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Strategic Plan

Preface

Towson State University spent nearly the first half of its 130-year history as a teacher-training institution, or "normal school." In the mid-20th century, it slowly expanded its programmatic offerings but held firm to its roots in education while simultaneously enlarging its role as a residential, undergraduate liberal arts and sciences-based institution.

Since the late l960s, the changes have been more dramatic. Enrollment has increased from 5,000 to l5,000, programmatic offerings now span the fields of knowledge and include pre-professional and professional education; the numbers of adult, commuter, and graduate students have increased; and the suburban/metropolitan location surrounds the institution. The campus is now a vibrant mixture of the liberal arts and sciences and professional programs. A rich diversity of student age, gender, race, and socioeconomic background prevails. There is a healthy balance of resident and commuter students and a faculty committed to both teaching and research. TSU is a quintessential metropolitan university.

TSU is embarking on this strategic plan at a time of considerable change throughout the higher education community. Rising costs and increasing enrollments are immediate realities which necessitate a reexamination of its physical facilities, curriculum, and student services. In addition, the University of Maryland System (UMS) has asked each institution to prepare a strategic plan which responds to the goals and challenges outlined in Chancellor Langenberg's Vision III document. TSU also will prepare a four-year budget proposal aligning resource allocations with specific strategic planning objectives. Clearly, the age of accountability is here. The strategic plan offers the University the opportunity to plan for the future, but it also warns that its progress will be measured and assessed by legislators, parents, and students.

The document which follows is intended for discussion and examination by the campus community. The initial version, completed in November 1995 and later revised after discussion across the campus, was drafted by a committee appointed by the Provost and chaired by Stephen N. Collier, Dean of the College of Allied Health Sciences and Physical Education. Other members of the working group included Deborah Leather, Associate Vice President of Instructional Technologies and Dean of the Library; Craig Weidemann, Associate Vice President for Research and Dean of the College of Graduate and Extended Education; M. Tom Basuray, Associate Vice President for Academic Affairs; Michael O'Pecko, Chairperson of the University Senate; Mary-Ann Myrant, Associate Vice President for Academic Affairs; and John D. Haeger, Provost.

The plan is informed by data acquired through an extensive Environmental Scan and by a belief that TSU has to respond to changes in the economic and academic marketplace. The plan is further based upon the following assumptions:

Strategic planning has to begin with the core mission of the institution--the education of students. Consequently this plan is about academic missions and the requisite support needed to achieve those academic goals. In working toward achieving its goals, TSU strives to provide all of its students with:

The knowledge and understanding to be contributing citizens in a democratic society,
The theoretical framework and interest in life-long learning,
A broad knowledge and understanding of the global society,
Knowledge and skills for entry into the professional world,
An environment that allows for continued personal growth.

Strategic planning has to be first articulated as a series of core goals. Once those goals are identified, each academic department, unit and division can reexamine its structure and programs to help achieve the core missions.
The goals of the Strategic Plan can be achieved through existing budgets and additions to budgets from increased enrollment and from extramural funds.
The Strategic Plan must chart a course which better aligns TSU with the external community it serves.
TSU must create an image of excellence which increases external knowledge of its role and strengths.
TSU must become more assertive as a part of the UMS. It should strive to inform others about funding inequities for its students and about its important role in the economic development of the metropolitan Baltimore community and the state.

NOTE: Draft and Working Document