College of public affairs
strategic plan 2025-2030

Vision

To achieve national and international recognition for applied, engagement-focused learning, research and external engaged public service in all programs, curricula and centers.

Mission

The College of Public Affairs at The University of Baltimore is a vibrant, urban college engaged in personalized teaching and innovative research that promotes excellence in the public and nonprofit sectors. The college is an intellectual catalyst for local, regional, national and global leadership in the fields of public administration, international affairs, conflict management and negotiation, health and human services and criminal justice. It influences the broader community through traditional degree programs, continuing education, research and engaged practice.

The College of Public Affairs inspires and educates a diverse student body whose education grounds them in theory and practice and readies them to contribute to their organizations and communities. Our engaged faculty and practitioners are committed to improving the practice in their fields through excellence in instruction, research and applied practice.

 

Goals and Strategies

In alignment with the University's Strategic Goals, the College of Public Affairs Strategic Plan (2025-2030) focuses on increasing engagement, expanding positive public awareness, ensuring excellent retention and graduation by offering the best possible student experience, strengthening the college’s commitment to inclusiveness and growing revenue through greater enrollment numbers, increased grant and gift income, federal, state and local appropriations and other revenue streams.

objectives

  1. Within five years, increase total college enrollment by 30 percent (from 777 as of fall 2023 to 1,010).
  2. Within five years, improve the college's U.S. News and World Report graduate school ranking from 61 (2025) to 50.
  • S1.1 - Improve and amplify the college brand and improve communication of the college’s unique programs and pedagogical model of public engagement.
    • Bring together the marketing and communications teams in the university, college and centers to create a marketing and communications strategy with clear goals and objectives that integrates and leverages college and university resources.
      • Learn from the recruitment and marketing strategies of peers who are doing this well.
      • Focus on segmented marketing (student pipelines, early career, employers).
    • Identify the unique value proposition of the college brand and use consistently in all marketing materials (both at the college and program level).
  • S1.2 - Expand and improve program-based marketing.
    • Conduct focus groups of current and prospective students to determine what they are looking for, what is helpful, and how it could be enhanced.
    • Improve relationships with community colleges and entities working to pathway youth and young adults into programs offered through the college.
    • Market faculty, staff, student and alumni accomplishments through blogs, social media, and quarterly journal. Add focus on centers and grants and special engaged education programs like NextGen Leaders for Public Service and Second Chance College Program.
    • Compare total cost to degree completion with those of competitors to assess value proposition.
    • Directly share employment outcomes and affordability information with prospective students.
  • S1.3 - Develop targeted marketing focusing on professional education.
    • Conduct regular outreach to working adults (early- and mid-career) and employers.
    • Develop viable admissions prospects by integrating more faculty and staff into local and regional state associations and community organizations.
    • Increase ranking to top 50 in U.S. News and World Report’s Best Graduate Schools in Public Affairs. Seek opportunities for other rankings.
    • Secure video testimonials from employers who can highlight the enhanced value they have observed in their employees after completing a degree or certificate program in the college.
  • S1.4 - Celebrate and communicate the college's rich diversity to external audiences. 
    • Create a Diversity, Equity and Inclusion (DEI) committee to work with marketing to develop key messaging channels for communication.
    • Publish enrollment diversity statistics on website.
  • S1.5 - Increase positive visibility of the centers in media and public perception of the college to increase applications and enrollments.
    • Increase communication staff to at least one full-time position in the college.
    • Increase newsletter frequency and focus distribution to include potential student and employer markets.
    • Market and promote scholarships, fellowships and paid internships.
    • Exhibit at relevant regional and national professional conferences (e.g., Maryland Municipal League, Maryland Association of Counties, Maryland Nonprofits and other academic professional associations).
  • S1.6 - Convene and host events, outside groups, public policy workshops and clinics.
    • Leverage University and nearby space for public conferences and events.
      1. Schedule training programs, student and policy events on campus or at nearby locations.
      2. Emphasize advantages of space, such as location and safety.
    • Market the neighborhood in which UBalt sits and identify nearby attractions and opportunities that may interest students and help them feel connected.
    • Host offsite gatherings with alumni, faculty and students, preferably at the beginning and end of each semester.
  • S1.7 - Add creative college strategies beyond traditional marketing methods.
    • Offer “teasers” of the program, like a free course or workshop to draw prospective students to campus.
    • Create learning programs or opportunities for students at various levels of the pipeline to come onsite for learning experiences (e.g., summer workshop for high school students).
    • Develop customized communications for each individual student.
    • Create new communication channels (e.g., transit advertising).
    • Meet with employers to get input about workplace
  • S1.8 - Remove obstacles, particularly financial obstacles, which discourage the population we serve from enrolling.  
    • Define financial obstacles, identify what prevents students from enrolling, and develop solutions to these problems.
    • Communicate effectively about assistantships, fellowships and other financial assistance opportunities.
  • S1.9 - Improve retention and graduation rates for all programs.
    • Enhance connections to student groups and programs.
    • Focus on engagement and create a sense of community.
    • Boost student engagement with college social media channels.
    • Highlight student success stories on webpages and social media.
    • Formalize and provide peer support to students.
    • Create user-friendly online opportunities for students to get help with issues, particularly financial issues.
    • Create an orientation for every program.
    • Develop college-based retention grants.
    • Create stackable credential models which offer built-in retention incentives.
    • Analyze course drop, fail and withdraw (DFW) rates for student success opportunities.
  • S1.10 - Leverage alumni for enrollment growth and retention.
    • Enhance the alumni network at college and program levels.
    • Involve alumni in student recruitment.
  • S1.11 - Develop an optimal portfolio of academic programs and modalities.
    • Expand, create, and scale online, low residency, and hybrid program offerings.
    • Leverage learning education tools to allow faculty to increase engagement with students.
    • Offer online courses that give continuing education credit for professionals.
  • S2.1 - Identify current and potentially new programs that will serve the needs of public service regionally, nationally and internationally.
  • S2.2 - Partner with local employers to recruit adult professionals using employer tuition reimbursement and direct billing.
  • S2.3 - Advance undergraduates to graduate programs through accelerated pathways and 4+1 partnerships with other universities.
    • Develop cross-university programs (e.g., CPA to CAS or CAS to CPA).
    • Promote existing pathway programs at college and University admission open houses and via direct outreach to juniors and entering transfer students.
  • S2.4 - Create and market pathways to college certificates.
    • Create certificates and other programs that intentionally provide stackable credentials leading to a degree program.
      • Certificate on substance abuse
      • Certificate in artificial intelligence
    • Partner with other programs, such as the MBA, to offer certificates as tracks.
  • S3.1 - Amplify programs and activities that have engagement components.
    • Capture all the ways the college is engaging now in each of the vision statement categories.
    • Determine an expansive and inclusive definition of engagement that aligns with the University’s definition of engagement.
    • Establish a culture of engagement in teaching, scholarship and service.
  • S3.2 - Ensure engagement is embedded in all curricula.
    • Bridge curriculum and engagement.
    • Communicate internship and fellowship opportunities that foster engagement.
    • Build incentives for students to publish their engaged scholarship and research.
  • S3.3 - Increase faculty and student engagement in the civic forum, enhancing visibility.
    • Build recognition of engaged scholarship into promotion and tenure process.
    • Build incentives for students to get their engagement scholarship published.
    • Highlight and promote faculty, staff, student and alumni engagement.
  • S3.4 - Develop better communication, celebrating the college's unique brand of engagement-focused education.
    • Develop and publicize co-sponsored events with other nonprofits.
    • Centralize engagement information for ease of use.
  • S3.5 - Ensure student engagement with faculty, staff, and fellow students.
    • Leverage student organizations for engagement events and funding.
    • Host symposia to showcase student work in engagement.
    • Increase student membership in professional associations so they can network with professionals, which may lead to employment opportunities.
  • S4.1 - Create more synergy between academic programs and centers so that all realize benefits of the relationship.
    • Create joint hires/appointments between the centers and relevant academic programs.
    • Create a simple database or fact sheet listing faculty and center staff skills and research interests as a tool for furthering collaboration as opportunities arise.
    • Create monograph series in the centers to focus on publishing short articles on an applied aspect of faculty research or center studies.
    • Use centers and center connections to develop applied capstone projects for academic programs.
    • Promote programs and share admission materials at center events.
    • Create special topics classes that link to centers’ areas of expertise.
    • Create post-doc opportunities with the centers.
    • Work with faculty and among centers to create non-credit certificates or badges that can also be offered to students as part of their degree program at low or no cost.
  • S4.2 - Add more faculty fellowships and improve faculty relationships with the centers' programs and research.
    • Offer course buyouts where appropriate.
    • Offer overload contracts for work with the centers.
    • Count work with the centers in promotion and tenure requirements.
    • Create more opportunities for adjunct faculty.
      1. Link adjunct faculty members to the centers.
      2. Adjuncts can be part of research teams or serve as trainers in center programs.
  • S4.3 - Focus on NextGen Leaders for Public Service Program and other similar types of externships and internships.
    • Expand center-focused fellowships.
    • Have faculty members who are admitting students screen them for fellowships and internships.
    • Create incentives for host internship sites to send staff to the college's degree programs.
  • S5.1 - Grow total dollar amount of grants and gifts by 25 percent within five years.
    • Develop a college fundraising plan with the University’s Office of Advancement and External Relations.
    • Communicate the college's outstanding record of fundraising to University and external constituencies, particularly potential funding organizations.
  • S5.2 - Increase grants and contracts by working with faculty and students.
    • Faculty can leverage expertise with centers to increase the odds of securing additional grants.
    • Reallocate faculty workloads to support grant work or sponsored projects.
    • Faculty evaluation needs to be more structured to align with grant funding and sponsored projects.
    • Create faculty incentives for securing grants (e.g., course releases, stipends and graduate assistants). 
    • Increase capacity by providing courses on grantwriting for students.
  • S5.3 - Explore and develop opportunities for non-tuition programs for working professionals (ie., training, non-degree programs and continuing education).
    • Focus on developing non-degree certificates that are stackable into existing programs to leverage current resources.
    • Provide continuing education units and training for professionals.
    • Co-sponsor training programs with professional associations that can direct students to employment opportunities.
    • Create programs for retirees or older adults who do not seek a degree but are interested in continued learning.
  • S6.1 - Plan for recruiting and hiring high-quality and diverse faculty and staff.
    • Create a recruitment plan that assures a high-quality and diverse faculty and staff.
    • Develop formalized pipelines and succession planning strategies.
    • Develop retention programs for college staff.
    • Develop unique faculty tracks to assist with retention.
      1. Create new full-time appointment categories, such as “faculty of practice" and other non-tenure-track full-time positions.
    • Work with programs and centers to enhance the capacity for mentoring (cross-expertise).
    • Examine the tenure-track review process to include collaboration in research and service with other programs within college programs and centers.
    • Identify key subject areas and subject matter experts relative to existing or emerging markets.
    • Develop options in alignment with workforce development that will lead to attracting public sector colleagues to serve in faculty of practice or non-traditional academic roles.
  • S6.2 - Create a college Diversity, Equity, Inclusion and Accessibility (DEIA) Committee and Plan.
    • Form committee of faculty, staff, students and alumni.
    • Review and revise implementation plans for searches, learning, recruitment, etc.
    • Develop a DEIA vision and plan (inclusive of diverse stakeholders).
  • S7.1 - Expand and emphasize global learning and engagement across all programs.
  • S7.2 - Include global to local components in all curricula.
    • Establish a global thread from the college to abroad.
    • Expand faculty and staff attendance at international themed conferences.
  • S7.3 - Develop acculture that embraces global to local and local to global.
    • Establish relationships with international universities.
    • Formalize relationships with alumni who live or work abroad or who are professionally connected with other countries.
    • Identify countries where there is a college connection, and create a list of countries where connections are desired.
  • S7.4 - Link global learning to diversity and inclusion.
    • State and county governments have international programs. Establish partnerships with various states and counties to provide educational opportunities.
    • Develop certificate programs specifically for international populations.
  • S7.5 - Lead in global education on campus.
    • Establish collaboration on global programs with the rest of the University.
    • Build a university-wide workshop on global engagement that brings together faculty across the University.

About the Strategic Plan

The College of Public Affairs launched its strategic planning process in 2023 under Dean Roger Hartley, working with higher education consulting firm Stephens Strategy. A strategic planning committee, joined later by an executive committee, guided the work through 2023 and 2024: gathering and synthesizing data, identifying key strategic issues, developing strategic questions and shaping those questions into strategic initiatives. The college retained its existing mission statement through the process while developing a new vision statement.

The plan builds on the college's 2015–2018 strategic plan, which focused on teaching, research, service and critical success factors across the college and its schools. That plan set a goal of ranking among the top 25 public affairs schools nationally; the college didn't reach that mark but rose to the top 25 percent, ranking 70th out of 280 programs. The 2025–2030 strategic plan also aligns with the University of Baltimore's strategic plan, which centers on building UBalt's reputation, strengthening financial stability, delivering strong student outcomes, deepening community engagement and fostering an inclusive campus.

True to the college's mission of engagement, the planning process was intentionally inclusive of faculty, staff, students and alumni, with input shared and sought throughout every phase.

Two retreats anchored the process. A strategic planning committee retreat in June 2023 produced an initial list of strategic issues, later consolidated into seven priority areas: enrollment stabilization and growth, professional education, mission-driven engagement, effective use of the college's research centers, diversified revenue, faculty and staff recruitment and retention and global engagement. A second retreat in April 2024 brought together more than 50 faculty, staff, students and community members to translate the resulting strategic questions into concrete tactics.

The strategic planning committee reviewed and approved the plan in summer 2024. The college's executive committee then reviewed and endorsed it for implementation that fall, following a final round of community feedback. The plan was formally adopted in early fall 2024 and will guide the college's direction over a five-year term, with implementation led by the dean and executive committee in collaboration with faculty, staff, university leadership and the broader college community.

  • Dr. Roger Hartley, Dean, College of Public Affairs
  • Dr. Ñusta Carranza-Ko, Associate Professor, School of Public and International Affairs
  • Dr. Ann Cotten, Executive Director, Schaefer Center for Public Policy
  • Tiffany Cover, Graduate Alum, M.S. in Health Systems Management
  • Dagemawit Kebede, Graduate Student, M.A. in Global Affairs and Human Security
  • Megan Manley, Assistant Dean, College of Public Affairs
  • Dr. Dawnsha Mushonga, Assistant Professor, School of Health and Human Services
  • Dr. Michele Perkins, Senior Consultant, Stephens Strategy; President Emeritus, New England College
  • Dr. Heather Pfeifer, Professor, School of Criminal Justice
  • Dr. Ivan Sascha Sheehan, Associate Dean, College of Public Affairs

Titles reflect roles held during the strategic planning process (2023–2024).

As of fall 2024, when this plan was adopted, the College of Public Affairs comprised three schools—Criminal Justice, Health and Human Services and Public and International Affairs—offering six undergraduate programs, two minors, one undergraduate certificate, nine graduate programs and eight post-baccalaureate certificates.

The college's work included three research centers: the William Donald Schaefer Center for Public Policy, home to the Maryland Certified Public Manager® Program and the NextGen Leaders in Public Service Program; the Center for Public Safety Innovation; and the Center for Advancing Prevention Excellence. A fourth center, home to the Second Chance College Program serving incarcerated students through re-entry-focused education, was in development at the time of the plan's adoption and launched in fall 2025 as the Center for Justice-Impacted Students.