Date: November 11, 2005
To: The Academic Community
From: Jennifer Ballengee, Secretary
Subject: November 7, 2005-Meeting of the University Senate
The fourth regular meeting of the University Senate was held on November 7, 2005, in the University Union, Rooms 314-316.
Professor Sullivan called the meeting to order at 4 p.m. Present were Senators Ballengee, Cox, Debye, Hartzler-Miller, Leshnoff, Little, McLucas, Nixon, Pitcher, Siegel, Stein, Storrs, Sullivan, Tabak, Vatz, Webster, Weinstein, Wengert, Accardi, Butler, Castillo, Kikenea, Torres, and York. Absent were Senators Roberge and Rosecky. Ex Officio members present were President Caret, Provost Brennan, Vice President Leberknight, and Parliamentarian Goins. Ex Officio members absent were Vice President Moriarty, Vice President Rubin, and Vice President Clements. (Senator Kikenea has been added as SGA representative, to replace Jennifer Grande.)
Prof. Hartzler-Miller moved to approve the Agenda; Prof. Stein seconded. The Senate voted unanimously to accept the agenda.
Several errors were noted in the minutes from the previous meeting. Prof. Siegel moved to accept the amended minutes; Prof. Storrs seconded. The Senators voted unanimously to accept the amended minutes of the October 10, 2005, meeting.
REPORTS OF EX OFFICIO SENATORS
REPORT OF THE PRESIDENT:
The President reported on a recent discussion of 2007 budget in Annapolis. Of course, it is too early to promise anything, he noted, but he suggested that the governor seems inclined to support the system at a level equal to or greater than last year. The governor feels Effectiveness and Efficiency has led to good changes, and is showing his support in this way. He's focused on access and affordability. There is agreement between what Towson wants to do and what the state wants us to do.
Unofficial word on enrollment growth plan: We're going to be told to grow. The money will be there. Towson is waiting to have written word. Towson projects a growth of 800 to 1000 per year. But the administration is keeping options open and moving forward on housing and parking plans. For example, there is money in the budget to expand the Towsontown Garage. Towson will be shutting down the Linthicum lot after the Towsontown Garage is expanded. The expanded garage will add about 500 parking slots.
Towson is currently funded at $4450 per student; the university won't expand unless it receives a guarantee of at least $5000 for each new student. The State will do what they can to also raise the funding on the existing student base. This will help Towson on the tuition side.
Senator Siegel asked the President to mention the trimester. President Caret explained that Towson would like to expand the summer into a full semester. Tuition is the only revenue in the summer-Towson is not state funded then. Towson is asking that the summer become subsidized so that Towson can begin to "grow" the summer. We only have 10% FTE students in the summer. The President noted potential issues: who will teach, will students come. The President suggested that this would allow students flexibility, and faculty would be allowed to teach year-round and expanded to a twelve month contract.
Prof. Siegel noted that faculty are on 10-month salaries now, if faculty chose to teach three semesters, what would that mean? The President answered, "We would go to three equal semesters in terms of time and task." Prof. McLucas noted that it's not like faculty aren't already working 12 months out of the year.
Chairman Sullivan asked, "In a four-year cycle, would all students be funded at $5000?" The President confirmed that every new student ultimately would be funded at this level.
REPORT OF THE PROVOST:
Growth projections: Since the USM came back with this possibility of accelerated growth and associated money, the Administration is now planning on an 800 growth FTE: 350 Freshmen, 250 transfer, 200 degree-granting graduate programs, international programs, and TLM. In light of those projections, the administration has been holding meetings regarding housing. They are going to work creatively with Student housing and Student Affairs. Those meetings are ongoing with Vice Presidents Moriarty and Leberknight. The Provost also noted that Towson wants to increase significantly the financial aid available to students. Towson needs to raise the number of yields; Towson has been losing students to the private sector. But Towson can maintain standards of students who are accepted by offering better financial packages.
The Provost then noted that 23 new tenure-track positions have been created for next fall: 2 in CBE; 4 in COFAC; 8 in CLA; 5 in FCSM; 3 in COE; 1 in CHP. Some of these positions may go to visiting or lecturers for next year, if Towson is unable to fill them immediately. In that case they'll be like placeholders.
4 additional tenure-track faculty positions are on the Provost's desk; he's holding on to these and will implement them depending upon planning/growth.
The Administration has also created 9 professional staff positions: 1 in CBE: 3 in COFAC; 2 in CLA; 2 in FCSM; and 1 in COE. There are 3 more staff positions sitting on his desk right now.
The Administration has also created 3 fulltime librarian positions.
All of these positions are contingent on the growth of TU.
The Provost then reported on the three major searches currently underway. The CLA search is advertised, and applications are coming in. Ads for the new COBE Dean will appear this week or next week. Librarian ads will appear soon too.
Prof. Siegel asked how many of these new faculty positions are replacements. The Provost replied that none are. Prof. Sullivan clarified that if we fill these positions as placeholders, it could be either lecturer or visiting. He then expressed the hope that Towson will get the funding so that the positions are associated with full benefits. The Provost noted that Towson is trying to get the resources before it has the dollar amount, which is slightly risky. If Towson receives fewer resources in the budget, the school may have to switch some of the new tenure-track positions over to lecturers.
REPORT OF VICE PRESIDENT LEBERKNIGHT (V.P. of Administration and Finance):
Update on Web Tycho: Towson received the Memorandum of Understanding. from UMC last Wednesday. This was later than expected. Towson has sent them questions in response, but it's unclear how long it will be before Web Tycho responds. There is some involvement here, Vice President Leberknight noted, that is slowing this down; but Towson is still pursuing Tycho and hoping that the issue will be resolved in time.
Within a couple of weeks, the Vice Presidents and the Provost will be meeting concerning E and E issues. Following the rules of E and E has created opportunities for Towson. The Provost and VPs are gathering ideas for E and E to take to Annapolis.
The President added that the way that E and E financial aspect works is that Towson builds a spreadsheet of expected costs, and then subtract a certain percentage from those costs using the E and E money. But despite these benefits, at some point Towson will need to say that it has achieved Efficiency. As a result, the Administration is now going to try to focus on Effectiveness. At this meeting on Nov. 15, the Board of Regents wants Towson to have these potential ideas written up. These are meant to be institution-specific measures.
REPORTS OF OFFICERS OF THE UNIVERSITY SENATE
CUSF REPORT, PROFESSOR SIEGEL:
The CUSF Executive Committee met this afternoon, and emphasized that quality should be as important as Access and Affordability. The committee discussed the relationship of USM schools to the community colleges. UMCP has signed agreements to accept students with a certain average graduating from two of the community colleges without question. One of the concerns of CUSF is benefits for non-tenure track faculty. Full-time non-tenure track faculty are getting benefits at one system school. The faculty workload report will be out soon. It goes to the Board of Regents Policy Committee on 11/16. It shows that we're getting close to the goals that were set for us for next year. CUSF is working hard to try to deflect some of the efficiency goals into effectiveness goals, to try to take some of the pressures off the budgetary strains. CUSF is continuing to look at retirement issues, and particularly the ORPs.
AAUP REPORT, PROFESSOR MCLUCAS:
The chapter meeting will be this Wednesday, at 3:30 p.m. in Smith 265. Two issues that have arisen recently that will be on the table for the foreseeable future: the JFC is interested in getting cogent guidance from the senior faculty regarding a 3-year review process. Also, inconcistencies in the 5-year post-tenure review process will be addressed by the AAUP.
Professor Siegel asked whether all junior faculties are appointed only on one-year appointments. She noted that we're one of the only schools in the system that has just one-year appointments; most have 3 year appointments. Prof. McLucas clarified that the concern is steady mentoring as one approaches the 6th year.
The President noted that in California, which is unionized, they had reviews in 2nd, 4th, and 6th years. If a faculty member wasn't where they were supposed to be, then they got a 3rd or 5th year.
Prof. McLucas clarified that there's a desire for a milestone review. Chairman Sullivan noted that there is an implicit review in the teaching load move after 3 years. Prof. McLucas responded that the second concern, regarding senior faculty, is related to the concern of the junior faculty.
Provost Brennan noted that one of the proposals that he discussed with the JFC for the third year review would be a process that mimics the tenure review. It would be systematic and go beyond the annual review. With the fifth year reviews (the post-tenure reviews), this is a mandated USM process that needs to occur. The Provost noted that h had the impression that that process was not taken all that seriously in the past, but he thinks it should be. Thus there may have been inconsistencies between years past and last year, because he is now taking this review more seriously than perhaps it was before he arrived.
Professor Vatz asked what the ultimate sanction is if a five-year review finds a faculty member to be insufficient. Provost Brennan responded that it should be a way for various levels of the institution to intercede, if needed. He doesn't like to think in terms of sanctions. When he has noted deficiencies, he has asked for a plan, and given a timetable for that plan to remedy insufficiencies. Prof. Vatz asked if it is now possible to remove a tenured faculty. Provost Brennan replied that that sanction has not been employed in USM. The purpose of the post-tenure review is to make sure that each faculty member is accountable even after review. Prof. Siegel noted that this has been a way of preserving tenure, and we should respect it. The President added that we have to view tenure as a protection of the university as well as an individual. He said that Towson will take it seriously and make sure that there's not an individual who damages the university.
Prof. McLucas suggested that all comments were expressing with different language that this conversation can only take place with an absolute reverance for tenure. A negative review could reflect a person's merit for a number of years.
SGA REPORT, SENATOR ACCARDI
Senator Accardi distributed a resolution for the Senate's consideration, not for a vote (this document is attached to the last page of these minutes, as Appendix A). The document addresses the creation of an additional space for a graduate student on the senate. SGA has in the past been giving one of the SGA spaces to a graduate student. The SGA created this Resolution to alert Senators to this problem, so that when the Consitution is revised, this issue will be addressed. The SGA also thought it should wait to resolve this issue until the growth of the student population is more clear, so that the change can reflect percentages of graduate students.
Senator Butler added that the SGA is currently planning a faculty-student interaction luncheon. This luncheon is to encourage faculty and student interaction beyond the classroom. The luncheon will be Monday, 11/28, from 3-6 p.m., in the Potomac Lounge. for the departments in Hawkins Hall. There will be a luncheon for every academic department and major.
Senator York noted that this is the second year that a Graduate Student has participated in the Senate. She then provided a snapshot of what 3500 graduate students have been up to. This year the GSA had its most successful orientation yet, including 200 graduate students and 30 program directors. There were 28 applicants for GSA Awards, for $14,000 of award money. The results are not yet in. GSA met with the Provost, in which they expressed concern about more assistantships, commencement speakers that relate to graduate student needs, and a graduate student lounge on campus. The GSA is currently looking for another GA to work in the GSA office and replace York.
NEW BUSINESS:
1. Prof. Vatz announced that the Senate nominating committee nominatesSenator J. Leshnoff for Vice-Chair of Senate. Prof. Siegel seconded the motion. Senator Butler noted that Prof. Leshnoff is a fantastic teacher.
Chairman Sullivan declared nominations closed and declared Prof. Leshnoff Vice-Chair by acclimation. This motion passed unanimously.
2. Motion 05/06-12: Receive the Annual Report of the Graduate Studies Committee.
Dean Jin Gong stood to represent the Graduate Studies Committee.
Prof. Little asked, "The Graduate programs that are not under the provost's office, but are under centers, are they still under the jurisdiction of the Graduate Studies Committee?" Dean Gong responded affirmatively.
Prof. Little noted that when programs are modified they go to the Graduate Committee. Are they also responsible for bringing those changes to the departments that are responsible for overseeing those programs? Dean Gong answered, yes, the graduate school always wants to make sure that the quality is there to the approval of the faculty.
Prof. Siegel recommended that the graduate studies committee have a template that requires that programs that are outside of the Academic Programs or Divisions still be subject to regular program review. Prof. Cox noted that this is already an aspect of the process.
Chairman Sullivan noted that all curricular changes have to go through an approval by faculty.
Prof. Hartzler-Miller moved to accept the motion. Prof. Stein seconded. The motion passed with unanimous approval, 21-0-0.
3. Motion 05/06-13: Receive the Annual Report of the University Promotion, Tenure, and Reappointment Committee.
Prof. Debye noted the length of the extra meetings.
Prof. Siegel made a motion to accept. Prof. Storrs seconded. The motion passed unanimously: 21-0-0.
4. Motion 05/06-14: Members of the Senate's Resource Planning and Advisory Committee, established in December of 2002, include one representative from each administrative division of the university. Because the Division of Economic and Community Outreach has since been created, the following shall be moved:
That the membership of the Resource Planning and Advisory Committee is amended to include one representative from the Division of Economic and Community Outreach selected annually by the Sr. VP (DECO).
The Committee representative explained that each administrative branch has a member on the committee who is a voting member. This just adds a voting member from DECO. Chairman Sullivan added that since the university budget affects more than just faculty concerns, it makes sense.
Senator Nixon raised a question about the process of adding a new member. Senator Nixon thinks that there should be a member from the library represented on this committee.
The Provost responded that the Library is represented by the division of Academic Affairs. If any part of academic affairs feels it's not being appropriately represented by academic affairs, that should come to the division first, before being brought to the Senate as a motion.
Senator Accardi asked if the committee had met yet. She complained that students have not been notified. The committee representative explained that the committee had not yet met, but that they also had not yet been notified of their new student representative. Senator Accardi agreed to resend that information.
Prof. Siegel noted that she didn't remember seeing that this committee have a mandate that it meet. She urgently argued that this is a committee that needs to meet on a regular basis to be effective. The representative noted that the committee tends not to meet regularly in the Fall, but they do meet regularly in the Spring.
The Provost noted that the committee is very active during those times when they have something to talk about. During the Fall they develop planning perimeters for the budget. Once the budget is done, the committee goes over the budget items, line by line. The meetings of the committee follow a cycle, which follows the cycle of the budget.
The President added that none of the VP's vote on this committee, since they are voting in other venues.
The Senate voted to accept the motion: 21-0-0, unanimous.
5. Motion 05/06-15: Approve new Towson University Mission Statement (Attached, Appendix B).
Provost Brennan provided an introduction to the Mission Statement: He explained that this is a process that he's shared with the Senate once already. It's a process that involves both MHEC and USM. At the beginning of the year, he shared an initial concept paper about the mission, in response to MHEC's request. The administration has been making submissions in parallel to it's presentation to the Senate. What is here is the latest version of this, which will be reviewed in hearings in December. The Administration will then have to react to two sources of review: One from the committee itself, and the second from MHEC. Then the Provost will return to the Senate. So what he is asking now is the Senate's approval to defend this version before the committee, then he'll do it again after their suggested revisions. In this mission statement, Towson needs to cover itself for every eventuality. So the Administration tries to be as inclusive and general as possible, so that it can be all things to all people.
Prof. Vatz said that he had spoken to the Chairs of Mass Communications and EMF, and they both support a mention in this statement. But in the second paragraph on page on page one, in the sentence about "strong baccalaureate programs," Prof. Vatz suggested that "communications and media studies" follow the "fine arts."
Prof. Storrs stated that he has a problem with all of this. His understanding of mission statements is that they should be 2 or 3 sentences. Provost Brennan responded that the form is designated by MHEC.
Prof. Little observed that the indication that we're moving toward Research Intensive is missing from this mission statement. There is no indication here of how faculty workload may change depending upon how the status of the university changes. Provost Brennan responded that Research-Intensive means that doctoral programs are not meant to be over the entire university. While doctoral production does make some difference to workload, our workload is really up to the Board of Regents. Prof. Little asked if that classification gets statistically valid data regarding salary and workload. Provost Brennan replied that, no, it refers only to doctoral student production and to external funding. Any changes in workload would be a consequence of obtaining this status.
Prof. McLucas noted that it is important that the mission language not be used to evaluate professional decisions. The mission statement should be as general and elastic as possible in terms of faculty research.
The President clarified that the mission statements addresses where we are and how the institution will evolve. Faculty are expected to evolve along with institutions. The workload document is expected to move within the changing parameters of the institution.
Prof. Ballengee noted that the use of "complement" is inaccurate (last paragraph on page 2). The Provost agreed to change it to "enhance" or "advance."
A Senator suggested that numbered lists should be changed to bulleted.
Prof. Storrs made a motion to accept this version of the Mission Statement for initial presentation to MHEC. Prof. Siegel seconded. Motion passed: 22-0-0, unanimously.
Chairman Sullivan agreed to distribute an electronic copy. The Senate will address the content of the document more carefully when it returns in February.
6. Motion 05/06-16: Approve Proposal for Master's Program in Forensic Science.
Prof. Boon Loo stood to represent the M.S. Program in Forensic science.
Prof. Little asked what would follow the name of a graduate from this program. Prof. Loo noted that An ABC follows the name. This is accepted by administrative and government venues.
The Senators agreed that this program will need to limit its enrollments.
The motion came to a vote and was passed unanimously, 20-0-0.
7. Motion 05/06-17: Approve revised College of Liberal Arts Constitution.
Senator Butler moved to accept the motion. Prof. McLucas seconded.
Prof. Debye asked where this constitution originated. Chairman Sullivan explained that a few years ago all of the colleges were asked to revise their constitutions.
Prof. Debye asked if this constitution was voted on. McLucas explained that it was passed by the Council and distributed to the faculty.
Prof. Siegel argued that faculty should vote on this. In addition, there's no indication that the Council is elected. Its unclear when meetings happen and who sets the agenda. Page 3, 2c, indicates that the Leadership Council makes recommendations to the Dean, who has appointed them. Prof. McLucas explained that the Leadership Council is the council of chairs within CLA. Prof. Siegel noted that it's bit unclear whether the committees under section 4 are elected either.
Senator Butler noted that it does mention later that there's a point where their electoral term ends. He also wondered how the two students who are appointed to the committee are elected or appointed.
Prof. Little complained that the officers are unclear. The Dean seems dominant in all areas, it seems weak in shared governance.
Prof. McLucas explained that there was a much more robust version initially provided by the Dean. This is what could be agreed upon between the Council, the Dean, and the Assistant Dean (who sits on the Council, although according to the Constitution she is not a member of the Council).
Provost Brennan agreed that the way the document is set up, information doesn't arise where it is expected. This is confusing. The points about the students are vague.
Chairman Sullivan noted that this is an important Consitution, since CLA is a major College of the University.
Prof. Cox argued that she didn't see how the Senate could vote on it, when the faculty of the College hasn't voted on it.
Prof. Pitcher noted that there needs to be 2/3 faculty approval in order to bring a Constitution to the Senate.
Senator Butler moved to table the motion. Senator York seconded. The motion to table the issue passed unanimously, by a vote of 17-0-0.
8. Motion 05/06-18: Accept Academic Standards Committee Revision of the Criteria for Latin Honors.
Prof. Vatz said that he viewed this as the problems of grade inflation coming home to roost.
Bob Giordani, Registrar, noted that this has been approved by the Academic Standards committee.
Senator Butler moved to accept the motion; Senator Webster seconded.
Prof. Vatz argued that by passing this, it would imply that faculty are sanguine about grade inflation.
Provost Brennan suggested that this is a step in addressing the problem of grade inflation. This is a problem with many sources: pressure from students, pressure from graduate schools, etc. This is a national problem. Harvard statistics cited that the Freshmen average was just above an A-. Latin Honors are meant to recognize the top students, not address grade inflation.
Senator Kiknea asked if there had been any attempt to increase academic rigor rather than simply wipe away this possibility. Prof. McCool (representing the Academic Standards Committee) noted that he didn't think that we as an institution can do anything about grade inflation.
Prof. Siegel asked, "Why 10%? If the range of comparable of institutions is 12-23%, maybe we should be less ambitious and make it 15%." Prof. McCool responded that the figure 12-23% is not entirely accurate. The low end is 8.4% at Montclair state.
Prof. McLucas noted that it is true that we don't leave as many students behind as we used to, because we are now treating the students as customers. If we want to be really tough on grades, we can't treat our students as customers.
Prof. Storrs argued that we really ought to address grade inflation. He wondered if COE is giving Latin Honors in response to some imagined demand of graduate schools. Prof. Hartzler-Miller said that COE has a strong tradition of "mastery learning"; COE creates clear objectives and learning tools. COE gives students many opportunities to meet learning objectives so that no child will be left behind. All of the COE programs also screen majors. These are students who are already receiving A's and B's. Senator Castillo, who is a student in COE, noted that there's not as much academic rigor in many of the education classes.
Prof. Debye said that there's a good reason for doing this, but he didn't think it would accomplish the purpose. The forces that are causing grade inflation are much greater than this.
Prof. McCool noted that the purpose of this motion is to reduce the number of students receiving Latin honors, in order to restore their former meaning of exceptional performance.
Prof. Hartzler-Miller clarified that she was in favor of limiting Latin Honors. But she has a problem with the extreme strictness. She'd go with 15% or 20%.
Prof. Ballengee moved to call the question to a vote. Prof. Weinstein seconded. The Senate voted 7 in favor, 6 opposed, 4 abstaining. The Motion thus carried 7-6-4.
Prof. Storrs moved to adjourn the meeting; Senator York seconded. The Senators voted unanimously to adjourn the meeting.
The meeting was adjourned at 6:20 p.m.
APPENDIX A
Towson University Senate
Resolution Fall 2005- Resolution 002
A Resolution Concerning Appointing a Graduate Student as a voting member to the University Senate
Summary: Currently there is no official seat for a graduate student on the Towson University Senate. Unofficially, the graduate student has been serving in one of the five undergraduate seats as outlined in University Senate bylaws.
WHEREAS, the Towson University Senate serves as a governing body and advisory council to the University Community; and,
WHEREAS, the Senate represents all of the facets of the University Community; and,
WHEREAS, there is no official seat for a graduate student on the University Senate as outlined in the bylaws; and,
WHEREAS, the graduate student unofficially serves in one of the five undergraduate seats; and
WHEREAS, this limits the number of actual undergraduate students on the University Senate; and,
WHEREAS, graduate students represent a unique population in the University community;
BE IT THEREFORE RESOLVED that the University Senate will amend the bylaws to include an official graduate student seat on the University Senate.
Author(s): David Butler, Director of Academic Affairs,
Student Government Association, University Senator
Sponsor(s): Darcy Accardi, President,
Student Government Association, University Senator
Vote: In Favor ______ Opposed ______ Abstentions ______
Therefore, the resolution PASSES FAILS
APPENDIX B
DRAFT DRAFT DRAFT
TOWSON UNIVERSITY
Mission Statement
I. Summary Mission Statement
Towson University, as the State's Metropolitan University, focuses on providing highly developed educational experiences and community service through a broad range of intellectual opportunities to a diverse student body at both the graduate and undergraduate levels. The academic programs and services offered through the university provide a core quality environment for students to acquire the intellectual and social preparation to achieve their potential as contributing leaders and citizens of the workforce and a complex global society. Faculty, students, and staff serve the region through research and professional outreach that specifically responds to the state's socioeconomic and cultural needs and aspirations.
II. Institutional Identity
Towson University began as The Maryland State Normal School and was founded in Baltimore City in 1866. In 1915 it moved to its current location in Towson and became the Maryland State Teachers College at Towson in 1935, offering a Bachelor of Science degree in education. The institution's mission was expanded in 1946 with the introduction of a variety of degree programs in the arts and sciences, and this programmatic development led to its becoming Towson State College in 1963. The move to a more diverse academic portfolio, including health professions, business, and technology, marked the transition to Towson State University in 1976 and to Towson University in 1997. It is Maryland's largest comprehensive university. The quality of Towson's programs, its educational value, and its focus on student achievement and civic engagement has brought it national recognition as a premier metropolitan institution. With strong baccalaureate programs in the arts and sciences, the fine arts, health and nursing, education, business, information and computer science, and interdisciplinary studies to serve as the foundation, Towson similarly provides high quality graduate programs in a variety of areas of professional practice and applied fields. Through its programs, staff, and faculty, it seeks to respond to the needs of the region and greater metropolitan area, serve as an engine of change in the academic and socioeconomics environments of the state, and create a productive future for our students, our region, and enrich the lives and opportunities for all members of its community.
The University's longstanding commitment to creating a multicultural campus is advanced by policies and practices that assure the recruitment and retention of a diversified student body, staff, and faculty who accurately reflect local, regional, national, and global diversity. This commitment is sustained through a focus on community service, democratic principles, and globalization as it relates to the curriculum, services, activities, and partnerships on and off the campus. Through its international education program, it enrolls students from as many as 100 nations. Diversity initiatives provide a direction that mirrors the face of the population in the region and the state, which foster and model a respectful and inclusive environment and serve to prepare all members of the institution to appreciate differences and to live comfortably within an increasingly multicultural society.
The undergraduate curriculum promotes the intellectual skills essential for effective communication, gathering and evaluating information, critical thinking, meaningful use of technology, appreciating diversity, and making informed choices. These skills are grounded through the University's long-standing commitment to a strong liberal arts core that emphasizes an understanding of the arts and sciences and how their branches of knowledge gather, evaluate, and apply information to reach valid conclusions. The liberal arts core, combined with a commitment to students' co-curricular experience, also serves to develop intellectual and social skills that will guide students as contributing members of the workforce and of a democratic society. The Honors experience supports an enriched and creative learning environment in which students explore in greater depth the academic canon, use complex analytic thinking, and gain values of self and community to enhance leadership attributes within an intellectually demanding curricular framework.
As a complex comprehensive learning community, the University currently emphasizes the systematic addition of strong undergraduate and graduate programs that represent emerging disciplines, address economic and workforce needs, and serve the metropolitan region. To date, master's degree programs in the health professions, applied information technology, education, homeland security, business, and a variety of interdisciplinary or applied fields have been developed in response to pressing regional needs and extensive student demands. The four applied doctoral programs build on the foundation and strengths of the University and are in areas that are fundamental to the development and vigor of the institution: Audiology, Occupational Science, Instructional Technology, and Applied Information Technology.
The certification and professional development of educators has been and will remain central to Towson University's future. It is the largest single provider of certified teachers in Maryland and plays a leadership role in the continuing professional development of the state's educators. The College of Education's strategies for improving the quality of undergraduate teacher preparation serve as regional and national models, as do its highly regarded Professional Development School Network and the professional development programs of its different centers and projects. To meet the critical needs for more and better teachers in Maryland and the nation, the University has expanded programming in teacher education with plans to add specialized master's and doctoral programs responding to market demands and the Maryland State Plan.
Towson University is committed to a student-centered learning environment that uses a variety of formats to provide innovative access to information. Towson University's faculty and staff work actively to develop students as citizens and leaders of the community by combining classroom learning with out-of-class experiences (internships, practica, service-learning, and related experiential opportunities). Through academic partnerships and collaborative programs, it advances the statewide goal of attaining a cost effective and accountable system for delivering high quality post-secondary education. It is an active participant in four regional higher education centers and has expanded its current certificate and baccalaureate programming through formal 2+2 partnerships with community colleges in the state. It works closely with profit and non-profit organizations to provide educational opportunities, including baccalaureate and post-baccalaureate programs meeting the organizations' specific needs. It has created a technology infrastructure for providing improved access to degree programs for a greater numbers of Maryland residents. In so doing, Towson strengthens Maryland's role as a national leader in the use of technology to enhance its economy and to improve learning and life-long access to learning for all of its citizens.
Towson's faculty members actively pursue scholarship and creativity that complement disciplinary knowledge and superior teaching. The University values and rewards equally the scholarships of discovery, teaching, integration, and application. Faculty members also engage in a wide range of activities, which support the University's institutional outreach programs to government, health care organizations, nonprofit groups, education, business, and the fine arts in its region. Its research and consulting centers, such as the Regional Economic Studies Institute, the Center for Geographic Information Sciences, the Center for Applied Information Technology, and the Center for Educational Leadership continue to link faculty expertise with community needs and interests. Partnerships with corporations engage the University both as learners and as teachers. The Maryland Arts Festival, the Children's Dance Division, and numerous faculty and student performances and exhibits throughout the year contribute to the cultural life of the community. The Wellness Center and the Speech and Hearing Clinic provide clinical sites for faculty members and students and serve the well being of members of the community. The Institute for Teaching and Research On Women and The National Center for Curriculum Transformation Resources On Women provide international as well as national services for a full variety of disciplines and agencies.
Towson University's chief role in responding to Maryland's workforce needs rests in its ability to respond quickly to changing circumstances and emerging needs by revising or introducing high quality undergraduate, masters, doctoral, and certificate programs. Program development readily can be targeted to support economic and social development as identified by national, state, and regional government agencies. Its plans for expanding its graduate programming, increasing the number of both students and degrees offered, will lead to an increase in the number of teaching and research opportunities available to the graduate student body and will allow the institution to export valuable expertise to regional and state agencies and organizations. This design gives Towson a strong presence in the educational growth of employees from local school districts, health care fields, the arts, government agencies, and technology and service industries, including e-Business.
III. Institutional Capabilities
By Carnegie Classification, Towson University is a Masters (Comprehensive)
University I. It has achieved national prominence as a premier metropolitan comprehensive university by offering a wide-range of excellent graduate and undergraduate degree programs and by increasing its regional and national reputation through its focus on student learning, innovative programs and pedagogies, faculty creativity and scholarship, applied and sponsored research, community service, and cultural outreach to business, education, and health care organizations and professions. Its commitments to the active facilitation of learning through a variety of modes as its faculty members' primary role, and to developing and retaining a diverse student population will sustain its record for high retention and overall six-year graduation rates.
The University has a strong commitment to study in the liberal arts, both as it serves as a general intellectual resource for more specialized disciplinary work and as it enriches students' cultural and social awareness. A highly regarded general education program provides undergraduates with multiple ways of knowing and specific skills that equip them to reason in and respond to a wide range of work and life settings. Active initiatives to recruit African-Americans, other American minorities, women, and a range of international faculty, staff, and students advance its commitment to diversity and support strong multicultural and international studies programming. It further augments and enriches students' academic programs through an expanding Honors College experience, extensive practice of faculty-student and student-student mentoring, a model first year experience program, undergraduate research projects, internships, practica, career services, clinical placements, departmental honors, colloquia, forums, and performance and lecture series.
Faculty members value excellent teaching and give it high priority. Their active engagement in scholarship and service generates sustained originality and outstanding performance throughout their academic careers. Their frequent participation in more than one academic unit or department sustains the unusually high number of innovative multi-disciplinary programs offered by the University. Their large number of refereed publications and presentations are noted for their quality and innovation, and the richness and diversity of their research and interests provide a wide array of learning and research opportunities for students, who often engage in collaborative research and creative projects with their instructors.
The University capitalizes on it urban/suburban location by providing varied and distinctive opportunities for students and faculty learning, teaching, and research. It recognizes its obligation to serve at the local, regional, and state levels through its academic programs and professional services. It uses its metropolitan context as the environment for basic and applied research, as a teaching laboratory for the curriculum, and to strengthen its program and course offerings from the baccalaureate to the doctoral level. These strengths also support the ability to draw on national and international candidacy pools for faculty and administrative positions. As part of its pursuit to meet societal needs in a more comprehensive manner, Towson University will move eventually to the Carnegie Classification to the Doctoral/Research Universities - Intensive level. This means the University will maintain a wide range of baccalaureate programs along with further development of graduate education through the doctorate, and it will focus more copiously on applied research.
The University, while designated as a growth institution, maintains its commitment to student-centered, small class engagement. This value is reflected in the Master Plan that calls for substantial modification to and growth of the academic precinct over the next ten years. The plan includes a focus on designing new academic and academic support spaces that emphasize the values of interactive learning, informal teaching and learning communication, and individual student attention.
IV. Institutional Objectives and Outcomes
To In keeping with the Towson University 2010 Strategic Plan, the University System of
Maryland Strategic Plan, and the Maryland State Plan for Higher Education, the University will pursue the following directions:
Goal 1: Enrollment Management, Growth, and Mix
A. Improve/expand targeted outreach programs to allow us to achieve our goals for enrollment and student size.
B. Align resources and retention efforts to meet our enrollment goals and make Towson a first choice institution for an increasing percentage of students.
C. Develop select undergraduate and graduate programs and initiatives to meet workforce needs.
Goal 2: Student Experience and Success
A. Support initiatives that promote diversity.
B. Improve our graduation and retention rates to place us among the top 10 percent of our peers.
C. Develop co-curricular activities to encourage student engagement in the University community.
D. Provide and academic organizational structure, support services, library, and technology to create an enriched environment to serve student needs in a dynamic marketplace.
E. Affirm and enhance the educational experience we provide, grounded in traditional values of a liberal education, while addressing workforce needs of the State.
F. Engage students in off-campus educational experiences.
Goal 3: Partnerships Philosophy
A. Serve and continue to evolve as a workforce engine for the State.
B. Expand outreach efforts to promote economic development and address social issues within the State.
C. Strengthen linkages to local, state, and federal governments.
D. Develop a strong shared governance structure that involves stakeholders throughout the University and assure a responsive organization structure.
E. Establish new partnerships.
Goal 4: Resources for Success
A. Enhance recruitment and retention efforts and development opportunities for faculty.
B. Enhance recruitment and retention efforts and development and training opportunities to open career paths for staff.
C. Implement the Master Plan to address the educational, research, housing, recreation, and co-curricular space needs to support the student experience.
D. Expand and improve campus infrastructure to allow for extramural support of faculty research and scholarship efforts.
E. Expand our resources for the library and campus technology as a critical resource in the support of existing and future programs.
Goal 5: Telling and Selling the Story
A. Convey Towson's message to the external community/
B. Improve campus inter- and intra communication.
C. Make the arts and athletics key components of campus life and use both as links to the external community.
D. Solicit feedback from our graduates and their employees to measure our success.
Draft Developed, Provost's Office, 9/20/05
1st Draft Sent to USM Office, 9/20/05
On-campus Revisions, 10/10/05
On campus revisions, 10/22/05
8000 York Road | Towson, MD 21252 | 410-704-2000
