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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?

Our Mission Statement is “Facilities Planning & Management provides excellence in comprehensive facilities services that support the missions of the Business Affairs Division and EIU.”  Our Motto is “Service with Excellence.”


The crafts and trade shops include the grounds staff, painters, electricians, carpenters, locksmiths, construction laborers, HVAC mechanics, plumbers, brickmasons, and roofers.


How does the program mission align with the university mission?

Facilities Planning & Management crafts and trades maintain and improve the places for the university mission to excel and for its students and faculty to thrive.

Services Provided

Whom does the program serve?

Facilities Planning & Management crafts and trades serve each and every campus unit and campus stakeholder, whether faculty, student, staff, alumni, visiting parent, or guest, in some manner on a daily basis.  Some services are directly provided and noticed while others indirectly provide value and go largely unnoticed until something goes wrong.  An example of the latter is the assumption that each time a light switch is flicked the light will go on – the electrician and building service worker that maintain the system and change the light bulb are largely unnoticed until the light doesn’t work.


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

Facilities Planning & Management crafts and trades provide overall operations, maintenance, renewal and continuous stewardship of the campus’ physical facilities.  Specific areas of responsibility include management, oversight, maintenance functions in all buildings; grounds care; utilities maintenance; engineering and architectural service support; campus design input and construction activities; contractor coordination; and renovations and alterations to campus assets in administrative, classroom and athletics buildings.

Program History

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

Various elements of facilities maintenance and operations date from the original construction of the first permanent facility.


How has the unit changed or adapted over time?

As the footprint of the physical plant, grounds, and utilities have increased in size and complexity the unit has grown in numbers and technical expertise to address the needs of the campus community and programs.   A prime example is the use of web-based computerized temperature controls that could not have been considered during the construction of Old Main but now require specialized tools, equipment, software, and personnel.

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.

Facilities Planning & Management provides services to each member of the campus community on a daily basis.  Those services include everything from to making sure the heating, air conditioning, lights, and power work to repairing broken windows and providing signage in the classrooms, offices, and dormitory rooms.   

Collaboration with Academic Programs

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

Facilities Planning & Management currently partners with Geography to provide work opportunities to students in Geographic Information Sciences.


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

Members of the office staff contribute directly to the Masters of Science in Sustainable Energy Practicum with materials and hours of instruction.

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.

N/A


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

Certain crafts and trades operations within Facilities Planning & Management are subject to state and federal regulations including fertilizer and pesticide application, state plumbing licenses, and licenses to abate asbestos and lead paint.  We observe the requirements listed in the Elevator Code, Life Safety Code, Illinois Historical Preservation Agency statutes, State Fire Marshal requirements, and a myriad of other mandated and recommended codes.

The Boiler and Pressure Vessel Code inspections are overseen and coordinated by the State Fire Marshal.

Community Involvement

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

 Energy conservation, recycling, and sustainable energy education.


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

The Renewable Energy Center is unique in many respects and garners respect and attention from programs and individuals around the country.  The community and region have a resource in their back yard that is readily accessible for educational and marketing purposes.   The community benefits further from reduced emissions from the technology incorporated in the construction materials and methods.

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?

N/A

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?

Energy conservation and recycling benefit the university and community by allowing resources to be diverted to other programs and diverting recyclable materials from landfills.

The net result of those energy savings is millions of dollars funneled into academic programs.  

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?

Eastern Illinois University is one of the most environmentally responsible colleges in the United States and Canada, according to The Princeton Review.

Energy Star certification of multiple facilities by the United States Environmental Protection Agency

LEED Platinum certification of the Renewable Energy Center by the U. S.  Green Building Council

Tree City USA designation by the Arbor Day Foundation

Recognition by the Illinois Fire Inspectors Association as the first Illinois university to meet and exceed the Fire Sprinkler Dormitory Act by installing sprinklers in all residential campus buildings, including Greek housing.

Professional Organizations

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

N/A  The majority of craft and trade shop activity is through union locals.


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

N/A

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
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.

The energy sustainability grants received in the recent past have all been reinvested in the physical plant for additional efficiencies.  Including current promised grant monies, the sustainable energy grants total nearly $450,000; all of which have been and will be reinvested in facilities improvements. These efficiencies have allowed reallocation of finances to other campus programs and are not retained by Facilities Planning & Management.

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?

N/A

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?

City of Charleston, including public works, police, and fire departments

State agencies; including Illinois Board of Higher Education, Illinois Department of Labor, Procurement Policy Board, Illinois Department of Transportation, Capital Development Board, Governor’s Office of Management and Budget, State Universities Civil Service System, Illinois Department of Human Rights

Trade unions representing Painters, Carpenters, Teamsters, Bricklayers, Plumbers & Pipefitters, Construction Laborers, and Electricians

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.

Facilities Planning & Management provided information to APPA (Association of Higher Education Facilities Officers) for inclusion in the Facilities Performance Indicators (FPI) Survey and we compare our levels of staffing and expenditures with other public institutions of higher education.  As capital improvements are continually de-funded the natural progression has been a lower level of planned maintenance, campus customer satisfaction, and academic program effectiveness.  Putting out fires versus planned maintenance negatively impacts recruitment and retention efforts as demonstrated in the piping systems in Life Sciences.

Each survey of effectiveness in comparison to peer institutions reveals we expend fewer resources per square foot and cover more square foot per FTE.

From a recent report from Honeywell, energy consumption efforts have been quite effective with an overall reduction of 40% in calculated energy use intensity (EUI) from FY01 through FY13.  Individual building energy and water metering efforts in the recent past allow targeted programs to eliminate waste and encourage additional conservation

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.

Through the APPA Institute for Facilities Management staff members are exposed to best practices at other institutions nationwide and establish relationships with peers and industry professionals to further explore opportunities for improvement.

The new Grounds shop and equipment enhancements improve efficiencies per FTE, which will show additional benefits across campus.

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
60020-Civil Service 365,263 342,277 377,250 366,506
60050-Student Employees 2,056 5,148 4,313 2,203
70020-Contractual Services (2,756) (15,664) (4,520) (2,504)
70030-Commodities 39,656 48,441 76,351 45,348
70040-Capital Expenditures - 25,196 15,500 18,786
70050-Travel - - - 18,354
Total: 404,219 405,398 468,894 448,693
 
135510-Carpenters Shop
60020-Civil Service 208,502 210,845 206,243 207,473
70020-Contractual Services (4,629) (4,259) (5,699) (2,631)
70030-Commodities 11,957 14,547 21,081 14,872
70040-Capital Expenditures 7,333 5,066 6,354 4,465
70050-Travel - - - 5,876
Total: 223,163 226,200 227,980 230,055
60020-Civil Service 324,300 336,405 341,426 345,386
70020-Contractual Services 436 (963) (3,944) (1,079)
70030-Commodities 44,561 46,021 55,804 43,185
70040-Capital Expenditures - 4,545 5,047 1,832
70050-Travel - - - 8,197
Total: 369,298 386,008 398,333 397,522
 
135530-Paint Shop
60020-Civil Service 284,356 279,542 280,735 284,777
70020-Contractual Services 4,511 (11,899) 712 (230)
70030-Commodities 8,394 9,112 27,188 11,128
70040-Capital Expenditures 48 15,002 2,169 2,761
70050-Travel - - - 5,803
Total: 297,309 291,758 310,804 304,238
60020-Civil Service 180,173 204,318 196,344 207,248
70020-Contractual Services 796 (6,594) (316) (2,152)
70030-Commodities 10,128 14,241 9,225 8,711
70040-Capital Expenditures 8 7,246 1,341 2,897
70050-Travel - - - 4,940
Total: 191,105 219,211 206,594 221,643
 
135550-Roofing Maintenance
60020-Civil Service 78,072 83,617 82,441 78,932
60040-Graduate Assistants - - 9,855 7,200
60050-Student Employees 4,914 6,008 2,372 1,815
70020-Contractual Services 12,146 7,548 (17,774) (5,476)
70030-Commodities 1,611 2,175 959 537
70040-Capital Expenditures - - 17,774 3,585
70050-Travel - - - 957
Total: 96,744 99,348 95,627 87,550
70020-Contractual Services (5,672) 236 (637) 4,050
70030-Commodities 917 888 15,566 1,982
70040-Capital Expenditures 12,644 2,236 431 -
70050-Travel - - - 3,747
Total: 7,889 3,360 15,360 9,779
 
235102-Central Stores-Maint Materials
70020-Contractual Services - - 678 -
70030-Commodities 831,338 838,222 887,077 824,519
70050-Travel - 10 - -
Total: 831,338 838,232 887,755 824,519
70020-Contractual Services 1,756 - - -
70030-Commodities 9,786 - - -
Total: 11,543 - - -
Program Total: 2,432,607 2,469,514 2,611,345 2,523,998
Staffing
135510 2010 2011 2012 2013 2014
Total Head-Count (Not FTE) 2.50 2.50 3.00 2.17 3.00
Admin/Professional 0.00 0.00 0.00 0.00 0.00
Civil Service 2.50 2.50 3.00 2.17 3.00
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 0.00 0.00 0.00
135520 2010 2011 2012 2013 2014
Total Head-Count (Not FTE) 3.33 4.83 4.58 4.00 5.33
Admin/Professional 0.00 0.00 0.00 0.00 0.00
Civil Service 3.33 4.83 4.58 4.00 5.33
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 0.00 0.00 0.00
135530 2010 2011 2012 2013 2014
Total Head-Count (Not FTE) 3.00 4.00 4.00 4.00 4.00
Admin/Professional 0.00 0.00 0.00 0.00 0.00
Civil Service 3.00 4.00 4.00 4.00 4.00
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 0.00 0.00 0.00
135540 2010 2011 2012 2013 2014
Total Head-Count (Not FTE) 1.14 1.33 2.00 1.67 2.33
Admin/Professional 0.00 0.00 0.00 0.00 0.00
Civil Service 1.14 1.33 2.00 1.67 2.33
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 0.00 0.00 0.00
135550 2010 2011 2012 2013 2014
Total Head-Count (Not FTE) 2.67 2.00 3.83 3.00 2.00
Admin/Professional 0.00 0.00 0.00 0.00 0.00
Civil Service 0.67 1.00 0.83 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 0.00 2.00 1.00
Student Workers 2.00 1.00 3.00 0.00 0.00
1355GO 2010 2011 2012 2013 2014
Total Head-Count (Not FTE) 10.50 9.50 9.50 7.50 10.50
Admin/Professional 0.00 0.00 0.00 0.00 0.00
Civil Service 9.50 9.50 7.50 7.50 9.50
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 1.00 0.00 2.00 0.00 1.00
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.

The FY15 Resource and Management Plan (RAMP), Table C107, identifies $6,675,500 in unfunded capital improvement projects.  Each of the projects was appropriated via public act and most were re-appropriated in subsequent acts.  The lack of state funds for execution of the work increases the deferred maintenance backlog and the likelihood of system failure.

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?

The energy conservation efforts and Renewable Energy Center operation are noted by institutions nationwide.

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

Facilities Planning and Management is committed to providing facility services to assure cultural and educational opportunities are delivered to the region and which complement the tradition of distinguished teaching in undergraduate programs. In doing so, the unit strives to be a model of excellence for comprehensive state institutions of its kind in delivering effective and efficient services to the Eastern Illinois University community.  We keep the grass mowed, lights on, and doors open.

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.

N/A

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.

N/A

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

Facilities Planning & Management staff are in discussions with the City of Charleston and the Illinois Department of Transportation to assist in creation of a collaborative landscape/streetscape plan from the Neal Welcome Center to 18th Street to more strongly connect campus and community and to provide a welcoming corridor along Lincoln Avenue.

Grounds staff constantly seek to improve the plantings and visual identification to enhance our institutional image with our prospective student market.  Numerous donor opportunities exist in grounds upgrades and enhancements.

The institutional image is a key component of Facilities Planning & Management activities.  Recent efforts include expedient repair of the ‘front gate’ flower bed in time for Homecoming 2013 after an impaired driver destroyed a portion as well as beautification of Old Main.  A significant number of photographs identifying students and alumni with EIU are taken in this landmark location and its appearance is of high importance.

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?

Facilities Planning & Management has many challenges in the very near future, including:

Implementation of a more rigorous preventive maintenance program.

Supporting faculty and student recruitment and retention in years of financial restrictions – doing more with less

Aging infrastructure and the associated costs to maintain facilities with systems reaching the end of useful life.  The average age of mission critical buildings is over 67 years old at last review.  As systems fail, the collateral damage to other building systems intensifies costs to correct the original failure.

Costs of providing enhanced technology in building systems.  Costs will include significant first investments as well as continued training.  The payoff in conversion to Direct Digital Controls is widely known and practiced in public and private sectors as it allows long-distance issue diagnostics.  A recent example is the failure of a temperature controller in Lantz during a basketball game where the technician was able to diagnose the 1000 °F reading from home and make corrections.

Investment in personnel as the average employee age increases and the costs involved in training new employees.  The current trade union agreements in the private sector provide better benefits than the state so recruitment and retention of high quality employees may be difficult.

Further reduction in energy and utilities to redirect resources to academic programs – much of the low hanging fruit has been plucked.

Sustainability and carbon footprint reduction – enhancing recycling efforts and sustainable construction

Water conservation and reduction of rainwater flow off campus including rain gardens/features and permeable paving

Classrooms of the future which may not include as much brick and mortar construction and more technology to support distance learning

Limited financial resources will continue to surface in the form of reduced state budget availability and tuition caps – we must be affordable

Deferred maintenance is a nation-wide issue whose abeyance and reduction will require partnering with academic resources at each opportunity.  The federal government has recognized a need for reinvestment in the physical facilities of 2.5% to maintain a steady state condition.  A reduced rate of investment will continue to show up in further degradation of the facilities.

Generation of an effective utilities production and distribution model that includes dedicated reserves for equipment repairs and upgrades.  The current utilities generation and distribution systems include single points of failure that may disable significant portions of campus activities upon unscheduled outages.

Comments (optional)

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

Public/Private Partnerships are utilized in many universities with increasing numbers and applications.  In times of shrinking budgets and funding streams we will investigate opportunities and take appropriate action.