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Program Analysis |

Grants and Research

Program List

Section 1: History & Relevance

This criterion shows how the program is aligned with the university mission:

Eastern Illinois University is a public comprehensive university that offers superior, accessible undergraduate and graduate education. Students learn the methods and results of free and rigorous inquiry in the arts, humanities, sciences, and professions, guided by a faculty known for its excellence in teaching, research, creative activity, and service. The university community is committed to diversity and inclusion and fosters opportunities for student- faculty scholarship and applied learning experiences within a student- centered campus culture. Throughout their education, students refine their abilities to reason and to communicate clearly so as to become responsible citizens and leaders.

The university mission statement sets standards and expectations for programs. Programs will vary in their purposes, clienteles, and methodologies, but all programs are expected to support the university's mission in some way and achieve its stated expectations of excellence. The pattern of achievements and expectations is different for a mature program than a nascent one, so program history is relevant.

Please limit all responses to 300 words
Program Mission

What is the program’s mission statement or statement of purpose? Why does the program exist?

The Office of Research and Sponsored Programs (ORSP) facilitates applications, negotiations, and procurement of grant funding for activities that are consistent with the mission and role of the University. Such activities include research, creative activity, acquisition of equipment, construction and improvement of facilities, and public service. The office also administers state-appropriated funds that the University allocates for research and creative activity. The office works to ensure compliance with university, state, and federal regulations that govern the conduct of research. This compliance oversight includes coordination of both the Institutional Review Board (IRB) and the Institutional Animal Care and Use Committee (IACUC). ORSP activities are a joint effort involving faculty members, funding agency personnel, university fiscal authorities, and others.

The program exists to fulfill this mission


How does the program mission align with the university mission?

The Office of Research and Sponsored Programs enables faculty members to obtain external funding for research and creative activity and to carry out these efforts in compliance with applicable regulations.

Services Provided

Whom does the program serve?

Primarily faculty who are engaged in research and creative activity. The program also serves several staff members.


What are the services provided? How do these services align with the university mission and program mission?

The program (1) provides a wide range of services to individuals who apply for and administer external funding; (2) administers internal funding programs; and (3) helps individuals comply with research regulations.

Program History

Describe the program’s origins (e.g. year established, purpose, expectations).

The program was established several decades ago for the purpose of providing central management and compliance services for externally funded research and administering internal funding programs.


How has the unit changed or adapted over time?

The unit has adapted to the university's compliance needs by adding a full-time staff member who coordinates compliance with regulations that govern conduct of research involving human subjects and vertebrate animals.

Comments (optional)

If needed, provide supplemental comments to help the reader understand the program’s history and relevance to university mission.

Section 2: Internal demand for the program

No single program can achieve the university's mission on its own, and this criterion captures the interconnections among programs. Academic programs provide students with general education courses, foundation and principles courses, and specialized course(s) in support of other programs. Administrative programs may serve a variety of internal clientele, and the choice between internally or externally provided services may be relevant in some cases.

Please limit all responses to 300 words
Demand for Services

Provide data, if available, on the numbers of students, faculty, staff, or others served by the program during the past four years. If no data are available, please estimate the numbers served annually.

Number of individuals who have submitted an external grant proposal:
  FY2011: 64
  FY2012: 64
  FY2013: 69

Number of new procedures involving research with human subjects
  FY2011: 170
  FY2012: 188
  FY2013: 160

Number of new or newly approved procedures involving research with vertebrate animals
  FY2011: 17
  FY2012: 15
  FY2013: 11

Collaboration with Academic Programs

Does the program offer any co-curricular opportunities for students (e.g., internships, RSO support, service-learning activities)? Please describe.

The program does not offer co-curricular activities.


Does the program contribute to the delivery of academic programs (e.g., providing professional expertise, serving as adjunct faculty)? Please describe.

Although the program does not directly engage in delivery of academic programs, it does assist with obtaining external funding that often contributes to academic programs.

Comments (optional)

If needed, provide supplemental comments to help the reader understand the internal demand for the program. Note any clarifications or special circumstances (e.g., curriculum changes made by another program) that should be considered when reviewing the above data.

Section 3: External demand for the program

The external demands for programs stem from a number of sources: students and their families, employers and business partners, alumni, donors and other friends of the university, and the general citizenry. The establishing legislation for the university requires it to offer courses of instruction, conduct research, and offer public services. The Illinois Board of Higher Education's Public Agenda for Illinois Higher Education establishes expectations for increasing educational attainment, ensuring college affordability, addressing workforce needs, and enhancing economic development.

Please limit all responses to 300 words
External Expectations

Is the program accredited or approved by a recognized external agency or otherwise certified to meet established professional standards? Provide an executive summary of and link to the program’s most recent accreditation or certification report, if available.

The program is not formally accredited or certified. However, it does maintain a professional membership in NCURA, the National Council of University Research Administrators.


Is the program required to meet any regulatory or legal requirements? Is the program subject to any special auditing requirements?

The program itself faces no special regulatory or auditing requirements. However, the program is the focal point for the university's compliance with a myriad of government regulations that apply to external funding.

Community Involvement

What are the most important outreach or public service activities supported by the program?

The program administers grant applications for public service efforts such as literacy programming aired by WEIU.


How do the local community and the region benefit from the program?

A substantial percentage of external funding is spent locally in the form of salaries and purchase of goods and services.

Comments (optional)

If needed, provide supplemental comments or data sources to help the reader understand the external demand for the program.

Section 4: Quality of program outcomes

Assessment and accreditation of academic programs today tend to be more focused on program outcomes than inputs. This criterion focuses on external validations of quality and uses multiple measures to identify exemplary performance and achievements. Both student and faculty outcomes will be relevant for academic programs. Administrative programs are expected to use best practices and provide value to the clienteles served.

Please limit all responses to 300 words
Outcomes Assessment

What are the two or three more important measureable outcomes tracked to assess program quality? Does the program conduct an outcomes assessment, and if so, what has been the impact?

1. Number of external grant applications submitted.

2. Dollar value of external grant applications submitted.

3. Number of external grants awarded.

4. Dollar value of external grants awarded.

The program does not conduct a formal outcomes assessment, but it does monitor the measurable outcomes for evidence of trends.

Best Practices

What are the two or three most effective best practices that the program has implemented? What benefits have been gained from implementing these best practices?

1. Reducing the number of signatures required to approve certain grant proposals.

Benefit: reduced time to approve grant proposals.

2. Actively monitoring funding agencies for new compliance requirements.

Compliance with the most recent regulations.

External Recognitions

What external recognitions (e.g., awards, accommodations, professional certifications, references in trade publications) have the program and its staff received in the past three years?

None.

Professional Organizations

Is the program active with any regional, national, or international professional organizations?

The director is a member of NCURA (National Council of University Research Administrators) and has presented at a regional meeting.


Note any presentations, publications, or offices held in the last three years.

None.

Comments (optional)

If needed, provide supplemental comments or data sources to help the reader understand the quality of program outcomes.

Section 5: Resources Generated by the Program

Programs may generate resources in a number of ways: enrollments, grants, fundraising, income-producing contracts, ticket sales, and provision of services. Interconnections among programs create implicit cross-subsidies, with some programs being net payers and others being net receivers. Resources in this context need not be financial. Relationships with community colleges, schools and businesses, and government bodies also benefit the university.

Revenues
Account 2011 2012 2013 2014
50040-Investments and Recovery -8,264 0 0 0
Program Total: -8,264 0 0 0
Please limit all responses to 300 words
External Funding Data Pending

Note any special benefits (e.g., personnel support, equipment, permanent improvements) that the program has received in the past three years from its grants and other sponsored programs.

Our mission is to help other people obtain grants and sponsored programs.

Relationships

How does the program benefit from donor gifts (e.g., scholarships, endowed chairs)? Does donor support provide a significant percentage of the program’s overall funding?

The Bud May award was endowed by a donor for the purpose of recogizing individuals for exemplary efforts and success in attracting external funding.

List two or three key relationships that the program maintains with external constituencies (e.g., community colleges, other universities, government bodies). How do these relationships advance the university mission or otherwise benefit the university?

1. Relationships with numerous funding agencies. We know some program officers on a first-name basis.

Benefit: Eastern is able to maintain efficient operations with funding agencies.

2. Relationship with USDA inspector

Benefit: We are able to consult with the USDA inspector when we have a relevant question about animal care.

Comments (optional)

If needed, provide supplemental comments to help the reader understand the resources generated by the program. Note any clarifications or special circumstances (e.g., revenue pass-throughs) that should be considered when reviewing the above data.

Section 6: Productivity of the program

Productivity refers to the outcomes and resources generated by the program relative to its size and scope. Productivity measures tend to be quantitative, based on metrics like student credit hour production, degree completions, and number of students or other clientele served, relative to the size of the faculty or staff assigned to the program. A program's productivity can be negatively impacted if its resources are too thinly spread to achieve a critical mass or if its resources are imbalanced relative to program needs.

Please limit all responses to 300 words
Metrics and Benchmarks

Provide an executive summary of and link to any metrics or benchmarks that the program tracks to measure productivity.

The program tracks and publishes the following parameters related to external grants: Number of proposals submitted, dollar value of proposals submitted, number of grants received, dollar value of grants received. Here is the link to the report of these parameters: http://www.eiu.edu/grants/ORSP_Summary_Reports.php

The program tracks (but does not publicize) the number of protocols managed by the IRB and IACUC.

Staff Productivity

What initiatives has the program implemented to enhance staff productivity (e.g., access to training, workflow improvements)? Briefly describe the costs and benefits of these initiatives.

At first, effort certification was done on hard copies of reports. Office staff converted this procedure to electronic routing of the reports. Considerable time savings resulted, although a cost benefit is difficult to measure.

Comments (optional)

If needed, provide supplemental comments to help the reader understand the productivity of the program. Note any clarifications or special circumstances (e.g., accreditation requirements, curricular changes, program restructuring) that should be considered when reviewing the above data.

Section 7: Costs associated with the program

Program analysis will be tied to the university's financial ledgers. A program by definition uses university resources, and tying to the accounting system helps ensure that no programs are overlooked in the analysis. Metrics in this criterion are used to identify all of the costs of delivering the program. Many of these costs are direct, but some may be implicit or indirect costs not directly associated with any financial payment. Programs may also be drivers of efficiencies that can help reduce the costs of delivering other programs.

Please limit all responses to 300 words
Expenditures
Account 2011 2012 2013 2014
 
127200-Research and Sponsored Programs
60010-Administrative 156,062 158,012 159,593 155,853
60020-Civil Service 17,451 - - -
60050-Student Employees - 2,124 - -
70020-Contractual Services 10,561 7,930 13,917 6,412
70030-Commodities 1,920 696 2,211 827
70040-Capital Expenditures - 407 445 -
70050-Travel 264 - 4,175 2,758
Total: 186,257 169,170 180,341 165,851
60030-Faculty 94,500 90,000 90,000 90,000
 
127220-Matching Grant Funds
70020-Contractual Services 1,679 500 500 375
70030-Commodities 10,000 2,000 - -
70050-Travel 50 - - -
70070-Other Expenses 83,000 10,000 10,000 10,000
Total: 94,729 12,500 10,500 10,375
70020-Contractual Services - 3,500 1,500 4,000
 
227201-Indirect Costs-Res & Spons Prgms
60020-Civil Service 13,751 34,627 32,059 37,908
60030-Faculty 16,958 75 75 -
60040-Graduate Assistants - 8,100 - -
60060-Fringe Benefits 1,619 1,023 1,029 1,017
70020-Contractual Services 3,899 9,186 3,336 1,322
70030-Commodities 3,913 1,838 39 584
70040-Capital Expenditures 1,000 9,234 0 -
70050-Travel 215 3,392 - 1,306
Total: 41,356 67,475 36,538 42,137
Program Total: 416,842 342,645 318,879 312,362
Staffing
127200 2010 2011 2012 2013 2014
Total Head-Count (Not FTE) 2.00 2.00 3.00 2.00 2.00
Admin/Professional 2.00 2.00 2.00 2.00 2.00
Civil Service 0.00 0.00 0.00 0.00 0.00
Faculty 0.00 0.00 0.00 0.00 0.00
Unit A 0.00 0.00 0.00 0.00 0.00
Unit B 0.00 0.00 0.00 0.00 0.00
Non-negotiated 0.00 0.00 0.00 0.00 0.00
Graduate Assistants 0.00 0.00 0.00 0.00 0.00
Student Workers 0.00 0.00 1.00 0.00 0.00
227201 2010 2011 2012 2013 2014
Total Head-Count (Not FTE) 1.50 1.00 2.00 1.00 1.00
Admin/Professional 0.50 0.00 0.00 0.00 0.00
Civil Service 1.00 1.00 1.00 1.00 1.00
Faculty 0.00 0.00 0.00 0.00 0.00
Unit A 0.00 0.00 0.00 0.00 0.00
Unit B 0.00 0.00 0.00 0.00 0.00
Non-negotiated 0.00 0.00 0.00 0.00 0.00
Graduate Assistants 0.00 0.00 1.00 0.00 0.00
Student Workers 0.00 0.00 0.00 0.00 0.00
Comments (optional)

If needed, provide supplemental comments to help the reader understand the costs associated with the program. Note any clarifications or special circumstances (e.g., expenditures made centrally or externally, expenditures made on behalf of other units) that should be considered when reviewing the above data.

Section 8: Program impact on university mission

This criterion may be considered a catch-all for relevant information not covered elsewhere. It focuses on reasons why a program should be maintained or strengthened, the essentiality of the program to the university and its mission, the contributions that the program makes to other programs' successes, and the benefits that the university receives from having the program. The university's vision calls for making personal connections and having a global reach and impact, and programs may have unique aspects that contribute to this vision.

Please limit all responses to 300 words
Distinctive and Unique Aspects

How does the program seek to distinguish itself from similar programs at other institutions?

We see no need to distinguish ourseleves from other sponsored programs offices except in emphasizing and delivering highly personalized service, as befits our small size.

Note any unique and/or essential contributions that the program makes to the university.

We have expertise with the specific requirements of funding agencies: requirements for submitting grant proposals and complying with regulations.

Program-specific Metrics (optional)

Provide any program-specific metrics that help to document program contributions or program quality. Examples of some commonly used program-specific metrics may be found here.

Comments (optional)

If needed, provide supplemental comments to help the reader understand the program impact on the university mission.

Section 9: Future opportunities for the program

No program has all the resources it wants or needs, and new or reallocated funds are scarce. This criterion provides an opportunity analysis to identify new and innovative ideas to promote a sustainable academic and financial future for the university. Identifiable trends in student demographics and interests, technological developments, and partnerships with businesses, schools, alumni, and donors are just a few possible avenues for future opportunities. Many of the opportunities that programs identify will tie back to the university's strategic plan, which specifies six key areas that we want to enhance or strengthen.

Planning Limit all responses to 300 words

Provide a link to or listing of the program’s goals and/or strategic plan.

Link to the program's home page statement: http://www.eiu.edu/grants/

What role will the program have in the implementation of the university’s strategic plan (provide link to strategic plan)?

The program will support any aspect of the university's strategic plan that involves external funding. However, the program expects to have the most frequent role in this element of the stragetic plan:

"Link rigor to program identity, with academic programs identifying their own unique and distinctive hallmarks of rigor within the larger context of integrative learning, student-faculty research/creative activity, study abroad, and practicum/internships."

 

Opportunities Limit all responses to 500 words

In the next two or three years, what best practices, improvements in operations, or other opportunities to advance the university’s mission are likely to be implemented?

Further streamlining of document routing by conversion to electronic imaging is the most likely streamlining improvement.

Opportunities for expanding external funding are likely to result from new initiatives such as renewable energy or one of the specialized centers that may be created in the near future.

Comments (optional)

If needed, provide supplemental comments to help the reader understand future opportunities for the program.