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					Southern Illinois University Edwardsville

        AQIP Systems Portfolio
                                                                    TABLE OF CONTENTS

Institutional Overview .................................................................................................................................... 5

   O1 Distinctive Institutional Features ......................................................................................................................... 5
   O2 Scope of Offerings.............................................................................................................................................. 6
   O3 Student Base, Needs, Requirements ................................................................................................................... 6
   O4 Collaborations, Needs, Requirements ................................................................................................................ 7
   O5 Faculty and Staff Base ........................................................................................................................................ 7
   O6 Facilities, Equipment and Technologies, Regulatory Environment ................................................................... 8
   O7 Competitive Environment .................................................................................................................................. 9
   O8 Opportunities and Vulnerabilities ..................................................................................................................... 10

Glossary Of Terms And Abbreviations ........................................................................................................ 12

AQIP Criterion 1: Helping Students Learn ................................................................................................. 13

AQIP Criterion 2: Other Distinctive Goals .................................................................................................. 35

AQIP Criterion 3: Understanding Students' and Other Stakeholders' Needs ............................................ 42

AQIP Criterion 4: Valuing People ............................................................................................................... 49

AQIP Criterion 5: Leading and Communicating ....................................... Error! Bookmark not defined.59

AQIP Criterion 6: Supporting Institutional Operations ............................. Error! Bookmark not defined.63

AQIP Criterion 7: Measuring Effectiveness .............................................. Error! Bookmark not defined.73

AQIP Criterion 8: Planning Continuous Improvement ............................. Error! Bookmark not defined.84

AQIP Criterion 9: Building Collaborative Relationships ............................ Error! Bookmark not defined.93

Southern Illinois University Edwardsville 2003 AQIP Systems Portfolio                                                                                                      2
Organization Chart .........................................................................................................................................................................11

Criterion 1: Helping Student Learn
Figure 1.1 1C1 Common student learning objectives, Mission, Goals, and Objectives .................................................................13
Figure 1.2 1C1 Common student learning objectives, Common Goals and Objectives ................................................................13
Figure 1.3 1C1 Common student learning objectives, Total Off-Campus Enrollment....................................................................15
Figure 1.4 1C1 Common student learning objectives, WebCT Usage ..........................................................................................15
Figure 1.5 1C5 Maintaining a healthy campus climate, UCLA-HERI Survey Results ....................................................................17
Figure 1.6 1C5 Maintaining a healthy campus climate, Johnetta Haley Scholars Academy .........................................................17
Figure 1.7 1C5 Maintaining a healthy campus climate, Minority Recruitment and Retention Support...........................................18
Figure 1.8 1P2 Design of new courses and programs, Program Approval Process ......................................................................19
Figure 1.9 1P3 Required student preparation, High School Course Alignment .............................................................................19
Figure 1.10 1P6 Documenting teaching and learning effectiveness, Promotion and Tenure Dossiers—Evidence in Support of
a Case for Quality Teaching ...........................................................................................................................................................22
Figure 1.11 1P7 Instructional delivery processes, Number of Smart Classrooms .........................................................................22
Figure 1.12 1P7 Instructional delivery processes, Communication with Off-Campus Students ....................................................23
Figure 1.13 1P8 Curricular currency and effectiveness, Program Accreditation and Graduates ...................................................24
Figure 1.14 1P11 Student assessment processes, Assessment in Support of Student Learning Processes ................................26
Figure 1.15 1P11 Student assessment processes, Institutional Survey Cycle ..............................................................................26
Figure 1.16 1R1 Student learning achievement, Senior Assignment Department and Faculty Participation .................................27
Figure 1.17 1R1 Student learning achievement, Alumni Response—Learning Objectives ...........................................................28
Figure 1.18 1R3 Teaching and learning process results, New Faculty Orientation Funding Level ................................................29
Figure 1.19 1R4 Comparative results, Comparative Results in Engineering .................................................................................29
Figure 1.20 1R4 Comparative results, Dental National Board Examinations ................................................................................30
Figure 1.21 1R4 Comparative results, Nursing Comparative Results ...........................................................................................30
Figure 1.22 1I1.A Measures of Student Learning Action Project, Action Project—Measures of Student Learning ......................31
Figure 1.23 1I1.B New Student Transition Action Project, Action Project—New Student Transition .............................................32

Criterion 2: Other Distinctive Goals
Figure 2.1 2P1 Determining other objectives.................................................................................................................................36
Figure 2.2 2P3 Determining needs ................................................................................................................................................37
Figure 2.3 2R1 Results ..................................................................................................................................................................38
Figure 2.4 2R1 Results, Representative Community Partnerships................................................................................................38

Criterion 3: Understanding Students’ and Other Stakeholders’ Needs
Figure 3.1 3C1 Student and stakeholder groups and 3C2 Requirements and expectations .........................................................42
Figure 3.2 3P7 Determining student and stakeholder satisfaction and measuring and analyzing results .....................................45
Figure 3.3 3R1 Student satisfaction results, University Housing Overall Satisfaction ...................................................................46
Figure 3.4 3R3 Stakeholder satisfaction results, Alumni Satisfaction with Preparation for Job or Career with Baccalaureate
Degree ...........................................................................................................................................................................................47
Figure 3.5 3R4 Stakeholder relationship building results, Employer/Company Contacts w/CDC Staff .........................................47
Figure 3.6 3R5 Results comparison, Student Persistence ............................................................................................................48
Figure 3.7 3R5 Results comparison, Student Perceptions of Program Quality .............................................................................48
Figure 3.8 3R5 Results comparison, Student Perceptions of Faculty Commitment ......................................................................44

Criterion 4: Valuing People
Figure 4.1 4C3 Workforce needs, Faculty Replacement Positions................................................................................................49
Figure 4.2 4C3 Workforce needs, Retirements and Replacements Compared to the Annual Number of New Faculty.................50

Criterion 5: Leading and Communicating
Figure 5.1 5P1 Setting directions, Incremental Budgetary Adjustments FY 2003 to FY 2004 .......................................................60

Criterion 6: Supporting Institutional Operations
Figure 6.1 6C1 Key student and administrative service processes and associated needs of students and stakeholder
groups, Key Student and Administrative Support Service Processes ............................................................................................63
Figure 6.2 6C1 Key student and administrative service processes and associated needs of students and stakeholder
groups, Student and Administrative Support Processes and Key Support Services ......................................................................63
Figure 6.3 6P1 Identifying student support service needs .............................................................................................................65
Figure 6.4 6P4 Using information and results to improve services, Review Schedule: Student Affairs .........................................68
Figure 6.5 6R1 Results for student support service processes, Key Student and Administrative Support Processes and
Results ...........................................................................................................................................................................................69
Figure 6.6 6R3 Results comparisons, ACUI/EBI 2003 Mean Comparisons ..................................................................................70

                   Southern Illinois University Edwardsville 2003 AQIP Systems Portfolio                                                                                                                3
Figure 6.7 6R3 Results comparisons, 2001 National Survey of Student Engagement Results .....................................................70
Figure 6.8 6R3 Results comparisons, 2002 National Survey of Student Engagement Results .....................................................71

Criterion 7: Measuring Effectiveness
Figure 7.1 7C1 Data collection and dissemination, SIUE Information Systems.............................................................................73
Figure 7.2 7C2 Key institutional measures for tracking effectiveness, Measures for SIUE‘s Long-Term Goals ............................74
Figure 7.3 7P2 Determining the information and data needs of departments and units and ensuring these needs are met,
SIUE Information Supply and Demand ...........................................................................................................................................75
Figure 7.4 7P3 Determining the needs and priorities for comparative information and data, Using Information and Data ............76
Figure 7.5 7P4 Analyzing and sharing institutional-level information and data, Sharing information and Data .............................77
Figure 7.6 7P4 Analyzing and sharing institutional-level information and data, Alignment of Analysis with Institutional Goals .....78
Figure 7.7 7P6 Ensuring effectiveness of information system and related processes, Information Systems Examples of
Internal Measures...........................................................................................................................................................................79
Figure 7.8 7P6 Ensuring effectiveness of information system and related processes, Information Systems Examples of
External Measures .........................................................................................................................................................................79
Figure 7.9 7P6 Ensuring effectiveness of information system and related processes, Information Systems Hardware
Upgrades ........................................................................................................................................................................................79
Figure 7.10 7P7 Measuring and analyzing systems and processes of measuring effectiveness, Actions to Support Survey
Response Rates .............................................................................................................................................................................80
Figure 7.11 7R1 Results for measuring effectiveness, SIUE Use of Comparative Data ................................................................81
Figure 7.12 7I2 Targets, improvement priorities, communications, Major Institutional Surveys ....................................................83

Criterion 8: Planning Continuous Improvement
Figure 8.1 8C2 Short- and long-term strategies and alignment with mission and vision, Alignment of SIUE Long-Term, Short-
Term Goals and RAMP ..................................................................................................................................................................84
Figure 8.2 8C2 Short- and long-term strategies and alignment with mission and vision, Alignment of SIUE Long-Term, Short-
Term Goals and RAMP ..................................................................................................................................................................85
Figure 8.3 8P1 Planning process ..................................................................................................................................................86
Figure 8.4 8P1 Planning process, Short-Term Goals Progress .....................................................................................................86
Figure 8.5 8P3 Developing key action plans, Action Plans ...........................................................................................................85
Figure 8.6 8P3 Developing key action plans, Relationships of Key Action Plans ..........................................................................87
Figure 8.7 8P3 Developing key action plans, Approval Process ...................................................................................................88
Figure 8.8 8P5 Selecting measures and setting performance projections, SIUE Long-Term Goals, Strategic Goals,
Indicators, and Targets ...................................................................................................................................................................89
Figure 8.9 8R1 Results for planning strategies and action plans, Planning Results ......................................................................90
Figure 8.10 8P8 Measuring and analyzing planning effectiveness, Review Cycles—Planning Statements ..................................90
Figure 8.11 8P8 Measuring and analyzing planning effectiveness, Review Cycle—Capital Planning...........................................90
Figure 8.12 8P8 Measuring and analyzing planning effectiveness, Planning Cycles—Budget .....................................................91
Figure 8.13 8R1 Results for planning strategies and action plans, Planning Results ....................................................................91
Figure 8.14 8I1 Improvement of current processes and systems, Process Improvements1999-2003 ..........................................92

Criterion 9: Building Collaborative Relationships
Figure 9.1 9C1 Institution‘s key collaborative relationships, Collaborative Relationships ..............................................................93
Figure 9.2 9C1 Institution‘s key collaborative relationships, Relationships—Communities ..........................................................94
Figure 9.3 9C1 Institution‘s key collaborative relationships, Relationships—Education ................................................................94
Figure 9.4 9C1 Institution‘s key collaborative relationships, Relationships—Regulating and Accrediting Bodies .........................94
Figure 9.5 9C1 Institution‘s key collaborative relationships, Relationships—Business and Economic Development ....................94
Figure 9.6 9P3 Create and build relationships within institution; assure integration and communication across relationships,
Shared Governance .......................................................................................................................................................................96
Figure 9.7 9P4 Measure of building collaborative relationships collected and analyzed, Measures of Cooperative and
Collaborative Relationships ............................................................................................................................................................97
Figure 9.8 9R1 Results in building key relationships, Feeder High Schools—Illinois, New Freshman High School Origins,
Fall 2003 ........................................................................................................................................................................................97
Figure 9.9 9R1 Results in building key relationships, NSSE Results—Freshmen .........................................................................97
Figure 9.10 9R1 Results in building key relationships, NSSE Results—Seniors ..........................................................................98
Figure 9.11 9R1 Results in building key relationships, UCLA-HERI Survey Results—Developing Community ............................98
Figure 9.12 9R1 Results in building key relationships, UCLA-HERI Survey Results—Professional Relationships .......................98
Figure 9.13 9R1 Results in building key relationships, One-Year-Out Baccalaureate Survey .......................................................98
Figure 9.14 9R1 Results in building key relationships, One-Year-Out Baccalaureate Survey .......................................................99

                  Southern Illinois University Edwardsville 2003 AQIP Systems Portfolio                                                                                                                4
                             Southern Illinois University Edwardsville Systems Portfolio

       Institutional Overview

O1 Distinctive Institutional Features                                    approval came in November 1960. After 2-1/2 years of
                                                                         planning, SIU and SIUE officials and area residents
A. SIU: A Synopsis                                                       attended groundbreaking ceremonies for the first
                                                                         permanent buildings.
Southern Illinois University is a multi-campus university
comprising two institutions, Southern Illinois University                In the fall of 1965, Southern Illinois University
Carbondale, with a School of Medicine at Springfield, and                Edwardsville moved onto its new campus: 2,660 acres of
Southern Illinois University Edwardsville (SIUE), with a                 rolling land and woods dotted with lakes. The academic
School of Dental Medicine at Alton and a Center in East                  center was designed by the internationally known
St. Louis.                                                               architectural firm of Hellmuth, Obata, and Kassabaum of
                                                                         St. Louis. The brick, slate, and granite of the modern
The University, with an annual operating budget of more                  buildings complement the terrain and are softened by a
than $600 million, enrolls more than 33,000 students in                  carefully designed garden landscape. The campus has
programs from two-year technical curricula to Ph.D.                      received several awards in recognition of the successful
programs in 27 fields along with law, medicine, and                      blend of the aesthetic and the functional in a setting that
dental medicine. SIU was chartered in 1869 as Southern                   enhances growth and development.
Illinois Normal University, a teachers college. In 1947, the
name was changed to Southern Illinois University,                                               Fiscal Year 2004
reflecting the institution‘s academic expansion. In 1949,                                       Operating Budget
SIU began offering off-campus academic courses in the
metropolitan East St. Louis area, which led to the                             Appropriated & Income Funds         $100,958,622
eventual development of a separate institution in                              Non-Appropriated
Edwardsville.                                                                    Grants & Contracts                 $32,613,652
                                                                                 Indirect Cost Recovery               1,788,195
                                                                                 Revenue Bond Operations             26,511,218
A nine-member Board of Trustees governs Southern                                 Self-Supporting Activities          14,660,508
Illinois University and sets policy that enables the                           TOTAL                               $176,532,195
University to carry out established missions and goals.
The President of Southern Illinois University is its chief
executive officer and reports to the Board of Trustees.
The University Chancellors report to the President and                   Today, SIUE is a comprehensive public university,
are responsible for the internal operations of SIUE and                  enrolling 13,000 students with over 100 degree programs
SIUC, respectively.                                                      offered by the College of Arts and Sciences and five
                                                                         professional schools (see section O2).
B. SIUE: A Synopsis
                                                                         Mission Statement - Southern Illinois University
Southern Illinois University Edwardsville traces its origin              Edwardsville is a public comprehensive university
to a recommendation in 1956 by the Southwest Illinois                    dedicated to the communication, expansion and
Council for Higher Education. Council members hired                      integration of knowledge through excellent undergraduate
consultants, whose reports documented the need for                       education as its first priority and complementary excellent
higher education, and appealed to Southern Illinois                      graduate and professional academic programs; through
University, 100 miles southeast, to establish satellite                  the scholarly, creative and research activity of its faculty,
campuses.                                                                staff and students; and through public service and cultural
                                                                         and arts programming in its region.
In 1957, SIU opened two residence centers in Alton and
East St. Louis. SIU expected to enroll 800 students;                     Vision Statement - Southern Illinois University
nineteen hundred applied and enrolled. By 1959, the                      Edwardsville, as a premier Metropolitan University, will be
number of students had doubled to 3,800, greatly                         recognized nationally for the excellence of its programs
exceeding the available physical facilities and needing                  and development of professional and community leaders.
services faster than the University could develop and
supply them.                                                             Statement of Values - Recognizing public education as
                                                                         the cornerstone of a democracy, SIUE carries out its
A planning team investigated sites in the Metro-East                     mission based on certain fundamental, shared values.
counties and selected one just south of Edwardsville. In                 We value:
1960, the Illinois legislature authorized a bond issue for
construction of a new state university campus. Voter                     Citizenship

       Southern Illinois University Edwardsville 2003 AQIP Systems Portfolio                                                             5
    Social, civic and political responsibility, globally, and          Nursing, and Pharmacy. Degree Programs by Level:
     within the University                                              Baccalaureate (44), Post-Baccalaureate Certificate (10),
    Active partnerships and a climate of collaboration                 Master's (41), Post-Master's Certificate (8), First
     and cooperation among faculty, staff, students and                 Professional (2), Post-First Professional Certificate (1).
     the larger community
    Environmental stewardship                                          Teaching — The University makes excellent teaching a
                                                                        top priority. To be granted tenure and promoted, faculty
Excellence                                                              must first of all demonstrate meritorious performance in
  High quality student learning                                        teaching. Scholarship and service are also valued and
  Continuous improvement and innovation                                serve as foundations for and complements to teaching.
  Outstanding scholarship and public service
  Standards consonant with the premier status to                                 Who Teaches the Students?
   which we aspire                                                                   Part-time
Integrity                                                                              23%
   Accountability to those we serve and from whom we                                                           Full-Time
    receive support                                                                                              Faculty
   Honesty in our communications and in our actions                                                               75%

Openness                                                                Student faculty ratio — The student/faculty ratio at
  Inclusion of the rich diversity of humankind in all                  SIUE was 17.32 FTE students for each FTE instructional
   aspects of university life                                           faculty member in fall 2002. The ratio has fluctuated
                                                                        between 15/1 and 19/1 over the past decade.
  Respect for individual differences
  Intellectual freedom and diversity of thought
                                                                        Classes — Although most undergraduate courses are
  Access for all who can benefit from our programs
                                                                        taught during the day (79 to 84 percent depending on the
                                                                        term), graduate courses are offered primarily in the
                                                                        evening (47 to 50 percent) during the fall and spring
  Creation, preservation, and sharing of knowledge                     semesters.
  Application of knowledge in a manner that promotes
   the common good                                                      Almost three-fourths of all classes have fewer than 30
  Life-long learning                                                   students, with a median class size of 20 students. Lower
                                                                        level courses have averaged 22 to 23 students per class
Statement on Diversity                                                  over the past five years compared to 18 to 20 per class in
                                                                        300 and 400 level courses. Graduate courses (500 and
All societies and peoples have contributed to the rich mix              600 level) are smallest with an average of 10 to 11
of contemporary humanity. In order to achieve domestic                  students.
and international peace, social justice, and the
development of full human potential, we must build on                   O3 Student Base, Needs, Requirements
this diversity. SIUE nurtures an open, harmonious, and
hospitable climate that facilitates learning and work.                  Southern Illinois University Edwardsville currently serves
Each member of the University is responsible for                        nearly 13,300 students from 102 Illinois counties, 46
contributing to such a campus environment.                              other U.S. states or possessions, and 63 nations.
                                                                        Although the University provides on-campus housing for
SIUE is committed to education that explores the historic               approximately 2,800 students in either residence hall or
significance of diversity in order to understand the                    apartment style housing, most students live and work in
present and to better enable our community to engage                    communities within a 60-mile radius of campus and
the future. Integral to this commitment, SIUE strives for a             commute to classes.
student body and a workforce that manifests diversity.
Today, SIUE is a major public university, offering a broad
                                                                                                           Fall 2003
choice of degrees and programs ranging from career-                             Undergraduate Students                 Graduate Students*
oriented fields of study to the liberal arts.                                         10,014                                2,694

                                                                               55% Female                          61% Female
O2 Scope of Offerings
                                                                               84% Full-Time
                                                                               84% White                           38% Full-Time
SIUE offers degrees in 44 undergraduate programs and                           29% 19 Years Old or less            77% White
61 graduate and professional programs. In addition,                             53% 20 to 24 Years Old              27% 24 Years Old or Less
                                                                                18% 25 Years or More                 32% 25 Years Old or Less
students may enroll in 52 undergraduate minors and
                                                                                                                     22% 30 to 39 Years Old
complete the requirements for teacher certification. These                                                           19% 40 Years Old or More
programs are offered through six academic units: the                        *Includes Dental Medicine Students.
College of Arts and Sciences, and the Schools of
Business, Dental Medicine, Education, Engineering,

Southern Illinois University Edwardsville 2003 AQIP Systems Portfolio                                                                       6
Enrollment trends — Student enrollment at SIUE                                                           Interdepartmental Math Education
peaked in the early 1970s, declined through the rest of                                                   Committee for Elementary Education
that decade, and has been relatively stable since the                                                    History Education – Public school
early 1980s with steady increases in recent years. Since                                                  teachers included in their teacher
                                                                                                          candidate interview process
the late 1970s, undergraduate students have comprised
                                                                                                         English Education Committee –
about three-fourths of the student body. Because more                                                     includes two public school teachers in
undergraduates are full-time students, full-time-equivalent                                               an advisory capacity
undergraduates comprise 86 percent of the full-time-                                                     Foreign Language Education –
equivalent students.                                                                                      Student Teacher Interview Committee
                                                                                                          includes public school teachers
New Students — During the fall 2003 term, 29 percent of                                                  Children’s Home and Aid Society of
undergraduates were new to the University: 17 percent of                                                  Illinois (CHASI)-Teacher Education
undergraduates were new, first-time freshmen; 12                                                          Committee
percent were new transfer students. Because of the high                                                  Advisory Committee of Pre-
                                                                                                          Kindergarten FORUM and Leadership
transfer rate into SIUE, the seniors outnumber each of
the other classes. Freshmen are the next largest class,                  Engineering                     Industrial and Professional Advisory
with sophomores the smallest.                                                                             Council
                                                                                                           Civil Engineering, Construction,
New Freshmen — The ACT composite score for new                                                                 computer Science, Electrical and
first-time freshmen has averaged between 21 and 22 in                                                          Computer Engineering, Industrial
recent years, with the middle 50 percent scoring between                                                       and Manufacturing Engineering,
19 and 24. They are typically in the upper third of their                                                      Mechanical Engineering
high school class, with one out of five ranked in the upper                                              Environmental Resources Training
ten percent.                                                                                              Center
                                                                         Nursing                         Nurse Anesthesia Specialization
                                                                                                          advisory Sub-Committee
Persistence — Typically, seven out of ten students who
                                                                                                         Project GAIN
begin college as freshmen at SIUE return for their second                Pharmacy                        Advisory Committee
year, and over one-third will graduate from SIUE within
six years. Another 6 to 8 percent will continue pursuing
their degrees at SIUE beyond six years.                                 In addition, SIUE has a University Foundation for fund
                                                                        raising activities and several friends‘ organizations, i.e.,
Graduation — Of the students who received                               Friends of Lovejoy Library, Friends of Art and Design,
undergraduate degrees from SIUE, most began their                       and Friends of Theater and Dance, that assist with
college studies at another institution – during the most                fundraising for the Library and the arts and also serve as
recent five years, 57 to 63 percent had matriculated as                 advisory groups.
transfer students. These transfers, who entered at all
class levels, averaged three to four years to degree, with              O5 Faculty and Staff Base
4 to 5 percent persisting for ten or more years to achieve
the degree. For the graduates who matriculated as new                   The University has approximately 2,300 employees in
freshmen, most completed degrees in four to five years,                 faculty, administration, professional staff, and civil service
with 9 to 17 percent requiring ten or more years. Thirty                positions. In addition, 476 graduate students provide
percent of baccalaureate graduates pursue additional                    services as graduate assistants. Although this level of
education within one year, with 93 percent feeling their                employment has risen slowly over the last twenty years,
bachelor‘s program prepared them adequately to very                     the proportion of full-time employees has dropped slightly
well for the additional degree.                                         to 83-84 percent in recent years from 89 percent two
                                                                        decades ago.
O4 Collaborations, Needs, Requirements
 School or College              Advisory Board(s)                                      Faculty Rank Only                   747
 College of Arts and Sciences    Mass Communications                                  Faculty Rank and
                                 Social Work                                          Administrative Title                 90
                                 Art and Design                                       Administrative Title Only           523
                                 Music                                                Civil Service (Range)               286
                                 Theater and Dance                                    Civil Service (Neg. & Prev.)        650
 Business                        School of Business Advisory Board
                                 Family Business Forum Advisory
                                  Board                                 Funding — Almost two-thirds of SIUE‘s full-time
                                 Accounting Department Advisory
                                                                        personnel are funded from state appropriations and
 Dental Medicine                                                        income funds, as are three-fourths of part-time
                                 Dean’s Advisory Board
 Education                       Early Childhood Advisory Committee
                                                                        employees and graduate assistants. These proportions
                                 Special Education Advisory            have changed considerably over time. In 1970, 75
                                  Committee                             percent of full-time staff and 68 percent of part-time staff

Southern Illinois University Edwardsville 2003 AQIP Systems Portfolio                                                                         7
and graduate assistants were funded through state                       Cougar           401,410   424 2-bdrm, 72 3-bdrm apartment
appropriated and income fund monies.                                    Village                    style units, dining and recreation
                                                                                                   facilities, computer lab
Diversity — The faculty and staff of SIUE reflect the                   Delyte W.        146,670   Student activity, dining, recreation
diversity of the region.                                                Morris Center              and conference facilities,
                                                                                                   ballrooms, bookstore
                                                                        Early            4,670     Child care facilities
Faculty — The full-time instructional faculty of the                    Childhood
University has increased and stabilized over the last                   Center
seven years following steady decreases for many years.                  East St. Louis   118,667   Services to East St. Louis,
During the last decade (1992-2002) the demographics of                  Center                     including dental, nursing and
SIUE‘s full-time instructional faculty have changed. The                                           optometry facilities
proportion of women has risen to 41 percent compared to                 Elijah P.        118,950   Library, Auditorium, textbook
27 percent; and the percent of faculty tenured or on                    Lovejoy                    Services, Learning Labs
tenure track has dropped to 79 percent from 95 percent.                 Library
During this time, the percent holding doctoral degrees                  Engineering      46,467    Engineering Classrooms and
                                                                                                   Labs, Academic Offices
has declined from 76 percent to 72 percent. Fifty-six
                                                                        Environmental    21,691    Classrooms, offices
percent of the current tenured or tenure track faculty have             Resources
been hired since 1992. Although the University strives to               Founders Hall    74,780    Classrooms, distance learning
maintain competitive faculty salaries, for FY03 salaries                                           classrooms, academic and
have been held constant because of state budget limits.                                            student support offices.
This paired with retirement and entry level hiring results in           Greenhouse       1,250     Instructional Greenhouse
a 2.4 percent drop in average salaries for full-time                    Heating,         1,220     Heating and cooling equipment,
instructional faculty. The average current salary ranges                Refrigeration              and wastewater treatment
from $36,122 for instructors to $74,502 for full professors.            and Waste
                                                                        James F.         5,050     Theater
Staff – A portion of the staff are represented by the
following unions:                                                       Student
313   Clerical                                                          Theater
 81   Building Service Workers                                          John Mason       78,300    Classrooms, academic and
 82   IEA Technical/Paraprofessional                                    Peck Hall                  student support offices
255   A.P. Unit-Professional Staff                                      John S.          63,970    Administrative and student
174   Other Unions                                                      Rendleman                  support offices
905    Total                                                            Hall
                                                                        Katherine        69,620    Classrooms, auditorium, music
                                                                        Dunham Hall                facilities, radio and TV studios,
Another 269 civil service staff are non-union and another                                          academic and administrative
15 civil service staff are excluded from a union because                                           offices
their position is classified as confidential or supervisory.            Springfield      4,948     Nursing classrooms, academic
                                                                        Complex                    offices
Student Workers — In addition to the faculty and staff,                 Prairie          61,240    248 doubles, 12 RA and staff
the University provides employment opportunities for                    Residence                  units, meeting and study rooms,
1,300 students, which does not include graduate                         Hall                       lounges, computer lab
assistants. These positions provide experience in many                  Ralph F. Korte   10,390    Track and field facilities, soccer
                                                                        stadium/Bob                facilities
areas, including clerical, technical, professional, service,
                                                                        Guelker Field
and sales.                                                              Sam M.           101,400   Classrooms, academic offices,
                                                                        Vadalabene                 physical education, recreation and
O6 Facilities, Equipment and Technologies,                              Center                     intercollegiate sport facilities
Regulatory Environment                                                  Science          85,730    Classrooms, science labs,
                                                                        Building                   academic offices
The Edwardsville campus has 2,660 acres of rolling,                     Student          46,395    Recreation Facilities
wooded hills. The School of Dental Medicine is located in               Fitness Center
Alton, and there is an East St. Louis Center at the East                Supporting       71,079    Auxiliary service offices and
                                                                        Services                   facilities, museum operations and
St. Louis Higher Education Campus.
                                                                        Complex                    library storage buildings
                                                                        University       34,023    Offices, textbook services (SIUE
   Building         NASF*                  Description                  Park                       leases an additional 7,200 sq. ft.
 Alton Campus      108,860      Dental Medicine classrooms, labs,                                  for a Dental Implant Clinic)
                                clinics, and offices                    Woodland         63,740    246 doubles, 11 RA and staff
 Alumni Hall       77,760       Classrooms, academic offices            Residence                  units, meeting and study rooms,
 Art and           33,880       Art classrooms and studios,             Hall                       lounges, computer lab
 Design                         gallery, academic offices               Miscellaneous    15,433    Academic, student support, and
 Bluff             63,740       248 doubles, 12 RA and staff            Tract Houses               administrative offices
 Residence                      units, meeting and student rooms,
 Hall                           lounges, computer lab

Southern Illinois University Edwardsville 2003 AQIP Systems Portfolio                                                              8
                                                                        2.   Higher education will join elementary and secondary
                                                                             education to improve teaching and learning at all
IBHE Focus Statement for SIUE                                           3.   No Illinois citizen will be denied an opportunity for a
                                                                             college education because of financial need.
In 1994, the Illinois Board of Higher Education (IBHE)                  4.   Illinois will increase the number and diversity of
adopted a Focus Statement for each of the twelve public                      citizens completing training and education programs.
universities. These focus statements express the mission                5.   Illinois colleges and universities will hold students to
of each institution from the perspective of the Board of                     even higher expectations for learning and will be
Higher Education, the state policy-making body for higher                    accountable for the quality of academic programs
education. While developed prior to the Illinois                             and the assessment of learning.
Commitment and approval of Pharmacy, the Focus                          6.   Illinois colleges and universities will continually
Statement remains the only IBHE statement specific to                        improve productivity, cost-effectiveness, and
SIUE.                                                                        accountability.

Southern Illinois University Edwardsville serves traditional            Accreditation Affiliations:
college-aged undergraduate students, with many
commuting from the surrounding area, as well as older,                          Accreditation Board for Engineering and Technology
part-time, and minority students. The campus offers a                           American Council for Construction Education
balance of instruction, research, and public service                            American Dental Association
programs consonant with its role as the only public                             American Speech-Language-Hearing Association
university in southwestern Illinois. Southern Illinois                          Association to Advance Collegiate Schools of
University Edwardsville also administers the School of                           Business
                                                                                Commission on Collegiate Nursing Education
Dental Medicine at Alton and operates a center in East
                                                                                Council on Accreditation of Nursing Anesthesia
St. Louis. In addition to pursuing statewide goals and                           Educational Programs
priorities, Southern Illinois University Edwardsville:                          Council on Social Work Education
                                                                                The Higher Learning Commission of the North Central
 offers undergraduate programs and master’s programs
                                                                                National Association of Schools of Music
  encompassing instruction in the arts and sciences,                            National Association of Schools of Public Affairs and
  education, social services, business, engineering, and                         Administration
  the health professions in order to improve the quality of                     National Council for Accreditation of Teacher
  life, economy, health care, and environment in the                             Education
  greater St. Louis metropolitan area;                                          National League for Nursing

 emphasizes graduate-level programs that prepare                       O7 Competitive Environment
  practitioners and professionals in those fields that are
  particularly relevant to addressing the social, economic,             Southern Illinois University Edwardsville serves the most
  and health-care needs of the region;                                  populous region of downstate Illinois. The campus is
                                                                        located in the eastern metropolitan St. Louis area; most
 focuses off-campus programs in southwestern Illinois,                 SIUE students live and work in the industrial and
  except in fields such as nursing in which the University is           agricultural counties of Metro-East. Interstate highways
  distinctly positioned to offer off-campus completion                  make the University convenient for those within a 60-mile
  programs for the entire southern Illinois area; and                   radius, an area that includes slightly more than 2,600,000
  addresses the need for dentists in the central and                    people.
  southern regions of the state through its School of Dental
  Medicine.                                                             St. Louis, 20 minutes southwest of the campus, is a
                                                                        center for educational, medical, botanical, bio-chemical
The Illinois Commitment                                                 and business research. SIUE is one of four
                                                                        comprehensive universities among more than 20
At its meeting on February 2, 1999, the Illinois Board of               institutions of higher education in the metropolitan area.
Higher Education, following extensive conversations with
citizens throughout the state, adopted the Illinois                     Based on data from the 2002-03 ACT Class Profile
Commitment, a framework for higher education in Illinois.               Report competitor universities for new freshmen are:
This framework provides the context for planning for
SIUE, particularly for plans that would require additional              Southern Illinois University Carbondale (SIUC)
new appropriated resources.                                             University of Illinois-Urbana Champaign
                                                                        Eastern Illinois University (EIU)
The Illinois Commitment comprises the following goals:                  Illinois State University
                                                                        Southwestern Illinois College
1.   Higher education will help Illinois business and                   Western Illinois University (WIU)
     industry sustain strong economic growth.                           Northern Illinois University

Southern Illinois University Edwardsville 2003 AQIP Systems Portfolio                                                                9
McKendree College                                                            Staff                teaching and                   faculty scholarship
St. Louis University (SLU)                                                                        scholarship focus
Lewis and Clark Community College                                                                Continue improving
University of Illinois – Chicago                                                                  New Faculty
Southeast Missouri State University                                                               Orientation
                                                                                                 Develop campus-wide
University of Missouri – Columbia
                                                                                                  staff orientation
University of Illinois – Springfield (UIS)                                                       Engage Staff Senate to
Millikin University                                                                               enhance staff
SIUE is a net importer of transfer students with more                                            Develop staff
transfer students entering the institution than leaving.                                          commitment measures
                                                                                                 Continue plan to retain
For graduate students, competitors include EIU, SLU,                                              critical faculty and staff
SIUC, UIS, UMSL, and WIU. Professional graduate                              Goal 4:             Educate campus                State resources to
programs have competition from the previously                                Harmonious           community about                maintain administration,
                                                                             Campus               SIUE’s strategic plan          faculty, and staff
mentioned institutions along with small private schools in
                                                                             Climate             Strengthen shared             Staffing level and
the St. Louis metropolitan area including Fontbonne
                                                                                                  governance system              competitive salaries
College, Lindenwood University, Maryville University, and                    Goal 5: Active      Strengthen Education          Resources for SIUE and
Webster University. The University of Phoenix has                            Community            and Arts and Sciences          SIUC
opened a branch campus in West St. Louis County.                             Engagement           faculty partnerships          Industry support for the
                                                                                                  with K-12 Schools              National Corn to Ethanol
O8 Opportunities and Vulnerabilities                                                             Utilize new and                Research Center
                                                                                                  renovated facilities at       Resources for the East
  SIUE Long-       Key Opportunities                 Institutional                                the East St. Louis             St. Louis Higher
  Term Goals                                       Vulnerabilities                                Higher Education               Education Campus
 Goal 1:         Manage enrollment for        Unstable state
 Engaged           better academically          resources for enrollment                         Implement the National
 Students and      prepared students            growth                                            Corn to Ethanol
 Capable                                                                                          Research Center and
                 Implement dual               Limited local, state, and
 Graduates                                                                                        link it to the St. Louis
                   admission with               federal dollars for
                   community colleges           scholarships/
                                                financial aid                                    Implement SIU System
                 Continue AQIP Action
                   Project on new student      Increase of
                   transitions                  student/faculty ratio
                                                                                                  Committee and Health
                 Increase the number of
                                                                                                  Education Committee
                   new minority students
                 Expand Teaching,
                                                                             Goal 6: Sound       Continue capital current      Excessive Enrollment
                   Learning, Technology
                                                                             Physical and         projects                       Growth
                                                                             Financial           Seek Science Building         State resources for
                 Refine student learning                                    Assets               renovation funds               Science Building
                                                                                                 Seek Science Building          Renovation
                 Ensure students meet
                                                                                                  equipment funds               Resources for Science
                   or exceed certification/
                                                                                                 Develop short – and            Building Equipment
                  licensing examinations
                                                                                                  long-term plans for            Funds
                 Develop employer
                                                                                                  Pharmacy facility             State resources for
                                                                                                 Conduct environmental          Pharmacy Building
 Goal 2:         Implement School of          Providing resources for
                                                                                                  regulations compliance         Construction
 Innovative        Pharmacy                     programs to meet
                                                                                                  audit                         Resources for University
 High Quality    Define “Metropolitan          enrollment growth
                                                                                                 Implement phase 3 of           Development Initiatives
 Programs          University”                 Limited state resources
                                                                                                  landscaping plan
                 Review and revise             to support new program
                                                initiatives                     Goal 7:         Present assessment            Negative publicity    of
                   general education and
                                                                                 Excellent        and scholarship of             SIUC or SIUE
                   baccalaureate degree
                                                                                 Reputation       teaching and learning
                                                                                                  Initiatives at state,
                 Initiate and expand
                                                                                                  regional and national
                   professional programs
                   that support the St.
                                                                                                 Conduct SIUE ad
                   Louis metropolitan
                                                                                                  campaign in region
                   “biobelt initiative”
                                                                                                 Seek national
 Goal 3:         Develop new faculty          State resources to retain                         recognition of New
 Committed        leaders                       critical faculty and staff                        Faculty Orientation
 Faculty and     Strengthen SIUE’s            Resources to support

Southern Illinois University Edwardsville 2003 AQIP Systems Portfolio                                                                                  10
                                               SIU Board of Trustees

                                                       SIU President

                                                     SIUE Chancellor

Provost and Vice                     Vice Chancellor for          Vice Chancellor for             Vice Chancellor for
Chancellor for Academic              Administrative               Student Affairs                 Development & Public
Affairs                              Services                                                     Affairs

                                                                         Health Services             SIUE Foundation
  College of Arts and              Human Resources                                                   Board of Trustees
  Sciences                                                               International Students
                                   Financial Affairs                                                 Development
  School of Business                                                                                 Operations
                                   University Police                 Counseling Services             Planned Giving
  School of Dental
  Medicine                                                           Campus Recreation               Financial Affairs
  School of Education              Management                        Intercollegiate Athletics       Public Affairs
                                    Information                      Kimmel Leadership               University Graphics
  School of Engineering                                                                              & Publications
                                    Technology                       Center
  School of Nursing                                                                                  Alumni Affairs
                                                                         University Center
  School of Pharmacy                Administrative
                                    Services                             University Housing
  Graduate School
                                                                     Early Childhood Center
  Library and Information
                                                                     Disabilities Support
  Enrollment Management                                              Services

  Continuing Education

  Institutional Research

  East St. Louis Center

 Southern Illinois University Edwardsville 2003 AQIP Systems Portfolio                                                     11
                         Glossary of Terms and Abbreviations
       AAUP            American Association of University Professors
       AASCU           American Association of State Colleges and Universities
       ACUI/EBI        Association of College Unions-International/Educational Benchmarking Institute
       APPA            Association of Physical Plant Administrators
       CAS             College of Arts and Sciences
       CIRP            Cooperative Institutional Research Program
       COA             Committee on Assessment
       CCAS            Council of Colleges of Arts and Sciences
       CUPA            College and University Professional Association for Human Resources
       FSCC            Faculty Senate Curriculum Council
       FY              Fiscal Year
       EIU             Eastern Illinois University
       HR              Human Resources
       IL              Illinois
       IBHE            Illinois Board of Higher Education
       ICCB            Illinois Community College Board
       IDES            Illinois Department of Employment Security
       IPEDS           Integrated Postsecondary Education Data System
       ISBE            Illinois State Board of Education
       ISU             Illinois State University
       JCAR            Joint Commission on Accountability Reporting
       NSSE            National Survey of Student Engagement
       NPR             New Program Request
       PES             Performance Evaluation System
       PPR             Program Priorities Request
       PVCAA           Provost and Vice Chancellor for Academic Affairs
       RAMP            Resource Allocation Management Program
       SIU             Southern Illinois University
       SIU BOT         Southern Illinois University Board of Trustees
       SIUC            Southern Illinois University Carbondale
       SIUE            Southern Illinois University Edwardsville
       SLU             Saint Louis University
       UCLA            University of California Los Angeles Higher Education Research Institute
       UMSL            University of Missouri-St. Louis
       UPBC            University Planning and Budget Council

Southern Illinois University Edwardsville 2003 AQIP Systems Portfolio                                   12
AQIP Criterion 1: Helping Students Learn
1C1 Common student learning objectives                                  ability and desire to make contributions to society. As a
                                                                        public institution, SIUE strives to develop students who
All common student learning objectives reflect the                      are well-informed, effective citizens; who actively
first long term goal articulated in the recently                        participate in civic and community affairs; who cultivate
completed strategic planning process:                                   self-awareness; who appreciate the arts; and who will
                                                                        pursue life-long learning. SIUE also provides
                                                                        opportunities to students to develop leadership skills and
   Engaged Students and Capable Graduates--                             artistic abilities.
   Attract a diverse student body, including
   traditional, non-traditional, commuter, and                          The undergraduate curriculum encourages students to
   residential scholars, and nurture, educate, and                      set the events of the world in broad perspective and to
   graduate students who achieve the objectives for                     bring a reasoned approach to the challenges they may
   baccalaureate, graduate, and professional                            face.
                                                                        The purpose of graduate education at SIUE is to provide
The mission focuses on excellent education that is                      students with the intellectual ability to understand, create,
informed by engagement and service and is supported by                  integrate, and apply sophisticated discipline-specific
an environment of scholarship, creativity, and research.                knowledge. Because knowledge is dynamic, students are
For each program, the common learning objectives for all                additionally expected to learn the intellectual system of
students are shaped by college and school objectives                    the discipline (the discipline's system of thinking,
and professional objectives.                                            knowing, and acting) in order to acquire and evaluate
                                                                        future knowledge.
                                       Figure 1.1
                Mission, Goals, and Objectives                                                                  Figure 1.2
                                                                                           Common Goals and Objectives

                                     Excellent Education                                     Objectives for

                                                                                           General Education                    Goals of Graduate
                            Goals for Graduate Student Learning                                 and the                         Student Learning
                                                                                          Baccalaureate Degree
                         Objectives of General Education
                         and the Baccalaureate Degree
                                                                                          Analytic, Problem-                 Demonstrate an Ability for
                                                                                          solving, and Decision-             Analytical Thinking in the
                                                                                          making Skills                      Discipline

                            Professional             College
              ho nd R

                             Objectives              And School

                   sh esea

                                                                           Common Goals

                                                                                          Oral and Written                   Effectively Communicate


                                                                                          Communication Skills               Knowledge in the Discipline
                         Cr ch

                                         Long Term Goal--

                                        Engaged Students and

                                                                                                                             Exhibit the Best Practices,

                                         Capable Graduates
                                                                                          A Sense of Ethics                  Values, and Ethics of the


                                                                                                                             Demonstrate Breadth and
                                                                                          Preparation in an                  Depth of Knowledge in the
The common baccalaureate learning objectives are found                                    Academic or Professional           Discipline
in the Statement of Objectives for General Education and                                  Discipline
the Baccalaureate Degree (SIUE University Assessment                                                                         Apply Knowledge of the
Plan, approved by the Faculty Senate, 1989--statement                                                                        Discipline
approved, 1991). The common objectives for the
master‘s degree are found in the Goals for Student                                        Foundation in Liberal Arts
                                                                           Unique Goals

Learning (approved by the Graduate Council, 2000). The                                    and Sciences
following paragraphs and Figure 1.2 below are adapted
                                                                                          Appreciation of Cultures
from the undergraduate objectives and graduate goals
                                                                                          Scientific Literacy
The purpose of baccalaureate education at Southern
Illinois University Edwardsville is to provide students with
a solid foundation for intellectual development and an

Southern Illinois University Edwardsville 2003 AQIP Systems Portfolio                                                                                      13
As the chart above shows, undergraduate and graduate                    statement written in 1985. SIUE offers degrees in 44
education share common goals that include a core set of                 undergraduate programs and 62 graduate and
abilities and an approach to knowledge. Both include                    professional programs. In addition, students may enroll in
goals for analytical thinking, communication, ethics, and               52 undergraduate minors and complete the requirements
disciplinary knowledge. The graduate goals presume a                    for teacher certification. These programs are offered
higher level of specialization in the discipline and lack               through six academic units: the College of Arts and
some of the breadth goals found in the undergraduate                    Sciences and the Schools of Business, Dental Medicine,
level.                                                                  Education, Engineering, Nursing, and Pharmacy.
                                                                        SIUE‘s Long-Term Goal 2 is ―Innovative High Quality
1C2 Aligning learning with mission                                      Programs--Develop, deliver, and continually improve high
                                                                        quality academic programs appropriate for a Metropolitan
At the baccalaureate level, SIUE ensures that student                   University.‖ Under Goal 2, the Strategic Plan lists five
learning expectations and development objectives align                  short-term goals for Fiscal Year 2004 (FY04), three short-
with the mission, vision, and values by first defining                  term goals for FY05, and additional short-term goals
carefully the objectives for general education and the                  through FY 07. Measures tracked for Goal 2 include
baccalaureate degree (see 1C1). Through the senior                      external awards and grants received for curricular
level assessment of student learning (Senior                            innovation, program accreditation, program recognition
Assignment), departments evaluate the extent to which                   awards from external groups, senior assignment results,
the objectives have been met. A similar process covers                  and input/process measures. Benchmarks tracked
graduate education using the graduate student learning                  include alumni perceptions from annual and periodic
goals.                                                                  alumni surveys (Figures 7.2 and 7.12).

The process that ensures alignment begins with careful                  One indicator of key instructional programs is the request
definition of student learning goals and objectives, and                for new funding. Over the last five years, SIUE has
then relies on careful assessment of student learning as                requested and received funding for:
related to those goals and objectives. Faculty analyze                          education--partnership schools
and reflect on assessment results and make                                      health care--off-campus nursing and clinical
programmatic changes in terms of curriculum,                                     faculty in dental medicine
expectations, and pedagogy to improve student learning.                         technology--master‘s programs in engineering
Changes and improvements are reported and reviewed                               and information technology
as part of the formal program review process as                                 social services--criminal justice
described in sections 1P6, 1R3, and 1I1.                                        general education—variety of initiatives,
                                                                                 including additional faculty, technology support,
The current baccalaureate objectives were written within                         and pilot projects for the freshman seminar
the context of SIUE‘s Mission Statement, composed in                            faculty development—Excellence in Learning
1985, and the objectives aligned with that statement. The                        and Teaching Initiative and expanded New
mission statement was rewritten in 2001 as part of one of                        Faculty Orientation
SIUE‘s AQIP Action Projects. The Faculty Senate and
the Provost‘s office jointly formed a steering committee in             A second indicator of key instructional programs is
winter 2003 to review the baccalaureate objectives in the               reallocation of funds. The Master of Social Work program
context of the rewritten mission statement. By the end of               was created without new funding because it was an
the 2003 Fall Semester, the Objectives Steering                         institutional priority. The formation of the School of
Committee will submit recommendations to the Faculty                    Pharmacy has been supported by reallocation, although
Senate regarding changes to the Statement of Objectives                 there is an expectation that new funding will be available
for General Education and the Baccalaureate Degree.                     as the school develops.
SIUE participated in AAC&U‘s Greater Expectations
Institute in June 2003 to enhance that process (see                     Expanding its programs in education has been an SIUE
section 1P1).                                                           priority, recommended in the University Planning and
                                                                        Budget Council‘s (UPBC) rolling four year plan and
1C3 Key instructional programs and methods                              included in the Resource Allocation Management
                                                                        Program (RAMP) Planning Document for six years in a
The 2001 mission statement begins with:                                 row, from RAMP FY99 through RAMP FY04. See
                                                                        descriptions of UPBC (5C1) and RAMP (8P3).
   Southern Illinois University Edwardsville is a public
   comprehensive university dedicated to the                            The School of Education has implemented partnership
   communication, expansion and integration of                          programs for Elementary, Early Childhood, and
   knowledge through excellent undergraduate education                  Secondary Education in which students spend additional
   as its first priority and complementary excellent                    time in field placement beyond the 100 hours required by
   graduate and professional academic programs….                        the state of Illinois. In elementary education, which is the
                                                                        most fully developed of the partnership programs, there
The commitment to undergraduate education as SIUE‘s                     are eight cohorts of 30 students. Each cohort is divided
first priority was first articulated in the previous mission            into three groups of 10. Students are then placed in

Southern Illinois University Edwardsville 2003 AQIP Systems Portfolio                                                             14
different locations with 10 at a rural partnership school,                     those students have completed their degrees. In many
10 at an urban school, and 10 at a metropolitan school.                        remote areas of Illinois, there is sufficient pent-up
Every student has placements in three different districts.                     demand to offer an RN to BS program one time, but there
SIUE Is able to do this because of the variety of possible                     is insufficient ongoing demand to continue offering the
school placements within 30 miles of campus. At this                           same program over time.
time, eighteen districts offer partnership schools for
elementary education. Three districts offer partnership                        As a consequence of the changing program locations,
schools for secondary education placements. The                                primarily in nursing and education, the total annual
School of Education is developing partnerships for                             numbers change considerably year to year.
special education, health and physical education, and
psychology placements                                                          The Faculty Technology Center offers a range of services
                                                                               regarding hardware, software, web pages, multimedia,
Expanding off-campus programs in nursing has been a                            and WebCT. While online courses can help support off-
strategy for meeting the health care needs of southern                         campus programs, the primary use for online technology
Illinois. Off-campus programs in nursing, education, and                       in support of student learning is for on-campus,
business also provide educational opportunities for place-                     classroom instruction. In Fall Semester 2000, there were
bound students throughout SIUE‘s service region.                               271 total courses on WebCT with 104 being used and
                                                                               167 in production for future use or archived from previous
The Office of Continuing Education coordinates course                          use. Three completely online courses were offered and
offerings for off-campus students. Because of SIUE‘s                           over 4,300 student accounts on WebCT were
regional mission, off-campus offerings are key                                 established. By fall 2003, those numbers had increased
educational programs even though off-campus students                           considerably. There were over 14,000 student accounts
are a small minority of the total student population and                       on WebCT, with over 6,000 individual students using the
off-campus delivery is less efficient than standard                            program and 409 courses using WebCT, Seventeen
classroom instruction. Based on fall semester statistics                       courses were offered completely online, with over 200
from 1997 through 2002, approximately 98% of the                               students enrolled in those courses.
students study on-campus, taking regularly scheduled
classes. The percentage of students taking classes off-                                                                 Figure 1.4
campus ranged from 1.3% in 2001 to 2.3% in 1997 and                                                               WebCT Usage

Coordination for off-campus students and enrollments are                                           Percentage of Courses using WebCT,
supported centrally by the Office of Continuing Education.                                                  by College/School
The following graph shows the total off-campus                                                                   Fall 2003
enrollment for the past five years.                                                                       School of Business                 College of Arts &
                                                                                                                 14%                             Sciences
                                                                                       School of Dental                                            39%
                                         Figure 1.3                                       Medicine
                                  Off-Campus Enrollment

                                                                                     School of Nursing
                               Total Off-Campus Enrollment                                 17%
                                                                                                                School of        School of Education
                                                                                                               Engineering              18%
   Course Enrollments

                        1600                                                   The percentages in the graph above roughly correspond
                        1500                                                   to the overall percentage of classes offered, with the
                        1400                                                   largest percentage by the College of Arts and Sciences.
                        1300                                                   The School of Nursing offers a disproportionately high
                        1200                                                   percentage in part because WebCT supports the online
                        1100                                                   format of classes in the off-campus programs. During
                        1000                                                   Fall 2003, the School of Nursing began offering its RN to
                               98-99   99-00      00-01        01-02   02-03   BSN completion degree completely online.
                                               Academic Year
                                                                               1C4 Preparing students to live in a diverse society
                                                                               and world
Each year, there are changes in off-campus locations for
individual programs. The BSN (nursing) program was                             SIUE helps prepare students to live in a diverse society
offered at four sites in 98-99, in two sites in 00-01 and                      and world in a variety of ways.
five sites in 02-03, for example. The program is designed
to provide degree completion for registered nurses in a                           including diversity explicitly in the university values
remote area, and then to move to another area once                                 and the diversity statement

Southern Illinois University Edwardsville 2003 AQIP Systems Portfolio                                                                                            15
    requiring all undergraduate students to take at least              ―moderately‖ to ―extremely helpful,‖ lower than the one
     one course that focuses on inter-group relations                   year out results for 1998, 1999, and 2000 graduating
    requiring all undergraduate students to take one                   classes.
     course exploring either international issues or
     international cultural questions                                   Results were 88.9%-91.5% for 1998-2000 graduates
    recruiting a diverse student, faculty, and staff so that           responding moderately to extremely helpful to
     students can live and work in diverse environments                 ―Helpfulness of university experiences in viewing
    making a formal declaration of SIUE in 1974 ―that it is            problems from different perspectives.‖ Results for 1994
     a ‗World University‘--a university which recognizes                five year out surveys on the same question were 89.1%
     that it is a part not only of a state community and a              moderately to extremely helpful.
     national community but also of a global community.‖
     (policy 1Q6) As a symbol of that designation, by                   A series of programs, activities, and events outside of the
     policy SIUE flies the United Nations flag on one of its            classroom support classroom instruction. These include
     main flag poles in the center entrance to the campus.              but are not limited to the Student Leadership
                                                                        Development Program, the Volunteer Service Program,
The General Education Program course requirements                       student programming through the Campus Activities
described above are stipulated under Additional                         Board, and administrative support for international
Provisions and Conditions in Policy 1H1, General                        exchanges.
Education Program:
                                                                        Students participating in the Student Leadership
    B.2. The University requires that every student                     Development Program are involved in educational
    complete one course exploring inter-group cultural                  modules and workshops that address diversity issues.
    concerns and one course exploring either international              Module topics include Cross-Cultural Awareness,
    issues or international cultural questions. Inter-group             Leadership Challenges for Men and Women, and
    cultural concerns courses shall focus on cultural                   Leadership Challenges for Minorities. In evaluating the
    pluralism in the United States.                                     effectiveness of the modules, students reported that they
                                                                        learned how to compromise with others; to understand
Twenty-seven different courses taught by 13 different                   differing perspectives; that diversity is not only about race
departments satisfy the IGR requirement. Courses range                  or gender; that social stereotypes are hindering our
from Psychology of Gender taught by Psychology to                       progress; and that effective leaders must be able to
People and Culture of North America taught by                           understand and work with many different people and
Anthropology. SPC 103, Interpersonal Communication                      cultures. During the last academic year, over five
Skills, has the largest annual enrollment of the IGR                    hundred students participated in the Student Leadership
courses.                                                                Development Program.

There is no formal mechanism to ensure that the options                 Preparation to live in a diverse culture is also the focus of
for completing the IGR requirement accommodate a                        the Volunteer Service Program. Volunteer Service
variety of student learning styles, nor is there a formal               projects are designed to involve students in a number of
mechanism for measuring and monitoring student                          different cultural and socio-economic areas. Activities
learning styles. Because different disciplines have                     include work in the inner city, projects in the Hispanic
different dominant pedagogies, some accommodation of                    community, and a spring break trip to provide volunteer
student learning styles is provided by ensuring that a                  assistance at the Cherokee Nation Reservation in
range of disciplines offers courses satisfying the                      Oklahoma. Over three hundred and twenty five students
requirement, but there is no formal mechanism for                       have been exposed to diverse cultures and local issues
measuring the effectiveness of different disciplines to                 through their volunteer service.
meet the needs of student learning styles.
                                                                        Student programming and events reflect SIUE‘s
There has been no separate formal assessment of the                     commitment to providing students opportunities to learn
success of the IGR courses to meet common goals for                     about and experience cultural and social diversity.
the courses to prepare students to live in a diverse                    Through the Campus Activities Board (CAB), students
society and world.                                                      have planned and supported international programs such
                                                                        as International Week, Chinese New Year, Irish Day, the
One question on alumni surveys refers to helpfulness of                 International Street Fair, and the Taste of Culture series.
university experiences in understanding people with                     Students further sponsored Black Heritage Month
different backgrounds, habits, values, appearances and                  activities that featured lectures, book and poetry
abilities. For one-year-out surveys (alumni surveyed one                readings, and a panel discussion on Reparations. Nearly
year after graduation), results have been consistently                  five thousand individuals attended these events.
within one percent of 85% of alumni responding
―moderately‖ to ―extremely helpful‖ since the question                  Recognizing the importance of International education
was first asked in 1999 (graduating class of 1998). This                and foreign study activities in preparing students to live in
same question was asked of 1994 graduates in a five–                    diverse society and world, SIUE has engaged in a
year-out survey in 1999. Results were 81.8% responding                  planned and measured effort to provide students with

Southern Illinois University Edwardsville 2003 AQIP Systems Portfolio                                                              16
greater opportunities to interact with students from other              The first section of the Tenure Policy (1994), ―The
cultures and countries and to enrich their education                    Principles of Academic Freedom and Responsibility,‖
through study outside of the United States. Reallocation                provides the formal policy statement regarding intellectual
of funds has allowed for the employment of a Director of                freedom. Policy 1Q1, Faculty Code of Ethics and
International Programs whose primary function is to                     Conduct, includes sections on professional ethics and
coordinate and expand study abroad activities. This                     freedom and responsibility. These policies are parallel to
initiative has resulted in new exchange agreements with                 the SIU Board of Trustees policy on Academic Freedom:
Nigeria and other countries, as well as study                           Rights and Responsibilities (Article VI-Statutes Board of
opportunities in Niigata, Japan, the University of Wales                Trustees, Section 1). SIUE and SIU policies are based
Swansea, Salzburg University Austria, as well as France,                on AAUP policies on academic freedom and tenure,
England, Germany and the Netherlands.                                   professional ethics, and freedom and responsibility.

Approximately sixty to seventy students engage in study                 Policy 1Q2, Ethics of Instruction, includes the following:
outside of the United States each academic year,                        ―8. To provide teaching and learning experiences that
including summer. Of that number, thirty-seven students                 are free of favoritism, prejudice, discrimination, or
participated in faculty-directed travel study (thirteen in              harassment..‖ Student rights are articulated in policy
South Africa, fifteen in Mexico, and nine in England), and              3C1, Student Conduct Code, Appendix A- Student
nineteen in service learning experiences in Costa Rica                  Responsibilities and Student Rights. Those rights include
and Mexico. Other students are involved in individually                 freedom of expression and association, non-
tailored study abroad programs arranged through the                     discrimination, freedom from harassment, and standards
Director of International Programs.                                     of evaluation based on academic and professional
1C5 Maintaining a healthy campus climate
                                                                        The Faculty Ombuds Service was established in AY
SIUE‘s Long-Term Goal 4 is ―Harmonious Campus                           2001-2002. The two faculty ombuds serve as neutral
Climate--Foster a harmonious student-centered campus                    listeners, information resources, and intermediaries, and
characterized by integrity, cooperation, open dialogue,                 provide full and part-time faculty and administrators on
and mutual respect among individuals with different                     the SIUE campuses with an option other than formal
backgrounds, cultures, and perspectives.‖ Under Goal 4,                 grievance procedures for resolving conflicts. The
the Strategic Plan includes two short term goals for Fiscal             Ombuds Service assisted 27 faculty during 02-03.
Year 2004. Benchmarks tracked for Goal 4 include
faculty perceptions, from the triennial UCLA faculty                    The Human Relations Advisory Council (HRAC) is a 20-
survey, freshman and senior perceptions from the annual                 member appointed board which reviews the SIUE
NSSE survey, and alumni perceptions from annual and                     Diversity Plan annually to make recommendations
periodic alumni surveys (Figures 7.2 and 7.12).                         designed to increase standards of academic excellence
                                                                        and diversity initiatives.
SIUE has a long history of Faculty Senate, Staff Senate,
and Student Senate participation in decision making.                    In 1996, as a result of HRAC recommendations, the
Over time, there has been an increase in trust. The                     Office for Cultural and Social Diversity was established to
UCLA-HERI Faculty Surveys (1989, 1992, 1995, 1998                       initiate and facilitate diversity awareness and education
and 2001) asked faculty whether they agree to attributes                as well as act as a liaison for campus and community
as ―very descriptive of institution.‖ The results below                 issues and concerns that regard the diversity of our
demonstrate improvement over the last decade but also                   region. The director for the Office for Cultural and Social
show that there is room for additional improvement.                     Diversity is the Assistant Provost for Cultural and Social
                           Figure 1.5
                 UCLA-HERI Survey Results                               The Office of Cultural and Social Diversity oversees the
                                                                        Johnetta Haley Scholars Academy, a scholarship
        Percentage of Faculty Respondents                               designed to assist minority students who choose to major
       Agreeing Statement is Very Descriptive                           in fields which traditionally and historically had low
                           1989         2001   National                 minority representation such as the biological sciences,
    Faculty at odds                                                     physical science, computer science, engineering, nursing,
     with administration   30.1%    10.5%        22.0%                  or teacher education.
    Faculty respect
     each other            15.5%    32.7%        33.5%                                           Figure 1.6
    Faculty rewarded for
                                                                                  Johnetta Haley Scholars Academy
     good teaching         10.8%    28.3%        14.6%
                                                                                  Johnetta Haley Scholars Academy
The national comparison group is undergraduate faculty                                                        Students
at four year institutions.                                                         Year                       Supported
                                                                                   00-01                        104
                                                                                   01-02                        180
                                                                                   02-03                        192
Southern Illinois University Edwardsville 2003 AQIP Systems Portfolio                                                            17
The office also oversees a minority recruitment and                       and resolutions of grievances be fair or just and
retention program, a multi-faceted outreach component                     educational.
designed to recruit and retain minority faculty and
students.                                                               Section E. ―Student Rights,‖ of the Grievance Code states
                                                                        that students at the University are entitled to an
                           Figure 1.7                                   environment which encourages learning and intellectual
     Minority Recruitment and Retention Support                         development. Section E. lists eighteen student rights,
              Minority Recruitment and
                                                                           7. A student’s academic and professional performance shall
                 Retention Program
                                                                            be evaluated solely on academic and professional grounds.
                                     Faculty                               8. A student shall be able to take exception to data or
           Year                     Supported                               views offered in the classroom in a manner which does not
           00-01                       13                                   interfere with the instructional process.
           01-02                       10                                  9. Students may appropriately express political or social
                                                                            views in accordance with prevailing law and University
           02-03                       11

                                                                        The Student Grievance Code is available online at:

                                                                        1P1 Determining common student learning

                                                                        The Faculty Senate and Graduate Council have defined
                                                                        common student learning objectives as part of the
                                                                        undergraduate and graduate assessment programs
The minority recruitment and retention program provides                 (1C1). The common objectives are described in section
transitional salary as incentive for a school or college to             1C1 above. Program faculty establish program specific
recruit minority faculty, supports summer salary as a                   student learning objectives with oversight and review by
retention incentive for continuing minority faculty, and                the Faculty Senate‘s Curriculum Council and Graduate
covers travel and conference expenses.                                  Council.

The Faculty Grievance Procedure was reissued effective                  For the Objectives Project (see 1C2), a team of four
January 2, 2002 with revision. It is part of SIUE                       faculty and a student participated in AAC&U‘s Greater
Personnel Policies, II 12-19. It is available online at:                Expectations Institute in Denver, June 2003. The                        resulting plan called for six meetings during fall 2003.
                                                                        The plan was modified to include a Campus-Community
The Student Academic Code provides a formal structure                   Dialogue (AAC&U) at the end of the Faculty Roles and
for resolving problems that arise from academic                         Responsibilities Fall Faculty Symposium.
misconduct. It was approved in 1998, and was reissued
with revision on April 4, 2000. It is available online at:              The Objectives Project was initiated because the faculty                                 at SIUE has undergone significant change since 1993.
                                                                        Almost all of the university‘s original faculty, most of
The Student Conduct Code was originally approved in                     whom came to the university at the time (or soon after)
1998 and a revision was reissued on October 14, 2002.                   the Edwardsville campus opened in 1965, have retired
The Student Conduct Code provides a formal structure                    and been replaced by a new generation. Over 60% of
for resolving problems that arise from student misconduct               SIUE‘s full time instructional faculty has been on campus
other than academic. It is available online at:                         for less than a decade, and over 33% for four years or                                  less.

The Student Grievance Code was approved and issued                      The turnover due to retirements has changed the faculty
in 1998. According to the introduction:                                 from predominantly senior to predominantly junior faculty
                                                                        over a short span of time and has presented challenges
  Southern Illinois University Edwardsville strives to                  as well as opportunities. The new cadre of young
  provide students with a positive, collaborative and                   teacher-scholars over the last decade has been quick to
  healthy approach to solving disputes with faculty and                 identify with SIUE‘s assessment program, its
  staff. This Code provides a means for students to bring               Undergraduate Research Academy, its Senior
  a grievance against faculty and staff members for                     Assignment, its Johnetta Haley Scholars Academy, and
  violations of their student rights as set forth in this               other features of a progressive curriculum in which the
  code. It is administered with the intent that the process             new faculty have already played essential roles in
                                                                        assessment and pedagogy. The challenge for SIUE is to

Southern Illinois University Edwardsville 2003 AQIP Systems Portfolio                                                              18
develop a similar sense of ―ownership‖ on the part of the
new faculty in regard to the General Education Program.                                              Academic Program—
The following charge was given to the Objectives
Steering Committee on January 13, 2003:
                                                                                                     Curriculum Council
                                                                                                         ( Graduate Council)
  The committee will begin a review of the current Statement of                                             Faculty Senate

                                                                                                                                                    President‘s Office
  Objectives for General Education and the Baccalaureate
  Degree and the Goals of the SIUE General Education

                                                                                                                                                Board of Trustees
  Program and will develop plans for engaging the faculty in a
  review during the fall 2003. Are the goals and objectives still                                    University Planning
  meaningful and do they capture our best thinking about the                                         and Budget Council
  nature of a baccalaureate education in 2003? Should we
  rewrite our goals and objectives? Is there a need to rethink
  our curriculum in light of our current or any new goals and

                                                                         Provost‘s Office
  objectives, either in terms of the structure of the curriculum or
  the manner in which we engage students in that curriculum?
  Note that a change in the objectives for general education and                                      Illinois Board of
  a baccalaureate degree would not necessarily lead to a                                             Higher Education
  change in the current General Education Program. Rather it
  might mean a change in pedagogy, a shift in emphasis in
  courses throughout a student’s program of study, or the
  development of some kind of activity outside the curriculum.                          Approval
  Objectives, such as developing students who participate in                            Implementation
  civic and community affairs, pursue lifelong learning and                             Consultation
  cultivate self-awareness, cut across the curriculum and are
  objectives collectively of both general education and the

1P2 Design of new courses and programs
                                                                        As is illustrated in Figure 1.8, programs generally
All new program development is driven by SIUE‘s Mission                 originate in the schools or the college, although in some
and Vision. The needs of southwestern Illinois for                      recent examples, such as nursing, education, and social
graduates in specific programs (e.g., nursing and                       work, agencies within the state have requested
secondary education) are balanced with the aspirations of               expansion of current programs and the development of
students, i.e., the programs and subjects that students                 new programs. In some cases, the admissions
want to study. The Vision of SIUE as a premiere                         counselors identify student interest for a new program, as
Metropolitan University includes the responsibility to                  in Criminal Justice. In this last example, the Department
address the needs of the metropolitan area.                             of Sociology developed a proposal for Criminal Justice
                                                                        (CJ) in response to student demand. Following review
Mechanisms that provide direction and keep the focus on                 and approval by the Curriculum Council and the Provost‘s
the Mission and Vision are outlined in Figure 1.8 below.                office, UPBC prioritized the CJ funding request in relation
                                                                        to other budget priorities, making recommendations to the
                          Figure 1.8                                    Chancellor. Criminal Justice was included in RAMP
              Program Approval Process                                  FY01. After approval by the President and the Board of
                                                                        Trustees, the program proposal was forwarded as part of
                                                                        RAMP to the IBHE. Because it was not funded for FY01,
                                                                        the proposal was included in RAMP FY02 when it was
                                                                        funded by IBHE. Funding comes to the unit through the
                                                                        chancellor, the provost, and the dean.

                                                                        1P3 Required student preparation

                                                                        Program faculty define required student preparation when
                                                                        a program is first approved. Those standards are
                                                                        reviewed by department and school/college faculty
                                                                        curriculum committees, chairs and deans for
                                                                        appropriateness and then by the Curriculum Council of
                                                                        the Faculty Senate or the Graduate Council as required.
                                                                        The same levels review changes.

                                                                        Undergraduate admission requirements are established
                                                                        by the Faculty Senate and contain the general level of
                                                                        preparation expected for new students. For new

Southern Illinois University Edwardsville 2003 AQIP Systems Portfolio                                                                                                    19
freshmen, this includes a set of high school course                           descriptions for additional information. Credentials of
requirements that are listed in Figure 1.9.                                   applicants whose undergraduate average falls between 2.0
                                                                              and 2.49 and who have completed their undergraduate
                              Figure 1.9                                      degree may receive individual consideration for admission
                                                                              to degree programs. College records and supporting
                High School Course Alignment
                                                                              evidence used in these evaluations include such factors as
                                                                              (1) higher grade point average in the last two years of
          SIUE Admission /Illinois State Board of                             undergraduate work than the overall average; (2) higher
         Education (ISBE) High School Graduation                              grade point average in the undergraduate major than in
                       Requirements                                           general undergraduate studies; (3) acceptable scores on
                                                                              tests such as the Graduate Record Examination; and (4)
          Subject Areas             SIUE      ISBE                            successful professional experience.

                                                                             Overall grade point average for all graduate level work
     English, Language Arts       4 Years              3 Years                completed previously should be at least 3.0 (A=4.0),
     Including Oral Communication                                             regardless of the undergraduate grade point average.

     Mathematics                           3 Years     2 Years               Applicants must be approved for admission by the graduate
                                                                              program in which they intend to pursue a degree as
                                                                              indicated on the application and, therefore, must meet any
     Science                               3 Years     1 Year                 requirements established by the program in addition to
                                                                              those of the Graduate School.
     Social Studies                        3 Years     2 Years
                                                                        One area of preparation that is particularly important for
     Foreign Language, Music,                                           international students for whom English is a second
                                           2 Years     1 Year           language is English proficiency. The Graduate Catalog
     Art or Vocational Education
                                                                        contains the following statement:

Not all students who are admitted have completed the                         An international applicant whose native language is not
                                                                             English is required to demonstrate proficiency in the English
high school course requirements. Entering students who                       language. A minimum score of 550 (paper based) or 213
have earned an ACT composite score of 25 or higher and                       (computer based) on the Test of English as a Foreign
either are in the upper quarter of their high school class                   Language (TOEFL) taken within two years prior to the term
or have a grade point average of 3.00 on a 4.00 scale in                     for which admission is sought is required. Some degree
their college preparatory courses are considered to have                     programs may require a higher score. The TOEFL is waived
met the high school subject pattern requirements.                            for international students who have completed a
Entering freshmen who do not meet those criteria must                        baccalaureate degree in the United States. The TOEFL is
complete additional course requirements at SIUE to                           also waived for applicants who, within five years of the
                                                                             proposed date of enrollment in the University, have
compensate for high school deficiencies. The difference                      graduated with an acceptable baccalaureate (or comparable)
between SIUE admission requirements and Illinois state                       degree from a college or university in a country where
high school graduation requirements is an ongoing                            English is the native language and at which English is the
challenge, particularly in the areas of English—Language                     primary language of instruction. A waiver of the TOEFL
Arts and Mathematics.                                                        requirement may also be granted to applicants who
                                                                             satisfactorily complete at least two academic years of full-
While required graduate student preparation is defined by                    time study under the provisions described in this paragraph.
the program faculty, the common minimum preparation is                       International students may be required to take additional
                                                                             English language testing when they arrive on campus.
defined by the Graduate School and is included in the
Graduate Catalog.
                                                                        The Intensive English Program (IEP) offers instruction for
     For admission to master's degree programs, the following           students who want to improve their TOEFL (paper or
     requirements apply:                                                equivalent) scores. Between Summer 2001 and Fall
                                                                        2003, IEP enrolled 38 students with entry scores ranging
      Applicants must have earned a baccalaureate degree or the        from 427 to 577, with an average incoming score of 483.
       equivalent from an accredited college or university, or be       The average TOEFL score increase per semester was 39
       within 12 semester hours and not more than one academic          points. The average increase between entry and final
       term of such a degree, or present equivalent credentials. A      exit scores is 55. Twenty-one students left the program
       professional degree in law, medicine, or dentistry is            for a variety of reasons without achieving a TOEFL score
       considered equivalent to a baccalaureate degree for this
       purpose if the professional degree program (1) requires for
                                                                        above 550. Some enrolled in programs at other
       admission at least 60 semester hours of general college          institutions that admit students with scores lower than
       credit from an accredited college or university, and (2) is of   550. Some returned to their home countries. Three
       at least 27 months' duration.                                    students are still enrolled in IEP. Fourteen students
                                                                        completed the program with scores 550 or higher.
      The overall grade point average for undergraduate work
       should be at least 2.5 (A=4.0). Some degree programs             1P4 Communicating expectations to students
       require a grade point average higher than 2.5 for
       admission. Applicants should check specific program

Southern Illinois University Edwardsville 2003 AQIP Systems Portfolio                                                                   20
The Statement of Objectives for General Education and                   on its website ―Guidelines for the Preparation of a
the Baccalaureate Degree is published in the                            Thesis,‖ revised April, 2001.
undergraduate catalog. The admissions policy outlines
admission requirements (see section 1P3). General                       1P5 Advising and placement
academic expectations for entering new freshmen are
communicated by recruiters, through recruitment                         Academic Counseling and Advising (ACA) advises
publications, at Springboard to Success sessions, and at                students when they first enroll. Undergraduate
New Student Orientation.                                                advisement is mandatory prior to registration each term,
                                                                        by Policy, 1G1--Student Academic Advisement.
A working group organized by the AQIP New Student
Transition Task Force studied and made                                  Academic Counseling and Advising approaches
recommendations for change in admissions and                            academic advising along five dimensions: exploration of
enrollment processes. A newly adopted mailing of                        life goals, exploration of vocational goals, program
academic program information immediately after an                       choice, course choice, and scheduling of courses (based
admission decision communicates academic program                        on the O‘Banion Model). There is no current mechanism
expectations regarding student preparation and student                  for assessing the effectiveness on these dimensions, and
learning objectives to prospective students.                            ACA is planning to work with Undergraduate Assessment
                                                                        and Program Review to develop an assessment
Student Affairs and Student Life help communicate                       mechanism. Current assessment of advising relies on
expectations. Under Student Life on the SIUE website,                   student feedback forms that focus on the mechanics of
there is the following:                                                 advising and are used for monitoring individual advisor
  SIUE students are expected to pursue their educational goals
  with honesty and integrity, contribute to an environment that         Undergraduate students may apply for major status at
  encourages free inquiry and expression, and respect the               any time, subject to the admission criteria of the desired
  rights and responsibilities of other members of the University
                                                                        major and to the student‘s having met the high school
  community. Students are expected to:
                                                                        subject course requirements. According to Policy 1I5,
  -Attend class on a regular basis and to know the attendance           Declaration of Major or Minor:
        policy of the instructor.
  -Be familiar with the course syllabus provided by each                   An undergraduate student in undeclared status must
        instructor                                                         declare a major by the time the student has completed
  -Be prepared to participate fully in class                               sixty (60) earned hours.
  -Become knowledgeable of program requirements and
                                                                        After admission to the major, the student is advised in the
  -Complete class assignments in a timely manner
  -Utilize established standards in the completion of all papers        major.
        and assignments
  -Strive to achieve at least a "B" average                             Gaps between the necessary and actual preparation of
                                                                        students are addressed through the testing and
Since 1998 when 100 posters were printed, Student                       placement process governed by policy 1G2, Testing
Affairs has printed and posted 10,400 posters displaying                Program and Requirements Concerning Academic
community values and expectations. In both 2002 and                     Deficiencies. There is no formal process for detecting or
2001, 3,000 posters were printed.                                       addressing student learning styles.

The 2003-2005 Undergraduate Catalog, available in                       At the graduate level, students are expected to take more
printed version and online                                              personal responsibility for their own advisement.
(                  According to Policy 1G1:
describes academic policies and requirements, including
class attendance, academic load, double majors, transfer                  the graduate student must assume responsibility for
credit and credit earned by examination, extension and                    consulting a graduate adviser and for keeping an up-to-date
correspondence, grading, auditing, academic probation                     record of the courses taken. Responsibility for errors in
                                                                          program or in interpretation of regulations of the Graduate
and suspension, academic recognition, and graduation.
                                                                          School and the University rests upon the student.”
Expectations are routinely communicated with                            Approximately half of the graduate programs admit
undergraduate students as part of the mandatory                         students with differing levels of preparation. Some
advisement process. See section 1P5 below.                              programs, such as the M.S. in Secondary Education,
                                                                        admit students with differing levels of preparation and
For graduate students, expectations are communicated                    require additional work at the graduate level in completing
through the Graduate Catalog                                            the degree. Other programs, such as the M.S.W., will
(, departmental                   allow students to complete undergraduate deficiencies
or program publications, including recruiting materials,                during the first year. The M.S.W. also admits students in
and student handbooks. The Graduate School publishes                    an advanced track if they have completed a B.S.W. prior
                                                                        to entry. Similarly, the MBA program admits students

Southern Illinois University Edwardsville 2003 AQIP Systems Portfolio                                                               21
without business degrees and provides a series of
required foundation courses to provide the non-business
                                                                                    PROMOTION POLICY AND
graduate with the necessary background and preparation
to progress in the M.B.A.                                                               GUIDELINES

1P6 Documenting teaching and learning
effectiveness                                                                        PART II: CANDIDATE’S
                                                                                PRESENTATION OF EVIDENCE IN
Standards for documenting effective teaching and                                    SUPPORT OF PROMOTION
learning begin with the promotion and tenure processes.                     A. Teaching: A one to three page discussion
These are communicated across the institution by a                          of the candidate’s achievements in teaching,
variety of means, including model dossiers placed on                        with reference to documentation in Part III.
reserve in the library, both online and hard copy. The
deans review all dossiers and help to develop
comparable expectations across the schools and the                               III. APPENDICES: SUPPORTING
College. Through the deans, the level and kinds of
evidence expected for documenting quality work, the
amount of supporting materials submitted, and the format                    B. Evidence of teaching effectiveness. This
for preparing dossiers have become less divergent                           may include:
among units. From a mechanical standpoint, this has led                        1.Reports of peer and chair evaluations
to limitations on binder size, and to more substantive                         2.Summarized student evaluations with
results such as the combination of the promotion and                             evidence of growth over time
tenure applications so that a candidate for both in the                        3.Evidence of curriculum development
same year needs to submit one application rather than                          4.Teaching awards
two.                                                                           5.Course Portfolio/Teaching Portfolio
By policy, the materials required for a promotion or tenure
dossier are outlined in the Promotion Policy and
Guidelines, ―Appendix A--Outline of Promotion/Tenure
Recommendation Documents for Submission to the
Provost and Vice Chancellor for Academic Affairs,‖ which                The Provost‘s office, the Excellence in Learning and
is available in the Faculty Handbook online at                          Teaching Initiative, the Graduate School, the Faculty The                        Technology Center, and Undergraduate Assessment and
sections corresponding to documenting teaching are                      Program Review offer workshops both on improving
included in the following figure.                                       teaching and learning and on improving documentation.
                                                                        New Faculty Orientation has included a half day session
                          Figure 1.10                                   on promotion and tenure issues conducted by the Provost
    Promotion and Tenure Dossiers—Evidence in                           and Vice Chancellor for Academic Affairs and the
       Support of a Case for Quality Teaching                           Associate Provost. New Faculty Orientation has also
                                                                        included workshops on scholarship of teaching and
                                                                        learning, peer review of teaching, and faculty
                                                                        development resources, e.g., course portfolio workshops,
                                                                        Reciprocal Classroom Interviews, sometimes called The
                                                                        G.I.F.T. (Group Instructional Feedback Technique), and
                                                                        classroom assessment techniques.

                                                                        In 1994, the IBHE instructed state universities to begin
                                                                        considering faculty roles and responsibilities as part of a
                                                                        broader state initiative titled Priorities-Quality-Productive
                                                                        (P*Q*P). A select committee jointly sponsored by the
                                                                        Faculty Senate and the Provost‘s office developed a
                                                                        white paper and plan that was accepted by the Faculty
                                                                        Senate in fall 1995. The plan recommended that a
                                                                        Faculty Roles and Responsibilities Committee be created
                                                                        as a standing committee of the Faculty Senate. The
                                                                        committee was created in 1996 as a sub-committee of
                                                                        the Planning Council, the council that managed the
                                                                        Excellence in Undergraduate Education grant program.
                                                                        The council has since changed its name to the Faculty
                                                                        Development Council of the Faculty Senate. The Faculty
                                                                        Roles and Responsibilities Initiative has sponsored
                                                                        workshops, brown bag lunch sessions, and symposia on

Southern Illinois University Edwardsville 2003 AQIP Systems Portfolio                                                             22
the scholarship of teaching and learning and on peer                      classroom usage study completed for the Enrollment
review of teaching.                                                       Management Council showed one evening time period,
                                                                          MW 5-6 p.m., to have only 9 classrooms out of 76
1P7 Instructional delivery processes                                      available, and no evening time period had more than 31
                                                                          of 76 classrooms available. There are limits to how much
The majority of credits earned are in classes offered in                  growth SIUE could accommodate before running out of
traditional classrooms. Instructional delivery relies on                  available classrooms.
scheduling, facilities, equipment, and maintenance.
Classrooms are divided into general use classrooms that                   Description of support for off-campus programs is
are scheduled and maintained by Academic Scheduling                       included in section 1C3. Off-campus students still want
(Registrar); unit controlled classrooms, which include labs               at least some face-to-face communication, even though
and special purpose classrooms; and smart and                             communication is improved through the common
computer classrooms, some of which are general use                        availability of the internet. The number of phone contacts
and some unit controlled. The number of smart                             has decreased and the number of e-mail contacts has
classrooms has increased from none in fall semester                       increased since 1998. See chart below. The 02-03 level
1998 to 45 in fall semester 2003. The two largest                         is an estimate based on current level and projections for
increases were made in FY-99 and FY-02. See Figure                        summer 03 based on past experience. The use of
1.11 below.                                                               postage paid envelopes that are provided to off-campus
                                                                          students has remained constant, varying from 793 to 810
                               Figure 1.11                                annually from AY98-99 to AY02-03.
                   Number of Smart Classrooms
                                                                                                      Figure 1.12
                                                                                 Communication with Off-Campus Students
                          Total Smart Classrooms

          45                                                                                E-mail vs. Phone Usage
          40                                                                                 Off-Campus Students
          30                                                                       30000

          20                                                                       20000
          10                                                                                                                       Phone
          5                                                                                                                        E-mail
          FY-98   FY-99    FY-00    FY-01         FY-02   FY-03   FY-04                     98-99 99-00 00-01 01-02 02-03
                                    Fiscal Year

                                                                                    Phone 20300 12750 10875 11685 11600

Instructional delivery involves more than classrooms and                            E-mail 8650 11660 13935 13550 13700
facilities. In developing effective and efficient course
delivery systems SIUE places particular attention to three
different student populations: new students, continuing                   Beginning in 1995, the State of Illinois installed a distance
students, and off-campus students.                                        learning network that relied on compressed video
                                                                          delivered over T-1 phone lines. The stability of the video
For new students, instructional delivery processes include                network has improved over time substantially to a point
all aspects of getting the students into their first classes              where outages due to telephone company T-1 failures
and helping them successfully negotiate their first year                  are extremely rare, less than ten hours of outage per
courses. SIUE‘s action project, ―Reshape New Student                      semester during approximately 800 hours of use within
Transition,‖ focuses attention on new students by                         the network for a reliability of 98.75%. At the East St.
projecting demand, reviewing placement, developing pilot                  Louis site, as many as four individuals were assigned to
New Student Seminars, and adjusting to last minute                        support all courses offered in the distance learning
changes. For new students, advising, general education,                   classrooms, while currently two individuals, one for
and academic development fall under the responsibility of                 student support and the other for technical support,
the College of Arts and Sciences. An Associate Dean                       provide support on an as-needed basis. At Edwardsville,
coordinates course scheduling to meet new student                         fall 2003 activity includes three classes for a total of 35
needs.                                                                    students and 21 administrative and special event
Decisions regarding course delivery for continuing
students are decentralized. Classroom availability has                    Records of service for 1995-1997 show an average of 15
become increasingly challenging, particularly at the most                 service calls in East St. Louis for two classes taught per
popular times between 9:00 a.m. and noon week days. A                     semester. Reliability has improved so that currently there

Southern Illinois University Edwardsville 2003 AQIP Systems Portfolio                                                               23
are 13 classes taught per week with only one service call               Review and the Graduate School and takes almost two
during the first half of the fall semester. At Edwardsville,            years for a complete process.
there is more activity than there was two years ago and
there have been no service calls.                                       Because disciplinary accreditation helps ensure program
                                                                        currency, SIUE is working to get every possible program
In addition to the three student populations discussed                  accredited. The following shows the percent graduates of
above, the AQIP task force on New Student Transition                    accredited programs relative to the number of graduates
also studied the special needs of commuting and non-                    of accreditable programs. The formal accreditation of the
traditional students. Seven recommendations resulted                    Master of Social Work, granted in February 2003, and
from that study. Four of those recommendations have                     Computer Engineering and Computer Science, granted in
been implemented fully or partially: expanding online                   August 2003, will increase the percentage of
course offerings (Section 1C3), including representative                undergraduate and master‘s graduates of accredited
non-traditional students in university publications,                    programs in 2003. The programs in art and design, mass
developing a webpage, ―Student Services: Where to Go,‖                  communications, and theater and dance are in various
and giving attention to scheduling options for non-                     phases of working toward accreditation.
traditional students as next year‘s schedule is being put
together. The College of Arts and Sciences has assigned                                                   Figure 1.13
an adviser to work with the Associate Dean to coordinate                           Program Accreditation and Graduates
evening scheduling. The adviser has identified potential
problems in the 2004 Spring Semester and initiated
                                                                                 Graduates of Accredited Programs vs. Possible
changes to correct the problems. As the 2004-05 class
schedule has been put together fall 2003, the adviser and
the Associate Dean have also reviewed evening
scheduling and coordinated it with summer 2004. They
have paid particular attention to general education                        90%
classes and popular service courses. One
recommendation is waiting on a new student information                     80%
system that is currently under consideration. The New
Student Transition Task Force will review progress on the                  70%
recommendations at the end of the 2003 Fall Semester.

1P8 Curricular currency and effectiveness

The regular and systematic monitoring of academic                          40%
quality and processes has been a formal part of SIUE‘s                           1992   '93   '94   '95     '96   '97   '98      '99     2000   '01   '02
operations since well before 1975. Programs are                                                       Baccalaureate           Master's
reviewed at least once every eight years, with
adjustments made to accommodate the schedules of
disciplinary accreditation.
                                                                        A number of programs maintain advisory committees to
Program review examines program goals, centrality and                   ensure curricular currency and effectiveness. Advisory
breadth, quality, successful student entry and exit,                    committees are particularly active in Mass
occupational demand, student demand, and costs. A                       Communications, Computer Management Information
status report, including assessment, enrollment, cost, and              Systems (CMIS), and Construction (3P3). The CMIS
graduation data, describes program performance in the                   advisory committee developed a proposal to initiate a
seven areas mentioned above. The program director,                      High Tech Boot Camp that would recruit talented liberal
assisted by department faculty, examines the Status                     arts graduates, provide them with basic technical skills in
Report and responds to a Program Director‘s                             information technology, and place them in entry level
Questionnaire. A team of faculty and staff external to the              positions in the major companies in St. Louis. The
program is assembled to examine all documents,                          advisory committee includes company directors and vice-
interview program faculty, staff, students, and dean, and               presidents from May Company, Nestle-Purina, Boeing,
write the program review report. That report (a)                        IBM, and Edward Jones, among others. The High Tech
recognizes what the program does well, and (b) indicates                Boot Camp has been funded and implemented.
what the program should work to improve. The team‘s
report and the program‘s written response is reviewed by                1P9 Determining student and faculty support
the Curriculum or Graduate Council before an
administrative review in the Provost‘s office with                      Student and faculty needs relative to learning support are
consideration of the recommendations regarding quality,                 determined primarily by individual faculty for needs
space, money, and personnel. Results of the program                     related to individual courses. The supplemental
review are reported to the SIU Board and IBHE in the                    instruction program was developed through individual
Results Report (see section 8P3). Program Review is                     faculty initiative to assist students in courses that had
facilitated by Undergraduate Assessment and Program                     patterns of student failure. Needs that affect students

Southern Illinois University Edwardsville 2003 AQIP Systems Portfolio                                                                                 24
and faculty across disciplines are formally identified by               presentations, and preparing for promotion and tenure
Instructional Services (which supports academic                         (four workshops).
development, the writing center, and the math resource
center), the Faculty Technology Center, and the library.                1P10 Alignment of curricular and co-curricular goals

Self identification of student and faculty needs is                     No systematic mechanism exists to align co-curricular
encouraged and addressed through several formal                         goals with curricular goals. Individual faculty service-
internal grant programs that provide resources, peer                    learning initiatives are coordinated with a co-curricular
review, and formal recognition for innovative approaches                program in Student Affairs, the Student Leadership
to student learning. For faculty (4P7), there is the                    Development Program, but the mechanism is based on
Excellence in Undergraduate Education (EUE) fund,                       the personal relationships built by the current supervisor
administered by the Faculty Development Council of the                  of the SLDP and the faculty who have had an interest in
Faculty Senate; the Excellence in Graduate Education                    building service-learning experiences for students in the
fund, administered by the Graduate School; and the                      courses they teach. Alignment between SLDP and the
Senior Assignment Fund, administered by Undergraduate                   curriculum has not been institutionalized or made
Assessment and Program Review.                                          systematic.

Students also have available a formal internal grant                    There are student organizations such as the Accounting
program, the Undergraduate Research Academy, to help                    Club and Psi Chi that are associated with academic
address their needs. As of September 2003, a total of                   programs. These organizations are advised by faculty
209 students have completed Undergraduate Research                      from the discipline and provide activities for majors of the
Academy projects. Each URA Scholar works with a                         programs. Other student organizations such as the Pre-
faculty mentor, has a budget to support the research, and               Law Association offer programs to students interested in
presents the results of the project at a URA Symposium.                 a profession and are advised by faculty.
The URA is administered by Undergraduate Assessment
and Program Review.                                                     1P11 Student assessment processes

The EUE program at SIUE was established in 1986 to                      A feature of SIUE‘s assessment processes from the
fund innovative projects in undergraduate education.                    beginning has been faculty ownership. The Committee
Since its initiation, the University has allocated nearly $10           on Assessment (COA), a subcommittee of the Curriculum
million to faculty, staff, and students through this                    Council, governs the undergraduate assessment
program. The EUE program is administered through the                    processes. The Graduate Council governs graduate
Faculty Development Council of the Faculty Senate and                   assessment processes.
the Office of the Provost and Vice Chancellor for
Academic Affairs.                                                       An undergraduate assessment plan was created,
                                                                        approved, and implemented in 1986-1988. The plan
Currently, the EUE program is funded at a level of                      includes assessment of entering students, midpoint
between $330,000 and $350,000 per year. Requests for                    assessment (initially limited to the Rising Junior Paper),
proposals are sent to all faculty and the campus                        and the Senior Assignment. Existing processes, e.g.,
community near the end of the calendar year with an                     program review and alumni surveys, were incorporated
application date in early spring. The program is open to                into the plan. The plan was installed in stages over four
all faculty, staff and students. The Excellence in                      years, from 1988 to 1992.
Undergraduate Education program continues to serve as
a catalyst for the continued improvement of                             In describing the purposes of undergraduate assessment
undergraduate curricula and programs at SIUE.                           at SIUE, the Assessment Plan includes the following
For determining student support, the admission policy
specifies which students require placement tests. Based                   The assessment of undergraduate educational
on a recent ACT study regarding entry test scores and                     outcomes, in the judgment of the University Committee
success, the Faculty Senate will consider replacing on                    on Assessment, should enable the University to:
campus administered placement testing with
standardized ACT tests that applicants will take before                        Make improvements in program structure, in
admission.                                                                      course content, and in pedagogy.
                                                                               Provide individual students with periodic
At all faculty development activities, the Excellence in                        indications of their performance relative to
Teaching and Learning Initiative surveys participants for                       program objectives and facilitate placement and
information on need and interest for future workshops                           advisement.
and programs. Workshops that have been developed                               Evaluate the competence of its graduates,
and offered in response to surveys since fall 2003 include                      "competence" being understood to include not
cross cultural communication, service learning, crafting                        only expertise within a discipline, but also
writing assignments (3 workshops) and oral                                      attainment of the objectives of the University's
                                                                                general education program.

Southern Illinois University Edwardsville 2003 AQIP Systems Portfolio                                                             25
                                                                                                                    Figure 1.14
The recommendations offered in this report focus upon                    Assessment in Support of Student Learning Processes
the establishment of means by which we can discover
whether students are meeting the desired educational
objectives stipulated by the faculty for the various                                                 Departmental Policies            Assessment & ELTI
                                                                           Faculty Senate Policy      Faculty Senate Policy             Seminar/Work
programs that fall within the compass of undergraduate                                                                                         
education.                                                                                                Midpoint Assessment           Scholarship of Teaching and Learning
                                                                               Placement Testing          & Senior Assignment             Classroom Assessment Techniques

The Assessment Plan outlines basic principles for
undergraduate assessment.                                                       Incoming                 Curriculum                 Teaching & Learning
                                                                                 Student                                                Processes
   The University shall be committed to assessment
    and to development of a unified, coherent program to
    assess baccalaureate education.
                                                                                           Outgoing Student                                     Outcome
   The faculty, given their curricular role and
    responsibility, shall have primary responsibility for
    the development, implementation, and maintenance                                                   Alumni Surveys,                          Senior Assignment &
                                                                                                       Exit interviews,                         Numerous dept.-based
    of assessment activities.                                                                          Other devices                            assessments

                                                                          Faculty Senate Policy
   Assessment requires clearly defined objectives                        IBHE Policy                                         Faculty Senate Policy
                                                                                                                              Departmental initiatives
    against which educational outcomes can be                             Assessment office initiatives
                                                                                                                              Individual faculty initiatives
    evaluated. Statements of desired educational                          Institutional Research initiatives

    objectives of baccalaureate skills, of the general
    education program, and ultimately of the
    baccalaureate degree, shall originate with, and be
    approved by, the faculty.                                           Each graduate program has developed an assessment
                                                                        plan, approved by the Graduate Council, that includes
   Assessment strategies shall be developed in such a                  assessment of student learning based on the goals of
    way as to ensure that they are germane to the SIUE                  graduate student learning (1C1). Graduate assessment
    undergraduate curriculum and are integrated with,                   is a similar process to that shown in Figure 1.14.
    and integral to, the learning process of SIUE                       Graduate Council policies are comparable to the Faculty
    students.                                                           Senate Policies shown in the figure, and graduate
                                                                        programs have exit projects, such as a thesis, as part of
   The assessment program shall be considered                          their program assessment plans that are similar in
    exploratory in its initial phase.                                   purpose to the Senior Assignment.

   The non-aggregated data gathered by the                             SIUE administers national surveys to entering students
    assessment committee shall remain confidential and                  (CIRP), current students (NSSE), and faculty (HERI and
    shall be used for the purposes of assessment                        beginning in FY04, FSSE). SIUE conducts surveys of
    defined above.                                                      alumni that are coordinated by IBHE. The surveys are
                                                                        scheduled to avoid over sampling any single population
Assessment of entering students relies on placement                     (7I2 and Figure 7.12).
tests (see also 1P9) supplemented by the ACE-CIRP
New Student Survey that is implemented by Instructional
Services and Institutional Research. Midpoint
assessment includes numerous portfolios, surveys,
questionnaires, and other devices administered by the
Assessment office. Departments design and implement
the Senior Assignment within broad, faculty-approved                                                           Figure 1.15
guidelines. The Senior Assignment allows for and                                             Institutional Survey Cycle
expects different forms of assessment based on the
epistemologies of individual disciplines and professions.
The Assessment office collects Senior Assignment data,
provides guidance, and issues feedback in a formative,
confidential manner. More details are available at the
SIUE AQIP website ( following
the link to Undergraduate Assessment and Program
Review. The following figure illustrates the various points
in students‘ careers where aspects of student learning
processes and outcomes are assessed.

Southern Illinois University Edwardsville 2003 AQIP Systems Portfolio                                                                                                  26
                                                                        clinical experiences). In addition to questionnaires and
                                                                        surveys and tests (locally-developed and standardized),
            Major Institutional Surveys—Three Year Cycle                SIUE also uses transcript analyses and completion and
                                                                        retention studies.
                                      FY05         FY06    FY07
                             FY04     FY08         FY09    FY10

      NSSE National Sample   XXX
                                                                        While assessment is supported centrally by
      NSSE--All Seniors      XXX                           XXX          Undergraduate Assessment and Program Review, the
      NSSE--Targeted                               XXX
      FSSE                   XXX                   XXX                  Graduate School, the Provost‘s office, and Institutional
      HERI                            XXX
      CIRP                   XXX      XXX          XXX     XXX          Research, systematic assessment of student
      Alumni                 XXX      XXX          XXX     XXX
                                                                        performance is distributed across the university in
                                      Current Students
                                      Entering Students
                                                                        academic departments and support offices (e.g.,
                                          Alumni                        Disability Support Services and Academic Development).

                                                                        Two activities are imbedded in academic programs. First,
                                                                        every baccalaureate graduate must complete a Senior
1P12 Student preparation for further study or                           Assignment. Each program identifies a required
employment                                                              assignment during their majors‘ senior year. According to
                                                                        the Assessment Plan, section 6.b., ―This assignment shall
As part of program review, SIUE monitors how well                       enable seniors to exhibit a general education perspective
students who complete programs, degrees, and                            while demonstrating proficiency in their major. Examples
certificates are prepared for further education or                      of such an assignment include a senior project,
employment. Review committees consider results from                     examination, and performance (whether in a capstone
alumni surveys, examine results from licensure exams,                   course or otherwise).‖ Second, every year department
interview current students and faculty, and consider                    faculty meet to reflect in scholarly conversation what they
information provided by the program director.                           have learned about student learning that year. Following
Alumni surveys ask how well the bachelor's degree                       that conversation, departments fill out a questionnaire in
prepared them for their job. They also ask questions                    the form of a grid and submit it to the Undergraduate
about job satisfaction, employment status, and                          Assessment office.
employment in the field. For those alumni who have
gone on to further education, the surveys ask how well                  The departments‘ assessment grids reflect the programs
the degree prepared them for additional education.                      primary goals and objectives for student learning. Most
                                                                        programs assess 5-8 primary traits. The grid describes
In SIUE‘s Results Report, the following measures of                     the standards and methods for assessing each trait and
student preparation were made public in 2003:                           lists the number of students exceeding, meeting, or not
                                                                        meeting those standards. The grid summarizes plans
         Baccalaureate graduate employment status                      that respond to the findings. The Undergraduate
         Number of SIUE Graduates in high demand                       Assessment office gathers and analyzes the data from
          certification areas in Illinois                               the department grids. Trends are reported via e-mail, all-
         National Board Dental Exam, Part II                           university seminars, meetings with the Curriculum
         Speech Pathology PRAXIS Scores                                Council and Faculty Senate, sessions with the deans,
         School of Nursing Licensing Examination Results               and other formal and informal venues.
         School of Education certification pass rates
                                                                        Figure 1.16 indicates the departments completing reports.
                                                                        Department meetings regarding student learning results
1P13 Measures of student performance
                                                                        are verified by the Director of Undergraduate Assessment
                                                                        and Program Review. Up to this point, submission of
SIUE uses a variety of student performance measures,                    assessment grids has been encouraged by the
including licensure exam results, employment figures, self              Committee on Assessment and by the Assessment
reported data from annual alumni questionnaires, NSSE,                  Office. Administratively, submission has been handled as
and most important the Senior Assignment and the                        a cooperative and voluntary activity for departments and
Graduate Assessment Program.                                            no sanctions have been used to enforce participation. All
                                                                        programs have implemented Senior Assignments and all
SIUE systematically uses a variety of methods for                       baccalaureate graduates complete Senior Assignments
assessing student performance, including case studies                   as a graduation requirement.
and various forms of simulation, classroom assessments,
direct observations, focus groups, Interviews (including
videotapes), and study and activity logs. SIUE also
systematically looks at student outputs such as
certification and licensure, performances, portfolios of                1R1 Student learning achievement
several kinds, projects (Primary Trait Analysis), reflective
essays, and evaluations from field-based teachers, social               Undergraduate student learning results are assessed by
workers, nurses, and others involved in university credit-              the programs in the Senior Assignment (SRA--see
bearing courses (e.g., field practica, internships, and

Southern Illinois University Edwardsville 2003 AQIP Systems Portfolio                                                           27
section 1P13) SRA results are documented online at: following the link for the                                                       Effectiveness in Meeting Learning Objectives:
Senior Assignment. While no report was received during                                                           Graduates Responding Moderately to Extremely Helpful
2002 for six programs, only two programs have gone
more than one year in a row without submitting a report.                  Developing Knowledge of Scientific and Technological Developments
See Figure 1.16 for department and faculty participation
                                                                                                        Developing Oral Communication Skills
over the past three years.
                                                                                                                      Developing Writing Skills
                           Figure 1.16
      Senior Assignment Department and Faculty                                                         Making Informed Decisions as a Citizen
                                                                                                          Developing Ability to Solve Problems

          # of Reporting     % Departments        # Faculty                                      Viewing Problems from Different Perspectives
           Departments         Reporting         Participating
                                                                                                                   Developing Reasoning Skills
 2000           29                 91%                120
                                                                                        Improving Quality of Life (aside from financial benefits)
 2001           30                 94%                156
                                                                                                               Becoming a More Active Citizen

 2002           26                 81%                178                Understanding People with Different Backgrounds, Habits, Values, etc.

As indicated in the preceding table, faculty participation                                                          Developing Sense of Ethics
has increased over the past three years The Office of
                                                                                                            Developing Critical Thinking Ability
Undergraduate Assessment and Program Review has
worked with departments and department faculty to                                                                                               0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
generate faculty involvement in the collective review of
                                                                                                                                                      1998 Graduates 1999 Graduates 2000 Graduates
student learning across students in the program. As with
the submission of the reporting grids, participation has
been handled as a cooperative activity for departments
and no sanctions have been used to enforce                              Learning how to write effectively is an objective that
participation.                                                          appears in almost every program‘s list of primary traits for
                                                                        its students. Through its Wing Portfolio Program, the
Some fluctuation in the percentage of departments                       Undergraduate Assessment office acquires thousands of
reporting is normal and expected. Units occasionally                    samples of student writing from every portion of the
have a year when they have less to report because they                  curriculum and at all course levels. Wing portfolios are
have modified their Senior Assignments, and this is true                drawn annually from student volunteers, roughly half in a
of several departments during the past three years. In                  randomly selected wing of a residence hall and the rest
looking at the lower percentage of departments reporting                during the big raffle at the end of New Student
in 2002, the Assessment Office found that several                       Orientation. Approximately 100 students volunteer in
programs, including some with model Senior                              each class, some 60 of which hand in portfolios the first
Assignments, had inadvertently let the reporting fall                   semester and about 50 of which actually continue with
through the cracks as they were going through                           the project from year to year. Each semester,
disciplinary reaccreditation. Those programs are                        participating students are given new accordion file
expected to submit reports for 2003. By the middle of the               folders, one for each class they are taking. The program
2003 fall Semester, approximately half of the programs                  was constructed around a six year "pulse" from 1994 to
(15 of 32 as of October 27, 2003) have completed their                  2000 and follows the students until they graduate. When
reports. That proportion is normal and expected at that                 fully subscribed, the project consists of 250-300
time of the year.                                                       portfolios.

The Baccalaureate Surveys (1P11) ask alumni a series of                 Examining the portfolios shows, for example, that the
questions that correspond to the Statement of Objectives                typical first semester sophomore writes an average of six
for General Education and the Baccalaureate Degree. As                  papers (not counting lab reports) averaging three pages
can be seen in Figure 1.17 below, alumni consistently                   in length (range 1 – 9 pages). Examination of papers
rate the following objectives highest: developing oral                  written by first semester sophomores reveal the following
communication skills, developing ability to solve                       categories: summaries and reviews (22%), reactions to a
problems, viewing problems from different perspectives,                 text (17%), analytical essays (17%), personal narratives
developing reasoning skills, and developing critical                    (12%), arguments (9%). Whether this is the right amount
thinking ability.                                                       and balance of writing assignments is a judgment left to
                                                                        the faculty.

                            Figure 1.17                                 The Wing Portfolio Program has provided a resource to
         Alumni Response—Learning Objectives                            implement an Assessment Scholar Program. Faculty
                                                                        applied to become Assessment Scholars by writing

Southern Illinois University Edwardsville 2003 AQIP Systems Portfolio                                                                                                                                28
proposals for research projects that were then peer                     improvements in student learning brought about by
reviewed. The Assessment Scholar Program has had                        changes made in pedagogy.
only one round of proposals and has not yet been
institutionalized. Further rounds are expected.                         Dossiers commonly include course portfolios. For
                                                                        example, Dr. Tunney‘s dossier includes a course portfolio
The first round of Assessment Scholar proposals focused                 for SOCW 315: Social Work Practice with Individuals. Dr.
on student writing, with three selected. One Scholar                    Bueno‘s dossier includes course portfolios for Foreign
examined the writing program. A second examined                         Language 486: Language Learning and Teaching of
feedback to students, and discovered, for example, that                 Foreign Languages and Spanish 301: Advanced Spanish
more comments were made on writing mechanics (57%)                      (Espanol avanzado). Common to all the course portfolios
than on argument organization (9%). The third compared                  is evidence of course design and learning objectives,
freshman and senior writing and discovered that seniors                 description of pedagogy, evidence of results (i.e., student
do not write significantly more deeply than freshmen. In                work), and reflection on the effectiveness of the course to
fact, in some cases, seniors‘ writing is more shallow and               meet the learning objectives in practice. The course
superficial than typical freshman writing. One reason                   portfolio makes visible the six standards of scholarly work
posited was that freshmen were more likely to be writing                from Scholarship Assessed: Evaluation of the
for a course that explicitly focused on writing, such as                Professoriate, Glassick, Huber and Maeroff. (1997):
English Composition, and that writing assignments for
senior students were more likely to focus on content.                           Clear Goals—Learning objectives
These findings have challenged faculty to examine the                           Adequate Preparation—Design and content
nature of writing assignments and feedback given to                             Appropriate methods—Pedagogy and
students at all levels.                                                          assignments
                                                                                Significant Results—Student learning
1R2 Student competence evaluation                                               Effective Presentation—Syllabus, course
                                                                                 materials, and portfolio design
To questions of whether the bachelor's degree prepared                          Reflective Critique—Reflection on course
them for their career path (5 & 9/10 Yrs Out) or prepared                        effectiveness
them for their job (1 Yr Out) on the alumni surveys
between 1994 and 1997, 86% to 90% responded                             New Faculty Orientation (NFO) was expanded from two
―adequately‖ or ―very well.‖ Results for the three most                 days to two weeks in fall 2000, funded with new state
recent years are all between 89% and 90%.                               resources (see section 8P7). The numbers of faculty
                                                                        completing NFO each year and the budget are included
For teacher education all aspiring teachers must pass                   in Figure 1.18 below. NFO includes sessions on the
basic skills and academic content area exams. The SIUE                  mission, student characteristics, research support,
pass rate is equal to or higher than the state pass rate for            promotion and tenure expectations, assessment, and
basic skills and for all twelve content areas for which                 faculty responsibilities. NFO also includes sessions on
SIUE students sat for exams. SIUE student pass rate                     syllabus design, pedagogy, classroom assessment
was 100% for nine of the twelve content areas. The                      techniques, scholarship of teaching and learning, and
lowest performance was in Art (K-12), and the 93% score                 documenting quality teaching for promotion and tenure.
was higher than the state average of 89% (the content
area with the lowest state average). Source of data is                                         Figure 1.18
2002 SIUE Results Report.                                                       New Faculty Orientation Funding Level

For other results, see section 1R4 Comparative Results.
                                                                                       New Faculty Orientation
1R3 Teaching and learning process results
                                                                                Year       # New Faculty       Cost-Funding
Promotion and tenure dossiers have included a richer                            2000            38                   $82,500
discussion of pedagogy and its related effect on student                        2001            46                 $105,500
learning each year since SIUE established meritorious                           2002            53                 $121,000
teaching as a standard for promotion and tenure when                            2003            55                 $124,500
the two policies were revised over the two years, 1993-
1995. There are currently 13 model dossiers, which have                 The internal grant program, Excellence in Undergraduate
been selected as models of good practice, available in                  Education, supports innovation in pedagogy and piloting
the online reserves. Some of the best dossiers show                     of curricular improvements. Program results and
improvements over time. For Example, Dr. Cooper‘s                       measures of the program‘s effectiveness include the
dossier, art history, demonstrates improvements in                      number of faculty proposals, the number funded after a
pedagogical techniques in involving students in group                   peer review process, and the amount of funding awarded
projects. Dr. Zhou‘s dossier, Geography, discusses                      over the years. In 2003, a total of 62 proposals was
strategies for a non-native English speaker to overcome                 submitted to EUE; total requests were $704,177. Thirty-
students‘ difficulties in adjusting to a foreign accent. The            eight proposals were funded, for a total of about
strength in Dr. Zhou‘s dossier is his demonstration of                  $342,590. In 2002, fifty-one proposals were funded, or

Southern Illinois University Edwardsville 2003 AQIP Systems Portfolio                                                           29
partially funded, for a total of about $340,000. In 2001,
forty-two proposals were funded for a total of about
                                                                                              PART II
$340,000. Since 1996, proposals funded have ranged                         Year      Rank      Pass %                   Mean
from a low of $330,000 to a high of $350,000 (1P1).                        •          4       100%                      85.3
                                                                           2001       4       100%                      84.4
1R4 Comparative results                                                    2000      12        96%                      83.7
                                                                           1999      16        98%                      83.1
The Action Project, Improve use of student learning                        1998       2       100%                      83.4
measures for program improvement, includes stretch                         1997      12       100%                      82.3
targets for establishing program external benchmarks—                      1996
                                                                                     11        95%                      80.5
25% of programs in the first year increasing to 75% of
                                                                           1995      32        95%                      80.5
programs in year three identifying and comparing student
learning against external benchmarks. As reported in
                                                                           1994      31        96%                      81.6
section 1I1 below, the target has been refocused on                        1993      21        95%                      81.9
disciplinary accreditation as a means of external                          1992      36        84%                      80.0
benchmarking. Not all programs have disciplinary                           1
accreditation, but of those that do graph 1P8 shows the                     Year the Outcomes Assessment Program was
percentage of graduates from accredited programs                                     implemented.
compared with the graduates from all programs that are
eligible for disciplinary accreditation. Those figures are
86% of baccalaureate and 77% of master‘s graduates for                           Source—2003 SIUE Results Report

Other comparative benchmarks of student learning are
included in the Strategic Plan under the Long-Term Goal                 The data above detail the results on the National Board
1, Engaged Students and Capable Graduates and Long-                     Examinations for each graduating class since 1992. After
Term Goal 2, Innovative High Quality Programs.                          1995, class average scores, first time pass rates, and the
                                                                        national ranking have improved.
Comparative results published in the SIUE Results
Report are submitted each year to the SIU President‘s                                             Figure 1.21
Office for preparation of the SIU submission to the IBHE.                            Nursing Comparative Results
The SIUE Results Report is available on the SIUE AQIP
website (                                             School of Nursing Licensing Examination
                           Figure 1.19
          Comparative Results in Engineering                                                           2000        2001        2002
                                                                         Nurse Anesthesia              100%*      100%*        87%**
                                                                         Pass Rates
    Fundamentals of Engineering Exam(1)                                  School Nurses, Parts I        100%*      100%*        100%*
           SIUE     State   National                                     and II Pass Rates
  2001            83         83           81                             National NCLEX-RN Exam - 72%**                72%**   87%**
  2000            73         74           79                             First Time Pass Rates
  1999            58         70           74
                                                                                       * > National/State Pass Rates
                                                                                      ** < National/State Pass Rates
  (FY 01 N=30)
  (1)This exam is voluntary for those seeking                                        Source—2003 SIUE Results Report
     designation as a certified engineer.

                                                                        Other comparative results are available in the Results
              Source—2002 SIUE Results Report
                                                                        1I1 Improving current processes

                                                                        Processes are improved at the program level and
The School of Dental Medicine (SDM) Outcomes
                                                                        university-wide. Mechanisms for effecting improvements
Assessment Program uses measurable objectives based
                                                                        at the program level are Program Review, the Senior
on the mission and goals of the dental school. Within the
                                                                        Assignment, and annual departmental reflection on
―Educational‖ goal there are six key concepts, including
                                                                        assessment results. Senior Assignment departmental
one designated ―competence.‖
                                                                        reports indicate improvements in curriculum, course
                       Figure 1.20
                                                                        content, and pedagogy. One question systematically
      Dental National Board Examinations                                asked during program review conferences by the
                                                                        Provost‘s office is what the programs have learned from

Southern Illinois University Edwardsville 2003 AQIP Systems Portfolio                                                                  30
their assessment activities and what changes have
resulted from what they have learned.                                           Non-Traditional and Commuter Student Working
                                                                                 Group Report
Process improvements reported during program reviews                            Orientation Working Group Report
include changes to the curriculum (e.g., cross-listing                          Prospective Student Pre-Application Working
courses between civil engineering and construction,                              Group Report
development of computer ethics course), safety                                  Post Admission Working Group Report
improvements (e.g., chemistry, physics), improved
student advisement (e.g., chemistry Student Handbook,                   The website for measures of student learning includes
computer engineering curriculum guide), and                             links to electronic portfolios, reports on assessment of
improvements in communication (e.g., physics and                        student learning in Student Affairs, and copies of the
Academic Counseling and Advising on student                             Results Reports submitted to IBHE. More detailed
expectations). The seven program reviews reported in the                discussion of the work and accomplishments of the
2002 Results Report list 43 improvements. The two                       Action Projects follow.
program reviews in the 2003 Results Report described 13
improvements.                                                           1I1.A Measures of Student Learning Action Project

The College of Arts and Sciences has completed the first                Following is a description of the Action Project titled,
phase of its Benchmark Project. Each department has                     ―Improve use of student learning measures for program
identified benchmarking techniques that the department                  improvement‖ and a copy of the annual report.
would use to assess the department‘s success in
developing in their students the college‘s Desired                                              Figure 1.22
Characteristics and Capabilities of Graduates. Those                        Action Project—Measures of Student Learning
characteristics are:

           Communication
                                                                          Title: Improve use of student learning
           Critical Thinking                                             measures for program improvement
           Problem Solving and Framing
           Knowledge                                                                     Description:
           Integration and Application                                    Improve measures of student academic
           Self Development                                                achievement using appropriate
           Citizenship                                                     benchmarks defined by academic units.
           Life-Long Learning                                             Use these measures to assist
                                                                            departments, schools, and other
Twenty-three programs have submitted reports. (Note                         academic units in designing and
that some programs cross disciplinary and departmental                      implementing improved processes and
lines.) Techniques selected and implemented by different
                                                                            practices for academic programs.
programs include collective summary of results from
existing Senior Assignment reports, alumni surveys, and                    Continually evaluate our inventory of
curriculum alignment.                                                       existing data used in assessing student
Participants in New Faculty Orientation are surveyed and                   Extract meaningful university-wide
improvements are made based on the responses of both                        information from program based
new faculty and presenters. The program is discussed                        assessment and from certification
with the deans and directors. For 2003, the program in                      examinations and other capstone
NFO on syllabus design was changed to put a stronger
focus on the scholarly approach to teaching rather than
                                                                            assessment tools.
the less structured sharing of syllabi that was done the                   Continue identifying appropriate external
last two years.                                                             measures to complement measures
                                                                            developed within the University.
As part of AQIP, SIUE has been working on four Action                      Develop systematic reporting mechanism,
Projects. Two of those projects directly support AQIP                       synthesizing existing sources of
Criterion 1, Helping Students Learn. The two are:                           information, that provides academic units
                                                                            with information necessary for decision-
         Improve use of student learning measures for
                                                                            making and planning.
          program improvement
         Reshape new student transition

Task forces have been working since October 2001 on a                   The Task Force on Student Learning plans, coordinates,
variety of projects. Meeting summaries are available                    and manages the Action Project initiatives. Members of
online on SIUE‘s AQIP website (                      the Task Force come from Academic Affairs and Student
Also available are a series of reports, including:                      Affairs and include the Directors of Institutional Research

Southern Illinois University Edwardsville 2003 AQIP Systems Portfolio                                                              31
and Studies and Undergraduate Assessment and                            purposes intended for the proposed Handbook of Student
Program Review, the Dean of the Graduate School, the                    Learning.
Chair of the Committee on Assessment, the Assistant
Provost for Planning, and a representative from the                     Third, the content of the Fact Book, published annually by
Faculty Senate. The Task Force is chaired by the                        Institutional Research and distributed to all faculty and
Associate Provost.                                                      most staff, has been modified to include a shortened
                                                                        version of a Handbook of Student Learning.
2003 Annual Report—Measures of Student Learning
                                                                        Over the last year, SIUE has worked to connect the
 Describe the past year’s accomplishments and the                      various initiatives that assess student learning. Of
  current status of this Action Project                                 particular importance has been the connection of the
                                                                        Undergraduate Assessment Program with the scholarship
Electronic portfolios were completed and added for two                  of teaching and learning that has been developed over
additional basic skills courses, Philosophy 106 and                     the last decade as part of the Faculty Roles and
Mathematics 106. Links to the electronic portfolios are on              Responsibilities Initiative. A team of faculty presented a
the campus AQIP website at:                                             workshop at the Higher Learning Commission 2003                Annual Meeting titled ―The Convergence of Assessment
                                                                        and Scholarship of Teaching and Learning,‖ and a paper
The courses are the primary options for meeting the                     by the same title is included in A Collection of Papers on
general education critical thinking requirement (89% of                 Self-Study and Institutional Improvement, Volume 3:
enrollments). The number of students completing the                     Promoting Student Learning and Effective Teaching,
critical thinking requirement from Fall 02 through Summer               prepared for the program of the Higher Learning
03 was 2,391, larger than the number of new freshmen in                 Commission, Restructured Expectations: Building
Fall 2002 (1,636), and larger than the number of                        Partnerships for Learning, at the 108th Annual Meeting of
sophomores in Fall 2003 (2,035). A second course was                    the North Central Association, April 2003.
added to the English composition electronic portfolio,
ENGL 102. The two critical thinking courses and the two                 The proposed work on program benchmarks contained in
English composition courses make up the core curriculum                 the original action plan has shifted to focus on getting all
in support of the basic skills component of the General                 programs accredited that are in disciplines that have
Education program.                                                      specialized accreditation. Three programs, the Master of
                                                                        Social Work, Computer Engineering, and Computer
There have been several different efforts related to the                Science, received their first accreditation during 2002-
proposed Handbook for Student Learning. First, a                        2003.
steering committee has been formed to guide the
faculty‘s reconsideration of SIUE‘s Statement of                           Involving people in work on the project
Objectives for General Education and the Baccalaureate
Degree. The Objectives Project Steering Committee was                   A task force of faculty, staff, administrators, and students
established under co-sponsorship of the Provost‘s office                has met routinely over the last year and has guided
and the Faculty Senate. The Objectives Project Steering                 progress on this Action Project. Meeting summaries are
Committee sent a team to participate in AAC&U‘s Greater                 available online at
Expectations Institute in Denver, June 2003. In October,       The
2003, there was a faculty symposium sponsored by the                    Provost has gathered a group of faculty to examine the
Faculty Senate and a Campus Community Dialogue                          use of NSSE in planning and decision making on
sponsored by the Chancellor, both supporting the                        campus. The Objectives Steering Committee is made up
Objectives Project. By the end of 2003 Fall Semester,                   of faculty and students drawn from across the university
the Steering Committee will submit recommendations to                   and includes the Past Chair of the Faculty Senate and the
the Faculty Senate concerning proposed changes to the                   Chair of the Curriculum Council. The Faculty Roles and
Statement of Objectives. The Faculty Senate has made                    Responsibilities Committee is a sub-committee of the
a commitment to act on the recommendations during                       Curriculum Council.
spring 2004. Once that is complete, a Handbook for
Student Learning will be developed organized around the                    Planned next steps
new objectives for a baccalaureate degree.
                                                                        Once the Objectives Project is complete, the task force
Second, the development of the Strategic Plan in another                can return to work on developing the Handbook of
Action Project has included a section that identifies                   Student Learning. The programs in Mass
benchmarks for each of the long-term goals. The first                   Communications, Theater, Dance, and Art and Design
long-term goal is ―Engaged Students and Capable                         will continue to work toward accreditation.
Graduates,‖ and the second long-term goal is ―Innovative
High Quality Programs.‖ The combination of benchmarks                      ―Effective practice‖ that resulted
for the first two long-term goals and the broad
dissemination of the Strategic Plan, including routine                  SIUE has been able to connect initiatives and efforts in
reporting on the benchmarks, serves most of the                         assessment of student learning, strategic planning, and

Southern Illinois University Edwardsville 2003 AQIP Systems Portfolio                                                              32
scholarship of teaching and learning. One example is the
use of student learning benchmarks as part of the                       Progress has been made in all aspects of reshaping new
Strategic Plan. A second example is the connection of                   student transition. Recruitment and admission processes
assessment and scholarship of teaching and learning                     have been reviewed by working groups,
(see Collection of Papers, Volume 3, HLC 2003 Annual                    recommendations made, and improvements have been
Meeting).                                                               implemented with the following results: Applications have
                                                                        increased each year for the last three years. The number
   Challenges remaining                                                of new freshmen enrolled has increased each year, and
                                                                        the number of new freshmen in Fall Semester 2003 is the
The final challenge is to finish the Handbook of Student                highest (1,709) in the last twenty-five years, which is as
Learning once the Objectives Project is complete. Earlier               far back as there are records. A May 31 fall application
efforts were put on hold pending the results of the                     deadline has been implemented, allowing for earlier
Objectives Project.                                                     preliminary advisement and enrollment for new freshmen.
                                                                        Earlier enrollment for Fall Semester 2003 has allowed for
1I1.B New Student Transition Action Project                             better planning and fewer last minute changes to course
Following is a description of the Action Project titled,
―Reshape new student transition,‖ and a copy of the                     Responsibility for New Student Orientation has shifted
annual report.                                                          from Student Affairs to Academic Affairs. Participation in
                                                                        New Student Orientation increased in 2003 to 1,800,
                           Figure 1.23                                  approximately double attendance for previous years.
         Action Project—New Student Transition                          Attendance at the New Student Convocation in 2003
                                                                        increased by four times (400%). All stretch targets for
                                                                        New Student Orientation and New Student Convocation
    Title: Reshape new student transition                               have been surpassed.

                    Description:                                        Recommendations from the Commuting and Non-
     Review current recruiting, admission,                             traditional Student Working Group have been presented
      orientation and enrollment practices and                          to the deans and directors at an Academic Affairs
      examine undergraduate students‘ first                             Conference meeting. The College of Arts and Sciences
      year experiences to determine if existing                         has altered its course scheduling patterns, and several
                                                                        changes have been made to improve communication for
      programs meet students‘ needs, help
                                                                        evening students.
      students succeed, and improve student
      learning;                                                         During Fall Semester 2003, 33% (571) of new freshmen
     Develop and implement plan for                                    are enrolled in pilot new student seminar courses,
      strengthening new-students‘ first year                            including learning communities, honors seminars, and
      experiences, including a new-student                              university experience courses.
      seminar requirement for all new students.
                                                                           Describe how the institution involved people in
                                                                            work on this Action Project.

Planning and coordination of Action Project initiatives are             Faculty, staff and students have been involved in the
managed by the New Student Learning Task Force.                         Action Project task force and the four working groups that
Members of the Task Force come from Academic Affairs,                   have worked on this action project. The Curriculum
Student Affairs, Administration, and Development and                    Council of the Faculty Senate has formed an ad hoc
Public Affairs. The Task Force includes the Past                        committee to review the New Student Seminar proposal.
President of the Faculty Senate, the Chair of the                       The College of Arts and Sciences has sponsored a team
Curriculum Council, and the Associate Provost. Also on                  to develop and implement one of the options for the New
the Task Force are the Assistant Vice Chancellor for                    Student Seminar, CIV 115.
Enrollment Management and the Director of Academic
Development. The Task Force includes representation                        Describe your planned next steps for this Action
from all areas that provide services for new students,                      Project.
including housing, admissions, and financial affairs.
Finally, there are also several faculty who teach freshman              While not all stretch targets have been reached, most
level courses. The Task Force is chaired by the                         have been reached or surpassed. There has been
Associate Dean of the College of Arts and Sciences.                     considerable improvement in recruitment and application
                                                                        processes and in new freshman advisement, enrollment,
2003 Annual Report—New Student Transition                               and orientation, as well as successful implementation of
                                                                        pilot new student seminars. A plan has been developed
   Describe the past year’s accomplishments and the                    to change the advisement and registration processes for
    current status of this Action Project.                              students matriculating fall 2004. The next steps are to

Southern Illinois University Edwardsville 2003 AQIP Systems Portfolio                                                           33
fully implement that plan and to monitor the                               traditional, commuter, and residential scholars, and
recommendations made by the various working groups                         nurture, educate, and graduate students who achieve
during the last two years.                                                 the objectives for baccalaureate, graduate, and
                                                                           professional degrees.
     What challenges, if any, are you still facing in                    Innovative High Quality Programs--Develop, deliver,
      regards to this Action Project?                                      and continually improve high quality academic
                                                                           programs appropriate for a Metropolitan University.
There are two challenges. First, full implementation of
the new student seminar continues to rely on new state                  The long-term goals were written with broad institutional
funding, and the prospects are dim. Second, the                         involvement (see section 8P1). The Strategic Plan has
Enrollment Management Council has recommended                           taken each of the long-term goals and established
limiting admissions, and that will require a change in the              benchmarks and targets as described in section 7C2, 7I2,
admission policy.                                                       and 8P4 (also see Figures 7.2 and 8.8) Improvement
                                                                        targets include short-term goals and plans for each long-
1I2 Setting improvement targets                                         term Goal, organized by fiscal year. Each short-term goal
                                                                        identifies responsibility, source of funds, and rationale.
Current results and improvement priorities are                          The Chancellor, vice-chancellors, deans, and directors
communicated to students, faculty, staff, administrators,               were involved in defining short-term goals. UPBC
and appropriate stakeholders through multiple means                     reviewed the short-term goals and plans before the
such as the AQIP website, Fact Book (hard copy and                      Strategic Plan was finalized.
web) and Fact Book Annex (web), the Results Report, the
Chancellor‘s State of the University Address, and the
strategic planning process. Institutional Research has
printed and distributed 1,500 copies of the Fact Book
annually, increasing the number to 1,650 in 2004.

Two AQIP Action Projects focus directly on Helping
Students Learn and are presented above. In developing
the Action Projects (formerly called Goals Commitments),
as with all decision making processes, significant
constituency involvement was sought, encouraged, and
supported with travel funds.

The development process began with the preparation of
the report, SIUE Baldrige Self-Assessment. This report, in
which approximately 40 administrators assisted, was
prepared in the Provost‘s office. The SIUE Baldrige Self-
Assessment was reviewed, evaluated, and scored by
Kilbride and Associates, producing the report, 2000
Criteria for Performance Excellence Feedback Report,
SIUE. With the self-assessment and the feedback report
as background, SIUE sent a team to the AQIP Strategy
Forum. The team included the Chancellor, Provost and
Vice Chancellor for Academic Affairs, the Associate
Provost, the Faculty Senate President, the Faculty
Senate President-Elect, the Chair of the Committee on
Assessment, and the University Planning & Budget
Council, Chair-Elect. This team developed the four Goals
Commitments, later renamed, Action Projects:

     Reshape new student transition
     Improve use of student learning measures for
      program improvement
     Improve student and administrative services
     Strategic planning process

The Strategic Plan includes seven long-term goals. The
first two directly focus on helping students learn:

     Engaged Students and Capable Graduates--Attract a
      diverse student body, including traditional, non-

Southern Illinois University Edwardsville 2003 AQIP Systems Portfolio                                                          34
                    AQIP Criterion 2: Other Distinctive Goals

SIUE accomplishes a number of objectives and provides                      Scholarship – the breadth and depth of faculty, staff,
a variety of activities. For example, SIUE‘s Arts and                       and student involvement in scholarly activities
Issues series and radio station provide strong cultural                     supports how students learn. Specifically, it is the
programming for the region. Additionally, University Park                   extent of faculty, staff, and student involvement in
with the National Corn to Ethanol Research Center, a                        sponsored programs, that distinguishes SIUE from
unique research facility, offers special opportunities for                  peer institutions. More faculty and staff at SIUE
students, faculty, and the community. Lastly, the                           engage in scholarly activities through sponsored
responsiveness of SIUE‘s graduate programs to regional                      programs than at most peer institutions. This level of
needs, and the extent of the University‘s health programs                   activity helps enrich student learning.
in the School of Dental Medicine, School of Nursing, and
planned School of Pharmacy help set SIUE apart from                        Service to the Region – consistent with the original
other regional universities. Despite these notable                          purposes of the University, the extent and range of
objectives and the quality of these activities, what makes                  SIUE involvement in the metropolitan East St. Louis
SIUE distinctive are our objectives in Scholarship and in                   area is distinctive and helps establish SIUE‘s unique
Service to the Region, particularly to East St. Louis.                      identity (see map below). Specifically through the
                                                                            University Services to East St. Louis, SIUE provides
2C1 Other distinctive objectives                                            services to children and families from pre-natal
                                                                            through graduate education. The link between these
The distinctive objectives which help students learn that                   services and the academic programs, and the range
distinguish SIUE from other regional public metropolitan                    of these services are special features of this objective.
universities are:

2C2 Means of Alignment with Mission                                     creative and research activity of its faculty, staff and
                                                                        students; and through public service…in its region.‖ The
SIUE‘s mission states that the University achieves its                  distinctive objectives of Scholarship and of Service to the
goal of excellent education ―through the scholarly,                     Region are reinforced in the University Values and in the

Southern Illinois University Edwardsville 2003 AQIP Systems Portfolio                                                             35
Long-Term Goals. The Long-Term Goals of ―Active                    2P1 Determining other objectives
Community Engagement‖ and ―Committed Faculty and
Staff‖ directly address the University‘s distinctive               SIUE planning processes determined these two
objectives. The University employs many means to                   distinctive objectives, Scholarship and Service to the
ensure that these objectives remain aligned with the               Region. The distinctive objectives flow directly from the
mission, values, and goals. These means are                        mission, values, and goals. Specifically, the long-term
categorized below as Decision-Making and Review.                   goals of a ―committed faculty and staff‖ and of ―active
                                                                   community engagement‖ lead to our distinctive
    Decision-Making – collaboration and consultation              objectives. The same planning processes that
     characterize decision-making at SIUE. New                     determined our distinctive objectives are employed for
     initiatives, whether originating in units or at an            new initiatives as well. Each project is reviewed for how
     administrative level, are thoroughly discussed and            the activity fits into the University‘s mission, vision,
     reviewed by appropriate constituency groups. If               values, and long-term goals, how the activity will be
     approved at the unit level and the relevant                   funded, and what its impact will be on current programs.
     constituency, new initiatives are reviewed by the             The decision-making process is illustrated below.
     University Planning and Budget Council before they
     are included as items for Board of Trustees‘ approval                                  Figure 2.1
     and included in the University‘s Resource Allocation
     Management Plan.                                                                 Proposed Activity

    Review – the alignment of the distinctive objectives                                  Review
     with the mission is reviewed annually through unit
     reporting. Units report on their accomplishments in
     working toward the long-term goals. Additionally, the
     Academic Affairs Conference, composed of the deans                      By                             For
     and academic directors, conducts annual strategic                      Units                         Mission
     planning meetings to help ensure alignment of the                   Governance                       Values
     objectives with the mission.                                          UPBC                           Goals

2C3 Support in helping students learn
The distinctive objectives of Scholarship and of Service to                               Review
the Region support the processes and systems for
Helping Student Learn in three ways.
1.   instruction – the quality of instruction is enhanced
     and strengthened by faculty involvement in
     scholarship; by student involvement in sponsored              2P2 Communicating Expectations
     programs, and by the creation of learning
     opportunities at the East St. Louis Center.                   The distinctive objectives of Scholarship and Service to
                                                                   the Region are communicated routinely through explicit
2.   experiences – student opportunities to learn are              processes.
     enhanced by participating in faculty research
     projects, by conducting their own research, by                   New Faculty Orientation- New Faculty Orientation is a
     serving in internships at area businesses and                     two-week series of workshops and programs
     agencies, and by participating in the applied learning            designed to acquaint new faculty with the mission,
     experiences offered by the East St. Louis Center.                 vision, values, and goals of the University and its
     The distinctive objectives reinforce all of SIUE‘s                distinctive objectives.
     professional programs, which emphasize clinical, co-
     op, or internship opportunities.                                 Chancellor Communications – the Chancellor
                                                                       communicates the values, goals and distinctive
3.   enrichment – the processes and systems for student                objectives to the faculty, staff, and students through
     learning are enriched by exposure to the                          the annual State of the University Address, through
     opportunities presented by sponsored programs and                 regularly scheduled informal ―coffees‖ where the
     by the East St. Louis Center. For example, students               Chancellor meets with faculty, staff, and students, and
     in biology learn first hand about endangered flood                through an effective use of faculty and staff listservs.
     plain plants because of grants sponsored by the NSF
     and other agencies while other students learn about              Governance – the University‘s distinctive objectives
     early childhood behavior by serving in the East St.               are communicated through the actions of the Faculty
     Louis Head Start program. Student learning is also                and Staff Senates and the UPBC. Decisions of those
     enriched because of the experiences the faculty                   bodies reinforce the values and goals.
     bring to the classroom as a result of their
     participation in these two distinctive objectives.               Internal Support – faculty, staff, and student support
                                                                       programs communicate the importance of SIUE‘s
Southern Illinois University Edwardsville AQIP Systems Portfolio                                                              36
    other distinctive objectives. For example, some                Training and Development needs are determined and
    grants support research while other programs are               addressed through a different mechanism. Individual
    targeted exclusively for assessment or for                     faculty and staff can seek funding through the Faculty
    undergraduate education. SIUE allocates                        Development Fund ($200,000 annually allocated on a
    approximately $700,000 per year to support student             prorated basis according to FTE faculty to the college or
    and faculty research and $500,000 per year in grants           schools), the Excellence in Undergraduate Education
    to excellence in education, including assessment. All          program (an average of $309,000 annually for 42 grants
    internal grants encourage and reward faculty and staff         over the past four years), the Excellence in Graduate
    who participate in sponsored programs. These                   Education fund, or one of the internal research grant
    internal grants are publicized through an internal             programs. The internal research grant programs provide
    newsletter, ―Research Highlights,‖ and through a               support for travel, publication costs, academic year
    community brochure, ―Research & Creative activities,‖          grants, summer research fellowships, assigned time for
    both of which reinforce the University‘s distinctive           research, and research equipment and tools. In the
    objectives.                                                    previous fiscal year, 25 faculty received $85,000 in
                                                                   academic year grants, 40 faculty received $195,000 for
   Unit Meetings – the distinctive objectives are also            summer research fellowships, 246 individuals received
    communicated through regularly scheduled                       support for equipment, travel, and other forms of research
    departmental and unit meetings. The objectives are             support, and 15 departments received support for
    reinforced at department chair and director‘s                  graduate education curricular projects.
    meetings, and lastly at deans and academic directors‘
    meetings.                                                      The Graduate School has announced the winners of the
                                                                   2004 Summer Research Fellowships. A total of 61
2P3 Determining needs                                              proposals were submitted for this year‘s program. Fifty
                                                                   (50) proposals were submitted and 26 were awarded in
SIUE employs a number of means for determining faculty             the $6,000 category. Eleven (11) proposals were
and staff needs relative to achieving these objectives.            submitted and eight were awarded in the $3,000
These means are categorized into ―Resource Needs‖ and              category. The award winners are posted on the web site
―Training and Development Needs.‖                                  for the Office of Research and Projects at:
―Resource Needs‖ are addressed through the RAMP
(Resource Allocation Management Plan) process. Needs               Through applications to these programs, described
are based upon data gathered from evaluation surveys               above, SIUE learns of faculty and staff needs for training
and needs surveys and upon the advice of community                 and development. These needs are then addressed
advisory boards. For example, surveys inform the East              through programs and activities sponsored by the
St. Louis Center about unmet community needs. The                  Excellence in Teaching and Learning Initiative, the Office
Center, like all the public service units, has a community         of Undergraduate Assessment, the Teaching and
advisory board that also helps identify the need for new           Learning Technology Roundtable, and the Office of
services. After needs are identified, departmental or unit         Research and Projects. Each of these offices provides
meetings determine if additional resources are required.           training and development programs that address faculty
Requests for new funding or for space are reviewed by              and staff needs in achieving the distinctive goals of
the appropriate school/college/unit and then forwarded to          Scholarship and Service to the Region.
the Provost before being presented to the UPBC for final
approval. They are then submitted to the Illinois Board of         2P4 Assessing and reviewing objectives
Higher Education. If it is determined to reallocate existing
sources to address the budget or space needs instead of            Since these distinctive objectives are explicitly stated in
requesting new funds, the unit dean or director may take           SIUE‘s Long-Term Goals, the deans and academic
the necessary action, or the Provost may reallocate                directors explicitly report on progress toward meeting
sources or space (see figure below).                               these objectives as part of their annual reports to the
                                                                   Provost. In particular, the Director of the East St. Louis
                               Figure 2.2                          Center directly assesses SIUE‘s progress toward the
                                                                   Service to the Region objective, while the Dean of the
                             Unit Determines                       Graduate School assesses and reviews the Scholarship
                             Resource Needs                        objective. Additionally, these two units are reviewed as
                                                                   part of the Illinois Board of Higher Education
                                                                   requirements. These reviews, conducted independently
                                                                   by a committee of faculty and staff, assess the demand,
              Unit Review                       Unit Review
              Dean Action                      Senate Review       quality, and productivity of the unit and make
             Provost Action                    Provost Review      recommendations for improvement. For example, the
                                                   UPBC            Institute for Urban Research, a unit designed to foster
                                                   RAMP            research in the metropolitan East St. Louis area, was
                                                                   created as a result of the East St. Louis Center program
                                                                   review. The feedback from these reviews and
              Reallocation                       New Funding
                                                                   assessments are incorporated into the units‘ planning for
                                                                   the next fiscal year.
Southern Illinois University Edwardsville AQIP Systems Portfolio                                                            37
                                                                      The quality of services to children who are wards of
The objectives are assessed using surveys of                           the court.
stakeholders and reports to funding agencies and                      The quality of the college programs for parents of
licensing boards. Longitudinal and comparative data also               preschool children
provide benchmarking information for the assessment.                  The effectiveness of career counseling and skills
                                                                       training for public housing residents.
2P5 Measures
                                                                   The following data indicate our results in achieving these
All public service units are reviewed once every four              goals:
years. A review committee consisting of faculty, staff,
and community members is responsible for the review.                                            Figure 2.3
These reviews include analyses of budget, number and                   (Programs providing services to educational and/or
satisfaction of clients, case studies, interviews of staff,         economically disadvantaged individuals and populations
director, and individuals utilizing the unit‘s services. The       traditionally underrepresented in postsecondary programs
committee‘s findings are shared with the Provost and                                and specific career fields.)
included in the Results Report.
                                                                             Early                K-12 Services       Adult Services
Using the East St. Louis Center as an example, the                         Services
following measures are used for assessing Service to the            89% attendance rate         92% graduation      102
Region.                                                               in Head Start for 3-5       rate from            participants
                                                                      year old children           Charter High         securing full-
   Number of clients served                                                                      School               time
   Client satisfaction survey                                      Establishment of                                  employment
                                                                     community and local         88% Charter          and 89
   Partner satisfaction survey                                                                                        securing part-
                                                                     school district              High School
   Fiscal accounting                                                partnerships for             retention rate       time
   Number of partners engaged                                       provision of services                             employment
   Changes in client behavior                                       to children including       69% Charter          from program
   Agency performance reports.                                      services to teen             High school          partnership
                                                                     parents and pregnant         postsecondary        with public
                                                                     moms                         placement rate       housing
Some of these data are analyzed longitudinally. Other                                                                  agency
data are examined qualitatively.                                    Implementation of           100% high
                                                                     nationally recognized        school              255 low-
The Scholarship objective is evaluated using the following           H.E.L.P. curriculum          graduation rate      income adult
measures.                                                            for preschool age            for after-school     clients enrolling
                                                                     children                     and weekend          in post-
   Number of grants submitted                                                                    college              secondary
                                                                                                  preparatory          education
   Number of grants awarded
   Number of faculty and staff submitting grants                                                                     532 low-
   Number of faculty and staff receiving grants                                                 84%                  income adult
   Total dollars awarded by research, service, and                                               postsecondary        clients
    instruction                                                                                   placement rate       continuing in
   Percent of faculty and staff submitting grants                                                for after-school     postsecondary
                                                                                                  and weekend          programs
   Percent of faculty and staff receiving grants
   Ratio of internal organized research dollars to total                                         preparatory
    sponsored program dollars                                                                     programs

These data are examined longitudinally and are                                                  Figure 2.4
compared to data from peer institutions.                                   Representative Community Partnerships
                                                                     Early Intervention/          K-12 Services      Adult Services
2R1 Results                                                          Preschool Services
                                                                    Direct services with         Direct services    East St.
The University routinely employs numerous measures to                five local public school      with four local     Louis
assess its Service to the Region. As an example from                 districts—East St.            public school       Housing
                                                                     Louis, Cahokia,               districts—East      Authority
the East St. Louis Center, the University examines the
                                                                     Lovejoy, Belleville,          St. Louis,
following:                                                           and Shiloh                    Cahokia,           Local
                                                                                                   Lovejoy,            community
   The effectiveness of college preparatory services for           Special needs                 Venice              colleges
    middle school and high school students.                          services, i.e., speech
   The effectiveness of the Charter High School for high            and language,                Community
    school drop outs.                                                emotional/behavioral          youth
                                                                     development, with all         agencies, i.e.,
   The quality of the summer Upward Bound residential
                                                                     school districts              Jackie Joyner
    college preparatory program for high school students             throughout St. Clair          Kersee Boys
                                                                     County                        and Girls Club
Southern Illinois University Edwardsville AQIP Systems Portfolio                                                                   38
 Community agencies,             Community                                      Number Submitted Grants by Fiscal Year
  i.e., social service             Foundations,                          400
  agencies, mental                 i.e., Greater
  health agencies, and             East St. Louis
  health service                   Community                             300
  providers                        Fund                                  250
 Home daycare                                                           150
These data indicate the success of the East St. Louis                      0
Center in reaching a broad clientele. They also indicate                         1999              2000        2001       2002       2003
the success of the Center in achieving its objectives.

In regard to the distinctive objective of Scholarship, the
University measures a number of factors. The following                                       Number Awarded Grants by Fiscal Year
factors were selected as examples:                                       300
   Increase the number of faculty and staff submitting
    grants                                                               200
   Increase the number of faculty and staff receiving                   150
   Increase the number of grant submissions
   Increase the number of grant awards                                   50
The following data indicate progress in achieving our                            1999              2000         2001         2002      2003
                                                                                     Ratio of Internal Organized research Dollars
            Number and Percentage of Faculty and Staff                                     to External Sponsored Programs
                Submitting Grants By Fiscal Year                          25





                                                                                  1: 15.57

                                                                                                    1: 18.23

                                                                                                               1: 20.40

                                                                                                                          1: 14.49

                                                                                                                                      1: 7.98
             1999        2000        2001        2002         2003         0
                                                                                FY 99             FY 00        FY 01      FY 02      FY 03

                 Number and Percentage of Faculty and                 These data indicate some fluctuation in the growth of
                  Staff Receiving Grants by Fiscal Year               faculty and staff involvement in sponsored programs.
                                                                      More significantly, the data indicate an overall sustained
                                                                      high level of faculty and staff participation over the past
    100                                                               five fiscal years




     50                                                               2R2 Results comparisons

                                                                      In terms of Service to the Region, results are compared
                                                                      with local agency performance, state-wide data, and
             1999        2000        2001        2002        2003
                                                                      national norms. These data indicate the University‘s
                                                                      strengths and opportunities for improvement.

Southern Illinois University Edwardsville AQIP Systems Portfolio                                                                                39
           Data for reporting secondary level, college                       UMKC                    448             313           44.6
            preparatory programs sponsored by SIUE                           Wichita State           340             214           33.9
    National          State           Local        SIUE ESL                  UNC-                    324             266           30.6
  Comparison Comparison Comparison                  Upward                   Greensboro
                                                     Bound                   SIUE                    344             281           28.9
  21.9%          Average         Average        Average 14%                  Portland State          459             204           28.1
  average        5.7% dropout 30% dropout dropout rate                       UT-El Paso              390             242           27.3
  dropout rate   rate            rate                                        UT-San                  327             168           27.3
  61% average        Average            Average            84%               Towson State            285             208           26.3
  college-           53% college-       29.6%              postsecondary     (MD)
  going rate         going rate         college-           placement rate    UMSL                    241             210           22.8
                                        going rate                           Arkansas-               268             249           22.7
                                        Average of                           Little Rock
                                                                             Colorado-               193             193           18.2
  24.4% with         26.1% with         7.5% with          Not Available
  baccalaureate      baccalaureate      baccalaureate
                                                                             UN-Charlotte            403             335           15.3
  degree             degree             degree
                                                                             UN-Omaha                191             127           14.4
  Average            Average            Average            Average ACT       Grand Valley            104             49            12.0
  ACT score of       ACT score of       ACT score of       score of 17       State
  20.8               21.7               16.8                                 North Florida           155             143           10.8
                                                                             Youngstown              133             89             4.4
  The data indicate that the University is succeeding in the                 State (OH)
  placement of high school students from its East St. Louis                  New Orleans              MV             MV            MV
  program into postsecondary institutions. Areas needing                     Oakland (MI)             MV             MV            MV
  improvement include raising the average ACT scores and
  decreasing student drop out rates.                                        Additional data are needed, however, before a definitive
                                                                            conclusion can be formed. Specifically, there is a need to
  For Scholarship, comparative data with master‘s only                      collect the percent of faculty at these peer institutions
  institutions indicate that SIUE faculty and staff receive                 who submit and receive grants. This comparison will
  more grants and contracts than do their colleagues at                     indicate better the extent of faculty and staff participation
  similar institutions.                                                     in sponsored programs at SIUE.

                                                                            2R3 Strengthening the institution
      FY 02 Externally Sponsored Programs From Masters I
                        Peer Institutions                                   Achieving these two distinctive objectives explicitly
                                               $ Expended                   address SIUE‘s mission, values, vision, and long-term
  Institution         #Submissions #Awards         (M)                      goals, particularly the goals of a ―committed faculty and
SIUE                      344             281     28.9                      staff‖ and ―community engagement.‖ SIUE enhances its
UT-San Antonio            327             168     27.3                      relationship with the community and region through
Towson State (MD)         285             208     26.3                      Service and through Scholarship. The Service activities
UN-Charlotte              403             335     15.3                      provide direct programs to families and children in need
UN-Omaha                  191             127     14.4                      and give educational opportunities to those individuals
Grand Valley State        104             49      12.0                      where none would exist otherwise. In terms of
North Florida             155             143     10.8                      Scholarship, while a number of sponsored programs are
Youngstown State          133             89        4.4                     national in scope, the majority of the grants and contracts
(OH)                                                                        focus on regional and local projects, such as the
Northern Kentucky         MV             MV        MV                       archaeology of the Cahokia Mounds and the history of
                                                                            East St. Louis. Both Service and Scholarship engage
                                                                            students, build support in the community, and enhance
  However, when compared to a larger group of self-
                                                                            educational programs, all of which directly support SIUE‘s
  defined peer institutions, which includes doctoral granting
  institutions, the data suggest that SIUE is average in
  amount of grants and contracts it receives.
                                                                            2I1 Improving systems
     FY 02 Externally Sponsored Programs From Peer
                                                                            SIUE revised its review process for public service units in
                                                                            1996. The revision involved the public service unit
                                                                            directors and Provost staff and resulted in the
      Institution   #Submissions #Awards Expended
                                                                            development of indicators of unit effectiveness by budget
                                                                            analysis, surveys of clients, and case studies. The
    UNLV                  556        451       49.7                         revised process also included an independent team of
    South                                                                   faculty, staff, and community members who evaluate the
    Alabama               395        259       45.3                         unit‘s strengths and opportunities for improvement.
  Southern Illinois University Edwardsville AQIP Systems Portfolio                                                                    40
Recommendations are reviewed by the Provost who                    follow the processes described in section 2P3 for
shares the results with the SIU BOT and the IBHE. Unit             obtaining additional resources.
directors are responsible for implementing those

SIUE also improved its systems and processes for
accomplishing its distinctive objectives through two
distinct mechanisms.

1.   The East St. Louis Center conducts regular
     summative and formative evaluations of its programs
     and reports the results to sponsoring agencies. The
     Graduate School evaluates faculty progress in
     sponsored programs by examining longitudinal data
     as well as comparative data from peer institutions.

2.   In the feedback loop, data are shared with the unit‘s
     faculty and staff. For the Graduate School, the
     feedback loop includes the office staff as well as the
     Graduate Council. Suggestions for improvement are
     incorporated into the program. Additionally, staff and
     faculty development is provided when appropriate.

2I2 Targets and improvement priorities

Targets for improvement are based upon outcomes and
the assessment of those outcomes. Using the evaluation
data, the unit director, in consultation with the unit staff
and constituency advisory board, proposes its targets for
improvement to the Provost before those targets are
established for the coming year. Additionally, the East St.
Louis Center measures its outcomes in reference to state
standards and targets improvements accordingly.

The specific targets are:

1. Service
        Improve ACT scores
        Improve retention rates
        Improve postsecondary graduation rates

2. Scholarship
       Increase the percentage of faculty and staff
        submitting grants
       Increase the percentage of faculty and staff
        receiving grants

These targets will be addressed through four

1.   Formative assessment data will be examined to
     determine which processes need improvement in
     order to reach the targets.

2.   Unit directors will communicate and clarify the
     targets to staff.

3.   If appropriate, staff will be provided with development
     activities in order to give them the tools necessary to
     achieve the targets.

4.   Unit directors will allocate the resources necessary to
     achieving the targets. When necessary, the unit will

Southern Illinois University Edwardsville AQIP Systems Portfolio                                                 41
           AQIP Criterion 3: Understanding Students' and Other Stakeholders' Needs

3C1 Student and stakeholder groups and
3C2 Requirements and expectations                                                                Figure 3.1
                                                                    Stakeholders              Requirements and Expectations
With a mission that identifies excellent education as its             Students               Short Term                  Long Term
                                                                   Undergraduate     degree, quality instruction good reputation,
first priority, SIUE works actively to understand and
                                                                                     and advisement, well         additional education,
respond to students' needs. As a state-assisted                                      sequenced courses, help jobs
institution, SIUE is also active in identifying other                                with job search
stakeholders and their needs. Student stakeholders are             Graduate          degree, quality instruction good reputation, good
distinguished by level of educational programs. Because                              and advisement, well         jobs
of the increased resident student population, SIUE also                              sequenced courses, help
                                                                                     with job search, integration
identifies the distinct needs of residential and non-                                of theory and practice in
residential students. Other stakeholders are                                         chosen field
distinguished by their unique investment in and                    Professional      degree                       Good reputation,
relationship to the University.                                                                                   certification, licensure
                                                                   Residential       good living conditions,      life long relationships
SIUE is accountable to a variety of stakeholders as                                  food, entertainment, safety,
                                                                                     comfort, activities
illustrated in the figure below. Coordination with The             Commuter          convenient parking,          life long relationships
Illinois Board of Higher Education and the SIU President‘s                           opportunities to join and
office is a shared responsibility between the Chancellor                             contribute to campus
and the Provost and Vice Chancellor for Academic Affairs                             culture
(PVCAA). Coordination between SIUE and the Governor                     Other                Short Term                  Long Term
and legislators is the responsibility of the Chancellor in
                                                                   Parents           safe environment,            quality education,
conjunction with the SIU President. Coordination with the                            affordability                value, info sharing,
Higher Learning Commission/AQIP and the U.S.                                                                      affordability
Department of Education, for reporting and coordination            Tax Payers /      quality education,           well-educated work
of federal financial aid, is the responsibility of PVCAA.          Legislators       responsible fiscal           force, sound fiscal
                                                                                     management                   management,
                                                                                                                  response to
                                                                                                                  community needs
     U.S. Department                            Governor           Board of          value for the taxpayers,     value for taxpayers,
       of Education                             Legislators        Trustees          responsible fiscal           sound fiscal
                                                                                     management                   management,
                                                                                                                  academic excellence,
                                                Illinois Board                                                    response to
                                                  of Higher                                                       community needs,
                                                  Education                                                       university leadership
                                                                                                                  congruent with
                                                                                                                  mission and values

                               SIUE                   SIU
                                                                   "Friends of the
                                                                   University" /
                                                                                     worthy investment            good reputation,
                                                                                                                  investment toward the
                                                                   Non-Alumni                                     future
                Students                                           Alumni            good job preparedness,       good reputation,
                Families                    Agencies                                 continuing connection to     bragging rights,
                Alumni                Graduate & Professional                        institution                  continuing education,
                                             Schools                                                              value of degree
                                                                   Patients / Clients treatment at low cost       maintainable health
                                                                   Local              good symbiotic              positive "town and
Major stakeholders are identified in Figure 3.1. Within            Communities        relationship, educational   gown" relationship,
each category their requirements and expectations are                                 and cultural enhancements educational and
identified. Expectations and needs are determined                                                                 cultural
through a wide-ranging variety of surveys, focus groups,                                                          enhancements
and program reviews, as well as through analysis of                Employers          well-prepared employees, response to changing
                                                                                      interns, and coops          needs of work world
enrollment and trends in registration, funding,                    Prospective        academic program            quality education ,
employment, and giving. Relationships with students are            Students           availability, affordable    good job
a natural outcome of class activities, special orientation,                           tuition, housing, safety,   preparedness
and social activities. More formally structured efforts are                           campus life
often used to develop relationships with other                     Guidance           academic program            quality education,
                                                                   Counselors /       availability, affordable    continuing articulation
stakeholders, such as the parent calling project, alumni
                                                                   High School and tuition, housing, articulation agreements,
newsletter, distribution of informational brochures, "meet         Comm. College agreements                       regulation
the deans‖ programs, and job fairs.
Southern Illinois University Edwardsville AQIP Systems Portfolio                                                                      42
3P1 Identifying, analyzing, and responding to                      reflective essays, course papers, standardized exams,
changing student needs                                             and interviews. Other means of assessment, in addition
                                                                   to the Senior Assignment, in which students participate at
SIUE has an ongoing commitment to understanding and                the end of their academic careers, include Senior Exit
responding to the changing needs of our student groups.            Interviews and the Graduation ―Marching Card.‖ This
In addition to monitoring trends in course selection and in        latter assessment activity has seniors respond in writing
the job market, we use a variety of instruments, both              to 2-3 questions prior to marching in commencement.
locally generated and national, to identify these needs.           SIUE also participates in national surveys such as NSSE,
Surveys regarding courses, facilities, and services                CIRP, and the CSS as part of the ongoing process of
provide valuable information from students, alumni (1, 5,          gathering information on students‘ changing needs.
and 9 years post-baccalaureate graduation), and
applicants who were admitted to SIUE but did not enroll.           The information gathered by means of locally generated
                                                                   surveys and assessment devices is tabulated and
The identification of changing academic needs is                   analyzed either within the administering unit or by
addressed by means of a well-developed set of                      working groups and task forces. This is done in order to
assessment procedures (see 1P8). ACT scores and                    determine what is being done well to meet students'
placement tests in mathematics, writing, and reading               academic, social, and facilities needs as well as to
provide measures of students‘ academic abilities and               identify emerging needs to which the university will strive
needs in these areas. In response to midpoint                      to respond. Efforts are continuing to find ways to better
assessment results yielded by the Rising Junior Paper              analyze and apply the data gained from national surveys
(RJP, 1992-1995), which indicated that not all junior level        in order that the university might make fuller use of these
students were writing satisfactorily at the collegiate level,      instruments to monitor and respond to students‘ needs.
writing across the curriculum initiatives were
implemented. The RJP was replaced in 1995 by other                 3P2 Building and maintaining student relationships
forms of midpoint assessment including but not limited to
portfolios, reflective essays, course papers, standardized         Relationship building is carried out by means of outreach
exams, and interviews. Other means of assessment, in               to high schools and community colleges, Preview SIUE,
addition to the Senior Assignment, in which students               the admissions process, PEAR (Pre-entry Advisement
participate at the end of their academic careers, include          and Registration), and New Student Orientation and
Senior Exit Interviews and the Graduation ―Marching                Convocation. Preview SIUE, currently held on Columbus
Card.‖ This latter assessment activity has seniors                 Day when area high schools are not in session, is an
respond in writing to 2-3 questions prior to marching in           annual, daylong, campus-wide open house. It provides
commencement.                                                      prospective students (both high school juniors and
                                                                   seniors and transfer students) with the opportunity to
Meeting the changing needs of students extends beyond              learn about the university through departmental exhibits,
questions concerning academic programs. For example,               information sessions on academic units, and on topics
the Office of Student Affairs solicits student input on all of     such as financial aid, the admissions process, emerging
its programs including the Athletic Program, Campus                careers, and through tours of the library and housing
Recreation, Counseling Service, Disability Support                 facilities. Campus activities before the start of classes
Services, International Student Services, Textbook                 such as New Student Orientation and Convocation, and
Services, and the Health Service. An AQIP Action                   Welcome Week held during the first week of the fall
Project on new student transition led to the formation of a        semester also serve to build relationships with entering
working group in Spring 2002 to focus on the specific              students. These relationships are maintained through:
needs of non-traditional and commuter students who
continue to represent the majority of SIUE‘s student body.            faculty-student interaction
Students residing in campus housing are also surveyed                 faculty advising
regularly in order to gather data on facilities, safety,              feedback mechanisms (surveys, focus groups)
comfort, and customer service needs as well as level of
                                                                      Dialogue with the Chancellor (also provides the
                                                                       opportunity to address needs and problems directly
                                                                       with Vice Chancellors)
The identification of changing academic needs is                      publications, electronic media (campus newspaper,
addressed by means of a well-developed set of                          WSIE radio, web-based information such as
assessment procedures (see 1P8). ACT scores and                        SIUEvents student life and news calendar, e-mail)
placement tests in mathematics, writing, and reading
                                                                      student organizations (each with its own faculty
allow us to better understand students‘ academic abilities
and needs in these areas. In response to midpoint
                                                                      study abroad and student exchanges
assessment results yielded by the Rising Junior Paper
(1992-1995), which indicated that students were not                   activities offered by Student Affairs
writing satisfactorily at the collegiate level, writing across        student athlete list serve
the curriculum initiatives were implemented. The RJP                  Student Athletic Committee
was replaced in 1995 by other forms of midpoint                       Kimmel Leadership Center (student leadership
assessment including but not limited to portfolios,                    development program, student government, student

Southern Illinois University Edwardsville AQIP Systems Portfolio                                                            43
    representation on university committees such as                                              Electrical and Computer
    General Education)                                                                            Engineering
                                                                                                 Industrial and Manufacturing
The new student transition process was reviewed as part                                           Engineering
of the AQIP Action Project on new student transitions.                                           Mechanical Engineering
                                                                                             2. Environmental Resources training
Several gaps in communication with admitted students
were identified and actions taken to improve the flow of
information from the University to new students.                      School of Nursing      1. Nurse Anesthesia Specialization
                                                                                                Advisory Sub-Committee
The Kimmel Leadership Center is the focal point of                                           2. Project GAIN
student involvement in campus life. The Kimmel
Leadership Center staff assists students in planning and              School of Pharmacy     1. Advisory Committee
coordinating programs that promote the educational,
cultural, and social enrichment of the university                     The University also responds to stakeholder needs in
community. These events and programs include                          certain instances that are state-wide or national. Citing a
Welcome Week, Homecoming, Pow Wow, Black History                      pressing need to determine optional fuel sources, the US
Month, Springfest, and Activities Fairs. In addition, the             Department of Agriculture in conjunction with the Illinois
Kimmel Leadership Center provides leadership training to              legislature identified a research opportunity for SIUE.
students.                                                             Both the U.S. Department of Agriculture and the State of
                                                                      Illinois provided funding for the creation of the $20
3P3 Identifying, analyzing, and responding to                         million National Corn-to-Ethanol Research Center
changing stakeholder needs                                            located in University Park.

Academic programs rely on advisory boards and program                 7C2 lists the numerous surveys conducted to determine
reviews to monitor changing stakeholder needs. Advisory               stakeholder needs.
boards for particular academic programs are listed below.
                                                                      3P4 Building and maintaining stakeholder
         Unit                          Advisory Board                 relationships
College of Arts and          1. Mass Communications
Sciences                     2. Social Work                           The university relies on key stakeholder relationships for
School of Business           1. School of Business Advisory Board
                                                                      the betterment and expansion of university programs,
                             2. Family Business Forum Advisory
                                Board                                 funding, etc. Academic programs and administrative and
                             3. Accounting Department Advisory        student service units rely upon stakeholders to inform
                                Board                                 their reviews. Surveys and interviews are used
School of Dental             Dean‘s Advisory board                    extensively in these reviews. The previously mentioned
Medicine                                                              advisory committees meet periodically with faculty and
School of Education          1. Early Childhood Advisory              staff to assist in the improvement of academic programs.
                                Committee                             High school and community college counselors are
                             2. Special Education Advisory            invited annually to campus for information sharing.
                                                                      Parents of new students are telephoned during the fall
                             3. Interdepartmental Math Education
                                Committee for Elementary              semester to monitor their son‘s or daughter‘s University
                                Education                             experience.
                             4. History Education—Public school
                                teachers included in their teacher    The State of the University Address to the University
                                candidate interview process           community is another example of how the university
                             5. English education Committee—          provides information to stakeholders in order to build and
                                includes two public school teachers   maintain key relationships. Between 300 and 500 have
                                in an advisory capacity
                                                                      attended each year since 1998, including students,
                             6. Foreign Language Education—
                                Student Teacher Interview             faculty, staff, community leaders, and local legislators.
                                Committee includes public school      Copies of the Chancellors State of the University
                                teachers                              Addresses are made available on the SIUE website at
                             7. PDS Advisory Committee—Alton
                             8. Children‘s Home and Aid Society of
                                Illinois (CHASI)—Teacher              3P5 Determining new student and stakeholder groups
                                Education Committee
                             9. Advisory Committee of Pre-
                                                                      As described in section 8P3, new program or program
                                Kindergarten Forum and
                                Leadership Forum                      priorities requests require that demand for new programs
School of Engineering        1. Industrial and Professional           or initiatives be supported by data from students and
                                Advisory Council                      stakeholder groups. The recent addition of the School of
                                 Civil Engineering                   Pharmacy is the result of the university's having
                                 Construction                        determined the need for this program in the region the
                                 Computer Science

Southern Illinois University Edwardsville AQIP Systems Portfolio                                                                  44
university serves. Further discussion of future needs of                   Under-      Every 8 years      Determine            Internal
stakeholder groups is included in Criterion 8.                             Graduate                       satisfaction of
                                                                           and                            students and
3P6 Collecting, analyzing complaint information and                        Graduate                       faculty by
                                                                           Program                        internal team of
communicating actions                                                      Review                         faculty and staff
                                                                           Student Retention
SIUE has a variety of mechanisms for students,
employees, and other stakeholders to express their                         NSSE            Annually       Determine            Internal and
complaints. Of highest priority is an administration that                                                 student              benchmarking
                                                                                                          satisfaction         comparison
seeks to be visible and accessible to students,
                                                                           Enrollment      Semester       Determine            Semester
employees, and other stakeholders.                                         Management                     enrollment           changes from
                                                                           Council                        changes              past years
Mechanisms to voice complaints include course                              Student         Annually       Determine            Internal year to
evaluations, suggestion boxes, student government,                         Service Unit                   satisfaction         year
faculty and staff senates, focus groups, The Alestle,                      Specific
discussion with specific administrators, formal appeals to                 Surveys
the deans, director of athletics, department chairs, the                   Dental          Monthly        Determine            Annual
dean of students, Provost and Chancellor.                                  Patient                        patient              benchmarking
                                                                           Survey                         satisfaction with    year to year
                                                                                                          care                 comparison
Complaint information is analyzed at the departmental
                                                                           Faculty         Every term     Student              Annually
level, the school level, or at the university level depending              Evaluation                     satisfaction/Facul
on the issue. Many of these issues are reported by the                                                    ty performance
Vice Chancellors at the Chancellor's Council, and                          Safety Audits   Annually       Evaluation of        Annually
appropriate action is discussed if the complaint is still                                                 the residential
pending.                                                                                                  community for
                                                                                                          safety hazards
The Chancellor, Vice Chancellors, and deans also host                      Student         Every 6        Determine            6 year cycle
―listening sessions‖ for various student groups throughout                 Affairs         years          satisfaction by
the school year. At these sessions students‘ concerns are                  Program                        internal team of
voiced and the appropriate administrator is assigned to                    Review                         faculty and staff
investigate the issue and respond directly with the
student. Administrators are also requested to inform the                   The School of Dental Medicine conducts surveys to
Chancellor regarding the outcome of the investigation.                     determine student and patient satisfaction. Examples of
                                                                           two surveys are shown below.
In addition, the Chancellor hosts periodic coffee hours to
                                                                              Overall Patient Satisfaction with Care in the Dental Clinics
discuss issues with members of the SIUE community.
                                                                             Class of       Satisfied         Neutral         Dissatisfied
3P7 Determining student and stakeholder
                                                                               1999            92%              4%                  4%
satisfaction and measuring and analyzing results
                                                                               2000            91%              5%                  4%
Baccalaureate and NSSE surveys are used to determine                           2001            92%              4%                  4%
aggregate student satisfaction with the University and
                                                                               2002            94%              3%                  3%
academic programs. Figure 3.2 shows examples of
some of the methods used to determine the level of                             2003            92%              1%                  7%
satisfaction of students and other stakeholders with
university services and programs. Within the last several
                                                                            Senior Exit Survey: Preparation to Enter Dental Profession
years the University has been more involved in
                                                                            Class                 Very                Average/
benchmarking our satisfaction results with similar                                  Excellent               Good                    Poor
                                                                              of                  Good                  Fair
institutions, institutions within our Carnegie classification              1999        28%        54%        16%        2%           0%
and nationally.                                                            2000        31%        58%        11%        0%           0%
                                                                           2001        26%        63%        11%        0%           0%
                                Figure 3.2                                 2002        20%        55%        15%        0%           0%
METHOD        FREQUENCY            EXPLANATION          COMPARISON         2003        37%        58%        5%         0%           0%
Parent        Annually – Fall      Understand           Internal year to
Calling                            parent and           year               The administrative and student affairs divisions conduct
Project                            student issues                          reviews for an in depth analysis of the effectiveness of
Alumni        1, 5, and 9          Determine            Internal year to   the units as described in section 6P4.
Survey        years after          satisfaction with    year
              graduation           academic
                                   programs and job
                                                                           3R1 Student satisfaction results
                                                                           Baccalaureate survey results indicate that recent
                                                                           graduates positively view SIUE at rates below those of

Southern Illinois University Edwardsville AQIP Systems Portfolio                                                                              45
other Illinois metropolitan universities, while NSSE results       2. In the NSSE survey, students are asked to rate the
show SIUE students viewing their experience slightly               quality of their relationships with fellow students, faculty,
higher than their counterparts at other urban institutions.        and administrative personnel. Freshmen and seniors‘
                                                                   responses follow with means for the Urban Consortium:

                Present Attitude                                          National Survey of Student Engagement
      Positive/Strongly Positive Toward…                                                   (NSSE)
                  University        Major                                                           SIUE        Urban
SIUE                67%              75%                           Quality of Relationships with Students
Urban               73%              76%
                                                                   Freshman Year                     5.20        5.31
State               81%              76%                           Senior Year                       5.59        5.36
                                                                   Quality of Relationships with Faculty
                                                                   Freshman Year                     5.14        5.08
    Seniors Evaluating their Educational                           Senior Year                       5.22        5.22
       Experience at their Institution                             Quality of Relationships with Administrative
        as Good or Excellent (NSSE)                                Personnel and Offices
SIUE                               80%                             Freshman Year                     4.61        4.56
Urban Consortium                   79%                             Senior Year                       4.16        4.23

Figure 3.3 shows how residence hall students‘                        1=Unfriendly, unsupportive, sense of alienation to 7=friendly,
satisfaction level compares within our Carnegie class,                              supportive, sense of belonging
nationally, and longitudinally. This information is broken
down into 15 factors, which can show how each factor               SIUE‘s decision to build traditional housing on campus
statistically contributes to the overall satisfaction of our       was based on the results yielded by many different
residence hall students. Originally the timeframe was              instruments. For example, information such as on-
biannual but the information provided has been so                  campus undergraduate enrollment by geographic area,
valuable that the survey is now conducted every year               housing occupancy numbers, off-campus student
during the spring semester. The same type of instrument            occupancy numbers, Edwardsville and Glen Carbon
is used in Cougar Village Apartments and the Morris                building permits issued, and American College Testing
University Center.                                                 (ACT) data was used to determine if becoming a
                            Figure 3.3                             residential campus was feasible.

       University Housing Overall Satisfaction                     The ACT data indicated that approximately 46% of the
         4.9                                                       potential students who chose SIUE as their first, second,
         4.8                                                       or third choice preferred traditional campus residence
         4.7                                            SIUE       facilities upon college entrance. For those students who
         4.6                                                       took the ACT for the 1988-89 academic year and did not
         4.5                                                       enroll at SIUE, the mean number who expressed a need
                                                        National   for campus housing was 46% (535). For 1987-88, the
              1999 2000 2002 2003                                  mean was 47%, for 1986-87, 47%. This data was highly
          Scale 1 to 7 (very dissatisfied to very satisfied)       indicative of the value which potential students in these
                                                                   studies placed on the presence of residence
                                                                   accommodations in making choices regarding college
3R2 Student relationship building results
                                                                   In the Cooperative Institutional Research Program (CIRP)
The following are two measures of student relationship             data on why students come to SIUE, the response ―liked
building.                                                          the on-campus housing‖ has been ranked as one of the
                                                                   top reasons as seen in the following chart:
1. Returning rates for students from their first to second
year are tracked:

       Student Persistence Second Year Rate
           Fall 1996              70%
           Fall 1997              74%
           Fall 1998              71%
           Fall 1999              71%
           Fall 2000              72%
           Fall 2001              69%
           Fall 2002              75%

Southern Illinois University Edwardsville AQIP Systems Portfolio                                                                  46
                                         Mean of Responses
                           (3 point scale—very important to not important)         3R4 Stakeholder relationship building results
                        1998      1999    2000    2001     2002     Ordering       Advisory Committees for the Schools of Nursing,
  Felt Comfortable
                                                                                   Engineering, Business, Dental Medicine, and Education
   on Campus            NA          1.55    1.58      1.57        1.56         1
  Liked the On-                                                                    are comprised of alumni and other professionals in the
  campus Housing        1.64        1.74    1.74      1.61        1.57         2   field to assist the faculty in developing a curriculum that is
  Had Participated                                                                 relevant in the profession (see section 3P3).
  in Activities on
  Campus                2.24        2.34    2.31      2.28        2.29         6
                                                                                   The Career Development Center (CDC) has contacts with
  Had Attended                                                                     many companies that offer internships, co-op placement,
  Events on campus      2.17        2.19    2.18      2.18        2.23         5   and employment. Contacts have fluctuated over the
  Met with Faculty                                                                 years. Much of the recent decline in the number of
  Member in Area of
  Interest              1.98        2.08    2.10      1.99        2.10         4
                                                                                   companies recruiting is the result of the tight job market.
  Visited SIUE
  Campus During
  College Search        NA          1.63    1.67      1.58        1.63         3

    3R3 Stakeholder satisfaction results

    Alumni satisfaction is tracked by the data collected in the
    Survey of Baccalaureate Degree Graduates Follow-up
    Studies 1, 5, and 9 years out.

        Alumni Satisfaction with Preparation for Job or
             Career with Baccalaureate Degree

                             1 yr.                 5 yrs.                9 yrs.
    Very Good                 15%                   18%                   18%
    Well                      27%                   36%                   34%      Alumni and Friends relationship building is also tracked
    Adequately                42%                   34%                   39%      by the number and amount of giving in a five-year period.
    Poorly                    3%                     2%                    2%      Below is a summary.
    Very Poorly               6%                     1%                    2%
                             100%                  100%                  100%
                                                                                    Five Year Comparison of Donors and Contributions
    Historical data on the number of prospective employers
    that attend the semiannual job fairs and come to campus                                          Non-      Corporation
    for interviews has been tracked for the past nine years.                                        Alumni     Organization
                                                                                         Alumni   Individual   Foundation      Total      Total
    See Figure 3.4.                                                                FY    Donors    Donors        Donors       Donors   Contributions
                                                                                   98   5,112      1,275          399         6,786    $1,150,664
                                    Figure 3.4                                     99   4,885      1,280          386         6,551    $2,822,970
                                                                                   00   4,570      1,263          386         6,219    $1,730,000
        600                                                                        01   2,997      1,147          288         4,432    $1,378,776
        500                                                                        02   3,046      1,063          348         4,457    $2,061,774

                                                                                   3R5 Results comparisons

        200                                                                        The university receives benchmark results from several
                                                                                   comparative sources. The comparisons shown below are
        100                                                                        from three such sources: the SIUE Urban University Peer
                                                                                   Group (3.6), the Illinois Metropolitan Public Universities
                 1994 1995 1996 1997 1998 1999 2000 2001 2002                      (3.7), and the National Survey of Student Engagement
                  /95 /96 /97 /98 /99 /200 /01 /02 /03                             (NSSE) (3.8). The institutions in the NSSE consortium
                                                                                   change each year. The SIUE Urban University Peer
Companies         51   53      43     62    65      63       68     46    61
                                                                                   Group is comprised of twenty urban universities
Interviews       157 340 356 456 612 628 695 490 490                               throughout the country, and there are five Illinois
                                                                                   Metropolitan Public Universities in the comparison group.

    Southern Illinois University Edwardsville AQIP Systems Portfolio                                                                             47
                               Figure 3.6
                      Student Persistence                                                  Senior Perceptions
                                                                                                                  NSSE Urban
                                                                                                SIUE              Consortium
                    Second Year Return Rate                                 FY 00               66%                  70%
                                                                            FY 01               72%                  73%
                                            SIUE Urban University           FY 02               74%                  74%
                           SIUE                  Peer Group
      Fall 97              74%                       NA
      Fall 98              71%                       NA                               Satisfaction with Institution
      Fall 99              71%                       NA
      Fall 00              72%                       NA                 Would Probably or Definitely Attend the Same Institution
      Fall 01              69%                       NA
      Fall 02              75%                       NA                                           SIUE              NSSE Urban
                     Six-Year Graduation Rate                          First Year                  75%                 78%
                                                                       Seniors                     72%                 74%
                                             SIUE Urban University
                              SIUE                Peer Group
       Fall 91                29%                    33%               3I1 Improvement of current processes and systems
       Fall 92                34%                    34%
       Fall 93                32%                    34%
       Fall 94                36%                    34%               Addressed in section 7P7, improvement of response
       Fall 95                41%                    36%               rates to the various surveys is being addressed to insure
       Fall 96                38%                     NA               that the results are valid and reliable. Included in this
                                                                       analysis is the coordination of the multiple surveys used
                                                                       to determine student satisfaction. The increased use of
                               Figure 3.7                              such surveys by various University units has affected the
                                                                       response rate.
         Student Perceptions of Program Quality
                                                                       Benchmarking with peer institutions continues to be a
            Prepared for job adequately to very well                   target for all University units. As indicated section 7,
                                                                       SIUE has a long history with aggregated benchmarks.
                  One Year After Baccalaureate
                                                                       However, all administrative and service units are
                                               Illinois Metropolitan   expected to establish appropriate benchmarks.
                              SIUE              Public Universities
       1996                   87%                        NA            3I2 Targets, improvement priorities, communications
       1997                   90%                        91%
       1998                   90%                        NA            Student satisfaction greater than peer institutions in the
       1999                   90%                        NA
                                                                       state and nationally is the primary target of the University.
       2000                   89%                        91%
                                                                       As mentioned in section 8P5, targets and improvement
                                                                       priorities have been established according the
            Five and Nine Years After Baccalaureate                    University‘s long-term goals. The expectation that each
                                                                       unit will also monitor student satisfaction as an indicator
                                               Illinois Metropolitan   of the unit‘s program and services quality will make
                              SIUE              Public Universities    student satisfaction a central concern of all University
       1984                   89%                        NA            constituents.
       1988                   90%                        NA
       1991                   91%                        NA
       2000                   88%                        90%           Because the strategic plan and new reporting
                                                                       requirements have been established within the last three
                                                                       years, the university needs to address communication of
                               Figure 3.8                              its results to the stakeholders. Annually, the Chancellor
                                                                       gives his State of the University address to report on the
      Student Perceptions of Faculty Commitment                        progress of SIUE. To date, this is attended by faculty,
                                                                       staff, and selected community leaders (see section 3P4).
             Faculty Available, Helpful, Sympathetic                   The Results Report is disseminated by the President‘s
                                                                       Office to various groups, including members of the
                       Freshman Perceptions                            legislature. These forms of communication need to be
                                                    NSSE Urban         expanded in order better inform stakeholders of the
                              SIUE                  Consortium
                                                                       University‘s quality improvement efforts.
      FY 00                   58%                      62%
      FY 01                   75%                      72%
      FY 02                   72%                      71%

Southern Illinois University Edwardsville AQIP Systems Portfolio                                                                  48
                                                 AQIP Criterion 4: Valuing People

4C1 Organization of work environment, activities,                   4C3 Workforce needs
                                                                    The University is experiencing a period of steady growth
Student learning is fostered through a variety of                   in enrollment, both in total numbers of students enrolled
mechanisms. Excellent teaching is an institutional priority         and also in the number of full-time students. This growth
and it is given preeminent consideration in the evaluation          is due, in part, to an increase in the number of high
of faculty, including candidates for promotion and tenure.          school graduates attending college, the opening of new
Faculty must be rated meritorious in teaching as                    residence halls and improved retention rates. The new
minimum to receive tenure and promotion. The Office of              residence halls are a major factor in the 64% growth in
Assessment coordinates the efforts of individual                    the size of the freshman class since 1990. Currently over
undergraduate programs to assess and strengthen                     half the freshman class lives on campus, whereas in
student learning and improve their curricula, and the               1990 thirty percent of the freshman lived on campus.
Graduate School coordinates efforts for graduate                    SIUE is now nearing its capacity and is exploring ways to
programs. The Excellence in Learning and Teaching                   manage enrollment effectively. The increase of the
Initiative organizes and sponsors events that are                   number of students, particularly with regards to the
designed to improve the quality of instruction for                  number of FTE students, is presenting the University with
individual faculty and departments. As part of the                  challenges and opportunities in providing academic,
University‘s Program Review process, all academic                   administrative, and student services.
programs are reviewed on a periodic schedule by
committees of University faculty and staff external to the          The University is also experiencing a change in the
programs under review. Ongoing opportunities for study              make-up of its faculty. Fifty-six percent of the current
and service learning abroad programs add valuable                   tenured or tenure track faculty were hired during 1992 –
dimensions to other academic and student affairs                    2002 with the annual number of new faculty increasing
programs for student development. The University also               from the mid to late 1990s. This change in the
has an extensive student worker program that affords                composition of faculty is primarily the result of faculty
students opportunities for development within an                    retirements since many of the faculty were hired in the
academic environment.                                               1960s, when the University was established. Other
                                                                    changes in the faculty during this ten year period includes
4C2 Key Institutional and geographic factors and                    the proportion of women increasing from 27 percent to 41
part-time employees                                                 percent and the percentage of faculty tenured or on
                                                                    tenure track decreasing from 95 percent to 81 percent.
The University is located in the metropolitan St. Louis
area, which provides an extensive pool of well qualified                                     Figure 4.1
professionals who are utilized on a part time basis to                         Faculty Replacement Positions
teach courses in their areas of expertise.                           Fiscal Year     Retirement Resignation         Other
                                                                        1998             22             8             3
Seventy five percent of all student credit hours are                    1999             22            14             3
produced in classes taught by full-time faculty, 23% by                 2000             17             8             0
part-time faculty, and 2% by graduate assistants. Some                  2001             22            11             1
units, such as the College of Arts and Sciences, have                   2002             21            11             2
embarked on a program to systematically reduce the                      2003             26             8             1
number of part-time faculty needed by creating additional               2004              9            --             --
full-time positions, some tenure track and some term                Note: Other includes deaths, terminations, and tenure
(Non tenure track). For example the Department of                   denials.
English Language and Literature has hired eight full-time
instructors to teach 64 sections of freshman composition            The small numbers for FY 04 are in part because the
(annually) previously taught by part-time faculty. Other            year has not ended. At the same time, it is expected that
part-time staff are employed periodically to augment the            the number of retirements will decrease because of a
full-time staff. Their purpose is to assist the full-time staff     number of factors.
during special projects, events, and programs, and to
support the full-time staff experiencing increased                     The number of active retirement agreements has
workload during peak periods/hours of operation.                        decreased.
                                                                       The mean age of the faculty has decreased from 50 in
                                                                        fall 1992 to 47 in fall 2002.
                                                                       The ratio of professors to assistant professors has
                                                                        decreased from 1.74 to 0.80.

Southern Illinois University Edwardsville AQIP Systems Portfolio                                                            49
   From 1992 to 2002, the number of professors has                        Graduate Studies and Research has an annual
    decreased by 30% while the number of assistant                          Spring Symposium that highlights achievements in
    professors has increased by 74%.                                        graduate research and workshops to enhance
                                                                            successful research endeavors.
                           Figure 4.2
   Retirements and Replacements Compared to the                         Additionally, resources are available to send faculty and
           Annual Number of New Faculty                                 staff to national conferences to further enhance individual
  FY     New     FY    Repl. Repl.    Ret.   Ret.                       professional growth. All individual schools and the
 New     Fac.   Repl.   Fac.  Fac.    Fac.   Fac.                       College of Arts and Sciences have faculty development
 Fac.     #     Fac.     #     %       #      %                         programs, as well.
1999      30    1998     33  110%      22    73%
2000      41    1999     39   95%      22    54%                        In addition, the Office of Human Resources employs a
2001      40    2000     25   63%      17    43%                        number of methods to help employees develop their full
2002      41    2001     34   83%      22    54%                        potential. The primary mechanisms are the identification
2003      52    2002     33   63%      21    40%                        of training and development needs through an annual
2004      50    2003     35   70%      26    52%                        training needs assessment survey and the annual
Total    254    6 yrs.  199   78%     130    51%                        performance evaluation process. Once training and
Note: Faculty replacements are hired the Fiscal Year after the          development needs are identified, discussed, and agreed
retirement, resignation, or other.                                      upon during the annual performance evaluation,
                                                                        supervisors have many options to support developmental
While the common explanation for the large number of                    needs, including tuition waiver programs and seminars,
new faculty has pointed to the maturing of the faculty, the             paid professional seminars, and both in-house and
age of the University, and the resulting number of                      external training activities.
retirements, this explanation is somewhat misleading.
From Figure 4.2, retirements has only accounted for                     4P1 Identifying credentials, skills and values and
approximately half of the new faculty hires since FY 99.                ensuring hiring processes account for these
The percentage of new faculty annually that have                        requirements
replaced retired faculty has ranged from 40% to 54%
since FY 00. The number of new positions accounted for                  Departmental faculty develop criteria and necessary
22% (55 faculty) of the total new faculty.                              qualifications based upon curricular needs and
                                                                        disciplinary standards when proposing faculty positions.
4C4 Key training initiatives                                            Search procedures ensure that a diverse pool of qualified
                                                                        applicants is obtained. Selected candidates are brought
SIUE has many programs that address the needs of                        to campus for interviews, which include meetings with
faculty development and training. Among these are:                      representatives of the Dean‘s and Provost‘s offices.
                                                                        Typically candidates are asked to give demonstrations of
   A two week New Faculty Orientation program to                       their teaching and to present a colloquium presentation
    introduce faculty to the University‘s programs and                  discussing their scholarly or creative interests. Extensive
    services and expectations for teaching, scholarship,                background investigations are also conducted to ensure
    and service.                                                        that well-qualified individuals are selected; this past year
                                                                        385 background checks were made on candidates for
   The Excellence in Learning and Teaching Initiative                  faculty and professional staff positions.
    offers pedagogical workshops, book discussion
    groups, and seminars. Many of these activities are co-              Staff and administrative position criteria and selection are
    sponsored by the Office of Undergraduate                            developed by the appropriate vice chancellor, dean, or
    Assessment and Program Review.                                      director. Selection of deans follows specific procedures
                                                                        outlined in the University policy,
   The Office of Cultural and Social Diversity provides       Review of
    key programming on topics concerning social and                     credentials for the chancellor, deans, directors, and vice
    cultural awareness.                                                 chancellors is the responsibility of the search committee.
                                                                        Telephone and campus interviews are used frequently in
   The Faculty Technology Center provides key                          the hiring process for these positions. At the conclusion
    technology training and support for the continuing use              of campus interviews, the search committee makes
    of technology in the classroom.                                     recommendations to the appropriate administrator as to
                                                                        the strengths and weaknesses of each candidate. If not
   The Faculty Roles and Responsibilities Committee (a                 stipulated by policy, directors may conduct searches
    subcommittee of the Faculty Senate) sponsors an                     without the assistance from search committees. Posting
    annual Fall Faculty Symposium that includes                         of all positions that includes credentials, skills, values,
    workshops and keynote addresses on current issues                   and hiring processes is the responsibility of Human
    in higher education.                                                Resources.

Southern Illinois University Edwardsville 2003 AQIP Systems Portfolio                                                            50
Civil service positions are governed by the state civil                 SIUE has established policies and procedures for
service system, which establishes criteria and hiring                   ensuring compliance, covering the following:
practices. As indicated in 4R2, SIUE is piloting a new
civil service hiring process for the state.                                Sexual harassment
                                                                           Workplace violence
4P2 Recruiting, hiring, retaining, orientation, and                        Ethics of instruction
planning for employee changes                                              Student rights and responsibilities

Recruitment of faculty is addressed in 4P1 above. Once                  The above are included on the University‘s web site, and
hired, new faculty participate in a two-week orientation                the web addresses are given to faculty at New Faculty
program which precedes fall semester. Additional                        Orientation, which includes sessions discussing these
orientation sessions are held throughout the year, and                  policies. Sexual harassment awareness training as it
follow-up surveys are conducted in mid-fall semester to                 relates to the workplace or external travel is regularly
help identify ways to strengthen the program and to better              offered by the Provost‘s office and University legal
address faculty needs. The Office of Undergraduate                      counsel. The Provost‘s office has also sponsored an
Assessment and Program Review conducts annual                           ongoing series of workshops on promotion and tenure
faculty satisfaction surveys of the orientation program.                issues since 1995. The first workshop focused on
                                                                        documenting quality teaching and subsequent workshops
In accordance with AAUP guidelines for notice of non-                   have focused on teaching and course portfolios. These
retention, faculty retention evaluations are conducted in               workshops have resulted in mentoring relationships and
December of the faculty member‘s first year, followed by                have also strengthened the alignment for the
subsequent evaluations the following August and                         expectations at the departmental, school or college, and
thereafter annually in the spring. A midpoint review is                 Provost levels. For related discussion, see 1R3.
conducted in the spring of the faculty member‘s third year
of service; this review is more extensive and formal than               4P4 Training and developing employees and
the other reviews, following the same format and process                reinforcing training
as an actual tenure review. This process provides useful
information to faculty regarding their progress toward                  The University has a wide variety of programs designed
tenure and ways to improve performance. The midpoint                    to foster growth and development of faculty. In addition
review covers performance in teaching, scholarly and                    to those mentioned in 4C1, 4C4, and 4P3 above:
creative activity, and service, within the context of a
tenure-type review, and also provides a critique on ways                   The Faculty Development Fund and Graduate School
faculty may strengthen the organization of their dossiers                   Research and Development Fund mentioned in 2P3
and the documentation of their performance.                                 provide support for faculty travel to research and
                                                                            pedagogy conferences, as well as other types of
Professional staff and civil service employees participate                  individual professional development opportunities.
in an annual performance evaluation process. In
addition, civil service employees have the opportunity to                  Orientation workshops are provided for department
request a review of their job classification that determines                chairs.
whether their current actual job description is consistent
with their current job classification.                                     The Excellence in Undergraduate Education Fund
                                                                            (an average of $309,000 for 42 grants for the past 3
4P3 Ensuring work process and activity
                                                                            years) and the Excellence in Graduate Education
contributions as well as ethical practices
                                                                            ($52,000 annually for 21 grants for the past 3 years)
                                                                            provides resources in support of new and creative
SIUE practices shared governance which relies upon the                      faculty initiatives to improve undergraduate and
collaboration of the Faculty Senate, Staff Senate, Student                  graduate programs.
Senate, and administrators. For instance, participation in
AQIP was a mutually agreed approach to accreditation by
                                                                           The Excellence in Learning and Teaching Initiative
these constituencies. As is discussed in sections 4P4-10,
                                                                            and the Office of Undergraduate Assessment and
there are various processes and results used to advance
                                                                            Program Review offer assistance with classroom or
the work of SIUE‘s employees. The Chancellor‘s State of
                                                                            program assessments, peer review of teaching, and
the University address
                                                                            private consultations on teaching and learning. Over
                                                                            the three year period AY 2000 – 2001 through AY
is prominent in promoting the communication of the
                                                                            2002 -2003, there was an annual average of 12
organization‘s strengths and opportunities for
                                                                            workshops and 460 faculty and staff attending these
improvement. In the address, results and priorities are
                                                                            workshops. During this same period, 26 different
discussed by the Chancellor with the intent for the
                                                                            faculty, staff, and administrators have been supported
campus constituencies to continue this discussion to
                                                                            to attend 13 different off-campus conferences and
culminate in the development of UPBC‘s four year plan.

Southern Illinois University Edwardsville 2003 AQIP Systems Portfolio                                                           51
   SIUE faculty who are incorporating state-of-the-art                 4P6 Designing and using personnel evaluation
    teaching and learning techniques are invited to                     system
    workshops for the faculty at large, which benefits
    colleagues and SIUE students.                                       Faculty undergo an annual evaluation which reviews
                                                                        performance in the areas of teaching, scholarly and
   The University has established an ombuds office, to                 creative activity, and service. Merit salary increases are
    provide confidential counseling with individual faculty             determined according to this evaluation. The evaluation
    on issues involving conflict resolution.                            period begins with a goal-setting session between each
                                                                        faculty member and the department chair, and
Training sessions offered by University staff for all                   performance is evaluated within the context of those
employees include:                                                      goals. For example, in the School of Nursing each faculty
                                                                        member sets individual goals in the fall, and then
   Performance Evaluation System Training for                          conducts a self-evaluation in the spring which is included
    Supervisors                                                         in that individual‘s annual evaluation. Peer evaluation is
   Time Management                                                     also in integral part of this process.
   Conflict Resolution
   Preventing Workplace Violence                                       Deans also undergo an annual evaluation conducted by a
   Pathways to Harmony (Diversity Training)                            committee representing faculty and staff from the dean‘s
                                                                        college or school. The committee utilizes survey results
   Supervisory Training
                                                                        from the college or school‘s faculty and staff and the
   7 Habits of Highly Effective People (Covey)
                                                                        dean‘s description of goals and a response to the survey
   Sexual Harassment Awareness Training                                results to make a recommendation to the Chancellor and
                                                                        the Provost and Vice Chancellor for Academic Affairs
From 1994 – 2000 the duplicated headcount of attendees                  concerning the dean‘s performance. Every fourth year,
at these sessions was 4,686. Since, then training has                   this review process is followed with the college‘s or
become more customized because of the saturation of                     school‘s committee making a recommendation to the
the training during this seven year period and cost                     Chancellor as to retaining the dean. This policy is
constraints experienced in FY 01. Training opportunities                described in University policies 2b2 and 2b4.
are listed at
                                                                        The PES pertains to full-time professional staff and civil
Administrators and faculty are also encouraged to attend                service employees. All such employees are evaluated
such national meetings as those offered by AAHE and                     annually. The PES is a three-phase process with Phase I
CCAS, as well as discipline-specific conferences. In                    outlining departmental goals, objectives, and
some units, new department chairs attend workshops                      expectations for the upcoming year. Phase II consists of
conducted on campus and are sent to such externally                     a weekly review of processes that allows the supervisor
sponsored workshops as those offered by CCAS.                           and employee to regularly review goals and objectives
                                                                        accomplished to date. Phase III is the final Performance
4P5 Determining training needs
                                                                        Evaluation based on goals and objectives accomplished.
Faculty development training needs are determined by                    The Chancellor and the vice chancellors reporting to the
faculty surveys (email and hard copy). In addition to this,             Chancellor are periodically reviewed by the Committee
evaluation forms at workshops pose the question, ―Do                    for Higher Administrator Performance Appraisal, which is
you have suggestions for future workshop topics?‖ in                    a standing committee of UPBC. The Chancellor and the
order to serve the needs of individuals who attend faculty              vice chancellors are reviewed every three years. The
development sessions. In addition to workshop offerings                 review is to provide information that may assist the
by the Excellence in Learning and Teaching Initiative and               administrator in the improvement of performance and to
the two-week New Faculty Orientation, selected faculty                  provide information to administrative superiors. This
members are invited to attend national pedagogical                      process is described in University policy 2b3.
conferences. Chairs nominate faculty who are either
novice professors or those wanting to incorporate                       4P7 Designing recognition, reward, and
innovative teaching methods into their classrooms.                      compensation systems and supporting employees
Academic teams are sent to conferences such as the                      through benefits and services
Annual Lilly Conference on College Teaching.
                                                                        In addition to the response above (4P6) regarding merit
Staff training needs during the 1990s were determined by                salary increases, several University awards honor those
an annual training needs survey, state or federal training              faculty who have performed in outstanding fashion in the
requirements, and issues identified through the PES.                    areas of teaching and scholarly and creative activity.
The University now relies upon the PES and state or
federal training requirements to identify training needs.                  Each year, one faculty member is selected for the
                                                                            University Teaching Excellence Award, along with
                                                                            several others who receive a Teaching Recognition

Southern Illinois University Edwardsville 2003 AQIP Systems Portfolio                                                           52
   The Alumni Association selects one faculty member
    annually for its Great Teacher Award, presented at                  4P8 Determining, analyzing, and selecting a course
    the August Commencement ceremony.                                   of action on key Issues related to motivation

   The establishment of a Service Learning Award is                    The University has a well-established collegial
    presently being developed by the Faculty Roles and                  governance system, whose chief components are a
    Responsibilities Committee, with the first such award               Faculty Senate, Staff Senate, and Student Senate. In
    expected to be selected in spring 2004.                             addition, a campus-wide University Planning and Budget
                                                                        Council meets regularly with the Chancellor to discuss
   The Excellence in Undergraduate Education program                   major financial and planning issues. In the College of
    affords faculty the opportunity to obtain funding to                Arts and Sciences the 26 department chairs and unit
    develop and implement unusual and creative                          directors form a CAS Chairs and Directors Council that
    additions to the curriculum. Typically about $350,000               meets typically semi-monthly to share information,
    is awarded each year for such proposals (1P9).                      engage in planning activities, and discuss issues of
                                                                        concern. Other units have similar bodies. Program
   Graduate Studies and Research sponsors the                          Review is a cyclical systematic process by which collegial
    following:                                                          teams of faculty and staff investigate a program and
                                                                        inquire about the extent to which it is doing what it says it
    o   The Paul Simon Outstanding Scholar Award is                     is doing. For example, what are the key issues of faculty
        presented to an SIUE faculty member in order to                 expectations, student performance and curricular
        recognize the role of research and creative                     structure (7P5)?
        activities in excellence in teaching. The Award
        confirms SIUE‘s belief that an individual must be               The Faculty Roles and Responsibilities Committee
        a good scholar to be a good teacher.                            continues to explore ways to improve learning and
                                                                        teaching, encourage continual improvement, and
    o   Summer Research Fellowships are awarded                         implement reward strategies. This task is coordinated
        each summer on a competitive basis to support                   through national, state, and university initiatives.
        faculty research projects. Approximately 25                     Programs such as the Faculty Fall Symposium (4C4),
        Summer Research Fellowships of $6,000 and ten                   establishment of a service learning award (4P7), and
        of $3,000 are awarded annually.                                 involvement in the AAHE‘s Campus Conversations
                                                                        Program are examples of these initiatives (1P6).
    o   The Hoppe Research Professor is awarded to
        SIUE faculty members in order to recognize and                  4P9 Providing for and evaluating employee
        support individual programs of research or                      satisfaction, health and safety, and well-being
        creative activities. The Award recognizes faculty
        members whose research or creative activities                      The Office of Cultural and Social Diversity was
        have the promise of making significant                              established in 1997 in the Provost‘s Office to
        contributions to their fields of study. Recipients                  recognize and encourage awareness of issues in
        are expected to produce published scholarly                         diversity. In addition to the continual workshops
        works and externally sponsored grants. The                          provided by this office, programs such as Safe Zone
        Hoppe Research Professor will be appointed for a                    (Gay/Lesbian/Bisexual alliance) are supported (1C5).
        two-year period, during which he or she will
        receive 50 percent assigned time for research                      The University Ombuds office, Employee Assistance
        each academic year, the services of a one-                          Program, and Employee of the Month Program afford
        quarter time graduate assistant (for nine months                    additional opportunities (1C5).
        per year), and $1,000 in support lines.
                                                                           The Vice Chancellor for Administration and the Office
    o   The Funded University Research program                              of Environmental Health and Safety coordinate
        provides $80,000 annually to faculty for research                   campus efforts to provide a safe and healthful
        assistants, course release, and other research                      environment for all employees, students, and visitors
        expenses. Over the past three years, an                             to the University. While policies and procedures
        average of 31 faculty have received grants from                     address everything from natural disasters to
        the program.                                                        hazardous waste spills, the primary focus is directed
                                                                            toward prevention and personal preparedness
The University annually compares faculty and staff                          through evaluation and training. Safety orientations
salaries with peer institutions. The target for faculty                     are held throughout the year for staff and students.
salaries is 100% of the median of peer institutions by                      Annual safety inspections are conducted of high-risk
rank. The salaries of open range civil service and non-                     areas (i.e., physical plant, food services, laboratories,
represented professional staff salaries are benchmarked                     and athletic facilities). New facility plans and office
according to market studies and longevity. For instance,                    redesigns include a safety and ergonomic analysis as
salaries for open range civil service staff who have been                   well as a review by a University committee charged
at the University for at least 10 years are benchmarked at                  with ensuring compliance with ADA (Americans with
a minimum of 105% of the market for that civil service

Southern Illinois University Edwardsville 2003 AQIP Systems Portfolio                                                              53
    Disabilities Act) requirements, to prevent problems                 satisfactory, and characteristics of respondents‘
    prior to implementation.                                            departments. These surveys have been conducted in
                                                                        1989, 1992, 1995, 1998, and 2001. Complete data for all
   To further facilitate the University‘s efforts, the                 those surveys are available at
    Workplace Safety Advisory Committee meets
    monthly. This committee was formed to promote the                   The 2001 results about faculty views on their work life are
    safety and welfare of employees and students                        as follows:
    through the reduction of workplace accidents and
    injuries.                                                                            Aspects of Job Noted as
                                                                                  Very Satisfactory or Satisfactory…
   The annual employee satisfaction survey captures                     Autonomy and independence                   84.1%
    key areas of employee satisfaction. The Office of                    Job security                                77.0%
    Human Resources evaluates the responses to the                       Opportunity to develop new ideas            76.6%
    survey and makes the appropriate recommendations                     Competency of colleagues                    76.2%
    to the University leadership for consideration and                   Professional relations with other faculty   75.2%
    subsequent implementation. The Chancellor has                        Relationships with administrators           68.4%
    charged the Director of Human Resources with the                     Working conditions                          67.9%
    task of streamlining University-wide administrative                  Opportunity for scholarly pursuits          65.0%
    and hiring processes. An executive level Human                       Social relations with other faculty         64.7%
    Resources Advisory Committee was established by                      Teaching load                               63.5%
    the Director of Human Resources to review the
                                                                         Salary and fringe benefits                  59.3%
    efficiency of HR‘s hiring procedures, the level and
                                                                         Availability of child care at institution   56.5%
    means of HR‘s communication to the campus
    community, and the need to update the processing of
    employment related paperwork and flow from a                                 Still Want to be a College Professor:
    technological perspective.                                           Definitely/Probably Yes                       80%
                                                                         Not sure                                      12%
   The UCLA-HERI survey is administered every three                     Probably/Definitely No                         8%
    years to measure faculty satisfaction (1C5, 7P7, 7I2,
    8P5).                                                               The annual employee survey is distributed rotationally to
                                                                        various levels of administrative and academic employees.
4P10 Measuring effectiveness of valuing people and                      Questions regarding the satisfaction of processes
analyzing results                                                       performed by each functional HR area are asked of those
                                                                        being surveyed. The most recent survey was distributed
Comprehensive data regarding faculty productivity are                   to deans, directors, vice-chancellors, and various
collected and reviewed on an annual basis. This analysis                department heads. The results follow:
takes two forms, a comparative instructional cost study
and a comparative instructional staff year study.                                       Training                % of Respondents
Additional data on faculty work include a variety of                     Will attend                                  41%
measures of teaching performance, such as student                        Approve time for staff to attend             48%
evaluations of instructors and courses; scholarly and                                   HR Staff                  % Favorable
creative activity; and service to the university, the                    Effective director                           91%
community, and the profession. Key measures for                          Benefits Staff                               91%
evaluating the effectiveness of University employment                    Payroll                                      83%
practices include:
                                                                              Professional Employment             % of Positive
    The Annual Employee Survey                                                       Processes                    Responses
    Employee turnover rates                                             Staff knows well                             19%
    Participation in Training and Development Programs                  I understand well                            45%
    Employee Educational Advancement Rate
                                                                         Needs simplified                             24%
    Hiring cycle time factors
    Numbers and nature of complaints and suggestions                         Civil Service Employment            % of Positive
    NSSE and HERI Survey Results.                                                      Process                    Responses
                                                                         HR is doing a fine job                       71%
4R1 Results in valuing people                                            HR staff knowledgeable                       64%
The University participates in the national surveys                      HR staff professional                        67%
conducted by UCLA in three-year intervals. The UCLA-                     HR staff efficient                           64%
HERI surveys provide information regarding SIUE faculty                  HR staff responsive                          64%
opinion, as well as comparisons of these data with other                 HR and my area have
participating four-year public universities. Some of the                 understanding of needs                         60%
categories of survey questions include: Goals for                        Area has collaborative relationship
undergraduates, issues believed to be of high priority at                with HR                                        57%
SIUE, aspects of the job noted as satisfactory or very

Southern Illinois University Edwardsville 2003 AQIP Systems Portfolio                                                           54
4R2 Results for processes associated with valuing                             The civil service salary comparison is under review to
people                                                                        determine if like positions are being compared. Initial
                                                                              review suggests that SIUE classifies more positions as
The salary equity studies reveal that SIUE is close to its                    administrative rather than civil service in contrast to other
target of having faculty salaries at the 100% of the                          Illinois public universities who tend to classify such
median of peer institutions. Civil service salaries                           positions as civil service. Therefore, the comparison of
continue to lag behind other IL public universities despite                   SIUE salaries of civil service positions with other Illinois
an effort to move them closer to the average during the                       public universities is not appropriate. As mentioned
FY 01 bargaining year.                                                        previously, the FY 01 change for the civil service
                                                                              comparison was the result of a new bargained contract.

                                    SIUE Measures                             The Human Resources Advisory Committee was
                          FY      FY       FY       FY       FY               established and initially charged in the Fall 2001 to
      Fiscal Year         98      99       00       01       02               recommend changes or new procedures to facilitate a
Faculty salaries                                                              more harmonious relationship with the campus
compared to peer
                                                                              community in regards to hiring, communication, and
                                                                              technology. The Director of Human Resources selected
a. Professors             91%    92%      95%      95%      99%
b. Associate                                                                  the committee members based on the openness they
     Professors           99%    100%     101%     100%     101%              exhibited in the past by offering realistic suggestions to
c. Assistant                                                                  improving office procedures.
     Professors           98%    99%      98%      99%      99%
Civil service salaries                                                        As of January 2003, a new Civil Service process, which is
compared to IL                                                                being piloted for the state, has been implemented to
public university                                                             reduce the amount of time any hiring unit must wait
average                   82%    82%      84%      96%      85%               before a new staff member is in place. The most
                                                                              important change has been added flexibility throughout
                                                                              the decision making process.

                                   CIVIL SERVICE (CS) HIRING PROCESS

             Recommendation                                   Prior Process                            Increased Flexibility
     1. Develop a preferred qualifications         Local Qualifications in addition to            The employing unit can determine
        form to allow hiring units to list         qualifications identified by the CS System      more specific qualifications prior to the
        qualifications that are not mentioned in   for any position were not considered.           interview process.
        standard Civil Service position
     2. Expand the number of classifications       Applicants took exams most often when          Encouraging applicants to test
        for continuous testing to encourage        a position actually became available.           regardless of the current availability of
        applicants to test for positions at any    Lists of applicants for positions that          most titles has allowed hiring units to
        time, not only when a position             became available infrequently tended to         go straight to a register of names,
        becomes available. Advertise this          become out of date. For these positions,        saving the time needed for applicants
        information to make potential              more time would be needed to allow for          to test for a position that has to first be
        applicants aware.                          applicant testing and building the register     advertised in order to build the
                                                   before a hiring unit could start the            register.
                                                   interview process.
     3. Give hiring units the option to post an    Only specific positions were posted with       As described above, hiring units can
        open position or hire directly from the    a specific deadline that had to be met          save time by going to an up-to-date
        register. Posted positions may             before an offer could be made.                  register to start the interview process.
        specify, "until a successful candidate                                                     Or, the prior process may also be
        is found" as the application deadline.                                                     elected if a hiring unit prefers to allow
                                                                                                   more time to advertise the position
                                                                                                   and build a larger register.
                                                                                                  "Until a successful candidate is found"
                                                                                                   waives the specific deadline previously
                                                                                                   required. If a hiring unit finds an
                                                                                                   applicant within a day or two of the
                                                                                                   position opening, the offer may be
     4. Permit both Illinois residents and non-    Only Illinois residents were allowed to        SIUE is now able to take advantage of
        residents to apply for positions.          apply for CS positions.                         national advertising media when
                                                                                                   appropriate and St. Louis Metro area
                                                                                                   advertising media, enlarging our
                                                                                                   applicant pools.
     5. Decentralize the process of contacting     The Offices of Human Resources was             Applicant information is provided to

Southern Illinois University Edwardsville 2003 AQIP Systems Portfolio                                                                            55
       qualified applicants for interviews.     responsible for initially contacting                 hiring units in a timely manner, and the
                                                qualified applicants for all open positions          need to contact interested applicants
                                                to determine their status of interest in the         more than once is eliminated.
                                                position. The names of interested
                                                individuals were then forwarded to hiring
                                                units to indicate who would be calling the
                                                hiring officer to set up an interview.
    6. Maximize the effectiveness of the HR     More expensive multi-part carbon forms            Employees who require the use of HR-
       web site by including employment         had to be ordered from printing service            related forms have access to
       forms, other forms, and procedural       professionals.                                     templates via the Web site, which can
       checklists.                                                                                 be downloaded, saved, and available
                                                Procedural checklists or routing                   without having to purchase hard
                                                processes of forms that require various            copies.
                                                levels of administrative approval are not         Procedural checklists will be
                                                common knowledge to offices initiating             developed for inclusion on HR's web
                                                routing processes.                                 site. This information will then be
                                                                                                   more directly accessible, reducing the
                                                                                                   amount of time needed to contact HR
                                                                                                   for the information.

Recommendations to add flexibility to the Professional or                  4R3 Results for employee productivity and
Administrative Staff hiring process have also been                         effectiveness toward goal achievement
created by the Advisory Committee. Implementation of
these recommendations is scheduled for fall 2003. See                      As seen in the following tables, the FY 02 instructional
also 4R1.                                                                  staff year and cost studies indicate that the SIUE faculty
                                                                           is more productive than the statewide weighted average
Once final plans for implementing HR Advisory                              although there is variation by college of school. See
Committee recommendations are established, they are                        section 7P1 for more discussion of the Academic
formally presented to the Chancellor, Vice Chancellors,                    Discipline Unit Cost Study and companion Faculty Credit
Deans, and Department Heads for their                                      Hour Study. Also see section 7P1 for discussion of the
feedback/approval for subsequent campus-wide                               statewide Comparative Cost Study and Comparative Staff
implementation.                                                            Year Study. These studies are available on the web at

                                     Staff Years as a Percent of Statewide Weighted
                          Unit                   FY 98         FY 99        FY 00                             FY 01          FY 02
          College of Arts and Sciences            101.2%           97.6%      98.2%                            94.9%          95.7%
          School of Business                              87.0%                 82.2%          73.1%           70.4%           71.9%
          School of Education                             94.8%                 82.3%          83.0%           78.9%           84.1%
          School of Engineering                         136.7%             144.2%              153.1%         139.2%          131.8%
          School of Nursing                             120.2%             113.1%              105.8%          99.6%           93.6%
          School of Pharmacy                             ---               ---                 ---             ---                 NA

                                       Comparative Instructional Unit Cost Study Analysis
                                    Unit              FY 98       FY 99     FY 00     FY 01                          FY 02
                     College of Arts and Sciences              104%        99%           99%             98%           94%
                     School of Business                         92%        86%           79%             70%           75%
                     School of Education                        90%        85%           81%             78%           89%
                     School of Engineering                     125%       135%          127%            123%          115%
                     School of Nursing                         119%       112%           96%             94%          119%
                     School of Pharmacy                        ---        ---           ---             ---             NA

Southern Illinois University Edwardsville 2003 AQIP Systems Portfolio                                                                           56
                                     Comparative Cost Study – Illinois Public Universities
                                                             Weighted      Reported                     Costs as
                            Institution                       Costs         Costs       Difference        % of
             Chicago State                                     $30,687.9    $39,415.0    ($8.727.1)      128.4%
             Eastern IL University                             $57,766.9    $63,403.9    ($5,637.0)      109.8%
             Governors State                                   $27,832.6    $27,108.4         $724.2      97.4%
             IL State University                              $113,939.4   $113,441.0         $498.4      99.6%
             Northeastern Illinois University                  $48,066.9    $49,193.4    ($1,126.5)      102.3%
             Northern Illinois University                     $136,763.1   $133,533.1        $3,230.0     97.6%
             Western Illinois University                       $66,895.7    $67,193.6        ($297.9)    100.4%
             SIU Carbondale                                   $116,773.4   $112,700.7        $4,072.7     96.5%
             SIU Edwardsville                                  $67,081.0    $65,089.2        $1,991.8     97.0%
             University of IL - Chicago                       $166,838.5   $160,257.6        $6,580.9     96.1%
             University of IL-Springfield                      $21,313.7    $20,498.3         $815.4      96.2%
             University of IL-Urbana                          $321,324.1   $323,428.9    ($2,104.8)      100.7%

Southern Illinois University Edwardsville 2003 AQIP Systems Portfolio                                              57
Environmental Health and Safety conducts surveys after                   University Carbondale and Southern Illinois University
each training session to judge the effectiveness of each                 Edwardsville have similar injury claim ratios based on the
session. Environmental Health and Safety offers 15                       number of employees for the year 2002. See also 4R1.
mandated courses in workplace safety ranging from
courses on Bloodborne Pathogens to Workplace                             4I1 Improvement of current processes and systems
Safety/CPR. These courses are mandated by the Illinois
Department of Labor, the Illinois Environmental                          The Human Resources Advisory Committee
Protection agency, and the Illinois Department of Nuclear                recommendations to increase the scope of HR related
Safety for workers covered by their regulations. Each of                 communication to the campus community are currently
the 15 courses is generally conducted between 2-20                       pending approval by the HR Director. The intention is to
times per year based on need.                                            develop and produce information currently not being used
                                                                         by the university for the benefit of all of its employees.
Generally each training session has 20-30 participants
classified as civil service, professional staff, faculty and             Currently, the final charge to this committee will be
students. Feedback obtained from the surveys is used to                  technology. The committee plans to improve the
continually upgrade the training programs.                               processes related to on-line HR forms. Expansion of the
                                                                         use of on-line forms has helped to reduce SIUE's printing
Environmental Health and Safety conducts both job                        costs, and the committee will be looking at ways to make
safety analyses and ergonomic assessments to eliminate                   the use of on-line forms more efficient and effective. The
or minimize potential job hazards for employees.                         number of signatures required for the approval process
Feedback from employees is used to gauge the                             will also be reviewed with the goal of shortening this
effectiveness of the job change. Most employees report                   process.
at least some improvement in job conditions while many
claim to have experienced significant improvement.                       Environmental Health and Safety improves our current
                                                                         processes and systems for valuing people based on
The feedback received about the ergonomics program is                    surveys and feedback of staff. Examples of these
a gauge as to the effectiveness of the program.                          improvements are changes to the training program
Generally, a workplace visit is conducted and an                         content, location, timing and number of sessions held. In
assessment is performed to eliminate or minimize                         addition, the Safety Committee is being regrouped based
ergonomic hazards. Once the department or individual                     on feedback to better meet the needs of the staff and to
makes the changes recommended in the report                              be more effective at meeting its mission. As indicated in
Environmental Health and Safety will follow up to find out               the table below, the number of classes, subjects taught,
if the changes have improved workplace ergonomic                         and employees trained has steadily increased since
conditions. The majority of the feedback indicates that                  1999.
ergonomic hazards have been eliminated or minimized as
a result of the ergonomic assessment program. The job                                                    Total # of        # of
safety analysis program is similar in that job assessments                                Total # of     Subjects       Employees
have been performed to study hazards associated with                            Year       Classes        Taught         Trained
various job duties. If changes are recommended and                              1999          18             6             270
implemented, the changes result in a safer environment                          2000          26            11             390
and are generally accepted by the employees as                                  2001          54            13             810
benefiting their health and safety. See also 4R1.                               2002          60            14             900

4R4 Results comparisons
                                                                         4I2 Targets, improvement priorities,
Salary equity studies indicate that faculty salaries are                 communications:
meeting the target, while civil service salaries are
possibly below those of other Illinois public universities.              An ongoing priority is that faculty and staff salaries
                                                                         remain competitive with peer institutions. This is a long-
Instructional unit cost and staff year studies indicate that             term goal and is reflected in 8P5.
the University is productive, operating below the
statewide average. The target for instructional staff years              Environmental Health and Safety has identified training
and unit costs is 100% of the statewide average + 5%. In                 scheduling and recordkeeping management as a priority
some recent years, the instructional unit cost studies                   based on feedback from managers and supervisors. As a
indicated that the University was operating below 95% of                 result, Environmental Health and Safety is evaluating
the statewide average outside the target range.                          training software scheduling and recordkeeping.
According to data obtained from Risk Management,
Illinois Department of Central Management Services, the
number of injury claims dropped from 78 in 2001 to 71 in
2002. Based on that same data, Southern Illinois

        Southern Illinois University Edwardsville 2003 AQIP Systems Portfolio                                            58

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