NEASC Accreditation Self Study 2011

NEASC Accreditation Self Study 2011

A Note on USM’s Academic Restructuring

The research and writing of this Self Study coincided with the development and Phase I implementation of USM’s Academic Reorganization, a process often cited as the first substantive review and change in the university’s academic structure in more than 30 years.

USM’s eight schools and colleges (College of Arts and Sciences; School of Business; College of Nursing and Health Professions; Muskie School of Public Service; School of Applied Science, Engineering and Technology; College of Education and Human Development; Lewiston-Auburn College and the University of Maine School of Law) have been consolidated into five colleges (College of Science, Technology and Health; College of the Arts, Humanities and Social Sciences; College of Management and Human Service; Lewiston-Auburn College; and the University of Maine School of Law).

As of this writing (February of 2011), the final stages of implementation have been initiated to organize academic departments within each of the colleges. This work will continue throughout the spring 2011 semester so that all offices are fully prepared for the opening of the 2011-2012 academic year.

Every effort has been made to update the Self-Study organizational charts and to ensure that the text in each of the 11 Standards reflects the new college structure.

Please note however, that the Data First forms, information presented in the appendices, as well as in reference documents provided with each of the Standards still include references to the former college structure. This is unavoidable as many of the institutional websites, records and forms are not scheduled to be fully converted until the spring or summer of 2011.

Table of Contents

InstitutionalCharacteristics iv ChiefInstitutionalOfficers xiii InstitutionalOrganizationCharts xvi

Introduction xxii NEASCMembershipList xxv

InstitutionalOverview xxxii

Self-Study Standards

Standard1:MissionandPurposes 1

Standard2:PlanningandEvaluation 3

Standard3:OrganizationandGovernance 10

Standard4:TheAcademicProgram 16

Standard5:Faculty 34

Standard6:Students 47

Standard7:LibraryandotherInformationResources 61

Standard8:PhysicalandTechnologicalResources 71

Standard9:FinancialResources 80

Standard10:PublicDisclosure 88

Standard11:Integrity 93

DataFirstForms 98

GeneralInformation 100 Standard1:MissionandPurposes 101 Standard2:PlanningandEvaluation 102 Standard3:OrganizationandGovernance 103 Standard3:OrganizationandGovernance(LocationsandModalities) 104 Standard4:TheAcademicProgram(Summary-EnrollmentandDegrees) 105 Standard4:TheAcademicProgram(HeadcountbyUNDERGRADUATEMajor) 106 Standard4:TheAcademicProgram(CreditHoursbyUNDERGRADUATEMajor)109 Standard4:TheAcademicProgram(FTEbyUNDERGRADUATEMajor) 112 Standard4:TheAcademicProgram(HeadcountbyGRADUATEMajor) 115 Standard4:TheAcademicProgram(CreditHoursbyGRADUATEMajor) 117 Standard4:TheAcademicProgram(FTEbyGRADUATEMajor) 119 Standard4:TheAcademicProgram(CreditHoursGeneratedby DepartmentorComparableAcademicUnit) 121 Standard5:Faculty(Rank,Gender,andSalary,FallTerm) 124 Standard5:Faculty(HighestDegreesandTeachingAssignments,FallTerm) 125

Standard5:Faculty(Appointments,Tenure,Departures,andRetirements, FullAcademicYear) 126 Standard5:Faculty(NumberofFacultybyDepartmentorComparableUnit, FallTerm) 127 Standard6:Students(Admissions,FallTerm) 128 Standard6:Students(Enrollment,FallCensusDate) 129 Standard6:Students(FinancialAid,Debt,andDevelopmentalCourses) 130 Standard7:LibraryandotherInformationResources(Library) 131 Standard7:LibraryandotherInformationResources(InformationTechology) 132 Standard8:PhysicalandTechnologicalResources 133 Standard9:FinancialResources(StatementofFinancialPosition/Statement ofNetAssets) 134 Standard9:FinancialResources(StatementofRevenuesandExpenses) 135 Standard9:FinancialResources(StatementofDebt) 136 Standard9:FinancialResources(SupplementalData) 137 Standard10:PublicDisclosure 138 Standard11:Integrity 140

Appendix

AffirmationofCompliancewithFederalRegulationsRelatingtoTitleIV 2

E1a&E1bForms

OptionE1:PartA.InventoryofEducationalEffectivenessIndicators 4 OptionE1:PartB.InventoryofSpecializedandProgramAccreditation 25

S1,S2&S3Forms

FormS1.RETENTIONANDGRADUATIONRATES 35 FormS2.OTHERMEASURESOFSTUDENTACHIEVEMENTANDSUCCESS 37 FormS3.LICENSUREPASSAGEANDJOBPLACEMENTRATES 39

FinancialReports

MostRecentAuditedFinancialStatements 41 Auditor’sManagementLetter 42

ReferenceDocuments

Standard1 44 Standard2 44 Standard3 44 Standard4 45 Standard5 46 Standard6 46 Standard7 47 Standard8 48 Standard9 49 Standard10 49 Standard11 49

Institutional Characteristics

INSTITUTIONALCHARACTERISTICS

iv

Institutional Characteristics

Date ___February 2011__________________

1. Corporate name of institution: The University of Southern Maine _________________________

2. Date institution was chartered or authorized: 1878, Western Maine Normal _________________

3. Date institution enrolled first students in degree programs: 1879____________________________

4. Date institution awarded first degrees: 1880____________________________________________

5. Type of control:

Public Private

State Independent, not-for-profit

City Religious Group

Other (Name of Church)__________________________

(Specify) _________________ Proprietary

Other: (Specify) ___________________

6. By what agency is the institution legally authorized to provide a program of education beyond

high school, and what degrees is it authorized to grant? Legislature of the State of Maine.

(Attach a copy of the bylaws, enabling legislation, and/or other appropriate documentation to establish the legal authority of the institution to award degrees in accordance with applicable requirements.)

SEE: http://www.maine.edu/system/policy_manual/policy_section102.php

http://www.mainelegislature.org/legis/statutes/20-A/title20-Ach411sec0.html

_______________________________________________________________________________

7. Level of postsecondary offering (check all that apply)

Less than one year of work First professional degree

At least one but less than two years Master’s and/or work beyond the first professional degree

Diploma or certificate programs of Work beyond the master’s level at least two but less than four years but not at the doctoral level (e.g., Specialist in Education)

Associate degree granting program A doctor of philosophy or of at least two years equivalent degree

Four- or five-year baccalaureate Other doctoral programs ___________ degree granting program Other (Law, JD)

UNIVERSITYOFSOUTHERNMAINESELFSTUDY2011

v

8. Type of undergraduate programs (check all that apply)

Occupational training at the Liberal arts and general crafts/clerical level (certificate or diploma)

Occupational training at the technical Teacher preparatory or semi-professional level (degree)

Two-year programs designed for Professional full transfer to a baccalaureate degree Other___________________

9. The calendar system at the institution is:

Semester Quarter Trimester Other __________________

10. What constitutes the credit hour load for a full-time equivalent (FTE) student each semester?

a) Undergraduate _12 or more_ credit hours

b) Graduate _9 or more__ credit hours

c) Professional _12 or more_ credit hours

11. Student population:

a) Degree-seeking students:

Undergraduate Graduate Total

Full-time student headcount 4,341 861 5,202

Part-time student headcount 2,000 519 2,519

FTE 4,863.67 1,096.17 5,959.84

b) Number of students (headcount) in non-credit, short-term courses: ___840__________


vi

12. List all programs accredited by a nationally recognized, specialized accrediting agency.

Program Agency Accredited since Last Reviewed Next Review

College of Arts and Sciences

Art NationalAssociation of Schools of Art and Design

1976 April 2005 Spring or Fall 2013-2014

Music NationalAssociation of Schools of Music

1980 June 2002 2010-2011

Linguistics Commission on CollegiateInterpreterEducation

Dec. 2009 Dec. 2019

Social Work BSW

Council on Social Work Education

1980 Oct. 2005 Oct. 2011

Social Work MSW

Council on Social Work Education

1980 Feb. 2009 Oct. 2015

School of AppliedScience,Engineering,andTechnology

Computer Science

AccreditationBoard for Engineering and Technology (ABET) – Computing AccreditationCommission

1983 August 2009 Sept. 2015

Engineering ABET – EngineeringAccreditationCommission

June 2010 June 2015

Technology Association ofTechnology, Management, and Applied Engineering(ATMAE)

Nov. 2009 Nov. 2015


vii

College of Education and HumanDevelopment

TeachersEducation

State of Maine ApprovedProgram and TeacherEducationCouncil

2009 2014

Human ResourceDevelopment

Clinical Mental HealthCounseling and SchoolCounseling:Council for the Accreditation of Counseling and RelatedPrograms (CACREP)

RehabilitationCounseling:Council on RehabilitationCounseling(CORE)

Psy.D. in School Psychology: MaineDepartment of Education

NationalAssociation of SchoolPsychologists (NASP)

M.S. in EducationalPsychology with Concentration in SchoolPsychology: MaineDepartment of Education

2010*

2006*

2009

Application Pending

2009

ReportForthcoming

2010

2010

2014

2014


viii

NationalAssociation of SchoolPsychologists (NASP)

M.S. in EducationalPsychology with Concentration in AppliedBehaviorAnalysis: BehaviorAnalyst CertificationBoard

2008

2008

2015

2012

ProfessionalEducation

Literacy Education and EducationalLeadership:State of Maine ApprovedProgram

2009 2014

Lewiston-AuburnCollege

OccupationalTherapy

ACOTE – AccreditationCouncil for OT Education

2001 2011

Muskie School of Public Service

Health Policy andManagement

Commission on Accreditation of HealthcareManagement Education

2002 2005 Fall 2011

School of Business

BusinessAdministration (B.S., MBA)

Association to AdvanceCollegiateSchools of Business(AACSB)

1999 2010 2014


ix

School of Law

Law American Bar Association

American Association of Law Schools

1965 2008

2008

2015

2015

College of Nursing and HealthProfessions

Nursing CCNE:Commission on CollegiateNursingEducation

Approved by Maine State Board of Nursing 2007-2013

2005 CCNE 2010 MSBN 2007

CCNE 2020 MSBN 2013

Exercise, Sport and Health Sciences

Health Fitness: CAAHEPaccreditation in the Exercise Sciences

Commission on Accreditation of AthleticTrainingEducation(CAATE)

2007 2010


x

13. Off-campus Locations. List all instructional locations other than the main campus. For each site, indicate whether the location offers full-degree programs or 50% or more of one or more degree programs. Record the full-time equivalent enrollment (FTE) for the most recent year.

Add more rows as needed.

Full degree 50%-99% FTE

A. In-state Locations

Gorham, ME X X X

Lewiston; Auburn, ME X X X

Saco, ME X

Bath, ME X

B. Out-of-state Locations

14. International Locations: For each overseas instructional location, indicate the name of the program, the location, and the headcount of students enrolled for the most recent year. An overseas instructional location is defined as “any overseas location of an institution, other than the main campus, at which the institution matriculates students to whom it offers any portion of a degree program or offers on-site instruction or instructional support for students enrolled in a predominantly or totally on-line program.” Do not include study abroad locations.

Name of program(s) Location Headcount

15. Degrees and certificates offered 50% or more electronically: For each degree or Title IV-eligible certificate, indicate the level (certificate, associate’s, baccalaureate, master’s, professional, doctoral), the percentage of credits that may be completed on-line, and the FTE of matriculated students for the most recent year. Enter more rows as needed.

Name of program Degree level % on-line FTE

M.S. in Adult and Higher Education

Masters, and Masters-level certificate

100 % We have one blended course in our curriculum and one on-campus summer institute, but these are not required so matriculated students do not have to come to campus to earn their degree.

55 masters students and 5 Certificate of Advanced Study in Adult Learningstudents, all part-time; 1.75 full-time faculty


xi

ETEP Unified K-8 Program MSED (Master's Degree in Science in Education)

100% (each student must take the general and special ed/ell/sped only internships in schools; however,accommodations are made to allow students to intern near their home town)

All students are full-time – 38 at present in 2 separate cohorts (18 2nd year, 20 first year).

Leadership Studies UndergraduateCertificate

100%

Creative Leadership & Global Strategy

UndergraduateCertificate

100%

Leadership Studies Minor 100% Information Technology Minor 50% Leadership & Organizational Studies

B.S Completion Degree

100% 10

Leadership Studies B.S. Degree Leadership Studies B.S./M.A. + 1

Program 50%

Leadership Studies Graduate Certificate 50% 3Creative Leadership & Global Strategy

Graduate Certificate 50%

Leadership Studies M.A. Degree 50% 15

16. Instruction offered through contractual relationships: For each contractual relationship through which instruction is offered for a Title IV-eligible degree or certificate, indicate the name of the contractor, the location of instruction, the program name, and degree or certificate, and the number of credits that may be completed through the contractual relationship. Enter more rows as needed.

Name of contractor Location Name of program Degree or certificate # of credits

17. List by name and title the chief administrative officers of the institution. (Use the table on the following page.)

18. Supply a table of organization for the institution. While the organization of any institution will depend on its purpose, size and scope of operation, institutional organization usually includes four areas. Although every institution may not have a major administrative division for these areas, the following outline may be helpful in charting and describing the overall administrative organization:

a) Organization of academic affairs, showing a line of responsibility to president for each department, school division, library, admissions office, and other units assigned to this area;


xii

b) Organization of student affairs, including health services, student government, intercollegiate activities, and other units assigned to this area;

c) Organization of finances and business management, including plant operations and maintenance, non-academic personnel administration, IT, auxiliary enterprises, and other units assigned to this area;

d) Organization of institutional advancement, including fund development, public relations, alumni office and other units assigned to this area.

19. Record briefly the central elements in the history of the institution:

The University of Southern Maine was founded under the name of the University of Maine at Portland-Gorham (UMPG) in 1970 by the merger of Gorham State College and the University of Maine in Portland. The University of Maine System was formed also at this time. UMPG was renamed the University of Southern Maine in 1978. Gorham State College began in 1878 as Western Maine Normal School on the site of the former Gorham Female Seminary. The Portland campus began as Portland Junior College, a community college developed by local businessmen during the Depression of the 1930’s. Portland Junior College became a part of the University of Southern Maine with an act of the Maine Legislature in 1957. In 1969, Portland University, which included the Law School and the Business School, joined with the University of Maine in Portland.


xiii

CHIEF INSTITUTIONAL OFFICERS

Function or Office Name Exact Title Year of Appointment

Chairman of the Board of Trustees

Joe Wishcamper Chairman of the Board of the University of Maine System

2002

President/CEO Selma Botman President of the University of Southern Maine

2008

Executive Vice President Provost, VP Academic Affairs

Chief Academic Officer and Provost

John Wright Interim Provost and Vice President of Academic Affairs

2010

Deans of Colleges Joyce Gibson

Lynn Kuzma

Peter Pitegoff

James Shaffer

Andrew Anderson

Dean of the Lewiston-Auburn College

Dean of the College of Arts, Humanities, and Social Sciences

Dean and Professor of Law of the School of Law

Dean of the College of Management and Human Service

Dean of the College of Science, Technology and Health

2009

2010

2005

2010

2010

Chief Financial Officer Dick Campbell Chief Financial Officer of the University of Southern Maine

2007

Chief Student Services Officer Craig Hutchinson Student Services Academic Officer

2001

Planning

Institutional Research Cristi Carson Director of Institutional Research and Assessment

2011


xiv

Assessment Susan King Director of Academic Assessment

2001

Development Meg Weston Vice President for University Advancement; President and Corporate Executive Officer of the University of Southern Maine Foundation

2009

Library David Nutty Director of University Libraries

2003

Chief Information Officer William W. Wells Chief Information Officer 2005

Continuing Education Monique LaRocque Interim Executive Director for University Outreach

2010

Grants/Research SamanthaLangley-Turnbaugh

Associate Vice President for Research, Creative Activity and Scholarship

2010

Admissions Scott Steinberg Dean, Undergraduate Admissions; Chief Marketing Officer; Officer of Marketing and Brand Management

2008

Registrar Steve Rand Registrar 1999

Financial Aid Keith P. Dubois Director of Financial Aid 1994

Public Relations Bob Caswell Executive Director of the Office of Public Affairs

1983

Alumni Association Mellisa Dudley Communication Manager of Alumni Relations

2009

Other Katherine Greenleaf Chief Operating Officer 2010


xv

Institutional Organization Charts


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xxii

INTRODUCTION

Introduction

Likewithmostpublicuniversities,thefiscaluncertaintyofthetimeshasresonatedwithinthehallsoftheUniversityofSouthernMaine(USM).Budgetreductions-atboththestateandfederallevels-havebeenalarming,forcingtheUniversityofMaineSystemtoimposeconsolidationandcost-cuttingmeasuresoneachofthesevencampusesunderitsdomain.Allofourresources-peopleandfinancial-arestretchedthinand,asistrueinmanysectorsoftheeconomy,are“doingmorewithless.”Whileexcellenceinpublichighereducationremainsarealisticgoalforthisstateandthisinstitution,itsachievementcontinuestogetmoredifficult.

Whatbecomescleareraswelookbackoverthelasttwoyearsinparticular,isthatthecurrentconfigurationofthisinstitution,aswehaveknownit,willchange.ThatchangebeganslightlyovertwoyearsagowiththeappointmentofanewPresident–Dr.SelmaBotman;thefirstin16years.Sinceherarrival,areviewoftheentiretyofUSMunits,withaneyetowardare-conceptualizationoftheprospectsandpotentialsoftheinstitution,hasbeenaconstant.AsDr.BotmanwroteinalettertotheUSMcommunityinDecember2009:

Fiscal reality leaves us no choice but to reorganize USM’s schools, colleges, academic programs, and administrative units in order to reposition the university for future growth and sustainability. This is difficult but urgent work. As responsible stewards of the public resources entrusted to us, we owe the State of Maine, our students, and their families our best, most creative and responsible efforts. There is great strength within this university, and I believe … an exciting opportunity to tap it in support of our goal to advance this precious public educational resource.

Astrategicplanningprocess,followedbyareorganizationplanningprocesssituatedUSMformodifications.Overthenexttwoyears,thereorganizationshouldtransformtheinstitution.Weanticipatethattheinternalworkingsoftheinstitutionwillbemoreefficient-tighter,moresuccinct,bettercoordinatedandmoreseamless–whileitretainsacademicrigor,integrity,andquality.Wearestillwritingthefutureofthisinstitutionaswecompletethisself-studyprocess.

TheUSMNEASCSteeringCommittee,chairedbyProfessorLuisaS.Deprez,hasbeendiligentinitsworktoensurethattheSelf-Studyishonest,clear,articulate,insightful,andinclusive,andcarefultoconsiderandidentifyareasthatneedgreaterattentionandwork.Itisbecauseoftheworkofthistwenty-fourpersoncommittee,andtheovertwohundredfacultyandstaffparticipants,thatthisSelf-StudyhasaccomplisheditsintentsinfurtheranceofUSM’scoreaims,asembeddedintheMissionStatement:

• toadvancetheinstitutions’missiontoprovidestudentswithahigh-quality,accessible,affordableeducation;

• educatefutureleadersintheliberalartsandsciences,engineeringandtechnology,healthandsocialservices,education,business,law,andpublicservice;

• fosteraspiritofcriticalinquiryandcivicparticipation;

• embraceacademicfreedomforstudents,faculty,andstaff;

• advocatediversityinallaspectsofitscampuslifeandacademicwork;and

• createanintellectuallystimulatingenvironmentthatenrichesandfostersfacultyscholarshipandresearch.

http://blogs.usm.maine.edu/publicaffairs/archives/1980


xxiii


TheSelf-StudyprocesscommencedinSummer2008withtheselectionofProfessorDepreztoleadthiseffortbythen-ProvostMarkLapping.Overthenextfewmonths,Dr.Deprezapproachednumerousfacultyandstafftosecureaco-chairshipforeachStandardCommittee–preferablyacombinationoffacultyandstaffleadership.Uponcompletionoftheappointmentofthesecommitteeleadershippositions(20inall)aswellasrepresentativesfromtheSenatesandotherkeyrepresentatives,over200facultyandstaffreceivedaletterofinvitationfromDr.Botmantoparticipateonaspecificcommitteeorsub-committee(wedividedStandards4,5,and6intosub-committeesforeachofthefoci).AtanApril2009luncheonmeetingforallUSMparticipants,NEASCCIHEVPPatO’BriendescribedtheSelf-Studyprocess.Overthenextninemonths,individualstandardscommitteesheldregularmeetings,coordinatedbyaSteeringCommitteethatmetmonthlytooverseetheprocessandtoattendtothemanyissuesthatemerged–mostparticularlythoseofcoordinationandconsistencywithintheSelf-Study.InFebruary2010,acompleteddraftwassharedwiththeentireNEASCcommittee.Duringthespringof2010,committeesredraftedtheirstandardsbasedonfeedbackfromtheChairandfromcross-fertilizationwithothercommitteeco-chairs(eachofthecommitteeco-chairswasassignedtoreviewandcommentonastandardoutsidehisorherown,andtoreceivethereviewandcommentfromanothercommittee’sco-chairs).InFall2010,theNEASCSteeringCommitteeheldaseriesofUSMcommunitymeetingsoneachofthethreecampusestoprovideforadditionaluniversityinputtoensurethatthisdocumentisrepresentativeof,andsupportedby,theinstitutionasawhole.

WhilewearecertainlyawarethatthisSelf-StudydocumentservesprimarilyasanapplicationforthecontinuedaccreditationofUSM,wehavealsoapproacheditasanopportunitytoprovideanintegratedpictureoftheinstitutionfromwhichon-goinganalysisandplanningcanandshouldemerge.Whenweconsideredhowtogoforwardwiththisprocess,weknewthatwedidnotwantitmerelytore-accredittheuniversitybutalsointendedthatitserveasaresourceforthecampusandbroadercommunitytohelpguidethere-imaginingoftheuniversity.Hence,theSteeringCommitteeapproachedeachstandardasacomponentofthewhole,dependentonandintegraltoeachoftheotherstandardsforitsexecutionandachievement.

ACCREDITATIONSTEERINGCOMMITTEE

Chair:LuisaS.Deprez

Standard1LuisaS.Deprez

Standard2JackKartez

Standard3RoxieBlack,SallyVamvakais

Standard4MarkSteege,JohnVoyer

Standard5DavidCarey,CathieFallona

Standard6BethHiggins,AdamTuchinsky

Standard7MatthewEdney,DavidNutty

Standard8TomKnight,BillWells

Standard9AndyAnderson,DickCampbell

Standard10BobCaswell,DennisGilbert

Standard11LliamHarrison*,JeanWhitney,

JoanBoggis,Provost’sOfficeSusanCampbell,ChiefStudent

SuccessOfficerJerryLaSala,FacultySenate

TomWood,ProfessionStaffSenate**thruJune2010

xxiv

INTRODUCTION

Tothisend,committeeco-chairsreadeachothers’workandincorporatedfeedbackfromthebroaderUSMcommunity.WeareconfidentthatthisSelf-StudyisanaccuraterepresentationofUSMatthistimeandportraysaninstitutionthatwhileinflux,isdestinedtore-emergestrongerandmorevibrant,moresecureofitsmissionanditspositionwithinthehighereducationcommunityintheStateofMainethaneverbefore.

xxv


Steering Committee

ChairLuisaS.Deprez,ProfessorofSociology, CollegeofArtsandSciences,andWomen andGenderStudies,WomenandGender StudiesProgram(ChairofMissionand PurposeCommittee)Committee Members AndrewAnderson,AssociateDeanandProfessor ofTechnology,SchoolofApplied Sciences,EngineeringandTechnology (Co-ChairofFinancialResources Committee)RoxieBlack,DirectorandProfessor ofOccupationalTherapy,Lewiston- AuburnCollege(Co-ChairofOrganization andGovernanceCommittee)RichardCampbell,ChiefFinancialOfficer (Co-ChairofFinancialResources Committee)SusanCampbell,ChiefStudentSuccessOfficerDavidCarey,ChairandAssociateProfessorof History,CollegeofArtsandSciences (Co-ChairofFacultyCommittee)RobertCaswell,ExecutiveDirector,Office ofPublicAffairs(Co-ChairofPublic DisclosureCommittee)MatthewEdney,Professor,Americanand NewEnglandStudies,Geographyand AnthropologyDepartment,CollegeofArts andSciences,OsherMapLibrary andSmithCenterforCartographic Education(Co-ChairofLibraryandOther InformationResourcesCommittee)CatherineFallona,ChairandAssociateProfessor ofTeacherEducation,Collegeof EducationandHumanDevelopment(Co- ChairofFacultyCommittee)DennisGilbert,InstructorofCommunication andMediaStudies,CollegeofArtsand Sciences(Co-ChairofPublicDisclosure Committee)ElizabethHiggins,ExecutiveDirectorof AcademicAdvising&EnrollmentServices (Co-ChairofStudentsCommittee)JackKartez,ProfessorofCommunityPlanning andDevelopment,MuskieSchoolof PublicService(ChairofPlanningand EvaluationCommittee)ThomasKnight,AssociateProfessorofBiology, CollegeofArtsandSciences(Co-Chairof PhysicalandTechnologicalResources Committee)JerryLaSala,ProfessorofPhysics,College ofArtsandSciencesandFacultySenateChair

DavidNutty,UniversityLibrarianandDirectorof

InstructionalTechnologyandMediaServices (Co-ChairofLibraryandOtherInformation ResourcesCommittee)RosaRedonnett,ExecutiveDirectorofStudent Affairs,UniversityofMaineSystem(ex- officio)AdamTuchinsky,AssociateProfessorofHistory, CollegeofArtsandSciences(Co-Chairof StudentsCommittee)SallyVamvakias,civicleaderandformerchair oftheUniversityofMaineSystemBoard ofTrustees(Co-ChairofOrganizationand GovernanceCommittee)JohnVoyer,ProfessorofBusinessAdministration, SchoolofBusiness(Co-ChairofThe AcademicProgramCommittee)WilliamWells,ChiefInformationOfficer(Co- ChairofPhysicalandTechnological ResourcesCommittee)JeanWhitney,AssociateProfessorofTeacher Education,CollegeofEducationand HumanDevelopment(Co-Chairof IntegrityCommittee)

Standard 1: Mission and Purposes

Committee ChairLuisaS.Deprez,ProfessorofSociologyand WomenandGenderStudies,Collegeof ArtsandSciencesandWomenandGender StudiesProgram

Standard 2: Planning and Evaluation

Committee ChairJackKartez,ProfessorofCommunityPlanning andDevelopment,MuskieSchoolof PublicService

Standard 3: Organization and Governance

Committee Co-ChairsRoxieBlack,DirectorandProfessorof OccupationalTherapy,Lewiston-Auburn CollegeSallyVamvakias,Chairofthe CollegeofArtsand SciencesAdvisoryCommittee;former chairoftheUniversityofMaineSystem BoardofTrustees

Committee MembersBruceClary,Professor,PublicPolicy& Management,MuskieSchoolofPublic ServiceMollyDolby,Parliamentarian,StudentSenateRossHickey,J.D.,CIP,AssociateDirectorand InstitutionalReviewBoardCoordinator, OfficeofResearchComplianceJerryLaSala,ProfessorofPhysics,CollegeofArts andSciencesandFacultySenateChairSusanPicinich,InterimDean,CollegeofArtsand SciencesandProfessorofTheatre

NEASC Membership List

xxvi

INTRODUCTION

LynnPoor,Secretary,Lewiston-AuburnCollegeJamesB.Shaffer,ChiefOperatingOfficeand DeanofSchoolofBusiness

Standard 4: Academic Program

Committee Co-ChairsJohnVoyer,ProfessorofBusinessAdministration, SchoolofBusinessMarkSteege,ProfessorofHumanDevelopment, CollegeofEducationandHuman Development

Undergraduate and Major-Minor Concentration Sub-Committee

ChairJamesSuleiman,AssociateDeanandAssistant ProfessorofManagementInformation Systems,SchoolofBusinessCommittee MembersRoseMarasco,ProfessorofArt,CollegeofArts andSciencesBudMcGrath,ProfessorofEnglish,Collegeof ArtsandSciencesMargaretMoore,Lecturer,Departmentof Mathematics&Statistics,CollegeofArts andSciencesEveRaimon,Professor,Lewiston-AuburnCollegeJamesSmith,AssociateProfessorofEngineering, SchoolofAppliedSciences,Engineering andTechnology

General Education Sub-Committee

Co-chairs SusanMcWilliams,AssistantProvost,Officeof UndergraduateEducationJudyTizon,AssociateProvost,Officeof UndergraduateEducation,andAssociate ProfessorofAnthropology,CollegeofArts andSciences

Committee MembersPeterAicher,FacultyScholarin GeneralEducation,Professor,Modern andClassicalLanguagesandLiterature, CollegeofArtsandSciencesRoseCleary,Director,HonorsProgram LeeGoldsberry,AssociateProfessor, ProfessionalEducation,Collegeof EducationandHumanDevelopmentChristyHammer,AssociateProfessor,Lewiston AuburnCollegeHelenPeake-Godin,AssociateProfessorof Nursing,CollegeofNursingandHealth ProfessionsSteveRomanoff,Director,RussellScholars ProgramMichaelShaughnessy,ProfessorofArt, CollegeofArtsandSciencesJamesSmith,AssociateProfessorofEngineering, SchoolofAppliedSciences,Engineering andTechnology

TheresaTheodose,AssociateProfessor,Biological Sciences,CollegeofArtsandSciencesBruceThompson,AssociateProfessor, Psychology,CollegeofArtsandSciences

Graduate and Major-Minor Concentration Sub-Committee

ChairMarkSteege,Professor,HumanResource Development,CollegeofEducationand HumanDevelopment

Committee MembersMarySloan,Director&AssistantDeanof GraduateEducationArdisCameron,ProfessorofAmerican&New EnglandStudies,CollegeofArtsand SciencesVincentFaherty,DirectorandProfessor,Schoolof SocialWork,CollegeofArtsandSciencesMarjorieLawson,AssociateProfessor,Nursing andGraduateNursingCoordinator, CollegeofNursingandHealthProfessionsDahliaLynn,InterimDeanofGraduateStudies andAssociateProfessor,MuskieSchoolof PublicServiceLuisaScott,CoordinatorofGraduatePrograms, Lewiston-AuburnCollegeJohnVoyer,ProfessorofBusinessAdministration, SchoolofBusinessBettyLouWhitford,Dean,CollegeofEducation andHumanDevelopmentIntegrity in Award of Academic Credit and Major-Concentration Sub-Committee

ChairMoniqueLaRocque,AssociateDean,Off-campus ProgramsandDirector,Summerand WinterSessions

Committee MembersWayneCowart,ProfessorofLinguistics,College ofArtsandSciencesJoyceLapping,Director,PriorLearning AssessmentHeidiNoyce,AssociateDirector,TransferAffairsSteveRand,RegistrarJohnWright,Dean,SchoolofAppliedSciences, EngineeringandTechnologyJeannineUzzi,Chair&AssociateProfessor, ModernandClassicalLanguagesand Literature,CollegeofArtsandSciences

Assessment of Student Learning Sub-Committee

ChairAnnDean,AssociateProfessorofEnglish, CollegeofArtsandSciencesandDirector ofCollegeWriting

Committee MembersJamesBennett,AssociateProfessorofFinance, SchoolofBusiness

xxvii


SusanCampbell,ChiefStudentSuccessOfficerRoseCleary,Director,HonorsProgramMohammedel-Taha,ProfessorofMathematics& Statistics,CollegeofArtsandSciencesSusanKing,Director,AcademicAssessmentLynneMiller,ProfessorofProfessionalEducation, CollegeofEducationandHuman DevelopmentHelenPeake-Godin,AssociateProfessor ofNursing,CollegeofNursingandHealth Professions

Standard 5: Faculty

Committee Co-ChairsDavidCarey,ChairandAssociateProfessorof History,CollegeofArtsandSciencesCatherineFallona,ChairandAssociateProfessor ofTeacherEducation,Collegeof EducationandHumanDevelopment

Teaching and Advising Sub-Committee

ChairPeterAicher,FacultyScholarin GeneralEducation,Professor,Modern andClassicalLanguagesandLiterature, CollegeofArtsandSciences

Committee MembersRayBelicose,Lecturer,SchoolofSocialWork, CollegeofArtsandSciencesMikeBrady,ChairandProfessorof HumanResourceDevelopment,Collegeof EducationandHumanDevelopmentWillKilroy,ProfessorofTheater,CollegeofArts andSciencesCatherineFallona,ChairandAssociateProfessor ofTeacherEducation,Collegeof EducationandHumanDevelopmentRobSanford,ProfessorofEnvironmentalScience, SchoolofAppliedSciences,Engineering andTechnology

Scholarship, Research, and Creative Activity Sub-Committee

ChairStephenPelsue,AssociateProfessorof Immunology&MolecularBiology,School ofAppliedSciences,Engineeringand Technology

Committee MembersDavidCarey,Chair&AssociateProfessorof History,CollegeofArtsandSciencesDonnaCassidy,ProfessorofArtandAmerican andNewEnglandStudies,CollegeofArts andSciencesDavidChamplin,ChairandAssociateProfessorof BiologicalSciences,CollegeofArtsand SciencesNancyGish,ProfessorofEnglish,CollegeofArts

andSciencesDavidHarris,Professor,Lewiston-AuburnCollegeSamanthaLangley-Turnbaugh,AssociateVice PresidentforResearch,Scholarship,and CreativeActivityMelodyShank,AssociateProfessor,Teacher Education,CollegeofEducationand HumanDevelopmentJudithSpross,ProfessorofNursingandInterim Dean,CollegeofNursingandHealth Professions;Chair,USMResearchCouncilW.DouglasThompson,ChairofAppliedMedical Sciences&ProfessorofEpidemiology, SchoolofAppliedScience,Engineering andTechnology

Public Service Sub-Committee

ChairLisaMorris,AssistantResearchProfessor,Muskie SchoolofPublicService

Committee MembersSusanFeiner,ProfessorofWomen&Gender StudiesandProfessorofEconomics, CollegeofArtsandSciencesSusanFineran,AssociateProfessorofSocial Work,CollegeofArtsandSciencesAndreaThompson-McCall,Director,Interfaith Chaplaincy,OfficeofCommunityService andCivicEngagementSandyWachholz,AssociateProfessorof Criminology,CollegeofArtsandSciences

Standard 6 Students

Committee Co-ChairsElizabethHiggins,ExecutiveDirectorof AcademicAdvising&EnrollmentServicesAdamTuchinsky,AssociateProfessorofHistory, CollegeofArtsandSciences

Admissions Sub-Committee

ChairScottSteinberg,DeanofUndergraduate Admissions

Committee MembersRobinAudesse,AssociateDirector,Graduate AdmissionsDeborahDaeris,SeniorAssociateDirectorof UndergraduateAdmissionDeborahJohnson,ChairandAssociateProfessor ofPsychology,CollegeofArtsand SciencesAdamTuchinsky,AssociateProfessorofHistory, CollegeofArtsandSciences

xxviii

INTRODUCTION

Retention and Graduation Sub-Committee

ChairRickGrover,Chair,BusinessAdministration SchoolofBusiness

Committee MembersAliceB.Cash,AssistantDeanforStudentAffairs, SchoolofBusinessLaurieCaton-Lemos,InstructorofNursing, CollegeofNursingandHealthProfessionsElizabethHiggins,ExecutiveDirectorof AcademicAdvising&EnrollmentServicesKim-MarieJenkins,DirectorofStudentServices &Diversity,Lewiston-AuburnCollegeJoyceLapping,Director,PriorLearning AssessmentSteveRand,Registrar

Student Services Sub-Committee

ChairCraigHutchinson,VicePresident,Divisionof Student&UniversityLife

Committee MembersPaulDexter,Director,OfficeofEarlyStudent SuccessKeithDubois,Director,FinancialAidAlBean,Director,Athletics&RecreationHelenGorgas-Goulding,AssistanttotheDean, OfficeofDeanofStudentLifeElizabethHiggins,ExecutiveDirectorof AcademicAdvising&EnrollmentServicesDianeHoyt,AssociateRegistrarRezaJalali,Co-Coordinator,MulticulturalStudent Affairs,Lewiston-AuburnCollegeStephenNelson,Director,OfficeofCommunity StandardsChristopherO’Connor,AssistantDean,Student Involvement&ActivitiesCenterSarahParker-Holmes,Coordinator,Centerfor SexualitiesandGenderDiversityNicolePiaget,Director,BookstoresCynthiaQuinn,ExecutiveDirector,Financial Resources,StudentBillingSullivanRizzo,Lieutenant,PoliceDepartmentJasonSaucier,CoordinatorofCo-Curricular Development,CampusInvolvement& Activities,DepartmentofResidentialLife andResidentialEducationBonnieStearns,DirectorofStudentServices, SchoolofAppliedScience,Engineering andTechnologyLisaSweet,GraduateAdmissionsCounselor, GraduateAdmissionsBartWeyand,Director,EnglishforSpeakersof OtherLanguages,AdjunctProfessor, ModernandClassicalLanguagesand Literatures,CollegeofArtsandSciences

Standard 7: Library and Other Information Resources

Committee Co-ChairsMatthewEdney,Professor,Americanand NewEnglandStudies,Geographyand AnthropologyDepartment,Collegeof ArtsandSciences,OsherMapLibraryand SmithCenterforCartographicEducationDavidNutty,UniversityLibrarianandDirectorof InstructionalTechnologyandMedia Services

Committee MembersLucilleBenedict,AssistantProfessorof Chemistry,CollegeofArtsandSciencesAngelaCook,ManagerofAudiovisual&Media Services,InstructionalTechnologyand MediaServicesMichelleDustin,AssistanttotheUniversity Librarian,UniversityLibrariesCasandraFitzherbert,HeadofAccessServices& InterlibraryLoan,UniversityLibrariesRobertHansen,AssociateProvostforUniversity OutreachLanierLumbert,CoordinatorofTechnical Services,UniversityLibrariesJohnMuthyala,Chair&AssociateProfessorof English,CollegeofArtsandSciencesKarenPearson,InformationSpecialist,Muskie SchoolofPublicServiceRobertSpencer,TechnicalServicesAssistant, UniversityLibrariesSilviaValdes,AssociateProfessorofMathematics &Statistics,CollegeofArtsandSciencesZarkVanZandt,Professor,HumanResource Development,CollegeofEducationand HumanDevelopmentWilliamWells,ChiefInformationOfficer BlakeWhitaker,AssociateDeanandAssociate Professor,Lewiston-AuburnCollegeGlennWilson,AssociateResearchProfessor, DepartmentofTechnology,School ofAppliedScience,Engineeringand Technology

Standard 8: Physical and Technological Resources

Committee Co-ChairsThomasKnight,AssociateProfessorofBiology, CollegeofArtsandSciencesWilliamWells,ChiefInformationOfficer

Committee MembersNancyAustin,Director,Telecommunicationsand CampusCardServicesDianeBerry,SpaceandScheduling,Registrar’s OfficeMarthinaBerry,DirectorofStudent InformationSystemsRobertW.Bertram,ExecutiveDirectorof FacilitiesManagementJoyceBranaman,Director,SupportforStudents withDisabilitiesStephenHouser,Director,ITDatabase& ApplicationSupport,ITSales,Service& Administration,ITNetworkServices

xxix


JasonHoward,DirectorofComputerTechnology, SchoolofAppliedSciences,Engineering andTechnologyDeniseNelson,Director,ResidentialLife& ResidentEducationDavidPierson,AssociateProfessor ofCommunicationandMediaStudies, CollegeofArtsandSciencesJanPiribeck,ChairandAssociateProfessorofArt, CollegeofArtsandSciencesSullivanRizzo,Lieutenant,PoliceDepartmentAndySmith-Petersen,SystemAdministrator,IT NetworkServicesBarbaraStebbins,AssociateDirector,Instructional Technology&MediaServicesVintonValentine,Director,GISLab,Department ofGeography-Anthropology,Collegeof ArtsandSciencesKristinWinston,AssistantProfessorof OccupationalTherapy,Lewiston-Auburn College

Standard 9: Financial Resources

Committee Co-ChairsAndrewAnderson,AssociateDeanandProfessor ofTechnology,SchoolofApplied Sciences,EngineeringandTechnologyRichardCampbell,ChiefFinancialOfficer

Committee MembersBetsyBean,AssistanttotheVicePresidentof UniversityAdvancementKevaWrightBerry,FinancialManager,Collegeof ArtsandSciencesSandraBogdonoff,Director,Developmentand Planning,MuskieSchoolofPublicServiceJoanBoggis,HumanResourceSpecialistfor AcademicAffairsRobinDay,AssistantDeanforFinanceand Administration,CollegeofEducationand HumanDevelopmentKarenHart,SeniorAssociate,PayrollSystemsRitaHeimes,Director,CenterforLaw& Innovation,UniversityofMaineSchoolof LawCraigHutchinson,VicePresident,Divisionof Student&UniversityLifeDavidJones,AssociateProfessorofRecreation& LeisureStudies,CollegeofNursingand HealthProfessionsPatriciaMarston,CoordinatorofLibraryFinanceChrisOberholtzer,AssociateProfessorofMusic, CollegeofArtsandSciencesJanPhillips,AssociateDeanforOutreachand Instructor,Lewiston-AuburnCollegeDavidVanderLinden,AssociateProfessorof Finance,SchoolofBusiness

Standard 10: Public Disclosure

Committee Co-ChairsRobertCaswell,ExecutiveDirector,Officeof PublicAffairsDennisGilbert,InstructorofCommunicationand MediaStudies,CollegeofArtsand Sciences

Committee MembersAlbertD.Bean,Jr.,Director,Athletics& RecreationBetsyBean,AssistanttotheVicePresident, DivisionofUniversityAdvancementMelissaBurns,CoordinatorofInternships& CareerServices,SchoolofBusinessDianeHoyt,AssociateRegistrarRobertKuech,AssociateProfessorofTeacher Education,CollegeofEducationand HumanDevelopmentChristineR.Maher,AssociateDean,Collegeof ArtsandSciencesandAssociate ProfessorofBiologicalSciences,CollegeofArts andSciencesElizabethMorin,Director,Departmentof ConferencesDanielK.Philbrick,DirectorofMarketing, Information&WebServices, Lewiston-AuburnCollege

Standard 11: Integrity

Committee ChairJeanWhitney,AssociateProfessorofTeacher Education,CollegeofEducationand HumanDevelopment

Committee MembersLenAgneta,Director,MainePatentProgram, UniversityofMaineSchoolofLawGreggAllen,DirectorofBusinessServicesJoeAustin,DeanofStudentLifeGeorgeCaffentzis,ProfessorofPhilosophy& Honors,CollegeofArtsandSciencesPaulDexter,Director,OfficeofEarlyStudent SuccessJanPhillips,AssociateDeanforOutreachand Instructor,Lewiston-AuburnCollegeBettyRobinson,AssociateProfessorofLeadership &OrganizationalStudies,Lewiston- AuburnCollegeMaryScamman,CollegeofEducationandHuman DevelopmentdoctoralinternSharmonToner,AdministrativeManager,Dean’s Office,CollegeofArtsandSciencesJulieWelch,ReferenceLawLibrarian,Garbrecht LawLibrary

Institutional Overview

INSTITUTIONALOVERVIEW

xxxii

Institutional Overview

TheinstitutionnowknownastheUniversityofSouthernMaine(USM)hasbeenmanythingstomanypeoplesincefirstopeningitsdoorstothepublicinlateDecemberof1878.Aregionalnormalschool.Astateteacherscollege.Ajuniorbusinesscollege.Anextensionofthestate’slandgrantinstitution.OneofseveninstitutionscreatedthroughamergerofGorhamStateTeachersCollegeandtheUniversityofMaineatPortlandaspartofanewstatewideuniversitysystem(UMS).And,finally,thestate’sonlyurban,regionalcomprehensiveuniversity.Overthelasttwodecades,however,USMhasexperiencedaperiodofunprecedentedgrowthandtransformation,oneunmatchedevenbythehistoricalstandardsofauniversitythatemergedfromnofewerthansevenpredecessorinstitutions.

CurrentUniversityofMaineSystemChancellorRichardL.PattenaudeservedasUSMPresidentfromJulyof1991toJulyof2007.Uponhisarrival,PresidentPattenaudetoldbusinessandcommunityleadersthatUSMshouldbeaninstitutionappreciatedasaneconomicandculturalresourcefortheregion.Indeed,a2005independentsurveyconductedoverafive-countyareafoundthat88percentofthegeneralpublicand97percentofbusinessandcommunityleadersfeltthatUSMhadapositiveimpactontheregion’squalityoflife.

Thehallmarkofhispresidencywaswhatheoftenreferredtoas“theentrepreneurialuniversity.”Duringhis16-yeartenure,institutionalleaderswereempoweredtodevelopandimplementproposalsforacademicprogramsandservicesthatmetclearlydefinedcommunityneeds.Asaresult,adozenundergraduate,fivemastersandtwodoctoralprogramswerelaunched.Additionally,morethan$120millionincapitalprojectswereundertaken,amongthemanewlibrary,asportscomplex,anengineeringandtechnologycenter,twonewresidencehalls,anewhomefortheMuskieSchoolofPublicServiceandtheOsherLifelongLearningInstitute,acommunityeducationcenter,abioscienceresearchcenterandexpansionoftheLewiston-Auburncampus.

Beginningin2007,however,thisperiodofrapidgrowthwascomingtoanend.USM,likeotherinstitutionsofhigherlearning,facedthechallengesofchangingpopulationdemographics,theemergenceofaccessibleandlessexpensiveeducationaloptions(inMainetheemergenceofanincreasinglypopularcommunitycollegesystem),andthenowall-too-familiarfinancialcrises.

ItwasinthisenvironmentthattheUMSBoardofTrusteesappointedSelmaBotmanasUSM’s10thpresident.Shortlyafterherappointmentinthespringof2008,PresidentBotmantoldfacultyandstaff,“Thecircumstanceswearefacingasauniversity,asastate,andasanationrequireustothinkcarefullyaboutwhatwedoandhavethecourage-andthevision-tofacethechallengeofdoingthingsdifferentlyinordertoensurethatwedothemmosteffectively.”Facingthischallengeof“doingthingsdifferently”hasresultedinaperiodofprofoundinstitutionaltransformation,duringwhichacampuscultureisemergingwithaconsistentandsystematicfocusoninstitutionalpriorities,particularlythoseoffiscalsustainabilityandimprovingstudentpersistencetowardgraduation.

Anewstrategicplan,“PreparingUSMfortheFuture,”states,inpart,thattheuniversityhas“ambitiousgoalsasnorthernNewEngland’soutstanding,public,regional,comprehensiveuniversity.”YettheplanalsostressesthatUSM“…embracesitsresponsibilitytoserveasawiseandprudentstewardofthepublicresourcesentrustedtoitsusesothatitsundergraduate,graduate,andprofessionalprogramsmaythrive.” Withthisplanasaguide--inparticularitsgoalsofensuringstudentsuccessandtheuniversity’s


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fiscalsustainability--USMeliminatedacommunity-basedfitnessprogramandanunder-enrolledchildcareprogram;consolidatedacademicadvisingandrelatedprogramstoimproveservicetostudents;andreorganizedseveralnon-academicadministrativeunits.Asofthiswritingtheuniversityisimplementinganacademicreorganization,thefirstsubstantivereviewandchangeinitsacademicstructureinmorethan30years.

Theacademicreorganization,asoutlinedbyPresidentBotmaninaguesteditorialpublishedintheJune23,2010editionofthePortlandPressHerald,“…willfurtherdistinguishandenergizeouracademiccore,whilerepositioningusforfuturegrowthandsustainability.Mostimportantly,itwillenhancetheeducationalexperienceforourstudents.”Usingacollaborativedesignprocess,sixschoolsandcollegeswereconsolidatedintothreenewcolleges.Throughtheimplementationprocess,whichisscheduledtobecompletedbythefallof2011,thenewcollegestructureisdesignedtofosterthegroupingofacademicdisciplinesinwaysthatwillcultivateopportunitiesfornewandinnovativeinterdisciplinarystudies.Importantly,USMalsohasanapproved,redesignedcorecurriculum,scheduledtobeimplementedin2011.

Ensuringthatinstitutionalprioritiesarestrategicallyalignedwithaninstitution’sbudgetarydecision-makingprocessisacomplexandlong-rangeundertaking.Here,considerableprogresshasbeenmade.From2008through2009alone,USMfacedadebttotheUniversitySystemof$4.4million;astatecurtailmentof$2.7million;credithourdeclines;andincreasesinoperatingcosts.Wenowhavebalancedthebudget,repaidthedebttotheSystemthreeyearsaheadofschedule,andstabilizedenrollmentwithimprovedstudentretentionnumbers.Butwe,indeedallofpublichighereducation,mustcontinuetofindwaystobalancestudentandpublicexpectationswithfiscalconstraints.AsPresidentBotmannotedinher2010annualaddresstofacultyandstaff,we“…mustremainvigilantanddisciplinedoverthemonthsandyearsaheadtoensurethatnothingthreatensourinstitutionalsustainability.”USMisemergingfromthelastthreeyearswiththegoal,inPresidentBotman’swords,“…ofpreparingtheuniversityforaneweraofreinvestmentandstrategicallymanagedgrowth.”

Thus,itwaswithinthiscontextofconstantandongoingchangethattheUniversityofSouthernMaine’s2010Self-StudyReportwaswritten.Wearestillwritingthefutureoftheuniversityaswecompletetheself-studyprocess.

Inreadingtheself-study,itisworthwhiletonotethatmanyoftheprojections,acrossallStandards,reflectaninstitutionalfocusonensuringfiscalsustainabilityandstudentsuccesswhilemaintainingintegrityandhighscholasticstandards.Amongtheprojectionsare:

• TheinstitutionwillrespondtomandatesfromtheChancellorunder“NewChallenges/NewDirections”soastosynchronize“PreparingUSMfortheFuture”withtheSystem’splanningandevaluationeffortsensuringthecommunicationofannualstrategicplanimplementationprogressandprioritiestoallsectorsoftheUSMcommunity,withparticularattentiontocommunicatingcriteriaforprograminvestmentanddisinvestmentastheyaredeveloped.

• TheCoreCurriculumCommitteewill,inFall2011,begintodevelopassessmentplansforthesecondtiercoursesandMid-careerSeminarwithfullimplementationsetfor2014.CapstoneassessmentwillbegininSpring2011withimplementationinFall2011.TheUniversitywillusethesetransformationstoimprovestudentpersistencetograduationandtoattractnewstudentsandwillbeginhighlightingitsnationallyrecognizedcurriculuminitsmarketingefforts.

http://usm.maine.edu/pres/reorganization/

http://www.pressherald.com/opinion/universitys-changes-real-and-hardly-random_2010-06-25.html

INSTITUTIONALOVERVIEW

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• TheintegrationofAdvisingServices,CareerServicesandProfessionalLifeDevelopment,andEarlyStudentSuccessintothreecomplementaryStudentSuccessCenters,therevitalizationofanenrollmentmanagementfunction,andthesearchforadirectorofInstitutionalResearchwillensureUSM’sabilitytopositivelyinfluencepersistenceandgraduationratesatboththeundergraduateandgraduatelevels.

• TheOfficeofAcademicAssessmentwillcreate,by2014,acampus-wideformalprocessforcollectinginstitutionaldatausingdirectassessmentmethods(essays,portfolios,exams,researchprojects,etc).

• USMLibrariesstaffwillrefinethemissionandvisionstatementstoinclude:thedevelopmentofanactiveplanningprocessfeaturingtheundertakingoftheLibQualLitesurveyin2012andstudentforumsforfeedback,theLibraryLiaisonProgramfosteringuniformityandpro-activityinoutreachtodepartments,andstrengtheningtheprovisionofservicestostudentsatadistanceandonline.

USMwillworkcloselywiththeUniversityofMaineSysteminidentifyingandimplementingstrategiestoenhancerevenue,controlcosts,andeffectivelymanageresources.Itwillstrivetoalignbudgetswiththestrategicprioritiesoftheinstitutions.SeveralofthosestrategieswillbeundertakenaspartoftheSystem’sworkplanNewChallenges,NewDirectionsInitiativethathasseveralitemsthatrelatetothefinancialresourcesofboththeoverallsystemandtheindividualcampuses.

Theguidingprincipleinthecreationofthisself-studyreportwasinclusivity.Morethan200membersofthecampuscommunitywereactiveontheSteeringCommitteeand/orthe11StandardSub-committees.Becauseofthecollaborativenatureoftheprocess,webelieveditimportantthattheself-studyreportnotbeformattedinasingle,stylisticvoiceacrossallStandards,butbepresentedinarangeofstylesthatreflecttherichnessofexperienceandinsightofferedwithineachsubcommittee.

AsacomprehensiveandcandidassessmentofUSM’sstrengthsandweaknessesatacriticaltimeinitshistory,thequestionaroseonhowtheuniversitymightusetheself-studyreportoncetheaccreditationprocesshasbeencompleted.Outofthesediscussions,meetingswithUSM’sStrategicPlanImplementationSteeringCommitteewereheldtodeterminehowtheappraisalsandprojectionsinthe11NEASCStandardscaninformand,indeed,helpdrivespecificstrategiestoimplementeachoftheStrategicPlan’seightgoals.

Asweentertheseconddecadeofthe21stcentury,forus,theNEASCprocessofrigorousself-examinationandappraisalismorethanameanstoanend.Weexpectthatitwillhelpinformandguidetheuniversitythroughwhatpromisestobethemosttransformativedecadeinitshistory.

http://usm.maine.edu/accreditation/documents/financial/ncnd_workplan_11-16-09.pdf

http://www.usm.maine.edu/spp/steeringcommittee.htm

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The institution’s mission and purposes are appropriate to higher education, consistent with its charter or other operating authority, and implemented in a manner that complies with the Standards of the Commission on Institutions of Higher Education. The institution’s mission gives direction to its activities and provides a basis for the assessment and enhancement of the institution’s effectiveness.

DESCRIPTION

ThefirstformalmissionstatementforUSMwasapprovedbytheUniversityofMaineSystem(UMS)BoardofTrusteesin1978andunderwentarevisionin1985.ThefirstmissionstatementcameasaresultofthecreationofUSMin1970–theresultofthemergerofGorhamStateCollege,theUniversityofMaineatPortland,andtheindependentUniversityofMaineSchoolofLawbasedinPortland.The1985revisioncameaboutaspartofasystem-widereviewofallcampusmissionswhichcalleduponUSMtoexpanditsfocusonprofessionalfields–law,humanservices,healthcareandeducation–andstrengthenitsdeliveryofscience,engineering,computerscienceandtechnologyprograms,essentialtothesouthernMaineregion.Italsoreflectedanewinvolvementinthedevelopmentofpublicpolicy.Descriptorswhichhaveremainedconstantthroughalliterationsofthemissionstatementare“comprehensiveuniversity”and“undergraduate,graduateandprofessionalprograms”whileattributesincludetherecognitionofadistinguishedfaculty,diversityinallaspectsofcampuslifeandacademicwork,andcommunityengagement-writlarge.

OnOctober3,2008theUSMFacultySenateapprovedarevisionofUSM’sMissionStatementwhichbetterhighlights,andmoredeliberatelyreflects,institutionalaspirationsandvalues.ThisrevisionarosefromtheworkofaMissionStatementCommittee,comprisedoffacultyfromeachofthesevenacademicunitsappointedbyformerProvostMarkLapping.Theresultantstatement,recentlyapprovedbytheUniversityofMaineSystem(UMS)BoardofTrustees,readsasfollows:

The University of Southern Maine, northern New England’s outstanding public, regional, comprehensive university, is dedicated to providing students with a high quality, accessible, affordable education. Through its undergraduate, graduate and professional programs, USM faculty members educate future leaders in the liberal arts and sciences, engineering and technology, health and social services, education, business, law and public service. Distinguished for their teaching, research, scholarly publication and creative activity, the faculty are committed to fostering a spirit of critical inquiry and civic participation. USM embraces academic freedom for students, faculty, and staff, and advocates diversity in all aspects of its campus life and academic work. It supports sustainable development, environmental stewardship, and community involvement. As a center for discovery, scholarship and creativity, USM provides resources for the state, the nation, and the world.

APPRAISAL

CurrentdeliberationswithintheUniversityofMaineSystem,asaresultofarecentlyreleasedreportentitled,“TheUniversityofMaineSystemandtheFutureofMaine:TheFinalReportandImplementationPlanoftheNewChallenges,NewDirectionsInitiative,”callforeachofthesevencampuseswithinthesystemtoreviewand,ifnecessary,reviseitsmission.ByJune2011,theexpectationis

http://usm.maine.edu/accreditation/documents/mission/final_ncnd_plan.pdf


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STANDARD1:MISSIONANDPURPOSES

to“Implementrefinedmissionsandcommencenew5yearstrategicplansforeachuniversity.”Thecurrentstrategicplanningprocess,institutedbyPresidentBotmanuponherarrivalin2008,togetherwithregularreportsbyherandInterimProvostJohnWrighttotheentireUSMcommunitykeepstheMission,Vision,andStrategicGoalsattheforefrontofinstitutionalendeavors.

PROJECTION

TheMissionStatementcapturestheintentionsoftheinstitution.Highqualityteaching;scholarshipacclaimedatinternational,national,andlocallevels;extraordinarycommitmentstocommunityserviceandservicelearning;andintegritycontinuetobecentralaspectstothegrowthanddevelopmentofUSM.

INSTITUTIONAL EFFECTIVENESS

TheUniversityofSouthernMainehasperiodicallyreviewedandreviseditMissionStatementandactivities,alwaysensuringthatthealignmentbetweenthetwoissustained.ThelatestrevisionoftheMissionStatementwasadoptedbytheBoardofTrusteesinDecember2010.ThisMissionStatementwillserveasaguidefortheinstitutionasitcontinuestoevaluateandtransformitselfandasitcontinuesto“weather”thefinancialchallengesthatlieahead.

http://usm.maine.edu/spp/



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The institution undertakes planning and evaluation appropriate to its needs to accomplish and improve the achievement of its mission and purposes. It identifies its planning and evaluation priorities and pursues them effectively.

OVERVIEW AnewstrategicplanatUSM confrontsrecognizedneedstofocusitsinvestmentsafteraperiodofexpandingactivitiesandtorefinetheinstitution’sidentity.Astrategicimplementationandinvestmentprocessnowunderwaysincethe2009strategicplanadoptionprovidesanewframeworkforachievingthataim.ThisworkremainsunderwayandisalsoinfluencedbymajorbutongoingstatewideplanningandassessmentbeingundertakenbytheChancellor’sOfficeoftheUniversityofMaineSystem.

DESCRIPTION

StrategicplanningatUSM,whichhadnotbeenamajoruniversityfunction,reacheditsfirstsignificantmilestonewithtwomajorstatementsofdirectionadecadeago:TheOctober2000USMBoardofVisitor’sreport“ASouthernMaineImperative:MeetingtheRegion’sHigherEducationNeedsinthe21stCentury,”andTheUSMPlan,afive-yearstrategyissuedbythePresident’sOffice.Theseeffortsidentifiedneedsfornewcommitmenttoaligningresourceallocationanddevelopmentwithinstitutionalprioritiesandongoingacademicprogramplanning.

Asubsequentfive-yearstrategicplan,TransformingUSM2004-2009wasaimedatdetailedimplementationofwhathasbeendefinedinUSM’s2006Fifth-YearReporttoNEASCas“…aparadigmandculturalshiftthatchallengesallfaculty,staffandstudentstothinkdifferentlyaboutthecollegeexperienceandtherolestheyplayinconstructingthatexperience.” The2006Fifth-YearReportcharacterizedthisasa“transitionalmoment”fortheinstitution.

Sincethe2006Fifth-YearReport,anumberofsimultaneous,rapid,andconsequentialenvironmental,institutional,andorganizationalleadershipchangesalteredthecontextinwhichUSM’splanningfunctionsarecarriedout.USMendedfiscalyearsFY2005throughFY2008withoperatingdeficits,arisingfromanumberofconditionsdetailedunderStandard9.AUniversityofMaineSystem-commissionedreviewoffinancesystemsatUSMbythefirmPriceWaterhouseCoopers(PWC)proposedanumberofactionswhichhavebeencarriedout(seeStandard9)byboththeSystemandUSM.

Bythe2008-9fiscalyear,economicconditionscreatedtheneedforfurtherbudgetreductions(seeStandard9)andtheSystemChancellor’sOfficeundertookamajornewplanninginitiative,“NewChallenges,NewDirections”toaddressanticipatedneedsfor2010-2014.TheSystem-levelplanissuedinNovember2009,“FinalReportandImplementationPlanoftheNewChallenges,NewDirectionsInitiative”requirescampusbudgettrimminginconcertwithstrategicfocusingofeachcampus’academicmission,offerings,andidentifyingnewrevenuesources.

ItisinthiscontextthatUSM’sfirstnewpresidentinsixteenyears,Dr.SelmaBotman,arrivedinJuly,2008.Dr.Botman’sadministrationwasobligedfromitsinceptiontoaddressnewroundsofbudget

http://usm.maine.edu/accreditation/documents/planning/Preparing_USM_for_the_Future.pdf

http://usm.maine.edu/accreditation/documents/planning/southern_maine_imperative.pdf


http://usm.maine.edu/accreditation/documents/planning/the_usm_plan.pdf

http://usm.maine.edu/accreditation/documents/planning/Transforming_USM_2004-09.pdf

http://usm.maine.edu/accreditation/documents/planning/five_year_neasc_report.pdf

http://usm.maine.edu/accreditation/documents/planning/ncnd_workplan_11-16-09.pdf


http://usm.maine.edu/accreditation/documents/planning/final_ncnd_plan.pdf


STANDARD2:PLANNINGANDEVALUATION

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reductionsmandatedbytheSystemandGovernor’sOffice’s.Uponherarrival,PresidentBotmaninitiatedanewfive-yearstrategicplanningprocess,creating“PreparingUSMfortheFuture,2009-2014.”

Thegrowth-orientedplanTransforming USManditscloselyassociatedcapitalcampaign(USM’sfirst)hadbeenlargelycompleted.Buttheuniversitywasconfrontingtheneedtoreorganizefinancesandespeciallytobringtheinstitution’sscopeofacademicandotheractivitiesintoalignmentwithasustainablebudgetforthelong-terminlightofbothstateandnationalfiscalstressandthestructuralchangeinUSM’senrollmentprofile:significantlyfewerlower-divisionstudentsduetointentionalstatewidepolicychangesexpandingtheMaineCommunityCollegeSystem.

Anewframeworkwasneededforsettingtheinstitution’sprioritiesstrategically.

Thenewstrategicplanningprocesshasconfrontedthreefundamentalandinter-twinedinstitutionalplanningissuesatUSM:theneedtofocusinvestmentsratherthan“beingallthingstoallpeople;”theneedtoachievefiscalsustainability,and;theneedtodevelopamoredistinctidentityfortheinstitutionwithintheUMSystem,especiallygiventhenewmandatesintheSystemChancellor’sstrategicplan“NewChallenges,NewDirections.”Thestrategicplanningprocesshasbeenrapidlyfollowedinthe2009-10academicyearbyaReorganizationPlanaimedatneededefficienciesinUSM’sarrangementofacademiccollegesandschools,whichwasadoptedinthespringof2010,andbyaninnovativestrategicplanimplementationprocessthatinstitutionalizesmajorchangesinhowcampus-wideplanningisconductedasanongoingeffort.

“PreparingUSMfortheFuture,2009-2014,”hasafocusonsharpeningprioritiesconsistentwithfiscalsustainability.Theeightstrategicgoals(seesidebar)aregeneralpillarsfordecisionsmeanttoworktogetherwithanoverarchingthemeofimprovingstudentsuccess.Theplanidentifiestwenty-threespecificactionobjectivesrelatedtothesegoals,asthebasisformoredetailedimplementation.

Thisprocesshasentailedanunprecedentedlevelofinvolvementfromallsectorsoftheinstitution’scommunityincludingfaculty,students,staff,administratorsandcommunitymembers.Theseinterestswererepresentedthroughtheinvolvementofover100peopleinfourstaffedworkinggroupsonengagededucation,interdisciplinarycollaboration,access,andthedistinctiveUSMchallengeof“3Campuses-OneUniversity.”

AnewformofimplementationprocessforUSMisnowunderwayforthe2009-2014strategicplan.AkeyinnovationforUSMisthatthisprocessismeanttoallowforongoingadjustmentoftheactions,withinthebroadplanframework,asnewconditionsmayemerge.

PreparingUSM:StrategicGoals

•Servingtheneedsandaspirationsof21stcenturyMaine•Makingstudentsuccessacoreuniversitypriority•Providingdistinctivegraduateand professionaleducation•Supportingfacultyresearch,scholarship,andcreativeactivity•Ensuringtheuniversity’sfiscalsustainability•Furtheringtheuniversity’scommitmenttodiversity•Strengtheningcommunity•DeployingUSM’sphysicalplantinsupportoftheuniversity’smission


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Asecondinnovationisthebroadlevelofparticipationinongoingplanimplementation.Eighttaskteamsforeachoftheeightgoalsarecomposedofgroupsoftenadministrators,staff,facultyandstudents.Eachteamisresponsiblefordevelopingspecificproposalstoimplementtheactionitemsintheirgoalarea,withspecificmeasurableobjectives,adefinitivetimelineandresourceplan,orrequestandexplicitidentificationofcost-savingsorcosts.Chairsfromthesetaskteams,togetherwiththepresident’sadministrativecabinet,formthetwenty-threememberStrategicPlanImplementationSteeringCommittee.

TheReorganizationPlanemergedasastepinUSM’scontinuingfiscalreadjustmentaswellasameanstocreateanenvironmentforgreatercross-andinter-disciplinarycollaboration—especiallyintheareaofundergraduateeducation,afocusofthenewstrategicplan.Withsevencollegesandschools,USMhashadamuchmoredispersedandcostlyacademicstructurethanpublicinstitutionsofcomparablestudentpopulations(forexample,theUniversityofMaine).Thisisonlyinpartduetotheuniquemulti-campus(locationsinGorham,PortlandandLewiston)structureofUSM.ThetimingofthisreorganizationefforthasalsobeendrivenbytheexpectationsoftheUMSystemChancellor’s“NewChallenges,NewDirections”reportforfiscalefficienciesandprogrammaticfocusateachcampus.

PresidentBotmancommissionedaTaskForceofcollegiatedeansandtheAssociateVice-PresidentforAcademicAffairsearlyinAY2009-10todevelopamultiple-scenarioframeworkfordeliberationonreorganizingUSM’scollegiateandadministrativestructuretoinsureeffectivedeliveryofacademicprogramswithinUSM’sneededforwardfiscalprofile.Thereorganizationtaskforce“whitepaper”reportservedasa“conversation-starter”fortheuniversitycommunity’sexplorationduringthespring2010semesterofalternativeadministrativeforms,intendedforfinalPresidentialdecisionbyspring2010andimplementationoverthenext(2010-11)academicyear.

AspartoftheReorganizationPlanprocess,twouniversity-wideConvocationswereheldearlyinthe2010springsemesterinJanuaryandFebruary.TheFebruary“Innovation”Convocationusedlarge-scalesmall-groupengagement(i.e.“openspace”)inordertogatherwideviewsandreactionsfromeverysectoroftheUSMconstituencyregardingthereorganizationandinformtheworkoftheTaskForce.Inputfromtheseeventsandothercollege-levelmeetingsandforumswasconsideredbyaDesignTeamconsistingofthreeadministrationmembers,threeFacultySenators,andtheSpecialAssistanttothePresidentforPlanning.TheDesignTeamissuedaspecificreorganizationproposalonMarch19,2010.TheReorganizationPlanfollowingthisproposalwasapprovedbythePresident,bytheFacultySenatein

“Sincevariousaspectsofthesestrategiesareinterdependent(forinstance,budgetaryconstraintsorrequiredinfrastructureinvestmentswillnecessarilyinfluencestudentsuccessorfacultyresearchinitiatives),thetimelineforimplementingeachstrategywillbeadjustedduringongoingassessmentofthefive-yearprocessandtheapplicationofappropriateperformanceindicators.Additionalactionsandinitiativeswillemergeoverthelifeofthisplaninordertofurtherfocuseachstrategy,shapeitsoutcome,orrespondtonewopportunitiestoadvancetheuniversity.“

“PreparingUSMfortheFuture:2009-14,“p.18

http://usm.maine.edu/accreditation/documents/planning/strategic_planning_task_teams_list.pdf


http://usm.maine.edu/accreditation/documents/planning/task_force_white_paper.pdf

http://usm.maine.edu/accreditation/documents/planning/academic_reorganization_proposal_03.19.10.pdf


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April,2010andtheUniversityofMaineSystemBoardofTrusteesonMay24,2010.

Severalprocesseswereinitiatedinthesummerof2010tohelparticulatehowthereorganizationimplementationprocesswillunfoldduringthefall2010andspring2011semesters.WiththeinputoftheFacultySenateExecutiveCommittee,threeworkinggroupswereformedandchargedwithdraftingguidelinestoupdategovernancedocuments;tenureandpromotionpolicies;andtoestablishauniversity-widecurriculumcommittee.Moreover,theProvostestablishedastandardizedorganizationalstructureforstaffingofthedean’sofficesinthreenewlyconstitutedcolleges.Inaddition,anew,standardizedorganizationalstructureisbeingestablishedasthebasisforacademicdepartmentswithincolleges.

Inthisperiodofrapidchange,implementationoftheotherongoingmajorplanninginitiativeatUSM,thenewGeneralEducationcurriculum,alsobegansuccessfully(SeeStandard4).Evaluationsystemshavealsotransitionedtoanewlevelofassessmentthatincorporatesgreateruseofexternalreview(discussedbelow).

Theextentofacademicandfunctionalareaevaluationhasexpandedinparallelwithstrategicplanningoverthelastsixyears.Useofexternalevaluationhasgreatlyincreasedwithacommitmenttoachievethecapacitytomakedecisionsinamoredata-drivenmanner.

Asetofconnectedinitiativeshavebeenunderwayintheareaofstudentacademicsupportneeds.TheinstitutionbegantoparticipateannuallyintheNationalSurveyofStudentEngagement(NSSE)in2002aswellasFSSE(theparallelfacultysurvey).USMproposedandobtainedamajorgrantfromtheDavisEducationalFoundationtoplanforasignificantlynewapproachtoGeneralEducationattheinstitution.Heightenedawarenessofstudentsuccessbenchmarksgrewfromrecognitionthatcampusperceptionsamongfacultyandstaffwerenotcongruentwithnewlyobservablefacts.Theinstitutionalresearchfunctionwasnotadequatetoneeds.ASystemstatewidemandateforplacingallstudent,personnel,andfiscaldataonthePeopleSoftplatformwasbeginningbutyearsfromsuccessfulfullimplementation.

In2005-6,theProvost’sOfficeobtainedagrantfromtheMELMACEducationalFoundationforthe“ProjecttoSupportStudentRetention,Success,andGraduationatUSM.”ThisefforthasbeenaimedatorganizingtobetterutilizeNSSEandotherdatasourcesandtodevelopmoreeffectiveadvisingandstudentsupportstrategiesincludingthenewEntryYearExperience(EYE)coursesaspartofthedevelopingGeneralEducationreform.TheMELMACprojecthasinvolvedinstitutingregularassessmentandreportingofprogress.Duringthisperiod,USMalsobeganparticipationintheDelawareStudyofinstructionalcostsandproductivityasanothersourceofbenchmarkingdata.

In2008,USMacademicaffairsengagedasitevisitteamfromtheNationalAcademicAdvisingAssociation(NACADA)toconductaholisticconsultationonrestructuringandmaximizingstudentsuccessresourcesacrossallofthenon-instructionalacademicsupportservicesspanningUSM’sthreecampuses.Afirst-timeinnovationinthisevaluationefforthasbeentheundertakingofself-studyanalysesbythecampusunitsthemselves(thisincludesAdvisingServices,EarlyStudentSuccess,LearningFoundations,CommunityServiceandStudentEngagement,andCareerServices).

TheOctober2008reportoftheNACADAteamfocusesonneedstointegratestudentsuccess


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servicesbothamongthestaffunitsinvolvedandtoalignnon-instructionalstudentserviceswithacademicaffairsasawhole,includingmorefacultyroles.

TheacademicsupportevaluationsareacumulativeeffortpositioningUSMtomakeprogressonfundamentalneedsto:1.Removeunnecessary,non-beneficial“silos”separatingcohesivestaffservicesfromstudents,facultyandeachother;2.Buildcapacitywithroutinemetricsandaculturetomakedata-baseddecisionsaboutacademicservicesandsuccess,and;3.Utilizeexternalreviewstrategically.AnexternalreviewoftheRegistrar’sOfficewithasiteteamfromtheAmericanAssociationofCollegeRegistrarsandAdmissionsOfficers(AACRAO)hasbeencompleted.

Academic(curricular)programreviewhasbeenconductedregularlyunderbothcampuspracticeandUniversityofMaineSystemrequirementsforprogramrevieweverysevenyearsforestablishedprograms.USMmaintainsacomprehensivecampusscheduleofacademicprogramreviewdateswhichisincorporatedintoarecentlydevelopednewAcademicProgramReviewproceduralguide.Degreeprogramswithspecializedaccreditation(orschool-levelspecializedaccreditation)utilizethosereviewstomeettheserequirements(e.g.,USM’selectricalengineeringbachelor’sdegreeandSchoolofBusinesscurriculareceivedsuchaccreditationsfromABET(AccreditationBoardofEngineeringandTechnology)andAACSB(AssociationtoAdvanceCollegiateSchoolsofBusiness)respectivelyinthepasttwoacademicyears.Academicaffairsisestablishingmoreconsistentuseofexternalreviewwhereverpossibleforprogramswithoutspecializedaccreditation.Othersignificantexternalevaluationshavebeenundertakenbasedonexternalreviewsintheareasofresearch/scholarshipandcampusfacilities.

APPRAISAL

Strategic Planning and Reorganization Planning: StrategicplanningatUSMhaschangedmarkedlyinbothprocessandthemethodstoachieveimplementation.ParticipationhasbeenwiderandarelativelybroadgroupcontinuesthatpracticeintheStrategicPlanImplementation.TheReorganizationDesignTeamwasviewedasasuccessbymanyoncampusandasanewparadigmforadministration-FacultySenatecollaboration.

TheStrategicPlanimplementationframeworkhassetthestageforamuchmoreintegratedandtransparentlyobservableapproachtomajorstrategicdecisions—oneofthelongest-observedneedsforUSMalongsidemorefocusedinvestments.Sorecenthasbeenthecreationofthisframeworkthatquantifyingthepathofinvestmentdecisionsandthefocusingofprogramsisdifficult.TheworkoftheStrategicPlanImplementationTaskTeamshasbeentosetfurtherprioritiesthatwillbepursuedonanannual,ongoingandhencemeasurableandobservablebasis.

Implementationofthereorganizationisbeingundertakenduringthe2010-11academicyearasdiscussedinsubsequentstandards.

Asecondexpectationisthatthenewcollegesandsubunitswillpromotecollaborationsonsponsoredresearch,scholarshipandcreativeactivity.Athirdaimistoovercomepersistentproblemsofbeing“one-deep”inmanyareasofcurriculawhichimpedesfacultydevelopmentopportunities(e.g.,leave,newcoursedevelopment).

http://usm.maine.edu/accreditation/documents/planning/lovett_collins_assessment_rcsa.pdf


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Action on Evaluation:Strategicplanninghascreatedastrongercontextinwhichtocarryoutindicatedactionsfromevaluationandexternalreview.Forexample,inthestudentsupportarea,administrativechangeshavebeenmadetoalignacademicserviceswithacademicaffairsinsteadofinthenon-academicstudentservicesdivision.TheMELMACgrantefforthasbeentranslatedintosubstantivechange.In2008theinvolvedstudentserviceunitsinitiatedthePASSPORT(PromotingAdvisingforStudentSuccessPORTal)AdvisingNetworkwebsiteprovidinganintegratedresourceforstaff,studentsandfacultytoaccesstoolsandguidanceforadvising.Thisisturnprovidesaresourceforthenewly-createdStudentSuccessCenterssincethestrategicplan’sadoption.Asaresultoftheresearch/scholarshipreview(Lovett/Collins-AAAS)acampus-wide,faculty-staffResearchCouncilnowprovidesaninstitutionalvoiceforthefullrangeofresearch,scholarshipandcreativeactivity(RS&CA)interestsandhascreatedinnovationsinjointfaculty-staffdevelopmentopportunitiessuchastheannual“PinelandResearch,ScholarshipandCreativeActivityConference.”TheResearchCounciladvisesanAssociateVice-PresidentforRS&CA,alsocreatedasabrandnewpositionastheresultoftheexternalreview.

Oneareaofunmetneedremainstherevitalizationofacentral,dedicatedinstitutionalresearchfunction.ThefirststeptowardaddressingthisneedwastakeninJanuaryof2011withtheappointmentofUSM’sfirstdirectorofinstitutionalresearchandassessment.

Academicprogramreviewsneedtoconsistentlymakemorerigoroususeofexternalreviewandperformancemetricsacrossallunits,continuingtheworkofpilotstudiessponsoredbytheProvost’sOfficefortheMathematics&StatisticsDepartmentandtheTherapeuticRecreationcurriculumduring2009-10.

PROJECTIONS

Theinstitutionwill:

• RespondtothemandatesfromtheChancellorunder“NewChallenges/NewDirections”soastosynchronize“PreparingUSMfortheFuture”withtheSystem’splanningandevaluationefforts.

• TakestepstocommunicateannualstrategicplanimplementationprogressandprioritiestoallsectorsoftheUSMcommunity,withparticularattentiontocommunicatingcriteriaforprograminvestmentanddisinvestmentastheyaredeveloped.

• Addressanumberofneedsintheinstitutionaldata/research/metrics,includingmakingkeymetricsavailableonamorevisibleandfrequentbasistotheUSMcommunity

• AddressneedsregardingReorganizationPlanimplementation,includingsupportoffacultydevelopmentneedsforskillsrequiredininterdisciplinaryunitplanning;Monitoringofreorganizationimpactsonundergraduateandgraduatestudentsuccessmetrics,and;ReviewofacademicrulesandRegistrarproceduresthatmayhinderinterdisciplinaryorcross-unitcollaborationsininstructionaldelivery.


USMhasundergoneconcretechangetodevelopanduseplanningandevaluationasanintegralandconsequentialfunctiontoguideuniversitydecisions.Thesechangeshavebeenunderwaysincethe

http://www.usm.maine.edu/advising/network/


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FifthYearReporttoNEASCinsomeareasoffunctionalevaluation,especiallynon-instructionalstudentsupport.Therecentlyinitiatedcurrentcycleofstrategiccampus-wideplanninghascreatedaframeworkwithinwhichspecificevaluationefforts’findingscanbepursuedthroughanongoing,moretransparentandintegrativeimplementationprocessattheinstitution.Atpresent,althoughthereisstillsignificantworktobedoneusingthatframeworkandspecificactionstobepursuedasdiscussedunderProjection,theinstitutionhasalreadyattainedmorealignmentofitsfiscalcapacitywithasharpenedfocusonitsscopeofacademicprogramsanditsnon-academicservices,organizedaroundthepredominantgoalofstudentsuccess.ThisaddressesthemajorareasofneedidentifiedinUSM’spreviousinterimself-studyreviews(focus,alignmentforfiscalsustainabilityand,substantiveplanning).ThisisamajorstepindisciplinedeffectivenessforthewholeinstitutionaccomplishedduringaperiodofunprecedentedfiscalstressduringwhichtwobalancedbudgetsandtwosurpluseswereachievedanddebtincurredwiththeSystemhasbeenpaidbackaheadofschedule.

STANDARD3:ORGANIZATIONANDGOVERNANCE

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The institution has a system of governance that facilitates the accomplishment of its mission and purposes and supports institutional effectiveness and integrity. Through its organizational design and governance structure, the institution creates and sustains an environment that encourages teaching, learning, service, scholarship, and where appropriate research and creative activity. It assures provision of support adequate for the appropriate functioning of each organizational component.

OVERVIEW

TheUniversityofSouthernMaine(USM)isoneofsevencampusesoftheUniversityofMaineSystem(UMS)governedbyasingleBoardofTrustees(BOT),appointedbytheGovernorandconfirmedbytheMaineLegislature.Createdbythe103rdLegislaturein1968theUMSwasestablished“…todevelop,maintainandsupportastructureofpublichighereducationintheStateofMainewhichwillassurethemostcohesivesystempossibleforplanning,actionandserviceinprovidinghighereducationopportunities…”(M.R.A.Title20,2251).

USM’sBoardofVisitors(BOV)isacommunityadvisoryboardestablishedtoadvocatefortheinstitution,advisethepresidentoncommunityandcampusneeds,andreviewnewprogramsandotherproposalsbeforetheyaresubmittedtotheUMSBoardofTrustees.

SharedgovernanceisidentifiedbyboththeBOT(bylawsStatementonSharedGovernment)andUSM(FacultyHandbook;GovernanceDoc.)asahallmarkoftheinstitution.TheBOT,BOV,USMPresident,administration,facultyandstaffallplayimportantrolesinthegovernanceoftheUniversityofSouthernMaine.Atthemorespecificuniversity-level,sharedgovernanceplaysaroleinacademicpolicies,peerreview,theacademicselectionprocesses,andbudgetandstrategicplanning,allofwhichhelpfacilitatetheUniversitymissionandpurpose.

Asthesecondlargestinstitutioninthesystem,USMisorganizedintoathree-campusinstitution,recentlyrestructuredtocomprisefiveacademicunitswhichofferbothundergraduateandgraduatedegree-grantingprograms.Thepreviousorganizationofeightacademicunits,coupledwiththeexpansionofbuildings,programsandserviceswhichhavebeenunsupportedbynecessaryinfrastructure,wasnolongerfinanciallysustainable,compromisingtheinstitution’seffectiveness.Thecurrentstructurewasdevelopedtoaddressthoseissues.

DutiesoftheBoardofTrustees

•EnhanceUMSanditsmission•Providesoundfinancialmanagement•Evaluatesystemadministration•Planningstrategiesforprograms•Allocatingresourceseffectively•Reviewandapprovalofsystem programs•MonitoringUMS’sfiscalsolvency•Reviewandapprovemission statementsandstrategicplansforthe 7universitiesinthesystem

http://www.maine.edu/board/index.php?section=3


http://usm.maine.edu/bov/

http://usm.maine.edu/accreditation/documents/governance/statement_of_shared_governance.pdf

http://www.usm.maine.edu/prov/faculty_resources/handbook_toc.htm

http://usm.maine.edu/accreditation/documents/governance/governance_05.pdf


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DESCRIPTION

Board of Trustees

AsstatedontheBoardofTrusteeswebsite,the16-memberBoardofTrustees,arerepresentativeofMaine’spopulation,takingintoaccount“affirmativeactioncriteria,professionaleducationandexperienceandequitablegeographicrepresentation.”(CharterofUMS;BOTPolicyManual,Section102).Assuch,theBoardmustshowevidenceofaccountabilitytothepublicforitsperformance(PMSect.102.4-B).Beginninginearly2009,theBOTmetthischargebyleadingastrategicplanningprocessforthesystemthatculminatedintheUMSStrategicPlanentitled“NewChallenges,NewDirections”,areportthatexaminedcostsandopportunitiesinthreebroadarenas:administrative,student,andfinancialservices;Academicprogramsandservices;andStructureandGovernance.

TheBoardhasfinalauthorityoverallmattersoftheUMSincludingalleducational,publicserviceandresearchpolicies,financialpolicy,andtherelationoftheUniversitySystemtothestateandfederalgovernments(BOTby-laws;UMSConstitution;BOTPolicyManual).Italsorequiresthatthemissionstatementandstrategicplanfromeachuniversityconformwiththeoverallstrategicplanforthesystem(PM,Sec.301).

Chancellor, University of Maine System

TheBOTappoints,evaluates,consultswith,anddelegatestotheChancellorthe“authoritytoexecutepoliciesestablishedbytheBoard,togetherwithBOTresponsibilityfortheinternalgovernmentandadministrationoftheUMS”(PolicyManual,Sect.103).GovernancedocumentsindicateaninterdependentrelationshipbetweentheChancellor,theBOT,andtheUSMPresident.

University of Southern Maine

USMisorganizedwithinatypicalgovernancestructure,headedbyaPresident,vice-presidentsandotheradministrativestaffmembers,who,throughasharedgovernancephilosophywithvariouscampusSenatesandCouncils,overseethefunctioningofallunitsatUSM.

President

ThePresidentoftheUniversityofSouthernMaineisappointedbytheBoardofTrusteesuponnominationbytheChancellor.ThereviewofthePresidentistheresponsibilityoftheBOT,andisconductedbytheChancelloronbehalfoftheBoard.ConsistentwithallothercampusPresidents,theUSMPresidentholdsthedualrolesofchiefadministrativeandchiefeducationalofficeroftheinstitution(USMGovernance

ResponsibilitiesofthePresident

•Implementationofplans,policies,anddirectivesfromtheBOTandChancellor•Effectivecommunicationwiththe ChancellorandallmembersoftheUSMcommunity•AcademicleadershipoftheUniversity•Developmentandadministrationof USM’sbudgets;establishmentofprioritiesforexpendituresandrevenueprojections•Administrationofallprogramsaffectingstudentlife•Developmentofaneffectivecommunityrelationsprogram•Ultimateauthorityfordeveloping, maintainingandoperatingtheUSM physicalplant


http://www.maine.edu/system/policy_manual/policy_section102.php

http://www.maine.edu/chancellor/NCND.php



http://www.maine.edu/system/policy_manual/policy_manual.php?section=3




http://usm.maine.edu/prov/faculty_resources/handbook/governance.htm




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Document).

InanefforttohonorthesharedgovernancephilosophyofUSM,thePresidentmeetswiththevariousSenatesonaregularbasis(Senates’minutes),withheradministrativestaffinformalandinformalregularmeetings,andhasheldnumerousfacultyandcommunitymeetingstoincreasedialogueandunderstandingofuniversityissues.

ThePresidentissupportedbyanadministrativestaff,andfiveacademicdeanswhoreporttoherthroughtheProvostandwhoareresponsible,inconcertwiththefaculty,forthequalityandfunctioningoftheacademicprograms.Oftheseadministrators,threehavebeenhiredwithinthepastyear,ashavefouroftheDeans.ThenewlyreorganizedstructureoftheUniversityhaschangedthenumberofcollegesandacademicunits,reducingthenumberofDeanstofive.AllDean’spositionshavebeenfilledandarepresentlyfunctional.

SeveralacademiccouncilsadvisethePresidentandherstaff.TheUniversityCouncil,convenedbythePresident,provideherwithadviceonawiderangeofissuesrelatedtocampusadministration.CurrentmembershipofthisCouncilhasincreasedtoincludetheVicePresidents,theProvost,theAssociateProvosts,theDeans,otherUnitDirectors,representativesfromthevariousSenates,theUniversityLibrarianandothers.TheDean’sCouncilisconvenedbytheProvostandVicePresidentforAcademicAffairstoaddressissuesofacademicconcern.ItiscomprisedofDeans,AssociateDeans,theUniversityLibrarian,andDirectorofUniversityOutreach.TheAcademicCouncil iscomprisedoftheProvost,AssistantProvostofUndergraduateEducation,theSpecialAssistanttotheProvost,theDeansofallunits,theCoordinatoroftheOfficeofResearchIntegrityandOutreach,theExecutiveDirectorofUniversityOutreach,theDirectoroftheLibraries,andtheProgramDirectors.ThiscouncilcommunicateswiththeProvostonallacademicrelatedissues,fromwhichhethencommunicatesandcounselsthePresident.ThemembershipoftheGraduateCouncilincludestheprogramdirectorsofallgraduateprograms,andisconvenedbytheDeanofGraduateStudiestoadviseboththePresidentandtheProvostonissuesrelatedtograduatestudies.

Faculty’s Role in Governance

FacultyattheUniversityofSouthernMaineenjoytheacademicfreedomsconsistentwithinstitutionsofhigherlearningandprovidedbytheUMSCharter(Sect.102,1-A)andMaine’sPublicPolicyonEducation(20-AM.R.S.A.section10902).TheBoard’sStatementonSharedGovernancearticulatesthefacultyroleas:

• criticalinfundamentalareassuchascurriculum,instruction,researchandstudentlife

• participationintheselectionandreviewoftheirpeers

• participationintheselectionprocessforacademicadministrators

• participationindiscussionofuniversitymission,strategicplansandbudgets MuchofthisisrealizedintheFacultySenate. TheUSMConstitutionestablishesthegovernanceroles,responsibilitiesandauthoritiesoftheFacultySenate,whichistheacademiccommunity’sprimaryadvisorybodytothepresidentor,asappropriate,thechiefacademicofficer,offeringacademicpolicyrecommendationswhichapplytotheUniversityofthewhole.ThebylawsoftheFacultySenateestablishthemission,composition,organizationalstructureandproceduresoftheSenate.Thesebylawsareinthe


http://www.usm.maine.edu/pres/

http://www.usm.maine.edu/facsen/minutes.htm

http://usm.maine.edu/accreditation/documents/governance/usm_organizational_chart.pdf

http://usm.maine.edu/pres/ucouncil.html

http://usm.maine.edu/prov/academic_council.html

http://www.usm.maine.edu/grad/gradcouncil/gcmembers.html


http://www.usm.maine.edu/facsen


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processofbeingamendedinordertoreflecttheneworganizationalstructure.USMhasaveryactiveFacultySenatewhichmeetsmonthlytoaddressuniversityissuesthatimpactfaculty.(FacultySenateminutes).Additionally,amemberoftheUSMfacultyholdsarepresentativepositionontheBOT.

Student Governance

StudentsatUSMareactivelyengagedinsharedgovernancethroughtheBOT,throughrepresentationontheBOTaswellasthroughtwostudentgovernmentassociationsandtheStudentSenate.TheyalsohaverepresentationontheFacultySenate,andtheirvoicesandconcernsareoftenpresentinthestudentnewspaper,The Free Press.

RepresentationontheBoardofTrustees:TheBOTgovernancedocumentsmakeprovisionsforconsiderationofstudentviewsandjudgmentsthroughBOTstudentmembership.AlthoughstudentrepresentationisrotatedthroughtheUMScollegesanduniversities,USMalsohasanon-votinggraduatestudentontheBOT.

Portland-GorhamStudentGovernmentAssociation:TheStudentGovernmentAssociationofthePortland-GorhamcampusesisadvisorytothePresidentconcerningstudentissuesonthePortlandandGorhamcampuses.TheP-GSGAConstitutiondefinestheresponsibilitiesofthegroup.

LACStudentGovernmentAssociation:TheStudentGovernmentAssociationoftheLewiston-AuburncampusisresponsibleforsharingstudentinformationtotheBOTthroughcommunicationwiththeStudentRepresentativetotheBOT,andforadvocatingforthestudentsatLAC.

StudentSenate:TheStudentSenateisanorganizationthatsupportsstudentlifeandadvocatesforstudentconcerns.

Staff Governance

StaffissuesatUSMarerepresentedthroughtheClassifiedStaffSenateandtheProfessionalStaffSenate.NotablyabsentisstaffrepresentationontheBoardofTrustees.

University Structure and Organization

AsnotedinStandard2,USMisintheprocessofsignificantreorganizationaspartofthefiscalreadjustmentoftheinstitution.ThereorganizationplanretainstheuniqueLewiston-AuburnCampusCollegeandtheUniversityofMaineSchoolofLawinitspresentform,andcreatesthreethematicbutdiverseColleges(Seesidebar)fromtheprevioussixCollegesandSchools(Arts&Sciences,EducationandHumanDevelopment,Business,NursingandHealthProfessions,AppliedScience,Engineeringand

NewCollegesIncorporating6PreviousSchoolsandColleges

CollegeofScience,TechnologyandHealth

CollegeofArts,HumanitiesandSocialSciences

CollegeofManagementandHumanService



http://usmfreepress.org/


http://student-groups.usm.maine.edu/senate/index.html



http://usm.maine.edu/lac/sga/


http://usm.maine.edu/clsen/

http://usm.maine.edu/prosen/



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Technology,andtheMuskieSchoolofPublicService).

Thethreecolleges,eachofwhichisgovernedbyitsowndeanwhowillreporttotheProvost,areintendedtoreflectmajorthemesofamorefocusedUSM:STEMeducationandHealthSciences;ArtsandSocialSciences;ProfessionalEducationinBusiness,PublicService,andEducation.

APPRAISAL

TherelationshipsbetweenandamongtheUniversityofSouthernMaine,theBoardofTrustees,andtheChancellor’soffice,andtheauthorityofeach,aredelineatedthroughpolicies,proceduresandcodeswhichareclearlystatedandadheredto.TheBoardofTrusteeshasaninstitutionalstructurethatcallsforittoperformitsfunctionsthroughitsvariouscommittees;thishasnotchangedoverseveralyears.TheUniversityofSouthernMainecontinuestohavestrongfacultyandstudentrepresentationontheBOT,althoughitisnoted,andisofsomeconcernthatthereisnoclassifiedorprofessionalstaffrepresentationontheboard.

GovernancestructuresattheUniversityofSouthernMainehavenotsignificantlychangedinrelationshiptotheinteractionbetweentheuniversityandthesystem.However,therecentchangesinalllevelsofUniversityadministration,includinganewPresident,Provost,andseveralDeans,andthestructuralreorganizationofcolleges,programsandpersonnel,engagedintomeettheseriouseconomicissuesoftheUniversity,haveledtoaninstitutionwhichiscurrentlyattemptingtomeetthemultiplechallengesinherentwithinthisperiodofcomprehensivechange.

In2009,inresponsetothefiscalchallengesfacedbytheUMS,ananalysisofthesystemresultedinareportthatsuggestsnewrolesforsystem-wideadministrationandcouldinvolvechangesinthetraditionalresponsibilitiesoftheBOT.Forexample,thesystemhassetguidelinesforthesizeofcoursesoffered(nofewerthan12studentsperundergraduateclass)inorderforclassestobeheld.SomefacultyhaveexpressedconcernsthatamoreactivistUMSboardandadministrationwillbethefutureofhighereducationinMaine,withonepossibilitybeinganerosionoftheautonomyofthecampuses,includingUSM.GiventheprojectedStateSystemdeficitof$50millionbetween2009and2014,programconsolidation,reduction,andeliminationappearinevitableastheBOTrespondstothedeficit.(SeeStandard9).

ThroughtheFacultySenate,USMfacultyhaveexpressedconcernaboutthesystem’soversightintheareaoffinancialmanagement.ThisconcernwasoccasionedbyadeficitdevelopingatUSMbetween2000and2006,ofapproximately$10million.TheBoardofTrusteeshasrespondedtocriticismsofitsfinancialoversightbycommissioninga(PricewaterhouseCoopers)reportonfinancialresponsibility.ThecurrenteconomicrecessionhasalsoforcedUSMtoreevaluateitspreviousplanof“growingout”ofdebtthroughincreasedenrollmentandhasimpelledthePresidenttotakecorrectivemeasureswhichhasresultedinthemostsweepingtransformationforUSMinperhaps30years.Thecurrentreorganizationprocessisoneexampleofthistransformation;itsgoalistobringUSMintothefoldofsimilarcomprehensiveregionaluniversitiesandtoimplementstandardcontemporaryprofessionalmanagingpracticesthathavenotnecessarilybeenutilizedatUSMinthepast(interviewwithT.Stevens,PresidentBotman’sChiefofStaff).ThePresidentisworkingcloselywiththeChiefFinancialOfficertorealizethesegoalsandhadhiredanewProvostwhoresignedafterayearinoffice(aninterimProvosthasbeenappointed),anewVicePresidentforAdvancementandaninterimChiefOperationalOfficer.



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Duringthistimeoftransition,thePresidenthasworkedtocreateopenlevelsofcommunicationwithintheUSMcommunitythroughherblog,“The21st-CenturyUSM,”throughtownhallmeetingsateachofthethreecampuses,andthroughregularattendanceatallfourSenates’meetings(USMGovernanceDocument;MinutesofFaculty,ProfessionalStaff,ClassifiedStaff,andStudentSenates).Mostsignificantly,thePresidentinitiatedaUniversity-widedevelopmentofastrategicplanwhichinvolvedconstituentsfromeverycollege,school,departmentorprogram,andSenate.Thereareeightgoalsinthecompletedplan,andforeachgoalametrichasbeenestablishedtomeasureitsimplementation.Althoughthestrategicplanwasdevelopedtoaddresstheeconomicandacademicneedsoftheuniversityandtheregionoverthenextfiveyears,thishasbeenmademorecomplexbystrategicdocumentswhichhavebeenissuedbytheChancellor’sofficeandbytheuniversityreorganizationprocess.Thereisclearlyaneedtorealignwheretheinstitutioniscurrentlyandwhereitneedstobe,givenourcurrentcontext,inadditiontoclarifyinghowtheuniversity’sinfrastructuregetsstrengthenedtosupportthepresentreality.AlthoughthePresidentandherstaffhavetakenstepstoaddressthesemultipleissues,theinstabilitycausedbytheconfluenceofthesemultiplechangingforcesandeventshashadamajorimpactonmoraleandorganizationalclimate.Asthevariousnewlyorganizedunitsbegintoworktowardsmorecoherenceandclarityoffunctioning,itisexpectedthattheclimatewillmovetoamorepositive,progressivestance.

PROJECTIONS

• Thepresident,herstaff,andfacultyandstafftaskgroupswillprioritizeandoperationalizegoalsontheUSMstrategicplan,aligningthemwithcurrentreorganizationprojections,andbegintheimplementationprocessAY2010-2011.

• ThepresidentandherstaffwillcontinuetocommunicatewiththeUniversitycommunity,strivingforcompletetransparencyregardingtheuniversityrestructuringprocessinordertoclarifyinformationandlessenstressandanxietyintheuniversitycommunity;Shewillclarifyanypolicyorstructuralchangesthatmayaffectfaculty,students,andstaff,andwillcommunicatetheminmultiplevenuesonanongoingbasis.

• Thepresident,incollaborationwiththeSenatechairs,willcontinuetomaintainopenlinesofcommunicationinsupportofacollaborativeworkingenvironmentandsharedgovernanceatUSM.

• Professional/classifiedstaffandstudentsmusthaveincreasedinvolvementinpolicydiscussionsandchangesatUSM.ItissuggestedthattheBOTexaminetheneedforandinvitestaffrepresentationatitsBoardmeetingsbeginninginthe2011-2012AY.


AlthoughtheUniversityisinaperiodofsignificanttransition,bothorganizationallyandwithinitsgovernancestructure,thePresidentisdiligentlyworkingwiththeUMSofficeandtheuniversitycommunitytomaintaincommunicationandstability.ThereisevidencethatshehasworkedcloselywiththeFacultySenatethroughoutthereorganizationplanningprocesstokeepfacultyinformedandtoconsidertheirinputandideas.UpontheresignationoftheProvost,shequicklyappointedJohnWright,previousDeanoftheSchoolofAppliedScience,EngineeringandTechnologytobetheInterimProvost,andinterimdeanshavebeenselectedforandareinplaceinthethreenewcolleges.TheexpectationisthattheimplementationofthereorganizationoftheUniversitywillproceedwithadministrativesupportandoversightandthatasharedgovernanceapproachwillbecarriedoutthroughouttheprocess.

http://blogs.usm.maine.edu/publicaffairs/archives/category/21st-century-usm

STANDARD4:ACADEMICPROGRAM

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Standard 4: The Academic Program

The institution’s academic programs are consistent with and serve to fulfill its mission and purposes. The institution works systematically and effectively to plan, provide, oversee, evaluate, improve, and assure the academic quality and integrity of its academic programs and the credits and degrees awarded. The institution develops the systematic means to understand how and what students are learning and to use the evidence obtained to improve the academic program.

OVERVIEW

USMfocusesitsmissionasacomprehensiveregionaluniversityonpositivelychangingthelivesofitsstudentsbyofferingoverfiftyundergraduateandtwenty-sevengraduateprogramsintheliberalartsandsciences,engineeringandtechnology,healthandsocialservices,education,business,lawandpublicservice.Itdoesthisthroughfivecollegesandschools:CollegeofScience,TechnologyandHealth;Lewiston-AuburnCollege(LAC);CollegeofManagementandHumanService;theCollegeofArts,HumanitiesandSocialSciences;andtheUniversityofMaineSchoolofLaw.(NamesfinalizedinJanuary2011.)Inthisintroductorysection,wewillprovidedetailsonaspectsoftheseacademicprograms,frombasicelements,suchascurricularstructure,totheirmorespecializedcharacteristics,suchasassessmentoflearning.

DESCRIPTION

Insupportofitsmission,USMoffersarangeofundergraduateandgraduatedegreeprogramsandcertificatesofadvancedstudy.AllprogramsarerecognizedandclassifiedunderthefederalClassificationofInstructionalProgramsguidelines.Thevariousundergraduateprograms,workingincooperationwiththeOfficeofUndergraduateAdmissions,carryoutundergraduateadmissions.TheOfficeofGraduateStudiesworkswithadmissionscommitteesestablishedineachgraduateprogramtodograduateadmissions.Instructionalmethodsrunthegamutfromlectures,discussionclassesandseminarsthroughhands-onlaboratorywork,internshipsandpractica.Academicoversightisanessentialresponsibilityofthefacultyandadministrationandoccursatthedepartmental,school/college,andexecutivelevelsofUSM.Eachschool/collegehasaprocessinplaceforcurriculumreviewandapproval,andalldegreeprogramsmeasurestudentachievementusingtheusualcourse-embeddedmethodsandusingprogram-wideassessment.InaccordancewithUniversityofMaineSystempolicy,theUniversitymustreviewalldegreeprogramswithinaseven-yearperiod.Towardthatend,USMhasdevelopedandisrefininganoutcomes-basedprogramreviewprocedure.Schools,collegesanddepartmentsmayusespecializedaccreditations,ifoutcomes-based,inlieuoftheinstitutionalprocess.TheUniversityprovidesannualsummariesofallcompletedreviewsandaccreditationstotheUniversityofMaineSystem,alongwithascheduleofreviewsforthenextacademicyear.TheProvost’soffice,workingwiththevariousdeans,providesfacultylinesandnecessaryequipmentforallprograms.

TheUniversitycatalogisthepublishedsourceofallprogramgoalsandrequirements.Itisrevisedannually,butprogramsdoextensivereviewsonlyeveryfiveyearsorso.Theypublishallchangestogoalsandrequirementstothecatalog,whichcomesouteverysummerontheUniversitywebsite(thereisnolongerahardcopy).Manyprogramsanddepartmentspublishtheircataloginformationontheirwebsites.

http://usm.maine.edu/catalogs/


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AllundergraduatemajorsatUSMhaveintroductorycoursesaswellasrequiredandelectiveintermediateandadvancedcourses;somehaverequiredcapstonecourses.ThenewUSMCorefollowsthesameprinciple,withEntryYearExperienceandotherintroductorycourses,integrative“mid-career”and“cluster”courses,andcapstonecourses.Graduateprogramsoftenbeginwithintermediatecourses,unlesstheyrequiresomefoundation.AnexampleofthelatteristheMBAprogram,whichhasfifteencreditsof“FoundationCourses”inAccounting,Economics,Finance,OrganizationalBehavior,andStatistics.Allgraduateprogramshavesomesortofthesis,capstonecourseorcapstoneexperience.

Attheundergraduatelevel,studentsdemonstratecollegiate-levelskillsintheEnglishlanguageinthreeways.First,theymaysuccessfullycompletetheUSMCorerequirementinEnglishComposition.Second,theymaysuccessfullycompletetheUSMCorerequirementofaWritingIntensivecourse.Lastly,insomeprograms,theymayreceiveadesignationof“excellent”or“adequate”onawritingcommunicationassessment,e.g.,theWritingCommunicationAssessmentthattheSchoolofBusinessusesforitsAACSBAssuranceofLearningprocess.Atthegraduatelevel,theindividualprogramsareresponsibleforinsuringthattheirstudentsdemonstratecollegiate-levelskillsintheEnglishlanguage.OneexampleistheSeniorSeminarintheB.S.inEnvironmentalScience.ThegraduateprogramsinCreativeWriting,BiologyandEducationalLeadershipalsomakeitaprioritytoteachandassessEnglishlanguageskills.

AcademicProgramReviewatUSMisstudentlearningcentered,andrequiresdegreeprogramstoidentifyvitaloutcomesforstudentlearning,aswellkeyperformanceindicatorsagainstwhichtogaugeprogressinstudentlearning.AnexampleistheCoreCurriculumrequirementinQuantitativeReasoning,which“introducesmathematicalconceptsandskillsnecessaryforeverydaylifeandsuccessfulcompletionofachosenfieldofstudy,includingcriticalthinking,mathematicalreasoning,theuseoftechnologicaltools,computation,interpretation,inquiry,andapplicationofmathematicalconceptstoissuesandproblemsinthecontemporaryworld.”Virtuallyallreviewsareeitheraccreditation-basedorareotherwise

USMLibrarieshavecreatedanddeliveredanInformationLiteracyProgramthatfostersthedevelopmentofinformationliteracyskills,throughpartnershipswithfacultyandotherrelevantacademicunits,byintegratinginformationliteracyintothecurriculumofUSM.TheUniversity’sDivisionofInformationandTechnologyhasthreedepartments—ITUserServices,DatabaseandApplicationSupport,andITNetworkingandSales—thatprovidevariousservicestomembersoftheUniversity.

UniversityLibrariesServices,2008-2009•217liveinformationliteracycourses•Reachedalmostfourthousandstudentstaughtbyoveronehundredprofessors•114coursesubjectonlineguidesreceivedoverforty-fivethousandhits

DivisionofInformationandTechnology•Providesoversixhundredcomputersinvariouslabsandclassrooms•Provideswiredaccessinallresidence hallsandtoalloffices•Provideswirelessaccessinornearmostbuildings.•Schedulesandmaintainslabsand classrooms•RunstheHelpDesk•Providessoftwaresupport,enduser trainingandsoftwarelicensing•Administersservicelevelagreements

http://usm.maine.edu/catalogs/undergraduate/core.htm#c3


http://www.usm.maine.edu/sb/aol.html



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externallyoriented.TheUniversityunderstandstheneedtomatchresourcestoprogramneeds.Itisinthemidstofastrategicplanningeffortthatwillaffectresourceallocation;theprogramreviewprocessinpartinformsthisplanningprocess.TheUniversityallocatesitsresourcesaccordingtotheoutcomesoftheplanningprocess.

UniversityofMaineSystem(UMS)policyrequiresthatanyinitiationofadegreeprogrammustuseatwo-stageprocess:the“IntenttoPlan”isaconceptualdocument,whilethe“ProgramProposal”presentsafullcurriculumanddetailedjustificationforthedegree.Bothprocessesinvolveseverallayersofcampusapproval,andtheProgramProposalrequiresapprovalfromtheUMSBoardofTrustees.

Atthiswriting,USMofferscoursesatonlytwooff-campuslocations:SacoandBath/Brunswick.ItoffersallitsothercoursesinUniversity-ownedbuildingsinGorham,Lewiston/Auburn,andPortland.UniversityCollege(UC),aunitoftheUniversityofMaineSystem(UMS),ownsandstaffstheoff-campussites,andmakesthemavailableforcoursedeliverybyUSM(andotherUMScampus)faculty.ThemissionofUCistomakeUMScoursesavailabletoMainersinremotelocations.Ingeneral,thereareonlycourses,notprograms,offeredatthesesites.

APPRAISAL

USM’sfacultyandadministrationunderstandtheneedforanddesirabilityofmaintainingagoodmatchbetweenprogramsandmarketneeds.Inthatspirit,theyunderstandthattheuniversity’sofferingsneedreviewrelativetothemarketintheircurrentandpotentiallyrevisedforms.TheUniversityneedstofindwaystoensurethattheprogramreviewprocesstakeseconomicsustainabilityofprogramsintoaccount.Also,itisnecessarytodevelopnewprogramsthatareresponsivetomarketneeds.ThecampusprocessincludesanannualreportbySchool/CollegetotheProvost,buttheUniversityhasnotfullyimplementedthis.

School,college,orprogram-levelcurriculumcommittees,withoversightfromtheProvost’soffice,includingtheGraduateCouncil(chairedbytheDeanofGraduateStudies)andtheUSMCore(chairedbytheAssociateProvostforUndergraduateEducation),worktoensurethatundergraduateandgraduateprogramsarecoherentintheirgoals,structures,contentsandquality.TheworkingrelationshipsamongtheundergraduateprogramsandtheOfficeofUndergraduateAdmissionsareverygood,asistheenergy

andeffectivenessofthelatter.Theinstitutionisnotmunificentinitsallocationofresourcestoprograms,but,ingeneral,resourcesaresufficient.

Thereissomelackofcohesionandconsistencyinhowtheprogramsarticulatetheirgoalsandrequirements,showingtheneedforastandardformat,especiallyforthewebpresence.Itwouldbehelpfultostudentsifeachprogramordegreeprogramdevelopedstandardizedprogramsheetswithcareerpathsarticulated.Overall,USMdoeswellatarticulatingandpublishingprogramgoalsandrequirements.

Recentdegreeprogramsstarted:MFAinCreativeWriting

Recentdegreeprogramssuspendingadmissions:

Ph.D.inPublicPolicy

Degreeprogramsdiscontinued:MasterofScienceinAccounting

http://usm.maine.edu/grad/programdev/degree_programs.html


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USM’sprogramsanddepartmentshavecoherentlydesignedtheirundergraduatemajorsandgraduateprograms;appropriatebreadth,depth,continuity,sequentialprogression,andsynthesisoflearningcharacterizethem.

Despitetheirimpressiveutilizationrateandthehighqualityoftheservices,theLibrariesneedtoreachouttomorefacultymembers;onlyaboutathirdoffull-timefacultyusedtheinformationliteracyservices.TheDivisionofInformationandTechnologyprovidesallofitsservicesinacompetentway,despitereductionsinstaffoverrecentyears.

Attheundergraduatelevel,theUSMCoreandtheassociatedCollegeWritingprogramareaccomplishingtheirobjectives.However,individualmajorsneedtogetmoreinvolvedinteachingandassessingwritinginadiscipline-focusedway.Atthegraduatelevel,thereneedstobemoreexplicitexpectationsforandassessmentofgraduate-levelskillsintheEnglishlanguage,eitheracrossallprogramsor,perhapsmoreappropriately,withineachprogram. TheUniversity’sprogramreviewandprogramdevelopmentprocessesworkwell.USMhasreviewedallitsprogramswithinthelastsevenyears,andhasasevenyearscheduleinplaceforthenextroundofreviews.Programreviews,alongwiththeUniversity’sstrategicplanningprocess,guideresourceallocationtotheprograms.TheUniversity’sprogramreviewsystemsupplementsthestrategicplanningprocessinaproductiveway.

Resourcecapacityisakeycriterionusedinbothoftheprograminitiationprocesses.TheUniversityhasputinplaceanumberofresourcestoassistinitsdistancelearninginitiative.ThemostprominentexampleisCTEL,theCenterforTechnologyEnhancedLearning.TheUniversityobtainedphilanthropicsupportforsettingupthecenter,andhasusedittodisseminatefundsfromaSloanFoundationgrantdesignedtoincreasethenumberofdistancelearningprograms.

TheUniversity’spresentpolicies,regardingaccommodationstostudentsafterprogramchanges,areverygeneroustostudents,sothepolicygoeswellbeyondthe“appropriateness”teststatedinsub-paragraph4.11.

TheUniversityCollege(UC)off-campuslocationshavebeenavailableforUSMcoursedeliveryforovertwentyyears,andtheagreementsbetweenthecampusesandUCareassolidastheUniversityofMaineSystemwantsthemtobe,whichisverysolid.InthecaseofUSM,thetwocentersseemtobeaddingtotheconvenienceofstudentsinYorkCountyandtheBath/Brunswickregionwhowishaccesstoface-to-facecoursework.

PROJECTION

Ongoing:

• ThePresidentandProvostofUSM,alongwiththeirstaffsandwiththedeansandfacultyofthevariousschoolsandcolleges,willensurethattheUniversityoffersprogramsconsistentwithitsmission.

• Thefacultyofthevariousschoolsandcolleges,supportedbytheirdeansandbythePresidentand

http://usm.maine.edu/ctel/


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ProvostofUSM,willensurethattheUniversityoffersprogramsofhighquality.

• Lastly,ThePresident,Provost,President’sAssistantforStrategicPlanning,deans,departmentchairsandprogramdirectorswillguidedegreeprogramintroductionandeliminationthroughexistingpolicies.Resourceallocationtohigh-quality,high-demandnewandongoingprogramswillbeonanas-neededbasis.Programreviewwillbeasspecifiedinthepublishedschedule,usuallyonafive-toseven-yearcycle.

Continuingasneeded:

• USM’sLibraries,underthedirectionoftheLibrarian,willmakeevengreaterstridesasinformationresources,particularlyelectronicones.

• InformationTechnologywillcontinue,underthedirectionoftheChiefInformationOfficer,toinvestinhardwareandsoftware.

Specificprojections:

• TheUMSBoardofTrusteeshasapprovedanIntenttoPlanforaDoctorateofNursingPractice(DNP)degree.TheSchoolofNursinganditsfacultyof28willgraduallytransitionawayfromitscurrentmaster’sprogramstotheDNPby2015.Thenationalnursingaccreditingbodyhastargeted2015forthisdegree,andtheCollegewillattempttomeetthattarget.

• TheProvostandFacultySenatewillselectanapproachforlengthofcatalogueeffectivenessandimplementitby2014.

• Undergraduatedegreeprograms,ledbytheirdepartmentchairsorcurriculumcommittees,willteachwritingtoandassesswritingofupper-divisionstudents.

• Graduateprograms,undertheguidanceoftheirrespectivefaculties,willteachandassessgraduate-levelwritinginEnglish.

Thetimingofotheractivitiesislessclear.Forexample,undergraduatedegreeprograms,ledbytheirdepartmentchairsorcurriculumcommittees,asappropriate,willtakeamoreactiveroleinteachingwritingtoandassessingwritingofupper-divisionstudents.Graduateprograms,undertheguidanceoftheirrespectiveprogramdirectors,willdevelopteachingandassessmentapproachesforgraduate-levelwritinginEnglish.

UNDERGRADUATE DEGREE PROGRAMS AND THE MAJOR OR CONCENTRATION

OVERVIEW

The2009-2010UndergraduateCatalogclearlyidentifiesthe50currentmajorsavailabletoUSMstudentsacrossfourofUSM’sfiveacademicunits.Curriculaincludesubstantialrequirementsattheintermediateandadvanced(300-400)undergraduatelevel,withappropriatefoundationsattheintroductory(100-200)levelasevidencedintheSummaryofUndergraduateDegreePrograms.Athoroughprogramassessmentinventory,alongwiththeundergraduatecatalog,ensuresthatprogramshaveanappropriaterationaleandclarity.TherequiredundergraduateUSMCoreensuresthatallstudentshavebasiccompetencesinwriting,quantitativeanalysis,decision-makingandcriticalthinking,whileunderstandingtheworldthathumanshavefoundusefulinthecurrenteraandinthepast.

http://usm.maine.edu/catalogs/undergraduate/

http://usm.maine.edu/accreditation/documents/program/undergrad_degree_summary.xlsx

http://usm.maine.edu/accreditation/documents/program/pai_final_report_undergrad.pdf

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USMhasastrongfocusonundergraduateprograms.Collectively,undergraduateprogramsgeneratedover82,000credithoursofcourseworkinFall2009(eighty-twopercentoftotalcredithours)andenrolled6,019undergraduatestudents.TheformerCollegeofArtsandScienceshasenrollmentthatisclosetoforty-fourpercentofallundergraduatemajors,yetitgeneratesforty-ninepercentofallundergraduatecredithours,indicativeofitsUSMCoreservicerole.

BecauseitisacomprehensiveregionalUniversity,themajorityofUSM’sundergraduateprogramsareintraditionalacademicdisciplines.Whilemostprogramsfocustheirofferingsatoneofthethreecampuses,thereareafewprograms,suchasNursing,thathaveprogrammaticoptionsatmultiplelocations.Similarly,departmentswithalargeUniversitycurricularservicecomponent,likeMathematicsandEnglish,havemultiplecourseofferingsatalllocationsandcontinuetoservetraditionalandnon-traditionalstudentswithdayandeveningcourseofferings.

Inadditiontothecurrentavailablemajors,USMcontinuestosupportcurrentlyenrolledmajorsindiscontinuedprogramsattheBaccalaureateandAssociateslevels.AstheUniversityundertakesareviewofprogramsthatwillresultinthecreationofnewprogramsalongwiththediscontinuationofoldprograms,itwillbeexpensivetoassignfacultytoteachstudentsfromboth“old”and“new”programssimultaneously.

TheabilityofdegreecandidatestomaintaintheirmatriculationstatusfortencalendaryearsfromtheirfirstsemesterofattendanceisfinanciallyproblematicgiventheUniversity’spolicyofsustainingdiscontinuedprograms.Thematriculationpolicy,establishedin1985,representsapolicyestablishedwhenthemajorityofUSMstudentswereparttime.Currently,morethanhalfofUSM’sdegreestudentsarefull-timestudentsbutthesix-yearaveragetimetograduationcontinuestobeanissue.TheUniversityshouldrevisittheten-yearmatriculationpolicyinlightofUSM’scurrentenvironmentandfuturetrajectory.Therearecurrentadministrativerequeststoreconsiderthispolicy.

Student Success

Someprogramsanddepartmentshaverecentlyimplementedchangesregardinghowtheydostudentadvising;thesechangeshaveimprovedthisimportantfunction.Intheory,programshavealwaysviewedstudentsuccessasanintegraloutcomeofastrongstudent-academicadvisorrelationship;however,therealityisthat,whilethismaybetrueforupper-divisionstudents,thoseinthefirsttwoyearsrequiremoreinstitutionalsupport. TheUniversityrecentlycombinedfunctionsformerlyvestedintwodepartments—AdvisingServicesandtheOfficeofEarlyStudentSuccess—intooneunit:StudentSuccessCentersnowexistonallthreecampuses—Portland,Gorham,andLewiston-Auburn—ofUSM.Whenstudentsnowmatriculate,programsassignthembothanacademicadvisorinthemajorandastudentsuccessadvisor(SSA),locatedinoneofthethreestudentsuccesscenters.Whiletheacademicadvisormaychangeiforasthestudent’smajorchanges,thestudentretainsthesameSSAthroughout.ThisprovidesbothameasureofcontinuityandaUniversity-trainedresourcepersonwhocanhelpthestudentwithanynumberofproblemsorissuesthatshe/hemayencounter-manyoftheproblemsariseearlyinthestudent’scareerandothersareoneswithwhichanacademicadvisormaynotbepreparedtoassist.Thisstructuralandprocesschangehasresultedinimprovementinretentionofaboutfourpercentfrom2009to2010.

http://usm.maine.edu/accreditation/documents/program/fall2009_usm_ir_official_enrollment_reports.pdf

http://usm.maine.edu/son/nursing/bs.html

http://usm.maine.edu/math/

http://www.usm.maine.edu/eng/

http://mainestreet.maine.edu

http://usm.maine.edu/accreditation/documents/program/five_year_enrollment_statistics_03-07.pdf

http://usm.maine.edu/accreditation/documents/program/opening_breakfast_speech09.pdf


http://usm.maine.edu/accreditation/documents/program/appendixv.docx

http://usm.maine.edu/accreditation/documents/program/appendixvi.docx


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Programmatic Review

UndergraduatedegreeprogramsattheUniversityofSouthernMaineundergoperiodicandthoroughProgramReviews,asnotedintheIntroductiontotheStandard4section.Thereviewofprogramsfocusesonstudentlearningoutcomesandtheestablishmentofperformanceindicatorstomonitorstudentprogress.

ThecurrentclimateatTheUniversityofSouthernMaine,andindeedwithintheentireUniversityofMaineSystem,hasplacedmanyacademicprogramsunderamicroscope.TheChancellor’sNewChallengesNewDirectionsreportrecommendedthatcampusesidentifyundergraduateprogramswithanaverageoffiveorfewergraduatesoverathree-yearperiodandgivethemthreeyearstoreturntheprogramtoviability.Specifically,theUniversitywillrequireprogramstoaccomplishoneormoreofthefollowing:increasethenumberofgraduates,achievesignificantgrowthinenrollment,deliverprogramswithfewerresourcesbycollaboratingwithotherSysteminstitutions,orjustifytheirprogram’sexistencebecauseofextenuatingfactors.

IntertwinedwiththereviewofprogramsistheoverallrestructuringprocessthathasbeenthesubjectofmuchdiscussionattheUniversityofSouthernMaine.NowthatPhaseIofthereorganizationprocesshasbeencompleted,theUniversityhasorganizeditsacademicprogramsintofivecolleges.ThenextfiveyearswillundoubtedlyinvolvechangeinthestructureofacademicprogramsatUSM.ItiscriticalthattheUniversityadministrationfocustherestructuringaroundtheneedsoftoday’sstudent,aswellasoncostbenefitstotheinstitution.Furthermore,allstakeholdersshouldbeengagedinthediscussionandbeapartoftheprocessofreorganizingoreliminatingprograms.

LearningoutcomesintheUSMCore

•EYEcourses,CollegeWritingcourses, thefourtiertwocourses,theMid-careerSeminarandtheCapstone courseallrequirestudentstodemonstrateeffectiveoralandwritten communicationasappropriateforeachlevelofdevelopment.•ScienceExplorationsandQuantitativeReasoningcoursesexplicitlyrequire studentstodemonstratescientificand quantitativereasoning.•Allcoursescontainatleastone learningoutcomethatrequiresstudentstodemonstratedevelopmentally appropriateskillsofcriticalanalysisandlogicalthinking.•CoursesinScienceExploration,Socio-culturalAnalysis,CulturalInterpretationandCreativeExpressionestablish learningoutcomesforthedemonstrationofknowledgeandunderstandingofscientific,historical,andsocial phenomena,andaknowledgeand appreciationoftheaestheticdimensionofhumankind.•CoursesinScienceExplorationand CreativeExpressionandtheMid-careerSeminarrequirestudentstodemonstrateaknowledgeandappreciationofthe ethicaldimensionsofhumankind;in fact,issuesofethicsandcitizenshiparethecentralfocusoftheMid-career Seminar.•EYEcourses,theMid-careerSeminarandtheCapstoneaskstudentstodemonstratethecapabilityfor continuinglearning,includingtheskillsofinformationliteracydevelopmentallyappropriatetoeachlevel.

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New Programs

Inrecentyears,facultyhavetakentheinitiativeinplanningandstartingnewareastudies:LiberalStudies,InternationalStudies,andAmericanStudies(stillinthediscussionstage).Consideringcurrentfinancialconstraints,theUSMprovostandpresidenthavemandatedtheuseoftheSystem’srequiredIntenttoPlanprocesstosubstantiatethedemandnewprogramswillmeet,andtheattendantrevenuestheywillproduce.Atthesametime,theadministrationhasendorsedtheideaofcreatingnewmajorsthathavedemonstratedthedemandtheymeetandtheiralignmentwiththemissionofUSMasaregionalcomprehensiveUniversity.AnexampleofsuchaprogramisthenewmajorinSportManagement,firstofferedinFall2009,whichhasattractedmanynewmajors.TheprovostalsosupportsaUSM-widecurriculumentitythatwouldapproveproposednewprograms. OnNovember16,2009,theUniversityofMaineSystemtrusteesissuedaworkplanfortheir“NewChallenges,NewDirectionsInitiative.”Thisplanwillhaveasignificanteffectonundergraduateprogramsinseveralareas,althoughexactlyhowthisplanwillspecificallyaffectanyindividualprogramatUSMisunclear.Whatisclearisthat,giventhecurrentfinancialcrisisandthesystemplanandUSMrestructuringplan,theUniversitywillsupportfewerprogramswithfewerfull-timefacultymembersandwilllikelytransformintoadifferentinstitution.

GENERAL EDUCATION

TheUniversityiscurrentlytransitioningbetweenatwenty-plusyearoldcorecurriculum,whichwewillcallthe“oldcore”,andaredesignedcurriculum,whichwewillcallthe“USMCore,”scheduledforimplementationin2011.Theoldcore,stillpartiallyinplace,consistsofamodifieddistributionmodelandreflectstheinstitution’sdefinitionofaneducatedpersonandsuperiorcurriculumduringthattime.

DESCRIPTION

ThetwocomponentsoftheUSMCoreare:

• BasicCompetenceinskillsofanalysis,writing,andquantitativereasoningand

• WaysofKnowingcourses,mostofwhichareintroductorycoursesinthedisciplines.

TheCoreCurriculumCouncilevaluatescoursesproposedforinclusionintheprogram;coursecontentistheprimarycriterionforeachtypeofcourse.Toassessindividualcourses,TheCoreCurriculumCouncilusesstudentcourseevaluations;however,notallcoursesusethesameevaluationmethod.TheCoreCurriculumCouncilalsoinnovatesandcontinuestofleshouttheCoreCurriculum.Forexample,infall2009,itaddedanEntryYearExperiencecourseasarequirementfornewfirst-yearstudents. UsingthecommonsetofguidingprinciplesforoutcomesbasedcurriculumdesignandassessmentcontainedinUSM’s“Vision,GoalsandOutcomesforGeneralEducation”andits“GuidelinesandCriteriaforGeneralEducationPrograms”(adoptedin2004and2005,respectively),threeredesignedUSMCorecurriculapathwaysareinvariousstagesofimplementation.USM’sLewiston-AuburnCollegebeganimplementationoftheLewistonCommonCore(LCC)in2007,theprovisionallyapprovedHonorsPathwayalsobeganimplementationin2007,andtheUniversityhasscheduledtheUSMCoreforfull

http://usm.maine.edu/accreditation/documents/program/workplan_11-16-09.pdf



http://www.usm.maine.edu/catalogs/undergraduate/core.htm


http://usm.maine.edu/accreditation/documents/program/usm_vgo.pdf

http://usm.maine.edu/accreditation/documents/program/g&c_approved_10-22-04.pdf


http://www.usm.maine.edu/lac/commoncore/

http://usm.maine.edu/accreditation/documents/program/honors_nov08.ppt


http://usm.maine.edu/accreditation/documents/program/faculty_senate_presentation.ppt


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implementationin2011-2012. Theoldcoreemphasizeslearninginthedisciplinesandpreparingstudentsforlearningintheirmajors.ThenewstatementofVision,GoalsandOutcomesforGeneralEducationatUSMbalancesthiswithgreaterattentiontointegrationandcoherence.Ratherthanprovidingaseriesofdistributionrequirements,metlargelythroughcoursesthatintroducethemajors,thenewUSMCorepathwaysaddressstudentlearningoutcomesinrelationtotheartsandhumanities,thesciencesandmathematics,andthesocialsciences,usinganintegratedseriesofcourses.Forexample,intheUSMCore,thesecondtierofcoursesincludesCulturalInterpretation,CreativeExpression,Socio-culturalAnalysisandScienceExploration(QuantitativeReasoningisrequiredatthefirstlevelofastudent’sUSMCore).Learningoutcomesforallfourcoursesatthissecondlevelemphasizeunderstandingofperspectiveandmethodinthedifferentdomains,andemphasize“skillsofeffectivecommunicationandanalysis”.

TheUSMCorealsoemphasizesconnectionsamongthesedomainsofknowledgeinthreeplacesinthecurriculum:themid-careercourse,theclusters,andthecapstone.Inthemid-careercourses,studentsmustarticulateanddistinguish“specializedperspectives...encounteredintheirpreviouscoursework.”IntheClusters,studentsintegrateknowledgefromdifferentdisciplinaryareasthataddressacommonthemeortopic.TheCapstonerequiresthatstudents“demonstrateunderstandingoftheirownandotherdisciplinaryperspectivesandtheabilitytoapplythemtoaproblem,issue,orproject.”

Theoldcoreconstitutesbetweenthirty-fourandthirty-ninecreditsofastudent’sbachelordegree;thenewUSMCorewillbebetweenthirty-sixandthirty-ninecredits.Thecreditrangedependsonthestudent’splacementincollegewritingandquantitativereasoningcoursesandhis/herchoiceofaminororthematiccluster.TheLACCommonCore(LCC),thefirstUSMCoreprogramimplementedunderthenewguidelines,requiresfiftysemesterhours,manyofwhichmayalsofulfillrequirementsinthemajor.

Undertheoldcore,graduatesdemonstratedcompetenceintheareasabovebysuccessfullycompletingcoursesfromthefollowingrequiredareas:CollegeWriting,QuantitativeReasoning,NaturalSciencewithlab,SkillsofAnalysis,SocialSciences,Humanities,FineArts,andEntryYearExperience.

Assessablelearningoutcomes,designedtodevelopoverthecourseofthestudent’scollegecareer,definecoursesinthenewUSMCore,LCCandtheHonorsProgramPathway.

APPRAISAL

WhentheUniversitycompletesfullimplementationofthethreeUSMCorepathwaysin2011,USMwillofferamuchmorecoherentandintegrativegeneraleducationwhilestillretainingthestrengthsoftheoldercore(disciplinarylearning),willmoreclearlyarticulateitscontemporaryvisionofaneducatedperson,andwillemploycurrentbestpracticesinpedagogyandcurriculumdesign.Theremainingchallengeisdevisingandimplementingmeaningfulandpracticalassessmentofthenewcurricula.TheCoreCurriculumCommitteehascreatedabroadoutlineofstrategiesforassessment,butthisbroadoutlinerequiresworkbeforecreationandimplementationofanactualassessmentplan.

AssessmentofstudentlearningintheEntryYearExperiencecoursesdemonstratesthechallengesahead.Itwasfairlyeasytoestablishindirectassessmentmechanisms(coursequestionnaires,utilizationofstandardizedcourseevaluationforms(SIR-II)andutilizationofNSSEsurveyitems)duringthepilotphase(2006-2008),andtocontinuewiththeimplementationoftherequirementinFall2009(2006-

http://usm.maine.edu/accreditation/documents/program/appendixvii.docx


http://usm.maine.edu/accreditation/documents/program/usm_core_diagram.pdf



http://usm.maine.edu/accreditation/documents/program/usm_core_curriculum_desc.pdf

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2009AssessmentReports).Similarly,dataonstudentpersistence,afourpercentimprovementin2010comparedto2009,suggestthatEYEcoursesareimprovingstudentpersistencefromfirsttosecondsemester,andfromfalltofallcomparedtooverallpersistencerates.However,directassessmentwilltakelongertoimplement.EffortstoinvolvefacultyinvoluntaryparticipationindirectassessmentofstudentworkinEYEcourseshaveproducedasmallsampleofinterestingdatabuthavenotyetresultedinthetypeorquantityofdatanecessaryforprogrammaticassessment.AssessmentofstudentlearningintheHonorsProgramisalsointheearlystages.TheUniversityisusingportionsoftheHonorsfullassessmentplan.Ithasobtainedfeedbackfrommeetingswithindividualstudents,fromembeddedassignmentsandsummativesurveys.Individualclassesareutilizingportfoliosandfinalassignmentsthatpointtocourseandprogramoutcomesandobjectives.LewistonAuburnCollegehasdevelopedane-portfoliosystemofassessment.AssessmentoftheLCCcurriculumthroughe-portfoliobeganinFall2009.Thefirststagefocusedonaseriesofstudentself-assessmentstoprovidefeedbackonthecurriculargoals.LACiscurrentlyfocusingonhowtoinvolvefacultyacademicadvisorsincurricularassessment.

ThesecondtierofthenewUSMCorecombinesUSM’shistoricalstrengthintheareaofgeneraleducation(thatis,introductionstothedisciplines)withitsincreasedemphasisonintegrativelearningandtheabilitytomakeconnectionsamongareasofknowledge.Thetransformationoftraditionaldistributionrequirements(metthroughintroductionstomajors)intoclearlyarticulatedlearningoutcomesintheprimarydomainsofknowledgerepresentsasignificantmovementinthedirectionofageneraleducationofgreaterrelevanceandvaluetoourstudents.

Thechallengeofthesecondtierofthenewcurriculumwillbetoconvertdiscipline-based,introduction-to-the-majorcoursesintocoursesthatexaminebroaderdomainsofknowledge(forexample,converting“IntroductiontoAnthropology”to“Socio-culturalAnalysis”).Theimplementationplanprovidesathree-yearwindow(2011-2014)forconversionofexistingcoursestothelearningoutcomesspecifiedinthesecondtierofthecurriculum.Thisisanambitiousplanrequiringon-goingsupportforfaculty’srevisingtheircoursestomeetnewoutcomesandcarefuloversightandassessmentbythecurriculumcommittee.

TheClustersextendthenewcurriculum’semphasisonintegrationbyrequiringstudentstoconnecttheirlearningacrossthematicallyconnectedcoursesindifferentdisciplines.Similarly,theCapstonerequiressummativeintegration,asstudentsexplicitlyconnecttheirlearninginthemajorwiththeirmoregeneraleducation.ThisexplicitcurricularemphasisonintegrationmoreclearlyarticulatesUSM’svisionofwhatitmeanstobeaneducatedperson,andwillbetterprepareourstudentstorespondtocontemporarysocietyinwhichthecapacitytomakeconnectionsbetweendiverseideasiscrucial.

Theoldcore,theLCCandthenewUSMCoremeettherequirementoftheequivalentof40semesterhoursingeneraleducation.ThenewUSMCorewilldosomoreeffectivelybecauseitstipulateslearningoutcomesandassessment,andreflectsadevelopmentalmodelwithcoursesthroughoutmuchofastudent’sacademiccareer.

Asstatedearlier,theoldcoreisamodifieddistributionmodellargelyconsistingofintroductorycoursestovariousdisciplines;theexceptionsarethenewlyinstitutedEYEandtheC(Englishcomposition),D(quantitativeskills),andE(skillsofanalysis)courserequirements,whichfocusonfoundationskills.Itdoesagoodjobofexposingstudentstoawiderangeofdisciplines,butoffersnostructuredopportunityforthemtoengageintheintegrationofthesewaysofknowing,nordoesit


http://usm.maine.edu/accreditation/documents/program/usm_honors_program_assessment_methods.doc


http://usm.maine.edu/accreditation/documents/program/ccc_work_plan_for_fall_2011_implementation.docx




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intentionallydevelopskillsovertime.ContentandinputhavedefinedqualificationforCorecoursedesignation;apointcorroboratedbyhowtherehasneverbeenanassessmentoftheprogram’slearningoutcomes.TheUniversityusesstudentcourseevaluationstoassessindividualcourses.TherehasbeensomeassessmentoftheCollegeWriting,QuantitativeReasoningandEYEcomponents.

PROJECTION

• TheWorkPlanoftheCoreCurriculumCommitteesetsaFall2011startdatefordevelopmentofassessmentplansforthesecondtiercourses.TheUniversitywillimplementtheseplansby2014,andwillcompletefullconversionofexistingcoursesbyFall2011.

• ThePlansetsaFall2011dateforimplementingassessmentfortheMid-careerSeminar.TheGeneralEducationCouncilwilldeveloptheCapstoneassessmentinSpring2011,andimplementitinFall2011.

• Thesuccessfulimplementationofallthreecurricula(theUSMCore,theLewistonCommonCore,andHonors’USMCorepathway)andtheirassessmentplanswillrequirecommitmentandsupportinatimeoffiscalconstraintsandinstitutionalreorganization.TheUniversityadministrationwillprovidefacultyandstaffwithprofessionaldevelopmenttoperformtheworkinvolved.

• TheUniversitywillusethecurriculartransformationsunderwaytoimprovestudentpersistencetograduation.

• Toattractnewstudents,theinstitutionwillbeginhighlightingitsnationallyrecognizedcurriculuminitsmarketingefforts.

GRADUATE DEGREE PROGRAMS

DESCRIPTION

ThemissionofgraduatestudiesatUSMistoprovideprogramsthatalignwithuniqueregionalandUniversityresources,meetregionalneedsandarecommittedtoexcellence.TheUniversityofferstwenty-sevengraduatedegreeprograms,twenty-fourcertificatesofgraduatestudy,andelevencertificatesofadvancedstudy.TheGraduateCatalogliststhelearningobjectivesandrationalesforalldegreeprogramsandtheGraduateStudieswebsiteliststherationalesforthecertificateprograms.

Currentgraduateresourcesincludelibrarycollections(e.g.lawlibrary),graduate-levelprofessionaljournals,informationtechnologyresources,laboratoryfacilitiesandequipment(e.g.WiseLaboratory),andspecialcollectionsasappropriatetotheprogram(e.g.,CEHDAssessmentCenter,counselingpracticesuites,andmedicaltechnology/roboticsequipment).

ToearnadmissiontograduatestudyatUSM,anapplicantmusthavereceivedabaccalaureatedegreeortheequivalentfromanaccreditedcollegeoruniversity.Eachapplicantmustsubmitacompletedapplication,lettersofrecommendation,officialtranscriptsofallundergraduateandgraduatework,andstandardizedscoresasrequiredbytheindividualgraduateprogram(e.g.GraduateRecordExam,MillersAnalogyTest).Forinternationalapplicants,theTestofEnglishasaForeignLanguage(TOEFL)isalsorequired.Severalprograms(e.g.AdultEducation,Counseling,andSchoolPsychology)alsorequireaformalinterviewprocess.Graduatecoursesandprogramsaremorespecializedandcomplexthanundergraduatecourses.Capstoneexperiencesincludeprofessionalportfolios,comprehensiveexams,

http://www.usm.maine.edu/catalogs/graduate/

http://www.usm.maine.edu/grad/


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master’sthesesand/ordoctoraldissertations. Disciplinarygraduateprogramsthataredesignedtopreparestudentsforscholarlycareers,ratherthanforprofessionaloccupations,emphasizearigorousapproachtoknowledgeacquisitionthroughformalizedcoursework,independentstudy,andempiricalresearchendeavors.Graduateprogramsthatemphasizeprofessionalpracticeincluderesearchactivitiesthatareconsistentwithstateandnationalaccreditationstandardsandstateandnationalcredentialingrequirements.Programsoffereitherascientist-practitionerorpractitioner-scientistmodelofgraduatetraining,withtheformerfocusingonthegenerationofknowledgeandskillsandthelateremphasizingtheapplicationofresearchtoamelioratingorsolvingclinical,social,andeducationalproblemswithinappliedsettings.Graduateprogramsrequireresearch-basedandresearch-informedcapstoneexperiencessuchastheses,portfoliosdocumentingprofessionalpracticesandcompetencies,anddissertations.Inaccordancewithstateandnationalaccreditationstandardsandstateandnationalcredentialingrequirements,practice-orienteddegreeprogramsofferablendofclassroom-basedinstructionandfield-based(e.g.,practica,internship)experiences.CertificatesofAdvancedStudy(CAS)andtheDoctorateofPsychologyinSchoolPsychology(Psy.D.)preparegraduatestudentsforadvancedcareersasleaderswithintheirrespectivedisciplines.

Severalprofessionalprogramsholdformalaccreditationfromvariousnationalaccreditingorganizations(e.g.Business,Education,Law,Nursing,OccupationalTherapy,SocialWork,etc.requiringthattheyfollowspecificguidelinesanddemonstratehowtheirgraduateshaveachievedstatedprogramobjectivesoracquiredrelevantcompetencies.TheUniversityrequiresgraduateprogramsthatdonotrequirenationalaccreditation(e.g.Biology,CreativeWriting,LeadershipStudies,AdultEducation,Statistics,etc.)tofollowsimilarinternalprogramassessmentguidelinesthatfocusonstudentlearningoutcomesaspartoftheself-studyprocess.Allprogramsdoassessments,eitherinternallyorexternallymandated,onaregularbasisaccordingtoafixedtimetable,normallyeverysevenyears.

APPRAISAL

ThegraduatedegreeandcertificateprogramsatUSMarerigorousandstrong.Oneprogram,thePh.D.inPublicPolicyattheMuskieSchool,andonedegree,inManufacturingSystems,arecurrentlynotacceptingnewapplicants,butalltheotherdegreeandcertificateprogramsareactive,graduatingstudentsandacceptingnewstudents.Allofthedegreeandcertificateprogramsareofhighquality,withsufficientlevelsofcomplexity,specializationandgeneralization.TheUniversitycouldcoordinateandimproveitslistingofthecurriculaforthevariousgraduatecertificateprograms.TheIntenttoPlanandProgramProposalprocessesensurethatresourcesareadequatepriortodeliveryofeachgraduateprogram.Resourcesareadequateforgraduatestudyandresearch,althoughmorefundingforgraduateassistantsandtuitionwaiverswouldbehelpful.

Forthosegraduateprogramsholdingstateornationalaccreditation,orboth,accreditationprocessesrequirebothinternalandexternalreviewsthatresultinmodificationofprogramrequirements.Graduateprogramswithoutstateornationalaccreditationundergoperiodicinstitution-levelreview.USMsupportsgraduateeducationbyreplacingsomegraduatefacultywhohaveresignedorretired,bysupportingongoingaccreditationapplications,andbyfundinggraduateresearchandteachingassistantships.TheOfficeofGraduateAffairsisalsoconductinganexitsurveywithgraduatinggraduatestudents,whichithopeswillyieldsuggestionsforimprovement.

SeveralgraduateprogramsatUSMreceiveexternalfundingthatsupportsresearchactivities.For


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example,theMuskieSchoolofPublicPolicyhasastrongrecordofaccomplishmentinexternalfunding,andstudentsinitsprogramsroutinelyserveasgraduateresearchassistantsandcollaboratewithfacultyinconductingresearch.TheUSMResearchCouncil,InstitutionalReviewBoard,andOfficeofSponsoredProgramssupportandencourageresearchactivities.USMalsooffersseveralgrantsthatsupportbothfacultyandstudentresearch(e.g.,FacultySenateResearchGrants,DevelopmentalInternalGrants).

PROJECTION

• TheUniversitywillcontinuetofundandsupporthighqualityandhighdemandgraduateprograms.

• Torecruitandretainhighqualitygraduatestudents,theUniversitywillfindadditionalfundingforgraduateresearchassistants,andwillprovidetuitionwaiverstoattractout-of-stategraduatestudents.

• Allgraduateprogramswillcontinuetoassessstudentlearningoutcomes,toimprovethequalityoftheprogramsandtocomplywithregulationsfromexternalaccreditingorganizationsorUSMprogramreviewprocedures.

• TheOfficeofGraduateAffairswilldoanexitsurveywithgraduatingstudentstouncoverpossibleareasforimprovement.

INTEGRITY IN THE AWARD OF ACADEMIC CREDIT

DESCRIPTION

TheUniversityofSouthernMaineoffersablendofundergraduateandgraduatedegreeprogramsthatareconsistentwiththerangeandtypesofdegreeprogramsofferedatcomparablepublicuniversities.Specificadmissionsstandards,courserequirements,anddegreerequirements,andincludedinbothelectronicandprintedundergraduateandgraduatecatalogs.

TheFacultiesanddepartmentsinitiateacademiccourses,majors,minorsandoptionswithinanapproveddegree,andAcademicDeans(ordesignatedrepresentatives)approveordisapprovethem;thelatternotifytheRegistrarofapprovedchangesandadditions.Facultyandadministrationreviewacademicdegreeprogramseveryfiveyears(newprograms)andsevenyears(existingprograms)usingaUniversityapprovedprogramreviewformat.

Theevaluationofstudentlearningorachievementoccursprimarilyattheleveloftheindividualcourseorsectionofacourse.Thecoursesyllabusistheprimaryinstrumentforarticulatinglearningobjectivesandforstatingthecriteriaappliedintheevaluationofstudentlearningandachievement.Atthelevelofcurriculardesign,thedepartmentiswheretheresponsibilityrestsforensuringdevelopmentofappropriatelearningobjectivesforeachcourse,andwheretheresponsibilityrestsfordevisingandapplyingthenecessarycriteriaforevaluatingstudentlearning.Inmostdepartments,thesematterscruciallydependupontheprofessionalintegrityofdepartmentalfaculty.Whereoneormoreofadepartment’sprogramsisaccredited,theaccreditationprocessaddsalayerofoversightbydisciplinarycolleaguesthattendstostrengthentheformulationandapplicationofrelevantlearningobjectivesandcriteria.ThisfurtherlayerofoversightaffectsonlyarathersmallminorityofUSMprograms.Inprinciple,coursenumberingsarerelevanttothisissue,inthattheycancommunicatedifferinglevelsofexpectationandbackgroundpreparationfordifferentcourses,andcanspecifyrequiredorrecommendedcoursesequencing.Syllabiare


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requiredforallregularcourses(seeUSMFacultyHandbook). TheOfficeofPriorLearningAssessment(PLA)isaprogramthatprovidestheUniversitycommunityandotherswithamechanismthatcanassesscollege-levellearningacquiredoutsidethetraditionalclassroomand,whereappropriate,grantacademiccredit.USMregardsPLAasanacademicfunction.TheUniversityfacultycontrolsthecreditdecisions,compatiblewiththerulesoftheUniversityofMaineSystem,whilethePLAstaffandanAdvisoryBoard(consistingoffaculty,administratorsandstaff)overseequalitycontrol. Theinstitutionpublishesnumericstandardsforlettergradesintheundergraduatecatalog(p.27)andgraduatecatalogbutleavesthesubstantivemeaningofthesestandardstothediscretionofindividualfacultymembers.Thus,theprimaryguarantoroftheintegrityofgradesistheprofessionalismofthefacultymember,andsecondarilyistheUniversity’spoliciesandprocessesforhiring,retaining,andsupportingcapableandresponsiblefaculty.Insomecolleges,acollege-widecurriculumcommitteereviewsthescopeandnatureofacourseinrelationtothenumberofcredithoursitearns.Inothercolleges,departmentsaddressthisrelationship.Thecatalogcontainstheacademicappealprocesswherebyastudentmaydisputeagradeonaparticularassignmentorforanentirecourse(pp.33-34).TheUniversityhasapolicyonacademicintegrityandaprocesswherebytoaddressallegedviolationsofthatpolicy.Thecatalog(p.38)andtheUSMwebsitedescribethatpolicyandprocess.

Thegreatmajorityofcoursestaughtforcreditviadistanceeducation,inContinuingEducation,ineveningsessionsorinWeekendCollege,aretheverysamecoursesofferedthroughtraditionalon-siteanddaytimemethodsatUSM.USMdoesnotdistinguishamongdeliverymethodsforthepurposeofvettingcoursesindepartments,schools,ortheCurriculumReviewCommittee.Relevantfacultyandadministratorsusetheapprovalprocessemployedfortraditionalcoursestoevaluatecoursesofferedviaalternativemethods.Theinstructorsindistance,ContinuingEducation,evening,andWeekendCollegecoursesareregulartenure-systemfacultyorregularpart-timefacultyattheUniversity.

USMacceptscourseworkintransferonlyfromregionallyaccreditedinstitutionsintheUnitedStatesandinternationalinstitutions.AUSM-approvedtranscriptanalysisagencyevaluatesallinternationaltranscripts.USMacceptsforcreditcourseswithgradesof“C-”orhigher;thetranscriptdisplaysthesecourseswithgrades.TheUniversitydoesnotusetransfergradesinthecalculationofthestudent’sGPA,unlessthereisaspecificarticulationagreementinplacestatingthattheUniversitywillusetransfergradeswhencalculatingtheGPA(i.e.NationalStudentExchange).AppropriatefacultiesanddepartmentsdetermineUSMcourseequivalencies.(Seepage12in2009-2010UndergraduateCatalog.)StudentshavetheabilitytoviewtheirtransfercreditevaluationsonlinethroughtheStudentServicesCenterinMaineStreet.Transfercourseequivalencyinformationisavailabletocurrentandprospectivestudents,asisinformationaboutarticulationagreements.TheUniversity’sResidenceRequirementstipulatesthatstudentsmustcompleteatUSMaminimumofthirtycredithours,includingatleastninehoursinthemajorfield.

Graduateprogramslimittheawardofgraduateleveltransfercredit,asindicatedintheGraduateAdmissionspolicy.

APPRAISAL

Approximatelyfifteentotwentypercentoffull-timeundergraduatestudentsgraduateinthe


http://usm.maine.edu/pla/

http://usm.maine.edu/catalogs/undergraduate

http://usm.maine.edu/catalogs/graduate/index.htm

http://usm.maine.edu/ocs/policy.html

http://www.wes.org/


https://peportal.maine.edu/psp/PAPRD89/EMPLOYEE/EMPL/h/?tab=PAPP_GUEST

http://www.maine.edu/prospective/transfer-articulation.php

http://usm.maine.edu/catalogs/undergraduate/policies.htm#p15

http://www.usm.maine.edu/grad/admission.html



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traditionalfouryearwindow,butthemajorityofUSMundergraduatestudentsareonafiveorsixyear“plan.”Eachacademicdepartmentoffersrequiredandelectiveclassesonaregularbasisbutsomeofthesmallerprogramsuseatwo-yearrotationscheduleinupperdivisionclassesbecauseofthefewer-than-twelveminimumenrollmentrequirementestablishedbytheUMSBoardofTrustees.Graduateprogramsfollowthesameproceduresasundergraduateprogramsbutvaryinlengthandinthesisornon-thesisrequirements.

TheUniversityneedstoassessitsuseofclearlystatedcriteriaforassessingstudentlearningandachievement.Also,USMneedstocheckwhetheritsprogramsusethecoursenumberingmechanismconsistentlyoreffectively.TherearenoUniversity-widecriteriaforwhatcountsasa2xxcoursevs.3xx,etc.Therearesomeprogramswhereall3xxcourseshaveprerequisitesatthe2xxor1xxlevel,andsomewheretherearefewornoprerequisitesatanylevel.Insomecolleges,therearecollege-widecurriculumcommitteesthatsometimesplayarolerelevanttothesematters.Somecollegeshavenosuchcommittee,andthereisnoUniversity-leveloversightrelevanttoStandard4.32.

ThePriorLearningAssessment(PLA)programattheUniversityofSouthernMaineistheoldestandmostcomprehensiveprogramwithintheUniversityofMaineSystem.Theofficeservicesabouttenpercentofthestudentpopulationinadditiontomanyinthecommunity.TheUMSystemandtheStateofMainedepartmentsofLaborandEducationregardthePLAprogramasamodel.ThestateofMaineawardedthe“BestPractice”labeltoUSM’sPLAprogram,alongwiththatoftheUniversityofMaineatAugusta.

Thoughthecatalogstatementofstandardsfordetermininglettergradesseemsquiteclearandconcrete,inrealitythescopeandqualityofworkrequiredtoearnagivenlettergradeinacourseisnot(andperhapscouldnotbe)rigorouslyandclearlydefinedinawaythatwouldapplytoalltherelevantdisciplines.USMisnotcurrentlyusinganysystematicevidenceonthedistributionofgrades,thoughitisinprincipleavailable.Theprocesswherebystudentsmaydisputeagradeonanassignmentoronacourseseemsreasonableandthecatalogandthewebsiteclearlydocumentit.Thepoliciesandproceduresfordealingwithcasesofallegedacademicdishonestyseemsoundandreasonable.Thecatalogstatementofthepolicyisclearandcomprehensive,thoughitwouldbehelpfultoaddalinktorelevantmaterialontheUSMwebsite.(Seepp.36-37ofUSMUndergraduateCatalog)

Departmentsdonotconsistentlyintegratepart-timefacultymembersteachinginoff-campusvenuesintodepartmentalconversationsaboutcurriculum.Theyalsodonothaveformalprocessesinplacetoassesstheuseofnon-traditionaldeliverymethods,suchasITVandonlineinstruction.TheUniversitydoesnothaveacoherentplaninplaceforitsoff-campuscenters.

The2009-2010UndergraduateCatalogclearlydescribesCertificateProgramsundertheappropriatemajors(e.g.page165liststheundergraduateCertificateinAppliedGISundertheGeography-AnthropologyDepartment).

ThedeansanddepartmentsverifytheResidenceRequirementaspartofthegraduationcertificationprocess,butthereisnomechanisminplacetovalidatethepercentageofintermediateandadvancedlevelcoursescompleted.Forprogramsthatrequiremorethan120credithours(i.e.IndustrialTechnology,ElectricalEngineeringandMechanicalEngineering),thecompletionofaminimumof30

http://www.usm.maine.edu/catalogs/graduate/

http://usm.maine.edu/catalogs/undergraduate/index.htm


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credithoursdoesnotensurethatthestudentwillcompleteatleastone-fourthofhis/herundergraduateprogramatUSM.TheSchoolofBusiness,partlybecauseitisAACSBaccredited,clearlystatesonpage283ofthe2009-2010UndergraduateCatalogthat“atleast50%ofcredithoursappliedtothemajormustbetakenatUSM.”TheDepartmentofCommunicationandMediaStudiesallowsstudentstotransferamaximumof12creditsintothemajor(seepage127ofthe2009-2010UndergraduateCatalog),thusensuringthatastudentwillcomplete24creditsatUSMtowardtheCommunicationmajoror33creditstowardtheMediaStudiesmajor.Allprogramsclearlyspecifythenumberoftransfercreditsallowed(seecatalog).

PROJECTION• USMshouldsupportdepartmentsandprogramsinmaintainingandobtainingexternal

accreditationwherethatisavailableandrelevanttotheirofferings.Wherenorelevantaccreditationframeworkexists,closerattentiontotheexperiencepost-graduationstudentshaveinseekingemploymentorinapplyingforgraduateprogramsmayserveasaproxyforinternalrigorofthekindStandard4.32seekstopromote.

• Somedegreeprogramsnowincorporatepriorlearningassessment(PLA)toallowstudentstosavetimeandmoneyandtogainflexibilityintheirscheduling.Givenmarketdemand,andwithever-greateracceptancebythefacultyandadministration,PLAoptionswillcontinuetoseegrowth,especiallyattheundergraduate.

• TheUniversitywillensurethat,asnon-traditionaldeliverymethods(suchasITVandonline)proliferate,assessmentofsuchmethodswillkeeppace.

• USMwilldevelopaclearmission,supportedbyfacultyandadministrators,fortheoff-campuscenters.Theoff-campuscenterswillcontinuetoplayanimportantrolebecauseprogramswillbestrategicaboutthecoursestheyofferatthecenters.

ASSESSMENT OF STUDENT LEARNING

DESCRIPTION

EveryundergraduateandgraduateprogramatUSMcollectsandusessomeassessmentinformationforprogramimprovement.Dataaregatheredandinterpretedatthecourse,program,andinstitutionallevel.ThemostcommonlearningoutcomesforundergraduateandgraduateprogramsatUSMarelistedintheattachedassessmentinventory.

Assessment Methods

The2008inventoryofallUSMprogramsshowedthatthemostcommonassessmentmethodis“curriculum/prerequisitereview”whichwasreportedby98%oftheprogramchairs.Programsalso“reviewcourseevaluationresults”(93%)and“obtainfacultyfeedback,informallyorformally”(90%).Inaddition,manyundergraduateprogramscollectinformationby“obtainingstudentfeedbackthroughsurveys”(85%).Themostcommonassessmentmethodsingraduateprogramsare“curriculumreview”(100%),“reviewofcourseevaluationresults”(91%),and“obtainingstudentfeedbackusingsurveys”(91%).Manyprograms(87%)reportthatthey“obtainfacultyfeedback”and“examinestudentgradesinrequiredcourses.”





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CurrentlytheOfficeofAcademicAssessmentatUSMcollectsinstitutionalassessmentdatabyusingsurveys.ItusesbothquantitativeandqualitativesurveydataaboutstudentlearningandstudentexperiencesatUSM.TheOfficecompletesreportsannuallyandmakesthemavailableontheUniversitywebsite.ItdistributesreportstoDeansandDepartmentHeadstocreatecampusdialogueandtospurprogramimprovement.Theuniversityusesavarietyofassessmentmethods,includingtheNSSE(NationalSurveyofStudentEngagement),anEYEProgramAssessmentQuestionnaire,aGraduatingSeniorsSurvey,andaProgramAssessmentSurvey.

AlargepercentageofundergraduatedegreeprogramsdisseminatethedatathattheUniversitycollectsontheirprograms.Almostall(98%)reportedhavingformalmeetingswiththeirfaculty.TheresultsoftheInventoryshowthatalldepartmentshavemadecurriculumimprovementsrecently(100%),andmanydepartmentshavemadeimprovementsinpedagogy(85%)andintheirdepartmentaladvising(80%)inresponsetoassessmentdata.Alargepercentageofgraduateprogramsdisseminatetheirdatabyhavingformalmeetingswiththeirfaculty(91%).Inaddition,91%reportthattheyhavemade“curriculum”improvementsandimprovementsin“departmentalpolicies”(83%)recently.(AssessmentInventory)

Institutional Support for Assessment

TheUniversityOfficeofAcademicAssessment,withthreefull-timestaff,providessupportservicesforcourse,program,andinstitutionalassessment.TheDivisionofAcademicAffairsisdesigninganofficeofInstitutionalResearchandAssessment,andinJanuaryof2011completedasearchforadirector.BecausetheGeneralEducationCouncil(asubcommitteeofthefacultysenate)hasresponsibilityforassessmentofGeneralEducation,faculty,notadministration,hastheseassessmentresponsibilities.The2009strategicplanplacesstudentengagementattheforefront,suggestingacommitmentonthepartoftheinstitutionalandacademicleadershiptoassessmentandimprovementinthisarea.

During2008-2009,theCollegeofArts&SciencespilottestedanewUSMreviewprocess,articulatedinadocumenttitled“ProceduresforAcademicProgramReview.”Thenewformatcentersonstudentlearning,andrequiresunitsatalllevelstoidentifyvitaloutcomesforstudentlearningandtoidentifykeyperformanceindicatorsagainstwhichtogaugestudentlearningprogress.Includedintheseperformanceindicatorsisprogresstowarddegree,measuredbybothprogrampersistenceandgraduationrates.

APPRAISAL

Avarietyofadministrativestaffandfacultyacrosstheunitsusemultipleassessmentmethodstogatherandanalyzeinformationaboutstudentlearning.Asignificantmajorityofprogramsandmajorshavemadechangestocurriculum,policies,orpedagogyinresponsetosuchdata.Insomecontexts,programsareusingassessmentdatareflectively,butthethreelevelsofassessment(course,program,andinstitutional)arenotintegratedacrossallprogramsattheUniversity.

ThelearningoutcomesarticulatedbyprogramsatUSM—outcomesappropriatetoaliberalartseducationandprofessionalpreparationattheundergraduateandgraduatelevel—revealtheUniversity’scharacterasaregionalcomprehensiveuniversity.Further,theseoutcomesreflectUSM’smissionof




33

fosteringcriticalinquiryandadvocatingdiversityandcommunityinvolvement.Theassessmentinventoryshowsthatmorethanhalfoftheinstitution’sdepartmentsandmajorswouldliketogathermoredatathantheyare,particularlythroughfocusgroups,exitinterviewswithseniors,andalumnisurveys.Currently,thereisnotacampus-wideformalprocessforcollectinginstitutionaldatausingdirectassessmentmethods(essays,portfolios,exams,researchprojects,etc).

PROJECTION

• Programswillintegratethethreelevelsofassessment--course,program,andinstitutional—acrosstheuniversityby2014.

• Departmentsandmajorswillgathermoredataonstudentsuccess,usingfocusgroups,exitinterviewswithseniors,andalumnisurveys,by2014.

• TheOfficeofAcademicAssessmentwillcreate,by2014,acampus-wideformalprocessforcollectinginstitutionaldatausingdirectassessmentmethods(essays,portfolios,exams,researchprojects,etc).


TheUniversityreliesonitsfacultyforevaluatingthequality,integrityandeffectivenessofitsprograms.Variousstaffunits,suchastheRegistrar’sofficeandtheOfficeofAcademicAssessment,assisttheminthistask.TheProvostandPresident’sofficesalsoplaysignificantrolesinthe“macro”evaluationoftheUniversity’snumerousprograms.

TheProvostandPresidentarecurrentlyexaminingtheeffectivenessofalltheUniversity’sacademicprograms,usingamorecentralizedandrigorousprocess.Theaimistoeliminateineffectiveprograms,strengtheneffectivebutunder-resourcedones,andaddnew,potentiallyeffective,ones.ThereislittledoubtthatthisprocesswillcontinuewellintothefutureandbecomeapermanentwayofoperatingatUSM.

STANDARD5:FACULTY

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Standard 5: Faculty

The institution develops a faculty that is suited to the fulfillment of the institution’s mission. Faculty qualifications, numbers, and performance are sufficient to accomplish the institution’s mission and purposes. Faculty competently offer the institution’s academic programs and fulfill those tasks appropriately assigned to them.

“Through its undergraduate, graduate and professional programs, USM faculty members educate future leaders in the liberal arts and sciences, engineering and technology, health and social services, education, business, law and public service. Distinguished for their teaching, research, and scholarly publication and creative activity, the faculty are committed to fostering a spirit of critical inquiry and civic participation. USM embraces academic freedom for students, faculty, and staff, and advocates diversity in all aspects of its campus life and academic work” (USM mission statement).

OVERVIEW

Adynamicfacultyisnecessarytomeetthemissionoftheuniversity:USMplaceslearningatthecenterofitsmissionandnewstrategicplan,PreparingUSMfortheFuture,2009-2014.FacultyarecrucialtoUSM,particularlyastheysetthetoneforavibrantintellectualcommunity.USM’smissionrequiresfacultywhoareeffectiveteachers,activescholars,andengagedcommunitymembers.AsareflectionoftheUniversity’sabilitytorecruitandretainhighlyqualifiedandproductivefaculty,USMprofessorsareconcernedaboutthequalityofinstruction,thesignificanceoftheirresearch,scholarship,andcreativeactivity(RSCA),andthepreparationofgraduateswhomeettheregion’sneeds.Inaddition,facultyareregularlyrecognizedforexcellenceintheirfields.In2010,forexample,DistinguishedProfessorJoeConfortiwaspresentedwithaprestigiousawardfromtheMaineHumanitiesCouncil,AssociateProfessorLorrayneCarrollwasawardedtheMaineCampusCompactAward,ProfessorDavidJoneswasgiventheOutstandingEducatoroftheYearAwardbytheNewEnglandTherapeuticRecreationAssociation,AssociateProfessorLindaMeyerwaspresentedwiththeAnnualTherapeuticRecreationServiceAwardbytheMaineRecreation&ParkAssociation,ProfessorRoseMarascowasbeennamedUSM’sthirdDistinguishedProfessor,AssociateProfessorEdCollomwasawardedthefirstProvostResearchFellowship,ProfessorRichardMaimanwasnamedaFulbrightScholartolectureattheCentreforHumanRightsintheLawDepartmentoftheUniversityofPretoriaintheRepublicofSouthAfrica,AssociateProfessorKenJoneswasnamedaFulbrightScholartostudyeducationalreforminIndia,andAssistantProfessorClareBatesCongdonwasawardedaNationalScienceFoundation“CAREER”grantdesignedtosupporttheworkofteacher-scholarswhomosteffectivelyintegratetheirresearchwiththeeducationofstudents.

DESCRIPTION

Full-timefacultyhaveappointmentsattherankoflecturer,instructor,assistantprofessor,associateprofessor,andprofessor(FacultySenateUniversityGovernanceConstitution,p.3).Thepart-timefacultyincludes“allpersonswhoteachcreditcoursesorcreditequivalentdevelopmentalorbasiccoursesandwhohavebeensoemployedforatleasttwosemestersofthefourimmediatelyprecedingsemesters(fallorspring)andwhoaresoemployedinthecurrentsemester”(FacultySenateGovernanceConstitution,p.3).

http://www.usm.maine.edu/spp/

http://usm.maine.edu/accreditation/documents/faculty/Preparing_usm_for_the_Future_June_09.pdf

http://usm.maine.edu/accreditation/documents/faculty/usm_governance_document.pdf



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InFY2010,therewereatotalof356full-timefacultyand275parttimefaculty(Standard5DataFirstForm).

Eighty-fourpercentoffull-timefacultyholdaterminaldegreeintheirrespectivedisciplines.QualificationssuchastrainingandcredentialsaredocumentedinindividualCVsandinunitrecords.Seventy-fivepercentoffull-timefacultyatUSMaretenured.

ExceptfortheSchoolofLawfaculty,whoaregovernedbytheseparateLawFacultyPersonnelPoliciesapprovedbytheBoardofTrustees,full-timefacultyarerepresentedbyAssociatedFacultiesoftheUniversitiesofMaine(AFUM)andpart-timefacultyarerepresentedbyPart-TimeFacultyAssociation(PATFA)(InformationReporting,HR2008data).Eachunion’scontractarticulatestheirrespectivefaculties’responsibilities.TheAFUMcontract(article10)states,“Theworkloadofunitmembersshallconsistofteaching,research,University,andpublicservice.Themixofteaching,research,University,andpublicserviceresponsibilitiesvariesamongcampuses,colleges,divisions,departments,andunitmembers.Themajorbasisfordeterminingthecompositionofaunitmember’sworkloadshallbedepartment,divisionorotherappropriateunitresponsibilitiesandneeds,collegeneeds,individualcompetenciesandthepastworkloadofanindividualunitmember.”(AFUMcontract)Oncehired,thefacultymember’sspecificresponsibilitiesandtermsandconditionsoftheinitialappointmentareoutlinedintheappointmentletter(UMSAdministrativeProceduresManual)Eachunitdeterminesthespecificsoftheserequirementswiththeapprovaloftheirrespectivedeansordirectors.

AverageUSMfull-timefacultysalariesareAssistantProfessor-$57145,AssociateProfessor-$72915,Professor-$92950(Standard5DataFirstForm).AmongacademiccollegesatUSM,averagesalaryvariesfromalowof$58463atLewiston-AuburnCollegetoahighof$104152attheSchoolofBusiness(InformationReporting-HumanResources).AdditionalbenefitsincludeUSMcontributionstofacultyretirementaccountsandhealthinsurancepremiums(AFUMContract).

Facultysearches,whichmustbeapprovedbytheDeanandProvost,beginwithformalrequestsattheprogramordepartmentlevel.Onceapprovedfacultysearchesmustfollowspecificprocedures.Asignificantgoalinfacultyrecruitmentisachievingadiverseworkforce.Tothisend,USM’sDirectorofEqualOpportunityeducatesandworkswiththesearchcommitteesothatallmaterialsrelatedtothesearchareinvitingtoadiverserangeofcandidatesandsothatthesearchappealstoabroadanddiversepopulationofscholars.

FacultyDemographicsPartTimeFaculty

*Source:Standard5DataFirstForms10/5/2010

FullTimeFaculty

http://usm.maine.edu/accreditation/documents/faculty/afum_contract_2007-2009.pdf


http://www.maine.edu/system/asa/adminprocman.php#Anchor13

http://usm.maine.edu/accreditation/documents/faculty/standard_5_data_first_forms.pdf


http://www.usm.maine.edu/hrs/empserve/

STANDARD5:FACULTY

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Tenure-trackfacultyaregenerallyhiredfora6-yearprobationaryperiod,duringwhichtheyworkonaseriesof1-and2-yearcontractswithevaluationseachyear.Unlesstheprobationaryperiodisextendedfor1yearforexceptionallifecircumstances,tenure-trackfacultyareconsideredfortenureintheirsixthyearofserviceatthelatest.Theevaluationofeffectivenessoffacultyisprimarilycarriedoutthroughthetraditionalpeerreviewsystemoftenureandpromotionbasedondepartment/programcriteriain4areas:teaching,scholarship,universityandcommunityservice.Thereisalsoaquadrennialpost-tenurereviewprocess.TheUniversityofMaineSystemAdministrativeProceduresManualandtheProvost’swebsiteprovideinformationontheprocessesandcriteriaforpromotion,tenureandpost-tenurereview.

Facultyintegrityandresponsibilitiesregardingthetreatmentofbothpeopleandpropertyareimportanttothefunctioningoftheuniversity.Policiesandpracticesrelatedtopersonnelactions,sabbaticalsandotherleaves,outsideemploymentandconflictsofinterests,workrelatedtravel,coursemanagement,academicintegrity,academicappeals,handlinggradedwrittenmaterials,confidentialityofstudentrecords,diversityandsexualharassmentcanbefoundintheUSM Faculty Handbook.

APPRAISAL

USMusesfull-andpart-timefacultytofulfillitsmission;facultyineachunithavetheeducation,qualifications,experience,andcredentialsnecessaryandappropriatetotheirteachingassignmentsandscholarshipandserviceexpectations.Incontrast,thepercentageoffacultywhoaremembersofethnicminoritygroupsisthelowestintheUniversityofMaineSystem(average=5.1%;range=4.1%to11.4%)(UniversityofMaineSystemFacultyandTenureStatistics).ThislackofethnicdiversityisparticularlyproblematicconsideringUSM’slocationinPortland,themostdiversecity/areainMaine.Thoughinthelastfiveyears,USMhasincreasedthediversityofitsfacultyintermsofrace,gender,andethnicity.

Facultyresponsibilities,asoutlinedinthevarietyofdepartmental/AFUM/administrativedocumentsaccordwellwithUSM’smissionstatement,whichhighlightsteachingandresearchasdistinguishingfeaturesofourfaculty.

Witha15:1student-to-facultyratio(USMataGlance,2009),USMcomparesfavorablytootherinstitutions.ThissuggeststhatUSMhasanadequatenumberoffacultytofulfillitsmission.Thatbeingsaid,thenumberoffull-timefacultyisindecline.Therehasbeenadecreaseinthenumberoffull-timefacultyineachofthelastthreeyears.Inadditionthetotalfacultyhasbeenreducedfromhighof693totalfacultyinFY2007toitscurrentlevelof631.(Standard5DataFirstForm.)Thistrendisbeingreversed.New,full-timefacultywerehiredin2010andadditionalhiresareexpectedin2011.

Currently,therearenodocuments,policiesorproceduresinplacetoassessfacultyworkloadorevenhowitisdefinedbeyondthebroadandvagueAFUMdefinition.WhiletheworkloadisdescribedintheAFUMcontract,thespecificdetailsofeachfacultymember’sassignmentsareestablishedbyeachunit(department,programorcollege)tomeetthegoalsandmissionoftheacademicunitaswellastheuniversity.Themixofteaching,researchandservicevariesbyuniversity,collegeanddepartment.Thisposessomedifficultyindevelopingastandardworkloadastherearedifferencesindepartmentalresponsibilitiesaswellasdifferencesbetweendisciplines.Theevaluationoffacultysuccessoccursthroughthepeerreviewoffacultyduringthetenure,post-tenure,andpromotionprocess[Article9&10,AFUMcontract].Whilethiswouldbeanappropriatetimetoappraiseanindividual’sassignmentorworkload,it


http://usm.maine.edu/prov/faculty_resources/Personnel/


http://usm.maine.edu/accreditation/documents/faculty/ums_faculty_and_tenure_statistics 08-09.pdf

http://usm.maine.edu/accreditation/documents/faculty/usm_at_a_glance_2008-2009.pdf




37

seldomoccursandreappraisalsofassignmentsarerare.Oneimpedimenttoreappraisingassignmentsisthatreleasetimeisnotdefinedorquantifiedandreplacementcostsarenotcalculated.

Thedecreasingnumberoffull-timefacultyandthereductioninsupportstaffhasincreasedtheadministrativeburdenoffaculty.Anumberoftasksformerlyperformedbystaffarenowdonebyfaculty.Thereisalsoanincreaseddemandforthetimeandresourcesoffull-timefacultywithregardtostudentadvising,programmaticandcurricularmanagementanddevelopment,andUniversityandcommunityservice.Themovetowardprovidingon-lineclassesdemandsmoretimefromfacultyasdoesthenewGeneralEducationprogram,whichrequiresthedevelopmentofnewcoursesusuallyoutsideofthoserequiredbydegreeprogramswithinwhichallfacultyteach.Thesenewandincreaseddemandsuponfacultyhaveoccurredwithoutanyreconsiderationofworkloadortheimpactonafaculty’sabilitytoadvisestudents,maintainafullteachingload,andmaintainhealthyscholarlyactivities.

The6-yearprobationaryperiodatUSMpriortotenureisstandardacrosstheUMS(AFUMContract),andsimilartootherareainstitutions.Thecontractprovisionallowingextensionoftheprobationaryperiod,whilenew,shouldprovideaddedsecurityfornon-tenuredfacultymemberswithfamiliesandmayproveparticularlyhelpfultofemalefacultymembers.ThefractionoftheUSMfull-timefacultywhoaretenuredisthe2ndhighestoftheUMSinstitutionsandgreatlyexceedstheaverageforfacultynationally(UniversityofMaineSystemFacultyandTenureStatistics).

ComparedtootherNewEnglandinstitutions,USMsalaries,onaverage,areabout$3,000lessforAssistantProfessors,$5,000lessforAssociateProfessors,and$15,000lessforProfessors.However,theseNewEnglandaveragesincludeprivatecolleges&universitiesthathavehistoricallyhigherpayscalesthandopublicinstitutions.Comparedtopublicuniversitiesnationwide,USMsalariesfallmidwaybetweentheaverageforCategoryIIA(Master’sgranting)andCategoryI(Doctoral)institutions(AAUPFacultySalarySurveyReport).

Full-timeUSMfacultyworkwithan“academicstandard”levelofjobsecuritydespitecurrentuncertaintiesrelatedtoinstitutionalreorganization.MaintainingthissecurityallowsUSMtobeacompetitiveemployer.ThisshouldcontributetoUSM’sabilitytoattractandretainfaculty–includingfemaleandethnicminorityfaculty.Theprovisionforextensionoftheprobationaryperiodforextraordinaryfamilycircumstancesmayhelpimprovethenumberoffemalefacultyandthefractionofthosefacultywhoaretenured.

PROJECTION

Eachunitshouldcalculateitscapacitytofulfilltheuniversity’smissionbasednotsolelyonstudentcredithours(towhichPTfacultycontribute),butalsoonexpectationsofscholarship,advising,anduniversityandcommunityservice.Toensureequityacrossunitsinthisprocess,Deansshouldreviewtheequityofwork-loadsoffull-timefacultyintheircollegeinconsultationwithchairsandAFUM.

TheProvostshouldmaketheselectionoffacultysearchestransparentsothatfacultyunderstandwhysomesearcheswereapproved,othersnot,andsomeapprovedandthenlatercancelled.AnecdotalevidencesuggeststhatfailedsearchesarenotuncommonatUSM.Dataonfailedsearchesandjobofferpackages(bydiscipline)couldshedlightonotherareasinwhichUSMcouldimprovefacultyrecruitment.WhilestartuppackagesareanimportantrecruitmenttoolandareavailableatUSM,thesedataare




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notwidelyavailablenoristhereanassessmentastowhysearchesfailortheeffectsthereof.AbetterunderstandinganduseofthisdatacouldhelpachievetheUSMStrategicPlan’sgoaloffurtheringtheUniversity’sCommitmenttoDiversitybyrecruitingandretainingadiversefaculty.

Thoughonly24%offullprofessorsarefemale,49%and50%ofassociateandassistantprofessorsarefemale.ThistrendsuggeststhatUSMismovingtowardgenderequitybuttheOfficeofCampusDiversityandEquityshouldcarefullymonitorthepercentageoffemaleprofessorstoensurethisprocessisworking.

TheProvost’sOfficeandacommitteecomprisedoffacultyshouldgatherinformationtoevaluateiffacultyworkloadsareconsistentwiththeUniversity’smissionandpurpose.Aspartoftenureandpost-tenurereviews,facultyworkloadsshouldbere-evaluatedonaroutinebasis,particularlysincehiringfreezes,stafflayoffs,andincreasedparttimefacultyteachingatUSMhaveallincreasedfulltimefacultyworkloads.

TEACHINGANDADVISING

DESCRIPTION

Bothfullandpart-timefacultyteachcoursesatUSM.Somecollegesand/orprogramsrelyheavilyonpart-timeinstructorstodelivertheircourseswhileothersemploypart-timeinstructorsminimally.Forexample,only5%ofthecoursesintheMuskieSchoolofPublicServicearetaughtbypart-timefacultycomparedto57%intheCollegeofNursingandHealthProfession(CONHP)(HRInfoReporting).TheprofessionalcollegessuchasCollegeofEducationandHumanDevelopment(CEHD)andCONHPandsomeprogramssuchastheSchoolofMusicemploypart-timefacultybydesign;asactivepractitionersinthefieldtheyarevaluableresources.Afewprogramsincludeateachingassistantship(TA)aspartofaGraduateAssistantship.SomeTAsareforgraduatecoursesandsomeTAsareforundergraduatecourses.

CoursesaretaughtatUSMtwelvemonthsayearthroughabroadrangeofdeliverysystemsincludingface-to-facecoursesofferedoncampus,face-to-facecoursesofferedoff-campus,andcoursestaughtviadistancetechnologiesandon-line.Campus-basedcoursesaretaughtinclassroomsequippedwitheducationaltechnology.Nearlyallofthe132classroomsonthethreecampusesareequippedwithdataprojectorsandDVD-VCRcombinationunits.Inadditiontoclassrooms,theuniversityhasconferencerooms,laboratories,lecturehalls,andperformancerooms(AudiovisualandMediaServices).Inthefall2009semester,118courseswereofferedonline,viablended(onlineandon-ground)orotherdistancetechnologies(e.g.,instructionaltelevision,videoconferencing).Thenumberofonlineandblendedcoursesbeingofferedinthespringsemesterof2010willincreasetoatotalof155(CTEL).AnotherwaystudentslearnatUSMisthroughtravelcourseswhicharemostlyofferedduringthesummer.Since2005anaverageof168studentshaveenrolledinsummertravelcourseswithexperiencesinBelgium,Spain,Latvia,Greece,China,andelsewhereintheworldandduringthewintertermtheCollegeofNursingandHealthProfessionssponsorsaservice-learningcourseintheDominicanRepublic(averageenrollment=32)(OfficeofInternationalPrograms).

TheFacultyHandbooklaysouttheminimalexpectationsoftheCourseSyllabusasanimportantcomponentofafacultymember’srelationshipandobligationstostudents.ItalsoprovidesinformationonHandlingConfidentialInformation.



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Followingcoursedelivery,facultyteachingisevaluated.AccordingtotheUSMCriteriaforTenureandRanks,effectiveteachingisstatedtobethemostimportantcriterionforobtainingtenure.TheimportanceofandneedforstudentevaluationoffacultyinstructionisprominentinawidearrayofdocumentsincludingtheAFUMContract,UMSAdministrativeProceduresManual,USMCriteriaforTenureandRanks.Allpreandposttenurereviewsrequireasummationofquantitativeandqualitativestudentevaluationsofeachcoursetaughtbythefacultymemberunderreview.End-of-coursewrittenstudentevaluationshavelongbeenstandardoperatingprocedureatUSM.Bothquantitative(Likert-typescale)andqualitative(open-ended)measuresareused.Aspartofpromotionandtenurereviewprocedures,facultydocumenttheirteachingandsummarizetheirteachingevaluationscores(SeethePersonnelActionApplicationontheProvost’swebpage).Theresponsibilityforevaluatingpart-timefacultyrestsatthedepartmentorprogramlevel.

TheimprovementofteachingatUSMissupportedthroughavarietyofmeans.Peerreviewoffacultyevaluationsisone.Asnotedinthe2009InventoryofDepartmentalAssessmentActivities,98%ofdepartmentsthatrespondedconductedareviewofcourseevaluationsinformalmeetings/discussionswithallormostdepartmentfaculty.Peerobservationofteachingisencouragedaspartoftenureandpromotionandpost-tenurereviewprocessesinseveralschoolsandcolleges.Additionally,twocurrentemphasesonfacultyprofessionaldevelopmentarerelatedtoteachingonlineandinthegeneraleducationcurriculum.Currently,theCenterforTechnologyEnhancedLearning(CTEL)issupportingfacultyprofessionaldevelopmenttoteachonline.CTELhasseveralsmallgrantprogramstosupportthiswork.Theseincludeindividualizedfacultysupportfromcoursedesignersaswellassmallgrantsforfacultyandprograms(e.g.,Sloan-CGrants,CourseDevelopmentGrants,EmergingTechnologiesGrants).Inpreparationforthefullimplementationofitsnewcorecurriculumin2011,throughaDavisFoundationGrantUSMhasbudgeted$30,000forfacultydevelopment,and$75,000forassessmentactivities.(DavisFoundationGrantAllocationsforUSMcoreimplementation2009-2012).ProfessionaldevelopmentatUSMisalsosupportedintheindividualcolleges.Facultydevelopmentfundsinsomecollegessupportfacultytoattendconferencesandworkshopsaimedtowardtheimprovementofteaching.

Asapartoftheirteachingandmentorshipofstudents,facultyencouragestudentscholarlyandcreativeachievement.USMstudentshaveanopportunitytodisseminatetheirscholarshipeachspringbywayofthe“ThinkingMattersconference.”Onaveragemorethan200studentspresenttheirworkthroughpanelpresentations,symposia,andpostersessions.Inthefallof2010asimilarprogramentitled“CivicMatters”wasbegunforservicelearningandcommunity-basedprojects.Astudent-ledmagazineentitledWordsandImagesprovidesanoutletforthepublicationofcreativewritingandvisualart.Similarlystudentsintheperformingartsparticipateinsuchcreativeactivityastheatre,concerts,andexhibits.

Full-timefacultyareexpectedtoshareintheadvisementoftheirmajors,aidedbyStudentSuccessCenters,whichwereestablishedinfall2009andtheon-line“AdvisingNetwork,”whichcontainsaseriesofmodulestotrainfacultyonadvisingandtoacquaintthemwiththemostrecentadvisingresources.FacultycanalsoaccesstheiradviseesviaMaineStreetemaillists.Facultyareexpectedtokeepregularofficehoursandbeavailableforstudentappointments;respondtostudentconcernsandquestionsregardingacademicissues;approvecourseselectioninkeepingwithUSMrequirements;monitorstudentprogresstowardadegree;anddocumentaccurateadvisingrecordsandmeetingnotes.Theapproachestoacademicadvisingvaryacrosscampusbydepartmentsandprogramsasdoesthefacultyadvisementload.Somedepartmentshaveahighstudent-to-facultyadvisingratioof25:1forundergraduatestudentsinadditionto

http://usm.maine.edu/accreditation/documents/faculty/USM_tenure.pdf








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graduateadvisees.

APPRAISAL

Studentshaveopportunitiestostudywithfacultyduringtheirundergraduateandgraduatedegreeprogramsandthusbenefitfromthetalentandexperienceofawiderangeofinstructors.However,insmallerdepartmentsstudentsmaynothavecontactwithmorethanafewfacultywhoteachintheirmajor.Theuseofpart-timefacultyisdeterminedbytheadministrativeunitordepartmentasnecessarytomeetUSM’smission,thoughwithincreasingbudgetconstraintsdirectivesdemandingthereductionofPTfacultyarepasseddownfromtheProvostandDeantodepartmentchairs.

Theextenttowhichpart-timefacultyareintegratedintothedepartmentsvariesacrosstheuniversity.Sincepart-timefacultyareresponsiblesolelyforteaching,manyprefernottoattenddepartmentmeetingsorengageincommitteework,thoughsomecertainlydo.Initiativesandprogramstargetingpart-timefacultyprofessionaldevelopmentvaryacrosscolleges.Opportunitiesrangefromtheexistenceofpart-timeinstructorhandbooksorpacketstospecialpart-timeinstructormeetingsandtrainings,closesupervisionand/orclassobservations.Somegrantopportunitiesrelatedtoteaching,suchastheCTELonlinecoursedevelopmentgrantsareavailabletopart-timefaculty.Theyalsohaverepresentation(albeitminimal)ontheFacultySenate.Andthoughnottenured,part-timefacultyjobsecurityincreaseswithseniorityandAcademicYearAppointments.(PATFAContract,FacultyHandbook).

TAshavebecomeanessentialandintegralelementfordeliveringtheundergraduatecurriculuminsomeprograms.Thoughtheyaregenerallyusedtoassistprofessors,inthecaseofthebiologyprogram,forexample,theyareresponsibleforinstructinglaboratorysections.SinceTAsarerelativelynewatUSMandtheinstitutionhasastrongtraditionoffull-timefacultyteachingcourses,includingintroductorycourses,theintroductionofTAstocoursesisbeingcarefullyandthoughtfullymonitored.

WhileUSMisarelativenewcomertoonlineeducationincreasingnumbersoffullandpart-timefacultyareteachingtechnology-assistedcourses.Hence,studentsatUSMhaveopportunitiestotakecoursesinawidevarietyofformatsincludingon-ground,online,blended,andexpeditionary.

Currently,anumberoftoolsarebeingusedtoevaluateteaching.ThespecificinstrumentusedforStudentEvaluationsistailoredbyeachacademicunittosuititsneeds,theuniversityhasrecentlychangedtotheStudentInstructionalReportII(SIR-II)publishedbytheEducationalTestingService.SIR-IIevaluationsarenot,however,yetavailabletofacultywhoteachonline.

Asnoted,thefacultyprofessionaldevelopmentissupportedthroughavarietyofmeans,however,theCenterforTeachinghasbeenclosed.AlthoughsomeoftheCenterforTeaching’sfunctionshavebeentakenoverbyCTEL(e.g.,technologytraining,peer-ledcommunitiesofpracticeseminars),manyremainunfulfilled.AsrecommendedintheCenterforTeaching’s2007-2008selfstudy(“CenterforReflectiveTeaching”)re-openingsometypeofcenterforteachingwouldenhanceteachingatUSM.

Unfortunately,budgetcutshaveretrenched,andinsomecaseseliminated,programsthatallowfacultytodevelopasteachersandscholars.Inanotableexception,sinceCTELwillplayanimportantroleinfacultytrainingandqualitycontrolinonlineandblendededucationandtheyhavegrantstopromoteonlineeducation,thequantityandqualityoftechnology-enhancedteachingandlearningwillcontinuetoincreaseinthenearandmoderate-termfuture.

http://usm.maine.edu/accreditation/documents/faculty/patfa_07-09.pdf



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Both“ThinkingMatters”and“CivicMatters”willcontinuetoprovidestudentswithopportunitiestodisseminatetheirscholarly,creative,andservice-basedwork.ButstudentpublicationvenuessuchasTheMaineScholaranditssequelTheSouthernMaineReviewnolongerexistduetorecentbudgetcuts.Furtherundergirdingundergraduateresearch,thenewGeneralEducationcurriculumwillrequireacapstoneprojectandforumswillbecreatedforstudentstosharetheirscholarship.Withimprovingmacro-economicconditionstherevivalofaUMSsystem-widepublicationsuchasTheMaineScholarwouldreinstituteanimportantvehiclefordisseminationofstudentscholarlywork.

PROJECTION

TheDirectoroftheGraduateSchoolshouldexpandandincludeguidancespecificallyforTA’sinthesectionontheguidanceforworkexpectationonthegraduateassistantshipwebsite.Inaddition,astheuniversityconsidersincreasingthenumberofTA’s,theDirectorandProvostmustaddresstheleveloffinancialsupportprovidedforgraduateassistants.LowpayratesmaybecomeanissuewithregardtothequalityofTAsthatmayberecruited.

AsUSMworkstoachieveitsStrategicPlanninggoalofmakingstudentsuccessaUniversityPrioritythroughdevelopmentofcost-effectiveonlinedegreeprograms,anditsgoalofpromotingdiversitybyencouraginginterdisciplinaryapproachesinteachingandsophisticatedcross-campuscollaborationsthatdrawonfacultyinavarietyofdisciplines,itneedstoanalyzetheAssessmentInventoryanddevelopclearerguidelinesforprogramassessment.Morebroadly,asUSMmovestowardsmoreonlineandinterdisciplinaryinstruction,orsimplyseekstointegrateinstructionacrosscollegesanddepartmentstomakethemostofitsresources,theGeneralEducationCouncilandtheUniversityCurriculumReviewCommitteeshouldprovideuniversity-widefacultyoversightofthecurriculumandinstructionalstandards.

InconsultationwiththenewStudentSuccessCenters,eachDean’sofficeshouldcomparestudent-to-facultyratiosforadvisingacrossdepartments.AnumberofadvisingissuesshouldbeaddressedbythenewStudentSuccess.Forexample,surveyinstrumentsshouldbe

Selected Faculty Monographs, 2010

FrancescaVassallo-PoliticalScience Social Capital and Political ActivismValerieA.Hart-Nursing Patient-Provider Communications: Caring to ListenPiersBeirne-Criminology Confronting Animal Abuse: Law, Criminology, and Human-Animal RelationshipsJefferyMaine-Law The Fundamentals of Federal Taxation: Problems and MaterialsBetsySholl-English Rough CradleVincentFaherty-SocialWork WordCraft Applied Qualitative Data AnalysisAdamTuchinsky-History Horace Greeley’s New-York Tribune: Civil War-Era Socialism and the Crisis of Free LaborKathleenAshley-English Being a Pilgrim: Art and Ritual on the Medieval Routes to Santiago MichaelG.Hillard-Economics Heterodox MacroeconomicsJamesW.Messerschmidt-Criminology Hegemonic Masculinities and Camouflaged PoliticsMicheleKaschub-Music Minds on Music: Composition for Creative and Critical Thinking

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developedtogatherandanalyzestudentfeedbackontheeffectivenessoftheStudentSuccessCentersaswellasfacultyadvisement.

SCHOLARSHIP

DESCRIPTION

Tosupporttheirpedagogy,furthertheirprofessionaldevelopment,andstrivefortheirownaspirations,USMfacultyareexpectedtoengageinresearch,scholarship,andcreativeactivity(RSCA).NumerousdocumentsaddressRSCAaspartoftheuniversity’smissionandasacriterionfortenureandpromotionforfaculty.Researchisdefinedaspartoffacultyworkloadbutthisresearchcomponentvariesamongcampuses,colleges,divisions,departments,andunitmembers.

Bothfacultyandstudentsparticipateinthecreation,revision,andapplicationofknowledge.Whiletheuniversityfocuseslargelyonundergraduateeducation,studentsatalllevelsengageinresearch,scholarship,andcreativeactivityintheirclassesandindegreeexitrequirements(e.g.,seniorconcertsintheMusicDepartment,Honorsthesis,SummerUndergraduateResearchFellowship(SURF),ThinkingMattersConference).Asaforumforundergraduateresearchandtheincorporationofresearchintotheclassroom,ThinkingMattersisoneexampleofthehowfacultyintegratetheirRSCAintoteachingandmentorundergraduateresearch.Graduatestudentsinmanyprogramsarerequiredtocompleteabodyoforiginalworkinacapstonethesis.

Theuniversityprovidessomeresourcestosupportresearch,scholarship,andcreativeactivity—sciencelaboratories,artstudios,libraries,graduateassistants,forexample.UniversitysupportforfacultyRSCAisalsoprovidedthroughavarietyofprofessionaldevelopmentopportunitiessupportedthroughtheProvost’soffice.AslistedintheFacultyHandbook,theseincludeFacultySenateresearchgrants,sabbaticals,theProvost’sWritingSeminar,coursereleasetime,theTrusteeProfessorship,andSummerUndergraduateResearchFellows.TheOfficeofSponsoredPrograms(OSP)providesadministrativesupportforallexternallyfundedprojects.Itsetsupcostcenters,monitorsprojectsforcompliancewithawardconditions,andassistsinpreparinginvoices/financialreportstosponsors. TheOfficeofResearchCompliance(ORC)isresponsiblefortheoversightofcommitteesthatareresponsiblefortheprotectionofpeopleandanimalsubjectsinexperiments.TheORChandlespoliciesandproceduresrelatedtoresearch.Itprovidesregulatoryandadministrativesupporttofourresearchcommittees:InstitutionalReviewBoard(IRB)fortheprotectionofhumanresearchparticipants;InstitutionalAnimalCareandUseCommittee(IACUC)fortheprotectionofvertebrateanimalsusedatUSM;InstitutionalBio-safetyCommittee(IBC);andInstitutionalPrivacyCommittee(IPC).Inadditiontoregulatoryandadministrativesupport,theORChousestheResearchIntegrityOfficer(RIO),PrivacyOfficerforResearch(POR),andBiosafetyOfficer(BSO).Facultyplayaroleindevelopingandadministeringresearchpoliciesandproceduresthroughtheabovecommittees,theResearchCouncil,andfacultycommitteesatthecollegelevel.

Academicfreedomisappliedtobothfacultyandstudentsasanecessarymeanstoacquireknowledge.Itappearsinmanydocumentsasaninclusivepolicy:nodistinctionismadeontheseactivitiesbetweentenured,non-tenured,full-timeorpart-timefaculty(AFUMContract,PAFTAContract,USMGovernanceConstitution).TheFacultySenateincludesastandingcommitteeonacademicfreedom.

http://research.usm.maine.edu/thinkingmatters/


https://www.usm.maine.edu/orc/






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USMfacultyarerequiredbytheuniversitytoengageinRSCAthatisappropriatefortheirdisciplineandarereviewedthroughthetenure,post-tenure,andpromotionalreviewprocessasoutlinedintheAFUMContract[Articles9&10],andcarriedoutbytheindividualdepartmentsandcolleges.Throughthereviewprocess,teachingandscholarshiparedocumentedandevaluatedpertheappointmentofeachfaculty.Scholarlyandcreativeactivitiesareevaluatedaccordingtounitstandardsandaredocumentedinunitlevelannualreports,OSPannualreports,accreditationandexternalreviewself-studies,individualpeer-revieweddossiers,andotherformalandinformalpublications.

WhileallfacultyreportRSCAthroughtheevaluationprocess,theuniversitydoesnotcapturethisproductivityinanycomprehensiveoruniformway.AlthoughgrantactivityisreportedannuallybytheOfficeofSponsoredPrograms(OSP),publishedbooksarepresentedontheauthor’swallandDeans,DirectorsandtheProvostcollectRSCAdataaspartofthereviewprocess,noentityaggregatelycollectsorkeepstrackofscholarlyactivityorteachingevaluations.

APPRAISAL

Itisdifficulttogaugethequantityandqualityofresearch,scholarship,andcreativeactivityandtheappropriatenessoftheuniversity’ssupport.TheUSMPublicAffairsblogentitledWhatWe’reDoing,OSP’sAnnualReportsandeventslikeThinkingMattersshowcaseselectedresultsandproducts,butthereisnocompletepictureoftheresearch,scholarship,orcreativeactivity.WithoutthisinformationitisdifficulttoevaluatewhetherwhatfacultyareproducingfulfillsUSM’sgoalsandtoassessifresearch,scholarship,creativityproductionisconsistentwithitsexpectationsbasedonfacultyworkload.Moreimportantly,withitslimitedresourcesfocusedonotherpriorities,thedevelopmentofficededicateslittleefforttoraisingmoneyspecificallyforRSCA.

ItisalsodifficulttoappraisetheadequacyoreffectivenessofuniversitysupportforRSCAbaseduponontheavailabledocuments.Mostcollegesprovidefacultywithfundsfortravelrelatedtoscholarship,butfacultyfundingforRSCAvariesacrossthecampusleadingtoinequitiesintermsofhowfundsaredistributed.Forexample,inCAS,onlyfacultywhopresentatconferencesaresupportedtoamaximumof$800andthefundingiscompetitive,whereasinsomeothercollegeseachfacultymemberisallottedfundingforconferenceswhethertheypresentresearchorjustattend.Inaddition,thesefundshavebeencutrecentyearsduetoUSM’sbudgetdeficits.

PhysicalspacesthatsupportRSCAarealsoinadequateinsomeareas—musicpracticespaces,forexample.Whiletherehavebeenupgradesinlibraryresources(i.e.,additionofJSTORforsomedisciplines),fundingformonographpurchaseshavesufferedduetorecentbudgetcurtailments.AndinsomecasestheUSMlibrarydoesnotownbooksauthoredbyitsfaculty.Thepresentbudgetcrisishasalreadyhadanimpactontheuniversity’ssupportforresearch,scholarship,andcreativeactivityastheuniversityalsograntedonlytheminimumnumbersofsabbaticalsrequiredbytheAFUMcontractforthe2009-2010academicyear.Asweenterthefinalstagesofimplementingtheacademicreorganization,thePresidentandProvostplantocommitnetsavings,asresourcespermit,tofacultydevelopment,includinganincreaseinsabbaticals.

Theuniversitytookstepstostrengthenresearch,scholarship,andcreativeactivitybyhiringoutsideevaluators.TheLovettandCollinsReport(2005)“AssessmentofResearch,Creative,andScholarlyActivity”recommendedseveralactionstostrengthenresearchatUSM.However,USMhasonly

http://usm.maine.edu/accreditation/documents/faculty/Annual08.pd

http://library.usm.maine.edu/collections/usmauthors.php

http://www.maine.edu/pdf/patfacba.pdf

http://usm.maine.edu/accreditation/documents/faculty/osp_annual09.pdf

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implementedafewoftheserecommendations.WhiletheuniversityhascreatedaResearchCouncilasrecommended,thefirsttimeapermanentpositionequivalenttoChiefResearchOfficerwasestablishedwasinJanuary2010asresultofaninternalsearch(incontrasttotheLovettandCollinsReportthatrecommendedanexternalsearch). TheprocessoffacultyreviewandevaluationisclearlydefinedintheUMSAdministrativeProceduresManualandtheAFUMContract.However,theeffectivenessandreportingofthisprocessvariesbydepartmentandmentoringofyoungfacultyisnotcarriedoutacrossallschools/colleges.Additionally,whilethepeer-reviewprocessprovidesbasisforevaluatingfaculty’sscholarship,theexpectationsforfacultyscholarshipinconjunctionwiththeirotherresponsibilities(e.g.,teaching,advising,service)shiftwithchangingadministrations(i.e.,Deans,Provost,President).Withthesechangingexpectations,thereisalackofunderstandingoftheroleRSCAplayswithregardtocontributingtotheUniversity’smission.

PROJECTION

TheUSMStrategicPlanhasagoaltosupportfacultyresearch,scholarship,andcreativeactivityinserviceofthePublicGood.UniversityAdvancementwillcultivategivingsourcesthatfundfacultyscholarship,research,andcreativeendeavors.Facultyresearch,scholarship,andcreativeactivitywillbefeaturedinuniversitymarketingcampaignsandmaterials,includingtheUniversitywebsite.

Theclearprincipleembeddedinthelargenumberofuniversitydocumentsinsuringacademicfreedomcallsforassessmentofimplementationacrosstheuniversity.Giventhechangingdemographicsofthecommunity,USMneedsassessmentofthecurrentclimatefordiverseconstituencies.AsurveyshouldbeconductedbytheadministrationtoassessacademicfreedomatUSM.

TheAssociateVice-ProvostforResearch(AVPR)willcompilehowmuchresearch,scholarship,andcreativeactivityfacultyareabletododuringtheregularacademicyear.Currently,thisinformationisonlyavailablethroughthecycleofpreandposttenurereviews.Inaddition,theAVPRwillassesshowdecliningbudgetsatUSMareinfluencing—andwillinfluence—theuniversity’ssupportforresearch,scholarship,andcreativeactivity.AspartofthisanalysistheAVPRwillassesstheimpactonlineteaching,GenEd,staffandfacultyreductions,andtechnologyhashadonRSCA.

TheAVPRwilldevelopacomprehensiveplanfortheuseanddevelopmentofUSMresourcestobestsupportRSCAatUSM.TheAVPRwillalsocoordinatethegoalsofthefaculty,OSP,andProvost’soffice,tosupportgrantwritingandsubmissionbyfacultyacrosstheuniversityinawayappropriatetothemissionofUSM.AfterworkingwiththeResearchCouncil,Provost,andPresidenttodeveloptheRSCAmission,theAVPRmustworkwiththeUSMdevelopmentofficetodevelopaplanforsecuringoutsidesupportforfacultyRSCA.

RecognizingdifferencesamongstthedisciplinesrepresentedatUSM,theProvostandAVPRwilldefinewhat“support”ofRSCAmeansatthisUniversity(ie.expectationofresearch,releasetimetodoresearchandscholarship,fundingtodoresearchandscholarship,spacetodoRSCA).TheAVPRcouldidentifybestpracticesforsupportofRSCAandreplicatethisacrosstheuniversity.Afterconveningfacultytoshareideas,thedevelopmentofficewillidentifyoneareaoftheuniversityinwhichtoestablishanendowedchair.

http://www.maine.edu/system/asa/adminprocman.php




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PUBLICSERVICE

DESCRIPTION

PublicserviceisoneofthecentralmissionsoftheUniversityofSouthernMaine,anditisfirmlyestablishedwithinthecultureoftheinstitution.Althougheachdepartmentdefinespublicserviceslightlydifferently,ingeneral,itcanbethoughtofasactivitiesthataredirectlyrelatedtoafacultymember’sacademic/professionalexpertiseandcontributetothebettermentofpublicwelfareorcommongood.Eachfacultymemberisexpectedtocarryoutpublicserviceaspartoftheirworkload,whichisspecifiedintheCollectiveBargainingAgreementbetweentheUniversityofMaineSystemandtheAssociatedFacultiesoftheUniversityofMaine(Article11.c.1).

AstheUSMFacultySurveyonPublicServicereveals,facultymembers’publicserviceisdiverse,significant,andvaluable.Thissurveywasdesignedtomeasureinvolvementinpublicserviceandwassenttoallfull-timefacultyintheFallof2009.Approximatelyone-thirdofthefacultyresponded,providingthoughtfuldetailabouttheirpublicservicework.Theactivitiestheydescribedfitintotenbroadcategories:publiceducationthroughpresentations,workshops,andnoncreditteaching;provisionofclinical/patientservices–bothhumanandanimal;nonprofitandbusinessconsultation;performanceinmusic,art,andtheatreevents;serviceonlocal,state,nationalandinternationalboards,councils,andcommittees;mediapresentationsandadvisement;civicservicethroughexperttestimonyandlegislativework;internationaladvocacywork;supervisionofcommunityserviceworkperformedbyUSMstudents;andappliedresearchincommunityandgovernmentpartnerships.

Thedepthoffacultycommitmenttopublicserviceresonatedthroughoutthesurveyresponses.Forexample,onefacultymemberannuallyprovidessixtoeightchoraltourstohighschools,conductsatleasttwofestivalchoruses,andholdsseveralmusicworkshopswithhighschoolteachersandstudents.OthersserveonmultiplecommunityplanningboardsandnonprofitorganizationsinanefforttoprotectthelandscapesandseascapesthataresocentraltoMaine’sidentity.Overhalfofthesurveyrespondentsreportedthatatleasttenpercentoftheirworkloadwasdevotedtopublicservice.

FacultyatUSMprovideconsiderableamountsofappliedresearch,evaluation,policyanalysisandtechnicalassistancetogovernmentandnonprofitagenciesinMaineaswellasacrosstheU.S.TheUniversitypermitsfacultytoprovidetheseservicestoMaine’sgovernmentandlocalorganizationsatreducedratesthroughcooperativeagreementswithstategovernmentandspecial“communityservice”contracts.

APPRAISAL

TheUniversityofSouthernMaineiscommittedtoexcellenceinpublicserviceandsupportsvariousactivitiesdesignedtoenhancefacultydevelopmentinthisarea.TheOfficeofSponsoredProgramsoffersassistancetofacultywhoareseekingexternalgrantstocarryoutworkinthecommunity.TheUniversity’sFacultySenateprovidesinstitutionalrecognitionofoutstandingpublicservicethroughanannualcommunityserviceawardthatisgiventoonefacultymemberwithineachacademicunit.Therecipientsreceiveamonetaryawardthatisplacedintheirprofessionaldevelopmentaccount,thusfosteringfurtherprofessionalgrowthopportunities.Thereare,however,anumberofwaysinwhichtheUniversitycouldenhancefacultyinvolvementinpublicserviceoverthecomingdecade.Approximately

STANDARD5:FACULTY

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one-fourthofthefacultywhorespondedtothe2009USMFacultySurveyonPublicServicecalledfortheestablishmentofacenterthatwouldpromote,sustain,andsupportfacultyengagementinpublicservice,similartothemissionofthePublicServiceOutreachCenterattheUniversityofGeorgia.WhiletheUniversityofSouthernMainedoeshaveanOfficeofCommunityOutreachandCivicEngagement,itisfocusedprimarilyonhelpingfacultyintegrateservicelearningintotheirteachingpractices.Thesurveyrespondentsalsoindicatedthattheirabilitytocarryoutpublicservicewouldbeenhancedthroughaccesstomoreresources,suchasadequatespaceoncampusforprogramming,enhancedcomputerandtechsupport,andtravelcompensation.

Finally,whilepublicserviceisconsideredoneofthecoremissionsofUSM,itneedstobemoreclearlyconveyedasimportantinthereappointment,promotion,andtenureprocess.Thiswasthemostcommonconcernexpressedbyfacultyinthesurvey.

PROJECTION

Toinstitutionalizepublicservice,USMmust:(1)expandthemissionoftheOfficeofCommunityOutreachandCivicEngagementsothatitwillsystematicallyfocusonprovidingfacultyassistancewithpublicservice.TheOfficecould,forexample,maintainadatabaseoncommunityservicegrants,establishandmonitoraspeakers-bureau,providealistofcommunityorganizations,andpostandhonorthepublicserviceworkoffacultyonawebpage;(2)developclearcriteriaforevaluatingandrewardingtheworkofpublicserviceinreappointment,promotion,andtenureevaluations;and(3)providecoursereleasetimeforfacultywhoengageinpublicservice,aftertheyhavemetspecificestablishedcriteria.

INSTITUTIONALEFFECTIVENESS

Theeffectivenessofindividualfacultymembersistrackedthroughtheannualpre-tenureevaluations,contractualproceduresfortenureandpromotionevaluations,andtheevaluationoftenuredfacultyatleasteveryfouryears.Theseprocessesandthefacultywhoparticipateinthemwouldbenefitfromauniversitywidecollectiveunderstandingofthecategoriesofevaluation.Anefforttoaddressthisissuebeganin2009whentheProvost’sOfficerequestedthateachacademicdepartmentsubmitinwritingtheirguidelinesforevaluatingfacultyeffectiveness.

EvidenceofUSM’ssupportoffacultyteachingandadvising,scholarshipandpublicserviceexist.Anumberofresourcesareavailabletosupportfacultyineachoftheseareas.Recentbudgetcurtailmentsandthestressesofuniversityreorganizationhavenegativelyimpactedeachoftheseareasoffacultyresponsibility,butfacultycontinuewiththeircommitmentstoteachingandadvising,scholarshipandpublicservice.AsUSMreorganizesitselfandimplementsitsnewstrategicplan,datarelatedtotheimpactonfacultyteachingandadvising,scholarshipandpublicservicecouldbecollectedandanalyzedinordertoevaluatehowtheorganizationalchangesimpactfaculty’sabilitytoeffectivelyfulfilltheirresponsibilitiesandcontributetoUSM’svisionasalearninginstitution.


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Standard 6: Students

Consistent with its mission, the institution defines the characteristics of the students it seeks to serve and provides an environment that fosters the intellectual and personal development of its students. It recruits, admits, enrolls, and endeavors to ensure the success of its students, offering the resources and services that provide them the opportunity to achieve the goals of their program as specified in institutional publications. The institution’s interactions with students and prospective students are characterized by integrity.

OVERVIEW

Asstatedinitsmissionstatement,USM“…isdedicatedtoprovidingstudentswithahigh-quality,accessible,affordableeducation”asiteducates“…futureleadersintheliberalartsandsciences,engineeringandtechnology,healthandsocialservices,education,business,law,andpublicservice.”USMremainsdedicatedtothefulfillmentofthismission.

Notunlikeothercomprehensiveuniversities,thereisnotypicalUSMstudentnoruniversalstudentexperience.USMevolvedfromaconfederationofsmallerinstitutionsandservesavarietyofpopulationswithamultitudeoflifesituations.ThestudentprofileincludesrecenthighschoolgraduatesseekingaresidentialcollegeexperienceandaGreeksystem;transferstudentswhoreturntotheirhomestateafterseveralsemestersaway,adultstudentswhoworkfull-timewhilepursuingtheireducationalgoals,aswellasgraduatestudentspursuingexpandedprofessionalcareers.

Demographically,theprofileisalsodiversewithdegreestudentsranginginagefrom17toover65.Manyofourstudentshavefamiliesand,themajority,whethertraditional-agedornot,worktosupportthemselvesandpayfortheircollegeexpenses.

ThereasonsstudentscometoUSMareasvariedasitsdemographicprofile.Someattendbecauseitis,inthewordsofonestudent,“inexpensive”and“local,”andothersoutofinertia,becauseitseemslikethenextthinginlifetodo.Bythesametoken,manyattend because of specific programs; and manyblossom, overcoming economic and intellectualbarrierstoseizeopportunitiespresentedbyUSM’scultureofmentorship.Thesizeoftheuniversityand its commitment to research and teachingmakes possible faculty-student collaboration. Alarge number of our staff are USM students orgraduates, and seeing themselves in the student

Vanessa NashisafreshmanwholivesincampushousingandappliedtoUSMbecauseofthereputationofthenursingschool.Sheplanstoworktwoyearsasanurseandthenreturntograduateschooltobecomeanurseanesthetist.OneofthethingsshelikesaboutUSMisthatishas“twocampuses…oneisin

thecityandtheotheris[morerural].”

Brian Greene is55andaformertechnicianatawastewatertreatmentfacility.He“gottiredofthejobandwantedachangeinmylife.”HeisasophomoreatUSMandtheVicePresidentoftheBoardofStudent

Organizations.

STANDARD6:STUDENTS

48

body,theyarepersonallyconnectedtotheinstitution’saspirationsforitsstudents.PartofUSM’sidentityisthatitiscommittedtoengagementwithitssurroundingcommunities;arecentemphasisonexpandedco-curricularandcommunity-basedlearningisintendedtostrengthentheseimportantcommunityconnections.

AchallengeforUSMisthatitcontinuestobeconsidereda“back-up”schoolformanytraditional-agedstudents,particularlywithintheStateofMaine.Thisfactmakespersistenceandretentioneffortscriticalyetdifficult.Goingforward,USMneedstofocusitseffortstohelpahigherpercentageofstudentsfindtheirniche—theirroots,insuchauniversitythatbyitsverynatureisheterogeneousintermsofprogramsandstudents.Despitetheseobstacles,USMisaplaceoftransformation,anagentofupwardmobility,self-discovery,andcivicengagement.

ADMISSIONS

DESCRIPTION

Consistentwithitsmission,USMenrollsastudentbodythatisbroadlyrepresentativeofthepopulationitserves.Thisincludesamixofundergraduateandgraduatestudents;in-state,out-of-stateandinternationalstudents;full-timeandpart-timestudents;adultandtraditionalstudents;residentialandcommuterstudents;andstudentsfromunder-representedpopulations.AlthoughUSMhasincreaseditsout-of-stateenrollmentofdegreestudents,over90%ofUSM’sundergraduatestudentbodycomesfromMaine.ThesameholdstrueforUSM’sgraduatestudentbody.

USM’sadmissionpoliciesandrequirementsarelistedonourwebsite,andinourundergraduateandgraduatecatalogsandapplications.Theprogramofadmissioncomplieswithallapplicablelegislationconcerningequalityofeducationalopportunity.Incomplyingwiththeletterandspiritofapplicablelawsandpursuingitsowngoalsofdiversity,theUniversityofMaineSystemshallnotdiscriminateonthegroundsofrace,color,religion,sex,sexualorientation,includingtransgenderstatusorgenderexpression,nationalorigin,citizenshipstatus,age,disability,orveteran’sstatusinemployment,education,andallotherareasoftheUniversitySystem.USMprovidesreasonableaccommodationstoqualifiedindividualswithdisabilitiesuponrequest.

UndergraduateAdmission

TheOfficeofUndergraduateAdmissionisresponsibleforplanning,organizing,andimplementingstrategiestoattractnewstudents,specifically,full-timetraditionalagefreshmenandtransferundergraduatestudents.

Jelana Pricebeganworkingfull-timewhensheturnedsixteen.ShecametoUSMin2005withlittleideaofwhatshewantedtodoand,asacommuterstudent,sheinitially“feltlikeavisitor.”Shewillgraduateinthespringof2010withadegreeinSpanish“mostlytaki[ing]nightclasses”andpursuingacareerineducation.Pricesucceeded,butrecognizedthatformanycommuterstudents,

USMcanbeascary…place.”

[FreePressArticleAccessedMarch10,2010.]

Dylan Webber isanundeclaredsophomorewhocametoUSMbecauseitwaslocalandhishighschoolrequiredallseniors“toapplytoat

leastonecollege.”

http://usm.maine.edu/catalogs/undergraduate/admission.htm

http://usm.maine.edu/admit/

http://usmfreepress.org/2010/03/jelena-price-full-time-worker-part-time-student/


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Undergraduaterecruitmentactivitiesincludeanorganizedscheduleofon-campusvisitsandprograms(tours,informationsessions,interviews,OpenHouses),off-campusvisits(highschools,collegefairs,transferfairs,communitycolleges),andcommunication(bothprintandelectronic).USM’sOfficeofUndergraduateAdmissionrecruitsforallthreecampuses.Monthly,oneofouradmissioncounselorsvisitsLACregularlytomeetwithLAC-prospectivestudents,andadmissionsrecruitsthegreaterLACarea(i.e.,AndroscogginCounty)forallUSMprograms,includingLAC’s.TheOfficeofUndergraduateAdmissionsonlycoordinatescampustoursforthePortlandandGorhamcampuses.LACcoordinatestheirowntourprogram,andLACstaffmayalsomeetwithprospectiveLACstudents,aswellasconductLAC-specificrecruitmentintheirlocalarea.

TheOfficeofUndergraduateAdmissionisamemberoftheNationalandNewEnglandAssociationforCollegeAdmissionCounseling(NACAC,NEACAC)and,assuch,theundergraduateadmissionprogramfollowsthepolicies,recommendations,andrulesoftheseassociations,inparticulartheNACACStatementofPrinciplesofGoodPractice.

UndergraduateadmissiondecisioncriteriaarespecificallydetailedintheAdmission Candidate Evaluation System, whichisreviewedandupdatedregularlybytheOfficeofUndergraduateAdmissioninconjunctionwithUSM’sschools,colleges,andprograms.

First-yearcandidatesforundergraduateadmissionarereviewedbyatleasttwodifferenttrainedadmissioncounselors,anddecisionsarebasedonstrengthofacademicprogram,academicperformance,classrank/GPA(ifavailable),standardizedtestscores,essay(s),recommendation(s),andextracurricularactivities.TransfercandidatedecisionsarebasedprimarilyontheoverallGPAfromthetransfercollege(s),butforsomeprograms,highschoolcourseworkisalsoconsideredinadditiontocollegecoursework.TransfercreditevaluationishandledwithintheTransferAffairsOffice,andeveryadmittedapplicantisprovidedwithanofficialtransfercreditevaluation,whichshowshowtheirpreviouscourseworkwilltransfertoUSMtosatisfycorecurriculum,major,andelectiverequirements.Foradultapplicantswithnopreviouscollegecredit,theSAT/ACTandrecommendationrequirementarewaivedand,dependingupontheschool,college,orprogram,wearesomewhatmoreflexiblewithcourserequirements.

Applicantswhomeetsome--butnotall--oftherequirementsforadmissiontoUSMbutwhodemonstratepotentialforsuccessmaybeadmittedwithconditionstoour“GO”program.StudentsadmittedtotheGOprogramaregivenaspecializedandprescribedacademicandsupportplan,monitoredbyanadvisorthroughoneofUSM’sStudentSuccessCenters.

SpecialPopulations.In2001,wehiredanassistantdirectorofadmissionformulticulturalrecruitment.Thisindividualnotonlyworkswithpotentialunderrepresentedstudentsforadmission,butalsoplaysakeyroleoncampusinidentifyingbarrierstotheiradmissionandsuccess,andinworkingwithavarietyofsupportoffices(includingourOfficeofMulticulturalStudentAffairs)inprovidingprogrammingforthem.In2002,weimplementedthe“EnglishLanguageBridgeProgram”formulticulturalstudentsneedinglanguageinstruction-thisprogramadmittedthemtotheUniversityandprovidedthemwiththecrucialsupportneededtobesuccessful.

USMhasarobust“EarlyStudy”programwhichencouragesqualifiedhighschoolstudentstoparticipateincollegecourses.Morethan150studentseachsemesterhave“triedout”thecollegeexperienceandapproximately25%ofparticipatingstudentsapplytoUSMforadmission.

http://usm.maine.edu/accreditation/documents/students/spgp.pdf

http://usm.maine.edu/admit/transfer.html

http://usm.maine.edu/success/discovery/go.html

http://usm.maine.edu/eeo/culture/

http://usm.maine.edu/eap/esl/maine/bridge.html

http://usm.maine.edu/advising/earlystudy/

STANDARD6:STUDENTS

50

Student-athletescompriseanotherspecificallyrecruitedpopulationatUSM.Infall2007,undergraduateadmissionimplementedaliaisonprogramwithUSMAthletics,wherebyeachadmissioncounselorassumedresponsibilityfor1-3varsitysportsprograms,actingasaleadadmissioncontactforthecoachandprospectivestudent-athletes.

Student-musiciansrepresentanotherspecificallyrecruitedpopulationatUSM.Inadditiontoongoingundergraduateadmissionrecruitmentefforts,theDirectoroftheSchoolofMusichasrepresentedUSMatnationallysponsoredperformingandvisualartscollegefairsinBostonandNewYorkCityforthepastseveralyears.USM’sSchoolofMusichostshighschoolgroupsregularly,andhasanundergraduateadmissionrepresentativeonhandtoanswergeneraladmissionquestions.Finally,themusicmeritscholarshipbudgethasbeenincreasedsubstantiallyinthepastseveralyears(fromapproximately$36,000inFY2008-09to$89,000inFY2010-11).

GraduateAdmission

TheOfficeofGraduateAdmissionfollowsoneofthestandardmodelsofgraduateadmissionintheUnitedStates.Allapplicationdocumentsarecollectedbygraduateadmissions,andcompleteapplicationsareforwardedtofacultyadmissioncommitteesinindividualprograms.Membersofthe

graduatefacultymakealladmissiondecisions.CommunicationstoapplicantsregardingadmissiondecisionareconveyedfromtheOfficeofGraduateAdmission.

CriteriaforadmissionaredeterminedbytheindividualgraduateprogramsandareoutlinedintheGraduateCatalogueaswellastheOfficeofGraduateAdmissionwebsite.Standardizedtestrequirementsandrequiredundergraduatepreparationvarybyprogram.

GraduaterecruitmentactivitiesincludeanemphasisonstudentsatallUMScampusesandlocalemployers.Morerecently,USMhasfocusedmoreattentiononpromotingthevisibilityofitsgraduateprogramstoourownundergraduatepopulationthroughemail,directmail,andprogramsdesignedtorespondtoinquiriesandgeneralinterestingraduatestudy.

APPRAISAL

Admissionspracticesandpolicies--bothundergraduateandgraduate--atUSMsuccessfullyconformtothoseoutlinedintheNEASCstandards,aswellasthoseoutlinedbyourregionaland

Between2003and2007,slightlymorethan90%ofUSMstudentshailedfromMaine.Thispercentageremainsthesametoday.70%ofUSMstudentsarefromthreecounties:

Androscoggin,Cumberland,andYork.

(USMFinancialResourceAnalysisandBudgetReport,

Spring2007)

Accordingtothemostrecentcensusestimates,Maineismorethan95%Caucasian;African-

Americansaccountforapproximately1%ofthepopulation;Hispanicsaccountfor1.3%;Asian-Americansarelessthan1%at.9andNativeAmericansrepresent.6%ofMaine’soverall

population

(USCensus-MaineQuickFacts;AccessedOctober23,2009)

http://usm.maine.edu/grad/

http://usm.maine.edu/catalogs/graduate/

http://quickfacts.census.gov/qfd/states/23000.html


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nationalassociations.Consistentwithourmission,USMenrollsastudentpopulationthatisbroadlyrepresentativeofthepopulationweserve. ThenumberofminoritystudentsatUSMhasrisenfrom3.42%in2003to4.96%in2007.MuchofthisincreasehascomefromthenumberofAfrican-Americanstudents,whichhasnearlydoubledfrom81in2003to135in2007andmorethandoubledto185in2009.(USM Financial Resource Analysis and Budget Report, Spring 2007; UMS Enrollment Summary 2009). Althoughtheundergraduateadmissionofficeenrollssubstantialtraditionalfirst-timefull-timeandtransfercohorts,theaverageageofallstudentsatUSMis27.52years(InformationReporting,2010)reflectingamorediversepopulationincludingcommuter,part-time,adult,andgraduatestudents.

USMhasrespondedtothetwomostbasicchallengesitfacesinitseffortstorecruitprospectivestudents,thatis,thedeclineinthetraditional-agecollege-goingpopulationandthephenomenalgrowthincommunitycollegeenrollments.Maine’spopulationofrecenthighschoolgraduatesisshrinkingandexpectedtodosountil2014whenanincreasewillreturn,butatamuchlowerratethaninpreviousdecades.(Knocking at the College Door: Projections of High School Graduates”(March,2008).USMalsofacesgrowingcompetitionforfirst-yearstudentsfromtheregion’scommunitycollegeswhichhaveexperienceda63%increaseinenrollmentbetween2002-2008.(Source:MCCS:http://www.mccs.me.edu/about/enrollment.html).Withregardtooverallenrollment,historicallyUSMhasenrolledasignificantnumberofnon-degreestudents.SincetheemergenceofMaine’sCommunityCollegeSystem,however,USMhaswitnessedacontinuingdeclineinthenumberofnon-degreestudentstakingcoursesatUSM.ThistrendisexpectedtocontinuewhichmeansthatUSMwillcontinuetoservefewerandfewernon-degreestudents,particularlyattheundergraduatelevel.

Torespondtothesedemographicandmarketchallenges,USMhassignificantlyincreaseditsrecruitmentactivitydirectedatbothfirst-timeandtransferprospectiveundergraduatestudents.

Non-degreestudentsasapercentageoftotalenrollment(notincludingLaw)hasdecreasedfrom21%inFall2005to16%inFall2009.Itisanticipatedthatthistrendwillcontinue,thuschangingthecompositionofUSMwithregardtostudentintentions.Inaveryrealsense,USMisbecoming

aninstitutionmorefocusedonstudentspursuingdegreesandcertificatesleavingthecasuallearnertothepurviewofotherpost-secondaryinstitutionsintheState.

Non-Degree Enrollment Trends Fall 2005- Fall 2009

2005 2006 2007 2008 2009 2010*Undergrad 1589 1399 1386 1379 1066 695

Grad 640 559 565 565 448 372

Total 2229 1958 1951 1944 15141067

*as of September 30, 2010

http://www.wiche.edu/knocking

http://www.mccs.me.edu/about/enrollment.html


STANDARD6:STUDENTS

52

AdmissionshasestablishedaCoordinatorforTransferStudentRecruitmentandhascrosstrainedotheradmissioncounselorstorecruitatMaineCommunityColleges,out-of-statetransferfairs,andtoprovideunofficialandofficialtransfercreditevaluationsforprospectiveandadmittedUSMtransferstudents.USMhassuccessfullyestablishedaPortlandsatelliteundergraduateadmissionofficeandhaspromoteditsFallOpenHouseandotherprogramsmoreaggressively.Theinstitutionhasalsosignificantlyincreasedadmissionsrecruitmenttraveltohighschools,transferfeederinstitutions,collegefairs,transferfairs,andotherprogramsindicatedinthechartbelow:

Despiteconsiderablestructuralobstacles,USM’stotalfallundergraduateadmissionapplicationscontinuetoincrease.Infact,2009sawarecord6,025applications:an1.4%increaseoverFall2008,andthefirsttimethatUSMhasreceivedmorethan6,000undergraduateadmissionapplications.USM’smoreaggressiveundergraduateadmissionrecruitmenthasalsoledtoareversalofamulti-yeardeclineinspringapplications(animportantcohortforUSMcomprisedlargelyoftransferapplicants):

Recently,aspartofasystemwideinitiative,USMparticipated,inamarketanalysisandtuitionpricingstudy.ANoel-LevitzconsultantconductedanenrollmentauditforUSM:theresultingreportidentifiedanumberofareasinwhichUSMshouldfocusitsenergiestoimprovebothitsrecruitmentandretentionefforts.Withregardtorecruitment,itwasnotedthatalthoughtheUndergraduateAdmissionofficehaddevelopedasetofreasonableandrealistictargetsforadmission,thesetargetshadnotbeendevelopedaspartofalargerenrollmentplan.Further,thereportapplaudedUSM’sout-of-staterecruitingresults,butsuggestedthatwespendmoretimecultivatingourprimarymarketwhich,intheopinionoftheNoel-Levitzconsultant,wasin-state,notout-of-state.AstheNoel-Levitzreportpointedout,in-staterecruitingresultedinahigher“yield”ofadmittedMaineapplicants.Noel-LevitzalsorecommendedthatUSMestablishanEnrollmentManagementCommittee,whichstartedmeetinginDecember,2010.The

Undergraduate Admission Spring Applications Year to Year Comparison

Spring Term Applications Received Increase/Decrease Over Previ-ous Spring

Spring 2009 926 +4.0%Spring 2008 890 +9.6%Spring 2007 812 -5.6%Spring 2006 860 -10.2%

Undergraduate Admission Recruitment TravelYear to Year Comparison

Recruiting Term Total Visits Increase/Decrease Over Previ-ous Fall

Fall 2009 677 +14%Fall 2008 577 +18%Fall 2007 488 +1.5%Fall 2006 481 Baseline


53

chargeforthiscommitteeistoseekoutnewstudentmarkets.Inparticular,attentionneedstobepaidtoreturningadults,non-nativespeakers,andstudentswhobegincollegeatoneofMaine’scommunitycolleges.Thechallenge,ofcourse,istoredirectrecruitingenergytowardthisprimarymarketwithoutsacrificingourmomentuminrecruitingout-of-stateandtraditional-agestudents.

Atthegraduatelevel,USMcontinuestoprocessanincreasingnumberofapplications.GraduateAdmissionshasseenanincreaseinapplicationssince2008.OurrecruitmentactivityatthegraduatelevelisincreasinglyfocusedonthesevenUMScampuses,whichserveasourmajorfeederinstitutions.RecruitmentactivitiesalsofocusonMaine’stopemployers.Individualgraduateprogramsand/orcollegesholdopenhousesandinformationalsessionsforprospectivegraduatestudentsduringtheacademicyear.

PROJECTION

ThechallengesposedbychangingdemographicsintheNortheastandtheriseoftheMaineCommunityCollegeSystem(MCCS)aresignificant.Inthischangingenvironment,justmaintainingthenumberofUSM’snewincomingstudentswillbeatremendouschallenge.USMwillneedtomaintainits‘traditional’marketsinMaine(freshmenandtransfers),developmarketsoutsideofMaine,anddevelop‘targeted’marketsinMaine(examples:adultstudents,veterans).UndergraduateadmissionwillalsoneedtoworkwiththenewStudentSuccessCenterstostreamline,andmakemoreseamlessthetransitionfrom‘applicant’to‘admit’to‘enroll.’

RETENTION

DESCRIPTION

USM’sretentionrateisshapedbyanumberoffactors,includingthedemographicdiversityofourstudentbody.Additionally,manyUSMstudentswork,havefamilies,andfacefinancialchallengesandasignificantnumberoftraditionalagestudentsareexperimentingwithhighereducation.USMcontinuestoservealargenumberoffirst-generationcollegestudentswhocomewithfewrolemodelstoprovidethesupportandchallengenecessarytosucceedincollege,andoftenarrivewithacademicdeficiencieswhichfurthercompromisetheirself-efficacy.Inaddition,USMhasalargenumberofstudentswhoseintentionsaretobeginhereandthentransfertoschoolsfurtherawaytocompletetheireducations.

WorktoincreasestudentretentionatUSMbeganinearnestin1996followingtheuniversity’sfirststudyofstudentretentionandgraduation.At-riskstudentsworkcloselywithanadvisortodevelopanacademicsupportplan.USMhasopenedanOfficeofCivicEngagementtofosterservicelearningandhasorganizedlearningcommunitiessuchastheHonorsProgram,RussellScholarsandnumerousinterest-basedresidencehalls.Thecurricularworkongeneraleducation,and,inparticular,thedevelopmentoftheEntry-YearExperience(EYE)courseshasbeenasignificantcontributiontoUSM’sretentioninitiatives.

Whiletheaforementionedprogramshavebeenhelpful,thechallengeofretainingstudentsatUSMremains.StudentpersistenceamongundergraduatestudentsatUSMcontinuestofallshortofcomparableuniversities.Thecurrentfocusofstudentretentionandgraduationworktargetsstudentsupportservices,advising,careerdevelopment,andthecontinuumofthestudentexperience.Previouslyhousedinseparateadministrativeofficesandunit,threeofUSM’sstudentsupportservicestargetedtoimprovingstudentpersistence,AdvisingServices,CareerServicesandProfessionalLifeDevelopment,

http://usm.maine.edu/success/

STANDARD6:STUDENTS

54

Peer Institution Comparison First to Second Year Persistence of First-time/Full-time Students

Institution First to Second Year Persistence Rate* Graduation Rate*

University of Southern Maine 64 34Central Connecticut State University 79 46Morehead State University 70 35North Carolina Central University 69 48Northern Kentucky University 67 33Salem State College 71 43Southern Illinois University at Edwardsville 73 49Kennesaw State University 76 35Boise State University 66 30

*Source: IPEDS, Fall 2008 Retention Data, retrieved 9/27/2010

First to Second Year Persistence(Regularly-Admitted and Conditionally-Admitted)

Admission Term

Transfer StudentsFull-Time, Part-Time, Total

First-Time in College (FTIC) Students

Full-Time, Part-Time, Total # TransferStudents

Percent Returning the Next Fall #FTIC Students Percent Returning

the Next FallFull-Time

Part-Time Total Full-

TimePart-Time Total Full-

TimePart-Time Total Full-

TimePart-Time Total

Fall 2009 602 192 794 77.1 60.4 73 892 54 946 70.2 50 69Fall 2008 * * 785 * * 73.4 992 38 992 65 47.4 *Fall 2007 * * 839 * * 68.2 901 64 965 64.5 45.3 *Fall 2006 * * 903 * * 63.5 888 49 937 66.8 38.8 *Fall 2005 * * 778 * * 71.7 912 73 985 65.9 50.7 *Fall 2004 * * 871 * * 66.5 870 65 935 66.8 40 *Fall 2003 * * 879 * * 68.3 848 90 938 67.8 44.4 *

Source: USM Information Reporting Retention Report for Fall 2009 to Fall 2010, 9/26/10 *data not available

6-Year Graduation Rates Fall 1999-Fall 2003 Cohorts by Type

Student Type N Term Grad in 4 Yrs

Grad in 5 Yrs

Grad in 6 Yrs

Enrolled After 6 Yrs

First-Time/Full-Time Students

848 Fall 2003 9.9 29.0 36.8 13.2 909 Fall 2002 10.8 26.0 33.4 13.1 915 Fall 2001 8.4 24.7 33.2 8.5 848 Fall 2000 7.2 22.6 30.1 9.6 798 Fall 1999 10.2 27.3 28.6 14.0 Transfer Students* 878 Fall 2003 39.4 46.0 49.1 7.5 747 Fall 2002 34.0 42.6 46.6 7.9 735 Fall 2001 33.2 40.6 44.4 6.3 682 Fall 2000 36.7 43.5 46.3 5.7 738 Fall 1999 33.2 38.2 38.8 8.7


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andEarlyStudentSuccess,arenowcontainedinthreeStudentSuccessCenters–onecenteroneachofUSM’sthreecampuslocations.Thepurposeofthestudentsuccesscentersistoprovideone-stoplocationsoneachcampuswherestudentscanaccessthesupportservicesthattheyneedtocontinueprogresstowardgraduation.HousedwithinanewlyresurrectedDivisionofStudentSuccess,theseCentersprovideacentral,visiblelocationforstudentreferralandsupport.Divisionally,theunit,incollaborationwithUSM’sschoolsandcolleges,isredesigningprocessesandsystemsto‘capture’studentsatcriticalmomentsandtotreatthestudentexperienceasacontinuumfromthepointofacceptancethroughgraduation.TheseCentersarecurrentlyintheirinfancy,yetcoupledwiththeEYEcourses,havealreadyimprovedUSM’sunevenpersistenceratesandholdpromisetoimprovegraduationrates(seetablesinAppraisalsection).

APPRAISAL

Asauniversity,asignificantissuefacingUSMisretention,definedasourabilitytokeepstudentsfromadmissionthroughgraduation.Inaddition,allofthedemographicandpreparatoryfactorscitedabovechallengeourabilitytopositivelyinfluencestudentpersistence,thatis,thedesiresandactionsofastudenttostayincollegeandcompleteadegree.Itisunderstoodthat,asacomprehensiveuniversity,partofUSM’smissionistoservestudentswhoareintransition.Thequestioniswhatwearedoingtounderstandthedimensionsofwhatwecanandcannotinfluencewithregardtostudentpersistenceandretention.

USMhaslongstruggledtounderstandandimproveitsundergraduatestudentretentionandgraduationrates.Indeed,someprogresshasbeenmadeinoverallgraduationratesandpersistenceoftransferstudents,butforfirst-time/full-timestudents,USMcontinuestolagbehindthoseratesachievedbyourpeerinstitutions.

PROJECTION

Whilethesedataaretelling,asarerecentstudiesofUSMstudents(seeColganandLeighton,2009),USMcontinuestolackthecapacityandculturetoconductandutilizedataeffectivelyindecision-making.Aswithinitiativestoimproveretention,datacollectionatUSMlacksthecohesivenessnecessarytoactonthesedatainsystematicandcollaborativeways.ThefragmentationofUSM’sdataaswellastheorganizationofitsrecruitmentandretentionstrategieswasrecentlyhighlightedbytheNoel-Levitzconsultant’sreport.Insummaryform,thataudit(Noel-LevitzReport,2009)suggestedthatUSM’sapproachtoenrollmentmanagementwasinneedof:

• Clarityregardinginstitutionalenrollmentpriorities

• Coordinationaroundenrollmentissuesandactivities

• Aclearlyarticulatedandvisiblevisionforwhatthestudentexperienceis,can,shouldbeandthevalueofaUSMdegree

TheintegrationofAdvisingServices,CareerServicesandProfessionalLifeDevelopment,andEarlyStudentSuccessintothreecomplementaryStudentSuccessCenters,therevitalizationofanenrollmentmanagementfunction,andthesearchforadirectorofInstitutionalResearchareimportanttoUSM’sabilitytopositivelyinfluencepersistenceandgraduationratesatboththeundergraduateandgraduatelevels.Lowratesofretentioninfluencepublicperceptionofthequalityofaninstitution.


STANDARD6:STUDENTS

56

Inthisregard,USMmustfindwaystobalancetheneedtobetruetoitsmissionasacomprehensiveuniversitytoofferopportunitytostudentswhoseacademicrecordsmightbemarginalwiththeneedtoofferallstudentsachallenging,enriching,andengagingeducation.

STUDENTSERVICES

DESCRIPTION

ThroughtheadministrativedivisionsofStudentandUniversityLife,AcademicAffairsandFinanceandAdministrationstudentsareofferedawiderangeofservicesandprogramsthatfacilitate,supportandenhancetheireducation.InadditiontotheStudentSuccessCenters,academicsupportisprovidedthroughfacultyanddepartmentaladvisorsforbothundergraduateandgraduatestudents.TheOfficeofSupportforStudentswithDisabilitiesprovidesawiderangeofservicestostudentswithdocumenteddisabilities.LearningFoundationsandtheLearningCentersinPortlandandGorham,and“LearningWorks”atLewistonAuburnCollegeprovideaccesstotutorialassistanceinmath,writing,andEnglishforSpeakersofOtherLanguagesbytrainedtutors.

Campussafety,primarilytheresponsibilityoftheUSMPublicSafety,isaddressedthroughacollaborativeapproachwithmunicipalandotherpublicagenciesandvariouscampusofficesincludingResidentialLifeandResidentEducation,theDeanofStudentLife(BehavioralInterventionTeam),CommunityStandards,UniversityHealthandCounselingServices,theWomen’sResourceCenter,andtheOfficeofSubstanceAbusePrevention.2

Focusedopportunitiesforsupport,connectionandengagementareprovidedbytheWomen’sResourceCenter,CenterforSexualitiesandGenderDiversity,MulticulturalCenter,OfficeofSupportforStudentswithDisabilities,theOfficeofInternationalPrograms,EnglishforSpeakersofOtherLanguages,andVeteran’sResourceCenter.Communityengagementandserviceispromotedandsupported,withone-time,short-term,andsustainedinvolvementinservicetothewidercommunity;theseexperiencesareoftenconnectedwithacademiccoursesandprograms.

UndergraduateandGraduateAdmissionweb-basedsupportsystemsguidevisitorsthroughtheadmissionprocess,anddirectprospectivestudentstoappropriatecampuslinkages.Uponacceptance,studentsreceiveinformationaboutacademicsupportforstudentswithdisabilities,placementexams,financialaid,residenceoptions,andprogramsandservices.Orientationisofferedtonewundergraduatestudentsonmultipledatesthroughoutthesummerandonceduringthewinterbreak.StudentsandtheirfamilymembershavetheoptiontoparticipateinanOvernightOrientationprogramwhichincludessessionsoncourseselection,courseregistration,thefinancialaidprocess,studentengagementopportunitiesandsupportservices.Approximately80%ofincomingundergraduatestudentsattendanOrientationprogram.GraduateStudiesholdsaformalorientationforallgraduatestudents,manygraduateprogramsofferprogram-specificorientations.

FinancialAidandStudentAccountsdeliverprogramsdesignedtofosterstudentsuccessbyremovingfinancialbarriersandprovidinginformationonfinancialliteracy.FinancialAiddistributes$75million,packages9000awards,andservesatotalofover11,000aidapplicantsannually.

StudentInvolvement&ActivitiesandCampusInvolvementandActivities(CIA)provideleadershipdevelopmentandpromoteinvolvementinover150co-curricularlearningopportunities.

http://usm.maine.edu/sul/

http://www.usm.maine.edu/prov/

http://usm.maine.edu/finance/

http://www.usm.maine.edu/oassd/

http://usm.maine.edu/lap/

http://usm.maine.edu/police/

http://www.usm.maine.edu/reslife

http://usm.maine.edu/studentlife/

http://usm.maine.edu/ocs/

http://usm.maine.edu/uhcs/

http://usm.maine.edu/womenctr/

http://usm.maine.edu/alcohol/



http://usm.maine.edu/glbtqa/

http://usm.maine.edu/eeo/culture/

http://usm.maine.edu/oassd/


http://usm.maine.edu/international/

http://usm.maine.edu/esol/

http://usm.maine.edu/studentlife/community/main/

http://usm.maine.edu/admit/

http://usm.maine.edu/grad/

http://usm.maine.edu/fin/

http://usm.maine.edu/buso/

http://www.usm.maine.edu/studentlife/involve/

http://usm.maine.edu/reslife/CIA


57

Theseopportunitiesincludeacademicprogram-affiliatedorganizations,mediaorganizations,GreekLife,commuterandresidentstudentactivities,andmajorcampuseventssuchasFallFest,WinterCarnivalandSpringFling.

TheundergraduateandgraduateStudentGovernmentAssociations(oneforthePortlandandGorhamcampusesandonefortheLewistonAuburncampus)areelectedannuallyandprovidetheprimaryvoiceforstudentadvocacy.TheStudentBodyPresident,electedbytheundergraduatestudentbody,appointsstudentrepresentativestouniversitycommitteesandadvisoryboards.AnUndergraduateRepresentativetotheUniversityOfMaineSystemBoardofTrusteesisjointlyappointedonatwoyearbasisbytheSGAs.StudentrepresentativessitontheUSMGraduateCouncilandagraduatestudentrepresentativeisincludedontheUniversityofMaineSystemBoardofTrustees.

USM’sfieldstwenty-threeNCAADivisionIIIintercollegiatevarsitysportsanditsAthleticsprogramisnationallyranked.USMstudent-athletesaresupportedbyanationallyrecognizedcoachingstaff,excellentfacilities,outstandinghealthcareandathletictrainingsupervision,andastrongsystemofacademicsupportservices.Avarietyoffitness,intramural,recreationandclubsportsprogramsareofferedtohundredsofparticipantsannually.

Studentlifeandstudentservicesprofessionalsparticipateindevelopmentopportunitiesasresourcesandtimepermittosupportuniversityexpectationsforprofessionalstandardsofconduct.Thecredentialsofrecruitedprofessionalstaffareconsistentlyappropriatetothestandardsrequiredinpositiondescriptionsandfieldsofexpertise.

TheOfficeofCommunityStandardsisresponsiblefortheadministrationoftheUniversityofMaineSystemStudentConductCodeandtheStudentAcademicIntegrityPolicy.BoththeUndergraduateandGraduateCatalogsclearlyinformstudentsofregulationsandpolicies,studentrightsandgrievanceprocedures.AllmembersoftheUniversitycommunityareinformedannuallyofallmandatedandcriticalpoliciesandinformation.

AlignedwiththeFederalEducationRightsandPrivacyAct(FERPA),theUniversityhaspoliciesandproceduresinplaceregardingthecontentandmanagementofstudentrecordsincludingthecontentof“DirectoryInformation”.TheUniversity’sConfidentialityofStudentRecordsPolicyispublishedinthecatalogsandmadeavailablethroughtheRegistrar’sOffice.PracticesandpoliciesareinplacetoprotectpersonallyidentifiableinformationanddataincludingthatwhichisrelatedtoFERPA,GLBA,HIPAAandPCI.InformationsecuritypracticesareavailablethroughITUserServices.

Co-curricularlearningisvaluedasanimportantstrategytowardengagedlearningattheUniversityofSouthernMaine.Thephilosophicalbasisforco-curricularlearningisincludedinthegoalsfortheDivisionofStudentandUniversityLifeandalsointheGuidelinesforGeneralEducationatUSMas“practical”learning.

APPRAISAL

Studentservicesareappropriatetothepopulationandprovidequalityandaccessibleattentiontostudentneeds.TheUniversityoffersadiversearrayofinvolvementandleadershipopportunities;asupportprogramforstudentorganizationadvisorsiscurrentlybeingdeveloped.Toassessprogramand

http://usm.maine.edu/grad/GSG_Home.html

http://student-groups.usm.maine.edu/senate/

http://student-groups.usm.maine.edu/senate/

ttp://www.usm.maine.edu/lac/sga/

http://usm.maine.edu/athletics/

http://www.usm.maine.edu/recsports/

http://usm.maine.edu/ocs/



http://www.usm.maine.edu/reg/CONFIDENTIALITY.htm

http://usm.maine.edu/reg/

http://usm.maine.edu/doit/

http://usm.maine.edu/sul/

http://usm.maine.edu/accreditation/documents/students/pg_proposal_narrative.pdf

STANDARD6:STUDENTS

58

serviceeffectiveness,USMparticipatesinanumberofnational(e.g.,NSSE,FSSE)andlocalassessments(e.g.,GraduatingSeniorSurveyandotherin-houseassessmentsurveys),thedatafromwhichareusedtoinformimprovements.Thatsaid,thecomplexityofourstudentgovernancestructure,ourmultiplecampuses,abifurcatedactivityfeestructure,andthelackofagovernancesystematthegraduatelevelchallengeUSM’sabilitytoensureallstudentvoicesareheard. Co-curricularopportunitiesprovidearichandengagedlearningexperiencetostudentswhochoosetoparticipate.Anincreasingnumberofcourseofferings(GeneralEducationCore,“EYE”courses,andServiceLearningrelatedcourses)includeexperientialcomponentstoclassroom-basedprograms.However,services,programsandopportunitiesavailabletograduatestudentsneedtobemoreclearlyarticulated.

TheUniversityinformsstudentsabouttheConductCodeandotherpoliciesincludinganannualnoticeaboutpoliciesonSexualAssault,StalkingandRelationshipViolenceyetthereremainsaneedtofurthereducatethestudentcommunityonriskreductionandforadditionalstafftrainingonunderstandingsexualassaultvictimization.TheUniversityhasreceivedathree-year$300,000DepartmentofJusticegrantfocusontheseissues.

ThecreationoftheStudentSuccessCentershasbeenapositivesteptowardevaluatingandrestructuringservicesforstudentstomakethem“legible”tostudents.OngoingprofessionaldevelopmentforthestaffofthesecenterswillbeessentialtorealizethevisionfortheseCentersasplaceswherestudentprogresstodegreeiscarefullymonitoredandsupportedthroughintrusiveacademicandcareeradvisingaswellasfacultymentoring.

TheResidentialLifeandResidentEducationprogramhasexpandedresidenceanddiningoptionsavailabletoUSMstudentsoverthepastseveralyears.Suite-styleandkitchen-equippedapartmentsencouragestudentstoparticipateinon-campuslivingmoreoftenandlongerandeightdininglocationsprovideservicetoallresidentialandcommutingstudents.Developmentofdiversehousinganddiningoptionsneedstocontinue.

OurIntercollegiateAthleticsprogram,inpartnershipwithourStudentAthleteAdvisoryCommittee(SAAC),iscommittedtostudentsuccessandpromotesexcellencethroughsponsorshipoftheWilliamB.WiseScholar-AthleteProgram.USMstudent-athletesgraduateataratehigherthanthegeneralstudentbodyandhaveafirstyearretentionratethatissignificantlyhigherthantheoverallpopulation.Fiscalconstraintshaveimpededfundraisingfor,andimplementationofalong-standingcapitalimprovementplanforathleticsandrecreationalsportsvenues.

Thoughwithinthelastyear,twostaffpositionshavebeenaddedtotheFinancialAidOffice,budgetconstraintsovertheperiodofself-studyhasledtoanoverallreductioninstaff,whichwasparticularlydifficultwhiletheofficewassimultaneouslymanagingaPEOPLESOFTfinancialaidmoduleimplementation.Thiscombinationofchallengeshashamperedourabilitytodeliverstudentservicesatalevelthatisreflectiveofdesiredgoals.Ahistoricallackofinvestmentinneed-basedfinancialaidforces

USMiscommittedtothefairandequitabletreatmentofmenandwomenparticipatinginintercollegiatesportssponsoring23intercollegiatesportsprograms;elevenforwomen,tenformenandtwoco-educationalsports.

http://usm.maine.edu/inforeporting/student/reports/

http://usm.maine.edu/reslife/OurResHalls.htm

http://www.campusdish.com/en-us/CSNE/SouthernMaine


59

USMstudentstoworkand/orborrowatlevelsexceedingnationalaverages.USMhas,however,beensuccessfulinrecentyearsinsystematicallytryingtoreversethistrendbytargetingadditionalgrantfundsforneedystudentsandaddingfinancialaid-fundingfrombasebudgetsourcesaswellasthroughincreasedscholarshipfundraisingbyUniversityAdvancement,particularlyinSTEMareas.

PROJECTION

TheUSMStrategicPlan;PreparingUSMfortheFuture2009-2014isguidingourgoalsettingandassessmentprocessesasweaccomplishthefollowing:

• ExpandStudentSuccessCenterstoserveallundergraduateandgraduatestudents..

• Continueddevelopmentandpromotionofsupportandservicesforgraduate,eveningandweekendanddistance-learningstudents.

• ExploretheUniversityHourconcepttoprovidecommunity-enhancingactivities.

• Maintainthecommitmenttoincreasetheamountofinstitutionalsupportforfinancialaidbythesamepercentageincreasethatisappliedtotuitionincreases..

• Initiatecapitalimprovementplanningforstudentlifefacilitiesincludingstudent/campuscenters,athleticsandrecreationvenuesandcampusresidenceoptions.

INSTITUTIONALEFFECTIVENESS

USMparticipatesinbothnationally-normedandlocally-developedassessmentsinordertobetterunderstandthenatureandcontextofthestudenteducationalexperience.NationalinstrumentsincludetheNationalSurveyofStudentEngagement(NSSE)aswellastheFacultySurveyofStudentEngagement(FSSE).Itemsfromtheseinstrumentsareusedtobenchmarkstudentengagementinkeyactivitiesandsatisfactionwithcampusservices,mostnotably,academicadvising.InformationfromtheNSSEhasbeenusedtoinformchangesinacademicadvisingsystems,e.g.,theSchoolofBusiness.

Locally-developedinstruments,suchastheannualGraduatingSeniorSurveyarealsoroutinelyreviewedandusedtosupportchangeinstudentservices.Forexample,duringthisnextyear,informationfromtheGraduatingSeniorSurveywillbeusedinsupportofthedevelopmentofaclearinghouseforinternshipsandthedevelopmentofarobustplacementfunction.

USMalsomakesuseofnationalexpertsfromprofessionalassociationstoassistitinitsreviewandredesignofcriticalstudentservices.Duringthefallof2008,areviewofcareerservices,advising,earlystudentsuccess,andlearningassistancewascompletedbyateamofconsultantsfromtheNationalAcademicAdvisingAssociation.TheresultsincludedprocessandstructuralredesignculminatinginthedevelopmentoftheStudentSuccessCenters.DuringtheSummerof2010,aconsultantfromAACRAOvisitedUSMtoreviewtheRegistrar’sofficeandassociatedfunctions.Therecommendationsfromthisvisitwillresultinchangestoanofficesorelyinneedofbuildingcapacity.

AspartofaUniversityofMaineSysteminitiative,USMwasinvolvedinanenrollmentauditbyNoel-Levitz.TherecommendationsfromthisreporthavebeenusedtostrengthentheenrollmentplanningandretentionprogramatUSM.ThereportcallsforthedevelopmentofanEnrollmentCouncilthatwillproduceanannualenrollmentplanandensurethattargetsaresystematicallysetandreviewed.

http://usm.maine.edu/accreditation/documents/students/preparing_usm_for_the_future.pdf

STANDARD6:STUDENTS

60

Thisapproachwillsupporttheinstitution’sgoalsofincreasedretentionofFTICstudentsby2%ayeartoafouryeargoalof73-4%.ThisprocesswillbeoverseenandmonitoredbythenewlycreatedDivisionofStudentSuccess.

Variousstudentserviceareasconductprogramlevelassessmentinitiatives.TheStudentSuccessCentershaveimplementedalearningoutcomesbasedassessmentplanforstudents,advisorsandsupervisors.Orientationsurveysnewstudentsandtheirfamilymembersaftereachprogram.FinancialAid,ResidentialLifeandResidentEducationadministerstheEducationalBenchmarking,Inc.survey.DiningServicesaskscommunitymemberstorespondtotheARAMARKHigherEducationSatisfactionSurvey.CampusInvolvementandActivitiestracksparticipationinallprogramsandactivitieswhichareplannedusingadesiredlearningoutcomesmodel.AthleticsandRecreationalSports,inadditiontocompliancebasedinformationinstruments,tracksacademicsuccessandretentionrecordsofallscholarathletesfromyeartoyear,over4yearsandthrough6yearcompletionrates.CommunityStandards(studentconduct)tracksrecidivismratesandviolationratesonanannualbasisbytypeofviolation.UniversityHealthandCounselingServicesmeasures“customersatisfaction”throughsurveyingatthetimeofservicedelivery.Periodicassessmentsofcampusclimateoccuraswell. Tostrengtheninstitutionaleffectivenessinadmission,retentionandstudentservicesUSMispursuingtherecommendationssetforthintheNoel-Levitzreport.Theseeffortswillbeaugmentedandsupportedthroughtheeventualappointmentofadirectorofinstitutionalresearch.


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Standard 7: Library and other Information Resources

The institution demonstrates sufficient and appropriate information resources and services and instructional and information technology and utilizes them to support the fulfillment of

its mission.

OVERVIEW

Fewareasinacademiahaveundergonethetransformationalchangesthatlibraries,informationtechnology,andinstructionaltechnologieshaveexperiencedinthelastdecade.Digitalinformationtechnologies,andespeciallytheWorldWideWeb,nowreachdeeplyintoeverypartoftheuniversity’slife.Librarycollectiondevelopmenthasshiftedfromprinttoelectronicresources,fromownershiptoaccess,andthelibrariesarephysicallychangingfromshelvingrangesofbookstoanInformationCommonsmodel.NewtechnologiesaretransformingourLibraries,ourusers’expectationsandteachingandlearning,resultinginsubstantiveimpactsonLibraries,instructionintraditionalclassroomsandinonlineenvironments.AtUSM,thesetransformationshavebeenaidedbytheinstitution’sactiveparticipationandpositionwithintheUniversityofMaineSystem(UMS)andregionallibrarynetworks.ThecurrentcomplexityandchallengeofUSM’sfinancialsituationhas,however,preventedtheconsistentapplicationofbudgetaryandtechnologicalresourceswhichwouldallowUSMtofullytakeadvantageofnewopportunities.Theresulthasbeensomethingofaroller-coasterrideforUSMLibrariesandotherinformationresources.

THE LIBRARIESDESCRIPTION

USMLibrariesarecomprisedofthreelibraries,oneoneachcampus.Conceptually“OneLibraryonThreeCampuses”offersstudentsandfacultycomparableservices,computeraccess,andstudyspaces.USMLibrariesfunctionwithintheoverallnetworkoflibrariesacrosstheSystem’ssevenuniversities.UniversityofMaineSystemLibraries shareaunioncatalog(URSUS),coretechnologiesandresources,andstandardizedpractices.AtUSM,theLibrarieshaveseenseveralphysicalimprovementsandexpansionsoverthelastsixyears.Recently,attheGorhamandLewiston-AuburnCampus(LAC)libraries,thecomputerlabsandlibrariesweremergedtocreateanInformationCommons,whichprovidesinvitingspacesandone-stopservicesforstudents,alongwithtechnicalandresearchassistance.Theprintcollectionsaredividedbetweenlibrariesaccordingtothelocationoftherelevantdegreeprograms,withlibrarymaterialstransferredatuser’srequestfivedaysaweekbetweentheUSMcampuses,aswellasthesevenUniversityofMaineSystemcampusesviaastate-widedeliveryservice.Thelibrarywebsitehasbecomeakeysourceforresearch,informationresourcesandservices.Threemajorredesignsofthelibrarywebsiteinrecentyearsunderscoretheimportanceofthevirtuallibrary.ItisnotedthatthereisaseparatelyadministeredLawLibraryonthePortlandcampuswhichwasrecentlyre-accredited bytheAmericanBarAssociation,aswellastheKenCurtisLibraryintheMuskieSchoolthatfocusesonjournalsincommunityplanningandhealthpolicy.

USMLibraries’missionistoprovideresourcesandservicestosupportUSM’sstudents,facultyandthecurriculum,andsecondarilytomembersofthepublic.DirectionforthelibrarieshasbeendrivenbyaLibraryStrategicPlan2003, followedbystrategicannualgoals,summerprojectgoalsandfinancial

http://usm.maine.edu/accreditation/documents/libraries/library_networks.pdf

http://usm.maine.edu/accreditation/documents/libraries/org_chart.pdf

http://library.usm.maine.edu


http://usm.maine.edu/accreditation/documents/libraries/ums_library_collaborations.docx

http://usm.maine.edu/accreditation/documents/libraries/library_building_projects.docx


http://usm.maine.edu/accreditation/documents/libraries/information_commons.docx



http://usm.maine.edu/accreditation/documents/libraries/law_library_reaccreditation.pdf

http://usm.maine.edu/accreditation/documents/libraries/2003_library_strategic_plan.docx

http://usm.maine.edu/accreditation/documents/libraries/themes_and_priorities.docx

STANDARD7:LIBRARYANDOTHERINFORMATIONRESOURCES

62

planningdecisions.USMLibrarieshaveclearpoliciesandproceduresavailableonthewebsiteregardingtheuseofinformationandtechnologysystems,guidelinesforlibraryuse,andsimilarpolicies.

ThroughtheLibraryLiaisonProgram, alibrarystaffmemberisassignedtoeachacademicdepartmentatUSMtoworkwithfacultyrepresentativesinbuildingcurriculum-basedcollections.Liaisonsalso assistfacultyinlibraryinstructionandinformationliteracyinaccordancewithgoalsestablishedintheInformationLiteracyPlan.TheLiaisonProgramhasincreasedcommunicationwiththedepartments,implementedanapprovalplanforfocusedmonographselectionandgenerallyraisedthelibrary’svisibility.Facultyareofferedamulti-facetedapproachtoinformationliteracywithavarietyofinstructionoptions,althoughclassroom-basedinstructioncontinuestobethedominantformat.Thedevelopmentofanonline“FacultyToolbox”isunderwayandwillofferfacultyamenuofresourcesand/ortoolstoutilizewiththeirstudents.AmajorachievementhasbeentheincorporationofaspecificinformationliteracyoutcomeintotheGeneralEducationcurriculum,includingitsEntryYearExperience(EYE)courses.Duringthelastthreeyears,USMlibrarianshavebeenactivelyworkingwithfacultyonavarietyofapproachestofulfilltheEYEinformationliteracyrequirement.MoststudentsarerequiredtotakeEnglish100(900+studentsannually)orLewistonCommonCore(LCC)110(75+ students)whichincludescopyrightandplagiarismtopics.Libraryinformationliteracyinstructionalsoemphasizescopyrightissues.TheInstructionalServiceswebsiteandthe“InfoSavvy”blogprovidecentralaccesstoinformationliteracyresourcesandservicesforfaculty,includingonlineinstructionschedulingandinstructionalevaluationtools.Thegoalistobuildon

TheUniversityofSouthernMaineLibrarySystem


http://library.usm.maine.edu/about/policies/index.php

http://www.usm.maine.edu/computing/policies/

http://usm.maine.edu/accreditation/documents/libraries/library_liaison_program.docx

https://docs.google.com/Doc?docid=0AQfRYCa0HaW3ZGY0bWN0Y2NfM2dieHJtcGRu&hl=en

http://library.usm.maine.edu/services/ftoolbox.php

http://usm.maine.libguides.com/infolit


http://blogs.usm.maine.edu/libraries/category/infosavy/

http://mainelaw.maine.edu/library/

http://www.usm.maine.edu/doit/

http://library.usm.maine.edu/

http://www.usm.maine.edu/maps/

http://library.usm.maine.edu/specialcollections/index.html

http://cmspilot.edm.usm.maine.edu/

http://www.usm.maine.edu/ctel/


63

thisGenEdrequirementbyprovidingfacultywiththetoolstoprovidestudentswithprogressiveliteracyskillswithasubstantiallygreaternumberoffaculty.

Anemphasisonprovidingstudentswithpoint-of-needassistancehasresultedinseveralactions.OnesteptakenwastoincorporateLibGuides,aresourcewhicheasilyprovidesfacultyandstudentswithcustomized,web-basedlibraryguidesforindividualclasses,aswellasguidesformajorsanddisciplines.Anexpandingsetoftutorialsproducedonlinebythelibraryoffersthestudentaself-serviceoptionforinformationliteracyinstruction.Aone-credithourlibraryclass isbeingconvertedtoafullyonlineorblendedclassandwilladdressthefull-spectrumofinformationliteracyneedsandoutcomes.

AcommitmenttocurriculumsupportextendstoUSM’sdevelopmentofthreeremarkablespecialcollections,thefirsttwoofwhicharepartoftheUniversityLibraries:TheOsherMapLibraryandSmithCenterforCartographicEducationwithapproximately300,000mapsfrom1475to2000;SpecialCollectionswhichincludestheJean Byers Sampson Center Catalyst for Change AwardwithmaterialsrelatingtoMaine’sAfricanAmerican,Jewish,andLGBTcommunities;andtheLACFranco-AmericanCollection. Theexpresspurposeforeachistogivestudentsopportunitiestoundertakeresearchwithprimarymaterials,aswellastoprovidethelargercommunitywithculturalresources.Thecollectionsareguidedbycommunityboardmembers.Facultyscholars assignedtothecollectionsensurethecollectionsareusedintheclassroomandthattheircontinuingdevelopmentisalliedcloselywithcognateacademicprograms.

USMLibrariesprovidesinformationresourcesthroughanetworkofaccesspointsandaredeliberatelyandstrategicallyshiftingcollectionallocationsawayfromprintmonographsandjournalstoelectronicjournals,e-resources,anddatabases.DatabasesareprovidedthroughState,UMSandUSMsubscriptions.Overall,USMstudentsandfacultycurrentlyhaveaccesstoapproximately225databasesandsome40,000journals.TheUSMcommunityalsohasaccesstoawiderrangeofprintcollectionsthroughtheUniversityofMaineSystem.Withthesevencampuslibraries’collectionphilosophyof“SevenCampuses,OneCollection”, USM’s400,000printmonographsarethusleveragedto1.6millionvolumesstate-wide.ThiscollaborationminimizesduplicateholdingsacrossthesystemandhasmadeasignificantimpactbyincreasingthenumberofitemsreadilyavailabletoUSMusers.Througheasytouse,self-servicefunctions,theLibrariesobtainmaterialsfromacrossthenationthroughUSM’sInterlibraryLoan(ILL)departmentatnochargetousers.ILLisarobust,fastandconvenientservicewhichgreatlyexpandsourusers’abilitytoaccessmaterials,particularlyforgraduatestudentsandfaculty.AccesstojournalarticlesnotavailableatUSMisusuallyavailableelectronicallywithin24-48hours.

TheLibrariesprovidecurrenttechnologyresourcestousers.ThisincludesalargenumberofrecentlyupdatedstudentcomputersduetothecollaborativerelationshipsfosteredbetweenUniversityLibraries/InstructionalTechnology&MediaServices(ITMS),theDivisionofInformationTechnology(DoIT),andtheCenterforTechnologyEnhancedLearning(CTEL).TheLibrariesalsobenefitfromcentralizedtechnologyservicesfundedbytheUniversityofMaineSystem,whichprovidecore,up-to-datelibrarytechnologiesandresources,suchastheIntegratedLibrarySystem(ILS),e-Serialsmanagementandavarietyofdatabases.Since2007,thesetechnologyserviceshavebeenprovidedbythestate-widelibraryconsortium,MaineInfoNet(MIN).

http://usm.maine.edu/accreditation/documents/libraries/frs_197_info_lit_class.docx

http://www.usm.maine.libguides.com/frs197


http://usm.maine.edu/accreditation/documents/libraries/specialized_collections_descriptions.docx


http://www.usm.maine.edu/maps




http://usm.maine.edu/accreditation/documents/libraries/jbsc_catalyst_for_change_award.docx

http://www.usm.maine.edu/lac/franco

http://usm.maine.edu/accreditation/documents/libraries/board_membership.docx

http://usm.maine.edu/accreditation/documents/libraries/faculty_scholars.docx

http://usm.maine.edu/accreditation/documents/libraries/library_networks.pdf

http://usm.maine.edu/accreditation/documents/libraries/seven_campuses_one_collection.docx


http://illiad.usm.maine.edu/


http://www.usm.maine.edu/computing/



http://www.maine.gov/infonet/


64

APPRAISAL

USMLibrariesareactivecentersforlearningoncampus,responsivetothechangingnatureofacademiclibrariesandofuserexpectations,asevidencedbythephysicalchangestothelibraries,theemphasisondigitalcollectionsandthevirtuallibrary.Thesecoreservicesarerobustandreliableandincluderegularnewfeaturesandtechnologiesintroducedoverthelastdecade.WhilerelationsbetweenthefacultyandtheLibrariesaregenerallyexcellent,theinterestandactivityleveloffacultyliaisonsdoesvarywidelyamongdepartments.

TheLibraries’informationliteracyprogramhasgrownandexpandeditsofferingsbyfocusingontheEnglish100andEYEcourses.LibrariansmeetwiththeGeneralEducationCommitteeandaremembersofEYEcoursedevelopmentgroups.LAClibrarianshavebeensuccessfulinintegratingthemselvesintobothclassroomandonlinecourses.Whiletheprogrameffectivelymeetsexistingdemandandhasstrongtiestosomeacademicprograms,suchasNursing,USMLibrariesneedtomoreactivelypromoteawarenesstofacultyandfacilitateincreaseduseofinformationliteracyresources.TheFaculty

UniversityofMaineSystemLibraryNetworks

http://usm.maine.edu/accreditation/documents/libraries/information_literacy.docx



http://www.maine.edu/

http://www.maine.gov/legis/lawlib/

http://www.bpl.lib.me.us/

http://www.portlandlibrary.com/

http://ursus.maine.edu/


http://www.maine.gov/msl/

http://www.une.edu/library/

http://libguides.colby.edu/home2

http://library.bowdoin.edu/

http://abacus.bates.edu/Library/

http://mainecat.maine.edu/

http://www.maine.gov/infonet/minerva/


65

Toolboxbeginstoaddressthedichotomybetweenthenumberofstaffavailableandtheneedtoreachhundredsofclassesacrossthreecampuses.Thisself-servicetoolassistsfacultyincustomizingtheirapproachtoliteracywithinthephysicalandvirtualclassroom.Informationliteracyshouldbecomeanintegralpartoftheuniversitycurriculumandneedstobestrengthenedthroughacollaborativefaculty/librarianrelationship.

Over290,000students,faculty,staffandthepublicuseourthreelibrarieseveryyear.Animpressivenumberofbuildingprojectsandcapitalimprovements havecreatedupdatedandappealingphysicalspacesforlibraryusers,particularlyattheGlickmanLibraryandLACCommons.InresponsetoLibQUALsurveyresults,groupstudyrooms,attractivestudent-centeredandtechnologyspaces,aswellascomfortableseatinghavebeenaddedandhavebeenwellreceived.Thefocusin2010isontheongoingimprovementstoTheCommons@GorhamLibrary.

Theopeningin2009oftheexpandedOsherMapLibraryandtheGlickmanarcadeentrancefacingtheUniversityCommonsmarkedanotherarchitecturalsuccessfortheuniversity.TheOsherMapLibraryfacilityshowcasesthequalityofthecollectionandcontributestothenationalrecognitionthecollectionandprogramsdeserve.ThisfacilityisthelatestinaseriesofinvestmentsinUniversityLibraries.

USMLibrarieshavedeliberatelyandstrategicallyshiftedcollectionallocationsawayfromprintmonographsandjournalstoelectronicjournals,e-resources,anddatabases.Thisreflectsnotonlyuserpreferencesbutalsotherapidtransitiontodigitalformats.TheLibrarieshavesetagoalof100%electronicjournalsassoonasfeasible.Anumberofcoreelectronicdatabasesandfull-textresourcesareprovidedthoughstate-wideorUniversityofMaineSystemsubscriptions,andaresupplementedbyUSMsubscriptions,suchastherecentadditionofJSTOR(themostfrequentlyrequestedcollectionadditionbyfaculty)andLexisNexis.TheLibrariesaredownsizingprintjournalcollectionsandprintgovernmentdocumentswhileparticipatinginstate-widecooperativecollectiondevelopmentstrategies thatexplorenewmodelsforlegacycollections.Developingvibrantdigitalcollections,includinglocaldigitalprojectsthroughOML’sDigitalImagingCenter,willbeincreasinglyimportant.Furthermore,USMhasinvestedsignificanttechnologyandstaffingresourcesintotheInterlibraryLibraryLoan(ILL)program.ILLborrowsabout12,000itemsannuallyandprovidesthisasafree,unlimitedservicetorequestors.

Significantefforthasgoneintothelibraries’websiteascentralaresourceforUSM’scommunityasthephysicallibrary.ThelibrarywebsiteisactivelymanagedbytheLibraryWebCommitteeandiscurrentlyundergoingre-developmentintheuniversity’snewcontentmanagementsystem(CMS).Arecentsurvey950librarywebsiteusersfoundahighdegreeofsatisfactionwiththesiteanditseaseofuse.DevelopingthenextgenerationinaCMSwillallowforamoredynamicandeasilyupdatedwebsite,onethatwillhighlightmoreinteractiveandsocialnetworkingfeatures.

Moregenerally,USMLibrariesworkscollaborativelyandcooperativelywithUniversityofMaineSystem(UMS)LibrariesandMaineInfoNet(MIN).Thisallowsforsteadyadoptionofnewfeaturesandtechnologies.ParticipationinMaineInfoNethasbroughttheUniversityofMaineSystemLibrariesintoastate-wide,multi-typelibraryconsortiumthatalsoprovidescentralizedtechnologyresourcesforUSMLibraries.UniversityLibrarianDavidNuttyhasbeenaleaderinthefoundinganddevelopmentofMaineInfoNet andservesastheChairoftheMINBoard.TheUniversityofMaineSystemandtheMaineInfoNetconsortiaallowforthecost-effectiveprovisionoflibrarytechnologiestoshareandsustainbestpractices.ContinuingsuchcollaborationsisclearlyakeyandessentialstrategyforUSM,theUniversityof



http://usm.maine.edu/accreditation/documents/libraries/libQUAL_survey.docx

http://usm.maine.edu/accreditation/documents/libraries/oml_and_glickman_arcade.docx





http://usm.maine.edu/accreditation/documents/libraries/library_survey_results.docx

http://usm.maine.edu/accreditation/documents/libraries/maine_infoNet.docx


http://usm.maine.edu/accreditation/documents/libraries/maine_infoNet_board_members.docx


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MaineSystem(UMS)andtheStateofMaine.

OffcampusstudentsandanincreasingnumberofonlinestudentsreceiveresourcesandservicesviathelibrarywebsiteandincooperationwithCTEL.TheLibraryhasimprovedautomaticactivationofproxyaccesstodatabases.USMandtheUMSUniversityCollegecooperateinsupportingonlinefacultyandstudents.ALibrarianisservingonanonlinestudentservicescommitteewhichcontinuesdevelopingenhancedandseamlessservicesforthesestudents. USMLibraries/ITMShasactivelysoughtoutpartnerships.Ourmodelofrelationship-buildingandcollaborationhasresultedinstrongcollaborationswithCTELandDoIT,resultinginclassroomandtechnologyimprovements,computerupgrades,updatedstudentenvironments,andexpansionofinstructionaltechnologies.TheOsherMapLibraryhasestablishedapartnershipwithacommercialcompany,HistoricMapWorksInc.,todigitizethemaplibrary’srarecollectionsandmakethemavailableonlineandforcurricularsupport.Thereareplansforothercollectionstobedigitizedinthefuture.

SpecialCollectionshasgrownconsiderablywithseveralsignificantadditionstotheLGBTcollection.TheJeanByersSampsonCenterforDiversityinMaineisnotedforitsannualJeanByersSampsonCenterCatalystforChangeAward thathighlightsthediversityworkofindividualsstate-wide.TheFacultyScholarprogramforSpecialCollectionshaslapsedsincefacultyscholarshavenotbeenreplacedduetobudgetreductions.TheFranco-AmericanCollectionremainsincrampedspaceattheLewiston-AuburnCampus.TherecentlyhiredCoordinatorwillpromoteasharedvisiontoassisttheFranco-AmericanCollectionBoardtoaddresstherestrictionofspaceandfunding.

Thechallengesposedbythefundamentalreconfigurationsoflibrariesandtechnologydrivenchangehavebeenexacerbatedbybudgetaryissues,includingongoingrisingsubscriptioncostsforjournalsanddatabases.USMrespondedtoNEASC’sconcernsinthe2000accreditationregardinglibraryfinancialsupportbyincluding,intheTransforming USM 2004-2009 initiative,theintenttoincreaselibrarybase-fundingby$50,000/yearforeachofthreeyearsstartingFY05.Thesenewallocationscouldonlybemadesporadicallyandinsomeyearshadtobewithdrawnduetorescissions.InFY2008,$150,000wasaddedtothelibrarybasebudget,but$250,000wassubsequentlydeductedtomeetmid-yearbudgetrescissions.USMwasable,however,toinsulatetheLibrariesfromfurtherbudgetandstaffreductionsinFY10byrestoringfundingtopreviouslevels,thusallowingforsomenewinvestmentssuchasJSTORandcomputerreplacements.FY11hasseenamodestreductioninbasebudget,offsetbyasignificantone-timeallocationofcapitalinvestmentforcomputersandclassroomtechnology.

Hiringfreezesandbudgetrescissionshavereducedlibrarystaffby7FTEsinceFY06.Supportingthreelibrariesonthreecampusesstretchesresources.TheLibrarieshaverespondedtothecutscreativelybyadaptingorganizationalandstaffingstructurestomaintainservices(asevidencedinthecomplexityoftheorganizationalchart.BothOMLandSpecialCollectionshaveconcernsaboutstaffinglevels.Furthermore,digitalinitiativesandthevirtuallibraryrequiredifferentandspecializedstaffing.However,acommitmenttostaffdevelopmenthasbeenmaintainedwithfinancialsupportprovidedforin-stateandregionalconferences,seminarsandwebinars. USMLibrarieswillcontinuetotransformitsspaces,servicesandcollections.Thefollowingareasarespecific,ongoing,andnecessarystepstoadapttothechangingacademicandtechnologicalenvironmentsthatouruserswantandneed.Thus,theLibrarieswilltransitiontodigitalcollectionswhilemanaginglegacycollectionscooperatively,emphasizingdigital“access”over“ownership”,andincreasing

http://learn.maine.edu/

http://www.historicmapworks.com/



http://www.jstor.org.prxy3.ursus.maine.edu/action/showBasicSearch




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focusonthedigitallibrary.TheUniversityLibrarian,workingwiththeUniversityofMaineSystemLibraryDirectors’Council,willimplementacooperativecollectiondevelopmentpolicy.USMLibrariesstaffwillcontinuetotransformthelibraries’physicalspaces.Thisincludesupgradingfurnishingsandtechnology,aswellasimplementingCommonsconceptswheneverappropriatetomeetthechangingneedsofstudentsandfaculty.Asthephysicalfootprintofcollectionsdecline,USMLibrarieswillre-inventitsspacesasCommonsareasandasthecenterofteachingandlearningoncampus.

PROJECTIONS

• USMLibrariesstaffwillrefinethemissionandvisionstatementsasUSM’smissionandvisionbecomemorefocusedbyFY12.Thiswillinclude:thedevelopmentofanactiveplanningprocessfeaturingtheundertakingoftheLibQualLitesurveyin2012andstudentforumsforfeedback,theLibraryLiaisonProgramfosteringuniformityandpro-activityinoutreachtodepartments,andstrengtheningtheprovisionofservicestostudentsatadistanceandonline.

• TheUniversityLibrarianwilldevelopandmaintainathree-yearstaffingandorganizationalstrategyforUniversityLibrariesandITMS,andwillsupportstaffdevelopment,professionaleducationandlearningopportunitieswheneverappropriate.

• TheLibraries’HeadofReferenceandInformationLiteracyProgram,inconjunctionwithlibrariansandfaculty,willcontinuetodevelopinformationliteracyFacultyToolbox,withonlinetutorialsandotherresources,andwilloffertheone-creditliteracyclassinblendedandonlineformats.

• TheInformationLiteracyCouncilwilldevelopapromotionandoutreachprogrambyworkingwithfacultyliaisons,toincreasefacultyawarenessofinformationliteracyprograms.Theeffectivenessoftheseinitiativeswillbeassessedthrough2012.

• TheDirectoroftheSampsonCenter,theUniversityLibrarianandtheSampsonCenterBoardwilldevelopstrategiestorestoreatleastonfacultyscholartotheSampsonCenterbyFY12.

• TheLibrarieswilldevelopanorganizedandintentionalassessmentprocessforitsprogramsandservicesbyFY12.

OTHER INFORMATIONAL AND TECHNOLOGICAL RESOURCES

DESCRIPTION

ThepedagogicopportunitiesavailablewithnewtechnologiesareexemplifiedbythesuccessesoftheCenterforTechnologyEnhancedLearning(CTEL),thetransformationofInstructionalTechnology&MediaServices(ITMS),andthesupport systemsofferedbytheDivisionofInformationTechnology(DoIT),workinginpartnershipwithUSMLibraries.

TheUSMStrategicPlanclearlystatesthatonlineprograms,replacinginstructionaltelevision(ITV),areamajorinitiativeinthenextfewyears.CTEListheunitfoundedin2006toserveasasupportserviceforincorporatingtechnologyintoteaching,learning,andonlineeducation.Itisanexusfordiscussionandcoordinationforthoseinvariousdepartmentswhosupportinstructionaltechnologies.CTELsucceedsthroughcollaboration,includingstaffing,betweenUniversityOutreachandUSMLibraries,withpartnershipsupportfromDoIT.Italsosupportstheuseofinnovativetechnologiesintheclassroom.CTELcurrentlyemphasizessupportforfacultyanddepartmenteffortstodevelophigh-qualityonlineandblendedprograms,andemphasizesprogramsthatattractnewaudiencestoUSM.Itoffersa


http://usm.maine.edu/accreditation/documents/libraries/ctel_committees.docx

http://usm.maine.edu/outreach/


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seriesofworkshops,seminars,andtheannualTeachingwithTechnologyShowcase,topromoteinstructionwithdigitaltechnologies.ManyoftheseareconcernedwithhowtobestusesoftwaresuchasBlackboard,Elluminate,andCamtasia.In2008,CTELreceiveda$100,000grantfromtheSloanFoundationtohelpUSMdevelopsixblendedprograms.Anonlinecoursefeeof$25/peronlineorblendedcoursehoursupportsitsgrowthandenablesinvestmentsincoursedevelopment,newtechnologies,technicalsupport,training/development,andstaffing.

ITMSprovides,supports,andmaintainsinstructionaltechnologyandaudiovisualequipmentinclassrooms,auditoriums,andothermeetinglocations.ItsupportsUSMcourses,specialeventsandconferences.ITMSmergedwithUSMLibrariesin2005.TheyjointlymanageUSM’snon-printandvideocollectionofsome4,000titles.Withsixstaffandalargenumberofstudentemployees,ITMShasofficesonthePortlandandGorhamcampusesandsupportsclassesandeventsthroughoutthedayandevening,sixdaysaweek.ITMSatLewiston-AuburnisprovidedbystaffandservicesintheLACCommons.

DoITcoordinatesUSM’sdigitalinfrastructure(seeStandard8).Fromaninformationalservicespointofview,DoIToperatesthreestudentcomputerlabs.ThecomputerlabsatGorhamandLewiston-AuburncampuseshavebeenincorporatedintoInformationCommons,andarejointlystaffedbyLibraryandDoITstaff.ThePortlandCampusstillmaintainsadedicatedcomputerlab.Studentstaffofferassistanceintheuseofbasiccomputerprogramsandwithtroubleshooting.DoITsupportseightdedicatedcomputerclassroomswithapproximately190seatsplusteachingstations.Inadditionthereareseveraldepartmentallydedicatedandrunlabsthatservespecificneeds,suchastheGISLabontheGorhamCampusorthenewImagingCenterintheOsherMapLibrary.DoITalsorunstheUSMHelpdesk,whichofferscomputerassistanceatasingletelephonenumberorviaemailformanyITissuesoncampus.Staffedlargelybystudentswith 3FTEprofessionalstaffsupervisingfirstlevelsupport,theHelpdeskmakesreferralsforsecondtiersupporttootherstaff.TrainingforstudentsandfacultyaresupportedintheInformationCommonsalongwiththeDoITHelpdeskandone-on-oneinteractionswithReferenceLibrarians.

APPRAISAL

CTELisanamazingsuccessstory,showingrapidgrowthinonlinecoursesandsteadilyincreasingenrollments.Overthepastfouryears,thenumberofonlineandblendedcourseshasincreasedfrom54(FY06)to429(estimateforFY10),almost700%growth.Enrollmentshaveincreasedfrom1,145(FY07)to6,111(estimateforFY10),434%growth.ThissuccessstemsfromCTEL’suseofnationalbestpracticestopromoteeffectiveandcollaborativepartnershipsacrosstheuniversity.Attherecommendationofthefaculty-basedTechnologyEnhancedLearningAdvisoryCouncil,thewidelyadoptedevaluationrubric,QualityMatters,hasbeenimplemented.AstrategicplanforthenextphaseofCTEL,USM e-Learning Initiative,waspublishedinSpring2010.

Concurrentwiththesestrengthsistheconcernthattechnicalsupportforfacultyandstudentsneedstobeexpandedandthatstudentservicesneedongoingdevelopment.UseofinnovativetechnologiesatUSMremainssomewhatlimitedamongfaculty.FacultydevelopmentandassistingfacultywiththeexpectationsofWeb2.0remainsachallenge.Thereisaneedtosystemizeandpresentamorecoherentsetoftrainingopportunitiesforfaculty,perhapscoupledwithincentivesorotherformsofencouragement.ThecreationofaFacultyDevelopmentCenterorasimilarprogramwouldbeanopportunitytore-envisionworkshopsandotherexperiencesforfacultyaroundpedagogyandusingtechnologyforteaching



http://usm.maine.edu/accreditation/documents/libraries/eLearning_initiative.docx


http://itsdrewclark.com


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andlearning.AttendanceatthefourannualTeachingwithTechnologyShowcaseshasgrowntoinvolveapproximately80facultyandstaffin2009.However,workshopsandbrownbaglunchesusuallyhaveonlyahandfulofparticipants.Finally,anotherconcernisthatout-of-statetuitioncostslimittheabilitytomarketonlinecoursesbeyondMaine.

Inthetraditionalclassroom,steadyprogresshasbeenmadebyimprovingtheavailabilityandqualityofinstructionaltechnology.Allbuildingshavewirelessaccess,almostallregularclassroomshaveabuilt-indataprojector,andanincreasingnumberprovideadditionalbuilt-incapacitysuchascomputers,DVDplayers,andsoundsystems.ITMSreceivedasignificantpartnershipbudgetaryallocationfortheSummerof2010toupgradeclassroomcomputersandclassroomdataprojectors.Consistencyandstandardizationof new classroom equipment has been a significant accomplishment. UseofITMSserviceshasgrownsteadilyineachofthelastfiveyears,reflectingbothfacultyinterestinusingclassroomtechnologyandtheincreaseinaudiovisualsupporttoconferenceservices,meetings,andspecialprograms.Abaselevelofinstructionaltechnologythatsupportsmostfacultyneedshasbeenachieved,evenifsomeoftheequipmentandgeneralqualityoftheclassroomsisbelowexpectations.Thebaselevelhasbeenexceededwithinnewlyconstructedbuildings.Furtherassessmentofthequantityandperceivedeffectivenessoftheuseofinstructionaltechnologyisagoal.TheLibraries’serviceethosisreflectedintheITMSemphasisonserviceandprofessionalism.

Thestudentcomputerlabshaveup-to-dateequipmentand,whilegenerallybusy,areatcapacityonlythreeorfourweekseachyear.TheComputerclassroomshavecurrentequipmentbutarenotfullyutilized,whichmaybeduetoschedulinglimitationsthatdonotallowthefacultytohavetheroomsforeveryclassmeeting.TheHelpdeskprovidesakeyservice,butonlywithinlimitedhoursforauniversitythatteachesevenings,weekends,andonline.TheUniversityofMaineSystemdoesnotprovideindividualHelpdesksupportforindividualsusingtheEnterpriseSystemsofMaineStreetandBlackboard.Asaresult,USMHelpdesktriestofillinthevoidbutdoessoatalevelthatislessthandesired.

Flatorreducedbudgetshaveforcedtheseinformationresourcedepartmentstofocustheirbudgetaryallocationsoncoreandessentialservices.Asaresult,budgetreductionshavelargelybeentakenfromstaffing.DoIThaseliminated7.5FTEstaffandhaditsbudgetdecreasedbyseveralhundredthousanddollarsoverthelastthreeyears.ITMSstaffhavebeenreorganizedsincejoiningUniversityLibraries,andtheDirectorofITMSwasnotreplaceduponretirement.Bycontrast,inrecognitionofCTEL’sstrategicimportance,USMhasactivelydedicatedresourcestoCTEL.Inparticular,throughcollaborativeeffortsbetweenUniversityLibrariesandCTEL,1.5FTEhavebeenmovedfromITMStoCTEL.ThenecessaryadjustmentstoandreductionsinserviceshavealsobeensomewhatmitigatedbythecentralizedUniversityofMaineSystemITservices,whichprovidessomeneededhardware,software,andstaffsupport.

PROJECTION

CTEL

• TheDirectorofCTELwillcoordinatetheimplementationofe-LearningatUSMby2012(thethirdphaseofCTEL).

• Inpartnershipwithothers,theDirectorofCTELwilldevelopopportunitiesthatincreasefacultyskillsanduseofawiderrangeoftechnologiesforteachingandlearningbothface-to-faceandonline.

http://usm.maine.edu/accreditation/documents/libraries/equipment_and_classroom_technology.docx

http://www.maine.edu/system/its/index.shtml



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• TheDirectorofCTELwillcoordinatetheincreasedprovisionofservicestoonlinestudentsby2012,suchaslibrary,advising,tutoring,andotherservices.

ITMS

• TheAVManagerwillimplementathree-tierclassroomtechnologyplan:1)basicequipmentinstalledorupgradedinallclassrooms;2)provisionofenhancedequippedclassrooms;3)developmentof“smartclassrooms”.Financialresourceswilldictatethetimelineforimplementingthisplan.

• TheAVManagerwillcoordinatewiththeDirectorofCTELtointroduceandsupportnewinstructionaltechnologiesforUSMfacultyandstudents,suchaslecturecapturing.

• TheAVManagerwilldevelopamechanismtoassessregularlybothfacultyneedsandtheeffectivenessofclassroomtechnology.

DoIT

• TheExecutiveDirectorforComputingServiceswillusetheITliaisonprogramforDivisionsandDepartmentstoshareinformationandtolearnaboutuserneeds.

• TheExecutiveDirectorforComputingServiceswillworktoexpandHelpdeskhoursinordertoprovideassistancetoeveningandonlinestudentsandfaculty,aswellastoincreasesupportforBlackboardandotherwidelyusedcoursesoftware.


ThenationaltrendsaffectingacademiclibrarieswillchallengeUSMLibrariestocontinuouslyreassessitsservices,resources,andfacilities.

UniversityLibrariesuseinformationtechnologytoplan,administer,andevaluateprogramsandservices.TheURSUSsystemprovidesextensivereportingcapabilitiesoncollections.Databaseusestatisticsareregularlyreviewedtosupportrenewal/cancellationdecisions.TheLibrariesadministeredthenationallyrecognizedLibQUALsurvey in2007,alongwiththeotherUniversityofMaineSystemcampuslibraries.Over1,650studentsandfacultyparticipatedinthesurveyatUSM,generatingconsiderabledatawhichhasbeenusedfordecision-makingoncollectiondevelopment,buildinghours,andstudyspacesforstudents.TheLibrariesregularlyreceivesuggestionsviaphysicalandelectronicsuggestionboxes.

TheFacultySenateLibraryCommittee(FSLC)hasbecomedormantthelastfewsemestersandhasnotmet.ItistheLibraries’hopethatitwillbere-activatedasaforumforlibraryfeedback.ITMSconductsoccasionalsurveysattheendofthesemestertoassessuserfeedbackandsatisfactionrelatedtoclassroomservices.UniversityLibrariesrecentlycompletedawebsurveyregardingsatisfactionanduseofthelibrarywebsite,receivingover950responses.TheLibrarieswillcontinuetousewebsurveysofitsusersasanongoingserviceassessmenttool.

Thechallengeisinturninginformationanddataintoassessmentandactions.USMwillbehiringaDirectorofInstitutionalResearchandAssessmentwiththegoalofcreatinganOfficeofInstitutionalResearch.WorkingwiththeDirectorofIR,theLibrariesandotherinformationresourceareaswillcontinuetoimproveassessmentanddatacollectionstrategies.



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The institution has sufficient and appropriate physical and technological resources necessary for the achievement of its purposes. It manages and maintains these resources in a manner to

sustain and enhance the realization of institutional purposes.

OVERVIEW

TransformingUSM:2004-2009 identifiesFiveEssentialLeversofChangenecessarytopropelUSMto“Regional Excellence, National Recognition.”“UpgradeandExpandFacilities”isoneofthelevers;ithassevenactionstatementswhichserveaslong-term,developmentalroadmapstoaddressthestrategicneedsofUniversityinfrastructure.Althoughmostactionprojectsofthisleverremainworksinprogress,theUniversitycontinuestoupgradeitstechnologicalresourcesandhasaddedseveralnewbuildingstoitsphysicalcapacitytobetterservestudents,facultyandthecommunity.Despitesuccessfulimplementationofcreativefundingstreamstofinancenewconstruction,theUniversityisfallingfurtherbehindinitsefforttomaintainmodern,comfortableclassrooms,laboratories,andoffices.Facilitiesstaffdotheirbesttoensurecomfortandsafety.Along-rangeMasterPlanforallthreecampuses,whichisalignedwiththenewlydevelopedstrategicandacademicplansispresentlyindevelopmentandwillprovidetheUniversitywithamoreproactiveplanningstrategy.Itwilladdressthesignificantbacklogofdeferredmaintenanceandprovideinformedcriteriaforcontinuedexpansionofitsphysicalresourcesbyprovidingspecificassessmentbenchmarks.

DESCRIPTION

A.Facilities:TheUniversityhasthreephysicalcampuses;Portland(theurbancampus),Gorham(theresidentialcampus)andLewiston-Auburn(thesmallliberalartscampus).TheUniversityownstwopropertiesnotlocatedonanyofthecampuses–theStoneHouseinFreeport,Maineand68HighStreetinPortland.TheStoneHouseisaruralpropertyusedmainlyforretreatsandconferences;68HighStreetiscurrentlyforsale.Additionally,theUniversityleasesthreespacesimmediatelyoffcampusinPortlandforauxiliarypurposes.ItalsoleasesspaceforoperationsdirectlyrelatedtotheresearcharmoftheMuskieSchoolofPublicServiceinPortlandandAugusta,Maine.

SincethelastNEASCreviewin2000USMhashiredRobertBertramasExecutiveDirectorofFacilitiesandsubstantiallyincreasedandimproveditsphysicalresources.Therehavebeentensignificantnewfacilitiesconstructedaswellassixteenmajorrenovationprojectsandoneoffcampusproperty,PortlandHallwassold.ThefivemostrecentfacilitiesearnedLEEDcertification.Furtherdescriptionofnewbuildingsandmajorrenovationprojectsduringthepast10yearsislistedinDataFirstFormsforStandard8.

ThebuildingsatUSMvarygreatlyinsize,style,function

andcondition.TheUniversity’sphysicalresourcesarecomprised

of89serviceablebuildings(includingthe4leasedspaces).Alltotaledthereis1,860,000squarefeetofassignablespace

inalllocations.

http://usm.maine.edu/accreditation/documents/physical/transforming_usm_04_09.pdf

http://www.usgbc.org/DisplayPage.aspx?CategoryID=19

STANDARD8:PHYSICAL&TECHNOLOGIALRESOURCES

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AtUSM,theFacilitiesDepartmentoverseesthemaintenance,repair,andcustodialcareofbuildingslistedunderE&Gbudgetaswellassomeoftheauxiliarybuildings.Additionally,theDepartmentofResidentialLifeandEducation,withsupportandexpertisefromFacilities,providescustodialcareandmaintenance“triage”functionforthestudentresidentialbuildings.Bothunitscoordinateandkeepanongoingassessmentofmaintenanceplansforexecutionasfundingpermits.

B.Classrooms:TheUniversityhas120,000squarefeetofspaceinthe84classroomsthatareregularlyavailableforuse.Additionallythereare142,000squarefeetassignedto203laboratories.

ThevastmajorityofclassesarescheduledduringeitherMonday/WednesdayorTuesday/Thursdayblocks.Fridayshavetraditionallybeenreservedforresearch,service,andmeetingsandassuchmanyfewerclassesscheduledthatday.AsaresultclassroomsareutilizedheavilyonMondaythroughThursdays(Portlandutilizationis84-92%between10amand4pm,Gorhamis70-73%andLewiston-Auburnis60-80%).OnFridaystheclassroomutilizationinPortlandaverages25%,inGorhamitaverageslessthan20%andinLewiston-Auburnamaximumof10%.DuringeveningsandweekendsthepercentagesofclassroomuseonallcampusesissignificantlylowerthantheFridaynumbers(Roomusage2006-2008and2007-2010).Inadditiontothesedesignatedclassrooms,thereareseveralspacesthatcanbecomeavailableforgeneralacademicclassroomswhentheyarenotscheduledforprimarydesignatedpurposes(e.g.LawBuilding,WishcamperCenter,PresidentialDiningRoom,FacultyDiningRoom,andHastingsFormalLounge).

TheInstructionalTechnologyandMediaServicesDepartment(ITMS)haveinstalleddataprojectors,computers,amplifiersandDVD/VCRplayerspermanentlyinmanyroomsonthethreecampuses(44roomsinPortland,17inGorhamand7inLewistonAuburn.)Theseincludesomededicatedclassroomsaswellasseveraloftheoccasionallyavailableroomsmentionedabove.SeealsoStandards4,5,6and7,foradiscussionontheuseoftechnologybystudentsandinteaching.

Videoconferencingroomsareavailableonallcampusesformeetingsandclasses.TheDivisionofInformationandTechnology(DoIT)operatesoneeachonthePortlandandGorhamcampusesforuseinmulti-campusmeetings.Additionally,theUniversityofMaineSystemmanagesaroomoneachofthethreecampuses.Therearealsovideoconferencerooms“owned”byvariousunits(i.e.Lewiston-AuburnCollegeandtheMuskieSchoolaswellastheContinuingEducationandConferencesoperationthathavetwospacesintheAbromsonCenter).

Classrooms 45inPortland,23inGorham, and16inLewistonAuburn

Labs 94inPortland,92inGorham, and17inLewiston-Auburn (includesresearch&teaching labs,rehearsalrooms,art studiosandcomputerlabs)

LOCATION STATIONS202LutherBonney 31

203LutherBonney 31

223Glickman 6

518Glickman 31

219Bailey 31

405Bailey 31

LACLibrary 6

116LAC 30

TOTAL 197

http://usm.maine.edu/accreditation/documents/physical/2006-2008_room_use.pdf


http://usm.maine.edu/itms


http://usm.maine.edu/accreditation/documents/physical/Classroom_technology_inventory.pdf




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C.TechnologicalResources:Allbuildingsandclassroomshaveinternetconnectionswithfiberconnectionstoallbuildingsonallthreecampuses.However,connectiontoindividualroomsinthesebuildingsdependsupontheageoftheequipmentandwiring.Ataminimum,eachindividualspacehasa10MiBconnection.Asconstructionprojectsandrenovationsproceedthewiringisbeingupgradedtoaccommodate100MiBconnectionsand,insomeverylimitedareas,gigabitconnectivity.EveryclassroomhasatleastonewiredEthernetport.Additionally,allacademic,administrativeandcommonresidentialareashavewirelessnetworkconnectivity.

Thereareatotalofeightdedicatedcomputerclassroomsonthethreecampuses(4inPortland,2inGorhamand2inLewistonAuburn).Ingeneral,classesarenotscheduledforthewholesemesterintheseclassrooms.Thedemandforthesespacesissuchthatmanywhodesiretousetheresourcemustsharethem.Inspiteof,orperhapsbecauseof,thislimitationthedemandisnotashighasonemightexpect.Therearemanytimeswhentheseroomsareempty(Currentcomputerusage,Spring2007-Summer2009,Fall2009-Present).ThetabletotherightprovidesthedistributionofthecomputerstationsacrossUSM.

Inadditiontothecomputerclassroomsthereare4computerlabsavailableforcommunityuse(144LutherBonneywith112stations,GlickmanInfoCommonswith53stations,theCommons@Gorham45stations,andtheCommons@Lewiston-Auburnwith34stations).Forseveralacademicprogramstherearededicatedcollegeordepartmentclassroomsandlabs(e.g.Law,Nursing,GIS,andEngineering).TherearealsopubiclyaccessiblecomputersinvariousstudentlocationssuchasWoodburyCampusCenter,CostelloSportsComplexandthroughouteachofthelibraries.

TheUniversity,throughtheDoIT,hasinplaceseveraloperationalproceduresandpoliciestoensurethereliabilityofsystems.Importantsystemsareidentifiedandhostedonredundanthardwarewhereneededandbackupproceduresareinplacefordisasterrecoverywithoffsitestorage.TheUniversity(bothUSMandtheUniversityofMaineSystem)hasinplacenumerouspoliciestoprotecttheintegrityandsecurityofdata.Securityiscoveredunderpoliciesfor,butnotlimitedto,HIPPA,FERPA,GLB,andPCI.

D.Accessibility:USMiscommittedtoremovingphysicalbarrierswhichpreemptthefullparticipationofindividualswithdisabilitiesinthecultureandlifeoftheUniversity.TheFacilitiesManagementDepartmentandtheDepartmentofResidentialLifeandEducation,alongwiththecampusADACoordinatorandtheDirectorofSupportforStudentswithDisabilitiescontinuouslyworkandcollaboratetoidentifyandcorrectdeficiencies.Specifically,withinclassroomsandcomputerlabs,thereareappropriateadaptivetechnologiesavailableforstudentswithvisionandhearingneeds.

Thisactivecollaborationhasmadeourprimaryacademicandresidentialbuildingsaccessibleforourstudentswhohavedisabilities.ThereadershouldalsorefertotheinformationunderthesectionsforStandards4through7,infra,tolearnhowotherdirectsupporttostudentswithdisabilitiesisprovidedthroughouttheiracademicexperience.

APPRAISAL

TheUniversityofSouthernMaineisrestructuringinresponsetocurrenteconomicandeducationaldemands.IncludedinthisrestructuringwasanevaluationofFacilitiesManagementbytheAssociationofHigherEducationFacilitiesOfficersthatmadeseveralrecommendationsonrestructuringthefacilitiesorganizationaswellaschangesinoperatingprocedures.Oneofthegoalsoftherestructuring

http://webapp.usm.maine.edu/LabGraph/index.cgi

http://usm.maine.edu/accreditation/documents/physical/Classrooms_misc.xlsx

http://usm.maine.edu/accreditation/documents/physical/Fall_2009_forward.xlsx

http://usm.maine.edu/accreditation/documents/physical/data_security_policies.pdf

http://usm.maine.edu/accreditation/documents/physical/facilities_evaluation_2008.pdf


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processistodeployUSM’sphysicalplantinsupportoftheUniversity’smission.ThroughtheStrategicPlanningprocessuniversitypersonnelarecompletingcurrentplanningregardingoversightofphysicalresources(includingspaceplanning,determiningadequacyofexistingphysicalandtechnologicalresources,accessibilityforthedisabled,anddeterminationofphysicalresourceplanningandevaluation)insuchawayastobealignedwithUSM’smissionandpurpose.DuringthistransitionperioddecisionsinvolvingphysicalresourceswillbedealtwithbytheExecutiveDirectorforFacilities,thusenablingUSMtobettermanagespaces,inventorywhooccupiesthem,andtrackwhatworkisbeingdonetomodifythesame.

A.Facilities:TherehasbeenwelcomednewconstructionandrenovationonthecampusessincethelastNEASCvisitin2000.Theseprojectshavebeenmainlydirectedtowardsstudentservices,studentlife,communityoutreachandlifelonglearningprograms.Allprojectsareimportanttobuildingandmaintainingthecampuscommunitybutaverysmallpercentageofthesenewfacilitiesarededicatedtogeneralclassroomsforundergraduateandgraduateeducation.Therestillremainsaneedforadditionalclassroomspaces.Thisconstructionandrenovationdidnotretireolderfacilitiesbutaddedtoourbuildinginventory.AlthoughtherehavebeenselectiverenovationsandupgradestoexistingclassroomsandlaboratoriesonthePortlandandGorhamcampuses,theselaudableeffortsdonotcompensateforagingandoutdatedclassroomsoftheUniversity’soldergeneralclassroombuildings:Luther-BonneyHall,Payson-SmithHall,ScienceBuilding,andBaileyHall.Whiletherearepressingneedsforupdating,themajorityofusersdeemthedailymaintenanceofthesebuildingsadequateandremainsafeandsecureforallusers.

NewconstructionontheUniversityofSouthernMainecampusesiscurrentlyprojectedatzeroandisnotexpectedtochangeforseveralyears–unlessprivatemoneyisraisedforthispurpose.Thefundingforrenovation,maintenanceandequipmentfor2009–2010wasbudgetedatapproximatelyone-million,amorethana50%declinefrom$2.8millionexpendedinthepreviousfiscalyear.Althoughtherearenonewconstructionormajorrenovationsonthescheduleforthenearfuture,USMisstillplanningaheadforbetterfiscaltimes.ThereisprivatefundingforaRFPforplanninganddesignofaconsolidatedPerformanceArtscenterontheGorhamcampusanda“creativegrantfunding”modelisbeingpursuedforfittingouttheremainingfloorsoftheScienceBuilding.Inaddition,USMisundergoingaphasedUtilityandMasterPlanningexerciseforboththePortlandandGorhamcampuses.

TheCampusEnvironmentalSafetyandHealthOfficeisresponsibleforsafetyinspections,maintenanceoffireexitlights,fireextinguishers,properdisposalofhazardouswastes,ergonomicevaluationsofworkstations,trainingofemployeesonsafetyandhealthissues,maintainingUniversitycompliancewithhealthandsafetycodesandrespondingtoemployeeandpublicconcernsaboutcampusenvironmentalconditions.Staffmembersconductinspectionsofalluniversitybuildingsandlaboratoriesonaregularbasisperstateguidelinesandcoderequirements.Inaddition,thisstaffprovidesannualtrainingforuniversitypersonnel.Intermsofsafetyandaccessibilitythebuildingsbothnewandoldareadequateandmeetcoderequirements.Buildingupgradesareperformedwhennecessarytomeetlegalmandatesand,asfundingisavailable.

Safety,securityandthehealthofbuildingoccupantsareoccasionallyimpactedbypoweroutages.Abackupenergysourceisneededforcriticaloperationsonallthreecampusesbut,duetotheresidentialcomponent,itismostcriticalfortheGorhamsite.

http://usm.maine.edu/accreditation/documents/physical/University_Space_Policy-Procedure.pdf



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Thefactthatthesefacilitiesarebeingmaintaineddailydoesnotexcuseorhidethedireneedcertainbuildingshaveforsignificantdeferredmaintenancetocorrectproblemsortoupdatethemtocurrentstandards;thereisaseveraldecadeslonghistoryofashortageofresourcestoaccomplishsuchprojects.Becauseofhistoricannuallegislativefundingpatterns,theonlywaystoacquiretheresourcestorepairthesebuildingaretoeitherredirectexistinglimitedresourcesfromtheeducationalenterpriseortoaskthevotersapproveabondissue.Asignificantredirectionoffundshasnotbeenviewedasaviableoptionandbondingisapoliticalprocesswithintensenegotiationsatmanylevelsbeforetheproposalsareputforward.Asaresult,theseandotherprojectshavenotbeenadequatelyaddressed.TheDepartmentofFacilitiesManagementmaintainsagrowinganddetaileddatabaseofdeferredmaintenanceprojectstobeaccomplishedwhenresourcesbecomeavailable.

Themanyreferencestolimitedresourcesandthelackofadequatefundingthroughoutthisdocumentseemincontrasttothenumberofnewbuildingsconstructedinthepast10years.Thereasonforthisdissonancearisesfromthewaytheseprojectswerefunded.Noneofthemweredirectlyfundedbylegislativeallocations.Instead,therewerefourdifferentmethodsemployedtoacquirefunds:capitalfundraising;grants;earmarks;andbonds(stateorrevenue).Withouttheseeffortsoutsideofthestatebudgetingprocess,noneofthesefacilitieswouldhavebeenconstructed.

B.Classrooms:Withthemajorityofclassroomsinolderbuildings,thereiscontinuousconcernaboutwhetherstudentsarebeingofferedthebestenvironmentfortheirlearning.Theassumptionhasbeenthat,ingeneral,mostspacesareadequate.ThiswasheldtobethecaseinaFall2009ClassroomandFacilitiesreportfromtheDeans.ToprovidetheStandard8NEASCCommitteewithupdatedinformation,itrequestedthatclassroomsadequacybeascertainedviaasurveyfromtheirperspective.Thesurveyalsoaskedfacultytocommentonspacestofindoutwhatwasworkingandwheretherewereneeds.Thereportconfirmedtheassumptionsofadequacy,butalsopointedoutseveralproblemsareas:noisyandineffectiveheatingandventilationsystems,windowsandroofsthatleak,alackofadequatestoragespacesforlaboratories,andtheneedforadditionalmusicpracticerooms.Theneedforadditionalclassroomswillnotbesolvedbynewconstructioninthenearfuture,especiallyifconstructionfundingremainsdependentupontraditionalStateAppropriations.

Therehavealsobeenneedsexpressedbyfacultytoincreasethenumberandsizesofcomputerclassrooms.Currentlyitisnotpossibletoreserveorscheduleoneoftheseroomsforafullsemesterandhighdemandrequiresthattheybesharedwithothers.Asaresultfacultyadjustteachingmethodstoaccommodatethisrestriction.Interestingly,theseaccommodationshavelefttimeswhenthesespacesgounused(Currentcomputerusage,Spring2007-Summer2009,Fall2009-Present).Aneasywaytomeetthisexpressedneedistocreatenewrooms.Butbetterplanningandcoordinationalsoneedtobeappliedasasolution.Theseroomsarecostlyandtheresourcesarenottherenownoraretheyexpectedinthenearfuture.Inanattempttoutilizethisresourcemoreefficientlyandtomakeschedulingeasierforfaculty,conversationshavebegunwiththeRegistrar’sschedulingofficetoconsiderwhethertheywouldassumeresponsibilityforschedulingthecomputerclassroomstoavoidunnecessarybureaucraticconfusionandprovideonestopservice.

Therearealsorequestsforvideoconferenceroomsthatcanaccommodatemorethan10to12peopleallowingcertainfacetofacecoursestobeofferedsimultaneouslyatadistance.Thisisaproblemmoreofavailableroomsoftheappropriatesizeandlessatechnologicalone–althoughadditionalvideoconferenceroomscouldbeplacedinuseonallcampuses.Asnotedabove,therearenumerous

http://usm.maine.edu/accreditation/documents/physical/DM_Projects.pdf

http://usm.maine.edu/accreditation/documents/physical/Classroom_and_Lab_Facilities_report.pdf






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smallerroomsonallcampusesbutthereisalackofcoordinationinbeingabletoidentifylocationsandschedulingthembecausetheyare“owned”bydiverseunitsoftheUniversityandSystem.Asaresult,manypotentialuserseithergiveupordonottrytousetheserooms.

C.TechnologicalResources:TheunderlyingtechnologyinfrastructuremeetstheneedsoftheUniversityofSouthernMaine.Therearebackupproceduresandredundanciesinplacefordisasterrecoveryandoffsitestorage.Asidefromscheduledmaintenanceoutages,thesystemsareavailableformorethan97%ofthetime.Thisnumbercouldbehigherbutforweatherrelatedpoweroutages.Thereisaneedforbackuppowertosupportthemostcriticaltheseresourcesduringoutagesbuttherearenogeneratorsavailableforthispurpose. Thecomputingresourcesprovidedforstudentuseinthecomputerlabsandcomputerclassroomsmeettheneeds,intermsofnumbers,ofthecommunity(Currentcomputerusage,Spring2007-Summer2009,Fall2009-Present).Notonlyarethenumbersadequatebutthereisaregularprogramofreplacementofcomputingequipmentintheseareas–typicallyeverythreetofouryears.Thesameprogramisineffectforallstaffandfacultycomputingequipment.But,thecurrentfiscalclimateismakingitdifficultforallareastobein100%compliance.

TheUniversityhasinplaceaprogramtoregularlyrefreshorreplaceallcomputingequipmenteverythreeorfouryears.Partandparceltothisprogramisarecyclingagreementwiththevendorthatremovesunsupportedequipmentfromthecampuses.Thebenefitsoftheprogramaretoenforceuniformstandards,keepthecommunityatthesametechnologylevel,toreduceenergyusageandtoremoveolderequipmentwhichistreatedashazardousmaterials.Theequipmentpurchasedforcomputerstations,labs,classroomsanddatacenters,whereprogrammaticallypossibleandwherestandardsexist,conformtoEPAEnergyStarprogramandtheIEEEstandardforEnvironmentalAssessmentofPersonalComputerProducts.

TheDoITcomputingstaff,whilesignificantlysmallerthancomparableinstitutions,keepsthesystemsupandrunning.Theyaccomplishthisbyhavingassignedon-callnightandweekendtimeswhereinstaffmembershavespecificresponsetimerequirementstodiagnoseandrepair,ifnecessary,withincertainparameters.

SecurityofdataandinformationisofhighimportancefortheUniversityandSystem.Severalpoliciesareinplacetoaddressthisimportantissue.Inaddition,uponthebeginningofemploymentemployeesareeducatedabouttheimportanceofkeepingcertainpersonaldataconfidential.TherearecampuspoliciesonconfidentialityanduseofstudentinformationwhichamplifytheSystem’sInformationSecurityPolicy.Finally,therearepoliciesrelatingtoHIPPA,GLBandPCIwhichwillbemorethoroughlycoveredinotherstandards.Atthemomentthereisonlyonewaytojudgetheeffectivenessofthesepoliciesandprocedures–whethertherehasbeenabreach.Todate,therehavenotbeenanyknownmajorbreachesofsecurityrelatingtoconfidentialinformation.

D.Accessibility:USMdoesagoodjobinmeetingthefacilityandtechnologicalneedsofstudentswithdisabilities.Thishastobecharacterizedasa“justintime”process.ThereasonforthisisthatwearenotawareofpotentialneedsuntilastudentpresentstheirneedtotheOfficeofSupportforStudentswithDisabilities(OSSD)forevaluation.Nevertheless,therearecertaincommonresourcesandaccommodationsweprovide100%ofthetime.Amongthesearemakingbuildingsandclassrooms





http://usm.maine.edu/accreditation/documents/physical/Core_Data_Staffing.pdf

http://usm.maine.edu/computing/security/steps.jsp





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accessibletoall,andprovidingtechnologyincomputerlabsandlibrariesforthosewithsightandhearingchallenges.Anareaofconcernisthelackofaccessibilitytomanyofthe“WhiteHouses”(formerprivateresidencesnowuniversityowned)onthePortlandcampus,whichserveasfacultyofficesforseveralUniversitydepartments. OSSDisresponsiblefordeterminingifthereisaneedforassistivetechnologiesandformakingsurethestudentsareawareofit.IthasbeentheresponsibilityofDoITtoactuallyidentifythetechnologyandprovidethetrainingforthestudents.Thishasbeenachallengeforall.In2008duringbudgetreductions,theDoITstaffpositionassignedtoassistwiththistaskwaseliminatedplacingtheresponsibilitysolelyontheremainingmembersofthecomputerlabstaff.Thisisworkingbutjustbarely.AnysignificantincreaseinstudentswithdisabilitieswouldseverelychallengeUSM’sabilitytomeettheiradaptivetechnologyneeds.Inaddition,athoroughreviewoftheinformationprovidedinStandards5through7,infra,isneededtoseehowOSSD,andUSMasawhole,providesservicesandsupporttostudentswithdisabilities.

PROJECTIONS

A:Facilities:AbondissuebeforetheMainevotersinJune2010passed.ThisprovidesUSMabout$1.7Minfundstoimprovefacilitiesintheareasofenergyconservationandutilitiesimprovements,withafocusonprojectsthatwillservetoloweroperatingcosts.Inadditiontotheseprojects,therearealimitednumberofdeferredmaintenanceprojectstobetargetedannuallytoaddresshighpriorityneeds.

ThroughthesigningoftheAmericanCollegeandUniversityPresident’sClimateCommitment,USMhasacceptedresponsibilityforensuringthatwecontinuetomakealterations,renovationsandenhancementsinsuchawayastoaddresssustainabilityandconservation.Ironically,despiteeffortstoconserveenergy,thereareissueswithfrequentpoweroutages.USMshouldpurchase(asfundsbecomeavailable)twobackupportablegeneratorsforGorham,oneforPortlandandoneforLAC.Thesegeneratorswouldbeforuseduringpoweroutagesinareasrelatingtohealth,safetyandcriticalbusinessoperations.

USMcontinuestoexploreopportunitiesforenhancingitsuseoftechnologyforsecuritypurposes.Twosuchexamplesare(1)toincreasetheuseofelectronicdooraccesscontrolsand(2)toexpanditsuseofsecuritycameras.Inaddition,USMwillcontinuetoextendthepercentageofcampusfacilitiesthatarehandicappedaccessible.ThereisarecommendationfromOfficeofSupportforStudentswithDisabilities(OSSD)todevelopaconstructionchecklistregardingaccessibilityissuesandtoinviteamemberoftheOSSDstafftobeonthevariousconstructioncommitteesinaconsultativebasis.

B.Classrooms:Intheshortterm,wedonotforeseeanymajorenhancementormodificationofclassroomsandlaboratories.However,planningiscontinuingfortheimprovementofthesefacilitiesasresourcesbecomeavailable.

Videoconferencingneedsbeputtobetteruseforteachingtomorethanonecampusatthesametime.Thiswouldeliminatetraveltimeforsomestudentsandmakeformoreefficientschedulingofclasses.Aprocedureneedstobedevelopedtoeliminatetheobstructionscausedbyvarious“owners”oftheequipmentsoonlyasinglelocationneedstobecontactedforscheduling.Similarly,thesamestrategyneedstobefollowedfortheuseofComputerClassrooms.AsfundsbecomeavailablethenumberofUSM,centrallymanagedandscheduled,videoconferencingroomsshouldbeincreased.


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ITMSisplanningforimprovingteachingtechnologywithinclassrooms.Ithasavisionofputtinginplacea3-tieredsystemforupgradingtheteachingspacesatUSMoverthenext1to3years.LevelOne:Allteachingspacesonallthreecampuseswillbeequippedwithceiling-mounteddataprojectors.LevelTwo:Selectedteachingspacesonallthreecampusesshallbeequippedwithceiling-mounteddataprojectorsandbuilt-inequipment:amplifiers,computers,DVD/VCRcombounits,documentcameras.LevelThree:StrategicallyplacedteachingspacesonallthreecampuseswillbecomeSmartClassroomsandwouldbeequippedwiththetechnologymentionedaboveplusadditionalstate-of-the-artinstructionaltechnologysuchaslecturecapturingcapabilities,videoconferencing,andotherinstructionalapplications.

Oncetheclassroomsareatthedifferentlevels,aplanwouldbeinstitutedforupdatingequipmentintheclassroomsonaregularrotationalbasis,replacingcomputerswiththenewestmodels.ITMSrecognizesthatbothDoITandFacilitiesManagementmustbeproactivepartnersintheendeavortocreateanappropriateteachingenvironmentatUSM.ITMSunderstandsthattheirvisionofimprovingtheteachingfacilitiesatUSMdependsuponfundingwhichatthistimeisnon-existent.Theymustbecreativeinfindingfundingpartners,suchastheCenterforTechnology-EnhancedLearningandtheDoIT,tocollaboratewithinordertocreateanappropriateteachingenvironmentattheUniversityofSouthernMaine.

C.TechnologicalResources:DoITcontinuestoplanfornetworkandbuildingwiringupgrades.Thesearebeingaccomplishedasresourcesbecomeavailable.Thereisaneedtobringallfacilitiesonthethreecampusesuptothesameinfrastructurestandards.Severallargebuildingshavewiringdatingfrom1989whichneedstobeaddressed.Tobringallareasuptocurrentstandardsrequiresidentifyingandacquiringapproximately$1,000,000(thisincludeswiring,switchesandrouters).

TheUSMdatacenteriscurrentlyhousedinLutherBonney,aretrofittedlocation.ThereareplanstoconsolidatetheUSMdatacenterwiththeUMSdatacenterintheScienceBuildingwhentherenovationsofthatspacearecomplete.ThiswouldbringsignificantenergysavingstoUSMaswellasprovidingamoresecurefacilityforour90+instancesofservers.Ifthisdoesnotcometofruition,USMwillthenneedtoacquireageneratortopowertheUSMDatacenterthroughthesomewhatfrequentpoweroutagesweexperienceannually.

D.Accessibility:USMmustextendthepercentageofcampusfacilitiesthatarehandicappedaccessible.Thecreationofaprocessforaddressingphysicalresourceplanningthatensuresauniversitywiderepresentationisessential.ThereisarecommendationfromOfficeofSupportforStudentswithDisabilities(OSSD)todevelopaconstructionchecklistregardingaccessibilityissuesandtoinviteamemberoftheOSSDstafftobeonthevariousconstructioncommitteesinaconsultativebasis.Thiswouldbeanon-going(vehicle/process)forreceivinginformationregardingneedsandsolutionsregardingphysicalresourceplanning.

USMshouldalsomakeeveryefforttoassistOSSDinprovidingtechnologysolutionsforstudentswithdisabilities,includingconsideringreinstatementoftheInformationTechnologypositionthatassistedOSSD.ThereneedstobeanevencloserlinkbetweenOSSDandDoITinregardstoassistivetechnology.Atpresentthereisaseparationofknowledgeandresponsibilities.OSSDisresponsiblefordeterminingthevaliditytheclaimofadisabilityandDoIThastheresponsibilityofidentifyingtheassistivetechnologyandtrainingthestudentsinitsuse.Thissharpdisassociationofresponsibilitiescanmakeforconfusion


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forstudentsinneed.WhiletheDoITstaffneedtounderstandthedisabilitiesstudentshaveandhowthetechnologyassiststhestudents,theOSSDneedsprofessionaldevelopmenttokeepup-to-dateontypicaltechnologiesthatmeettheneedsofstudentswithdisabilitiesaswellashowtousethemtoassistwiththetrainingofstudents.Togetherbothoperationscanbetterprovideservicestoourstudents.

ReferalsotoStandard4,theAcademicProgram,andStandard6,StudentsandServicesinthisdocument.Bothareveryimportantandintertwinedintheneedtoprovideassistanceandsupporttostudentswithdisabilities.


FacilitiesandinfrastructurewasoneoftheEssentialLeversofChangeinthedocumentTransformingUSM:2004-2009“Regional Excellence, National Recognition.”Itisalsooneoftheeightpillarsof“PreparingUSMfortheFuture,2009–2014”–thenewUSMStrategicPlan.ThereisaStrategicPlanningImplementationCommittee(TaskForce8)thatismonitoringtheprocessofmeetingactionstepsandgoalsrelatedtothispillar.Thisprocessbeginswith,aUtilityMasterPlanandthenaMasterPlanningprocess,forallthreecampuses,whichwillintegratewiththeStrategicPlan.Additionally,USMhasformanyyearshadstaffwithspecificassignmentsrelatedtothesupportandmaintenanceofourcapitalinfrastructure.PositionsrelatedtotheHealthandSafetyofthecommunity,meetingtheneedsofstudentswithdisabilities,andaProjectCoordinatorforsustainabilityareexamplesofthecommitmenttothecontinuousvigilanceandimportanceplacedonkeeping,whatisthefoundation(bothfigurativelyandmetaphorically),ofasoundUniversity.


http://usm.maine.edu/accreditation/documents/physical/Preparing_USM_for_the_Future.pdf

STANDARD9:FINANCIALRESOURCES

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The institution’s financial resources are sufficient to sustain the achievement of its educational objectives and to further institutional improvement now and in the foreseeable future. The institution demonstrates through verifiable internal and external factors its financial capacity to graduate its entering class. The institution administers its financial resources with integrity.

“We have an opportunity to transform this university. The possibility of remaking a university comes along, perhaps, once in three generations. And this possibility is here, now, right before us. Sure, the budget situation is driving us to be increasingly strategic, focused, mission-driven, and frugal. But it also delivers to us the rare opportunity to build a university around a realistic core of excellence…that will fix us in the public higher education firmament and the imagination of the broader public.” -PresidentSelmaBotman,StaffOpeningBreakfastRemarks,August28,2009

OVERVIEW

TheUniversityofSouthernMaineisinthemidstofasubstantialtransformation,undertakentopermittheinstitutiontoeffectivelymeetthefinancialchallengesfacingmostofhighereducationandtopositionitselftoattainthevision,mission,values,andacademicidentityarticulatedinthePreparingUSMfortheFuture,2009-2014strategicplan.Thechallengesare,frankly,unheraldedasthestrategicplansoaptlyrecognizesinstatingthat,“publichighereducationinMainefacesasignificant,sustainedfiscalchallengeduringwhatisprojectedtobealongperiodofreducedtaxrevenuesandinvestmentincome.”Accordingly,USMisstrivingtodesignandimplementasoundfinancialmodelthatwill“ensuretheuniversity’sfinancialsustainability.”

SeveralfactorsimpactedUSM’sfinancialsituationtherebynecessitatinganapproachwhichwouldbemoreeffectiveinaddressingthechallengesfacedbyinstitution.Thosefactorsincludedtheglobalfinancialsituation,decreasingstateappropriationsandincreasingtuitiondependence,financialchangesinstitutedbytheUniversityofMaineSystem(UMS),implementationofthePeopleSoftFinancialelectronicaccountingsystem,andalackofadequateexistingfinancialprocessesandcontrols.Since2007,theinstitutionhasmadesignificanteffortsindesigningandbuildingafinancialmodelthatismorecloselywovenintothefabricoftheinstitution’soverallplanningprocessesandoperation.Thisremainsawork-in-progress.

DESCRIPTION

AlthougheachuniversityintheSystemhasitsownfinancialstaff,theSystem’sOfficeofFinanceandAccountingdirectsoveralltreasuryoperations,internalauditfunctions,policydevelopment,budgeting,andconsolidatedinternalandexternalfinancialreporting.BudgetprocessesattheUniversityofSouthernMaineareguidedbypoliciesandpracticesoftheseven-campusUniversityofMaineSystem.Theseincludebudgettimetables,standardizedformsandprocedures,system-wideassumptionsforallcampuses(compensationincreases,fringebenefitrates,stateappropriationallotment,andmaximumrecommendedtuitionincrease),budgetreview,andoversight.SpecificfinancialpoliciesandpracticesareguidedbyaseriesofAdministrativePracticeLetters(APL)developedbytheSystemthatcoverarangeoftopicsincludingaccounting,assetmanagement,finance,generaladministration,gifts/

http://usm.maine.edu/accreditation/documents/financial/opening_breakfast_speech09.pdf

http://usm.maine.edu/accreditation/documents/financial/Preparing_USM_for_the_Future.pdf


http://www.maine.edu/system/oft/apls/


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investments,informationtechnology,procurement,sponsoredprograms,andstudentfinancials.TheAPL’saresupplementedbyguidelinespostedtotheUSMwebsiteinavarietyoflocations(FinanceandAdministration,BusinessServices,HumanResources).

USM’sportionoftheseven-campussystemannualcredithourgenerationforthe2010fiscalyear(FY2010)was29.2%anditsportionofthestateappropriationfundsdistributedtotheindividualcampuseswas25.4%.

Asmentionedinthe2006Fifth-YearInterimReport,tuitionplaysadominantroleinUSM’stotalbudgetandtheinstitutionisincreasinglybecomingtuition-driven.Additionalsourcesofrevenuegenerationderivefromexternalgrantsandcontracts,gifts,endowmentearnings,donations,andauxiliaryenterprises.USM’sauxiliaryoperations(residencelife,bookstores,parking,etc.)areallself-supporting,butdoprovidesomefundstosupportEducationandGeneral(E&G)budgetoperations,andregularlyendthefiscalyearwithasurplus.

Thebudgetingprocessfirstestablishesbaserevenuebudgetsandthenusesexistingallocationsasastartingpointindefiningexpensebudgets.Duringthisprocess,thecampusalsoallocatesfundstosupportexpandedacademicprograms,newinitiatives,salaryandwageincreasesbargainedwithrepresentedgroupsandgrantedtonon-representedemployees,fringebenefitsincreases,inflation,buildingmaintenance,increasedenergyexpenses,debtservice,andincreasedfinancialaidtoprovideneedyandqualifiedstudentswithfundstomitigatetheeffectoftuitionincreases.Vice-presidents,deans,anddirectorshaveinputintotheprocessandareresponsibleforidentifyingadjustmentsnecessarytoachieveabalancedbudgetthatisresponsivetotheUniversitymissionandallocatesfundstoappropriatelysupportacademicpurposesandprograms.

Figure 1. University of Maine System percent FTE credit hourgeneration and appropriations for FY 2010.

Figure 2. Percent distribution of University of Southern Maine FY 2010

E&G Revenue Budget.

University of Maine System FY 2010

http://usm.maine.edu/accreditation/documents/financial/five_year_interim_report_finance.pdf



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USM’sannualbudgetprocessbeginsinthefallwiththedevelopmentofrevenueprojections.IntheFY2010nettuitionandfeesaccountedfor57.4%ofthe$118,653,705inE&Grevenues.

Enrollmentsareprojectedincredithoursandarebaseduponrelevantinformationsuchastrends,impactofmarketing,outreachopportunities,demographicchanges,in-andout-of-stateNEBHE(NewEnglandBoardofHigherEducation)ratios,andtuitionwaiverexpenses.Thisevaluationnecessitatesareviewoftheassessedtuitionratesandwhatwouldbeareasonabletuitionincrease,ifrequired,whenbalancedagainstprojectedexpenses.RecommendedtuitionandfeeincreasesforUSMaresubsequentlyincorporatedintheoverallbudgetsubmittedtotheSystemforapproval,typicallyattheMaymeetingoftheBoardofTrustees.

Financial Status: 2005 to Present

InthefiveyearssincetheInterimReportwassubmitted,USMhasencounteredandresolvedsignificantfinancialdifficulties.ThefirstsignsoffinancialdifficultiesaroseinFY2005.Duringthatyear,a$0.5milliondeficitoccurredasUSMandtheUniversityofMaineSystemwereconvertingfromalong-usedandwellunderstoodelectronicaccountingsystemtoPeopleSoftFinancials.USMexperiencednoteworthydifficultieswiththeconversionprocess.DuetothecampusandUMSfocusonissuesrelatedtotheimplementationofPeopleSoftFinancials,littletimewasspentinvestigatingtheFY2005deficitanditwasgenerallyattributedtotransitoryfinancialandoperatingconditions.Ultimately,theFY2005deficitwasoffsetusingexistingcampusreserves.

DuringFY2006andFY2007,campusunitsdidnothavebudgetinformationuntilhalfwaythroughthefiscalyear.Thesebudgetscontainednumerousinaccuracies.Asaresult,a$3.9millionFY2006deficitexhaustedUSM’scashreservesandnecessitateda$1.5millioncashadvancefromtheUniversityofMaineSystem.PressuredtobalancetheFY2007budgetandreturnallcashadvancedbytheSystemattheendofFY2006,USMdevelopedafinancialrecoveryplanduringthefallof2006thatwasreviewedatboththecampusandsystemlevel.

Duringthespringof2007,anewUSMChiefFinancialOfficerdeterminedthatthefinancialrecoveryplanwasnotworking.Whileapurchasingfreezeandothercontrolswereputinplace,USMwasunabletoreturnthe$1.5millionadvancedattheendofFY2006,andendedFY2007witha$3.5Mdeficit.

TheUniversityofMaineSystemandUSMdisclosedtheseconditionstotheSystemBoardofTrusteesinNovember2007.ThisactionbroughtattentiontoanumberofissueswithfinancialmanagementatUSM,includingoversightbytheSystemandtheregularityoffinancialreportingtotheBoardofTrustees.Inresponse,theBoardengagedtheaccountingfirmPricewaterhouseCoopers(PwC)tohelpunderstandhowthissituationaroseandprovideguidancetoUSMonprioritiesforimprovingitsbudgetingandreportingpractices.PwCissuedareportthattheBoardofTrusteesacceptedinMarch2008.Thereport,locatedintheexhibitarea,ledtoanumberofchangesatUSMwithregardtobudgetingprocesses,oversightandcontrol,integrationwithSystemfinancialpractices,andcreationofaprocessforprovidingperiodicfinancialforecaststotheBoardofTrustees.Otherchangesaddressedaccountingpractices,financialreports(includingtheannualaudit),andothermattersrangingfromfinancialaidtogiftsandcapitalprojectmanagement.

WorkingundertheguidanceoftheSystem’sChiefFinancialOfficerandTreasurer,USMpresentedamulti-yearfinancialrecoveryplantotheBoardofTrusteesinNovember2007.Thisplan


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predictedthatUSMwouldendFY2008andFY2009withoperatingdeficitsof$2.6millionand$.6million,respectively.ItalsoformalizedtheprocesstheSystemwasfollowingwhenadvancingcashtoUSMbyestablishingthattransactionasaninternalloan.

USMpresentedafinancialupdateateachsubsequentBoardofTrusteemeetingbetweenNovember2007andSeptember2008.Asaresultofimprovedfinancialcontrols,FY2008endedwitha$0.3Mdeficitratherthantheprojected$2.6milliondeficit.Buildingonthissuccess,USMwasabletobeginrepayingtheinternalloaninFY2009,afullyearearlierthanoriginallypredicted,andendedFY2009withasurplusof$1.5million.AttheendofFY2010,USMfinishedrepayingtheinternalloan,threeyearsearlierthanplannedandhasestablishedasmallcashreserve.Asthisiswritten,thecampusisupdatingtheFY2011financialforecast.PreliminarydataindicatesFY2011willalsoendintheblack.

Undertakingacampus-leveltransformationalsomeansstayingresponsivetochangewithintheUniversityofMaineSystem.Beginninginthesummerof2008,theUniversityofMaineSystemhasengagedinmulti-yearfinancialplanning.Usingacommonbudgetplanningtemplateandconservativeassumptions,thefirstSystemplanidentifiedtheneedtoreduceexpendituresby$42.8millionoverafouryearperiod(FY2010–FY2013),withtheUniversityofSouthernMaine’sportionofthetotalbeing$10.3million.WhenupdatedinNovember2009,acrosstheUniversityofMaineSystemwasupdatedandfoundtobebetween$50.1and$59.7millionoverafour-yearperiodbeginningin2011(FY2011–FY2014).TheUniversityofSouthernMaine’sportionofthereductionwasprojectedtobeintherange$12.3to$15.2million.Thecampusandsystemupdatedandextendedtheperiodofprojectiontofive-years(FY2012–FY2016)inNovember2010.TheUniversityofMaineSystemestimatedtheshortfallas$42.5millionwithUSMaccountingfor$4.6millionofthistotal.ThefullreportisavailableontheUSMwebsiteathttp://usm.maine.edu/finance/.

Inresponsetothefinancialchallengesidentifiedinthemulti-yearfinancialplanandwiththeendorsementoftheBoardofTrustees,UMSChancellorRichardPattenaudeappointeda“NewChallenges,NewDirections”taskforceinJanuary2009toreviewandrecommendoperationalandstructuralchangestoMaine’sstateuniversitysystem.ThetaskforcestudyalongwithtwoadditionaladhoccommitteereportswereacceptedbytheUniversityofMaineSysteminNovember2009astheFinalReportandImplementationPlanoftheNewChallenges,NewDirectionsInitiative.Includedinthereportwasaworkplanestablishingpriorities,milestones,andtimeframesforactionitemsaswellasadescriptionoftheprocess.

Concurrentwiththesystem-levelplanning,theUniversityofSouthernMaineengagedinastrategicplanningeffortthatresultedinthePreparingUSMfortheFuture,2009-2014plan.Akeyaspectofthisplanisthegoalof“buildingasustainableuniversity,”anitemconsistentwiththeSystemtaskforceframeworkforimprovingthefinancialsituationwithinthesystemandaddressingtheanticipatedbudgetreductions.Theplanrecognizestheimportantroleofinstitutionaladvancementinthefiscalhealthoftheuniversity.Itclearlystatestheneedto,“setambitiousgoalsforarevitalizedOfficeofAdvancement”and“connectingtheuniversity’sacademicprioritiesandstudentneedswithfundersandindividualdonorswhoarecommittedtoUSM’svisionofchangeandinnovationinpublichighereducationinMaineandnorthernNewEngland.”

APPRAISAL

BothNewChallenges,NewDirectionsandPreparingUSMfortheFuture,2009-2014explicitlynotetheimportanceofidentifyingefficienciesanddevelopingnewrevenuesources.Agreateremphasis



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hasbeenplacedonreviewingexistingandproposednewprogramsandactivitiesintermsoftheirfinancialsustainabilityandpotentialforrevenueenhancement.SuchscrutinyisimperativegiventhefinancialproblemsattheUniversityofSouthernMainepredatethosecommonlyattributedtotheworld-widedeteriorationofeconomicconditionsthatbeganinthesummerof2008.Admittedly,USMdidendthefiscalyearsFY2005throughFY2008withoperatingdeficitsthatcouldnotbeattributedtothefinancialrecession.Intheend,thefinancialrecessionservedasacatalysttospeedchangesnecessitatedbyfactorsotherthansolelytherecession.

Theuniversity’seffortssince2007havesoughttodevelopafinancialmodelthatcanbetteraddressexistingaswellasanticipatedfinancialneeds.Theuniversityisbuildinganimprovedfinancialsystembasedonsoundfinancialmanagement,integrity,participation,andtransparency.Fiscalpoliciesandpracticesarebeingreviewed,strengthened,standardizedanddocumented.Financialplanninghasbecomeamoreintegralpartofoveralluniversityplanningwithmultiplelevelsofreview.

Whilethereareseveralkeystrategiesinthecurrentplanthatsupportthegoalofachievingfinancialsustainability,oneofthemostsignificantistheneedforcreating“aninstitutionalcultureinwhichdatainformdecisionmaking.”Financialresourceallocationwillbenefitfromstrengtheninginstitutionalresearcheffortsbycreatinganofficechargedwiththecollectingandwarehousingdatatobetterinformleadership.Inthefallof2009,ChiefOperationsOfficerJamesShaffercreatedtheEconomicAnalysisTaskForcetobegintheprocessofidentifyingadataframeworkforbetteranalyzingcostsandassessingapproachestoenhancingrevenue.

Whenmakingbudgetreductions,USMhasstressedthattheacademicmissionisthecoreoftheinstitutionandmustbeprotected.Thisisevidencedbythreemajornon-academicactivities(childcare,Lifeline,andthenon-creditCenterforRealEstateEducation)thatwereeliminatedinFY2009topreventtheerosionofsupportforacademics.Todate,IntegratedPostsecondaryEducationDataSystem(IPEDS)financialdatashowthattherelativepercentageofthebudgetrepresentedbyinstructionandacademic

Figure 3. An IPEDS comparison with peer institutions showing the percent of core expenses in selected categories.


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supporthasbeenmaintainedorslightlyincreasedastheUniversityhasreducedexpendituresinotherareas.ThepercentageofcoreexpensesdedicatedtoinstructionandacademicsupportalsocontinuetocomparefavorablywithUSM’speerinstitutions.(NotethehighcostofresearchandpublicservicereflectsthemuchhighervolumeofresearchandpublicservicethatexistsatUSMcomparedtoitspeerinstitutions).

Thereareseveralspecificactionsthathaverecentlybeentakentoimprovetheoverallfinancialoperationsoftheuniversity:

• Creatingthepositionofdirectoroffinanceforacademicaffairstoimproveoverallfinancialmanagement.

• Acommitmenttohireaninstitutionalresearchofficerresponsibleforthestrategicuseofinstitutionaldatathat,workingwithfinancialadministration,allowsforamoreinformeddecision-makingprocess.

• Implementingayear-endandmid-yearbudgetreviewprocessthatincludesface-to-facereviewswithvicepresidents,deansandthedirectorsofmajorunits.Developinganimprovedfinancialreportingprocess.

• Implementingapositionmanagementsystemthatvastlyimprovedtheidentificationandcontrolofpersonnelcosts.

• Realigningbudgetssubstantiallytomoreaccuratelymatchbudgetallocationstospending.

Inaddition,amorecomprehensivefinancialframeworkguidedbysixprincipleswasdevelopedtoimprovetheoverallprocessbywhichbudgetdecisionsare.Specifically,thenewframeworkestablishesguidelinesthat:1)prioritizetheallocationoffinancialresources,2)enhancetheoveralluniversitymission,3)providebroadparticipationinidentifyingandestablishingexpectedoutcomesthatmeetestablishedgoals4)evaluateandtrackthecostsandbenefitsofinitiativesandassuresustainability,5)createamoreopenandregularbudgetreportingprocess,and6)defineclearlinesofresponsibilityforbudgetmanagement(seePrinciplesforUSMBudgetDevelopmentandManagement).

ThereisalsoanefforttorebuildUSM’sinstitutionaladvancementorganizationtoincreasefundraisingcapacityandcreateacultureofphilanthropy.Aswithotherareasoftheinstitution,akeycomponentofthatrebuildingeffortistoimprovethedatamanagementandtechnologyusedtosupportfundraising.In2010newSunGardAdvancesoftwarewasimplementedtoconvertbiographicandgiftprocessingdatatoamoresophisticatedandaccessiblesystemthatisconsistentacrosstheUniversityofMaineSystem.In2011,aProspectManagementmodulewillbeaddedthatwillprovidemuchneededinfrastructurefortrackingthecultivation,solicitationandstewardshipofmajorgiftdonors.StaffingchangesincludedhiringaDirectorofDevelopment,andbringinginanewDirectorofAdvancementandDonorServices.Inaddition,majorworkhasbeendoneinmarketingtoevolvetheUSMbrandpositioningraisingtheawarenessandprofileofUSMinthecommunitiesweserve,andamongthepopulationsofprospectivestudents.

The2006FifthYearInterimReportreaffirmedthecontinuingfinancialdifficultiesbeingfacedbytheinstitutioninitseffortstoeffectivelyusefinancialresourceswhilemaintainingstudentaccesstohighereducation.Inaresponsetotheinterimreport,USMnotedtheimportanceofaddressingtheevolvingstrategicplanoftheUniversityofMaineSysteminthefaceofsignificantresourceconstraints.Muchofwhathasoccurredintermsofbuildingnewfinancialmodelsatboththesystemandcampuslevels

http://usm.maine.edu/accreditation/documents/financial/Principles_Budget.pdf



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hasresultedfromthateffort.AddressingtheissueremainsanongoingeffortasevidencedbygoalsandstrategiesformulatedinboththeSystem’sNewChallenges,NewDirectionsreportandUSM’sstrategicplan.

BeginningwiththedevelopmentoftheFY2008budget,USMhasincreasedtuitionandtheamountbudgetedforE&Gsupportedfinancialaidandtuitionwaiversbyalikepercentage.NeedbasedfinancialaidisawardedthroughtheStudentFinancialAidOffice.Non-need-basedfinancialaidisawardedtoattractacademicallygiftedandtalentedstudents,encouragediversity,supporttargetedacademicprograms,andmeetotherUniversitygoals.Itisallocatedthroughavarietyofprocesses,eachdesignedtoassurethatthestudentsselectedbestrepresentthosefromtheeligibleapplicantpool.

Inthespringof2005andin2010,USMandallotherSystemcampusesparticipatedinastrategicreviewwithanexternalconsultantofpricingandfinancialaidfornewandcontinuingstudents.The2005consultant’srecommendationswereimplementedbutUSMdidnotachievetheexpectedoutcomes.DuringFY2006,USMreengagedtheconsultant,refinedtherecommendations,andachievedsomewhatbetterresults.USMisnowintheprocessofimplementingtherecommendationsfromspring2010.Inthefallof2009,PresidentBotmanestablishedascholarshipcommitteetoreviewcampuspoliciesandprocedures.Theresultsofthisandchangesrecommendedbytheexternalconsultantarebeingimplemented.

BothUSMandtheUniversityofMaineSystemarenowactivelyreviewingfinancialaidpoliciesandpracticeswiththeassistanceoftheNoel-Levitzconsultingfirm.ThisispartoftheNewChallenges,NewDirectionsworkplanthatincludedthehiringofexternalconsultantstofurtherexamineenrollment,financialaid,andpricing.

PROJECTION

TheUniversityofSouthernMainehascontrolofitsfinancialresourcesandwillcontinuetorefineitsfinancialmanagementandcontrolpracticestoassurefiscallysustainability.ItwillworkcloselywiththeUniversityofMaineSysteminidentifyingandimplementingstrategiestoenhancerevenue,controlcosts,andeffectivelymanageresources.Itwillstrivetoalignbudgetswiththestrategicprioritiesoftheinstitutions.SeveralofthosestrategieswillbeundertakenaspartoftheSystem’sworkplanNewChallenges,NewDirectionsInitiativethathasseveralitemsthatrelatetothefinancialresourcesofboththeoverallsystemandtheindividualcampuses.

Legislativeactionwithregardtostateappropriation,BoardofTrusteepolicyintermsoftuitionandfeerates,andenrollmentpatternswilleachhaveasignificantimpactonthecourseofUSM’sfinancialfuture.TheSystemhasrequesteda4%stateappropriationincreaseforFY2012andFY2013.Ifapproved,in-statetuitionincreaseswillbelimitedto3%.Withtheanticipatedincreaseinoperatingexpendituresexceedingtheincreasesinrevenue,USMwillcontinuetobefacedwiththechallengeofincreasingenrollment,findingoperatingefficiencies,and/ormakingreductionstomeettheanticipatedstructuraldeficit.

TheUSMshareoftheSystem’sstateappropriationisnotexpectedtochangeinthenearfuture.WhiletheNew Challenges, New Directionstaskforceonstructureandgovernancerecommended“theChancellorshoulddevelopandrecommendtotheBoardofTrusteesarevisedUMSfinancingmodel,”thefinalreportstatedthat“giventhecurrentstateoftheeconomy,itisnotanopportunetimetoalterfundamentallythebasefundingofouruniversities.Nevertheless,wedorecognizetheneedtoexpend







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ourresourcesstrategicallyandhavecommittedtoreallocatingasmallportionofthecurrentStateappropriationsovertime.”

Theinstitutionhasmadeacommitmenttobuildingafinancialmodelthatcanbemoreeffectiveincreatingasustainableuniversity.Themodelbetterintegratesfinancialprocessesandcontrolsintotheoveralluniversityplanningprocesses.InFY2011,USMwillcompletethereorganizationofacademicaffairsthatreducesthetotalnumberofcollege/schoolsfromeighttofivewithanticipatedsavingsinadministrativecosts.Theinstitutionwillbeestablishingadditionalproceduresforimprovedbudgetingandfinancialcontrol.ThiswillincludethefurtherrefinementanduseofdatafromtheDelawareStudytoprovidebenchmarkcostdatatoguidefinancialanalysis.Thisisfurthersupportedbyacommitmenttobuildaninstitutionalresearchcapacitythatbetterinformsfiscaloperationsandcostanalyses.Itwillalsoincludeanefforttofurtherthereviewoffundingandamoretransparentbudgetingprocess.Annualandmid-yearfinancialreportswillbemademorebroadlyavailable.ConsistentwithSystem’sefforts,USMwillworktoreviewandupdatekeybusinessprocessestoimproveuserunderstandingandeffectivenessofbusinesspracticessupportedbyPeopleSoft


TheUniversityofSouthernMaineandtheUniversityofMaineSystemhavebothworkedtobuildinternalandexternalmechanismstoassurethefiscalsustainabilityofthesystemandtheindividualcampuses.Theuniversityhasdevelopedafinancialsystembasedonimprovedplanning,control,participation,andtransparency.Financialmanagementhasbecomeamuchmoreintegralpartofoverallinstitutionalplanning,andfiscalrealitieshavefosteredimprovedbudgetpoliciesandpractices.

Fiscaldifficulties,anassessmentofpracticesthathavecontributedtothosedifficultiesandtheUniversity’sconversiontoanewinformationtechnologysystemhaveprovidedbothchallengesandtheopportunitytodevelopimprovedfinancialmechanisms.Thenewfinancialpositioninacademicaffairs,formationofthebudgetadvisorycommittee,aninstitutionalizedbudgetreviewprocess,animprovedfinancialreportingprocess,implementationofapositionmanagementsystem,andrealignmentofbudgetsallevidencechangesresultingfromimprovedfinancialmanagement.Theyalsoputinplacemechanismsbetterpositionedtorespondtofuturedemandsandthegoaloffiscalsustainability.

STANDARD10:PUBLICDISCLOSURE

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In presenting itself to students, prospective students, and other members of the interested public, the institution provides information that is complete, accurate, accessible, clear, and sufficient for intended audiences to make informed decisions about the institution.

OVERVIEW

Asapublicinstitution,theUniversityofSouthernMaineisboundbytheexpectationsoftheLegislature,thecitizensoftheStateofMaine,and,inparticular,enrolledstudentsavailingthemselvesofitseducationalopportunities,topresentitselfopenlyandcomprehensivelytotheseandallotherconstituents,includingfacultyandstaff.Thisisaresponsibilitythattheadministration,thevariousacademicunits,andindividualmembersoftheUSMcommunityaddresswithdiligenceandresolve.

DESCRIPTION

Theuniversityissuesnumerouspublications,bothprintandelectronic,describingthenatureofitsprograms,policies,andcurricular,co-curricular,andextra-curricularactivities.Theseincludethecatalogues,theWebsite,handbooksforfacultyandstudents,humanresourcesinformation,notificationofgrantsandscholarlyandcreativeactivity,brochures,calendars,andvideo-basedtutorials.Afamilyofadmission-focusedprintpublications,amongthem“SuccessatUSM,”“EducationYourWay”and“USMataGlance”alsooffersclearandcomprehensiveinformation.

Likemanyinstitutions,USMcontinuallyevaluatesthemosteffectivemixbetweenonlinepostingsofinformationandtraditionalprintpublications.Allmajorpublications–printandelectronic–arereviewed,edited,andupdatedonanannualbasis.

Forthemostpart,informationnecessaryfordecision-makingwithregardtotheinstitutionisaccessiblethroughitselectronicandprintpublications,itsstaff,and/ortheWebsite.Informationthatiseitherdifficulttolocate,ornotavailablethroughuniversityoffices,reflectstheenormityofthetaskofkeepingpacewiththecontinuousevolutionandrenewalofaninstitutionascomplexasthisone.Theuniversityregardssuchobscuritiesandomissionsaschallengestotheforthrightnesswithwhichitisdeterminedtoconductitsmission—obscuritiesandomissionsitwilladdresswithalacrityanddispatch.

TheUSMWebsitewasupdatedandredesignedin2007sothatstudentsandprospectivestudentscanmakemoreinformeddecisionsabouttheireducation.Theredesignedpages,includinginformationonthetotalcostofaUSMeducation,areavailabletostudents,theirfamilies,andtheinterestedpublic.Otherfeaturesinclude:policiesrelatedtoadmissionandtransferofcredit;rulesandregulationsforstudentconduct;informationonfinancialaid;requirementsfordegreecompletion;citationsofstudentandfacultyaccomplishments;anda“RankingsandRecognition”site.

Tenyearsago,ouraccreditationreportonStandard10wasfocusedalmostexclusivelyontraditionalvehiclesfordisseminatinginformation,primarilyprintpublications.Infact,theWebsitewasreferencedonlysparingly.Oneofthosefewreferencesread,“PreliminarystepshavebeentakentorefineandexpandUSM’sWorldWideWebsite.Currently,theOfficeofPublicationsandMarketing,with

http://www.usm.maine.edu/


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supportfromtheOfficeofComputingTechnologies,isattemptingtomaintainWeboversightwithnoadditionalbudgetandstaffing.”

Thesetwoofficeshavedoneacommendablejoboverthepastdecade,especiallyinlightofthefactthatbudgetandstaffinglevelshavenotkeptpaceastheinstitutionalrelianceontheWebsitehasgrowndramatically.

APPRAISAL

InappraisingStandard10,anoftenarticulatedthemeandchallengeemerges:USMhasnosingle,authoritative,centralizedrepositoryofinformationwhereonecanobtainupdated,vetteddataonanumberofissuesrelatedtothesub-standards.Asaresult,itcanbefrustratinganddifficult,tofindup-to-dateinformationonarangeofUSMfactsandcharacteristics. Inoneformoranother,thisthemewassoundedbyanumberofNEASCAccreditationSteeringCommitteemembers.Forexample,colleagueschairing“Standard8:PhysicalandTechnologicalResources,”experienceddifficultiesfindingthecorrectnumberoflaboratories.

AlthoughitalsowasdifficultfindinganumberoffactsassociatedwiththeStandard10sub-standards,theWebsitedoesofferavarietyoffunctionaltools,includinga“ContactUs”link,whichincludescompletecontactinformationforsome30unitsanda“Directory”link,whichoffersascrollmenuofalldepartmentsandasearchfunctionforindividualfacultyandstaff.BothoftheseareavailableasclearlymarkedlinksontheWebsite’sfrontpage.

OncetheWebsitevisitorlandsonadepartmentalpage,however,informationcanbedifficulttofind.Thosecallingorvisitingtheuniversityalsocanhavedifficultyaccessinginformation.Membersofthepublic,includingprospectivestudents,mustknowwhichofficetocontact,orhaveanameofamemberoftheuniversitycommunitysothathe/shecanbeconnectedusingtheautomatedrecognitionserviceat780-4141.Moreover,forthosevisitingUSM,thelackofeffectivedirectionalsignage,especiallyonthePortlandcampus,canbeproblematic.

Theinstitution’scurrentgraduate and undergraduate catalogues–whichessentiallyserveasthecontractbetweenstudentsandtheuniversity–areavailableonlinebutnolongerexistinhardcopy.AsnotedintheDescription,theyclearlydescribethestudents’andtheuniversity’sobligationsandresponsibilities.However,feedbackfromfacultyandstaffindicatesthattheonlineformatsaredifficulttonavigatequicklyandefficiently,especiallywhenadvisingstudents.Whilethecatalogsareavailableinarchivededitions,thisfeatureisnotreadilyapparent.Inaddition,thearchivesextendbackonlyto2005-2006,whereasstudentsmayusetherequirementsineffectwhentheyfirstenrolledforupto10years.

InstitutionalpublicationsareconsistentwiththecatalogcontentandaccuratelyportrayconditionsandopportunitiesavailableatUSM.However,theinevitableresourceshifttoagreaterdependenceuponelectronicmediahashadasignificanteffectuponthenatureandkindofpublications.Ononehand,printmediashowcasingscholarshipandcreativeactivity(e.g.,TheMaineScholar,Words&Images)havedwindled.Ontheother,printhasfollowedtheleadofWeb-basedinformationdisseminationinbecomingbasedmoreinthevisualthantheverbal.Althoughsuchcommunicationiseasilycomprehendible,itislesscomprehensive.Compare,forexample,theAdmissionOffice’sseriesoftext-deficientViewbookswiththediscontinuedNavigator,acombinationstudenthandbook/dayplanner/eventscalendar/bestpractices

http://usm.maine.edu/contact.html

https://www.maine.edu/peoplesearch/index.php?tmpl=http://usm.maine.edu/directory_template.html

http://www.usm.maine.edu/catalogs/graduate/index.htm

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compendiumthatmanyfirst-yearsstudentsfoundindispensable).

Thatsaid,theWeb-basedinformationofinteresttoprospectivestudents,e.g.,thesizeandcharacteristicsofthestudentbodyandrelatedinformationiswellorganizedandgenerallyeasytofind.Someinformationispostedinmultiplelocations,whichworkswellforthepurposesofthissub-standard.Theuseoflinksiseffective,althoughseveraloftheareaswouldbenefitfrommoredescriptiveinformationbeforegoingtothespecificlink.Whileourinstructionalsciencelabsandartsfacilitiesaredeficient,wehaveseveraloutstandingacademicfacilities,libraries,lectureandresidencehalls,andathleticsandrecreationvenues.Wedonotdojusticetothesefacilitiesintermsofthemservingaspowerfulrecruitmenttools.Weneedtomakesurethatourprospectivestudentsandvisitorsseewhatwehavetoofferwithouthavingtodigtofindthatvisualinformation.Theyneedtobeapointofemphasisinthepresentationtoassistinrecruiting.

Informationontuitionandfeesattheundergraduateandgraduatelevelsisclearlypresentedandeasytofind.Itcanbedifficult,however,toestimatethecostofeducationforpart-timestudents,whocompriseasignificantsegmentofourstudentbody.Financialaidinformationisavailable,althoughinformationontheexpectedamountofdebtupongraduationandthetypicallengthofstudyisverydifficulttofind.

AsnotedelsewhereinourreviewofStandard10,therearefewcentralizedrepositoriesforpublicinformation.Thisisespeciallytrueofmaterialsthatdocumentinstitutionalclaimsaboutprogramexcellenceorsuccessinplacements.Andthosesourcesthatdoexistareinadequate.The“RankingsandRecognition”sitereferencedabove,forexample,includesreferencestothePrincetonReviewrankingbutmostofthetextfocusesonrankingsmorerelatedtoUSM’slocation,e.g.,OutsideMagazinelistingPortlandasoneofthe“BestTownsontheEastCoast.”

The“USMToday”pageisbecominganinformationalandvisualshowcaseforuniversitynewsandevents,andforthequalityoffacultyintermsofscholarshipandacademicachievements.showcaseforuniversitynewsandevents,andforthequalityof

OneoftenhearsfacultyandstaffexpressconcernsabouttheusefulnessoftheWebsite.AspartofourexaminationofStandard10,wedecidedtoaskstudents,oftentheprimaryusersofthesite,tohelpusevaluateitseffectiveness.Thisisqualitativefeedback,andconsequentlycanbeopentointerpretation.Butitshouldprovetobeusefulaswecontinuetomakeimprovementstothesite.

Inthelatespringof2009,weaskedanundergraduatestudenttosurveyaclassoffellowundergraduatestohelpdeterminetheaccessibilityandclarityofinformationontheWebsite.Elevenundergradstudentswereaskedtorespondtoquestionsbasedoneachofthe14Substandards.Responseswereoverwhelminglyfavorable.

Incomingstudentswhoattendedanorientationsessioninthesummerof2009wereaskedseveralquestionsrelatedtotheaccessibilityandusefulnessoftheUSMWebsite.Theirresponsesareincludedhere.Inthefallof2009,andagaininthespringof2010,weaskedthreestudentinternstofillouttheCIHEFormforStandard10.TheCIHEFormreflectstheirsharedwork.Wethenaskedeachofthethreetoratetheaccessibilityandclarityofthe32differentpiecesofinformationrequestedontheform.Thestudentsfoundmostoftherequiredinformationwithsurprisinglylittledifficulty.

http://www.usm.maine.edu/aboutusm.html#look


http://usm.maine.edu/buso/tuition.htm

http://www.usm.maine.edu/admit/financial.html

http://www.usm.maine.edu/discover/rankings.html

http://usm.maine.edu/news/

http://usm.maine.edu/accreditation/documents/disclosure/neasc_student_survey_april_09.doc

http://usm.maine.edu/accreditation/documents/disclosure/survey_summary_summer_orientation_09.pdf

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facultyintermsofscholarshipandacademicachievements.Thenew“WhatWe’reDoing”and“FacultyShowcase,”bothofwhicharelocatedonthe“USMToday”site,aredesignedtohighlightourfaculty.

Goalsandexpectedoutcomes,asnotedelsewhere,arepublishedandarehighlightedintheintroductorypagesoftheacademiccatalogues.Recentinformationonpassageratesforlicensureexamscanbeverydifficulttofind.Theavailabilityoftheinformationdifferswidelyfromschool/collegeandamongindividualprograms.Themaster’sprograminoccupationaltherapy,forexample,clearlystatesonitsWebsitethat87percentofitsgraduatespasstheNationalBoardforCertificationinOccupationalTherapyexam.Thereis,however,nocentralrepositoryforthisinformation.Forexample,wehavenoinstitution-widedataoncareerplacementsratesandinmanycasessuchinformationattheschool,collegeanddepartmentallevelssimplydoesnotexist.Mostoftheschools/collegesdohighlightindividualalumni/student/facultysuccessstories,asdoesthefaculty-studentpageofferedaspartofthe“DiscoverUSM”site.

Retentionandgraduationratesaremuchmoredetailedandaccessiblethaninpastyears,due,nodoubt,toarenewedinstitutionalfocusonstudentsuccess,definedasretainingandgraduatingmorestudents.

Retentionandgraduationratesandrelateddataarenowavailableinstitutionwide,bydegreelevelandbyschool/college.

Otheravailabledataincludeacademicsupportservicesandacademicassessmenttools.

Therecentestablishment(latesummer2009)ofStudentSuccessCenters integratedtheofficesofAcademicAdvising;CareerServicesandProfessionalLifeDevelopment;andEarlyStudentSuccess.Thisreorganizationhasbroughtamorecoordinatedandholisticdeliveryoftheseservices,aswellasgreaterconsistencytorelatedinformation.AdvisinghasalsobeensignificantlyenhancedbytheestablishmentofastudentportalattheAdvisingServiceswebsite.ArecentlylaunchedefforttoupgradethecapacityofUSM’salumnirelationsfunction,includingthefirst-eversegmentedmarketresearchstudyofthealumnibody,alsoshouldcomplementthiseffortbyhelpingtoidentifymorealumniinterestedinmentoringcurrentstudents.

Finally,itshouldbenotedthatUSMisintheprocessofacompletegraphicalandinformationredesignofitswebpresence.Overthepastyearwehaveundergonearigorousprocesstoidentifyacontentmanagementsystem(CMS)thatwouldenabletheUniversitytobetterusetheweb.TheDivisionofinformationandTechnology(DoIT)andMarketinghavepartneredinthisproject.DoITisresponsibleforthetechnologybehindthewebpresenceandthedesignoftheinformationarchitecture.Marketingisresponsibleforthegraphicaldesignandworkingwithdepartmentsonthecontentofthepages.Theintentistomakeiteasierforsitevisitorstofindwhattheyneedandtoensurethatcontentisaccurateanduptodate.IfearlyfeedbackabouttheCMSandtheinformationarchitecturedesignareanyindication,thecommunityisreadyforthischange.

http://usm.maine.edu/catalogs/undergraduate/university.htm

http://usm.maine.edu/lac/ot/

http://www.usm.maine.edu/discover/


http://usm.maine.edu/inforeporting/student/reports

http://usm.maine.edu/catalogs/undergraduate/support_services.htm

http://usm.maine.edu/testing/goals.html



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PROJECTION

Theestablishmentofacentralrepositoryofinstitutionaldatathatcanhelpinformdecisionmakingwillhelpdrivetimelyandeffectivereportingonandanalysesofretentionandgraduationratesandenrollmenttrends.Thisshouldremainasaninstitutionalpriority.

ThecompleteredesignofthewebpresencereferencedattheendoftheAppraisalisamajorundertakingthatwillinvolveconvertinginexcessof7000webpages.Tohelpensureredesign’ssuccesswemust:

• Continuetoclarifywhichoffice(s)isresponsiblefordecidinghowtobestutilizetheWebsiteinservicetoclearlydefinedinstitutionalpriorities.Thatoffice(s)alsoshouldbechargedwithoverseeingtheimplementationofsuchinitiativesandalsoensuringthatinformationispresentedconsistentlyandinacoordinatedfashion.

• Providetoolsandsupport(e.g.facultyandstafftraining)necessarytofacilitateandexpeditethechangeover.Thesystemwillbecriticallyimportantaswerealizethegoalofgivingindividualdepartmentsthetoolsneededtokeepsitesuptodate,accurateandrelevanttotheinformationneedsofstudentsandotheraudiencesidentifiedinStandard#10.


Tenyearsago,aspartofourlastaccreditationprocess,wereported,“AchievingthepurposeoftheStandardonPublicDisclosurehasbecomeevenmorecomplicatedwiththeriseofelectroniccommunications.”Inretrospect,thiswasaclassicunderstatement.Yetdespitetheseachangesincethelastaccreditationinhowinstitutionscommunicatewiththeiraudiences,wefindthatUSMhasactedcompetentlyandcreativelytoensurethatinterestgroupshavenotbeencompromisedintheirsearchforinformationspecifiedinStandard10.Inadditiontoathoroughcommitteeevaluationofthesub-standards,ourconclusionissupportedbyqualitativefeedbackfromstudents.Thisfeedbackhasbeenintegratedintoourreport.

Whiletheinevitablepassingoffullystaffedswitchboardsandinformationdesksmayhavedisenfranchisedtheminorityofpeoplewithoutaccesstoelectronicmedia,informationisnowmoreaccessibleandcompletethaneverbefore.


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The institution subscribes to and advocates high ethical standards in the management of its affairs and in all of its dealings with students, faculty, staff, its governing board, external agencies and organizations, and the general public. Through its policies and practices, the institution endeavors to exemplify the values it articulates in its mission and related statements.

It is … not what we profess but what we practice that gives us integrity.FrancisBacon(1561-1626)

OVERVIEW

Aninstitutionisanorganizationalschemawithinwhichindividualscoalesce,unifiedbycommonconcerns.AttheUniversityofSouthernMaineourcommonconcern,tofulfilltheroleofthestate’sonlyurban,comprehensive,four-yearuniversity,bringsustogetherineducationalservicetothepeopleofthestateandourscholarlyfields.Thisrequiresindividuals,whomakeupthecorporatebody,toactwithresponsibility,honestyandintegrity.ThissectiondescribesUSM’scorporateethosandexaminesthemechanismsthroughwhichtheethosispracticed.

DESCRIPTION

TheinstitutionalcommitmenttointegritybeginsatthehighestlevelsoftheUniversityofMaineSystem(UMS)asevidencedbytheUMSandUSMcharters,whichgranttheuniversitygeneraloperatingauthorityandspecificauthoritytograntdegrees.Furthermore,USMoperateswithinthepoliciesandproceduresestablishedbytheBoardofTrustees.UMSfullyrecognizesthateachpubliceducationinstitutionwithinthestatemusthaveapropermeasureofcontroloveritsownoperationsandthatit’sfacultyenjoyacademicfreedomsinteaching,research,andexpressionofopinions.TheacademicfreedomandintellectualintegrityofUSMareguidedbythecurrentmissionstatementandgovernancedocuments.

HonestandethicalmanagementofUSM’sacademicmission,oversightofresearchactivities,studentlife,professionallivesoffacultyandstaff,andmanagementandintegrityofadministrativeoperationsisimplementedthroughofficesacrossadministrativeunitsandcampuses.Newandrevisedpoliciesareissuedthroughavarietyofmeanssuchasbroadcaste-mailsandsupervisorychainsofcommand.Documentsdescribingnewandrevisedpoliciesarekeptavailableonweb-sitesoftheunitsordepartmentsprimarilyresponsible.

USM’scommitmenttothefreepursuitanddisseminationofknowledgeisdemonstratedbytheAcademicFreedomCommitteeoftheFacultySenate1.ThisbodyemphasizesthespiritofacademicfreedomexpressedintheAFUMContract,Article2andinthePATFAContract,Article3,andSection1-AoftheUniversityofMaineSystemCharter.Eachofthesedocumentsdescribesacademicfreedomforfaculty.

1 The Faculty Senate Academic Freedom Committee coordinated the Biennial Duclos Convocation in 2008.



http://usm.maine.edu/accreditation/documents/integrity/usm_mission_statement.doc

http://usm.maine.edu/accreditation/documents/integrity/usm_governance_document.pdf

http://usm.maine.edu/accreditation/documents/integrity/afum_contract_2007-2009.pdf

http://usm.maine.edu/accreditation/documents/integrity/patfa_07-09.pdf


STANDARD11:INTEGRITY

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ConflictofinterestisaddressedthroughpoliciesatthesystemanduniversitylevelincludingtheBoardofTrusteesPolicyandtheUMSHumanResourcespolicy.USMhasanearly20-year-oldpolicythatoutlinesdefinitionsofandrestrictionsonconflictsofinterestbetween“personalinterestsandthoseoftheUniversity.”TheUniversityhasseparatepoliciesregardingfinancialconflictsofinterest.

Theintellectualpropertyrightsoffaculty,staff,andstudentsofallUMScampusesisaddressedbyasystem-wideintellectualpropertypolicyandprovidesdetailedguidancetotheUniversityaboutthedisclosure,release,ownership,andadministrationofpatentableinventionsandcopyrightableworks.PrincipleswithinthepolicyarecomparabletothoseheldbypeerinstitutionsexceptthattheUMSpolicyalsoincludesarelativelyunique“copyleft”addendum,whichencouragesthecopyinganddistributionofcopyrightableworksandspecifiesaformulaforthedistributionofrevenueresultingfrommodifiedoradapteduniversity-ownedintellectualproperty.

TheprimaryfederalpolicythatguidesprivacyprotectionatUSMisFERPA,whichisconsistentlyreferencedinUSMpolicystatementsandhandbooksandpracticedinallformsofcommunicationwithoraboutcoveredstudents,researchparticipants,anduniversityemployees.UniversityofMaineSystemCounsel’sOfficehasdeterminedthat,generallyspeaking,USMisnotacoveredentityforthepurposesofHIPAA.However,anumberofUSMresearchersdealwithprotectedhealthinformationonaregularbasis.Therefore,USMhasapproachedHIPAAonanad hocbasisrelyingontheUMSpolicywhereitwasapplicableandseekingin-houselegalopinionswhereitissilent.InFebruary2010,theProvostapprovedanewpolicyandprocedureguidingBusinessAssociateAgreementsandrelevantHIPAApractices.

USMpromisestoapplyandupholdethicalprinciplesthatprotectresearchsubjects.Toaccomplishthis,theOfficeofResearchIntegrityandOutreach(ORIO)ComplianceadministerstheInstitutionalReviewBoard,InstitutionalBiosafetyCommittee,InstitutionalAnimalCareandUseCommittee,theInstitutionalPrivacyCommittee,andRadiationSafetyCommittee.Eachofthesecommitteeshaspolicyinplace,andUSMholdslicenses/permits/assurancesfromrelevantfederalandstateagenciestoconductresearch.FacultyandstaffatUSMhaveengagedindiscussionandinquiryontopicsoverseenbytheInstitutionalReviewBoard(IRB).Forexample,the2009MaineIRBSymposiumfeaturedadebateontherelationshipbetweenIRBsandacademicfreedom.

AreportontheReviewofResearchAdministrationFunctionattheUniversityofSouthernMainedatedJanuary,2010waspublishedandsharedwithResearchAdministrationinMarch,2010andasaresultResearchAdministrationwassignificantlyreorganized.ThisreportwassharedmoregenerallywithfacultyandthecommunityAugust,2010.ThisofficecontinuesinaphaseofchangewithimplicationsforstrategicplanningandsparkingdiscussionsandquestionsintheFacultySenate.AsecondreportbyresearchcompliancespecialistsisduebytheendofDecember,2010.

FacultyandstaffarehiredandsupportedthroughUSM’sHumanResourcesDepartment,whichhasanexplicitstatementofintegrityinitsmissionstatement.USMhasnon-discriminatorypoliciesfor

ThehumansubjectresearchprotectionsprogramsatUSMhadachievednationalrecognition,

andhashistoricallydemonstratedakeencommitmenttoensuringthathumansubjectsprotectiontrumpotherconcerns.USM’spoliciesarebasedonfederal

regulationsandUSM’sFederalWideAssurancecommitstheinstitutiontotreating

humansubjectprotectionasafundamentalvalue.

http://usm.maine.edu/accreditation/documents/integrity/intprop.pdf

http://www.maine.edu/system/usc/hipaa/index.php

http://usm.maine.edu/accreditation/documents/integrity/irb_policies_procedures.pdf


http://usm.maine.edu/accreditation/documents/integrity/ibc_policy_2007.pdf

http://usm.maine.edu/accreditation/documents/integrity/iacuc_policy.pdf

http://usm.maine.edu/accreditation/documents/integrity/final_research_administration_review.docx


http://usm.maine.edu/facsen/

http://www.usm.maine.edu/hrs/


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recruitment,admissions,employment,evaluation,disciplinaryaction,andadvancement.Itfostersanatmospherethatrespectsandsupportspeopleofdiversecharacteristicsandbackgrounds.Thereisanaffirmativeactionplaninplaceandtheinstitutionhasmadeprogressinboththehiringofwomenandothersfromunderrepresentedpopulations.Throughoutthehiringprocess,searchcommitteesworkwiththeOfficeofCampusDiversityandEquitytoreviewsalariesandidentifyvenuestorecruitapplicantsfromdiversebackgrounds.Inanongoingefforttoensureequityamongstemployees,theUniversityofMaineSystemrecentlyconductedamajorstudyofallclassifiedstaffpositions,whichmayresultinclassificationandcompensationadjustments.Asimilarstudywasconductedforprofessionalstaffanumberofyearsago.GuidancerelatedtofacultyandstaffgrievancesiscontainedintheAFUMandPATFAcontracts.ThedepartureoftheExecutiveDirectorofEqualOpportunityandCompliance(whohasnotbeenreplaced),togetherwiththeadministrativereorganizationoftheunit,removedresponsibilitiesoftheOfficeofEquityandCompliancefromdirectoversightbythePresidenttothatofHumanResources.AlthoughnoconcernsaboutconflictofinterestbetweenemploymentrelatedclaimsandHumanResourceshaveoccurred,thereisaplaninplacethat,shouldsuchconcernsarise,theclaimwouldbemovedtothesystemlevel.

Theacademicintegrityofstudents’coursesofstudyaredefinedanddescribedintheFacultyHandbook,catalogues,syllabi,blueprints,andthroughtheworkofadvisorsandcurriculumcommittees.USMregardsitscatalogsasacontractbetweenstudentsandtheinstitutionandensureintegritybetweeneachstudent’seducationalexperienceandthecatalogdescriptionofprograms,policies,andproceduresdescribedintheyearofmatriculation.

USM’sOfficeofCommunityStandards(OCS)keeps,andmakesavailable,documentsfocusingontheacademicintegrityofstudents.ItisthepurposeoftheUMSStudentConductCodetopromotethepursuitofactivitiesthatcontributetotheintellectual,ethical,andphysicaldevelopment,aswellassafetyoftheindividualsundersystemauspices.ThisCode,includingproceduresandtimelines,isavailableontheUMSwebsiteandinpamphletformandisreviewedwithstudentsatthebeginningthefallsemesterandatothertimesonaprogram-by-programbasis.TheCodeisthebasisforadjudicationofallstudentsaccusedofviolatingtherulesofconduct.TheOCSconductsworkshopsforfacultyandstafftoinsurefairandconsistentapplicationofthecode.

Nouniversity-widepoliciesorguidelinesgoverntheentirecampusrelativetothereviewandapprovalprocessesforconferences,workshops,institutesandotherinstructionalorenrichmentactivitiessponsoredbytheUniversityorcarryitsname,however,twounits,ConferencesandtheArtGallery,dohaveformalpoliciesinplacegoverningsuchevents.Generallyspeaking,universityfacilitiesareopentoeventsthatarelegalanddonotdiscriminateonthegroundsofrace,color,religion,sex,sexualorientation,nationaloriginorcitizenshipstatus,age,disabilityorveteranstatus.

TheNEASCself-studyandaccreditationprocessengagedallsectorsoftheUniversitycommunityinacandidandtransparentinquirytherebydemonstratingUSM’scommitmenttointegrityanditscompliancewiththeCommission’sStandards,policies,requirementsofaffiliationandrequests(SeeMatrix11.10).ThelevelandextentofengagementdemonstratesUSM’sdeepcommitmenttotheprocessanditsattendantobligationsofhonestdealingwiththeCommission.




http://usm.maine.edu/accreditation/documents/integrity/ums_student_conduct_code.pdf

http://usm.maine.edu/accreditation/documents/integrity/std_11_matrix.docx

STANDARD11:INTEGRITY

96

APPRAISAL

USMhaspoliciesinplacetoencourageand,whereappropriate,requireethicalconduct.Ingeneral,wefindthecurrentsystem,whiledecentralized,ensuresinstitutionalintegrity,iscomprehensive,isincompliancewithstateandfederalguidelines,andcomparabletopeerinstitutions.Ourinvestigationdid,however,uncoverfournotableweaknessesinthesystem.

First,USMlacksacentralizedpolicyrepository.Asaresult,policiesandproceduresarekeptinavarietyofformats,inavarietyoflocations,andmaintainedbymultipleanddiversestaff.Thisdecentralizationmeansthataccessibilityissometimeshamperedbyinformationthatisdifficulttofind.OneexampleisthatsomeofourclickablelinksfromtheUniversity’sWebsitereferenceUSMPolicy101.1whileothersreferenceSection410ofUMS’sHumanResourcesandLaborRelationsPolicyManual.

Second,USMlacksaconsistentuniformpolicyeducation/disseminationprogram,whichcanalsosupportresponsibleunitsinthecomplianceandenforcementofpolicy.Therefore,asnotedbefore,policiesandproceduresaredistributedthroughavarietyofmechanismsandenforcedthroughanumberofwide-rangingofficesatvariouslevelsoftheinstitution.Thisapproachcanbeinconsistentandtoleadtoconfusionandtheoccasionalmisunderstandingormisapplicationofpolicies.Individualsmayormaynotbeawareofpolicieswhentheyareneededand/orhavedifficultyfindingpolicieswhentheysearch.

Third,USMlacksacomprehensive,regular,systematicpolicyreviewandrevisionprocess.Ourinquiryrevealedpoliciesthataremanyyearsold,inconsistencyastowhenpoliciesarereviewedandupdated,andavarietyofwaysinwhichpoliciesmovethroughgovernanceastheyarewrittenandrevised.Whileitmaynotbenecessarytohaveonesingletimelineorpaththroughgovernanceforallpoliciesandprocedures,thereshouldbeacentralsystemfortheoversightoftheseprocessessothatmeaningfulconsistencyandaccountabilityaremaintained.Furthermore,acentralsystemofoversightcanhelpidentifyunevenpoliciesacrossrelevantstakeholders.Forexample,ourinquiryrevealedfullyarticulatedpoliciesonacademicfreedomforfacultybutnotforstaff,manyofwhoengageinteachingandscholarshipanddeservetheprotectionsofacademicfreedom.

Fourth,placingtheOfficeofEquityandCompliancewithinHumanResourcescancreateanapparentconflictofinterestwhenanenforcementunitismaintainedbythebodythatitoversees.Althoughthereareplansinplacetomoveclaimsthatmightraiseaconflictofinterestissuetothesystemlevel,theplacementofthisofficeinthelargeruniversityorganizationshouldbeexploredandevaluated.

PROJECTION

• ThePresident’sOfficecreatesandappointspersonneltomaintainacentralizedrepositoryandcoordinatedisseminationandsupportforenforcementofpolicyinformationby2012.

• Appointedpersonnel,incollaborationwithunitheads,developaprogramofperiodicreviewandreappraisalofpoliciesby2012.

• Appointedpersonnelworkwithunitheads,bargainingunits,andsystempersonneltoalignpoliciesacrossunitswithinUSMandentitiesandacrosstheUMSsystemby2013.

• Strategicplanningcommittee(s)examinetheleadershipandplacementofEqualOpportunitiesandCompliancetodetermineefficacyandimplicationsby2013.


97


TheUniversity,whiledecentralized,doesagoodjobofmaintainingitsintegrityasdefinedbyupholdingethicalstandardsandkeepingaclosecorrelationbetweenwhatisprofessedandwhatpracticed.TheUniversityhasafullcomplementofpoliciesinplacetoguideadministration,faculty,staff,andstudents.ThehumansubjectresearchprotectionsprogramatUSMhasachievednationalrecognition.TheUniversityalsoactivelyandfullyinquiresintoandaddressesbreechesofintegrity.Onesuchexamplein2008involvedaMuskieresearcher,whoisnolongeratUSM.ThisindividualwassubjectedtoanadministrativehearinganddebarredforlifefromconductingresearchatorthoughtheUniversity.ThroughaccreditationandstrategicplanningUSMwillcontinuetomaintainitsinstitutionalintegrityandputinplacesystemicmechanismstoimprovepoliciesandpractice.

98

DATAFIRSTFORMS

Data First Forms

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Instructions and definitions are embedded in each form. This version of the Data First forms has been formatted to print only the forms. If you wish to print the forms with the embedded instructions, you can find a specially formatted version of Data First forms on the Commission website: http://cihe.neasc.org.

If you have questions about completing the Data First forms, please call Julie Alig (781-541-5408) or any other member of the Commission staff for assistance.

New England Association of Schools and CollegesCommission on Institutions of Higher Education

209 Burlington Road, Suite 201 ● Bedford, MA 01730phone: (781) 271-0022 ● fax: (781) 271-0950

http://cihe.neasc.org

"DATA FIRST" FORMS Revised October 2009

General instructions:

Data First forms supplement the institution's comprehensive self-study or fifth-year report. Each of the 25 forms is on

a separate spreadsheet of this Excel workbook. Much of the information requested is readily available on audited

financial statements, yearly IPEDS surveys, and other institutional reports and publications.

When entering financial data, please round to the nearest thousand. If your institution tabulates data in a different way from what is requested on the form, clearly explain your methodology on the form and report the data in the way that is consistent with your institution's normal practices.

Data First forms are protected to ensure that they are not inadvertently changed, and cells containing certain formulas are locked. If you wish to add rows or adjust column widths, you may unprotect the spreadsheet by selecting the "Protection" option from the "Tools" menu. The required password is "ark" (lower case, no quotation marks.)

100

DATAFIRSTFORMS

Institution Name: University of Southern Maine

OPE ID: ? 205400

0

? 0 Certified: QualifiedFinancial Results for Year Ending: ? 06/30 Yes/No Unqualified Most Recent Year ? 2010 Yes Unqualified 1 Year Prior 2009 Yes Unqualified 2 Years Prior 2008 Yes Unqualified

Budget / Plans Current Year 2011 Next Year 2012

Contact Person: ? Selma Botman

Title: President, University of Southern Maine

Telephone No: (207) 780-4480

E-mail address [email protected]

Annual Audit

Revised October 2009

"DATA FIRST" FORMS

GENERAL INFORMATION

101


Attach a copy of the current mission statement.

Document URLDate approved by the

governing boardInstitutional Mission Statement ? http://usm.maine.edu/discover/mission.html ? 11/15/2010

Mission Statement published URL Print publication? 1 ? http://www.usm.maine.edu/discover/mission.html "Choose, Grow, Discover"

2 http://usm.maine.edu/spp/34

Related statements URL Print Publications? 1President's Announcement ? http://blogs.usm.maine.edu/publicaffairs/archives/category/21st-century-usm

23


102

DATAFIRSTFORMS

PLANSYear of

CompletionEffective

Dates URL or Folder NumberStrategic Plans

Immediately prior Strategic Plan ? 2009 ? 2004-2009 ? http://usm.maine.edu/pres/pdfs/transforming0830.pdfCurrent Strategic Plan ? ongoing ? 2009-2014 http://usm.maine.edu/spp/spp/Preparing%20USM%20for%20the%20Future%20June%2011%2009.pdfNext Strategic Plan ? ~ ?

Other institution-wide plansMaster plan ? ~ ? ? NoneAcademic plan ? 2012 2008-2012 http://usm.maine.edu/pres/reorganization/pdfs/reorganization_proposal_to_usm_bot_03.21.10.pdfFinancial plan ? ~ http://www.maine.edu/pdf/MYPFINALREPORT.pdfTechnology plan - Bill Wells ? 2001 NoneEnrollment plan - Kathryn Greenleaf ? ~ NoneDevelopment plan - Meg Weston ? 2011 2010-2011 http://usm.maine.edu/accreditation/documents/USM_Report_12-13-10.pdf(Add rows for additional institution-wide plans, as needed.)

Plans for major units (e.g.,departments, library) ? 1. STEM Pioneers ? 2011 ? ongoing ? http://usm.maine.edu/aset/pioneers/

2. USM Guide to Carbon Neutral Education 2040 2010-2040 http://www.usm.maine.edu/dfm/pages/CAP%20Final%201.0.pdf34(Add rows for additional plans, as needed.)

EVALUATION URL or Folder NumberAcademic program review

Program review system (colleges and departments). System last updated: ? Fall 2010Program review schedule (e.g., every 5 years) Every seven years, or as dictated by national accreditation schedule. Section 305.3 of the System

Administrative Procedures Manual.http://www.maine.edu/system/asa/adminprocman.php#Review

Sample program review reports (name of unit or program) 1. Mathematics and Statistics ? http://www.usm.maine.edu/accreditation/documents/SelfStudy_Report_2008_Mathematics.doc2. Theatre http://www.usm.maine.edu/accreditation/documents/2009_Academic_Program_Review _Theatre.pdf3. Computer Science http://www.usm.maine.edu/cos/gpr/(Insert additional rows, as appropriate.)

System to review other functions and unitsProgram review schedule (every X years or URL of schedule)

Sample program review reports (name of unit or program) 1. Office of Research Compliance Attachment, not yet available online as it is not yet public. It will be as of February 5. 2. Research Administration http://www.usm.maine.edu/prov/3(Insert additional rows, as appropriate.)

Other significant evaluation reports (Name and URL or Location) DateExample: Advising: www.notrealcollege.edu/advising

1. Business Program accreditation from AACSB 2010 2. Technology Program accreditation from NAIT 2009

3. Nursing Program accreditation from CCNE 2010(Insert additional rows, as appropriate.)


Revised September 2010 2.1

103


Please attach to this form:1) A copy of the institution's organization chart(s).2) A copy of the by-laws, enabling legislation, and/or other appropriate documentation to establish thelegal authority of the institution to award degrees in accordance with applicable requirements.

URL of documentation of relationship

Governing boardBy-lawsBoard members' names and affiliations

Board committees URL or document name for meeting minutes?

Finance/Facilities http://www.maine.edu/board/minutes.php?section=3Human Resources and Labor Relations http://www.maine.edu/board/minutes.php?section=3Investment http://www.maine.edu/board/minutes.php?section=3Student Affairs http://www.maine.edu/board/minutes.php?section=3Trustee Affairs http://www.maine.edu/board/minutes.php?section=3

Major institutional committees or governance groups* URL or document name for meeting minutes

USM Classified Staff Senate http://usm.maine.edu/clsen/[email protected] Professional Staff Senate http://usm.maine.edu/prosen/[email protected],USM Student Senate http://www.usm.maine.edu/studentlife/leadership/[email protected] Corporate Partners http://usm.maine.edu/corporatepartners/ [email protected](Insert additional rows as appropriate.)

*Include faculty, staff, and student groups

http://www.maine.edu/board/board_membership.phphttp://www.maine.edu/system/policy_manual/policy_section103.php

USM Board of VisitorsUSM Alumni Association Board of Directors

Technology

http://www.maine.edu/board/minutes.php?section=3http://www.maine.edu/board/minutes.php?section=3

http://www.maine.edu/board/minutes.php?section=3

USM Foundation Board of DirectorsUSM Faculty Senate

http://usm.maine.edu/bov/ [email protected]://www.alumniusm.org/s/300/[email protected]://usm.maine.edu/foundation/[email protected]://usm.maine.edu/facsen/[email protected]


Academic AffairsAudit

Name of the related entity University of Maine System

http://www.maine.edu/board/minutes.php?section=3Execuitive Committee

If there is a "related entity," such as a church or religious congregation, a state system, or a corporation, describe and document the relationship with the accredited institution

http://www.maine.edu/system/policy_manual/policy_section301.1.php - top

URL

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DATAFIRSTFORMS

Correspondence Education (federal definition): Education provided through one or more courses by an institution under which the institution provides instructional materials, by mail or electronic transmission, including examinations on the materials, to students who are separated from the instructor. Interaction between the instructor and the student is limited, is not regular and substantive, and is primarily initiated by the student. Correspondence courses are typically self-paced. Correspondence education is not distance education.

Campuses, Branches, Locations, and Modalities currently in operation (See definitions, below)(Insert additional rows as appropriate.)

? City State or Country Date Initiated? Main campus Maine 7/1/1922*? Other principal campuses Maine 7/1/1878

Lewiston-Auburn Maine 7/1/1988

? Branch campuses

? Other instructional locations Maine 9/1/1973Maine 9/1/1980

Distance Learning, e-learning Date InitiatedFirst on-line course 7/1/00First program 50% or more on-line 7/1/04First program 100% on-line 7/1/05

? Distance Learning, other Date InitiatedModality

? Correspondence Education Date Initiated

Definitions

Distance Learning, e-learning: A degree or Title-IV eligible certificate for which 50% or more of the courses can be completed entirely on-line.

Distance Learning, other: A degree or Title IV certificate in which 50% or more of the courses can be completed entirely through a distance learning modality other than e-learning.

Main campus: primary campus, including the principal office of the chief executive officer.

Other principal campus: a campus away from the main campus that either houses a portion or portions of the institution's academic program (e.g., the medical school) or a permanent location offering 100% of the degree requirements of one or more of the academic programs offered on the main campus and otherwise meets the definition of the branch campus (below).

Branch campus (federal definition): a location of an institution that is geographically apart and independent of the main campus which meets all of the following criteria: a) offers 50% or more of an academic program leading to a degree, certificate, or other recognized credential, or at which a degree may be completed; b) is permanent in nature; c) has its own faculty and administrative or supervisory organization; d) has its own budgetary and hiring authority.

Instructional location: a location away from the main campus where 50% or more of a degree or Title-IV eligible certificate can be completed.


Saco/Biddeford

(Locations and Modalities)

Bath/Brunswick

PortlandGorham

105


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106

DATAFIRSTFORMS

Student Headcount by Academic Major

3 Years 2 Years 1 Year Current Goal for nextPrior Prior Prior Year Year

For Fall Term, as of Census Date (Fall 2007 ) (Fall 2008 ) (Fall 2009 ) (Fall 2010 ) (Fall 2011 )NEASC LEVEL (Multiple Items)

Sum of HEADCOUNT StrmDegree Um Acad Plan Descr 0810 0910 1010 1110 1210AA Assoc Liberal Studies 12 2 2

Assoc Therapeutic Recreation 2 2 1Associate Business Admin 1 2

AA Total 15 6 3BACC Accounting 51 76 131 145 145

Accounting and Finance 126 59 43 15 10Applied Technical Education 18 14 9 6 0Applied Technical Leadership 27 27 22 23 23Applied Technology - GO 1Art 110 50 94 93 93Art Candidate - BA 9 41 8 2 2Art Candidate - BFA 21 75 12 2 2Art Candidate - GO 3 6 6 6 6Art Education 41 24 40 38 38Art-Fine Arts - GO 5 9 6 2 2Arts and Humanities 35 28 20 24 15Athletic Training 59 71 95 108 108Biochemistry 5 3 7 10 10Biology 200 222 248 288 288Biology - GO 5 12 7 15 15Business Administration 397 164 137 84 84Chemistry - GO 3 1 2 2Chemistry-BA 7 14 16 7 7Chemistry-BS 10 10 15 25 25Communication 248 183 207 186 186Communication - GO 6 11 9 7 7Computer Science 70 75 89 95 95Computer Science - GO 5 4 5 6 6Criminology 162 135 136 146 146Criminology - GO 10 19 14 14 14Economics 51 35 30 33 33Economics - BS 33 25 19 22 22Economics - GO 1 2 2 2Electrical Engineering 65 62 69 56 56Electrical Engineering - GO 1 5 7 4 4Engineering - GO 4 5 3 2 2English 223 207 207 198 198English - GO 1 7 5 9 9English Language Bridge - GO 6 11 11 12 12Environ Safety & Health - GO 1 2 1 1Environmental Planning &Policy 10 6 14 25 25Environmental Safety & Health 13 13 11 5 5Environmental Science - BA 26 28 23 18 18

Standard 4: The Academic Program (Enrollment by UNDERGRADUATE Major)

107




For Fall Term, as of Census Date (Fall 2007 ) (Fall 2008 ) (Fall 2009 ) (Fall 2010 ) (Fall 2011 )


BACC Environmental Science - BS 26 29 34 50 50Environmental Science - GO 1 5 4 4 4Exercise Physiology 26 25 38 45 45Finance 41 50 69 89 89French 18 11 19 17 17General Management 107 159 283 325 325General Science - GO 5 8 7 3 3Geography/Anthropology 91 59 58 64 64Geography/Anthropology - GO 2 1 3 3Geology 2 4 1 2 2Geosciences - BA 13 14 17 13 13Geosciences - BS 9 5 6 6 6Geosciences - GO 1 1 1Health Fitness 70 53 63 62 62Health Sciences 64 46 68 118 118History 174 145 136 123 123History - GO 2 6 7 7 7Humanities - GO 1 2Industrial Technology 185 119 146 159 159Industrial Technology - GO 2 3 1 3 3Leadership & Org Studies 76 75 80 80 80Leadership & Org Studies - GO 1 1 2 2 2Linguistics 65 66 64 61 55Linguistics - GO 2 2 3 3Marketing 34 62 103 122 122Mathematics 49 52 68 62 55Mathematics - GO 1 3 1Mechanical Engineering 40 49 63 65 65Mechanical Engineering - GO 1 3 3 3Media Studies 190 163 132 142 142Media Studies - GO 3 13 9 10 10Music - BA 29 29 21 16 16Music Education 58 62 73 65 65Music Education - GO 1 1 1Music Performance 82 92 78 68 68Music Performance - GO 1 1 1 5 5Musical Theatre 2 2 4 7 7Natural & Applied Science 54Natural & Applied Sciences 61 57 40 35Non Degree - Undergraduate 1486 1427 1067 979 783Nursing 537 442 444 432 432Nursing Candidate 6 5 1 1 1Philosophy 58 42 39 32 32Physics 16 17 16 19 19Political Science 182 135 126 114 109Political Science - GO 1 9 4 6 6Pre-Accounting 1 1

108

DATAFIRSTFORMS





BACC Pre-Accounting and Finance 18 30 3 1 1Pre-Business Administration 85 139 18 11 1Psychology 333 290 310 322 322Psychology - GO 15 32 16 23 23Self Designed 77 61 58 48Self Designed Major 64 2Social & Behavorial Sci - GO 5 8 10 10 10Social & Behav Sciences 208 163 185 202 202Social Work 190 148 152 137 137Social Work - GO 8 9 4 7 7Sociology 160 134 101 93 93Sociology - GO 1 2 1Sports Medicine 6 7 1Sports Medicine - GO 1Studio Art 83 53 79 67 67Technology Education 8 5 3 4 4Technology Education - GO 1Theatre 71 61 66 64 64Theatre - GO 2 4 4 7 7Therapeutic Recreation 57 48 39 36 36Therapeutic Recreation - GO 1 4 2 2 2Transfer Prgrm in Engineering 12 19 16 13 13Undeclared 699 1096 1086 946 930Undeclared - GO 159 273 185 225 215Women and Gender Studies 16 9 15 13 13Environ Planning & Policy - GO 1 1 1Liberal Studies 31 85 85National Student Exchange 4 3 3Philosophy - GO 1Physics - GO 1 1 1Sport Management 20 44 44Mathematics Education 6 6Musical Theatre - GO 1 1

BACC Total 8098 7889 7615 7546 7261CERT Accounting 12 12

Risk Management & Insurance 3 3CERT Total 15 15Grand Total 8113 7895 7618 7561 7276

109


Student Credit Hours by Academic Major



Sum of Um Unt Tak Prg Rc SUM StrmDegree Um Acad Plan Descr 0810 0910 1010 1110 1210AA Assoc Liberal Studies 72.00 13.00 20.00

Assoc Therapeutic Recreation 12.00 12.00 6.00Associate Business Admin 6.00 18.00

AA Total 90.00 43.00 26.00BACC Accounting 623.00 943.00 1497.50 1665.50 1800.00

Accounting and Finance 1519.50 622.50 401.00 152.50 152.50Applied Technical Education 90.00 94.00 52.00 30.00Applied Technical Leadership 169.50 233.00 158.00 178.00 178.00Applied Technology - GO 6.00Art 1264.00 585.00 992.00 977.50 977.50Art Candidate - BA 97.00 465.00 102.00 25.00 25.00Art Candidate - BFA 218.50 831.00 139.00 21.00 21.00Art Candidate - GO 34.00 73.00 87.00 71.00 71.00Art Education 457.00 268.00 441.00 435.00 435.00Art-Fine Arts - GO 61.50 120.00 74.00 15.00 15.00Arts and Humanities 355.00 300.00 190.00 230.00 230.00Athletic Training 881.00 1006.50 1354.50 1541.50 1576.85Biochemistry 70.00 33.00 88.50 129.50 129.50Biology 2418.00 2826.00 3004.00 3363.50 3363.50Biology - GO 73.50 176.50 91.00 210.50 210.50Business Administration 4732.00 1638.00 1324.00 768.00 768.00Chemistry - GO 43.00 10.00 31.00 31.00Chemistry-BA 79.50 170.00 195.50 80.00 80.00Chemistry-BS 112.50 120.50 178.00 320.50 320.50Communication 3015.50 2201.00 2458.50 2206.00 2450.00Communication - GO 77.00 140.00 134.00 95.00 95.00Computer Science 728.00 835.00 1002.00 1043.50 1100.00Computer Science - GO 62.00 51.00 71.00 79.00 79.00Criminology 2060.50 1630.50 1630.50 1816.50 1900.00Criminology - GO 135.00 244.00 185.50 184.00 184.00Economics 623.00 394.00 353.00 388.00 390.00Economics - BS 400.50 266.00 224.50 242.50 250.00Economics - GO 14.00 30.00 24.00 24.00Electrical Engineering 714.00 685.00 818.00 595.00 595.00Electrical Engineering - GO 12.00 63.00 94.00 50.00 50.00Engineering - GO 49.00 65.00 39.00 24.00 24.00English 2569.00 2278.00 2364.50 2220.50 2300.00English - GO 9.00 89.50 64.00 124.00 124.00English Language Bridge - GO 64.00 128.50 131.00 143.50 143.50Environ Safety & Health - GO 14.00 31.00 14.00 14.00Environmental Planning &Policy 121.50 79.00 175.50 298.00 298.00Environmental Safety & Health 166.00 159.00 139.50 59.00 59.00Environmental Science - BA 308.50 335.50 277.00 205.50 205.50Environmental Science - BS 329.50 359.50 418.00 638.00 638.00Environmental Science - GO 12.00 60.00 59.00 55.00 55.00Exercise Physiology 338.50 314.00 450.00 591.50 600.00Finance 549.50 646.00 896.00 1053.50 1100.00French 204.50 112.00 200.00 169.00 169.00General Management 1508.50 2053.00 3745.50 4096.50 4200.00General Science - GO 52.00 80.00 78.00 32.00 32.00Geography/Anthropology 1064.50 670.50 652.50 801.50 801.50Geography/Anthropology - GO 33.00 15.00 26.00 26.00Geology 22.00 47.00 13.50 25.00 25.00Geosciences - BA 155.50 178.50 194.00 146.00 146.00Geosciences - BS 107.00 78.00 64.50 79.50 79.50


110

DATAFIRSTFORMS





BACC Geosciences - GO 13.00 13.00 5.00Health Fitness 928.50 707.50 792.00 815.50 815.50Health Sciences 658.50 453.00 798.00 1387.50 1387.50History 2118.50 1688.50 1599.00 1466.00 1466.00History - GO 26.00 94.00 106.00 107.00 107.00Humanities - GO 12.00 15.00Industrial Technology 1800.00 1203.00 1474.00 1618.50 1700.00Industrial Technology - GO 25.00 35.00 16.00 46.00 46.00Leadership & Org Studies 614.50 593.00 627.50 608.00 650.00Leadership & Org Studies - GO 12.00 6.00 21.00 12.00 12.00Linguistics 687.50 682.00 651.00 630.00 630.00Linguistics - GO 27.00 25.00 33.00 33.00Marketing 432.00 822.50 1325.00 1499.00 1600.00Mathematics 570.00 656.00 784.00 725.00 725.00Mathematics - GO 6.00 42.00 13.00Mechanical Engineering 517.50 582.50 764.50 826.00 826.00Mechanical Engineering - GO 13.00 40.00 46.00 46.00Media Studies 2324.50 2020.00 1589.00 1717.00 1717.00Media Studies - GO 40.00 172.00 116.00 126.00 126.00Music - BA 384.00 370.00 264.00 206.00 206.00Music Education 856.50 899.00 1095.50 966.50 966.50Music Education - GO 13.00 16.00 16.00Music Performance 1131.00 1270.50 1062.00 909.50 909.50Music Performance - GO 15.50 9.00 18.00 66.00 66.00Musical Theatre 20.50 29.50 62.00 100.00 100.00Natural & Applied Science 517.00Natural & Applied Sciences 553.50 590.00 380.00 380.00Non Degree - Undergraduate 5606.98 6875.50 4902.50 4540.50 4179.15Nursing 6496.50 5280.50 5312.50 5204.50 5541.50Nursing Candidate 63.50 52.00 13.00 3.00 3.00Philosophy 645.00 400.00 429.00 351.50 351.50Physics 203.00 198.00 188.50 211.00 211.00Political Science 2255.50 1617.00 1513.50 1376.50 1376.50Political Science - GO 15.00 127.00 48.00 84.00 84.00Pre-Accounting 12.00 9.00Pre-Accounting and Finance 189.00 339.00 34.00 6.00 6.00Pre-Business Administration 1018.00 1677.00 191.00 112.00 112.00Psychology 3948.50 3370.00 3546.50 3735.50 3800.00Psychology - GO 187.00 423.00 209.50 300.50 300.50Self Designed 893.00 670.50 650.00 650.00Self Designed Major 726.00 28.00Social & Behavorial Sci - GO 39.00 73.00 96.00 103.00 103.00Social & Behav Sciences 2184.00 1626.50 1844.50 1957.00 1957.00Social Work 2195.00 1670.50 1723.50 1560.00 1560.00Social Work - GO 91.00 107.00 43.00 84.00 84.00Sociology 1877.52 1432.00 1179.50 1040.00 1040.00Sociology - GO 12.00 28.00 13.00Sports Medicine 78.50 85.00 12.00Sports Medicine - GO 14.00Studio Art 881.00 507.50 807.00 685.00 685.00Technology Education 103.00 73.00 41.00 49.00 49.00Technology Education - GO 7.50Theatre 953.50 777.00 843.00 875.50 880.00Theatre - GO 27.00 56.00 57.50 88.50 88.50Therapeutic Recreation 700.50 558.50 488.00 468.00 468.00Therapeutic Recreation - GO 16.50 51.50 23.00 24.00 24.00Transfer Prgrm in Engineering 144.00 247.00 216.00 166.00 166.00Undeclared 8165.50 13334.00 13198.00 11442.50 11500.00Undeclared - GO 1977.00 3617.50 2514.00 3043.50 3043.50

111






BACC Women and Gender Studies 171.00 94.00 151.00 115.00 115.00Environ Planning & Policy - GO 16.00 13.00 13.00Liberal Studies 409.00 1200.00 1300.00National Student Exchange 54.00 44.00 44.00Philosophy - GO 13.00Physics - GO 13.00 13.00 13.00Sport Management 267.00 604.00 604.00Mathematics Education 82.00 82.00Musical Theatre - GO 15.00 15.00

BACC Total 83649.50 83194.50 82342.50 82324.00 83522.00CERT Accounting 43.00 43.00

Risk Management & Insurance 9.00 9.00CERT Total 52.00 52.00Grand Total 83739.50 83237.50 82368.50 82376.00 83574.00

112

DATAFIRSTFORMS

Student FTE by Academic Major



Sum of FTE SUM StrmDegree Um Acad Plan Descr 0810 0910 1010 1110 1210AA Assoc Liberal Studies 4.80 0.87 1.33

Assoc Therapeutic Recreation 0.80 0.80 0.40Associate Business Admin 0.40 1.20

AA Total 6.00 2.87 1.73BACC Accounting 41.53 62.87 99.83 111.03 120.00

Accounting and Finance 101.30 41.50 26.73 10.17 10.17Applied Technical Education 6.00 6.27 3.47 2.00Applied Technical Leadership 11.30 15.53 10.53 11.87 11.87Applied Technology - GO 0.40Art 84.27 39.00 66.13 65.17 65.17Art Candidate - BA 6.47 31.00 6.80 1.67 1.67Art Candidate - BFA 14.57 55.40 9.27 1.40 1.40Art Candidate - GO 2.27 4.87 5.80 4.73 4.73Art Education 30.47 17.87 29.40 29.00 29.00Art-Fine Arts - GO 4.10 8.00 4.93 1.00 1.00Arts and Humanities 23.67 20.00 12.67 15.33 15.33Athletic Training 58.73 67.10 90.30 102.77 105.12Biochemistry 4.67 2.20 5.90 8.63 8.63Biology 161.20 188.40 200.27 224.23 224.23Biology - GO 4.90 11.77 6.07 14.03 14.03Business Administration 315.47 109.20 88.27 51.20 51.20Chemistry - GO 2.87 0.67 2.07 2.07Chemistry-BA 5.30 11.33 13.03 5.33 5.33Chemistry-BS 7.50 8.03 11.87 21.37 21.37Communication 201.03 146.73 163.90 147.07 163.33Communication - GO 5.13 9.33 8.93 6.33 6.33Computer Science 48.53 55.67 66.80 69.57 73.33Computer Science - GO 4.13 3.40 4.73 5.27 5.27Criminology 137.37 108.70 108.70 121.10 126.67Criminology - GO 9.00 16.27 12.37 12.27 12.27Economics 41.53 26.27 23.53 25.87 26.00Economics - BS 26.70 17.73 14.97 16.17 16.67Economics - GO 0.93 2.00 1.60 1.60Electrical Engineering 47.60 45.67 54.53 39.67 39.67Electrical Engineering - GO 0.80 4.20 6.27 3.33 3.33Engineering - GO 3.27 4.33 2.60 1.60 1.60English 171.27 151.87 157.63 148.03 153.33English - GO 0.60 5.97 4.27 8.27 8.27English Language Bridge - GO 4.27 8.57 8.73 9.57 9.57Environ Safety & Health - GO 0.93 2.07 0.93 0.93Environmental Planning &Policy 8.10 5.27 11.70 19.87 19.87Environmental Safety & Health 11.07 10.60 9.30 3.93 3.93Environmental Science - BA 20.57 22.37 18.47 13.70 13.70Environmental Science - BS 21.97 23.97 27.87 42.53 42.53Environmental Science - GO 0.80 4.00 3.93 3.67 3.67Exercise Physiology 22.57 20.93 30.00 39.43 40.00Finance 36.63 43.07 59.73 70.23 73.33French 13.63 7.47 13.33 11.27 11.27


113






BACC General Management 100.57 136.87 249.70 273.10 280.00General Science - GO 3.47 5.33 5.20 2.13 2.13Geography/Anthropology 70.97 44.70 43.50 53.43 53.43Geography/Anthropology - GO 2.20 1.00 1.73 1.73Geology 1.47 3.13 0.90 1.67 1.67Geosciences - BA 10.37 11.90 12.93 9.73 9.73Geosciences - BS 7.13 5.20 4.30 5.30 5.30Geosciences - GO 0.87 0.87 0.33Health Fitness 61.90 47.17 52.80 54.37 54.37Health Sciences 43.90 30.20 53.20 92.50 92.50History 141.23 112.57 106.60 97.73 97.73History - GO 1.73 6.27 7.07 7.13 7.13Humanities - GO 0.80 1.00Industrial Technology 120.00 80.20 98.27 107.90 113.33Industrial Technology - GO 1.67 2.33 1.07 3.07 3.07Leadership & Org Studies 40.97 39.53 41.83 40.53 43.33Leadership & Org Studies - GO 0.80 0.40 1.40 0.80 0.80Linguistics 45.83 45.47 43.40 42.00 42.00Linguistics - GO 1.80 1.67 2.20 2.20Marketing 28.80 54.83 88.33 99.93 106.67Mathematics 38.00 43.73 52.27 48.33 48.33Mathematics - GO 0.40 2.80 0.87Mechanical Engineering 34.50 38.83 50.97 55.07 55.07Mechanical Engineering - GO 0.87 2.67 3.07 3.07Media Studies 154.97 134.67 105.93 114.47 114.47Media Studies - GO 2.67 11.47 7.73 8.40 8.40Music - BA 25.60 24.67 17.60 13.73 13.73Music Education 57.10 59.93 73.03 64.43 64.43Music Education - GO 0.87 1.07 1.07Music Performance 75.40 84.70 70.80 60.63 60.63Music Performance - GO 1.03 0.60 1.20 4.40 4.40Musical Theatre 1.37 1.97 4.13 6.67 6.67Natural & Applied Science 34.47Natural & Applied Sciences 36.90 39.33 25.33 25.33Non Degree - Undergraduate 352.76 460.46 326.83 302.70 278.61Nursing 435.57 352.03 354.17 346.97 369.40Nursing Candidate 4.23 3.47 0.87 0.20 0.20Philosophy 43.00 26.67 28.60 23.43 23.43Physics 13.53 13.20 12.57 14.07 14.07Political Science 150.37 107.80 100.90 91.77 91.77Political Science - GO 1.00 8.47 3.20 5.60 5.60Pre-Accounting 0.80 0.60Pre-Accounting and Finance 12.60 22.60 2.27 0.40 0.40Pre-Business Administration 67.87 111.80 12.73 7.47 7.47Psychology 263.23 224.67 236.43 249.03 253.30Psychology - GO 12.47 28.20 13.97 20.03 20.03Self Designed 60.13 44.70 43.33 43.33Self Designed Major 48.40 1.87Social & Behavorial Sci - GO 2.60 4.87 6.40 6.87 6.87Social & Behav Sciences 145.60 108.43 122.97 130.47 130.47Social Work 146.33 111.37 114.90 104.00 104.00Social Work - GO 6.07 7.13 2.87 5.60 5.60

114

DATAFIRSTFORMS





BACC Sociology 125.17 95.47 78.63 69.33 69.33Sociology - GO 0.80 1.87 0.87Sports Medicine 5.23 5.67 0.80Sports Medicine - GO 0.93Studio Art 58.73 33.83 53.80 45.67 45.67Technology Education 6.87 4.87 2.73 3.27 3.27Technology Education - GO 0.50Theatre 63.57 51.80 56.20 58.37 58.67Theatre - GO 1.80 3.73 3.83 5.90 5.90Therapeutic Recreation 46.70 37.23 32.53 31.20 31.20Therapeutic Recreation - GO 1.10 3.43 1.53 1.60 1.60Transfer Prgrm in Engineering 9.60 16.47 14.40 11.07 11.07Undeclared 544.37 888.93 879.87 762.83 766.70Undeclared - GO 131.80 241.17 167.60 202.90 202.90Women and Gender Studies 11.40 6.27 10.07 7.67 7.67Environ Planning & Policy - GO 1.07 0.87 0.87Liberal Studies 27.27 80.00 86.67National Student Exchange 3.60 2.93 2.93Philosophy - GO 0.87Physics - GO 0.87 0.87 0.87Sport Management 17.80 40.27 40.27Mathematics Education 5.47 5.47Musical Theatre - GO 1.00 1.00

BACC Total 5558.66 5548.39 5489.50 5488.27 5568.09CERT Accounting 2.87 2.87

Risk Management & Insurance 0.60 0.60CERT Total 3.47 3.47Grand Total 5564.66 5551.26 5491.23 5491.73 5571.56

115





Sum of HEADCOUNT StrmDegree Um Acad Plan Descr 0810 0910 1010 1110 1210CAS Adult Learning 8 5 3 1 1

Counseling 9 5 7 12 12Educational Leadership 33 25 26 25 25English as a Second Language 2 1 3 3Literacy Education 7 9 9 15 15Nursing 2 1 3 1 1

CAS Total 61 45 49 57 57CGS Community Planning & Develop 2 5 5

Educational Leadership Certifi 1 7English as a Second Language 2 2Health Policy and Management 1 2 7 7Leadership & Organizational St 1Leadership Studies 1 1 1Literacy Education 1 3 3Mental Health Rehabilitation 1 5 2 2Statistics 1Applied Behavior Analysis 5 5 5Applied Research & Eval Meth 2 1 1Early Language and Literacy 3Non Profit Management 5 7 7Practice Management 1 2 2Public Health 2 5 5Assistant Principal 32 32Child & Family Policy & Manage 1 1Culturally Responsive Practice 1 1Nursing Education 2 2Performance Management & Meas 1 1

CGS Total 1 4 36 77 77JD Law 251 267 261 275 275

Non Degree - Law 3 2 6 8 8JD Total 254 269 267 283 283MA Accounting 23 32 19 8 14

Adult Education 38 30 37American & New England Studies 43 34 26 32 32Applied Immunology 15Applied Literacy 7 8 3 2 2Applied Medical Sciences 15 12 11 11Biology 22 17 13 11 11Business Administration 145 119 113 117 125Community Planning & Develop 18 19 26 38 38Composition 1 1 3 4 4Computer Science 10 11 10 12 12Conducting 3 3 6 1 1Counseling 10 4 136 128 134Counseling/Mental Health-MS 54 65Counseling/Rehabilitation-MS 22 20

Standard 4: The Academic Program (Enrollment by GRADUATE Major)

116

DATAFIRSTFORMS





MA Counseling/School-MS 36 42Creative Writing 93 89 94 94 94Educational Leadership 78 35 31 45 45Educational Psychology 1 4 9 9Health Policy and Management 20 23 22 26 26Jazz Studies 4 1 1 3 3Leadership Studies 28 15 24 17 17Literacy Education 49 39 37 48 48Manufacturing Systems 15 2 1Music Education 1 2 2 2 2Music Performance 6 8 9 7 7Non Degree - Graduate 617 541 448 379 379Nursing 108 100 104 101 101Occupational Therapy 50 51 60 61 61Professional Educator 40 47 55 50 50Public Policy and Management 60 55 65 65 65School Psychology 22 17 5 2 2Social Work 67 58 73 96 96Special Education 109 78 39Statistics 16 12 10 10 10Teaching and Learning 154 165 175 191 191Abilities & Disabil Studies 42 42Adult and Higher Education 39 39

MA Total 1984 1759 1663 1651 1671PHD Public Policy and Management 21 15 1 3 3

School Psychology 19 22 21 22 22PHD Total 40 37 22 25 25Grand Total 2340 2114 2037 2093 2113

117





Sum of Um Unt Tak Prg Rc SUM StrmDegree Um Acad Plan Descr 0810 0910 1010 1110 1210CAS Adult Learning 32.0 21.0 12.0 6.0 6.0

Counseling 33.0 21.0 33.0 57.0 57.0Educational Leadership 126.0 90.0 96.0 87.0 87.0English as a Second Language 6.0 3.0 12.0 12.0Literacy Education 21.0 27.0 27.0 51.0 51.0Nursing 7.0 5.0 19.0 8.0 8.0

CAS Total 225.0 164.0 190.0 221.0 221.0CGS Community Planning & Develop 6.0 21.0 21.0

Educational Leadership Certifi 3.0 24.0English as a Second Language 9.0 9.0Health Policy and Management 3.0 7.0 29.0 29.0Leadership & Organizational St 3.0Leadership Studies 3.0 6.0 6.0Literacy Education 3.0 9.0 9.0Mental Health Rehabilitation 3.0 30.0 9.0 9.0Statistics 3.0Applied Behavior Analysis 15.0 21.0 21.0Applied Research & Eval Meth 6.0 3.0 3.0Early Language and Literacy 9.0Non Profit Management 21.0 21.0 21.0Practice Management 5.0 6.0 6.0Public Health 6.0 18.0 18.0Assistant Principal 96.0 96.0Child & Family Policy & Manage 3.0 3.0Culturally Responsive Practice 3.0 3.0Nursing Education 6.0 6.0Performance Management & Meas 3.0 3.0

CGS Total 3.0 12.0 135.0 263.0 263.0JD Law 3728.0 3966.5 3866.0 3999.0 3999.0

Non Degree - Law 21.0 26.0 57.0 88.0 88.0JD Total 3749.0 3992.5 3923.0 4087.0 4087.0MA Accounting 193.0 222.0 111.0 42.0 54.0

Adult Education 168.0 132.0 168.0American & New England Studies 222.0 189.0 150.0 184.0 184.0Applied Immunology 98.0Applied Literacy 21.0 24.0 9.0 12.0 12.0Applied Medical Sciences 116.0 79.0 74.0 74.0Biology 162.0 124.0 109.0 60.0 60.0Business Administration 885.0 695.0 676.0 710.5 726.5Community Planning & Develop 153.0 166.0 219.0 357.0 357.0Composition 6.5 6.5 22.0 38.5 38.5Computer Science 51.0 65.0 67.0 85.0 85.0Conducting 20.5 21.5 32.0 9.5 9.5Counseling 69.0 21.0 968.0 887.0 899.0Counseling/Mental Health-MS 361.0 464.0Counseling/Rehabilitation-MS 120.0 123.0


118

DATAFIRSTFORMS





MA Counseling/School-MS 258.0 333.0Creative Writing 837.0 801.0 846.0 846.0 846.0Educational Leadership 333.0 144.0 123.0 186.0 186.0Educational Psychology 9.0 27.0 60.0 60.0Health Policy and Management 125.0 122.0 122.0 183.0 183.0Jazz Studies 29.0 6.0 9.0 23.5 23.5Leadership Studies 96.0 51.0 126.0 96.0 96.0Literacy Education 186.0 156.0 141.0 183.0 183.0Manufacturing Systems 54.0 12.0 6.0Music Education 3.0 6.0 6.0 7.5 7.5Music Performance 50.0 72.5 62.5 60.5 60.5Non Degree - Graduate 2103.0 1947.5 1555.0 1292.0 1292.0Nursing 1011.0 955.5 917.0 953.0 953.0Occupational Therapy 524.0 518.0 696.0 731.0 731.0Professional Educator 120.0 148.0 174.0 195.0 195.0Public Policy and Management 372.0 343.0 419.0 431.0 431.0School Psychology 165.0 92.5 19.5 6.0 6.0Social Work 722.5 608.5 776.5 955.5 955.5Special Education 678.5 472.0 151.0Statistics 108.0 83.0 66.0 69.0 69.0Teaching and Learning 1192.5 1343.0 1611.0 1803.0 1803.0Abilities & Disabil Studies 175.0 175.0Adult and Higher Education 169.0 169.0

MA Total 11515.5 10574.5 10463.5 10884.5 10924.5PHD Public Policy and Management 45.0 28.0 1.0 7.0 7.0

School Psychology 162.0 176.0 175.5 205.0 205.0PHD Total 207.0 204.0 176.5 212.0 212.0Grand Total 15699.5 14947.0 14888.0 15667.5 15707.5

119





Sum of FTE SUM StrmDegree Um Acad Plan Descr 0810 0910 1010 1110 1210CAS Adult Learning 3.56 2.33 1.33 0.67 0.67

Counseling 3.67 2.33 3.67 6.33 6.33Educational Leadership 14.00 10.00 10.67 9.67 9.67English as a Second Language 0.67 0.33 1.33 1.33Literacy Education 2.33 3.00 3.00 5.67 5.67Nursing 0.78 0.56 2.11 0.89 0.89

CAS Total 25.00 18.22 21.11 24.56 24.56CGS Community Planning & Develop 0.67 2.33 2.33

Educational Leadership Certifi 0.33 2.67English as a Second Language 1.00 1.00Health Policy and Management 0.33 0.78 3.22 3.22Leadership & Organizational St 0.33Leadership Studies 0.33 0.67 0.67Literacy Education 0.33 1.00 1.00Mental Health Rehabilitation 0.33 3.33 1.00 1.00Statistics 0.33Applied Behavior Analysis 1.67 2.33 2.33Applied Research & Eval Meth 0.67 0.33 0.33Early Language and Literacy 1.00Non Profit Management 2.33 2.33 2.33Practice Management 0.56 0.67 0.67Public Health 0.67 2.00 2.00Assistant Principal 10.67 10.67Child & Family Policy & Manage 0.33 0.33Culturally Responsive Practice 0.33 0.33Nursing Education 0.67 0.67Performance Management & Meas 0.33 0.33

CGS Total 0.33 1.33 15.00 29.22 29.22JD Law 249.93 264.43 257.73 266.60 266.60

Non Degree - Law 1.40 1.73 3.80 5.87 5.87JD Total 251.33 266.17 261.53 272.47 272.47MA Accounting 21.44 24.67 12.33 4.67 6.30

Adult Education 18.67 14.67 18.67American & New England Studies 25.00 21.00 16.67 20.44 20.44Applied Immunology 10.89Applied Literacy 2.33 2.67 1.00 1.33 1.33Applied Medical Sciences 12.89 8.78 8.22 8.22Biology 18.00 13.78 12.11 6.67 6.67Business Administration 98.33 77.22 75.11 78.94 80.70Community Planning & Develop 17.00 18.44 24.33 39.67 39.67Composition 0.72 0.72 2.44 4.28 4.28Computer Science 5.67 7.22 7.44 9.44 9.44Conducting 2.28 2.39 3.56 1.06 1.06Counseling 7.67 2.33 107.56 98.56 99.89Counseling/Mental Health-MS 40.11 51.56Counseling/Rehabilitation-MS 13.33 13.67Counseling/School-MS 28.67 37.00Creative Writing 93.00 89.00 94.00 94.00 94.00Educational Leadership 37.00 16.00 13.67 20.67 20.67Educational Psychology 1.00 3.00 6.67 6.67Health Policy and Management 14.89 13.56 13.56 20.33 20.33Jazz Studies 3.22 0.67 1.00 2.61 2.61


120

DATAFIRSTFORMS





MA Leadership Studies 10.67 5.67 14.00 10.67 10.67Literacy Education 20.67 17.33 15.67 20.33 20.33Manufacturing Systems 6.00 1.33 0.67Music Education 0.33 0.67 0.67 0.83 0.83Music Performance 5.56 8.06 6.94 6.72 6.72Non Degree - Graduate 241.72 216.39 172.78 143.56 143.56Nursing 112.33 106.17 101.89 105.89 105.89Occupational Therapy 58.22 57.56 77.33 81.22 81.22Professional Educator 13.33 16.44 19.33 21.67 21.67Public Policy and Management 44.00 38.11 46.56 47.89 47.89School Psychology 18.33 10.28 2.17 0.67 0.67Social Work 81.72 67.61 86.28 106.17 106.17Special Education 75.39 52.44 16.78Statistics 12.00 9.22 7.33 7.67 7.67Teaching and Learning 132.50 149.22 179.00 200.33 200.33Abilities & Disabil Studies 19.44 19.44Adult and Higher Education 18.78 18.78

MA Total 1293.00 1174.94 1162.61 1209.39 1214.11PHD Public Policy and Management 5.00 3.11 0.11 0.78 0.78

School Psychology 18.00 19.56 19.50 22.78 22.78PHD Total 23.00 22.67 19.61 23.56 23.56Grand Total 1592.67 1483.33 1479.87 1559.19 1563.91

121


Credit Hours Genereated by Departmentor Comparable Academic Unit

For Fall, Spring and Summer Term, as of Census Date3 Years 2 Years 1 Year Current Goal for nextPrior Prior Prior Year Year

(FY 2008 ) (FY 2009 ) (FY 2010 ) (FY 2011 ) (Fall 2012 )Acad Org Description 3 Years Prior 2 Years Prior 1 Year Prior Current TermCourse Career UGRD

ValuesRow Labels Sum of 3 Years Prior Sum of 2 Years Prior Sum of 1 Year Prior Sum of Current TermCommunications & Media Studies 6037 6964.5 6156.5 2762 3193USM Academic Affairs 1290 1209 4253 3144 1125USM Accounting 4540 4423 4928 2181 2315USM Air Force ROTC 4 0 9 4 2USM App Sci, Engin & Tech 2783 2566 2818 1453 1361USM Applied Medical Sciences 5 6 6 6 3USM Army ROTC 93 181 293 137 95USM Art 5975 5383 5019 2454 2730USM Arts & Sciences 106 23 29 14 26USM Biology 7088.5 7383 7993 3599 3744USM Business 0 0 0 0 0USM Business Administration 10550 10289 10182 4491 5200USM Chemistry 3050 2992 3445 1536 1581USM College Arts & Sciences 138 147 153 0 0USM College of Nursing 5388 2831 2750.5 279 279USM Computer Science 1302 1495 1565 785 727USM Core Curriculum 96 39 18 0 0USM Criminology 2397 2232 3187 1419 1303USM Department of Technology 489 243 282 180 169USM Economics 5148 4891 5292 2319 2319USM Electrical Engineering 1283 1359 1243 539 539USM English 13786 13118 12552 6899 6576USM Environmental Science 1328.5 1363 1524 545 703USM Geography & Anthropology 2940 2874 2636 1072 1072USM Geosciences 1984.17 1818.5 1686.5 693 915USM Greater Portland Alliance 51 57 40 15 25USM History 6414 5754 5940 2868 2900USM Honors 527 615 630 373 295USM Human Resource Development 3111 2185 1923 1131 1131USM International Studies 3 0 0 0 1USM Learning Foundations 1264.5 1333 1046.5 631 607USM Lewiston Auburn College 8349.5 9280 11374.5 5670 5500USM Linguistics 2787 2154 2354 1018 1216USM Mathematics 16369.34 16024 14612 7576 7834USM Mod & Class Languages 4591.5 4342 4399 2082.5 2222USM Music 7008.5 6199 6023.5 3104 3205USM Nursing 9250 11111 9177.5 4715 4923USM Other 41.02 0 0 0 0USM Philosophy 4752 4039 4205 2069 2166USM Physical Education 850 760 707 352 386USM Physics 3282 3359 3582.5 1279 1280USM Political Science 4164 3880 3669 1689 1689USM Professional Devl Ctr 0 498 537 186 173USM Professional Education 1776.34 24 3 0 0USM Psychology 8675.5 8302.5 7566.5 2953.5 3768USM Rec & Leisure Studies 1596 2215 2406 1131 1036USM Russell Scholars Program 467 575 521 308 308USM Social Work 2523 2202 2391 1143 1186USM Sociology 4623.5 3923 3555 1634 1634USM Sports Medicine 1752 2667 3408 1406 1305USM Teacher Education 168 1067 1133 512 395USM Theatre 4179 3731 3274 1510.5 1510USM Women & Gender Studies 717 621 876 350 369Weekend College 0 3237 1690 234 450Grand Total 177093.87 173984.5 175064.5 82451.5 83490

Standard 4: The Academic Program (Credit Hours Generated)

122

DATAFIRSTFORMS



(FY 2008 ) (FY 2009 ) (FY 2010 ) (FY 2011 ) (Fall 2012 )Acad Org Description 3 Years Prior 2 Years Prior 1 Year Prior Current TermCourse Career GRAD

ValuesRow Labels Sum of 3 Years Prior Sum of 2 Years Prior Sum of 1 Year Prior Sum of Current TermUSM Accounting 375 456 234 189 178USM American & NE Studies 522 441 402 186 186USM App Sci, Engin & Tech 54 0 0 0 9USM Applied Medical Sciences 486 416 382 172 172USM Biology 385 314 303 112 112USM Business Administration 1930 1425 1479 648 700USM Chemistry 8 14 15 12 6USM College of Nursing 66 0 45 0 0USM Computer Science 66 110 72 21 41USM Creative Writing 2757 2745 2859 846 846USM Electrical Engineering 3 0 0 0 1USM Geography & Anthropology 30 93 63 42 31USM Human Resource Development 1793 3593 3953 1560 1557USM Learning Foundations 0 0 7.5 7.5 0USM Lewiston Auburn College 1424 1531 2119 1157 1157USM Mathematics 306 216 134 69 109USM Mod & Class Languages 0 3 18 15 4USM Music 371.5 381.5 411 134 194USM Muskie School of Pub Svc 2004 2122 2403 1000 1200USM Nursing 2170 2198 2022 776 776USM Other 67 0 0 0 11USM Professional Devl Ctr 1700 2443 2067 459 459USM Professional Education 12450.5 4343 3837 1095 1095USM Social Work 1499 1333 1712 842.5 757USM Teacher Education 115 4065 4032 1565 1369USM Theatre 60 63 6 0 0Weekend College 0 216 30 0 0Grand Total 30642 28521.5 28605.5 10908 10969


123




(FY 2008 ) (FY 2009 ) (FY 2010 ) (FY 2011 ) (Fall 2012 )Acad Org Description 3 Years Prior 2 Years Prior 1 Year Prior Current TermCourse Career LAW

ValuesRow Labels Sum of 3 Years Prior Sum of 2 Years Prior Sum of 1 Year Prior Sum of Current TermMaine School of Law 7571 8140 7985 3897 3850Grand Total 7571 8140 7985 3897 3850


124

DATAFIRSTFORMS

?4 Years 3 Years 2 Years CurrentPrior Prior Prior Prior Year

? FT PT FT PT FT PT FT PT FT PT?

Professor Male 83 9 84 7 83 6 88 6 73 5 Female 24 4 27 3 28 2 28 3 31 1

Associate Male 81 7 90 6 88 6 86 6 83 6Female 87 7 85 12 85 8 81 9 69 11

Assistant Male 35 9 23 11 23 10 20 6 20 6Female 24 11 22 11 22 10 22 11 25 10

Lecturer III Male 48 43 45 38 41Female 47 44 46 46 48

Lecturer II Male 22 24 25 25 29Female 42 42 40 39 37

Lecturer/Instructor Male 15 49 18 49 13 26 12 27 16 45Female 26 62 29 68 25 67 19 58 28 80

Other Male 1 2 1 2 1 1Female

Total Male 215 144 217 141 209 119 206 109 192 132 Female 161 173 163 180 160 173 150 166 153 187

Professor 107 13 111 10 111 8 116 9 104 6 Associate 168 14 175 18 173 14 167 15 152 17

FY 2009

1 Year

Number of Faculty

Standard 5: Faculty(Rank, Gender, and Salary, Fall Term)

Total Faculty

FY 2010 FY 2011FY 2007 FY 2008

Std 5-Rank, Gender, Salary, NEASC Data First Forms - Standard 5 - Final 01_14_11.xls USM HR - Page 1 of 4

Associate 168 14 175 18 173 14 167 15 152 17 Assistant 59 20 45 22 45 20 42 17 45 16 Lecturer III - 95 - 87 - 91 - 84 - 89 Lecturer II - 64 - 66 - 65 - 64 - 66 Lecturer/Instructor 41 111 47 117 38 93 31 85 44 125 Other 1 - 2 1 2 1 - 1 - - Total 376 317 380 321 369 292 356 275 345 319

FT PT FT PT FT PT FT PT FT PT

Professor Minimum $31,489.20 $7,680.00 $33,243.14 $1,920.00 $35,438.88 $7,000.02 $43,052.04 $8,394.00 $43,052.04 $4,418.00Mean $83,265.42 $9,800.00 $87,575.33 $7,756.26 $91,026.57 $12,912.01 $92,949.94 $10,259.33 $92,350.87 $10,616.37

Associate Minimum $36,268.32 $6,864.00 $38,288.46 $6,942.00 $39,479.52 $7,290.00 $42,923.29 $7,290.00 $42,923.29 $4,800.00Mean $65,371.28 $15,063.27 1 $68,916.42 $14,843.85 $71,113.96 $15,629.31 $72,915.09 $12,467.00 $72,955.98 $14,014.42

Assistant Minimum $41,715.00 $5,712.00 1 $44,038.52 $1,402.00 $42,332.04 $6,240.00 $42,967.02 $6,240.00 $44,256.00 $3,170.00Mean $51,696.81 $14,163.76 $54,802.78 $15,005.39 $57,581.03 $15,914.15 $57,145.13 $14,394.45 $61,304.08 $18,198.52

Lecturer III Minimum $960.00 $1,308.00 $2,500.00 $4,562.00 $1,000.00Mean $13,444.14 $12,794.06 $14,186.70 $14,303.05 $17,003.05

Lecturer II Minimum $1,884.00 $1,852.00 $1,250.00 $3,088.00 $2,058.00Mean $11,732.59 $11,681.52 $12,388.55 $10,095.06 $12,270.47

Lecturer/Instructor Minimum $31,827.00 $676.28 $35,918.76 $396.00 $36,996.36 $428.52 $37,551.36 $685.60 $38,262.96 $907.00Mean $42,796.58 $7,640.35 $45,036.97 $7,887.95 $46,703.51 $9,398.43 $47,130.30 $8,981.82 $49,646.81 $10,830.89

Other Minimum $42,778.44 $45,161.28 $46,516.08 $55,620.00 $56,454.30 $26,910.00 $3,375.00Mean $42,778.44 $80,777.94 $82,976.26 $55,620.00 $56,454.30 $56,636.67 $15,569.63

Salary for Academic Year

Std 5-Rank, Gender, Salary, NEASC Data First Forms - Standard 5 - Final 01_14_11.xls USM HR - Page 1 of 4

125


4 Years 3 Years 2 Years Current Prior Prior Prior Prior Year

? FT PT FT PT FT PT FT PT FT PT

Professor 91 4 95 4 96 102 2 97 6 Associate 139 4 145 10 137 7 135 9 130 11 Assistant 53 10 46 9 49 9 44 5 43 8 Lecturer III 17 12 12 14 29 Lecturer II 3 3 4 2 6 Lecturer/Instructor 12 4 13 3 10 5 9 3 16 5 Other 7 5 7 5 8 4 8 3 10 1 Total 302 47 306 46 300 41 298 38 296 66

Professor 11 2 10 3 10 3 10 4 7 3 Associate 19 8 22 7 20 7 23 7 21 6 Assistant 7 6 3 8 2 7 2 9 2 6 Lecturer III 49 44 51 42 40 Lecturer II 33 1 37 1 34 40 38 Lecturer/Instructor 18 53 22 64 21 59 16 48 24 60 Other 26 12 26 14 29 13 23 10 22 4 Total 81 163 84 177 83 174 74 160 76 157

ProfessorAssociateAssistant 1 1 Lecturer III 14 11 15 14 17 L II 11 12 15 16 14

(Highest Degrees and Teaching Assignments, Fall Term)

1 Year

Highest Degree Earned: Bachelor's

Highest Degree Earned: Doctorate

Highest Degree Earned: Master's

Standard 5: Faculty

FY 2007 FY 2008 FY 2009 FY 2010 FY 2011

Std 5-Degrees, Assignments, NEASC Data First Forms - Standard 5 - Final 01_14_11.xls USM HR - Page 2 of 4

Lecturer II 11 12 15 16 14 Lecturer/Instructor 4 18 4 19 2 18 2 22 2 33 Other 6 9 8 12 7 11 6 9 4 6 Total 10 53 12 54 9 59 8 61 6 71

Highest Degree Earned: No Data AvailalbleProfessor 3 1 1 1Associate 1Assistant 1 1 Lecturer III 7 6 5 4 2 Lecturer II 11 11 9 7 8 Lecturer/Instructor 10 16 7 8 2 30 Other 23 33 22 38 20 41 22 33 16 5 Total 23 66 22 72 20 63 22 53 18 46

?

Professor Maximum 19.0 12.0 39.0 7.0 26.0 9.5 27.0 6.0 20.4 6.0Median 8.3 4.5 9.4 3.4 9.0 4.4 9.3 3.7 9.3 3.4

Associate Maximum 28.0 18.0 28.0 21.0 37.0 30.0 45.0 27.0 20.5 15.0 Median 9.9 6.1 9.4 5.8 10.0 6.3 10.0 5.4 9.8 4.9Assistant Maximum 42.0 12.0 24.0 14.0 22.0 13.5 21.0 16.5 19.4 15.0

Median 10.5 6.5 9.7 7.3 9.6 6.8 9.4 7.3 10.4 7.7Lecturer III Maximum 15.0 15.0 13.0 18.0 15.0

Median 6.0 6.0 6.2 6.3 6.2Lecturer II Maximum 15.0 18.0 15.0 12.0 16.0

Median 5.5 5.4 5.2 4.6 5.0Lecturer/Instructor Maximum 22.0 22.3 24.7 22.8 25.0 19.1 21.0 18.0 18.0 18.0

Median 12.7 4.4 12.7 4.0 12.0 4.4 11.7 4.5 10.8 6.3Other Maximum 43.0 198.4 35.5 194.7 22.7 45.0 30.2 70.9 15.0 18.0 Median 5.5 14.3 4.7 13.2 4.7 11.9 5.2 14.2 4.7 5.0

Fall Teaching Load, in credit hours

Std 5-Degrees, Assignments, NEASC Data First Forms - Standard 5 - Final 01_14_11.xls USM HR - Page 2 of 4

126

DATAFIRSTFORMS

CurrentPrior Prior Prior Year

FT PT FT PT FT PT FT PT FT PT# of Faculty Appointed ?

Professor 1 5 4 1 2 2 1Associate 1 3 3 1 2 2 Assistant 3 7 9 3 3 3 2 8 2 Lecturer III 24 19 12 2 5 Lecturer II 19 16 14 9 3 Lecturer/Instructor 3 43 2 58 1 44 31 6 30 Other Total 8 101 14 100 6 75 4 44 16 41

?# of Faculty in Tenured Positions

Professor 106 110 1 110 1 114 114 Associate 160 162 157 151 148 Assistant 28 14 9 1 1 Instructor 3 Other Total 294 - 286 1 276 1 266 - 266 -

# of Faculty Departing ?Professor 7 4 3 3 2 1 2 4 Associate 4 6 2 4 9 3 2 3

2 Years 3 Years

(Appointments, Tenure, Departures, and Retirements, Full Academic Year)Standard 5: Faculty

FY 2011

4 YearsPrior

FY 2007 FY 2008 FY 2009 FY 2010

1 Year

Std 5-Appointments, Departures, NEASC Data First Forms - Standard 5 - Final 01_14_11.xls USM HR - Page 3 of 4

Assistant 5 4 7 2 3 3 1 4 4 Lecturer III 39 34 24 9 23 Lecturer II 18 15 2 2 13 Lecturer/Instructor 2 46 3 30 9 6 6 4 2 42 Other Total 11 120 12 89 24 38 12 16 10 89

# of Faculty Retiring ?Professor 2 5 8 2 3 Associate 1 1 5 3 4 Assistant 1Lecturer/Instructor 1 1 1 Other Total 4 1 5 - 14 - 6 - 8 -

Std 5-Appointments, Departures, NEASC Data First Forms - Standard 5 - Final 01_14_11.xls USM HR - Page 3 of 4

127


FT PT FT PT FT PT FT PT FT PTNumber of Faculty by Academic Organization

Maine School of Law 13 17 18 15 17 16 20 15 19 12 USM Academic Affairs 6 3 17 5 7 2 29 9 23 5 USM Accounting 9 5 10 3 11 3 10 4 10 3 USM Air Force ROTC 1 1USM American & New England Studies 4 4 1 4 4 5USM Applied Medical Sciences 5 6 6 1 6 1 6USM Applied Science, Engineering & Technology 9 4 8 6 7 4 7 6 6 7 USM Army ROTC 3 3 4 2 3 USM Art 9 17 10 18 10 14 9 17 10 18 USM Biology 13 11 15 14 16 10 16 10 16 11 USM Business Administration 22 11 23 14 22 8 20 10 21 8 USM Chemistry 7 6 6 6 6 5 6 5 6 5 USM College of Arts & Sciences 1 1 2 2 4 1 USM College of Nursing 11 7 10 6 5 1 4 1 3 2 USM Communications & Media Studies 10 9 8 7 9 9 9 8 9 7 USM Computer Science 7 2 7 2 7 2 7 1 7 1 USM Core Curriculum 2USM Creative Writing 1 22 1 29 1 30 1 24 1 25 USM Criminology 4 3 4 2 5 2 5 3 5 2 USM Department of Technology 2 3 1 2 1 1 1 1 1 USM Economics 10 4 8 3 7 4 7 3 6 5 USM Electrical Engineering 6 1 6 3 5 2 5 1 5USM English 24 40 25 34 20 31 19 27 19 25 USM Environmental Science 3 4 4 3 3 4 6 3 7 4 USM Geography & Anthropology 6 2 5 4 7 5 6 4 6 3 USM Geosciences 5 1 5 1 5 1 5 1 5USM Greater Portland Alliance 1 1 1 1USM History 8 9 10 4 8 6 10 5 9 4 USM Honors 7 8 9 7 4 1 USM Human Resource Development 16 14 19 15 28 11 21 9 21 13 USM International Studies 1 1 USM Learning Foundations 8 7 10 4 8 4 8 2 11 9 USM Lewiston Auburn College 27 29 25 35 27 31 39 35 27 38 USM Linguistics 4 7 5 8 4 2 4 7 4 5 USM Mathematics 17 25 16 26 14 19 12 18 11 16 USM Modern & Classical Languages 11 12 11 9 10 9 10 10 7 12 USM Music 13 16 14 17 12 14 14 11 13 11 USM Muskie School of Public Service 16 5 14 5 14 5 10 3 15 3 USM Nursing 27 23 25 27 27 33 22 38 26 37 USM Other 1 1 1 1USM Philosophy 7 5 7 4 7 3 7 4 7 4USM Physical Education 4 2 4 2 6 1 5 1 6 1USM Physics 3 4 4 4 4 3 4 3 4 3USM Political Science 7 4 6 3 6 2 7 1 5 1USM Professional Development Center 2 6 1 10 8 14 6 10 6 10USM Professional Education 40 31 42 34 18 11 13 6 14 1USM Psychology 9 8 11 5 11 5 8 2 10 1USM Recreation & Leisure Studies 5 8 4 8 5 8 4 8 4 8USM Russell Scholars Program 2 2 2 2 2USM Social Work 12 5 11 2 10 5 11 4 10 3USM Sociology 7 4 7 6 6 3 8 2 7 1USM Sports Medicine 8 7 1 9 10 3 12 1USM Teacher Education 5 4 1 16 12 14 15 16 21USM Theatre 13 7 11 10 10 9 11 7 10 6USM Weekend College 5 30 2 1 1USM Women and Gender Studies 6 5 5 3 3 3 6 3 7 3

475 410 488 426 471 403 479 366 470 361

3 YearsPrior

2 Years Prior

CurrentYear

Standard 5: Faculty

FY 2011

4 YearsPrior

FY 2007 FY 2008 FY 2009 FY 2010

(Number of Faculty by Department or Comparable Unit, Fall Term)

1 Year Prior

Std 5-Numbers, NEASC Data First Forms - Standard 5 - Final 01_14_11.xls USM HR - Page 4 of 4

128

DATAFIRSTFORMS

? Credit Seeking Students Only - Including Continuing Education

2 Years 1 Year Current Next Year 2 YearsPrior Prior Year Forward Forward

(FY 2008) (FY 2009) (FY 2010) (FY 2011) (FY 2012)Freshmen - Undergraduate ?

Completed Applications ? 3,676 3,927 3,819 3,797 Applications Accepted ? 3,235 3,455 3,458 Applicants Enrolled ? 959 1,044 916 842 % Accepted of Applied 88.0% 88.0% 90.5% 89.0% - % Enrolled of Accepted 29.6% 30.2% 26.5% 24.9% -

Percent Change Year over Year Completed Applications - 6.8% -2.8% -0.6% -100.0% Applications Accepted - 6.8% 0.1% -2.3% -100.0% Applicants Enrolled - 8.9% -12.3% -8.1% -100.0%

v g S s c d c p dEnrollees: (Define Below) ?SAT Total (SAT Math plus SAT Crit Reading) 990 998 1010 997

Transfers - Undergraduate ?Completed Applications 1,343 1,309 1,406 1,424 Applications Accepted 1,216 1,191 1,227 1,211 Applications Enrolled 797 730 835 797 % Accepted of Applied 90.5% 91.0% 87.3% 85.0% - % Enrolled of Accepted 65.5% 61.3% 68.1% 65.8% -

Master's Degree ?Completed Applications 961 800 829 942 Applications Accepted 662 601 605 639 Applications Enrolled 465 419 412 463 % Accepted of Applied 68.9% 75.1% 73.0% 67.8% - % Enrolled of Accepted 70.2% 69.7% 68.1% 72.5% -

First Professional Degree - All Programs ?Completed Applications 761 697 705 1,171 Applications Accepted 357 344 341 446 Applications Enrolled 88 92 90 95 % Accepted of Applied 46.9% 49.4% 48.4% 38.1% - % Enrolled of Accepted 24.6% 26.7% 26.4% 21.3% -

Doctoral Degree ?Completed Applications 22 14 17 12 Applications Accepted 10 9 11 8 Applications Enrolled 10 4 9 4 % Accepted of Applied 45.5% 64.3% 64.7% 66.7% - % Enrolled of Accepted 100.0% 44.4% 81.8% 50.0% -

Standard 6: Students(Admissions, Fall Term)

863 3,379 3,495

4,475

1,000

844 1,277 1,823

1,053 661 480

1,171 446 95

12 8 4

129


Student Enrollment Data (Fall term, census date) ?

Credit-Seeking Students Only - Including Continuing Education

2 Years 1 Year Current Next Year 2 YearsPrior Prior Year Forward Forward

(FY 2009 ) (FY 2010 ) (FY 2011 ) (FY 2012 ) (FY 2013 )UNDERGRADUATE ?

First Year Full-Time Headcount ? 1,442 1,172 1,072 1,082 1,092 Part-Time Headcount ? 181 188 179 141 145 Total Headcount 1,623 1,360 1,251 1,223 1,237 Total FTE ? 1,445.3 1,213.1 1,118.5 1,097.0 1,114.0

Second Year Full-Time Headcount 978 1,204 1,113 1,013 1,023 Part-Time Headcount 303 289 302 328 344 Total Headcount 1,281 1,493 1,415 1,341 1,367 Total FTE 1,042.6 1,244.4 1,174.3 1,005.0 1,128.0

Third Year Full-Time Headcount 1,020 1,039 1,151 1,086 1,018 Part-Time Headcount 412 446 418 596 411 Total Headcount 1,432 1,485 1,569 1,682 1,429 Total FTE 1,132.6 1,162.3 1,262.3 1,244.0 1,128.0

Fourth Year Full-Time Headcount 1,125 1,228 1,274 1,385 1,320 Part-Time Headcount 1,022 986 1,073 862 917 Total Headcount 2,147 2,214 2,347 2,247 2,237 Total FTE 1,468.2 1,545.4 1,633.9 1,947.0 1,761.0

Unclassified Full-Time Headcount ? 96 47 59 52 49 Part-Time Headcount 1,300 1,019 920 731 729 Total Headcount 1,396 1,066 979 783 778 Total FTE 457.6 326.0 302.7 278.6 275.0

Total Undergraduate Students Full-Time Headcount 4,661 4,690 4,669 4,618 4,502 Part-Time Headcount 3,218 2,928 2,892 2,658 2,546 Total Headcount 7,879 7,618 7,561 7,276 7,048 Total FTE 5,546.4 5,491.2 5,491.7 5,571.6 5,520.4 % Change FTE Undergraduate na -1.0% 0.0% 1.5% -0.9%

GRADUATE ? Full-Time Headcount ? 1,181 1,199 1,280 1,289 1,295 Part-Time Headcount ? 949 838 813 824 830 Total Headcount 2,130 2,037 2,093 2,113 2,125 Total FTE ? 1,488.2 1,479.8 1,559.2 1,564.0 1,571.7 % Change FTE Graduate na -0.6% 5.4% 0.3% 0.5%

GRAND TOTALGrand Total Headcount 10,009 9,655 9,654 9,389 9,173 Grand Total FTE 7,034.6 6,971.0 7,050.9 7,135.6 7,092.1 % Change Grand Total FTE na -0.9% 1.1% 1.2% -0.6%

Standard 6: Students (Enrollment)

130

DATAFIRSTFORMS

? Where does the institution describe the students it seeks to serve?

Fiscal year ends month & day (06/30)

2 years prior Most recently

completed year

Current budget

Next year forward (goal

or projection)

Two years forward (goal

or projection)

(FY 2008) (FY 2009) (FY 2010) (FY 2011) (FY 2012)

? Student Financial AidTotal Federal Aid $50,859,209 $55,109,762 $68,018,911 $78,390,935 $85,000,000

Grants $7,999,635 $8,497,123 $12,015,354 $12,440,935 $12,440,000Loans $40,970,261 $44,684,344 $54,171,611 $64,110,000 $70,720,000Work Study $1,889,313 $1,928,295 $1,831,946 $1,840,000 $1,840,000

Total State Aid $4,642,040 $4,280,516 $1,857,937 $2,012,000 $2,000,000Total Institutional Aid $4,045,845 $4,264,062 $5,274,288 $5,307,330 $5,308,000

Grants $4,045,848 $4,264,062 $5,274,288 $5,307,330 $5,308,000Loans

Total Private Aid $8,476,779 $13,465,495 $9,418,868 $9,650,000 $9,950,000Grants $3,375,168 $6,719,487 $3,153,712 $3,150,000 $3,150,000Loans $5,101,611 $6,746,008 $6,265,156 $6,500,000 $6,800,000

Student Debt

Percent of students graduating with debt*Undergraduates 54% 54% 59% 60% 61%Graduates 30% 29% 33% 34% 35%Law 71% 89% 87% 88% 89%

Average amount of debt for students with debtUndergraduates $22,656 $25,892 26,249.00$ 27,000.00$ $27,772Graduates $40,578 $45,457 46,980.00$ 48,000.00$ $49,042Law $66,939 74,681.00$ 79,362.00$ 82,000.00$ $84,725

Percent of First-year students in Developmental Courses**English as a Second/Other Language 0.09% 0.2% 0.9% 1% 1%English (reading, writing, communication skills) na na na na naMath 17.6% 14.8% 14.7% 15% 15%Other na na na na na

* All students who graduated should be included in this calculation.**Courses for which no credit toward a degree is granted.

(Financial Aid, Debt, and Developmental Courses)

131


3 years prior 2 years prior Most recently completed year

Current year (actual or

projection)

Next year (goal)

? (FY 2008 ) (FY 2009 ) (FY 2010 ) (FY 2011 ) (FY 2012 )Expenditures/FTE student *

Materials $777,675 /$111 $593,791 /$85 $859,331 /$122 $841,550 / $120 $858,381 / $123Salaries & Wages $2,830,364 /$404 $2,653,414 / $379 $2,811,251 / $381 $2,928,032 / $418 $2,986,593 / $427Other operating $323,423 /$46 $469,595 / $67 $329,418 / $47 $229,527 / $33 $234,118 / $33

CollectionsTotal print volumes 430,759 433,014 395,387 385,500 375,500Electronic books 9,603 25,535 32,269 73,000 85,000Print/microform serial subscriptions 1,468 1,298 1,177 1,124 1,090Full text electronic journals 21,210 23,696 29,854 33,000 40,000Microforms 737,370 737,601 733,581 154,669 153,111Total media materials 9,696 12,454 13,328 14,170 15,100

Personnel (FTE) *Librarians -- main campus 11.5 11.0 11.0 12.0 12.0Librarians -- branch campuses 3.0 3.0 3.0 2.0 2.0Other library personnel -- main campus 21.5 22.5 22.5 23.0 24.5Other library personnel -- branch campus 10.5 9.5 9.5 9.5 9.5

Library Instruction? Total sessions -- main campus 122 134 153 160 165

Total attendance - main campus 2,342 2,678 3,154 3,200 3,300Total sessions -- branch campuses 77 79 58 30 30Total attendance -- branch campuses 1,274 1,292 1,110 700 700

Reference and ReservesIn-person reference questions 6,556 9,492 8,380 9,100 8,900Virtual reference questions 1,872 2,475 2,716 2,800 2,800e-reserves: courses supported 301 357 422 500 550e-reserves: items on e-reserve 4,326 4,368 6,385 8,150 8,650

Circulation (do not include reserves)Total/FTE student 39854/5.66 36636/5.25 30014/4.25 28000/ 4 27000/ 3.85Total full-text article requests 9,509 7,394 7863 8000 8000Number of hits to library website *325,481 *354,858 375000 400000 425000Student borrowing through consortia or contracts 12,458 13,044 13916 15000 15500

Availability/attendance? Hours of operation/week main campus 96.25 96.25 96.25 96.25 96.25

Hours of operation/week branch campuses 92.25 92.25 92.25 92.25 92.25Gate counts/year -- main campus 156,796 161,163 183,733 205,700 225,750

? Gate counts/year -- average branch campuses 113624 122929 125344 128800 130300

URL of most recent library annual report: URL of Information Literacy Reports

* Includes ITMS

http://library.usm.maine.edu/about/annualreports/http://usm.maine.libguides.com/infolit

Standard 7: Library and Other Information Resources (Library)

132

DATAFIRSTFORMS

3 years prior 2 years prior Last year Current year (goal or

projection)

Next year goal

(FY 208 ) (FY 209 ) (FY 2010 ) (FY 2011 ) (FY 2012 )

Number (percent) of students with own computers

? Course management systemNumber of classes using the system Classes on the main campus 2400 2600 2800 3000 3100 Classes offered off-campus n/a n/a n/a n/a n/a Distance education courses 187 282 441 574 600

Bandwidthon-campus network 1Gbps 1Gbps 1Gbps 10Gbps 10Gbpsoff-campus access

commodity internet 2Gbps 2Gbps 3Gbps 3Gbps 3Gbps internet II 1Gbps 1Gbps 10Gbps 10Gbps 10Gbpswireless protocol(s) b/g b/g b/g/a b/g/a b/g/a

NetworkPercent of residence halls connected to network

wired 100% 100% 100% 100% 100% wireless 100% 100% 100% 100% 100%

Percent of classrooms connected to network wired 100% 100% 100% 100% 100% wireless 98% 98% 98% 98% 98%Public wireless ports NA** NA** NA** NA** NA**

Multimedia classrooms (percent)Main campus 42% 60% 66% 73% 80%Branches and locations 35% 37% 55% 59% 62%

IT Personnel (FTE)Main campus 39.0 34.0 32.0 31.0 31.0Branch campuses same folks same folks same folks same folks same folksDedicated to distance learning * 0.0 0.0 0.0 0.0 0.0

Software systems and versions StudentsFinancesHuman ResourcesAdvancementLibrarywebsite managementportfolio managementinteractive video conferencingdigital object management

*dedicated is taken to mean solely working with distance learning**no publicly accessable wireless access points

SunGuard

Standard 7: Library and Other Information Resources (Information Technology)

Blackboard 9

Peoplesoft 8.9Peoplesoft 9Peoplesoft 8.9

Image Now

Innovative Interfaces Inc.DrupalNonePolycom

133


Campus locationServiceable Buildings

Portland Campus 43Gorham Campus 40Lewiston-Auburn Campus 1Freeport 1Leased Space 4

2 years prior 1 year prior Current Year Next Year Goal

Goal in 2 years

FY2008 (FY 2009) (FY 2010) (FY 2011) (FY 2012) (FY 2013)Revenue ($000) Source: Statement of Revenues, Expenses & Changes in Net Asets - UMS Secure Web Site

Capital appropriations (public institutions) 3,532 3,092 599 0 2,375 0Operating budget 133,508 137,031 142,395 147,900 153,700 154300Gifts and grants 899 11,720 509 500 500 500Debt Note: USM does not separately identify that portion of debt related to physical plant/technology.TOTAL 137,939 151,843 143,503 148,400 156,575 154,800

Expenditures ($000)New Construction 20,858 7,951 735 441 100 100Renovations, maintenance and equipment 1,045 2,064 2,353 7,028 2,992 3,000Technology 0 33 226 127 35 35TOTAL 21,903 10,048 3,314 7,596 3,127 3,135

Assignable square feet (000) Portland Gorham Lewiston Freeport Leasedclassroom 62 40 16 2 laboratory 48 74 13 5 office 183 90 11 1 68 study 86 18 8 0 special 31 131 2 1 general 67 63 12 7 4 support 442 31 5 24 residential - 313 other

Major new buildings, past 10 yearsBuilding name Assignable Square Feet (000) Cost (000) YearPhilippi Hall Residential 61 8,792 2001

Academic 25 8,238 2004Parking 387 9,721 2004Research 38 17,123 2004Academic 47 7,332 2005Daycare 6 1,896 2006Residential 103 20,851 2007Academic 14 4,148 2007Library 19 11,000 2009

MTB Building E & G 351 2005Research 55 21,712 2008

New buildings, planned for next 5 yearsnone

Major Renovations, past 10 years The list below includes renovations costing $ or moreBuilding name Purposes Assignable Square Feet Cost (000) YearLewiston Auburn Add 1 Academic 28 3,484 2001

Academic 40 3,815 2004Anderson Hall Upgrades Residential 28 229 2010Robie Andrews Upgrades Residential 66 422 2010Upton Hastings Upgrades Residential 101 525 2010Science Lab Upgrades Academic 3 1,089 2001Woodward Hall Heating Residential 15 505 2001Mitchell Center R & D Academic 6 512 2001Elevator Upgrades Academic n/a 500 2001Baseball Stadium Residential n/a 380 2001CHP Portland Academic n/a 251 2003Residental Sprinklers Residential 213 1,016 2004Bio Science Fit Out Academic 27 500 2005Robie Roof Residential n/a 264 2006Brick Shop Upgrades Academic 5 280 2005Stone House Upgrades Academic 17 268 2005

Renovations planned for next 5 years The list below includes renovations costing $ or moreBuilding name Purposes Assignable Square Feet Cost (000) YearUpton Hastings Residential 101 443 2011Robie Andrews Art Improve Academic 8 281 2011

Academic 53 450 2011Payson Smith 2nd/ 3rd Flr Up

Purposes

John Mitchell CenterUSM Parking Garage

Abromson CenterChild & Family CenterUpper Class HallLewiston Auburn Add 2Glickman OML Add

BioScience Wing


Assignable Square feet (000)920 762

Wishcamper OLLI

Glickman Library

Hold for USM final FY 09 audited Financials

From INSITE Database

From INSITE Database

104 8

66

From k:\1.1 Active projects\3010-007 Accreditation Standard 8\Project 09-10.xlsx, FM Projects only, does not include any projects outside the following

USM construction project Charfield dept id 6765000, fc 18 & 28 OnlyIncludes Known Approved Projects

k:\1.1 Active projects\3008-013 FMEP review\1.00 Self-Study Information Booklet for Facilities Management\1.09 Engineering Support and Project

Management\1.09.3 Ten Year Project Completion Summary Only including in list Projects > $250,000

C:\Users\Echo Base\Documents\Work\Data Forms\Data First Jan 2011\2011-01-17 Standard 8 Physical Plant Data.completed.xlsx

134

DATAFIRSTFORMS

2 YEARS PRIOR

(FY 2008)

1 YEAR PRIOR

(FY 2009)MOST

RECENT YEAR

ASSETS

? CASH AND SHORT TERM INVESTMENTS $140 $2,659 $8,870 1799.3% 233.6%

? CASH HELD BY STATE TREASURER $0 $0 $0 - -

? DEPOSITS HELD BY STATE TREASURER $0 $0 $0 - -

? ACCOUNTS RECEIVABLE, NET $13,723 $10,922 $14,384 -20.4% 31.7%

? CONTRIBUTIONS RECEIVABLE, NET $1,748 $3,140 $1,650 79.6% -47.5%

? INVENTORY AND PREPAID EXPENSES $2,473 $2,793 $2,600 12.9% -6.9%

? LONG-TERM INVESTMENTS $23,926 $22,973 $25,453 -4.0% 10.8%

? LOANS TO STUDENTS $14,423 $12,962 $12,016 -10.1% -7.3%

? FUNDS HELD UNDER BOND AGREEMENT $3,220 $2,145 $1,290 -33.4% -39.9%

? PROPERTY, PLANT AND EQUIPMENT, NET $179,654 $181,593 $180,235 1.1% -0.7%

? OTHER ASSETS $594 $446 $411 -24.9% -7.8%

TOTAL ASSETS $239,901 $239,633 $246,909 -0.1% 3.0%

LIABILITIES

? ACCOUNTS PAYABLE AND ACCRUED LIABILITIES $16,680 $4,655 $5,062 -72.1% 8.7%

? DEFERRED REVENUE & REFUNDABLE ADVANCES $4,792 $5,596 $5,236 16.8% -6.4%

? DUE TO STATE $0 $0 $0 - -

? DUE TO AFFILIATES $9,376 $11,505 $13,236 22.7% 15.0%

? ANNUITY AND LIFE INCOME OBLIGATIONS $266 $278 $265 4.5% -4.7%

? AMOUNTS HELD ON BEHALF OF OTHERS $190 $218 $239 14.7% 9.6%

? LONG TERM DEBT $78,322 $73,008 $67,477 -6.8% -7.6%

? REFUNDABLE GOVERNMENT ADVANCES $11,688 $11,920 $11,739 2.0% -1.5%

? OTHER LONG-TERM LIABILITIES $0 $0 - -

TOTAL LIABILITIES $121,314 $107,180 $103,254 -11.7% -3.7%

NET ASSETS

UNRESTRICTED NET ASSETS

INSTITUTIONAL $102,747 $109,769 $121,866 6.8% 11.0%

? FOUNDATION - -

TOTAL $102,747 $109,769 $121,866 6.8% 11.0%

TEMPORARILY RESTRICTED NET ASSETS

INSTITUTIONAL $8,525 $15,610 $14,503 83.1% -7.1%

? FOUNDATION - -

TOTAL $8,525 $15,610 $14,503 83.1% -7.1%

PERMANENTLY RESTRICTED NET ASSETS

INSTITUTIONAL $7,315 $7,074 $7,286 -3.3% 3.0%

? FOUNDATION - -

TOTAL $7,315 $7,074 $7,286 -3.3% 3.0%

? TOTAL NET ASSETS $118,587 $132,453 $143,655 11.7% 8.5%

TOTAL LIABILITIES AND NET ASSETS $239,901 $239,633 $246,909 -0.1% 3.0%


Percent Change 2 yrs-1 yr prior 1 yr-most recent

(Statement of Financial Position/Statement of Net Assets)

FISCAL YEAR ENDS month &day: (06/30)

135


2 YEARS PRIOR

(FY 2009)

MOST RECENTLY COMPLETED YEAR

(FY2010)

CURRENT BUDGET (FY 2011)

NEXT YEAR FORWARD

(FY 2012)

TWO YEARS FORWARD

(FY 2013)

OPERATING REVENUES

? TUITION & FEES $69,855 $74,219 $77,477 $81,052 $84,793

? ROOM AND BOARD $13,467 $13,414 $13,994 $14,282 $14,639

? LESS: FINANCIAL AID ($12,178) ($14,916) ($16,000) ($15,000) ($15,000)

NET STUDENT FEES $71,144 $72,717 $75,471 $80,334 $84,432

? GOVERNMENT GRANTS & CONTRACTS $38,524 $43,149 $45,306 $46,666 $48,066

? PRIVATE GIFTS, GRANTS & CONTRACTS $7,926 $7,039 $7,391 $7,613 $7,841

? OTHER AUXILIARY ENTERPRISES $7,569 $8,275 $7,600 $7,828 $8,063

ENDOWMENT INCOME USED IN OPERATIONS $1,294 $872 $900 $900 $900

? OTHER REVENUE (specify): recovery of indirect costs $4,730 $4,920 $4,400 $4,840 $5,082

OTHER REVENUE (specify): sales and services $7,138 $6,296 $6,611 $6,941 $7,288

NET ASSETS RELEASED FROM RESTRICTIONS

TOTAL OPERATING REVENUES $138,325 $143,268 $147,679 $155,122 $161,672

OPERATING EXPENSES

? INSTRUCTION $59,322 $59,881 $60,000 $63,000 $66,150

? RESEARCH $16,407 $13,913 $14,330 $15,047 $15,799

? PUBLIC SERVICE $22,171 $22,805 $23,489 $24,664 $25,897

? ACADEMIC SUPPORT $19,104 $19,360 $19,000 $19,570 $20,157

? STUDENT SERVICES $11,352 $10,873 $9,800 $10,094 $10,397

? INSTITUTIONAL SUPPORT $11,346 $11,823 $16,200 $16,686 $17,187

FUNDRAISING AND ALUMNI RELATIONS

? OPERATION, MAINTENANCE OF PLANT (if not allocated) $11,489 $10,715 $11,700 $12,000 $12,500

? SCHOLARSHIPS & FELLOWSHIPS (Cash refunded by public institutions) $4,736 $5,801 $6,000 $6,000 $5,200

? AUXILIARY ENTERPRISES $17,968 $17,514 $17,500 $18,025 $18,566

? DEPRECIATION (if not allocated) $5,458 $5,790 $5,747 $6,227 $6,209

? OTHER EXPENSES (specify): $0 $0 $0 $0 $0

OTHER EXPENSES (specify):

TOTAL OPERATING EXPENDITURES $179,353 $178,475 $183,767 $191,313 $198,061

CHANGE IN NET ASSETS FROM OPERATIONS ($41,028) ($35,207) ($36,087) ($36,191) ($36,389)

NON OPERATING REVENUES

? STATE APPROPRIATIONS (NET) $44,459 $43,310 $41,243 $40,831 $40,420

? INVESTMENT RETURN $30 $185 $190 $190 $190

? INTEREST EXPENSE (public institutions) ($3,534) ($3,153) ($3,159) ($2,907) ($2,791)GIFTS, BEQUESTS & CONTRIBUTIONS NOT USED IN OPERATIONS $1,554 $1,329 $1,300 $1,300 $1,300

? OTHER (specify): State fiscal stabilization - ARRA $1,134 $2,396 $1,511 $0 $0

OTHER (specify): Support from System Office $260 $31 $31 $31 $31OTHER (specify):

NET NON OPERATING REVENUES $43,903 $44,098 $41,116 $39,445 $39,150

INCOME BEFORE OTHER REVENUES EXPENSES, GAINS, OR LOSSES $2,875 $8,891 $5,029 $3,254 $2,761

? CAPITAL APPROPRIATIONS (public institutions) $3,092 $599 $0 $2,375 $0

? OTHER - Additions to endowments $32 $32 $32 $32 $32

OTHER - Endowment income not used in operations ($3,139) $691 $700 $700 $700

OTHER - Capital transfers from System Office & gain on disposal ($714) $482 $0 $0 $0

OTHER - Capital grants and gifts $11,720 $507 $500 $500 $500

TOTAL INCREASE/DECREASE IN NET ASSETS $13,866 $11,202 $6,261 $6,861 $3,993

Standard 9: Financial Resources(Statement of Revenues and Expenses)

FISCAL YEAR ENDS month &day: (6/30)

136

DATAFIRSTFORMS

2 YEARS PRIOR

(FY 2009)

MOST RECENTLY

COMPLETED YEAR (FY 2010)


NEXT YEAR FORWARD

(FY 2012)

TWO YEARS FORWARD

(FY 2013)

DEBT

BEGINNING BALANCE $78,322 $73,008 $67,477 $64,472 $61,887

ADDITIONS $0 $0 $0 $0 $0

? REDUCTIONS ($5,314) ($5,531) ($3,005) ($2,585) ($2,695)

ENDING BALANCE $73,008 $67,477 $64,472 $61,887 $59,192

INTEREST PAID DURING FISCAL YEAR $3,534 $3,153 $3,159 $2,907 $2,791

CURRENT PORTION $3,361 $2,750 $2,755 $2,535 $2,434

BOND RATING See below See below See below See below See below

DEBT COVENANTS (PLEASE DESCRIBE):Debt consists of USM's share of bonds issued by the University of Maine System and related discounts and premiums, capital lease obligations, and loans obtained from the System Office.In September 2010, Standard & Poor's "affirmed it's 'AA- long-term rating and 'AA-' stand-alone credit profile rating on University of Maine System's revenue debt."

Standard 9: Financial Resources(Statement of Debt)

FISCAL YEAR ENDS month & day (6/30)

137


2 YEARS PRIOR

(FY 2009)

MOST RECENTLY

COMPLETED YEAR (FY 2010)


NEXT YEAR FORWARD

(FY 2012)

TWO YEARS FORWARD

(FY 2013)

NET ASSETS

NET ASSETS BEGINNING OF YEAR $118,587 $132,453 $143,655 $149,916 $156,777

TOTAL INCREASE/DECREASE IN NET ASSETS $13,866 $11,202 $6,261 $6,861 $3,993

NET ASSETS END OF YEAR $132,453 $143,655 $149,916 $156,777 $160,769

FINANCIAL AID

SOURCE OF FUNDS

UNRESTRICTED INSTITUTIONAL $5,465 $5,877 $6,200 $6,500 $6,800

FEDERAL, STATE & PRIVATE GRANTS $10,392 $13,576 $14,000 $13,000 $13,000

RESTRICTED FUNDS $1,057 $1,264 $1,300 $1,325 $1,350

? TOTAL $16,914 $20,717 $21,500 $19,500 $19,800

% DISCOUNT OF TUITION & FEES 24.2% 27.9% 27.8% 24.1% 23.4%

? % UNRESTRICTED DISCOUNT 7.8% 7.9% 8.0% 8.0% 8.0%


PLEASE INDICATE YOUR INSTITUTION'S ENDOWMENT SPENDING POLICY:

The expendable income objective for FY08 thru FY10 was 5%.

(Supplemental Data)

FISCAL YEAR ENDS month & day (6/30)

138

DATAFIRSTFORMS

Information Web addresses ? Print Publications ?

How can inquiries be made about the institution? Where can questions be addressed?

http://usm.maine.edu/admit/counselor.html; https://www.usm.maine.edu/admit/request.jsp; http://usm.maine.edu/contact.html

USM at a Glance and ChoseGrowDIscover

Notice of availability of publications and of audited financial statement or fair summary

http://usm.maine.edu/discover/http://www.maine.edu/system/oft/AnnualFinancialReports.php None

Institutional catalog http://usm.maine.edu/academic/ Only Online

Obligations and responsibilities of students and the institution

http://www.usm.maine.edu/catalogs/undergraduate/policies.htm#top; http://usm.maine.edu/ocs/policy.html

ChoseGrowDiscover

Information on admission and attendance

http://usm.maine.edu/admit/; http://usm.maine.edu/admit/howtoapply.html; http://usm.maine.edu/quicklook.pdf

USM at a Glance

Institutional mission and objectives http://usm.maine.edu/discover/mission.html ChoseGrowDiscover

Expected educational outcomeshttp://usm.maine.edu/catalogs/undergraduate/university.htm Engage and "Our Promise"

Requirements, procedures and policies re: admissions

http://usm.maine.edu/admit/academic_requirements.html; http://usm.maine.edu/admit/howtoapply.html None

Requirements, procedures and policies re: transfer credithttp://usm.maine.edu/catalogs/undergraduate/admission.htm#adSuccess-Transfer Student and

Transferring to USMStudent fees, charges and refund policies http://usm.maine.edu/buso/ USM at a Glance

Rules and regulations for student conducthttp://usm.maine.edu/ocs/ccommittee.htm University of Maine System

Student Conduct CodeOther information re: attending or withdrawing from the institution

http://www.usm.maine.edu/buso/ USM at a Glance

Academic programs http://usm.maine.edu/academic/ Engage

Courses currently offered

https://peportal.maine.edu/psp/PAPRD89_1/EMPLOYEE/CSPRDST/c/COMMUNITY_ACCESS.CLASS_SEARCH.GBL?dflt_inst=UMS06

Only Online and occasionally in student newspaper

Other available educational opportunities http://usm.maine.edu/outreach/ EngageOther academic policies and procedures http://usm.maine.edu/ocs/policy.html NoneRequirements for degrees and other forms of academic recognition

http://usm.maine.edu/catalogs/undergraduate/policies.htm None

List of current faculty, indicating department or program affiliation, distinguishing between full- and part-time, showing degrees held and institutions granting them

http://usm.maine.edu/catalogs/undergraduate/pdfs/administration.pdf http://usm.maine.edu/pres/staff

University Directory (contact info and titles only)

Names and positions of administrative officers

http://usm.maine.edu/pres/staff/ http://usm.maine.edu/catalogs/undergraduate/pdfs/administration.pdf

University Directory

Names and principal affiliations of members of the governing board http://www.maine.edu/board/board_membership.php?secNone

Locations and programs available at branch campuses, other instructional locations, and overseas operations at which students can enroll for a degree, along with a description of programs and services available at each location

http://usm.maine.edu/academic/

Engage

Programs, courses, services, and personnel not available in any given academic year.

NOT FOUND None

Size and characteristics of the student body http://usm.maine.edu/aboutusm.html#look ChoseGrowDiscoverDescription of the campus setting http://usm.maine.edu/discover/maps.html Engage

Availability of academic and other support serviceshttp://usm.maine.edu/success/ ChoseGrowDiscover, Engage,

and Success @ USMRange of co-curricular and non-academic opportunities available to students

http://www.usm.maine.edu/prov/faculty_resources/handbook/co-curriculum.htm Enage and Success @ USM

Institutional learning and physical resources from which a student can reasonably be expected to benefit

http://usm.maine.edu/studentlife/involve/ChoseGrowDiscover

Institutional goals for students' educationhttp://usm.maine.edu/catalogs/undergraduate/university.htm Engage


139


Success of students in achieving institutional goals /including rates of retention and graduation and other

measure of student success appropriate to institutional mission. Passage rates for licensure exams, as appropriate

http://usm.maine.edu/inforeporting/student/reports/Graduate

USM at a Glance

Total cost of education, including availability of financial aid and typical length of study

http://usm.maine.edu/fin/; http://www.usm.maine.edu/admit/financial.html

USM at a Glance and ChoseGrowDiscover

Expected amount of student debt upon graduation http://www.usm.maine.edu/fin/manage.htm None

Statement about accreditation

http://www.usm.maine.edu/accreditation/ http://usm.maine.edu/catalogs/undergraduate/university.htm

None

140

DATAFIRSTFORMS

? PoliciesLast

Updated ?

Academy honesty 3/7/2003

3/7/2003

Intellectual property rights 5/21/2001

Conflict of interest 11/16/199810/02/1992

7/15/2008Privacy rights Unknown

Unknown3/13/2006

Fairness for students UnknownFairness for faculty UnknownFairness for staff UnknownAcademic freedom 2007

2007

Student Handbooks 9/22/2009Alcoholic Beverages 3/1/1999

Residence Hall Policies Unknown

Non-discrimination policies

Recruitment and admissions 11/2006

Employment 11/2006

1/1999

1/1999EvaluationDisciplinary action Various

Advancement 1/1999General Policies Varied

Concenting Relationships 1997

Law School UnknownDisabilities Unknown

Resolution of grievances

Students Unknown10/08/2009 New Policy on Student Complaints

www.muskie.usm.maine.edu/academics/students/policies.jsp

USM Provost

EEOEEO

http://mainelaw.maine.edu/student-services/career-services/n

http://www.usm.maine.edu/eeo/eeo_policies.html

http://www.usm.maine.edu/ocs/who_handles_violations_of.html

Maine Law School

http://www.maine.edu/system/usc/hipaa/index.phphttp://www.maine.edu/system/usc/hipaasp/index.php


http://www.usm.maine.edu/hrs/policy/10113.html

http://www.usm.maine.edu/eeo/eeo_policies.html,



EEO

Bargaining Units

http://www.maine.edu/pdf/umpsacba.pdf

http://www.maine.edu/pdf/policecba.pdfhttp://www.maine.edu/pdf/afum07093.pdf

No general policy - per HR 11/5/2009http://www.maine.edu/pdf/coltcba.pdf

PATFA

USM President

AFUM





http://www.maine.edu/pdf/smcba.pdf

http://www.maine.edu/pdf/afum07093.pdf

CAS

Responsible office or committee

URL where policy is posted

www.usm.maine.edu/ocs/policy.htm

www.maine.edu/system/policy_manual/policy_section209.php

www.muskie.usm.maine.edu/academics/students/policies.jsp

Office of Community Standards

UMS

UMS

Muskie

www.maine.edu/system/policy_manual/policy_section410.php

www.usm.maine.edu/cas/ferpa.htm

http://www.usm.maine.edu/ocs/who_handles_violations_of.html

UMS

USM HRS

USM Provost

UMS

www.usm.maine.edu/hrs/policy/1011.htmlwww.usm.maine.edu/prov/faculty_resources/handbook/conflict_of_interest.html

See Grievances, below


See Grievances, below

Muskie

USM EEO

USM HRS


USM HRS

USM HRS

http://usm.maine.edu/prov/faculty_resources/handbook/student_conduct.htm

http://www.usm.maine.edu/reslife/ResidenceHallPolicies.htm

USM Provost

Residential Life and Residential Education


http://www.usm.maine.edu/~oassd OASSD

141


Faculty 20072007

Staff 2009200920072007

Unrepresented Staff 11/1998

? OtherLast

Updated8/1/20065/30/20078/3/2007

Unknown

Spring 1999

Unknown

8/10/2007

9/1/20025/1/2001

9/26/1983

4/20071/2004

12/2007

Unknown4/200711/200610/2/20029/20045/21/200310/2001For AY 2009/2010

LAC

LACLACLACLAC

Office of Research ComplianceResearch Administration / Campus Environmental Office of Community LAC

Campus Counseling and Health

UMSOffice of Research ComplianceOffice of Research

Office of Community StandardsOffice of Community StandardsOffice of Community Standards

Office of Community StandardsOffice of Community StandardsUSM HRSUSM HRS


Computing/ IT Services

LibrariesOffice of Community Standards

www.usm.maine.edu/lac/facultystaff/handbook.pdfwww.usm.maine.edu/lac/facultystaff/handbook.pdfwww.usm.maine.edu/lac/facultystaff/handbook.pdfwww.usm.maine.edu/lac/facultystaff/handbook.pdf

http://usm.maine.edu/ocs/samaritan.htmlwww.usm.maine.edu/lac/facultystaff/handbook.pdfwww.usm.maine.edu/lac/facultystaff/handbook.pdf

http://www.maine.edu/system/policy_manual/policy_section503.phphttp://www.usm.maine.edu/orc/irb/pdf/policies-and-procedures.pdfhttp://www.usm.maine.edu/orc/iacuc/pdf/IACUC_Policy.pdfhttp://www.usm.maine.edu/orc/ibc/pdf/Needs%20Work%2010-3-08%20IBC%20Policy-2007%20Revised-Final.pdf

http://usm.maine.edu/ocs/studentrights.html

http://usm.maine.edu/ocs/conduct.htmlhttp://usm.maine.edu/athletics/Services/handbook0708.pdf

http://www.usm.maine.edu/health/immunization.htm

http://www.usm.maine.edu/ocs/sexharasbroc08.pdfhttp://www.usm.maine.edu/hrs/policy/10112.htmlhttp://www.usm.maine.edu/hrs/policy/10118.html

http://usm.maine.edu/ocs/hivaidspolicy.html

LAC Tenure & PromotionLAC Peer Review LAC Mission StatementLAC Values and Faculty Handbook

RSCGood Samaritan PolicyLAC GovernanceLAC Instructional Credit

Hazing Policy

IRBIACUC

IBC

Student Rights

Conduct ProcessUSM Athletics Handbook

Immunization Requirements

Sexual Harassment PolicyTobacco/Smoking PolicyWeapons on Campus

HIV/AIDS Policy

Stalking and Relationship Abuse Policy


Travel APL

http://usm.maine.edu/ocs/samaritan.html

http://usm.maine.edu/computing/policies/acceptableuse.jsp

http://library.usm.maine.edu/about/policies/conduct.html

http://usm.maine.edu/ocs/assaultpolicy.html

http://usm.maine.edu/ocs/rvspolicy.html

Good Samaritan Policy

Computer Usage PolicyUSM Libraries Expectation of Appropriate Conduct

Policy on Sexual Assault

http://www.maine.edu/pdf/umpsacba.pdf

http://www.maine.edu/pdf/VII-CPurchasingCards.pdfhttp://www.maine.edu/pdf/VII-http://www.maine.edu/pdf/IV-

UMS

UMS

AFUM

Responsible office or committeeRelevant URL or Publication

PATFA

Unions

http://www.maine.edu/pdf/afum07093.pdf

http://www.maine.edu/pdf/coltcba.pdf

http://www.maine.edu/pdf/smcba.pdfhttp://www.maine.edu/pdf/policecba.pdf

Purchasing Card APLPurchasing APL

UMS

UMS

Campus Counseling and Health

LAC

Health Services Patient's Bill of Rights

LAC (Includes all LAC Policies listed above)

http://usm.maine.edu/health/Patientbillofrights.htm

www.usm.maine.edu/lac/facultystaff/handbook.pdf


Appendix

2

APPENDIX

NEW ENGLAND ASSOCIATION OF SCHOOLS AND COLLEGESCOMMISSION ON INSTITUTIONS OF HIGHER EDUCATION

209 Burlington Road, Bedford, MA 01730Voice: (781) 271-0022 Fax: (781) 271-0950 Web: http://cihe.neasc.org

AFFIRMATION OF COMPLIANCE WITH FEDERAL REGULATIONS RELATING TO TITLE IV

Periodically, member institutions are asked to affirm their compliance with federal requirements relating to Title IV program participation, including relevant requirements of the Higher Education Opportunity Act.

1. Credit Transfer Policies. The institution’s policy on transfer of credit is publicly disclosed through its website and other relevant publications. The institution includes a statement of its criteria for transfer of credit earned at another institution of higher education along with a list of institutions with which it has articulation agreements. (CIHE Policy 95)

URLhttp://usm.maine.edu/catalogs/undergraduate/admission.htm#ad5http://maine.edu/prospective/transfer-articulation.php

Print Publications

2. Public Notification of an Evaluation Visit and Opportunity for Public Comment: The institution has made an appropriate and timely effort to notify the public of an upcoming comprehensive evaluation and to solicit comments. (CIHE Policy 77)

URLhttp://usm.maine.edu/accreditation/

Print PublicationsPortland Press Herald; Sun Journal (Lewiston); Gorham Times;USM Free Press

3. Student Complaints. “Policies on student rights and responsibilities, including grievance procedures, are clearly stated, well publicized and readily available, and fairly and consistently administered.” (Standards for Accreditation 6.15)

URLhttp://usm.maine.edu/catalogs/undergraduate/policies.htm#p40http://usm.maine.edu/catalogs/undergraduate/policies.htm#p39http://usm.maine.edu/ocs

Print Publications

“University of Maine System Student Conduct Code”

4. Distance and Correspondence Education: Verification of Student Identity: If the institution offers distance education or correspondence education, it has processes in place to establish that the student who registers in a distance education or correspondence education course or program is the same student who participates in and completes the program and receives the academic credit. . . .The institution protects student privacy and notifies students at the time of registration or enrollment of any projected additional student charges associated with the verification of student identity. (CIHE Policy 95)

Method(s) used for verification

All students have an individual ID number, which is used to ensure that students who register are the ones who receivesacademic credit. There are no additional charges associated withverification.

The undersigned affirms that the University of Southern Maine meets all federal requirements relating to Title IV program participation, including those enumerated above.

________________________________ ________________Chief Executive Officer Date

September 2010

2/8/2011

3


E1a &E1b Forms

4

APPENDIX

Opt

iOn

E1:

pa

rt a

. in

vE

nt

Or

y O

f E

du

ca

tiO

na

l E

ffE

ct

ivE

nE

ss in

dic

at

Or

s

Ca

teg

or

y

(1)

Hav

e fo

rmal

le

arni

ng

outc

omes

bee

n de

velo

ped?

(2)

Whe

re a

re th

ese

lear

ning

out

com

es p

ublis

hed?

(ple

ase

spec

ify)

Incl

ude

UR

Ls w

here

app

ropr

iate

.

(3)

Oth

er th

an G

PA,

wha

t dat

a/ev

iden

ce

is u

sed

to d

eter

min

e th

at g

radu

ates

hav

e ac

hiev

ed th

e st

ated

ou

tcom

es fo

r the

de-

gree

? (e

.g.,

caps

tone

co

urse

, por

tfolio

re

view

, lic

ensu

re

exam

inat

ion)

(4)

Who

inte

rpre

ts th

e ev

iden

ce?

Wha

t is t

he

proc

ess?

(e.g

. ann

ually

by

the

curr

icul

um c

omm

it-te

e)

(5)

Wha

t cha

nges

hav

e be

en m

ade

as a

re

sult

of u

sing

the

data

/evi

denc

e?

(6)

Dat

e of

mos

t re

cent

pro

gram

re

view

(for

ge

nera

l edu

catio

n an

d ea

ch d

egre

e pr

ogra

m)

USM

Gen

eral

Edu

ca-

tion

Yes

USM

Cor

e:ht

tp:/

/blo

gs.u

sm.m

aine

.edu

/cor

e/fo

r-fa

cult

y/;

Lew

isto

n C

omm

on C

ore

(LC

C):

http

://u

sm.m

aine

.edu

/lac

/com

mon

core

/

Hon

ors:

http

://b

logs

.usm

.mai

ne.e

du/h

onor

s/ou

r-co

urse

s/

Abb

revi

atio

n ke

y:C

CC

= C

ore

Cur

ricul

um C

omm

ittee

GEC

= G

ener

al E

duca

tion

Cou

ncil

HFC

= H

onor

s Fac

ulty

Cou

ncil

Cap

ston

e co

urse

s;

NSS

E; c

ours

e as

sess

men

t for

ms;

on

-line

que

stio

n-na

ires;

facu

lty fo

cus

grou

ps; p

ossi

ble

pilo

ting

of C

olle

-gi

ate

Lear

ning

As-

sess

men

t beg

inni

ng

Fa ’1

0 or

Fa

’11;

po

rtfol

io (L

CC

)

USM

Cor

e: a

nnua

lly

by C

CC

, rep

orts

to

GEC

and

Fac

ulty

Se

nate

LCC

: ann

ually

by

LCC

com

mitt

ee to

co

llege

facu

lty a

nd

GEC

Hon

ors:

ann

ually

by

HFC

to G

EC a

nd

Fac.

Sen

ate

USM

Cor

e: R

evi-

sion

of o

utco

mes

for

all c

ompo

nent

s per

Fa

culty

Sen

ate

mo-

tion

and

appr

oved

by

Fac

ulty

Sen

ate

in S

p 20

09 a

nd S

p 20

10

LCC

: rev

isio

n of

st

uden

t abi

litie

s st

atem

ents

; cre

atio

n of

cou

rse-

leve

l as

sign

men

ts/a

sses

s-m

ents

Hon

ors:

Rev

i-si

ons o

f Hon

101

to b

ette

r mee

t the

20

09 E

YE

requ

ire-

men

ts a

nd re

visi

on

to H

on10

5D a

fter

asse

ssm

ent o

f 200

9 pi

lot c

ours

e

USM

Cor

e: 2

009

revi

ew o

f EY

E pr

ogra

m; f

ull

prog

ram

revi

ew

sche

dule

tba

afte

r 20

11 im

plem

en-

tatio

n

LCC

:A

pril

2009

Hon

ors:

May

20

09 in

the

annu

al H

onor

s Fa

culty

Cou

ncil

retre

at.

http://blogs.usm.maine.edu/core/for-faculty/

http://usm.maine.edu/lac/commoncore/

http://blogs.usm.maine.edu/honors/our-courses/

5


Bio

logy

(MS)

No

Not

revi

ewed

(s

tarte

d in

Fal

l 20

03)

Che

mis

try (B

A)

The

Dep

art-

men

t fol

low

s th

e Am

eric

an

Che

mis

try

Soci

ety’

s “D

e-gr

ee P

rogr

am

Gui

delin

es”,

w

hich

incl

udes

a

list o

f stu

-de

nt sk

ills

http

://p

orta

l.acs

.org

:80/

port

al/P

ublic

Web

Site

/abo

ut/

gove

rnan

ce/c

omm

itte

es/t

rain

ing/

acsa

ppro

ved/

degr

ee-

prog

ram

/WPC

P_00

8491

Seni

or c

apst

one

cour

se is

requ

ired;

un

derg

radu

ate

rese

arch

is e

xpec

ted

but n

ot re

quire

d,

and

stud

ents

wor

k-in

g in

facu

lty la

bs

are

enco

urag

ed to

pr

esen

t res

ults

at

natio

nal,

regi

onal

an

d lo

cal m

eetin

gs

of th

e Am

eric

an

Che

mis

try S

oci-

ety

and

at U

SM’s

Th

inki

ng M

atte

rs

conf

eren

ce.

The

depa

rtmen

t sh

ares

act

iviti

es o

n gr

adua

tes’

activ

i-tie

s pos

t gra

duat

ion.

Th

e de

partm

ent i

s bu

ildin

g a

rela

tiona

l da

taba

se to

qua

ntify

st

uden

t ach

ieve

men

t, an

d it

cont

ains

in

form

atio

n ab

out t

he

stud

ents

’ ide

ntiti

es,

maj

ors,

pres

enta

-tio

ns, c

o-au

thor

ed

publ

icat

ions

, sum

mer

re

sear

ch a

ctiv

ities

, in-

tern

ship

s, an

d jo

bs o

r gr

adua

te sc

hool

s.

The

depa

rtmen

t has

en

deav

ored

to c

on-

vert

all l

ab c

ours

es

into

rese

arch

bas

ed

labs

, bec

ause

of

data

indi

catin

g th

at

invo

lvem

ent i

n un

derg

rad

rese

arch

is

the

sing

le m

ost

influ

entia

l fac

tor

in st

imul

atin

g a

stud

ent t

o pu

rsue

a

STEM

car

eer.

1999

-200

0

Che

mis

try (B

S)

The

Dep

art-

men

t fol

low

s th

e Am

eric

an

Che

mis

try

Soci

ety’

s “D

e-gr

ee P

rogr

am

Gui

delin

es”,

w

hich

incl

udes

a

list o

f stu

-de

nt sk

ills

http

://p

orta

l.acs

.org

:80/

port

al/P

ublic

Web

Site

/abo

ut/

gove

rnan

ce/c

omm

itte

es/t

rain

ing/

acsa

ppro

ved/

degr

ee-

prog

ram

/WPC

P_00

8491

Seni

or c

apst

one

cour

se is

requ

ired;

un

derg

radu

ate

rese

arch

is e

xpec

ted

but n

ot re

quire

d,

and

stud

ents

wor

k-in

g in

facu

lty la

bs

are

enco

urag

ed to

pr

esen

t res

ults

at

natio

nal,

regi

onal

an

d lo

cal m

eetin

gs

of th

e Am

eric

an

Che

mis

try S

oci-

ety

and

at U

SM’s

Th

inki

ng M

atte

rs

conf

eren

ce.

The

depa

rtmen

t sh

ares

act

iviti

es o

n gr

adua

tes’

activ

i-tie

s pos

t gra

duat

ion.

Th

e de

partm

ent i

s bu

ildin

g a

rela

tiona

l da

taba

se to

qua

ntify

st

uden

t ach

ieve

men

t, an

d it

cont

ains

in

form

atio

n ab

out t

he

stud

ents

’ ide

ntiti

es,

maj

ors,

pres

enta

-tio

ns, c

o-au

thor

ed

publ

icat

ions

, sum

mer

re

sear

ch a

ctiv

ities

, in-

tern

ship

s, an

d jo

bs o

r gr

adua

te sc

hool

s.

The

depa

rtmen

t has

en

deav

ored

to c

on-

vert

all l

ab c

ours

es

into

rese

arch

bas

ed

labs

, bec

ause

of

data

indi

catin

g th

at

invo

lvem

ent i

n un

derg

rad

rese

arch

is

the

sing

le m

ost

influ

entia

l fac

tor

in st

imul

atin

g a

stud

ent t

o pu

rsue

a

STEM

car

eer.

1999

-200

0

http://portal.acs.org:80/portal/PublicWebSite/about/governance/committees/training/acsapproved/degreeprogram/WPCP_008491






6

APPENDIX

Col

lege

of A

rts &

Sc

ienc

esA

mer

ican

and

N

ew E

ngla

nd

Stud

ies (

MA

)

No

2009

-201

0

Art

Educ

atio

n (B

A)

Yes

In th

e de

pt’s

200

4 se

lf st

udy

Seni

or se

min

ar

caps

tone

Pa

rt tim

e an

d fu

ll tim

e fa

culty

revi

ew

stud

ent p

ortfo

lios a

nd

rate

them

on

scal

e of

1-1

0 ba

sed

on

unde

rsta

ndin

g of

vi

sual

ele

men

ts a

nd

prin

cipl

es (p

assi

ng

scor

e <

6).

Cur

ricul

um is

ad-

just

ed a

s nee

ded

to

mee

t pro

gram

goa

ls

mor

e ef

fect

ivel

y.

2004

Art

(BA

)Ye

sIn

the

dept

’s 2

004

self

stud

yA

por

tfolio

is

requ

ired

for a

c-ce

ptan

ce in

to th

e st

udio

pro

gram

. The

co

ncen

tratio

n in

Art

His

tory

has

a se

nior

se

min

ar c

apst

one

cour

se.

Part

time

and

full

time

facu

lty re

view

st

uden

t por

tfolio

s and

ra

te th

em o

n sc

ale

of 1

-10

base

d on

un

ders

tand

ing

of

visu

al e

lem

ents

and

pr

inci

ples

(pas

sing

sc

ore

< 6)

.

Cur

ricul

um is

ad-

just

ed a

s nee

ded

to

mee

t pro

gram

goa

ls

mor

e ef

fect

ivel

y.

2004

Art

(BFA

)Ye

sIn

the

dept

’s 2

004

self

stud

yA

por

tfolio

is

requ

ired

for a

ccep

-ta

nce

into

the

stud

io

prog

ram

, plu

s stu

-de

nts t

ake

a se

nior

se

min

ar c

apst

one.

Se

nior

exh

ibiti

ons

are

requ

ired.

Facu

lty a

nd o

utsi

de

revi

ewer

s crit

ique

st

uden

t exh

ibiti

ons

Cur

ricul

um is

ad-

just

ed a

s nee

ded

to

mee

t pro

gram

goa

ls

mor

e ef

fect

ivel

y.

2004

Bio

logy

(BA

)N

o20

02

7


Bio

chem

istry

(BS)

Th

e D

epar

t-m

ent f

ollo

ws

the A

mer

ican

C

hem

istry

So

ciet

y’s “

De-

gree

Pro

gram

G

uide

lines

”,

whi

ch in

clud

es

a lis

t of s

tu-

dent

skill

s

http

://p

orta

l.acs

.org

:80/

port

al/P

ublic

Web

Site

/abo

ut/

gove

rnan

ce/c

omm

itte

es/t

rain

ing/

acsa

ppro

ved/

degr

ee-

prog

ram

/WPC

P_00

8491

Seni

or c

apst

one

cour

se is

requ

ired;

un

derg

radu

ate

rese

arch

is e

xpec

ted

but n

ot re

quire

d,

and

stud

ents

wor

k-in

g in

facu

lty la

bs

are

enco

urag

ed to

pr

esen

t res

ults

at

natio

nal,

regi

onal

an

d lo

cal m

eetin

gs

of th

e Am

eric

an

Che

mis

try S

oci-

ety

and

at U

SM’s

Th

inki

ng M

atte

rs

conf

eren

ce.

The

depa

rtmen

t sh

ares

act

iviti

es o

n gr

adua

tes’

activ

i-tie

s pos

t gra

duat

ion.

Th

e de

partm

ent i

s bu

ildin

g a

rela

tiona

l da

taba

se to

qua

ntify

st

uden

t ach

ieve

men

t, an

d it

cont

ains

in

form

atio

n ab

out t

he

stud

ents

’ ide

ntiti

es,

maj

ors,

pres

enta

-tio

ns, c

o-au

thor

ed

publ

icat

ions

, sum

mer

re

sear

ch a

ctiv

ities

, in-

tern

ship

s, an

d jo

bs o

r gr

adua

te sc

hool

s.

The

depa

rtmen

t has

en

deav

ored

to c

on-

vert

all l

ab c

ours

es

into

rese

arch

bas

ed

labs

, bec

ause

of

data

indi

catin

g th

at

invo

lvem

ent i

n un

derg

rad

rese

arch

is

the

sing

le m

ost

influ

entia

l fac

tor

in st

imul

atin

g a

stud

ent t

o pu

rsue

a

STEM

car

eer.

Not

revi

ewed

Com

mun

icat

ion

(BA

) N

oTh

e pr

ogra

m

requ

ires a

cap

ston

e se

nior

sem

inar

co

urse

.

June

200

3

Med

ia S

tudi

es

(BA

) N

oSe

nior

s mus

t co

mpl

ete

a se

nior

pr

ojec

t and

serv

ice

lear

ning

pra

ctic

um.

June

200

3

Cre

ativ

e W

ritin

g (M

FA)

No

Nev

er (p

rogr

am

star

ted

in 2

003-

2004

)

Crim

inol

ogy

(BA

) N

oFa

ll 20

00

Econ

omic

s (B

A)

No

1999

-200

0

Econ

omic

s (B

S)

No

1999

-200

0




8

APPENDIX

Engl

ish

(BA

) Ye

sIn

the

unde

rgra

duat

e ca

talo

g:

http

://u

sm.m

aine

.edu

/cat

alog

s/un

derg

radu

ate/

pdfs

/en

glis

h.pd

f

http

://u

sm.m

aine

.edu

/eng

/col

lege

writ

ing.

htm

l

For C

olle

ge W

ritin

g co

urse

s, th

e co

llege

w

ritin

g co

mm

ittee

pe

riodi

cally

col

-le

cts a

ssig

nmen

ts

and

stud

ent p

aper

s ac

ross

all

sect

ions

an

d re

ads p

aper

s to

geth

er w

ith c

ours

e ou

tcom

es a

nd d

ept

grad

ing

crite

ria.

Seni

or se

min

ar

serv

es a

s the

cap

-st

one

cour

se.

The

Writ

ing

min

or

has a

thes

is c

ompo

-ne

nt th

at re

quire

s su

bmis

sion

of a

w

ritin

g po

rtfol

io, r

e-vi

ewed

and

ass

esse

d by

the

Cre

ativ

e W

ritin

g fa

culty

.

The

Cur

ricul

um

Com

mitt

ee re

gula

rly

revi

ews a

ll co

urse

of-

ferin

gs to

ens

ure

that

ca

talo

g de

scrip

tions

an

d co

urse

sylla

bi a

re

com

men

sura

te.

The

dept

has

ad

just

ed th

e cu

toff

SAT

scor

e fo

r de

term

inin

g w

hich

co

llege

writ

ing

cour

se is

app

ropr

i-at

e fo

r stu

dent

s.

2000

-200

1

Fren

ch (B

A)

2002

-200

3

http://usm.maine.edu/catalogs/undergraduate/pdfs/english.pdf

http://usm.maine.edu/catalogs/undergraduate/pdfs/english.pdf

http://usm.maine.edu/eng/collegewriting.html

9


Geo

grap

hy-A

n-th

ropo

logy

(BA

)Ye

sIn

cou

rse

sylla

bi

1. T

he d

ept s

trong

ly

enco

urag

es st

uden

ts

to p

rese

nt th

eir

rese

arch

pro

duct

s at

Thi

nkin

g M

atte

rs

and

othe

r reg

iona

l or

nat

iona

l con

fer-

ence

s. So

me

cour

ses

requ

ire p

artic

ipat

ion

in T

hink

ing

Mat

ters

. 2.

Fin

al re

ports

fr

om in

tern

ship

s. C

omm

ents

are

so

licite

d fr

om

inte

rnsh

ip su

perv

i-so

rs to

ens

ure

that

st

uden

ts p

artic

ipat

ed

in p

roje

cts t

o th

e sa

tisfa

ctio

n of

the

agen

cy.

3. S

tude

nts a

re

enco

urag

ed to

ap

ply

for r

esea

rch

assi

stan

tshi

ps to

co

llabo

rate

with

fa

culty

with

ext

er-

nal f

undi

ng.

4. C

o au

thor

ship

on

conf

eren

ce p

aper

s or

pub

licat

ions

Facu

lty a

dvis

ors

wor

k cl

osel

y w

ith

stud

ents

to e

nsur

e st

uden

ts a

re m

eetin

g th

e de

pt’s

lear

ning

ou

tcom

es; f

ac-

ulty

revi

se th

eir o

wn

cour

ses;

facu

lty p

ar-

ticip

ate

in c

urric

ulum

re

visi

on d

iscu

ssio

ns

The

dept

cha

nged

th

e re

sear

ch w

ritin

g re

quire

men

t to

incl

ude

subm

issi

on

of p

oste

rs o

r rep

orts

in

add

ition

to a

re

sear

ch p

aper

2001

-200

2

Geo

scie

nces

(BA

) N

o20

00-2

001

Geo

scie

nces

(BS)

N

o20

00-2

001

His

tory

(BA

) Ye

s, bu

t the

fa

culty

cal

l th

em le

arni

ng

obje

ctiv

es

In th

e ca

talo

gue

unde

r the

des

crip

tion

of th

e H

isto

ry m

ajor

: ht

tp:/

/usm

.mai

ne.e

du/c

atal

ogs/

unde

rgra

duat

e/pd

fs/h

is-

tory

.pdf

Cap

ston

e co

urse

Not

eva

luat

edN

/AJu

ly 2

001

Ling

uist

ics (

BA

) In

pro

gres

s (2

009-

2010

)

http://usm.maine.edu/catalogs/undergraduate/pdfs/history.pdf

http://usm.maine.edu/catalogs/undergraduate/pdfs/history.pdf

10

APPENDIX

Mat

hem

atic

s (B

A)

Yes

In th

e de

pt’s

self

stud

y, 2

008

(pp.

4-5

)N

one

No

answ

er p

rovi

ded

No

answ

er p

rovi

ded

2008

-200

9

Stat

istic

s (M

S)

No

Sprin

g 20

09

Mus

ic (B

A)

Yes

In th

e un

derg

radu

ate

cata

log:

htt

p://

usm

.mai

ne.e

du/c

atal

ogs/

unde

rgra

duat

e/pd

fs/m

usic

.pdf

Stud

ents

com

plet

e a

caps

tone

fina

l pro

j-ec

t in

the

Sem

inar

in

Mus

ic H

isto

ry.

Scho

ol o

f Mus

ic

facu

lty re

view

st

uden

t per

form

ance

in

cou

rses

dur

ing

advi

sing

sess

ions

.

In th

e pr

oces

s of

impl

emen

ting

a ne

w

curr

icul

um to

bet

ter

serv

e st

uden

ts a

nd

mor

e ef

fect

ivel

y al

ign

with

the

new

ge

nera

l edu

catio

n cu

rric

ulum

2001

Mus

ic P

erfo

r-m

ance

(BM

)Ye

sIn

the

unde

rgra

duat

e ca

talo

g: h

ttp:

//us

m.m

aine

.edu

/cat

alog

s/un

derg

radu

ate/

pdfs

/mus

ic.p

dfJu

ried

perf

orm

ance

ev

alua

tions

, and

ca

psto

ne in

stru

men

-ta

l or v

ocal

per

for-

man

ce re

cita

ls

Scho

ol o

f Mus

ic

facu

lty re

view

st

uden

t per

form

ance

in

cou

rses

dur

ing

advi

sing

sess

ions

. A

sses

smen

t of p

er-

form

ance

out

com

es

is c

ompl

eted

eac

h se

mes

ter a

t the

jurie

d pe

rfor

man

ce e

valu

a-tio

ns. D

urin

g ju

nior

an

d se

nior

yea

rs,

Mus

ic fa

culty

ass

ess

perf

orm

ance

reci

tals

. C

urric

ulum

revi

ew

occu

rs re

gula

rly a

nd

with

add

ed e

mph

asis

si

nce

2008

.

In th

e pr

oces

s of

impl

emen

ting

a ne

w

curr

icul

um to

bet

ter

serv

e st

uden

ts a

nd

mor

e ef

fect

ivel

y al

ign

with

the

new

ge

nera

l edu

catio

n cu

rric

ulum

2001

Mus

ic (M

M)

Yes

In th

e gr

adua

te c

atal

og:

http

://u

sm.m

aine

.edu

/cat

alog

s/gr

adua

te/p

dfs/

mus

ic.p

dfC

apst

one

prof

es-

sion

al p

ortfo

lio

or th

esis

(mus

ic

educ

atio

n on

ly),

caps

tone

reci

tal (

all

area

s sav

e m

usic

ed

ucat

ion)

, com

-pr

ehen

sive

exa

m a

s ne

cess

ary

Scho

ol o

f Mus

ic

facu

lty re

view

st

uden

t per

form

ance

in

cou

rses

dur

ing

advi

sing

sess

ions

. C

urric

ulum

revi

ew

occu

rs a

s nec

essa

ry.

Non

e to

dat

eN

ever

(las

t Mus

ic

revi

ew in

200

1 oc

curr

ed b

efor

e pr

ogra

m st

arte

d)

http://usm.maine.edu/catalogs/undergraduate/pdfs/music.pdf




http://usm.maine.edu/catalogs/graduate/pdfs/music.pdf

11


Mus

ic E

duca

tion

(BM

) Ye

sIn

the

unde

rgra

duat

e ca

talo

g: h

ttp:

//us

m.m

aine

.edu

/cat

alog

s/un

derg

radu

ate/

pdfs

/mus

ic.p

df a

nd in

the

Mus

ic E

duca

tion

Stud

ent T

each

ing

Han

dboo

k:ht

tp:/

/usm

.mai

ne.e

du/c

ehd/

MD

OE/

Mus

ic%

20Ed

ucat

ion/

Prog

ram

%20

Doc

umen

ts/M

UE_

Stud

_tea

ch_h

andb

k_08

09.

pdf

Jurie

d pe

rfor

-m

ance

eva

luat

ions

; ca

psto

ne in

stru

-m

enta

l or v

ocal

pe

rfor

man

ce re

cita

l; pa

ssed

the

Prax

is

I Rea

ding

, Writ

ing

and

Mat

hem

atic

s ex

am w

ith a

scor

e ≥

526;

pas

sed

the

Prax

is II

Mus

ic

Con

tent

Kno

wle

dge

exam

with

a sc

ore

≥ 15

1; c

apst

one

portf

olio

pro

ject

in

EDU

324

(Stu

dent

Te

achi

ng)

Scho

ol o

f Mus

ic

facu

lty re

view

stu-

dent

per

form

ance

in

cour

ses d

urin

g ad

vis-

ing

sess

ions

. Dur

ing

the

seni

or y

ear,

Mu-

sic

facu

lty a

sses

s the

vo

cal o

r ins

trum

enta

l pe

rfor

man

ce re

cita

l. Pr

ior t

o ad

mis

sion

to

stud

ent t

each

ing,

M

usic

Edu

catio

n fa

c-ul

ty re

view

aca

dem

ic

reco

rds a

nd te

st

scor

es. D

urin

g an

d af

ter s

tude

nt te

ach-

ing,

Mus

ic E

d fa

culty

re

view

all

evid

ence

.

In th

e pr

oces

s of

impl

emen

ting

a ne

w

curr

icul

um to

bet

ter

serv

e st

uden

ts, a

lign

with

Mai

ne D

ept o

f Ed

ucat

ion

Mus

ic

Educ

ator

lice

nse,

an

d m

ore

effe

ctiv

ely

alig

n w

ith th

e ne

w

gene

ral e

duca

tion

curr

icul

um

Sprin

g 20

09

Philo

soph

y (B

A)

Yes

In th

e un

derg

radu

ate

cata

log;

htt

p://

usm

.mai

ne.e

du/c

atal

ogs/

unde

rgra

duat

e/pd

fs/p

hilo

soph

y.pd

f1.

The

dep

artm

ent

requ

ires a

cap

ston

e se

min

ar (P

HI 4

00),

2. T

he d

ept e

ncou

r-ag

es b

ut d

oes n

ot

requ

ire c

ompl

etio

n of

an

unde

rgra

duat

e th

esis

.

1. S

tude

nts e

nrol

led

in th

e ca

psto

ne se

mi-

nar a

re g

rade

d by

the

inst

ruct

or.

2. A

ll fa

culty

atte

nd-

ing

a st

uden

t’s th

esis

de

fens

e ev

alua

te th

e th

esis

.

Unt

il 20

09-1

0,

the

dept

requ

ired

com

plet

ion

of a

th

esis

for s

tude

nts

grad

uatin

g w

ith

hono

rs in

Phi

loso

-ph

y. T

hey

disc

on-

tinue

d th

e po

licy

beca

use

stud

ents

de

laye

d gr

adua

-tio

n to

com

plet

e th

e th

esis

, whi

ch

ofte

n re

quire

s mor

e tim

e th

an e

xpec

ted.

W

hile

the

dept

ac

tivel

y en

cour

-ag

es c

ompl

etio

n of

th

e th

esis

, it i

s no

long

er a

con

ditio

n fo

r gra

duat

ing

with

ho

nors

.

2002

-200

3



http://usm.maine.edu/cehd/MDOE/Music Education/Program Documents/MUE_Stud_teach_handbk_0809.pdf



http://usm.maine.edu/catalogs/undergraduate/pdfs/philosophy.pdf

http://usm.maine.edu/catalogs/undergraduate/pdfs/philosophy.pdf

12

APPENDIX

Phys

ics (

BA

) N

oIn

itiat

ed 2

004-

2005

but

not

co

mpl

eted

due

to

bud

get c

uts;

pr

evio

us re

view

: 20

02-0

3Po

litic

al S

cien

ce

(BA

) 19

99-2

000

Soci

al W

ork

(BSW

) Ye

sN

ewly

revi

sed

Educ

atio

nal P

olic

y an

d A

ccre

dita

tion

Stan

dard

s pu

blis

hed

at h

ttp:

//ww

w.cs

we.o

rg/F

ile.a

spx?

id=1

3780

Soci

al W

ork

grad

u-at

es ta

ke a

nat

iona

l lic

ensu

re e

xam

to

prac

tice

at o

ne o

r m

ore

leve

ls o

f lic

en-

sure

. The

Ass

ocia

-tio

n of

Soc

ial W

ork

Boa

rds o

f Lic

ensu

re

publ

ish

pass

resu

lts

of th

e ex

am fo

r ea

ch p

rogr

am a

nd

natio

nally

.

At t

he se

cond

facu

lty

mee

ting

each

fall,

th

e fa

culty

dis

cuss

da

ta p

rovi

ded

in th

e D

irect

or’s

Ann

ual

Ass

essm

ent R

epor

t, w

hich

incl

udes

dat

a fo

r out

com

es e

valu

-at

ion

com

plet

ed b

y co

mm

unity

-bas

ed

field

wor

k in

stru

ctor

s at

the

end

of st

uden

ts’

final

sem

este

r. Su

g-ge

sted

cha

nges

are

re

ferr

ed to

the

ap-

prop

riate

cur

ricul

um

com

mitt

ee fo

r fur

ther

ac

tion.

Stru

ctur

al

chan

ges a

re re

ferr

ed

to th

e D

irect

or a

nd

Prog

ram

Coo

rdin

a-to

rs fo

r fur

ther

act

ion.

D

ata

on li

cens

ure

are

repo

rted

to fa

culty

up

on re

ceip

t.

Bas

ed o

n an

nual

ev

alua

tion

data

, th

e fa

culty

hav

e cl

arifi

ed th

e fo

cus i

n sp

ecifi

ed c

ours

e ob

-je

ctiv

es, a

dded

new

co

nten

t mat

eria

l to

cour

ses,

adju

sted

co

urse

sequ

enci

ng

to p

rovi

de a

mor

e lo

gica

l flow

of

cour

se c

onte

nt, a

nd

adde

d ne

w d

evel

op-

men

ts in

the

prof

es-

sion

(e.g

., ev

iden

ce

base

d pr

actic

e) to

co

urse

s.

Janu

ary

2004

http://www.cswe.org/File.aspx?id=13780

13


Soci

al W

ork

(MSW

) Ye

sN

ewly

revi

sed

Educ

atio

nal P

olic

y an

d A

ccre

dita

tion

Stan

dard

s pu

blis

hed

at h

ttp:

//ww

w.cs

we.o

rg/F

ile.a

spx?

id=1

3780

Soci

al W

ork

grad

u-at

es ta

ke a

nat

iona

l lic

ensu

re e

xam

to

prac

tice

at o

ne o

r m

ore

leve

ls o

f lic

en-

sure

. The

Ass

ocia

-tio

n of

Soc

ial W

ork

Boa

rds o

f Lic

ensu

re

publ

ish

pass

resu

lts

of th

e ex

am fo

r ea

ch p

rogr

am a

nd

natio

nally

.

At t

he se

cond

facu

lty

mee

ting

each

fall,

th

e fa

culty

dis

cuss

da

ta p

rovi

ded

in th

e D

irect

or’s

Ann

ual

Ass

essm

ent R

epor

t, w

hich

incl

udes

dat

a fo

r out

com

es e

valu

-at

ion

com

plet

ed b

y co

mm

unity

-bas

ed

field

wor

k in

stru

ctor

s at

the

end

of st

uden

ts’

final

sem

este

r. Su

g-ge

sted

cha

nges

are

re

ferr

ed to

the

ap-

prop

riate

cur

ricul

um

com

mitt

ee fo

r fur

ther

ac

tion.

Stru

ctur

al

chan

ges a

re re

ferr

ed

to th

e D

irect

or a

nd

Prog

ram

Coo

rdin

a-to

rs fo

r fur

ther

act

ion.

D

ata

on li

cens

ure

are

repo

rted

to fa

culty

up

on re

ceip

t.

Bas

ed o

n an

nual

ev

alua

tion

data

, th

e fa

culty

hav

e cl

arifi

ed th

e fo

cus i

n sp

ecifi

ed c

ours

e ob

-je

ctiv

es, a

dded

new

co

nten

t mat

eria

l to

cour

ses,

chan

ged

an

elec

tive

cour

se th

at

is n

ow re

quire

d in

th

e M

SW c

urric

u-lu

m, a

djus

ted

cour

se

sequ

enci

ng to

pr

ovid

e a

mor

e lo

gi-

cal fl

ow o

f cou

rse

cont

ent,

and

adde

d ne

w d

evel

opm

ents

in

the

prof

essi

on

(e.g

., ev

iden

ce

base

d pr

actic

e) to

co

urse

s.

Aug

ust 2

007

http://www.cswe.org/File.aspx?id=13780

14

APPENDIX

Soci

olog

y (B

A)

Yes

In th

e de

pt’s

pol

icie

s and

pro

cedu

res

Non

eFa

culty

who

teac

h th

e sa

me

cour

ses m

eet

to d

evel

op g

oals

and

di

scus

s stu

dent

wor

k.

Facu

lty h

ave

chan

ged

cour

se

goal

s.

2001

-200

2

Thea

tre (B

A)

Yes

In th

e de

pt’s

inte

rnal

doc

umen

tsIn

all

desi

gn a

nd

perf

orm

ance

co

urse

s, ev

alua

tion

occu

rs fr

eque

ntly

an

d un

iform

ly in

th

e fo

rm o

f in

clas

s pr

esen

tatio

ns th

at

are

peer

crit

ique

d an

d fa

culty

gra

ded.

Facu

lty a

nd st

aff

eval

uate

stud

ent

prog

ress

at m

ile-

ston

es d

urin

g th

e st

uden

t’s p

rogr

ess

tow

ard

grad

uatio

n.

Mile

ston

es in

clud

e:

soph

omor

e an

d se

nior

inte

rvie

ws,

com

mitt

ee (3

per

-so

ns) e

valu

atio

n of

in

depe

nden

t pro

ject

s an

d in

tern

ship

s, an

d ev

alua

tion

of a

ll pr

oduc

tion

assi

gn-

men

ts.

Impl

emen

ted

chan

g-es

to th

e B

A T

heat

re

requ

irem

ents

2009

-201

0 (in

pr

ogre

ss)

Self-

Des

igne

d M

ajor

s:C

lass

ical

Hum

ani-

ties (

BA

)N

oSp

ring

2010

Cla

ssic

al S

tudi

es

(BA

) N

oSp

ring

2010

15


Fore

ign

Lang

uag-

es (B

A)

Sprin

g 20

10

Fren

ch S

tudi

es

(BA

) Sp

ring

2010

Gen

eral

Sci

ence

(B

A)

No

Sprin

g 20

10

Ger

man

Stu

dies

(B

A)

Sprin

g 20

10

His

pani

c St

udie

s (B

A)

Sprin

g 20

10

Inte

rnat

iona

l Stu

d-ie

s (B

A)

No

Sprin

g 20

10

Rus

sian

Stu

dies

(B

A)

Sprin

g 20

10

Soci

al S

cien

ce

(BA

) N

o20

04

16

APPENDIX

App

lied

Scie

nce,

E

ngin

eeri

ng &

Te

chno

logy

Envi

ronm

enta

l Sa

fety

& H

ealth

(B

S)

Info

rmal

ly,

how

ever

, C

urric

ulum

fo

llow

s AB

ET

and

Hea

lth &

Sa

fety

pro

fes-

sion

al so

ciet

y re

com

men

da-

tions

http

://w

ww.u

sm.m

aine

.edu

/esd

/deg

ree/

degr

ee_c

once

n.ht

mIn

tern

ship

, cap

ston

e co

urse

, gra

duat

ion

certi

ficat

ion,

and

Sa

fety

Pro

fess

iona

l C

ertifi

catio

n ex

am

Dep

artm

ent c

hair

does

thro

ugh

grad

u-at

ion

audi

t. Ex

tern

al

Adv

isor

y B

oard

re

view

ed p

erio

dica

lly

Ann

ual i

nter

nal

curr

icul

um re

view

. Th

is m

ajor

is c

ur-

rent

ly n

ot o

pen

to

new

adm

its.

We

do a

n an

nual

re

view

inte

rnal

ly.

We

have

not

had

a

form

al p

rogr

am

revi

ew b

ecau

se

we

are

curr

ently

de

velo

ping

a p

lan

to fo

rm a

new

, in

terd

isci

plin

ary,

la

rger

dep

art-

men

t .

Envi

ronm

enta

l Pl

anni

ng &

Pol

icy

(BA

)

Onl

y in

a

very

gen

eral

se

nse

and

not

wha

t mig

ht

be c

onsi

dere

d fo

rmal

http

://w

ww.u

sm.m

aine

.edu

/esd

/deg

ree/

degr

ee_c

once

n.ht

mIn

tern

ship

, cap

ston

e co

urse

, gra

duat

ion

certi

ficat

ion

Dep

artm

ent c

hair

does

thro

ugh

grad

ua-

tion

audi

t

Ann

ual i

nter

-na

l cur

ricul

um

revi

ew. L

inke

d fo

ur c

ours

es a

nd

adde

d a

sem

inar

--al

l th

roug

h a

prev

ious

C

CLI

gra

nt. M

ade

Res

earc

h M

etho

ds

clas

s co-

taug

ht a

nd

targ

eted

for b

oth

BA

/BS

We

do a

n an

nual

re

view

inte

rnal

ly.

We

have

not

had

a

form

al p

rogr

am

revi

ew b

ecau

se

we

are

curr

ently

de

velo

ping

a p

lan

to fo

rm a

new

, in

terd

isci

plin

ary,

la

rger

dep

artm

ent

http://www.usm.maine.edu/esd/degree/degree_concen.htm




17


Envi

ronm

enta

l Sc

ienc

e (B

S) O

nly

in a

ve

ry g

ener

al

sens

e an

d no

t w

hat m

ight

be

con

side

red

form

al

http

://w

ww.u

sm.m

aine

.edu

/esd

/deg

ree/

degr

ee_c

once

n.ht

mIn

tern

ship

, cap

ston

e co

urse

, gra

duat

ion

certi

ficat

ion

Dep

artm

ent c

hair

does

thro

ugh

grad

ua-

tion

audi

t

Ann

ual i

nter

-na

l cur

ricul

um

revi

ew. .

Lin

ked

four

cou

rses

and

ad

ded

a se

min

ar--

all

thro

ugh

a pr

evio

us

CC

LI g

rant

. Mad

e R

esea

rch

Met

hods

cl

ass c

o-ta

ught

and

ta

rget

ed fo

r bot

h B

A/B

S

We

do a

n an

nual

re

view

inte

rnal

ly.

We

have

not

had

a

form

al p

rogr

am

revi

ew b

ecau

se

we

are

curr

ently

de

velo

ping

a p

lan

to fo

rm a

new

, in

terd

isci

plin

ary,

la

rger

dep

artm

ent

Edu

catio

n an

d H

uman

Dev

elop

-m

ent

Yes

http

://w

ww.u

sm.m

aine

.edu

/tec

h/Pr

ogra

ms/

core

com

ps.p

dfIT

T 46

0 C

apst

one

cour

se, g

radu

ates

ta

ke th

e ATM

AE

certi

ficat

ion

exam

, co

mpl

etio

n of

a d

e-pa

rtmen

t gra

duat

ing

seni

or su

rvey

, and

su

rvey

of i

nter

nshi

p si

te c

oord

inat

ors

The

resu

lts o

f all

as-

sess

men

t ins

trum

ents

ar

e re

view

ed a

nnu-

ally

by

the

facu

lty o

f th

e de

partm

ent.

Res

ults

hav

e im

pact

ed c

ur-

ricul

ar c

hang

es a

nd

brou

ght a

bout

pla

ns

to in

crea

se n

on-

clas

sroo

m a

ctiv

ities

.

Sprin

g 20

09

Teac

hing

& L

earn

-in

g (M

SEd)

Yes

http

://u

sm.m

aine

.edu

/eng

inee

ring

/obj

ecti

veso

utco

mes

.ht

ml

EGN

401

and

402

Se

nior

Des

ign

cour

ses;

end

of

sem

este

r stu

dent

su

rvey

s tai

lore

d to

ea

ch c

ours

e

Dep

artm

ent a

nnua

l re

view

;Tr

ienn

ial e

mpl

oyer

su

rvey

, acc

redi

tor

feed

back

Mor

e em

phas

is o

n ba

sics

, mor

e fo

cus

on u

nifo

rmity

of

caps

tone

pro

ject

Fall

2009

Teac

hing

& L

earn

-in

g ET

EP (M

SEd)

Yes

http

://u

sm.m

aine

.edu

/eng

inee

ring

/obj

ecti

veso

utco

mes

.ht

ml

EGN

401

and

402

Se

nior

Des

ign

cour

ses;

end

of

sem

este

r stu

dent

su

rvey

s tai

lore

d to

ea

ch c

ours

e.

Dep

artm

ent a

nnua

l re

view



http://www.usm.maine.edu/tech/Programs/corecomps.pdf

http://usm.maine.edu/engineering/objectivesoutcomes.html




18

APPENDIX

Teac

hing

& L

earn

-in

g M

athe

mat

ics

Educ

atio

n (M

SEd)

No

Com

plet

ion

and

De-

fens

e of

Res

earc

h Th

esis

Pro

ject

.

The

Def

ense

pr

oces

s req

uire

s pu

blic

pre

sent

atio

n of

pro

ject

and

find

-in

gs, f

ollo

wed

by

exam

inat

ion

of th

esis

co

mm

ittee

(min

imum

3

facu

lty).

Non

e20

10 (o

ngoi

ng)

Fine

Arts

Edu

ca-

tion

(BFA

)Ye

sIn

the A

rt D

ept’s

200

4 se

lf st

udy

Seni

or se

min

ar

caps

tone

Pa

rt tim

e an

d fu

ll tim

e fa

culty

revi

ew

stud

ent p

ortfo

lios a

nd

rate

them

on

scal

e of

1-1

0 ba

sed

on

unde

rsta

ndin

g of

vi

sual

ele

men

ts a

nd

prin

cipl

es (p

assi

ng

scor

e <

6).

Cur

ricul

um is

ad-

just

ed a

s nee

ded

to

mee

t pro

gram

goa

ls

mor

e ef

fect

ivel

y.

2004

Mus

ic E

duca

tion

(BM

) Ye

sIn

the

unde

rgra

duat

e ca

talo

g: h

ttp:

//us

m.m

aine

.edu

/cat

alog

s/un

derg

radu

ate/

pdfs

/mus

ic.p

df a

nd in

the

Mus

ic E

duca

tion

Stud

ent T

each

ing

Han

dboo

k:ht

tp:/

/usm

.mai

ne.e

du/c

ehd/

MD

OE/

Mus

ic%

20Ed

ucat

ion/

Prog

ram

%20

Doc

umen

ts/M

UE_

Stud

_tea

ch_h

andb

k_08

09.

pdf

Jurie

d pe

rfor

-m

ance

eva

luat

ions

; ca

psto

ne in

stru

-m

enta

l or v

ocal

pe

rfor

man

ce re

cita

l; pa

ssed

the

Prax

is

I Rea

ding

, Writ

ing

and

Mat

hem

atic

s ex

am w

ith a

scor

e ≥

526;

pas

sed

the

Prax

is II

Mus

ic

Con

tent

Kno

wle

dge

exam

with

a sc

ore

≥ 15

1; c

apst

one

portf

olio

pro

ject

in

EDU

324

(Stu

dent

Te

achi

ng)

Scho

ol o

f Mus

ic

facu

lty re

view

stu-

dent

per

form

ance

in

cour

ses d

urin

g ad

vis-

ing

sess

ions

. Dur

ing

the

seni

or y

ear,

Mu-

sic

facu

lty a

sses

s the

vo

cal o

r ins

trum

enta

l pe

rfor

man

ce re

cita

l. Pr

ior t

o ad

mis

sion

to

stud

ent t

each

ing,

M

usic

Edu

catio

n fa

c-ul

ty re

view

aca

dem

ic

reco

rds a

nd te

st

scor

es. D

urin

g an

d af

ter s

tude

nt te

ach-

ing,

Mus

ic E

d fa

culty

re

view

all

evid

ence

.

In th

e pr

oces

s of

impl

emen

ting

a ne

w

curr

icul

um to

bet

ter

serv

e st

uden

ts, a

lign

with

Mai

ne D

ept o

f Ed

ucat

ion

Mus

ic

Educ

ator

lice

nse,

an

d m

ore

effe

ctiv

ely

alig

n w

ith th

e ne

w

gene

ral e

duca

tion

curr

icul

um

Sprin

g 20

09

Cou

nsel

ing-

Scho

ol

(MS)

Cou

nsel

ing-

Clin

i-ca

l Men

tal H

ealth

(M

S)






19


Cou

nsel

ing-

Reh

a-bi

litat

ion

(MS)

Scho

ol P

sych

ol-

ogy

(MS)

Lite

racy

Edu

catio

n (M

SEd)

Lite

racy

Edu

catio

n ES

L (M

SEd)

Educ

atio

nal L

ead-

ersh

ip (M

SEd)

Nur

sing

and

H

ealth

Pro

fes-

sion

sN

ursi

ng (B

S)

YES

BS

Prog

ram

O

utco

mes

CO

NH

P/SO

N w

ebsi

te v

ia

Stud

ent h

andb

ook

http

s://

www.

usm

.mai

ne.e

du/s

on/n

ursi

ng/d

ocum

ents

/H

andb

ook1

-10.

pdf

(p. 5

)

Lead

ersh

ip C

ours

e (N

UR

470

) and

Pr

actic

um C

ours

e (N

UR

480

) tog

ethe

r se

rve

as c

apst

ones

fo

r ver

bal,

writ

ten,

te

chno

logy

and

nu

rsin

g pr

actic

e

NC

LEX

nur

sing

li-

cens

ure

exam

inat

ion

Cou

rse

inst

ruct

ors

resp

onsi

ble

for a

s-se

ssin

g

Prog

ram

Eva

luat

ion

Cha

ir co

llect

s dat

a,

repo

rted

to D

irect

or,

curr

icul

um c

om-

mitt

ee a

nd fa

culty

. A

nnua

lly

Incr

easi

ng a

dmis

-si

on st

anda

rds,

impl

emen

ting

pro-

gres

sion

pol

icie

s, co

ntra

ctin

g fo

r sta

n-da

rdiz

ed te

stin

g an

d re

view

pro

gram

s, be

nchm

arki

ng w

ith

natio

nal s

tand

ards

2010

self

stud

y(c

urric

ular

re-

view

and

revi

sion

is

ong

oing

)

https://www.usm.maine.edu/son/nursing/documents/Handbook1-10.pdf


20

APPENDIX

Nur

sing

(MS)

Y

ESC

ON

HP/

SON

web

site

via

St

uden

t han

dboo

k

Sam

e fo

r all

degr

ees b

elow

–ht

tps:

//ww

w.us

m.m

aine

.edu

/son

/nur

sing

/doc

umen

ts/

Han

dboo

k1-1

0.pd

f(p

.7)

Cer

tifica

tion

exam

s in

are

as o

f pre

pa-

ratio

n (a

dvan

ced

prac

tice

nurs

ing)

Lice

nsur

e as

APN

, if

appr

opria

te in

St

ate

in w

hich

gr

adua

te p

ract

ices

.

Prog

ram

Eva

luat

ion

Cha

ir co

llect

s dat

a,

repo

rted

to D

irect

or,

curr

icul

um c

om-

mitt

ee a

nd fa

culty

. A

nnua

lly

Cur

ricul

ar a

djus

t-m

ents

as n

eede

d ba

sed

on o

utco

mes

of

spec

ific

certi

fica-

tion

exam

s

2010

self

stud

y (c

urric

ular

re-

view

and

revi

sion

is

ong

oing

)

Psyc

hiat

ric/M

enta

l H

ealth

Clin

ical

Sp

ecia

list (

CN

S)(C

AS)

YES

Sam

eSa

me

Sam

eSa

me

Psyc

hiat

ric N

urse

Pr

actit

ione

r (C

AS)

YES

Sam

eSa

me

Sam

eSa

me

Adu

lt N

urse

Pra

c-tit

ione

r (C

AS)

YES

Sam

eSa

me

Sam

eSa

me

Fam

ily N

urse

Pr

actit

ione

r (C

AS)

YES

Sam

eSa

me

Sam

eSa

me

Clin

ical

Nur

se

Lead

er (C

NL)

(CA

S)

YES

Sam

eSa

me

Sam

eSa

me

Nur

sing

Edu

cato

r (C

AS)

YES

http

://w

ww.u

sm.m

aine

.edu

/con

hp/n

ursi

ng/p

ostm

s.ht

ml

Non

eG

radu

ate

Cur

ricul

um

Com

mitt

eeN

one

2010

Rad

iatio

n Th

erap

y (B

S)D

irect

or, S

choo

l of

Nur

sing

Exer

cise

Sci

ence

(B

S)

Cou

rse

Inst

ruct

or

resp

onsi

ble

for a

s-se

ssin

gA

thle

tic T

rain

ing

(BS)

Yes

http

://u

sm.m

aine

.edu

/con

hp/e

hss/

athl

etic

trai

ning

.htm

l C

lass

room

co

mpe

tenc

y an

d cl

inic

al p

rofic

ienc

y ev

alua

tions

; Clin

ical

ro

tatio

ns.

Prog

ram

Dire

ctor

and

C

urric

ulum

Coo

rdi-

nato

r ann

ually

.

Cou

rses

mod

i-fic

atio

n pe

r exi

t in

terv

iew

feed

back

an

d an

alys

is.

Feb.

201

0

Hea

lth S

cien

ces



http://www.usm.maine.edu/conhp/nursing/postms.html

http://usm.maine.edu/conhp/ehss/athletictraining.html

21


Ther

apeu

tic R

ec-

reat

ion

(BS)

Yes

They

are

writ

ten

in o

ur la

st In

tern

al/E

xter

nal R

evie

w re

port

in to

tal

and

as a

ppro

pria

te in

eac

h co

urse

sylla

bus.

1. E

ach

stud

ent

mus

t suc

cess

fully

co

mpl

ete

a se

mes

ter

long

Inte

rnsh

ip o

f at

leas

t 480

hou

rs

unde

r the

supe

rvi-

sion

of a

Cer

tified

Th

erap

eutic

Rec

-re

atio

n Sp

ecia

list

(CTR

S) 2

. Eac

h st

uden

t mus

t suc

-ce

ssfu

lly c

ompl

ete

the

depa

rtmen

t ca

psto

ne c

ours

e,

REC

498

, Man

age-

men

t and

Sup

ervi

-si

on in

The

rape

utic

R

ecre

atio

n. 3

. To

beco

me

a C

TRS

a gr

adua

te m

ust p

ass

a na

tiona

l exa

m

adm

inis

tere

d by

the

Nat

iona

l Cou

ncil

for T

hera

peut

ic

Rec

reat

ion

Cer

tifi-

catio

n N

CTR

C).

The

Rec

reat

ion

&

Leis

ure

Stud

ies

facu

lty a

cts a

s a

Cur

ricul

um C

om-

mitt

ee o

f the

who

le

in d

eter

min

ing

the

curr

icul

um. E

ach

stu-

dent

has

an

acad

emic

ad

viso

r who

is a

full

time

facu

lty m

embe

r, he

nce

a m

embe

r of

the

com

mitt

ee. T

he

com

mitt

ee m

eets

re

gula

rly d

urin

g th

e ye

ar a

nd a

lso

take

s di

rect

ion

from

the

NC

TRC

.

Cha

nges

hav

e be

en

mad

e w

ithin

seve

ral

cour

ses a

nd e

ntire

co

urse

s gav

e be

en

adde

d as

a re

sult

of d

irect

ives

from

N

CTR

C a

s the

ir st

anda

rds h

ave

chan

ged

and

from

th

e C

urric

ulum

C

omm

ittee

’s a

s-se

ssm

ent o

f nee

ds

durin

g th

eir y

ear’s

w

ork

and

follo

w-

ing

the

writ

ten

exit

inte

rvie

ws o

f eac

h ye

ars g

radu

ates

.

The

mos

t rec

ent

revi

ew o

f the

R

ecre

atio

n &

Le

isur

e St

udie

s D

epar

tmen

t was

du

ring

the

1998

-99

aca

dem

ic

year

. Rec

ently

sc

hedu

led

revi

ews h

ave

been

pos

tpon

ed

due

to fa

c-ul

ty sa

bbat

ical

s (w

hich

redu

ced

the

nece

ssar

y w

ork

forc

e in

an

alre

ady

smal

l de

partm

ent)

and

the

lead

ersh

ip o

f In

terim

Dea

ns

whi

ch re

quire

d th

e de

partm

ent’s

en

ergy

to b

e pu

t el

sew

here

. We

are

tent

ativ

ely

to

be re

view

ed n

ext

year

(201

0-11

) at

this

tim

e. A

s our

de

partm

ent,

with

a

sing

le m

ajor

, is

not

elig

ible

fo

r nat

iona

l ac-

cred

itatio

n, th

is is

an

inte

rnal

issu

e on

ly.

Lew

isto

n-A

ubur

n C

olle

geA

rts &

Hum

aniti

es

(BA

)N

oN

/AA

dvis

or &

Fac

ulty

re

view

sA

dvis

or &

Fac

ulty

N/A

200

1

Lead

ersh

ip &

O

rgan

izat

iona

l St

udie

s (B

S)

No

N/A

N/A

N/A

N/A

1999

22

APPENDIX

Nat

ural

& A

pplie

d Sc

ienc

es (B

A)

Not

at t

he

prog

ram

le

vel;

Cou

rse

leve

l utc

omes

ha

ve b

een

deta

iled:

NA

S is

cur

rent

ly

over

haul

ing

its c

urric

ulum

an

d bu

ild-

ing

the

new

m

ajor

aro

und

spec

ific

lear

n-in

g ou

tcom

es

and

auth

entic

as

sess

men

t to

mea

sure

thos

e ou

tcom

es.

n/a

Sylla

bi

n/a

Cap

ston

e co

urse

an

d po

rtfol

io a

re

one

mea

sure

, th

ough

indi

vidu

al

cour

se su

cces

s is

prim

ary

n/a

Inst

ruct

or

n/a

n/a

2000

Soci

al &

Beh

av-

iora

l Sci

ence

s (B

A)

2001

-200

2 Pr

ogra

m

Rev

iew

Not

pub

lishe

dC

ompi

latio

n of

al

umni

’s p

rofe

s-si

onal

pos

ition

s;

Perio

dic

alum

ni su

r-ve

ys; P

iggy

-bac

king

ev

alua

tion

of so

me

of th

e ou

tcom

es o

n co

mpa

rabl

e LC

C

outc

omes

(e.g

., cr

itica

l thi

nkin

g);

Info

rmal

repo

rts

from

maj

or e

mpl

oy-

ers i

n th

e re

gion

Alu

mni

dat

a av

ail-

able

for a

ll st

aff a

nd

facu

lty --

inte

rpre

ta-

tion

not f

orm

ally

de

lega

ted;

Ann

ual

grou

p ad

visi

ng se

s-si

ons w

ith st

uden

ts

and

alum

ni

Bas

ed o

n lo

cal

empl

oyer

feed

back

, SB

S is

in m

idst

of

expa

ndin

g op

-tio

ns fo

r stu

dent

s’ co

mpl

etio

n of

stat

e re

quire

men

ts fo

r M

HRT

-C c

ertifi

ca-

tion

2001

-02

Occ

upat

iona

l Th

erap

y (M

OT)

Yes

Stud

ent H

andb

ook;

AC

OTE

(acc

redi

tatio

n ag

ency

)N

atio

nal C

ertifi

ca-

tion

Exam

; Fie

ld-

wor

k ev

als;

Empl

oyer

surv

eys;

C

ours

e Ev

als

The

facu

lty a

t wee

kly

facu

lty m

eetin

gs a

nd

at p

rogr

am c

urric

u-lu

m re

treat

s

We

have

revi

sed

the

curr

icul

um to

in-

clud

e m

ore

cont

ent

in c

erta

in a

reas

.

AO

TA B

ien-

nial

revi

ew 2

010

– su

cces

sful

su

bmis

sion

Mus

kie

Scho

olH

ealth

& P

olic

y M

anag

emen

t (M

S)Ye

sC

ours

e sy

llabi

, pro

gram

self-

stud

yC

apst

one

requ

ire-

men

tC

urric

ulum

Com

mit-

tee,

Fac

ulty

Adv

isor

s an

d Pr

ogra

m C

hair

Cou

rse

revi

sion

s 20

05

23


Com

mun

icat

ions

Pl

anni

ng &

Dev

el-

opm

ent (

MS)

Yes

http

://w

ww.p

lann

inga

ccre

dita

tion

boar

d.or

g/in

dex.

php?

s=fil

e_do

wnlo

ad&i

d=62

Cap

ston

e re

quire

-m

ent

Facu

lty a

nd C

hair

of

the

prog

ram

Cha

nged

cap

ston

e pr

oces

ses r

egar

d-in

g pr

opos

als a

nd

pres

enta

tion

of fi

nal

prod

ucts

.

No

form

al re

view

–

plan

ned

for

accr

edita

tion

Publ

ic P

olic

y &

Man

agem

ent

(MPP

M)

Yes

Nat

iona

l Ass

ocia

tion

of S

choo

ls o

f Pub

lic A

ffairs

and

Adm

inis

-tra

tion

(NA

SPA

A) a

ccre

dita

tion.

Circ

ulat

ed b

y N

ASP

AA

as a

n ex

ampl

e of

a le

arni

ng b

ased

out

com

e sy

stem

.

http

://w

ww.n

aspa

a.or

g/ac

cred

itat

ion/

accr

edit

atio

n.as

p

Cap

ston

e re

quire

-m

ent

Facu

lty, P

rogr

am

Cha

ir, a

nd se

lect

pro

-gr

am c

omm

ittee

s

Cha

nges

in p

rogr

am

curr

icul

um, i

ndiv

id-

ual c

ours

es, l

engt

h of

the

prog

ram

and

ad

ditio

n of

cer

tifi-

cate

pro

gram

s

2002

Scho

ol o

f Bus

i-ne

ssB

usin

ess A

dmin

is-

tratio

n (B

S)Ye

s ht

tp:/

/www

.usm

.mai

ne.e

du/s

b/ao

l.htm

lC

ours

e em

bedd

ed

asse

ssm

ents

and

fie

ld te

sts.

Scho

ol o

f Bus

ines

s A

sses

smen

t of L

earn

-in

g C

omm

ittee

Seve

ral c

urric

ular

ch

ange

s inc

ludi

ng:

Add

ition

of b

usi-

ness

qua

ntita

tive

anal

ysis

cou

rse.

Add

ition

of i

nter

-na

tiona

l bus

ines

s re

quire

men

t.

Bus

ines

s Adm

inis

-tra

tion

(MB

A)

Yes

http

://w

ww.u

sm.m

aine

.edu

/sb/

aol.h

tml

Cou

rse

embe

dded

as

sess

men

ts a

nd

field

test

s.

Scho

ol o

f Bus

ines

s A

sses

smen

t of L

earn

-in

g C

omm

ittee

Cur

ricul

ar c

hang

es

incl

ude:

Dev

elop

men

t of a

su

pply

cha

in m

an-

agem

ent c

ours

e;A

dditi

on o

f a

sim

ulat

ion

pack

-ag

e in

our

Ope

ra-

tions

Man

agem

ent

cour

se.

Ado

ptio

n of

an

ETS

field

test

for

exte

rnal

val

idity

.

http://www.planningaccreditationboard.org/index.php?s=file_download&id=62

http://www.planningaccreditationboard.org/index.php?s=file_download&id=62

http://www.naspaa.org/accreditation/accreditation.asp



24

APPENDIX

Bus

ines

s Adm

inis

-tra

tion

(MSA

)Pr

ogra

m d

is-

cont

inue

dSc

hool

of L

awLa

w (J

D)

Yes

http

://m

aine

law.

mai

ne.e

du/s

tude

nt-s

ervi

ces/

pdf/

stu-

dent

-han

dboo

k.pd

f

Plan

ning

You

r Cou

rse

of S

tudy

pre

sent

atio

n to

firs

t yea

r stu

dent

s

Cap

ston

e co

urse

s, up

per l

evel

writ

ing

requ

irem

ent,

clin

i-ca

l and

oth

er li

ve

clie

nt p

rogr

ams,

mul

tista

te p

rofe

s-si

onal

resp

onsi

bilit

y ex

amin

atio

n, p

aten

t ba

r exa

min

atio

n, b

ar

exam

inat

ion.

Facu

lty, C

urric

ulum

C

omm

ittee

, Ass

ocia

te

Dea

n fo

r Aca

dem

ic

Affa

irs, b

ar e

xam

in-

ers.

Ong

oing

cur

-ric

ular

revi

ew h

as

impr

oved

pra

cti-

cal s

kills

trai

ning

, in

crea

sed

oppo

rtuni

-tie

s for

ext

erns

hip,

cl

inic

pla

cem

ent

and

othe

r liv

e cl

i-en

t opp

ortu

nitie

s, in

crea

sed

focu

s on

bar e

xam

inat

ion

prep

arat

ion.

2008

revi

ew

by a

ccre

ditin

g bo

dies

, an-

nual

revi

ew b

y A

ssoc

iate

Dea

n an

d C

urric

ulum

C

omm

ittee

.

Inst

itut

ions

sel

ecti

ng E

1a s

houl

d al

so in

clud

e E1

b.

http://mainelaw.maine.edu/student-services/pdf/student-handbook.pdf

http://mainelaw.maine.edu/student-services/pdf/student-handbook.pdf

25


Opt

iOn

E1:

pa

rt b

. in

vE

nt

Or

y O

f sp

Ec

ial

izE

d a

nd

pr

Og

ra

m a

cc

rE

dit

at

iOn

aC

Cr

edit

ed P

ro

gr

am

s(1

)Pr

ofes

sion

al, s

peci

aliz

ed,

Stat

e, o

r pro

gram

mat

ic

accr

edita

tions

cur

rent

ly

held

by

the

inst

itutio

n (b

y ag

ency

or p

rogr

am n

ame)

.

(2)

Dat

e of

m

ost r

ecen

t ac

cred

itatio

n ac

tion

by e

ach

liste

d ag

ency

.

(3)

List

key

issu

es fo

r con

tinui

ng a

ccre

dita

tion

iden

tified

in

acc

redi

tatio

n ac

tion

lette

r or r

epor

t.

(4)

Key

per

form

ance

indi

cato

rs a

s req

uire

d by

ag

ency

or s

elec

ted

by p

rogr

am (l

icen

sure

, bo

ard,

or b

ar p

ass r

ates

; em

ploy

men

t rat

es,

etc.

). *

(6)

Dat

e an

d na

ture

of

nex

t sch

ed-

uled

revi

ew.

Col

lege

of A

rts &

Sci

ence

s

Art

Nat

iona

l Ass

ocia

tion

of

Sch

ools

of A

rt &

Des

ign

Apr

il 20

051)

The

Com

mis

sion

not

es th

e ac

tions

alre

ady

take

n by

the

inst

itutio

n to

brin

g th

e ce

ram

ics

and

prin

tmak

ing

stud

ios

in R

A H

all i

nto

com

pli-

ance

with

NA

SA

D s

tand

ards

rega

rdin

g fa

cilit

ies,

he

alth

, and

saf

ety.

The

Com

mis

sion

als

o no

tes

that

the

inst

itutio

n is

“pla

nnin

g a

reno

vatio

n of

th

e ph

otog

raph

y an

d sc

ulpt

ure

stud

ios

and

an

addi

tion

to R

A w

ithin

a fu

ture

com

ing

bond

issu

e.”

The

prog

ress

repo

rt sh

ould

pro

vide

the

stat

us o

f fu

ndin

g fo

r and

pro

gres

s to

war

d th

is re

nova

tion

and

addi

tion.

2) T

he C

omm

issi

on is

in re

ceip

t of U

SM

Und

er-

grad

uate

Cat

alog

200

4-05

and

the

inst

itutio

ns

resp

onse

rega

rdin

g ne

cess

ary

step

s to

be

take

n to

ass

ure

accu

racy

and

con

sist

ency

of p

rogr

am/

degr

ee ti

tles.

The

pro

gres

s re

port

shou

ld in

clud

e do

cum

enta

tion

confi

rmin

g th

at p

rogr

am n

ames

an

d tit

les

are

bein

g us

ed c

onsi

sten

tly in

pub

lishe

d m

ater

ials

.

1) K

now

ledg

e of

the

cent

ral c

once

pts,

to

ols

of in

quiry

, and

stru

ctur

es o

f the

di

scip

line(

s); c

an c

reat

e le

arni

ng e

xper

i-en

ces

that

mak

e th

ese

aspe

cts

of s

ubje

ct

mat

ter m

eani

ngfu

l to

stud

ents

.2)

Int

egra

tion

of th

e co

ncep

ts, t

ools

of

inqu

iry, a

nd s

truct

ures

am

ong

the

disc

i-pl

ines

.3)

Kno

wle

dge

of th

e di

vers

e w

ays

in

whi

ch s

tude

nts

lear

n an

d de

velo

p by

pro

-vi

ding

lear

ning

opp

ortu

nitie

s th

at s

uppo

rt th

eir i

ntel

lect

ual,

phys

ical

, em

otio

nal,

and

soci

al d

evel

opm

ent.

4) P

lans

inst

ruct

ion

base

d up

on k

now

l-ed

ge o

f sub

ject

mat

ter,

stud

ents

, and

cu

rric

ulum

goa

ls.

5) U

nder

stan

ds a

nd u

ses

a va

riety

of

inst

ruct

iona

l stra

tegi

es a

nd a

ppro

pria

te

tech

nolo

gies

.6)

Cre

ates

and

mai

ntai

ns a

cla

ssro

om

envi

ronm

ent w

hich

sup

ports

and

enc

our-

ages

lear

ning

.7)

Dem

onst

rate

s th

e ab

ility

to s

uppo

rt st

uden

ts’ l

earn

ing

and

wel

l-bei

ng b

y en

gagi

ng s

tude

nts,

hom

e, s

choo

l, co

l-le

ague

s an

d co

mm

unity

.8)

Und

erst

ands

and

use

s a

varie

ty o

f fo

rmal

and

info

rmal

ass

essm

ent s

trate

gies

to

eva

luat

e an

d su

ppor

t the

dev

elop

men

t of

the

lear

ner.

9) D

emon

stra

tes

an a

war

enes

s of

and

co

mm

itmen

t to

ethi

cal a

nd le

gal r

espo

nsi-

bilit

ies

of a

teac

her.

10) D

emon

stra

tes

a st

rong

pro

fess

iona

l et

hic

and

a de

sire

to c

ontri

bute

to th

e ed

ucat

ion

prof

essi

on.

AY 2

013-

2014

26

APPENDIX

Ling

uist

ics

Com

mis

sion

on

Col

le-

giat

e In

terp

rete

r Edu

ca-

tion

Dec

embe

r 9,

2009

1) S

ubm

issi

on o

f a re

port

ever

y tw

o ye

ars,

be

ginn

ing

12/2

011.

Thi

s re

port

is to

con

tain

a

sum

mar

y of

act

iviti

es a

nd d

emon

stra

tions

that

the

Pro

gram

rem

ains

in c

ompl

ianc

e w

ith th

e C

CIE

S

tand

ards

. Yo

u w

ill re

ceiv

e a

rem

inde

r and

a

form

at to

follo

w 6

0 da

ys p

rior t

o th

e du

e da

te o

f th

e re

port.

2) S

ubm

issi

on o

f a re

port

with

in 3

0 da

ys o

f si

gnifi

cant

cha

nges

in p

rogr

am s

truct

ure,

sta

ffing

or

cur

ricul

um.

3) P

aym

ent o

f the

Ann

ual S

usta

inin

g Fe

e of

$4

00, d

ue in

Dec

embe

r eac

h ye

ar b

egin

ning

in

2010

.Th

ere

are

area

s th

at “n

eed

impr

ovem

ent”

but a

re

not b

indi

ng n

or a

re th

ey s

tipul

atio

ns fo

r acc

redi

ta-

tion.

Sta

ndar

ds-b

ased

Pre

para

tion

(CC

IE

Sta

ndar

ds)

1) S

tude

nt o

utco

mes

, and

qua

litat

ive

and

quan

titat

ive

eval

uatio

n to

ol(s

) use

d to

as-

sess

gra

duat

e co

mpe

tenc

ies.

2) M

atrix

of t

imel

ines

for d

ata

colle

ctio

ns.

3) D

escr

iptio

ns a

nd o

r exa

mpl

es o

f dat

a co

llect

ion

and

subs

eque

nt a

naly

sis

and

inte

rpre

tatio

n of

dat

a.4)

Ana

lysi

s an

d in

terp

reta

tion

of d

ata

for

prog

ram

impr

ovem

ent.

5) F

requ

ency

of d

ata

colle

ctio

n.6)

Tim

elin

es fo

r dat

a co

llect

ion.

7) A

naly

sis

and

inte

rpre

tatio

n of

dat

a co

l-le

cted

.8)

Evi

denc

e of

col

lect

ion

of d

ata.

9) N

arra

tive

desc

riptio

n of

the

anal

ysis

an

d in

terp

reta

tion

of d

ata

for p

rogr

am

impr

ovem

ent.

10) G

radu

ate

and

empl

oyer

sur

veys

ove

r th

e pa

st 3

-5 y

ears

.11

) Pro

gram

sat

isfa

ctio

n su

rvey

s an

d ex

ampl

es o

f int

ervi

ew a

nd/o

r foc

us g

roup

qu

estio

ns.

12) R

esul

ts o

f eva

luat

ion

of s

tude

nt p

er-

form

ance

on

stat

e an

d na

tiona

l cer

tifica

-tio

n ex

amin

atio

ns.

Dec

embe

r 20

19

27


Mus

icN

atio

nal A

ssoc

iatio

n of

S

choo

ls o

f Mus

ic

June

200

2Th

e C

omm

issi

on c

omm

ends

the

inst

itutio

n fo

r its

thor

ough

resp

onse

to a

ll is

sues

rais

ed d

urin

g th

e re

accr

edita

tion

proc

ess,

wis

hes

the

mus

ic

unit

wel

l in

its e

fforts

to fi

ll th

e fa

culty

pos

ition

va

cate

d by

the

appo

intm

ent o

f a n

ew D

ean

and

in it

s pr

ogre

ss to

war

d de

sign

and

con

stru

ctio

n of

a

new

faci

lity.

Mus

ic E

duca

tion

1-3

1) L

icen

sed

to te

ach

mus

ic in

gra

des

K-1

2 in

Mai

ne a

nd/o

r oth

er s

tate

s 2)

Hol

ds m

usic

edu

cato

r pos

ition

in p

ublic

or

priv

ate

elem

enta

ry, m

iddl

e an

d/or

hig

h sc

hool

s 3)

Invo

lvem

ent w

ith M

aine

and

nat

iona

l-le

vel m

usic

edu

catio

n po

licy

and

advo

-ca

cy a

s m

embe

rs o

f the

Mai

ne M

usic

E

duca

tors

Ass

ocia

tion

and

the

Nat

iona

l A

ssoc

iatio

n of

Mus

ic

Edu

catio

n, th

e M

usic

Edu

cato

rs N

atio

nal

Con

fere

nce

4) C

ompl

etio

n of

gra

duat

e ed

ucat

ion

at

US

M o

r oth

er u

nive

rsiti

es n

atio

nwid

e5)

Fac

ulty

teac

hing

mus

ic a

t the

col

lege

or

univ

ersi

ty le

vel

Com

pose

r and

arr

ange

r of m

usic

6) C

reat

ion

of te

achi

ng s

tudi

o fo

r priv

ate

mus

ic in

stru

ctio

n7)

Fre

elan

ce m

usic

ian

perfo

rmin

g lo

cally

, na

tiona

lly a

nd/o

r int

erna

tiona

lly8)

Mili

tary

ban

d, o

rche

stra

or c

hoir

mus

i-ci

anP

rofe

ssio

nal p

iani

sts,

org

anis

ts a

nd a

c-co

mpa

nist

s9)

Voc

al s

oloi

st a

nd c

hoir

mem

ber

10) M

embe

r of p

rofe

ssio

nal m

usic

al th

e-at

re c

ompa

ny11

) Chu

rch

chor

al d

irect

or12

) Pro

fess

iona

l mus

ic d

irect

or13

) Pro

fess

iona

l voc

alis

t

14) P

rofe

ssio

nal i

nstru

men

talis

t15

) Rec

ordi

ng a

rtist

16) C

ondu

ctin

g co

mm

unity

ens

embl

es17

) Wor

king

in p

ositi

ons

of m

usic

sal

es,

mer

chan

dizi

ng, a

nd m

anag

emen

t

AY 2

010-

2011

28

APPENDIX

Soci

al W

ork

BS

W a

nd M

SW

Cou

ncil

on S

ocia

l Wor

k E

duca

tion

BS

WO

ctob

er

2005

MS

WFe

brua

ry

2009

At i

ts O

ctob

er 2

004

mee

ting,

the

CO

A re

view

ed

the

Sel

f Stu

dy, A

ccre

dita

tion

Rev

iew

Brie

f, an

d th

e P

rogr

am’s

Res

pons

e to

the

Brie

f as

the

reaf

firm

atio

n ap

plic

atio

n fo

r the

bac

cala

urea

te

soci

al w

ork

prog

ram

at t

he U

nive

rsity

of S

outh

ern

Mai

ne.

The

CO

A vo

ted

to re

affir

m th

e pr

ogra

m’s

ac

cred

itatio

n fo

r eig

ht y

rs, e

ndin

g O

ctob

er 2

011

with

a p

rogr

ess

repo

rt to

be

revi

ewed

by

the

CO

A.

At i

ts O

ctob

er 2

005

mee

ting,

the

CO

A re

view

ed

the

Pro

gres

s R

epor

t for

the

bacc

alau

reat

e so

cial

w

ork

prog

ram

. Th

e C

OA

vote

d to

acc

ept t

he

repo

rt.

Thus

, all

issu

es ra

ised

in th

e 20

04 re

port

wer

e ad

dres

sed

and

satis

fact

orily

reso

lved

in th

e 20

05

repo

rt.

At i

ts F

ebru

ary

2008

mee

ting,

the

CO

A re

view

ed

the

Sel

f Stu

dy, t

he A

ccre

dita

tion

Rev

iew

Brie

f an

d th

e pr

ogra

m’s

resp

onse

to th

e B

rief a

s th

e re

affir

mat

ion

appl

icat

ion

for t

he m

aste

r’s s

ocia

l w

ork

prog

ram

. Th

e C

OA

vote

d to

reaf

firm

the

prog

ram

’s a

ccre

dita

tion

for e

ight

yea

rs, e

ndin

g in

O

ctob

er 2

015,

due

to a

n ad

min

istra

tive

adju

st-

men

t, w

ith a

pro

gres

s re

port

to b

e re

view

ed b

y th

e C

OA

.A

t its

Feb

ruar

y 20

09 m

eetin

g, th

e C

OA

revi

ewed

th

e P

rogr

ess

Rep

ort f

or th

e m

aste

r’s s

ocia

l wor

k pr

ogra

m a

t the

Uni

vers

ity o

f Sou

ther

n M

aine

. Th

e C

OA

vote

d to

acc

ept t

he P

rogr

ess

Rep

ort.

Th

us, a

ll is

sues

rais

ed in

the

Febr

uary

200

8 re

port

wer

e ad

dres

sed

and

satis

fact

orily

reso

lved

in

the

2009

repo

rt.

Com

pete

ncy-

base

d st

anda

rds.

Can

dida

te A

sses

smen

ts:

Met

rics

focu

sed

on o

utco

me

perfo

rman

ce

of p

ract

ice

beha

vior

s (in

tegr

atin

g an

d ap

-pl

ying

pra

ctic

e-ba

sed

com

pete

ncie

s).

Pro

gram

Ass

essm

ents

:E

vide

nce

from

cou

rse

embe

dded

act

ivi-

ties,

ski

ll/co

nten

t-spe

cific

ass

essm

ents

, ex

tern

al, t

hird

-par

ty fe

ed-b

ack.

e.g.

, GPA

(cum

ulat

ive,

pro

fess

iona

l se

quen

ce).

Clin

ical

Eva

luat

ions

, Alu

mni

Sur

veys

and

S

tate

Lic

ensu

re E

xam

s

BS

W

Oct

ober

201

1M

SW

Oct

ober

201

5

App

lied

Scie

nce,

Eng

inee

r-in

g &

Tec

hnol

ogy

Com

pute

r Sci

ence

Acc

redi

tatio

n B

oard

fo

r Eng

inee

ring

and

Tech

nolo

gy (A

BE

T) –

C

ompu

ting

Acc

redi

tatio

n C

omm

issi

on

Aug

ust 1

1,

2009

The

Com

pute

r Sci

ence

pro

gram

was

acc

redi

ted

for t

he m

axim

um s

ix y

ear t

erm

.

Two

conc

erns

:1.

Bot

h or

al a

nd w

ritte

n co

mm

unic

atio

n sk

ills

need

to b

e ap

plie

d an

d de

velo

ped

in th

e pr

o-gr

am.

2. T

he a

bilit

y of

the

curr

ent l

evel

of s

uppo

rt pe

rson

nel s

taffi

ng to

inst

all a

nd m

aint

ain

the

labo

-ra

torie

s an

d co

mpu

ting

faci

litie

s is

not

cle

ar.

Pro

gram

s ar

e ju

dged

aga

inst

8 g

ener

al

crite

rion

area

s w

ith re

quire

men

ts p

erta

in-

ing

to:

Crit

erio

n 1.

Stu

dent

sC

riter

ion

2. P

rogr

am E

duca

tiona

l Obj

ec-

tives

Crit

erio

n 3.

Stu

dent

Out

com

esC

riter

ion

4. C

ontin

uous

Impr

ovem

ent

Crit

erio

n 5.

Cur

ricul

umC

riter

ion

6. F

acul

tyC

riter

ion

7. F

acili

ties

Crit

erio

n 8.

Inst

itutio

nal S

uppo

rt

Sep

tem

ber 3

0,

2015

29


Engi

neer

ing

Acc

redi

tatio

n B

oard

for

Eng

inee

ring

and

Tech

-no

logy

(AB

ET)

– E

ngi-

neer

ing

Acc

redi

tatio

n C

omm

issi

on

June

, 201

0 (p

endi

ng

hear

ing)

All

prog

ram

opt

ions

wer

e fu

lly a

ccre

dite

d fo

r the

m

axim

um s

ix y

ear t

erm

The

Indu

stria

l Man

agem

ent a

nd C

onst

ruct

ion

Man

agem

ent o

ptio

ns w

ere

cite

d as

par

tially

com

-pl

iant

on

the

prog

ram

bal

ance

sta

ndar

d fo

r not

pr

ovid

ing

any

writ

ten

just

ifica

tion

for a

ny o

f the

lim

its b

eing

exc

eede

d as

out

lined

in th

e st

anda

rd.

The

pro

gram

was

cite

d fo

r par

tial c

ompl

ianc

e fo

r th

e st

anda

rd o

n ad

viso

ry c

omm

ittee

s fo

r not

hav

-in

g a

spec

ified

leng

th o

f app

oint

men

ts fo

r tho

se

serv

ing

on s

uch

a co

mm

ittee

.

A w

aive

r was

gra

nted

for n

ew p

rogr

am o

ptio

ns in

co

nstru

ctio

n m

anag

emen

t and

ele

ctro

-mec

han-

ical

sys

tem

s si

nce

thos

e ne

w p

rogr

am o

ptio

ns

had

not b

een

in e

xist

ence

long

eno

ugh

to h

ave

a su

ffici

ent n

umbe

r of g

radu

ates

to a

sses

s.

Pro

gram

s ar

e ju

dged

aga

inst

8 g

ener

al

crite

rion

area

s w

ith re

quire

men

ts p

erta

in-

ing

to:

Crit

erio

n 1.

Stu

dent

sC

riter

ion

2. P

rogr

am E

duca

tiona

l Obj

ec-

tives

Crit

erio

n 3.

Stu

dent

Out

com

esC

riter

ion

4. C

ontin

uous

Impr

ovem

ent

Crit

erio

n 5.

Cur

ricul

umC

riter

ion

6. F

acul

tyC

riter

ion

7. F

acili

ties

Crit

erio

n 8.

Inst

itutio

nal S

uppo

rt

June

, 201

5 (p

endi

ng h

ear-

ing)

Tech

nolo

gyA

ssoc

iatio

n of

Tec

hnol

-og

y, M

anag

emen

t, an

d A

pplie

d E

ngin

eerin

g (A

TMA

E)

Nov

. 1, 2

009

All

prog

ram

opt

ions

wer

e fu

lly a

ccre

dite

d fo

r the

m

axim

um s

ix y

ear t

erm

The

Indu

stria

l Man

agem

ent a

nd C

onst

ruct

ion

Man

agem

ent o

ptio

ns w

ere

cite

d as

par

tially

com

-pl

iant

on

the

prog

ram

bal

ance

sta

ndar

d fo

r not

pr

ovid

ing

any

writ

ten

just

ifica

tion

for a

ny o

f the

lim

its b

eing

exc

eede

d as

out

lined

in th

e st

anda

rd.

The

pro

gram

was

cite

d fo

r par

tial c

ompl

ianc

e fo

r th

e st

anda

rd o

n ad

viso

ry c

omm

ittee

s fo

r not

hav

-in

g a

spec

ified

leng

th o

f app

oint

men

ts fo

r tho

se

serv

ing

on s

uch

a co

mm

ittee

.

A w

aive

r was

gra

nted

for n

ew p

rogr

am o

ptio

ns in

co

nstru

ctio

n m

anag

emen

t and

ele

ctro

-mec

han-

ical

sys

tem

s si

nce

thos

e ne

w p

rogr

am o

ptio

ns

had

not b

een

in e

xist

ence

long

eno

ugh

to h

ave

a su

ffici

ent n

umbe

r of g

radu

ates

to a

sses

s.

Pro

gram

s ar

e ju

dged

aga

inst

63

stan

-da

rds.

6. S

tand

ards

for A

ccre

dita

tion

– B

acca

lau-

reat

e D

egre

e P

rogr

ams

The

obje

ctiv

e of

acc

redi

tatio

n is

to e

nsur

e th

at p

rogr

ams

in In

dust

rial T

echn

olog

y w

hich

are

acc

redi

ted

mee

t or e

xcee

d es

-ta

blis

hed

stan

dard

s. C

onsi

dera

tion

will

be

give

n to

bot

h th

e qu

alita

tive

and

quan

tita-

tive

crite

ria s

et fo

rth in

thes

e st

anda

rds.

6.1

Pre

para

tion

of S

elf-S

tudy

Rep

ort

6.2

Phi

loso

phy

and

Obj

ectiv

es6.

2.1

Mis

sion

6.2.

2 P

rogr

am D

efini

tion

6.2.

3 P

rogr

am A

ccep

tanc

e6.

2.4

Pro

gram

Goa

ls6.

3 P

rogr

am o

f stu

dy6.

3.1

Pro

gram

Nam

e6.

3.2

Pro

gram

Lev

el6.

3.3

Pro

gram

Defi

nitio

n6.

3.4

Pro

gram

Em

phas

is6.

3.5

Foun

datio

n R

equi

rem

ents

6.3.

6 C

ours

e S

eque

ncin

g6.

3.7

App

licat

ion

of M

athe

mat

ics

and

Sci

ence

6.3.

8 C

ompu

ter A

pplic

atio

ns6.

3.9

Com

mun

icat

ions

Nov

. 1, 2

015

30

APPENDIX

6.3.

10 In

dust

rial E

xper

ienc

e6.

3.11

Com

pete

ncy

Iden

tifica

tion

6.3.

12 C

ompe

tenc

y Va

lidat

ion

6.3.

13 P

rogr

am D

evel

opm

ent,

Rev

isio

n,

and

Eva

luat

ion

6.3.

14 T

rans

fer C

ours

e W

ork

6.3.

15 U

pper

Div

isio

n C

ours

e W

ork

6.3.

16 P

rogr

am

6.3.

17 L

egal

Aut

horiz

atio

n6.

4 In

stru

ctio

n6.

4.1

Cou

rse

Syl

labi

6.4.

2 R

efer

ence

Mat

eria

ls6.

4.3

Pro

gram

Bal

ance

: G

ener

al E

duca

-tio

n, P

hysi

cal S

cien

ces,

Man

agem

ent,

Tech

nolo

gy, a

nd

Ele

ctiv

es6.

4.4

Pro

blem

-Sol

ving

Act

iviti

es6.

4.5

Sup

ervi

sion

of I

nstru

ctio

n6.

4.6

Sch

edul

ing

of In

stru

ctio

n6.

5 Fa

culty

6.

5.1

Full-

Tim

e Fa

culty

6.5.

2 M

inim

um F

acul

ty Q

ualifi

catio

ns6.

5.3

Aca

dem

ic P

repa

ratio

n of

Fac

ulty

6.5.

4 S

elec

tion

and

App

oint

men

t Pol

icie

s6.

5.5

Tenu

re a

nd R

eapp

oint

men

t Pol

icie

s6.

5.6

Facu

lty L

oads

6.6

Stu

dent

s6.

6.1

Adm

issi

on a

nd R

eten

tion

Sta

ndar

ds6.

6.2

Sch

olas

tic S

ucce

ss o

f Stu

dent

s6.

6.3

Pla

cem

ent o

f Gra

duat

es6.

6.4

Stu

dent

Eva

luat

ion

of P

rogr

am(s

)6.

6.5

Stu

dent

Enr

ollm

ent

6.6.

6 A

dvis

ory

and

Cou

nsel

ing

Ser

vice

s6.

6.7

Eth

ical

Pra

ctic

es6.

7 A

dmin

istra

tion

6.7.

1 P

rogr

am A

dmin

istra

tion

6.7.

2 A

dmin

istra

tive

Lead

ersh

ip6.

7.3

Adm

inis

trativ

e S

uppo

rt6.

8 Fa

cilit

ies

and

6.8.

1 A

dequ

acy

of F

acili

ties

and

Equ

ip-

men

t6.

8.2

Sup

port

for F

acili

ties

and

Equ

ipm

ent

6.8.

3 A

ppro

pria

tene

ss o

f Equ

ipm

ent

6.9

Com

pute

r Sys

tem

s 6.

9.1

Avai

labi

lity

of C

ompu

ter S

yste

ms

6.9.

2 U

tiliz

atio

n of

Com

pute

r Sys

tem

s6.

10 F

inan

cial

Res

ourc

es6.

10.1

Fin

anci

al S

uppo

rt6.

10.2

Ext

erna

l Fin

anci

al S

uppo

rt6.

11 L

ibra

ry a

nd In

form

atio

n R

esou

rces

31


6.11

.1 L

ibra

ry a

nd In

tern

et R

esou

rces

6.11

.2 U

tiliz

atio

n of

Lib

rary

and

Inte

rnet

R

esou

rces

6.12

Sup

port

6.13

Pla

cem

ent S

ervi

ces

6.13

.1 P

lace

men

t Ser

vice

s6.

13.2

Coo

pera

tive

Edu

catio

n/In

tern

ship

6.14

Indu

stria

l Adv

isor

y C

omm

ittee

(s6.

14.1

Pro

gram

Adv

isor

y C

omm

ittee

(s6.

14.2

Adv

isor

y C

omm

ittee

Mee

tings

6.15

Edu

catio

nal I

nnov

atio

n6.

16 A

sses

smen

t

Col

lege

of E

duca

tion

&

Hum

an D

evel

opm

ent

Teac

her E

duca

tion

Sta

te o

f Mai

ne A

ppro

ved

Pro

gram

and

Tea

cher

E

duca

tion

Acc

redi

tatio

n C

ounc

il

2009

Non

e.S

tate

of M

aine

Uni

t Pro

gram

App

rova

l S

tand

ards

Sta

te o

f Mai

ne a

nd U

SM

Initi

al T

each

er

Cer

tifica

tion

Sta

ndar

ds

Pra

xis

I and

Pra

xis

II

2014

Hum

an R

esou

rce

Dev

elop

men

tC

linic

al M

enta

l Hea

lth

Cou

nsel

ing

and

Sch

ool

Cou

nsel

ing:

Cou

ncil

for t

he A

ccre

dita

tion

of

Cou

nsel

ing

and

Rel

ated

P

rogr

ams

(CA

CR

EP

)

Reh

abili

tatio

n C

ouns

el-

ing:

Cou

ncil

on R

eha-

bilit

atio

n C

ouns

elin

g (C

OR

E)

Sch

ool P

sych

olog

y:

Nat

iona

l Ass

ocia

tion

of

Sch

ool P

sych

olog

ists

(N

AS

P)

2010

2006

2009

Rep

ort i

s fo

rthco

min

g.Li

cens

ure

for c

linic

al m

enta

l hea

lth c

oun-

selo

rs

Cer

tifica

tion

for S

choo

l Cou

nsel

ors

Nat

iona

l Cer

tifica

tion

for R

ehab

ilita

tion

Cou

nsel

ors

Cer

tifica

tion

for m

aste

rs-le

vel C

ertifi

ed

Sch

ool P

sych

olog

ical

Ser

vice

Pro

vide

rs

(CS

PS

P),

Nat

iona

lly C

ertifi

ed S

choo

l P

sych

olog

ist (

NC

SP

), B

oard

Cer

tified

B

ehav

ior A

naly

st (B

CB

A) a

nd l

icen

sure

fo

r doc

tora

l-lev

el P

sych

olog

ists

2010

2010

2014

Prof

essi

onal

Edu

ca-

tion

Lite

racy

Edu

catio

n an

d E

duca

tiona

l Lea

ders

hip:

S

tate

of M

aine

App

rove

d P

rogr

am

2009

Non

e.S

tate

of M

aine

Uni

t Pro

gram

App

rova

l S

tand

ards

Pra

xis

I and

Pra

xis

II

2014

32

APPENDIX

Lew

isto

n A

ubur

n C

olle

geO

ccup

atio

nal

Ther

apy

AC

OTE

– A

ccre

dita

tion

Cou

ncil

for O

T E

duca

-tio

n

2001

Ful

l ac-

cred

itatio

nFo

r 10

year

s.

1)R

evie

w o

f eac

h M

OU

eve

ry 5

yea

rs2)

Sys

tem

for r

evie

win

g ef

fect

iven

ess

Thes

e w

ere

met

by

Mar

ch o

f 200

1.

They

iden

tified

8 m

ajor

stre

ngth

s in

clud

-in

g:1.

Sup

port

by u

nive

rsity

adm

inis

trato

rs2.

Pro

gram

dire

ctor

3. P

rogr

am fa

culty

4.Li

brar

ian

5.Fi

eldw

ork

educ

ator

s an

d O

T co

mm

unity

6.S

tude

nts

and

grad

uate

s fo

r the

ir kn

owle

dge

base

and

adv

ocac

y fo

r the

pr

ofes

sion

7.cu

rric

ular

em

phas

is o

n oc

cupa

tion,

cl

inic

al re

ason

ing,

and

sel

f-refl

ectio

n8.

The

adm

inis

trativ

e as

sist

ant

Our

key

per

form

ance

indi

cato

rs a

re:

Pas

s ra

te o

n na

t’l e

xam

; Stu

dent

suc

cess

in

fiel

dwor

k; E

xtre

mel

y hi

gh e

mpl

oy-

men

t rat

e; H

ighe

st g

radu

atio

n ra

te o

f any

gr

adua

te p

rogr

am a

t US

M

Sum

mer

20

11 fo

r site

vi

sit a

nd fu

ll ac

cred

itatio

n re

view

Mus

kie

Scho

ol o

f Pub

lic

Serv

ice Pu

blic

Pol

icy

&

Man

agem

ent

Com

mis

sion

on

Ac-

cred

itatio

n of

Hea

lthca

re

Man

agem

ent E

duca

tion

2005

Exp

ansi

on o

f spe

cial

ize

educ

atio

n in

hea

lthca

re

finan

ce; E

nhan

ced

emph

asis

on

gove

rnan

ce

and

hum

an re

sour

ces.

Non

e20

10

Scho

ol o

f Bus

ines

sB

usin

ess A

dmin

is-

tratio

n A

AC

SB

Rea

ccre

dita

tion

Awar

ded

Jan

10, 2

010

Num

ber o

f fac

ulty

to s

uppo

rt a

maj

or, j

ourn

al

qual

ity m

etric

s, fa

culty

dev

elop

men

t fun

ds.

Facu

lty S

uffic

ienc

y, A

sses

smen

t of L

earn

-in

g, R

esou

rce

Allo

catio

n, A

ccom

plis

h-m

ent o

f Mis

sion

Fall

2014

Scho

ol o

f Law

Law

Am

eric

an B

ar A

ssoc

ia-

tion

Am

eric

an A

ssoc

iatio

n of

La

w S

choo

ls

2008

2008

Sec

urity

of p

ositi

on fo

r non

-tenu

re tr

ack

fac-

ulty

; ade

quac

y of

phy

sica

l fac

ility

; sta

bilit

y an

d ad

equa

cy o

f fina

ncia

l res

ourc

es; a

dequ

acy

of

clas

sroo

m te

chno

logy

.

Div

ersi

ty o

f fac

ulty

; div

ersi

ty o

f stu

dent

bod

y;

finan

cial

issu

es (a

dequ

acy

of s

uppo

rt, d

egre

e of

bu

dget

con

trol).

Mul

tista

te P

rofe

ssio

nal R

espo

nsib

ility

E

xam

inat

ion

resu

lts, P

aten

t Bar

Exa

min

a-tio

n re

sults

, bar

exa

m re

sults

, em

ploy

-m

ent a

t gra

duat

ion

and

nine

mon

ths

afte

r gr

adua

tion.

2015

for b

oth

Am

eric

an B

ar

Ass

ocia

tion

and

Am

eric

an

Ass

ocia

tion

of

Law

Sch

ools

–

regu

lar

sabb

atic

al

accr

edita

tion

revi

ew.

33


Col

lege

of N

ursi

ng &

H

ealth

Pro

fess

ions

Nur

sing

*CC

NE

acc

redi

tatio

n 20

05-2

010

(aw

aitin

g no

tifica

tion

of re

accr

edi-

tatio

n)C

omm

issi

on o

n C

olle

-gi

ate

Nur

sing

Edu

catio

n

App

rove

d by

Mai

ne

Sta

te B

oard

of N

ursi

ng

2007

-201

3

CC

NE

200

5*M

SB

N 2

007

Awai

ting

2010

lette

r. Fi

nal o

utco

me

and

reco

m-

men

datio

ns w

ill b

e O

ctob

er 2

010

BS

: Sta

te li

cens

ure

(NC

LEX

) tes

t pas

s ra

tes;

em

ploy

men

t %, e

mpl

oyer

sat

isfa

c-tio

n, s

tude

nt e

xit a

nd a

lum

ni s

atis

fact

ion,

M

S: C

ertifi

catio

n pa

ss ra

tes,

em

ploy

men

t %

; em

ploy

er s

atis

fact

ion,

stu

dent

exi

t and

al

umni

sat

isfa

ctio

n,

CC

NE

: 201

0 re

accr

edita

tion

repo

rt, re

view

an

d vi

sit c

om-

plet

ed M

arch

, aw

aitin

g le

tters

an

d fin

al

confi

rmat

ion

and

dire

ctio

ns

Oct

ober

201

0

Mai

ne S

tate

B

oard

of N

urs-

ing

(MS

BN

) vi

sit a

ntic

i-pa

ted

2013

Exer

cise

, Hea

lth &

Sp

ort S

cien

ces

Hea

lth F

itnes

s: C

AA

-H

EP

accr

edita

tion

in th

e E

xerc

ise

Sci

ence

s

9/30

/09

– in

itial

ac

cred

itatio

n (5

ye

ars)

Com

plet

ion

of a

nnua

l rep

ort r

equi

red

for c

ontin

-ue

d ac

cred

itatio

n –

area

s in

clud

e ke

y in

dica

-to

rs (s

ee li

st),

curr

icul

um, c

linic

al a

ffilia

tions

, ad

min

istra

tive

supp

ort,

budg

et, a

dvis

ing,

facu

lty,

adm

issi

ons

Ret

entio

n ra

te

Gra

duat

e pl

acem

ent (

jobs

, gra

duat

e sc

hool

)

Nat

iona

l cre

dent

ialin

g ex

ams

(par

ticip

a-tio

n/pa

ss ra

te)

Em

ploy

er s

urve

y (r

espo

nse

rate

, lev

el o

f sa

tisfa

ctio

n)

Gra

duat

e su

rvey

(res

pons

e ra

te, l

evel

of

satis

fact

ion)

9/30

/14

Exer

cise

, Hea

lth &

Sp

ort S

cien

ces

Com

mis

sion

on

Acc

redi

-ta

tion

of A

thle

tic T

rain

ing

Edu

catio

n (C

AAT

E)

2007

Ful

l A

ccre

dita

tion

Gra

nted

Non

e; c

urre

ntly

in c

ompl

ianc

e w

ith C

AAT

E.

Mus

t file

ann

ual r

epor

t with

CA

ATE

.M

ay 2

010

*Rec

ord

resu

lts o

f key

per

form

ance

indi

cato

rs in

form

S3.

Inst

itutio

ns se

lect

ing

E1b

shou

ld a

lso

incl

ude

E1a.

34

APPENDIX

S1, S2 & S3 Forms

35


Form S1. RETENTION AND GRADUATION RATES

Student Success Measures/ Prior Performance and Goals

2 Years Prior

1 Year Prior

Most Re-cent Year

Goal Next Year

Goal 2 Years

Forward

IPEDS Retention DataFall 2007 Fall 2008 Fall 2009 Fall 2010 Fall 2011

Bachelors degree students 67% 64% 65% 67% 69%IPEDS Graduation Data

Aug 07 Aug 08 Aug 09 Aug 10 Aug 11Bachelors degree students 34% 34% 36.8% 38% 39%

Other Undergraduate Retention Rates (1) Fall 07 Fall 08 Fall 09

a EYE Cohorts (Fall-to-Fall) 62.5% 66.8% 65.1%

b RSP Cohorts (Fall-to-Fall) 86.3% 82.7% 77.4%

c ENG 104 Students (Fall-to-Fall) ----- 63.3% 62.4%

d FRS 180-Conditional/GO (Fall-to-Fall) 61.0% 54.6% 52.8%

eAlerted Freshmen Students-Academic Alert Program (Fall-to Fall) 62.7% 46.4% 51.8%

Other Undergraduate Graduation Rates (2)

abc

Graduate programs *

Retention rates first-to-second year (3)

Graduate Retention Rates By School/College available on the Infor-mation Reporting Webpage at:http://usm.maine.edu/inforeporting/student/reports/Graduate/

Graduation rates @ 150% time (4)

Graduate Graduation Rates By School/College available on the Infor-mation Reporting Webpage at:http://usm.maine.edu/inforeporting/student/reports/Graduate/

Distance Education

Course completion rates (5)Not Avail-able

Retention rates (6)Not Avail-able

Graduation rates (7)Not Avail-able

Branch Campus and Instructional Locations

Course completion rate (8)Not Avail-able

Retention rates (9)Not Avail-able

Graduation rates (10)Not Avail-able

Definition and Methodology Explanations

1

(a) EYE Cohort- refers to those students who completed an EYE Course during their first semester at USM.

(b) RSP Cohort- refers to those students who were in the Russell Scholars Program their first semester at USM.

(c) ENG 104 Students-refers to those students who did NOT meet the English proficiency level upon entry to USM, due to their low SAT-Writing score or those with no SAT –Writing scores.

(d) FRS 180 Conditional/GO Students-refers to the group of conditional/GO students who completed the FRS 180 course their first semester at USM.

(e) Alerted Freshmen Students-refers to freshmen students who were given an alert notice for needing intervention after a faculty member reported that they were having difficulty in one or more courses during their first semester at USM --(Academic Alert Intervention Program).

36

APPENDIX

2

3Graduate Retention Rates By School/College available on the Information Reporting Webpage at:http://usm.maine.edu/inforeporting/student/reports/Graduate/

4Graduate Graduation Rates By School/College available on the Information Reporting Webpage at:http://usm.maine.edu/inforeporting/student/reports/Graduate/

5

6

7

8

9

10 * An institution offering graduate degrees must complete this portion.

37


Form S2. OTHER MEASURES OF STUDENT ACHIEVEMENT AND SUCCESS

Measures of Student Achievement and Success/ Institutional Performance and Goals 2 Years Prior 1 Year Prior Most Recent

YearGoal for the

Future

Success of Students Pursuing Higher Degree Fall 07 Fall 08 Fall 09

1EYE Cohorts :Performance after 1st year (overall GPA) 2.19 2.40 2.50

2RSP Cohorts: Performance after 1st year (overall GPA) 2.86 2.53 2.65

3ENG 104 Students: Performance after 1st year (overall GPA) ----- 2.42 2.41

4FRS 180-Conditional Students: Performance after the 1st year (overall GPA) 2.43 2.09 2.11

5Alerted Freshmen: Performance after 1st semester (overall GPA) 1.26 1.68 1.39

6MAT 009-101 Students: Performance after 1st year (overall GPA) ----- 2.39 2.26

Definition and methodology explanations

*See S1 Form for some definitions of the above student groups.

*MAT 009-101 Students-refers to students who did NOT meet the mathematics proficiency level upon entry to USM by their SATM score or by the ACCUPLACER Math Placement Scores and were required to take the lowest level math courses; developmental math (M009) and/or the college readiness math (M101).

Rates at Which Graduates Pursue Mission Related Paths (e.g., Peace Corps, Public Service Law)

1Graduates who plan to attend grad school upcoming in the fall or within two years 19% 19% 45%

2 Graduates who plan to join the military --- --- 4%

3Graduates who plan to join the Peace Corps or Americorp --- --- 9%

4 Graduates who plan to teach or study abroad --- --- 5%


*Responses from the Graduating Senior Survey…administered annually to May graduates.

Rates at Which Students Are Successful in Fields for Which They Were Not Explicitly Prepared

1234


Documented Success of Graduates Achieving OtherMission-Explicit Achievement (e.g., Leadership, Spiritual Formation)

1 23

38

APPENDIX


Other (Specify Below)12


39


Form S3. LICENSURE PASSAGE AND JOB PLACEMENT RATES

2 Years Prior 1 Year Prior Most Recent Year Goal Next Year Goal 2 Years Forward

State Licensure Passage Rates * (1)

a

PRAXIS- I Teacher Certifi-cation Tests:

Reading, Writing, Math Test(2007-08)

54/54 (2008-09)

89/89 (2009-10)

81/81

bPRAXIS-II Subject Area

Tests: School Psychology ----(2008-09)

6/6 (2009-10)

8/8cde

National Licensure Passage Rates * (2)

aNCE (National Counselor

Examination)(2007-08)

15/15 (2008-09)

15/15 (2009-10)

13/13

bATMAE Certified Technol-

ogy Manager Exam ----(2008-09)

8/9(2009-10)

3/4cde

Job Placement Rates **(3)

a bcdefgh

* For each licensure exam, give the name of the exam above along with the number of students for whom scores are available and the total number of students eligible to take the examination (e.g. National Podiatric Examination, 12/14). In following columns, report the passage rates for students for whom scores are available, along with the institution's goals for succeeding years.** For each major for which the institution tracks job placement rates, list the degree and major, and the time period following graduation for which the institution is reporting placement success (e.g., Mechanical Engineer, B.S., six months). In the following columns, report the percent of graduates who have jobs in their fields within the specified time.

Institutional Notes of Explanation

1a 100% pass rate. PRAXIS-I Basic Teacher Certification Test is required for admission to M.S.Ed in Teaching and Learning, and the ETEP Teaching Program

1b 100% pass rate. PRAXIS-II Subject Area Test in School Psychology is required for the student portfolio in MS in Psychology program, beginning in 2008-09.

2a100% pass rate. NCE Exam is required to be a certified counselor, graduates from M.S. in Counseling Program.

2b ATMAE passing rates: 89% in 2008-09, 75% in 2009-10. Exam was done for the past two years on a volunteer basis for Technol-ogy majors, but the certification test will be required for future graduating classes for BA/BS program in Technology.

40

APPENDIX

Financial Reports

41


Most Recent Audited Financial Statements

Annual Financial Reports for the University of Maine System, FY 2010-2011 available at:

http://www.maine.edu/system/oft/AnnualFinancialReports.php

http://www.maine.edu/system/oft/AnnualFinancialReports.php

42

APPENDIX

Auditor’s Management Letter

By policy, the University of Maine System does not include this with the audited financial statements or otherwise post it to the web. Although

this is a public document and has been distributed in hard copy, because it may identify a potential weakness that could be exploited it is deemed unsafe to post to the web. Hard copies shall be available if requested. We

cannot convert copy to a PDF and add to the electronic files.

43


Reference Documents By Standard

44

APPENDIX

IntroductionThe 21st Century USM

Standard 1Final Report and Implementation of the New Challenges New Directions Initiative USM Strategic Plan Implementation

Standard 2Preparing USM for the Future Southern Maine Imperative The USM Plan Transforming USM 2004-2009 Fifth Year Interim Report for NEASC New Challenges New Directions Work Plan Final Report and Implementation of the New Challenges New Directions InitiativeMembership of Task Teams Reorganization Task Force White Paper Design Team Academic Reorganization Proposal Lovett/Collins Assessment of Research, Creative and Scholarly Activity Report 2005 The Advising Network web site

Standard 3Board of Trustees Maine Revisited Statues Title 20, 2251 Board of Visitors Board of Trustees: Statement on Shared Government University of Southern Maine Faculty Handbook University of Southern Maine Governance Document University of Maine System Charter New Challenges New Directions Initiative Board of Trustees By-Laws University of Maine System Constitution Board of Trustees Policy Manual Board of Trustees Policy Manual Sec. 301 Board of Trustees Policy Manual Sec. 103 Board of Trustees Policy Manual Governance Documents University of Southern Maine Governance Structure University of Southern Maine President’s Website University of Southern Maine Senate Minutes University of Southern Maine Organizational Chart University of Southern Maine University Council University of Southern Maine Academic Council University of Southern Maine Graduate Council Maine’s Public Policy on Education University of Southern Maine Faculty Senate The Free Press Student Government Association of the Portland-Gorham Campuses Student Government Association of the Lewiston-Auburn Campus




http://usm.maine.edu/accreditation/documents/planning/Preparing_USM_for_the_Future.pdf


http://usm.maine.edu/accreditation/documents/planning/the_usm_plan.pdf

http://usm.maine.edu/accreditation/documents/planning/Transforming_USM_2004-09.pdf

http://usm.maine.edu/accreditation/documents/planning/five_year_neasc_report.pdf




http://usm.maine.edu/accreditation/documents/planning/task_force_white_paper.pdf

http://usm.maine.edu/accreditation/documents/planning/academic_reorganization_proposal_03.19.10.pdf

http://usm.maine.edu/accreditation/documents/planning/lovett_collins_assessment_rcsa.pdf




http://usm.maine.edu/bov/








http://www.maine.edu/system/policy_manual/policy_manual.php?section=3




http://usm.maine.edu/prov/faculty_resources/handbook/governance.htm

http://www.usm.maine.edu/pres/


http://usm.maine.edu/accreditation/documents/governance/usm_organizational_chart.pdf

http://usm.maine.edu/pres/ucouncil.html

http://usm.maine.edu/prov/academic_council.html

http://www.usm.maine.edu/grad/gradcouncil/gcmembers.htm

http://www.mainelegislature.org/legis/statutes/20-A/title20-Asec10902.html

http://www.usm.maine.edu/facsen

http://usmfreepress.org/



45


USM Classified Staff Senate USM Professional Staff Senate New Challenges New Directions Work Plan The 21st Century USM

Standard 4University of Southern Maine Catalog Undergraduate Core Requirements - English Composition Undergraduate Core Requirements - Writing Intensive AACSB Assurance of Learning Process USM Evaluation of New Degree Program Proposals USM Center for Technology-Enhanced Learning Undergraduate Catalog Summary of Undergraduate Degree Programs Inventory of Departmental Assessment Activities Undergraduate Core Curriculum Fall 2009 Information Reporting IPEDS Student Report Bachelor of Science in Nursing Department of Mathematics and Science Department of English USM MaineStreet Five Year Enrollment Statistics Opening Breakfast Remarks 2009 Appendix V Appendix VI New Challenges New Directions Final Report New Challenges New Directions Work Plan Visions, Goals and Outcomes for General Education Guidelines and Criteria for General Education Programs Lewiston Common Core Honors Pathway - Honors and General Education USM Core Curriculum Proposal Appendix VII Design for a New USM Core Experience USM Core Curriculum Description Appendix VIII USM Honors Program Assessment Methods Summary CCC work plan for Fall 2011 Implementation University of Southern Maine Graduate Catalog University of Southern Maine Graduate Studies Website University of Southern Maine Faculty Handbook Office of Prior Learning Assessment Policy on Academic Integrity World Education Services Mainestreet - Information on Transfer Course Equivalency University of Southern Maine Articulation Agreements University of Southern Maine Undergraduate Residence Requirement University of Southern Maine Graduate Admissions Policy

http://usm.maine.edu/clsen/



http://blogs.usm.maine.edu/publicaffairs/archives/category/21st-century-usm

http://usm.maine.edu/catalogs/



http://usm.maine.edu/sb/aol.html

http://usm.maine.edu/grad/programdev/degree_programs.html

http://usm.maine.edu/ctel

http://usm.maine.edu/catalogs/undergraduate

http://usm.maine.edu/accreditation/documents/program/undergrad_degree_summary.xlsx


http://usm.maine.edu/catalogs/undergraduate/core.htm

http://usm.maine.edu/accreditation/documents/program/fall2009_usm_ir_official_enrollment_reports.pdf

http://usm.maine.edu/son/nursing/bs.html

http://usm.maine.edu/math/

http://www.usm.maine.edu/eng/

http://mainestreet.maine.edu

http://usm.maine.edu/accreditation/documents/program/five_year_enrollment_statistics_03-07.pdf


http://usm.maine.edu/accreditation/documents/program/appendixv.docx

http://usm.maine.edu/accreditation/documents/program/appendixvi.docx


http://usm.maine.edu/accreditation/documents/program/workplan_11-16-09.pdf

http://usm.maine.edu/accreditation/documents/program/usm_vgo.pdf




http://usm.maine.edu/accreditation/documents/program/faculty_senate_presentation.ppt

http://usm.maine.edu/accreditation/documents/program/appendixvii.docx

http://usm.maine.edu/accreditation/documents/program/usm_core_diagram.pdf

http://usm.maine.edu/accreditation/documents/program/usm_core_curriculum_desc.pdf




http://usm.maine.edu/catalogs/graduate

http://usm.maine.edu/grad


http://usm.maine.edu/pla/


http://www.wes.org/

https://peportal.maine.edu/psp/PAPRD89/EMPLOYEE/EMPL/h/?tab=PAPP_GUEST

http://www.maine.edu/prospective/transfer-articulation.php



46

APPENDIX

Standard 5University of Southern Maine Mission Statement Preparing USM for the Future 2009-2014 University of Southern Maine Governance Constitution AFUM Contract 2007-2009 University of Maine System Administrative Procedures Manual Faculty: Data First Forms University of Southern Maine Employment Services University of Southern Maine Provost’s Office University of Southern Maine 2009-2010 Faculty Handbook UMS Faculty and Tenure Statistics 2008-2009 USM At a Glance 2008-2009 University of Southern Maine Criteria for Tenure and Ranks UMS Administrative Procedures Manual PATFA Contract Thinking Matters Office of Research Compliance Office of Sponsored Programs 2007-2008 Annual Report University of Southern Maine Author’s Wall University of Southern Maine Public Affairs Blog “What We’re Doing” University of Southern Maine OSP Annual Report University of Southern Maine Administrative Procedures Manual

Standard 6University of Maine Undergraduate Admission Policies Free Press Article:”Jelena Price: full-time worker, part-time student” Undergraduate Admissions NEASC Statement of Principles and Good Practice Transfer Affairs Office “GO” Program Office of Multicultural Student Affairs English Language Bridge Program Early Study Program US Census - Maine QuickFacts Office of Graduate Admission Graduate Catalog Knocking at the College Door: Projections of High School Graduates Maine Community College System Enrollment Highlights Student Success Center Student and University Life Academic Affairs Finance and Administration Office of Support for Students with Disabilities Learning Foundation University Police Department of Residential Life and Residential Education Dean of Student Life

http://www.usm.maine.edu/spp/

http://usm.maine.edu/accreditation/documents/faculty/Preparing_usm_for_the_Future_June_09.pdf




http://usm.maine.edu/accreditation/documents/faculty/standard_5_data_first_forms.pdf

http://www.usm.maine.edu/hrs/empserve/




http://usm.maine.edu/accreditation/documents/faculty/usm_at_a_glance_2008-2009.pdf




http://research.usm.maine.edu/thinkingmatters/

https://www.usm.maine.edu/orc/

http://usm.maine.edu/accreditation/documents/faculty/Annual08.pdf

http://library.usm.maine.edu/collections/usmauthors.php


http://usm.maine.edu/accreditation/documents/faculty/osp_annual09.pdf


http://usm.maine.edu/catalogs/undergraduate/admission.htm

http://usmfreepress.org/2010/03/jelena-price-full-time-worker-part-time-student/

http://usm.maine.edu/admit

http://usm.maine.edu/accreditation/documents/students/spgp.pdf

http://usm.maine.edu/admit/transfer.html

http://usm.maine.edu/success/discovery/go.html

http://usm.maine.edu/eeo/culture

http://usm.maine.edu/eap/esl/maine/bridge.html

http://usm.maine.edu/advising/earlystudy/

http://quickfacts.census.gov/qfd/states/23000.html

http://usm.maine.edu/grad

http://usm.maine.edu/catalogs/graduate/

http://www.wiche.edu/knocking


http://usm.maine.edu/success

http://usm.maine.edu/sul

http://usm.maine.edu/prov

http://usm.maine.edu/finance

http://usm.maine.edu/oassd

http://usm.maine.edu/lap

http://usm.maine.edu/police

http://usm.maine.edu/reslife

http://usm.maine.edu/studentlife

47


Office of Community Standards University Health and Counseling Services Women’s Resource Center Office of Substance Abuse Prevention Center for Sexuality and Gender Diversity Office of International Programs English for Speakers of Other Languages University of Southern Maine Community Engagement Financial Aid Office Student Billing Office Student Involvement and Activities Campus Involvement and Activities Graduate Student Government Portland & Gorham Campus Student Senate Lewiston-Auburn Campus Student Senate USM Athletics and Recreation Recreational Sports University of Maine Undergraduate Student Policies Confidentiality of Student Records Policy Registrar’s Office Division of Information and Technology Guidelines for General Education USM Information Reporting Residence Halls USM Dinning Services USM Strategic Plan: Preparation for the Future 2009-2014

Standard 7University of Maine System Library Networks University of Southern Maine Libraries Organizational Chart University of Southern Maine Library Website University of Maine System-wide Library Collaborations Library Building Projects Library Information CommonsLaw Library Re-Accreditation University of Southern Maine Library Strategic Plan 2003 University Libraries Strategic Themes and Priorities Library Policies and Procedures University Computing Policies and Agreements Library Liaison Program Information Literacy Plan for USM Libraries USM Libraries Faculty Toolbox Library Instructional Services “InfoSavvy” Blog FRS 197: Information Literacy Course FRS 197: Information and Source Material USM Specialized Collections Osher Map Library and Smith Center for Cartographic Education

http://usm.maine.edu/ocs

http://usm.maine.edu/uhcs

http://usm.maine.edu/womenctr

http://usm.maine.edu/alcohol

http://usm.maine.edu/glbtqa

http://usm.maine.edu/international

http://usm.maine.edu/esol

http://usm.maine.edu/studentlife/community/main

http://usm.maine.edu/fin

http://usm.maine.edu/buso

http://usm.maine.edu/studentlife/involve/

http://usm.maine.edu/reslife/CIA

http://usm.maine.edu/grad/GSG_Home.html

http://student-groups.usm.maine.edu/senate

ttp://www.usm.maine.edu/lac/sga/

http://usm.maine.edu/athletics

http://usm.maine.edu/recsports


http://usm.maine.edu/reg/CONFIDENTIALITY.htm

http://usm.maine.edu/reg

http://usm.maine.edu/doit

http://usm.maine.edu/accreditation/documents/students/pg_proposal_narrative.pdf

http://usm.maine.edu/inforeporting/student/reports

http://usm.maine.edu/reslife/OurResHalls.htm

http://www.campusdish.com/en-us/CSNE/SouthernMaine

http://usm.maine.edu/accreditation/documents/students/preparing_usm_for_the_future.pdf

http://usm.maine.edu/accreditation/libraries/library_networks.pdf



http://usm.maine.edu/accreditation/documents/libraries/ums_library_collaborations.docx


http://usm.maine.edu/accreditation/documents/libraries/information_commons.docx

http://usm.maine.edu/accreditation/documents/libraries/law_library_reaccreditation.pdf

http://usm.maine.edu/accreditation/documents/libraries/2003_library_strategic_plan.docx


http://library.usm.maine.edu/about/policies/index.php

http://www.usm.maine.edu/computing/policies/

http://usm.maine.edu/accreditation/documents/libraries/library_liaison_program.docx

https://docs.google.com/Doc?docid=0AQfRYCa0HaW3ZGY0bWN0Y2NfM2dieHJtcGRu&hl=en



http://blogs.usm.maine.edu/libraries/category/infosavy/

http://usm.maine.edu/accreditation/documents/libraries/frs_197_info_lit_class.docx




48

APPENDIX

USM Special Collections Jean Byers Sampson Center for Diversity in Maine USM Franco-American Collection Osher Map Library Board Members Faculty Scholars for Specialized Collections “Seven Campuses, One Collection” USM Interlibrary Load Program Libraries/Instructional Technology & Media Services Website Computing @ USM Website Center for Technology-Enhanced Learning Maine InfoNet (MIN) USM Libraries Information Literacy Program USM LibQual Survey Results Report Program Statement for Osher Map Library Expansion and Arcade Entrance 2006 Library Website Survey Results Maine InfoNet(MIN) State-Wide Library Consortium Maine InfoNet Board Members 2010 University College Website Historic Map Works Inc. Jean Byers Sampson Center Catalyst for Change Award Recipients JSTOR Center for Technology Enhanced Learning (CTEL) Committees USM University Outreach USM Division of Information and Technology USM e-Learning Initiative Equipment and Classroom Technology (ITMS) University of Maine System IT Services

Standard 8Transforming USM: 2004-2009 Introduction to LEED Certification Classroom Usage Statistics 2006-2008 Classroom Usage Statistics 2007-2010 Instructional Technology and Media Services Classroom Technology Inventory Division of Information and Technology Current Computer Lab Power Usage Computer Usage Spring 2007-Summer 2009 Computer Usage Fall 2009-Present Data Security Policies Evaluation of Facilities Management New Space Utilization Policy Deferred Maintenance List University of Southern Maine Dean’s Classroom Review and Report Core Data Staff Comparisons 10 Steps to Internet Security Support for Students with Disabilities Preparing USM for the Future: 2009-2014


http://library.usm.maine.edu/specialcollections/jbscenter.html

http://www.usm.maine.edu/lac/franco

http://usm.maine.edu/accreditation/documents/libraries/board_membership.docx

http://usm.maine.edu/accreditation/documents/libraries/faculty_scholars.docx


http://illiad.usm.maine.edu/





http://usm.maine.edu/accreditation/documents/libraries/information_literacy.docx


http://usm.maine.edu/accreditation/documents/libraries/oml_and_glickman_arcade.docx

http://usm.maine.edu/accreditation/documents/libraries/library_survey_results.docx


http://usm.maine.edu/accreditation/documents/libraries/maine_infoNet_board_members.docx

http://learn.maine.edu/

http://www.historicmapworks.com/


http://www.jstor.org.prxy3.ursus.maine.edu/action/showBasicSearch

http://usm.maine.edu/accreditation/documents/libraries/ctel_committees.docx

http://usm.maine.edu/outreach/



http://usm.maine.edu/accreditation/documents/libraries/equipment_and_classroom_technology.docx

http://www.maine.edu/system/its/index.shtml


http://www.usgbc.org/DisplayPage.aspx?CategoryID=19










http://usm.maine.edu/accreditation/documents/physical/facilities_evaluation_2008.pdf


http://usm.maine.edu/accreditation/documents/physical/DM_Projects.pdf


http://usm.maine.edu/accreditation/documents/physical/Core_Data_Staffing.pdf

http://usm.maine.edu/computing/security/steps.jsp


http://usm.maine.edu/accreditation/documents/physical/Preparing_USM_for_the_Future.pdf

49


Standard 9Selma Botman, Staff Opening Breakfast Remarks Preparing USM for the Future, 2009-2014 Administrative Practice Letters NEASC Five Year Interim Report University of Southern Maine Finance and Administration Final Report of the New Challenges, New Directions Initiative Principles for USM Budget Development and Management New Challenges, New Directions Initiative Work Plan

Standard 10University of Southern Maine Website University of Southern Maine Website: Contact Us University of Southern Maine Website: Directory University of Southern Maine Graduate Catalog University of Southern Maine Undergraduate Catalog University of Southern Maine Website: About USM Tuition and Fees NEASC Student Survey April 2009 Financial Aid Office Survey Summary for Summer Orientation 2009 University of Southern Maine Website: Rankings and Recognition NEASC Standard 10 CHIE Form USM Today Expected Results of a University Education Master’s Program in Occupational Therapy University of Southern Maine Website: Discover USM Information Reporting Student Information Academic Support Services Academic Assessment Tools Student Success Center Advising Services University of Southern Maine Alumni Relations

Standard 11University of Maine System Charter Board of Trustees USM Mission Statement USM Governance Document AFUM Contract 2007-2009 PATFA Contract 2007-2009 UMS Intellectual Property Policy UMS HIPAA General Operating Policies USM Institutional Review Board on Human Subject Research Institutional Biosafety Committee Institutional Animal Care and Use Committee Review of Research Administration Function at the University of Southern Maine

http://usm.maine.edu/accreditation/documents/financial/opening_breakfast_speech09.pdf


http://www.maine.edu/system/oft/apls/




http://usm.maine.edu/accreditation/documents/financial/Principles_Budget.pdf


http://usm.maine.edu/

http://usm.maine.edu/contact.html

https://www.maine.edu/peoplesearch/index.php?tmpl=http://usm.maine.edu/directory_template.html

http://www.usm.maine.edu/catalogs/graduate/index.htm

http://www.usm.maine.edu/catalogs/undergraduate


http://usm.maine.edu/buso/tuition.htm

http://usm.maine.edu/accreditation/documents/disclosure/neasc_student_survey_april_09.doc

http://www.usm.maine.edu/admit/financial.html

http://usm.maine.edu/accreditation/documents/disclosure/survey_summary_summer_orientation_09.pdf

http://www.usm.maine.edu/discover/rankings.html

http://usm.maine.edu/accreditation/documents/disclosure/ratings.docx

http://usm.maine.edu/news/

http://usm.maine.edu/catalogs/undergraduate/university.htm

http://usm.maine.edu/lac/ot/


http://usm.maine.edu/inforeporting/student/reports/

http://usm.maine.edu/catalogs/undergraduate/support_services.htm

http://usm.maine.edu/testing/goals.html



http://www.alumniusm.org/s/300/index.aspx



http://usm.maine.edu/accreditation/documents/integrity/usm_mission_statement.doc

http://usm.maine.edu/accreditation/documents/integrity/usm_governance_document.pdf



http://usm.maine.edu/accreditation/documents/integrity/intprop.pdf

http://www.maine.edu/system/usc/hipaa/index.php


http://usm.maine.edu/accreditation/documents/integrity/ibc_policy_2007.pdf

http://usm.maine.edu/accreditation/documents/integrity/iacuc_policy.pdf

http://usm.maine.edu/accreditation/documents/integrity/final_research_administration_review.docx

50

APPENDIX

USM Strategic Plan Implementation USM Faculty Senate USM Human Resources Department Office of Community Standards Student Integrity Policy UMS Student Conduct Code Standard 11 in other Standards: Matrix 11.10


http://usm.maine.edu/facsen/

http://www.usm.maine.edu/hrs/


http://usm.maine.edu/accreditation/documents/integrity/ums_student_conduct_code.pdf

http://usm.maine.edu/accreditation/documents/integrity/std_11_matrix.docx

Acknowledgements

NEASCChairLuisaS.DeprezwouldliketothanktheSteeringCommitteemembersfortheircontinuedsupportforandcontributionstoUSM’sSelf-StudyReport.ThanksalsogotoallmembersofallStandardCommitteeandSub-

committeesthroughouttheUSMCommunity.

Additional Thanks to:

DrewClarkandPatDavis