AQIP Systems Portfolio 2007

Submitted to the Academic Quality Improvement Program The Higher Learning Commission

North Central Association of Colleges and Schools

By the Office of Academic Affairs

Dr. Cynthia Prosen cprosen@nmu.edu

December 2007

Northern Michigan University is an AA/EO institution

Table of Contents

Institutional Overview

01 Distinctive Features of Institutional Culture at NMU ...........................................................................1

02 Scope of Educational Offerings at NMU ..............................................................................................2

03 Student Base and Students’ Needs and Requirements at NMU ............................................................3

04 Collaborations Existing Between NMU and Other Organizations and/or Institutions ..........................4

05 Faculty and Staff Base at NMU.............................................................................................................5

06 Critical and Distinctive Facilities, Equipment and Technologies upon Which NMU

Depends and the Regulatory Environment within which it Operates ..............................................6

07 Institutions and/or Organizations that are (or might be, in the future)

Competing with NMU.....................................................................................................................8

08 NMU’s Key Opportunities and Vulnerabilities.....................................................................................8

AQIP Criterion 1: Helping Students Learn ..................................................................................................10

A. Context for Analysis

1C1 Common Student Learning Objectives.............................................................................................. 10

1C2 Aligning Students’ Learning Expectations, Practices, and Development Objectives with

Northern’s Mission, Vision and Philosophy................................................................................... 10

1C3 Key Instructional Programs, Delivery Methods, and the Degree to which Technology

is Used within the Formal Instructional Context ............................................................................ 11

1C4 Practices NMU Uses to Ensure its Design and Delivery of Student Learning Options are

Preparing Students to Live in a Diverse World .............................................................................. 11

1C5 Maintaining a Climate at NMU that Celebrates Intellectual Freedom, Inquiry, Reflection,

Respect for Intellectual Property, and Respect for Differing and Diverse Opinions ...................... 12

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B. Processes

1P1 Determining NMU’s Common Student Learning Objectives as Well as Specific Learning

Objectives .....................................................................................................................................13

1P2 How NMU Designs New Programs and Courses to Facilitate Student Learning ...........................14

1P3 Determining Student Preparation at NMU......................................................................................15

1P4 Communicating NMU’s Expectations Regarding Student Preparation and Student

Learning Objectives to Prospective and Current Students...........................................................15

1P5 Helping NMU Students Select Programs of Study that Match Their Needs, Interests and

Abilities, while Addressing Discrepancies between the Necessary and Actual

Preparation of Students and their Learning Styles.......................................................................16

1P6 Documenting Effective Teaching and Learning at NMU. ..............................................................17

1P7 Building an Effective and Efficient Course Delivery System at NMU...........................................17

1P8 Monitoring the Currency and Effectiveness of NMU’s Curriculum, and Changing or

Discontinuing Programs and Courses..........................................................................................18

1P9 Determining Student and Faculty Needs Relative to Learning Support at NMU, and

Determining the Role of Learning Support Areas in the Student Learning and

Development Process ...................................................................................................................19

1P10 Aligning Co-Curricular Development Goals with Curricular Learning

Objectives ....................................................................................................................................19

1P11 Determining the Processes for Student Assessment at NMU........................................................20

1P12 Discovering How Well Prepared Students are for Further Education or Employment .................21

1P13 Student Performance Measures that NMU Collects and Analyzes Regularly...............................21

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C. Results

1R1 NMU’s Results for Common Learning Objectives as Well as Specific Program

Learning Objectives.....................................................................................................................22

1R2 Evidence that Students Have Acquired the Knowledge and Skills Base Required by

NMU and its Stakeholders...........................................................................................................22

1R3 NMU’s Results for Processes Associated with Helping Students Learn ........................................22

1R4 Comparing NMU’s Results with the Results of Other Higher Education Institutions

and Organizations........................................................................................................................22

D. Improvement

1I1 Improving NMU’s Current Processes and Systems for Helping Students Learn and

Develop ........................................................................................................................................23

1I2 Setting Targets for Improvement, with Regard to NMU’s Current Results for Student

Learning and Development ...........................................................................................................23

AQIP Criterion 2: Accomplishing Other Distinctive Objectives.............................................................24

A. Context for Analysis

2C1 Explicit Institutional Objectives in Addition to Helping Students Learn .......................................24

2C1a Lifelong Learning and Scholarship.............................................................................................. 25

2C1b Increase Grant Funding.................................................................................................................26

2C1c Student Participation Beyond the Classroom................................................................................26

2C1d Our Unique Identity......................................................................................................................28

2C2 Ensuring NMU Aligns Distinctive Objectives with its Mission, Vision and

Philosophy...................................................................................................................................28

2C3 Supporting or Complementing NMU’s Systems for Helping Students Learn................................28

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B. Processes

2P1 Determining NMU’s other Distinctive Objectives..........................................................................30

2P2 Communicating Expectations Regarding These Objectives ...........................................................30

2P3 Determining Faculty and Staff Needs Relative to These Objectives ..............................................31

2P4 Assessing and Reviewing These Objectives and How Their Feedback is Incorporated

in Readjusting the Objectives of the Processes that Support Them..............................................31

2P5 Measures of Accomplishing Other Distinctive Objectives that NMU Collects and

Analyzes Regularly ......................................................................................................................31

C. Results

2R1 Results in Accomplishing NMU’s Distinctive Objectives..............................................................31

2R2 Comparing NMU’s Results with the Results of Peer Institutions...................................................32

D. Improvement

2I1 Improving Systems and Processes for Accomplishing its Other Distinctive Objectives .................33

2I2 Setting Targets for Improvement and Communicating Current Results ..........................................33

AQIP Criterion 3: Understanding Students’ and Other Stakeholders’ Needs ......................................34

A. Context for Analysis

3C1 Subcategorizing NMU Students and Other Stakeholders into Key Groups....................................34

3C2 Short-and-Long-Term Requirements and Expectations of NMU’s Student and Other

Stakeholder Groups .....................................................................................................................34

B. Processes

3P1 Identifying the Changing Needs of Student Groups and Selecting a Course of Action

Regarding These Needs..............................................................................................................38

3P2 Building and Maintaining a Relationship with Students .................................................................38

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3P3 Identifying the Changing Needs of Key Stakeholder Groups and Analyzing and

Selecting a Course of Action Regarding These Needs ...............................................................39

3P4 Building and maintaining a Relationship with Key Stakeholders ...................................................39

3P5 Determining if New Student and Stakeholder Groups Should Be Addressed Within

NMU’s Educational Offerings and Services ..............................................................................40

3P6 Collecting Complaint Information from Students and Other Stakeholders and

Analyzing This Feedback Both in a Formative and Summative Manner ...................................40

3P7 Determining Student and Other Stakeholder Satisfaction...............................................................40

C. Results

3R1 NMU’s Results for Student Satisfaction with Its Performance ......................................................41

3R2 NMU’s Results for the Building of Relationships with Its Students ..............................................41

3R3 NMU’s Results for Stakeholder Satisfaction with Its Performance............................................... 42

3R4 NMU’s Results for the Building of Relationships with Its Key Stakeholders................................42

3R5 Comparing NMU’s Results with the Results of Other Higher Education Institutions

Outside the Education Community.............................................................................................42

D. Improvement

3I1 Improving NMU’s Current Processes and Systems for Understanding the Needs of Its

Key Student and Other Stakeholder Groups...............................................................................42

3I2 Setting Targets for Improvement and Communicating Priorities ....................................................43

AQIP Criterion 4: Valuing People .............................................................................................................43

A. Context for Analysis

4C1 Organizing the work environment to strengthen NMU’s Focus on Student Learning

and Development........................................................................................................................43

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4C2 Key Institutional and Geographic Factors that Determine How NMU Addresses the

Work Environment .....................................................................................................................44

4C3 Demographic Trends NMU Analyzes as it Looks at Workforce Needs over the Next Decade..... 44

4C4 Key Faculty, Staff and Administrative Training Initiatives NMU is Currently

Undertaking or Planning to Implement in the Near Future ........................................................44

B. Processes

4P1 Identifying the Specific Credentials, Skills, and Values Required for Faculty, Staff,

and Administrators ......................................................................................................................45

4P2 Recruiting, Hiring, and Retaining employees at NMU ...................................................................45

4P3 NMU’s Work Processes and Ethical Practices................................................................................46

4P4 Training and Developing all Faculty, Staff and Administrators to Contribute Fully and

Effectively Throughout Their Careers .........................................................................................46

4P5 Determining Training Needs and Aligning Training with Plans Addressed in Criterion

8, Planning Continuous Improvement ........................................................................................47

4P6 NMU’s Personnel Evaluation System and How This System Aligns with Its

Objectives in Criterion 1, Helping Students Learn, and in Criterion 2, Accomplishing

Other Distinctive Objectives........................................................................................................47

4P7 Aligning Recognition, Reward, and Compensation Systems with Objectives in

Criterion 1, Helping Students Learn, and In Criterion 2, Accomplishing Other

Distinctive Objectives...............................................................................................................48

4P8 Determining and Analyzing Key Issues Related to the Motivation of Faculty, Staff,

and Administrators ...................................................................................................................49

4P9 Evaluating Employee Satisfaction, Health and Safety, and Well-Being at NMU...........................49

4P10 Measures of Valuing People that NMU Collects and Analyzes Regularly ...................................49

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C. Results

4R1 NMU’s Results in Valuing People................................................................................................. 49

4R2 NMU’s Results in Processes Associated with Valuing People.......................................................50

4R3 Evidence Indicating the Productivity and Effectiveness of NMU’s Faculty, Staff, and

Administrators .........................................................................................................................50

4R4 How NMU’s Results Compare with the Results of Other Higher Education

Institutions ...............................................................................................................................50

D. Improvement

4I1 How NMU Improves Its Current Processes and Systems for Valuing People.................................50

4I2 Setting Targets for Improvement and Communicating Priorities ....................................................51

AQIP Criterion 5: Leading and Communicating .....................................................................................51

A Context for Analysis

5C1 NMU’s Leadership and Communicating Systems..........................................................................51

5C2 Ensuring that NMU’s Leadership System Aligns with the Practices and View of its

Board, and Senior Leaders.......................................................................................................51

5C3 NMU’s Institutional Values and Expectations Regarding Ethics and Equity, Social

Responsibilities, and Community Service and Involvement ...................................................52

B. Processes

5P1 Setting Directions that Align with NMU’s Mission, Vision, and Values........................................52

5P2 Seeking Future Opportunities and Building and Sustaining a Learning Environment....................52

5P3 & 5P4 Using Information and Results in Decision-Making Processes ...........................................53

5P5 Communicating Between and Among Institutional Levels.............................................................53

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5P6 Communicating NMU’s Shared Mission, Vision, Values and High Performance

Expectations Regarding Institutional Directions, Opportunities, Responsibilities, and

Involvement .............................................................................................................................54

5P7 Encouraging, Developing and Sharing Leadership Abilities and Skills Among

Faculty, Staff and Administrators at NMU..............................................................................54

5P8 Ensuring that NMU’s Mission, Vision, and Values are Passed on During Leadership

Succession ...............................................................................................................................54

5P9 Measures of Leading and Communicating that NMU Collects and Analyzes Regularly ...............54

C. Results

5R1 NMU’s Results for Leading and Communicating Processes and Systems .................................... 55

5R2 Comparing NMU’s Results with the Results of Other Higher Educational Institutions.................55

D. Improvement

5I1 Improving NMU’s Current Processes and Systems for Leading and Communicating ....................55

5I2 Setting Targets and Priorities for Leading and Improvement ..........................................................55

AQIP Criterion 6: Supporting Institutional Operations..........................................................................55

A Context for Analysis

6C1 NMU’s Key Student and Administrative Support Service Processes.............................................55

6C2 Reinforcing NMU’s Key Student and Administrative Support Services Processes and

Systems Described in Criterion 1, Helping Students Learn, and Criterion 2,

Accomplishing Other Distinctive Objectives ..........................................................................56

B. Processes

6P1 Identifying the Support Service needs of NMU’s Students ............................................................56

6P2 Identifying the Administrative Support Service Needs of NMU’s Faculty, Staff, and

Administrators .........................................................................................................................56

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6P3 Managing and Documenting Key Student and Administrative Support Service

Processes and Ensuring That They Meet the Needs of Students and Key Stakeholder

Groups .....................................................................................................................................57

6P4 Using Information and Results to Improve Student and Administrative Support Areas

and Services.............................................................................................................................57

6P5 Measures of Students and Administrative Support Service Processes NMU Collects

and Analyzes Regularly............................................................................................................57

C. Results

6R1 NMU’s Results for Student Support Service Processes..................................................................57

6R2 NMU’s Results for Administrative Support Service Processes ......................................................58

6R3 Comparing NMU’s Results with the Results of Other Higher Education Institutions....................58

D. Improvement

6I1 Improving Current Processes and Systems for Supporting Institutional Operations .......................58

6I2 Setting Targets for Improvement .....................................................................................................58

AQIP Criterion 7: Measuring Effectiveness ............................................................................................ 59

A. Context for Analysis

7C1 Collecting and Storing Information and Data and Making this Information Accessible ................59

7C2 NMU’s Key Institutional Measures for Tracking Effectiveness.....................................................59

B. Processes

7P1 Selecting, Managing, and Using Information and Data to Support Student Learning,

Overall Institutional Objectives, Strategies, and Improvement Efforts ...................................59

7P2 Determining and Meeting the Needs of NMU’s Departments and Units Related to

Information and Data Collection, Storage and Accessibility...................................................60

7P3 Determining the Needs and Priorities for Comparative Information and Data .............................. 60

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7P4 Analyzing and Sharing Information and Data Regarding Overall Performance .............................61

7P5 Ensuring Department and Unit Analysis of Information and Data Aligns with NMU’s

Institutional Goals Regarding Student Learning (Criterion 1) and Overall Institutional

Objectives ............................................................................................................................... 61

7P6 Ensuring the Effectiveness of NMU’s Information Systems and Related Processes ......................61

7P7 Measuring the Effectiveness of NMU’s System for Measuring Effectiveness ...............................62

C Results

7R1 Evidence that NMU’s System for Measuring Effectiveness Meets the Institution’s

Needs in Accomplishing Its Mission and Goals ......................................................................62

7R2 Comparing NMU’s Results with the Results of Other Higher Education Institutions....................62

D. Improvement

7I1 Improving NMU’s Current Processes and Systems for Measuring Effectiveness ...........................63

7I2 Setting Targets and Priorities for Improvement Regarding Measuring Effectiveness .....................63

AQIP Criterion 8: Planning Continuous Improvement...........................................................................63

A. Context for Analysis

8C1 Visualizing NMU in 5-10 Years.....................................................................................................63

8C2 Aligning Short-and Long-Term Strategies with NMU’s Mission and Vision ................................63

B. Processes

8P1 NMU’s Planning Process ................................................................................................................64

8P2 Selecting NMU’s Short- and Long-Term Strategies .......................................................................65

8P3 Developing NMU’s Key Action Plans to Support Institutional Strategies .....................................65

8P4 Coordinating and Aligning Planning Processes and Action Plans with NMU’s Varying

Institutional Levels ................................................................................................................. 66

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8P5 Selecting Measures and Setting Performance Projections for NMU’s Institutional

Strategies and Action Plans .....................................................................................................66

8P6 Accounting for Appropriate Resource Needs within NMU’s Strategy Selection and

Action Plan Implementation Processes.....................................................................................66

8P7 Ensuring Faculty, Staff and Administrator Capabilities will be Develop and Nurtured

to Address Changing Institutional Strategies and Action Plans...............................................67

8P8 Collecting and Analyzing Measures of the Effectiveness of NMU’s Systems for

Planning Continuous Improvement .........................................................................................67

C. Results

8R1 NMU’s Results for Accomplishing Institutional Strategies and Action Plans ...............................68

8R2 NMU’s Projections of Performance for Its Strategies and Action Plans over the Next

1-3 Years .................................................................................................................................69

8R3 Comparing NMU’s Projections for Its Strategies and Action Plans with Those of

Other Higher Education Institutions ........................................................................................69

8R4 Evidence that NMU’s System for Planning Continuous Improvement is Effective .......................69

D. Improvement

8I1 Improving NMU’s Current Processes and Systems for Planning Continuous Improvement...........70

8I2 Setting Targets for Improvement Regarding NMU’s Current Results for planning

Continuous improvement..........................................................................................................71

AQIP Criterion 9: Building Collaborative Relationships ........................................................................72

A. Context for Analysis

9C1 NMU’s Key Collaborative Relationships ...................................................................................... 72

9C2 Ways in Which Collaborative Relationships Reinforce NMU’s Mission.......................................72

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B. Processes

9P1 Creating, Prioritizing and Building Relationships at NMU ............................................................73

9P2 Reinforcing Institutional Mission through Collaborative Relationships .........................................73

9P3 Creating and Building Relationships within the Institution and Assuring Integration

and Communication Across Those Relationships ....................................................................73

9P4 Collecting and Analyzing Measures of Building Collaborative Relationships at NMU .................74

C. Results

9R1 NMU’s Results in Building Key Collaborative Relationships ...................................................... 74

9R2 Comparing NMU’s Results with the Results of Other Higher Education Institutions....................74

D. Improvement

9I1 Improving NMU’s Current Processes and Systems for Building Collaborative

Relationships ............................................................................................................................74

9I2 Setting Targets for Improvement Regarding NMU’s Current Results for Student

Learning and Development.......................................................................................................75

Appendices

Appendix A: Northern Michigan University Administrative Organization: January 2006....................76

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Institutional Overview 01. Distinctive Features

Northern Michigan University, by providing quality academic programs, strong student support, and extensive regional service for its stakeholders in the upper Midwest, challenges its students, faculty, staff, and alumni to strive for excellence, both inside and outside the classroom, and to become outstanding citizens and leaders. To accomplish this mission, Northern provides a supportive living and learning environment that includes high-caliber undergraduate and graduate programs, personal attention, extensive use of cutting-edge technology, and continuous improvement of curriculum and services through systematic assessment. Challenging themselves and their students, Northern faculty and staff are dedicated to effective teaching and intellectual inquiry; to including students as learning partners in their research, scholarship, and other professional activities; and to advancing the University's roles as a service provider and as a cultural and recreational center in the Upper Peninsula. Northern Michigan University students will study ethics, humanitarian values, and cultural awareness in a strong general education program as well as master specific knowledge in a major career field. As graduates who are life-long learners, they will possess the skills and attitudes to succeed in a fast-paced, constantly evolving, multicultural world. As alumni, they will be challenged to continue an NMU tradition, that of distinguishing themselves in their careers and communities.

Vision Statement Northern Michigan University will become the university of choice in the Midwest for students seeking a quality academic program with individualized attention in a high-tech learning environment.

Strategic Directions/Five Year Master Plan Strategic Direction 1: NMU will continue to pursue enrollment growth through the fall 2008. Strategic Direction 2: NMU will grow the number and variety of its off campus and distance learning offerings at the undergraduate and graduate level.

Strategic Direction 3: NMU will continue to promote its image as the quality, comprehensive, public higher education institution of choice in the Midwest where students receive individualized attention in a high-tech learning environment. Strategic Direction 4: Over a five year period, NMU will increase the resources available for enrollment, technological initiatives, research, and new programmatic initiatives, including internationalizing the campus and the Superior Edge program.

General Description of NMU Northern Michigan University (NMU), a public comprehensive master’s institution, is located in Michigan’s Upper Peninsula (U.P.). A mid-sized regional university, we offer masters, baccalaureate, associate, certificate and diploma programs to approximately 9,600 students. Founded in 1899, Northern State Normal School had 32 students and 6 faculty on a 22-acre campus. Educating students to be teachers was the school’s initial mission, but significant enrollment increases between 1950 and 1960 led to growth in the faculty, student body and degrees offered. In 1963, Northern Michigan University was granted university status and an autonomous Board of Control. Currently we are one of 15 state-supported universities in Michigan, with approximately 43% of our $96 million general fund budget financed by the state government, 54% by tuition and fees, and 3% from research grants and private giving. Our tuition, which includes a notebook computer and a comprehensive technology support package for all full-time students, is the second lowest for any Michigan public university. Our 2006-07 enrollment of just under 9,700 marked nine consecutive years of growth in a geographic region that has a declining college-aged population. NMU is one of only three Michigan public universities that has experienced double-digit growth since 2001-02. We continuously explore which programmatic options are best for our students, while increasing the number of our partnerships with local businesses and agencies. While the state contribution to the general fund has been reduced by $13 million since 2003, for every $1 in General Fund appropriations, NMU returns $5.50 in economic activity. An economic driver in the local community, NMU is the third-largest employer in the U.P.

Mission Statement

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As a regional university, NMU primarily serves the Upper Great Lakes region, including Michigan, Wisconsin, Illinois, and Minnesota. We are home to WNMU-Public Television and Radio, and are the only United States Olympic Education Center (USOEC). Since 1985, more than 22,000 athletes from 43 countries have trained at the USOEC. Our final headcount for fall of 2006 was 9,689, of which 79% were baccalaureate, 7% graduate, and 14% less than baccalaureate students. Students from all Michigan counties, 46 states, and 19 different countries enrolled at NMU in 2006-07. The combined graduate and undergraduate credit hours generated during this year was 253,594. NMU serves the community college role for the citizens of Marquette and Alger Counties, without the millage support from the County residents. A major part of our success resides in our high-tech learning environment. We provide all full-time undergraduate and graduate students with notebook computers that have built-in wired and wireless networking. More than 9,000 students have notebook computers, which are provided as part of the students’ tuition and fees. We built a wireless network that permits community-wide access to more than 6,000 students who live off-campus in the Marquette area. This provides high-speed bandwidth to students to use for coursework, research, and university services. We are also a leader in the development and use of web-based and web-enhanced instruction, offering more than 1,800 courses that use at least one element of web-based instruction provided by WebCT. More than 86% of our students are enrolled in at least one web-based course. Our Nursing and Criminal Justice Masters programs are almost entirely online, and we will soon promote our first entirely online undergraduate program in Loss Prevention. 02. Educational offerings NMU offers degree-granting programs ranging from the education specialist and master’s of fine arts in creative writing, to master’s, baccalaureate, and associate degrees, and to certificates and diplomas. NMU, under language in the appropriation bill of 1966, fulfills both a community college and a university function, providing instruction and learning support to student groups that have strictly vocational interests as well as groups that seek a broader academic experience. While we maintain our

“right to try” policy first articulated in the 1950s, in recent years NMU has seen student credentials climb. The 2006 GPA (3.04 overall) and ACT scores (average 22.3) for all first-time, full-time baccalaureate new freshmen were at the highest level in NMU’s history. We provide educational opportunities to all of our students, ranging from tutoring and special programming for students in our College Transitions Program, to hands-on research opportunities for students in our Freshmen Fellows program. The latter program provides new students an opportunity to do research with a full-time NMU faculty member. Currently, there are 202 majors and minors available at NMU in the following areas

• Art and Design • Biology • Business • Chemistry • Clinical Laboratory Sciences • Communication and Performance Studies • Criminal Justice • Economics • Education • Engineering Technology • English • Environmental Science • Geography • Health, Physical Ed. and Recreation • History • Interdisciplinary and Individually Created

Programs • International Studies • Liberal Arts and Science Program • Mathematics and Computer Science • Military Science • Modern Languages and Literatures • Music • Nursing • Pre-Professional Programs • Philosophy • Physics • Political Science and Public Administration • Psychology • Sociology and Social Work • Speech, Language, and Hearing Sciences • Technology and Occupational Sciences

At the undergraduate level, we offer 2 post-baccalaureate programs, 138 baccalaureate programs, 27 associate degree programs, 14 certificate programs, 4 diploma programs, and 4

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certifications; at the graduate level, we offer 2 terminal degrees (Ed. Spec. and MFA), 11 master’s degree programs, and 4 graduate certificates. In 2006, the numbers of students in our most popular undergraduate programs were: art and design (600), nursing (573), criminal justice (390), elementary education (386), advanced law enforcement (180), social work (173), construction management (159), management (148), and marketing (140). Two programs in this list – advanced law enforcement and construction management – were not in the list of top 9 programs in our first Systems Portfolio, submitted in the summer of 2006, suggesting that our programmatic offerings are responsive to our students’ needs. To accommodate those needs, in the past 2 years we have added a baccalaureate program in accounting/corporate finance, a minor in entrepreneurship, extended associate programs in radiography, and respiratory therapy, an undergraduate plastic injection certificate and a diploma program for electrical line technicians. We are in the process of implementing online programs in criminal justice and in science education (master’s degrees), and in loss prevention (B.S.), while major parts of our Nursing curriculum have been placed online (LPN to the post-M.S. Levels). We also eliminated or suspended 10 programs with very low enrollments that no longer meet the needs of our current students. 03. Student Description In fall 2006, NMU enrolled 9,689 students, with 88% of those undergraduate students categorized as full-time. Of the total, 8,880 students were undergraduate students and 809 were graduate students. Twenty-two percent of graduate students attended full-time. Our percentage of full-time students has increased from 75% in the last decade to the current 88% level. This increase, reflecting in part NMU’s adoption of a flat-rate tuition model, has put pressure on class size across campus. The winter 2007 graduating class of 911 was the largest cohort to graduate in NMU’s history. Northern Michigan University serves all levels of higher education except the doctoral level. Enrollments at each of these degree levels are: - a) undergraduate non-degree: 208 students; - b) vocational/diploma/certificate: 715 students; - c) associate degree: 648 students;

- d) bachelor’s degree: 7,280 students; - e) master’s degree: 468 students; and - f) education specialists: 13 students. A substantial portion of our growth since our first AQIP Systems Portfolio was written has occurred in (a-c: 28% growth), with less growth in (d-f: 2%), suggesting that much of our enrollment enhancement has occurred in students with a community college focus. Commuter students accounted for approximately 67% of the students at Northern, and by region 59% of students were from the Upper Peninsula, 22% from the Lower Peninsula, and 18% from other U.S. states. Fifty-nine international students attended NMU in 2006. Our student body has included more “traditional” students in the past decade, increasing from 76.2% to 81.9%. This change has necessitated more resources to serve these students. Finally, we note that while other campuses have reported greater enrollment of female than male students, the percentage of females on our campus (54%) has remained stable throughout the past decade. The GPAs of males and females differ, however, when considering both the high school GPAs (males/females: 2.83/3.22) and the first semester NMU GPA (males/females: 2.58/2.79). This difference suggests that NMU should attend to retention issues with respect to incoming males. The following data from the 2006 academic pertain to the average NMU student: http://www.nmu.edu/ir/SPROFILE06F.htm Table 1: Average NMU baccalaureate freshmen

All New

Freshmen

New Freshmen

Meeting All Admission

Criteria Number 1,355 976

Age 18.6 18.4 ACT 22.3 23.3

High School GPA

3.04 3.26

High School Units

16.2 16.9

Fall NMU Hours 14.6 14.9 Fall NMU GPA 2.70 2.80

NMU has a commitment to access, and thus has a sizable “at-risk” population of students served

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by a variety of support services, including Academic and Career Advisement, the First Year Experience Program, the College Transitions Program, the Writing Center, and Tutoring Services. These programs are effective, as our current 3rd (74.7%) and 5th (61.3%) semester retention percentages are the highest in the history of our university. Finally, 6-year graduation rates for baccalaureate new freshmen have demonstrated steady increases. One aspect of our student base that we continue to address is a lack of diversity on campus. To that end, we have created initiatives that should increase both international and domestic diversity. In summer 2007, we hired an Executive Director of International Programs, and we changed the status of the recently formed Senate Ad Hoc Internationalization Committee to a standing Senate subcommittee, charged with developing strategies for greater international exposure for students and faculty, with an emphasis on exchange programs and international education experiences. In addition and in collaboration with the state of Michigan, in fall 2006 we created the UNITED (Uniting Neighbors in the Experience of Diversity) Conference. This well-attended institute brought together faculty, students, guest speakers and state-represented diversity coordinators to conduct workshops and make presentations on diversity-related issues. We hosted the Second Annual UNITED Conference in September 2007. Finally, we conduct a significant amount of outreach to Native Americans, the largest minority community in the region as well as the largest minority population on campus. Thirty-three percent of our students are the first in their family to attend college, many require interventions to be successful (approximately 17% of entering students are “at risk”), and many have financial need (we have the second-highest percentage of Pell Grant recipients of the 15 public Michigan universities). We sponsor math and writing labs, all campus tutoring, residence hall support services, student supportive services, and two Upward Bound Programs. The Freshman Probation Program and the College Transition Program are offered to at-risk students. The First Year Experience Program is in high demand by all new freshmen; in fall 2007, we offered 65 sections of the seminar course that is at the heart of this program. To meet student needs, in fall 2007 for the first time we created 9 sections of Peer-Assisted Learning

(PALS), a supplemental instruction program for some of our most difficult, large lecture classes. We also provide enhanced instruction to our strongest new students via the Honors and Freshmen Fellows Programs. Our overall 4-, 5- and 6- year graduation rates are comparable to our peer institutions, suggesting that our attention to the needs of students of widely varying abilities results in their overall success. These data also suggest that our academic and student services provide a “value added” educational experience to students who matriculate at NMU with more challenging backgrounds than students at some of our peer institutions. 04. NMU Collaborations Northern Michigan University is closely tied to Marquette, a town of approximately 22,000 people. Collaboration with the city is important to the institution. A former Action Project, called The Superior Edge, targeted community involvement as an integral component of undergraduate education at NMU. Under this initiative, students gain experience with activities that promote leadership, civic responsibility, diversity, and the real world”. In response to the health care provider crisis, NMU formed partnerships, including local health care providers and other universities. Our College of Professional Studies formed a close partnership with the local Marquette General Hospital, providing certification in nursing at the practical, registered, and master’s levels. The Nursing Department is currently collaborating with Oakland University in a program hailed by Michigan Governor Granholm as an innovative way to produce doctoral level nurses who can help reduce the nursing faculty shortage. In response to a request from the hospital, we have developed university-based training in respiratory therapy, radiography, surgical technology, EMT, and clinical laboratory science, while our Chemistry Department recently began offering forensic biochemistry in concert with our Criminal Justice Department and state forensic science laboratories. A number of these programs include both clinical and basic research components. Our Biology Department, for example, has recently partnered with the U.P. Brain Tumor Center housed in Marquette General Hospital to conduct research into the causes and potential treatment options for brain cancer sufferers. Our pre-medical program has a partnership with Wayne State

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University Medical School, and our pre-physician assistant program has an agreement with the Central Michigan University Physician Assistant Program. As the third largest employer in the U.P., NMU has a significant impact on the economy of the Upper Peninsula of Michigan. NMU recently created a new position, the Economic Advisor to the President, to ensure that NMU remains an economic driver in the local community. NMU has a variety of partnerships to meet the needs of existing businesses, emerging industries, the public schools, and working adults. Several of our corporate partners have on-site or specially designed education programs. Cleveland Cliffs leases space on our campus to provide its 1,600 employees with state-of-the-art training in mine safety, laser alignment, and hydraulics. The Wisconsin Public Service (WPS) Company works with our School of Technology and Applied Sciences to provide electrical and mechanical maintenance employee training at two WPS electric generation facilities. An excellent working relationship exists between the NMU School of Technology and Applied Sciences and American Eagle Airlines (AMR), resulting in nearly 100% of the students graduating in the NMU Aviation Maintenance program hired by AMR. A significant equipment donation, as well as endowed scholarships, was received from Ironwood Plastics, assisting students who will graduate with a plastics injection certificate. We also assist with construction apprentice training for four area trade unions, all of which have relocated their regional training base to NMU. A close working relationship continues between NMU and Pioneer Surgical Technology, a Marquette-based designer and manufacturer of orthopedic implants. In 2006, NMU was hired to provide quality control training for employees of Jacquart Fabrics. Finally a joint venture between NMU, the Lake Superior Community Partnership (local Chamber of Commerce and economic development agencies), Michigan Works, and numerous electrical companies developed the electrical line technician certificate to alleviate the shortage of electrical line technicians. This program, in its third year, has graduated approximately 100 students. Internships for NMU students with business, industry, and service providers are critical to quality employment preparations. Among

NMU’s most well-known internship sponsors are American Express Financial Advisors, General Motors, Hudson’s Corporation, Dendreon Laboratories, Mayo Clinic, Marquette General Health Systems, Marshfield Clinic, Michigan State Police, Michigan DNR, Northwestern Mutual Life, Six Flags America, State Farm Insurance, the U.S. Marshall Service, and Wal-Mart. Finally, we are in the process of exploring internships and educational opportunities with colleagues in China, Mexico and Sweden, and have signed Memoranda of Understanding with three Chinese, one Mexican, and one Swedish university. 05. Faculty and Staff Northern Michigan University is a public, non-system institution, with the President as head and the Provost as chief academic officer. The University has three divisions: President, Academic Affairs, and Finance and Administration. Our administrative structure is displayed in Appendix A. NMU’s three undergraduate colleges (Arts and Sciences, Professional Studies, and Business) house 25 distinct academic departments. Other major administrative areas include Advancement/Alumni Operations, Athletics, Public Safety and Police Services, Communications and Marketing, Economic Development, Institutional Research, Student Services and Enrollment, Academic Information Services, Broadcast and Audiovisual Services, and International Programs. Five strong unions support the faculty, non-academic professionals, and the clerical and technical personnel. Northern has successfully negotiated union contracts for well over 20 years without significant strike or incident, and the University enjoys a history of collegiality and good working relationships with its unions. In fall 2006, NMU employed 313 full-time and 159 part-time faculty, and 81 teaching graduate students. Faculty are primarily represented by the American Association of University Professors (AAUP), and secondarily by the Michigan Education Association (MEA). NMU has talented faculty members, with 64% holding a doctoral degree and 29% a masters degree. Our 2006 full-time student to full-time faculty ratio of 23 -to-1 compared to the 2000 ratio of 19.8, indicates that our faculty are teaching more students. Indeed, this metric shows that our faculty are the most productive amongst the 15 Michigan universities. Our average class size is

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29 (increased from 25.6 in 1999), and our average lab size is 19. These increases have prompted a commitment to increase our full-time equivalent teaching faculty by 60 in the next five years. Our faculty hiring process is clearly described on the web at the following location: (http://www.nmu.edu/aaeo/academic_checklist.htm). With a total fall 2006 employment of 1,180, NMU employs 621 full-time and 6 part-time staff members, personnel represented by United Auto Workers (UAW) 2178 and 1950 and the American Federation of State, County and Municipal Employees (AFSCME). Of the non-faculty employees, 110 are administrators, 176 administrative professionals, 168 clerical technical personnel, 148 work in food, maintenance, or police categories, and 25 are coaches. Due to Michigan budgetary constraints, the ratio of our 2006 full-time student to full-time Administrative/Professional staff has increased to 54.8, compared to the 2000 ratio of 38.8. A similar comparison of service staff (2006 to 2000 ratios) is 31.7 to 20.8. Our non-faculty hiring process is also documented: http://www.nmu.edu/aaeo/non_academoc_checklist.htm. 06. Critical and Distinctive Facilities, Equipment and Technologies Size, Location, and Number of Buildings of Campus Northern Michigan University owns 684 acres of land, with 358 acres on the main campus, 120 acres of Longyear Forest and 206 acres in South Marquette. The University has 3.63 miles of roadway and 13.95 miles of sidewalk. The total projected replacement cost for campus buildings is $397,430,426. According to the 2006 Five Year Capital Outlay Plan, NMU owns 61 buildings, occupying 3.47 million square feel. Facilities We celebrated our 100th birthday in 1999, making NMU one of the oldest public universities in Michigan. We are proud of our long heritage, and have worked to ensure that our older facilities have been rejuvenated to accommodate our students’ programmatic needs and the continued development of a state-of-the-art learning environment. Northern Michigan University's current campus master plan, adopted by the Board of Trustees in the early 1990s, has guided campus development over the last decade. Many of the goals outlined

in the plan have been achieved. These accomplishments, coupled with the University's enrollment increases, technology changes, and program expansions, warranted a formal review of the plan to develop an updated guide for the next 10 to 15 years. Progress on the update is ongoing. The company hired to review the master plan has made several trips to campus to meet with different interest groups, conduct open forums, and inventory and observe how our physical campus operates. Currently, design alternatives are being developed based on the input received. These alternatives will be discussed and refined during the fall semester. When buildings are renovated, deferred maintenance projects are incorporated whenever possible. Since September 2005, Northern has completed $6.3 million of deferred maintenance for state and auxiliary buildings, utility infrastructure, security and hardscape (inanimate elements of landscaping, especially any masonry work or woodwork). We are constructing several new facilities in response to the changing educational needs of our students. For example, the College of Business is developing a Real Time Trading Room that will provide students with an exciting, hands-on learning opportunity. The trading room will approximate a Wall Street stock broker’s work station and provide a high-tech, real-time learning environment. Our recently constructed nursing simulation laboratory equipped with Sim-Man, Sim-Woman, and Sim-Baby provides exceptional learning opportunities for our students in a setting that simulates the emergency room on a busy hospital.

Many of our traditional residence halls have recently been upgraded. The Quad II complex renovation has included Magers Hall (completed in 2005), Meyland Hall (2006), Van Antwerp (2007), and Hunt Hall (projected for 2008). All existing resident rooms, bathroom facilities and lounges were upgraded, as was the internal and external building infrastructure. The new buildings are Leadership in Energy and Environmental Design (LEEDS - a benchmark for the design, construction, and operation of high-performance, green buildings) certified. These buildings are the first residence halls in Michigan, Wisconsin, Minnesota, Ohio, Indiana, and Illinois to receive this certification.

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The Ripley Heating Plant, constructed in 1966, was recently upgraded to reflect the many facility expansions that have taken place on campus. Because of the demand and age of heating plant boilers, all three of the original boilers were replaced with two new units. In addition to upgrading the plant’s heating capacity, NMU relocated electrical distribution from inside the steam plant to a new adjacent facility. The project was completed for fall 2006 fall heating season. We are also conducting a utility study to review the possibility of burning alternate fuel sources, such as wood or coal. Items being considered as part of the study are start-up costs, fuel supply, storage and utility savings. These changes have been formally proposed to the Michigan State Building Authority.

To accommodate the needs of students accustomed to a more independent lifestyle, the Woodland Park Apartments, including 89 efficiency, one-, two-, and four-bedroom units, with a total occupancy of 208 students, were completed in 2006.

Types of Equipment and Technologies As noted earlier, NMU provides all full-time students with a notebook computer that has built-in wired and wireless networking; both our wired and wireless capabilities have been recognized at a national level. We recently completed a wireless network that allows community-wide access to our 6,000 students who live off campus, and we converted the mainframe system to a web-accessible relational database system. The new software includes six modules: finance, alumni, student, financial aid, human resources and general shared data. A newly completed web-based payment plan system allows students to make online payments via Automatic Check Handling (ACH) or credit card. Planned future projects include a secure back-up/redundancy system that will ensure that critical technologies remain functional should a major shut-down occur on campus. If one system fails, another will be activated so that users experience continual service. Our technology advances have resulted in cost savings to our university, since students can pay tuition bills, receive financial aid, register, receive grades, and access our virtual advising system online.

Program Accreditation NMU is accredited by the Commission on Institutions of Higher Education of the North Central Association of Colleges and Secondary Schools. All education programs are accredited by the National Council for the Accreditation of Teacher Education. Other accreditations include the American Alliance for Health, Physical Education, Recreation and Dance; American Chemical Society; Commission on Accreditation of Allied Health Education Professionals (Surgical Technology); Council on Academic Accreditation of the American Speech-Language-Hearing Association; Council on Social Work Education; Department of Transportation Federal Aviation Administration Certification; International Association of Counseling Services, Inc.; Michigan Department of Licensing and Regulation, State Board of Nursing; National Accrediting Agency for Clinical Laboratory Sciences; American Society of Cytology; and the National Association of Schools of Music. The nursing programs (practical nursing, baccalaureate and master’s degrees) are fully approved by the Michigan Department of Licensing and Regulation, State Board of Nursing. The baccalaureate and master’s programs are fully accredited by the Commission on Collegiate Nursing Education (CCNE). The baccalaureate degree programs of the Walker L. Cisler College of Business are accredited by the AASCB International Associate to Advance Collegiate Schools of Business. Health and Safety Requirements Northern is regulated by the U.S. Department of Agriculture (to oversee the animal research), Occupational Safety and Health Administration, Michigan Occupational and Health Administration, the Michigan Bureau of Construction, Codes and Fire Safety, the Michigan Elevator Division, the Michigan Universities Self-Insurance Corporation and the Marquette County Health Department. We are also controlled by the following mandated federal/industry facility standards: Building Officials and Code Administrators; National Electrical Code; American Disability Act; National Electrical Contractors Association; American Society of Mechanical Engineers; National Fire Protection Code; Underwriter’s Laboratories; American National Standards

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Institute; Factory Mutual Laboratories; American Society for Testing and Materials; American Society of Heating, Refrigeration, A/C Engineers Motor Control Centers; Molded Case Circuit Breakers and Molded Case Switches; Instructions for the Handling, Installation, Operation, and Maintenance of Motor Control Centers; Industrial Control and Systems (Controllers, Contractors, Overload Relays); Industrial Control and Systems (Control Circuit and Pilot Devices); Industrial Control and Systems (Enclosures); Enclosed and Miscellaneous Distribution Equipment Switches; and Acceptance Testing Specs for Electrical Power Distribution Equipment Systems. 07. Competing Institutions and/or Organizations Northern Michigan University has experienced steady enrollment growth over the past decade. In 2006, 59% of our undergraduate student body came from the Upper Peninsula, while 22% of that population came from the Lower Peninsula. Data from our graduate students indicate that 87% originate from the Upper Peninsula, with 6% from the Lower Peninsula. Because our tuition is affordable and because we offer National Academic Awards of $3,300 to selected out-of-state students, Northern is increasingly attractive to undergraduate students in other states. For example, a resident student of Illinois would pay more in tuition to attend Northern Illinois than s/he would pay to attend Northern Michigan, out-of-state, because of our National Academic Awards. The percentages of NMU students who come from other states at the undergraduate and graduate levels are 19%, and 6%, respectively. The states from which we most successfully recruit students are Illinois, Wisconsin and Minnesota, contributing 7, 6 and 2% of all NMU students, respectively. Data recently presented in The Chronicle for Higher Education indicates that within the next decade, Michigan can expect a 9% decrease in high school graduates, suggesting that we must continue to aggressively recruit out-of-state students and explore other markets. We conduct a market share analysis with the 15 public universities in the state of Michigan, where we track students by county of origin. Our Office of Institutional Research sends parents of students who were admitted but did not enroll a survey to determine why their child did not choose to attend NMU. We use these data to develop effective recruiting strategies.

We also follow up on students who do not return to NMU; in 2007, for example, we phoned all 2006 non-retained first-year students and asked them why they did not enroll in 2007 classes. Our institutional competition in the state (in order) is Michigan Technological University, Michigan State University, Central Michigan University, Lake Superior State University, and Ferris University. If the percentage of our base budget funding from the state continues to decline, we expect to experience greater competition from community colleges, because of their lower tuition. Our primary competition in our recruiting region is the public regional institution in that area. Generally, we do not compete with private institutions, but we do compete with the local comprehensive universities. 08. Opportunities and Vulnerabilities Strengths/Opportunities

• NMU is a “high-touch” institution, with quality instruction, a high percentage of full-time faculty with terminal degrees, and personal attention by faculty and staff.

• NMU is a “high-tech” institution, with notebook computers for every student and continuous hardware and software upgrades to promote quality improvement.

• NMU, situated in the middle of Michigan’s scenic Upper Peninsula, overlooks Lake Superior and enjoys an attractive natural setting with most urban amenities and few urban dangers.

• We have experienced nine consecutive years of growth in a region with a declining college-aged population.

• Ten percent of our student body is enrolled in the Superior Edge program that provides experience for students in citizenship, leadership, diversity awareness, and real-world applications.

• We are committed to providing extensive support to all incoming freshmen.

• Responses from a recent employment survey indicated that 86.2% of resident students plan to remain in Michigan, while 27.7% of non-

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resident students said they had jobs keeping them in Michigan

• NMU is committed to enhancing the campus climate for scholarship of faculty and students.

• Increased attention to retention has resulted in a shorter time to graduation, and an increased percentage of students who graduate from NMU.

• NMU has the most productive faculty and staff in the state, and one of the most efficient administrations in the nation, with 1 president and 2 vice presidents overseeing 3 divisions.

• NMU has the second-lowest tuition and fees in Michigan. Our rate includes a notebook computer and all related hardware, software, Internet access, wireless capabilities and support.

• Our technology advances have reduced costs and provided efficient services. For example, tuition bills, financial aid award packages, course registration, and grades are all available online. Students have access to virtual advising and use an electronic payment system.

• NMU is the third-largest employer in the Upper Peninsula with an impact of more than $255 million on the local economy.

Vulnerabilities

• The declining Michigan population results in greater pressure to recruit out-of-state students, in an increasingly competitive environment.

• We provide a community college function for Marquette and Alger counties without millage support from the residents.

• NMU students travel farther to get their baccalaureate degrees. They start with credentials lower than peer full-time freshmen: 17% of entering NMU baccalaureate freshmen are academically “at-risk” students.

• NMU shoulders several unfunded mandates; in fiscal year 2008, for example, we will fund $3.5 million in a state-run retirement program,

$393,000 in Indian Tuition Waivers that the state does not cover, and $593,000 to pay for the minimum wage increase.

• Due to our geographical location, we have significant costs that do not burden many other universities, including heating ($3.2 million in 2007) and snow removal ($447,000) expenses.

• In fiscal year 2007, state appropriations made up 43.8% of NMU’s general fund and tuition and fees. In 1981, our state appropriations made up 69.8% of our budget, while in 2001, this funding source constituted 62.3% of the budget.

• Within the next ten years, we face over $87 million dollars in deferred maintenance costs.

• Michigan’s policy of term limits results in an ongoing effort to convey the state of higher education to a constantly changing group of legislators and staff policy makers.

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AQIP CRITERION 1: HELPING STUDENTS LEARN

A. CONTEXT FOR ANALYSIS 1C1. Common Student Learning Objectives Northern Michigan University’s common student learning objectives begin with both the core requirements within each major and the required Liberal Studies commitment (six divisions) that varies in number of credits based on two-year vs. four-year programs. In addition, and as reflected in Northern’s mission statement, we ask our students to strive for excellence, both in the classroom and outside of the classroom, to view themselves as life-long learners, to become culturally aware, to think independently and critically and, as graduates, to bring to the workplace a level of technological sophistication commensurate with our fast-paced world. In a document entitled “Shared Visions and Expectations,” we articulate the common learning experiences we have for our students:

• Obtain employment related to students’ educational experiences and preparation or enroll in graduate or professional programs shortly after graduation;

• Distinguish themselves in their chosen careers; • Play an active role in the affairs of their communities; • Behave in a manner consistent with the principles of academic honesty and other ethical

behavior; • Contribute to the quality of life in the classroom, the living environment, and surrounding

communities. Because Northern has both a community college function and a traditional university function, it offers programs that run the gamut from certificate and diploma programs in specific trades (cosmetology and avionics, for example) to the education specialist degree and the master of fine arts. To articulate common objectives that span all of those programs is extremely difficult. Certainly what we do hold as a common experience for all of our students, regardless of program, is the desire to do excellent work, an understanding of current technology (since we are a fully wired/wireless institution) and a commitment to good citizenship and service. 1C2. Aligning students’ learning expectations, practices, and development objectives with Northern’s mission, vision and philosophy Student learning—life-long learning—is aligned with the mission, vision and philosophy of Northern Michigan University. We ensure this alignment through a variety of means, starting at the department level and working all the way to the institutional level:

• We have University policy as well as departmental bylaw guidelines for course objectives according to each class level;

• We have specific guidelines for class sizes; • In many cases, courses have specific prerequisites to help ensure student preparedness for the

curriculum; • We track learning outcomes in programs and individual majors through assessment activities; • We assess the six divisions of Liberal Studies, two divisions each summer, to ensure that that

our goals in general education are being met; • We track benchmarks in academic and student service departments to ensure that the support

needs of students are being met; • We are a wired/wireless campus, the first laptop institution in Michigan, and we routinely assess

student comfort and competency with the most current technology.

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In addition, we create initiatives that will drive our mission of excellence both inside and outside of the classroom. NMU in recent years has committed to quality improvement as demonstrated in the Teaching, Learning, and Communication Initiative (TLC), the Virtual Advising Web Site (created for distance learning students, part-time students, and students without an advisor who may have questions about their curriculum or Liberal Studies requirements), and the First Year Experience Program, designed to meet the special needs of entering freshmen. More recently, we have committed to the Internationalization Initiative and the Superior Edge Initiative (community service/service learning). 1C3. Key instructional programs, delivery methods, and the degree to which technology is used within the formal instructional context Northern Michigan University is divided into three major divisions: President, Finance and Administration and Academic Affairs. Instructional programs are organized into four colleges: Graduate Studies, College of Arts and Sciences, College of Business and College of Professional Studies. NMU targets both full-time, traditional students and non-traditional learners from Michigan and the surrounding region. Northern’s motto, “high touch/high tech,” accurately describes our two most important methods of delivery: face-to-face instructor/student education and web-enhanced learning. . Traditional technology, including textbooks and chalkboards, are widely used in every discipline on NMU's campus. Emerging technologies such as the Internet, computers, data projectors, and teleconferencing capabilities are predominant on campus. NMU maintains a "laptop" program, providing every full-time undergraduate and graduate student a notebook-type computer, renewed with a new model every 2 years throughout the students' college career. Faculty are provided the same program and staff have an option of a notebook or desktop style computer. The campus is completely covered by either wired or wireless network access capabilities and in many cases both. The University is working hand-in-hand with the city of Marquette to provide appropriate wireless accessibility throughout the city. A course management system, WebCT, is utilized for course offerings, including both hybrid/blended courses and full web-based courses. We have 1767 courses on the WebCT server. In each semester more than a 1/3 of course offerings use a component of WebCT. We have four teleconferencing classrooms. The University library maintains an online catalog and subscribes to several online searchable databases that provide the most rapid retrieval of information available. Finally, we have a procedure in place to review annually and update appropriate software, and we annually review our means for acquiring appropriate site licenses for specialized software. Looking at it from a different perspective, we might say that our "key" instructional programs, in terms of the overall university, are the baccalaureate undergraduate programs. While we have programs at the less than bachelor’s level and some graduate programs (each very important as a separate entity) our "key" programs are the bachelor’s level programs. They account for far and away the lion's share of the enrollment, staffing and all other resources. In terms of student popularity, the “key” instructional programs include the following:

• Nursing • Art and Design • Elementary Education • Criminal Justice • Management and Marketing

1C4. Practices NMU uses to ensure its design and delivery of student learning options are preparing students to live in a diverse world Northern Michigan University prepares learners for a diverse world in a variety of ways. First, NMU recognizes that students range from at-risk first year students to graduate students. As a result, courses are offered in a traditional lecture/lab format all the way to online courses for non-traditional students. Our Office of Disability Services ensures that special needs populations are identified and assisted appropriately. Second, we recognize that the environment of the Upper Peninsula is not as ethnically

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diverse as the downstate Michigan area. As a result, the University routinely looks for ways to increase that diversity. In February 2004 the Ethnic and Cultural Diversity Committee, along with the Office of Institutional Research, sent a survey to all students in an attempt to measure the climate on campus. The data from that survey indicate that non-Caucasian students enjoy being a student at Northern (63% agreed and 24% strongly agreed). Further, non-Caucasians (70% agreed and 17% strongly agreed) thought that faculty and staff were helpful. That is not to say that anecdotally some students don’t report incidences of intolerance on campus. As noted earlier, Marquette is overwhelmingly Caucasian. The report on the survey called for an increase in both minority students and faculty, an effort that NMU continues to work on as we attempt to increase diversity on campus. In March and April 2005, the Ethnic and Cultural Diversity Committee, in cooperation with the Office of Institutional Research, disseminated to the staff, faculty and department heads a survey regarding the level of diversity on campus. Results of the survey were mixed. Of the 73 surveys sent to staff on this campus, 40 were returned, yielding a 55% response rate. Of the 305 sent to faculty/department heads, 74 were returned (24% response) rate. The two groups were similar in their responses. On a positive note, a high number (well over half) of both groups, in answering a question about the importance of diversity in programs (both services and academic), described it as “extremely important,” “very important,” and “important.” Both groups reported low percentages when asked about diversity-related content in current programs. As a result of our surveys, discussions with the Ethnic and Cultural Diversity Committee, and the state of Michigan, we were able to use funds the state provides to institutions to promote diversity on campus. This initiative, the Kings/Chavez/Parks (KCP) fund, asks academic institutions to match the amount given for diversity-related programming. In September 2005, NMU mounted the Fall Diversity Institute, a three-day event that involved both internal and external guest speakers and leaders of break-out sessions. In conjunction, we also had the Sweetgrass Native American Film Festival. Five leading Native American film producers brought their work to campus. It was a wonderful opportunity for faculty, staff and students to learn about diversity in general. Finally, through Northern’s Internationalization Initiative, we are creating many more study abroad opportunities for our students. We are doing more now than ever before to make diversity an important part of our campus conversation and to create for our students a variety of diversity-related activities to meet the needs of all learners. 1C5. Maintaining a climate at NMU that celebrates intellectual freedom, inquiry, reflection, respect for intellectual property, and respect for differing and diverse opinions Faculty on Northern’s campus are represented by two unions: The American Association of University Professors (AAUP) and the Northern Michigan University Faculty Association (NMUFA). The presidents and executive boards of both unions, as well as the academic leadership, are the stewards who make sure that academic freedom exists on campus. Grievance officers from both unions also ensure that when issues arise related to academic freedom, there are avenues available to solving those problems. Our academic programs, industry partnerships, internal collaborations and emphasis on credentialed faculty in the classroom all help to ensure that a climate of intellectual freedom and inquiry exists on campus. Additionally, we have a variety of processes that call for review of new initiatives, so faculty across the campus are involved in these kinds of discussion. Our Educational Policies Committee (EPC) is one good example. This committee, made up of faculty and administrators, review enhancement staffing requests and make recommendations to the Provost. This group talks about budgetary matters and, again, makes recommendations to the Provost. Northern is a shared governance institution, a fact that is represented in our Faculty Senate (also attended by key administrators). Another example is AQIP. When we were accepted as an AQIP institution, we created and maintain an NMU-AQIP web site where everyone can see what is happening on campus and respond. Indeed, prior to the drafting of this Systems Portfolio, every employment group on campus was sent, over a period of two months, every Systems Portfolio question and encouraged to respond via email with feedback.

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Finally, we celebrate the intellectual accomplishments of faculty, staff and students through a variety of yearly awards: the Distinguished Faculty Award, the Excellence in Teaching Award, and the Excellence in Professional Development Award. We award faculty, staff and students for their innovative use of technology. The Teaching, Learning and Communication awards are given out yearly as well. The institution values quality teaching, inquiry, research and innovation.

B. PROCESSES 1P1. Determining NMU’s common student learning objectives as well as specific learning objectives This question, for Northern Michigan University, involves two key areas for the purposes of determining common student learning objectives: assessment of the Liberal Studies (general education) program and assessment of individual academic departments. As part of our Action Project selection, we chose to focus on services and academic outcomes assessment for a period of three years (if necessary). When the Commission visited us in 1994, we agreed that assessment was an important long-term goal for our institution. Currently, we have a variety of assessment activities happening on campus. One of our most proactive committees in the past two years has been a sub-committee of the Academic Senate, the Liberal Studies Committee. This committee, along with being given the responsibility for reviewing new courses that departments wish to declare as Liberal Studies courses, has also undertaken systematic assessment of all six divisions. Last summer, for example, the group assessed Division 1, the composition requirement. This group looked at the goals for Division 1, as articulated in the undergraduate catalogue, and considered as well the learning objectives connected to those goals. The process is ensuring that a variety of faculty—and not just faculty in key departments—is involved in the process of determining whether goals stated in the catalogue are actually being met. Specific programmatic requirements and learning objectives are determined at the departmental level. Faculty are encouraged to take an active role in developing and updating the curriculum. There are, however, specific steps involved in updating the curriculum as mandated by faculty contracts. When departments approve a new course or a new major, they must send the proposal to the Committee on Undergraduate Programs (CUP). From there, the proposal is forwarded to the Academic Senate for discussion, debate and a vote. Finally, the Provost reads the recommendation of the Academic Senate and decides whether or not to support the request. This process ensures, again, that a variety of people across the campus help individual departments to think carefully about objectives and make choices/changes that are in the best interests of the institution and its stakeholders.

Distribution Flow of Materials

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Executive Senate (EXSEN)

Senate Office Senators

Standing Committees

Academic Business Submitted to theStanding Committees

Departments

Figure 1A

1P2. How NMU designs new programs and courses to facilitate student learning As explained in 1P1, new course proposals and proposals for new majors start at the departmental level and flow from there. An important second step in the process is the Committee on Undergraduate Programs (CUP). CUP reviews the following: Proposals for new programs and new courses; changes in course titles or numbering; changes of prerequisites; introduction or deletion of courses in the major, minor, or elective category; changes in curriculum names and departmental names and prefixes; changes in program requirements. Purely editorial materials must also be submitted, but not as a full proposal. The following material is included in CUP’s formal guidelines: “As provided by its procedures, CUP usually reviews proposals in the following manner. It considers the materials in written form. After the first reading of a proposal, CUP attempts to alert all departments that appear to have an interest in an issue, and an affected department is encouraged to comment in writing. If the Committee has questions about a proposal, it ordinarily will submit them in writing to the proposing department. If the written responses are still not satisfactory, CUP may then invite representatives from the proposing department (and others, as appropriate) to discuss the points at issue. At its discretion, the Committee reserves the right to modify these procedures. Questions or objections about Committee recommendations can also be raised in the Academic Senate.” Once CUP has made its recommendations to the Academic Senate, it would be up to the Senate and the Vice President for Academic Affairs (Provost) to act on CUP’s recommendations, pursuant to the terms of the Agreement. The Committee will seek information about financial implications so that it can bring them to the attention of the Academic Senate, but it does not ordinarily make recommendations on purely financial issues. CUP reserves the right to be influenced in its recommendations if the resources (staff, equipment, supplies, library holdings etc.) do not appear to be sufficient to support the program. In the case of substantive changes, which appear to involve financial concerns, CUP will act on the proposal's academic merits. A similar procedure is followed when new graduate courses or graduate programs are proposed. The Graduate Program Committee undertakes similar action, forwards recommendations to the Senate and then on to the Provost. The important point here is that the University moves slowly on curricular change so that it is a deliberate, thoughtful process. We want what is in the best interests of our students; the committee structures we utilize, we believe, ensures balance.

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1P3. Determining student preparation at NMU

Committee On

UndergraduatePrograms

State Presidents’

Council

Academic Department

Provost

Board of Trustees

Senate Executive Committee

Full Senate Recommendation

Undergraduate New Majors

Program Review

Process Begins

New Major

Finalized

Figure 1B

Ultimately, specific programmatic requirements and prerequisites are the responsibility of academic departments on campus. The primary mechanism for determining specific requirements comes from curriculum committees at the academic department level, is presented to the full department, voted on and forwarded to the appropriate oversight committees. Changes in any given department’s curriculum could be based on changes in the field (for example, Nursing and Education) or might be a result of that department’s ongoing assessment activities. Northern Michigan University, because it serves both a university and community college function, has a minimum admission requirement of 2.25 GPA or better in college preparatory subjects and a minimum ACT composite score of 19 or a minimum combined SAT score of 900. We are a “right to try” institution, so we do bring in a probationary and at-risk group of students every semester. We make sure that those students are monitored and advised, typically by the Academic and Career Advisement Center or the College Transitions Program. Our First Year Experience program, through which 55% of our first year students participate, has also been a remarkable help in preparing students for the specific expectations they will face in academic programs. 1P4. Communicating NMU’s expectations regarding student preparation and student learning objectives to prospective and current students Expectations regarding learning objectives are primarily addressed at new student orientation sessions prior to students' first enrollments and then, after students are enrolled, via various publications and e-mail messages from different student support offices. It is also the responsibility of academic departments to continue to provide information regarding degree requirements and expectations for their students and for departments to provide an academic advisor for each student. In addition, students that stray below normal GPA expectations are placed on academic probation. Additional review of student expectations, at this point, is accomplished through the use of a signed academic probation agreement and a meeting with support staff in addition to the academic advisor. The Admissions Department staff communicates expectations regarding student preparation to prospective students (and their influencers, such as parents or counselors) through several means:

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• Printed publications, such as the Application for Admission, Bulletin, and other brochures reference university and program-specific admissions requirements. These include recommended high school course completion, academic cumulative grade point average, and standardized test measures.

• Oral presentations, such as those given at high school and community college visits, or

conversations at college fairs, also address the items mentioned in #1, and may further extend to discussion of support programs for those who are at risk (in terms of preparation or deficits in one or more areas), as well as programs and scholarships for those highly prepared. Discussion often includes the reasons for strong preparation (equals stronger chance of academic success at the college level). Additionally, most staff members deliver general college preparation messages (such as by using the "ACT Get Set for College" presentation to audiences ranging from middle school through high school students).

• Follow-up communications, such as e-mails, phone calls, letters and postcards reinforce the

messages mentioned above.

• The messages above also exist in various locations on the NMU Admissions Web site. Finally, our Registration Office offers advice largely on Liberal Studies requirements. In that role the Registrar answers questions and interfaces with the Liberal Studies committee as needed. Registration does not advise formally, but answers questions regarding interpretations of university policy and tries to point students in the right direction if they need assistance with questions regarding their major. 1P5. Helping NMU students select programs of study that match their needs, interests and abilities, while addressing discrepancies between the necessary and actual preparation of students and their learning styles While a significant percentage of Northern students begin their four-year program (70.2% in 2005—including regularly admitted, probationary and at-risk students) with a declared major in mind, roughly 30% come in as undeclared or transfer students. Probationary students and at-risk students (with or without a major) are advised by either the Academic and Career Advisement Center or the College Transitions Program. Regularly admitted students with declared majors are assigned to advisors in the academic department of their choice. Finally, students may also opt into the First Year Experience Program, a program that blocks courses either according to academic major or according to probationary status. In 2005, fully 55% of all baccalaureate first-time, full-time freshmen opted into this very successful program. The important point here is that incoming students are matched with someone immediately so that we can make determinations about needs, interests and abilities—and the discrepancies therein. If, for example, a probationary admit decided to declare Nursing as his/her major, the advisor assigned to that student would work very carefully to determine how s/he might be successful, given the difficulty of some of the coursework. That student might be directed to a First Year Experience block and/or s/he might be encouraged to take study skills and reading courses to help strengthen some of the weaknesses that likely contributed to his/her probationary status in the first place. For undeclared students, we do have programs available to help them learn about academic majors and select programs suitable to their interests. We do assessments (like the licensed program FOCUS that helps students determine their strengths, interests and inclinations), presentations, interviews and career counseling to help students identify and research possible careers and then help them engage appropriate majors and/or coursework to help them reach these career goals. As far as career preparation, when students have identified possible careers and/or majors, concentrations, and minors, the Academic and Career Advisement Center staff works with the students to make sure that they are aware of what preparation is necessary to be successful in the chosen field or area. While no “formal” outline is provided for the students, the staff ensures that necessary items, such as type of study, length of time pursuing degree(s), and admission requirements to specific programs are provided to the students.

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1P6. Documenting effective teaching and learning at NMU Northern Michigan University determines and documents effective teaching and learning through a variety of mechanisms. First, student evaluations of all credit-bearing courses are mandatory according to the faculty contracts. Those evaluations are collected by students and submitted to academic departmental secretaries for ultimate review by the department head. Evaluations are then returned to the faculty member and, in the case of a faculty member who has a high number of negative evaluations or a consistent pattern of issues arises from the evaluations, the department head meets and attempts to mentor that faculty member. Later, during the required yearly evaluation process (every three years for full professors), those evaluations are included with a narrative that discusses teaching, professional development and service. Faculty are expected to consider the evaluations and, when going up for promotion and tenure, must carefully address changes in teaching or curriculum that may have arisen from those evaluations. This is one method of documenting teaching and learning. Second, all departments on campus are assessed, and those assessment plans and reports are reviewed by specific committees. In the case of academic outcomes assessment, all departments submit plans and reports by October 31 of any given year. They are reviewed by members of the Academic Outcomes Assessment Committee, an Academic Affairs committee made up of representatives from every department on campus. By discussing how successfully academic departments are meeting their goals and how best they can learn from their assessment plans, this committee ensures that the campus community has an opportunity to see what other departments are doing regarding assessment. Third, faculty in every department are peer reviewed during the initial promotion and/or tenure process. Many departments peer review faculty as part of their routine, year-to-year procedures. Specifications for faculty evaluations and peer review are outlined broadly in the contracts and more specifically in individual departmental bylaws. Fourth, the Academic Career and Advisement Center sends to faculty at least twice a semester an electronic feedback form for selected students (probationary, at-risk and others). This form, accessed via the NMU Pipeline (MyNMU) makes it easy for faculty to comment on student progress, note absences and make comments about student performance. Fifth, the Teaching/Learning Advisory Committee is made up of a group of faculty dedicated to effective teaching and learning. This group schedules events on campus, works with faculty on teaching initiatives and tries to advances “best practices” for all teachers on campus. Finally, Northern recognizes effective teaching on an annual basis with the Excellence in Teaching Award, typically given to two faculty. This award honors our outstanding teachers and serves as an invitation for those teachers to dialogue with the campus community about their own effective teaching practices. Northern is, first and foremost, a teaching institution. Our “high touch/high tech” motto means that we have a commitment to students and to effective teaching. 1P7. Building an effective and efficient course delivery system at NMU Courses at Northern Michigan University are delivered to resident and non-resident on-campus students through traditional delivery methods noted earlier in this document, through Continuing Education (distance learning, ITV courses and web courses) and through blended courses (traditional delivery with a web or technological component). Thus, we build our course delivery system by determining the needs of specific populations, including a growing number of on-campus undergraduates who wish to take courses via the web and an ever-growing population of non-traditional, older students who need alternatives like web courses or night courses due to their work schedules. Course scheduling begins at the program (academic department) level. Faculty propose selected courses/times for the following academic year and department heads, in consultation with departmental advisory bodies, create schedules. Department heads strive to include an array of courses since there’s an expectation that students can graduate in four years if that is their goal. The number of sections of any course is predicated upon projected student enrollment, the course’s status as a Liberal Studies section, and

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the available faculty to teach the course. Should enrollment exceed available sections, departments approach deans about additional sections staffed as overloads or by adjuncts. The institution does place enrollment limits on certain courses to ensure quality interaction of students and faculty. A recent Academic Affairs initiative has departments balancing course offerings by spreading hours throughout the day and evening –8:00 a.m. to 6:00 p.m.– so that we can best make use of our classrooms and increase enrollments by offering classes as students need them. Since web-based courses and blended courses are growing in popularity, our Instructional Technologist, in collaboration with others in the Academic Information Systems division, assists faculty with Web CT, with effective and efficient course delivery and with a variety of other software tools designed to meet their needs. Because we are a laptop institution, we have a full range of services available to assist both faculty and students when problems occur. Our Help Desk staff are almost always available to assist with technology issues. Our Registration and Scheduling Office works to assign efficiently courses so that appropriate classroom space is available for faculty. Certain labs must go into certain rooms; aside from those rooms, however, our approximately 72 common use classrooms must be assigned manually. We used what’s called the Resource 25 Scheduling System prior to Banner, but when we switched to Banner, we had to abandon that. Having recently purchased the interface between Banner and Resource 25, we will soon start the process again and redo it. It works with Banner, but we have to bring it up to date. Doing the room scheduling manually is typical for an institution this size, but the Resource 25 program is quite advanced and will make our room arrangements even more efficient. 1P8. Monitoring the currency and effectiveness of NMU’s curriculum, and changing or discontinuing programs and courses Course currency and effectiveness is monitored at the academic department level. Because a number of our academic departments have accreditations at the programmatic level (see Section 06 of the Overview), systematically and regularly reviewing course offerings and studying new, innovative course offerings happens routinely. Programs with external programmatic accreditations perform extensive program self-studies roughly every 5-8 years. Review teams typically perform site visits, submit recommendations and decide whether or not to grant special status. This means that many of our departments are truly held accountable for their curriculum, and most of these accreditations are on a voluntary basis, meaning that departments are submitting to a rigorous review and the work that accompanies that review. Special accreditations aside, departments have two reasons they must regularly review their curricula: 1) assessment activities and 2) relevancy of offerings. As part of the assessment process here at NMU, many of our departments have “capstone” courses that are designed for all majors and allow students an opportunity to put together senior portfolios. Assessment of these portfolios can help departments determine core skills, competencies and capabilities that may be lacking in students and may require course and/or program review. Too, review of assessment reports by the Outcomes Assessment Committee can point to possible program deficiencies that require further consideration. Alumni surveys and student evaluations help departments to determine the relevancy of offerings. Currently, many of our academic departments (as an indirect measure of student learning) send out (through the Office of Institutional Research) an alumni survey. This survey has been very helpful in targeting key areas that might not be covered in a given curriculum, thus leading to curriculum review and overhaul. As noted earlier, undergraduate course alterations, additions, deletions or revisions must be sent to the Committee on Undergraduate Programs (CUP). Graduate course alterations, additions, deletions or revisions must be sent to the Graduate Practices Committee (GPC). All must be forwarded to the Academic Senate and finally sent to the Provost for approval. Finally, after a visit by our state auditors, Northern decided to take a hard look at prerequisites for courses. In some cases, we were allowing students into selected courses without holding those students to the prerequisites. Under the current plan, we have created a tentative timeline for all departments to review

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their curriculum, decide on appropriate prerequisites and report any changes in prerequisite status by October 2006. Beginning in April 2007, a registration hold will be placed on any student registering for a class without the appropriate prerequisite. In doing this, our hope is that academic departments will carefully consider each course, its relevance to the curriculum and the prerequisites that faculty believe are necessary for success in each course. 1P9. Determining student and faculty needs relative to learning support at NMU, and determining the role of learning support areas in the student learning and development process It is important that all students are supported and/or mentored by a member of the faculty and/or staff and, therefore, each student is assigned an academic advisor. These advisors are called upon to provide information on degree requirements, support resources, etc., and also to identify individual student needs and refer students to appropriate support services to help address student learning and development issues. Advisors are offered training and continual support through regular publications (e.g., the "Advising Notes" publication) and on-line services (e.g., ACAC's Virtual Advisor web site). In the area of tutoring and academic support, a similar process is followed. Faculty and instructors are polled and tutoring options are developed based upon those courses showing the most need. In addition, support services staff, trained in student learning and skill development, help determine needs based on various factors including grading in courses, collecting feedback from students and providing training in academic skill development open to all students. Finally, as a "safety net," all support services and tutoring/skill development centers provide an opportunity for students to "walk-in" for tutoring/development services. Librarians are faculty and engage in a variety of committee activities. These committees include the Committee on Undergraduate Programs (CUP), the Graduate Programs Committee (GPC), and the Teaching and Learning Advisory Committee (TLAC), just to name a few. The Library’s instructional program has a strong link to specific courses and assignments. Librarians work directly with faculty to develop assignments that meet both curricular and individual faculty member's objectives. In addition, Librarians instruct/demonstrate to students resources and methods that facilitate success in accomplishing the assignment(s). Librarians also monitor curriculum changes and explore what faculty are teaching and expecting of students. Each academic department has a library faculty liaison. The Library monitors service use (reference desk, interlibrary loan, database and book/journal use (both print and electronic), facility use, etc.) The online "Ask a Librarian" and online suggestion box are always available for faculty recommendations and requests. Librarians also maintain contact with student government (ASNMU) representatives, serve on the Academic Information Services (AIS) Advisory Committee (sub-committee of Academic Senate), and respond to queries and complaints. The Library staff are involved in the learning and curriculum development process, including instructional programming (library instruction and credit bearing courses; includes library classroom, course site, and electronic delivery of instruction sessions), reference assistance, and by-appointment research support. In addition, Library staff members provide Library Distance Education Services, interact and participate in both student- and faculty-related activities, and provide staff development (like a recent Copyright workshop). Finally, Library staff members maintain connections with other service units such as Instructional Technology (creating links in WebCT to electronic reserve materials), Academic Computing, Instructional Media Services, and Audio-Visual services. 1P10. Aligning co-curricular development goals with curricular learning objectives After a yearlong review of our academic programs in 2004-05, the University President has announced two priorities for Northern Michigan University for 2005-06. These initiatives are to implement the “Superior Edge” program and to “Internationalize” the living-learning experience for NMU students. The Superior Edge is a co-curricular program which encourages students to become actively involved in meaningful,

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year-long activities encompassing leadership, diversity, citizenship and real world service. International efforts will foster the development of a wide array of experiential, cross cultural activities including enhanced study abroad opportunities. These new initiatives build upon a rich institutional tradition of providing meaningful growth opportunities for NMU students, particularly in the areas of service and leadership. In terms of co-curricular activities, student life at Northern Michigan University is more than just studying or taking web courses. Northern has a very rich co-curricular “set” available for students. While not all students take advantage of the activities available on campus, a large and growing number do participate in the nearly 300 student activity groups and organizations available. NMU promotes activities such as student government, athletics, fraternities/sororities, etc. because they contribute to the overall value of students’ education by providing them opportunities to collaborate with each other, to become involved as community volunteers, to develop character and responsibility and, hopefully, to become leaders. Some of our organizations are discipline specific while others are more general in nature. Some are directly tied to community service projects (like our Habitat for Humanity annual “Building with the President” weekend). All are designed to increase the number of well-rounded, civically responsible students. In 2005-06, NMU Student Activities office reported over 150 registered student organizations on campus. Please refer to Figure 2A for a listing of student organizations on campus. In addition, Northern sponsors a number of sports clubs on campus open to all students:

• Alpine Skiing • Budo T • Crew • Dance Team • Figure Skating • Men's Ice Hockey • Women's Ice Hockey

• Lacrosse • Men's Rugby • Women's Rugby • Men's Soccer • Men's Track & Field • Volleyball

Northern Michigan University offers a number of formal athletics opportunities for men and women. For the men, we offer football, basketball, golf, cross country skiing and hockey (a favorite in the Upper Peninsula). Women’s teams include basketball, volleyball, track, cross country running, cross country skiing, soccer and/or swimming. All co-curricular and extra-curricular activities at Northern reinforce the excellence we expect from our students and the growing move toward more initiatives that promote student engagement at a variety of levels. 1P11. Determining the processes for student assessment at NMU Student assessment occurs at three levels: in the classroom, as part of individual departments and their national accrediting obligations and, finally, as part of Action Project #1, campus-wide assessment of services and programs. Since learning activities and subsequent grading are aspects of virtually all academic programs and since individual programmatic accrediting bodies were listed in the overview of this document, this portion of the Systems Portfolio will focus on progress related to AQIP Action Project #1. The past year has been very productive for our outcomes assessment project on campus. We now have three key committees on campus to work on outcomes assessment: the Academic Outcomes Assessment Committee, the Services Outcomes Assessment Committee and the Liberal Studies Committee. In the Winter 2005 semester, we hosted an “assessment social” for both faculty and services staff to talk about the Action Project and to brainstorm how best to create and revise an assessment plan and report. Representatives from all over campus attended, ate dinner and then worked for two hours on their assessment documentation and plans for the future. It was a highly collaborative and worthwhile exercise—and one we will likely repeat during 2006. At the social, we distributed packets that contained an FAQ sheet, lists of committee members, sample plans, deadlines for submission, etc. The goal was to create a

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template that departments could follow, taking some of the guesswork out of assessment. During 2006, we will continue to “regularize” the process for the campus. As of this update, 90% of our service departments have a plan on file, and all of our academic departments should have a current plan on file by the end of the Fall 2005 semester. Virtually everyone on campus was involved in this Action Project for two reasons. First, we made a decision when we targeted assessment as an Action Project that both academic and service departments would be involved in assessment. Second, while the goals/benchmarks of academic and service assessment are different, we wanted to emphasize the common goals of both sides of the institution so we brought together both faculty and service employees at our social to talk about the future of assessment at NMU. Further, our Liberal Studies Committee spent the summer assessing Division I (composition/writing) and used faculty from three different disciplines to do the work. In addition, we went before our Academic Senate, made up of faculty from every department on campus, and worked with them to make the Academic Outcomes Assessment Committee a standing committee of the Academic Affairs office with a representative from every academic discipline on campus rather than a Senate sub-committee, whose members changed every two years. We sought continuity in this process and a way to make the process more efficient for everyone involved. We believe this new committee will help to achieve the stated goal. Our next steps, throughout this academic year, are to bring 100% of the service departments into compliance, to make sure that every academic discipline has a plan on file that takes into account all majors, including graduate programs, and to create an environment of assessment that makes it part of our continued dialogue and part of our culture. We have established a regular reporting cycle for the services employees (May) and a regular reporting cycle for the academic departments (October). By having both sides of the institution report at different times during the year, we can spend the time necessary to review carefully both plans and reports. We also plan to sponsor at least three socials during the next two academic years: one to train new faculty representatives who will join the new standing Academic Outcomes Assessment Committee (since they will be involved in the review of plans/reports), one to address strategies for revising a plan/report, and one (we hope) to celebrate the success of our efforts on this Action Project. This project has had far-reaching consequences for virtually everyone on campus and has caused both faculty and service employees to think carefully about the quality of the work their office/department produces. 1P12. Discovering how well prepared students are for further education or employment Two types of Alumni surveys are administered by the University’s central administration. First, six months after graduation all diploma, certificate and degree recipients are sent a job placement survey by the University’s JOBSearch Center. The results are shared with the academic department heads and the central administration. The second type of alumni survey is focused on our academic programs and is collected by the Office of Institutional Research. These outcomes assessment instruments provide feedback to the academic units about the currency of the curriculum, the effectiveness of the instruction as well as information on how well the NMU degree prepared them for their original employment or graduate school. Finally, a senior exit survey has been discussed as a means of gathering effectiveness data on the full range of our student and administrative support programs. 1P13. Student performance measures that NMU collects and analyzes regularly At the beginning of each Fall semester, new undergraduate students are segmented into study populations (e.g., students in the First Year Experience program, the College Transition Program, and the Freshman Probation program). For each cohort, measures of academic credentials are obtained and subsequent academic progress is monitored each semester. First semester grades and academic clear standing are analyzed, as are second and third semester grade point averages. Second, third and fifth semester retention rates are collected and reviewed. Finally, graduation rates are computed. All of these cohort performance measures are reviewed within a multi-year context with both the program directors as well as University’s academic leadership. Course difficulty is assessed for all less-than-200-level classes.

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C. RESULTS

1R1. NMU’s results for common learning objectives as well as specific program learning objectives Northern is very proactive when it comes to gathering results for both common learning objectives and specific programmatic learning objectives. The Office of Institutional Research monitors performance, retention and graduation rates for our students and follows, semester by semester, all of our baccalaureate students. When a student declares a major, we track that, typically a year later, to learn whether or not that student stayed in the major or shifted to another. Further, we measure retention and performance in the support programs on campus. When, for example, a student is placed on academic probation, that student is monitored regularly by the Academic and Career Advisement Center. Students in the College Transitions Program, student athletes and students who participate in the U.S. Olympic Education program are all monitored regularly. Academic departments, through curriculum review and subsequent approval by either the Committee on Undergraduate Programs or the Graduate Programs Committee, ensure that specific program learning objectives are constantly monitored and revised when necessary. A number of departments are currently undergoing curriculum review. In addition, our Liberal Studies Committee continues to assess our general education requirements to ensure that the stated objectives in the undergraduate catalogue are being met by the participating academic departments. 1R2. Evidence that students have acquired the knowledge and skills base required by NMU and its stakeholders Like so many other institutions, we rely upon several different types of evidence to ensure that our students have acquired the appropriate knowledge base prior to graduation. The most traditional model involves grades and semester-by-semester GPA. At Northern, students must have a cumulative GPA of 2.0 from all courses taken. When a student falls below that benchmark, that student is put on academic probation and is monitored by one or more of our support groups on campus. Academic majors have unique and distinct core requirements, the quality of which departments are responsible for maintaining. Additionally, AQIP Action Project #1 (Assessment) helps us to ensure institutionally that academic departments are creating objectives and measuring those objectives to ensure that students have the skill set/knowledge necessary to be successful. Finally, we survey alumni routinely. In fact, a majority of our departments are now involved in alumni surveys, created and distributed by the Office for Institutional Research. The three or four page survey asks a series of standard questions created by staff in IR, but the last page is always unique and written by each academic department to ask specific questions of majors. Often, academic departments opt to ask students questions about what they did not learn in the curriculum that would have benefited them once in the workplace. Answers to this question help academic departments to revise the curriculum to better meet the needs of majors. Our JOBSearch department also surveys graduates, six months out, to determine how long it took them to secure a position or be accepted into graduate school, how well prepared they were for post-university success. 1R3. NMU’s results for processes associated with Helping Students Learn As noted earlier, we have a variety of learning groups on campus, ranging from graduate students to special learning populations. When students fall below the required GPA, they are placed on probation and monitored closely. We monitor the Freshmen Probation group, the College Transitions group, our athletes and members of the U.S. Olympic Training program. Our Academic and Career Advisement (ACAC) center plays an integral role in this monitoring. Because our campus is one of the most densely wired and technological campuses in the country, ACAC can offer faculty electronically a variety of tools for advising their students and for reporting back on student success. Some of those tools include the following:

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• Advisee List – accessible through MyNMU (Advisor tab), this list provides faculty advisors with useful/necessary information, including major, a means for lifting holds, and an easy way to e-mail advisees (one-by-one or entire list);

• Student Transcripts – accessible through MyNMU (Advisor tab); • On-line Bulletin; • On-line Course Schedule of Courses (per semester); • ACAC Virtual Advising Web Site – faculty FAQ, NMU programs, changing majors, GPA

calculator, transfer equivalencies, informal audit tracking, etc.; • ACAC Web Site – academic proficiency issues, career information, advisor manual, tutoring

resources, campus resources, freshman probation program, etc. Faculty are encouraged to take advantage of these and other tools available to help students learn. Additionally, our Teaching and Learning Advisory Committee is committed to bringing quality teaching and learning initiatives to our faculty and regularly hold workshops to that end. 1R4. Comparing NMU’s results with the results of other higher education institutions and organizations We have a policy of not sharing with other institutions our student performance data—unless it is required for the purposes of specialized accreditations. Our departments of Nursing, Business, Education, Clinical Lab Sciences, Licensed Practical Nursing and Social Work are some of the departments that do share performance data because each has a unique national accrediting body in addition to the Higher Learning Commission. We don’t compare ourselves with peer institutions on performance (faculty, finances) because it is too difficult to find good matches at the program level. When we have visits from accreditors or state auditors, we obviously share data. D. IMPROVEMENT 1l1. Improving NMU’s current processes and systems for helping students learn and develop We improve our processes through regular review of our academic standards, program administration, teaching assignments, curriculum review and outcomes measures on student performance data. Assessment is key to improvement. As noted earlier, we rely upon alumni data to help each individual academic department to learn where there might be improvements and how best to implement those improvements to support student learning. Additionally, some departments are engaged currently in a full curriculum review to revise programmatic elements that are obsolete or no longer relevant. For those departments with specialized accreditations, we rely upon individual accrediting bodies to help us make the changes necessary to meet approved guidelines. For example, we recently had a visit from the state auditors who felt that we were, institution-wide, offering too many directed studies to our students. As a result, we have been studying the problem and now require departments to report more directly to deans when and if a directed study is necessary for a student. When we committed to AQIP, we committed to continuous quality improvement. We try very hard to improve our systems for student learning by involving both faculty and staff in our initiatives. 1l2. Setting targets for improvement, with regard to NMU’s current results for student learning and development Targets for learning improvement arise from our shared governance model. The administration, along with the faculty (represented by the American Association of University Professors and the Northern Michigan University Faculty Association) try to align targets for improvement with the reality of budget, personnel constraints, growing student enrollments, growing class sizes and other external influences that impact what we can do, ultimately, to improve. Current targets for improvement include increasing faculty (both full- and part-time) on campus, increasing our support staff capability (particularly in the Office of

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Financial Aid), growing our online course and program offerings and possibly bringing a PhD program to campus. With a new president and a new focus on internationalization and increased technology (though we remain one of the most technological institutions in the state), we look at specific improvements as they align with what will be a new mission and vision for us in the near future. We communicate our targeted improvements to faculty and staff via several avenues. Our President, throughout the semester, offers forums on key topics (like budgetary issues) and urges both faculty and support staff to attend. Forums have been well-attended for the past year. Faculty and staff are also updated via the Campus newsletter. Administrators communicate targeted improvements to the Academic Senate, which is made up of representatives from every department on campus. Targeted improvements are discussed routinely during the meetings of the Educational Policies Committee (EPC), a committee made up of six faculty and six administrators. Northern communicates to alumni through Horizons magazine. Each issue includes a campus news section that highlights recent innovation or successes. The general public is informed of University activities through two newsletters: the NMU Community Connection and the NMU Parent Partnership, both electronic newsletters available to the parents of NMU students and community members who wish to subscribe. Of course, virtually everything we communicate to the campus community is made available on the web for campus and, on occasion, public input. In communicating to students, there are periodic “Let’s Chat” forums where administrators address various issues. The campus student newspaper, the North Wind, informs students of emerging directions or priorities. The administration at Northern does not determine the content of the student newspaper. Another way that we target improvements is to pay close attention to the retention of our students. During the third semester of a first-time, full-time freshman’s academic career, the Office of Institutional Research looks at a variety of groups of students and tracks their progress. IR looks at students in the following cohorts:

• College Transitions Program • Freshmen Probation Program • Baccalaureate Programs • First Year Experience Program • Minority Groups • Gender Groups

In the future, IR will track first generation students since so many of our students are the first in the family to attend college/university. We set targets for a “C” average or better and have been successful with our students. In fact, we have been improving that number steadily, and it is up over ten percent over the last ten years. Northern is currently retaining students at a better rate than ever due to targeted improvements at the University, new initiatives on campus, solid teaching, and excellent support services. Future priorities are best reflected by our Action Projects. We recently completed an Action Project that called for a Personal Identification Number (PIN) for everyone on campus (in the place of a Social Security Number) and a web site designed specifically for dissemination of student information. We are working on an Action Project involving our advising processes, we are streamlining our assessment processes, and we are working on implementation of two new initiatives noted earlier—Internationalization and Superior Edge (community/service learning). AQIP CRITERION 2: ACCOMPLISHING OTHER DISTINCTIVE OBJECTIVES

A. CONTEXT FOR ANALYSIS 2C1. Explicit institutional objectives in addition to Helping Students Learn

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2C1a. Lifelong Learning and Scholarship Northern is committed to lifelong learning, to intellectual curiosity and to continuous quality improvement. To that end, we encourage the scholarship of both our students and faculty and particularly encourage innovative projects that bring students and faculty together in creative ways. Some examples of these explicit objectives include the following examples:

• A faculty member from Modern Languages and Literature and a graduate student from the Education Department enlisted an entire class of Northern Michigan University students (minoring in German) to volunteer in an Inquiry Learning project on German culture at a local elementary school. The faculty member will incorporate the project into her advanced German course.

• A faculty member from Geography and his student are currently in an industry-university partnership doing market research and application development. The project funding is from Pixoneer Geomatics, Inc, in South Korea.

• A variety of members of our Department of Health, Physical Education, and Recreation have published papers in proceedings with students. In 2005 alone, five undergraduates from that department were involved in publications.

• All students in the health division of Health, Physical Education and Recreation (HPER) are required to do a major research project in HL 367 (Program Planning and Evaluation) and are required to do a research/critical thinking project for HL 440 (Critical Issues in health). Both projects are examples of applied research and scholarship. In 2005, nine of these students presented with a faculty member at the Michigan Association of Health, Physical Education, Recreation, and Dance Conference in Traverse City, Michigan.

• A faculty member in Art and Design traveled to Denmark for five weeks, and participated in a ceramic art residency program. The residency was in a small town south of Copenhagen, and the faculty member’s purpose there was to create ceramic work for the month, and investigate how ceramic artists can have a role in ceramic industry, particularly in the field of design.

• A faculty member in Communications and Performance Studies, along with a student, produced a 30-minute video entitled Michigan's Grey Wolf: Ghost of the Big Timber. The video was funded by grants from NMU, the Department of Natural Resources, and Michigan Public Broadcasting and won a Michigan Association of Broadcasters award last year.

• During Winter Semester 2005, fifty NMU secondary pre-methods students collectively participated in more than 500 hours of academic service learning at each of two sites:: Bothwell Middle School and Lake Superior Village Youth and Family Center (LSV).

• NMU music faculty and students participate in playing with the Marquette Symphony Orchestra. This is community service for the faculty, and service learning for the students. It is an opportunity for students to sit side by side with their professors in a professional musical ensemble.

In keeping with this list, the Superior Edge (mentioned earlier) is an example of an initiative that grew naturally from Northern’s already-established commitment to service learning, excellence and civic responsibility. Indeed, in many ways, most of the faculty at NMU have long incorporated some aspect of service in their courses, believing that a distinctive objective of the institution is to help students align coursework with real world experience. Service learning is ingrained in the culture at Northern because of the strong “town/gown” relationship we have with the surrounding community.

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2C1b. Increase Grant Funding Northern Michigan University, as an explicit objective, seeks to increase productivity through grant development and funding. We currently have over two million dollars in external grants from the following granting agencies:

• Administration on Aging • American Chemical Society Petroleum

Reserve Fund • Canadian Government • Corporation for Public Broadcasting • Department of Labor • Health & Human Services • Keweenaw Bay Indian Community • Marquette Community Foundation • Michigan Association of Community

Arts Agencies • Michigan Council for Arts and Cultural

Affairs • Michigan Commission on Law

Enforcement Standards • Michigan Department of Education • Michigan Department of Labor &

Economic Growth • Michigan Department of Natural

Resources • Michigan Department of State • Michigan Works • National Endowment for the

Humanities

• National Fund for Improvement in Education

• National Geographic Society • National Historical Records

Publications Commission • National Institutes of Health • National Park Service • National Science Foundation • National Writing Project • National Conferences on Undergraduate

Research • Nongame Wildlife Fund • Pet Care Trust Grant Fund • Research Corporation • Sault Ste. Marie Tribe of Chippewa • State of Michigan • State of Michigan Homeland Security

Grant • Trout Unlimited • U.S. Department of Agriculture • U.S. Department of Education • U.S. Department of Labor • U.S. Fish and Wildlife Service • Woman’s National Farm & Garden

Association While we obviously receive external grants, we believe that Northern can do more—be more productive—when it comes to grants. To that end, we have recently hired a Grant Writer/Grant Steward. We have not had a designated grant writer on campus for some years now, so this new person will help us to increase the number of successful grants to support institutional objectives in the future. 2C1c. Student Participation Beyond the Classroom Students at Northern Michigan University are active well beyond the classroom. In addition to fraternities, sororities and student government, NMU students choose from a variety of organizations and activities, many oriented to community service. The following grid represents the organizations and activities from which our students select to be more involved in the culture and energy on our campus:

Acoustic Music Club Airsoft & Paintball Club Alpha Sigma Phi All Nations Club

Alpha Gamma Delta All Students Judiciary Alpine Ski Team Alpha Phi Omega Alpha Lambda Delta All Things Yard Club Artists on Rehab Black Student Union Art Students League American Marketing Assoc. Alpha Xi Delta Campus Girls Scouts

Baha’i Club Audio Engineering Society ASNMU Car Club Cat Pack Chess Club Aviation Maintenance Club Chemistry Club Campus Cinema

Circle K Crew Back Country/Extreme Skiing Constructors College Republicans

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Cycling Club Chi Alpha Campus Ministry Comic Design Organization

Campus Crusade for Christ

Business Professionals of America Cuong-Nhu Oriental

Martial Arts Culinary Students of NMU Dance Team Catholic Campus Ministry Dreamscapes Diversity Student Forum Dance Company Copper Country PRIDE DD Hardcore Environmental Science Org. Faith In Christ Criminal Justice Assoc.

Friends of Jazz Economic Student Association Fencing French Club Firecats (Wildland Firefighting) German Club

Emmaus House Lutheran Campus Center

Golden Z Club Freestyle Ski & Snowboarding Greek Council First Impressions His House Christian Fellowship Hip Hop Coalition Figure Skating Club Graduate Writers’

Association Honors Student Organization Horseshoe Club First Aid Productions Golden Key International Honour Society Green Group Graduate Student Union

Kappa Beta Gamma Hong Meng: Asian Culture Club Health Promotion

Society International Dancers Lambda Chi Alpha Kappa Sigma Interest Group Mudslingers Italian Student Union

Mortar Board Lutheran Student Movement Northern News Lambda Omieron Delta North Wind Music Educators

National Conference Media Alliance of Communication

Students Normal Students Marquette Alger Reading

Council

Model United Nations Not In Our Name NMU $50K Northern Arts and Entertainment Native American Student Assoc. OUTLook On The Spot Peace and Justice

Organization for Interactive Computing

Open Circle NSSLHA (Speech, Language and

Hearing) Physics Club Panhellenic Council Pagan Moon Otaku Anime Club Piscators Psi Chi Phi Alpha Theta

Passages North Paranormal Research Team Pre-Vet Club Philosophy Club Phi Sigma Delta Platform Personalities Public Eye News Portuguese Club Presque Isle Zen Poetry/ Prose/ Short Fiction Club Pride of the North Primetime Productions

Community Presbyterian Campus Ministry Marching Band Shojo Anime Club Ranger Club Sigma Tau Delta Steppin’ Out Dance Club

Shear Geniuses Public Relations Student Society of

America (PRSSA) Spanish Club Star of the Dragon Circle Society of Automotive Engineers Student Athlete

Advisory Committee Special Events Committee Student Council for

Exceptional Children

Students for Organ Donation

Student Social Work/ Sociology

Organization Rock & Mineral Club Student Leader Fellowship Program Students for Civil Liberty Superior Monitor Student Art Gallery Students with Olympic Spirit

Student Finance Committee

Students for Scouting Students for Animal Welfare Student Athletic Training

Organization

Students for Bay Cliff Students Against Sulfide Mining Students for Students

Deployed Overseas Students of Socialism Swing Club Student Michigan

Educational Association

Tau Kappa Epsilon Superior Geography Club Team Elite Sweet Grass Foundation Trail Cats

Student Psychological Association Tri Beta Biological

Honor Society Telos Student Publication Wildlife Society Victory over Death Volunteer Center WUPX – Radio X

Upper Peninsula Scale Modelers

Wildcats Wrestling Club Wildcubs/ University Apartments Women’s Club

Volleyball Women’s Club Hockey

Figure 2A

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2C1d. Our Unique Identity Northern prides itself on the commitment to quality improvement. We decided to become an AQIP institution because we have a history and culture of unique and distinctive initiatives on campus. For example, in the Fall of 1998, Northern announced to the public the Teaching, Learning and Communication Initiative (laptop for all full-time students). The TLC Initiative was implemented in 2000 and continues to be a successful program today. Every two years, both full-time students and faculty trade-in their laptops for a new one, and everyone with a laptop has access to software, support, network [campus and Internet], and wired/wireless classrooms as a part of tuition and fees. We are currently also in a campus-wide discussion regarding the Curriculum for the 21st Century, including (but not limited to) both the Internationalization Initiative and the Superior Edge Initiative. Every year we hold “celebrations” of student and faculty scholarship, including paper presentations, poster displays and readings. In addition, we have a very strong First Year Experience (FYE) Program that blocks classes by major and by special populations and the Freshmen Fellows Program, a distinctive program that pairs selected first year students with faculty mentors for the purposes of research and enhanced learning. Recipients of the fellowship earn $1,000 during their freshmen year. Northern provides a community college function for the central Upper Peninsula, though students come from all over the country. Finally, Northern provides office space to Northern Initiatives, a group that promotes small business development in the Marquette area. 2C2. Ensuring NMU aligns distinctive objectives with its mission, vision and philosophy As noted earlier, NMU has a new President, Dr. Leslie Wong. Dr. Wong announced recently that because we are, as a campus community, studying The Curriculum for the 21st Century, we will be revising our current mission and vision statements to more closely reflect the initiatives on campus—and the future direction of the institution. Our current mission and vision, articulated in the overview of this document, will be revised by the end of our 2006-07 academic year. The distinctive objectives, activities and unique initiatives contained in section 2C1 reflect the current direction of the institution. Our new mission and vision statements will better align with those distinctive objectives. 2C3. Supporting or complementing NMU’s systems for Helping Students Learn The distinctive objectives noted in 2C1 all support and/or complement student learning. The laptop (TLC) initiative puts a computer in the hands of all full-time students, giving those students opportunities for online coursework, online research and communication via email. Our First Year Experience Program blocks first year students according to major or special population status, allowing those students to work with others pursuing the same goals, to meet with a mentor throughout the first year and to engage them in activities which help integrate them into both the academic and social fabric of the institution. In addition, we have a variety of collaborative partnerships with business, health and service communities, and these complement student learning by providing a real world context for skills gained in the classroom. Those collaborations are listed in the Institutional Overview of this document. The Superior Edge The Superior Edge Initiative broadens meaningful learning by encompassing a wide range of in- and out-of-classroom experiences that will provide Northern Michigan University students with a distinct advantage by better preparing them for careers, lifelong learning, graduate school, and life as engaged students. The Superior Edge provides students with exposure to out-of-class experiences which complement and personalize the learning taking place in the classroom. The Superior Edge, which replaces one of Northern’s first action projects, is still evolving. In the future and as the program is fully realized, students will develop a plan for a particular project, will determine the number of hours to be spent on the project, and will log hours on an e-portfolio, including “reflective” papers on each activity. Superior Edge

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mentors (faculty and staff) will review each student’s documentation, decide if that student has successfully reached the goals of the original plan and will then record one of the following four “edges” on the student’s transcript: Superior Edge Outcomes • Students will become engaged, involved citizens (Citizenship Edge). • Students will develop a world view and better understand and appreciate diversity (Diversity Edge). • Students will grow as competent, ethical and effective leaders (Leadership Edge). • Students will develop the ability to relate theory to practice (“Real World” Edge). This proposed record-system for the Superior Edge will be just one way to document learning; it complements systems that are already in place. This system for tracking student productivity, learning and leadership is being practiced on a smaller scale in some of our academic departments (like Art and Design and Education). The Superior Edge is an action project that will cut across disciplines. Internationalization The Internationalization Task Force has the following goals:

• Catalog the current state of international numbers of students and faculty who have recently participated in study abroad programs, broadly conceived (as of 05/10/2005). The detail will indicate how the events were arranged, their duration, their cost structure, and their academic content;

• Develop new curriculum and staffing models that would better facilitate our commitment to internationalization;

• Develop business plans for the staffing and curriculum models, above; • Develop implementation strategies for the staffing and curriculum models.

In addition, the Internationalization Task Force has created a Mission Statement that articulates the reasoning behind this initiative. Mission Statement An internationalized curriculum includes any course, program, or activity if it includes perspectives, issues, or events, from specific countries or areas other than the United States. A curriculum with an international orientation in content aims at preparing students for performing professionally and socially in an international and multicultural context, and is designed for domestic students and international students. The internationalization of the curriculum requires thinking about curriculum differently; it does not occur solely in a few courses or majors and does not serve as simply an additive to existing programs. It calls for an interdisciplinary and multifaceted process that will affect all administrators, faculty and students. These changes involve the following areas:

• Internationalizing Liberal Studies. • Infusing majors in a variety of disciplines with internationalized content and methods. • Creating majors or minors, or certificates with international focus. • Internationalizing professional school curriculum and extra-curricular activities. • Integrating study or internships abroad into the curriculum. • Developing foreign languages across the curriculum. • Creating joint curriculum (between domestic and foreign institutions). • Developing policies and programs that encourage faculty to internationalize the curriculum and

extra-curricular activities. • Recruitment of international administrators, faculty, and students. • Developing institution-level programs with foreign universities.

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B. PROCESSES

2P1. Determining NMU’s other distinctive objectives At Northern Michigan University, determining distinctive objectives varies. Some of our distinctive objectives “bubble up” from the academic and service departments. For example, faculty are integral to the success of internship programs which, in turn, helps to support the future success of service learning. On the other hand, some distinctive initiatives are generated at the administrative level and extend down to the faculty and staff. Both grew out of ideas that came forward from faculty and staff. The administration formalized the discussion by authorizing a formal faculty-led task force for both. All distinctive objectives, whether ongoing like our laptop initiative or new like the two noted above, are subject to the approval of the Board of Trustees. Such initiatives are carefully considered at the upper administrative level and the Board to make sure that they complement student learning at Northern, that they align with the expectations of stakeholders and that ultimately they will help to sustain and broaden the culture at NMU. 2P2. Communicating expectations regarding these objectives Because NMU is a laptop institution, a good deal of the communication that takes place on campus is electronic. Distinctive objectives are selected and the campus community is informed via email, on our NMU website, through forums that are held on campus throughout the year and through our Communications and Marketing office that works very closely with the administration, faculty and staff to make sure that both on-campus and off-campus stakeholders are informed about new initiatives. For example, when Northern decided to become an AQIP institution, we saturated the campus with information, both electronically and on paper. As we have moved through our action projects, we routinely update the campus community on progress and post key AQIP documents on the University website. As our new President has introduced his initiatives, we have created links off of the Academic Affairs web page so that anyone here at Northern or in the general community can read about the initiatives and learn of the goals of both task forces. External stakeholders, such as parents and alumni, learn about our distinctive objectives through several avenues. The Communications and Marketing staff produce a magazine, Horizons, that is targeted specifically to alumni, and assist the President in creating the Parents Partnership newsletter which is sent electronically to parents of current Northern students.

Communications At NMU

Communication Type Examples Processes Presidential forums, strategic planning, curriculum for the 21st

century, state audit, AQIP Governing Bodies Higher Learning Commission, State of Michigan, AAUP,

Faculty Senate, Student Government Meetings and Forums President’s Council, Provost’s Cabinet, Educational Practices

Committee, department meetings, University forums Publications Revised Mission/Vision Statements, news releases, E-mails,

Parent Partnership Newsletter, departmental newsletters, Horizons (alumni magazine)

Surveys/Data Institutional Research website, HEIDI data, NSSE survey, alumni surveys, student services satisfaction surveys

Figure 2B

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2P3. Determining faculty and staff needs relative to these objectives One aspect of any action-oriented initiative is the impact on faculty and staff should the initiative become part of the culture at Northern. The Superior Edge Initiative, for example, is now an action project and will have an impact on faculty and staff as it evolves. The initiative cuts across departments because it is self-selected by students pursuing any major on campus. Certainly the Internationalization Initiative impacts faculty who might decide to teach and/or accompany students outside of the United States. Faculty and staff needs are considered through a systematic review that begins at the upper administrative levels (President, Provost, Associate Vice President for Student Services, etc.), extends to the task forces charged with creating action-oriented outcomes and finally to the individual departments and employees. 2P4. Assessing and reviewing these objectives and how their feedback is incorporated in readjusting the objectives or the processes that support them Whenever Northern establishes distinctive objectives, like the ones noted above, a task force is formed to help define the goals of the initiative and to create specific outcomes related to the initiative. Once the initiative is fully defined and implemented, an advisory group is formed, often from the membership of the original task force, to oversee, assess and review the effectiveness of the program. So, for example, the First Year Experience Advisory Board still exists to review and assess the progress of the program even though the First Year Experience is and has been a proven success story on our campus for well over a decade now. Indeed, members of the FYE Advisory Board recently recommended to the administration that the current format of the program (fall semester only of a first year student’s experience) be extended to the entire first year for new students in order to reinforce the well-documented positive impacts. Advisory bodies provide feedback on programmatic issues to directors or supervisor who, in turn, report to the administration. Most advisory committees are made up of faculty and staff, so the process allows for broad involvement across campus. All distinctive objectives share a common element: to enhance and complement the student learning occurring in the academic programs. Each new initiative is unique, but each moves us closer to our ultimate goal of creating the University of choice in the Midwest. 2P5. Measures of accomplishing other distinctive objectives that NMU collects and analyzes regularly Measures of new initiatives and distinctive objectives are collected, analyzed, assessed and reviewed at varying levels throughout the University. For example, the Superior Edge Initiative, when fully realized, will analyze information by tracking student online portfolios and recording program completion on transcripts. We also closely track contact hours and credit hours, as well as department-level qualitative measures. We are interested in trends over time, again as a mechanism for improving and enhancing student learning. Task force groups, advisory committees and the administration regularly interact to improve our distinctive objectives. C. RESULTS 2R1. Results in accomplishing NMU’s distinctive objectives Results for other distinctive objectives are collected by various individuals and/or groups on campus. Our First Year Experience Program coordinator reports directly to the Dean of Students. First Year Experience participation yields a 5-7% increase in retention rates through a student’s college career to graduation. For the past eleven years, Northern’s First Year Experience Program has produced increased retention rates equal to or better than those reported by other FYE programs. Indeed, the data at NMU has been remarkably consistent since the program began, with enhanced success in the 5-7% range remaining steady throughout the period.

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Our Teaching, Learning and Communication Initiative (TLC) is under the supervision of the Dean of Academic Information Services and the Director of Technical Services. The TLC Initiative means a laptop for every full-time student and faculty member, 24/7 access to the World Wide Web, and technical support. When we first started the initiative, back in 2000, we did a survey of student satisfaction with the initiative and then did a follow-up survey during distribution of the laptops in our Superior Dome. Distribution of the laptops could have posed a logistical problem for a campus our size, but we are now a site for other schools to visit as they consider a laptop initiative. Indeed, during our first attempts at distribution, each student was in and out with a laptop in 13 minutes. We are now able to process students—get them in, registered and equipped with a laptop—in five minutes. Students and faculty have computing available 24 hours a day, so the laptop program has become part of the culture at Northern. Finally, NMU demonstrated its commitment to excellence in teaching when the Art and Design Department requested that its majors have Macintosh laptops rather than the IBM Thinkpad laptops distributed to students in all other majors. The Art and Design Department argued persuasively that the Macintosh system was superior for students pursuing a degree in art. Though Northern’s leaders were reluctant to go a second platform (because of the resulting support issues), they responded to the Art and Design Department’s request and supplied art students with Macs instead. Leadership recognized that the members of that department were best equipped to know what kind of work students would be pursuing and responded appropriately. Finally, our Superior Edge Initiative and our Internationalization Initiative are two distinctive objectives that are, as noted earlier, just developing. We are currently in the “program formation” phase of each, but regular evaluation and assessment of each will be an ongoing component. 2R2. Comparing NMU’s results with the results of peer institutions For our First Year Experience Program, we use some comparative data gleaned (by the FYE Director and a graduate student) from our ongoing review of the extant literature. We also have made several presentations at First Year Experience Conferences. Our program has been recognized twice (by the Society for First Year Experience Programs) as one of the most innovative programs in the country, particularly for our course-blocking and the evaluation associated with that blocking. The Office of Institutional Research tracks First Year Experience students every semester through graduation. We have a very thorough database of student success based on initial FYE enrollment, and we make regular comparisons of FYE students with non-participating fellow students. Our Teaching, Learning and Communication Initiative (TLC) has also been recognized nationally (Computer World Recognition). We have, for some years now, sponsored visits from other institutions eager to bring a similar laptop program to their campuses. Former NMU President Judy Bailey made keynote speeches highlighting TLC at many national events. We have also sent teams to other institutions to describe our experiences, to assist institutions with their laptop start-up and to help our peer institutions avoid some of the obstacles we faced in the early days of the program. In December 2005, Northern Michigan University was ranked 19th among the top 50 “Most Unwired” campuses for 2005, according to the second annual survey of wireless Internet accessibility conducted by Intel Corp. The following partial list of institutions visiting Northern or visited by Northern’s Provost in order to learn more about the laptop program demonstrates our level of outreach to peers:

• Cornerstone University • Central Arkansas University • Oklahoma Christian University • Indiana State University • University of Wisconsin Stout • Arizona State University • University of Idaho • Western Kentucky University • Michigan Technological University • Bowling Green University

• University of Akron • Lake Superior State University • Penn State University • Saginaw Valley State University • South Dakota State University • Northwestern Michigan College • Central Michigan University • Grand Rapids Community College • Iowa State University

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The Superior Edge Initiative enhances co-curricular experiences that flesh out what students learn in the classroom. Students may “learn” about good citizenship, but what does it really mean to be a good citizen? As noted earlier, the Superior Edge has four edges: citizenship, leadership, diversity and “real world.” All of these, in one way or another, are directly aimed at working in the community, so there is a link between this program and academic service learning. In a similar fashion, the Internationalization Initiative helps create linkages with the community by having students observe the traditions and customs of other cultures and bring their stories and experiences back to the region. This not only makes the student more aware of others and more tolerant of differences, but it makes the community more aware and tolerant as well. Northern perceives the “pay off” as greater than just the unique experiences that individual students might have either hear or abroad. Northern believes this initiative can be a consensus builder, an opportunity for our students to bring internationalization to the local community and to the region.

D. IMPROVEMENT 2I1. Improving systems and processes for accomplishing its other distinctive objectives The First Year Experience Program has a regular evaluation process to improve its systems and processes. Indeed, every cohort of students is tracked by the Office of Institutional Research, and that data is shared with the University administration and community through routine institutional reporting. This data will soon be posted on the Institutional Research web page. This routine tracking and assessment of the program helps NMU to shape the ongoing evaluation process, and the feedback helps to improve the program. Results of the evaluation process, for example, have suggested that a second semester of the First Year Experience Program would be valuable for students. NMU is currently considering whether to offer a second set of experiences that assist students in their integration into the fabric of the campus. The TLC Committee reviews the laptop program on an annual basis. Several aspects are reviewed continually; others are reviewed on more of an annual basis. Some recent improvements include the following:

• Improvement of location and content of the "Set-Up and Registration" area during distribution to help students get the laptop working, get the image installed, and get the machine registered for the campus network;

• Improvement and expansion of the campus network, first with wired connections and then with

wireless connections; • Improvement of the Bookstore’s offering of computer supplies; • Improvements in pre-arranged purchases of printers and printer pick-ups during Dome

distribution; • Improvement of documentation to support the laptop (from multiple 8½ x 11 loose sheets of

paper to a professionally-designed folder); • Improvements in HelpDesk support for faculty, staff and students.

The overall distribution of the laptops, while good from the start, has improved, especially the method for handling return of end-of-lease machines and the exchange of the few newly issued machines that malfunction. Both the Superior Edge Initiative and the Internationalization Initiative will have both pilot testing and an ongoing evaluation process before we move into a full-blown program for either initiative. 2I2. Setting targets for improvement and communicating current results Targets for improving distinctive objectives arise from our shared governance model. The administration, the faculty (represented by the AAUP and the NMUFA), and, in certain instances, students meet in a variety of venues (President’s Council, Academic Cabinet, Educational Policies Committee, etc.) to align targets for improvement with the reality of our current budget, our growing enrollments and other external forces that can impact what we select and target as a distinctive objective. We communicate our targeted improvements in other distinctive objectives via Presidential forums, our Campus newsletter, our Academic Senate, our alumni magazine Horizons, and our Community Connection Newsletter and the Parent Partnership Newsletter. Most importantly, Northern faculty, staff, administrators and students rely upon technology to communicate. Each distinctive objective we select has a web page linked from our home page. The laptop program has enabled communication to improve campus-wide due to emails, web pages and electronic newsletters.

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AQIP CRITERION 3: UNDERSTANDING STUDENTS’ AND OTHER STAKEHOLDERS’ NEEDS

A. CONTEXT FOR ANALYSIS 3C1. Subcategorizing NMU students and other stakeholders into key groups

and

3C2. Short- and long-term requirements and expectations of NMU’s student and other stakeholder groups Obviously, an emphasis on life-long learning and a high touch/high tech environment means that Northern is committed to students and to student success. The scope of our programs for students and distinctive initiatives created to enhance student learning experiences are articulated in the Overview of this document, in Criterion 1 and in Criterion 2. The response to this question, therefore, will focus on the needs and expectations of our stakeholder groups listed below: Potential Students: Communication action process in Admissions Prospect—defined as a student who has not yet applied but is requesting information about NMU. Methods by which we receive inquiries from prospects: 1. Contact cards (information request cards) at a high school visit, community college visit, or college fair. 2. Electronic “request for information” forms via the NMU Admissions web site. 3. Information request forms from the back of the viewbook, picked up in HS/CC counseling office, at a fair or other venue, or received in mail from us. 4. Telephone calls to the Admissions Office. 5. Letters to the Admissions Office requesting information. 6. E-mail requests to admiss@nmu.edu. 7. Responses to a direct mail search from NMU, either by a paper reply card or electronically. 8. Responses to mail cards in publications in which NMU purchases space (such as Student Paths). 9. Third party requests for information indicating NMU as a school of interest (such as MyCollege Options). 10. Lists received by NMU (such as Merit semi-finalists or Who’s Who). 11. Electronic NMU athletic interest forms. 12. Campus visits through various events or the Campus Visit Program. 13. Requests that ACT or SAT scores to be sent to NMU. 14. Referrals by faculty, staff or alumni. 15. Application submissions as first contact. Action Steps:

1. The prospect’s name is entered into Admissions prospect system through various means. Recruit record is also created in Banner, the University’s integrated data system.

2. Each prospect record has a variety of data elements associated with it, such as contact information, academic and other interests, and school.

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3. A prospect download is used daily to mail merge letters. The letter varies depending upon whether it is a response to an initial contact or a subsequent contact. Letters are printed with appropriate enclosure codes, then enclosures are added and the letters are mailed.

4. Timed communications begin after initial inquiry and include a Campus Visit postcard and an Academic department letter (based on first listed academic interest). 5. Electronic inquiries—In addition to the above, all electronic forms have immediate responses to the prospect’s e-mail address, thanking the prospect for the inquiry. An e- mail is generated to the admission counselor (by region) that the contact has occurred, and the admission counselor follows up with an e-mail message. All e-mails to admiss@nmu.edu receive a response from a staff member. 6. All admissions counselors receive reports of their prospects by region and have access to the prospect system and Banner. The Admissions staff is divided into “Follow-Up Teams” and every counselor conducts regular follow-up activities, keeps records, and reports weekly regarding their contact. All have access to a shared network drive containing information about a calendar of follow-up communication, communication samples, cohort groups, etc. 7. Post Campus Visit—All prospects visiting through the Campus Visit Program (CVP) receive a thank you postcard from the assistant (NMU student tour guide) and a thank you letter from the counselor with whom they met.

Applicant—defined as a student who has submitted an application for admission to NMU (electronically or paper). Action Steps: 1. Applicant data is entered into Banner. 2. Each applicant record has a variety of data elements associated with it, such as contact information, academic and other interests, and high school. Any documents received with application (transcript, application fee, etc.) have related data entered into Banner. 3. All documents are scanned and indexed for electronic accessibility. 4. An applicant download is used daily to mail merge letters. The letter varies depending upon where the student is in the application process. Primary letters include: --Thank you for your application (if application is first contact) --Incomplete letters (ie., missing these items) --Decision letters requiring additional action (i.e., additional semester’s grades) --Admission letter (or denial letter) --Scholarship letters to admitted students meeting criteria --Letter from the President to admitted students meeting criteria Letters are printed with appropriate enclosure codes, then enclosures are added, and mailed. Admitted students receive a “Welcome Folder” with various materials inside. 4. Timed communications begin after initial inquiry and include: --Campus Visit postcard (if the application is the initial inquiry) --Academic department letter (based on academic major) --Specific reminders at various points in the process regarding orientation, housing, FYE, scholarship competitions, Honors Program, MedStart, Wildcat Weekends, and financial aid.

--All transfer students receive a mailed transfer credit evaluation and letter from the transfer counselors.

5. Electronic inquiries—In addition to the above, all electronic applications have immediate responses to the applicant e-mail address (thank you for your application). An e-mail is generated to the admission counselor (by region) that the contact has occurred and the admission counselor follows up with an e-mail message. All e-mails to admiss@nmu.edu receive a response from a staff member.

6. All admissions counselors receive reports of their applicants by region and have

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access to the prospect system and Banner. The Admissions staff is divided into “Follow-Up Teams” and every counselor conducts regular follow-up activities, keeps records, and reports weekly regarding their contacts. All have access to a shared network drive containing information about a calendar of follow-up communications, communication samples, cohort groups, etc. 8. Post Campus Visit—All applicant visiting through the CVP receive a thank-you postcard from the CVP assistant (NMU student tour guide) and a thank-you letter from the counselor with whom they met.

Parents: Northern Michigan University is very interested in what parents think about our programs, our environment, our services and our faculty and staff. To that end, the Office of Institutional Research surveys parents every academic year to find out what parents actually perceive about us. We ask parents to describe our institutional strengths, as well as our weaknesses. We have learned that the most frequently cited weaknesses have to do with distance, climate, programs we don’t offer, and sometimes the desire to attend a more prestigious institution.

Four other programs are worthy of note. First, during orientation, we hold events in which we do information exchanges and ask parents their opinions and views. Second,

the Financial Aid staff go out into Upper Peninsula school districts and share information regarding aid and scholarships for potential students. Third, we send out a survey to the parents of students who were admitted but who chose not to attend. We want to learn from those parents what we do well and what we could improve. Fourth, the President sends out the Parent Partnership newsletter to parents of students attending Northern and to prospective students’ parents. Thus, we have four successful processes in place for sharing information and discerning parents’ needs and expectations.

Alumni: Most of all, alumni want to feel connected, and NMU has been making an even bigger effort in the past few years to create that connection. Alumni expect the NMU Alumni Association to be both a personal and a professional resource at different times in their lives, and perhaps most importantly, that the Alumni Association will meet the needs of both young and old alumni, providing information on University matters regardless of the graduation date. Alumni are kept informed and up-to-date on what is happening on campus, in the local community and nationally. Board of Trustees: Short-term: Periodic e-mail updates from the President cover issues and events that affect the university. Updates are sent on an "as needed" basis rather than on a prescribed schedule. Generally, they are sent about once a month. The purpose of this process is to avoid Trustees being “surprised” by internal or external community members or the media when University issues and events become news items. The effectiveness of this communication strategy is proven when Trustees are contacted about issues and are already prepared with information from the President.

Long-term: Trustees receive several internal and external publications including: 1) CAMPUS, the internal monthly newsletter for faculty and staff; 2) Community Connection, the external electronic newsletter for members of the outside community; 3) Parent Partnership, the external electronic newsletter for parents of current and prospective students; 4) Horizons, the printed magazine for alumni and friends of the university; 5) The North Wind, NMU’s student newspaper; 6) newsletters from several of our colleges; 7) The Mining Journal, Marquette’s daily newspaper; and 8) selected University press releases about new hires for upper level positions and news items of particular interest to Trustees, such as legislative issues. This practice keeps Trustees informed about what is happening on campus and in the surrounding community. Six of our eight trustees live outside of the immediate community and five of those six live in

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the Lower Peninsula of Michigan. Providing ongoing information via these publications keeps them in touch with the University and the community from a distance.

On-going: Trustees are encouraged to communicate directly with the President and the Board Secretary when they have questions or concerns about the University. Daily contact via e-mail and/or telephone is not uncommon between individual trustees and the President or Board Secretary.

Community: Northern Michigan University is very closely tied to the local community, so we involve the community in a variety of ways. We have programs that bring in community members to advise our curriculum, particularly in the technical, associate and diploma programs. In our automotive servicing program, for example, there is a board (made up of members of the faculty and community) that meets to discuss what a service technician

needs to know in order to be able to function effectively in a service position. We have regional skills alliances where industry, public service organizations and the University meet to discuss community and business needs. An example would the beginning of a

major alliance with Marquette General Hospital. We also offer a wide variety of student internships throughout the greater Marquette community. We bring to the community fine and performing arts and cultural opportunities.

Employers: Our JOBSearch Center has created a mechanism for advertising available positions with specific companies. An electronic job notification email list, currently with 1,064 subscribers, means vacancy notices are routinely and expeditiously sent out on behalf of recruiting employers. In addition, JOBSearch has developed an in-house, Online Resume System and marketed this service to students and employers. As of December 16, 2005, 166 employers have signed up to use the service, 238 students have posted their resume on the system, and employers have viewed resumes over 475 times. JOBSearch has partnered with NMU Audio Visual Services to promote the use of distance video interviewing, has increased the number of private interview rooms since its relocation to the C.B. Hedgcock Student Services Building, and has nearly doubled participation in its summer job fair each year since 2002. JOBSearch started this program in 2002 with 220 students and hosted over 400 in 2005. Legislators: Short Term: It is a key component of our strategy to communicate the budgetary needs of NMU to key appropriations members. We assure legislators that we are using the appropriated dollars in manner as prescribed in legislation as efficiently and effectively as we can, and that we are attempting to keep tuition as low as possible, while maintaining to high quality academic programs. Long Term: We aim to let legislators know that NMU and the other 14 state universities need to more directly involve themselves in the economic priorities of the state. For instance, we seek to increase graduates in areas of expertise where state is seeking economic development, fields such as nursing, the sciences, engineering, life sciences, and software/technology/computer sciences. We are also committed to increased retention and graduation rates and shortening the time it takes to earn a Bachelor’s degree. These are all frequently cited legislative goals. We have evidence that we are successful. We have worked diligently to lower

administrative costs and are clearly the most productive faculty and staff in the Michigan public university system.

Financial Contributors: Donors want to know that their gifts are being utilized appropriately and in accordance with their wishes. In addition, they want to see the impact of their gifts, want to be involved with Northern and want evidence that their gifts have made a

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difference in the lives of our students. In very practical terms, donors want acknowledgement and receipt of their gifts, documentation related to tax deductions, and recognition and thanks for their gifts. B. PROCESSES 3P1. Identifying the changing needs of student groups and selecting a course of action regarding these needs Northern Michigan University utilizes a variety of mechanisms to ensure that the changing needs of students are met. We not only rely on national surveys (like NSSE), but we also survey students routinely through our Office of Institutional Research. We also rely on our academic departments, through their own assessment and data collection programs, to help the administration determine which programs remain viable and relevant and which need to be revised and even suspended. For over a year now, we have looked at the Curriculum for the 21st Century, an initiative aimed at making sure the curriculum is as relevant as it should be for our students. In addition, we use National Academic Awards to increase the academic credentials of students and to increase the diversity of our students. The University tries to shape itself in a direct fashion, in that we find out what we need to do and make the resources available so that it can happen. Initiatives might come from the top/down, but they also come from the bottom/up. Academic service learning, for example, began in the academic departments. The previously mentioned Superior Edge Program grew from student support initiatives in leadership and community involvement. Different groups, naturally, have different needs. NMU has been committed to serving students who have unique needs. With programs like the First Year Experience, College Transitions, the Honor’s Program and Freshmen Fellows, we have demonstrated that we are committed to serving both weaker and stronger students. 3P2. Building and maintaining a relationship with students As noted in 3C2, we have an Admissions Office that works diligently to build relationships with prospective, admitted and newly enrolled students, and we have programs like the College Transitions Program, First Year Experience Program, and Freshmen Fellows, all of which contribute to building a sense of community and maintaining good relationships with our students. Most importantly, though, Northern values the success of students beyond all other considerations, and creates an environment of trust and respect for students. For example, Northern’s student government, The Associated Students of Northern Michigan University (ASNMU), has representatives on many very important University committees, including some of the following:

• President’s Council • Ethnic and Cultural Diversity

Committee • Admissions and Academic Policies

Committee • Academic Senate

• Committee on Undergraduate Programs

• Student/Faculty Judiciary • Enrollment Management Network • Parking and Traffic Committee

Additionally, faculty advisors meet with students to discuss courses, careers and schedules. So important is advising to NMU that it was declared to be one of our first three Action Projects when we joined AQIP. The student/faculty relationship is key, so quality teaching, mentoring and advising are central to the mission of the institution. In addition, forums are held throughout the academic year to inform students of changes or initiatives on campus. Our Student Affairs Division works to complement faculty contributions. Offices like Academic and Career Advisement, Housing and Residence Life, the JOBSearch Center, Financial Aid and the Dean of Students are just a few of the very important service departments on campus

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that play a role in helping to build and maintain good relationships with students. Indeed, Northern perceived the service side of our institution so important that all student services were recently moved to a newly renovated building. Students now enjoy “one stop” service. If a student visits the Registrar’s office but in actuality needs the services of Admissions, s/he is just a few steps away from getting the most informed answers to their questions. The Office of Communication plays a role in maintaining good relationships with students by mailing and emailing important information to both current and graduated students. Finally, NMU has a variety of support options for students, including the Center for Native American Studies, Diversity Student Services and Disability Services—as well as others—to help in relationship-building and to create a climate of student-centeredness. 3P3. Identifying the changing needs of key stakeholder groups and analyzing and selecting a course of action regarding these needs We identify changing needs by staying in close contact with our stakeholder groups. When we began the laptop initiative on campus, it was largely because we believed that in order for our students to be competitive in the job market, they needed to understand current technology, demonstrate an ability to use that technology and, perhaps most importantly, feel comfortable using that technology in a variety of environments. Another way that we identify changing needs is to survey employers of our students to find out if those students possess the appropriate skill-set when they enter the workplace. Some of our academic departments learn more about changing needs through a survey sent to alumni by the Office of Institutional Research. Our President’s newsletters, emails and forums allow him to learn more about changing stakeholder needs because he invites that feedback and brings that information to groups on campus. The President, Provost, Vice President for Finance and Administration and the Associate Vice President for Institutional Research belong to the President’s Council of State Universities of Michigan, a state-wide organization that meets to discuss the changing needs of stakeholders, as well as changes in higher education in general. Analyzing the needs of particular stakeholder groups is, ultimately, the responsibility of those individuals or departments on campus most closely connected to unique stakeholder groups. As needs change, proposals are made at that level to address needs and flow through the process structure noted earlier in this document. For example, recently the University approved two new majors that, even five years ago, were not perceived as a need. But due to student interest and inquiries through the Admissions Office, NMU recently approved the Forensic Biochemistry degree, an interdisciplinary program involving both the Chemistry and Criminal Justice Departments and the Accounting/Financial Planning major. 3P4. Building and maintaining a relationship with key stakeholders As described in 3P3, Northern Michigan University maintains relationships with key stakeholders by communicating with them regularly through a variety of means (including print media, technology, face-to-face meetings and surveys). Northern remains proactive by ensuring that the individuals and groups on campus responsible for communicating with those stakeholders do so and report on their findings. We also do this by acting on needs when they are brought to the attention of the administration. We have recently increased our activities with alumni, recognizing that they are a critical stakeholder group in helping us to recognize changing needs. Our alumni magazine, Horizons, has been completely restructured to provide alumni the kind of news and information they regularly request. Our alumni director created “What’s New, NMU,” an alumni email that periodically updates them on current events. NMU prides itself on maintaining relationships with external stakeholders through a variety of other ways, including some of the following:

• Community and regional boards and/or participation on NMU committees; • Close town/gown relationship with Marquette and the surrounding area; • Membership in professional organizations and state and local organizations; • Community educational opportunities;

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• Regular interaction with students’ parents through emails, newsletters, surveys and on-campus interaction with faculty and staff.

Finally, NMU holds a number of job fairs each year, not only so that students can learn more about career choices, but more importantly so that employers can let us know what is important to them. We hold Career Day, the Volunteer Expo, the Construction Job Fair, the Summer Employment Job Fair, the Upper Great Lakes Job Fair, the Teacher Job Fair, and general job fairs during Freshmen Orientation for new students looking for local work. These events are spread throughout the academic year and constitute yet one more way Northern Michigan University maintains a relationship with key stakeholders. 3P5. Determining if new student and stakeholder groups should be addressed within NMU’s educational offerings and services The identification of new learner groups is a joint function of the faculty and administration at Northern Michigan University. We use market research, trend data, assessment data, student forums, input from student government and other mechanisms to identify these groups. Because we maintain a close relationship with our key stakeholders, we learn from them how our educational offerings might evolve to meet needs and respond to change. This is addressed in greater detail in Criterion 8. 3P6. Collecting complaint information from students and other stakeholders and analyzing this feedback both in a formative and summative manner Theoretically, complaint information could be “collected” by any employee on campus; however, there are specific mechanisms at Northern for students and other stakeholders to air their concerns and complaints. First, the Dean of Students office collects complaint information related to conduct issues on and off campus. Complaints in writing are dealt with according to NMU’s Student Code of Conduct, and general complaints are filtered and forwarded to appropriate departments. The Department of Public Safety also receives complaint information and acts promptly and appropriately, particularly when the complaint is in reference to illegal activities. Both the Provost and President receive complaint information from a variety of sources, and always promptly respond to the complaint or forward the complaint to the appropriate department. Most complaints are resolved by those individuals who are responsible for particular divisions: department heads, directors, and others responsible for customer service. In addition, our newly hired Equal Opportunity specialist is holding training in April 2006 so that every employee on campus knows how to report workplace concerns, harassment issues and discrimination. Complaints related to financial aid, tuition, grade appeals, etc. are addressed in documents made available to students and stakeholders in both print and electronic format. Northern makes every effort to deal with all complaints in a timely and responsible manner. 3P7. Determining student and other stakeholder satisfaction Northern Michigan University, as noted throughout this document, regularly solicits feedback from students and stakeholders and carefully considers their satisfaction when making changes to our curriculum and services. Student data comes directly from end-of-semester faculty evaluations, alumni surveys and the National Survey of Student Engagement. The Office of Institutional Research disseminates this information to key groups on campus so that everyone can be involved in the discussion of student satisfaction with courses and services. We measure enrollments, retention and graduation rates as another direct measure of student satisfaction. We also conduct the NSSE survey every three years. We also believe that some of our recent initiatives on campus demonstrate student and stakeholder satisfaction with our programs and services. Our laptop initiative not only changed the way we function as an institution, but it also caught the attention of parents eager to send their children to an environment that is up-to-date technologically. Academic departments at NMU refine and update the curriculum to offer students the most current courses possible. As noted earlier, the new major in Forensic Biochemistry is a

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good example of the curriculum shifting with the times in an effort to satisfy both students and stakeholders. In addition, we contact recent graduates to determine whether or not they were successful in finding a job. We contact employers to find out how satisfied they are with the quality of Northern graduates. NMU’s overall enrollment continues to grow because the programs, services and academic offerings attract more and better-qualified students, testimony to the satisfaction students and other stakeholders. C. RESULTS 3R1. NMU’s results for student satisfaction with its performance To ensure satisfaction, NMU has implemented a variety of student surveys, in addition to end-of-the-semester faculty evaluations. Those evaluations are a contractual obligation for faculty and are included in each yearly departmental evaluation, as well as in promotion/tenure documents. In addition, we administer the National Survey of Student Engagement. Other recent surveys include some of the following:

• Effectiveness of academic advising; • Diversity on campus; • Effectiveness of the Liberal Studies Program; • Individual service department—exit surveys.

The Office of Institutional Research systematically monitors standard indicators of performance, retention and graduation. In addition, this office works with individual academic, administrative and student support departments to help them carry out their assessment plans. For many academic departments, an alumni survey is conducted on an annual on biannual schedule. The objectives of this survey are to gather graduates’ perceptions about the quality and currency of the curriculum which they studied and the effectiveness of the teaching and advising that they received in their major department. In addition, information is derived about whether the individual is currently employed in their chosen field, how long it took to find their first position, their starting salary and other important placement-related questions. As a result of an institutional commitment to provide extensive academic and student support services, the key success indicators of academic performance, retention and graduation have all shown a slow and steady positive trend over the past decade. Special subpopulations, such as freshmen admitted on probation or those enrolled in special, intensive support programs are separately aggregated and intensely monitored. Similar to the overall freshman student population, the performance and retention of these special groups has continued to increase. These efforts are costly both in terms of time and dollars but have clearly increased the probability of success for many freshmen who have been admitted in a high “academic risk” category.

3R2. NMU’s results for the building of relationships with its students Many of the previously described student support programs are purposefully designed to build a sense of belonging for those students without a previous tradition of academic success. All of these support programs require students to work closely and intensely with an advisor, often require their students to sign performance contracts, and prescribe activities which encourage participants to become more involved in the University community. As success has increased for these cohorts of students, we have seen greater bonding of these individuals with their peers and to the University. In fact, we have seen evidence that students will ladder from entry level or technical programs into associate and baccalaureate programs once they realize that they have the ability and drive to succeed. Perhaps the clearest example of this successful bonding of students to the University community is through the First Year Experience program (FYE). Established in Fall 1995 with ten course sections and 165 students, the program now involves 55 course sections and 919 new freshmen, over 52% of the Fall 2005 new freshman cohort. The FYE program blends a structure set of activities which support the academic and social integration of the student into the broader University community. It helps students to form support,

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study and social groups and it has been repetitively documented that it helps increase academic performance and retention by 5 to 7% . FYE graduate survey results have shown that as students graduate and enter the working world, they increasingly realize the benefits of the program. 3R3. NMU’s results for stakeholder satisfaction with its performance The levels of satisfaction of the various constituencies who make up our stakeholders are more difficult to assess formally. Through employer surveys conducted by professional programs such as Education and Nursing, we do receive feedback on the strengths and weaknesses of our graduates. In programs with community or business advisory groups, such as electrical and mechanical technology programs, we do receive advice on techniques and strategies to maintain the currency of the curriculum. Community members, area business contacts, Board of Trustee members, parents and other interested parties are informed by the President’s electronic newsletters which reach a large and diverse audience. These newsletters serve as a conduit for feedback from the various constituencies that we strive to reach. 3R4. NMU’s results for the building of relationships with its key stakeholders The growing popularity of the President’s electronic newsletters provides clear support that the communication outreach efforts of the University are becoming increasingly successful. Parents and community partners must sign up to join the newsletters and can drop off the lists at any time. Current membership of the Parent Partnership newsletter is about 6,000, while the membership of the Community Connection is about 600. These figures have tripled since the onset of these programs. Another communication venue is through the alumni electronic newsletter which has skyrocketed from zero to a membership list of over 8,000 subscribers. Both of these communication channels enable recipients to e- mail their comments, complements, criticisms and complaints to a dedicated University mail site. Each of the messages is read and is forwarded to the appropriate office or person for a response. In fact, feedback to the President is sent to directly to NMUPRES@nmu.edu. These messages are taken seriously and are an important component of the University’s efforts towards continuous improvement. 3R5. Comparing NMU’s results with the results of other higher education institutions outside the education community Comparative data are simply not available except for broad cohort-based retention and graduation rates. NMU’s current 3rd semester retention figures and six year graduation rates are about the middle of the range among the ten Michigan public comprehensive Universities. National data for public comprehensive Universities show results on a level comparable to that for NMU. This is considered to be a very positive outcome given the large number and relatively high percent of new freshmen who are admitted to NMU at academic risk. D. IMPROVEMENT 3I1. Improving NMU’s current processes and systems for understanding the needs of its key student and other stakeholder groups Students: Students need available courses so that they can graduate in a timely manner, appropriate technology, credentialed and competent faculty, and the appropriate student support services. We strive to do all of this well, and have assessment processes in place to ensure that we are improving. For example, we assess yearly both our academic and service departments on campus. Assessment plans and reports are vital for both sides of the institution, and we learn, from reviewing these documents, how departments are making important changes based on what they learn. For example, our campus health center began tracking diabetes management for the clinic as a whole as opposed to individual patients and, in the yearly report, likened the process to something similar to quality control plans much touted in the medical business these days. The Chief of Staff praised the AQIP process (Action Project) for jump-starting the program.

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We also do alumni surveys so that we can improve, and we gather feedback from community advisory boards when appropriate. When something happens that isn’t readily explainable—for instance, our enrollments drop—we find out why because we actively track application, admission and enrollment data. If patterns of performance data changes for a specific demographic on campus, we send that data to the appropriate

groups so that they can act on it. It’s a form of intervention that has ties to both recruitment and retention.

Other Stakeholders: Constituencies beyond students want and need timely and accurate information, and we provide it. If parents are concerned about something, we can show them the data and help them find assistance through our academic and service departments. In fact, a good deal of the data we collect is available to our other stakeholders on the web, including performance retention and graduation data. 3I2. Setting targets for improvement and communicating priorities Targets and improvement priorities are identified through the President’s Council, the Academic Cabinet, the Educational Policies Committee and through an emerging strategic planning process. Two priorities, as noted earlier in this document, are the Internationalization Initiative and the Superior Edge Initiative. We communicate these priorities to students and stakeholders on our website, through electronic newsletters, in our student newspaper and in our alumni publications. To improve communications, we conducted an “audit” of every piece of communication on campus approximately three years ago, the goal being a standardized communication process. Now, all departments follow a common format and the Communications Office approves materials before they are sent out to stakeholders. Our strengths in technology have enabled us to improve our communications, and have enabled us to make available (via the web) information regarding our initiatives, projects and AQIP Action Projects. AQIP CRITERION 4: VALUING PEOPLE

A. CONTEXT FOR ANALYSIS 4C1. Organizing the work environment to strengthen NMU’s focus on student learning and development The general staffing chart, Figure D in the Institutional Overview, offers a broad look at the employee structure at NMU. Northern Michigan University is a public, non-system institution, with the President as head and the Provost as chief academic officer. The University has three divisions: President, Academic Affairs and Finance and Administration. Northern’s three colleges (Arts and Sciences, Professional Studies, and Business), along with the Graduate College, house 25 academic departments. Other major administrative areas include Student Services and Enrollment, Continuing Education and Sponsored Programs, Alumni Relations and Facilities and Grounds. Currently NMU employs 305 full-time faculty and 125 part-time faculty. The majority of faculty are represented by the American Association of University Professors (AAUP). Faculty, primarily in the technology and applied sciences area, are represented by the Michigan Education Association (MEA). NMU employs 599 full-time staff members and 12 part-time staff members, personnel represented by the UAW (two different groups) and the American Federation of State, County and Municipal Employees (AFSCME). In addition, NMU employs 97 graduate assistants, who are additional part-time employees. We try to hire the best people possible and set salaries appropriately, based on market research.

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4C2. Key institutional and geographic factors that determine how NMU addresses the work environment For NMU, location is a factor in some hiring decisions because of the market available here in the Upper Peninsula. We classify positions based on where we’re doing a search for the position; some are local searches and some are national searches. For our administrative professional positions, we try to promote internally. As for part-time employees, we do have a few part-time staff positions and we use adjuncts in the classroom. The percentage of part-time faculty, including graduate assistants, is very low—fewer than 30% of our faculty are adjuncts. We do also employ work study and student workers, as well independent contractors when a specific job calls for one. 4C3. Demographic trends NMU analyzes as it looks at workforce needs over the next decade NMU’s employee turnover is approximately five percent per year, largely due to retirements. As for our workforce needs, Northern is very proactive in identifying something new and then hiring the person or people who have the expertise to make that new program work on campus. When we introduced the laptop initiative, we hired people to provide training to the faculty, to maintain the software and to staff our Help Desk. We have decided to turn our collective attention to bringing more grants to the campus, so we recently hired an experienced grant writer. We plan to integrate internationalization into the curriculum, so a future hire will likely be someone with previous experience in international affairs. We do also have as a goal a more diverse workforce. Because we are a remote location, we have had some difficulty in attracting and retaining diverse faculty and staff. Diversity remains an important goal for the future. 4C4. Key faculty, staff, and administrative training initiatives NMU is currently undertaking or planning to implement in the near future We have undertaken a number of training initiatives recently including computer skills classes, Web CT classes for faculty, diversity training (Diversity Institute), and we are considering workshops on management training. Workshops are provided before the beginning of each semester on computer-related applications for educational purposes. The Center for Instructional Technology in Education (CITE) provides 33 hours of training opportunity and support each week to the faculty. Perhaps most importantly, however, we are launching a series of Equal Opportunity training sessions. We recently hired a new Equal Opportunity specialist who is planning anti-discrimination training and sexual harassment workshops for early April 2006. These workshops will also look at workplace violence and the Right to Know legislation, will be offered to faculty, staff and some student employees and will be done in conjunction with Public Safety. Our EO specialist will cover the sexual harassment policy, EO/AA policies (anti-discrimination provisions), teaching policies, and the legal underpinnings of those policies. The goal is not only to inform all employees, but to focus also on the internal complaint procedure at NMU. We have not offered EO training since 2000, so this is an important step for the institution. Additionally, when we complete our Affirmative Action plan for 2006, there will be numerous “brown bag” lunches offered to update people on the AA plan. Public Safety has also increased training exponentially with the hiring of a safety specialist. Recent sessions have included the following topics:

• Asbestos Awareness Training • Ladder/Scaffolding Training • Confined Space Awareness Training • Confined Space Permit to Entry Training

• Gantry Crane Training • Forklift Training • Fall Protection Training • Blood Borne Pathogens

Northern Michigan University is committed to ongoing, quality training for both faculty and staff.

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B. PROCESSES 4P1. Identifying the specific credentials, skills, and values required for faculty, staff, and administrators When we prepare to hire a new employee, we take a careful look at specific job skills and specific minimum skills. We use search committees who follow the Search/Screen Procedure when hiring new employees—both faculty and staff with only slight variations. A new position announcement/ advertisement is drafted and includes rank/employee classification and minimum qualifications and credentials. The advertising packet is submitted to the dean or supervisor for approval, and materials are then approved by the Equal Opportunity (EO) specialist to ensure diversity of ad media. From there, the Vice President/Associate Vice President of a given division approves the packet, and the EO specialist forwards Self Disclosure forms for mailing. Search committees are then ready to develop a clear set of selection criteria for evaluating applicants. After applications are collected, the search committee applies the stated criteria to the applicant pool and develops a list of semi-finalists. Search committees must keep careful notes on applicants who do not meet the stated criteria. At this point, search committees may contact references and conduct telephone interviews. Typically, search committees submit three finalists for on-campus interviews. Depending on the nature of the position, some candidates (faculty, for instance) receive information folders containing materials related to NMU and the local community. When candidates do arrive on campus, they meet with a variety of individuals (supervisors, potential colleagues and others). A formal feedback mechanism (preferably in written form) is provided to everyone who interacts with a candidate. The search committee, when the interviews are concluded, provides a list of acceptable and unacceptable candidates to the direct supervisor. Finally, the department must complete the final Affirmative Action Report. They may then make an offer to a candidate. 4P2. Recruiting, hiring and retaining employees at NMU As noted in 4P1, search committees follow specific guidelines in recruiting and hiring employees. Northern offers compensation packages in accordance with the local and national markets and offers very competitive benefits to employees. Because of this and because the Marquette area is an affordable and family-friendly location, we do an excellent job retaining our employees. Departmental needs and changes in curriculum help us to plan for changes in our personnel. We provide a full day of orientation activities for new faculty and graduate teaching assistants, covering some of the following topics:

• Welcomes from the President, Provost and other leaders • Student demographics • Expectations of faculty • Services available to faculty • Professional and community service at NMU

In addition, faculty are required to attend follow-up sessions that deal with the following topics:

• Student retention and support services; • Diversity and international perspectives in the classroom; • Faculty evaluation as guided by the faculty contracts.

Northern also conducts orientation activities for new staff members via an online orientation tutorial that provides staff members with information about some of the following topics:

• Work schedules • Holidays

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• Work groups • Sexual harassment • Confidentiality

• Campus tour • Organizational structure

When staff members have concluded the online orientation tutorial, they attend a four-hour reception (held several times during the year) to learn more about the institution. 4P3. NMU’s work processes and ethical practices Northern very clearly states in its Shared Visions/Shared Expectations document, online and in hard copy, that high performance and innovation is expected of all employees. The following list represents some of expectations of employees at Northern:

• Promote respect for cultural diversity and for the existing and potential strengths of individuals; • Develop competence in its members to function in a diverse and global society; • Contribute significantly to the cultural and economic environment of its region; • Operate with a shared governance that is the hallmark of a vibrant university; • Stress ethical standards in the treatment of all members of the University community.

In addition, NMU values the advances of any part of the University because they contribute to the well-being of the whole. To that end, NMU offers awards to both faculty and staff for excellent work and awards both faculty and staff for the innovative use of technology (TLC Awards). Our Shared Expectations document concludes by noting the following:

• Model ethical behavior in all of its policies, practices, and programs; • Communicate clearly and apply fairly all rules, policies, and practices; • Encourage academic honesty and other ethical behavior; • Guarantee and model freedom of expression; • Provide a safe, clean, friendly, and civil environment, free of harassment and discrimination.

We communicate very effectively through email, our NMU web site, and MyNMU, a pipeline for faculty and staff to learn of initiatives, take surveys and receive important messages. Ethical practices are ensured through policies that govern faculty, staff, administrators and students. For example, we have policies for students that hold them accountable for academic dishonesty and classroom disruptions. For faculty and staff, we have union contracts that address issues like grievances, pay, benefits, etc. Human Resources policies and AA/EO policies ensure ethical practices in hiring and evaluation. For those administrators not in a union, the Employee handbook covers similar policies. 4P4. Training and developing all faculty, staff and administrators to contribute fully and effectively throughout their careers At NMU, faculty are encouraged to remain professionally active in their fields, and faculty are rewarded for their contributions to the field through the Excellence in Teaching Award, Excellence in Professional Development Award and the Distinguished Faculty Award, all given yearly (with three awards typically given in each category). These awards are accompanied by a check for $1,000 for each recipient. Staff awards are also given, as are awards (to faculty, staff and students) for the best use of technology on campus. In this way, the institution routinely recognizes the importance of producing excellent work and of remaining effective throughout one’s career span. Expectations for excellence are described in faculty and staff contracts, and employees—whether faculty or staff—are expected to adhere to those contracts. In addition, we allow (and encourage) our full-time employees (faculty and staff) to take courses for free at Northern because we want to encourage life-long learning. We believe this benefit, listed in union contracts, reinforces that commitment. We also encourage employees to attend external events when relevant, such as conferences, workshops and seminars. Finally, we believe that our decision to become an AQIP institution also reinforces our desire to promote continuous quality improvement on a regular basis.

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All AQIP documents, communications and updates are on our AQIP web page, available for all employees to read. Also, regular email updates (AQIP@nmu.edu) allow employees to see how AQIP has become part of the fabric of our campus. 4P5. Determining training needs and aligning training with plans addressed in Criterion 8, Planning Continuous Improvement We determine our training needs through a variety of mechanisms. We use survey data to determine where we might be stronger. For example, we did a diversity survey in 2004 that helped us to determine the extent of need for diversity training. That information fed into our decision to hold the Diversity Institute for faculty, staff and students in Fall 2005. Additionally, we look to some of our key groups on campus for advice on training needs. Through President’s Council, Academic Cabinet, the Educational Policies Committee and the Academic Senate, we are able to determine specific needs on campus and address them. For example, NMU is interested in offering more of its courses online, for both students on and off campus. Through discussions that occurred during meetings of the aforementioned groups, we determined that some faculty were reluctant to try online courses because there was a perceived lack of support. We have increased that support, as noted earlier. The Center for Instructional Technology in Education (CITE) provides 33 hours of training opportunity and support each week to the faculty. Certainly, completing our Action Projects and this Systems Portfolio have provided us an opportunity to look at where we might become stronger in the future and what sorts of training initiatives will help that to become a reality. We are committed to continuous quality improvement and believe that the AQIP principles of high performing institutions not only reflect our core values, but also help us to focus on our teaching and our other distinctive objectives (like the Internationalization Initiative and the Superior Edge Initiative). 4P6. NMU’s personnel evaluation system and how this system aligns with its objectives in Criterion 1, Helping Students Learn, and in Criterion 2, Accomplishing Other Distinctive Objectives Faculty: Faculty are evaluated according to two union contracts: American Association of

University Professors (AAUP) and the Michigan Education Association (MEA). The specific guidelines for evaluation apart from the tenure/promotion process follow this timeline. All faculty, except full professors, are evaluated yearly. Full professors are evaluated every three years.

February 1: The faculty member submits the evaluation to the departmental evaluation committee. April 1: The departmental evaluation committee submits the evaluation to the department head. April 30: The department head submits the departmental evaluations together with a statement of concurrence or nonconcurrence to the faculty member for review and comment. May 15: The faculty member submits the signed evaluation to the department head with comments as appropriate. May 20: The department head submits the faculty evaluations to the dean.

June 30: The dean signs the faculty evaluations and submits comments, if any, to the faculty member.

September 15: The faculty member may respond to any comments made by the dean. Should the faculty member, evaluation committee, department head, or dean fail to adhere to the preceding schedule, the process shall proceed to the next step unless an extension is granted by the administrator or committee at the next step. Failure to receive the appropriate evaluation materials will be noted in writing in the next evaluator's statement and become part of the cumulative record for promotion and tenure.

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Part of the evaluation process also includes student evaluations that are filled out and carried by a student or another faculty member to each department’s secretary, ensuring the integrity of the responses. Faculty are evaluated on the three key areas of importance to NMU: teaching, professional development and service. Emphasis on these three areas helps us to understand how effectively faculty are helping students learn and how systematically faculty accomplishing other distinctive objectives (like publishing and/or serving on local and national committees).

Other Employee Groups: The President is evaluated by the Executive Committee of the Board of Trustees. Other

employee groups, such Administrative Professionals and senior Administrators submit yearly self-evaluations to their direct supervisors. They then meet to discuss the evaluation, another is created to reflect both employee points and supervisory issues, and the employee signs off on the evaluation. Clerical/Technical employees (UAW) and employees in the American Federation of State, County and Municipal Employees (AFSCME) are evaluated directly by supervisors.

4P7. Aligning recognition, reward, and compensation systems with objectives in Criterion 1, Helping Students Learn, and In Criterion 2, Accomplishing Other Distinctive Objectives Recognition Northern Michigan University awards faculty, staff and students in a variety of areas. Each year, up to three faculty are granted the Excellence in Teaching Award, the Excellence in Professional Development Award and the Distinguished Faculty Award. All of these awards include both a plaque and $1,000. Further, faculty, staff and students are recognized each year for excellent and innovative use of technology—the TLC Award. Recently, NMU implemented two staff awards: Excellence in Service (ranging from one up to eight individuals) and the Excellence in Team Service Award. Recipients of the Excellence in Service Award also receive $1,000 and recipients of the Excellence in Team Service Award, regardless of the size of the team, each receive a $40 voucher for dinner and a certificate. Benefits Full-time employees of NMU receive a complete and comprehensive benefits package that is thorough and comprehensive. The following list demonstrates how NMU values its faculty and staff by providing the following coverage:

• Hospitalization/Medical Coverage • Retirement • Dental and Vision Coverage • Life Insurance • Sick Leave • Annual Leave (vacation) • Family Care Leave • Paid Holidays • Personal Leave

• Short-Term and Long-Term Disability • Tuition Scholarship for Faculty/ Staff,

Spouse and Dependents • Funeral Leave • Recreation Membership • Bookstore Discount • Flexible Spending Accounts • Same Sex Domestic Partner Benefits • Parking and Library Privileges

Northern feels that its benefits package is extremely attractive to new employees and demonstrates an institutional commitment to valuing people.

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4P8. Determining and analyzing key issues related to the motivation of faculty, staff, and administrators Employees can raise issues through their union, through their direct supervisor or, when necessary, through direct channels to the administration. Northern joined AQIP because it believes in not only continuous quality improvement, but in the satisfaction and motivation of all employees on campus. Campus forums, discussion groups, and surveys (such a recent Human Resources survey for all employees) demonstrate this commitment to valuing people. Another example of motivation on campus is the response of both faculty and staff to become involved in new initiatives, like Internationalization and the Superior Edge. The explosion of ideas that has resulted from these initiatives testifies to the enthusiasm and energy of employees on campus. Additionally, the faculty Senate on campus has been very active in bringing back to academic departments key concerns, initiatives and plans for the future. The campus is currently looking at topics such as student advising (an Action Project), revisions to the Liberal Studies requirements, service learning and increased technology to aid students in matriculating in a timely manner. 4P9. Evaluating employee satisfaction, health and safety, and well-being at NMU All departments on campus, including service and academic, must create an assessment plan and report on that plan each year. Those assessment plans have proved very useful in determining issues related to satisfaction and well-being. In addition, the recent survey of Human Resources is currently assessing employee satisfaction, specific services and benefits. NMU offers activities throughout the academic year that contribute to the health and well-being of employees, including special wellness seminars and a recreation membership. Safety training, as noted earlier in 4C4, is offered regularly. 4P10. Measures of valuing people that NMU collects and analyzes regularly As noted earlier in 4P7, Northern Michigan University has an extensive set of recognitions for faculty and staff. NMU has recently added a Celebration of Scholarship in December at which time we celebrate excellent scholarly work and innovation on campus. This well-attended event includes poster board displays of faculty accomplishments, including publications, presentation, seminars and other creative activities. As noted earlier, we have two new staff awards to honor our outstanding support staff. We also survey our employees with some regularity to learn where we might improve in valuing people. C. RESULTS 4R1. NMU’s results in valuing people Because we regularly recognize our faculty and staff, both groups feel a sense of accomplishment and, thus, commitment to the institution. When up to three faculty each year are awarded $1,000 each for professional development, they are obviously re-energized to continue their research and scholarship. When up to three faculty are recognized for their excellent teaching with $1,000 each, they bring an even greater passion to their teaching. When a member of the staff receives an award for the innovative use of technology in the workplace, that person is motivated to go back to the job and continue working toward new goals. These are just a few of the many examples of “results” in valuing people. In the meantime, others are motivated to earn the recognition they’ve seen their colleagues receive. It is a healthy cycle here at Northern. As noted in 4P7, we offer a variety of awards and recognitions to faculty and staff, and we see the results every day in the quality of our employees, both in the classroom and in the office. The degree to which we reward, recognize and motivate innovation is the degree to which we benefit as an institution.

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4R2. NMU’s results in processes associated with valuing people Perhaps the two most important results in valuing people are a) the retention of our current employees and b) our ability to attract new faculty and staff. As noted earlier, we lose only about five percent of our employee base each year, and the vast majority of those are due to retirements. Employees stay at Northern Michigan University for a variety of reasons: excellent benefits, competitive salaries, reward and recognition programs and the all-important X-factor—the environment. The Upper Peninsula of Michigan is a unique place, naturally beautiful, economically reasonable, and very well situated for people planning to raise a family. We are able to attract new employees for many of the same reasons we are able to retain employees. But in addition to those reasons, we have a system in place (noted earlier) that ensures we screen employees so the very best candidates rise to the top. When we hire those employees (noted earlier), we provide them with solid orientation activities—both faculty and staff. 4R3. Evidence indicating the productivity and effectiveness of NMU’s faculty, staff, and administrators Routine evaluation of faculty, staff and administrators provides us the evidence necessary to ensure productivity and effectiveness. The evaluation processes, noted in 4P6, articulates the ways in which NMU measures the competence and capabilities of all employment groups. In addition, the Office of Institutional Research provides the University data on the productivity of faculty relative to student credit hours and relative to the service component each academic department offers the institution. In comparison to the other 14 public institutions in Michigan, NMU is among the most productive based on data provided by the state (Integrated Post Secondary Educational Data Systems). 4R4. How NMU’s results compare with the results of other higher education institutions We measure productivity, carefully evaluate our employees at the departmental level, reward and recognize those employees and demonstrate regularly that we value the employees of NMU. It would be very difficult to compare the level of satisfaction Northern employees feel to the satisfaction levels of employees at comparable institutions due to the relative subjectivity of this criterion. We do offer comparative data based on SCH/FTETF, but that is a measure of classroom productivity rather than a measure of the overall well-being of employees. Most of the comparative data collected by the Office of Institutional Research is based on the other public universities in Michigan and is focused largely on state appropriation, student credit hour production, faculty productivity, and costs per credit hour. D. IMPROVEMENT 4I1. How NMU improves its current processes and systems for valuing people We improve our processes for valuing people by noting what we might have inadvertently omitted when we created our reward and recognition structures. For example, for some years, our faculty award structure was largely limited to the Distinguished Faculty Award, an award that recognized excellence over the course of an entire career. As the administration thought more about what faculty actually do in preparing their classes and developing professionally, we created the Excellence in Teaching and Excellence in Professional Development Awards as ways of acknowledging the good work that happens throughout a faculty member’s career. We realized, also, that we needed to reward our excellent staff here at Northern, so we created both the Excellence in Individual and Team Staff Awards. As our support staff is also extremely important to the mission of the University, rewarding them made good sense.

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4I2. Setting targets for improvement and communicating priorities Northern Michigan University tries always to value its people and does most of its communicating electronically—via email and electronic newsletters. Whenever departments or individuals achieve innovation that is worthy of campus-wide recognition, it is widely disseminated. Indeed, when awards are given, a special celebration occurs, and the faculty community is invited to attend. At our opening convocation each year, President Wong reminds attendees of the previous year’s recipients of specific awards. During our Celebration of Scholarship, faculty and students are encouraged to attend to learn of the accomplishments of others on campus. Administrative leaders, obviously, set all high-level targets for the future, but all employees set goals through their yearly evaluations. Many departments cull from those evaluations the “highlights” of the past year and create electronic newsletters to share with other members of the department. Our weekly electronic publication Campus is also a place where faculty, staff and student accomplishments are noted. Because these publications are linked off our web site (www.nmu.edu), the public has ready access to how we communicate and how we value our employees. AQIP CRITERION 5: LEADING AND COMMUNICATING

A. CONTEXT FOR ANALYSIS 5C1. NMU’s leadership and communication systems The leadership structure of Northern Michigan University is similar to the structure of most regional state universities. Leadership begins with President Leslie Wong, followed by Provost and Vice President for Academic Affairs, Fred Joyal, and Vice President for Finance and Administration, Michael Roy. Senior leadership communicates openly with the campus, largely through University Forums, the President’s newsletters, President’s Council, and the Provost’s interaction on the Academic Senate, the Educational Policies Committee and the Deans/Department Heads/Directors Committee. Please note that this is just a sampling of our communication structure. Our Office of Communications also regularly reaches the campus community through press releases, emails, two electronic newsletters to other campus constituencies (Campus Connection and Parent Partnership), and our electronic publication, Campus. We have a wide variety of committees on campus, populated by faculty, staff and student representatives. For a more complete look at the leadership structure, please refer to Appendix A at the end of this document. 5C2. Ensuring that NMU’s leadership system aligns with the practices and view of its board, and senior leaders Just as noted in Criterion 4, we ensure alignment through regular communication (see 5C1), observation and evaluation. The communication structure is very dense, with many committees which have overlapping memberships. The President’s Council includes direct reports to President Wong as well as to the vice presidents. President’s Council members are then involved in additional meetings and communication threads. More specifically, academic departments and other unit bylaws must contain “local” mission statements. These departmental/unit mission statements organize and direct local operations, thus ensuring alignment. Resonance with the university mission is commonly understood and accomplished. The expectation is to allow local control within the scope and guidance of the university’s mission and established procedures. Consistency in approach and resolution is a constant theme of President’s Council discussion. To promote consistency, the university exploits our ubiquitous technology environment by placing all institutional documents on the web for review by all employees. Unit missions are reviewed by upper administration as to their resonance with the university mission and vision statements. Examination of the university website shows clearly local mission statements up to and including the Office of the President and the University’s Board of Trustees.

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5C3. NMU’s institutional values and expectations regarding ethics and equity, social responsibilities, and community service and involvement The University’s document, Shared Vision—Shared Expectation, (available on the web at http://www.nmu.edu/president/visions.htm) specifies the expectations of employees, students and the general campus community with regard to ethics, equity, social responsibilities and community service. Within that document are the following points related to ethics and equity: INTEGRITY

The University will:

• Model ethical behavior in all of its policies, practices, and programs. • Honestly describe its programs, services, and facilities to prospective students and others with

whom it conducts business. • Communicate clearly and apply fairly all rules, policies and practices. • Encourage academic honesty and other ethical behavior. • Offer good value for the student's dollars spent, keeping tuition, required fees, room and

board, and other costs within the lower quarter of Michigan public universities.

Students will be expected to:

• Behave in a manner consistent with the principles of academic honesty and other ethical behavior.

• Challenge acts of academic dishonesty and unethical behavior by members of the university community.

Additionally, the extensive use of service learning activities and volunteer services ranges across many majors. The implementation of a major University initiative, Superior Edge, will codify civic engagement by our students and faculty in the form of up to 400 hours of activities through four “Edge” programs: Leadership Edge, Diversity Edge, Citizenship Edge, and “Real World” Edge.

B. PROCESSES 5P1. Setting directions that align with NMU’s mission, vision, and values Assessing student and stakeholder needs and expectations is thoroughly discussed in Criterion 3. Northern looks especially at the formal committee structure and at specific departmental recommendations to help set directions that align with our mission, vision and values. For example, service learning is a process that came from the faculty and seemed so important at this juncture in our institutional history that we created the Superior Edge to codify civic engagement. In addition, each department head of every unit on campus holds annual reviews of unit members and this practice includes the President (the Board of Trustees); the President and his VP’s and the VP’s and their department heads. Athletics, for example, holds midyear and annual evaluation sessions between head coaches and the Athletic Director. Departmental retreats are common events where direction and involvement of stakeholders occur. 5P2. Seeking future opportunities and building and sustaining a learning environment Leaders in both the administration and in the faculty ranks are committed to the student learning process and to the advising process. Recent initiatives, noted throughout this document, along with ongoing action projects (like the Advising Review Action Project and the Assessment Action Project), demonstrate the institution’s ongoing desire to build and sustain an active learning environment. Our laptop initiative ensures that students will be prepared for the future of technology by putting in their hands, every two

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years, a new and fully up-to-date IBM Think Pad or MacIntosh computer. Perhaps most importantly, our Curriculum for the 21st Century ensures that leaders in both the administration and the faculty ranks recognize the ever-changing world in which we live and are responding accordingly. By fostering a climate of open communication and shared data systems, administrators foster a climate of cooperation and joint ventures. Clear annual goals and institutional expectations established by the President and reinforced through semester convocations, a series of community and university forums, widely distributed informational pieces (Community Connection, Parent Partnership) and regularly scheduled forums with students, the year’s theme and direction are reinforced. NMU uses the term “transparency” as a key value in our relationships with one another. We share data, share opinion, foster input and collegiality with stakeholders. In this environment, it is hard to say that information is being kept from anyone on campus. Though that perception may exist for some, it is mitigated by a spirit of openness and involvement. 5P3 and 5P4. Using information and results in decision-making processes The presence of a shared data system and a collegial system of shared governance and communication allows the institution to distribute widely the most up-to-date institutional data, initiatives, opportunities, successes and corrections. Summaries of institutional data are on the web and accessible to all NMU citizens. Our habit is to speak from this data set when it comes to initiatives, opportunities as well as threats. The state of Michigan also performs extensive “performance audits” that are intended to link up university activity with the goals and requirements of the public and the state of Michigan. There are also state and federally required compliance audits of relevant departments, including campus safety, student life, athletics that satisfy state and federal rules. Academic departments use disciplinary accreditations to guide the development and evaluation of local strategic plans. Our Office of Institutional Research makes available on the web (http://www.nmu.edu/ir/) a wide variety of statistics from which the administration and committees on campus can refer when making decisions. Importantly, NMU perceives the campus as “flat” and always endeavors to involve as many voices in the decision-making process as possible. A good case in point involves the English Department’s Writing Proficiency Exam. This exam, a timed essay required of all students graduating with a four-year degree, has existed on campus for many years. The English Department found that its usefulness was very limited in actually determining the relative proficiency of any student. With a proposal to eliminate the exam and substitute instead tougher grading standards for the required composition classes, members of the English Department began working through the committee structure all the way up to the Provost. Due to committee recommendations and a sound, logical approach to the problem, the Provost was convinced and made the decision to eliminate the exam. 5P5. Communicating between and among institutional levels Addressing downward, upward and two-way communication does not necessarily best represent the way that NMU employees communicate with each other. Instead, the University relies upon the formal committee structure, forums, electronic transmissions and hard-copy policy material to communicate across campus. The aforementioned example of the English Department Writing Proficiency Exam is an excellent example of how communication began at the departmental level, moved to the formal committee level and then finally to the senior leadership level. As well, the Academic Senate is central to communication occurring between the administration and the faculty. At each Senate meeting, faculty representatives are encouraged to take the material covered back to their home departments and communicate with colleagues.

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5P6. Communicating NMU’s shared mission, vision, values and high performance expectations regarding institutional directions, opportunities, responsibilities, and involvement Leaders communicate all of this through periodic formal communications, electronic communication (email and web announcements), campus-wide meetings (such as convocation and University forums) and through periodic operational meetings (such as strategic planning meetings and presidential retreats). Announcements are also posted on the campus calendar and on Northern’s “pipeline”—MyNMU (a secure web site for all faculty, staff and students). Though NMU is a laptop institution, information that is very important is also circulated in hard-copy. For example, when we wanted to make sure that all employees participated in Campus Conversation Day, we not only contacted all of them electronically, but we had hand-delivered to every mailbox on campus a hard-copy of the details of the day. 5P7. Encouraging, developing and sharing leadership abilities and skills among faculty, staff and administrators at NMU Through our reward and recognition structure, senior leadership has demonstrated a commitment not only to quality teaching, professional development, service and innovation, but has also looked to those excellent faculty and staff members as role models and leaders of the institution. These individuals lead by doing. In addition, the administration regularly finances trips to key leadership conferences and seminars for faculty interested in attending. Faculty have been sent to seminars on general studies outcomes assessment, Higher Learning Commission/AQIP seminars, faculty development conferences, professional conferences and diversity/equity gatherings. Often the administration promotes from within in order to isolate those individual with leadership abilities. In other cases, faculty and staff are elected to leadership positions. For example, the Academic Senate elects all officers from the faculty ranks; often natural leaders emerge from those elections. The five unions on campus also elect officials from their ranks and, again, often the best emerge as leaders. Because of the strong committee structure on campus and the presence of unions, leadership qualities are encouraged and strengthened at every level. 5P8. Ensuring that NMU’s mission, vision, and values are passed on during leadership succession There is no formal succession planning at NMU. However, the discussion of succession planning has started in the area of Finance and is now on the agenda of the President and senior management. That said, new leaders have nearly always enjoyed the full support of the campus community while acclimating to the institution and to the local community. The institutional knowledge of board members, faculty, and staff all help to ensure that new leaders are well-informed as to the history of the institution, its practices and its procedures. 5P9. Measures of leading and communicating that NMU collects and analyzes regularly One of Northern’s strengths historically has been its ability to attract and retain strong leaders at all levels. Leadership strength can be measured in a variety of ways—in the broader sense all the way down to a more detailed sense of the individual in question. The institution’s success in carrying out its mission, vision and values is certainly a broad measure. Our laptop initiative, which is monitored and assessed by the Teaching and Learning Advisory Committee, is a measure of success on a large scale. Putting a laptop computer in the hands of every student on campus took years of planning and execution. In addition, leadership effectiveness is achieved through annual reviews, leadership retreats and the mutual fostering of professional dialogue.

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C. RESULTS 5R1. NMU’s results for leading and communicating processes and systems Northern Michigan University has been historically, and continues to be today, a leader in higher education in Michigan and certainly in the Upper Peninsula of Michigan. Our strong town/gown presence means that we play a critical role in the local economy. Most importantly, however, we are attracting and retaining students. Our enrollment climbed over 9,500 during 2005, and a large percentage of those students were from out of the area. The quality of our faculty ranks is evident from the publications, national honors and grants received. Our support staff is exemplary, as evidenced in surveys sent to parents after orientations and on-campus visits. We describe Northern as the institution of choice in the Midwest, and we believe this is due to our faculty, our leaders and the quality of our services. 5R2. Comparing NMU’s results with the results of other higher education institutions The Office of the President does not provide comparative data for the other fourteen public universities within the state. Northern Michigan University is committed to continuous quality improvement, however, and believes that its systems and processes (already described in this document) demonstrate that commitment. The Office of Finance and Administration supplies the state with financial data. D. IMPROVEMENT 5I1. Improving NMU’s current processes and systems for leading and communicating Northern’s processes for continuous improvement are established at the committee level and at the administrative level. Committees (such as the Undergraduate Practices Committee, the Educational Policies Committee, the Academic Senate, etc.) work cooperatively with the administration to establish goals that are aligned with NMU’s strategic goals. The President, along with other senior leaders, meets and determines how best to improve processes for the future. The introduction of Univeristy Forums—for both faculty and students—is an example of such improvement. 5I2. Setting targets and priorities for leading and improvement One of the institutional values evident in most University documents is the notion of continuous quality improvement. The President has worked to set goals for the vice presidents at the individual level. NMU makes every effort to set targets for units and ensure that those targets are met. Targets are measured at the unit level and by the Office of Institutional Research. The setting of improvement targets is an area where we can improve, though department plans often contain recommendations and goals that specify unit improvement goals. The effort is extensive, but is not consistent across the University. This is certainly an area we will revisit in the future as we seek to grow stronger at every level. AQIP CRITERION 6: SUPPORTING INSTITUTIONAL OPERATIONS

A. CONTEXT FOR ANALYSIS 6C1. NMU’s key student and administrative support service processes The main student support services that are available through the Student Services and Enrollment departments consist of the following processes:

• Disability Services • Non-Traditional Student Services • Ombudsman Support

• Admissions • Registrar • Accounts Receivable

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• On-Campus Housing • Financial Aid • Student Records Management • Career Services and Placement • Counseling and Consultation Services • Student Support Services for target

populations • Tutoring

• Academic Advising • Career Counseling • Orientation • Multi-Cultural Services • Leadership programs • Extra-Curricular Activities • Enrollment Services

In addition, the Harden Learning Resources Center offers a variety of services, including the Lydia M. Olson Library, Instructional Media Services, University Archives and Instructional Technology. 6C2. Reinforcing NMU’s key student and administrative support services processes and systems described in Criterion 1, Helping Students Learn, and Criterion 2, Accomplishing Other Distinctive Objectives The support services listed above reinforce student learning and accomplishing other distinctive objectives because of the importance the institution places on customer (students and stakeholders) service. As noted earlier in this document, NMU wanted to provide streamlined support services to students, so the former Hedgcock Fieldhouse was fully renovated and became the new home of all student support services. The building is very student-friendly and makes visiting the Registrar or Admissions (just to name two services) easy and efficient. We know that we are successful in providing support services because we offer parents an evaluation form after each orientation session, study the results and make improvements when necessary. The feedback from parents is overwhelmingly positive. Generally 95% or more of parents report being satisfied or very satisfied with the orientation process, the student support staff and services.

B. PROCESSES 6P1. Identifying the support service needs of NMU’s students NMU takes very seriously the support services provided to its students. Using a wide range of initiatives, the university does an excellent job of ascertaining student needs. The university is a laptop campus making it very easy for electronic communication to take place between the students and all aspects of their life on campus. In addition, regular meetings with student leadership, clubs and organizations, Greek Life, and athletes give the university insight into student concerns. Customer satisfaction surveys, group discussion in the residence halls and focus groups conducted by the Office of Institutional Research are additional tools used to evaluate user needs. Because service departments are now part of the University-wide assessment process, virtually all of them will eventually offer customer satisfaction surveys (many do already). Finally, the President of the university holds regular “Let’s Chat” sessions with the student body to hear student concerns and address questions that are of interest to the student body. 6P2. Identifying the administrative support service needs of NMU’s faculty, staff, and administrators All processes previously identified are administered by on-site management personnel who use personal feedback, surveys, audits, measurement tools, and other informal feedback to determine effectiveness. All stakeholders are identified and feedback is sought as to the success of student services for users. Both internal and external evaluations are used to determine both customer satisfaction and compliance with University policy and state and federal regulations. An example of how we use this information to make positive changes involves our Admissions Office and recruitment of new students. We study trend data every year to make sure we are reaching as many students as possible. As a result, we “re-tooled” our recruiting so that more representatives were working in the new regions of Wisconsin and Northern Illinois.

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6P3. Managing and documenting key student and administrative support service processes and ensuring that they meet the needs of students and key stakeholder groups We gather data and provide feedback through weekly departmental meetings to share successes, new initiatives, and obstacles to providing processes. User feedback through a variety of surveys, interaction between users and providers of the processes and annual reviews of services provided. In addition, bi-weekly meetings between all department administrators allow the service providers to compare initiatives, discuss collaboration between units and improve the quality of processes provided to our students. A good example of collaboration involves revision of our “Self-Destruct” Policy (Suicide). Members of Public Safety, the Dean of Students Office, the Counseling Center and the Housing Office attended a national meeting on this very serious topic. While our current plan was felt to be among the best of those represented at the meeting, we have nonetheless decided to re-write it in an effort to continuously improving our services for students. 6P4. Using information and results to improve student and administrative support areas and services Each service provider regularly reviews a collection of multiple user feedback mechanisms. Our continuous desire to improve services has resulted in many recognized initiatives both within the university and in professional affiliations. Examples of those initiatives include the Virtual Advising Center which won a national award for innovations from the National Academic Advising Association (NACADA), the JOBSearch Center’s streaming video on resume writing (which also won a national award) and the Admissions Office’s innovative use of the Banner system. Members of the Admissions staff will present this prize-winning “ad-on” program at a national conference. 6P5. Measures of students and administrative support service processes NMU collects and analyzes regularly As noted earlier, the student support services division regularly collects customer satisfaction surveys in a number of its offices, surveys parents and other stakeholders, holds focus group meetings to determine ways to improve, and, of course, practices departmental assessment. A good example of something we collect and analyze regular is the Help Desk’s tracking of calls for computer assistance. Every call is logged according to the User ID of the caller, and callers are then randomly surveyed electronically to determine customer satisfaction. Another example involves our Financial Aid Office. Currently, with the assistance of the Office of Institutional Research, Financial Aid measures call waiting time and the number of hang-up calls. This measure helps to ensure customer satisfaction and helps us to determine if the staff in the office is adequate to meet demand. In addition, our Learning Resources Center, including the library and academic information systems, collects substantial data. Some of the data is collected daily (headcount, gate counts) and some done more randomly (like circulation counts). The library has completely automated systems, so by the end of an academic year, it is possible to track every transaction. The library’s reference desk staff also keeps a log of questions from patrons in order to improve services. Finally, the library participates every two years in the Academic Library Survey and receives comparative data based on other participants in the survey.

C. RESULTS 6R1. NMU’s results for student support service processes Although relatively new to measuring outcomes under the new initiative, early indications are that quality services are being provided, there is a high level of satisfaction, and identified goals are being met or exceeded. Northern Michigan University is committed not only to quality teaching, but to excellent support services as well. The high level of technology on our campus also means that students have convenient access to services since many are available online. The MyNMU pipeline allows students to access (and comment on) services all over campus. We have done significant remodeling on campus,

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particularly to campus apartments and dorms. As enrollments have gone up and state funding has gone down, the support staff at Northern has had to do more with less, and they have done a remarkable job of employing technology to sustain high levels of service to students, faculty and other staff members. 6R2. NMU’s results for administrative support service processes Certainly the reduction in state appropriations that has existed for some years now means that Northern Michigan University has learned to be efficient and economical, while still remaining healthy and vital as an institution. Because we have grown by nearly a thousand students in a relatively short period of time, we have invested heavily in technology so that more and more services are available online, so that faculty interested in teaching with technology (Web CT, for example) may do so and so, perhaps most importantly, communication can increase across campus. Now that our laptop program is part of the culture at Northern, the University is considering other big initiatives (Internationalization and Service Learning). We are also allocating as many of our resources as possible at improving faculty development (a new grant writer), improving advising (Action Project #3), adding staff when possible (a new AA/EO officer), and developing online resources (the virtual degree audit process is almost complete). 6R3. Comparing NMU’s results with the results of other higher education institutions Regular attendance at meetings of Chief Student Affairs Officers of the state of Michigan allows the university to seek input into processes and compare current processes to other institutions. In addition, attendance at regional and national professional development activities allows the process providers to evaluate what services are being provided and retool existing services to better serve the population. In comparison, many universities are traveling to NMU to study our programs in an effort to mirror our success on their campus. For example, representatives from other institutions traveled to our campus to view one of our many job fairs. Additionally, representatives from several institutions and businesses came to look at the renovation of Magers Hall, a major undertaking that was completed in just three months. Our Student Leader Fellowship Program (a nationally recognized two-year, selective leadership program) has also drawn inquiries, and we feel certain that our innovative Superior Edge Initiative will attract attention from other institutions thinking about institutionalizing service learning.

D. IMPROVEMENT 6I1. Improving current processes and systems for supporting institutional operations

and

6I2. Setting targets for improvement We do this through a variety of mechanisms, the most important being an annual review of services provided and seeking the input of users in determining if their needs are being met. Recent budget reductions have forced the service providers to retool their processes for supporting new institutional operations. By re-organizing departments, services identified by users as non-essential were eliminated. This allowed the creation of new services that better meet both user and institutional goals. We set targets based on an annual evaluation of each department head, along with a set of annual departmental goals. Department heads review previous year goals and evaluate results. New goals are identified and presented to the Chief Student Affairs Officer based on this annual review along with a list of significant accomplishments that are used to springboard into new initiatives. These goals and accomplishments are submitted to the Provost of the university and are incorporated into the university goals for the next year. Now that service departments are part of the assessment, other targets and goals emerge from their assessment reports each year. We communicate these results through a variety of means, including departmental newsletters, web sites and access to data collected by Institutional Research.

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AQIP CRITERION 7: MEASURING EFFECTIVENESS

A. CONTEXT FOR ANALYSIS 7C1. Collecting and storing information and data and making this information accessible The University maintains an Oracle-based administrative suite of student, financial aid, finance, HR, and advancement systems (SCT Banner) which provides centralized information on finances and expenditures, prospective and actual students, employees, and alumni. The student data base is the one which is most relevant to student learning outcomes. This data base is incredibly comprehensive and includes a wealth of information on student characteristics, academic credentials and academic programming as well as student success from college onset through to graduation. This central data resource is used by individual programs such as Student Support Services, the Freshman Probation program and the First Year Experience program to assess the effectiveness of their individual programs. This work is facilitated through the intervention of the Office of Institutional Research and assisted by programmers in Administrative Information Technology. As the primary collection point for student performance and retention information for scores of academic and support programs, the Office of Institutional Research is the lynchpin for research and analyses at Northern Michigan University. Departments can and do collect individual program data but much of that is enhanced by direct studies or by access to analyses and data produced by Institutional Research and shared on the publicly shared web site (see: http://www.nmu.edu/ir/. ) 7C2. NMU’s key institutional measures for tracking effectiveness One of the most widely held and frequently espoused goals of Northern Michigan University is to promote the academic and professional success of our students. To assess the effectiveness of our many academic and student support programs and services, an extensive set of outcomes measures are developed and maintained for all of our new undergraduate students. These include performance data such as: semester grade point averages, percentages of students who achieve clear academic standing, retention at multiple point-in-time measures, and graduation information. Longitudinal and cross-sectional analyses are also conducted on a semester-by-semester basis for all new freshmen and new transfer students. Data disaggregated to the individual academic and student support program are routinely collected, analyzed and shared with program administrators. Perhaps our most important institutional measure for tracking effectiveness is assessment, our first Action Project. When Northern decided to become an AQIP institution, The Higher Learning Commission encouraged us to make assessment a key action project because while we have made serious efforts to improve our assessment activities, institutionally we have sometimes struggled. In 2004-05, however, we made real progress by identifying an assessment representative in each department (both academic and service), created a calendar of assessment deadlines for the years and moved the responsibility for assessment into Academic Affairs. We are very close to completing our Action Project, and have solid plans, reports and data for nearly every department on campus. We are now turning our attention to how that assessment can make a meaningful difference in our curriculum and in our support services.

B. PROCESSES

7P1. Selecting, managing and using information and data to support student learning, overall institutional objectives, strategies, and improvement efforts Systematic data collection is a trademark of Northern Michigan University. With 22 years of stable leadership in the institutional research area, an overarching climate of evaluation (i.e., the need for data

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collection, data analysis, review of findings and program improvement) has become routine, particularly in the student support areas. In academic departments, an institutional priority to enhance productivity has become increasingly important in faculty staffing decisions. A wide array of institutional “productivity” indices are found at: http://www.nmu.edu/ir/BPweb/Menubp.htm. These efficiency and productivity measures are aimed at the academic program level. These relatively new analytical tools complement the longstanding departmental measurements collected for student academic success and retention. New departmental, college, and University initiatives are not only vetted through a business evaluation but also through an outcomes orientation which includes the need for program evaluation. New initiatives, in fact, require an exit strategy in case they don’t meet target outcomes. There are many current instances where the University has employed ongoing evaluation data to improve current practices and inform institutional policy. One such example involves using student performance indicators to identify programs where many students perform poorly and do not attain their educational objectives. In a 2001 initiative to expand access for students with less than exemplary educational histories, the University added a General University Studies major. This allowed admission into the University for students who would have been admitted into a community college program but not into a university. While the number of students in this major has grown, the academic performance and retention of this cohort is far from satisfactory. Based on these outcome measures, the credentials, program and course selections of these students were reviewed. It was found that certain subgroups of this major were failing in large numbers. As a result, mandatory advising and mandatory enrollment in First Year Experience sections was put in place. The changes in performance for these groups will be monitored closely to see whether performance and retention increase. 7P2. Determining and meeting the needs of NMU’s departments and units related to information and data collection, storage and accessibility Two administrative departments at NMU are the central data gathering “hubs” on the campus. The Office of Institutional research serves as the central data collection point for all of the non-financial information, while the Budget Office is responsible for the collection and analysis of all financial data. These two offices work with Administrative Information Technology (AdIT) personnel to build and enhance centralized databases necessary to evaluate both ongoing University activities as well as to provide input on the effectiveness of new initiatives. In addition, each individual college, academic department and service unit maintains its own internal databases which examine the specific functions that are performed in that unit. Built around an Oracle-based interactive, relational database system BANNER, individual departmental liaisons access the data directly through the use of reporting tools such as IMPROMPTU. By using one centralized source for data, issues such as access and security can be centrally controlled. In addition, data integrity can be more easily maintained because there are not conflicting sources of information. Individual units may build their own data tracking systems or may turn to AdIT, Institutional Research or the Budget area to assist them in these efforts. Individual unit databases are developed and maintained to meet that unit’s specific information needs. Each specific unit maintains security and controls access to those unit records. These individual databases vary widely in scope and importance. On one end, the Office of Academic Affairs maintains extensive paper and electronic files of all faculty-related information including extremely sensitive information such as evaluations and materials related to promotion and tenure. At the other extreme, some units simply keep track of the numbers and types of tasks completed by that unit as a continuous progress measure. 7P3. Determining the needs and priorities for comparative information and data The primary sources of comparative data are developed directly from the types of federal, state and external reports that are completed by Northern Michigan University. In addition, for some sources of data, individual network connections can be established and utilized to permit the sharing of comparative

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information. Once peer groups have been determined, it becomes a matter of administrative effort to establish linkages which promote inter-institutional data sharing. With regard to standardized comparative data, virtually all institutions, including NMU, complete a full set of Integrated Postsecondary Education Data System (IPEDS) reports. These data can be accessed for any comparative peer cohort through the use of a report generator, such as IPEDS College Opportunities On Line (COOL). These IPEDS datasets are extremely comprehensive and allow very detailed comparisons across many key institutional criteria. Other data sharing services provide access to comparative data sources. Overall generic comparative data are published and are shared but specific peer group comparisons are only available on a fee basis. Examples of these services are the College and University Personnel Association (CUPA) salary comparisons for faculty and university administrators, American Association of University Professors (AAUP) faculty salary and benefits data, and the National Survey of Student Engagement (NSSE). 7P4. Analyzing and sharing information and data regarding overall performance Student enrollment and student success measures are two of the primary indicators of overall institutional success for Northern Michigan University. Enrollment information is gathered each fall semester and shared widely on campus, and in the surrounding communities. Enrollment increases, particularly from outside of our immediate recruitment area, have become a source of institutional pride for the greater Marquette community. Overall student retention statistics and semester grade point average data for the new freshman class, as well as the student body in general, are collected each semester. Appropriate standing University committees help gather and compile the information. Information on enrollment and student success indicators is shared widely at University Forums, in executive level presentations, through campus organizations such as the Academic Senate, and through the use of extensive print and electronic media. 7P5. Ensuring department and unit analysis of information and data aligns with NMU’s institutional goals regarding student learning (Criterion 1) and overall institutional objectives The primary compliance mechanism for ensuring this congruence of goals is through individual unit assessment plans. A serious effort has been undertaken to ensure that individual unit goals are aligned with the University’s primary goals. Individual unit assessment plans are reviewed on an annual basis by an assessment committee under the direction of our Assessment Coordinator. All service unit plans and virtually all academic unit plans have been submitted, reviewed, revised as necessary, and approved for this current reporting cycle. Feedback is shared with each unit as to the adequacy of their plan and its consistency with University goals. 7P6. Ensuring the effectiveness of NMU’s information systems and related processes As a national leader in the use of technology to enhance learning and to increase the efficiency and effectiveness of support services, the University prides itself on the use of “cutting edge” technologies. In the past five years, Northern Michigan University has been cited both as one of the most “wired” campuses (YAHOO! Magazine) and most “unwired” campuses (Intel). To maintain this technological edge, the University annually commits above average expenditures for academic support hardware and software. Administrative Information Technology (AdIT) staff and Academic Computing Systems (ACS) staff provide the expertise to make all the technology work for our students, faculty and staff. Our Teaching, Learning and Communication (TLC) initiative provides access for all students to powerful technologies and is included within the student’s tuition.

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7P7. Measuring the effectiveness of NMU’s system for measuring effectiveness Student measures include retention rates, graduation rates, demographics, surveys and direct input to leadership through President’s Council. Leadership measures include budget and planning, assessment, surveys and other measures discussed throughout this document. Particularly worthy of note is our AdIT Department and the regular measures of effectiveness that it collects, analyzes and acts upon. NMU utilizes different hardware and software to collect data on the “health” of the Internet and campus Intranet connections. AdIT performs a yearly assessment of application and operating systems software needs. In addition, AdIT monitors the effectiveness of the following information systems:

• AP Analyze—A set of local scripts used to analyze Cisco Access Points for number of users, failures, and general problems and statistics.

• Airespace Monitor Software—This is used to monitor all Airespace access points, their coverage areas, utilization, errors and clients. This software is also used to identify “hot spots” and “weak spots” in our wireless coverage areas.

• Cisco Catalyst OS Security Features—These features are built into our Cisco switches that actively look for and stop IP address highjacking, illegal DHCP servers, illegal routers and IP denial of service attacks.

• SNORT—This is an open source package used to monitor general network activity. It detects common attacks, floods, illegal DHCP servers, worm infested machines, and other network problems.

• Switch Analyze—This is a local script used to record MAC addresses seen on specific switches and ports. It is also used to analyze trends in network usage and track stolen assets.

C. RESULTS 7R1. Evidence that NMU’s system for measuring effectiveness meets the institution’s needs in accomplishing its mission and goals Northern Michigan University continues to employ leading technologies and continues to be recognized for its leadership by trade and popular publications. Our enrollment is at an all-time high, our graduation rates are high and indicate the success of our students, our solid retention rates is an indication of student satisfaction, our external (programmatic) accreditations help to ensure a quality education for our students, and our post-graduation job placement rate points to both the quality of the education at NMU and student success in attaining goals. Our AdIT Technical Services Department provides additional evidence that our systems for measuring effectiveness are meeting goals. AdIT provides the University with secure, seamless access to the Internet, Intranet, and NMU’s server infrastructure from both on and off of the campus. During the past academic year, AdIT had a 99.5% availability rate, with the rare failures due to power outages, off-campus networking failures, and on-campus equipment failures. During that same period, 99.9% availability to the infrastructure was achieved and three-year refreshing of servers was achieved. 7R2. Comparing NMU’s results with the results of other higher education institutions This type of information is considered to be quite sensitive and when information technology capabilities are strong, it does provide a proprietary edge for an institution. With that in mind, comparative data sharing between institutions of higher education is not standard practice. Northern Michigan University did host many representatives from other Universities to acquaint them with our Teaching, Learning and Communication (TLC) initiative. Our staff in these areas do make extensive use of benchmark measures provided by the manufacturers of network hardware and software.

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D. IMPROVEMENT 7I1. Improving NMU’s current processes and systems for measuring effectiveness Northern Michigan University’s primary mechanism for improvement is identifying a process that is not working well, bringing committees and teams together to study more effective ways of performing the process, and typically integrating technology systems with those processes. NMU seeks to develop solid systems and processes, but also tries to build in the necessary flexibility for students, faculty and staff. For example, in order to improve our assessment measures, we moved both academic and service assessment into Academic Affairs and involved a representative from every department on campus. This allows a variety of people, some with experience in assessment and others with no experience, to become part of the assessment process. Another example is the recent Human Resources survey, devised so that leadership can determine how effectively HR handles payroll, benefits and other related programs. Finally, we improve through our AQIP Action Projects, AQIP updates and commitment to continuous quality improvement. 7I2. Setting targets and priorities for improvement regarding measuring effectiveness Assessment is AQIP Action Project #1 and a key goal for this institution. By bringing together representatives from all over campus to participate in this initiative, we feel strongly that measuring effectiveness will improve. Through the Office of Institutional Research, we already do an excellent job of measuring data—enrollment, retention, graduation rates, demographics, etc. With improved assessment practices of both academic and service departments, we feel certain that measuring effectiveness will become an even larger component of the culture at Northern. Our process for communicating remains the same whether we are reporting on successes, plans for the future or current priorities. We make information available on our web site (www.nmu.edu), the President sends out both emails and electronic newsletters to communicate with parents and the community, and our Office of Communications releases information through electronic means, through the newsletter Campus and through the alumni magazine, Horizons. Additionally, we communicate with the faculty and staff through University forums that are held throughout the academic year, through the Academic Senate, through the Deans/Department Heads/Directors meeting, through specific departmental meetings and through advisory groups. AQIP CRITERION 8: PLANNING CONTINUOUS IMPROVEMENT

A. CONTEXT FOR ANALYSIS 8C1. Visualizing NMU in 5-10 years

and 8C2. Aligning short- and long-term strategies with NMU’s mission and vision Northern Michigan University is committed to continuous quality improvement, and academic initiatives and discussion have suggested the following possible goals for the next five to ten years. NMU will add 60 full-time equated teaching faculty over during the next five to ten years at a rate of roughly ten to twelve faculty per year. This is important in maintaining a good classroom experience for students and adding the vitality of new faculty to the campus. Currently the institution has 9,500 students enrolled and plans to “grow” that number to 10,300, with 1,000 in off-campus or online programs.

• Create PhD programs in English and Nursing; • Revise the Liberal Studies Program and implement the new program; • Add five more master’s programs (one delivered online);

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• Create international programs in at least five countries; • Expand our Languages program; • Increase (10%-20%) the number of students studying abroad; • Increase our research grant capacity to over $10 million per year; • Apply further or additional “green” practices in our energy production; • Execute the current Master Plan with revisions, when necessary, per capital improvements and

deferred maintenance; • Implement coordinated succession planning as “baby boomer” faculty and staff retire; • Implement and complete NMU’s second capital campaign.

NMU plans to expand its collaboration with corporate partners in order to increase active student learning opportunities. These collaborations will increase internships, research, entrepreneurial options, and sustainability. Northern’s short- and long-term objectives are identified through Strategic and Operational Planning. In the long-term, Northern will “grow” enrollments and faculty positions in order to meet changing needs, to deal with what will almost certainly be more budget reductions at the state level, and to incorporate decision-making processes that are consistent with sustainability. Northern is committed to AQIP and ongoing Action Projects. Assessment remains a critical objective, and the institution is committed to full compliance by all departments. Other important objectives include more online courses and programs, using technology to streamline many of our processes, streamlining the number of majors on campus for great economy and efficiency, and revising the Liberal Studies Program to reflect the changing needs of our students.

B. PROCESSES 8P1. NMU’s planning process Northern Michigan University conducts strategic planning on an annual basis. Essential to the planning process are those individuals who participate on President’s Council, Academic Cabinet and the Budget and Finance Team. President’s Council The President’s Council, an advisory group to the President, is made up of Northern’s senior leadership, including the President, Provost, Vice President for Finance and Administration, the Associate Vice President for Institutional Research, and the Associate Vice President for Student Services. In addition, all campus deans, as well as a variety of directors from around campus, sit on the committee. Finally, a representative from student government (ASNMU) and the (up to) three winners of the Distinguished Faculty Award are members of the committee. President’s Council approves major initiatives and begins strategic planning each fall when we learn of the state budgetary situation. Academic Cabinet The Academic Cabinet, like President’s Council, is an advisory group to the Provost, and this group also becomes involved in planning throughout the year. Membership on this group includes the Provost, the Associate Vice President for Institutional Research, the Associate Vice President for Student Services, the Assistant Vice President for Academic Affairs, and all deans. This group discusses major initiatives and makes recommendations to the Provost for later discussion with the President or the President’s Council. Plans and initiatives are ultimately presented to directors and department heads so that they can communicate processes, procedures and goals to faculty and staff. In 2006 we (faculty, staff and administrative governing councils) are reconsidering our Mission, Vision and Value statements at the President’s Council level. In response to a regional niche and mission, the identity

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of NMU is rapidly evolving. Our capacity to offer more graduate programs, increase research capacity and promote more entrepreneurial partnerships with private and public non profit sector require deliberate, open planning. Such planning venues include improved linking of budgetary decisions to this vision making. Budget and Finance Team The Vice President and Associate Vice President for Finance and Administration meet regularly throughout the academic year and meet with the two groups noted above in order to update members on pending budgetary issues. The team provides leadership and direction to NMU’s administration regarding state budget allocations and expenditures. This team is also tracking our energy efficiency measures and recently made recommendations for conserving energy based on increasing fuel costs. NMU seeks to incorporate the philosophy of Stewardship of Place into our planning (Vortruba, J, N Kentucky, AASCU paper by same title). Such a philosophy synchronizes NMU’s role in the economic, cultural, intellectual, social niche in Marquette and Michigan’s Upper Peninsula with all curricular and extracurricular programming. Doing so will also complement offering regional service to the upper Midwest as a school of choice for a high quality, high touch, high tech regional comprehensive predominately Master’s level programs. Similar consensus building discussion/deliberations are coordinated with Faculty Senate, organized labor units on campus, including student leadership (ASNMU). 8P2. Selecting NMU’s short- and long-term strategies As noted in the Systems Portfolio Overview, Northern has identified four strategic objectives for the future: Strategic Directions/ Five-Year Capital Outlay Plan

• Strategic Direction #1: NMU will continue campus growth to 10,330 students by 2007. • Strategic Direction #2: NMU will grow the number and variety of its off-campus and distance

learning offerings at the undergraduate and graduate level. • Strategic Direction #3: NMU will continue to promote Northern Michigan University’s image

as the quality, comprehensive, public higher education institution of choice in this Midwest where students receive individualized attention in a high-tech learning environment.

• Strategic Direction #4: Over a five-year period, NMU will increase the resources available for new programmatic, enrollment, technological initiatives, and research.

We identify these objectives using the process articulated in 8P1. In addition, NMU invites broad dialogue across campus on short-term initiatives. During the 2005-06 academic year, we have had forums on assessment, advising, multiculturalism and revision of the Liberal Studies Program. Northern is also carefully considering its “mix” of faculty for the future, the implications of state budget cuts, and changing demands in specific career paths for students. We plan according to these needs. 8P3. Developing NMU’s key action plans to support institutional strategies Northern Michigan University creates its action plans based on both the long-term strategic plan that is generated each fall (see 8P1) and from the Action Projects selected to comply with AQIP requirements. Action plans, whether a result of strategic planning or AQIP, are predicated on both our mission and vision (currently under revision) and on the changing needs of our students. For example and as noted earlier, we created the Superior Edge Initiative (service learning and civic engagement) as a way of addressing the needs of students who wish to take their classroom experiences and give something back to the community. Our Internalization Initiative demonstrates Northern’s long-term commitment to global issues and the need for students in a relatively isolated area to have more contact with the world outside of the United States. Progress on these and other initiatives is measured by the key groups facilitating creation of programs and

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communicated back to the campus community via a number of committees on campus (many noted earlier). 8P4. Coordinating and aligning planning processes and action plans with NMU’s varying institutional levels University planning, processes and initiatives are created at a variety of levels, including faculty and staff suggestions for change, recommendations coming out of the key committees noted throughout this document (most particularly in 8P1 and in the Academic Senate) and from our student body and external stakeholders. These groups, working in coordinated fashion and communicating among groups, helps to ensure that institutional strategies are aligned with our action plans. Leaders on all University committees report back to key advisory groups. For example, all Senate sub-committees report back to the Senate (in writing and orally) by the end of any academic year. These reports include everything from approval of new programs to recommendations for revising the Liberal Studies Program. Members of the Academic Cabinet also sit on President’s Council, two key groups that share ideas on future initiatives. Finally, our very proactive student government (ASNMU) has representation on virtually every Senate sub-committee and on President’s Council so students are kept informed of how we are trying to align our strategic planning with our key initiatives and AQIP Action Projects. Through technology, we are able to communicate with parents and with the community on our planning processes for the future. 8P5. Selecting measures and setting performance projections for NMU’s institutional strategies and action plans The key teams noted in 8P1, as well as the Academic Senate and individual departments, oversee the selection of measures for specific goals and the targeted performance objectives for projects. Obviously, program goals are assessed and measured at the departmental level; goals for University initiatives are measured (typically by direct survey) by The Office of Institutional Research. We consider some of the following indicators when setting performance projections:

• Changing workplace requirements; • Changing demographics of primary recruiting areas; • Student credit hour production and student retention; • Collaborations, partnerships and internship opportunities; • State budget appropriations and rising tuition costs across the country; • Graduation rates and time to degree; • Assessment results from both academic and service departments; • Technology and its impact on academic programs and services.

Once units complete goal-setting based on these and other considerations, units develop specific goals that are coordinated through the appropriate committee structures and on to the President’s Council. Institutional governance committees (like the Educational Policies Committee, the Deans’ Council and Senate) coordinate the discussion of department and discipline appropriate objectives and their associated outcomes. A future goal for Northern is to improve these efforts by linking institutional research to strategy planning. 8P6. Accounting for appropriate resource needs within NMU’s strategy selection and action plan implementation processes Determining resource needs is the responsibility of the individual departments, college deans, the President’s Council, Academic Cabinet, Academic Senate and the Office of Finance and Administration. Resource needs are developed annually as part of our strategic planning process outlined in 8P1 and are predicated, in part, on the budgetary situation at the state level. Northern Michigan University has always realized, however, that innovation of any kind typically costs money, so allocations have been made for key initiatives over the year. We have set aside resources, for example, to support our laptop initiative, one that has been studied as a model by other institutions noted in this document. We have set aside resources for

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both the Superior Edge Initiative and the Internationalization Initiative because they have been designated as important programs for the future of Northern’s students. In addition, Northern has set aside resources, along with state-granted monies, to “grow” the campus. We completely renovated Magers Hall (turning the former faculty office facility into a student residence hall), we are currently building a new set of student apartments on campus, we have a new Art and Design building—complete with an endowed art museum—and we will soon renovate the Cohodas Building to create more faculty offices and classroom space. As noted in 8C2, our vision is to increase the number of faculty and students on campus, so we have invested in technology and have reached out to students beyond the state of Michigan. We want to increase the number of web and online courses, as well as online programs, so that students desirous of a baccalaureate degree—but restricted by geography or circumstance—may have that opportunity. Finally, we have hired a grant writer and are actively increasing the number of successful grants as another mechanism for funding innovation and encouraging creativity. 8P7. Ensuring faculty, staff, and administrator capabilities will be developed and nurtured to address changing institutional strategies and action plans Faculty, staff and administrators are informed of changing institutional strategies through regular department meetings, through emails, through updated University web pages and through the Office of Communications. Because five unions operate on Northern’s campus, development opportunities are articulated, when appropriate, in those union contracts. The faculty, for example, negotiate a new contract periodically – typically every three years. Faculty, as noted earlier in this document, have a clear sense of what is available in terms of training, funding, grants, the sabbatical application process and other resources necessary to encourage faculty to be innovative and creative in the face of changing needs and strategies. In addition, staff members have annual evaluations, meet with their direct supervisors and discuss opportunities for development plans within individual units. Embracing change and evolving with change is a hallmark of NMU’s faculty and staff, and is evidenced by the willingness to serve on task forces, interdisciplinary activity, and the granting of annual awards to honor innovation. The TLC Awards, noted earlier, reward faculty, staff and students who create new and innovative ways to use technology. At Northern, employees at all levels are encouraged to think of ways to improve processes because, whether classroom-based or support-based, improvements in the way we do things always benefit our students. As we market ourselves as a “high-touch/high tech” institution, we must manifest those goals in all that we do. As such, everyone at NMU indirectly plays a role in planning for the future. 8P8. Collecting and analyzing measures of the effectiveness of NMU’s systems for planning continuous improvement We at Northern believe that the ultimate indicator of success in planning continuous improvement is a) the success of our students and b) our ability to achieve goals, measure those goals and make changes accordingly. Given our steady enrollment growth, our increased retention numbers, the success of our laptop initiative and the overwhelming response of parents to our orientation and admissions programs, we feel confident that the initiatives we have targeted for the next five years, along with our designated AQIP Action Projects, will allow us to improve continuously and will allow us to plan for the inevitable changes in a 21st century curriculum. We collect and analyze a variety of measures each year, in both global and local assessment. At the end of each year, the teams referenced in 8P1 globally evaluate the effectiveness of the year’s strategic planning process through debriefings at the senior leadership level and with the President’s Council. Other measures that we collect at the local level include the following:

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Academic Majors Review Northern is currently studying the number of academic majors we offer, the number of students enrolled in those majors, and the number of graduates in those majors. Some of our academic majors have very low numbers, and we’re interested in looking at possible “compression” of majors in an effort to be more efficient and economical in our offerings. This is a significant measure of effectiveness because it will involve both academic departments and the administration, each thoroughly analyzing our programmatic goals for the future. Academic and Service Assessment Northern has strived, over the years, to improve assessment on campus. To that end, our first Action Project was development of complete assessment plans for every academic and service department on campus. We have worked hard, during the current academic year, to bring all departments aboard and have revised the way we handle assessment on campus. Previously, a Senate sub-committee handled academic departments. Currently, every academic department on campus must have an assessment representative who is responsible for submitting materials on time, for reviewing other assessment plans and, ultimately, for providing feedback to the assessment coordinator. Assessment is now part of the Academic Affairs Division. Previously, the service departments did some self-assessment, but it was not consistent and did not happen as part of a program. Currently, all service departments on campus have an assessment plan on file, and half have already reported on their plans. All service departments are scheduled to report in May 2006. Assessment is important because it allows departments to collect meaningful data and information and plan for continuous quality improvement. Evaluations All faculty at NMU are required, by contract, to distribute course evaluations and have them delivered to their academic departments. These are an important component in both annual evaluations and in promotion/tenure requests. Many service departments also offer evaluations to customers in order to gauge their efficiency. Student feedback is another way that we measure effectiveness and plan for the future. The Office of Institutional Research does a great job of surveying—faculty, staff, students and stakeholders—and that data is critical to the success of some of our initiatives on campus. We also recently participated in the National Survey of Student Engagement and are using that data to make improvements in our programs and services. C. RESULTS 8R1. NMU’s results for accomplishing institutional strategies and action plans Perhaps the most obvious result of our action plans is the success of our students. Our graduation rates are up, retention rates are up and overall enrollment is up. We are attracting a higher percentage of students with solid academic credentials, an indication, we believe, that students recognize the quality education they can receive at Northern Michigan University. The number of out-of-state students is also on the rise. As noted in 8P1, our five- to ten-year plan is to “grow” our number of students and faculty. The success of special initiatives is another indicator of our results. Our laptop program has been a big success for us and is now part of the culture on our campus. Our distribution program is so efficient that other schools have visited to learn how we do it. Finally, Northern has made a commitment to the Curriculum for the 21st Century, the Superior Edge Initiative and the Internationalization Initiative, all in an effort to improve the quality of instruction for our students and to continue the history of strong “results” we have enjoyed throughout our history.

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8R2. NMU’s projections of performance for its strategies and action plans over the next 1-3 years NMU has a successful history of transparent data use, centrally managed data bases with distributed user networks. Data is used extensively to measure and chart the effectiveness of our action plans and of our strategies. Effective budget management and enrollment management techniques have allowed the university to meet successfully enrollment goals in a highly competitive environment within Michigan and within the upper Midwest. Given our success with the laptop initiative, with our recruitment and enrollment successes and with our initial success at completing AQIP Action Projects (like our student/employee Personal Identification Number Project and student web site), we expect continued success over the next one to three years as we launch new initiatives. We are prepared to match the current innovative programs that we have on campus, and build program capacities to attract a diverse student body to reach our enrollment projections. We note the following in our Five-Year Capital Outlay Plan:

• We are incorporating initiatives like service learning, international education, interdisciplinary students and other active learning modes into our curriculum without adding to the credit demands of majors;

• We are identifying ways to provide the incentives necessary to develop curriculum products and

their delivery which exploit our technical environment; • We are addressing the issue of high class enrollments (faculty workload) as we seek to focus

energy on quality and innovation; • We are working to integrate fully academic and student support in a living/learning community.

Given our track record and our plans for the future, we feel confident that we will continue to be the school of choice in the Midwest and will continue to see “results” that indicate our overall success as an institution of higher learning. 8R3. Comparing NMU’s projections for its strategies and action plans with those of other higher education institutions Northern Michigan University, at this time, does not compare its strategies and action plans with other Michigan public institutions, nor do those other Michigan public institutions share their strategies or action plans with us. This may be something we will consider in the future, particularly as more Michigan public institutions provide all students and faculty with laptop computers. 8R4. Evidence that NMU’s system for planning continuous improvement is effective Our results demonstrate our effectiveness, as noted in 8R1. The years of planning that went into our laptop initiative, the number of people who devoted time and energy to realizing a logistically complicated process on campus and the collaboration of Northern with IBM to make the pilot program work efficiently is just one piece of evidence that our planning systems work. The same amount of planning is going into our current initiatives. Northern embraces change and innovation which is why we are currently planning our Curriculum for the 21st Century. We recognize—and have demonstrated—that we look ahead to the future. In 2004, NMU was ranked as one of the top master’s degree granting schools in the Midwest by U.S. News and World Report. Our campus is both wired and wireless, another piece of evidence that our planning works. Northern is a recognized leader in the development and use of web-based and web-enhanced courses in the use of technology in higher education (Computer World Magazine). Finally, Northern is the only institution in the Upper Peninsula of Michigan with a positive record of enrollment growth, program management and excellent placement of students upon graduation.

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D. IMPROVEMENT 8I1. Improving NMU’s current processes and systems for planning continuous improvement Northern Michigan University improves its plans for continuous quality improvement through involvement, leadership, review teams/committees, and consideration of change. Involvement NMU actively seeks input from faculty, staff and students on how we can improve in the future. University forums are held throughout the academic year for faculty, staff and students to learn of changes in our state appropriations, the progress of initiatives, the progress of building/renovating facilities on campus, and other relevant matters. At those forums, faculty, staff and students are encouraged to ask questions and make suggestions. There is even a confidential presidential email address so that those reluctant to offer feedback in public can do so via email. Further, the President meets with student groups to discuss these same matters—and matters particularly important to students (like parking availability or meal plans). When NMU decided to become an AQIP institution, all materials related to AQIP were put on a web page (www.nmu.edu/aqip), and when we reached our Systems Portfolio year, the questions were emailed to faculty and staff for their input. Leadership Those in leadership positions at NMU help to plan for continuous quality improvement by looking at our initiatives, determining our successes and failures, and reporting that information to the appropriate groups. Our leaders recognize that our success as an institution depends on agility, analysis and consideration of all factors in planning for the future. As a result, for example, our President has asked the campus community to consider the Curriculum for the 21st Century as a way both to evaluate our current programs on campus, but also as a way to be forward-looking in our approach to the curriculum. Review Teams/Committees Another way that Northern improves current processes is to involve the review teams noted in 8P1 (President’s Council, Academic Cabinet, and Budget/Finance) in the planning process, as well as a variety of committees on campus—the Academic Senate, the Educational Policies Committee, the Committee on Undergraduate Programs, the Graduate Programs Committee and a variety of others. These committees are made up of faculty and some staff members and are integral to the planning process. For example, the Educational Policies Committee, during the fall semester of a given academic year, reviews the requests from departments for positions. The committee then sends its recommendations to the Provost for consideration. The Academic Senate reviews, debates and votes on academic initiatives before sending recommendations to the Provost. In this way, both review teams and faculty committees are involved in planning for continuous improvement. Consideration of Change If there is one area where Northern is best able to demonstrate the ways it improves, it is in recognizing the need for change in student learning when it is appropriate. Our laptop initiative is a prime example of our ability to see the changing landscape of technology and put the time and resources necessary toward that change. By supplying every student and faculty member with a laptop computer, we not only “changed” as a campus, but we improved as well. Technology became a means of delivering courses, a mechanism for students to learn more about their world, and a way for the campus community to “connect” on a higher level. Our Action Projects are another way that we demonstrate the willingness to change and improve. Our Advising Action Project arose because we acknowledged that the current system wasn’t serving our students as well as it might. We now have a provocative new proposal on the table that we hope will improve advising. Our new Action Project, the Superior Edge, demonstrates our ability to improve the

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curriculum by adding service learning and civic responsibility to students’ academic experiences at Northern. 8I2. Setting targets for improvement regarding NMU’s current results for planning continuous improvement Northern Michigan University sets targets for improvement based on strategic planning meetings, recommendations of review teams/key committees, and on identified AQIP Action Projects. This process was described in 8P1 and 8I1. We are specifically targeting the following improvements:

• We are conducting a review of our undergraduate bulletin. Students want a multi-year schedule of classes, so we will look at that issue as well as others related to a revision of the bulletin. We are considering, for example, if we can enroll students in courses up to a year ahead of time. Increasing enrollments and retention constitute important priorities for Northern.

• We are constantly evaluating and upgrading our network and improving our Help Desk system

because technology remains a priority on Northern’s campus. • We have targeted upgrades to our student housing as a priority. We are not only renovating

existing buildings (like Magers Hall), but we are building new apartments as well. This is a very large construction project—a 208 bed complex that includes 24 four-bedroom apartments, 47 two-bedroom apartments, nine one-bedroom apartments and nine studio apartments.

• We are reviewing our majors relative to our enrollments so that in the future we can create

greater efficiency in our program planning. • We are reviewing a variety of non-instructional programs that have traditionally been funded

with “one-time” money and may be base-budget funded in the future if they significantly complement student learning and academic programs (for example, certain cultural events).

• We are improving our prerequisite-checking system to ensure that designated prerequisites are

enforced and to ensure that designated prerequisites are current and appropriate for all academic programs.

• We are planning major improvements, over the next few years, to our ability to support online

classes. We hope to offer more courses and programs through online and web-based learning in the future.

• We are in the process of updating our Intellectual Properties Policy. • We are increasing our contact with external firms and companies who are interested in greater

collaboration with the University. To this end, we will hire a single “point” person who will help us increase workforce development.

• We are “growing” the faculty by 60 full-time equated teaching faculty in the next five to ten

years, a major priority for us now that our enrollments are growing significantly. We believe that communicating our priorities to the campus community and to external stakeholders is very important. Our process for communicating remains the same whether we are reporting on successes, plans for the future or current priorities. We make information available on our web site (www.nmu.edu), the President sends out both emails and electronic newsletters to communicate with parents and the community, and our Office of Communications releases information through electronic means, through the newsletter Campus and through the alumni magazine, Horizons. Additionally, we communicate with the

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faculty and staff through University forums that are held throughout the academic year, through the Academic Senate, through the Deans/Department Heads/Directors meeting, through specific departmental meetings and through advisory groups. AQIP CRITERION 9: BUILDING COLLABORATIVE RELATIONSHIPS

A. CONTEXT FOR ANALYSIS 9C1. NMU’s key collaborative relationships As noted in the Overview and elsewhere, the Superior Edge allows students to gain experience with a range of activities that promote the following: leadership, civic responsibility, diversity, and real world involvement. Because of this initiative, directly related to student learning, collaboration has grown and is thriving on campus. Our Nursing, Practical Nursing and Clinical Lab Science departments collaborate with our local Marquette General Hospital (MGH) to place health science students in a variety of jobs. Additionally, NMU and MGH will collaborate on research grant opportunities and development and use of lab and training space. NMU has partnered with the Dendreon Corporation, sending faculty and students to the privately held bio-tech company in Seattle. Dendreon studies ways to make markers on the surface of cancer cells more recognizable to the immune system. Another highlight includes the partnership between the Department of Clinical Laboratory Sciences and Mayo Clinic. NMU students intern at Mayo Clinic and often take positions there after graduation. NMU has collaborated with two competitor institutions, Michigan Tech and Lake Superior State, to submit a major NSF grant project to improve K-12 math and science education. Among our current corporate partners with on-site or specially designed education programs are American Eagle Airlines—Regional Aircraft Maintenance Center, Inc., Cleveland Cliffs, Inc., NewPage Corporation, Pioneer Surgical Technology, and Sara Lee. Additional economic impact/partnerships with business and industry from our School of Technology and Applied Sciences are referenced in 04 (Collaborations) in the Overview. Finally, we have academic exchange relationships with the following institutions overseas:

• Bielefeld, Germany • Mikkeli, Finland • Luton, England • Sainte-Etienne, France • Rotterdam, Netherlands

• Vic, Spain • Winterthur, Switzerland • Kajaani Polytechnic Sister City

Exchange, Finland • Haaga Polytechnic, Finland

9C2. Ways in which collaborative relationships reinforce NMU’s mission All of Northern’s collaborative relationships help to reinforce our mission by offering high-quality educational experiences to our students. Our mission statement very clearly states that our primary goal is student learning, providing quality academic programs, offering strong student support services, and providing extensive regional services for stakeholders in the upper Midwest. Our individual program accreditations (listed in 06 of the Overview) along with our accreditation by The Higher Learning Commission, ensure that students receive an education that meets or exceeds that of our competitors. As NMU’s enrollment has grown to over 9,500 students, we believe we are the school of choice in the Midwest region. Our collaboration with Marquette General Hospital, for example, means that our students are not only interacting with faculty here on campus, but also with health care providers at the hospital and in lab environments. We also have collaborative arrangements with K-12 institutions around the region, giving our students opportunities to be student teachers and giving our faculty opportunities to teach some courses at designated sites. Our mission is to give our students access to the best education possible, and our collaborative relationships most definitely reinforce that mission.

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B. PROCESSES 9P1. Creating, prioritizing and building relationships at NMU Northern Michigan University prioritizes based on student need and on opportunities to improve the educational experience of students. The recent collaboration with Marquette General Hospital is a good example of relationship-building. MGH doctors and nurses are a resource for both our faculty and students. Sharing lab space and jointly conducting research creates a unique learning opportunity for both faculty and students. Further, with our new Superior Edge Initiative (service learning and civic responsibility), we will create new partnerships in the community as we send our students out to participate. As noted earlier, NMU enjoys a solid relationship with the local community and plans to expand upon that in the future. Northern regards collaboration as part of our desire to improve and plan for the obvious changes in higher learning in the 21st century. 9P2. Reinforcing institutional mission through collaborative relationships Each partnership that Northern creates is carefully considered and negotiated. We ensure that needs are met by making sure that there are the resources necessary on both sides of the collaboration before creating it. Many of our collaborations are “formal” in that the parameters of the partnership are in writing. For example, our partnerships with Marquette General Hospital, Dendreon Corporation and the Mayo Clinic (just to name a few) are in writing, ensuring that everyone involved in the collaboration understands expectations. In that way needs are certainly met. Our partnerships with K-12 schools in the area are closely monitored, as are our exchange programs (noted in 9C1). Northern encourages an active feedback loop between the department initiating the collaboration and the external collaborator through assessment and typically an advisory committee structure. The institution complies with state auditors, who visited the campus during 2005, and with The Higher Learning Commission, as well program-specific accrediting bodies. Through compliance we also ensure that needs are being met. Finally, we are an AQIP institution, and we take that very seriously. We are committed to continuous quality improvement in all of our programs and partnerships. 9P3. Creating and building relationships within the institution and assuring integration and communication across those relationships Criterion Four, Valuing People, articulates the ways in which Northern Michigan University creates and builds relationships across the campus. Collaboration among departments is another way to explain how NMU creates relationships within the institution. For example, the Department of Nursing and the Department of Sociology are collaborating on a grant-funded research project to study domestic violence and alcohol abuse. The English Department teams with the Department of Communication and Performance Studies offers a joint Shakespeare class that has students taking classes and then traveling with faculty from both departments to Stratford, Ontario to watch stage productions. The School of Education, of course, collaborates with a variety of departments for both the elementary and secondary education programs. The Health, Physical Education and Recreation (HPER) Department has faculty involved in a variety of collaborative activities. Faculty members have served on thesis committees in the Department of Psychology, Department of Physics, and the Department of Chemistry. A member of the Department of Engineering Technology has coordinated the fabricating of several pieces of equipment for our HPER lab. A faculty member from HPER and one from the Department of Education are both working on a project that deals with establishing K-12 curricula in the Middle East which promotes tolerance and abandonment of religious extremism, fascism, and violent bigotry. The Department of Clinical Lab Sciences collaborates with the Departments of Biology and Chemistry to some extent, to offer our Diagnostic Genetics program. The Science Technologist major is also an interdisciplinary program involving these two departments. Finally, we have an interdisciplinary program involving computer information systems courses of the College of Business—the Clinical Systems Analyst major.

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9P4. Collecting and analyzing measures of building collaborative relationships at NMU Northern does not have in place a specific mechanism or system to measure collaborative success or lack of success, except insofar as those collaborations are connected to academic programs. When there is such a connection, academic programs are measured according to our standard assessment process. We do have measures in place that allow us to track how students and external constituents perceive the success of collaborations in that we survey alumni, parents and employers to learn their thoughts on the entire academic experience. We have surveyed both faculty and students to measure satisfaction with the advising process, with perceptions of diversity on campus, and with our current Liberal Studies courses. Future assessments of these collaborations will certainly occur when the Superior Edge is fully implemented because students, in attempting to earn one of the four “edges” noted earlier in this document, will collaborate with the community, non-profit organizations and businesses. The electronic portfolio required of those students will allow us to determine the relative success of the program and the satisfaction of our external constituents.

C. RESULTS 9R1. NMU’s results in building key collaborative relationships Our results are very positive. The institution has had an ongoing relationship with some major external partners (like Dendreon Corporation and Mayo Clinic, both discussed in 9C1). We are very encouraged by our new partnership with Marquette General Hospital, and our School of Technology and Applied Sciences has had great success in placing students in external collaborative arrangements (noted in the Overview). As noted in 9P4, we do collect a significant amount of data relative to our programs and our students. The Office of Institutional Research, academic departments and committees survey the campus population on a regular basis to measure our success with programs and initiatives. We are also increasing our collaborations through grant-writing. We will begin collecting “results” more regularly when our Superior Edge Initiative is fully implemented, and those results will be shared with the campus community and other constituencies, including community partners. The Superior Edge is now an Action Project, so all results will be placed on Northern’s AQIP web page. 9R2. Comparing NMU’s results with the results of other higher education institutions Although Northern does collect information about competitors in our region, we do not share data on partnerships or collaborations. We have, however, gained recognition for our laptop initiative and have had, as noted earlier in this document, a number of institutions visit us to learn about how to implement the program. We have also gained national recognition for our selective Student Leader Fellowship Program. We have also begun to receive recognition for our Superior Edge program and have already had institutions contact us to learn our plans for increasing civic engagement and service learning on campus. We may, in time, compare our results with other institutions implementing a similar initiative. As the program becomes operational, we do plan to share our model and its outcomes with state and national audiences. D. IMPROVEMENT 9I1. Improving NMU’s current processes and systems for building collaborative relationships We improve primarily through assessment of programmatic offerings, relevance of those offerings, identified opportunities for improvement and new initiatives that allow for greater collaboration. We have taken a big step toward even greater improvement by hiring a grant writer and increasing the number of grants that involve collaboration and external constituents. Both the dollar amount and the number of

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grants have increased over the past academic year. We will produce a comparative study of the percentage of increase at the conclusion of the 2005-06 academic year. The Chemistry Department, for example, is working with a paper company, Neenah Paper Michigan, on a research project. We have over 1.9 million dollars in grant funding to collaborate with Marquette General Hospital (Departments of Clinical Lab Science, Biology and Chemistry). Our internal grants are also way up. Fourteen internally-funded grants were given last year, and that number will increase during the 2005-06 academic year. Those numbers were, prior to 2004, in the single digits. Our Superior Edge and Internationalization Initiatives will allow us to improve student learning by drawing in more external constituents and assessing the satisfaction of those constituents, the faculty and students. In these difficult budgetary times, NMU tries to ensure that the initiatives and programs we believe will help us improve are commensurate with our resources and will better help us carry out our mission—helping students learn. 9I2. Setting targets for improvement regarding NMU’s current results for student learning and development As noted earlier in this document, Northern Michigan University targets improvements in learning and collaboration at the department level, the college level, through the committee structures on campus and at the administrative level. Our targeted improvements are designed to benefit our learners and are based on perceived needs and opportunities. We became an AQIP institution because we were an institution focused on improvement, and we continue to improve through our action projects and unique initiatives, like our laptop program and the Superior Edge program. Because we are a “wired” campus, we readily communicate our results to the campus community and to the local community via email, on our website and through our Office of Communications. Criterion 8, Planning Continuous Improvement, also articulates how we target improvements for the future and how we communicate those targeted improvements.

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Administrative OrganizationNorthern Michigan University

July 2007

ChairMary C. Lukens

Vice ChairDouglas B. Roberts

Board MemberAlan T. Ackerman

Board MemberStephen F. Adamini

Special ProjectsConsultant

Michael J. Roy

Senior Financial AnalySearch in Progress

st

Director of BudgetSherri A. Towers

DirectorAdIT - Support /

Consulting ServicesFelecia J. Flack

DirectorAdIT - Technical

ServicesDavid W. Maki

ControllerSandra S. Haavisto

DirectorHuman ResourcesSearch in Progress

DirectorPlant Operations /

FacilitiesDennis G. Cieslinski

DirectorEngineering & Planning /

FacilitiesKathy Richards

Risk/ InsuranceManager

James W. Bradley

DirectorBusiness ServicesArthur J. Gischia

Associate V.P.Business Services

and FacilitiesCarl S. Pace

DirectorConference and Catering

Judy A. Marra

DirectorUniversity Center

OperationsThomas E. Helgren

Business DirectorAuxiliary Services

Rita Schultz Gordon

Bookstore ManagerMichael J. Kuzak

DirectorDining ServicesAndre' J. Mallie

Health CenterDirector / PhysicianDr. Thomas Schacht

V.P. for Finance and AdministrationTreasurer of the Board

R. Gavin Leach

Internal AuditorSearch in Progress

General Counsel /Equal Opportunity Officer

Catherine L. Dehlin

Assistant Director ofAlumni Relations

Brad J. Hamel

Director ofAlumni Operations

Deanna K. Hemmila

Director - ProspectResearch

Jane A. Surrell

DirectorAnnual GivingMaryellen E.

Charbonneau

Development Officer -Professional Studies

David Bammert

Development Officer -Arts and Sciences

Robyn L. Stille

Development Officer -University Initiatives/PBS

Mary Crampton

Finance ManagerNMU Foundation

Kathleen R. Frazier

Director Donor Relations/ StewardshipKelly Joerres

Director AdvancementServices

Allison Erickson

Director of FoundationOperations

Amy M. Hubinger

Campaign Coordinator /Admin. Assistant*

Vince Grout

Executive Director ofAdvancement

Martha B. Haynes

Associate DirectorFacilities

Carl R. Bammert

DirectorUSOEC

Jeffery S. Kleinschmidt

Special Assistant to thePresident and

Athletic DirectorKenneth G. Godfrey

Executive Assistant to thePresident / Secretary of the

BoardTheresa M. Nease

(effective August 1, 2007)

DirectorPublic Safety and Police

ServicesKenneth A. Chant

Marketing DirectorAnne M. Stark

News DirectorKristi K. Evans

Director ofCommunications and

MarketingCindy L. Paavola

Special Assistant to thePresident for

Economic DevelopmentAlfred N. Joyal

Institutional ResearchAssistant

Katie M. Schoonveld

Associate Vice Presidentfor Institutional Research

Paul B. Duby

DirectorAdmissions

Gerri L. Daniels

Dean of StudentsChristine G. Greer

DirectorHousing and Residence

LifeCarl D. Holm

DirectorFinancial Aid

Michael R. Rotundo

DirectorJobSearch Center

John B. Frick

DirectorCounseling and

Consultation ServicesThomas M. Stanger

DirectorCenter for Student

EnrichmentDavid L. Bonsall

RegistrarMarilyn M. Robbert

DirectorAcademic and Career

Advisement CenterJames G. Gadzinski

Associate Provost forStudent Services and

EnrollmentWilliam A. Bernard

Interim AssociateProvost for Academic

Affairs / Dean ofGraduate StudiesCynthia A. Prosen

DirectorAcademic Compuing

John J. Limback

Instructional MediaServices Supervisor

Bryant Varney

Instructional MediaServices Supervisor

Keenan Tumell

InstructionalTechnologistKathy Saville

Director - InstructionalDesign, Technology, and

MediaSearch in Progress

DeanAcademic Information

ServicesDarlene M. Walch

Associate DeanSchool of Art & Design

Michael J. Cinelli

HeadBiology

Neil Cumberlidge

HeadChemistry

Suzanne Williams

Head and AssociateDean of Arts & Sciences

Communication &Performance Studies

Donald J. Rybacki

Interim HeadEconomics

Robert Quinn

HeadEnglish

James M. Schiffer

HeadGeography

Michael J. Broadway

Interim HeadHistory

Russell M. Magnaghi

HeadModern Languages and

LiteraturesTimothy G Compton

HeadMathematics &

Computer ScienceG. Jailan Zalmai

HeadMusic

Donald R. Grant

DirectorCenter for NativeAmerican Studies

April E. Lindala

Interim HeadPhilosophy

Russell M. Magnaghi

HeadPhysics

David J. Lucas

Interim HeadPolitical Sciences &

Public AdministratiionBrian Cherry

HeadPsychology

Sheila L. Burns

DeanCollege of Arts and

SciencesTerrance L. Seethoff

Provost and V.P. forAcademic Affairs

Susan Koch

PresidentLeslie E Wong

Board of Trustees Board MemberSamuel S. Benedict

Board MemberBrian D. Cloyd

Board MemberJon G. LaSalle

Board MemberGilbert L. Ziegler