ࡱ>  /bjbjVV }2<<&&W&W&W&${&{&{&P&({&%,,,,,---W&$3--$3$3&.3&$,,<F;;;$3pW&,W&,;$3;;<,21o{&3<`x<%^(4&W& -VQ/;E0 1---j8v---%$3$3$3$3--------- $: SALISBURY UNIVERSITY MISSION Salisbury University is a premier comprehensive Maryland public university, offering excellent, affordable education in undergraduate liberal arts, sciences, pre-professional and professional programs, including education, nursing, social work, and business, and a limited number of applied graduate programs. Our highest purpose is to empower our students with the knowledge, skills, and core values that contribute to active citizenship, gainful employment, and lifelong learning in a democratic society and interdependent world. Salisbury University cultivates and sustains a superior learning community where students, faculty, and staff engage one another as teachers, scholars, and learners, and where a commitment to excellence and an openness to a broad array of ideas and perspectives are central to all aspects of University life. Our learning community is student-centered; thus, students and faculty interact in small classroom settings, faculty serve as academic advisors, and virtually every student has an opportunity to undertake research with a faculty mentor. We foster an environment where individuals make choices that lead to a more successful development of social, physical, occupational, emotional, and intellectual well being. ACCOUNTABILITY GOALS, OBJECTIVES, AND PERFORMANCE MEASURES Overview The 2009-10 academic year for Salisbury University (SU) has been a year of progress despite economic hardship for the institution. Freshmen applications and enrollment increased by more than 3% last year. The University enrolled 1,276 first-time freshmen, an increase of 77 over the 2008-2009 first-time freshmen enrollment. With this came a more diverse first-time freshmen cohort than the previous year, including larger percentages of students classified as African American, American Indian, Asian, or Hispanic. Last year, the University attracted more applicants and enrolled a class with higher academic credentials than in previous years. Given the current financial crisis, the University has had to strategically use its limited faculty and staff resources to uphold our status as A Maryland University of National Distinction. Despite the financial hardship being experienced nationwide, the University has made significant progress toward accomplishing many of the goals outlined in this report. For instance, 2010 has been a year in which ˶has garnered much national recognition of its reputation as an exceptional comprehensive university. U.S. News & World Report again selected ˶as one of Americas Best Colleges for 2011. For the 14th consecutive year, ˶was included a top 10 regional public university in the North. Additionally, for the 9th consecutive year, ˶was ranked as a best regional university among both public and private institutions in the North. For the 12th consecutive year, ˶was designated by The Princeton Review as one of the nations best institutions in The Best 373 Colleges in America (2011 Edition) and one of The 218 Best Northeastern Colleges, 2011. For the 2nd consecutive year, The Princeton Review also selected ˶as one of the Top 50 Best Value Public Colleges in the nation for 2010. Kiplingers Personal Finance magazine named ˶as one of the Top 100 Best Values in Public Colleges in its 2010 edition. The Princeton Review in partnership with the U.S. Green Building Council, named ˶as one of the top 286 Green Colleges for 2010. For the 2nd consecutive year, The Chronicle of Higher Education named ˶one of the Great Colleges to Work For. SUs 2009-2013 Strategic Plan goals complement the Key Goals and Objectives identified in the Managing for Results (MFR) document. This report identifies how SUs Key Goals and Objectives and Strategic Plan goals relate to the five goals for postsecondary education identified in the 2009 Maryland State Plan for Postsecondary Education. In addition to MFR-specific data, there are a number of additional indicators and qualitative efforts that are related to SUs progress towards the Key Goals and Objectives. To determine how effectively ˶is progressing towards meeting the 2010 MFR Key Goals and Objectives, data relevant to each objective will be described in subsequent sections of this report. MHEC GOAL2009-2013 ˶GOALMFR OBJECTIVEADDITIONAL INDICATORSQuality and Effectiveness Provide exceptional contemporary liberal arts education and academic and professional programs that are aligned with an increasingly competitive, global, and knowledge-based economy.1.1-1.4 4.1-4.6AI.8Access and Affordability Continue to attract and retain quality students. 3.1-3.3AI.3-AI.8Diversity Provide exceptional contemporary liberal arts education and academic and professional programs that are aligned with an increasingly competitive, global, and knowledge-based economy.3.1-3.3A Student-Centered Learning SystemPromote and develop a student culture that places the highest priority on academic engagement and personal growth by leveraging the ˶small school feel and strong student/faculty/staff interactions.1.1, 1.2 Economic Growth and Vitality Continue to build the resourceshuman, financial, physical, and externalthat support student academic and engagement needs.1.1-1.4 2.1-2.5 AI.1-AI.2 AI.7 INSTITUTIONAL ASSESSMENT Quality & Effectiveness Given the changing demographics of the state of Maryland, it is imperative that the institution create an infrastructure to support a more diverse population of students. The University has increasingly emphasized its diversity initiatives and demographicsboth of which are readily affirmed in the Universitys trends and benchmarks. Fall 2009 marked the most ethnically diverse student population in SUs history. Minority students, including international non-residents, now make up approximately 18.5% of SUs undergraduate student body. Additionally, during 2009-10 ˶began to pilot several student initiatives aimed at closing the achievement gap between our African American and Hispanic students and our white students. Additionally, the University recently received a $1.1 million TRIO grant to support some of the following initiatives: Intentional advising through the Early Warning Program, mid-semester advising, mid-year advising for freshmen on academic probation, and enrollment management strategies. Math readiness and academic success strategies in math and science courses through math placement testing, the development of additional math preparation resources, supplemental instruction support, and curriculum review and revision. Additional services to support academic achievement and success through the Center for Student Achievement, summer/winter bridge programs, tutorial services, faculty development opportunities, freshman seminars, and living-learning communities. Development of new Freshmen Seminars which include additional course time to educate students in appropriate learning and study strategies. Expansion of the Powerful Connections program which offers mentoring to students of diverse backgrounds. Making learning communities available to all students which provide a common living space to students with similar academic interests. Retention and Graduation One common method for evaluating institutional success has been graduation and retention rates. Retention and graduation rates do provide information about institutional ability to successfully maintain and move students through the pipeline. By comparing retention and graduation rates across multiple years for minority students, the University will have some evidence of the impact of its diversity initiatives. The relevant rates for ˶are provided in Objectives 4.1-4.6. At 83.3%, the second-year retention rate for the 2008 entering cohort of freshmen (Objective 4.1) declined slightly from previous cohort, 85.6%. The 2008 cohort included students that started at ˶in fall 2008 and returned to ˶or transferred to another USM school for the fall 2009 semester. When examined further, it appeared that students that transferred from ˶to a USM or Maryland school were retained by those schools at lower rates than in previous years. Additionally, non- Maryland residents are retained at lower rates. With the national and state economies also stressed, it is feasible to expect that family finances are also impacting these rates. Our institutional data indicated that for the overall group of non-retained students and for non-retained out-of-state students, both received higher amounts of aid in the form of loans when compared to their retained counterparts. In fact, for both of these non-retained groups, they received 21% more loan aid than the retained students. Economic factors certainly impacted our retention rate. Additionally, non-retained students had a significantly lower HSGPA than those that were retained (3.42 vs. 3.55). This may indicate that they are not as prepared for college-level study as other students. Combined with the higher loan aid amounts, it is possible that these students returned to institutions or community colleges closer to home as a more economical way to complete their college education. As mentioned previously, the University implemented several pilot initiatives in 2009, identified in the previous section, in an attempt to improve retention rates for subsequent cohorts. Objectives 4.2 and 4.3 provide additional information regarding second-year retention with a special focus on African American and all minority students. For 2010, second-year retention increased 3.5 percentage points from the previous year for SUs African American students. Approximately, 82.6% of African American students were retained until their second year. Results also revealed an increase in second-year retention rates for all minority students at SU. Second-year retention rates for minority students increased by 1.1 percentage point this year, to a rate of 81.6%. By providing additional academic assistance and programming to students, ˶hopes to improve students course performance as well as overall retention and graduation rates. Currently, SUs overall six-year graduation rate is 72.4% (Objective 4.4). This represents a 2.5 percentage point decline from last years rate. When compared to other institutions, SUs average six-year graduation rates are the highest among our performance peers, and the second highest among the USM comprehensives, following only Towson. An investigation of the 2003 cohort of students indicated that there was a dip in retention rates for this group during their third year. During this three-year period, the largest increase in financial aid dollars was through loans (11%) while scholarship aid increased by the smallest amount (2%). Concurrently, there was a 4% increase in undergraduate students vying for this funding. It is likely that an increased financial burden played a role in the decrease in graduation rates for this group. Progress towards our graduation goals for African American (Objective 4.5) and minority (Objective 4.6) students was more substantial. Compared to 2009 rates, the University experienced a slight increase in six-year graduation rates for African American students to a rate of 64.6%. ˶has the second highest six-year graduation rate for African-American students among the USM comprehensives, following only Towson. This represents the second consecutive year for increases in graduation rates for this subgroup. Additionally, six-year graduation rates for minority students at ˶also showed a positive increase. For the third consecutive year, graduation rates for this group have improved. Currently, the 67.7% rate represents an increase of 2 percentage points from the previous year and approximately a 6 percentage point increase from two years ago. It is believed that the minority achievement initiatives instituted during the previous two academic years positively influenced graduation rates for these subgroups. Accreditations and Licensure: An additional indicator of the quality and effectiveness of ˶is its ability to obtain and maintain national accreditations. Several academic programs are accredited: Salisbury University is accredited by the Middle States Commission on Higher Education (MSCHE); Teacher Education programs- accredited by the National Council for Accreditation of Teacher Education (NCATE) and MD Education Department; Social Work program-accredited by the Council on Social Work Education (CSWE); Music program-accredited by the National Association of Schools of Music (NASM); Franklin P. Perdue School of Business-is accredited by the Association to Advance Collegiate Schools of Business (AACSB); Exercise Science- accredited with the Committee on Accreditation of Allied Health Education Programs (CAAHEP); Clinical Laboratory Sciences/Medical Technology- accredited with the National Accrediting Agency for Clinical Laboratory Sciences (NAACLS); Nursing programs-accredited by the Commission on Collegiate Nursing Education (CCNE); Programs in the Department of Chemistry- certified by the American Chemical Society Committee on Professional Training (ACS-CPT); Athletic Training-accredited through the Commission on Accreditation of Athletic Training Education (CAATE); and Respiratory Therapy program-accredited by the Committee on Accreditation for Respiratory Care (CoARC) through CAAHEP. Additionally, Objectives 1.1 and 1.2 were established as performance goals to help determine the effectiveness of the nursing and teacher education programs at SU. Effectiveness for these goals is measured as pass rates of the nursing licensure exam (NCLEX, by nursing graduates) and the teacher licensure exam (PRAXIS, by teacher education graduates). The University increased its pass rate on the NCLEX (Objective 1.1) by 1 percentage points in 2010 to an overall rate of 96%. This is the fourth consecutive year where rates have increased, resulting in an increase of 23 percentage points since 2006. These increases can be largely attributed to the concentrated efforts (e.g., reform of the Nursing curriculum, tutoring, NCLEX review course, etc.) initiated by the nursing program in 2006 to increase its pass rates. Additionally, NCLEX pass rates for Salisbury University are the highest of any baccalaureate institution in the state of Maryland. At 95%, the pass rate for the PRAXIS was maintained from the rate attained during the previous year (Objective 1.2). During the 2008-09 academic year, the Professional Education unit implemented a new graduation requirement for students seeking their degree in a Professional Education area. Beginning with students graduating from the Professional Education program in spring 2010 and after, students must pass the PRAXIS II in order to graduate with recommendation for certification. This change will result in a pass rate of 100% for the 2012 reporting cycle. Access, Affordability, and Diversity The next two MHEC postsecondary education goals focus on promoting accessibility, affordability, and diversity. During the 2009-10 academic years, ˶has provided access to more students from diverse backgrounds, while still being affordable. Objectives 3.1-3.3 focus on meeting these goals. Capacity: ˶continues to focus its enrollment growth on both highly qualified, motivated first-time freshmen and transfer students. For fall 2009, applications to ˶were up 3% from 2008; approximately 7,525 applications were received for 1,276 freshmen seats. With an average 3-part composite SAT score of 1,691, and an average high school GPA of 3.59, the academic background of new freshmen admitted in fall 2009 surpassed that of the 2008 cohort of first-time freshmen. ˶was able to respond to MHECs access goals by increasing undergraduate enrollment by 77 students this year while still maintaining the academic rigor of it first-time freshmen class. Overall, ˶has 2,023 more undergraduates, a 36% increase, over 10 years ago. Diversity: One positive side effect of increasing enrollment and accessibility has been the growing number of minority students on SUs campus (Objectives 3.1 and 3.2). The University is committed to meeting the demands of the ever-increasing diverse Maryland and national population. As high school graduates come from more diverse backgrounds, ˶hopes to accommodate these students and enhance the educational experience of all students in our region. During fall 2009, ˶increased its enrollment of African American and minority undergraduate students for the fourth consecutive year. African-American students now make up approximately 12% of SUs undergraduate students (Objective 3.1); this represents a .2 percentage point increase over the previous years figures. Additionally, 18% of SUs undergraduate enrollment is composed of minority students, again yielding an increase over the previous year (Objective 3.2). Over a 10 year period, ˶has more than doubled the enrolled number of African-American undergraduate students (from 429 in fall 1999 to 895 in fall 2009) and more than tripled the enrolled number of Hispanic undergraduate students (from 51 in fall 1999 to 206 in fall 2009). This can be compared to an increase in overall institutional enrollment of about 37% since 1999. This demonstrates the Universitys commitment to a diverse student body. Alternative Delivery Approaches and Technology: In addition to increasing undergraduate enrollment, ˶has focused on expanding accessibility by offering several of its renowned programs at other Maryland higher education campuses. By having additional locations at USG, USMH, Cecil College, and ESHEC, the University provides programs to students that might not otherwise be able to attend classes on SUs main campus. These successful partnerships will assist the state in meeting its demand to train highly qualified teachers, social workers, business professionals, and healthcare professionals and grant students access to programs that may have previously been unavailable in those regions. Additionally, with the Defense Base Closure and Realignment (BRAC) process, there has been a unique opportunity for ˶to join with Cecil College to offer programming to meet the needs of newly migrated personnel to Aberdeen Proving Ground and Fort Meade. ˶and CCC hope to offer a certificate and bachelors degree program that would provide the training needed to be successful in federal government positions. This programming would occur on the CCC campus to allow for greater access to those most in need of the training. Affordability: While continuing to increase accessibility, ˶has managed to retain its ranking as one of the Top 100 Best Values in Public Colleges by Kiplingers Personal Finance magazine in 2010. ˶had affordability rankings of 59th for in-state students and 48th for out-of-state students. Additionally, The Princeton Review named ˶as one of the top 50 Best Value Public Colleges in the nation in 2010. These honors reflect both the affordability (e.g., tuition, fees, need-based and non-need-based aid and grants, etc.) and quality (e.g., academic rigor of the freshman class, admission, retention, and graduation rates, etc.) of the University. However, it should also be noted that ˶has historically been underfunded by the state, and the current fiscal year has been even more economically challenging than the last. Budget reductions in FY2010 amounted to almost $3.7 million in cuts felt across the University. Despite these cuts, ˶has continued to fulfill its commitment to funding financial aid. Recognizing the need to provide more aid to students, the University was able to set aside an additional $303,000 for this purpose. While not nearly enough, this was the best that could be done in the current economic climate. In fall 2009, ˶had a smaller percentage of economically disadvantaged students, totaling 41.2% (Objective 3.3). This represents a 1.5 percentage point drop when compared to the previous year. In the face of budget cuts that impact fundamental operations, it is difficult to find additional funds for need-based scholarships. This significantly impacts our ability to offer competitive financial aid packages, especially to our need-based students Economic Growth and Vitality and A Student-Centered Learning System ˶states in its mission that it is our highest purpose is to empower our students with the knowledge, skills, and core values that contribute to active citizenship, gainful employment, and lifelong learning in a democratic society and interdependent world. In achieving this mission, ˶gauges its success using a variety of performance measures (Objectives 1.1-1.4; Objectives 2.1-2.5). This includes alumni satisfaction with the education and preparation they received, student success on professional licensure and certification exams, and number of graduates employed in the state, especially those in highly desired fields (i.e., teacher education, nursing, and information technology). Data are collected on a triennial basis using an alumni survey to address Objectives 1.3, 1.4, 2.1, and 2.2. As such, the most recent survey is based on students that graduated in August/December 2006 and January/May 2007. Results revealed that 100% and 99% of ˶graduates are satisfied with their level of preparation for graduate school (Objective 1.3) and employment (Objective 1.4), respectively. Historically, the percentage of ˶graduates employed one year after graduation (Objective 2.2) has been in the mid-90 percents. The 2008 data showed that 95% of those responding to an alumni survey were employed one year after graduation, with 71% employed in the state of Maryland (Objective 2.1). Given the current state of the economy, it is a testament to the quality of our graduates that so many of our recent graduates found employment. Nursing: In the past ten years, the nursing program has experienced increased enrollment and nursing graduates. Undoubtedly, much of this growth is due to market opportunities associated with the national shortage of nurses. Based on pass rates for the NCLEX exam, the nursing program has progressively improved the level of preparation of its graduates over the past four years. Data for this year indicates that applications and enrollment into the program have increased despite a slightly lower acceptance rate from last year. The number of undergraduate nursing majors enrolled in fall 2009 increased nearly 8% this year, while graduate nursing majors increased 35%. Additionally, the number of nursing baccalaureate and graduate degree recipients also increased by 3 to a total of 87 graduates (Objective 2.5). The nursing department was recently awarded $635,601 from MHEC to establish a clinical partnership with Peninsula Regional Medical Center in Salisbury. This may provide additional employment opportunities in the state of Maryland for ˶graduates. Combined with a three-year grant for $932,175 from the Maryland Hospital Association to create a simulation center for training, these awards are certainly evidence of SUs commitment to providing and training nurses in the state of Maryland. Teacher Education: The overall number of teacher education enrollments has increased by 174 students during the current year to a total of 1,339. This represents a 15% increase over enrollments since fall 2006. Unfortunately, the number of teacher education graduates from ˶(Objective 2.3) declined slightly this year from 277 to 264. With the growth in our undergraduate programs in recent years, it is hoped that the number of graduates will increase in the future. STEM: One new objective was added this year to examine the number of ˶graduates (Objective 2.4) in STEM-related fields. Since 2007, ˶has increased the number of students enrolled in STEM programs by 14%, to a total of 1103 in 2010. The current data for 2010 indicates that ˶had 208 STEM graduates; a decline of 17 graduates from the previous year. However, the University has increased STEM graduates by more than 3% over a three-year period since 2007. Many factors influence this estimate, including the number or majors in a given year. Effective in fall 2008, MHEC suspended the Environmental Health program due to low productivity. This prevented the enrollment of any new students in the program. Additionally, there were declines in graduates from the following STEM programs: Biology, Physics, Math, and Information Systems. Our enrollment numbers for these majors contributed to a slight overall decline in graduates. To increase the number of ˶graduates in STEM fields, the University has implemented several initiatives. In fall 2009, the Henson School of Science and Technology started a STEM living-and-learning community. In the -and-learning community, first-year science and math majors live together and participate in two required courses. Additionally, they bond in various co-curricular activities to enhance their learning and engagement. Finally, in spring 2010 ˶received a National Science Foundation (NSF) grant for almost $1 million to support the recruitment and retention of students in STEM programs. A number of additional STEM initiatives are being developed using these resources. RESPONSES TO THE QUESTIONS/ISSUES RAISED BY THE COMMISSION For the 2009 MFR reporting cycle, the commission had the following comments: Objective 2.1 -The estimated number of teacher education graduates employed as teachers in Maryland will increase from 163 in FY2005 to 185 in FY2009. In 2009, 112 teacher education graduates were employed as teachers in Maryland. This represents a decrease of over 30% since 2006, and also marks the lowest number of teacher education graduates employed in Maryland in at least the last four years. Explain any new initiatives that the University has developed and/or implemented to reverse the downward trend in this performance measure. Salisbury University Response: The overall number of teacher education graduates from ˶employed in the state of Maryland (2009-Objective 2.1) declined slightly during the 2009 reporting cycle to 112 from 157 in the previous year. This data is reported to University System of Maryland (USM) from the Maryland State Department of Education (MSDE) every year. MSDE has indicated that many local education agencies (LEAs) hired far fewer teachers last year because of budget cuts. As such, the number of teacher education graduates working in the state of Maryland declined for all but one of the USM universities last year. Additionally, due to the self reporting process the LEAs use and the time it takes to get data back from MSDE, the data are estimated to undercount the true number of teachers hired. Toward the goal of increasing the number of teacher education graduates working in Maryland, the Professional Education unit will continue to encourage upcoming graduates to attend local, regional, and state career fairs. Moreover, they will host additional recruiters from Maryland school districts. Objective 4.2 The second-year retention rates of ˶first-time, full-time African American freshmen will increase from 78.6% in 2004 to 85% in 2009. Between 2006 and 2008, the second year retention rate for African American students increased considerably from 80% to 87.2%. However, in 2009 the rate dropped to 79.1%, marking the lowest second-year retention rate for this group in at least the last four years. The current figure was also far short of the Universitys 2009 goal of an 85% second-year retention rate for African American students. Provide an explanation for the considerable decrease in the second-year retention rate for African American students, and describe new initiatives, policies or programs that have been developed to ensure that more students return to the campus after their first year of study. Objective 4.3 The second-year retention rates of ˶first-time, full-time minority freshmen will increase from 80.4% in 2004 to 85% in 2009. In 2008, the second-year retention rate for first-time, full-time minority freshmen was 84%, but by 2009 the rate had fallen considerably to 80.5%. The current figure marked the lowest retention rate for minority freshmen in at least the last four years, and was well below the Universitys retention rate goal of 85% for this group of students. Salisbury University Response: For 2009, second-year retention decreased 8 percentage points from the previous year for SUs African American students. Since the group included only 129 students, a loss of 27 African American students had a substantial impact on the retention rate for this group. Second-year retention rates for minority students decreased by 3.5 percentage points this year, to a rate of 81%. An investigation of the 2007 cohort revealed that a larger percentage of our non-retained African American and all minority students are transferring to other four-year institutions than in previous years. Retention rates for our African American and minority students are especially low for non-Maryland residents and for students with an undeclared major. Given that ˶had an 8% increase in the number of non-Maryland residents composing their African American 2007 cohort when compared to the 2006 cohort, it would be expected that the retention rate might decline for this group. Additionally, although our non-retained African American students entered ˶with higher SAT scores than their retained counterparts, they earned lower grades while they were here. This might indicate that, despite their SAT scores, the non-retained students were actually less prepared for the academic rigor of our courses. Our research on the Achievement Gap has shown that all students struggle with mathematics and science courses, with our minority students having a particularly challenging time. As a result, the following retention strategies have been initiated: Pre-matriculation Program- including mentorship and orientation activities to assist students of color to acclimate to campus life Learning communities are available to all students and can provide a common living space to students with similar academic interests Organizations to support a diverse campus such as African Student Association, Asian/Pacific Islander Club, Caribbean Student Association, Muslim Student Association, NAACP, Spanish Club, and the Union of African Student Association Mid-semester Reporting Program- monitored all first-year students academic progress to ensure that students that needed additional assistance could receive it in a timely manner Center for Student Achievement- began operation in fall 2008 and serves as a central location for academic resources, support, advising, tutoring services, for all students Writing Center to help all students develop and improve writing skills In fall 2008 the University began piloting a math assessment (ALEKS) for all first-time students with the hope of acquiring potentially useful data for addressing students readiness for selected entry level mathematics and science courses. Greater funding would allow some programs to be more fully implemented. ˶has recently applied for and received a TRIO grant that will support student success. COST CONTAINMENT Salisbury University remains committed to maximizing efficiency efforts by restructuring organizational processes, upgrading to new and more efficient technologies, embracing new technologies and methods, and containing costs. Savings and cost containment efforts allow the reallocation of resources to other critical initiatives and functions. In FY 2010, Salisbury University projects $1.78 million dollars of funds available as a result of efficiency efforts. The following is a brief description of each effort and the cost savings/avoidance associated with each. Collaboration with an Academic Institution ($139,000) Salisbury University continues its extensive collaboration with the University of Maryland Eastern Shore. The two universities participate in two dual degree programs, sponsor a joint graduate degree, the Master of Arts in Teaching, and employ several faculty and staff members as joint employees of both institutions. It is estimated that $139,000 in salary/benefit costs is saved annually. Business Process Reengineering ($251,000) From continuing our reliance on an overall preventive maintenance program, to expanding use of both the one-card and pro-card and including the use of the Sallie Mae Tuition pay program, the University has been able to significantly reduce operating costs while enhancing its ability to serve its customers. Energy Conservation Program ($314,000) The combination of a campus wide total energy management system to monitor and control energy management and the recent energy performance contract initiated with PEPCO Inc, have greatly enhanced the Universitys ability to offset some of the higher costs by reducing its demand. Redefinition of Work ($850,000) The University employs part-time faculty and staff and students to meet its employment demands. The reliance on these positions was increased due to the hiring freeze on permanent positions. If these positions were covered by full-time benefited employees, the additional cost to the University would be substantial. Technology Initiative ($51,000) The use of e-mail as a principle source of written communication, web-time keeping in lieu if printed timesheets, and imaging in lieu of maintaining paper files are all examples of Salisbury Universitys use of technology to reduce operating costs and increase operational efficiency. E&E Workgroup focus ($176,000) The University has partnered with other system institutions in the procurement of electricity and natural gas. This bulk buying power has allowed the University better rates for greater periods of time. _________________________________________________________________ Total of Cost Containment Efforts $1.78 million SUMMARY The 2009-10 academic year was an exciting one, but it was also challenging due to the economy. Over the past few years there has been a great deal of growth that has allowed the University to increase accessibility and diversity. Concurrently, ˶has been able to maintain and improve its reputation and national rankings, acknowledging the Universitys progress towards meeting its quality, affordability, access, diversity, education, and economic impact initiatives. In 2009-10, ˶made positive strides towards all but four of its Key Goals and Objectives. To improve subsequent second-year retention and graduation rates for our students, ˶has implemented a Center for Student Achievement along with several pilot initiatives, but they been underfunded given the current budget. Given limited state funding, we sought and were awarded funding through a TRIO grant. We anticipate will assist our progress towards these goals in the near future. KEY GOALS AND OBJECTIVES Goal 1. Provide a quality undergraduate and graduate academic and learning environment that promotes intellectual growth and success. Objective 1.1 Maintain the percentage of nursing graduates who pass on the first attempt the nursing licensure exam at the 2009 rate of 95%. Performance Measures2007 Actual2008 Actual2009 Actual2010 Actual2011 Estimated2012 EstimatedQualityNursing (NCLEX) exam pass rate83%90%95%96%96%96% Objective 1.2 Increase the percentage of teacher education graduates who pass the teacher licensure exam from 95% in 2009 to 100% in 2014. Performance Measures2007 Actual2008 Actual2009 Actual2010 Actual2011 Estimated2012 EstimatedQualityTeaching (PRAXIS II) pass rate 92%94%95%95%99%100% Objective 1.3 Through 2014, the percentage of ˶graduates who are satisfied with their level of preparation for graduate or professional school will be no less than 98%. Performance Measures2000 Survey Actual2002 Survey Actual2005 Survey Actual2008 Survey Actual2011 Estimated2014 EstimatedQualitySatisfaction w/preparation for graduate school98%98% 99%100% 100%100% Objective 1.4 Through 2014, the percentage of ˶graduates who are satisfied with their level of preparation for employment will be no less than the 98%. Performance Measures2000 Survey Actual2002 Survey Actual2005 Survey Actual2008 Survey Actual2011 Estimated2014 EstimatedQualitySatisfaction w/preparation for employment293%92%97%99% 99%99% Goal 2. Utilize strategic collaborations and targeted community outreach to benefit the University, Maryland, and the region. Objective 2.1 The estimated percentage of graduates employed in Maryland will increase from 70.5% in 2008 to 70.8% in 2014. Performance Measures2000 Survey Actual2002 Survey Actual2005 Survey Actual2008 Survey Actual2011 Survey Estimated2014 Survey EstimatedOutcomePercent of Bachelors degree recipients employed in MD2.60.3%64.6%70.7%70.5%70.6%70.8 Objective 2.2 Through 2014, the percentage of graduates employed one-year after graduation will be no less than the 95% achieved in 2008. Performance Measures2000 Survey Actual2002 Survey Actual2005 Survey Actual2008 Survey Actual2011 Survey Estimated2014 Survey EstimatedOutcomePercent employed one-year after graduation294%96%96%95% 95%96% Objective 2.3 The number of Teacher Education graduates will increase from 277 in FY 2009 to 286 in 2014. Performance Measures2007 Actual2008 Actual2009 Actual2010 Actual2011 Estimated2012 EstimatedInputThe number of Teacher education enrollments41163117011651339 13501365OutputThe number of Teacher education graduates 301296277264270275 Objective 2.4 The number of graduates in STEM-related fields will increase from 225 in 2009 to 250 in 2014. Performance Measures2007 Actual2008 Actual2009 Actual2010 Actual2011 Estimated2012 EstimatedInputNumber of enrollment in STEM programs4967100510261103 11411182OutputNumber of graduates of STEM programs201195225208214233 Objective 2.5 The number of Nursing degree recipients will increase from 84 in 2009 to 100 in 2014. 2007 Actual2008 Actual2009 Actual2010 Actual2011 Estimated2012 EstimatedPerformance Measures InputNumber of undergraduate nursing majors4 421 418 453 488 490 496 OutputNumber of baccalaureate degree recipients in nursing846876838485 InputNumber of graduate nursing majors4172120273441  OutputNumber of graduate degree recipients in nursing728467 OutputTotal number of Nursing degree recipients 917084878890 Goal 3. The University will foster inclusiveness as well as cultural and intellectual pluralism. Objective 3.1 Increase the percentage of African-American undergraduates from 11.7% in 2009 to 12.5% in 2014. Performance Measures2007 Actual2008 Actual2009 Actual2010 Actual2011 Estimated2012 EstimatedInputPercentage of African-American undergraduates311.0%11.5%11.7%11.9% 12.3%12.7% Objective 3.2 Increase the percentage of minority undergraduates from 17.6% in 2009 to 21% in 2014. Performance Measures2007 Actual2008 Actual2009 Actual2010 Actual2011 Estimated2012 EstimatedInputPercentage of minority undergraduates16.7%17.4%17.6%17.9% 18.2%18.8% Objective 3.3 Increase the percentage of economically disadvantaged students attending ˶from 42.7% in 2009 to 43.5% in 2014. Performance Measures2007 Actual2008 Actual2009 Actual2010 Actual2011 Estimated2012 EstimatedInputPercentage of economically disadvantaged students attending SU36.8%41.5%42.7%41.2% 43.0%43.4% Goal 4. Improve retention and graduation rates while advancing a student-centered environment. Objective 4.1 The second-year retention rates of ˶first-time, full-time freshmen will increase from 85.6% in 2009 to 86.1% in 2014. Performance Measures2007 Actual2008 Actual2009 Actual2010 Actual2011 Estimated2012 EstimatedOutput2nd year first-time, full-time retention rate: all students84.9%83.6%85.6%83.3% 86.0%86.7% Objective 4.2 The second-year retention rates of ˶first-time, full-time African-American freshmen will increase from 79.1% in 2009 to 84.1% in 2014. Performance Measures2007 Actual2008 Actual2009 Actual2010 Actual2011 Estimated2012 EstimatedOutput2nd year first-time, full-time retention rate: African-American students583.0%87.2%79.1%82.6% 81.7%82.3% Objective 4.3 The second-year retention rates of ˶first-time, full-time minority freshmen will increase from 80.5% in 2009 to 84.6% in 2014. Performance Measures2007 Actual2008 Actual2009 Actual2010 Actual2011 Estimated2012 EstimatedOutput2nd year first-time, full-time retention rate: minority students582.0%84.0%80.5%81.6% 82.0%83.4% Objective 4.4 The six-year graduation rates of ˶first-time, full-time freshmen will increase from 75% in 2009 to 76.7% in 2014. Performance Measures2007 Actual2008 Actual2009 Actual2010 Actual2011 Estimated2012 EstimatedOutput6-year graduation rate of first-time, full-time freshmen: all students575.1%74.5%74.9%72.4% 75.4%76.0% Objective 4.5 The six-year graduation rates of ˶first-time, full-time African-American freshmen will increase from 64% in 2009 to 66% in 2014. Performance Measures2007 Actual2008 Actual2009 Actual2010 Actual2011 Estimated2012 EstimatedOutput6-year graduation rate of first-time, full-time freshmen: African-American students562.5%58.1%64.3%64.6% 64.8%65.6% Objective 4.6 The six-year graduation rates of ˶first-time, full-time minority freshmen will increase from 66% in 2009 to 69.3% in 2014. Performance Measures2007 Actual2008 Actual2009 Actual2010 Actual2011 Estimated2012 EstimatedOutput6-year graduation rate of first-time, full-time freshmen: minority students558.3%61.9%65.7%67.7% 66.3%66.9% Additional Indicators Performance Measures2000 Survey Actual2002 Survey Actual2005 Survey Actual2008 Survey Actual2011 Survey Estimated2014 Survey Estimated OutcomeMedian salary of ˶graduates $27,500 $32,014 $34,711 $39,814  $41,700 $43,980 Outcome Ratio of the median salary of ˶graduates (one year after graduation) to the median salary of the civilian workforce w/bachelors degrees2 .73 .79 .82 .84 .84 .852007 Actual2008 Actual2009 Actual2010 Actual2011 Estimated2012 Estimated Input Number of applicants to the professional nursing program 163 157195224 230 240 Input Number of applicants accepted into the professional nursing program 88 889195 99 101 Input Number of applicants not accepted into the professional nursing program 75 69104129 139 139 Input Number of applicants enrolled in the professional nursing program 88 829195 99 1012000 Survey Actual2002 Survey Actual2005 Survey Actual2008 Survey Actual2011 Survey Estimated2014 Survey Estimated Outcome Estimated number of Nursing graduates employed in MD as nurses35345755 5658 Notes to MFR   PAGE   PRAXIS II test results are reported on a cohort basis. The test period for 2010 actually ran between 10/1/2008 and 9/30/2009.  All data for this indicator are from the MHEC triennial Follow Up Survey of Graduates. The next MHEC Survey will be conducted in fiscal year 2011.  Percentages are based on headcounts as of fall census. Actual data for 2010 reflects fall 2009 enrollment. The following information is provided in response to the 2009 request of the Joint Chairs for additional information on minority student enrollment. ˶minority student enrollment, broken down by minority group for the two most recent fiscal years, was as follows: African American 11.7% in FY09 and in 11.9% FY10; Hispanic 2.7% in FY09 and 2.7% in FY10; Asian 2.8% in FY09 and 2.7% in FY10; Native American.5% in FY09 and .7% in FY10.  Actual 2010 data are from fall 2009.  Data provided by the MHEC. For second year retention rates, actual data for 2010 reports the number of students in the fall 2008 cohort who returned in fall 2009. For graduation rates, actual data for fall 2010 report the number of students in the fall 2003 cohort who graduated by spring 2009.  Additional Indicators are institutional measures that are important to external audiences. They are not included as part of Salisbury Universitys Managing For Results and are not driven by any institutional targets because of offsetting goals. They are included for informational purposes only.  In previous MFR/PAR submission this indicator was an actual objective. For this cycle, it was decided that NCLEX pass rates (Objective 1.1), Nursing majors (Objective 2.7), and Nursing graduates (Objective 2.8) would better represent how the University is making progress towards training & preparing Nursing students for employment. 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