2008
Eastern Michigan University
Systems Portfolio for Accreditation
Eastern Michigan University
Systems Portfolio
June 1, 2008
www.emich.edu/aqip/systemsportfolio.html
Eastern Michigan University
Office of the Provost
106 Welch Hall
Ypsilanti, MI 48197
734 487-3200
www.emich.edu
Eastern Michigan University AQIP SYSteMS PORTFOLIO | 2008
Table of Contents
Institutional Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
IO1 Distinctive features .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
IO2 Scope of educational offerings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
IO3 Student base . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
IO4 Collaborative relationships . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
IO5 Faculty and staff . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
IO6 Facilities, equipment, and technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
IO7 Competitive Institutions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
IO8
Opportunities and challenges .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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7
Category1: Helping Students Learn .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
1C1 Common student-learning objectives .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1C2 Aligning learning with mission .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1C3 Key instructional programs and methods .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1C4 Preparing students to live in a diverse world . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1C5 Maintaining climate of diversity, intellectual freedom, inquiry, and reflection . . . . . . . . . . . . . . . .
1P1 Determining common student-learning objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1P2 Designing new courses and programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1P3 Determining required student preparation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1P4 Communicating expectations to students .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1P5 Helping students select programs that match needs, interests, and abilities .. . . . . . . . . . . . . . . . .
1P6 Documenting effective teaching and learning .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1P7 Building effective and efficient course-delivery systems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1P8 Monitoring currency and effectiveness of curriculum .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1P9
Determining student and faculty support .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1P10 Alignment of curricular and co-curricular goals .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1P11 Determining processes for student assessment .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1P12 Student preparation for further study or employment .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1P13
Measures of student performance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1R1 Student-learning achievement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1R2 Student-competence evaluation .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1R3 Teaching-and-learning process results .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1R4 Comparative results .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1I1
Improving current processes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1I2 Setting and communicating targets .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
9
9
9
10
10
11
11
12
12
12
13
13
13
14
14
14
16
16
16
16
17
17
17
17
Category 2: Accomplishing Other Distinctive Objectives .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
2CI Other distinct objectives .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2C2Alignment with mission .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2C3 Support for helping students learn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2P1
Determining other distinctive objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2P2 Communicating expectations .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2P3
Determining faculty and staff needs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2P4 Assessing and reviewing distinct objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Eastern Michigan University AQIP SYSteMS PORTFOLIO | 2008
2P5 Measures .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2R1Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2R2 Results Comparisons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2R3 Strengthening the University and enhancing relationships .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2I1 Improving systems and processes .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2I2 Targets and improvement priorities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Category 3: Understanding Students’ and Other Stakeholders’ Needs . . . . . . . . . . . . . 22
3C1-3C2 Student-stakeholder groups, expectations, and requirements .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3P1
Identifying, analyzing, and responding to student needs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3P2Building and maintaining student relationships .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3P3 Identifying, analyzing, and responding to stakeholder needs .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3P4 Building and maintaining stakeholder relationships .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3P5 Determining new student and stakeholder groups . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3P6 Collecting complaint information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3P7 Determining student and stakeholder satisfaction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3R1 Student satisfaction results .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3R2
Student relationship-building results .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3R3
Stakeholder-satisfaction results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3R4 Stakeholder relationship-building results .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3R5Results comparisons .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3I1 & I2 Improvement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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27
Category 4: Valuing People . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
4C1
Organization of work environment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4C2
Key institutional and geographical factors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4C3
Demographic trends .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4C4
Key training initiatives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4P1 Job requirements and hiring .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4P2 Recruiting, orienting, and retaining employees .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4P3
Ensuring work processes, activity contributions, and ethical practices .. . . . . . . . . . . . . . . . . . . . . . . . . . .
4P4 Training and development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4P5 Determining Training Needs .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4P6 Personnel evaluation system . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4P7 Recognition, reward, and compensation systems .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4P8 Determining key motivational issues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4P9 Evaluating employee satisfaction, health and safety, and well-being .. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4P10 Measures collected and analyzed .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4R1 Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4R2 Results in processes associated with valuing people .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4R3
Employee productivity and effectiveness .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4R4Benchmarking comparisons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4I1
Improving processes for valuing people .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4I2
Setting targets for improvement .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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31
32
32
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Category 5: Leading and Communicating . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
5C1 5C2
5C3 5P1 5P2 5P3 Leadership and communication systems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Leadership alignment with board . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Institutional values and expectations .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Directions aligned with mission, vision, and values .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Future opportunities and the learning environment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Decision-making processes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Eastern Michigan University AQIP SYSteMS PORTFOLIO | 2008
5P4 Use of information in decision-making .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5P5 Communication among institutional levels .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5P6 Communication of shared mission, vision, values, and institutional directions . . . . . . . . . . . . . . .
5P7 Encouragement and development of leadership abilities .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5P8 Leadership succession to ensure mission, vision, and values . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5P9 Measurement of leading and communicating .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5R1 Results for leading and communicating processes and systems .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5R2 Comparative results .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5I1 & 5I2 Improvements and targets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
39
39
39
41
42
42
42
42
42
Category 6: Supporting Institutional Operations .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
6C1 Key student and administrative support service processes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
6C2 Reinforcing EMU’s key student and administrative support services
processes and systems in Category 1 and Category 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
6P1 Identifying student support service needs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
6P2 Identifying key stakeholder administrative support service needs .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
6P3 Managing student and administrative support service processes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
6P4 Using information and results to improve support services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
6P5 Measures of student and administrative support services .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
6R1 Results of student support services processes .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
6R2 Results of administrative support processes .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
6R3 Comparison of results with other higher-education institutions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
6I1 Methods of improvement of current processes and systems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
6I2 Identification and communication of improvement priorities .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
43
44
44
44
45
47
47
47
49
49
50
50
Category 7: Measuring Effectiveness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
7C1 Data collection and availability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
7C2 Key institutional measures for tracking effectiveness .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
7P1 Selection, management, and use of information .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
7P2 Determining information needs .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
7P3 Determining needs for comparative data .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
7P4 Analyzing and sharing data at institutional level . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
7P5 Alignment of data with institutional goals .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
7P6
Ensuring effectiveness of information systems and processes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
7P7 Measures of the effectiveness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
7R1 Results of systems for measuring effectiveness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
7R2 Results comparison . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
7I1 Improvement of current systems and processes .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
7I2 Setting targets for improvement .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
51
52
52
52
53
53
53
53
54
54
54
54
54
Category 8: Planning Continuous Improvement .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
8C1 Institutional vision .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
8C2 Short-term and long-term strategies aligned with mission/vision . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
8P1 Institutional planning process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
8P2 Selecting short-term and long-term strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
8P3 Developing key action plans to support institutional strategies .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
8P4 Coordinating and aligning planning processes .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
8P5 Selecting measures and setting performance projections .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
8P6 Accounting for resource needs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
8P7 Ensuring faculty, staff, and administrator development .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
8P8 Measuring planning effectiveness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
8R1 Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
8R2 Projections of performance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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58
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Eastern Michigan University AQIP SYSteMS PORTFOLIO | 2008
8R3 Comparisons of performance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
8R4 Evidence of effectiveness .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
8I1 Improvement of current processes .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
8I2 Setting and communicating targets .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
59
59
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Category 9: Building Collaborative Relationships .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
9C1 Key collaborative relationships . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
9C2 Relationships support institutional mission .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
9P2 Ensuring needs are met .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
9P3 Building and integrating internal relationships .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
9P4 Measures of collaborative relationships . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
9R1 Results from building collaborative relationships . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
9R2 Results comparisons .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
9I1 Improving processes for building collaborative relationships .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
9I2 Setting targets for improvement .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
60
60
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63
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Appendices.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
List of Abbreviations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
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Eastern Michigan University AQIP SYSteMS PORTFOLIO | 2008
Figures
Figure IO.1: Mission and Core Principles Figure IO.2: Revenue Sources .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Figure IO.4: Strategic Directions - April 2008 Figure IO.3: Expenditures .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Figure IO.5: Number of Degrees Granted by College Figure IO.6: Student Profile Figure IO.7: Sample of Collaborative Relationships .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Figure IO.8: Employee Workforce by Employee Classification Figure IO.9: Employees by Gender within Classification Figure IO.10: Faculty by Rank 5
Figure IO.11: Key Competitors .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Figure IO.12: Opportunities and Challenges .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Figure 1.1: Online, Hybrid, and Web-Enhanced Courses .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
7
8
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Figure 1.2: Sample of Documents Reflecting Climate of Diversity, Intellectual Freedom,
Inquiry and Reflection .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Figure 1.3: Communicating Expectations to Students .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Figure 1.4: Determining and Providing Student-Learning Support Figure 2.1: Comparison of Peer Institutions’ Grants Awarded Figure 3.1: Stakeholder Requirements and Expectations .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Figure 3.2: Tools to Measure Student and Stakeholder Satisfaction Figure 3.3: Results from Alumni Survey Figure 3.4: NSSE Benchmark Data 12
Figure 4.1: Departments Serving Personnel . .................................................................................
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34
Figure 4.2: Recent Professional-Development Programs at EMU Figure 4.3: Illustrative EMU Employee Recognition Programs Figure 4.4: Faculty Awards Granted and Applied For 29
Figure 4.5: Faculty Tenure and Promotion, 2005-2007 .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Figure 4.6: Sources and Amounts of External Awards . ...................................................................
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Figure 5.1: EMU IDEA Model . ......................................................................................
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Figure 5.2: EMU Communication Modes Figure 5.3: EMU Formal Meetings .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Figure 5.3: EMU Formal Meetings (Continued) Figure 6.1: Key Processes and Operations .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Figure 6.2: Sample of Methods to Identify Needs Figure 6.3: Sample of Measures vi
Eastern Michigan University AQIP SYSteMS PORTFOLIO | 2008
Figure 6.4: FDC-Planned Initiatives and Progress Report .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Figure 6.5: Total Library Expenditures Per FTE Student 2005/2006 Figure 7.1: Sources and Availability of Information Figure 7.2.: Identified Measures Figure 8.1: Short-Term Strategies .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Figure 8.2: Stategic-Planning Process .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Figure 9.1: Collaborative Relationships 56
57
.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
57
.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
60
Figure 8.3: Integrated Program Review and Continuous-Improvement Cycle .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
61
................................................................................................................
63
Figure 9.2: Student/EMU Relationship-Building Interactions Figure 9.3: Alumni Gifts 49
vii
Eastern Michigan University AQIP SYSteMS PORTFOLIO | 2008
Index
Index to the location of evidence relating to the Commission’s
Criteria for Accreditation found in Eastern Michigan University’s Systems Portfolio
Criterion One – Mission and Integrity. The organization operates with integrity to ensure the fulfillment of its
mission through structures and processes that involve the board, administration, faculty, staff, and students.
Core Component 1a. The organization’s mission documents are clear and articulate publicly the
organization’s commitments.
• The University Mission is publicly articulated in many sources (IO1, Figure IO.1, 1C2, 5P1).
• EMU is committed to a University-wide focus on learning as its core mission (IO1, Figure IO.1,
6C1, 6C2).
• EMU commitment extends beyond the campus boundaries (IO1, Figure IO.1, IO4, 9C2).
Core Component 1b. In its mission documents, the organization recognizes the diversity of its learners,
other constituencies, and the greater society it serves.
• One core principle is “Taking pride in our diversity as a resource for learning” (IO1).
• The General Ed. Program includes strong focus on both U.S. and Global Diversity (1C1).
• EMU takes pride in using its diversity as a resource for learning across colleges, programs, and
academic levels (IO1, 1C4).
• Core values include “Diversity” and “Human Dignity & Respect” (5C3).
• In accord with its mission, EMU has adopted a policy on Gender Identity (5P1).
• The mission requires that data about students be collected, managed, and accessible. (7P1).
• One of the four strategic directions includes diversity and multicultural perspectives (8C1).
Core Component 1c. Understanding of and support for the mission pervade the organization.
• Within the context of the mission, EMU responds to student and stakeholder needs (3C1).
• New-faculty orientation and faculty-development programs focus on understanding EMU’s student
base and approach to serving students (4P2).
• Departmental orientations for new staff and administrators typically include a focus on how the
department supports the educational mission of the University (4P2).
• Faculty, staff, students, and stakeholders have input (5C1, 5P1).
• Short-term strategies were developed within the structure of the mission, vision, and four directions
(8C2).
Core Component 1d. The organization’s governance and administrative structures promote effective
leadership and support collaborative processes that enable the organization to fulfill its mission.
• Regents, administrators, faculty, staff, and students are involved in setting policies, fiscal oversight,
directions, and learning opportunities in accord with mission (IO1, 4P3, 5C1, 5P1, 5P2, 5P5).
• All divisions design specific training programs for their staff in response to current issues (4C4, 4P2).
• Cross-divisional teams, collective-bargaining agreements, Faculty Council, and interested
stakeholders provide input for decisions (4P3, 5P3).
• New iteration of strategic planning for developing priorities and directions is consistent with mission
(5P6).
• EMU’s long-term strategies are being determined by the strategic-planning process (8C2, Figure 8.1,
8P2).
• Short-term goals were developed within the structure of the mission, vision, and four directions (8P2).
INDEX | 1
Eastern Michigan University AQIP SYSteMS PORTFOLIO | 2008
Core Component 1e. The organization upholds and protects its integrity.
• Many processes and offices foster the creation and maintenance of a climate that celebrates
intellectual freedom, inquiry, reflection, respect for intellectual property, and respect for different
opinions (Figure 1.2, 1C5).
• The Office of the Ombudsman is the general office for student and stakeholder concerns (3P6).
• The “EMU Advantage Program” is open to every person at every level at EMU to enable confidential
communication regarding unethical, illegal, or suspicious behavior (3P6).
• EMU has policies and infrastructure in place to address sexual harassment, academic dishonesty,
protection of human subjects, health and safety, etc. (4P3).
• A core value is “Integrity” (5C3).
• EMU has established an ethics- and compliance-reporting system, which enables any faculty or staff
member to bring compliance and ethics issues directly to the Board of Regents (5P1).
• EMU’s partnerships and contractual agreements uphold the University’s integrity (9C1, 9C2, 9P1).
Criterion Two – Preparing for the Future. The organization’s allocation of resources and its processes for
evaluation and planning demonstrate its capacity to fulfill the mission, improve the quality of its education, and
respond to future challenges and opportunities.
Core Component 2a. The organization realistically prepares for a future shaped by multiple societal and
economic trends.
• New programs and courses are designed in response to an array of inputs, including advisory boards,
specialized accreditation standards, employer requests, the development of new technologies or
methods in particular disciplines, and student-learning outcomes data (1C5).
• EMU examines demographic trends in the campus workforce, student body, and pools of potential
students in planning (4C3, 4P10, 4R1).
• Strategic directions and strategies are derived from scans that address social, technological,
economic, educational, and political current and emerging conditions and factors (8P2).
Core Component 2b. The organization’s resource base supports its educational programs and its plans for
maintaining and strengthening their quality in the future.
• EMU is engaged in campus-wide planning (IO1, 8C1).
• EMU has made commitments to improve facilities, equipment, and technology (IO6).
• The new General Education Program won an award for “commitment to student-learning objectives”
(1C1).
• EMU draws robust and diverse applicant pools for faculty, staff, and administrative vacancies (4C2).
• Orientation programs for new faculty, staff, and administrators prepare employees to work effectively
with EMU students (4C4, 4P2).
• Professional-development programs for faculty, staff, and administrators provide opportunities for
the campus workforce to hone their current skills and acquire new skills aimed at enhancing support
for student learning and service (4P2, Figure 4.2, 4P4-6, Figure 4.3).
• EMU has increased the breadth and frequency of campus safety training; additional campus policies,
procedures, and security measures have been established (4R1).
• AHR and HR have drafted a new manual for searches and other personnel policies to provide more
uniform processes throughout the institution (4R2).
• EMU faculty, staff, and administrators regularly are recognized by professional organizations and
funding agencies for outstanding accomplishments (4R3, Figure 4.5).
• EMU has instituted a professional-management training program for mid- and upper-level
administrators and hired a training director (4I1).
Core Component 2c. The organization’s ongoing evaluation and assessment processes provide reliable
evidence of institutional effectiveness that clearly informs strategies for continuous improvement.
INDEX | 2
Eastern Michigan University AQIP SYSteMS PORTFOLIO | 2008
• Strategic planning at EMU is aligned with the mission, directions, and continuous improvement (IO1,
Figure IO.12, 8P4).
• All academic programs participate in annual planning and program review (1C1, 8P4).
• Numerous data sources are utilized to assess effectiveness (3R5, 7C1, Figure 7.1).
• A gap between performance standards and performance observed triggers discussion about training
that can assist the employees in improving (4P5).
• Training focused on continuous improvement is ongoing (4P5).
• Annual performance reviews provide an effective procedure to monitor strengths and identify
areas of improvement, processes to notify employees of unproductive or inappropriate behavior, or
violation of University policy (4P6).
Core Component 2d. All levels of planning align with the organization’s mission, thereby enhancing its
capacity to fulfill that mission.
• Steps to strengthen performance focus on increasing teaching effectiveness for most EMU
employees (4P5).
• Divisional and unit work plans support EMU’s mission, vision, and directions (8P3).
• Integrated program review leads to annual plans utilized to fulfill the mission (8P4).
Criterion Three – Student Learning and Effective Teaching. The organization provides evidence of student
learning and teaching effectiveness that demonstrates it is fulfilling its educational mission.
Core Component 3a. The organization’s goals for student-learning outcomes are clearly stated for each
educational program and make effective assessment possible.
• Eastern Michigan University’s (EMU) common student-learning objectives are embodied in the
learning outcomes of the new General Education Program: Education for Participation in the Global
Community (IO2, 1C1).
• Student-learning outcomes for particular programs are established by the relevant program faculty
in that disciplinary area; common learning objectives are established by faculty committees in
consultation with advisory boards, student representatives, and other stakeholders and are reviewed
on a regular basis (1C2, 1P1).
• One AQIP Action Project focuses on establishing the parameters for data collection and analysis
related to student outcomes and performance in three foundational areas: effective oral
communication, effective written communication, and quantitative reasoning (1R1).
• A key focus in both the new faculty-orientation and the subsequent department/college orientation
programs is successfully working with EMU students (4P2).
• The General Education Action Project promises to align the goals of general education with
assessment (7P5).
• The academic program-review process requires the alignment of departmental and program goals
with the HLC criteria and overall institutional directions (7P5, 8P4).
Core Component 3b. The organization values and supports effective teaching.
• Teaching excellence is at the core of the University mission statement (IO1, Figure IO.1).
• A number of offices, centers, and groups on campus work regularly to determine student and faculty
needs relative to learning support (Figure 1.4, 1P9).
• Measures of effective teaching and learning are constantly being updated and tracked (4P6; Figure
7.2, 7P1).
• EMU offers several annual awards to celebrate teaching excellence (4P7; Figure 4.3).
• Student evaluations, nominations for faculty awards, and annual faculty reports document teaching
effectiveness (4P10).
Core Component 3c. The organization creates effective learning environments.
• In addition to institutional accreditation through the Higher Learning Commission (HLC), EMU
INDEX | 3
Eastern Michigan University AQIP SYSteMS PORTFOLIO | 2008
•
•
•
•
•
•
•
academic programs for which specialized accreditation is available hold that accreditation in virtually
all cases (IO2, Appendix A).
University Physical Plant employees “provide an environment for education first,” creating state-ofthe-art facilities and implementing preservation techniques on its older structures (IO6).
EMU has recently invested in course- and facilities-scheduling software to provide longitudinal data
on which to base decisions for balancing student and institutional needs (1P7).
Numerous environmental supports exist (3P2, 3R1, 3R5, Figure 6.1).
A key focus in both the new-faculty orientation program and the subsequent department/college
orientation programs is successfully working with students (4P2).
Student evaluations, nominations for faculty awards, and annual faculty reports document teaching
effectiveness (4P10).
Diverse offerings provide for professional development of administrators, faculty, and staff (5P7).
EMU maximizes educational opportunities and personal/professional growth for students from
diverse backgrounds through its array of programs in a student-focused learning environment that
extends beyond the University boundaries (6C1, 6C2, 9P1).
Core Component 3d. The organization’s learning resources support student learning and effective teaching.
• A number of offices, centers, and groups on campus work regularly to determine student and faculty
needs relative to learning support (IO2, Figure 1.4, 1P9).
• Support for students includes Honors College, Academic Advising, Health Center, Computer Support,
Library, etc., (IO2, IO6, 3R1).
• A key focus in both the new-faculty orientation and the subsequent department/college orientation
programs is successfully working with EMU students (4P2).
• The Faculty Development Center surveys faculty needs every three years in addition to annual
feedback and planning sessions (4P5, 6R2).
• EMU offers several annual awards to celebrate teaching excellence (4P7, Figure 4.3).
• Resources provided include the Faculty Development Center, conference attendance (HLC), teaching
awards, research fellowships, etc., (5P2, 5P7).
• Faculty-student partnerships are at the center of engagements with the community (9C1, 9C2).
Criterion Four: Acquisition, Discovery, and Application of Knowledge. The organization promotes a life of
learning for its faculty, administration, staff, and students by fostering and supporting inquiry, creativity, practice,
and social responsibility in ways consistent with its mission.
Core Component 4a. The organization demonstrates, through the actions of its board, administrators,
students, faculty, and staff, that it values a life of learning.
• Teaching and learning are at the core of the EMU mission statement (Figure IO.1).
• Administrators and staff of the Physical Plant strive to create and sustain an environment that
promotes learning by creating state-of-the-art facilities (IO6).
• EMU’s commitment to creating a climate celebrating intellectual freedom, inquiry, reflection, respect
for intellectual property, and respect for different opinions is enshrined in the institution’s values and
key documents (1C5, Figure 1.2).
• All EMU employees participate in ongoing professional-development programs, both on campus and
at professional-society meetings (4C4, 4P2, Figure 4.2, 4P4).
• Part of the agenda for performance-evaluation meetings between an EMU employee and the
supervisor is identification of professional development, training, or enrichment experiences in which
the employee is interested (4P5).
Core Component 4b. The organization demonstrates that acquisition of a breadth of knowledge and skills
and the exercise of intellectual inquiry are integral to its educational programs.
• EMU’s recently implemented General Education program teaches students to think critically and
INDEX | 4
Eastern Michigan University AQIP SYSteMS PORTFOLIO | 2008
•
•
•
•
•
•
communicate effectively, provides an introduction to the methodologies and practices of core
academic disciplines, and includes co-curricular learning opportunities (IO2, 1C1).
EMU faculty members are successful in garnering external support for research, including teachingrelated research (2R2, 4R3).
Community settings are utilized for internships, practice experiences, and service-learning activities
(3P4, 9C2).
An ongoing training program for EMU’s new General Education curriculum includes workshops
focused on advising under the new curriculum, developing GE courses, and writing outcomes for
learning (4C4).
EMU supports faculty, staff, and administrators’ travel to professional conferences and workshops
(4P4).
EMU invests in faculty members’ scholarly work via the Sabbatical and Faculty Research Fellowship
programs (4R1; Figure 4.3).
Learning and opportunity are key strategic directions for EMU (8C1).
Core Component 4c. The organization assesses the usefulness of its curricula to students who will live and
work in a global, diverse, and technological society.
• EMU’s newly implemented General Education Program: Education for Participation in the Global
Community, is an outcomes-based curriculum and is consistent with the University’s emphasis on
continuous improvement (IO2).
• Student needs are evaluated in both formal and informal ways (3P1, 3P7, 3R1).
• Benchmarking is done related to active and collaborative learning and level of academic challenge
(3R5).
• Program Review and annual reporting requires tracking the strategic directions and setting goals
(8P4, 8P5).
Core Component 4d. The organization provides support to ensure that faculty, students, and staff acquire,
discover, and apply knowledge responsibly.
• Processes and offices foster creating and maintaining a climate that celebrates intellectual freedom,
inquiry, reflection, respect for intellectual property, and respect for different opinions (Figure 1.2, 1C5).
• Student input is obtained regarding quality and satisfaction with support services (3P2, 3R2).
• Faculty-development programs include foci on ethical issues in teaching and conducting research
(Figure 4.2).
• EMU has policies and infrastructure to address such matters as sexual harassment, academic
dishonesty and misconduct in research, protection of human research subjects and ethical treatment
of animals used in research, and protection of employee and student health and safety (4P3).
• EMU has established an ethics and compliance reporting system that enables any faculty or staff
member to bring compliance and ethics issues directly to the Board of Regents (5P1).
• Innovation, knowledge-sharing, and empowerment are encouraged through a wide range of
processes (6P3).
• Selected academic and research operations are tracked and made available (Figure 7.1, 7P1).
• The budgeting process is aligned with the four key directions, along with emerging strategic
directions (8P6).
Criterion Five: Engagement and Service. As called for by its mission, the organization identifies its
constituencies and serves them in ways both value.
Core Component 5a. The organization learns from the constituencies it serves and analyzes its capacity to
serve their needs and expectations.
• Needs of external constituencies are assessed and monitored (3C1-3C2, 3P3, 3P4, 3R3).
• The FDC, AHR, and HR conduct surveys regarding training interests, and evaluations from workshops
INDEX | 5
Eastern Michigan University AQIP SYSteMS PORTFOLIO | 2008
•
•
•
•
and training programs are reviewed to determine their impact and identify additional topics of
interest (4P5).
Student evaluations and annual faculty reports provide regular accounts of faculty work and
students’ perceptions of that work (4P10).
Engagement and advancement operations are tracked using several measures (Figure 7.1, 7C1).
The strategic-planning process utilizes internal and external scans to help determine how EMU can
best serve (IO1, 8P1, Figure 8.2).
Constituent groups are engaged in identifying directions based on environmental changes in the
state and region (9C1, 9C2).
Core Component 5b. The organization has the capacity and the commitment to engage with its identified
constituencies and communities.
• To fulfill General Education requirements, students participate in extracurricular and co-curricular
activities, including community service and alternative spring breaks, (IO2).
• EMU’s commitment to outreach and service encompasses many aspects of community life, ranging
from health and public safety concerns to the dissemination of information and the availability of
facilities (IO4).
• Numerous activities demonstrate engagement with constituencies (3P4).
• Multiple community settings are utilized for mutually beneficial learning experiences and research
(3P4, Appendix A).
• EMU faculty, staff, and administrators are regularly recognized by their respective professional
organizations for outstanding accomplishments (4R3).
• EMU’s structure and processes enable effective communication, connections, and positive impact
upon its immediate locale, region, nation, and global communities (9R1, 9R2).
Core Component 5c. The organization demonstrates its responsiveness to those constituencies that depend
on it for service.
• EMU is very much of and in its community (IO1, Figure IO.1).
• Continuing Education offers individual classes and full-degree programs at seven off-campus
locations; classes are offered in face-to-face, hybrid, and online formats throughout the University
(IO2).
• Continuing Education (CE) offers both credit and noncredit professional-development opportunities
(IO2).
• EMU enhances the economic well-being, the cultural vitality, and the quality of life in its regional
community through service and research (2C1).
• Strong relationships exist with stakeholders (3R4).
• All divisions design specific training programs for their staffs in response to current issues (4C4).
• Part of the agenda for performance-evaluation meetings between an EMU employee and the
supervisor is the identification of professional development, training, or enrichment experiences in
which the employee is interested (4P5).
• Core values include “Public Engagement” (5C3).
• Advisory boards are utilized across colleges, departments, schools, and programs (5P2, Appendix A).
• External scans help guide strategic directions and action plans (8P1, 8P3).
• EMU builds cooperative partnerships using synergies in the community as well as such formal means
as articulation agreements, internships, and practicum experiences (9C1, 9C2).
• Partnerships focus on shared educational, economic, and social goals (9C1, 9C2, 9P1).
• Outreach programs, such as Upward Bound, provide evidence of building bridges among diverse
entities (9R1, 9R2).
Core Component 5d. Internal and external constituencies value the services the organization provides.
• Requirements and expectations of external constituencies are valued (Figure 3.1, 3R3, 6P2).
INDEX | 6
Eastern Michigan University AQIP SYSteMS PORTFOLIO | 2008
• EMU faculty, staff, and administrators are regularly recognized by their respective professional
organizations for outstanding accomplishments (4R3).
• External stakeholders participate in University activities and programs that are open to the public
(6P2, 9R1, 9R2).
• Distinct objectives include enhancing the economic well-being and cultural vitality of the regional
community (9C1, 9C2).
• EMU’s facilities are available to and used by the community (9R1, 9R2).
INDEX | 7
Institutional Overview
Eastern Michigan University AQIP SYSteMS PORTFOLIO | 2008
Institutional Overview
IO1 – Distinctive features
Established in 1849, Eastern Michigan University
opened its doors as the Michigan State Normal
School, the first teacher-training school west of
the Alleghenies. In 1959, the name was changed to
Eastern Michigan University to reflect the heightened scope and broadened level of its offerings at
the beginning of its second century. EMU is now one
of fifteen state-supported four-year universities in
Michigan. The University’s mission statement and the
core principles that guide decision-making appear in
Figure IO.1.
EMU is governed by an eight-member Board of
Regents, which is appointed by the Governor of the
State of Michigan, with the advice and consent of the
Michigan Senate. Regents are appointed for staggered
eight-year terms. The EMU president reports to the
Board of Regents and is the campus Chief Executive
Officer. Each of the major University divisions is
administered by a vice president who reports to
the president. The Organizational Chart shown in
Appendix B, provides additional details about campus
administration and governance.
Michigan does not have a formal state-wide system
integrating its 15 state universities. Each institution
receives an annual funding allocation from the
Legislature, competing with other state agencies
and with one another for funding, capital allocations,
etc. However, the university presidents and chief
academic, enrollment, and business officers meet
regularly. Each university also networks extensively
with state executive and legislative officers.
EMU’s annual operating budget is $324,188,000. Major
sources of revenue and expenditure are illustrated in
Figures IO.2 and IO.3. As with many public institutions,
EMU has grown more dependent on tuition/fee
revenue as state appropriations have declined in
recent years.
The past five years at EMU have been turbulent in
terms of institutional leadership, with three campus
presidents in that period. Recently, the Provost/
Executive Vice President has served as head of a
four-person Executive Council comprised of the Chief
Government Relations and Special Projects Officer,
the Director of Charter Schools, and the Vice President
for Business and Finance, in addition to the Provost/
Executive Vice President. On May 14, the Regents
announced the selection of a new president.
Figure IO.1: Mission and Core Principles
Mission
Eastern Michigan University is committed to excellence in
teaching, the extension of knowledge through basic and applied research, and creative and artistic expression. Building on
a proud tradition of national leadership in the preparation of
teachers, we maximize educational opportunities and personal
and professional growth for students from diverse backgrounds
through an array of baccalaureate, master’s, and doctoral
programs. We provide a student-focused learning environment
that positively affects the lives of students and the community.
We extend our commitment beyond the campus boundaries to
the wider community through service initiatives and partnerships of mutual interest addressing local, regional, national, and
international opportunities and challenges.
Core Principles
Becoming a university of choice
Working to ensure student and faculty success
Being passionately engaged in disciplinary and interdisciplinary pursuits
Taking pride in our diversity as a resource for learning
Being engaged in the community
Institutional Overview | 1
Eastern Michigan University AQIP SYSteMS PORTFOLIO | 2008
Figure IO.2: Revenue Sources
Figure IO.3: Expenditures
EMU General Operating Expense Revenue FY08
State
Appropriations
$76,955,000
30%
Other Sources
$4,778,000
2%
EMU Operating Budget FY 08 ($324,188,000)
Restricted
$26,924,000 (8%)
Auxiliary
$39,693,000 (12%)
Tuition and Fees
$170,591,000
68%
During the transition time, an earlier approach
to strategic planning – the original six Strategic
Directions – continued to be used as a decisionmaking framework for the University. In January, 2008,
the Strategic Directions were reviewed, and four
revised Strategic Directions formally adopted in April,
2008 (Figure IO.4). These Directions will continue to
guide decision making for the University.
Designated
$5,296,000 (2%)
General
$252,275,000
(78%)
Operating Council (CIOC) oversees CI and AQIPrelated activities and identifies ways in which EMU’s
engagement in CI can grow.
As indicated in the mission and Core Principles in
Figure IO.1, EMU is very much of and in its community.
More than 80 percent of EMU graduates remain in
Michigan to live and work. Both students and faculty
members contribute to their respective communities
within southeastern Michigan. In fact, EMU is responsible for more than 25,000 hours of student volunteer
community service annually. More tangibly, EMU’s
total impact on the Michigan economy of more than
$2.8 billion for the 2002 fiscal year reflected a return of
$30 for each dollar received from the state.
EMU is currently engaged in a thoughtful, evidencebased approach to campus-wide planning (8C1,
8P1). Some processes and infrastructure are in
place. Environmental Scans and Economic Impact
Analyses are conducted periodically. The most
current such analysis is underway. EMU has an Office
of Continuous Improvement and Planning, which
identifies, coordinates, and supports steps towards an
institutional culture of the highest educational quality.
IO2 – Scope of educational offerings
EMU’s participation in AQIP has been extremely
helpful in this regard, providing a set of anchors
through which campus-wide constituents have
been introduced to CI principles. Administrative,
faculty, staff, and student leaders have participated
in retreats, workshops, and focus groups to become
informed about assessment, planning, and continuous
improvement. The Continuous Improvement
Founded in 1849 as a teachers’ training school, today
EMU consists of a Graduate School and five colleges:
Arts and Sciences; Business; Education; Health and
Human Services; and Technology. 312 undergraduate
majors, minors, and concentrations and more than 175
graduate-degree and certificate programs are offered.
The number of degrees granted in each college in
2006-2007 is shown in Figure IO.5.
Figure IO.4: Strategic Directions – April 2008
EMU’s Strategic Directions
Learning and Opportunity
Service and Engagement
Diversity and Multiculturalism
Building for the Future
Institutional Overview | 2
Eastern Michigan University AQIP SYSteMS PORTFOLIO | 2008
Figure IO.5: Number of Degrees Granted by College
College
Bachelor’s
Post-Bac.
Certificate
Master’s
Academic Affairs1
Arts & Sciences
Business
Education
Health & Human
Services
58
1,375
480
448
47
38
238
3
319
237
364
323
65
128
261
2,945
7
395
99
1,150
Technology
Grand Total
Post-Master’s
Certificate
Doctoral
2
16
16
Grand
Total
61
1,743
755
1,082
516
16
18
367
4,524
1 Organizational home for a few interdisciplinary programs
Also, each year between 950 and 1,000 students are
enrolled in the Honors College, pursuing an enhanced
curriculum comprised of interdisciplinary, discussionbased, accelerated courses developed to fulfill general
education, professional core, and major
requirements. Honors College students complete
a community-service requirement and additional
co-curricular activities in the categories of
civic engagement and cultural and intellectual
involvement. Students earning Honors College
distinction in the major must complete a significant
senior thesis or project.
Students also have an opportunity to take classes
at seven off-campus locations through Continuing
Education, which offers both individual classes and
full programs leading to a degree. Classes are offered
in face-to-face, hybrid, and online formats throughout
the University. Continuing Education (CE) also offers
noncredit professional-development opportunities.
The Academic Programs Abroad (APA) office provides
opportunities for study abroad, as well as student- and
faculty-exchange programs with foreign universities.
Shortened study-abroad programs are offered for
credit during the winter break and in the summer.
EMU’s newly implemented General Education Program: Education for Participation in the Global
Community, is an outcomes-based curriculum and is
consistent with the University’s emphasis on continuous improvement (1C1, 1P1). The new curriculum is
designed to prepare students for their majors and
for their professional and personal lives beyond EMU. Education for Participation in the Global Community
teaches students to think critically and communicate
effectively, and provides an introduction to the methodologies and practices of core academic disciplines
(1C1, 1C2, 1P1). Student support is also provided through the
University Library, with more than 939,000 volumes,
175 indexes and databases, and 20,000 full-text
journals. The library provides an array of resources that
support teaching, learning, and research. Additional
student support is provided through the Holman
Learning Center (which offers mentoring and tutoring
services), the Academic Project Center, and the centers
for Mathematics and Writing (6C1, 6P1).
Because a university education is about more than
classes, the new General Education program includes
a Learning Beyond the Classroom component.
Students are required to participate in extracurricular
and co-curricular activities – including community
service, alternative breaks, career-exploration
workshops, participation in cultural and academic
events, and undergraduate research to allow them
opportunities to apply what they have learned in the
classroom, laboratory, or studio (1C1).
EMU’s dedication to excellence in academics is reflected in the high-quality of its graduates who are making
a positive impact in all areas of professional endeavor
and as citizens of their communities.
In addition to institutional accreditation through the
Higher Learning Commission (HLC), EMU academic
programs for which specialized accreditation is
available hold that accreditation in virtually all cases.
Specific accreditations and certifications are included
in Appendix A.
Institutional Overview | 3
Eastern Michigan University AQIP SYSteMS PORTFOLIO | 2008
IO3 – Student base
Today’s student body reflects the national trend of
mature adults returning to college to continue their
education and prepare for new careers in a changing
society. Fall 2007 data showed an enrollment of 17,962
undergraduates and 4,886 graduate students. EMU is
noted for its ethnically diverse student population. Fall
2007 student-profile data appear in Figure IO.6.
Many EMU students receive tuition reimbursement
from an employer; however, firm data exist regarding only a fraction of those situations. Many times, a
company reimburses the employee upon submission
of grades, and does so directly to the employee. There
is no interaction between EMU and the employer, and
thus firm data are not available regarding how many
students benefit from these arrangements. Some
additional companies and the U. S. Military contract
with EMU directly to pay the costs of their students.
In Fall 2007, 609 students benefitted from these
arrangements.
Nearly all EMU students work in addition to pursuing
their degrees. 1,810 EMU students work at on-campus
jobs; 12% work more than 20 hours a week. Anecdotally, it is known that many EMU students work at
multiple jobs while attending EMU.
IO4 – Collaborative relationships
EMU’s dedication to community outreach and service is
illustrated in the activities of its various divisions, centers,
Figure IO.6: Student Profile
Characteristic
Category
Number
Percentage
Michigan
International
20,266
876
884
822
88.7%
3.8%
3.9%
3.6%
Age Range
Under 18
18 – 21
22 – 29
30+
372
8,260
9,072
5,144
1.6%
36.15%
39.71%
22.5%
Sex
Female
Male
9,201
13,647
40.3%
59.7%
Ethnicity
Caucasian
African American
Hispanic
Asian/Pacific Islander
Native American
Non-Resident Alien
Unknown
15,271
3,874
532
606
143
822
1,600
66.8%
17.0%
2.3%
2.7%
.6%
3.6%
7.0%
Residence
On campus
Commuter
Fully online/satellite campus
3,248
17,968
1,632
14%
79%
7%
Freshman
Academic Preparation
High School GPA 3.75+
High School GPA 3.50 – 3.74
High School GPA 3.25 – 3.49
High School GPA 3.00 – 3.24
High School GPA 2.50 – 2.99
High School GPA< 2.49
High School GPA Unknown
Mean ACT Score
194
272
351
434
729
328
10
21.24
8%
11%
15%
18%
30%
17%
4%
Origin
Ohio
Other States
Institutional Overview | 4
Eastern Michigan University AQIP SYSteMS PORTFOLIO | 2008
institutes, and departments as well as through the dedicated work of faculty, staff, and students. These outreach
and service efforts extend to various facets of community life, ranging from health and public-safety concerns to
the dissemination of information and the availability of
facilities (9C1). Collaboration with multiple community
partners provides opportunities for Service-Learning,
Internships, and Clinical Practica (9P1, 9P2).
plan to obtain a bachelor’s degree with a costeffective, clearly identified path toward that goal.
The agreements also establish relationships between
faculty and advisors/counselors at EMU and at the
partnering community colleges. As of Fall 2007, EMU
had 75 articulation agreements established with 13
community colleges in Michigan and Ohio.
EMU collaborates through several entities, including
Accrediting Agencies; Business Collaborations; Centers
and Institutes; Targeted Industry Training Grants;
Research Grants and Agreements from Industrial
Partners; Non-Profits; Advisory Boards and Steering
Committees; Community Colleges; and K-12 districts. A
sample of these is shown in Figure IO.7. See Appendix
A for the entire listing.
IO5 – Faculty and staff
EMU collaborates with community college partners
by providing on-site degree programs as well as
establishing program-to-program articulation
agreements. These agreements provide community
college students and counselors with guidance
regarding courses that the students should complete
as part of their associate’s-degree program and
the credits that will be required to complete a
specified degree at EMU (9P1, 9P2). These articulation
agreements thus provide students who ultimately
Most of EMU’s employees are represented by unions.
These bargained-for groups are the faculty; lecturers;
professional/technical; food service/maintenance/
custodial; clerical; police sergeants; and police officers.
Non-bargained-for employees are administrative/
professional, confidential clerical, and coaches.
Operating in an environment with several unions
presents both challenges and opportunities. EMU’s
recent history includes challenging labor relations,
particularly with the AAUP faculty union.
EMU employee demographics are presented in
Figures IO.8 and IO.9. Faculty demographics are
shown in Figure IO.10. In addition, in Fall 2007, EMU
employed 420 graduate-student assistants and 1,810
student workers.
Figure IO.7: Sample of Collaborative Relationships
Partnership Entity
Type of Unit Involved
Representative Example
Accrediting Agencies
College of Arts & Sciences
College of Health & Human Services
American Music Therapy
American Assoc. of Colleges of Nursing
(AACN)
Business Collaborations
EMU Continuing Education at
Foote Hospital
On-site Health Administration Program
Centers and Institutes
Center for Quality
Non-credit training
Industry Training Grants
Workforce Education
Adult Basic Ed.
Research and Agreements with Industry
Collaboration between the EMU Coatings
Research Institute and the U.S. Dept. of
Defense
$1 Million Earmark to develop protective/
resistant coatings for military equipment
Non-Profit Agencies
EMU Dining Services
Ypsilanti Meals on Wheels
Advisory/Steering groups
Community College Relations Board
Insight & advice on issues important to
constituents
Community Colleges
Monroe Community College
13 Community Colleges
On-site baccalaureate degree programs
75 articulation agreements
K-12
Early College Alliance
Collaborative training for high-demand
health-service jobs
Institutional Overview | 5
Eastern Michigan University AQIP SYSteMS PORTFOLIO | 2008
Figure IO.9: Employees by Gender
within Classification
Figure IO.8: Employee Workforce
by Employee Classification
Classification
Total
Athletic Coach
Administrative Professional
Confidential Clerical
Campus Police
Clerical/Secretarial
Faculty
Food Service/Maintenance
Lecturer
Police Sergeant
Professional/Technical
46
222
13
16
273
684
199
99
4
380
IO6 – Facilities, equipment, and technology
EMU’s main campus in Ypsilanti, Michigan, is situated
southwest of the larger metropolitan Detroit area and
includes 275 acres on the south side of the Huron
River, an additional 182 acres to the west of the main
campus where student residences, athletic facilities,
and the Convocation Center are located, and 350 acres
in off-campus holdings.
The Physical Plant at Eastern Michigan University
encompasses approximately 4,500,000 square feet
within 73 buildings, and includes more than 18
miles of walkways and jogging trails. Fifty-three of
the buildings were constructed prior to 1970, and
31 were constructed prior to 1960. The approximate
value of the deferred maintenance for campus state
buildings is $65 million, and $45 million for auxiliary
buildings. Current economic conditions in Michigan
present challenges in updating these facilities and in
constructing additional facilities.
EMU has not received any state funding for capital
expansion or improvements since 1996. Nonetheless,
it has always been the intent of the University Physical
Plant “to provide an environment for education first.”
To support this mission, the Physical Plant strives to
create and sustain an environment that promotes
learning by creating state-of-the-art facilities, while at
the same time respecting EMU’s history by adapting
and implementing preservation techniques on its
older structures.
Classification
Male
Female
Total
Ranked faculty
Lecturers
Adjunct Lecturers
357
46
178
326
53
270
683
99
448
Exec/Admin/Mgr.
83
72
155
Other Professional
Technical
Clerical/Secretarial
SkilledCrafts
Serv/Maint.
Grand total
205
16
17
36
121
1,059
244
7
255
48
1,275
449
23
272
36
169
2,334
Figure IO.10: Faculty by Rank
Rank
Number
Professor
Associate Professor
Assistant Professor
Instructor
Full Time Lecturer
Total
325
175
172
11
99
782
Despite the financial challenges, the University
has made several major capital improvements
since 2005, including the construction of a new
$35M Student Center, a $4.7M improvement to the
McKenny building (the former student union), a $5M
improvement to Downing Residence Hall, and a
$2.5M preservation project on Pease Hall (auditorium).
Furthermore, $900,000 were spent in FY07 on
classroom renovation, including both physical aspects
and instructional-technology improvements.
Upcoming projects include a $100M addition and
renovation to the Mark Jefferson Science Complex
(the largest capital improvement project ever undertaken at EMU), a $57M addition to the Pray-Harrold
classroom building, and a $34M renovation to Strong
Hall, a science building. Obtaining state appropriations
for these remains a challenge.
Technological Improvements have resulted in 41
computer labs, seating 1,258 students. An additional
Institutional Overview | 6
Eastern Michigan University AQIP SYSteMS PORTFOLIO | 2008
16 computer classrooms provide 293 seats. At this
time, 42 buildings (including all classroom buildings)
have wireless networks.
Safety and security concerns have been paramount at
EMU, especially since December 2007. Measures taken
include physical upgrades (cameras, swipe card-based
security systems, and re-keying buildings and rooms),
safety programs and forums, additional emergencyassistance stations, and developing and implementing
protocols for rapid communication regarding safety
concerns to the entire campus community.
from another comprehensive university). Indeed,
students who would not otherwise consider a
four-year degree to be a realistic goal often begin
their studies at a community college and transfer
to EMU. The greatest challenge in working with the
community colleges is the increasing competition
from other comprehensive universities, who are also
attempting to recruit their students.
IO8 - Opportunities and challenges
Figure IO.12 presents key opportunities and challenges for EMU.
IO7 – Competitive Institutions
EMU competes for students with regional community
colleges, public comprehensive and research
universities, private institutions, various providers
of non-credit continuing education, and for-profit
institutions. Figure IO.11 identifies key competitors in
these categories.
It should be noted, however, that EMU considers
the community colleges its partners as much as
competitors. As noted earlier, many students transfer
to EMU from a community college (or less frequently,
Figure IO.11: Key Competitors
Type of Organization
Community Colleges
Public Comprehensive Colleges
Private Institutions
Non-Credit Continuing Education
For-Profit Institutions
Key Competitors
Washtenaw Community College
Oakland Community College
Schoolcraft Community College
Henry Ford Community College
Wayne Community College
Michigan State University
Wayne State University
Central Michigan University
University of Michigan – Ann Arbor
Oakland University
Grand Valley State University
University of Michigan - Dearborn
Madonna University
University of Detroit - Mercy
Baker College
Davenport College
Area Community Colleges
University of Phoenix
Institutional Overview | 7
Eastern Michigan University AQIP SYSteMS PORTFOLIO | 2008
Figure IO.12: Opportunities and Challenges
Key Institutional Opportunities
Key Institutional Challenges
High levels of regional need for an educated workforce in areas
of EMU programming (e.g., technology; health care; business)
Forming an effective and forward-looking leadership team
Establishing a campus culture that understands and welcomes
continuous-improvement principles and practices
Ensuring that vital and mission-critical academic programs are
not weakened by budget challenges
The need for workforce education/career redirection programs
for former industrial employees
Improving relationships between the faculty and the
administration
Initiation of a comprehensive fund-raising campaign
The anemic Michigan economy, and a declining population and
tax base in Michigan
An integrated branding campaign focused on the theme of
“EMU - Education First”
Decreasing new-student enrollments, and low rates of
continuing-student retention
Planned capital investment in Science Complex, renovation of
Pray-Harrold
Decreased state funding for higher education
Increased trend toward collaboration across University divisions
Backlog of deferred maintenance on state and auxiliary
buildings
Strong record of receiving federal-earmark grants
Recent negative media related to student death and
institutional response
Renewed commitment to campus safety and security
Recent hiatus in strategic planning as a consistent practice
across campus
Institutional Overview | 8
Category1:
Helping Students Learn
Eastern Michigan University AQIP SYSteMS PORTFOLIO | 2008
Category 1
Helping Students Learn
1C1 – Common student-learning objectives
Eastern Michigan University’s (EMU) common student
learning objectives are embodied in the learning
outcomes of the new General Education Program:
Education for Participation in the Global Community.
This program, inaugurated in September 2007, won
a 2007 Association for General and Liberal Studies
Award for Improving General Education in the
category “commitment to common student-learning
objectives.” The common learning objectives for the
General Education program constitute the foundational pattern of knowledge and skills that students
are to possess upon completion of their bachelor’s
degrees. These Learning Outcomes [http://www.
emich.edu/gened/requirements-LearningOutcomes.
html ] require all students to master effective
communication (both written and oral), quantitative reasoning, and knowledge of the disciplines in
four key areas (arts, humanities, social sciences, and
natural sciences). In addition, students are required to
meet diversity requirements in two distinct areas: U.S.
Diversity and Global Awareness. Finally, through the
Learning Beyond the Classroom initiative all students
are required to engage in experiences in one of these
six areas:1. Self and Well-Being, 2. Community Service,
Citizenship, and Leadership, 3. Cultural and Academic
Activities and Events, 4. Career and Professional Development, 5. International and Multicultural Experiences,
and 6. Undergraduate Research. The Learning Beyond
the Classroom requirement means that all students
must, according to their interests and career ambitions,
engage in their campus, regional, national, or international worlds through study-abroad opportunities,
involvement in student government, attendance at
lectures and artistic performances, social-service work,
or other activities. Every student is also required to
take an upper-division Writing Intensive course in his
or her academic major area.
web-based Integrated Program Review and Continuous Improvement Cycle [IPR] process, which began
formal implementation in Fall 2006 [http://www.
emich.edu/public/aa/pr/ ], all academic programs
on campus now articulate longer-term goals and
annual objectives in alignment with the Higher Learning Commission’s (HLC) Five Criteria. These goals and
objectives are entered into web-based templates
and can be electronically aggregated at the department, college, and divisional levels. As time passes, this
process will allow for the emergence and eventual
formalization of common learning objectives for all
students, regardless of status or program of study.
1C2 – Aligning learning with mission
EMU’s Mission [http://www.emich.edu/president/
emu_mission.html] establishes the broad parameters
of EMU’s educational mission: excellent teaching, the
extension of knowledge through basic and applied
research and creative and artistic expression, and a
student-focused learning environment. Student-learning expectations for specific programs are developed
within the broad parameters of EMU’s mission as they
respond to the specific needs of particular disciplines,
employers, specialized accrediting bodies, and other
vital stakeholders. For example, the student-learning
expectations, practices, and development objectives
for EMU’s General Education Program were developed by a large interdisciplinary team of faculty and
staff working with constituencies across campus and
with national leaders in general education. EMU’s
IPR process asks all programs to align their goals and
objectives with the HLC’s Five Criteria. Fulfilling EMU’s
obligation to address effectively each of these five
criteria is a key part of EMU’s mission.
1C3 – Key instructional programs and methods
Currently, each specialized major and graduate program has a distinct set of goals. As part of EMU’s new
EMU’s three largest majors are Elementary Education,
Category 1: HELPING STUDENTS LEARN | 9
Eastern Michigan University AQIP SYSteMS PORTFOLIO | 2008
General Business, and Psychology. The wide array of
teacher-preparation programs reflect EMU’s origin
as Michigan State Normal School. The Professional
Education Unit, which includes the College of
Education and three other colleges across campus, is
currently among the largest preparers of educational
professionals in the country, as well as one of the
largest preparers of minority educational personnel in
Michigan. EMU has long been the largest preparer of
special educators in the nation. Other key programs
are crucial in other ways. For instance, the Nursing
Program serves vital regional needs. The General
Education program is also one of the key programs.
EMU currently offers courses and programs on
campus and via weekend courses, independentlearning options, academic-programs abroad, and
courses and programs offered at eight off-campus
locations as well as within partnering companies. As
Figure 1.1 shows, the number of classes offered fully
online has increased from 391 in 2004 to 846 in 2007.
Instructional technology use varies by degree
program and course level, but a number of recent
initiatives have greatly enhanced the effective use of
instructional technology across the institution. The
Faculty Development Center (FDC) hosts Communities
of Practice groups focused on faculty members’
sharing experiences and skills with podcasting,
clickers, and wikis. The FDC also organizes annual
Technovations Forums designed to introduce faculty
and staff to emerging instructional technologies.
The Smart Classroom Technology Upgrade Initiative
identified minimum technology standards for each
classroom on campus and has committed extensive
resources to ensure that every classroom on campus
meets this minimum standard. By spring 2007, all
EMU classrooms met the minimum standard, and all
academic buildings were wireless.
1C4 – Preparing students to live
in a diverse world
EMU’s faculty draw on many sources of information
and expertise as they design and prepare studentlearning opportunities, including disciplinary standards,
accrediting-body standards, and specialized research
on student learning in the various disciplines, including
the FDC, the Holman Learning Center, the Promote
Academic Survival Success (PASS), the Summer
Incentive Program (SIP), Access Services, and the Center
for Adaptive Technology.
EMU takes pride in using its diversity as a resource
for learning across colleges, programs, and academic
levels. EMU’s commitment to preparing students to live
in a diverse world is clearly evident in the framework
of the General Education curriculum, which requires
students to complete coursework in two distinct
areas—U.S. Diversity and Global Awareness. The Office
of Diversity and Community Involvement [http://www.
emich.edu/dci/] and Campus Life support student
groups, lectures, performing arts events, and other
options focused on preparing students to live in a
diverse world, and the Learning Beyond the Classroom
component of the General Education program strongly
encourages students to participate in these opportunities. Programs in Education, Business, Nursing, Social
Work, Technology, and many other areas require
student course work and site work related to diversity
as they respond to the needs of employers and the
guidelines of specialized accreditors.
1C5 – Maintaining climate of diversity,
intellectual freedom, inquiry, and reflection
EMU’s commitment to creating a climate celebrating
intellectual freedom, inquiry, reflection, respect
Figure 1.1: Online, Hybrid, and Web-Enhanced Courses
Course Classification
FISC. YEAR
REGULAR
# OF
COURSES
HYBRID
WEB
ENHANCED
TOTAL
SECTIONS
% REGULAR
%FULLY
ONLINE
% HYBRID
% WEB
ENHANCED
2004
10927
391
0
0
11318
96.5%
3.5%
0.0%
0.0%
2005
10750
657
0
0
11407
94.2%
5.8%
0.0%
0.0%
2006
10467
778
0
0
11245
93.1%
6.9%
0.0%
0.0%
2007
10221
846
39
70
11176
91.5%
7.6%
0.3%
0.6%
Category 1: HELPING STUDENTS LEARN | 10
Eastern Michigan University AQIP SYSteMS PORTFOLIO | 2008
for intellectual property, and respect for different
opinions is enshrined in the institution’s values and
key documents. The EMU Board of Regents Code
of Ethics requires all regents to pledge support for
intellectual freedom. EMU’s Values [http://www.emich.
edu/aboutemu/fastfacts/emuprofile.html#values]
include strong statements on academic freedom.
Article II of the 2006-2010 EMU-AAUP Faculty Contract
states that, “EMU and the Association fully affirm
the principle of academic freedom in both teaching
and research. The right of academic freedom shall
be the right of every Faculty Member.” Each of these
documents and statements of philosophy and values
ensures that intellectual freedom is enshrined in
EMU’s operations from the Board of Regents through
senior leadership and suffuse the institution.
The statement of philosophy for the General Education program emphasizes that respect for intellectual
freedom and diverse opinion is built into the bedrock
of EMU’s undergraduate educational experience.
Other processes and offices foster the creation and
maintenance of a climate that celebrates intellectual
freedom, inquiry, reflection, respect for intellectual
property, and respect for different opinions.
like-minded peers and interact with students and
community members from diverse backgrounds and
opinions. In effect, nearly every office and division on
campus contributes to the creation and maintenance
of a climate that celebrates intellectual freedom,
inquiry, reflection, respect for intellectual property,
and respect for different opinions (Figure 1.2).
1P1 – Determining common
student-learning objectives
Common learning objectives for EMU’s General
Education program are articulated by the General
Education Advisory Committee and widely published
on University websites, course syllabi, and EMU
catalogues (1C1). Student-learning outcomes for
particular programs are established by the relevant
program faculty in that disciplinary area. In each
area, common learning objectives are established
by faculty committees in consultation with
advisory boards, student representatives, and other
stakeholders and are reviewed on a regular basis.
1P2 – Designing new courses and programs
Each year, the Undergraduate Symposium and the
Graduate Research Fair engage students in the
protocols and standards of undergraduate and graduate research and allow students to engage in scholarly
debate and the exchange of ideas within a structured
climate of respect for different opinions. Student
Government, Campus Life, and myriad student organizations [http://www.emich.edu/campuslife/glso/
orglist.php] provide opportunities for students to find
New programs and courses are designed in response
to an array of inputs, including advisory boards, specialized accreditation standards, employer requests,
the development of new technologies or methods
in particular disciplines, and student-learning outcome data. At present, the evaluation of these inputs
and the design of new programs and courses largely
begins at the department level; EMU’s Course and
Figure 1.2: Sample of Documents Reflecting Climate of Diversity,
Intellectual Freedom, Inquiry and Reflection
Office or Statement
Link
EMU’s Student Conduct Code
www.emich.edu/sjs/conductcode.html
The Division of Student Affairs: Academic Integrity
Program for New and Transfer Students
www.emich.edu/campuslife/myfy/academics/academicintegrity.php
The Office of Student Judicial Services: Guidelines for
Faculty on Promoting Academic Integrity
www.emich.edu/sjs/academic_integrity.html
Halle Library
www.emich.edu/halle/plagiarism.html
The Office of Research Development: Online Instructional Module Devoted to the Responsible Conduct of
Research for Faculty and Staff
www.rcr.emich.edu
Category 1: HELPING STUDENTS LEARN | 11
Eastern Michigan University AQIP SYSteMS PORTFOLIO | 2008
Program Development Process, outlined in the Course
and Program Development Handbook, ensures robust
review of each newly proposed program or course
first by faculty from other departments in that college and then by faculty committees from all other
colleges, as well as by senior academic-administrative
personnel including college deans and the Provost.
Each course and program-proposal form asks the originating department to specify market issues as well
as student needs, and careful analysis of this balance
is part of the course input process. In addition, the
office of Continuing Education (CE) works closely with
departmental faculty and administrators in gathering
and analyzing market data prior to the start-up of new
off-campus or online programs.
1P4 – Communicating expectations to students
EMU uses multiple methods to communicate its
expectations regarding student preparation and
student-learning objectives (for programs, courses,
and the awarding of specific degrees or credentials) to
prospective and current students. These key communication vehicles are summarized in Figure 1.3.
EMU’s Academic Advising AQIP Action Project has
presented recommendations, currently under review
by an implementation team, designed to enhance
communicating expectations to students even more
effectively.
1P3 – Determining required student preparation
1P5 – Helping students select programs that
match needs, interests, and abilities
The preparation required of students for the specific
curricula, programs, and courses is determined by
relevant faculty members in consultation with advisory
boards and specialized accreditation bodies, and in
response to review of student-outcome data. Currently
these processes tend to be local to particular departments rather than systematic across the institution.
Students are offered support in selecting programs of
study that match their needs, interests, and abilities
through a number of different processes. For students
just entering EMU, whether as their first time in
college or as transfer students, the Fast Track program
offers students advising and registration support
including a review of student test and placement data
Figure 1.3: Communicating Expectations to Students
Means of
Communication
What is
Communicated
Who Manages the
Communication Process
Target
Audience
Undergraduate and
Graduate Catalogues
Curricula, Degree Requirements, Graduate
Requirements, Learning Objectives for
Specific Majors, Policies and Procedures,
Academic Honesty Standards
Academic Affairs
Prospective and
Current Students
FUSION New Student
Orientation
Degree Options, Policies and
Procedures
Student Life
New Students
General Education Course
Syllabi
General Education Course Outcomes
Director of General
Education working with all
faculty and instructors
Students Enrolled in
General Education
Courses
EMU Department and
Program Websites
Learning outcomes for specific programs
and majors; expectations regarding
student performance
Program-Area Faculty
Current and Former
Students
Fast Track
Expectations regarding student
performance and learning objectives for
specific programs and for the General
Education Program
Academic Advising
New Students
Advising Worksheets;
Major and Program Worksheets
Expectations regarding student
performance and learning objectives for
specific programs
Faculty and College
Advisors
Current Students
Program Course Syllabi
Specific learning outcomes; expectations
regarding student performance; respect
for intellectual property
Program
Coordinators
Current Students
Category 1: HELPING STUDENTS LEARN | 12
Eastern Michigan University AQIP SYSteMS PORTFOLIO | 2008
where relevant [http://www.emich.edu/admissions/
undergraduatestudents/fasttrack/]. Students being
admitted to some programs meet directly with faculty
in those programs to discuss programs of study and
necessary preparation. Students are also offered
regular group-advising sessions related to General
Education, pursuing careers as educational personnel,
and in many particular majors and programs. In some
areas, such as Math and Foreign Languages, placement
tests are employed to determine student preparation
and to guide students into appropriate courses. The
First-Year Writing Program uses Guided Self-Placement
materials to help students select an appropriate FirstYear Writing course [http://www.emich.edu/english/
gsp/]. Both Career Services and Academic Advising
utilize interest inventories to help students select
programs of study. As noted in 1C4, many offices and
processes on campus support faculty members and
academic departments with explaining and helping to
address a wide range of learning styles.
1P6 – Documenting effective
teaching and learning
Evaluating the Instructional Effectiveness of EMU’s
faculty members and full-time lecturers is a clearly
defined process in both the EMU-AAUP and EMU-FT
contracts (4P6). The EMU-AAUP contract specifies
that “With respect to Instruction (and advising),
Faculty Members have responsibility to engage
in pursuits that enable them to be current in their
respective disciplines, to continually improve their
understanding of the learning process and use of
pedagogical methods that promote learning, to
provide students with clear and explicit expectations,
and to be available for consultation on academic
matters with their students” (Marginal Paragraph 184).
Discipline-specific expectations are developed
by particular departments, reviewed by the
administration, and codified in Department Evaluation
Documents all of which are available online: http://
www.emich.edu/ahr/deds.html. These documents also
specify what materials and modes of documentation
are appropriate for documenting effective teaching
and learning in accordance with disciplinary standards.
Marginal Paragraphs 169 and 170 of the EMU-FT
contract articulate expectations for instructional
effectiveness for full-time lecturers: http://www.emich.
edu/ahr/PDFs/Contracts/FT-2005.pdf . Expectations
for determining and documenting effective teaching
and learning are also disseminated by the FDC and
the General Education Advisory Committee.
1P7 – Building effective and efficient
course-delivery systems
Course-delivery systems vary with discipline and in
every instance are determined by the faculty specializing in that discipline. In weighing the merits of
various online and off-campus programs, department
and program faculty work closely with the staff of
Continuing Education and utilize CE market research
and student surveys as well as their experiences with
their own students. Course evaluations allow students
to comment on delivery methods as well as course
content, and this information provides the basis for
decision-making about new technologies and new
methods of instructional delivery. EMU has recently
invested in course- and facilities-scheduling software
that should provide longitudinal data on which to
base decisions about how best to balance student and
institutional needs. A task force is reviewing the range
of online platforms in use and preparing to make
recommendations about the University’s selection
and support of online platforms.
1P8 – Monitoring currency and
effectiveness of curriculum
Primary responsibility for monitoring the currency and
effectiveness of the curriculum rests in the academic
departments with faculty specialists in each disciplinary area. In accordance with the EMU-AAUP Contract,
each department has a formal committee charged
with input on curricular matters. Decisions to revise or
discontinue programs or courses usually originate with
disciplinary faculty. Information and recommendations from advisory boards, disciplinary accreditation
bodies, student surveys, licensing bodies, and other
discipline-specific organizations are regularly reviewed
to maintain the currency and effectiveness of all
curricula. In general, proposals to revise or discontinue
programs pass from departments to the representative
faculty bodies of their colleges and then to the office
of Academic Programming. From this office they are
distributed to the College Councils of all other colleges
for comment. Once this process is completed, the
Category 1: HELPING STUDENTS LEARN | 13
Eastern Michigan University AQIP SYSteMS PORTFOLIO | 2008
materials are reviewed at the Provost’s level, and the
requested changes are typically implemented.
In 2006-2007 EMU began piloting a new, web-based
Integrated Program Review and Continuous Improvement Cycle (IPR) process, which is aligned with the
HLC accreditation criteria (8P3). Department Heads,
School Directors, and Program Coordinators use relevant data from EMU’s Office of Institutional Research
and Information Management (IRIM), along with
their own internal data, to analyze and discuss their
programs and departments within the framework
of the accreditation criteria. Programs and departments evaluate their performance, which results in
the development of draft long-term goals and shortterm objectives. Once the college deans add their
responses, the reports are locked and made public on
the University’s intranet for comment by interested
members of the campus community. The comments
are followed by a roundtable discussion, which is
open to the public, including the specific college
dean, department head, and faculty, along with the
executive administration for the Division of Academic
Affairs. The feedback and findings from the process are
used to finalize long-term goals and develop forwardlooking, short-term objectives for the coming year
in the form of an annual plan. The plan is developed
and then reviewed for two consecutive years before
undergoing a full program review again.
The outcome of the IPR and Continuous Improvement Cycle may result in the revision to curricula and
programs based on empirical data and identification of programmatic strengths and weaknesses in a
systematic manner. Revisions or other changes may
then cycle through the Course and Program Development process to ensure that there are no objections to
proposed changes.
1P9 - Determining student and faculty support
A number of offices, centers, and groups on campus
work regularly to determine student and faculty needs
relative to learning support (3P1, Figure 3.2). The key
offices and centers involved in this work are summarized in Figure 1.4.
One of EMU’s first AQIP Action Projects focused on
mapping the various means by which academic
advising is provided across campus. A follow-up group
will work with the recommendations developed by the
Action Project team. Efforts to collect and analyze such
information about student and faculty needs relative
to learning support, tend to be local and occasionally
ad hoc rather than centralized or systematic.
P10 – Alignment of curricular
and co-curricular goals
While in general co-curricular development goals
align with curricular learning objectives, an intensive
effort is currently underway to align more intentionally and precisely particular co-curricular and
curricular learning objectives in the new General
Education curriculum. Since Fall 2007, all students are
expected to complete a Learning Beyond the Classroom requirement. While some courses have been
designated as ways to fulfill the Learning Beyond the
Classroom requirement, most students will fulfill the
requirement through co-curricular activities (1C1).
The parameters for the Learning Beyond the Classroom requirement, and the specific learning outcomes
for each area, were devised by cross-divisional teams
of faculty and staff from the Division of Student
Affairs working closely together to align learning
outcomes, whether students fulfill them with curricular or co-curricular activities. Currently, more than
250 student clubs and organizations are recognized
by campus life, many of them aligned with particular
programs, disciplines, or professional organizations.
1P11 – Determining processes
for student assessment
Processes for student assessment are determined
by relevant-area faculty. Program faculty develop
student-assessment activities relevant to their disciplines and national standards; these processes are
reported to the Director for Academic Assessment
each year. The processes used are then communicated
by the Director of Academic Assessment to all department heads and senior administrators on campus. The
General Education Evaluation Committee is currently
piloting an ePortfolio process for assessing student
learning in five different areas. For each of the piloted
courses, rubrics have been developed, and student
work is evaluated by raters from different disciplinary
backgrounds. The committee is currently assessing the
Category 1: HELPING STUDENTS LEARN | 14
Eastern Michigan University AQIP SYSteMS PORTFOLIO | 2008
Figure 1.4: Determining and Providing Student-Learning Support
Service Provider
Support Provided
Target Audience
Holman Learning Center
Help with studying, note-taking, student learning
styles, Supplemental Instruction, Peer Tutoring
Students at all levels
Faculty Development Center
Help with continuous improvement of course syllabi,
instructional materials, instructional technologies
All instructors/faculty
Academic Projects Center
Support for strengthening writing skills, research skills,
and information literacy
Writers and researchers
at all levels
University Writing Center
Targeted Course Workshops integrated with EMU
courses
Writers and researchers
at all levels
Writing Across the Curriculum
Support for faculty teaching Writing Intensive courses
across the curriculum
Faculty teaching Writing
Intensive Courses
Mathematics Student Services Center
Support for strengthening
mathematical skills
All students
International Student Resource
Center
Support for International Students including ESL
support, help with protocols for student conduct and
academic honesty
International Students
Information Literacy Center
Support for strengthening Information Literacy across
the curriculum
Students mastering Information Literacy for any course or
project
Counseling Services
Support for dealing with test anxiety, procrastination
Students struggling with the
emotional components of
learning
Career Services
Support for exploring career options, finding co-ops
and internships
Students exploring possible
career paths
College and Departmental Advising
Support for making appropriate curricular choices,
preparing graduate school and job applications,
support with moving from major area of study to
chosen career path
Students in upper-division
classes
Academic Advising Center
Support with selecting a major, understanding expectations about student-preparation course selection
Students entering EMU and
undeclared students
Student Athlete Support Services
Focuses on such student-athlete special needs as:
Monitoring academic performance
Providing learning assistance
Evening study table
Assisting with priority-registration procedures
Assisting in monitoring athletic eligibility
Educating student-athletes in regard to NCAA,
MAC, and University rules and regulations
Student athletes
Access Services
Provides accommodations for students with
disabilities and assists faculty and staff implementing
those accommodations
Students, faculty, and staff
Center for Adaptive Technologies
Training on adaptive equipment, Exam
Accommodation Facilities, equipment loans
Students, faculty, and staff with
disabilities
PASS – Promote Academic Survival &
Success Program
A two-semester program designed to benefit students
during the transition from high school to college
The program is optional, but
aimed at students with ACT
scores slightly below average
SIP - Summer Intensive Program
An intensive, seven-week summer-academic program
High-risk high school graduates
Category 1: HELPING STUDENTS LEARN | 15
Eastern Michigan University AQIP SYSteMS PORTFOLIO | 2008
merits of the pilot programs and evaluating these and
other means of collecting and analyzing data from the
new General Education program. One of EMU’s Action
Projects currently focuses on developing assessment
processes for foundational general-education courses.
1P12 – Student preparation for further
study or employment
EMU’s programs use a wide array of methods to
discover how well prepared their students are for
additional education and employment, including
capstone courses, culminating exams, licensureexam pass rates, and placement rates. Programs with
specialized accreditation report these data as their
accreditation bodies require. More systematization
and sharing of processes and results across
departments and colleges will likely enhance EMU’s
effectiveness in this area.
1P13 - Measures of student performance
Data is collected in a number of areas.
• The General Education Assessment Committee is
currently piloting processes for analyzing studentperformance data for the new General Education
program inaugurated in September 2007.
• Academic Assessment collects reports on
assessment activities in academic programs.
• Enrollment and persistence data are collected and
reported by IRIM.
• IRIM also regularly computes aggregate gradepoint averages at the undergraduate and graduate
levels for each department.
• Institutional Assessment regularly administers such
large-scale surveys as NSSE and the Graduating
Senior Survey, which include data on student
perceptions of their performance.
• Professional programs track and analyze pass rates
on licensure, certification, and registry exams and
use that data to make curricular and pedagogical
revisions.
• The Professional Education Unit began collecting
and analyzing student artifacts using the LiveText
software in Fall 2006. This system enables faculty to
assess student performance in both pedagogical
theory and content knowledge in all disciplines
and allows for detailed reports to generalize
and compare student performance across levels
and among disciplinary areas in the Professional
Education Unit.
• EMU’s office of Community College Relations
regularly collects data on transfer students from
community colleges, including GPAs and degree
completion, and reports this information back
to feeder schools. This office works with feeder
community colleges to determine what data they
most need and how they need it broken out, and
helps EMU track the performance of the majority of
its transfer students.
1R1 – Student-learning achievement
Work on exploring processes for assessing the General
Education Program and its learning outcomes began
in the Fall Term 2007. A system using ePortfolios
to collect student work has been piloted in a small
number of courses in the 2007-08 academic year (the
first year of the General Education program). One of
EMU’s AQIP Action Projects focuses on establishing
the parameters for data collection and analysis related
to student outcomes and performance in three
foundational areas: effective oral communication,
effective written communication, and quantitative
reasoning.
As mentioned in responses to 1C1 and 8P4, EMU
has also just finished its first pilot round of Program
Reviews. In completing their Program Review reports,
all programs must discuss how they are addressing
the five Criteria of the HLC and their specific program
learning objectives. Because EMU’s large-scale efforts
are relatively young, there are no detailed results at
the institutional level to report at this time.
1R2 – Student-competence evaluation
A recent graduating-senior survey indicates levels
of student satisfaction with their education at EMU.
The following table lists the percentage of students
indicating high or very high agreement with the
following statements:
Category 1: HELPING STUDENTS LEARN | 16
Eastern Michigan University AQIP SYSteMS PORTFOLIO | 2008
“I received a high-quality education from EMU.” 76.8%
“The quality of education from EMU is comparable
to other universities its size.”............................... 71.9%
“EMU prepared me well for my future career.”
. ...................................................................................... 69.7%
“Employers will have a great deal of respect
for my EMU degree.”............................................... 59.6%
Programs in which graduates take licensure or certification exams track student-pass rates on these exams.
For instance, results related to pass rates on teachercertification exams can be found at this link:
http://college.livetext.com/doc/2398708.
1R3 – Teaching-and-learning process results
The scale of EMU’s operations is such that new courses
and programs are constantly being designed and
introduced while others are being phased out. As of
March 2008, three new programs are under review,
nine program revisions are under review, and four
new course proposals are under review. EMU also has
a new initiative underway to implement Resource
25 from CollegeNET, which will allow better data to
support scheduling decisions.
The new Academic Projects Center, which opened
its doors in January 2008, had already reported 499
service requests by April 3, 2008. Three hundred
twenty-seven (327) of these were requests for writing
support, 118 were requests for research support, 26
were requests for technical support, and 28 did not
specify. Average daily traffic was 13.37 students.
1R4 – Comparative results
EMU has no significant comparative results to report
at this time.
1I1 - Improving current processes
Improvements to current processes and systems for
helping students learn typically have originated in
particular academic and support departments. These
will be addressed in future portfolios.
1I2 – Setting and communicating targets
Targets for improvement are determined and
communicated by relevant program faculty;
current results are reported to advisory boards
and specialized accreditation bodies. These will be
addressed in future portfolios.
Category 1: HELPING STUDENTS LEARN | 17
Category 2:
Accomplishing Other
Distinctive Objectives
Eastern Michigan University AQIP SYSteMS PORTFOLIO | 2008
Category 2
Accomplishing Other Distinctive Objectives
While Helping Students Learn is the bedrock of
EMU’s Mission, EMU enhances the quality, depth, and
vibrancy of student learning through its fundamental
commitments to two other closely related distinctive
objectives: enhancing the economic well-being
and cultural vitality of its regional community and
placing faculty-student partnerships at the center of
its engagements with the regional community and
its scholarly/creative activity. These two distinctive
objectives are deeply intertwined.
2CI – Other distinct objectives
EMU enhances the economic well-being, the
cultural vitality, and the quality of life in its
regional community through service and
research. EMU’s Mission states, in part, “We extend
our commitment beyond the campus boundaries
to the wider community through service initiatives
and partnerships of mutual interest addressing local,
regional, national, and international opportunities
and challenges.” Collaboration between faculty and
both graduate and undergraduate students is vital
to all these efforts. EMU’s commitment to fostering
effective communities of diverse individuals infuses
these efforts. Of those Michigan universities whose
graduates primarily stay in the state of Michigan,
EMU is the most racially, ethnically, and economically
diverse. EMU seeks to use this diversity as a resource
for learning as students collaborate with faculty in
research, service, and creative activities.
EMU continues to foster its long tradition of effective student-faculty collaboration in research and
service as well as classroom learning. EMU’s commitment to strong student-faculty partnerships extends
far beyond helping students learn in classroom
settings. Even work initially conducted in classrooms
is often carried beyond traditional classroom walls
in research fairs, service-learning activities, or undergraduate research. In every instance, faculty-student
partnerships play a vital role as faculty members
supervise, mentor, and work together with students.
2C2 - Alignment with mission
EMU’s other distinctive objectives are distillations of
EMU’s Mission Statement: “Eastern Michigan University
is committed to excellence in teaching, the extension
of knowledge through basic and applied research, and
creative and artistic expression. Building on a proud
tradition of national leadership in the preparation of
teachers, EMU maximizes educational opportunities
and personal and professional growth for students
from diverse backgrounds through an array of
baccalaureate, master’s, and doctoral programs. EMU
provides a student-focused learning environment
that positively affects the lives of students and the
community. EMU extends its commitment beyond the
campus boundaries to the wider community through
service initiatives and partnerships of mutual interest addressing local, regional, national, and international opportunities and challenges.” EMU reviews its
mission statement regularly and periodically makes
revisions after consultation with all stakeholders.
When the mission is revised, the other distinctive
objectives may change as well.
2C3 – Support for helping students learn
Both of EMU’s distinctive objectives support and
complement its processes for helping students
learn in many ways. As EMU staff and faculty serve
as volunteers, consultants, performers, advisors,
board members, tutors, supervisors, and friends to
area businesses, schools, non-profit organizations,
and other community groups, EMU students
serve alongside them. EMU’s close faculty-student
partnerships foster learning outside the classroom,
and EMU’s engagements with the economic wellbeing and cultural vitality of its region provide
Category 2: Accomplishing Other Distinctive Objectives | 18
Eastern Michigan University AQIP SYSteMS PORTFOLIO | 2008
students with internships, coops, clinical opportunities,
service-learning opportunities, and options for
students at all levels and in all programs.
2P1 - Determining other distinctive objectives
EMU draws on many sources of information and
advice to determine the other distinctive objectives,
including data collected through Institutional Assessment, regular Environmental Scans, Advisory Boards,
and directives from accrediting bodies. EMU began its
first Strategic Planning process in 2000, and completed Environmental Scans in 2002, 2004, and 2007
and Economic Impact Studies in 2004 and 2007. These
tools help the University determine and refine the
other distinctive objectives as well as track progress in
meeting goals. Senior leadership reviews data from all
these sources during annual retreats, and uses systematic STEEP and SCOT analyses to determine and refine
the University’s strategic directions including other
distinctive objectives (8P1, Figure 8.2).
2P2 – Communicating expectations
EMU communicates its expectations about
community engagement and the importance of
faculty-student partnerships through its statements of
Guiding Principles, Strategic Directions, and Values.
2P3 - Determining faculty and staff needs
Faculty and staff needs relative to these objectives
are determined through the same processes used
to determine faculty and staff needs more generally
– through Strategic Planning, Program Review, and
other regular communication and planning processes.
2P4 – Assessing and reviewing distinct objectives
The objectives are assessed and reviewed by the
President, Regents, and members of the Strategic
Operations Council.
2P5 - Measures
EMU’s Balanced Scorecard Development and
Implementation Action Project Team is currently
working on identifying key measures related to the
distinctive objectives. In terms of EMU’s contributions
to the economic health and cultural vitality of its
region, Economic Impact Studies are valuable sources
of information. The Office of Research Development
tracks data on external awards for activities related to
Service and Corporate/Community Training (a total of
more than $5 million was awarded in these two areas
combined in the 2007 fiscal year). In terms of data
related to faculty-student collaborations, individual
offices like American Humanics, Academic ServiceLearning, Campus Life, the Honors College, and others
collect local data, but as yet there is no centralized
data collection.
2R1 - Results
EMU’s service initiatives and partnerships include
EMU’s Center for Regional and National Security, the
Coatings Research Institute, multiple charter schools,
including the Ann Arbor Learning Community
(designated one of the 53 best charter schools in the
United States in 2007 by the Center for Education
Reform), the Counseling Clinic, the Speech and Hearing
Clinic, the Psychology Clinic, the Reading Clinic, the
Small Business and Technology Center, the Institute
for the Study of Children, Families, and Communities,
the Institute for Geospatial Research and Education,
and the Institute for Language Information and
Technology. Students work alongside faculty in these
centers, clinics, and institutes, whether as supervised
clinicians, research partners, or volunteers. EMU’s
VISION program (Volunteers Incorporating Service
Into Our Neighborhoods) has nearly 1,600 student
volunteers and work-study students placed in various
local communities.
EMU’s Undergraduate Research Symposium is the
oldest in the United States, inaugurated in 1981
with 17 student presentations. The 28th annual
Undergraduate Research Symposium had more than
300 students working closely with faculty mentors as
they presented original research and creative work.
The rapid success of EMU’s Undergraduate Research
Symposium Fellowships, in which area corporations
support undergraduate Fellows and their faculty
mentors for four years of undergraduate research,
indicates the high esteem with which the Symposium
is regarded by corporate community partners.
The Graduate Research Fair, inaugurated in 2004,
showcases the original scholarly and creative work of
Category 2: Accomplishing Other Distinctive Objectives | 19
Eastern Michigan University AQIP SYSteMS PORTFOLIO | 2008
EMU’s graduate students working closely with faculty
members. From regular operations like the Office of
Academic Service-Learning to more focused projects
like the $3.4 million federally funded Gear-UP Grant
focused on helping to prepare low-income middle
school students for college, EMU students work closely
with faculty members in every area of service, pure
and applied research, and community engagement.
In all this work, EMU’s student-faculty partnerships
support the core principle of being passionately
engaged in disciplinary and interdisciplinary work.
2R2 – Results Comparisons
EMU uses survey data of peer institutions to compare
its results at obtaining grants and contacts with those
of peer institutions. In Fiscal year 2007, EMU ranked
second in the number of external awards obtained;
however, this was tenth in the actual dollar amounts
awarded (Figure 2.1).
Figure 2.1: Comparison of Peer Institutions’ Grants Awarded
Benchmarks, FY07
#
Internal
Awards
Amount
Internal
Awards
#
External
Awards
Amount
External
Awards
#
$ Amount
External External
Proposals Proposals
Total
Amount
Awards
Ball State University
219
$492,896
225
$18,084,449
353
-
$18,577,570
California State
University-Fresno
-
-
-
-
-
-
$0
University of Central Missouri
13
$13,967
95
$10,700,000
121
$10,900,000
$10,714,062
Eastern Illinois University
31
$115,192
98
$6,847,690
144
$14,052,886
$6,962,980
Eastern Michigan University
59
$421,000
272
$10,114,705
353
$29,751,279
$10,535,977
Florida Atlantic University
$0
Indiana State University
110
$106,056
156
$14,944,784
225
$26,189,325
$15,050,996
Middle Tennessee State
University
70
$421,100
92
$37,097,521
154
$55,665,764
$37,518,713
154
$21,779,154
226
$41,263,930
$21,779,308
Missouri State University
Montclair State University
39
$100,192
57
$7,414,729
112
$27,399,285
$7,514,978
Northern Arizona University
-
-
-
-
-
-
$0
Oakland University (Michigan) -
-
-
-
-
-
$0
Stephen F. Austin State
University
74
$222,019
62
$8,846,000
99
$17,960,000
$9,068,081
Towson University-Maryland
40
$142,614
200
$19,045,341
302
$57,773,632
$19,188,155
188
$29,200,606
273
$34,855,950
$29,200,794
University of Northern Iowa
Western Illinois University
-
-
--
-
-
-
$0
Western Kentucky University
74
$331,718
323
$24,271,622
346
$48,607,491
$24,603,663
Wichita State University
-
--
-
$42,000,000
-
-
$42,000,000
Youngstown State University
15
$43,590
108
$5,873,266
153
$18,693,743
$5,916,964
Totals
744
$2,410,344
2,030
$256,219,867
2,861
$383,113,285
$258,632,241
Category 2: Accomplishing Other Distinctive Objectives | 20
Eastern Michigan University AQIP SYSteMS PORTFOLIO | 2008
2R3 – Strengthening the University
and enhancing relationships
EMU’s two Other Distinctive Objectives work
as entwined efforts: student involvement with
service, outreach, and cultural programming
prepares students to be active leaders and effective
professionals in their communities long after they
leave, while at the same time, community-service
efforts, support of K-12 educators, artistic and
creative programming, institutes and clinics, all rely
on the energy, originality, and initiative of students
and on the strength of student-faculty and studentstaff partnerships. EMU understands these two
distinctive objectives as two facets of the same core
parts of EMU’s mission: “We maximize educational
opportunities and personal and professional
growth for students from diverse backgrounds
through an array of baccalaureate, master’s and
doctoral programs. EMU provides a student-focused
learning environment that positively affects the
lives of students and the community. We extend
our commitment beyond the campus boundaries
to the wider community through service initiatives
and partnerships of mutual interest addressing local,
regional, national, and international opportunities and
challenges.” EMU’s student researchers, activists, and
leaders strengthen bonds with area feeder schools,
employers, and donors.The opportunities these bonds
offer to students attract students to EMU and raise
its profile among prospective students, supporting
its core principle of becoming an institution of
choice. Finally, these two distinctive objectives, taken
together, integrate EMU’s educational opportunities
for students to have a real-world impact on their
communities and strengthen EMU’s position as
a source of enrichment and support for all its
constituencies.
2I1 – Improving systems and processes
As EMU’s processes for analyzing results become more
robust, improvement opportunities will be identified.
2I2 – Targets and improvement priorities
As EMU’s processes for analyzing results become more
robust, targets and priorities will be identified.
Category 2: Accomplishing Other Distinctive Objectives | 21
Category 3:
Understanding Students’
and Other Stakeholders’ Needs
Eastern Michigan University AQIP SYSteMS PORTFOLIO | 2008
Category 3
Understanding Students’ and
Other Stakeholders’ Needs
3C1 – 3C2 – Student-stakeholder groups,
expectations, and requirements
With a mission that identifies the education of undergraduate and graduate students with a focus on
“Education First” as its highest priority, EMU actively
responds to student and other stakeholder needs.
EMU focuses on five broad, overlapping, categories
of students: undergraduate, graduate, international,
residential, and commuter. As a state-assisted institution, EMU is active in identifying other stakeholders
and their needs, who are defined and differentiated
by their unique investment in and relationship to the
institution. EMU places special emphasis on parents,
taxpayers, State Legislators, Board of Regents, alumni,
local communities, employers, and such feeder groups
as high schools and community colleges.
Student expectations are assessed and monitored
through the University’s participation in several
national surveys [http://www.emich.edu/
strategicplanning/ia_surveys.htm].The needs to
engage and involve external stakeholders are
assessed and monitored by programs and units on
campus through a variety of focus groups, direct
and indirect communications and networking, the
network of charter schools, and feedback from
external accreditation organizations. From these
assessments, student and stakeholder requirements
and expectations are identified. Some of these are
shown in Figure 3.1.
3P1- Identifying, analyzing, and
responding to student needs
The changing needs of students are identified in both
formal and informal ways. Formal means include the
AQIP Project Advising Survey, CIRP, Graduating Senior
Survey, Housing and Dining annual survey, National
Survey for Student Engagement (NSSE), and the NoelLevitz Student Satisfaction Inventory (SSI).
Informal means include feedback from the Division
of Student Affairs Student Leader Group that reports
to the Board of Regents, enrollment data collected
by admissions (i.e., SAT and ACT scores, enrollment
reports), student-government surveys and feedback,
academic departments via analyzing program
enrollment numbers, student-employment exit
surveys, departments’ satisfaction/needs-analysis
surveys, scan and evaluation of environmental
trends and community needs (i.e., enrollment trends,
changing workforce trends), student evaluations of
courses, and professional organizations/conferences.
Analyzing and selecting a course of action occurs
primarily at the departmental level. Most departments
are asked to develop work plans and submit them to
appropriate vice presidents. The work plans are often
developed based on University Goals, but are also
individualized to the departments’ needs for improvement and change.
3P2 - Building and maintaining
student relationships
Eastern Michigan University builds and maintains
relationships with students through a variety of
methods. These interactions are focused on the needs
of both prospective and current students. Some
examples include orientation sessions (Fast Track),
advising (central, off-campus, college, and departmental), “One-stop shopping” at Service EMU, student
associations, student government, career services, and
surveys related to a variety of topics. Students are also
involved in major University committees, including a
committee of the Board of Regents.
The Student Center, Recreation Intramural facility, and
intercollegiate athletics are the focal points of activities for students. Students can participate in activities
and locate resources that are designed to reflect the
interests and needs of the University’s diverse student
Category 3: Understanding students’ and other stakeholders’ needs | 22
Eastern Michigan University AQIP SYSteMS PORTFOLIO | 2008
Figure 3.1: Stakeholder Requirements and Expectations
Stakeholders
Requirements and Expectations
Students
Short Term
Long term
Undergraduate
Undergraduate-degree, high-quality instruction, advising, sequenced courses, suitable scheduling, help with
job searches, learning beyond the classroom, affordability
Retention, additional education, jobs,
lifelong involvement with the
University
Graduate
Graduate degrees, Certificates, high-quality instruction,
advising, sequenced courses, suitable scheduling, help
with job searches, help with additional graduate education, integration of theory and practice in chosen fields,
collaborative-research experiences
Reputation, jobs, high-quality graduate
programs
International
Good orientation programs and services, good living
conditions, food, entertainment, safety, comfort, social
activities, recreation, and health
Jobs, lifelong relationships
Residential
Good living conditions, food, entertainment, safety,
comfort, social activities
Lifelong relationships
Commuter
Convenient parking, opportunities to join and contribute to campus culture
Lifelong relationships
Other Stakeholders
Short Term
Long term
Parents
Safe environment, convenient location, easy access,
affordability
High-quality education, good value, information sharing, affordability
Taxpayers / Legislators
High-quality education, highest return on investment,
responsible fiscal management, relevant curriculum
Well-educated work force, most graduates
remain in the state, sound fiscal management,
response to community needs, responsible
citizens
Board of Regents
High value for the taxpayers, responsible fiscal
management, relevant curriculum
Good value for the taxpayers, responsible
fiscal management, academic excellence,
response to community needs, University
leadership congruent with mission and values
“Friends of the University”/ Non-Alumni
Donors
Worthy investment, commitment to EMU
Good reputation, investment in the future
Alumni
Good job preparedness, continuing connection to
institution
Good reputation, bragging rights, continuing
education, high-value degree
Local Communities
Good symbiotic relationship, educational and cultural
enhancements
Positive “town and gown” relationship,
educational and cultural enhancements
Employers
Well-prepared employees, interns, and coops
Response to changing needs of work force
Prospective Students
Academic program availability, affordable tuition,
housing, safety, stimulating campus life
High-quality education, good job
preparedness
Guidance Counselors/
High School,
Community Colleges
Academic-program availability, affordable tuition,
housing, articulation agreements
High-quality education, continuing articulation agreements, regulation
body, and that promote educational, cultural, and
social enrichment. The University seeks students’ input
as to what services are needed, the quality of these
services, and the students’ level of satisfaction with
the services. Two of the initial AQIP Projects (Academic
Advising and Quality Service) were directly linked to
input and feedback received from students relative to
the importance of building and maintaining positive
relationships with students.
3P3 – Identifying, analyzing, and
responding to stakeholder needs
Stakeholder needs are identified via both formal and
informal methods. Some of the more formal methods
include the Alumni Survey, Fast Track evaluations
completed by parents/families of newly enrolled
students, and employer surveys conducted by Human
Category 3: Understanding students’ and other stakeholders’ needs | 23
Eastern Michigan University AQIP SYSteMS PORTFOLIO | 2008
Resources and various University departments.
Less formal methods have included Career Services
surveys, “Secret Shopper” programs, information
garnered from professional organizations, feedback
from community service/activities, advisory boards
in the colleges/departments, and meetings with
State Legislators. Data from the surveys and feedback
from informal sources are brought forward through
the divisional vice-presidents, and a course of action
is taken based on congruence with the University
mission and resources available.
3P4 – Building and maintaining
stakeholder relationships
Eastern Michigan University builds and maintains
relationships with key stakeholders by a) maintaining
effective relationships with high schools and
community colleges via school visits and annual
update meetings; b) participating in community
service and academic service-learning programs with
community groups and employers; c) participating on
community boards and councils; d) utilizing several
communication methods to inform students and
parents before enrollment, during matriculation, and
after graduation; e) including students in a wide array
of University committees; f ) participating in such
Ypsilanti community activities as United Way, the
Relay for Life, and the Heritage Festival; g) meeting
with state senators and representatives; h) offering
such experiential learning activities as internships and
practicums; and i) maintaining smooth articulation
and transfer processes.
Partnerships are also established through
stakeholders serving on University committees and
advisory boards. They provide input and guidance
in developing innovative programs that can attract
both students and new stakeholders. The recently
developed EMU Caucus, through the Office of
Governmental Relations, consists of dedicated
members of the EMU community who pledge to
advocate, when needed, on behalf of the University
at the local, state, or federal level. Having a strong
community of institutional advocates is critical in
securing the resources for Eastern Michigan University
to remain a world-class, comprehensive University.
This program also provides a means through which
every employee and student at EMU can be involved
in building relationships with key legislators and
government officials.
Faculty and students interact with employers in
community settings throughout the state of Michigan
and beyond, through such applied-learning activities
as internships, practice experiences, and servicelearning activities. Faculty and students consult with
many area agencies and carry out research in multiple
community settings and businesses. The Office of
Community College Relations works collaboratively
with the faculty and staff of EMU and area community
colleges to promote a smooth transfer process to
minimize the loss of academic credit and save time
in obtaining a bachelor’s degree. Relationships are
also maintained through the University’s fourteen
research institutes and centers. The University is well
known for merging theory and practice for the benefit
of the community. The Eastern Michigan University
Foundation, through collaborative relationships with
individuals, corporations, foundations, and other
organizations, creates opportunities that provide
additional support to the students, programs,
services, and educational community. The Office of
Alumni Relations is the coordinating body for all
alumni activities and the means by which personal
relationships established during student days can be
maintained and renewed.
3P5 – Determining new student
and stakeholder groups
EMU surveys a wide range of student groups as well
as stakeholders, including faculty, staff, community
members and both local and state governmental
agencies and business. Tools utilized by EMU to
identify new student and stakeholder groups include
but are not limited to: a) Admission Reports and
Enrollment Trends; b) Outside Consultants; c) Faculty
Evaluations and Academic Program Reviews; d)
Student Leader Group Reports; e) University Faculty
Council Recommendations/Reports; e) Labor Union
Recommendations/Reports; f ) Changes in Economic
Factors in local and state economies; g) Eastern Echo
news reports and Local Media; h) Surveys / Focus
Groups / Evaluations conducted by the University
through the offices of the Ombudsman, Career
Services, Student Government, and Commuter
Focus Groups; and i) Institutional Research Reports.
The current state of the economy in Michigan
places greater importance on identifying critical
stakeholder groups and developing or revising these
relationships.
Category 3: Understanding students’ and other stakeholders’ needs | 24
Eastern Michigan University AQIP SYSteMS PORTFOLIO | 2008
3P6 – Collecting complaint information
3R1 – Student satisfaction results
Eastern Michigan University encourages students and
other stakeholders to contact the appropriate office
with complaints and concerns. Those who contact
these offices can expect that their concerns will be
investigated and addressed appropriately, keeping
in mind the importance of confidentiality. A detailed
grade-grievance procedure is in place and communicated via the student handbook [https://www.emich.
edu/ombuds/handbook.html].
Strengths identified by students in the Noel-Levitz
Student Satisfaction Inventory include: a) major
requirements are clear and reasonable, b) the academic advisor is knowledgeable about requirements in the
major, c) the quality of instruction received in most
classes is excellent, d) the instruction in the major
field is excellent, and e) nearly all of the faculty are
knowledgeable in their fields. One of the challenges
listed for EMU on the SSI was “My academic advisor is
approachable.” Related to this documented challenge,
EMU instituted an AQIP project focused on Academic
Advising. Several changes resulted, including a new
comprehensive online-advising module, degree audits
expanded to online format, and the formation of a
University Retention Council to address barriers to
advising identified in the AQIP project.
The Office of the Ombudsman is the general office
at Eastern Michigan University for student and other
stakeholder complaints. Information tracked by the
Ombudsman includes gender, race, and current
student status. Complaints are categorized into six
categories: Academic, Financial, Staff/Faculty, Disciplinary, Club/Organizational, Personal, and Other. In order
to identify patterns and devise improvements, annual
reports are generated and shared with the Provost,
and starting in 2008 these reports will also be shared
with the Academic Deans.
In its efforts to ensure responsibility and accountability,
the “Eastern Michigan University Advantage” program
has been implemented [https://www.compliancehelpline.com/welcomePageEMU.jsp]. This program is
open to every person at every level within the University and to all its students and stakeholders. It enables
individuals to communicate confidentially if they
believe that they have observed unethical, illegal, or
suspicious behavior. Examples of situations to which
this program applies are those that involve ethics and
compliance issues; employee relations, human resources, and equal opportunity; environmental health and
safety; and loss prevention and asset protection.
3P7 – Determining student
and stakeholder satisfaction
Key tools used to measure student and stakeholder
satisfaction are listed in Figure 3.2. EMU surveys
students with regard to academic services, studentaffairs services, and institutional perceptions. The
Office of Institutional Research and Information
Management (IRIM) oversees many of the surveys that
assess student and stakeholder satisfaction. Some
surveys, however, are administered by individual
departments based on needs and / or external
accreditation requirements.
The Housing and Dining Survey (Winter, 2007)
explored satisfaction with residence hall programming and personnel. Key findings indicate that
80.5% of the students are satisfied with their resident
advisor; 80.8% are satisfied with the courteousness of
hall office staff; and 76.4% are satisfied with services
provided by hall office staff. One of the challenges was
students’ dissatisfaction with the physical environment, such as room temperature and the process for
submitting work orders. The Department of Housing
has been working closely with Physical Plant personnel to increase the levels of communication as well as
to establish procedures for following up on student
work orders in a timely manner. Analysis of these data
as time passes will yield additional areas for exploration.
Data from the Graduating Senior Survey indicates a
“high” or “very high” level of satisfaction with academic
advising through the colleges, Snow Health Center,
computer technical support, Halle Library services,
Halle Library holdings, and the EMU student center.
Additional data are needed for comparison across a
longer time frame.
Fast Track, the cross-divisional collaboration
enrollment program for prospective students and
their parents, yields the following results:
• Do you feel that you are ready to attend EMU in the
Fall? Yes: 1,431 No: 18
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Eastern Michigan University AQIP SYSteMS PORTFOLIO | 2008
Figure 3.2: Tools to Measure Student and Stakeholder Satisfaction
Survey
Description
Cooperative Institutional Research Program (CIRP)
Conducted annually; a report of national normative data on the characteristics of students attending colleges and universities as first-time students.
Student Satisfaction with Administrative Services
(SSAS)
Conducted every three years; last conducted in Winter 2005; measures
student satisfaction within the Divisions of Enrollment Services, Business
and Finance, and Academic Affairs.
Student Learning Evaluations in Student Affairs
Program (SLE)
Conducted annually; evaluation is administered to students who attend
the Division of Student Affairs sponsored programs. Total number of programs analyzed annually is ~250.
Housing and Dining Services Resident Survey
Administered annually; longitudinal data provide information on trends in
student satisfaction throughout the years.
Alumni Survey
Conducted annually. The alumni survey is mailed to ~7,500 alumni each
year.
All Employee Culture / Climate Benchmark Study
Conducted in Fall 2005.
Graduating Student Survey
Utilized to provide feedback to departments and programs for program
review and accreditation; all students are asked to participate after they
apply for graduation.
2004 Your First College Year Survey (YFCY)
Conducted for the first time in Winter 2004; now conducted annually.
LibQUAL Satisfaction regarding
Library Services
Examines the quantitative data according to EMU user groups
and disciplines.
Housing Floor Environment Survey
Commuter Student Survey & Focus Groups
Orientation – Fusion Satisfaction Survey
Conducted annually.
Teaching Evaluation Surveys
Conducted each academic semester; includes two all-campus questions
regarding instructional effectiveness and quality of instruction; individual
departments, programs create individual question sets.
Career Services – Senior Survey
A five year-out survey.
Noel-Levitz Satisfaction Survey (SSI)
Conducted in 2006.
• Did the Fast Track experience help prepare you for
EMU?Yes: 1,445 No: 4
• Please rate your overall experience:
1,089 – Above Average; 330 – Average; 30 - Neutral
All the data cited above need additional analysis for
patterns and trends over time.
3R2 - Student relationship-building results
Some results in the area of student relationship-building include:
1. Advising Survey: 85% of students indicated they
had seen an academic advisor.
2. Graduating Senior Survey:
a. 85.9% of students reported they “had good
relationships with faculty.”
b. 66.6% reported having “positive interactions
with office staff.”
c. 68% reported that they felt the “faculty really
cared about me.”
3. Alumni Survey: 54.68% of respondents reported
participating in activities sponsored by EMU including reading publications, attending on- or off-campus functions, or other.
3R3 - Stakeholder-satisfaction results
In the 2004-05 Alumni Survey, 7,577 graduates were
surveyed with 1,747 responses. Twenty-eight percent
Category 3: Understanding students’ and other stakeholders’ needs | 26
Eastern Michigan University AQIP SYSteMS PORTFOLIO | 2008
of the responses were from 2002-03 graduates (1-year
graduates), and 17% of the responses were from
1998-99 (5-year graduates). Results are shown in
Figure 3.3.
Figure 3.3: Results from Alumni Survey
1-YEAR GRAD 5-YEAR GRAD
Do you feel that the amount
paid to earn your degree
was worth the investment? YES 79.5%
YES 86.5%
What best reflects your attitude towards EMU?
Great University Satisfactory Not Satisfactory
Wish had transferred
41.8% 51.7% 3.3% 2.9% 46.8%
49.3%
.9%
.9%
What is the one thing you liked most about EMU?
Classes and Departments 246
Professors 214
Campus Experiences 170
What is the one thing you liked least about EMU?
Parking 273
Student life 94
Programs 92
Parents were surveyed regarding their satisfaction
with Fast Track, EMU’s enrollment program. When
asked, “Did you learn more about EMU today?,” 1,101
responded “Yes,” and only 10 responded “No.” Their
overall experience was rated at Above Average by 802,
Average by 293, and Neutral by 24.
Jumpstart, the community stakeholder program
pairing college students with preschool students, has
experienced strong satisfaction levels. In 2006/07,
89% of the preschool programs rated overall services
as outstanding, and 3% as above average. In a
family satisfaction survey conducted in March 2007
regarding a new program where families received up
to 25 new books during the course of the year to build
a learning library at home for their students, 100% of
the families rated the service as outstanding.
• The number of High School Counselor workshops
increased from 2 in 2006/07 to 5 in 2007/08.
• Alumni Admissions Recruitment Team volunteers
increased from18 in 2006 to 33 in 2007.
• More than 50 local businesses now cooperate with
EMU to offer students, faculty, and staff discounts
when they show their student I.D. cards.
• EMU received an $86,000 grant from the American
Honda Foundation to run an innovative afterschool program, titled “Designed by Nature.”
• EMU received $2.3 million in federal grants to
continue its Upward Bound Program.
• EMU’s social Greek Fraternities and Sororities
raised $32,000 for St. Jude’s Children’s Research
Hospital and $10,000 towards the Ometta M. Smith
Memorial Playground in Ypsilanti.
• EMU’s student chapter of Relay for Life (2007) raised
$33,315 through 400 participants and 35 teams, a
12 percent increase over last year.
• The Early College Alliance program, a partnership
between EMU and the Washtenaw Intermediate
School District, enrolled 139 high school students
for college credit at no cost to the students.
3R5 - Results comparisons
Some national benchmarking results include
data from NSSE. Based on the 2006 national NSSE
benchmarking data, EMU compared closely with
“highly engaging institutions” (Figure 3.4). Housing,
the Student Center, and Campus Life will be
conducting EBI surveys in Winter 2008 that will
provide national comparison data.
3I1 & I2 – Improvement
EMU is currently refining its processes and is not yet
ready to report process improvements in this area.
3R4 – Stakeholder relationship-building results
Some results indicative of the strong relationships
that exist between EMU and its stakeholders are:
• Community College Articulation Agreements
increased from 45 (2004/05) to 74 (2007/08).
Category 3: Understanding students’ and other stakeholders’ needs | 27
Eastern Michigan University AQIP SYSteMS PORTFOLIO | 2008
Figure 3.4: NSSE Benchmark Data
Active and Collaborative Learning (ACL)
100
100
75
50
Level of Academic Challenge (LAC)
45.8
50.7
58.6
54.6
75
55.8
48.7
50
38.4
25
60.5
48.5
54.2
59.3
64.1
25
0
0
First-Year
Senior
First-Year
Student-Faculty Interaction (SFI)
100
Senior
Supportive Campus Environment (SCE)
100
75
64.7
75
56.9
50
31.8
48.2
42.0
37.1
69.7
62.8 67.7
56.9
49.5
50
34.8
25
25
0
0
First-Year
Senior
First-Year
Senior
Enriching Educational Experiences (EEE)
100
75
57.9
46.6
50
25
25.5
30.0
34.4
EMU
Top 50%
Top 10%
32.0
0
First-Year
Senior
Category 3: Understanding students’ and other stakeholders’ needs | 28
Category 4:
Valuing People
Eastern Michigan University AQIP SYSteMS PORTFOLIO | 2008
Category 4
Valuing People
4C1- Organization of work environment
EMU’s personnel system encompasses several units,
as illustrated in Figure 4.1. This structure enables
close focus on the issues most relevant to the various
employee groups. It promotes strong focus on student needs and learning-related issues in personnel
matters involving faculty and lecturers.
Most EMU employees are represented by unions, including the AAUP (faculty) [http://www.emu-aaup.org/
faculty_contract]; the Federation of Teachers (lecturers)
[http://www.emich.edu/ahr/PDFs/Contracts/FT-2005.
pdf ]; the UAW (1975 – Clerical and Secretarial employees; 1976 – Professional and Technical employees);
AFSCME (Food Service and Maintenance employees); the Police Officers’ union; and the Police Sergeants’ union. Non-represented employee groups are
administrators (including academic department heads)
confidential clerical employees, and athletic coaches.
4C2 - Key institutional and geographical factors
EMU is located in a culturally diverse area and typically
attracts well-qualified and diverse candidate pools
for vacancies. Given EMU’s location in a traditional
stronghold of organized labor, it is not surprising
that union agreements provide the guidelines for
the work environment and hiring procedures. State
and regional unemployment rates are high; therefore,
EMU is able to draw robust pools for staff positions
recruited through local/regional searches. Part-time
and temporary staff are used across campus to fill
gaps in instructional and support services. Faculty
released time is also used to address emerging needs
and unexpected vacancies.
4C3 - Demographic trends
Student demographics, including high schoolgraduation projections, transfer-student markets, and
potential sources of non-traditional students, are part
of the University’s analysis when anticipating workforce needs. Demographics of the instructional workforce, including likely numbers of retirements, and
consequent recruitment needs are also considered.
Employee turnover at the institution averages 7.5%
annually, a rate that compares favorably with other
institutions. This rate is essentially constant across
employee groups. Key demographic descriptors of the
EMU workforce are included in IO5.
4C4 - Key training initiatives
New faculty members attend an orientation
workshop prior to fall term. The Faculty Development
Center [www.emich.edu/facdev/index.html], often
Figure 4.1: Departments Serving Personnel
Personnel Unit
Personnel Processes Overseen
Human Resources (HR)
All staff positions; all administrative positions outside of Academic Affairs
Academic Human Resources (AHR)
Faculty; full- and part-time lecturers; academic
administrative positions
Graduate School
Graduate assistants
Career Services (within the Division of Student Affairs)
All student employees
Category 4: Valuing People | 29
Eastern Michigan University AQIP SYSteMS PORTFOLIO | 2008
in partnership with the Division of Information
Technology (DoIT), offers ongoing training
opportunities for all faculty. Another ongoing training
program concerns EMU’s new General Education
curriculum. Workshop topics have included advising
under the new curriculum, developing GE courses, and
writing learning outcomes.
All divisions design specific training programs for
their staffs in response to current issues. A particularly
poignant example is the recent need for training
in campus safety, crisis management, and Clery Act
reporting. There is now a greater emphasis on such
mandatory training issues as Clery Act training,
emergency response, and sexual harassment. The
office of Human Resources recently hired a director
of training and professional development to initiate,
coordinate, and assist in disseminating safety training
programs to the EMU workforce.
Funding is available from departments and divisions
to attend professional conferences. Historically, crossdivisional teams have attended the Higher Learning
Commission and Noel-Levitz conferences. Many
offices collaborate on development opportunities so
that as many people as possible can benefit from a
speaker, workshop, conference, etc.
letters, résumés), and search-committee members
screen applications using this information. The HA
and search-committee work closely with HR staff to
identify candidates meeting minimum qualifications
and ensure that evaluations are carried out
consistently; the committee selects 3-5 candidates
for interviews. Per bargaining-unit contracts, internal
applicants are given preference.
Evaluation of faculty and administrative candidates.
Department heads work with their faculty colleagues
and deans as they specify the essential and desired
qualifications for new faculty hires. Each department’s
Department Evaluation Document (DED) [www.emich.
edu/ahr/] provides basic parameters (e.g., degree level
required for various faculty ranks). Applicants submit
hard copies of their applications to HR or AHR. Search
committees use weighted screening matrices to
identify 3-5 candidates for campus interviews.
Candidate Interviews. Interview itineraries always
include a meeting in which search-committee
members pose a standard set of questions to all
candidates, as well as meetings with individuals who
will work closely with the candidate. HR advocates
the use of behaviorally based interview questions.
Following interviews, the search committee
formulates recommendations to the hiring authority.
4P1 – Job requirements and hiring
Identification of the credentials, skills, and values
required for faculty, staff, and administrators begins
with the hiring authority (HA) – the supervisor in the
case of staff and administrators, and the department
head and department personnel committee in the
case of faculty. In determining the skills required for a
grant-funded position, the respective HA will submit a
Position-Review Questionnaire (PRQ) to HR for review;
HR reviews the PRQ to determine the proper position
classification and grade. Evaluation of candidates
follows somewhat distinct processes for staff positions
as compared to faculty and administrative positions.
Search committees are involved in all cases; search
committees are composed of individuals who will work
closely with the candidates and are familiar with the
operations of the unit in which the candidate will work.
Evaluation of staff candidates. An online job posting
is used for staff positions. Candidates submit
applications and related documents (e.g., cover
4P2 - Recruiting, orienting,
and retaining employees
Faculty and administrators at the department-head
level and above are normally recruited through
national searches; executive search firms are used for
presidential searches. The campus conducts regional
(e.g., Detroit metropolitan area) or internal searches
for staff and lower-level administrative positions. The
hiring processes are described in 4P1.
All newly hired faculty members participate in a
faculty orientation program prior to their first semester on campus; academic departments and colleges
and the faculty union conduct subsequent orientation
programs focused on the evaluation and promotion
process. A key focus in both the new-faculty orientation program and the subsequent department/
college orientation programs is the ability to work
successfully with EMU students. Relevant topics
include considerations (e.g., student learning styles)
Category 4: Valuing People | 30
Eastern Michigan University AQIP SYSteMS PORTFOLIO | 2008
important in working with a diverse student population, the institutional framework for coordinating
didactic and experiential education, and campus
resources supporting instructional technology.
New staff and administrators participate in a newemployee orientation focused on benefits, highquality service standards, and universal considerations
(e.g., parking; safety and security) as well as a
departmental orientation. Departmental orientations
typically include a focus on how the department
supports the educational mission of the University.
EMU addresses employee retention in several ways.
When an employee receives a competing employment
offer, the institution can make a counter-offer. Employees in one of the bargained-for units receive “longevity
benefits” in the form of wage bonuses or added steps
to their pay grade. Feedback from annual evaluations is
often a retention mechanism. Faculty and staff receive
annual across-the-board salary increases according to
the provisions of their current contracts.
The FDC, the provost’s office, and the academic
colleges and departments offer structured
professional-development programs for faculty
members and support faculty members’ scholarly
work. Human Resources and DoIT offer professionaldevelopment programs for staff members. Figure
4.2 presents examples of recent professionaldevelopment programs for faculty and staff members.
Typically, units request that positions vacated be
refilled. Hiring authorities and related administrators
act on these requests taking into consideration the
nature of the vacated position as well as competing
needs for resources.
4P3 - Ensuring work processes, activity contributions, and ethical practices
Shared governance at EMU incorporates the
coordinated work of the Faculty Council, Graduate
Council, and College Councils; key administrative
bodies (e.g., Provost’s Council, Strategic Operations
Council); campus-wide planning bodies (e.g.,
Institutional Strategic Budget Council; Continuous
Improvement Operating Council; Institutional
Strategic Planning Council); and unions.
Communication within, between, and among these
bodies takes many forms, including meetings and
memoranda, email, and postings on “EMU Today” (a
campus electronic bulletin board).
EMU has policies and infrastructure in place to
address such matters as sexual harassment, academic
dishonesty and misconduct in research, protection
of human research subjects and ethical treatment of
animals used in research, protection of employees,
and student health and safety.
Figure 4.2: Recent Professional-Development Programs at EMU
Programs Aimed Primarily at Faculty
Good Course Design for Newer Faculty (FDC)
Programs Aimed Primarily at Staff
Banner: Various programs focused on budget, student
information, admissions, grants, scheduling (DoIT)
Scholarship of Teaching and Learning (FDC)
EMU e-Training (DoIT)
Quality Matters (FDC)
Clery Act Documentation and Reporting (Business & Finance)
Community-Based Participatory Research (CHHS & FDC)
MIcrosoft Survival Skills (DoIT)
Qualitative Data Analysis Using Nvivo (CHHS & FDC)
Web Design (DoIT)
LiveText Training (DoIT & COE)
Introduction to WebCT (DoIT)
Responsible Conduct in Research (Office of Research
Development)
Category 4: Valuing People | 31
Eastern Michigan University AQIP SYSteMS PORTFOLIO | 2008
4P4 - Training and development
The FDC offers a broad array of professional-development programs on topics ranging from pedagogical
approaches, to technology applications in the classroom, to data analysis (Figure 4.2). These programs
are open to all instructional staff, including graduate
assistants. The FDC and DoIT jointly offer an e-Fellows
program through which faculty members receive
funding and support for incorporating technology in
teaching. Other professional-development programs
aimed specifically at faculty include the Sabbatical
Leave program and the Faculty Research Fellows
(FRF) program, both of which provide released time
from teaching so that faculty members can focus on a
scholarly agenda.
cross-divisional groups on an annual basis. The Office
of Continuous Improvement and Planning offers
training on these and related CI topics for individual
offices and units upon request.
EMU’s training efforts inevitably focus on helping
students learn because the largest segment of the
campus workforce is the faculty (including lecturers
and other instructional staff ). The instructional-evaluation process focuses heavily on teaching effectiveness,
as judged by students, peers, and self evaluation. Thus,
steps to strengthen performance almost always have
a bearing on increasing teaching effectiveness for
most EMU employees.
4P6 - Personnel evaluation system
EMU supports faculty, staff, and administrators’ travel
to professional conferences and workshops. On campus, training is available on various software packages
through DoIT; e-learning opportunities are available
to all employees for a wide range of technology- and
management-related topics (Figure 4.2). All employees
also have tuition waivers on EMU regular courses as an
employment benefit.
4P5 - Determining Training Needs
The performance-evaluation processes are the most
common sources of information about training
needs. A gap between performance standards and
performance observed triggers discussion between
the employee and the supervisor regarding training
that can assist the employee in improving. Even in
the absence of an observed performance deficit,
part of the performance-evaluation agenda is always
identification of professional development, training,
or enrichment experiences in which the employee
is interested. In addition, the FDC, AHR, and HR
occasionally conduct surveys regarding training
interests. Surveys of Faculty Professional Development
needs are held every three years. Evaluations from
faculty-development workshops, technology-training
sessions, and General Education workshops and
training programs are reviewed to determine their
impact and identify additional topics of interest.
Training focused on Continuous Improvement is
ongoing. A first step in the initiation of all AQIP
projects is training on CI principles and EMU’s IDEA
model (Figure 5.1). This training is provided to
HR works with departmental personnel on effective
supervision skills by assigning HR consultants to EMU
divisions. HR maintains a performance-management
system in collaboration with unions (where applicable) that provides an annual review process for all staff
and administrators. This review system also includes
probationary reviews for new hires, transfers, and
promotions. The annual performance reviews provide
an effective procedure to monitor strengths and
identify areas of improvement and processes to notify
employees of unproductive or inappropriate behavior, or violation of University policy. When corrective
action is required, a progressive disciplinary process
providing both verbal and written feedback occurs.
AHR maintains the performance-management
system for faculty and lecturers in collaboration with
unions. AHR, with EMU-AAUP, has oversight of student
evaluations for all courses. The faculty personnelevaluation process is outlined in the EMU-AAUP
contract. All faculty members complete an Annual
Faculty Activity Report (FAR), which is one element
of both probationary-faculty members’ pre-tenure
evaluations and of tenured-faculty members’ Periodic
Performance Evaluations (PPEs). Prior to tenure,
faculty members are evaluated annually on their
teaching, scholarship, and service. The standards
against which the evaluation occurs are outlined
in the DED [www.emich.edu/ahr/] created by each
academic department. In addition to the FAR,
probationary-faculty members prepare statements
outlining how they have met the qualifications
outlined in their DED and documentation to support
their statements.
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Eastern Michigan University AQIP SYSteMS PORTFOLIO | 2008
Figure 4.3: Illustrative EMU Employee Recognition Programs
Program
Sponsoring Unit
Description
Ronald Collins Awards for Faculty
Accomplishments (Teaching,
Scholarship, Service)
Provost’s Office
Five faculty members are honored each year
(early career faculty – teaching; senior faculty –
teaching; scholarship; service) with a monetary
award and recognition at a campus ceremony.
Teaching Excellence Award
EMU Alumni Association
Faculty members are honored for outstanding teaching, based on nominations from EMU
alumni.
Gold Medallion Awards
Division of Student Affairs
Faculty and staff members of the campus community are honored for their contributions to
campus life and student success.
Mentors and Role Models
Lesbian, Gay, Bisexual, and Transgender Resource Center
Faculty and staff members of the campus community are honored for their contributions to
making EMU a welcoming community for LGBT
students.
The probationary-faculty member receives feedback
each year from the department personnel committee and department head, and in the third and fifth
years from the dean and assistant vice president for
academic human resources and budget as well. The
evaluation process leads to recommendations regarding reappointment in the third and fifth years, and a
recommendation regarding tenure and promotion in
the sixth year.
After tenure is awarded, the department personnel
committee and department head conduct a PPE
every four years to assess performance. The PPE
involves review of the FARs submitted since the
last PPE and review of student course-evaluation
data covering the same time period. If performance
deficiencies are identified that can be remedied
within a year, the faculty member is advised of
these concerns, but no prescriptive action is taken. If
performance deficiencies are identified that cannot
be remedied within a year, the department head and
personnel committee work with the faculty member
(and, often, a union representative) to develop a
performance-improvement plan and establish a
timeline for a follow-up PPE.
4P7 - Recognition, reward,
and compensation systems
The University, as well as individual divisions
and departments, offers a wide range of
recognition and award programs for faculty and
staff (Figure 4.3). Recipients for all these awards
are selected through competitive processes,
typically involving a peer review of nominees’
accomplishments vis á vis selection criteria.
The University sponsors an annual Celebration of
Excellence week. Many awards are presented, including the recognition of employee service anniversaries;
faculty awards for outstanding teaching, scholarly,
and service accomplishments; and academic college
ceremonies honoring outstanding students. EMU
also recognizes outstanding student work through
the Undergraduate Symposium and the Graduate
Research Fair.
In determining compensation for employees, AHR
and HR Departments conduct salary surveys within
the local market as well as with peer institutions.
Salary studies from specific professional associations
are also reviewed if available. Broadbanding has
been implemented for several classifications; in this
approach, jobs with similar skill requirements and
responsibilities are grouped into job families and pay
is linked to market.
Salary increases for the bargained-for employee
groups are dictated by contract language. Nonbargained-for administrators and athletic coaches
can receive merit awards during the annual review
process. These awards are determined by the respective divisional vice presidents, typically based on
employees’ completion of annual goals and objectives
and contributions during the previous year.
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Eastern Michigan University AQIP SYSteMS PORTFOLIO | 2008
EMU offers its employees a comprehensive benefit
package that includes health care, retirement, tuition
waivers, prescription-drug coverage, etc. Employees
can participate in flexible-spending programs.
4P8 - Determining key motivational issues
The collective-bargaining process is a tool for identifying key employee motivations. Additional data will be
identified and analyzed in future portfolios.
4P9 - Evaluating employee satisfaction, health
and safety, and well-being
EMU recently administered a survey addressing these
areas. Additional data will be identified and analyzed
in future portfolios.
4P10 - Measures collected and analyzed
The Affirmative Action Plan is reviewed each year and
updated as needed. Records of employee turnover
and years of service by employee classification and
University division are updated annually.
Student evaluations, as well as the narratives and
nominations for faculty- and staff-recognition awards
and annual faculty reports, provide regular accounts
of faculty, staff, and administrators’ work and students’
perceptions of that work. The Provost’s office tracks
annual numbers of applications and awards for faculty
sabbaticals and FRF leaves; the Office of Research
Development tracks the numbers of proposals and
awards for external funding.
4R1 – Results
Employee turnover at the institution averages 7.5%
annually, a rate that compares favorably with other
institutions. This rate is essentially constant across
employee groups. Average length of service for all
employee job classifications is 11.3 years. The average
ranges from 4.2 years for athletic coaches to 13.6 years
for faculty. In 2008, one employee was recognized for
45 years, one for 43 years, 6 for 40 years and 5 for 35
years.
Since May 2007, EMU has increased the breadth and
frequency of campus-safety training. A new campus
emergency-response plan and notification system has
been implemented. Additional campus policies, procedures, and security measures have been established.
Figure 4.4 presents the number of applications
and awards for faculty sabbaticals, faculty research
fellowships, spring/summer research awards, and
new-faculty research awards for the past three
years. Cell entries are the number of awards (and the
number of applications) in each category.
Figure 4.5 presents the number of faculty members
awarded tenure or promotion in each of the past
three years.
4R2 - Results in processes
associated with valuing people
EMU continues to systematize its process for
measuring employee satisfaction. A national
employee survey was administered in March 2008 to
obtain a baseline for developing improvement targets.
A separate instrument (HERI) is being used for faculty
in April 2008.
Figure 4.4: Faculty Awards Granted and Applied For
Year
One Semester
Sabbatical
Full Year
Sabbatical
Faculty Research
Fellowship
Spring/Summer
Research Awards
New-Faculty
Research Awards
2007-2008
15 (17)
6 (10)
17 (26)
Pending
17 (18)
2006-2007
15 (20)
14 (16)
21 (28)
6 (14)
24 (34)
2005-2006
10 (15)
10 (11)
13 (24)
12 (21)
18 (33)
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Eastern Michigan University AQIP SYSteMS PORTFOLIO | 2008
Figure 4.5: Faculty Tenure and Promotion, 2005-2007
Year
Awarded Tenure
Awarded Promotion
Effective Fall 2007
30
48
Effective Fall 2006
27
39
Effective Fall 2005
48
59
Figure 4.6: Sources and Amounts of External Awards
Foundations Business
Local
Govt. &
Other
Research
& Development
Service
Training
Instr.
Support
/Other
$545,386
$292,550
$2,381,796
$654,540
$4,592,160
$3,090, 194
$2,364,663
$127,688
$686,705
$258,244
$3,210,424
$995,898
$6,069,500
$4,012,468
$3,222,359
$468,790
Year
Federal
Govt.
State
Govt.
2007
$6,240,433
2006
$8,621,846
AHR/HR has drafted a new manual for searches and
other personnel policies to provide more uniform
processes throughout the institution. Student Affairs,
Human Resources, and the President’s Office tested a
new staff-evaluation tool in the 2006-07 year. Based
upon results of this pilot testing, EMU will continue to
revise and evaluate this tool.
4R3 - Employee productivity and effectiveness
EMU faculty, staff, and administrators regularly
are recognized by their respective professional
organizations for outstanding accomplishments. For
example, in 2007 the director of the EMU School of
Nursing was elected to the National Academies of
Practice as a Distinguished Practitioner; in 2008 a
School of Social Work professor was selected as Social
Worker of the Year by the Michigan chapter of the
National Association of Social Workers. EMU has many
similar examples each year.
4R4 - Benchmarking comparisons
These will be addressed in future portfolios.
4I1 - Improving processes for valuing people
EMU has instituted a professional managementtraining program for mid- and upper-level
administrators and hired a training director. Employee
satisfaction surveys are currently underway.
Funding for faculty-development programs (e.g.,
sabbatical leave awards; Faculty Research Fellowships)
has been allocated.
4I2 - Setting targets for improvement
Targets will be addressed after baseline data are
analyzed.
Though EMU is not a Research 1 institution, the
faculty are successful in garnering external support
for research, including teaching-related research
and contract work. Figure 4.6 provides the values of
external awards by sponsor type and activity for the
past two years.
Category 4: Valuing People | 35
Category 5:
Leading and Communicating
Eastern Michigan University AQIP SYSteMS PORTFOLIO | 2008
Category 5
Leading and Communicating
5C1 - Leadership and communication systems
EMU was established pursuant to Article VIII, Section
6, of the Michigan Constitution and is one of
Michigan’s 15 state-supported four-year universities.
EMU is governed by an eight-member Board of
Regents, which is appointed by the Governor of
the State of Michigan, with the advice and consent
of the Michigan Senate. Regents are appointed for
staggered eight-year terms. Pursuant to the Michigan
Constitution and Michigan statutory law, the Board,
with limited exceptions (e.g., health, safety, and public
policy), has been provided with the autonomy and
authority to operate and manage the University.
The University’s leadership system consists of the
Board of Regents, the executive leadership team,
and governance bodies for the faculty and students.
The Board of Regents, with input from its standing
committees (Board members, administrative staff,
faculty, and students actively participate in standingcommittee meetings), is responsible for establishing
the University’s mission through the adoption/
amendment of the University’s mission statement,
and for setting general policies, fiscal oversight, and
strategic direction for the University.
The President reports directly to the Board of Regents.
To communicate and implement the Board’s strategicplanning directions and policies, the President
chairs the Strategic Operations Council (SOC) that
consists of the Provost and Executive Vice President;
Vice President for Advancement and Executive
Director, EMU Foundation; University Attorney;
Vice President, Business and Finance; Director of
Diversity; Vice President for Enrollment Management;
Chief Government Relations and Special Projects
Officer; Interim Chief Information Officer; Director
of Intercollegiate Athletics; Associate Provost;
Associate Vice President, University Marketing and
Communications; Interim Vice President for Student
Affairs; and the five academic deans.
A large part of EMU’s leadership and communication environment is defined by the seven collectivebargaining agreements that it has with the Professional/Technical staff (UAW Local 1976); Clerical/Secretarial
staff (UAW Local 1975); Food Service and Maintenance
workers (AFSCME Local 3866); campus police officers
(Police Officers Labor Council--Patrol Officers); police
sergeants (Police Officers Labor Council--Sergeants);
full-time lecturers (EMU Federation of Teachers); and
tenured and tenure-track faculty (the American Association of University Professors).
The primary faculty governance bodies are the Faculty
Council and the Graduate Council. The responsibilities
of these Councils are defined in the collectivebargaining agreement. The Councils are advisory to the
President and the Provost and Executive Vice President.
The primary student governance body is the EMU
Student Government. Its responsibilities are defined
in its constitution and University policy. The EMU
Student Government is advisory to the President and
other University executive officers.
The University also utilizes a specialized and integrated
committee framework that encompasses all segments
of the University. Vice presidents have established
input and committee structures within their divisions.
Academic deans and department heads have committee structures within their academic units that provide
faculty, staff, and, at times, students with opportunity to
participate on committees that have decision-making
or relevant policy-input powers.
A variety of communication methods are utilized
throughout the University. The University’s Marketing and Communications Department has primary
responsibility for the University’s formal communication structure, internally and externally. However,
the President, Secretary to the Board of Regents, Vice
Presidents, other executive officers, deans, department heads, directors, managers, etc., regularly
Category 5 : Leading and Communicating| 36
Eastern Michigan University AQIP SYSteMS PORTFOLIO | 2008
communicate within their areas and/or with the
campus community through reports, memorandums,
web-sites, e-mails, meetings, retreats, newsletters, the
student newspaper, etc.
• Integrity – The EMU community believes that
integrity is critical to continued success and
institutional effectiveness. The University expects
and supports the highest level of personal,
intellectual, academic, financial, and operational
integrity within the University community.
5C2 - Leadership alignment with board
The EMU Board of Regents meets according to a
published schedule (seven times this calendar year).
The Board’s standing committees are: Athletic Affairs;
Faculty Affairs; Student Affairs; Educational Policies;
Finance, Audit and Investment; and Personnel and
Compensation. Except for the Personnel and Compensation Committee, the committee meetings are open
forums that address a variety of matters. The Regents
use the committee meetings to help set direction and
align administrative practices with board policy. See
5P6 for information on the University’s newly developed strategic-planning process, which is based on a
process-focused continuous-improvement model that
emphasizes teamwork and communication.
5C3 - Institutional values and expectations
Among Eastern Michigan’s shared values are:
• Excellence – The promotion of personal and
academic excellence provides a foundation for
institutional quality. EMU is committed to achieving
the highest standards through ongoing assessment
and continuous quality improvement.
• Human Dignity and Respect – Wisdom, sound
judgment, acceptance, and respect for other
persons, cultures, and ideas are characteristics of an
educated person.
• Diversity – Cultural diversity enriches learning
experiences and promotes respect and
understanding.
• Public Engagement – EMU aspires to develop
regional, national, and international partnerships
that enable serving its stakeholders more
effectively, while providing increased learning
opportunities for students, faculty, and staff.
• Leadership and Participatory Decision-Making –
EMU is committed to creating and supporting an
environment that fosters open communication and
innovative approaches to change.
5P1 - Directions aligned with mission, vision,
and values
The University’s mission and strategic direction
have been established through the governance and
committee structure described in Section 5C1, which
ensures that faculty, staff, students, and other key
stakeholders are considered and have appropriate
input. Implementation involves the adoption of
policies and procedures that are consistent with the
University’s mission and strategic directions. The
process provides the continuing opportunity for
learning, innovation, and improvement.
One recent example was the approval by the Board in
March 2007 to include gender identity or expression
in the University’s nondiscrimination clauses,
including the preamble of the bylaws of the EMU
Board of Regents, the EMU Civil Rights policy, and
the EMU Equal Employment Opportunity/Affirmative
Action policy. This policy revision was developed
by the Student Leader Group, which shepherded it
through the Student Affairs Committee and then to
adoption by the Board.
The President meets weekly with the Strategic Operations Council and also meets independently with
the vice presidents and other senior administrators
to discuss strategic directions. After each Board of
Regents meeting, the President schedules meetings
with senior administrative staff to discuss the Board
meeting and critical challenges and opportunities.
Information provided during these meetings may be
shared with faculty and other staff members.
Eastern Michigan University has always endeavored
to foster an ethical environment. In January 2007, the
Board of Regents authorized the establishment of
“The EMU Ethics and Compliance Reporting System.”
This allows any member of the faculty or staff to bring
compliance and ethics issues directly to the attention
of the Board of Regents.
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Eastern Michigan University AQIP SYSteMS PORTFOLIO | 2008
5P2 - Future opportunities and
the learning environment
Leaders guide the University in seeking future
opportunities by active participation in international,
national, regional, state, and local activities.
Administrative leaders collaborate with faculty
and communities to identify opportunities that
are aligned with the EMU mission and vision. A key
component is the utilization of Advisory Boards
across colleges, schools, departments, and programs
(Appendix A). These are composed of community
experts who provide guidance and counsel related
to current academic programs, possible future
programs, and evaluative feedback on the success of
EMU graduates.
Faculty, staff, and students participate in “EMU Day at
the Capitol” to advocate for resources from the State
Legislature and to provide information about EMU to
Legislators.
Opportunities to sustain the current learning
environment and stimulate future opportunities
have been provided by the Faculty Development
Center, memberships/ subscriptions to professional
organizations, attendance at professional conferences
(37 attended The Higher Learning Commission’s
Annual Meeting in 2007), and subscriptions to online
grant notices.
5P3 - Decision-making processes
EMU’s decision-making model for institutional
continuous-improvement teams is known as the IDEA
(Identify - Develop - Evaluate - Act) model as depicted
in Figure 5.1.
Ultimate responsibility for University operations is
held by the appointed Board of Regents; University
administrators (Appendix B) ultimately report to this
Board and make higher-level decisions.
Figure 5.1: EMU IDEA Model
IDENTIFY
Identify issues and areas
of opportunity for improvement.
ACT
Act to standardize the practice
if solution has the desired results.
Continue to identify areas of
ongoing improvement.
EMU Mission
and Vision
DEVELOP
Develop and assess potential
solutions and implement
best alternative.
EVALUATE
Evaluate the solution post
implementation. Measure and
evaluate results against the
initial objects or goals.
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Eastern Michigan University AQIP SYSteMS PORTFOLIO | 2008
Prior to making decisions, information and input are
collected from interested stakeholders through the
use of teams, task forces, or committees; these individuals then make recommendations to the administration. Membership in these groups reflects all
stakeholders and is often made up of cross-divisional
members as appropriate. For example, AQIP Project
Teams include administrators from different levels,
faculty, support staff, and student representatives. The
Teams report their findings at the Senior Administrators’ meetings as part of their project closeout.
improving communication between all levels of the
University. Such communication is promoted through
regular senior administrative meetings, verbal, written,
and electronic communications from unit leaders, and
broader communication among external stakeholders (Figure 5.2). Formal meetings between and among
various constituencies and levels also foster communication (Figure 5.3). Mechanisms for communication
and input are embedded in the collective-bargaining
agreements with faculty and staff, which require a
variety of standing and ad hoc committees.
Contract language in seven collective-bargaining
agreements provides guidelines for collecting input.
Board of Regents decisions and significant updates
are shared at the President’s meeting with all seniorlevel administrators, at the weekly Strategic Operating
Council, and at Provost’s Council, Divisional, College,
Departmental, and Student Government meetings.
Many Board decisions are publicized by press
releases that are sent to various media and posted
on the University’s web site. It is commonplace for
senior administrators to hold open campus forums
for students, faculty, and staff on various topics to
provide updates and to solicit input from various
constituencies.
Decisions are made by the appointed Board
of Regents and University administrators for
topics related to strategy, policy, and procedures.
Operational mid-level decisions are made by various
administrators, such as Deans, School Directors, and
Department Heads. They often seek input from faculty
and staff to ensure that all relevant information is
known prior to making decisions. Faculty Council
and the college councils provide guidance on issues
that require faculty input; their members are elected
from the faculty in each department. Faculty Council
also appoints faculty members to various campus
committees and task-force groups. For student issues,
input is sought from student government officers who
are elected annually from the student body.
5P4 - Use of information in decision-making
Several key results are widely monitored. Enrollment
reports showing applicants, number accepted,
and number enrolled by various criteria are widely
disseminated. Various reports from Noel-Levitz
provide input into student recruitment and retention
strategies. A number of reports are consolidated in
the “Board books” that are distributed to the Board of
Regents and senior leadership prior to every Board
meeting. An AQIP action project is underway to
establish a Balanced Scorecard Management Process,
which will define EMU’s formal tracking and review of
key performance indicators.
5P5 - Communication among institutional levels
Demonstrating its strong commitment to shared
governance, EMU uses a multifaceted approach to
5P6 - Communication of shared mission, vision,
values, and institutional directions
The University is in the first iteration of a newly
developed biennial strategic-planning process (Figure
8.2), which is based on a process-focused continuousimprovement model that emphasizes teamwork and
communication (the IDEA model). The Institutional
Strategic Planning Council (ISPC) is charged with
implementing the process, which is designed to allow
the University’s leadership to develop strategic priorities and develop a set of University strategic directions
congruent with EMU’s mission, vision, and values. There
is growing awareness of the need to relate the planning process with the budget-development process
at the University. The Institutional Strategic Budget
Council (ISBC) is to provide guidance and recommendations to the Strategic Operations Council (SOC)
on the process, procedures, and development of the
University budget, including reviewing historic budget
and actual revenue and expenditure information,
incorporating strategic planning priorities in context
with the budget process, and assisting in developing
the annual budget consistent with long-range financial
projections based on program, enrollment, market,
compensation, and other relevant trends.
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Eastern Michigan University AQIP SYSteMS PORTFOLIO | 2008
Figure 5.2: EMU Communication Modes
Communication Modes
Frequency
Purpose
Echo
3 per week
Student newspaper
Exemplar
3 per year
The University Magazine of EMU
Examples of print publications
CaseNotes
2 per year
College of Arts & Sciences publication
Eastern Educator
1 per year
College of Education publication
The Edge
3 per year
The Alumni Magazine
academic newsletters
As needed
Provide news and updates
student brochures
As needed
Provide information
press releases
As needed
Provide updates and information
Emeritus Faculty Newsletter
Two per Year
Provide updates, requests for input
EMU Today
Daily
General interest news & notes
Focus EMU
Weekly
Faculty and staff newspaper
EMU homepage
Ongoing
General EMU information
my.emich
Ongoing
EMU’s personal portal. This is an official form
of communication, a secure site that provides
students, faculty, and staff with intranet and
Internet services.
ORD Digest & web site
Ongoing
Office of Research Development newsletter and
web pages
Presidential updates
As needed
News and updates
Emails
As needed
News and updates
Provost’s Office Updates
Biweekly
Information on administrative meetings, as
well as key activities and announcements in
Academic Affairs
Enrollment reports
Weekly
Status Reports
Examples of electronic communications
Figure 5.3: EMU Formal Meetings
Meeting
Frequency
Institutional Level
Board of Regents Committees:
Athletic Affairs
Educational Policies
Faculty Affairs
Finance, Audit, and Investment
Student Affairs
Personnel and Compensation
Bimonthly
Open to the public
Senior Administrators
Monthly
Senior administrators
Diversity Council
Monthly
Continuous Improvement Operating Council
Monthly
Institutional Strategic Planning Council
Biweekly
Academic Affairs Division
Provost’s Council
Monthly
Faculty Council
Monthly
Elected by faculty by unit
(continued on next page)
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Eastern Michigan University AQIP SYSteMS PORTFOLIO | 2008
Figure 5.3: EMU Formal Meetings (Continued)
Meeting
Frequency
Academic Affairs Division, CONTINUED
Graduate Council
Directors, Deans, Department Heads
Monthly
Monthly
Academic Affairs Educational Environment and Facilities Planning Committee
Monthly
Elected by faculty
Formal committees and task forces
More than 300 college, department, and program
advisory groups
Enrollment Management Division
Enrollment Management Operations
Committee
Biweekly
Share information and strategies regarding
recruitment, retention, and re-enrollment
Strategic Enrollment Management
Council
Monthly
Share information regarding enrollments and
challenges
Strategy Council
3 times per
month
Includes directors of the largest departments
Division Council
Monthly
Includes all directors and associates
Administrative Council
Monthly
Includes select technical/professional staff
Clerical staff
2 per semester
All staff
Annual
Student Leader Group
Biweekly
Student Affairs Division
Includes leaders from all student groups
Business and Finance Division
Institutional Strategic Budget Council
Monthly
5P7 - Encouragement and development
of leadership abilities
capital-campaign effectiveness, employee satisfaction,
stakeholder satisfaction, and student learning.
Eastern Michigan University offers diverse professional-development programs through a variety of
activities both on and off campus. In addition, the
campus unions provide specific programs for their
memberships.
Traditional professional-development programs
include travel and conference support; seminars on
grant-writing; support from the Office of Research
and Development for identifying funding sources and
writing grant proposals; providing books on leadership topics; tuition reimbursement for employees; and
mentoring by senior faculty and administrators.
The University offers professional-development seminars using on-campus and outside experts. Examples
include Office Professionals Day and an administrative breakfast featuring nationally known speakers.
EMU has contracted with an external consulting
firm to develop and lead an ongoing Organizational
Transformation plan for institutional leaders. The
process started in December 2007 with the Executive
Vice President and select members of the Strategic
Operations Council. The process will continue through
the ranks in a systematic fashion, working with each
division’s leadership team. EMU is focused on leadership development that will affect, in specific measurable ways, enrollment, increases in fund raising/
The Faculty Development Center, sponsored by
Academic Affairs, provides comprehensive seminars
and training sessions for faculty to improve teaching
effectiveness. The University often promotes faculty
to department heads and deans, a practice that
helps them gain leadership experience. University
Communications hosts media-relations training
sessions twice a semester for faculty and staff,
designed to prepare them for interviews by the media.
The EMU-AAUP offers fall professional-development
workshops for faculty that cover details on achieving
promotion and tenure.
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Eastern Michigan University AQIP SYSteMS PORTFOLIO | 2008
Professional and Technical staff, as members of the
UAW, can attend various professional-development
seminars for officer and steward training. The
Clerical and Secretarial union has a memorandum of
understanding to establish a clerical-training pilot
fund to make training and professional-development
opportunities available to as many University clerical
employees as possible.
EMU has sponsored numerous emerging leaders as
American Council on Education (ACE) Fellows for an
academic year of professional development at other
institutions.
Faculty and staff have been nominated to participate
in Leadership Ypsilanti, a training series run by the
Ypsilanti Area Chamber of Commerce that introduces
in detail various facets of the community (education,
government, economic development, health care,
etc.) and prepares the participants to become leaders
within the Ypsilanti community.
An important component of the nascent strategicplanning process is to collect and analyze key
performance measures associated with the
implementation of each strategic initiative within
each plan. Related to this are the AQIP action projects
to initiate and implement a Balanced Scorecard
process that will define EMU’s formal tracking and
review of key performance indicators. These are likely
to include students/stakeholders, faculty, satisfaction,
internal processes, and financial data.
5R1 - Results for leading and
communicating processes and systems
As noted in 5P9, AQIP action projects exist to initiate
and implement a Balanced Scorecard process, which
will define EMU’s first formal tracking and review
of key performance indicators. The results will be
included in future iterations of the systems portfolio.
5R2 - Comparative results
5P8 - Leadership succession to
ensure mission, vision, and values
The University’s mission, vision, and values appear
in many University documents and are reinforced
by leaders in major communications. Planning for
leadership succession is widely recognized as a
significant challenge.
Comparative results are not available at this time.
5I1 and 5I2 - Improvements and targets
Improvements and targets will be addressed after
data are available.
5P9 - Measurement of leading
and communicating
Annual performance evaluations that reflect strengths
and opportunities are gathered for all employees, but,
in general, are not systematically analyzed (4P6).
Category 5 : Leading and Communicating | 42
Category 6:
Supporting Institutional Operations
Eastern Michigan University AQIP SYSteMS PORTFOLIO | 2008
Category 6
Supporting Institutional Operations
6C1 - Key student and administrative support
service processes
Eastern Michigan University is committed to a
University-wide focus on learning as its core mission.
EMU maximizes educational opportunities and
personal and professional growth for students from
diverse backgrounds through its array of programs in
a student-focused learning environment that extends
beyond the University boundaries. EMU’s dedication
to excellence in academics requires a commitment to
high-quality support service processes. Six key processes support student learning, student achievement,
and student and stakeholder success. These process
areas are defined as:
• Teaching and Learning, which embraces learning communities and emphasizes learning outcomes, commitment to retention, and higher graduation rates.
• Student Experiences, which encourages engagement of on- and off-campus students through
programs and services, emphasizing EMU’s hallmark of human diversity.
• Information Technology and University Infrastructure,
which focuses on improving teaching and learning
through information technology, emphasizing
high-quality support systems and processes.
• Enrollment, which focuses on increasing enrollments, emphasizing institution-wide retention.
• Community Engagement and Public Service, which
focuses on public service through regional partnerships and alliances, emphasizing integration of
service-learning into institution-wide curricula.
• Facilities and Grounds, which emphasizes functionality, maintenance, and aesthetics that enhance the
commitment to teaching and learning.
Within each process area are operations that support
the needs of EMU’s students and other stakeholders.
A representative list follows (Figure 6.1).
Figure 6.1: Key Processes and Operations
Key Process Area
Teaching and Learning
Student Experiences
Information Technology
and University
Infrastructure
Enrollment
Community Engagement
and Public Service
Facilities and Grounds
Operations
Academic Advising, Academic Projects Center, Career Services, Center for Adaptive Technology
and Education, Computer Labs, Continuing Education, Counseling Services, Faculty Development
Center, First Year Center, Halle Library, Health Services, Holman Learning Center, Math Lab, Satellite
Centers, Student Academic Support Services, Student Success Office, Writing Center
Arts and Entertainment Program, Child Care Services (Children’s Institute), Commuter Student
Services/Commuter Central, Dining Services, Diversity Programs, Greek Life, Health Education
Program, Housing, Intercollegiate Athletics, Leadership and Student Involvement, Lesbian, Gay,
Bisexual, Transgender Office, New Student and Transition Programs, Office of International
Students, Ombudsman’s Office, Public Safety, Recreation/Intramurals, Student Disability
Services (Access Office), Student Government, Student Judicial Services, Student Media, Student
Organizations, Student Success Office
Accounting, Bookstore, Budget Office, Cashier’s Office, Computer Refresh Program, Computer Store,
Continuous Improvement and Planning Office, Electronic Classroom Support, Human Resources,
Institutional Research and Information Management, Legal Affairs, Mailroom, Office of Diversity
and Affirmative Action, Office of Research Development, Parking, Payroll, Purchasing and Receiving,
ResNet, Risk Management, Service EMU, Student Business Services, Technology Help Desk,
Telecommunications, University Communications
Admissions, Financial Aid, Records and Registration, Retention Office, University Marketing
Alumni Relations, Charter Schools Office, Community Involvement, Convocation Center,
Development Office, Eaglecrest Golf and Conference Center, Government Relations, Center for
Corporate Training
Health and Safety Office; Physical Plant Operations (Planning, Custodial, Grounds, Maintenance)
Category 6: SUPPORTING INSTITUTIONAL OPERATIONS | 43
Eastern Michigan University AQIP SYSteMS PORTFOLIO | 2008
In order to achieve EMU’s mission and afford each
student the optimal opportunity for success, students
and other stakeholders must be provided with the
appropriate support services that enhance the learning environment and reduce barriers to learning.
6C2 - Reinforcing EMU’s key student and
administrative support services processes
and systems in Category 1 and Category 2
EMU’s key student and administrative support services
processes and systems identified in 6C1 are tied to the
EMU Mission Statement and continuous-improvement
initiatives. These support services are central to
Category 1 and Category 2 through their link to the
provision of a student-focused learning environment
and their contribution to EMU’s economic wellbeing. They are designed to support faculty and staff
performance in ways that enhance the quality, depth,
and vibrancy of student learning. Every division’s
support services are aligned with the primary mission
of the University. 6P1 - Identifying student support service needs
Support service needs of students are identified
through multiple venues using both formal and
informal paths. EMU uses such national standardized
assessments as the NSSE and CIRP to contribute to
the identification of student support service needs.
Departments and units across the University use a
variety of methods ranging from surveys and focus
groups to suggestion boxes and informal feedback.
Most offices rely on more than one method and
analyze all of the information collected to add, change,
or eliminate support services. In addition, some offices
have multiple years of data showing trends to inform
their decisions.
Through an AQIP Project focused on high-quality
service delivery, the Office of Financial Aid identified
support service needs not only through surveys of
students served but also through surveys of office personnel. Using this information, the Office of Financial
Aid Process Improvement Team Identified problems,
Developed potential solutions, Evaluated these solutions, and in appropriate cases Acted to change existing procedures or policies (IDEA Model, Figure 5.1).
Another approach includes placing students on key
University committees and councils to allow them
to express their support service needs directly. For
example, the EMU Student Leader Group, which is
composed of student representatives from twelve
major student organizations, serves on the Student
Affairs Committee of the Board of Regents. This
group works to define a common student agenda
and serves as an advisory group to both the Vice
President for Student Affairs and the President. Group
members present position papers to reflect their
priorities and support needs. EMU has also included
student representatives on such committees as the
search for EMU’s next president and the search for the
Executive Director of Public Safety, providing a voice
for students to share their needs. Including students
on multiple, high-level University committees, task
forces, and advisory boards (Appendix A) has provided
the University with a direct conduit for obtaining
compelling information on student support needs.
Informal feedback is also a means of identifying
student needs in various offices and departments
throughout the University. This typically occurs when
a student is engaged for a purpose other than to
identify student support needs, yet the interaction
results in the presentation of a need that gets passed
along to the appropriate source.
6P2 - Identifying key stakeholder administrative
support service needs
Administrative support service needs of faculty, staff,
and administrators, along with other key stakeholder
groups, are identified by proactive, reactive, and
comparative methods. Proactively, departments and
units use advisory councils, committees, collaboration,
and faculty/staff/student feedback. Collaboration
among departments and administrative offices serves
as a key method for not only identifying needs, but
also incorporating the changes that address those
needs. Complaints and complaint-driven surveys
are reactive methods that are often used to identify
administrative support service needs. Benchmarking
and national standards are also used to compare the
institution to other entities as a means of identifying,
revising, and defining needs.
Asking multiple constituencies to define their
administrative support service needs and listening
Category 6: SUPPORTING INSTITUTIONAL OPERATIONS | 44
Eastern Michigan University AQIP SYSteMS PORTFOLIO | 2008
to their ideas, concerns, and recommendations
have been critical to successfully providing what is
required. Examples of key constituencies that provide
information on an ongoing basis are such groups as
the Board of Regents, President’s Strategic Operations
Council, Provost’s Council, Faculty Council, Senior
Administrators’ Meetings, Alumni Association Board,
AAUP, AFSCME, UAW 1975, UAW 1976, Student Affairs
Strategy Council, Student Leader Group, Retention
Council, and AQIP Project Teams.
In addition, EMU has used town hall meetings
and open forums on a variety of issues to better
understand the public’s needs. For example, town hall
meetings are scheduled each semester to address
safety and security needs and concerns.
The Faculty Development Center, a key support
service for faculty and staff, uses a multi-faceted
approach to identifying needs. Every three years the
Center conducts a web-based survey of all faculty,
lecturers, administrators, and adjunct faculty regarding faculty development needs in teaching, research,
and technology categories. The Faculty Development
Center Advisory Committee solicits input from its
colleagues just prior to the annual planning retreat.
At the end of each of the Center-sponsored workshops, seminars, and semester-long programs, the
participants also complete an evaluation that asks for
other programs they would like offered. In addition,
the Center staff tracks the general nature of all the
individual consultations held with faculty to determine patterns among those as well. Finally, the Center
receives emails weekly from faculty with suggestions
and questions, which are evaluated for feasibility.
Several new methods of gathering information from
EMU employees about their work-life quality and
needs have been implemented by Human Resources
within the past six months. They include the following:
1.Bringing in PMP Leadership Consultants to work
with the executive and administrative levels of
the institution. Part of that process is that each
participant must complete a self-evaluation, must
request that others evaluate him/her on leadership
qualities, and must identify needs by evaluating
the EMU work environment through a “Perception
Survey” of the institution.
2. Participating, for the first time, in the National
Employee Attitudes Survey (NEAS) administered
yearly by Business and Labor Reports (BLR). This
survey allowed employees to assess EMU on four
major categories (i.e., Teamwork, Communication,
the Organization, and the Employee’s Personal
Development). The survey was completed in April,
2008, by 660 non-academic staff, and the results
will be utilized to identify training needs and other
necessary changes.
3. Formalizing exit interviews with departing employees. These are now being conducted by the Office
of Diversity and Affirmative Action. The results will
be examined regularly to identify trends in departures and make recommendations for changes/
improvements in those areas.
Figure 6.2 shows key methods used by several
departments and offices across the University. These
departments and offices are representative of the six
key process areas identified in 6C1. As indicated in
Figure 6.2, it is typical for an operation to use more
than one method to determine support service needs.
For example, Human Resources Department managers
collaborate with the bargaining units to identify
support needs of specific employee groups. Moreover,
they utilize such other methods as web surveys, exit
interviews, and an advisory committee.
6P3 – Managing student and administrative
support service processes
EMU routinely collects data on students through
benchmark studies, satisfaction surveys, and focus
groups. In reviewing the data gathered during interviews with some representative departments, trends
were identified that spanned the key process areas
and operations (6C1). Nationally recognized surveys,
such as CIRP and NSSE, as well as the University’s
Student Learning Evaluation (SLE), support EMU in
understanding students and developing services
and programs to address their needs. For example,
the Department of Public Safety reviews data from
surveys, focus groups, and open forums to determine
trends in how safe EMU students feel on campus and
uses input from student organizations in developing
and refining those programs and services. Satisfaction
and utilization data are most commonly employed
to determine whether the needs of students and key
stakeholders continue to be met.
As part of EMU’s AQIP Academic Advising Project,
students and advisors were surveyed separately to
determine the support service needs of both students
Category 6: SUPPORTING INSTITUTIONAL OPERATIONS | 45
Eastern Michigan University AQIP SYSteMS PORTFOLIO | 2008
Figure 6.2: Sample of Methods to Identify Needs
Department/
Office
Key Process Area
Computer Lab
and Help Desk
Teaching and Learning
Faculty
Development
Center
Teaching and Learning
x
Halle Library
Teaching and Learning
x
Human Resources
Information Technology
and
University Infrastructure
x
Physical Plant/
Facilities
Facilities and Grounds
x
Public Safety
Student Experience
x
Purchasing
Information Technology
and University
Infrastructure
x
Methods to Identify Needs
Reactive
Needs
Survey
and advisors. The results are being used by the EMU
Retention Council to implement improvements in the
delivery of academic advising from the time students
enter the University through their graduation and
to determine effective processes to integrate career
advising. Analysis of data from the Housing and
Dining Services Resident Survey (conducted annually
for the past 18 years) is used to make informed
decisions regarding program changes. Student
satisfaction information is systematically gathered
and assessed in Records/Registration, Financial Aid,
Student Accounting, Freshmen Academic Advising,
academic administrative units, and the academic
support services in the Holman Learning Center.
Feedback from students and key stakeholders is often
used to determine needs and to develop or refine
processes. For example, Human Resources consultants
currently rely on informal feedback from hiring
authorities who use the online application system to
identify their needs and concerns. Plans exist within
HR to add a suggestion/comment message to the
hiring authority web page, similar to that which exists
on the applicant web page.
Review of best practices and adherence to national
professional standards, for example, the National
Council for Accreditation of Teacher Education
Complaints
x
Benchmarking,
National
Standards
Collaboration
Internal
Staff
Feedback
x
x
x
x
x
x
x
x
x
Advisory
Council/
Committee
x
x
x
x
x
x
x
x
(NCATE), the Council for the Advancement of Standards in Higher Education (CAS), and the American
College Health Association (ACHA), also help to ensure
that the needs of students and key constituents are
being met. Many administrative departments have
advisory committees that include students and faculty
to provide another venue for feedback (Appendix A).
Processes are documented on the macro level
in the Board of Regents Policy Manual and the
University’s Procedures Manual. A comprehensive
review and revision of the Board Policy Manual has
been ongoing since 2002. Processes and policies are
also documented for students in such publications
as the EMU Student Handbook and the Guide to
Student Involvement. In general, most departments
maintain policy manuals, procedures manuals, and/
or handbooks although no system exists either to
require that processes be documented or to ensure
that regular review and updates occur.
Innovation, knowledge-sharing, and empowerment
are encouraged through regular staff meetings, a
degree of autonomy in decision making, involvement
in the development and revision of processes,
professional development, and networking
opportunities within individual units and divisions.
For example, each month a different group of
Category 6: SUPPORTING INSTITUTIONAL OPERATIONS | 46
Eastern Michigan University AQIP SYSteMS PORTFOLIO | 2008
Halle Library employees prepares the agenda and
conducts the staff meeting. In the Physical Plant,
information sharing is enhanced by the inclusion of
representatives from Public Safety and University
Housing in biweekly staff meetings. A formal rotation
process in the Human Resources department
enables staff to attend professional-development
activities on a routine basis. Such University divisions
as Student Affairs and Enrollment Management
utilize divisional committees at each level of their
organizations (administrative, professional/technical,
and clerical) to focus on information sharing and
encourage new ideas. Academic Affairs holds monthly
meeting of deans and department heads. Rewards
and recognitions, such as the Faculty and Tutor
Appreciation Awards, annual “Innovagency” grants
from Student Affairs to implement innovative ideas,
and the Distinguished Faculty Awards, also serve to
encourage innovation.
6P5 - Measures of student and
administrative support services
Leadership teams at each level of the University manage key processes on a day-to-day basis, but with
minimal standardization across the University. Continuous-improvement initiatives at EMU will continue to
promote standardization and University-wide support
service processes.
Most support services utilize more than one measure
and collect data from several instruments. Figure
6.3 provides a sample of departments/offices from
6C1 and shows the various methods used by each
to collect data. For such operations as Physical Plant
and Department of Public Safety, data collected
are typically in the form of responses to immediate
problems rather than through a formal process
conducted along a given timeframe.
6P4 - Using information and results
to improve support services
An example of the collection of utilization data and
using them to support campus community needs is
found in the Halle Library. When a book, journal, or
monograph is requested by faculty and purchased
by the library, the library tracks the usage of that
resource. When the time for renewal of a journal
approaches, library staff can determine whether it
should be renewed or not, based upon its utilization.
Processes used by the help desk include collecting
data on client satisfaction, which are then used to
modify help-desk-employee procedures and training.
While large quantities of data are collected, the timing
of such collection is not always consistent from year
to year at either an institutional level or a department
level, and the data are not regularly shared with
constituencies across the University. This limitation has
been identified, and measures will be implemented to
place more focus on retaining and trending data over
time to enhance the ability to use these data more
effectively for continuous improvement.
The University analyzes a number of measures related
to student and administrative support processes.
Benchmarking is performed against such national
surveys as NSSE and the CIRP New Freshman Study. This
allows EMU to compare results with peer institutions.
The most common measures currently collected and
analyzed are satisfaction and utilization data. Satisfaction data are most often collected in annual surveys of
students in order to find areas of concern in services
offered. Utilization data are collected annually as part
of annual-review activities, and in smaller increments,
such as statistics of participation in a specific program.
The analysis of these data is most often performed as
part of the annual-review process and is used to plan
changes in services for the next year.
6R1 - Results of student support
services processes
While formal University processes for sharing
and applying results have been limited, several
departments, colleges, and divisions have used
the data collected to review and improve student
support services. As a result of the Housing and Dining
Resident Survey, meal plans were changed so that
students are allocated a specific number of meals
depending on the plan they select. These meals can
be obtained at any time during the day instead of only
at specific times as in the past. Housing and Dining
also conducted an analysis to determine the price
points for certain services and amenities, along with
the value students placed on accommodations in the
residence halls. The results of this analysis were used
to determine the housing-rates schedule for 2008-09,
reflecting the development of several new price
packages that include different amenities within each
plan. The Holman Learning Center has incorporated
Category 6: SUPPORTING INSTITUTIONAL OPERATIONS | 47
Eastern Michigan University AQIP SYSteMS PORTFOLIO | 2008
Figure 6.3: Sample of Measures
Department/Office
Academic Advising
Computer Labs
Faculty Development Center
Financial Aid
Halle Library
Data-Collection Method
Customer
Surveys
Customer
Comments
x
x
x
x
x
x
x
x
x
x
x
x
x
x
Focus
Groups
Help Desk
Holman Learning Center
Housing
Human Resources
Physical Plant
Public Safety
Purchasing
Student Business Services
Utilization
Data
Budget
Data
Accounts
Receivables
Benchmarking
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
utilization data, i.e., how many students request which
academic support services, to guide their decisions
for recruiting and hiring tutors and supplementalinstruction leaders.
An AQIP project completed in Fall 2007 focused
on collecting and analyzing data from students to
determine the problems they felt were inherent in the
current academic-advising system. Faculty and staff
who serve as academic advisors were also surveyed.
These data have been utilized by the Retention
Committee to recommend implementation of major
processes and systems including:
• Creation of a coordinated advising center with
representatives from Career Services, Financial Aid,
and General Education.
• Formation of an Advising Coordination Team.
• Implementation of measures to increase the use of
the Curriculum Advising and Program Plans.
• Implementation of a University-wide AcademicAdvisor Training Plan.
In a second AQIP project, the Financial Aid Office
used the results of a student survey on the quality
of customer service to determine points of service
that students rated as less than satisfactory. Finding
a major concern on the response to phone inquiries,
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
the Financial Aid Office worked with their third-party
vendor to train staff to improve the quality of their
phone responses.
Numerous other student support services processes
have been addressed and improved based on the
results of data that have been collected and analyzed
from such internal and external sources as the Department of Education. A few additional process results to
note include:
• Implemented wireless technology in all classroom
buildings and major facilities on campus.
• Secured additional funding to hire 1.5 FTE new
mental-health counselor positions.
• Added new security cameras to various locations
on campus.
• Implemented a text-message emergency-alert
system campus-wide.
• Enhanced the University SEEUS safety-escort service, expanding hours of coverage.
• Developed a financial-leveraging system through
Noel-Levitz for Financial Aid.
• Created the Academic Projects Center.
• Implemented an online graduation audit.
• Added Service EMU, a one-stop service center for
student business-services needs housed in the
Student Center.
Category 6: SUPPORTING INSTITUTIONAL OPERATIONS | 48
Eastern Michigan University AQIP SYSteMS PORTFOLIO | 2008
• Revised Fast Track early orientation program from
a two-a-day to a one-a-day program with added
program features.
6R2 - Results of administrative support processes
EMU has utilized data to determine opportunities to
create efficiencies in administrative support services.
The Faculty Development Survey conducted every
three years by the Faculty Development Center is one
example. The 2005 survey represented all subdivisions
of faculty, lecturers, and administrators. They identified the need for programs on teaching as the highest
priority with an emphasis on making learning more
meaningful and significant through actively engaging
students. Research interests were strong, but among
a smaller group of responders. These results will be
compared with the results of the survey just conducted in April 2008.
The Faculty Development Advisory Committee, with
input from students, department heads, and faculty/
lecturers, developed the strategic plan for the Faculty
Development Center. A sample of some of the Strategic Initiatives and the results are shown in Figure 6.4.
A sample of other results for improving support
services includes:
• Implemented web-time entry for payroll
processing.
• Implemented purchasing-card reconciliation
process and card-use auditing process.
• Implemented online work-order system.
• Use of Interest-Based Bargaining for some of the
union-contract negotiations.
• Replaced key locks with key-card system for afterhours entry to all major University buildings.
• Reorganized Human Resources into administrative
teams of generalists and specialists assigned to
specific University divisions and units.
• Developed a University branding campaign to
define and market EMU to its public.
• Enhanced technology to achieve high levels of
service to all stakeholders.
• Used a Computer Refresh Program for computer
replacements for faculty and staff.
6R3 - Comparison of results with
other higher-education institutions
Comparison with other higher-education institutions
takes place through standardized surveys (3R5). One
example is the benchmarking by the Halle Library for
Figure 6.4: FDC-Planned Initiatives and Progress Report
Initiative
Continue to enhance and strengthen faculty teaching programs (according to survey and national trends).
Develop an overall approach and multiple forms of programs
to orient and retain new faculty.
Develop and implement a plan for long-term fiscal solvency
and growth.
Recruit and train four additional Faculty Development Fellows
who will serve with the program for an additional two years.
Conduct a faculty/instructor/administrator survey and create a
new strategic plan.
Continue to create opportunities to provide collaborative
events with other universities in the area.
Progress (as of April 2008)
New Beginnings had 115 participants; New Faculty Orientation-27 faculty;13 year-long Fellows; SOTL symposium5 seminars totaling 65 people.
On course in August: 25 EMU participants; On course in May 25 EMU participants. AQIP project written and accepted.
Consultations and mid-term assessments increased.
Still in discussion with Academic HR, but progress being made.
Plan developed; AQIP project accepted—funded at $47,000.
Additional grants currently being written; $3 million endowment
request placed in capital campaign.
Three new Fellows now participating. Areas of interest: Adjuncts,
On-Course, and Interdisciplinarity.
Survey completed. Strategic Plan to be completed by July 1,
2008.
Collaborated with WCC to co-sponsor On-Course workshops—
one in 2007 and another in 2008. Invited faculty from 10 other
universities.
Category 6: SUPPORTING INSTITUTIONAL OPERATIONS | 49
Eastern Michigan University AQIP SYSteMS PORTFOLIO | 2008
total library expenditures per FTE student
(Figure 6.5).
EMU is in the process of reviewing and updating
its list of peer institutions in conjunction with the
University’s strategic-planning process. The peer data
will be used to benchmark and build comparative data
for support service priorities that can complement the
data collected by individual operations to establish
need for and effectiveness of key process areas
(Figure 6.1).
In an effort to align key University processes, five new
councils have been created, which have an underlying
goal of identifying and implementing changes in
systems and processes to enhance student and
administrative support services. These include the
Institutional Strategic Budget Council, Continuous
Improvement Operating Council, Enrollment
Management Council, Institutional Strategic Planning
Council, and Retention Council.
6I2 - Identification and communication
of improvement priorities
6I1 - Methods of improvement of
current processes and systems
Based on processes and results identified above, these
will be addressed in future portfolios.
During the 2007-2008 academic year, the University
implemented a new strategic-planning process
framed in continuous improvement that is intended
to support ongoing review of processes, systems,
services, and policies at the unit, department,
divisional, and institutional levels (8P1; Figure 8.2).
Figure 6.5: Total Library Expenditures Per FTE Student 2005/2006
$0
$100
$200
$300
$400
$500
$600
$700
$800
$900
$1000
University of Nevada-Las Vegas
Eastern Michigan University
Western Michigan University
Middle Tennessee State University
Kent State University-Main Campus
University of Wisconsin- Milwaukee
Florida Atlantic University
Category 6: SUPPORTING INSTITUTIONAL OPERATIONS | 50
Category 7:
Measuring Effectiveness
Eastern Michigan University AQIP SYSteMS PORTFOLIO | 2008
Category 7
Measuring Effectiveness
7C1 – Data collection and availability
Prior to the development of the Office of Institutional
Research and Information Management, Eastern
Michigan University utilized a mostly decentralized
approach to information management. Figure 7.1
depicts current sources and availability of information.
Recent efforts at EMU have addressed many of the
previous data shortcomings. A key development
involves the Office of Institutional Research and
Information Management (IRIM), where collected
data are entered or scanned and stored in a
centralized online transaction database. For reporting
and analysis purposes, data are extracted from
Figure 7.1: Sources and Availability of Information
Focus
Resource
Location
Strategic-Planning Operations
University Master Plan
State & Federal Reports
University Organization Chart
University Archives
Web site
IRIM web site
President’s web site
Library
Academic & Research
Operations
Course-Scheduling Reports
Faculty Course Assignment
Faculty Profile
College Annual Reports
CIRP, YFCY, NSSE
Enrollment Reports
ORD Annual Reports
Academic Program Review
Student Credit-Hour Production
Library Usage Tracking
Banner
IRIM web site
IRIM web site
College web sites
IRIM web site
IRIM my.emich reports tab
ORD web site
AA web site
My.emich reports tab
Library web site
Student Operations
Student Information Reports
Housing & Dining Survey
Student Progress & Retention
Admissions
Financial Aid Reports
Athletic Affairs Annual Reports
SLE Summaries
Student Judicial Actions
Student Profile
Banner
IRIM web site
Banner Student
Banner Student
Financial Aid
Annual Publication
IRIM web site
Office of Student Judicial Services
IRIM web site
Engagement & Advancement
Operations
Foundation Reports
Alumni Association Reports
Market-Research Reports
Graduate Employment
Web site
Web site
University Marketing
Career Services
Business Operations
Finance Reports
E-Print Reports
Operating Budget
Work-Order status
Employee Survey
Pay & Benefits
Time Reporting
DPS Campus Safety Reports
Collective-Bargaining Contracts
My.emich Reports page
Banner
Banner Finance
TMA web site
IRIM web site
Banner my.emich
Banner finance
DPS Web site
HR web site
Category 7 : Measuring Effectiveness | 51
their primary source, integrated, and stored in a
centralized data-warehouse system managed by
IRIM. The Office of IRIM initiates and conducts studies
and analyses in support of strategic planning and
continuous improvement; academic program review;
accreditation/reaccreditations; student-support
services; enrollment management; budgeting and
financial control; and other academic and academicsupport initiatives.
A second effort is associated with the AQIP Balanced
Scorecard action projects. The first Balanced Scorecard Initiation action project team identified 81 key
performance indicators that were collected and used
in various units at EMU. These indicators were categorized under the following headings: financial, internal
processes, students and stakeholders, and staff. The
Balanced Scorecard Implementation Team will be distilling these 81 into a manageable vital few indicators.
7C2 – Key institutional measures
for tracking effectiveness
Key institutional measures are student credit-hour
(SCH) generation, headcount, retention data, grant
productivity, gifts, housing-occupancy rates, student
satisfaction, and employee satisfaction. The second
Balanced Scorecard Implementation Action Project
aims to improve EMU’s capacity to determine the
overall health of the institution at any given time. This
project has an anticipated implementation date of
December 2008.
and the Cooperative Institutional Research Program’s
Freshman Survey (CIRP). The measures currently being
used at EMU are shown in Figure 7.2.
Figure 7.2: Identified Measures
Category
Current Measures
Student
Learning
SSI
Licensure Rates
Faculty/Student Ratio
NSSE
Grade Distribution
Graduate School Placement
Job Placement
Various Program-Review Data
Various Accreditation Data
Dean’s List
Retention Rates
Peer Reviews of Teaching
Admission/Recruitment Analysis
Graduation Rates
CIRP
Other
Institutional
Objectives
Fundraising Efforts
Outreach
Faculty-Student Partnerships
Continuous
Improvement
Process Participation
Training Impacts and Outcomes
Institutional
Operations
Facilities Planning Information
Scheduling Information
Communication and Technology Management
Intercollegiate Athletics
Budget Performance
Space Utilization
7P2 – Determining information needs
7P1 – Selection, management,
and use of information
The mission of EMU, which includes maximizing educational opportunities for students, requires that information about its most important stakeholder group,
its students, be collected, managed, and accessible.
The Provost’s office and other administrators work
with DoIT, IRIM, and the academic departments to
develop reports needed by academic units.
The University has established a system that allows
the campus community to access and use information
from University records, and from such standardized
surveys as the Student Satisfaction Inventory (SSI),
the National Student Survey of Engagement (NSSE),
Various external entities and groups determine the
need for information and data collection, storage, and
accessibility. These include program, departmental
and college accrediting bodies, advisory committees,
statutes, governmental agencies, regulatory bodies,
and prospective students. Internal demands include
the needs of departments, other units, and students.
These needs are met by departments creating datacollection storage and access capability, obtaining
information from such internal data repositories as the
data warehouse and from such external repositories
as the Integrated Post-Secondary Education Data
System (IPEDS).
Category 7: Measuring Effectiveness | 52
7P3 – Determining needs for comparative data
Sources of such comparative information as national
survey data, specialized accreditation criteria, and peer
institution data are utilized according to need. Needs
may include collective bargaining, academic program
improvement, personnel actions, and strategic
planning.
7P4 – Analyzing and sharing
data at institutional level
State and federal reports and assessments are
completed as required. Institutional performance
assessment is done by divisional work centers
in support of internal processes, i.e., budget
development and justification. The Balanced
Scorecard Implementation Action Project will help
the University to better maintain and use measures of
overall performance.
Institutional-level assessments and analyses are
typically posted on the IRIM or other work-center
web pages. Significant outside-contractor reports
are presented to senior administrators at centrally
scheduled meetings. Enrollment reports are regularly
distributed to multiple campus staff members. A
wide range of reports and data are available to
employees through EMU’s intranet.
7P5 – Alignment of data with institutional goals
The General Education Assessment Action Project
promises to align the goals of general education with
assessments. The Academic Program Review Process
(8P5) requires the alignment of departmental goals
with the HLC criteria and overall institutional directions.
7P6 –Ensuring effectiveness of
information systems and processes
The Department of Information Technology (DoIT)
uses an integrated Enterprise-wide Resource and
Planning (ERP) system called Banner to support the
administrative departments, including finance, human
resources, accounts receivable, student records,
financial aid, and advancement. Access to Banner
data is provided through application forms and Web
pages. Internet access is controlled with a Banner user
ID and password. Form access is granted via a least
information needed protocol. The Banner Functional
Security Team (FST) establishes and maintains security
models using best practices. The FST consists of
members from each administrative department. The
Data Standards Committee regularly meets to create
and update standards for entering and processing
data to facilitate the integration of departmental data
sets within Banner.
All modifications (including vendor upgrades) are
evaluated to determine the best implementation
timeframe based on the Business Operations Team
recommendations and the operation schedules of the
University. Testing of system modifications includes
unit, system, and quality-assurance testing by both
technical and end users of the system.
Processes, such as scheduling jobs, entering control
values, and output distribution, are distributed across
the responsible departments. Each department’s
specific domain allows it to best ensure the integrity
of its data and to establish its own policies for running
the system and performing checks and balances
within system operations.
Retrieving data from the system is accomplished by:
1) direct access to the ERP data (upon approval of
the FST) with an ODBC-compliant report-writing tool
such as Access or Crystal Reports, 2) filing a Request
for Service with the DoIT, and 3) requesting an “Official
Report” from the University Data Warehouse, which is
maintained by IRIM. Reports maintained by the DoIT
and IRIM are available as hardcopy and on-line via
user ID and password.
System infrastructure and operating systems are
maintained on a three-year replacement cycle.
EMU’s network security is protected by firewalls,
Virtual Private Networks (VPN), network-analysis
software, intrusion-detection measures, configuration
monitoring, anti-virus, and Spam filtering. Mirrored
data storage is implemented to prevent corruption or
loss of data. An Incident Response Team responds to
reported information incidents.
All production hardware is housed in a secure facility.
Production data is routinely backed up, and those
tapes are rotated to an off-site location. The DoIT’s
disaster-recovery teams meet regularly to maintain
Category 7: Measuring Effectiveness | 53
and update procedures and perform table-top
exercises to validate its processes.
7R2 – Results comparison
Additional data must be collected before comparisons
can be made.
7P7 – Measures of the effectiveness
Measures of effectiveness may take at least six
dimensions: timeliness, usefulness, accuracy, reliability,
meaningfulness, and accessibility. The CIO along
with the Technology Advisory Committee reviews
the impacts of DoIT measures that address several
of these dimensions. The annual student and faculty
surveys are reviewed and modifications in processes
and procedures are made based on the analyses
and comparisons with previous survey results. The
help-desk satisfaction data are reviewed, and the
data collection mechanism and help-desk capacity
are modified based on these results. The results from
such measures as the NSSE and EduCause surveys
are reviewed annually to help identify appropriate
interventions and process modifications. Response
rates and the quality of the information provided
from each of the measures are frequent topics at
advisory and leadership meetings. The vital few
measures being identified by the Balanced Scorecard
Implementation Action Project team will help address
at least a portion of this need.
7I1 – Improvement of current systems
and processes
Various means are used to improve existing processes,
including process-improvement teams, AQIP Action
Projects, strategic planning, and academic-program
review. The Balanced Scorecard Implementation
Action Project will promote comparisons in each of
the major groups of KPIs. The comparisons will help
identify areas for improvement.
7I2 – Setting targets for improvement
Targets will be set in each of the four categories of
KPIs including students and stakeholders, financial,
internal processes, and staff, based on benchmarking.
The final result will be a Balanced Scorecard driven by
internal and external comparisons. Future systemsportfolio updates will provide more details.
7R1 – Results of systems for
measuring effectiveness
The University has established a successful record
for meeting the needs of governmental and
non‑governmental regulatory and accrediting
agencies. Data reports to state and federal oversight
agencies are timely and accurate. Similarly, the
University has successfully maintained institutional
accreditation with the North Central Association’s
Higher Learning Commission since 1917. The
University also successfully maintains academicand service-program accreditation and compliance.
Following the NCA accreditation in 2001, EMU decided
to move to the AQIP institutional-accreditation
process. The University leadership felt that the AQIP
emphasis on evidence-based decision‑making and
continuous improvement would facilitate a campus
cultural shift to a broader and stronger array of
process-effectiveness measures. A macro array of KPIs
is being actively pursued in the University’s Balanced
Scorecard Implementation project.
Category 7: Measuring Effectiveness | 54
Category 8:
Planning Continuous Improvement
Eastern Michigan University AQIP SYSteMS PORTFOLIO | 2008
Category 8
Planning Continuous Improvement
8C1 – Institutional vision
In January 2008, the Executive Vice President and
Provost, working with the Strategic Operations
Council, agreed upon a new vision and revised the
strategic directions. The vision and four new directions
currently guide the University.
Vision:
EMU will be the institution of choice for its stakeholders, embracing traditional and non-traditional learners.
Strategic Directions:
1. Learning and Opportunity: EMU will employ creative
and innovative methods to ensure the success of
each student, faculty member, and staff person. In
addition, students and faculty will engage in their
disciplines through practical, innovative, and supportive learning experiences, research, scholarly,
and creative experiences. The results will be that:
• Eastern Michigan University will be recognized
for its strong undergraduate programs and will
provide research opportunities, excellent cocurricular programs, and support systems that
enhance the success of a talented and diverse
student population; and
• Eastern Michigan University will be recognized
for the synergy of theory and practice in its
graduate programs.
2. Service and Engagement: EMU will become
a model for public engagement by linking
students, faculty, staff, and alumni with
opportunities to produce real-world value and
practical experience that enhance learning and
help address community needs.
3. Diversity and Multicultural Perspective: EMU will
provide a collaborative, welcoming, and supportive
culture where differing ideas, behaviors, and backgrounds contribute to the educational experience
that includes a global and multicultural perspective,
enhancing the individual, society, and the world.
4. Building for the Future: EMU will develop and
enhance teaching and research support,
technology, and facilities, as the institution strives
to anticipate stakeholder needs.
8C2 - Short-term and long-term strategies
aligned with mission/vision
EMU’s long-term strategic priorities are being determined by the strategic-planning process. See 8P2.
EMU’s objectives for the next 12-24 months were
established simultaneously with the vision and four
directions (8C1) and are reflected in Figure 8.1.
8P1 - Institutional planning process
Periodically, the mission of EMU is examined and
revised by the leaders with input from the University’s
students, employees, and constituents.
Two new councils were formed in January 2008:
Institutional Strategic Planning and the Institutional
Budget councils. These councils are charged with
implementing a strategic-planning process, which
is appropriately linked with an emerging budgetary
process. The planning process is shown in Figure 8.2.
8P2 - Selecting short-term
and long-term strategies
All strategies are derived from an analysis of external and internal scans coupled with organizational
strengths and capabilities. The scans address social,
technological, economic, educational, and political
(STEEP) current and emerging conditions and factors.
The recently initiated strategic-planning process
(Figure 8.2) will yield revised strategic directions,
criteria, and strategies. These revised directions and
Category 8: Planning Continuous Improvement| 55
Eastern Michigan University AQIP SYSteMS PORTFOLIO | 2008
Figure 8.1: Short-Term Strategies
Areas of Focus
Goals
1
Academic Programming and
Scholarly/Creative Activity
High Priority - Increase funding for academic programs and Scholarly and
Creative Activities
2
Implement a refined program-review process
Students
3
4
5
6
High Priority – Complete a process for evaluating program sustainability
High Priority - Increase enrollment headcount
High Priority - Increase Student Credit-Hour (SCH) production
High Priority - Improve student-retention and degree-completion rates
7
8
9
High Priority – Increase occupancy in student housing
Improve advising services
Refine human-resources processes
10
11
Develop, retain, and reward a professional workforce
Strengthen community relationships
12
Establish external community-advisory committees
13
High Priority - Maintain Division IA status in athletics and MAC league
membership
14
High Priority - Improve campus safety, security, and rapid-response
processes and capacities to become exemplary in safety and security
15
Integrate continuous-improvement processes campus-wide
16
17
18
Launch an ongoing biennial strategic-planning process
Launch and sustain an integrated marketing campaign
Improve communications with constituents
19
High Priority - Increase institutional net revenues
20
Create an effective budgeting process
21
High Priority - Enhance physical facilities
22
Improve Eagle Crest Conference Center
23
24
Improve ICT systems
Reduce the University’s carbon footprint
Faculty, Staff, and Administrators
Community Engagement and Service
Safety and Security
Continuous Improvement, Planning Processes, and Accreditation
Public Perception, Image,
and Organizational Climate
Revenues, Budget Processes, Facilities,
Technology-Support
Sustainability
criteria will be used to guide decisions and implement
a long-term strategic plan for the institution.
and micro plans based on new strategic directions will
serve as a framework for developing key action plans.
8P3 - Developing key action plans
to support institutional strategies
8P4 - Coordinating and aligning
planning processes
Divisional and unit work plans are developed annually.
Divisional leaders develop reports that are categorized by the strategic directions. The Balanced Scorecard Implementation Action Project team is currently
identifying macro measures to be used and communicated to students, faculty, staff, administrators, and key
stakeholder groups.
Based on a review and analysis of the previous strategic-planning processes, a new planning process has
been developed, which is coordinated with budgeting
and aligns with continuous improvement (Figure 8.2).
The short-term strategies in Figure 8.1 currently
serve as a basis for action plans. As the new strategic-planning process is implemented, annual macro
Within Academic Affairs, each program and department submits annual plans aligned with the HLC five
criteria for accreditation. These plans are aggregated
and reviewed, and used in developing college and
divisional plans. Currently, similar processes are being
initiated for all other divisions. A schematic depiction
Category 8: Planning Continuous Improvement 56
Eastern Michigan University AQIP SYSteMS PORTFOLIO | 2008
Figure 8.2: Stategic-Planning Process
Identify Internal and External factors
Environmental-Scan Process
External
Factors
Peer Institutions
Common Data
Set Mandates
Monitoring
Forecasts
Trends,
Events,
Opportunities,
Threats
Social
SCOT
Technological
Political
Summary
Analysis
Identification
of Opportunities
& Challenges
Dec. 2008
Jan. 2009
Environmental
Internal
Factors
Mission
Vision
Plans
Social and
Economic
Impact SelfStudy
Trailblazer
Statndard Institutional Data
Sets Program
Status
Strategic-Planning Process
STEEP
Economic
Develop
Strategic-Planning
Process & Assessment
Strategies
Periodic Evaluation
of Plan
Standardize
Practices
Outcomes
Continuous
Improvement
Strategic Issues
(Institutional Leadership Team)
Feb. 2009
Report, Initiatives,
New Opportunties & Challenges
April 2010
Strategic Directions
(Institutional Leadership Team)
Mar. 2009
Adjustments and Alignments
July-August 2010
Identify Areas for
Ongoing Improvement
May 2010
Draft of MACRO PLAN
April 2009
Final MACRO PLAN
(Institutional Leadership Team)
May 2009
Outcomes Measures
Build the
Next- Cycle Strategic Plan
June 2010
Oct. 2008
Figure 8.3: Integrated Program Review and Continuous-Improvement Cycle
PROGRAM-REVIEW
MODULE
Dept/School & Program
review from orientation
through submission, focus
on reviewing the planning-process results
& identifying new
priorities
ANNUAL PLANNING
MODULE
Uses the Annual Plan to
set and track progress
towards attaining dept./
school & program goals
over 3 years
CAMPUS-COMMENT
MODULE
Evaluate the review results
& affirm the revised priorities to ensure evidencebased decision-making &
continuous-improvement
planning
Category 8: Planning Continuous Improvement 57
Eastern Michigan University AQIP SYSteMS PORTFOLIO | 2008
of the Integrated Program-Review Process can be
found in Figure 8.3.
8P5 - Selecting measures and setting performance projections
In the case of the short-term strategies listed in Figure
8.1, the measures and performance projections are
generated by the Board of Regents and the SOC.
Regarding long-term measures and performance
projections, it is anticipated that a procedure for
determining these measures will be implemented
through the biennial strategic-planning process.
8P8 - Measuring planning effectiveness
The Continuous Improvement and Planning Office
(CIPO) evaluates continuous-improvement training
programs and modifies these programs based on
evaluation results. AQIP Team leaders meet and
propose modifications to existing and future team
training and operating practices. The Continuous
Improvement Operating Council and Institutional
Strategic Planning Council, in conjunction with
the Balanced Scorecard AQIP team, are developing
measures of the effectiveness of these systems for
planning continuous improvement.
8R1 – Results
8P6 - Accounting for resource needs
Discussions at the Strategic Operations Council
(SOC) result in recommendations to the President
regarding resource allocations. The strategic-planning
process calls for a Strategic Budget Council to prepare
a budget process and guidelines consistent with
strategic directions and initiatives for implementation.
8P7 - Ensuring faculty, staff, and administrator
development
All divisions design specific training programs in
response to changing institutional strategies and
action plans (4C4, 4P5). During the Fall of 2007,
the Executive Vice-President engaged the services
of an outside consultant group to help develop
the capabilities of those reporting directly to the
President’s office to respond effectively to change.
The consultant group uses instruments and
techniques that help identify problems within an
organization, and armed with this information,
interventions aimed at improving organization
performance are implemented. A second group of
administrators will be undergoing similar training
during the spring of 2008.
• The number of grant applications for research and
development are up 15% over last year, and the
dollar requests for those applications are up 106%
or $5.4 million.
• A new campus-wide paradigm for advising is under
development by the advising sub-committee of the
Retention Council.
• During Fall 2007, EMU’s Department of Public
Safety conducted Clery Act training for more
than 160 campus-security authorities. EMU has
implemented a Timely Warning, Daily Crime
Summary Log, and Clery Act Crime Statistics
Reporting policies. A 16-point safety and security
plan has been implemented.
• EMU’s action project on Quality Service Delivery
has led to process improvements within the Office
of Financial Aid, and process-improvement teams
have been implemented in other divisions and
units on campus. This project was presented at the
HLC annual conference in April.
8R2 - Projections of performance
A number of projections are included in the goals for
the current academic year. Examples include: increase
federal grant and contract applications by 10-15
percent, implement recommendations from AQIP
action project on Academic Advising, and improve
campus safety, security, and rapid-response processes.
Category 8: Planning Continuous Improvement 58
Eastern Michigan University AQIP SYSteMS PORTFOLIO | 2008
EMU’s action project on Quality Service Delivery has
led to quality standards for the service-delivery areas
of the institution, a generic survey tool to help assess
satisfaction, and a toolkit that can be used to improve
customer satisfaction in higher education.
8R3 – Comparisons of performance
This area has not been investigated yet.
Based on institutional assessment of previous
strategic-planning processes a new planning
process has been developed that is coordinated
with budgeting and aligns with continuous
improvement. Within Academic Affairs each program
and department electronically submits annual plans
aligned with the HLC five criteria for accreditation.
These plans are aggregated and reviewed, and used
in the development of college and divisional plans.
Currently, similar processes are being initiated for all
other divisions.
8R4 - Evidence of effectiveness
There are a number of new process-improvement
teams on campus. The AQIP Academic Advising Action
Project has been expanded to a retention team and
the Balanced Scorecard project has moved from
initiation to the implementation stage.
Results from the Quality Service and Academic
Advising AQIP project teams have led to changes in
the delivery of services to constituents and advising
processes. Training in the use of the IDEA model and
principles of continuous-improvement have been
requested by additional departments not previously
involved in continuous-improvement efforts, e.g.,
Physical Plant, Career Services, and Leadership and
Student Involvement.
8I1 – Improvement of current processes
In January 2008, EMU formed a Continuous
Improvement Operating Council that will review
continuous-improvement initiatives and seeks to
improve these efforts.
8I2 – Setting and communicating targets
EMU is still in the process of setting and
communicating targets and is not yet ready to report
process improvements in this area.
Category 8: Planning Continuous Improvement 59
Category 9:
Building Collaborative Relationships
Eastern Michigan University AQIP SYSteMS PORTFOLIO | 2008
Category 9
Building Collaborative Relationships
• The relationship must have significant impact on
the University, the students, and/or the community.
9C1 – Key collaborative relationships
A list of collaborative relationships can be found in
Appendix A, which reflects the breadth and scope of
Eastern Michigan University’s connection to, and positive impact upon, its immediate locale, the region, the
nation, and the global community. The categories of
relationships listed below in Figure 9.1 were identified
using the following criteria:
• A collaborative relationship must have mutual
benefit for both parties.
• The relationship must have sustainability (be
long-term in nature).
9C2 – Relationships support institutional mission
The EMU Mission Statement states, “We extend our
commitment beyond the campus boundaries to the
wider community through service initiatives and
partnerships of mutual interest addressing local,
regional, national, and international opportunities and
challenges.” EMU continues to maintain and develop
new collaborative relationships with key constituents
to achieve this goal. While “Helping Students Learn”
Figure 9.1: Collaborative Relationships
Higher Education
Accreditation & Other
Education Associations
(HLC-AQIP)
City of
Ypsilanti
Discipline/Programmatic
Accreditations
Advisory
Boards
Community
Colleges
Michigan
and Ohio
Communities
Eastern Michigan
University
K-12
State of
Michigan
Centers and
Institutes
Non-Profit
Partners
Business
Collborations
Category 9: Building Collaborative Relationships | 60
Eastern Michigan University AQIP SYSteMS PORTFOLIO | 2008
is the core of EMU’s Mission, EMU enhances the
quality, depth, and vibrancy of student learning
through its fundamental commitments to two other
closely related distinctive objectives: enhancing
the economic well-being and cultural vitality of its
regional community and placing faculty-student
partnerships at the center of its engagements with
the regional community and its scholarly/creative
activity. EMU will continue to embark on a path driven
by continuous improvement and to engage various
constituent groups in conversations that will help
support and identify institutional directions based
on changes in the environment of the state and
particularly southeastern Michigan.
GPA, and yearly progress reports, from acceptance to
EMU through graduation.
EMU is a national leader in Academic Service-Learning,
and the ASL office has nurtured many important
projects in the community. In ASL projects, a need
is assessed, a program designed/implemented, an
evaluation/reflection done, and a celebration follows.
ASL is part of the University’s general-education
requirement – learning beyond the classroom, and
ASL fellowships help faculty develop courses that
include working with the community.
9P1 – Creating, prioritizing, and
building external relationships
EMU develops relationships using both formal
and informal techniques. Some relationships are
of a cooperative nature, building on synergies that
exist within the community. Other relationships are
established using articulation agreements, written
memorandums of understanding, internship and
practicum arrangements, and advisory boards and
committees. EMU receives many of its students
through relationships with feeder community colleges
and high schools throughout Michigan, but primarily
from the southeastern sector of the state. The Office
of Community College Relations works to enhance
the educational transition to EMU for community
college students by sharing curricular information and
various data to promote a smooth transfer process.
The progress of these students is tracked using grades,
The key stakeholders with whom EMU has built
collaborative relationships are varied. They range
from local area Chamber of Commerce agencies,
Washtenaw County’s SPARK committee (a Washtenaw
workforce-development board), to the Early College
Alliance, an early college program through which EMU
joins with Washtenaw Community College and the
Washtenaw County Intermediate School District. This
Alliance serves high school students by providing a
mechanism through which they can simultaneously
complete high school while earning college credits on
the EMU campus. Eastern Michigan University builds
and maintains relationships with prospective students
both traditional and non-traditional through the
interactions shown in Figure 9.2.
Advisory boards and committees exist across the
University, in academic as well as non-academic units
(Appendix A). These externally focused groups are
utilized for advice and recommendations regarding
best practices and program support for the University
units. Advisory boards serve a wide variety of
Figure 9.2: Student/EMU Relationship-Building Interactions
Current High School Students
Recruiting visits
Explore Eastern
Eastern Fridays
Fast Track
SummerQuest
Washtenaw Consortium Grant
Upward Bound
International Compact
Transfer Students
• Transfer in a Day
• Advising at Community Colleges
• Transfer-Students Orientation
• Recruiting Visits
Adult Learners
• Return to Learn
• Adult Bachelor’s Completion Program
Category 9: Building Collaborative Relationships | 61
Eastern Michigan University AQIP SYSteMS PORTFOLIO | 2008
purposes, including curricular advice; strengthening
collaborative relationships with school districts,
community colleges, surrounding cities, non-profit
agencies, employers, local and state governments; and
fund-raising activities. Each collaborative relationship
is cultivated by some unit of the University, and the
primary coordination responsibility rests within that
unit. Colleges, programs, and/or units follow their own
guidelines for advisory groups, which are determined
by their individual needs and accrediting bodies.
The Office of Alumni Relations is the coordinating
body for all alumni activity and the means by which
personal relationships established while attending
EMU can be maintained and renewed (http://www.
emich.edu/alumni/relations/ ). The Alumni Legislative Network engages alumni as advocates for the
University to communicate with the executive and
legislative branches of state government on behalf of
the University. Such programs as Career Connections
are networking resources that bring Eastern Michigan
University students and alumni together to explore
the world of work. The Office of Alumni Relations
conducts a survey annually among more than 7,500
alumni.
Some of EMU’s longest-standing local community
activities that have been mutually beneficial and
sustainable and have a significant impact for both
parties are:
• Washtenaw United Way activities and campaign
• Ypsilanti Meals on Wheels
• Ypsilanti Heritage Festival
• Ypsilanti Relay for Life (Student and Staff Teams)
• Internships and Practica has College Counselor Day and also has an advisory
committee that provides input on industry needs,
environmental changes, and program and transfer
issues of feeder schools. Several colleges and departments at EMU have internal and external specialized
accrediting bodies that provide guidelines and help to
determine the individual needs of their programs.
9P3 – Building and integrating
internal relationships
Student representation on key University committees
and councils allows students a formalized structure to
build relationships with key decision-making groups
within the University. For example, the EMU Student
Leader Group, which is comprised of student representatives from twelve major student organizations,
serves as the Student Affairs Committee of the Board
of Regents. This group works to define a common student agenda and serves as an advisory group to the
Vice President for Student Affairs and to the President.
This participation by students on University committees, task forces, and advisory boards has provided the
University with a means to obtain valuable information from students on collaborative relationships critical to their educational experience.
Another area at Eastern that provides a strong bridge
for the academic aspect is Continuing Education (CE).
The CE department works with every college and with
most of the support structures at the institution to
provide a cohesive network of services and collaborations for both the internal and external communities.
Program coordinators and administrators within CE
are aware of the capacity, services, and talent at the
University and help to bridge those areas to create
better synergy.
9P2 – Ensuring needs are met
To ensure that the varying needs of those involved
in relationships are met, regular communication
between University decision-makers, liaisons, and
advisory boards is critical. Accredited programs are
subject to regular reviews by teams or accrediting
bodies who review the curriculum and program standards, as well as the outcomes identified for students.
EMU has not formally imposed structured feedback
cycles; however, these do exist in pockets across the
institution. The Community College Relations office
At EMU, there have also been an increasing number
of cross-college and cross-disciplinary programs,
all represented and advised by integrated steering
committees. These interdisciplinary collaborations,
such as Integrated Marketing Strategies, Language
and International Business, and Bioinformatics, to
name a few, provide a mechanism for fostering
collaborative relationships across campus.
Additionally, whenever task forces or ad hoc work
groups are established (e.g., Budget Council; AQIP
project teams; Continuous Improvement Operating
Category 9: Building Collaborative Relationships | 62
Eastern Michigan University AQIP SYSteMS PORTFOLIO | 2008
Council; Institutional Strategic Planning Council), EMU
takes deliberate steps to ensure that all key sectors of
the University community are represented.
• EMU has received continual funding from
1999-2011 in federal grants to continue its Upward
Bound Program.
• The Early College Alliance program, a partnership
between EMU and the Washtenaw Intermediate
School District, has enrolled 139 high school
students for free college credit in 2007-08.
9P4 – Measures of collaborative relationships
The Office of Admissions on campus maintains a
system of measures for collecting and analyzing data.
Some of their key collaborative, external relationships
are with community college counselors, high school
guidance counselors, embassies, vendors, and
overseas advisers. The Community College Relations
office produces a yearly report, “Transfer Student
Success,” that provides feeder institutions with data
on students who transferred and enrolled at EMU.
They also have an advisory board that provides
input on how to improve processes and systems that
affect students transferring to EMU from community
colleges and to keep the University abreast of
current issues that are of importance to community
colleges. The Transfer Student Success Report is used
by the five colleges to inform program and grant
development. The five colleges and Halle Library have
advisory boards as well, which provide opportunities
for insight and advice on what is important to EMU’s
constituents. The Office of Alumni Relations collects
such measures as number of gifts, and percentage of
giving (Figure 9.3). This data is analyzed and provides
valuable information to colleges and departments.
• Community College Articulation Agreements increased from 45 (2004-05) to 74 (2007-08).
• The number of student teachers placed in schools
increased from 1,294 in 2003-04 to 1,347 in 2005-06.
• As a result of EMU’s new Eagle Card discount
program, more than 50 local businesses now
collaborate with EMU to offer discounts to students,
faculty, and staff.
• EMU’s student chapter of Relay for Life (2007) raised
$33,315 through 400 participants and 35 teams, a
12 percent increase.
• The Eastern Leaders, comprised of EMU, business,
and education leaders, meets quarterly to plan
collaborative projects.
9R2 – Results comparisons
EMU has not defined a process for this and is not yet
ready to report process improvements in this area.
9R1 – Results from building
collaborative relationships
9I1 - Improving processes for building
collaborative relationships
Some measurable results indicative of key collaborative
relationships that exist between EMU and its
collaborators are:
• The number of High School Counselor workshops
increased from 2 in 2006-07 to 5 in 2007-08.
EMU is still in the process of defining its processes
in building collaborative relationships and is not yet
ready to report process improvements in this area.
• Alumni Admissions Recruitment Team volunteers
increased from 18 in 2006 to 33 in 2007.
9I2 Setting targets for improvement
EMU is not yet ready to report in this area.
Figure 9.3: Alumni Gifts
2003
2004
2005
2006
2007
2008 Y.T.D.
Number of Gifts
Average Gift in Dollars
Percentage of Alumni Giving
5,551
$167
4.3
6,005
$301
4.5
5,563
$315
4
5,721
$343
4.07
5,861
$191
4.07
4,296
$234
2.96
Category 9: Building Collaborative Relationships | 63
Appendices
List of Abbreviations
K-12 Partners
Academy for Business and Technology
Ann Arbor Learning Community Charter
School
Ann Arbor Public Schools
Edison Oakland Academy Charter School
Gaudior Academy Charter School
Genesee Intermediate School District
Grand Blanc Academy
Charter School
Great Lakes Academy Charter School
Hope Academy Charter School
Washtenaw Intermediate School District
Ypsilanti Public Schools
Willow Run High School (DCI)
Livonia Public Schools (WC)
University of Michigan (WC)
Ypsilanti High School (DCI) (CMA)
(VISION)
Erickson Elementary (VISION) (AR)
School for the Deaf and Blind –
Spartanburg, SC (VISION)
Washtenaw County Head Start –
Ypsilanti (VISION)
Perry Nursery – Ypsilanti (VISION)
Accrediting Agencies (Cont.)
Michigan Association of Colleges of Nursing
Michigan Department of Education
National Accreditation Agency for Clinical
Laboratory Sciences
National Association of Industrial Technology
National Association of Schools of Music
National Association of Schools of Public Affairs &
Administration
National Association of Schools of Dance
National Association of Sport and Physical
Education
National Business Education Association
National Commission on Orthotics and
Prosthetics Education
National Council for Accreditation of Teacher
Education
National Council for Preservation Education
National Security Agency
The Textile Institute Inc. by Royal Charter 1925
United Kingdom
Accrediting Agencies
AACSB: Association to Advance Collegiate
Schools of Business
Accreditation Board for Engineering and
Technology
Accreditation Commission for Programs in
Hospitality Administration
Accreditation Council for Occupational Therapy
Education
Accreditation of Athletic Training Education
American Bar Association
American Chemical Society
American Council of Construction Education
American Music Therapy Association
American Psychological Association (APA)
American Speech and Hearing Association
Commission on Accreditation of Allied Health
Education Programs
Commission on Accreditation for Dietetics
Education of the American Dietetic Association
Commission on Collegiate Nursing Education
(CCNE)
Council for Accreditation of Counseling and
Related Education Programs
Council on Education for the Deaf
Council for Exceptional Children
Council for Interior Design Accreditation
Council on Interior Design
Council on Social Work Education
Delta College
Grand Rapids Community College
Henry Ford Community College
Jackson Community College
Kellogg Community College
Lansing Community College
Macomb Community College
Monroe Community College
Mott Community College
Oakland Community College
Schoolcraft Community College
Washtenaw Community College
Wayne County Community College
Community College Partners
Appendix A: Accrediting Agencies, Advisory Boards, and Collaborative Partners
Eastern Michigan University AQIP SYSteMS PORTFOLIO | 2008
APPENDIX A | 64
Non-Profit Partners
Help-Source
Ypsilanti Area Community Foundation
Michigan AEYC
United Auto Workers (UAW)
Leadership Ypsilanti
Arab Community Center for Economic &
Social Services
Washtenaw County United Way
Washtenaw Economic Club
Ypsilanti Meals on Wheels
Ypsilanti Chamber of Commerce
Environmental Research Institute of
Michigan
Eastern Scholars Program
Transition to Teaching Grant with Flint
Public Schools
St. Joseph Mercy Hospital
Foote Hospital
AmeriCorps Program
American Red Cross
KIAR Keeping Imagination Alive thru
Reading
Food Gatherers
HIV/AIDS Resource Center (HARC)
Eastern Echo
N.A.A.C.P.
MISCA
EMU Centers and Institutes
The Professional Education Center
Center for Academic Service-Learning
Center for Community Building and Civic
Engagement
Center for Entrepreneurship
Center for Organizational Risk ReductionHealth, and Safety
Center for Product Research and Development
Center for Quality
Center for Regional and National Security
Coatings Research Institute
Institute for Geospatial Research and Education
Institute for the Study of Children, Families &
Communities
Institute for Language Information and
Technology (ILIT)
Small Business and Technology Development
Center
Textiles Research and Training Institute
Center for Technology and Adaptive Education
Urban Teachers Advisory Board
Parsons Center Advisory Board
Northwest Activity Center Advisory Council
Clinical Research Admin. Program Advisory
Board
Continuing Education Advisory Council
Community College Relations Advisory
Committee
Center for Internet Technology in Education
(CITE) Advisory Board
Elder Quest Steering Committee
Summer Quest Steering Committee
Friends of the EMU Library
Library Advisory Council
African American Studies Dept.
Art Dept.
Biology Dept.
Chemistry Dept.
Communication Dept. Computer Science Dept.
Economics Dept.
English Dept.
Foreign Languages Dept.
Geography and Geology Dept.
History and Philosophy Dept.
Mathematics Dept.
Music and Dance Dept.
Physics and Astronomy Dept.
Political Science Dept.
Psychology Dept.
Sociology, Anthropology and Criminology
Dept.
Women’s Studies Advisory Boards
American Axle & Manufacturing
BorgWarner Automotive
Chrysler Corporation
Coca-Cola
Dell
Detroit Diesel
Detroit Medical Center
Environmental Systems Research
Institute, Inc.
Ford Motor Company
General Motors
GFS (Gordon Food Service)
International Truck & Engine
Corporation
Lear Corporation
Paperclip Communications
Pfizer
Synko and Associates
TCF Bank
Tribune Media Services (MCT News
Wire)
TRW Automotive
Visteon Corporation
Yazaki North America
Business Collaborations
Appendix A: Accrediting Agencies, Advisory Boards, and Collaborative Partners (Continued)
Eastern Michigan University AQIP SYSteMS PORTFOLIO | 2008
APPENDIX A | 65
Appendix B: Organizational Chart
CIOC
Eastern Michigan University AQIP SYSteMS PORTFOLIO | 2008
APPENDIX B | 66
Appendix B: Organizational Chart
CIOC
Eastern Michigan University AQIP SYSteMS PORTFOLIO | 2008
APPENDIX B | 66
Eastern Michigan University AQIP SYSteMS PORTFOLIO | 2008
List of Abbreviations
AA Academic Affairs
AAUPAmerican Association of University Professors
ACE American Council on Education
ACHAAmerican College Health Association
ACT American College Testing
AFSCME American Federation of State, County, and Municipal Employees
AHR
Academic Human Resources (Faculty, Full-Time Lecturers, Academic Administrative Positions)
APAAcademic Programs Abroad
AQIPAcademic Quality Improvement Program
ASL Academic Service-Learning
BLRBusiness and Labor Reports
CAS Council for the Advancement of Standards in Higher Education
CEContinuing Education
CHHS College of Health and Human Services
CI Continuous Improvement
CIOChief Information Officer
CIOCContinuous Improvement Operating Council
CIPO Continuous Improvement and Planning Office
CIRP Cooperative Institutional Research Program
COE College of Education
DED Departmental Evaluation Document
DoIt
Division of Information Technology
DPS Department of Public Safety
EBI Educational Benchmarking, Inc.
EMU Eastern Michigan University
EMU-AAUP Eastern Michigan University - Association of American University Professors
EMU-FT Eastern Michigan University - Federation of Teachers
ERP
Enterprise-Wide Resource and Planning
ESL
English as a Second Language
FAR Faculty Activity Report
FDC Faculty Development Center
FRF Faculty Research Fellows
FST Functional Security Team
FTE
Full-Time Equivalent
GE General Education
GPA Grade-Point Average
HA
Hiring Authority
HERI Higher Education Research Institute
HLC Higher Learning Commission
HR
Human Resources (all staff positions and all administrative positions outside Academic Affairs)
IDEA
Identify, Develop, Evaluate, Act: Continuous Improvement Model at EMU
IPEDS
Integrated Post-Secondary Education Data System
IPR Integrated Program Review (and Continuous Improvement Cycle)
IRIM Institutional Research and Information Management
ABBREVIATIONS | 67
Eastern Michigan University AQIP SYSteMS PORTFOLIO | 2008
ISBC
Institutional Strategic Budget Council
ISPC Institutional Strategic Planning Council
KPI
Key Performance Indicator
LGBT
Lesbian, Gay, Bisexual, Transgender
MAC Mid-American Conference
NCA North Central Association
NCAA National Collegiate Athletic Association
NCATE National Council for Accreditation of Teacher Education
NEASNational Employee Attitudes Survey
NSSENational Survey of Student Engagement
ODBC Open Data Base Connectivity
ORD
Office of Research and Development
PASS Promote Academic Survival Success
PMP Personal Mastery Program
PPE Periodic Performance Evaluation
PRQ Position-Review Questionnaire
SAT
Scholastic Aptitude Test
SCH
Student Credit Hour
SCOT
Strengths, Weaknesses, Opportunities, Threats
SEEUS Student Eyes and Ears for University Safety
SIP Summer Incentive Program
SLE Student Learning Evaluation (in Student Affairs Program)
SOC Strategic Operations Council
SOTL
Scholarship of Teaching and Learning
SSAS
Student Satisfaction with Administrative Services
SSI Student Satisfaction Inventory (Noel-Levitz)
STEEP Social, Technological, Economic, Environmental, Political
UAW United Auto Workers
UBC
University Budget Council
VISION Volunteers Incorporating Service Into Our Neighborhoods
VPN Virtual Private Networks
WCC Washtenaw Community College
YFCY
Your First College Year (Survey)
ABBREVIATIONS | 68
Eastern Michigan University
Office of the Provost
106 Welch Hall
Ypsilanti, MI 48197
734.487.3200
www.emich.edu