2009 Performance Accountability Report Vol. 2 - Maryland Higher ...

committees/taskforces, surveys, operational plan development and implementation, and
institutional assessment. UMES’ strategic priorities are guided by five goals that focus on high
quality of instruction, access, affordability, student learning outcomes, diversity, economic
growth, and overall effectiveness and efficiency. The Strategic Plan complements and supports
the current Maryland State Plan for Postsecondary Education’s five priority themes: (1) Quality
and Effectiveness, (2) Access and Affordability, (3) Diversity, (4) Student Centered Learning
Systems, and (5) Economic Growth and Vitality. In addition, UMES’ strategic priorities are
aligned to the University System of Maryland Plan’s priorities. The current UMES plan will be
extended for another two years to bring it in line with the USM plan, and the next strategic plan
will be for the period 2011-2016.
Accountability Goals, Objectives, and Performance Measures
As in previous years, the University strategic plan’s five goals guided the Managing for Results
(MFR) effort over the course of 2008-2009. The aggressive agenda of the plan sets the course
for progress and advancement in the following five key areas:
1) The design and implementation of academic programs that are responsive to the UMES
mission, systematically reviewed for sustained quality, relevance, and excellence to meet
the challenges of a highly competitive and global workforce (MFR Objectives 1.1, 1.2, and
1.3 provide insight into preparedness of graduates).
UMES is consistently reviewing its program offerings to ensure that it effectively meets the
needs of its students and other stakeholders. The recently approved Doctor of Pharmacy,
will enroll its first students in the fall of 2010. UMES continues to pursue course redesign
actively to make its courses available to students at any time and any place. During the
2008-2009 academic year, there were 15 hybrid courses developed and offered. Currently,
the University has 62 hybrid courses available to students. In addition, a total of 49
distance education (online) courses were offered with an enrollment of 648 students in FY
2009.
2) The promotion and sustenance of a campus environment that supports a high quality of life
and learning and that responds to the needs of a diverse student population (MFR
Objectives 2.1, 2.2, 2.3, and 2.4 monitor the value that UMES provides and includes
measures regarding access to higher education for many citizens of the State of Maryland).
The fall 2008 student and faculty profiles indicate that UMES continues to be the most
diverse campus among HBCUs in the USM. The ethnic distribution of students was: Black
77.2%, White 11.7%, Native Americans 0.2%; Asian 1.4%; Hispanic 1.2%, foreign 4.2%;
and others 4.0%. The distribution by race for full-time faculty was Black 40.9%, White
41.9%, Asian 12.4%, Hispanic 2.7%, Native American 1.1%, and all others 1.1%, and,
again, was the most diverse among USM institutions. In the fall of 2007, the African
American student enrollment at UMES was 76.8% compared to over 85.0% for the other
public HBCUs in the four-year public institutions of Maryland. In addition, UMES
students routinely engage in multicultural and community outreach activities, and during
326