WORKSHOP ON COLLABORATIVE STRATEGIC PLANNING

Facilitated by

Patrick Sanaghan, Ed.D.

President, The Sanaghan Group

October 28, 2016

Summary of Proceedings

Office of Institutional Research, Planning & Assessment

J.T. Williams Hall, Room #3104

Princess Anne, MD 21853

Phone: (410) 651-7530

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Table of Contents Introduction ......................................................................................................................................1

Session 1: UMES Recent Accomplishments and Lessons to Bring Forward ..................................1

Session 2: SWOT’s Analysis to Gather Ideas about the Current Situation and Opportunities ......4

Top Strategic Issues/ Recommendations Based on S.W.O.T. Analysis ............................5

Session 3: The Future Timeline –Future Events, Trends, and Issues that Could Impact/Influence

UMES Over the Next 5-10 years ......................................................................................6

Surprise/Discovery .............................................................................................................6

Priority, Events, Trends and Issues over the Next 5-10 Years ...........................................6

UMES Future Timeline ......................................................................................................7

Session 4: Soliciting Feedback on the Five Goals and 30 Sub-goals of 2011-2016 UMES

Strategic Plan .......................................................................................................................8

UMES Goal I ......................................................................................................................8

UMES Goal II .....................................................................................................................8

UMES Goal III ....................................................................................................................9

UMES Goal IV ...................................................................................................................9

UMES Goal V .....................................................................................................................9

Session 5: Wrap Up/ Lessons Bring Forward ..............................................................................10

List of Tables, Figures, and Appendices

Table 1: UMES’ Recent Achievements, Contributing Factors and Lessons to Bring Forward .....1

Table 2: Workshop Participants’ Perceptions ...............................................................................16

Figure 1: Top 5 Areas of UMES’ S.W.O.T. with Number of Responses .......................................5

Appendix 1: Participants’ List ....................................................................................................... 11

Appendix 2: UMES S.W.O.T. Analysis during the Workshop on Collaborative Strategic ..........12

Appendix 3: UMES Future Timeline (From Year 2016 to Year 2027) ..........................................13

Appendix 4: An Evaluation of Participant Perceptions .................................................................15

1

Introduction

The agenda for the UMES 2017-2022 Strategic Planning Process activities on October 28, 2016 comprised

Part A and Part B. Part A was the Inaugural Meeting of the Steering Committee at which the UMES

President, Dr Bell was going to give the Steering Committee its charge for developing the 2017-2022

Strategic Plan, supported by the Taskforces. There was a scheduling conflict because the President also

had meetings with the Chair of the USM Board of Regents on the campus on the same day. However, the

charges of the Steering Committee and Taskforces were distributed to members and the Chair of Steering

Committee, Dr. Stanley Nyirenda shared brief remarks about them with participants. These remarks

included drawing the attention of participants to resources available on the Institutional Research website.

In addition, he also pointed out that the Office of Institutional Research Planning & Assessment has

purchased three copies of two books—(1) 2026 The Decade Ahead, The Seismic Shifts Transforming the

Future of Higher Education by the Chronicle of Higher Education; and (2) Future College Fieldbook,

Mission Vision and Values in Higher Education by Daniel Seymour. Participants may borrow these books

from the Planning Analyst, Dr. Jichul Kim. Also Dr. Dean Cooledge, Chair of Faculty Assembly and Mr.

Robin Hoffman, Interim Assistant Vice President for Academic Affairs informed participants that the first

book (2026 The Decade Ahead …) was also available on Blackboard.

Part B was the workshop on Collaborative Strategic Planning, held in the Henson Center Room 1112 at

the University of Maryland Eastern Shore (UMES) on the same day. It was attended by 38 members of

UMES 2017-2022 Strategic Plan Steering Committee and Taskforces. Participants included the chair of

the Steering Committee, one vice president, two deans, department chairs, faculty members, directors of

operational units, a representative of the Student Government Association and staff (see Appendix 1). The

workshop was facilitated by an author and expert on Leadership and Collaborative Strategic Planning, Dr.

Patrick Sanaghan, President of the Sanaghan Group. The main purpose was to prepare members for the

task of designing the 2017-2022 UMES Strategic Plan. The workshop agenda included five sessions: (1)

UMES Recent Accomplishments, (2) SWORT’s Analysis, (3) The Future Timeline, (4) Soliciting

Feedback on Five Goals of UMES Current Strategic Plan, and (5) Implementation Advice Going Forward.

Summary notes from the workshop proceedings are provided in the sections below.

Session 1: UMES Recent Accomplishments and Lessons to Bring Forward

The Accomplishments Design was used to build a constructive database at the start of the planning process

and to help members to identify and reflect on institutional successes and to learn from them for the future

planning processes. Table 1: UMES’ Recent Achievements and Lessons to Bring Forward provides a list

of identified UMES achievements, contributing factors to those achievements and lessons to be brought

forward for formulating the next strategic plan.

Table 1: UMES’ Recent Achievements, Contributing Factors and Lessons to Bring Forward

Achievement What Made It Work Lessons to Bring Forward

1. Academic success

including

- new online academic

program (MS programs

in cybersecurity),

-Enhancement of program

delivery (cybersecurity is the

first fully online program)

-Advocating resources

-Cutting edge programs and

Effective communication and

collaboration are essential

2

Achievement What Made It Work Lessons to Bring Forward

- BS Biochemistry and

- Reaffirmation of

Accreditation by the

American Chemical

Society

collaboration

2. Improved facilities and

technologies (e.g.

classroom technology and

new Engineering and

Aviation Sciences

Complex (EASC)

building

-The current UMES 2015-2019

Technology Strategic Plan is

based on UMES' current and

planned needs for technology use

by students, faculty, and staff, as

well as research/outreach

partners.

-A Campus Technology

Committee (CTC) created in the

fall of 2014 with a membership

representing all areas of the

campus as a standing committee

that will initiate and monitor

outcomes of the annual strategic

operational plan objectives’

progress during the plan period.

-President, Academic,

Administrative leadership

involvement with committed

resources

-Engineering program

accreditation requirement

-Commitment by the

President, faculty and staff

-Support from the State

-Continued committed

resources are needed (e.g.

desktop computer in each

classroom)

-Commitment to bring more

IT into the building

-Strategic planning and long-

term prioritization

3.Paperless system using

ImageNow

-Appropriate infrastructure

and expertise

-Collaboration among

operational units

Stakeholder involvement and

buy-in

4. Improved campus

communication among

campus constituents

(faculty, staff, students,

alumni, etc.)

Weekly UMES news, weekly

emails, the Key (newsletter),

town hall meetings, and

Chat-n-chew with President

-Continued coordinated

communication through

UMES Public Relations

Office

-More face to face contact

with campus leadership is

needed

5. Increased awareness and

communication

concerning faculty

development (FD)

opportunities

-A new position developed by

the Provost specifically

tasked with faculty

development including:

specific funding identified

and dedicated to faculty

development

-FD is needed and should be

continued

-University leadership should

continue to invest in its

faculty

-Continued funding is needed

to support FD

3

Achievement What Made It Work Lessons to Bring Forward

funding and opportunities

regularly communicated

to faculty via Listserv and

meetings

- Interested self-identified

faculty to engage in faculty

development opportunities

6.Formation of an Inter-

professional Education

Committee (Education and

collaborations among

health profession

disciplines e.g. Pharmacy,

Rehabilitation Services,

Physical Therapy and

Kinesiology)

-Leadership buy-in from each

department to incorporate

the specific activities into

their curriculum

-Educational sessions and

training to make it work

-Very high student

participation

-Additional researches are

required

-Need to increase and

diversify health care team

members

7. Established relationship

with several high schools

in MD for School of

Agriculture and Natural

Sciences

Hired a recruiter

Need dedicated staff to focus

on student recruitment

8. Met enrollment target in

2015

-Recruiting efforts including

enlisting service of Royall

and Company, dedicated

recruitment staff, students

and attractive campus life

environment

-Continue to select right

faculty/students (mission)

-Continue to offer signature

programs

9. Student excellence in

competitions (e.g. Honda

Campus All-Star

Challenge and NCAA

Women’s Bowling

Championship in 2012)

-Faculty dedication

-Student determination and

commitment

-Opportunities and support

for students

-Funding needed to support

student activities and

programs

10. Secure external funds

(i.e., UMES was

successful in obtaining

over $197 million in

external funding for

research and sponsored

projects between FY 2006

and FY 2015 and LMRCS

grant refunded in 2016.)

-Dedicated faculty, faculty

expertise, partnership and

collaborations, and being

mission driven

-Faculty and students

productivity in Research

-Faculty need time to write

proposals (i.e. reduce

teaching load)

-Provide incentives and

merits to faculty who win

grants

–Faculty/students need time

for research

-Students need stipend

-Professional development

for students needed

-Make LMRCS program

4

Achievement What Made It Work Lessons to Bring Forward

flexible

11. Instituted National

Society, Leadership &

Success [NSLS] (the

nation’s largest

leadership honor society)

to support students to

build their leadership

skills

Encouragement and support

for students to join the honor

society

Continue to offer

opportunities to students to

join NSLS honor society

12. Winner of 1890

universities Awards in

Teaching, Research and

Innovation, Tying for the

first spot for overall

performance with North

Carolina A&T University

in 2015

-Strong STEAM programs

-Dedicated faculty

-Determined and committed

student

-Strong leadership

-Opportunities in research,

etc.

-Consistent and continuous

support of students

-Culture of effective

department collaboration

13. Updated incomplete

grade policy

-Collaboration between

admin, faculty, and students

(*critical component

proposed by student

government)

Collaboration reaching across

divisions and levels of shared

governance

Session 2: SWOT’s Analysis, using the Carousel Design to gather ideas about the current situation

and opportunities

The Strengths, Weakness, Opportunities, and Threats (S.W.O.T.) analysis was conducted using the

Carousel Design. Participants were divided into five small groups in order to identify strengths,

weaknesses, opportunities, and threats to ongoing activities. Each group was asked to discuss and list the

core issues pertaining to the groups’ discussion. Thereafter, each group was assigned to read and review

the identified issues by other groups and contribute, if any issues were overlooked. Thus, every

group/individual openly shared ideas and no one could dominate in the discussion or control the outcome

(see Appendix --- for UMES’ S.W.O.T. Analysis by Workshop Participants). Some of top five areas of

UMES’ S.W.O.T. (see Figure. 1) are consist with the findings of the Fall 2014 UMES Organizational

Climate Survey. For example, one of the top five UMES’ threats was “inability to change or adapt quickly

to meet workforce/society demands”, which is consistent with the finding that “a significant proportion

(almost 2 in 5) indicate that UMES leadership needs to be willing to change to better meet current and

future needs of the institution” in the 2014 Climate Survey. Similarly, customer service was identified as

a major weakness in the S.W.O.T. analysis and the Climate Survey.

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Figure 1: Top 5 Areas of UMES’ S.W.O.T. with Number of Responses

Finally, respective five groups prioritized the issues. The following is the list of issues according to

priority order.

Top Strategic Issues/ Recommendations Based on S.W.O.T. Analysis

The participants were divided into five small groups and asked to discuss and figure out some of the most

important strategic issues relevant to UMES’ upcoming strategic plan development process. The

following were the major opportunities/issues reported by respective groups.

Stable and visionary leadership who listen and hold individuals accountable

Ensure fair distribution of work and hold people accountable

Establish only what we can maintain and afford

Take advice of individuals with expertise

Increase enrollment and retention

Target enrollment goals immediately

Recruitment of quality students

Do more for disabled and non-traditional students

Increase scholarships to attract the best students

Increase opportunity for international engagement for students

Customer service

unique professional programs / niche academic programs 24 lack of stable leadership in senior positions 22

accreditation 17 low retention rates of students 18

our beautiful campus 17 not customer service oriented 16

new online program 16 lack of incentives for grantsmanship 15

new engineering building 13 funding 15

fully online degree programs 20 loss of programs 15

increase international student enrollment 17 inability to change/adapt quickly to meet workforce/society demands 15

increase partnerships/collaborations with federal and state agencies and private sectors 13 competitive educational marketplace 12

increase overall enrollment 12 inadequate funding and tuition 11

increase awareness of signature programs 11 state budget cut 10

STRENGTHS WEAKNESSES

OPPORTUNITIES THREATS

6

Session 3: The Future Timeline – Will anticipate the future events, trends, and issues

that could impact/influence UMES over the next 5-10 years

Utilizing the Future Timeline Design, the participants were asked to anticipate the future events, trends,

and issues that could potentially impact or influence the University over the next five to 10 years for

creating a powerful database for strategic planning.

Surprise/Discovery

UMES merger

Veterinary Science program possibility

Academic advising

Football team

Priority, Events, Trends and Issues over the Next 5-10 Years

Enrollment

Retention/ graduation

Funding

Online learning

Teaching in class

Possible merger of schools

Workforce readiness

Restructuring colleges and schools

Program prioritization

Changing demands for selecting

programs

Obsolete programs for workforce

Decrease in state and federal

appropriations

Elections

Recession

Loss of tenure/ tenure full-time

Evolving student population (non-

traditional students)

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YEAR 2016

*(1)Unstable state

funding

(1)Financial deficit

(2)Low enrollment

(increase student

enrollment)

(2)Recruitment of

college ready students

(2)Student success and

retention

(2)Graduation

(3)Program

prioritization

(4)Student financial

aid

(4)Increase in cost of

attendance

Filling interim

positions

Use of adjunct faculty

Student attitude

toward learning

Adequate number of

faculty

Increase transfer

students from

community college

New President of

U.S.A.

Academic Advising

Black lives matter and

student awareness of

social justice

Declining morale of faculty and

students

YEAR 2017

(1)Federal/state appropriations will decrease

(1)Diminishing fund

(1)Decrease in grants contracts (2017 to

2019)

(2)Low enrollment/continued decline in

student enrollment

(2)Recruitment of students will change-

utilization of social media as the mechanism

(2)Admission of underprepared students

causes retention issue

(2)Changing students demographics

(2)Increased competition

(3)Academic courses/programs which will

become obsolete

(3)Sustainability issue and curriculum

(4)Student debt

(5)Online course delivery

(5)Increase in online program

(6)Campus mergers

Senior level leadership changes

Underprepared students for the workforce

Student learning assessment day for every

program

Improve alumni contribution

Capital campaign (2017-2024)

Faculty salary adjustment after promotion and

tenure

Possible recession and impact to outside

funding

Lifelong learning

Information technology

Election of new President (U.S.A.)

LGBT issues will need to be addressed

Retirement of leadership and faculty

Split the Computer Science program for

Mathematics

Shift of CAAS to a university college

Technology

New developments in technology and social

network

Local students’ perception of academic

environment at UMES

More adjunct and fewer full-time faculty

Artificial intelligence engineering research

Online employment application and review process

YEAR 2018

(1)Shrinking Fed/State

funding

(1)Decrease in Title III

federal funding

(2)Decrease in high school

completion rates of African

American students in

Maryland

(2)Revamp graduate

curriculum and increase

enrollment in it

(3)New programs

(3)Implement a new degree

program (9 created in 2007)

on Information System and

get it accredited by ABET

(3)Media studies major

launch

(4)More strict compliance

regulation for federal

financial aid

(5)Launch of UMES online

(home of all fully online

programs)

(5)Technology in classroom

(6)Merger of UMES and

SU

Realignment of schools

Students are graduating

towards online learning

Recruitment and retention of

faculty

More accountability by state,

federal and accreditations

Create a research collegium

talks in computer science

department

Work on ABET accreditation

of computer science program

Center for teaching

excellence formed and

operational

Technology deployed for

increased telecommute

options for faculty/staff

YEAR 2019

(1)Economic recession

(2)Student

demographics Increased

competition for students

(2)Increase in

underprepared students

entering college

(2)Applicant pool

(2)Program completion

(5)Advances in

educational technology

(5)Course delivery

options will change

from face-to-face to

hybrid and online

mediums

(5)Impact of digital age

on academe (will

students want more

online, hybrid and non-

traditional classes)

(5)100% use of

technology

(5)Growth nationally of

online programs

(5)Impact of

technologies on

teaching

Commercial television

station

Restructure the funding

of the arts programs to

be similar to athletics

Department of

Curiosity, Creativity

and Critical Thinking

Equitable faculty

compensation

Blow up current rules

and structures

Innovative library

YEAR 2020

Closer NASA

partnership

with on-

campus

research labs

Football team

will come

back

New library

Assessment

of life

experience

for college

credits

Accreditation

of programs

YEAR 2022

(6)Closing and

combining state

universities in

order to

combine

resources to

save money for

the state of

Maryland

New pharmacy

building

*Continuing Issues

and Events in the

Future Timeline

(1)Funding decrease

(2)Enrollment, retention

and graduation

(3)Program prioritization/

new program

(4)Student financial aid

(5)Online program/course

(6)Institutional merger

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Session 4: Soliciting Feedback on the Five Goals and 30 Sub-goals of 2011-2016 UMES

Strategic Plan

In identifying truth (must include sub-goal), trend (important on-going sub-goal) and unique

ideas (sub-goal that makes us exceptional) in the five goals and 30 sub-goals of 2011-2016

UMES Strategic Plan, participants utilized the Interview Design to provide their feedback in

thinking about and planning for the future of the UMES. Five small groups identified and

organized the 30 sub-goals as truths, trends and suggested unique ideas as follows:

UMES Goal I:

Develop, strengthen, and implement academic programs that are responsive to the UMES

mission and are systematically reviewed for sustained quality, relevance, and excellence to

meet the challenges of a highly competitive and global workforce.

Truth: Sub-goal 1.2 Expand the capacity to offer unique and/or critical undergraduate,

graduate, and professional academic programs that address regional workforce needs.

Trend: Sub-goal 1.3 Develop a comprehensive international program to

support: (i) student study abroad, (ii) international students and scholars, (iii)

globalization of the curricula, and (iv) linkages with international institutions.

Sub-goal 1.4 Increase student enrollment, retention and graduation rates in the Science,

Technology, Engineering, Agriculture, and Mathematics (STEAM) fields.

Unique Idea: Sub-goal 1.1 Promote and support college readiness and retention to

graduation.

Sub-goal 1.5 Increase enrollment of community college transfers, non-traditional

students, and veterans.

Sub-goal 1.6 Obtain and retain the Carnegie Doctoral Research University (DRU)

Classification .

Sub-goal 1.7 Obtain national program accreditations for eligible programs; and

reaffirmation of accreditation for existing programs.

UMES Goal II:

Enhance university infrastructure to advance productivity in research, economic development,

technology development and transfer; contribute to an enhanced quality of life in Maryland; and

facilitate sustainable domestic and international economic development and competitiveness.

Truth: Sub-goal 2.3 Expand partnerships with: (i) business and industry, (ii)

governmental agencies, (iii) community-based organizations, and (iv) other institutions of

higher education.

Trend: Sub-goal 2.2 Enhance existing successful research initiatives to become

recognized centers of excellence.

9

Unique Idea: Develop business incubator for all stakeholders.

UMES Goal III:

Promote and sustain a campus environment that supports a high quality of life and learning that

positively impacts retention through graduation and produces knowledgeable and culturally

competent citizens able to lead effectively and compete globally.

Truth: Sub-goal 3.3 Increase student retention; four and six-year graduation rates.

Sub-goal 3.4 Improve the teaching/learning environment.

Trend: Sub-goal 3.1 Support online course transformation and redesign.

Sub-goal 3.2 Upgrade instructional technology services.

Sub-goal 3.6 Enrich the campus and community environment.

Unique Idea: Create a Center for Teaching and Learning.

Develop more online programs with global appeal.

Provide workforce readiness/service learning classes at each student level.

Promote the library as learning commons.

Increase technology use by professors.

Provide proactive academic advising.

Seek more feedback from students.

Improve communication among Student Affairs, Academic Affairs and students.

UMES Goal IV:

Improve academic and administrative systems to facilitate learning, discovery and community

engagement; to gain national and international eminence.

Truth: Sub-goal 4.2 Improve the structure for attracting, developing and retaining high

quality and diverse faculty, staff, and students.

Trend: Sub-goal 4.5 Obtain reaffirmation of accreditation from Middle States

Commission on Higher Education (MSCHE).

Unique Idea: Provide incentives for Research.

Enhance International Programs.

Enhance quality of instruction and education.

UMES Goal V:

Efficiently and effectively manage the resources of the University and aggressively pursue public

and private resources to support the enterprise.

Truth: Sub-goal 5.4 Improve teaching, research and learning facilities.

Sub-goal 5.5 Invest in new teaching, research, living and learning facilities.

Sub-goal 5.6 Continue to implement an integrated institutional strategic plan which links

10

planning, decision-making, enrollment management, budgeting, resource allocation, and

evaluation.

Trend: Sub-goal 5.1 Enhance research and laboratory facilities.

Sub-goal 5.2 Continue to implement cost savings/avoidance measures.

Sub-goal 5.7 Enhance the system for monitoring progress and institutional priorities.

Unique Idea: Use Analytics and include student input for assessment.

Enhance grant/contract management.

Incentivize grantsmanship.

Decrease/eliminate gaps and inefficiencies in current processes.

Session 5: Wrap Up/ Lessons Bring Forward

In the closing session, participants reflected and shared what they have identified, learned and thought

as lessons to bring forward for 2017-2022 UMES strategic planning process and summarized as

follows.

Robust communication/ technology-based communication

Getting committed

Consistent/stable leadership

Retention and recruitment of students

Maintain and acquire institutional and program accreditation

Improve policies and procedures

Relevant academic programs

Adequate infrastructure of personnel and technology for synergy

Online degree programs

Improve campus culture and climate for building trust

Keep the University accountable

Collaboration in STEAM programs/units

Resourcing new Engineering and Aviation Sciences Complex building

Small business unit to attract grant/contract

Mission sustainability

Restructuring schools

11

Appendix 1: Participants’ List

1. Dr. Stanley Nyirenda, Director, Institutional Research, Planning & Assessment – Chair, Steering

Committee

2. Ms. Melissa Davis, Contract/Grant Associate, Title III Program

3. Ms. Marie Arvi, Programmer Specialist, Institutional Research, Planning & Assessment

4. Mr. Mark Tyler, Interim Director, Public Safety

5. Dr. Michael Rabel, Associate Professor & Chairperson, Department of Physical Therapy

6. Ms. Fawzia Abbas Associate Director, Institutional Research, Planning & Assessment

7. Mr. Kenny Gaston, Director, Administrative Computing

8. Ms. Sharon Brooks, Librarian IV, Library Services

9. Ms. Amber Dennis, Student Representative, SGA

10. Dr. Grace Namwamba, Professor and Chairperson, Department of Human Ecology

11. Dr. Dean Cooledge, Associate Professor and Chairperson, Faculty Assembly

12. Mr. Robin Hoffman, Director, Instructional Technology and Interim Assistant Vice President,

Academic Affairs

13. Ms. Jinawa McNeil, Interim Director, Admissions & Recruitment

14. Dr. Rondall Allen, Dean, School of Pharmacy and Health Professions

15. Ms. Adrienne Webber, Dean, Library Services

16. Dr. Gurdeep Hura, Professor, Department of Mathematics and Computer Science

17. Dr. Maifan Silitonga, Associate Extension Administrator for 1890 Programs

18. Dr. Nomsa Geleta, Chairperson and Professor, Department of Education

19. Dr. Stephan Tubene, Associate Professor, Department of Agriculture, Food and Resource Sciences

20. Dr. Lombuso Khoza, Interim Director, Center for International Education

21. Ms. Michelle Martin, Associate Vice President, Administrative Affairs

22. Dr. Dereck Dunn, Professor and Chairperson, Department of Technology

23. Dr. Michael Harpe, Interim Vice President, Student Affairs

24. Dr. Latasha Wade, Interim Vice Provost, Academic Affairs

25. Dr. Angela Williams, Director, Center for Access and Academic Success

26. Dr. Moses Kairo, Dean, School of Agriculture and Natural Sciences

27. Dr. Jurgen Schwarz, Chairperson, Department of Agriculture, Food and Resource Sciences

28. Ms. Marie Billie, Director, Human Resources

29. Dr. Emmanuel Acquah, Director International Program & Professor of Agricultural Economics

30. Margarita Treuth, Professor and Chairperson, Department of Kinesiology

31. Dr. Yuanwei Jin, Chairperson and Associate Professor, Department of Engineering & Aviation

Science

32. Dr. Abhijit Nagchaudhuri, Professor, Engineering & Aviation Science

33. Dr. Jennifer Hearne, Associate Professor, Department of Natural Sciences

34. Dr. Victor Hsia, Chairperson, Department of Pharmaceutical Sciences

35. Mr. Marvin Jones, Director, Residence Life

36. Dr. Junior Hopwood, Assistant Professor, Department of Social Sciences

37. Dr. Veronique Diriker, Director of Development

38. Dr. Jichul Kim, Planning Analyst, Institutional Research, Planning & Assessment

12

Appendix 2: UMES S.W.O.T. Analysis during the Workshop on Collaborative Strategic

Planning (October 28, 2016)

unique professional programs/niche academic programs 24 lack of stable leadership in senior positions 22

accreditation 17 low retention rates of students 18

our beautiful campus 17 not customer service oriented 16

new online program 16 lack of incentives for grantsmanship 15

new engineering building 13 funding 15

successful graduate programs 12 student learning outcomes needs to be assessed 14

1890 Land Grant Institution 11 weak international education system 13

honor program 7 recruitment of non college-ready students 13

use of best practices for implementing strategic plan 5 lack of accountability 13

diverse group of staff, faculty and students 5 resistance to change 12

willingness and interest in developing online degree programs 4 inefficient processes 12

collaborative faculty 4 inappropriate allocation of funding 11

meet or exceeded fundraising goals 3 accountability of administration 9

committed staff and faculty 3 communication gap between administration and faculty 9

rich history of educating under-served communities 3 community engagement 8

location 3 lack of succession planning 8

innovative leadership 2 l ittle faculty engagement with greater community 7

a student focused campus 2 hawk pride is low 7

government, community, alumni support 1 lack of adequate number of faculty for certain programs 7

low alumni support/alumni engagement 7

lack of support for accreditation 5

lack of campus involvement from students 5

unstable environment (facil ities) 5

some schools are not structured properly to exploit synergies of the divisions 4

inadequate advising 4

challenging faculty workload reporting system 4

low graduation rates 3

college/university branding 2

support of international education 1

fully online degree programs 20 loss of programs 15

increase international student enrollment 17 inability to change/adapt quickly to meet workforce/society demands 15

increase partnerships/collaborations with federal and state agencies and private sectors 13 competitive educational marketplace 12

increase overall enrollment 12 inadequate funding and tuition 11

increase awareness of signature programs 11 state budget cuts 10

contacts with federal agencies 9 free tuition2 year colleges 7

articulation agreements with two year and four year institutions 9 faculty/programs working individually /or in silos 5

articulation agreements with community colleges 8 new workforce requirements may not match with some degrees 5

recruitment of qualified graduate students by offering appropriate support 8 upcoming recession 5

outreach programs to high schools, jr. high school and middle schools 8 student dissatisfaction 5

recruit adult population is increasing/non-traditional students 7 possible academic program duplication! 4

relatively small, nimble, ability to change 7 outdated components of mission statement 4

create a unique college experience for our students 6 institutions which adopt new best practices at a faster rate 3

increase international engagement 5 campus culture of distrust and silo mentality 2

infrastructure and incentive for graduate programs 4 low alumni support 2

development of additional online degree programs 3 low community engagement 2

creation of research collegium talks 3 low student job placement 2

reprioritize programs and transform the University for the 21st century 3

increase communication from the top down 2

STRENGTHS WEAKNESSES

OPPORTUNITIES THREATS

13

Appendix 3: UMES Future Timeline (From Year 2016 to Year 2027)

Year 2016

Recruitment of college ready

students

Student financial aid

Unstable state funding

Filling interim positions

Use of adjunct faculty

Financial deficit

Low enrollment (increase

student enrollment)

Student attitude toward learning

Adequate number of faculty

Increase transfer students from

community college

New President of U.S.A.

Program prioritization

Academic Advising

Student success and retention

Funding

Black lives matter and student

awareness of social justice

Lack of student professionalism

Increase in cost of attendance

Graduation

Declining morale of faculty and

students

Year 2017

Continued decline in student

enrollment

Academic courses/programs

which will become obsolete

Underprepared students for the

workforce

Federal/state appropriations will

decrease

Student learning assessment day

for every program

Admission of underprepared

students causes retention issue

Improve alumni contribution

Capital campaign (2017-2024)

Faculty salary adjustment after

promotion and tenure

Possible recession and impact to

outside funding

Low enrollment

Recruitment of students will

change-utilization of social

media as the mechanism

Lifelong learning

Information technology

Election of new President

(U.S.A.)

LGBT issues will need to be

addressed

Retirement of leadership and

faculty

Sustainability issue and

curriculum

Legislation provider status for

pharmacists

Split the Computer Science

program for Mathematics

Shift of CAAS to a university

college

Senior level leadership changes

Online course delivery

Increase in online program

Diminishing fund

Technology

Decrease in grants contracts

(2017 to 2019)

New developments in

technology and social network

Local students’ perception of

academic environment at UMES

More adjunct and fewer full-

time faculty

Artificial intelligence

engineering research

Changing students emographics

Campus mergers

14

Student debt

Increased competition Online employment application

and review process

Year 2018

Decrease in high school

completion rates of African

American students in Maryland

More strict compliance

regulation for federal financial

aid

Realignment of schools

More accountability by state,

federal and accreditations

Media studies major launch

Students are graduating towards

online learning

Recruitment and retention of

faculty

Implement a new degree

program (9 created in 2007) on

Information System and get it

accredited by ABET

Create a research collegium

talks in computer science

department

Revamp graduate curriculum

and increase enrollment in it

Merger of UMES and SU

Launch of UMES online (home

of all fully online programs)

Work on ABET accreditation of

computer science program

Center for teaching excellence

formed and operational

Technology deployed for

increased telecommute options

for faculty/staff

Technology in classroom

Shrinking Fed/State funding

Decrease in Title III federal

funding

New programs

Year 2019

Advances in educational

technology

Commercial television station

Restructure the funding of the

arts programs to be similar to

athletics

Department of Curiosity,

Creativity and Critical Thinking

Student demographics

Course delivery options will

change from face-to-face to

hybrid and online mediums

Economic recession

Impact of digital age on academe

(will students want more online,

hybrid and non-traditional

classes)

100% use of technology

Growth nationally of online

programs

Increased competition for

students

Equitable faculty compensation

Impact of technologies on

teaching

Program completion

Blow up current rules and

structures

Applicant pool

Innovative library

Increase in underprepared

students entering college

Year 2020

Closer NASA partnership with

on-campus research labs

Football team will come back

New library

Assessment of life experience for

college credits

15

Accreditation of programs

Year 2022

New pharmacy building

Closing and combining state universities in order to combine resources to save money for

the state of Maryland

Year 2024

Loss of tenure

Apple buys a university

Year 2026

New generation of students with different needs will attend the university

Accreditation

Year 2027

Veterinary Science program

Appendix 4: An Evaluation of Participant Perceptions

Introduction

This evaluation report is for a workshop on Collaborative Strategic Planning (CSP) held on October 28,

2016, which was funded by the Title III Activity – Strengthening of UMES Accountability, Planning &

Assessment Systems Phase III. This one-day workshop facilitated by Dr. Patrick Sanaghan was a

professional development opportunity for members of the Strategic Plan Steering Committee and

selected members of taskforce. Dr. Sanaghan, the President of The Sanaghan Group is a recognized

expert in Collaborative Strategic Planning. His book on “Collaborative Strategic Planning in Higher

Education” is widely used by evaluators and leaders of other organizations. The purpose of this

workshop was to prepare steering committee members and taskforce chairs and members for their roles

in the development of the UMES 2017-2022 Strategic Plan.

To make the workshop productive, the Office of Institutional Research, Planning & Assessment at

UMES and The Sanaghan Group started developing the agenda of the workshop in advance through

meetings organized over the phone to discuss and streamline the agenda. This workshop was designed

to energize the participants about the conceptual and methodological process regarding the development

of the next strategic planning. Thirty-eight participants including the Chair of the Steering Committee,

Vice President for Student Affairs, 2 deans, faculty, directors of operational units, a representative of the

Student Government Association, and staff attended the workshop. Sixty-three percent completed a brief

one-page evaluation instrument, designed to solicit their perceptions of planning and organization of the

workshop; facilitator’s preparation of the contents, delivery, handling questions and comments, learning

styles; pace of the workshop and participants’ perceptions of the impact of the workshop on their

16

responsibilities; and their take-a-ways from it. The instrument used was a five-point Likert Type scale

(i.e., 1-5 where 1=Strongly Disagree; 3=No Opinion; and 5=Strongly Agree).

Analysis

Based on participants’ responses (see Table 2), 95.8% of them either “strongly agree” (50%) or “agree

somewhat” (45.8%) that the workshop reflected careful planning and organization by the Office of

Institutional Research, Planning & Assessment and the Facilitator; the facilitator was well prepared for

sessions on (a) UMES Recent Accomplishments [100%], (b) SWOTs Analysis [100%], (c) Future

Timeline [95.6%], (d) Soliciting Feedback on the five Goals and 30 Sub-goals of 2011-2016 Strategic

Plan [95.8%], and (e) Implementation Advice Going Forward [95.5%]. In addition, a majority of

participants strongly agree” or “agree somewhat” that (i) the facilitator provided for a variety of learning

styles [91.3%], (ii) sessions were conducted at an appropriate pace [91.7%], (iii) comments of

participants were utilized appropriately for learning in the presentations [100%], and (iv) questions and

concerns were handled appropriately [100%]. Also a majority of participants “strongly agree” or “agree

somewhat” that (a) the workshop increased their knowledge of Collaborative Strategic Planning

concepts [95.4%], (b) the content of the workshop provided them tools they will use in the taskforces to

which they have been assigned for UMES 2017-2022 Strategic Plan process [95.6%], (c) the meal and

refreshments were very good [82.6%], and (d) the room for the workshop was pleasant [83.4%].

Summary

Overall, the workshop on Collaborative Strategic Planning facilitated by Dr. Patrick Sanaghan was a

great success as confirmed by a majority of participants (95.8%) who gave it positive ratings. It bears

note that based on this evaluation, UMES team charged with the responsibility for designing the 2017-

2022 Strategic Plan is off to a good start. It is also important to recognize that without President Bell’s

strong and consistent support of professional development for leadership, faculty, staff and students,

even under most challenging funding circumstances, this workshop would not have been possible. The

planning process will benefit greatly from the database of useful panning material created by workshop

participants including the review of recent UMES’ accomplishments, SWOTs analysis, and the timeline

of anticipated future events, trends, and issues that could impact UMES.

Table 2: Workshop Participants’ Perceptions

Statement/Item

n

Participant Response

Strongly

agree

Agree

somewhat

No

opinion

Disagree

somewhat

Strongly

disagree

1. The workshop reflected careful planning

and organization.

24 12

(50%)

11

(45.8%)

1

(4.2%)

2. The facilitator was well prepared for the following presentations:

a. UMES Recent Accomplishments

(Session 1)

23 12

(52%)

11

(48%)

b. SWOT’s Analysis (Session 2) 24 14

(58%)

10

(42%)

c. The Future Timeline (Session 3) 23 15 7 1

17

Statement/Item

n

Participant Response

Strongly

agree

Agree

somewhat

No

opinion

Disagree

somewhat

Strongly

disagree

(65.2%) (30.4%) (4.4%)

d. Soliciting Feedback on the five goals

and 30 sub-goals of 2011-2016 UMES

Strategic Plan (Session 4)

24 14

(58.3%)

9

(37.5%)

1

(4.2%)

e. Implementation Advice Going Forward

(Session 5)

22 12

(54.6%)

9

(40.9%)

1

(4.5%)

3. The facilitator provided for a variety of

learning styles.

23 15

(65.2%)

6

(26.1%)

2

(8.7%)

4. The sessions were conducted at an

appropriate pace.

24 14

(58.4%)

8

(33.3%)

2

(8.3%)

5. The comments of participants were utilized

appropriately for learning in the

presentations.

22 15

(68.2%)

7

(31.8%)

6. Questions and concerns were handled

appropriately.

22 14

(63.6%)

8

(36.4%)

7. I increased my knowledge of Collaborative

Strategic Planning concepts.

22 14

(63.6%)

7

(31.8%)

1

(4.6%)

8. The content of this workshop provided me

tools I will use in the Taskforces to which I

have been assigned for UMES' 2017-2022

Strategic Plan.

23 13

(56.5%)

9

(39.1%)

1

(4.4%)

9. The meal and refreshment were very good. 23 12

(52.2%)

7

(30.4%)

3

(13.0%)

1

(4.4%)

10. The room for the workshop was pleasant. 24 10

(41.7%)

10

(41.7%)

4

(16.6%)

11. Overall, the Workshop was a great

success.

24 14

(58.3%)

9

(37.5%)

1

(4.2%)

oirpa/ 11/10/19/2016