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Program Analysis |

Treasurer

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 Treasurer's Office supervises the Accounting, Bursar and Payroll Offices, and the Department of Procurement, Disbursements and Contract Services.  In addition, the Treasurer's Office is responsible for the University's risk management, Treasury Management, the University's system of internal controls and the University's relationship with the State Auditor General and assigned external auditors.  In connection with these activities, the Treasurer represents the University on the State University Travel Control Board, Illinois Public Higher Education Cooperative and State University Risk Management Association.  The Treasurer also monitors the University's compliance with Payment Card Industry Standards and debt covenants as a result of various bond issues, including the University's relationship with various debt rating services.  The Treasurer is also a part of the University's Emergency Management Team.


How does the program mission align with the university mission?

The Treasurer's Office supports the University's mission by supporting academic and administrative departments in the performance of their duties.

Services Provided

Whom does the program serve?

Students and academic and administrative departments. 


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

See above.

Program History

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

The position has been part of the University from its conception.


How has the unit changed or adapted over time?

In order to comply with State statute, the duties of the Treasurer's Office changes on a regular basis. 

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.

Not available.

Collaboration with Academic Programs

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

We supports activities that offer internships, RSO support and service-learning activities.


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

The Treasurer's Office supervises departments that make it possible for the University to operate and serve the students.

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.

No.


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

The Office is responsible for compliance with a multitude of statutes, regulations and rules at both the State and Federal levels.

Community Involvement

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

Not applicable


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

Not applicable.

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?

Annually, the external auditors evaluate the University's compliance with laws and regulations.  Non-compliance, in the worst case scenario could result in the loss of funding to the University's programs.

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?

Not applicable.

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?

Not applicable.

Professional Organizations

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

Illinois Public Higher Education Cooperative, State University Risk Management Association, State University Travel Control Board, Midwest Higher Education Compact.


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
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.

None.

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?

Not applicable.

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?

See above.

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.

Annual audit performed by the Illinois Auditor General.

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.

We have minimized staffing and continue to identify ways of improving work performance.

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
60010-Administrative 112,543 113,949 115,089 106,553
60020-Civil Service 1,646 11,036 - -
60050-Student Employees - - - 2,252
70020-Contractual Services 18,922 17,615 9,122 6,445
70030-Commodities 589 1,248 63 19
70040-Capital Expenditures - 2,634,408 - -
70050-Travel 123 512 449 325
Total: 133,823 2,778,768 124,723 115,594
 
131010-SURS Excess Payments
60060-Fringe Benefits 4,511 12,396 15,945 150,864
70020-Contractual Services - - - 658
Total: 4,511 12,396 15,945 151,522
Program Total: 138,334 2,791,164 140,668 267,116
Staffing
131000 2010 2011 2012 2013 2014
Total Head-Count (Not FTE) 1.00 1.00 1.00 1.00 1.00
Admin/Professional 1.00 1.00 1.00 1.00 1.00
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 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?

Not applicable.

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

Not applicable.

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.

Stated in other programs reporting to the Treasurer's Office.

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

Stated in other programs reporting to the Treasurer's Office.

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?

Stated in other programs reporting to the Treasurer's Office.

Comments (optional)

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