CSU Mission Statement | Coppin State University

CSU Mission Statement

CSU Mission and Goals Statement

Summary Mission Statement

Coppin State University, a Historically Black Institution in a dynamic urban setting, serves a multi-generational student population and provides education opportunities while promoting lifelong learning. The university fosters leadership, social responsibility, civic and community engagement, cultural diversity and inclusion, and economic development.

Mission Statement Review Process

The mission statement review process for Coppin State University included a series of town hall-style meetings that were open to students, faculty, staff, alumni, administrators, and other members of the campus community. While the meeting was held in a large meeting space on campus, participants also had the opportunity to Skype into the conversation, which many did. During the first town hall meeting, held April 10, 2018, attendees provided feedback regarding the length of the current statement and discussed the clarity of terminology and the use the phrase "anchor institution," used to describe Coppin.

A second town hall-style meeting was held on April 19, 2018. Participants echoed comments similar to those of the previous meeting. Additional feedback was related to suggested use of specific terms such as leadership, diversity and inclusion, and civic and community engagement. The review process also included the provision of open-ended interview questions that facilitated an opportunity through which members of the campus community were able to, openly, share their interpretations of the university's mission in relation to their job descriptions and other roles and responsibilities.

The Office of the Provost and Vice President for Academic Affairs invited members of the campus community to comment and contribute to the revision of the mission statement via e-mail and phone communication. In order to aid in the drafting process, the Provost assembled a small writing team to incorporate the comments and suggested edits into the document. Each week, revisions were made to the statement and shared with the President's Cabinet, Shared Governance Councils, and other members of the campus community.

Presenting a more concise and deliberate mission statement, the Provost held a final town hall-style meeting on May 17, 2018. The Provost reiterated the overall goal was to submit a revised statement to the President by June 13, 2018, allowing sufficient time for review and final comments and, ultimately, final submission to the USM on June 15, 2018.

The revised Mission Statement was approved by the Cabinet for submission to the University System of Maryland (USM) on June 13, 2018.

Institutional Identity

Founded in 1900, Coppin State University (CSU) is a comprehensive Historically Black Institution (HBI) originally founded for teacher education. Named in honor of fanny Jackson Coppin, an outstanding African-American educator, Coppin has reaffirmed its dedication to excellence in teaching and student success. The Institution offers 53 academic programs: 32 baccalaureate, 11 masters, and 9 certificates programs, and one doctorate degree.

Student Profile

Coppin serves differently-prepared, multigenerational students, from a variety of cultural and racial backgrounds, with an age range that spans from 17 to 65 and older. The average age of the Coppin student is 26. Approximately 34 percent of the student population are between the ages of 30 and 59 and 75 percent are female. Seventy-three percent of the total student population are Pell grant recipients. Approximately 13 percent of Coppin's students are classified as first-time, full-time students who moved directly from high school to college. On the other end of the spectrum, 61 percent of Coppin's students are working adults with young children, while 68 percent are first-generation college students. Moreover, 19 percent are transfer students from other four-year institutions or community colleges.

Academic Programs

Coppin prepares its students to be competitive in regional and global markets through its commitment to quality programs in teacher education, criminal justice, business, social and behavioral sciences, information technology, nursing, allied health, health information management, Science, Technology, Engineering, and Mathematics (STEM), fine and performing arts, and liberal arts. The University's state-of-the-art Science and Technology Center (STC) houses STEM programs, and provides facilities for research through a technology-based learning environment anchored in West Baltimore. Coppin's partnerships generate graduates who make lasting impact on Baltimore communities and regions beyond. The University manages Coppin Academy High School, a chartered public school in Baltimore City.

Intercollegiate Athletics

Coppin State participates in the Mid-Eastern Athletic Conference (MEAC) and the National Collegiate Athletic Association (NCAA) Division I. Men's varsity teams compete in baseball, basketball, cross country, tennis, and indoor and outdoor track and field. Women's teams compete in basketball, bowling, cross country, softball, tennis, indoor and outdoor track and field, and volleyball.

Accreditation

Coppin State University is regionally accredited by Middle States Commission on Higher Education. The institution also ranks as a Carnegie master's Comprehensive (MA-I) institution. The University program reflects excellence in the discipline-specific accreditations from the National Council for Accreditation of Teacher Education (NCATE) the Commission on Nursing Education (CCNE), the Council on Rehabilitation Education (CORE), the Council for the Accreditation of Counseling and Related Educational Programs (CACREP), the Council on Social Work Education (CSWE), and the Commission on Accreditation of Health Informatics and Information Management Education (CAHIIM). Additionally, the Accreditation Council for Business Schools and Programs (ACBSP) accredits the College of Business.

Commitment to Student Success

The University is committed to a culture of sustained evaluation and data democratization. Every desktop user on campus has access to live data dashboards based on their role within the institution. These dashboards display applications, admission, enrollments, cohort progression, and graduation data to keep all Coppin employees focused on increasing enrollment and student success. As a result, organizational learning continues, transparency of data increases, and data supported decision making at every level of the University is encouraged. Through data democratization, students, faculty, staff, and administrators have an impact on the planning process. Access to the data analytics allows for effective and efficient use of resources for advancement of the University.

As a result of CSU's award-winning Information Technology Division (ITD), the data democratization infrastructure continues to enhance recruitment, retention, and graduation efforts. This infrastructure supports technology-enhanced instruction, learning and research, and effective student and fiscal operations. Students, faculty, staff, and administrators have training opportunities in course management software, microcomputer hardware and software, multimedia, and technology-related applications. These efforts, combined, support student recruitment, retention, graduation, and ultimately, student success.

Cultural Diversity and Inclusion

Coppin State University provides programming related to the inclusion of those racial, cultural, and ethnic groups and individuals that are, or have been, underrepresented in higher education. The University is inclusive of persons regardless of race, color, religion (creed), gender, gender expression, age, national origin (ancestry), disability, marital status, sexual orientation, and military status. As required by the University System of Maryland, Coppin State has a diversity plan that enhances cultural diversity programming and sensitivity to cultural diversity through instruction and training of the student body, faculty, and staff.

Throughout the University, there are program-specific efforts designed to recruit and retain traditionally underrepresented students, staff, and faculty. Also, the University has efforts designed to create positive interactions and cultural awareness among students, faculty, and staff that include cultural training programs, curricular initiatives that promote cultural diversity in the classroom, and co-curricular programming for students.

Academic Program Development Priorities

The University began a review of the academic program inventory in 2015. The Academic Affairs Strategic Planning Committee, receiving guidance and support from faculty, the Curriculum Policy and Standards Committee, and the Graduate Council determined a need to identify programs that should be placed on growth plan status. The Committee also suspended programs that suffered from low enrollment or degree completion. The review process is ongoing and, most recently, was supplemented by consultants from Blackboard, the education consulting division of the company. These consultants conducted a study on the University's program viability. The results from the study will be used to guide the development and implementation of academic programs.

The University's priorities for academic program enhancement and development continue to be directed toward supporting the workforce demands as identified by the USM. Coppin is focused on the expansion of programs in education, healthcare, computer science, accounting, social work, criminal justice, and marketing, to meet the USM identified workforce demands. Additionally, with support from partnerships and initiatives, Coppin State continues to enhance and develop programs in the arts.

As the University seeks to expand offerings, greater emphasis will be placed on the development of certificate programs, such as those in the STEM areas, business, education, psychology, criminal justice, health sciences, and the arts. The University will also focus on optimizing marketing opportunities in social and other marketing media formats. Expansion of traditional modes of delivery formats such as evening, weekend, online, and hybrid courses are also a part of the University's strategies. A review of undergraduate and graduate degrees currently offered will continue in order to ensure productivity and mission centrality.

Future Direction

A testament to the University's commitment to ensuring that the mission is focused on the future of workforce development, Coppin hosted Maryland's Lieutenant Governor Boyd Rutherford, CEOs and executives, college presidents, and a host of other elected officials and friends to participate in a press conference announcing the passage of a bill to provide at least $2.5 million from the Maryland Higher Education Commission to support a cybersecurity program at Coppin and other Maryland colleges. Governor Larry Hogan signed Senate Bill 615, establishing the Cyber Warrior Diversity Program (CWDP) at Baltimore City Community College (BCCC), Bowie State University (BSU), Coppin State University (CSU), Morgan State University (MSU), and the University of Maryland Eastern Shore (UMES) to train students in computer networking and cybersecurity, including training to achieve specified CompTIA (Computing Technology Industry Association) certifications. Coppin State will transition to offering credit-bearing cybersecurity courses that will lead to a certificate and, ultimately, expand the credit-bearing certificate program to a degree granting-program. The University will continue to develop its cyber warrior program to meet the needs of the State and its students and to remain competitive in the global marketplace.

Moreover, Coppin is well-positioned to develop certificate programs. With an infrastructure comprised of cutting-edge technology and coupled with state-of-the-art computer science and business programs, the University is able to offer a competitive data science program. Supported by findings in a recent Blackboard viability study, the University's plan is to develop additional certificate programs that are easily attainable and accessible to prospective students and expand them into degree-granting programs. Explorations into program expansion in computer science and business are currently underway.

Assisting with the University's strategic goal to increase enrollment, the University is focusing on dual enrollment to expand relationships with area high schools and community colleges. Specifically, the intent is to increase enrollment of high school students each semester and to develop dual enrollment MOUs with community colleges.

Institutional Capabilities

As a state institution, the University is aligned with the goals and objectives of Maryland's State Plan for Post-Secondary Education and the University System of Maryland's strategic plan.

Civic and Community Engagement

As an anchor institution for West Baltimore, Coppin actively involves students, faculty, and staff in civic and community engagement initiatives. The University's Nonprofit Leadership Certification program is a co-curricular program operating in cooperation with the Nonprofit Leadership Alliance (NLA). Requirements for this certification include a two-credit course, a 300-hour internship experience, and participation in a national NLA conference that includes professional development activities for students seeking to work in the nonprofit sector.

Civic and community engagement activities are also embedded within the General Education curriculum as one of its institutional learning outcomes: Social Awareness, Reflective Practice, and Responsive Citizenship. This outcome emphasizes understanding self and embracing their responsibilities as engaged citizens and informed leaders in service within the community. Assessment of this outcome is done within the curriculum and positively impacts student learning as well as the community.

Coppin's Dance program offers high-quality, affordable dance classes to the Baltimore community. Taught by Coppin faculty, professional artists, and advanced dance majors, Bravo!Dance uses the performing arts as a medium of self-expression and to encourage successful healthy lifestyles, mobility, and creativity through a comprehensive teaching and learning strategy for all ages, with instruction for children and adults ranging from beginner through intermediate levels.

Coppin State University is also one of five Maryland institutions that participate with the American Democracy Project. The University ensures that all students have the opportunity to become enriched in their educational experience by participating in initiatives involving civic responsibility. Activities include voter registration, on-campus voting, and participation in the annual Constitution Day event, during which the campus participates in lectures and workshops and provides access to civic resources and activities that inform participants about the U.S. Constitution.

Coppin State University is a member of Campus Compact, a national coalition of over 1,000 colleges and universities focused on building democracy through civic education and community development. Campus Compact was founded in 1985 by the presidents of Brown, Georgetown, and Stanford Universities along with the president of the Education Commission of the States to help colleges and universities create more robust support structures for community engagement. Specifically, these efforts include coordinated offices and staffed community engagement efforts; training for faculty members to integrate community work into their teaching and research, scholarships, and student incentives; and priority setting for the institution. Campus Compact shares knowledge from research and practice on high impact practices for student civic learning and support for the institutional systems, policy, and activities that reinforce learning and advance the public purposes of higher education.

Academic Units

The four major academic units are the College of Arts, Sciences, and Education (CASE); College of Health Professions (CHP); College of Behavioral and Social Sciences (CBSS); and the College of Business (COB). The units also include the School of Graduate Studies, the Honors College, the STEM Center, and the Center for Nanotechnology.

  • College of Arts, Sciences, and Education (CASE) - The College is organized into two schools that house a total of five departments: Humanities, Natural Sciences, Mathematics and Computer Science, Teaching and Learning, and Instructional Leadership and Professional Development. These departments offer relevant and rigorous programs for interested students. The School of Arts, Sciences, and Education offers degree programs at the undergraduate level in a variety of disciplines, including STEM, and has partnership agreements with federal agencies such as National Aeronautics and Space Administration (NASA), the U.S. Department of Education, the Department of Health and Human Services, and the National Science Foundation. The programs in humanities--most notably, Dance and Urban Arts, English, and history--prepare graduates for careers in fields such as journalism, law, library science, publication design, and government service.

    CASE, through the School of Education, offers undergraduate and graduate programs that prepare students to enter into or further a career in the education profession. Graduates of the School score 100% on the PRAXIS II examination. Renowned for wide-ranging expertise in preparing urban teachers, these academic programs include certifications in early childhood education, elementary education, special education, and school administration. The School produces educators who enter into graduate and professional schools throughout the region as well as those who begin teaching careers, immediately upon graduation, within the Baltimore City Public Schools, Baltimore County Public Schools, and other surrounding school systems. Coppin's CASE programs prepare students for a wide variety of careers, which demand individuals with strengths as communicators, innovators, critical thinkers, and problem solvers. CASE also provides foundational courses through the University's General Education curriculum.

  • College of Business (COB) - The College is accredited by the Accreditation Council for Business Schools and Programs (ACBSP). Ranked among the most "innovative small college business departments" by Business Research Guide, the College of Business focuses on experiential learning. Through the excellence of its faculty, staff, students, and administrators, COB provides financial literacy workshops, free tax preparation to the community, partnerships with organizations such as Open Works for job training and community development, and professional mentoring. Additionally, COB partners with PNC Bank & SPCA of MD for community-related projects and offers the in-person and online B.S. in Management degree to increase college access to students and members of the community. Agreements and other initiatives within the College have been strategic and continuous and serve large constituencies of West Baltimore and beyond.

  • College of Health Professions (CHP) - CHP's institutional capabilities related to teaching include the preparation of analytical, socially responsible health care professionals and healthcare scientists as leaders and lifelong learners. CHP's scholars synthesize advanced didactic knowledge into practice, thus, meeting the needs of local and global shareholders.

    Faculty members are active social change agents who engage in scientific inquiry, evidence- based practice, draft grant proposals, and present scholarly work at local, national, and international conferences. The faculty and staff in the unit participate in civic and community service initiatives that positively influence and transform the lives of those they serve. Through the School of Nursing, the College operates two health centers: the Coppin State University Community Health Center and the Coppin Clinic at St. Frances Academy. The health centers have the unique mission to provide health care and health education that is culturally competent and responsive to meet the societal needs, demands, and values of an urban setting. CHP's accomplishments include nationally-certified faculty, nationally-accredited programs in Nursing and Health Information Management, and recognition as a National League of Nursing (NLN) Simulation Innovation Resource Center (SIRC), through the Clinical Simulation Center.

  • College of Behavioral and Social Sciences (CBSS) - The College prepares practitioners for the world of work in the human service professions across four departments of study: Applied Social and Political Sciences; Criminal Justice and Law Enforcement; Psychology, Counseling, and Behavioral Health; and Social Work. CBSS has 10 undergraduate, four graduate, and seven certificate program, including a program in Interdisciplinary Studies. CBSS also includes the Dr. Dorothy I. Height Center for Social Justice, the Ticket-to-Work Program to assist people with disabilities, and a six-credit study abroad program. CBSS is housed in a 'smart' facility, featuring a state-of-the-art forensics lab, a crime scene room, an Independent Living Laboratory, and a geographical information system (GIS) laboratory to provide action-oriented, hands-on, interdisciplinary education that promotes a commitment to service in the community.

  • School of Graduate Studies - Offering one doctoral program (Doctor of Nursing Practice), 11 master's degrees, one certificate of advanced study, two post-master's and five post-baccalaureate certificate programs, the School of Graduate Studies functions as the supportive and administrative unit for all graduate, post- master's, and post-baccalaureate programs at the University. Services range from recruitment and enrollment to retention and degree completion. The Graduate Council operates under the auspice of Graduate Studies and functions as the policy and standards developer and compliance entity for graduate programs. This unit provides orientations to new graduate students and professional development workshops for graduate and undergraduate students. Topics covered include APA editorial style, ethics, virtual and on- site research and library skills, fundamentals of statistics utilization, leadership conceptualization, technology applications, and life balance. The Graduate Studies Office also hosts the annual Graduate Research Colloquium.

  • The Honors Program - The Honors Program focuses on providing courses of highest academic content, character development, and cultural enrichment. The objective is to expose highly motivated students to a research process that prepares them for academic success. The Honors Program also prepares students for success on standardized tests. A major goal of the Honors Program is to prepare honors students for graduate study and professional employment.

  • STEM Center - The University established a STEM Center in the fall of 2013. Operations within the Center are designed to provide coordination of academic programming and initiatives to strengthen the pipeline of STEM graduates to the Maryland workforce.

  • Center for Nanotechnology - The Center brings together faculty members and students from the College of Arts, Sciences, and Education for collaborative research. It has benefited from financial support from the Constellation Energy, Technology Development Corporation (TEDCO), the U.S. Department of Education, and the National Science Foundation. The Center's work focuses on experimental research and development of nano and biotechnologies as well as on complementary modeling and simulation efforts in computational nanotechnology, computational nanoelectronics, and processes encountered in nanofabrication. A key area of research focuses on clean energy generation and storage as well as on-going projects in the design and simulation of multi-junction photovoltaic cells for solar energy conversion.

Coppin's academic enterprise clearly demonstrates that the University is committed to meeting the educational needs of its urban population, which includes the traditional student and the adult learner. The University is the first higher education institution in the State to assume responsibility for the restructuring and administering a public elementary/middle school and a high school in Baltimore City. Additionally, the University is the only higher education institution in the State to locate a public high school on its campus while serving as the operator.

Through continued advancements in technology, Coppin will continue to infuse emerging technologies into all teaching and learning practices, client management and student services, and institutional advancement operations. The renovation of existing buildings and the construction of new buildings that are equipped with the latest technology will provide a better infrastructure to foster excellence in teaching, research, scholarship, and service.

The University continues to take the leading role in the economic revitalization of its immediate community. Coppin is an oasis for the educational, economic, recreational, and cultural needs of the citizens of Baltimore and the State of Maryland by sharing access to its facilities and expertise in the academic disciplines, professional fields, and the fine and performing arts.

Research and Scholarship

The University's faculty members enrich the institution's curriculum by balancing instruction, scholarly research, and service to the community. Selected highlights among the faculty include various grants and prestigious awards and recognitions such as the University System of Maryland's Elkins Professorship for Academic Transformation, the Daily Record's Innovator of the Year award, and several grants from the U.S. Department of Education and from N.A.S.A.

The Student Experience

Coppin offers a rigorous curriculum supported by all areas of the campus. These programs support enrollment, retention, and graduation initiatives and continue to yield positive results. Selected support programs and interventions include:

  • Summer Academic Success Academy (SASA) - The Summer Academic Success Academy is an intensive, six-week residential and campus-based program designed to prepare students for the transition from high school to college. At-risk students have the opportunity to develop confidence and earn college credit, prior to the start of the fall semester. SASA students receive information on financial literacy, career planning, personal growth, and other campus resources and support services.

  • First-Year Experience (FYE) - The First-Year Experience program serves as the advisement hub for first-year and sophomore students. Students receive extensive advisement and guidance through the completion of the first 30 credits of their General Education curriculum.

  • Academic Success Centers (ASC) - Housed within each of the four colleges, the Academic Success Centers include a staff of retention coordinators who monitor student progression, perform registration outreach, and direct students to support services needed for success.

  • Career Services Center - Delivering programs that enable students to develop lifelong skills in career planning, the Career Services Center serves to enhance the student ability to make informed career decisions. Students are encouraged to visit the Career Center for further exploration of companies and other organizations that provide internships, practicum experiences, and career opportunities to Coppin students.

  • Our House Community Mentoring - Our House provides mentoring for incoming freshmen through a combined peer mentoring and staff mentoring program. Commencing as a pilot program in AY2014, the program results indicate a higher freshmen to sophomore retention rate and academic achievement when compared to students who do not take part in the program.

  • Connecting Ladies Across Campus (CLAC) - CLAC is designed to build self-esteem in female students with the ultimate goal of empowering them in womanhood, helping to sustain academic excellence, and building personal and professional relationships that may lead to successful careers. Paired with a mentor from the University's faculty or staff, CLAC supports women of all backgrounds.

  • Child Development Center - Child care services are offered through the James E. McDonald Child Development Center and support students, employees of the University, and people in the community. Charged with the purpose of providing a safe, nurturing, and educational program that focuses on developmentally appropriate experiences for children, the Child Development Center addresses the needs of the campus community as well as the surrounding community. Students who major in Early Childhood Education complete experiential learning at the Child Care Center, contributing to their academic preparation.

  • Community Health Center (CHC) - The Coppin State University Community Health Center is a primary care facility, which is operated by the College of Health Professions. The goal of the CHC is to improve the health of students and residents from the surrounding community. Nurse practitioners, faculty, and students of the College of Health Professions, and in some instances, a physician, provide services for the Health Center.

  • The Center for Counseling and Student Development (CCSD) - The CCSD provides quality counseling to students experiencing personal, developmental, and psychological issues or distress. Students who are in crisis or those facing potentially life-threatening situations have access to quality outreach programs and other important services. These services address the developmental concerns of students while emphasizing prevention and professional consultative services that increase the understanding of challenges faced by students and promote psychological well-being.

  • Disability Support Services (DSSP) - Housed under the Division of Academic Affairs, DSSP creates an accessible university community to ensure that students have equal access to University programs, activities, and services. Policies and procedures are designed to provide students with as much independence as possible and to promote self-advocacy. The services to faculty, staff, and students address the needs of individuals to improve the quality and effectiveness of services; advocate for the upgrading and maintenance of the accessibility of all facilities; promote access to technology resources; and provide students with disabilities the same academic opportunities as non- disabled students, in all areas of academic life.

  • Center for Adult Learners (CAL) - The average age of the Coppin student is 26 years. The CAL was formed with the adult learner in mind. The goals of the CAL are to increase educational opportunities for first-generation college students; strengthen the level of engagement in the culture of academic rigor; provide a campus climate in which adult learners demonstrate satisfaction with their program of study and go on to assume careers in their disciplines or continue matriculation into graduate or professional schools; provide a model to be replicated on a larger scale for the University; and to inform teaching and learning effectiveness, through assessment.

Return on Investment to the State

Relevance to local workforce needs and related job placement continues to be the strongest evidence that Coppin is fulfilling its mission and providing a high return on investment to the State, region, and beyond. On average, the University awards 450 undergraduate and graduate degrees, annually. Addressing workforce and societal needs such as the opioid epidemic, many of Coppin's students who obtain a Masters in Addiction Counseling provide direct assistance to residents within the local community and other parts of Maryland. Similarly, many education graduates teach within the Baltimore City Public Schools System. The School of Education graduates boast a 100 percent pass rate on the PRAXIS II Certification examination. Nursing graduates also continue to pass the NCLEX, annually, at rates of 75 percent, or higher, and fill healthcare professions within the state.

Coppin State University has generated $158 million in total economic impact for local and regional economies. This figure includes direct spending by Coppin faculty, staff, academic programs and operations, and students attending the institution. Every dollar spent by the University and its students produces positive economic benefits. The University generates 1,431 jobs for the local and regional economy.

Coppin has several Memoranda of Understanding (MOU) with local businesses and higher education institutions that demonstrate fulfillment of the mission. Coppin's Ticket to Work program helps students who receive Social Security Disability Insurance (SSDI) or Supplemental Security Income (SSI) return to work. The program provides job readiness skills to disabled and blind individuals and, through a collaborative process, valuable internship and practical training opportunities for students enrolled in the Rehabilitation Counseling Program. Ticket to Work is part of an official Employment Network with the Social Security Administration.

The College of Business partnered with Open Works in an effort to become an internship host and partner of economic development. Undergraduate students from Coppin's College of Business mentor young people on the basics of business administration. Faculty within the College participate in research experiences with students of the University and members of the community.

Institutional Objectives and Outcomes

Addressing the goals in the University System of Maryland (USM) Strategic Plan, USM in 2020: A Call to Action, Coppin aligned its strategic plan to the USM themes and key goals and adopted the following overarching, strategic goals for 2016 to 2020 (revised in 2018):

Increase Enrollment - Recruit, enroll, and retain high school students, working adults, and transfer students who are seeking a degree or certification for career advancement or economic gain.

Academic Innovation - Enhance the academic enterprise and cultivate a robust, enthusiastic faculty to ensure that students engage in the community and graduate, within four years, well-prepared to succeed in careers and other post-graduate opportunities.

Student Experience - Address the needs of our multi-generational student population by creating an environment that supports diversity, equity, and inclusion through learning outcomes, inside and outside the classroom.

External Relationships - Nurture partnerships and opportunities with alumni, stakeholders, industry professionals, corporations, community organizations, and incubator facilities to expand student career paths and networks while strengthening the capacity to raise private dollars and support University priorities.

Resource Development and Stewardship - Develop an infrastructure that supports continuous improvement of human and financial resources and fosters a culture for identifying and obtaining externally-funded grant opportunities and other new revenue streams to achieve the University's stated goals.

Information Technology - Maintain and strengthen IT infrastructure to further enable the current innovative uses of technology for operational and educational excellence.

Assessment - Sustain a culture of institutional effectiveness and quality control by strengthening assessment infrastructures and engaging students, faculty, staff, and other university personnel in student success strategies, activities, and programs.

Data-Supported Decision Making - Maintain a technology infrastructure that supports campus-wide data democratization and the use of analytics to impact learning and effective University operations.

Communications & Marketing - Tell the Coppin story in a way that enhances the public perception of the university to drive enrollment and increase fundraising results while highlighting and promoting research and engagement to garner national attention and leadership.

Finally, the following table provides cursory parallels between the University's goals and their alignment with the State's plan.

CSU Goals MD State Plan
CSU Goals 2018-2020 Crosswalk Among Maryland State Plan Goals 2017-2021
I. Increase Enrollment - Recruit, enroll, and retain, high school students, working adults, and transfer students who are seeking a degree or certification for career advancement or economic gain. I. ACCESS: Ensure equitable access to affordable and quality postsecondary education for all Maryland residents.
Strategy 1: Continue to improve college readiness among K-12 students, particularly high school students.
II. SUCCESS: Promote and implement practices and policies that will ensure student success.
Strategy 5: Ensure that statutes, regulations, policies, and practices that support students and encourage their success are designed to serve the respective needs of both traditional and non-traditional students.
II. Academic Innovation - Enhance the academic enterprise and cultivate a robust, enthusiastic faculty to ensure that students engage in the community and graduate, within four years, well-prepared to succeed in careers and other post-graduate opportunities. II. SUCCESS: Promote and implement practices and policies that will ensure student success.
Strategy 7: Enhance career advising and planning services and integrate them explicitly into academic advising and planning.
III. INNOVATION: Foster innovation in all aspects of Maryland higher education to improve access and student success.
Strategy 9: Strengthen and sustain development and collaboration in addressing teaching and learning challenges.
III. Student Experience - Address the needs of our multigenerational student population by creating an environment that supports diversity, equity, and inclusion through learning outcomes inside and outside the classroom. I. ACCESS: Ensure equitable access to affordable and quality postsecondary education for all Maryland residents.
Strategy 3: Expand efforts to cultivate student readiness, financial literacy, and financial aid for individuals outside traditional K-12 school channels.
II. SUCCESS: Promote and implement practices and policies that will ensure student success.
Strategy 6: Improve the student experience by providing better options and services that are designed to facilitate prompt completion of degree requirements.
IV. External Relationships - Develop partnerships with community organizations, industry professionals, corporations, and incubator facilities to expand student career paths and networks. III. INNOVATION: Foster innovation in all aspects of Maryland higher education to improve access and student success.
Strategy 8: Develop new partnerships between colleges and businesses to support workforce development and improve workforce readiness.
Strategy 10: Expand support for research and research partnerships.
V. Resource Development and Stewardship - Develop an infrastructure that supports continuous improvement of human and financial resources and fosters a culture for identifying and obtaining externally-funded grant opportunities and other new revenue streams to achieve the University's stated goals. I. ACCESS: Ensure equitable access to affordable and quality postsecondary education for all Maryland residents.
Strategy 3: Expand efforts to cultivate student readiness, financial literacy, and financial aid for individuals outside traditional K-12 school channels.
VI. Information Technology - Maintain and strengthen IT infrastructure to further enable the current innovative uses of technology for operational educational excellence. III. INNOVATION: Foster innovation in all aspects of Maryland higher education to improve access and student success.
Strategy 9: Strengthen and sustain development and collaboration in addressing teaching and learning challenges.
VII. Assessment - Sustain a culture of institutional effectiveness and quality control by strengthening assessment infrastructures and engaging students, faculty, staff, and other university personnel in student success strategies, activities, and programs. II. SUCCESS: Promote and implement practices and policies that will ensure student success.
Strategy 6: Improve the student experience by providing better options and services that are designed to facilitate prompt completion of degree requirements.
Strategy 7: Enhance career advising and planning services and integrate them explicitly into academic advising and planning.
III. INNOVATION: Foster innovation in all aspects of Maryland higher education to improve access and student success.
Strategy 9: Strengthen and sustain development and collaboration in addressing teaching and learning challenges.
VIII. Data-Supported Decision Making - Maintain a technology infrastructure that supports campus-wide data democratization and the use of analytics to impact learning and effective University operations. III. INNOVATION: Foster innovation in all aspects of Maryland higher education to improve access and student success.
Strategy 9: Strengthen and sustain development and collaboration in addressing teaching and learning challenges.
IX. Communications & Marketing - Tell the Coppin story in a way that enhances the public perception of the university to drive enrollment and increase fundraising results while highlighting and promoting research and engagement to garner national attention and leadership. III. INNOVATION: Foster innovation in all aspects of Maryland higher education to improve access and student success.
Strategy 9: Strengthen and sustain development and collaboration in addressing teaching and learning challenges.