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I. Context and Nature of the Visit

The University has been in an era characterized by deliberate, aggressive work on public perceptions, careful definition of opportunities and priorities through formal processes, slow growth in enrollment, and rapid increase in the academic qualifications of students. There have been challenges caused by a recent retrenchment in appropriated operational funding and a decade-long slackening of state support for capital projects. But overall, this is a time of optimism at Maryland. Faculty, staff, students, and alumni seem to share the view that the university is improving rapidly and is gaining substantial external recognition of its progress.

Scope of Institution. The University of Maryland, College Park, offers certificates and baccalaureate, master's, first professional, and doctoral degrees. According to the MSCHE Institutional Profile, it has one principal campus, no branch campuses, and 15 active additional locations. The latter were:

1. Argyle Middle School, Silver Spring, MD
   
2. China EMBA, Beijing, China
   
3. Frostburg State University, Frostburg, MD
   
4. Heidelberg, Germany
   
5. Hagerstown Community College, Hagerstown, MD
   
6. HEAT Center, Aberdeen, MD
   
7. Hoyer Family Center, Adelphi, MD
   
8. Magruder High School, Rockville, MD
   
9. North Lake Center, Rockville, MD
   
10. Richard Montgomery High School, Rockville, MD
    
11. Ronald Reagan Building, Washington, DC
    
12. Shady Grove Center, Rockville, MD
    
13. Southern Maryland Higher Education, California, MD
    
14. University of Maryland, Baltimore, Baltimore, MD
    
15. Virginia Polytechnic Institute, Blacksburg, V A

The Institutional Profile indicates that seven programs are offered in which 50% or more of the course requirements may be satisfied by distance learning.

Self-studv Process. The University used the Special Topics Model for its institutional self-study. The topics selected were: (A) Institutional Assessment, Planning, and Resource Allocation and (B) Educational Offerings and Effectiveness. Topic A was

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intended to cover portions of Standards 2 and 3, and Standard 7, while Topic B was to cover part of Standard 10, as well as Standards 11, 12, 13, and 14.

The University provided documentation to demonstrate compliance with those standards not covered within the selected topics. These documents were available for review by generalist evaluators during their visit in November, 2006. The report of the generalist evaluators dealt with Standards 1,4,5,6,8, and 9, plus selected elements of Standard 10.

The self-study was guided by a l3-member steering committee, which included a regent, the provost, a past president of the alumni association, three faculty members, including the chair of the University Senate, three deans, and four additional administrators. The steering committee provided oversight for four working groups dedicated to 1) Institutional Assessment, Planning, and Resource Allocation, 2) Faculty, 3) Education, and 4) Assessment of Student Learning. The Working Group on Education had subgroups individually dedicated to Standards 11, 12, and 13. The working groups and the subgroups had a total membership comprising 54 faculty, staff and administrators.

II. Affirmation of Continued Compliance with Eligibility Requirements

Based on a review of the institution's Certification Statement: Compliance with MSCHE Eligibility Requirements and Federal Title IV Requirements, the team affirms that the institution continues to meet eligibility requirements in Characteristics of Excellence in Higher Education.

III. Compliance with Federal requirements: Issues Relative to State Regulatory or Other Accrediting Agency Requirements.

Based on a review of the institution's Certification Statement: Compliance with MSCHE Eligibility Requirements and Federal Title IV Requirements, the team affirms that the institution's Title IV default rate is within federal limits.

The team is aware of no issues relative to state regulatory requirements or the institution's status with other accrediting organizations. The team observes that there were no federal or state regulatory compliance items concerning College Park in the most recent system-wide audit.

IV. Evaluation Overview

The University of Maryland has established high self-expectations for fulfilling its mission.

The processes being put into place for assessing learning outcomes, along with results from. other evaluations of the effectiveness of the learning environment, are meant to provide feedback at the program level to strengthen the student experience. Implementation of these processes will provide the University of Maryland with a more

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comprehensive, integrated system for planning and evaluation, including assessment of institutional effectiveness as well as expected outcomes of individual units.

The process is new, so the results and ways those results wil1 be used cannot be fully examined. As the process matures, we hope (and expect) that the University will continue to identify expected outcomes for its educational programs (and its administrative and educational support services) and that it will aggressively assess whether it achieves the outcomes that have been established. Most importantly, we expect that the University will provide evidence to all constituencies of improvement based on analyzing the results. Continuously improving is the basis for achieving the laudable goals established by the University of Maryland to compete among the best public research-based universities in America.

The institution has also put great energy into self-evaluation and planning of other kinds - in setting strategic goals, in longer-range financial planning, and in the development of facilities.

In short, the team is quite positively impressed with the investment that the University of Maryland, Col1ege Park, has made in institutional assessment, planning, and resource allocation. The institution is staking its future on what appear to be sound systematic mechanisms.

With respect to Topic B, Educational Offerings and Effectiveness, the evaluation team observes that the institution currently has a sound curriculum that fulfills the requirements of accreditation and that a strong effort has been made to lay the groundwork for a full review of undergraduate curricula requirements, which is planned for the near future.

In the sections that fol1ow, each of the 14 standards is addressed specifically.

V. Compliance with Accreditation Standards

A. Standards Addressed Substantively within the Selected Topics

"An institution conducts ongoing planning and resource allocation based on its mission and goals, develops objectives to achieve them, and utilizes the results of its assessment activities for institutional renewal. Implementation and subsequent evaluation of the success of the strategic plan and resource allocation support the development and change necessary to improve and to maintain institutional quality."

The institution meets this standard.

Summary of Findings and Evidence

The University of Maryland, Col1ege Park, has a robust approach to integrated and engaged planning at the institutional, divisional, and departmental levels. While the basic

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requirements of planning are common across administrative, academic, and student affairs areas considerable latitude exists in the structure and methodologies used to fulfill planning responsibilities within various units. The result is a coordinated, yet decentralized planning process that promotes ownership and commitment to plans within the units where they were created.

Plans, goals, objectives, strategies and a variety of performance measures have been established, clearly defined, and effectively communicated for the institution as a whole and for divisions and departments. Institutional plans, goals, and strategies are clearly linked to the institution's mission, strategic goals, and aspirations. Decision-making processes relative to resource allocation are clear and widely understood. Plans and goals are developed for senior leaders, and these provide a basis for annual leadership effectiveness reviews

• Against a background of significant reductions in State funding, institutional renewal and improvement continue to be high priorities within the academic and administrative areas. These changes are viewed as a necessity but also as an opportunity, and the innovations that result become a source of pride for the institution.
• The institution is visibly and aggressively committed to advancing its quality and standing, and that commitment is apparent in the spirit of collaboration, entrepreneurship, constructive competition, and innovation that permeates planning and resource generation.
• Senior leaders provide clear support and encouragement for creativity in planning, resource generation, resource allocation and renewal. One example is the series of presidential planning retreats, designed to identify and prioritize new initiatives to further the institution's goals and aspirations.
• The institution is consciously utilizing the accreditation process as a foundation for its forthcoming strategic planning process. Most institutions would be exhausted by now after having developed a strategic vision plan, then having completed a MSCHE self-study and team visit, and would have wanted to take a respite from another strategic planning effort. Much to the credit of the University of Maryland, this appears not to be the case at College Park.
• Planning, resource generation/allocation, and renewal initiatives have been designed to leverage the proximity of the campus to Washington, DC and other institutional assets. Examples include the development of new academic programs that are responsive to local and regional needs, the creation of strategic academic and business partnerships, and the formation of research centers that address topics of contemporary interest and/or draw upon areas of specialized faculty expertise.

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Suggestions

1. The Center for Leadership and Organizational Change (CLOC) provides an array of consulting services to University departments to encourage and support organizational change efforts. The University might consider reviewing? the services provided by CLOC and IRPA with the intent of more closely linking them in support of organizational assessment and continuous improvement at the unit level within academic, administrative, and student life areas.

Recommendations

• None.

Requirements

• None.

The human, financial, technical, physical facilities, and other resources necessary to achieve an institution's mission and goals are available and accessible. In the context of the institution's mission, the effective and efficient uses of the institution's resources are analyzed as part of ongoing outcomes assessment.

The institution meets this standard.

Summary of Evidence and Findings

The University of Maryland, College Park, encompasses a) the broad range of tenured and tenure track faculty, research faculty, graduate and teaching assistants, and postdoctoral associates required to deliver its instructional programs at all levels, b) the research activities, and c) the community outreach services one would expect to find at a university campus of its distinction. While UMCP has experienced significant budget reductions over the past several years, it appears that the faculty are strong and dedicated to the mission, goals and objectives set out in collaboration with President Mote.

Likewise, staff and administration are led by a strong group of academic and administrative vice presidents who are committed to developing and implementing the stated mission of the University. In addition, UMCP seems to have developed the next level of middle management as well, who represent core and committed staff.

The overall operational budget of the university consists of the full range of resources that one would expect to see at a major public research university. The core operational budgets of the academic and administrative units come from State of Maryland appropriations, student tuition and fees, and indirect cost returns. While appropriations decreased earlier in this decade, there was a small increase in the current fiscal year, and another small increase is projected in FY2008. There has been significant growth in the research enterprise over the past decade in response to the 2000 strategic plan and, therefore, significant growth in indirect-cost return. With the greater supply of on-

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campus housing and housing from public/private partnerships, there has been a very significant increase in the auxiliary budgets of UMCP, which are supporting reinvestments in the quality of life for all members of the University community.

A major fund-raising campaign has been inaugurated recently and is now in its public phase. The overall goal is $1 billion, with specific targets in support of students, faculty, environment, and infrastructure. The campaign will provide significant leverage to the institution as it assumes still greater prominence as a national and international asset.

UMCP also benefits from a broad and robust computing network touching all aspects of university life. While all buildings have network infrastructure, approximately 80% of the network is legacy based. Standards have been developed for new construction and for physical renovations, but the modem state-of-the art network encompasses only about 20% of the campus. The Office of Information Technology provides services to all instructional units, research activities, student life entities, and administrative services, but also relies very heavily on a distributed computing model, where individual departments are also funding unit computing specialists. It is difficult to determine the resource base for this entire effort (of both OIT and distributed computing), but the model seems to be working well across the UMCP campus.

UMCP also has a well documented and well organized physical master plan. The vision of the physical campus is expressed in carefully planned facilities that are part of a well maintained landscape. The basis of the physical master plan is a major space assessment, which however demonstrates a significant space deficit across all major space use categories. UMCP participates in the annual capital improvement process of the University System of Maryland, and some new construction of academic, student support, and student housing facilities is apparent.

Funding for academic capital projects comes primarily from State capital appropriations. While there has been a significant amount of capital allocated to UMCP over time, recent history tells a very different story. While the University System of Maryland recently has been responding to a specific federal mandate for facilities development at the Historically Black Colleges and Universities in Maryland, the amount of available capital resources to UMCP has significantly lagged. This is especially true in the area of deferred maintenance, where the unfunded backlog for state supported buildings now exceeds $600 million. The System has instituted a requirement that each campus fund capital renewal at 2% of its asset base, and UMCP is setting aside a recurring increment of 0.2% annually to achieve this requirement over time. There is evidence that UMCP administration is re-allocating its operational budget to meet this System mandate.

UMCP has also been active in the energy conservation area. A major effort has gone into a reinvestment strategy where the purchase of utilities is done more efficiently. This has allowed the University to reinvest these savings in both long-term asset preservation, by increasing its fund balance for future needs, and to help fund short-term needs for classroom renewal, start-up packages, and the like.

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Suggestions

The University has basically operated its state-funded academic programs on the basis of an incremental budget for each of its colleges and schools. As state funding has become scarcer, some funds have been available from the Provost for enrollment enrichment and targeted enhancement. Some colleges and universities around the country have begun to allocate academic budgets with more sensitivity to enrollments in each of the academic units. As UMCP embarks on a new strategic planning effort, the University may want to investigate benchmarks and best practices where a tuition-driven funding model has been instituted.
2. UMCP is in the midst of a major capital campaign. As the University achieves more local, national, and international prominence and visibility, it should continue to leverage its resources and re-invest in its physical facilities. The development of the Science Park and the potential development of a new East Campus are good examples of public-private partnerships that can help UMCP achieve its overall mission in service to the people of Maryland.
3. UMCP currently houses approximately 11,000 students, of which less than 1,000 are graduate students. With the increasing emphasis on graduate education and research, the University should continue to expand its campus housing options with special emphasis on graduate and professional students.
4. UMCP's location near the nation's capital is a huge asset which is beginning to be leveraged in its instructional, research, and technology advancement activities. The location offers the ability not only to expand opportunities for students and faculty, but also continues to offer the university the opportunity for asset growth as governmental, corporate, and foundation relations continue to develop.
5. Capital renewal and replacement, deferred maintenance, and asset preservation are significant elements of the capital budgeting process at colleges and universities around the country. Historically, College Park has received significant funding from the State of Maryland, however more recently the level of annual funding has dropped significantly. In order for UMCP to continue its growth in academic and research areas, the compact between UMCP and USM should be strengthened to provide a joint approach to significant increases in capital funding for the flagship campus.

Recommendations

• None.

Requirements

• None.

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The institution has developed and implemented an assessment process that evaluates its overall effectiveness in achieving its mission and goals and its compliance with accreditation standards.

The Institution meets this standard.

Summary of Evidence and Findings

The University has an organized, systematic approach for assessing institutional effectiveness, and for evaluating the effectiveness of administrative, academic, student life and other programs and services. Institutional-level assessment is required by both the System and the State, and outcomes are reported to each. A number of additional indicators of effectiveness relative to the institution's mission, vision, key goals and objectives are also assessed.

Throughout the university, division- and department-level assessment activities take place in a manner that is decentralized, yet systematic, predictable and integrated. Results from these assessment activities are utilized within the divisions and departments to guide planning and improvement activity, and monitoring and managing performance.

There is a systematic approach to developing and communicating goals to guide the work of vice presidents and deans. This process also includes an annual assessment of the extent to which these goals are met, as a part of the performance review process.

• Extensive university-wide technical and administrative support is provided for assessment, including survey construction, data analysis, and data warehousing (PROFILES) by the Office of Institutional Research, Planning and Assessment (IRPA). The IRPA resource group includes representatives from every college, and IRPA operates in a manner that is highly engaged and collaborative.
• A "culture of evidence" is apparent within the institution, and assessment results are routinely required and used as the basis for day-to-day decision making, performance review and management, and for short- and long-term planning.
• An aspirational peer group has been defined for the University, and this reference group is used for a variety of benchmarking comparisons by the University and the System.

Suggestions

7. In some units that serve internal service functions (e.g., regarding facilities), user feedback systems are in place; in others (e.g., regarding research) opportunities exist for developing user-feedback systems to complement existing methods for monitoring effectiveness. Such systems can be used to clarify user needs, document current service satisfaction/dissatisfaction levels, solicit suggestions on how service might be improved, and assess the impact of improvement efforts.

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8. The Center for Leadership and Organizational Change (CLOC) provides an array of consulting services to University academic and administrative departments. These services include leadership coaching and assistance with strategic planning. The services offered by CLOC could be expanded and more closely linked to those available from IRPA to provide an integration of organizational assessment and change. More closely linking these two support functions would help units to implement continuous improvement concepts and practices that are responsive to needs identified through assessment.
9. The University collects and provides effectiveness measurement information to the System on a variety of dimensions specified by the System, based upon which "dashboard indicators" are developed by the System. The University might consider developing its own internal dashboard composed of indicators that have been established by the institution itself to capture and communicate within the institution the current status and progress on dimensions considered to be critical to its mission, strategic goals, and longer-term aspirations.

Recommendations

• None.

Requirements

• None.

"The institution's educational offerings display academic content, rigor, and coherence appropriate to its higher education mission. The institution identifies student learning goals and objectives, including knowledge and skills, for its educational offerings."

The Institution meets this standard.

Summary of Evidence and Findings

• The University's 100-plus majors in its 13 constituent schools and colleges are fully congruent with the campus mission and exhibit exemplary content, breadth, and structure.
• Program goals are increasingly phrased in relation to assessable learning outcomes.
• Library, technology, and other necessary sources, though not over-abundant, adequately serve the needs of faculty and students.
• Transfer-credit policies and equivalencies are specified and promulgated in full.
• Course syllabi undergo rigorous periodic review in conjunction with established outcomes-based program reviews.

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• The University of Maryland, College Park offers a comprehensive range of high quality graduate and undergraduate programs. These programs are coordinated through a series of colleges and departments establishing a breadth and depth of program that is very suitable for an established research university.
• The University of Maryland Libraries supports the educational offerings with a comprehensive collection of materials including over 3 million volumes and an extensive array of electronic books, e-journals, and over 500 electronic databases. The University Library Council, composed of faculty and students and part of the governance structure, advises the Dean regarding acquisitions, policies, and activities.

Additional elements for Graduate and Professional Education

• The Graduate School has established an effective level of oversight and support for MS, Professional, and PhD degree programs. The graduate faculty are thoroughly reviewed for all programs prior to admission to member status. Adjunct and Special classifications of the graduate faculty are subject to review for reappointment every 5 years.
• Through a new Field Teams program the Graduate School encourages multi- and interdisciplinary groups of faculty to work at the cutting edge of research and scholarship. Faculty and colleges alike cite this program as important to the creation of new knowledge, scholarship, and future interdisciplinary departments and programs.
• A 2005 survey of graduate students was compiled in a graduate school report on time-to-degree. As part of the recommendations from this report, graduate student workshops have been established in professional development to assist students in research, professional preparation, and dissertation writing.

Suggestions

10. As the University responds to the needs and opportunities of the 21st-century environment in which its graduates will function, it may wish to encourage the review of its educational offerings, including both General Education and its numerous major curricula, with an eye to enhancing their international content and role in preparing students to be engaged global citizens.
11. Recruitment of graduate students remains a critical issue. Continued efforts to improve stipend levels through fellowships and institutional support will be critical to achieve excellence as described in the self-study.

Recommendations

• None.

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Requirements

• None.

"The institution's curricula are designed so that students acquire and demonstrate college-level proficiency in general education and essential skills, including at least oral and written communication, scientific and quantitative reasoning, critical analysis and reasoning, and technological competency."

The Institution meets this standard.

Summary of Evidence and Findings

• The CORE-General Education Program consists of 9 credits of "Fundamental Studies" (3 credits each in Writing, Mathematics, and Professional Writing), 28 credits of "Distributive Studies" (9 credits in Humanities and the Arts, 10 credits in Mathematics and the Sciences, and 9 credits in the Social Sciences and History), 6 credits in "Advanced Studies" (outside the student's major), and 3 credits in "Human Cultural Diversity" (which may be met by courses in Distributive and Advanced Studies) for a total of 43-46 credits.
• The CORE has been in place for a generation and is wel1-rooted in the University curriculum.
• The Fundamental Studies requirements not only provide a basis for further work in the student's major, but the Professional Writing component, which must be taken after a student has completed 60 credits, contributes directly to advanced writing in the student's major.
• In October 2005 the University Senate approved a set of "Broad Outcome Goals for the CORE Curriculum" laying out seven learning outcomes to be met, overall, by students who complete the above requirements. These outcomes clearly encompass all of the fundamental elements of Standard 12, and then some.
• On the basis of the new outcome goals, the University Senate committee that oversees CORE has developed learning-outcomes checklists to employ in the design and approval of new courses to be included in each of the CORE categories.
• The above system and the review process for inclusion of courses in the CORE has a long history of successful implementation and strong faculty support, and is clearly presented in the advising and other materials students and faculty receive.

Suggestions

12. The above-mentioned outcome goals and associated category-specific checklists have yet to be fully realized and refined, especially in relation to the new campus-

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    wide commitment to the use of clearly defined desired learning outcomes, design of learning experiences to inculcate them, assessment of student achievement of them, and revision of learning experiences (and sometimes desired outcomes) to improve student learning. The process of developing this new assessment-driven approach to general education may well provide the impetus for a gradual, or perhaps even a rapid, move toward a revamping of the entire general education system.

    We believe that such a review and revision could make the University's general education requirements more responsive to the needs of college graduates in the 21st century than the current disciplinary-distribution system. Possible desirable learning outcomes in addition to the seven identified in the Senate's October 2005 legislation emerged in the team's discussions, both internally and with members of the campus. These include teamwork and intercultural communication skills, international knowledge (including multidisciplinary perspectives on most challenging world problems), and civic engagement (including community service and responsible global citizenship). As the University considers anew the question of what its graduates need and how to ensure they obtain it, given the institution's aspirations and strategic directions, the faculty may also want to consider the introduction of a foreign-language and international-experience requirement, either across the board or for special recognition as a University wide transcript "citation" or as components of new "international honors" tracks in majors.

Recommendations

• None.

Requirements

• None.

"The institution's programs or activities that are characterized by particular content focus, location, mode of delivery, or sponsorship meet appropriate standards."

The Institution meets this standard.

Summary of Evidence and Findings

• Basic Skills: The University has experienced notable success with students who enter with deficient math skills, by helping them to make up for this deficiency and go on to receive a college degree.
• Experiential Learning: A wide variety of experiential-learning options present themselves to students, ranging from service learning to study abroad to
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  laboratory-research internships. A center for undergraduate research has been established to coordinate those activities.
• Other Instructional Sites: The University's presence at Shady Grove provides a "senior college" option, primarily for transfer students living in Montgomery County, in a select array of majors.
• Certificate Programs: Local, national, and international certificate programs have been established in a manner consistent with the mission of the campus and the needs of targeted populations of students. They have been established with identical admissions and faculty requirements as the complementary programs at the home campus and are all reviewed on a regular basis at the college and university levels.
• Distance Learning: Select distance education programs have been established in some colleges as appropriate to their mission. These programs are reviewed regularly by the colleges and meet institution-wide standards of quality.
• Contractual Relationships and Affiliated Providers: Partnerships and contracts are initiated at the unit level and go through a rigorous series of approvals to the vice presidential level. All contracts are reviewed regularly, based on the term of the agreement (generally five years).

Suggestions

13. The entrepreneurial nature of many of the units on campus is very evident. In particular, the establishment of other instructional sites represents an important opportunity for the campus which could be pursued vigorously.
14. Admissions procedures for both undergraduate and graduate admissions require a continued focus on quality and high standards. The graduate school plays a critical oversight role in achieving this at the graduate level.

Recommendations

• None.

Requirements

• None.

The Institution meets this standard.

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Summary of Evidence and Findings

The University of Maryland has taken seriously the responsibility to demonstrate that its students - both graduate and undergraduate - have knowledge, skills, and competencies consistent with the mission of the University and within the higher education community.

• Expected student learning outcomes at all levels have been clearly articulated for the institution, degree programs, and courses of study. The activities extend from the general education requirements and degree programs in traditional academic disciplines, to the libraries and into the Division of Students Affairs, as well as into programs that operate both inside and outside the classroom, such as the College Park Scholars. The student learning outcomes are consistent, support the mission, and represent an appropriately high standard for a doctoral/research extensive university.
• Student learning outcomes have been developed within a process that is well documented, carefully organized, and established in such a way that can be sustained. Multiple measures, supplemented by existing data and information are utilized, and the goals are clear, so that decisions made on the basis of the assessments can be trusted. Both direct and indirect measures are involved in a process supported by the faculty and administration. An ambitious schedule of assessment activities has been developed for the relevant units.
• The widespread development of student learning outcomes is relatively new, but a review of available reports provides evidence that this additional layer of assessment will fit comfortably within the established program review process as well as other on-going assessment efforts. CAWG (Campus Assessment Working Group), an especially robust effort that has been in place since 1996, is an excellent example of the basis on which the developing "culture of evidence" rests.
• A series of reports produced by CAWG's subgroups (Assessment of Campus Experiences (ACES), Retention, Beginnings, Completions, etc.) as well as the support provided by the Provost and the President are solid examples of the ways in which data-driven evidence is impacting programs.
• To date, the results of assessments are more often shared with internal constituencies than external ones. As the processes being put into place mature, they will certainly be disseminated more widely. In addition, linking institutional-wide assessments to those created to measure student learning have the potential to have important and beneficial impacts on long-term planning.

Suggestions

15. Centers and institutes contribute to student learning at a research university and might be usefully included in the assessment effort.

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16. The same level of resources dedicated to creating the system for assessing student learning outcomes will be required to sustain it.

Recommendations

• None.

Requirements

• None.

B. Standards Addressed Partially within the Selected Topics

"The institution's instructional, research, and service programs are devised, developed, monitored, and supported by qualified professionals."

The Institution meets this standard.

Summary of evidence and findings

The generalist evaluators covered elements 2, 6, 7, 8, and 9 of Standard 10 in their review in November of 2006. The team's subsequent examination confirmed the generalists' favorable conclusions. In the points below, the team provides comments on the additional elements composing Standard 10.

• The tenured/tenure-track faculty at the University of Maryland, College Park, have achieved excellence in both scholarship and teaching, as indicated by the extensive publication records of the faculty, increased success seeking extramural support, and local, national, and international awards.
• Productivity data are efficiently collected annually through the Faculty Activity Reporting System (FARS). These results are collected by the Provost's office and are used by the department, and in some cases the college, to monitor progress and in merit review annually.
• The quality of the faculty is maintained by a rigorous Appointment, Promotion, and Tenure (APT) process. Policies and procedures governing all faculty are readily available on-line and in an excellent publication produced by the Provost's office. Administrators at all levels take steps to assure fair and just application of those policies and procedures.
• The diversity of the faculty is important to the university community. Several offices on campus provide oversight and support for efforts to increase the representation of women and minorities in the faculty. In the last decade the number of women faculty has increased 13%, and the number of minority faculty has increased by nearly 20%.

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• Teaching is a recognized component of the APT process and is supported at both the College and University level. The Center for Excellence in Teaching and the Academy for Excellence in Teaching (AELT) provide both on-line and face-to-face opportunities to enhance the teaching effectiveness of faculty, graduate student teaching assistants, and undergraduate assistants.
• Through the departments, colleges, the Graduate School, and the Division of Research, scholarship is promoted and tracked relative to national peers. Support includes financial resources, space allocation for departmental and interdisciplinary programs, technology transfer, and administrative support for sponsored projects.

Suggestions

17. A process for mid-career, post-tenure review exists at the System level, but is not implemented systematically across all colleges and programs. The site visit team strongly encourages the university to make the most of the process it has developed by implementing a university-wide program of post-tenure review of all faculty every five years.
18. The category of Research Faculty has increased extensively in recent years. The university is encouraged to continue its efforts to revise policy, oversight, and mentoring procedures to address the needs of this classification
19. The review of the classification of post-doctoral fellows in the university community has been identified by the campus as an important need. The visit team strongly encourages that this review be completed, and that appropriate policy, oversight, and mentoring programs be developed.

Recommendations

• None.

Requirements

• None.

C. Standards Reviewed via Documentation

Based on a review of documentation, the team has determined:

The institution meets the following standards:
• Standard 1: Mission and Goals
• Standard 4: Leadership and Governance
• Standard 5: Administration
• Standard 6: Integrity
• Standard 8: Student Admissions and Retention
• Standard 9: Student Support Services

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The institution does not meet the following standards:
• None

These conclusions are reached largely on the basis of the report of the generalist evaluators, which is attached as Appendix A. The team reviewed this report in the light of its own work and expresses confidence in the conclusions of the generalist evaluators.

The generalist evaluators raised specific matters for the team to consider, but none of the those issues involved limitations on the generalist evaluators' conclusions that each of the six standards under their review were met. The institution provided responses to each of the raised points, and the team considered all items specifically.

On one of the points, the team spent considerable effort and offers a strong suggestion to the university. The generalist evaluators noted that they had not received much information about graduate admissions and raised the possibility that the team might wish to look into the process in greater detail. This was done quite carefully, mainly through interviews. The team is satisfied that graduate admissions are carried out in a sound process with integrity.

The team commends the University for placing in the hands of the Graduate School final authority for approval for admission of individual students into its graduate and professional programs. As in most universities, the admission of graduate and professional students at Maryland is a highly decentralized process. A serious final review of qualifications in the Graduate School manifests the separation of duties essential to the integrity of the process.

The generalist evaluators also noted that the university does not have central records on student grievances and complaints. They even commented that".. . this is one of few places where the university is somewhat nonresponsive to the standard." In keeping with the culture of continuous improvement, the team judges that this is an area that needs attention. The institution could improve its relationship to its students by making a more central and more consistent effort to learn from student complaints.

Suggestions

20. The Graduate School should continue to maintain rigorous standards in admissions and degree certification to ensure the continued improvement of all graduate, professional, and certificate programs.
21. The institution should establish a more central approach to record-keeping concerning student grievances and complaints, and it should examine the data regularly to learn how to improve processes and policies relating to students.

VI. Summary Recommendations Requiring Follow-Up Action and Requirements

There are no recommendations requiring follow-up action and there are no requirements.

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