ࡱ> h@ bjbjצצ ("""8"4#\pVx#L####$$$$R4$$44##2\5\5\54##\54\5\5g#l# 0Eun"4gl44<p4R?T$)\5G-#0$$$!$F5!MARYLAND SENATE BUDGET AND TAXATION SUBCOMMITTEE ON EDUCATION, BUSINESS AND ADMINISTRATION UNIVERSITY SYSTEM OF MARYLAND TESTIMONY OF USM CHANCELLOR WILLIAM E. KIRWAN THURSDAY, FEBRUARY 10, 2011 Chairman Madaleno and members of the Committee, thank you for the opportunity to testify on the Governors FY 2012 budget recommendations for the ĢƵ (USM). Let me begin by thanking you and the members of this committee, your colleagues in the General Assembly, and Governor OMalley for the support you have provided to the USM over the past several years. We greatly value the productive relationship we have forged with the Legislature, especially with our key committees and subcommittees. The thrust of my testimony this year differs from that of years past. This year my focus is not so much on USM. Rather, it is on our state and the challenges and choices we face. Quite frankly, Maryland, indeed our nation, is at a crossroads. We simply can no longer afford to ignore some troubling trends: Thirty years ago, the U.S. was the world leader in college completion; today we rank 12th and if we continue on our current trajectories we will fall to last among industrialized nations over the coming decade; As our nationand statestruggle in the area of college completion, Marylands position as one of the nations best educated states, as a premier knowledge and innovation economy state is in jeopardy; And Marylanders demand for higher educationespecially among low-income students, underrepresented minority students, and first in family studentsis on the rise; providing opportunities for these students and serving their special needs is vital to the future well being of our state As elected officials, you understand these trends. You know that innovation and economic growth flow from a highly educated citizenry. You are keenly aware of the fact that research is a major industry in our state and of the importance of federally-supported R&D for Marylands job growth. You know our state needs more STEM graduates to fuel its innovation economy. And, you know that throughout the state, irrespective of race, ethnicity, or class, more and more Marylanders are seeking and must receive - higher education opportunities. Likewise, USM recognizes this challenging future and we know we have to adjust, adapt and focus our efforts if we are to do our part in building a bright future for Maryland. So, as you may know, during the past 18 months we took a hard look at our operations, working to align our actions and initiatives with what Maryland needs in order for the state to lead economically and to build a high quality of life for its citizens. We developed a new strategic plan: Powering Maryland Forward - USM's 2020 Plan for More Degrees, a Stronger Innovation Economy, and a Higher Quality of Life, which was approved by the Board of Regents this past December. Today, I will comment briefly on the two primary goals of that plan: Help the state achieve its 55 percent college completion goal, a goal that Aligns with the national goal, and Meets the international standard for competitiveness Advance Marylands competitiveness in the innovation economy, which Recognizes the imperative of R&D, technology transfer, and commercialization to build Marylands innovation economy, and Underscores the importance of the right degree mix to meet workforce needs to sustain a competitive knowledge-based economy Let me return to my assessment that Maryland is at a crossroads. There are two very distinct paths our state can take: We can lay claim to leadership in the innovation economy by investing in higher education and innovation today; or we can accept second-tier/middle-of-the-pack status for the foreseeable future. This first chart graphically illustrates the choice before us. It is based on a Lumina Foundations state-by-state analysis of college completion trends. According to Lumina, if demographic changes underway in our college age population are factored in, and if we maintain our current participation and degree completion rates with status quo budgets, we will actually see Maryland drift down to number 15 or so in the nation in college completion, basically among the also ran states. Conversely, if we make the commitment to meet the 55 percent completion goal, Maryland sustains its position as a top-five state in terms of college completion.  EMBED PowerPoint.Slide.12  The gap shown represents more than 60,000 degrees over the next 10 years. Those are engineers, computer scientists, cybersecurity professionals, nurses, teachers, and the other key workforce people Maryland needs to fuel our economy when it starts growing again. We are making college completion our watchword because the future of our stateand our citizensdemands it. Over the course of a lifetime, a college graduate earns almost twice as much as a high school graduate. The impact on Maryland economyand Marylands coffersis obvious.  EMBED PowerPoint.Slide.12  The second key element of our strategic plan is advancing Marylands competitiveness in the innovation economy. The way oil is to Texas, thats the way R&D must be to Maryland. Innovation really is the key to economic growth. Innovation is the means to create new and meaningful markets that can sell nationally and internationally. Think about the iPad. At the end of 2009, it didnt even exist. By the end of 2010, almost 8 million had been sold. The iPad and iPhone have made Apple one of the most valuable companies in the world. And yet, Googles Android phone sales have recently passed iPhone sales. Innovation is unrelenting, instantaneous, and imperative to our future. I know that the travel and vacation economy will always be important on the Eastern Shore, but the potential exists for the Shore to be an aerospace hub as well. Likewise, heritage and adventure tourism are key to the economy of Western Maryland, but there is real potential for leadership in the alternative energy sector too. And while federal employment and government labs are vital up and down the I-270 and Baltimore/Washington corridors, that area can also be the cybersecurity capital of the world. This is the potential we can capture, if we work together.  EMBED PowerPoint.Slide.12  Maryland is well positioned to lead as an innovation powerhouse and the USM is taking several steps internally to achieve these goals, with USMs new strategic plan providing the framework. Now, I wont get into extensive detail about the plan, but I do want to note the bottom line on three key issues. First, with the states support, we are confident that the USM can join forces with other public institutions, independent colleges and universities, community colleges, and the K-12 sector to get Maryland to the 55 percent completion level by the end of this decade. As I mentioned, 55 percent is both the goal embraced by Maryland leaders, as well as the threshold economists embrace as the international requirement for competitiveness in the innovation economy. Second, with the states support, we are confident that we can close the achievement gap in college participation, retention, and graduation rates between low-income and underrepresented minorities on the one hand and the general student population on the other hand. The persistence of the achievement gaps has the economic equivalent of a permanent recession. Third, with the states support, we are confident we can further establish academic R&D as a vital Maryland industry. We can make Maryland a hub of innovation, discovery, and growth. The USM has taken the initial steps toward these goals: Chairman Kendall mentioned our Effectiveness and Efficiency initiative, with more than $200 million in direct cost savings, assisting in efforts to moderate tuition and accommodate enrollment. Achievement Gap plans have been approved and are in effect on every campus, with significant success stories already. Late last year, for example, The Washington Post reported that Towson University was one of only 11 institutions nationwide with little or no disparity in graduation rates between black and Hispanic students and white students. The study, done by the Education Trust, revealed that there is no graduation gap at TU. That same article also noted that at UMBC, black and Hispanic students are as likely to graduate as whites. The same is true at Frostburg State. We anticipate additional success stories on other campuses as our comprehensive plans take hold. We are also moving forward aggressively with academic transformation. The first generation of Digital Natives is now reaching college age. There is going to be a major adjustment to accommodate their learning style, which is centered on active learning, driven by technology. The USM is the national leader in this movement. Three years ago we launched a course redesign effort focused on large, multi-sectional, lower division lecture courses, often called gatekeeper courses. Every pilot project was successful, with improved learning outcomes, higher pass rates, and lower costs. We are now investing several million dollars we have raised privately from the Carnegie Corporation, the Lumina Foundation, and the USM Foundation to redesign gatekeeper course across the USM, turning them into gateway course to facilitate college completion. We are also expanding online educational opportunities. And we are focused on getting more students directly involved in research activities. The fact is, we have to shape innovative minds to enable Marylandand the U.S.to thrive in the innovation economy. So the USM is putting a tremendous amount of energy and focus into advancing baccalaureate degrees to completion. But the fact of the matter is, the State will have to step up as well. This higher education/economic innovation mission calls for all hands on deck. We have to fully recognize the nexus between higher education and economic growth across the state. Quite candidly, I must say that the level of funding we are set to receive under the Governors FY 2012 budget is not sufficient to do what we need to do to position Maryland for leadership in the innovation economy. If the state is serious about the 55% goal and building an innovation economy, it will need to invest more, if not this year then in coming years. Now, one year will not make or break a 10-year effort. But time is not on our side. Remember, if we want to meet the state goal of a 55 percent graduation rate by 2020, we need to have those future graduates enrolled by 2014. If we dont get these young people into the pipeline in short order, they will not be there when the economy is poised to grow. In effect, we will be capping Marylands economic potential before it even starts to take off. Thankfully, the evidence is clear that you and your colleagues understand and embrace this reality. The Higher Education Investment Fund (HEIF) createdfor the first time in state historya direct funding stream for education. When the Video Lottery Terminals (VLT) initiative was passed, it also included specific support for higher education. Of course, while both HEIF and VLT were intended to provide additional program development funding for higher education, over the past several years, HEIF has been used to fill in for the general fund shortfall. And VLT revenue may also be targeted toward deficit reduction. We certainly look forward, as I know you do, to meeting the legislative intent of these two funding sources. If we reestablish this support and recommit ourselves to this mission, we can start down the path to make Maryland a leaderperhaps THE leaderin the innovation economy. I find this to be not only an eminently worthwhile goal, but an incredibly exciting proposition as well. Before turning to your questions and the analysts concerns, I want to again express how proud I am of the partnership we have formed. Together we have established mutual priorities and focused on key workforce needs. We have also set a course to strengthen Maryland. I thank you and look forward to continuing this partnership. USM Response to Overview Recommendations Page 16 DLS recommendation reducing the System Office by $8.1M with the institutions to provide the funds to support its operations: USM Response: The USM opposes the recommended reduction to the ĢƵ Office (USMO). The recommendation is a direct budget reduction of $8.1M to the institutions. It is important to note that the DLS analysis of the FY2012 Allowance, as submitted, requires significant budget cuts. As Table 1 shows, DLS currently projects a funding shortfall of $16M in the USM budget allowance. That deficit would grow to $24.1M if the $8.1M reduction is accepted. Thus, the recommendation to mandate the institutions fund System Office operations would be a significant additional reduction to USM institutions and places a severe burden on them at a time when campuses are struggling to provide access and critical support for students. Again, I urge you to reject this recommendation and preserve institutional funds to address their existing operating deficits, not add to them. Table 1 also displays the USMs estimate of the budget shortfall of $32.2M. The major differences from DLS relate to two items. First, USM projects higher costs for student financial aid. Second, the actual state supported savings for fringe benefit totals $12.2M and not the $16.5M noted by the analysis. Thus, the deficit grows to $40.3M if the DLS recommendation is accepted. In the past year, an estimated 2,500 qualified freshmen and transfer students have been denied admission, and our first time full time freshmen class has continued to decline. Campuses have slashed facilities renewal budgets to an all time low. In fact, the current facilities renewal level is 30% below what it was in FY 2009. And, the national recession has resulted in an unprecedented increase in financial aid appeals and a sharp increase in unmet need. The DLS recommendation to reduce the allowance by $8.1M will mean further erosion in access and quality. Furthermore, the premise of the DLS recommendation is flawed. It suggests that the relationship between the institutions and the System Office is analogous to a purchase of service agreement or the procurement of commodities. This is incorrect. The System Office serves the State, staffs the governing board of the entire System, and has as its mission the provision of leadership in vision, strategic planning, policy development, academic and fiscal stewardship, and accountability. To be sure, the provision of services to campuses is critical. For example, the ever increasing interaction of institutions with the private sector and in support of economic development is supported by specialists in debt management and public finance. Also the development of new programs and the navigation of such programs through the appropriate state oversight agency is coordinated through our office of academic affairs. In addition, the System Office provides support to the States P-20 council (including the longitudinal data system) and provides accessibility for other segments of higher education, local school districts, and other public entities to our large scale / low unit cost buying cooperatives (including software purchases). The organization of the System Office and the current funding structure meets the intent of the governing legislation of 1999. The System Office is one of the leanest operations of its kind in the nation and is focused on service to the State and not increased centralization of campus functions. For example, of the 32 higher education systems reporting, the USM System Office ranks 30th out of 32 as measured by the percent of budget used for system office operations. For these reasons as well we urge you to reject the DLS recommendation. Table 1 EMBED Excel.Sheet.8 HE Overview DLS Voluntary Separation Program recommendation: DLS recommends adopting an amendment in the Budget Reconciliation and Financing Act of 2011 specifying that positions deleted using a Voluntary Separation Program may not be recreated using position autonomy. State funds in the fiscal 2012 budget that support positions deleted under the Voluntary Separation Program shall be transferred to the general fund. USM Response: As the DLS Overview notes, the USM has the opportunity to establish a Voluntary Separation Program (VSP) like that instituted for State employees. The USM is studying options for a VSP that produces cost savings, while reflecting the needs and realities of higher education. Although the USM is in the earliest stages of planning for a potential VSP, our basic goal is clear: to reduce costs in a way that eliminates the need to furlough employees or other measures that negatively affect personnel, without impairing the USMs ability to meet its pressing commitments to the State to support 55% degree attainment statewide and enhance Marylands innovation economy. Plainly, meeting those commitments will require growth in strategic areas of USM operations. While we understand that reducing the number of positions was important to the State Employees VSP, this technique could seriously undermine the USMs effectiveness. Moreover, there are other means of saving costs in a well-tailored higher education VSP, especially with respect to faculty: In some academic fields, significant savings can be achieved by replacing senior, retiring professors with newly hired assistant professors at considerably lower salaries. Positions may be kept open temporarily and not re-filled until cost savings targets are met; or, for faculty, teaching obligations may be met temporarily by adjunct faculty until cost-savings targets are met. In a highly strategic manner, positions vacated through voluntary separation in some areas may be transferred to other areas where growth is mandated, especially areas with the potential to create economic growth through, e.g., external grant and contract revenue. The restrictive conditions suggested by the DLS analyst would make a VSP infeasible for the USM, and we likely would have to forego the cost-saving opportunities afforded by a carefully designed VSP if those conditions are imposed. The USM opposes the recommended language, as well as any resulting loss of positions and state funding. The Voluntary Separation Program was implemented to downsize the state workforce and to provide funding reallocations to balance the 2012 operating budget. The USM is not looking to downsize the workforce. In fact with the launch of the Strategic Plan and State 55% college completion goal, the plan calls for expansion. The USM will need to hire additional faculty and staff for planned increases in enrollment and research related economic development. The USM will utilize any savings realized to help balance the FY 2012 budget to help meet unfunded mandatory cost increases. If this language is adopted it will compromise our ability to mount a voluntary separation program. Page 8 Given USMs current moderate enrollment growth & student teaching programs completion rates Chancellor should comment on the feasibility of USM institutions ability to triple the number of STEM teachers by 2020. USM Response: Increasing the STEM pipeline is not merely a function of putting numbers into a formula; students majoring in mathematics and the sciences need to be recruited into choosing teacher education (K-12) as a career. USM has over 30,000 STEM majorsthe challenge is recruiting a larger proportion of those students into teacher preparation programs. The USM target is to produce a steady state of 375 teachers a year, tripling the current STEM teacher graduates. To triple the number of STEM teachers USM will need to increase the pipeline of candidates by approximately 100-150 each year for two to three years. While USMs teacher preparation programs have capacity to increase their numbers, we need resources to create incentives for STEM majors to choose to teaching as a career. Currently, there is no natural flow that will divert more STEM majors into teaching. Race to the Top specifically set aside funding to create UTEACH-like programs at USM institutions. USM recently submitted a proposal to MSDE for those funds ($880,000) which will help support the development of accelerated preparation programs modeled after the UTEACH program. In addition, I have committed $250,000 to support scholarships for paid internships which, we believe will provide incentives for STEM majors to consider a teaching career. With funding from Marylands Race to the Top funds, USM can develop the streamlined STEM teacher preparation programs that would be attractive to STEM majors. In addition to targeted interventions to recruit more students into the pipeline, evidence has shown that the PDS program (professional development school) has significantly increased teacher retention rates in Maryland, which, according to national and state data, is critical to solving the teacher shortage crisis. Finally, it is worth noting last year USM, in collaboration with Bowie State University won a five-year $12 million dollar grant from the National Science Foundation to pursue the goal of improving STEM education in Prince Georges County Public Schools. That grant explicitly focuses on teacher pipeline by recruiting students at UMCP and Bowie to have early field experiences in the Prince Georges County Schools. This project, funded by NSF, has great potential to build the teacher pipeline beginning in middle school and high school through community college and college. Page 18- Chancellor should comment on steps institutions will need to take in order to meet current services costs and the ability of institutions to transfer a continued $17.8M to the fund balance given the current budget. USM Response: The USM is committed to maintaining quality and protecting services to students to the extent possible. However, cost containments now for three years in a row have begun to take their toll. In order to balance the FY 2012 operating budget deficit institutions will: limit enrollment increase reliance heavily on adjuncts delay all but critical facilities renewal projects curb hiring restrict financial aid limit course offerings cut operations and reduce technology services & improvements severely inhibit institutional expansion at Shady Grove and Hagerstown for the foreseeable future explore a voluntary separation program DLS acknowledges the fiscal struggles the campuses face in the upcoming year. Both the DLS estimated budget deficit of $16M and the USM projected $32.2M state supported deficit will make it nearly impossible for any fund balance improvements in state supported programs. In order to protect the bond rating and preserve USMs auxiliary bond capacity, the System will look to the non-state support activities to make deposits into the fund balance. The current transfer to fund balance mainly relates to non-state support programs. It is anticipated the non-state programs will be able to fund their existing operations and make the planned deposit into the fund balance. DLS analysis lays out the funding challenges institutions are facing. Even so, the USM has responded to the States call for degree completion and increased economic development. Further reductions such as the two recommended in the USM overview and Higher Education Overview will ultimately impact the quality campuses have struggled to preserve. The committee is again urged to reject the funding reduction recommendations to safeguard higher education from further cuts. Page 27 Strategic Plan comments requested on: How do the USM institutions individual strategic plans align with the USM Strategic Plan? Estimated costs and funding sources for implementing the Strategic Plan. Strategies that will be implemented with existing or moderately higher resources to contribute to MDs economic growth and meet the 55% completion goal. USM Response: The 10-year strategic plan, as approved by the Board of Regents, serves as the comprehensive plan for the ĢƵ, establishing the broad-level goals, themes, and strategies that are designed to move the System and its institutions forward and help the State of Maryland achieve its higher education goals (as set out by the Governor, the General Assembly, and the Maryland Higher Education Commission in the Maryland state postsecondary education plan). At the same time each institution has its own, campus-based strategic plan that it uses to help identify and advance the goals and priorities that are specific to it, its mission, and the population of students it serves. Individual campus plans are expected to align with and support the broad goals of the System plan, but because their focus is narrower, they are not expected to mirror or respond to every goal, theme or strategy laid out in the overarching System plan. Instead, the institutional plans are expected to be complementary to and generally in line with the System plan. To ensure that the contributions of the individual campuses sum up to the goals outlined in the System plan, the USM, as part of the 2020 planning process, asked each institution to develop specific plans and strategies for how it would take the goals and themes laid out in the System plan and implement them. As instructed, campuses responded to the goals and themes in ways that were appropriate to their respective education and research missions (for instance, the generation of additional funding for basic research and development, as expected, was a primary focus of the research intensive institutions, while all degree-granting institutions focused on providing increased access and greater degree attainment). The results of these implementation plans, when aggregated, serve as an impressive roadmap, showing down to the campus level, how the USM can achieve the ambitious goals laid out in the 2020 plan. If sufficient resources are made available, the implementation plans submitted by the institutions project that by 2020 the USM would: increase total access by almost 43,000 headcount studentsgraduate and undergraduate combinedover the fiscal 2009 base (or 33,000 over the 2010 number), increase the production of baccalaureate degrees by an additional 8,000 degrees annually over the fiscal 2009 base, plus an additional 3,000 to 4,000 graduate degrees, increase the number of degrees awarded in the areas of science, technology, engineering, and math (STEM) by 2,500 annually, graduate and undergraduate combined, over the fiscal 2010 base, expand the amount of extramural R&D funding brought in by USM institutions to over $2.2 billion, a 74% increase over the fiscal year 2010 base; and create or attract 145 new spin-off or start-up companies over the next five years, a number that would place the USM squarely on track to hit the goal of 325 by 2020. The System cannot achieve the progress noted above, however, on its own. The State must invest in these goals if they are to be achieved. The enhancement cost of the Strategic Plan for the next five years is estimated at $350M for enrollment/degree production/other program initiatives. The plan assumes that funding for current services would also be provided over the five-year period. Current services costs are estimated at $443M. Thus, the budget increase would total $793M, composed of both state appropriations and tuition revenue. The basis of the plan is an annual 7% increase in state funding and 7% increase in tuition, with a few tuition market adjustments at select campuses. Such resources require a substantial and sustainable increase in state funding for higher education. The USM believes that a good starting point for the necessary revenues is the Higher Education Investment Fund (HEIF) and the Video Lottery Terminals Program (VLT or slots). HEIF was designed specifically to fund strategic investments in higher education like those proposed in the System plan. The current HEIF revenues should be used for their intended purpose as the economy recovers from the devastating recession. Similarly, the voter referendum in support of slots offers an additional, emerging source of state revenue that was also intended, in part, to support higher education. Slots revenue will be essential to accomplishing the economic development and job creation imperatives for Maryland outlined in the USM strategic plan. It is the USMs hope that as the economy recovers, some additional general fund revenues could be directed toward the initiatives called for in the plan, with the goal of building Marylands economic engine. At the same time, the USM pledges to redouble its efforts under its Effectiveness and Efficiency initiative (E&E) to maximize potential cost savings, to substantially increase fund raising efforts in support of academic initiatives, and to maintain its credit rating to help support facilities expansion necessary to achieve the strategic plans goals. Finally, with respect to the analysts question about what the System can achieve under the plan with existing funding sources or only modest increases, we can only reiterate that advancing the goals of the System planand Marylands economic competitiveness and the quality of life for her citizenswill require a substantial and sustained effort on the part of USM and its component institutions. Without such investment, the Systems ability to achieve many of these goals is likely to be severely delayed or reduced, and the impact felt not just by USM students and alumni but the State as a whole. For instance, national data has predicted that Maryland will achieve an educational attainment level of approximately 48% if current trends continue. Statewide, this represents approximately 62,000 fewer degrees over the period from now until 2020 (11,000 degrees less in 2020 alone) if Maryland does not reach the 55% goal. This is the equivalent of an entire year of Maryland High School Graduates (public and private) not completing college. Without the investment required by the plan (i.e., with flat or just moderate gains in funding) the USM expects to be able to add just 3,000-4,000 undergraduate degrees per year by 2020, versus the approximately 8,000 degrees that USM institutions have committed to adding. These gains will be achieved largely through the ongoing efforts to close the achievement gap and through additional degrees awarded at UMUC. Under existing or moderately increased funding, the USM would continue to pursue to the extent possible ongoing efforts to close the achievement gap, improve retention and graduation rates overall, transform the curriculum, and increase STEM production, but progress in all of these areas would likely be slowed or scaled back. High impact (and relatively costly) degrees in STEM, STEM teaching, and healthcare could not be expected to rise by more than a few hundred degrees a year, substantially less than called for in the strategic plan or needed to meet the States projected STEM workforce needs. STEM degree production could even decline in key areas. And while efforts to close the achievement gap would lead to increased academic success for USM students overall, and more minority and low income students in particular, the opportunity for more students of all backgrounds to benefit from a USM education would be impeded as enrollment growth slowed. Under existing or moderately increased funding, enrollment growth at USM institutions would likely be between 25,000 and 30,000 over the next decade, significantly lower than the 43,000 plus projected if the plan were fully funded (and needed if the State is to hit its 55% goal). In addition, the bulk of that enrollment would likely come at certain institutions, such as UMUC and UB, with other USM institutions (UMCP, TU, UMBC, SU) likely to curtail enrollment. Course re-design efforts, a key strategy for advancing efficiency and effectiveness under the plan, also would be scaled back and limited to only those projects able to be funded by donor contributions. Finally, though the System would continue to aggressively pursue donor contributions and alternative sources of support, fundraising efforts would be hampered. Page 29 ĢƵ on Adjuncts and Graduate Assistants comments requested on implementation and the projected number of adjuncts that would be classified as Adjunct II, and the financial impact of establishing an Adjunct II category. USM Response: New USM policies regarding graduate assistants and adjunct faculty were adopted by the Board of Regents in December, 2010. The Board required that the policies be implemented by September 1, 2011, in time for the beginning of the 2011-2012 academic year. The USM institutions are now in the early stages of the development of institution policies and procedures, particularly regarding grievance processes and enhanced shared governance participation for graduate assistants and adjunct faculty. Related costs for these initiatives will not be significant. A key element of the adjunct faculty policy was the creation of the category Adjunct Faculty II, and requires that faculty who qualify for that designation receive benefits that include the assurance of a 10% salary increase above the institutions minimum salary for adjunct faculty, priority consideration for future teaching assignments, and eligibility for longer term appointments than the typical single-semester adjunct faculty appointment. To qualify as Adjunct Faculty II, a faculty member must meet the following criteria: A record of teaching consistently for multiple semesters at a particular USM institution, which the Chancellor has determined to be three years of teaching at the institution for more than 12 courses of three credits or more. A series of high-level performance evaluations over the course of multiple semesters at the institution; and A written request by the faculty member to be considered for Adjunct Faculty II status. The policy also provides that an institution may adopt alternative criteria for the designation of Adjunct Faculty II status, provided that the institutions requirements are not more restrictive than those listed above. We estimate that implementation of this provision will result in additional costs, on a USM-wide basis, of between $300,000 and $540,000 in FY 2012. The sources for this estimate are the November 2010 Joint Chairmens Report on the Status of Graduate Assistants and Adjunct Faculty, a recent USM survey of adjunct faculty, and current EDS data. The estimate is based on our analysis that between 10 and 15% of the USMs adjunct faculty population of approximately 5,000 will meet the above criteria, that average compensation for adjunct faculty ranges from $2,500 to $3,000 per course, and that qualifying adjunct faculty teach an average of four courses at a given institution each year. In addition, we understand that UMUC, which employs approximately 40% of all adjunct faculty in the USM, already has in place an alternative promotion and compensation system that meets the new policys requirements. Thus, for this fraction of the adjunct faculty population, no cost increase will be incurred, and our estimate reflects that adjustment. -  PAGE 5 - [z2 : v | }    % , c e g  # % < j s %7&-27&ȺȺȺȲȦȟȟȟȟȟȟȟȟȟȟȟȟȟȟȟ hPih|@ h)\h|@ h|@H*h(ph|@H* hMWh|@ hMWh6hh|@$h2B*PJfHphq h2B*fHphq h_h6h5h6hh2>$[\z gd|@gd6h$-D@&M a$gd2$a$gd6h$a$gd2 k!I & F(EƀDfgd|@I & F(EƀDfgd|@I & F,EƀDfgd|@}~2gh&no$a$gd|@ & F/gd|@^gd|@ & F.gd|@ & F-gd|@gd|@&'=?x ,45:  :<(8fo{|op h|@5jP hQbh|@5UhQbh|@5jhQbh|@5Uh;h|@>* hp@th|@ h`gh|@ h|@6hp@th|@6 hFh|@hFh|@5hFh|@56 h)\h|@h|@ hPih|@6501;<BZ[ !"&"###$q$r$$$%%xxqqqq hsMh|@h;dFh|@5 h|@5jh_,hKUjP h_,h|@U h_,h|@jh_,h|@U h h|@h!h|@5 h`gh|@jhjh|@5UjP hjh|@5Uhjh|@5jhjh|@5U hp@th|@h|@)%&?@ !! 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Tx .- /@@ .L\$67,611HP......O TpR .N /@@R .LX79,500.....D Tx .C /@@ .L\$ pe.TTD .Z /@@D .LP lGT8  /@@'LLess State Across the Board Adjustmentsal8)$$3))B).$$.)=.).B..$F).$% TL  /@@ L`($16,491)CT......% Ld L   i!??% n T|3 m  /@@3 L\(12,237).....% Ld3  m  3  ;!??% - Tp ,  /@@ LX$ .% Ld  ,   !??% TT- C  /@@- LP ar% Ld-  C  -  !??% % T  /@@ LNet Current Services CostsB)=.).3)-))$=.$$. r Tx - /@@ L\$51,120......O r Tx$ N /@@$ L\$67,263......T y /@@ LFY 2012 Operating Deficit3B....B.)).-B))M d T|  L y /@@  L\(16,020)..... d TxP  y /@@P L\$ .TT   y /@@  LP n d T|3  m y /@@3  L\(32,163).....- d Tp  , y /@@  LX$ .TT-  C y /@@-  LP % T xi /@@ LDLS reductions (if accepted)B=3))33).3$ .)))3)3% T}  /@@} L System Office reduction3-$)FB)))..)..Tx@ } L /@@@ } L\(8,100)....n Txa } m /@@a } L\(8,100)....[ T } Z /@@ } L` TT[ } q /@@[ } LP Tl ] /@@ LX VSPC33T` L ] /@@ LTTBD9=BO H T` N ] /@@ LTTBD9=B% T mM /@@ LEstimated Operating Deficit=$M.)3H3)).3.B) )T L M /@@ L`($24,120)+......4O : T N M /@@ L`($40,263)+......4% % " !% %   ~ w  T r/@@ 9LFY 2012 State Supported Revenues & Current Services Costs9C....3.)3333.))3B).)33)$MB3)))33)).))$B.$$% % " !% %   w~   TW~2/@@W~ Lh(in millions)3M.3$% % " !% %    U % % " !% %    V % ( % " !%    U % ( ( ( ( ( " F4(EMF+*@$??FEMF+@ ObjInfo WorkbookSummaryInformation( DocumentSummaryInformation8     ) !"#$%&'(*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefgijklmnopqrstuvwxyz{|}~ (\p Monica West Ba=\K=-{#<X@"1Arial1Arial1Arial1Arial1Arial1Arial1Arial1Arial1Arial1Arial1h8Cambria1,8Calibri18Calibri18Calibri1Calibri1Calibri1<Calibri1>Calibri1?Calibri14Calibri14Calibri1 Calibri1 Calibri1Calibri1Calibri1 Calibri1Calibri1Arial1.Times New Roman1.Times New Roman1.!Times New Roman1.Times New Roman"$"#,##0_);\("$"#,##0\)!"$"#,##0_);[Red]\("$"#,##0\)""$"#,##0.00_);\("$"#,##0.00\)'""$"#,##0.00_);[Red]\("$"#,##0.00\)7*2_("$"* #,##0_);_("$"* \(#,##0\);_("$"* "-"_);_(@_).))_(* #,##0_);_(* \(#,##0\);_(* "-"_);_(@_)?,:_("$"* #,##0.00_);_("$"* \(#,##0.00\);_("$"* "-"??_);_(@_)6+1_(* #,##0.00_);_(* \(#,##0.00\);_(* "-"??_);_(@_)=8_("$"* #,##0.0_);_("$"* \(#,##0.0\);_("$"* "-"??_);_(@_)94_("$"* #,##0_);_("$"* \(#,##0\);_("$"* "-"??_);_(@_)4/_(* #,##0.0_);_(* \(#,##0.0\);_(* "-"??_);_(@_)0+_(* #,##0_);_(* \(#,##0\);_(* "-"??_);_(@_)                                                                      ff + ) , *     P  P        `            a>  %  %   %   "       % %" %"  %   %&   "\/ %"\/    %  %    # %# # %#       %" " "  20% - Accent1 20% - Accent2 20% - Accent3 20% - Accent4 20% - Accent5 20% - Accent6 40% - Accent1 40% - Accent2 40% - Accent3 40% - Accent4 40% - Accent5 40% - Accent6 60% - Accent1 60% - Accent2 60% - Accent3 60% - Accent4 60% - Accent5! 60% - Accent6 "Accent1 #Accent2 $Accent3 %Accent4 &Accent5 'Accent6(Bad) Calculation* Check Cell+,-./Explanatory Text 0Good1 Heading 12 Heading 23 Heading 34 Heading 4 5Input6 Linked Cell 7Neutral 8Note 9Output: ;Title <Total= Warning Text`!Exhibt 10 mandatory costs"OExhit 11-Revenue-shortfallĀSheet3  ;  ;%T1NIUSM Exhibit 11=USM State Supported Revenues Available for Other Expenditures Expenditures#Total Current Services ExpendituresRevenues New General Funds'General Fund reduced for Health Savings AdjustmentsNew Tuition & Fee Revenue+New General Funds, Tuition & Other RevenuesFunds AvailableCurrent Services Expenditures*General & Other State Funds) Total New General & Other State FundsFY 2012 Operating BudgetMEA Financial AidFacilities Renewal0Retires hlth, Retirement, other fringe inflation+Tech Trsf/Research Admin/Federal Compliance EnrollmentOtherLibraryTotal Mandatory CostsNew FacilitiesARB Debt Service TechnologyEnvironmental SafetyAnnualization of Furloughs New HEIF Subtotal General FundsUSM Exhibit 10Subtotal DLS costs Estimated ATB ReductionsMandatory CostsCosts adjustedfor ATBs%USM Increase in Current Service Costs+General Fund reduced for Retirement Savings.Health savings - across the board reductions**,Retirement savings - contingent reductions**K** Estimated across the board reductions included in the Higher Ed Overview***Does not include auxiliaryOther Unrestricted Funds***Y* Includes costs for financial aid (graduate and undergraduates), Tech transfer, ResearchP admin, Federal Compliance, Accreditation costs, UMUC WebTycho, student/faculty" and other contractual increases. 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