Eastern Michigan University Systems Appraisal Feedback Report October 10, 2008 EXECUTIVE SUMMARY FOR EASTERN MICHIGAN UNIVERSITY
The following are summary comments on each of the AQIP Categories crafted by the Appraisal Team to
highlight Eastern Michigan University’s achievements and to identify challenges yet to be met.
• A range of different methods is used to communicate expectations to students regarding learning
objectives for courses and programs, although Eastern Michigan University acknowledges weaknesses
in this process. A current AQIP Action Project is aimed at enhancing the advising process and
addressing weaknesses in processes for communicating expectations to students.
• Eastern Michigan University has a clear commitment to integrating its other distinctive objectives of
enhancing the community and student-faculty collaboration with its primary educational objectives.
Although not stated in this section of the portfolio, the new
General Education program will help to accomplish this goal in the future. More concrete examples
would strengthen Eastern Michigan University’s portfolio in this area.
• The University clearly identified a variety of formal and informal means to identify student needs. Some
of the formal means included AQIP Project Advising surveys, CIRP, the Graduating Senior Survey, and
the Noel-Levitz Student Satisfaction Inventory.
© 2008 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved. This report may be reproduced and distributed freely by Eastern Michigan University. Eastern Michigan University Systems Appraisal Feedback Report October 10, 2008 Examples of the informal means include feedback from the Division of Student Affairs Student
Leadership Group and academic departments.
• The University has clear processes for recruiting and orienting new employees. New faculty
participates in orientation programs at the University level prior to first semester assignment and
subsequently by college, department and union orientations. Staff and administrators also participate in
orientations collectively and at the department level. Orientations stress performance expectations, pay
and benefits and the University mission. A key focus for new faculty is to help them understand the
diversity of the student body, and to prepare them to work with those students.
• Communication processes for the University employ a wide range of methods for sharing information,
both vertically and horizontally, through publications and regularly scheduled meetings of committees
and councils. The processes are embedded in collective-bargaining agreements, but it is unclear
whether these methods effectively foster communication in upward, downward, and horizontal
directions. The University may improve its communications by insuring that information and input flows
up, as well as down, and travels across institutional areas.
• Eastern Michigan University is expanding it efforts to measure the impacts of its student and
administrative support services. At the University level, the NSSE and CIRP surveys provide feedback
© 2008 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved. This report may be reproduced and distributed freely by Eastern Michigan University. Eastern Michigan University Systems Appraisal Feedback Report October 10, 2008 and opportunities for comparison with other schools. The major areas providing support services employ
more than one measure, using both satisfaction and utilization data. As processes to regularly use these
data are implemented, the University will have better capacity to gauge the effects of its student and
administrative support systems.
• Measures of the effectiveness of the information and data systems have been identified, which may
include timeliness, usefulness, accuracy, reliability, meaningfulness and accessibility. However, it is not
clear the extent to which measurement of these criteria are utilized across all areas of the University.
Faculty and student surveys are used to elicit feedback, along with help-desk satisfaction data. It
appears that concerns remain about the quality and response rates of these systems. Eastern Michigan
University is currently waiting for the full implementation of the Balanced Scorecard in order to make
more effective judgments about the effectiveness of its information systems.
• Eastern Michigan University has recently developed and implemented a strategic planning process.
The major components of the planning process include the following: identify internal and external
factors; develop strategic planning process and assessment strategies; periodic evaluation of plan; and
standardize practices. This planning process allows the institution to establish a culture that understands
and welcomes continuous improvement principles and practices.
© 2008 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved. This report may be reproduced and distributed freely by Eastern Michigan University. Eastern Michigan University Systems Appraisal Feedback Report October 10, 2008 • The University has identified some measures by which it can assess the effectiveness of its
collaborative relationships. Information and feedback are provided from various collaborators,
particularly feeder schools and colleges, along with advisory boards. Eastern Michigan University can
strengthen its feedback sources with more systematic information gathering, particularly in key areas
such as the service learning collaborators.
© 2008 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved. This report may be reproduced and distributed freely by Eastern Michigan University. Eastern Michigan University Systems Appraisal Feedback Report October 10, 2008 STRATEGIC AND ACCREDITATION ISSUES
In conducting the Systems Appraisal, the team attempted to identify the broader issues that present the
greatest challenges and opportunities for your institution in the coming years. These are all strategic
issues, ones you need to grapple with as you identify your institution’s strategies for confronting the
future and becoming the institution you want to be. The team also examined whether any of these
strategic issues put your institution into jeopardy of not meeting the Higher Learning Commission’s
accreditation expectations.
Issues Affecting Compliance with the Criteria for Accreditation.
An important goal for the Systems Appraisal was to review your institution’s compliance with the Higher
Learning Commission’s Criteria for Accreditation. The peer quality experts who served on the team were
all trained in evaluating colleges and universities using the Commission’s Criteria, and the Systems
Appraisal process they followed included careful steps to ensure the team used the Criteria as a major
factor in their review. As the team reviewed your presentation of your institutions under each AQIP
Category, it searched for accreditation-related issues and concerns. In addition, the team used the Index
to the Criteria for Accreditation that you provided with your Portfolio to perform a comprehensive review
© 2008 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved. This report may be reproduced and distributed freely by Eastern Michigan University. Eastern Michigan University Systems Appraisal Feedback Report October 10, 2008 of the Criteria and each Core Component to ascertain whether you presented compelling evidence that
your institution complies with each of these Commission expectations.
The Systems Appraisal team concluded that Eastern Michigan University has presented evidence
that it complies with each of the Five Criteria for Accreditation and each of their Core Components.
Although the Systems Appraisal does not in itself constitute a review for continued accreditation, the
team’s conclusion upon reviewing your Portfolio against the Criteria will serve as a telling piece of
evidence during the Commission’s next scheduled AQIP review of your institution for Reaffirmation
of Accreditation.
Issues Affecting Future Institutional Strategies. The Systems Appraisal Team identified the following
strategic issues to assist Eastern Michigan University in prioritizing and taking action on the important
broad challenges and opportunities it faces. From these you may discover your vital immediate priorities,
shaping strategies that can lead to a quantum leap in the performance of your institution. Implementing
these strategies may call for specific actions, so AQIP’s expectation that your institution be engaged in
© 2008 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved. This report may be reproduced and distributed freely by Eastern Michigan University. Eastern Michigan University Systems Appraisal Feedback Report October 10, 2008 three or four vital Action Projects at all times will help encourage your administrators, faculty, and staff to
turn these strategic goals into real accomplishments. Knowing that Eastern Michigan University will
discuss these strategic issues, give priority to those it concludes are most critical, and take action
promptly, the Systems Appraisal Team identified:
· Eastern Michigan University has identified two of its key institutional challenges as “forming an
effective and forward-looking leadership team” and “improvement of relationships between the
faculty and administration.” While the portfolio notes some important initiatives to address these
interrelated challenges, the University will need to maintain a commitment to improving leadership
and addressing the perceptions of leadership problems. The recent history of the University
includes the rapid turnover of presidents based on ethical concerns, turbulent relations with labor,
especially with faculty, and a high-profile on-campus homicide. At this point, measures of effective
leadership are undeveloped and processes for leadership succession are weak at best.
Processes for incorporating the input of stakeholder groups are uneven across the various
University operations. Efforts to address these concerns are underway, with new strategic
planning processes and leadership development programs. But much remains to be done and
progress can be easily stalled, given the range of challenges the University has identified. Insuring
© 2008 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved. This report may be reproduced and distributed freely by Eastern Michigan University. Eastern Michigan University Systems Appraisal Feedback Report October 10, 2008 effective, stable and forward-looking leadership is essential to strengthening a shared
commitment to the University’s future among faculty, students and other stakeholders.
· Benefit could be derived from addressing several issues related to data. First, there is a lack of
results in the Systems Portfolio that depict any trend, segmentation, and overall performance. For
example, a chart or graph that highlights the performance for several years would provide the
examiners and key institutional employees and stakeholders with key information. Second, the
institution would benefit from collecting, graphing, and using comparative data. The use of
comparative data would allow the institution the ability to measure its performance against similar
(or different) types of institutions.
· The University could benefit from clearly delineating key systems and processes. Specifically,
Eastern Michigan University should develop processes (approaches) that are deployed across the
institution instead of just in a few organizational units.
· The team is aware that the strategic plan for the University is new (2008) and developed by senior
administration. It will be important before the Checkup visit for the University to demonstrate that
strategic planning is a continuous process involving all stakeholders.
© 2008 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved. This report may be reproduced and distributed freely by Eastern Michigan University. Eastern Michigan University Systems Appraisal Feedback Report October 10, 2008 USING THE FEEDBACK REPORT
The AQIP Systems Appraisal Feedback Report is intended to initiate action for improvement. It is
therefore important that the Report produced by the Systems Appraisal Team stimulate review of
organizational processes and systems. Though decisions about specific actions are each institution’s,
AQIP expects every institution to use its feedback to stimulate cycles of continual improvement. At the
next Strategy Forum an AQIP institution attends, its peers will examine in detail how it is using the
feedback from its Systems Appraisal.
An organization needs to examine its Report strategically to identify those areas that will yield greatest
benefit if addressed. Some key questions that may arise in careful examination of the Report may be:
How do the team’s findings challenge our assumptions about ourselves? Given our mission and goals,
which issues should we focus on? How will we employ results to innovate, grow, and encourage a
positive culture of improvement? How will we incorporate lessons learned from this review in our
planning and operational processes? How will we revise the Systems Portfolio to reflect what we have
learned?
© 2008 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved. This report may be reproduced and distributed freely by Eastern Michigan University. Eastern Michigan University Systems Appraisal Feedback Report October 10, 2008 How an organization interprets, communicates, and uses its feedback for improvement ought to support
AQIP’s core values, encouraging involvement, learning, collaboration and integrity. Based solely upon
an organization’s Systems Portfolio, the Report reflects a disciplined, external review of what an
organization says about itself. The report should help an organization identify ways to improve its
Systems Portfolio so it functions better to communicate accurately to internal and external audiences.
But the Report’s chief purpose is to help you to identify areas for improvement, and to act so that these
areas actually improve. These improvements can then be incorporated into an updated Systems
Portfolio, guaranteeing that future Systems Appraisals will reflect the progress an institution has made.
Within a year following the Systems Appraisal, an institution participates in another AQIP Strategy
Forum, where the focus will be on what the institution has learned from its Appraisal (and from its other
methods of identifying and prioritizing improvement opportunities, and what it has concluded are its
major strategic priorities for the next few years. AQIP’s goal is to help an institution to clarify the strategic
issues most vital to its success, and then to support the institution as it addresses these priorities
through Action Projects that will make a difference in institutional performance.
© 2008 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved. This report may be reproduced and distributed freely by Eastern Michigan University. Eastern Michigan University Systems Appraisal Feedback Report October 10, 2008 CRITICAL CHARACTERISTICS ANALYSIS
The purpose of this section is to identify what team members understood to be the critical and
distinguishing characteristics of your institution. They are the shared understanding of the most
important aspects of Eastern Michigan University, its current dynamics and the forces surrounding it,
and its internal momentum and aspirations, at least as team members understood them. This section
also demonstrates that the Systems Appraisal Team recognized and knew what makes Eastern
Michigan University distinctive. Should you find some characteristics that you think are critical and
missing from this list, you may want to clarify and highlight these items when you revise your Systems
Portfolio and other literature explaining your institution to the public.
Item
Critical Characteristic
O1a.
The state of Michigan does not have a formal state-wide system integrating its 15 state
universities. Eastern Michigan University is one of 15 autonomous state supported four-year
universities in Michigan.
O1b.
Eastern Michigan University has experienced decreases in state funding, resulting in nearly
30% of institutional revenues now coming from state appropriations. As a result, the
institution is becoming more dependent on student tuition and fees.
© 2008 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved. This report may be reproduced and distributed freely by Eastern Michigan University. Eastern Michigan University Systems Appraisal Feedback Report October 10, 2008 O1c.
The past five years have been turbulent in terms of campus leadership, with three campus
presidents during that period. The current president has served for less than 3 months.
O1d.
Eastern Michigan University has embraced a commitment to contribute to the local
community in its core principles and strategic directions, demonstrated by more than 25,000
hours of student volunteer community service annually.
O1e.
Eastern Michigan University is currently engaged in a thoughtful, evidence-based approach
to campus-wide planning.
O1f.
Eastern Michigan University is guided by a mission that emphasizes excellence in teaching,
applied research, and artistic expression.
O1g.
Eastern Michigan University has adopted five core principles and four strategic directions
that guide decision making, which emphasize learning, engagement with the community, and
diversity and multiculturalism.
O2a.
Eastern Michigan University has recently implemented a new General Education Program:
Education for Participation in the Global Community, an outcomes-based curriculum
consistent with the University's emphasis on continuous improvement.
© 2008 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved. This report may be reproduced and distributed freely by Eastern Michigan University. Eastern Michigan University Systems Appraisal Feedback Report October 10, 2008 O2b.
Students have an opportunity to take classes and complete programs at seven off-campus
locations through Continuing Education.
O2c.
Eastern Michigan University consists of a graduate school and five colleges: Arts and
Sciences; Business; Education; Health and Human Services; and Technology. In addition,
the Honors College provides enhanced interdisciplinary programs to approximately 1000
students.
O2d.
Eastern Michigan University's new General Education program includes a Learning Beyond
the Classroom component in which students are required to participate in extracurricular and
co-curricular activities.
O2e.
In addition to overall accreditation by the HLC, Eastern Michigan University maintains 34
specialized professional accreditations.
O3a.
Eastern Michigan University has an enrollment of approximately 18,000 undergraduates and
4,900 graduate students and is noted for its ethnically diverse student population.
O3b.
Eastern Michigan University is predominantly a commuter institution, with less than 15
percent of students residing near the campus. Nearly all Eastern Michigan University
© 2008 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved. This report may be reproduced and distributed freely by Eastern Michigan University. Eastern Michigan University Systems Appraisal Feedback Report October 10, 2008 students work in addition to pursuing their degrees, and more than 60 percent of students
are over age 21.
O4a.
Eastern Michigan University collaborates through accreditation agencies, businesses,
centers and institutions, targeted industry grants, research grants and agreements,
nonprofits, advisory boards and steering committees, community colleges, and K-12 districts.
O5a.
Most of Eastern Michigan University’s employees are represented by unions. The nonunion
employees include administrative/professional, confidential clerical employees and coaches.
O5b.
Eastern Michigan University’s recent history includes challenging labor relations, especially
with the AAUP faculty union.
O6a.
The physical plant at Eastern Michigan University encompasses 4,500,000 sq ft within 73
buildings, including more than 18 miles of walkways and jogging trails.
O6b.
Eastern Michigan University has $65 million in deferred maintenance in state buildings and
$45 million for auxiliary buildings and current economic conditions in Michigan present
challenges in updating these facilities.
O6c.
Eastern Michigan University has not received any state funding for capital expansion or
improvements since 1996. Despite the financial challenges, the University has implemented
© 2008 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved. This report may be reproduced and distributed freely by Eastern Michigan University. Eastern Michigan University Systems Appraisal Feedback Report October 10, 2008 several major improvement projects, including both physical and technology-related
upgrades. Several additional building projects totaling nearly $200M
are planned, but state appropriations for these are considered challenges.
O6d.
Since 2005, technological investment and improvement includes 41 computer labs, 16
computer classrooms, and wireless networking to 42 buildings.
O6e.
Since a high-publicity on-campus homicide in December 2007, security has been a very high
priority. Physical upgrades and safety programs have been implemented.
O6f.
Eastern Michigan University's main campus is located southwest of the larger metropolitan
area of Detroit. The current economic conditions in southeast Michigan are negatively
affected by the downturn in the US auto industry and impact Eastern Michigan University and
the state overall.
O7a.
Eastern Michigan University's primary competitors include regional comprehensive and
research universities, private institutions, for-profit institutions and providers of non-credit
continuing education.
© 2008 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved. This report may be reproduced and distributed freely by Eastern Michigan University. Eastern Michigan University Systems Appraisal Feedback Report October 10, 2008 O7b.
Eastern Michigan University has established 75 articulation agreements with 13 community
colleges, along with onsite baccalaureate programs at one community college. The
University considers community colleges partners as much as competitors.
© 2008 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved. This report may be reproduced and distributed freely by Eastern Michigan University. Eastern Michigan University Systems Appraisal Feedback Report October 10, 2008 AQIP CATEGORY 1: HELPING STUDENTS LEARN Helping Students Learn identifies the shared purpose of all higher education organizations, and is accordingly the pivot of any institutional analysis. This Category focuses on the teaching, learning process within a formal instructional context, yet also addresses how your entire institution contributes to helping students learn and overall student development. It examines your institution's processes and systems related to learning objectives, mission­driven student learning and development, intellectual climate, academic programs and courses, student preparation, key issues such as technology and diversity, program and course delivery, faculty and staff roles, teaching and learning effectiveness, course sequencing and scheduling, learning and co­curricular support, student assessment, measures, analysis of results, and efforts to continuously improve these areas. Here are the Key Critical Characteristics of the Eastern Michigan University that were identified by the Systems Appraisal Team as most relevant for its interpretation of its Systems Portfolio section covering Category 1, Helping Students Learn: Item Critical Characteristic O 1f. Eastern Michigan University is guided by a mission that emphasizes excellence in teaching, applied research, and artistic expression o 2a. Eastern Michigan University has recently implemented a new General Education Program: Education for Participation in the Global Community, an outcomes­based curriculum consistent with the University's emphasis on continuous improvement.
© 2008 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved. This report may be reproduced and distributed freely by Eastern Michigan University. Eastern Michigan University Systems Appraisal Feedback Report October 10, 2008 o 2b. Students have an opportunity to take classes and complete programs at seven off campus locations through Continuing Education o 2c. Eastern Michigan University consists of a graduate school and five colleges: Arts and Sciences; Business; Education; Health and Human Services; and Technology. In addition, the Honor's College provides enhanced interdisciplinary programs to approximately 1000 students. o 2d. Eastern Michigan University's new General Education program includes a Learning Beyond the Classroom component in which students are required to participate in extracurricular and co­ curricular activities. o 6d. Since 2005, technological investment and improvement includes 41 computer labs, 16 computer classrooms, and wireless networking to 42 buildings. Here are what the Systems Appraisal Team identified as Eastern Michigan University’s most important strengths and opportunities for improvement relating to processes encompassed by Category 1, Helping Students Learn. Item S/O 1P1 S Comment Program learning outcomes are developed by faculty in conjunction with the mission statement and informed by employers, accrediting bodies and other stakeholders. General Education outcomes reflect the mission and strategic goals, as developed and approved by faculty through the General Education Program Advisory Committee, although the exact process by which the outcomes were developed is not identified.
© 2008 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved. This report may be reproduced and distributed freely by Eastern Michigan University. Eastern Michigan University Systems Appraisal Feedback Report October 10, 2008 Common learning objectives are published on the website, in course syllabi, and catalogues. These common learning objectives will help Eastern Michigan University to achieve the excellent teaching and a student­focused learning environment aspect of its mission. 1P2 S Eastern Michigan University has established and published its Course and Program Development Process, which includes input and review by faculty committees and senior administration. New programs are developed in conjunction with both student and market needs. 1P3 S Preparation requirements for students for courses and programs are identified by faculty at the departmental level and, where appropriate, with accrediting bodies. 1P4 O A range of different methods is used to communicate expectations to students regarding learning objectives for courses and programs, although Eastern Michigan University acknowledges weaknesses in this process. A current AQIP Action Project is aimed at enhancing the advising process and addressing weaknesses in processes for communicating expectations to students. 1P5 O Eastern Michigan University has identified some processes by which new students are advised in the selection of courses, including a new Fast Track program for advising, placement testing and registration support, and the use of self­guided materials to place students in appropriate first year composition courses. However, processes are not identified to assist students in the selection of appropriate programs of study or to address the lack of preparation for students prior to, or after, selecting particular programs. While progress is being made through the new Fast Track program, it is
© 2008 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved. This report may be reproduced and distributed freely by Eastern Michigan University. Eastern Michigan University Systems Appraisal Feedback Report October 10, 2008 important to ensure that methods for addressing discrepancies in preparation are in place for all programs. 1P6 S Processes for determining and documenting effective teaching are incorporated into the faculty evaluation process for tenure and promotion, and these are incorporated into bargaining agreements for faculty and lecturers. Faculty submit various documents and teaching materials for the evaluation which are reviewed by personnel committees and department heads. While direct measures of student learning do not appear to be included, these processes provide some useful information for documenting the instructional practices of faculty. 1P7 O At this point, methods for developing effective and efficient course delivery is decentralized, with decisions made by individual faculty members. The University can benefit by a more institutional approach, aligned with its strategic goals, to insure an effective balance of student, faculty and institutional needs. 1P8 S Processes for monitoring the currency and effectiveness of the curriculum include appropriate faculty bodies, the Office of Academic Programming, College Councils, and the Provost’s Office. Eastern Michigan University is piloting a new Integrated Program Review and Continuous Improvement Cycle process, which aligns long­term institutional goals with strategic, short­term objectives, which are tied to the University’s annual plan. Coupled with input from disciplinary faculty, this process has the potential to foster a more uniform method for addressing currency in programs.
© 2008 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved. This report may be reproduced and distributed freely by Eastern Michigan University. Eastern Michigan University Systems Appraisal Feedback Report October 10, 2008 1P9 O Methods for determining student and faculty needs relative to learning support are incorporated into various areas focused on learning support, but it is not clear if these are adequate to elicit sufficient information. Various surveys are conducted across the University, but may be too broad and general to provide adequate information on student learning needs. As noted, current methods are acknowledged to need further development and these can enhance the University’s efforts in this essential area. 1P10 O Eastern Michigan University is in the developmental stages of incorporating co­ curricular goals into its new General Education requirement involving earning Beyond the Classroom. This will be an important step forward, given the scope of its impact on the Gen Ed curriculum. Meanwhile, other co­curricular activities remain unevenly aligned with curricular learning objectives. The University could benefit from a more comprehensive effort to review curricular and co­curricular alignment. 1P11 O Eastern Michigan University is in the developmental stages of determining processes for assessment of student learning. Procedures for the new General Education curriculum are being developed as part of an AQIP Action Project and show progress. Program ­level assessment is decentralized and under the aegis of departments, although reporting to the Assessment Office is also part of the process. Rubrics have been developed and student work is evaluated by raters from different disciplines. Given the range of assessment methods across the departments and disciplines, the University may find value in a review of assessment processes at the program level, along with its General Education assessment program, to insure valid and effective assessment measures.
© 2008 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved. This report may be reproduced and distributed freely by Eastern Michigan University. Eastern Michigan University Systems Appraisal Feedback Report October 10, 2008 1P12 O No uniform mechanism is in place to assess student preparation for further study or employment. Procedures for the summative assessment of program graduates vary across departments and are more fully developed in programs where accrediting bodies specify these methods. The University will benefit, as noted, from increased sharing and communication across departments to allow for development of more effective program learning assessment. 1P13 O While the University employs various methods for measuring student performance, most metrics address indirect measures of learning (e.g. enrollment and persistence or student self­evaluation) or non­standard measures (such as student course grades and, possibly, varying methods from program assessment). New direct measures are being developed for the General Education curriculum. More systematic procedures for review of programs, which are just beginning, can provide a valuable source of information in this area. An AQIP Action Project focusing on these issues is underway. 1R1 O At this stage, the University has developed and adopted a new General Education program with defined outcomes and linkages to curriculum. Several procedures are under development or are generating initial results on student learning from selected areas and programs. However, only limited and cursory results for student learning achievement are available, even from programs that require documentation of student learning and effective instruction for certification and licensure. The first review of program assessment will be an important milestone in the process. As results begin to emerge, Eastern Michigan University will have the opportunity to identify areas for improvement or to celebrate existing success.
© 2008 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved. This report may be reproduced and distributed freely by Eastern Michigan University. Eastern Michigan University Systems Appraisal Feedback Report October 10, 2008 1R2 O Results of summative learning achievement are largely available only for programs where licensure or certification exams are used. Other measures suggest perceived effective quality of education, but these are derived from student satisfaction surveys, rather than direct measures of learning. The University currently has limited results addressing students’ acquired knowledge and skills relevant to employers and other institutions. 1R3 O Eastern Michigan University generates very limited results of its efforts to improve teaching and learning support. Results are primarily measures of usage of support services by students. A more direct focus on determining the effectiveness of these efforts could provide valuable information. 1R4 OO Eastern Michigan University has no comparative results to report. The use of select institutional metrics benchmarked against Eastern Michigan University’s peer group(s) will provide opportunities for identification of appropriate areas of improvement. 1l1, 1l2 OO Improvement based on results from existing measures are not yet available.
© 2008 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved. This report may be reproduced and distributed freely by Eastern Michigan University. Eastern Michigan University Systems Appraisal Feedback Report October 10, 2008 AQIP CATEGORY 2: ACCOMPLISHING OTHER DISTINCTIVE OBJECTIVES
Accomplishing Other Distinctive Objectives addresses the processes that contribute to the achievement
of your institution’s major objectives that complement student learning and fulfill other portions of your
mission. Depending on your institution’s character, it examines your institution's processes and systems
related to identification of other distinctive objectives, alignment of other distinctive objectives, faculty
and staff roles, assessment and review of objectives, measures, analysis of results, and efforts to
continuously improve these areas.
Here are the Key Critical Characteristics of Eastern Michigan University that were identified by the
Systems Appraisal Team as most relevant for its interpretation of its Systems Portfolio section covering
Category 2, Accomplishing Other Distinctive Objectives:
Item
Critical Characteristic
O1d.
Eastern Michigan University has embraced a commitment to contribute to the local
community in its core principles and strategic directions, demonstrated by more than 25,000
hours of student volunteer community service annually
© 2008 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved. This report may be reproduced and distributed freely by Eastern Michigan University. Eastern Michigan University Systems Appraisal Feedback Report October 10, 2008 O1e.
Eastern Michigan University is currently engaged in a thoughtful, evidence-based approach
to campus-wide planning
O1f.
Eastern Michigan University is guided by a mission that emphasizes excellence in teaching,
applied research, and artistic expression
O1g.
Eastern Michigan University has adopted five core principles and four strategic directions
that guide decision making, which emphasize learning, engagement with the community, and
diversity and multiculturalism.
O4a.
Eastern Michigan University collaborates through accreditation agencies, businesses,
centers and institutions, targeted industry grants, research grants and agreements,
nonprofits, advisory boards and steering committees, community colleges, and K-12 districts.
O6f.
Eastern Michigan University's main campus is located southwest of the larger metropolitan
area of Detroit. The current economic conditions in southeast Michigan are negatively
affected by the downturn in the US auto industry and impact Eastern Michigan University and
the state overall.
© 2008 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved. This report may be reproduced and distributed freely by Eastern Michigan University. Eastern Michigan University Systems Appraisal Feedback Report October 10, 2008 Here are what the Systems Appraisal Team identified as Eastern Michigan University’s most important
strengths and opportunities for improvement relating to processes encompassed by Category 2,
Accomplishing Other Distinctive Objectives.
Item
S/O
2P1
S
Comment
Eastern Michigan University regularly uses advisory boards, makes
Environmental Scans and Economic Impact Studies, all to help determine and
refine their other distinctive objectives, as well as track progress toward specific
goals. These processes provide Eastern Michigan University with a wealth of
data and information useful in determining distinctive objectives. Senior
leadership utilizes these various sources in its determination of the institution’s
directions for the future.
2P2
O
The University communicates its other objectives to a limited extent, beyond their
overlap with the central institutional objectives. As its measures and subsequent
results emerge, the University will be better positioned to more substantively
© 2008 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved. This report may be reproduced and distributed freely by Eastern Michigan University. Eastern Michigan University Systems Appraisal Feedback Report October 10, 2008 communicate its other objectives. The methods and means, including both
electronic and print, of communicating internal and external expectations of
University stakeholders requires further evaluation and elaboration.
2P3
O
Eastern Michigan University identifies the processes of Strategic Planning,
Program Review and regular communication and planning processes as the
means for determining faculty and staff needs relative to other distinctive
objectives. Additionally, Eastern Michigan University should consider how other
formal and informal processes might be articulated and effectively employed to
determine faculty and staff needs.
2P4
O
While Eastern Michigan University identifies the personnel who assess and
review these objectives, the means or the “how” of the processes are not
identified. Further, the “feedback” for assessment and review are not identified
for readjusting the objectives or the processes that support them. Eastern
Michigan University should elaborate on the processes to assess and review
other distinctive objectives.
© 2008 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved. This report may be reproduced and distributed freely by Eastern Michigan University. Eastern Michigan University Systems Appraisal Feedback Report October 10, 2008 2P5
O
The University is currently developing a balanced scorecard and identifying key
measures related to their distinctive objectives but further attention should be
given to identifying key metrics to be used in this issue. Eastern Michigan
University’s contributions to the region are assessed through the Economic
Impact Studies and external grants.
2R1
O
The Undergraduate Research Symposium helps students present original
research and creative work; this program is widely supported by area
corporations and community partners. Many specific partnerships and service
initiatives were identified which provide ample opportunity for Eastern Michigan
University students to participate in community service. The University gives a
description of the broad activities and initiatives for meeting these objectives;
however, this section of the portfolio should reflect results of the processes
described above. There is a lack of data related to the University’s performance
around the other distinctive objectives—economic well being, quality of life,
cultural vitality, and effective student-faculty collaborations in research.
© 2008 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved. This report may be reproduced and distributed freely by Eastern Michigan University. Eastern Michigan University Systems Appraisal Feedback Report October 10, 2008 2R2
O
While Eastern Michigan University provides data on peer institutions to compare
its results at obtaining grants and contracts, these data are not adequately
related to the initiatives and results described in item 2R1. The analysis of these
data will assist Eastern Michigan University with the key opportunity related to
fund-raising and key challenges related to strengthening academic programs.
This section would be greatly strengthened if the historical trends and patterns
were identified to processes identified in 2P1.
2R3
S
Eastern Michigan University has a clear commitment to integrating its other
distinctive objectives of enhancing the community and student-faculty
collaboration with its primary educational objectives. Although not stated in this
section of the portfolio, the new General Education program will help to
accomplish this goal in the future. More concrete examples would strengthen
Eastern Michigan University’s portfolio in this area.
2I1-2I2
OO
The University should continue to give attention to the identification of
opportunities for institutional improvement derived from their internal and external
© 2008 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved. This report may be reproduced and distributed freely by Eastern Michigan University. Eastern Michigan University Systems Appraisal Feedback Report October 10, 2008 assessment and evaluation processes. No improvement opportunities, targets,
nor priorities have been identified.
© 2008 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved. This report may be reproduced and distributed freely by Eastern Michigan University. Eastern Michigan University Systems Appraisal Feedback Report October 10, 2008 AQIP CATEGORY 3: UNDERSTANDING STUDENTS’ AND OTHER STAKEHOLDERS’ NEEDS
Understanding Students’ and Other Stakeholders’ Needs examines how your institution works actively to
understand student and other stakeholder needs. It examines your institution's processes and systems
related to student and stakeholder identification, student and stakeholder requirements, analysis of
student and stakeholder needs, relationship building with students and stakeholders, complaint
collection, analysis, and resolution, determining satisfaction of students and stakeholders, measures,
analysis of results, and efforts to continuously improve these areas.
Here are the Key Critical Characteristics of Eastern Michigan University that were identified by the
Systems Appraisal Team as most relevant for its interpretation of its Systems Portfolio section covering
Category 3, Understanding Students’ and Other
Stakeholders’ Needs:
Item
Critical Characteristic
O1d
Eastern Michigan University has embraced a commitment to contribute to the local
community in its core principles and strategic directions, demonstrated by more than 25,000
hours of student volunteer community service annually.
© 2008 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved. This report may be reproduced and distributed freely by Eastern Michigan University. Eastern Michigan University Systems Appraisal Feedback Report October 10, 2008 O1g
Eastern Michigan University has adopted five core principles and four strategic directions
that guide decision making, which emphasize learning, engagement with the community, and
diversity and multiculturalism.
O2b
Students have an opportunity to take classes and complete programs at seven off-campus
locations through continuing education.
O2d
Eastern Michigan University’s new General Education program includes a Learning Beyond
the Classroom component in which students are required to participate in extracurricular and
co-curricular activities.
O3a
Eastern Michigan University has an enrollment of approximately 18,000 undergraduates and
4,900 graduate students and is noted for its ethnically diverse student population.
O3b
Eastern Michigan University is predominantly a commuter institution, with less than 15
percent of students residing near the campus. Nearly all Eastern Michigan University
students work in addition to pursuing their degrees, and more than 60 percent of students
are over age 21.
© 2008 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved. This report may be reproduced and distributed freely by Eastern Michigan University. Eastern Michigan University Systems Appraisal Feedback Report October 10, 2008 O4a
Eastern Michigan University collaborates through accreditation agencies, businesses,
centers and institutions, targeted industry grants, research grants and agreements,
nonprofits, advisory boards and steering committees, community colleges, and K-12 districts.
O7b
Eastern Michigan University has established 75 articulation agreements with 13 community
colleges, along with onsite baccalaureate programs at one community college. The
University considers community colleges partners as much as competitors.
Here are what the Systems Appraisal Team identified as Eastern Michigan University’s most important
strengths and opportunities for improvement relating to processes encompassed by Category 3,
Understanding Students’ and Other Stakeholders’ Needs.
Item
S/O
3P1
S
Comment
The University clearly identified a variety of formal and informal means to identify
student needs. Some of the formal means included AQIP Project Advising
surveys, CIRP, the Graduating Senior Survey, and the Noel-Levitz Student
Satisfaction Inventory. Examples of the informal means include feedback from
© 2008 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved. This report may be reproduced and distributed freely by Eastern Michigan University. Eastern Michigan University Systems Appraisal Feedback Report October 10, 2008 the Division of Student Affairs Student Leadership Group and academic
departments.
3P1
O
Eastern Michigan University indicated that the processes for analyzing and
processing data and selecting a course of action occurs at the department level.
However, the specific steps of the process are not clearly delineated. It is unclear
to what extent these decentralized plans are aligned with each other and with
University goals.
3P2
S
Eastern Michigan University builds relationships with current and prospective
students largely through key student services, such as orientation, advising and
co-curricular and extracurricular activities. These processes have been
influenced by initial AQIP Action Projects. Students are also involved in major
University committees, including a committee of the Board of Regents.
3P3
O
While both formal and informal surveys are used for collecting data about needs
and requirements of other stakeholders, including alumni, parents and
employers, the University was not specific about steps related to analyzing and
communicating the needs. The University may benefit from more systematic
© 2008 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved. This report may be reproduced and distributed freely by Eastern Michigan University. Eastern Michigan University Systems Appraisal Feedback Report October 10, 2008 methods for analyzing and sharing stakeholder information through attention to
validated processes.
3P4
S
Eastern Michigan University described various activities that take place related to
building and maintaining a relationship with key stakeholders. Some of the
activities include maintaining relationships with high schools and community
colleges, participating on community boards and councils, and meeting with state
senators and representatives. Further, the University creates and establishes
partnerships by allowing key stakeholders to serve on institutional committees.
3P5
O
The University has identified a wide-range of information sources among student
and stakeholder groups. However, it is unclear whether any systematic
processes are in place for analyzing and effectively utilizing the findings in order
to determine new student and stakeholder groups. Efforts to insure that the
extensive information gathered is used for future initiatives are important
components to these processes.
3P6
O
While the University is to be commended for instituting mechanisms by which
complaints can be filed (both academic and non-academic concerns), the system
© 2008 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved. This report may be reproduced and distributed freely by Eastern Michigan University. Eastern Michigan University Systems Appraisal Feedback Report October 10, 2008 would be better validated if the portfolio addressed the second question about
how complaints are analyzed and communicated as both process and results.
3P7
S
Surveys used to obtain information on stakeholder satisfaction are identified in
Figure 3.2. Annual satisfaction surveys address housing and dining, alumni
evaluations, commuter concerns, new graduates and first-year students.
3R1
O
While Eastern Michigan University provides a description of several surveys and
their key results; it is difficult to provide feedback without seeing a far richer set of
data which include results, trends, and comparisons.
3R2
S
Based on the several results provided, Eastern Michigan University appears to
have good relationships with students related to seeing an academic advisor
(85%) and graduating seniors reporting that they had a positive relationship with
faculty (85.9%).
3R2
O
While Eastern Michigan University provided some student relationship building
data and results, there is a lack of data and results related to all key student
categories. For example, the data and results did not reflect international,
© 2008 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved. This report may be reproduced and distributed freely by Eastern Michigan University. Eastern Michigan University Systems Appraisal Feedback Report October 10, 2008 graduate, commuter, or residential students. Some of these key groups might be
included in the aggregated data—but there was no segmentation of results.
3R3
S
Figure 3.3 sets forth results from alumni surveys. Parents and community
stakeholders have also been surveyed with positive results reported.
3R4
S
The University identifies an increasing number of articulation agreements with
community colleges, the number of high school counselor workshops, community
discount cards for students, grants from the American Honda Foundation,
Upward Bound support and other partnership successes as evidence of results
for building relationships with key stakeholders.
3R5 O
Overall, Eastern Michigan University’s NSSE results are set forth in Figure 3.4.
Eastern Michigan University is able to use NSSE results to compare student
engagement evaluations with other institutions. While these results are useful,
the University could provide for a broader range of comparisons by exploring
some additional measures with comparable institutions.
3I1-3I2 O
Currently, the University reports no implementation of improvements based on
processes or results which address student and stakeholder needs.
© 2008 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved. This report may be reproduced and distributed freely by Eastern Michigan University. Eastern Michigan University Systems Appraisal Feedback Report October 10, 2008 AQIP CATEGORY 4: VALUING PEOPLE
Valuing People explores your institution’s commitment to the development of your employees since the
efforts of all of your faculty, staff, and administrators are required for institutional success. It examines
your institution's processes and systems related to work and job environment; workforce needs; training
initiatives; job competencies and characteristics; recruitment, hiring, and retention practices; work
processes and activities; training and development; personnel evaluation; recognition, reward,
compensation, and benefits; motivation factors; satisfaction, health and safety, and well-being;
measures; analysis of results; and efforts to continuously improve these areas.
Here are the Key Critical Characteristics of Eastern Michigan University that were identified by the
Systems Appraisal Team as most relevant for its interpretation of its Systems Portfolio section covering
Category 4, Valuing People:
Item
Critical Characteristic
O1c.
The past five years have been turbulent in terms of campus leadership, with three campus
presidents during that period. The current president has served for less than 3 months.
© 2008 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved. This report may be reproduced and distributed freely by Eastern Michigan University. Eastern Michigan University Systems Appraisal Feedback Report October 10, 2008 O1d.
Eastern Michigan University has embraced a commitment to contribute to the local
community in its core principles and strategic directions, demonstrated by more than 25,000
hours of student volunteer community service annually O1e. Eastern Michigan University is
currently engaged in a thoughtful, evidence-based approach to campus-wide planning
O1f.
Eastern Michigan University is guided by a mission that emphasizes excellence in teaching,
applied research, and artistic expression
O1g.
Eastern Michigan University has adopted five core principles and four strategic directions
that guide decision making, which emphasize learning, engagement with the community, and
diversity and multiculturalism.
O2b.
Students have an opportunity to take classes and complete programs at seven off-campus
locations through Continuing Education
O4a.
Eastern Michigan University collaborates through accreditation agencies, businesses,
centers and institutions, targeted industry grants, research grants and agreements,
nonprofits, advisory boards and steering committees, community colleges, and K-12 districts.
© 2008 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved. This report may be reproduced and distributed freely by Eastern Michigan University. Eastern Michigan University Systems Appraisal Feedback Report October 10, 2008 O5a.
Most of Eastern Michigan University’s employees are represented by unions. The nonunion
employees include administrative/professional, confidential clerical employees and coaches.
O5b.
Eastern Michigan University’s recent history includes challenging labor relations, especially
with the AAUP faculty union.
O6e.
Since a high-publicity on-campus homicide in December 2007, security has been a very high
priority. Physical upgrades and safety programs have been implemented.
O6f.
Eastern Michigan University's main campus is located southwest of the larger metropolitan
area of Detroit. The current economic conditions in southeast Michigan are negatively
affected by the downturn in the US auto industry and impact Eastern Michigan University and
the state.
Here are what the Systems Appraisal Team identified as Eastern Michigan University’s most important
strengths and opportunities for improvement relating to processes encompassed by Category 4, Valuing
People.
© 2008 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved. This report may be reproduced and distributed freely by Eastern Michigan University. Eastern Michigan University Systems Appraisal Feedback Report October 10, 2008 Item
S/O
4P1
S
Comment
Well-defined and articulated processes are in place for hiring faculty, staff, and
administrative employees. The appropriate units screen and evaluate
applications.
4P2
S
The University has clear processes for recruiting and orienting new employees.
New faculty participates in orientation programs at the University level prior to
first semester assignment and subsequently by college, department and union
orientations. Staff and administrators also participate in orientations collectively
and at the department level. Orientations stress performance expectations, pay
and benefits and the University mission. A key focus for new faculty is to help
them understand the diversity of the student body, and to prepare them to work
with those students.
4P3
S
Opportunities for shared governance of the institution exist across the board.
© 2008 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved. This report may be reproduced and distributed freely by Eastern Michigan University. Eastern Michigan University Systems Appraisal Feedback Report October 10, 2008 4P3
O
The University has a variety of councils through which operational planning and
communication are shared. Policies addressing various ethical issues have been
identified. Beyond these basic elements, as well as developing systems for
training and development, it is not clear that Eastern Michigan University has
incorporated a thorough system through which it can implement a highperformance organization with systems for continuous improvement among
employees. Innovation, cooperation, empowerment, organizational learning and
skill sharing are not evidently commonplace. The University can benefit by a
more thorough development of processes that can lead to great development
and utilization of employees’ skills and capabilities.
4P4
S
Eastern Michigan University offers a reasonable portfolio of professional
development programs for both faculty (including graduate assistants, and other
instructional staff) and staff.
4P4-4P6
O
It is unclear that the term “faculty” is always used inclusively of lecturers, part
time, and other adjunct instructors—all those who provide instruction to Eastern
Michigan University students.
© 2008 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved. This report may be reproduced and distributed freely by Eastern Michigan University. Eastern Michigan University Systems Appraisal Feedback Report October 10, 2008 4P5
S
Eastern Michigan University determines training needs through the performance
appraisal process, through both corrective and pro-active mechanisms, so
regardless if a performance gap is identified, the performance appraisal process
incorporates the identification of training and development needs.
4P6
O
The University appears to have implemented a detailed process for personnel
evaluation, which is an outgrowth of the collective bargaining agreements with
faculty and staff. These include probationary periods for new hires, annual
performance evaluations and feedback methods that identify strengths and
weaknesses of employees. Mechanisms for correcting deficiencies in
performance are also in place. While these are important and valuable
processes, it will be important that the University develop additional methods by
which employees, especially post-probationary employees, can be encouraged
to go beyond meeting minimum requirements and seek out ways to continuously
improve their skills and processes. An important dimension of this is enhanced
attention to improvements in the teaching-and-learning process.
© 2008 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved. This report may be reproduced and distributed freely by Eastern Michigan University. Eastern Michigan University Systems Appraisal Feedback Report October 10, 2008 4P7-4P8
OO
Processes for recognition and reward appear to be incorporated into the
collective bargaining processes, aside from a few awards for exemplary
contributions in teaching, scholarship, service and student affairs. As such, there
are currently few mechanisms to motivate employees for continuous
improvement. It is unclear whether the existing processes can foster a culture of
high-performance and ongoing professional growth and development. While
levels of employee security are important and can be supported through
collective bargaining agreements, the University should also explore ways by
which employees can be encouraged to surpass standardized employee
expectations in pursuit of the mission’s commitment to teaching and learning.
4P8
O
No plan for determining key motivational issues is identified.
4P9
O
No plan for evaluating employee satisfaction, health and safety, and wellbeing is
identified.
4P10
O
Eastern Michigan University’s methods for collecting and analyzing measures of
valuing people appear limited in scope. Current measures are indirect indicators
of the extent to which employees perceive they are valued. Aside from employee
© 2008 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved. This report may be reproduced and distributed freely by Eastern Michigan University. Eastern Michigan University Systems Appraisal Feedback Report October 10, 2008 retention and years of service, few mechanisms to addresses processes for
valuing people are in place.
4R1
O
While Eastern Michigan University provides some data related to turnover and
length of employee service at the institution, it is difficult to provide feedback
without trend (several years) or comparative data to assess and analyze the
results.
4R2
S
Eastern Michigan University administered a national employee survey to obtain a
baseline for developing and improving targets. Eastern Michigan University plans
to continue to revise and evaluate the existing tool for staff evaluation.
4R3
O
Some indicators of employee productivity are given, but without comparison to
peer institutions, it is not possible to determine the extent of success in this area.
4R4
O
No benchmarking comparisons available at this time. Without such comparisons,
it is difficult to judge the extent of success in this area.
4I1
S
Mid- and upper-level management have a professional training program
dedicated to their particular needs.
4I2
O
No target setting for improvements presented for stakeholder groups are
identified.
© 2008 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved. This report may be reproduced and distributed freely by Eastern Michigan University. Eastern Michigan University Systems Appraisal Feedback Report October 10, 2008 AQIP CATEGORY 5: LEADING AND COMMUNICATING
Leading And Communicating addresses how your institution’s leadership and communication structures,
networks, and processes guide your institution in setting directions, making decisions, seeking future
opportunities, and building and sustaining a learning environment. It examines your institution's
processes and systems related to leading activities, communicating activities, alignment of leadership
system practices, institutional values and expectations, direction setting, future opportunity seeking,
decision making, use of data, leadership development and sharing, succession planning, measures,
analysis of results, and efforts to continuously improve these areas.
Here are the Key Critical Characteristics of Eastern Michigan University that were identified by the
Systems Appraisal Team as most relevant for its interpretation of its Systems Portfolio section covering
Category 5, Leading and Communicating:
Item
Critical Characteristic
O1a.
The state of Michigan does not have a formal state-wide system integrating its 15 state
universities. Eastern Michigan University is one of 15 autonomous state supported
four-year universities in Michigan.
© 2008 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved. This report may be reproduced and distributed freely by Eastern Michigan University. Eastern Michigan University Systems Appraisal Feedback Report October 10, 2008 O1b.
Eastern Michigan University has experienced decreases in state funding, resulting in
nearly 30% of institutional revenues now coming from state appropriations. As a result,
the institution is becoming more dependent on student tuition and fees.
O1c.
The past five years have been turbulent in terms of campus leadership, with three
campus presidents during that period. The current president has served for less than 3
months.
O1d.
Eastern Michigan University has embraced a commitment to contribute to the local
community in its core principles and strategic directions, demonstrated by more than
25,000 hours of student volunteer community service annually.
O1e.
Eastern Michigan University is currently engaged in a thoughtful, evidence-based
approach to campus-wide planning
O1f.
Eastern Michigan University is guided by a mission that emphasizes excellence in
teaching, applied research, and artistic expression
O1g.
Eastern Michigan University has adopted five core principles and four strategic
directions that guide decision making, which emphasize learning, engagement with the
community, and diversity and multiculturalism.
© 2008 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved. This report may be reproduced and distributed freely by Eastern Michigan University. Eastern Michigan University Systems Appraisal Feedback Report October 10, 2008 O4a.
Eastern Michigan University collaborates through accreditation agencies, businesses,
centers and institutions, targeted industry grants, research grants and agreements, non
profits, advisory boards and steering committees, community colleges, and K-12
districts.
O5a.
Most of Eastern Michigan University’s employees are represented by unions. The
nonunion employees include administrative/professional, confidential clerical
employees and coaches.
O6e.
Since a high-publicity on-campus homicide in December 2007, security has been a
very high priority. Physical upgrades and safety programs have been implemented.
Here are what the Systems Appraisal Team identified as Eastern Michigan University’s most important
strengths and opportunities for improvement relating to processes encompassed by Category 5, Leading
and Communicating.
Item
S/O
5P1
O
Comment
The University has aligned its leadership and communication around its culture
(e.g., collective bargaining) and structures (integrated committees). However, it
© 2008 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved. This report may be reproduced and distributed freely by Eastern Michigan University. Eastern Michigan University Systems Appraisal Feedback Report October 10, 2008 has not identified processes by which directions are aligned with the institutional
mission, vision and values, or which consciously seek to foster high performance,
individual development and initiative, organizational learning or innovation.
Leadership sets directions, while “considering” other key stakeholders and their
“appropriate input.” The University may benefit by exploring leadership processes
that more consciously address the mission and values and which systematically
focus on high performance, initiative and improvement.
5P2
O
While Eastern Michigan University leaders are active participants in various
activities; the University does not identify systematic processes by which leaders
seek out future opportunities. While faculty do collaborate with advisory boards in
efforts to identify opportunities to enhance the learning environment, methods for
identifying external challenges or opportunities for institutional leadership (e.g.
systematic environmental scanning) are not identified. In light of rapid changes in
its geographic area and transitions in leadership, the University could enhance its
future through regular processes for identifying future opportunities.
© 2008 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved. This report may be reproduced and distributed freely by Eastern Michigan University. Eastern Michigan University Systems Appraisal Feedback Report October 10, 2008 5P3
O
Processes for gathering information prior to decision making, and using
information to make decisions, are briefly described. Information appears to be
obtained from stakeholder teams or committees in various ways, depending on
the issue and circumstances. The uses of information in decision making are not
identified. The University has adopted a decision-making process, IDEA,
modeled on the classic PDCA technique, but has not demonstrated its use or
evaluated its effectiveness. It is also noted that information-gathering techniques
are guided by collective-bargaining agreements, which may impede the ability of
the University to incorporate other, more effective processes. The current efforts
to explore a balanced scorecard management process may help the University
enlarge and systematize its methods for informing decision making.
5P4
O
Eastern Michigan University identifies several areas on which key results are
regularly monitored, largely based on enrollment-related information. However,
systematic processes by which information is used in decision making are not
described. A new initiative to adopt a Balanced Scorecard approach is noted as a
© 2008 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved. This report may be reproduced and distributed freely by Eastern Michigan University. Eastern Michigan University Systems Appraisal Feedback Report October 10, 2008 method by which the University will formalize the tracking of key performance
indicators. Decision making based on these indicators is intended to follow.
5P5
S
Communication processes for the University employ a wide range of methods for
sharing information, both vertically and horizontally, through publications and
regularly scheduled meetings of committees and councils. The processes are
embedded in collective-bargaining agreements, but it is unclear whether these
methods effectively foster communication in upward, downward, and horizontal
directions. The University may improve its communications by insuring that
information and input flows up, as well as down, and travels across institutional
areas.
5P6
O
University leaders plan to communicate a shared mission, vision, and values and
high performance expectations through the University’s new strategic planning
process (Figure 8.2). The process, based on the longstanding IDEA (aka PDCA)
model, is intended to promote continuous improvement at the University level
and align its planning and budget-development with the mission and values. At
this stage, it is unclear the extent to which this model will communicate the
© 2008 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved. This report may be reproduced and distributed freely by Eastern Michigan University. Eastern Michigan University Systems Appraisal Feedback Report October 10, 2008 values of improvement, learning, ethics and equity throughout the organization.
Specific processes by which this communication will occur are as yet not noted.
Instituting these communication processes at all levels of the University can help
to insure that these values are regularly communicated.
5P7
S
Eastern Michigan University offers a broad range of professional development
opportunities, which include a number that foster leadership development. These
include on- and off-campus programs, including an Organizational
Transformation plan that will address various levels of leadership. Moving faculty
into administrative positions also provides leadership growth opportunities. As
the administration moves forward in these leadership development programs, the
University should also consider programs that foster leadership among groups
less represented in current leadership.
5P8
O
In light of the University’s recent experience with frequent leadership turnover, it
is important that methods for developing leadership and effective succession are
established. A new effort to expand leadership development has recently begun
and will spread through the organization over time. Leadership succession,
© 2008 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved. This report may be reproduced and distributed freely by Eastern Michigan University. Eastern Michigan University Systems Appraisal Feedback Report October 10, 2008 however, remains a challenge, as no processes have been identified. Efforts to
insure both leadership development and succession are vital to the University’s
plans to institutionalize best practices and continuous improvement.
5R1-5R2
OO
No results for measurement of leadership and communication are currently
available. No comparative measures with other institutions are provided.
4I1
O
Given the absence of results, no improvements have been identified at this time.
© 2008 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved. This report may be reproduced and distributed freely by Eastern Michigan University. Eastern Michigan University Systems Appraisal Feedback Report October 10, 2008 AQIP CATEGORY 6: SUPPORTING INSTITUTIONAL OPERATIONS
Supporting Institutional Operations addresses the variety of your institutional support processes that
help to provide an environment in which learning can thrive. It examines your institution's processes and
systems related to student support, administrative support, identification of needs, contribution to student
learning and accomplishing other distinctive objectives, day-today operations, use of data, measures,
analysis of results, and efforts to continuously improve these areas.
Here are the Key Critical Characteristics of Eastern Michigan University that were identified by the
Systems Appraisal Team as most relevant for its interpretation of its Systems Portfolio section covering
Category 6, Supporting Institutional Operations:
Item
Critical Characteristic
O1b.
Eastern Michigan University has experienced decreases in state funding, resulting in about
30% of revenues now coming from state appropriations. As a result, the institution is
becoming more dependent on student tuition and fees.
O1e.
Eastern Michigan University is currently engaged in a thoughtful, evidence-based approach
to campus-wide planning.
© 2008 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved. This report may be reproduced and distributed freely by Eastern Michigan University. Eastern Michigan University Systems Appraisal Feedback Report October 10, 2008 O6a.
The physical plant at Eastern Michigan University encompasses 4,500,000 sq ft within 73
buildings, including more than 18 miles of walkways and jogging trails.
O6b.
Eastern Michigan University has $65 million in deferred maintenance in state buildings and
$45 million for auxiliary buildings and current economic conditions in Michigan present
challenges in updating these facilities.
O6c.
Eastern Michigan University has not received any state funding for capital expansion or
improvements since 1996. Despite the financial challenges, the University has implemented
several major improvement projects, including both physical and technology-related
upgrades. Several additional building projects totaling nearly $200M are planned, but state
appropriations for these are considered challenges.
O6d.
Since 2005, technological investment and improvement includes 41 computer labs, 16
computer classrooms, and wireless networking to 42 buildings.
O6e.
Since a high-publicity on-campus homicide in December 2007, security has been a very high
priority. Physical upgrades and safety programs have been implemented.
O6f.
Eastern Michigan University's main campus is located southwest of the larger metropolitan
area of Detroit. The current economic conditions in southeast Michigan are negatively
© 2008 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved. This report may be reproduced and distributed freely by Eastern Michigan University. Eastern Michigan University Systems Appraisal Feedback Report October 10, 2008 affected by the downturn in the US auto industry and impact Eastern Michigan University and
the state overall.
Here are what the Systems Appraisal Team identified as Eastern Michigan University’s most important
strengths and opportunities for improvement relating to processes encompassed by Category 6,
Supporting Institutional Operations.
Item
S/O
6P1
S
Comment
The University uses both formal and informal methods to identify support service
needs for students. These methods include national surveys and assessment
such as the National Survey of Student Engagement (NSSE) and Cooperative
Institutional Research Program (CIRP). Student leaders and representatives are
also incorporated into the Student Affairs Committee of the Board to provide
information about student needs. Further, Eastern Michigan University uses
departmental focus groups and suggestion boxes to gather relevant information.
6P1
O
While Eastern Michigan University has identified various formal and informal
methods to identify support service needs for students, there is a lack of
evidence of a clear process that provides guidance for the implementation and
© 2008 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved. This report may be reproduced and distributed freely by Eastern Michigan University. Eastern Michigan University Systems Appraisal Feedback Report October 10, 2008 use of these methods. The development and implementation of a clear process
to use with these methods would allow the institution to enhance the educational
function of its mission and its excellence value.
6P2
S
Eastern Michigan University appears to actively seek input regarding employees’
administrative support service needs through advisory boards, committees, town
hall meetings, exit interviews, and surveys. Particularly notable are the surveys
administered by the Faculty Development Center on a regular basis and the
recent use of National Employee Attitudes Survey. Data from the latter survey
should provide useful feedback to identify employee needs.
6P3
O
Little information was provided to describe the day-to-day management of
support services, and Eastern Michigan University acknowledges that there are
not systematic measures in place to ensure that day-to-day operations are
aligned with meeting student and stakeholder needs.
6P4-6P5
O
Data is routinely collected, but not in a way that readily facilitates continuous
improvement. With such a large commitment to student support (Table 6.1), a
great deal of useful information should be available for incorporating into
© 2008 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved. This report may be reproduced and distributed freely by Eastern Michigan University. Eastern Michigan University Systems Appraisal Feedback Report October 10, 2008 improvements in services. Some of those improvements are described in the
results section below, and Eastern Michigan University will benefit from using the
successful AQIP projects on advising and financial aid as models for other
improvement cycles.
6P5
S
Eastern Michigan University is expanding it efforts to measure the impacts of its
student and administrative support services. At the University level, the NSSE
and CIRP surveys provide feedback and opportunities for comparison with other
schools. The major areas providing support services employ more than one
measure, using both satisfaction and utilization data. As processes to regularly
use these data are implemented, the University will have better capacity to gauge
the effects of its student and administrative support systems.
6R1
SS
An AQIP Action Project led to the development of an Advising Coordination
Team, the creation of a coordinated advising center, and a more integrated
approach to serving student needs around advising generally, including an online
graduation audit.
© 2008 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved. This report may be reproduced and distributed freely by Eastern Michigan University. Eastern Michigan University Systems Appraisal Feedback Report October 10, 2008 6R1
SS
AQIP Action Projects on advising and financial aid have resulted in significant
procedural changes. These changes will need to be evaluated to ensure they are
actually improving the processes. Other improvements in student services are
outlined, including improved campus safety measures.
6R1
O
The institution described how data was used for several student support service
process. However, there is a lack of data to determine the effectiveness of the six
key processes and operations outlined in figure 6.1 (Key Processes and
Operations). The collection and analysis of results around these key processes
would allow the institution to measure the effectiveness of it efforts.
6R2
O
Results regarding administrative support needs are being gathered, especially in
connection with faculty development in relation to teaching and learning. Results
have been obtained in 2005 and 2008, but the findings are not yet available.
Other improvements in process are identified to have emerged from obtained
results, but these are also not identified. It is valuable for the University to insure
that efforts to improve address the weaknesses shown in the results.
© 2008 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved. This report may be reproduced and distributed freely by Eastern Michigan University. Eastern Michigan University Systems Appraisal Feedback Report October 10, 2008 6R2
S
Faculty Development Survey data has been used to identify the needs of faculty,
lecturers and administrators. As a result, the Faculty Development Center
created a broad-based strategic plan. Other business functions were also
streamlined.
6R3
O
Results comparing Eastern Michigan University with other institutions are not
available (with one exception on library expenditures), although data is being
gathered from NSSE and EBI standardized national surveys.
6I1-6I2
O
The University has implemented a new strategic planning process, intended to
foster a continuous improvement model. While this is a valuable step forward, the
University will benefit if it is able to align the strategic planning process with the
existing processes, and develop new ones for gathering information on student
and administrative support needs.
© 2008 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved. This report may be reproduced and distributed freely by Eastern Michigan University. Eastern Michigan University Systems Appraisal Feedback Report October 10, 2008 AQIP CATEGORY 7: MEASURING EFFECTIVENESS
Measuring Effectiveness examines how your institution collects, analyzes, and uses information to
manage itself and to drive performance improvement. It examines your institution's processes and
systems related to collection, storage, management, and use of information and data – at the
institutional and departmental/unit levels; institutional measures of effectiveness; information and data
alignment with institutional needs and directions; comparative information and data; analysis of
information and data; effectiveness of information system and processes; measures; analysis of results;
and efforts to continuously improve these areas.
Here are the Key Critical Characteristics of Eastern Michigan University that were identified by the
Systems Appraisal Team as most relevant for its interpretation of its Systems Portfolio section covering
Category 7, Measuring Effectiveness:
Item
Critical Characteristic
O1e.
Eastern Michigan University is currently engaged in a thoughtful, evidence-based approach
to campus-wide planning.
© 2008 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved. This report may be reproduced and distributed freely by Eastern Michigan University. Eastern Michigan University Systems Appraisal Feedback Report October 10, 2008 O1f.
Eastern Michigan University is guided by a mission that emphasizes excellence in teaching,
applied research, and artistic expression.
O1g.
Eastern Michigan University has adopted five core principles and four strategic directions
that guide decision-making, which emphasize learning, engagement with the community, and
diversity and multiculturalism.
Here are what the Systems Appraisal Team identified as Eastern Michigan University’s most important
strengths and opportunities for improvement relating to processes encompassed by Category 7,
Measuring Effectiveness.
Item
S/O
7P1
O
Comment
The University has identified a series of measures in four key areas. However, it
has not specified any processes by which information is selected, managed and
used. It is not clear the extent to which data is available for the range of identified
measures, how it is being used, by whom and for what purposes. It is also
unclear how the University uses its information systems to directly measure and
improve student learning.
© 2008 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved. This report may be reproduced and distributed freely by Eastern Michigan University. Eastern Michigan University Systems Appraisal Feedback Report October 10, 2008 7P1
S
Figure 7.2 (Identified Measures) outlines the key categories and current
measures being used at Eastern Michigan University. The categories and
measures were selected as part of the University’s AQIP Balanced Scorecard
action process. The development and use of a balanced scorecard will allow
Eastern Michigan University to develop a culture of continuous improvement,
strengthen academic programs, enhance student learning, and improve
institutional operations.
7P2
O
Eastern Michigan University’s data needs appear largely determined by the
requirements of external agencies, such as accrediting bodies, advisory
committees, and government agencies, although departments and other units
also have certain needs. However, the University has not identified the
processes by which information needs are actually determined. Given the
development of new planning systems, Eastern Michigan University will benefit
by a more focused effort to associate internal data needs with the KPI’s and
guide the organization through its continuous improvement initiatives. While all
institutions must be responsive to external agencies, Eastern Michigan University
© 2008 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved. This report may be reproduced and distributed freely by Eastern Michigan University. Eastern Michigan University Systems Appraisal Feedback Report October 10, 2008 should insure that it also focuses on data needs related to its newly-developing
internal systems.
7P4-7P5
O
Processes by which the analysis of information and data is conducted at the
institutional level have not yet been identified. The processes described focus
predominantly on reports being generated at the division or office level and, as
appropriate, disseminated through divisional web sites. However, institutionallevel analysis, involving systematic review and integration of information, is not
identified. The development of the University’s Balanced Scorecard, when fully
implemented, is expected to provide a mechanism whereby information is more
systematically utilized at the institutional level. At this point, it is assumed that
processes for aligning departmental and unit analysis with institutional objectives
will emerge from the use of the balanced scorecard.
7P6
S
Eastern Michigan University has implemented adequate systems to provide
access to data at the departmental level, where appropriate. A Data Standards
Committee meets regularly to review established standards for entering and
© 2008 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved. This report may be reproduced and distributed freely by Eastern Michigan University. Eastern Michigan University Systems Appraisal Feedback Report October 10, 2008 processing data. Security mechanisms appear to be in place to ensure that data
are secure and free from intrusion or corruption.
7P7
O
Measures of the effectiveness of the information and data systems have been
identified, which may include timeliness, usefulness, accuracy, reliability,
meaningfulness and accessibility. However, it is not clear the extent to which
measurement of these criteria are utilized across all areas of the University.
Faculty and student surveys are used to elicit feedback, along with help-desk
satisfaction data. It appears that concerns remain about the quality and response
rates of these systems. Eastern Michigan University is currently waiting for the
full implementation of the Balanced Scorecard in order to make more effective
judgments about the effectiveness of its information systems.
7R1
S
Eastern Michigan University has found its data and information systems
adequate for its reporting needs regarding governmental and accrediting
agencies. As the University moves forward with its new strategic planning and
continuous improvement processes, along with the implementation of the
Balanced Scorecard, the adequacy of the data systems will be judged from new
© 2008 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved. This report may be reproduced and distributed freely by Eastern Michigan University. Eastern Michigan University Systems Appraisal Feedback Report October 10, 2008 vantage points and under new criteria. Given these institutional changes, it will
be important for the University to regularly monitor the effectiveness of the data
systems.
7R2
O
There are currently no comparison data available which allow the University to
compare its data and information systems with those of other institutions.
7I1
S
The institution uses a variety of means to improve current processes and
systems for measuring effectiveness. For instance, the University uses process
improvement teams, AQIP Action Projects, strategic planning and the Balanced
Scorecard.
7I1-7I2
O
Improvements in these systems are being developed in conjunction with the new
planning and improvement systems. Some of these changes appear to have
been initiated in response to prior evidence of weaknesses obtained from the
existing systems. It will be important for the University to regularly utilize its new
measures to assess the new systems as they are implemented.
© 2008 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved. This report may be reproduced and distributed freely by Eastern Michigan University. Eastern Michigan University Systems Appraisal Feedback Report October 10, 2008 AQIP CATEGORY 8: PLANNING CONTINUOUS IMPROVEMENT
Planning Continuous Improvement examines your institution’s planning processes and how your
strategies and action plans are helping you achieve your mission and vision. It examines your
institution's processes and systems related to institutional vision; planning; strategies and action plans;
coordination and alignment of strategies and action plans; measures and performance projections;
resource needs; faculty, staff, and administrator capabilities; measures; analysis of performance
projections and results; and efforts to continuously improve these areas.
Here are the Key Critical Characteristics of Eastern Michigan University that were identified by the
Systems Appraisal Team as most relevant for its interpretation of its Systems Portfolio section covering
Category 8, Planning Continuous Improvement:
Item
Critical Characteristic
O1e.
Eastern Michigan University is currently engaged in a thoughtful, evidence-based approach
to campus-wide planning
© 2008 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved. This report may be reproduced and distributed freely by Eastern Michigan University. Eastern Michigan University Systems Appraisal Feedback Report October 10, 2008 O1g.
Eastern Michigan University has adopted five core principles and four strategic directions
that guide decision-making, which emphasize learning, engagement with the community, and
diversity and multiculturalism.
O5a.
Most of Eastern Michigan University’s employees are represented by unions. The nonunion
employees include administrative/professional, confidential clerical employees and coaches.
O6c.
Eastern Michigan University has not received any state funding for capital expansion or
improvements since 1996. Despite the financial challenges, the University has implemented
several major improvement projects, including both physical and technology-related
upgrades. Several additional building projects totaling nearly $200M are planned, but state
appropriations for these are considered challenges.
O6f.
Eastern Michigan University's main campus is located southwest of the larger metropolitan
area of Detroit. The current economic conditions in southeast Michigan are negatively
affected by the downturn in the US auto industry and impact Eastern Michigan University and
the state overall.
© 2008 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved. This report may be reproduced and distributed freely by Eastern Michigan University. Eastern Michigan University Systems Appraisal Feedback Report October 10, 2008 Here are what the Systems Appraisal Team identified as Eastern Michigan University’s most important
strengths and opportunities for improvement relating to processes encompassed by Category 8,
Planning Continuous Improvement.
Item
S/O
8P1
S
Comment
Eastern Michigan University has developed and implemented a strategic
planning process (Figure 8.2). The major components of the planning process
include the following: identify internal and external factors; develop strategic
planning process and assessment strategies; periodic evaluation of plan; and
standardize practices. This planning process allows the institution to establish a
culture that understands and welcomes continuous improvement principles and
practices.
8P1
O
While a strategic planning process has been identified and two councils were
formed to steer the process, details of how these councils will work are sparse,
no means by which the stakeholders will be involved are articulated, and the
methods by which these processes will be communicated are not stated.
© 2008 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved. This report may be reproduced and distributed freely by Eastern Michigan University. Eastern Michigan University Systems Appraisal Feedback Report October 10, 2008 8P2
S
The University has developed a series of important strategic short-term
strategies as a function of their recent strategic planning process.
8P2-8P3
O
The processes for developing short- and long-term strategies are not stated in
substantive terms. While internal and external scans are noted as key drivers in
this process, it is not clear how these scans are conducted, nor is there an
identified process by which priorities are identified. No methods are identified
through which stakeholders have any input or involvement with institutional
strategies. Action plans to support institutional strategies, and reports to monitor
progress, are said to be created by divisions and units and their leaders. The
development and deployment of these processes will allow the University to
increase the level of commitment and engagement by all stakeholders involved.
8P4
S
The institution recently initiated a new budget planning process that is aligned
and linked with the strategic planning process.
8P5
O
The institution will need to develop and utilize a process to select and measure
institutional performance objectives.
© 2008 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved. This report may be reproduced and distributed freely by Eastern Michigan University. Eastern Michigan University Systems Appraisal Feedback Report October 10, 2008 8R1
S
Early results indicate that the University is making significant progress in the
areas of sponsored research and grants writing, academic advising, and campus
safety.
8R1
O
Eastern Michigan University provided some results related to several of the
short-term strategies outlined in Figure 8.1. However, there is a lack of evidence
related to any trend, key measures, segmentation, or performance level for the
results provided.
8R1
O
Eastern Michigan University only provides results for four of the 24 goals listed in
Figure 8.1 (Short-Term) strategies. The results for all of these goals would allow
Eastern Michigan University to measure the progress of these goals and the
achievement of its mission.
8R3
O
Eastern Michigan University does not have any comparison data that allows it to
gauge the effectiveness of its planning and improvement systems relative to
other institutions.
© 2008 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved. This report may be reproduced and distributed freely by Eastern Michigan University. Eastern Michigan University Systems Appraisal Feedback Report October 10, 2008 8I1, 8I2
O
It is too early at this point to report improvements, as Eastern Michigan University
indicates. However, as continuous improvement initiatives are instituted,
improvements will occur that should be reported in subsequent portfolios.
© 2008 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved. This report may be reproduced and distributed freely by Eastern Michigan University. Eastern Michigan University Systems Appraisal Feedback Report October 10, 2008 AQIP CATEGORY 9: BUILDING COLLABORATIVE RELATIONSHIPS
Building Collaborative Relationships examines your institution’s relationships – current and potential – to
analyze how they contribute to the institution’s accomplishing its mission. It examines your institution's
processes and systems related to identification of key internal and external collaborative relationships;
alignment of key collaborative relationships; relationship creation, prioritization, building; needs
identification; internal relationships; measures; analysis of results; and efforts to continuously improve
these areas.
Here are the Key Critical Characteristics of Eastern Michigan University that were identified by the
Systems Appraisal Team as most relevant for its interpretation of its Systems Portfolio section covering
Category 9, Building Collaborative Relationships:
Item
Critical Characteristic
O1a
The state of Michigan does not have a formal state-wide system integrating its 15 state
universities. Eastern Michigan University is one of 15 autonomous state supported four-year
universities in Michigan.
© 2008 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved. This report may be reproduced and distributed freely by Eastern Michigan University. Eastern Michigan University Systems Appraisal Feedback Report October 10, 2008 O1d
Eastern Michigan University has embraced a commitment to contribute to the local
community in its core principles and strategic directions, demonstrated by more than 25,000
hours of student volunteer community service annually.
O1g
Eastern Michigan University has adopted five core principles and four strategic directions
that guide decision making, which emphasize learning, engagement with the community, and
diversity and multiculturalism.
O2b
Students have an opportunity to take classes and complete programs at seven off-campus
locations through Continuing Education.
O2d
Eastern Michigan University’s new General Education program includes a Learning Beyond
the Classroom component in which students are required to participate in extracurricular and
co-curricular activities.
O4a
Eastern Michigan University collaborates through accreditation agencies, businesses,
centers and institutions, targeted industry grants, research grants and agreements,
nonprofits, advisory boards and steering committees, community colleges, and K-12 districts.
O5a
Most of Eastern Michigan University’s employees are represented by unions. The nonunion
employees include administrative/professional, confidential clerical employees and coaches.
© 2008 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved. This report may be reproduced and distributed freely by Eastern Michigan University. Eastern Michigan University Systems Appraisal Feedback Report October 10, 2008 O7b
Eastern Michigan University has established 75 articulation agreements with 13 community
colleges, along with on-site baccalaureate programs at one community college. The
University considers community colleges partners as much as competitors.
Here are what the Systems Appraisal Team identified as Eastern Michigan University’s most important
strengths and opportunities for improvement relating to processes encompassed by Category 9, Building
Collaborative Relationships.
Item
S/O
9P1
SS
Comment
In the lack of any state-wide systematic mechanism for transfer, Eastern
Michigan University has established an Office of Community College Relations to
provide information to help students transfer.
9P1
S
Eastern Michigan University develops relationships using formal and informal
criteria and techniques. The criteria to identify and develop partners include the
following: Mutual benefit sustainability (long-term in nature), and significant
impact. These criteria allow Eastern Michigan University to select and work with
partners that align with the vision, mission, and values.
© 2008 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved. This report may be reproduced and distributed freely by Eastern Michigan University. Eastern Michigan University Systems Appraisal Feedback Report October 10, 2008 9P1
O
While Eastern Michigan University has developed and sustained a number of
important relationships with external constituents (Figure 9.1 and Appendix A),
some of the collaborative relationships are consequences of longstanding or
already existing relationships with feeder schools and community colleges or with
advisory boards and accrediting agencies. As such, these have mostly been
maintained, rather than developed. Others appear to involve specific, conscious
efforts to develop new linkages, as shown in the Academic Service- Learning
activities. While these relationships align with one or another aspect of the
mission, there does not appear to be a process by which collaborations are
specifically developed and prioritized.
9P2
O
Processes by which Eastern Michigan University ensures that the needs of
organizations with which to collaborate are met seem unevenly developed. Aside
from normal communication, there are no systematic methods for gathering
information about specific needs or their fulfillment. The University will be more
successful in securing feedback from its collaborators by developing regular and
consistent techniques and measures for this purpose.
© 2008 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved. This report may be reproduced and distributed freely by Eastern Michigan University. Eastern Michigan University Systems Appraisal Feedback Report October 10, 2008 9P3
S
Eastern Michigan University is often successful at developing internal
collaborations, particularly in the areas of Continuing Education and
interdisciplinary academic programs. The new planning methods are also
beginning to foster more internal collaborations. A focused effort to cultivate more
internal collaborations can help to reduce internal barriers and facilitate more
effective attainment of the mission.
9P4
S
The University has identified some measures by which it can assess the
effectiveness of its collaborative relationships. Information and feedback are
provided from various collaborators, particularly feeder schools and colleges,
along with advisory boards. Eastern Michigan University can strengthen its
feedback sources with more systematic information gathering, particularly in key
areas such as the service learning collaborators.
9R1
S
Eastern Michigan University has provided some results of its collaborative
relationships, which suggest that some new developments and improvements in
these relationships have been effective over time.
© 2008 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved. This report may be reproduced and distributed freely by Eastern Michigan University. Eastern Michigan University Systems Appraisal Feedback Report October 10, 2008 9R1
O
The results provided do not give enough information to analyze any trends. Also,
the results do not include data or information related to all the key collaborative
categories that were outlined in Figure 9.1.
9R2
O
No comparison data are available to allow Eastern Michigan University to
evaluate the effectiveness of its processes for collaborative relationships relative
to other institutions.
9I1-9I2
O
No improvement actions are reported.
© 2008 Academic Quality Improvement Program, The Higher Learning Commission. All rights reserved. This report may be reproduced and distributed freely by Eastern Michigan University.