ࡱ> @ kbjbjצצ +c55585L6Thf6f6"666c7c7c7_aaaaaa$Rv~aTc7c7TTa66vnUnUnUT.66_nUT_nUnUw46Z6 f5T">+40 Tv|4'c7 OAnUeHNc7c7c7aa~!XU~!MARYLAND HOUSE APPROPRIATIONS SUBCOMMITTEE ON EDUCATION AND ECONOMIC DEVELOPMENT UNIVERSITY SYSTEM OF MARYLAND OFFICE TESTIMONY OF ϡȱ CHANCELLOR WILLIAM E. KIRWAN Thursday, March 5, 2009 Chairman Bohanan, Vice-Chairman Heller, and members of the Committee, I am pleased to join you today in support of the ϡȱ (ϡȱ) Offices budget. I want to begin by reiterating a few of the points I made when testifying in support of the overall University System budget. First and foremost, I once again want to thank Governor OMalley and the members of this committee for supporting the ϡȱ. We are proud of the productive relationship we have forged with the leadership in Annapolis to advance our mutual priorities. As you know, Governor OMalley's proposed budget for FY 2010 includes $1.1 billion in state support for the ϡȱ. This represents a modest increase of 1.9 percent, or $27.3 million$16 million to freeze tuition for in-state, undergraduate students for a fourth consecutive year and $11.3 million towards increases in our mandatory costs. As I noted when I testified on the entire ϡȱ budget earlier this year, ϡȱ, the United States, and the world are facing a once-in-a-life-time economic upheaval. The ϡȱ has stepped forward to shoulder our share of the burden. ϡȱ absorbed a total of $56 million in cuts to our FY 2009 budget. In response we: Implemented system-wide hiring controls; Reduced funds for facility renewal projects; Reduced student services & academic program support; Drew upon our fund balance; And initiated system-wide furloughs. Similarly, this ethic of shared sacrifice continues as we approach the austere FY 2010 budget: Enrollment growth will slow; Some key programmatic enhancements at our institutions will be put on hold; Our goal of tripling the output of STEM educators will be negatively impacted; And there will be no pay increases ϡȱ faculty and staff. Given the economic circumstances, ϡȱ is extremely pleased with its proposed budget and will do all we can to advance our mutual priorities of quality, access, and affordability. As Cliff noted in his testimony, the ϡȱ performs a number of key coordinating functions. Regional Education Centers The ϡȱ Office also oversees the development and management of ϡȱs two regional centers, the Universities at Shady Grove (USG) and the ϡȱ at Hagerstown (ϡȱH). The centers represent a commitment to partnerships among the ϡȱ institutions, special relationships with ϡȱ community colleges, and close collaboration with the business and civic leaders at the county and state levels. In addition, they underscore our overall commitment to provide convenient, accessible, affordable educational opportunities to ϡȱers. USG offers more than 60 undergraduate and graduate degree programs from nine ϡȱ institutions. With the recent expansion of the University of ϡȱ School of Nursing offerings, the addition of the University of ϡȱ School of Pharmacy program, and the addition of Salisbury Universitys Respiratory Therapy Program, USG is becoming a true Health Sciences center. ϡȱH now offers nearly two dozen programs from five ϡȱ institutions. At ϡȱH, students can complete a bachelor's degree or earn a master's degree in a state-of-the-art facility which offers access to on-site academic advising, computer labs, and a full-service library to meet student needs. I will also note that it is these two education centersalong with the University of ϡȱ University Collegethat will account for the bulk of ϡȱs enrollment growth this year. Partnerships with Public Schools and Community Colleges ϡȱ has established ongoing partnerships with school districts throughout the state, with community colleges, with government entities, and with the private sector to better meet the educational and workforce demands of ϡȱ. We have established broad-based partnerships that unite the various sectors in a coordinated manner. Through efforts initiated at the System Office: we are opening and expanding the teacher pipeline; providing statewide access to early college credit; enabling seamless transition from community colleges to system institutions; and tailoring our efforts to better meet private sector needs. The impact and effectiveness of these efforts are greatly magnified by the coordination the System Office brings. Capital Campaigns As you know, the ability to raise revenue from alternative sourcesespecially private philanthropyis becoming increasingly important. Just a little over four year into our seven-year fundraising initiative, the ϡȱ (ϡȱ) federated campaign has raised more than $1billion. The campaignwhich includes all of the system's 11 universities and two research institutionshas a goal of raising $1.7 billion in private donations by June 30, 2012. Through training, capacity building, technical assistance, coordination, and other efforts, the System Office is playing a vital role in the success of these efforts. In addition, the ϡȱ Office continues its key role in advancing the three key strategic priorities I laid out before this committee last year: Enhancing the states global competitiveness, especially in the STEM areas; Intensify our efforts to close the achievement gap; And expand our role in fostering environmental sustainability. These are areas I have identified as needing particular attention during my remaining time as ϡȱ Chancellor. They are also areas in which the ϡȱ has a unique abilityand unique obligationto lead. Enhancing Competitiveness The ϡȱ Office is coordinating our system-wide efforts to ensure ϡȱs competitiveness. To advance this initiative and bring greater focus to our efforts, I appointed two task forces this past fall. The first, The Presidential Task Force on Research and Economic Competitiveness, was chaired by University of ϡȱ, College Park President Dan Mote. This task force was charged with identifying specific areas of research where ϡȱ institutions have a competitive edge and which could impact our states economic growth. The Task Force was also asked to identify and recommend remedies for the weaknesses in the systems and states ability to transfer research results into economic activity. The second task force was called the Presidential Task Force on the STEM (Science, Technology, Engineering, and Math) Workforce, and it was chaired by Towson University President Bob Caret. This task force was charged with focusing on strategies to ensure ϡȱ has a strong STEM workforce, with special attention to the production of K-12 STEM teachers. President Motes task force has provided proposals for research centers of excellence as well as proposals to empower university-driven economic development. The essence of this task force report is an agenda that will enable the ϡȱ and the State to take better advantage of the more than $1 billion of academic research and development performed by ϡȱ research institutions annually. President Carets task force looked to enhance growth in the STEM fields in four key areas: Increasing STEM graduates; Increasing STEM teachers; Increasing retention of STEM majors; And increasing current knowledge base of STEM educators. The task force recommendations involve the ϡȱ, the State, and the private sectorworking independently and togetherto expand both the availability of and the funding for STEM programs. The ϡȱ Office also has a significant role to play, especially in coordinating our STEM efforts. Last fall the National Science Foundation awarded the ϡȱ a five-year, $12.4 million grant to enhance STEM teaching and learning experiences in Prince George's County schools. Called MSP-Squared--Minority Student Pipeline Math Science Partnership--the project will address one of the most pressing state and national issues in education: the underrepresentation of minorities in STEM fields of study and professions. Working with core partner Prince George's County Public Schools, the ϡȱ Office of Academic Affairs, Bowie State University (BSU), University of ϡȱ, College Park (UMCP), University of ϡȱ Biotechnology Institute (UMBI), and Prince Georges Community College, will coordinate the project's multi-level strategy to enhance teacher development and student experiences in the sciences. Closing the Achievement Gap The MSP-Squared grant will also serve to advance our efforts in addressing the achievement gap; the gap in college participation, retention and graduation rates between low income and under-represented minorities on the one hand and the general student population on the other hand. Each ϡȱ campus has identified the institution-specific factors that lead to the gaps in academic success rates, and developed strategies to address these factors. Implementation began this past fall, with the goal of reducing the academic success achievement gaps by one-half by 2015 and eliminating the gaps altogether by 2020. I am pleased to note that the ϡȱ does well in this area relative to our peers. Five ϡȱ institutions--Bowie State University; Coppin State University; University of ϡȱ, College Park; University of ϡȱ Eastern Shore; and University of ϡȱ University College--have been ranked in the nation's Top 100 African-American undergraduate degree producers by Diverse Issues in Higher Education. But there can be no doubt that more needs to be done. Low-income students, first-generation students, and students of color represent a rapidly growing proportion of ϡȱs college-age population. At the same time, the rate at which these students go to college, stay in college, and graduate from college remains well below the rate of the student body at large. Last fall, the ϡȱ launched another initiative that will further advance our efforts along these lines. Way2Goϡȱ is a new information campaign to motivate and encourage more students to begin preparing for college early. The campaign is targeting middle-school students and their families, with a particular focus on students who will be the first in their families to attend college as well as students from non-traditional and under-represented groups. Way2Go ϡȱ is designed to help students and their families navigate the processes of college preparation as well as college and financial aid applications successfully. The campaign also seeks to encourage more students to embrace the fact that college is both desirable and possible. Sustainability Finally, the ϡȱ is leading on the vital and complex issues of Environmental Sustainability and Climate Change. By developing policies, practices, and programs that promote environmental stewardship and sustainable practices across the ϡȱ, we will make the university system a national leader in institutional responses to this challenge With every ϡȱ president signing on to the American College & University Presidents Climate Commitment, our campuses have begun the process of completing an inventory of the institutions greenhouse gas emissions to determine their carbon footprint in order to develop and implement a climate neutral plan within two years. In addition, the commitment calls upon our campuses to integrate sustainability into the curriculum and make it part of the educational experience. In addition, last year I appointed Don Boesch, president of the University of ϡȱ Center for Environmental Science (UMCES), as Vice Chancellor of Environmental Sustainability for the ϡȱ. Don is coordinating our activities in this area in order to advance specific, measurable goals. Many campuses are going the extra mile toward sustainability, with greater energy efficiency, green practices, new educational programs focused on environmental concerns, new research initiatives to combat global warming, and many other efforts. Just as it has taken your support and commitment for the ϡȱ to advance the goals of access, affordability, and quality, so will it take your support and commitment for us to advance forward in these key areas. I look forward to working with you in partnership as we make progress for the future of ϡȱ. Turning now to the Legislative Analyst Recommendations for the ϡȱ Office: Response to Legislative Analysis Recommendation Recommended Actions: Add the following language to the unrestricted fund appropriation: , provided the appropriation herein for the ϡȱ Office (ϡȱO) shall be reduced by $1,754,533. ϡȱO shall allocate the reduction of $1,754,533 to the ϡȱ at Hagerstown. Authorization is hereby granted to transfer $172,000 to the ϡȱ Higher Education Commission budget code R62I0007 by budget amendment for the purpose of providing funding for a Hagerstown Regional Higher Education Center. Explanation: The language reduces the funds allocated to the ϡȱ at Hagerstown (ϡȱH) by $1.8 million. ϡȱH should be funded according to the same strategy used to fund non-ϡȱ Regional Higher Education Centers (RHEC). In the fiscal 2010 allowance, RHECs are expected to be funded at 26.8% of the full funding level, so Hagerstowns total funding would be $172,000. This amount is authorized to be transferred to the ϡȱ Higher Education Commission to be used to fund a RHEC at Hagerstown. Recommendation 1. Response: The ϡȱ strongly disagrees with the DLS recommendation. The ϡȱs Hagerstown regional higher education center (ϡȱH), which opened in January 2005, is the newest higher education center in ϡȱ, but already the states third largest in terms of enrollment. Designed specifically to help address the education and workforce training needs of the western ϡȱ region, ϡȱH, through the support of the System and its institutions, local business and education leaders, and the state, has grown in four years to enroll more than 450 students in 21 undergraduate, graduate, and certificate programs offered by six ϡȱ (ϡȱ) institutions. In addition to providing students from Hagerstown and Frederick community colleges with the option of continuing their education at the baccalaureate level and beyond within their own community, the center also serves as a focal point for local businesses, schools, and nonprofit organizations in the region, partnering with them to provide a variety of outreach events and community service activities. Finally, ϡȱH serves as a model for smart growth initiatives in both ϡȱ and nationally, and contributes to the economic renewal and revitalization of the City of Hagerstown. In creating the Hagerstown center, the Systems Board of Regents drew on the successful administrative and academic model the System had created for its regional center at Shady Grove. In addition to allocating $1.8 million of funding to seed and support the centers programs, the Board of Regents (BOR) has also worked to build program offerings and increase student enrollment by incentivizing growth and encouraging ϡȱ institutions to work cooperatively to develop programs. The undergraduate and graduate programs in nursing and social work offered at ϡȱH, including, coming this fall, an innovative doctorate in education, which is jointly being developed and sponsored by UMCP and Frostburg, are just a few examples of the success the ϡȱ and the BOR have had in these efforts. These are programs that are designed to fulfilland indeed are fulfillingwork force needs in the region. They are also programs that are costly to support and complex to negotiate and administer. Without the financial, administrative, and coordinating role of the ϡȱ and the Board of Regents, these programs would not exist at ϡȱH. Separating the center from ϡȱ would remove the incentive of the System and the majority of its institutions to work cooperatively to bring out such programs and address the education and workforce needs in the region. Let me speak frankly, we believe that the DLS recommendation, if enacted, would effectively undermine the relative success and stability of the Hagerstown center. It would stall ongoing growth at the center in terms of both students and programs. It would weaken the centers governance structure and remove it from the ϡȱs planning and coordination process. It would eliminate a key source of institutional incentives to bring new programs out, particularly those that require significant and sustained investment in faculty and facilities (such as nursing and technology). More importantly, by reducing funding to the level recommended, we believe the result would be, in all likelihood, the closure of the facility. Purchased from the City of Hagerstown for $10.00 in 2004, the Baldwin House property has had over $15.4 million invested in it by the state and ϡȱ for design, construction and equipment. The facilitys operating costs for fuel and utilities alone exceed $700,000. A cut in the centers budget on the order of magnitude recommended by the analyst would result in the facility, which was built by the State of ϡȱ and is owned by the ϡȱ, being closed. That action, in turn, would impact the entire community: students, businesses, and civic organizations. Following a January 2008 visit to the Hagerstown Center, former ϡȱ Governor Parris Glendening was quoted in the local paper as having said, Hagerstown is a successful national model of smart growth.... The campus helped stimulate the city's downtown. It's exactly what we predicted... Blight breeds blight ... [a vacant building] would be a cancer or blight right in the middle of an extraordinarily successful national model. The current DLS recommendation if adopted would effectively reverse the progress made to date. Adopt the following narrative: Institutional Aid Report: The committees request that data be submitted for each ϡȱ (ϡȱ) institution on all categories of institutional aid (need-based, merit, mission, and athletic). Data on tuition remission should be submitted as a separate category. The report should be in the same format it is submitted to the ϡȱ Higher Education Commission and include prior year actual, current year working, and allowance. The report should be submitted with the budget request and allowance. Recommendation 2. Response: Concur; pending changes to the language that move the submission date to January 1 annually. ϡȱ Office Audit Findings Finding 1: Certain significant contract provisions related to the transfer of approximately $197 million in endowment funds by the Office to the University of ϡȱ Foundation for investment were not adhered to. ϡȱ comments: The finding identifies 3 separate recommendations relating to the Common Trust Fund: development of an investment policy ensuring the ϡȱF has the University System named as a third-party beneficiary on its contracts with fund managers, and the timely filing of investment reports agreed to in the legislation enabling the investment management of the Common Trust Fund by the ϡȱ Foundation Investment Policy The Investment Policy in place prior to the consolidation of the Common Trust Fund investment management under the UMF dealt with Board of Regents considerations in directly investing the funds. Benchmarks for individual investment manager performance standards were identified, as well as the proportions of the portfolio to be invested in stocks and bonds. Contractually assigning the responsibilities for investing the Common Trust Fund to the UMF means that the Systems investment policy needs to establish performance standards that the Regents will use in assessing the UMF performance, as well as provide for an updated and contemporary set of provisions for the possibility that the Regents may decide to change investment management responsibilities to return to the University System or change to another entity. This is a significant increase in complexity of the Investment Policy. The System Office is working with the ϡȱF staff to identify a performance standard that is consistent with the way the portfolio is being managed, and satisfies Board of Regents objectives for the Common Trust Fund. The Foundation has reviewed its investment performance with the Board of Regents Finance Committee, and the Finance Committee is pleased that the Foundation performance has been superior to previous benchmarks and also has been better than the majority of other colleges and universities that participate in the annual National Association of College and University Business Officers survey of endowment fund portfolio investment performance. Third-party beneficiary designation The ϡȱF has not included the System as a third-party beneficiary in contracts with investment managers. In discussions with Foundation staff, it is uncertain that the requirement of naming the System as a third-party beneficiary on all of its contracts is possible. The System and the Foundation are examining and rethinking that provision of the contract and intend to adjust the agreement to satisfy both the Systems needs for assurance that its funds are protected, as well as include a requirement that is possible in the context of the Foundations investment approach and its managers. Submission of annual investment performance reports Annual reports of investment performance as called for in legislation have been filed and will be completed in a timely fashion beginning with fiscal year 2009. Finding 2: Cash receipts were not adequately controlled. ϡȱ comments: The System Office has made the necessary changes in process and comments on control of cash receipts should not appear in future audit reports. Finding 3: Controls on critical ϡȱ Academic Telecommunications Systems (UMATS) management servers were inadequate. ϡȱ comments: Access to those servers will be severely limited to just those Internet addresses needed for the service. The servers will be added to the list of appliances that are regularly monitored. Finding 4: Administration and monitoring controls for critical UMATS networks devices were inadequate. ϡȱ comments: The recommendations made by the Legislative Auditors are being done. Finding 5: The Offices internal computer network was not adequately protected from security risks related to wireless connection. ϡȱ comments: Two separate networks are being created. One for employees will require authentication and will have access to internal servers. One that remains open for visitors will not have any internal service access but will only have external Internet access. Finding 6: Sensitive personal and financial information for prospective ϡȱ students was unnecessarily stored on a publicly accessible server. ϡȱ comments: The data has been encrypted. All historical student applications data have been moved to archival CD ROMs The current student application data (now encrypted) will be moved to the second server by the end of March. Finding 7: A complete information technology disaster recovery plan did not exist. ϡȱ comments: The Exec. Director responsible for the plan, died just before he completed it. He has not yet been replaced. The staff will complete the plan by April 1. They intend to update and test the plan annually thereafter. Finding 8: Controls and accountability over equipment at the Office and one regional higher education center were inadequate. ϡȱ comments: The ϡȱ Office agrees with the Legislative Auditors recommendations and is working towards a revision of the System Office policy on equipment handling and control. The $400,000 of equipment relates to computer equipment purchased in the early to mid 1990s that had long ago been replaced or disposed of in periodic information technology hardware upgrades. The disposal of these computers was not documented properly when disposed of, and in resolving the exceptions to the last inventory of personal property of the System Office, approval for removing these items was not signed off on by the System Office Comptroller. Inquiry into the disposition of the computer equipment was attempted, but due to personnel changes, was not completely possible. There was no indication of actual loss of equipment, and remaining Information Technology personnel could recollect the disposition of the old computers, though no documentation from Terrapin Trader was retained or could be found. This comment ONLY deals with the authorization of the System Office inventory records to remove computers that had been properly disposed of several years prior. The approval of resolution of the results of the inventory process was not contemplated in the System Offices policy on equipment handling and record-keeping, and the System Office will clarify and formalize that aspect of the process. *Bold denotes item repeated in full or part from preceding audit report. PAGE  PAGE 6 v     5 S Y i k z  " * + 4 L \  l ! ( 678LļȸȴhF` h}Rh _ih h _i hChChChI hMWhhh hdl5h%*ha9hMh=h%h:qhkohF hMWh[H hAh[H hh;h[H ho;h[Hh[H5Qv l m X Y 8TyzB & Fgd _igd & Fgd _igd _igdCgdgdM$a$gd[HkkLMRSchiwxyz@ABCr[ <>?CS$%W9Gy{dƿƧƧƧƧƧƠƠƙƙƙ hMbh'm{ hNh'm{ hJ^lh'm{ h'm{5>*h%*h'm{5>* hV5>*h'm{hYh!BhiRphZwhZ hhh h?J h}Rh _ihF`h _ih;BdeP & F gd'm{ & Fgd'm{gd'm{gdiRpgd & Fgd _ide0Ev|"?DH%*opqfo'(,.Yfghr/01FJLoļļhY hY5>*hhhY5>*hPh%*h0 h4shiRphNhMhIhiRph hZw hE hV hE h'm{h|h'm{5hVh'm{ h'm{5>*h%*h'm{5>*h%*h'm{>*5pq)h01KL !!u"v"##%gdP & FgdYgdYgdVEa & F gdiRp & FgdZwgdiRpgd'm{h^hgd'm{ovz{(Diz!!2!W!m!x!!!!!! 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