A Southern Maine Imperative: Meeting the Region’s Higher Education Needs in the 21st Century

A Report on the Future of the University of Southern Maine by the USM Board of Visitors

October 2000

UNIVERSITY OF SOUTHERN MAINE

USM Board of Visitors P.O. Box 9300 Portland, Maine 04104-9300 (207) 780-4480 FAX (207) 780-4549 TTY (207) 780-5646 Chair: Rosalyne S. Bernstein Attorney Eleanor Baker Vice Chair and Tax Principal Baker Newman & Noyes

John Fitzsimmons President Maine Technical College System October 1, 2000

Jane Havey President Capricorn Products Richard L. Pattenaude, President Jeanne Hulit Vice President & The University of Southern Maine Relationship Manager 96 Falmouth Street Key Bank P.O. 9300 Martin Joyce, Jr. Investment Executive Portland, ME 04104-9300 Tucker Anthony Deborah Khadraoui Dear President Pattenaude: President Asina & Associates

Joseph R. Martin In 1997, the 118th Maine Legislature created Boards of Visitors for each Executive Vice President & CFO campus of the University of Maine System. Boards were charged with: Fairchild Semiconductor (1) advising the head of each campus on community and regional needs, Michael A. Moore Superintendent (2) advocating for the University, Gorham Schools (3) reviewing for final recommendation to the Board of Trustees tuition increases, new Thomas F. Moser academic programs and the 5-year plan of the University; and President Thomas Moser Cabinetmaker (4) raising private funds for the University. Kenneth M. Nelson This report, A Southern Maine Imperative: Meeting the Region’s Higher Education President & CEO Needs in the 21st Century, represents a significant response to our legislative Nelson & Small Inc. mandate to advise you on community and regional needs and to recommend Peggy Osher Osher Map Library Associates priorities for the University’s five-year plan. Our report is based largely on an extensive community outreach project to assess the southern Maine region’s David Ott President & CEO needs for higher education and expectations for USM. We learned through Peoples Heritage Bank numerous meetings with stakeholder groups that USM is vital to the future of Jon S. Oxman Attorney the region and, indeed, the entire state. As this region’s primary source of Linnell Choate & Weber educational excellence and educational opportunity, USM is unquestionably Kenneth Ross southern Maine’s university. Vice President Clark Associates The primary message from our community outreach project is clear: Over the next ten years, the University of Southern Maine must become one of Ex Officio: the top-ranked public, regional, comprehensive universities in the United Christopher O’Connor, Chair States in the quality, breadth, and the accessibility of its academic pro- USM Professional Staff Senate grams. The people of this region and the businesses and institutions that must Ryan Anderson, Chair compete in the knowledge-based, global economy of the 21st century require USM Student Senate and deserve nothing less than such an educational resource. Tara Healy, Chair USM Faculty Senate Our report has important implications for several audiences. First, we trust this report will guide you and your staff as you plan for the future of USM and Heidi Kreiger, Chair USM Classified Staff Senate position the University to be among the very best of its peer institutions. Second, we direct this report to the faculty and staff who ultimately are responsible for designing and implementing the academic programs, the research initiatives, and the public service activities to meet the region’s needs and expectations. Our vision, shared by the community, of a top-ranked, 21st century regional university departs from the traditional view of how universities function in significant ways that create challenges and opportunities for the University community. Third, we direct this report to the southern Maine community, especially to civic and business leaders. They have indicated throughout our outreach project that they are prepared to become active partners with USM in shaping and supporting the vision presented here. Now is the time for them to join with their representatives on the Board of Visitors to make such partnerships a reality. Finally, and perhaps most important, we direct our report to the Chancellor and the Trustees of the University of Maine System to which we are fully committed, and to the Governor and state legislators. The people of this region have clearly articulated their expecta- tions of USM, a university that will fuel our economy and serve our cultural and social needs. A top-ranked regional university is not a luxury or a choice—it is an imperative. We look to all of Maine’s public policy leaders for the level of active and continuing support that will make that imperative a reality. In response to our community dialogue, I am very pleased to present this challenging but doable vision for the future of our regional university. We are now prepared to fulfill a second element of our charge from the legislature—to be strong advocates for the resources that can make this vision a reality in the first decade of the 21st century.

Sincerely yours,

Rosalyne S. Bernstein, Chair University of Southern Maine Board of Visitors c: Governor Angus King Chancellor Terrence J. MacTaggart James D. Mullen, Chair, Board of Trustees Executive Summary

This report outlines the southern Maine Based on those expectations, the USM Board community’s concerns over the role of the Uni- of Visitors recommends that USM: versity of Southern Maine (USM) as a vital • aggressively pursue the goal of becoming, component in the future of the region and the by 2010, one of the top-ranked public, re- entire state. gional, comprehensive universities in the na- From December 1999 through April 2000, tion, and be so recognized by its peers; the USM Board of Visitors sponsored a com- prehensive community outreach project to as- • significantly expand academic programs sess the region’s needs and expectations regard- needed regionally in science and technol- ing the University. Consultants engaged by the ogy as well as in graduate and professional Board interviewed 11 regional business and fields, and pursue a “targeted areas of excel- civic leaders and facilitated 15 focus groups lence strategy” so that programs tied directly involving 180 stakeholders representing a wide to regional priorities can become nationally range of interests. competitive; The message from this project was clear: Be- • enhance its broad range of liberal arts and cause the futures of the southern Maine re- humanities programs central to a solid un- gion and USM are integrally linked, USM dergraduate education and the intellectual must become one of the top-ranked public, needs of the region’s learners; regional, comprehensive universities in the United States in terms of the breadth, the • place the broad and continually changing quality, and the accessibility of its academic needs of lifelong learners within the region programs. at the core of the design and delivery of aca- demic programs, develop a comprehensive The citizens of this region have told us in network of institutional partnerships and no uncertain terms that they expect USM to: collaborations, and make creative use of elec- - have both a clear direction and perform mul- tronic learning opportunities; tiple roles, - provide solid programs in science, technol- • clarify, focus, and assure the affordability of ogy, and professional fields and in the lib- programs and services designed to encour- eral arts, and, age University attendance, persistence, and - be a high quality, first-choice institution while lifelong learning; and, at the same time be a source of educational • gain more financial support from the state opportunity for those citizens taking the first and from the business/industrial community step toward lifelong learning. commensurate with USM’s mission and share of statewide enrollment. A Southern Maine Imperative: Meeting the Region’s Higher Education Needs in the 21st Century

A Report on the Future of the University of Southern Maine by the Board of Visitors

Overview

Maine, like our nation and much of the ponent in the future of the region and the en- world, is in the midst of a critical transition to tire state. From December 1999 through April a knowledge-based economy. Human capital— 2000, the USM Board of Visitors sponsored a talented people—is the primary currency of comprehensive community outreach project to economically competitive and culturally vital assess the region’s needs and expectations re- regions. Top quality universities are central to garding the University.1 Consultants engaged the development, attraction, and retention of by the Board interviewed 11 regional business human capital. The southern Maine region, and civic leaders and facilitated 15 focus home to three of every five Mainers, requires a groups involving almost 180 stakeholders rep- university with demonstrated excellence at resenting a wide range of interests.2 undergraduate and graduate levels in profes- The message from our regional assessment sional and technical fields linked to our emerg- project is clear: Because the futures of the ing industrial sectors. The liberal arts are criti- southern Maine region and USM are inte- cal because they bind the social fabric of our grally linked, USM must become one of the communities and serve as a foundation for life- top-ranked public, regional, comprehensive long learning and economic prosperity. universities in the United States in terms This report summarizes the regional of the breadth, the quality, and the accessi- community’s vision for the role of the Univer- bility of its academic programs. sity of Southern Maine (USM) as a vital com- What the Southern Maine Community Told the Board of Visitors

The southern Maine community has strong Our community stakeholders also believe expectations for its university, USM. The citi- that there are important gaps between what zens of this region have told us that they: the region requires and the current capacity of • see the quality of USM as a key element in USM. the economic and cultural well-being of the • The scale and depth of current academic region; programs, especially in science and technol- • expect USM to be a first-choice institution ogy fields, are too limited to meet their for students while also continuing to pro- needs. vide educational opportunities for place- • There are too few graduate, professional, and bound residents of the region. Participants research programs targeted to the growing rejected the notion that “the future USM rep- requirements of our regional economy and resent only an incremental improvement expanding knowledge-based businesses. over the current USM” or that a choice be USM must not be constrained by traditional made between being either a “high-quality” geographic and organizational boundaries in or a predominantly “access-oriented insti- developing programs to assure that regional tution.” needs are met. In doing so, the University • are pleased with USM’s recent accomplish- must be entrepreneurial and agile in forg- ments, positive about its future, and invested ing alliances with other institutions to in its potential and capacity to fulfill regional supplement on-campus capacity. needs. Reflecting the views of many partici- • USM must communicate continually with pants, one noted, “the University is not a its stakeholders to respond to and influence casual resource. It is transforming for life.” community needs and expectations. USM • believe that, in the 21st century, Maine must needs to build on the good will fostered have two university centers offering under- through this outreach project to sustain mu- graduate and graduate academic programs, tually supportive partnerships with the re- each critically important to the economic gional community. and cultural vitality of the state. Moreover, The Board’s consultants observed that the the southern Maine community stated un- community’s aspirations for USM’s future have equivocally that they have no patience with embedded in them seemingly contradictory any form of destructive competition between expectations. While these expectations cer- campuses that becomes an obstacle to get- tainly represent challenges for a relatively small ting the quality university and the breadth university, we have concluded that they are not of academic programming needed in this inherently contradictory. Indeed, the commu- region. The fundamental assumption nity outreach sessions have clarified for the undergirding higher education planning for Board what it truly means to be a public, re- the 21st century is that USM and the Uni- gional, comprehensive university. USM should: versity of Maine (UM) are equal partners in • have both a clear direction and perform securing Maine’s future. multiple roles, • provide solid programs in science, technol- while at the same time be a source of edu- ogy, and professional fields and maintain the cational opportunity for those taking the first centrality of the liberal arts3, and step toward lifelong learning. • be a high quality, first-choice institution

USM’s Centrality to the Region and the State’s Future

USM’s role, responsibilities, and presence as • USM serves about half the graduate students a comprehensive university in the southern in the UMS. Maine region and throughout the state have • Of those students who live in Androscoggin, grown substantially over the last two decades. Cumberland, and York counties who attend • With a fall 2000 enrollment of more than a UMS campus, 75% attend USM. 10,800, USM has been the largest unit of the • Residents of all 16 counties in Maine attend University of Maine System (UMS) since USM, graduates live and work in all 16 coun- 1996 and serves more Maine students than ties, and USM research and technical assis- any other campus. Over a 12-month period, tance projects are present in every county. more than 16,000 individual undergradu- • Over 85,000 people participate in USM non- ate and graduate students take credit-bear- credit programs and conferences each year. ing courses at USM. Clearly, USM already is a vital component • The University serves over 4,300 full-time in meeting Maine’s higher education needs. undergraduates, almost as many as Bates, The University, then, must be a central player Bowdoin, and Colby combined, belying the in a sustained strategy leading to Maine’s edu- impression that the campus is only a place cational and economic growth in the 21st cen- for part-time, nontraditional students. tury.

Key Recommendations

Throughout our conversations with the 2. significantly expand academic programs community and our own work, we have de- needed regionally in science and technol- veloped a clear vision for USM. There are six ogy as well as in graduate and professional key components to our vision. We believe that fields, and pursue a “targeted areas of excel- the USM of the future should: lence strategy” so that programs tied directly 1. aggressively pursue the goal of becoming, to regional priorities can become nationally by 2010, one of the top-ranked public, re- competitive; gional, comprehensive universities in the na- 3. enhance its broad range of liberal arts and tion, and be so recognized by its peers; humanities programs central to a solid un- Statewide Concerns that Must Drive USM’s Future

While the transition of Maine’s economy and the recent Maine high school graduate enrollees to responsibilities that have emerged for the campus out-of-state institutions has been attributed to are the primary reasons to consider carefully the the limited draw within the New England region future of USM, there are several other statewide con- of the colleges and universities within the UMS.8 cerns that have influenced our examination. Raising the quality and, in turn, the draw of • Concerns about the educational attainment of Maine southern Maine’s regional university should be citizens, especially the levels of bachelor’s and gradu- one of the key strategies for keeping Maine’s ate degrees.4 Post-secondary education attainment home-grown talent at home. levels in Maine are at or below national averages. • Concern about the limited R&D capacity in Maine’s The good news is that Maine ranks 14th in the academic institutions. Maine continues to receive U.S. (2nd in New England) in persons over age a grade of “D” for economic development capac- 25 with at least a high school diploma, and we ity in the annual assessments from the Washing- are at the national average for those persons with ton-based Center for Enterprise Development. an associate’s (two-year) degree. The bad news A broad consensus seems to have been reached is that Maine ranks 44th for persons over age 25 across the state regarding the need to make sub- with a bachelor’s degree—at 19%—compared to stantial investments in university-based R&D a national average of 24% and a New England capacity. In November 1998 voters passed a $20 average of 29%. Although Maine has seen slight million R&D bond referendum and in 1999 the improvement in educational attainment over the Legislature appropriated $10 million annually for past few years, our rate of improvement ranks UM and USM as an investment in R&D. USM only 41st nationally. More troubling, Maine’s receives 20% of the total state appropriation for ranking for those age 25 and older with a gradu- building university R&D capacity. Noting that ate degree is even further behind the national “these are only first steps,” a January 2000 study average.5 There is a proven correlation between by the Maine League of Women Voters observed a region’s or state’s level of educational attain- “The strength and status of a univer- ment and its level of personal income. As the sity system is linked to its level of re- largest higher education institution in Maine lo- search. At both UM and USM, it is still cated in the most populous region of the state, significantly below the level needed to USM has a critical role to play—perhaps the attract federal and institutional grants. critical role—in fostering lifelong learning and This seriously limits the ability of UM and improving the educational attainment levels of USM to draw high quality graduate stu- Maine citizens. dents and faculty as well as their ability • Concern about the “talent drain” to other states. to function as centers for economic and Talented young Mainers leave and often do not intellectual growth.”9 return. Maine is far more of a net exporter of The League’s study was undertaken to examine college students than most other states. The per- the “structure, governance, funding, tuition, finan- centage of Maine high school students who go cial aid, staffing, programmatic, academic, and to in-state colleges or universities has declined quality issues” facing the UMS. In a series of rec- from 68% in 1977 to 46% (one of the lowest in ommendations to strengthen the UMS, the League’s the nation).6 In net migration of first-year stu- report said that dents, Maine ranks 43rd—just seven other states “USM should become one of two graduate cam- export more students than they attract in actual puses, sharing with UM the responsibility for de- numbers. The largest “out-of-state leakage” for signing and implementing new graduate programs high school graduates attending a four-year in- suitable to the needs of students and the state. To stitution is in the southern Maine counties of do this, USM needs enhanced library resources, Cumberland, York, and Oxford, though many laboratories, and other facilities, as well as ad- of these students return to finish their under- equate funding to hire appropriate graduate fac- graduate degrees at USM.7 The loss of so many ulty.”10 dergraduate education and the intellectual • with a clear focus and identity; needs of the region’s learners; • linked to the southern Maine economy, 4. place the continually changing needs of life- stimulating the economy with research, with long learners within the region at the core appropriately trained employees, with on- of the design and delivery of academic pro- going training and development for growth grams, develop a comprehensive network of and change, and with selected Ph.D., institutional partnerships, and make creative master’s, and certificate programs related to use of electronic learning opportunities; the needs of southern Maine; 5.clarify, focus, and assure the affordability of • that provides both quality education and programs and services designed to encour- broad access to the entry-level step in higher age university attendance, persistence, and education for Maine residents; lifelong learning; and, • that provides lifelong learning in a variety of 6.gain more financial support from the state formats: a continuum of learning for chang- and from the business/industrial community ing career roles and needs including new commensurate with USM’s mission and technology and traditional liberal arts, de- share of statewide enrollment. gree and non-degree programs at all levels; The following sections describe in more de- research with a focus on what area businesses tail our specific recommendations. need to be successful; and Senior College; • that is flexible, creative, and innovative in Recommendation One the delivery of education to increase access, Aggressively pursue the goal of becoming, including convenient schedules, technology, by 2010, one of the top-ranked public, re- and nontraditional locations. USM should gional, comprehensive universities in the na- be a virtual as well as an upgraded physical tion, and be so recognized among peer insti- institution including improved physical tutions, through clear expectations and com- plant, aesthetics, and technology; mitments from the state, the UMS, the busi- • that is engaged in partnerships (not compe- ness community, and the faculty and staff. tition) with other institutions such as the Participants in the business and civic leader UM, the University of New England, tech- interviews and the focus groups want a uni- nical colleges, private regional institutions, versity of which they can be proud. Those who out-of-state institutions; are involved in businesses that compete in the • that plays a community leadership role as a global economy need locally based academic center for policy dialogue, a resource for and research programs that are nationally com- nonprofits, a trainer of community leaders, petitive. If the businesses of the southern Maine a source of data, information, and knowl- region need to be world class, can we ask any- edge; thing less of our regional academic resources? • that has a student body and staff that re- Whether the stakeholders who participated in flects the diversity of its region, that is a cen- these sessions were from business, nonprofit, ter for the study and instruction of different or community organizations, they have a clear languages and a rich melting pot of ideas; sense of what USM must accomplish to be • that is proactive, reaching out aggressively considered among the top-ranked public, re- to recruit students, actively engaging busi- gional, comprehensive universities. They told nesses in partnerships, inviting in minority us that a top-quality regional, public univer- communities, developing internships with sity is a university:11 nonprofits, reacting quickly to seize oppor- in the sciences and technology. The external tunities and respond to clear needs; community has told us that to be responsive • that is user-friendly in all aspects, including to the needs of the region’s technology-based transferability of courses, location, and companies, USM must offer strong under- scheduling of classes, child care, counsel- graduate and graduate programs in the science ing, and remote access. and technology fields. While those programs The concept of “first choice” is particularly can draw upon specialist faculty at other in- important to USM’s future, for both those stu- stitutions and in the workplace, the commu- dents who have a choice about where to pur- nity should not be forced to rely predominately sue an undergraduate or graduate education, on universities 50 miles (New Hampshire), 100 and for those who are place-bound and do not miles (Boston) or 145 miles (Orono) away for have realistic options except among regional talented faculty, quality programs, student em- institutions within commuting distance. Both ployees, interns, and graduates. Nor should constituencies deserve local access to academic such programs be available only by distance programs of the highest quality that can help education mechanisms. The major implication them pursue careers in the region’s companies of this priority is that, over the next 5-10 years, and institutions. Programs that better meet the USM will need to make substantial new in- needs of regionally based students will also be vestments in its science and technology infra- attractive to out-of-state students. structure well beyond the targeted R&D funds Fundamental to the achievement of the over- currently available. all goal of becoming a top-ranked regional The Board of Visitors strongly supports the university is the support and commitment re- proposition that there should not be unwar- quired from each of the key audiences for this ranted and inefficient duplication of academic report. Policy leaders in Maine, the UMS Board programs among the colleges and universities of Trustees, the business community, and the of the UMS. But the Board also believes that entire USM community of faculty and staff the economic vitality of the entire state and must be committed to an increased pace of the southern Maine region warrants the pro- change, and to the intellectual and resource vision of programs within the region that ad- investments required. The southern Maine re- dress its critical academic and research needs. gion deserves a level of commitment that It would be very inefficient to attempt to pro- makes this goal clearly attainable. vide such programs in ways that do not assure both the access and the quality the region Recommendation Two needs. In short, some careful duplication of Significantly expand academic programs degree authority between the two UMS gradu- needed in the region in science and technol- ate centers is justified. ogy as well as in graduate and professional In expanding academic programs in the sci- fields, and pursue a “targeted areas of excel- ences and technology, as well as in graduate lence strategy” so that programs tied directly and professional fields critical to the region’s to regional priorities can become nationally needs, USM should invest in and emphasize competitive. areas that have the potential to become recog- The focus group sessions made clear that nized “centers of excellence” when compared USM’s external community believes that its to national peers. In some cases, these will be needs are not being met by the current menu program areas where the building blocks are of academic programs. This is especially true already partially in place, such as the Maine Recommendation Three School of Law and the Muskie School of Pub- Continue a broad range of the liberal arts lic Service, which offers USM’s first doctoral and humanities programs that are central to program. In other areas, far more work will be a solid undergraduate education and the per- required to build programs that have the ca- sonal development of the region’s learners. pacity to serve as full-fledged partners with The external community, especially the busi- regional industries and other regional institu- ness community, has told us in the focus group tions. The new Bioscience Research Institute sessions that a solid liberal arts-based under- of Southern Maine, which will be strategically graduate education is important for all stu- aligned with Maine Medical Center and the dents. The critical thinking, global understand- Information Sciences Research Institute, are ing, analytic and communication skills that all two examples of potential centers of excellence jobs in the 21st century require of college made possible by the investment of state R&D graduates are the core learning experience of funds. In large measure, centers of excellence the liberal arts. The choice cannot be between should focus on areas of graduate study and science and technology programming and lib- research where they can be competitive in re- eral arts and humanities programming. A top- cruiting outstanding faculty and students, gen- ranked public, regional, comprehensive uni- erating external research funds, and develop- versity must do both and do them well. The ing extensive linkages with industry and ex- liberal arts and humanities must continue to ternal institutions, both in and outside of be the core underpinning for all academic Maine. majors. In addition, selected undergraduate A “centers of excellence strategy” also pro- programs deserve to be nurtured if they dem- vides an important vehicle for recruiting and onstrate their ability to attract outstanding stu- retaining high-quality undergraduate and dents. Finally, USM should give particular en- graduate students through selective admission couragement to those departments where there into those programs. While such program or is both a willingness and a capacity to cross department selectivity is the norm in USM’s traditional academic boundaries to create in- graduate programs, at the undergraduate level novative and flexible programs that address the it is limited to programs with special require- cross-disciplinary nature of today’s information ments such as engineering or computer sci- culture. ence and to initiatives such as the Russell Recommendation Four Scholars Program and the Honors Program. Place the broad and continually changing This strategy also will assist USM in attaining needs of lifelong learners within the region what should be a clear goal to be achieved by at the core of the design and delivery of aca- 2010—escalation from current classification as demic programs, develop a comprehensive a master’s (comprehensive) institution to a network of institutional partnerships and col- doctoral/research university-intensive within laborations, and make creative use of elec- the Carnegie Classification System.12 tronic learning opportunities for students. Three of every four undergraduate and graduate students from Cumberland, York, and Androscoggin counties who attend a UMS campus are students at USM.13 Similarly, three of every four USM students live in these three both degree and non-degree programs through southern Maine counties. Many of these stu- innovative delivery mechanisms. dents are place-bound in that their choice is At the same time, USM must forge creative limited to an institution within the region be- alliances with other institutions wherever qual- cause of job, family obligations, or resources, ity programming can be found to assure greater and often all three. Such students can be tra- depth and specialization than the University ditional-age, full-time undergraduates, part- could provide on its own. The University time degree students, or older lifelong learn- should expand as integral components of de- ers pursuing graduate or professional degrees. gree programs the electronic courses available USM, therefore, has almost exclusive respon- from other institutions, both in-state and na- sibility within the University of Maine System tionally. Specialized learning opportunities also to provide those southern Maine residents who can be provided by drawing upon the human are place-bound with access to public univer- talent in area industries and institutions to a sity programs. far greater extent than is currently done. Also, If USM is to fulfill its mission responsibili- to be more immediately responsive to emerg- ties for the learning experiences of these place- ing needs and the extensive career shifting that bound students, the University must embrace occur in the workforce, the USM of the next a broader view of its role as a vehicle for life- decade should provide both undergraduate long higher education opportunity. Faculty and and graduate-level professional and technical staff must re-think fundamental, long-held as- programming in formats other than full de- sumptions about the role of USM in lifelong gree programs, e.g., certificate programs. learning, about how USM work is to be done, This shift in perspective about the role of and about their partnership with students. At the regional university has important implica- the heart of this perspective is a shift in think- tions for the program design and delivery and ing from the University as the purveyor of the student mentoring responsibilities of USM knowledge and principal provider of academic faculty. One critical faculty responsibility will courses and programs, to viewing the Univer- not change. Faculty, not students nor business sity as a broker of learning opportunities and consumers, will retain ultimate authority over a facilitator of collaborations and partnerships what constitutes a valid learning experience designed to meet the broad and the special- and, therefore, what constitutes a valid USM ized learning needs of students. degree. Such a shift in perspective for the 21st cen- Recommendation Five tury is driven by demographic realities, Clarify, focus, and assure the affordability lifestyles, and by the emerging opportunities of programs and services designed to encour- available to students and faculty through elec- age university attendance, persistence, and tronic learning and other means. USM should lifelong learning. place the higher education needs of its re- Over the past 30 years, USM has focused on gional-based student customers at the core of providing broad access to higher education for academic program design and delivery strate- those individuals who seek the challenge and gies. In many program areas where there is the rigor of university-level academic pro- demonstrated capacity already in place, USM grams. USM has met this responsibility should fulfill those responsibilities directly as through timely on-site and off-campus pro- a flexible, responsive designer and provider of gramming, as well as extensive academic sup- port services for students, particularly those in academic majors. Unfortunately, these dis- attending college for the first time. Notewor- tinctions create confusion among students and thy examples of this commitment include pro- the broader community. gramming that allows students at the UMS off- Much of the public dialogue about improv- campus centers in York and Sagadahoc coun- ing aspirations and raising educational attain- ties to complete an associate’s degree at the ment has focused on getting students to at- centers, and the partnership with the Oxford tend college. At least equal attention should Hills Higher Education Initiative. The role be given to helping students learn the skills played by USM’s Lewiston-Auburn College in they need to stay in college. The primary goal that community exemplifies the power of edu- is to help students in transition from high cational opportunity to raise the aspirations school or work experience become successful and the accomplishments of Maine citizens. college students—to increase the rate at which In becoming a high quality, first-choice in- they continue on to complete undergraduate stitution and in offering increased program- degrees. USM surely should be an institution ming at the graduate level and in science and with strong admission standards for its under- technology fields, USM must not give up its graduate majors. Yet it also should be an insti- responsibility to serve as the primary source tution that supports motivated students in their of educational opportunity for the region’s first- quest to pursue a college education. time and part-time college students. USM must Planning already underway will be critical build on existing programs and support ser- to fulfilling this expectation of the regional vices to do an even better job of turning first- community. We are confident that the faculty time college students into lifelong learners. The can design approaches to first-year courses and University’s participation in the System-wide academic support services that produce sig- CollegeStart initiative (providing community nificant increases in persistence rates. We hope college access statewide to Maine people in that this planning will result in a program collaboration with the Technical College Sys- structure that will provide the focus for ser- tem) is a necessary but insufficient response vices that help all students succeed, one of to this task. USM’s multiple roles as a public, regional, com- The challenge for USM is to provide clarity, prehensive university. focus, and effective programming for these Recommendation Six undergraduate learners, and to make a clear Receive more financial support from the distinction among the three different avenues state and from the business/industrial com- for accessing the University. The first avenue munity commensurate with mission respon- is regular admission to challenging USM bac- sibilities. calaureate programs. The second is conditional Significant additions in funding and inter- admission to the University with the require- nal shifts in allocations will be required to re- ment that students need to fill gaps in their alize our vision for USM in the first decade of preparation to be fully accepted into a bacca- the 21st century. This vision includes greater laureate major. The third category is attention to inherently costly programming in nonmatriculated students who are permitted the sciences and technology, as well as other to take a limited number of selected courses. professional fields relevant to the regional Students in the second and third categories are economy; expanded graduate programming, not permitted to take most upper-level courses including a limited number of doctoral de- cifically, individual companies should increas- grees; and continued investments in new com- ingly become funding partners in both research munications technologies. Similarly, all three and educational initiatives that provide direct USM campuses in Portland, Gorham, and benefits to those companies. Lewiston-Auburn are badly in need of capital State funding. Over the 30-year history of investments to provide an appropriate facili- the UMS, USM’s share of the annual state ap- ties infrastructure for such programming. The propriation has remained remarkably constant lack of appropriate infrastructure must not even though its share of enrollment and mis- continue to be an obstacle to fulfillment of sion responsibilities has increased substantially. mission responsibilities. With over 30% of the System’s full-time equiva- While USM’s enrollment could grow incre- lent students (FTE) and about half of UMS mentally over the first few years of the new graduate students, USM continues to receive decade, it is unrealistic to expect that enroll- the same 25% of state appropriation that it did ment growth alone can provide the investment in 1970. One of the results of this inadequate resources required. We believe that additional historical approach to allocating the state ap- investment resources should come from a com- propriations is that USM is more dependent bination of internal operating efficiencies on tuition revenues than most other campuses. coupled with new revenue flexibility, increased Another is that its estimated spending per FTE contributions from corporate partners, and in 2000-2001 will be $10,520 compared to most important, a greater commitment of state $15,893 at UM, the other graduate center.14 resources. USM also receives the same 25% share of bond Internal efficiencies. Responding to the fis- revenues for capital facilities as it does for its cal crises and budget cuts of the early 1990s share of the state appropriation for operating forced USM to seek a number of important cost funds, and just 20% of targeted R&D invest- savings from internal operating procedures. ment funds. The University rose to the occasion and real- We believe that three significant changes in located a significant portion of its budget. the allocation of state funds should occur. While there probably are not significant addi- First, the historical approach to distribut- tional savings to be realized, some rethinking ing the state appropriation should be replaced of program delivery strategies to be imple- by a formula that reflects USM’s programmatic mented over a period of several years, espe- responsibilities and costs as a comprehensive cially collaborations with other institutions as university. Over the next five years (2001- discussed earlier, could be appropriate. More 2006), additional state appropriation funds to promising would be the introduction of flex- the UMS should be allocated so that USM’s ible revenue mechanisms for nontraditional share of the state appropriation, at very least, approaches to delivering courses, certificates matches its share of FTE students. In 2000 and, in some cases, full degree programs. dollars, this would mean a base budget increase Corporate contributions and partnerships. by FY07 of just over $7 million that should be The University is in the midst of its first major targeted by the University to the expanded capital campaign. Over the next 10 years, gen- academic programming that we have recom- eral contributions to programs and specific mended. Without such state investments, new endowments should become a more signifi- programs will not be possible. cant component of University resources. Spe- Second, regarding the allocation of revenues from bond referenda for capital improvements, of FTE students. This would be partial recog- the historical percentage that has been used to nition of the increasing importance of science allocate the state appropriation for operating and technology programming at USM to the expenses should be discontinued as a means competitive position of technology-based com- of determining the distribution of capital panies in southern Maine. project revenues from future bond referenda. We recognize that these financial recommen- Instead, the Trustees should determine capital dations may be problematic. But there is little project priorities and funds allocations based choice if USM is to fulfill the mission assigned on the relative needs of individual campuses. to it by the Trustees and the needs of the south- Third, when the Legislature invests addi- ern Maine community that have been pre- tional funds in the UMS to increase R&D ca- sented to the Board of Visitors throughout this pacity at UM and USM, USM’s share of these community outreach project. new funds should, at very least, match its share

Conclusion

USM’s Board of Visitors was heartened by This report and our recommendations are the enthusiastic and thoughtful response from really about the pace of change. The southern community leaders and discussion groups. Maine region and the state cannot wait for in- This region cares deeply about USM, recog- cremental expansion of programs and program nizes its centrality to the economic and social quality to meet the needs of the region more fabric of the region, and is profoundly con- effectively than has been the case to date. What cerned about its development. Quite simply, a is required is concerted commitment of all of great region needs a great university. It is not a USM’s stakeholders to make real differences in luxury or a choice, it is an imperative. USM a time frame that can start paying dividends must become one of the top-ranked public, soon. We expect this report to provide the Uni- regional, comprehensive universities in the versity, the state, and the community with the country. Achievement of that goal requires information and the logic necessary to move shifts in thinking, commitments and resource forward with dispatch and purpose in a dia- allocations within USM, within the UMS to logue that will achieve this goal. which this Board of Visitors is fully commit- ted, and among Maine’s policy leaders. End Notes 1. Campus boards of visitors are charged with ad- rollment Challenges,” prepared by James H. vising the head of each campus on community Breece for the University of Maine System, and regional needs, advocating for the univer- March 1999. Also see Samuel M. Kipp, III, “A sity, and reviewing…the five-year plan, among Fresh Look at College-Going Rates in Maine,” their other statutory responsibilities. prepared for the Finance Authority of Maine, 2. Supported by a grant to the Board from the Kipp Research and Consulting, Draft, April 12, Davis Family Foundation, the project was con- 2000. ducted by the consulting team of Pamela Plumb, 7. See Breece table, “1997 Graduates Attending a Elizabeth Reuthe and Carol Wishcamper. The Four-Year Institution in Maine.” Board also met with more than 30 of the 8. Kipp, p: 2 interviewees and group participants in an open 9. Full Report of the University of Maine System discussion of the consultant’s report and pro- Study, League of Women Voters of Maine, Janu- posed priorities for the future. In these inter- ary 2000, p: 23. views and group sessions, stakeholders explored 10. Op. Cit., p: 21. alternative scenarios or futures for USM. They 11. Assessment of Community Needs and Expec- were encouraged to “mix and match” various tations Regarding the Future of the University components of individual scenarios and express of Southern Maine, p: 2 their views and opinions about the relative im- 12. The Carnegie Foundation for the Advancement portance of alternatives. No University person- of Teaching classifies all higher education insti- nel were present at any of these interviews or tutions according to their primary activities. Un- group sessions. The result of this outreach der the Foundation’s proposed definitions ex- project is an extremely rich body of informa- pected to go into effect within the coming year, tion about stakeholder attitudes towards and USM currently is classified as Master ‘s (Com- expectations for USM, information that comple- prehensive) University I meaning that the in- ments both the standard economic and social stitution offers a wide range of baccalaureate data that the Board has examined and the many programs, and it is committed to graduate edu- anecdotal stories. The Executive Summary of cation through the master’s degree. Institutions the Consultant’s Report, which includes the list in this classification award 40 or more master’s of interviews and focus group participants, is degrees annually—USM awards almost 400 in- attached as Appendix A. The Full Report to the cluding the J.D. degree each year. As a Doc- Board of Visitors is available in the Office of the toral/Research University—Intensive, USM USM President, in each campus library, and the would be expected to be committed to gradu- office of each school or college dean. ate education through the doctorate and award 3. There is considerable interest expressed at least ten doctoral degrees per year across three throughout the external community—far be- or more disciplines, or at least 20 doctoral de- yond those industrial sectors that would be di- grees per year overall. rectly affected—that USM must expand and 13. Based on Fall 1998 headcount enrollments, greatly strengthen program offerings in science 7736 of the 10,593 students from Andros- and technology areas at the same time that there coggin, Cumberland, and York Counties en- is great interest in not sacrificing the liberal arts rolled in a UMS institution attended USM, 73%, which are deeply valued. reported in Demographic Profiles in Maine: En- 4. Measures of Growth 2000, Sixth Report of the rollment Challenges, prepared for the Univer- Maine Economic Growth Council, prepared by sity of Maine System by James H. Breece, March the Maine Development Foundation, January 1999. It also should be noted that about two- 2000, p: 10. thirds of high school graduates in these three 5. Ibid. counties attend out-of-state colleges or univer- 6. This percentage increase in out-of-state college sities. attendance over the past two decades has been 14. August 2, 2000 memo to USM President’s Staff accompanied by a comparable increase in the from Sam Andrews, Chief Financial Officer. college-going rate. Indeed, in purely numerical Andrews’ analysis was based on the Agenda Item terms, the additional numbers of high school Summary entitled “FY2001 Educational & Gen- graduates attending college are all going out of eral Operating Budgets” presented to the UMS state while enrollment in the University of Maine Board of Trustees at their August 2000 meet- System institutions has remained relatively ing. stable. See “Demographic Profiles in Maine: En- Appendix A USM Board of Visitors Outreach Project Report

Plumb, Reuthe, & Wishcamper

June 2000

Section 1 - Purpose and scope of the consultants’ work The Board of Visitors of USM, as part of devel- 5. Imagine there were no constraints and let your- oping a long range vision for the University, hired self dream about what kind of public university Plumb, Reuthe and Wishcamper to carry out a se- you would like in southern Maine. What would ries of interviews and focus groups to test the that university look like? community’s needs and wishes for their public uni- 6. Given that 750,000 Mainers live within com- versity in the future. The Board of Visitors wished muting distance of a USM campus, is the Uni- to hear from a broad spectrum of individuals and versity currently positioned to meet the priority groups in order to better understand how they de- needs of that population and business/industrial fined the purpose of the University, what they base? thought the priorities for the University should be in the future, and what they saw as the future shape The discussions were thorough and generally of the University. The purpose of collecting the in- lasted an hour. The privacy of each individual’s re- formation was to inform deliberations of the Board sponses has been protected. However, the notes of Visitors concerning their recommendations to from these interviews are collected in an amalgam- USM for direction and priorities in the future. ated fashion in Appendix A and the content is re- The consultants interviewed 11 community lead- flected in the themes, polarities and undercurrents ers from different sectors of the community asking in the report. them the following questions: The consultants conducted 15 group meetings 1. In what ways have you come in contact or been ranging from 5 to 30 people. There were a total of involved with USM? Describe a high point. 186 participants. The groups included: Greater 2. How would you describe USM’s role or mission Portland business people, Maine Software Devel- in Maine, especially southern Maine? opers Association members, non-profit organiza- 3. What do you believe are the major unmet needs tions, York County, USM staff and faculty, Lewiston/ in your company or business/industrial sector Auburn area, regional city managers, councilors and that should be addressed by USM? Greater Portland Council of Governments, second- 4. What do you see as the five most pressing needs ary school teachers and administrators, health ser- or issues facing the region and/or the state over vice providers, southern Maine legislators, regional the next 5-10 years that USM has a responsibil- bio-tech industries, other leaders in business, higher ity to help address? education, international interests, and minority and

Plumb, Reuthe, & Wishcamper USM Board of Visitors Outreach Project Report refugee communities. Each meeting was one and a 2. Imagine there were no constraints and let your- half hours and was facilitated by one or more of self dream about what kind of public university the consultants. The discussions were generally you would like in southern Maine. What would lively and generated a wide variety of ideas, sug- that university look like? gestions, opinions and concerns. The purpose of 3. The future USM could be made up of many dif- the meetings was simply to collect information. ferent elements depending on what you would Conflicting opinions were collected as they were like the University to be. Using the handouts as put out. There was not an intention to develop a guide for what the different elements of USM agreements in the groups. Similarly, the consult- might be, make a list of the top five elements ants did not comment on the different ideas nor that you would want to see in the future USM. did they correct or add information when com- Write each of your choices on a different post-it. ments were made based on less than full informa- We will collect your responses and post them, tion about the University. In the focus groups we grouping similar elements together. asked the following questions: 4. Based on this meeting, what do you think is im- 1. How would you describe USM’s role or mission portant for the Board of Visitors to hear? in Maine, especially southern Maine? Section 2 - Summary of themes from the interviews and focus groups These themes are in response to the question, • provides lifelong learning: a continuum of learn- “Imagine there were no constraints and let yourself ing for changing roles including new technol- dream about what kind of public university you ogy and traditional liberal arts, certificate pro- would like in southern Maine. What would that grams, selected doctoral- and master’s-level de- university look like?” grees, research with a focus on what area busi- Participants’ vision of USM includes a university nesses need to be successful, non-credit courses which… and Senior College. • is flexible, creative and innovative in the delivery • develops partnerships (not competition) with of education to increase access to USM includ- other institutions: University of Maine, UNE, ing flexible schedules, technology, and non-tra- technological colleges, private regional institu- ditional locations. USM is a virtual as well as an tions, out-of-state institutions. upgraded physical institution including im- • plays a community leadership role as a center for proved physical plant, aesthetics and technology. policy dialogue, a resource for non-profits, a • provides both broad access to the entry level step trainer of community leaders, a source of data, in higher education for Maine residents and qual- information and knowledge. ity education which makes USM a first choice • is proactive, reaches out aggressively to recruit university. students, actively engages businesses in partner- • is a more diverse university with various races ships, invites in the minority communities, de- and nationalities encouraged to be part of the velops internships with non-profits, reacts student body and the staff. The diversity makes quickly to seize opportunities. the University a center for the study and instruc- • is user-friendly, including transferability of tion of different languages and a rich melting pot courses, location and scheduling of classes, child of ideas. care, counseling and remote access. • is tied to the southern Maine economy, stimulat- • is a university with a clear identity and sense of ing the economy with research, supporting the focus. economy with appropriately trained employees, providing ongoing training and development for Polarities: growth and change, providing selective gradu- The following are polarities or apparent oppo- ate level programs such as Ph.D., masters and sites which were held by the same group or indi- certificates related to the needs of southern vidual at one time, not by separate camps which Maine. USM Board of Visitors Outreach Project Report Plumb, Reuthe, & Wishcamper disagreed with each other. The following polarities from entry-level access to selective, high quality were raised by many participants and present di- education. lemmas to be resolved. How can the University hold • There is considerable interest in growing the of- and address both components of the statement at ferings in the area of technology and a simulta- the same time? neous interest in not sacrificing the liberal arts. • There is a strong call for the University to have a • There is a demand for easy access to higher edu- clear focus and identity and, at the same time, a cation for a broad spectrum of the population demand for the University to fulfill many roles and a desire to see the University be a high qual- for many groups from business to minorities, ity, first choice institution. Section 3: Results of the Priorities’ Question from the Focus Groups: Graph of the themes mentioned most often in the priorities’ exercise showing how often each was mentioned under each priority. Priority Themes #1 #2 #3 #4 #5 Standards comparable to top flight regional universities 43 17 17 17 14 nationally and increasingly first choice for many students Broad range of science degrees and an increasing number 32 26 46 31 30 of professional programs including master’s and doctoral programs relevant to the economy Increasing emphasis on open enrollment and low costs to 26 19 7 9 7 encourage college attendance and lifelong learning Broad range of liberal arts and science degrees 14 24 11 7 8 Increasing focus on flexible program delivery mechanisms, 12 17 24 21 24 both scheduling and electronic Strong applied connections with technology-intensive 11 11 industries and business Research consistent with expanded graduate programs 11 17 Extensive connections with K-12 schools 75688

Section 4 - Themes from different interest groups as represented in focus groups Alumni: ees, business professionals as instructors, incuba- Two campuses seen as an issue, commuter vs. tor program residential institution University needs speed and flexibility to stay Need for more resources, especially fiscal and ahead of the curve facilities Chamber of Commerce: USM should be more unfettered from external Strong desire to bring more Maine high school constraints students into higher education and to have USM Bio-tech: be aggressive in making that happen Important to prepare young graduates for the USM needs to be preparing (retooling) people current and emerging industries so that they are to work in the emerging industries–that availabil- employable and so that businesses do not need to ity of trained labor will, in turn, spur more busi- go out of state to hire ness More integration with business such as on-site Need to accommodate non-traditional students learning for student interns and regular employ- with innovative, flexible delivery mechanisms

Plumb, Reuthe, & Wishcamper USM Board of Visitors Outreach Project Report Greater Portland Council of Legislators: Governments/Corporate Partners: Strong interest in both serving the area with open Meet the needs of this area’s engineering, com- access, low cost education, and in a high quality puter science and bio-tech businesses with better university attracting out-of-state students, and be- quality programs, faculty and more graduate and ing a focal point for northern New England research programs and internships; concerned that More integration with technical colleges and those employers must go out of state to hire people other campuses, fewer barriers to students who Be the first choice school (not the second choice want to move from one to the other or only choice); improve USM standards by increas- Expanded service in York and Oxford counties ing acceptance criteria, investing in faculty and fa- Lewiston/Auburn Group: cilities (including aesthetics) and consider creating Desire that USM provide people with the ability a community college to address the open access to learn, to help people be flexible, and to change issues if needed Develop a really bold vision. Develop an inde- Desire for one university with ease of transfer- pendent endowment and promote itself within the ability; concerned that students can’t transfer credits UM system and increase state funding. Interest in USM working more closely with the Health Services: community and employers to assess and meet com- There is a large unmet need for health and health munity needs policy research Maine Software Developers Association: Need innovative ways to link University and Intense interest in improved IT (information work sites for educational opportunities technology), undergraduate, master’s, doctoral, and Suggest building more partnerships with other certificate programs at USM. Angry about Ph.D. colleges and universities within and outside Maine, program in computer science being located in as well as with people in the private sector Orono vs. USM. Higher Education: Concerned about the quality of current IT gradu- More seamless relationship between institutions, ates. Want USM to work closely with business to easier movement between schools; complement, identify needs, to improve undergraduate program not duplicate one another standards to match business needs, to put meat on Need to focus on the areas where the University the bones with graduate programs and to develop can build a strong reputation robust internship and co-op programs and net- International: works. Importance of training students for what is Want USM to deliver IT graduates who have good needed in the future such as technology, informa- technical and social skills, good grounding in math tion management, business management, and de- and can really write, who know how to produce velop the skills to be innovative and to change software, communicate with clients, and under- Think more globally, attracting international stu- stand time and business management. dents and making opportunities for Maine students Minority/Refugee Community: to study internationally More members of the minority and refugee com- K-12 Education: munity should be hired in jobs at all levels of the Desire for USM to be receptive, flexible and able University; faculty, administration and Board of to model “cutting edge” adaptation to current re- Visitors need to reflect diversity form going on in education (“best practices”) USM should take a leading role in language study Desire for far-reaching outreach and interaction and instruction with educations in all corners of southern Maine USM should help bridge and connect academic Concern about teacher preparation in shortage opportunity to minority and refugee populations, areas, in certain content areas, and specializations e.g., outreach to high school students, give ac- (especially foreign language and special education) knowledgment to immigrants arriving in Portland with academic backgrounds in their countries of origin USM Board of Visitors Outreach Project Report Plumb, Reuthe, & Wishcamper Non-Profits: York County: USM could play a larger role in providing a fo- Lack of visibility of Sanford program (“best kept rum and a clearinghouse for issues of non-profits, secret in education”); increase P. R. using internships for experiential learning oppor- USM needs to be more student-friendly tunities, and generally engaging with non-profits Perception of young people leaving the state for USM needs to welcome and encourage a variety jobs elsewhere; need more emphasis on technol- of non-traditional students, diverse ethnic groups ogy/associate degree programs and languages, individuals with handicaps to seek higher education USM should serve as a think tank to explore the issues of the region

University Planning and Budgeting Advisory Committee (UPBAC ) representing USM Staff and Faculty Desire for better integration of the Portland and Gorham campuses with the surrounding commu- nities, with each other, and with the entire univer- sity system Interest in making USM a more attractive place for the best students and faculty; need to improve USM’s environment, space, facilities, offerings, and diversity More doctoral and graduate programs with re- search and scholarship and adequate facilities and faculty to compete nationally