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The key to the future of this great university lies in the distinction of our faculty.
The distinction of our staff makes things work. Frankly, the staff can never be thanked enough for their commitment to this fine place. For instance the first phase of the Business Processes Revised, the BPR, has just been completed. This tough project will have great impact on our operations by streamlining our purchasing and hiring practices. And last February I recall walking across the campus on one of our snow days, and watching the clearing of lots, sidewalks and streets. I couldnt help but be moved by the diligent and tough work preparing the campus for our return to normal operation. Or more recently, the staff worked night and day to get Hornbake Library on-line after the flood there. In these cases and in many others the extraordinary and unplanned problems required the staff to step up. And they did. I recently received a complimentary letter from a parent who expressed his repeated surprise at finding such a pleasant and helpful the staff here. As he stated, also with some surprise, "these are people who are truly dedicated to helping." Last week I received a letter from the mother of a freshman from Massachusetts whose letter started by describing her "long, sad ride back to Boston" after, as she put it, she feared that her son was about to be turned into a social security number. However her letters intent was entirely complimentary. After a couple of weeks, she said she was completely relieved and wrote commendations to our staff - "For such a big university, we could not have expected more help. Thank you." That is, thank all of you. These efforts come from your commitment to make this a great place for students, faculty, and programs. We are all in your debt.
Distinction in the Graduate School has shown itself by increasing both the number of applications by 1,000 and their GRE score by 40 points, a major leap toward the 100-point, 5-year goal that will lift us to the top echelon of our peer group.
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These are the first such increases in a decade. I applaud the attention the Graduate School and others are giving to student recruitment. I urge all of us to follow this lead to make our opportunities as attractive as possible to the best students. Success in graduate student recruitment, as in undergraduate recruitment, as in faculty recruitment, is a good measure of program quality. The best recruit the best. QED. Of course, resources play an important part here. But, often it is the little things, the human touches that make the difference. I recall some years ago when I was recruiting graduate students for mechanical engineering, I was able to increase the yield of our fellowship offers from 1/3 of the pool to 2/3 principally by calling the applicants' mothers and enlisting their help in the recruitment. They were always so amazed that a faculty member at a big public (assumed to be impersonal) research university took an interest in her childs future. It was so simple, so inexpensive and yet, so effective.
Over the last decade the academic distinction of the campus has increased substantially. In fact essentially every measure of quality normally used demonstrates our rise: student test scores and grades, numbers of applications, programs ranked in the top 25, research support, private giving, honors and special programs, competitiveness and so on.
This year we will put into place a new program that will connect the campus directly to nine high schools in Baltimore. Each year one student will be selected from each high school to join the program. These students, who will come from the most disadvantaged circumstances, will be awarded a four-year room and board plus tuition and fees scholarship, be mentored comprehensively and they will connect us to their former high schools and other students. We will choose students that satisfy our admission requirements and that have the qualities of character needed to succeed here. We will raise private money, and a lot of it, to fund this program, and it will change the face of our campuss relationship to Baltimore. I predict that it will become a model for this state and region. Pride in the university is growing everyday and most people in this room are nurturing it. The new Clarice Smith Performing Arts Center has opened and is already reaching beyond the campus. I have received its first years performance programs even as the Center prepares for its gala opening one year hence. You may be interested to know that recently Clarice and Robert Smith increased their original $15 million gift to the Center by an additional $2.5 million to help defray the costs of the grounds and construction. We remain forever grateful to them for their vision and generosity. Support like theirs makes the difference between a fine performing arts center and a truly great one. Pride in the university and support of it go hand in hand. I hope you agree.Connection to Learning Environment We must continue to connect to our own learning environment. While we have done a fine job, this job is never done. What can we do to improve the infrastructure and how can we connect our students more closely to the learning environment? These questions are ever present. Some would argue that mentorship is the most important part of the student experience. Even the harshest critics might say it's not the most important part, it is only a very important part of the student experience. In any event, each of us, I expect, can recall a mentor that changed the course of our life. For me this mentoring often came about through unstructured conversation rather than a "lifes planning session." We must expand the mentoring of undergraduate and graduate students; involve more faculty and appropriate staff members in mentorship. Each of us and each unit should examine our own commitments to mentoring. I understand the difficulty of what I ask and after nearly four decades in this business I have probably heard all the pro and con arguments. But for me the controlling argument is that something so important to the achievement of our campus mission cannot be neglected. What can we accomplish with our various resources? Mentorship can also be expanded through offices, like the new National Scholarship Office that will prepare students to compete for major national scholarships like those carrying the name of Rhodes, Marshall, Truman and Goldwater. As an institution we need to think about mentorship. I plan to mentor four or five students myself this year, but we need to move toward a comprehensive mentorship agenda and need to address this question this year. We need to take seriously our graduation rate of full-time students. Simply put, a graduation rate of 63% in six years for full-time students is too low. The high and increasing application pressure from highly qualified students, and this low graduation rate are incongruous. Low graduation rate means inadequate student advancement; loss of state funding; fewer students having access to education; lower rankings for the university and unfulfilled state expectations. Frankly, I cant think of anything good to say about it. Truly part-time students, who have jobs and other major commitments, are not the issue. Graduation at all for them can be a heroic deed in itself. Their needs should be separated from full-time students who can enroll in 12 or more credits per term but dont do so. 22% of campus students enroll in 9 or fewer credits each term. If half of them increased their course load to 10-14 credits per term our graduation rate would be 74%. If all increased to 10-14, our graduation rate would be 80%. These numbers simply dont compute when over 95% of the entering freshman class declares its intent to be full-time students. The time has come to move toward changes in campus culture and policy that will result in an increased graduation rate. This year we need to identify and begin to implement changes that will move us toward a full-time graduation rate in the 80% range over the near term. Closing In closing let me thank you Senators and members of the campus community for striving together to build this fine university into a great one. This is our mandate from the state; more importantly this will be our legacy to future generations. You are succeeding beautifully in this most noble enterprise; the quantitative evidence is everywhere. When we reach the airy plateau of greatness, it will be through your extraordinary work. It is your unbending expectation of distinction, your unrelenting pursuit of top quality, and your willingness to commit to being the best that will make it happen. I am inordinately proud of this campus, all of you and our progress. CDM, Jr. | |||||||||||||||||||||||||||||||||||||