ࡱ> LOIJK  bjbjWW }==~00&&&&&$&&&P&(&}h,v,v,,,,---ggggggg$j[mg&-----g&&,,4gF666-v&,&,g6-g662QT,"0.TS.gAh<}hSr=n/=n\TT8=n&,U--6-----gg2---}h----=n---------0 P%: SALISBURY UNIVERSITY MISSION ǿմý is a premier comprehensive Maryland public university, offering excellent, affordable education in undergraduate liberal arts, sciences, pre-professional and professional programs. Our highest purpose is to empower students with the knowledge, skills, and core values that contribute to active citizenship, gainful employment, and lifelong learning. ACCOUNTABILITY GOALS, OBJECTIVES, AND PERFORMANCE MEAǿմýRES Overview The 2012-13 academic year for ǿմý (ǿմý) has been one of progress for the institution. Freshmen applications increased nearly 11% (from 8,021 to 8,866) last year, while enrollment of first-time students (1,232) was intentionally held level for the third consecutive year. Nearly 25% of first-time students were from ethnically diverse backgroups, a sizeable increase from 2011-12 (22.5%). Last year, the University attracted more applicants and enrolled a class with higher academic credentials than in previous years. Despite the financial hardship being experienced nationwide, the University has made significant progress toward accomplishing many of the goals outlined in this report and in the Universitys 2009-13 Strategic Plan. For instance, this has been a year in which ǿմý has garnered much national recognition of its reputation as an exceptional comprehensive university. U.S. News & World Reports Best Colleges for 2013-2014 selected ǿմý as a best regional university among public and private institutions in the North. This is the 12th consecutive year ǿմý received this honor. For the 15th consecutive year, ǿմý was designated by The Princeton Review as one of the nations best institutions in The Best 378 Colleges: 2014 Edition and one of the 2014 Best Colleges:Region by Region for the Northeast. For the 5th consecutive year, Kiplingers Personal Finance magazine named ǿմý as one of the Top 100 Best Values in Colleges in its 2013 edition. The Princeton Review in partnership with the U.S. Green Building Council, named ǿմý as one of the top 322 Green Colleges for 2013. University Business magazine named ǿմý as a Model of Efficiency for spring 2012. ǿմý was applauded for innovative approaches to streamline operations. The University was the only Maryland campus honored and one of only 16 recognized nationwide. ǿմýs 2009-2013 Strategic Plan included goals that complement the key goals and objectives identified in the Managing for Results (MFR) document and the five goals for postsecondary education identified in the 2009 Maryland State Plan for Postsecondary Education (MSP). The MSP includes goals for quality and effectiveness, access and affordability, diversity, a student-centered learning system, and economic growth and vitality. In addition to MFR-specific data, a number of other indicators and qualitative efforts are related to ǿմýs progress towards the key goals and objectives identified at the end of this report. To determine how effectively ǿմý is progressing towards meeting the 2013 MFR key goals and objectives, data relevant to each objective will be described in subsequent sections of this report. INSTITUTIONAL ASSESSMENT Quality & Effectiveness MSP Goal: Maintain and strengthen a system of postsecondary education institutions recognized nationally for academic excellence and effectiveness in fulfilling the educational needs of students and the economic and societal development needs of the state and the nation. MFR Objectives: 1.1-1.4, 4.1-4.6; Additional Indicators 1, 2, 7 ǿմýs commitment to provide an exceptional contemporary liberal arts education and academic and professional programs that are aligned with an increasingly competitive, global, and knowledge-based economy is a major goal in the Universitys strategic plan. For the MFR, quality and effectiveness are evaluated using retention and graduation rates. However, the excellence of ǿմýs undergraduate and graduate programs is also evidenced by the attainment and maintenance of accreditation by nationally recognized accrediting agencies. Once students graduate, the quality of the University can be demonstrated by the high percentage of nursing and education students that go on to pass national certification exams. Retention and Graduation At 85.9%, the second-year retention rate for the 2011 entering cohort of freshmen (Objective 4.1) increased from the previous cohort (85.5%) and for the third consecutive year. The 2011 cohort included students that started at ǿմý in fall 2011 and returned to ǿմý or transferred to another Maryland school for the fall 2012 semester. ǿմýs second-year retention rate is the second highest of the comprehensive System schools. It appears that the expansion of supplemental instruction, mid-semester reporting, and living-learning communities to include more students was successful in improving retention rates. Objectives 4.2 and 4.3 provide additional information regarding second-year retention rates with a special focus on African-American and all minority students. Second-year retention rates for African-American students remained relatively stable this year. Approximately 84.6% of African-American students were retained into their second year. The rate for African-American students has increased 2 percentage points since 2010. Results revealed a two percentage point decrease in second-year retention rates for minority students at ǿմý. Second-year retention rates for minority students were 84.4%. While rates are down this year, minority second-year retention rates have increased nearly 3 percentage points since 2010. ǿմý is currently exceeding its 2014 retention rate goal for African-American students and is just .2 percentage points below the minority student retention rate goal. Currently, ǿմýs overall six-year graduation rate is 73.1% (Objective 4.4). The rate increased 1.5 percentage points this year. ǿմýs average six-year graduation rate is the highest among the USM comprehensive institutions and is 7.5 percentage points above the USM average. ǿմýs commitment to closing the achievement gap can be evidenced by large increases in the six-year graduation rates of African-American (Objective 4.5) and minority (Objective 4.6) students. Six-year graduation rates for African-American students increased for the second consecutive year. Rates increased a noteworthy 7.6 percentage points to an overall rate of 70.4%. ǿմý has the highest six-year African-American graduation rate among the USM comprehensive institutions. The six-year graduation rate for minority students also increased this year. At 65.5%, the six-year graduation rate for this group is the highest among the USM comprehensive institutions. This is nearly 11 percentage points higher than the USM average six-year graduation rate for minority students and a 2.3 percentage point increase over our rate from last year. It is believed that the minority achievement initiatives instituted during the four previous academic years have positively influenced minority students to stay at ǿմý and graduate at higher rates. Accreditations An additional indicator of the quality and effectiveness of ǿմý is its ability to achieve and maintain national accreditations. Several academic programs are accredited: ǿմý 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- 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); Respiratory Therapy program- accredited by the Committee on Accreditation for Respiratory Care (CoARC) through CAAHEP; and Environmental Health Sciences- accredited by the National Environmental Health Sciences & Protection Accreditation Committee. Licensure 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 ǿմý. Effectiveness for these goals is measured by examining the pass rates for the nursing licensure exam (NCLEX) and the teacher licensure exam (PRAXIS). At 95%, ǿմý remains well above the average Maryland NCLEX pass rate (85%) for BSN programs (Objective 1.1). The NCLEX exam was modified in April 2013. The Nursing Department continues its concentrated efforts (e.g., reform of the Nursing curriculum, tutoring, NCLEX review course, etc.) to increase its pass rates given the modifications to the exam. At 100%, the pass rate for the PRAXIS improved one percentage point 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. As a result, a pass rate of 100% should be maintained. Accessibility and Affordability MSP Goal: Achieve a system of postsecondary education that promotes accessibility and affordability for all Marylanders. MFR Objectives: 3.3 ǿմý continues to focus its enrollment growth on both highly qualified, motivated first-time freshmen and transfer students. For fall 2012, applications to ǿմý were up 11% from 2011; approximately 8,866 applications were received for 1,232 freshmen seats. With an average three-part composite SAT score of 1,724, and an average high school GPA of 3.71, the academic background of new freshmen admitted in fall 2012 surpassed that of the 2011 cohort of first-time freshmen. ǿմý was able to respond to MHECs access goals by increasing undergraduate enrollment by 77 students while improving the academic rigor of its first-time freshmen class. Overall, ǿմý had 1,763 more undergraduates, a 28% increase, compared to 10 years ago. In addition to increasing undergraduate enrollment, ǿմý has focused on expanding accessibility by offering several of its renowned programs at other Maryland higher education campuses. By having remote locations at USG, USMH, Cecil College, and ESHEC, the University provides programs to students who might not otherwise be able to attend classes on ǿմýs 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 previously have been unavailable in those regions. While continuing to increase accessibility, ǿմý values 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. During AY 2012-13, ǿմý was also able to enroll a larger percentage of economically disadvantaged students totaling 50.2% (Objective 3.3). This represents a .8 percentage point increase when compared to the previous year. ǿմý has developed a reputation for providing a great quality education at a great price. Diversity MSP Goal: Ensure equal opportunity for Marylands diverse citizenry. MFR Objectives: 3.1 & 3.2 Given the changing demographics of the state of Maryland, it is imperative that the institution create an infrastructure to provide access and support to 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 2012 marked the most ethnically diverse student population in ǿմýs history (Objectives 3.1 and 3.2). During fall 2012, ǿմý increased its enrollment of minority undergraduate students for the seventh consecutive year. African-American students make up more than 11% of ǿմýs undergraduate students (Objective 3.1). This year, 21.6% of ǿմýs undergraduate enrollment is composed of minority students, a 1.4 percentage point increase over the previous year (Objective 3.2). Over a 10-year period, ǿմý has increased the number of enrolled African-American undergraduate students by 78% (from 495 in fall 2002 to 880 in fall 2012) and more than doubled minority student enrollment (from 759 in fall 2002 to 1,683 in fall 2012). Our number of Hispanic undergraduate students has more than tripled (from 108 in fall 2002 to 361 in fall 2012). This can be compared to an increase in overall undergraduate enrollment of about 26% since 2002. This demonstrates the Universitys commitment to a diverse student body. A Student-Centered Learning System MSP Goals: Achieve a system of postsecondary education that promotes student-centered learning to meet the needs of all Marylanders. MFR Objectives 1.3, 1.4, 2.1, 2.2 ǿմý states in its mission that 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. This includes alumni satisfaction with the education and preparation they received, as well as student success indicators such as employment rates and pass rates on professional licensure and certification exams (discussed in an earlier section). 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 2009 and January/May 2010. It should be noted that the response rate for the alumni survey was 10%. Consequently, the opinions and employment information for most of our alums were not captured on this survey. Results revealed that 100% and 95% of ǿմý graduates are satisfied with their level of preparation for graduate school (Objective 1.3) and employment (Objective 1.4), respectively. The 2011 data showed that 87% of those responding to an alumni survey were employed one year after graduation (Objective 2.2), with 75% 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. Economic Growth and Vitality MSP Goals: Promote economic growth and vitality through the advancement of research and the development of a highly qualified workforce. MFR Objectives 2.3-2.5; Additional Indicators 1-7 Much like the MSP goals, ǿմý also maintains its own strategic plan goals to support economic growth by building the resourceshuman, financial, physical, and externalthat support student academic and engagement needs. In achieving its mission, ǿմý gauges its success using a variety of performance measures. These measures include providing academic programs and graduates in high-demand fields that meet state workforce needs. Nursing Data for this year indicates that applications and enrollment into the program have remained relatively stable. The number of undergraduate nursing majors enrolled for fall 2012 was 570, while graduate nursing majors increased approximately 17%. The number of nursing baccalaureate and graduate degree recipients also remained stable at 95 (Objective 2.5). Changes in the graduate level nursing program will impact enrollments in the near future. At the recommendation of the Commission on Collegiate Nursing Education (CCNE), the family nurse practitioner (FNP) program is being moved from a Master of Science (MS) level to a Doctorate level credential. As such, MS enrollments will decline as the Nursing Department transitions MS level enrollments into an FNP option of the Doctorate in Nursing Practice (DNP) program. Teacher Education The overall number of teacher education enrollments has decreased by 59 students to a total of 1,348. Most of this decline was due to lower enrollments in the Elementary and Secondary Education programs. However, the number of teacher education graduates from ǿմý (Objective 2.3) increased this year from 291 to 299. It is hoped that the number of graduates will continue to increase in the future. STEM Since fall 2009, ǿմý has increased the number of students enrolled and graduating from STEM programs by nearly 25%. The current data indicates that in 2012-13 ǿմý had 260 STEM graduates (Objective 2.4), an increase of 16 graduates from the previous year. The University has increased STEM graduates by more than 25% since the 2010 reporting cycle. RESPONSES TO THE QUESTIONS/ISǿմýES RAISED BY THE COMMISSION For the 2012 MFR reporting cycle, the commission had the following comments: Objective 4.2 The second-year retention rates of ǿմý first-time, full-time African American freshmen will increase from 79.1% in 2009 to 84.1% in 2014. and Objective 4.3 The second-year retention rates of ǿմý first-time, full-time minority freshmen will increase from 80.5% in 2009 to 84.6% in 2014. The University is to be commended for having increased these rates and achieving the respective benchmarks in advance of the target date. While there may be some year-to-year variation in these measures, the sustained increase over multiple years suggests that the gains are sustainable. Retention of minority students is a challenge faced by many colleges and universities. Please discuss some of the strategies used by the University to improve retention of these student populations, so that other institutions might adopt similar strategies on their campuses. ǿմý Response: ǿմý attributes its success in retaining and graduating students to the continued expansion of retention initiatives and encouraging strong student, faculty and staff interactions in a supportive and academically challenging environment. The development of a student culture that places the highest priority on academic engagement and personal growth is at the core of ǿմýs mission and strategic plan. Much of this success can be attributed to the continued expansion of several retention initiatives. Since the 2009 implementation of supplemental instruction (SI) and mid-semester reports, and the expansion of living-learning communities (LLCs), retention rates have increased. Additionally, African-American and minority retention increases have been notable and the success of these programs is also highlighted by increases in our six-year graduation rates (Objectives 4.4-4.6): The preliminary results for these initiatives are included here: Supplemental Instruction (SI) course offerings continue to expand. Based on positive results for AY 10, SI was expanded from 16 to 35 sections in AY 11. Positive results for AY 11 led to an even greater expansion of the program. Sixty-nine sections of SI were offered during AY 12. Students who attended five or more SI sessions had significantly higher first-year grades than students who attended fewer than five SI sessions. Additionally, SI students who attended five or more sessions had higher second-year retention rates than the overall first-time student cohort. Since its implementation in 2009, the program has grown to include more than three times the number of SI sections and to include courses across each of the four endowed schools. As another remediation effort, all first-time, first-year students with a D or F are contacted by the Center for Student Achievement (CSA) to offer academic support, advising and/or tutorial assistance. Students that sought assistance from the CSA following their poor mid-semester performance were tracked to determine if their semester performance (i.e., grades) and retention were similar to those with failing mid-semester grades that did not seek remediation from the CSA. For the past two years, students that attended the CSA for academic support had higher grades at the end of their first year than those that had a D or F at mid-semester but did not attend the CSA. Additionally, students that attended the CSA following poor mid-semester performance were retained into their second year at higher rates than students that did not seek out assistance at the CSA. Based on these positive results, the CSA expanded the number of tutors and opened remote sites in two campus buildings in fall 2011. Based on positive data from the previous two academic years, the LLC program has also been expanded. Students enrolled in LLCs earned higher first-year grades and were retained at a greater rate than those that were not in an LLC during their first year at ǿմý. These positive results led the University to expand from nine LLCs in 2009 to 15 LLCs in 2012. The growing interest in STEM disciplines has resulted in a dedicated residence hall just for STEM majors. In addition, a new community known as Achieve will include first generation students. COST CONTAINMENT FY 2012 Permanent Actions Collaborative programs ($139,000) Use of contractual and student labor ($375,000) Reduction in energy costs ($675,000) Use of technology in-lieu of paper ($85,000) Recalculated reimbursement of departmental telephone costs ($110,000) FY 2012 One-Time Actions Use of external partnerships to reduce operating costs ($15,000) Did not replace fleet vehicles ($175,000) Savings from hiring freeze and delay in rehiring vacant positions ($675,000) TOTAL OF COST CONTAINTMENT EFFORTS: $2,249,000 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 Measures2010 Actual2011 Actual2012 Actual2013 Actual2014 Estimated2015 EstimatedQualityNursing (NCLEX) exam pass rate96%92%96%95%95%95% 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 Measures2010 Actual2011 Actual2012 Actual2013 Actual2014 Estimated2015 EstimatedQualityTeaching (PRAXIS II) pass rate197%97%99%100%100%100% Objective 1.3 Through 2014, the percentage of ǿմý 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 Survey Actual2014 Survey EstimatedQualitySatisfaction w/preparation for graduate school298%98% 99%100% 100%100% Objective 1.4 Through 2014, the percentage of ǿմý 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 Survey Actual2014 Survey EstimatedQualitySatisfaction w/preparation for employment293%92%97%99% 95%98% 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 Actual2014 Survey EstimatedOutcomePercent of Bachelors degree recipients employed in MD2.60.3%64.6%70.7%70.5%75.2%75.4% 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 Actual2014 Survey EstimatedOutcomePercent employed one-year after graduation294%96%96%95% 87%95% Objective 2.3 The number of Teacher Education graduates will increase from 277 in 2009 to 286 in 2014. Performance Measures2010 Actual2011 Actual2012 Actual2013 Actual2014 Estimated2015 EstimatedInputThe number of Teacher education enrollments31339 139514071348 1285 1340OutputThe number of Teacher education graduates 264276291299333316 Objective 2.4 The number of graduates in STEM-related fields will increase from 225 in 2009 to 250 in 2014. Performance Measures2010 Actual2011 Actual2012 Actual2013 Actual2014 Estimated2015 Estimated InputNumber of enrollment in STEM programs31103 11761304 1376 1403 1427OutputNumber of graduates of STEM programs208214244260287280 Objective 2.5 The number of Nursing degree recipients will increase from 84 in 2009 to 100 in 2014. 2010 Actual2011 Actual2012 Actual2013 Actual2014 Estimated2015 EstimatedPerformance Measures InputNumber of undergraduate nursing majors3 488 533 578  570 583 605OutputNumber of baccalaureate degree recipients in nursing83 70 84 87 93102 InputNumber of graduate nursing majors327 37 42  49 28 27 OutputNumber of graduate degree recipients in nursing4 4 14 8 17 9 OutputTotal number of Nursing degree recipients 87 74 98 95110111 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 Measures2010 Actual2011 Actual2012 Actual2013 Actual2014 Estimated2015 Estimated InputPercentage of African-American undergraduates411.9% 11.4%10.8% 11.3% 11.3% 11.6% Objective 3.2 Increase the percentage of minority undergraduates from 17.6% in 2009 to 21% in 2014. Performance Measures2010 Actual2011 Actual2012 Actual2013 Actual2014 Estimated2015 Estimated InputPercentage of minority undergraduates417.9% 19.5%20.2% 21.6% 25.2% 25.6% Objective 3.3 Increase the percentage of economically disadvantaged students attending ǿմý from 42.7% in 2009 to 43.5% in 2014. Performance Measures2010 Actual2011 Actual2012 Actual2013 Actual2014 Estimated2015 EstimatedInputPercentage of economically disadvantaged students attending ǿմý341.2% 46.6%49.4% 50.2% 50.3% 50.4% Goal 4. Improve retention and graduation rates while advancing a student-centered environment. Objective 4.1 The second-year retention rates of ǿմý first-time, full-time freshmen will increase from 85.6% in 2009 to 86.1% in 2014. Performance Measures2010 Actual2011 Actual2012 Actual2013 Actual2014 Estimated2015 EstimatedOutput2nd year first-time, full-time retention rate: all students583.3% 84.6%85.5% 85.9% 86.1% 86.3% Objective 4.2 The second-year retention rates of ǿմý first-time, full-time African-American freshmen will increase from 79.1% in 2009 to 84.1% in 2014. Performance Measures2010 Actual2011 Actual2012 Actual2013 Actual2014 Estimated2015 EstimatedOutput2nd year first-time, full-time retention rate: African-American students582.6% 83.3%85.4% 84.6% 85.0% 85.2% Objective 4.3 The second-year retention rates of ǿմý first-time, full-time minority freshmen will increase from 80.5% in 2009 to 84.6% in 2014. Performance Measures2010 Actual2011 Actual2012 Actual2013 Actual2014 Estimated2015 Estimated Output2nd year first-time, full-time retention rate: minority students581.6% 84.0%86.4% 84.4% 84.6 84.8% Objective 4.4 The six-year graduation rates of ǿմý first-time, full-time freshmen will increase from 75% in 2009 to 76.7% in 2014. Performance Measures2010 Actual2011 Actual2012 Actual2013 Actual2014 Estimated2015 Estimated Output6-year graduation rate of first-time, full-time freshmen: all students572.4% 76.7%71.6% 73.1% 76.7% 76.9% Objective 4.5 The six-year graduation rates of ǿմý first-time, full-time African-American freshmen will increase from 64% in 2009 to 66% in 2014. Performance Measures2010 Actual2011 Actual2012 Actual2013 Actual2014 Estimated2015 EstimatedOutput6-year graduation rate of first-time, full-time freshmen: African-American students564.6% 60.0%62.8% 70.4% 71.0% 71.2% Objective 4.6 The six-year graduation rates of ǿմý first-time, full-time minority freshmen will increase from 66% in 2009 to 69.3% in 2014. Performance Measures2010 Actual2011 Actual2012 Actual2013 Actual2014 Estimated2015 EstimatedOutput6-year graduation rate of first-time, full-time freshmen: minority students567.7% 68.0%63.2% 65.5% 69.3% 69.3% Additional Indicators6 Performance Measures2000 Survey Actual2002 Survey Actual2005 Survey Actual2008 Survey Actual2011 Survey Actual2014 Survey Estimated OutcomeMedian salary of ǿմý graduates $27,500 $32,014 $34,711 $39,814  $34,422 $37,980 Outcome Ratio of the median salary of ǿմý graduates (one year after graduation) to the median salary of the civilian workforce w/bachelors degrees2 .73 .79 .82 .84 .72 .77 2010 Actual2011 Actual2012 Actual2013 Actual2014 Estimated2015 Estimated Input Number of applicants to the professional nursing program224 236 248 234 215 218 Input Number of applicants accepted into the professional nursing program95 96 104 102 102 102 Input Number of applicants not accepted into the professional nursing program129 140 144 132 113 116 Input Number of applicants enrolled in the professional nursing program95 96 104 102 102 1022000 Survey Actual2002 Survey Actual2005 Survey Actual2008 Survey Actual2011 Survey Actual2014 Survey Estimated Outcome Estimated number of Nursing graduates employed in MD as nurses235345755 7174 Notes to MFR 1 PRAXIS II test results are reported on a cohort basis. The test period for 2013 actually ran between 10/1/2011 and 9/30/2012. Due to delays in ETS reporting at the time of last years report, the rate previously reported for 2012 has been updated from 98% to the most current pass rate for 2010-11 graduates, 99%. 2 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 2014. 3 Actual 2013 data are from fall 2012. 4 Percentages are based on headcounts as of fall census and NEW race/ethnicity codes starting in fall 2010. As of fall 2010 (FY11 data), minority undergraduate student counts also include students selecting two or more races. Actual data for 2013 reflects fall 2012 undergraduate enrollment. The following information is provided in response to the 2009 request of the Joint Chairs for additional information on undergraduate minority student enrollment. ǿմý minority student enrollment (as a percentage of the race known population), broken down by minority group for the two most recent fiscal years, was as follows: African-American 10.8% in FY12 and 11.3% in FY13; Hispanic 4.2% in FY12 and 4.4% in FY13; Asian 2.5% in FY12 and 2.5% in FY13; Native Hawaiian/Pacific Islander .1% in FY12 and .06% in FY13; American Indian/Alaskan Native .3 in FY12 and .23% in FY13; Two or more races 2.3% in FY12 and 2.6% in FY13. 5 Data provided by the MHEC. For second year retention rates, actual data for 2013 report the number of students in the fall 2011 cohort who returned in fall 2012. For graduation rates, actual data for 2013 report the number of students in the fall 2006 cohort who graduated by spring 2012. 6 Additional Indicators are institutional measures that are important to external audiences. They are not included as part of ǿմýs Managing For Results and are not driven by any institutional targets because of offsetting goals. They are included for informational purposes only.   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