UNIVERSITY OF MARYLAND EASTERN SHORE

Mission Statement
(2005-2006)

University of Maryland Eastern Shore (UMES), the State’s Historically Black 1890 Land-Grant institution, emphasizes baccalaureate and graduate programs in the liberal arts, health professions, sciences, and teacher education. In keeping with its land-grant mandate, the University’s purpose and uniqueness are grounded in distinctive learning, discovery, and engagement opportunities in agriculture, marine and environmental sciences, technology, engineering and aviation sciences, health professions, and hospitality management. Degrees are offered at the bachelors, masters and doctoral levels.

UMES is committed to providing access to high quality values-based educational experience, especially to individuals who are first-generation college students of all races, while emphasizing multicultural diversity and international perspectives. The University serves the education and research needs of businesses, industries, government and non-government organizations. The University is committed to meeting the economic development needs on the Eastern Shore; workforce development needs of the State; international development priorities of the nation; and commercialization and entrepreneurial ventures of the University, through engagement activities, and partnerships.

UMES is a teaching/research institution that nurtures and launches globally competent citizens. It will continue to embrace its interdisciplinary curriculum, sponsored research initiatives, rural and economic development priorities, and community engagement. UMES will continue to expand its partnerships and collaborative arrangements with the University System of Maryland Institutions, other universities, community colleges, public schools, government, and other external agencies and constituencies.

INSTITUTIONAL IDENTITY

The University of Maryland Eastern Shore (UMES), the State’s Historically Black 1890 Land-Grant Institution, is a teaching, research, and doctoral institution that nurtures and launches leaders in a student-centered environment, particularly from among ethnic minorities. Committed to providing high quality programs in an ethnically diverse environment, the University prepares students who will serve and shape the global economy. UMES is a growing, primarily residential university with learning, discovery, and engagement missions consistent with valuing the scholarship of faculty in discovering knowledge, disseminating new knowledge, and applying that knowledge to the extended community. The University recognizes its responsibility for developing human potential, enriching cultural expressions, and sharing its expertise with individuals, businesses, educational, governmental, and non-governmental organizations. The learning, discovery, and engagement foci are in accordance with UMES’ legacy and mission as Maryland’s 1890 Land-Grant Institution. UMES is proud of its over 119 years of continuous educational service, initially under the aegis of the Methodist Church.

One of the original purposes of the land-grant institutions, the education of citizens for life in the American economy (then, largely agrarian, but now more diverse), includes the disciplines of agriculture, home economics, and mechanical arts. UMES continues to embrace the original purposes as well as its current expansions to include the liberal arts, scientific, business, technological, and professional programs that extend to urban and international settings. The expansion of the land-grant missions reflects the changes in both internal and external environments which include cultural diversity, global interdependence, changes in local, state, and national economy, and the exponential growth of information communication technology. Just as the focus on agriculture, home economics, and the mechanical arts was appropriate in the 1890’s, the wide range of instructional, research, and public service commitments that now characterize this university is vital today.

International perspective in higher education is crucial to the development of leaders who are sensitive to the role America plays in shaping the national and international agendas. UMES is committed to providing an array of undergraduate and graduate programs in an environment that is responsive to global perspectives in education. The University aims to imbed internationalism in some curricula and to extend its concept of international education through continuing education and cooperative ventures with foreign universities, governmental and non-governmental organizations, and private industries.

Through the Maryland Cooperative Extension Service and the Agriculture Experiment Station, UMES works collaboratively with the University of Maryland, College Park, the 1862 land-grant institution. The University’s expanding instructional technology infrastructure supports the increasing externally funded research grants generated by campus personnel.

Quick responses to the economic and educational needs of the region and the State characterize the role that the University plays. The Hotel and Restaurant Management (HRM) Program’s provision of well-trained personnel for state and national tourism industry, and the work of faculty researchers that relates to natural resource management and water pollution prevention exemplify this responsiveness. The Rural Development Center provides timely responses to businesses and government requests for financial, technical, managerial, organizational, and internet assistance. The Seafood Technology Program assists businesses with the development of procedures that maximize quality, safety, and profitability of seafood products through the use of applied research, certified training, and educational materials.

UMES engages in numerous collaborative efforts to (a) increase access and opportunity for a broad spectrum of students including: the economically and educationally disadvantaged, low income adult learners, and first-generation college students; and (b) to meet other state needs. Collaborative educational connections with local school systems address the Professional Development Schools, The Redesign of Teacher Education (including the PreK-16 initiative), and other programs. For instance, UMES and Salisbury University collaboratively operate the Master of Arts in Teaching, the dual degree in Sociology/Social Work, and Biology/Environmental Science Programs.

UMES supports the Eastern Regional Higher Education Center (ERHEC) at Wye Mills through the following collaborative activities: (1) The Department of Human Ecology and Chesapeake Community College have implemented a 2+2 Child Development Program, that is offered via distance education, and (2) A weekend-based doctoral program (Doctor of Education degree) in Education Leadership at the ESHEC as a participating partner of the Maryland Education Leadership Collaboration (MELC), consisting of the University of Maryland, Bowie State University and Morgan State University. MELC is having to address the statewide need for education leaders trained at the doctoral level (teachers and administrators) because of the projected shortages due to school-aged population growth and expected retirements. Allegany Community College of Maryland, Frostburg State University, and UMES collaboratively offer HRM course work to the Western Region. The HRM and Aviation Science Programs conduct their baccalaureate degree preparation on selected community college campuses through articulated agreements. Additionally, the HRM program participates in the USM Shady Grove Center. Continuing education and Elder Hostel Programs are coordinated from UMES’ Ocean City Center.

The University provides Special Education Programs, a teaching area of great state and national need, on the Eastern Shore at both the undergraduate and graduate levels. The University also has the only Agricultural Education and Technology Education Programs in Maryland. Access to the Salisbury-Ocean City Airport allows the Engineering and Aviation Sciences program to establish strong links with airport personnel. Physical Therapy majors provide professional service alongside staff of McCready Hospital – a 16 acute-care bed rural hospital with a 60-bed nursing home – for home residents and hospital patients of Somerset County. Agricultural and Natural Science students and faculty leaders partner with local agricultural and aqua-cultural business persons, to conduct and apply appropriate research findings that improve their economic base. Career and Technology Education courses are offered outside of Princess Anne, such as in downtown Baltimore at the Maryland Center for Career and Technology Education Studies in the Baltimore Museum of Industry. These courses are targeted for technology education teachers who are seeking degrees and teacher certification. UMES offers the Ph.D. in Marine-Estuarine-Environmental Sciences (MEES) and in Toxicology, in conjunction with other University System of Maryland institutions.

While the Carnegie Foundation classifies UMES as a Masters Comprehensive University, MA 1, the University aspires to achieve Doctoral/Research University-Intensive classification. Consequently, UMES has developed and implemented freestanding doctoral degree programs in (a) Food Science & Technology, (b) Physical Therapy, (c) Organizational Leadership, and (d) Educational Leadership. To respond to widespread regional and national health care needs, especially those in rural areas, a new school of Health Professions (consisting of Departments of Physical Therapy, Physician Assistant, Exercise Science, and Rehabilitation Services) has been established at UMES. The University will continue to seek the necessary support needed to establish a pharmacy program on the Eastern Shore of Maryland to help address the continuing shortage of pharmacy graduates in Maryland and the nation.

To accommodate changes in the accountancy licensure examination, the University will develop a Masters Program in Accounting. To meet excess demand for senior management positions in the hospitality industry, a Master’s degree in Hotel, Restaurant and Tourism Management will be developed. In collaboration with University of Maryland at College Park, the undergraduate program in Engineering will be enhanced at UMES. These program expansions address needed terminal degree access on the Shore, reflect current and potential strengths within the University, expressed interests of potential doctoral matriculants, and work force training needs.

The programs and initiatives discussed above are consistent and supportive of goals outlined in Maryland’s Post Secondary Education Plan – 2004.

INSTITUTIONAL CAPABILITIES

UMES views with pride its achievements regarding the provision of high-quality academic programs and services for ethnically and culturally diverse students. Toward that end, the University offers programs and assistance that attract, serve, retain, and graduate first-generation college students, nationally-recognized scholars, and international clientele as part of its core capacity. Students come from over 70 different countries. At the faculty level, the University is impressively diverse. The number of full-time, non-African-American faculty exceeds the number of those of African-American descent.

Research and development activities focus on information technology, faculty and student development, agricultural and environmental sciences, and international development. UMES plays a pivotal role in responding to local, state, and international priorities through the following unique initiatives:

a):	Maryland Fish and Wild Life Cooperative Research Unit UMES currently has a linkage with the Maryland Fish and Wildlife Cooperative Research Unit (MDFWCRU) to provide graduate training in the area of natural resource management. Graduate students projects have ranged from invasive and endangered species management, habitat improvement of agricultural lands for game birds, to fresh water pond hydrology on barrier islands. The linkage between UMES and MDFWCRU is being further strengthened through the development of a unique undergraduate Wildlife and Fisheries option under the Animal and Poultry Technology program in the Department of Agriculture. This new and unique option would provide a local source of undergraduate students to support the existing graduate program. The linkage between UMES and MDFWCRU provides the opportunity to our undergraduate and graduate students for networking, mentoring, internships, and employment with US Department of Agriculture, and the Department of Interior, as well as related state and county agencies in the area of natural resource. Additionally, federal, state, and county departments and agencies are provided with individuals currently under-represented in the various professional fields related to natural resource management.
b):	Coastal Ecology Teaching & Research Center The UMES Coastal Ecology Teaching and Research Center (CETRC) located at Assateague Island, (six miles from the Chesapeake Bay and thirty miles from the Atlantic Ocean) plays significant national role in the diversification of the work force of the National Oceanic and Atmospheric Administration (NOAA). CETRC supports the research mission of the NOAA funded Living Marine Resources Cooperative Science Center (LMRCSC) at UMES which conducts research congruent with the interests of NOAA fisheries research. It is the only teaching facility dedicated to the study of coastal processes in the state of Maryland. CETRC provides service to the Environmental Protection Agency (EPA) to monitor water quality; US Army Corps of Engineers for in-situ coastal ocean research; NASA for remote sensing activities; the National Aquarium as a possible holding site for injured marine mammals; Maryland Department of natural Resources for research on blue crab parasite and fisheries monitoring; UMES Hotel and restaurant Management program for training and internships in Eco-tourism; and Sea-Grant/University of Maryland Extension Service for training workshops; The facility supports the Maryland State plan to develop highly qualified workforce for the economic growth and vitality of the State by serving as a focal point for the advanced training of elementary, junior and senior high school teachers and students in marine sciences. Thus it is an ideal venue for field trips and instruction for the UMES/Salisbury University dual degree program in biology and environmental sciences. Together with the MEES program, access to excellent facility is provided for the preparation of post secondary students for careers in research, and public policy that support a sustainable harvest and conservation of the state and nation’s living marine resources; and as interpretive center for public outreach for coastal education for the public.
c):	Construction Technology Partnerships Partnerships have been established with construction and manufacturing industries throughout the state via industry advisory councils, student internships, field trips, and scholarship support. Partnerships have also been established with the local educational agencies and the Maryland State Department of Education, Division of Career Technology and Adult Learning. The Department of Technology with support from the National Science Foundation (NSF), provides statewide professional development for secondary school technology education teachers.
d):	Entrepreneurial Development Institute The Entrepreneurial Development Institute is a long-standing service project supported by the State Highway Administration’s Office of Equal Opportunity. The Departments of Technology and Business, Management & Accounting provide Weekend Institutes annually, during the fall semester. The program provides business management training for minority and disadvantaged contractors. The goal of the program is to prepare small contractors to be more successful at bidding and executing state highway projects.
e):	Center of Excellence for Food Science and Technology; Partnership with USDA Agencies (Agricultural Research Service (ARS) and Food Safety and Inspection Service (FSIS)) The USDA/UMES, Center of Excellence in Food Science and Technology was established in 1995 with the signing of an MOU between UMES, ARS and FSIS and the arrival of ARS personnel on the campus. This long-standing and strong partnership between UMES and USDA has resulted in the establishment of a new Ph.D. Program in Food Science at UMES, and construction of a $17 million dollar state-of-the art Food Science and Technology Building. The Center provides training and hands-on research experiences for undergraduate and graduate students. The primary objective of the partnership is to stimulate interest and provide access for African Americans, and other under-represented groups, to pursue advanced careers in agricultural research. Research at the Center is focused on improving the safety, quality and value of foods produced in the Delmarva region, with emphasis on the microbiological safety of chicken meat and chicken meat products. Computer models that predict the risk of Salmonella, Campylobacter and Listeria infection from chicken have been developed. The models have been incorporated into a software program called the Poultry Food Assess Risk Model and distributed to food safety professionals around the world. The Center is nationally recognized as a shining example of how successful partnerships between Federal Agencies and the 1890 Land Grant Institutions and Historically Black Colleges and Universities can have a large positive impact through agricultural research on the quality of life in the United States and abroad, while simultaneously promoting the important principles of workforce diversity and civil rights.
f):	International Partnerships UMES has linkage agreements with 18 Universities and research institutions in Africa, the Caribbean, and Central America. These linkages enhance the university’s international education focus through: (1) student study and research abroad, (2) faculty and student exchanges, (3) international scholar-in-residence, and (4) international development programs. The University also has several cooperative agreements with the United States Department of Agriculture, to provide technical assistance to the United States Agency for International Development.
g):	Federal Aviation Administration (FAA) Designated Safety Center UMES is expected to be designated (in November, 2005) as a Federal Aviation Administration Safety Center, which will enable the UMES Aviation Program to host Aviation Safety Seminars for the University and the Community.
h):	Professional Education Unit The Professional Education Unit at UMES consists of 16 NCATE-accredited and MSDE-state approved programs at the baccalaureate and masters level in teacher and counselor education. Collaboration with public schools is a strength of the professional education programs as the Unit has always emphasized the importance of integrated and sequenced field and clinical experiences and other professional development project and has always placed great value on the contributions made to the Unit by field partners. The Unit has formalized its collaboration with the public schools and currently has 24 Professional Development Schools in 4 counties (Caroline, Somerset, Wicomico, and Worcester). Teacher and counselor candidates are in field experiences, practica and internships at these sites. In addition, the Unit is working collaboratively with these 4 counties and the other 5 counties on Maryland’s Eastern Shore (Cecil, Dorchester, Kent, Queen Anne’s and Talbot) in the area of special education professional development through support from the Maryland State Improvement Grant (MSIG), now in its sixth year.

The presence of first-rate graduate faculty with strong national and international reputations increases the probability that a larger number of high performing  students will enroll in the University.  Faculty-student research pairs present their findings to the University, the community, funding agencies, national, and international professional conferences.  Thus, UMES attracts, supports, and graduates academically capable students who have experience in research and development.

The Office of Information Technology, using a value-added strategy, is committed to leveraging the advances in information technology to support innovative research, education, and service to meet the needs of the University, students, and external constituents.

The Applied Information Technology Research and Education Center emphasizes both research and educational objectives, while providing state-of-the-art information technology services in support of government agencies, regional businesses, and university academic programs.

INSTITUTIONAL OBJECTIVES AND OUTCOMES

University progress depends upon the success of its accountability practices; therefore, strategic planning, assessment and evaluation are key to measuring an institution's success. The University’s strategic planning process ensures that we use a systematic process to engage in ongoing, dynamic and comprehensive assessment of the annual UMES Strategic & Operations Plan. Goals are carefully tracked and reports are regularly disseminated to assist faculty, students and administrators in using data-based decision-making to map progress.

The UMES Strategic Plan was developed during academic year 2003-2004. The Plan represents the collective effort of the President, executive units (cabinets, expanded cabinet and executive council), faculty, students, staff and community members.

The UMES 2004-2009 Strategic Plan is consistent with and supports the five goals of the 2004 Maryland State Plan for Post Secondary Education: (1) Quality and Effectiveness, (2) Access and Affordability, (3) Diversity, (4) Student Centered Learning Systems, and (5) Economic Growth and Vitality.

Goal 1:	Continue to design and implement academic programs that are responsive to the UMES mission and are systematically reviewed for sustained quality, relevance and excellence to meet the challenges of a highly competitive and global workforce.
	I.1	Conduct regular academic program reviews to monitor program productivity and remain relevant to workforce needs of the state and nation.
	I.2	Seek national program accreditations for eligible programs to add value to the degrees and to position the programs for greater funding opportunities and improve placement for graduates.
	I.3	Develop a comprehensive international program to support: (i) Student Study Abroad, (ii) international students and scholars, and (iii) globalization of the curricula.
	I.4	Increase the use of Information Communication Technology for teaching and learning and further develop its distance education course offerings.
	I.5	Infuse more research and creative activities to improve the learning experience of undergraduate students.
Goal II:	Promote and sustain a campus environment that supports a high quality of life and learning and that responds to the needs of a diverse student population.
	II.1	Target new program initiatives to enhance the campus environment through student engagement and community partnerships.
	II.2	Use multiple approaches to provide student-centered financial services to both undergraduate and graduate students.
	II.3	Continue to develop the visual, verbal & performing arts to enrich the cultural environment for students and the larger community.
	II.4	Increase collaboration among student/faculty/staff governing bodies.
	II.5	Advance a seamless approach to enrollment management using student-centered approaches to application, admission, advising, matriculation, and graduation processes.
	II.6	Develop and conduct ongoing customer service training workshops for all campus personnel.
	II.7	Update and periodically monitor the UMES Campus Crisis Emergency Plan in order to reduce or eliminate loss of life and property damage due to natural, technological and/or criminal hazards (e.g. floods, hazardous materials, etc).
	II.8	Continue to maintain the physical facilities to ensure a safe, healthy, and attractive place for living and learning.
Goal III:	Enhance university infrastructure to advance productivity in research, technology development and transfer; contribute to an enhanced quality of life in Maryland; and facilitate sustainable domestic and international economic development.
	III.1	Target academic, research, and cultural programs that contribute knowledge and solutions to state, national, and international problems with special priority in the areas of information technology, teacher education, allied health, and international development.
	III.2	Enhance the Research and Development Infrastructure to advance productivity in research, and technology development and transfer.
	III.3	Seek funding to increase opportunities for interdisciplinary research between UMES' academic schools and establish a Center for Social, Human, and Economic Development Research.
	III.4	Will (i) Recruit and retain a highly qualified and diverse faculty, (ii) enhance research and laboratory facilities, and (iii) collaborate and partner with other universities and agencies in biosciences and technology to advance knowledge and solutions for the state, and the nation.
	III.5	Enhance its faculty development program to increase faculty productivity in learning, inquiry, and engagement.
	III.6	Enhance its honors undergraduate program and increase research and experiential opportunities for undergraduate students.
	III.7	Leverage the reputation and strengths of existing UMES Research and Development Programs to increase local, national, and international research and development partnerships with public and private institutions.
	III.8	Advance its commercialization and community outreach initiatives by developing and marketing university resource capabilities, innovative product research and intellectual property in order to enhance economic development locally and throughout the state.
	III.9	Develop programs to prepare faculty and students to resolve environmental problems in the state.
Goal IV:	Redesign administrative systems to accelerate learning, inquiry and engagement (outreach)
	IV.1	Allocate resources to support academic programs and research that contribute knowledge and solutions to address state, national, and international priorities.
	IV.2	Use systematic visioning and planning strategies to create and maintain UMES Centers of Excellence.
	IV.3	Allocate resources to support and maintain consistency with the Maryland Technology Plan and support academic scholarship in learning, discovery, and engagement.
	IV.4	Revitalize its recognition and reward system to acknowledge productivity in learning, discovery, and engagement.
	IV.5	Review its Capital Improvement Master Plan to ensure support of strategic initiatives in learning, discovery, and engagement.
	IV.6	Consistently use the UMES Designated Research Initiative Funds (DRIF) Plan to support faculty research, commercialization, and partnerships.
	IV.7	Will (i) expand partnerships with business and industry, (ii) governmental agencies, (iii) community-based organizations, and other institutions of higher education.
	IV.8	Enhance its engagement with the community and constituents to increase student, faculty, and staff contributions.
	IV.9	Maintain and expand the University's land-grant mission in the Eastern Shore community with a special focus on outreach initiatives in Somerset and other counties.
Goal V:	Efficiently and effectively manage the resources of the University and aggressively pursue public and private funds to support the enterprise.
	V.1	Conduct baseline assessments throughout all divisions to understand current trends to inform future decision-making and best practice in resource management.
	V.2	Use systematic visioning and planning strategies to create and maintain UMES Centers of Excellence.
	V.3	Establish and implement policies and procedures that ensure the integrity, accuracy and completeness of institutional data used for accountability and to support continuous improvement initiatives
	V.4	Develop process and procedures manuals to standardize daily operating procedures throughout the University to serve as a guide to new employees.
	V.5	Develop policies and procedures that motivate managers of budgets to manage their budgets responsibly.
	V.6	Encourage all its divisions, departments and units to seek continuously new ways of enhancing the resources available to it including increasing grants from government, business, and industry and philanthropic organizations.
	V.7	Increase alumni giving and diversify sources of grants for developing research infrastructure, scholarship, and student support.
	V.8	Support faculty development and opportunities by providing training and technologies they need to deliver high quality instruction and conduct research.
	V.9	Collaborate with communities, including business and industry and keeping them informed of activities, events and programs at UMES.
	V.10	Continue to implement an integrated institutional strategic plan which links planning decision-making, enrollment management, budgeting, resource allocation, and evaluation.