes
In th
e de
pt’s
self
stud
y, 2
008
(pp.
4-5
)N
one
No
answ
er p
rovi
ded
No
answ
er p
rovi
ded
2008
-200
9
Stat
istic
s (M
S)
No
Sprin
g 20
09
Mus
ic (B
A)
Yes
In th
e un
derg
radu
ate
cata
log:
htt
p://
usm
.mai
ne.e
du/c
atal
ogs/
unde
rgra
duat
e/pd
fs/m
usic
Stud
ents
com
plet
e a
caps
tone
fina
l pro
j-ec
t in
the
Sem
inar
in
Mus
ic H
isto
ry.
Scho
ol o
f Mus
ic
facu
lty re
view
st
uden
t per
form
ance
in
cou
rses
dur
ing
advi
sing
sess
ions
.
In th
e pr
oces
s of
impl
emen
ting
a ne
w
curr
icul
um to
bet
ter
serv
e st
uden
ts a
nd
mor
e ef
fect
ivel
y al
ign
with
the
new
ge
nera
l edu
catio
n cu
rric
ulum
2001
Mus
ic P
erfo
r-m
ance
(BM
)Ye
sIn
the
unde
rgra
duat
e ca
talo
g: h
ttp:
//us
m.m
aine
.edu
/cat
alog
s/un
derg
radu
ate/
pdfs
/mus
ic.p
dfJu
ried
perf
orm
ance
ev
alua
tions
, and
ca
psto
ne in
stru
men
-ta
l or v
ocal
per
for-
man
ce re
cita
ls
Scho
ol o
f Mus
ic
facu
lty re
view
st
uden
t per
form
ance
in
cou
rses
dur
ing
advi
sing
sess
ions
. A
sses
smen
t of p
er-
form
ance
out
com
es
is c
ompl
eted
eac
h se
mes
ter a
t the
jurie
d pe
rfor
man
ce e
valu
a-tio
ns. D
urin
g ju
nior
an
d se
nior
yea
rs,
Mus
ic fa
culty
ass
ess
perf
orm
ance
reci
tals
. C
urric
ulum
revi
ew
occu
rs re
gula
rly a
nd
with
add
ed e
mph
asis
si
nce
2008
.
In th
e pr
oces
s of
impl
emen
ting
a ne
w
curr
icul
um to
bet
ter
serv
e st
uden
ts a
nd
mor
e ef
fect
ivel
y al
ign
with
the
new
ge
nera
l edu
catio
n cu
rric
ulum
2001
Mus
ic (M
M)
Yes
In th
e gr
adua
te c
atal
og:
http
://u
sm.m
aine
.edu
/cat
alog
s/gr
adua
te/p
dfs/
mus
ic.p
dfC
apst
one
prof
es-
sion
al p
ortfo
lio
or th
esis
(mus
ic
educ
atio
n on
ly),
caps
tone
reci
tal (
all
area
s sav
e m
usic
ed
ucat
ion)
, com
-pr
ehen
sive
exa
m a
s ne
cess
ary
Scho
ol o
f Mus
ic
facu
lty re
view
st
uden
t per
form
ance
in
cou
rses
dur
ing
advi
sing
sess
ions
. C
urric
ulum
revi
ew
occu
rs a
s nec
essa
ry.
Non
e to
dat
eN
ever
(las
t Mus
ic
revi
ew in
200
1 oc
curr
ed b
efor
e pr
ogra
m st
arte
d)
11
UNIVERSITYOFSOUTHERNMAINESELFSTUDY2011
Mus
ic E
duca
tion
(BM
) Ye
sIn
the
unde
rgra
duat
e ca
talo
g: h
ttp:
//us
m.m
aine
.edu
/cat
alog
s/un
derg
radu
ate/
pdfs
/mus
ic.p
df a
nd in
the
Mus
ic E
duca
tion
Stud
ent T
each
ing
Han
dboo
k:ht
tp:/
/usm
.mai
ne.e
du/c
ehd/
MD
OE/
Mus
ic%
20Ed
ucat
ion/
Prog
ram
%20
Doc
umen
ts/M
UE_
Stud
_tea
ch_h
andb
k_08
09.
Jurie
d pe
rfor
-m
ance
eva
luat
ions
; ca
psto
ne in
stru
-m
enta
l or v
ocal
pe
rfor
man
ce re
cita
l; pa
ssed
the
Prax
is
I Rea
ding
, Writ
ing
and
Mat
hem
atic
s ex
am w
ith a
scor
e ≥
526;
pas
sed
the
Prax
is II
Mus
ic
Con
tent
Kno
wle
dge
exam
with
a sc
ore
≥ 15
1; c
apst
one
portf
olio
pro
ject
in
EDU
324
(Stu
dent
Te
achi
ng)
Scho
ol o
f Mus
ic
facu
lty re
view
stu-
dent
per
form
ance
in
cour
ses d
urin
g ad
vis-
ing
sess
ions
. Dur
ing
the
seni
or y
ear,
Mu-
sic
facu
lty a
sses
s the
vo
cal o
r ins
trum
enta
l pe
rfor
man
ce re
cita
l. Pr
ior t
o ad
mis
sion
to
stud
ent t
each
ing,
M
usic
Edu
catio
n fa
c-ul
ty re
view
aca
dem
ic
reco
rds a
nd te
st
scor
es. D
urin
g an
d af
ter s
tude
nt te
ach-
ing,
Mus
ic E
d fa
culty
re
view
all
evid
ence
.
In th
e pr
oces
s of
impl
emen
ting
a ne
w
curr
icul
um to
bet
ter
serv
e st
uden
ts, a
lign
with
Mai
ne D
ept o
f Ed
ucat
ion
Mus
ic
Educ
ator
lice
nse,
an
d m
ore
effe
ctiv
ely
alig
n w
ith th
e ne
w
gene
ral e
duca
tion
curr
icul
um
Sprin
g 20
09
Philo
soph
y (B
A)
Yes
In th
e un
derg
radu
ate
cata
log;
htt
p://
usm
.mai
ne.e
du/c
atal
ogs/
unde
rgra
duat
e/pd
fs/p
hilo
soph
y.pd
f1.
The
dep
artm
ent
requ
ires a
cap
ston
e se
min
ar (P
HI 4
00),
2. T
he d
ept e
ncou
r-ag
es b
ut d
oes n
ot
requ
ire c
ompl
etio
n of
an
unde
rgra
duat
e th
esis
.
1. S
tude
nts e
nrol
led
in th
e ca
psto
ne se
mi-
nar a
re g
rade
d by
the
inst
ruct
or.
2. A
ll fa
culty
atte
nd-
ing
a st
uden
t’s th
esis
de
fens
e ev
alua
te th
e th
esis
.
Unt
il 20
09-1
0,
the
dept
requ
ired
com
plet
ion
of a
th
esis
for s
tude
nts
grad
uatin
g w
ith
hono
rs in
Phi
loso
-ph
y. T
hey
disc
on-
tinue
d th
e po
licy
beca
use
stud
ents
de
laye
d gr
adua
-tio
n to
com
plet
e th
e th
esis
, whi
ch
ofte
n re
quire
s mor
e tim
e th
an e
xpec
ted.
W
hile
the
dept
ac
tivel
y en
cour
-ag
es c
ompl
etio
n of
th
e th
esis
, it i
s no
long
er a
con
ditio
n fo
r gra
duat
ing
with
ho
nors
.
2002
-200
3
12
APPENDIX
Phys
ics (
BA
) N
oIn
itiat
ed 2
004-
2005
but
not
co
mpl
eted
due
to
bud
get c
uts;
pr
evio
us re
view
: 20
02-0
3Po
litic
al S
cien
ce
(BA
) 19
99-2
000
Soci
al W
ork
(BSW
) Ye
sN
ewly
revi
sed
Educ
atio
nal P
olic
y an
d A
ccre
dita
tion
Stan
dard
s pu
blis
hed
at h
ttp:
//ww
w.cs
we.o
rg/F
ile.a
spx?
id=1
3780
Soci
al W
ork
grad
u-at
es ta
ke a
nat
iona
l lic
ensu
re e
xam
to
prac
tice
at o
ne o
r m
ore
leve
ls o
f lic
en-
sure
. The
Ass
ocia
-tio
n of
Soc
ial W
ork
Boa
rds o
f Lic
ensu
re
publ
ish
pass
resu
lts
of th
e ex
am fo
r ea
ch p
rogr
am a
nd
natio
nally
.
At t
he se
cond
facu
lty
mee
ting
each
fall,
th
e fa
culty
dis
cuss
da
ta p
rovi
ded
in th
e D
irect
or’s
Ann
ual
Ass
essm
ent R
epor
t, w
hich
incl
udes
dat
a fo
r out
com
es e
valu
-at
ion
com
plet
ed b
y co
mm
unity
-bas
ed
field
wor
k in
stru
ctor
s at
the
end
of st
uden
ts’
final
sem
este
r. Su
g-ge
sted
cha
nges
are
re
ferr
ed to
the
ap-
prop
riate
cur
ricul
um
com
mitt
ee fo
r fur
ther
ac
tion.
Stru
ctur
al
chan
ges a
re re
ferr
ed
to th
e D
irect
or a
nd
Prog
ram
Coo
rdin
a-to
rs fo
r fur
ther
act
ion.
D
ata
on li
cens
ure
are
repo
rted
to fa
culty
up
on re
ceip
t.
Bas
ed o
n an
nual
ev
alua
tion
data
, th
e fa
culty
hav
e cl
arifi
ed th
e fo
cus i
n sp
ecifi
ed c
ours
e ob
-je
ctiv
es, a
dded
new
co
nten
t mat
eria
l to
cour
ses,
adju
sted
co
urse
sequ
enci
ng
to p
rovi
de a
mor
e lo
gica
l flow
of
cour
se c
onte
nt, a
nd
adde
d ne
w d
evel
op-
men
ts in
the
prof
es-
sion
(e.g
., ev
iden
ce
base
d pr
actic
e) to
co
urse
s.
Janu
ary
2004
13
UNIVERSITYOFSOUTHERNMAINESELFSTUDY2011
Soci
al W
ork
(MSW
) Ye
sN
ewly
revi
sed
Educ
atio
nal P
olic
y an
d A
ccre
dita
tion
Stan
dard
s pu
blis
hed
at h
ttp:
//ww
w.cs
we.o
rg/F
ile.a
spx?
id=1
3780
Soci
al W
ork
grad
u-at
es ta
ke a
nat
iona
l lic
ensu
re e
xam
to
prac
tice
at o
ne o
r m
ore
leve
ls o
f lic
en-
sure
. The
Ass
ocia
-tio
n of
Soc
ial W
ork
Boa
rds o
f Lic
ensu
re
publ
ish
pass
resu
lts
of th
e ex
am fo
r ea
ch p
rogr
am a
nd
natio
nally
.
At t
he se
cond
facu
lty
mee
ting
each
fall,
th
e fa
culty
dis
cuss
da
ta p
rovi
ded
in th
e D
irect
or’s
Ann
ual
Ass
essm
ent R
epor
t, w
hich
incl
udes
dat
a fo
r out
com
es e
valu
-at
ion
com
plet
ed b
y co
mm
unity
-bas
ed
field
wor
k in
stru
ctor
s at
the
end
of st
uden
ts’
final
sem
este
r. Su
g-ge
sted
cha
nges
are
re
ferr
ed to
the
ap-
prop
riate
cur
ricul
um
com
mitt
ee fo
r fur
ther
ac
tion.
Stru
ctur
al
chan
ges a
re re
ferr
ed
to th
e D
irect
or a
nd
Prog
ram
Coo
rdin
a-to
rs fo
r fur
ther
act
ion.
D
ata
on li
cens
ure
are
repo
rted
to fa
culty
up
on re
ceip
t.
Bas
ed o
n an
nual
ev
alua
tion
data
, th
e fa
culty
hav
e cl
arifi
ed th
e fo
cus i
n sp
ecifi
ed c
ours
e ob
-je
ctiv
es, a
dded
new
co
nten
t mat
eria
l to
cour
ses,
chan
ged
an
elec
tive
cour
se th
at
is n
ow re
quire
d in
th
e M
SW c
urric
u-lu
m, a
djus
ted
cour
se
sequ
enci
ng to
pr
ovid
e a
mor
e lo
gi-
cal fl
ow o
f cou
rse
cont
ent,
and
adde
d ne
w d
evel
opm
ents
in
the
prof
essi
on
(e.g
., ev
iden
ce
base
d pr
actic
e) to
co
urse
s.
Aug
ust 2
007
14
APPENDIX
Soci
olog
y (B
A)
Yes
In th
e de
pt’s
pol
icie
s and
pro
cedu
res
Non
eFa
culty
who
teac
h th
e sa
me
cour
ses m
eet
to d
evel
op g
oals
and
di
scus
s stu
dent
wor
k.
Facu
lty h
ave
chan
ged
cour
se
goal
s.
2001
-200
2
Thea
tre (B
A)
Yes
In th
e de
pt’s
inte
rnal
doc
umen
tsIn
all
desi
gn a
nd
perf
orm
ance
co
urse
s, ev
alua
tion
occu
rs fr
eque
ntly
an
d un
iform
ly in
th
e fo
rm o
f in
clas
s pr
esen
tatio
ns th
at
are
peer
crit
ique
d an
d fa
culty
gra
ded.
Facu
lty a
nd st
aff
eval
uate
stud
ent
prog
ress
at m
ile-
ston
es d
urin
g th
e st
uden
t’s p
rogr
ess
tow
ard
grad
uatio
n.
Mile
ston
es in
clud
e:
soph
omor
e an
d se
nior
inte
rvie
ws,
com
mitt
ee (3
per
-so
ns) e
valu
atio
n of
in
depe
nden
t pro
ject
s an
d in
tern
ship
s, an
d ev
alua
tion
of a
ll pr
oduc
tion
assi
gn-
men
ts.
Impl
emen
ted
chan
g-es
to th
e B
A T
heat
re
requ
irem
ents
2009
-201
0 (in
pr
ogre
ss)
Self-
Des
igne
d M
ajor
s:C
lass
ical
Hum
ani-
ties (
BA
)N
oSp
ring
2010
Cla
ssic
al S
tudi
es
(BA
) N
oSp
ring
2010
15
UNIVERSITYOFSOUTHERNMAINESELFSTUDY2011
Fore
ign
Lang
uag-
es (B
A)
Sprin
g 20
10
Fren
ch S
tudi
es
(BA
) Sp
ring
2010
Gen
eral
Sci
ence
(B
A)
No
Sprin
g 20
10
Ger
man
Stu
dies
(B
A)
Sprin
g 20
10
His
pani
c St
udie
s (B
A)
Sprin
g 20
10
Inte
rnat
iona
l Stu
d-ie
s (B
A)
No
Sprin
g 20
10
Rus
sian
Stu
dies
(B
A)
Sprin
g 20
10
Soci
al S
cien
ce
(BA
) N
o20
04
16
APPENDIX
App
lied
Scie
nce,
E
ngin
eeri
ng &
Te
chno
logy
Envi
ronm
enta
l Sa
fety
& H
ealth
(B
S)
Info
rmal
ly,
how
ever
, C
urric
ulum
fo
llow
s AB
ET
and
Hea
lth &
Sa
fety
pro
fes-
sion
al so
ciet
y re
com
men
da-
tions
http
://w
ww.u
sm.m
aine
.edu
/esd
/deg
ree/
degr
ee_c
once
n.ht
mIn
tern
ship
, cap
ston
e co
urse
, gra
duat
ion
certi
ficat
ion,
and
Sa
fety
Pro
fess
iona
l C
ertifi
catio
n ex
am
Dep
artm
ent c
hair
does
thro
ugh
grad
u-at
ion
audi
t. Ex
tern
al
Adv
isor
y B
oard
re
view
ed p
erio
dica
lly
Ann
ual i
nter
nal
curr
icul
um re
view
. Th
is m
ajor
is c
ur-
rent
ly n
ot o
pen
to
new
adm
its.
We
do a
n an
nual
re
view
inte
rnal
ly.
We
have
not
had
a
form
al p
rogr
am
revi
ew b
ecau
se
we
are
curr
ently
de
velo
ping
a p
lan
to fo
rm a
new
, in
terd
isci
plin
ary,
la
rger
dep
art-
men
t .
Envi
ronm
enta
l Pl
anni
ng &
Pol
icy
(BA
)
Onl
y in
a
very
gen
eral
se
nse
and
not
wha
t mig
ht
be c
onsi
dere
d fo
rmal
http
://w
ww.u
sm.m
aine
.edu
/esd
/deg
ree/
degr
ee_c
once
n.ht
mIn
tern
ship
, cap
ston
e co
urse
, gra
duat
ion
certi
ficat
ion
Dep
artm
ent c
hair
does
thro
ugh
grad
ua-
tion
audi
t
Ann
ual i
nter
-na
l cur
ricul
um
revi
ew. L
inke
d fo
ur c
ours
es a
nd
adde
d a
sem
inar
--al
l th
roug
h a
prev
ious
C
CLI
gra
nt. M
ade
Res
earc
h M
etho
ds
clas
s co-
taug
ht a
nd
targ
eted
for b
oth
BA
/BS
We
do a
n an
nual
re
view
inte
rnal
ly.
We
have
not
had
a
form
al p
rogr
am
revi
ew b
ecau
se
we
are
curr
ently
de
velo
ping
a p
lan
to fo
rm a
new
, in
terd
isci
plin
ary,
la
rger
dep
artm
ent
17
UNIVERSITYOFSOUTHERNMAINESELFSTUDY2011
Envi
ronm
enta
l Sc
ienc
e (B
S) O
nly
in a
ve
ry g
ener
al
sens
e an
d no
t w
hat m
ight
be
con
side
red
form
al
http
://w
ww.u
sm.m
aine
.edu
/esd
/deg
ree/
degr
ee_c
once
n.ht
mIn
tern
ship
, cap
ston
e co
urse
, gra
duat
ion
certi
ficat
ion
Dep
artm
ent c
hair
does
thro
ugh
grad
ua-
tion
audi
t
Ann
ual i
nter
-na
l cur
ricul
um
revi
ew. .
Lin
ked
four
cou
rses
and
ad
ded
a se
min
ar--
all
thro
ugh
a pr
evio
us
CC
LI g
rant
. Mad
e R
esea
rch
Met
hods
cl
ass c
o-ta
ught
and
ta
rget
ed fo
r bot
h B
A/B
S
We
do a
n an
nual
re
view
inte
rnal
ly.
We
have
not
had
a
form
al p
rogr
am
revi
ew b
ecau
se
we
are
curr
ently
de
velo
ping
a p
lan
to fo
rm a
new
, in
terd
isci
plin
ary,
la
rger
dep
artm
ent
Edu
catio
n an
d H
uman
Dev
elop
-m
ent
Yes
http
://w
ww.u
sm.m
aine
.edu
/tec
h/Pr
ogra
ms/
core
com
ps.p
dfIT
T 46
0 C
apst
one
cour
se, g
radu
ates
ta
ke th
e ATM
AE
certi
ficat
ion
exam
, co
mpl
etio
n of
a d
e-pa
rtmen
t gra
duat
ing
seni
or su
rvey
, and
su
rvey
of i
nter
nshi
p si
te c
oord
inat
ors
The
resu
lts o
f all
as-
sess
men
t ins
trum
ents
ar
e re
view
ed a
nnu-
ally
by
the
facu
lty o
f th
e de
partm
ent.
Res
ults
hav
e im
pact
ed c
ur-
ricul
ar c
hang
es a
nd
brou
ght a
bout
pla
ns
to in
crea
se n
on-
clas
sroo
m a
ctiv
ities
.
Sprin
g 20
09
Teac
hing
& L
earn
-in
g (M
SEd)
Yes
http
://u
sm.m
aine
.edu
/eng
inee
ring
/obj
ecti
veso
utco
mes
.ht
ml
EGN
401
and
402
Se
nior
Des
ign
cour
ses;
end
of
sem
este
r stu
dent
su
rvey
s tai
lore
d to
ea
ch c
ours
e
Dep
artm
ent a
nnua
l re
view
;Tr
ienn
ial e
mpl
oyer
su
rvey
, acc
redi
tor
feed
back
Mor
e em
phas
is o
n ba
sics
, mor
e fo
cus
on u
nifo
rmity
of
caps
tone
pro
ject
Fall
2009
Teac
hing
& L
earn
-in
g ET
EP (M
SEd)
Yes
http
://u
sm.m
aine
.edu
/eng
inee
ring
/obj
ecti
veso
utco
mes
.ht
ml
EGN
401
and
402
Se
nior
Des
ign
cour
ses;
end
of
sem
este
r stu
dent
su
rvey
s tai
lore
d to
ea
ch c
ours
e.
Dep
artm
ent a
nnua
l re
view
18
APPENDIX
Teac
hing
& L
earn
-in
g M
athe
mat
ics
Educ
atio
n (M
SEd)
No
Com
plet
ion
and
De-
fens
e of
Res
earc
h Th
esis
Pro
ject
.
The
Def
ense
pr
oces
s req
uire
s pu
blic
pre
sent
atio
n of
pro
ject
and
find
-in
gs, f
ollo
wed
by
exam
inat
ion
of th
esis
co
mm
ittee
(min
imum
3
facu
lty).
Non
e20
10 (o
ngoi
ng)
Fine
Arts
Edu
ca-
tion
(BFA
)Ye
sIn
the A
rt D
ept’s
200
4 se
lf st
udy
Seni
or se
min
ar
caps
tone
Pa
rt tim
e an
d fu
ll tim
e fa
culty
revi
ew
stud
ent p
ortfo
lios a
nd
rate
them
on
scal
e of
1-1
0 ba
sed
on
unde
rsta
ndin
g of
vi
sual
ele
men
ts a
nd
prin
cipl
es (p
assi
ng
scor
e <
6).
Cur
ricul
um is
ad-
just
ed a
s nee
ded
to
mee
t pro
gram
goa
ls
mor
e ef
fect
ivel
y.
2004
Mus
ic E
duca
tion
(BM
) Ye
sIn
the
unde
rgra
duat
e ca
talo
g: h
ttp:
//us
m.m
aine
.edu
/cat
alog
s/un
derg
radu
ate/
pdfs
/mus
ic.p
df a
nd in
the
Mus
ic E
duca
tion
Stud
ent T
each
ing
Han
dboo
k:ht
tp:/
/usm
.mai
ne.e
du/c
ehd/
MD
OE/
Mus
ic%
20Ed
ucat
ion/
Prog
ram
%20
Doc
umen
ts/M
UE_
Stud
_tea
ch_h
andb
k_08
09.
Jurie
d pe
rfor
-m
ance
eva
luat
ions
; ca
psto
ne in
stru
-m
enta
l or v
ocal
pe
rfor
man
ce re
cita
l; pa
ssed
the
Prax
is
I Rea
ding
, Writ
ing
and
Mat
hem
atic
s ex
am w
ith a
scor
e ≥
526;
pas
sed
the
Prax
is II
Mus
ic
Con
tent
Kno
wle
dge
exam
with
a sc
ore
≥ 15
1; c
apst
one
portf
olio
pro
ject
in
EDU
324
(Stu
dent
Te
achi
ng)
Scho
ol o
f Mus
ic
facu
lty re
view
stu-
dent
per
form
ance
in
cour
ses d
urin
g ad
vis-
ing
sess
ions
. Dur
ing
the
seni
or y
ear,
Mu-
sic
facu
lty a
sses
s the
vo
cal o
r ins
trum
enta
l pe
rfor
man
ce re
cita
l. Pr
ior t
o ad
mis
sion
to
stud
ent t
each
ing,
M
usic
Edu
catio
n fa
c-ul
ty re
view
aca
dem
ic
reco
rds a
nd te
st
scor
es. D
urin
g an
d af
ter s
tude
nt te
ach-
ing,
Mus
ic E
d fa
culty
re
view
all
evid
ence
.
In th
e pr
oces
s of
impl
emen
ting
a ne
w
curr
icul
um to
bet
ter
serv
e st
uden
ts, a
lign
with
Mai
ne D
ept o
f Ed
ucat
ion
Mus
ic
Educ
ator
lice
nse,
an
d m
ore
effe
ctiv
ely
alig
n w
ith th
e ne
w
gene
ral e
duca
tion
curr
icul
um
Sprin
g 20
09
Cou
nsel
ing-
Scho
ol
(MS)
Cou
nsel
ing-
Clin
i-ca
l Men
tal H
ealth
(M
S)
19
UNIVERSITYOFSOUTHERNMAINESELFSTUDY2011
Cou
nsel
ing-
Reh
a-bi
litat
ion
(MS)
Scho
ol P
sych
ol-
ogy
(MS)
Lite
racy
Edu
catio
n (M
SEd)
Lite
racy
Edu
catio
n ES
L (M
SEd)
Educ
atio
nal L
ead-
ersh
ip (M
SEd)
Nur
sing
and
H
ealth
Pro
fes-
sion
sN
ursi
ng (B
S)
YES
BS
Prog
ram
O
utco
mes
CO
NH
P/SO
N w
ebsi
te v
ia
Stud
ent h
andb
ook
http
s://
www.
usm
.mai
ne.e
du/s
on/n
ursi
ng/d
ocum
ents
/H
andb
ook1
-10.
(p. 5
)
Lead
ersh
ip C
ours
e (N
UR
470
) and
Pr
actic
um C
ours
e (N
UR
480
) tog
ethe
r se
rve
as c
apst
ones
fo
r ver
bal,
writ
ten,
te
chno
logy
and
nu
rsin
g pr
actic
e
NC
LEX
nur
sing
li-
cens
ure
exam
inat
ion
Cou
rse
inst
ruct
ors
resp
onsi
ble
for a
s-se
ssin
g
Prog
ram
Eva
luat
ion
Cha
ir co
llect
s dat
a,
repo
rted
to D
irect
or,
curr
icul
um c
om-
mitt
ee a
nd fa
culty
. A
nnua
lly
Incr
easi
ng a
dmis
-si
on st
anda
rds,
impl
emen
ting
pro-
gres
sion
pol
icie
s, co
ntra
ctin
g fo
r sta
n-da
rdiz
ed te
stin
g an
d re
view
pro
gram
s, be
nchm
arki
ng w
ith
natio
nal s
tand
ards
2010
self
stud
y(c
urric
ular
re-
view
and
revi
sion
is
ong
oing
)
20
APPENDIX
Nur
sing
(MS)
Y
ESC
ON
HP/
SON
web
site
via
St
uden
t han
dboo
k
Sam
e fo
r all
degr
ees b
elow
–ht
tps:
//ww
w.us
m.m
aine
.edu
/son
/nur
sing
/doc
umen
ts/
Han
dboo
k1-1
0.pd
f(p
.7)
Cer
tifica
tion
exam
s in
are
as o
f pre
pa-
ratio
n (a
dvan
ced
prac
tice
nurs
ing)
Lice
nsur
e as
APN
, if
appr
opria
te in
St
ate
in w
hich
gr
adua
te p
ract
ices
.
Prog
ram
Eva
luat
ion
Cha
ir co
llect
s dat
a,
repo
rted
to D
irect
or,
curr
icul
um c
om-
mitt
ee a
nd fa
culty
. A
nnua
lly
Cur
ricul
ar a
djus
t-m
ents
as n
eede
d ba
sed
on o
utco
mes
of
spec
ific
certi
fica-
tion
exam
s
2010
self
stud
y (c
urric
ular
re-
view
and
revi
sion
is
ong
oing
)
Psyc
hiat
ric/M
enta
l H
ealth
Clin
ical
Sp
ecia
list (
CN
S)(C
AS)
YES
Sam
eSa
me
Sam
eSa
me
Psyc
hiat
ric N
urse
Pr
actit
ione
r (C
AS)
YES
Sam
eSa
me
Sam
eSa
me
Adu
lt N
urse
Pra
c-tit
ione
r (C
AS)
YES
Sam
eSa
me
Sam
eSa
me
Fam
ily N
urse
Pr
actit
ione
r (C
AS)
YES
Sam
eSa
me
Sam
eSa
me
Clin
ical
Nur
se
Lead
er (C
NL)
(CA
S)
YES
Sam
eSa
me
Sam
eSa
me
Nur
sing
Edu
cato
r (C
AS)
YES
http
://w
ww.u
sm.m
aine
.edu
/con
hp/n
ursi
ng/p
ostm
s.ht
ml
Non
eG
radu
ate
Cur
ricul
um
Com
mitt
eeN
one
2010
Rad
iatio
n Th
erap
y (B
S)D
irect
or, S
choo
l of
Nur
sing
Exer
cise
Sci
ence
(B
S)
Cou
rse
Inst
ruct
or
resp
onsi
ble
for a
s-se
ssin
gA
thle
tic T
rain
ing
(BS)
Yes
http
://u
sm.m
aine
.edu
/con
hp/e
hss/
athl
etic
trai
ning
.htm
l C
lass
room
co
mpe
tenc
y an
d cl
inic
al p
rofic
ienc
y ev
alua
tions
; Clin
ical
ro
tatio
ns.
Prog
ram
Dire
ctor
and
C
urric
ulum
Coo
rdi-
nato
r ann
ually
.
Cou
rses
mod
i-fic
atio
n pe
r exi
t in
terv
iew
feed
back
an
d an
alys
is.
Feb.
201
0
Hea
lth S
cien
ces
21
UNIVERSITYOFSOUTHERNMAINESELFSTUDY2011
Ther
apeu
tic R
ec-
reat
ion
(BS)
Yes
They
are
writ
ten
in o
ur la
st In
tern
al/E
xter
nal R
evie
w re
port
in to
tal
and
as a
ppro
pria
te in
eac
h co
urse
sylla
bus.
1. E
ach
stud
ent
mus
t suc
cess
fully
co
mpl
ete
a se
mes
ter
long
Inte
rnsh
ip o
f at
leas
t 480
hou
rs
unde
r the
supe
rvi-
sion
of a
Cer
tified
Th
erap
eutic
Rec
-re
atio
n Sp
ecia
list
(CTR
S) 2
. Eac
h st
uden
t mus
t suc
-ce
ssfu
lly c
ompl
ete
the
depa
rtmen
t ca
psto
ne c
ours
e,
REC
498
, Man
age-
men
t and
Sup
ervi
-si
on in
The
rape
utic
R
ecre
atio
n. 3
. To
beco
me
a C
TRS
a gr
adua
te m
ust p
ass
a na
tiona
l exa
m
adm
inis
tere
d by
the
Nat
iona
l Cou
ncil
for T
hera
peut
ic
Rec
reat
ion
Cer
tifi-
catio
n N
CTR
C).
The
Rec
reat
ion
&
Leis
ure
Stud
ies
facu
lty a
cts a
s a
Cur
ricul
um C
om-
mitt
ee o
f the
who
le
in d
eter
min
ing
the
curr
icul
um. E
ach
stu-
dent
has
an
acad
emic
ad
viso
r who
is a
full
time
facu
lty m
embe
r, he
nce
a m
embe
r of
the
com
mitt
ee. T
he
com
mitt
ee m
eets
re
gula
rly d
urin
g th
e ye
ar a
nd a
lso
take
s di
rect
ion
from
the
NC
TRC
.
Cha
nges
hav
e be
en
mad
e w
ithin
seve
ral
cour
ses a
nd e
ntire
co
urse
s gav
e be
en
adde
d as
a re
sult
of d
irect
ives
from
N
CTR
C a
s the
ir st
anda
rds h
ave
chan
ged
and
from
th
e C
urric
ulum
C
omm
ittee
’s a
s-se
ssm
ent o
f nee
ds
durin
g th
eir y
ear’s
w
ork
and
follo
w-
ing
the
writ
ten
exit
inte
rvie
ws o
f eac
h ye
ars g
radu
ates
.
The
mos
t rec
ent
revi
ew o
f the
R
ecre
atio
n &
Le
isur
e St
udie
s D
epar
tmen
t was
du
ring
the
1998
-99
aca
dem
ic
year
. Rec
ently
sc
hedu
led
revi
ews h
ave
been
pos
tpon
ed
due
to fa
c-ul
ty sa
bbat
ical
s (w
hich
redu
ced
the
nece
ssar
y w
ork
forc
e in
an
alre
ady
smal
l de
partm
ent)
and
the
lead
ersh
ip o
f In
terim
Dea
ns
whi
ch re
quire
d th
e de
partm
ent’s
en
ergy
to b
e pu
t el
sew
here
. We
are
tent
ativ
ely
to
be re
view
ed n
ext
year
(201
0-11
) at
this
tim
e. A
s our
de
partm
ent,
with
a
sing
le m
ajor
, is
not
elig
ible
fo
r nat
iona
l ac-
cred
itatio
n, th
is is
an
inte
rnal
issu
e on
ly.
Lew
isto
n-A
ubur
n C
olle
geA
rts &
Hum
aniti
es
(BA
)N
oN
/AA
dvis
or &
Fac
ulty
re
view
sA
dvis
or &
Fac
ulty
N/A
200
1
Lead
ersh
ip &
O
rgan
izat
iona
l St
udie
s (B
S)
No
N/A
N/A
N/A
N/A
1999
22
APPENDIX
Nat
ural
& A
pplie
d Sc
ienc
es (B
A)
Not
at t
he
prog
ram
le
vel;
Cou
rse
leve
l utc
omes
ha
ve b
een
deta
iled:
NA
S is
cur
rent
ly
over
haul
ing
its c
urric
ulum
an
d bu
ild-
ing
the
new
m
ajor
aro
und
spec
ific
lear
n-in
g ou
tcom
es
and
auth
entic
as
sess
men
t to
mea
sure
thos
e ou
tcom
es.
n/a
Sylla
bi
n/a
Cap
ston
e co
urse
an
d po
rtfol
io a
re
one
mea
sure
, th
ough
indi
vidu
al
cour
se su
cces
s is
prim
ary
n/a
Inst
ruct
or
n/a
n/a
2000
Soci
al &
Beh
av-
iora
l Sci
ence
s (B
A)
2001
-200
2 Pr
ogra
m
Rev
iew
Not
pub
lishe
dC
ompi
latio
n of
al
umni
’s p
rofe
s-si
onal
pos
ition
s;
Perio
dic
alum
ni su
r-ve
ys; P
iggy
-bac
king
ev
alua
tion
of so
me
of th
e ou
tcom
es o
n co
mpa
rabl
e LC
C
outc
omes
(e.g
., cr
itica
l thi
nkin
g);
Info
rmal
repo
rts
from
maj
or e
mpl
oy-
ers i
n th
e re
gion
Alu
mni
dat
a av
ail-
able
for a
ll st
aff a
nd
facu
lty --
inte
rpre
ta-
tion
not f
orm
ally
de
lega
ted;
Ann
ual
grou
p ad
visi
ng se
s-si
ons w
ith st
uden
ts
and
alum
ni
Bas
ed o
n lo
cal
empl
oyer
feed
back
, SB
S is
in m
idst
of
expa
ndin
g op
-tio
ns fo
r stu
dent
s’ co
mpl
etio
n of
stat
e re
quire
men
ts fo
r M
HRT
-C c
ertifi
ca-
tion
2001
-02
Occ
upat
iona
l Th
erap
y (M
OT)
Yes
Stud
ent H
andb
ook;
AC
OTE
(acc
redi
tatio
n ag
ency
)N
atio
nal C
ertifi
ca-
tion
Exam
; Fie
ld-
wor
k ev
als;
Empl
oyer
surv
eys;
C
ours
e Ev
als
The
facu
lty a
t wee
kly
facu
lty m
eetin
gs a
nd
at p
rogr
am c
urric
u-lu
m re
treat
s
We
have
revi
sed
the
curr
icul
um to
in-
clud
e m
ore
cont
ent
in c
erta
in a
reas
.
AO
TA B
ien-
nial
revi
ew 2
010
– su
cces
sful
su
bmis
sion
Mus
kie
Scho
olH
ealth
& P
olic
y M
anag
emen
t (M
S)Ye
sC
ours
e sy
llabi
, pro
gram
self-
stud
yC
apst
one
requ
ire-
men
tC
urric
ulum
Com
mit-
tee,
Fac
ulty
Adv
isor
s an
d Pr
ogra
m C
hair
Cou
rse
revi
sion
s 20
05
23
UNIVERSITYOFSOUTHERNMAINESELFSTUDY2011
Com
mun
icat
ions
Pl
anni
ng &
Dev
el-
opm
ent (
MS)
Yes
http
://w
ww.p
lann
inga
ccre
dita
tion
boar
d.or
g/in
dex.
php?
s=fil
e_do
wnlo
ad&i
d=62
Cap
ston
e re
quire
-m
ent
Facu
lty a
nd C
hair
of
the
prog
ram
Cha
nged
cap
ston
e pr
oces
ses r
egar
d-in
g pr
opos
als a
nd
pres
enta
tion
of fi
nal
prod
ucts
.
No
form
al re
view
–
plan
ned
for
accr
edita
tion
Publ
ic P
olic
y &
Man
agem
ent
(MPP
M)
Yes
Nat
iona
l Ass
ocia
tion
of S
choo
ls o
f Pub
lic A
ffairs
and
Adm
inis
-tra
tion
(NA
SPA
A) a
ccre
dita
tion.
Circ
ulat
ed b
y N
ASP
AA
as a
n ex
ampl
e of
a le
arni
ng b
ased
out
com
e sy
stem
.
http
://w
ww.n
aspa
a.or
g/ac
cred
itat
ion/
accr
edit
atio
n.as
p
Cap
ston
e re
quire
-m
ent
Facu
lty, P
rogr
am
Cha
ir, a
nd se
lect
pro
-gr
am c
omm
ittee
s
Cha
nges
in p
rogr
am
curr
icul
um, i
ndiv
id-
ual c
ours
es, l
engt
h of
the
prog
ram
and
ad
ditio
n of
cer
tifi-
cate
pro
gram
s
2002
Scho
ol o
f Bus
i-ne
ssB
usin
ess A
dmin
is-
tratio
n (B
S)Ye
s ht
tp:/
/www
.usm
.mai
ne.e
du/s
b/ao
l.htm
lC
ours
e em
bedd
ed
asse
ssm
ents
and
fie
ld te
sts.
Scho
ol o
f Bus
ines
s A
sses
smen
t of L
earn
-in
g C
omm
ittee
Seve
ral c
urric
ular
ch
ange
s inc
ludi
ng:
Add
ition
of b
usi-
ness
qua
ntita
tive
anal
ysis
cou
rse.
Add
ition
of i
nter
-na
tiona
l bus
ines
s re
quire
men
t.
Bus
ines
s Adm
inis
-tra
tion
(MB
A)
Yes
http
://w
ww.u
sm.m
aine
.edu
/sb/
aol.h
tml
Cou
rse
embe
dded
as
sess
men
ts a
nd
field
test
s.
Scho
ol o
f Bus
ines
s A
sses
smen
t of L
earn
-in
g C
omm
ittee
Cur
ricul
ar c
hang
es
incl
ude:
Dev
elop
men
t of a
su
pply
cha
in m
an-
agem
ent c
ours
e;A
dditi
on o
f a
sim
ulat
ion
pack
-ag
e in
our
Ope
ra-
tions
Man
agem
ent
cour
se.
Ado
ptio
n of
an
ETS
field
test
for
exte
rnal
val
idity
.
24
APPENDIX
Bus
ines
s Adm
inis
-tra
tion
(MSA
)Pr
ogra
m d
is-
cont
inue
dSc
hool
of L
awLa
w (J
D)
Yes
http
://m
aine
law.
mai
ne.e
du/s
tude
nt-s
ervi
ces/
pdf/
stu-
dent
-han
dboo
k.pd
f
Plan
ning
You
r Cou
rse
of S
tudy
pre
sent
atio
n to
firs
t yea
r stu
dent
s
Cap
ston
e co
urse
s, up
per l
evel
writ
ing
requ
irem
ent,
clin
i-ca
l and
oth
er li
ve
clie
nt p
rogr
ams,
mul
tista
te p
rofe
s-si
onal
resp
onsi
bilit
y ex
amin
atio
n, p
aten
t ba
r exa
min
atio
n, b
ar
exam
inat
ion.
Facu
lty, C
urric
ulum
C
omm
ittee
, Ass
ocia
te
Dea
n fo
r Aca
dem
ic
Affa
irs, b
ar e
xam
in-
ers.
Ong
oing
cur
-ric
ular
revi
ew h
as
impr
oved
pra
cti-
cal s
kills
trai
ning
, in
crea
sed
oppo
rtuni
-tie
s for
ext
erns
hip,
cl
inic
pla
cem
ent
and
othe
r liv
e cl
i-en
t opp
ortu
nitie
s, in
crea
sed
focu
s on
bar e
xam
inat
ion
prep
arat
ion.
2008
revi
ew
by a
ccre
ditin
g bo
dies
, an-
nual
revi
ew b
y A
ssoc
iate
Dea
n an
d C
urric
ulum
C
omm
ittee
.
Inst
itut
ions
sel
ecti
ng E
1a s
houl
d al
so in
clud
e E1
b.
25
UNIVERSITYOFSOUTHERNMAINESELFSTUDY2011
Opt
iOn
E1:
pa
rt b
. in
vE
nt
Or
y O
f sp
Ec
ial
izE
d a
nd
pr
Og
ra
m a
cc
rE
dit
at
iOn
aC
Cr
edit
ed P
ro
gr
am
s(1
)Pr
ofes
sion
al, s
peci
aliz
ed,
Stat
e, o
r pro
gram
mat
ic
accr
edita
tions
cur
rent
ly
held
by
the
inst
itutio
n (b
y ag
ency
or p
rogr
am n
ame)
.
(2)
Dat
e of
m
ost r
ecen
t ac
cred
itatio
n ac
tion
by e
ach
liste
d ag
ency
.
(3)
List
key
issu
es fo
r con
tinui
ng a
ccre
dita
tion
iden
tified
in
acc
redi
tatio
n ac
tion
lette
r or r
epor
t.
(4)
Key
per
form
ance
indi
cato
rs a
s req
uire
d by
ag
ency
or s
elec
ted
by p
rogr
am (l
icen
sure
, bo
ard,
or b
ar p
ass r
ates
; em
ploy
men
t rat
es,
etc.
). *
(6)
Dat
e an
d na
ture
of
nex
t sch
ed-
uled
revi
ew.
Col
lege
of A
rts &
Sci
ence
s
Art
Nat
iona
l Ass
ocia
tion
of
Sch
ools
of A
rt &
Des
ign
Apr
il 20
051)
The
Com
mis
sion
not
es th
e ac
tions
alre
ady
take
n by
the
inst
itutio
n to
brin
g th
e ce
ram
ics
and
prin
tmak
ing
stud
ios
in R
A H
all i
nto
com
pli-
ance
with
NA
SA
D s
tand
ards
rega
rdin
g fa
cilit
ies,
he
alth
, and
saf
ety.
The
Com
mis
sion
als
o no
tes
that
the
inst
itutio
n is
“pla
nnin
g a
reno
vatio
n of
th
e ph
otog
raph
y an
d sc
ulpt
ure
stud
ios
and
an
addi
tion
to R
A w
ithin
a fu
ture
com
ing
bond
issu
e.”
The
prog
ress
repo
rt sh
ould
pro
vide
the
stat
us o
f fu
ndin
g fo
r and
pro
gres
s to
war
d th
is re
nova
tion
and
addi
tion.
2) T
he C
omm
issi
on is
in re
ceip
t of U
SM
Und
er-
grad
uate
Cat
alog
200
4-05
and
the
inst
itutio
ns
resp
onse
rega
rdin
g ne
cess
ary
step
s to
be
take
n to
ass
ure
accu
racy
and
con
sist
ency
of p
rogr
am/
degr
ee ti
tles.
The
pro
gres
s re
port
shou
ld in
clud
e do
cum
enta
tion
confi
rmin
g th
at p
rogr
am n
ames
an
d tit
les
are
bein
g us
ed c
onsi
sten
tly in
pub
lishe
d m
ater
ials
.
1) K
now
ledg
e of
the
cent
ral c
once
pts,
to
ols
of in
quiry
, and
stru
ctur
es o
f the
di
scip
line(
s); c
an c
reat
e le
arni
ng e
xper
i-en
ces
that
mak
e th
ese
aspe
cts
of s
ubje
ct
mat
ter m
eani
ngfu
l to
stud
ents
.2)
Int
egra
tion
of th
e co
ncep
ts, t
ools
of
inqu
iry, a
nd s
truct
ures
am
ong
the
disc
i-pl
ines
.3)
Kno
wle
dge
of th
e di
vers
e w
ays
in
whi
ch s
tude
nts
lear
n an
d de
velo
p by
pro
-vi
ding
lear
ning
opp
ortu
nitie
s th
at s
uppo
rt th
eir i
ntel
lect
ual,
phys
ical
, em
otio
nal,
and
soci
al d
evel
opm
ent.
4) P
lans
inst
ruct
ion
base
d up
on k
now
l-ed
ge o
f sub
ject
mat
ter,
stud
ents
, and
cu
rric
ulum
goa
ls.
5) U
nder
stan
ds a
nd u
ses
a va
riety
of
inst
ruct
iona
l stra
tegi
es a
nd a
ppro
pria
te
tech
nolo
gies
.6)
Cre
ates
and
mai
ntai
ns a
cla
ssro
om
envi
ronm
ent w
hich
sup
ports
and
enc
our-
ages
lear
ning
.7)
Dem
onst
rate
s th
e ab
ility
to s
uppo
rt st
uden
ts’ l
earn
ing
and
wel
l-bei
ng b
y en
gagi
ng s
tude
nts,
hom
e, s
choo
l, co
l-le
ague
s an
d co
mm
unity
.8)
Und
erst
ands
and
use
s a
varie
ty o
f fo
rmal
and
info
rmal
ass
essm
ent s
trate
gies
to
eva
luat
e an
d su
ppor
t the
dev
elop
men
t of
the
lear
ner.
9) D
emon
stra
tes
an a
war
enes
s of
and
co
mm
itmen
t to
ethi
cal a
nd le
gal r
espo
nsi-
bilit
ies
of a
teac
her.
10) D
emon
stra
tes
a st
rong
pro
fess
iona
l et
hic
and
a de
sire
to c
ontri
bute
to th
e ed
ucat
ion
prof
essi
on.
AY 2
013-
2014
26
APPENDIX
Ling
uist
ics
Com
mis
sion
on
Col
le-
giat
e In
terp
rete
r Edu
ca-
tion
Dec
embe
r 9,
2009
1) S
ubm
issi
on o
f a re
port
ever
y tw
o ye
ars,
be
ginn
ing
12/2
011.
Thi
s re
port
is to
con
tain
a
sum
mar
y of
act
iviti
es a
nd d
emon
stra
tions
that
the
Pro
gram
rem
ains
in c
ompl
ianc
e w
ith th
e C
CIE
S
tand
ards
. Yo
u w
ill re
ceiv
e a
rem
inde
r and
a
form
at to
follo
w 6
0 da
ys p
rior t
o th
e du
e da
te o
f th
e re
port.
2) S
ubm
issi
on o
f a re
port
with
in 3
0 da
ys o
f si
gnifi
cant
cha
nges
in p
rogr
am s
truct
ure,
sta
ffing
or
cur
ricul
um.
3) P
aym
ent o
f the
Ann
ual S
usta
inin
g Fe
e of
$4
00, d
ue in
Dec
embe
r eac
h ye
ar b
egin
ning
in
2010
.Th
ere
are
area
s th
at “n
eed
impr
ovem
ent”
but a
re
not b
indi
ng n
or a
re th
ey s
tipul
atio
ns fo
r acc
redi
ta-
tion.
Sta
ndar
ds-b
ased
Pre
para
tion
(CC
IE
Sta
ndar
ds)
1) S
tude
nt o
utco
mes
, and
qua
litat
ive
and
quan
titat
ive
eval
uatio
n to
ol(s
) use
d to
as-
sess
gra
duat
e co
mpe
tenc
ies.
2) M
atrix
of t
imel
ines
for d
ata
colle
ctio
ns.
3) D
escr
iptio
ns a
nd o
r exa
mpl
es o
f dat
a co
llect
ion
and
subs
eque
nt a
naly
sis
and
inte
rpre
tatio
n of
dat
a.4)
Ana
lysi
s an
d in
terp
reta
tion
of d
ata
for
prog
ram
impr
ovem
ent.
5) F
requ
ency
of d
ata
colle
ctio
n.6)
Tim
elin
es fo
r dat
a co
llect
ion.
7) A
naly
sis
and
inte
rpre
tatio
n of
dat
a co
l-le
cted
.8)
Evi
denc
e of
col
lect
ion
of d
ata.
9) N
arra
tive
desc
riptio
n of
the
anal
ysis
an
d in
terp
reta
tion
of d
ata
for p
rogr
am
impr
ovem
ent.
10) G
radu
ate
and
empl
oyer
sur
veys
ove
r th
e pa
st 3
-5 y
ears
.11
) Pro
gram
sat
isfa
ctio
n su
rvey
s an
d ex
ampl
es o
f int
ervi
ew a
nd/o
r foc
us g
roup
qu
estio
ns.
12) R
esul
ts o
f eva
luat
ion
of s
tude
nt p
er-
form
ance
on
stat
e an
d na
tiona
l cer
tifica
-tio
n ex
amin
atio
ns.
Dec
embe
r 20
19
27
UNIVERSITYOFSOUTHERNMAINESELFSTUDY2011
Mus
icN
atio
nal A
ssoc
iatio
n of
S
choo
ls o
f Mus
ic
June
200
2Th
e C
omm
issi
on c
omm
ends
the
inst
itutio
n fo
r its
thor
ough
resp
onse
to a
ll is
sues
rais
ed d
urin
g th
e re
accr
edita
tion
proc
ess,
wis
hes
the
mus
ic
unit
wel
l in
its e
fforts
to fi
ll th
e fa
culty
pos
ition
va
cate
d by
the
appo
intm
ent o
f a n
ew D
ean
and
in it
s pr
ogre
ss to
war
d de
sign
and
con
stru
ctio
n of
a
new
faci
lity.
Mus
ic E
duca
tion
1-3
1) L
icen
sed
to te
ach
mus
ic in
gra
des
K-1
2 in
Mai
ne a
nd/o
r oth
er s
tate
s 2)
Hol
ds m
usic
edu
cato
r pos
ition
in p
ublic
or
priv
ate
elem
enta
ry, m
iddl
e an
d/or
hig
h sc
hool
s 3)
Invo
lvem
ent w
ith M
aine
and
nat
iona
l-le
vel m
usic
edu
catio
n po
licy
and
advo
-ca
cy a
s m
embe
rs o
f the
Mai
ne M
usic
E
duca
tors
Ass
ocia
tion
and
the
Nat
iona
l A
ssoc
iatio
n of
Mus
ic
Edu
catio
n, th
e M
usic
Edu
cato
rs N
atio
nal
Con
fere
nce
4) C
ompl
etio
n of
gra
duat
e ed
ucat
ion
at
US
M o
r oth
er u
nive
rsiti
es n
atio
nwid
e5)
Fac
ulty
teac
hing
mus
ic a
t the
col
lege
or
univ
ersi
ty le
vel
Com
pose
r and
arr
ange
r of m
usic
6) C
reat
ion
of te
achi
ng s
tudi
o fo
r priv
ate
mus
ic in
stru
ctio
n7)
Fre
elan
ce m
usic
ian
perfo
rmin
g lo
cally
, na
tiona
lly a
nd/o
r int
erna
tiona
lly8)
Mili
tary
ban
d, o
rche
stra
or c
hoir
mus
i-ci
anP
rofe
ssio
nal p
iani
sts,
org
anis
ts a
nd a
c-co
mpa
nist
s9)
Voc
al s
oloi
st a
nd c
hoir
mem
ber
10) M
embe
r of p
rofe
ssio
nal m
usic
al th
e-at
re c
ompa
ny11
) Chu
rch
chor
al d
irect
or12
) Pro
fess
iona
l mus
ic d
irect
or13
) Pro
fess
iona
l voc
alis
t
14) P
rofe
ssio
nal i
nstru
men
talis
t15
) Rec
ordi
ng a
rtist
16) C
ondu
ctin
g co
mm
unity
ens
embl
es17
) Wor
king
in p
ositi
ons
of m
usic
sal
es,
mer
chan
dizi
ng, a
nd m
anag
emen
t
AY 2
010-
2011
28
APPENDIX
Soci
al W
ork
BS
W a
nd M
SW
Cou
ncil
on S
ocia
l Wor
k E
duca
tion
BS
WO
ctob
er
2005
MS
WFe
brua
ry
2009
At i
ts O
ctob
er 2
004
mee
ting,
the
CO
A re
view
ed
the
Sel
f Stu
dy, A
ccre
dita
tion
Rev
iew
Brie
f, an
d th
e P
rogr
am’s
Res
pons
e to
the
Brie
f as
the
reaf
firm
atio
n ap
plic
atio
n fo
r the
bac
cala
urea
te
soci
al w
ork
prog
ram
at t
he U
nive
rsity
of S
outh
ern
Mai
ne.
The
CO
A vo
ted
to re
affir
m th
e pr
ogra
m’s
ac
cred
itatio
n fo
r eig
ht y
rs, e
ndin
g O
ctob
er 2
011
with
a p
rogr
ess
repo
rt to
be
revi
ewed
by
the
CO
A.
At i
ts O
ctob
er 2
005
mee
ting,
the
CO
A re
view
ed
the
Pro
gres
s R
epor
t for
the
bacc
alau
reat
e so
cial
w
ork
prog
ram
. Th
e C
OA
vote
d to
acc
ept t
he
repo
rt.
Thus
, all
issu
es ra
ised
in th
e 20
04 re
port
wer
e ad
dres
sed
and
satis
fact
orily
reso
lved
in th
e 20
05
repo
rt.
At i
ts F
ebru
ary
2008
mee
ting,
the
CO
A re
view
ed
the
Sel
f Stu
dy, t
he A
ccre
dita
tion
Rev
iew
Brie
f an
d th
e pr
ogra
m’s
resp
onse
to th
e B
rief a
s th
e re
affir
mat
ion
appl
icat
ion
for t
he m
aste
r’s s
ocia
l w
ork
prog
ram
. Th
e C
OA
vote
d to
reaf
firm
the
prog
ram
’s a
ccre
dita
tion
for e
ight
yea
rs, e
ndin
g in
O
ctob
er 2
015,
due
to a
n ad
min
istra
tive
adju
st-
men
t, w
ith a
pro
gres
s re
port
to b
e re
view
ed b
y th
e C
OA
.A
t its
Feb
ruar
y 20
09 m
eetin
g, th
e C
OA
revi
ewed
th
e P
rogr
ess
Rep
ort f
or th
e m
aste
r’s s
ocia
l wor
k pr
ogra
m a
t the
Uni
vers
ity o
f Sou
ther
n M
aine
. Th
e C
OA
vote
d to
acc
ept t
he P
rogr
ess
Rep
ort.
Th
us, a
ll is
sues
rais
ed in
the
Febr
uary
200
8 re
port
wer
e ad
dres
sed
and
satis
fact
orily
reso
lved
in
the
2009
repo
rt.
Com
pete
ncy-
base
d st
anda
rds.
Can
dida
te A
sses
smen
ts:
Met
rics
focu
sed
on o
utco
me
perfo
rman
ce
of p
ract
ice
beha
vior
s (in
tegr
atin
g an
d ap
-pl
ying
pra
ctic
e-ba
sed
com
pete
ncie
s).
Pro
gram
Ass
essm
ents
:E
vide
nce
from
cou
rse
embe
dded
act
ivi-
ties,
ski
ll/co
nten
t-spe
cific
ass
essm
ents
, ex
tern
al, t
hird
-par
ty fe
ed-b
ack.
e.g.
, GPA
(cum
ulat
ive,
pro
fess
iona
l se
quen
ce).
Clin
ical
Eva
luat
ions
, Alu
mni
Sur
veys
and
S
tate
Lic
ensu
re E
xam
s
BS
W
Oct
ober
201
1M
SW
Oct
ober
201
5
App
lied
Scie
nce,
Eng
inee
r-in
g &
Tec
hnol
ogy
Com
pute
r Sci
ence
Acc
redi
tatio
n B
oard
fo
r Eng
inee
ring
and
Tech
nolo
gy (A
BE
T) –
C
ompu
ting
Acc
redi
tatio
n C
omm
issi
on
Aug
ust 1
1,
2009
The
Com
pute
r Sci
ence
pro
gram
was
acc
redi
ted
for t
he m
axim
um s
ix y
ear t
erm
.
Two
conc
erns
:1.
Bot
h or
al a
nd w
ritte
n co
mm
unic
atio
n sk
ills
need
to b
e ap
plie
d an
d de
velo
ped
in th
e pr
o-gr
am.
2. T
he a
bilit
y of
the
curr
ent l
evel
of s
uppo
rt pe
rson
nel s
taffi
ng to
inst
all a
nd m
aint
ain
the
labo
-ra
torie
s an
d co
mpu
ting
faci
litie
s is
not
cle
ar.
Pro
gram
s ar
e ju
dged
aga
inst
8 g
ener
al
crite
rion
area
s w
ith re
quire
men
ts p
erta
in-
ing
to:
Crit
erio
n 1.
Stu
dent
sC
riter
ion
2. P
rogr
am E
duca
tiona
l Obj
ec-
tives
Crit
erio
n 3.
Stu
dent
Out
com
esC
riter
ion
4. C
ontin
uous
Impr
ovem
ent
Crit
erio
n 5.
Cur
ricul
umC
riter
ion
6. F
acul
tyC
riter
ion
7. F
acili
ties
Crit
erio
n 8.
Inst
itutio
nal S
uppo
rt
Sep
tem
ber 3
0,
2015
29
UNIVERSITYOFSOUTHERNMAINESELFSTUDY2011
Engi
neer
ing
Acc
redi
tatio
n B
oard
for
Eng
inee
ring
and
Tech
-no
logy
(AB
ET)
– E
ngi-
neer
ing
Acc
redi
tatio
n C
omm
issi
on
June
, 201
0 (p
endi
ng
hear
ing)
All
prog
ram
opt
ions
wer
e fu
lly a
ccre
dite
d fo
r the
m
axim
um s
ix y
ear t
erm
The
Indu
stria
l Man
agem
ent a
nd C
onst
ruct
ion
Man
agem
ent o
ptio
ns w
ere
cite
d as
par
tially
com
-pl
iant
on
the
prog
ram
bal
ance
sta
ndar
d fo
r not
pr
ovid
ing
any
writ
ten
just
ifica
tion
for a
ny o
f the
lim
its b
eing
exc
eede
d as
out
lined
in th
e st
anda
rd.
The
pro
gram
was
cite
d fo
r par
tial c
ompl
ianc
e fo
r th
e st
anda
rd o
n ad
viso
ry c
omm
ittee
s fo
r not
hav
-in
g a
spec
ified
leng
th o
f app
oint
men
ts fo
r tho
se
serv
ing
on s
uch
a co
mm
ittee
.
A w
aive
r was
gra
nted
for n
ew p
rogr
am o
ptio
ns in
co
nstru
ctio
n m
anag
emen
t and
ele
ctro
-mec
han-
ical
sys
tem
s si
nce
thos
e ne
w p
rogr
am o
ptio
ns
had
not b
een
in e
xist
ence
long
eno
ugh
to h
ave
a su
ffici
ent n
umbe
r of g
radu
ates
to a
sses
s.
Pro
gram
s ar
e ju
dged
aga
inst
8 g
ener
al
crite
rion
area
s w
ith re
quire
men
ts p
erta
in-
ing
to:
Crit
erio
n 1.
Stu
dent
sC
riter
ion
2. P
rogr
am E
duca
tiona
l Obj
ec-
tives
Crit
erio
n 3.
Stu
dent
Out
com
esC
riter
ion
4. C
ontin
uous
Impr
ovem
ent
Crit
erio
n 5.
Cur
ricul
umC
riter
ion
6. F
acul
tyC
riter
ion
7. F
acili
ties
Crit
erio
n 8.
Inst
itutio
nal S
uppo
rt
June
, 201
5 (p
endi
ng h
ear-
ing)
Tech
nolo
gyA
ssoc
iatio
n of
Tec
hnol
-og
y, M
anag
emen
t, an
d A
pplie
d E
ngin
eerin
g (A
TMA
E)
Nov
. 1, 2
009
All
prog
ram
opt
ions
wer
e fu
lly a
ccre
dite
d fo
r the
m
axim
um s
ix y
ear t
erm
The
Indu
stria
l Man
agem
ent a
nd C
onst
ruct
ion
Man
agem
ent o
ptio
ns w
ere
cite
d as
par
tially
com
-pl
iant
on
the
prog
ram
bal
ance
sta
ndar
d fo
r not
pr
ovid
ing
any
writ
ten
just
ifica
tion
for a
ny o
f the
lim
its b
eing
exc
eede
d as
out
lined
in th
e st
anda
rd.
The
pro
gram
was
cite
d fo
r par
tial c
ompl
ianc
e fo
r th
e st
anda
rd o
n ad
viso
ry c
omm
ittee
s fo
r not
hav
-in
g a
spec
ified
leng
th o
f app
oint
men
ts fo
r tho
se
serv
ing
on s
uch
a co
mm
ittee
.
A w
aive
r was
gra
nted
for n
ew p
rogr
am o
ptio
ns in
co
nstru
ctio
n m
anag
emen
t and
ele
ctro
-mec
han-
ical
sys
tem
s si
nce
thos
e ne
w p
rogr
am o
ptio
ns
had
not b
een
in e
xist
ence
long
eno
ugh
to h
ave
a su
ffici
ent n
umbe
r of g
radu
ates
to a
sses
s.
Pro
gram
s ar
e ju
dged
aga
inst
63
stan
-da
rds.
6. S
tand
ards
for A
ccre
dita
tion
– B
acca
lau-
reat
e D
egre
e P
rogr
ams
The
obje
ctiv
e of
acc
redi
tatio
n is
to e
nsur
e th
at p
rogr
ams
in In
dust
rial T
echn
olog
y w
hich
are
acc
redi
ted
mee
t or e
xcee
d es
-ta
blis
hed
stan
dard
s. C
onsi
dera
tion
will
be
give
n to
bot
h th
e qu
alita
tive
and
quan
tita-
tive
crite
ria s
et fo
rth in
thes
e st
anda
rds.
6.1
Pre
para
tion
of S
elf-S
tudy
Rep
ort
6.2
Phi
loso
phy
and
Obj
ectiv
es6.
2.1
Mis
sion
6.2.
2 P
rogr
am D
efini
tion
6.2.
3 P
rogr
am A
ccep
tanc
e6.
2.4
Pro
gram
Goa
ls6.
3 P
rogr
am o
f stu
dy6.
3.1
Pro
gram
Nam
e6.
3.2
Pro
gram
Lev
el6.
3.3
Pro
gram
Defi
nitio
n6.
3.4
Pro
gram
Em
phas
is6.
3.5
Foun
datio
n R
equi
rem
ents
6.3.
6 C
ours
e S
eque
ncin
g6.
3.7
App
licat
ion
of M
athe
mat
ics
and
Sci
ence
6.3.
8 C
ompu
ter A
pplic
atio
ns6.
3.9
Com
mun
icat
ions
Nov
. 1, 2
015
30
APPENDIX
6.3.
10 In
dust
rial E
xper
ienc
e6.
3.11
Com
pete
ncy
Iden
tifica
tion
6.3.
12 C
ompe
tenc
y Va
lidat
ion
6.3.
13 P
rogr
am D
evel
opm
ent,
Rev
isio
n,
and
Eva
luat
ion
6.3.
14 T
rans
fer C
ours
e W
ork
6.3.
15 U
pper
Div
isio
n C
ours
e W
ork
6.3.
16 P
rogr
am
6.3.
17 L
egal
Aut
horiz
atio
n6.
4 In
stru
ctio
n6.
4.1
Cou
rse
Syl
labi
6.4.
2 R
efer
ence
Mat
eria
ls6.
4.3
Pro
gram
Bal
ance
: G
ener
al E
duca
-tio
n, P
hysi
cal S
cien
ces,
Man
agem
ent,
Tech
nolo
gy, a
nd
Ele
ctiv
es6.
4.4
Pro
blem
-Sol
ving
Act
iviti
es6.
4.5
Sup
ervi
sion
of I
nstru
ctio
n6.
4.6
Sch
edul
ing
of In
stru
ctio
n6.
5 Fa
culty
6.
5.1
Full-
Tim
e Fa
culty
6.5.
2 M
inim
um F
acul
ty Q
ualifi
catio
ns6.
5.3
Aca
dem
ic P
repa
ratio
n of
Fac
ulty
6.5.
4 S
elec
tion
and
App
oint
men
t Pol
icie
s6.
5.5
Tenu
re a
nd R
eapp
oint
men
t Pol
icie
s6.
5.6
Facu
lty L
oads
6.6
Stu
dent
s6.
6.1
Adm
issi
on a
nd R
eten
tion
Sta
ndar
ds6.
6.2
Sch
olas
tic S
ucce
ss o
f Stu
dent
s6.
6.3
Pla
cem
ent o
f Gra
duat
es6.
6.4
Stu
dent
Eva
luat
ion
of P
rogr
am(s
)6.
6.5
Stu
dent
Enr
ollm
ent
6.6.
6 A
dvis
ory
and
Cou
nsel
ing
Ser
vice
s6.
6.7
Eth
ical
Pra
ctic
es6.
7 A
dmin
istra
tion
6.7.
1 P
rogr
am A
dmin
istra
tion
6.7.
2 A
dmin
istra
tive
Lead
ersh
ip6.
7.3
Adm
inis
trativ
e S
uppo
rt6.
8 Fa
cilit
ies
and
6.8.
1 A
dequ
acy
of F
acili
ties
and
Equ
ip-
men
t6.
8.2
Sup
port
for F
acili
ties
and
Equ
ipm
ent
6.8.
3 A
ppro
pria
tene
ss o
f Equ
ipm
ent
6.9
Com
pute
r Sys
tem
s 6.
9.1
Avai
labi
lity
of C
ompu
ter S
yste
ms
6.9.
2 U
tiliz
atio
n of
Com
pute
r Sys
tem
s6.
10 F
inan
cial
Res
ourc
es6.
10.1
Fin
anci
al S
uppo
rt6.
10.2
Ext
erna
l Fin
anci
al S
uppo
rt6.
11 L
ibra
ry a
nd In
form
atio
n R
esou
rces
31
UNIVERSITYOFSOUTHERNMAINESELFSTUDY2011
6.11
.1 L
ibra
ry a
nd In
tern
et R
esou
rces
6.11
.2 U
tiliz
atio
n of
Lib
rary
and
Inte
rnet
R
esou
rces
6.12
Sup
port
6.13
Pla
cem
ent S
ervi
ces
6.13
.1 P
lace
men
t Ser
vice
s6.
13.2
Coo
pera
tive
Edu
catio
n/In
tern
ship
6.14
Indu
stria
l Adv
isor
y C
omm
ittee
(s6.
14.1
Pro
gram
Adv
isor
y C
omm
ittee
(s6.
14.2
Adv
isor
y C
omm
ittee
Mee
tings
6.15
Edu
catio
nal I
nnov
atio
n6.
16 A
sses
smen
t
Col
lege
of E
duca
tion
&
Hum
an D
evel
opm
ent
Teac
her E
duca
tion
Sta
te o
f Mai
ne A
ppro
ved
Pro
gram
and
Tea
cher
E
duca
tion
Acc
redi
tatio
n C
ounc
il
2009
Non
e.S
tate
of M
aine
Uni
t Pro
gram
App
rova
l S
tand
ards
Sta
te o
f Mai
ne a
nd U
SM
Initi
al T
each
er
Cer
tifica
tion
Sta
ndar
ds
Pra
xis
I and
Pra
xis
II
2014
Hum
an R
esou
rce
Dev
elop
men
tC
linic
al M
enta
l Hea
lth
Cou
nsel
ing
and
Sch
ool
Cou
nsel
ing:
Cou
ncil
for t
he A
ccre
dita
tion
of
Cou
nsel
ing
and
Rel
ated
P
rogr
ams
(CA
CR
EP
)
Reh
abili
tatio
n C
ouns
el-
ing:
Cou
ncil
on R
eha-
bilit
atio
n C
ouns
elin
g (C
OR
E)
Sch
ool P
sych
olog
y:
Nat
iona
l Ass
ocia
tion
of
Sch
ool P
sych
olog
ists
(N
AS
P)
2010
2006
2009
Rep
ort i
s fo
rthco
min
g.Li
cens
ure
for c
linic
al m
enta
l hea
lth c
oun-
selo
rs
Cer
tifica
tion
for S
choo
l Cou
nsel
ors
Nat
iona
l Cer
tifica
tion
for R
ehab
ilita
tion
Cou
nsel
ors
Cer
tifica
tion
for m
aste
rs-le
vel C
ertifi
ed
Sch
ool P
sych
olog
ical
Ser
vice
Pro
vide
rs
(CS
PS
P),
Nat
iona
lly C
ertifi
ed S
choo
l P
sych
olog
ist (
NC
SP
), B
oard
Cer
tified
B
ehav
ior A
naly
st (B
CB
A) a
nd l
icen
sure
fo
r doc
tora
l-lev
el P
sych
olog
ists
2010
2010
2014
Prof
essi
onal
Edu
ca-
tion
Lite
racy
Edu
catio
n an
d E
duca
tiona
l Lea
ders
hip:
S
tate
of M
aine
App
rove
d P
rogr
am
2009
Non
e.S
tate
of M
aine
Uni
t Pro
gram
App
rova
l S
tand
ards
Pra
xis
I and
Pra
xis
II
2014
32
APPENDIX
Lew
isto
n A
ubur
n C
olle
geO
ccup
atio
nal
Ther
apy
AC
OTE
– A
ccre
dita
tion
Cou
ncil
for O
T E
duca
-tio
n
2001
Ful
l ac-
cred
itatio
nFo
r 10
year
s.
1)R
evie
w o
f eac
h M
OU
eve
ry 5
yea
rs2)
Sys
tem
for r
evie
win
g ef
fect
iven
ess
Thes
e w
ere
met
by
Mar
ch o
f 200
1.
They
iden
tified
8 m
ajor
stre
ngth
s in
clud
-in
g:1.
Sup
port
by u
nive
rsity
adm
inis
trato
rs2.
Pro
gram
dire
ctor
3. P
rogr
am fa
culty
4.Li
brar
ian
5.Fi
eldw
ork
educ
ator
s an
d O
T co
mm
unity
6.S
tude
nts
and
grad
uate
s fo
r the
ir kn
owle
dge
base
and
adv
ocac
y fo
r the
pr
ofes
sion
7.cu
rric
ular
em
phas
is o
n oc
cupa
tion,
cl
inic
al re
ason
ing,
and
sel
f-refl
ectio
n8.
The
adm
inis
trativ
e as
sist
ant
Our
key
per
form
ance
indi
cato
rs a
re:
Pas
s ra
te o
n na
t’l e
xam
; Stu
dent
suc
cess
in
fiel
dwor
k; E
xtre
mel
y hi
gh e
mpl
oy-
men
t rat
e; H
ighe
st g
radu
atio
n ra
te o
f any
gr
adua
te p
rogr
am a
t US
M
Sum
mer
20
11 fo
r site
vi
sit a
nd fu
ll ac
cred
itatio
n re
view
Mus
kie
Scho
ol o
f Pub
lic
Serv
ice Pu
blic
Pol
icy
&
Man
agem
ent
Com
mis
sion
on
Ac-
cred
itatio
n of
Hea
lthca
re
Man
agem
ent E
duca
tion
2005
Exp
ansi
on o
f spe
cial
ize
educ
atio
n in
hea
lthca
re
finan
ce; E
nhan
ced
emph
asis
on
gove
rnan
ce
and
hum
an re
sour
ces.
Non
e20
10
Scho
ol o
f Bus
ines
sB
usin
ess A
dmin
is-
tratio
n A
AC
SB
Rea
ccre
dita
tion
Awar
ded
Jan
10, 2
010
Num
ber o
f fac
ulty
to s
uppo
rt a
maj
or, j
ourn
al
qual
ity m
etric
s, fa
culty
dev
elop
men
t fun
ds.
Facu
lty S
uffic
ienc
y, A
sses
smen
t of L
earn
-in
g, R
esou
rce
Allo
catio
n, A
ccom
plis
h-m
ent o
f Mis
sion
Fall
2014
Scho
ol o
f Law
Law
Am
eric
an B
ar A
ssoc
ia-
tion
Am
eric
an A
ssoc
iatio
n of
La
w S
choo
ls
2008
2008
Sec
urity
of p
ositi
on fo
r non
-tenu
re tr
ack
fac-
ulty
; ade
quac
y of
phy
sica
l fac
ility
; sta
bilit
y an
d ad
equa
cy o
f fina
ncia
l res
ourc
es; a
dequ
acy
of
clas
sroo
m te
chno
logy
.
Div
ersi
ty o
f fac
ulty
; div
ersi
ty o
f stu
dent
bod
y;
finan
cial
issu
es (a
dequ
acy
of s
uppo
rt, d
egre
e of
bu
dget
con
trol).
Mul
tista
te P
rofe
ssio
nal R
espo
nsib
ility
E
xam
inat
ion
resu
lts, P
aten
t Bar
Exa
min
a-tio
n re
sults
, bar
exa
m re
sults
, em
ploy
-m
ent a
t gra
duat
ion
and
nine
mon
ths
afte
r gr
adua
tion.
2015
for b
oth
Am
eric
an B
ar
Ass
ocia
tion
and
Am
eric
an
Ass
ocia
tion
of
Law
Sch
ools
–
regu
lar
sabb
atic
al
accr
edita
tion
revi
ew.
33
UNIVERSITYOFSOUTHERNMAINESELFSTUDY2011
Col
lege
of N
ursi
ng &
H
ealth
Pro
fess
ions
Nur
sing
*CC
NE
acc
redi
tatio
n 20
05-2
010
(aw
aitin
g no
tifica
tion
of re
accr
edi-
tatio
n)C
omm
issi
on o
n C
olle
-gi
ate
Nur
sing
Edu
catio
n
App
rove
d by
Mai
ne
Sta
te B
oard
of N
ursi
ng
2007
-201
3
CC
NE
200
5*M
SB
N 2
007
Awai
ting
2010
lette
r. Fi
nal o
utco
me
and
reco
m-
men
datio
ns w
ill b
e O
ctob
er 2
010
BS
: Sta
te li
cens
ure
(NC
LEX
) tes
t pas
s ra
tes;
em
ploy
men
t %, e
mpl
oyer
sat
isfa
c-tio
n, s
tude
nt e
xit a
nd a
lum
ni s
atis
fact
ion,
M
S: C
ertifi
catio
n pa
ss ra
tes,
em
ploy
men
t %
; em
ploy
er s
atis
fact
ion,
stu
dent
exi
t and
al
umni
sat
isfa
ctio
n,
CC
NE
: 201
0 re
accr
edita
tion
repo
rt, re
view
an
d vi
sit c
om-
plet
ed M
arch
, aw
aitin
g le
tters
an
d fin
al
confi
rmat
ion
and
dire
ctio
ns
Oct
ober
201
0
Mai
ne S
tate
B
oard
of N
urs-
ing
(MS
BN
) vi
sit a
ntic
i-pa
ted
2013
Exer
cise
, Hea
lth &
Sp
ort S
cien
ces
Hea
lth F
itnes
s: C
AA
-H
EP
accr
edita
tion
in th
e E
xerc
ise
Sci
ence
s
9/30
/09
– in
itial
ac
cred
itatio
n (5
ye
ars)
Com
plet
ion
of a
nnua
l rep
ort r
equi
red
for c
ontin
-ue
d ac
cred
itatio
n –
area
s in
clud
e ke
y in
dica
-to
rs (s
ee li
st),
curr
icul
um, c
linic
al a
ffilia
tions
, ad
min
istra
tive
supp
ort,
budg
et, a
dvis
ing,
facu
lty,
adm
issi
ons
Ret
entio
n ra
te
Gra
duat
e pl
acem
ent (
jobs
, gra
duat
e sc
hool
)
Nat
iona
l cre
dent
ialin
g ex
ams
(par
ticip
a-tio
n/pa
ss ra
te)
Em
ploy
er s
urve
y (r
espo
nse
rate
, lev
el o
f sa
tisfa
ctio
n)
Gra
duat
e su
rvey
(res
pons
e ra
te, l
evel
of
satis
fact
ion)
9/30
/14
Exer
cise
, Hea
lth &
Sp
ort S
cien
ces
Com
mis
sion
on
Acc
redi
-ta
tion
of A
thle
tic T
rain
ing
Edu
catio
n (C
AAT
E)
2007
Ful
l A
ccre
dita
tion
Gra
nted
Non
e; c
urre
ntly
in c
ompl
ianc
e w
ith C
AAT
E.
Mus
t file
ann
ual r
epor
t with
CA
ATE
.M
ay 2
010
*Rec
ord
resu
lts o
f key
per
form
ance
indi
cato
rs in
form
S3.
Inst
itutio
ns se
lect
ing
E1b
shou
ld a
lso
incl
ude
E1a.
34
APPENDIX
S1, S2 & S3 Forms
35
UNIVERSITYOFSOUTHERNMAINESELFSTUDY2011
Form S1. RETENTION AND GRADUATION RATES
Student Success Measures/ Prior Performance and Goals
2 Years Prior
1 Year Prior
Most Re-cent Year
Goal Next Year
Goal 2 Years
Forward
IPEDS Retention DataFall 2007 Fall 2008 Fall 2009 Fall 2010 Fall 2011
Bachelors degree students 67% 64% 65% 67% 69%IPEDS Graduation Data
Aug 07 Aug 08 Aug 09 Aug 10 Aug 11Bachelors degree students 34% 34% 36.8% 38% 39%
Other Undergraduate Retention Rates (1) Fall 07 Fall 08 Fall 09
a EYE Cohorts (Fall-to-Fall) 62.5% 66.8% 65.1%
b RSP Cohorts (Fall-to-Fall) 86.3% 82.7% 77.4%
c ENG 104 Students (Fall-to-Fall) ----- 63.3% 62.4%
d FRS 180-Conditional/GO (Fall-to-Fall) 61.0% 54.6% 52.8%
eAlerted Freshmen Students-Academic Alert Program (Fall-to Fall) 62.7% 46.4% 51.8%
Other Undergraduate Graduation Rates (2)
abc
Graduate programs *
Retention rates first-to-second year (3)
Graduate Retention Rates By School/College available on the Infor-mation Reporting Webpage at:http://usm.maine.edu/inforeporting/student/reports/Graduate/
Graduation rates @ 150% time (4)
Graduate Graduation Rates By School/College available on the Infor-mation Reporting Webpage at:http://usm.maine.edu/inforeporting/student/reports/Graduate/
Distance Education
Course completion rates (5)Not Avail-able
Retention rates (6)Not Avail-able
Graduation rates (7)Not Avail-able
Branch Campus and Instructional Locations
Course completion rate (8)Not Avail-able
Retention rates (9)Not Avail-able
Graduation rates (10)Not Avail-able
Definition and Methodology Explanations
1
(a) EYE Cohort- refers to those students who completed an EYE Course during their first semester at USM.
(b) RSP Cohort- refers to those students who were in the Russell Scholars Program their first semester at USM.
(c) ENG 104 Students-refers to those students who did NOT meet the English proficiency level upon entry to USM, due to their low SAT-Writing score or those with no SAT –Writing scores.
(d) FRS 180 Conditional/GO Students-refers to the group of conditional/GO students who completed the FRS 180 course their first semester at USM.
(e) Alerted Freshmen Students-refers to freshmen students who were given an alert notice for needing intervention after a faculty member reported that they were having difficulty in one or more courses during their first semester at USM --(Academic Alert Intervention Program).
36
APPENDIX
2
3Graduate Retention Rates By School/College available on the Information Reporting Webpage at:http://usm.maine.edu/inforeporting/student/reports/Graduate/
4Graduate Graduation Rates By School/College available on the Information Reporting Webpage at:http://usm.maine.edu/inforeporting/student/reports/Graduate/
5
6
7
8
9
10 * An institution offering graduate degrees must complete this portion.
37
UNIVERSITYOFSOUTHERNMAINESELFSTUDY2011
Form S2. OTHER MEASURES OF STUDENT ACHIEVEMENT AND SUCCESS
Measures of Student Achievement and Success/ Institutional Performance and Goals 2 Years Prior 1 Year Prior Most Recent
YearGoal for the
Future
Success of Students Pursuing Higher Degree Fall 07 Fall 08 Fall 09
1EYE Cohorts :Performance after 1st year (overall GPA) 2.19 2.40 2.50
2RSP Cohorts: Performance after 1st year (overall GPA) 2.86 2.53 2.65
3ENG 104 Students: Performance after 1st year (overall GPA) ----- 2.42 2.41
4FRS 180-Conditional Students: Performance after the 1st year (overall GPA) 2.43 2.09 2.11
5Alerted Freshmen: Performance after 1st semester (overall GPA) 1.26 1.68 1.39
6MAT 009-101 Students: Performance after 1st year (overall GPA) ----- 2.39 2.26
Definition and methodology explanations
*See S1 Form for some definitions of the above student groups.
*MAT 009-101 Students-refers to students who did NOT meet the mathematics proficiency level upon entry to USM by their SATM score or by the ACCUPLACER Math Placement Scores and were required to take the lowest level math courses; developmental math (M009) and/or the college readiness math (M101).
Rates at Which Graduates Pursue Mission Related Paths (e.g., Peace Corps, Public Service Law)
1Graduates who plan to attend grad school upcoming in the fall or within two years 19% 19% 45%
2 Graduates who plan to join the military --- --- 4%
3Graduates who plan to join the Peace Corps or Americorp --- --- 9%
4 Graduates who plan to teach or study abroad --- --- 5%
Definition and methodology explanations
*Responses from the Graduating Senior Survey…administered annually to May graduates.
Rates at Which Students Are Successful in Fields for Which They Were Not Explicitly Prepared
1234
Definition and methodology explanations
Documented Success of Graduates Achieving OtherMission-Explicit Achievement (e.g., Leadership, Spiritual Formation)
1 23
38
APPENDIX
Definition and methodology explanations
Other (Specify Below)12
Definition and methodology explanations
39
UNIVERSITYOFSOUTHERNMAINESELFSTUDY2011
Form S3. LICENSURE PASSAGE AND JOB PLACEMENT RATES
2 Years Prior 1 Year Prior Most Recent Year Goal Next Year Goal 2 Years Forward
State Licensure Passage Rates * (1)
a
PRAXIS- I Teacher Certifi-cation Tests:
Reading, Writing, Math Test(2007-08)
54/54 (2008-09)
89/89 (2009-10)
81/81
bPRAXIS-II Subject Area
Tests: School Psychology ----(2008-09)
6/6 (2009-10)
8/8cde
National Licensure Passage Rates * (2)
aNCE (National Counselor
Examination)(2007-08)
15/15 (2008-09)
15/15 (2009-10)
13/13
bATMAE Certified Technol-
ogy Manager Exam ----(2008-09)
8/9(2009-10)
3/4cde
Job Placement Rates **(3)
a bcdefgh
* For each licensure exam, give the name of the exam above along with the number of students for whom scores are available and the total number of students eligible to take the examination (e.g. National Podiatric Examination, 12/14). In following columns, report the passage rates for students for whom scores are available, along with the institution's goals for succeeding years.** For each major for which the institution tracks job placement rates, list the degree and major, and the time period following graduation for which the institution is reporting placement success (e.g., Mechanical Engineer, B.S., six months). In the following columns, report the percent of graduates who have jobs in their fields within the specified time.
Institutional Notes of Explanation
1a 100% pass rate. PRAXIS-I Basic Teacher Certification Test is required for admission to M.S.Ed in Teaching and Learning, and the ETEP Teaching Program
1b 100% pass rate. PRAXIS-II Subject Area Test in School Psychology is required for the student portfolio in MS in Psychology program, beginning in 2008-09.
2a100% pass rate. NCE Exam is required to be a certified counselor, graduates from M.S. in Counseling Program.
2b ATMAE passing rates: 89% in 2008-09, 75% in 2009-10. Exam was done for the past two years on a volunteer basis for Technol-ogy majors, but the certification test will be required for future graduating classes for BA/BS program in Technology.
40
APPENDIX
Financial Reports
41
UNIVERSITYOFSOUTHERNMAINESELFSTUDY2011
Most Recent Audited Financial Statements
Annual Financial Reports for the University of Maine System, FY 2010-2011 available at:
http://www.maine.edu/system/oft/AnnualFinancialReports.php
42
APPENDIX
Auditor’s Management Letter
By policy, the University of Maine System does not include this with the audited financial statements or otherwise post it to the web. Although
this is a public document and has been distributed in hard copy, because it may identify a potential weakness that could be exploited it is deemed unsafe to post to the web. Hard copies shall be available if requested. We
cannot convert copy to a PDF and add to the electronic files.
43
UNIVERSITYOFSOUTHERNMAINESELFSTUDY2011
Reference Documents By Standard
44
APPENDIX
IntroductionThe 21st Century USM
Standard 1Final Report and Implementation of the New Challenges New Directions Initiative USM Strategic Plan Implementation
Standard 2Preparing USM for the Future Southern Maine Imperative The USM Plan Transforming USM 2004-2009 Fifth Year Interim Report for NEASC New Challenges New Directions Work Plan Final Report and Implementation of the New Challenges New Directions InitiativeMembership of Task Teams Reorganization Task Force White Paper Design Team Academic Reorganization Proposal Lovett/Collins Assessment of Research, Creative and Scholarly Activity Report 2005 The Advising Network web site
Standard 3Board of Trustees Maine Revisited Statues Title 20, 2251 Board of Visitors Board of Trustees: Statement on Shared Government University of Southern Maine Faculty Handbook University of Southern Maine Governance Document University of Maine System Charter New Challenges New Directions Initiative Board of Trustees By-Laws University of Maine System Constitution Board of Trustees Policy Manual Board of Trustees Policy Manual Sec. 301 Board of Trustees Policy Manual Sec. 103 Board of Trustees Policy Manual Governance Documents University of Southern Maine Governance Structure University of Southern Maine President’s Website University of Southern Maine Senate Minutes University of Southern Maine Organizational Chart University of Southern Maine University Council University of Southern Maine Academic Council University of Southern Maine Graduate Council Maine’s Public Policy on Education University of Southern Maine Faculty Senate The Free Press Student Government Association of the Portland-Gorham Campuses Student Government Association of the Lewiston-Auburn Campus
45
UNIVERSITYOFSOUTHERNMAINESELFSTUDY2011
USM Classified Staff Senate USM Professional Staff Senate New Challenges New Directions Work Plan The 21st Century USM
Standard 4University of Southern Maine Catalog Undergraduate Core Requirements - English Composition Undergraduate Core Requirements - Writing Intensive AACSB Assurance of Learning Process USM Evaluation of New Degree Program Proposals USM Center for Technology-Enhanced Learning Undergraduate Catalog Summary of Undergraduate Degree Programs Inventory of Departmental Assessment Activities Undergraduate Core Curriculum Fall 2009 Information Reporting IPEDS Student Report Bachelor of Science in Nursing Department of Mathematics and Science Department of English USM MaineStreet Five Year Enrollment Statistics Opening Breakfast Remarks 2009 Appendix V Appendix VI New Challenges New Directions Final Report New Challenges New Directions Work Plan Visions, Goals and Outcomes for General Education Guidelines and Criteria for General Education Programs Lewiston Common Core Honors Pathway - Honors and General Education USM Core Curriculum Proposal Appendix VII Design for a New USM Core Experience USM Core Curriculum Description Appendix VIII USM Honors Program Assessment Methods Summary CCC work plan for Fall 2011 Implementation University of Southern Maine Graduate Catalog University of Southern Maine Graduate Studies Website University of Southern Maine Faculty Handbook Office of Prior Learning Assessment Policy on Academic Integrity World Education Services Mainestreet - Information on Transfer Course Equivalency University of Southern Maine Articulation Agreements University of Southern Maine Undergraduate Residence Requirement University of Southern Maine Graduate Admissions Policy
46
APPENDIX
Standard 5University of Southern Maine Mission Statement Preparing USM for the Future 2009-2014 University of Southern Maine Governance Constitution AFUM Contract 2007-2009 University of Maine System Administrative Procedures Manual Faculty: Data First Forms University of Southern Maine Employment Services University of Southern Maine Provost’s Office University of Southern Maine 2009-2010 Faculty Handbook UMS Faculty and Tenure Statistics 2008-2009 USM At a Glance 2008-2009 University of Southern Maine Criteria for Tenure and Ranks UMS Administrative Procedures Manual PATFA Contract Thinking Matters Office of Research Compliance Office of Sponsored Programs 2007-2008 Annual Report University of Southern Maine Author’s Wall University of Southern Maine Public Affairs Blog “What We’re Doing” University of Southern Maine OSP Annual Report University of Southern Maine Administrative Procedures Manual
Standard 6University of Maine Undergraduate Admission Policies Free Press Article:”Jelena Price: full-time worker, part-time student” Undergraduate Admissions NEASC Statement of Principles and Good Practice Transfer Affairs Office “GO” Program Office of Multicultural Student Affairs English Language Bridge Program Early Study Program US Census - Maine QuickFacts Office of Graduate Admission Graduate Catalog Knocking at the College Door: Projections of High School Graduates Maine Community College System Enrollment Highlights Student Success Center Student and University Life Academic Affairs Finance and Administration Office of Support for Students with Disabilities Learning Foundation University Police Department of Residential Life and Residential Education Dean of Student Life
47
UNIVERSITYOFSOUTHERNMAINESELFSTUDY2011
Office of Community Standards University Health and Counseling Services Women’s Resource Center Office of Substance Abuse Prevention Center for Sexuality and Gender Diversity Office of International Programs English for Speakers of Other Languages University of Southern Maine Community Engagement Financial Aid Office Student Billing Office Student Involvement and Activities Campus Involvement and Activities Graduate Student Government Portland & Gorham Campus Student Senate Lewiston-Auburn Campus Student Senate USM Athletics and Recreation Recreational Sports University of Maine Undergraduate Student Policies Confidentiality of Student Records Policy Registrar’s Office Division of Information and Technology Guidelines for General Education USM Information Reporting Residence Halls USM Dinning Services USM Strategic Plan: Preparation for the Future 2009-2014
Standard 7University of Maine System Library Networks University of Southern Maine Libraries Organizational Chart University of Southern Maine Library Website University of Maine System-wide Library Collaborations Library Building Projects Library Information CommonsLaw Library Re-Accreditation University of Southern Maine Library Strategic Plan 2003 University Libraries Strategic Themes and Priorities Library Policies and Procedures University Computing Policies and Agreements Library Liaison Program Information Literacy Plan for USM Libraries USM Libraries Faculty Toolbox Library Instructional Services “InfoSavvy” Blog FRS 197: Information Literacy Course FRS 197: Information and Source Material USM Specialized Collections Osher Map Library and Smith Center for Cartographic Education
48
APPENDIX
USM Special Collections Jean Byers Sampson Center for Diversity in Maine USM Franco-American Collection Osher Map Library Board Members Faculty Scholars for Specialized Collections “Seven Campuses, One Collection” USM Interlibrary Load Program Libraries/Instructional Technology & Media Services Website Computing @ USM Website Center for Technology-Enhanced Learning Maine InfoNet (MIN) USM Libraries Information Literacy Program USM LibQual Survey Results Report Program Statement for Osher Map Library Expansion and Arcade Entrance 2006 Library Website Survey Results Maine InfoNet(MIN) State-Wide Library Consortium Maine InfoNet Board Members 2010 University College Website Historic Map Works Inc. Jean Byers Sampson Center Catalyst for Change Award Recipients JSTOR Center for Technology Enhanced Learning (CTEL) Committees USM University Outreach USM Division of Information and Technology USM e-Learning Initiative Equipment and Classroom Technology (ITMS) University of Maine System IT Services
Standard 8Transforming USM: 2004-2009 Introduction to LEED Certification Classroom Usage Statistics 2006-2008 Classroom Usage Statistics 2007-2010 Instructional Technology and Media Services Classroom Technology Inventory Division of Information and Technology Current Computer Lab Power Usage Computer Usage Spring 2007-Summer 2009 Computer Usage Fall 2009-Present Data Security Policies Evaluation of Facilities Management New Space Utilization Policy Deferred Maintenance List University of Southern Maine Dean’s Classroom Review and Report Core Data Staff Comparisons 10 Steps to Internet Security Support for Students with Disabilities Preparing USM for the Future: 2009-2014
49
UNIVERSITYOFSOUTHERNMAINESELFSTUDY2011
Standard 9Selma Botman, Staff Opening Breakfast Remarks Preparing USM for the Future, 2009-2014 Administrative Practice Letters NEASC Five Year Interim Report University of Southern Maine Finance and Administration Final Report of the New Challenges, New Directions Initiative Principles for USM Budget Development and Management New Challenges, New Directions Initiative Work Plan
Standard 10University of Southern Maine Website University of Southern Maine Website: Contact Us University of Southern Maine Website: Directory University of Southern Maine Graduate Catalog University of Southern Maine Undergraduate Catalog University of Southern Maine Website: About USM Tuition and Fees NEASC Student Survey April 2009 Financial Aid Office Survey Summary for Summer Orientation 2009 University of Southern Maine Website: Rankings and Recognition NEASC Standard 10 CHIE Form USM Today Expected Results of a University Education Master’s Program in Occupational Therapy University of Southern Maine Website: Discover USM Information Reporting Student Information Academic Support Services Academic Assessment Tools Student Success Center Advising Services University of Southern Maine Alumni Relations
Standard 11University of Maine System Charter Board of Trustees USM Mission Statement USM Governance Document AFUM Contract 2007-2009 PATFA Contract 2007-2009 UMS Intellectual Property Policy UMS HIPAA General Operating Policies USM Institutional Review Board on Human Subject Research Institutional Biosafety Committee Institutional Animal Care and Use Committee Review of Research Administration Function at the University of Southern Maine
50
APPENDIX
USM Strategic Plan Implementation USM Faculty Senate USM Human Resources Department Office of Community Standards Student Integrity Policy UMS Student Conduct Code Standard 11 in other Standards: Matrix 11.10
Acknowledgements
NEASCChairLuisaS.DeprezwouldliketothanktheSteeringCommitteemembersfortheircontinuedsupportforandcontributionstoUSM’sSelf-StudyReport.ThanksalsogotoallmembersofallStandardCommitteeandSub-
committeesthroughouttheUSMCommunity.
Additional Thanks to:
DrewClarkandPatDavis