Chapter VI

Faculty, Learning, and Research Resources

This chapter profiles the faculty; describes and evaluates faculty recruitment, appointment, tenure, and promotion; and examines the provisions made for faculty development. The library and other key learning and research resources are also examined.

Faculty Resources and Personnel Policies

Profile of Faculty

The following set of figures describe the general outlines of the faculty profile. More detailed information is available in the primary data file for this report.

 

 

Figure VI-3b

Total Compensation of EMU Faculty Compared to
Average Compensation of Public IIA Institutions

 

Source: Academe, March 1985 through March 1989

Faculty By Race	'82	'83	'84	'85	'86	'87	'88	'89
African-American	2.88%	2.81%	2.78%	3.24%	3.54%	3.28%	6.16%	6.50%
Asian	4.33%	4.30%	4.40%	4.05%	4.01%	4.38%	4.35%	4.53%
Hispanic	0.96%	1.16%	1.14%	1.29%	1.29%	1.25%	1.20%	1.06%
Native American	0.16%	0.00%	0.16%	0.00%	0.16%	0.47%	0.60%	0.30%
White	91.67%	91.73%	91.52%	91.42%	91.00%	90.62%	87.69%	87.61%

In addition to regular faculty, academic departments regularly employ adjunct faculty, generally referred to at Eastern as lecturers. Figure VI-9 summarizes the recent level of lecturer usage at the University.

Because lecturer usage has grown significantly in recent years, as part of this self-study each academic department was asked to complete extensive summaries of the qualifications of the lecturers employed in the past ten years. The results of those summaries are available in the departmental files of the primary data file for this report. Later in this chapter an assessment of faculty resources is offered. The use of lecturers is discussed there.

The profile of a large and diverse faculty such as Eastern's cannot be described through statistics alone. A complete collection of current faculty vitae is included in the primary data file for this report. An examination of those vitae show a faculty active in their professional disciplines and educated in some of the most highly-regarded graduate schools of the world.

Affirmative Action

The University has made a concerted effort to take affirmative action in hiring both minority and women faculty to improve utilization of these important talent pools at Eastern. As the data in Figures VI-6 and VI-7 show, significant improvements have been realized in recent years. The University has taken very seriously the high value as well as the social and educational imperative in recruiting minority faculty and staff. Marked success is apparent during the period of 1987 to 1989. The full 1989-90 Affirmative Action

Audit for Eastern Michigan University is available in the primary data file for this report. The University remains committed to continued improvement in this important human resource arena and intends to sustain the upward trends recently established.

Criteria for Recruitment, Appointment, Tenure, and Promotion

The criteria applied to faculty in recruitment, appointment, tenure, and promotion are stipulated in Article XV of the Agreement Between Eastern Michigan University and the Eastern Michigan University Chapter of the American Association of University Professors. A full copy of that agreement is included among the appendices to this report. The provisions in Article XV are complemented by the individual departmental tenure and appointment documents included in the primary data file for this report.

Provisions for Evaluation and Improvement of Teaching

In all academic departments, through the process of faculty evaluation for tenure and promotion as well as through on-going evaluation of tenured faculty provided for by the EMU-AAUP agreement, assessment of faculty teaching, research, and service is conducted on a regular basis. As described in Chapter IV of this report, the University conducts student course evaluations each term and makes results available to individual faculty, to departments, and to College Deans to assist in assessing faculty effectiveness in the classroom.

In addition, recent initiatives have led to the formation of the Faculty Center for Instructional Effectiveness (FCIE), a unit of the Division of Academic Affairs that assists faculty in evaluating and improving teaching methods, devising effective means of assessing student performance in the classroom, and generally promoting continuing discussion and examination of the teaching and learning that occurs in the classroom at Eastern Michigan University. Staffed by two faculty on partial released time from teaching and a technical writer/editor, the FCIE has engaged in a variety of very valuable activities in support of effective teaching at Eastern. Many different workshops led by faculty colleagues have been made available to the faculty at large. Topics of recent sessions have included:

• Creative Teaching in Large Classes.
  
  
• Writing Skills Workshop.
  
  
• How to Motivate Students.
  
  
• How to Respond to Student Ratings.
  
  
• Building Better Tests.

• Intercultural Teaching and Learning.
  
  
• Evaluating and Grading Students.
  
  
• Multicultural Sensitivity in the Classroom.

Special meeting and luncheon sessions have includes subjects such as:

• A Forum on National Reports about Teaching in Higher Education.
  
  
• Bibliography: The Ten Best on Teaching, Ten Best on Learning.
  
  
• "What's New in College Teaching?" Guest Speaker: Wilbert McKeachie.
  
  
• Student Collaboration in the Classroom.
  
  
• How to Thrive in a Foreign University.
  
  
• Is Teaching a Science or an Art?
  
  
• Techniques for Teaching Adults.
  
  
• The Electronic Classroom.
  
  
• The Minority Student in the Classroom.
  
  
• Teaching for Lifelong Learning.
  
  
• Responding to the Troubled College Student.
  
  
• Administrators on Taking Teaching Seriously.
  
  
• Sexism in the Classroom.
  
  
• Cooperative Learning and Lecturing.
  
  
• Conducting Research in the Classroom on Teaching.
  
  
• The Effect of Gender on Teaching.

In Winter term each year, the FCIE solicits from tenure-track faculty a two-page application describing their planned teaching innovations for the following term. On a competitive basis, the FCIE annually makes eight awards of $1,200 each, to be used to support these innovations. To date, the FCIE has made 31 awards from 138 applications. Grant winners meet monthly with the Director of FCIE to discuss their progress and problems. They write reports about their innovations, which are distributed to the faculty at large through FCIE's newsletter.

Two important activities have been undertaken to secure participation by new faculty in the activities of FCIE and to sustain involvement by current faculty. Each Fall, the FCIE conducts a teaching workshop with new faculty members and follow-up workshops in Winter term.

Begun in Fall 1987 a newsletter Whys & Ways of Teaching is published twice per term by FCIE. Whys & Ways presents research and commentary about teaching in higher education. It is generally written by and for Eastern faculty. Items from Whys & Ways have been reprinted in the national newsletter, The Teaching Professor.

Inherited from another university, The Journal of Professional Studies was published at Eastern for the first time in Winter 1988. The FCIE assumed responsibility for this national, refereed scholarly journal in Fall 1988. It has been specifically designated as "a forum for enhancing teaching in higher education." JPS is published three times a year and solicits manuscripts through advertisements in The Chronicle of Higher Education through a support relationship with the International Society for Exploring Teaching Alternatives (ISETA). The journal is supported primarily by Eastern, but also by a consortium of five other universities and ISETA and by subscribers who pay $9 per year.

The Director and Associate Director of FCIE have also regularly provided private consultations about teaching with faculty members who request them. More than 100 faculty have asked for consultations since 1986. The Director also serves as mentor for several faculty in a sustained consultation program to help them develop their own teaching styles and methods.

The FCIE has also produced a 17-minute instructional videotape for faculty. The tape is called "Group-Inquiry: A Method for Learning." It describes a unique classroom model of collaborative, student-centered, active learning. Group-Inquiry was developed by the Director of FCIE during the 1970s. There have been parallel developments on campuses nationwide.

The initiative at the departmental level, combined with the intense focus on teaching improvement provided through the FCIE have strengthened the development of improved teaching at Eastern Michigan University. Such a concerted effort is very much in keeping with the traditions of the University as it continues to stress effective teaching as a major aim of the institution.

Provisions for Faculty Professional Development

To a great extent professional development of faculty is conducted by individual academic departments. Evidence from departmental self-studies suggests that very active efforts continue toward maintaining a high level of professionalism among faculty but that recent constraints on travel and general operating budgets have made those efforts considerably more difficult.

Other, Division-wide initiatives complement department-based efforts. The activities of the Collegium for Advanced Studies (described later in this chapter) and the World College (previously described) are examples of such activity. The University Sabbatical Leave program and the other research, scholarly, and artistic incentive programs (described later in this chapter) add to the developmental opportunities available to faculty. In addition to these long-standing programs, the Office of the Provost has recently made special travel funds available to faculty, on the recommendation of the appropriate Department Head and Dean, for the purpose of attending professional conferences that have as their principal subject the improvement of teaching.

There are other important provisions made by the University to develop its faculty. They concentrate on research, scholarly, and artistic development as well as the evolution of the use of computing in academics. Those topics are treated, to some extent, later in this chapter in the section that focuses on research funding, incentive programs, and the organizational units devoted to the encouragement and facilitating of faculty research, scholarship, and artistic endeavor. But, there are two important initiatives that deserve special attention here: the Center for Instructional Computing (CIC) and the Center for Research Support (CRS).

Center for Instructional Computing

The Center for Instructional Computing (CIC) is a faculty development center, under the direction of the Dean of Learning Resources and Technology. It was established in 1986 to provide faculty with information and state-of-the-art computer skills for use in instruction. This is accomplished through a variety of activities.

A complete range of hands-on workshops is offered which includes: word processing, spreadsheets, databases, computer-assisted instruction, desktop publishing, statistics, graphics, and computer-mediated communication

Special demonstrations give faculty information about new technology and products which they can later pursue in workshops. These have included CD ROMs used in database searching, computer mapping, computer-generated instructional displays using devices such as LCD panels, use of scanners to capture images and text, and interactive video.

CIC produces programs and provides information for departmental faculty. These have included: computers in writing for English, integrating computers into laboratory and statistics courses for Psychology, integrating computers into the Geography and Geology department curriculum, and faculty computer literacy for Health and Human Services.

The CIC provides a minimum of eight small ($1,200) summer support grants to faculty for instruction-related computer projects. Examples are: creation of computer-assisted interactive video instruction lessons for beginning Spanish, microcomputer-based software packages for Operations research and information systems, use of "Hypercard" for instruction in reading development, and computer-mediated communication between teachers and elementary school students to facilitate word processing and language skills.

The CIC distributes to the EMU community an announcement of its workshops and special programs bi-monthly. In addition, it publishes a newsletter (5 issues per year), Impact, which presents information on instructional computing issues. The CIC also communicates directly with departments and selected faculty about new software and hardware products.

In 1989/90 the CIC presented its first Software Showcase at which 26 faculty members from 16 departments presented their instructional computing applications to over 100 colleagues.

Eastern's computer conferencing system (CAUCUS) began its third year in 1989/90. During its first two years, the system markedly expanded communication and discussion among students and faculty at the University, with over 1,000 CAUCUS registrants during that time. Its use continues to expand rapidly. Examples of applications are: public conferences covering a wide range of issues (from politics to theology and philosophy), course conferences, distance learning, State-wide special interest groups, private conferences for task-oriented groups (for example, all department heads in the College of Arts and Sciences and the Dean), and projects which link Eastern to the wider community (for example, between teachers in training and K-12 students).

The CIC has, since its inception, kept a limited number of computers for loan to faculty members for use in the instructional process. There are now several Apple IIe's, several Zenith microcomputers (IBM-compatibles), and an Apple Macintosh, along with three projection panels available for faculty use.

The CIC began in 1984 as a Provost's initiative under the direction of a visiting Professor. It has developed into a full-fledged program with headquarters at the Library. It includes an equipped computer laboratory and a full-time director. From January 1986 until June 1989 the laboratory was used for a total of 15, 005 hours, with 6,893 separate

laboratory contacts by faculty. There have been 1,612 workshop participants and 42 Summer grant awardees ($1,200 each).

Center for Research Support

Working closely with the CIC is the Center for Research Support (CRS), staffed by a faculty director with released time from teaching and routine research duties. The CRS provides a full range of support services for faculty engaged in research and scholarly activity. Individual consultation is available at all project phases. Services include: research design, proposal development, sampling techniques, questionnaire design, data management, statistical analysis, presentational graphics, and manuscript editing.

The CRS also presents workshops and demonstrations on topics relevant to the research process. This unit also houses the Inter-University Consortium for Political and Social Research (ICPSR) codebooks and the Sage Series: Quantitative Applications in the Social Sciences.

Special Recognition and Award Programs

Various departments and Colleges recognize their faculty yearly for special achievements and contributions. But, in addition to these more localized programs, the University also seeks to recognize and award faculty for achievements in teaching, research/scholarship, artistic endeavor, service, and teaching.

Scholarly Recognition Awards

To recognize the scholarly efforts of the faculty and staff of the University these awards are presented to those individuals whose scholarly works during the previous year are judged to be highly meritorious. Each year, at the Faculty Awards Ceremony, one award is given in each of the following categories: science and technology; humanities and the arts; education and human services; and business and social sciences. Honorees receive an appropriate certificate to commemorate the award and a subscription to a professional journal of the individual's choice.

Artistic Recognition Award

To recognize the artistic efforts of the faculty and staff of the University an award is presented to the individual whose work in the visual or performing arts during the previous year is judged to be highly meritorious. Each year, at the Faculty Awards Ceremony, an award is given to one individual who has achieved a high level of distinction as an artist. Honorees receive an appropriate certificate and a journal subscription.

EMU Distinguished Faculty Awards

Each year at the Faculty Awards Ceremony, four very prestigious awards are given in which the honorees are designated "Distinguished Faculty of Eastern Michigan University." These awards are based on achievements by the honorees that span several years. Each carries with it an appropriate certificate and a cash award of $1,500. Two awards are give in recognition of distinguished teaching, one to a faculty member who has been with the University for less than four years and a second to a faculty member who has been with the University for five or more years. One award is given to a faculty member in recognition of a distinguished record of scholarship and another award to a faculty member in recognition of a distinguished record of service to the University.

State of Michigan Teaching Excellence Awards

Beginning in 1989 the State of Michigan established a Teaching Excellence Fund from which $2,500 cash awards are given to faculty members from State universities who are judged to be superior teachers. Each State university is allocated a number of awards according to the size of the university. Eastern Michigan University is authorized to give eight such awards annually.

Faculty Perceptions and Morale

The morale of the faculty at Eastern Michigan University is fundamentally sound. As part of the self-study for this report academic departments were asked to assess faculty perceptions and morale and the reported results revealed a faculty who shared a general sense of loyalty to the institution, a commitment to students, and a strong interest in pedagogy.

There are, however, elements of faculty perceptions and attitudes that leave reason for concern. During recent years State funding levels have resulted in constrained faculty personnel and departmental operating budgets. Such limitations have undercut faculty confidence and generated a prevailing concern that academic departments have resources that are not commensurate with the volume of students being served. There is a widely shared concern that the University library and computer resources need significant infusion of resources if current and projected educational programming is to be fully successful. There is also a strong interest in the University's facility planning, with significant stress from the faculty placed on academic priorities.

Such faculty concern is shared among the University leadership. Consequently, planning has been informed by faculty input and efforts continue to keep communication lines active.

General Evaluation of Faculty Resources and Policies

Eastern Michigan University has a well-qualified faculty, with a good balance between younger and more mature individuals and an improving ratio of females and minorities. Examination of curriculum vitae reveal a faculty actively engaged in their fields of specialization. Both the criteria and procedures for recruiting, appointing, developing, and promoting faculty are well-established and effective. There is a cooperative spirit among concerned parties (the faculty in general, as well as the EMU-AAUP and the University administration) that continues to support improvements and change in the methods used to sustain an excellent faculty for the University.

Because the University has used an increased number of lecturers in recent years, as a part of this self-study the qualifications of all such individuals were reviewed. As a general rule those individuals employed complement the regular faculty in the credentials they present or they bring to the University unusual qualifications (either academic or practical) unavailable among regular faculty.

There are, however, instances in which academic departments' usage of lecturers have been driven more by economic necessity than exclusively by academic considerations. Because of rapid enrollment growth lecturers (all fully qualified for assigned teaching) have been used in greater numbers than in past years. Figure VI-9, above summarizes recent increases of lecturers in terms of full-time-equivalent-faculty (FTEF) positions. Because the teaching load assignment to lecturer FTEF is greater than that assigned to regular faculty FTEF, the number of course sections covered by lecturers increased more rapidly than the numbers of lecturers themselves. Figure VI-10 shows 1988/89 section coverage by regular faculty as compared to lecturers.

Figures presented are for 1988/89 and include both regular and Continuing Education.
Source: "Faculty Course Assignment Summary by Account: Full Year 88/89"

 

The Division of Academic Affairs considers these figures too high. While lecturers are well-qualified professionals, they have a different, less permanent, relationship to the University and its students than do regular tenured or tenure-track faculty. Consequently, financial and planning commitments have been made to reduce lecturer usage (and consequence section coverage) by one-third over the three-to-four-year period beginning 1991/92. This will require that lecturer usage be reduced by an average of 3-4% per year. Obviously, in certain areas of the University (most notably in the College of Education), such reductions must be quite substantial if the University-wide reduction target of 3-4% per year is to be realized.

The reduction in lecture usage will require recruitment of new tenure-track faculty during a period that (nationally) is predicted to be challenging with respect to hiring new faculty. The leadership of the Academic Affairs Division is committed to meeting the challenge. There are many factors that weigh in the favor of Eastern Michigan University: the long traditions and fundamental strength of the institution, its faculty salary history, the proximity to major doctoral institutions that can supply candidates, as well as the attractiveness of the region of which Eastern is a part&emdash;all are likely to assist the University in its continued efforts to strengthen its faculty.

Learning and Research Resources

The balance of this chapter describes and evaluates Learning Resources and Technologies (the unit that includes the University Library), instructional computing, and the provisions made by the University to encourage, support, and finance faculty research, scholarship, and artistic work.

Learning Resources and Technologies (LR&T)

Learning Resources and Technologies (which includes the University Library, Media Services, and the Instructional Support Center) is a central feature of the University's academic character. In the 1981 NCA self-study process the University made a commitment to address significant shortcomings in this unit of the University. Because there have been substantial changes in this unit, and further, because there are significant challenges that face the Library in particular, substantial space is devoted in this report to the status and prospects of LR&T.

Organization

Effective January 1986, the organizational chart as shown in Chapter III of this report was approved by the Board of Regents. That action was the culmination of a three-year reorganization process at Learning Resources and Technologies. The reorganized unit within the Division of Academic Affairs is headed by a Dean who reports directly to the Provost and Vice President for Academic Affairs. The Dean is supported by an Associate Dean who is responsible for the day-to-day administration of the Library and an Assistant Dean who is responsible for Media Services and the Instructional Support Center.

The Library's internal organizational structure has five major service components: Access Services, Collection Development, Technical Services, Humanities/Social Sciences,

and Science/Technology. Media Services' internal organizational structure is divided into three operational components: distribution, production, and service/maintenance.

The Instructional Support Center (ISC) has three operational components serving students' needs: tutoring/remedial services, media assisted services, and microcomputing services.

Each one of the three major LR&T units (Library, Media, and ISC) has specific internal management and communication structures to fit its individual needs. Representatives from each of the operational units and components participate in an LR&T Council meeting, chaired by the Dean.

Prior to the present LR&T organizational structure, approved in January 1986, these units were organized as the Center of Educational Resources (CER). The CER underwent a series of major changes between 1981 and 1986. Two critically important developments shaped those changes.

First, significant budget reductions resulting from serious State-wide financial constraints were affected in 1981-82 forcing an immediate examination of operational efficiency. The CER absorbed $350,000 in one-time budget reductions in July, 1981 and then maintained a status-quo budget until 1984 when an above-base increase of $79,000 for library acquisitions and $25,000 (one-time) for planning was granted. The majority of the $350,000 one-time budget reductions were made in the audiovisual and television areas and the central CER administration. The library's operational budget remained intact but five of the 25 faculty tenure-track positions were eliminated.

The second important event was the CENTER OF EDUCATIONAL RESOURCES SELF-STUDY 1981-1982 under the leadership of the new Director, who was appointed in September 1980. The outline of this self-study process was contained in the NCA University Self-Study Report 1981.

This internal planning process was designed and developed by the Director in consultation with the CER faculty. The basic structure of the planning process followed the Association of Research Libraries Office of Management Studies established procedures and strategies for academic library development planning. A study group comprised of four CER faculty and the Director was formed for the purpose of supervising the entire process and writing the final report. Four task forces carried out the analysis and needs assessment phase of the planning process. They were: 1) Management structure; 2) Human resources; 3) CER resources and services; 4) Facilities

and technologies. Each group was led by a CER faculty member and comprised of representatives from the CER faculty, staff, administration, and the various CER constituencies. All of the CER faculty and over half of the professional support staff were directly involved in conducting the study. Within the fiscal realities of the time, the recommendations of the final report were acted upon and translated into three major program initiatives: automation, collections, and facilities.

Changes and Improvements Since 1981 NCA Self-Study

Many important changes have been implemented since 1981. Those changes were partly in response to budget constraints, but most directly the result of the 1981 self-study recommendation. A history of those changes is outlined here.

1982

Administration Actions (CER)

Formed unified "director's office" by eliminating all middle management within the library and media services. The reasons were both practical (elimination of two administrative positions) and conceptual (recommendation in self-study regarding problems with library middle managers).

Direct Services Actions (Library)

Formed new Access Services component while discontinuing separate Education/Psychology subject division, and reorganizing existing circulation department.

Direct Services Actions (Media)

Due to drastic budget cuts, Media Services (A-V/TV) was downsized and completely reorganized into a new service unit (9 positions reduced to 6). All television production services were temporarily suspended and all energies were directed toward the distribution of basic A-V equipment to the classroom, production of A-V materials, distribution of TV signals to existing lecture hall locations, and the service/maintenance of A-V/TV equipment.

1983

Administration Actions (CER)

The CER Director began reporting directly to the Provost and become an ex officio member of the Deans' Advisory Council. Prior to this, the Director reported to the Associate Provost and was a member of the Division's support services group.

The 1981 self-study identified many shortcomings within the coordination and implementation of the collections. For this reason alone, a new unit, Collection Development, was formed and staffed with a faculty coordinator (previously an acquisitions library faculty member). This unit was placed within the Public Services structure with the sole purpose of collection assessment, planning, and development of the collection through the coordination of subject specialist's selection activities.

Direct Services Actions (Library)

Further streamlining was accomplished by forming a single public service unit and elimination of one of the two separate service points on the third floor.

Direct Services Actions (Media)

A new color-based television production service was initiated. After the closing of the separate television center (Ford Hall) in 1981 the distribution system was relocated to

the CER building and a temporary lecturer position was activated for the purpose of beginning a new CER faculty position (TV specialist).

Direct Services Actions (ISC)

In addition to the language/listening labs and tutoring services that were started in 1980, the ISC was assigned a new function. It was to initiate and implement the first central microcomputer laboratory facility/program on campus. The new student microcomputer laboratory was physically located within the ISC space on the first floor of the CER building and a supervisory position was established.

1984

Administration Actions (CER)

The Director was given a one-time, special allocation of $25,000 in order to support an intensive tactical planning effort to address recommendations made within the 1981 self-study regarding: 1) Administrative Organization; 2) Automation; 3) Collections; 4) Facilities. These funds subsidized outside consultant services and support for internal planning activities.

Special Actions (Library)

In response to recommendations made in the 1981 self-study, the three-component structure (acquisitions, cataloguing, and processing) , under the direction of two different library faculty coordinators, was transformed into a Technical Services component with a single library faculty coordinator and two teams (acquisitions and cataloguing/processing).

1986

Administration Actions (LR&T)

Effective January 1, 1986, the name of the CER building was changed back to the University Library Building; the CER organization was renamed the LR&T; the CER Director was promoted to the LR&T Dean; the Associate Director position had a title change to Associate Dean; an Assistant Dean position for administering the day-to-day operations of media and instructional support services was created; the Center for Instructional Computing was put under the Dean's authority; and the Dean began serving as a full member of the Deans' Advisory Council.

Special Actions (Library)

A Library Automation Project Team was formed. An ad hoc task force was formed to address what was termed by Library staff as "the crisis in acquisitions".

1987

Administration Actions (LR&T)

The Dean was assigned to a newly created Administrative Team for Academic Computing. Reporting to the Provost, who chairs the Team, the Dean and the Executive Director of Computing are voting members and the Chair of the Faculty/Advisory Committee is an ex officio member.

Special Actions (Library)

The three-year NOTIS Project was launched. (Installation of NOTIS, an integrated automation system, began in 1987. The on-line catalogue, acquisitions, and cataloguing subsystems all became operational during 1989. The circulation subsystem will come up during 1990. The automation initiative significantly modernizes the LR&T operations.) The Associate Dean became project director, the Assistant Dean became the associate project director, and the coordinator of Technical Services became the manager of the project. Over half of the library faculty are involved with the installation of the NOTIS system.

1988

Administration Actions (LR&T)

The Dean submitted the final plan (under development since 1984) for the proposed Business Resource Center (BRC) to be located on the second floor of the new Gary M. Owen College of Business Building.

Direct Services Actions (Library)

An auxiliary service enterprise (copy services) was reorganized to provide greatly enhanced services (copy, telefacsimile, electronic typing, microforms, Apple Computer Buy Program&emdash;1989).

Special Actions (Library)

The ad hoc task force on "the crisis in acquisitions" submitted a Basic Acquisitions Program request and received approval for a three-year 10% above-base increase funding plan beginning July 1989. This plan brings the yearly acquisitions budget to nearly one million dollars per year.

This development is of major significance in the recent history of the Library at Eastern. Substantial improvement in acquisitions was preliminary to the large-scale program statement for substantial Library expansion. The expansion will allow further enhancement of Library operations, technology, and acquisitions. These are major steps for the future of the University.

Direct Services Actions (Media)

The three-component unit was reorganized. A Manager for Operations position was created and a new media faculty position was defined (professional development specialist) along with refinements made to the other faculty position (television specialist).

Direct Services Actions (ISC)

A remedial program for students needing special help was created and funded in concert with the Minority Task Force "Students' at Risk" initiative.

1989

Administration Actions (LR&T)

Because of the resignation of the Associate Dean (Library Services) in August 1989 a one-year interim administration was established using the existing position structure. The Dean continues to be the Chief Executive Officer of the LR&T with assistance from the interim Associate and Assistant Deans. The specific unit communication structures (working groups in each unit) have been altered for this interim year; however, the LR&T Council has been maintained. An assessment of the LR&T administrative structure initiated in January 1986 is currently underway. Implementation of changes is anticipated effective September 1990.

Current Programs and Services

Library

The library is organized through its components to provide: a high-quality local collection of materials; efficient bibliographic and physical access to these materials; timely bibliographic and physical access to other sources not found in the local collection; and expert reference, information retrieval, and utilization assistance to students, faculty, staff, and others who require such assistance.

Collection Development

This unit of the Library has a full-time staff of two library faculty and a half-time library assistant. The purpose of this Collection Development is to work on collection assessment and development with the 17 LR&T faculty who serve as subject specialists for the 35 departments and/or programs represented in the collection (each department and/or program has an official library liaison as a representative to the library with special emphasis on collection development).

The Collection Development faculty work closely with the acquisitions faculty who are within Technical Services to ensure the efficient and beneficial expenditure of funds to build and maintain the physical collection of materials. They also work with other LR&T units (for example, Access Services, Media Services) in obtaining electronic and other non-print formats.

Technical Services

This unit has a full-time library faculty of five, library assistants staff of 15.5, and 3.68 FTE student assistants. Along with the responsibility of ordering, cataloguing, classifying, all materials processing, and public catalogue maintenance, this component has become the principal staff associated with the NOTIS Library Automation Project. The Technical Services coordinator is technical manager for the NOTIS project.

Administrative Services

This unit has an administrative staff of three, one library faculty member, and a clerical support staff of 3.5. The library's administrative services component supports all LR&T centralized administrative services (personnel, payroll, student assistants, accounting, building management). In addition, Administrative Services advises Library staff in the adoption and use of computer-based technologies.

Materials Access Services

This unit has a professional technical staff of two, a library assistants staff of 7, and 10.9 FTE of student assistants. It is responsible for providing the physical access and control (circulation) of materials to be taken out of the Library and also used within the Library building as "Reserve Materials." Other services that are provided by this unit are: reshelving of the physical materials used inside and outside the Library, maintenance of the centralized microforms collection/equipment, placing and receiving interlibrary loan requests, and offering expanded photocopying services (telefacsimile, electronic typing, and personal computer sales program).

Information Access

This unit has a full-time library faculty of five, a part-time faculty of 0.44 FTEF, and one library assistant. Its purpose is to provide the "first contact" information/reference point as users walk through the front doors. Its direct point of service is located next to the circulation desk and adjacent to a small "ready reference" collection of materials and a group of CD-ROM based information retrieval stations. This component also offers computerized database searching services, professional assistance with interlibrary loan access, and coordination of bibliographic/library instruction/orientation programs, materials, and services.

Science and Technology

This service unit is staffed with four library faculty and 1.5 library assistants. The library faculty who serve within this component are responsible for developing and maintaining a collection of materials, database services in coordination with information access, and reference services designed to serve users needing information in such disciplines as geography, geology, chemistry, home economics, biology, nursing, mathematics, computer science, physics, astronomy, aeronautics, and industrial technologies. In addition to having an extensive periodical-based collection, Science and Technology has a well-developed map library. A reference access point (a desk on the first floor) is staffed by library faculty in order to provide specialized reference services aimed at those interested in finding science/technology information.

Social Sciences and Humanities

This unit has a full-time library faculty of five and a library assistant staff of two. It is the largest subject-oriented component of the Library, managing all materials and access for all disciplines except those found in the Science and Technology units. In addition, three subject specialists in the fields of education, business, and psychology from the Access Services unit provide collection development assistance to Social Sciences and Humanities. A single reference access point (on the third floor) is staffed by library faculty in order to provide more in-depth information access to these subject disciplines and to the government documents collection.

Government Documents

This specialized collection is staffed with one library faculty member and one library assistant. The unit's primary purpose is to obtain, maintain, and provide access to the U.S. government publications provided through the Federal Government depository program.

Instructional Materials Center (IMC)

This specialized collection of educational materials is staffed with one library faculty member and one library assistant. The librarian works with the College of Education in providing this specialized collection and service to meet the needs of those preparing to enter the fields of primary and secondary teaching.

University Archives

This specialized collection of Eastern Michigan University historical materials is staffed with a 0.5 library assistant. Professional guidance is provided by the IMC librarian. The purpose of this small specialized collection is to provide a safe storage and access point for those items that are important to the institution.

Children's Literature

This specialized collection of picture books, fiction, and non-fiction titles for children is a part of the library's collection. The Education and English Literature library faculty specialists both use this notable collection.

Cooperation with Other Libraries

The LR&T is a member of OCLC and of the Michigan Library Consortium, and has been designated as a regional center for interlibrary loan. For example, as a regional ILL center, Eastern loaned over 3,400 items in 1988-89, while borrowing only 722. The proximity of the University of Michigan Library System is a valuable asset since Eastern faculty have borrowing privileges there. The University has reciprocal faculty borrowing privileges with all State-sponsored institutions of higher education; students have reciprocal borrowing privileges with Washtenaw Community College. The LR&T has cooperated with U-M Library School faculty in library user research, and for many years has cooperated with University Microfilms in the development of library services and products. The LR&T is a member of SEMLOL (Southeastern Michigan League of Libraries).

Media Services

The media services unit is staffed by two media faculty, two professional technical, three media technicians, one secretary, and 2 FTE student assistants. Services and equipment are offered on a non-fee basis for instructional purposes. Materials are provided at cost. Non-instructional rentals and services are charged below market prices for University-related activities.

Equipment Distribution

Distribution provides video recorders and TV monitors, motion picture projectors, slide projectors and screens, data projectors and video projectors, overhead LCD panels for computers, tape recorders, filmstrip projectors and record players, small format video cameras and recorders upon request, and maintains overhead projectors permanently in every classroom. A closed circuit video system is maintained for campus broadcast from the Media Services Center.

Production

Audio/Video production includes laminating, overhead production, teleconference and other satellite feeds, studio service for lectures and events, VHS editing equipment, 35mm still camera/copystand for slides, and computer graphics production for slides. Complete video production services are available to produce industrial-quality programs including a small, color video studio production area and video graphics capability.

Repair/Maintenance

In-house repair and maintenance service is available for AV equipment. Technical staff provide campus-wide service of public address and video systems.

Audio/Video Materials

Media Services maintains a collection of over 2,000 video tapes and films for use in instruction. These items are bibliographically accessible through the library as well as through Media Service. Within copyright guidelines, materials are also recorded off the air for delayed playback to classes.

Faculty Assistance

A wide variety of user-assistance services are available to those faculty wishing to utilize media within their instruction. These range from previewing materials to providing projectionists for classes. Also, through the auspices of the two media faculty a full professional development program is offered in instructional technologies including teleconferencing and video technologies.

Instructional Support Center

This student services unit is staffed with three professional technicals, one clerical, and 9.04 FTE student assistants. The ISC provides support to academic departments by providing materials, equipment, and staff to help instructors enhance their classroom instruction and by assisting students who need tutorial help and academic support. The

components in the ISC are: the Language Laboratory, the Multi-Media Laboratory, the Microcomputer Laboratory, and Academic Support Program.

Language Laboratory

In the Language Laboratory video has become an active part of the program in addition to the traditional audio-based approach. The use of original television programming in French and Spanish is also available by the means of the satellite receiving antenna maintained by Media Services.

Multi-Media Laboratory

This unit provides equipment, materials, and staff to assist students in learning through the use of appropriate multi-media technologies.

Microcomputer Laboratory

This unit is the only general and centralized microcomputer laboratory dedicated to student use on campus at this time. There are two parts of the laboratory. One is a free-standing personal computer area with over 50 machines and appropriate software. The other is a 21-station networked (IBM PS/2 model 30) room, used for orientations and specialized instruction. There has been an ever-increasing demand for access to computers for course-related assignments (spreadsheets, word processors, and databases). The Micro-computer Lab is available for use by students in courses in any department of the University. Class orientations in the procedures, policies, and use of software are scheduled for the high-volume classes and by instructor request.

Academic Support Programs

The ISC has increased its direct involvement in strengthening existing centrally-administered tutorial support programs for various departments and also developing new support programs with special emphasis on at-risk students.

Changes in Collection and Volume of Services Since 1981

The attendance (gate count) for the Library building in 1981 was 695,789 and in 1989 it was 700,025&emdash;a net gain of 4,236 individuals exiting the building. In 1989 the building was open 105 hours per week as it was in 1981. Figures VI-11 through VI-12 summarize collection and usage changes in the Library, Media Services, and ISC in recent years.

Collections	1981	1989	Change
Books	413,290	474,710	+ 61,420
Bound Periodicals	72,313	95,201	+ 22,888
Government Docs.	135,937	172,851	+ 36,914
Maps	34,188	43,706	+ 9,518
Microforms	543,293	582,696	+ 39,403
Audiovisual	20,294	23,923	+ 3,629
Periodical Subscriptions	4,000	4,213	+ 213
CD-ROM Subscriptions	N/A	4	+ 4

Materials Use	1981	1989	Change
In-Library	506,058	505,752	- 306
Checked-Out	170,400	144,509	- 25,891
Interlibrary Loan
EMU-Requested	710	722	+ 12
EMU-Supplied	1,936	3,420	+ 1,484

 

Information Services	1981	1989	Change
In-Library	506,058	505,752	- 306
Reference Assistance	71,782	86,742	+ 14,960
Lectures/Presentations	5,815	7,403	+ 1,588
(Attendance)
Database Searches	N/A	305	+ 305
Study Guide Materials	50	62	+ 12
Archive Inquiries	470	996	+ 526

	1981	1989	Change
Language Lab	15,636	8,684	- 6,952
Multi-Media Lab	4,553	2,664	- 1,889
Audio Duplication	859	1,669	+ 926
Microcomputer Lab	N/A	66,753	+ 66,753
Academic Support	13,321	14,247	+ 926

Library Support for the Proposed Doctoral Program in Educational Leadership

As University curricula have become more diversified, the Library has had some difficulty in developing collections to support new programs. As a result, the entire collection has not yet met the quantitative standards established by the Association of College and Research Libraries (ACRL) for institutions of the nature and size of Eastern Michigan University. However, of these holdings, it is important to note that the Library holds over 23,000 book volumes within the Library of Congress Education Classification. In addition, an estimated 100,000 book volumes provide secondary support for the

education program. Based on its local monograph collection alone, the University Library's capability to support an instructional and research program in Educational Leadership is still in the development stage. Because the implementation of the proposed doctorate (if approved) is a high priority for the University, and because the acquisition budget has been enhanced recently (to approximately $1 million per year) with a commitment of regular 10% increases, it will be possible to continue developing the collection in the area of Educational Leadership to an appropriate level.

Currently, almost one-fourth of the periodicals on current subscription are directly related to education. A review of major indexes in the field shows that the library receives a high percentage of the titles covered by those indexes, as represented in figure VI-14.

The library has a complete backfile and current subscription to the Educational Resources Information Center (ERIC) collection of materials in education, including over 270,000 titles on microfiche and a new CD-ROM index workstation. Other relevant microfiche collections are the American Psychological Association's Journal Supplement Abstract Service (JSAS) and the National Microfilm Library's College Catalogue Collection.

Interlibrary loan and bibliographic database searching are two rapidly growing services that extend the Library collection. For example, over the last five years, the number of items borrowed has shown a slight increase. Through interlibrary loan arrangements, the resources of major research libraries are available to faculty and students. Further, as a regional outlet for interlibrary loan, Eastern Michigan University holds several union lists of serials that would otherwise not be available here. In addition, the Library has implemented a telefacsimile transmission service to facilitate interlibrary loan activities.

As a member of MERIT, Eastern Michigan University has access to other university libraries through a state-of-the-art telecommunication network. As a result, the MERIT network enables Eastern's Library to cooperate more effectively and share resources with other Michigan college and university libraries.

Another Library service allows users to access non-profit and commercial databases. These bibliographic database searching services have grown dramatically in recent years. Over the past five years, the annual number of searches conducted has risen 290 percent. At this time, some 400 bibliographic databases are available for computer searching, including Psychological Abstracts, Dissertation Abstracts International, ERIC, Exceptional Child Education Resources, NIMIS (Media for the Handicapped), Language and Language Behavior Abstracts, and PAIS (Public Affairs).

In addition to offering access to remote bibliographic databases, the University Library is also acquiring new products to offer local access to some of the same databases through CD-ROM technology. The Library has acquired the ERIC and Psych Lit. Index CD-ROM products.

Rapidly evolving technological developments in cataloguing, storing, retrieving, and copying information are revolutionizing traditional methods of conducting library research. These developments greatly speed up, broaden, and deepen the search process and make relevant materials available in a transportable form the graduate student can use for later reference and study. The University Library makes these innovations accessible to graduate students by providing photocopiers, microform readers, computer terminals, requisite software, and assistance of specially-trained personnel thoroughly familiar with the operation of sophisticated equipment.

The NOTIS system will have a long-term impact on library services. This automated system represents a generational change within the library since NOTIS will not only

automate major support functions, such as acquisitions, cataloguing, and serials check-in, but also will automate circulation activities and the public catalogue. After full implementation of the system, users will be able to access library holdings quickly, with sophisticated search approaches, through local campus, or even off-campus terminals. When the NOTIS database is complete and a gateway interface to external databases is obtained, the access to information at the graduate level will increase dramatically.

Library Support for New College of Business Building

The new Gary M. Owen College of Business Building (scheduled to open in 1990) is located in downtown Ypsilanti (approximately one mile from the campus Library). In order to keep the current business-related materials and services available in the central library facility for all users and at the same time provide electronic and service connections between the two facilities, an on-site Business Resource Center (BRC) has been recommended by the LR&T professional staff for the new College of Business Building. The following elements of the LR&T recommendation are currently being pursued as the basis for a strategy that will protect the availability of current central Library holdings and serve students and faculty at the new building.

The basic services recommended for the BRC program are:

Automated Services:

• Access to on-line indexes and services
  
  
• Access to commercial database services
  
  
• Bibliographic access to main library holdings

Reference Services:

• Assistance in use of on-site materials and services
  
  
• Referral assistance to off-site information

Mini Business Collection:

• Selected current periodicals
  
  
• Microform periodicals
  
  
• Ready reference materials
  
  
• Selected monographs

Circulation Services:

• BRC materials/equipment, etc.
  
  
• Main library availability information
  
  
• Interlibrary loan

Media Services:

• Software storage and retrieval
  
  
• Media utilization services

Photocopy Services:

• Telefacsimile copy
  
  
• Print copy
  
  
• Microform copy

Overall Assessment of LR&T

The Library and its associated facilities and services are a centrally important aspect to the success of a college or university. Eastern Michigan University has certain assets in this regard as well as significant liabilities.

The changes made since the 1981 self-study have improved the operational status prospects of the three units of LR&T: the Library, Media Services, and the Instructional Services Center. Organization is suited to contemporary circumstances, personnel are adequate in number and of good calibre, important provisions have been made for the use of modern information technologies, and significant increases in acquisition budgets have been realized.

However, the Library remains one of the very serious concerns of the University and it will require substantial creativity and resources to bring it to a condition that can fully serve Eastern Michigan University as it matures. Ironically, as concern for the condition of the Library has grown among the University leadership and efforts have intensified to formulate plans and identify the necessary funding for its improvement, satisfaction survey results obtained by the LR&T and data in the Student Reactions to College survey do not reflect unanimous concern and, in some respects, show fair levels of satisfaction. For example, in the SRC survey 50% of the respondents answered either "yes" or "definitely yes" when asked if the physical facilities of the Library served their needs. Nineteen percent of those queried were undecided while 27% answered either "no" or "definitely not." Forty-three percent answered "yes" or "definitely yes" when asked if the books and periodicals served their needs, while 20% were undecided and 34% answered "no" or "definitely not." Fifty percent answered either "yes" or "definitely yes" when asked if the services of the Library served their needs, while 18% were undecided and 38% said "no" or "definitely not." Surveys of other constituencies (faculty and staff) and LR&T surveys reflect similarly "mixed" reviews.

Such surveys must be interpreted in the context of low library usage (as reflected in tabular data presented earlier in the chapter) and an attitude among faculty that the

Library's problems are sufficiently demanding so that short-term solutions are not likely. Such attitudes are disturbing and there are many reasons for them.

Collection development has suffered from inadequate funding to compensate for added academic programs, skyrocketing publishing costs, and increased enrollment. In the period of time from 1981 until 1988, the budget for the acquisition of materials saw an increase of $79,000 in 1984 and another one of $122,000 in 1987 (revising the budget from $527,499 to $734,000). It is for this reason that the Crisis in Acquisitions Task Force was formed and recommended a Basic Acquisitions Funding Program as well as long-range collection development planning and funding. Some of these options include zero-based budgeting, applying electronic technologies, resource-sharing, alternatives to traditional binding, and devising a formula for resource purchasing based on discipline rather than on teaching departments and weighted by number of courses and of subject majors in each discipline.

The Basic Acquisitions Program was formulated, approved, and authorized for funding (a goal of reaching a $1 million basic acquisitions budget by 1991) by the Board of Regents in June 1989. The funding is provided through a $60,000 annual contribution from the "Instructional Equipment Fund" in Academic Affairs, in addition to annual above-base increases of approximately 10%.

In 1989/90, the percentage of the University budget expended for regular library materials/staffing/operations was 2.83% (University general fund budget of $101,267,145; library budget of $2,865,860). The percentage of the University budget expended for all LR&T units was 3.63% (University general fund budget of $101,267,145; LR&T budget of $3,675,997). The ACRL-recommended percentage of library support in relation to the total University budget is 6%. The actual spending for library services translates into $49.87 for each FTE student and $991.88 for each teaching faculty FTEF.

It is always risky and difficult to apply any arbitrary standard to library collections; however, for the purpose of gross comparison, the ACRL Standards for College Libraries, 1986 Formula A applied to the EMU library (1988/89) result in the following "ideal" collection:

If this standard were applied to EMU (including the one doctoral program in Educational Leadership) it would mean that by ACRL national standards Eastern's current total collection would need to be increased radically.

The installation of the basic NOTIS Library System (funded as a three-year project at $842,000) is a factor with great potential to improve and enhance productivity for both staff and users. Initial automation of the catalogue (post 1976) has had a real and positive impact on faculty and student users, with automated circulation and acquisitions procedures completed, giving potential for easing staff time and frustration considerably. Also, this basic installation is very important to the possibilities of resource sharing both within and outside of Michigan (e.g. MERIT network). A current challenge is to identify the extra funding needed to effectively operate the system after 1990 (app. $100,000 annually) and to complete the retroconversion of collection holdings prior to 1976 (a one-time expenditure of approximately $600,000).

As the prediction of a largely paperless information society materializes, the LR&T is exploring creative and innovative ways to use new technologies&emdash;bibliographic utilities, integrated systems, on-line database searching, microcomputers, and laser disks&emdash;to enhance productivity and improve services to users. Experts claim productivity in the information society will only be improved when we develop and utilize information systems. Devising options to replace the traditional print resources as the changing technology of scholarship advances is a prime responsibility of the LR&T. As these technologies are adapted and refined and become more affordable, they will offer solutions to some of the space, storage, and retrieval problems inherent in the LR&T's traditional mode. Since productivity assesses how labor-efficient the library and library staff are in producing services and products for users, these solutions should have a great positive impact on productivity in the future.

In addition to the NOTIS system, the OCLC electronic database, and the State-supported telefacsimile equipment for interlibrary loan, the LR&T currently employs the use of numerous on-line database search services (direct pass through fee) and CD-ROM database information retrieval systems. The most notable bibliographic and full text service is UMI's ABI Inform workstation (this has been subscribed to after a free pilot project for a cost of $19,000 funded from the "Instructional Equipment Fund" within Academic Affairs). Also, from the same fund, the LR&T is in the process of installing a Banyan Local Area Network for the purpose of providing a 24-port electronic communications system throughout the LR&T. All these additions to the utilization of existing electronic technologies are having positive results in LR&T productivity.

The current Library Building opened in 1967. The building was designed to house a library holding a maximum of 350,000 volumes and serve a student body of 11,000. Currently the building accommodates over 530,000 volumes, serves over 25,000 students and 800 faculty, as well as housing five additional service units (language lab, listening lab, microcomputer lab, television production/distribution, and a faculty computing development center). All of the new units added to the building have a sound conceptual and operational reason to be in one central facility. This fact, combined with the automation of library services, puts an even greater pressure on the adequacy of the existing structure.

The most visible concerns are: 1) Inadequate and inappropriate storage space/equipment for materials, 2) Inadequate seating and working space, 3) Inefficient service space, 4) No noise control, 5) Insufficient lighting and electrical systems, and 6) Poor climate control. It is, consequently, imperative that the current building be completely renovated and room for expansion be provided. As part of this self-study the following initial estimate of the scale of needed renovation and expansion was submitted by the LR&T:

1. Renovation of 61,800 sq. ft. $3,700,000
   
   
2. Expansion of 47,925 sq. ft. (gross) $5,300,000
   
   
3. New Electrical System $1,400,000
   
   
4. New HVAC (heating/cooling) System $2,000,000

The total estimated cost for the complete renovation, refurbishing, and expansion (36,281 sq. ft. - net) of the existing Library Building in 1990 was $12,400,000.

Since this preliminary estimate the University's Board of Regents authorized a full study of Library improvement, employing outside professional consultation. The result of that study was a program statement (included in the appendices to this report) that has

been submitted to the State of Michigan for funding at the earliest possible time at a first-phase level of approximately $15,000,000. There are other aspects to the LR&T operation that deserve attention in upcoming years. The expansion of University Archives is one example - others are described in detail within the LR&T self-study contained in the primary data file for this report. However, the commitment for renovation and expansion of the Library as well as a continued commitment to enhance collection development and expand the use of electronic technologies is of the highest priority to the University. In many respects the proposed development of the University's Library is an architectural artifact representing important institutional maturation.

Academic Computing

In 1985, a VAX 11/785 was acquired from Digital Equipment Corporation (DEC). This provided not only needed capacity for academic computing, but an architecture to replace an aging DEC KL10 system and a smaller DEC 20/20 system. A VAX 8650 was added early in 1986, allowing the DEC KL10 system to be discontinued in mid-1986, and the DEC 20/20 to be discontinued in late 1986. In August 1987, University Computing assumed central control of a departmental microVax computer, expanded its capacity, added it to the network, and began supporting Digital's ULTRIX system campus-wide.

Other equipment acquisitions for academic computing have included:

(1) replacement of all student terminals (125) in the Goddard laboratory in 1985 to provide a standard and reliable service for students.

(2) purchase, in 1987, of IBM and Apple Macintosh microcomputers to upgrade and expand the student microcomputer laboratory in the Library.

(3) addition and modernization of communications equipment (1985 - 1989), including both building wiring and campus links, to increase access to academic computing resources and to improve the quality and reliability of this access.

(4) in 1987, joining the Merit Computer Network which provides for data communication with other universities within Michigan, and nationally and internationally through its interconnection with other networks.

In addition to this centralized computer resource, there has been an explosive growth over the past five years in the number and diversity of microcomputer laboratories available on campus. Figure VI-16 summarizes the purpose, size, and locations of these laboratories.

In addition to hardware and software availability, the academic computing picture at Eastern is filled out by services available through the academic computing unit in University Computing. Those services consist of: consulting and training for end-users of academic computing (instructional and research); planning for capacity and monitoring of the performance of academic computing hardware and software; long-term strategic planning for academic computing services; formulation of University policies and procedures governing the use of academic computing resources; and management of public, student laboratories, which house both terminal and microcomputer workstations for student and faculty use.

University Computing has worked closely with the Provost and staff within the Academic Affairs division, including Deans and Department Heads. An Academic Computing Advisory Committee was formed by the Provost in 1988 to improve collaboration on academic computing initiatives. In addition, beginning with the Fall of 1990, Academic Computing User Services will be organizationally responsible directly to the Provost. This change will improve coordination markedly. Such coordination as well as careful husbanding of resources will both be necessary as the University moves to implement the newly-adopted undergraduate basic studies requirement in computer literacy.

Generally, the University is making adequate progress in the development of its academic computing resources. However, full coordination across campus will be an absolute necessity as computing becomes all the more ubiquitous as a technology in everyone's personal and professional life.

Specialized Instructional and Research Facilities

The development of computer technology during the past ten years has put the computer laboratory into a distinct category of its own with respect to all other specialized instructional and research facilities. Those laboratories are described in Figure VI-16, above. Figure VI-17 summarizes various other specialized instructional and research facilities of the University.

Art
Metals, Print, Sculpture, Ceramics, Photography, Three Dimensional, and Textile Studios.

Biology
General Biology laboratories and specialized facilities such as growth chambers, animal rooms, culture and media preparation areas, microbiology laboratory. The Kresge Environmental Education Center is of special importance. It consists of 240 acres of land in Lapeer County, with dining commons, dormitory, and various other buildings and equipment.

Chemistry
Basic complex of chemistry laboratories, storage space, and associated equipment. In addition to on-campus facilities faculty use other locally accessible facilities such as: the nuclear reactor at The University of Michigan, x-ray fluorescence equipment at Kelsey-Hayes Corporation.

College of Technology
Laboratories which are designed to provide for a wide range of studies in areas such as construction technology, manufacturing, graphics, plastics, power, and energy. Newly-constructed Coatings Research Center.

Foreign Languages
The Language Laboratory, now a part of the Learning Resource Center in the Library.

Geography/Geology
Special arrangement with the Environmental Research Institute of Michigan has led to use of their facilities- Loesell Field Laboratory (21 acres west of campus).

Guidance and Counseling
Counseling Laboratory for use in counseling practicum exercises.

Home Economics
Home Economics Laboratories which include testing and instructional materials in the areas of food, nutrition, and textiles.

Mathematics
Methods Materials Center; Metric Center.

Music
Specialized Music building which includes performance, practice, and storage spaces as well as conventional office and classroom space; Music Listening facilities now a part of the Learning Resource Center in the Library. Pease Auditorium, including organ and seating for 1,500. (Soon to be "mothballed" in anticipation of complete renovation.)

Nursing
Audiovisual center with 24 carrels for individualized instruction; Nursing Skills Laboratory.

Occupational Therapy
Occupational Therapy Practicum Laboratory.

Physics and Astronomy
Basic and Nuclear Physics Laboratory, Computer Graphics Laboratory, Science and Teaching Materials Center, Sherzer Observatory.

Psychology
Experimental laboratory consisting of 10 stations of Lehigh Valley and Foreinger equipment.

Special Education
General Diagnostic Clinic, Speech and Hearing Clinic, Select-Education Center, Washtenaw Intermediate School Program for Physically Impaired.

Speech and Dramatic Arts
Procenium Theatre seating 411; associated scene and costume shops and storage; laboratory theatre; Newly-constructed, thrust-stage theatre seating approximately 150. Instructional television studio; WQBR student radio station.

Notable additions since 1981 include the Coatings Research Center, financed by the Paint Research Association (PRA) and used for descriptive research by the PRA and for experimental research by the College of Technology's Coatings Research Institute. Instrumentation in the Center is typical of chemical engineering operations.

A major renovation of existing theatre facilities was completed during the same period. In addition, a new performance space, the Sponberg Theatre, was constructed for use in the instructional program of the Communication and Theatre Arts Department.

The Art Department studio facilities have been upgraded considerably through the renovation of both Starkweather and Briggs Halls. These developments have localized all major art studios except for the specialized facilities requiring high temperature kilns, still housed within College of Technology facilities.

General Evaluation of Learning and Research Resources

Eastern, just as all colleges and universities in the nation, must constantly scrutinize the condition of facilities and services associated with its libraries, media, and instructional support units; computer resources; and other specialized learning and research facilities. There have been recent improvements in instructional equipment acquisition budgets. Financial and organizational changes in the Library and University Computing have been put into effect. Certain valuable additions have been made to specialized facilities.

The general condition of the University's learning and research resources is appropriate to an institution of Eastern's size and character. But, important challenges lie ahead. Prominent among those challenges are the Library renovations proposed to the State of Michigan for funding, the continued enhancement of both the Library's collection and its information technology, as well as the continued acquisition of specialized instructional equipment, most notably in the physical sciences. These challenges will require both new financial resources and well-informed redistribution of existing resources. Beyond astute use of its resources the University will need to employ more creative communication strategies across various institutional boundaries to be certain it is using its existing learning and research resources to fullest advantage.

Sponsored Research, Scholarship, and Creative Activity

In examining the departmental self-studies prepared for this report as well as the faculty vitae available in the primary data file, it is apparent that considerable research, scholarship, and creative activity is conducted by faculty as a regular part of their professional contribution to their respective field. It is important to take note, however, of the considerable institutional effort underway to promote research, scholarship, and creative work through incentive programs, internal sponsorship, and the facilitating of grant acquisition.

Internal Sponsorship

The Graduate School plays a University-wide role in the promotion and support of scholarly, research, and artistic pursuits. There are five major programs administered by the Graduate School that sponsor faculty and student research, scholarship, creative, and professional development.

The Sabbatical Leave Program is open to tenured faculty or those working toward tenure, who have been employed as faculty for a minimum of twelve semesters. The major thrust of the sabbatical leave program is toward research, although some members pursue scholarship, community service, and/or professional development. Faculty members who qualify can apply for one semester leave with full pay or two semesters at half pay. Sabbatical leaves are competitive. Faculty are encouraged, where feasible, to apply for an entire academic year because it is so difficult to accomplish a major endeavor within one semester. The worthiness of an application is evaluated at the Departmental and College levels before being referred to the University Research and Sabbatical Leave Committee (URSLC). Faculty appointments to the URSLC are made by the Faculty Council. Two Department Heads are appointed by the Provost. The Graduate Dean refers the committee's recommendations to the Provost and Vice President for Academic Affairs. The Provost then refers them to the President, who, in turn makes recommendations to the Board of Regents. A complete record of sabbatical leaves granted and the projects associated with them is included in the primary data file of this report.

Faculty Research Fellowships encourage faculty research by providing released time and budgetary support during the academic year. The level of budgetary support depends upon the extensiveness of the project or projects and the perception of need. The award is up to one-half released time assigned to research with cash funding to partially support the research. The guidelines are available from and disseminated by the Graduate School. Application must be made by November 1, and awards are announced by April 1. Awards are competitive, and the number depends on allocation by the University. The procedures for review and approval are the same as for Sabbatical Leaves.

University Spring-Summer Research Awards are intended to recognize and support research and scholarship of high quality with particular attention given to junior faculty initiatives and early development of new ventures by senior faculty. The amount of the award is $6,000, regardless of rank or seniority. The award covers the fifteen-week Spring-Summer sessions. Allowance is sometimes made for those who teach during Spring-Summer term. The review process is the same as for Sabbatical Leaves.

Graduate Research Assistantship Allocation provides to faculty the aid of a graduate assistant to help with on-going research. The awards vary in amount depending upon the judgment of the committee. Some possibilities are: a full-time graduate assistant for a full year or a full-time graduate assistant for one-half an academic year; other combinations (such as 3/4, or 1/2 for a full year or a half year) can be arranged where feasible and academically defensible. Grants are competitive. The number and type of grants varies with the academic year budgetary allocation.

Graduate School Research Support Fund provides limited support during a fiscal year for quality research projects in their initial or experimental stages that use graduate students in the research activity. New and junior faculty, especially, are urged to apply. The amounts vary from $300 to $1,000 per award.

Time Assigned for Proposal Development is provided through the Office of Research Development. This program is intended to assist faculty members by providing time to prepare proposals for submission to outside funding agencies. Awards are granted for one semester for one-quarter time. The proposal is submitted to the Office of Research Development, after having been approved by the faculty member's department. Funding decisions are made by the Director of the Office of Research Development.

Special Funds Projects are also administered through the Office of Research Development. Their purpose is to provide support to faculty members engaged in writing a proposal for external funding. Support is available for expenses such as domestic travel, consultants, typist, duplication of materials, and so forth. Awards are need-based. The faculty member submits a detailed proposal for funding according to the perceived demands of a study planned or in progress. Proposals are reviewed and awards granted by the Director of the Office of Research Development.

Collegium for Advanced Studies is a voluntary organization of faculty who annually select a set of officers comprising the Collegium Board including: a Chair, a Chair-elect, Secretary, and three members at large. This board makes major decisions for the organization. The

Chair of the Collegium and the Editor of its publication mosaics both receive released time to facilitate their work. Operational funding for the Collegium averages $6,000 to $8,000 per year. The organization supports and encourages faculty research, scholarship, and artistic work. To that end it concentrates its activities in three areas.

The first is to provide mutual support by faculty for scholarly activity. This is done through informative study groups such as those that have been sponsored on qualitative research and research on teaching. The Collegium also has sponsored a Research Fair, where round table groups and poster sessions provide faculty opportunities for interaction regarding their current research activity.

The second is dissemination of information about the scholarly work done by Eastern faculty. The journal mosaics provides a high-quality format for displaying faculty scholarship, research, and artistic work to the University community and the selected public constituencies.

The third activity of the Collegium is the sponsorship of special events intended to engage the University community in significant intellectual dialogue. Recent examples of such activity include a special session led by Professor Maxine Greene of Columbia University on qualitative research, a short course on writing for academic publication, a symposium entitled Beyond Deconstruction, a series of faculty presentations and discussions on social theory, and a discussion series on Islamic Fundamentalism. In addition, the newsletter, Collegium Notes, provides the opportunity for a faculty dialogue on academic publishing.

External Sponsorship

The Office of Research Development (ORD), reports through the Dean of the Graduate School. The office is staffed by a Director (who serves on the University Research and Sabbatical Leave Committee), two additional professional staff, two clerical staff, and graduate assistant technical support. ORD is responsible for developing and maintaining University programs of research, demonstration, training, and instruction supported by outside funding. In support of this mission, ORD offers the following services:

Proposal Development

Dissemination of Information on Grant and Contracts

ORD staff review numerous publications including the Federal Register and Commerce Business Daily to identify external funding opportunities appropriate to EMU faculty. Information on those opportunities is disseminated by means of program announcements, a research column, the faculty and staff newsletter, and personal contact by the ORD staff.

Proposal Development Support

ORD provides typing assistance, internal proposal processing, referrals to needed expertise, interpretation of submission requirements, assistance securing letters of support, and preparation of required subcontracts and subcontract budgets.

Coordination and Support of Team Proposal Writing

ORD assists faculty and staff in establishing proposal writing teams, including identifying individuals with the needed expertise, setting meetings, providing staff and clerical support, and coordinating preparation and submission of the proposal(s).

Interpretation of Guidelines and Regulations

ORD staff assist faculty to analyze application guidelines, interprets external regulations and requirements for project directors and sponsored accounting staff, and responds to administrative inquiries about the consequences of University actions as they relate to sponsored projects.

Consultation to Faculty on Proposal Development and Writing

ORD assists faculty at every stage of proposal development, from the initial formation of the concept through submission. The staff give specific as well as general advice on proposal preparation, including the ways in which projects should be structured to be competitive for funding, how the proposal should be presented for maximum impact, what information needs to be included in the proposal and in what order, and how appendices should be organized. The staff also offer editorial assistance and assistance in generating standard capability statements for the University and its subunits.

Budget Development and Negotiation

ORD is responsible for developing all budgets for external support. At the point of award, ORD also does all of the financial negotiations for sponsored grants and contracts.

Packaging of Proposals

ORD physically duplicates, packages, and mails all sponsored proposals submitted by the University. It also maintains the documentation of mailing and receipt for each proposal and processes inquiries regarding unacknowledged proposals.

Administrative Oversight

Policy development

ORD staff develop and recommend policies for sponsored project activity. Their participation includes input into issues such as intellectual property, employment, and compensation and liability.

Regulatory Compliance

ORD provides staff support to several regulatory committees on campus, monitor their activities and report to the University and governmental agencies. ORD staff also hold memberships on other regulatory committees not directly under their responsibility. ORD also recommends University policy necessary to bring or keep the University into compliance with regulations imposed by external sponsors. Examples of areas which are heavily regulated are animal care, human subjects in research, scientific fraud, and radiation safety.

Recordkeeping and Reporting of External Support

ORD prepares reports to the University community, University administrators, and the Board of Regents on the type and amount of sponsored project activity at EMU. In addition to its regular monthly and annual reports, the Office responds to numerous special requests for information from other administrative offices, faculty and staff, sponsors, and the general public.

Contract Development and Negotiation

ORD staff draft personal and professional service agreements, joint ventures, and other legal documents related to grant and contract awards for the University and its subcontractors. ORD also reviews contracts from sponsors to ensure they are consistent with University policy.

Sponsored Project Incentives

Faculty Released Time for Proposal Development

ORD offers five to seven quarter-time releases to faculty for proposal development during each of the Fall and Winter semesters. The released time appointments are awarded through a competitive process, with emphasis on supporting new project directors, complex interdisciplinary proposals, and proposals which offer the greatest benefit to the University in furthering its priorities.

Special Project Funding for Proposal Development

ORD administers a small pool of funds (approximately $9,000) that are used to cover the incidental costs of preparing grant proposals. Eligible costs include travel to visit a funder, computerized database searches, and consulting fees.

Matching Grant Funds

ORD authorizes the use of matching funds for sponsored projects. Approximately $180,000 is available each fiscal year to be used when a cash match is required on a sponsored project, when additional funds are needed to complete the work proposed, or when the funds will make a significant difference to the University's competitive position for a grant or contract.

Project Management and Facilitation

Liaison to University Offices

In the area of sponsored project, ORD works closely with other offices on campus to ensure timely and effective implementation of projects and to resolve difficulties that arise between University and sponsor requirements. The offices ORD works most closely with are Sponsored Accounting, Purchasing, Payroll, and Human Resources.

Liaison to Funding Agencies

ORD has developed and maintains contact with technical and financial staff of funding agencies with whom the University has the most activity. ORD staff review professional grant and contract publications, make personal inquiries about discretionary funds, and assist faculty to establish individual contacts with program officers in funding agencies.

Project Management Assistance

ORD assists with budget report interpretations, cost projections, requests for extensions, budget revisions, changes in scope and key personnel, problem-solving, and grant closeout.

Grantsmanship and Grantwriting Workshops

ORD staff offer workshops to faculty, staff, graduate students, and community representatives on grantsmanship and grantwriting, in an effort to increase the self-sufficiency of these groups and individuals in pursuing external funds.

Trends in Outside Funding

The University continues to improve in the amount of funding it is able to attract in support of research, demonstration projects, and other academically-oriented activities of the University. Figure VI-18 summarizes trends in funding patterns over the four-year period of 1986 to 1989.

Centers and Institutes

The University has developed several important centers and institutes through which research, scholarship, demonstration projects, and other important activities are coordinated. The following summary describes the most significant of such units currently operating. This summary is indicative of the level of research and scholarship that is conducted at the University. It does not represent an exhaustive catalogue of all such activity. Further detail is available in the primary data file of this report.

Coatings Research Institute

This institute, founded in 1985 as a logical extension of the undergraduate and graduate programs in Polymers and Coatings Technology, has performed over $1 million in contracted research in the past four years. The research areas have included: formulation studies in coatings; high solids concepts; low temperature curing; polymer synthesis and modification; radiation curable coatings; electrodeposition; and catalysis.

Currently, the Coatings Research Institute performs more research within the discipline of polymers and coatings than any other research institute nationally. Work is done by faculty as well as by both undergraduate and graduate students.

Michigan Consumer Education Center

This is a State-wide professional development center in consumer and economic education. The Center serves classroom teachers, students, business, labor, and community educators in the following ways:

• Professional development courses, workshops, conferences, and publications for teachers.
  
  
• Loan library of consumer and economic education resources.
  
  
• Partnership education programs with business, government, labor, and community groups.

The Center houses the nation's leading collection of consumer education resources and publishes teaching guides, an annual resource catalogue, and selected bibliographies.

Institute for the Study of Children and Families

This institute conducts research and training programs that have the following goals:

• To provide the climate and organizational structure to encourage and enhance interdisciplinary efforts to increase knowledge about children and families through research.
  
  
• To apply and refine existing knowledge concerning children and families through demonstration projects in these areas.
  
  
• To train others in this knowledge through contract learning, seminars, in-service training, publications, and service to other University academic departments.
  
  
• To share knowledge in the area of children and families with other agencies, organizations, and groups serving these populations by providing consultation services.

The Institute provides the following services related to children and families within the scope of its mission:

• Implementation of basic and applied research projects.
  
  
• Implementation of demonstration projects.
  
  
• Development and implementation of non-credit classes.
  
  
• Development and implementation of conferences.
  
  
• Consultation and technical assistance for local, State, and national organizations.
  
  
• Development of proposals for external funding.
  
  
• Development and dissemination of research and educational products.
  
  
• A library of materials related to children and families.
  
  
• Consultation and technical services for faculty and staff.
  
  
• Internships and assistantships for graduate and undergraduate students.

Centers, Clinics, and Special Programs of the College of Education

The Office of Educational Research and Improvement (OERI) three year grant (1985-88), one of thirty sites in the nation to receive federal funding to use research knowledge to improve teacher education. Known as CITE, Collaboration for the Improvement of Teacher Education, the program attracted national recognition for the College when it received the prestigious AACTE, Distinguished Achievement Award in 1988. Directed by a member of the Department of Teacher Education, the grant has led to major improvements in field experiences for students.

The Mentoring Academy, a program supported by the Office for Women's Educational Equity of the U. S. Office of Education (1985) to work with adolescent girls in four junior high schools to increase the number of young women with academic potential who elect math, science, and technical courses. The project was co-chaired by faculty from the Department of Special Education and the Department of Human, Environmental, and Consumer Resources in the College of Health and Human Services.

The Training Research Center (1988-89), an interdisciplinary center designed to understand the practice of training within the State of Michigan and to contribute to the development of a skilled and adaptable work force. Supported by the Research Excellence Fund of the State of Michigan, the Center was co-directed by faculty from the Department of Teacher Education and the Department of Management in the College of Business.

The C-SIP program (Collaborative for School Improvement Program) receives approximately $200,000 annually from the State of Michigan to enable faculty to provide direct assistance to local schools in problem-solving, curriculum development, professional skills, and other areas. (C-SIP) has conducted school improvement projects

in over 150 area schools in the past ten years. Faculty from four different Colleges have served as University facilitators.

Centers and clinics have been especially important in enabling faculty to provide services. They are as follows: Center for Substance Abuse Training and Education, Center on Education and Law (1985-87), Center on Community Education, National Center on Teaching and Learning (1980-84), Educational Service Center (1984-88), Reading Clinic, Speech and Hearing Clinic, and the Learning Disabilities Clinic.

General Evaluation of Sponsored Research, Scholarly, and Creative Activity

Eastern Michigan University has matured during the past decade, emerging fully in its identity as a comprehensive university. Examination of faculty vitae and departmental as well as college-level self-studies reveals an excellent diversity and quality of research, scholarship, and creative activity. Teaching loads, while guided by a contractually established 12 credit hour "norm" have varied considerably in recent years to allow an intensified focus by faculty on scholarly work. Such intensified focus has led to important productivity. A notable example in recent years has been the level of scholarly activities of the Colleges of Business, Education, and Technology. Reflected in both the number and quality of publication, Business faculty have sharply increased their research and scholarly productivity. College of Technology faculty have made nationally significant contributions particularly in the fields of statistical process control and polymers and coatings research. The College of Education continues to be looked to as a major contributor to the on-going national examination of educational practices and policies.

In many cases faculty research, scholarly, and creative activities have involved graduate and even undergraduate students. A notable example of student involvement in research and scholarship is the Arts and Sciences Undergraduate Symposium which, over the past ten years, has engaged hundreds of students and their faculty advisors in collaborative research projects and annual public presentations of research outcomes.

The continued University support for the various incentive programs described above has intensified the focus on the scholarly aspect of the University's mission and enabled faculty to pursue interests in a more concentrated and productive manner than they might have without such programs. The facilitating role of the centers and institutes as well as the Collegium for Advanced studies have also furthered scholarship, research, and artistic work at the University.

External funding of research, training, and various demonstration projects has continued to rise. Grant and contract applications have been submitted in good number and with an increasing success rate. Business and industry as well as governmental and educational agencies have grown to appreciate more fully the levels of expertise that Eastern faculty are capable of bringing to the problems they seek to address.

As Eastern faculty have intensified their conduct of research, scholarly, and artistic work they have remained interested and committed to teaching. It is a generally shared view at the University that the classroom remains the center of gravity for the institution and that the professional endeavors of faculty can and should preserve a balance in that direction.

Overview Evaluation and Future Plans

The University has successfully brought together the human and physical resources necessary to fulfill its academic mission. It continues to act on its commitment to provide quality educational experiences that are responsive to contemporary circumstances and accessible to the people it seeks to serve.

The University's faculty are highly qualified. The criteria and processes used to sustain that faculty and the methods used to support its continued professional development are well established and effective. Learning and research facilities are largely appropriate to the character and scope of the University's academic programs. There are, however, significant challenges that face the University in upcoming years.

Prominent among those challenges is the need to expand the Library's facilities, enhance its collection, and improve the level of student use of this centrally important educational asset. The program statement submitted to the State of Michigan for $15 million in funding for library renovation and addition is a first, important step. Recent additions to the acquisitions budget as well as enhancement of technology through implementation of the NOTIS system are also important initiatives. Efforts to meet the challenge of developing a Library fully consistent with the size and character of the University must and, consequently, will continue.

Recruitment of tenure-track faculty must also be given high priority. The University must reduce institutional dependence on temporary lecturers. While academically qualified, lecturers do not have the same permanent relationship to students, curricula, or colleagues, nor does the University have an appropriate level of influence in their professional development.

As the virtual revolution in the use of personal computers continues to play itself out, the University must re-evaluate the methods and resources it uses to employ emerging technologies. This challenge is only partly a financial one. It will be as important to adjust the University's methods of management and communication regarding information technology as it will be to adjust budgets.

Key decision-makers and constituencies are increasingly aware of the nature of the challenges that face the University. That awareness has come, in part, as a consequence of this self-study and the strategic planning initiative begun in 1988/89. In the final chapter of this report an overview of future directions is discussed. Those future directions are shaped, to an important extent, by an understanding of the challenges presented in this discussion of Faculty, Learning, and Research Resources.