EXECUTIVE SUMMARY The University of Maryland Baltimore UMB is Maryland’s public academic health, law, and social work university devoted to professional and graduate education, research,
INTRODUCTION
OVERVIEW OF UMB
The University of Maryland Baltimore (UMB) is Maryland's public academic health, law, and social work university dedicated to professional and graduate education, research, patient care, and public service UMB offers 13 degree programs through six professional schools—the University of Maryland Dental School, the Schools of Law, Medicine, Nursing, Pharmacy, and Social Work, and an interdisciplinary Graduate School.
Maryland Graduate School Baltimore is part of a distinctive constellation of schools and programs within U.S higher education The University of Maryland, Baltimore (UMB) sits on more than 60 acres on the west side of downtown Baltimore and offers nearly five million gross square feet of space across 58 buildings.
Current enrollment at UMB in fall 2005 is 5,510 students, with 16% undergraduates and 84% enrolled in post-baccalaureate professional and graduate programs About 72% of the student body are women, and 80% attend full-time Minority students total 34% of enrollment, including 18% African American students Maryland residents make up about 74% of the student population, while outside Maryland the top six represented states are Pennsylvania, Virginia, New York, California, New Jersey, and Florida.
International students account for 5% of total enrollment, with more than half enrolled in the Graduate School The top contributing countries are the People’s Republic of China, India, Canada, and South Korea.
In FY 2005, $95,979,633 in financial aid was put to use by UMB students This amount of funding was an 11% increase over FY 2004, corresponding to a 10% increase in awards (Table 5)
During FY 2005, a total of 1,769 degrees were awarded to 1,760 graduates (some graduates earned more than one degree) The degree distribution included 444 baccalaureate degrees, 547 master’s degrees, 83 PhDs, and 75 other doctorates In addition, 592 graduates completed first professional programs, and 28 students received dental post graduate certificates (Table 6).
UMB’s education, research, and clinical activities are conducted by 2,197 faculty
(including librarians) Of this total, 1,562 (71%) are full-time and 635 (29%) are part-time
UMB awards 13 degree programs, including a Bachelor of Science in Nursing (BSN); two Bachelor of Science degrees in Dental Hygiene and Medical and Research Technology; three professional master’s degree programs—the Master of Social Work (MSW), the Master of Public Health (MPH), and the Master of Genetic Counseling; the Master of Science (MS) degree in several programs, including Nursing; professional degrees of Doctor of Dental Surgery (DDS), Doctor of Medicine (MD), Doctor of Nursing Practice (DNP), Doctor of Pharmacy (PharmD), Doctor of Physical Therapy (DPT), Doctor of Science in Physical Therapy (DScPT), and Juris Doctor (JD); and the Doctor of Philosophy (PhD) UMB currently has 21 PhD programs, including Anatomy and Neurobiology and Biochemistry.
Our multidisciplinary program spans Biomedical Sciences, Epidemiology and Preventive Medicine, Gerontology, Human Genetics, Marine Estuarine Environmental Science, Microbiology and Immunology, Molecular and Cell Biology, Molecular Medicine, Neuroscience, Nursing, Oral and Experimental Pathology, Pathology, Pharmaceutical Health Services Research, Pharmaceutical Sciences, Pharmacology and Experimental Therapeutics, Physiology, Physical Rehabilitation Science, Social Work, and Toxicology, building an integrated platform for education, research, and clinical practice These disciplines together advance health outcomes by driving translational science, population health, aging research, genetic medicine, environmental health, and patient-centered care across the biomedical spectrum.
(primarily clinical faculty) In addition, UMB has 4,313 administrative, professional, and support staff (Table 7)
Campus revenues totaled $673 million in FY 2005 The largest portion of UMB’s revenues is derived from faculty-generated research and clinical (patient) revenue, which in FY
2005 accounted for 66% of the total University budget ($446 million) (see Figure 2 below)
UMB FY 2005 Sources and Uses of Funds
Sources of Funds Uses of Funds
Figure 2 Sources and Uses of Funds, FY 2005
FY 2005 state appropriations totaled $133 million, 19.8% of the university budget, while tuition and fees revenue accounted for 9.8% and auxiliary enterprises for 4.2% UMB allocated 36.5% of its income to instruction and academic support, amounting to $245 million The spending on instruction and academic support surpasses the combined total of the state appropriation and tuition and fees ($199 million, 29.6% of the budget) Consequently, clinical and research revenues help fund instructional costs.
Three key organizations affiliated with UMB are the University of Maryland Medical System (UMMS), University Physicians, Inc (UPI), and the University of Maryland Faculty Dental Service Plan (UMFDSP) The organizational structure and the relationships between these entities and UMB are illustrated in Figure 1 at the end of the Executive Summary and are described in Appendix B.
UMB operates as a professional school campus with a decentralized academic structure, where the faculty and deans of the professional schools hold primary responsibility for setting and achieving academic priorities, designing and implementing curricula, admitting and advancing students, appointing and promoting faculty, and guiding research and scholarship The programs in dentistry, law, medicine, nursing, pharmacy, and social work are aligned with profession-specific mandates—accreditation, national trends, and state workforce needs—ensuring they meet current standards Table 8 lists the professional accrediting bodies and the dates of the most recent accreditations.
The president provides overall leadership for the enterprise and for the central administration of the University, while the offices of the vice presidents of academic affairs, administration and finance, external affairs, the Center for Information Technology Services, and research and development deliver central services and infrastructure and work in tailored collaboration with the schools to support their goals Decentralized academic planning is a defining feature of UMB, shaping our structures, procedures, and traditions and guiding our compliance with the Middle States Commission on Higher Education (MSCHE) Standards of Excellence This approach is also central to understanding how we conducted the self-study for reaccreditation In this report, as we assess UMB’s performance and accomplishments against each MSCHE Standard of Excellence, we present a clear framework of findings and progress.
University section that explains the overall vision, and a school section that provides detail, unless the standard is addressed at the institutional level
A comprehensive list of web sites for the programs and facilities referenced in the self- study may be found in the final appendix to the self-study, Appendix U.
CHANGES SINCE REACCREDITATION IN 1996
During the past 10 years UMB has experienced enormous physical growth—more than
University of Maryland, Baltimore (UMB) has completed $600 million in construction projects and currently has nearly $200 million more underway, including a new Dental School facility that opened in 2006 and a Campus Center scheduled to open in 2008 The university has brought online new academic buildings for the Schools of Law, Medicine, Nursing, and Pharmacy, a new Health Sciences and Human Services Library building, student housing, and additional administrative space Over the past decade, the campus has expanded from 32 acres to more than 60 acres, with comprehensive street-scaping and landscaping improvements Serving as a catalyst for redevelopment, UMB has spurred major revitalization in surrounding neighborhoods, particularly on the eastern edge, with new housing, the Hippodrome Performing Arts Center, and several other commercial projects.
One of UMB’s proudest accomplishments is its impressive growth in external research funding with an overall sponsored research attainment in FY 2005 of over $410 million (Table
External research funding at UMB more than doubles the $203 million achieved in FY 2000, underscoring its value as a key indicator of faculty quality This growth shows how UMB faculty are advancing the frontiers of science and elevating Maryland’s national reputation While the School of Medicine remains the principal generator of sponsored research, all schools posted substantial increases in grant and contract funding, with major sponsorship from the NIH, the Maryland Department of Health and Mental Hygiene, foundations, and pharmaceutical companies.
Over the past decade, UMB has realigned its research agenda to mirror national trends in biomedical science, including the NIH Roadmap for medical research In step with the Roadmap, UMB has invested heavily in faculty, infrastructure, and cross-disciplinary teams to advance multidisciplinary research, with a focus on the clinical research enterprise This strategic expansion is exemplified by the fall 2005 opening of two new centers, which integrate with UMB’s growing network of multidisciplinary centers.
The Center for Vascular and Inflammatory Diseases advances research into heart disease, rheumatoid arthritis, and autoimmune disorders, delivers state-of-the-art clinical services, and runs an education program for medical students, graduate students, and postdoctoral fellows It fosters closer collaboration between basic scientists and physician-scientists at UMB who work in cardiovascular biology, and it aims to turn laboratory discoveries into practical clinical applications that enhance patient care.
• The Center for Nanomedicine and Cellular Delivery, with laboratories in the Dental School and the Schools of Pharmacy and Medicine, the Cancer Center, and the
Colleges of Life Science and Engineering at the University of Maryland, College Park, is a scientific collaborative dedicated to exploring and advancing the use of nanosystems in the delivery of bioactive agents for diagnosis and therapy The Center will provide training for faculty, students, and postdoctoral fellows in the emerging multidisciplinary field of nanomedicine
Annual fundraising has increased by 250% over the past ten years, reaching nearly $53 million in FY 2005 The UMB campaign “Invest in Excellence” raised nearly $270 million over seven years, or approximately 156% of the original goal As a direct result of this campaign, in
In 2000, the University of Maryland Baltimore Foundation, Inc (UMBF) was reestablished with a knowledgeable and influential foundation board of trustees committed to the University’s goals The UMBF Board of Trustees advises the president on matters affecting UMB’s campus, programs, students, faculty, employees, and the community it serves, and promotes UMB through advocacy and fundraising while managing and investing gifts and property for the benefit of UMB Appendix C lists UMBF trustees and describes the committee structure.
Economic Development and Public Service
UMB is a major economic engine for Baltimore and the region, driving growth and job creation A 2005 study found that the campus generated $16.54 in economic activity for every general fund dollar of state investment, highlighting UMB’s strong return on public investment The same study also showed that UMB is a powerful job creator: for each state-supported budget position, nine positions were generated.
Public service is a defining hallmark of UMB, driven by the clinical activities of its schools that serve thousands of low-income Marylanders each year Faculty, staff, and students volunteer their time and talents to deliver professional and public services, with particular emphasis on Maryland's neediest and underserved citizens According to the Faculty Non-Instructional Productivity Report, this effort grew by 20 percent from FY 2001 to FY 2005.
The Dental School provides free or low-cost dental care to patients statewide, making affordable, high-quality dentistry accessible to communities across the state It is the largest provider of dental services to Medicaid patients, psychiatric patients, and others with complex dental problems, delivering comprehensive care to those who need it most.
Faculty physicians at the School of Medicine deliver state-of-the-art patient care and handle more than 600,000 patient visits annually across Maryland They are at the forefront of the fight against infectious diseases, including HIV/AIDS and typhoid, advancing prevention, diagnosis, and treatment through clinical care, research, and community outreach.
Medicine maintains treatment facilities in South America, Africa, and developing countries around the world, while operating programs across the state through Area Health Education Centers (AHECs), numerous clinics, and its Health Network The Health Network electronically links physicians and other health providers in remote areas of the state to specialists on the UMB campus, enabling remote expert consultation and integrated care.
The School of Nursing operates a broad network of clinical services that deliver essential community care to the Baltimore region and across Maryland, while providing students with hands-on clinical training under faculty supervision Its clinical operations include 13 school-based wellness centers and the Governor’s Wellmobiles, mobile health units that deliver primary and preventive services to children, their families, and the homeless statewide The Pediatric Ambulatory Center represents an interdisciplinary collaboration among the School of Nursing and the Schools of Medicine, Pharmacy, and Social Work, strengthening coordinated care and clinical education.
UMB's funding trends, as shown in Figure 3, underscore the growth of entrepreneurial revenues in both absolute dollars and as a share of University revenues In FY 2005, entrepreneurial income from faculty-generated research and clinical (patient) revenue accounted for more than 66% of the University budget State appropriations have not materially increased, and tuition has not risen as a proportion of the UMB budget, even though tuition rates have grown significantly Taken together, these findings indicate that entrepreneurial income is the lifeblood of UMB’s continued growth.
Figure 3 UMB Funding Trends, FY 1990-2005
Since the last accreditation, the University of Maryland, Baltimore (UMB) has implemented several significant academic changes: authorization for UMB to offer the Master of Public Health (MPH) degree, approved in 2004 by the Maryland Higher Education Commission and the USM Board of Regents; approval of the Doctor of Nursing Practice (DNP) degree in 2006; the School of Pharmacy's complete transition to the Doctor of Pharmacy (PharmD) program; and, in physical therapy, the adoption of the Doctor of Physical Therapy (DPT) as the entry professional degree in line with national mandates.
The excellence of UMB’s educational programs has been recognized nationally
According to the Association of American Medical Colleges (AAMC), the University of
INSTITUTIONAL CONTEXT
S TANDARD 1: M ISSION , G OALS AND O BJECTIVES
The institution’s mission clearly defines its purpose within the context of higher education, identifies whom it serves, and states what it intends to accomplish Its stated goals and objectives align with the aspirations and expectations of higher education and specify how the institution will fulfill its mission The mission, goals, and objectives are developed and recognized by the institution, its members, and its governing body, and are used to shape its programs and practices and to evaluate its effectiveness.
University of Maryland, Baltimore (UMB) develops its mission, goals, and objectives through a strategic planning process that aligns with the University System of Maryland (USM), the State Plan for Higher Education in Maryland, and planning outcomes from UMB’s schools and major administrative units The mission statement is reviewed and approved by the USM Board of Regents and the Maryland Higher Education Commission (MHEC) The mission was revised in 2005 and approved by both bodies.
UMB's mission is to prepare highly qualified professionals and researchers in health professions, law, and social work, advance research and scholarly activity in these areas, and serve the community through patient care as well as social and legal services The University’s mission guides its overall activities and frames the schools’ own missions, with each school defining goals and objectives aligned to its professional ethics and standards Collectively, these goals address student learning, professional training, and research, while ensuring ethical clinical services and sustained service to the University, the professions, and the broader community—including patients, community organizations, and government entities at multiple levels.
The text of UMB’s approved Mission Statement reads as follows:
UMB is Maryland's public academic health center and law and social work university dedicated to excellence in professional and graduate education, research, patient care, and public service Its mission is to provide outstanding and innovative education in health care, biomedical science, social services, and the law; attract diverse students of exceptional character and accomplishment; conduct internationally recognized research to cure disease and improve health, social functioning, and treatment; translate discoveries into public benefit; and ensure that the knowledge we generate provides maximum benefit to society.
The following are the mission statements of the six professional schools, which are consistent with the overall University mission
Each school has a strategic planning process that includes development of a mission statement The president approves each school’s mission statement
The Baltimore College of Dental Surgery, Dental School, trains exceptional oral health care professionals, advances the scientific basis of treatments for the orofacial complex, and delivers comprehensive dental care These efforts promote, maintain, and improve the health of Maryland residents and have national and international impact.
At the University of Maryland School of Law, our mission is to contribute to a more just society by educating outstanding lawyers, advancing understanding of law and legal institutions, and expanding access to justice We pursue excellence in teaching to prepare students for leadership and professional success across a wide range of careers, while upholding the highest standards of public and professional service As scholars, we work to advance legal knowledge and deepen understanding of the role of law and justice in society We underscore our public responsibilities as lawyers by providing pro bono legal services and serving as a resource for the profession, the state, and community organizations and endeavors.
The University of Maryland School of Medicine is dedicated to excellence in biomedical education, advancing basic and clinical research, and delivering high-quality patient care to improve the health of Maryland residents and communities beyond The School is committed to the education and training of medical students, MD/PhD students, graduate students, physical therapy students, and professionals in medical and research technology We will recruit and develop faculty to serve as exemplary role models for our students.
The University of Maryland School of Nursing is dedicated to shaping the nursing profession by cultivating leaders in education, research, and clinical practice It achieves this through outstanding baccalaureate, graduate, and continuing education programs, cutting-edge science and research, and the school’s innovative clinical enterprise that translates discovery into improved patient care.
The University of Maryland School of Pharmacy is dedicated to enhancing health through innovative pharmaceutical education, research, practice, and public service Guided by a 2010 vision to lead the way in advancing the profession of pharmacy, the school equips students with the knowledge and skills for diverse pharmaceutical careers, while fostering a spirit of discovery that turns graduates into leaders in practice, research, or teaching As a top-five research institution, we integrate drug discovery, development, and utilization to drive groundbreaking translational research that meaningfully improves people’s lives and shapes drug policy and pharmaceutical practice Our community service programs bring education and care to Baltimore City, Maryland, and beyond, amplified by national and international collaborations that expand the reach of exemplary pharmaceutical care worldwide Together, our faculty, staff, and students create a welcoming, professional environment where individuals grow and contribute their knowledge to realize this vision.
The University of Maryland School of Social Work advances the profession by leading through education, research, scholarship, service innovation, consultation, and advocacy, with a mission that centers on promoting social and economic justice and enhancing the well-being of at‑risk populations It fulfills this mission through a comprehensive continuum of social work education—from baccalaureate and master’s programs to doctoral studies and continuing education—producing competent, ethical social workers whose practice improves the lives of all those they serve.
The discussion of the strategic planning processes, goals and objectives of the University and the schools is continued in section 2.2, “Planning, Resource Allocation, and Institutional Planning.”
S TANDARD 2: P LANNING , R ESOURCE A LLOCATION , AND I NSTITUTIONAL R ENEWAL 15
An institution conducts ongoing planning and resource allocation based on its mission 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
UMB and its schools continually pursue strategic planning, with the implementation and evaluation of the 2000–2005 UMB Strategic Plan driving the development and change needed to achieve institutional excellence as described in Chapter 1, Changes Since Reaccreditation in 1996 In 2005, the University adopted a revised strategic plan for 2006–2011 The article outlines the planning process, the updated goals and strategic initiatives, and then describes the strategic planning processes within the schools Copies of the University and school strategic plans are available in Appendix D.
Strategic planning at the campus level considers two contexts: first, UMB develops its plan within the framework of the USM strategic plan—the overarching blueprint for all institutions in the USM system—and the State Plan for Higher Education in Maryland; second, because of UMB’s highly decentralized structure, campus-level planning must coordinate across multiple units and align local goals with system-wide and state priorities.
UMB’s strategic planning is a grassroots, bottom-up undertaking that builds on the university’s mission and the goals of its professional schools, which in turn are shaped by trends in the professions and by professional accreditation criteria This decentralized planning approach is typical of academic health centers, and as a result, planning at UMB combines top-down guidance with bottom-up input to set priorities and mobilize resources in service of the institution’s mission.
The USM Board of Regents adopted the update of its strategic plan, The USM in 2010:
An Update of the USM Strategic Plan, on February 13, 2004 In response to this updated plan,
President Ramsay formed the UMB Strategic Planning Committee, chaired by Dr Mary Leach, senior advisor to the president, to guide the university’s strategic direction The committee, composed of faculty and staff deeply involved in recent strategic planning across UMB’s schools, completed the UMB Strategic Plan FY 2006-2010 in June 2005.
UMB has adopted six key goals that form the basis of the strategic plan for FY 2006-
In 2010, each goal is accompanied by a set of initiatives and performance measures While the plan is designed to guide the next five years and the described initiatives and accountability metrics reflect that timeframe, the goals themselves are long-term The UMB Strategic Plan identifies the following goals.
1 Evolve and maintain competitive edge as a center of excellence in the life and health sciences, law and social work and as a campus of professions committed to addressing complex social issues at local, state, and international levels
2 Conduct recognized research and scholarship in the life and health sciences, law and social work that fosters economic and social development
3 Recruit outstanding students, increase access for disadvantaged students, provide excellent graduate and professional education, and graduate well-trained professionals who will be leaders in their fields and in the development of public policy
4 Encourage, support and reward entrepreneurship; increase fundraising and philanthropic support
5 Provide public service to citizens in all sectors and geographic regions of Maryland; provide outstanding clinical care appropriate to mission
6 Increase efficiency, effectiveness and accountability, and respond to fiscal pressures, both those that are unique to academic health centers and those affecting higher education generally
All of the professional schools at UMB engage in planning on an ongoing basis
Resource allocation within UMB is based on an assessment of the results of that planning
Planning, required by the professional accrediting agency for each school, was developed by broad-based committees composed of faculty, staff, and administrators Drafts were widely circulated for comment and approved by the faculty governance organization in each school before being submitted to the UMB president for final approval The article then describes each school's planning process and provides examples of the results of plan implementation.
In 2003, a new strategic planning effort was undertaken The goals endorsed in April
In 2004, the Dental School introduced a comprehensive organizational overhaul, restructuring committees to foster resource sharing and agile responses to strategic opportunities The new model expands committee membership to include staff, students, and other constituents alongside faculty, ensuring the entire school community actively participates in committee work The reporting structure was realigned to sharpen focus on goal realization, guiding organizational efforts toward tangible outcomes This major shift integrates the planning process into a broad-based, institution-wide approach rather than the work of a single committee, enabling coordinated, proactive planning across the school.
School-wide involvement has driven innovative approaches tailored to needs identified at the grassroots level A hallmark of this transformation is a streamlined approach to treating patients in pain, which aligns with one of the Dental School’s core goals of enhancing patient care and operational efficiency.
Our academic oral health center is becoming a trusted source of care for the most complex dental problems, with the Urgent Care Clinic providing walk-in emergency dental services to individuals in distress from oral disease who are not patients of record Dental students, under faculty supervision, respond to these urgent issues, and this clinical experience now begins earlier in the school day Implemented in 2004, this innovative scheduling change was designed to better meet patient needs and has been well received by patients, students, and faculty alike.
The School of Law does not currently have a written strategic plan, although an extensive self-study was conducted in 2002/2003 in preparation for the American Bar Association/
During the American Association of Law Schools site evaluation, the school conducted a self-study that acts as a guide to its mission and values Planning on specific issues takes place within the context of these mission and values statements The self-study process included a faculty survey designed to identify and rank priorities for the school’s educational program, faculty development, and governance Several faculty meetings were held to discuss the survey results and the draft document before it received final approval from the Faculty Council.
Case study: A successful planning process at the University of Maryland School of Law, where in July 2000 the Montgomery County Department of Economic Development approached the School to discuss establishing an Intellectual Property Legal Resource Center for high-tech start-ups Although initiated by an external request, the concept aligned with the School's strong business and intellectual property curriculum and its nationally recognized Clinical Law and Law and Health Care programs The School's first step was a needs assessment carried out by a team of faculty and students, featuring structured interviews with area business owners, researchers, service providers, venture capitalists, and law firm representatives Based on the interview analysis, a proposal for an Intellectual Property Legal Resource Center in Montgomery County was funded as a joint venture of UMB and the Montgomery County Department of Economic Development Now in its third year, the Legal Resource Center provides services from its Montgomery County location.
Based on follow-up assessments, the Maryland Technology Development Center has expanded its staff, adopted a statewide approach, and broadened its focus from intellectual property to include business law.
The University’s vision and the six key goals articulated in the University’s 2006-2010 Strategic Plan are directly connected to the supporting planning efforts in the School of
Medicine The University’s statement embraces world-class status and service at home in
Maryland; the School of Medicine fits squarely into those concepts
More than 90% of the School’s resources originate from peer‑reviewed research and market‑driven, competitive activity across research, clinical services, education, and community service, providing a strong, evidence‑based foundation for its programs This approach yields instant feedback on the quality and responsiveness of the School’s offerings, fueling continuous planning and a sustained culture of entrepreneurship.
S TANDARD 3: I NSTITUTIONAL R ESOURCES
Essential resources—human, financial, technical, and physical facilities—necessary to achieve the institution’s mission and goals are available and accessible Within the context of the institution’s mission, the effective and efficient use of these resources is analyzed as part of ongoing outcomes assessment.
UMB has the human, financial, and technical resources, along with the physical facilities, to operate an academic health center and to support its law and social work university programs Yet UMB faces challenges in maintaining excellence across its initiatives Effective resource planning is essential to ensure the initiatives identified in the 2006–2010 strategic plan are carried out successfully.
Over the past decade, UMB has successfully managed a large, complex organization with multiple private partners and diverse funding streams; looking ahead, UMB's future hinges on factors such as the adequacy of state funding, revenues from tuition and fees, potential cuts in patient care reimbursements, growth in the state's Medical Assistance Program and the possible size of the uninsured patient population, and the proposed cap on the National Institutes of Health (NIH) budget.
2.3.1 Sources of Support for UMB
In FY 2005, the faculty generated $410 million in external grants and contracts, underscoring that such funding is a primary mechanism for generating new knowledge However, these restricted funds cannot be used to address the campus’s basic funding needs.
State general funds are essential to both UMB’s continued growth and the continuation of programs vital to Maryland’s economic and social health In FY 2005, UMB’s appropriation accounted for 20% of its total financial support Total campus revenue rose from $376 million in FY 1997 to $673 million in FY 2005, an average annual increase of 7.0%, while state general funds grew only 2.9% over the same period The Maryland recession caused a 13.7% decline in state general funds from FY 2002 to FY 2004, leaving them 12.8% ($19.6 million) below the FY 2002 peak.
UMB's relatively small student body means it cannot shoulder rising fiscal obligations by simply raising tuition After sharp tuition increases during the FY 2002–2004 recession, most UMB programs have likely reached a de facto ceiling on tuition.
The FY 2007 Budget Request projects an average increase of 5.4% to fund a 2.5% merit raise for faculty and staff, mandatory fringe benefits, operating costs for the new Dental School Building, a 10% increase in state-supported need-based financial aid, and the higher costs of fuel and utilities.
In addition the request includes enhancement funds of $1.7 million for facilities renewal, $1.5 million for the Center of Regenerative Research, and $0.8 million to support the Capital
Campaign, which will allow the University of Maryland Baltimore Foundation to grow and sustain a mature development program Funds for the interdisciplinary Center for Regenerative Research, building on the core faculty already in place, will be used to recruit and retain some of the nation's best researchers
The tradition of philanthropy in public higher education is relatively recent With the exception of several large universities in the West and Midwest, very few public universities had substantial development operations until approximately 20 years ago A national survey of private giving to higher education and independent schools reported the following comparative data for 2004: 3
In 2004, 70 private research/doctoral institutions raised a total of $46.7 billion, averaging $97 million per institution, while 136 public institutions raised $7.5 billion, averaging $56 million per institution UMB contributed $41.3 million during the same period.
• Private institutions raise, on average, 16.3% of their total budget through private funds compared with 9.9% among public institutions UMB comes close to the public average at 7.0%
Endowment per student varies significantly by institution type: private research and doctoral universities average about $166,112 per student, versus about $18,391 per student at public institutions At the University of Maryland, Baltimore (UMB), the endowment per student is $29,423, which lags behind peer institutions with undergraduate colleges, such as the University of Virginia at $104,000 per student, and other comparable universities.
UMB's development enterprise mirrors the campus-wide structure, with the development function tailored to the priorities of its professional schools, Graduate School, and an active alumni base of 54,593 Philanthropy has grown significantly over the last 14 years, from $21.6 million in FY 1997 to nearly $53 million in FY 2005, reflecting three converging realities: a rising appreciation of the public university imperative to cultivate entrepreneurial private funding; leaders' commitment to integrating private-sector fundraising into strategic planning and budgeting; and a broader recognition by alumni, friends, corporations, and foundations that philanthropic support for UMB is a mutually beneficial investment in health and human services The ultimate goal is to establish a new development model in which the income stream from private philanthropy sustains UMB's mission.
3 Source: 2004 Voluntary Support of Education, Council for Aid to Education The numbers quoted reflect the number of institutions reporting to CAE
University’s permanent endowment provides stability for its growth and excellence, independent of the economic cycle in the State
UMB's development organization operates with a hybrid model that blends centralized and school-specific reporting lines along a continuum of accountability The Dental School, and the Schools of Pharmacy and Social Work, have their development staff reporting directly to the associate vice president of development and alumni relations in the central Office of External Affairs By contrast, development teams in the Schools of Law, Medicine, and Nursing report directly to their deans Across the university, core functions and services reside at the central campus level to support all UMB components.
By placing the Development Office within the Office of External Affairs, the campus adopts a unified model for development and alumni relations that spans all schools In collaboration with school development staff and in alignment with the annual campus fundraising goal, the division defines performance and productivity targets to drive results Funded through the Office of the President, the UMB Foundation, and allocations from the schools, OEA Development provides an efficient, state-of-the-art infrastructure that backs the activities of school-based development staff.
Core leadership and support services are provided in five general areas: Strategic
Planning (Capital Campaign); Annual Fund; 4 Planned Giving, Corporate and Foundation
The Office of Resource Management (ORM) at OEA delivers essential support to individual units in gift administration and donor database management, with all donor data managed via BSR Advance software, under the scope of Relations and Prospect Research.
S TANDARD 4: L EADERSHIP AND G OVERNANCE
An effective governance framework clearly delineates the roles of institutional constituencies in policy development and decision-making, ensuring transparent and accountable processes aligned with the institution’s mission It provides for an active governing body with sufficient autonomy to safeguard institutional integrity and to fulfill its responsibilities for policy and resource development in line with that mission.
UMB, a constituent institution of the University System of Maryland (USM), is governed by a Board of Regents The Board, in consultation with the USM chancellor, appoints the president of UMB, who serves as the chief executive officer The president of UMB then appoints the deans of the professional schools and the Graduate School, and these deans report directly to the president.
Maryland’s public higher education system, the University System of Maryland (USM), operates as an independent unit of state government It comprises all public colleges and universities in Maryland, with the exception of Morgan State University and St Mary’s College As the twelfth-largest university system in the United States, USM’s 13 member institutions offer more than 600 degree programs to more than 126,000 students across about 200 sites worldwide.
USM is governed by a 17-member Board of Regents appointed by the governor of
Maryland's Board of Regents operates with the advice and consent of the Senate and consists of seventeen members: fifteen serve staggered five-year terms, the sixteenth is the Secretary of Agriculture who serves for as long as they hold the position, and the seventeenth is a USM student serving a one-year term The BOR is charged with governing and managing the University System of Maryland (USM) and its constituent institutions, centers, and institutes, and it appoints the USM chancellor who serves as its chief executive officer The Board has expressly delegated certain authority to the chancellor and to the presidents of the constituent institutions (see Appendix H, Bylaws of the University System of Maryland Board of Regents).
The Board of Regents approves and adopts a system-wide higher education plan, developed by the chancellor using the plans from the constituent institutions Title 12 requires the chancellor to include specified priorities in that plan The next priority to be addressed concerns the University of Maryland, Baltimore (UMB).
Maintain and enhance an academic health center and a coordinated Higher
Education Center for Research and Graduate and Professional Study in the
Baltimore area, comprised of the University of Maryland, Baltimore and the
University of Maryland Baltimore County, with a focus on science and technology
The student regent selection is conducted through the USM Student Council, which screens applicants and forwards three finalists to the governor The governor typically selects one of these three nominees, though there is no statutory obligation to do so.
Actions taken by USM to enhance UMB’s professional schools and its joint Graduate School with UMBC are designed to fulfill this requirement
The Board of Regents reviews and approves the mission statements of each constituent institution and assesses whether academic programs align with those missions, while recognizing the distinct mission of UMB and its historically supported needs, granting latitude in vital areas to carry out its mission For example, the BOR authorized independent faculty practice plans for the School of Medicine and the Dental School, modifying the system-wide faculty appointment procedure to allow School of Medicine faculty to attain tenure while receiving salary support from the practice plans and clinical units of the academic health center in addition to state budget support The BOR Committee on Finance oversees the annual contract and any amendments between USM and the University of Maryland Medical System (UMMS) and recommends appropriate action to the Board of Regents.
Board of Regents (BOR) reviews and approves the performance accountability plan for each constituent institution and, annually, reviews a written report from each president on the institution's attainment of its plan objectives, with the report submitted to the Maryland Higher Education Commission Each president is held accountable for meeting the objectives of the performance accountability plan In consultation with the institutions and the chancellor, the BOR establishes funding standards reflecting the differences in size and mission of the constituent institutions and approves consolidated budget requests for USM appropriations for operating and capital budgets.
The Board of Regents (BOR), in consultation with the University System of Maryland (USM) chancellor, appoints the president of the University of Maryland, Baltimore (UMB) as its chief executive officer Presidents, who serve at the pleasure of the BOR, are evaluated annually by the chancellor, who discusses the results of that evaluation and the consequent recommendations for compensation actions with the designated select committee of the Board of Regents.
The president, reporting to the chancellor and the Board of Regents, leads the institution by implementing the Board’s and the constituent institution’s policies and by advancing the institution’s development and efficiency Under delegated BOR authority, the president shapes the university’s mission, goals, and priorities and identifies a set of peer institutions; oversees all academic matters, including developing new academic programs and phasing out existing ones; prepares operating and capital budget requests; handles talent management—appointing, promoting, fixing salaries, granting tenure, assigning duties, and terminating personnel; creates new positions within the funds available to the University; establishes admission standards, sets tuition and fees, and administers financial aid; enters into contracts and cooperative agreements; accepts gifts and grants and manages endowment income; and ensures compliance with affirmative action and equal employment opportunity requirements under state, federal, and BOR mandates and policies.
At UMB, the president appoints the deans of the professional schools and the Graduate School, who report directly to the president, along with all vice presidents The deans oversee academic affairs, administration, research, development, information technology, and communications within their schools The central administration—comprising the vice presidents of academic affairs, administration and finance, external affairs, information technology, and research and development—addresses enterprise-wide issues, ensures auditing, planning, and reporting and other accountability processes are followed, coordinates liaison with external shareholders, and supports the deans and faculty in advancing the schools’ academic programs.
Under President David J Ramsay’s stable 11-year leadership and with deans who have long tenures, UMB has been able to pursue and complete long-range projects This steady leadership has enabled notable successes such as new buildings and additions for several schools, the implementation of upgraded student and administrative information systems, and rapid growth in research and entrepreneurial activities, including the establishment of the UMB BioPark Moreover, UMB’s collaboration with Baltimore city government and private developers has helped improve the university’s neighboring West Side, reflecting the broader impact of its long-term planning.
Elected UMB faculty, students, and staff participate in the USM shared governance structures—the Council of University System Faculty, the USM Student Council, and the
The Council of University System Staff participates in the University System of Maryland's (USM) shared governance framework, ensuring that faculty, staff, and students discuss and contribute input on major issues affecting UMB through established governance structures and school-based committees.
Under the USM Board of Regents Policy on Shared Governance (I-6.00), all constituent institutions are required to involve faculty, students, and staff in decisions that affect mission and budget priorities, curriculum and instruction, research, faculty appointment, promotion and tenure, human resources policies, administrator selection, student completion, and the overall welfare of the institution At UMB, the faculty, staff, and student governance bodies uphold this principle and comply with BOR requirements that at least 75% of voting members be elected by their constituencies and that these bodies elect their own presiding officers; the UMB president and senior administrators engage in regular consultation with these elected bodies In addition to these university-wide groups, each school has established plans of organization for students and faculty, reflecting UMB's decentralized structure where key decisions on curriculum, student advancement, and faculty appointment and tenure are made at the school level, with school structures described after the campus governance discussion.
The UMB Faculty Senate is an elected body drawn from the University’s six professional schools and the Graduate School, tasked with advising the president on policy issues affecting faculty across all UMB schools Its members are elected by the faculty, and the Senate makes recommendations to the president, who reports in person to the Senate and seeks its advice and feedback The vice president for academic affairs regularly attends Faculty Senate meetings, and other UMB and school administrators may appear as requested to report and provide input Senators are represented on UMB planning committees, including the Future of UMB Committee, the Information Technology Steering Committee, and the Middle States Steering Committee, and the Faculty Senate is represented on USM bodies such as the Council of University System Faculty (CUSF).
S TANDARD 5: A DMINISTRATION
The institution’s administrative structure and services facilitate learning and research/scholarship, foster quality improvement, and support the institution’s organization and governance
UMB's administration operates through a collaborative framework that links six professional schools with a central leadership structure—comprising the Office of the President and the vice presidents for Academic Affairs, Administration and Finance, External Affairs, Information Technology, and Research and Development The institution emphasizes a strong presidency, with President Ramsay as the chief executive responsible for guiding UMB's mission and vision, backed by his background and leadership qualities The deans of the professional schools report directly to the president, and each dean serves as the chief academic officer of their school, charged with maintaining academic integrity UMB is not organized around a single chief academic officer or provost; instead, each dean leads their school's academic affairs under the president's oversight.
All administrative staff, from the president down to the vice presidents, receive thorough annual performance assessments, while deans undergo rigorous external reviews every five years under President Ramsay’s decanal review policy.
Central administrative units are led by experienced higher-education professional managers, ensuring strong governance and effective administration Appendix I contains biographical sketches of the key UMB administrators Within these units, the organization delivers the essential services that support and facilitate the institution’s operations and mission.
The university manages complex education, research, and clinical programs Although staffing levels were reduced during the 2002–2004 period of reduced state support, they never dropped below the minimum required to deliver efficient and effective services and programs to its schools and the surrounding community.
University (See Appendix K for organizational charts of the University and the five central administrative units and Table 7 for the number of staff per unit.)
Weekly coordination meetings of the vice presidents and key staff from the Office of the President drive implementation and decision-making across the five administrative units, with President Ramsay presiding Complementary bi-weekly meetings of the deans and vice presidents, also chaired by the president, reinforce alignment and governance.
eUMB represents the university’s most recent and widespread administrative reform, spanning Administration and Finance, the Center for Information Technology Services, and the Office of Research and Development The implementation highlights the collaboration and resource sharing needed to achieve enterprise-wide goals and is detailed here to illustrate how cross-unit teamwork drives transformation As a multiyear program, eUMB will replace the university’s core administrative systems for human resources, payroll, finance, procurement, and grants management, using technology to enhance and transform current practices and better meet information needs The first phase targets the HR component within the PeopleSoft Human Resources Management System (HRMS), with the HRMS going live on October 14, 2002.
Phase 2 of the eUMB project was implemented on March 24, 2003, incorporating Time and Labor, Commitment Accounting, and Payroll modules, along with a new interface to the Maryland State Central Payroll Bureau The implementation of Phase 1 represented a significant milestone toward delivering systems that promote efficiency and optimize operations and services.
Campus benefits include an online, integrated HR, payroll, time, and labor system that streamlines processes across the university The system provides a single repository of HR information with enhanced reporting capabilities, enabling more accurate insights and better decision-making It also gives departments the ability to manage employee funding directly within the system, improving oversight and allocation At UMB, staff who handle HR matters have online access to a wealth of school and departmental employee information, including personal data, job data, and position data, supporting efficient administration and streamlined workflows.
Recently, the University completed another phase of the eUMB project by implementing a new financials and post-award grants system that went live on March 1, 2006 The system provides expanded financial and grants information and enables easier and faster access for users Its contemporary web reporting capabilities allow for the immediate generation of both summary and detailed reports on financials and grants, enhancing visibility and decision-making.
Administrators as well as principal investigators, can see real-time online reports of department and project budgets, pre-encumbrances, encumbrances, expenditures, and balances
The new financial system increases automation and efficiency by routing electronic purchase requisitions from the requester through the department and school approver to the Procurement Office, with all procurements conducted online and saving more than 100,000 pieces of paper each year Online requisitioning, routing, and receiving also save time across schools and departments, help the University analyze procurement data more easily, and support consolidated purchasing for better pricing eUMB provides intuitive, user-friendly, web-based technology delivered via a Portal front-page; users log in once to access both the HRMS/Payroll and the Financials/Grants systems, with intuitive navigation and dedicated home pages for major processes such as Procurement and Accounts Payable The Portal can host links to current budget reports, and clicking a link generates an up-to-date budget/expense report immediately.
Using this system has produced a more sophisticated workforce by transforming many manual, paper-based processes into automated workflows Staff now initiate automated processing of financial and grants data through an intuitive system, while understanding the underlying reasons behind each step to maximize benefits As a result, users are expanding their knowledge and expertise, becoming more valuable to campus and school operations.
2.5.2 School-Based Administration and Central Administration
Administrative services like procurement, HR, parking, and financial services are centralized in the central administration, with the schools serving mainly as users Meanwhile, central functions such as external affairs, research and development, and academic affairs work closely with the schools to develop, implement, and evaluate academic programs and services.
Across all schools, faculty affiliations are unified by centralized support for the research enterprise that is available to every faculty member, regardless of school Key components include the human subjects protection program, administered by the School of Medicine but serving all University research; the research compliance program, located in the UMB Office of Academic Affairs; and the Office of Research and Development (ORD).
ORD coordinates the university’s position as a leading biomedical research institution to capture and market its growing portfolio of intellectual property It oversees the full IP development lifecycle—identifying funding sources and helping faculty obtain support from governmental, corporate, and foundation sponsors; managing contracts and grants on behalf of the University; evaluating the commercial potential of faculty innovations; and marketing promising technologies for the University and its researchers Over the last five years, each school has established its own research office to mentor faculty and sharpen its research program To align these efforts, the school associate deans for research now meet with ORD staff quarterly to discuss shared issues and opportunities.
S TANDARD 6: I NTEGRITY
Across its programs and activities that involve the public and its constituencies, the institution demonstrates a steadfast commitment to ethical standards and its stated policies, while actively safeguarding and promoting academic and intellectual freedom.
Under USM policies, UMB promotes academic freedom for both faculty and students, and all policies cited here can be found in Appendix L of this self-study Faculty members may freely discuss in the classroom all subject matter reasonably related to the course, while students are encouraged to pursue free and honest inquiry and expression By tradition, students and teachers bring certain rights and responsibilities to the academic community, and USM Policy III-1.00 outlines these rights and responsibilities, many of which concern ethical conduct; this policy is part of the Faculty Handbook.
The University of Maryland communicates its standards for academic integrity through its academic affairs resources (www.umaryland.edu/academicaffairs/faculty_affairs.html) and the Student Answer Book, which is distributed to all students in hard copy as Appendix M and is also available online at www.umaryland.edu/student/sab All members of the academic community—faculty, students, and administrators—share the responsibility to uphold academic integrity The value placed on academic freedom is also reflected in the USM Policy On Classified and Related Matters.
Proprietary Work (IV-2.20), which prohibits classified or proprietary research or research agreements that would not allow acknowledgement of the existence or nature of the agreement or the identity of the sponsor Furthermore, the policy protects researchers’ rights to publish their findings, by prohibiting research agreements that would bar publication
Schools must ensure their policies and procedures comply with USM Policy III-1.0, including definitions of academic dishonesty, due process for students accused or suspected of such acts, and the imposition of appropriate sanctions on those found to have engaged in dishonesty Faculty members are required to take all reasonable steps to prevent academic dishonesty, including cheating and plagiarism, and when instances are suspected, to ensure that appropriate action is taken in accordance with school policies.
Academic misconduct is defined and the procedures to investigate allegations are detailed in both school policies and Board of Regents and University policies Under USM Policy III-1.10 and UMB Policy III-1.10(A), misconduct in scholarly work by any employee is a breach of contract, and misconduct by others associated with UMB—such as graduate students or volunteer faculty—will not be tolerated It is the policy of UMB and USM to uphold high ethical standards in science and other scholarly work, to prevent academic misconduct whenever possible, to evaluate and resolve allegations promptly and fairly, and to take disciplinary action, which may include termination of employment, against anyone found guilty Degrees will not be awarded if academic misconduct contributed to the degree, and such degrees may be revoked if misconduct is discovered after award Two courses designed to satisfy current federal requirements for trainees on federally sponsored training grants are offered each year; trainees are required to take the courses, while nonfederally sponsored trainees and others are encouraged to take or audit them, as they comprehensively cover the responsible conduct of research.
Administrative activities also are carried out with strict attention given to sound ethical practice Employees are directed to report suspected or known fiscal irregularities under UMB Policy VIII-7.10
UMB, following USM policy, requires prior approval of professional consulting and other external professional activities by the dean of the school or the dean’s designee
Professional consulting and other external professional activities, whether paid or unpaid, may be undertaken only when it is assured that all responsibilities associated with the individual's position are fully satisfied and will continue to be met Ordinarily, these activities should be pursued only when they are likely to enhance the individual's professional standing or contribute to advancing UMB’s mission, in alignment with Policy II.
3.10(A), each faculty member must provide a report for each semester indicating all external professional activities
Academic activities, especially research, are protected from bias arising from conflicts of interest by eliminating or managing those conflicts The conflict-of-interest procedures are integrated into research and human subjects protection operations and are coordinated university-wide by the Office of the Vice President for Academic Affairs UMB procedures implement the USM Policy on conflicts of interest and can be found at http://www.ord.umaryland.edu/policies_procedures/umproceed.html.
Intellectual property rights drive the development of biomedical innovations at UMB for the benefit of the University and society, underpinning its continued success in biomedical research Researchers who discover or develop intellectual property must report their findings to the University, which is responsible for patenting and marketing activities Revenue from these activities is shared with the researchers/inventors in accordance with USM policy IV-3.20.
UMB's policy IV-2.10(A) on human subjects research states that all studies involving humans are guided by the ethical principles established by the National Commission for the Protection of Human Subjects of Biomedical and Behavioral Research, as articulated in the Ethical Principles and Guidelines for the Protection of Human Subjects of Biomedical and Behavioral Research, ensuring the protection of participants and the ethical conduct of research across the university.
Research, regardless of whether it is subject to federal regulation, with whom it is conducted, or the source of support, requires investigators to acknowledge and assume responsibility for protecting the rights and welfare of human research subjects and for complying with all applicable provisions of this policy In addition, all institutional and noninstitutional performance sites for UMB must conform to ethical principles that are at least equivalent to those of UMB.
UMB's Human Research Protections Office (HRPO) coordinates the human research protections program and provides support for the UMB Institutional Review Board (IRB) As the central hub for safeguarding research participants, the HRPO aligns policy, oversight, and administrative support across all UMB human subjects research.
UMB’s Institutional Review Board (IRB) is an administrative body charged with protecting the rights and welfare of human research subjects participating in studies conducted under UMB oversight It reviews clinical research protocols from all schools, conducts ethical and scientific reviews, and oversees compliance for research involving human subjects, while the office provides education and training for more than 2,000 investigators and staff Research that has been reviewed and approved by the IRB may still face further review or disapproval by UMB officials, who cannot approve a study that the IRB has disapproved Approved research remains subject to continuing IRB review and must be reevaluated at least annually, or more frequently if the IRB specifies.
Fairness and impartiality in hiring, firing, and employee evaluations are practiced in accordance with Personnel and General Administration policies, including UMB VI-1.00 on affirmative action and equal employment, while equitable treatment of all constituencies is demonstrated in UMB faculty appointment, promotion, and tenure policies and procedures (II-1.00(A) and II-1.01(A)) and in the shared governance framework described in USM policy I-6.00.
S TANDARD 7: I NSTITUTIONAL A SSESSMENT
Our institution has developed and implemented a comprehensive assessment plan and process to measure overall effectiveness across several critical areas: achieving the mission and goals; implementing strategic planning, resource allocation, and institutional renewal; using resources efficiently; providing strong leadership and governance; delivering robust administrative structures and services; upholding institutional integrity; and ensuring that processes and resources support meaningful learning and positive outcomes for students and graduates.
UMB has developed an integrated assessment system, largely derived from state mandates, to evaluate overall institutional effectiveness in achieving its mission and goals The assessment plan ensures that institutional processes and resources support appropriate student and graduate learning outcomes In addition to accountability, the president, the deans, and the vice president for academic affairs use assessment findings and recommendations from professional accreditation reports to drive improvements across all aspects of the schools’ operations and to measure progress At the institutional level, senior administrators review and approve key academic processes, including faculty appointment, promotion and tenure; human research protocols and projects; sabbatical leave requests; minority recruitment; faculty recruitment plans; and central oversight of research compliance.
Managing for Results (MFR) is a statewide strategic planning framework in which state agencies develop mission and vision statements, establish key goals, and define measurable objectives It serves as a tool for strategic planning, performance measurement, and budgeting, emphasizing the efficient use of resources to achieve measurable results and to foster accountability, efficiency, and continuous improvement across state government programs.
Standards for the assessment plan are established by state law and administered by Maryland's Department of Budget and Management (DBM) DBM sets the required format for agency submissions and has general authority to review and approve the plan's components Each year, the University of Maryland, Baltimore (UMB) submits its MFR plan to DBM together with its budget request The Maryland General Assembly monitors the plan’s development during the legislative session, and legislators and staff provide additional suggestions.
In 2004, the General Assembly codified the MFR through legislation, preserving the existing agency-based MFR plans while requiring the Department of Budget and Management (DBM) to develop a “super MFR” — a State Comprehensive Plan that sets overarching goals and strategic direction for state government This plan must be reported to the General Assembly each January and will include up to 10 goals and 50 to 100 performance measures drawn from across state government.
Fiscal Note attached to the bill provides a concise assessment of the deficiencies of the then current MFR process
In spring 2005, UMB’s MFR was revised from the ground up (See Appendix N for the MFR report.) Objectives were recast in the timeframe of five years, through FY 2010
Attainment of the objectives is evaluated through annual reporting of performance measures—the data elements defined in the MFR plan Each goal in the MFR comprises two or three objectives, and progress toward these objectives is measured by one or more indicators.
Each year, the University of Maryland, Baltimore (UMB) submits its Performance Accountability Plan to the Maryland Higher Education Commission (MHEC) The MHEC is responsible for approving the plan and presenting recommendations to the governor and the Maryland General Assembly For more information about the MHEC Performance Accountability process, visit http://www.mhec.state.md.us/publications/research/index.asp.
Annual performance accountability reporting is now conducted through the MFR report to streamline duplicative processes Prior to the MFR process, the Maryland Higher Education Commission (MHEC) managed performance accountability for Maryland’s higher education institutions MHEC's process evaluates performance retrospectively to assess progress toward benchmarks rather than forecasting future outcomes The latest iteration of UMB's MFR plan for FY 2007 includes the elements required to meet the Commission's standards of excellence: mission, vision, goals, objectives, and performance measures.
MHEC analyzes four years of trend data and benchmarks for each indicator to gauge performance This cycle uses data from 2002–2005 for MHEC analyses and 2004–2007 for MFR analyses Institutions are expected to progress toward achieving their accountability benchmarks If an institution’s performance falls below its benchmarks, the campus must submit a report to MHEC detailing the actions it will take to improve performance.
Since 1999, the Maryland Higher Education Commission (MHEC) has used a peer-based model to establish funding guidelines for all USM institutions, with an annual accountability component The Commission has identified a set of comprehensive, outcome-oriented performance measures to compare Maryland institutions with their performance peers Maryland institutions are expected to perform at or above the level of their performance peers on most indicators The FY 2005 Funding Guidelines Peer Performance Analysis can be found at: http://www.mhec.state.md.us/publications/finance/index.asp.
Under the Peer Performance process, UMB compares its overall performance and the performance of each component school with that of defined peer institutions, and the most recent peer performance data can be found in Table 11 Although UMB’s mix of professional schools makes it unique among public academic health centers, five public universities were selected in 1999 as peers for the State of Maryland funding guideline calculations: the University of California at San Francisco, the University of Alabama at Birmingham, the University of Illinois at Chicago, the University of Michigan, and the University of North Carolina at Chapel Hill All of these peer institutions have schools of medicine, dentistry, and nursing, and these same five public institutions are used in the Peer Performance process Because only two of these institutions have law schools, three additional public institutions were selected for the purpose of law school comparisons: the University of Connecticut, the University of Texas at Austin, and the third institution.
Within the MFR process, UMB's performance and state funding are benchmarked against peer institutions, but comparing individual professional schools is challenging because revenue sources vary widely A significant data-collection problem also arises, since professional schools are reluctant to disclose data such as licensure-examination passing rates.
Institutional assessment happens at all levels, and three offices—the Office of Institutional Research and Planning, the Office of Budget and Planning, and the Office of Capital Budget and Planning—produce information and analysis to guide campus decision making.
The Office of Institutional Research and Planning (OIR&P) at UMB is the unit primarily responsible for institutional assessment Staffed by institutional research professionals, OIR&P collects and provides verifiable data and information, conducts policy analysis, coordinates campus assessment and evaluation activities, and supports planning efforts for the professional schools and other administrative offices Each year, OIR&P conducts extensive analyses of performance data and reports the findings to USM These analyses identify problems or areas of weakness, enabling the development of strategies to improve performance The resulting data are reported as part of the MFR and in other reports submitted to USM.
The Office of Budget and Finance supports academic and other University units in achieving their business goals by maintaining and delivering reliable financial information and services It develops the University's budget plans and submits them to USM, provides accurate and timely financial information to the state, serves as a trusted source of financial expertise for internal offices, and upholds the highest standards of financial accountability.