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					         REPORT OF THE COMMITTEE ON QUALIFICATIONS
                              on behalf of the Phi Beta Kappa Senate

        The Committee on Qualifications presents to the forty-second triennial Council its recommendations for
the granting of chapters to Phi Beta Kappa members at the following institutions of higher learning:

Institution                                                                                Pages
Butler University                                                                          4-13
College of Saint Benedict/Saint John’s University                                          14-27
Elon University                                                                            28-41
James Madison University                                                                   42-53


The process by which the committee arrived at its recommendations was lengthy and rigorous. In 2006 the
members designed the application materials that would be distributed and employed during the 2006–2009
review process. By the November 2006 deadline, 42 preliminary applications were received for the committee’s
consideration.

Each of the Committee on Qualifications’ 12 members reviewed these documents and the materials that
accompanied them before meeting at the Society’s national offices for two full days in April 2007 to discuss the
applications. All submissions were considered at length until the committee concluded which documents
described institutions whose missions and resources appeared to be consistent with Phi Beta Kappa’s own high
standards. The committee then called upon those institutions to complete the General Report that would inform
a subsequent campus visit by members of the committee. Guidelines for the preparation of that document appear
in this manual.

Site visits took place during the winter and early spring of 2008. In a typical visit, three representatives of Phi
Beta Kappa spent three days on campus talking to faculty members; interviewing administrators; examining
credentials, curricula, and financial statements; and meeting with students. In another two-day session in May
2008, the Committee on Qualifications reviewed the reports of the visiting teams and decided which institutions
to recommend to shelter chapters of Phi Beta Kappa.

In keeping with Bylaw V, Section 1, of the Society’s Bylaws, the Committee on Qualifications submitted its
recommendations concerning new chapters to the Senate for its review and vote. That presentation took place at
the Senate’s meeting in December 2008. After deliberation, the Senate voted to recommend to the forty-second
Council that charters be granted to establish chapters of Phi Beta Kappa at the institutions presented in this
report. The Senate, having considered the work of the Committee, recommends that the Council authorize the
Phi Beta Kappa faculty of the institutions listed and described here to form chapters of Phi Beta Kappa.

Serving on the Committee on Qualifications during the 2006–2009 triennium were:

        Catherine White Berheide, Chair
        Skidmore College

        Charles Adams
        University of Arkansas

        Leslie G. Butler
        Louisiana State University
Andrea Dobson
Whitman College

Joseph W. Gordon
Yale University

Alonzo Hamby
Ohio University

Paul Lukacs
Loyola College in Maryland

Amy Mulnix
Earlham College

Karen Nelson
Austin College

Lynn Pasquerella
University of Hartford

Mary Jo Richardson
Texas A&M University

Don J. Wyatt
Middlebury College




                             2
                                Recommendations on New Chapters: Outline

Introduction
  A. General
  B. Overview of liberal arts and sciences
  C. Phi Beta Kappa faculty

Curriculum
 A. Liberal arts and sciences requirements
 B. Honors programs
 C. Other programs

Students
  A. Enrollment
  B. Demographics
  C. Admissions
  D. Financial Aid

Faculty
 A. Demographics
 B. Teaching loads
 C. Contingent faculty

Governance
 A. Board
 B. Administration
 C. Academic Culture

Institutional financial stability
  A. Tuition, fees, and tuition discount rate
  B. Endowment
  C. External Support

Facilities
 A. Overview
 B. Libraries
 C. Laboratories
 D. Information Technology

Athletics
 A. Overview
 B. Relationship to academics
 C. Violations and probations

Recommendation
 A. Commitment of the institution to the chapter
 B. Final recommendation




                                                                           3
                                             BUTLER UNIVERSITY
                                                Indianapolis, Indiana



I. Introduction
A. General
Butler University, an independent private university, is situated in a residential neighborhood six miles from
the center of Indianapolis. Within the memory of long serving faculty and staff, the feel of the 290-acre
campus was transformed by filling in some of the city streets that formerly crossed the area to create
gracefully landscaped green spaces for walking and biking. A few notable international-style modernist
buildings stand out, such as Irwin Library and Clowes Memorial Hall, a major performance and rehearsal
facility for the university as well as for city ensembles.


The university is classified by the Carnegie Foundation as a Master's Medium institution. Founded as North
Western Christian University in 1855, the school was renamed for the abolitionist Ovid Butler in 1875, when it
moved to Irvington, Indiana. It moved to its current site in 1928. From its beginnings, Butler gave equal access
to male and female students, and it claims to be only the second college or university in the United States to
have done so. Butler also claims to be the second institution in the nation to appoint a woman to the faculty.


B.   Overview of liberal arts and sciences
The university emphasizes the centrality of a liberal arts education for all its units: "Butler's mission is to
provide the highest quality of liberal and professional education and to integrate the liberal arts into professional
education." These words not only lead off the mission statement, they appear on the verso of every Butler
University faculty or staff member's business card. Brightly colored posters with excerpts from a statement
drawn up and adopted by the faculty about the value of a liberal arts education are prominently featured in every
corner of the campus. A University-wide liberal arts core curriculum puts this philosophy into practice.


To the original College of Arts and Sciences have been added: the College of Education (1930), the College of
Business Administration (1937), the College of Pharmacy and Health Sciences (1945), and the Jordan College of
Fine Arts (1951). The Dean of the College of Liberal Arts and Sciences oversees about thirty different programs of
instruction, counting both majors and minors. In 2006, the five most popular Phi Beta Kappa-eligible majors were:
Spanish, biology, chemistry, psychology, and English. Students eligible for Phi Beta Kappa would be found in
English, economics, psychology, modern foreign languages, history, political science, philosophy, sociology
and/or criminal justice, pre-law, pre-med, mathematics, chemistry, biological sciences, physics, and non-


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performance programs in music, theatre, and art.


C. Phi Beta Kappa faculty
Currently, 17 full-time arts and sciences faculty (almost 13 percent), 10 of whom are tenured, are Phi Beta
Kappa members.


II. Curriculum
A. Liberal arts and sciences requirements
All Butler students, no matter what the focus of their studies, must complete the university core. Currently the
university core curriculum consists of two parts, general requirements and distributional requirements.
General Requirements
             Freshman Writing Seminar (three hours)
             Humanities Colloquium (three hours)
             Public Speaking (two hours)
             Change and Tradition: Cultural and Historical Perspectives (six hours)
                        Three hours are automatically waived for students who complete nine or more hours of
                         Study Abroad

             Lifetime Fitness (one hour)

         Sports and Activities (one hour)
Distributional Requirements
             One course in each division (except the division of the primary major): Humanities, Fine Arts,
              Social Sciences, Natural Sciences, and Quantitative and Formal Reasoning.
In addition to the university core, students in the College of Liberal Arts and Sciences seeking either a
B.A. or a B.S. must demonstrate:
             Competence in a foreign language by earning at least six hours of credit in a foreign language
              at the 200 level or above
             Computer competency as determined by the department of their major


A new core, structured by learning objectives rather than disciplines, is being implemented. It is designed to
include a First-Year Seminar, Global and Historical Studies courses, and Junior-Senior Capstone Courses in
American and Global Society. The new core also stipulates completion of a course without prerequisites in
each of six "areas of inquiry:‖ Texts and Ideas, Perspectives in Creative Arts, The Social World, The Natural
World, Analytic Reasoning, and Physical Well Being. In addition there are new requirements for Writing
Across the Curriculum, Speaking Across the Curriculum, Indianapolis Community Service, and a Butler



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Cultural Community requirement, which mandates participation in or attendance at artistic and cultural
events on campus to promote a lifetime of engagement with the arts and public intellectual life.


B. Honors programs
First-year students who seek admission to the University Honors Program must present a combined SAT score
of at least 1320 or an ACT composite score of at least 30. They must also submit an additional essay with
their application. Matriculated students who complete a semester or two at Butler with a GPA of at least 3.6
may also be invited to join. In 2008, 372 students were enrolled in the University Honors Program.


Requirements include an Honors freshman seminar, three 200- and 300-level Honors seminars and
colloquia, an independent study and thesis-proposal course in the second term of the junior year, and a
senior-year thesis on a topic approved by the University Honors Program Committee.


In addition to the honors program, Butler students may be recognized with either university honors or
departmental honors, or both. Departmental honors are awarded to students who meet or exceed a set GPA in
the major. For the award of "high honors," a student must in addition present an honors thesis or pass a special
comprehensive exam in the major; for the award of "highest honors," the student with qualifying GPA must
both present the thesis and pass the examination. Higher Latin honors (summa cum laude, magna cum
laude) are contingent not only on earning a certain GPA (3.9, 3.7) but also on completion of the University
Honors Program. Cum laude is awarded on the basis of a GPA of 3.5.


C. Other programs
Butler sponsors its own Semester in Spain program and a Washington, D.C., Semester program. It
participates in a number of exchange programs with universities ranging from New Zealand to the
Netherlands and is a member of the International Student Exchange Program (ISEP). Butler students
participating in approved study abroad programs pay Butler tuition during their semester abroad and may
apply 50 percent of Butler financial aid towards those costs; those participating in Butler exchange programs
or ISEP may apply 100 percent of Butler financial aid towards study abroad costs.


The Institute for Study Abroad (IFSA-Butler), which was founded on Butler's campus in 1988, is one of the
largest and best-respected study-abroad brokers in the United States. Grades earned by students through an
IFSA-Butler program are posted to a Butler University transcript to certify to the student's home institution
the credit-worthiness of the courses taken abroad. Of course, Butler University students also avail themselves
of the services of IFSA-Butler.


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Undergraduate research, as well as faculty research, is supported through the Butler Institute for
Research and Scholarship, and through the Butler Summer Institute.


III. Students
A.   Enrollment
In Fall 2008, Butler enrolled a total of 4,438 students. Of that total, 3,884 were undergraduates (including 59 part-
time students) and 554 were graduates students (including 418 part-time students).


B.   Demographics
In 2008-2009, 56 percent of Butler's students were from Indiana. The student body includes representatives
from all fifty states and Puerto Rico, with significant numbers from nearby states. Three percent of students
have international geographical origins representing a total of 69 countries. Students of nontraditional age
amount to only three percent of the total number of undergraduates. The average age of first-year students is
eighteen; the average age of all undergraduates is twenty-one.


Women (2,443 full-time and 250 part-time) constitute 61 percent of the university's student body; men (1,518
full-time and 227 part-time) make up 39 percent. Within the College of Arts and Sciences, 938 students are
women and 567 are men (62 and 38 percent, respectively).


White/non-Hispanic students make up 85 percent of the student body. Black/non-Hispanic and non-resident
aliens each constitute approximately 3 percent. Students from Asian/Pacific Islander heritage represent two
percent of enrollments; Hispanic students also represent two percent of enrollments. Thirty-two percent of
students live off-campus.


C.   Admissions
Forty-four percent of students submit SAT scores; 56 percent submit ACT scores. Nearly all students taking the
SAT have a score of at least 400 in both verbal and math. The 50th percentile range on SAT critical reading is
530-640 and on SAT math is 550-650. The average SAT score of Liberal Arts and Sciences students in 2008
was 1195. Nearly all students have a composite score better than 18 on the ACT; the 75th percentile is 29.
Twenty-three percent of those submitting ACT scores had composite scores between 30 and 36.


In 2008, a total of 5923 individuals applied to Butler University (41 percent of whom were men; 59 percent of
whom were women). Seventy-two percent (67 percent of the men and 75 percent of the women) who applied were
accepted; 16 percent of those who apply enroll. Of those admitted, men and women enrolled at approximately the



                                                                                                                   7
same rate: 22 percent.


D. Financial aid
In 2008-2009, tuition and fees amounted to $28,266. Room and board cost an additional $9,410. Sixty percent
received need-based aid; 24 percent received merit-based aid. Athletic grants-in-aid and endowed scholarships,
awarded on the basis of athletic participation or ability, are the only awards available for athletics. (Butler is in the
NCAA Division I Championship Subdivision). All other forms of financial aid at Butler, including loans and
student employment, are open to all students as long as they meet need-based and academic-performance
standards. In 2008-09, less than three percent of the 3,801 enrolled were awarded a non-need-based athletic
scholarship or grant. The average non-need-based athletic scholarship or grant was $21,712; the average need-
based scholarship or grant award was $15,109.


Eleven percent of the students at Butler are eligible for a Pell Grant. Nearly 50 percent of African-American
students and 35.percent of Hispanic students are eligible.


IV. Faculty
A. Demographics
The faculty in Butler's College of Arts and Sciences number 196 members, with 133 being full-time and 63
part-time. About 42 percent are women. Just over 10 percent are members of minority groups. Ninety-one
percent of full-time faculty possess terminal degrees.



The AAUP's "Annual Report on the Economic Status of the Profession," 2006-2007, shows Butler University
at the following quintile rankings:

                                            Salary                    Compensation

 Professor                                    3                                3
 Associate Professor                          2                                3
 Assistant Professor                          2                                3


B. Teaching Loads
The official teaching load for Butler arts and sciences faculty is on the credit-hour basis, with all full-time faculty
members contractually obligated to teach twenty-four credits per year (twelve credits per semester, i.e. four
courses). In practice, however, most tenured and tenure-track faculty in arts and sciences teach nine hours per
semester, with a release of three hours each semester for scholarly or creative activity. Most non-tenure-track


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faculty (e.g., lecturers) and a handful of tenured faculty who are not actively pursuing research teach the official
normative load.


As of Fall 2008, Butler's arts and sciences student-faculty ratio was 11/1 (based on 1787 FTE students and 166
FTE faculty). For context, the Fall 2008 university-wide student/faculty ratio was a favorable 12/1. The average
arts and sciences class size in Fall 2008 was twenty, compared to twenty-one for the university.


C. Contingent faculty
The category of contingent faculty includes adjuncts, who are part-time, and lecturers, who are full-time non-
tenure-track faculty serving on one-year contracts. Contingent faculty are most heavily employed in five
departments. The percentage of courses taught by contingent faculty in these departments in Fall, 2008 was as
follows:


                      Communication Studies 53%
                      English                    52%
                      Modern Languages           43%
                      Political Science          31%
                      Classical Studies          14%


In the first four instances, contingent faculty members are principally employed to teach introductory level
courses. The large percentage of contingent faculty employed in Political Science reflects the availability of
relevant expertise in Indianapolis. Contingent faculty are also employed in significant numbers in the core
course Change and Tradition.       Though this course will be discontinued when the revised core is fully
implemented, it is likely that a number of contingent faculty will be needed to staff new courses.


The administration regards so much reliance on contingent faculty in the arts and sciences as undesirable, and
the Butler president, provost, and dean of arts and sciences have all expressed commitment to its diminution,
most notably by a concerted program to convert part-time adjuncts into full-time lecturers on multi-year
contracts and some expansion of the tenure-faculty ranks.


V. Governance
A. Board
The ultimate governing authority of Butler University is a 32-member Board of Trustees, the majority of whom
are from the greater Indianapolis area. The members are predominantly business executives; four are described as


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community leaders, three (including Butler's president) are in academics, and one is a Chicago sportscaster.
During the administration of the current president, the Board has taken on a more national character. Eight of the
trustees are based at least 300 miles from Indianapolis. The full board meets four times a year, with some
committees meeting in the intervals. The trustees are "charged with fiscal and strategic oversight and governance
of Butler University." The trustees select the president, and exercise responsibilities typical of governing bodies in
institutions of Butler's type.



B. Administration

The President is the University's chief administrative officer. The President oversees an academic structure that
includes a provost (who is also vice-president for Academic Affairs); five college deans; and vice-presidents for
Student Affairs, Enrollment Management, Finance, Advancement, and Operations. Directors of some major
programs such as Athletics, Information Technology, and the Center for Citizenship and Community also report to
the President.


Formerly, the major faculty input into governance was through a monthly university-wide Faculty Assembly. The
Assembly was replaced in Fall 2008 by an elected Faculty Senate, meeting on a similar schedule, with proportional
representation for each of the college faculties and a chair and vice-chair chosen in a university-wide election. In
addition to representing general faculty interests and concerns, this faculty body exercises final control over
curricular change. Within the arts and sciences, department heads meet as a group every other week with the Dean
of the College.


C. Academic culture
The faculty handbook contains a clear statement of the policies and procedures for promotion and tenure.
Generally, new full-time tenure-track faculty are reviewed in the second and fourth years. Following the review,
the faculty member meets with the department head and the dean. Tenure reviews normally take place in the
sixth year, including a full dossier review and recommendations from the department, the department head, the
Professional Standards Committee of the College (an elected committee of faculty), the dean, the provost, and
the president. The Board of Trustees formally awards tenure. Tenured faculty may be terminated only for cause
or upon the discontinuation of programs. The faculty handbook uses standard AAUP language protecting
academic freedom, and there appeared to be no complaints from faculty about infringements on their academic
freedom.


The University is an equal opportunity employer. The antidiscrimination policy given in the student handbook



                                                                                                                   10
includes sexual orientation. The president has proven himself to be an outspoken and persuasive spokesman for
equal rights and access issues, building on the long tradition of openness that dates from Butler’s founding. The
president has, for example, recently shared with the entire University community the findings of a Gender
Equity Commission that he had given a broad mandate to come up with recommendations in such areas as
academic affairs, student affairs, athletics, human resources, and enrollment, and has committed to making
progress on these recommendations. Administrators, faculty groups, students, student affairs officers, and
human resources staff share a commitment to increased diversity and equal opportunity in all areas of the
campus.


VI. Institutional financial stability
A. Tuition, fees, and tuition discount rate
Tuition and fees amounted to $106M of revenue in 2007-2008, with a tuition discount rate of approximately 35
percent, a rate that has held steady for five years.


B.   Endowment
The market value of the endowment grew from $111M in 2001-2002 to $164M in 2007-2008. The percentage
contribution of the endowment to total revenue declined from 16.8 to 7.1 over the same time period. Butler's
spending policy determines the amount of the total investment return that can be allocated for expenditure while
maintaining the annual endowment expenditures at a constant level, adjusted for inflation.


C.   External support
Since 2004, large individual and estate gifts have totaled over $20M. The two gifts over $5M were designated
for an endowed professorship and for science and technology.



Since 2003, corporate and foundation gifts have totaled over $58M. In that time, the Lilly Endowment has
donated $25M to the College of Pharmacy and Health Sciences and $22M to the College of Business
Administration's Business Accelerator program.



VII. Facilities
A. Overview
The center of campus is a large open mall bordered on three sides by collegiate Gothic buildings. Jordan Hall, a
187,000-square-foot granite administration and classroom building, was erected in 1927. Well-preserved and
periodically updated, it provides a sense of tradition and continuity to the Butler academic experience. The only


                                                                                                               11
other building dating back to that period is the Hinkle Fieldhouse, the iconic home of the Butler basketball
Bulldogs. Most of the other campus structures were built after World War II. In addition to typical academic,
residential, administrative, and recreational buildings, the campus includes a planetarium, an observatory, 20
acres of botanical gardens, a carillon, a pond, and the preserved remnants of a 19 th-century canal with an
adjoining towpath. Despite its urban setting, the campus resembles a leafy suburb.


B. Library
At the end of FY 2008, the Irwin Library (the main campus library) and the Lilly Science Library held a
combined 361,690 volumes (books, serial back files, and government documents), 14,445 E-Books, 68,421
microforms, 16,359 audiovisual materials, and 25,965 current serial titles. Their acquisitions budget for 2007-
2008 was $1,179,002. The library system participates in two consortia: Academic Libraries of Indiana (ALI),
which shares books, and Private Academic Library Network of Indiana (PALNI), which provides an extensive
array of electronic journals and databases.


The system has a staff of 26, headed by a dean who has been with Butler for 15 years. Book ordering is
handled by subject bibliographers in cooperation with faculty members. The Irwin Library is a graceful
building with a three-story atrium containing a pool and fountain on the main floor. It provides seating for
400 students. It is, however, near capacity and likely will have to be replaced or augmented in the next
decade. This project will be a significant capital expense. For the present, though, the University libraries
appear well managed and more than sufficient for a quality undergraduate education.


C. Laboratory sciences
A substantial amount of contemporary top-end equipment facilities for biology, chemistry, and computer
science is available for use in both classroom activities and student-faculty research. Such equipment includes
an NMR, an electron microscope, various FITR spectrophotometers, and a new supercomputer. Physics
faculty state that 70 percent (or about 21) of their majors are engaged in research with faculty during their
undergraduate career, indicating that facilities in that department are also substantial for the size of the school.
The largest telescope in Indiana supports the astronomy program and is situated on the Butler campus. Various
field sites (including a prairie, garden, canal, and woodland area) and a greenhouse are also available for
research purposes.


D. Information Technology
There is an abundance of computer facilities around campus for student use. Of the fifteen student computing
facilities, five are open twenty-four hours a day. All campus buildings have wireless access.


                                                                                                                  12
VIII. Athletics
A. Overview
Butler belongs to the NCAA's Division I. All of Butler's varsity teams, with the exception of the football team
compete in the Horizon League. The football team (a non-scholarship sport) is in the Championship Subdivision
and competes in the Pioneer Football League. Butler currently fields teams in nineteen varsity sports; nine for
men and ten for women.


B. Relationship to Academics
The Butler Faculty Athletics Committee monitors and reviews all matters of academic concern, such as contest
and practice schedules, travel policies, and graduation rate. Butler's eligibility standards for athletic participation
are more stringent than those of the NCAA. For Fall 2008, 152 student-athletes (46 percent of the total
participants) maintained GPAs above the university average. On many teams, Butler student-athletes graduate at a
higher rate than the university average.


C. Violations and probations
There is no evidence that Butler has violated NCAA rules.


IX. Recommendation
A. Commitment of the institution to the chapter
A high proportion of ΦBK faculty met with the visiting team for a reception and dinner the first evening of the
visit. It was evident that there had been considerable communication within this group well before the arrival of
the visiting team.


The president has pledged in writing to "cover the costs and other responsibilities involved in sheltering a ΦBK
chapter" at Butler. He also committed the administration to "strongly support the faculty's investment of time and
energy in overseeing" a chapter.




B. Final recommendation
The Senate found that Butler University has a remarkable record of commitment to education in the liberal arts
and sciences for all its students. Its students, faculty, and administrative leadership are strong. The Senate
recommends that the application be approved.




                                                                                                                    13
                  THE COLLEGE OF SAINT BENEDICT – SAINT JOHN’S UNIVERSITY
                                              St. Joseph, Minnesota




I. Introduction
A. General
The campuses of the College of Saint Benedict (CSB) and Saint John’s University (SJU) are located
approximately five miles apart in rural central Minnesota. The two institutions have developed a unique
coordinate relationship. Academically, this is one institution, with one undergraduate curriculum and one
faculty. In terms of student life—residence halls, athletic traditions—there are two colleges, CSB for women,
SJU for men. A vibrant sense of community unites the campuses.


SJU was founded by Benedictine monks in 1857. It lies on a 2,450-acre site encompassing several lakes,
forests, and fifty acres of restored prairie. Ten of the campus buildings, including the University Church, were
designed by architect Marcel Breuer. CSB was founded by the Sisters of the Order of Saint Benedict and
offered college courses for the first time in 1913. Its 315 acres are well maintained and include several new or
recently renovated buildings.


CSB is a separately incorporated non-profit entity, sponsored by the Sisters of the Order of Saint Benedict in
Saint Joseph, Minnesota; SJU is a division of Saint John’s Abbey, in Collegeville, Minnesota. Discussions are
well underway to establish SJU as a separate corporate identity. (For instance, on July 1, 2008, the Abbey and
the University business offices were separated). The institutions fall into the Baccalaureate /Arts and Sciences
Carnegie classification.


B. Overview of liberal arts and sciences
The two colleges have a coordinate mission: ―to provide the very best residential liberal arts education in the
Catholic university tradition. . . .‖ SJU includes a School of Theology and Seminary, and several undergraduate
majors that are more pre-professional (e.g., accounting, education, social work). Nonetheless, the liberal arts are
clearly central to the mission and values of CSB and SJU.             For example, the programs of study in
communication, nursing, and management are firmly grounded in the liberal arts and sciences. Regardless of
major, all students meet the same distribution requirements (cf. the description of the Common Curriculum,
below).




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Students eligible for PBK would be found in English, history, modern & classical languages & literatures,
philosophy, theology, and Hispanic studies, biology, chemistry, computer science, astronomy, mathematics, and
physics, economics, political science, psychology, and sociology, and non-performance programs in music,
theatre, and art. There are also a number of eligible Interdisciplinary programs such as Asian Studies,
biochemistry, environmental studies, gender and women’s studies, Latino/Latin American studies, and peace
studies.


For the academic year 2005-2006, the five most popular Phi Beta Kappa-eligible majors were: psychology (9.3
percent), biology (7.9 percent), political science (6.8 percent), economics (4.7 percent), and English (4.6
percent).


C. Phi Beta Kappa faculty
There are 289 full-time continuing faculty at CSB and SJU, 233 of whom are in tenure-track appointments; 202
faculty members are in traditional arts and sciences, Phi Beta Kappa-eligible departments and programs (i.e., are
not in the more pre-professional programs). Phi Beta Kappa key holders number 29 full-time continuing faculty
members, of whom 22 are tenured or tenure-track in Phi Beta Kappa-eligible departments.


II. Curriculum
A. Liberal Arts and Sciences requirements
Students at CSB and SJU are required to have 124 total credits for graduation, 40 of which must be upper-
division credits. 92 percent of graduates receive a B.A.; the only B.S. degree offered is in nursing.


CSB and SJU implemented a new Common Curriculum in the Fall of 2007 with three general areas of
requirements (interdisciplinary, disciplinary, and global language). The Common Curriculum has the following
elements:


Interdisciplinary Requirements:
 The First-Year Seminar (two sequential courses) is designed to develop skills in thinking, speaking, and
    writing.
 A Gender Seminar (one course) is selected from a multi-disciplinary list of courses, each of which uses
    gender as the primary focus of course content.
 An Ethics Common Seminar (one course) is for students with junior or senior standing and focuses on an
    ethical issue; the topic changes depending on the expertise of the instructor.




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Disciplinary Requirements:
 The Fine Arts course (four credits) is selected from courses in art, music, dance, and theatre
 The Fine Arts Experience (no credit) requires attendance at a total of eight approved events during their first
    two years, two events in the visual arts and six in the performing arts.
 Two humanities courses may be chosen from communication, history, philosophy, or literature in any
    language or in translation.
 A mathematics course is designed to introduce students to the value and aesthetics of mathematics.
 A natural sciences course may be chosen from astronomy, biology, chemistry, computer science,
    environmental studies, geology, nutrition, or physics.
 A social sciences course may be chosen from economics, peace studies, political science, psychology, or
    sociology.
 Two Theology courses include a first course requirement dealing with Christian theology, and a second that
    may be selected from a large number of upper-division courses that includes several offerings dealing with
    traditions other than Christianity.    Students with whom the team spoke expressed a strong sense of
    satisfaction with the level of free and open inquiry that characterized the theology courses.


Global Language Proficiency:
 This may be satisfied by the completion of the third semester of a language sequence, or by passing a
    departmental language proficiency exam.


B. Honors Programs
The faculty takes pride in CSB and SJU’s vibrant honors program. Students may be invited to join the honors
program upon admission if they have at least a 3.8 high school GPA and a composite ACT score of 30, although
class selection, class rank, and the application essay are also considered before an invitation is extended. To
graduate with honors, a student must earn at least 32 honors credits, including 12 in upper-division honors
courses, and maintain at least a 3.4 cumulative GPA. About 13 percent of the student body participates in the
program. There are special honors sections of the First-Year Seminar and an adequate number of honors
sections of disciplinary courses offered each term.


The honors program has two tracks. Students choosing the non-thesis track graduate with All College Honors,
while those choosing to write a thesis (typically four hours of the thirty-two honors credits) graduate with All
College Honors with Departmental Distinction. Non-honors students may also write a thesis and graduate with
Departmental Distinction. The director of the program estimates that 25 percent of students writing theses are in
this category. The overall number of students completing theses increased about 42 percent between 2000 and


                                                                                                              16
2007, the last year for which data are available; an average of 35 students complete theses each year. Evidently,
there theses are of very high quality.


C. Other Programs
The CSB|SJU Joint Faculty Senate voted in January, 2009, to establish an Experiential Learning requirement in
the Common Curriculum beginning in the fall of 2009. But even before this vote, experiential learning, in
various forms, was already well incorporated into the curriculum. Service learning, in particular, is a key
element of the liberal arts education at CSB and SJU. An endowment supports the Liemandt Family Service
Learning Program, directed by a full-time staff member at CSB. Each year about 600 students participate in
service learning projects involving 125 community partners. Students typically enroll in one of about eight
classes offered each term with a significant service-learning component, in fields as diverse as psychology,
peace studies, nutrition, social work, and theology.


Undergraduate research opportunities are coordinated through a dedicated program directed by a faculty
member. The program offers research and travel grants and coordinates a Summer Research Program. The
work of the students and faculty in the program culminates in an annual Celebrating Scholarship and Research
Day, featuring posters, fine arts performances, and dozens of presentations by students and their faculty
mentors. An indication of the program’s success is that CSB and SJU together send about 20 students to make
presentations at the annual Conference on Undergraduate Research. SJU and CSB are also prominent in an
event at the Capitol showcasing the achievements of liberal arts students for state leaders in St. Paul. The 2008
CUR National Conference was held at CSB, bringing together about 500 faculty members from across the
country to report on strategies for engaging students in research.


The Office of Education Abroad sponsors 16 semester-long faculty-led study abroad programs, as well as
numerous summer programs. About half of the student body studies abroad at some point. The institutions’
commitment to both international education and undergraduate research is reflected in a project initiated in
2006, the Science Research Exchange Program with Southwest University in Beibei, China. Undergraduates
and their mentors work on various projects both in Beibei and Minnesota.


The schools also offer a wide range of short-term international service learning projects involving volunteer
work in an academic context, including Alternative Spring Break and similar programs to locations in the
Caribbean, Latin America, Asia, and the Middle East.




                                                                                                              17
III. Students
A. Enrollment
CSB and SJU welcomed 980 first-year, first-time students in fall 2008; 519 first-time students at CSB, and 461
first-time students at SJU. The total undergraduate enrollment is 3,966; among those 2,068 undergraduates were
enrolled at CSB, 1,897 undergraduates enrolled at SJU; 1.6 percent of students are part-time at CSB, 2.5
percent at SJU.


B. Demographics
Students come to CSB and SJU from twenty states, with 41 percent of students from the Minneapolis–St. Paul
area, 81 percent from Minnesota as a whole, and 19 percent from out of state. Although the overwhelming
majority of students come from Minnesota, CSB and SJU are making efforts to increase diversity. They reached
their goal for 2010 of 4-to-6 percent minority students in 2006. They created the I-LEAD (Intercultural
Leadership, Education and Development) program in fall 2005, targeting students from two specific inner-city
high schools on the coasts. More than a dozen students from East Los Angeles have enrolled. The I-LEAD
students with whom the team met have clearly acquired the ability to ―move outside their comfort zone.‖ There
are also sizeable Latino, Somali, and Hmong populations in St. Cloud and in the Twin Cities. Over a decade
ago, CSB and SJU received a grant that enabled their students to meet and tutor Latino youth in regional high
schools beginning in the eighth grade. The goal is to increase college entrance of any kind, with the hope that
some of those students will select CSB or SJU.


In fall 2008, the colleges report a student body that is 88 percent White/non-Hispanic, six percent non-resident
alien, one percent Asian/Pacific Islander, one percent Black/non-Hispanic, one percent Hispanic, and about two
percent other groups.


For the colleges together, 51.8 percent of the students are female, 48.2 percent male.


Reflecting the Benedictine traditions and the institutions’ location, 63 percent of CSB and SJU students are
Catholic, 12 percent are Lutheran, and 25 percent are from other faith traditions.


The average of first-time, full-time students is 18, the average age for all undergraduates is 20. Only one
percent of students are over 25 years of age.




                                                                                                             18
C. Admissions
Only 12 percent of CSB and 13 percent of SJU students submitted the SAT for fall 2008; 93 and 96 percent,
respectively submitted the ACT. The mid-fifty percent range for the Critical Reading SAT at CSB was 505-
660, for SJU 480-650. The mid-range for SAT Math was 518-665 at CSB, 500-650 at SJU. ACT Comp mid-
range was 23-28 at both institutions; when examined separately for English and Math ACT, CSB students have
a 23-29 range in English, SJU 22-28; for Math ACT, the range at CSB is 23-28, while it is 24-29 at SJU.


Approximately 74 percent of those who apply are admitted, of whom approximately 41 percent enroll.
Specifically, at CSB for fall 2008, among 1,737 women who applied, 75 percent were admitted; at SJU, 1,557
men applied, with 74 percent admitted. Among the 74 percent admitted, 40 percent enrolled to CSB and a
comparable percentage at SJU. About 21 percent of each class goes on to do graduate work of some sort.


D. Financial Aid
For the academic year 2007-2008 tuition was $26,038, fees an additional $532; for 2008-2009, tuition and fees
for new students is $28,668. At CSB in 2007-2008, 96 percent of undergraduates received institutional grants,
69 percent received loans, 28 percent received state and local grants, and 16 percent received federal grants,
including Pell grants. The average CSB student received $4,622 in federal grants, $3,660 in state and local
grants, $ 11,964 in institutional grants, and $7,412 in loans. At SJU, 96 percent of undergraduates received
institutional grants, 61 percent received loans, 23 percent received state and local grants, and 14 percent -
received federal grants, including Pell grants. The average SJU student received $ 4,946 in federal grants,
$3,564 in state and local grants, $11,827 in institutional grants, and $6,769 in loans.


For both CSB and SJU, 60 percent of first-year first-time students in fall 2007 received need-based aid.
Roughly three percent of financial awards are merit-based from external sources (e.g., National Merit, Kiwanis,
etc.). No athletic scholarships are given.


CSB and SJU have among the lowest default rates in the country. The default rates for the past three years for
both schools have been less than 1 percent.


IV. Faculty
A. Demographics
There is a total of 345 faculty at CSB and SJU, 202 of whom hold appointments in Phi Beta Kappa-eligible
programs. Of the latter, 91 percent are full time and 90 percent hold the appropriate terminal degree in their
field. Approximately 42 percent are women (43 percent of part-time faculty); approximately 10 percent are



                                                                                                              19
members of underrepresented minority groups (10 percent of part-time faculty). Faculty have earned their
degrees from a broad range of universities across the country, as well as some international institutions.


Of the faculty in the Phi Beta Kappa eligible programs, 31 percent hold the rank of Professor, 37 percent
Associate Professor, 24 percent Assistant Professor, and 8 percent hold other ranks, most commonly Instructor.
Several of the full-time faculty hold term (multi-year) positions; in recent years, many of these have been
converted from non-tenurable to tenure-track.       Women are underrepresented among the upper ranks but
constitute slightly more than 53 percent of assistant professors.


The AAUP’s ―Annual Report on the Economic Status of the Profession,‖ 2007-2008, shows The College of
Saint Benedict- Saint John’s University at the following quintile rankings:


                                          Salary                    Compensation
Professor                                   2                              2
Associate Professor                         2                              2
Assistant Professor                         2                              2


In the last half-dozen years, particular efforts have been made to increase faculty salaries; steady progress has
been made towards the stated goal. CSB and SJU have established a policy to keep faculty salaries in each rank
between the 70th and 74th percentiles based on average national salaries published each spring by AAUP for all
IIB institutions. Salaries are recognized as key to attracting and retaining faculty from a broad cross-section of
institutions. Salaries are uniform across the faculty and do not depend on whether an individual’s contract is
formally held at CSB or SJU.


B. Teaching loads
The unique calendar at CSB and SJU is based on a revolving six-day cycle, excluding weekends. A class will
meet on days one, three, and five or on days two, four, and six. A typical faculty load is to teach three courses,
each worth four credit hours, per semester. Class periods are uniformly 70 minutes in length.


Science faculty hours spent in the laboratory are counted as part of the teaching load. The policy is that a course
that meets in a two-hour lab one time in a six day cycle will count as one credit hour toward the 12 credit hour
load. As a consequence, many science faculty, especially those teaching multiple laboratory sections, are not
teaching three four credit hour courses per semester. How this plays out in practice differs across the sciences
and appears to depend on available staffing and release time for administrative duties.



                                                                                                                20
Faculty involved in substantial committee and governance work (e.g., chairs of the Rank and Tenure committee)
and administrative activities (e.g., department chair, division heads) are given diminished course loads
equivalent, on average, to two courses. Recently, internal awards for one-sixth release time for research and
scholarship have been made to as many as ten faculty members each year on a competitive basis.


The student/faculty ratio is 13/1. In the fall of 2006, there were no classes larger than 49 persons. The vast
majority had fewer than 30 students.


Faculty at CSB and SJU have been successful in competitions for external funding (Merck, Lilly Endowment,
National Science Foundation, Teagle Foundation, and others). Faculty are moderately active in publishing and
other scholarly activities.   Travel awards, curriculum and program development funds, and professional
development funds are available to faculty.


C. Contingent faculty
There are four categories of non-tenurable faculty. Lecturers may either be full-time or part-time. Most
lecturers at CSB/SJU are full-time. There are also several departments that have staff involved in teaching
related to their field of expertise; by and large these are not Phi Beta Kappa-eligible departments or programs.
In addition, in any given year there are several visiting faculty replacing regular faculty who are away on
sabbatical or who are leading study abroad trips. No instruction is conducted by graduate students.


Among Phi Beta Kappa-eligible departments contingent faculty are used most in: Hispanics (36 percent),
biology (11 percent), theology (10 percent), language (7 percent), and history (7 percent). Full-time non-tenure
track faculty have full voting privileges in faculty and departmental governance, as well as full benefits


Approximately 5 percent of instruction in semester hours is conducted by part-time faculty. Use of part-time
faculty varies by department and from year to year; no departments or programs rely heavily on regular use of
part-time faculty.


The statistics provided in the application show that during the last five years there has been a steady decrease in
the use of part-time faculty with a concomitant increase in use of full-time lecturers.          In conversations,
department chairs and chairs of the Rank and Tenure committees indicated that some of the full-time lectureship
positions had been converted to tenure-track positions in the last few years.




                                                                                                                21
V. Governance
A. Board
Both CSB and SJU have their own separate governing boards.             The two boards meet jointly and share
committees when addressing issues relevant to their coordinate relationship.


The Board of Trustees of CSB is appointed by the Sisters of the Order of Saint Benedict. It normally consists of
at least 21 members and not more than 40, at least some of whom are Sisters of the Order who live in Saint
Joseph. Members serve three-year terms, with a normal limitation of three terms. During their tenure, the
persons who serve as president of the college, the chair of the Joint Faculty Assembly, trustee representative
from the CSB student senate, and the chair of the Alumnae Association also serve as voting (with a few
specified exceptions) members of the Board of Trustees. The board is responsible for selecting the president;
approving the college tuition, budget, and major capital projects. It approves policies regarding faculty hiring,
promotion, and tenure, tenure decisions; and ―such policies that contribute to the best possible environment for
students to learn and develop their abilities, and that contribute to the best possible environment for faculty to
teach, pursue their scholarship, and perform public service, including the protection of academic freedom.‖


The Board of Regents of SJU consists of 24 to 44 members, including the abbot and at least eight members of
Saint John’s Abbey. As with the CSB board, regents are appointed for three-year terms and normally serve not
more than three consecutive terms. Similarly, the university president, faculty chair, and student and alumni
representatives are ex officio voting members of the board. The governance of SJU is similar to that of CSB
with the exception that, as a division of Saint John’s Abbey, the Abbey leadership and members are also asked
to approve annual budgets and major capital projects.


B. Administration
The presidents are the chief executive officers of the two institutions and report to their respective boards on
matters of institutional operation. CSB and SJU have one provost, who is the chief academic officer, and one
academic dean. They are responsible for oversight of their coordinate academic programs. (SJU has an
additional dean of the School of Theology and Seminary.) The provost and dean are assisted in the coordination
of academic affairs by faculty who serve as divisional heads and department and program chairs.


There is a strong culture of active faculty participation in governance through the Joint Faculty Assembly and
various standing committees (e.g., committees on rank and tenure, curriculum, planning and budget,
compensation, academic standards and assessment, faculty development, and research) which work well with
the institutional administration.



                                                                                                               22
C. Academic culture
The tenure and promotion processes at CSB and SJU are consistent with professional norms. Probationary
faculty are evaluated annually by the provost and their department chairs. A thorough third-year review is
conducted by the Rank and Tenure committee. A positive review culminates in a meeting of the candidate with
the provost, department chair, and a representative of the Rank and Tenure committee; they discuss the faculty
member’s trajectory for continued professional development and resources available to address potentially
problematic issues before the sixth-year tenure review. Candidates are evaluated on teaching effectiveness,
scholarship and creative work, advising, service (quite broadly construed as service to the institution, to
students, to the profession, to the community), and evidence of ongoing professional development and of respect
for the mission of the institution. The requirement of ―respect for the mission of the institution‖ does not imply
a specifically religious response. As the faculty handbook states:


        The college [university] welcomes into the academic community scholars from different
        cultural and religious backgrounds whose varied personal experiences and perspectives enrich
        intellectual and religious dialogue and who believe that scholarly pursuits should be undertaken
        with full confidence that knowledge and truth will not be diminished by rigorous examination of
        all points of view. Given this diversity of origin and the wide variety of academic pursuits in
        which the faculty engage, it is recognized that the extent to which Christian, Catholic and
        Benedictine values will affect each faculty member will vary and that faculty members may
        contribute in many different ways to the overall mission of the college and university. Respect
        for the college’s [university’s] mission does not impinge on academic freedom. . .The college
        [university] is deeply respectful of the privacy of the individual conscience in matters of
        religion, so a specific response to the religious aspects of the mission is not expected.


While the presidents and the boards reserve the right to disagree with the findings of the Rank and Tenure
committee, there is no evidence of such an occurrence.


There is a community with a strong sense of respect for the dignity of all individuals. To quote from the ―Joint
Human Rights Policy,‖ CSB and SJU


        are committed to creating and maintaining an environment in which all members of the
        community are aware of and respect the rights and human dignity of every other member.
        Therefore, we will investigate and promptly seek the equitable resolution of allegations of




                                                                                                               23
        discrimination relating to race, creed, religion, color, national origin/ethnicity, sex, sexual
        orientation, age, marital status, status with regard to public assistance, or disability.


While CSB and SJU retain the right to seek qualified Benedictines to fill open positions, there is no evidence
that this negatively impacts the ability of the dean and provost to hire or retain the most qualified faculty
possible.


There is a strong sense of respect for the values of liberal education and of community. The institutions affirm
the 1940 AAUP ―Statement of Principles on Academic Freedom.‖ As the Faculty Handbook states:


        It is fundamental to the health of an academic institution and ultimately to the health of society
        at large that faculty members exercise their responsibility and freedom to search for truth and to
        speak truthfully. A truly Catholic institution of higher learning is ―animated by a spirit of
        freedom and charity; it is characterized by mutual respect, sincere dialogue and protection of the
        rights of individuals‖ (John Paul II, Ex Corde Ecclesiae, 21).


Academic freedom is secure on the campus of CSB and SJU.


VI. Institutional Financial Stability
A. Tuition, fees, and tuition discount rate
In 2008-2009, tuition and fees were $28,668. Between 2002 and 2008, the tuition discount rate varied between
34 and 43 percent. While the budgets are highly tuition driven, the institutions seem to be reasonably priced for
their market location, with a discount rate that permits them to attract an economically diverse student body.


B. Endowment
The institutions report combined endowments in 2008 of $ $160M. The ongoing capital campaigns generated
over $250M. Principal uses for the extra funds raised during the campaigns are increasing the endowments and
funding library expansion. CSB and SJU follow the widespread spending practice of applying toward their
operating budgets five percent of a three-year rolling average of the fund’s market value.


C. External Support
Over the period from 2002 to 2008, the institutions report operating revenues from private gifts and grants
totaling just under $31M. This includes approximately $50,000 for student research, $430,000 for science
equipment and research projects, $450,000 from the Bush Foundation for faculty development, $106,000 (the


                                                                                                                 24
majority from the Teagle Foundation) to improve dialogue on controversial topics. The Lilly Foundation
provided an additional $2M for a ―Voice of Vocation‖ project.


The institutions are in sound financial health. From the years 2002 through 2008, including operating income
and expenses and non-restricted revenues (i.e., not including gains on endowment investments or revenues or
expenses from auxiliaries), the institutions report combined average annual change in unrestricted net assets of
more than $5M in each of the fiscal years 2002-2008.


VII. Facilities
A. Overview
SJU has an architecturally striking campus, distinguished by several Marcel Breuer buildings and a university
quad built between 1879 and 1883. CSB has a number of relatively newer buildings, many of which are light
and open, including the new Gorecki Dining and Conference Center. CSB’s $80M capital campaign, announced
in September 2005, has among its goals capital funding for new facilities and centers of academic excellence.
The two campuses have over 40 buildings between them, including three performance halls and four galleries.


The two institutions are located several miles apart. Students travel between them primarily by bus. Most
students travel back and forth each day. The distribution of classes, departments, and faculty across both
campuses is fairly equal. The exceptions are primarily in the sciences, with their laboratory requirements; e.g.,
biology is on one campus, physics on the other.


Each campus has a tradition of strong residential community. Although junior and senior students are permitted
to live off-campus, 82 percent of students live in college housing. There are no national sororities or fraternities
at CSB or SJU. There are dining facilities on both campuses open to all students regardless of where they
reside. Outdoor enthusiasts enjoy hiking and skiing trails, an on-campus beach, and canoe rentals.


B. Libraries
There are two undergraduate libraries at CSB and SJU, one on each campus. In addition, there is a manuscript
library and a music library to which students have access. There are 27 permanent library staff. A total of
749,886 paper materials are held; 71,837 microforms are available, and 39,977 audio-visual materials are
available. In the academic year 2006-2007, CSB and SJU began acquiring e-books (totaling 519). Electronic
resources (databases and indices) are abundant, due in part to statewide access for some databases. The libraries
are open 8 a.m. until midnight every day of the week except on the weekend when they do not open until 10




                                                                                                                 25
a.m. and close at 10 p.m. Reference librarians are available during approximately two-thirds of the hours the
libraries are open.


Information literacy is a component of the first-year curriculum; in addition, library staff hold frequent
instructional sessions (261 during the 2007-2008 academic year). Library staff are relatively proactive in their
responses to changing study habits and learning styles of today’s students: planning and fundraising are
underway for a renovation and expansion of the Alcuin library (on the SJU campus) to incorporate more groups
study spaces and additional computer access, without losing access to quiet space. Technology services are
already well integrated in the Clemens library (on the CSB campus). The library holdings, online journals,
reference materials, staffing, and overall budget are appropriate for an institution of the size and mission of CSB
and SJU.


C. Laboratories
Science labs are appropriately well equipped to support faculty-student collaborative research projects at the
undergraduate level.


D. Information Technology
The Information Technology Services department supported 2,173 institution-owned workstations in 2006.
Thirty-five percent of these are open for students. Residence halls have computer clusters that are available at
any time of the day, seven days a week. There are also two large computer centers, one on each campus, that
are staffed by help desk personnel.


All buildings on the two campuses have wireless network access. Approximately 76 percent of the classrooms
have computer presentation equipment and software provided. There are also Labs on Wheels that provide
access to 24 notebook PCs and a projector for classroom use.


VIII. Athletics
A. Overview
CSB and SJU are NCAA Division III schools, affiliated with the Minnesota Intercollegiate Athletic Conference.
Since each college is a separate residential unit, each institution has its own athletic programs and traditions; the
two athletic directors report to their respective vice presidents for student development. CSB sponsors 11
intercollegiate women’s sports, SJU has 12 for men. In other words, with the exception of football, the women
of CSB have access to equivalent opportunities to participate in intercollegiate athletics.           Facilities and




                                                                                                                  26
expenditures per student athlete are equivalent. Larger numbers of men participate in intercollegiate athletics, in
large part because of SJU’s long (and proud) tradition of football. The participation level of women is also high.


B. Relation to academics
As NCAA Division III colleges, neither CSB nor SJU offers athletic scholarships. Students who participate in
athletics are students first, athletes second. Athletic directors, faculty, and students all report a good working
relationship between coaches and faculty. Star athletes are not dissuaded from participating in study abroad
programs. Students at both institutions have many and varied opportunities, as well, to participate in non-
intercollegiate sporting activities (e.g., intramurals, club sports, outdoor programs). All students have equivalent
opportunities to avail themselves of academic support services; no programs exist specifically to support
athletes. Overall, the visiting team found that sports play an appropriate role in the lives of CSB and SJU.


Six-year graduation rates for athletes are comparable to (or in some cases better than) the graduation rate for the
general student population. They are comparable as well, between CSB and SJU.


C. Violations and probations
There have been none. During the past ten years, no athletic organization has taken any negative action against
CSB or SJU, nor have there been any criminal investigations involving athletics.


IX. Recommendation
A. Commitment of the institution to the chapter
Both presidents are clearly enthusiastic and supportive of the efforts of their Phi Beta Kappa faculty to obtain a
chapter. They jointly promise that a chapter would ―receive every support and a position of distinction and
honor at our institution.‖


B. Final recommendation
At SJU and CSB, the Senate found a lively intellectual life, strong support for academic freedom, financial
health, and enthusiastic support for the prospect of gaining a chapter of Phi Beta Kappa.              The Senate
recommends that the application be approved.




                                                                                                                 27
                                               ELON UNIVERSITY
                                               Elon, North Carolina




I. Introduction
A. General
Elon University is a private, comprehensive institution, located in Elon near Burlington, in the Piedmont region
of North Carolina. The University was founded as Elon College by the Christian Church in 1889 and officially
declared its university status via a name change in June, 2001. Its founding denomination (currently the United
Church of Christ), has been historically dedicated to liberty of conscience and freedom of thought. The
university remains committed to the founders’ vision of promoting these principles while transforming ―mind,
body, and spirit and encouraging freedom of thought and liberty of conscience.‖


The University is situated on its original campus of 575 acres. In 1923, the main administration/classroom
building was destroyed by a fire. The recovery marks the beginning of the transformative phase that has led the
university to its present state. The campus has classic ivy-covered brick buildings, landscaped walkways, limited
intrusion by automobiles, and a new north campus area that includes the Belk Library, student union, arts center,
student recreation center, science center, business school, and residence halls. A central grassy quadrangle with
an attractive fountain has become the site of a weekly Tuesday morning coffee-and-pastries get-together for
students, faculty, and staff. In 2005, the Elon campus was declared a botanical garden.


B. Overview of the liberal arts and sciences
All liberal arts and sciences at Elon are administratively situated in the College of Arts and Sciences (CAS).
Elon offers the B.A. in some thirty-seven disciplines; the majors considered for PBK are: anthropology, art
history, biology, chemistry, computing sciences, English, economics, environmental studies, French, history,
and geography, international studies, mathematics, philosophy, physics, political science/public administration,
psychology, religious studies, Spanish, sociology, and non-performance degrees in art, music and theatre. In
2007-2008, the five largest CAS majors at Elon were: psychology (14 percent of CAS graduates), political
science (13 percent), international studies (11 percent), human service studies (9 percent), and biology (8
percent).


Elon’s general education requirements are satisfied through two unique innovations. There is a required first-
year core program that includes the first-year seminar ―The Global Experience,‖ which ―examines public
responsibility in a global context.‖ There is also a required experiential learning component through which



                                                                                                              28
students are encouraged ―to engage the world about them actively and to reflect insightfully about their
experiences.‖


Elon is a Master’s S (smaller programs) institution. It is composed of the following five schools: College of Arts
and Sciences; Martha and Spencer Love School of Business; School of Communications; School of Education;
and School of Law. There are graduate and professional programs in business, education, law, and physical
therapy education. The total graduate and professional cohort is quite small in relation to the undergraduate
segment of Elon. There were 636 graduate and professional students versus 4,992 undergraduate students in Fall
2008. Current enrollment patterns continue this precedent: Of the 1,592 newly admitted students who enrolled at
Elon in Fall 2008, there were 1,353 freshmen and transfer undergraduates but only 239 graduate and
professional students—85 versus 15 percent. In expressly emphasizing the undergraduate experience, Elon
remains true to its mission’s goal of providing ―a dynamic and challenging undergraduate curriculum grounded
in the traditional liberal arts and sciences and complemented by distinctive professional and graduate programs.‖
Especially in recent years, Elon has been eminently successful in this objective.


C. Phi Beta Kappa faculty
At Elon University there are 27 Phi Beta Kappa members among the full-time faculty in arts and sciences.
There are 206 full-time faculty lines in the College of Arts and Sciences; Phi Beta Kappa members, therefore,
constitute 13.1 percent of that group. In addition, there are 14 more full-time faculty and staff outside of arts
and sciences as well as five Phi Beta Kappa part-time faculty or staff. These forty-six Phi Beta Kappa members
provide a strong foundation for a chapter at Elon University. In addition, both the Director of the Lumen Prize
(Elon’s most prestigious merit-based scholarships) and the Director of the Elon College Fellows Program are
Phi Beta Kappa keyholders.


II. Curriculum
A. Liberal arts and science requirements
Elon University requires a minimum of 132 semester hours for a bachelor’s degree. All students must complete
the General Studies program. The General Studies program has five components:


       The First Year Core consists of (14 hours)
             One course in English composition
             One course in mathematics at the level of statistics or calculus, or higher
             A first year writing intensive seminar on The Global Experience
             A two-credit course on Contemporary Wellness Issues


                                                                                                               29
       Experiential Learning can be fulfilled by a minimum of 40 hours of service, study abroad, an internship,
        undergraduate research, and the like.
       Foreign Language requires (eight semester hours) students to demonstrate competency through the
        second semester of college language instruction. This requirement can be fulfilled through placement
        tests.
       Studies in the Arts and Sciences (32 semester hours)
             Expression (eight hours in literature (in English or foreign languages), philosophy, and fine arts.
                 At least one course must be in literature.
             Civilization (eight hours) chosen from at least two of the following: history, foreign languages,
                 and religion.
             Society (eight hours) chosen from at least two of the following: economics, geography, political
                 science, psychology, and sociology.
             Science and Analysis (eight hours) chosen from mathematics, computer science, and science. At
                 least one course must a physical or biological laboratory science.
       Advanced Studies (12 semester hours)
             Eight hours of 300- and 400-level courses in the Arts and Sciences outside the major field.
             One writing-intensive General Studies Interdisciplinary Seminar, which serves as a capstone.


This strong General Studies Program ensures that students will reach minimal competency in a foreign
language, in addition to taking coursework in mathematics, specifically, and across the breadth of the liberal arts
curriculum generally, including advanced work in the liberal arts outside the major. The General Studies
requirements are the same for students pursuing a B.A., a B.S., and a B.F.A.


A minimum GPA of 2.0 in the requirements for the major is required for graduation. B.A. majors require 36-110
semester hours of credit. B.S. or B.F.A. majors require 40 to 95 semester hours of credit. No later than the
beginning of the junior year, each candidate for a bachelor’s degree must select a major field. The student may
elect to complete more than one major.


B. Honors programs
The honors program accepts 40 incoming students per year. Students in the honors program take an honors
section of the first-year seminar, ―The Global Experience,‖ in the first semester and an honors seminar in a
liberal arts discipline in their second semester. In their sophomore year, they take a team-taught interdisciplinary
seminar each semester. In their junior year and senior year they work on their theses and take their General
Studies Interdisciplinary Seminar. Honors students receive grants to study abroad. They are also expected to


                                                                                                                 30
attend approximately ten colloquium events (speakers or performances) per year. The Kenan Honors Pavilion
provides physical space for formal and informal learning. The first floor has a classroom that seats 28 and a
seminar room for 15. The building provides housing for 22 Honors Fellows plus a faculty member-in-residence,
who plans a series of cultural and intellectual enrichment activities.


Spending a minimum of a year and a half on their honors theses allows students to engage in a significant
research project. The honors program provides a series of workshops related to the honors thesis. The honors
theses reviewed indicate the benefits of those classes. Honors students are required to present their thesis
research in a public forum, and many take their work to regional or national audiences. Seventeen students were
invited to the National Conference on Undergraduate Research (NCUR) in 2007, for example, while others
presented at conferences sponsored by groups such as the Society for Applied Anthropology, Eastern
Economics Association, and Water Resources Research Institute. Two students won first-place awards for their
presentations, even competing against graduate students in the disciplines. Several students have had their
honors research published, including a poem in Albion Review, an article in the peer-reviewed journal
Nutritional Neuroscience, and an article online in the Encyclopedia of Earth.


Elon University also offers five fellows programs, one of which is in the arts and sciences—the Elon College
Fellows. These Fellows programs include special courses, mentorships, paid internships, study-abroad grants,
and scholarships. The Elon College Fellows program admits 50 students per year. In the first year of the
program, Elon College Fellows are enrolled in common sections of Elon 101, a one-credit advising class, as well
as in common sections of the required first-year seminar, Global Experience. During winter term, fellows enroll
in the course, Paths of Inquiry in the Arts and Sciences, a team-taught class focusing on understanding
disciplinary assumptions, developing interesting research questions, and appreciating the potential of
interdisciplinary intersections. In the fall of the second year, Elon College Fellows enroll in team-taught
seminars that examine the arts and humanities, the social sciences, or the mathematical and natural sciences. In
their third and fourth years, they enroll in a fall research seminar and engage in research with their faculty
mentors.


C. Other Programs
Elon University offers undergraduate research opportunities to all its students. Over the last five years, the
number of students participating each year has increased. During the 2007-2008 academic year over 325
students were mentored by 130 faculty members. Faculty members who mentor undergraduate research either
receive course releases or stipends. The Undergraduate Research Program provides funding for students to
conduct research; travel funds are also provided to present the research at conferences such as NCUR. Elon also



                                                                                                             31
supports faculty-student collaborative research during the summer. The Student Undergraduate Research Forum
(SURF) provides students opportunities to present research to a faculty and student audience. For the last five
years, an average of 132 students from 23 departments made 105 presentations per year.


Campus opportunities are abundant. The University was named one of the top three universities in the nation for
community service by the Corporation for National and Community Service. In addition, 80 percent of the
student body completes internships, 41 percent hold at least one leadership position in the 158 campus
organizations and programs, and 2,847 students performed over 90,000 hours of service. Eighty-nine percent of
seniors participated in service opportunities.


In 2007-2008, nearly three-fourths of all graduating seniors (71 percent) had studied abroad. This percentage
continues to increase and has more than doubled since 1993. The Institute of International Education’s Open
Doors Report ranks Elon first in the nation among master’s level schools for the number of students and third
for percentage of students who have international study experiences


Elon fosters an intellectual climate of open inquiry by inviting numerous lecturers to campus. The Liberal Arts
Forum, which is student-operated and funded by the Student Government Association, sponsors such events.
The Elon campus relishes debate among differing and, at times, clashing viewpoints.


III.   Students
A. Enrollment
In spring 2008, CAS graduated 496 students versus university-wide 1,089 baccalaureate degrees. By this
measure, CAS accounts for 45.5 percent of the undergraduate population. For the spring 2008 CAS graduating
class, the ten highest final grade point averages are one with 3.98, two with 3.96, one with 3.95, four with 3.94,
and two with 3.93.


A significant number of Elon students go on to graduate and professional school following graduation. As of
January 2009, the most recent graduating class had 126 of 496 CAS graduates in graduate or professional
school, representing 25.4 percent attending immediately upon graduation. However, for the Classes of 2005 and
2004, the numbers were 175 out of 415 (42.2 percent within three years) and 176 out of 382 (46.1 percent within
four years). For these latter years, 27 and 29 out of the total numbers of alumni attended multiple graduate or
professional schools. In recent years, Elon graduates have received several nationally recognized graduate
fellowships, such as the Goldwater, Fullbright, Udall, Truman, Jack Kent Cook, and George J. Mitchell awards.




                                                                                                               32
B. Student demographics
Elon students currently come from forty-three states, the District of Columbia, and fifty-one other nations.
However, fully one-half of the student body are from the three states of North Carolina (35 percent), Maryland
(9 percent), and Virginia (8 percent). At present, international students constitute only two percent of the total
student body, but Elon is actively trying to raise that percentage. Fifty-nine percent of the undergraduate
students are female and 41 percent are male. Of the 4,992 undergraduates, 65 are Asian American, 290 are
African American, 121 are Hispanic, six are American Indian, 122 are international, 341 are unclassified, and
4,047 are white.


The average age for undergraduates is 20. For the entire undergraduate population, 59 percent (2,941) are
residents and 41 percent (2,051) are commuters.


For Fall 2008, there were 2,182 Elon majors in CAS. Forty-five percent of Elon students earn majors in the
CAS.


C. Admissions
The SAT or ACT is required for admission to Elon. For incoming first-year students in Fall 2008, 1,291
students submitted SAT scores and 528 submitted ACT scores.          The mean SAT score was 610 for critical
                                                             th
reading, 615 for math and 615 for writing. Scores at the 25 percentile were 560 CR, 570M and 570W. At the
75th percentile, they were 650CR, 660M and 660W. Ten percent of the first-year students scored in the 700-800
range in critical reading, 12 percent in math and 11 percent in writing. Fifty-one percent scored in the 600-699
range in critical reading, 51 percent in math and 52 percent in writing. Thirty-four percent of the students fell
into the 500-599 range for critical, 32 percent in math, and 32 percent of the students were in this category for
writing. Five percent of the students were in the 400-499 range in critical reading, five percent in math and five
percent in writing. For those students taking the ACT, the mean was 26, the 25th percentile was 25, and the 75th
percentile was 29. Thirteen percent of the first-year students scored in the top ACT range of 30-36, 69 percent
scored in the 24-29 range and 17 percent scored between 18 and 23.


D. Financial aid
Comprehensive tuition, room and board, and fees was $31,846 for the 2008-2009 academic year. For 2009,
$13,717,407 in financial aid was awarded on the basis of need. This excludes loans and work study. Merit-
based awards, which include athletics, amounted to $12,478,216. Sixty percent of the student body received one
or both.




                                                                                                               33
The primary goal of financial aid is to provide access to a broad range of qualified students from different socio-
economic backgrounds. Seventy-one percent of the need was met for students who were awarded need-based
aid. Strategic allocations of funding are made with the intention of preserving the aid package throughout the
student’s tenure.


IV. Faculty
A. Demographics
In 2008-2009, the total number of instructional faculty in arts and sciences at Elon was 298, of whom 161 are
tenured/tenure-track, 21 are full-time non-tenure track, 23 are limited term, 18 are full-time lecturers and 75 are
part-time. Twenty-nine of the overall faculty (including lecturers) and 25 of the full-time faculty are categorized
as members of minority groups. The full-time faculty includes 110 women and 113 men. The recruitment and
retention of a more diverse faculty is an explicit goal of the administration. In all tenured and tenure-track
faculty searches, one search committee member is charged with ensuring diversity awareness.


The proportion of faculty holding tenure and tenure-track positions at Elon has varied widely. In the 1970s,
tenured and tenure-track appointments dropped to less than 30 percent of instructional faculty. More recently,
the board of trustees set a goal for a faculty that is more than 80 percent tenured and tenure-track.     In 2008,
CAS had 181 faculty at the professor, associate, and assistant ranks, including eleven legacy positions not
having tenure or tenure-track option. In effect, within CAS, Elon has already just achieved the 80 percent
tenured and tenure-track status for its full-time instructional staff because the legacy professorial appointments
are treated within departments as de facto tenured appointments; the tenure rate increases to almost 86%.
Almost all tenured and tenure-track faculty have terminal degrees in their field; seven faculty at the professor,
associate, and assistant rank have master’s degrees.


The AAUP’s ―Annual Report on the Economic Status of the Profession,‖ 2007-2008, shows Elon University at
the following quintile rankings:
                                         Salary                   Compensation
Professor                                   2                              2
Associate Professor                         2                              3
Assistant Professor                         3                              4




                                                                                                                34
The Elon plan for faculty salaries is to stay in the top one-third of institutions in the Associated New American
Colleges and Universities, a consortium of nineteen small to mid-sized colleges that includes Butler University,
Pacific Lutheran University, and Valparaiso University.


The administration recognizes that additional sabbaticals are needed. Nineteen were awarded in 2008-2009, and
the administration plans to increase this number to 34 to 10 percent of the faculty over the next six years. The
sabbatical compensation is full salary for one semester or half salary for a full year for faculty appointed at
professorial rank or lecturer. A professor of history has been awarded Elon’s first full-year, full-salary faculty
sabbatical for 2009-2010. Two faculty members from the College of Arts and Sciences received the first Senior
Faculty Research Awards, which will start in Fall 2009. This highly competitive program for associate and full
professors is designed to support excellence in ongoing scholarly work and offers four course releases over a
period of two academic years. By 2011-2012, the program will be fully funded and operational, with six faculty
per year recognized and supported as Senior Faculty Research Fellows. The CAS has a fund of $181,000 per
year to support faculty professional development for travel, research, and summer stipends.


B. Teaching loads
The average teaching load is six courses per year, with courses averaging four contact hours, distributed over the
fall and spring semesters. Department chairs are authorized to distribute course-release time. Such course-
release reassignments are allocated for teaching activities not included in the regular course load, for service,
and for professional activity and scholarship.


The average teaching assignment for full-time faculty is generally 22 semester hours. However, additional
course releases are granted to department chairs, to some chairs of elected committees, and to some program
directors,   resulting in an average class load of approximately five courses per year per full-time faculty
member.


In 2008, the student/faculty ratio was 13.7/1. Seventy-two sections enrolled two to nine students; 219 sections,
ten to nineteen students; 165 teaching, 20 to 25 (the most common and thus modal class size range); and 141
sections, 30 to 39. Only six sections had more than 39 students, and no section had more than 99.


C. Contingent faculty
Contingent appointments include lecturers, or those holding master’s degrees. They are expected to be effective
teachers, engage in service, and engage in professional development necessary to remain current in the
discipline. Lecturers serve six years in rank and cover introductory courses. Those who have served at least six



                                                                                                               35
years are eligible for promotion to senior lecturer. ―Instructor‖ denotes persons without the doctorate who are
serving in visiting or limited term appointments. Some temporary faculty hold one-year contracts, which are
created when faculty resign late in the academic year.


In music and the performing arts, part-time faculty accounts for 21 percent of the credit hours taught. Full-time
lecturers are employed in foreign languages (eight); English (seven); mathematics (four); and at the rate of
approximately one to three FTEs in other departments. The departments with the greatest proportion of
instruction by contingent faculty, both full-time lecturers on single year appointments and part-time instructors,
are:
             Music: 48 percent (one faculty member on semester sabbatical)
             Mathematics: 43 percent (two temporary faculty in unfilled lines)
             Religious Studies: 40 percent (two faculty members on full-year sabbaticals)
             Art/Fine Arts: 37 percent (one faculty member on semester sabbatical)
             Political Science/ Public Administration: 36 percent


Full-time non-track or continuing-track faculty have appointments for fixed periods of time. They are eligible
for travel funds and may compete for faculty research and development funds.               Following a four-year
probationary period, continuing-track faculty may receive a two-year annually renewable contract. They are
also eligible for promotion after a six-year period.      Promotion allows for three-year annually renewable
contracts and an annual $3,000 salary supplement. Approximately half of the non-tenure track positions are
filled by legacy faculty members holding master’s degrees.


V. Governance
A. Board
Elon is a private institution governed by an independent self-perpetuating board of trustees consisting of 36 to
40 trustees and two youth trustess. Two representatives from the United Church of Christ sit with the board of
trustees as ex officio members without voting privileges. The third and final ex officio member of the board is
the president, who also sits without voting privileges. The board is authorized to administer the affairs of the
university through making policy and the management of business and property. The board meets semi-annually
to review both the annual budget and academic programs.


B. Administration
The President, appointed by the board, oversees the day-to-day affairs of the institution. Senior staff include the
Faculty Administrative Fellow and Assistant to the President, the Senior Assistant to the President and Secretary


                                                                                                                36
to the Board of Trustees, the Provost and Vice President for Academic Affairs; and Vice Presidents for
Institutional Advancement; Admissions and Financial Planning; Business, Finance, and Technology; Student
Life (also Dean of Students); the Assistant Vice-President and Director of University Relations; and the Director
of Athletics. The Associate Vice President for Academic Affairs and Dean of Arts and Sciences is also a
member of the senior staff, highlighting the centrality of arts and sciences to the mission of the institution.


C. Academic culture
The review process for teaching faculty involves multiple evaluations. Each teaching faculty member is
reviewed annually by the department chair. Second- and third-year reviews include evaluation by the dean in
consultation with the department chair. A comprehensive fourth-year review for lecturer track and continuing
track is conducted by the dean in consultation with the department chair and senior departmental faculty. This
review may include classroom observations, annual evaluation material, and a conference between the faculty
member and the dean. The tenure and promotion process is similar to the second- or third-year review and
additionally includes the University promotion and tenure (P&T) committee. Recommendations from the P&T
committee and the dean are presented to the provost and vice president for academic affairs. Tenure is awarded
upon the recommendation of the president and approval of the board of trustees. Post-tenure review results in a
professional development plan for each faculty member. This plan is updated yearly and placed in the faculty
member’s personnel file.       Post-tenure review occurs every fourth year after successful completion of
probationary review and every five years thereafter.


The campus climate at Elon is inclusive and does not tolerate discrimination based on age, race, color, creed,
sex, national or ethnic origin, disability, sexual orientation, or veteran status. In addition, the staff handbook
notes that ―Elon University regards discrimination against gay and lesbian members of the university
community as inconsistent with its goal of providing and atmosphere of mutual respect in which students,
faculty, and staff may learn, work, and live.‖ While invocations are given before faculty meetings and at official
university gatherings, their content is consistent with Elon’s commitment to diversity and nondiscrimination.


Elon is firmly committed to academic freedom, and there were no reports of infringements of academic freedom
or restrictions on the free exchange of ideas. One of the many published statements that emphasize this
commitment states, ―In the spirit of its historic association with the United Church of Christ, Elon University
affirms the openness of that tradition to free inquiry and respect for the right of each person to his or her
convictions. Academic freedom is the right of every faculty member responsibly engaged in scholastic efforts to
seek, discover, speak, teach and publish the truth.‖




                                                                                                                  37
VI. Institutional Financial Stability
A. Tuition, fees, and tuition discount rate
Enrollment trends should continue to favor Elon, as students continue to see this private institution as a desirable
option with respect to cost. In 2008-2009 tuition, fees, room and board amounted to $31,589. The discount rate
for tuition has increased over the past year. In 2007-2008 that rate was 13.3 percent having increased .5 percent
from the past academic year.


B. Endowment
As of the fiscal year 2007-2008, the market value of the Elon University endowment was $86,530,142,
representing a gain over the previous fiscal year ($79,895,987) of 8.3 percent. The contribution to revenue in
fiscal 2007-2008 was $3,542,809, representing 2.9 percent of total revenue, excluding auxiliaries.


In recent years the spending rate has been lowered from 5 percent of a rolling market average to 4.7 percent.
There are plans to reduce the spending rate further to 4.5 percent as the market value of the endowment reaches
defined benchmarks.


C. External Support
Elon maintains an annual fund that raised $2.3M in unrestricted gifts in 2007-2008, and another $2.8M in
restricted gifts. A limiting factor expressed by the president is the demographic reality that more than half (54
percent) of Elon alumni are in their 20s and 30s—a fraction that will get larger before it gets smaller. Thus, one
of the main challenges of alumni affairs at Elon is that of cultivating a culture of giving within this relatively
youthful cohort.


The leadership phase in the new comprehensive campaign, ―Ever Elon,‖ was publicly launched in October,
2008, with the announcement that $59M in gifts, pledges, and planned gifts had been raised. The focus of the
campaign is the endowment, toward the purpose of providing for professorships, need-based financial aid, and
other scholarship aid. No less important a goal is that of making Elon less tuition driven. As of January 1, 2009,
$61M has been raised, toward a total goal of securing $100M.


VII. Facilities
A. Overview
The campus is laid out according to a well-planned, functional design for academic work, residential life,
athletics, and other activities. The institution has combined a relatively aggressive pace in constructing new
facilities with maintenance of a consistent stylistic pattern.     In addition to the beauty of the previously



                                                                                                                 38
referenced grounds, the ensemble of buildings composing the Elon campus provides a setting congenial to the
purpose of the institution. The administration states that there is no deferred maintenance.


B. Libraries
Elon University’s main library is the two-story, 75,000-square-foot Belk Library, constructed in 2000, which is
adjacent to the student union and very near the student recreation center, in the heart of campus. The library is
staffed until 1:00 a.m. from Sunday through Thursday and until 9 p.m. on Friday and Saturday. Students have
round-the-clock access Sunday through Thursday to the library’s first floor, which includes the catalog and data
bases, computers, and printers, study spaces, and the print reference collection.


Elon is a member of the NC LIVE statewide virtual library and the Triad Academic Library Consortium.
Internet search databases include ISI Web of Science and Chemical Abstracts SciFinder.


Holdings at the end of the academic year 2008 included 290,938 volumes, 8,805 serial titles, and 28,024 on-line
journal titles. The acquisitions budget has increased ten-fold over the past decade, and now stands at $1,499,432
for the academic year 2009. Total library staff includes 30 individuals with an FTE above 25. Professional
employees include 16 individuals with an FTE of 13.7.


C. Laboratories
The biology, chemistry, and physics classrooms and labs share space in a modern, four-story building. The
biology department has a program in medical technology, offered in affiliation with a local hospital. The biology
department offers a course in clinical anatomy which includes dissection of human cadavers in a restricted-
access laboratory. This course is offered to students in the medical technology major as well as biology majors
and other students interested in the health profession. The chemistry and physics teaching laboratories are well-
equipped. The organic chemistry teaching laboratory is appropriately staffed and furnished, and it includes
close access to a modern 300 MHz NMR spectrometer.


In addition to its science laboratories, the science building also contains a Geographic Information Systems
laboratory, used most frequently by students in environmental studies and in geography. The psychology
department recently changed buildings, a move which has increased its laboratory space. Finally, Elon also has
a state-of-the-art public opinion laboratory in the Center for Public Opinion Polling. The Elon University Poll
conducts surveys on issues of importance to North Carolina and the region. More than 400 students per year
have an opportunity to work on this poll as part of the Elon’s experiential learning program.




                                                                                                              39
D. Information technology
The Elon University offers campus-wide wireless connection. About 95 percent of the classrooms have data
projectors. Students have access to three gigabytes of backup storage, access to web server space with an
established acceptable use policy. Faculty and staff computers are on a three-year refresh cycle and have access
to more than 40 software packages and to ten gigabytes of backup storage. Through a support service of 65
professionals and students, everyone has access to support 92 hours per week and 24-hour on-call access.


VIII. Athletics
A. Overview
Elon University fields teams in 16 intercollegiate sports, seven for men and nine for women, and competes in
the Southern Conference in the NCAA Division I.


B. Relation to Academics
The director of athletics reports to the provost and the president of the University. The faculty elects the faculty
athletics committee that oversees the program. The faculty athletics representative is appointed by the president
and reports to the president.


A director and two academic coordinators oversee the academic support program for athletes. All freshmen and
selected upperclassmen participate in the Academic Enhancement Program (AEP). Athletes in AEP meet with
their assigned academic coordinators each week to discuss academic progress and may be required to complete
monitored study hours. Academic coordinators meet with the coaches and provide weekly written reports of the
academic progress of AEP participants. Additionally, any information received from professors about academic
performance (including absences) will be reported to the coach. The most recent six-year graduation rate for
athletic scholarship 2001-2002 cohort is 70 percent overall (compared to 73 percent for the general student
body). That rate breaks down to 58 percent for men and 85 percent for women. The projected graduation rate
for the 2002-2003 cohort is 77 percent. All of the teams are well above the NCAA graduation rate minimums
with four receiving national recognition for being in the top ten percent of their sport (men’s basketball,
women’s cross-country, women’s golf, and volleyball).
D. Violations and probations
The NCAA has not penalized Elon University for any violations in the past ten years. The secondary violations
that Elon has self-reported have required no further action by the NCAA.




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IX. Recommendation
A. Commitment of the institution to the chapter
The President and Board of Trustees of Elon University have pledged to provide reassigned time for a faculty
member who coordinates the Phi Beta Kappa chapter, to provide administrative support for the chapter, and to
provide a budget to fund the annual induction ceremony, cords for graduation robes, subsidized initiation fees
for students with demonstrated financial need, and other necessary expenses


In addition, the Phi Beta Kappa members of the Elon faculty are already engaged in a series of initiatives. These
include administering the Fund for Excellence in the Arts and Sciences, selecting two rising seniors for $5000
awards, and hosting lectures consistent with the Phi Beta Kappa mission.


B. Final recommendation
The Senate found Elon to be a progressive and flourishing institution, succeeding in its mission and enthusiastic
about the prospect of a chapter of Phi Beta Kappa. The Senate recommends that the application be approved.




                                                                                                              41
                                       JAMES MADISON UNIVERSITY
                                             Harrisonburg, Virginia




I. Introduction
A. General
James Madison University was established in Harrisonburg, Virginia in 1908 as the State Normal and Industrial
School for Women. In 1914, the institution’s name was changed to the State Normal School for Women at
Harrisonburg. The institution became the State Teacher’s College at Harrisonburg in 1924 and remained so
until 1938. At that time, the name Madison College was conferred upon the university in honor of the fourth
president of the United States. In 1946, the college began accepting its first men as day students, becoming
coeducational in 1966. By 1954, Madison College received authority to grant masters degrees and was changed
into a university in 1977, with the consequent name change to James Madison University. Doctoral degrees
became authorized in 1994. Currently a public, comprehensive university—Master’s L (larger programs)—
JMU’s focus is on providing liberal learning to undergraduate students.      The university’s mission statement
pledges to prepare educated and enlightened citizens who lead productive and meaningful lives.


The campus occupies 696 acres in the Shenandoah Valley. JMU’s main quadrangle comprises an expanse of
lawn surrounded on three sides by stately academic buildings.


B. Overview of liberal arts and sciences
James Madison University consists of the College of Arts and Letters, the College of Business, the College of
Education, the Graduate School, the College of Integrated Science and Technology, the College of Science and
Mathematics, and the College of Visual and Performing Arts. Students eligible for Phi Beta Kappa will be
found among majors in anthropology, art history, biology, biotechnology, chemistry, computer science, earth
science, economics, English, geographic science, foreign languages, literatures and cultures, geology and
environmental science, history, international affairs, justice studies, mathematics, modern foreign languages,
and statistics, philosophy and religion, physics, political science, psychology, religion, sociology, statistics,
studio art, and non-performance programs in music, theater and art. The B.A. and B.S. students in these
programs compose approximately 40 percent of the university’s graduates. More than 53 percent of minors are
also in the arts and sciences disciplines.




                                                                                                              42
C. Phi Beta Kappa faculty
Among the 439 full-time faculty members in JMU’s arts and sciences programs, 48, or 11 percent, are members
of Phi Beta Kappa. The total Phi Beta Kappa Faculty at the university number 63, or 14.4 percent of the faculty.
Four of these are from the library.


II. Curriculum
A. Liberal arts and sciences requirements
JMU students must complete a minimum of 120 credit hours and meet the general education requirements to
receive a bachelor’s degree. All students must complete the general education program, ―The Human
Community.‖


The program is organized into five clusters and mandates forty-one credit hours of general education. Each
cluster contains groups or areas, defined by learning outcomes and completed by selecting one course from a
short list. The five clusters are:
        Skills for the 21st Century (which requires completing a Technology Competency
        Test and an Information Seeking Skills Test by the end of the first year, and nine
        hours of coursework – one course each in Critical Thinking, Human Communication, and Writing).
       Arts and Humanities (nine hours of coursework – one course each in Historical,
        Cultural and Philosophical Perspectives; Fine Arts; and Literature).
       The Natural World (which requires ten credit hours from one of two tracks each
         requiring mathematics and science courses).
       Social and Cultural Processes (which requires seven credit hours in the American
        Experience and the Global Experience).
       Individuals in the Human Community (which requires six credit hours in
        Wellness and the Social-Cultural dimension).


Students seeking the B.A. must complete a philosophy course and up to 14 credit hours (to intermediate
proficiency) in a foreign language, in addition to general education courses and the major. In 2008-2009, JMU
offered fourteen languages: Arabic, Chinese, French, German, Greek, Italian, Japanese, Korean, Latin, Persian
(Farsi), Portuguese, Russian, Spanish, and Swahili. JMU students pursuing the B.S. degrees must complete
three credit hours in quantitative literacy and three to four credit hours in scientific literacy in addition to the
general education requirements and the major. There are seven different options for meeting the quantitative
literacy requirement. The traditional arts and sciences disciplines offer over 100 courses that meet the science
literacy requirement.


                                                                                                                 43
Of the overall JMU student population, approximately 40 percent are in majors eligible for Phi Beta Kappa. The
five most heavily enrolled of these are:
        Biology (B.A. and B.S.)                 13.24 percent
        Psychology (B.A. and B.S.)              12.69 percent
        Communication Studies                   9.56 percent
        English (B.A.)                          6.92 percent
        History (B.A.)                          6.64 percent


JMU reports that the number of foreign language majors has doubled in recent years. There has also been a
large increase in the number of students with a B.S. major and a foreign language minor. In recent years,
roughly sixty B.S. students have completed language through the intermediate level each year.


B. Honors program
The Honors Program has recently undergone program review with the goal of making it the university’s ―crown
jewel‖ – a nationally recognized program that highlights undergraduate research. The program is centrally
located on campus in what was once the president’s home. There is a half-time Prestigious Scholarships
Coordinator, and the program includes 2007-2008 recipients of a Goldwater, a Udall, and a grant from the
Freeman-Asia Program. Additionally in 2008 there were two Goldwater Honorable Mentions, two Fulbright
finalists, and a Truman finalist.


Honors Scholars complete a total of twenty-seven hours in honors, including nine hours of required honors
general education courses, six hours of electives designated honors or honors options, six credit hours in
interdisciplinary honors seminars or colloquia, and six credit hours of independent study – the senior honors
project in one’s major.


Students in the Honors Program must maintain a GPA of 3.25 or higher. Students can also earn subject area
honors by completing a six-credit hour senior honors project, six credit hours in honors seminars, and twelve
credit hours of electives in honors courses, while maintaining a GPA of 3.25 or higher. Examples of honors
seminars are: Evolution of the Brain and Intelligence, Great Questions, Multicultural Awareness, Biology in the
Movies, Automatons, Robots and Cyborgs, Caribbean Literature, Evolutionary Systems, Democracy and its
Discontents, Research and Information, Express it in Numbers, Gullah History in Film, Women’s Colloquium,
and Rhetoric of Survival. JMU also awards cum laude to students with GPAs of 3.50-3.699, magna cum laude
to students with 3.70-3.899, and summa cum laude to students with a 3.9 GPA or above.




                                                                                                            44
C. Other programs
JMU is committed to excellence in undergraduate research and creative projects, having received significant
support by extramural funding agencies, such as the National Science Foundation for its efforts. The Institute
for International Education has listed them as third in their institutional category for study abroad. In 2007-2008
they had over 1000 students studying in over eighty countries. JMU does not have exclusive relationships with
any study abroad provider.


In 2008-2009, JMU offered 36 alternative spring break trips involving civic engagement, with over 500 student
participants. Prior to 2006, JMU enjoyed a number two national ranking among medium-sized universities for
number of graduates serving as Peace Corps volunteers. More recently, they are listed in the top 25 of the large
colleges and universities category, for schools with undergraduate populations over 15,000.


In Fall 2006, JMU conducted a pilot of a new Honor Code test, now required for all incoming students; in 2008,
93 percent of freshmen and 90 percent of transfers completed the online assessment by the deadline. They are
hoping to reach 100 percent in the near future.


JMU is justifiably proud of its Centennial Scholars Program, begun in 2004, through which low income
students, most of whom are from underrepresented backgrounds, receive a full scholarship for all four years and
additional support services. The Centennial Scholars are within one percentage point of the retention rate for all
students. JMU also offers six full honor scholarships annually through the Thomas and Karyn Dingledine
Scholarship Endowment for Achievement in Academics and Service. Madison Achievement scholarships of
$500 to $2,000 are also awarded to fifty students each year. A new scholarship program, the Second Century
Scholars, provides a scholarship of 75 percent of tuition over four years to highly qualified students in selected
majors.


III. Students
A. Enrollment
In Fall 2008, 16,619 on-campus undergraduates were enrolled at JMU, as well as 1,136 graduate students and
209 non-degree seeking students. The collection of departments equivalent to a college of arts and sciences
includes about 40 percent of the undergraduates.


B. Demographics
In 2008, 29.7 percent of the students were from out of state. Over the last six years, JMU has moved from 8.5 to
12.5 percent students from underrepresented populations. Of current undergraduates, less than 88 percent are



                                                                                                                45
White/Non-Hispanic; 2.4 percent are Hispanic; 4.0 percent are Black/Non-Hispanic; and 4.9 percent are
Asian/Pacific Islander. Among full-time undergraduates, 40.3 percent are men and 59.7 percent women.
Although over 69 percent of women applicants are admitted and less than 60 percent of male applicants,
enrolling percentages are quite similar – just over 33 percent of men and just over 30 percent of women. The
average age of full-time, first-year students is 18; the average age of all undergraduates is 20. About two
percent of undergraduates are 25 or older.


C. Admissions
Applicants are expected to have completed the following minimum high school program: four years of English,
four years of math (one full year beyond Algebra II), three years of laboratory science, and three years of the
same foreign language or two years each in two different languages. Six factors are considered in admission to
JMU, the most important of which is the quality of high school academics. Standardized test scores and
extracurricular activities are also considered. JMU requires a Secondary School Report Form and includes an
optional personal essay. In fall 2008, 29.1 percent of freshmen were in the top 10 percent of their high school
graduating class; 72.9 percent were in the top quarter; over 97 percent were in the top half.


The mid-50 percent range for SAT I Verbal score is 560-620. The mid-50 percent for SAT I Math is 580-630;
the comparable range for composite ACT is 25-28. Their first-time, first-year students in fall 2007 had a mean
SAT of 1148. In 2008, 183 entering students, almost all of whom have an unweighted GPA of 3.75 or an
SAT combined score of 1300 (or ACT of 30) or higher, entered the honors program as Honors Scholars.
JMU had 19,245 applicants for fall 2008 and admitted 12,522. The 3,957 enrolled represents a yield of 31.6
percent. They note that their retention rates of 91-92 percent and graduation rates of 80 percent have held in the
face of very intentional efforts to enhance diversity. These recruitment efforts have been bolstered by
articulation agreements with thirteen community colleges across the state and a 2004 implemented ―Faculty
Member in Residence Program.‖ This program provides for a faculty member to receive half-time release from
teaching in exchange for being on a high school campus weekly for the academic year. Currently, ten faculty
members are in two Arlington high schools, two Richmond high schools, two Richmond middle schools, one
Harrisonburg high school, one Roanoke high school, one Norfolk high school, and one Waynesboro high
school. The focus is on first-generation students whose parents may need assistance with the college application
process and the FAFSA. The faculty member brings the high school students to campus, assists them with
writing personal essays, and brings in a variety of speakers. By valuing the student who ―pushes‖ him- or
herself in high school, JMU endeavors to identify promising students from nontraditional backgrounds.




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D. Financial Aid
For 2008-2009, in-state tuition and fees per semester is $3,482; out-of-state tuition and fees is $9,229. Room
and board is $3,586. The average amount of financial aid received is 2,560 in institutional grants, $5,178 in
state and local grants, $3,338 in federal grants, and $6,104 in loans. The Director of Admissions reports that
roughly 45 percent of need was met for first-year, first-time students in 2008-2009, and 51 percent was met for
all undergraduates. Roughly 11 percent of first-time students receive aid in grants and awards (28 percent in
institutional grants, 38 percent in Federal grants, and 34 percent in other awards); 38 percent of students receive
loans. On average 25 percent of aid is in grants and scholarships, 35 percent in loans.


In 2008-2009, 28 percent (4,554) of the students received need-based aid (scholarships, grants, loans, and work
study packages). Only one percent (193) students received need-based scholarships. An additional 12 percent
(1,982) received need-based grants, 24 percent (3,915) received need-based loans, and one percent (205)
received work study packages (Some students received multiple awards). Merit scholarships that were not
athletic scholarships were awarded to five percent (721) of students, with only two percent (382) of students
receiving athletic scholarships.


IV. FACULTY
A.    Demographics
Among the 345 tenured and tenure track faculty, in Phi Beta Kappa-eligible departments, 126 are women and 26
are members of underrepresented groups. A diversity initiative was begun by the president in 2004.


The AAUP’s ―Annual Report on the Economic Status of the Profession,‖ 2006-2007, shows James Madison
University at the following quintile rankings:
                                         Salary                   Compensation
Professor                                   2                              2
Associate Professor                         2                              2
Assistant Professor                         2                              2


B. Teaching loads
Faculty teaching loads vary somewhat across arts and sciences disciplines, and are most commonly set at three
three-hour courses per semester. In some departments, the teaching load ranges from nine to twelve contact
hours per semester. Within arts and sciences disciplines, the student/faculty ratios vary widely across
departments, from 7.94 in physics to 25.42 in psychology. University-wide, the student/faculty ratio is 16.6/1.
These student-faculty ratios translate into a range of class sizes: the arts and sciences offered 2164 class



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sections, with 38 sections enrolling more than 100 students. The most common class size is twenty to twenty-
nine students, found in 685 sections.


C. Contingent faculty
James Madison University uses tenured and tenure-track faculty, as well as faculty in a variety of appointment
categories that are not tenure-eligible, to meet long-term institutional needs. Contingent faculty include full-
time instructors and lecturers, part-time instructors, and some graduate student teaching assistants. There is
also a contract status known as Renewable-Term Appointments, providing renewable three-year contacts.
These faculty are not eligible for tenure. However, University spokespersons state that they have job security
and academic freedom protections, and do not consider them to be contingent faculty. Excluding such three-
year renewable term appointments, the academic departments with the largest proportion of instruction from
contingent faculty are:


    1. Foreign Language: 65 percent of 198 sections in 2007 were taught by contingent faculty. The bulk of
         instruction was done by four full-time instructors and lecturers and 43 part-time lecturers.
    2. Philosophy and Religion: 45 percent of 84 sections in 2007 were taught by contingent faculty. This
         instruction was done by three full-time instructors and lecturers and 11 part-time lecturers.
    3. English: 40 percent of 128 sections in 2007 were taught by contingent faculty. This instruction was
         done by two full-time instructors and lecturers and 23 part-time lecturers.
    4. Justice Studies: 38 percent of 39 sections in 2007 were taught by contingent faculty. This instruction
         was done by two full-time instructors and four part-time lecturers.
    5. Chemistry: 38 percent of 130 sections in 2007 were taught by contingent faculty. This instruction was
         done by one full-time instructor and eleven part-time lecturers.


The department with the largest number of three-year renewable term appointments is Communication Studies,
which has 17 tenured and tenure-track faculty, 19 faculty on three-year contracts, and one faculty member on a
one-year term appointment. Within the narrower definition of contingent faculty, that category accounts for 5
percent of sections. However, including three-year appointments, over half of all sections are taught by
contingent faculty.


In more detail, the courses most often taught by part-time contingent faculty in Fall 2007 are:
    1.   ―Critical Reading and Writing‖
    2.   ―Life Span Human Development‖
    3.   ―General Chemistry Laboratory‖



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    4.   ―Intermediate Spanish I‖
    5.   ―Survey of American Literature: From the Civil War to the Modern Period‖


As a predominantly masters-level institution, JMU uses relatively few graduate students for instruction: Biology
has nine lab TAs, English uses five TAs in the writing program, and Psychology uses four TAs in general
psychology. In each program, TAs must either maintain a GPA with at least 18 hours of graduate coursework
or take a course on effective teaching.


V. Governance
A. Board
James Madison University is in the statewide system of public higher education of the Commonwealth of
Virginia. The governing body of the institution is the Board of Visitors. The board contains 15 members who
are appointed by the governor for terms of four years. Visitors are limited to no more than two successive four-
year terms. In addition to the governor’s appointees, a student representative to the board is chosen by the
student body, and the speaker of the Faculty Senate serves as the faculty representative to the board. The
student representative serves a one-year term, with a maximum of two consecutive terms.             The faculty
representative term is unrestricted. The board is responsible for overseeing the effective governance of the
university.


B. Administration
The president bears the general responsibility for the administration of the university and is appointed by the
Board of Visitors. The provost and Vice President for Academic Affairs, the Senior Vice President for
Administration and Finance, the Senior Vice President for Student Affairs and University Planning, and the
Senior Vice President for University Advancement assist the president in the administration of the university.
Appointments to these positions and to the administrative and instructional faculty are made by the board on the
recommendation of the president. The deans of the seven colleges report to the provost and Vice President for
Academic Affairs, or to one of three Vice-Provosts. Faculty is well-represented on committees in the College of
Arts and Letters and throughout the university. The Faculty Senate serves as an important forum in the
promotion of shared governance.


C. Academic culture
Promotion and tenure decisions are clearly outlined for each of the colleges. For example, in the College of Arts
and Letters, promotions are recommended separately to the dean by the department head and the unit’s
Personnel Advisory Committee, made up of a group of elected faculty members. The dean then makes a



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recommendation to the provost and vice president for academic affairs, who makes a recommendation to the
president. The Board of Visitors makes the final decisions on tenure and promotion.


There is a culture of open inquiry at JMU, and there were no reported incidents of infringement of academic
freedom. The university’s commitment to academic freedom is reflected in both the faculty and student
handbooks. The university is likewise committed to providing an environment that is free from discrimination,
harassment, and intimidation. Policies and procedures pertaining to nondiscrimination are contained in all
official university publications, including the faculty handbook, administrative and professional faculty
handbook classified and wage employee handbooks, and the student handbook.


VI. Institutional Financial Stability
A. Tuition, fees, and tuition discount rate
The tuition and fees for Virginia residents in 2008-2009 was $3,482 per semester. Out-of-state students paid
$9,229 per semester. There was also a $60 internet connection fee per semester charged to all students housed
on campus, and a one-time orientation fee of $150. Room and board on campus was $3,586. The tuition
discount rate (total tuition minus total institutionally funded financial aid expressed as a percentage of total
tuition income) was 94.5 percent in FY 2007, the last year for which data were available.


State appropriations per in-state student increased 43.5 percent from 1998 to 2007, although state appropriations
as a share of non-auxiliary revenues fell from 47.6 percent in FY 2002 to 35.7 percent in FY 2007. Indeed, the
university’s budget was cut by 7.0 percent for FY 2008, and the administration expects deeper cuts for FY 2009.


Eroding state support has been met by tuition increases over the past decade of about 7 percent per year, a
roughly 300 percent increase in sponsored programs over the past decade ($28.6 in FY 2007), and an aggressive
capital campaign. Nevertheless, despite the vagaries of state funding, JMU’s overall budget revenues in FY
2008 were $382M, a 47 percent increase (adjusted for inflation) since 1998.


B. Endowment
JMU reached the $50M goal of its first capital campaign in its centennial year of 2008, establishing an
endowment with a market value slightly above that goal. The endowment spending rate is four percent. The
endowment returned an investment rate of 18 percent in FY 2007.


C. External Support
Eighteen major gifts of $1M or more were received between 1998 and 2007, including funding for the



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university’s first two academic chairs, one in psychology and the other in business.


VII. Facilities
A. Overview
The 696 acre campus is split by Interstate 81. Bike paths, walkways, and shuttle bus routes facilitate travel
across the interstate. The east campus includes the new physics and chemistry building, the Computer Science
and Integrated Science and Technology Building, the Health and Human Services Building, the student
recreation building, residence halls, and some athletic facilities. The campus is spacious and well-landscaped.
The older buildings around the quad have a consistent limestone construction that blends well with the terrain.


The campus continues to expand. Very near to the JMU central quadrangle there is a small public hospital that
will be acquired and renovated into academic and student support space as well as a student health center. A
new performing arts center will be situated near the quad. The campus appears appropriately sized for the
planned expansion to about 20,000 students.


B. Libraries
The library consists of one main library and two branches, East Campus Library and the Music Library. The
main library, Carrier Library, was last renovated with an addition in 1994 and is attractive, busy, and well
equipped. The newest library facility, East Campus Library, opened in 2008. It provides 106,000 square feet of
space, houses the science book and journal collections, and offers nearly 1,000 additional study seats. It
contains 45 group study rooms, and a 24-hour computer lab and study area. Hours in Carrier Library and East
Campus Library extend to 2 a.m. professional librarians. The budget has grown on average $435,000 per year
since 1998, and is now at $8,196,622 for the 2008 academic year. About 43 percent of the total library budget is
devoted to materials acquisition, with electronic databases accounting (FY 2007-2008) for 29 percent of
acquisitions. Database holdings are extensive, including Web of Knowledge and, for chemistry, SciFinder.
Judging by chemistry access, e-journal access supports the extensive undergraduate research projects quite well.

C. Laboratories
Since 2001, renovations and new constructions have amounted to more than $55M, with significant
improvement and expansion of the science laboratories. The Integrated Science and Technology and Computer
Science building was completed in 1997, and a physics and chemistry building was finished in 2005.           The
psychology and biology laboratories are modern and spacious, with funding in hand for new biology laboratory
space. In the computer science department, one lab held a 43-monitor immersive visualization system used for
coursework and research. The chemistry department is extremely well-equipped, with, for example, three NMR



                                                                                                              51
spectrometers extending in capacity to 600 MHz; the department has a strong history of support for
undergraduate research, including awards from the NSF Research Experience for Undergraduates (REU)
program.


D. Information Technology
A student technology fee funds classroom technology; 99 percent of general-purpose classrooms are equipped
with digital projectors, networked computers, and multimedia equipment.


VIII. Athletics
A. Overview
JMU belongs to NCAA Division I. However, its football team plays in the Championship Subdivision (formerly
I-AA). A member of the Colonial Athletic Association, the institution was re-certified by the NCAA in 2007.
Gender equity in athletics has been a concern at JMU. The institution moved aggressively to address this
situation by reducing the total number of sports from 28 to 18, fielding 12 women’s teams and 6 men’s. This has
brought the athletic participation rates of men and women in line with the gender distribution of the general
student population (approximately 60 percent women) and erased a long-standing budgetary imbalance.


B. Relation to academics
The Athletics Director reports to the Senior Vice-President for Administration and Finance, who submits all
recommendations concerning athletics to the President. The Athletics Director also meets regularly with an
Athletic Advisory Committee, a fifteen-member body appointed by the President and composed of faculty,
students, and representatives of the community. The athletic program seems to work very well with the faculty
and administration to ensure that the student-athletes make academics their priority. The strongest evidence for
this is that the graduation rate among athletes in 2005 was 78 percent, compared to 80 percent among the
general student population. The Athletic Performance Center includes an academic support center with a first-
rate computer lab, large and small areas for group study and tutorial sessions, as well as offices for academic
support staff members.


C. Violations and probations
There is no evidence that JMU has ever violated NCAA regulations.




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IX. Recommendation
A. Commitment of the institution to the chapter
Phi Beta Kappa has been a visible force on the JMU campus as a result of the Shenandoah Valley Association.
JMU has offered dedicated support staff to the association for record keeping and event planning. They have
also provided supplemental funds for an annual award luncheon to recognize academic excellence among
graduating seniors, an award for best honors thesis, and publicity and other support for speakers invited by the
association. The winner of the Phi Beta Kappa Best Thesis Award is announced at JMU’s commencement
ceremony. If the JMU Phi Beta Kappa faculty are successful in securing a chapter, the provost will increase
university-level support in the form of a permanent operating budget, office space, and the necessary clerical
support to meet both chapter and association needs.


B. Final Recommendation
The Senate found JMU to be a vibrant, stable institution with an excellent liberal arts emphasis and a fine honors
program. The leadership of the university displays enthusiasm for gaining a chapter of Phi Beta Kappa. The
Senate recommends that the application be approved.




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