Maryland's Public System of Higher Education

The USM in 2010: 

Responding to the Challenges that Lie Ahead

RB.26 FROSTBURG STATE UNIVERSITY

PROGRAM DESCRIPTION

Frostburg State University (FSU) offers a comprehensive array of undergraduate and graduate degrees emphasizing arts and humanities, business, applied technologies, education, environmental sciences, human services, and social and behavioral sciences.

Founded in 1898, Frostburg State University is a comprehensive, largely residential, regional university. It is the only four-year institution of the University System of Maryland (USM) west of the Baltimore-Washington metropolitan area thereby serving as the premier educational and cultural center for western Maryland. In addition to offering an excellent academic program, the University continues to be an integral component of regional economic development initiatives. FSU intends to increase the number of advanced learners and to provide educational opportunities for students from nontraditional age and minority populations and from rural, suburban, and metropolitan areas, creating a student body reflective of contemporary multicultural society.

The primary program emphasis at the University is high-quality, affordable undergraduate education. Frostburg State University is distinguished by an excellent, diverse faculty, dedicated staff, and service to the communities of western Maryland. Students are afforded a supportive environment in which to expand their knowledge, understanding, communication skills, and appreciation for cultural diversity. Couched within a liberal arts tradition, undergraduate programs promote intellectual growth and equip learners with problem-solving and decision-making abilities useful in developing global understanding and effecting civic responsibilities and constructive change. In response to community and regional needs, graduate programs provide specialized instruction for students engaged in or preparing to enter particular professional fields. In order to prepare a well-trained workforce and contribute to economic development, teaching, research, and supervising field experiences/projects are the most important professional activities and responsibilities of the faculty.

The University will consist of an increasingly multi-cultural community, rich in perspectives, highly knowledgeable within their academic disciplines, technologically proficient, strongly motivated for learning, and globally aware. Our scholarships, grants, and fundraising will increase opportunities for study, support academic initiatives, and attract a more diverse complement of faculty, students, and staff. Citizens will see that their educational investment pays off in quality teachers who meet NCATE professional standards and who affect the achievement of their K-12 students. Our graduates will contribute to a workforce capable of fulfilling emerging job requirements in the fields of science and technology, which will enable businesses to expand and new ventures to locate in the state. We will continue to expand programs and increase collaborative educational initiatives. Through internships, international study, experiential learning, and voluntary service, graduates of the University will be ready to perform on the job.

Goal 1: Meet critical workforce shortage needs in IT and teacher education in the region and state.

Objective 1.1: Raise from 29 in 1999 to 35 in 2005 the annual number of IT graduates.

Objective 1.2: Increase annually the number of graduates from FSU's teacher education program from 268 in 1999 to 275 in 2005.

Objective 1.3: Raise the number of IT graduates employed in Maryland.

Objective 1.4: Increase the number of Teacher Education graduates employed in Maryland from 109 in 1999 to 120 in 2003.

Goal 2: Promote economic development.

Objective 2.1: Work with Allegany County to attract companies in the newly constructed FSU Biotechnology Park (Allegany Business Center at FSU) from 0 in 1999 to 4 in 2005.

Goal 3: Provide affordable and equitable access to higher education for qualified Maryland residents.

Objective 3.1: Increase headcount from 5,198 in 1999 to 5,510 in 2003.

Objective 3.2: Raise the number of graduates with a Bachelor's degree from 779 in 2000 to 825 in 2005.

Objective 3.3: Increase the number of graduates employed in Maryland from 71% in 1999 to 77% in 2005.

Objective 3.4: Sustain the percentage of graduates employed one year out from 95.1% in 1999 to 98% in 2005.

Objective 3.5: Maintain the percentage of graduates enrolled in graduate and professional schools at 23% beginning in 1999 through 2005.

Objective 3.6: Raise private giving annually for scholarships, undergraduate research opportunities, and international study from $0.9 million in 1999 to $1.3 million in 2002.

Objective 3.7: For the 2000 cohort, achieve six-year graduation rates above the 50^th percentile of our peers for African-Americans, minorities, and all students.

Objective 3.8: Sustain the satisfaction of graduates with the education received for work at a level of at least 97%.

Objective 3.9: Sustain the satisfaction of graduates with the education received for graduate/professional school at a level of at least 98%.

Goal 4: Increase campus diversity in terms of more minority faculty and students reflecting the racial, ethnic, and gender composition of the state.

Objective 4.1: Attain greater faculty diversity: women from 34% in 1999 to 37% in 2003; African-Americans from 2% in 1999 to 3% in 2003.

Objective 4.2: Recruit and retain a more diverse faculty by enhancing salaries from about 60^th percentile in 1999 to at least the 70^th percentile in 2005.

Objective 4.3: Sustain the percentage of African-American undergraduates from 11% in 1999 to 13% in 2003.

Objective 4.4: Advance the percentage of minority undergraduates from 15.2% in 1999 to 16.8% in 2003.

Goal 5: Increase recognition for academic programs particularly in Teacher Education, Social Work, and Business.

Objective 5.1: Exceed current peer pass rates on the PRAXIS (data not available in 1999/2000).

Objective 5.2: Sustain the pass rate on the American Association of State Social Work Board licensing examination between 90% and 100%.

Objective 5.3: Increase number of programs awarded professional accreditation (e.g., NCATE and AACSB) from 2 in 1999 to 4 in 2005.

Objective 5.4: Raise employer satisfaction with preparation of graduates from 65% in 1999 to 68% in 2003.

Objective 5.5: Prepare graduates to obtain higher initial salaries from $27.7K in 1999 to $30.8K in 2005.