2022 Maryland
State Plan for
Higher Education
This 2022 State Plan for Higher Education was approved by the
Maryland Higher Education Commission on June 22, 2022.
MSAR #7594
2022 Maryland State Plan for Higher Education
MARYLAND HIGHER EDUCATION COMMISSION
Mary Pat Seurkamp, Ph.D., Chair
Senchal D. Barrolle, Esq.
Vivian S. Boyd, Ph.D.
Lewis R. Brown, Ed.D.
James E. Coleman
Judge Barbara Kerr Howe
Charles McDaniels, Jr.
Karen B. Salmon, Ph.D.
James B. Sellinger, Sr.
Ray Serrano, Ph.D.
Craig A. Williams, Ph.D.
Haleemat Y. Adekoya, Student Commissioner
James D. Fielder, Jr., Ph.D.
Secretary
Lawrence J. Hogan, Jr. Boyd K. Rutherford
Governor
Lt. Governor
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TABLE OF CONTENTS
Introduction.................................................................................................................... 5
Terminology................................................................................................................. 8
Current Principles and Goals in Maryland Law ..................................................... 9
Institutions of Postsecondary Education ..............................................................11
Role of the Maryland Higher Education Commission........................................13
Progress: Student Access and Student Success through Innovation ..........14
Student Access...........................................................................................................14
Student Success..........................................................................................................18
Innovation ..................................................................................................................20
Looking Forward During a Pandemic ................................................................. 21
An Equity Framework and Lens ............................................................................25
2022 Goals, Priorities, and Action Items..............................................................28
Student Access: Ensure equitable access to affordable and high-quality
postsecondary education for all Maryland residents........................................ 29
Priority 1: Study the affordability of postsecondary education in Maryland. .. 29
Priority 2: Examine and improve financial literacy programs for students and
families to encourage financial planning to pay for postsecondary education.34
Priority 3: Analyze and improve systems that inform and evaluate a student’s
academic readiness for postsecondary education.................................................36
Priority 4: Analyze systems that impact how specific student populations
access affordable and quality postsecondary education. ..................................... 39
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Student Success: Promote and implement practices and policies that will
ensure student success..............................................................................................44
Priority 5: Maintain the commitment to high-quality postsecondary education
in Maryland.................................................................................................................45
Priority 6: Improve systems that prevent timely completion of an academic
program.......................................................................................................................52
Priority 7: Enhance the ways postsecondary education is a platform for
ongoing lifelong learning..........................................................................................56
Innovation: Foster innovation in all aspects of Maryland higher education
to improve access and student success................................................................ 58
Priority 8: Promote a culture of risk-taking. .........................................................58
Glossary.......................................................................................................................... 61
References and Additional Resources .................................................................. 64
Contributors.................................................................................................................. 71
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INTRODUCTION
M
aryland has one of the nation’s most honored systems of higher
education. Through the decades of advancement and reform that
have brought Maryland to its current status as a national leader, one
thing has remained constant: the efforts to create and support student access and
student success through innovation. Maryland residents have the opportunity to
benefit from education that enriches their lives and advances their contributions
to civic life, economic development, and the social progress of our state.
Over the last four years, the Maryland higher education sector has exhibited
tremendous leadership and innovation, especially in championing the
postsecondary response to the COVID-19 pandemic. This pandemic has
magnified the necessity for all institutions to be innovative in the delivery of
academic programs to our students and meeting workforce needs. This 2022
Maryland State Plan for Higher Education (“2022 State Plan”) continues to
emphasize student access and student success through innovation.
Governor Larry Hogan has made historic investments in Maryland’s higher
education institutions and places high importance on higher education’s
transformative powers to fuel our vibrant state economy. The pursuit of our
stated goals – student access, student success, and innovation – over the past
four years has resulted in not only increased operational and capital funding, but
most importantly the increase in retention and graduation rates of our students.
Let us also acknowledge the determination and resolve of our students, faculty,
and institutional staff who continue to seek opportunities for intellectual and
personal development to become contributors in their local and global
communities making our state economy that much broader and stronger.
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Source: Maryland Higher Education Commission
The Maryland Higher Education Commission is tasked to develop and
periodically update the State Plan for Higher Education. This document, the
2022 Maryland State Plan for Higher Education, is an update to the 2017-2021
Maryland State Plan for Higher Education.
This 2022 State Plan is written during a time of pivotal change. The present and
future needs for postsecondary education and research throughout Maryland are
currently changing, particularly considering the following:
The COVID-19 pandemic has changed how institutions provide
education to the public and what kind of education is provided.
The expected national decreases in high school graduates beginning
in 2025 will potentially impact undergraduate enrollment.
Advances in technology and changes in the economic
infrastructure will continue to change the needs of the workforce,
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in which postsecondary education will need to adapt with these
changes.
Postsecondary education in Maryland will benefit greatly from an
exercise that evaluates the systemic inequalities of access and
success with the intent to engage innovation to dismantle those
inequalities.
Maryland is fortunate to have an array of public, private, and independent
schools, colleges, and universities in the state. With 14 public institutions of
higher education, 16 community colleges, 20 private and independent
institutions, and over 130 private career schools, Marylanders have access to a
wide range of postsecondary educational opportunities.
This 2022 State Plan includes references to recent reports regarding progress
towards the existing three goals: Access, Success, and Innovation. Additionally,
there is commentary regarding the realities Maryland has faced in light of the
COVID-19 pandemic and current considerations. Before moving into the long
range and short range objectives and priorities for postsecondary education, this
State Plan emphasizes the importance of an equity lens in addressing the goals
and priorities. Finally, specific priorities regarding access and success through
innovation are provided, as well as concrete action items.
This 2022 State Plan complies with Maryland’s equal educational opportunity
obligations under state and federal law, including Title VI of the Civil Rights Act,
and incorporates the goals and priorities for higher education identified in
Maryland law (such as Education Article §10–209 and §12–106).
The primary purpose of this 2022 State Plan is to serve as a guiding document
for postsecondary education in Maryland. It is not a strategic plan for any one
organization, but instead is a document that establishes three primary goals for
postsecondary education in Maryland:
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1. Ensure equitable access to affordable and high-quality
postsecondary education for all Maryland residents.
2. Promote and implement practices and policies that will ensure
student success.
3. Foster innovation in all aspects of Maryland higher education to
improve access and student success.
These goals were established in the 2017-2021 Maryland State Plan for Higher
Education. However, new priorities are presented in this 2022 State Plan as a
reflection of additional and evolving needs for Maryland students. Any
individual or organization that is engaged with postsecondary education in
Maryland, such as state agencies, employers, high school counselors, and state
and federal social services, should consider this 2022 State Plan as a guiding
document for alignment to statewide policies, initiatives, interventions, and
strategic plans. Mission statements for public institutions should be consistent
with this 2022 Maryland State Plan for Higher Education.
Terminology
Included at the end of this document is a glossary of terms. Readers are
encouraged to reference those definitions. Among those terms, it is important
to highlight the distinction between “higher education” and “postsecondary
education.” As set out in Maryland law, “postsecondary education” is defined as
an inclusive term. While this 2022 State Plan has “higher education” in the
formal title, the goals, priorities, and action items presented here are inclusive of
all postsecondary education in Maryland, and the 2022 State Plan uses the terms
“higher education” and “postsecondary education” interchangeably. Similarly,
the terms “institution,” “school,” “college,” “university,” and “campus” are also
used interchangeably throughout this document to describe entities that provide
postsecondary education.
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Current Principles and Goals in Maryland Law
Maryland law establishes specific principles of public higher education (§10–
202), which are provided below. These principles should be considered in
addition to the goals and priorities outlined in this 2022 State Plan.
(1) “The people of Maryland expect quality in all aspects of public
higher education: teaching, research, and public service;
(2) Public higher education should be accessible to all those who seek
and qualify for admission;
(3) Public higher education should provide a diversity of quality
educational opportunities;
(4) Adequate funding by the State is critical if public higher education
is to achieve its goal;
(5) The people of Maryland are entitled to efficient and effective
management of public higher education; and
(6) The people of Maryland are entitled to capable and creative
leadership in public higher education §10–202.”
Additionally, through Maryland law (§10–204), public institutions of higher
education shall:
(1) “Provide postsecondary education to students;
(2) Transmit culture and extend knowledge through general higher
education;
(3) Teach and train students for careers and advanced study;
(4) Protect academic freedom;
(5) Promote civic responsibility;
(6) Enhance economic development of the State through research,
training, and extension services to business and industry;
(7) Provide public services for citizens of the State; and
(8) Assure that women and minorities are equitably represented
among faculty, staff, and administration, so that the higher
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education community reflects the diversity of the State’s
population.”
Last, Maryland law establishes two important goals (§10–205):
(1) “It is the goal of the State that at least 55% of Maryland’s adults
age 25 to 64 will hold at least an associate’s degree by the year
2025.”
(2) “It is the goal of the State that all degree–seeking students
enrolled in a public community college earn an associate’s degree
before leaving the community college or transferring to a public
senior higher education institution.”
The Maryland Higher Education Commission publishes an annual report
regarding our progress toward the 55% completion goal.
Source: Maryland Higher Edu
cation Commission
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Institutions of Postsecondary Education
There are several organizations that represent various common bodies of
postsecondary education that work together with the Maryland Higher
Education Commission (the Commission) to serve the needs of Maryland
students. The University System of Maryland (USM) is the State of Maryland’s
public four-year higher education system composed of 12 degree-granting
institutions. Maryland is also home to two additional public four-year
institutions: Morgan State University and St. Mary’s College of Maryland. Four
of Maryland’s 14 public four-year institutions are historically black colleges and
universities (HBCUs): Bowie State University, Coppin State University, Morgan
State University, and the University of Maryland Eastern Shore.
Maryland's four accomplished HBCUs continue to provide thousands of
students with higher education opportunities. Morgan State University, founded
in 1867 was legislatively designated as Maryland's "preeminent public urban
Research University" in 2017. The University of Maryland Eastern Shore is
recognized as the State’s 1890 land grant institution. Morgan State University
and the University of Maryland Eastern Shore both have achieved the high
Carnegie classification as Research 2 institutions (“Doctoral Universities: High
Research Activity”). Bowie State University, Maryland's oldest HBCU, was
established in 1860, and Coppin State University was founded in 1900. Bowie
State University and Coppin State University both started as higher education
institutions providing teacher preparation programs.
Notably, these four universities were founded to serve African American
students during Maryland’s de jure era of segregation in higher education.
Maryland recently enacted legislation to remedy the last policy traceable to de
jure segregation – unnecessary duplication of the HBCU’s academic programs at
traditionally white institutions in Maryland – and to settle the long-standing court
case challenging that policy. The United States District Court for the District of
Maryland had found that the unnecessary duplication of HBCU programs
exacerbated the racial identifiability of those institutions. Through this
important legislation, Maryland also substantially increased the funding at each
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of the HBCUs for a period of ten years, in part to spur the growth of unique
academic programs at each institution.
The goals, strategies, and action items provided in this 2022 State Plan intend to
support Maryland's continuing efforts to enhance each higher education
institution. Not only is the University System of Maryland charged to "enhance
the historically African American institutions," all organizations must make
explicit efforts to recognize and leverage Maryland's HBCUs as both institutions
that provide high-quality higher education opportunities and as comprehensive
universities with research facilities that support scholarship and innovation.
Maryland is also home to 16 independent community colleges. All community
colleges in Maryland are open access campuses, meaning that there are no
scholastic or academic admission requirements. Each community college serves
their respective jurisdiction in Maryland, with three community colleges serving
multiple jurisdictions. The Maryland Association of Community Colleges
(MACC) serves as the unified voice for Maryland’s community colleges.
In addition to 30 public institutions, Maryland is home to numerous private and
independent degree-granting institutions. The Maryland Independent College
and University Association (MICUA) represents 15 private, nonprofit 4-year
colleges and universities, in which 13 receive State funding. Maryland law
provides that the State’s “private, nonprofit institutions of higher education are
an important educational resource and vital to the provision of postsecondary
education in the State. The State shall continue to provide financial aid as
provided by law to private nonprofit institutions of higher education to foster
this important educational resource (§10-211).”
There are over 130 private career schools currently operating in Maryland. These
schools provide non-degree specialized training in specific fields, such as allied
health, real estate, personal care, and mechanical fields.
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Other institutions in Maryland that serve students include for-profit degree
granting institutions, institutions with a religious exemption, out-of-state
institutions operating in Maryland, out-of-state institutions that provide distance
education to Maryland residents, and regional higher education centers (RHECs).
Role of the Maryland Higher Education Commission
The Commission coordinates and regulates the overall growth and development
of postsecondary education in Maryland. The Commission is overseen by a 12-
person Governor-appointed governing board. A current list of Commissioners
can be found inside the front cover of this publication. Several advisory councils
and committees are responsible for informing and advising the Commission on
issues concerning postsecondary education around Maryland.
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PROGRESS: STUDENT ACCESS AND
STUDENT SUCCESS THROUGH
INNOVATION
T
he reports and statistics below demonstrate the significant growth of
higher education in Maryland over the past several years. A summary of
existing reports and resources are provided below.
Student Access
Since 2017, the Maryland Higher Education Commission has implemented
several statewide scholarships and other financial supports to improve college
affordability, including:
Community College Promise Scholarship
Cyber Warrior Diversity Program
Cybersecurity Public Service Scholarship Program
Richard W. Collins III Leadership with Honor Scholarship
Student Loan Debt Relief Tax Credit Program
Teaching Fellows of Maryland Scholarship
Veterans of Afghanistan and Iraq Conflicts Scholarship Program
Workforce Development Sequence Scholarship
Similarly, according to the January 2021 Southern Regional Higher Education
Board’s (SREB) Maryland College Affordability Profile, “the percentage of
family income required to pay for college in Maryland was slightly lower than the
SREB average” in 2017-18.
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Source:
Southern Regional Education Board
U.S. Department of Education, Integrated Postsecondary Education Data System, Student Financial Aid Files and Directory
Files 2012 and 2017, 12-Month Enrollment Instructional Activity Files 2013 and 2018. American Community Survey Public Use
Microdata Samples 2012 and 2017. Institutional sectors based on SREB-State Data Exchange categories.
Four-Year Institution Type 1: four-year institutions that awarded at least 30 doctoral degrees in five different areas.
Four-Year Institution Type 2: all other four-year institutions.
Net Price: total cost of attendance (includes tuition, fees, room & board, etc.) minus federal, state/local government,
or institutional grant and scholarship aid.
Completing the Free Application for Federal Student Aid (FAFSA) is often a
significant step in paying for postsecondary education. FAFSA completion for
Maryland students has remained fairly stable, with more than 41,000 Maryland
high school students completing the FAFSA in 2021 according to the US
Department of Education FAFSA Completion Data.
Efforts around college readiness have increased with focused attention on dual
enrollment. The Maryland Longitudinal Data System Center’s (MLDS)
dashboard on Dual Enrollment indicates a consistent year-over-year increase in
dual enrollment over the past 10 years.
The Maryland State Department of Education (MSDE) continues to support the
Pathways in Technology Early College High School (P-TECH) programs in
Maryland. P-TECH programs allow high schools to enroll in a targeted program
of study that leads towards a college credential, with the goal of students earning
both a high school diploma and an associate’s degree at the same time.
According to MSDE’s December 2021 report on P-TECH programs, six school
systems offered P-TECH programs during the 2020-2021 school year with over
1,000 students enrolled.
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in high school and college.
Dual enrollment is defined in the Education Article §18-14A-01, Annotated Code of Maryland as student concurrently enrolled
Source:
Maryland Longitudinal Data System Center
In November 2019, MSDE published a “Tool Kit to Determine Students’
College and Career Ready Designation under the College and Career Readiness
and College Completion Act of 2013.” The recently enacted 2020 Blueprint for
Maryland's Future – Implementation legislation (HB1300, SB1000), will likely
lead to changes to the college and career readiness standards established by
MSDE.
MSDE also coordinates statewide Career and Technical Education (CTE)
opportunities. As of January 2019, there are 11 career clusters that help high
school students pair academic knowledge with technical skills for in-demand,
high-skilled, and high-waged jobs. CTE programs of study provide the
opportunity for students to earn industry-recognized certificates, acquire college
credit, and gain work experience.
Enrollment at Maryland’s colleges and universities has remained relatively stable,
with a recent decline likely due to the COVID-19 pandemic. Enrollment
dashboards from the Maryland Higher Education Commission mirror national
trends relative to the COVID-19 pandemic.
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Note: 2021 data are based on preliminary opening fall enrollment reports submitted by institution to the Maryland Higher
Education Commission. Later figures may reflect different enrollment counts. 2020 and prior years’ data are based on the final
Enrollment Information System files submitted as of the institution’s official census date.
Source: Maryland Higher Education Commission
There have been a number of recent programs that support and encourage
college enrollment such as:
3D Scholars Program
Achieving Collegiate Excellence & Success (ACES) Program
MSDE College Application Campaign
Terp Young Scholars
The Maryland 529 Plan (previously named the Maryland Savings Plan) is also a
great opportunity for families to invest in a college trust or investment plan.
According to the 2020 Maryland 529 Annual Report, accounts were held on
behalf of 258,977 unique beneficiaries in Maryland.
Last, new financial literacy programs are intended to help students understand
financial skills, such as the UMBC Money Smart Week and the CASH Campaign
of Maryland.
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Student Success
To enhance student success over the past several years, Maryland has made
various improvements to existing policies and procedures. These include
changes in statewide regulations, policies, and practices.
For example, targeted campaigns specific to near completers – individuals who
have completed more than 75% of either an associate’s or bachelor’s degree –
have been implemented at many of the colleges and universities in Maryland.
The Commission has also implemented a statewide campaign to help students
find a college to finish their program of study and apply for financial aid using
the Maryland Near Completer Grant.
The Commission has made significant changes to regulations, including:
Removing unnecessary barriers for institutions to offer academic
programs via distance education.
Establishing financial guarantee requirements for for-profit
institutions to expand student protections when schools close.
Revising regulations regarding program offerings at regional higher
education centers.
Establishing a fund to pay for certain attorney fees and costs for
attorneys that represent students in a Title IX Proceeding.
Implementing procedures for evaluating for-profit status for
certain institutions.
Establishing the Maryland State Financial Aid Application
(MSFAA) for students that are ineligible to complete the FAFSA.
More recently, the Commission is in the process of adopting statewide
regulations regarding the transfer of credits or courses to ensure successful
implementation of the Transfer with Success Act of 2021 (HB460/SB886).
Additionally, the University System of Maryland will be making significant
changes to the transfer platform currently known as ARTSYS.
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Motivated by the COVID-19 pandemic, the Office of Student Financial
Assistance (OSFA) has fully transitioned to accepting electronic copies of
required documents for the processing of State financial aid. This practice has
increased the Office’s ability to process applications in a timely manner and has
eliminated the need for individuals to mail documents to the agency.
Recent analyses indicate that completing college pays off. The 2020 Career
Preparation Expansion Act Report from the Maryland Longitudinal Data System
Center (MLDS) notes in the executive summary “high school graduates who
earned a bachelor’s degree had median quarterly wages that were almost $4,000
higher than the overall population and resulted in a quarterly wage that was
$2,300 higher than the living wage. Certificate and associate’s degree earners also
had median quarterly wages higher than the overall population by $1,700 and
$960, respectively.” The 2021 report has a supplemental report that highlights
some early trends in wages in the context of the COVID-19 pandemic.
Source: Maryla
nd
Longitudinal Data System Center
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Innovation
Maryland continues to be on the cutting edge with academic programs. For
example, as big data becomes more accessible and integrated into business
operations, several institutions have implemented data science programs at the
undergraduate and graduate level. Additionally, training in drone technology and
aviation has become increasingly popular. These are only some examples of
innovative and cutting edge academic programs to meet the needs of the 21
st
century workforce.
According to the 2020 report by the National Academy of Inventors and the
Intellectual Property Owners Association, the Johns Hopkins University and the
University of Maryland continue to be in the top 25 worldwide universities that
have been granted United States utility patents.
Research activity continues to grow in Maryland. Six of our public colleges and
universities have a Carnegie Classification of either very high research activity or
high research activity: Johns Hopkins University, University of Maryland-
Baltimore County, University of Maryland-College Park, Morgan State
University, University of Maryland Eastern Shore, and the University of
Maryland, Baltimore.
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LOOKING FORWARD DURING A
PANDEMIC
B
eginning in March of 2020, higher education in Maryland was quickly
challenged to respond to the COVID-19 pandemic in several ways.
First, the safety of students, faculty, and staff became top priority.
Campuses needed to quickly identify “essential workers” relevant to an airborne,
highly contagious, respiratory infection. When Maryland’s Governor Hogan
declared a State of Emergency by mid-March, campuses significantly limited on-
campus operations, including the necessary pivot to remote learning and the
closure of student housing. MHEC began to (and, at time of this publication,
continues to) convene a biweekly meeting with institutional leadership and health
experts to share challenges, best practices, and obtain guidance regarding the
COVID-19 pandemic. Generally, campuses remained open and operational, but
embraced a remote working and learning environment.
As such, campuses needed to continue to provide educational services remotely
– meaning, students and faculty had to engage with one another using the
internet and various virtual platforms. Faculty who had no experience teaching
remotely were challenged to shift their teaching strategies to a remote
environment. Similarly, students who had never learned remotely were
challenged to engage with peers, learn course material, and be assessed in new
and novel ways. Student services that provided essential resources were also
challenged to continue providing those services, such as writing and tutoring
centers. All of this was dependent on access to appropriate technology (laptops,
computers) and reliable internet access (broadband internet). Students who were
unable to return “home” (e.g., international students, students that consider
student housing “home”) were allowed special provisions to remain on campus
until a long-term solution was identified.
Many private career schools paused their educational training for a short time.
Once clarity regarding limited indoor capacity was provided at the local level and
safety protocols (e.g., masking, hand sanitizing) were circulated, private career
schools reopened their facilities and continued to offer their specialized training.
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Specific academic programs worked with specialized accreditors and licensing
boards to ensure that remote education (even temporary) would be acceptable
and in what capacity.
At the same time, campuses were also leveraged as a critical statewide resource.
Under the Maryland Institute for Emergency Medical Services Systems
(MIEMSS), students studying to be nurses or respiratory therapists were eligible
for emergency credentials to work. Over 1,500 students applied for the
emergency credentials in an effort to support the surge of COVID-19 patients in
hospitals and healthcare facilities. Campuses identified essential programs of
study that either required continued in-person instruction (e.g., health programs)
or provided direct training that aided in critical workforce needs (e.g.,
Commercial Driver's License training for continued supply chain resources).
Campuses also became central testing sites and physical locations that state and
local health departments could utilize. As vaccinations became more accessible,
campuses held community events to expand vaccination efforts.
Remote operations and remote education continued into the 2020-2021
academic year. With the exception of specific instruction and experiences that
merited students and instructors to meet in-person (e.g., lab-based courses,
specialized assessments, etc.), most but not all of higher education in Maryland
remained remote. Faculty were provided extensive professional training on
remote teaching, while student orientations covered essential skills in remote
learning. Campuses made significant investments to their information
technology structures, such as expanding the resources available through their
learning management systems, improving advising resources, and ensuring
students had reasonable access to remote student services.
With additional Federal and State funding, many campuses purchased laptops for
students to borrow, portable internet hotspots for students with unreliable
internet access, and other technology to ensure students continued to have
access to high-quality education.
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Some campuses did return to in-person instruction and opened student housing,
but with limited capacity and regular, on-going COVID-19 testing. Campuses
worked closely with local health departments to ensure compliance with
statewide and county-based mandates, guidelines and coordinated efforts
regarding contact tracing.
By late Fall 2020, vaccines were approved by the U.S. Food and Drug
Administration for emergency use. While the distribution of vaccines was
prioritized for individuals in healthcare settings, campuses began to consider
vaccine mandates and guidelines for the 2021-2022 academic year. By the end of
Spring 2021, campuses increased in-person activities, including limited capacity
graduation ceremonies. With vaccines becoming more accessible, all public 4-
year institutions announced that vaccines would be required for the 2021-2022
academic year (with medical and religious exemptions allowed). Many of the
private and independent schools, colleges, and universities followed with similar
mandates and guidelines. For the Fall 2021 semester, many campuses returned
to in-person operations with the understanding that there may be a need to pivot
back to remote operations should an outbreak or surge in COVID-19 cases
occur. Campuses handled such occurrences on a case-by-case basis and worked
with local health officials to address relevant issues.
Before the pandemic, many schools, colleges, and universities provided remote
instruction in a limited capacity. Many campuses did not have the capacity to
offer the array of in-person student services remotely. However, the COVID-19
pandemic provided campuses with an opportunity to invest in tools that can
support remote instruction and remote operations.
While higher education has had to pivot, so too has the general workforce.
Companies have had to reconsider their operations and allow employees to work
remotely to ensure their safety and well-being. The economy and its workforce
have changed, which brought changes to some industries. Campuses will need to
evaluate the utility of specific training and provide education that meets a post-
pandemic workforce.
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Additionally, it is clear that the COVID-19 pandemic has taken a toll on the
general population’s mental health. Higher education will need to be responsive
to this in at least three ways: (1) expanding programs that train mental health
professionals; (2) providing mental health resources to students, faculty, and
staff; and (3) accommodating the impact of mental health crises on student
performance. The COVID-19 pandemic has led to physical distancing, which in
turn has significantly limited social interactions. Learning, in many ways, is
dependent on such social interactions. Higher education in Maryland will need
to be cognizant of this dynamic to fully support students and maintain high-
quality education.
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AN EQUITY FRAMEWORK AND LENS
A
s of 2020, Maryland is the fourth most diverse state in the nation
according to the United States Census Bureau’s Diversity Index. More
specifically, there is a 67.3% probability that two people chosen at
random will be from different race and ethnicity groups.
Maryland has a dynamic and diverse population. Therefore, equity in higher
education must be a central focus that goes beyond a simple diversity metric or
diversity statement. For the purposes of this 2022 Maryland State Plan for
Higher Education, equity is less about a statement and more about:
Completing the work to ensure that all students have the opportunity
to be successful in their educational goals; and
Measuring and evaluating results, including the success or failure of
specific initiatives that lead to equitable and inclusive outcomes.
It is important to distinguish between “equality” and “equity.” The two
concepts are related but have significantly different implications for policies,
initiatives, and interventions. As many organizations note, equality is about
giving everyone the same opportunity, whereas equity is about giving what is
needed to be successful, which can differ from student to student. It is
important to recognize that not every individual seeking postsecondary
opportunities starts with the same knowledge, abilities, skills, and resources.
Public higher education in Maryland has existing legal obligations that directly
reflect the elements of equity and diversity. Specifically, “public institutions
shall… assure that women and minorities are equitably represented among
faculty, staff, and administration, so that the higher education community
reflects the diversity of the State’s population (§10–204).” Similarly, “the
University System of Maryland shall… increase access for economically
disadvantaged and minority students (§10–209).”
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Many of the schools, colleges, and universities in Maryland have adopted equity
statements and initiatives, which are applauded and recognized. This 2022 State
Plan reflects a commitment for Maryland to do the work of equity and measure
the effectiveness of that work.
As part of a statewide diversity goal, this 2022 State Plan challenges all
organizations that touch postsecondary education in Maryland to create
initiatives around the goals, priorities, and action items outlined in the 2022 State
Plan with an “equity lens.” Each priority and action item must be taken on with
a consideration of the unique and special populations that an organization
serves. Institutions should have measurable outcomes to evaluate the equity of a
given policy, initiative, or intervention.
As the following priorities are considered, there are some immediate action items
specific to leveraging an equity lens. These equity-focused action items are
important to the diversity goals for Maryland. First, it will be important to
identify special populations of interest. The most common variables used to
evaluate equity gaps are race and ethnicity, gender, and age. Some populations
are harder to identify than others with existing data mechanisms, which may
mean a college or university will need to advance and improve how a group of
individuals are identified and/or categorized. Other categorizations, such as
students with disabilities, Veterans, socioeconomic status, students who are the
first generation in their immediate family to attend college, non-native English
speakers, etc., should be considered.
And, to further evaluate equity gaps, it may be helpful to take multiple categories
into consideration, such as the cross-sectional attributions of race and ethnicity
with age and gender. Disaggregating specific outcome data by specific
subpopulations on a regular basis can help to explicitly identify gaps between
specific groups of people.
Second, data can help campuses implement ways to eliminate gaps or evaluate
recent initiatives that may have created gaps or diminished gaps. Such data also
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can be used to identify successful programs and best practices that can be
replicated.
Last, it is worth noting that when thinking about initiatives with an equity lens, it
is important to consider not only the students the campus intends to serve, but
perhaps, more importantly, the students the campus currently serves.
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2022 Maryland State Plan for Higher Education
2022 GOALS, PRIORITIES, AND
ACTION ITEMS
The 2022 Maryland State Plan for Higher Education continues the same
three goals presented in the previous plan:
GOAL 1: STUDENT ACCESS
Ensure equitable access to affordable and high-quality
postsecondary education for all Maryland residents.
GOAL 2: STUDENT SUCCESS
Promote and implement practices and policies that will ensure
student success.
GOAL 3: INNOVATION
Foster innovation in all aspects of Maryland higher education to
improve access and student success.
Below is detailed information regarding the present and future needs for
postsecondary education and research throughout Maryland, the present and
future capabilities of the different institutions and segments of postsecondary
education in Maryland, and the long range and short range priorities for
postsecondary education and methods and guidelines (action items) for
achieving and maintaining these goals and priorities.
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STUDENT ACCESS:
ENSURE EQUITABLE ACCESS TO
AFFORDABLE AND HIGH-QUALITY
POSTSECONDARY EDUCATION FOR
ALL MARYLAND RESIDENTS.
Priority 1: Study the affordability of postsecondary education
in Maryland.
T
he 2017-2021 State Plan for Higher Education held the tagline “Student
Success with Less Debt.” The previous plan highlighted relevant
existing or potential initiatives regarding student access, student success,
and innovation. Now is the time to study the impact of various financial
initiatives on student access and student success.
The cost of higher education is often a real or perceived barrier to accessing
higher education. The Higher Education Fiscal 2023 Budget Overview,
prepared by the Maryland Department of Legislative Services, notes that for
Maryland’s community colleges “according to the College Board, for the 2021-
2022 academic year, the average rate for Maryland [tuition] was $4,826, making it
the twentieth (excluding Alaska) most expensive in the country with 7
competitor states having higher rates.” For Maryland public 4-year institutions,
“According to the College Board, when compared to all states, at $10,240,
Maryland is in the middle of states (twenty-fifth) for the expensiveness of tuition
and fee rate. This rate is also below the national average of $10,816 and that of
seven competitor states.” For the past several years, Governor Hogan has
implemented plans to cap tuition increases at the public 4-year institutions.
Although the cost of higher education in Maryland is on par with the national
average, the question remains: Is higher education in Maryland affordable?
Scholarships and grants certainly help offset the costs for students and families.
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Maryland invests more than $120 million a year in scholarships and grants. Over
26 different state-supported scholarship and grant programs provide financial
assistance, including need- and merit-based scholarships intended to meet 100%
of the financial need for full-time undergraduates from low-income households.
These State-supported scholarships and grants are in addition to the Federal
financial aid students can access and other scholarship and grant opportunities
offered by the institutions or other organizations. Undoubtedly, scholarships
and grants can help make postsecondary education affordable.
Loan Assistance Repayment Programs (LARPs) provide the option to make
education more accessible. LARPs provide financial aid in the form of a
forgivable loan in return for work or service in a particular field. In Maryland,
there are LARP programs for individuals who provide public service in Maryland
(such as lawyers, nurses and other health professionals, and teachers),
prosecutors and public defenders, former foster care recipients employed by
Maryland government, physicians, and dentists. LARPs and student loan
assistance repayment plans may incentivize students to pursue public service,
particularly in fields where public sector salaries are outpaced by private industry.
In addition to these state-based financial assistance programs, there have been
other recent initiatives to help manage the cost of higher education. Employers
often provide tuition remission for postsecondary education opportunities,
particularly when the additional education benefits the organization. A 2019
Employee Benefits Survey conducted by the Society for Human Resource
Management found “More than half (56%) of employers offer tuition assistance
for employees pursuing degrees.” Similarly, the most recent CARES Act
legislation from the federal government extends the provision that allows
employers to make tax-free contributions of up to $5,250 a year towards an
employee’s student debt (an initiative that the Maryland Higher Education
Commission had been working on with federal colleagues for several years). The
same report from the Society for Human Resource Management found that the
number of companies that provide student loan repayment programs “have risen
from 4% in 2018 to 8% in 2019.” There is a potential increase in the number of
employers offering student loan assistance repayment plans.
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Along with existing financial aid assistance programs, institutions of higher
education are pursuing innovative ways to minimize the financial barriers to
higher education. Some of these recent initiatives, which have been previously
discussed or will be discussed in detail, include: dual enrollment, which has
increased significantly over the past five years; P-TECH programs; clarifying
statewide standards related to the transfer of credits and courses; and expanding
credit for prior learning opportunities, including collaborations with
Apprenticeship Sponsors.
A pay-per-credit option, as opposed to standard full-time tuition rates, may help
make postsecondary education more affordable by capping the overall cost of a
degree or program. Under the standard full-time tuition rate, a student pays the
same full-time tuition whether the student is taking 12 or 18 credits in a
semester. Students taking 12 credits per semester toward a 60-credit associate’s
degree or 120-credit bachelor’s degree will take longer to graduate than a student
taking 18 credits per semester at the same institution, leading to significantly
increased costs under the standard tuition model. A pay-per-credit model would
reduce those costs and allow for greater flexibility in higher education.
Similarly, some institutions, like Purdue University, have implemented an
“Income Share Agreement,” by which students receive funding from the
institution and, upon leaving school, the students pay a fixed percentage of their
income for a set number of years. This kind of financial programming may
attract students who would otherwise be hesitant to consider a postsecondary
credential due to a perception that there is a limited financial return on
investment. Institutions that offer Income Share Agreements are making an
investment in their students by committing to their students that there will be a
financial return on the investment.
In Maryland, Capitol Technology University, a private nonprofit institution, has
recently adopted the “Capitol Technology University Commitment.” Students
who are unable to obtain at least one job offer in engineering, engineering
technology, computer sciences, information technology, or business within 90
days of graduation will be provided up to 36 additional undergraduate credits —
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tuition-free — while they continue their job search. This challenges Capitol
Technology University to ensure that their undergraduate academic programs
align with industry needs and prioritizes a student’s ability to obtain an industry-
related job post-graduation.
As noted in the 2017-2021 State Plan for Higher Education, Open Educational
Resources (OERs) can lower the cost of attendance. Creative Commons is a
popular platform for housing OERs and defines OERs as “teaching, learning,
and research materials that are either (a) in the public domain or (b) licensed in a
manner that provides everyone with free and perpetual permission to engage in
the 5R activities.” The 5R activities include retain, reuse, revise, remix, and
redistribute. Many campuses in Maryland encourage faculty to develop courses
that utilize OERs, which in turn lowers the cost by not requiring students to pay
for textbooks.
Currently, it is unclear whether these kinds of initiatives – scholarships, grants,
tuition reimbursement, student loan assistance repayment programs, pay-per-
credit options, income share agreements, open educational resources, etc. – help
diminish financial barriers to accessing higher education, particularly in
Maryland. A collection of studies specific to Maryland that address various
college affordability elements are likely to help better understand the financial
barriers that prevent students from accessing higher education. Policymakers
and Marylanders at large also would benefit from such studies regarding the cost
of attendance. The following action items can be implemented by institutions of
higher education, other organizations, or within State government to “study the
affordability of postsecondary education in Maryland.”
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2022 Maryland State Plan for Higher Education
ACTION ITEMS
Priority 1: Study the affordability of postsecondary education in Maryland.
Define “affordable” in the context of postsecondary education, focusing on
affordability within specific subpopulations.
Identify the cost of postsecondary education, including the potential of missed
income while enrolled and consider non-tuition ancillary costs.
Identify financial assistance programs that help pay for postsecondary
education.
Identify, evaluate, and address equity gaps in students accessing financial
assistance programs.
Evaluate the success of financial assistance programs.
Consider innovative and alternative ways to keep postsecondary education
affordable (without compromising high-quality education).
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Priority 2: Examine and improve financial literacy programs
for students and families to encourage financial planning to
pay for postsecondary education.
A
s noted earlier (see section 2), significant progress has been made in the
way of educating Maryland’s primary and secondary students in
financial literacy. The Maryland State Department of Education
(MSDE) has six literacy standards for students in grades 3-12. MSDE’s 2019-
2021 Personal Finance Literacy Education Report highlights how local school
systems have implemented these standards. Several colleges and universities
have actively engaged with local school systems to host events (e.g., Hood
College), provide a college-level dual enrollment course (e.g., College of
Southern Maryland), or provide curriculum for teachers (e.g., University of
Arizona).
Maryland is well-positioned to extend these initiatives beyond the Maryland State
Department of Education and into postsecondary institutions. A 2019 report
conducted by Silver Canady & Associates suggests six recommendations “for
postsecondary institutions to accelerate the presence, reach, and effectiveness of
student financial education efforts while also enhancing the professional field.”
The report also notes a distinction between financial aid planning (which may
include a broad range of financial matters that go beyond finances and
postsecondary education) and financial decision-making. Not all students take
advantage of traditional financial aid, such as federal financial aid. Therefore,
targeted financial planning programs must be expanded to include
subpopulations of students that may not be aware of such planning services.
In addition to expanding financial literacy opportunities to all students – not only
those seeking financial aid – there are opportunities to educate campus-based
professionals on financial literacy. The CASH Campaign of Maryland (Creating
Assets, Savings, and Hope) is a nonprofit organization that provides various
financial services, such as tax preparation, financial coaching and planning, and
benefits screening to individuals. Additionally, the CASH Campaign of
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Maryland also provides staff training opportunities to organizations regarding
financial literacy.
ACTION ITEMS
Priority 2: Examine and improve financial literacy programs for students
and families to encourage financial planning to pay for postsecondary
education.
Identify and implement ideas and programs to support efforts regarding the
MSDE Financial Literacy Standards.
Educate all students on how to best pay for college prior to enrollment.
Identify, initiate, and implement programs and initiatives to provide
professional development regarding financial literacy to all student touch-points
(such as faculty, high school counselors and academic advisors), not just staff in
traditional financial aid offices.
Engage students and recent alumni in the development and dissemination
of financial literacy tools to prospective students.
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Priority 3: Analyze and improve systems that inform and
evaluate a student’s academic readiness for postsecondary
education.
M
aryland is home to numerous open-access institutions, meaning
these campuses are nonselective in their admission standards (in
contrast to institutions that engage in selective admissions, whereby
students that meet the minimum admission criteria are not guaranteed
admissions to the college or university). Regardless of admission standards, not
all students who enroll are considered “college-ready,” and campuses are often
challenged to ensure that students are academically ready for college-level
coursework. Therefore, many campuses adopt testing procedures in order to
implement remedial or developmental coursework to assist students who need
additional academic supports. Sometimes developmental or remedial courses are
provided as co-requisite courses, meaning a student takes the developmental or
remedial course at the same time as the college-level course. Other times,
developmental or remedial courses are provided as pre-requisite courses,
meaning a student takes the developmental or remedial course before the college-
level course.
One challenge around determining “college-readiness” is which tests and scores
are used to evaluate college readiness. A 2021 report regarding assessment tools
indicates that using multiple measures to evaluate a student’s readiness is
becoming more common.
Source: Maryland Higher Education Commission
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The Maryland Association of Community Colleges (MACC), on behalf of all 16
Maryland community colleges, annually enters into a Memorandum of
Understanding (MOU) with the Public School Superintendents’ Association of
Maryland (PSSAM). The MOU identifies college readiness placement scores for
all community colleges on a number of examinations. While this is an important
first step in ensuring that the same metrics are used at all community colleges, all
postsecondary institutions should convene to identify criteria for evaluating
college readiness, complementing and mirroring many of the same measures
used by MSDE. Relatedly, the Blueprint for Maryland's Future is an important
piece of legislation to consider. The legislation redefines college and career
readiness and the steps that MSDE must take to support students in earning
college and career readiness status.
Maryland could greatly benefit from a reevaluation of the models and
assumptions about what constitutes readiness to learn, succeed, persist, and
ultimately secure employment. Measures and definitions regarding college-
readiness should be evaluated in the context of specific student populations,
such as adult and returning students who are not enrolling directly from high
school.
Institutions that are not open-access often leverage admissions requirements to
ensure that students are college-ready (e.g., using the same standardized tests that
determine “college-readiness” at an open-access institution for the purposes of
admissions to a non-open-access institution). However, institutions with
admissions policies are not precluded from admitting students that may not be
“college-ready.” Competitive colleges with admissions criteria are admitting
students who show great promise but may lack specific academic preparation
experiences or skills. This is seen as an explicit equity practice because not all
potential students come with the same secondary educational opportunities.
Campuses that recognize this equity gap are adjusting admissions practices and
implementing support structures, like remedial courses or summer bridge
programs, for students who need additional academic resources to be successful.
Even in the absence of leveraging admissions criteria to determine college
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readiness, admission practices in general may create barriers for students who
have the experiences, abilities, skills, and knowledge to be successful.
Opportunities in high school can help bridge the skills gap students may have
before entering postsecondary education. MSDE has adopted a progression of
work-based learning experiences in which career exploration can start as early as
elementary school and into middle school, and career preparation starts in
middle school and continues into high school. Opportunities like dual
enrollment, career preparation with youth apprenticeships, and Career and
Technical Education (CTE) programs are excellent ways for students to engage
with college and career opportunities to demonstrate aptitude and readiness to
excel in postsecondary education. The Blueprint for Maryland’s Future expands
these opportunities by having high school students participate in dual
enrollment, early college, and CTE in grades 11 and 12.
ACTION ITEMS
Priority 3: Analyze and improve systems that inform and evaluate a
student’s academic readiness for postsecondary education.
Develop a statewide definition of college readiness.
Reevaluate models and assumptions about what constitutes readiness to
learn, succeed, persist, and ultimately secure employment.
Support dual enrollment opportunities.
Support career exploration opportunities in middle school and career
preparation during high school, such as youth apprenticeships and programs that
utilize federal funding.
Engage with recent high school graduates and young adults to better identify
barriers to access.
Consider how admission practices may or may not benefit certain student
populations and determine the purpose of admissions criteria.
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Priority 4: Analyze systems that impact how specific student
populations access affordable and high-quality postsecondary
education.
O
ur Maryland colleges, universities, and postsecondary schools are
systems of their own accord and function within larger systems.
These structures, while necessary, likely create unseen challenges for
unique student populations. For example, first-generation students, by
definition, will be the first in their family to attend college, and they may be
navigating a system that is unfamiliar to them and (potentially) their immediate
support network. This is one reason why high school counselors and
community leaders are so important to first-generation students. For example,
without explicit instruction or advice, a first-generation student may not
understand the importance of attending a campus open house. Yet, campus
open houses often provide clarification on admissions protocols, identify
appropriate points of contacts on the campus (such as financial aid advisors),
and identify academic programs. This is valuable information that helps students
navigate campus-specific requirements and choose a campus that best fits their
needs and interests. Therefore, it is not enough for a campus simply to hold an
open house for potential students; campuses should examine whether they are
effectively reaching all potential students, particularly first-generation students,
and take action to close identified gaps.
In addition, students may not be familiar with the Free Application for Federal
Student Aid (FAFSA) or understand how important it is to complete the FAFSA
to be eligible for Federal and State financial aid. This may be further exacerbated
with first-generation students, who may not have the social supports or
knowledge on how to navigate the FAFSA. Recent dashboards regarding Pell
grant recipients (federal funding) indicate that “around 30% of Maryland
undergraduate students receive Pell grants, which is slightly lower than the
national average of 34%.”
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Source: Maryland Higher Education Commission
The FAFSA not only determines eligibility for Federal financial aid, but the
Commission (like many other states) has an agreement with the US Department
of Education to obtain FAFSA data when a student indicates a Maryland college,
university, or applicable postsecondary school on the FAFSA form. The
Commission’s Office of Student Financial Assistance (OSFA) then uses that
information to make an initial determination of eligibility for Maryland specific
state financial aid.
MHEC awards over $120 million dollars in State financial aid every year, and
eligibility often starts with completing the FAFSA. The importance of educating
students, and particularly first-generation students, about completing the FAFSA
cannot be overstated: Without the FAFSA, students will either use cash (out-of-
pocket) or credit (private loans) to pay for college. To ensure all interested
students are evaluated for eligibility for State-based financial aid, Maryland has
created the Maryland State Financial Aid Application (MSFAA). MHEC
implemented the MSFAA to assist students that are not eligible to complete the
FAFSA. High school students that miss the opportunity to learn about the
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FAFSA and MSFAA are experiencing explicit barriers to access postsecondary
education.
Physical proximity to educational institutions also can pose challenges for
Maryland students to access affordable higher education. While Maryland is
home to over 50 in-state institutions, several out-of-state institutions with
physical presence in the state, and over 130 private career schools, there are still
local jurisdictions in Maryland without a postsecondary campus within the
jurisdiction’s borders. To alleviate these gaps, Maryland has been successful in
operating several regional higher education centers (RHECs). These RHECs are
physical spaces that an existing institution can use to provide academic
programing outside the main campus. For example, the University System of
Maryland at Hagerstown is a RHEC located in Hagerstown, a city in Western
Maryland. The University System of Maryland at Hagerstown is home to 13
undergraduate and eight graduate programs offered at existing institutions, such
as an undergraduate Nursing program (offered by Towson University) and a
Social Work undergraduate and graduate program (offered by Salisbury
University). Instead of students needing to relocate to Baltimore or the Eastern
Shore for these programs, they can stay local in Western Maryland to complete
their program of study and likely meet an immediate workforce need for the
local community. Institutions can leverage RHECs to offer existing programs to
students who are unwilling or unable to relocate to their main campus. Similarly,
institutions that leverage RHECs may be able to attract faculty and staff who are
similarly unwilling or unable to relocate for employment. To enhance these
opportunities, institutions should conduct a cross analysis of workforce need in
specific communities and the current academic programs offered at their main
campus.
Institutions also can enhance access and affordability by utilizing different
modalities and innovative scheduling. Responses to the COVID-19 pandemic
demonstrated that students’ ability to access postsecondary education often
depends on technology. The conversion to remote learning with asynchronous
learning models was very common in the fall semester of 2020 in response to the
COVID-19 pandemic. While campuses contemplate the continued use of
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remote learning modalities (either synchronous, asynchronous, or “hy-flex”),
these changes will likely attract enrollment from new student populations that
previously were unable to access postsecondary education. MHEC has focused
on improving both access and success through the deployment of innovative
online delivery modalities. MHEC altered processes and suspended fee
structures to improve flexibility and support institutional pivots to online
distance education during the COVID-19 pandemic.
Similarly, campuses can analyze their schedules and adjust to student demands
and needs. The traditional fall and spring schedules are becoming less common,
with “mini-mesters” and 8-week intensive courses becoming more popular. The
inclusion of evening and weekend schedules allows students greater flexibility to
balance other demands on their lives (e.g., work schedules, child care availability,
access to transportation, etc.). Block scheduling or structured scheduling, in
which students take courses in a predictable fashion or with a specific cohort of
students, may assist students in maintaining schedule stability from one semester
to another (and may create unintentional benefits like positive cohort dynamics).
Campuses should evaluate how the modality of their academic programming and
the schedules they utilize may impact student enrollment in specific courses.
Initial analyses indicate a decline in enrollment during the COVID-19 pandemic.
Coupled with an expected 2025 decline in high school graduates, campuses
should be cognizant of the potential long-term overall decline in enrollment.
Campuses should consider these enrollment trends and strategically plan to
address them. Additional action items related to enrollment can be found in
Priority 7: Enhance the ways postsecondary education is a platform for ongoing
lifelong learning.
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ACTION ITEMS
Priority 4: Analyze systems that impact how specific student populations
access affordable and high-quality postsecondary education.
Consider how first-generation students navigate the higher education
“system” for the first time (e.g., challenges/resistance in filling out the FASFA or
MSFAA).
Leverage RHECs to offer relevant and accessible academic programs to
address education deserts in Maryland, reduce costs associated with student
relocation, and meet local workforce needs.
Evaluate the use of different learning modalities (without compromising
academic quality) as a way to attract students not otherwise able to access
postsecondary education.
Examine how specific scheduling structures may prevent students from
accessing postsecondary education.
Incorporate enrollment trends and projected enrollments in long-term
strategic planning.
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STUDENT SUCCESS:
PROMOTE AND IMPLEMENT
PRACTICES AND POLICIES THAT WILL
ENSURE STUDENT SUCCESS.
S
tudent success is synonymous with Maryland’s success. Attracting
students to our campuses is a critical first step; we also need to ensure
that students are successful once they arrive. Success can be defined in a
number of ways: student retention, completion of an academic program, less
student debt, and workforce outcomes. Much like the access priorities, the
following student success priorities are intended to provide direction to all
entities involved in postsecondary education that are committed to student
success.
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Priority 5: Maintain the commitment to high-quality
postsecondary education in Maryland.
M
aryland is home to over 200 colleges, universities, and postsecondary
schools as either in-state or out-of-state institutions, providing in-
person, remote instruction or both. We know that all campuses are
committed to providing a high-quality postsecondary education in Maryland.
Degree-granting institutions have a unique mission with goals and objectives
consistent with the purposes of higher education and the philosophy of the
institution’s board. The institutional mission should indicate the institution’s
identity, constituencies served by the institution, and the institution’s
instructional program emphasis. Academic programs and the general operation
of the institution should be consistent with the mission of the institution.
Missions should demonstrate a commitment to high-quality postsecondary
education to ensure every student is successful. It is important that our
Maryland institutions support one another (as opposed to compete with one
another) in their unique identity and missions. Institutional missions are
reviewed for congruency with MHEC’s State Plan.
With a fast-changing economy, campuses are constantly working to update
academic programs to meet industry needs and ensure a quality workforce,
support faculty development, consider innovative credentialing models, and
provide low-risk high-reward experiential learning opportunities for self-
exploration and career development. Need analysis and demonstrated market
demand can help to ensure that academic programs are relevant to student
success.
By regulation, campuses should demonstrate a critical and compelling regional or
statewide need (present and future) before requesting a new academic program
or proposing substantive changes to an existing program. There are several
types of need:
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1) The need for the advancement and evolution of knowledge.
2) Societal needs, including expanding educational opportunities and
choices for minority and educationally disadvantaged students at
institutions of higher education.
3) Occupational and professional needs relative to upgrading
vocational/technical skills or meeting job market requirements.
4) The need to strengthen and expand the capacity of historically black
colleges and universities to provide high-quality and unique educational
programs.
Market demand (different from need) is another consideration when
implementing a new academic program or changing an existing program,
particularly for non-liberal arts and sciences programs. It is important that
students have a reasonable opportunity for a job upon completion of a degree.
Market demand can be operationalized as the availability of openings in the job
market to be served by the new program. Data regarding market demand may
include workforce and employment projections prepared by the Maryland
Department of Labor, Bureau of Labor Statistics, Census Data, the Maryland
Department of Commerce, accrediting organizations, licensing boards, and
professional and trade associations. The Maryland Department of Commerce
currently identifies ten key industries for Maryland:
o Aerospace and defense;
o Advanced manufacturing;
o Agribusiness;
o Life sciences;
o Cybersecurity and IT;
o Distribution and logistics;
o Energy and sustainability;
o Financial services;
o Military and federal, and
o Tourism.
Two new dashboards from the Maryland Department of Labor, one on
occupations and one on industries, analyze data to examine employment,
growth, wages, employment concentration, and more.
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In addition, recently collected, existing, or new market surveys containing
quantifiable and reliable data from prospective employers on the education and
training needs of their workforce and the anticipated number of vacancies can
shed light on the specific market demand for skilled employees. A market
demand analysis should also consider the current and projected supply of
prospective graduates of existing programs in the state and region.
Demonstrating need and market demand for emerging fields can be particularly
difficult. Campuses should work with the Maryland Department of Commerce
and local chambers of commerce to better understand local workforce needs and
emerging fields.
At the same time, institutions should be extremely thoughtful in academic
program development over the next several years. Due to a decline in birthrates
as a result of the 2008 recession, there is expected to be an “enrollment cliff” of
high school graduates beginning in 2025. Institutions should consider becoming
more specialized in their current academic offerings as opposed to expanding
offerings beyond existing programs. This can make the difference between
offering many programs with small enrollment and offering a few programs with
significant depth of specialization and greater overall enrollment (and perhaps a
more robust use of faculty and resources).
Similarly, campuses should regularly evaluate academic programs and identify
obsolete programs. In some cases, campuses may need to completely eliminate
an obsolete program, while other options may be to reallocate faculty resources
and courses to create a new program or supplement or strengthen existing
programs through a modification.
Academic programs should include real-world experiences, such as internships,
externships, or cooperative learning opportunities. Registered Apprenticeships
are also valuable unique experiences that are regulated by the Apprenticeship and
Training Council under the Maryland Department of Labor.
Innovative Idea Equity Idea Page 47 of 73
2022 Maryland State Plan for Higher Education
Such real-world experiences can provide several benefits to students and their
potential for success when entering the workforce. First, they provide low-
risk/high-reward learning opportunities to discover what a potential career may
include. Second, they provide hands-on experiences for students to apply what
they have learned in the classroom. And third, they allow students the
opportunity to network for jobs post-graduation.
These real-world experiences should, when possible, be paid experiences.
Unpaid internships or other formal real-world learning experiences likely create
inequities between students who can afford to forego a salary to complete an
internship and those who cannot due to other life circumstances. Additional
hidden costs, like transportation, should also be an ongoing consideration when
requiring real-world experiences as an academic requirement for graduation.
These costs can be barriers to participation.
The benefits of applying academic experiences to real-world experiences can also
be actualized through project-based learning, micro-internships, the blending of
classroom and workplace learning, and prior learning assessments.
Opportunities that specifically emphasize the applied and workplace relevant
knowledge, skills, and abilities are essential strategies for ensuring more students
experience the direct connections between the classroom and the workplace.
Faculty are essential to ensuring high-quality academic programing. Institutions
can support faculty by providing ongoing pedagogical training opportunities.
Additionally, campuses should make explicit efforts to support the academic
pipeline with graduate students and graduate training in pedagogy. This can be
done by requiring pedagogical training for all graduate students. At some point
in any career, an expert will need to teach and train the next generation of
experts; it is important that people learn how to teach well, regardless of their
interest in a formal academic or teaching career. Of note, the pandemic
successfully demonstrated the use of institutional resources for professional
development for online and remote pedagogy.
Innovative Idea Equity Idea Page 48 of 73
2022 Maryland State Plan for Higher Education
As noted earlier, Maryland law has prioritized that “women and minorities are
equitably represented among faculty, staff, and administration, so that the higher
education community reflects the diversity of the State’s population.” It is
essential that campuses make explicit efforts to expand academic pipelines to
underrepresented populations for a long-term goal of diversifying faculty, both
in Maryland and across the nation. Maryland’s diverse state population is primed
for doing just that: providing every opportunity for any individual to consider a
long-term career as a faculty member in academia. Campuses can do this by
considering their undergraduate research opportunities and the pipelines into
graduate training and explicitly evaluating equity gaps in those pipelines.
Institutions that are committed to diversity, equity, and inclusion efforts should
explicitly include and consider the elements of a diverse faculty and staff.
As a function of pedagogy and best practices, explicit training on assessment
tools and strategies should be provided to faculty. Assessments should be used
to evaluate a student’s skill and knowledge for real-world application.
Assessments should be purposeful, and institutions should actively support
faculty and provide training to identify best assessment strategies and provide
ongoing evaluations of assessment. Similarly, capstone projects for upcoming
graduates can often provide an opportunity to demonstrate collective knowledge
and skills.
Further, to ensure high-quality education, campuses should consistently evaluate
the quality of their online or remote academic programs to ensure that they
maintain the same learning outcomes, assessments, and curriculum as in-person
or hybrid programs. Students who engage in online or remote learning may have
different challenges than students enrolled in more traditional modalities.
Campuses should be sensitive to these differences between modalities of
instruction and learning. Campuses should regularly evaluate their programs
both in-person and online to ensure there is equity in the quality of education
regardless of modality.
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2022 Maryland State Plan for Higher Education
Maryland is fortunate to have the University of Maryland Global Campus as a
leader in providing online academic programs. Additionally, MarylandOnline
and Quality Matters are entities that help institutions provide quality assurance in
an online environment and advocate for collaboration, research, and sharing of
best practices. In 2011, the Council of Regional Accrediting Commissions (C-
RAC) Guidelines was established, creating national standards for the evaluation
of distance education; Maryland regulations cite these guidelines to ensure
quality. Maryland institutions can leverage these resources to ensure distance
education is provided in a high-quality manner and accessible to students.
Regional higher education centers (RHECs) are often a physical location where
colleges and universities can offer degree programs (as noted in earlier sections).
Therefore, RHECs can play a key role in planning for and building robust
pathways that serve students. For example, the Maryland RHECs have strong
connections to local employers and are well-positioned to provide experiential
learning opportunities that are tailored to the regional workforce need.
Campuses should leverage Maryland’s RHECs as a resource of data analytics to
plan for and evaluate degree-to-career pathways, as a hub for cross-campus
faculty innovation, and as partners regarding regional and statewide workforce
needs.
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2022 Maryland State Plan for Higher Education
ACTION ITEMS
Priority 5: Maintain the commitment to high-quality postsecondary
education in Maryland.
Support all institutions, each with a unique mission.
Identify innovative fields of study.
Evaluate equity gaps in undergraduate to graduate pipelines for academic
careers to ensure a diverse higher education faculty, administration, and staff.
Consider specializing as opposed to expanding academic programs.
Expand faculty development and training in pedagogy, including graduate
student training in pedagogy.
Evaluate assessment strategies for purpose, including assessing a student for
real-world application and capstone projects as representative of experience.
Increase paid real-world experiences (such as internships, externships,
work-study opportunities) as a part of new curricula.
Evaluate the quality of remote education.
Leverage RHECs to offer relevant and accessible academic programs to
address education deserts in Maryland, reducing costs associated with student
relocation, and meeting local workforce needs.
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2022 Maryland State Plan for Higher Education
Priority 6: Improve systems that prevent timely completion of
an academic program.
T
he pandemic has magnified the inequities assumed by adopting the
traditional model of higher education in which students complete their
academic program “on-time.” Generally speaking, the expectation is
that a student completes 15 credits per semester to earn a 60-credit associate’s
degree in two years or a 120-credit bachelor’s degree in four years. This model
does not work for all students. The reality, though, is that some students need to
take alternative paths to finish their program of study, which may mean longer
time and, as discussed earlier, may prove more expensive. Relatedly, eligibility
for federal financial aid as a full-time student requires only 12-credits per
semester. At that rate of pursuit (only 12 credits per semester), either a student
takes summer and/or winter courses to stay "on track" for two-year and four-
year degree completion times, or takes longer to complete those degrees. While
this is a systemic and national challenge, it directly impacts our Maryland
students. Campuses should ensure that these students do not remain
continuously enrolled for several years with little progress towards degree
completion. And students should be encouraged to take “mini-mester,”
summer, or fall classes to meet degree requirements.
Moreover, as with innovations in ways to pay for college, it is time to rethink our
focus on a traditional model of a 60-credit associate’s degree or 120-credit
bachelor’s degree. Instead, “stackable credentials” can allow students to build a
unique portfolio of skills and knowledge in less time and potentially at a lower
cost than a traditional degree path. For example, a student that combines a
business certificate with a graphic design certificate would have concrete
marketable skills that would make them attractive to employers or enable them
to build their own business, specializing in marketing or managerial expertise for
production artists. “Credential as you go” is another term that encapsulates the
same idea.
Similarly, stackable credentials can allow students the time flexibility to complete
a full program of study at their own pace while earning credentials on the way.
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2022 Maryland State Plan for Higher Education
For example, Mississippi has adopted a model whereby a student can earn a
general education certificate and three to four specialized certificates that
collectively make an associate’s degree. A similar initiative in Idaho was recently
adopted called SkillStack®, which focuses on industry specific “badges” that are
validated by specific colleges in Idaho.
These opportunities may include options in non-credit programs that allow
students to earn industry credentials. Creating or expanding “on-ramps” and
“off-ramps” between credit bearing and non-credit bearing programs can often
support meaningful and unique credential and degree obtainment opportunities.
While these initiatives create systems for students to earn a meaningful credential
and enter the workforce as quickly as possible, there are students that leave
postsecondary education without a credential – often known as “near
completers.” A recent analysis conducted by the Maryland Longitudinal Data
System Center evaluated five-year outcomes for a specific cohort of Maryland
high school graduates. That analysis found that “high school graduates with
some college but no degree and those still in college had the lowest median
quarterly wages, $5,122 and $4,823 respectively, which puts them both more
than $4,000 below the Maryland living wage (p. vii).” Students with “some
college” – or “near completers” – are almost worse off than if they never
attended college. As student debt increases for non-completers, lifelong earning
potential is compounded. The same report notes that earning a credential can
have a meaningful impact on wage earnings.
We must work to identify near completers and identify ways to support them in
completing a meaningful credential. The Commission and many of the colleges
and universities in Maryland have “near completer” initiatives. In fact, the
Commission offers a Near Completer Grant for students who were previously
enrolled in a degree program that they did not complete and now plan to re-
enroll to earn their degree. Colleges and universities offer similar programs to
help support students who have almost completed their degree.
Innovative Idea Equity Idea Page 53 of 73
2022 Maryland State Plan for Higher Education
Transfer continues to be a challenge in Maryland. Of the 34,357 students that
transferred to a University System of Maryland institution in fiscal year 2021,
31.5% of those students came from a Maryland community college. Maryland
State law requires that students with an associate’s degree be accepted to a four-
year public institution. Challenges can arise, however, when individual courses
or credits are eliminated upon transfer. Often, transfer students are not advised
properly as to what credits are most valuable to assure efficient completion of a
bachelor’s degree upon transfer, or their degree plans do not adequately address
the needs of transfer students. Clear articulation agreements between
institutions and clear advising of transfer students can help ensure that they are
just as successful as non-transfer students.
Recent legislation and regulations from 2021 and 2022 have made some
significant changes to statewide transfer. The Transfer with Success Act from
2021 (HB460/SB886) created a communication loop for the denial of credit,
meaning a sending institution will now know what credits or courses are being
denied for transfer by a receiving institution. Subsequent regulations (proposed
at the time of this publication) to implement the 2021 legislation further created
a standard for course equivalencies: when 70% of the learning outcomes are the
same between two courses, the courses are equivalent, and the sending course
cannot be denied for transfer. ARTSYS is a transfer platform overseen by the
University System of Maryland that houses important detailed information and
course and programmatic transfer between institutions.
Credit for prior learning is a growing opportunity that benefits students that may
have had on-the-job training or established skills and knowledge through
experience. Institutions regularly award credit when a student can demonstrate
prior learning. Maryland regulations require institutions to have policies
regarding the assessment of prior learning and the awarding of specified credit.
These opportunities can greatly benefit students who have gained skills or
knowledge through non-academic methods and prevent students from enrolling
in redundant coursework. Maryland could benefit greatly from a more
consistent approach to prior learning assessments and the award of credits.
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2022 Maryland State Plan for Higher Education
Again, as previously noted, regional higher education centers (RHECs) are an
innovative resource to bring academic programming to the student (as opposed
to the student going to the academic program). Campuses should engage with
Maryland’s RHECs to identify creative efforts for removing barriers to
educational opportunities and increasing the timely completion of academic
programs.
ACTION ITEMS
Priority 6: Improve systems that prevent timely completion of an
academic program.
Examine how specific scheduling structures may prevent students from
accessing postsecondary education.
Consider alternatives to the traditional academic credentials, such as
stackable credentials.
Identify and support “Near Completer” students.
Improve academic coordination among institutions to address challenges faced
by transfer students.
Develop and publicize “credit for prior learning” policies.
Engage with Maryland’s RHECs to remove barriers related to timely
completion.
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2022 Maryland State Plan for Higher Education
Priority 7: Enhance the ways postsecondary education is a
platform for ongoing lifelong learning.
P
ostsecondary education in Maryland provides more than certificates and
degrees. While law establishes these duties for public institutions, all
postsecondary education in Maryland should be seen as an opportunity
for personal development. Public institutions are expected to provide a general
education to all undergraduate degree-seeking students. Part of the purpose of
the general education program is to create a space for individuals to strengthen
non-academic skills, such as leadership skills, analytical skills, and
communication skills. In light of this general education, students can emerge as
critical thinkers and future leaders. To further Maryland’s goals, institutions
should look for opportunities to expand general education requirements for a
21
st
century education.
According to Maryland law, the duties of public institutions of higher education
include not only teaching and training students for careers and advanced study
but also the duty to promote civic responsibility and provide public services for
citizens of the State. Ensuring that Maryland’s postsecondary institutions
embrace a lifelong learning model will be essential to developing the whole
person as a contributing, engaged member of the local, state, national, and world
community.
Postsecondary education is also an opportunity for ongoing professional
development, such as credentialed professional development or continuing
education for the purposes of maintaining a professional license.
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2022 Maryland State Plan for Higher Education
ACTION ITEMS
Priority 7: Enhance the ways postsecondary education is a platform for
ongoing lifelong learning.
Evaluate general education requirements for undergraduate degrees to meet
a 21
st
century education.
Incorporate civic learning and civic engagement into all academic
programs.
Expand lifelong learning opportunities to the general public, including re-
skilling and up-skilling educational programs.
Revise general education requirements to include civic learning and civic
engagement, information technology and computer literacy skills.
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2022 Maryland State Plan for Higher Education
INNOVATION:
FOSTER INNOVATION IN
ALL ASPECTS OF MARYLAND HIGHER
EDUCATION TO IMPROVE ACCESS AND
STUDENT SUCCESS.
Priority 8: Promote a culture of risk-taking.
T
he realities of the student marketplace are changing. Maryland cannot
afford to continue being grounded in a traditional higher education
paradigm. Student and learner demographics have changed
dramatically; employers are critical stakeholders in defining the necessary
knowledge, skills, abilities, and dispositions that are essential in today’s and
future workforce needs; and a college degree is not the sacred cow or credential
it once was. In order to remain one of the leading states in higher education,
Maryland will need to be innovative and agile to serve the changing student and
changing workforce.
Innovative ideas – new methods or processes to support student access and
success – are presented throughout this 2022 Maryland State Plan for Higher
Education. A summary of innovative action items is provided below:
ACTION ITEMS
Priority 8: Promote a culture of risk-taking.
Define “affordable” in the context of postsecondary education, focusing on
affordability within specific subpopulations.
Consider innovative and alternative ways to keep postsecondary education
affordable (without compromising high-quality education).
Engage students and recent alumni in the development and dissemination of
financial literacy tools to prospective students.
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2022 Maryland State Plan for Higher Education
Support career exploration opportunities during high school, such as youth
apprenticeships and programs that utilize federal funding.
Leverage RHECs to offer relevant and accessible academic programs to
address education deserts in Maryland, reducing costs associated with student
relocation, and meeting local workforce needs.
Examine how specific scheduling structures may prevent students from
accessing postsecondary education.
Identify innovative and emerging fields of study.
Consider specializing as opposed to expanding academic programs.
Increase paid real-world experiences (such as internships, externships, work-
study opportunities) as a part of new curricula.
Consider alternatives to the traditional academic credentials, such as stackable
credentials.
Develop and publicize “credit for prior learning” policies.
Engage with Maryland’s RHECs to remove barriers related to timely
completion.
Evaluate general education requirements for undergraduate degrees to meet a
21
st
century education.
Incorporate civic learning and civic engagement into all academic programs.
Expand lifelong learning opportunities to the general public, including re-
skilling and up-skilling educational programs.
Revise general education requirements to include civic learning and civic
engagement, and information technology and computer literacy skills.
As discussed in the 2017-2021 Maryland State Plan for Higher Education,
innovation is centered on calculated and thoughtful risk taking. To dismantle
barriers to education and respond to a fast-changing economy, we need to give
ourselves permission to try new ideas. Maryland’s postsecondary education’s
response to the COVID-19 pandemic has demonstrated the vast capacity for
campuses to respond to various demands:
Innovative Idea Equity Idea Page 59 of 73
2022 Maryland State Plan for Higher Education
Campuses pivoted quickly to provide nearly universal remote
instruction in Spring 2020, as social distancing became a primary
tool to prevent the spread of COVID-19.
Leadership worked closely with local, state, and federal officials on
how to maintain safe campuses as students, faculty, and staff
returned (such as implementing and coordinating regular COVID-
19 testing).
Campuses responded to workforce demands specific to the
COVID-19 pandemic, such as implementing an early exit strategy
for nursing students.
The COVID-19 pandemic has demonstrated that higher education, particularly
in Maryland, can be strategic and innovative when dealing with novel challenges.
Innovations should be centered on solving problems and providing new
opportunities. The challenge, of course, is to identify the problem. Additionally,
it is essential that an equity framework or lens is adopted when implementing
innovative solutions and opportunities. The use of metrics that establish the
problem can help identify solutions and help schools, colleges, universities, and
organizations more readily consider innovative solutions.
Innovative Idea Equity Idea Page 60 of 73
2022 Maryland State Plan for Higher Education
GLOSSARY
Cultural Diversity
Developmental
Education
Equity
Inclusion
Income Share
Agreements
Institution of
Higher
Education
The inclusion of those racial and ethnic groups and
individuals that are or have been underrepresented in
higher education.
§10–211
See “remedial education”
Equity is defined as “the state, quality or ideal of being
just, impartial and fair.” The concept of equity is
synonymous with fairness and justice.
The Annie E.
Casey Foundation
Inclusion is the action or state of including or of being
included within a group or structure. More than simply
diversity and numerical representation, inclusion
involves authentic and empowered participation and a
true sense of belonging.
The Annie E. Casey Foundation
An income share agreement is a contract in whic
h a
student receives money for their education. In return,
the student promises to pay the ISA provider a fixed
percentage of their income for a set amount of time
after they finish school.
Nerd Wallet
An institution of postsecondary education that generally
limits enrollment to graduates of secondary schools, and
awards degrees at either the associate, baccalaureate, or
graduate level. “Institution of higher education”
includes public, private nonprofit, and for–profit
institutions of higher education.
§10–101
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2022 Maryland State Plan for Higher Education
Institution of
Postsecondary
Education
Loan Assistance
Repayment
Program (LARP)
Open
Educational
Resources (OER)
Private Career
School
A school or other institution that offers an educational
program in the State for individuals who are at least 16
years old and who have graduated from or left
elementary or secondary school. “Institution of
postsecondary education” does not include: (i) Any
adult education, evening high school, or high school
equivalence program conducted by a public school
system of the State; or (ii) Any apprenticeship or on–
the–job training program subject to approval by the
Apprenticeship and Training Council.
§10–101
Financial aid in the form of a forgivable loan in return
for work or service in a particular field.
Teaching, learning, and research materials that are either
(a) in the public domain or (b) licensed in a manner that
provides everyone with free and perpetual permission to
engage in the 5R activities. Creative Commons
A privately owned and privately operated institution of
postsecondary education other than an institution of
higher education that furnishes or offers to furnish
programs, whether or not requiring a payment of tuition
or fee, for the purpose of training, retraining, or
upgrading individuals for gainful employment as skilled
or semiskilled workers or technicians in recognized
occupations or in new and emerging occupations. (
§10–
101)
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2022 Maryland State Plan for Higher Education
Racial Justice
Racial justice is the systematic fair treatment of people
of all races that results in equitable opportunities and
outcomes for everyone. All people are able to achieve
their full potential in life, regardless of race, ethnicity or
the community in which they live.
The Annie E. Casey
Foundation
Regional Higher
(1)
Is operated by a public institution of higher
Education Center education in the State or a private nonprofit institution
(RHEC) of higher education operating under a charter granted by
the General Assembly and includes participation by two
or more institutions of higher education in the State; (2)
Consists of an array of program offerings from
institutions of higher education approved to operate in
the State by the Commission or by an act of the General
Assembly that specifically satisfies the criteria set forth
in § 10–212(b) of this title; (3) Offers multiple degree
levels; and (4) Is either approved by the Commission to
operate in the State or is established by statute. (§10–
101)
Remedial
Coursework at colleges and universities that
is intended
Education to fill in knowledge and skills gaps for students deemed
unready for college-level work. New America
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2022 Maryland State Plan for Higher Education
REFERENCES AND
ADDITIONAL RESOURCES
DASHBOARDS
Maryland Department of Labor
Maryland's Growth Industry Tool (Accessed May 2022):
https://www.dllr.state.md.us/lmi/wiagrowthind/git.shtml
Maryland's Growth Occupation Tool (Accessed May 2022):
https://www.dllr.state.md.us/lmi/wiagrowthind/got.shtml
Maryland Higher Education Commission
Community College Retention, Graduation, and Transfer Dashboard (2021):
https://app.powerbigov.us/view?r=eyJrIjoiNmE2ZWE5YzgtMDU4OS00YWQ
yLWE3ZWEtNmE0NmU2ZjA1NWFjIiwidCI6IjYwYWZlOWUyLTQ5Y2QtN
DliMS04ODUxLTY0ZGYwMjc2YTJlOCJ9&pageName=ReportSection
Four-Year Colleges and Universities Retention and Graduation Dashboard
(2021):
https://app.powerbigov.us/view?r=eyJrIjoiYmU1YjVjNzQtZDVkMy00OWQ5
LWI5MzAtYmJmNWU0Yjg3MDllIiwidCI6IjYwYWZlOWUyLTQ5Y2QtNDli
MS04ODUxLTY0ZGYwMjc2YTJlOCJ9
Opening Fall Enrollment: Maryland College and Universities (Fall, 2021):
https://app.powerbigov.us/view?r=eyJrIjoiZjhlMWQwYjYtZmFlMS00YWY4L
WIwNGMtZDMxNTRlMmQwMDI5IiwidCI6IjYwYWZlOWUyLTQ5Y2QtN
DliMS04ODUxLTY0ZGYwMjc2YTJlOCJ9
Pell Grant Recipients at Maryland College and Universities (Accessed May 2022):
https://app.powerbigov.us/view?r=eyJrIjoiNGIxYzE1OGMtOTY4ZS00NGI0
LWE4ZTEtYjZlMTYwMmZjNDBiIiwidCI6IjYwYWZlOWUyLTQ5Y2QtNDli
MS04ODUxLTY0ZGYwMjc2YTJlOCJ9
Maryland Longitudinal Data System Center
Statewide Trends in Dual Enrollment in Maryland Public High Schools
(Accessed May 2022):
https://mldscenter.maryland.gov/webcenter/faces/oracle/webcenter/page/sco
pedMD/sb3e45ed1_78e6_444d_ad7c_45287d460e8a/Page80.jspx?_adf.ctrl-
state=lz2wpw2co_21&_afrLoop=2145002211286151#%40%3F_afrLoop%3D2
145002211286151%26_adf.ctrl-state%3Dq5q2jgiyb_4
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2022 Maryland State Plan for Higher Education
University System of Maryland
Transfer Students Dashboard FY 2022 Cohort (Accessed May 2022):
https://www.usmd.edu/IRIS/Dashboard/Transfer/
DOCUMENTS, FACT SHEETS, & NEWS ARTICLES
Ahmad Aisha S. (The Chronicle)
Equity in 2020 Requires More Than a Diversity Statement (June 5, 2020):
https://www.chronicle.com/article/equity-in-2020-requires-more-than-a-
diversity-
statement?cid2=gen_login_refresh&cid=gen_sign_in&cid2=gen_login_refresh
Complete College America
Structured Schedules (Accessed May 2022): https://completecollege.org/wp-
content/uploads/2017/09/Structured-Schedules-New-
Rules.pdf#:~:text=Block%20scheduling%20means%20that%20instructors,able
%20to%20teach%20when%20needed.
Council of Regional Accrediting Commissions
Interregional Guidelines for the Evaluation of Distance Education (2011):
https://nc-sara.org/sites/default/files/files/2019-08/C-
RAC%20Guidelines%282011%29.pdf
Daugherty, Owen (National Association of Student Financial Aid
Administrators)
Tax Break for Employer-Paid Student Loan Contributions in COVID Relief Bill
Spurs Debate (April 14, 2020): https://www.nasfaa.org/news-
item/21536/Tax_Break_for_Employer-
Paid_Student_Loan_Contributions_in_COVID_Relief_Bill_Spurs_Debate
Hood College
Hood College to offer free virtual “FAFSA Focus” Seminars to Increase
Financial Aid Literacy (October 4, 2021): https://www.hood.edu/news/hood-
college-offer-free-virtual-fafsa-focus-seminars-increase-financial-aid-literacy-0
Koenig, Rebecca (EdSurge)
Mapping Out a ‘Credential As You Go’ Movement For Higher Education (May
4, 2021): https://www.edsurge.com/news/2021-05-04-mapping-out-a-credential-
as-you-go-movement-for-higher-
education?utm_source=ECS+Subscribers&utm_campaign=cd5d99fdc6-
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2022 Maryland State Plan for Higher Education
Mississippi Community College Board
Postsecondary Career and Technical Education Program Guidelines (2020):
https://www.mccb.edu/sites/mccb/files/2020-
06/2020%20Postsecondary%20Career%20and%20Technical%20Guidelines.pdf
University System of Maryland
USM Leads Effort to Provide Enhanced Course-Sharing Platform to Ease
Transfer, Degree Completion for College Students Throughout Maryland
(January, 2022): https://www.usmd.edu/newsroom/news/2221
REPORTS
Bahr, Steven; Sparks, Dinah; Hoyer, Kathleen Mulvaney (Activate Research,
Inc.; Institute of Education Sciences)
Why Didn’t Students Complete a Free Application for Federal Student Aid
(FAFSA)? A Detailed Look (December, 2018):
https://nces.ed.gov/pubs2018/2018061.pdf
Intellectual® Property Owners Association and National Academy of
Inventors
Top 100 Worldwide Universities Granted U.S. Utility Patents 2020 (2020):
https://academyofinventors.org/wp-content/uploads/2021/06/NAI-IPO-Top-
100-Universities-Granted-U.S.-Utility-Patents-2020.pdf
Kline, Missy (Higher Ed Magazine)
The Looming Higher Ed Enrollment Cliff (Fall, 2019):
https://www.cupahr.org/issue/feature/higher-ed-enrollment-cliff/
Maryland Department of Legislative Services
Higher Education Fiscal 2023 Budget Overview (January, 2022):
https://mgaleg.maryland.gov/pubs/budgetfiscal/2023fy-budget-docs-operating-
HIGHED-Higher-Education-Overview.pdf
Maryland Higher Education Commission
Report on Assessment Tools (December, 2021):
https://mhec.maryland.gov/publications/Documents/Research/PolicyReports/
2021AssessmentToolsReport.pdf
Report on Best Practices and Annual Progress toward the 55% Completion Goal
(December, 2021):
https://mhec.maryland.gov/publications/Documents/Research/AnnualReports
/2021BestPractices.pdf
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Maryland Longitudinal Data System Center
Career Preparation Expansion Act (December, 2020):
https://mldscenter.maryland.gov/egov/publications/CenterReports/CareerPrep
arationExpansionAct/CPEA_final_2020.pdf
Career Preparation Expansion Act (December, 2021):
https://mldscenter.maryland.gov/egov/publications/CenterReports/CareerPrep
arationExpansionAct/CPEA_2021_FinalReport.pdf
Differences in Five Year Outcomes for High School Graduates: Wages and Wage
Visibility Pre and Post COVID-19 (February, 2022):
https://mldscenter.maryland.gov/egov/publications/CenterReports/CareerPrep
arationExpansionAct/CPEA_2021_Wage_Supplement.pdf
Maryland State Department of Education
Maryland High School Career & Technology Education Programs of Study
(January, 2019):
https://marylandpublicschools.org/programs/Documents/CTEProgramsStudy/
CTEProgramsofStudy2019.pdf
Pathways in Technology Early College High School Annual Report (December,
2021): http://dlslibrary.state.md.us/publications/Exec/MSDE/ED7-
1806(a)_2021.pdf
Personal Financial Literacy Education (April, 2020):
https://www.marylandpublicschools.org/programs/Pages/Financial-
Literacy/standards.aspx
Tool Kit to Determine Students’ College and Career Ready Designation under
the College and Career Readiness and College Completion Act of 2013
(November, 2019): https://files.eric.ed.gov/fulltext/ED604272.pdf
Silver Canady & Associates
Campus-based Financial Education in Maryland: A Survey of Postsecondary
Institutions (SPIN) (2019): https://cashmd.org/wp-
content/uploads/2020/07/SPIN-Phase-1-Final-Report-July-2020UCS.pdf
Society for Human Resource Management
2019 Employee Benefits (2019): https://www.shrm.org/hr-today/trends-and-
forecasting/research-and-surveys/Pages/Benefits19.aspx
Southern Regional Higher Education Board
Maryland: College Affordability Profile (January, 2021):
https://www.sreb.org/sites/main/files/file-
attachments/2020_state_afford_profile_md.pdf?1613143605
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2022 Maryland State Plan for Higher Education
Maryland 529
2020 Annual Report (October, 2020):
http://dlslibrary.state.md.us/publications/Exec/M529/ED18-19A-
07(b)(c)_2020.pdf
U.S. Census Bureau
Racial and Ethnic Diversity in the United States: 2010 Census and 2020 Census
(August, 2021):
https://www.census.gov/library/visualizations/interactive/racial-and-ethnic-
diversity-in-the-united-states-2010-and-2020-census.html
WEBSITES
ACES Montgomery
Homepage (Accessed May 2022): https://www.acesmontgomery.org/
Achieving the Dream
Equity Statement (Accessed May 2022):
https://www.achievingthedream.org/equity-statement
Capitol Technology University
Capitol Commitment (Accessed May 2022):
https://mycapitol.captechu.edu/ICS/College_Offices/Career_Services/Capitol_
Committment.jnz
The Carnegie Classification of Institutions of Higher Education
Basic Classification Description (Accessed July 2022):
https://carnegieclassifications.acenet.edu/classification_descriptions/basic.php
Cash Campaign of Maryland
Homepage (Accessed May 2022): https://cashmd.org/
Creative Commons
Open Education (Accessed May 2022):
https://creativecommons.org/about/program-areas/education-oer/
Idaho SkillStack®
Homepage (Accessed May 2022): https://skillstack.idaho.gov/
Indiana University
Carnegie Classification of Institutions of Higher Education (Accessed May 2022):
https://carnegieclassifications.iu.edu/downloads.php
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2022 Maryland State Plan for Higher Education
Lumina Foundation
Supporting change to create a just society (Accessed May 2022):
https://www.luminafoundation.org/aof/racial-
equity/#:~:text=To%20achieve%20equity%2C%20we,systemic%20racism%20t
hat%20fosters%20injustice
Maryland College Application Campaign (Accessed May 2022):
https://www.marylandpublicschools.org/about/Pages/DSFSS/SSSP/MCAC/in
dex.aspx
Maryland Department of Commerce
Key Industries (Accessed May 2022): https://open.maryland.gov/industries/
Maryland Department of Labor
Maryland Apprenticeship and Training Program (Accessed May 2022):
https://www.dllr.state.md.us/employment/appr/
Maryland Higher Education Commission
FAQs for the Maryland State Financial Aid Application (MSFAA) (Accessed May
2022): https://mhec.maryland.gov/Pages/MSFAA-FAQS.aspx
Maryland Occupational & Industry Projections - Workforce Information &
Performance (Accessed May 2022): https://www.dllr.state.md.us/lmi/iandoproj/
Near Completer Grant Information (Accessed May 2022):
https://mhec.maryland.gov/Pages/Near-Completers-Grant-Information.aspx
Near Completers College/Major Match Page (Accessed May 2022):
https://mhec.maryland.gov/Pages/Near-Completers.aspx
State Financial Aid Programs (Accessed May 2022):
https://mhec.maryland.gov/preparing/Pages/FinancialAid/descriptions.aspx
Student Loan Debt Relief Tax Credit (Accessed May 2022):
https://mhec.maryland.gov/preparing/pages/studentloandebtrelieftaxcredit.aspx
Title IX Campus Sexual Assault Proceedings: Attorney Reimbursement
Procedures (Accessed May 2022): https://mhec.maryland.gov/Pages/Title-IX-
Campus-Sexual-Assault-Proceedings---Attorney-Reimbursement-Procedures.aspx
Maryland State Department of Education
Financial Literacy Education Standards (Accessed May 2022):
https://www.marylandpublicschools.org/programs/Pages/Financial-
Literacy/standards.aspx
Prince George's County Public Schools
3D Scholars Program (Accessed May 2022): https://www.pgcps.org/3dscholars/
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2022 Maryland State Plan for Higher Education
Purdue University
Income Share Agreements (Accessed May 2022):
https://www.purdue.edu/purduemoves/initiatives/affordability/income-share-
agreements.php
Rising Tide Center
Homepage (Accessed May 2022): https://umaine.edu/risingtide/
U.S. Bureau of Labor Statistics
Homepage (Accessed May 2022): https://www.bls.gov/
U.S. Census Bureau
Homepage (Accessed May 2022): https://data.census.gov/cedsci/
U.S. Department of Education
FAFSA® Completion by High School and Public School District (Accessed May
2022): https://studentaid.gov/data-center/student/application-volume/fafsa-
completion-high-school
University of Arizona
Take Charge Today (Accessed May 2022): https://takechargetoday.arizona.edu/
University of Maryland, Baltimore County
Financial Smarts @ UMBC (Accessed May 2022):
https://financialsmarts.umbc.edu/programs/money-smart-week/
University of Maryland, College Park
Terp Young Scholars (Accessed May 2022): https://oes.umd.edu/pre-college-
programs/terp-young-scholars-online
University System of Maryland
The Articulation System for Maryland Colleges and Universities (Homepage):
https://artsys.usmd.edu/
Work-based Learning Continuum (Accessed May 2022):
https://marylandpublicschools.org/programs/Pages/CTE/Work-
based_Learning.aspx
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2022 Maryland State Plan for Higher Education
CONTRIBUTORS
State Coordinator: Emily A. A. Dow, Maryland Higher Education Commission
Writing Group Leaders: Trish Gordon McCown, Barbara Schmertz, and Rhonda Wardlaw
Writing Group Liaisons: Benee' Edwards, Jennifer Fischetti, and Everette Jackson
Baltimore County Public Schools
Sandra Jimenez
Bowie State University
Gayle Fink
Center on Education and the
Workforce, Georgetown University
Martin Van Der Werf
Chesapeake College
David Harper
College Board
Suzanne McGurk
Amy Miranda
Coppin State University
Michael Bowden
Michael Freeman
Synethia Jones Green
Charlotte Wood
GVR-Research
Gladys Range
Maryland Department of Disabilities
Jade Gingerich
Maryland Department of Labor
Kristen Patterson
Maryland Developmental Disabilities
Council
Keith Walmsley
Maryland Higher Education
Commission
Glenda Abney
Bryson Barksdale
Jacqueline Colkley
Benee' Edwards
James D. Fielder
Jennifer Fischetti
Everette Jackson
Trish Gordon McCown
Barbara Schmertz
Ashley Wallace
Rhonda Wardlaw
Maryland Independent College and
University Association
Jennifer Frank
Maryland State Department of
Education
Mary Gable
Dean Kendall
Christy Stuart
Morgan State University
Lesia Young
National Defense University
John Yaeger
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2022 Maryland State Plan for Higher Education
Notre Dame of Maryland University
Greg FitzGerald
Overlea High School
Tani’yha Hansley
Precise Academy
Magnus Brown
Joy Oparanozie
Salisbury University
Dane Foust
Karen Olmstead
Shawntay’s School of Creative Nails
Shawntay Johnson
Student Homeless Initative
Partnership of Frederick County
Ed Hinde
Silver Canady & Associates, LLC
Tisa Silver Canady
The Don Gurney Academy of Real
Estate
Allen Gary
The Nursing Assistant Academy
Herma Marks
Towson University
Lorie Logan-Bennett
Taylor Nichols
University of Maryland Eastern Shore
Cynthia Cravens
Nicole Gale
Bryan Gere
Latoya Jenkins
Michael Nugent
William Talley
University of Maryland, Baltimore
Malinda Hughes
Jade Grant
Isabell May
Gabrielle Ricks
University of Maryland, Baltimore
County
Shannon Lichtinger
University of Maryland, College Park
James B Massey Jr
University System of Maryland
Antoinette Coleman
Tracey Jamison
Dewayne Morgan
Nancy Shapiro
Upliftology™
Adebisi Adebowale
Vision Allied Health Institute
Yvonne Adih
Washington Adventist University
Wendell Campbell
Jeff Selingo
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2022 Maryland State Plan for Higher Education
Innovative Idea Equity Idea Page 73 of 73
