Steering Committee and Working Groups

• Lynn Adkins - Associate Vice President, Administration and Finance
• Joe Benyish - Chair of Staff Senate & Director, Orientation, Transition & Family Programs
• Dr. Laurie Couch - Provost & Senior Vice President, Academic Affairs
• Dr. Chrys Egan - Associate Dean, Fulton School of Liberal Arts & Professor, Communications
• Dr. Dane Foust - Vice President, Student Affairs and Auxiliary Services
• Michele Garigliano - SU Foundation Board Member and SU Alumna
• Dr. Clifton Griffin - Dean, Graduate Studies and Research
• Dr. Laurie Henry - Dean, Seidel School of Education
• Olivia Ingrao - Student Government Association Representative
• Abigail Isaacson - Graduate Student Council Representative
• Dr. Robert Joyner - Alumni Board Member
• Allen Koehler - Associate Vice President, Enrollment Management
• Ken Kundell - Chief Information Officer
• Dr. Deneen Long-White - Associate Professor, Public Health & Faculty Senate Vice President
• Andrew Smarick - University System of Maryland, Board of Regents Representative
• Eric Stewart - Deputy Chief of Staff, Communications
• Dr. Joerg Tuske - Professor, Philosophy

• Dr. Rhyannon Bemis - Associate Professor, Psychology
• Helena Brummitt - Assistant Dean for Student Conduct, Student Affairs
• Dr. Melissa Bugdal - Director, University Writing Center & Assistant Professor, English
• Kelly Cowger - Interim Director, Guerrieri Student Union
• Dr. Chrys Egan - Associate Dean, Fulton School of Liberal Arts & Professor, Communications
• Dr. Melissa Granger - Associate Vice President, Academic Affairs
• Dr. Heather Holmes - Director, Center for Student Achievement
• Catherine Jackson - Program Specialist, Interdisciplinary Studies
• Olivia Ingrao - Student Government Association Representative
• Lian Peach - Student, Honors Student Ambassador
• Valerie Randall-Lee - Assistant Vice President Student Affairs, Dean of Students
• Tim Robinson - Adjunct Faculty, History
• Dr. Mike Scott - Dean, Henson School of Science and Technology & Professor, Geography and Geosciences
• Dr. Margaret Sebastian - Director, TRIO Student Support Services
• Eric Stewart - Deputy Chief of Staff, Communications
• Melissa Thomas - Manager, Instructional Design and Delivery & Adjunct Faculty, Communications
• Sarah Timko-Jodlbauer - Director, Academic Advising Center
• Dr. Zachary Townsend - Assistant Professor, Exercise Science
• Dr. Margarita Treuth - Director, School of Health Sciences
• Dr. Starlin Weaver - Associate Dean, Seidel School of Education & Professor, Secondary and Physical Education

Working Group 1 Charge

• Related Middle States Standards: I*, III*, IV*, V*, VI
• *Indicates emphasis
• Strategic Plan Goal One

Working Group 1 Research Questions

Standard I: Mission and Goals

1. To what extent does the University have a clearly defined mission and goals that guide faculty, administration, staff, and governing structures in making decisions related to planning, resource allocation, program and curriculum development, and institutional and educational outcomes?
2. To what extent are the University’s student learning goals consistent with the established best practices and learning outcomes for General Education?
3. How do the University’s goals and Strategic Plan focus on academic programs and educational offerings to improve student learning and development?
4. How effective is the University in assessing its Mission and Strategic Plan as it relates to academic success and student development?
5. How did COVID impact the University’s ability to support academic success, retention, and student development?
6. What effect did COVID have on supporting faculty development?
7. Which academic success, student development and support, and faculty support changes implemented during COVID have been maintained because they were successful?
8. How was this Strategic Plan goal modified after COVID?

Standard III: Design and Delivery of the Student Learning Experience

9. Describe how the University provides students with a coherent learning experience across all certificate and degree levels and how these learning opportunities promote a synthesis of learning.
10. How does the University identify whether faculty and other professionals are appropriately prepared and qualified to design, deliver, and assess given the positions they hold. Please describe this for undergraduate and graduate faculty.
11. What is the process for evaluating faculty performance, including the rigor and effectiveness of teaching? Does this process happen regularly and equitably? Are tenure and promotion processes clear and well understood? Are there similar processes for evaluation of full-time, non-tenure-track (FT-NTT) faculty?
12. How are efforts for continuing professional growth and innovation for faculty and other professionals, including graduate assistants, encouraged, financially supported, facilitated, and verified?
13. Are there enough faculty and other professionals to design, deliver, and assess student learning experiences and how is this determined?
14. How are the goals, degree, and program requirements of the General Education program and all academic programs communicated to students?
15. How does the University ensure there are sufficient learning opportunities and resources to support academic programs and students’ academic progress?
16. Describe how the new General Education model was developed and how it has been financially supported. What evidence is there that our General Education program provides students with learning opportunities that will help them develop cultural and global awareness and cultural sensitivity, as well as prepare them to make well-reasoned judgments?
17. Describe how the General Education program allows students to develop oral and written communication, scientific and quantitative reasoning, critical analysis and reasoning, technological competency, and information literacy skills.
18. Illustrate how the General Education program includes the study of values, ethics, and diverse perspectives.
19. How do graduate program faculty provide graduate students with opportunities for research, scholarship, and independent thinking?
20. How are the learning opportunities for undergraduate and graduate academic programs designed, administered, and assessed by a third party (e.g., regional centers) reviewed and approved?
21. Describe the academic program review process for undergraduate and graduate programs and describe how it has been used to improve teaching and learning?

Standard IV: Support of the Student Experience

22. What process is used to identify if students are adequately prepared for their program of study and which strategies are used to support them in achieving their educational goals.
23. What processes and support programs (e.g., orientation, advisement, counseling programs, tutoring, etc.) does the University have to enhance retention and the successful and timely completion of their degree program?
24. Describe how extracurricular activities (e.g., athletics, student life, student organizations, etc.) are regulated and governed? Are the same academic and fiscal principles and procedures used for these programs?
25. What student support services programs are designed, delivered, and or assessed by a third-party provider? How are these revised and approved by the institution?
26. Describe how the University assesses its student support services and programs. How have the results of these assessments been used to improve student satisfaction, success, and retention?

Standard V: Educational Effectiveness Assessment

1. Demonstrate that the institution has clearly stated student learning outcomes for all undergraduate and graduate degree programs. Describe how the academic program review process ensures the regular review of these outcomes.
2. What methods does the University employ to assess the achievement of degree and program goals and how does it ensure that the evaluation of student achievement of these goals is defensible? How adequately are students being prepared, and what kind of data is collected to provide evidence of this?
3. How are assessment results communicated and used to improve student achievement, curriculum, teaching, retention, graduation, transfer, or placement rates?
4. What types of professional development activities were created based on assessment results?
5. What type of impact have assessment results had on planning and budgeting?
6. How effectively is the University assessing and systematically collecting evidence (i.e., qualitative and quantitative data) that students are achieving the identified General Education and academic program student learning goals and outcomes? Provide evidence that this process is sustainable and ongoing.
7. What evidence does the University have to demonstrate that teaching at regional centers or through remote delivery is comparable to teaching at the main campus?
8. How often is the process that is used to assess our educational effectiveness evaluated? How have results been used for institutional planning, improvement, and/or resource allocation?

• Humberto Aristizábal - Associate Vice President, Institutional Equity & Title IX Coordinator
• Dr. Ethel Barja Cuyutupa - Assistant Professor, Modern Languages
• Logan Becker - Budget Analyst
• Christine Benoit - HR Specialist, Talent and Organizational Development
• Hunter Darby - Student
• Paul DeCock - Associate Director, Housing and Residence Life
• Jennifer Ellis - Curriculum & Administrative Specialist
• Dr. Dane Foust - Vice President, Student Affairs and Auxiliary Services
• Matt Groves - Director, Architectural & Engineering Services/Capital Projects
• Jalesa Hull - Student Accessibility Specialist, Disability Resource Center
• Zainab Jabeen - Student
• Dr. Kwonchan Jeon - Assistant Professor, Public Health
• Dr. Deneen Long-White - Associate Professor, Public Health & Faculty Senate Vice President
• Dr. Vitus Ozoke - Associate Professor, Conflict Analysis and Dispute Resolution
• Abigail Isaacson - Graduate Student Council Representative
• Dr. Tina Reid - Professor, Nursing
• Dr. Ellen Schaefer-Salins - Assistant Professor, Social Work

Working Group 2 Charge

• Related Middle States Standards: I*, II*, III, IV, VI*
• *Indicates emphasis
• Strategic Plan Goal Two

Working Group 2 Research Questions

Standard I: Mission and Goals

1. Describe the process through which the University’s Mission statement and goals, Strategic Plan, and other planning documents are constructed, reviewed, executed, prioritized, and publicized. Describe who (internal and external constituents and governing bodies) is involved in this process.
2. To what extent do the goals of the Strategic Plan focus on institutional improvement with respect to creating and promoting a welcoming and inclusive campus?
3. How does the institution periodically review the effectiveness and efficiency of its Mission, goals, and Strategic Plan and to what extent is this review is a transparent and inclusive? Have improvements to the Mission and Strategic Plan goals been made based on this review?
4. How did COVID impact the University’s ability to enhance goals of diversity, equity, and inclusion?
5. What effect did COVID have on maintaining a welcoming and inclusive campus?
6. Which diversity, equity, and inclusion initiatives implemented during COVID have been maintained because they were successful?
7. How was this Strategic Plan goal modified after COVID?

Standard II: Ethics and Integrity

8. How does the University protect intellectual property rights and academic freedom? How are these policies disseminated across campus?
9. How has the University strived to recruit a diverse faculty and staff, and what steps can be taken to attract and retain top faculty and staff with diverse backgrounds?
10. How are University faculty and student grievances and concerns heard and addressed? Are policies in place to adequately address faculty concerns related to academic freedom, fair practices, promotion and tenure decisions, budgetary support, and outcomes of appeals of student academic integrity violations? How are faculty familiarized with these policies?
11. What policies and procedures does the University have in place to ensure that any potential conflicts of interests affecting remuneration, contractual relationships, employment, family, financial, or other interests are disclosed? Where they exist, what policies and procedures ensure the integrity of the academic and fiscal enterprise?
12. What policies and procedures exist to avoid conflicts of interest in teaching, scholarship, and administration?
13. What steps has the University taken to ensure that all faculty, staff, and students are in a workplace and academic environment free from discrimination or unfair treatment?
14. How does the institution periodically review and assess institutional policies, processes, and practices to ensure their integrity? Have improvements to policies, processes, and practices been made based on this review?

Standard III: Design and Delivery of the Student Learning Experience

15. To what extent does the University provide appropriate orientation, training, and support for faculty
16. How are curricula designed, maintained, and updated by faculty to ensure inclusivity?

Standard IV: Support of the Student Experience

17. When considering the transition and success of a diverse group of first year and transfer students, what programs exist to ensure their integration into the University? What planning and assessment tools/measures are used to determine success for these students?

Standard VI: Planning, Resources, and Institutional Improvement

18. How effectively is the University assessing and systematically collecting evidence (i.e., qualitative and quantitative data) that it is achieving Strategic Plan goals? Provide evidence that this process is sustainable and ongoing and that results have been used for planning and resource allocation.
19. Describe the strategic planning process. What process is used to create and disseminate the Strategic Plan and how are results evaluated?
20. How effective is the University’s model for resource allocation? How does the process reflect the priorities of the Strategic Plan and University Mission?
21. What criteria does the University use to determine that adequate faculty, staff, and administration are available to support the institution’s mission? What guidelines and practices ensure that adequate resources are available to support necessary personnel?
22. Describe the people and groups responsible for planning and budgeting and what process is used to develop these.
23. To what extent are new capital projects, infrastructure, and technology linked to the planning and budget process? Describe the planning process for facilities and technology.
24. Describe the strategies used to assess and measure how efficiently the University utilizes its resources in support of institutional goals.
25. Analyze the process for establishing annual and multi-year budgets for all units (including any relevant subsidiary, affiliated, or contractual relationships) and institution-wide? How does the process reflect the principles of equity and efficiency?
26. How does the institution periodically review the effectiveness and efficiency of its Strategic Plan and budgeting process and to what extent is this review a transparent and inclusive? Have improvements to the process been made based on this review?

• Ellen Anderson - Clinical Assistant Professor, Social Work
• Amy Benjamin - Director, Satellite and Affiliate Operations
• Katie Delezenski - RIS Librarian
• Candace Henry - Director, Disability Resource Center
• Dr. Robert Joyner - Alumni Board Member
• Liz Kressin - Associate Registrar
• Ken Kundell - Chief Information Officer
• Phillip Nguyen - Student
• Svetlana Sadakbaeva - Student
• Beth Skoglund - Director of Admissions
• Karen Treber - General Counsel
• Dr. Joerg Tuske - Professor, Philosophy
• Dr. Kristen Walton - Director, Nationally Competitive Fellowships Office & Professor, History
• Bella Woolen - Student

Working Group 3 Charge

• Related Middle States Standards: I*, II*, IV*, VI*
• *Indicates emphasis
• Strategic Plan Goal Three

Working Group 3 Research Questions

Standard I: Mission and Goals

1. What factors does the University consider in determining its desired student mix (resident/non-resident, majors, graduate/undergraduate, demographics, on-/off-campus, online/face-to-face) and how does this mix align with its mission?
2. How does the University’s Mission guide efforts to attract a diverse, academically capable student body? What assessments are used to determine if the institution has met these enrollment goals?
3. How did COVID impact the University’s enrollment and affordability goals?
4. What effect did COVID have on the development of the University’s brand?
5. Which enrollment initiatives implemented during COVID have been successfully maintained?
6. How was this Strategic Plan goal modified during and after COVID?

Standard II: Ethics and Integrity

7. Does the University promote a diverse and inclusive student community? How is this assessed?
8. What information does the University provide the public, including prospective students and their parents? Is this information transparent and easily accessible?
9. Describe how the University has promoted access and affordability to continue to enroll a diverse student body.
10. How is information on financial aid (including merit- and need-based scholarships) determined, implemented, and disseminated?
11. Does the University provide all required public disclosures, including information on assessments, graduation/retention/licensure rates, and other student-right-to know information and where can this information be found?

Standard IV: Support of the Student Experience

12. Is information on expenses, financial aid (including merit and need-based scholarships), grants, loans, repayment, and refunds accurate and how is it disseminated?
13. Describe policies and procedures used to evaluate and apply transfer credits and credits awarded through experiential learning, prior non-academic learning, competency-based assessments, and other alternative learning approaches. How well are these policies and procedures created and disseminated to the University community and prospective students?
14. How do the transfer credit policy and process take into consideration the University’s learning outcomes and program-specific requirements? How has this changed over time?
15. What policies and procedures exist to assure the safe maintenance of all student records? How are the policies related to the release of student information shared, disseminated, and implemented?
16. Describe how the University assesses its admissions and orientation processes and programs. How have the results of these assessments been used to improve enrollment and retention? Standard VI: Planning, Resources, and Institutional Improvement
17. In what ways has the University been intentional in its enrollment planning for the next decade and beyond. How has the University ensured its affordability?
18. Describe the enrollment management process and associated enrollment goals. What process is used to create and disseminate the plan and how are results used?
19. Are the facilities that have been constructed since the last MSCHE review consistent with the University mission?
20. How does the institution periodically review the effectiveness and efficiency of its enrollment management plan and strategy and financial aid model? To what extent is this review transparent and inclusive? Have improvements to the process been made based on this review?

• Dr. Leonard Arvi - Professor, Economics and Finance
• Joe Benyish - Chair of Staff Senate & Director, Orientation, Transition & Family Programs
• Eric Berkheimer - Associate Vice President, Facilities & Capital Management
• Jayme Block - Associate Vice President, Alumni Engagement and Development
• Colleen Clark - Associate Professor, Music & Co-Chair, Music, Theater & Dance
• Jason Curtin - Vice President, Advancement and Alumni Relations & Executive Director, SU Foundation
• Michele Garigliano - SU Foundation Board Member and SU Alumna
• Dr. Clifton Griffin - Dean, Graduate Studies and Research
• Dr. Yvonne Hanley - MBA Director, Perdue School of Business
• Dr. Laurie Henry - Dean, Seidel School of Education
• William Lowery - Horticulturist
• Dr. Andrew Martino - Dean, Clarke Honors College
• Dr. Brian Polkinghorn - Professor, Conflict Analysis and Dispute Resolution
• Dr. Sandy Pope - Associate Professor, Secondary and Physical Education & Director, Public Affairs and Civic Engagement
• Lesley Staffeldt - Director, Conference Services

Working Group 4 Charge

• Related Middle States Standards: I*, VI*, VII
• *Indicates emphasis
• Strategic Plan Goal Four

Working Group 4 Research Questions

Standard I: Mission and Goals

1. How does the University engage with alumni, families, and friends, and does this advance the institution’s mission and goals? What are the best practices and strategies for this type of programing at other institutions?
2. Describe Strategic Plan goals as they relate to deepening engagement with our community and are realistic and related to the University’s Mission. How does the University engage internal and external constituents in promoting social, environmental, and economic sustainability through educational opportunities?
3. How does the University assess and periodically evaluate its mission and goals related to community engagement, sustainability, and partnership development to ensure they are relevant and achievable? How does it use this information to improve institutional outcomes?
4. How did COVID impact the University’s ability to engage with our community?
5. What effect did COVID have on the University’s ability to serve as a leader in social, environmental, and economic sustainability?
6. Which community engagement initiatives implemented during COVID have been maintained because they were successful?
7. How was this Strategic Plan goal modified after COVID?

Standard VI: Planning, Resources, and Institutional Improvement

8. What goals does the University have that are related to community engagement? How are these goals assessed, what are the results of these assessments, and how have the results been used?
9. What are the economic and workforce development needs of the regional community and businesses? How could initiatives like the Rommel Entrepreneurship Center, BEACON, PACE, ESRGC, or the Small Business Development Center meet those needs?
10. How does the University assess the impact of its community-based learning and community-engaged scholarship efforts to ensure that those efforts are aligned with SU’s Mission and goals?
11. How is environmental sustainability considered as a part of the University’s planning process?

Standard VII: Governance, Leadership, and Administration

12. How does the Salisbury University Foundation support the overall University Mission? How is the SU Foundation’s allocation of resources aligned with the University Mission?

• Lynn Adkins - Associate Vice President, Administration and Finance
• Joel Davies - Captain/Associate Chief, University Police
• Dr. Vince Genareo - Assistant Dean, Seidel School of Education & Associate Professor, Early and Elementary Education
• Allen Koehler - Associate Vice President, Enrollment Management
• Shane Ryan - Admissions Counselor
• Andrew Smarick - University System of Maryland, Board of Regents Representative
• Tara Smith - Director, Academic Affairs Administrative Operations
• Dr. Brian Stiegler - Assistant Provost, International Education

Working Group 5 Charge

• Related Middle States Standards VI, VII, and the Requirements of Affiliation

Working Group 5 Research Questions

Standard VI: Planning, Resources, and Institutional Improvement

1. Who is responsible for maintaining and updating policies and procedures to ensure the University is in compliance with all applicable federal regulatory requirements?
2. Provide a copy of annual independent audits and management letters.
3. How does the University demonstrate ongoing compliance with all federal, state, and other regulations in its operations including Financial Aid, Athletics, Research and Sponsored Programs, ADA, State of Maryland, and USM?
4. How does the University effectively ‘close the loop’ on academic and institutional effectiveness? Give examples of how practices, curricula have changed because of assessments.

Standard VII: Governance, Leadership, and Administration

5. Demonstrate how the University’s shared governance model contributes to a strong sense of campus community.
6. How effective is the University in engaging with outside agencies such as the Board of Regents, USM, and the Maryland Higher Education Commission (MHEC)? What evidence exists that these organizations understand and support the University’s Mission and goals?
7. Describe the oversight provided to the institution through the USM Board of Regents and MHEC. How do the Board of Regents policies and state-level requirements and policies ensure that the University fulfills its Mission and is fiscally responsible?
8. What policies are in place to ensure that integrity of the BOR and their compliance with all applicable conflict of interest policies?
9. Describe the policies and procedures used to select individuals for leadership positions in the governance bodies.
10. Describe the process for hiring administrative leaders at the University. Does the hiring process allow for widespread input from across the campus community?
11. How is the USM involved in the selection and review of the University’s President?
12. In what ways does the University’s administrative structure facilitate a strong sense of campus community at the local, national, and international levels? In what ways is there room for improvement?
13. How are the skills and training of administrative leaders matched with their required responsibilities?
14. What are the systematic procedures for evaluating administrative units and for using these evaluations to improve operations?
15. Analyze the process for assessing the effectiveness of administrative units and staff.