Bowie State University

College of Arts and Sciences

Strategic Plan 2010-2015

Central Theme:

Changing the Way We Deliver Excellence

…..to build a collaborative academic community that will transform the College of Arts and

Sciences and subsequently BSU for a better future

College of Arts and Sciences and the Changing Landscape of Bowie State University: A Planning Prologue Bowie State University has been in existence for over 144 years. It is one of the oldest Historically HBCUs in the nation. It is classified as an MS II institution, according to the Carnegie Classification system. Like most of the other HBCUs, teaching is the primary role of faculty at Bowie State. Consequently, the pursuit of scholarship tends to be relegated to a distant second place. The College of Arts and Sciences (CAS) is the largest of four colleges at BSU. With the responsibility for delivering the core liberal arts curriculum at the institution, the CAS is cognizant of its role in providing the strong foundation upon which other colleges may build programs of excellence. Further, if Bowie State is to emerge as a competitive institution in the nation as a provider of high quality education and a significant player in the traditional knowledge-production and knowledge-transmission model of higher education, the CAS must assume its rightful place as a leader in this institutional effort. The CAS is committed to the role of higher education in preserving and understanding the diversity of strands in our intellectual heritage as it pertains to both enduring and emerging fields. Because BSU is gradually changing its role from being a predominantly teaching institution to embrace the knowledge discovery and dissemination processes and graduate education, faculty research is becoming increasingly important. We need to change the way we deliver excellence to students and the society in general.

Changing the way we deliver excellence entails changing the institutional mindset to embrace the new vision and to work toward the change needed to move BSU to the next level of excellence. We need a new an appropriate set of tools and infrastructure to support the changes that we are poised to make. Consequently, in the next five years, we propose an ambitious plan that will include the development of a modern teaching and research infrastructure. Our faculty will be dedicated to excellence in teaching and the diligent pursuit of research. Philosophically we see the CAS, and BSU, for that matter, as a living organism comprising of subordinate elements that work together synergistically to produce a functional whole. To this end, we will strive to build a collaborative academic community that engages our diversity for transforming the academic enterprise. This five-year plan represents the hopes and aspiration of faculty, students, staff and administrators in the CAS, with input from Alumni and other external stakeholders. Our Vision We aspire to become a college that nurtures and supports a faculty that is diverse, innovative, and excellent in teaching, active in pure and applied scholarly research, and responsive to the needs of students and the community. Our Mission The mission of the College of Arts and Sciences is to provide a superior education, enabling students to develop critical, analytical, and imaginative thinking and to make well-founded ethical decisions. We offer our students contemporary, relevant, and service-oriented educational programs that are guided by the standards of excellence set forth by professional associations and accrediting agencies. Our Values The CAS subscribes to the five cores values of BSU – Excellence, Civility, Integrity, Diversity, and Accountability. How do we define these values? Excellence – We value and strive to pursue excellence in all our endeavors. We measure excellence by the impact on our region, nation, and world. Civility – We are committed to treating all individuals with dignity and respect.

Integrity – We are committed to judging all individuals impartially, critiquing fairly, and practicing high ethical conduct.

Diversity – We uphold a worldview that values diversity and cultural differences, and recognize that multiple perspectives enhance creativity.

Accountability – We accept responsibility as stewards of university resources, and pledge to fulfill our commitment to the mission of the college and the institution.

Academic Virtues

The CAS has adopted four academic virtues as the currency in which we transact business. These virtues are designed to capture the essence of our being as a College and institution, and hence are applicable to the discharge of the institutional goals and other goals and for that matter any other administrative goals that may be proposed by anyone.

Excellence - To encourage faculty to do their best and desire perfection in all their endeavors

Scholarship - To encourage faculty to contribute to knowledge in their fields.

Student Success - To be student-centered and promote effective teaching and student learning.

Service and teamwork - To promote teamwork, collaboration, and partnership, as well as dissemination of knowledge for the betterment of society.

The undergirding themes in our plan

As we develop our strategies for the future, there are certain themes that guide our strategic plan.

Interdisciplinary

The challenges that confront our modern society, be they environmental, socioeconomic, cultural, or health, are complex, intertwined and interrelated at their core. Consequently, their solution will rest on an interdisciplinary approach that engages expertise in different departments and programs. Working across disciplines is a prudent and efficient way of using scare resources. Further, the students whom we train should be equipped with diverse experiences and skills to succeed in the workplace of the future where collaboration and multitasking are needed.

Internationalization

In an increasingly global community, the CAS is committed to sensitizing its faculty, staff and students to the fact that we live in an interdependent world where problems transcend traditional boundaries of yesterday. Our curriculum must be internationalized so that students not only graduate with knowledge about global issues, but equipped to use it to make a difference.

Faculty need to engage their counterparts in collaborative ventures of mutual benefit, including research, resource development, and education.

Learning to make a difference

The CAS should embrace the ‘learning to make a difference’ concept whereby civic engagement is not an afterthought, but rather an integral part of the training of students and an extension of our scholarly activities. Our faculty should seek to contribute to knowledge in their disciplines through professional development, and engage students in inquiry through discovery. More importantly, the knowledge discovered must be translated into practice for the benefit of society at large. Civic engagement and public service must become integral part of the student preparation in the CAS.

Diversity

CAS should acknowledge individual and group idiosyncrasies and define diversity broadly to include, but not limited to, personality, learning styles, life experiences, race/ethnicity, class, gender, country of origin, ability, and cultural, political, and religious affiliations. More importantly, diversity should be engaged by integrating these varying experiences and perspectives into teaching, research, and outreach. It is important for faculty, staff and students to respect diverse viewpoints and perspectives and be willing to debate them in a civil manner.

Student-centered

It is important that what we do in the CAS promotes teaching and student learning. All students who enroll in the College should be assisted to become successful. Contemporary instructional facilities should be provided and faculty capacity to instruct augmented. Mentoring of students and their engagement should be both curricular and co-curricular. Our students should be prepared for life and be competitive with the best in the state, nation, and the world.

Self Study

As part of this Strategic Planning process, the CAS conducted a SWOT analysis in spring of 2008. The outcomes are presented below.

Strengths Bowie State University is well known in the State of Maryland, having been in existence for over 144 years. It is close to major federal agencies including NASA, NSA, and the USDA. This advantage provides opportunities for faculty research collaboration with their counterparts in

these agencies, and for student internship and employment opportunities. BSU has the only supercomputer in an academic institution in Maryland, and one of the fastest in nation. Its computer science program is accredited by ABET and offers one of only two doctoral programs at the institution. Its HBCU status entitles BSU to apply for grants set aside for minority-serving institutions. Further, it offers unique opportunities for the institution to be a leader in addressing issues of concern to minorities and other underserved communities. The CAS is responsible for teaching the core liberal arts curriculum at BSU, and hence has opportunities for influencing the choice of majors of students. With eight departments, the CAS is situated for inter-departmental collaboration as well as opportunities for program growth an increase in student enrollment. The Department of Fine and Performing Arts is currently building a brand new complex to support teaching and scholarly activities in CAS. The Department of Communications operates excellent TV and radio studios for teaching and outreach to the community. The CAS has about 100 full time faculty, most of whom have terminal degrees in their disciplines. Many are already engaged in research or are eager to do so. One faculty in the Department of Natural Sciences holds three patents. Researchers in departments such as Computer Science and Mathematics are recognized by their peers in international circles as outstanding in their fields. Several faculty members are highly recognized authors with multiple books to their credit. The faculty body is diversified, with natural roots across the world, thereby readily facilitating international engagement. Most importantly, the leadership in the CAS at all levels is visionary, enthusiastic and committed to excellence. Weaknesses The HBCU status of BSU, while an advantage on some occasions, is also a disadvantage in the sense that the HBCUs tend to be associated with low academic standards and low resources, among other things. This situation presents a challenge to recruiting high-performing students and faculty. Retention and graduation rates are low. The STEM disciplines, with the exception of Computer Science, confront poor physical infrastructure and technology for teaching and research. The situation is critical for the Department of Natural Sciences. Faculty research is hampered by a lack of key pieces of research equipment. The generally low image of HBCUs in academia means that BSU, just like many others, is less selective in its enrollment, thereby admitting a large number of ill-prepared students in its

freshman class. The low level of financial resources adversely impacts student support in several ways, including few scholarships, lag in technology infrastructure, and limited sponsored experiential opportunities for students. On-line course development lags behind what obtains at most state colleges and universities. While diversity in faculty body is rich, diversity in academic programs is limited in most departments. The Department of Natural Sciences offers only two degrees and does not have Departments of Physics or Chemistry, and for that matter no degree programs in physics, chemistry or allied areas. This situation hampers the development of new programs that are dependent upon physics and/or chemistry as foundation. Outside of the STEM disciplines, faculty research is very limited. In the arts and humanities, the Department of Fine and Performing Arts lacks a degree program in music. On the whole, programs that are commonly independent at similar institutions are grouped together into one highly heterogeneous department. The supercomputer is woefully underutilized, whether it is for educational or commercial purposes. Outreach efforts in the CAS are low. Engagement of the pre-college programs for the creation of viable pipelines into the STEM disciplines is low. There is a lack of a strong, organized global engagement effort, and defined processes for facilitating the engagement of international scholars (e.g., visiting scholars) in our research endeavors. There are only a few Graduate programs in the CAS. There are no professional science programs. The support of industry and alumni engagement in the CAS is very low. Grantsmanship in the CAS is low, especially in the areas of the arts and humanities. Opportunities The Prince George’s County has a high concentration of African Americans who are the traditional clientele of HBCUs. The CAS has opportunities to reach out to these high schools to assist in improving the quality of teaching and student preparation, and create pipelines for enrolling quality students into BSU. There are opportunities to seek, plan and build state-of-the-art instructional facilities for the STEM disciplines, and to create new academic programs to provide a wider diversity of programs for our clients. There are biotechnology companies in the region that can be engaged in partnerships for program development, student internships, and employment. Threats

Several community colleges, including Montgomery County Community College and Ann Arundel Community College as well as the University of Maryland University College, are widely known in the area for providing quality programs at affordable prices. The University of Maryland System exercises some control over the development of new programs, prohibiting the creation of identical programs that already exist at member campuses. This will place a restriction on the kinds of new programs the CAS may establish in the future. There are four other HBCUs in the State of Maryland. They compete for funds and funding opportunities set aside for minority programs, as well as for students who prefer to attend HBCUs. The generally poor image of HBCUs in society works against efforts at these institutions to develop and advance at a competitive rate. In harsh economic times, institutions with limited resources, like BSU, experience restrictions on growth and development. Further, the lack of endowments, significant alumni support, and significant fundraising capacity, places BSU and CAS at a significant disadvantage to be competitive in higher education. Our Model for Effectiveness as a College The model for effectiveness of the College as a unit within the institution entails a continuous improvement loop whereby excellence is viewed as a progressive and unending quest.

Four action steps will be followed to implement this loop as follows:

1. Set or review goal Periodically, we shall review previous goals to understand where we are now and relate it to our future aspirations. Specifically, we shall determine how our programs or services should impact our students, and set new goals as necessary.

2. Determine methods of assessing goals Assessment is central to achieving progressive excellence. We shall define success and find out how best to assemble evidence to inform us about how well are goals are being achieved.

3. Collect and analyze evidence Our decision making process, in the classroom and administration, shall be data-driven. We shall critically review the evidence to learn what it tells us about our effectiveness, and identify specific areas where there is need for improvement.

4. Adjust and innovate for improvement When we identify areas for improvement, we shall determine how best to proceed, and employ consider the best practices as well be creative and innovative in our approaches.

Strategic Goals

Theme 1: Excellence in Scholarship

Goal - To promote the engagement of faculty and students in research, artistic creation and creative inquiry.

Strategic Overview

Scholarship is critical in all disciplines. Faculty should contribute to knowledge in their disciplines. Artistic work and creative inquiry energize the college in many ways, contributing to research, self-expression and generation of new ideas. The interaction of the arts and sciences, especially technology, is a source of mutual strength, novel perspectives and inspiration. These activities should be integrated into teaching to facilitate learning and enrich students’ academic experience.

Specific Objectives

- Establish research centers or programs of excellence in STEM - Create Named Seminar Series for scholarly discussions - Establish monthly seminars in each department - Establish and promote undergraduate research - Promote research across the disciplines - Establish programs of excellence in the creative arts - Establish programs of excellence in the humanities - Recognize and reward faculty and student scholarly achievements - Implement Young Faculty Development Program

How will we know if we have succeeded?

Faculty performance/productivity indicators

- All tenure track faculty engaged in research/creative activities - Faculty in leadership positions or with fellowship status in professional societies - Juried, adjudicated, or externally vetted performances, shows, and designs - Peer-reviewed publications - Sponsored research expenditures per faculty FTE - Publications/citations per faculty FTE

CAS support of faculty indicators

- Teaching load of faculty not to exceed 9 credit hours - Scholarship recognized and rewarded - Research centers/teams of national repute established

- Modern research infrastructure provided for faculty - Young Faculty Support package established

Theme 2: Education and Student Life

Goal - Train students to be change agents in society, functioning as competent professionals who pursue excellence with integrity and observance of ethics and responsibility to society and the environment

Strategic Overview

The CAS’ approach to teaching is to emphasize the depth and rigor of discipline-specific study, to drive and inform the breadth of its curriculum. We encourage deep exploration in a field, combined with problem-solving real-world relevance. Our students are encouraged to collaborate across disciplines and to challenge their own perspectives and ideals, and also learn to value and appreciate the viewpoints and contributions of others. These engagements foster critical and creative thinking, curiosity, personal integrity, social responsibility, and professional ethics.

Specific objectives

- Students must think critically and creatively - Students must be able to communicate effectively in writing and skilled in information

and media literacy. - Students must appreciate and respect diversity - Students must be equipped to engage global societies and issues - Students must be socially and environmentally responsible - Create learning communities - Diversify student learning experiences

- Create student pipelines to boost enrollment - Establish scholarship fund to recruit and support outstanding students - Pursue program accreditation - Recognize and reward teaching excellence - Implement an effective and efficient assessment of student learning system - Attract and retain a diverse faculty and staff of the highest academic stature. - Promote programs of discovery and creativity that are broad and robust. - Invest in and promote identified and emerging areas of preeminence. - Support interdisciplinary programs that foster integrative and collaborative scholarship.

How will we know if we have succeeded?

- Outstanding undergraduate and graduate programs developed - Programs of distinction (excellence) established in each department - Student enrollment in programs increased - Student satisfaction of college experience increased - Employer satisfaction of our students increased - Promote and support STEM education and research - Promote the arts on campus and the community - An infrastructure that supports excellence and adapts to advances in knowledge and

technology established - High-impact learning experiences that engage students are provided - Core competencies in our learners fostered - Significantly improved retention and graduation rates of our students - Accredited programs increased - Competent faculty employed

Theme 3: Regional Impact

Goal – To establish educational programs and faculty engagements that directly impact the socioeconomic status of the immediate region.

Strategic overview

It is expected that an institution of higher learning would have a positive impact on its immediate community. Local businesses should benefit from the expertise of faculty; there has to be significant economic impact on the community. Our faculty will engage local schools in partnerships for enhancing the preparation of students and advancing the knowledge and skills of teachers. Our research will address problems of interest to local industries, and also assist in developing human capital for the local workforce.

Specific objectives

- Develop professional masters programs - Pursue regional workforce development efforts - Commercialize research innovation when possible - Assist with teaching preparation for transforming quality of education in public schools - Establish regional economic development initiatives - Engage in partnerships with local businesses and agencies - Fuel the regional economy with innovative ideas - Target education and research resources to address significant regional issues

How will we know if we have succeeded?

- Faculty engaged in partnerships with local industries - Graduates from CAS find employment in the area - Sustainable linkages established between CAS and local area schools

- Faculty researchers address local problems

Theme 4: Globalization and International Initiatives

Goal:- To internationalize the curriculum and provide opportunities for faculty and students to become globally engaged

Strategic Overview

The current trends in globalization demands that students be prepared to become global citizens who are keenly aware of and embrace cultures beyond their own. Graduates from the CAS will be provided opportunities to broaden their horizons and think globally. Our researchers will develop partnerships and collaborations with colleagues in the international academic community.

- Objectives

- Establish a Center to coordinate all global engagement activities - Target education and research resources to address significant global issues - Forge international partnerships to enhance education and research.

- Focus resources on the recruitment, retention, and support of talented international faculty and students.

- Expand and integrate study abroad experiences with students’ overall academic program. - Attract and retain a divers faculty and staff of the highest academic stature - Establish MOUs with internationals institutions of higher learning - Train students to embrace environmental health concepts

How will we know if we have succeeded?

- Center for Global Engagement established - Study abroad programs established - International research engagements of faculty heightened - A vibrant international student community in place - Heightened global awareness on campus

Theme 5: Community Outreach

Goal:- To forge a strong bond between CAS and the surrounding community and be a source of information for community development.

Strategic Overview

Stronger outreach to a growing population is critical to the development of the educated and talented workforce needed by the State to remain a competitive economic leader. The CAS will strive to have a strong presence in the immediate and surrounding communities. The College will

Partnership with local

pre-colleges

Dissemina-tion of

information

Partner-ship with

local

Community enhanced

become aware of community needs and work with local authorities to address them.

Specific Objectives

- Engage the community through partnerships with businesses and agencies - Establish service learning programs - Establish TV outreach programs to provide useful information - Develop outreach program to high schools - Develop outreach programs including distance education - Market our programs more effectively to the community - Engage the community through the fine and performing arts

How will we know if we have succeeded?

- Partnerships with local industry established - Distant learning programs established - Community patronage of the arts increased - Communication outlets (TV, newsletters, etc.) established - Increased enrollment of students from the community

Theme 6: Finance and Infrastructure

Goal – To develop state-of-the-art facilities to support teaching and research, and extramural funding to supplement state appropriations.

Strategic Overview

Teaching and research activities depend on adequate facilities to be effective and successful. Unfortunately, teaching classrooms and research labs in the STEM disciplines are currently inadequate, thereby limiting the quality of student experience and research opportunities for faculty. State appropriations to BSU are insufficient to support the needs of faculty for research. Faculty grantsmanship efforts are limited.

Specific Objectives

- Pursue the development/completion of new Fine and Performing Arts Center - Pursue the construction of a new Science Building - Renovate/build greenhouse facility for teaching and research - Establish major shared instrumentation facility to support teaching and research - Establish new faculty support package to facilitate entry into and success in the academy

- Strengthen STEM research infrastructure - Encourage each department to have at least on major active grant all the time. - Establish endowed chairs in each department - Participate in consortia and partnerships for securing major funds - Engage alumni and industry for support

How will we know if we have succeeded?

- Fine and Performing Arts building operational - Critical teaching and research equipment procured - Increased grants secured - Increased support from industry through giving and partnerships - Increased alumni giving