The Strategic Plan For the University of Maine at Augusta
2007-2011
EXECUTIVE SUMMARY
For nearly a decade, the University of Maine at Augusta has been in transition. During this time the UMA community has created a vision for its future and developed a realistic and progressive strategic plan to become a regional baccalaureate institution that will achieve the following goals:
- Enhance UMA's ability to grow as a regional baccalaureate institution and to continue to provide quality higher education in response to state and regional needs.
- Maintain and improve institutional effectiveness through embedded assessment and planning in all areas of the University.
- Increase student retention through continued high quality, comprehensive student support services, especially for first-year and incoming transfer students.
- Improve UMA's visibility as a desirable higher public education institution.
- Ensure the continued success of the institution through support and development of its human resources.
- Continue to serve the region and state by contributing to cultural enrichment, community service and economic development.
- Provide needed academic and student facilities through completion of projects approved in the Master Facility Plan and the Technology Plan.
The institutional goals and objectives at the heart of UMA's 2007-2011 Strategic Plan reflect also the University of Maine System's Strategic Directions. What both plans have in common are clear goals to ensure quality academic programming, fiscal responsibility and financial stability, responsive governance, programmatic sustainability and technological advancement.
An important key to the successful implementation of UMA's Plan is a continuation of its history of partnerships. "Collaboration" is a theme throughout the document, most notably in the objective to "expand learning and teaching and provide opportunities to help students succeed and lead in an ever-changing world" (1.4) and in the objectives to "expand, promote and enhance cultural programming" (6.1) and to "continue to contribute to and promote the economy of the region." (6.3). UMA actively seeks partnerships with institutions of higher education as well as with organizations and groups in the region it serves.
Throughout the 2005-2006 academic year, the University of Maine at Augusta is celebrating its 40th anniversary with a series of activities that allow the campus community to reflect on where it has been and to envision what lies ahead. Against this backdrop of pride and optimism, the UMA Strategic Plan simultaneously creates a context for the faculty, students and staff of UMA and the citizens of central Maine and the entire state to honor the institution's past, celebrate its present and design its future.
Table of Contents
Introduction
- Description of the Institution
- History
- Mission
- Statement of Purpose
- Statement of Philosophy
- Vision
- Institutional Goals and Objectives
- Correlation of UMA Goals with UM System's Plan
- Implementation and Assessment Plan
- Overview
- Implementation Charts and Progress Reports
- Finances
- Strategic Planning Process
- Ongoing Evaluation of the Plan
INTRODUCTION
The Statements of History, Mission, Philosophy, and Purpose of The University of Maine at Augusta (UMA) express a dedication to the students who attend the University, to its regional and statewide communities, and to the State's public policies on higher education. These statements acknowledge the richness of UMA's students' interests, backgrounds, and skills; their commitment to personal and professional development; the unique challenges they face, often as the first generation in their families to attend college; and their responsibilities as members of families, workplaces, and communities.
Three external factors will have a bearing on implementing the goals of this Plan: the UMS Strategic Plan; the growth of the Community College System and its impact on UMA enrollments; and any change in UMA's share of the State appropriation. To expand its financial resources, the University will consider other opportunities for institutional development, including reaching out to business and industry, friends, and alumni of UMA in the region and the State.
This Plan represents UMA's current fiscal realities. However, members of the UMA community emphasize that other important objectives not currently listed in the Plan continue to be among the institution's long term goals: child care, a Fine and Performing Arts Center, and student housing. Also of particular importance are institutional research and development, especially because these functions are considered critical to assessing the institution's effectiveness and developing long-term fiscal stability. If new partnerships or additional resources become available to achieve any or all of these additional objectives, they will be added to the Plan and reflected in the implementation and financial charts found in Section V.
I. DESCRIPTION OF THE INSTITUTION
I.1 History
The 102nd Maine Legislature in 1965 established the University of Maine at Augusta as a community-based institution offering associate degrees under the auspices of the University of Maine at Orono. In 1971, soon after moving to its present location in Augusta, UMA became an autonomous institution, the seventh campus of the University of Maine System. UMA, in that same year, assumed responsibility for providing degree programs and services in the Lewiston-Auburn area.
In 1975, UMA offered its first baccalaureate degree program and began building an integrated faculty community, with appropriate terminal degrees, to teach both baccalaureate and associate degree courses. During this time, UMA also developed a distinctive set of programs, services, and schedules tailored to the unique needs and strengths of its primarily non-traditional student body.
UMA was designated the "Community College of Maine" in 1986 with responsibility for leading the University of Maine System in the provision of associate degree programs and related services throughout the state. As part of this responsibility, UMA developed a statewide interactive television system as well as a network of over 100 off-campus centers and regional sites, and coordinated the delivery of university programs, courses, and services at these centers and sites. In 1994 this system, now called University College, became an independent administrative entity of the University of Maine System. UMA continues to collaborate with University College in the delivery and development of statewide programs.
In 1995, the University of Maine System Board of Trustees added University College of Bangor (UCB) to UMA. Founded in 1970 as the South Campus of the University of Maine (at Orono), it later became Bangor Community College, one of the colleges of the University of Maine (at Orono). In 1985, it was renamed University College. In 1995, the Board of Trustees affiliated the Bangor campus with Augusta and Lewiston-Auburn; at the same time the Board also reaffirmed UMA's role as a provider of selected baccalaureate programs in the Central Maine and Mid-coast region.
Redirection of UMA's educational mission has occurred during the past decade. Prior to 1998 UMA offered only 3 baccalaureate programs; since then, however, it has added 14, for a total of 17 baccalaureate degrees. The following data demonstrate how the addition of these degrees has affected UMA enrollments and continues to shape its mission:
- UMA awarded 239 associate and 59 baccalaureate degrees at its 1996 commencement. In 2005, UMA awarded 337 associate and 232 baccalaureate degrees. In fall 2003 associate degree students accounted for 23,513 credit hours and bachelors' 13,822. For fall 2005 AA/AS students generated 17,872 credits and BA/BS students enrolled for 17,941. These numbers represent a shift from bachelors' candidates being 37% to 51% of UMA's productivity.
This increase in baccalaureate credit hours and degrees confirms UMA's current designation as a Carnegie Classification Associate/Baccalaureate institution
I.2 Mission
The current mission of the University of Maine at Augusta was developed in 1996 and approved in 1997:
The University of Maine at Augusta, one of the seven institutions governed by the Trustees of the University of Maine System, is a single institution, geographically dispersed, committed to teaching and learning, which provides access to educational programs and workforce training, both through traditional and interactive electronic instruction, at multiple campuses, centers, and distance learning sites throughout the State, in selected baccalaureate and associate degree programs offered individually and cooperatively with other public and private institutions of higher learning.
Approved by BOT in 1997
A revised mission statement, drafted by the Standard One NEASC Self-Study Committee, is proposed here to reflect UMA's transition to a regional baccalaureate institution and its commitment to distance education:
The University of Maine at Augusta, a regional state university, provides baccalaureate and select associate degrees to meet the educational, economic and cultural needs of Central Maine. Based on a common liberal arts core for all degree programs, UMA delivers professional programs to non-traditional, traditional and place-bound students. April 10, 2006 Draft
I.3 Statement of Purpose
- Provides a broad range of undergraduate educational opportunities distinguished by excellence and accessibility.
- Offers Baccalaureate and select Associate Degrees designed for career advancement, personal and professional growth, and preparation for graduate studies.
- Provides programs and seminars for career advancement, professional and personal development.
- Collaborates with other campuses of the University of Maine System and other constituencies such as private colleges, community colleges, libraries, businesses, industry, government and community organizations to attain mutual support of institutional and educational goals.
- Encourages faculty, staff and students to participate in public service that contributes to the growth and development of UMA's communities and constituents.
- Prepares students for current and future challenges and exposes them to knowledge, critical thinking skills, cultural enrichment, ethical, pluralistic and aesthetic awareness.
- Provides support services, designed for traditional and non-traditional place-bound students, to foster intellectual and personal growth, academic success, community participation and a commitment to lifelong learning.
- Provides faculty and staff with professional development activities that include scholarly research, scientific inquiry, literary and artistic expression consistent with their academic area of expertise.
- Provides an ongoing process of planning and assessment that focuses on institutional growth and development.
- Evaluates the emerging educational, economic and social needs of Central Maine citizens and offers new specialized programs to serve those needs.
These stated purposes provide a collegial and respectful environment in which faculty, staff and students share the ideals articulated above and benefit from these common purposes.
April 10, 2006 Draft
I.4 Statement of Philosophy
UMA's Statement of Philosophy is currently under review.
UMA develops and carries out its mission and purpose guided by a set of core beliefs:
Intelligence, productivity, and excellence reside in individuals without regard to their background, economic or social status. UMA provides access to higher education to a diverse population of students and provides the support services that ensure those students the best possible opportunity for success. The development and success of its students are the primary endeavors of the University.
All members of the University should strive for the highest possible standards of quality. Review and assessment are necessary components of that striving.
An educated person exhibits knowledge and wisdom; recognizes and respects the diversity of nature and society; demonstrates problem solving skills; engages in planning and managing practices; navigates the on-line world; writes and speaks well; acts with integrity; and appreciates the traditions of art, culture and ideas. Developing these abilities is a life-long process.
The institution will sustain an environment in which these core beliefs are carried out with integrity and a true sense of purpose.
II. VISION
The University of Maine at Augusta will be a dynamic baccalaureate institution in central Maine, sustaining the congenial and supportive learning environment that has been its hallmark for over forty years. UMA's students will grow intellectually, professionally and personally in an atmosphere that fosters scholarly pursuits, collegial relationships, and civic involvement. UMA faculty will continue to devote time, attention and energy on student-focused teaching, with increased emphasis on research and scholarship.
As part of this vision, UMA will deliver undergraduate degree programs both at a distance and on its campuses to students seeking quality professional programs with a strong liberal arts core. Experiential learning opportunities will prepare graduates for productive and satisfying professional lives and underscore the institution's core beliefs in lifelong learning and community involvement.
Determined to remain a leader in distance education in Maine, UMA will continue its practice of meeting the academic and student support needs of place-bound students using contemporary educational technology and relevant teaching strategies. UMA will build on its reputation of providing exceptional education at a distance and will be successful in its efforts to collaborate with colleges both within and outside of Maine to deliver online baccalaureate programs.
UMA will continue to be a well-managed and viable institution. It will benefit from increased institutional development, and students will benefit from additional financial aid and scholarships. It will expand its campus facilities to meet the needs of its students, the faculty and staff, and the region. The University will continue to value its employees and to recognize their contributions, and it will succeed in earning the support and loyalty of its alumni and the citizens of central Maine.
The University will build on its current community relationships and will continue to pursue opportunities to expand educational, economic and cultural opportunities for the people of central Maine. It will succeed through relationships with members of the Maine Higher Education Partnership, through affiliations with other institutions to deliver graduate degree offerings, in collaboration with Maine State government, and through its connections with area high schools. UMA's ongoing contributions to the development of central Maine and its distinct role in the University of Maine System will be valued.
III. INSTITUTIONAL GOALS AND OBJECTIVES
Key Goal 1: Enhance UMA's ability to grow as a regional baccalaureate institution and to continue to provide quality higher education in response to state and regional needs.
1. Provide and assess a rigorous, challenging and relevant outcomes-based core curriculum in all academic programs.
1.1.1 The current core curriculum is defined as the "core skills, competencies and abilities" in written communication, oral communication and quantitative reasoning necessary for students "to function…as effective and informed citizens." The core curriculum will be reviewed, revised and fully evaluated and strengthened as part of UMA's ongoing self-assessment activities.
1.1.2 Academic writing will be fully integrated and consistently assessed throughout the curriculum. Every program will require students to pass a discipline-specific 2XX, 3XX, and 4XX course with a strong writing component in their major annually.
2. Provide and assess rigorous, challenging and relevant outcomes-based general education requirements throughout the curriculum.
1.2.1 Current general education requirements, the basis for knowledge-based learning experiences in fine arts and humanities, mathematics, natural and computer sciences, and social sciences will be reviewed, revised and implemented. General Education requirements will be evaluated and strengthened regularly as part of UMA's on-going self-assessment activities.
1.2.2 Academic programs will include the application of theory to practice through comprehensive service learning components, capstone courses, community-based practica, independent studies, cooperative education and/or internships to prepare students to participate in lifelong learning.
1.2.3 Diversity will be fully integrated into the general education curriculum by fall 2011 and its effectiveness assessed annually thereafter.
1.2.4 The academic unit will develop and adopt campus-wide definitions of "computer literacy" and "information literacy," will establish levels of competencies, and will begin assessment of these competencies throughout the curriculum by fall 2011.
1.2.5 By fall 2011, the academic unit will adopt a campus-wide definition of "critical thinking skills" and establish levels of competencies and assessment measures.
3. Establish academic profiles consistent with a baccalaureate mission.
1.3.1 The University will increase its number of full-time tenure track faculty with appropriate terminal degrees.
1.3.2 The University will hire new full-time faculty to improve the ratios between full-time faculty, adjunct faculty and students to be more consistent with the average at the other UMS campuses.
1.3.3 The University will improve the ratio of baccalaureate to associate degree offerings by reducing its AA/AS degrees, and looking for opportunities to expand baccalaureate programs.
1.3.4 The University will review and amend academic policies to ensure they are consistent with a baccalaureate mission.
1.3.5 The University will review its policies and practices regarding such issues as faculty teaching loads, advising responsibilities and committee assignments.
4. Provide opportunities for students to learn and lead in an ever-changing world.
1.4.1 The University will collaborate with other institutions to offer graduate education programs in the region.
1.4.2 The University will collaborate with other institutions in the University of Maine System to implement the goals of the University of Maine System Strategic Plan.
1.4.3 The University will collaborate with institutions in the Maine Community College System to implement the recommendations of the Governor's Task Force regarding the Maine Higher Education Partnership.
1.4.4 The University will expand its Capital Campus initiative with Maine state government throughout its academic and student services programs as demand for those services increases.
1.4.5 The University will expand opportunities for international studies and international exchange programs for faculty and students in cooperation with other institutions in the University of Maine System.
5. Increase UMA's involvement and effectiveness in teaching and supporting non residential students at a distance.
1.5.1 Under the leadership of the Dean of Libraries and Distance Learning, the Provost will renew and activate UMA's Distance Learning Council (DLC) as a collaborative central agent for positive change and expanded engagement in distance education at UMA.
1.5.2 Working with the academic units, the DLC will coordinate all distance education planning, programming, scheduling, budgeting, specialized funding (grants) and related assessment.
1.5.3 The DLC in collaboration with the academic colleges and the Faculty Senate will document and advocate for clear and effective standards for teaching with technology both in traditional classrooms and at a distance.
1.5.4 Based on constituents' needs and UMA's strengths, the DLC will assist the academic units in establishing priorities for the development of additional complete degree programs offered at a distance both within and beyond Maine's borders.
1.5.5 The DLC will advocate for and support the development of hybrid courses and other innovative delivery options to offer greater educational access to distance learners.
1.5.6 The DLC, in collaboration with the academic colleges, Program Coordinators and the Faculty Senate, will study best practices for teaching both with technology and at a distance and contribute to the scholarship of teaching both within UMA and at professional meetings elsewhere.
1.5.7 The DLC will collect and make available data about DE resource requirements, teaching loads, demands on faculty.
1.5.8 The DLC will explore opportunities for partnering with external institutions to deliver innovative educational programs to the citizens of central Maine.
1.5.9 UMA will document and support the professional development requirements of faculty engaged in Distance Education and technology supported teaching, and will become a major contributor in the collaborative development of a Center for Teaching Excellence in Distance Learning as part of UM System Services.
6. Optimize the use of technology to enhance the teaching/learning experience.
1.6.1 The DLC will work with the faculty teaching at a distance as well as with students to identify and assess the most practical, cost-effective and useful teaching and learning technologies.
1.6.2 UMA, under the leadership of the DLC, will complete a study of retention rates both within classes and programs and make recommendations about adapting retention strategies to meet the needs of distant students.
1.6.3 The DLC in collaboration with the TAPC and UMS's UNET and University College will plan for and support the instructional technology needs of UMA's faculty members and students.
Key Goal 2: Maintain and improve institutional effectiveness through embedded assessment and planning in all areas of the University.
1. Establish within all departments, divisions and units of the University well-defined, operational and ongoing systems of assessment.
2.1.1 The president and vice presidents will work within their units to identify and implement an ongoing system of assessment whereby results are applied to the building of best practices at each level.
2.1.2 The faculty, academic deans and provost will identify and implement a system by which learning outcomes assessment is the primary focus of the Program Review process.
2. Use the assessment process to create an inclusive system of planning and budgeting that assures constituent participation.
2.2.1 The president and vice presidents will work within their units to ensure that the results of ongoing assessment feed into the planning and decision making processes within those units.
2.2.2 The president and vice presidents will work in conjunction with their units to identify and implement an ongoing system that feeds unit priorities and needs into institutional planning and budgeting processes.
3. Strengthen the University's institutional effectiveness through well-defined, functioning and integrated systems of assessment and planning.
2.3.1 The President will establish a Planning Calendar, which all units within the University will adhere to, that will delineate the annual budgeting cycle, five-year strategic planning cycles, and ten-year accreditation cycle.
2.3.2 In keeping with the Planning Calendar, standing committees, which correspond with the critical areas represented in NEASC's Standards, will annually review archived documentation and generate annual reports summarizing key accomplishments and concerns in their domains.
2.3.3 These annual reports, coupled with those independently generated by deans, directors, and others as well as the goals and objectives in UMA's Strategic Plan, will provide the foundation for an Annual Agenda for the University. From these reports the President's Advisory Council will construct the University's Annual Agenda.
Key Goal 3: Improve student retention.
1. Create an infrastructure for monitoring, coordinating, and sustaining retention efforts.
3.1.1 A reinvigorated Advising Steering Committee will coordinate UMA retention efforts.
3.1.2 In conjunction with the President's Staff, the Advising Committee will establish a functional definition of retention consistent with UMA's mission.
3.1.3 All appropriate University programs/departments will assess their retention efforts as part of their annual report.
2. Expand and improve academic and career advising services.
3.2.1 In conjunction with academic departments, the Advising Center will develop a proactive, targeted advising and tracking program for first-year and incoming transfer students.
3.2.2 The Advising Center will provide opportunities for faculty and staff to refine advising skills and share advising resources by coordinating with the Advising Steering Committee, reinstating advising workshops, and improving access to advising information.
3.2.3 Advising staff, in collaboration with faculty, will provide a continuum of advising services to facilitate student clarification of educational and career goals, selection of appropriate programs of study, and translation of newly acquired skills and knowledge into meaningful career opportunities.
3.2.4 The University will continue to work with the Maine Campus Compact and others to increase experiential learning opportunities for students through expanded job shadowing and community service.
3. Improve students' access to services, as well as their satisfaction, affiliation, and involvement with the University.
3.3.1 The Dean of Students will collaborate with other campus units to measure and report students' priority support needs, preferred delivery modes, perceived barriers to educational attainment, levels of satisfaction and graduate success.
3.3.2 Guided by assessment results and with special attention to the needs of first-year and incoming transfer students, department managers will develop, refine, and/or increase student participation in fundamental support programs, e.g. New Student Orientation.
3.3.3 The Division of Student Development will collaborate with faculty to improve proficiencies in areas of shared responsibility, e.g. ADA accommodations, classroom management, early intervention strategies.
3.3.4 Faculty and staff will expand formal and informal opportunities for interaction with students outside of the traditional classroom, e.g., major-specific events, student clubs and organizations, campus working groups, co-curricular activities, mentoring opportunities.
3.3.5 To build a more cohesive community of learners, faculty and staff will create new and innovative methods of communicating with students using technology.
3.3.6 The Division of Student Development will use technology, along with the strategic location and scheduling of services, to improve student access to support services.
4. Increase faculty engagement in advising and other retention efforts
3.4.1 Academic Deans will document, acknowledge, and share current retention-related "best practices" of their faculty members.
3.4.2 UMA's program review process will acknowledge retention as an essential element of academic program success.
3.4.3 Academic Deans and faculty will identify the essential skills and knowledge required for faculty success in advising and retention efforts and partner with the Advising Steering Committee and Division of Student Development to deliver requisite professional development opportunities.
Key Goal 4: Improve UMA's capacity to recruit students and increase its visibility as a desirable public higher education institution.
1. Expand student recruitment efforts.
4.1.1 To improve the quality of services and create efficiencies, a Director of Enrollment Management will be appointed to oversee and coordinate the Admissions, Registrar's, Student Financial Aid and Student Accounts offices.
4.1.2 Annually, the Admissions Office, supported by the Office of Public Information, will review and revise UMA's student recruitment plans and efforts.
4.1.3 The University will strengthen student recruitment networks with community colleges, adult education programs and transition agencies and work with area human resource managers to develop for-credit opportunities.
2. Shape and enhance UMA's institutional image.
4.2.1 In consultation with the President's and Provost's staffs and based on the goals of the strategic plan, the Office of Public Information will develop a five-year comprehensive marketing plan, which will include publications, marketing, media relations and web design and maintenance.
4.2.2 In consultation with the President's and Provost's staffs, the Office of Public Information will develop a two-year operational plan, which will include standard University publications, dates, and deadlines.
4.2.3 The Office of Public Information will develop and implement an annual marketing plan, including a web component. Revisions will be predicated on available market research and enrollment trends.
4.2.4 The University will propose a new name for Board of Trustees' approval that represents the revised mission and vision of the school as well as fits within the objectives of the UMS Plan in Strategic Direction #9: "…to help identify alternatives to the use of the phrase The University of Maine at -- in the names of the four universities, other than UMaine, that are using it."
Key Goal 5: Ensure the continued success of the institution through support and development of its human resources.
1. Recruit and retain highly qualified faculty and staff.
5.1.1 Academic deans, in consultation with Administrative Services, will ensure an effective, timely and consistent faculty recruitment process and a comprehensive orientation program for new faculty.
5.1.2 Directors, in consultation with Administrative Services, will ensure an effective and consistent staff recruitment process and will provide a comprehensive orientation program for new professional and classified employees.
5.1.3 Administrative Services will provide periodic information to faculty and staff about employment matters and benefit programs.
5.1.4 Administrative Services, in consultation with deans and directors, will create a plan to meet professional development needs for faculty, professional and classified employees.
5.1.5 Administrative Services will determine the need and feasibility of an Office of Personnel Development. As part of their deliberations, Administrative Services will consider a collaborative model with the members of the Maine Higher Education Partnership.
2. Strengthen the institution by encouraging employees to participate in shared governance, which is understood to mean that "faculty, students, staff and administrators recognize their shared accountability for their roles and responsibilities and for the performance of the University in carrying out its mission."
5.2.1 Through the President's Advisory Council, UMA's four governance units – Classified Employees Assembly, Faculty Senate, Professional Employees Assembly and Student Government Association – will coordinate their annual agendas to help achieve the goals of the UMA Strategic Plan.
5.2.2 Governance units will develop biennial performance assessments of appropriate administrators.
5.2.3 All constituents and units of the University will exercise their responsibility to influence the long and short-term planning of UMA through the use of annual reports.
3. Include staff and faculty recognition as a consistent practice of the University.
5.3.1 Supervisors and peers will seek opportunities to acknowledge publicly the accomplishments of faculty and staff.
5.3.2 The Office of Public Information will highlight the accomplishments of UMA employees in University publications, local newspapers and other media.
Key Goal 6: Continue to serve the region and the state by contributing to cultural enrichment, community service and economic development.
1. Expand, promote and enhance cultural programming.
6.1.1 The University will continue its support of, and focus on, the arts by sponsoring co-curricular activities, promoting cultural events, collaborating with campus
sponsors of cultural events, and seeking opportunities to develop community arts programs.
6.1.2 The University will preserve and enhance its partnership with Senior College through jointly sponsored activities such as the Jewett Hall Concert Series, lectures, poetry readings, and the work of other University committees.
6.1.3 The University will facilitate the establishment of the Maine Holocaust and Human Rights Center, promote collaborative programming at the Center, and add multidisciplinary courses on the Holocaust and human rights to the curriculum.
2. Foster community involvement through partnerships and civic engagement.
6.2.1 The University will support affiliated programs that have a strong community focus, such as: Women, Work and Communities; the Maine Institute for Public Safety Innovation; the Dept. of Health and Human Services' Community Mental Health Project; and the recent Spurwink Institute's Cooperative Agreement with UMA to conduct research, improve the quality of professional practice and advance the education and skills for persons working in human services, behavioral health, and criminal justice fields.
6.2.2 The UMA Message of the Day and other publications will include announcements of community service opportunities and, as appropriate, highlight University employees' community activities.
6.2.3 Faculty peers and supervisors will raise the awareness of the importance of "Community Service," as should be defined within their review criteria, in all personnel evaluations.
6.2.4 The University will seek partners to enhance production and broadcast capabilities in Jewett Hall Auditorium in order to share programming with the greater UMA community.
6.2.5 The University will seek opportunities to expand the use of the College Center in Bangor.
3. Continue to contribute to and promote the economy of the region.
6.3.1 The University will work with employers in its service territory to identify and address the educational needs of their employees.
6.3.2 The University will cooperate with and support the efforts of Women, Work and Community and their partners to promote entrepreneurship development in Maine through entrepreneurship education and training and policy development.
6.3.3 The University will examine and strengthen its role in the development of a Regional Business First model for an entrepreneurial development system and will make a commitment to coordinate and cooperate with other partners in providing services to entrepreneurs in the central region of the state through such a system.
6.3.4 The University will re-examine the idea of establishing the Center for Commerce and Community to serve the central and mid-coast regions of the state.
Key Goal 7: Provide needed academic and student facilities through completion of projects approved in the Master Facility Plan and the Technology Plan.
1. Update the existing Master Facility Plan and related planning documents and integrate the priorities for projects at the Augusta and Bangor campuses.
7.1.1 Administrative Services, guided by the University's Master Facility Plan, will provide and maintain a physical plant that supports the institution's mission and programmatic goals.
7.1.2 The Master Facility Plan will outline how the University will expand, improve and maintain campus facilities and auxiliary services at all campus locations.
7.1.3 Administrative Services will re-establish the Space Utilization Committee to review and recommend the use of existing space for instruction and multi-purpose functions and for additional administrative and faculty offices.
7.1.4 Based on a two-year cycle, President's staff will implement and monitor recommendations from the security audits on the Augusta and Bangor campuses.
7.1.5 Administrative Services will enhance campus locations with additional green space, landscaping, signage and public art.
2. Update the Master Technology Plan to enhance the institution's academic and administrative technology infrastructure.
7.2.1 The Technology Advisory Planning Committee will conduct a needs assessment to identify the University's current and future technology needs.
7.2.2 The Technology Advisory Planning Committee will consult with technology providers to identify how to improve access and functionality, how to budget for improvements, and how to schedule network upgrades.
7.2.3 The Technology Advisory Planning Committee will provide guidance for all new technology initiatives and installations.
IV. CORRELATION of UMA GOALS with the UMS PLAN
The goals and objectives in the University of Maine at Augusta's Strategic Plan are aligned compatibly with the goals of both the University of Maine System's plan and the recommendations in the Report of the Governor's Task Force on Higher Education in Kennebec Valley:
Key Goal 1: Enhance UMA's ability to grow as a regional baccalaureate institution and to continue to provide quality higher education in response to state and regional needs.
- UMS Strategic Direction 1: Strive for quality across the System through rigorous academic program planning, strengthened student services and program realignment.
- UMS Strategic Direction 2: Build and sustain a high-quality and well-supported faculty and staff Systemwide.
- UMS Strategic Direction 2: Increase the availability of teaching technology in the classroom
- UMS Strategic Direction 3: Increase the array of online programs
- UMS Strategic Direction 3: Improve and expand the System's Distance Education infrastructure and academic programs.
- UMS Strategic Direction 4: Expand and enhance the System's library resources in ways that benefit the research and resource needs of both its universities and the public.
- UMS Strategic Direction 6: Establish institutional and individual performance measures to ensure prudent stewardship and public accountability.
- Governor's Task Force 2: The University of Maine at Augusta remains an accredited university within the University of Maine System, moving toward becoming a regional baccalaureate institution.
- Governor's Task Force 4: The Maine Higher Education Partnership for Higher Education is established by the University of Maine System and Maine Community College System Boards of Trustees.
- Governor's Task Force 6: …the Partnership shall explore establishing a Center for Teaching Excellence for Distance Education at the University of Maine at Augusta with a focus on faculty and program development.
Key Goal 2: Maintain and improve institutional effectiveness through embedded assessment and planning in all areas of the University.
- UMS Strategic Direction 1: Adopt an Academic Program Planning (APP) process and tie it to the budget process
- UMS Strategic Direction 6: Establish institutional and individual performance measures to ensure prudent stewardship and public accountability.
- Governor's Task Force 8: …The Partnership shall establish performance measures and report on progress to the University of Maine and Maine Community College Boards of Trustees.
Key Goal 3: Improve student retention.
- UMS Strategic Direction 1: Strive for quality across the System through rigorous academic program planning, strengthened student services, and program realignment.
- UMS Strategic Direction 7: Consolidate certain business and administrative functions across the System to achieve cost-savings and increased efficiencies while maintaining "front-line" customer services at the individual university level.
Key Goal 4: Improve UMA's capacity to recruit students and increase its visibility as a desirable public higher education institution.
- UMS Strategic Direction 9: Develop a coordinated and collaborative approach to university advancement and advocacy to improve the appeal, reputation, financial resources, identity, and constituent support for Maine's public universities.
Key Goal 5: Ensure the continued success of the institution through support and development of its human resources.
- UMS Strategic Direction 2: Establish a System-wide, faculty-designed program for faculty development
- UMS Strategic Direction 2: Build a high-quality and well-supported faculty System-wide.
- UMS Strategic Direction 7: Improve coordination of human resources management
Key Goal 6: Continue to serve the region and the state by contributing to cultural enrichment, community service and economic development.
- UMS Strategic Direction 5: Strengthen and expand university –based research activity and capacity to enhance Maine's economy.
- Governor's Task Force 7: The Partnership shall use faculty, student, staff, community, and business advisory groups to explore the full range of programs in central Maine…
Key Goal 7: Provide needed academic and student facilities through completion of projects approved in the Master Facility Plan and the Technology Plan.
- UMS Strategic Direction 6: Establish institutional and individual performance measures to ensure prudent stewardship and public accountability and…(to) review capital assets to maintain and upgrade facilities.
V. IMPLEMENTATION AND ASSESSMENT PLAN
V.1 Overview
The Implementation and Assessment Chart will function to provide ongoing assessment of UMA's institutional effectiveness and will be updated annually. The entire Plan will be available online on the Provost's home page; a paper copy also will be available in the Provost's office.
While the first four columns of the Implementation Chart will be fixed, the fifth column, "Progress Reports," will be organic. Postings to this column will be done through the Provost's office as a result of the following process:
- The Provost will work with his staff and the President's staff to identify who needs to take action and who is accountable for each Key Goal's implementation. Those required to take action are those members of the UMA community best positioned to make determinations and inaugurate the actual actions. Accountable Parties (APs) are those members of the UMA community who will be accountable to the President for the success or failure of the goals.
- APs will develop target completion dates for each objective and time lines for annual progress reports. Those needing to take action will work with the AP to develop a specific timetable within the established framework, and together they will create benchmarks and methodologies to measure and monitor success. (E.g. The president of the Faculty Senate or a committee chair of the Senate will work with the Provost to develop a timetable, etc. on a given academic issue in the Plan.) These strategies to achieve an objective within the Strategic Plan will be referred to as "Strategies and Benchmarks."
- Strategies and Benchmarks will serve as the initial entry under "Progress Reports" on the Implementation Chart. After this initial posting, Annual Progress Reports will be linked on-line and referenced by the fiscal year.
The President's Advisory Council will serve to facilitate and coordinate activities among the various constituent groups related to the Strategic Plan because it is the sole body within UMA that has representation from all the constituent groups. As a key step to facilitate and coordinate activities, there is an expectation that each group will write an agenda for the coming year and bring it to the Council with the idea of moving the Strategic Plan forward.
At the conclusion of the strategic planning cycle, there will be a traceable path of the institution's successes and shortcomings. Accordingly, there will be clear measures of institutional effectiveness for this period as well as indicators of where more energy and/or resources are required for the institution to be as effective as possible.
V.2 Implementation Charts and Progress Reports
V.3 Finances
UMA Strategic Plan Financial Assumptions
VI. UMA's STRATEGIC PLANNING PROCESS
Through the leadership of the Provost and his staff, UMA's Strategic Plan for 2007-2011 has been drafted, reviewed and edited in an inclusive, campus-wide process that began in spring 2001. Once adopted, this plan will direct the activities of the entire campus community for the next five years, but it will be revised and updated annually to reflect the challenges and opportunities for higher education in central Maine.
Title III Comprehensive Development Plan
The development of UMA's 2007-2011 Strategic Plan began in spring 2001 with the efforts of seven campus-wide subcommittees convened for the purpose of writing a Comprehensive Development Plan (CDP) for a Title III grant proposal. In all, thirty-seven faculty, staff and students contributed to the discussions in the following topic areas: development, governance, academics, enrollment and marketing, institutional research and assessment, facilities, and student services and retention.
The subcommittees shared their draft recommendations with faculty and staff for review and comment during a UMA Community Retreat in November 2001. That feedback was incorporated into the final Comprehensive Development Plan, a major component of the Title III document submitted in March 2002 to the U.S. Department of Education.
Although the University of Maine at Augusta was not one of the recipients of Title III funding, the process of identifying priorities, building consensus and preparing the grant proposal was invaluable in laying the groundwork for UMA's strategic planning process.
From CDP to Strategic Plan
Early in 2003 the priorities identified in the Comprehensive Development Plan were reformatted as Institutional Goals for what was intended to be UMA's 2004-2009 Strategic Plan. Faculty reviewed these goals at their annual retreat in May, and their recommendations were integrated into the Plan. Throughout summer and fall of 2003 the Provost, the Dean of the College of Arts and Humanities, the Dean of Math and Professional Studies, the Dean of the College of Natural and Social Sciences, the Dean of Student Affairs, and the Dean of Libraries and Instructional Support met weekly to refine the Institutional Goals and shape the Plan. They also sought the advice and expertise of the Vice President of Administrative Services, the Vice President of Finance, the Director of Human Resources, and the Acting Director of Admissions and Advising.
A schedule for campus review was created to include discussions with the four governance units in October 2003, conversations with the Board of Visitors during November and in-depth discussions with the colleges in December. It was intended that the revised draft document would be ready for final review in early 2004.
The University of Maine System Strategic Plan
During this same time, the University of Maine System was developing its own strategic plan, which was distributed in draft form in March 2004. To the surprise of many, Strategic Direction 8 of this draft included, among other restructuring proposals, a recommendation for UMA to be merged with the University of Southern Maine. When the Vice Chancellor made this merger proposal public, UMA halted work on its strategic plan.
In September 2004 the Board of Trustees voted to accept the UMS Strategic Plan, an action which made UMA's future as an autonomous institution within the System uncertain.
Governor's Task Force on Higher Education in the Kennebec Valley
To deal with the growing public and legislative criticism of the proposed merger, the Governor issued an executive order on May 5, 2005 for a task force to discuss the future of higher education in central Maine, with a reporting deadline of December 1, 2005. That task force report, presented to the Governor, the Chancellor and the Board of Trustees, ultimately did not support the UMS strategic direction to merge the two campuses.
Encouraged by the favorable activity of the task force, the writing team resumed work in November on UMA's Strategic Plan, revising the previous draft to reflect the priorities in both the UMS Strategic Plan and the Governor's Task Force draft report.
Adoption of the UMA Strategic Plan
During January and February 2006 the campus community reviewed UMA's newly revised strategic plan and endorsed it in a series of votes by the four governance units and the Board of Visitors. To every unit's satisfaction, the UMA Strategic Plan articulates the priorities of the institution consistent with its vision and mission and is understood to guide the planning, implementation and assessment of those institutional goals and objectives throughout the entire UMA community.
VII. ONGOING EVALUATION of the PLAN
While it is impossible to foresee what factors may affect UMA during this next five-year period, it is possible to create an ongoing campus-wide process for reviewing and revising the Plan:
- Whenever major adjustments need to occur, the administration will make every reasonable effort to bring that discussion to as many forums as possible in advance of any decision. If circumstances do not permit or warrant such broad based discussion, the community should understand that these matters will at least be brought before the President's Advisory Council.
- When broad-based discussion of a major change is not possible in advance, it will be brought forward to the community as soon as possible for explanation and discussion. Minor adjustments will be reflected in annual Progress Reports. Accountable parties will determine if an adjustment is major or minor.
- A major update/examination will begin in year four of the plan (2010) to prepare for UMA's 2011-2017 Strategic Plan. As part of the evaluation process, all governance units will consider how UMA can better integrate the accreditation and strategic planning activities into a single ongoing function.
- Through this Strategic Plan and any subsequent revisions, the faculty and staff of UMA reiterate their commitment to the people in the communities that the institution serves. The Plan enhances UMA's ability to deliver quality baccalaureate education, allows UMA to make more informed decisions about its future and enriches the lives of central Maine citizens.