Chapter V

Student Profile, Standards, Services, and Activities

Introduction

This chapter offers a profile of Eastern Michigan University students and comments regarding the implications of that profile for the programs and services of the University. Description and evaluation of student services and activities are then presented. An assessment of University services and activities is included at the end of this chapter. That assessment is based on the Students' Reaction to College survey cited in Chapter IV, as well as on the analysis of key administrators of the University who contributed to this self-study.

Profile of Undergraduate and Graduate Students

Extensive profiling of students is routinely conducted by the University's Institutional Analysis and Reporting Office. Recent editions of those profiles will be available to the evaluation team as part of the primary data file for this report. What is presented here is an orienting summary of more detailed profile data. An effort has been made to include information that may not be apparent by examining the Basic Institutional Data Forms submitted with this report.

Overall Enrollment Growth

During the past ten years Eastern has experienced substantial enrollment growth. As its student body has grown certain features have changed and certain trends have emerged.

A very important trend has been the strong improvement of student retention as a factor in the University's overall enrollment growth. The chart in Figure V-1 summarizes the enrollment gains and the extent to which those gains have resulted from new as compared to returning students. The enrollment data reported in Figure V-1 is as of the opening-term reporting date for the Fall term of the year cited. Opening-term enrollment is always reported as of the date on which one-tenth of the term has been completed. Final official enrollment data are naturally larger. Data on final official enrollments are included in the primary data file for this report.

 

Undergraduate Students

The character of the undergraduate population at Eastern is profiled here according to the Colleges and programs selected for majors as well as by the mix of age and gender. Also reported are data regarding minority undergraduate students as well as citizenship distribution. Information regarding test scores and grade point averages of entering students is also presented as are data regarding the number of full-time as

compared to part-time students.

College Majors

Extensive detail on this subject is available by consulting the profiles of the Colleges in the appendices of this report and the full collection of profiles at both the College and department levels that are contained in the primary data file for this report. What is presented here is a summary of trends in the type of student the University has as reflected in the Colleges in which they elect to major.

The University's Colleges demonstrate a mixture of gains and losses throughout the period of overall enrollment growth. In the Fall of 1989, for example, the College of Arts and Sciences recorded the greatest headcount gain of 147 students, representing the ninth consecutive year of enrollment growth. This has resulted in current enrollments that are more than twice those of 1980. Part of this phenomenon is the result of a much larger percentage in recent years of students who declare majors earlier in their matriculation at Eastern. While most of the College's departments have continued to register enrollment gains, the greatest recent increases have been in the departments of English Language and Literature and Communication and Theatre Arts. Generally, the Arts and Social Sciences have experienced moderate to strong growth while the Physical and Natural Sciences recorded stable to marginal growth. The overall enrollment of the College remains strong as its share of the total declared majors is now 36.9%.

The College of Education recorded the second-highest enrollment gain in the Fall of 1989 with 117 additional students. It had the highest percentage increase (4.0%), a pattern that has continued for some time. It is important to note that many of the undergraduate enrollment gains in Arts and Sciences have been driven partly by the increases in growth in Education enrollments because Teacher Education students must declare a content major, typically from an Arts and Sciences discipline. Two of the College of Education's departments experienced recent losses recently: Health, Physical Education, Recreation and Dance as well as Special Education. Although those losses were slight they served to emphasize the predominant role of the Teacher Education Department in the College's increased enrollment. The programs foremost in enrollment gain were those that focused on primary school education. These gains pushed the Teacher Education Department from 1,530 students in Fall, 1988 to 1,825 in Fall, 1989, an increase of 20%. This is reflected in the College's percent of total enrollment which increased from a low of 10.7% in 1984 to a high of 20.2% in 1989.

The College of Health and Human Services, after experiencing substantial losses for two years, stabilizing in Fall, 1988 once again lost students in 1989. There has been recent movement among the College's departments as the enrollment in the Department of Associated Health Professions fell in 1988 by 56 students while the Human Environmental and Consumer Resources Department and the Nursing Department together gained 47 students. Percentage of total declared majors for this College stood at 10.9% as of Fall, 1989.

The enrollments in the College of Business have been in decline since 1984 with the exception of 1987 when a nominal gain was noted. The Departments of Accounting, Finance, and Operations Research and Information Systems have accounted for most of the recent losses. The cumulative effect of recent declines has decreased the College's share of the total undergraduate declared majors from a high of 32.3% in 1983 to 23.3% as of Fall, 1989.

The College of Technology, after a period of exceptional growth from 1980 to 1986, began a modest decline. The loss of 31 majors or 2.2% in Fall, 1988 represented a significant decrease. Recent losses have been confined to the Department of Industrial Technology, with declines dispersed among its majors. Pre-engineering and manufacturing majors show the most loss. The Departments of Business and Industrial Education and Interdisciplinary Technology have showed notable recent gains, particularly in the General Aviation Technology and Industrial Education majors. As of Fall, 1989 the College of Technology share of declared majors was 8.6%.

Age

University student profile data clearly show that the age of the undergraduate population at Eastern has continued to be concentrated in the traditional group of 18 to 22 year-olds. As a matter of fact, the concentration of undergraduates in that age group has increased from 62% of the undergraduate population in 1980 to 64.2% in the Fall of 1989. Undergraduates in the range of 23 to 29 years of age have decreased during that same period from 26.8% in 1980 to 23.5% in 1989 with the undergraduate group over 30 years of age increasing slightly from 11.2% in 1980 to 12.3% in 1989.

This trend is driven by a very strong tendency for first-time undergraduates and transfer students to concentrate in the 18- and 20-year-old age cohorts respectively. As overall enrollment has increased, the undergraduate student profile has become increasingly "traditional" with respect to age. Greater detail on these trends is available in the student profiles contained in the primary data file for this report.

Gender

In the Fall of 1980 the University's undergraduate population was comprised of 45.5% men and 54.5% women. Throughout the 1980s there has continued a trend toward a population of still more women than men. In 1989 the comparison was 41.9% men and 58.1% women.

Minority Undergraduates

Extensive detail regarding racial distributions within the student body is available in the primary data file for this report. What is focused upon here is minority student enrollment.

During the 1980s a decline has continued nationally in the number of minority students who enroll in our colleges and universities. The student profile at Eastern, unfortunately, reflects that trend. Yet, because of distinctive efforts to attract and retain minority students, there is evidence that such a decline in participation at Eastern may be arrested and reversed. Details regarding the University's effort in that regard are reported later in this chapter.

In 1983, 9.8% of Eastern's undergraduates were African-American, 1.18% Hispanic, 1.3% Asian-American and 0.35% Native American. (The year 1983 is used as a base period because, prior to that time, the number of student records with unreported races was very high.) By 1989 African-American students had declined in number to represent only 7.5%, while Hispanic and Asian-American students had increased slightly in number to comprise 1.25% and 1.37% respectively. The Native-American population remained steady at 0.35%.

Despite the decline in number of minority students from 1983 to 1989 there has been recent improvement in the percentage of minorities in the first-time students at the University. In 1987 minorities comprised 10.15% of first-time students at the University. By 1989 that had improved to 11.69%. However, the percentage of minorities among returning students has continued to decline from a high of just under 12% in 1984 to just over 10% in 1989.

Citizenship

The substantial majority of undergraduate students come from seven counties in Southeastern Michigan. In 1989, 79.4% of the undergraduate population came from Lenawee, Livingston, Macomb, Monroe, Oakland, Washtenaw, and Wayne counties while 13.4% came from outstate Michigan, 3.5% from Ohio, 1.2% from states other than Michigan and Ohio, and 2.5% from foreign nations.

Undergraduate Student Performance Indices

Figures V-2 and V-3 show the profile of first-time undergraduates' ACT scores and high school grade point averages. Consistently, over the past ten years, the first-time undergraduates ACT scores have clustered in the 16 to 24 range. The mean average score has shifted upward gradually since 1980 from 18.99 to 19.17.

The high school grade point distribution clusters in the 2.5 to 3.4 range. The mean average high school grade point has slipped slightly since 1983 from 3.02 to 2.94.

 

Full-Time/Part-Time Undergraduates

In recent years approximately 33% of all undergraduates enroll part-time at the University. The more senior a student's class standing, the more likely she/he will enroll part-time. Approximately 14% of the first-year students are part-time (down from 18% in 1980) while 49% of all seniors are part-time. The average undergraduate enrolls in 11.31 credit hours. Since most undergraduate courses are three credit hours, it follows that the typical undergraduate takes approximately four courses per term. Most undergraduates enroll during the day, with just over 11% enrolled in evening classes, down from 14.6% in 1980.

Graduate Students

The character of the graduate student population at Eastern is profiled here according to the Colleges from which they are tending to select their programs as well as by the mix of age and gender. Also reported are data regarding minority graduate students as well as citizenship distribution. Information regarding undergraduate grade point averages of entering students is also presented as are data regarding the number of full-time as compared to part-time students.

Programs Selected by Graduate Students

The largest group of graduate students at the University are those individuals who are not yet in a degree program, but who are either exploring options through a limited

number of courses, awaiting final action on admission and taking the allowable number of courses in anticipation, or pursuing additional course hours to fulfill obligations for continuing teacher certification in the State of Michigan. Over the past ten years that group has comprised 36-40% of the graduate student population with a high of 2,085 (opening-term) in 1987 and a low of 1,610 in 1984.

The largest degree-seeking population among graduate students is in the College of Education which comprised 34% of all graduate students on campus in recent years, up from a low of 24%. The Fall opening-term graduate student enrollment in the College of Education in 1989 was 1,764 - nearly double the low of 988 recorded in 1984. The largest of programs in the College is that of Educational Leadership which, in Fall of 1988, for example, enrolled 258 students in its Masters Degree program and 105 in the Specialist.

Third in size is the graduate student population of the various disciplines in Arts and Sciences, comprising approximately 16% of all graduate students in recent years with a Fall opening term enrollment of 809 in 1989, down from the peak of 853 in the previous year but still much higher than the low of 558 recorded in 1982. The largest graduate degree programs in the College are those of English, Psychology, and Language and International Trade. In the Fall of 1988 English registered 91 graduate students, up nearly three-fold from 1984. Psychology registered 89, down sharply from the previous year of 123. Language and International Trade registered 84, also down markedly from the previous year of 121.

The College of Business graduate programs have been declining in size steadily since 1980. In Fall, 1989 Business was responsible for 9% of the degree-seeking graduate students, down from its 1982 high share of 17%. Fall opening-term enrollment in 1989 was 493, off from the peak of 750 in 1980. The M.B.A. program continues to be the leader in size (420 Fall, 1988) with Computer-Based Information Systems second (72 Fall, 1988).

The College of Technology continues steady at a 4-6% share of graduate student enrollment. Their headcount appears to have stabilized at approximately 230 (opening-term) from a base of only 109 in 1980. The largest program continues to be Industrial Technology (127 Fall, 1988) with Interdisciplinary Technology second (63 Fall, 1988).

The College of Health and Human Services has the smallest graduate student population. With only one graduate program in the Department of Human, Environmental, and Consumer Resources, the College serves just over 1% of the graduate students, typically enrolling 60-70 students - down from the high of 94 in 1980.

Age

The graduate student age distribution is markedly different from that of the undergraduate. The difference extends beyond simply having a greater average age. There is a fundamental difference in the distribution of increases and decreases. There has been a large and consistent decline in recent years in the percentage of students in the 22-32 year-old age ranges. That group comprised 70% of the graduate student population in 1980. By Fall of 1989 that percentage had declined to 52.6%. The displaced percentage was absorbed largely by the 38-43 year-old group and the over-44 year-old group. The latter two groups, combined, more than doubled in the share of the population from 15% in 1980 to 31.7% in 1989. When combined with the knowledge that the largest programmatic growth at the graduate level has been in Education and in non-degree teacher certification coursework, it is clear that the shift in age distribution is being driven by the greater numbers of more mature individuals coming to the University for reasons of career development and enhancement. Greater detail on these trends is available in the student profiles contained in the primary data file for this report.

Gender

The graduate student gender distribution has shown a consistent pattern over the last several years with female enrollment being considerably more variable than that of the males'. When graduate enrollment was falling in the early '80s, a disproportionate amount of that loss was of female students. Conversely, since the recovery of graduate enrollments, beginning in 1984, the great majority of the added enrollment has been female. This strongly suggests that the enrollment of females is closely associated with graduate enrollment in Education since it has been Education that has fueled the surging graduate enrollments at the University. In 1980, 59.7% of Eastern's graduate students were female. By the Fall of 1989 that had risen to 67%.

Minority Graduate Enrollment

While the absolute numbers of minority graduate students has increased slightly from 1983 to 1989 (314 top 396), minority graduate enrollment has continued to decline as a percentage of the overall graduate student population. In 1983 it was 9.29%. By 1989 it had declined to 7.93%. The decline was led in size by the drop in African-American enrollments as a percentage of the total. In 1983 it was 7% (257) and, while it increased in absolute numbers (to 269), it declined as a percentage of the total to 5.39%. Both Asian-American and Hispanic enrollments increased slightly as a percentage of the total population (from 0.98% to 1.18% and from 1.06% to 1.10%, respectively).

Citizenship

The great majority of all graduate students at Eastern are from the State of Michigan (90.7% in 1989) and the majority of those are from Southeastern Michigan (79.0%) as compared to outstate Michigan (11.0%). Non-Michigan American graduate students, in recent years, have made up just over 1% of the population, while foreign graduate students have increased as a percentage of the total from 0.6.% in 1981 to 8.2% in 1989.

Undergraduate Grade Points of Graduate Students

As Figure V-4 shows, the undergraduate grade point averages of graduate students has remained fairly stable. Since 1984 the composite average has increased very slightly from 2.94 to 2.98. The most notable increase has been in the College of Technology which has increased from 2.78 to 2.99 over six years, while the non-degree population has slipped from 2.91 to 2.74.

Full-Time/Part-Time Graduate Students

The graduate student population is largely a part-time one at the University. Typically about 82% of all graduate students are part-time, down somewhat from the average ten years ago of closer to 88%. Because of the change in size of the whole population the average number of credit hours has not gone up substantially over the past ten years. In the Fall of 1989 it was 4.65 hours, down from a high of 4.96 in 1982. A substantial percentage of graduate students take courses in the evening hours. While that percentage has declined from a high of 65.6% in 1981 to approximately 51% in recent years, there is still a very important student constituency in the evening hours on Eastern's campus. When combined with the more modest undergraduate evening population there is an aggregate of nearly 25% of enrollments that take place in the evening hours.

Trends and Implications of Student Profile

The predominant story that has played out at Eastern during the 1980s has been that of enrollment growth and an evolution of the character of the student body. There are many important implications to the consequent profile of the undergraduate and graduate student populations. A few of the most important trends and their implications are noted here.

At the end of this chapter a summary assessment is offered of the student profile, standards, services, and activities at the University. Key plans for the future are also featured there.

Trends

As the student profile demonstrates, Eastern Michigan has had substantial success in retaining a greater percentage of its students than in past years. Such retention success has been a major factor in enrollment growth. In addition, the University has attracted a significantly greater proportion of the students in the State of Michigan as compared to other public universities. In 1981 Eastern attracted 7.05% of the first-time-in-any-college (FTIAC) students of the State. Over the years 1986 to 1987, Eastern's share averaged 8%. Eastern Michigan University's total share of students among its sister institutions has grown from 8.18% in 1981 to 9.90 in 1988, with the change in undergraduate and graduate shares being 8.66% to 10.57% and 6.38% to 7.63%, respectively.

The field of Education remains an important defining factor at Eastern for both undergraduate and graduate students. Yet there has taken root strong elements of other professional disciplines in Business, Technology, Health and Human Services, and selected areas of the Arts and Sciences.

Part-time students play an important role at Eastern. While its undergraduate age population has tended to be increasingly "traditional," its graduate student population has grown more mature in age. Unquestionably, women students continue to increase in number at both undergraduate and graduate levels.

Minority student populations have declined in size at Eastern as they have in many institutions nationally. Yet there is some indication that continued efforts to attract and retain qualified minority students are having positive effects.

While Eastern draws significant numbers of students from elsewhere in the U.S. and from foreign nations as well, the University serves predominantly the citizens of the State of Michigan, particularly those of the seven counties in Southeastern Michigan.

As the student body has grown in size it has held its own in quality as measured by test scores and performance in high school (in the case of the undergraduate) and undergraduate school (in the case of the graduate student). While the performance indices of the student body at Eastern are not superior, they are strong and consistent.

Implications

Because Eastern is so clearly associated with its service area of Southeastern Michigan, it continues to be very important that the University respond to developments in that region if it is to continue attracting and retaining students. Eastern continues to have a strong tradition in the field of Education and it certainly should sustain that tradition while nurturing those successful efforts of program diversification which have given the University its contemporary character.

Increasingly, it will be important for the University to define the "preferred size" of its academic programs and manage its enrollment, particularly its undergraduate enrollment, in light of such definitions. A very sound system of recruiting undergraduate students has been put into place during the 1980s. A clearer definition must still be devised of the relative stress to be placed on recruiting degree as compared to non-degree graduate students.

The part-time students are, in many respects, more "expensive" to accommodate in that their requirements for service remain substantial, yet the revenue per individual is lower than it would be if students were electing more hours. If such a part-time trend continues, unique cost pressures must be faced; if the cost pressures are to be modified, then incentives for more full-time study must be provided.

The mix of activities and the nature of services at the University must take into account the large "traditional-aged" undergraduate population and the increasing mature graduate student group. It is also important that the University respond more explicitly to the growth in ratio of the female as compared to male student populations. Faculty and staff must be more fully informed regarding these trends and encouraged to be more responsive to their consequences.

The University has, in the past, employed a three-part undergraduate student recruitment strategy aimed at attracting approximately 2,550 new undergraduates with 850 in each of the categories of high academic achiever, more typical college-bound students, and students with academic potential that may not have yet been realized. Such a balanced approach must continue if the University is to sustain the academic strength of its student body yet remain accessible to those who aspire to new opportunity.

Eastern, just as all of the universities in the State of Michigan and in the nation, must intensify its efforts to recruit and retain capable minority students. This is both a moral and economic imperative if Eastern and its sister institutions in higher education are to respond to emerging realities of the upcoming new century.

Student Standards and Academic Development

Information on this subject is reported here in three categories: entrance requirements, orientation and advising programs, and student retention programs. An effort has been made to portray the quality level of students who enter Eastern and the efforts the University makes to assist the student in pursuing academic goals.

Entrance Requirements

Since the University offers degrees at the bachelors, masters, and specialist levels, entrance requirements for each of these degrees are described here. Further detail on these subjects is contained in the University's Undergraduate and Graduate Catalogues as well as in the primary data file for this report.

Undergraduate

Only the basic undergraduate admission criteria are discussed here. The University's Systems Manual stipulates detailed policies and procedures that must be followed by admissions officers as they make admission decisions for new as well as transfer, and traditional as well as non-traditional students. The Systems Manual is available in the primary data file for this report.

For regular admission to Eastern, students applying directly from high school or applicants under the age of 21 must:

• present a satisfactory high school record or a composite score of 45 on the G.E.D. with at least a score of 35 in each area examination.
  
  
• present a minimum ACT composite of 17 or above, or the equivalent SAT total.
  
  
• have a combination of high school grades and test results within the admission categories on the Predicted Index Guide (see Figure V-5).

In addition to regular admission, the University also grants 200 students per year PASS admission status (Promote Academic Survival and Success). An applicant may be considered for admission to the PASS Program if they rate at the 1.80-1.89 range on the

Predicted Index Guide. The minimum applicant must still satisfy the three admissions requirements listed above. Applicants not meeting the above criteria, but with extenuating circumstances, may be considered for admission by the Academic Standards and Admissions Committee.

Transfer applicants must have earned at least a 2.0 cumulative grade point average (based on a 4.0 system) for transfer of all previous college work. Applicants with less than 12 hours of transferable credit are judged by the regular first-time admission criteria. A transfer applicant with less than a 2.0 cumulative grade point average may be considered for admission by the Academic Standards and Admission Committee.

Additional details regarding admission of veterans, non-traditional, non-matriculated, and other types of students are available in the Undergraduate Catalogue. There are, however, other factors one must understand to fully appreciate the current status of Eastern's admissions policies.

As part of University recruitment strategy, the Office of Admissions and others involved in student recruitment have been charged with obtaining a balance in the newly-admitted student population. Consistent with the principle that Eastern is to be a University of quality, uniqueness, and opportunity, recruitment efforts since the 1979-80 period have focused on a goal of 1/3 of newly-admitted (first time in any college or FTIAC) students having 4.0-3.5 high school grade point averages, 1/3 of the students having 3.49-3.0 grade points, and the remaining 1/3 having 2.99-2.0 GPA.

The Academic Standards and Admissions Committee, at the request of the Director of Admissions, began an in-depth evaluation of undergraduate admissions policies in the early 1980s. In 1986, the Office of Institutional Research at Eastern analyzed and validated the continued use of the Admissions Office Predicted Index Guide.

Graduate

The basic criteria are discussed here. More detail as to policies and procedures are available through discussion with the Dean and staff of the Graduate School. These admission criteria represent minimal standards. Academic departments are free to impose more rigorous standards beyond these for admission to a particular program. Admissions standards are discussed here only for those degree levels already approved. Admissions standards for proposed doctoral programs are discussed in Chapter XI of this report.

Specialist's Degree

A minimum grade point average of 3.3 (B+) in the master's degree program is required for admission to the specialist's degree. For those departments admitting students into the specialist's degree directly from the bachelor's degree, a minimum undergraduate grade point average of 2.75 is required.

Master's Degree

Degree admission requires that the applicant hold a bachelor's degree from an accredited college or university and possess a minimum undergraduate grade point average of 2.50 (4.0 scale) or 2.75 in the last half of the undergraduate program. Applicants who do not possess minimum requirements for admission may be granted conditional admission. Conditions of admission must be met prior to beginning coursework for the degree.

Conditional Admissions

Condition 1: Curriculum Deficiencies is a conditional admission for students who meet the degree admission requirements of the Graduate School, but have curricular deficiencies in their undergraduate program and/or other departmental standards and therefore do not meet departmental admission requirements. In such cases, conditions stipulated must be met prior to gaining degree admission.

Condition 2: Senior Status is a conditional admission granted to candidates completing an undergraduate degree at the end of the current semester and is valid for one enrollment period only. This condition is removed when the student submits an official undergraduate transcript with the baccalaureate degree posted.

Condition 3: College of Business/Foundation Courses is a conditional admission status granted to students who must complete foundation courses with "B" (3.0 GPA) averages. If successful, the student must then complete 12 hours of required core courses with a "B+" (3.3 GPA) average, with no grades below "B," and no course repeats.

Condition 4: English as a Second Language Program is a conditional admission status granted to international non-native speakers of English who scored below the required minimum score in the English proficiency exam (TOEFL) and the Test of Written English, (or MELAB) and will be required to elect appropriate ESL courses. The ESL courses are determined by the ESL program staff based on the candidate's score and a placement examination. The examination is administered by the English as a Second Language program staff at Eastern Michigan University prior to the beginning of each term.

Non-Degree Admission

Non-degree students may enroll under this status for any of the semesters or sessions (Fall, Winter, Spring, or Summer) and there is no limit to the number of hours a non-degree student may earn. However, students will be subject to course prerequisites. Also a student cannot earn a degree with non-degree student status. Students can transfer from non-degree student status to degree status if they meet departmental and Graduate School requirements (see Transfer of Credit to Degree Programs from non-degree student, page 18 of the Graduate Catalogue). Policy states that a student must complete a minimum of 10 semester hours after admission to the degree program. Non-degree students can earn a graduate certificate in such programs as historic preservation planning and social work. However, for the purpose of teacher certification and for professional licensing, the submission of official transcripts is necessary.

Credits earned do not automatically apply toward a degree program but are dependent upon admission to the Graduate School, the requirements of the program, recommendation by an adviser, and the approval of the Graduate School.

Status 1: Academic Deficiencies is a non-degree admission status granted on the recommendation of the academic department to candidates who do not meet the minimum undergraduate grade point average (2.5 GPA) requirement of the Graduate School or the academic department GPA requirements, whichever is higher; or who have graduated from a non-accredited academic institution, and/or have demonstrated the potential to perform graduate-level work at Eastern Michigan University. This type of admission provides students with an opportunity to demonstrate that they can be successful in a graduate program at Eastern Michigan University by completing a minimum of nine and no more than 12 graduate level credit hours specified by the department, while maintaining good academic standing (3.0 GPA). These hours elected as a non-degree admission candidate can only be applied to a graduate degree program upon the recommendation of the coordinator of graduate advising. It should be specifically noted that successful completion of nine and not more than 12 graduate-level credit hours with a 3.0 GPA does not guarantee, nor does it constitute, admission to a graduate degree program.

Status 2: Continuing Certification is a non-degree admission status granted to certified teachers and other professionals in education who explicitly indicate that they do not intend to pursue a graduate degree program but wish to enroll only in graduate-level courses to meet continuing certification requirements. The academic courses which are

elected via the non-degree admission status do not follow a prescribed graduate degree program and do not earn the student a graduate degree.

Status 3: Continuing Education Division Courses is a non-degree admission status granted to students who enroll in courses through the Division of Continuing Education. Courses taken under this non-degree admission status do not automatically apply for a graduate degree. Students intending to use graduate-level courses offered through the Division of Continuing Education in a degree program must seek formal admission to a graduate degree by completing an admission application and providing the Graduate School with official transcripts. Students intending to enroll in graduate-level courses to meet degree requirements must meet all of the program admission requirements prior to enrollment in Continuing Education courses.

Status 4: Personal/Professional Development is a non-degree admission status granted to candidates who wish to enroll in graduate-level courses for self-enrichment purposes and/or participate in a Graduate Certificate/Advanced Graduate Certificate program. Courses taken under this admission status do not automatically apply to a graduate degree at Eastern Michigan University.

Students interested in taking graduate courses for the purpose of teacher certification may do so as non-degree students. A student must have achieved a 2.5 grade point average on the baccalaureate degree in order to be admitted to a teacher certification program to obtain a provisional certificate.

Students who wish to earn graduate credit at Eastern for transfer to the parent institution may do so as non-degree students. Guest students in the College of Business must meet the standards for regular admission to business programs.

All students seeking a second bachelor's degree or another undergraduate major/minor apply for admission as a graduate non-degree student. Second bachelor's degree students may not enroll in 400-level courses for graduate credit or in 500/600-graduate courses for any purpose.

Equity Programs

Eastern has committed itself to remain accessible to students with the potential to perform well at the University and to encourage younger students to aspire to college-level educations. This commitment is particularly strong with respect to under-represented minority student populations. To act on that commitment, Eastern has developed a series of programs generally referred to as its "Equity Programs." They are

described here because they help to form the context in which undergraduate admissions standards are applied.

College Days Programs

College Days Programs refers to a five-part program for eighth through twelfth graders. It is intended to motivate younger students and to help them prepare for later entry into college.

K-C-P College Days Program

(Eighth Graders)

The Martin Luther King, Jr./Cesar Chávez/Rosa Parks (K-C-P) College Days Program is a two-and-a-half day summer residential experience for "high risk" eighth graders. The program orients them to college life, helps build self-esteem and motivation, and exposes them to a variety of career options. The majority of these students are from seven urban school districts: Detroit, Flint, Saginaw, Lansing, Pontiac, Ypsilanti, and Willow Run.

Students live in Eastern residence halls and receive ID cards. They are given a coursework guide for their future high school years and are then exposed to four different college environments (Eastern and Madonna, Cleary, and Washtenaw Community Colleges).

Participating school districts have agreed to implement an educational contract with participating students that requires 90% attendance and at least a 2.0 GPA during high school. Students and parents are informed that, if the student completes the four-year contract, they are guaranteed admission (if test scores and GPA index appropriately) to Eastern Michigan University, Cleary College, Madonna College, or Washtenaw Community College.

Students enrolling at Eastern receive the financial aid for which they are eligible (with no loans) for their first year of college.

K-C-P Alumni Program

(Ninth Graders)

The K-C-P Alumni Program is for students who have completed the K-C-P College Days eighth grade program and are entering the ninth grade. The program provides participants with further experience that orients them to college life, helps build self-esteem and motivation, and exposes them to a variety of career options. Emphasis is placed on the importance of developing job skills.

Students live on campus for three-and-a-half days and become acquainted with academic programs and facilities. They are actively involved in a job skills training program through the three participating colleges: Madonna, Cleary and Washtenaw Community Colleges. Students are also involved in other developmental, educational, and support experiences.

Skills Development Program

(Tenth Graders)

The Skills Development Program is for students who have successfully completed the K-C-P Alumni Program and are entering the tenth grade. This program helps participants prepare for future academic and career success, and emphasizes building the skills needed to take standardized tests.

Students reside in Eastern's residence halls for five days and participate in campus activities. Eastern works with the Midwest Regional Office (Chicago) of the American College Testing (ACT) Board as a national pilot site in the cultivation of skills (writing, mathematics, reading, and science reasoning) necessary for at-risk minority or disadvantaged youths to improve their performance on standardized tests. Students are exposed to the world of higher education by participating in career-related programs at Madonna, Cleary, and Washtenaw Community Colleges.

Job Skills Development Program

(Eleventh Graders)

The Job Skills Development Program is for students who have successfully completed the Skills Development Program and are entering the eleventh grade. It is the same basic program extended for five days. After the program is completed, Eastern works with the Chambers of Commerce in the seven participating school districts to find summer job opportunities for the participants.

Students participate in a five-day residential program to further enhance their academic and career skills. They take the P-ACT test to help prepare them for the ACT to be taken during the twelfth grade. Students are then employed within the region of their school district in jobs that assist them with their career aspirations.

Leadership Development Program

(Twelfth Graders)

The Leadership Development Program brings twelfth graders who have successfully completed the previous year's program to campus for a two-and-a-half day residential experience during Eastern's academic year. The program serves as a motivational tool

for twelfth graders seriously interested in pursuing a college education. Students are oriented to a variety of programs to enhance their knowledge of the opportunities in a college environment.

Students meet with minority and non-minority student leaders on campus. They learn more about what is involved in making the transition from high school to college.

Students take the University's Institutional Student Achievement Test (ACT). They also participate in workshops on financial aid, college selection, and career services. Participants reside in University residence halls with Eastern students.

Wade McCree Incentive Scholarship Program

Wade McCree Incentive Scholarship Program (ISP) awards 30 general fund scholarships (four-year tuition) to minority students entering the ninth grade. The awards have been given in Fall, 1988, 1989, and 1990 and will be given again in Fall, 1991. The program's purpose is to provide incentive for students to persist in their educational goals, specifically to graduate from high school with honors and to complete an undergraduate degree at Eastern.

To participate in the program, students and their parents must sign an agreement that the students will make a good-faith effort to meet the performance standards of the scholarship throughout their high school years.

Recipients must then complete the following college preparatory program:

4 years of English.

2 to 4 years of Mathematics.

2 to 3 years of History/Social Science.

1 to 2 years of Language or Fine Arts.

1/2 to 1 year of Computer Science.

2 to 4 years of Natural or Physical Science.

Recipients must maintain a cumulative grade point average of 3.0 on a 4.0 scale in high school. Recipients must take the ACT test in the spring of their junior year and attain a composite score of at least 19.

Students meeting these requirements will be accepted into the participating university. They are then eligible for the promised full-tuition stipend. The stipend is renewable for four successive years as long as the recipient progresses toward a degree, continues to enroll full-time, and maintains a minimum 2.5 cumulative GPA.

Financial need is not a factor in selecting award recipients. The University assists students and their families in taking advantage of available federal, State, and institution-based financial aid programs as well.

Each Wade McCree Incentive Scholarship Program recipient is assigned a mentor. Mentors are faculty who work with the students during high school. This arrangement is viewed as the most critical and most crucial feature of the program. Some of the mentors' responsibilities include bringing recipients to campus several times during their high school years, helping with academic and social support, and working with the students' families and high school counselors to get the students prepared for college.

Between 1991 and 1995, Eastern is committed to awarding 30 Wade McCree Incentive Scholarship awards each year to minority students entering the ninth grade (150 scholarships in all). Eastern has received national recognition for having an early awareness program that may be replicated across the U.S. Because the program is highly visible and develops strong relationships between local communities, higher education, and the private sector, the University is strongly committed to obtaining the necessary external funds to create a $500,000 Wade McCree Scholarship Fund.

Summer Incentive Program

The Summer Incentive Program gives under-represented students who do not meet all normal admission requirements the opportunity to enroll at Eastern in the Fall if they earn a minimum 2.0 GPA during the preceding Summer Incentive Program. Students are enrolled during Eastern's Summer session. An orientation program, which includes an opening luncheon with the students' families, is designed to introduce students to University life.

Students are enrolled in: Composition 120-three credits; Psychology 102-three credits; and Academic Support Seminar. These courses are chosen to assist students with writing skills and to train them in content mastery skills.

Students are involved in residence life programs to help them adjust to campus life. A parental component includes a Family Day activity, continual updates on the students' academic progress, parent interviews, and closing consultations.

During the program students work 20 hours a week. Salaries are paid partially by a State-funded program. A weekly Speakers Series focuses on employability skills and career explorations. Students are also involved in social and recreational activity.

Mentors from Eastern and the community are assigned to each student. The mentors' roles are to encourage the students and to help them feel welcome at the

University. The mentors work with students in the summer as well as during the next school year. Experience has demonstrated that mentors are crucial in helping students adjust and remain in the University.

Summary Comment on Equity Programs

The Equity Programs described here are intended to complement the more routine admissions standards, policies, and procedures in such a manner as to ensure that Eastern Michigan University fulfills its stated mission as an institution of quality that maintains appropriate educational accessibility to the citizens of this region of Michigan. While there are aspects of these programs that appear to have a financial aid focus, they should be understood primarily as proactive methods of managing the University's undergraduate admissions processes so as to encourage able young people who might not otherwise seek a college education.

Academic Advising

Because the advising of students is such an important aspect of the admission and matriculation process the processes employed at Eastern are described here, apart from the other student services of the University. Undergraduate and graduate advising naturally differ considerably, consequently they are treated separately.

Undergraduate

Undergraduate advising at Eastern is conducted through cooperation between the academic departments and the Academic Advising Center. Once a student declares a major she/he is assigned to a faculty advisor within the department that houses the declared major. Until a major is declared the student is advised by the Academic Advising Center. The Center also provides many specialized advising services to assist incoming and continuing students.

The primary function of the Academic Advising Center is to advise students. Those students specifically assigned to the Center include all new students (except Art and Music Majors, due to special admission policies); all undeclared majors; all pre-Nursing/Occupational Therapy students; all students currently on PASS; all second bachelor degree candidates; and all students on probation. In addition, the office provides advising assistance to faculty advisors, through the phone HOTLINE, and provides direct services to students with declared majors, through the Quick Advising Questions (QAQ) Program, staffed for certain hours each day by a professional advisor and provided on a walk-in basis.

The Advising Center also enforces certain key University policies. These include the PASS/FAIL grade option and external testing programs, such as CLEP (College Level Examination Program). Requests by students for administrative withdrawals, including late withdrawals and retroactive withdrawals, are also evaluated within the Advising Center. The Center reviews student performance at the end of each semester and makes recommendations to the Academic Standards Committee (made up of representatives from faculty, staff, and students) regarding academic probation and dismissals. The Center then administers appropriate communication and enforcement policies.

The Academic Advising Center also serves as a consulting office for departments regarding University policies or programs. In that same capacity, other divisions of the University work closely with the Center, especially as the first on-campus contact for most new students. The office frequently is asked to respond to proposals for new programs and to react to modification in existing ones.

The Academic Advising Center maintains, as much as possible, up-to-date information on career/major areas. Independent of faculty and departments, the Center's advisors are able to identify programs of study that relate to a student's interests, skills, and abilities. Through a special program known as the Individualized Interdisciplinary Concentration, the Advising Center also can design a program to assist a student in formulating a program of study not available within existing structures.

Professional staff constantly re-evaluate their advising skills to ensure that they are responding to students as individuals. The new student advising program is provided in one-to-one fashion, enabling the advisor and student to interact extensively. Frequent interdepartmental meetings, both with academic departments and with the Career Services Center, enable the Center staff to update their information on career trends. This information is shared with students in a variety of ways, including an annual Advising Fair.

Graduate

Advising at the graduate level is conducted primarily by the faculty within academic departments. Students not pursuing a degree may be advised by an Assistant Dean at the Graduate School or may seek out faculty counsel. Each academic department identifies a Coordinator of Advising for graduate programs and those coordinators communicate regularly with Graduate School staff and each other, through meetings and correspondence, to maintain current information on graduate policies and procedures.

Student Retention Programs

The University has concentrated it student retention efforts at the undergraduate level. In October 1982, the University Retention Steering Committee was formed. Its membership included executive officers of the University, key administrators, representatives of the Faculty Senate, Student Government, and select staff from several University divisions. Leadership of the Steering Committee was provided by the Division of University Marketing and Student Affairs along with Academic Affairs, as the Committee sought to formulate a strategy to guarantee that slightly more than 70 percent of the undergraduate student body re-enroll each successive Fall semester.

University faculty and staff concluded that no single program or adaptation could, by itself, improve campus retention. In Spring 1983, the President and Board authorized several initiatives recommended by the University Retention Steering Committee to improve student retention. Some of the most distinctive actions yielding the best results have been as follows:

• Creation of Fast Track, a one day, individualized "take-care-of-business" opportunity for new students.
  
  
• Revitalization and reorganization of undergraduate orientation held during the days preceding the first day of classes, including five program modules: 1) Academic Success; 2) Careers; 3) Personal Choices, Challenges, and Changes; 4) Eastern Pursuit; and 5) Campus Involvement.
  
  
• Introduction of an on-going orientation course for first-time college students to improve student adaptation to the campus environment and staff delivery of services.
  
  
• Designation of a "Freshperson Center" within University residence halls to provide academic support, targeted developmental programs and services, and an environment that encourages retention throughout the first year.
  
  
• Development of a Pilot Early Warning System to identify freshman students with potential adjustment problems and to evaluate and track a representative sample of freshman students.
  
  
• Creation of an Academic Department Retention Follow-Up to determine students' intent to return to Eastern for the upcoming semester, and to provide faculty with information about their students' intent.

• Initiation of a Bonus/Incentive Program for students who register for classes by August 1, in the hope that registering would solidify a commitment to return the upcoming semester.
  
  
• Operationalizing of the Student Involvement Project to identify the benefits (to students and the University) of strong, meaningful student involvement, communicate these benefits to current and prospective students, strengthen opportunities for involvement, and network students with involvement opportunities.
  
  
• Development of a Student Leadership Strategic Planning Cycle to improve personal and organizational skills, create and renew linkages between and among student leaders, set priorities for action plans, celebrate accomplishments, and insure orderly exit of outgoing student leaders and integration of new leaders.
  
  
• Introduction of staff training and development to provide opportunities for staff to participate in learning experiences designed to change behavior to meet organizational goals.

The average undergraduate retention rate has exceeded the goal of 70 percent since 1982 and continues to increase (see Figure V-1 above). Although Eastern Michigan University has increased its enrollment by nearly one-third since 1980, growth has not occurred without responding to student needs. On the contrary, much of the growth has occurred as a consequence of improved retention, an indication that student needs are being well met.

Evaluation of Standards and Development Programs

During the past ten years Eastern Michigan University has sustained entry standards while protecting access by students who might not have pursued college or university education. The University has done so through careful application of policy, attentive staff work, and inventive recruitment and retention strategies. Of particular note are the equity programs and the student retention efforts.

Student Services

In this section the principal services offered by the University to students are described and then evaluated using both administrative evaluation and student assessment derived from the survey, Student Reactions to College.

Summary of Services

Admissions

The principal services and activities of the Office of Admissions include the following:

• The identification and recruitment of new freshman, and transfer and graduate students, both domestic and foreign.
  
  
• The correlated activities of hosting prospective students when they visit campus including campus tours, counseling appointments, and special programs.
  
  
• The certification of athletes for competition according to NCAA and Mid-American Conference rules.
  
  
• The advising and registration of new undergraduate students through an early program called Fast Track.
  
  
• The organizational support for the University's Parent's Association.
  
  
• The processing of applications for undergraduate admission.
  
  
• The response to inquiries about admission and programs through mailing of printed material, telephoning, and other outreach activities.

Financial aid

The principal services and activities conducted by the Office of Financial Aid are as follows:

• To provide all prospective and currently enrolled students and their families with information about the available programs to assist with financing the cost of a college education.
  
  
• To ensure access to post-secondary education through the financial aid programs for needy students.
  
  
• To educate the University community and high school community about the financial aid programs, eligibility criteria, and application process.
  
  
• To educate students about financial responsibility through budget management workshops, student loan entrance counseling, and advising students on meeting financial obligations.
  
  
• To serve students in a professional manner with accurate and timely information.
  
  
• To administer the financial aid programs in full compliance with the donor's guidelines and regulatory statues.
  
  
• To administer the athletic grant-in-aid in conjunction with the Athletic Department in full compliance with NCAA and MAC guidelines.

• To operate fully-automated systems to manage the daily activities of the Office of Financial Aid.
  
  
• To award financial aid funds with equity packaging models to assure that the highest-need students receive the largest amounts of grant funding.
  
  
• To prepare reports for federal and State governments and private agencies on the use of funds available.
  
  
• To conduct annual audits of the financial aid programs to assure full compliance with all applicable regulations/guide lines.

Registration and Records

The main services and activities of this unit include the following:

• Registration services are provided for all students. This, of course, requires the generation and management of all related reports and documents, such as: master course file, class schedule, class lists, course confirmations, address changes, I.D. pictures, enrollment reports, opening term and official reports, and grade runs. As of the Winter, 1990 registration period, an automated system was implemented, using modified on-line computer capability. This innovation is preliminary to the implementation of the Integrated Student Information System (ISIS) now under development.
  
  
• Academic Records are prepared and maintained for all undergraduate students. This includes: evaluation of transfer credit; posting of grades; maintenance of the academic history file for grade changes, substitutions, and so forth; re-enrollment of students; verification of attendance and certification of credits; name changes; and preparation of reports required by outside agencies as well as University administration.
  
  
• Transcripts, both undergraduate and graduate, are provided by this office. Fees are collected and deposited; financial obligations are checked, and transcripts are not released until obligations are cleared; and great care is taken to protect the privacy of these records by requiring a signed release from the student.
  
  
• Graduation Audit evaluates the records of students nearing and/or preparing for graduation. This includes: three separate audits of each student's record prior to graduation; posting of degrees, certificates, honors, and so forth to the permanent record; ordering and mailing of all undergraduate and graduate diplomas and final transcripts; recommendation for provisional teacher certification; and maintenance of degree file and records.

• Teacher Certification, including provisional, continuing, renewal, and vocational, is approved and processed by this office. Post-degree certification advising and assistance with certification in other states is also provided. This office prepares the certification lists for posting on the permanent graduate record cards.
  
  
• Recommendation for professional organizations and/or licensure is provided by the Registrar's Office.
  
  
• Finally, the Registrar deals with student problems relating to transfer of credits, graduation requirements, grade processing, and permanent records. In addition, the Registrar works with the community colleges and academic departments to establish equivalency lists for the articulation of credits.

Student Accounting

Student Business Services is a group of offices composed of the Cashier's Office, the Student Accounting Office, and the Student Loan Office. These offices are supervised by the Manager for Student Business Services . The Manager reports to a designated Assistant Controller.

The principal services provided by the Cashier's, Student Accounting, and Student Loan Offices include the following: billing; collection; student accounting; financial reporting of all student receivables (tuition, fees, and housing); and disbursement and collection of University Student Loans and federal NDSL/Perkins Student Loans.

Career Planning and Placement

There are several aspects to the services provided through Career Planning and Placement:

Corporate Relations

• On-Campus Recruiting.
  
  
• Job Fairs. The Career Services Center sponsors three statewide/regional job fairs each year and several smaller targeted fairs.
  
  
• Labor Market Research for Faculty, Staff, Students, and Employers.
  
  
• Credentials Service Primarily for Education Graduates.
  
  
• Superintendency Screening. Consultant services to school boards.
  
  
• Huron Network. An alumni career advising network for current students.

Placement

• Cooperative Education Program.
  
  
• Individual Appointments for Career Advising.
  
  
• Workshops and Seminars on Resumes, Interview, and Job Search Strategies.
  
  
• Superstar Saturday Symposia for Graduating Seniors.

Career Planning

• Career Resource Center. Mini-library with employer information, job postings, career planning and job search resources, videotape library, periodicals, newspapers, books.
  
  
• Testing (Strong Campbell, Myers Brigg).
  
  
• Career Planning. Individual and group.
  
  
• Computer-Assisted Guidance Systems (DISCOVER, MOIS).
  
  
• Annual Follow-Up Report of Graduates.
  
  
• Preparation of printed materials relating to all aspects of career planning and placement.

Operations

• Student Employment - On-campus. 3,500 students employed annually.
  
  
• College Work Study. 700-1,000 students employed annually.
  
  
• Student Employment - Off-Campus. Several thousand job referrals made annually.
  
  
• Summer Employment Program.
  
  
• Huron Job Match. A computerized candidate referral system.
  
  
• Education Job Bulletin. Weekly publication (paid subscription) of job vacancies and career information for education candidates.
  
  
• Perfect Resume. A computerized resume development program for students. Career Services Center has its own computer lab for this program.

Cooperative Education

In 1979 the Cooperative Education Program existed as a separate office at the University. It was funded by a small administrative grant. There were 14 placements that year. Today, after successfully completing a $900,000 Federal Demonstration Site Grant in 1985, the program is an integral part of the Career Services Center, with 650 placements annually.

The program is one of the largest non-engineering programs in the country with placements in every academic major. More than 400 employers are active participants and 30 to 50 faculty serve as sponsors. The Co-op Program serves as a national model and has been recognized by the National Commission on Cooperative Education as one of the outstanding success stories among federal grant recipients.

Campus Life

The Office of Campus Life provides a variety of services to students, all of which are intended to enhance the educational value of the students experience at Eastern by complementing in-class academic work. Those services fall into several categories.

Orientation

• Eastern Transition - afternoon/evening program for new transfers and adult learners (transfers and freshmen) and parents, families, spouses; attendance approximately 400-500; mid-August.
  
  
• Freshman Orientation - 3-day Labor Day weekend pre-session orientation program for freshmen; combined with residence hall move-in and parent/family orientation/welcome activities on Day One; academic success, celebrating differences, health and safety practices, commuter involvement programs, residence hall orientation, campus tour game, social and interactional activities, Playfair, etc.; approximately 2,000 freshmen and 2,500 parents; 180 volunteer orientation upperclass group leaders.
  
  
• Winter Warm-Up Orientation - one-day program on move-in day, the day before Winter semester classes begin; for Winter-admitted freshmen and transfers and parents/families/spouses and adult learners; attendance approximately 200-300; early January.
  
  
• Freshman Orientation on-going credit course (AAD 179) - 2 Office of Campus Life staff members have served for four semesters as course faculty; 3 credits; non-mandatory; approximately 30 student/section.

Campus activities

• Opening Nights Series - three or four event series usually in Winter semester; the University's only professional performing arts series; often tied to a traditional event or celebration such as Founders Week, the Beaux Arts Festival or Black

• History Month; usually weekend Pease Auditorium events open to University and area community; ticket price.
  
  
• Tuesdays on E Street in the Eastern Eateries - weekday evening, non-alcoholic entertainment series targeted to students; located centrally in the residence hall complex dining area; music, comedy, novelty, talent show, etc., ticket price.
  
  
• Martin Luther King Jr. Birthday Celebration - one-day celebration on the date of the national holiday including the Annual President's Luncheon, Equity Programs Lecture presentation, Unity March, and many other awareness and involvement activities.
  
  
• University Traditions - annual high profile events such as:

  First Week Fling - first week of school welcome and celebration which includes student organization and job fair, music, concerts, Taste of the Town, etc.

  Parents Day - tied to Homecoming since 1985 to provide a critical mass of people on the campus since alumni participation is so low; includes Celebration of Excellence, luncheon, entertainment, and football.

  Founders Day - birthday of Eastern Michigan University; annual awards ceremony.

  College Bowl - ACU-I annual event.

  Minority Student Programs - for Black History Month, Hispanic Awareness Month, as part of all other established programs, series.

Student Organizations and Student Leadership Development

Student Organization services include recognition and continuing status procedures, University poster/flyer policy implementation, monthly newsletter, organization mailbox service, organization handbook, guide to student organizations, use of Campus Life events and message boards, listing in the University phone directory.

Student Leadership Development

Annual Student Leadership Conference - now in its eleventh session; occurs each August for 100 student leaders; personal, group, and University focus rotates. Skills and issues developed.

Monthly Leadership Development Series - usually theme based; skill building or issue awareness is developed.

Student Leadership and Student Organization Advisory Board (formerly the Committee on Student Life) - recognizes student organizations; advises on direction for leadership development activities.

Miscellaneous - wide array of spontaneous or targeted events/activities or programs that support or collaborate with other areas.

Athletics Promotions

Coordinate convoy (football road trips); assist athletics marketing; piggy-back athletic events to other events to maximize attendance.

Arts & Entertainment

Collaborate on Beaux Arts Festival with the Department of Communication and Theatre Arts; share promotional costs and devise primary advertising pieces.

Operations/Technical

Provide program planning and/or technical (sound, lights) expertise for student and University groups such as Hispanic Student Association, Residence Hall Association, Black Greek Council, Greek Week Conference, Commencement, Equity Programs Lecture Series, and others as needed.

Housing

The University provides on-campus housing for approximately 4,400 student in both residence halls and campus apartment complexes. While the most apparent aspect of the University's housing system is the actual physical facilities (13 residence halls and 4 apartment complexes), it is important to note that a critical aspect of the system is the associate programming that connects living arrangements to academic experience.

Facilities

Following is a brief summary of the residence halls and apartment units operated by the University. Observations are also included here regarding the recent operational characteristics of the various facilities.

Residence Halls

Best Hall - male only; Buell Hall - co-ed, housing mostly juniors and seniors; Downing Hall - female only, housing mostly juniors and seniors; Goddard Hall - community of scholars (only students with a 3.3 high school GPA or higher, or college GPA of 3.0 or higher are eligible for residency), co-ed, male floors and female floors; Hill Hall - co-ed with a transfer student floor and a floor restricted to students over 21 years of age; Hoyt Hall - co-ed; Jones Hall - co-ed community of scholars; Phelps/Sellers Halls - first-year

student center (not open to returning students) co-ed; Pittman Hall - quiet hall (extended quiet hours are rigorously enforced) co-ed with male and female floors; Walton/Putnam Halls - international center (one-sixth of its residents are from 31 different countries) quiet floor, co-ed floor, female only floor, year-round occupancy (open 365 days per year); Wise Hall - female only. (Specially-equipped rooms are available for handicapped students in Phelps, Sellers, Buell, Goddard, Walton, and Putnam Halls.)

Residence halls are in a constant renewal cycle through which public areas, student rooms, and furnishings are upgraded and modernized. Twenty percent of the rooms are painted on an annual basis. A life-cycle replacement system was begun in 1985 through which carpeting, drape,s and furnishings are renewed on an annual basis.

All areas have been tested in recent years according to safety standards that took into account PCB, radon, lead in water, asbestos, and security. This testing was accomplished under supervision of a committee composed of the Fire Marshal, students, the University Police, and Risk Management and Housing staff.

In 1987 custodial services for residence halls was placed under direct supervision of housing staff. Based on student survey results from staff, students, and parents, halls are cleaned satisfactorily.

Space is reassigned and redesigned regularly. Adequate space is available for major functions. Multipurpose lounge/study/meeting spaces have been provided in most halls. Several kitchens were redesigned in the International Center to address the needs of this special population.

Apartment Complexes

The University owns and operates 645 apartment units in four separate complexes. Family housing is provided in Pine Grove, Cornell Courts, and Westview complexes, while single student housing is provided in the Brown/Munson complex. First-floor Brown apartments are handicapped accessible.

All complexes have a community room for meetings, programs, child care, study, and other uses. Outdoor child recreation areas are convenient to all family areas. Though storage is limited, secure space is available to all family units. The University is currently engaged in a six-year program of renovation.

University apartments meet or surpass all local and State building codes. Resident managers and support staff identify and resolve safety problems promptly.

Campus police officers patrol complexes routinely. Rents for these units are far below those found in the local community.

Programming

The principal focus of the programming conducted through the residence halls and apartment complexes is on linking the student's residential experience to his/her academic experience. In recent years important innovations have been developed in this area. The Academic Enhancement Program serves students in Phelps/Sellers, Hill, Pittman, and Hoyt Halls. The program provides access to professional and student staff who are trained to assist residents with academic problems and to coach each individual in methods of managing daily life to enhance and facilitate academic work. Project ACCESS has been devised to assist students of all residence halls in intellectual, social, and career development. A resident tracking and support/referral system has been instituted in the first-year student residence hall in which student grades in key courses are monitored. Students experiencing difficulty are provided with special assistance. More independent and mature students who typically reside in the apartment complexes are supported with child care and recreational programs that emphasize the importance of bringing together students from diverse economic, racial, ethnic, and social backgrounds.

Dining and Food Services

The University has developed a highly varied and student-responsive system for delivery of dining and food services. There is a flexible "ala carte" pre-paid credit card as well as four combination contract plans with all-you-can-eat buffet-style dining. The facilities through which dining is provided are also varied.

There are two University Dining Commons. Both offer buffet dining with entrees, side dishes, desserts and beverages. Both are open to faculty, staff, and students for breakfast, lunch, and dinner.

"In the Interim" is located in McKenny Union. It offers breakfast and lunches Monday through Friday cafeteria-style with an adjacent dining room. Also in McKenny is "Dr. Eats," an open cafeteria-type dining facility with a highly varied light menu, Monday through Friday, day and evening.

"Eastern Eateries" offers fast-foods in an open mall setting seven days per week. There is also entertainment and video games. This facility is located close to the several University residence halls.

Two convenience store/snack shop operations are located within residence hall complexes as well. "Pittstop" in located in Pittman Hall and "Quickfixx" in an area between Sellers and Walton Halls. Each offers groceries, snacks, and sundry items.

"Courtside" is located in the University Recreation and Intramural building. This facility features easily managed foods such as fruit and sandwiches that are appealing to the user of the recreation building.

Health Services

Snow Health Center is an ambulatory care clinic designed to provide primary health care to a population of 25,000 students and over 1,700 staff and faculty at Eastern Michigan University. The clinic is open 8:00 a.m. to 9:00 p.m. Monday through Thursday and 8:00 a.m. to 5:00 p.m. on Fridays during Fall and Winter terms. Spring and Summer hours are 8:00 a.m. to 5:00 p.m.

Laboratory, x-ray, and pharmacy services are provided on a full-time basis. A dermatology clinic is offered 1-2 evenings per week by residents from the University of Michigan. The gynecology clinic is staffed daily by nurse practitioners and monitored by a gynecology resident from the University of Michigan who sees patients two evenings per week.

There is a Health Educator on staff who coordinates a comprehensive Health Education program focused on providing pertinent information to students, staff, and faculty through individual sessions. With the assistance of trained peer educators, numerous workshops to student groups are offered.

Student Union and Book Store

McKenny Union is located on the perimeter of the campus, not in close proximity to the residence halls. Of the 25,000 students at Eastern Michigan University, 5,000 are served through residence hall programming. The major use of McKenny Union is as meeting space for student organizations, campus departments, and community organizations. These organizations also use the facility for social events, such as lunches, banquets, dances, lectures, and developmental programs. The programming does provide interaction among students, faculty, and staff. Additional programs include a food service operation, lobby shop, Automatic Teller Machine, an information center, an art gallery, a bowling alley, and a bookstore.

Dean of Students

A variety of services are provided through the office of the Dean of Students. Those services tend to focus on matters not addressed by the other service operations of the University.

Special Student Affairs Liaison

The Dean of Students provides assistance to parents and faculty by responding to complaints, concerns, and questions regarding student conduct as referred by others or encountered directly by professional staff. Further, the Dean of Students Office keeps faculty, students, and staff aware of University rules and regulations regarding students and student organizations through publication of the conduct code, regular notices in official student publications, and other media.

The Dean of Students also adjudicates the student behavior code and informs the University community of facts and trends through publication of an annual report on student conduct. The Dean's Office also monitors University policy to ensure that it remains consonant with local, State, and federal law by notification to the Student Affairs Committee of any changes which may be needed.

Veterans Services

This office assists veterans and veteran beneficiaries with interpretation of program requirements, certifications, check options, tuition deferment, special benefit opportunities, and other matters related to the requirements of the Veterans Administration through compliance with federal regulations and University requirements. The office also keeps the veteran population informed of policy or procedural changes which affect their status through one newsletter each term and through individual office contacts.

Veterans Services also responds to the needs of special veterans regarding their benefits and services to comply with federal regulations through regular meetings with the disabled service representative of the Veterans Administration. The office also encourages academic excellence among veterans by supporting a veterans honors society.

Handicapped Student Services

This unit of the University provides direct individual assistance to handicapped students as requested, including such things as sign language interpreters and special materials, readers, and notetakers. The office also provides assistance to handicapped students using the resources of the Association on Handicapped Student Service

Programs in Post-Secondary Education. In addition, the office assists faculty and staff in providing accommodations to handicapped students and reinforcing the importance of sensitivity to special student needs.

International Student Affairs

International Student Affairs provided leadership and resources to the task force which conducted a comprehensive review of foreign student transition to the University. This review focused on relevant topics such as housing, financial aid, and admissions. A report recommending procedural or policy change is being prepared. The office also provides leadership and resources for a Foreign Student Advisory Council and Foreign Student Action Committee.

The office has also developed a Foreign Student Orientation/Welcome Program which generates increased interaction between American and foreign students. Assisting in this initiative, which was implemented in the Fall of 1989, has been an Action Committee, consisting of representatives from the International Student Association, the International Residence Hall, Campus Life, Foreign Student Advising Office, and interested University and community persons.

In addition, the office is in the process of taking the following initiatives: design and implementation of a Home Hospitality Program which places foreign students in American homes; development of an International Residence Hall Program, including a marketing and communication plan; development of approaches which will raise external funds for relevant activities for foreign students; development of a series of cultural awareness activities (United Nations Day, speakers series, film series, and so forth) in cooperation with the International Residence Hall, International Student Association, World College, Foreign Language Department, and other interested parties.

The Office of Foreign Student Affairs also provides direct services to foreign students such as preparation of enrollment certification, expense/financial letters, immigration documents, authorization to work, and visa changes.

It sponsors programs, activities, and services which assist in the successful transition of foreign students to study and live in the United States.

Other Services of the Dean of Students

There are many other areas in which the Dean of Students Office provides leadership. As occasions arise an ombudsperson-type service is performed on behalf of students. Liaison is provided by this office linking University administration with Student

Government, Greek Council, Intrafraternity Council, Panhellenic Council, and Black Greek Council. In general, a policy advisory and mediation role is performed with the goal of protecting the rights of both individual students and the whole University community.

Child Care

In recent years the University Child Development Laboratory provided students with educational experience in handling pre-school children, while the Child Care Center in Snow Health Center provided child care services for University staff and students. In June of 1990 a plan was approved that combined these two units into a Children's Institute that will fulfill both education and child care service roles. Approximately three to four hundred children can be served at various times and for various durations six days per week. There are special evening, after school, and summer programs available as well as service during the typical work/school day.

Public Safety and Parking

The University maintains a comprehensive department of public safety and parking. Officers are empowered by the Washtenaw County Sheriff and the Ypsilanti Police Department. A Sergeant of Investigations and four staff Sergeants supervise the work of twelve officers and selected contracted security personnel. The Department also employs a Crime Prevention Coordinator. The Parking staff includes necessary clerical staff and dispatchers as well as 42 parking enforcement personnel and booth attendants.

Public Safety

Public Safety has streamlined and improved its procedures in recent years. Since 1981 the Department of Public Safety has been able to help the University in reducing its crime rate although its student population has increased. Eastern Michigan, by comparison with other State four-year institutions, has the second-lowest crime rate and the second-lowest of colleges and universities represented in the Mid-American Conference. Improved lighting, emergency telephones, and shrubbery removal has contributed to providing a safe environment.

Parking

In 1985 a comprehensive Parking Study was prepared by BRW Inc., evaluating the parking supply and management system on the campus. In response to this study a Decal Permit system was established, approximately five hundred spaces were added, and an automated parking operations system was implemented. Rynearson Lot was opened for commuter student parking and a shuttle service was implemented. This lot

was not lighted nor paved. One shuttle bus ran from the lot to Pray-Harrold. The system was not sufficiently reliable.

In 1986 the Rynearson Lot was improved, creating an additional twelve hundred spaces. Ann Arbor Transportation Authority was contracted to provide shuttle service. An intense Public Relations campaign was launched emphasizing improved conditions and the convenience of the free shuttle which runs at ten-minute intervals to and from the lot. This shuttle stops directly in front of Pray-Harrold, one of the primary classroom buildings on campus. Handicapped parking spaces were relocated closer to classroom buildings making them more accessible.

By 1987 the Automated Parking Operation System was working efficiently and produced a sixty-percent pay rate for violations. Normal pay rate for the majority of University Parking Systems is forty percent. The Student Parking Enforcement Program was enhanced thereby demanding compliance with the decal permit system. In order to provide the students with a regular reliable shuttle service Ann Arbor Transportation Authority was contracted to service the evening hours as well as continue the day-hour service. A small public relations campaign was done to promote this program.

In 1988 additional shuttle stops were added to the shuttle bus system servicing the northern section of campus. A maintenance study was conducted as to the physical condition of the lot and a five-year maintenance plan was adopted. Revenues continue to increase due to the enhancement of the parking automation system.

Evaluation of Services

Because the University provides such a wide array of services it is difficult to generalize in evaluating the extent to which the institution is successful in fulfilling student expectations and needs. During the course of each year the Division of Marketing and Student Affairs gathers substantial survey data to gauge the level of satisfaction regarding services provided through that Division. As a part of this self-study the University undertook the survey Student Reactions to College to assist in determining how effectively Eastern has met student needs for service. All such survey data is available for examination in the primary data file of this report.

Rather than detail all the various indicators that have been used recently by the University to detect student satisfaction with services (a process that would require more extensive tabular data than seems appropriate for presentation here), this evaluation will

concentrate on key findings that will inform planning in the immediate and intermediate future.

Students generally perceive a sympathetic and concerned environment on Eastern's campus. In the Student Reactions to College survey, for example, eighty-two percent of the respondents report that they almost never or very seldom encounter a faculty or staff member who is "insensitive or unsympathetic." Generally, as a consequence of such a concerned and attentive attitude, there is a good level of satisfaction among most students regarding most of the services provided by the University.

During the 1980s numerous improvements were made in the many services offered to students. With the leadership of the Division of Marketing and Student Affairs, substantial advances were made in the extent and quality of the services provided by admissions, financial aid, housing and dining services, campus life, career services, and health services and child care. The details of these changes and improvements are noted fully in the self-study documentation provided by the Vice-President for University Marketing and Student Affairs, contained in the primary data file for this report. The developments described there have helped to drive the documented improvements in recruitment and student retention at Eastern Michigan University and they have contributed substantially to the overall sense of satisfaction reflected in the Student Reactions to College survey.

There are, however, areas in which the University has encountered difficulty. In some cases major improvements have already been made, in others work still must be done.

A very notable example of a problem area has been in the registration system. Physical facilities as well as many procedures were outdated and inefficient. Further, students expressed frustration that the various key services (such as admissions, financial aid, registration, records, and student accounting at both undergraduate and graduate levels) were spread out among buildings and not as procedurally coordinated as they should have been. During the 1989/90 year both Registration and Records moved to new quarters and adopted a more fully-computerized, "cardless" method of registering students that replaced the out-moded manual registration card system. The newly-renovated Pierce Hall now houses the offices of Admissions, Financial Aid, Student Accounting, Records, and Registration. All Graduate School services are now localized in Starkweather Hall, just across the central campus mall from Pierce Hall. These key student services, now more localized and efficient, are more effective and accessible to students.

Now in the production implementation stage, the Integrated Student Information System (ISIS) will be phased into operation during 1990/91. This system is a fully-integrated, on-line information system that allows the University to track and serve students from the point they apply for admission, through acceptance, matriculation, all registration periods, through graduation, and entry into the ranks of alumni. By Fall, 1990, the admissions component will be operational; by Summer, 1991 the graduate-level registration component will be running; and by Fall, 1991 the undergraduate-level registration component will be functioning. ISIS implementation will complete the process of improvement that was begun by moving to the "cardless" registration system in the new Pierce Hall facility.

While students express a generally good level of satisfaction regarding housing on campus, there is not so clear an approval of food services. This is an area in which it appears almost traditional for college and university students to express dissatisfaction. However, in both the on-going surveys conducted by the University Marketing and Student Affairs as well as in the data collected through Student Reactions to College there is reason for concern. In the SRC survey, for example, 34% expressed favorable opinions of food services; however 27% were unfavorable in their response while the balance of respondents (37%) were undecided with 2% who did not respond.

Marketing and Student Affairs staff have noted an expressed concern that focuses on costs as compared to the nature of the services. This is clearly an area in which the University needs continued work.

University safety and security is another area in which there are somewhat conflicting signs of success and concern. Campus Police statistics have shown an overall decline in reported crime in recent years. In fact, in the SRC survey nearly 30% of respondents report that they "almost never" feel unsafe on campus after dark and 30% indicate that they have virtually no concern about the prospect of theft while on campus. However, 35% report "sometimes" feeling unsafe on campus after dark while 36% indicate that they feel unsafe either "often" (17%) or "almost always (19%). Also of concern are the 47% of respondents who indicate either "yes" or "definitely yes" when asked if they fear theft on campus. These mixed signs point to the need for serious and continued vigilance in this very important aspect of the services provided to students and staff at the University.

Parking is frequently cited on college and university campuses as an area of concern. At Eastern recent developments such as improved satellite lots and the construction of an additional parking structure adjacent to the new College of Business Building promise still further improvement in parking conditions.

In general, the student service level at the University is good and improving. Naturally, funding is an important aspect of service levels. As previously noted, Eastern serves a large number of part-time students. It is actually more complex and expensive to serve such a population. Such a feature of the University's student body seems likely to be an important factor into the future and will consequently form an important part of the challenge that faces the University in managing its service levels successfully.

Student Activities

A university education involves much more than classroom experience. The many campus activities available to students complement coursework in such an important way as to form an integral part of the whole educational experience.

Summary of Activities

A brief summary of the types of activities available to students is presented here. The primary data file for this report contains more extensive detail.

Student Government

The appendices to this report contain a copy of the Constitution and By-Laws of Eastern Michigan University's Student Government. Student Government plays an active role on the campus and has significant influence in key policy matters that affect students at Eastern. Student Government representatives serve on the Student Affairs Committee of the University Board of Regents. Through that Committee and through student representation on important ad hoc committees of the University, student viewpoints are taken carefully into consideration in decision-making.

Student Organizations and Co-Curricular Activities

There are nearly one-hundred and fifty recognized student organizations on campus. Their activities and programs enrich the quality of campus life. The organizations include fraternities and sororities (in greater number and level of activity in recent years), honorary societies, special interest clubs, political action groups, arts-related organizations, and religious groups. Many of these organizations sponsor extra-curricular activities which offer great educational benefit. For example, the

Communication and Theatre Arts Department's national championship Forensics Teams have provided exceptional opportunities for students to develop their communicative capacities in challenging circumstances. A full directory of student organizations is available in the primary data file for this report.

Student Publications

The tradition of student publications has been an important one on American university campuses. Eastern too has benefited from this important feature of American university life.

The Eastern Echo, the student newspaper, is an entirely student-produced publication. It provides student employees with an applied learning experience in reporting, editing, publication design, business, sales, graphic arts, photography, public relations, and management.

The Echo is recognized nationally as a leader in college journalism. The paper is submitted each semester to the Associated Collegiate Press (ACP) for critique. Newspapers are judged in five areas: Content and Coverage; Writing and Editing; Editorial Leadership and Opinion; Physical Appearance and Visual Communication; and Photography and Graphics. The Echo has been named repeatedly during the past thirty years as an All-American newspaper by ACP. The Echo has also won a number of Pacemaker Awards from ACP, distinguishing it as a leader in journalistic excellence throughout the country. The paper is also used in numerous State and national conventions as an example of both reporting and visual quality.

Because the program is based entirely on a learned-application approach to newspaper journalism, students involved in the program gain valuable experience which makes them highly marketable after graduation. Former staffers hold numerous positions in professional media operations, and provide a valuable network for Eastern graduates.

The Aurora, Eastern Michigan University's yearbook, provides the University community with its only published historical record of each academic year, while providing students an opportunity for an applied learning experience in writing, editing, photography, design, desktop publishing, business, and public relations. The Aurora is entirely student-produced from initial concept to finished mechanicals. It is one of the few yearbook programs in the State providing this range of practical experience for the staff. This helps recruit students to the program. The book is also entered in yearly national competitions and has consistently been rated first class by various judging associations.

Cellar Roots, Eastern's literary arts magazine, provides the University community with its most visible forum for creative expression while providing the student staff with an applied learning experience in creative writing, editing, and design evaluation. Cellar Roots is totally student-produced and relies entirely on student submissions for editorial copy. A total of 2,000 copies are distributed free to the University community.

Cellar Roots has a reputation both State-wide and nationally as a fine literary arts magazine. This reputation is supported by past rankings of first place in both State and national competition for literary arts publications. Staff from Cellar Roots confer with various State and local arts-oriented groups to share material and work towards a greater understanding and appreciation of the arts.

Cultural Activities

In addition to events sponsored by Campus Life, the University sponsors a very active musical performance series. There are also extensive theatre offerings and frequent faculty and student art exhibits. The following musical ensemble groups have offered frequent performances: University Symphonic Band; Concert Band Jazz Ensemble; University Orchestra; Collegium Musicum; University Choir; Madrigal Singers; University Womens' Choir; University Mens' choir; and the Opera Workshop.

The Eastern Michigan University Players' offer both main-stage performances at Quirk Auditorium as well as laboratory and special productions at the University's Sponberg Theatre and a smaller laboratory theatre. In addition to Players' productions, the theatre Guest Artist Series has brought performances and lectures to campus by such notables as John Houseman, Pat Paulsen, Ruby Dee, and Robert Wilson. In addition, the Dance area of the Department of Health, Physical Education, Recreation, and Dance offers concerts at Quirk Auditorium.

Intramural and Recreational Activities

In 1982, the Olds Student Recreation Center was opened. This indoor, multi-purpose recreation building features 15 racquetball courts, two of which are glassed in; a gymnasium with four basketball courts, six volleyball courts, and 12 badminton courts; a slimnastics room with 17 pieces of Nautilus equipment, a 17-station free-weight room, a combatives room, a utility gym, a game room, two wallyball courts, a golf driving area, and a softball batting cage. An indoor jogging track with an Olympic surface overlooks the main gym, along with a universal fitness area and a table tennis area.

Modeled after a hotel-style facility, the Club Pool is 25 yards in length, complete with sauna, whirlpool, and lounge area. One of the most outstanding aspects of the Student Recreation Center is the 50-meter swimming pool, which has the distinction of being the largest indoor pool in Michigan.

Another unique feature of the complex is the Outdoor Recreation Center. Located on the bottom level of the Olds Recreation building, the Center offers some of the highest-quality equipment models available today. For a minimal deposit and rental fee, students may check out anything from a backpack, sleeping bag, tent, or canoe to such items as cross-country skis, a toboggan, or picnic package. Clinics and outdoor adventure trips are scheduled throughout the year for Rec/IM members.

In 1988, the Olds Student Recreation Center received the "Facility of Merit Award" as one of the finest facilities in the country.

In 1984, the Recreation/Intramural Department took over the management of McKenny Bowling Lanes. During 1985-86, the lanes were renovated. McKenny Lanes consists of fully-automatic twelve lanes, and is located on the lower level of McKenny Union. The lanes are available for open bowling, leagues, tournaments, and special events.

The Rec/IM Department provides a variety of programs and services to choose from. Open drop-in recreation serves the needs of many who would like to recreate on an informal or impromptu basis. There are more than 15 different sports in which students may participate on a drop-in basis.

The Intramural Sports program offers both highly competitive and recreative leagues, tournaments, and meets in men's, women's, and co-recreational sports. A well-rounded program of team, dual, and individual sports is offered to all members.

Various sport clubs exist ranging from fencing to several forms of martial arts. These clubs provide opportunities for competition on- and off-campus, and for learning new or improving existing skills. A special-interest program area features specially-designed programs to meet the needs of particular populations. Among these programs are: aerobic fitness classes, scuba classes, weight loss contests, the Healthline program, and the Healthy Combinations program. The Rec/IM Pro Shop, located at the front counter of the Olds Student Recreation Center, carries most of the sports equipment and clothing to meet recreational needs.

All currently enrolled Eastern Michigan students are automatically assessed a fee for use of the recreation center. All other users must purchase a membership card from the

Recreation/Intramural Department to enjoy the same privileges. Memberships may be purchased on a semester or annual (September - August) basis at the front counter of the Rec/IM facility during open building hours. The fees vary based upon membership status.

Intercollegiate Athletics

Intercollegiate Athletics provides athletic programs for men and women that assist in the development of academic and athletic skills, understanding, knowledge, attitudes, and values that contribute to their success in today's society. Approximately 552 student-athletes participate in the 20 sport NCAA Division I-A program.

Several facility improvements have been made since 1981:

1982	Increased seating capacity in Bowen Field House to 5,600, added locker rooms, and a new basketball court.
1983	New softball stadium added.
1986	Crowning and resurfacing of main football field.
1987	Additional remodeling of Bowen Field House offices.
1988	Resurfacing of the Olds Marshall Outdoor Track.
1989	Addition of a new fully-equipped weight room.

While each of these have been significant, the office renovation contributed to the overall success and productivity of staff. Prior to the renovation, staff were housed in small offices with 3-4 members per office. Now the individual offices allow staff privacy which contributeS to increased productivity.

In August of 1985 the Eastern Michigan University Board of Regents adopted five program goals for the Department of Intercollegiate Athletics. The five goals included:

Goal I - NCAA Division I-A Member

The University will continue to be a member of the Mid-American Conference and a member of the National Collegiate Athletic Association's Division I - Division I-A in football. The Athletic Department must maintain and solidify the Philosophy Statement of the Division.

Goal II - Excellence in the Mid-American Conference

The Intercollegiate Athletic Program must become a competitive member in the Mid-American Conference. Individual sports strive to finish consistently in the top third of the Conference.

Goal III - Revenue Generation

Revenue generation must continue to develop and expand to supplement institutional support with the exception of scholarships. The primary goal for football and men's and women's basketball will be to generate sufficient monies to become self-supporting. The continued development and expansion of revenue generation to supplement general fund support is a key to the athletic program's long-term stability and success.

Goal IV - Attendance Objectives

Realistic spectator attendance objectives must be established and be met for each revenue- or potential revenue-generating sport.

Goal V - Academic Support to Athletics

The aim of the University must be to identify and provide the maximum academic support services to give student athletes every opportunity to complete their undergraduate degree.

Because of the continual media exposure, Intercollegiate Athletics is often a window to the University. The fore-mentioned goals allow Eastern Michigan University to be responsive to societal concerns to sponsor quality programs that provide valuable learning experiences for student athletes.

As a member of the Division I-A Mid-American Conference, athletic teams compete against like programs in a geographical area that helps travel expenditures to be affordable. Through revenue generation and attendance objectives, costs to the general fund are defrayed.

Consistent with most organizations within society, athletic programs strive to be competitive thus creating valuable learning experiences through those efforts. Academic

integrity is maintained as each student athlete is monitored, counseled, and provided the support he/she needs to matriculate.

Intercollegiate Athletics serves a large base of University constituents. As a public relations component to the Executive Division, Intercollegiate Athletics attracts alumni, friends, representatives of corporations, foundations, and State and federal government to sporting events.

The competitive nature of Intercollegiate Athletics provides an avenue for participants to experience the values as defined by the University. Each Intercollegiate Athletic goal correlates directly to the achievement of excellence, respect, scholarship, opportunity, community, service, integrity, and leadership.

Intercollegiate Athletics made significant strides towards its goals over the last nine-year period. Revenue increased from $144,415 in 1980-81 to $748,329 in 1988-89. Attendance at football games increased from approximately 5,000 average attendance in 1980-81 to approximately 15,200 in 1988-89.

Prior to 1988 tutorial programs and academic support initiatives for student athletes were non-existent. Currently a master tutor program, study sessions, assessment tests, and constant monitoring systems are in place. An Athletic Retention Committee is in place to develop a more comprehensive academic support system with hopes of implementation in 1990-91.

In regard to excellence in the Mid-American Conference, Eastern Michigan's athletic programs reached their pinnacle in 1987-88 as the Hurons Men's program captured the Reese Trophy, symbolic of supremacy in all men's MAC sports. The women's program had their best-ever finish at second place in the Jacoby Cup race symbolic for the MAC women's all sports achievement.

During 1987-88 athletic teams won MAC titles in football, swimming, basketball, and men's track while baseball and men's cross country posted second-place finishes. Eastern women won the MAC outdoor track championship. In addition, eight University coaches were singled out for Coach of the Year honors.

Athletic programs have continued to be competitive subsequent to 1987-88. In 1988-89 the men's program was second by one point in the Reese trophy race. The women's program did not fare well but was very competitive by sport.

An excellent foundation is in place for each program to sustain its success in relation to the current goals. The programmatic improvements in personnel, financing, and

overall operations that were implemented during 1984-86 will continue to be enhanced within the framework of the University and community to assure continued success.

Evaluation of Activities

The University provides a wide array of student activities to complement the curricular work of students. There is a high level of commitment on the part of many faculty and staff to make such activities as valuable as possible to participating students. That commitment has led to diversity and quality in the activities available to students.

Of particular note in recent years have been the contributions of the Recreation and Intramural and the Intercollegiate Athletics programs. Outstanding leadership from key personnel and important facility improvement has led the University into a new era in these aspects of the student activity experience at Eastern Michigan University. There is also very strong support for the cultural activities on campus exemplified by good attendance and by the recent 77% approval rating determined through the Student Reactions to College survey.

There is, however, continued concern that too many students still focus too exclusively on class room activity to the exclusion of the other opportunities available at the University. In the SRC survey 60% of the sample reported that they had not gone to a meeting of an organization or attended an organized social activity at the University during the survey term, while 40% indicated that they had done so with only 25% saying that they had done so twice or more. Part of this phenomenon is due to the part-time student population as well as to the large graduate student group who come to campus in the evening, primarily for job-related coursework.

There is also concern that Student Government, in recent years, has not been perceived as adequately representative of all student constituencies. In the SRC survey only 13% of the sample indicated a belief that Student Government, in general, represented the respondents point of view either "often" or "almost always." Fifty-seven percent indicated a conviction that their point of view was "sometimes" represented while 24% indicated that they believed their point of view was "almost never" represented. Six percent of the respondents did not answer the question.

There has also been significant dissatisfaction expressed by students regarding a recent fee increase intended for facilities improvement. Such dissatisfaction was reflected in the SRC survey. This development has occurred in spite of a strong endorsement by Student Government of the proposed fee increase and the associated facilities improvements.

Both the University's recent successes and its challenges must inform continued efforts to support student activities at the University outside the classroom. This current self-study process has contributed importantly to understanding this aspect of the University's circumstances.

Overview and Future Plans

Continued progress will be made toward implementation of the Integrated Student Information System (ISIS). Efforts will continue to improve further the level of coordination among the various key student services areas.

During the upcoming decade students will continue to have many means through which they may pursue their educational goals. Eastern will need to continue developing new strategies to remain attractive to students in the changing educational environment of the 1990s. These strategies will contain the following features:

Baseline

Pursue and refine currently successful marketing and enrollment management strategies and tactics, especially those that have converted students from University acceptance to Fall term enrollee.

Dynamic Relationship Between Admissions and Academic Affairs

Intensify the extent to which admissions and recruitment interact with academic units on campus to define the preferred size and character of academic programs.

Quality Students

Foster an Honors environment capable of attracting and retaining high-achieving (Quality) first-year students.

Minority Students

Establish Eastern Michigan as a University of first choice for Michigan's minority high school, transfer, and graduate students.

Graduate Students

Alter recruitment strategies to increase the proportion of degree-admitted students in the Graduate School.

Adult Learner

Continue to extend quality programs, activities, and services to adult learners to make an Eastern Michigan education approachable, accessible, affordable, applicable, and attainable.

College Identity Development

Develop and implement marketing plans for each College to create a unique positive identity to help ensure appropriate program enrollment and enhance the quality of enrollees.

Media Advertising

Reach non-traditional market segments who cannot be reached through traditional advertising.

Campus Environment

Continue to improve the physical appearance of the campus and the delivery of high-quality service to all constituencies.