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.”
How does the program mission align with the university mission?
Facilities Planning & Management support services provide 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 serves 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 provides overall operations, maintenance, construction, renewal and continuous stewardship of the campus’ physical facilities. Specific areas of responsibility include management, oversight, fiscal authority and direction of maintenance functions in all buildings; grounds care; utilities and their infrastructure; engineering and architectural service delivery; campus design and construction activities; project management and coordination; renovations and alterations to campus assets; and janitorial services 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 with the builders and custodial staff.
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 cleaning the floors and emptying the trash to making sure the heating, air conditioning, lights, and power work 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.
Management staff and other 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 operations within Facilities Planning & Management are subject to state and federal regulations including fertilizer and pesticide application, professional engineer licenses, architect registration, 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.
Utilities generation is heavily regulated for emissions discharge and spill containment. The Clean Air permit process is onerous and subject to review for compliance. The Boiler and Pressure Vessel Code inspections are overseen and coordinated by the State Fire Marshal.
Even the gasoline pumps and water distribution system require an operator who is licensed by the state.
Community Involvement
What are the most important outreach or public service activities supported by the program?
Energy conservation, recycling, and sustainable energy education. The program provides a considerable number of tours through the Renewable Energy Center to see the biomass process turn wood chips into heat and electricity. The recycling operation partners with a community organization to provide meaningful employment for developmentally disabled persons.
Eastern Illinois University is one of the most environmentally responsible colleges in the United States and Canada, according to The Princeton Review .
The Design and Construction department is currently overseeing design and construction for the Center for Clean Energy Research which includes a component of the facility dedicated to outreach. Funds provided by a grant from Charleston Area Charitable Foundation allow local community researchers to occupy a portion of the facility to investigate additional clean energy possibilities.
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.
Energy purchasing consortium with Illinois State University, Western Illinois University, Southern Illinois University at Carbondale, and Southern Illinois University at Edwardsville.
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?
APPA – Association of Higher Education Facilities Officers
SCUP – Society for College and University Planning
International Code Council
Note any presentations, publications, or offices held in the last three years.
District Energy - Biomass at Eastern Illinois University: New gasification system replaces coal
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
235001-FPM Maintenance
50040-Investments and Recovery
0
247
2,565
15,000
50050-Sales, Service and Rentals
1,766
2,065
1,056
3,932
50080-Other Revenue
21,870
16,905
19,902
20,810
Total:
23,636
19,217
23,522
39,742
235002-Campus Projects
50080-Other Revenue
0
0
9,302
0
235004-Recycling
50050-Sales, Service and Rentals
30,165
34,838
58,154
35,833
50080-Other Revenue
0
0
1,116
0
Total:
30,165
34,838
59,270
35,833
235008-Renovations and Alterations
50040-Investments and Recovery
0
0
0
9,302
50080-Other Revenue
7,954,822
8,428,472
10,927,669
7,286,592
Total:
7,954,822
8,428,472
10,927,669
7,295,894
2350CP-Campus Projects
50080-Other Revenue
0
0
0
4,171
2350D7-ESCO Support
50080-Other Revenue
74,671
258,903
176,942
52,851
2350D8-Lumpkin Water Damage 2010
50080-Other Revenue
15,899
0
0
0
2350D9-Bicycle Rental Program
50050-Sales, Service and Rentals
0
0
80
0
335001-Facilities Planning & Management
50080-Other Revenue
0
0
0
0
Program Total:
8,099,193
8,741,430
11,196,785
7,428,490
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?
APPA – Association of Higher Education Facilities Officers
SCUP – Society for College and University Planning
International Code Council membership
Energy purchasing consortium with Illinois State University, Western Illinois University, Southern Illinois University at Carbondale, and Southern Illinois University at Edwardsville
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.
Building Services Workers are generally staffed to provide Level 3 or better cleanliness on a scale of 1-5.
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
135000-Facilities Planning and Management
60010-Administrative
165,316
189,737
92,644
198,406
60020-Civil Service
300,838
313,961
523,096
453,326
60030-Faculty
-
200
-
-
60050-Student Employees
4,818
1,891
5,926
9,180
70020-Contractual Services
84,308
69,873
140,822
49,314
70030-Commodities
6,602
19,884
48,934
4,765
70050-Travel
144,596
167,293
185,812
40,381
Total:
706,478
762,838
997,234
755,371
135010-ADA Compliance
60020-Civil Service
35,927
36,376
36,740
23,218
70020-Contractual Services
709
284
135
825
Total:
36,636
36,660
36,875
24,043
135020-Asbestos Abatement
60020-Civil Service
121,469
86,631
110,899
56,107
70020-Contractual Services
(7,119)
611
1,765
634
70030-Commodities
12,241
3,375
2,679
2,678
70040-Capital Expenditures
-
501
9
728
70050-Travel
-
-
-
1,084
Total:
126,590
91,117
115,352
61,230
135030-FC-Deferred Maintenance
60020-Civil Service
182,656
229,174
232,728
222,656
70020-Contractual Services
1,002,446
375,254
209,691
216,879
70030-Commodities
17,482
18,401
59,533
-
70040-Capital Expenditures
393,121
711,112
1,579,337
833,641
70050-Travel
-
537
1,949
-
Total:
1,595,706
1,334,478
2,083,237
1,273,176
135035-FC-Elevator Maintenance
70020-Contractual Services
37,452
38,535
48,923
80,422
135040-FC-Energy Conservation Measures
70020-Contractual Services
262
900
9,609
14,155
70030-Commodities
3,606
18,152
14,486
3,961
70040-Capital Expenditures
1,886
67,979
71,675
27,213
70050-Travel
283
-
-
-
Total:
6,037
87,031
95,770
45,329
135050-FC-ESCO Principal and Interest
70020-Contractual Services
634,110
419,674
214,100
53,644
135060-FPM Contracts
70020-Contractual Services
9,751
7,062
9,679
10,578
70030-Commodities
10,939
10,790
12,026
-
70050-Travel
-
-
-
12,023
Total:
20,690
17,852
21,705
22,601
135070-Local Projects
60020-Civil Service
681
-
-
-
70020-Contractual Services
21,586
96,816
2,112
15,200
70040-Capital Expenditures
144,988
104,032
481,322
96,864
Total:
167,255
200,848
483,434
112,065
135080-FC-Trash Removal
70020-Contractual Services
27,379
36,946
62,968
43,197
235001-FPM Maintenance
60020-Civil Service
10,581
10,092
7,433
8,855
70020-Contractual Services
1,185
3,450
2,557
5,327
70030-Commodities
11,756
13,900
8,879
8,414
70040-Capital Expenditures
-
155
240
2,514
70050-Travel
-
-
250
1,000
Total:
23,523
27,597
19,358
26,110
235004-Recycling
60020-Civil Service
-
15,127
22,155
16,833
60050-Student Employees
18,793
21,177
16,196
18,018
60060-Fringe Benefits
-
-
340
336
70020-Contractual Services
282
226
1,083
445
70030-Commodities
586
3,290
1,567
339
70040-Capital Expenditures
1,206
-
-
-
70050-Travel
7,656
7,728
11,931
8,205
Total:
28,523
47,548
53,271
44,175
235005-Indirect Costs-FPM
60020-Civil Service
49
-
-
-
60050-Student Employees
21,683
38,000
-
-
70020-Contractual Services
7,200
-
-
-
70030-Commodities
5,624
-
-
-
70050-Travel
499
-
-
-
Total:
35,054
38,000
-
-
235008-Renovations and Alterations
60020-Civil Service
2,738,218
3,138,273
3,628,681
2,595,331
60050-Student Employees
9,918
4,659
2,299
-
60060-Fringe Benefits
32,238
26,320
54,836
23,420
60070-Leave Payouts
61
29,273
16
26,143
70020-Contractual Services
136,252
145,858
176,799
144,404
70030-Commodities
5,172,062
5,142,292
7,119,728
4,457,607
70040-Capital Expenditures
9,776
14,346
16,218
5,836
70050-Travel
31,178
44,323
49,716
40,304
Total:
8,129,702
8,545,345
11,048,293
7,293,046
2350D7-ESCO Support
70020-Contractual Services
35,217
63,307
72,962
49,655
70030-Commodities
32,987
189,564
103,980
3,195
70040-Capital Expenditures
6,467
6,032
-
-
Total:
74,671
258,903
176,942
52,851
2350D8-Lumpkin Water Damage 2010
70020-Contractual Services
15,899
-
-
-
2350D9-Bicycle Rental Program
70030-Commodities
-
-
80
-
235100-Facilities Local Projects
70020-Contractual Services
-
12,793
4,950
3,638
70030-Commodities
-
-
-
3,509
70040-Capital Expenditures
-
21,382
(8,318)
25,558
Total:
-
34,175
(3,368)
32,705
335002-Lantz & Stadium Operations
60020-Civil Service
147,408
146,740
-
4,776
60050-Student Employees
-
-
-
4,546
60070-Leave Payouts
167
-
3,590
-
70020-Contractual Services
68,606
9,914
209
14,582
70030-Commodities
71,828
53,376
-
72,268
70040-Capital Expenditures
7,389
102,307
-
29,738
70050-Travel
-
-
-
12,023
Total:
295,398
312,337
3,799
137,933
335003-Recreation Center Maintenance
60020-Civil Service
187,834
180,949
191,640
194,031
60070-Leave Payouts
694
2,886
-
-
70020-Contractual Services
128
249
289
194
70030-Commodities
29,034
61,887
33,696
22,001
70040-Capital Expenditures
-
467
-
-
Total:
217,690
246,438
225,625
216,226
Program Total:
12,178,793
12,536,323
15,683,598
10,274,123
Staffing
135000
2010
2011
2012
2013
2014
Total Head-Count (Not FTE)
7.00
11.00
9.00
12.00
10.50
Admin/Professional
1.50
1.50
2.00
1.00
2.50
Civil Service
5.50
6.50
6.00
11.00
7.00
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
3.00
1.00
0.00
1.00
135010
2010
2011
2012
2013
2014
Total Head-Count (Not FTE)
0.50
0.50
0.50
0.50
0.50
Admin/Professional
0.00
0.00
0.00
0.00
0.00
Civil Service
0.50
0.50
0.50
0.50
0.50
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
0.00
0.00
0.00
0.00
0.00
135020
2010
2011
2012
2013
2014
Total Head-Count (Not FTE)
2.00
2.00
2.00
1.00
0.67
Admin/Professional
0.00
0.00
0.00
0.00
0.00
Civil Service
2.00
2.00
2.00
1.00
0.67
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
135030
2010
2011
2012
2013
2014
Total Head-Count (Not FTE)
2.00
2.00
2.50
3.00
3.00
Admin/Professional
0.00
0.00
0.00
0.00
0.00
Civil Service
2.00
2.00
2.50
3.00
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
235001
2010
2011
2012
2013
2014
Total Head-Count (Not FTE)
1.00
0.00
0.00
1.00
0.00
Admin/Professional
0.00
0.00
0.00
0.00
0.00
Civil Service
1.00
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
1.00
0.00
235004
2010
2011
2012
2013
2014
Total Head-Count (Not FTE)
0.00
3.00
5.50
2.50
5.50
Admin/Professional
0.00
0.00
0.00
0.00
0.00
Civil Service
0.00
0.00
0.50
0.50
0.50
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
0.00
3.00
5.00
2.00
5.00
235005
2010
2011
2012
2013
2014
Total Head-Count (Not FTE)
5.00
0.00
14.00
0.00
0.00
Admin/Professional
0.00
0.00
0.00
0.00
0.00
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
5.00
0.00
14.00
0.00
0.00
235008
2010
2011
2012
2013
2014
Total Head-Count (Not FTE)
46.48
27.75
35.33
33.08
31.50
Admin/Professional
0.00
0.00
0.00
0.00
0.00
Civil Service
44.48
25.75
34.33
33.08
31.50
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
2.00
2.00
1.00
0.00
0.00
335001
2010
2011
2012
2013
2014
Total Head-Count (Not FTE)
46.67
45.95
41.42
41.33
40.17
Admin/Professional
0.50
0.50
0.50
0.50
0.50
Civil Service
46.17
45.45
40.92
40.83
39.67
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
335002
2010
2011
2012
2013
2014
Total Head-Count (Not FTE)
2.64
3.53
3.58
5.00
5.50
Admin/Professional
0.00
0.00
0.00
0.00
0.00
Civil Service
2.64
3.53
3.58
3.00
3.50
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
0.00
0.00
0.00
2.00
2.00
335003
2010
2011
2012
2013
2014
Total Head-Count (Not FTE)
4.83
4.20
4.25
4.50
4.00
Admin/Professional
0.00
0.00
0.00
0.00
0.00
Civil Service
4.83
4.20
4.25
4.50
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
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.
92% of the 70050-Travel expenses are not truly travel but instead are utilized for repair, maintenance and insurance on maintenance shop vehicles. Less than $15,000 was spent in FY2013 for travel related to conferences and training opportunities. With the new year the vehicle budgets and expenses will be apportioned to the using maintenance shops.
The majority of funds spent on permanent improvements in FY2013 were directed toward O’Brien Stadium track and turf repairs and replacements to aid in student recruitment initiatives. While the benefits of those expenditures will be noticed in future classes they provided little or no reduction of cataloged deferred maintenance needs in academic facilities. Key activities benefitting from the improvements are the state track meet, Boys State, Girls State, and athletic programs and camps which expose potential students to the benefits Eastern has to offer.
$56,000 of the FY13 expenses covered retroactive salary increases for the construction laborers as a result of an unfair labor practices complaint. Legal and back wages to another employee account for approximately $71,000, also in FY13.
Income funds in 350 and 356 were expended for a larger portion of maintenance and operation of Lantz and O’Brien Stadium in a sum approaching $585,000.
350 and 356 appear to be overstated by over $700,000 due to unusual circumstances which will not recur.
The FY15 Resource and Management Plan, 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.
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 & 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, trash emptied, 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
Effective space utilization where there may be emotional issues tied with ownership
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.