2008 Eastern Michigan University Systems Portfolio for Accreditation Eastern Michigan University Systems Portfolio

June 1, 2008

www.emich.edu/aqip/systemsportfolio.html

Eastern Michigan University Office of the Provost 106 Welch Hall Ypsilanti, MI 48197 734 487-3200 www.emich.edu Eastern Michigan University AQIP SYSteMS PORTFOLIO | 2008

Table of Contents

Institutional Overview ...... 1

IO1 Distinctive features ...... 1 IO2 Scope of educational offerings ...... 2 IO3 Student base ...... 4 IO4 collaborative relationships ...... 4 IO5 Faculty and staff ...... 5 IO6 Facilities, equipment, and technology ...... 6 IO7 competitive Institutions ...... 7 IO8 Opportunities and challenges ...... 7

Category1: Helping Students Learn ...... 9

1C1 common student-learning objectives ...... 9 1C2 aligning learning with mission ...... 9 1C3 Key instructional programs and methods ...... 9 1C4 Preparing students to live in a diverse world ...... 10 1C5 Maintaining climate of diversity, intellectual freedom, inquiry, and reflection ...... 10 1P1 Determining common student-learning objectives ...... 11 1P2 Designing new courses and programs ...... 11 1P3 Determining required student preparation ...... 12 1P4 communicating expectations to students ...... 12 1P5 Helping students select programs that match needs, interests, and abilities ...... 12 1P6 Documenting effective teaching and learning ...... 13 1P7 building effective and efficient course-delivery systems ...... 13 1P8 Monitoring currency and effectiveness of curriculum ...... 13 1P9 Determining student and faculty support ...... 14 1P10 alignment of curricular and co-curricular goals ...... 14 1P11 Determining processes for student assessment ...... 14 1P12 Student preparation for further study or employment ...... 16 1P13 Measures of student performance ...... 16 1R1 Student-learning achievement ...... 16 1R2 Student-competence evaluation ...... 16 1R3 teaching-and-learning process results ...... 17 1R4 comparative results ...... 17 1I1 Improving current processes ...... 17 1I2 Setting and communicating targets ...... 17

Category 2: Accomplishing Other Distinctive Objectives ...... 18

2CI Other distinct objectives ...... 18 2C2 alignment with mission ...... 18 2C3 Support for helping students learn ...... 18 2P1 Determining other distinctive objectives ...... 19 2P2 communicating expectations ...... 19 2P3 Determining faculty and staff needs ...... 19 2P4 assessing and reviewing distinct objectives ...... 19

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2P5 Measures ...... 19 2R1 results ...... 19 2R2 results Comparisons ...... 20 2R3 Strengthening the University and enhancing relationships ...... 21 2I1 Improving systems and processes ...... 21 2I2 targets and improvement priorities ...... 21

Category 3: Understanding Students’ and Other Stakeholders’ Needs ...... 22

3C1-3C2 Student-stakeholder groups, expectations, and requirements ...... 22 3P1 Identifying, analyzing, and responding to student needs ...... 22 3P2 building and maintaining student relationships ...... 22 3P3 Identifying, analyzing, and responding to stakeholder needs ...... 23 3P4 building and maintaining stakeholder relationships ...... 24 3P5 Determining new student and stakeholder groups ...... 24 3P6 collecting complaint information ...... 25 3P7 Determining student and stakeholder satisfaction ...... 25 3R1 Student satisfaction results ...... 25 3R2 Student relationship-building results ...... 26 3R3 Stakeholder-satisfaction results ...... 26 3R4 Stakeholder relationship-building results ...... 27 3R5 results comparisons ...... 27 3I1 & I2 Improvement ...... 27

Category 4: Valuing People ...... 29

4C1 Organization of work environment ...... 29 4C2 Key institutional and geographical factors ...... 29 4C3 Demographic trends ...... 29 4C4 Key training initiatives ...... 29 4P1 Job requirements and hiring ...... 30 4P2 recruiting, orienting, and retaining employees ...... 30 4P3 Ensuring work processes, activity contributions, and ethical practices ...... 31 4P4 training and development ...... 32 4P5 Determining Training Needs ...... 32 4P6 Personnel evaluation system ...... 32 4P7 recognition, reward, and compensation systems ...... 33 4P8 Determining key motivational issues ...... 34 4P9 Evaluating employee satisfaction, health and safety, and well-being ...... 34 4P10 Measures collected and analyzed ...... 34 4R1 results ...... 34 4R2 results in processes associated with valuing people ...... 34 4R3 Employee productivity and effectiveness ...... 35 4R4 benchmarking comparisons ...... 35 4I1 Improving processes for valuing people ...... 35 4I2 Setting targets for improvement ...... 35

Category 5: Leading and Communicating ...... 36

5C1 Leadership and communication systems ...... 36 5C2 Leadership alignment with board ...... 37 5C3 Institutional values and expectations ...... 37 5P1 Directions aligned with mission, vision, and values ...... 37 5P2 Future opportunities and the learning environment ...... 38 5P3 Decision-making processes ...... 38

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5P4 Use of information in decision-making ...... 39 5P5 communication among institutional levels ...... 39 5P6 communication of shared mission, vision, values, and institutional directions ...... 39 5P7 Encouragement and development of leadership abilities ...... 41 5P8 Leadership succession to ensure mission, vision, and values ...... 42 5P9 Measurement of leading and communicating ...... 42 5R1 results for leading and communicating processes and systems ...... 42 5R2 comparative results ...... 42 5I1 & 5I2 Improvements and targets ...... 42

Category 6: Supporting Institutional Operations ...... 43

6C1 Key student and administrative support service processes ...... 43 6C2 reinforcing EMU’s key student and administrative support services processes and systems in Category 1 and Category 2 ...... 44 6P1 Identifying student support service needs ...... 44 6P2 Identifying key stakeholder administrative support service needs ...... 44 6P3 Managing student and administrative support service processes ...... 45 6P4 Using information and results to improve support services ...... 47 6P5 Measures of student and administrative support services ...... 47 6R1 results of student support services processes ...... 47 6R2 results of administrative support processes ...... 49 6R3 comparison of results with other higher-education institutions ...... 49 6I1 Methods of improvement of current processes and systems ...... 50 6I2 Identification and communication of improvement priorities ...... 50

Category 7: Measuring Effectiveness ...... 51

7C1 Data collection and availability ...... 51 7C2 Key institutional measures for tracking effectiveness ...... 52 7P1 Selection, management, and use of information ...... 52 7P2 Determining information needs ...... 52 7P3 Determining needs for comparative data ...... 53 7P4 analyzing and sharing data at institutional level ...... 53 7P5 alignment of data with institutional goals ...... 53 7P6 Ensuring effectiveness of information systems and processes ...... 53 7P7 Measures of the effectiveness ...... 54 7R1 results of systems for measuring effectiveness ...... 54 7R2 results comparison ...... 54 7I1 Improvement of current systems and processes ...... 54 7I2 Setting targets for improvement ...... 54

Category 8: Planning Continuous Improvement ...... 55

8C1 Institutional vision ...... 55 8C2 Short-term and long-term strategies aligned with mission/vision ...... 55 8P1 Institutional planning process ...... 55 8P2 Selecting short-term and long-term strategies ...... 55 8P3 Developing key action plans to support institutional strategies ...... 56 8P4 coordinating and aligning planning processes ...... 56 8P5 Selecting measures and setting performance projections ...... 58 8P6 accounting for resource needs ...... 58 8P7 Ensuring faculty, staff, and administrator development ...... 58 8P8 Measuring planning effectiveness ...... 58 8R1 results ...... 58 8R2 Projections of performance ...... 58

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8R3 comparisons of performance ...... 59 8R4 Evidence of effectiveness ...... 59 8I1 Improvement of current processes ...... 59 8I2 Setting and communicating targets ...... 59

Category 9: Building Collaborative Relationships ...... 60

9C1 Key collaborative relationships ...... 60 9C2 relationships support institutional mission ...... 60 9P2 Ensuring needs are met ...... 62 9P3 building and integrating internal relationships ...... 62 9P4 Measures of collaborative relationships ...... 63 9R1 results from building collaborative relationships ...... 63 9R2 results comparisons ...... 63 9I1 Improving processes for building collaborative relationships ...... 63 9I2 Setting targets for improvement ...... 63

Appendices...... 64

List of Abbreviations ...... 67

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Figures

Figure IO.1: Mission and Core Principles ...... 1

Figure IO.2: Revenue Sources ...... 2

Figure IO.4: Strategic Directions - April 2008 ...... 2

Figure IO.3: Expenditures ...... 2

Figure IO.5: Number of Degrees Granted by College ...... 3

Figure IO.6: Student Profile ...... 4

Figure IO.7: Sample of Collaborative Relationships ...... 5

Figure IO.8: Employee Workforce by Employee Classification ...... 6

Figure IO.9: Employees by Gender within Classification ...... 6

Figure IO.10: Faculty by Rank ...... 6

Figure IO.11: Key Competitors ...... 7

Figure IO.12: Opportunities and Challenges ...... 8

Figure 1.1: Online, Hybrid, and Web-Enhanced Courses ...... 10 Figure 1.2: Sample of Documents Reflecting Climate of Diversity, Intellectual Freedom, Inquiry and Reflection ...... 11

Figure 1.3: Communicating Expectations to Students ...... 12

Figure 1.4: Determining and Providing Student-Learning Support ...... 15

Figure 2.1: Comparison of Peer Institutions’ Grants Awarded ...... 20

Figure 3.1: Stakeholder Requirements and Expectations ...... 23

Figure 3.2: Tools to Measure Student and Stakeholder Satisfaction ...... 26

Figure 3.3: Results from Alumni Survey ...... 27

Figure 3.4: NSSE Benchmark Data ...... 28

Figure 4.1: Departments Serving Personnel ...... 29

Figure 4.2: Recent Professional-Development Programs at EMU ...... 31

Figure 4.3: Illustrative EMU Employee Recognition Programs ...... 33

Figure 4.4: Faculty Awards Granted and Applied For ...... 34

Figure 4.5: Faculty Tenure and Promotion, 2005-2007 ...... 35

Figure 4.6: Sources and Amounts of External Awards ...... 35

Figure 5.1: EMU IDEA Model ...... 38

Figure 5.2: EMU Communication Modes ...... 40

Figure 5.3: EMU Formal Meetings ...... 40

Figure 5.3: EMU Formal Meetings (Continued) ...... 41

Figure 6.1: Key Processes and Operations ...... 43

Figure 6.2: Sample of Methods to Identify Needs ...... 46

Figure 6.3: Sample of Measures ...... 48

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Figure 6.4: FDC-Planned Initiatives and Progress Report ...... 49

Figure 6.5: Total Library Expenditures Per FTE Student 2005/2006 ...... 50

Figure 7.1: Sources and Availability of Information ...... 51

Figure 7.2.: Identified Measures ...... 52

Figure 8.1: Short-Term Strategies ...... 56

Figure 8.2: Stategic-Planning Process ...... 57

Figure 8.3: Integrated Program Review and Continuous-Improvement Cycle ...... 57

Figure 9.1: Collaborative Relationships ...... 60

Figure 9.2: Student/EMU Relationship-Building Interactions ...... 61

Figure 9.3: Alumni Gifts ...... 63

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Index

Index to the location of evidence relating to the Commission’s Criteria for Accreditation found in Eastern Michigan University’s Systems Portfolio

Criterion One – Mission and Integrity. The organization operates with integrity to ensure the fulfillment of its mission through structures and processes that involve the board, administration, faculty, staff, and students.

Core Component 1a. The organization’s mission documents are clear and articulate publicly the organization’s commitments. • The University Mission is publicly articulated in many sources (IO1, Figure IO.1, 1C2, 5P1). • EMU is committed to a University-wide focus on learning as its core mission (IO1, Figure IO.1, 6C1, 6C2). • EMU commitment extends beyond the campus boundaries (IO1, Figure IO.1, IO4, 9C2). Core Component 1b. In its mission documents, the organization recognizes the diversity of its learners, other constituencies, and the greater society it serves. • One core principle is “Taking pride in our diversity as a resource for learning” (IO1). • The General Ed. Program includes strong focus on both U.S. and Global Diversity (1C1). • EMU takes pride in using its diversity as a resource for learning across colleges, programs, and academic levels (IO1, 1C4). • Core values include “Diversity” and “Human Dignity & Respect” (5C3). • In accord with its mission, EMU has adopted a policy on Gender Identity (5P1). • The mission requires that data about students be collected, managed, and accessible. (7P1). • One of the four strategic directions includes diversity and multicultural perspectives (8C1). Core Component 1c. Understanding of and support for the mission pervade the organization. • Within the context of the mission, EMU responds to student and stakeholder needs (3C1). • New-faculty orientation and faculty-development programs focus on understanding EMU’s student base and approach to serving students (4P2). • Departmental orientations for new staff and administrators typically include a focus on how the department supports the educational mission of the University (4P2). • Faculty, staff, students, and stakeholders have input (5C1, 5P1). • Short-term strategies were developed within the structure of the mission, vision, and four directions (8C2). Core Component 1d. The organization’s governance and administrative structures promote effective leadership and support collaborative processes that enable the organization to fulfill its mission. • Regents, administrators, faculty, staff, and students are involved in setting policies, fiscal oversight, directions, and learning opportunities in accord with mission (IO1, 4P3, 5C1, 5P1, 5P2, 5P5). • All divisions design specific training programs for their staff in response to current issues (4C4, 4P2). • Cross-divisional teams, collective-bargaining agreements, Faculty Council, and interested stakeholders provide input for decisions (4P3, 5P3). • New iteration of strategic planning for developing priorities and directions is consistent with mission (5P6). • EMU’s long-term strategies are being determined by the strategic-planning process (8C2, Figure 8.1, 8P2). • Short-term goals were developed within the structure of the mission, vision, and four directions (8P2).

INDEX | 1 Eastern Michigan University AQIP SYSteMS PORTFOLIO | 2008

Core Component 1e. The organization upholds and protects its integrity. • Many processes and offices foster the creation and maintenance of a climate that celebrates intellectual freedom, inquiry, reflection, respect for intellectual property, and respect for different opinions (Figure 1.2, 1C5). • The Office of the Ombudsman is the general office for student and stakeholder concerns (3P6). • The “EMU Advantage Program” is open to every person at every level at EMU to enable confidential communication regarding unethical, illegal, or suspicious behavior (3P6). • EMU has policies and infrastructure in place to address sexual harassment, academic dishonesty, protection of human subjects, health and safety, etc. (4P3). • A core value is “Integrity” (5C3). • EMU has established an ethics- and compliance-reporting system, which enables any faculty or staff member to bring compliance and ethics issues directly to the Board of Regents (5P1). • EMU’s partnerships and contractual agreements uphold the University’s integrity (9C1, 9C2, 9P1).

Criterion Two – Preparing for the Future. The organization’s allocation of resources and its processes for evaluation and planning demonstrate its capacity to fulfill the mission, improve the quality of its education, and respond to future challenges and opportunities.

Core Component 2a. The organization realistically prepares for a future shaped by multiple societal and economic trends. • New programs and courses are designed in response to an array of inputs, including advisory boards, specialized accreditation standards, employer requests, the development of new technologies or methods in particular disciplines, and student-learning outcomes data (1C5). • EMU examines demographic trends in the campus workforce, student body, and pools of potential students in planning (4C3, 4P10, 4R1). • Strategic directions and strategies are derived from scans that address social, technological, economic, educational, and political current and emerging conditions and factors (8P2). Core Component 2b. The organization’s resource base supports its educational programs and its plans for maintaining and strengthening their quality in the future. • EMU is engaged in campus-wide planning (IO1, 8C1). • EMU has made commitments to improve facilities, equipment, and technology (IO6). • The new General Education Program won an award for “commitment to student-learning objectives” (1C1). • EMU draws robust and diverse applicant pools for faculty, staff, and administrative vacancies (4C2). • Orientation programs for new faculty, staff, and administrators prepare employees to work effectively with EMU students (4C4, 4P2). • Professional-development programs for faculty, staff, and administrators provide opportunities for the campus workforce to hone their current skills and acquire new skills aimed at enhancing support for student learning and service (4P2, Figure 4.2, 4P4-6, Figure 4.3). • EMU has increased the breadth and frequency of campus safety training; additional campus policies, procedures, and security measures have been established (4R1). • AHR and HR have drafted a new manual for searches and other personnel policies to provide more uniform processes throughout the institution (4R2). • EMU faculty, staff, and administrators regularly are recognized by professional organizations and funding agencies for outstanding accomplishments (4R3, Figure 4.5). • EMU has instituted a professional-management training program for mid- and upper-level administrators and hired a training director (4I1). Core Component 2c. The organization’s ongoing evaluation and assessment processes provide reliable evidence of institutional effectiveness that clearly informs strategies for continuous improvement.

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• Strategic planning at EMU is aligned with the mission, directions, and continuous improvement (IO1, Figure IO.12, 8P4). • All academic programs participate in annual planning and program review (1C1, 8P4). • Numerous data sources are utilized to assess effectiveness (3R5, 7C1, Figure 7.1). • A gap between performance standards and performance observed triggers discussion about training that can assist the employees in improving (4P5). • Training focused on continuous improvement is ongoing (4P5). • Annual performance reviews provide an effective procedure to monitor strengths and identify areas of improvement, processes to notify employees of unproductive or inappropriate behavior, or violation of University policy (4P6). Core Component 2d. All levels of planning align with the organization’s mission, thereby enhancing its capacity to fulfill that mission. • Steps to strengthen performance focus on increasing teaching effectiveness for most EMU employees (4P5). • Divisional and unit work plans support EMU’s mission, vision, and directions (8P3). • Integrated program review leads to annual plans utilized to fulfill the mission (8P4).

Criterion Three – Student Learning and Effective Teaching. The organization provides evidence of student learning and teaching effectiveness that demonstrates it is fulfilling its educational mission.

Core Component 3a. The organization’s goals for student-learning outcomes are clearly stated for each educational program and make effective assessment possible. • Eastern Michigan University’s (EMU) common student-learning objectives are embodied in the learning outcomes of the new General Education Program: Education for Participation in the Global Community (IO2, 1C1). • Student-learning outcomes for particular programs are established by the relevant program faculty in that disciplinary area; common learning objectives are established by faculty committees in consultation with advisory boards, student representatives, and other stakeholders and are reviewed on a regular basis (1C2, 1P1). • One AQIP Action Project focuses on establishing the parameters for data collection and analysis related to student outcomes and performance in three foundational areas: effective oral communication, effective written communication, and quantitative reasoning (1R1). • A key focus in both the new faculty-orientation and the subsequent department/college orientation programs is successfully working with EMU students (4P2). • The General Education Action Project promises to align the goals of general education with assessment (7P5). • The academic program-review process requires the alignment of departmental and program goals with the HLC criteria and overall institutional directions (7P5, 8P4). Core Component 3b. The organization values and supports effective teaching. • Teaching excellence is at the core of the University mission statement (IO1, Figure IO.1). • A number of offices, centers, and groups on campus work regularly to determine student and faculty needs relative to learning support (Figure 1.4, 1P9). • Measures of effective teaching and learning are constantly being updated and tracked (4P6; Figure 7.2, 7P1). • EMU offers several annual awards to celebrate teaching excellence (4P7; Figure 4.3). • Student evaluations, nominations for faculty awards, and annual faculty reports document teaching effectiveness (4P10). Core Component 3c. The organization creates effective learning environments. • In addition to institutional accreditation through the Higher Learning Commission (HLC), EMU

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academic programs for which specialized accreditation is available hold that accreditation in virtually all cases (IO2, Appendix A). • University Physical Plant employees “provide an environment for education first,” creating state-of- the-art facilities and implementing preservation techniques on its older structures (IO6). • EMU has recently invested in course- and facilities-scheduling software to provide longitudinal data on which to base decisions for balancing student and institutional needs (1P7). • Numerous environmental supports exist (3P2, 3R1, 3R5, Figure 6.1). • A key focus in both the new-faculty orientation program and the subsequent department/college orientation programs is successfully working with students (4P2). • Student evaluations, nominations for faculty awards, and annual faculty reports document teaching effectiveness (4P10). • Diverse offerings provide for professional development of administrators, faculty, and staff (5P7). • EMU maximizes educational opportunities and personal/professional growth for students from diverse backgrounds through its array of programs in a student-focused learning environment that extends beyond the University boundaries (6C1, 6C2, 9P1). Core Component 3d. The organization’s learning resources support student learning and effective teaching. • A number of offices, centers, and groups on campus work regularly to determine student and faculty needs relative to learning support (IO2, Figure 1.4, 1P9). • Support for students includes Honors College, Academic Advising, Health Center, Computer Support, Library, etc., (IO2, IO6, 3R1). • A key focus in both the new-faculty orientation and the subsequent department/college orientation programs is successfully working with EMU students (4P2). • The Faculty Development Center surveys faculty needs every three years in addition to annual feedback and planning sessions (4P5, 6R2). • EMU offers several annual awards to celebrate teaching excellence (4P7, Figure 4.3). • Resources provided include the Faculty Development Center, conference attendance (HLC), teaching awards, research fellowships, etc., (5P2, 5P7). • Faculty-student partnerships are at the center of engagements with the community (9C1, 9C2).

Criterion Four: Acquisition, Discovery, and Application of Knowledge. The organization promotes a life of learning for its faculty, administration, staff, and students by fostering and supporting inquiry, creativity, practice, and social responsibility in ways consistent with its mission.

Core Component 4a. The organization demonstrates, through the actions of its board, administrators, students, faculty, and staff, that it values a life of learning. • Teaching and learning are at the core of the EMU mission statement (Figure IO.1). • Administrators and staff of the Physical Plant strive to create and sustain an environment that promotes learning by creating state-of-the-art facilities (IO6). • EMU’s commitment to creating a climate celebrating intellectual freedom, inquiry, reflection, respect for intellectual property, and respect for different opinions is enshrined in the institution’s values and key documents (1C5, Figure 1.2). • All EMU employees participate in ongoing professional-development programs, both on campus and at professional-society meetings (4C4, 4P2, Figure 4.2, 4P4). • Part of the agenda for performance-evaluation meetings between an EMU employee and the supervisor is identification of professional development, training, or enrichment experiences in which the employee is interested (4P5). Core Component 4b. The organization demonstrates that acquisition of a breadth of knowledge and skills and the exercise of intellectual inquiry are integral to its educational programs. • EMU’s recently implemented General Education program teaches students to think critically and

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communicate effectively, provides an introduction to the methodologies and practices of core academic disciplines, and includes co-curricular learning opportunities (IO2, 1C1). • EMU faculty members are successful in garnering external support for research, including teaching- related research (2R2, 4R3). • Community settings are utilized for internships, practice experiences, and service-learning activities (3P4, 9C2). • An ongoing training program for EMU’s new General Education curriculum includes workshops focused on advising under the new curriculum, developing GE courses, and writing outcomes for learning (4C4). • EMU supports faculty, staff, and administrators’ travel to professional conferences and workshops (4P4). • EMU invests in faculty members’ scholarly work via the Sabbatical and Faculty Research Fellowship programs (4R1; Figure 4.3). • Learning and opportunity are key strategic directions for EMU (8C1). Core Component 4c. The organization assesses the usefulness of its curricula to students who will live and work in a global, diverse, and technological society. • EMU’s newly implemented General Education Program: Education for Participation in the Global Community, is an outcomes-based curriculum and is consistent with the University’s emphasis on continuous improvement (IO2). • Student needs are evaluated in both formal and informal ways (3P1, 3P7, 3R1). • Benchmarking is done related to active and collaborative learning and level of academic challenge (3R5). • Program Review and annual reporting requires tracking the strategic directions and setting goals (8P4, 8P5). Core Component 4d. The organization provides support to ensure that faculty, students, and staff acquire, discover, and apply knowledge responsibly. • Processes and offices foster creating and maintaining a climate that celebrates intellectual freedom, inquiry, reflection, respect for intellectual property, and respect for different opinions (Figure 1.2, 1C5). • Student input is obtained regarding quality and satisfaction with support services (3P2, 3R2). • Faculty-development programs include foci on ethical issues in teaching and conducting research (Figure 4.2). • EMU has policies and infrastructure to address such matters as sexual harassment, academic dishonesty and misconduct in research, protection of human research subjects and ethical treatment of animals used in research, and protection of employee and student health and safety (4P3). • EMU has established an ethics and compliance reporting system that enables any faculty or staff member to bring compliance and ethics issues directly to the Board of Regents (5P1). • Innovation, knowledge-sharing, and empowerment are encouraged through a wide range of processes (6P3). • Selected academic and research operations are tracked and made available (Figure 7.1, 7P1). • The budgeting process is aligned with the four key directions, along with emerging strategic directions (8P6).

Criterion Five: Engagement and Service. As called for by its mission, the organization identifies its constituencies and serves them in ways both value.

Core Component 5a. The organization learns from the constituencies it serves and analyzes its capacity to serve their needs and expectations. • Needs of external constituencies are assessed and monitored (3C1-3C2, 3P3, 3P4, 3R3). • The FDC, AHR, and HR conduct surveys regarding training interests, and evaluations from workshops

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and training programs are reviewed to determine their impact and identify additional topics of interest (4P5). • Student evaluations and annual faculty reports provide regular accounts of faculty work and students’ perceptions of that work (4P10). • Engagement and advancement operations are tracked using several measures (Figure 7.1, 7C1). • The strategic-planning process utilizes internal and external scans to help determine how EMU can best serve (IO1, 8P1, Figure 8.2). • Constituent groups are engaged in identifying directions based on environmental changes in the state and region (9C1, 9C2). Core Component 5b. The organization has the capacity and the commitment to engage with its identified constituencies and communities. • To fulfill General Education requirements, students participate in extracurricular and co-curricular activities, including community service and alternative spring breaks, (IO2). • EMU’s commitment to outreach and service encompasses many aspects of community life, ranging from health and public safety concerns to the dissemination of information and the availability of facilities (IO4). • Numerous activities demonstrate engagement with constituencies (3P4). • Multiple community settings are utilized for mutually beneficial learning experiences and research (3P4, Appendix A). • EMU faculty, staff, and administrators are regularly recognized by their respective professional organizations for outstanding accomplishments (4R3). • EMU’s structure and processes enable effective communication, connections, and positive impact upon its immediate locale, region, nation, and global communities (9R1, 9R2). Core Component 5c. The organization demonstrates its responsiveness to those constituencies that depend on it for service. • EMU is very much of and in its community (IO1, Figure IO.1). • Continuing Education offers individual classes and full-degree programs at seven off-campus locations; classes are offered in face-to-face, hybrid, and online formats throughout the University (IO2). • Continuing Education (CE) offers both credit and noncredit professional-development opportunities (IO2). • EMU enhances the economic well-being, the cultural vitality, and the quality of life in its regional community through service and research (2C1). • Strong relationships exist with stakeholders (3R4). • All divisions design specific training programs for their staffs in response to current issues (4C4). • Part of the agenda for performance-evaluation meetings between an EMU employee and the supervisor is the identification of professional development, training, or enrichment experiences in which the employee is interested (4P5). • Core values include “Public Engagement” (5C3). • Advisory boards are utilized across colleges, departments, schools, and programs (5P2, Appendix A). • External scans help guide strategic directions and action plans (8P1, 8P3). • EMU builds cooperative partnerships using synergies in the community as well as such formal means as articulation agreements, internships, and practicum experiences (9C1, 9C2). • Partnerships focus on shared educational, economic, and social goals (9C1, 9C2, 9P1). • Outreach programs, such as Upward Bound, provide evidence of building bridges among diverse entities (9R1, 9R2). Core Component 5d. Internal and external constituencies value the services the organization provides. • Requirements and expectations of external constituencies are valued (Figure 3.1, 3R3, 6P2).

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• EMU faculty, staff, and administrators are regularly recognized by their respective professional organizations for outstanding accomplishments (4R3). • External stakeholders participate in University activities and programs that are open to the public (6P2, 9R1, 9R2). • Distinct objectives include enhancing the economic well-being and cultural vitality of the regional community (9C1, 9C2). • EMU’s facilities are available to and used by the community (9R1, 9R2).

INDEX | 7 Institutional Overview Eastern Michigan University AQIP SYSteMS PORTFOLIO | 2008

Institutional Overview

IO1 – Distinctive features Michigan does not have a formal state-wide system integrating its 15 state universities. Each institution Established in 1849, Eastern Michigan University receives an annual funding allocation from the opened its doors as the Michigan State Normal Legislature, competing with other state agencies School, the first teacher-training school west of and with one another for funding, capital allocations, the Alleghenies. In 1959, the name was changed to etc. However, the university presidents and chief Eastern Michigan University to reflect the height- academic, enrollment, and business officers meet ened scope and broadened level of its offerings at regularly. Each university also networks extensively the beginning of its second century. EMU is now one with state executive and legislative officers. of fifteen state-supported four-year universities in Michigan. The University’s mission statement and the EMU’s annual operating budget is $324,188,000. Major core principles that guide decision-making appear in sources of revenue and expenditure are illustrated in Figure IO.1. Figures IO.2 and IO.3. As with many public institutions, EMU has grown more dependent on tuition/fee EMU is governed by an eight-member Board of revenue as state appropriations have declined in Regents, which is appointed by the Governor of the recent years. State of Michigan, with the advice and consent of the Michigan Senate. Regents are appointed for staggered The past five years at EMU have been turbulent in eight-year terms. The EMU president reports to the terms of institutional leadership, with three campus Board of Regents and is the campus Chief Executive presidents in that period. Recently, the Provost/ Officer. Each of the major University divisions is Executive Vice President has served as head of a administered by a vice president who reports to four-person Executive Council comprised of the Chief the president. The Organizational Chart shown in Government Relations and Special Projects Officer, Appendix B, provides additional details about campus the Director of Charter Schools, and the Vice President administration and governance. for Business and Finance, in addition to the Provost/ Executive Vice President. On May 14, the Regents announced the selection of a new president.

Figure IO.1: Mission and Core Principles

Mission Core Principles Eastern Michigan University is committed to excellence in teaching, the extension of knowledge through basic and ap- Becoming a university of choice plied research, and creative and artistic expression. Building on a proud tradition of national leadership in the preparation of Working to ensure student and faculty success teachers, we maximize educational opportunities and personal and professional growth for students from diverse backgrounds Being passionately engaged in disciplinary and interdisciplin- through an array of baccalaureate, master’s, and doctoral ary pursuits programs. We provide a student-focused learning environment that positively affects the lives of students and the community. We extend our commitment beyond the campus boundaries to Taking pride in our diversity as a resource for learning the wider community through service initiatives and partner- ships of mutual interest addressing local, regional, national, and Being engaged in the community international opportunities and challenges.

Institutional Overview | 1 Eastern Michigan University AQIP SYSteMS PORTFOLIO | 2008

Figure IO.2: Revenue Sources Figure IO.3: Expenditures EMU Operating Budget FY 08 ($324,188,000) EMU General Operating Expense Revenue FY08 Restricted $26,924,000 (8%) State Auxiliary Appropriations $39,693,000 (12%) $76,955,000 30% Tuition and Fees Designated $170,591,000 $5,296,000 (2%) Other Sources 68% $4,778,000 General 2% $252,275,000 (78%)

During the transition time, an earlier approach Operating Council (CIOC) oversees CI and AQIP- to strategic planning – the original six Strategic related activities and identifies ways in which EMU’s Directions – continued to be used as a decision- engagement in CI can grow. making framework for the University. In January, 2008, the Strategic Directions were reviewed, and four As indicated in the mission and Core Principles in revised Strategic Directions formally adopted in April, Figure IO.1, EMU is very much of and in its community. 2008 (Figure IO.4). These Directions will continue to More than 80 percent of EMU graduates remain in guide decision making for the University. Michigan to live and work. Both students and faculty members contribute to their respective communities EMU is currently engaged in a thoughtful, evidence- within southeastern Michigan. In fact, EMU is respon- based approach to campus-wide planning (8C1, sible for more than 25,000 hours of student volunteer 8P1). Some processes and infrastructure are in community service annually. More tangibly, EMU’s place. Environmental Scans and Economic Impact total impact on the Michigan economy of more than Analyses are conducted periodically. The most $2.8 billion for the 2002 fiscal year reflected a return of current such analysis is underway. EMU has an Office $30 for each dollar received from the state. of Continuous Improvement and Planning, which identifies, coordinates, and supports steps towards an institutional culture of the highest educational quality. IO2 – Scope of educational offerings

EMU’s participation in AQIP has been extremely Founded in 1849 as a teachers’ training school, today helpful in this regard, providing a set of anchors EMU consists of a Graduate School and five colleges: through which campus-wide constituents have Arts and Sciences; Business; Education; Health and been introduced to CI principles. Administrative, Human Services; and Technology. 312 undergraduate faculty, staff, and student leaders have participated majors, minors, and concentrations and more than 175 in retreats, workshops, and focus groups to become graduate-degree and certificate programs are offered. informed about assessment, planning, and continuous The number of degrees granted in each college in improvement. The Continuous Improvement 2006-2007 is shown in Figure IO.5.

Figure IO.4: Strategic Directions – April 2008

EMU’s Strategic Directions Learning and Opportunity Service and Engagement Diversity and Multiculturalism Building for the Future

Institutional Overview | 2 Eastern Michigan University AQIP SYSteMS PORTFOLIO | 2008

Figure IO.5: Number of Degrees Granted by College

Post-Bac. Post-Master’s Grand College Bachelor’s Certificate Master’s Certificate Doctoral Total Academic Affairs1 58 3 61 Arts & Sciences 1,375 47 319 2 1,743 Business 480 38 237 755 Education 448 238 364 16 16 1,082 Health & Human 323 65 128 516 Services Technology 261 7 99 367 Grand Total 2,945 395 1,150 16 18 4,524

1 Organizational home for a few interdisciplinary programs

Also, each year between 950 and 1,000 students are Students also have an opportunity to take classes enrolled in the Honors College, pursuing an enhanced at seven off-campus locations through Continuing curriculum comprised of interdisciplinary, discussion- Education, which offers both individual classes and based, accelerated courses developed to fulfill general full programs leading to a degree. Classes are offered education, professional core, and major in face-to-face, hybrid, and online formats throughout requirements. Honors College students complete the University. Continuing Education (CE) also offers a community-service requirement and additional noncredit professional-development opportunities. co-curricular activities in the categories of The Academic Programs Abroad (APA) office provides civic engagement and cultural and intellectual opportunities for study abroad, as well as student- and involvement. Students earning Honors College faculty-exchange programs with foreign universities. distinction in the major must complete a significant Shortened study-abroad programs are offered for senior thesis or project. credit during the winter break and in the summer.

EMU’s newly implemented General Education Pro- Student support is also provided through the gram: Education for Participation in the Global University Library, with more than 939,000 volumes, Community, is an outcomes-based curriculum and is 175 indexes and databases, and 20,000 full-text consistent with the University’s emphasis on continu- journals. The library provides an array of resources that ous improvement (1C1, 1P1). The new curriculum is support teaching, learning, and research. Additional designed to prepare students for their majors and student support is provided through the Holman for their professional and personal lives beyond EMU. Learning Center (which offers mentoring and tutoring Education for Participation in the Global Community services), the Academic Project Center, and the centers teaches students to think critically and communicate for Mathematics and Writing (6C1, 6P1). effectively, and provides an introduction to the meth- odologies and practices of core academic disciplines EMU’s dedication to excellence in academics is reflect- (1C1, 1C2, 1P1). ed in the high-quality of its graduates who are making a positive impact in all areas of professional endeavor Because a university education is about more than and as citizens of their communities. classes, the new General Education program includes a Learning Beyond the Classroom component. In addition to institutional accreditation through the Students are required to participate in extracurricular Higher Learning Commission (HLC), EMU academic and co-curricular activities – including community programs for which specialized accreditation is service, alternative breaks, career-exploration available hold that accreditation in virtually all cases. workshops, participation in cultural and academic Specific accreditations and certifications are included events, and undergraduate research to allow them in Appendix A. opportunities to apply what they have learned in the classroom, laboratory, or studio (1C1).

Institutional Overview | 3 Eastern Michigan University AQIP SYSteMS PORTFOLIO | 2008

IO3 – Student base students benefit from these arrangements. Some additional companies and the U. S. Military contract Today’s student body reflects the national trend of with EMU directly to pay the costs of their students. mature adults returning to college to continue their In Fall 2007, 609 students benefitted from these education and prepare for new careers in a changing arrangements. society. Fall 2007 data showed an enrollment of 17,962 undergraduates and 4,886 graduate students. EMU is Nearly all EMU students work in addition to pursuing noted for its ethnically diverse student population. Fall their degrees. 1,810 EMU students work at on-campus 2007 student-profile data appear in Figure IO.6. jobs; 12% work more than 20 hours a week. Anec- dotally, it is known that many EMU students work at Many EMU students receive tuition reimbursement multiple jobs while attending EMU. from an employer; however, firm data exist regard- ing only a fraction of those situations. Many times, a company reimburses the employee upon submission IO4 – Collaborative relationships of grades, and does so directly to the employee. There is no interaction between EMU and the employer, and EMU’s dedication to community outreach and service is thus firm data are not available regarding how many illustrated in the activities of its various divisions, centers,

Figure IO.6: Student Profile

Characteristic Category Number Percentage Michigan 20,266 88.7% Ohio 876 3.8% Origin Other States 884 3.9% International 822 3.6% Under 18 372 1.6% 18 – 21 8,260 36.15% Age Range 22 – 29 9,072 39.71% 30+ 5,144 22.5% Female 9,201 40.3% Sex Male 13,647 59.7% Caucasian 15,271 66.8% African American 3,874 17.0% Hispanic 532 2.3% Ethnicity Asian/Pacific Islander 606 2.7% Native American 143 .6% Non-Resident Alien 822 3.6% Unknown 1,600 7.0%

On campus 3,248 14% Residence Commuter 17,968 79% Fully online/satellite campus 1,632 7%

High School GPA 3.75+ 194 8% High School GPA 3.50 – 3.74 272 11% High School GPA 3.25 – 3.49 351 15% Freshman High School GPA 3.00 – 3.24 434 18% Academic Preparation High School GPA 2.50 – 2.99 729 30% High School GPA< 2.49 328 17% High School GPA Unknown 10 4% Mean ACT Score 21.24

Institutional Overview | 4 Eastern Michigan University AQIP SYSteMS PORTFOLIO | 2008

institutes, and departments as well as through the dedi- plan to obtain a bachelor’s degree with a cost- cated work of faculty, staff, and students. These outreach effective, clearly identified path toward that goal. and service efforts extend to various facets of communi- The agreements also establish relationships between ty life, ranging from health and public-safety concerns to faculty and advisors/counselors at EMU and at the the dissemination of information and the availability of partnering community colleges. As of Fall 2007, EMU facilities (9C1). Collaboration with multiple community had 75 articulation agreements established with 13 partners provides opportunities for Service-Learning, community colleges in Michigan and Ohio. Internships, and Clinical Practica (9P1, 9P2).

EMU collaborates through several entities, including IO5 – Faculty and staff Accrediting Agencies; Business Collaborations; Centers and Institutes; Targeted Industry Training Grants; Most of EMU’s employees are represented by unions. Research Grants and Agreements from Industrial These bargained-for groups are the faculty; lecturers; Partners; Non-Profits; Advisory Boards and Steering professional/technical; food service/maintenance/ Committees; Community Colleges; and K-12 districts. A custodial; clerical; police sergeants; and police officers. sample of these is shown in Figure IO.7. See Appendix Non-bargained-for employees are administrative/ A for the entire listing. professional, confidential clerical, and coaches. Operating in an environment with several unions EMU collaborates with community college partners presents both challenges and opportunities. EMU’s by providing on-site degree programs as well as recent history includes challenging labor relations, establishing program-to-program articulation particularly with the AAUP faculty union. agreements. These agreements provide community college students and counselors with guidance EMU employee demographics are presented in regarding courses that the students should complete Figures IO.8 and IO.9. Faculty demographics are as part of their associate’s-degree program and shown in Figure IO.10. In addition, in Fall 2007, EMU the credits that will be required to complete a employed 420 graduate-student assistants and 1,810 specified degree at EMU (9P1, 9P2).T hese articulation student workers. agreements thus provide students who ultimately

Figure IO.7: Sample of Collaborative Relationships

Partnership Entity Type of Unit Involved Representative Example

College of Arts & Sciences American Music Therapy Accrediting Agencies College of Health & Human Services American Assoc. of Colleges of Nursing (AACN)

EMU Continuing Education at Business Collaborations On-site Health Administration Program Foote Hospital

Centers and Institutes Center for Quality Non-credit training Industry Training Grants Workforce Education Adult Basic Ed. Collaboration between the EMU Coatings $1 Million Earmark to develop protective/ Research and Agreements with Industry Research Institute and the U.S. Dept. of resistant coatings for military equipment Defense Non-Profit Agencies EMU Dining Services Ypsilanti Meals on Wheels Insight & advice on issues important to Advisory/Steering groups Community College Relations Board constituents Monroe Community College On-site baccalaureate degree programs Community Colleges 13 Community Colleges 75 articulation agreements Collaborative training for high-demand K-12 Early College Alliance health-service jobs

Institutional Overview | 5 Eastern Michigan University AQIP SYSteMS PORTFOLIO | 2008

Figure IO.8: Employee Workforce Figure IO.9: Employees by Gender by Employee Classification within Classification

Classification Total Athletic Coach 46 Classification Male Female Total Administrative Professional 222 Ranked faculty 357 326 683 Confidential Clerical 13 Lecturers 46 53 99 Campus Police 16 Adjunct Lecturers 178 270 448 Clerical/Secretarial 273 Exec/Admin/Mgr. 83 72 155 Faculty 684 Other Professional 205 244 449 Food Service/Maintenance 199 Technical 16 7 23 Lecturer 99 Clerical/Secretarial 17 255 272 Police Sergeant 4 SkilledCrafts 36 - 36 Professional/Technical 380 Serv/Maint. 121 48 169 Grand total 1,059 1,275 2,334

IO6 – Facilities, equipment, and technology Figure IO.10: Faculty by Rank

EMU’s main campus in Ypsilanti, Michigan, is situated southwest of the larger metropolitan Detroit area and Rank Number includes 275 acres on the south side of the Huron Professor 325 River, an additional 182 acres to the west of the main Associate Professor 175 campus where student residences, athletic facilities, Assistant Professor 172 and the Convocation Center are located, and 350 acres Instructor 11 in off-campus holdings. Full Time Lecturer 99 Total 782 The Physical Plant at Eastern Michigan University encompasses approximately 4,500,000 square feet Despite the financial challenges, the University within 73 buildings, and includes more than 18 has made several major capital improvements miles of walkways and jogging trails. Fifty-three of since 2005, including the construction of a new the buildings were constructed prior to 1970, and $35M Student Center, a $4.7M improvement to the 31 were constructed prior to 1960. The approximate McKenny building (the former student union), a $5M value of the deferred maintenance for campus state improvement to Downing Residence Hall, and a buildings is $65 million, and $45 million for auxiliary $2.5M preservation project on Pease Hall (auditorium). buildings. Current economic conditions in Michigan Furthermore, $900,000 were spent in FY07 on present challenges in updating these facilities and in classroom renovation, including both physical aspects constructing additional facilities. and instructional-technology improvements.

EMU has not received any state funding for capital Upcoming projects include a $100M addition and expansion or improvements since 1996. Nonetheless, renovation to the Mark Jefferson Science Complex it has always been the intent of the University Physical (the largest capital improvement project ever under- Plant “to provide an environment for education first.” taken at EMU), a $57M addition to the Pray-Harrold To support this mission, the Physical Plant strives to classroom building, and a $34M renovation to Strong create and sustain an environment that promotes Hall, a science building. Obtaining state appropriations learning by creating state-of-the-art facilities, while at for these remains a challenge. the same time respecting EMU’s history by adapting and implementing preservation techniques on its Technological Improvements have resulted in 41 older structures. computer labs, seating 1,258 students. An additional

Institutional Overview | 6 Eastern Michigan University AQIP SYSteMS PORTFOLIO | 2008

16 computer classrooms provide 293 seats. At this from another comprehensive university). Indeed, time, 42 buildings (including all classroom buildings) students who would not otherwise consider a have wireless networks. four-year degree to be a realistic goal often begin their studies at a community college and transfer Safety and security concerns have been paramount at to EMU. The greatest challenge in working with the EMU, especially since December 2007. Measures taken community colleges is the increasing competition include physical upgrades (cameras, swipe card-based from other comprehensive universities, who are also security systems, and re-keying buildings and rooms), attempting to recruit their students. safety programs and forums, additional emergency- assistance stations, and developing and implementing protocols for rapid communication regarding safety IO8 - Opportunities and challenges concerns to the entire campus community. Figure IO.12 presents key opportunities and chal- lenges for EMU. IO7 – Competitive Institutions

EMU competes for students with regional community colleges, public comprehensive and research universities, private institutions, various providers of non-credit continuing education, and for-profit institutions. Figure IO.11 identifies key competitors in these categories.

It should be noted, however, that EMU considers the community colleges its partners as much as competitors. As noted earlier, many students transfer to EMU from a community college (or less frequently,

Figure IO.11: Key Competitors

Type of Organization Key Competitors Washtenaw Community College Oakland Community College Community Colleges Schoolcraft Community College Henry Ford Community College Wayne Community College Michigan State University Wayne State University Central Michigan University Public Comprehensive Colleges University of Michigan – Ann Arbor Oakland University Grand Valley State University University of Michigan - Dearborn Madonna University Private Institutions University of Detroit - Mercy Baker College Non-Credit Continuing Education Davenport College Area Community Colleges For-Profit Institutions University of Phoenix

Institutional Overview | 7 Eastern Michigan University AQIP SYSteMS PORTFOLIO | 2008

Figure IO.12: Opportunities and Challenges

Key Institutional Opportunities Key Institutional Challenges High levels of regional need for an educated workforce in areas Forming an effective and forward-looking leadership team of EMU programming (e.g., technology; health care; business) Establishing a campus culture that understands and welcomes Ensuring that vital and mission-critical academic programs are continuous-improvement principles and practices not weakened by budget challenges The need for workforce education/career redirection programs Improving relationships between the faculty and the for former industrial employees administration The anemic Michigan economy, and a declining population and Initiation of a comprehensive fund-raising campaign tax base in Michigan An integrated branding campaign focused on the theme of Decreasing new-student enrollments, and low rates of “EMU - Education First” continuing-student retention Planned capital investment in Science Complex, renovation of Decreased state funding for higher education Pray-Harrold Backlog of deferred maintenance on state and auxiliary Increased trend toward collaboration across University divisions buildings Recent negative media related to student death and Strong record of receiving federal-earmark grants institutional response Recent hiatus in strategic planning as a consistent practice Renewed commitment to campus safety and security across campus

Institutional Overview | 8 Category1: Helping Students Learn Eastern Michigan University AQIP SYSteMS PORTFOLIO | 2008

Category 1 Helping Students Learn

1C1 – Common student-learning objectives web-based Integrated Program Review and Continu- ous Improvement Cycle [IPR] process, which began Eastern Michigan University’s (EMU) common student formal implementation in Fall 2006 [http://www. learning objectives are embodied in the learning emich.edu/public/aa/pr/ ], all academic programs outcomes of the new General Education Program: on campus now articulate longer-term goals and Education for Participation in the Global Community. annual objectives in alignment with the Higher Learn- This program, inaugurated in September 2007, won ing Commission’s (HLC) Five Criteria. These goals and a 2007 Association for General and Liberal Studies objectives are entered into web-based templates Award for Improving General Education in the and can be electronically aggregated at the depart- category “commitment to common student-learning ment, college, and divisional levels. As time passes, this objectives.” The common learning objectives for the process will allow for the emergence and eventual General Education program constitute the founda- formalization of common learning objectives for all tional pattern of knowledge and skills that students students, regardless of status or program of study. are to possess upon completion of their bachelor’s degrees. These Learning Outcomes [http://www. emich.edu/gened/requirements-LearningOutcomes. 1C2 – Aligning learning with mission html ] require all students to master effective communication (both written and oral), quantita- EMU’s Mission [http://www.emich.edu/president/ tive reasoning, and knowledge of the disciplines in emu_mission.html] establishes the broad parameters four key areas (arts, humanities, social sciences, and of EMU’s educational mission: excellent teaching, the natural sciences). In addition, students are required to extension of knowledge through basic and applied meet diversity requirements in two distinct areas: U.S. research and creative and artistic expression, and a Diversity and Global Awareness. Finally, through the student-focused learning environment. Student-learn- Learning Beyond the Classroom initiative all students ing expectations for specific programs are developed are required to engage in experiences in one of these within the broad parameters of EMU’s mission as they six areas:1. Self and Well-Being, 2. Community Service, respond to the specific needs of particular disciplines, Citizenship, and Leadership, 3. Cultural and Academic employers, specialized accrediting bodies, and other Activities and Events, 4. Career and Professional Devel- vital stakeholders. For example, the student-learning opment, 5. International and Multicultural Experiences, expectations, practices, and development objectives and 6. Undergraduate Research. The Learning Beyond for EMU’s General Education Program were devel- the Classroom requirement means that all students oped by a large interdisciplinary team of faculty and must, according to their interests and career ambitions, staff working with constituencies across campus and engage in their campus, regional, national, or inter- with national leaders in general education. EMU’s national worlds through study-abroad opportunities, IPR process asks all programs to align their goals and involvement in student government, attendance at objectives with the HLC’s Five Criteria. Fulfilling EMU’s lectures and artistic performances, social-service work, obligation to address effectively each of these five or other activities. Every student is also required to criteria is a key part of EMU’s mission. take an upper-division Writing Intensive course in his or her academic major area. 1C3 – Key instructional programs and methods Currently, each specialized major and graduate pro- gram has a distinct set of goals. As part of EMU’s new EMU’s three largest majors are Elementary Education,

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General Business, and Psychology. The wide array of 1C4 – Preparing students to live teacher-preparation programs reflect EMU’s origin in a diverse world as Michigan State Normal School. The Professional Education Unit, which includes the College of EMU’s faculty draw on many sources of information Education and three other colleges across campus, is and expertise as they design and prepare student- currently among the largest preparers of educational learning opportunities, including disciplinary standards, professionals in the country, as well as one of the accrediting-body standards, and specialized research largest preparers of minority educational personnel in on student learning in the various disciplines, including Michigan. EMU has long been the largest preparer of the FDC, the Holman Learning Center, the Promote special educators in the nation. Other key programs Academic Survival Success (PASS), the Summer are crucial in other ways. For instance, the Nursing Incentive Program (SIP), Access Services, and the Center Program serves vital regional needs. The General for Adaptive Technology. Education program is also one of the key programs. EMU takes pride in using its diversity as a resource EMU currently offers courses and programs on for learning across colleges, programs, and academic campus and via weekend courses, independent- levels. EMU’s commitment to preparing students to live learning options, academic-programs abroad, and in a diverse world is clearly evident in the framework courses and programs offered at eight off-campus of the General Education curriculum, which requires locations as well as within partnering companies. As students to complete coursework in two distinct Figure 1.1 shows, the number of classes offered fully areas—U.S. Diversity and Global Awareness. The Office online has increased from 391 in 2004 to 846 in 2007. of Diversity and Community Involvement [http://www. emich.edu/dci/] and Campus Life support student Instructional technology use varies by degree groups, lectures, performing arts events, and other program and course level, but a number of recent options focused on preparing students to live in a initiatives have greatly enhanced the effective use of diverse world, and the Learning Beyond the Classroom instructional technology across the institution. The component of the General Education program strongly Faculty Development Center (FDC) hosts Communities encourages students to participate in these opportuni- of Practice groups focused on faculty members’ ties. Programs in Education, Business, Nursing, Social sharing experiences and skills with podcasting, Work, Technology, and many other areas require clickers, and wikis. The FDC also organizes annual student course work and site work related to diversity Technovations Forums designed to introduce faculty as they respond to the needs of employers and the and staff to emerging instructional technologies. guidelines of specialized accreditors. The Smart Classroom Technology Upgrade Initiative identified minimum technology standards for each classroom on campus and has committed extensive 1C5 – Maintaining climate of diversity, resources to ensure that every classroom on campus intellectual freedom, inquiry, and reflection meets this minimum standard. By spring 2007, all EMU classrooms met the minimum standard, and all EMU’s commitment to creating a climate celebrating academic buildings were wireless. intellectual freedom, inquiry, reflection, respect

Figure 1.1: Online, Hybrid, and Web-Enhanced Courses

Course Classification # OF WEB TOTAL %FULLY % WEB FISC. YEAR REGULAR COURSES HYBRID ENHANCED SECTIONS % REGULAR ONLINE % HYBRID ENHANCED 2004 10927 391 0 0 11318 96.5% 3.5% 0.0% 0.0%

2005 10750 657 0 0 11407 94.2% 5.8% 0.0% 0.0%

2006 10467 778 0 0 11245 93.1% 6.9% 0.0% 0.0%

2007 10221 846 39 70 11176 91.5% 7.6% 0.3% 0.6%

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for intellectual property, and respect for different like-minded peers and interact with students and opinions is enshrined in the institution’s values and community members from diverse backgrounds and key documents. The EMU Board of Regents Code opinions. In effect, nearly every office and division on of Ethics requires all regents to pledge support for campus contributes to the creation and maintenance intellectual freedom. EMU’s Values [http://www.emich. of a climate that celebrates intellectual freedom, edu/aboutemu/fastfacts/emuprofile.html#values] inquiry, reflection, respect for intellectual property, include strong statements on academic freedom. and respect for different opinions (Figure 1.2). Article II of the 2006-2010 EMU-AAUP Faculty Contract states that, “EMU and the Association fully affirm the principle of academic freedom in both teaching 1P1 – Determining common and research. The right of academic freedom shall student-learning objectives be the right of every Faculty Member.” Each of these documents and statements of philosophy and values Common learning objectives for EMU’s General ensures that intellectual freedom is enshrined in Education program are articulated by the General EMU’s operations from the Board of Regents through Education Advisory Committee and widely published senior leadership and suffuse the institution. on University websites, course syllabi, and EMU catalogues (1C1). Student-learning outcomes for The statement of philosophy for the General Educa- particular programs are established by the relevant tion program emphasizes that respect for intellectual program faculty in that disciplinary area. In each freedom and diverse opinion is built into the bedrock area, common learning objectives are established of EMU’s undergraduate educational experience. by faculty committees in consultation with Other processes and offices foster the creation and advisory boards, student representatives, and other maintenance of a climate that celebrates intellectual stakeholders and are reviewed on a regular basis. freedom, inquiry, reflection, respect for intellectual property, and respect for different opinions. 1P2 – Designing new courses and programs Each year, the Undergraduate Symposium and the Graduate Research Fair engage students in the New programs and courses are designed in response protocols and standards of undergraduate and gradu- to an array of inputs, including advisory boards, spe- ate research and allow students to engage in scholarly cialized accreditation standards, employer requests, debate and the exchange of ideas within a structured the development of new technologies or methods climate of respect for different opinions. Student in particular disciplines, and student-learning out- Government, Campus Life, and myriad student orga- come data. At present, the evaluation of these inputs nizations [http://www.emich.edu/campuslife/glso/ and the design of new programs and courses largely orglist.php] provide opportunities for students to find begins at the department level; EMU’s Course and

Figure 1.2: Sample of Documents Reflecting Climate of Diversity, Intellectual Freedom, Inquiry and Reflection

Office or Statement Link

EMU’s Student Conduct Code www.emich.edu/sjs/conductcode.html

The Division of Student Affairs: Academic Integrity www.emich.edu/campuslife/myfy/academics/academicintegrity.php Program for New and Transfer Students

The Office of Student Judicial Services: Guidelines for www.emich.edu/sjs/academic_integrity.html Faculty on Promoting Academic Integrity

Halle Library www.emich.edu/halle/plagiarism.html

The Office of Research Development: Online Instruc- tional Module Devoted to the Responsible Conduct of www.rcr.emich.edu Research for Faculty and Staff

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Program Development Process, outlined in the Course 1P4 – Communicating expectations to students and Program Development Handbook, ensures robust review of each newly proposed program or course EMU uses multiple methods to communicate its first by faculty from other departments in that col- expectations regarding student preparation and lege and then by faculty committees from all other student-learning objectives (for programs, courses, colleges, as well as by senior academic-administrative and the awarding of specific degrees or credentials) to personnel including college deans and the Provost. prospective and current students. These key commu- Each course and program-proposal form asks the orig- nication vehicles are summarized in Figure 1.3. inating department to specify market issues as well as student needs, and careful analysis of this balance EMU’s Academic Advising AQIP Action Project has is part of the course input process. In addition, the presented recommendations, currently under review office of Continuing Education (CE) works closely with by an implementation team, designed to enhance departmental faculty and administrators in gathering communicating expectations to students even more and analyzing market data prior to the start-up of new effectively. off-campus or online programs.

1P5 – Helping students select programs that 1P3 – Determining required student preparation match needs, interests, and abilities

The preparation required of students for the specific Students are offered support in selecting programs of curricula, programs, and courses is determined by study that match their needs, interests, and abilities relevant faculty members in consultation with advisory through a number of different processes. For students boards and specialized accreditation bodies, and in just entering EMU, whether as their first time in response to review of student-outcome data. Currently college or as transfer students, the Fast Track program these processes tend to be local to particular depart- offers students advising and registration support ments rather than systematic across the institution. including a review of student test and placement data

Figure 1.3: Communicating Expectations to Students

Means of What is Who Manages the Target Communication Communicated Communication Process Audience Curricula, Degree Requirements, Graduate Undergraduate and Requirements, Learning Objectives for Prospective and Academic Affairs Graduate Catalogues Specific Majors, Policies and Procedures, Current Students Academic Honesty Standards FUSION New Student Degree Options, Policies and Student Life New Students Orientation Procedures Director of General Students Enrolled in General Education Course General Education Course Outcomes Education working with all General Education Syllabi faculty and instructors Courses Learning outcomes for specific programs EMU Department and Current and Former and majors; expectations regarding Program-Area Faculty Program Websites Students student performance

Expectations regarding student performance and learning objectives for Fast Track Academic Advising New Students specific programs and for the General Education Program

Advising Worksheets; Expectations regarding student Faculty and College Major and Program Work- performance and learning objectives for Current Students Advisors sheets specific programs

Specific learning outcomes; expectations Program Program Course Syllabi regarding student performance; respect Current Students Coordinators for intellectual property

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where relevant [http://www.emich.edu/admissions/ edu/ahr/PDFs/Contracts/FT-2005.pdf . Expectations undergraduatestudents/fasttrack/]. Students being for determining and documenting effective teaching admitted to some programs meet directly with faculty and learning are also disseminated by the FDC and in those programs to discuss programs of study and the General Education Advisory Committee. necessary preparation. Students are also offered regular group-advising sessions related to General Education, pursuing careers as educational personnel, 1P7 – Building effective and efficient and in many particular majors and programs. In some course-delivery systems areas, such as Math and Foreign Languages, placement tests are employed to determine student preparation Course-delivery systems vary with discipline and in and to guide students into appropriate courses. The every instance are determined by the faculty special- First-Year Writing Program uses Guided Self-Placement izing in that discipline. In weighing the merits of materials to help students select an appropriate First- various online and off-campus programs, department Year Writing course [http://www.emich.edu/english/ and program faculty work closely with the staff of gsp/]. Both Career Services and Academic Advising Continuing Education and utilize CE market research utilize interest inventories to help students select and student surveys as well as their experiences with programs of study. As noted in 1C4, many offices and their own students. Course evaluations allow students processes on campus support faculty members and to comment on delivery methods as well as course academic departments with explaining and helping to content, and this information provides the basis for address a wide range of learning styles. decision-making about new technologies and new methods of instructional delivery. EMU has recently invested in course- and facilities-scheduling software 1P6 – Documenting effective that should provide longitudinal data on which to teaching and learning base decisions about how best to balance student and institutional needs. A task force is reviewing the range Evaluating the Instructional Effectiveness of EMU’s of online platforms in use and preparing to make faculty members and full-time lecturers is a clearly recommendations about the University’s selection defined process in both the EMU-AAUP and EMU-FT and support of online platforms. contracts (4P6). The EMU-AAUP contract specifies that “With respect to Instruction (and advising), Faculty Members have responsibility to engage 1P8 – Monitoring currency and in pursuits that enable them to be current in their effectiveness of curriculum respective disciplines, to continually improve their understanding of the learning process and use of Primary responsibility for monitoring the currency and pedagogical methods that promote learning, to effectiveness of the curriculum rests in the academic provide students with clear and explicit expectations, departments with faculty specialists in each disciplin- and to be available for consultation on academic ary area. In accordance with the EMU-AAUP Contract, matters with their students” (Marginal Paragraph 184). each department has a formal committee charged with input on curricular matters. Decisions to revise or Discipline-specific expectations are developed discontinue programs or courses usually originate with by particular departments, reviewed by the disciplinary faculty. Information and recommenda- administration, and codified in Department Evaluation tions from advisory boards, disciplinary accreditation Documents all of which are available online: http:// bodies, student surveys, licensing bodies, and other www.emich.edu/ahr/deds.html. These documents also discipline-specific organizations are regularly reviewed specify what materials and modes of documentation to maintain the currency and effectiveness of all are appropriate for documenting effective teaching curricula. In general, proposals to revise or discontinue and learning in accordance with disciplinary standards. programs pass from departments to the representative faculty bodies of their colleges and then to the office Marginal Paragraphs 169 and 170 of the EMU-FT of Academic Programming. From this office they are contract articulate expectations for instructional distributed to the College Councils of all other colleges effectiveness for full-time lecturers: http://www.emich. for comment. Once this process is completed, the

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materials are reviewed at the Provost’s level, and the will work with the recommendations developed by the requested changes are typically implemented. Action Project team. Efforts to collect and analyze such information about student and faculty needs relative In 2006-2007 EMU began piloting a new, web-based to learning support, tend to be local and occasionally Integrated Program Review and Continuous Improve- ad hoc rather than centralized or systematic. ment Cycle (IPR) process, which is aligned with the HLC accreditation criteria (8P3). Department Heads, School Directors, and Program Coordinators use rele- P10 – Alignment of curricular vant data from EMU’s Office of Institutional Research and co-curricular goals and Information Management (IRIM), along with their own internal data, to analyze and discuss their While in general co-curricular development goals programs and departments within the framework align with curricular learning objectives, an intensive of the accreditation criteria. Programs and depart- effort is currently underway to align more inten- ments evaluate their performance, which results in tionally and precisely particular co-curricular and the development of draft long-term goals and short- curricular learning objectives in the new General term objectives. Once the college deans add their Education curriculum. Since Fall 2007, all students are responses, the reports are locked and made public on expected to complete a Learning Beyond the Class- the University’s intranet for comment by interested room requirement. While some courses have been members of the campus community. The comments designated as ways to fulfill the Learning Beyond the are followed by a roundtable discussion, which is Classroom requirement, most students will fulfill the open to the public, including the specific college requirement through co-curricular activities (1C1). dean, department head, and faculty, along with the executive administration for the Division of Academic The parameters for the Learning Beyond the Class- Affairs. The feedback and findings from the process are room requirement, and the specific learning outcomes used to finalize long-term goals and develop forward- for each area, were devised by cross-divisional teams looking, short-term objectives for the coming year of faculty and staff from the Division of Student in the form of an annual plan. The plan is developed Affairs working closely together to align learning and then reviewed for two consecutive years before outcomes, whether students fulfill them with cur- undergoing a full program review again. ricular or co-curricular activities. Currently, more than 250 student clubs and organizations are recognized The outcome of the IPR and Continuous Improve- by campus life, many of them aligned with particular ment Cycle may result in the revision to curricula and programs, disciplines, or professional organizations. programs based on empirical data and identifica- tion of programmatic strengths and weaknesses in a systematic manner. Revisions or other changes may 1P11 – Determining processes then cycle through the Course and Program Develop- for student assessment ment process to ensure that there are no objections to proposed changes. Processes for student assessment are determined by relevant-area faculty. Program faculty develop student-assessment activities relevant to their dis- 1P9 - Determining student and faculty support ciplines and national standards; these processes are reported to the Director for Academic Assessment A number of offices, centers, and groups on campus each year. The processes used are then communicated work regularly to determine student and faculty needs by the Director of Academic Assessment to all depart- relative to learning support (3P1, Figure 3.2). The key ment heads and senior administrators on campus. The offices and centers involved in this work are summa- General Education Evaluation Committee is currently rized in Figure 1.4. piloting an ePortfolio process for assessing student learning in five different areas. For each of the piloted One of EMU’s first AQIP Action Projects focused on courses, rubrics have been developed, and student mapping the various means by which academic work is evaluated by raters from different disciplinary advising is provided across campus. A follow-up group backgrounds. The committee is currently assessing the

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Figure 1.4: Determining and Providing Student-Learning Support

Service Provider Support Provided Target Audience Help with studying, note-taking, student learning Holman Learning Center Students at all levels styles, Supplemental Instruction, Peer Tutoring

Help with continuous improvement of course syllabi, Faculty Development Center All instructors/faculty instructional materials, instructional technologies

Support for strengthening writing skills, research skills, Writers and researchers Academic Projects Center and information literacy at all levels

Targeted Course Workshops integrated with EMU Writers and researchers University Writing Center courses at all levels

Support for faculty teaching Writing Intensive courses Faculty teaching Writing Writing Across the Curriculum across the curriculum Intensive Courses

Support for strengthening Mathematics Student Services Center All students mathematical skills

Support for International Students including ESL International Student Resource support, help with protocols for student conduct and International Students Center academic honesty Students mastering Informa- Support for strengthening Information Literacy across Information Literacy Center tion Literacy for any course or the curriculum project Students struggling with the Counseling Services Support for dealing with test anxiety, procrastination emotional components of learning Support for exploring career options, finding co-ops Students exploring possible Career Services and internships career paths

Support for making appropriate curricular choices, preparing graduate school and job applications, Students in upper-division College and Departmental Advising support with moving from major area of study to classes chosen career path

Support with selecting a major, understanding expec- Students entering EMU and Academic Advising Center tations about student-preparation course selection undeclared students

Focuses on such student-athlete special needs as: Monitoring academic performance Providing learning assistance Student Athlete Support Services Evening study table Student athletes Assisting with priority-registration procedures Assisting in monitoring athletic eligibility Educating student-athletes in regard to NCAA, MAC, and University rules and regulations

Provides accommodations for students with Access Services disabilities and assists faculty and staff implementing Students, faculty, and staff those accommodations

Training on adaptive equipment, Exam Students, faculty, and staff with Center for Adaptive Technologies Accommodation Facilities, equipment loans disabilities

The program is optional, but PASS – Promote Academic Survival & A two-semester program designed to benefit students aimed at students with ACT Success Program during the transition from high school to college scores slightly below average

SIP - Summer Intensive Program An intensive, seven-week summer-academic program High-risk high school graduates

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assess student performance in both pedagogical merits of the pilot programs and evaluating these and theory and content knowledge in all disciplines other means of collecting and analyzing data from the and allows for detailed reports to generalize new General Education program. One of EMU’s Action and compare student performance across levels Projects currently focuses on developing assessment and among disciplinary areas in the Professional processes for foundational general-education courses. Education Unit. • EMU’s office of Community College Relations 1P12 – Student preparation for further regularly collects data on transfer students from study or employment community colleges, including GPAs and degree completion, and reports this information back EMU’s programs use a wide array of methods to to feeder schools. This office works with feeder discover how well prepared their students are for community colleges to determine what data they additional education and employment, including most need and how they need it broken out, and capstone courses, culminating exams, licensure- helps EMU track the performance of the majority of exam pass rates, and placement rates. Programs with its transfer students. specialized accreditation report these data as their accreditation bodies require. More systematization and sharing of processes and results across 1R1 – Student-learning achievement departments and colleges will likely enhance EMU’s effectiveness in this area. Work on exploring processes for assessing the General Education Program and its learning outcomes began in the Fall Term 2007. A system using ePortfolios 1P13 - Measures of student performance to collect student work has been piloted in a small number of courses in the 2007-08 academic year (the Data is collected in a number of areas. first year of the General Education program). One of EMU’s AQIP Action Projects focuses on establishing • The General Education Assessment Committee is the parameters for data collection and analysis related currently piloting processes for analyzing student- to student outcomes and performance in three performance data for the new General Education foundational areas: effective oral communication, program inaugurated in September 2007. effective written communication, and quantitative • Academic Assessment collects reports on reasoning. assessment activities in academic programs. • Enrollment and persistence data are collected and As mentioned in responses to 1C1 and 8P4, EMU reported by IRIM. has also just finished its first pilot round of Program Reviews. In completing their Program Review reports, • IRIM also regularly computes aggregate grade- all programs must discuss how they are addressing point averages at the undergraduate and graduate the five Criteria of the HLC and their specific program levels for each department. learning objectives. Because EMU’s large-scale efforts • Institutional Assessment regularly administers such are relatively young, there are no detailed results at large-scale surveys as NSSE and the Graduating the institutional level to report at this time. Senior Survey, which include data on student perceptions of their performance. • Professional programs track and analyze pass rates 1R2 – Student-competence evaluation on licensure, certification, and registry exams and use that data to make curricular and pedagogical A recent graduating-senior survey indicates levels revisions. of student satisfaction with their education at EMU. The following table lists the percentage of students • The Professional Education Unit began collecting indicating high or very high agreement with the and analyzing student artifacts using the LiveText following statements: software in Fall 2006. This system enables faculty to

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The new Academic Projects Center, which opened “I received a high-quality education from EMU.” its doors in January 2008, had already reported 499 76.8% service requests by April 3, 2008. Three hundred “The quality of education from EMU is comparable twenty-seven (327) of these were requests for writing to other universities its size.”...... 71.9% support, 118 were requests for research support, 26 “EMU prepared me well for my future career.” were requests for technical support, and 28 did not ...... 69.7% specify. Average daily traffic was 13.37 students. “Employers will have a great deal of respect for my EMU degree.”...... 59.6% 1R4 – Comparative results

EMU has no significant comparative results to report Programs in which graduates take licensure or certifi- at this time. cation exams track student-pass rates on these exams. For instance, results related to pass rates on teacher- certification exams can be found at this link: 1I1 - Improving current processes http://college.livetext.com/doc/2398708. Improvements to current processes and systems for helping students learn typically have originated in 1R3 – Teaching-and-learning process results particular academic and support departments. These will be addressed in future portfolios. The scale of EMU’s operations is such that new courses and programs are constantly being designed and introduced while others are being phased out. As of 1I2 – Setting and communicating targets March 2008, three new programs are under review, nine program revisions are under review, and four Targets for improvement are determined and new course proposals are under review. EMU also has communicated by relevant program faculty; a new initiative underway to implement Resource current results are reported to advisory boards 25 from CollegeNET, which will allow better data to and specialized accreditation bodies. These will be support scheduling decisions. addressed in future portfolios.

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Category 2 Accomplishing Other Distinctive Objectives

While Helping Students Learn is the bedrock of partnerships play a vital role as faculty members EMU’s Mission, EMU enhances the quality, depth, and supervise, mentor, and work together with students. vibrancy of student learning through its fundamental commitments to two other closely related distinctive objectives: enhancing the economic well-being 2C2 - Alignment with mission and cultural vitality of its regional community and placing faculty-student partnerships at the center of EMU’s other distinctive objectives are distillations of its engagements with the regional community and EMU’s Mission Statement: “Eastern Michigan University its scholarly/creative activity. These two distinctive is committed to excellence in teaching, the extension objectives are deeply intertwined. of knowledge through basic and applied research, and creative and artistic expression. Building on a proud tradition of national leadership in the preparation of 2CI – Other distinct objectives teachers, EMU maximizes educational opportunities and personal and professional growth for students EMU enhances the economic well-being, the from diverse backgrounds through an array of cultural vitality, and the quality of life in its baccalaureate, master’s, and doctoral programs. EMU regional community through service and provides a student-focused learning environment research. EMU’s Mission states, in part, “We extend that positively affects the lives of students and the our commitment beyond the campus boundaries community. EMU extends its commitment beyond the to the wider community through service initiatives campus boundaries to the wider community through and partnerships of mutual interest addressing local, service initiatives and partnerships of mutual inter- regional, national, and international opportunities est addressing local, regional, national, and interna- and challenges.” Collaboration between faculty and tional opportunities and challenges.” EMU reviews its both graduate and undergraduate students is vital mission statement regularly and periodically makes to all these efforts. EMU’s commitment to fostering revisions after consultation with all stakeholders. effective communities of diverse individuals infuses When the mission is revised, the other distinctive these efforts. Of those Michigan universities whose objectives may change as well. graduates primarily stay in the state of Michigan, EMU is the most racially, ethnically, and economically diverse. EMU seeks to use this diversity as a resource 2C3 – Support for helping students learn for learning as students collaborate with faculty in research, service, and creative activities. Both of EMU’s distinctive objectives support and complement its processes for helping students EMU continues to foster its long tradition of effec- learn in many ways. As EMU staff and faculty serve tive student-faculty collaboration in research and as volunteers, consultants, performers, advisors, service as well as classroom learning. EMU’s commit- board members, tutors, supervisors, and friends to ment to strong student-faculty partnerships extends area businesses, schools, non-profit organizations, far beyond helping students learn in classroom and other community groups, EMU students settings. Even work initially conducted in classrooms serve alongside them. EMU’s close faculty-student is often carried beyond traditional classroom walls partnerships foster learning outside the classroom, in research fairs, service-learning activities, or under- and EMU’s engagements with the economic well- graduate research. In every instance, faculty-student being and cultural vitality of its region provide

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students with internships, coops, clinical opportunities, working on identifying key measures related to the service-learning opportunities, and options for distinctive objectives. In terms of EMU’s contributions students at all levels and in all programs. to the economic health and cultural vitality of its region, Economic Impact Studies are valuable sources of information. The Office ofR esearch Development 2P1 - Determining other distinctive objectives tracks data on external awards for activities related to Service and Corporate/Community Training (a total of EMU draws on many sources of information and more than $5 million was awarded in these two areas advice to determine the other distinctive objectives, combined in the 2007 fiscal year). In terms of data including data collected through Institutional Assess- related to faculty-student collaborations, individual ment, regular Environmental Scans, Advisory Boards, offices like American Humanics, Academic Service- and directives from accrediting bodies. EMU began its Learning, Campus Life, the Honors College, and others first Strategic Planning process in 2000, and com- collect local data, but as yet there is no centralized pleted Environmental Scans in 2002, 2004, and 2007 data collection. and Economic Impact Studies in 2004 and 2007. These tools help the University determine and refine the other distinctive objectives as well as track progress in 2R1 - Results meeting goals. Senior leadership reviews data from all these sources during annual retreats, and uses system- EMU’s service initiatives and partnerships include atic STEEP and SCOT analyses to determine and refine EMU’s Center for Regional and National Security, the the University’s strategic directions including other Coatings Research Institute, multiple charter schools, distinctive objectives (8P1, Figure 8.2). including the Ann Arbor Learning Community (designated one of the 53 best charter schools in the United States in 2007 by the Center for Education 2P2 – Communicating expectations Reform), the Counseling Clinic, the Speech and Hearing Clinic, the Psychology Clinic, the Reading Clinic, the EMU communicates its expectations about Small Business and Technology Center, the Institute community engagement and the importance of for the Study of Children, Families, and Communities, faculty-student partnerships through its statements of the Institute for Geospatial Research and Education, Guiding Principles, Strategic Directions, and Values. and the Institute for Language Information and Technology. Students work alongside faculty in these centers, clinics, and institutes, whether as supervised 2P3 - Determining faculty and staff needs clinicians, research partners, or volunteers. EMU’s VISION program (Volunteers Incorporating Service Faculty and staff needs relative to these objectives Into Our Neighborhoods) has nearly 1,600 student are determined through the same processes used volunteers and work-study students placed in various to determine faculty and staff needs more generally local communities. – through Strategic Planning, Program Review, and other regular communication and planning processes. EMU’s Undergraduate Research Symposium is the oldest in the United States, inaugurated in 1981 with 17 student presentations. The 28th annual 2P4 – Assessing and reviewing distinct objectives Undergraduate Research Symposium had more than 300 students working closely with faculty mentors as The objectives are assessed and reviewed by the they presented original research and creative work. President, Regents, and members of the Strategic The rapid success of EMU’s Undergraduate Research Operations Council. Symposium Fellowships, in which area corporations support undergraduate Fellows and their faculty mentors for four years of undergraduate research, 2P5 - Measures indicates the high esteem with which the Symposium is regarded by corporate community partners. EMU’s Balanced Scorecard Development and The Graduate Research Fair, inaugurated in 2004, Implementation Action Project Team is currently showcases the original scholarly and creative work of

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EMU’s graduate students working closely with faculty 2R2 – Results Comparisons members. From regular operations like the Office of Academic Service-Learning to more focused projects EMU uses survey data of peer institutions to compare like the $3.4 million federally funded Gear-UP Grant its results at obtaining grants and contacts with those focused on helping to prepare low-income middle of peer institutions. In Fiscal year 2007, EMU ranked school students for college, EMU students work closely second in the number of external awards obtained; with faculty members in every area of service, pure however, this was tenth in the actual dollar amounts and applied research, and community engagement. awarded (Figure 2.1). In all this work, EMU’s student-faculty partnerships support the core principle of being passionately engaged in disciplinary and interdisciplinary work.

Figure 2.1: Comparison of Peer Institutions’ Grants Awarded

# Amount # Amount # $ Amount Total Internal Internal External External External External Amount Benchmarks, FY07 Awards Awards Awards Awards Proposals Proposals Awards

Ball State University 219 $492,896 225 $18,084,449 353 - $18,577,570 California State University-Fresno ------$0

University of Central Missouri 13 $13,967 95 $10,700,000 121 $10,900,000 $10,714,062

Eastern Illinois University 31 $115,192 98 $6,847,690 144 $14,052,886 $6,962,980

Eastern Michigan University 59 $421,000 272 $10,114,705 353 $29,751,279 $10,535,977

Florida Atlantic University $0

Indiana State University 110 $106,056 156 $14,944,784 225 $26,189,325 $15,050,996 Middle Tennessee State University 70 $421,100 92 $37,097,521 154 $55,665,764 $37,518,713

Missouri State University 154 $21,779,154 226 $41,263,930 $21,779,308

Montclair State University 39 $100,192 57 $7,414,729 112 $27,399,285 $7,514,978

Northern Arizona University ------$0

Oakland University (Michigan) ------$0 Stephen F. Austin State University 74 $222,019 62 $8,846,000 99 $17,960,000 $9,068,081

Towson University-Maryland 40 $142,614 200 $19,045,341 302 $57,773,632 $19,188,155

University of Northern Iowa 188 $29,200,606 273 $34,855,950 $29,200,794

Western Illinois University ------$0

Western Kentucky University 74 $331,718 323 $24,271,622 346 $48,607,491 $24,603,663

Wichita State University - -- - $42,000,000 - - $42,000,000

Youngstown State University 15 $43,590 108 $5,873,266 153 $18,693,743 $5,916,964

Totals 744 $2,410,344 2,030 $256,219,867 2,861 $383,113,285 $258,632,241

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2R3 – Strengthening the University regional, national, and international opportunities and and enhancing relationships challenges.” EMU’s student researchers, activists, and leaders strengthen bonds with area feeder schools, EMU’s two Other Distinctive Objectives work employers, and donors.The opportunities these bonds as entwined efforts: student involvement with offer to students attract students to EMU and raise service, outreach, and cultural programming its profile among prospective students, supporting prepares students to be active leaders and effective its core principle of becoming an institution of professionals in their communities long after they choice. Finally, these two distinctive objectives, taken leave, while at the same time, community-service together, integrate EMU’s educational opportunities efforts, support of K-12 educators, artistic and for students to have a real-world impact on their creative programming, institutes and clinics, all rely communities and strengthen EMU’s position as on the energy, originality, and initiative of students a source of enrichment and support for all its and on the strength of student-faculty and student- constituencies. staff partnerships. EMU understands these two distinctive objectives as two facets of the same core parts of EMU’s mission: “We maximize educational 2I1 – Improving systems and processes opportunities and personal and professional growth for students from diverse backgrounds As EMU’s processes for analyzing results become more through an array of baccalaureate, master’s and robust, improvement opportunities will be identified. doctoral programs. EMU provides a student-focused learning environment that positively affects the lives of students and the community. We extend 2I2 – Targets and improvement priorities our commitment beyond the campus boundaries to the wider community through service initiatives As EMU’s processes for analyzing results become more and partnerships of mutual interest addressing local, robust, targets and priorities will be identified.

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Category 3 Understanding Students’ and Other Stakeholders’ Needs

3C1 – 3C2 – Student-stakeholder groups, Informal means include feedback from the Division expectations, and requirements of Student Affairs Student Leader Group that reports to the Board of Regents, enrollment data collected With a mission that identifies the education of un- by admissions (i.e., SAT and ACT scores, enrollment dergraduate and graduate students with a focus on reports), student-government surveys and feedback, “Education First” as its highest priority, EMU actively academic departments via analyzing program responds to student and other stakeholder needs. enrollment numbers, student-employment exit EMU focuses on five broad, overlapping, categories surveys, departments’ satisfaction/needs-analysis of students: undergraduate, graduate, international, surveys, scan and evaluation of environmental residential, and commuter. As a state-assisted institu- trends and community needs (i.e., enrollment trends, tion, EMU is active in identifying other stakeholders changing workforce trends), student evaluations of and their needs, who are defined and differentiated courses, and professional organizations/conferences. by their unique investment in and relationship to the institution. EMU places special emphasis on parents, Analyzing and selecting a course of action occurs taxpayers, State Legislators, Board of Regents, alumni, primarily at the departmental level. Most departments local communities, employers, and such feeder groups are asked to develop work plans and submit them to as high schools and community colleges. appropriate vice presidents. The work plans are often developed based on University Goals, but are also Student expectations are assessed and monitored individualized to the departments’ needs for improve- through the University’s participation in several ment and change. national surveys [http://www.emich.edu/ strategicplanning/ia_surveys.htm].The needs to engage and involve external stakeholders are 3P2 - Building and maintaining assessed and monitored by programs and units on student relationships campus through a variety of focus groups, direct and indirect communications and networking, the Eastern Michigan University builds and maintains network of charter schools, and feedback from relationships with students through a variety of external accreditation organizations. From these methods. These interactions are focused on the needs assessments, student and stakeholder requirements of both prospective and current students. Some and expectations are identified. Some of these are examples include orientation sessions (Fast Track), shown in Figure 3.1. advising (central, off-campus, college, and depart- mental), “One-stop shopping” at Service EMU, student associations, student government, career services, and 3P1- Identifying, analyzing, and surveys related to a variety of topics. Students are also responding to student needs involved in major University committees, including a committee of the Board of Regents. The changing needs of students are identified in both formal and informal ways. Formal means include the The Student Center, Recreation Intramural facility, and AQIP Project Advising Survey, CIRP, Graduating Senior intercollegiate athletics are the focal points of activi- Survey, Housing and Dining annual survey, National ties for students. Students can participate in activities Survey for Student Engagement (NSSE), and the Noel- and locate resources that are designed to reflect the Levitz Student Satisfaction Inventory (SSI). interests and needs of the University’s diverse student

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Figure 3.1: Stakeholder Requirements and Expectations

Stakeholders Requirements and Expectations Students Short Term Long term Undergraduate-degree, high-quality instruction, advis- Retention, additional education, jobs, ing, sequenced courses, suitable scheduling, help with Undergraduate lifelong involvement with the job searches, learning beyond the classroom, afford- University ability

Graduate degrees, Certificates, high-quality instruction, advising, sequenced courses, suitable scheduling, help Reputation, jobs, high-quality graduate Graduate with job searches, help with additional graduate educa- programs tion, integration of theory and practice in chosen fields, collaborative-research experiences

Good orientation programs and services, good living International conditions, food, entertainment, safety, comfort, social Jobs, lifelong relationships activities, recreation, and health

Good living conditions, food, entertainment, safety, Residential Lifelong relationships comfort, social activities

Convenient parking, opportunities to join and contrib- Commuter Lifelong relationships ute to campus culture

Other Stakeholders Short Term Long term Safe environment, convenient location, easy access, High-quality education, good value, informa- Parents affordability tion sharing, affordability

Well-educated work force, most graduates High-quality education, highest return on investment, remain in the state, sound fiscal management, Taxpayers / Legislators responsible fiscal management, relevant curriculum response to community needs, responsible citizens

Good value for the taxpayers, responsible High value for the taxpayers, responsible fiscal fiscal management, academic excellence, Board of Regents management, relevant curriculum response to community needs, University leadership congruent with mission and values “Friends of the Uni- versity”/ Non-Alumni Worthy investment, commitment to EMU Good reputation, investment in the future Donors Good job preparedness, continuing connection to Good reputation, bragging rights, continuing Alumni institution education, high-value degree Good symbiotic relationship, educational and cultural Positive “town and gown” relationship, Local Communities enhancements educational and cultural enhancements Employers Well-prepared employees, interns, and coops Response to changing needs of work force Academic program availability, affordable tuition, High-quality education, good job Prospective Students housing, safety, stimulating campus life preparedness

Guidance Counselors/ Academic-program availability, affordable tuition, High-quality education, continuing articula- High School, housing, articulation agreements tion agreements, regulation Community Colleges body, and that promote educational, cultural, and 3P3 – Identifying, analyzing, and social enrichment. The University seeks students’ input responding to stakeholder needs as to what services are needed, the quality of these services, and the students’ level of satisfaction with Stakeholder needs are identified via both formal and the services. Two of the initial AQIP Projects (Academic informal methods. Some of the more formal methods Advising and Quality Service) were directly linked to include the Alumni Survey, Fast Track evaluations input and feedback received from students relative to completed by parents/families of newly enrolled the importance of building and maintaining positive students, and employer surveys conducted by Human relationships with students.

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Resources and various University departments. Faculty and students interact with employers in Less formal methods have included Career Services community settings throughout the state of Michigan surveys, “Secret Shopper” programs, information and beyond, through such applied-learning activities garnered from professional organizations, feedback as internships, practice experiences, and service- from community service/activities, advisory boards learning activities. Faculty and students consult with in the colleges/departments, and meetings with many area agencies and carry out research in multiple State Legislators. Data from the surveys and feedback community settings and businesses. The Office of from informal sources are brought forward through Community College Relations works collaboratively the divisional vice-presidents, and a course of action with the faculty and staff of EMU and area community is taken based on congruence with the University colleges to promote a smooth transfer process to mission and resources available. minimize the loss of academic credit and save time in obtaining a bachelor’s degree. Relationships are also maintained through the University’s fourteen 3P4 – Building and maintaining research institutes and centers. The University is well stakeholder relationships known for merging theory and practice for the benefit of the community. The Eastern Michigan University Eastern Michigan University builds and maintains Foundation, through collaborative relationships with relationships with key stakeholders by a) maintaining individuals, corporations, foundations, and other effective relationships with high schools and organizations, creates opportunities that provide community colleges via school visits and annual additional support to the students, programs, update meetings; b) participating in community services, and educational community. The Office of service and academic service-learning programs with Alumni Relations is the coordinating body for all community groups and employers; c) participating on alumni activities and the means by which personal community boards and councils; d) utilizing several relationships established during student days can be communication methods to inform students and maintained and renewed. parents before enrollment, during matriculation, and after graduation; e) including students in a wide array of University committees; f) participating in such 3P5 – Determining new student Ypsilanti community activities as United Way, the and stakeholder groups Relay for Life, and the Heritage Festival; g) meeting with state senators and representatives; h) offering EMU surveys a wide range of student groups as well such experiential learning activities as internships and as stakeholders, including faculty, staff, community practicums; and i) maintaining smooth articulation members and both local and state governmental and transfer processes. agencies and business. Tools utilized by EMU to identify new student and stakeholder groups include Partnerships are also established through but are not limited to: a) Admission Reports and stakeholders serving on University committees and Enrollment Trends; b) Outside Consultants; c) Faculty advisory boards. They provide input and guidance Evaluations and Academic Program Reviews; d) in developing innovative programs that can attract Student Leader Group Reports; e) University Faculty both students and new stakeholders. The recently Council Recommendations/Reports; e) Labor Union developed EMU Caucus, through the Office of Recommendations/Reports; f) Changes in Economic Governmental Relations, consists of dedicated Factors in local and state economies; g) Eastern Echo members of the EMU community who pledge to news reports and Local Media; h) Surveys / Focus advocate, when needed, on behalf of the University Groups / Evaluations conducted by the University at the local, state, or federal level. Having a strong through the offices of the Ombudsman, Career community of institutional advocates is critical in Services, Student Government, and Commuter securing the resources for Eastern Michigan University Focus Groups; and i) Institutional Research Reports. to remain a world-class, comprehensive University. The current state of the economy in Michigan This program also provides a means through which places greater importance on identifying critical every employee and student at EMU can be involved stakeholder groups and developing or revising these in building relationships with key legislators and relationships. government officials.

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3P6 – Collecting complaint information 3R1 – Student satisfaction results

Eastern Michigan University encourages students and Strengths identified by students in the Noel-Levitz other stakeholders to contact the appropriate office Student Satisfaction Inventory include: a) major with complaints and concerns. Those who contact requirements are clear and reasonable, b) the academ- these offices can expect that their concerns will be ic advisor is knowledgeable about requirements in the investigated and addressed appropriately, keeping major, c) the quality of instruction received in most in mind the importance of confidentiality. A detailed classes is excellent, d) the instruction in the major grade-grievance procedure is in place and communi- field is excellent, and e) nearly all of the faculty are cated via the student handbook [https://www.emich. knowledgeable in their fields. One of the challenges edu/ombuds/handbook.html]. listed for EMU on the SSI was “My academic advisor is approachable.” Related to this documented challenge, The Office of the Ombudsman is the general office EMU instituted an AQIP project focused on Academic at Eastern Michigan University for student and other Advising. Several changes resulted, including a new stakeholder complaints. Information tracked by the comprehensive online-advising module, degree audits Ombudsman includes gender, race, and current expanded to online format, and the formation of a student status. Complaints are categorized into six University Retention Council to address barriers to categories: Academic, Financial, Staff/Faculty, Disciplin- advising identified in the AQIP project. ary, Club/Organizational, Personal, and Other. In order to identify patterns and devise improvements, annual The Housing and Dining Survey (Winter, 2007) reports are generated and shared with the Provost, explored satisfaction with residence hall program- and starting in 2008 these reports will also be shared ming and personnel. Key findings indicate that with the Academic Deans. 80.5% of the students are satisfied with their resident advisor; 80.8% are satisfied with the courteousness of In its efforts to ensure responsibility and accountability, hall office staff; and 76.4% are satisfied with services the “Eastern Michigan University Advantage” program provided by hall office staff. One of the challenges was has been implemented [https://www.compliance- students’ dissatisfaction with the physical environ- helpline.com/welcomePageEMU.jsp]. This program is ment, such as room temperature and the process for open to every person at every level within the Univer- submitting work orders. The Department of Housing sity and to all its students and stakeholders. It enables has been working closely with Physical Plant person- individuals to communicate confidentially if they nel to increase the levels of communication as well as believe that they have observed unethical, illegal, or to establish procedures for following up on student suspicious behavior. Examples of situations to which work orders in a timely manner. Analysis of these data this program applies are those that involve ethics and as time passes will yield additional areas for explora- compliance issues; employee relations, human resourc- tion. es, and equal opportunity; environmental health and safety; and loss prevention and asset protection. Data from the Graduating Senior Survey indicates a “high” or “very high” level of satisfaction with academic advising through the colleges, Snow Health Center, 3P7 – Determining student computer technical support, Halle Library services, and stakeholder satisfaction Halle Library holdings, and the EMU student center. Additional data are needed for comparison across a Key tools used to measure student and stakeholder longer time frame. satisfaction are listed in Figure 3.2. EMU surveys students with regard to academic services, student- Fast Track, the cross-divisional collaboration affairs services, and institutional perceptions. The enrollment program for prospective students and Office of Institutional Research and Information their parents, yields the following results: Management (IRIM) oversees many of the surveys that assess student and stakeholder satisfaction. Some • Do you feel that you are ready to attend EMU in the surveys, however, are administered by individual Fall? Yes: 1,431 No: 18 departments based on needs and / or external accreditation requirements.

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Figure 3.2: Tools to Measure Student and Stakeholder Satisfaction

Survey Description Conducted annually; a report of national normative data on the character- Cooperative Institutional Research Program (CIRP) istics of students attending colleges and universities as first-time students. Conducted every three years; last conducted in Winter 2005; measures Student Satisfaction with Administrative Services student satisfaction within the Divisions of Enrollment Services, Business (SSAS) and Finance, and Academic Affairs. Conducted annually; evaluation is administered to students who attend Student Learning Evaluations in Student Affairs the Division of Student Affairs sponsored programs. Total number of pro- Program (SLE) grams analyzed annually is ~250. Administered annually; longitudinal data provide information on trends in Housing and Dining Services Resident Survey student satisfaction throughout the years. Conducted annually. The alumni survey is mailed to ~7,500 alumni each Alumni Survey year. All Employee Culture / Climate Benchmark Study Conducted in Fall 2005.

Utilized to provide feedback to departments and programs for program Graduating Student Survey review and accreditation; all students are asked to participate after they apply for graduation.

2004 Your First College Year Survey (YFCY) Conducted for the first time in Winter 2004; now conducted annually.

LibQUAL Satisfaction regarding Examines the quantitative data according to EMU user groups Library Services and disciplines. Housing Floor Environment Survey Commuter Student Survey & Focus Groups Conducted annually. Orientation – Fusion Satisfaction Survey Conducted each academic semester; includes two all-campus questions Teaching Evaluation Surveys regarding instructional effectiveness and quality of instruction; individual departments, programs create individual question sets.

Career Services – Senior Survey A five year-out survey.

Noel-Levitz Satisfaction Survey (SSI) Conducted in 2006.

• Did the Fast Track experience help prepare you for 2. graduating Senior Survey: EMU? Yes: 1,445 No: 4 a. 85.9% of students reported they “had good • Please rate your overall experience: relationships with faculty.” 1,089 – Above Average; 330 – Average; 30 - Neutral b. 66.6% reported having “positive interactions with office staff.” All the data cited above need additional analysis for patterns and trends over time. c. 68% reported that they felt the “faculty really cared about me.” 3. alumni Survey: 54.68% of respondents reported 3R2 - Student relationship-building results participating in activities sponsored by EMU includ- ing reading publications, attending on- or off-cam- Some results in the area of student relationship-build- pus functions, or other. ing include:

1. advising Survey: 85% of students indicated they had seen an academic advisor. 3R3 - Stakeholder-satisfaction results

In the 2004-05 Alumni Survey, 7,577 graduates were surveyed with 1,747 responses. Twenty-eight percent

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of the responses were from 2002-03 graduates (1-year • The number of High School Counselor workshops graduates), and 17% of the responses were from increased from 2 in 2006/07 to 5 in 2007/08. 1998-99 (5-year graduates). Results are shown in • Alumni Admissions Recruitment Team volunteers Figure 3.3. increased from18 in 2006 to 33 in 2007. • More than 50 local businesses now cooperate with Figure 3.3: Results from Alumni Survey EMU to offer students, faculty, and staff discounts 1-YEAR GRAD 5-YEAR GRAD when they show their student I.D. cards. Do you feel that the amount paid to earn your degree • EMU received an $86,000 grant from the American was worth the investment? YES 79.5% YES 86.5% Honda Foundation to run an innovative after- school program, titled “Designed by Nature.” What best reflects your attitude towards EMU? • EMU received $2.3 million in federal grants to Great University 41.8% 46.8% Satisfactory 51.7% 49.3% continue its Upward Bound Program. Not Satisfactory 3.3% .9% Wish had transferred 2.9% .9% • EMU’s social Greek Fraternities and Sororities raised $32,000 for St. Jude’s Children’s Research What is the one thing you liked most about EMU? Hospital and $10,000 towards the Ometta M. Smith Classes and Departments 246 Professors 214 Memorial Playground in Ypsilanti. Campus Experiences 170 • EMU’s student chapter of Relay for Life (2007) raised What is the one thing you liked least about EMU? $33,315 through 400 participants and 35 teams, a Parking 273 12 percent increase over last year. Student life 94 Programs 92 • The Early College Alliance program, a partnership between EMU and the Washtenaw Intermediate School District, enrolled 139 high school students for college credit at no cost to the students. Parents were surveyed regarding their satisfaction with Fast Track, EMU’s enrollment program. When asked, “Did you learn more about EMU today?,” 1,101 responded “Yes,” and only 10 responded “No.” Their 3R5 - Results comparisons overall experience was rated at Above Average by 802, Average by 293, and Neutral by 24. Some national benchmarking results include data from NSSE. Based on the 2006 national NSSE Jumpstart, the community stakeholder program benchmarking data, EMU compared closely with pairing college students with preschool students, has “highly engaging institutions” (Figure 3.4). Housing, experienced strong satisfaction levels. In 2006/07, the Student Center, and Campus Life will be 89% of the preschool programs rated overall services conducting EBI surveys in Winter 2008 that will as outstanding, and 3% as above average. In a provide national comparison data. family satisfaction survey conducted in March 2007 regarding a new program where families received up to 25 new books during the course of the year to build 3I1 & I2 – Improvement a learning library at home for their students, 100% of the families rated the service as outstanding. EMU is currently refining its processes and is not yet ready to report process improvements in this area.

3R4 – Stakeholder relationship-building results

Some results indicative of the strong relationships that exist between EMU and its stakeholders are: • Community College Articulation Agreements increased from 45 (2004/05) to 74 (2007/08).

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Figure 3.4: NSSE Benchmark Data

Active and Collaborative Learning (ACL) Level of Academic Challenge (LAC)

100 100

75 75 58.6 64.1 54.6 60.5 59.3 50.7 48.7 55.8 54.2 45.8 48.5 50 50 38.4

25 25

0 0 First-Year Senior First-Year Senior

Student-Faculty Interaction (SFI) Supportive Campus Environment (SCE)

100 100

75 69.7 75 64.7 62.8 67.7 56.9 56.9 48.2 49.5 50 42.0 50 37.1 31.8 34.8

25 25

0 0 First-Year Senior First-Year Senior

Enriching Educational Experiences (EEE)

100

75 EMU 57.9

50 46.6 Top 50% 34.4 30.0 32.0 Top 10% 25.5 25

0 First-Year Senior

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Category 4 Valuing People

4C1- Organization of work environment and regional unemployment rates are high; therefore, EMU is able to draw robust pools for staff positions EMU’s personnel system encompasses several units, recruited through local/regional searches. Part-time as illustrated in Figure 4.1. This structure enables and temporary staff are used across campus to fill close focus on the issues most relevant to the various gaps in instructional and support services. Faculty employee groups. It promotes strong focus on stu- released time is also used to address emerging needs dent needs and learning-related issues in personnel and unexpected vacancies. matters involving faculty and lecturers.

Most EMU employees are represented by unions, in- 4C3 - Demographic trends cluding the AAUP (faculty) [http://www.emu-aaup.org/ faculty_contract]; the Federation of Teachers (lecturers) Student demographics, including high school- [http://www.emich.edu/ahr/PDFs/Contracts/FT-2005. graduation projections, transfer-student markets, and pdf]; the UAW (1975 – Clerical and Secretarial employ- potential sources of non-traditional students, are part ees; 1976 – Professional and Technical employees); of the University’s analysis when anticipating work- AFSCME (Food Service and Maintenance employ- force needs. Demographics of the instructional work- ees); the Police Officers’ union; and the Police Ser- force, including likely numbers of retirements, and geants’ union. Non-represented employee groups are consequent recruitment needs are also considered. administrators (including academic department heads) Employee turnover at the institution averages 7.5% confidential clerical employees, and athletic coaches. annually, a rate that compares favorably with other institutions. This rate is essentially constant across employee groups. Key demographic descriptors of the 4C2 - Key institutional and geographical factors EMU workforce are included in IO5.

EMU is located in a culturally diverse area and typically attracts well-qualified and diverse candidate pools 4C4 - Key training initiatives for vacancies. Given EMU’s location in a traditional stronghold of organized labor, it is not surprising New faculty members attend an orientation that union agreements provide the guidelines for workshop prior to fall term. The Faculty Development the work environment and hiring procedures. State Center [www.emich.edu/facdev/index.html], often

Figure 4.1: Departments Serving Personnel

Personnel Unit Personnel Processes Overseen All staff positions; all administrative positions outside of Aca- Human Resources (HR) demic Affairs

Faculty; full- and part-time lecturers; academic Academic Human Resources (AHR) administrative positions

Graduate School Graduate assistants

Career Services (within the Division of Student Affairs) All student employees

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in partnership with the Division of Information letters, résumés), and search-committee members Technology (DoIT), offers ongoing training screen applications using this information. The HA opportunities for all faculty. Another ongoing training and search-committee work closely with HR staff to program concerns EMU’s new General Education identify candidates meeting minimum qualifications curriculum. Workshop topics have included advising and ensure that evaluations are carried out under the new curriculum, developing GE courses, and consistently; the committee selects 3-5 candidates writing learning outcomes. for interviews. Per bargaining-unit contracts, internal applicants are given preference. All divisions design specific training programs for their staffs in response to current issues. A particularly Evaluation of faculty and administrative candidates. poignant example is the recent need for training Department heads work with their faculty colleagues in campus safety, crisis management, and Clery Act and deans as they specify the essential and desired reporting. There is now a greater emphasis on such qualifications for new faculty hires. Each department’s mandatory training issues as Clery Act training, Department Evaluation Document (DED) [www.emich. emergency response, and sexual harassment. The edu/ahr/] provides basic parameters (e.g., degree level office of Human Resources recently hired a director required for various faculty ranks). Applicants submit of training and professional development to initiate, hard copies of their applications to HR or AHR. Search coordinate, and assist in disseminating safety training committees use weighted screening matrices to programs to the EMU workforce. identify 3-5 candidates for campus interviews.

Funding is available from departments and divisions Candidate Interviews. Interview itineraries always to attend professional conferences. Historically, cross- include a meeting in which search-committee divisional teams have attended the Higher Learning members pose a standard set of questions to all Commission and Noel-Levitz conferences. Many candidates, as well as meetings with individuals who offices collaborate on development opportunities so will work closely with the candidate. HR advocates that as many people as possible can benefit from a the use of behaviorally based interview questions. speaker, workshop, conference, etc. Following interviews, the search committee formulates recommendations to the hiring authority.

4P1 – Job requirements and hiring 4P2 - Recruiting, orienting, Identification of the credentials, skills, and values and retaining employees required for faculty, staff, and administrators begins with the hiring authority (HA) – the supervisor in the Faculty and administrators at the department-head case of staff and administrators, and the department level and above are normally recruited through head and department personnel committee in the national searches; executive search firms are used for case of faculty. In determining the skills required for a presidential searches. The campus conducts regional grant-funded position, the respective HA will submit a (e.g., Detroit metropolitan area) or internal searches Position-Review Questionnaire (PRQ) to HR for review; for staff and lower-level administrative positions. The HR reviews the PRQ to determine the proper position hiring processes are described in 4P1. classification and grade. Evaluation of candidates follows somewhat distinct processes for staff positions All newly hired faculty members participate in a as compared to faculty and administrative positions. faculty orientation program prior to their first semes- Search committees are involved in all cases; search ter on campus; academic departments and colleges committees are composed of individuals who will work and the faculty union conduct subsequent orientation closely with the candidates and are familiar with the programs focused on the evaluation and promotion operations of the unit in which the candidate will work. process. A key focus in both the new-faculty orien- tation program and the subsequent department/ Evaluation of staff candidates. An online job posting college orientation programs is the ability to work is used for staff positions. Candidates submit successfully with EMU students. Relevant topics applications and related documents (e.g., cover include considerations (e.g., student learning styles)

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important in working with a diverse student popula- Typically, units request that positions vacated be tion, the institutional framework for coordinating refilled. Hiring authorities and related administrators didactic and experiential education, and campus act on these requests taking into consideration the resources supporting instructional technology. nature of the vacated position as well as competing needs for resources. New staff and administrators participate in a new- employee orientation focused on benefits, high- quality service standards, and universal considerations 4P3 - Ensuring work processes, activity contribu- (e.g., parking; safety and security) as well as a tions, and ethical practices departmental orientation. Departmental orientations typically include a focus on how the department Shared governance at EMU incorporates the supports the educational mission of the University. coordinated work of the Faculty Council, Graduate Council, and College Councils; key administrative EMU addresses employee retention in several ways. bodies (e.g., Provost’s Council, Strategic Operations When an employee receives a competing employment Council); campus-wide planning bodies (e.g., offer, the institution can make a counter-offer. Employ- Institutional Strategic Budget Council; Continuous ees in one of the bargained-for units receive “longevity Improvement Operating Council; Institutional benefits” in the form of wage bonuses or added steps Strategic Planning Council); and unions. to their pay grade. Feedback from annual evaluations is Communication within, between, and among these often a retention mechanism. Faculty and staff receive bodies takes many forms, including meetings and annual across-the-board salary increases according to memoranda, email, and postings on “EMU Today” (a the provisions of their current contracts. campus electronic bulletin board).

The FDC, the provost’s office, and the academic EMU has policies and infrastructure in place to colleges and departments offer structured address such matters as sexual harassment, academic professional-development programs for faculty dishonesty and misconduct in research, protection members and support faculty members’ scholarly of human research subjects and ethical treatment of work. Human Resources and DoIT offer professional- animals used in research, protection of employees, development programs for staff members. Figure and student health and safety. 4.2 presents examples of recent professional- development programs for faculty and staff members.

Figure 4.2: Recent Professional-Development Programs at EMU

Programs Aimed Primarily at Faculty Programs Aimed Primarily at Staff

Good Course Design for Newer Faculty (FDC) Banner: Various programs focused on budget, student information, admissions, grants, scheduling (DoIT) Scholarship of Teaching and Learning (FDC) EMU e-Training (DoIT) Quality Matters (FDC) Clery Act Documentation and Reporting (Business & Finance) Community-Based Participatory Research (CHHS & FDC) MIcrosoft Survival Skills (DoIT) Qualitative Data Analysis Using Nvivo (CHHS & FDC) Web Design (DoIT) LiveText Training (DoIT & COE)

Introduction to WebCT (DoIT)

Responsible Conduct in Research (Office of Research Development)

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4P4 - Training and development cross-divisional groups on an annual basis. The Office of Continuous Improvement and Planning offers The FDC offers a broad array of professional-develop- training on these and related CI topics for individual ment programs on topics ranging from pedagogical offices and units upon request. approaches, to technology applications in the class- room, to data analysis (Figure 4.2). These programs EMU’s training efforts inevitably focus on helping are open to all instructional staff, including graduate students learn because the largest segment of the assistants. The FDC and DoIT jointly offer an e-Fellows campus workforce is the faculty (including lecturers program through which faculty members receive and other instructional staff). The instructional-evalua- funding and support for incorporating technology in tion process focuses heavily on teaching effectiveness, teaching. Other professional-development programs as judged by students, peers, and self evaluation. Thus, aimed specifically at faculty include the Sabbatical steps to strengthen performance almost always have Leave program and the Faculty Research Fellows a bearing on increasing teaching effectiveness for (FRF) program, both of which provide released time most EMU employees. from teaching so that faculty members can focus on a scholarly agenda. 4P6 - Personnel evaluation system EMU supports faculty, staff, and administrators’ travel to professional conferences and workshops. On cam- HR works with departmental personnel on effective pus, training is available on various software packages supervision skills by assigning HR consultants to EMU through DoIT; e-learning opportunities are available divisions. HR maintains a performance-management to all employees for a wide range of technology- and system in collaboration with unions (where applica- management-related topics (Figure 4.2). All employees ble) that provides an annual review process for all staff also have tuition waivers on EMU regular courses as an and administrators. This review system also includes employment benefit. probationary reviews for new hires, transfers, and promotions. The annual performance reviews provide an effective procedure to monitor strengths and 4P5 - Determining Training Needs identify areas of improvement and processes to notify employees of unproductive or inappropriate behav- The performance-evaluation processes are the most ior, or violation of University policy. When corrective common sources of information about training action is required, a progressive disciplinary process needs. A gap between performance standards and providing both verbal and written feedback occurs. performance observed triggers discussion between the employee and the supervisor regarding training AHR maintains the performance-management that can assist the employee in improving. Even in system for faculty and lecturers in collaboration with the absence of an observed performance deficit, unions. AHR, with EMU-AAUP, has oversight of student part of the performance-evaluation agenda is always evaluations for all courses. The faculty personnel- identification of professional development, training, evaluation process is outlined in the EMU-AAUP or enrichment experiences in which the employee contract. All faculty members complete an Annual is interested. In addition, the FDC, AHR, and HR Faculty Activity Report (FAR), which is one element occasionally conduct surveys regarding training of both probationary-faculty members’ pre-tenure interests. Surveys of Faculty Professional Development evaluations and of tenured-faculty members’ Periodic needs are held every three years. Evaluations from Performance Evaluations (PPEs). Prior to tenure, faculty-development workshops, technology-training faculty members are evaluated annually on their sessions, and General Education workshops and teaching, scholarship, and service. The standards training programs are reviewed to determine their against which the evaluation occurs are outlined impact and identify additional topics of interest. in the DED [www.emich.edu/ahr/] created by each academic department. In addition to the FAR, Training focused on Continuous Improvement is probationary-faculty members prepare statements ongoing. A first step in the initiation of all AQIP outlining how they have met the qualifications projects is training on CI principles and EMU’s IDEA outlined in their DED and documentation to support model (Figure 5.1). This training is provided to their statements.

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Figure 4.3: Illustrative EMU Employee Recognition Programs

Program Sponsoring Unit Description

Five faculty members are honored each year Ronald Collins Awards for Faculty (early career faculty – teaching; senior faculty – Accomplishments (Teaching, Provost’s Office teaching; scholarship; service) with a monetary Scholarship, Service) award and recognition at a campus ceremony.

Faculty members are honored for outstand- Teaching Excellence Award EMU Alumni Association ing teaching, based on nominations from EMU alumni.

Faculty and staff members of the campus com- Gold Medallion Awards Division of Student Affairs munity are honored for their contributions to campus life and student success.

Faculty and staff members of the campus com- Lesbian, Gay, Bisexual, and Trans- munity are honored for their contributions to Mentors and Role Models gender Resource Center making EMU a welcoming community for LGBT students.

The probationary-faculty member receives feedback staff (Figure 4.3). Recipients for all these awards each year from the department personnel commit- are selected through competitive processes, tee and department head, and in the third and fifth typically involving a peer review of nominees’ years from the dean and assistant vice president for accomplishments vis á vis selection criteria. academic human resources and budget as well. The evaluation process leads to recommendations regard- The University sponsors an annual Celebration of ing reappointment in the third and fifth years, and a Excellence week. Many awards are presented, includ- recommendation regarding tenure and promotion in ing the recognition of employee service anniversaries; the sixth year. faculty awards for outstanding teaching, scholarly, and service accomplishments; and academic college After tenure is awarded, the department personnel ceremonies honoring outstanding students. EMU committee and department head conduct a PPE also recognizes outstanding student work through every four years to assess performance. The PPE the Undergraduate Symposium and the Graduate involves review of the FARs submitted since the Research Fair. last PPE and review of student course-evaluation data covering the same time period. If performance In determining compensation for employees, AHR deficiencies are identified that can be remedied and HR Departments conduct salary surveys within within a year, the faculty member is advised of the local market as well as with peer institutions. these concerns, but no prescriptive action is taken. If Salary studies from specific professional associations performance deficiencies are identified that cannot are also reviewed if available. Broadbanding has be remedied within a year, the department head and been implemented for several classifications; in this personnel committee work with the faculty member approach, jobs with similar skill requirements and (and, often, a union representative) to develop a responsibilities are grouped into job families and pay performance-improvement plan and establish a is linked to market. timeline for a follow-up PPE. Salary increases for the bargained-for employee groups are dictated by contract language. Non- 4P7 - Recognition, reward, bargained-for administrators and athletic coaches and compensation systems can receive merit awards during the annual review process. These awards are determined by the respec- The University, as well as individual divisions tive divisional vice presidents, typically based on and departments, offers a wide range of employees’ completion of annual goals and objectives recognition and award programs for faculty and and contributions during the previous year.

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EMU offers its employees a comprehensive benefit 4R1 – Results package that includes health care, retirement, tuition waivers, prescription-drug coverage, etc. Employees Employee turnover at the institution averages 7.5% can participate in flexible-spending programs. annually, a rate that compares favorably with other institutions. This rate is essentially constant across employee groups. Average length of service for all 4P8 - Determining key motivational issues employee job classifications is 11.3 years. T he average ranges from 4.2 years for athletic coaches to 13.6 years The collective-bargaining process is a tool for identify- for faculty. In 2008, one employee was recognized for ing key employee motivations. Additional data will be 45 years, one for 43 years, 6 for 40 years and 5 for 35 identified and analyzed in future portfolios. years.

Since May 2007, EMU has increased the breadth and 4P9 - Evaluating employee satisfaction, health frequency of campus-safety training. A new campus and safety, and well-being emergency-response plan and notification system has been implemented. Additional campus policies, proce- EMU recently administered a survey addressing these dures, and security measures have been established. areas. Additional data will be identified and analyzed in future portfolios. Figure 4.4 presents the number of applications and awards for faculty sabbaticals, faculty research fellowships, spring/summer research awards, and 4P10 - Measures collected and analyzed new-faculty research awards for the past three years. Cell entries are the number of awards (and the The Affirmative Action Plan is reviewed each year and number of applications) in each category. updated as needed. Records of employee turnover and years of service by employee classification and Figure 4.5 presents the number of faculty members University division are updated annually. awarded tenure or promotion in each of the past three years. Student evaluations, as well as the narratives and nominations for faculty- and staff-recognition awards and annual faculty reports, provide regular accounts 4R2 - Results in processes of faculty, staff, and administrators’ work and students’ associated with valuing people perceptions of that work. The Provost’s office tracks annual numbers of applications and awards for faculty EMU continues to systematize its process for sabbaticals and FRF leaves; the Office ofR esearch measuring employee satisfaction. A national Development tracks the numbers of proposals and employee survey was administered in March 2008 to awards for external funding. obtain a baseline for developing improvement targets. A separate instrument (HERI) is being used for faculty in April 2008.

Figure 4.4: Faculty Awards Granted and Applied For

One Semester Full Year Faculty Research Spring/Summer New-Faculty Year Sabbatical Sabbatical Fellowship Research Awards Research Awards

2007-2008 15 (17) 6 (10) 17 (26) Pending 17 (18)

2006-2007 15 (20) 14 (16) 21 (28) 6 (14) 24 (34)

2005-2006 10 (15) 10 (11) 13 (24) 12 (21) 18 (33)

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Figure 4.5: Faculty Tenure and Promotion, 2005-2007

Year Awarded Tenure Awarded Promotion Effective Fall 2007 30 48

Effective Fall 2006 27 39

Effective Fall 2005 48 59

Figure 4.6: Sources and Amounts of External Awards

Local Research Instr. Federal State Govt. & & Develop- Support Year Govt. Govt. Foundations Business Other ment Service Training /Other 2007 $6,240,433 $545,386 $292,550 $2,381,796 $654,540 $4,592,160 $3,090, 194 $2,364,663 $127,688

2006 $8,621,846 $686,705 $258,244 $3,210,424 $995,898 $6,069,500 $4,012,468 $3,222,359 $468,790

AHR/HR has drafted a new manual for searches and 4R4 - Benchmarking comparisons other personnel policies to provide more uniform processes throughout the institution. Student Affairs, These will be addressed in future portfolios. Human Resources, and the President’s Office tested a new staff-evaluation tool in the 2006-07 year. Based upon results of this pilot testing, EMU will continue to 4I1 - Improving processes for valuing people revise and evaluate this tool. EMU has instituted a professional management- training program for mid- and upper-level 4R3 - Employee productivity and effectiveness administrators and hired a training director. Employee satisfaction surveys are currently underway. EMU faculty, staff, and administrators regularly are recognized by their respective professional Funding for faculty-development programs (e.g., organizations for outstanding accomplishments. For sabbatical leave awards; Faculty Research Fellowships) example, in 2007 the director of the EMU School of has been allocated. Nursing was elected to the National Academies of Practice as a Distinguished Practitioner; in 2008 a School of Social Work professor was selected as Social 4I2 - Setting targets for improvement Worker of the Year by the Michigan chapter of the National Association of Social Workers. EMU has many Targets will be addressed after baseline data are similar examples each year. analyzed.

Though EMU is not a Research 1 institution, the faculty are successful in garnering external support for research, including teaching-related research and contract work. Figure 4.6 provides the values of external awards by sponsor type and activity for the past two years.

Category 4: Valuing People | 35 Category 5: Leading and Communicating Eastern Michigan University AQIP SYSteMS PORTFOLIO | 2008

Category 5 Leading and Communicating

5C1 - Leadership and communication systems A large part of EMU’s leadership and communica- tion environment is defined by the seven collective- EMU was established pursuant to Article VIII, Section bargaining agreements that it has with the Profession- 6, of the Michigan Constitution and is one of al/Technical staff (UAW Local 1976); Clerical/Secretarial Michigan’s 15 state-supported four-year universities. staff (UAW Local 1975); Food Service and Maintenance EMU is governed by an eight-member Board of workers (AFSCME Local 3866); campus police officers Regents, which is appointed by the Governor of (Police Officers Labor Council--Patrol Officers); police the State of Michigan, with the advice and consent sergeants (Police Officers Labor Council--Sergeants); of the Michigan Senate. Regents are appointed for full-time lecturers (EMU Federation of Teachers); and staggered eight-year terms. Pursuant to the Michigan tenured and tenure-track faculty (the American Asso- Constitution and Michigan statutory law, the Board, ciation of University Professors). with limited exceptions (e.g., health, safety, and public policy), has been provided with the autonomy and The primary faculty governance bodies are the Faculty authority to operate and manage the University. Council and the Graduate Council. The responsibilities of these Councils are defined in the collective- The University’s leadership system consists of the bargaining agreement. The Councils are advisory to the Board of Regents, the executive leadership team, President and the Provost and Executive Vice President. and governance bodies for the faculty and students. The Board of Regents, with input from its standing The primary student governance body is the EMU committees (Board members, administrative staff, Student Government. Its responsibilities are defined faculty, and students actively participate in standing- in its constitution and University policy. The EMU committee meetings), is responsible for establishing Student Government is advisory to the President and the University’s mission through the adoption/ other University executive officers. amendment of the University’s mission statement, and for setting general policies, fiscal oversight, and The University also utilizes a specialized and integrated strategic direction for the University. committee framework that encompasses all segments of the University. Vice presidents have established The President reports directly to the Board of Regents. input and committee structures within their divisions. To communicate and implement the Board’s strategic- Academic deans and department heads have commit- planning directions and policies, the President tee structures within their academic units that provide chairs the Strategic Operations Council (SOC) that faculty, staff, and, at times, students with opportunity to consists of the Provost and Executive Vice President; participate on committees that have decision-making Vice President for Advancement and Executive or relevant policy-input powers. Director, EMU Foundation; University Attorney; Vice President, Business and Finance; Director of A variety of communication methods are utilized Diversity; Vice President for Enrollment Management; throughout the University. The University’s Market- Chief Government Relations and Special Projects ing and Communications Department has primary Officer; Interim Chief Information Officer; Director responsibility for the University’s formal communi- of Intercollegiate Athletics; Associate Provost; cation structure, internally and externally. However, Associate Vice President, University Marketing and the President, Secretary to the Board of Regents, Vice Communications; Interim Vice President for Student Presidents, other executive officers, deans, depart- Affairs; and the five academic deans. ment heads, directors, managers, etc., regularly

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• Integrity – The EMU community believes that communicate within their areas and/or with the integrity is critical to continued success and campus community through reports, memorandums, institutional effectiveness. The University expects web-sites, e-mails, meetings, retreats, newsletters, the and supports the highest level of personal, student newspaper, etc. intellectual, academic, financial, and operational integrity within the University community. 5C2 - Leadership alignment with board

The EMU Board of Regents meets according to a 5P1 - Directions aligned with mission, vision, published schedule (seven times this calendar year). and values The Board’s standing committees are: Athletic Affairs; Faculty Affairs; Student Affairs; Educational Policies; The University’s mission and strategic direction Finance, Audit and Investment; and Personnel and have been established through the governance and Compensation. Except for the Personnel and Compen- committee structure described in Section 5C1, which sation Committee, the committee meetings are open ensures that faculty, staff, students, and other key forums that address a variety of matters. The Regents stakeholders are considered and have appropriate use the committee meetings to help set direction and input. Implementation involves the adoption of align administrative practices with board policy. See policies and procedures that are consistent with the 5P6 for information on the University’s newly devel- University’s mission and strategic directions. The oped strategic-planning process, which is based on a process provides the continuing opportunity for process-focused continuous-improvement model that learning, innovation, and improvement. emphasizes teamwork and communication. One recent example was the approval by the Board in March 2007 to include gender identity or expression 5C3 - Institutional values and expectations in the University’s nondiscrimination clauses, including the preamble of the bylaws of the EMU Among Eastern Michigan’s shared values are: Board of Regents, the EMU Civil Rights policy, and the EMU Equal Employment Opportunity/Affirmative • Excellence – The promotion of personal and Action policy. This policy revision was developed academic excellence provides a foundation for by the Student Leader Group, which shepherded it institutional quality. EMU is committed to achieving through the Student Affairs Committee and then to the highest standards through ongoing assessment adoption by the Board. and continuous quality improvement. • Human Dignity and Respect – Wisdom, sound The President meets weekly with the Strategic Opera- judgment, acceptance, and respect for other tions Council and also meets independently with persons, cultures, and ideas are characteristics of an the vice presidents and other senior administrators educated person. to discuss strategic directions. After each Board of Regents meeting, the President schedules meetings • Diversity – Cultural diversity enriches learning with senior administrative staff to discuss the Board experiences and promotes respect and meeting and critical challenges and opportunities. understanding. Information provided during these meetings may be • Public Engagement – EMU aspires to develop shared with faculty and other staff members. regional, national, and international partnerships that enable serving its stakeholders more Eastern Michigan University has always endeavored effectively, while providing increased learning to foster an ethical environment. In January 2007, the opportunities for students, faculty, and staff. Board of Regents authorized the establishment of • Leadership and Participatory Decision-Making – “The EMU Ethics and Compliance Reporting System.” EMU is committed to creating and supporting an This allows any member of the faculty or staff to bring environment that fosters open communication and compliance and ethics issues directly to the attention innovative approaches to change. of the Board of Regents.

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5P2 - Future opportunities and Opportunities to sustain the current learning the learning environment environment and stimulate future opportunities have been provided by the Faculty Development Leaders guide the University in seeking future Center, memberships/ subscriptions to professional opportunities by active participation in international, organizations, attendance at professional conferences national, regional, state, and local activities. (37 attended The Higher Learning Commission’s Administrative leaders collaborate with faculty Annual Meeting in 2007), and subscriptions to online and communities to identify opportunities that grant notices. are aligned with the EMU mission and vision. A key component is the utilization of Advisory Boards across colleges, schools, departments, and programs 5P3 - Decision-making processes (Appendix A). These are composed of community experts who provide guidance and counsel related EMU’s decision-making model for institutional to current academic programs, possible future continuous-improvement teams is known as the IDEA programs, and evaluative feedback on the success of (Identify - Develop - Evaluate - Act) model as depicted EMU graduates. in Figure 5.1.

Faculty, staff, and students participate in “EMU Day at Ultimate responsibility for University operations is the Capitol” to advocate for resources from the State held by the appointed Board of Regents; University Legislature and to provide information about EMU to administrators (Appendix B) ultimately report to this Legislators. Board and make higher-level decisions.

Figure 5.1: EMU IDEA Model IDENTIFY Identify issues and areas of opportunity for improvement.

ACT

Act to standardize the practice DEVELOP Develop and assess potential if solution has the desired results. EMU Mission solutions and implement Continue to identify areas of and Vision best alternative. ongoing improvement.

EVALUATE Evaluate the solution post implementation. Measure and evaluate results against the initial objects or goals.

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Prior to making decisions, information and input are improving communication between all levels of the collected from interested stakeholders through the University. Such communication is promoted through use of teams, task forces, or committees; these indi- regular senior administrative meetings, verbal, written, viduals then make recommendations to the admin- and electronic communications from unit leaders, and istration. Membership in these groups reflects all broader communication among external stakehold- stakeholders and is often made up of cross-divisional ers (Figure 5.2). Formal meetings between and among members as appropriate. For example, AQIP Project various constituencies and levels also foster commu- Teams include administrators from different levels, nication (Figure 5.3). Mechanisms for communication faculty, support staff, and student representatives. The and input are embedded in the collective-bargaining Teams report their findings at the Senior Administra- agreements with faculty and staff, which require a tors’ meetings as part of their project closeout. variety of standing and ad hoc committees.

Contract language in seven collective-bargaining Board of Regents decisions and significant updates agreements provides guidelines for collecting input. are shared at the President’s meeting with all senior- level administrators, at the weekly Strategic Operating Decisions are made by the appointed Board Council, and at Provost’s Council, Divisional, College, of Regents and University administrators for Departmental, and Student Government meetings. topics related to strategy, policy, and procedures. Many Board decisions are publicized by press Operational mid-level decisions are made by various releases that are sent to various media and posted administrators, such as Deans, School Directors, and on the University’s web site. It is commonplace for Department Heads. They often seek input from faculty senior administrators to hold open campus forums and staff to ensure that all relevant information is for students, faculty, and staff on various topics to known prior to making decisions. Faculty Council provide updates and to solicit input from various and the college councils provide guidance on issues constituencies. that require faculty input; their members are elected from the faculty in each department. Faculty Council also appoints faculty members to various campus 5P6 - Communication of shared mission, vision, committees and task-force groups. For student issues, values, and institutional directions input is sought from student government officers who are elected annually from the student body. The University is in the first iteration of a newly developed biennial strategic-planning process (Figure 8.2), which is based on a process-focused continuous- 5P4 - Use of information in decision-making improvement model that emphasizes teamwork and communication (the IDEA model). The Institutional Several key results are widely monitored. Enrollment Strategic Planning Council (ISPC) is charged with reports showing applicants, number accepted, implementing the process, which is designed to allow and number enrolled by various criteria are widely the University’s leadership to develop strategic priori- disseminated. Various reports from Noel-Levitz ties and develop a set of University strategic directions provide input into student recruitment and retention congruent with EMU’s mission, vision, and values. There strategies. A number of reports are consolidated in is growing awareness of the need to relate the plan- the “Board books” that are distributed to the Board of ning process with the budget-development process Regents and senior leadership prior to every Board at the University. The Institutional Strategic Budget meeting. An AQIP action project is underway to Council (ISBC) is to provide guidance and recom- establish a Balanced Scorecard Management Process, mendations to the Strategic Operations Council (SOC) which will define EMU’s formal tracking and review of on the process, procedures, and development of the key performance indicators. University budget, including reviewing historic budget and actual revenue and expenditure information, incorporating strategic planning priorities in context 5P5 - Communication among institutional levels with the budget process, and assisting in developing the annual budget consistent with long-range financial Demonstrating its strong commitment to shared projections based on program, enrollment, market, governance, EMU uses a multifaceted approach to compensation, and other relevant trends.

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Figure 5.2: EMU Communication Modes

Communication Modes Frequency Purpose Examples of print publications Echo 3 per week Student newspaper Exemplar 3 per year The University Magazine of EMU CaseNotes 2 per year College of Arts & Sciences publication Eastern Educator 1 per year College of Education publication The Edge 3 per year The Alumni Magazine academic newsletters As needed Provide news and updates student brochures As needed Provide information press releases As needed Provide updates and information Emeritus Faculty Newsletter Two per Year Provide updates, requests for input Examples of electronic communications EMU Today Daily General interest news & notes Focus EMU Weekly Faculty and staff newspaper EMU homepage Ongoing General EMU information EMU’s personal portal. This is an official form of communication, a secure site that provides my.emich Ongoing students, faculty, and staff with intranet and Internet services. Office of Research Development newsletter and ORD Digest & web site Ongoing web pages Presidential updates As needed News and updates Emails As needed News and updates Information on administrative meetings, as Provost’s Office Updates Biweekly well as key activities and announcements in Academic Affairs Enrollment reports Weekly Status Reports

Figure 5.3: EMU Formal Meetings

Meeting Frequency Institutional Level

Board of Regents Committees: Bimonthly Open to the public Athletic Affairs Educational Policies Faculty Affairs Finance, Audit, and Investment Student Affairs Personnel and Compensation Senior Administrators Monthly Senior administrators Diversity Council Monthly Continuous Improvement Operating Council Monthly Institutional Strategic Planning Council Biweekly Academic Affairs Division Provost’s Council Monthly Faculty Council Monthly Elected by faculty by unit

(continued on next page)

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Figure 5.3: EMU Formal Meetings (Continued)

Meeting Frequency Academic Affairs Division, CONTINUED Graduate Council Monthly Elected by faculty Directors, Deans, Department Heads Monthly Academic Affairs Educational Environment and Facili- Monthly ties Planning Committee Formal committees and task forces More than 300 college, department, and program advisory groups Enrollment Management Division Enrollment Management Operations Share information and strategies regarding Biweekly Committee recruitment, retention, and re-enrollment Strategic Enrollment Management Share information regarding enrollments and Monthly Council challenges Student Affairs Division 3 times per Strategy Council Includes directors of the largest departments month Division Council Monthly Includes all directors and associates Administrative Council Monthly Includes select technical/professional staff Clerical staff 2 per semester All staff Annual Student Leader Group Biweekly Includes leaders from all student groups Business and Finance Division Institutional Strategic Budget Council Monthly

5P7 - Encouragement and development capital-campaign effectiveness, employee satisfaction, of leadership abilities stakeholder satisfaction, and student learning.

Eastern Michigan University offers diverse profes- Traditional professional-development programs sional-development programs through a variety of include travel and conference support; seminars on activities both on and off campus. In addition, the grant-writing; support from the Office of Research campus unions provide specific programs for their and Development for identifying funding sources and memberships. writing grant proposals; providing books on leader- ship topics; tuition reimbursement for employees; and The University offers professional-development semi- mentoring by senior faculty and administrators. nars using on-campus and outside experts. Examples include Office Professionals Day and an administra- The Faculty Development Center, sponsored by tive breakfast featuring nationally known speakers. Academic Affairs, provides comprehensive seminars EMU has contracted with an external consulting and training sessions for faculty to improve teaching firm to develop and lead an ongoing Organizational effectiveness. The University often promotes faculty Transformation plan for institutional leaders. The to department heads and deans, a practice that process started in December 2007 with the Executive helps them gain leadership experience. University Vice President and select members of the Strategic Communications hosts media-relations training Operations Council. The process will continue through sessions twice a semester for faculty and staff, the ranks in a systematic fashion, working with each designed to prepare them for interviews by the media. division’s leadership team. EMU is focused on leader- The EMU-AAUP offers fall professional-development ship development that will affect, in specific mea- workshops for faculty that cover details on achieving surable ways, enrollment, increases in fund raising/ promotion and tenure.

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Professional and Technical staff, as members of the An important component of the nascent strategic- UAW, can attend various professional-development planning process is to collect and analyze key seminars for officer and steward training.T he performance measures associated with the Clerical and Secretarial union has a memorandum of implementation of each strategic initiative within understanding to establish a clerical-training pilot each plan. Related to this are the AQIP action projects fund to make training and professional-development to initiate and implement a Balanced Scorecard opportunities available to as many University clerical process that will define EMU’s formal tracking and employees as possible. review of key performance indicators. These are likely to include students/stakeholders, faculty, satisfaction, EMU has sponsored numerous emerging leaders as internal processes, and financial data. American Council on Education (ACE) Fellows for an academic year of professional development at other institutions. 5R1 - Results for leading and communicating processes and systems Faculty and staff have been nominated to participate in Leadership Ypsilanti, a training series run by the As noted in 5P9, AQIP action projects exist to initiate Ypsilanti Area Chamber of Commerce that introduces and implement a Balanced Scorecard process, which in detail various facets of the community (education, will define EMU’s first formal tracking and review government, economic development, health care, of key performance indicators. The results will be etc.) and prepares the participants to become leaders included in future iterations of the systems portfolio. within the Ypsilanti community.

5R2 - Comparative results 5P8 - Leadership succession to ensure mission, vision, and values Comparative results are not available at this time.

The University’s mission, vision, and values appear in many University documents and are reinforced 5I1 and 5I2 - Improvements and targets by leaders in major communications. Planning for leadership succession is widely recognized as a Improvements and targets will be addressed after significant challenge. data are available.

5P9 - Measurement of leading and communicating

Annual performance evaluations that reflect strengths and opportunities are gathered for all employees, but, in general, are not systematically analyzed (4P6).

Category 5 : Leading and Communicating | 42 Category 6: Supporting Institutional Operations Eastern Michigan University AQIP SYSteMS PORTFOLIO | 2008

Category 6 Supporting Institutional Operations

6C1 - Key student and administrative support programs and services, emphasizing EMU’s hall- service processes mark of human diversity. • Information Technology and University Infrastructure, Eastern Michigan University is committed to a which focuses on improving teaching and learning University-wide focus on learning as its core mission. through information technology, emphasizing EMU maximizes educational opportunities and high-quality support systems and processes. personal and professional growth for students from • Enrollment, which focuses on increasing enroll- diverse backgrounds through its array of programs in ments, emphasizing institution-wide retention. a student-focused learning environment that extends beyond the University boundaries. EMU’s dedication • Community Engagement and Public Service, which to excellence in academics requires a commitment to focuses on public service through regional part- high-quality support service processes. Six key pro- nerships and alliances, emphasizing integration of cesses support student learning, student achievement, service-learning into institution-wide curricula. and student and stakeholder success. These process • Facilities and Grounds, which emphasizes function- areas are defined as: ality, maintenance, and aesthetics that enhance the • Teaching and Learning, which embraces learning com- commitment to teaching and learning. munities and emphasizes learning outcomes, commit- ment to retention, and higher graduation rates. Within each process area are operations that support • Student Experiences, which encourages engage- the needs of EMU’s students and other stakeholders. ment of on- and off-campus students through A representative list follows (Figure 6.1).

Figure 6.1: Key Processes and Operations

Key Process Area Operations Academic Advising, Academic Projects Center, Career Services, Center for Adaptive Technology and Education, Computer Labs, Continuing Education, Counseling Services, Faculty Development Teaching and Learning Center, First Year Center, Halle Library, Health Services, Holman Learning Center, Math Lab, Satellite Centers, Student Academic Support Services, Student Success Office, Writing Center Arts and Entertainment Program, Child Care Services (Children’s Institute), Commuter Student Services/Commuter Central, Dining Services, Diversity Programs, Greek Life, Health Education Program, Housing, Intercollegiate Athletics, Leadership and Student Involvement, Lesbian, Gay, Student Experiences Bisexual, Transgender Office, New Student and Transition Programs, Office of International Students, Ombudsman’s Office, Public Safety, Recreation/Intramurals, Student Disability Services (Access Office), Student Government, Student Judicial Services, Student Media, Student Organizations, Student Success Office Accounting, Bookstore, Budget Office, Cashier’s Office, Computer Refresh Program, Computer Store, Continuous Improvement and Planning Office, Electronic Classroom Support, Human Resources, Information Technology Institutional Research and Information Management, Legal Affairs, Mailroom, Office of Diversity and University and Affirmative Action, Office of Research Development, Parking, Payroll, Purchasing and Receiving, Infrastructure ResNet, Risk Management, Service EMU, Student Business Services, Technology Help Desk, Telecommunications, University Communications Enrollment Admissions, Financial Aid, Records and Registration, Retention Office, University Marketing Alumni Relations, Charter Schools Office, Community Involvement, Convocation Center, Community Engagement Development Office, Eaglecrest Golf and Conference Center, Government Relations, Center for and Public Service Corporate Training Facilities and Grounds Health and Safety Office; Physical Plant Operations (Planning, Custodial, Grounds, Maintenance)

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In order to achieve EMU’s mission and afford each Another approach includes placing students on key student the optimal opportunity for success, students University committees and councils to allow them and other stakeholders must be provided with the to express their support service needs directly. For appropriate support services that enhance the learn- example, the EMU Student Leader Group, which is ing environment and reduce barriers to learning. composed of student representatives from twelve major student organizations, serves on the Student Affairs Committee of the Board of Regents. This 6C2 - Reinforcing EMU’s key student and group works to define a common student agenda administrative support services processes and serves as an advisory group to both the Vice and systems in Category 1 and Category 2 President for Student Affairs and the President. Group members present position papers to reflect their EMU’s key student and administrative support services priorities and support needs. EMU has also included processes and systems identified in 6C1 are tied to the student representatives on such committees as the EMU Mission Statement and continuous-improvement search for EMU’s next president and the search for the initiatives. These support services are central to Executive Director of Public Safety, providing a voice Category 1 and Category 2 through their link to the for students to share their needs. Including students provision of a student-focused learning environment on multiple, high-level University committees, task and their contribution to EMU’s economic well- forces, and advisory boards (Appendix A) has provided being. They are designed to support faculty and staff the University with a direct conduit for obtaining performance in ways that enhance the quality, depth, compelling information on student support needs. and vibrancy of student learning. Every division’s support services are aligned with the primary mission Informal feedback is also a means of identifying of the University. student needs in various offices and departments throughout the University. This typically occurs when a student is engaged for a purpose other than to 6P1 - Identifying student support service needs identify student support needs, yet the interaction results in the presentation of a need that gets passed Support service needs of students are identified along to the appropriate source. through multiple venues using both formal and informal paths. EMU uses such national standardized assessments as the NSSE and CIRP to contribute to 6P2 - Identifying key stakeholder administrative the identification of student support service needs. support service needs Departments and units across the University use a variety of methods ranging from surveys and focus Administrative support service needs of faculty, staff, groups to suggestion boxes and informal feedback. and administrators, along with other key stakeholder Most offices rely on more than one method and groups, are identified by proactive, reactive, and analyze all of the information collected to add, change, comparative methods. Proactively, departments and or eliminate support services. In addition, some offices units use advisory councils, committees, collaboration, have multiple years of data showing trends to inform and faculty/staff/student feedback. Collaboration their decisions. among departments and administrative offices serves as a key method for not only identifying needs, but Through an AQIP Project focused on high-quality also incorporating the changes that address those service delivery, the Office of Financial Aid identified needs. Complaints and complaint-driven surveys support service needs not only through surveys of are reactive methods that are often used to identify students served but also through surveys of office per- administrative support service needs. Benchmarking sonnel. Using this information, the Office of Financial and national standards are also used to compare the Aid Process Improvement Team Identified problems, institution to other entities as a means of identifying, Developed potential solutions, Evaluated these solu- revising, and defining needs. tions, and in appropriate cases Acted to change exist- ing procedures or policies (IDEA Model, Figure 5.1). Asking multiple constituencies to define their administrative support service needs and listening

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survey allowed employees to assess EMU on four to their ideas, concerns, and recommendations major categories (i.e., Teamwork, Communication, have been critical to successfully providing what is the Organization, and the Employee’s Personal required. Examples of key constituencies that provide Development). The survey was completed in April, information on an ongoing basis are such groups as 2008, by 660 non-academic staff, and the results the Board of Regents, President’s Strategic Operations will be utilized to identify training needs and other Council, Provost’s Council, Faculty Council, Senior necessary changes. Administrators’ Meetings, Alumni Association Board, AAUP, AFSCME, UAW 1975, UAW 1976, Student Affairs 3. Formalizing exit interviews with departing employ- Strategy Council, Student Leader Group, Retention ees. These are now being conducted by the Office Council, and AQIP Project Teams. of Diversity and Affirmative Action. The results will be examined regularly to identify trends in depar- In addition, EMU has used town hall meetings tures and make recommendations for changes/ and open forums on a variety of issues to better improvements in those areas. understand the public’s needs. For example, town hall meetings are scheduled each semester to address Figure 6.2 shows key methods used by several safety and security needs and concerns. departments and offices across the University.T hese departments and offices are representative of the six The Faculty Development Center, a key support key process areas identified in 6C1. As indicated in service for faculty and staff, uses a multi-faceted Figure 6.2, it is typical for an operation to use more approach to identifying needs. Every three years the than one method to determine support service needs. Center conducts a web-based survey of all faculty, For example, Human Resources Department managers lecturers, administrators, and adjunct faculty regard- collaborate with the bargaining units to identify ing faculty development needs in teaching, research, support needs of specific employee groups. Moreover, and technology categories. The Faculty Development they utilize such other methods as web surveys, exit Center Advisory Committee solicits input from its interviews, and an advisory committee. colleagues just prior to the annual planning retreat. At the end of each of the Center-sponsored work- shops, seminars, and semester-long programs, the 6P3 – Managing student and administrative participants also complete an evaluation that asks for support service processes other programs they would like offered. In addition, the Center staff tracks the general nature of all the EMU routinely collects data on students through individual consultations held with faculty to deter- benchmark studies, satisfaction surveys, and focus mine patterns among those as well. Finally, the Center groups. In reviewing the data gathered during inter- receives emails weekly from faculty with suggestions views with some representative departments, trends and questions, which are evaluated for feasibility. were identified that spanned the key process areas and operations (6C1). Nationally recognized surveys, Several new methods of gathering information from such as CIRP and NSSE, as well as the University’s EMU employees about their work-life quality and Student Learning Evaluation (SLE), support EMU in needs have been implemented by Human Resources understanding students and developing services within the past six months. They include the following: and programs to address their needs. For example, the Department of Public Safety reviews data from 1. bringing in PMP Leadership Consultants to work surveys, focus groups, and open forums to determine with the executive and administrative levels of trends in how safe EMU students feel on campus and the institution. Part of that process is that each uses input from student organizations in developing participant must complete a self-evaluation, must and refining those programs and services. Satisfaction request that others evaluate him/her on leadership and utilization data are most commonly employed qualities, and must identify needs by evaluating to determine whether the needs of students and key the EMU work environment through a “Perception stakeholders continue to be met. Survey” of the institution. 2. Participating, for the first time, in the National As part of EMU’s AQIP Academic Advising Project, Employee Attitudes Survey (NEAS) administered students and advisors were surveyed separately to yearly by Business and Labor Reports (BLR). This determine the support service needs of both students

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Figure 6.2: Sample of Methods to Identify Needs

Department/ Office Key Process Area Methods to Identify Needs Bench- Reactive Internal Advisory marking, Needs Complaints Collaboration Staff Council/ National Survey Feedback Committee Standards Computer Lab Teaching and Learning x x and Help Desk Faculty Development Teaching and Learning x x x x x Center Halle Library Teaching and Learning x x x x Information Technology Human Resources and x x x x x University Infrastructure Physical Plant/ Facilities and Grounds x x Facilities Public Safety Student Experience x x x Information Technology Purchasing and University x x x Infrastructure

and advisors. The results are being used by the EMU (NCATE), the Council for the Advancement of Stan- Retention Council to implement improvements in the dards in Higher Education (CAS), and the American delivery of academic advising from the time students College Health Association (ACHA), also help to ensure enter the University through their graduation and that the needs of students and key constituents are to determine effective processes to integrate career being met. Many administrative departments have advising. Analysis of data from the Housing and advisory committees that include students and faculty Dining Services Resident Survey (conducted annually to provide another venue for feedback (Appendix A). for the past 18 years) is used to make informed decisions regarding program changes. Student Processes are documented on the macro level satisfaction information is systematically gathered in the Board of Regents Policy Manual and the and assessed in Records/Registration, Financial Aid, University’s Procedures Manual. A comprehensive Student Accounting, Freshmen Academic Advising, review and revision of the Board Policy Manual has academic administrative units, and the academic been ongoing since 2002. Processes and policies are support services in the Holman Learning Center. also documented for students in such publications as the EMU Student Handbook and the Guide to Feedback from students and key stakeholders is often Student Involvement. In general, most departments used to determine needs and to develop or refine maintain policy manuals, procedures manuals, and/ processes. For example, Human Resources consultants or handbooks although no system exists either to currently rely on informal feedback from hiring require that processes be documented or to ensure authorities who use the online application system to that regular review and updates occur. identify their needs and concerns. Plans exist within HR to add a suggestion/comment message to the Innovation, knowledge-sharing, and empowerment hiring authority web page, similar to that which exists are encouraged through regular staff meetings, a on the applicant web page. degree of autonomy in decision making, involvement in the development and revision of processes, Review of best practices and adherence to national professional development, and networking professional standards, for example, the National opportunities within individual units and divisions. Council for Accreditation of Teacher Education For example, each month a different group of

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Halle Library employees prepares the agenda and 6P5 - Measures of student and conducts the staff meeting. In the Physical Plant, administrative support services information sharing is enhanced by the inclusion of representatives from Public Safety and University The University analyzes a number of measures related Housing in biweekly staff meetings. A formal rotation to student and administrative support processes. process in the Human Resources department Benchmarking is performed against such national enables staff to attend professional-development surveys as NSSE and the CIRP New Freshman Study. This activities on a routine basis. Such University divisions allows EMU to compare results with peer institutions. as Student Affairs and Enrollment Management utilize divisional committees at each level of their The most common measures currently collected and organizations (administrative, professional/technical, analyzed are satisfaction and utilization data. Satisfac- and clerical) to focus on information sharing and tion data are most often collected in annual surveys of encourage new ideas. Academic Affairs holds monthly students in order to find areas of concern in services meeting of deans and department heads. Rewards offered. Utilization data are collected annually as part and recognitions, such as the Faculty and Tutor of annual-review activities, and in smaller increments, Appreciation Awards, annual “Innovagency” grants such as statistics of participation in a specific program. from Student Affairs to implement innovative ideas, The analysis of these data is most often performed as and the Distinguished Faculty Awards, also serve to part of the annual-review process and is used to plan encourage innovation. changes in services for the next year.

Leadership teams at each level of the University man- Most support services utilize more than one measure age key processes on a day-to-day basis, but with and collect data from several instruments. Figure minimal standardization across the University. Contin- 6.3 provides a sample of departments/offices from uous-improvement initiatives at EMU will continue to 6C1 and shows the various methods used by each promote standardization and University-wide support to collect data. For such operations as Physical Plant service processes. and Department of Public Safety, data collected are typically in the form of responses to immediate problems rather than through a formal process 6P4 - Using information and results conducted along a given timeframe. to improve support services

An example of the collection of utilization data and 6R1 - Results of student support using them to support campus community needs is services processes found in the Halle Library. When a book, journal, or monograph is requested by faculty and purchased While formal University processes for sharing by the library, the library tracks the usage of that and applying results have been limited, several resource. When the time for renewal of a journal departments, colleges, and divisions have used approaches, library staff can determine whether it the data collected to review and improve student should be renewed or not, based upon its utilization. support services. As a result of the Housing and Dining Processes used by the help desk include collecting Resident Survey, meal plans were changed so that data on client satisfaction, which are then used to students are allocated a specific number of meals modify help-desk-employee procedures and training. depending on the plan they select. These meals can be obtained at any time during the day instead of only While large quantities of data are collected, the timing at specific times as in the past. Housing and Dining of such collection is not always consistent from year also conducted an analysis to determine the price to year at either an institutional level or a department points for certain services and amenities, along with level, and the data are not regularly shared with the value students placed on accommodations in the constituencies across the University. This limitation has residence halls. The results of this analysis were used been identified, and measures will be implemented to to determine the housing-rates schedule for 2008-09, place more focus on retaining and trending data over reflecting the development of several new price time to enhance the ability to use these data more packages that include different amenities within each effectively for continuous improvement. plan. The Holman Learning Center has incorporated

Category 6: SUPPORTING INSTITUTIONAL OPERATIONS | 47 Eastern Michigan University AQIP SYSteMS PORTFOLIO | 2008

Figure 6.3: Sample of Measures

Department/Office Data-Collection Method

Customer Customer Focus Utilization Budget Accounts Benchmarking Surveys Comments Groups Data Data Receivables

Academic Advising x x x x x x Computer Labs x x Faculty Development Center x x x x x Financial Aid x x x x Halle Library x x x x x Help Desk x Holman Learning Center x x x x x Housing x x x x x x Human Resources x x Physical Plant x Public Safety x x x Purchasing x x x x Student Business Services x x x utilization data, i.e., how many students request which the Financial Aid Office worked with their third-party academic support services, to guide their decisions vendor to train staff to improve the quality of their for recruiting and hiring tutors and supplemental- phone responses. instruction leaders. Numerous other student support services processes An AQIP project completed in Fall 2007 focused have been addressed and improved based on the on collecting and analyzing data from students to results of data that have been collected and analyzed determine the problems they felt were inherent in the from such internal and external sources as the Depart- current academic-advising system. Faculty and staff ment of Education. A few additional process results to who serve as academic advisors were also surveyed. note include: These data have been utilized by the Retention Committee to recommend implementation of major • Implemented wireless technology in all classroom processes and systems including: buildings and major facilities on campus. • Secured additional funding to hire 1.5 FTE new • Creation of a coordinated advising center with mental-health counselor positions. representatives from Career Services, Financial Aid, and General Education. • Added new security cameras to various locations on campus. • Formation of an Advising Coordination Team. • Implemented a text-message emergency-alert • Implementation of measures to increase the use of system campus-wide. the Curriculum Advising and Program Plans. • Enhanced the University SEEUS safety-escort ser- • Implementation of a University-wide Academic- vice, expanding hours of coverage. Advisor Training Plan. • Developed a financial-leveraging system through Noel-Levitz for Financial Aid. In a second AQIP project, the Financial Aid Office • Created the Academic Projects Center. used the results of a student survey on the quality • Implemented an online graduation audit. of customer service to determine points of service • Added Service EMU, a one-stop service center for that students rated as less than satisfactory. Finding student business-services needs housed in the a major concern on the response to phone inquiries, Student Center.

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• Revised Fast Track early orientation program from • Implemented web-time entry for payroll a two-a-day to a one-a-day program with added processing. program features. • Implemented purchasing-card reconciliation process and card-use auditing process. • Implemented online work-order system. 6R2 - Results of administrative support processes • Use of Interest-Based Bargaining for some of the union-contract negotiations. EMU has utilized data to determine opportunities to create efficiencies in administrative support services. • Replaced key locks with key-card system for after- The Faculty Development Survey conducted every hours entry to all major University buildings. three years by the Faculty Development Center is one • Reorganized Human Resources into administrative example. The 2005 survey represented all subdivisions teams of generalists and specialists assigned to of faculty, lecturers, and administrators. They identi- specific University divisions and units. fied the need for programs on teaching as the highest • Developed a University branding campaign to priority with an emphasis on making learning more define and market EMU to its public. meaningful and significant through actively engaging students. Research interests were strong, but among • Enhanced technology to achieve high levels of a smaller group of responders. These results will be service to all stakeholders. compared with the results of the survey just conduct- • Used a Computer Refresh Program for computer ed in April 2008. replacements for faculty and staff.

The Faculty Development Advisory Committee, with input from students, department heads, and faculty/ lecturers, developed the strategic plan for the Faculty 6R3 - Comparison of results with Development Center. A sample of some of the Strate- other higher-education institutions gic Initiatives and the results are shown in Figure 6.4. Comparison with other higher-education institutions A sample of other results for improving support takes place through standardized surveys (3R5). One services includes: example is the benchmarking by the Halle Library for

Figure 6.4: FDC-Planned Initiatives and Progress Report

Initiative Progress (as of April 2008) New Beginnings had 115 participants; New Faculty Orienta- tion-27 faculty;13 year-long Fellows; SOTL symposium- 5 seminars totaling 65 people. Continue to enhance and strengthen faculty teaching pro- grams (according to survey and national trends). On course in August: 25 EMU participants; On course in May - 25 EMU participants. AQIP project written and accepted. Consultations and mid-term assessments increased. Develop an overall approach and multiple forms of programs Still in discussion with Academic HR, but progress being made. to orient and retain new faculty. Plan developed; AQIP project accepted—funded at $47,000. Develop and implement a plan for long-term fiscal solvency Additional grants currently being written; $3 million endowment and growth. request placed in capital campaign. Recruit and train four additional Faculty Development Fellows Three new Fellows now participating. Areas of interest: Adjuncts, who will serve with the program for an additional two years. On-Course, and Interdisciplinarity. Conduct a faculty/instructor/administrator survey and create a Survey completed. Strategic Plan to be completed by July 1, new strategic plan. 2008. Collaborated with WCC to co-sponsor On-Course workshops— Continue to create opportunities to provide collaborative one in 2007 and another in 2008. Invited faculty from 10 other events with other universities in the area. universities.

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total library expenditures per FTE student In an effort to align key University processes, five new (Figure 6.5). councils have been created, which have an underlying goal of identifying and implementing changes in EMU is in the process of reviewing and updating systems and processes to enhance student and its list of peer institutions in conjunction with the administrative support services. These include the University’s strategic-planning process. The peer data Institutional Strategic Budget Council, Continuous will be used to benchmark and build comparative data Improvement Operating Council, Enrollment for support service priorities that can complement the Management Council, Institutional Strategic Planning data collected by individual operations to establish Council, and Retention Council. need for and effectiveness of key process areas (Figure 6.1). 6I2 - Identification and communication of improvement priorities 6I1 - Methods of improvement of current processes and systems Based on processes and results identified above, these will be addressed in future portfolios. During the 2007-2008 academic year, the University implemented a new strategic-planning process framed in continuous improvement that is intended to support ongoing review of processes, systems, services, and policies at the unit, department, divisional, and institutional levels (8P1; Figure 8.2).

Figure 6.5: Total Library Expenditures Per FTE Student 2005/2006

$0 $100 $200 $300 $400 $500 $600 $700 $800 $900 $1000

University of Nevada-Las Vegas Eastern Michigan University Western Michigan University Middle Tennessee State University Kent State University-Main Campus University of Wisconsin- Milwaukee Florida Atlantic University

Category 6: SUPPORTING INSTITUTIONAL OPERATIONS | 50 Category 7: Measuring Effectiveness Eastern Michigan University AQIP SYSteMS PORTFOLIO | 2008

Category 7 Measuring Effectiveness

7C1 – Data collection and availability Recent efforts at EMU have addressed many of the previous data shortcomings. A key development Prior to the development of the Office of Institutional involves the Office of Institutional Research and Research and Information Management, Eastern Information Management (IRIM), where collected Michigan University utilized a mostly decentralized data are entered or scanned and stored in a approach to information management. Figure 7.1 centralized online transaction database. For reporting depicts current sources and availability of information. and analysis purposes, data are extracted from

Figure 7.1: Sources and Availability of Information

Focus Resource Location

University Master Plan Web site State & Federal Reports IRIM web site Strategic-Planning Operations University Organization Chart President’s web site University Archives Library

Course-Scheduling Reports Banner Faculty Course Assignment IRIM web site Faculty Profile IRIM web site College Annual Reports College web sites Academic & Research CIRP, YFCY, NSSE IRIM web site Operations Enrollment Reports IRIM my.emich reports tab ORD Annual Reports ORD web site Academic Program Review AA web site Student Credit-Hour Production My.emich reports tab Library Usage Tracking Library web site

Student Information Reports Banner Housing & Dining Survey IRIM web site Student Progress & Retention Banner Student Admissions Banner Student Student Operations Financial Aid Reports Financial Aid Athletic Affairs Annual Reports Annual Publication SLE Summaries IRIM web site Student Judicial Actions Office of Student Judicial Services Student Profile IRIM web site

Foundation Reports Web site Engagement & Advancement Alumni Association Reports Web site Operations Market-Research Reports University Marketing Graduate Employment Career Services

Finance Reports My.emich Reports page E-Print Reports Banner Operating Budget Banner Finance Work-Order status TMA web site Business Operations Employee Survey IRIM web site Pay & Benefits Banner my.emich Time Reporting Banner finance DPS Campus Safety Reports DPS Web site Collective-Bargaining Contracts HR web site

Category 7 : Measuring Effectiveness | 51 their primary source, integrated, and stored in a and the Cooperative Institutional Research Program’s centralized data-warehouse system managed by Freshman Survey (CIRP). The measures currently being IRIM. The Office of IRIM initiates and conducts studies used at EMU are shown in Figure 7.2. and analyses in support of strategic planning and continuous improvement; academic program review; accreditation/reaccreditations; student-support Figure 7.2: Identified Measures services; enrollment management; budgeting and financial control; and other academic and academic- Category Current Measures support initiatives. SSI Licensure Rates Faculty/Student Ratio A second effort is associated with the AQIP Balanced NSSE Scorecard action projects. The first Balanced Score- Grade Distribution Graduate School Placement card Initiation action project team identified 81 key Job Placement Student Various Program-Review Data performance indicators that were collected and used Learning Various Accreditation Data in various units at EMU. These indicators were catego- Dean’s List rized under the following headings: financial, internal Retention Rates processes, students and stakeholders, and staff. The Peer Reviews of Teaching Admission/Recruitment Analysis Balanced Scorecard Implementation Team will be dis- Graduation Rates tilling these 81 into a manageable vital few indicators. CIRP Other Fundraising Efforts Institutional Outreach 7C2 – Key institutional measures Objectives Faculty-Student Partnerships for tracking effectiveness Continuous Process Participation Improvement Training Impacts and Outcomes Key institutional measures are student credit-hour Facilities Planning Information (SCH) generation, headcount, retention data, grant Scheduling Information Communication and Technology Man- productivity, gifts, housing-occupancy rates, student Institutional agement Operations satisfaction, and employee satisfaction. The second Intercollegiate Athletics Balanced Scorecard Implementation Action Project Budget Performance aims to improve EMU’s capacity to determine the Space Utilization overall health of the institution at any given time. This project has an anticipated implementation date of December 2008. 7P2 – Determining information needs

7P1 – Selection, management, Various external entities and groups determine the and use of information need for information and data collection, storage, and accessibility. These include program, departmental The mission of EMU, which includes maximizing edu- and college accrediting bodies, advisory committees, cational opportunities for students, requires that infor- statutes, governmental agencies, regulatory bodies, mation about its most important stakeholder group, and prospective students. Internal demands include its students, be collected, managed, and accessible. the needs of departments, other units, and students. The Provost’s office and other administrators work with DoIT, IRIM, and the academic departments to These needs are met by departments creating data- develop reports needed by academic units. collection storage and access capability, obtaining information from such internal data repositories as the The University has established a system that allows data warehouse and from such external repositories the campus community to access and use information as the Integrated Post-Secondary Education Data from University records, and from such standardized System (IPEDS). surveys as the Student Satisfaction Inventory (SSI), the National Student Survey of Engagement (NSSE),

Category 7: Measuring Effectiveness | 52 7P3 – Determining needs for comparative data pages. Internet access is controlled with a Banner user ID and password. Form access is granted via a least Sources of such comparative information as national information needed protocol. The Banner Functional survey data, specialized accreditation criteria, and peer Security Team (FST) establishes and maintains security institution data are utilized according to need. Needs models using best practices. The FST consists of may include collective bargaining, academic program members from each administrative department. The improvement, personnel actions, and strategic Data Standards Committee regularly meets to create planning. and update standards for entering and processing data to facilitate the integration of departmental data sets within Banner. 7P4 – Analyzing and sharing data at institutional level All modifications (including vendor upgrades) are evaluated to determine the best implementation State and federal reports and assessments are timeframe based on the Business Operations Team completed as required. Institutional performance recommendations and the operation schedules of the assessment is done by divisional work centers University. Testing of system modifications includes in support of internal processes, i.e., budget unit, system, and quality-assurance testing by both development and justification.T he Balanced technical and end users of the system. Scorecard Implementation Action Project will help the University to better maintain and use measures of Processes, such as scheduling jobs, entering control overall performance. values, and output distribution, are distributed across the responsible departments. Each department’s Institutional-level assessments and analyses are specific domain allows it to best ensure the integrity typically posted on the IRIM or other work-center of its data and to establish its own policies for running web pages. Significant outside-contractor reports the system and performing checks and balances are presented to senior administrators at centrally within system operations. scheduled meetings. Enrollment reports are regularly distributed to multiple campus staff members. A Retrieving data from the system is accomplished by: wide range of reports and data are available to 1) direct access to the ERP data (upon approval of employees through EMU’s intranet. the FST) with an ODBC-compliant report-writing tool such as Access or Crystal Reports, 2) filing a Request for Service with the DoIT, and 3) requesting an “Official 7P5 – Alignment of data with institutional goals Report” from the University Data Warehouse, which is maintained by IRIM. Reports maintained by the DoIT The General Education Assessment Action Project and IRIM are available as hardcopy and on-line via promises to align the goals of general education with user ID and password. assessments. The Academic Program Review Process (8P5) requires the alignment of departmental goals System infrastructure and operating systems are with the HLC criteria and overall institutional directions. maintained on a three-year replacement cycle. EMU’s network security is protected by firewalls, Virtual Private Networks (VPN), network-analysis 7P6 –Ensuring effectiveness of software, intrusion-detection measures, configuration information systems and processes monitoring, anti-virus, and Spam filtering. Mirrored data storage is implemented to prevent corruption or The Department of Information Technology (DoIT) loss of data. An Incident Response Team responds to uses an integrated Enterprise-wide Resource and reported information incidents. Planning (ERP) system called Banner to support the administrative departments, including finance, human All production hardware is housed in a secure facility. resources, accounts receivable, student records, Production data is routinely backed up, and those financial aid, and advancement. Access to Banner tapes are rotated to an off-site location. The DoIT’s data is provided through application forms and Web disaster-recovery teams meet regularly to maintain

Category 7: Measuring Effectiveness | 53 and update procedures and perform table-top 7R2 – Results comparison exercises to validate its processes. Additional data must be collected before comparisons can be made. 7P7 – Measures of the effectiveness

Measures of effectiveness may take at least six 7I1 – Improvement of current systems dimensions: timeliness, usefulness, accuracy, reliability, and processes meaningfulness, and accessibility. The CIO along with the Technology Advisory Committee reviews Various means are used to improve existing processes, the impacts of DoIT measures that address several including process-improvement teams, AQIP Action of these dimensions. The annual student and faculty Projects, strategic planning, and academic-program surveys are reviewed and modifications in processes review. The Balanced Scorecard Implementation and procedures are made based on the analyses Action Project will promote comparisons in each of and comparisons with previous survey results. The the major groups of KPIs. The comparisons will help help-desk satisfaction data are reviewed, and the identify areas for improvement. data collection mechanism and help-desk capacity are modified based on these results.T he results from such measures as the NSSE and EduCause surveys 7I2 – Setting targets for improvement are reviewed annually to help identify appropriate interventions and process modifications. Response Targets will be set in each of the four categories of rates and the quality of the information provided KPIs including students and stakeholders, financial, from each of the measures are frequent topics at internal processes, and staff, based on benchmarking. advisory and leadership meetings. The vital few The final result will be a Balanced Scorecard driven by measures being identified by the Balanced Scorecard internal and external comparisons. Future systems- Implementation Action Project team will help address portfolio updates will provide more details. at least a portion of this need.

7R1 – Results of systems for measuring effectiveness

The University has established a successful record for meeting the needs of governmental and non‑governmental regulatory and accrediting agencies. Data reports to state and federal oversight agencies are timely and accurate. Similarly, the University has successfully maintained institutional accreditation with the North Central Association’s Higher Learning Commission since 1917. The University also successfully maintains academic- and service-program accreditation and compliance. Following the NCA accreditation in 2001, EMU decided to move to the AQIP institutional-accreditation process. The University leadership felt that the AQIP emphasis on evidence-based decision‑making and continuous improvement would facilitate a campus cultural shift to a broader and stronger array of process-effectiveness measures. A macro array of KPIs is being actively pursued in the University’s Balanced Scorecard Implementation project.

Category 7: Measuring Effectiveness | 54 Category 8: Planning Continuous Improvement Eastern Michigan University AQIP SYSteMS PORTFOLIO | 2008

Category 8 Planning Continuous Improvement

4. Building for the Future: EMU will develop and 8C1 – Institutional vision enhance teaching and research support, technology, and facilities, as the institution strives In January 2008, the Executive Vice President and to anticipate stakeholder needs. Provost, working with the Strategic Operations Council, agreed upon a new vision and revised the strategic directions. The vision and four new directions currently guide the University. 8C2 - Short-term and long-term strategies aligned with mission/vision Vision: EMU will be the institution of choice for its stakehold- EMU’s long-term strategic priorities are being deter- ers, embracing traditional and non-traditional learners. mined by the strategic-planning process. See 8P2.

Strategic Directions: EMU’s objectives for the next 12-24 months were 1. Learning and Opportunity: EMU will employ creative established simultaneously with the vision and four and innovative methods to ensure the success of directions (8C1) and are reflected in Figure 8.1. each student, faculty member, and staff person. In addition, students and faculty will engage in their disciplines through practical, innovative, and sup- 8P1 - Institutional planning process portive learning experiences, research, scholarly, and creative experiences. The results will be that: Periodically, the mission of EMU is examined and revised by the leaders with input from the University’s • Eastern Michigan University will be recognized students, employees, and constituents. for its strong undergraduate programs and will provide research opportunities, excellent co- Two new councils were formed in January 2008: curricular programs, and support systems that Institutional Strategic Planning and the Institutional enhance the success of a talented and diverse Budget councils. These councils are charged with student population; and implementing a strategic-planning process, which • Eastern Michigan University will be recognized is appropriately linked with an emerging budgetary for the synergy of theory and practice in its process. The planning process is shown in Figure 8.2. graduate programs.

2. Service and Engagement: EMU will become 8P2 - Selecting short-term a model for public engagement by linking and long-term strategies students, faculty, staff, and alumni with opportunities to produce real-world value and All strategies are derived from an analysis of exter- practical experience that enhance learning and nal and internal scans coupled with organizational help address community needs. strengths and capabilities. The scans address social, 3. Diversity and Multicultural Perspective: EMU will technological, economic, educational, and political provide a collaborative, welcoming, and supportive (STEEP) current and emerging conditions and factors. culture where differing ideas, behaviors, and back- grounds contribute to the educational experience The recently initiated strategic-planning process that includes a global and multicultural perspective, (Figure 8.2) will yield revised strategic directions, enhancing the individual, society, and the world. criteria, and strategies. These revised directions and

Category 8: Planning Continuous Improvement| 55 Eastern Michigan University AQIP SYSteMS PORTFOLIO | 2008

Figure 8.1: Short-Term Strategies

Areas of Focus Goals 1 High Priority - Increase funding for academic programs and Scholarly and Academic Programming and Creative Activities Scholarly/Creative Activity 2 Implement a refined program-review process 3 High Priority – Complete a process for evaluating program sustainability 4 High Priority - Increase enrollment headcount 5 High Priority - Increase Student Credit-Hour (SCH) production Students 6 High Priority - Improve student-retention and degree-completion rates 7 High Priority – Increase occupancy in student housing 8 Improve advising services 9 Refine human-resources processes Faculty, Staff, and Administrators 10 Develop, retain, and reward a professional workforce 11 Strengthen community relationships

Community Engagement and Service 12 Establish external community-advisory committees 13 High Priority - Maintain Division IA status in athletics and MAC league membership 14 High Priority - Improve campus safety, security, and rapid-response Safety and Security processes and capacities to become exemplary in safety and security Continuous Improvement, Planning Pro- 15 Integrate continuous-improvement processes campus-wide cesses, and Accreditation 16 Launch an ongoing biennial strategic-planning process Public Perception, Image, 17 Launch and sustain an integrated marketing campaign and Organizational Climate 18 Improve communications with constituents 19 High Priority - Increase institutional net revenues 20 Create an effective budgeting process Revenues, Budget Processes, Facilities, 21 High Priority - Enhance physical facilities Technology-Support 22 Improve Eagle Crest Conference Center 23 Improve ICT systems Sustainability 24 Reduce the University’s carbon footprint

criteria will be used to guide decisions and implement and micro plans based on new strategic directions will a long-term strategic plan for the institution. serve as a framework for developing key action plans.

8P3 - Developing key action plans 8P4 - Coordinating and aligning to support institutional strategies planning processes

Divisional and unit work plans are developed annually. Based on a review and analysis of the previous strate- Divisional leaders develop reports that are catego- gic-planning processes, a new planning process has rized by the strategic directions. The Balanced Score- been developed, which is coordinated with budgeting card Implementation Action Project team is currently and aligns with continuous improvement (Figure 8.2). identifying macro measures to be used and communi- cated to students, faculty, staff, administrators, and key Within Academic Affairs, each program and depart- stakeholder groups. ment submits annual plans aligned with the HLC five criteria for accreditation. These plans are aggregated The short-term strategies in Figure 8.1 currently and reviewed, and used in developing college and serve as a basis for action plans. As the new strate- divisional plans. Currently, similar processes are being gic-planning process is implemented, annual macro initiated for all other divisions. A schematic depiction

Category 8: Planning Continuous Improvement 56 Eastern Michigan University AQIP SYSteMS PORTFOLIO | 2008

Figure 8.2: Stategic-Planning Process Develop Strategic-Planning Periodic Evaluation Standardize Process & Assessment Identify Internal and External factors of Plan Practices Strategies

Continuous Outcomes Improvement Environmental-Scan Process Strategic-Planning Process

Strategic Issues Report, Initiatives, External (Institutional Leadership Team) New Opportunties & Challenges Identify Areas for Ongoing Improvement Factors Feb. 2009 April 2010 Peer Institutions May 2010 Common Data Set Mandates Monitoring Strategic Directions STEEP Forecasts (Institutional Leadership Team) Adjustments and Alignments Trends, Social SCOT Mar. 2009 July-August 2010 Events, Opportunities, Technological Summary Threats Economic Analysis Identification Environmental Draft of MACRO PLAN of Opportunities April 2009 Political & Challenges Internal Factors Build the Dec. 2008 Jan. 2009 Next- Cycle Strategic Plan Mission Outcomes Measures Vision Final MACRO PLAN June 2010 Plans (Institutional Leadership Team) Social and May 2009 Economic Impact Self- Study Trailblazer Statndard Insti- tutional Data Sets Program Status Oct. 2008

Figure 8.3: Integrated Program Review and Continuous-Improvement Cycle

PROGRAM-REVIEW MODULE Dept/School & Program review from orientation through submission, focus on reviewing the plan- ning-process results & identifying new priorities

ANNUAL PLANNING CAMPUS-COMMENT MODULE MODULE Uses the Annual Plan to Evaluate the review results set and track progress & affirm the revised priori- towards attaining dept./ ties to ensure evidence- school & program goals based decision-making & over 3 years continuous-improvement planning

Category 8: Planning Continuous Improvement 57 Eastern Michigan University AQIP SYSteMS PORTFOLIO | 2008

of the Integrated Program-Review Process can be 8P8 - Measuring planning effectiveness found in Figure 8.3. The Continuous Improvement and Planning Office (CIPO) evaluates continuous-improvement training 8P5 - Selecting measures and setting perfor- programs and modifies these programs based on mance projections evaluation results. AQIP Team leaders meet and propose modifications to existing and future team In the case of the short-term strategies listed in Figure training and operating practices. The Continuous 8.1, the measures and performance projections are Improvement Operating Council and Institutional generated by the Board of Regents and the SOC. Strategic Planning Council, in conjunction with Regarding long-term measures and performance the Balanced Scorecard AQIP team, are developing projections, it is anticipated that a procedure for measures of the effectiveness of these systems for determining these measures will be implemented planning continuous improvement. through the biennial strategic-planning process.

8R1 – Results 8P6 - Accounting for resource needs • The number of grant applications for research and development are up 15% over last year, and the Discussions at the Strategic Operations Council dollar requests for those applications are up 106% (SOC) result in recommendations to the President or $5.4 million. regarding resource allocations. The strategic-planning • A new campus-wide paradigm for advising is under process calls for a Strategic Budget Council to prepare development by the advising sub-committee of the a budget process and guidelines consistent with Retention Council. strategic directions and initiatives for implementation. • During Fall 2007, EMU’s Department of Public Safety conducted Clery Act training for more 8P7 - Ensuring faculty, staff, and administrator than 160 campus-security authorities. EMU has development implemented a Timely Warning, Daily Crime Summary Log, and Clery Act Crime Statistics All divisions design specific training programs in Reporting policies. A 16-point safety and security response to changing institutional strategies and plan has been implemented. action plans (4C4, 4P5). During the Fall of 2007, • EMU’s action project on Quality Service Delivery the Executive Vice-President engaged the services has led to process improvements within the Office of an outside consultant group to help develop of Financial Aid, and process-improvement teams the capabilities of those reporting directly to the have been implemented in other divisions and President’s office to respond effectively to change. units on campus. This project was presented at the The consultant group uses instruments and HLC annual conference in April. techniques that help identify problems within an organization, and armed with this information, interventions aimed at improving organization performance are implemented. A second group of 8R2 - Projections of performance administrators will be undergoing similar training during the spring of 2008. A number of projections are included in the goals for the current academic year. Examples include: increase federal grant and contract applications by 10-15 percent, implement recommendations from AQIP action project on Academic Advising, and improve campus safety, security, and rapid-response processes.

Category 8: Planning Continuous Improvement 58 Eastern Michigan University AQIP SYSteMS PORTFOLIO | 2008

EMU’s action project on Quality Service Delivery has Based on institutional assessment of previous led to quality standards for the service-delivery areas strategic-planning processes a new planning of the institution, a generic survey tool to help assess process has been developed that is coordinated satisfaction, and a toolkit that can be used to improve with budgeting and aligns with continuous customer satisfaction in higher education. improvement. Within Academic Affairs each program and department electronically submits annual plans aligned with the HLC five criteria for accreditation. 8R3 – Comparisons of performance These plans are aggregated and reviewed, and used This area has not been investigated yet. in the development of college and divisional plans. Currently, similar processes are being initiated for all other divisions. 8R4 - Evidence of effectiveness

There are a number of new process-improvement 8I1 – Improvement of current processes teams on campus. The AQIP Academic Advising Action Project has been expanded to a retention team and In January 2008, EMU formed a Continuous the Balanced Scorecard project has moved from Improvement Operating Council that will review initiation to the implementation stage. continuous-improvement initiatives and seeks to improve these efforts. Results from the Quality Service and Academic Advising AQIP project teams have led to changes in the delivery of services to constituents and advising 8I2 – Setting and communicating targets processes. Training in the use of the IDEA model and principles of continuous-improvement have been EMU is still in the process of setting and requested by additional departments not previously communicating targets and is not yet ready to report involved in continuous-improvement efforts, e.g., process improvements in this area. Physical Plant, Career Services, and Leadership and Student Involvement.

Category 8: Planning Continuous Improvement 59 Category 9: Building Collaborative Relationships Eastern Michigan University AQIP SYSteMS PORTFOLIO | 2008

Category 9 Building Collaborative Relationships

9C1 – Key collaborative relationships • The relationship must have significant impact on the University, the students, and/or the community. A list of collaborative relationships can be found in Appendix A, which reflects the breadth and scope of Eastern Michigan University’s connection to, and posi- 9C2 – Relationships support institutional mission tive impact upon, its immediate locale, the region, the nation, and the global community. The categories of The EMU Mission Statement states, “We extend our relationships listed below in Figure 9.1 were identified commitment beyond the campus boundaries to the using the following criteria: wider community through service initiatives and • A collaborative relationship must have mutual partnerships of mutual interest addressing local, benefit for both parties. regional, national, and international opportunities and • The relationship must have sustainability (be challenges.” EMU continues to maintain and develop long-term in nature). new collaborative relationships with key constituents to achieve this goal. While “Helping Students Learn”

Figure 9.1: Collaborative Relationships Higher Education Accreditation & Other Education Associations (HLC-AQIP)

Discipline/Programmatic Accreditations City of Advisory Ypsilanti Boards

Community Colleges Michigan and Ohio K-12 Communities Eastern Michigan University State of Michigan

Centers and Non-Profit Institutes Partners

Business Collborations

Category 9: Building Collaborative Relationships | 60 Eastern Michigan University AQIP SYSteMS PORTFOLIO | 2008

is the core of EMU’s Mission, EMU enhances the GPA, and yearly progress reports, from acceptance to quality, depth, and vibrancy of student learning EMU through graduation. through its fundamental commitments to two other closely related distinctive objectives: enhancing EMU is a national leader in Academic Service-Learning, the economic well-being and cultural vitality of its and the ASL office has nurtured many important regional community and placing faculty-student projects in the community. In ASL projects, a need partnerships at the center of its engagements with is assessed, a program designed/implemented, an the regional community and its scholarly/creative evaluation/reflection done, and a celebration follows. activity. EMU will continue to embark on a path driven ASL is part of the University’s general-education by continuous improvement and to engage various requirement – learning beyond the classroom, and constituent groups in conversations that will help ASL fellowships help faculty develop courses that support and identify institutional directions based include working with the community. on changes in the environment of the state and particularly southeastern Michigan. The key stakeholders with whom EMU has built collaborative relationships are varied. They range from local area Chamber of Commerce agencies, 9P1 – Creating, prioritizing, and Washtenaw County’s SPARK committee (a Washtenaw building external relationships workforce-development board), to the Early College Alliance, an early college program through which EMU EMU develops relationships using both formal joins with Washtenaw Community College and the and informal techniques. Some relationships are Washtenaw County Intermediate School District. This of a cooperative nature, building on synergies that Alliance serves high school students by providing a exist within the community. Other relationships are mechanism through which they can simultaneously established using articulation agreements, written complete high school while earning college credits on memorandums of understanding, internship and the EMU campus. Eastern Michigan University builds practicum arrangements, and advisory boards and and maintains relationships with prospective students committees. EMU receives many of its students both traditional and non-traditional through the through relationships with feeder community colleges interactions shown in Figure 9.2. and high schools throughout Michigan, but primarily from the southeastern sector of the state. The Office Advisory boards and committees exist across the of Community College Relations works to enhance University, in academic as well as non-academic units the educational transition to EMU for community (Appendix A). These externally focused groups are college students by sharing curricular information and utilized for advice and recommendations regarding various data to promote a smooth transfer process. best practices and program support for the University The progress of these students is tracked using grades, units. Advisory boards serve a wide variety of

Figure 9.2: Student/EMU Relationship-Building Interactions

Current High School Students Transfer Students

Recruiting visits • Transfer in a Day Explore Eastern • Advising at Community Colleges Eastern Fridays • Transfer-Students Orientation Fast Track • Recruiting Visits SummerQuest Washtenaw Consortium Grant Adult Learners Upward Bound • Return to Learn International Compact • Adult Bachelor’s Completion Program

Category 9: Building Collaborative Relationships | 61 Eastern Michigan University AQIP SYSteMS PORTFOLIO | 2008

purposes, including curricular advice; strengthening has College Counselor Day and also has an advisory collaborative relationships with school districts, committee that provides input on industry needs, community colleges, surrounding cities, non-profit environmental changes, and program and transfer agencies, employers, local and state governments; and issues of feeder schools. Several colleges and depart- fund-raising activities. Each collaborative relationship ments at EMU have internal and external specialized is cultivated by some unit of the University, and the accrediting bodies that provide guidelines and help to primary coordination responsibility rests within that determine the individual needs of their programs. unit. Colleges, programs, and/or units follow their own guidelines for advisory groups, which are determined by their individual needs and accrediting bodies. 9P3 – Building and integrating The Office of Alumni Relations is the coordinating internal relationships body for all alumni activity and the means by which personal relationships established while attending Student representation on key University committees EMU can be maintained and renewed (http://www. and councils allows students a formalized structure to emich.edu/alumni/relations/ ). The Alumni Legisla- build relationships with key decision-making groups tive Network engages alumni as advocates for the within the University. For example, the EMU Student University to communicate with the executive and Leader Group, which is comprised of student repre- legislative branches of state government on behalf of sentatives from twelve major student organizations, the University. Such programs as Career Connections serves as the Student Affairs Committee of the Board are networking resources that bring Eastern Michigan of Regents. This group works to define a common stu- University students and alumni together to explore dent agenda and serves as an advisory group to the the world of work. The Office of Alumni Relations Vice President for Student Affairs and to the President. conducts a survey annually among more than 7,500 This participation by students on University commit- alumni. tees, task forces, and advisory boards has provided the University with a means to obtain valuable informa- Some of EMU’s longest-standing local community tion from students on collaborative relationships criti- activities that have been mutually beneficial and cal to their educational experience. sustainable and have a significant impact for both parties are: Another area at Eastern that provides a strong bridge • Washtenaw United Way activities and campaign for the academic aspect is Continuing Education (CE). The CE department works with every college and with • Ypsilanti Meals on Wheels most of the support structures at the institution to • Ypsilanti Heritage Festival provide a cohesive network of services and collabora- • Ypsilanti Relay for Life (Student and Staff Teams) tions for both the internal and external communities. Program coordinators and administrators within CE • Internships and Practica are aware of the capacity, services, and talent at the University and help to bridge those areas to create better synergy. 9P2 – Ensuring needs are met At EMU, there have also been an increasing number To ensure that the varying needs of those involved of cross-college and cross-disciplinary programs, in relationships are met, regular communication all represented and advised by integrated steering between University decision-makers, liaisons, and committees. These interdisciplinary collaborations, advisory boards is critical. Accredited programs are such as Integrated Marketing Strategies, Language subject to regular reviews by teams or accrediting and International Business, and Bioinformatics, to bodies who review the curriculum and program stan- name a few, provide a mechanism for fostering dards, as well as the outcomes identified for students. collaborative relationships across campus. EMU has not formally imposed structured feedback Additionally, whenever task forces or ad hoc work cycles; however, these do exist in pockets across the groups are established (e.g., Budget Council; AQIP institution. The Community College Relations office project teams; Continuous Improvement Operating

Category 9: Building Collaborative Relationships | 62 Eastern Michigan University AQIP SYSteMS PORTFOLIO | 2008

• EMU has received continual funding from Council; Institutional Strategic Planning Council), EMU 1999-2011 in federal grants to continue its Upward takes deliberate steps to ensure that all key sectors of Bound Program. the University community are represented. • The Early College Alliance program, a partnership between EMU and the Washtenaw Intermediate 9P4 – Measures of collaborative relationships School District, has enrolled 139 high school students for free college credit in 2007-08. The Office of Admissions on campus maintains a • Community College Articulation Agreements system of measures for collecting and analyzing data. increased from 45 (2004-05) to 74 (2007-08). Some of their key collaborative, external relationships are with community college counselors, high school • The number of student teachers placed in schools guidance counselors, embassies, vendors, and increased from 1,294 in 2003-04 to 1,347 in 2005-06. overseas advisers. The Community College Relations • As a result of EMU’s new Eagle Card discount office produces a yearly report, “Transfer Student program, more than 50 local businesses now Success,” that provides feeder institutions with data collaborate with EMU to offer discounts to students, on students who transferred and enrolled at EMU. faculty, and staff. They also have an advisory board that provides input on how to improve processes and systems that • EMU’s student chapter of Relay for Life (2007) raised affect students transferring to EMU from community $33,315 through 400 participants and 35 teams, a colleges and to keep the University abreast of 12 percent increase. current issues that are of importance to community • The Eastern Leaders, comprised of EMU, business, colleges. The Transfer Student Success Report is used and education leaders, meets quarterly to plan by the five colleges to inform program and grant collaborative projects. development. The five colleges and Halle Library have advisory boards as well, which provide opportunities for insight and advice on what is important to EMU’s constituents. The Office of Alumni Relations collects 9R2 – Results comparisons such measures as number of gifts, and percentage of giving (Figure 9.3). This data is analyzed and provides EMU has not defined a process for this and is not yet valuable information to colleges and departments. ready to report process improvements in this area.

9R1 – Results from building 9I1 - Improving processes for building collaborative relationships collaborative relationships

Some measurable results indicative of key collaborative EMU is still in the process of defining its processes relationships that exist between EMU and its in building collaborative relationships and is not yet collaborators are: ready to report process improvements in this area. • The number of High School Counselor workshops increased from 2 in 2006-07 to 5 in 2007-08. 9I2 Setting targets for improvement • Alumni Admissions Recruitment Team volunteers increased from 18 in 2006 to 33 in 2007. EMU is not yet ready to report in this area.

Figure 9.3: Alumni Gifts

2003 2004 2005 2006 2007 2008 Y.T.D. Number of Gifts 5,551 6,005 5,563 5,721 5,861 4,296 Average Gift in Dollars $167 $301 $315 $343 $191 $234 Percentage of Alumni Giving 4.3 4.5 4 4.07 4.07 2.96

Category 9: Building Collaborative Relationships | 63 Appendices

List of Abbreviations Eastern Michigan University AQIP SYSteMS PORTFOLIO | 2008 ollege ollege ollege ollege ollege ollege ollege ollege ollege ollege ollege ollege ommunity C ollege Partners ommunity C ommunity C ommunity C ommunity C ommunity C ommunity C ommunity C ommunity C ommunity C ommunity C ounty C apids C ollege ommunity C rand R rand ommunity C Wayne C Wayne Schoolcraft C C Washtenaw Oakland C Mott C Monroe C Kellogg C Lansing C Macomb C Delta C G C Henry Ford Jackson C C harter echnology harter School T V ISIO N ) lind – harter School V ISIO N ) ( AR ommunity C harter School ollaborative Partners ollaborative cademy C cademy V ISIO N ) harter School usiness and cademy cademy cademy C cademy ounty Head Start – cademy C cademy V ISIO N ) un High School (D C I) lanc A cademy C cademy ursery – Ypsilanti ( Ypsilanti ursery – rbor Learning C rbor Learning Schools rbor Public enesee Intermediate School Districtenesee Intermediate audior A rand B rand Lakes A reat nn A nn A cademy for B for cademy harter School V ISIO N ) Spartanburg, S C ( Spartanburg, C Washtenaw ( Ypsilanti Perry N A School A OaklandEdison A G G G C G Hope A School District Intermediate Washtenaw Schools Public Ypsilanti R Willow Schools (W Public Livonia C ) of MichiganUniversity (W C ) High School (D C I) ( M A ) Ypsilanti ( Erickson Elementary ( the Deaf and B School for A K-12 Partners oards, and C oards, ffairs & eacher ursing T linical dvisory B echnology harter 1925 T ssociation oyal C oyal ont.) olleges of N gency C for ccreditation of ccreditation gency gencies, A gencies, gencies ( C ssociation of C ssociation ssociation of Industrialssociation of Schools of Musicssociation A of Schools of Public ssociation of Schools of Dance ssociation of Sportssociation and Physical ccreditation A ccreditation ommission on Orthotics and A ouncil for Education Preservation ouncil for usiness Education A usiness Education extile Institute Inc. by R by extile Inc. Institute T ccrediting A ccrediting ational A ational ational A ational A ational A ational A ational A ational B ational C ational C ational C ational Securityational A dministration dministration he Michigan A Michigan Department of Education N Laboratory Sciences N N N A N N Education N N Education Prosthetics N Education N N T KingdomUnited A ccrediting A ccrediting herapy herapy A ) T ssociation llied Health ollegiate ollegiate ssociation ounseling and ursing Education ursing Education ccreditation : A ppendix A : ssociation raining Education raining ssociation ( A P ssociation hildren A T dvance C dvance onstruction Education merican A Dietetic thletic herapy A herapy ccreditation of A ccreditation Dietetics for ccreditation ollegiate N ollegiate T ssociation ommission for Programs in Programs ommission for ouncil for Occupational ouncil for oard for Engineering and for oard gencies ccreditation of C ccreditation dministration usiness hemical Society ouncil of C ar A ssociation to A to ssociation ccrediting A ccrediting merican B merican C merican C merican Music merican Psychological A merican Psychological merican Speech and Hearing A ccreditation B ccreditation ccreditation C ccreditation ccreditation C ccreditation ccreditation of A ccreditation ommission on A the Deaf for ouncil on Education C Exceptional ouncil for Design Interior A ouncil for Design ouncil on Interior Education Work ouncil on Social ommission on C A ouncil for ommission on A elated Education Programs Education elated echnology Schools of B A T A A A S B : AAC Hospitality A A Education Programs Education C R C C C C C Education A A A A A of the A Education C E) ( CCN C A C A

APPENDIX A | 64 Eastern Michigan University AQIP SYSteMS PORTFOLIO | 2008 ews ews esearch esearch enter merica ruck & Engine ruck utomotive T ompany ssociates ollaborations xle & Manufacturing ommunications orporation orporation orth A ontinued) ola ordon Food Service) Food ordon utomotive orporation ank W A eneral Motors Motors eneral usiness C merican A hrysler C isteon C isteon oca- C orporation orgWarner A orgWarner ribune Media Services (M CT N B V N Yazaki A B C C Dell Detroit Diesel Detroit Medical C R Systems Environmental Inc. Institute, C Motor Ford G G FS ( International C C Lear C Paperclip Pfizer and A Synko F B TC T Wire) TR ouncil dvisory ouncil dvisory riminology dvisory C oard oard ommittee dvisory C ommittee

elations A elations enter A enter echnology in Education echnology in Education T dmin. Program A Program dmin. ouncil eology Dept. dvisory B dvisory B oard oard ollaborative Partners ( C Partners ollaborative ollege R stronomy Dept. stronomy ctivity C nthropology and C nthropology oards oards enter A enter merican Dept. Studies esearch A esearch dvisory C dvisory B eachers A T dvisory B orthwest A eography and G eography rt Dept. frican A linical R hemistry Dept. enter for Internet Internet for enter ontinuing Education A Education ontinuing ommunity C ommittee Dept.ommunication Dept. Science omputer oard iology Dept. A N C Urban Urban C Parsons B C C C C C Elder Quest Steering C Summer Quest Steering of the EMU Library Friends Library A A A B C C C Dept. Economics English Dept. Languages Dept. Foreign G History Dept. and Philosophy Dept.Mathematics Dept.Music and Dance and A Physics Dept. Science Political Dept. Psychology A Sociology, ( C I T E) A Dept. Studies Women’s oards, and C oards, live thru thru live W) rant with Flint with Flint rant lub dvisory B A ommerce enter (H ARC ) enter enter for Economic & Economic for enter esearch Institute of Institute esearch ross ommunity Foundation eaching G C ounty United Way ounty United T ed C esource C esource rea C rea hamber of C uto Workers (U Workers uto orps Program atherers ommunity C gencies, A gencies, on-Profit Partners on-Profit rab C rab meri C merican R eading ransition to to ransition N Keeping Imagination A KI AR Keeping Imagination R G Food HI V / A IDS R Help-Source A Ypsilanti Michigan A EY A United Ypsilanti Leadership A Social Services C Washtenaw C Economic Washtenaw Wheels MealsYpsilanti on C Ypsilanti R Environmental Michigan Scholars Program Eastern T Schools Public Joseph Mercy Hospital St. Hospital Foote A A Echo Eastern N . A C .P. MIS CA ivic ccrediting A ccrediting eduction- enter daptive Education daptive isk R hildren, Families & Families hildren, ational Securityational esearch and Education esearch uilding and C raining Institute raining T echnology Development echnology Development esearch and Development esearch T ) : A ppendix A : eospatial R eospatial A cademic Service-Learning ommunity B egional and N echnology and A esearch Institute esearch T esearch and esearch enters and Institutes enters usiness and enter for Product R Product for enter Quality for enter R for enter for enter enter for A for enter C for enter Entrepreneurship for enter R Organizational for enter enter oatings R oatings ommunities he Professional Education C Education he Professional echnology (ILI T extiles R C G for Institute EMU C T and Safety Health, C C C of C the Study for Institute C C C Engagement C C C and Language Information for Institute T C T Small B Small

APPENDIX A | 65 Eastern Michigan University AQIP SYSteMS PORTFOLIO | 2008 CIOC hart C Organizational ppendix B : A

APPENDIX B | 66 Eastern Michigan University AQIP SYSteMS PORTFOLIO | 2008 CIOC hart C Organizational ppendix B : A

APPENDIX B | 66 Eastern Michigan University AQIP SYSteMS PORTFOLIO | 2008

List of Abbreviations

AA academic Affairs AAUP american Association of University Professors ACE american Council on Education ACHa american College Health Association ACT american College Testing AFSCME american Federation of State, County, and Municipal Employees AHR academic Human Resources (Faculty, Full-Time Lecturers, Academic Administrative Positions) APa academic Programs Abroad AQIP academic Quality Improvement Program ASL academic Service-Learning BLr business and Labor Reports CAS council for the Advancement of Standards in Higher Education CE continuing Education CHHS college of Health and Human Services CI continuous Improvement CIO chief Information Officer CIOc continuous Improvement Operating Council CIPO continuous Improvement and Planning Office CIRP cooperative Institutional Research Program COE college of Education DED Departmental Evaluation Document DoIt Division of Information Technology DPS Department of Public Safety EBI Educational Benchmarking, Inc. EMU Eastern Michigan University EMU-AAUP Eastern Michigan University - Association of American University Professors EMU-FT Eastern Michigan University - Federation of Teachers ERP Enterprise-Wide Resource and Planning ESL English as a Second Language FAR Faculty Activity Report FDC Faculty Development Center FRF Faculty Research Fellows FST Functional Security Team FTE Full-Time Equivalent GE general Education GPA grade-Point Average Ha Hiring Authority HERI Higher Education Research Institute HLC Higher Learning Commission Hr Human Resources (all staff positions and all administrative positions outside Academic Affairs) IDEa Identify, Develop, Evaluate, Act: Continuous Improvement Model at EMU IPEDS Integrated Post-Secondary Education Data System IPR Integrated Program Review (and Continuous Improvement Cycle) IRIM Institutional Research and Information Management

ABBREVIATIONS | 67 Eastern Michigan University AQIP SYSteMS PORTFOLIO | 2008

ISbc Institutional Strategic Budget Council ISPC Institutional Strategic Planning Council KPI Key Performance Indicator Lgbt Lesbian, Gay, Bisexual, Transgender MAC Mid-American Conference NCA north Central Association NCAA national Collegiate Athletic Association NCATE national Council for Accreditation of Teacher Education NEAS national Employee Attitudes Survey NSSE national Survey of Student Engagement ODBC Open Data Base Connectivity ORD Office of Research and Development PASS Promote Academic Survival Success PMP Personal Mastery Program PPE Periodic Performance Evaluation PRQ Position-Review Questionnaire Sat Scholastic Aptitude Test SCH Student Credit Hour SCOt Strengths, Weaknesses, Opportunities, Threats SEEUS Student Eyes and Ears for University Safety SIP Summer Incentive Program SLE Student Learning Evaluation (in Student Affairs Program) SOC Strategic Operations Council SOTL Scholarship of Teaching and Learning SSAS Student Satisfaction with Administrative Services SSI Student Satisfaction Inventory (Noel-Levitz) STEEP Social, Technological, Economic, Environmental, Political UAW United Auto Workers Ubc University Budget Council VISION volunteers Incorporating Service Into Our Neighborhoods VPN virtual Private Networks WCC Washtenaw Community College YFCY Your First College Year (Survey)

ABBREVIATIONS | 68 Eastern Michigan University Office of the Provost 106 Welch Hall Ypsilanti, MI 48197 734.487.3200 www.emich.edu