UMA Strategic Plan - History and Context for Key Goal 1
Objective 1.3: Establish academic profiles consistent with a baccalaureate mission.
In the winter of 2002 a formal process was begun by President Charles Lyons to achieve a consensus for evolving UMA into a Carnegie Baccalaureate General university. Two factors existed that sparked the discussion. The advent of the Maine Community College System was a clear signal that UMA’s sole proprietorship of non-vocational/technical associate degrees was at an end. Our second consideration was the ever growing numbers of baccalaureate programs and students that made up UMA. As we assessed these two factors it became evident through numerous public discussions in all forums with all constituents that we were on a course to become a baccalaureate institution that served Central and Mid-coast Maine. Looking back over the intervening four years, the question was not whether we would become a baccalaureate school or not, but rather did we understand the implications and would we begin planning accordingly?
Items 1.3.1 and 1.3.2 acknowledge UMA’s commitment to hiring faculty with credentials appropriate to the revised mission. The objective further notes that we need to increase the number of full-time faculty employed by UMA. In several programs the ratio of advisors to students is too disproportionate to be effective, which this relationship needs to be. Likewise, the full-time faculty numbers are too small compared to the committee and other governance demands placed upon this vital constituent group. These items should not be interpreted as a criticism of any kind against our dedicated group of adjunct faculty. Our adjunct faculty offer enormous breadth and depth to the curriculum.
1.3.3 – 1.3.5 begins to address the question of, what does it mean for UMA to be a regional baccalaureate school? If we are a baccalaureate school, then it is reasonable to expect that our degree offerings will look more like a four-year than a two-year college. Accordingly, we must pare back our associate degree programs. Finally, we must look at our policies and practices for both students and faculty and insure they are appropriate to the new mission. We must answer questions like: How will the institution support faculty research? What is the appropriate size of 1XX and 2XX courses since they will need to support a growing demand for more but smaller 3XX and 4XX classes?
Objective 1.3 signals UMA’s awareness and desire to change from a predominantly associate degree academy into a baccalaureate one. It further recognizes our appreciation that these changes will require new external and reallocated internal funding.