ࡱ> c +\bjbjzz =~]\~]\T((((((((8( )<(z,**,*,*,*`+`+`+yyyyyyy$E|~y(`+`+`+`+`+y((,*,*4y000`+(,*(,*y0`+y00Z_,*;+j>:y0,>__(<`H`+`+0`+`+`+`+`+yy.`+`+`+z`+`+`+`+`+`+`+`+`+`+`+`+`+> N': SALISBURY UNIVERSITY MISSION ǿմý is a premier comprehensive Maryland public university, offering excellent, affordable education in undergraduate liberal arts, sciences, business, nursing, education and social work and applied masters and doctoral programs. We empower students with the knowledge, skills, and values that contribute to active citizenship, gainful employment, and lifelong learning. INSTITUTIONAL ASSESSMENT Overview During the 2016-17 academic year ǿմý (ǿմý) expanded several areas on campus to enhance student success. In 2016, ǿմý created the Honors College to serve the needs of a growing honors student population. In fall 2016, there were 419 active honors students at ǿմý, up 96% in just three years. In fall 2016, ǿմý also opened an Academic Advising Center (AAC). The AAC is dedicated to providing students with assistance in achieving their academic goals. With the addition of the AAC, all first-semester, full-time students were assigned a professional academic advisor to assist them through their first year at ǿմý. Early results show that there are fewer students on academic probation and institutional retention rates have increased. The landscape of campus also changed in fall 2016. The Patricia R. Guerrieri Academic Commons opened its doors offering the library collections and services, Dudley-Eshbach Faculty Center, Math Emporium, Writing Center, Nabb Research Center, Graduate Student Commons and Center for Student Achievement. The changing demographics in the State and Nation are also reflected on ǿմýs ever-increasing diverse population of students. The University accepted 66% of its first-time degree-seeking applicants and enrolled a first-time student cohort of 1,329 students. Nearly 25% of first-time students were from ethnically diverse backgrounds. In addition, 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 2017-2018 selected ǿմý as a best regional university among public and private institutions in the North. This is the 21st consecutive year ǿմý received this honor. For the 19th consecutive year, ǿմý was designated by The Princeton Review as one of the nations best institutions in The Best 382 Colleges and The Best Northeastern Colleges for 2017-18. For the 9th consecutive year, Kiplingers Personal Finance magazine named ǿմý as one of the Top 100 Best Values in Colleges. Washington Monthly magazine named ǿմý as one of Americas Best Bang-for-the-Buck Colleges in 2016 for the 4th consecutive year. The Princeton Review in partnership with the U.S. Green Building Council named ǿմý as one of the top 361 Green Colleges for the 7th consecutive year. Forbes magazine named ǿմý one of Americas Top Colleges for 2017, for the 4th consecutive year. Forbes also lists ǿմý as one of America's Best Value Colleges. ǿմý was identified by Money magazine's as one of The Best Colleges for Your Money for 2017, for the 4th consecutive year. ǿմýs 2014-2018 Strategic Plan includes goals that complement the key goals and objectives identified in the Managing for Results (MFR) document and the six goals for postsecondary education identified in the Maryland Ready 2013-2017 Maryland State Plan for Postsecondary Education. The State plan includes goals for quality and effectiveness, access, affordability, and completion, diversity, innovation, economic growth and vitality, and data use and distribution. 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 2017 MFR key goals and objectives, data relevant to each objective will be described in subsequent sections of this report. Quality & Effectiveness MARYLAND READY Goal: Maryland will enhance its array of postsecondary education institutions and programs, which are recognized nationally and internationally for academic excellence, and more effectively fulfill the evolving educational needs of its students, the state, and the nation. MFR Objectives: 1.1-1.4; Additional Indicators 1- 2 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 pass rates on national licensure and certification exams (Objectives 1.1 & 1.2), self-reports of student satisfaction with the quality of education and preparation they received (Objectives 1.3 & 1.4), and salaries of recent graduates (Additional Indicators 1 & 2). Licensure MFR 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 teaching licensure exam (PRAXIS). At 93%, ǿմý remains well above the average Maryland NCLEX pass rate (83%) for BSN programs (Objective 1.1). The NCLEX exam was modified in April 2013 and now includes a higher standard for passing. The Nursing Department continues its concentrated efforts (e.g., tutoring, NCLEX review course, etc.) to increase its pass rates given the modifications to the exam. 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 were required to pass the PRAXIS II in order to graduate with recommendation for certification. As a result, the current pass rate of 100% will be maintained (Objective 1.2). Alumni Satisfaction and Salary One indirect measure of success used by ǿմý is alumni satisfaction and earning potential. Data are collected on a triennial basis using an alumni survey to address Objectives 1.3 and 1.4 and Additional Indicators 1 and 2. The most recent survey results are based on students that graduated in August/December 2015 and January/May 2016. It should be noted that the response rate for the alumni survey was 19.5%. Consequently, the opinions and salary information for most of our alums were not captured on this survey. Results revealed that 99% and 94% of ǿմý graduates are satisfied with their level of preparation for graduate school (Objective 1.3) and employment (Objective 1.4), respectively. When examining the median salary of recent graduates, alums saw a 10% increase in salary when compared to 2015-16 graduates. Recent graduates earned a median salary of $41,227 (Additional Indicator 1) which represents the 79th percentile of the median salary for workers 25 years old and over with a bachelors degree (Additional Indicator 2). Accreditations An additional indicator of the quality and effectiveness of ǿմý is its ability to achieve and maintain national accreditations. Several academic programs and administrative offices are accredited: ǿմý is accredited by the Middle States Commission on Higher Education (MSCHE); Teacher Education programs- accredited by the Council for the Accreditation of Educator Preparation (CAEP) 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- approved 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); Applied Health Physiology program accredited by the Committee on Accreditation for the Exercise Sciences (CoAES) through CAAHEP; Health Services- accredited by the Accreditation Association for Ambulatory Health Care (AAAHC); Student Counseling Services- accredited by the International Association of Counseling Services (IACS); and University Police- accredited by the Commission on Accreditation for Law Enforcement Agencies, Inc (CALEA). Accessibility, Affordability, and Completion MARYLAND READY Goal: Maryland will achieve a system of postsecondary education that advances the educational goals of all by promoting and supporting access, affordability and completion. MFR Objectives: 3.3, 4.1-4.6 For the MFR, access, affordability, and completion goals are based on providing access to economically disadvantaged students (Objective 3.3), as well as improving retention (Objectives 4.1-4.3) and graduation rates (Objectives 4.4-4.6). In addition, ǿմý annually reports the number of degrees it grants as a measure of progress towards Marylands 55% degree attainment goal. For 2016-17, ǿմý awarded an additional 59 undergraduate degrees compared to 2015-16. Retention and Graduation At 84.7%, the second-year retention rate for the 2015 entering cohort of freshmen (Objective 4.1) increased slightly from the previous cohort (84.0%). The 2015 cohort included students that started at ǿմý in fall 2015 and returned to ǿմý or transferred to another Maryland school for the fall 2016 semester. ǿմýs second-year retention rate is the second highest of the comprehensive System schools. 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 increased significantly this year. Approximately 83.8% of African-American students were retained into their second year compared to 81.4% last year. Similarly, the second-year retention rates of minority students increased by nearly four percentage points this year to a rate of 84%. Currently, ǿմýs overall six-year graduation rate is 74.6% (Objective 4.4). The rate decreased half a percentage point compared to last year. ǿմýs average six-year graduation rate is the highest among the USM comprehensive institutions and is 5.5 percentage points above the USM average. Six-year graduation rates for African-American students decreased slightly this year to a rate of 70.5%, down from 71.2% (Objective 4.5). ǿմý has the highest African-American student six-year graduation rate among the USM comprehensive institutions. In fact, ǿմýs rate is 20 percentage points higher than the USM average. Minority student six-year graduation rates also decreased this year to a rate 68.9% (Objective 4.6). Six-year graduation rates for minority students at ǿմý are the second highest among the USM comprehensive institutions and 8.4 percentage points above the USM average. To improve graduation and retention rates, the campus continually evaluates the success of initiatives designed to improve student outcomes. In fact, in 2016, ǿմý was selected by the American Association of State Colleges and Universities (AASCU) to participate in a three-year Re-Imagining the First Year of College project. ǿմý was one of only 44 institutions selected to participate in the initiative. As a part of the Re-Imagining the First Year project, institutions were asked to identify approaches to redesigning the first-year college experience for students to maximize success. It is hoped that the University will see improvements in student success and learning as a result of improvements its making campus-wide. Additionally, as mentioned on the 2016 MFR, ǿմý has been engaged with the Education Advisory Board to implement the Student Success Collaborative (SSC). The Collaborative provides an early warning system for students to assist in course selection, selection of a major and early indicators of academic success. Additionally, ǿմý has enhanced its advising system by utilizing not only the SSC but by implementing a new Academic Advising Center. The Academic Advising Center employs professional academic advisors to assist students in achieving their academic goals. Each first-year student is assigned an academic advisor to assist them with understanding degree requirements, planning coursework and developing an understanding of opportunities available across the university. Once students transition to their sophomore year, they are assigned a faculty member within their discipline as their academic advisor. Access & Affordability In response to MHECs access goals, ǿմý maintained enrollment in fall 2016. With 7,861 undergraduate students, just under 90% of ǿմýs student population is at the undergraduate level. Graduate student representation on campus continues to grow. Approximately, 887 graduate students were enrolled in fall 2016, an increase of 8% over fall 2015. Since 2011, ǿմý has expanded overall enrollment 1.6%. 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 2015-16, ǿմý was able to maintain its enrollment of economically disadvantaged students at 53.3% (Objective 3.3). The changing demographics of high school graduates across both the State and Nation make it increasingly important to provide affordable access. Since the 2011 reporting cycle, ǿմý has increased the percentage of economically disadvantaged students on campus by 6.8 percentage points. As demonstrated by the rankings presented in a previous section, ǿմý has developed a reputation for providing a high quality education at a great price. Diversity MARYLAND READY Goal: Maryland will ensure equitable opportunity for academic success and cultural competency for Marylands population. MFR Objectives: 3.1 & 3.2 The University has increasingly emphasized its diversity initiatives and demographicsboth of which are readily affirmed in the Universitys trends and benchmarks. Fall 2016 marked the most ethnically diverse student population in ǿմýs history (Objectives 3.1 and 3.2). During fall 2016, ǿմý increased its enrollment of minority undergraduate students for the eleventh consecutive year. African-American students made up 14.3% of ǿմýs undergraduate students (Objective 3.1). In 2016, 26.0% of ǿմýs undergraduate enrollment was composed of minority students (Objective 3.2). Since 2011, ǿմý has increased the number of enrolled African-American undergraduate students by 29% (from 842 in fall 2011 to 1,087 in fall 2016). Undergraduate minority student growth has increased more than 25% during the same time period (from 1,575 in fall 2009 to 1,977 in fall 2016). During the same timeframe, 2011-2016, ǿմý has held overall undergraduate enrollment flat while continuing to increase our diversity. Economic Growth and Vitality MARYLAND READY Goal: Maryland will stimulate economic growth, innovation, and vitality by supporting a knowledge-based economy, especially through increasing education and training and promoting the advancement and commercialization of research. MFR Objectives 2.1-2.5; Additional Indicators 3-7 ǿմý states in Goal 1 of the 2014-2018 Strategic Plan that the Universitys primary mission is to educate our students for success in the classrooms, careers, and life. ǿմý measures its impact on economic growth by successfully producing graduates with skills to compete in high need occupations. Additionally, the University triennially tracks the percentage of graduates employed one year after graduation. Nursing Data for this year indicates that applications and enrollment into the program have remained relatively stable (Additional Indicators 3-6). The number of undergraduate nursing majors enrolled for fall 2016 was 547, while 34 graduate nursing majors were enrolled during the same time period. The number of nursing baccalaureate and graduate degree recipients decreased to 93 (Objective 2.5). Teacher Education The overall number of teacher education enrollments has decreased by 66 students to a total of 1,163. Most of this decline was due to lower enrollments in the Elementary and Secondary Education programs. The number of teacher education graduates from ǿմý (Objective 2.3) increased this year from 282 to 303. It is hoped that the number of graduates continues to increase in the future STEM Since the 2011 MFR, ǿմý has increased the number of students enrolled in STEM programs by nearly 24%. The current data indicates that, in 2015-16, ǿմý graduated 312 STEM majors (Objective 2.4). Employment As mentioned previously, alumni data are collected by the University every three years. Based on responses from graduates in 2015-16, 94.2% of those responding to an alumni survey were employed one year after graduation (Objective 2.2), with 66% employed in Maryland (Objective 2.1). Additionally, ǿմý estimates that, of the 90 Bachelor of Science in nursing graduates in 2015-16, approximately 75 are working in Maryland (Additional Indicator 7). ǿմý provides a quality education, making ǿմý graduates readily employable and prepared to be successful in their future careers and life while addressing the workforce needs of the state. RESPONSES TO THE QUESTIONS RAISED BY THE COMMISSION For the 2016 MFR reporting cycle, ǿմý was required to provide a response to the following Commission comment. Commission Assessment (not tied to a specific indicator): In its 2015 and 2016 Performance Accountability Reports, the University states that it has worked with a company, the Education Advisory Board, to implement the Student Success Collaborative, a student success management system used by over 450 institutions. Please provide the Commission with more information on this initiative, any preliminary findings of its effectiveness on such factors as year-to-year persistence and other short-term measures of success and persistence. In addition, please inform the Commission how this endeavor differs from or complements other initiatives the institution has in place to help with ensuring student retention and graduation. ǿմý Response: The Education Advisory Boards (EAB) Student Success Collaborative (SSC) provided a platform that ǿմý has used to improve individual advising, promote outreach campaigns and provide curriculum guides that identify the proper sequencing of courses. EAB has provided the data necessary to inform other institutional decisions aimed at improving student success. For instance, the University re-vamped its advising model as a result of weaknesses identified in the previous model. In fall 2016, ǿմý opened an Academic Advising Center (AAC). The AAC is dedicated to providing students with assistance in achieving their academic goals. With the addition of the AAC, all first-semester, full-time students were assigned a professional academic advisor to assist them through their first year at ǿմý. Early results show that there are fewer students on academic probation and institutional retention rates have increased. The services provided through EABs SSC also complimented services already being offered by Career Services, the Center for Student Achievement (CSA), TRiO and Residence Life. The notes feature in the SSC allows for various offices to track and see advising notes across multiple campus offices. The SSC platform has also encouraged Student Affairs professionals to interact and become more connected to the advising process. Additionally, the CSA uses the system to identify high-achieving students in specific classes and recruit them as tutors and Supplemental Instruction leaders. The SSC has also allowed academic units to create coordinated messaging to students. For instance, pre-professional nursing students who miss academic milestones are encouraged to explore other majors and paths if they are not admitted to the professional programs. Undeclared students that are approaching 45 credit hours completed are provided with one-on-one assistance to help them select a major matched to their academic performance and interests. Faculty and advisors also use the SSC and its success markers to communicate to students courses that are integral to their success in a major. The SSC has allowed us to pool a large amount of data and synthesize in a manner that can easily be used by faculty and staff to support student success. The predictive model has complimented many of the successful practices the University has by allowing us to identify and offer services to students at the appropriate time. We are now able to systematically identify and monitor students that may need interventions. Additionally, it has allowed us to recognize exceptional students that could thrive if given additional leadership opportunities.   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