BYU-Idaho Self Study.. - Northwest Commission on Colleges and

Transcription

Brigham Young University-Idaho
525 South Center Street
Rexburg, ID 83460
www.byui.edu
(208) 496-1113 (Phone)
(208) 496-1185 (Fax)
Table of Contents
Introduction
1.0 Overview of BYU-Idaho..................................................................................3
2.0 Becoming BYU-Idaho .....................................................................................4
3.0 Progress on Areas to Improve from the 1999 Self-Study ................................8
3.1 Each Person at BYU-Idaho is a Teacher ....................................................8
3.2 The Most Effective Teaching ....................................................................8
3.3 More Students Must be Blessed.................................................................8
3.4 Optimizing the Use of Space .....................................................................9
3.5 Managing Grade Inflation ..........................................................................9
3.6 Achieving Greater Academic Engagement ................................................9
4.0 Progress on General Recommendations by the 1999 Evaluation Team ..........9
4.1 Recommendation 1 ....................................................................................9
4.2 Recommendation 2 ..................................................................................11
4.3 Recommendation 3 ..................................................................................13
4.4 Recommendation 4 ..................................................................................13
4.5 Recommendation 5 ..................................................................................14
5.0 Eligibility Requirements ................................................................................15
6.0 The Self-Study Process ..................................................................................16
Standard 1 – Institutional Mission and Goals
1.0 Institutional Mission and Goals .....................................................................21
1.1 Description ...............................................................................................21
1.2 Analysis and Appraisal.............................................................................22
1.2.1 Institutional Strengths ..................................................................23
1.2.2 Institutional Challenges ...............................................................26
2.0 Planning and Effectiveness ............................................................................29
2.1 Description ...............................................................................................30
2.2.1 Governing and Advisory Councils ...............................................30
2.2.2 Assessment...................................................................................30
2.2.3 Annual Stewardship Reviews ......................................................33
2.2.4 Other Aspects of Assessment .......................................................33
2.2 Analysis and Appraisal ............................................................................34
Standard 2 – Educational Program and Its Effectiveness
1.0 General Requirements....................................................................................39
1.1 Resources Supporting Educational Programs ..........................................39
1.2 Educational Programs: Goals, Design, Structure, and Objectives ..........43
1.3 Credits, Program Length, and Special Program Tuition ..........................46
1.4 Curriculum Design, Approval, and Implementation ................................47
1.5 Use of Library ..........................................................................................49
1.6 Scheduling, Prior Experiential Learning, and Program Changes ............50
2.0 Educational Program Planning and Assessment ............................................52
2.1 Description ...............................................................................................52
2.2 Analysis and Appraisal ............................................................................53
3.0 Undergraduate Programs ...............................................................................54
3.1 General Education....................................................................................54
3.2 Acceptance and Transfer of Credits .........................................................55
3.3 Advising ...................................................................................................55
3.4 Remedial Coursework..............................................................................57
3.5 Faculty .....................................................................................................58
4.0 Continuing Education ....................................................................................61
5.0 Noncredit Programs and Courses...................................................................63
6.0 Analysis and Appraisal of Undergraduate Programs .....................................63
6.1 Department of Accounting .......................................................................63
6.2 Department of Agronomy and Agriculture Business ...............................65
6.3 Department of Animal Science ................................................................66
6.4 Department of Architecture and Construction .........................................67
6.5 Department of Art ....................................................................................69
6.6 Department of Automotive ......................................................................70
6.7 Department of Biology ............................................................................72
6.8 Department of Business Management .....................................................74
6.9 Department of Chemistry.........................................................................78
6.10 Department of Communication..........................................................80
6.11 Department of Child and Family Studies...........................................81
6.12 Department of Computer Science and Engineering...........................83
6.13 Department of Dance .........................................................................84
6.14 Department of Economics..................................................................85
6.15 Department of English .......................................................................87
6.16 Department of Foreign Language ......................................................90
6.17 Department of Geology......................................................................93
6.18 Department of Health Science ...........................................................95
6.19 Department of History, Geography, and Political Science ................96
6.20 Department of Home and Family Education .....................................98
6.21 Department of Horticulture ................................................................99
6.22 Department of Humanities and Philosophy .....................................101
6.23 Department of Information Systems ................................................102
6.24 Department of Interior Design .........................................................104
6.25 International Studies Program..........................................................104
6.26 Department of Mathematics .............................................................106
6.27 Department of Mechanical Engineering and Technology................108
6.28 Department of Music .......................................................................109
6.29 Department of Nursing ....................................................................110
6.30 Department of Physical Education...................................................112
6.31 Department of Physics .....................................................................113
6.32 Department of Psychology...............................................................116
6.33 Department of Recreation Leadership .............................................117
6.34 Department of Religious Education .................................................118
6.35 Department of Sociology and Social Work......................................120
6.36 Department of Teacher Education....................................................122
6.37 Department of Theatre .....................................................................124
ii Table of Contents
Standard 3 – Students
1.0 Purpose and Organization ............................................................................127
2.0 General Responsibilities ..............................................................................132
2.1 Identifying Student Needs......................................................................132
2.2 Student Governance ...............................................................................132
2.3 Students’ Rights and Responsibilities ....................................................133
2.4 Student Safety ........................................................................................133
2.5 Publication of University Policies and Procedures ................................133
2.6 Evaluation of Student Services and Programs .......................................134
3.0 Academic Credit and Records .....................................................................135
4.0 Student Services ...........................................................................................135
4.1 Admissions Philosophy and Policies .....................................................135
4.2 Placement, Continued Enrollment, and Graduation ..............................137
4.3 Financial Aid Policies and Procedures ...................................................137
4.4 Orientation of New Students..................................................................140
4.5 Academic and Career Advising .............................................................140
4.6 Health Care and Counseling Services ....................................................141
4.7 Student Housing .....................................................................................141
4.8 Food Services Programs ........................................................................142
4.9 Student Activities ...................................................................................142
4.10 Bookstore Services...........................................................................145
4.11 Student Publication ..........................................................................145
5.0 Analysis and Appraisal ................................................................................146
5.1 Office of Admissions and Scholarships .................................................146
5.2 Bookstore ...............................................................................................148
5.3 Counseling Center..................................................................................150
5.4 Dean of Students ....................................................................................152
5.5 Financial Aid ..........................................................................................154
5.6 Food Services .........................................................................................156
5.7 Ecclesiastical and Religious Activities ..................................................158
5.8 Health Center .........................................................................................158
5.9 Hold to the Rod ......................................................................................161
5.10 Housing ............................................................................................161
5.11 ID Center..........................................................................................163
5.12 Internship Office ..............................................................................165
5.13 Manwaring Center ...........................................................................166
5.14 New Student Orientation..................................................................168
5.15 Registrar’s Office .............................................................................170
5.16 Special Constituencies .....................................................................172
5.16.1 Associations and Cultural Well-Being .......................................172
5.16.2 Married Students ........................................................................173
5.16.3 Non-traditional Students ............................................................173
5.16.4 Women Students ........................................................................173
5.17 Academic Societies ..........................................................................174
5.18 Special Constituencies .....................................................................174
5.19 Ticket Office ....................................................................................175
5.20 University Police..............................................................................176
Table of Contents
iii
Standard 4 – Faculty
1.0 Faculty Selection, Evaluation, Roles, Welfare, and Development ..............183
1.1 Professional Qualifications ....................................................................183
1.2 Participation in Governance ...................................................................184
1.3 Workload ..............................................................................................187
1.4 Professional Development .....................................................................188
1.5 Compensation and Benefits....................................................................188
1.6 Evaluation of Faculty Performance .......................................................188
1.7 Faculty Hiring ........................................................................................189
1.8 Academic Freedom ................................................................................189
1.9 Part-time Faculty....................................................................................190
Standard 5 – Library
1.0 Library..........................................................................................................197
1.1 Purpose and Scope .................................................................................197
1.2 Information Resources and Services ......................................................199
1.3 Facilities and Access ..............................................................................200
1.4 Personnel and Management ...................................................................201
1.5 Planning and Evaluation ........................................................................203
1.6 Analysis and Appraisal of Library .........................................................203
2.0 Information Technology ...............................................................................206
2.1 Applications Development.....................................................................206
2.2 Computer Support ..................................................................................206
2.3 Media Services .......................................................................................208
2.4 University Press .....................................................................................208
2.5 Server Management ...............................................................................209
2.6 Telecommunications ..............................................................................210
Standard 6 – Governance and Administration
1.0 System of Governance .................................................................................217
2.0 Governing Board of Trustees .......................................................................218
3.0 Leadership and Management .......................................................................218
3.1 Principal Officers ...................................................................................218
3.2 Administrative Councils and Committees .............................................223
3.3 Organizational Structure ........................................................................224
4.0 Faculty Role in Governance.........................................................................224
5.0 Student Role in Governance ........................................................................226
6.0 Policies .........................................................................................................227
7.1 Survey of Faculty ...................................................................................227
7.2 Survey of Students .................................................................................230
iv Table of Contents
Standard 7 – Finance
1.0 Finance .........................................................................................................237
1.1 Financial Planning .................................................................................237
1.2 Adequacy of Financial Resources ..........................................................238
1.3 Financial Management ...........................................................................239
1.4 Fundraising and Development ...............................................................240
2.1 Financial Services ..................................................................................241
2.2 Budget Office .........................................................................................242
2.3 Internal Audit .........................................................................................243
2.4 Personnel ..............................................................................................244
2.5 Purchasing and Travel Management Services .......................................245
2.6 Office of Safety and Fire Protection ......................................................246
Standard 8 – Physical Resources
1.0 Physical Resources.......................................................................................251
1.1 Instructional and Support Facilities .......................................................251
1.2 Equipment and Materials .......................................................................253
1.3 Physical Resources and Planning...........................................................254
2.0 Description and Self-Assessment ................................................................254
2.1 Services Provided...................................................................................254
2.2 Significant Facility Changes During the Past Five Years ......................255
2.3 Significant Procedural and Operational Changes During the Past Five
Years .......................................................................................................256
2.4 Significant Changes in the Next Five Years ...........................................257
2.5 Analysis and Appraisal ..........................................................................259
Standard 9 – Institutional Integrity
1.0 Standards ......................................................................................................263
2.0 Policies and Representation .........................................................................264
3.0 Conflict of Interest .......................................................................................264
4.0 Academic Freedom ......................................................................................264
Appendices
A – Departmental Analysis and Appraisal Template .........................................267
B – BYU-Idaho Guiding Principles ...................................................................271
C – Institutional Goals and Indicators ...............................................................275
D – BYU-Idaho Honor Code .............................................................................285
E – Organizational Structure ..............................................................................289
F – Campus Committees and Councils with Student Representation................293
Table of Contents
v
Introduction
Self-Study
2004
Introduction
1
2
Introduction
Something remarkable is happening on this
campus. You may not be entirely aware of it.
It was a very long time in coming. The
[BYU-Idaho] announcement that came in
the year 2000 was bold and prophetic.
Gordon B. Hinckley
President, The Church of Jesus Christ
of Latter-day Saints
Introduction
1.0 Overview of Brigham Young
University – Idaho
Brigham Young University - Idaho (BYU-Idaho) is a
private four-year college owned and operated by The
Church of Jesus Christ of Latter-day Saints. The institution’s 255-acre campus is located in Rexburg, Idaho, an
agricultural community in the heart of the Upper Snake
River Valley. Until June 2000, the institution operated
as Ricks College, a two-year junior college. On June
21, 2000, the Ricks College Board of Trustees directed
officials at Ricks College to take the actions necessary
to effect a transition from a two-year junior college to a
four-year baccalaureate institution. This historic directive reflected the Board of Trustees’ desire to provide
more students with a “Ricks College” experience, to
extend that experience to four years rather than two,
and to capitalize on the strong national and international
reputation of Brigham Young University.
This directive resulted in the following major changes to
the institution:
•
Ricks College was renamed Brigham Young University-Idaho.
•
BYU-Idaho has shifted its focus toward baccalaureate degree programs while retaining a number of
career-oriented associate degree programs.
•
BYU-Idaho has significantly increased its ability to
serve more students by (1) developing and imple-
menting plans to operate on an expanded year-round
basis through innovative calendaring and scheduling; (2) expanding and improving its building infrastructure; and (3) increasing the number of faculty
and staff.
•
BYU-Idaho has phased out its involvement in
intercollegiate athletics and has shifted its emphasis
to a year-round student activity program designed
to involve more students and to meet the needs of a
diverse student body.
In spite of these major changes, BYU-Idaho has sought
to preserve the “Spirit of Ricks” which has come to
characterize this institution since its inception in 1888.
This spirit is expressed in its mission statement, in its
Guiding Principles, and in the many other traditions
which are still in place today. This spirit is defined by
such traditions as a caring and nurturing faculty focused
on teaching and learning, a student body who seeks to
“act and not be acted upon,” the absence of a faculty
ranking system, and the desire to “do more with less.”
Today, BYU-Idaho offers 49 bachelor’s degree programs
and 18 associate degree programs. Degree programs are
oriented toward students seeking a career in their chosen
field. BYU-Idaho enrolled 11,137 students in fall 2003,
an increase of more than 2,500 students since the 1999
full-scale accreditation visit. Students come from all
50 states and from 42 foreign countries. BYU-Idaho
employed a full-time faculty numbering 441, an increase
of more than 70 full-time faculty members since the
1999 visit.
Introduction
3
Ricks College has been accredited by the Northwest Association of Schools and Colleges since 1936. Accreditation was reaffirmed in 1999. In March 2001, the Commission on Colleges and Universities granted informal
candidacy at the baccalaureate level to BYU-Idaho.
2.0 Becoming BYU-Idaho
To get to where we are today, as fast and as far as we
have come, has been an extraordinary but challenging
adventure. The transition from Ricks College to BYUIdaho has been organized around six major initiatives to
be implemented over a five-year period. Fall semester
2003 marks the start of the third year of the transition.
All initiatives are well on the way toward reaching their
final objectives. We are on track with the schedule
we originally proposed and in some cases are actually
ahead. Actual progress on each of the six major initiatives is described below.
Initiative 1.
Increase student enrollment from 8,600 to 11,600
over the next five years.
Table 1 shows the projected full-time equivalent (FTE)
enrollment numbers for the transitional period, 2001
through 2005, along with the actual FTE and headcount
enrollment numbers for the past three years. As Table
1 shows, enrollments in fall 2001 met our target while
enrollments in fall 2002 and fall 2003 have exceeded
our enrollment goals. These data show that the student
demand for four-year degrees at BYU-Idaho is high.
Therefore, we fully expect to meet our ultimate target
enrollment for the 2005-2006 school year of 11,600
students.
Initiative 2.
Increase full-time faculty and staff over the next five
years.
In the last three years we have added 60 new faculty positions. Over the next two years we will add another 40
new faculty positions. We have also added an additional
32 new administrative and staff positions. This additional staffing is closely following the hiring schedule
submitted in our original prospectus (shown in Table 2).
Initiative 3.
Phase out selected associate degree programs and
phase in new four-year degree programs.
We have phased out over 60 two-year associate degree
programs and retained the 18 associate level degree programs shown in Table 3. Two of these, General Studies
and Nursing, are transfer degree programs. The remaining 16 will continue as specialized associate degree
programs leading to the Associate of Applied Science
(AAS) degree. Our commitment to students in the
phased-out associate degree programs is that they will be
able to finish the programs they started. To that end, we
will continue to offer the required courses so that they
may complete their degree programs, even though some
courses might be underenrolled. We will follow this
course for as long as there is a critical mass of students
in the program. At that point, we are prepared to arrange
for teach-out agreements at appropriate institutions for
remaining students. We anticipate that very few students
will ask for a teach-out arrangement because most will
elect to stay at BYU-Idaho in another two-year program
or in a baccalaureate program.
We have introduced 49 baccalaureate degree programs
as shown in Table 4. Many of these have an option to
Planned vs. Actual Enrollment
Academic
Year
2001-02
Enrollment
Target
(FTE)
9,200
2002-03
9,800
2003-04
9,900
2004-05
2005-06
10,600
11,600
Table 1
4
Introduction
Semester
Enrollment
(FTE)
Enrollment
(Headcount)
Fall
Winter
Fall
Winter
Fall
Winter
8,863
9,482
10,119
10,054
10,485
10,730
9,200
9,893
10,703
10,503
11,137
11,435
pursue either a BA or a BS option. Several of the teacher certification programs have an option for a composite
certification. We initiated 19 programs in the 2001-2002
school year, 13 in the 2002-2003 school year, and the
remainder in the 2003-2004 school year. We accelerated
the implementation of many bachelor’s degree programs
over the original schedule because of student demand
and our ability to begin delivering them.
We have developed three types of baccalaureate degree
programs as we originally proposed in our prospectus.
First, secondary education programs will lead to the
certification of high school teachers. Second, specialized baccalaureate programs are designed for specialized
training needed in certain disciplines. These programs
have a 70-credit hour major. Third, integrated baccalaureate programs have been designed for students who
desire a more generalized and multidisciplinary undergraduate education. These programs have a 45-credit
hour major and a 25-credit hour minor (or two 15-credit
hour “clusters"). Clusters are not a predefined sequence
of courses; rather, they are a set of courses leading to a
well-defined skill set as chosen by the student in consultation with a faculty advisor. Clusters allow students to
learn and grow in areas that are not covered in the major
field of study. They give students significant flexibility
in their education that will help them in their chosen
career paths.
A key component of our baccalaureate degree programs
is an emphasis on experiential learning. For many of
our new programs, experiential learning comes from
practicums and internships. For others, the experiential
learning comes from a capstone experience. Each of
these approaches provides students with a greater depth
of understanding, breadth of experience, and exposure to
the realities of their eventual work place. Experiential
learning through internships is especially important for
students in the integrated baccalaureate programs because their broad interdisciplinary academic experiences
are solidified and magnified through significant handson experiences. The benefits of experiential learning
Projected Increases in Full-time Faculty and Staff for BYU-Idaho
Academic Year
2001-02
2002-03
2003-04
2004-05
2005-06
TOTAL
Full-Time Faculty
Hiring Target
25
20
15
20
20
100
Full-Time Staff
Hiring Target
18 to 25
18 to 25
6 to 8
16 to 21
10 to 20
60 to 90
Table 2
Continuing Associate Degree Programs at BYU-Idaho
•
•
•
•
•
•
•
•
•
Agricultural Management (AAS)
Architectural Technology (AAS)
Automotive Technology (AAS)
Beef Production Management (AAS)
Computer Systems Technology (AAS)
Culinary Arts (AAS)
Electronics Engineering Technology (AAS)
Engineering (AAS)
Engineering Technology (AAS)
•
•
•
•
•
•
•
•
•
Floral Design Management (AAS)
General Studies (AA)*, (AS)*
Horticulture Management (AAS)
Nursing (AS)*
Paramedicine (AAS)
Photography (AAS)
Piano Pedagogy (AAS)
Professional Preschool Education (AAS)
Welding Engineering Technology (AAS)
* Transfer degree program
Table 3
Introduction
5
are even more magnfied for students in programs that
are traditionally specialized, such as Accounting and
Agricultural Business. To ensure that our students
optimize this part of their education, we have created an
Internship Office to facilitate and enhance the internship
experience (see section 5.12 of Standard 3). Further,
we actively encourage students to be innovative in their
pursuit of an internship in that they seek opportunities
when they are available and most beneficial, which may
not always be during the summer months when they are
traditionally sought. For example, an accounting student
could benefit greatly from an internship in the winter
semester which is tax season. A social work major seek-
ing school counseling experience would benefit most
from working when school was in session during the fall
or winter months. Our emphasis on experiential learning will enable our students to be more responsive to the
needs of their respective disciplines.
Initiative 4.
Increase space by 12 to 18 percent.
In the past two years we have made significant progress
toward reaching this goal. These major building and
remodeling projects along with their status include:
New Baccalaureate Degree Programs at BYU-Idaho
Specialized Bachelor’s Degrees
•
•
•
•
•
•
•
•
Computer Engineering (BS)
Computer Science (BS)
Fine Arts (BFA)
Interior Design (BA), (BS)
Mechanical Engineering (BS)
Nursing (BSN)
Social Work (BA), (BS)
Technology & Applied Management (BS)
Integrated Bachelor’s Degrees
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Accounting (BS)
Agricultural Business, Science, and Technology
(BS)
Animal Science (BS)
Art (BA), (BS), (BFA)
Biology (BS)
Business Management (BS)
Chemistry (BS)
Child Development (BA) (BS)
Communication (BA) (BS)
Construction Management (BS)
Economics (BA), (BS)
English (BA), (BS)
Geology (BS)
Health Science (BS)
History (BA, BS)
Horticulture (BS)
Information Systems (BS)
Mathematics (BS)
Musical Arts (BMA)
Physics (BS)
Psychology (BA), (BS)
Recreation Leadership (BS)
Sociology (BA), (BS)
University Studies (BA), (BS)
Table 4
6
Introduction
Education Bachelor’s Degrees
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Agriculture Education Composite (BS)
Art Education (BA) (BS); Art Education Composite (BA) (BS)
Biology Education (BS); Biology Education
Composite (BS)
Chemistry Education (BS)
Early Childhood/Special Education (BS)
Earth Science Education (BS)
Elementary Education (BS)
English Education (BA), (BS); English Education Composite (BA), (BS)
Family & Consumer Science Education Composite (BS)
Health Education (BS)
History Education (BA), (BS)
Math Education (BS)
Music Education Composite (BM)
Physics Education (BS)
Social Studies Education Composite (BA),
(BS)
Spanish Education (BA)
Theatre and Speech Education (BS)
•
•
•
•
•
•
•
•
•
Construction of the new Hinckley Building.
(STATUS: completed in 2003 and currently in use)
Renovations in the Hart Building (phase I).
Construction of the new Spori Building.
Construction of a new Health Center.
(STATUS: started in 2002 and currently under
construction)
Construction of on-campus married student housing.
(STATUS: started in 2003 and currently under
construction)
Large-scale remodeling of the Benson Building
(STATUS: started in 2002 and currently nearing the
end of construction)
Large-scale remodeling of the Austin Building.
(STATUS: started in 2002 and currently in use)
Construction of the new Thomas E. Ricks Building.
(STATUS: currently in architectural planning)
Remodeling of the Manwaring Center, Hart Building (phase II), Kirkham Building, and Snow Building.
(STATUS: all currently in design concept phase)
Initiative 5.
Develop and implement a new year-round student
Activities Program to replace intercollegiate athletics.
As intercollegiate athletic programs were discontinued
in fall 2002, a new Activities Program for students was
designed and launched as a complement to and an extension of our academic curriculum. The Activities Program was designed to promote extracurricular student
development, leadership, and growth in four areas:
•
•
•
•
Arts (dance, theatre, music, and art)
Enrichment (service, leadership, and programs)
Physical activity (sports, fitness, and outdoors)
Social well-being (talent, entertainment, and
dances)
The programs are run primarily by students with the
assistance of professional staff. The students themselves are the planners, publicizers, trainers, organizers,
coaches, officials, and so on. Several new full-time
professional staff members were hired in the last two
years to provide the administrative and technical expertise needed to carry out the programs. In addition, many
faculty members and academic departments are involved
in the design and implementation of the activities to
further enhance the experience students gain from their
coursework.
Even in its infancy, the Activities Program is touching
the lives of a sizeable portion of the student body. In
the 2002-2003 school year, the Arts area held 90 events
with 8,735 participants. The Enrichment area held
121 events in which 11,655 students participated. The
Physical area held 295 events with 15,301 participants.
The Social area held 154 events for 110,329 participants
and spectators.
The Activities Program is described and assessed in
further detail in Section 4.9 of Standard 3.
Initiative 6.
Develop new personnel policies and procedures (e.g.,
contracts, workload) that will support year-round
schooling and innovative calendaring.
One of our key goals was to make space available for all
interested and qualified youth to enroll at BYU-Idaho in
degree-seeking programs. To accomplish that important
goal, we developed a new way of thinking about how
we deliver our programs during the summer months.
The first step was to develop an 11-month contract with
sufficient financial incentives to entice full-time faculty
members to move from a 9-month contract with an optional summer contract. Current faculty members were
given the option to continue with their 9-month contract
or accept the new 11-month contract. All but 28 of the
370 full-time faculty members accepted the new 11month contract. They have the option of returning to the
9-month contract in the future if they choose. All of the
new faculty are offered only the 11-month contracts.
The second step was to develop a “track” admission
system. The resulting track system which is currently
in place allows students to be admitted on one of three
tracks: the traditional fall-winter track, a summer-fall
track, or a winter-summer track. It is referred to as the
three-track system. Students in the latter two categories
attend BYU-Idaho only in the summer and in a fall or
winter semester. Students in the fall-winter track may
attend school in the summer if they choose. An integral
part of this step required that each department configure
the curricula of its new baccalaureate programs so that
required courses in a major or minor would be offered
during the summer terms, thus enabling students on a
summer-fall track or winter-summer track to have a legitimate opportunity to complete their degree programs.
Most of the new baccalaureate programs are now able to
offer their required courses in the summer so that these
summer-based track students may earn their degrees
without being penalized for choosing to attend in the
summer.
Introduction
7
The third step was to modify the admissions process to
increase summer enrollments. This was accomplished
in two ways. First, new students were asked if they
would like to be on a summer-fall or winter-summer
track. A modest scholarship was offered as an incentive
(over and above any other scholarship for which they
were qualified). A number of students opted for these
tracks over the traditional fall-winter track. Second,
qualified students who normally would not have been
offered enrollment in the traditional fall-winter track
because of lack of seating space were offered admission
to BYU-Idaho in one of the two summer-based tracks.
The acceptance rate of these students to one of the summer-based tracks has averaged over 60 percent, much
greater than anticipated. This has allowed us to enroll
more than 1,000 students at BYU-Idaho who would not
otherwise have been able to attend.
A final step was to ensure that all other student life issues were addressed for summer-based track students.
This has been accomplished and additional opportunities
for summer students are being added each year so that
attending school in the summer becomes desirable rather
than punitive.
3.0 Progress on Areas to Improve
from the 1999 Self-Study
3.1
Each Person at BYU-Idaho is
a Teacher
This challenge from the BYU-Idaho President, David A.
Bednar, continues to motivate members of the BYU-Idaho community to seek ways in which they can positively
impact the lives of students. The Personnel Office has
developed a formal program entitled, “Every Employee
a Teacher,” designed to increase employees’ skills in this
area.
Two notable efforts involving students teaching students
have resulted from this challenge. First, the new Activities Program has focused on not just student participation in interesting activities, but on student leadership
and supervision of the various programs it offers. The
Activities Council which governs the Activities Program
consists mainly of students. Students are the organizers,
coaches, trainers, mentors, and officials. It has become a
student program designed by and for students.
Second, a 1-credit hour course called Apartment Leadership was developed so that students could teach other
students principles of leadership, teaching, cooperation,
8
Introduction
decision-making, positive thinking, and self-fulfillment.
This course has now expanded to cover a wide variety of topics in Church doctrine as well. The essence
of the course is that students teach other students. It
consistently enrolls over 1,500 students each semester.
An assessment of the course showed that students are
reaping great benefits from the experience of teaching
their peers.
3.2
The Most Effective Teaching and
Learning Experiences Occur
“One by One”
President Bednar’s challenge to maintain and enhance
the “individualized and nurturing attention” given to
students by faculty and staff has been a vital part of our
dialogue during the transition. It has become even more
important now that we face increasing enrollments,
greater use of technology, and increasing complexity of
degree programs. As the various planning and design
groups have considered new initiatives, a top priority
is not to lose sight of the students and their needs. This
concept has found its way into many parts of BYU-Idaho. For example, the Activities Program has designed
many of its programs to bring administrative experts and
the student leaders into these one-by-one relationships.
Many academic programs have implemented this by
making liberal use of practicums throughout their curriculum. Most have incorporated a hands-on capstone
or internship experience as part of the degree program so
that graduating students have that one-on-on experience
with a professor or expert in the field.
3.3
More Students Must be Blessed
with a BYU-Idaho Education
We have met the President’s challenge to devise ways
to offer a BYU-Idaho experience to even more students,
not just those in the United States but throughout the
world. When this challenge was issued by the President,
there were 8,600 students enrolled at Ricks College. In
fall 2003, there were 11,137. We increased our student
body by more than 2,500 students. Innovative policies in summer admissions and scholarships have been
important factors. Added resources, including faculty,
for the summer terms were important. We still see that
there is work to do in extending the BYU-Idaho experience to even more students, not necessarily as full-time,
four-year residents of the campus, but as participants in
other ways.
3.4
Optimizing the Use of Space
As reported in Initiative 4 in section 2.0 above, we have
substantially increased our space through building and
remodeling. Further description is contained in Standard 8 of this self-study.
•
•
•
•
•
3.5
Managing Grade Inflation
As our focus has changed from two- to four-year degrees, grade inflation has become a different issue for us
than it was as a two-year junior college concerned with
the transfer acceptance and success of our graduating
students. Now, our highest priority is career preparation. Accordingly, we are more worried about skills and
competencies rather than the overall global measure of
grade-point average. As departments have undergone
their curriculum analysis and planning, course outcomes
expressed as skills and competencies have become the
preferred measure of achievement and course grades
are anchored to the course outcomes. In all disciplines,
grades are being calibrated to course outcomes. In this
sense, grade inflation ceases to be the issue it once was
because grades are becoming more closely tied to welldefined skills and competencies.
3.6
Achieving Greater Academic
Engagement
Our students have made improvement in this area. With
the advent of four-year programs and a junior and a senior class, we are starting to see students who are more
intensely engaged in academic and professional pursuits.
Some of our newly hired full-time faculty have also
energized students and colleagues as well. We expect
this trend to continue.
Assessment data indicate that students appear to be engaging in more intellectual conversations. As compared
with the 1998 College Student Experiences Questionnaire (CSEQ), the 2003 CSEQ showed marked increases
in the percentage of students (from 5% to 15%) who
often or very often conversed about such topics as different lifestyles, customs, and religions, the economy,
the arts,. social issues, technology, international relations, and the views of other prominent thinkers. There
were also dramatic shifts in the percentage of students
(from 10% to 50%) whose conversations often or very
often exhibited the following characteristics:
•
Referred to knowledge acquired in reading or class
work.
Referred to something an instructor said about the
topic.
Explored different ways of thinking about the topic.
Subsequently read something that was related to the
topic.
Persuaded others to change their minds as a result
of the knowledge or arguments cited.
Changed an opinion as a result of the knowledge or
arguments presented by others.
The Active Learning Index from the CSEQ is designed
to measure students’ engagement in 21 indicators of
active learning. This index shows that BYU-Idaho
students are equivalent to students from all other
comparison institutions. A similar index of academic
engagement, Capacity for Life-long Learning (which encompasses 14 measures of life-long learning) shows that
BYU-Idaho students are equivalent to students of most
other institutions and are superior to students attending
intensive doctoral research universities and master’slevel universities. Thus, it appears that our students
have made progress in an area that was important to us
several years ago.
4.0 Progress on General
Recommendations by the
1999 Evaluation Team
During October 5-8, 1999, a 13-member evaluation team
chaired by Dr. Kathleen E. Assar visited BYU-Idaho for
the ten-year full-scale evaluation. The evaluation committee made five general recommendations pertaining to
BYU-Idaho. The sections below address each of the five
general recommendations, provide a progress report of
the transition, and conclude with a discussion of faculty
hiring.
4.1
Recommendation 1
Despite the fact that the College has taken a
forward-thinking position in outcomes assessment planning, the plan’s implementation has
slowed and is applied unevenly throughout the
institution, especially in academic and professional/technical departments. Institutional
documentation is needed to demonstrate that
such assessment is incorporated in planning
and leads to the improvement of teaching and
learning. (Standard 2.B.1 through 2.B.3 and
Standard 4.A.2)
Introduction
9
We have now met this recommendation although our
progress was slowed considerably by the transition and
by two initiatives which did not yield desired results.
Most of the available workload in 2000 and 2001 was
directed toward the analysis and design of what would
become new baccalaureate programs. In bringing these
new programs online, outcomes assessment planning
could occur only after program outcomes and program
curriculum had been established and agreed upon.
Consequently, the 2002-2003 academic school year was
the first opportunity to begin assessment planning for
courses and programs.
Our first attempt at directly addressing this recommendation was the formation of an assessment committee.
Composed of eight faculty members, the committee
developed a set of tools and templates that departments
could use to build their assessment programs. After a
year of meetings and discussions, the committee determined that it did not have the specialized expertise or
the time needed to consult with individual departments
developing assessment plans for their new baccalaureate
programs. It was determined that a full-time person who
could work closely with departments would be needed
and the committee was disbanded.
A second parallel effort which initially held some
promise was the development of a comprehensive computer-based assessment system designed to capture and
manage the multitude of assessment data to be collected.
A pilot effort with the new secondary education certificate programs was undertaken. This effort started with a
faculty review of learning outcomes for all courses and
units of instruction, and then the mapping of those learning objectives to specific test items. The information
from this mapping exercise was used to populate a relational database which ultimately would allow instructors
to view test results in terms of how specific learning
objectives are being met for an individual student or a
class. The database would allow these outcome assessments to be viewed at the lesson, unit, and course
level. Eventually, it would allow for the aggregation of
achievement data at the program level. We learned after
more than a year that the scope and level of effort of this
project was beyond our current capacity. Many of the
concepts were retained, however, and incorporated into
the outcomes assessment planning that went forward.
From lessons learned in these two attempts, we adopted a more direct approach to outcomes assessment
planning and implementation. This began with the
appointment of a Learning Assessment Coordinator,
Dr. Rhonda Seamons, then of the English faculty, now
serving as Dean of the College of Education, to work in
the Office of Institutional Research and Assessment in
10
Introduction
May 2002. Her primary role was to help departments
develop a sound assessment plan for their new baccalaureate programs, to review the assessment practices for
their associate-level programs (if offered), and to assist
departments in the implementation of their assessment
plan. She accomplished three major objectives. First,
she conducted a program audit with each department to
certify that each degree program met the institution’s
program requirements and had a viable curriculum.
Second, she trained each department how to establish
program and course outcomes, how to tie outcomes to
appropriate teaching methods, and then how to select appropriate assessment methods. Finally, she assisted each
department in updating its assessment plan. At the end
of 2003, all departments will have an assessment plan
in place which identifies program and course outcomes,
and how they will be assessed. The general approach
to outcomes assessment planning is explained in further
detail in Standard 2.
In response to the latter part of the recommendation, the
results of outcomes assessment activity are now brought
directly into the planning process through the stewardship review process. Every year as departments prepare
their annual budget requests, department chairs are
expected to provide their college deans with a self-appraisal of how well they are meeting stated outcomes. A
self-appraisal template for departments (see Appendix
A) requests that they respond to such questions as:
•
•
•
To what extent do students who take service
courses from your department achieve the desired
outcomes? To what extent do majors achieve the
desired outcomes and competencies?
What evidence is there to demonstrate the quality
and achievement of former students, especially in
terms of transfer success, job placement, national
norms, or standardized tests?
To what extent is your curriculum current, complete, consistent, and supportive of the department’s
mission and goals? What innovations have been
implemented and how are they working?
This departmental self-appraisal accompanies the budget
and resource planning documents for the coming fiscal year. The college dean compiles and summarizes
each department's self-appraisal and presents it to the
Stewardship Review Committee which consists of the
President, Vice Presidents, and the Budget Officer. This
committee reviews budget requests and requests for additional/new resources along with the outcmoes assessment data. Since May 2000, stewardship reviews have
been conducted each year with each college and each
major administrative unit. These stewardship review
documents are available for review. Improvements in
the process have been made after each review cycle.
This process is further described in section 2.1.3 of Standard 1 and section 4.5 of the introduction.
4.2
Recommendation 2
The College would benefit by efforts at ensuring consistent and reliable open communication
with faculty and staff. Methods of communicating effectively and working collaboratively
with faculty and staff need to be established.
(Standard 6.C.6)
In response to this recommendation, we have taken the
following seven actions designed to improve the consistency and reliability of communication:
1.
Continuation of regular President’s Council
question-and-answer sessions.
The President, the four Vice Presidents, and other administrative staff as needed make themselves available
on a monthly basis for an hour-long question-and-answer session. This session is open to all employees and
students. Advance questions are solicited via campuswide e-mail. Questions may be asked or commentary
may be presented at the session. A summary of these
sessions is published in Campus News & Notes, which is
distributed to all employees.
2.
Establishment of three high-level advisory councils.
To improve the communication and collaboration among
administration and employees, an existing council was
reconfigured and two new advisory councils were established.
The Strategic Planning Council was changed in its membership and its purpose. Membership was expanded
from a few key campus leaders to a broader cross-section of campus groups. This council helps President’s
Council understand how institutional decisions affect various campus constituencies and operations. It
surfaces issues facing the different organizations on
campus. It reviews and discusses major changes being
considered.
A new advisory council, Expanded President’s Council, brings key experts together to work on issues and
problems of concern. Another new advisory council, the
Campus Leadership Forum, meets three times each year
to discuss current issues facing the campus. The agenda
varies depending upon the needs of the moment. In the
early days of the transition, a number of ideas relating
to new programs and initiatives were discussed. As the
transition progressed, other issues of implementation
were discussed. A recent forum addressed issues of
campus communication and how it could be improved.
Participants discussed communication breakdowns and
made suggestions for improvement. From this session, the administration developed several action items
designed to improve and fine-tune the communication
processes on campus.
3.
Implementation of a revamped dean/department
chair retreat.
The agenda for the 2002 retreat was modified to include
a significant amount of time for discussion of issues of
concern to the departments and colleges. In past years,
much of the agenda was informational and motivational.
This particular year provided an opportunity for campus
academic leaders to communicate the frustrations and
problems of their faculty, especially related to issues of
transition. Action items resulting from this retreat are
being addressed to improve the collaboration among
academic leaders and the administration. We intend to
maintain this format for future retreats.
4.
Improvement of the campus newsletter (electronic and hard copy) and other methods of communication with employees.
Each employee now receives both a hardcopy and an
electronic copy of a weekly campus newsletter. This
newsletter has been a vehicle for informing people of
the progress during the transition. In addition, a daily
update is being distributed to all employees via e-mail.
This daily update provides an even more timely opportunity for employees to know what is happening. These
resources are available to alumni subscribers as well.
5.
Holding special campuswide meetings with all
employees regarding transitional activities for
BYU-Idaho.
As we have undertaken the transition from a two-year to
a four-year institution, several meetings have been held
at key milestones in the process to inform employees
about proposed changes. These meetings have provided
employees with the opportunity to comment on any
change to the institution that would be presented to the
Board of Trustees. All-employee meetings have been
held at the start of each semester to report on progress
in the transition to a four-year institution. This practice
will continue throughout the foreseeable future. This
practice provides a vehicle for the administration to
make sure that all employees and community patrons
Introduction
11
have an opportunity to be informed about key decisions
and for the administration to solicit comments and suggestions.
6.
Improvements to the Public Relations Office.
In the last two years, the Public Relations Office has
been reorganized to improve its focus on communication to university constituencies. The office has now
established a group, University Communications, whose
two-fold mission is to (1) ensure timely communications
and (2) establish a new institutional identity. Three new
full-time employees have been added to this group. In
response to its first mission, this group has streamlined
the communication process as outlined in number 4
above. It has also created a Student Communication
working group to focus specifically on the new Activities Program and other student life issues. In response
to its second mission, this group has spearheaded the
creation of images that help to establish a new identity
for BYU-Idaho, including new logos, style guidelines,
mastheads, and the like.
7.
Continuation of visits by the President’s Council
to administrative and academic units.
Two times each month, the President’s Council visits
an academic department or administrative unit. The
purpose of these visits is to let the departments/units
talk about or show what they do and present the issues
and challenges they face. Having the eyes and ears of
the President’s Council for an hour gives employees a
chance to communicate directly with the president and
vice presidents about their work. The president visits
with randomly selected faculty members in their offices.
These 30-minute sessions allow faculty members to
talk directly with the president about their work and the
issues that most affect them. The president also hosts a
breakfast with randomly selected employees twice each
month. In addition, most Monday nights the President
and his wife make themselves available to students in a
setting where they can visit informally. The academic
vice president also has a goal to interview one-quarter to
one-third of the faculty each year. All of these visits and
contacts provide employees with access to the highest
levels of leadership on our campus along with excellent
opportunities to communicate with them.
Communication at BYU-Idaho remains a constant
challenge, given the dynamic and often volatile environment associated with becoming the four-year school
we have envisioned. Uncertainties about the future of
the institution have required extraordinary efforts to
ensure that faculty, staff, and administration maintain an
open dialogue about new programs and initiatives, and
12
Introduction
that all constituencies, especially students, are properly
informed about decisions and plans.
In spite of our best efforts, some of our faculty members
still see communication between the administration and
faculty as an unresolved issue. In a recent survey of faculty, even though a majority agreed to some extent with
the following statements, a sizeable number disagreed:
•
•
The reasons for administrative decisions at the institutional level are effectively communicated. (55%
agreed; 36% disagreed; 9% neutral)
The administration encourages input and involvement in university decisions which directly affect
me, my department, and our students. (57% agreed;
33% disagreed; 10% neutral)
We are pleased that most of the faculty perceive that
communication with the administration has been effective, especially given the nature and pace of changes that
have taken place. We continue to focus on improved
communications so that we can reach those few who
still feel “out of the loop.” We are confident that some
of this is due to growing pains and that once we reach
a more predictable steady-state, we will see marked
improvement in how communications are perceived.
In an effort to make further improvements in the communication at BYU-Idaho, the Employee Advisory
Council was organized in March 2003 to facilitate networking and the exchange of ideas, to provide ideas and
suggestions for various employee functions on campus,
and to suggest ways of enhancing employee satisfaction and work effectiveness. The Employee Advisory
Council (EAC) is made up of staff, students, faculty, and
administrators who represent employees across campus.
The EAC chair meets with the President’s Council as
appropriate to present ideas and recommendations. The
EAC does not resolve work-related issues pertaining to
individual employees nor does it handle personal grievances or complaints from individual employees.
Specifically, the council has been charged to:
a.
b.
c.
d.
e.
Propose names of employees for exemplary employee awards.
Provide suggestions for the annual employee banquet and all employee meetings.
Provide suggestions for employee service awards
program.
Identify ideas for training, professional growth
and development to support job-related needs of
employees.
Plan an annual university employee conference to
promote individual and professional growth.
f.
g.
Plan other information and/or training opportunities throughout the year that would be beneficial to
employees.
Identify concerns about or misunderstandings of
university policies and practices that might need
revision and/or clarification.
Through this action along with the seven preceding
actions, we hope to enhance mutual understanding and
improve the flow of information across campus. Because of all of these efforts, we have met this recommendation.
4.3
Recommendation 3
Continuing status faculty evaluation is inconsistent within departments, as well as across
disciplines, in cycles and methods of review. It
is recommended that the evaluation schedule
and standards of measurement be published
and monitored to ensure that every faculty
member on continuing status is regularly evaluated in a timely manner. (Standard 4.A and
Policy 4.1)
Two actions have been taken to address this recommendation:
1.
The Director of Institutional Research & Assessment monitors and publishes the schedule of
evaluation for all faculty members with Continuing Faculty Status (CFS).
In response to this recommendation, the Director of
Institutional Research & Assessment was given the
responsibility to review and maintain the historical
record of faculty evaluations. At the beginning of each
school year, he publishes the list of faculty who are in
their three-year review cycle for all the chairs and deans.
This ensures that a record of evaluation is kept and that
each department knows which faculty members with
CFS are scheduled for evaluation in any given school
year.
2.
A template for evaluation of faculty was developed and presented.
In fall 2000 the College of Language and Letters presented its approach for the evaluation of teachers with
CFS. This approach was recommended as a model for
the evaluation of all faculty members with CFS. This
template requires the evaluation of the faculty member
every three years. In the first semester of that evaluation year, the faculty is evaluated by students via a
standardized rating instrument, an unannounced visit
to a class by three faculty peers using a structured (but
simple) observation strategy, and an unannounced visit
by the department chair and college dean. In the second
semester the faculty member drafts a self-reflection
document and is then interviewed by the department
chair and college dean.
A survey of college deans was conducted in September
2002 to determine how they were using the template.
This survey shows that deans have generally implemented the template but have clearly adapted it to their
own needs and purposes. The result is a more uniform,
rigorous, and timely evaluation of tenured faculty in
each college.
4.4
Recommendation 4
It is recommended that the College review,
strengthen, and clearly define what constitutes
college-level courses for general education
requirements, especially in mathematics. In
addition, the College needs to determine what
constitutes related instruction course content
for specialized degrees and certification programs, especially in the human relations area.
This should be done collaboratively between
administration and faculty. (Standard 2.C.1)
In response to the first element of this recommendation,
we have modified our university mathematics requirement to reflect the “college-level” standard. Students
can no longer satisfy the math general education requirement by taking Intermediate Algebra (Math 101). They
are now required to take College Algebra (Math 110) or
a new course, Applied College Algebra (Math 108), for
which Math 101, Intermediate Algebra, is a prerequisite.
The Math Department has developed a mathematics
competency exam to determine which students might
benefit from lower-level math courses before taking the
Math 108 or Math 110 level courses. This has helped
them to better determine which students will be successful in Math 110 and which students require some remediation and review. Meeting this recommendation was
the result of collaboration between the Math Department
faculty and the academic administrators. They worked
to revise the basic math requirement and to establish
procedures that would maximize student success.
To meet the second element of this recommendation, all
students in a specialized associate degree program must
complete a Basic Education core. The Basic Education
core consists of an approved listing of courses in each
of the following areas: communication, computation,
Introduction
13
human relations, and related skills (see Table 5). A
student must select one course from an approved listing
of courses in each of the following areas: communication, computation, human relations, and related skills.
The approved course listing for each of the four areas
was developed to prevent students from taking courses
with questionable connections to an area. We no longer
permit programs to use course segments to meet these
requirements; they must incorporate one of the courses
shown in Table 5.
4.5
Recommendation 5
It is recommended that the College demonstrate
evidence of clear and coherent systematic institutional planning and evaluation procedures
to measure the achievement of institutional
mission and goals. (Standard 1.B.1 through
Standard 1.B.9)
In response to this recommendation, we have integrated the processes for budgeting, resource allocations,
program planning, and assessment into one process
referred to as the annual stewardship reviews. Stewardship reviews are conducted each year with each college.
Stewardship reviews were initiated for the first time
in May 2000 in support of planning for the 2001-2002
school year.
Each department is expected to report to its college dean
every year in accordance with items from the template
in Appendix A. This report accompanies the budget and
resource planning documents submitted for the upcoming fiscal year. The college dean compiles and summarizes this information and presents it to the Stewardship
Review Committee which consists of the President, Vice
Presidents, and the Budget Officer. This committee
reviews budget requests and requests for additional/new
resources along with the assessment data.
Administrative units follow a similar model. They report the extent to which they have achieved their central
aims. This self-appraisal accompanies their budget requests and resource planning proposals when presented
to the Stewardship Review Committee.
Courses which Satisfy the Basic Education Requirement
Area
Communication
Computation
Human Relations
Related Skills
Table 5
14
Introduction
Courses
ENG 111
ACCTG 180
MATH 101, 108, 110, 112, 221
AGBUS 238
AMHER 170
ANTH 101
B370
CHILD 210
GEOG 120
HIST 120, 121, 201, 202
HON 201
POLSC 110, 170
PSYCH 111, 201
SOC 111, 112, 323, 357
COMM 101, 150
CS 144
ENG 311, 312, 313, 314, 315, 316
ENGRT 125
IS 140
SIGN 101
Since May 2000 stewardship reviews have been conducted each year. Improvements in the process have
been made after each cycle. The stewardship review has
shown the colleges that the administration is committed to and is serious about assessment at BYU-Idaho.
This process has also enabled closer linking between
departmental achievement, resource allocation, and
budgets. Because stewardship reviews are essentially
annual self-studies, they will provide a longitudinal view
of how departments are doing over time. Eventually
these reviews will becompe part of an online text-based
retrieval system so they can be archived and accessed
electronically.
involved in the transition of Ricks College to BYUIdaho.
5.
Chief Executive Officer. David A. Bednar, president of BYU-Idaho, is a full-time president whose
primary responsibility is to BYU-Idaho. He was
appointed by the Board of Trustees. Gordon B.
Hinckley serves as the chair of the Board.
6.
Administration. BYU-Idaho provides a comprehensive array of services to meet student needs and
in support of our mission. These are discussed and
appraised in Standard 3.
7.
Faculty. BYU-Idaho employs more than 440 fulltime faculty members representing every discipline
in which majors are offered. Virtually all of them
hold an advanced degree in their field. More than
one-third hold terminal degrees; many others are actively pursuing a terminal degree. Faculty members
participate in all aspects of university governance
and operations. Tenured faculty members are evaluated once every three years. Non-tenured and parttime faculty members are evaluated every semester.
Faculty workloads reflect the fact that BYU-Idaho is
a teaching institution. Faculty members are granted
sabbatical leaves every five years. They may also
apply for a three-hour professional development
released time each year. BYU-Idaho supports financially and otherwise its faculty’s participation in a
professional society.
8.
Educational program. BYU-Idaho offers 18 associate degree programs and 49 baccalaureate degree
programs. All are consistent with degree programs
offered throughout the nation in terms of content,
length, and rigor. All two-year programs require
a minimum of 60 credits, the equivalent of two
academic years, for completion. All baccalaureate
degree programs require at least 120 credits, the
equivalent of four years, for completion. All will
involve use of both library and online resources.
Courses and programs are delivered in facilities
located on the BYU-Idaho campus in Rexburg,
ID. Several specialized programs – Music, Interior
Design, Nursing, Manufacturing Engineering Technology, and Electronic(s) Engineering Technology
– have been accredited in their discipline.
9.
General education and related instruction. All baccalaureate degree programs and associate transfer
degree programs require completion of a general
education core of more than 30 hours of coursework
in basic skills, writing and reading, mathemat-
5.0 Eligibility Requirements
We have verified that BYU-Idaho is in compliance with
the Commission’s eligibility requirements. Our compliance is described as follows:
1.
Authority. BYU-Idaho has formal authority from
its governing board representing its sponsoring organization, The Church of Jesus Christ of Latter-day
Saints, to offer educational programs and to grant
degrees.
2.
Mission and goals. BYU-Idaho has a clear mission
statement which has been approved and adopted by
our Board of Trustees (see Standard 1, Figure 1).
This mission defines our purpose as an institution
of higher learning. Institutional goals (see Appendix B) flow directly from the mission statement.
BYU-Idaho exists to educate and grant degrees to
its students. All of its resources – financial, human,
and physical – go toward supporting its mission to
educate students.
3.
Institutional integrity. BYU-Idaho follows humane
and non-discriminatory policies in dealing with
students, staff, and faculty. BYU-Idaho follows applicable legal and ethical guidelines relating to individual rights. It has nondiscrimination policies and
practices in place to protect the rights of individuals
and respond to grievances as they arise.
4.
Governing board. The BYU-Idaho Board of Trustees consists of 12 members, none of whom works
for or has any financial interest in BYU-Idaho.
They are involved in all major decisions related to
ongoing operations of this institution and its effectiveness. The Board of Trustees has been actively
Introduction
15
ics, art and letters, natural science, social science,
American institutions, and foreign languages (B.A.
only). All specialized associate degree programs
require the completion of 12 hours of basic education coursework in four areas: computation, human
relations, communication, and related skills. All
general education requirements are clearly outlined
in the BYU-Idaho catalog.
10. Library and learning resources. BYU-Idaho maintains an excellent library with extensive holdings.
The library also provides a number of other learning
resources in support of educational programs.
11. Academic freedom. Intellectual freedom and independence exist at BYU-Idaho within the framework
of its mission, its Honor Code, and the fundamental
doctrines of The Church of Jesus Christ of Latterday Saints. Faculty members are free to research
and teach what they choose within the well-specified boundaries that are set forth in the BYU-Idaho
Statement on Academic Freedom. Faculty members
are not free to teach principles contrary to doctrine
of The Church of Jesus Christ of Latter-day Saints.
They are also not free to deviate from the Honor
Code or the College’s mission. These same guidelines apply to students in their research endeavors. When faculty members are hired, they agree
to these conditions. We believe that BYU-Idaho
maintains a reasonable degree of intellectual independence of faculty and students from its sustaining
organization, The Church of Jesus Christ of Latterday Saints.
12. Student achievement. Each program has clearly
defined and published educational objectives along
with the means for achieving them. All program
requirements are published in the catalog and in
course syllabi. Outcomes are also documented in
each department’s assessment plan. Departments
engage in assessment of these outcomes to assure
that students are achieving their desired aims.
13. Admissions. The policies and procedures for admission to BYU-Idaho are described in the Catalog,
in the application materials themselves, and on the
BYU-Idaho web site. We consistently adhere to
these admissions policies and practices.
14. Public information. BYU-Idaho publishes a current
and accurate catalog along with other appropriate
publications which set forth a number of information items. The College publishes the R-Book,
the BYU-Idaho student handbook, which clearly
explains standards of conduct. It also publishes a
16
Introduction
comprehensive class schedule each semester.
15. Financial resources. BYU-Idaho has a stable funding base, financial resources, and plans for financial
development adequate to carry out its mission and
goals within a balanced budget and safe level of
debt.
16. Financial accountability. Financial records are
externally audited annually by PriceWaterhouseCoopers. Their annual audit includes an opinion on
the institution’s financial statement.
17. Institutional effectiveness. BYU-Idaho follows a
regular and well-defined process for the assessment
of institutional effectiveness (see Figures 2 and 3,
Standard 1). Results of these assessment activities
are made available to employees in the areas being
evaluated. Summary results are made available to
the campus community as needed.
18. Operational status. Operating as Ricks College
since 1888, BYU-Idaho offered a number of educational programs and courses of study at the two-year
level (except for one brief interlude where four-year
programs were offered). BYU-Idaho now offers
a comparable number of educational programs at
both the two- and four-year level. The first baccalaureate programs at BYU-Idaho were initiated
in fall semester 2001. Others have come online in
subsequent years so that all new proposed four-year
programs are now in operation. Nearly 500 students in 25 different baccalaureate programs have
now graduated from BYU-Idaho as of fall semester
2003. A critical mass of students actively pursues
all current programs, both major and general studies, at this point in time.
19. Disclosure. BYU-Idaho affirms its commitment to
disclose to the Commission on Colleges any and all
information relevant to accreditation as the Commission may require.
20. Relationship with the accreditation commission.
BYU-Idaho accepts the policies and standards of
the Northwest Association of Schools and Colleges and agrees to comply with them. BYU-Idaho
understands and agrees that the Commission may
publicize the results of their evaluation.
6.0 The Self-Study Process
This self-study represents the summation of continuous
assessment activities and stewardship reviews conducted
over the past three years. Because each organizational
unit on campus has undergone an annual self-appraisal
as part of the stewardship review process (see Figure 2,
Standard 1), this institutional self-study is essentially a
compilation of that ongoing activity rather than a series
of studies and reviews devoted specifically to a one-time
self-study. It represents a comprehensive look at the
institution in that all major academic and administrative
units and functions have studied themselves. Participation is broad-based because nearly every employee and
many students have been involved in some aspect of this
process.
The process used to generate this document involved
two major efforts. One effort, which grew out of our
ongoing outcomes assessment, was for each academic
and administrative unit to assess itself based on its stated
mission and goals. The second effort was to determine
and to ensure compliance with the Commission on Colleges’ standards, as stated in the Accreditation Handbook. This document represents the integration of these
two efforts as it seeks to show how well the various
departments and administrative units at BYU-Idaho are
meeting their own goals as well as those of the Commission on Colleges.
Introduction
17
18
Introduction
Standard 1
Institutional Mission
and Goals
Self-Study
Institutional Mission and Goals
2004
Standard 1
19
20
Standard 1
I see a great future for this institution. It will go
forward under inspired leadership. It will grow
in strength under a dedicated and able faculty. It
will be increasingly recognized as its graduates
move out across the world and fill positions of
responsibility.
Gordon B. Hinckley
Standard 1
Standard 1 describes and evaluates institutional mission,
goals, planning, and effectiveness. Section 1.0 describes
institutional mission and goals, explains how they define
BYU-Idaho, and how well we are achieving our stated
mission and goals. Section 2.0 describes our institutional planning process and shows the degree to which it
is ongoing, uses the results of ongoing assessment, and
represents a significant comprehensive effort.
1.0 Institutional Mission and
Goals
1.1
BYU-Idaho
Mission Statement
Build testimonies of the restored
gospel of Jesus Christ and
encourage living its principles.
Provide a quality education for
students of diverse interests
and abilities.
Prepare students for further
education and employment,
and for their roles as citizens
and parents.
Description
The official mission statement of BYU-Idaho is shown
in Figure 1.
In effect since 1987, the BYU-Idaho mission statement
continues to provide a clear sense of purpose and a
robust framework for planning, decision-making, and
evaluating campus activities. The mission and its corresponding goals have undergone considerable review
and scrutiny over the last two years in response to institutional assessment activities and, in particular, to the
changes brought about by the transformation of Ricks
College into BYU-Idaho. In spite of this transformation,
Maintain a wholesome academic,
cultural, social, and spiritual
environment.
Figure 1
Standard 1
21
our institutional mission remains unchanged. In fact, it
has served our transformation very well by providing the
primary steadying force in the face of the upheaval and
turmoil of becoming the type of four-year institution we
seek to become. It still remains the best expression of
the vision shared by the BYU-Idaho governing board,
administration, faculty, staff, students, and parents for
what BYU-Idaho is, should be, and should do.
The dashboard uses a simple intuitive color scheme
which allows for an immediate appraisal of achievement:
The BYU-Idaho mission statement is widely publicized. It appears in every major campus publication. It
is framed and prominently displayed in administrative
offices, in many faculty offices and classrooms, and
throughout student living quarters. We reaffirm our
commitment to inform the Commission of any major
changes to our mission or institutional practices.
•
•
Additional and vital sources of direction for BYU-Idaho
are provided by the Guiding Principles developed by
our current president, David Bednar (see Appendix B).
These seven Guiding Principles are designed to inspire
and motivate members of the BYU-Idaho community to
greater heights of spirituality and effectiveness in their
respective stewardships. Two of the seven Guiding Principles -- “Every person at BYU-Idaho is a teacher” and
“Service provides opportunities for growth” -- reflect
the institution’s desire to serve fellow human beings,
both near and far. The Guiding Principles also help to
define and perpetuate what we refer to as the “Spirit of
Ricks,” an intangible but very real sense of how we, the
BYU-Idaho community, try to act and interact with one
another.
The dashboard and its role in institutional planning and
assessment will be described in greater detail in section
2.0
While the BYU-Idaho mission statement has not
changed, a number of institutional goals and objectives have been changed or added as the institution has
undergone its transition. These institutional goals and
objectives are listed in Appendix C. A comprehensive
system of indicators and benchmarks has been established for these goals and objectives to (1) ensure that
the resources available to the institution are directed tot
he right targets and (2) to make these goals fully accessible to assessment activity.
Our approach to representing the effectiveness of our
institution revolves around the Institutional Dashboard
shown in Figure 2. With a single glance, the Dashboard
portrays where we are as an institution with respect to
our mission and goals. It is an Excel-based series of
linked documents (spreadsheets, documents, web pages,
etc.) which capture the results of all assessment work
accomplished for institutional effectiveness. It allows
viewers to drill down to deeper levels of detail and analysis, even the raw data, as desired. It is updated with
new information as assessment activities are concluded.
22
Standard 1
•
•
•
Blue denotes where we exceed our expectations,
Green denotes where we are meeting our expectations
Yellow denotes where we are almost meeting our
expectations
Red denotes where we are not meeting expectations.
White denotes an area for which a complete formal
assessment has not been developed.
The color scheme is based on a system of benchmarks
which define each level of expectation for a given institutional goal.
1.2
Analysis and Appraisal
The BYU-Idaho mission clearly defines who we are and
what we intend to accomplish. It remains a viable and
well-suited charter for our institution and its stakeholders. Similarly, the goals derived from our mission are
viable and consistent with that mission, and we have the
necessary resources to achieve them as we will show in
this section.
Our mission is widely disseminated and understood by
our students and employees. Our goals are published in
the catalog and other institutional documents as applicable. The institutional mission and goals provide the
framework for all the functions and services we provide, including service we render to the general public.
Nothing we do or plan to do is outside the scope of our
mission.
Progress in accomplishing our mission and goals is welldocumented and made available to the campus community via published reports and the institution’s internal
web site. The student newspaper has written articles
on various assessment studies which have been completed to date. Vice Presidents and division heads have
discussed the results of assessment activities with their
departments. The President has presented summary
findings of assessment studies to the Board of Trustees.
Our Institutional Dashboard shows in which institutional goals we are exceeding, meeting, almost meeting,
and not meeting our expectations (see figure 2). In
general, the Dashboard shows that we are fulfilling our
Institutional Dashboard
Figure 2
institutional mission and most of our institutional goals
(as indicated by the blue and green squares). Areas
of institutional strength are defined as goals in which
expectations are exceeded (blue). Areas which indicate
current institutional challenges are defined as goals
in which expectations are almost met (yellow) and as
goals in which expectations are not met (red). Within
this framework, we discuss our institutional strengths
and challenges in the following sections. Each of the
strengths and challenges is related to an institutional
goal as shown in Appendix B.
1.2.1 Institutional Strengths
The Dashboard shows several areas where we exceed
our expectations. These include spiritual commitment
and growth (Student Perceptions of Growth, Spiritual
Development), availability and utilization of resources
(Perceptions of experience, Utilization of Resources,
Student Credit Hours), and environment (Perception
of Environment). Finally, we see strength in that we
are exceeding and meeting so many of our institutional
goals.
1.2.1.1 Spiritual commitment and growth
We exceed our expectations in institutional goals related
to spiritual commitment and growth. Specifically, we
see strength in the following two institutional goals: (1)
that our students will experience significant spiritual
development while at BYU-Idaho and (2) that they
strengthen their commitment to a life of high moral
principles. Refer to Figure 2 -- Student Perceptions
of Growth and Spiritual Commitment. Regarding the
first goal, the winter 2003 administration of the College
Student Experiences Questionnaire (CSEQ) showed
that 86% of students said they gained quite a bit or very
much in the development of their own values and ethical
standards. This was a 5% increase over the 1998 administration of the CSEQ. The winter 2002 administration
of the Student Evaluation of Institutional Mission and
Goals showed that more than 90% of students agreed,
strongly agreed, or very strongly agreed that
•
•
•
I gained a stronger testimony of the restored gospel.
(90%)
I am more committed to living the gospel. (94%)
I gained a better understanding of myself and my
relationship with God. (94%)
Standard 1
23
These percentages represent a 3 to 4% increase over the
1999 results. All of this is very satisfying given the nature and scope of changes that have taken place on this
campus in the last 2-3 years. As we have undergone so
much change, it is satisfying to see that our students are
attaining these important outcomes.
Regarding the second goal, the 1998 Survey of Religious Activity showed very high levels of belief in and
adherence to gospel principles. More than 92% of our
students attend worship services every week; 7% attend
at least three weeks in the month. An overwhelming
majority of students reported the following about important personal standards of conduct in the Church:
•
•
•
•
•
•
•
•
•
•
•
Avoid tobacco, alcohol, coffee, and illicit drugs
(95%)
Avoid Internet pornography (94%)
Do not steal (93%)
Do not look at pornographic material (92%)
Display appropriate posters and other visual images
in my bedroom and apartment (92%)
Have confidence in the power of priesthood blessings (91%)
Abide by the college’s Dress and Grooming Standard (90%)
Contribute a full tithe to the Church (88%)
Follow appropriate dating practices and standards in
my relationships with the opposite sex (82%)
Do not cheat in my school work or plagiarize (80%)
Have daily personal prayer (80%)
Only 3% of our student body reported that they struggle
with the beliefs and practices of the Church. These
findings are corroborated by previous alumni surveys,
statistics from the Dean of Students office, and anecdotal
accounts from Church leaders. Finally, in a recent survey of faculty, 96% agreed with the following statement:
My students demonstrate high moral and spiritual
values.
Clearly, the BYU-Idaho experience continues to provide
a significantly positive influence on students’ religious
beliefs and moral commitments. We will repeat this
survey in the 2005-06 school year.
1.2.1.2 Availability and Utilization of HighQuality Campus Resources
We exceed our expectations in the availability and utilization of high-quality campus resources, specifically,
a caring and competent faculty, an environment which
is conducive to learning and growth, and resources
necessary for students to develop themselves academically. We exceed our expectations in the following
24
Standard 1
three institutional goals related to this area: (1) instructors are caring and competent role models, (2) students
take advantage of the various campus resources they are
provided, and (3) BYU-Idaho maintains an optimal student-to-instructor ratio. Refer to Figure 2 -- Perceptions
of Experience, Utilization of Resources, and Student
Credit Hours.
Regarding the first goal, students perceive that BYUIdaho faculty members are excellent role models who
care for their students. In both the 1998 and 2002
administration of the Student Evaluation of Institutional
Mission and Goals, more than 92% of students agreed,
strongly agreed, or very strongly agreed that their
instructors had shown that they are deeply committed
to students and that they exhibit exemplary personal
conduct and high standards.
Ongoing student ratings of faculty and courses are
always strong. Over the past seven years of student
ratings of instructors, on a 7-point scale where 1 is very
poor and 7 is exceptional, the 50th percentile (i.e., median) average overall rating is 5.78 which falls into the
excellent range of the scale. Only 10% of our instructors
fall below 4.94 which falls into the very good range of
the scale. Table 1 shows how highly instructors have
been rated by their students over this 7-year time frame.
When asked in the 1998 Alumni Survey about various
elements of their BYU-Idaho experience, 86% of the
students indicated their associations with faculty had a
positive or very positive effect. Of the 17 elements of a
BYU-Idaho education assessed in the Alumni Survey,
associations with the faculty showed the fourth highest
impact on students. When asked about the pervasiveness of positive teaching qualities, the large majority of
alumni felt that faculty frequently or very frequently:
•
•
•
•
•
•
•
Gave equal treatment to students regardless of gender, race, or ethnic background (89%)
Offered interesting and stimulating courses (88%)
Led interesting and useful class discussions (83%)
Gave prompt feedback/grades on assignments
(82%)
Respected different points of view (81%)
Offered demanding and challenging courses (80%)
Respected different learning styles (69%)
Regarding the second goal of students taking advantage
of the various campus resources they are provided, the
primary assessment activity was the College Student
Experiences Questionnaire (CSEQ), a nationally normed
instrument designed to assess the degree to which
students engage in activities conducive to a high-quality education and the degree to which they take advan-
Average Overall Ratings of Instructors:
1997-2003
Levels
Value
90th percentile
6.40
50th percentile
5.78
30th percentile
5.46
10th percentile
4.94
38% of students attending BA-general. (reflecting
our Fine Arts 100 requirement)
•
76% of BYU-Idaho students often or very often applied class material to other areas as compared with
63% of students attending DRU-extensive and 65%
of students attending BA-general.
•
75% of BYU-Idaho students often or very often
used information from other areas in class as compared with 64% of students attending DRU-extensive and 65% of students attending BA-general.
•
used a computer tutorial to learn material for a
course as compared with 30% of students attending
DRU-extensive and 25% of students attending BAgeneral, reflecting our online learning requirement.
•
42% of BYU-Idaho students were assigned more
than ten term papers or reports as compared with
Table 1
tage of the resources provided by their school. The
survey was administered to a random sampling of 500
BYU-Idaho students in winter semester 2003 with 278
students returning completed questionnaires. Findings
from the CSEQ showed that most students are taking
advantage of the many instructional resources offered
to them, especially as compared with other colleges and
universities. Of the 28 areas assessed by the CSEQ,
BYU-Idaho was equivalent or superior in 21 areas as
compared with other schools included in the national
norming sample.
The following examples illustrate some of the comparative strengths in this area. These examples compare
students from extensive doctoral granting universities
(DRU-extensive) and baccalaureate general colleges
(BA-general), our two most applicable comparison
groups.
•
attended social or cultural events as compared with
•
worked on an off-campus committee, organization,
project (civic group, church group, community
event, etc.) as compared with 17% of students attending DRU-extensive and 18% of students attending BA-general.
•
read about personal growth/self-improvement as
compared with 28% of students attending DRU-extensive and 31% of students attending BA-general.
•
53% of BYU-Idaho students often or very often attended a concert or other musical event as compared
with 43% of students attending DRU-extensive and
Regarding the third goal, maintaining an optimal student-to-instructor ratio, we have exceeded our expectations as it relates to the target number of student credit
hours (SCH) to be generated by each academic department in a semester. Each department’s target SCH is
based on achieving an average 25:1 student-to-instructor
ratio in class offerings given the number of instructors it
employs (with some adjustments for historical trends).
In the preceding school year, 20 of the 37 departments
met their target SCH. Combined, departments exceeded
their SCH targets by 6%. This allows us to optimize the
instructional resources available. It also allows us to see
which departments need more resources to cover their
enrollments and which departments have more personnel resources than they may need.
In conclusion, assessment activities show the following strengths in this key area: that student learning has
been enhanced by dedicated and caring instructors who
deliver a high-quality education, that students are taking
advantage of the available resources on campus, and that
we are successfully providing instructional resources at
an optimum level.
1.2.1.3 Environment
An important strength of our institution is its environment (see Figure 2, Perception of Environment).
Specifically, we exceed our expectations in providing a
uniquely wholesome environment for student learning
and growth. Assessment activities continue to show that
Standard 1
25
our students recognize the unique atmosphere at BYUIdaho and the impact it has on their learning and growth.
When asked in the CSEQ, “If you could start over again,
would you go to the same institution you are now attending?,” 70% of BYU-Idaho students said definitely
yes as compared with 46% of students attending DRUextensive and 34% of students attending BA-general.
When asked in the Student Evaluation of Institutional
Mission and Goals about the BYU-Idaho environment,
97% of the students agreed, strongly agreed, or very
strongly agreed with the statement: BYU-Idaho has provided me with a wholesome academic, cultural, social,
and spiritual environment. Even with the turbulence of
our transition from a two-year to a four-year school, this
represents a 4% gain from the 1999 administration of the
survey.
In the CSEQ, the overwhelming majority of students
(82%) perceived BYU-Idaho as having a friendly and
supportive environment which promotes a sense of wellbeing as compared with 62% and 67% of students at the
DRU-extensive and BA-general respectively. Twothirds (67%) of BYU-Idaho students see the administration as helpful, considerate, and flexible as compared
with 33% and 46% of students at the DRU-extensive
and BA-general respectively. Most importantly, 81%
of BYU-Idaho students see their instructors as approachable, helpful, understanding, and encouraging as
compared with 46% and 60% of students at the DRUextensive and BA-general respectively.
When asked to assess the degree of emphasis BYUIdaho places upon various important dimensions of the
collegiate experience, once again BYU-Idaho students
see this institution in a very favorable light, especially as
compared with students from peer institutions, with the
notable exception of the understanding and appreciation
of human diversity (see Table 2).
In the 1998 alumni survey, a significant majority of
former students identified a number of elements of the
BYU-Idaho environment as having a positive or very
positive effect on their learning and growth, in particular, religion classes (87%), devotionals (82%), participation in a student ecclesiastical unit (76%), library (75%),
and dormitory/apartment life (67%).
1.2.1.4 Areas Where Expectations are Being
Met
Finally, we believe that one of our strengths is that we
are meeting or exceeding expectations for the majority of our institutional goals. Our strengths defined as
exceeding expectations were discussed in the previous
section. As the green squares of our Institutional Dashboard show (see Figure 2), we are meeting institutional
26
Standard 1
goals in a number of areas. For each of these we have
implemented assessment methods, analyzed assessment
data, and developed benchmarks which define the different levels of expectations. These goals include the
following:
•
•
•
•
•
•
•
•
•
•
•
•
•
Maintaining a high level of satisfaction with administrative services and functions.
Obtaining the skills and competencies from general
education coursework.
Maintaining an appropriate cost per student credit
hour.
Achieving an average overall faculty workload of
36 hours per year.
Achieving a high percentage of faculty workload in
actual instruction.
Achieving a satisfactory level of faculty satisfaction
and morale.
Implementing good practices of undergraduate
education.
Maintaining a satisfactory level of student ratings of
teaching.
Completion of program audits.
Redesign of the catalog and the method of generating it via online tools.
Completion of this self-study.
Completion of transition milestones.
Completion of annual stewardship reviews.
All of the assessment data and benchmarks for each
of these institutional goals are available for evaluator
review and analysis via the Institutional Dashboard.
1.2.2 Institutional Challenges
As the yellow and red squares of the Institutional
Dashboard indicate (see figure 2), several institutional
goals have not yet been met. These include reducing the
cost per major and cost per enrolled student, number of
majors, degrees awarded, total hours to graduation, and
terminal degrees of faculty. The blank squares of the
Dashboard identify institutional goals for which formal
assessments had not been conducted as this self-study
was being finalized. These include achievement in
major, post-graduation performance, advising, and the
activities program. These areas represent critical institutional goals and will be the focus of intense assessment
activity in the next 2-3 years. All of these represent
areas for constant attention and improvement. They are
discussed below.
1.2.2.1 Cost Per Major and Cost Per Enrolled
Student
Two important indicators related to the goal of an affordable education and the optimum allocation of resources
Percentage of Students Indicating a Strong Emphasis at the Institution
Area of Emphasis
BYU-Idaho
DRU ext
BA Gen
Development of academic, scholarly, and intellectual qualities
81%
67%
58%
Development of aesthetic, expressive, and creative
qualities
53%
32%
34%
Being critical, evaluative, and analytical.
77%
56%
45%
Developing understanding and appreciation of human diversity.
48%
42%
39%
Developing information literacy skills (using computers, other information resources)
27%
55%
50%
Development of vocational and occupational
competence
61%
31%
41%
Personal relevance and practical values of your
courses.
62%
52%
62%
Table 2
are costs per major and costs per enrolled student.
These indicators provide a way for academic administrators to assess the resources allocated to a department
in light of student demand for its degree programs and
course offerings. The costs are the annual departmental
budget for personnel and direct operating expenditures.
Indirect costs are not included in these cost figures.
Majors are the number of students who declared a major
in the department (as of the official reporting date for
the fall and winter semesters). Enrolled students are the
total number of students (headcount) who were enrolled
in classes offered by the department during the fall and
winter semesters. The indicator is a comparison of the
current year’s cost ratios with the average cost ratio for
the preceding five years.
In both cases, we are not meeting our expectations as defined by the benchmarks shown in Table 3. The institutional average cost per major showed an increase of 34%
over the previous 5-year average. Some of the increased
ratio is due to the transition in that a number of students
switched to a general studies major (not included in the
institutional average) because their chosen two-year
program was being phased out or was not yet offered as
a four-year degree program. The institutional average
cost per enrolled student showed an increase of 15% of
the previous 5-year average.
At the annual stewardship review, these indicators are
carefully reviewed with each college and department
head. Departments with very high cost ratios must
explain and justify their resource allocation. Plans
are made about upgrading recruitment efforts or about
scaling down. Departments with very low cost ratios
become eligible for additional resources to meet their
demands.
1.2.2.2 Number of Majors and Degrees
Awarded
Two key indicators of the institutional goal to meet
student demand for high-quality degree programs are
number of majors and degrees awarded. These indicators provide a way for administrators to assess whether
departments are meeting specified targets for the number
of students who participate and complete degree programs. In both cases we are not meeting the designated
targets primarily because they represent estimates for
our steady-state condition which is not expected to prevail for another few years. Because of our attention to
these specific areas, we fully expect to reach the targets
established and all of our planning and resource allocation are based on these targets being met.
1.2.2.3 Total Credit-hours Earned at
Graduation
The total number of credits earned at graduation is
an indicator for our goal to have students in four-year
programs complete their undergraduate education in a
timely fashion. Our definition of timeliness is defined as
132 credit hours or less. With an average of 142 credit
hours earned by all graduates to date, we are not meeting
Standard 1
27
Benchmarks for Cost per Major
Exceeding expectations
Meeting expectations
Almost meeting expectations
Not meeting expectations
20% or more reduction in the cost ratio as compared with the
previous 5-year average
Between a 20% reduction and a 10% increase in the cost ratio as
compared with the previous 5-year average
Between a 10% to 20% increase in the cost ratio as compared with
the previous 5-year average
More than a 20% increase in the cost ratio as compared with the
previous 5-year average
Table 3
our expectations in this area. Part of this is due to the
many students who have continued at BYU-Idaho while
waiting for their desired baccalaureate program to begin.
Notwithstanding, the challenge we face is to help our
students identify their career goals and better plan their
education from the outset.
Accordingly, we have taken several key actions in support of this goal. First, all of our baccalaureate programs have been designed so that students can complete
their course of study in 120 credit hours. Second, we
are actively encouraging students to finish their undergraduate education in a timely fashion. Administrators
and faculty members are communicating this message
to students through advising literature, counseling sessions, and educational planning tools. As an incentive,
students who complete their bachelor’s degrees in eight
semesters are given a $500 award at graduation. As
each succeeding class of first-year students begins its
education with this message, we fully expect the total
credits earned at graduation to reach the desired levels.
1.2.2.4 Terminal Degrees of Faculty Members
The percentage of faculty who hold terminal degrees is
an indicator for our institutional goal to employ faculty
members who are not only caring and competent teachers but who also have attained the highest educational
credentials in their discipline. We are working toward
a goal of 50% or more of our faculty members with
terminal degrees. As we explain in Standard 4, our
highest priorities are to hire people who are loyal to our
sponsoring organization, are outstanding teachers, and
care for students. A candidate with a master’s degree
who demonstrates outstanding teaching ability will be
a stronger candidate than a Ph.D. who is an inferior
teacher. Similarly, applicants who have impressive professional credentials but do not hold a terminal degree
receive serious consideration, if they demonstrate excellent teaching skills.
28
Standard 1
While we are meeting our expectations in hiring caring
and competent teachers, we are still working to increase
the percentage of faculty members who hold terminal
degrees. As shown in Table 4, 41% of our faculty held
terminal degrees at the start of the 2003-2004 school
year. We feel we can achieve the 50% level because of
our hiring trends over the past 3 years (see Table 5) and
because 57 faculty members are currently in a graduate
program leading to a terminal degree. We are confident
that we can meet our goal in the next few years as we
continue to encourage and provide the incentives (i.e.,
tuition assistance and released time) to current faculty
members who are seeking a terminal degree. In addition, we continue to include a terminal degree as part of
our hiring standards for new faculty members.
1.2.2.5 Areas Yet to be Assessed
Assessments and benchmarks for Achievement in Major,
Post-graduation Performance, Advising, and the Activities Program were still under way as this self-study was
being finalized. We are currently trying to determine
appropriate indicators for each of these areas so we
can develop appropriate assessment methods. Initial
indications from informal observation and discussion
show there are no significant problems in any of these
areas and we expect to show success in all of these areas
as we undertake appropriate assessment activity. For
example, we are actively tracking graduate employment.
Our initial studies show that our graduates who actively
seek employment are finding good jobs at adequate
salaries, particularly our graduates in nursing and education. We have initial survey and focus group data for
our Activities Program. Thus, initial studies show that
these programs are headed in the right direction. Indicators for achievement in major await the identification
of program outcomes which is being undertaken by the
various academic departments as they design and launch
their new degree programs. Indicators for advising have
not been developed because most of the new programs
have only been in operation less than a year.
Percentage of All Faculty with Terminal Degrees
YEAR
TOTAL
FACULTY
With Terminal
Degree
Percent of
Faculty
Pursuing
Terminal
Degree
Percent of
Faculty
2002
407
148
36%
46
11%
2002
441
180
41%
57
13%
Table 4
Percentage of New Faculty Hires with Terminal Degrees
YEAR
Applications
Filling
New Slots
Filling
Existing
Slots
TOTAL
With
Terminal
Degree
Percent
2001
637
26
9
35
15
43%
2002
442
16
13
29
17
59%
2003
425
18
17
35
17
49%
Table 5
2.0 Planning and Effectiveness
The cornerstone of all planning and decision-making
at BUI-Idaho is the institutional mission and its associated goals. From these, governing councils will
often generate a set of guiding principles and concepts,
especially for new initiatives. Any activity being
considered is carefully evaluated against these guiding
forces. Activities which have proved incompatible with
these guiding forces at BYU-Idaho have been discarded
or not pursued. This decision-making has been especially important in the transition as we have decided
which two-year programs to eliminate, which two-year
programs could become four-year programs, and which
new programs we ought to create. In disciplines where
we lacked the existing expertise and resources to prepare
students adequately at a four-year level, programs were
eliminated. On occasion, proposals to relax dress and
grooming standards are made. Ultimately, such proposals are rejected because they are incompatible with the
goal of maintaining a wholesome environment and are
not conducive to the modest and virtuous lifestyle our
mission requires.
Planning at BYU-Idaho has historically involved careful consideration of the impact of any course of action
on students. In addition, planning bodies often solicit
feedback from parents, former students, employers,
and transfer schools. For example, when the historic
Spori Building was to be torn down, the community and
alumni were heavily involved in discussions about what
the replacement building would look like. Annual departmental indicators have been used for over ten years
to help departments improve and to help administrators
assess the effectiveness of their resource allocations.
These departmental performance indicators are now
incoporated into the Institutional Dashboard.
The following sections describe and evaluate our
process for incorporating assessment of institutional effectiveness into planning and decision-making.
Standard 1
29
2.1
Description
The planning and assessment process at BYU-Idaho is
represented by the model in Figure 3. Our methods for
assessment of institutional effectiveness are described
in the Institutional Effectiveness Assessment Plan. The
methods for program and course outcomes assessment
are described in the various departmental assessment
plans. Key elements of campus governance and planning are described in various documents such as the
Faculty Handbook, Guidelines for Stewardship Review,
Productivity Reviews, etc. Other elements of planning
and governance not documented are based on customs
and practices which have been in force at this institution
for many years and are generally understood.
The model in Figure 3 shows that there are four elements of planning and assessment: governing councils,
advisory councils, assessment, and annual reviews. The
governing councils generate their plans and initiatives.
For key issues facing the institution, the President’s
Council and any of the Vice President councils will
generate proposals for consideration by one or more of
the advisory councils and committees, which in turn provide feedback to the originating council as it refines and
finalizes a plan or initiative. The assessment process
evaluates plans and initiatives along with the standing
institutional goals, program outcomes, course objectives,
and employee productivity. The assessment process
provides the assessment data and conclusions for the
different levels of annual review. Annual reviews at
each level of the institution result in self-appraisals and
culminate with each division head/dean participating in
a stewardship review with President’s Council and the
Budget Officer. The reviews generate the action items
and guiding principles to the various units, programs,
and councils.
The main elements of the planning and assessment process are described in greater detail below.
2.1.1 Governing and Advisory Councils
Each governing council and unit/program develops the
necessary plans and initiatives to carry out its respective stewardship. Overall governance of the institution
is through the President’s Council which consists of the
President and Vice Presidents. This council is supported
by four councils each headed by a vice president. The
four primary vice president councils include Academic
Council, Student Life Council, Advancement Council,
and Administrative Council. Each of these councils possesses the authority to handle most issues arising within
their stewardship. They initiate major strategic initiatives, delegate authority to investigate and plan, initiate
30
Standard 1
and review the results of assessment activity, consider
recommendations, and make final decisions. These
councils meet weekly.
The President’s Council and Vice President’s councils
are supported by key advisory councils, including the
Expanded President’s Council, the Strategic Planning
Council, and the Campus Leadership Forum. The
Expanded President’s Council, convened biweekly,
includes several lower-level administrators who provide
expertise for technical issues which must be resolved
in such areas as financial services, academic policies,
or information technology. The Strategic Planning
Council, convened quarterly, assembles a wide variety
of campus leaders and experts who represent the various
campus constituencies and perspectives. This council
discusses and surfaces key issues facing the institution.
The Campus Leadership Forum, convened three times
each year, brings the entire campus leadership together
to review proposals and initiatives being considered.
These groups serve an additional purpose – to enhance
communication between the various institutional silos
and improve buy-in on major initiatives. A number of
other committees and councils are involved in ongoing institutional planning and decision-making as well.
These include the Accreditation Steering Committee,
Computing Technology Committee, Activities Council,
Facilities Use Committee, and others.
The Board of Trustees meets monthly. The Executive
Committee of the Board also meets monthly. The President communicates with the Board of Trustees about
ongoing planning initiatives. A more detailed description of the Board’s activity is provided in Standard 6.
2.1.2 Assessment
The assessment component evaluates the plans and
initiatives developed and implemented by the governing councils. The assessment component also evaluates
and judges the standing institutional goals, program
outcomes, course objectives, and employee productivity. There are three main areas of assessment at BYUIdaho: institutional effectiveness assessment, outcomes
assessment, and productivity reviews. Institutional
effectiveness assessment is focused on the institutional
mission, goals, and initiatives. It also addresses the
objectives and processes of various administrative units
and functions. Outcomes assessment is focused on academic programs and courses. Productivity reviews are
employee evaluations.
Assessment of institutional assessment is fully described
in the Institutional Effectiveness Assessment Plan. The
four key elements of our approach are (1) indicators, (2)
GOVERNING
COUNCILS
ADVISORY
COUNCILS
Campus
Leadership
Forum
Other
Committees,
Councils
ADVISORY
REVIEWS
Board of
Trustees
Expanded
President's
Councils
Strategic
Planning
Council
Planning & Assessment at
BYU-Idaho
ASSESSMENT
Stewardship
Reviews
FEEDBACK
PROPOSALS
PLANS,
INITIATIVES
President's
Councils
ACTION
ITEMS
GUIDING
PRINCIPLES
VP Councils
SELF
APPRAISAL
Division
Reviews
Institutional
Effectivness
Assessment
DASHBOARD,
DATA
SELF
APPRAISAL
Outcomes
Assessment
Unit/Program
Reviews
Division
Councils
SELF
APPRAISAL
Productivity
Review
Employee
Reviews
Units/
Programs
_________________________________________________________________________________________________
Figure 3
assessment activities, (3) benchmarks, and (4) the dashboard display format. These are briefly described below.
2.1.2.1 Indicators
Indicators are designated for all institutional mission and
goals. Indicators define the information that will enable
us to draw a legitimate conclusion about the attainment
of a goal. For example, intuitional goals related to student satisfaction have two indicators: (1) the percentage
of students who express satisfaction with a given service
and (2) the percentage of students who express dissatisfaction with a given service. Having these two dimensions of satisfaction as indicators, forces us to consider
both sentiments in our self-appraisals. What can we do
to increase satisfaction? What can we do to decrease
dissatisfaction?
We have attempted to define indicators which are
measurable and have adequate validity for the goal
being assessed. In some areas, we use indicators from
self-reported data rather than a direct measure. As our
assessments mature, we hope to move more toward the
use of direct measures and rely less heavily on self-reported data.
2.1.2.2 Assessment Activities
At present, institutional effectiveness assessment involves 12 primary activities which provide us with the
data we need to generate our indicators. These activities
are implemented throughout a 5-year period. Assessment activities include:
1. College Student Experience Questionnaire (CSEQ).
The nationally normed CSEQ assesses student involvement in college activities and the degree to which students have engaged in behaviors that contribute to their
learning and development in college. It assesses how
students spend their time on such activities as course
work, visiting the library, and interacting with faculty. It
Standard 1
31
assesses their involvement in extracurricular, social, and
cultural activities as well as other opportunities that exist
on college campuses.
2. Student Evaluation of Institutional Mission and Goals
(SEIMG).
This 15-item survey, administered to currently enrolled
students, assesses the degree to which they think their
classes and experiences at BYU-Idaho have influenced
the attainment of 15 different outcomes. This instrument is administered in conjunction with the ongoing
administration of student ratings of faculty. This instrument uses the optional items contained on the course
rating form used by students to rate instructors.
3. Student Evaluation of Instructional Practices (SEIP).
This 15-item survey, administered to currently enrolled
students, assesses the degree to which students’ educational experiences at BYU-Idaho are characterized by
good practices in undergraduate education. Items used
in this survey are designed to measure the “Principles of
Good Practice in Undergraduate Education.” (Chickering & Gamsen, 1987).
4. Student Focus Groups.
To supplement the quantitative information being collected and analyzed, student focus group studies are
conducted to add a qualitative dimension to assessment.
The focus group technique involves bringing together
a group of students to discuss and respond to issues
related to institutional missions and outcomes. Focus
group studies are not conducted as part of any regularly
scheduled class, but rather as a voluntary extracurricular
activity.
5. Student Satisfaction with Administrative Services.
A locally developed instrument, the Satisfaction Survey
assesses the students’ level of satisfaction with the various administrative services and functions at BYU-Idaho.
6. Critical Thinking Inventory.
The Watson-Glaser Critical Thinking Appraisal (CTA)
measures gains in critical thinking ability of BYUIdaho students. The Watson-Glaser CTA is a nationally
normed 80-item multiple-choice instrument designed to
measure critical thinking ability. It provides measures
of abilities in inference, recognition of assumptions,
deduction, interpretation, and evaluation of arguments.
Assessment will provide an estimate of the gains made
in critical thinking ability during each school year.
32
Standard 1
7. Alumni Survey.
A locally developed survey instrument is used to assess
graduated students’ perceptions of their undergraduate
experience at BYU-Idaho. It reflects important institutional mission and goals. Random samples of former
students are surveyed. It has quantitative and qualitative
components.
8. Survey of Religious Activity.
This instrument is designed to specifically measure the
religious beliefs and activities of LDS students. This
assessment activity will be administered to random
samples of both current and graduated BYU-Idaho
students. It will measure the degree to which the first
element of the BYU-Idaho mission is being met. It will
also be used to provide information about the degree to
which the fourth element of the institutional mission is
being met as well.
9. Faculty Survey.
A locally developed survey instrument is used to assess
faculty perceptions of the degree to which institutional
objectives relative to faculty morale and satisfaction
are being met. The survey is administered to the entire
faculty population, full-time and part-time, every three
years.
10. Collection of Institutional Data.
A variety of data related to university operations such as
expenditures, personnel, student credit hours, enrollments, grades given, the number of majors, workload,
and degrees awarded are collected each semester. These
data are used for a variety of indicators which are used
to evaluate programs and allocate resources.
11. Assessment of General Education Outcomes
Our approach to a direct assessment of general education outcomes involves an evaluation of student work
using portfolios. The current proposal is to assess a
portfolio of student work to:
•
Determine the degree to which students are using
data, concepts, processes, and ideas from fields
outside their major area of study.
•
Provide evidence of writing and communications
skills.
•
Provide some measure of the degree to which
students choose to engage in activities outside their
field of study which reflect the higher cultural,
social, intellectual, and spiritual sensitivities associated with a college general education.
•
Show development of critical thinking.
12. Outcomes Assessment of Student Abilities and
Achievement.
A key element of our institutional effectiveness comes
from the assessment of program outcomes. Outcome
data are reported by individual departments in annual
stewardship reviews.
2.1.2.3 Benchmarks
A recently developed element of our approach to institutional assessment involves the definition of benchmarks
for each institutional goal. Benchmarks define our
expectations for fulfillment of an institutional goal. We
use four levels of expectation: exceeding, meeting, almost meeting, and not meeting. These four levels allow
us to quickly ascertain the progress we are making on
any given institutional goal. When we exceed and meet
our expectations, we are obviously satisfied, but we can
also ponder whether we should “raise the bar.” When
we are getting close to meeting a goal, we are reinforced
in our efforts. When we fail, we redouble our efforts
or possibly re-evaluate whether our benchmarks are
realistic. Benchmarks help us to extract meaning from
a substantial amount of data and facilitate our ability to
make a judgment about where we are. Because benchmarks are a public rendition of what success means, they
often provoke lively and thoughtful discussions about
what success really is and whether we really are achieving our goals.
2.1.2.4 The Institutional Dashboard
The final element of our approach to institutional assessment is the use of the Dashboard (see Figure 2). The
Dashboard provides a complete look at the institution’s
status with respect to its goals in a single glance. The
Dashboard assembles the many goals and their supporting assessment activities into one organizing framework.
It uses a simple and intuitive color-coding scheme to
represent status. Viewers may use the Dashboard to
drill down to the lower levels of supporting analyses and
eventually to arrive at the raw data itself.
2.1.3 Annual Stewardship Reviews
Annual stewardship reviews occur at all levels of the
University's organization. They are designed to assess
the performance of individual employees, departments
and units, colleges and divisions, and, finally, the institution itself. The lowest level of assessment is the annual
employee productivity review. The next level of review
occurs at the administrative unit or academic department, followed by reviews at the division and college
level. These reviews culminate in an Annual Stewardship Review with each of the major administrative and
academic divisions at BYU-Idaho.
Every year, each academic unit is expected to report
results of self-assessment using elements from the
template in Appendix A. Non-academic units follow a
similar template adapted to their purposes and functions.
This annual self-appraisal accompanies the budget and
resource planning documents submitted for the upcoming fiscal year. The division head compiles and summarizes this information and presents it to the Stewardship
Review Committee which consists of the President, Vice
Presidents, and the Budget Officer. This committee
reviews budget requests and requests for additional/new
resources along with the assessment data.
Once every five years, each academic department undergoes an intensive program review where all elements
of the template found in Appendix A are reviewed.
Over a five-year period, departments will have ideally
addressed all the items from the template through their
annual stewardship reviews.
The result of each level of annual stewardhip review
is a set of action items or guiding principles for the
upcoming year. All units will develop their yearly goals
and plans based on this feedback. At the higher levels, proposals are often submitted for discussion to the
advisory councils. The feedback from these councils
helps President’s Council or a Vice President’s council
to finalize their plans and initiatives. These plans and
initiatives then become targets for future assessment
activity.
2.1.4 Other Aspects of Assessment
Over the past three years we have engaged not only
in the ongoing planning related to normal institutional
operations but we have also had to engage in the intense
planning and development necessary for our transition to
a four-year institution. Throughout all of this planning
and assessment activity, we have consistently involved
stakeholders. The Board has been actively involved in
reviewing and approving plans. Administration, faculty,
and staff have been heavily involved in all aspects of
planning, design, and implementation for the new insti-
Standard 1
33
tution. Students and alumni have also played important
roles in planning and, in particular, in providing feedback on the proposed and emerging configurations of
BYU-Idaho. Early on in the planning for BYU-Idaho,
we held numerous meetings with constituencies to
present proposals for their review and comment. We
conducted an evaluation of employees, students, alumni,
and community members regarding their opinions about
the transition. This feedback was of great value in finetuning the proposals as well as obtaining stakeholder
buy-in.
The Stewardship Review process integrates planning,
assessment, and resource allocation. Deans and other
division heads present their budget requests along with
the performance of their unit with respect to their goals
and objectives. In academic units, performance related
to resource adequacy (e.g., cost per student credit hour,
number of majors, degrees awarded) are a major factor
in determining the resources they will be allocated for
the coming fiscal year.
Institutional priorities are built into the Dashboard
as Strategic Initiative and Administrative Initiatives.
Thus, progress related to institutional priorities can be
reviewed alongside progress toward the long-term and
ongoing institutional mission and goals.
The Office of Institutional Research is completely
integrated with evaluation and planning processes. This
office carries out institutional assessment activities,
provides techncial assistance as needed to departments
and administrative units in their assessment work, and
maintains the Institutional Dashboard.
2.2
As we have observed and evaluated our planning and
assessment processes over the last two years, we have
made important advances in our approach to assessment.
These improvements are described below.
First, we strengthened our efforts in outcomes assessment. These efforts began with an Assessment Committee and a pilot project to develop a computer-based
assessment system. Neither were making the progress
we desired, so we appointed a Learning Assessment
Coordinator to help departments develop a sound assessment plan for their new baccalaureate programs, to
review the assessment practices for their associate-level
programs if offered, and to assist departments in the
implementation of their assessment plan. The Learning
Assessment Coordinator works directly with the Direc-
34
Standard 1
tor of Institutional Research and Assessment and the
Academic Vice President. The work of the Loearning
Assessment Coordinator resulted in a set of updated and
comprehensive assessment plans for each program, unit,
and course offered by each of the academic departments.
A more detailed description of these efforts is discussed
in Standard 2.
Second, we have added a system of indicators and
benchmarks for the assessment of institutional mission
and goals. These represented major steps forward in
our approach to assessment. The indicators helped us to
focus on the data requirements needed to evaluate each
goal. The benchmarks helped us to define our expectations for each goal. These have made our assessment
activity at the institutional level more focused and more
accessible to interpretation.
Third, we have developed the Dashboard as a method of
summarizing and integrating the results of institutional
effectiveness assessment. The Dashboard was another
major step forward in our assessment and planning processes. It gave administrators an easy way to see where
we were not meeting our expectations. It gave them a
convenient way to drill down into the supporting data
and see exactly where the problems were. Instead of
having to inspect voluminous research studies and wade
through countless tables of percentages and the like, the
Dashboard provided an easy way to monitor attainment
of the entire spectrum of institutional goals and objectives.
Fourth, we have incorporated the Stewardship Review
process into our assessment methodology as a way of
integrating assessment, planning, and resource allocation at all levels of the institution. After the experience
of the 1999 self-study, the President determined that we
should implement a continuous cycle of formal self-appraisal so as to avoid the attitude that assessment is a
“one-time” event triggered by a full-scale evaluation
from the Commission on Colleges. Thus, the process of
annual stewardship reviews with each college dean was
born in 2000. Every year since then, each department is
expected to report its success in meeting its central aims.
The Stewardship Review Committee reviews budget
requests and requests for additional/new resources along
with the assessment data. Since May 2000 stewardship
reviews have been conducted each year with each college. Improvements in the process have been made after
each cycle. After the first year, the process was streamlined so as not to require units to address all the items in
the assessment template (see Appendix A) but rather a
few selected items of concern. The most recent improvement has been the introduction of the Dashboard.
Fifth, we have established three key Advisory Councils
as part of our planning and assessment process. These
councils, described in section 2.1.1, have been especially
valuable in steering the transition in the right direction.
They have been effective sounding boards for the various change proposals being considered by the government councils. They have also helped to enhance the
communication across the different campus organizations.
Sixth, we have revised our institutional goals and objectives to reflect our transition to four-year status. We
have attempted to maintain the spirit if not the letter of
many former institutional goals and objectives. New
ones have been developed, however, to reflect our new
status.
Seventh, we have implemented a significant amount of
assessment data collection via the Internet. The ability to collect data electronically is a key factor in the
improvement of our assessment productivity. In the past
two years, more than 15 surveys were conducted using
web-based surveys. Traditional methods which use paper and pencil surveys require time-consuming distribution methods and data entry (when using non-scannable
forms). The use of e-mail and web-based tools has
increased our ability to collect data ten-fold.
As a result of this self-study process, we have identified
several areas in our planning and assessment that can
be improved. We are actively working on these as we
undergo future cyles of assessment. We describe these
planned improvements below.
First, we are still working on indicators, methods, and
benchmarks for several critical institutional goals: postgraduation performance and achievement of students,
achievement in major, and the Activities Program.
Second, we need to carefully monitor the availability of
necessary human resources in planning and assessment.
So far, we have been able to effectively carry out planning and assessment in our fast-moving environment of
great change. However, employees have had to continue
normal operations at the same time as they have had
to engage in planning, design, development, implementation, and assessment of the new four-year degree
programs and other transition initiatives. In particular,
faculty resources have been stretched to their maximum.
In a recent survey of faculty, workload was the dominant
issue. Forty-four percent (44%) of the faculty disagree
with the statement, “My workload is reasonable.” When
asked to identify their three top issues and concerns,
40% of faculty members identified it as one of their top
three issues. Faculty workload for planning and assessment will lighten as additional personnel resources
(both full-time and part-time) are brought on board as
per our transition schedule (see Introduction). It will
also lighten as the operations associated with two-year
activities wind down and as the four-year activities reach
a steady and predictable operating status.
Third, we have not implemented all of the institutional
assessment activities on the 5-year schedule as planned
in the IEAP. We did not implement an Alumni Survey
in the most recent assessment cycle because we are still
trying to determine indicators for our institutional goals
of post-graduation performance. We did not implement
a Critical Thinking Inventory institutionwide because
we have not found an inventory that meets our needs.
We have pilot-tested the Watson-Glaser Critical Thinking Inventory with our Nursing students but have not
determined that it will suit our institutional assessment
needs. We did not implement Student Focus Groups as
we had planned in this assessment cycle because of time
constraints. Departments have, however, conducted numerous exit interviews with graduating students, which
satisfy our requirement to interact with students about
their experience here before they leave. Departments
have used this information in their own self assessments
(see Standard 2).
Fourth, we hope to further improve the Dashboard and
populate it with additional analyses, summaries, and
other breakdowns of data. The Dashboard concept has
slowly evolved from the past year. As we have used the
Dashboard for one annual planning cycle, we now are
arriving at the presentation formats and data items that
better suite our needs. The Dashboard will continue to
evolve into a more completely populated environment
with consistent and common formats.
Fifth, we hope to use the Dashboard to represent the
results of program outcomes assessment. Presently, we
are only using the Dashboard for institutional goals.
We hope to extend that to each administrative unit and
academic department and to provide the same concept to
assessment at these levels.
Seventh, as an ongoing concern, we hope to continue
to make improvements in the technical aspects of data
collection and analysis. For example, we can improve
the representativeness of samples, refine instruments
to more clearly reflect mission and goals, and generate
more statistical comparisons of subgroups of interest.
As our ability to do assessment matures, we expect to
capture even more valuable and specific feedback about
how BYU-Idaho affects the lives of our students.
Standard 1
35
36
Standard 1
Standard 2
Education Program
and Its Effectiveness
Self-Study
Education Program and Its Effectiveness
2004
Standard 2
37
38
Standard 2
The phrase “rethinking education” is not to be
only a slogan for the transformation from a twoto four-year status, the school is to be a place of
educational innovation—permanently.
Henry B. Eyring
Commissioner, Church Educational
System, The Church of Jesus Christ
Standard 2
Standard 2 provides a description and an appraisal of
resources supporting the educational programs, program
assessment activity, undergraduate programs, and continuing education programs and courses. It concludes
with a description of each of our academic departments.
1.0 General Requirements
1.1
Resources Supporting
Educational Programs
1.1.1 Description
BYU-Idaho has always provided an impressive array
of human, physical, and financial resources in support
of its educational programs. This same level of support continues to prevail as the institution transforms
itself from Ricks College to BYU-Idaho. At the start of
the 2003-2004 school year, BYU-Idaho employed 441
full-time faculty members, more than 100 part-time/
adjunct faculty members, 179 administrators, a full-time
staff of 402, and a part-time staff of more than 70. Our
255-acre campus is home to 18 buildings which house
classrooms, offices, labs, auditoriums, and various other
teaching/learning spaces as well as a full complement
of student life services. Several off-campus facilities
– the Livestock Center, BYU-Idaho farms, Island Park
Science Center, Teton Leadership and Service Center,
Henry’s Fork Outdoor Learning Center, Badger Creek
Outdoor Learning Center, and Vashon Island Learning
Center – provide fully developed sites for a variety of
hands-on learning activities. Eight dormitories provide
on-campus housing. One of these has recently been
remodeled to accommodate married students.
The number, capacity, and upgrade of facilities are
rapidly being expanded to accommodate the needs of an
11,600-strong student body, increased faculty and staff,
new educational programs, more married students, new
initiatives in student life, and increased ecclesiastical
activity. Major projects recently finished include:
•
The Hinckley Building which was completed at the
start of the 2002 fall semester. It provides 15 classrooms, 25 faculty offices, a chapel, a large multi-use
area, and a cultural hall. The cultural hall can be
divided in half, providing two additional spaces for
social events.
•
The Spori Building which was completed at the
start of fall 2003 semester. The new 44,000-squarefoot structure resembles the original Spori building. It provides several classrooms, offices for the
Art and Communication department faculty, two
computer labs, an art gallery, studios for painting
Standard 2
39
•
and sculpting, and a large work area for the student
newspaper.
Saints. We have had the full support of the Board to
move ahead as we have planned.
A 10,000 square foot addition to the Austin Building which includes two architecture and construction computer labs and a classroom, an additional
mechanical engineering and technology computer
lab and classroom, an additional computer classroom and faculty offices. Remodeling in the Austin
Building has also added a new student study area, a
disability ramp, new lighting, new floor coverings
and new entryways on the east side.
1.1.2 Analysis and Appraisal
•
A 25,000-square-foot addition to the Benson Building which was completed in January 2004 provides
a 15,000-square-foot replacement of existing greenhouses. The addition includes expanded laboratory
facilities, faculty offices and classrooms.
•
Remodeling of the Hart Auditorium with a new airconditioning system and other improvements to the
infrastructure. New sound and lighting equipment
were installed along with a number of theatrical
enhancements to the stage area. Part of the lower
level of the Hart Building has been transformed into
a Fitness Center. It contains many resources to promote the well being of students and employees, and
includes exercise equipment, and rooms for weight
lifting and aerobics.
A number of other new construction and remodeling
projects are under way. The new Thomas E. Ricks
Building will provide classroom, lab, and faculty office
space. A new Health Center will significantly expand
our medical and counseling facilities. We plan to build
156 married student housing units at Seventh South and
Second West in Rexburg. Large-scale remodeling is in
the initial planning stages for the Manwaring Center,
the Hart Building (phase II), the Kirkham Building, the
Clarke Building, and the Snow Building.
Multimedia systems have been installed in more than
150 classrooms. These systems consist of a desktop
computer connected to a digital projector, the campus
network, and the Internet. A standard system has been
developed so that instructors are able to move easily
from one classroom to another. Several new computing
labs have been created to support specialized needs of
degree programs. A new engineering lab enjoys engineering analysis and modeling software valued at $66
million donated by Educational Data Services (EDS).
The financial resources supporting BYU are described
in Standard 7. BYU-Idaho enjoys the generous support
of members of the Church of Jesus Christ of Latter-day
40
Standard 2
BYU-Idaho has demonstrated its commitment to highquality teaching and learning in support of our institutional mission and goals by providing the necessary
human, physical, and financial resources. We consider
the evidence in support of this conclusion in the paragraphs below.
In terms of human resources, we provide a sufficient
number of qualified teachers whose focus is teaching
and advising students; students feel that they have the
necessary access to their instructors; and we provide a
sufficient number of support personnel for the academic
programs. We are especially pleased that we have met
the challenge of providing the necessary human resources for our increased summer school enrollments.
For the past ten years the student-faculty ratio at BYUIdaho has varied between 24.4 and 25.9 (see Figure
1). Even as our student body has increased, we have
maintained a 25:1 student-instructor ratio by hiring more
faculty. The 25:1 ratio represents one of our institutional
goals.
Student ratings of faculty are always strong. Over the
past seven years of student ratings of instructors, on a
7-point scale where 1 is very poor and 7 is exceptional,
the 50th percentile (i.e., median) average overall rating is
5.78 which falls into the excellent range of the scale. In
a given semester, only 10% of our instructors receive a
rating below 4.94, which falls into the very good range
of the scale. Our new faculty hires have proven to be
competent and skilled in their teaching, meeting the
standard of excellence set by our tenured faculty. As
shown in Table 1, over the past five years the overall
average rating for new instructors is slightly higher than
for all of instructors, indicating that we have hired new
faculty members who can carry on the tradition of teaching excellence at BYU-Idaho.
BYU-Idaho faculty members are hired to teach and
advise. The average faculty load for the fall 2003 and
winter 2004 semesters was 30.6 with 96% of the overall
load spent in teaching activity (versus administrative and
non-teaching released time activity). They are meeting
the high expectations which are, for the fall and winter
semesters, a minimum of 27 load hours (and no more
than 33 total load hours), with 95% of their total load
devoted to teaching. With the recent shift to 11-month
contracts, the new load expectations are for 37 hours per
year.
FTE Student to FTE Faculty Ratio
30.0
28.0
26.0
25.9
25.6
25.5
93-94
94-95
95-96
25.0
24.8
24.6
97-98
98-99
25.4
25.7
25.3
24.4
25.4
02-03
03-04
24.0
22.0
20.0
18.0
16.0
14.0
12.0
10.0
96-97
99-00
00-01
01-02
Source: Buget Office
__________________________________________________________________________________________
Figure 1
That students have necessary access to their teachers
is borne out in a recent administration of the College
Student Experiences Questionnaire. We found that
student access to faculty members is comparable to that
of other institutions. For example, 45% of BYU-Idaho
students often or very often discuss academic programs
of study with faculty members as compared with 44%
of students from other institutions. More importantly,
student access to instructors appears to have increased at
BYU-Idaho in the past four years:
•
61% of BYU-Idaho students in 2003 often or very
often asked instructors for course information as
compared with 43% of Ricks College students in
1999.
Overall Average Instructor Ratings:
New vs. All Instructors
Overall Average
Instructor Rating for New
Instructors
Overall Average
Instructor
Rating for All
Instructors
1998-1999
5.95
5.86
1999-2000
5.94
5.85
2000-2001
5.95
5.80
2001-2002
5.86
5.80
Academic
Year
2002-2003
5.70
5.65
_____________________________________________
Table 1
•
often discussed a term paper or project with an
instructor as compared with 19% of Ricks College
students in 1999.
•
often discussed career plans with an instructor as
compared with 13% of Ricks College students in
1999.
•
often socialized outside of class with an instructor
as compared with 3% of Ricks College students in
1999.
We provide an adequate number of support personnel
for the academic needs of our students. All offices are
adequately staffed as will be described and more fully
appraised in Standard 3. As indicated by their satisfaction with the service they receive (see Table 2), students
perceive these academic support resources generally
meet their needs. We have taken measures to improve
some of these services, notably in advising and internships in response to concerns raised by students in
satisfaction surveys. These improvement efforts are
described elsewhere in this self-study.
Faculty members feel that they have the necessary support to meet their needs and the needs of the academic
programs they deliver. In a recent survey of faculty,
91% of the faculty members surveyed agreed that the
institution provides quality academic support services
Standard 2
41
Student Satisfaction with Academic Support
Academic Support Service
Satisfied
Dissatisfied
Registering for classes
78%
5%
Accessing your grades
84%
5%
Making grade changes
51%
11%
Petitioning for exceptions to university policy.
46%
20%
Adding or dropping classes.
84%
5%
Dealing with the Financial Aid Office
79%
6%
Dealing with the Scholarship Office.
72%
5%
Receiving academic or career advising
57%
19%
Using the library.
82%
6%
Getting access to computers in the library.
66%
12%
Getting access to computers elsewhere on campus.
71%
10%
Getting help from the Writing Center or Reading Center in
the library.
73%
3%
Getting tutoring assistance.
79%
3%
Dealing with the Internship Office
36%
10%
Using the Testing Center.
80%
6%
Source: 2003 Satisfaction Survey
___________________________________________________________________________
Table 2
to me and my department (e.g., Registrar, Scholarships,
Financial Aid, Career Advising, Internships).
Notwithstanding these survey results, our human resources have been stretched thin during our transitional
period. In particular, faculty members have had to carry
out their regular teaching and advising duties while at
the same time creating and launching the new degree
programs. As will be more fully discussed in Standard
Four, workload is an issue for faculty members. To
alleviate the burden, we have added additional full-time
faculty resources (according to the plan), extra adjunct
and part-time resources, and have given the faculty the
42
Standard 2
opportunity to have an annual three-hour professional
development released time. In addition, we have accelerated the time frame for faculty sabbatical leaves from
seven years to five. These measures have been implemented to relieve the extra workload requirements. As
we reach our target operating state, many of these extra
workload items will be completed and the faculty will
have a more predictable routine.
In terms of physical resources, the BYU-Idaho campus speaks for itself. Its grounds are attractive and
scrupulously well-kept. Its facilities are aesthetically
pleasing, well-maintained, and sufficient for the mul-
tifaceted needs of our student body. We continue to
make excellent progress in our efforts to increase the
number, capacity, and quality of facilities. All construction projects have been completed on schedule and we
anticipate the same for all future projects. In spite of
the extensive construction around campus in the last
two years, the educational programs have gone forward
with no significant negative impact. Classroom and lab
space have rarely been adversely affected. Many physical plant staff members have rearranged their schedules
for routine maintenance to accommodate classes and
other instructional activity. Faculty members have been
relocated to temporary offices. In spite of the inevitable
growing pains, we have been able to function without
compromise.
Faculty members overwhelmingly feel that they have
what they need to carry out their stewardship. In a
recent survey of faculty, 88% of faculty members agreed
with the statement, I have the equipment, supplies, and
facilities I need to do my job.
Several improvements to physical facilities made because of our 1999 self-study have brought about notable
positive effects. Because of significant improvements
in information technology infrastructure throughout
the campus, student satisfaction with having access to
computers on campus has increased 14% (from 57% to
71%). Student satisfaction with having access to computers in the library increased 9% (from 57% to 66%).
The recently expanded library also saw a large increase
in student satisfaction as well, increasing from 76% to
82%. The creation of the Fitness Center in the Hart
Building remodeling has resulted in excellent resources
for employee and student well-being.
Notwithstanding these improvements, concerns about
lack of space for music and theatre programs remain.
These concerns are being addressed in the remodeling
of the facilities in which they are housed. Plans for
remodeling these facilities are scheduled for development in 2004.
In terms of financial resources, BYU-Idaho is allocating the necessary funding to deliver a high-quality educational experience. For the most part, college
deans and department chairs report that their budgets
are sufficient to deliver the educational experiences they
desire for their students. The large majority of faculty
members (80%) agreed that “My department and college
have sufficient budget to meet our aims and objectives.”
(source: 2003 Faculty Survey)
Academic administrators track several measures of direct instructional expenditures (i.e., faculty salaries plus
departmental operating expenses) so that they can assess
whether they have the necessary resources to deliver
courses and degree programs to their students and that
the institution’s financial resources are being equitably
distributed and properly used. This information has now
become part of the Institutional Dashboard (see Figure
2, Standard 1). Two measures of direct instructional
expenditures are shown in Table 3. Expenditures per
student credit hour has remained very stable over the
last five years while expenditures per enrolled student
has risen slightly. These figures show that allocation of
resources for educational programs has kept pace with
the increasing size of our student body. The greater increase for cost per enrolled student reflects the fact that
we have more students but they are taking slightly fewer
credit hours.
BYU-Idaho students enjoy one of the lowest rates for
tuition, fees, room and board of any private church-related college in the nation. The tuition paid by students
accounts for only 33% of the total costs of a BYU-Idaho
education. Our sponsoring organization, The Church
of Jesus Christ of Latter-day Saints, pays the remaining
67% of total costs. Of 76 private religiously-sponsored
colleges and universities in the U.S. which offer only
two- and four-year degrees, BYU-Idaho had the second lowest tuition (and fees) at $2,480 per year for the
2002-2003 school year. Table 4 summarizes the costs of
attending these private church-related colleges. Clearly,
the financial support of the LDS Church for BYU-Idaho
represents its firm and unwavering commitment to the
education of its youth.
In conclusion, BYU-Idaho has the resources it needs to
educate its students. We continue to meet the challenges
of growing and expanding to a four-year degree granting
institution.
1.2
Educational Programs: Goals,
Design, Structure, and Objectives
1.2.1 Description
1.2.1.1 Goals
BYU-Idaho offers a wide variety of courses leading to
both two- and four-year degrees. Courses are offered
by 36 departments housed in seven colleges (see Figure
2). BYU-Idaho offers 18 associate degree programs (see
Introduction, Table 3) and 49 baccalaureate degree programs (see Introduction, Table 4). All degree programs
represent fields of study commonly found in higher
education. Many of the four-year degree programs have
Standard 2
43
Measures of Expenditures
Past 5-year
average
2002-2003
$ 93
$ 96
$218
$258
Cost per student
credit hour
Cost per enrolled
student
_____________________________________________
Table 3
2002-2003 Tuition and Fees at
Comparable Institutions
Institution
Tuition
and Fees
Institutions at the 75th percentile
$12,650
Institutions at the 50 percentile
$ 9,860
$ 6,984
$ 4,694
BYU-Hawaii
$ 2,490
BYU-Idaho
$ 2,480
Curriculum. The committee reviews each proposal for
consistency with institutional mission and values, sufficiency of supporting resources, and impact of the change
on other academic programs. Final approval is given
by the Academic Vice President, the President, or both,
as needed. Changes which involve General Education
must be reviewed and approved by the General Education Committee with final approval coming from the
President.
1.2.1.2 Design and Structure
BYU-Idaho is a two-tiered institution, offering both
associate and baccalaureate degree programs. We offer
“specialized associate” degree programs leading to an
Associate of Applied Science (A.A.S.) for students who
will seek employment upon graduation. The A.A.S.
is not a transfer degree. Students pursuing a two-year
transfer degree may enroll in General Studies, which
will lead to an Associate of Science (A.S.) or an Associate of Arts (A.A.) degree. Our two-year Nursing
program is an A.S. transfer degree program.
The BYU-Idaho mission statement and associated goals
provide the yardstick against which educational program
goals are measured. All current program goals, policies, methods, and delivery systems are in harmony with
the institutional mission. Program goals are reviewed
each year as departments and colleges undergo their
annual stewardship reviews. They are reviewed every
five years during an intensive comprehensive program
review.
We offer three different types of baccalaureate degree
programs: education, specialized, and integrated.
Education baccalaureate degree programs lead to
teacher certification in a variety of disciplines. Students
pursuing an education degree complete an educational
core in addition to exploring their content area. Specialized bachelor’s degrees require a maximum of 70
credit hours within the major area of study. Integrated
bachelor’s degrees, which are a unique feature to our
academic offerings, are designed for students who desire
a more generalized and multidisciplinary undergraduate education. These programs require a 45-credit hour
major, a 25-credit hour minor or two 12- to 15-credit
hour “clusters.” Clusters are not a predefined sequence
of courses; rather, they are a set of courses leading to a
well-defined skill set as chosen by the student in consultation with a faculty advisor. Clusters allow students to
learn and grow in areas that are not covered in the major
field of study. They give students significant flexibility
in their education that will help them in their chosen
career path. By linking core curriculum with complementary areas of study and internships, these integrated
degrees are designed to provide unique educational opportunities and greater marketability in the workplace.
Proposals for new programs or modifications to existing programs undergo a series of reviews and approval.
Each proposal must have the approval of its department
chair and college dean. It is then submitted to the University Curriculum Committee for review and approval.
This committee consists of the Associate Dean of each
college and the Associate Academic Vice President for
Baccalaureate programs at BYU-Idaho have two
important features. First, all of them are designed to
be completed in 120 credit-hours. The intent is to help
students graduate in a more timely fashion. Second,
programs have been designed to emphasize experiential
learning through practicums, internships, or other capstone activities such as a senior project or paper. These
th
th
th
Source: IPEDS Peer Analysis System
_____________________________________________
Table 4
evolved from two-year programs which were offered at
Ricks College for many years.
44
Standard 2
Colleges and Departments
College
Agriculture &
Life Sciences
Department
Agronomy & Ag Business
Education
Art
Dance
Biology
Interior Design
Health Science
Music
Horticulture
Theatre
Engineering &
Architecture & Construction
Physical Sciences
Accounting
Automotive
Business Management
Chemistry
Communication
Computer Science &
Engineering
Economics
Geology
Information Systems
Mathematics
Recreation Leadership
Mechanical Engineering &
Technology
Child & Family Studies
Physics
Home & Family Education
Language &
Letters
Performing &
Fine Arts
Department
Animal Science
Nursing
Business &
Communication
College
Religion & Social History/Geography/ Political
Sciences
Science
Physical Education
Psychology
Teacher Education
Religion
English
Sociology & Social Work
Foreign Language
Humanities & Philosophy
______________________________________________________________________________________
Figure 2
Standard 2
45
experiences are especially important for students in the
integrated baccalaureate programs because their broad
interdisciplinary academic experiences are solidified and
magnified through significant hands-on experiences.
throughout all campus documentation. The process for
creating the 2003-2004 catalog was redesigned to ensure
better consistency of information provided by the many
different contributors to its content.
All degree programs require a core of general (or basic)
education along with University Requirements. There
are two University Requirements: (1) completion of one
course delivered in an online format and (2) completion
of a specified amount of coursework in Religion.
A formal audit of each degree program was completed in
March 2003 to ensure that the new degree programs (1)
met the established institutional requirements, (2) demonstrated appropriate length and breadth, (3) represented
a coherent sequence of learning, (4) optimized students’
ability to transfer from one major to another (within
the discipline), and (5) incorporated non-departmental
courses which were coordinated with the offering departments. Programs were modified until they met these
criteria. This audit process was formally monitored via
our Institutional Dashboard (see Strategic Initiatives
-- Program Audit, Figure 1, Standard 1). All programs
were then formally approved (i.e., “signed off”) at each
level of institutional governance. This audit has established a clear and formal baseline by which all future
program change will proceed.
A number of the baccalaureate programs are available with a B.A. or B.S. option. Music, art, and nursing students have slightly different general education
requirements adapted to the needs of their discipline.
Accordingly, those degrees are designated as Bachelor
of Musical Arts (B.M.A.), Bachelor of Music in Music
Education (B.M.), Bachelor of Fine Arts (B.F.A.), and
Bachelor of Science in Nursing (B.S.N.).
1.2.1.3 Degree Program Objectives
The BYU-Idaho Catalog contains a description of
degree program requirements and a general description of courses currently offered. The online catalog
presents expanded descriptions of programs and courses.
Many departments provide students with supplemental
documentation, which gives greater detail and guidance
regarding program outcomes and requirements. The
Career and Academic Advising Center offers additional
material and personal counseling to students investigating different degree programs.
College and department heads maintain close contact
with faculty colleagues in the region to ensure that
programs provide necessary content, award the proper
credit, and have appropriate length. Many programs
have industry advisory councils to help faculty know
what the needs of the profession are and how their
programs can best meet them. The education programs
have undergone careful review by state reviewers and
education professionals.
1.2.1.4 Abbreviated Programs
BYU-Idaho does not offer any concentrated degree
programs.
All of our new degree programs are well-defined,
uniformly structured, and consistent with other degree
programs offered in postsecondary education. We
have made a concerted effort to ensure that any unique
terms we use are clearly defined and consistently used
46
Standard 2
Because we have graduated so few four-year students
at this point in time, we have yet to formally assess the
impact of our new educational concepts such as the integrated major, clusters, and the 120-credit hour program
length. Preliminary feedback from faculty and students
about the integrated majors and clusters is positive, particularly in the communication and business areas. Most
value the flexibility this approach affords them. As we
survey our graduated students in the near future, we will
gain a clearer understanding of how these concepts have
affected our students’ skills and abilities. The 120-credit
program length also remains an unknown factor. Will
such programs provide the students with the competencies that they need to succeed in the workforce? We
look forward to our next cycle of assessment to find the
answers to these important questions.
1.3
Credits, Program Length, and
Special Program Tuition
1.3.1 Description
BYU-Idaho operates on a semester-based calendar
with 16-week terms in the fall and winter. A semester
consists of 75 calendar days. Two eight-week terms are
offered during the summer. A 16-week summer semester is being implemented for some courses which cannot
be delivered effectively in an eight-week format.
BYU-Idaho follows accepted practices in assigning
credit to learning experiences. For the majority of
courses, one semester hour of credit requires 15 fiftyminute classroom learning experiences (lecture, class
discussion, small group activities), approximately 25
fifty-minute learning experiences in a lab setting, or 20
fifty-minute sessions of guided group instruction (e.g.,
musical group, dance, aerobics).
As described in the previous section, all four-year degree programs have been designed so that students can
complete them in 120-credit hours. Compared with peer
institutions in our region, virtually all of our degree programs are shorter in length. We hope that the 120-credit
hour ceiling will optimize student throughput so that
more students can be admitted and obtain a BYU-Idaho
education. We also believe that this will help students
complete their undergraduate studies in a timelier manner and move forward in their lives. Finally, this has
forced us to focus our degree programs on the essential
skills and competencies needed by students and eliminate peripheral requirements which do not add substantial value to the students’ preparation.
BYU-Idaho does not offer any programs which require
a special tuition. A number of programs require special
fees for travel, equipment, or other unique resources.
Academic administrators and faculty are very cautious
in the assessment of additional fees. Any additional fees
require approval from the President’s Council. Course
fees are published in each class schedule.
Designing four-year degree programs with a 120-credit
hour limit has been challenging, but we are optimistic
that the overall benefits will be worth the effort. It has
been challenging for faculty members to reach consensus about what is essential and what is not. The faculty
has had to carefully consider every credit hour a student
takes. The result is a set of four-year degree programs
which are lean and focused. Other benefits include a
course catalog which is relatively free of duplicated
courses which teach the same subject but in different
departments. This effort has focused advising efforts
toward helping students complete their undergraduate
education in a timely fashion.
As discussed in section 2.2, we plan to assess the effects
of the 120-credit program length carefully as more of
our graduates move into the work force. As an initial
effort, we are monitoring student success in obtaining
employment. As of September 2003, 71% of graduated baccalaureate students who were contacted found
employment or were accepted into a graduate program;
17% had not found employment (see Table 5). Of those
who found employment, the average starting salary was
$30,861. We will continue to monitor employment rates
and starting salaries of subsequent graduating classes so
that we can make a more conclusive assessment of these
indicators with a more complete picture. A key part of
the assessment of our graduating students will deal with
their performance. Departments are now collecting that
data. These data have yet to be formally accumulated
and analyzed.
1.4
Curriculum Design, Approval,
and Implementation
1.4.1 Description
Decision-making as it pertains to academic affairs is
described in the Department/College Handbook. The
roles, responsibilities, and decision-making authority
are specified for the various levels of administration.
Design, approval, and implementation of curriculum
change are part of that general process. President’s
Council and Academic Council establish guiding principles for curriculum change based on the institutional
mission and goals, and any other resource considerations. Faculty members provide the primary input for
virtually all curriculum decisions. Curriculum change
proposals are reviewed by the department chair and
college dean. These proposals are then reviewed by the
Curriculum Committee which consists of an associate
dean from each college and the Associate Academic
Vice President for Curriculum. New courses or degree
programs require review and approval by the Academic
Vice President. New general education courses require
additional review and approval by the General Education Committee and the President.
As a result of our experience with the transition, several improvements have been made to the process for
designing and changing curriculum. First, the position
of associate dean was created with the responsibility
to review and approve curriculum change proposals.
Associate deans are given the time to engage in the
intense scrutiny and coordination that curriculum change
requires. Second, with the formation of the Curriculum Committee, the curriculum change process is now
more coordinated, centralized, and formal. Third, a
year-long audit of all degree programs was conducted to
ensure that each degree program adhered to the guiding
principles established by the administration. This has
established a well-defined baseline upon which to make
changes in the future. All of this has given the institution tighter control over curriculum to prevent curricu-
Standard 2
47
Employment Outcomes for April 2003 Graduates
Accounting
Business
Communication
Elementary
Education
English
History
Horticulture
Interior Design
Nursing
Recreation
Leadership
Secondary
Education
University Studies
All
Not
Looking
Seeking,
Not
Employed
Employed
Graduate
School
n
12
2
4
5
%
52%
9%
17%
22%
n
85
8
7
19
%
71%
7%
6%
16%
n
5
1
1
0
%
71%
14%
14%
0%
n
43
4
7
17
%
61%
6%
10%
24%
n
9
1
5
6
%
43%
5%
24%
29%
n
6
0
2
2
%
60%
0%
20%
20%
n
3
0
0
1
%
75%
0%
0%
25%
n
4
0
0
0
%
100%
0%
0%
0%
n
7
0
0
0
%
100%
0%
0%
0%
n
15
0
5
1
%
71%
0%
24%
5%
n
11
4
4
2
%
52%
19%
19%
10%
n
2
2
4
1
%
22%
22%
44%
11%
n
202
22
39
54
%
64%
7%
12%
17%
Program
Source: Office of Career Services
Unable
to Contact
Total
Contacted
Total
Graduates
23
4
27
119
18
137
7
1
8
71
21
92
21
1
22
10
1
11
4
1
5
4
1
5
7
1
8
21
3
24
21
9
30
9
11
20
317
72
389
_________________________________________________________________________________
Table 5
48
Standard 2
lum “creep” and to keep the degree programs focused on
their outcomes.
1.5
Use of Library
1.5.1 Description
The faculty works closely with library personnel to
ensure that appropriate library resources are available
for students. Each academic department designates a
faculty member to serve as a library liaison to assist
in the selection of new materials and to participate in
major planning initiatives. The library has been especially responsive to faculty and student needs related
to information technology. It houses 480 computer
workstations for student use, more than 12 large-scale
on-line databases (e.g., ProQuest Direct, Newsbank), a
state-of-the-art Family History Center, and a full array
of media production services including video and audio
editing, web page development, scanning, printing, and
graphics development. These, as well as the traditional
library holdings, support learning activities in many of
the courses offered each semester.
All degree programs at BYU-Idaho provide students
with at least two significant library experiences. The
first comes through the English 111 requirement which
more than 95% of BYU-Idaho students fulfill. (The
5% who do not take English 111 are either transfer
students who have taken their basic composition course
elsewhere or students who have met the basic composition requirement via Advanced Placement English
credit.) English 111 students receive a broad orientation
to library services and resources, typically from their
English instructor, as well as one class session taught
by library personnel, devoted to using on-line databases
in research. The second comes with the advanced
composition class which requires work in the library to
complete research papers.
The two strongest recommendations from students for
improving the library are to: (1) improve the quiet study
situation and (2) provide more workstations with access
to the Internet. The strongest recommendation from
faculty/staff is to update, modernize, and expand library
holdings. The library is actively working to address
these suggestions.
Students and employees are satisfied with the library and
the services it provides. Student perception of the quality of library services rose by several percentage points
from the 97-98 school year (70% good or excellent) to
the 98-99 school year (79% good or excellent). Student
perception of quality has remained steady at around 80%
good or excellent until the present.
Use of the library by BYU-Idaho students is comparable
to use of the library by students from extensive doctoral
granting universities (DRU-extensive) and baccalaureate
general colleges (BA-general) institutions. In the recent
administration of the CSEQ, the following examples
illustrate these comparative areas:
•
used the library as a quiet place to read or study as
•
used the library index or database to find material as
•
used the library index or database to find material as
•
wrote a bibliography for a term paper as compared
with 41% of students attending DRU-extensive and
44% of students attending BA-general.
•
used the library to read assigned material (not texts)
as compared with 23% of students attending DRUextensive and 20% of students attending BA-general.
For the majority of students the library plays a key role
in their BYU-Idaho experience. In a recent study of
library usage, only 2% of students said they never used
the library. More than 80% of students are regular users.
Fifty-one percent (51%) said that they frequently used
the library. Most students use the library for research
(77%) and quiet study (68%). Among employees,
faculty members are (not surprisingly) the most frequent
users of the library (77% sometimes and often), 65% of
the staff are sometimes and often users of the library,
and 56% of administrators are sometimes or often users
of the library.
Additional information about the library’s resources and
capabilities is presented in Standard 5.
Standard 2
49
1.6
Scheduling, Prior Experiential
Learning, and Program Changes
1.6.1 Description
Courses are offered on a regular and predictable basis
in accordance with an idealized sequence of courses
developed for each degree program. The number of sections offered for the past three years is shown in Table 6.
These offerings ensure, for the most part, that students
can enroll in the courses they need each semester. With
the increased enrollments of the past few years, more
sections are now offered in the afternoon and evening.
Because of these changes, courses are generally accessible to students. Special consideration for summer students has been made so that they have the courses they
need to complete their course of study. Certain majors
which cannot offer enough courses are not available on
all three tracks.
In most cases, credit for prior experiential learning is
awarded by exam and is at the discretion of department faculty where credit is being sought. Virtually all
of these credits are awarded to missionaries returning
from non-English speaking missions. In exceptional
cases, internship credit is awarded to students who have
significant past experience from employment or running
a business. These requests are reviewed by the Internship Exceptions Committee consisting of a dean, faculty
member, internship coordinator, and former student intern. If the request is granted, the student must complete
a series of assignments to finally receive the credit.
Policies and procedures relating to changes in programs
and courses are reviewed annually by Academic Council. Recently, the policies and process for curriculum
were changed as described in section 2.4 above. When
program requirements change, students are normally
held to the requirements specified in the catalog of
the year they first came to BYU-Idaho. Students may
choose to follow newer requirements.
We have handled the process of phasing out degree programs with a minimum of perturbations to students and
the school. All students who have entered a program to
be phased out and still desire to complete it, are given
the opportunity and necessary resources to do so. In
some cases where required courses changed or were
eliminated because of the new degree program requirements, appropriate alternatives have been allowed so
that these students could finish. In all cases, students
have been afforded maximum flexibility.
Sections Offered: 2001 to Present
Term
Upper
Division
Section
Total
Sections
Term
Upper
Division
Section
Total
Sections
Fall 2003
870
(32%)
2697
Summer
2 2003
187
(28%)
664
Summer
1 2003
157
(31%)
502
Winter 2003
754
(30%)
2524
Summer
2 2002
93 (19%)
495
Fall 2002
618
(25%)
2516
Summer
1 2002
100
(20%)
491
Winter 2002
449
(19%)
2318
Fall 2001
407
(18%)
2296
Source: Institutional databases
_________________________________________________________________________
Table 6
50
Standard 2
We are close to the point when the number of students in
a two-year program is so small, we will look to arrange
for teach-out agreements with other two-year schools so
that students can finish their desired program of study.
The scope of the situation is illustrated by the figures
in Table 7 which show what has happened to students
enrolled in two-year programs for the fall 2001 semester.
Of the 6,851 students, 23% switched to a four-year program, 46% completed their two-year program, and 26%
left school without completing their two-year program.
Of the latter, most of these are missionaries many of
whom will likely return to BYU-Idaho in 2-3 years and
switch to a four-year program or to a two-year program
which was not eliminated. Only 5% of this original cohort is still pursuing two-year programs at BYU-Idaho.
Many, if not most, of these students are not in programs
which were eliminated, but are in programs where were
retained.
We have successfully met the challenges of scheduling created by the advent of new courses and programs
offered to an increased number of students, particularly
those attending school during the summer terms. We
have carefully monitored enrollments preceding the start
of the semester so that we were able to provide more
Fate of Students Enrolled in Fall 2001
No.
%
Graduated in a twoyear program
3,144
46%
Left school; did not
complete two-year
program
1,808
26%
339
5%
Graduated in a fouryear program
35
1%
Switched to four-year
program, then left
school
373
5%
Currently enrolled in a
four-year program
1,152
17%
Grand Total
6,851
Currently enrolled in a
two-year program
sections if needed and to hire additional instructor support. Many of our new four-year degree programs have
been designed to accommodate summer-track students,
ensuring that they would not be penalized for not attending school in the fall or winter semesters. We continue
to hire new faculty to keep pace with the increasing
student body and additional staff to support our expanding operational needs.
To improve students’ educational planning, we are in
the process of developing a long-term schedule that will
identify which semesters/terms any given course will
be offered. This will represent our firm commitment to
offer each course as it is designated on the long-term
schedule.
Our policies and procedures related to the award of
credit for experiential learning continue to serve our
purposes.
Recent changes to the program modification process
have considerably improved the way we do this work.
First, we have a well-defined program baseline from
which to make future changes.
Second, we now have a clearer and more formal process
for review and approval in place. All program changes
require formal sign-off at each level of institutional
governance. Third, the impact of proposed changes on
other programs is more thoroughly considered as the
proposal is reviewed. This has been especially useful
for proposed changes to service courses which are used
by different departments in their programs of study.
Finally, the process for phasing out programs and allowing students to complete their chosen courses of study
has worked well as evidenced by the very few complaints from students in campus publications, interactions, and surveys. All programs scheduled for phasing out have now been closed and will not admit new
students. The final graduates from these programs will
complete their programs in the next two to three years.
As the data suggest (see Table 7), most of the students in
discontinued two-year programs will graduate or switch
to a four-year program.
_____________________________________________
Table 7
Standard 2
51
2.0 Educational Program
Planning and Assessment
activities and teaching methods being used to address
each course goal or objective. They were also asked to
explain the strategies and instruments being used to assess the students’ progress towards the goals.
2.1
Fifth, the assessment plan identifies the methods to be
used to assess the outcomes of each course. Methods
range from the traditional (e.g., essay exams, multiple
choice, performance reviews) to more modern (e.g.,
portfolios, standardized exams, peer evaluation).
Description
Each department has developed an updated assessment
plan which describes how it will implement the assessment of its courses and programs. Each department’s
assessment plan follows a uniform format and includes
the following elements.
First, the assessment plan contains the appropriate
statements of purpose. These include the University
Mission, the college Guidelines, and the department’s
Central Aims. In the past, each educational unit had a
mission statement. This created some confusion when
discussing “our mission,” because numerous “mission
statements” existed. For clarity’s sake, only the University refers to its statement as a “Mission Statement.”
Each college has “Guidelines.” Each department has
“Central Aims.”
Second, the assessment plan includes the terminal outcomes of each program. What can students do? What
do they know? What do they value? How well do they
think? Some departments have defined a set of values or
themes that would be interwoven throughout their curriculum. For example, the Nursing department has integrated the following 10 threads within their curriculum:
asepsis, confidentiality, diagnostic testing, emotional
safety, nutrition, patient’s rights, pharmacology, physical safety, stress management, and technical skill. Some
have defined a set of lower-level outcomes that would
characterize specific sequences of course instruction.
For example, the English department has three sub-areas
within its curriculum: critical writing, literary analysis,
and rhetorical theory.
Third, the assessment plan includes course objectives.
Over the past two years, individual faculty members
have been asked to specify the learning outcomes for the
courses they teach. The Learning Outcomes Assessment
Coordinator worked closely with departments to develop
these. Numerous retreats, workshops, and department
meetings were convened to refine and adopt “official”
outcomes for each course. Course objectives have now
been posted in online course syllabi available on the
University web site.
Fourth, the assessment plan identifies learning activities
and teaching methods used in each course. During a
required series of inservice workshops, faculty members
in the department were asked to specify the learning
52
Standard 2
Sixth, the assessment plan identifies the plan to evaluate
program outcomes.
All departments have now started implementation of
their updated assessment plans. The results of these
assessment activities are being brought into the planning process at all levels of institutional planning and
governance (see Figure 2, Standard 1). At the institutional level, this occurs through the stewardship review
process. Every year as departments prepare their annual
budget requests, each department head is expected to
provide its college dean with a self-appraisal as to how
well it is meeting program and course outcomes. The
full self-appraisal template for departments (see Appendix A) requests that they respond to such questions as:
•
•
•
To what extent do students who take service
courses from your department achieve the desired
outcomes? To what extent do majors achieve the
desired outcomes and competencies?
What evidence is there to demonstrate the quality
and achievement of former students, especially in
terms of transfer success, job placement, national
norms, or standardized tests?
To what extent is your curriculum current, complete, consistent, and supportive of the department’s
central aims? What innovations have been implemented and how are they working?
This self-appraisal accompanies the budget and resource
planning documents submitted for the upcoming fiscal
year. The college dean compiles and summarizes this
information and presents it to the Stewardship Review Committee which consists of the President, Vice
Presidents, and Budget Officer. This committee reviews
budget requests and requests for additional/new resources along with the assessment data. Since May 2000
stewardship reviews have been conducted each year
with each college. Improvements in the process have
been made after each cycle. For example, the guidelines
for stewardship review have been streamlined so that
each academic department now provides the following information each year: (1) central aims; (2) desired
outcomes; (3) evaluation process and results; (4) what
has been learned and/or changed; and (5) next steps.
Departments address all or some of the items in the
original template shown in Appendix A, depending upon
their importance in the given stewardship year.
At the department and college level, the results of
assessment activities are guiding discussions among
faculty members, chairs, and deans about the impact of
their courses and programs on student growth. These
discussions have led to the improvement of teaching and
learning in several areas where the implementation of
assessment has had sufficient time to mature. Representative examples are described below.
In response to assessment activity four years ago, the
Chemistry Department made changes in its curriculum,
curriculum materials, and teaching methods resulting in
improvement in three of its program outcomes: mastery
of facts, concepts, and vocabulary leading to a solid
conceptual understanding of chemical processes; understanding relationships of chemistry to other disciplines
(e.g., mathematics and the biological sciences); and the
application of chemistry to have a powerful, positive
impact on the lives and standard of living of the world
population.
In the Business Department, employers of graduated students were asked to evaluate students in each of the skill
areas of its desired program outcomes. After finding a
weakness in quantitative reasoning, in consultation with
its advisory council and other departments on campus,
majors were required to take Math 108 -- Quantitative
Reasoning, which focuses on proactive application of
mathematics, statistics, and logic to address real-world
problems, rather than the more non-applied college
algebra class. IS 140 -- Microcomputer Applications,
an initial freshman-level information systems course,
was modified to add more emphasis on Excel. In the
sophomore year accounting classes began requiring
assignments completed on Excel. In the Junior year,
students in the operations management and financial
management classes (required of all majors) again
complete several assignments in Excel. Finally, at the
senior level, finance classes are Excel-intensive, while
marketing classes use Excel as a tool when appropriate
in analyzing data for cases or projects. These changes
have resulted in marked improvements in students’ ability to engage in quantitative reasoning as measured by a
nationally-normed field test of business skills administered recently.
In the English department, an initial evaluation of student outcomes led to the finding that two emphasis areas
within the English program did not have the rigorous
course offerings the department deemed appropriate.
After several lively debates, the English Council agreed
upon a proposed curriculum change that provided all
emphasis areas a rigorous culminating course which encouraged students to apply practically the skills acquired
within their chosen emphasis. The results of these
changes are currently being re-assessed.
As departments make significant changes to teaching
and learning in response to assessment activity, they are
documented in the annual stewardship reviews. These
improvements form part of the justification for resource
allocation.
2.2
We have described our progress in this area in section
4.1 of the Introduction to this self-study. As noted, our
initial attempts to improve the assessment of educational
programs were slowed by the sheer amount of work
devoted to the initial design and planning for the new
degree programs and by two initiatives – an assessment
committee and a comprehensive computer-based assessment system – which were not addressing our program
assessment needs. The solution to our program assessment challenges was the appointment of a Learning Assessment Coordinator to work in the Office of Institutional Research and Assessment in May 2002.
The Learning Assessment Coordinator accomplished
three major tasks. First, she created a process for the
review and approval of degree program requirements.
Second, she completed a program audit with each
department to certify that each degree program met the
institution’s program requirements and had a viable
curriculum. Third, she trained the faculty members in
each department how to establish program and course
outcomes, how to tie outcomes to appropriate teaching
methods, and then how to select appropriate assessment
methods. Finally, she assisted each department’s faculty
in updating their assessment plan with this new information. All departments now have an assessment plan in
place which identifies program and course outcomes,
and how they will be assessed.
These efforts have helped to foster and reinforce a culture of assessment within the department. Each department has had an extensive dialogue about its central
aims, teaching methods, and assessment methods. Each
Faculty Member, Department Chair, and College Dean
now has a copy of the Assessment Plans pertinent to his/
her stewardship—and all of the plans follow a consistent
university-wide template. Further, each Faculty Member,
Department Chair, and College Dean has participated in
documenting how the outcomes and assessment processes are linked through the stewardship review process.
Standard 2
53
A powerful byproduct of this review process has been
the cross-departmental sharing of ideas and the collaboration of thought among many departments who
had, essentially, never met and suddenly discovered they
had common needs in terms of teaching and learning..
Most departments balked at beginning of their assessment inservices. We have been very busy throughout
this transition, and they did not welcome “one more
thing to do.” However, all of the departments eventually
recognized the power and value of involving the faculty
in the creation, implementation, and evaluation of an
assessment plan. The materials created have become a
vital reference tool, a living document that supports and
clarifies the work in which we are engaged. The collegiality developed through shared inservice experiences in
the scholarship of teaching and learning could not have
been achieved in any other way.
The assessment planning process itself has resulted in
a number of improvements to the curriculum. First, for
faculty members who never took “education” courses in
their undergraduate or graduate programs, the knowledge and understanding gained in terms of educational
theory and pedagogical practices has proven extremely
important. Second, this process greatly impacted the
final course goals and objectives, for teachers had to ask
themselves why they were doing what they were doing.
Finally, faculty members have been able to optimize
their teaching methods for the outcomes being taught.
Content, methods, and assessment have all been better
integrated.
3.0 Undergraduate Programs
This section describes and evaluates general education,
acceptance and transfer of credits, advising, and remedial coursework.
3.1
General Education
3.1.1 Description
All degree programs require a general (or basic) education component designed to help students acquire the
skills and knowledge needed to succeed in college and
in society. The outcomes of a general education experience (which includes the university requirements) are
for students to:
•
54
Understand themselves and their relationship to
God
Standard 2
•
•
•
•
•
Develop the ability to think and write clearly
Gain a knowledge of the social and natural worlds
in which they live
Appreciate aesthetic and creative expressions of
humanity
Cultivate a sensitivity to personal relationships and
moral responsibilities
Demonstrate a readiness for further learning and for
services to society
To meet these general outcomes, students pursuing
the Associate of Applied Science (A.A.S.) degree will
complete a 12-credit hour Basic Education core by
selecting one course from an approved listing of courses
in each of the following areas: communication, computation, human relations, and related skills. An approved
course listing for each of the four areas was developed
to prevent departments from allowing students to take
courses with questionable connections to the four basic
education areas.
Student pursuing any of the other degrees will complete
one of two general education tracks. The Associate of
Arts and Bachelor of Arts require the completion of
coursework in the following areas: reading and writing; mathematics; arts; biological or physical sciences;
American institutions; social science; letters; foreign
language; and a literature course in the target language.
The Associate of Science and the Bachelor of Science
require the completion of coursework in the following
areas: basic skills; reading and writing; mathematics;
arts and letters; biological science; physical science;
American institutions; and social science. The two
tracks differ in that the arts track requires coursework in
a foreign language and either the physical or biological
sciences. The science track requires course work in basic skills and both the physical and biological sciences.
Bachelor’s degrees in Nursing, Music, and Art follow
the same rationale with slight deviations in requirements
to better fit the needs of the discipline.
The catalog (pp. 40-44) lists courses which are approved
for each type of general (or basic) education (see Table 5
of the Introduction).
As a supplement to their general education experience,
all students at BYU-Idaho must meet the University
Requirements. First, students must complete a course
delivered in an online format. The purpose for this requirement is to expose students to learning in an online
environment in anticipation of what they will likely
encounter in the future either for job training, skills
upgrade, or lifelong learning. Second, the students must
complete coursework in religion. The purpose for this
requirement is to increase understanding of scriptural
teachings and enhance spiritual development.
Qualities of General Education
Courses at BYU-Idaho
Quality 1 – Content/Vocabulary
A general education course introduces students to humanity’s accumulation of factual
information in a specific field by way of that
field’s key vocabulary and content.
Quality 2 – Methodology
A general education course introduces
students to humanity’s accumulation of a
specific field’s most basic methods of broadening human knowledge.
Quality 3 – Heritage
A general education course sets its essential
discipline within historical, cultural, moral,
and religious contexts.
Quality 4 – Interdisciplinary
A general education course links its primary
assumptions, methods, concerns, and subjects to other disciplines by way of comparison and contrast.
Quality 5 – Literacy
A general education course helps students
to gain control of the English language and
to experience ways in which English may be
used to express effectively the thinking typical of the subject.
Quality 6 – Problem Solving
A general education course applies theoretical knowledge in a specific field to practical,
fundamental issues and problems a student
faces or may face.
Quality 7 – Cosmopolitan
A general education course challenges
students’ awareness and skill by dealing with
new language and culture that differ from
their native language, chosen field of study,
and home culture.
The relevance of any given course proposed as a general
education course is assessed by the General Education
Committee. As this committee reviews a new course
to be approved for General Education, it considers the
seven qualities shown in Figure 3. A template using
each of these seven qualities has been developed for arts,
letters, social sciences, physical sciences, and biological
sciences. These templates help assure that courses are
judged by all members of the committee using the same
criteria.
Assessment activities provide indirect evidence that
BYU-Idaho students are achieving general education
outcomes. In the ten areas of general education activity assessed by the CSEQ, BYU-Idaho students show
equivalence or strength (as compared to similar institutions) in seven of them – topics of conversation, gains
in personal development, gains in intellectual skills,
Self-reported Attainment of
General Education Outcomes
Outcome
% Agree
I cultivated a higher sensitivity
to personal relationships, moral
responsibilities.
91%
I am prepared to be a better
parent.
90%
I am prepared to be a better citizen.
91%
I am adequately prepared for further
education or employment.
92%
I am able to think more clearly.
86%
I better appreciate the aesthetic and
creative expressions of humanity.
83%
I gained a greater knowledge of the
natural world in which I live.
80%
I gained a greater knowledge of the
social world in which I live.
74%
I write more clearly.
79%
Source: Student Evaluation of Institutional Mission
_____________________________________________
Table 8
Figure 3
Standard 2
55
gains in selected general education competencies, gains
in vocational preparation, capacity for lifelong learning,
and writing. Our students compared less favorably with
these institutions in gains related to science and technology, reading, and information in conversations.
In a survey of student perceptions of educational gains, a
large majority of students felt that they had achieved the
aims of a BYU-Idaho general education. Table 8 shows
these data.
We look forward to supplementing these self-reported
data in the future with direct measures of achievement
in general education. For the present, these self-reports
are a practical and legitimate source of evidence (see
Gonyea et al, College Student Experiences Questionnaire Norms, Center for Postsecondary Research, Policy,
and Planning, 2003).
3.2 Acceptance and Transfer of Credits
Policies for acceptance of transfer credit are articulated
in the Catalog. As part of their application package,
students who have earned college credit at another
institution are required to submit an official transcript
from that institution. A full-time staff member from
the Registrar’s Office, assigned to review transcripts,
evaluates and approves credit for similar courses taught
at accredited institutions. The Registrar consults with
the transfer institution when questions arise about the
acceptability of specific courses. The criteria for acceptance of Advanced Placement and CLEP credits
are defined in the Catalog. Faculty and administrators
from BYU-Idaho have established articulation agreements with the main four-year institutions to which our
students transfer. These agreements are reviewed on a
regular basis with the transfer institution.
3.3
Advising
3.3.1 Description
BYU-Idaho provides its students with extensive opportunities for receiving academic and career counseling.
Our approach is three-pronged. The first component
is that each faculty member is actively involved in the
advising process. Faculty members are assigned an
average of 40 students to advise. Most faculty members
take their advising role very seriously and most students
appreciate having a “home base,” that is, a knowledgeable person to whom they can turn for help. During the
semester students must meet with their assigned advisor
at least once. They cannot register for a subsequent
56
Standard 2
semester until they have met with their advisor. During
this meeting, the advisor helps the student complete or
update an educational plan. This plan, which is completed on-line, contains the student’s progress toward
graduation, projected graduation date, authorization to
transfer records, and transfer or career plans. We are
providing our students and faculty with an ever-increasing number of online tools for planning and monitoring.
Faculty members are also involved in the internship
program, helping students connect with the profession
for hands-on learning experiences.
The second component of advising is the Career and
Academic Advising Center (CAAC) which coordinates a
number of resources to help students with their educational and career decisions. The CAAC’s functions
include to:
•
•
•
•
•
•
•
•
•
•
•
•
Coordinate the campuswide student advising program
Conduct freshman orientation seminars on advising
Provide faculty with current information regarding admissions, transfer and course matchup with
primary transfer schools
Train/orient faculty in advisement issues
Sponsor the faculty Advisor of the Year award
Publish an annual advising handbook
Develop on-line tools
Advise students
Implement and support Advising Week
Operate the Career and Advising Center
Manage the satellite centers
Maintain career library and software
Specifically, the CAAC provides career and aptitude
testing, occupational counseling, transfer counseling,
graduation reports, catalogs from colleges and universities around the country, and job files. It also teaches
up to eight sections of the course General Studies 100,
Career Exploration, taught by personnel from the Counseling Center. This course helps more than 100 students
each semester to make decisions about their career or
major.
The CAAC has recently expanded to oversee seven
satellite advising centers located throughout the campus.
They are staffed by 3 to 5 student peer advisors and
one specialist. These centers support faculty advisors
by handling the more mundane aspects of the advising
process thus allowing faculty more time to focus on the
significant educational and career issues. Three of the
centers specialize in the disciplines in which the majority of BYU-Idaho students major: Business, Teacher
Education, and Pre-Professional Programs (e.g., medicine, dentistry, chiropractic, physical therapy). Specifically, all centers allow for drop-in advising, information
on choosing majors, course planning, changes to majors,
faculty advisor contact information, up-to-date job and
salary information, hiring needs of the discipline, and
graduate school information.
The third component is the Career Services Center
which helps students with internships, employment, and
placement. This office lists employment opportunities
for current and graduating students, facilitates on-campus recruitment, and runs a series of career fairs. This
office helps students develop resumes, prepare for job
interviews, search for jobs, make connections to their
profession, and other career advancement activities. It
also works with faculty and departments in their efforts
to prepare students for the workplace.
In a recent survey of students (see Table 9), 57% indicated that they were satisfied with the career and academic
advisement they received; 19% expressed some measure
of dissatisfaction. For placement services, 37% indicated that they were satisfied with the career and academic
advisement they received; 10% expressed some measure
of dissatisfaction. For internships, 36% indicated that
they were satisfied with the career and academic advisement they received; 10% expressed some measure of
dissatisfaction. According to the benchmarks we have
set, we are not meeting our expectations in the area
of advising. Furthermore, for academic advising and
career services, these numbers show an increase in dis-
Student Satisfaction for
Advising Functions
Survey
%
%
Dissatisfied
Satisfied
Academic and Career Advising
Winter 99
15%
70%
Winter 03
19%
57%
Change
4%
-12%
Career Services (Placement)
Winter 99
2%
50%
Winter 03
10%
37%
Change
Internships
8%
-13%
Winter 03
10%
36%
Source: 2003 Satisfaction Survey
_____________________________________________
Table 9
satisfaction and a decrease in satisfaction as compared
with students surveyed four years ago.
The changes are most likely due to uncertainties that
prevailed during our transitional period. The volatility and sheer volume of change that occurred in such a
short period of time was a challenge for both faculty and
professional advising staff to be completely current in
the requirements of the emerging new degree programs.
Now that much of this change is settled, advisors have
been able to “catch up.” The Internship Office had been
in operation only a few months when the survey was
administered. Career Services has recently been reconfigured to emphasize job preparation. We expect these
numbers to improve.
To improve our advising efforts in response to this and
more long-terms concerns, we have created the satellite advising centers. We have improved the catalog by
providing clearer definitions of terms and using them
more consistently. Departments have developed better
advising documents. We are in the process of creating an on-line version of our Career Exploration class
so that on-line materials are available to faculty for
use in courses and workshops. Finally, we are actively
developing new on-line tools to help students monitor
their progress more effectively. These tools will greatly
facilitate educational planning and advising.
3.4
Remedial Coursework
3.4.1 Description
BYU-Idaho does not require any development or remedial work for admission; however, we do provide a
number of remedial resources to students after they are
admitted and find they need extra help. These resources
include several courses in General Studies, English,
Math, and several selected subject matter areas such
as Economics, History, and Foreign Language. Each
semester over 150 students take General Studies 101,
Principles of Personal Achievement, to improve their
personal discipline and learn to develop the habits that
will help them attain success both in school and in life.
The Learning Assistance Lab (LAL) provides a unique
place where students can improve their basic skills and
get extra help in many subject areas. The LAL exists to:
1) provide basic preparation students may lack when
entering BYU-Idaho, 2) supplement regular instruction,
and 3) give special support to students with handicaps.
The LAL specifically addresses the overall mission
of the university by working with students of diverse
abilities. In the 2002 calendar year this office served
Standard 2
57
approximately 5000 students in its six areas of emphasis: Reading Center, Writing Center, Math Study Center,
Study Skills Center, Tutoring Center, and Disability
Services Center.
Each of these areas is directed by professional staff and
supported by paid student tutors. The Reading Lab and
ESL programs employ 20 tutors; the Writing Center, 14;
the Math Lab, 40; the Study Skills Lab, six; the Tutoring
Center, 100-130; and Services for Students with a Disability, generally fewer than 10. Supervising all of these
areas is the Director of Learning Assistance. Supporting
LAL are one full-time secretary and one part-time secretary. The LAL reports to the Dean of Language and
Letters and offers classes under the heading of General
Studies. All faculty members have master’s degrees;
the director of general tutoring is working on a master’s
degree. Both the director and the head of handicapped
services have doctorates. In addition to these formal
degrees, the ESL director is certified in ESL, and all
faculty and staff keep current with their disciplines by
attending various seminars. With the exception of the
director of Services for Students with a Disability, all
faculty members belong to the College Reading and
Learning Association.
The LAL is highly successful in dealing with the students who come for help. LAL personnel are committed, nurturing professionals. Each takes the time to train
tutors and coordinate efforts within their stewardship.
They not only developed instructional and tutor training materials (which undergo major revision every three
to five years), but they qualified their tutors to meet the
CRLA certification requirements at the first and second
levels. LAL subscribes to the philosophy that students
seek help because they are not receiving what they need
from traditional teaching methods; therefore, they strive
to individualize their approach.
In a recent evaluation of its services, the following highlights the success being achieved by this office. In the
reading area, 82% of students served indicated that they
believe they receive higher grades because of the work
done in the Reading Center. With foreign students, 20%
believed that they had good reading, writing and speaking skills before coming to the Reading/ELS center;
55% believed that they had good or excellent reading,
writing and speaking skills after coming to the Reading/
ELS center. In tutoring services, 23% of those tutored
indicated that they would have dropped the class without
tutoring and 77% of those tutored indicate that they
enjoy the subject more because of tutoring. In the math
area, 85% indicated that their grade in math improved
58
Standard 2
because of tutoring and 40% said that they would have
dropped the course without tutoring. In the Writing
Center, 93% of the students gave positive comments
and only 7% gave negative comments. These types of
assessment data are reviewed and discussed in Training
Seminars each week. Faculty evaluations also indicated
that LAL services are helping students improve. Of our
full-time and adjunct faculty, all have ranked as excellent or exceptional in their teaching of developmental
courses.
One area of concern has been record keeping. In an attempt to have better and more reliable data, the LAL has
recently purchased a software program called Tutortrac
which will give more accurate data. Another issue is
the rising demand for tutoring which poses a problem
of space. Finally, as the English department becomes
more aware of a challenge for composition teachers to
deal with the diversity of abilities in their courses, the
LAL is collaborating to find placement alternatives for
students with weaker backgrounds. Those students may
be required to take the necessary developmental courses
to provide missing background and skills.
3.5
Faculty
3.5.1 Description
Both the qualifications and the number of full-time
faculty are adequate to deliver our degree programs.
The full-time faculty is well-qualified to deliver instruction in each of the degree programs. Table 10 shows the
number of faculty members holding advanced degrees.
Ninety-five percent (95%) of the faculty hold a doctorate
or master’s degree. Standard 4 presents a more detailed
presentation of faculty qualifications and credentials.
Highest Degree Held by Faculty
Number.
Percent
Unknown
5
1%
Associate
1
0%
Bachelor’s
17
4%
Master’s
259
59%
Doctorate
159
36%
TOTAL
441
_____________________________________________
Table 10
Departmental Statistics (Fall 2003)
F/T
Faculty
P/T
Faculty*
Degree
Programs
Majors
S/F Ratio
Accounting
7
1.2
BS
393
25.9
Agronomy/Ag Business
7
AAS, BS, **
160
14.6
Animal Science
5
AAS, BS
128
13.0
Architecture &
Construction
6
.3
AAS, BS
207
15.9
Art
13
4.4
AAS, BA,
BFA, **
435
17.3
Automotive
3
.61
AAS
54
13.9
Biology
20
BS, **
622
39.6
Business Management
14
BS (2)
1150
38.9
Chemistry
11
BS, **
69
27.3
11
.97
BA, BS, **
168
Communication
15
3.33
BA, BS
603
20.2
Computer Science &
Engineering
8
AAS (2), BS
(2)
264
15.8
Counseling Center
11
Dance
4
4
12
18.2
Economics
7
.4
BA, BS
53
41.3
English
41
9.8
BA, BS, **
445
22.2
Foreign Language
12
2.07
**
81
20.8
Geology
6
.49
BS, **
65
28.8
Heath Science
9
1.45
AAS, BS, **
591
21.7
History/Political Science/
Geography
14
.2
BA, BS, **
365
48
Home & Family
Education
8
.93
AAS, **
148
22.5
Horticulture
4
AAS (2), BS
221
25.7
Humanities &
Philosophy
7
2
49.4
Information Systems
11
187
25.8
Department
1.2
BS
____________________________________________________________________________________
Table 11
Standard 2
59
Departmental Statistics (Fall 2003)
Department
F/T
Faculty
Instruction &
Technology
2
Interior Design
3
Learning Assistance Lab
8
Library
11
Math
21
Mechanical Engineering &
Technology
9
P/T
Faculty*
3.2
Degree
Programs
Majors
S/F Ratio
BA, BS
104
11.4
BS, **
119
40.9
AAS (3), BS
347
13.1
21
6.03
AAS, BMA,
**
306
14.7
Nursing
13
.07
AS, BS
267
8.1
PE
14
2.04
5
17.9
Physics
12
BS, **
22
18.7
Psychology
7
BA, BS
281
37.4
4
.2
BS
126
22.8
Religion
29
.8
Music
Sociology/Social Work
9
45.8
BA (2), BS
(2)
367
Teacher Education
18
2.97
AAS, , **
999
Theatre
6
.4
**
47
General/Other
TOTAL
42.4
16
1732
441
*FTE, ** denotes teacher certification program
47.35
____________________________________________________________________________________
Table 11
60
Standard 2
Table 11 shows, for each department, the number of
full-time faculty, the number of students, the number of
degree programs, and the faculty-student ratio. As these
data show, programs are well-supported by adequate
numbers of full-time faculty.
BYU-Idaho constitutes a distinct organizational division,
following the model established at BYU-Provo. The
Dean of Continuing Education reports to the Academic
Vice President. The nature of the programs offered also
requires very close correlation with the BYU Division of
Continuing Education.
Sections 1.2 and 6.0 of this standard, and Standard 4
provide the analysis and appraisal for faculty resources.
In the past three years, Continuing Education has served
between 45,000 to 55,000 individuals each year. Table
12 shows enrollment statistics for the past three years.
Continuing Education oversees the following five programs:
4.0 Continuing Education
•
BYU-Idaho courses for credit: These courses are
offered through evening school on campus and in
Idaho Falls.
•
Brigham Young University (BYU-Provo) courses
for credit: Continuing education personnel oversee
all coursework offered by BYU in this region.
•
CES Programs: These noncredit programs, primarily religious in nature, are offered throughout
the Western United States. Continuing Education
personnel work jointly with BYU to deliver these
programs.
•
Badger Creek OLC Programs: Two summer programs, Outdoor Especially for Youth and Intergenerational Elderhostel, are among the most popular
offerings at Badger Creek. A variety of programs
The mission of the Division of Continuing Education is to provide educational programs for part-time
and off-campus students. BYU-Idaho cooperates with
the Continuing Education programs sponsored by the
Church Educational System (CES) and Brigham Young
University (BYU-Provo). To that end, Continuing Education provides a wide variety of credit and non-credit
programs at Idaho Falls Center, Las Vegas, Salt Lake
City, Tacoma, Badger Creek Outdoor Learning Center
(OLC), and on-campus. Noncredit programs are also
held throughout the Western United States.
The administration of Continuing Education is carried
out by a staff of 10 full-time employees. Figure 4 shows
the organizational structure. Continuing Education at
Organization of BYU-Idaho Continuing Education
Vice President
Academics
Max L. Checketts
Dean
Continuing Education
Ronald W. Campbell
Chair
Non-credit Programs
Larry B. Wickham
Chair
Academic Programs
Chad P. Price
Chair
CES Programs
Alan K. Young
Manager
Badger Creek OLC
Thomas N. Anderson
______________________________________________________________________________________________
Figure 4
Standard 2
61
Overview of Continuing Education Enrollment and FTEs
Program
2000
Enrollment FTE
2001
Enrollment
FTE
2002
Enrollment
FTE
BYU-Idaho
1,743
149
1,321
224
5,349
483
BYU courses
3,351
269
2,504
220
1,222
109
CES Programs
34,704
668
33,105
768
27,816
572
Non Credit
Programs
15,054
1,119
12,348
945
10,758
837
TOTAL
54,852
2,205
49,278
2,157
45,145
2,001
_________________________________________________________________________________________________
Table 12
for youth groups or organizations are available.
•
•
Noncredit Programs: These campus-based programs, primarily offered in the summer, include
athletic camps, Especially for Youth, Elderhostel,
and various other noncredit courses.
Distant Site Programs: Urban Student Teaching
Centers are currently operating in Las Vegas, South
Salt Lake City, and Tacoma. Others are being
developed in Mesa, Arizona, and Nauvoo, Illinois.
Additional academic programs similar to ‘Discovery’ are hosted at the Badger Creek OLC and at
Morningside Farm at Vashon Island, Washington.
All continuing education programs which offer academic credit have been designed, developed, and evaluated
within the framework of the BYU-Idaho mission and
goals, and in accordance with established institutional
procedures.
Income from registration fees is expected to cover all
expenses. Administrators create a budget for each
program. It is reviewed by the college dean. Monthly
financial statements are provided to each administrator.
Deficits are covered by surpluses within the Division.
Overall, the Division of Continuing Education has not
had a deficit since its creation in 1976.
Credit courses offered through Continuing Education are
taught almost exclusively by full- or part-time faculty
assigned by the academic departments. When adjunct
faculty members are needed, they are approved by the
Continuing Education Dean, academic department
chair, and college dean after a review of credentials.
Academic departments are asked to recommend courses/
62
Standard 2
instructors each semester. All noncredit instructors are
interviewed and selected by the appropriate Continuing
Education administrator.
English l l lC is offered as an Internet course and was
developed in 1996 to follow the same instruction/
assignment format as a traditional semester class. The
course syllabus, grammar learning software, and hotlinks to reference sites are all available from the course
web site. The textbook is mailed to students. Student
assignments and instructor feedback are transmitted via
E-mail on an every-other-day basis or more frequently
when the student necessitates more help. Instruction is
asynchronous, but requires students to submit work following an every-other-day schedule.
The fee schedule and policies governing registration and
refunds are clearly listed in the class schedules and in
each program brochure. These policies are consistent
with general policies established by BYU-Idaho.
Courses offering credit are established based upon
institutional policies and are consistent with courses
offered through regular academics. Hours for student
involvement meet or exceed the standard of 45 hours per
credit. BYU-Idaho Continuing Education does not offer
credit for experiential learning. However, students may
receive credit by examination for any course approved
by the academic departments.
Faculty and courses are approved through the appropriate academic channels. If faculty members are teaching outside their discipline, they must go through this
same approval process with the sponsoring department.
Faculty/course assessment in Continuing Education is
done only for adjunct faculty who do not teach in the
regular academic programs. These adjunct faculty members are evaluated using the same student rating instrument used throughout campus. Faculty members who
teach in the regular academic program (i.e., day school)
are evaluated by their own academic department using
established departmental faculty evaluation procedures.
For courses involving significant travel, a course outline
must be submitted and approved by the credit granting
department. BYU-Idaho does not offer external degrees
nor does BYU-Idaho measure credit by outcomes alone.
5.0 Noncredit Programs and
Courses
Continuing Education oversees a variety of noncredit offerings. Administrative policies regarding noncredit instruction are consistent with credit programs except that
approval to create and sponsor such courses is internal
to Continuing Education. Some noncredit instruction is
staffed by regular faculty. Approximately once a year, a
memo is sent to regular staff/faculty to encourage their
involvement in noncredit instruction.
Continuing Education produces an annual report that is
available upon request. The reports provide the specific
details about each non-credit course. Administrators
submit a monthly report of summary statistics for all
programs they supervise.
BYU-Idaho currently does not grant continuing education units (CEUs). There has been no significant
demand for CEUs. The issue of CEUs was studied 15
years ago. In consultation with BYU (which offered
CEUs briefly and then discontinued the practice), the decision was made not to offer CEUs. No evidence exists
currently that warrants reconsideration.
as most two-year programs were being discontinued and
many of the new four-year programs were still in design
or just newly launched. Because of the transitional
nature of this time period, many departments had no
finalized degree program to appraise. Other departments
were still in the process of updating their assessment
plans to address new four-year programs. Consequently,
many departments had not yet collected outcomes assessment data for their analysis and appraisal in this
self-study. However, during the 2003-2004 school year,
departments with sufficiently implemented programs
were in the process of conducting outcomes assessment
of their new programs. These assessment results will
be integrated into the annual self-appraisal which forms
part of the BYU-Idaho stewardship review process. The
updated department self-appraisals will be available at
the time of the full-scale visit.
6.1
Department of Accounting
Purposes
The BYU-Idaho Accounting Department seeks to provide students a broad-based, non-specialized accounting
program which may readily be integrated with other disciplines such as business, information systems, English,
etc. The educational emphasis is on developing analytical thinking skills instead of memorization of content.
Graduates will have sufficient accounting skills to make
an immediate contribution in the workforce. Because
of the broad non-specialized nature of the BYU-Idaho
accounting program, the course work does not directly
prepare students for the CPA exam. Since two-thirds
of the states require 150 hours of college preparation to
become licensed, graduating BYU-Idaho students must
transfer to another university to obtain a Master’s of Accounting or MBA degree in order to satisfy the 150 hour
requirement. CPA candidates are advised to minor in
business management.
Description
6.0 Analysis and Appraisal of
Undergraduate Programs
This section presents a description and appraisal of the
academic departments at BYU-Idaho. Each department
has summarized its purposes, described its programs and
personnel, discussed significant changes occurring over
the past few years, and appraised the extent to which it
is meeting its aims and outcomes. These self-appraisals
were completed at the end of the 2002-2003 school year
The Accounting Department offers an integrated Bachelor of Science in Accounting, an accounting minor, and
several accounting clusters. The Accounting Department services business management, economics, and
other business-oriented programs which require a year
of accounting as a prerequisite for upper division course
work. For example, most of the students who take
ACCTG 201 – Financial Accounting and ACCTG 202
– Managerial Accounting are not accounting majors
but business management majors. In addition, many
of the minors for business-oriented programs require
two semesters of accounting. For programs outside the
Standard 2
63
College of Business and Communication which require
an accounting course such as construction management, horticulture, culinary arts, agricultural business,
the Accounting Department has developed ACCTG 180
– Survey of Accounting, which covers the accounting
cycle for financial reporting and managerial analytical
tools such as budgeting, break-even, etc.
Whenever possible, technology is utilized in the accounting course work. Class assignments and projects
emphasize communication skills and group work. An
internship is required in order to help students bridge the
gap between academics and industry.
Faculty members are hard-working, knowledgeable, motivated, and flexible. All have undergraduate degrees in
accounting except one who has a B.A. in English. All of
the seven full-time faculty members hold advanced degrees with one holding a Ph.D. Several faculty members
hold CPA licenses, one is a Certified Financial Planner,
and one is a Certified Management Accountant.
The Accounting Department has been assigned two
state-of-the art classrooms with built-in rows of tabletops and multi-media overhead projection technology.
For courses requiring individual student computer stations, the Information Systems Department has provided
classrooms with individual computer stations. Specialized accounting software and Internet access are available in the computer labs and the library for student use.
Significant Changes
The Bachelor’s in Accounting was among the first wave
of eight approved bachelor’s degrees to be launched
at BYU-Idaho. In designing the BYU-Idaho program,
the department was not bound by tradition and could
respond to criticisms as to how the delivery of accounting education has continued relatively unchanged over
the past 20 or 30 years. As faculty members reviewed
the literature about undergraduate education in accounting, they noted regularly recurring criticisms that
most accounting curricula is too narrow, outdated, and
based upon memorization of rules. Recommendations
from the literature included broadening undergraduate accounting curricula to incorporate more business,
systems, and writing material, and delaying narrow
specialization in accounting until graduate school. The
Bachelor’s of Science in Accounting was approved as a
45-credit major requiring a 24-credit minor or two 12credit clusters. The 45-credit ceiling on the number of
major credits mandated a broad-based, flexible program.
64
Standard 2
The Accounting Department was allowed three new
faculty hires as part of the transition. In the fall of 2001,
two exceptional teachers were hired. The first came to
BYU-Idaho with extensive systems experience including
teaching at the PricewaterhouseCoopers technical center
in Florida. The second had been the CFO at two companies prior to joining the faculty, and brought substantial
expertise in SEC compliance in connection with operating public companies and initial public offerings. In the
fall of 2002, another exceptional teacher was hired. He
is a Certified Fraud Examiner and has teaching and work
experience with systems analysis and design.
There is a building consensus among accounting faculty
and accounting professional organizations that the
beginning financial accounting courses should have less
emphasis on technical accounting procedures and more
emphasis on business. Beginning in the fall of 2003, the
Accounting Department adopted a more business-oriented financial accounting text (Kimmel). In addition,
in the summer of 2003, the Accounting Department adopted a stronger managerial accounting text (Garrison).
Accounting majors and business department faculty
were concerned that accounting students were not being challenged by B301, Financial Management. After
consultation between BYU-Idaho business management
and accounting faculties, the joint decision was that
accounting majors will take B401 (Advanced Financial
Management) instead of B301 (Financial Management)
as a major course.
As the bachelor’s program was launched, some believed that the ‘A’ students would all transfer to BYU in
Provo, Utah. Surprisingly, however, many high-quality
accounting students have decided to complete their undergraduate training at BYU-Idaho. To insure readiness
for the rigor of upper division work, students must have
a B average (GPA of 3.0) in eight prerequisite courses to
be accepted as accounting major juniors.
Before the change to four-year status, Ricks College
had 200 accounting majors. Now that Ricks College
has become BYU-Idaho with an accounting bachelor’s
degree offering, there are 400 accounting majors. There
has been a corresponding increase in the number of
business management majors, which are serviced by the
accounting department. Future enrollment pressures
may require additional faculty hires and facilities. If
expansion is not allowed, then enrollment caps in the
accounting program may be required.
6.2
Department of Agronomy and
Agricultural Business
Purposes
The department believes its role is to prepare students
for success in employment and/or further education by
providing practical training in agriculture. The department emphasizes applied knowledge in teaching students technical and scientific skills in crop production,
crop and soil science, agricultural engineering, agricultural mechanics, agricultural business, and agricultural
education.
The department has seven full-time faculty members and
1 full-time secretary. The department employs several
student employees and provides two or three internships
on the University farm. Facilities in the department are
some of the best in the region. The ag mechanics shop is
sometimes short on available space for student projects,
and classroom space is lacking when classes run concurrently, but for the most part space is adequate. The
department uses the following facilities:
•
•
Description
•
The Department of Agronomy and Agricultural Business has designed programs for students who wish to
enter the field of work after two years, for those who
desire to complete a four-year degree, and for those who
desire to continue on to graduate school. The department offers three courses that provide general education
credit. In addition, the department provides service to
other departments in the areas of farm mechanics, crop
production and agricultural business. All classes in the
department are open to the entire student body as space
allows after majors have registered for classes. The
department offers one Applied Associates degree, and
one Bachelor of Science degree, with emphasis areas in
Agriculture Science (crops), Agriculture Business, and
Agriculture Systems (mechanics). The department also
offers a degree in Agriculture Education, working with
the Teacher Education Department. A minor is offered
for non-majors.
•
Ezra Taft Benson building classrooms and computer
and soils labs.
Ag Engineering Building classroom and mechanics
shop (lab).
Hillview and Ward Farms classroom and lab
(approximately 200 acres).
Outbuildings for the use by the department and
students.
The department enrollment has experienced a recent increase in students as indicated in Table 13. At the same
time, the number of majors within the department has
shown a steady increase as illustrated in Table 14.
Most faculty members in the department are involved in
off-campus activities related to their areas of expertise.
Faculty members participate in numerous seminars and
activities to keep up with the latest technologies in their
areas. Four faculty members have master’s degrees
and three have doctorate degrees. Three faculty members are currently working to complete their doctorate
degrees.
Changes in Agronomy & Ag Business Enrollments
1995
1996
1997
1998
1999
2000
2001
2002
409
409
411
689
593
569
521
621
Source: BYU-Idaho Alumni Office
_________________________________________________________________________________________________
Table 13
Changes in Agronomy & Ag Business Majors: Fall 1997 – Winter 2003
1996
1997
1998
1999
2000
2001
2002
2003
71
80
91
135
135
141
143
145
_________________________________________________________________________________________________
Table 14
Standard 2
65
Computers, software, and manuals are continually
upgraded to industry standards. E-mail, voice mail, and
Internet communications are available. The Benson and
the Ag Engineering buildings have been updated with
video, Internet, and other up-to-date media technology
to assist in the teaching process.
Course objectives are designed to achieve departmental
goals and outcomes. These objectives are identified
through industry contacts and departmental meetings.
Class size is flexible depending on room or lab accommodations and the types of tools and equipment needed.
Night sections are offered for the classes that fill during
the daytime to accommodate students not able to attend
daytime classes. All syllabi are current and complete.
Course objectives are reviewed and updated regularly. The faculty is well-qualified and each member is
respected in his or her teaching area. The department’s
faculty is committed to the success of their students.
The department’s performance is measured by surveying students at the end of each class, as they prepare to
graduate from BYU-Idaho, and at intervals after they
have graduated.
6.3
Department of Animal Science
Purposes
The Animal Science Department is an integrated learning environment preparing students to serve in animal
agriculture. This overall aim is accomplished through
the development and application of academic programs
in two areas: (1) beef production management and (2)
animal science. Beef Production Management majors
will prepare for management positions in the livestock
industry through specialized courses designed to help
students make sound decisions and apply practical management techniques as ranch managers. Animal Science
majors may earn a Bachelor of Science degree which
will prepare them for employment in animal agriculture
or for pursuit of advanced degrees. In addition to the
above goals, the department desires to provide positive
recreational experiences to the general student population through its horse/equine resources and faculty
expertise in that area.
Description
The Animal Science Department offers the two major
programs mentioned above to students attending BYUIdaho. First, students can receive a technical, terminal,
education in beef production, which consists of intense,
hands-on training for students who will enter the work
force after two years at BYU-Idaho. This major requires
an eight-week on the job internship experience. The
Animal Science Majors: Fall 1997 – Winter 2003
Term
1997
2yr/4yr
1998
2yr/4yr
1999
2yr/4yr
2000
2yr/4yr
2001
2yr/4yr
2002
2yr/4yr
2003
2yr/4yr
Fall
86/
103/
104/
92/
86/
81/30
16/88
Winter
90/
104/
95/
90/
79/26
37/71
________________________________________________________________________________________
Table 15
Animal Science Degrees Awarded
1996
1997
1998
1999
2000
2001
2002
2003
31
28
35
32
27
21
20
11*
* April graduation only and includes 4 graduates with a four year B.S. degree
________________________________________________________________________________________
Table 16
66
Standard 2
second program is a four-year Bachelor of Science
degree that prepares students for immediate employment
in animal agriculture or for graduate work. Two internships are required for this major, one of which must be
an eight-week, four-credit program.
The Animal Science Department also offers experiences in horse related recreation classes, i.e., equitation,
draft horse driving, trail riding, and roping classes. The
department provides a variety of popular and well-supported evening classes to people in the community.
The department currently has four full-time faculty
members, a facility manager, and a full-time secretary.
The department employs several student employees and
student project managers. Faculty members have academic degrees at the Ph.D., M.S., M.Ed., and B.S levels.
The department’s facilities consist of the following:
•
•
•
•
•
•
•
•
•
240+ acres of farm, pasture, and river-bottom
land
One large classroom (120 cap)
House classroom (30 cap)
An animal lab
Meat lab
Offices area
Indoor riding arena (120’ X 240’)
Outdoor arena
Cattle handling facilities, various corrals and
sheds, and adequate machinery to operate the
facility
Since the four-year course offerings began in 2001,
enrollment in the department’s programs has almost
doubled. Part of the increase in the enrollment is due to
the equine classes offered by the department.
The number of majors within the department has been
stable at around 90-100 majors as illustrated in Table 15.
Graduation rates are summarized in Table 16.
The department’s programs are still in transition and
there is much left to do. The department has the following goals:
•
Continue to develop high quality academic programs for majors, and provide a service to the
University in the areas of equine and other livestock
experiences.
•
Continue to develop student manager and internship
opportunities.
The Animal Science Department is adequately funded
and the facilities are excellent. Graduates have been
able to find jobs or transfer to other universities to
pursue graduate work. The department is meeting the
University’s mission and goals, its college’s guidelines,
and its own central aims.
6.4
Department of Architecture and
Construction
Purposes
The central aim of the Architecture and Construction
department is to prepare students to be effective leaders and managers within the construction industry. The
goals of the department are to prepare graduates who
demonstrate the following attributes and abilities: (1)
being an example of Christ-like living, citizenship,
ethics, leadership, and integrity in all of their personal,
public and business affairs; (2) having the ability to
communicate effectively using both written and oral
communication; (3) having an understanding of mathematical and scientific principles and their application in
the construction industry; (4) being able to apply sound
business and financial practices in the management of
people and resources in the construction industry; (5)
having an understanding of the science of construction
and its processes, methods, and materials; (6) being able
to apply sound construction management principles in
the estimating, scheduling, and management of construction projects. The department is attempting to accomplish these goals through a combination of effective
classroom teaching, rigorous course work, and active
involvement in the construction industry.
In addition to its efforts in preparing students for careers
in the construction industry, the department provides
services to the campus and the community by offering a
range of courses in drafting and design, woodworking,
and home maintenance and repair to students in other
departments and to the community.
Description
The Architecture and Construction Department was
created during the 1997-98 academic year and was first
placed into effect 1998-99 when the architectural portion
of the Design and Drafting Engineering Technology
Department merged with the Construction Department.
The majority of degree offerings are in the process of
being phased out in favor of two degrees, an applied
Standard 2
67
associate’s degree in Architectural Technology and an
integrated bachelor’s degree in Construction Management.
There are six full-time and one part time faculty members in the department. All department faculty members
are highly qualified and have a wide range of education
and industrial experience. Two of the faculty members
are recent hires with one being a replacement for a retiring faculty member and one being a new position associated with the transition.
The department has excellent physical facilities and
other resources and is supported generously by the University in accomplishing its central aims. The physical
facilities are divided into four areas: classroom facilities,
computer labs, construction laboratories, and faculty
offices.
There were two recommendations that were offered by
the accreditation committee on its last visit. The first
recommendation was the identification of a human relations component for all specialized degree programs. In
response to the committee’s recommendation, a human
relations requirement was included as part of the graduation requirements for the Architectural Technology
degree. Students are allowed to choose from a list of
courses that have been identified by the University as
providing an experience in human relations.
The second recommendation was for assessment activities at the department level, which could be used for
continuous improvement. A formal review was made
of all department course offerings and objectives and
assessment outcomes were identified or formalized for
each course. Currently the department is in the process
of identifying, reviewing, and establishing assessment
procedures for the individual courses. The enrollment
statistics indicate a 63% increase in enrollment in all
department programs since the winter of 2000. Some of
this expansion is due to the addition of a new major and
the residual effects of the transition as old programs are
phased out and new programs are brought on line.
The creation of a four-year construction management
program within the 120-credit hour limit has been a
difficult process. Hard choices had to be made. In spite
of the difficulty, the department is satisfied that it is on
the right path and is developing an excellent program in
construction management.
It is difficult to provide any type of analysis about the effectiveness of the department’s programs because upper
division courses were first taught in the 2003 and 2004
school years. Nevertheless, there are indicators both
empirical and anecdotal that support the initial feeling
that the program is on the right track. Some of these
indicators are the success of the internship program, the
success of the student competition teams, and the interest in graduates that has been generated among potential
employers. The department has a requirement that
all students in the four-year construction management
program complete at least two full semester-long internships and students in the architectural drafting program
are also encouraged to complete an internship.
During the summer of 2003, 47 students successfully
completed internships and overall employer evaluations
of students were very high.
Every year the National Association of Home Builders
sponsors a student competition between construction
management programs at various universities around the
nation. The competition is divided into two categories.
There is a competition for four-year programs and one
for two-year programs. BYU-Idaho has competed in the
two-year competition for a number of years. The twoyear competition typically centers on designing, drawing, estimating, and scheduling a residential structure.
BYU-Idaho has consistently placed high in the rankings
and for the past two years it has received the first place
trophy.
The University has made a strong effort during the past
few years to strengthen the department’s physical facilities. There has been major remodeling of existing facilities. Two new combination computer/drafting labs, a
new multimedia classroom and four new faculty offices,
are in the process of being completed.
One indicator that has been encouraging is the success of the program in recruiting potential employers.
Considering the fact that the program will not have any
four-year graduates for at least another year and a half,
the interest that has been shown has been remarkable.
During the Fall 2003 semester a number of construction
companies including several Fortune 500 companies
sent substantial recruitment teams to the campus to interview construction and architecture students. Over 30
offers for both internships and permanent employment
have already been extended.
Budget for all department operations has been sufficient
for the ongoing operations and to cover the transition.
Even though several program offerings in the department are being phased out, enrollment not only con-
68
Standard 2
tinues to increase, but the rate of increase appears to
be growing. Twenty-one students were added to the
program from 2000 to 2001, thirty-three students were
added from 2001 to 2002, and thirty eight from 20022003. The anticipation is that the program will continue
to increase for at least the immediate future.
currently involved in producing professional art in their
areas of emphasis. The department has recently added
new faculty members in the areas of art education and
art history. There are two new hires, one in the area of
illustration and one in the area of printmaking, planned
to begin in the fall semester 2004.
The department has a staff of experienced, well-trained
faculty who are committed to providing a quality education and preparing students to enter the job market with
needed skills and abilities. The faculty members in the
department work together exceptionally well and there
is a general spirit of cooperation and harmony within the
department.
In addition to the full-time faculty, approximately ten
adjunct faculty members contribute to the efforts of the
department. Most of them are professional artists who
lend their support in part-time assignments.
Facilities and staff at this point are adequate for the current needs; however, enrollment in department programs
is up 63% since 2000 and 20% during 2002-2003. The
anticipation is that the program will continue to expand
and it is probable that it will reach a point where it
begins to put a strain on faculty and physical resources.
At this point, there has been no consideration of limiting
enrollment in the program; however, if growth continues at this pace some adjustment may have to be made.
A second concern is the challenge of teaching upper
division course work. There are higher expectations for
faculty and students as this program moves into upper
division classes. Some steps have been taken to begin
training faculty in new courses, but more needs to be
done.
6.5
Department of Art
With the completion of the new Spori Building, the
department has fine physical facilities. The building contains expanded gallery facilities and improved
classrooms. The facilities include drawing and painting rooms as well as computer labs with state of the art
hardware and software. The department continues to
use the Kirkham Building which houses the 3-D areas
of ceramics and sculpture. Photography, located in the
Romney Building, is equipped with separate labs and
classroom space. All facilities are state-of- the-art.
The department has a travel study program that allows
student participation at last once each semester. The
travel destinations vary from as close as Salt Lake City,
Utah, and Jackson, Wyoming, to extended trips to Los
Angeles and San Francisco on the west coast to New
York and Chicago in the east.
Degree Programs Offered by the
Department of Art
Purposes
Required
Credits in
Art
The Department of Art is committed to providing an
exceptional visual arts educational experience. It provides all visual arts majors with a significant educational
experience and will assist them in preparing professional
portfolios for employment, graduate studies, or for personal artistic enrichment. The department also provides
studies in the visual arts and quality experiences to
the campus and regional community that will cultivate
lifelong enjoyment of the visual arts. The primary focus
of the department is to teach students how to accomplish
effective visual communication.
Program
Degree
Art (Art History,
Integrated Studio)
BA or BS
45 credits
Art Education (Art Education, Art Education
Composite)
BA or BS
45 credits
BFA
70 credits
Description
Bachelor of Fine Art (2D Studies, 3-D Studies,
Graphic Design, Illustration, Photography)
Minor in Art
Education
BA or BS
21-23 credits
Associate in Studio
Photography
AAS
28 credits
Table 17 lists the programs offered by the Department
of Art:
Each of the 11 current full-time faculty members holds
M.F.A., Ph.D. or M.A. degrees. Nearly all are also
_____________________________________________
Table 17
Standard 2
69
The department is working on providing internship opportunities for students. The department has a continuing program referred to as Art Seminar. Professional
artists, e.g., designers, painters, photographers, illustrators, sculptors, etc., are invited to the school to present,
in a forum setting, information relative to their particular
emphasis.
6.6
Purposes
The central aims of the Automotive Department are to:
•
As part of a two-year institution, the department’s
primary focus was to establish a solid foundation of
basic principles. The majority of students were then
prepared to transfer to either a four-year university or
an art school. The foundation offered in the two-year
curriculum was sufficient, even then, in some instances
for students to enter the corporate world upon receiving
their Associate’s degree.
In addition to the art history classes being offered as part
of the major programs of study, the department places
significant emphasis on art education.
The department utilizes the school’s policy of granting three-hour professional development leaves to each
faculty member each year. The University provides
funding to hire adjunct faculty to cover leaves for faculty members.
The department is striving to bring consistency to the
basic information presented in its classes. Each faculty
member is granted the privilege of adding his or her own
personal touch to a particular class, but there is a need to
cover the same basic material, particularly in the lower
division classes. The department’s outcome and assessment approaches will bring a universal standard to all
the classes. The department believes that this will help
not only the current faculty, but also the adjunct faculty
and future hires.
The department has worked hard to create and implement a viable art degree curriculum within the 120-credit limit at BYU-Idaho. It has become increasingly more
difficult to provide service classes to other departments
on campus as well as to maintain the department’s
historic presentation of art shows and classes available
to the public.
70
Standard 2
Department of Automotive
•
•
Enhance students’ lives by providing them a
well-rounded technical program in Automotive
Technology.
Prepare students to compete successfully in the
automotive work force or continue their education
in a higher degree program.
Strengthen the automotive workforce by providing
well trained, honest employees who exemplify the
high ideals and standards of the church in their
chosen professions.
The department’s aims complement the University mission statement by teaching students to incorporate its
principles in their daily lives. The students are expected
to demonstrate honesty, integrity, and Christian values
in the classroom and in their association with other
students.
Description
The Automotive Department offers an Associate in Applied Science degree that students
can earn in a period of four semesters and a summer
internship. The curriculum incorporates the ASE Certification areas as the basis of course content. Tasks and
proficiency requirements are similar to those recommended by NATEF (National Association of Technical
Education Facilities).
The department prepares students to enter the workplace and perform their assignments to the expectation
of the employer or to transfer into a four-year program
as junior level students. Students learn practical skills
through lectures, group learning activities, individual
projects, and hands-on experience working on real
customer vehicles. They also learn business skills and
customer relations through required classes and direct
contact with vehicle owners. Graduates can enter the
automotive workforce as technicians, managers, supervisors, and management trainees in independent shops,
dealerships, and at the corporate level.
The department also offers four sections of a course in
consumer level basic automotive maintenance and car
care for non-majors, and an intermediate level course for
those who want to do some work on their own vehicles
or to explore career opportunities in the automotive
service field.
The Automotive Department has three full-time faculty
members. The department presently uses two adjunct
faculty members to assist with the department teaching
load. The faculty stay current in their respective areas
through individual study, membership in professional
associations, attending seminars, plant visits, and professional development leaves.
The Automotive Department has two shops with bays
for nine vehicles in one and 10 in the other. In one lab
there are two above -ground hoists with equipment for
wheel alignment and other service, and each lab has
two flush-mount hoists for under-vehicle work. There
are also two smaller labs which are used for component
repair such as engines or transmissions. The department
has only one dedicated classroom, which is equipped
with multi-media equipment. Another classroom in the
same building is shared. The department has a room
dedicated to the cleaning of parts and a detached storage
facility for supplies and teaching aids.
Long-term storage is about three hundred yards from
the classroom building. The department has six desktop
computers which can be used to access various databases for general and transmission repair as well as labor
estimating.
The department has enjoyed a net increase in enrollment over the past five years. Enrollment has ranged
from a low of 15 to a high of 48 majors. Basic education classes have changed according to the requirements
of the University. Elective classes are provided to help
better prepare students to transfer into the Automotive
Technology Management four-year program. Most
program classes have not changed, but they are continuously updated to reflect changes in the field. The Automotive Technology Management major has been tailored
to mesh with BYU-Idaho=s Bachelor of Science program
in Technology Management, which will qualify graduates to work in management positions in the automotive
industry. The department web page includes descriptive information about the Automotive Department,
faculty links, and graduation requirements, following the
University’s format.
Student enrollment is increasing each year while the student attrition rate is dropping. Six 2003 graduates have
transferred into the Technology Management major.
The Automotive Department has three full-time faculty
members. All three have Master’s degrees and consider-
able experience in the automotive repair field. All are
active members of the North American Conference of
Automotive Teachers (NACAT), and are also affiliated
with the professional organizations of ASE, ATRA, and
AERA. One faculty member is currently serving as
Associate Dean of the College of Physical Sciences and
Engineering, and teaches part-time in the department.
Each instructor has attended professional conferences
(NACAT) as well as update seminars offered by manufacturers and vendors. Faculty members are exceptionally strong in the areas they teach. They strive to be
professional in their appearance, in their relationships
with the students, and in their association with their
co-workers. There is a firm cohesiveness in the department, and each strives to do those things which are most
beneficial to the department and the University.
The physical facilities are adequate for the current array
of classes. However, as enrollment continues to climb,
additional sections of second-year class labs will have to
be added, which will necessitate expanding the workload of adjunct faculty. Parking for project vehicles is
very limited, and the lot becomes severely congested as
students attempt to move vehicles in and out of the labs.
The departmental budget has been sufficient for the
needs of the department. Equipment has been purchased
or replaced to keep current with modern technology.
Computerized database information will need to be updated regularly as less information is available in printed
form. Budgets will have to be increased to make this
information available either on-line or through subscription services. Special-issues funding to cover this item
is being sought. The library has been very supportive
in furnishing related information as requested for the
use of students and faculty in the department. A formal
advisory committee composed of area businessmen and
other educators to help make course content even more
relevant to the needs of the industry is functioning. The
committee will also assist in placing student interns and
evaluating program effectiveness.
The Automotive Department uses many methods for
student evaluation such as: objective and subjective
written tests covering classroom assignments, chapter
assignments covering content covered in lectures and
demonstrations, group discussion and evaluation, formal
research papers covering subjects specifically related
to class content, formal and informal lab evaluations,
practical lab examinations at mid-term and semester
end, daily evaluation as to the quality of work done on
actual customer vehicles, evaluation based on customer
feedback, personal interviews with students concerning
their progress and work ethics, group lab assignments
where students of more experience or greater ability assist students with less experience or ability.
Standard 2
71
6.7
Department of Biology
Purposes
The Biology Department provides students with opportunities for intellectual achievement and development of
scientific thought within the framework of the mission
of the University. The department is also committed
to providing an environment where students can share
knowledge with peers and others in the scientific community. The biology major and minor programs focus
on a common biology core of course work. In addition
to these core courses, students may select additional
classes from a list of enrichment courses that cut across
most areas of biology. The goal of these major and minor degree requirements is to arm students with a critical
set of skills that will enable them to be successful in
their future pursuits. Many students will use their backgrounds in biology to prepare for entry- level employment opportunities, teaching, professional programs, and
graduate school.
Description
The Department of Biology offers baccalaureate degrees
in three majors as currently listed in the University catalog: B.S. in Biology, B.S. in Biology Education or B.S.
in Biology Education Composite. The B.S. in Biology is
designed to give students a solid background in biology
preparing them to seek entry-level jobs in biology, teach
biology in the secondary schools or seek acceptance into
professional schools. All students seeking a B.S. in biology must complete a core of required classes and then
select a minimum of five additional classes from a list of
enrichment courses offered within the department to fulfill their degree requirements. The enrichment courses
cut across many aspects of biology and provide students
with the flexibility to focus their major emphasis around
specific interests within the discipline. The Biology
Education major and composite provide the course work
required for students to become certified to teach biology at the secondary education level.
Three minors are currently offered by the Biology
Department: Biology, Biology Education, and Natural
Resources.
Students in other majors may wish to augment their
program with a basic understanding of biology. An example of the utility of this program might be an English
major studying technical writing who wants to work in
the biomedical industry. The Biology Department offers
14 different classes covering a wide range of topics to
students fulfilling their biological science general education (GE) requirement. In order to fulfill the 4-hour GE
72
Standard 2
requirement in biological sciences, each of these classes
offers a laboratory experience.
The Biology Department offers two unique outdoor
programs called Discovery. These programs provide students an experiential approach for completing their GE
requirements in such subjects as Biology, English, Geology, History, Humanities and Religion. One program
starts on the Oregon coast and works its way back to
Eastern Idaho. The other involves exploring the outdoors
from horseback, taking advantage of the diverse local
ecology.
The Biology Department administers the Island Park
Natural Science Center. Biology faculty members use
this facility as part of the Discovery programs as well
as for other field-oriented classes. Faculty members are
also involved in various programs administered by other
departments that use this facility.
There are currently nearly 681 majors in the three biology degrees. The majority of those seeking a B.S. in
Biology anticipate applying to professional schools. To
aid these students in their efforts the University recently
hired a full-time pre-professional advisor whose office
is located in the department. An increasing number of
students are pursuing a biology degree with an emphasis
in natural resources in anticipation of securing jobs in
forestry, wildlife management, conservation, etc.
The Biology Department has 19 full-time faculty, one
part-time lab coordinator, and one full-time secretary.
Fifteen of the faculty members have doctoral degrees
(13 Ph.D.’s, and 2 D.A.’s) and four have M.S. degrees.
The part-time lab coordinator has an associate’s degree
in Biology.
The Biology Department currently has access to three
lecture rooms, all of which are equipped with advanced
multi-media presentation hardware, a conference room,
individual faculty offices, a departmental office, and two
rooms containing photocopying equipment, etc. Each
faculty member has up-to-date computer equipment,
access to the Internet, and access to industry standard
software. Additional facilities are presently being constructed to accommodate the growth of the University.
Since the last accreditation visit in 1999, the Biology department has undergone tremendous changes. Increased
enrollments across campus are one of these changes.
This has impacted the department in a variety of ways.
In addition to an increase in the number of students who
want to take biology courses, the expanded curriculum
offerings and the increased demand for biology service
Biology Majors: 1999 to Present
Year
99-00
00-01
01-02
02-03
Number of
713
700
636
632
Majors
_____________________________________________
Table 18
courses to support other majors on campus have placed
tremendous strains on the department.
Table 18 shows the number of biology majors each year
since 2000:
The drop between 2001 and 2002 is due to the discontinuation of several areas of emphasis upon the change
from a two- to a four-year school, such as p”To avoid
the feeling of having a one-course department, to provide students with general education course choices, and
to give faculty some diversity in teaching, it is suggested
that faculty consider additional introductory courses
such as Introduction to Botany, or Ecology, or Zoology,
or Human Biology.”re-dental hygiene and pre-radiography. Based on the number of incoming freshmen for
fall 2003 (285), these numbers should rise significantly
over the next few years as students remain here for their
junior and senior years.
The following are recommendations and responses from
the accreditation report in 2000.
Recommendation . . .
Response: With the opportunity to offer Bachelor of
Science degrees in Biology, several additional classes
have been added to the biology curriculum. Fourteen
different classes that carry GE credit are currently offered. While BIO 100 still handles large numbers of
students, roughly 50% of the students on campus earn
their GE credit by taking one of the other courses.
Recommendation . . . “It is recommended that the Biology Department undertake educational planning based
on regular and continuous assessment of its programs as
outlined in Standard 2.B.”
Response: Ongoing assessment procedures have been
put into place within the department. In addition to the
institutional assessments of courses and instructors that
occur for each new faculty member for the first three
years, and for all other faculty members every three
years, a continuous assessment process within the department has been instituted. Each course that makes up
the primary curriculum each semester is evaluated and
assessed as to how each course is meeting the department’s defined central aims. In addition to this, we will
evaluate each new course that is added to the curriculum offering for the first three years after it is offered.
New courses are evaluated on the basis of whether or
not that course meets its defined objectives and if those
objectives are serving the overall needs and aims of the
department.
A number of facilities have undergone major renovations to increase multimedia capabilities. Additionally,
new equipment has been purchased to further enhance
teaching and learning. Budget increases have been
consistent with the expansion of the department. Sufficient funds are available for faculty travel, equipment,
classroom supplies and other teaching support.
The department has developed five central aims: basic
knowledge of the science of biology; oral and written
communication skills; scientific reasoning; technical
training in the areas of instrumentation, field methodology, statistical relevancy and taxonomy; and real-world
application of the knowledge students gain. The department’s first task was to develop a curriculum that would
achieve these goals. An advisory committee composed
of individuals from both industry and academia was
assembled. Based on the committee’s recommendations,
a core of classes that all majors would take was developed. The core classes were selected and are taught in
a way that addresses each of the department’s central
aims. In addition, the department generated numerous
enrichment courses that allow students to gain greater
expertise in their area of interest. During the winter
semester 2003 each class was reviewed in light of the
central aims to determine the teaching methods that
would be used in the class as well as the specific tools
that would be used to assess the students’ progress.
Within the last five to six years, 9 new faculty members
have been hired as replacements for retiring faculty (6)
or to fill new positions (3). The percent of faculty in the
department with doctoral degrees is 79%.
Student evaluations of biology faculty members indicate
that teaching has remained very good over the last three
years. The average rating for teachers was 5.75 in Fall
2002 (based on a scale of 1-7 with 7 being exceptional,
the maximum score). This score is highly consistent
from one semester to the next.
The average advising load for the department is 43
advisees per faculty member. Those with higher advising loads have a more difficult time meeting effectively
Standard 2
73
with all of the students assigned to them. In order to
alleviate some of the pressure of advising this number of
students, the department offers BS 199 (Career Orientation). This class is required for majors and covers the
many options available for someone with a degree in
biology. A full-time pre-professional advisor was hired
and a health professions advising center was created for
students interested in those fields of study.
Currently, most areas of specialization in biology are
covered by the faculty in the department. There are
fewer botanists in the department, mainly due to the
lower enrollment in that area. However, it is important
to maintain the areas of expertise which currently exist
so students are given the full opportunities they need for
their areas of interest.
The facilities are in good condition. Equipment is provided as needed to ensure a high-quality education for
students. There is fully networked multimedia technology in all the department’s classrooms and in most of
the labs. This is a vast improvement over the level of
teaching support technology only five years ago.
In the past, all that was used for evaluation purposes
were student evaluations (every semester for the first
three years of teaching and once each three years
thereafter) and infrequent alumni surveys. In addition
to these, faculty members are asked to complete faculty
review sheets on teaching, advising, and professionalism. These are completed once every three years and
are reviewed with the department chair. The department
has implemented a more focused outcomes assessments program based on the department’s goals. Every
five years the alumni survey mentioned above will be
repeated and every year the core curriculum assessed.
Enrichment curriculum will be evaluated every three
years. In addition to this, new courses introduced into
the department will undergo evaluation and assessment
for the first three years. This will allow the department
to more adequately determine how well the department’s
goals are being met.
6.8
Department of Business
Management
Purposes
The Department of Business Management prepares
students to make an immediate contribution in the
workplace and to rapidly grow into leadership positions
in their organizations. The department strives to do this
by creating an experience-based learning environment
74
Standard 2
where students may develop or improve the following
skills and abilities:
•
•
•
•
•
•
•
•
Technological Literacy
Global Literacy
Quantitative Analysis
Problem Solving and Project Management
Written and Oral Communication
Teamwork and Leadership
Entrepreneurial Spirit
Ethics
The department partners with industry and non-profit
organizations to provide mentoring, seminars, consulting
projects, and internships to allow students to apply what
they have learned via case study and classroom discussion. The department plays a vital role in assisting other
fields of study on campus to achieve the University’s
stated mission to prepare students for employment by
offering minors and clusters to students from dozens of
majors.
Description
The curriculum offers a major in business management
with the opportunity for a cluster in finance, marketing, management or entrepreneurship. While content
goals differ from cluster to cluster, the program emphasizes the same seven previously mentioned skill goals
regardless of the area of focus. The department served
approximately 1200 business management majors in the
2003-2004 academic year.
The department offers a minor and numerous 12-credit
clusters to over 1,000 students from many other disciplines such as accounting, information systems, communications, recreation leadership, construction, agriculture, engineering and technology. Even at this level, the
seven skill areas remain the goal, and experience-based
learning activities are an important vehicle.
The department currently consists of 13 full-time faculty
members. Nine of them have extensive professional
business experience, and the other four are experienced
teachers who have kept current in their fields of expertise. Two have doctorates and eleven have master’s
degrees; two are actively working toward their terminal
degrees. They are assisted by a full-time secretary.
Teaching facilities include three well-equipped lecture/
discussion rooms and one computer lab with access to
other College of Business computer labs. The department also utilizes a converted theater in the Manwaring
Center as the home of the junior Integrated Business
Core.
The department has a strong internship program in
place, and all majors are required to serve a 270-hour
internship as part of their program of study.
In order to stay in tune with the business environment,
twice a year a ten-member national advisory council
meets to discuss progress and offer feedback on department programs. Students are invited to the meetings to
present and answer questions. All department members
attend the council meetings. Council members give
feedback of relevancy of course material and also on
employer expectations regarding skills required for various fields. Several council members have indicated that
the BYU-Idaho Business Management program contains
many experiential learning processes that are rarely
found in baccalaureate business programs. These give
graduates an edge in the marketplace that increasingly
demands a blend of solid fundamental skills backed with
real-world experiences.
•
As depicted in Table 19, a number of changes have
resulted from the transition to a four-year university:
•
Faculty. The department hired six new full-time
instructors with extensive industry experience in
finance, marketing, and business law, and also
welcomed two additional instructors from the dissolved Office Systems Management Department to
assist in teaching Business Communication, Human
Resource Management and Intro to Business. One
faculty member is on loan to the administration and
serves as an Associate Academic Vice President.
•
Courses. Eight 300-level courses were added in
2001 and twenty-one (21) 400-level courses were
added in 2002-2003. Five of these were previously
taught at the lower division level but were upgraded
and moved to upper division as part of the new
degree program.
•
Development of a new integrated Business Management degree (with the input of the advisory council)
that provides flexibility for students to acquire skills
in business and in a complementary field of study.
•
Establishment of seven departmentwide skill goals
and the development of a matrix assuring that the
goals are being addressed at the course level.
•
Development of clear curriculum objectives,
teaching methods, and assessment methods for all
required courses and most elective courses.
The following changes have been made in response to
recommendations by the 1999 accreditation team as well
as concerns identified in the 1999 department self-appraisal:
•
•
•
•
Assessment Activities. In 1999, there were no real
methods in place to measure performance in relation
to program goals, nor was there a clear link between
individual course goals and overall program goals.
In 2003, an extensive effort is well under way to
assess achievement of the department’s stated purposes through a variety of quantitative and qualitative methods which are outlined in the Analysis and
Appraisal section.
Advising Activities. A heavy advisement load was
identified as a key concern in the 1999 self-study.
While assigned advisees per advisor remain very
high, the establishment of a satellite advising center
for the College of Business and Communication
has allowed faculty advising to shift from mundane
review of advisee curriculum planning to more
student-specific career planning.
Women in Faculty Positions. The department has
two women in the faculty ranks, versus none in
1999.
Library Resources for the Business Field. The addition of thousands of academic journals and periodicals via on-line databases or inter-library loan
provides students and faculty access to business
research resources.
Tremendous growth in majors, curriculum, and
faculty.
Changes in Department of
Business Management
Winter
2001
Winter
Change
2003
Faculty
6
13
+116%
Adjunct Faculty
0
6
Majors
600
1200+
+100%
Courses taught
15
36
+140%
Sections Offered
30
84
+180%
_____________________________________________
Table 19
Standard 2
75
•
Innovative learning processes have been implemented in the upper division curriculum with an
emphasis on experience-based learning.
•
Creation of an active advisory council. This tenmember advisory council is made up of successful
industry professionals. This council meets twice
annually.
Significant changes in the near future will be limited
as the department focuses on execution of the recently
developed program. Emphasis will be on responding
to any needed improvements pointed out by assessment
activities.
In the 1999 Self-Study, perhaps the most glaring weakness in the department was a lack of empirical evidence
that stated program goals were being achieved. As the
department developed its curriculum for the baccalaureate degree, it also began to develop and implement
several assessment programs. Just as important, as upper
division courses began, changes were implemented in
both course content and teaching methodology as assessments indicated a need for improvement.
Given the absence of graduates until April 2003, the
department relied initially on a final evaluation by employers of students as they completed their internships.
Employers were asked to evaluate students in each of
the skill areas of desired program outcomes. The results
from 2001 and 2002 are shown in Table 20:
Generally, business management students perform well
above employer expectations in all areas; however, after
receiving the data from the 2001 survey, the department,
consulting with the advisory council and other departments on campus, began addressing this concern regarding quantitative skills.
A hallmark of the department’s emphasis on experiential
education is the New Venture Integrated Business Core.
In searching for a better way to help students reach desired program outcomes, the department realized that the
key was not only in curriculum content, but also in using
the right learning process that allowed them to immediately put into practice basic organizational, marketing
and financial principles taught in the junior core courses.
Hence, the New Venture Integrated Business Core was
conceived. Throughout the semester, students are taught
the curriculum of the typical Financial Management,
Marketing Management, and Organizational Behavior
courses but on a just-in-time basis, as needed to be able
to conceive of a product or service idea, write a business
plan, seek loan approval and then actually implement the
plan and sell their goods or services, all during a period
of one semester.
Students are asked to complete questionnaires at the beginning and at the end of the semester pertaining to the
desired program and course outcomes. The initial pre/
post self evaluation by students in the New Venture IBC
completed in fall 2001 showed the greatest improvement
in 1) self-confidence in ability to make a difference and
lead in an organization, and 2) in ability to use marketing and finance tools to identify and solve problems.
Achievement of Business Management Outcomes
Desired Outcome
2001 interns
2002 interns
(percent indicating
(percent indicating
above or significantly above or significantly
above expectations) above expectations)
Tech Literacy
72%
74%
Global Literacy
71%
74%
Quantitative Analysis
63%
68%
Problem Solving
79%
81%
Project Management
79%
80%
Written Communications
73%
74%
Oral Communications
81%
75%
Teamwork and Leadership Skills
75%
74%
Entrepreneurial Spirit
81%
77%
__________________________________________________________________________
Table 20
76
Standard 2
from 84 percent to 93 percent; the national average is 76
percent. Pre-core student scores ranged from 62 percent
to 78 percent. The five seniors’ GPA’s ranged from 3.0
to 3.7; there were no “top 10 percent students” in the
sample. These scores helped the department assess the
strengths and weakness of the department’s program
from a standardized national exam.
The evaluation results also suggested that greater
emphasis needed to be placed in areas of teamwork,
communication, and use of technology. IBC faculty met
and curriculum and instructional methods were changed
in organizational behavior and marketing courses. The
IBC faculty practices continuous process improvement;
student evaluations are reviewed mid-semester and midsemester changes are not uncommon.
Upon graduation a large percentage of seniors are invited to visit with a faculty member to discuss student’s
perceptions in regard to the programs strengths, weaknesses, and opportunities. This qualitative student
feedback is shared with faculty members and ways are
discussed to make improvements. Feedback from the
first graduating class was generally very positive; a
common theme expressed among top students was that
some professors need to be more demanding and less
forgiving of students who fail to complete assignments
or “pull their weight” in team settings. Several suggestions regarding improved communication of graduation
requirements are being implemented via the department
web site and frequent use of e-mail bulletins to majors.
Because the majority of program-level assessment tools
measure student progress toward skill-related objectives,
the department felt it important to develop an instrument
to measure student knowledge in eight academic areas
considered critical for business management students.
A national major field test put together by Education Testing Service was chosen as the instrument; the
department was allowed to add 50 questions of its own
in addition to the national standardized portion. In
December 2002 ten students were selected to participate
in the testing. Five students were graduating seniors and
five were students who had not yet taken the junior business management core. Graduating senior scores ranged
Average Instructor Ratings of Business Management Faculty
Fall
2001
Winter
2002
Fall
2002
Winter
2003
Department
5.70
5.78
5.69
5.65
College
5.52
5.68
5.54
5.63
University
5.81
5.79
5.71
5.70
Note. Scale is 1 to 7
_____________________________________________
Table 21
Statistical Summary of Department of Business Management
Year
19981999
19992000
20002001
20012002
20022003
Student Credit Hours
5,662
5,818
6,732
9,660
15,517
Enrollment
2,606
2,377
2,981
3,408
5,625
599
698
772
1,058
1,189
Graduates
228*
258*
328*
271*
Student/Faculty Ratio
32.4
33.3
37.4
29.0
38.9
GPA business Courses
3.41
3.31
3.41
3.38
3.39
Majors
________________________________________________________________________
Table 22
Standard 2
77
All graduating seniors are required to take a senior capstone course. There are several options for students to
fulfill this requirement. The department has focused on
an experiential design to allow students to demonstrate
their understanding of business concepts. Currently, two
student-run companies are operating on a continual basis. In addition, several student consulting teams advise
local businesses each semester, and a strategy course
offers case studies and simulations.
Since the last accreditation visit, most instructors in the
Business Management Department have consistently
received excellent ratings or higher from student evaluations. The department average consistently falls at or
near University norms as shown in Table 21.
In the most recent round of evaluations, the department
average was significantly higher than the University
average for providing clear examples, explaining hard
concepts, responding respectfully, showing genuine
interest, and inspiring good character. The department
did not score below University averages in any of the
individual instructor diagnostics.
The department has three lecture/classrooms and one
computer classroom; three of the four have all the presentation technology and software needed. One of the
discussion rooms is serviced with a temporary AV unit
and laptop computer; this is less than desirable as it must
be operated from the rear of the room. This room is
scheduled for a permanent tech station this year.
The growth of the department is depicted by the statistical summary in Table 22. A source of potential concern
is the increased student/faculty ratio brought on by the
rapid growth in enrollment-in spite of aggressive hiring
of new faculty. The student/faculty ratio grew to 38.9
in 2002-2003, compared with 33.3 in 1999-2000. The
department has requested two additional full-time faculty members for Fall 2004 which should return faculty
ratios to historical levels.
6.9
Department of Chemistry
Purposes
The central aim of the BYU-Idaho Chemistry Department is to provide a quality chemistry program to assist
students in becoming productive employees and citizens
in society. Students who complete a chemistry degree
will be prepared to be employed in industry or secondary education, or to pursue further graduate or professional training. This program consists of appropriate
classes and laboratory courses for students of varying
78
Standard 2
educational pursuits. The Chemistry Department also
plays a central role within the University by providing essential service courses for a number of areas
such as engineering and biology. The overall aim is to
strengthen the students’ fundamental understanding of
chemistry and the relationship between chemistry and
other disciplines.
The Chemistry Department seeks to support the general
mission of BYU-Idaho through offering general education courses that allow students to gain an appreciation for the molecular nature of the world they live in
and which demonstrate that chemistry concepts have
application to everyday living. Another major aim is
to demonstrate that science and revealed religion are
compatible and do not detract from one another.
Description
The Chemistry Department offers a Bachelor’s of
Science in Chemistry and a Bachelor’s of Science in
Chemistry Education. The first graduates will complete
these programs in April 2004. The B.S. in Chemistry
is an integrated degree requiring 45 credit hours in
chemistry, physics and mathematics as well as a minor
or two clusters chosen by the student. The B.S. in
Chemistry degree is designed to develop a solid understanding of chemistry and science in general. Practical
experience and training develop the ability to apply
this understanding in a variety of settings. Majors are
directed to use minor and elective credit to broaden their
skills and expertise in areas consistent with their goals
and aspirations. Graduates will be prepared to work in
industry, enter graduate school, or will be well prepared
for a variety of professional schools ranging from law to
medicine.
The B.S. in Chemistry Education requires 32 credits
in chemistry, 7 credits in mathematics, the secondary
education core courses and an education minor chosen
by the student. Graduates will have a solid foundation
based upon a fundamental understanding of chemistry
and will be directed to select a minor that will maximize
their marketability and broaden their understanding.
The Chemistry Department also offers a minor in
chemistry and a minor in chemistry education. These
minors are designed to add strength and marketability
to bachelor’s degrees from a wide variety of disciplines.
In addition to the fundamental knowledge and experience developed while completing one of these minors,
a student will gain rational thinking and problem-solving skills that are applicable to any career and life in
general.
The Chemistry Department consists of eleven fulltime faculty members, ten holding doctorate degrees, a
full-time stockroom manager and a half-time secretary.
Three of the faculty members are women. The department also employs 20 to 25 students each semester.
Each of the major traditional branches of chemistry
(analytical chemistry, biochemistry, inorganic chemistry,
organic chemistry, and physical chemistry) is represented by expertise of the faculty. The primary focus
and professional objective of each faculty member is
teaching and advising students. As evidence of this, the
average overall faculty rating from student evaluations
since 1997 for faculty currently teaching in the department is 5.64 (maximum of 7).
The Chemistry Department has access to four lecture
halls (45-student capacity), five teaching laboratories
(23-student capacity), a central stockroom, and a lecture
Survey of Chemistry Outcomes
Question
Fall 1998
Averages
Winter 2003
Averages
1.
This course has helped me to see better the relationships between chemistry and other fields such as
mathematics and biology.
4.01
4.25
2.
This course has increased my understanding of processes occurring in the molecular world.
4.10
4.35
3.
This course has increased my awareness that chemistry has an important positive impact on society.
4.00
4.25
4.
This course has helped me to understand better my
major field of interest.
3.42
3.72
5.
In this course I have learned concepts, facts and
vocabulary that will assist me in making informed
decisions about issues involving chemistry.
3.87
4.22
6.
This course has helped me appreciate that chemistry is
relevant to everyday living.
3.99
4.13
7.
This course has added to my understanding of the
natural world.
4.00
4.25
8.
This course has increased my level of interest in
chemistry.
3.44
3.68
9.
This course has helped me to see that science and
revealed religion are compatible.
3.69
3.83
10. This course has caused me to be more observant of
chemical phenomena occurring around me.
3.86
4.03
11. This course has helped to increase my testimony of
the Gospel.
3.26
3.33
12. This course has increased my interest in taking another class in chemistry.
3.12
3.33
3.73
3.95
Overall Average
___________________________________________________________________________________
Table 23
Standard 2
79
preparation area. Each of the lecture halls is equipped
with multi-media including a computer and projector.
The laboratories are teaching labs equipped with digital
balances (4 to 5 students per balance) and other standard
equipment (e.g., burners, burets, glassware, etc.).
The administration has been supportive of the acquisition of the instrumentation necessary to support the
upper-division curriculum for the chemistry degrees.
Much of the instrumentation in the department has been
purchased within the last three years.
The majority of the changes in the Chemistry Department that have occurred over the past five years have
been associated with the transition from Ricks College to BYU-Idaho and the initiation of the bachelor’s
programs.
Preparing for new course offerings represents a significant effort on the part of the faculty involved. Threehour releases and full sabbatical leaves, when possible,
have been granted by the administration to make it possible for faculty to prepare for these courses.
Over the past five years, the chemistry department has
been fortunate to be able to significantly upgrade and
increase the amount of instrumentation used in teaching
in the department. The major instruments that have been
purchased in recent years include: an atomic absorption
spectrometer, a bomb calorimeter, three gas chromatographs, two FT-IR spectrometers, a magnetic susceptibility balance, a polarimeter, a UV-Vis Spectrometer, an
additional refractometer, and a tube furnace. In the next
few years, the department hopes to acquire an NMR
spectrometer and an ion chromatograph.
One of the most significant changes that will occur within the chemistry department in the next two years will be
the complete remodel of the lab facilities. The existing
laboratories, although functional, have become antiquated. There are also some safety and health considerations
that must be addressed. This remodel will modernize
the laboratories and address safety and code issues.
The Chemistry Department uses Standardized American
Chemical Society exams and monitors student performance on professional admissions exams to assist in
assessing the effectiveness of teaching within the department. BYU-Idaho student performance on these exams
to date is above the national averages. Also, at the
conclusion of most semesters, every student from every
80
Standard 2
chemistry course completes the Chemistry Department
Self-Study Questionnaire. Table 23 shows each question
and summarizes the Fall 1998 and Winter 2003 overall
average student response to each question based upon
the following scale: 1 = strongly disagree; 2 = disagree;
3 = no opinion; 4 = agree; 5 = strongly agree. Considering that the student population surveyed includes students taking chemistry to fulfill GE requirements, major
requirements for majors outside chemistry and chemistry majors, the questionnaire results are quite favorable
and indicate that the department is successfully striving
to accomplish its central aims.
6.10
Department of Communication
Purposes
The central aim of the department is to help prepare
students to become skilled, knowledgeable, adaptable,
progressive, ethical practitioners. The department’s ongoing efforts mirror the belief that future communication
professionals should first develop a broad foundation
of knowledge and skills to include the following: the
ability to write and speak confidently and well; produce
targeted, effectively written, spoken and visual messages in media, group and interpersonal settings; analyze
scenarios and develop effective solutions; get along
and work with many kinds of people in many kinds of
situations; and serve ably in a designated role. Strong
emphasis is placed on learning by doing. A distinctive element of the academic program is the practicum
in which students, starting in their freshman year, are
invited to participate. In addition to major courses the
department plays a significant role in providing general
education, support and elective courses to students in
other majors, minors and clusters.
Description
The department offers both a Bachelor of Science and a
Bachelor of Arts degree. In connection with the transition from Ricks College to BYU-Idaho, all communication associate’s degrees were discontinued with the
agreement that existing students could either finish their
associate’s degrees or transfer to the baccalaureate programs. The department’s program is based on a set of
core classes complemented with five areas of study: Advertising, Broadcasting, Journalism, Organizational and
Public Relations. The department’s practicum organizations include radio and television stations, newspaper,
CD/DVD yearbook, video production unit, and organizational, public relations and advertising agencies. The
department services General Education with two courses
which fill the Basic Skills category: Public Speaking
and Interpersonal Theory and Practice. Students may
also elect to minor or organize a cluster in Communication. Recent analyses have shown that approximately 40
percent of the student credit hours delivered in Communication courses are taught to non-majors.
The department has 13 full-time, permanent faculty
members with one additional full-time, temporary slot
allocated to it each year. A 14th full-time faculty position has been approved to begin in January 2004. Two
full-time faculty members hold doctorate level degrees
and two more anticipate receiving their doctorates by
summer 2004. The other full-time faculty members hold
master’s degrees. Most of the full-time faculty members
have previous professional experience in the area(s) they
teach.
The department is housed in the newly constructed
Spori Building. There are nine available classrooms
and a 170-seat auditorium. The building also includes
a modern newsroom, full-function broadcast studio and
four nonlinear AV editing rooms. The department also
benefits from the two-year-old Radio Services Building,
a facility housing the two Community Relations-operated radio stations, where communication students work
and serve practicums.
Most of the considerable changes experienced in the last
four years have come about because of launching a new
four-year program, designing facilities in a new building
and carrying out a program without a permanent home.
The department is coping with an explosion in its number of majors. Between January 2001 and June 2003
the number of majors grew from about 350 to almost
800. The new four-year status resulted in the addition
of 24 new courses, with other existing courses combined
or significantly altered. The first cohort of students is
scheduled to graduate with bachelor’s degrees in April
2004. Since 1999 three new faculty positions have been
added, one each in advertising, public relations and
media law and ethics/media management. The radio
station, formerly operated by the department, has been
transferred to the University’s Community Relations
division. The department assumed responsibility for
producing the school’s yearbook on CD and DVD. The
University created a student communication agency to
benefit the school and provide a public relations practicum for communication students. The Scroll newspaper agreed to take over publication of the University
Telephone Directory in 2001, and the newspaper also
converted from a tabloid to broadsheet format.
The department’s four-year programs were developed
through a lengthy, careful, collegial process that invited
considerable input from professional practitioners in the
respective fields. The course of study provides repeated
instruction and training in foundational communication
skills through a common core, supplemented by specialized courses that each represent a distinct skill dimension. Students have ongoing opportunities to apply
skills in realistic practical settings. The department’s
strength lies in its faculty. They are student-centered
and known for teaching excellence. Recently, teacher
evaluations have not been as high as they were previously due to preparing new classes, the increasing
enrollments in the major and sometimes marginal
facilities. Faculty members maintain active involvement
in academic/professional organizations and regularly
attend conferences. They have recently been involved
in authoring textbooks, presenting seminars, producing
documentaries, the inner city program, radio announcing and writing for newspapers. One area of concern is
that the faculty’s area of specialization is somewhat out
of balance with projected future needs in the department. The department is in particular need of teachers
to teach writing and visual media, in addition to specialized courses in advertising and public relations. With
the limited number of faculty hires available in the next
five years, some faculty members will need to prepare to
teach and work in areas outside of their specialization.
6.11
Department of Child and Family
Studies
Purposes
The central aim of the Department of Child and Family
Studies is to teach the eternal nature of the individual
and family that will lead to the development of strong
individuals, marriages and families. The guiding framework in curriculum development and teaching is “The
Family: A Proclamation to the World.” The department
aims to provide experience for majors to become familiar with established scholarly theories, research findings,
and practical application in the discipline of child and
family studies, and prepare students for employment in
preschool/childcare settings and organizations serving
children and families. The department strives to serve
students with practical as well as academic guidance in
the areas of marriage, parenting and service to families
in the broader community.
Standard 2
81
Description
The department offers two programs for majors: Bachelor of Science or Bachelor of Arts degree in Child
Development and an Associate of Applied Science
degree in Professional Preschool Education (PPE). The
department offers three minors to complement integrated
majors offered by other departments. The courses in the
minors are intended to teach the best of child and family
scholarship within an applied, gospel-oriented perspective. The department also offers a number of family
skills courses to enrich clusters and as electives.
There are ten full-time and two permanent part-time
faculty members in the department. Three of the
full-time faculty currently hold doctorate degrees, two
have completed all doctoral course work, and five have
Master’s degrees. Three faculty members have degrees
in therapy. One faculty member is a Certified Family
Life Educator. Faculty years of experience teaching at
the college/university level range from eight years to 33
years, with a total combined experience of 216 years.
Three certified Madison School District personnel also
serve part-time with the Professional Preschool staff as
early childhood/special education teachers and speech
and language consultants. The department is supported
by a 3/4 time secretary and three part-time secretaries.
Classes in the department are taught primarily in four
classrooms in the Clarke Building. Each of these
classrooms is equipped with a multimedia instructional
center. The preschool facility includes two furnished
preschool labs, a kitchen, two resource/storage rooms, a
student workroom, and two outdoor playgrounds. Adjacent to each preschool lab is an observation booth where
students, faculty, and parents of children can observe the
preschool laboratory unnoticed.
In response to comments in the last accreditation report,
the department is participating in the universitywide
assessment and outcomes program. In addition, the
recommendation that the department “identify an appropriate human relations course for Professional Preschool
Education,” the campus \General Education Committee
has approved Child Development as meeting the Basic
Education requirement in the PPE degree.
New courses are being taught or are being developed
to accommodate the curriculum of one new bachelor’s
degree, three new minors, and to provide service courses
for students taking clusters or individual courses in the
department. The department proposed and received
approval for a specialized bachelor’s degree in Early
82
Standard 2
Childhood/Special Education (ESCE). The program has
been moved to the newly formed Department of Teacher
Education; however, the department continues to teach
courses included in the ECSE major. To reflect the
department’s increased emphasis on children as well as
on marriage and family, the name of the department was
changed from the Department of Family Science to the
Department of Child and Family Studies.
No new Family Science majors were accepted after the
summer of 2002. Of the 174 Family Science majors
in the Fall semester of 2002, 116 of them graduated,
14 changed majors and 24 left the University (some
transferred to other schools to continue their studies).
Currently, 56 students are in the PPE program. There
are currently about 100 majors in the Baccalaureate
degree program in Child Development. About one third
of these are returning students. The first graduates in the
major are projected for April 2005.
The number of classrooms exclusively dedicated to
use by the department has increased from three to four.
Computer technology has been constantly improving
as each faculty member has adequate computer equipment and Internet access. The last of the department’s
four classrooms was updated with enhanced teaching
technology in the summer of 2003. Supplemental audiovisual equipment, videos, CD’s, and technical assistance
is available through Media Services. The Preschool
facility has recently been upgraded in lab furnishings,
playgrounds and staff workroom.
In response to the emphasis placed on assessment by
the University the department is making every effort to
methodically assess teaching outcomes. An assessment
handbook has been created and provided to teachers.
The preschool laboratory has been awarded national accreditation by the National Academy of Early Childhood
Programs, a division of the National Association for the
Education of Young Children.
Faculty members strive to integrate and apply the principles contained in The Family: A Proclamation to the
World to their courses while maintaining strong academic and scholarly bases in their teaching. This effort is
particularly apparent in the development of the applied
minors. The minor courses assist students in forming
and maintaining strong families.
The department receives strong financial support
evidenced by the availability of technology, adequate facilities for teaching and funds for professional development. Faculty members are given the opportunity to re-
tool during professional development leaves. Funds are
available to allow the faculty to belong to professional
organizations and to attend conferences and meetings.
Faculty members in the department consistently perform
well in teacher evaluations. Recent faculty evaluations
show instructor ratings of an average of 5.93 with 7.0
being the maximum. This compares with an average of
5.59, the college average, and 5.78 as a University average. Overall ratings of department courses are 5.55 of
7.0, as compared with the college and University averages of 5.39. Regular monthly inservice meetings are
offered by the department and are well-attended. Faculty areas of emphasis are being developed and faculty
members are striving to develop the necessary expertise
to teach upper division courses
6.12
Department of Computer Science
and Engineering
Purposes
The department supports the mission of Brigham
Young University-Idaho by building Christian values
in students along with academic excellence. Students
are trained to solve problems by combining scientific
knowledge, logical thinking and engineering methods.
In an effort to produce graduates highly recruited by industry the department seeks to prepare students to enter
a variety of computer-related careers and to show them
how to be successful by continuing to learn and serve
others. Toward this end the department seeks to hire and
retain faculty who are examples of faith, intellect and
character who can cultivate the same traits in students.
Description
The department offers two bachelor’s degrees: B.S.
in Computer Science and B.S. in Computer Engineering, and an associate’s degree: A.A.S. in Electronics
Engineering Technology. The Electronics Engineering
Technology program is the only one in the department
that has been accredited by ABET [American Board
for Engineering and Technology]. This program has
been continuously accredited since 1970. Each degree
program has specific desired outcomes which prepare
students to apply knowledge of mathematics, science,
engineering and computer fundamentals. Course work
stresses the importance of working in teams, communicating effectively and understanding ethical responsibilities. The department also teaches courses which service
both the general education component of the University’s requirements as well as providing elective classes
for other departments.
There are currently eight full-time faculty members
with a ninth to be added in January 2004. Three of the
faculty members hold Ph.D. degrees with the remainder
holding master’s degrees. The three faculty members
most recently hired were required primarily to build the
Computer Science and Computer Engineering programs.
Industrial experience is an important element of faculty
qualification to teach in the department. The department is supported by a half-time secretary.
State-of-the-art facilities house the operations of the
department which include four large classrooms, various
labs and office space for all faculty. Additional classrooms and laboratories are available in the building to be
shared with other departments.
The department was formed in January 2003 from
the Computer Science Department and the Computer
Engineering and Technology Department. Both programs share faculty and facilities to a great degree. For
example, Computer Science and Computer Engineering
majors take the same classes during their first year.
In June 2003 the department had 400 students. Table
24 shows the number of students in each of the department’s program offerings.
The minimum qualifications for faculty members are a
graduate degree in engineering or computer science, and
five years of industrial experience. Most of the faculty
members have qualifications which exceed the minimums. Faculty members possess adequate expertise in
the areas offered by the department.
Five members of the department’s faculty have continu-
Number of Students in Degree Programs
Number of
Students
Major
BS in Computer Science
224
BS in Computer Engineering
89
AAS in Computer Systems
Technology
53
AAS in Electronics Engineering
Technology
34
_____________________________________________
Table 24
Standard 2
83
ing faculty status. With the expected new hires, about
one-half of the department will be working toward
continuing faculty status.
The budget has been increased with the combination of
the two departments to a level adequate to fund the operation of the department. It is anticipated that the other
programs of the department will be ABET accredited
within three to four years. An industrial advisory committee for the technology program already exists, but has
been underutilized. A committee to advise the Computer
Science and Computer Engineering programs has been
formed and has had its first annual meeting.
Members of the department feel that they have successfully merged two pre-existing departments, that the
department is unified and moving toward accomplishing
its central aims. As has been mentioned, the Electronics Engineering Technology program is accredited by
ABET. Both the Computer Science and Computer
Engineering programs have been designed with ABET
accreditation in mind.
Professional development is very important to the
department’s faculty. It is estimated that computer
professionals must spend 20% of their time in professional development just to keep pace with changes in
the industry. In light of the teaching load required of the
faculty, it is difficult for them to devote this much time
to professional development. Even so, student ratings
of the department’s faculty are among the highest in the
college. The faculty is known for its accessibility to
students and high quality advising of students.
The facilities are new and adequate to meet the department’s projected needs. Outdated lab equipment is
scheduled for replacement. Students in the department
receive assistance from courses in both the math and
various science departments. Both of those departments
have made some changes in their courses to accommodate students in the Computer Science and Engineering
Department.
The department seeks to measure its effectiveness
through analysis of course grades, student evaluations of
faculty, faculty program committees and feedback from
the advisory committees. The department works closely
on an annual improvement program with its advisory
council. Students have been placed with leading companies in the industry and employer evaluations have been
positive. While none of these evaluative techniques is
effective alone, when combined they provide a broadbased feedback system.
84
Standard 2
6.13
Department of Dance
Purposes
The Department of Dance provides opportunities for
students to develop artistically, intellectually, physically and spiritually. This central aim is accomplished
through discipline, the art of dance, the desire to emphasize gospel principles, personal integrity, individual enrichment, and sensitivity to multiple perspectives. The
department strives to prepare and challenge students to
be independent thinkers, serve the community and make
artistic efforts that reflect a richly complex and diverse
global perspective. Students who graduate with a minor
in dance will have a solid foundation for further study of
dance, as well as careers in performance, choreography,
teaching and service.
Description
Minors in dance receive training in dance technique,
performance, choreography, history, production, teaching methods and education. The department offers
over 30 different courses in 50 sections each semester.
Students are involved outside of class with floor shows
for dances, halftimes at athletic events, classes, community congregations and other events on and off campus.
The department sponsors over 10 productions a year.
Many of these events have over 100 students participating and performing to a collective audience of over
28,000 students and community patrons. In addition,
tour groups each summer perform for thousands more
in church and civic venues. Students in the program are
involved at every level. The department works closely
with the departments of Music and Theatre in providing
choreography and students for productions. Facilities
are well equipped and include a 900-seat auditorium and
stage, a 500-seat drama theater and stage, two ballrooms
and several dance studios.
The department has four full-time faculty members and
several are part-time. All four full-time faculty members
hold master’s degrees and the part-time faculty members
all have bachelor’s degrees. Faculty members are active
in national and international dance organizations. In
addition to its faculty, the department has a part-time
costumer and a part-time secretary.
The department addressed concerns about gender balance when a retiring male faculty member was replaced
with a female. There are now two male full-time faculty
members and two female. Three of the four full-time
faculty members have recently received their master’s
degrees and have attained continuing faculty status.
In the performance areas the opportunities for student
choreography have been increased by the addition of
CDT Outreach, Back up Ballroom Company, All Girls
Competition Clog Team and Student Directed Ballroom
Teams. Additional funds have been allocated for the
costume shop, faculty professional development and
storage facilities.
In fulfilling its central aims the department works
closely with the Music and Theatre departments. The
arrangement is beneficial to students who participate
in staging various productions as well as to those who
watch them. Department productions are enhanced
by having tbeir own costume shop and costumer. The
department takes students to national workshops and
festivals which expose students to students from other
schools and to dance professionals. The department believes that its facilities are adequate to house classes and
performances. Faculty performance is strong as faculty
members continue to receive high ratings from students.
The respective strengths of the faculty members combine for the overall benefit of students in the department.
6.14
Department of Economics
Purposes
The Department of Economics is dedicated to upholding
Brigham Young University-Idaho’s four-fold mission
and the accompanying guiding principles, and by incorporating them into the department’s central aims and
objectives. The department continually strives to create
an atmosphere that will nurture spiritual, academic and
social success for both students and faculty members.
Economics students develop problem-solving and analytical skills that can be applied in both professional and
personal settings. The department fosters an environment that values critical thinking and love of learning,
and students can use these skills long after they leave
Brigham Young University-Idaho.
Economics students are prepared to enter the workforce
upon graduation because they understand the workings
of the economy and will be taught the tools necessary
to make a positive contribution to their employer and
to society. The economics faculty provide high quality instruction by being well-prepared, innovative and
involved in professional development activities. They
provide valuable hands-on or real-life experiences to
enhance classroom instruction and to help further the
students’ understanding of economics. All faculty are
dedicated to providing the support necessary to improve
instruction, create a dynamic learning environment and
to motivate and encourage students.
Description
The department offers a minor in economics and a minor
in economics education (secondary education majors
only). Beginning fall semester 2004, the associate’s
degree will be phased out and the department will offer
a Bachelor of Science degree and a Bachelor of Arts
degree. According to the University’s timetable, qualified students will be able to graduate with a bachelor’s
degree in economics as early as winter semester 2005.
The bachelor’s degrees in economics have been designated as integrated majors. In addition to the general
education requirements, integrated majors at BYU-Idaho
require 45 credits within the major core and a complementary minor or two clusters. The economics core
requirements have been designed to meet nationally
accepted curriculum standards while allowing students
the flexibility of choosing concentration areas that will
best prepare them for their desired occupations. Concentration areas currently being offered include general
economics, pre-MBA, pre-law, international, financial,
agriculture, job ready, and public choice. Together with
an academic advisor, students choose one of the above
areas of concentration and a complementary minor or
two clusters.
At the present time the department staff is comprised
of seven full-time faculty members, one adjunct faculty
member, one part-time office assistant, and approximately eight to ten student lab assistants and graders. The
small size of the department allows for many faculty
interaction opportunities, both on and off campus. Furthermore, the small size requires that the staff members
operate as a team. Among the full-time faculty members,
four have terminal degrees in economics or agriculture economics, one has a doctorate of education and
is currently serving as dean of the College of Business
and Communication, and two have master’s degrees in
economics.
Faculty members belong to professional organizations
and regularly attend the associated annual meetings
(e.g., American Economic Association, American Agriculture Economic Association, and Western Economic
Association).
Although BYU-Idaho’s primary focus is on quality teaching, there are some limited opportunities for
research particularly in areas related to the scholarship
of teaching and learning. Even with heavy teaching
Standard 2
85
loads of four to five sections per semester, members of
the economics department faculty have presented papers
at conferences, conducted local and regional economic
impact studies, and written articles published in peer-reviewed journals.
department level, economics majors continue to be advised by the chairman. Other faculty members continue
to advise business students as part of the department’s
service requirement; however, much of the freshman
and sophomore advising is now done by student peers
within the college’s advising center. This change has
significantly improved the quality and consistency of the
advising received by students within the college. Furthermore, this change allows the faculty to spend more
time in career advising and less time in class scheduling.
The department’s support facilities and services are first
rate. Each of the two classrooms assigned to the department is equipped with a multimedia projection station.
The dedicated economics computer lab with 41 computers and a teaching station is available for both student
lab work and classroom instruction.
As noted above, the Economics Department is scheduled
to offer both Bachelor of Arts and Bachelor of Science
degrees with junior-level classes beginning fall semester 2004. The first graduates are expected as early as
winter 2005. As part of the transition from offering only
an associate’s degree, curriculum is being developed
for sophomore, junior, and senior classes. In order to
maintain the current level of service classes offered to
the college and to facilitate the new economics courses,
one additional faculty member will be hired for fall 2004
with the particular area of interest to be determined at a
later date.
The 1999 accreditation report suggested that more funds
be made available for the purchase of periodicals in
the library. Since 1999, the Economics Department, in
conjunction with library personnel, has established a
program to increase and improve the library’s economics holding. This began in 2002 with a faculty member
traveling to a variety of northwest colleges and universities to review their economics library holdings. Another
suggestion was related to improving advising. At the
Student Ratings of Faculty
School
Year
Department
Fall
Winter
College
Fall
Winter
University
Fall
Winter
1997-98
5.43
5.65
5.65
5.62
5.77
5.72
1998-99
5.33
5.21
5.75
5.42
5.84
5.87
1999-00
5.44
5.87
5.87
5.78
5.86
5.84
2000-01
5.39
6.02
5.68
6.10
5.81
5.79
2001-02
5.44
5.36
5.52
5.68
5.81
5.79
2002-03
5.07
5.63
5.54
5.50
5.71
5.70
_________________________________________________________________________________________________
Table 25
Number of Economic Majors and Econ Graduates by School Year
Year
02-03
01-02
01-00
99-00
98-99
97-98
Fall
23
13
11
12
9
20
Winter
29
14
14
15
15
16
Graduates
NA
7
6
8
5
8
_________________________________________________________________________________________________
Table 26
86
Standard 2
Overall, the department offers quality teaching across
the economics curriculum. This is evidenced by student
instructor evaluations that are typically in the very good
to excellent category (see Table 25). These ratings are
particularly encouraging given the fact that economics
is viewed by many students as one of the more difficult
subjects on campus. It is also important to note that
teaching quality has been achieved with departmental
student/faculty ratios that have historically been 5 to 10
students higher per class than overall University levels.
In the 2002-03 academic year, the department average
was 41.3 students per faculty member while the University average was approximately 25.4 students per
faculty member. In the past the department has offered
honors courses at the principles level and is committed
to offering these classes again as part of the economics
program.
While the quality of the faculty within the department is
outstanding, the department is committed to improving
the quality of teaching through continued professional
development opportunities and training. New hires
within the department must be academically and professionally qualified individuals of unquestionable character who are also excellent teachers. Furthermore, the
department is committed to fostering a research culture
as it relates to the scholarship of learning and teaching
economics.
The number of students enrolled in both lower and upper
division economics courses continues to grow as does
the number of students seeking a degree in economics
(see Table 26). Presently there are 29 economics majors
at the University with six of them pursuing an associate’s degree and the remainder seeking the upcoming
bachelor’s degree in economics. After the full bachelor’s of economics degree is in place, the associate’s
degree in economics will be phased out.
With minimal recruiting effort, the department has seen
significant interest in the economics program. Economic
majors over the last five years have had a mean GPA. of
3.36 and a median GPA. of 3.47.
6.15
Department of English
who take English courses: those filling general education requirements and English majors. The department
contributes to the General Education program by offering composition and letters courses that develop writing
and reading competency and literary appreciation. The
department’s major programs are comprised of the
English Core and one of four emphasis areas: teacher
education, literary studies, professional writing and
creative writing.
The English Core affords an intellectual foundation in
three areas and culminates with a capstone experience:
Critical Writing courses teach students to manage the
composition process, express themselves with clarity
and precision, develop critical thinking and reading
skills, research and document sources, and understand
the varied purposes for communication in relation to
audience.
Literary Analysis courses introduce students to literary movements, national literatures, traditional literary
forms, prominent authors, cultural contexts, and critical
theories.
Rhetorical Theory courses lead students to an understanding of reading and writing processes that inform
skilled and efficient communication.
The Capstone course encourages students to integrate
the Core experience, to articulate a personal philosophy
of ethics, and to create a portfolio reflecting their best
writing.
In addition to serving students, the English Department
strives to foster teaching excellence and scholarship
among department members and to assist the larger University community to establish writing as a significant
part of all academic curricula.
Description
Approximately 500 students are declared English
majors. Seventy-four percent of all majors are women;
twenty-six percent men. Fifty-nine percent of all majors
are in the English programs, while forty-one percent
are in the English Education programs. Table 27 breaks
down the number of majors within each degree.
Purposes
All majors will complete the English Core and then
select one of four emphases:
The English Department provides students an opportunity for significant intellectual and spiritual growth,
career preparation, and personal development. Desired
outcomes differ according to the two groups of students
Teacher Education (the required emphasis for students
majoring in English Education or English Education
Composite) focuses on educational theories and methods
Standard 2
87
Breakdown of English Majors
by Degree
Women
Men
GPA
BA English
123
57
3.3
BS English
81
28
3.2
BA English Education
Composite
70
18
3.4
BS English Education
Composite
19
6
3.2
BA English Education
5
3
3.5
BS English Education
63
15
3.2
_____________________________________________
Table 27
for teaching literature and composition. Course work
also includes the Teacher Education core, which is required of all secondary education majors. This emphasis
culminates with a semester-long teaching practicum.
Teacher Education prepares students to become professional English teachers for grades 6-12 in Idaho and 42
other states.
Literary Studies (an option for English majors) focuses
on the interpretation and appreciation of literature from
the perspective of several critical theories. Course work
includes British and American literary history, genre and
author studies, ethnic and world literature, and rhetorical and literary theory. It culminates with a focused
exploration of literature within a cultural context, such
as myth, philosophy, art, or history. Literary Studies
prepares students for graduate study in English or other
professional programs.
Professional Writing (an option for English majors)
focuses on writing, editing, and document production.
Course work explores technical communications, business writing, publication design, computer applications,
and editing. It culminates with a hands-on experience
drafting, editing, and preparing texts for publication
(e.g., books, manuals, newsletters, brochures, and
reports). Professional Writing prepares students to
work as writers or editors in fields such as business or
industry.
Creative Writing (an option for English majors) focuses on writing original works of poetry, fiction, drama,
and non-fiction. Course work includes the study of
literary genres and creative writing within a workshop
88
Standard 2
setting. This emphasis culminates with an opportunity
to assemble a portfolio, submit works for publication,
and to edit and publish Outlet, an award-winning student
literary journal sponsored by the department. Creative
Writing provides a springboard into the world of freelance writing and publishing.
The department also offers two English minors, one
focused on English education; the second, on literature
and rhetorical studies.
English Department courses serve the General Education
curriculum and other departments in three ways. During
a typical semester, the department offers approximately
65 sections of College Writing, a freshman writing
course required of all students; 65 sections of advanced
writing courses tailored to the student’s specific major;
and a variety of introductory literature courses, totaling
approximately 45 sections.
The department is comprised of 55 full-time and adjunct
faculty members who teach about 210 classes each semester (44 distinct courses). Of the 36 full-time faculty
members, eight have doctorates and six are pursuing
doctoral degrees; all have completed master’s programs.
Nineteen adjunct faculty members teach approximately
44 percent of freshman writing courses and 12 percent of the advanced writing courses. Adjunct faculty
average eight years teaching experience. Eleven have
master’s degrees, and seven are engaged in graduate
work.
The English Department taught 31,186 student credit
hours during the 2002-2003 academic year. This
figure represents approximately 10,400 students and an
increase of about 3,200 student credit hours since 1999.
The department reached 97 percent of its fall 2002 student credit-hour target; 86 percent of its winter 2003 target. This decline may be explained by the department’s
need to offer 28 major courses. In some cases, these
courses have not yet reached maximum enrollment.
Located in the Smith Annex, the English Department office furnishes stations for two secretaries. Two adjacent
workrooms house the department library, supplies, copy
machine, computer, scanner, facsimile, printer, and
monitor. The department employs one full-time secretary and eight student assistants. The department has
two lab classrooms, with a total of 48 computer stations.
The transition from a two-year to a four-year program
has presented significant challenges. In 1999, Ricks
College offered an Associate of Arts in English, with
a total of 164 declared majors. With the transition to
Brigham Young University-Idaho, the department now
offers six distinct bachelor’s degrees, with approximately 500 majors currently enrolled.
Course offerings have also increased. As a two-year
program, the department taught 16 distinct courses,
with 12 courses for majors. Currently faculty members
teach 44 distinct courses, with 28 of these being 300or 400-level major courses. Including service courses
such as freshman and advanced writing, the department
currently reaches approximately 5,000 students during a
typical fall or winter semester; and 1,950 students during
the 2003 summer term.
The increased number of students and variety of courses
offered places great demand on the department faculty.
Despite a 300 percent increase in English majors, the
department’s full-time faculty has only had a net gain of
one. Additionally, the faculty must teach new, upperdivision courses. As a result, changes in the department
primarily focus on alleviating the increased demands on
the faculty. The department encourages faculty members to use three-credit leaves and sabbaticals to allow
time to develop these more demanding 300- and 400level courses.
Assessment of the department is based on the 1999
Self-Study and recommendations from the Northwest
Association of Schools and Colleges Commission on
Colleges. Using these tools, as well as our own observations, we have also identified areas for continued
improvement and department strengths.
Recommendation 1: Assessment and Student Outcomes
To improve curriculum assessment and evaluating
student outcomes, the department has implemented a
three-phase evaluation.
Phase 1: In 2001, the English Department organized
committees to review each segment of the curriculum.
Committees clarified objectives for all English courses,
outlined effective teaching strategies to achieve these
objectives, and determined appropriate assessment
methods.
The department’s work is reported in Draft #4 of the
Assessment Workbook, the product of a two-year project
involving all full-time and several adjunct faculty mem-
bers. The Assessment Workbook is available to the department faculty and serves as a standard for all courses.
During Phase 1 of the student outcomes evaluation, the
English Council determined that two emphasis areas
within the English program did not have the rigorous
course offerings the Council deemed appropriate. While
the Teacher Education Emphasis provided a student
teaching experience and the Literary Studies Emphasis
provided a challenging sequence of critical theory and
cultural studies, no such culminating experience was
available to the Professional Writing and Creative Writing Emphases. After several lively debates, the Council agreed upon and submitted to Academic Council a
proposed curriculum change that provided all emphasis
areas a rigorous culminating course which encouraged
students to apply practically the skills acquired within
their chosen emphasis.
Phase 2: During fall semester 2003, committees
gathered course materials in their assigned areas (e.g.,
syllabi, course assignments, assessment tools, examples
of graded work), as well as teacher- and student-self assessments. Using these materials and the standards outlined in the Assessment Workbook, committees answered
the following questions:
1. Are established course objectives incorporated
into the given course?
2. Are teaching methods meeting course
objectives?
3. Do assessments accurately measure a student’s
progress toward course objectives?
4. Do courses in this area meet established aims?
In addition, all English majors are participating in an
exit survey, assessing their major experience.
Committees are scheduled to submit their findings and
recommendations to the department chair by January
2004.
Phase 3: By February 2004, the department chair will
review committee findings, prepare a written document,
and report to the dean and department faculty. Faculty
members will be encouraged to make necessary course
modifications to harmonize course objectives, teaching
methods, and assessment strategies.
Recommendation 2: Gender Balance
Of the 55 department faculty members, 30 are men; 25
are women. Full-time faculty members include 25 men
and 11 women. The adjunct faculty is comprised of 14
Standard 2
89
women and 5 men. In the last three years the ratio of
new hires has been equal: 50% men and 50% women.
Recommendation 3: Interaction Between New and
Seasoned Faculty
The English Department presently seeks to integrate its
faculty in a number of ways. Newer and veteran faculty
members serve together on the English Council and on
department committees. Semester retreats at the Teton
Leadership Lodge involve very nearly all full-time
faculty and many of the adjunct faculty. Socials and
“backroom” luncheons also encourage interaction. New
teachers are assigned a mentor, which not only assists
them in course development, but also fosters friendship
among the faculty.
Recommendation 4: Faculty Burnout
Burnout remains a serious concern. However, department efforts to address burnout include the following:
Discouraging Overloads: Inevitably an overload is a
composition course, boosting the total number of writing
students from 75 to100 and the resulting paper load from
at least 1,500 to over 2,000 pages of student writing.
This load is in addition to the teacher’s literature students. At present only one teacher has been assigned an
overload in response to an emergency scheduling issue.
Reducing Teaching Load: Full-time faculty may apply
for three-credit releases to pursue curriculum development and other projects benefiting students and faculty.
Nearly all eligible faculty members have sought and
been granted project requests for 2003.
Providing Sabbaticals and Professional Development: Faculty members may pursue sabbatical leaves
to work toward advanced degrees or to prepare to teach
new courses. Four of the faculty will have received sabbatical leaves during 2003. They may also refresh their
teaching through professional development. Funds are
available to travel to professional conferences.
Offering Variety of Teaching Opportunities: Faculty
members have the opportunity to teach a variety of
courses, in order to reduce monotony with consistently
repeated courses.
Evaluation of teacher performance consists of the following:
•
90
The department follows the University’s procedure for evaluating each pre-CFS faculty member:
mentoring, ongoing classroom observations, peercommittee reviews, portfolio presentations, student
evaluations, chair and dean interviews.
Standard 2
•
The department follows the University’s practice
of reviewing post-CFS faculty members each third
year. Review includes peer, chair, and dean classroom observations, self-appraisals for stewardship
reviews, as well as chair and dean interviews.
•
The department chair reviews carefully and responds to each teacher’s student evaluations. For
2003, the English Department faculty received an
overall instructor rating of 5.81 (Very Good) in a 7point scale; the University’s average is 5.78. These
statistics suggest that faculty members have chosen
their occupations because they enjoy association
with students and care about student development.
The department seeks improvement in the following
areas:
•
A better way to serve students of diverse
academic skill-levels.
•
A more effective method of student placement.
•
A standardized curriculum, especially for multiplesection courses.
•
Additional forums to exchange ideas among English
faculty.
•
Faculty awareness of advising issues.
•
Additional strategies to reduce English faculty burnout.
6.16
Department of Foreign Language
Purposes
In addition to traditional foreign language academic
goals and objectives as outlined and promoted by the
traditional university curriculum, the Foreign Language
Department feels strongly that foreign language study
should also focus on and fulfill an ever increasing need
within our American society to reduce ethnocentrism
and to make University graduates more acutely aware
of foreign peoples, cultures, histories and civilizations. Foreign language study begins the process of
understanding the beauty of such differences and, when
assimilated, results in a more meaningful and betterrounded University graduate. As such graduates mature
and move out into the mainstream of society, they see
far beyond their own borders and become what is often
referred to as “world citizens.” Such people build
bridges of understanding between and among societies
rather than the traditional walls of prejudice and misunderstanding.
Description
The Foreign Language Department serves a large
number of students by offering a variety of first- through
fourth-year language and literature courses in Chinese,
French, German, Russian, and Spanish. A B.A. degree
may be earned in Spanish Education, while minors in
education are offered in all five languages. Non-education minors may also be earned in all five languages.
For those seeking either an Associate or Bachelor of
Arts degree in other disciplines, an eleven-credit, threecourse foreign language sequence is offered in all five
languages. An additional second-year, three-hour Portuguese literature course is designed primarily for returned
Portuguese-speaking missionaries who have earned
eight hours of Portuguese credit by exam.
The Foreign Language Department is comprised of
twelve full-time faculty members: five in Spanish, two
each in French, German and Russian, and one in Chinese. A second tenured Chinese hire has been approved,
and the position will be filled for fall 2004. The fulltime faculty is augmented each semester by as many as
ten adjunct faculty members who teach primarily firstyear introductory language courses in Chinese, French,
German, and Spanish. Such adjunct teachers play a
valuable and important role by allowing full-time faculty
to focus more heavily upon upper-division course development and refinement. This is especially important as
the University transitions steadily into its new role as a
four-year institution.
With continuing increases in student enrollments across
the entire campus over the past several years, foreign
language facilities remain constrained but adequate. The
department presently has six classrooms dedicated solely
to foreign language instruction. As might be expected,
they are fully occupied throughout the entire academic
day. Facilities within the classroom are adequate and
are continually being updated. Presently, five of the six
classrooms have been upgraded with the latest computerized sound and projection equipment, and the remaining two classes are scheduled for upgrading.
Since the accreditation of 1999, significant changes
have occurred within the Foreign Language Department.
Most significant has been this institution’s transition
from a two-year junior college to a four-year university.
This has had a major impact within the Foreign Lan-
guage Department as long-standing faculty members accustomed to a two-year curriculum have had to upgrade,
rethink, and then develop third- and fourth-year courses.
Now, in our second full year of university status, steady
progress continues to be made. Almost all courses in
our four-year offerings have now been taught at least
one time, and, based on limited student evaluations of
these courses, it appears that quality has improved.
During the past two years, a significant amount of effort has been expended by the Spanish faculty within
the Foreign Language Department to ensure our new
Bachelor of Arts degree in Spanish education would be
in compliance with requirements for Idaho State Teacher
Certification privileges. This has required the department to meet sixty-one state standards referred to as
“performance indicators/goals.” Considerable planning
has been necessary to guarantee that the standards are
met, but also in outlining how to assess their successful
accomplishment and thus ensure desired goal-oriented
learning had indeed taken place. In October 2002, the
Spanish education program and materials were examined by a state representative who granted the department provisional certification privileges. Full certification can come only after all required classes have been
developed and the four-year degree fully implemented
and completed by Spanish education majors.
As might be expected with the advent of a four-year university, foreign language enrollments have consistently
and continually risen. During the 1998/99 school year,
when the last accreditation as a two-year educational
institution was held, foreign language student credit
hours for that school year stood at 5,281. These enrollment figures represented an overall increase of nearly
23 percent from the same time period two years prior,
in 1996/97 (4,085). Four years later, during the 2002/
03 school year, foreign language enrollment figures
had risen to nearly nine thousand student credit hours
(8,908), a nearly 41 percent increase over the 1998/99
totals. Every indication suggests that enrollments in
foreign language courses will continue to rise over the
next several years.
In the 1999 Accreditation Committee Evaluation Report,
an exception within the Foreign Language Department
was noted regarding the lack of a foreign language
laboratory. It was suggested in the report that such a
laboratory be a goal for the department. Since that time
and those comments, however, an increasingly growing
philosophy within the foreign language profession and
within this department has arisen, and at many universities the focus is presently no longer on the development
of such language laboratories. State-of-the-art textbooks, coupled with ever increasing Internet offerings,
Standard 2
91
allow the student at his or her home computer to accomplish almost everything that previously was done in the
foreign language laboratory.
Student Ratings of Faculty
Department College Of
Of Foreign Language BYU-Idaho
Languages & Letters
Faculty members within the Foreign Language Department are both competent and experienced. A significant
portion of faculty time is spent in advising and assisting
students. Special relationships between students and
faculty can be and are developed through such service,
and the results from such activities go far beyond educational material covered and time spent in the classroom.
Our primary focus is therefore strongly student directed
with the sincere hope that a “life will be touched and
lifted” as well as a “mind educated.” When the former
occurs, the mind is always affected and behavior is
changed. This generally results in “life-long learning.”
To assess at least one aspect of the educational success
the Foreign Language Department has been achieving,
student evaluations are consistently administered near
the conclusion of selected foreign language classes
to evaluate student perception of three general areas:
course objectives, instructor competence, and character
values students feel they have gleaned from the class.
An analysis of student evaluations administered over
a six-year period between the 1997/98 and 2002/03
academic school years reflects the following interesting
findings displayed in Table 28. The student rating scale
ranges from a low of 0.0-2.5 (poor) through 3.5-4.5
(good) to a high of 6.5-7.0 (exceptional).
All instructors within the Department of Foreign Languages receive student evaluations on a regular basis.
New faculty members who have not yet achieved tenure,
or as it is called at this institution “continuing faculty
status” (CFS), are evaluated by their students each and
every semester for a period of four years. The caliber of
such evaluations plays a significant role in determining
the awarding of CFS to new faculty members. Classes
taught by faculty members with CFS are evaluated every
three years. This process ensures that the quality of
teaching within the faculty remains constant and high.
The Foreign Language Department continues to be in a
state of flux primarily as a result of the transition from
junior college to university status. As one might expect,
the requirement to develop third- and fourth-year courses over a relatively short period of time has put considerable stress on the foreign language faculty. Viewing
the faculty as a whole, our twelve full-time faculty
members are all well-trained, highly qualified, and most
importantly, highly motivated. Despite the pressures of
the transition and heavy teaching loads, there appears to
92
Standard 2
1997-1998
Fall
6.05
5.70
5.77
Winter
5.78
5.69
5.72
Fall
6.20
5.67
5.84
Winter
6.06
5.86
5.87
Fall
6.24
5.77
5.86
Winter
6.40
5.95
5.84
Fall
5.63
5.72
5.81
Winter
6.22
5.73
5.79
Fall
5.97
5.41
5.81
Winter
6.35
5.63
5.79
Fall
6.08
5.84
5.71
Winter
6.06
5.84
5.70
1998-1999
1999-2000
2000-2001
2001-2002
2002-2003
_________________________________________
Table 28
be very little, if any, faculty burnout. This must logically be attributed to the “spirit of place.” BYU-Idaho
is considered by all of its foreign language faculty to be
the “ideal” university with regard to work environment,
administration support, and overall job satisfaction.
Without question, it is our belief that this University has
some of the finest, most highly motivated students who
have the same high standards, moral philosophy, and
general outlook on life as does the faculty. This comes
about because of the same basic religious beliefs held by
faculty and students.
Regarding the two five-year goals of the department,
professional development and curriculum development, there has been a great deal of unplanned slippage
and delays. The department’s emphasis on curriculum
development had to be basically put on hold in 2000
when the announcement was made by church leadership to make Ricks College a four-year university.
This monumental change resulted in great excitement
but required that academic focus be shifted from our
curriculum development goal to an almost consuming
emphasis on the development of third- and fourth-year
foreign language courses. One year later, on September 11, 2001, a similar situation arose with regard to
our professional development goal which was to focus
on increased faculty summer abroad study to improve
overall language capabilities and foreign culture awareness. The terrible events of that day forced our department, and all Americans, to critically evaluate the need
for and justification of such foreign travel. Such travel
plans have continued to remain tenuous because of the
subsequent Iraq invasion, worldwide terrorist threats,
and a variety of other unsettling world situations. It is
the hope of this department that within the next year our
faculty will be able to restructure and resume our focus
on the latter two five-year goals: professional development and curriculum development. Much, however, will
be dependent upon the overall world situation.
The department’s central aims complement the University mission statement of building testimonies by teaching
how science relates to revealed truth. The basic premise
is that God created the earth and geology attempts to
explain what process he used to accomplish this. Truth
may come from many sources. Geology majors are prepared for employment or graduate school by completing
the curriculum which is composed of courses that are
required at any four-year institution. Research involving
students will be an important part of student and faculty
preparation. Student use of computers is encouraged:
word processing for assigned papers and reports, the
library and Internet for sources, media presentations in
classes and professional meetings, data analysis, GIS,
and interactive software in lab and lecture classes. It is
expected that continued development of our four-year
programs will require continual upgrading of faculty and
student preparation.
In 2003 significant emphasis was placed within the
Foreign Language Department on first setting specific
goals for each foreign language course offered in all
five languages and then carefully determining how the
faculty might best assess if those stated goals had been
achieved. Overall goals fell into one of the following
eight categories: speaking, reading, writing, listening,
grammar, literature, culture, and pedagogy. Courses
at different levels and degrees of difficulty were then
assigned appropriate goals in one or more of the eight
categories. An additional objective has been to track
courses over time to see if students have been achieving stated goals and objectives. By following such a
plan, the department will be able to track successes, see
mistakes, and thereby significantly improve the quality
of courses by making the appropriate adjustments.
The department offered an associate’s degree in geology
prior to the year 2001. With the transition to the fouryear institution a B.S. in Geology and a B.S. in Earth
Science Education are being offered. The curricula
require the essential general education core – including
basic science courses in chemistry, physics, and mathematics – a geology core, as well as elective geology
courses. Education majors also take the required education courses to certify. The programs prepare the students for an entry-level job in geology, graduate school,
or teaching in secondary schools.
6.17
Students served in the major programs are those desiring
to pursue careers in geology or earth science education.
Most geology majors realize that additional education at
the master’s level is required for typical entry-level jobs
in industry and therefore take science and math courses
to prepare them for graduate school. There are currently
40 majors in Geology and 25 majors in Earth Science
Education. These numbers are higher than predicted for
both 4-year programs, Geology in its first year and Earth
Science Education in its second.
Department of Geology
Purposes
The central aims of the Geology Department are to: (1)
Strengthen testimonies of students in our classes, (2)
Prepare geology majors for B.S. entry-level positions
in the job market or entry into graduate or professional
schools, (3) Prepare Secondary Education Earth Science
majors for teaching jobs upon leaving Brigham Young
University- Idaho, and (4) Offer general education
courses to fill the physical science graduation requirement as well as to enhance the students’ lives in understanding their natural environment.
Description
Earth Science 110 is offered as a general education
option for elementary education majors. Many of the
upper division courses include a strong field component
that utilizes the great outdoor classrooms which exist in
this region.
Students come from across campus to fill their general
education physical science requirement with geology.
Some students change their major to geology as they
gain interest. The department currently accommodates
general education students in four different courses.
Standard 2
93
The Geology Department offers minors in Geology and
Earth Science Education. Clusters in Geology are also
available for those needing a few geology classes for
their programs.
The Geology Department has five full-time and two adjunct faculty members. Two faculty members serve with
released time, one as department chairman and one as
Dean of the College of Physical Sciences and Engineering. Four of the full-time faculty have Ph.D.’s and one
has a M.S. degree in Geology.
The Geology Department uses one multi-media lecture
room, two combination lecture/lab rooms, one computer
room (15 desktop computers) two preparation rooms,
a map drafting/department library/office room, and a
museum. A seismograph room is shared with the building computer technician. Equipment such as rock saws,
thin section machines, microscopes, photospectrometer,
seismographs, large format plotter, air abrasive preparation tools, GPS units and field equipment are available
to students and faculty. The department uses several
display cases in the hallways of the science building.
The department acquired two 15-passenger vans in 2002
for faculty and student travel. The Geology Department
has access to the Island Park Natural Science Center,
BYU Research Ranch and the Vashon Island, Washington, facility to teach while on field trips or in scheduled
classes.
The enrollments in general education courses have
increased over the last few years reflecting the campuswide admission increases. They show 1916, 2111, 2383,
2338, and 2266 for the last 5 years. Major enrollments
have gone from 16 in 1998 to 41 in 2002. The major
numbers have increased faster than had been originally
projected. At present, most major courses are offered
once a year.
The department has developed the following graduation
requirements for the B.S. degrees in Earth Science Education and Geology: 22 credits in Geology, 11 credits in
Physics and College Algebra and Trigonometry. Education majors count student teaching as a capstone experience. They also take Geology 380, Regional Geology,
as a capstone experience. These students are required to
have a 20-credit minor and a 24-credit education core.
Geology majors must take 30 credits of required geology courses and 9-12 credits in elective geology credits.
They must also complete a minor of 25 credits or two
clusters outside of the required courses. A capstone
experience consisting of either an internship or a senior
thesis is required of all geology majors.
94
Standard 2
All faculty members with Continuing Faculty Status are
evaluated every three years with self, student, department and college evaluations. Pre-CFS faculty members
are evaluated each semester in their first four years. All
faculty are expected to advise 15-50 students, most of
whom are general education students. Annually, institutional and departmental stewardship reviews address
personnel, facilities, policies, programs, and budget
needs.
New rock cutting and thin sectioning equipment have
recently been purchased to update student rock preparation facilities. Student fieldwork has been enhanced by
acquiring many new GPS units to go with aerial photo
and map studies.
The Earthworm Seismograph program is installed and
functioning. A student assistant works with a faculty
member to maintain and download data for earthquake
studies. An x-ray diffractometer is being refurbished
and will be shared with the Physics and Chemistry
Departments. The Geology Department is developing
research and teaching capabilities with this instrument
for student projects. EDS recently gave a major software donation to the Engineering Department which has
subsurface modeling capability for possible student and
faculty research. The Geology department also acquired
Rockworks software, which has the ability to do surface
and subsurface data analysis and interpretation.
An external advisory council has been established with
the charge of evaluating program and curricula relevancy and advising as to current trends in industry, business,
academia, etc. The committee convenes regularly to
provide counsel on employment trends, relevant courses,
and internship possibilities. The Secondary Education Advisory Committee also met and was helpful in
reviewing our education degree and made recommendations from their perspective in light of state regulations.
Our secondary education majors will be evaluated by the
Praxis exams required by the state board of Education.
The education majors are tracked by their success in job
placement.
Resource allocations of facilities, equipment, or budget
are agreed upon by the department faculty members.
Priority is presently granted to developing new upper
division courses for the four-year programs.
Self, student, department, and college evaluations are
obtained by visiting classes and by reviewing exams and
syllabi. Evidence from student evaluations indicates the
teaching quality has remained at a high level over the
years. In reviewing the student ratings of faculty, the
Geology Department faculty ranks 5.75 as compared
with 5.00 for the college and 5.78 for the University out
of 7 possible.
Advising appears to be effective but more evaluations
are needed in this area to determine advising effectiveness. Advising is even more important now that we
have begun graduating students with bachelor’s degrees.
6.18
Department of Health Science
Purposes
During the last decade there has been a strong shift in
emphasis at the baccalaureate and graduate level toward
the preparation of well- trained technical support personnel for health professionals. To address this need, the
Department of Health Science has developed courses
designed to focus on the preparation of specialists in a
variety of health care services.
Description
A degree in Health Science provides a variety of employment opportunities. There are three major areas of
emphasis: (1) Public Health, (2) Health Promotion and
Lifetime Wellness, and (3) Corporate Health and Safety.
Each student will have the opportunity to select a minor
or two clusters (12 - 15 credits each) that will enhance
their marketability. Health Education is offered as a
major or minor under the Secondary Education degree.
Graduates will have completed all the course work for
education including student teaching. This degree will
certify the student to teach in 42 states.
Paramedicine is designed for those who desire to
become Paramedics and who desire to take the examinations necessary to certify through the National Registry
of Emergency Medical Technicians. Course work is
approved for those wanting Idaho certification and who
can satisfy the necessary requirements.
Each of the majors engages the students in practicum
or clinical experiences. Each graduating student will
experience an internship program prior to graduation. A
minor in Health Science and a minor in Health Education are offered.
The Health Science Department has spearheaded a
Wellness Center Program which also includes the departments of Home and Family Education (Nutrition),
Nursing, Biology, and the Activities Program. Students
in these disciplines will operate and manage, under
the supervision of faculty advisors, a variety of healthscreening services to the campus community (employees
and their dependents), plus the student body in general.
This program is supervised and under the direction of
Dr. Mark Gehmlich, the Health Center Director.
During the transition from a junior college to a university, the associate degrees in 1) Pre-Physical Therapy, 2)
Pre-Occupational Therapy, 3) Sports Medicine, and 4)
General Health Science have been discontinued.
In developing and implementing the new degrees and
curriculum, the Paramedicine Program changed from an
Associate of Science degree to an Associate of Applied
Science Degree. The baccalaureate degrees required
obtaining the services of an advisory committee from
the State Board of Education for the Health Education
Major. The Health Science Degree with the three areas
of emphasis required an advisory committee of eight
health professionals throughout the intermountain west.
The department currently teaches 32 different health
courses, up from 11 with approximately 47 different
classes being taught each semester. Making the various
courses available for the students on the three-track system is a unique challenge. The Paramedicine Program
teaches 19 different courses with approximately 13 different classes being taught each semester.
The offices for the Paramedicine Program are housed
in the Clarke Building. However, classrooms for that
program are in the Hart Physical Education Building.
The Paramedicine Program is cramped for adequate
teaching and lab space. The rest of the Health Science
Department is housed in the Hinckley Building. These
facilities are excellent.
During the past several decades the student evaluations
of teaching within the department have been slightly
higher than that of the University. This measurement
will continue to rate high with the new curriculum and
degrees being offered. The popularity of the department
and the new majors continues to be encouraging. The
baccalaureate degree program does not officially come
on-line until the fall of 2004. However, there already
are 160 Health Education majors and 199 Health Science majors. The Paramedicine Program is restricted
to 48 majors. A number of students are finishing their
associate degrees: 179 Health Science majors, 93 Sports
Medicine majors, 8 Pre-Physical Therapy majors, and 2
Pre-Occupational Therapy majors.
Standard 2
95
The department is now in the process of coordinating
internships in conjunction with the University’s Internship Office.
6.19
Department of History,
Geography and Political Science
Purposes
The Department of History, Geography, and Political
Science helps all enrolled students to understand the
political, geographic, social, intellectual, religious, and
economic forces that have influenced the world, our own
heritage, and the present conditions of the human family.
Students are also introduced to critical interpretations
of historical events and movements. Those students
who major in history are also taught the basic tools and
methods of historical research.
In keeping with the mission statement of BYU-Idaho,
the Department of History has the unique opportunity of
helping students understand secular history in light of
the history and theology of The Church of Jesus Christ
of Latter-day Saints. This in no way inhibits the discussion of secular history, but indeed broadens and deepens
that discussion in ways that cannot be accomplished at
other institutions. Discussions of “God’s providence”
are as acceptable and meaningful as the traditional interpretations of history. There are really no historical concepts or interpretations which cannot be explored here in
an open, honest, and forthright academic environment.
ate study. Of the geography faculty, one teacher has
a doctoral degree, one is A.B.D., and the third has an
M.S. Both of the political science faculty have doctoral
degrees.
The department has access to five media-equipped
teaching rooms. Most of our faculty actively use PowerPoint and digitized film clips. The department also
has access to two large theater-capacity rooms that are
equipped for multi-media and used for large sections.
The production room contains: (1) six multi-media
computers, two with digitizing software, storage space;
(2) scanning facilities; (3) a modest reference library
and audio tape collection; and (4) a CD storage cabinet.
Several faculty members are now digitizing their own
videos, making clips and sound bites for use in class.
Enrollments have increased dramatically over the past
five years. Much of this has to do with the transition to
a four-year university. Freshman and sophomore level
enrollments have remained relatively stable but junior
and senior level enrollments are increasing. Many of
these upper division students are simply moving up the
ranks as they advance toward their academic degree,
but a significant number of upper division students are
returning to school to finish a degree started earlier
or transferring here from some other institution. Every effort is made to accommodate these transfers by
evaluating transfer course work on a class-by-class
basis to balance the student’s needs to graduate and the
department’s need to make sure that classes taken fulfill
expectations for its own graduates.
Description
The department offers either a B.S. or a B.A. degree in
each of the following areas: History, History Education, and Social Studies. Students may minor in the
following areas: History, History Education, Geography, Geography Education, Political Science, and
American Government Education. The department also
services other departments by providing the following:
(1) History for Elementary Education majors (HIST
201 or HIST 202); (2) Political Science for Secondary
Education majors (POLSCI 110); and (3) Geography for
Elementary Education majors (GEOG 110).
Table 29 provides some comparative numbers of department majors to illustrate the growth taking place in the
department:
In the History Department, all but two of the faculty
who teach history have doctoral degrees; one is A.B.D.
and the other has an M.Ed. with additional gradu-
96
Standard 2
Majors in History Degree Programs
Winter
2003
Fall
2003
History BA (625)
34
63
History BS (620)
58
138
History Ed. BA (815)
15
43
History Ed. BS (820)
64
169
Social Studies
Ed. BA (885)
1
6
Social Studies
Ed. BS (880)
34
84
TOTAL
206
503
Major (Major Code)
_________________________________________
Table 29
In the accreditation report of 1999, it was suggested
more be done as a department to assess learning outcomes. With the move to 300- and 400-level courses
the department has established criteria in the areas of
reading, historiography, and student presentations and is
working on formalized assessment mechanisms in each
of these areas. An upper division student questionnaire
has been created to determine who the students are, what
they expect from their experience here, how that expectation matches what they receive, and how they feel the
department is servicing their needs.
Since 2000 the department has added fifteen new 300level courses and three new 400-level courses to the curriculum. One of the 400-level courses (His 405) is specifically designed to teach students how to teach history
in the public schools system and to give them hands-on
experience teaching concepts to real students in a real
class. Each of these new 300- and 400-level courses
has required faculty members to read and prepare study
guides and evaluation procedures on several new books,
write new lectures, develop class discussion pedagogy,
and create PowerPoint presentations.
In the past few years the department has added two additional history faculty members and two additional geography faculty members. Existing faculty have continued
to pursue individual learning and teaching advancement.
Since 1998, four faculty members have earned terminal
degrees and, as often as funds and time constraints will
allow, faculty members have participated in conferences
designed to develop teaching skills and to strengthen
competencies in specific content areas.
Over the past several years the department has made a
concerted effort to develop a media workroom. This has
necessitated a considerable investment in time, money,
and training. But it is now possible to edit a VHS video
clip, digitize video and copy to CD, or transfer VHS
video to DVD all within the department. Since most
of our faculty members use these types of media on
a regular basis in the classroom, access to this media
production equipment has become a valuable addition to
the department.
The department graduated its first majors in April 2003.
The data is incomplete, but of the 27 graduates four
have been hired as teachers, three have gone to graduate
school, one is working as a law clerk prior to entering
law school, one is staying home with her family, one is
on a mission and one is working waiting for his spouse
to graduate.
In the last three years, four faculty members have earned
their doctorates. One other is working on his dissertation. The department hired two faculty members each of
whom held a doctorate degree and had received tenure at
other universities. Before that time, only three members
of the department had Ph.D.’s.
Clear and reasonable requirements for teaching our
300-level courses have been established. All but two
of the department’s courses are covered by faculty with
specific graduate-level training. Even so, the department
has attempted to keep the 300-level courses broadly defined with units that introduce variety and change pace:
a great book, a historical monograph, historiographical
discussions and issues, short and timely lectures with
much more student involvement. The department has
undertaken several departmental projects to (1) increase
library holdings in videos, books; (2) train faculty in
more advanced computing (PowerPoint, grading programs, File Managers for our departmental collection of
short video clips, digitizing, etc.); (3) add to the collection of books, clips, videos, I-net images to be shared in
creating class presentations; and (4) share ideas, coordinate curricular materials. Previously the department had
no sharing programs or in-service training. Individual
faculty members were assigned specific jobs which they
presided over more or less autonomously.
The department is reaching its limits with regard to the
number of classrooms available. This is not to say that
there is overcrowding, but the scheduling of classes
becomes more difficult each semester as more students,
new courses, and new faculty are added. Classes are
extended earlier into the mornings and later into the afternoons but there is some student resistance to this—especially since more of students are older, married, and
dependent upon afternoon and evening employment.
The library is one area of concern as 300- and 400-level
classes are introduced. Access to specialized scholarly
journals on campus is limited. The library through
electronic databases and interlibrary loan is attempting
to eliminate this deficiency. There is also a lack of primary source material. At most universities research and
writing based on primary sources would be encouraged
in all upper division courses. Most faculty in the history
department have simply decided to have students focus
on secondary sources, or faculty members have determined to locate a selection of primary documents held
at other libraries, acquire appropriate copies of them,
and place them on reserve here for the use of students
in a specific class. More and more primary sources are
becoming available via the worldwide web, but these are
often limited in content and scope.
Standard 2
97
One of the department’s major strengths is its faculty.
There is a level of competency and breadth that allows
teaching many things well. Not only does the department have the ability to incorporate geography, political
science, and history, but the training and experience of
the faulty members allows a broad range of coverage.
Specialty classes that would tie up faculty in increasingly narrow courses and use their energy to teach a broad
range of geographic regions, cultures, and pedagogies
are avoided.
There are eight full-time and three part-time faculty
members in the department. Seven of the full-time
faculty members hold master’s degrees and five of them
are presently pursuing doctorate degrees. There are two
full-time faculty members in the Culinary Arts program, one of whom is a member of American Culinary
Federation (ACF). The department is supported by one
full-time secretary and sixteen students who each work
from five to ten hours per week as secretaries, teacher’s
assistants and lab assistants.
Another major strength within the department is the
addition of a Phi Alpha Theta (historical honor society)
chapter for our students. Not only does this honor society promote learning and collegiality among students
here on campus, but it also offers students the opportunity to interact with students from other schools at an
annual regional conference. One student presented a
paper at Western Washington University in April 2003
as a result of the department’s sponsoring of a Phi Alpha
Theta chapter.
Classrooms, lab and offices used by the department
are located on two floors of the John L. Clarke building. The department’s teaching efforts in sewing and in
preparing food are supported by well-equipped labs, and
there is a small computer lab containing eight computers, a printer and a typewriter.
Most faculty members express concern over the increasing demands on their time. These demands have come
primarily from the increasing demands for student advising (a result of increasing numbers of students and the
need of students to be prepared for the job market) and
the greater demand in terms of preparation and evaluation of student work that comes with teaching upper
division courses.
6.20
Department of Home and Family
Education
Purposes
The department prepares individuals with diverse interests and abilities for careers and service that promote the
home, family, and society. Course work and labs offered
by the department stress self-reliance, provident living
and resource management.
Description
The Home and Family Education Department offers
a Bachelor of Science composite major in Family and
Consumer Science Education, an Associate of Applied
Science degree in Culinary Arts, and clusters comprised
of classes offered by the department. In addition to
these degree programs the department provides classes
which serve as general education and service classes for
other departments or electives. There are 49 Culinary
Arts majors and 134 Family and Consumer Science
Education majors.
98
Standard 2
In connection with the transition of the University,
the name of the department was changed from Home
Economics to Home and Family Education. Emphasis
was placed on developing the four-year program in Family and Consumer Education while several associate’s
degree programs were dropped. Faculty teaching assignments had to be adjusted to accommodate the new
emphasis. The Associate degree in Culinary Arts has
been strengthened with a realignment of faculty competencies to comply with requirements of the ACF. It is
anticipated that the department will seek accreditation
by the ACF in order to offer students a credential which
will allow them to be more competitive in the culinary
profession. Students completing the associate’s degree
can work toward a Bachelor’s degree in Applied Management in cooperation with the Department of Business
Management.
The department meets its own central aims as well as
the mission of the University through an array of classes
and lab offerings. Generally, the physical facilities
used by the department are well maintained. Course
enrollment is high and there have been an increasing
number of married students. It is difficult to find food
service areas for meal management, practical homemaking, and introductory foods classes. The strength of the
department is in the balance of career and service course
offerings. Students have options to take courses in the
diverse areas offered by the department. The variety of
courses offered brings with it challenges for the faculty
as they prepare to teach. The faculty covers the courses
well, but preparation is demanding. Finding storage
space is a challenge. Space shortages for the department
should be alleviated by the upcoming remodel of the
Clarke Building.
The department is researching the secondary education
market for future placement of graduates. Visits have
been made to area schools. In an effort to provide more
effective advising, all students seeking the Family and
Consumer Science Education degree have been assigned
to department faculty for advisement. According to
projections, a faculty member experienced in secondary
education will be hired to begin in fall 2004. Changes
are being made in the Culinary Arts program which will
improve student performance and potential employability. The department is beginning a program to collect
data regarding former students now employed in the
food service industry. The department is focusing on
assessment of student learning and faculty performance.
Students benefit as faculty members bring principles
and practices learned in their graduate training to the
classroom.
6.21
Department of Horticulture
Purposes
Understanding the spiritual and scientific aspects of
creation by working with plants provides a unique closeness to nature. Students connect with many of life’s lessons, particularly the law of sowing seeds and of the harvest. Leaders of the Church have counseled members
to learn to provide for their needs, to be self-sufficient,
to decorate and ornament their homes and yards, making them places of peace and beauty. The Horticulture
Department facilitates that learning and assists students
in developing habits of hard work and healthy living that
come from horticulture skills.
The Horticulture Department curricula prepare students
for a diversity of career opportunities. The courses are
taught with a strong influence of application and experiential learning. As students learn and apply these skills
they bless the lives of all campus community members
by adding to the beauty of the facilities, particularly the
Thomas E. Ricks Gardens. Service-learning opportunities are provided as campus ward groups are able to help
clean flower beds, prepare them for the winter, plant annuals in the spring, and help maintain the reverence and
beauty of the gardens.
Description
The Horticulture Department offers Associate of Applied
Science (A.A.S.) degrees in Horticulture Management
and Floral Design Management. The department also
offers a Bachelor of Science degree in Horticulture with
the opportunity for emphasis in the student’s preferred
area of interest: Design Build, Landscape Management,
Production, or Floral Design.
The Horticulture Department offers a general education
course, HORT 230 Introduction to the Art of Landscape
Design, which fulfills the arts requirement for graduation from the University. A home gardening course,
HORT 103, was introduced since the last review. It is
taught for students not in the Horticulture programs, as a
way to introduce the principles of gardening mentioned
above. HORT 335, Flower Arranging, is required by
the Culinary Arts Program, and is also a popular elective
for students throughout the University. The Department
collaborates with Culinary Arts, Art, Interior Design,
and the Photo Services departments regularly meeting
requests of students and faculty for assistance with their
projects, and to accommodate specific requests to allow
the students to enhance their major by taking certain
courses within the Horticulture Department.
The horticulture faculty consists of four full-time members, supported by adjunct faculty as needed. All fulltime faculty members hold master’s degrees and one is
working on a PhD. A full-time facility manager administers the Thomas E. Ricks gardens and the greenhouse
complex.
As noted, department facilities include the Thomas
E. Ricks gardens, a greenhouse complex over 10,000
square feet, plus several classrooms and labs in the Ezra
Taft Benson Building. The department operates The
Plant Shop, where students grow and sell plants, and the
Flower Center, a retail florist for the campus community.
Both provide students with the opportunity to connect
the things they learn in the classroom to practical experience. All graduates of the department are required to
fulfill an internship within the horticulture industry during their studies. This provides additional experience,
essential in completing application of the skills learned
in the department curricula.
In the previous accreditation report for the Horticulture
Department, concern was expressed about the need for
the curriculum to address human relations more completely. The A.A.S. degree curricula now require B370,
Human Resource Management as a part of the Basic
Education requirement. It should also be noted that
portions of course content in HORT 252 – Landscape
Construction, HORT 435 – Advanced Floral Design,
HORT 351 – Contracting, and HORT 319 – Landscape
Management include human relations components.
Standard 2
99
Since the transition to a university began, the department
faculty and staff have met on numerous occasions to
consider the degrees and programs offered. The initial
decision was made that the two-year programs were
very healthy in student numbers, and that they should
continue. It was determined that rather than offer a general horticulture two-year degree, resources would better
serve the students by offering a B.S. degree in Horticulture. Areas of faculty expertise, resources and facilities
were reviewed. It was determined, in consultation with
the Academics Office, that there is justification for an
additional faculty member and for additional facility
development.
Department budget has been a challenge. In light of the
increase in student numbers the department has strained
to meet its needs. However, in the spirit of frugality
and efficiency, measures have been taken to provide
the necessary course materials. Proposals have been
submitted to the Administration for increased support
for new courses and to properly equip the new complex.
A particular challenge has developed as the greenhouse
and equipment storage facilities were demolished to
make way for the Benson building addition. Temporary
greenhouses were constructed to house a portion of the
department’s classroom need. Other greenhouse space
on campus was allocated for use by the department. In
spite of diminished space, the course objectives have
been achieved.
The department prepares students for expanding career
opportunities with nurseries, garden centers, florist
shops, floral wholesalers, plant and flower brokers,
landscape contractors, lawn service companies, interiorscape companies, greenhouses, golf courses, parks and
horticulture supply companies among others. Demand
for graduates is strong and most students can choose
from several job offers. Many students have diversified
in creative ways as they have continued their education
beyond this institution. They have been taught a pattern
for learning, which applies to their entire life as their
situation may change.
Department budget and resource allocations are in close
alignment with the goal of providing a hands-on learning experience. Individual faculty members are given
opportunities for professional development through
travel, through institutional support for continuing education, through field trips with students, intern visits, and
100
Standard 2
through regular periods of leave.
Over the past five years of transition, two-year horticulture students have been carefully counseled, making sure that they could complete degrees offered prior
to the four-year change. The department has worked
diligently to provide returning students with effective
opportunities to complete the new degree programs in a
timely manner. One student, in an exit interview said,
“I’m so appreciative to you for allowing me to finish my
degree. I would not have been able to accomplish this
without you extending yourself.” The department has
answered the challenge of so many new students, and
so many changes, with a proactive approach. Advising
is time-consuming, but very rewarding when students
are able to complete their course of study in an effective
manner.
In the near future, the need for additional faculty will be
met by hiring one full-time instructor, anticipated in the
fall of 2004. Adjunct instructors will be used for parttime teaching of some of the courses currently being
taught on an overload basis by existing faculty. Due to
the specialized nature of the subject and the somewhat
remote location of the campus, adjunct faculty have
proven challenging to find. However, individuals have
been sought and are being cleared for this effort by the
administration as they are identified.
The quality of teaching is always a concern of the Horticulture Department. With two new faculty members
adjusting to their role as part of our teaching team, there
has been a consistent effort to allow them to develop
their teaching style. Evaluations have been gathered on
an ongoing basis each semester to determine if quality is
being maintained. The results of their extra effort have
paid off in high ratings by their students, both in content
and delivery.
Department evaluations are primarily concerned with
teaching and course content. The University provides
a regular cycle of evaluation. In addition, regular,
less formal focus groups and discussions are held with
students currently enrolled in the program, as well as
with alumni who are invited back to the campus to
share their experiences with the students. Curricula are
under a constant state of adjustment as input is received.
Although somewhat anecdotal in its nature, the process
has been very effective in keeping a stream of influence
from Industry association that helps maintain a vital
freshness in our course content.
6.22 Department of Humanities and
Philosophy
Purposes
The primary purpose of any educational institution is to
transmit to students the body of knowledge accumulated
by mankind that will enable them to function in society.
Department of Humanities and Philosophy faculty assist
in that endeavor by exposing students to the world’s
great cultural achievements. The uniqueness of the
department lies in its approach to the subject matter.
The curriculum enables students to encounter culture
holistically, encouraging them to recognize interrelationships among historical events, philosophical movements,
and styles of art, architecture, music, and literature. In
the process, students learn to differentiate between the
workings of the mind and those of the heart. They make
connections between the cultural achievements of the
past and their own search for meaning and fulfillment in
life. As students learn more about the arts, they discover
new avenues of spiritual and intellectual enlightenment,
and lay the foundation for a lifetime of arts enjoyment
and appreciation.
Upon successful completion of one of the department’s
courses, students will have become acquainted with the
great works of architecture, painting, sculpture, music,
literature, and/or philosophy. Humanities students will
understand the unique qualities of various artistic media
and be able to differentiate among periods and styles. In
the process, they will have gained sufficient knowledge
to find appreciation for and enjoyment in the arts. Philosophy students will have encountered the philosophical traditions of western culture while learning to apply
logic and other philosophical principles in their own
thought processes.
Description
The department is comprised of seven faculty members, two with doctorate degrees, and five with master’s
degrees (one is mid-way in pursuit of a doctorate). Three
have degrees in humanities and/or art history, two in music, one in philosophy, and one in communications and
education. The department serves approximately 3,650
students a year with a variety of general education, elective, and minor courses. While the department’s primary
mission is supplying courses which satisfy General Education requirements, in the 2002-03 school year between
20 and 25 students minored in humanities or philosophy
as a complement to their majors in other fields.
Facilities include three multimedia classrooms; two with
a fixed seating capacity of 60 students, and one with
moveable desks accommodating 40 students. Moreover, a 20-seat conference room is utilized for seminar
courses in addition to department meetings and group
projects. Well-appointed faculty offices surround a spacious department reception and secretary work area, and
there is adequate storage space for supplies and teaching
materials.
The transition from Ricks College to BYU-Idaho had
a significant impact on the department. Based on the
relatively low numbers of Associate Degree majors in
humanities and philosophy during the last years of Ricks
College, the decision was made to offer only minors in
humanities and philosophy at BYU-Idaho. This decision did not alter the primary role of the department of
providing general education courses. It did, however,
necessitate the expansion of the department curriculum
to include junior and senior level courses as part of a
minor. No additional faculty members were added to
the department. Faculty loads have been maintained
by reducing the number of introductory courses and
by increasing the availability of on-line courses. The
reduction in the number of lower-division courses has
coincided with the reduction in the number of freshman
and sophomores as a percentage of the total student
body.
Other recent changes in the department include additions
and expansions of on-line courses and a significant boost
in the department faculty development budget. There
are now four department courses available on-line which
together serviced 500 students during the 2003 winter
and summer semesters.
Two studies suggest that the department is meeting its
purposes well. The College Student Experience Questionnaire (CSEQ) was administered to a sample of what
was then Ricks College students during Winter 1997.
Results suggest that our students have a high degree of
appreciation for and understanding of the arts, and a
very high rate of attendance at cultural events in comparison with national norms. While 57.9% of our students reported attending concerts or other music events
often or very often, the survey recorded results of 42.7%
of students from select liberal arts colleges (SLA),
23.9% of students attending general liberal arts colleges
(GLA), 22.1% at Doctoral Universities (DU) and 20.8%
of students from Research Universities (RU). When our
students were asked about developing an understanding
and enjoyment of art, music, and drama, 61% answered
much or very much compared with SLA 41%, GLA
32%, DU 27.7% and RU 25.9%.
Standard 2
101
An alumni survey conducted during fall 1998 suggests
that former students continue to make the arts a part of
their lives beyond their college careers. A full 100% of
Humanities and Philosophy majors (for an Associate of
Arts Degree at that time) and 91% of the respondents
from other departments indicated that they visit museums or art exhibits and attend concerts or theatrical
events at least once a year. In response to the question,
What impact did Ricks College have on your appreciation for the aesthetic and creative expressions of
humanity?, 100% of majors and 72% of general respondents answered positive or very positive. In response to
a question regarding the impact of being a spectator at
performing arts and other cultural activities at Ricks on
their learning and growth, 91% of majors and 75% of
the others responded positive or very positive.
A second challenge involves the development of desired
learning outcomes for each course and a regular procedure for assessing the attainment of those outcomes.
The department has expended considerable effort in
identifying course outcomes so that there is a high
degree of consistency among various sections of the
same course in terms of content and learning objectives.
The transition to BYU-Idaho, and the creation of new
courses for minors in humanities and philosophy, temporarily diverted faculty energies and focus away from
developing and implementing a program of systematic
assessment. The department is now actively involved in
researching and developing appropriate quantitative and
qualitative assessment means that will allow the collection of the data necessary for continual self-assessment.
Facilities are almost ideal in terms of comfort and
equipment. Each room features an integrated audio,
visual and computer system with internet access. The
department enjoys a generous budget to acquire videos
and other support materials. With the transition to a
university, budget allotments for faculty professional
development has increased dramatically by fourfold,
allowing opportunities for participation in activities such
as conferences, workshops, and individual research. The
recent institutional policy of allowing load reductions
for approved professional development projects has also
been widely utilized within the department, mainly for
the purpose of developing new courses.
6.23
The use of technology to enhance and facilitate learning
and increase productivity and effectiveness continues
to remain a priority in the department. Department and
faculty web pages are updated each semester. Digital imaging and editing has gone beyond still photos
to video. Individual faculty members who wish to
keep current with developments in computer and web
resources for educational purposes are encouraged and
are provided budgetary support. Web courses continue to
receive attention, and enrollment has increased to about
500 a year.
Two avenues of improvement currently engage the
department. The first concerns the proliferation of web
courses. One issue that needs to be addressed on both a
department and an institutional level is how web classes
are to be weighted in terms of faculty load. Up to this
point, administering web classes has been carried out as
an overload for the instructor. As enrollment in these
courses expands, the faculty members who oversee them
will not be able to satisfactorily carry out their regular
work assignments and the web courses as well.
102
Standard 2
Department of Information
Systems
Purposes
The purpose of the Information Systems Department is
to train individuals how to design, develop, and manage
computer systems that solve problems in business. The
emphasis is on training students who enter the workforce able to solve business problems, exhibit a high
work ethic and integrity, offer highly marketable technical skills, work well with both individuals and groups,
and demonstrate clear verbal and written communication
skills.
Description
The Information Systems Department offers a Bachelor
of Science degree. The degree is an integrated major
requiring that students complete the general education
requirements, 45 hours of course work in the IS major,
and a 25-credit minor in a related discipline. Students
graduating from this program will have a well-rounded
intellectual foundation in programming, database, web
development, networking, analysis, and systems administration whole being exposed to at least one other discipline. The first graduates are expected in the summer of
2004. The department also offers a minor, and support
courses for other degree programs.
There are currently ten faculty members in the department. Seven department members have Master’s
degrees in either computer science, information systems,
instructional technology or business administration.
Three of these faculty members have done significant
course work toward a Ph.D. Two other faculty mem-
Department Servers
Server
IS400
Hardware
Function
Managed by
IBM AS/400 Model 270
RPG Programming and DB/2
database
Information Technology
Dept.
ISWEB
Pentium 3-550 Mhz, 400 MB
RAM
Web Server
IS Faculty
IS2
RAM
Oracle database
IS Faculty
IS3
RAM
Networking lab
IS Faculty
____________________________________________________________________________________________
Table 30
bers are planning on enrolling in Ph.D. programs within
the near future. Two faculty members have Ph.D. degrees, one in education and the other in business education. All faculty members have had significant industry
and/or teaching experience prior to being hired.
hours of business courses. IS majors at BYU-Idaho are
encouraged to take a business related minor, but are free
to choose any minor or pair of clusters. This allows
students wanting an advanced degree to take the classes
required for their graduate program.
The department manages seven computer labs for the
College of Business and Communication. Five of these
labs are primarily dedicated for use in teaching Information Systems courses. In addition, the department has
four servers dedicated for use in teaching Information
Systems courses, six Cisco routers and 2 switches for
use in networking courses. Table 30 illustrates the types
of servers, their primary function and how they are being managed.
With the change in status from a two-year college to a
four-year university, the primary focus of the IS department has changed from offering an Associate of Arts and
Science degree to a Bachelor of Science degree. Starting with the 2002-2003 academic year, new students
were admitted into the new four-year IS major. The
change to a four-year degree has significantly affected
the philosophy and types of courses being taught in the
department. The primary focus of the department has
switched from providing a degree that allows students
to easily transfer to one where attention is on training
students to get jobs in the field of information technology. The philosophy is to require students to have a
solid background in programming, database, analysis,
networking and web development. Students graduating
from this program should be able to get an entry-level
position in any of these areas of interest. Typical IS
degree programs at other universities have a very heavy
emphasis in business and require students to take 24-30
The IS department has increased the number of computer labs for which it is responsible from three to six.
All of these labs are primarily occupied with classes
all day. Part of each day is scheduled for the Business
Management and Accounting Departments. A shortage
of lab space for IS students has resulted. It is anticipated
that the new Thomas E. Ricks building will alleviate this
shortage of lab space by freeing up space used in the
Smith Building by other departments.
The demands of a new four-year degree program and
the rapid deployment of new technologies place an
increased demand on the computer resources needed by
IS faculty and students. One computer lab and six of
the ten faculty members now receive a rotation of new
computers every two years as opposed to the normal
four-year rotation cycle.
In the past, faculty members in IS have had to spend a
very large amount of one-on-one time with students addressing questions related to programming assignments.
Faculty teaching programming classes now also teach a
lab one day a week for each programming class. This
allows faculty to more efficiently address the needs of
students as a whole instead of answering the same question over and over. Allowing additional load for teaching the lab actually frees up faculty members to learn
new technologies and develop instructional materials for
new technologies.
Standard 2
103
6.24
Department of Interior Design
Purposes
The Interior Design Department prepares students
who are capable of working in diverse areas of interior
design and who can confidently approach the job market
according to their various areas of interest and ability.
Students are encouraged to be sensitive to global issues
concerning the environment, social problems, ecology,
special populations and universal design. The department feels that integrity and responsible problem solving
are paramount to the development of good design solutions in relationship to the problems of current human
settings and activities. Students are prepared to creatively enhance the function and aesthetics of diverse interior
environments.
Description
The Interior Design Department offers both Bachelor of
Arts and Bachelor of Science degrees. The programs
are tightly sequenced and require close adherence to
the prescribed course registration schedule. In order
to complete the required sequence of courses, entering
students must commence the program in the fall semester. The department provides service courses to other
departments and to the community by way of design
consultation/profession advice regarding residential,
office and commercial spaces. The department has three
full-time faculty members, all holding master’s degrees.
Two faculty members hold professional memberships
or credentials. The physical facilities of the department
include three faculty offices with a secretary station,
three classrooms, one student design room, and one
small library.
The department was able to transition from a three-year
professional associate degree to a four-year program offering a Bachelor of Science or Bachelor of Arts degree
relatively easily. The program, originally housed in the
Division of Religious and Family Living, moved to the
College of Performing and Visual Arts and became its
own department effective January 2003. Staffing did not
change, except for the addition of a part-time secretary.
With the addition of the senior class in fall 2003 the
number of students in the major increased to a total of
100 students.
The Interior Design Department is meeting accreditation
standards by providing high teaching and learning out-
104
Standard 2
come assessments as evidenced by the FIDER [Foundation for Interior Design Education Research] report in
the spring of 2001. These assessments are measured by
analyzing student and graduate evaluations, by providing peer review and by critically evaluating course
syllabi to ensure students’ academic success. Student
evaluations indicate that faculty members provide
teaching, advising, counseling, and career direction to
students at a high level. The program has a well-qualified group of instructional personnel who are sufficient
in number to implement the program and represent more
than one point of view. Faculty members participate in
relevant professional organizations, engage in scholarly
activities, and pursue continuing education. Graduates are well prepared to enter the workforce. Faculty
members are concerned about the workload of the three
members of the department. A marked increase in the
number of students applying for the department’s programs has been noticed.
6.25
International Studies Program
Purposes
The central aims of the International Studies Program
are twofold: (1) to prepare students intellectually to use
the expertise of their chosen major in the international
arena and (2) to encourage students to be peacemakers
in the world by educating them in the complexities of
world politics and economics, broadening their viewpoints of cultures and differences among humanity,
introducing them to a foreign language, and creating in
them a willingness to empathize with people different
from themselves.
These two central goals help fulfill the overall mission
of BYU-Idaho, first, because promoting peace in the
world and in individual communities is central to the
principles and purposes of the gospel of Jesus Christ,
and, second, because in an ever increasingly global
society, few facets of life are unaffected by increasingly
complex international interrelationships. Students who
recognize and have some understanding of the current
forces of globalization should be more employable, as
well as wiser in how they deal with the modern world.
Description
The International Studies Program is an integrated program made up mostly of classes already offered in various departments. The Associate’s degree in International
Studies is being discontinued. The minor was offered
for the first time in 2002-3. All students taking a minor
in International Studies must complete a core of classes,
a language requirement, a regional studies component,
and at least one elective course. This minor is intended
to provide an international breadth to students in a variety of majors on campus.
The program is directed by a faculty member who teaches in the Religion Department. Seven additional faculty
members teach within the International Studies minor,
usually in areas of interest of the faculty members. All
faculty members hold master’s level degrees and all
have either language training or in-country experience.
As mentioned earlier, the associate’s degree will no
longer be offered. The program now offers only a minor.
There are several changes related to this move. One of
the more important is that the INT ST 293 class, which
was a one-credit seminar with guest speakers lecturing on a variety of often unrelated subjects, is now a
two-credit class entitled International Institutions. The
subject matter involves the structure and purpose of
international organizations as they relate to American
foreign policy. This is still, for most students, the introductory class to International Studies, but is academically more rigorous and introduces to the students more
quickly issues of concern in the field.
The budget has remained the same over the last few
years. It is sufficient for the needs of the program unless
the regional studies experts begin to do some traveling
for the sake of research. The program will continue to
become more serious in its efforts to prepare students
to understand international issues, organizations, and
regional matters. As a minor within a four-year degree
program, it will not necessarily make students experts
in this field, but it should prepare them to enter into
employment in their chosen majors with the capacity to
deal with international issues and concerns, or even to
take employment internationally.
In many ways the International Studies program is new.
The one course that was unique to the program, INT ST
293, has added a credit and has taken a new orientation.
Another course that will be unique to this program, INT
ST 493, will not be offered until fall 2003. The Regional
Studies classes have multiplied and are evolving. Two
of them will be taught for the first time in 2003-2004.
Consequently, a thorough analysis and appraisal will be
difficult at this time. Projections of desired goals will be
easier.
Students often bring with them a rather narrow view
of the nature of international politics, institutions, and
issues. On most international matters their world view
follows their own private values and moral standards.
Those who see things differently than they do are presumed to be wrong. They generally do not understand
that people who see things differently generally do so
because of their own culture, background, and world
view. The goal of the International Studies program
is not to dissuade the students from their own private
values or to inculcate them with a particular political
viewpoint. It is, rather, to persuade the students to empathize with other people, to see that not everyone sees
things the same way, and that understanding why people
think the way they do must be developed. To this end,
students in this program must learn at least the basics of
another language; learning a language generally creates
sensitivity for the people of that language.
They must take a course in international institutions
to understand how such organizations as the United
Nations, the International Monetary Fund, the World
Bank, NATO, and the World Trade Organization function, their purposes, and the effects they have on the
world. They will take a cultural anthropology class to
help them appreciate how differences in culture affect a
person’s world view. They take a course in economics
and one in international politics; both courses teach how
people’s lives are affected by different types of structural systems. They must take one course on the politics,
economics, history, current events, and culture of the
region of their choice. They may also choose to take
classes that go into greater depth on different religions,
regional histories, or the history of the arts. Or they can
go into greater depth on international health, economics,
government, business, biology, or race. Finally, students come--with the knowledge and experience gained
from their individual majors and the above preparation--to a senior class in international issues to discuss
and research current international challenges such as
globalization and international trade, immigration,
regional and international alliances, health and disease
concerns, environment, food and water supplies, foreign
aid programs, religious and ethnic conflicts, national
sovereignty, terrorism, and defense.
Library resources are adequate for this discipline and the
staff is very willing to help acquire new materials and
make inter-library loans as the need arises.
Standard 2
105
6.26
Department of Mathematics
Purposes
The central aims of the Mathematics Department are to:
1.
2.
3.
4.
Promote the building of Christ-like attributes.
Prepare students to be competent in the college
mathematics courses offered and to prepare
them to succeed in careers requiring those
courses.
Provide quality baccalaureate degree programs
in secondary mathematics and applied mathematics.
Refine students’ skills in problem-solving, in
acquiring an appreciation for the beauty, power
and language of mathematics, and in pursuing
lifelong learning.
The department hopes to promote true understanding
of the concepts of mathematics so that students will be
competent in the courses they study. Students must be
prepared to succeed in their chosen careers.
Description
The Mathematics Department offers two Bachelor
of Science degrees: Applied Mathematics and Mathematics Education. The Applied Mathematics degree
explores the mathematical theories needed to analyze,
model and solve a wide variety of problems. Courses
in mathematical modeling, numerical methods and
statistical analysis provide students with the basic tools
of applied mathematics. The goal of this degree is to
prepare students for the workplace. The Mathematics
Education degree enables students to certify as secondary mathematics teachers and to gain the confidence
needed to succeed in the classroom. The department
hopes to prepare students to make a significant contribution to the quantitative literacy of communities through
professional, inspired teaching. The degree provides the
academic content and pedagogical experiences necessary to be successful in the junior high or senior high
school classroom.
The Mathematics Department is responsible for several
service courses. Table 31 shows the number of sections
offered for these service courses during 2002-2003:
The Mathematics Department is currently housed in the
Romney Building. It uses ten classrooms, eighteen offices and a computer lab. These are excellent facilities.
Most of the classrooms have multi-media. There are
fifteen faculty offices in the Mathematics Department
office suite. In addition, the department uses three of-
106
fices at the south end of the second floor of the Romney
Building.
Standard 2
There was one recommendation concerning the department in the last accreditation report. The recommendation was that the General Education requirement for the
institution should be for a college-level mathematics
course. Beginning in fall 2001 the math requirement
was changed to Math 108 – Quantitative Reasoning,
Math 110 – College Algebra or certain higher numbered
courses. These courses are at the college-level so the
recommendation has been fully implemented.
With the transition to a four-year school, the Mathematics Department developed its two programs: a B.S. in
Mathematics Education and a B.S. in Applied Mathematics. Junior level courses for Mathematics Education were offered in the fall semester 2001. The Applied
Mathematics degree was offered to freshmen in fall
2001. During the 2002-2003 school year the department
decided to revamp the two programs. The new curriculum went into effect in the fall 2003 semester.
In Winter 2003 there were 81 Mathematics Education
majors and 25 Applied Mathematics majors. This is a
large increase over the 35 students who were listed as
Mathematics majors in fall 1999. Since the transition
the enrollments in Math 101 have decreased. This is to
be expected because Math 101 is no longer the minimum mathematics requirement. The course enrollments
in Math 108 have increased as the students have become
more familiar with the course. Math 221 – Statistics
– enrollments have also increased considerably. More
departments are requiring Statistics for their four-year
majors than required the course for two-year degrees.
The enrollments in Math 119 – Calculus for Business
and Life Sciences – are lower as Business no longer is
requiring calculus. It has become an elective in several
programs.
Two additional faculty members were hired for fall of
2003 in order to cover the classes needed for General
Education courses and the four-year program. There
were be a total of twenty department faculty members in
Fall 2003. Two new faculty members with Ph.D.’s have
been hired in the last two years, one faculty member
has received his D.A. and four are working on Ph.D. or
D.A. degrees. Two of the most recent hires have strong
applied mathematics backgrounds.
The department is projected to move to the Thomas E.
Ricks Building in the summer of 2005.
Service Courses Taught by the Department of Mathematics
in the 2002-2003 School Year
Service Course
Number
Number
of Sections of Sections
Fall
Winter
Number
of Sections
Summer
Math 108 – Quantitative Reasoning
14
11
6
Math 110 – College Algebra
23
19
13
Math 111 – Trigonometry
7
6
2
Math 112 – Calculus I
7
4
2
Math 119 – Calculus for Business/Life Sciences
3
3
1
Math 221 – Principles of Statistics
9
10
5
Math 215 – Engineer Math I
1*
Math 305 – Elementary Education Math I
5
4
2
Math 306 – Elementary Education Math II
4
5
2
* first time course was offered
___________________________________________________________________________________
Table 31
The faculty of the Mathematics Department has had a
major role in designing the two mathematics programs.
The first Mathematics Education program was traditional, modeled on those of other schools. A group of
faculty members then decided that it was important to
relate the mathematics content to what would provide
good background for the classroom and a new program
was developed. The scores on the Praxis Test will provide evidence as to whether the program was designed
with sufficient breadth and depth.
The Applied Mathematics program is in its third year.
The first upper division courses were offered in fall of
2003. This program has also been designed by the Math
Department faculty. The goal of the program is to provide experiences that will prepare the students to enter
the workforce after graduation.
Faculty members in the Mathematics Department are
professionally qualified. They participate in academic
planning, curriculum development and review, and
academic advising. The workload of the department is
somewhat heavy due to overloads. During the transition, the number of students has been quite uncertain,
and the faculty has had to resort to overloads to accommodate students in some classes. The administration
has provided up to two one-year hires to accommodate
three-hour professional development leaves once a year.
The first one-year hire joined the department in fall
2002.
There is regular and systematic evaluation of faculty
performance. New faculty members are evaluated every
semester. Faculty members who have earned continuing
faculty status are evaluated every three years.
Four adjunct faculty members teach eight Math 101
classes. Three are experienced secondary teachers. The
fourth is working on a D.A. in Mathematics at Idaho
State University. They are all well-qualified to carry
out their teaching assignments. The department chair
currently works with the adjunct faculty and keeps them
informed of what they need to know.
The teaching in the department is excellent. Evaluations
are good. The evaluations tend to improve although it
is difficult to compare semesters when the classes taught
are not the same. Faculty members share ideas with
each other. The arrangement of the department’s office
suite allows for communication among the department
members. Most faculty members also take advantage of
the three-hour professional development leave program.
Some of our classes are offered only in the fall and others only in the winter. In the Applied Mathematics major, some classes will be offered every other year. It will
be important to be sure the students are informed and
that they take the classes in a timely manner. Advising
sheets have been prepared and the students’ progress
will be monitored.
More faculty members are now advising math majors.
The advising of majors is definitely different and more
Standard 2
107
time-consuming. One major improvement has been the
development of advising sheets to help the advisors and
the students understand the program.
6.27
Faculty members working toward Continuing Faculty
Status (CFS) are evaluated every semester. The faculty
members and the department chair read these evaluations. The department chair often talks to the CFS
faculty to discuss what improvements can be made. The
evaluations have tended to be better each semester. Faculty members with CFS are evaluated every three years.
Again the faculty member and department chair read the
evaluations. Most are excellent.
Purposes
All but one of the faculty members in the department
have master’s degrees, two have Ph.D.’s Two are working on D.A.’s at ISU, one on a Ph.D. from University
of Idaho and one is on leave working to earn a Ph.D. in
Statistics. One of the new hires also has a Ph.D.
The physical facilities are excellent. They are well kept
and attractive. As the student body continues to grow
and the four-year programs expand, space will be tight.
One of the department’s main goals has been to implement technology in teaching. Progress has been made as
five technology-based classrooms have been installed in
the last two years. There is a technology cart to use in
the other classrooms.
The library has worked to build our mathematics library
holdings.
Thirty-five students were listed as Mathematics majors
in fall 1999. By fall 2001, the first year of the four-year
program, there were 36 Math Education majors, 15
Applied Mathematics and 19 enrolled in the associates
major for a total of 70. Two years later, the number had
grown to 109 Math Education majors and 26 Applied
Mathematics majors for a total of 125 majors in fall
2003. Thus, there has been a large increase during the
last five years. With the increase in the number of majors, the background of some of the majors seems to be
weaker. Students are willing to declare a Mathematics
Education major with very little math. Some have taken
only Math 101 or Math 110. This lack of preparation is
a challenge for the department and sometimes makes it
difficult to retain students in the Mathematics Education
major.
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Standard 2
Department of Mechanical
Engineering and Technology
The primary goal of the Department of Mechanical Engineering and Technology is to provide an educational
program consistent with the mission of BYU-Idaho.
In pursuit of its objectives the department integrates
traditionally separate engineering and engineering
technology disciplines under a single entity founded
upon engineering principles. Part of the department’s
mandate is to teach the theory of engineering principles
as well as the application of these principles. Engineering and engineering technology students are successfully
prepared to complete their respective degrees by using
current and widely accepted engineering and technology textbooks, pedagogy, extensive application-oriented
laboratory experience, and modern learning environments which include computer hardware systems and
dynamic software applications.
Description
The Department of Mechanical Engineering and Technology offers a Bachelor of Science degree in Mechanical Engineering. The mechanical engineering program
is designed upon the criteria set forth by the American
Board for Engineering and Technology (ABET) and
standards established by industry (ANSI and ISO).
Mechanical engineering students will have in-depth experience in team-oriented, hands-on engineering testing,
analysis, and design work typical of industry. Students
in mechanical engineering will take the professional
engineering exam to prepare them for future professional endorsement. Currently, the department also offers
two-year degrees. The Engineering Technology degree
is a broad-based degree specializing in drafting, manufacturing or welding. In addition, an associate degree
in Welding Engineering Technology is offered for those
who wish to specialize in only welding technology.
The department has nine full-time faculty members.
Four hold doctorate degrees and five hold master’s
degrees. The department is supported by a full-time
secretary. The department is housed in the Austin Building which has recently undergone extensive renovation
and upgrade. The department has access to four new
or renovated lecture rooms and three new or upgraded
computer laboratories. All of the rooms have been
equipped with network capability and state-of- the-art
multimedia equipment. The department and University
were recipients of a generous software grant in 2003
by EDS Corporation. Electronic Data Systems (EDS)
donated a large number of Unigraphics CAD [computeraided design] software packages to the school. The
department also has three large technology labs that
house a variety of manufacturing and test equipment.
These labs provide hands-on instruction in manufacturing processes, engineering material science and welding
technology.
The department was established during the 2002
academic year. It is an amalgam of several smaller
programs and disciplines. The associate degree programs focusing on technology are under the umbrella
of mechanical engineering and technology in an effort
to establish a solid and integrated instructional base for
all programs. Through this approach the engineering
technology programs are to become true engineering
technology programs and less vocational in nature. The
effort is to develop engineering graduates who understand and can communicate with the manufacturer
and technologist. For example, additional application-oriented course work in manufacturing processes
and engineering design were placed in the ME 131 and
ME 132 courses. To allow students to apply their full
range of course work, senior capstone courses are being developed. The engineering technology program
was already integrated into the engineering curriculum
through a number of engineering courses such as Statics
and Strengths of Material, Calculus, and Physics. The
welding engineering technology program was modified
to include calculus and physics.
The faculty and staff are excellent and generally wellprepared. They have been stretched to meet the demands of students for programs offered. To keep abreast
of new developments the faculty will continue participation in professional societies and take advantage of
educational opportunities. Each faculty member has
been strongly encouraged to pursue study or certification
in areas of interest which support department programs.
The physical facilities used by the department have been
greatly improved and expanded. As the engineering
program expands, however, space reallocation will be
necessary. Space and equipment are needed to develop
applied laboratory aspects of the programs. Programs
are continuously reviewed in light of changing demands.
Similarly, the department curricula are being constantly
assessed by the faculty. Students are well-advised as
to program needs and changes. Through its classes the
department strives to develop engineering expertise, but
also the communication skills so necessary for success
in the modern world. Written and oral presentations are
included in most of the required courses. The capstone
courses are aimed at the application of engineering and
technology principles through the solution of engineering problems by teams of students.
The need for an advisory council to obtain input from
industry is recognized. The formation of the advisory
council is under way. Of particular interest is the identification of the needs of industry for skills which may be
improved in students in the department.
6.28
Department of Music
Purposes
The Department of Music serves both majors and
nonmajors. Students majoring in music seek careers in
music education, advanced study at graduate and professional schools or preparation to teach piano in professional or home studios. The department also serves
many BYU-Idaho students who are not music majors,
but who wish to enroll in music classes because of an
interest in music or a desire to perform. In addition, the
department offers classes which fill general education
requirements. In keeping with the mission of BYUIdaho, the department is committed to a program that
teaches students to recognize and achieve musical quality while building spiritual strength.
Description
The Bachelor of Music Education degree is designed as a composite degree. It encompasses all
education requirements mandated by the state of
Idaho and all music requirements mandated by the
National Association of Schools of Music. Graduates with this degree will be able to successfully
teach in the public schools. Students can choose
whether to emphasize band, orchestra or choir. The
department’s goal is not only to produce teachers
with diplomas, but also teachers inspired by the
love of teaching, teachers who are life-long learners, and competent performers who serve as role
models to their students.
The Bachelor of Musical Arts degree is designed as a
degree to give students a strong foundation in music
Standard 2
109
through performance and study. It follows the template
established by the National Association of Schools of
Music and allows students to gain a firm foundation in
music while being able to counsel with a faculty member to create a program that will fit the individual needs
of the student.
The Associate of Applied Science in Piano Pedagogy
is considered a terminal degree and is formulated for
the purpose of preparing students to teach piano in the
private/home studio.
The department offers Music 101 – Music and the
Humanities, as a general education course. In addition, Music 100 is offered to students in conjunction
with their participation in performance ensembles. The
department offers an array of elective offerings available to students across campus. Approximately 85% of
the students enrolled in music ensembles are nonmajors.
These ensembles and other performers provide concerts,
support theatrical performances, and provide music for
various campus functions such as devotionals, dedications and advancement events.
Facilities and resources used by the department are outstanding. The Barrus Concert Hall is nationally known
for its outstanding acoustical qualities. It also houses
the Ruffatti organ which will be completed at the end of
the summer of 2004, completing a twenty-year project.
The Recital Hall is a wonderful facility for recitals and
small instrument presentations. The new Spori and
Hinckley buildings on campus are available for senior
recitals. Classrooms are well-equipped and equipment owned by the department supports the vocal and
instrumental programs very well. The department uses
two off-campus facilities: the Rexburg 4th Ward Chapel
and the Vocal Union Studio. Both of these venues help
meet the need for classroom space. Use of the Rexburg
4th Ward Chapel will cease upon the completion of the
addition to the Snow Building.
Twelve of the nineteen full-time faculty members hold
doctorate-level degrees with the remaining seven holding Master’s degrees. Faculty members have wide experience in schools directing and teaching private lessons.
The significant changes experienced by the department
have been associated with the development of four-year
programs. Programs offer students professional, music
education, and pedagogical tracks. Graduating majors
are now each required to perform a senior recital. The
department faculty has increased in number from 13 to
19 full-time with about 34 part time and adjunct faculty
110
Standard 2
assisting the department. The degree programs are assessed and adjustments are made to meet the needs of
students.
The Department of Music is meeting its goals to bring
music and music education to majors and nonmajors.
Approximately 2,000 students are involved, of which
about 200 are majors. A major work is performed biannually. The Bachelor of Music Arts degree requires an
advising conference between the student and a faculty
member to establish the student’s goals in preparation
for graduate or professional training. These goals are
reached through the major requirements supported by
a minor or two clusters. Faculty members are adept
performers and good role models for students.
The transition from two- to four-year programs has
resulted in more serious students working on music
majors. The level of intensity in lessons has been raised.
The number of majors has increased by almost a hundred students. This increase has required the restriction
of the number of students who may continue as music
majors after the freshman year. Graduates of the Music
Education degree program will begin teaching this year.
Their competence will be assessed based on their future
performance in the classroom. Students will be required
to take the Praxis tests to measure their preparation to
teach. Assessment of faculty is done through both student and peer evaluation. There is good rapport among
the faculty members of the department with the emphasis on encouragement and professional development.
The major strength of the department is the diversity
among the faculty and the synergy derived by collegial
support. The quality of musical performance is very
high in the department’s performance organizations and
performing ensembles. The faculty is striving to bring
consistency to the department through the development
of written policies and programs.
6.29
Department of Nursing
Purposes
The purpose and general outcomes for the Nursing
Department are developed from the philosophy and conceptual model of the department. The department has
long-standing experience with nursing education at the
associate degree level and continues to believe that the
graduates of its Associate of Science in Nursing (A.S.N.)
degree program are well-prepared for entry-level
practice in professional nursing. Therefore, the faculty
remains committed to providing quality education for
the student seeking an A.S.N. as well as the Bachelor of
Science Degree in Nursing (B.S.N.).
Part of the purpose and outcomes for the department
incorporates and reinforces the basic belief system of
caring relationships regarding man, environment, health,
education, nursing practice, and nursing roles throughout the program for the benefit of the student. Additionally, the understanding and utilization of laws, opposites,
knowledge, agency, and stewardship are governing
principles. These principles reinforce the belief system
of The Church of Jesus Christ of Latter-day Saints.
A basic outcome is that the patient and the nurse develop
caring relationships, incorporating responsibility and
knowledge to provide effective nursing care. Further
outcomes include that the students are instructed both in
theory and practical implementation and then are evaluated based upon the ability to solve problems through
the use of critical thinking. In addition, outcomes are
developed applying the nursing process, which includes
assessing, diagnosing nursing problems, purposeful
planning/implementing interventions, and evaluating
responses to interventions.
Description
The Department of Nursing has been in existence since
1957 preparing A.S.N. students. The graduates have
been well-received by the healthcare industry and have
a long history of successfully passing the National
Council Licensure Examination for Registered Nurses
(NCLEX). Clinically well-prepared, graduates are being
recruited by hospitals and health care facilities throughout the country. The five semester A.S.N. program has a
total of 78 credits which meets University and accreditation standards. The baccalaureate program was conceived and finalized during a yearlong process beginning
June 2000. The department received strong encouragement and support from the University administration and
local community to develop the B.S.N. program. This
three-semester program has a total of 45 credits after the
A.S.N.
Evaluation of faculty performance is accomplished
through student ratings, small group instructional diagnosis, self-evaluation, peer evaluation, and administrative assessment. New faculty experience a four-stage
program of training and development lasting almost
four years. Full-time faculty members undergo a formal
evaluation every three years. These periodic reviews include student ratings of instruction and a self-evaluation
of teaching, advising, and professionalism. Each faculty
member meets annually with the department chair for a
stewardship review, discussing professionalism, goals,
and academic pursuits.
The faculty employs and combines their diversity of
talents, knowledge, and experience to develop program
goals, curriculum, outcomes and evaluation methods.
Once program outcomes are identified and the curriculum plan is established, individual faculty members
are then responsible for the development of teaching
strategies, course syllabi, and testing methods. The Department of Nursing employs thirteen full-time faculty
members and one adjunct faculty member. One executive secretary and three part-time student secretaries
provide clerical coverage. The nursing learning lab is
staffed by two part-time student assistants, each working
10-15 hours per week. The department budget includes
funds to pay qualified substitutes who are utilized when
faculty members are off campus on professional assignments.
There are 128 students in the traditional track and 20-24
students in the alternate track. The classroom facultyto-student ratio varies from 1:16 in medical-surgical
and specialty courses to 1:64 in the professionalism and
leadership courses. The clinical faculty-to-student ratio
is maintained at 1:10 or fewer.
The current direction in nursing is “differentiated
education,” meaning all levels of nursing are valued
and utilized within the health care system. For these
reasons the nursing faculty chose to maintain the A.S.N.
program and since 2002 has developed the RN to B.S.N.
program.
The BYU-Idaho Board of Trustees stipulated the baccalaureate degree at BYU-Idaho was not to exceed 120
credits. The faculty carefully reviewed the curriculum offered in the Associate Nursing Program and the
requirements for a Baccalaureate Nursing Program. It
was determined that portions of the sophomore course
content in the Adult and Neonatal Critical Care areas
fit better at the upper division level. As a result, course
adjustments were made in nursing course content.
In order to maintain the integrity of the Associate
Degree Nursing Program and to sustain the dedication
of the Department of Nursing to continue to provide
well-prepared and safe-nursing practitioners at both the
A.S.N. and B.S.N. level, important changes were implemented. These credit adjustments resulted in a total of
sixteen (16) nursing credits at the freshman level and
thirteen (13) at the sophomore level.
The department has carefully considered accreditation
standards required by the BYU-Idaho Board of Trustees,
the National League for Nursing Accrediting Commis-
Standard 2
111
sion (NLNAC), and the State of Idaho Board of Nursing. In addition, the core competencies, as supported
by NLNAC and based on the PEW Health Commission
Competencies, were addressed and considered as the
associate’s degree curriculum was changed and the baccalaureate degree curriculum developed.
The core competencies of the associate degree program
were expanded for the baccalaureate degree program
including wellness, community health, promotion of
healthy lifestyles, and improvement of accountability in
the health care system, and utilization and management
of information. The baccalaureate nurse is expected to
serve as a leader, to design, implement and evaluate
healthcare programs, to become an active member of
the nursing profession, and not only to utilize but also to
conduct and evaluate research.
The faculty finalized the associate degree and the baccalaureate degree curricula and forwarded both to the
NLNAC for approval. Continued accreditation from
the NLNAC for the A.S.N. program was granted in the
spring of 2002 with the next scheduled visit to be made
in the spring of 2010. On May 1, 2001, provisional accreditation for the B.S.N. degree program was received
from the NLNAC, pending graduation of students, formal application and site visitation. The proposals were
presented to the State of Idaho Board of Nursing on May
24, 2001. The curricula were approved in August 2001,
and permission granted to institute the changes in the
A.S.N. and to begin the B.S.N. nursing program, effective fall 2001.
The Department of Nursing has evolved within an
environment of continual evaluation. The faculty utilized competency-based evaluation to develop program
outcomes based on measurable criteria. The first step of
this process occurred when preparing for the NLNAC
visit scheduled for spring 2002. Upon examination of
the NLNAC standards and criteria, an Accreditation
Council was developed in winter 2000. This Accreditation Council reviewed the congruency of the mission of
the University with the central aims and philosophy of
the department, assured that the criterion-based outcomes of the program progressed from the Philosophy,
and examined individual class goals and course objectives.
The Department of Nursing is housed on the first floor
of the John L. Clarke building. Facilities in the Clarke
Building allow for classroom and laboratory teaching
spaces.
112
Standard 2
6.30
Department of Physical
Education
Purposes
The central aim of the Physical Education Department is
to provide an opportunity for an individual or group to
learn and participate in physical education activities that
are physically sound, mentally stimulating, and spiritually and socially wholesome; that provide enrichment; and
that provide fitness skills which can be used throughout
a lifetime. The department strives to incorporate measures in its classes which are directed at the development
of social skills, the development of emotional control,
the development of the physical body, the development
of academic learning, and the development of spirituality. As a result, students become better citizens and are
prepared to be proper examples and leaders in communities and homes throughout their lives. The department’s
program of physical education is based upon a thorough
analysis of the student’s health, fitness status, and recreational needs. Students are exposed to the why, when,
and how of physical education.
Description
The Department of Physical Education is committed to
serving a wide range of special interests for the general student body as well as for faculty and staff. The
department offers a teaching minor in physical education
and a physical education minor, as well as a cluster in
coaching. Approximately 4,500 students were served in
the PE program each semester during the past academic
year (2002-2003).
The Hart Building is well-equipped and includes several
gymnasiums where fencing, archery, badminton, volleyball, track and field, football, baseball and basketball
are taught. Instructors teach racquetball and wallyball
in the five racquetball courts. A new fitness center was
opened in January 2003 with updated fitness and weight
training equipment for students, staff, and faculty. The
building also houses an Olympic-sized swimming pool,
a dance studio where aerobic fitness classes are taught
and a regulation basketball arena that seats approximately 4,500. Outside fields allow soccer, track, softball and
baseball. There are also twelve tennis courts on campus
and a bowling alley. Golf students have access to two
local public golf courses. Ski and snowboard students
are transported to and from classes taught at Grand
Targhee Ski Resort. Facilities used by the department
are shared with the Activities program on campus. The
community also schedules and uses the facilities.
There are fourteen full-time faculty members in the PE
Department and approximately four adjunct teachers.
Twelve of our full-time instructors hold master’s degrees. One has a bachelor’s and a nursing degree. One
has a doctorate degree.
range of fields. Our ultimate goal is to help students
develop this style of thinking and apply it to their chosen
specialty areas.
The BYU-Idaho Physics Department currently offers two bachelor’s programs with specializations that
prepare students for a wide range of goals, including
teaching high school and obtaining a solid foundation
for medical professions, law, business administration, or
technical writing. Because of state-mandated secondary
education requirements, the department offers two separate programs: Applied Physics and Physics Education.
The department offers 54 different physical education
courses, which has increased from 45. Approximately
138 classes are taught each semester. With the discontinuation of intercollegiate athletics, coaches became
full-time instructors in the department. Offering two
minors, the department has added seventeen upper
division lecture courses in addition to fifteen existing
lecture classes. Several instructors have completed
additional course work to prepare themselves to teach
these classes.
The Physical Education instructors have placed special
emphasis on providing activities and classes that provide
enrichment to students. Instructors encourage social
wholesomeness in activity classes and positive influences. Students are taught the importance of teamwork and
development of the physical body along with emotional
control.
With the addition of minors in the department, instructors have eagerly met the challenge to develop curriculum for upper division classes. Teachers in the department are involved in advising students by discussing
classes that will enhance each student’s major program.
The department’s programs are impacted by the need to
share facilities with the University’s Activities Program
which uses the facilities from about 2:00 pm to 10:00
pm each day.
6.31
Department of Physics
Purposes
The Physics Department of BYU-Idaho contributes
to accomplishing the mission of the University. The
department provides general education courses for the
entire student body, service courses for many campus
majors, and two bachelor’s degree programs.
Physics is helpful in understanding the challenges of
today’s society and their potential solutions. In addition,
physics embodies a style of thinking and a discipline
that provides new perspectives and approaches to a wide
Description
Each student selects a specialty area to complement his
or her physics curriculum. Recommended specialty areas include pre-medical professional, pre-law, business,
technical writing/ journalism, and secondary education.
The Physics Department teaches several courses that
provide service to other departments. Table 32 lists
these courses and the departments/programs they
primarily serve. The Physics Department also teaches
a wide variety of general education courses that serve
students in any major. Table 33 lists the major general
education courses the department teaches and the approximate number of students taught each year. Each
general education course requires a laboratory experience (typically 3 hours per week).
In addition to its majors in physics, the Physics Department offers two minor options depending on a student’s
beginning math level.
The Physics Department is housed in the George S.
Romney Science Building. The department has one
large lecture hall (seating ~150), two medium lecture
halls (40-50 capacity), one smaller classroom (25 capacity), three laboratory rooms (seating 20-40), and a computer lab (holding approximately 10 computers) available for teaching purposes. The department also owns
two permanently fixed telescopes, a 24-inch telescope
housed in an observatory four miles west of Rexburg
and an 11-inch telescope on the roof of the Romney
Building. In addition, the department houses a planetarium. These facilities are used for astronomy classes
and public outreach. Department members offer a planetarium show each week to the general public and make
the planetarium available for private showings to school,
church, and community groups. The 11-inch telescope
is operated several nights each week during winter and
fall semesters, primarily to give astronomy students
telescope experience, but it is open to the public.
Standard 2
113
Service Courses Taught by the Department of Physics
Course
Course Title
Departments/Programs Served
Ph 105/105L
Applied Physics I
Biology, Construction Management, Pre-Medical Professional
(Medical, Dental, Chiropractic, Pre-Pharmacy, Physical Therapy),
Architecture, Manufacturing Engineering Technology, Earth Science Education, And Geology
Ph 106/106L
Applied Physics II
Biology, Pre-Medical Professional (Medical, Dental, Chiropractic, Pre-Pharmacy, Physical Therapy), Earth Science Education,
And Geology
Ph 201/202
General Physics I and II
Pre-medicine
Ph 121
Principles of Physics I
Computer Science And Engineering, Geology, Math, Mathematics, Chemistry
Ph 150
Introductory Physics Lab
Same as above
Ph 127/127L
Descriptive Astronomy
Earth Science Education
Ph 137/137L
Meteorology
Earth Science Education
Ph 314
History and Philosophy of
Science
Biology Education, Earth Science Education,
PhS 100
Introduction to Physical
Science
Elementary Education
PhS 110
Physical Science for Teachers
Elementary Education
_________________________________________________________________________________
Table 32
Significant General Education Classes Taught by the Physics Department
Course
Title of Course
Number of
Students per Year
PhS 100
Physical Science
325
Ph 101
Fundamentals of Physics
100
Ph 127
Descriptive Astronomy
400
Ph 137
Meteorology
60
Ph 167
Descriptive Acoustics of Music and Speech
50
______________________________________________________________
Table 33
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Standard 2
As with all departments on campus, the transition
from Ricks College to BYU-Idaho required significant
changes in virtually every aspect of our department. The
following are highlights of the five-year plan.
1.
2.
Prior to the transition, the department offered an
Associates Degree in Arts and Sciences in Physics.
This degree was designed to prepare students to
step into a four-year Physics Bachelor’s program
at a transfer institution. The two Bachelor’s
degrees described above are now offered. The first
two years have not changed significantly. Data
indicates that many students will still transfer to
other institutions from here, especially those who
are specifically seeking to do graduate work in
the sciences upon completion of their bachelor’s
degrees. An additional faculty member has been
added, bringing the total number of department fulltime faculty to 11 members.
The Physics Education major admitted freshmen
students during fall semester 2001. The Applied
Physics major admitted freshmen students fall
2002. Physics majors typically represent only a
small fraction of students on any campus. During
fall 2002, there were only 2 majors in each of the
bachelor’s programs. There were 20 students in the
Physics Associate degree. Polling these students
indicates that most are seeking traditional Physics
Bachelor’s degrees with the ultimate goal of going
on to graduate school. During winter semester
2003, the numbers of majors increased to 7 Physics
Education majors and 11 Applied Physics majors.
Of the 25 majors in winter semester 2003, 18 are
bachelor’s students. In the fall semester 2003, there
were 11 Physics Education majors and 13 Applied
Physics majors.
availability of the planetarium to campus groups, school
field trips, and community outreach programs.
The Physics Department budget has steadily increased in
response to higher demands placed on our faculty members. The major area of increase has been for student
wages. The need for student labor has ballooned as the
institution transitions to a four-year school. Before the
transition, student assistance was confined to mainly student secretarial help and graders. Since the transition,
students are used in a wider range of activities. These
include secretarial help and graders as in the past, but
also include lab assistants, operating the Planetarium,
and operating the telescope. There has been an upward
trend in the amount of student help faculty members are
using as demands on their time increases.
The Institution commits a significant investment of
faculty, space, and financial resources to the Physics Department. Each program in the department has specific
outcomes designed to ensure that students are prepared
to enter professional schools or the workplace and to assume their roles as parents and informed citizens. Each
course has a set of outcomes geared to support these
outcomes.
Course enrollments in major classes, service courses,
and general education courses have been in a state of
flux. A number of major programs require physics
classes. Some programs that the department traditionally serviced are no longer requiring all the courses they
used to require.
The degree programs were designed to help students
acquire a broad knowledge base in physics and develop
skills in scientific problem-solving, working in groups,
mathematics, computer and software applications,
communication, information synthesis, and laboratory
use. Degree programs also help students learn how to
learn and feel confident to learn. Most of these skills
were identified by the American Institute of Physics
(www.aip.org/statistics) as being important to Bachelor’s
level physicists in their 1998-1999 study. The fouryear program was built upon the foundation of physics
courses which were part of our two-year curriculum. No
students have completed a physics major yet; consequently, the effectiveness of the programs is difficult
to measure. Based on feedback from students who
transferred to other institutions from the department’s
program, however, the department is confident that the
core of the physics programs is solid.
Four of the department’s classrooms were outfitted
with multimedia cabinets and equipment since the last
accreditation visit. The planetarium went through a
major upgrade and renovation during the summer of
2000. The entire system was computerized, making it
possible to hire students to operate the planetarium, an
impossibility before the upgrade. The upgrade created a
wider variety of available planetarium shows and greater
Former physics students were asked in a survey how
important these skills were in their current employment
or schooling and how well the Ricks College program
helped them develop these skills. Of the 68 former students, 17 responded to the survey. Results of this survey
reveal that, generally speaking, students are very satisfied and feel the Physics Department did a good job of
developing these skills. Specifically, most students feel
Standard 2
115
their experience at this institution was excellent preparation for their upper division experience after transfer.
The department scored extremely high in helping students know how to learn, feel confident to learn, solve
scientific problems, develop mathematical skills, and
understand the principles of physics. The program did
not prepare students as well for skills in group work ,
computers, communication, and laboratory. This survey
underscores the need for improvement in these areas.
Most notably, many students felt that laboratory experiences need to be improved. Most of these students
completed the program when only a single one-credit
Physics lab was required. That lab was a relatively
weak experience. Even before the transition, the department recognized and began to significantly strengthen
laboratory experiences. Beginning in 1999, students
were required to complete two laboratories during their
first two years. After the transition, an advanced junior
year lab was instituted.
6.32
Department of Psychology
Purposes
The central aim of the Psychology Department is to prepare students in psychological methods, skills, concepts,
and issues-building, in the context of the mission of the
BYU-Idaho. The department accomplishes its central
aim with three kinds of classes: general education, service, and classes included in a degree program.
The department also provides advising for students
that will help them make wise decisions and be
responsible for successful life and career planning.
Description
The Psychology Department offers both Bachelor of
Science and Bachelor of Arts degrees. There are approximately 300 Psychology majors. More than 1800
students enroll in general psychology classes each year.
The department currently has seven full-time faculty
members. Two faculty members have been granted
released time for administrative assignments. Six of the
seven faculty members have doctoral degrees. One has
a master’s degree. All faculty members are teaching in
areas of their training and expertise. The department
has a half-time secretary, and four student secretaries.
Student secretaries are available for faculty as needed.
In addition, there are seven lab assistants who work in
the computer lab.
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Standard 2
The department utilizes four and one-half rooms to
maintain its programs including a 120-seat auditorium
with multimedia computer, projection and sound. Faculty offices have been provided in a suite in the Clarke
Building. One faculty member has an office on another
floor with the new hire this year. With the completion of
the Thomas E. Ricks building, there will be eight faculty
offices and secretarial areas.
The significant changes experienced by the department
have been in connection with the transition of the University from a two-year to a four-year school. Since the
announcement that Ricks College would become BYUIdaho, the Psychology Department has been systematically preparing for April of 2004, when the first class
will graduate. The department has designed the degree
program and implemented new classes. The budget has
been appropriately increased and the department has
received or ordered necessary equipment and supplies.
The administration has been very supportive of the
department’s efforts and has encouraged development of
the best program possible.
Only one recommendation was made for the Division
of Behavioral and Social Science in the last accreditation report. The report recommended that the division
“establish a program of Learning Outcomes Assessment at the course and program level.” The Psychology
Department has designated one of its faculty members
to develop specific learning outcomes and methods of
assessing those outcomes for every course that is being
offered or will be offered by our department. This designated faculty member has been given released time for
two semesters to accomplish this task
One new faculty member was hired to begin in fall 2002
and another faculty member is scheduled for hire in
2005.
The number of majors has increased from 150 to the
current more than 300 majors since the announcement of
the transition.
Each instructor has considerable freedom in the design
of courses; however, department faculty members have
agreed to use the same texts in introductory courses.
Each faculty member is encouraged to integrate use of
the library and information resources into the learning
process. Curriculum is planned both for optimal learning and accessible scheduling.
Needs of the disciplines, the fields, or occupations are
structured into each course with the instructors adding
depth beyond the text
6.32
Department of Recreation
Leadership
Purposes
The Recreation Leadership Department provides students with life-enhancing skills and knowledge to make
wholesome recreation choices regarding personal and
family leisure time. Students receive leadership training through experiential adventure education. Majors
receive professional preparation for varied career opportunities. The unique natural resources of the region
and the department’s experiential teaching philosophy
provide students with opportunities for personal growth,
enhanced self-esteem, ability to manage risk and the
development of strong resource protection and service
ethics.
Description
The Department of Recreation Leadership offers a Bachelor of Science Degree in Recreation Leadership. The
department consists of four full-time faculty members,
two of whom hold doctorate degrees and the other two
master’s degrees. In addition, the faculty members are
certified in a variety of areas connected to the work
of the department such as Wilderness 1st Responder,
Wilderness Emergency Medical Technician/Instructor,
Swift Water Rescue Specialist, Wilderness Education
Instructor, Ropes Course/Adventure Challenge Course
Facilitator, Professional Ski Instructor, Back Country
Ski Guide, and Back Country Avalanche Specialist. The
department uses two instructors from other departments
and one adjunct teacher certified in recreation therapy. A
resident director oversees the Outdoor Learning Center
at Badger Creek.
Students with complementary majors may also complete
25 credits of a Recreation Leadership Minor. Approximately 170 majors enrolled in courses designed to
prepare students for the work force in various programs
in the field of leisure and recreation. These courses
cover philosophy, theory, programming, facility management, risk management, research, wilderness first aid,
leadership and teaching through practical experience and
hands-on learning. Numbers of graduates in the Recreation Leadership Department have increased steadily
each year. Approximately 30 Recreation Leadership majors completed the requirements for graduation in 2003.
Since the four-year degree was developed, the number
of majors has increased from 50 to approximately 170.
Expedition programs are offered for students to complete required course work in the back country. The
Recreation Leadership Department offers a ten-day summit course in December and a five-week summit course
in May.
The BYU-Idaho Outdoor Learning Center (Badger
Creek) experiences safety inspections and yearly maintenance for the ropes course. Upgrades and additions
have been made to the ropes course yearly. A new high
element course was built in 2001 by a professional company called Course Fitters. Staff members were trained
on the new course. In 2002 many other replacements
and updated elements were added. A liner for the canoe
pond was donated and the pond is now a working teaching station for canoe workshops. A new house was built
to house the resident director’s family. Ropes, outhouses, and handcarts are replaced on a continuing basis.
Continuing Education Academic programs in the fall
have been added to the Outdoor Learning Center to allow more students to come to BYU-Idaho and to have a
unique outdoor learning experience. Campus recreation
property located southwest of campus provides a handy
groomed ski trail. Also, the outdoor center Henry’s
Fork property was purchased and is being developed for
outdoor recreation use. This property is located near the
BYU-Idaho Livestock Center six miles west of Rexburg.
The Recreation Leadership Department has adjusted
vehicles to hold 11 passengers, providing more safety
for students on trips. A new 12-passenger van was purchased in 2003 to replace one of the older 15-passenger
vans. A new pickup truck also replaced an older model.
The Recreation Leadership major was approved in
2000. The name of the department was changed at this
time from Recreation Education to Recreation Leadership to assist integration into the College of Business
and Communication, and to promote the specific role of
leadership training in that college. The last evaluation
expressed concern of the age of the faculty. A younger
faculty member was hired in 2001-2002, bringing the
total faculty from three to four full-time members.
There were 40 majors at the beginning of the transition.
The year 2003 showed 170 majors plus an undetermined
number of minors.
Standard 2
117
A therapeutic recreation certification program was
instituted and one adjunct faculty member was hired to
instruct in this area. Several new advising forms were
developed to assist students and faculty in career and
educational planning. A recreation society was developed to assist all majors in gaining professional exposure in areas of employment and educational information to our majors as well as professional expertise and
constant access to faculty members. Requirements for
majors to assist with the new Student Outdoor Activities program were implemented.Most of the Recreation
Leadership classes are taught in the classroom in our
Department complex in the Manwaring Center. All four
faculty members are in a central location in the Manwaring Center. This facilitates communication and coordination among faculty members. It is easier for students
to locate faculty with all members of the faculty in one
area.
The Department of Recreation Leadership effectively
contributes to achievement of the BYU-Idaho and
Recreation Leadership Department central aims. The
following information demonstrates how testimonies are
built, a diverse education is provided, preparation for
further education and employment occurs, and a wholesome atmosphere is maintained through the recreation
leadership courses. Students in the department learn
how to effectively use leisure time for a lifetime while
developing a strong ethic of service to mankind and to
the environment.
Faculty members in Recreation Leadership Department are evaluated by students every three years using a
standardized University instrument. Results from these
evaluations are reported to the college and department
heads and then reviewed with the faculty member. Individual instructors conduct personal surveys for courses
periodically when student input is desired.
The four faculty members in the department have consistently received excellent (5.5 to 6.5 on a 1-to-7 scale)
and exceptional (6.5 to 7.0 on a 1-to-7 scale) ratings
from the student evaluations conducted in the last five
years. None of the courses or instructors in the Recreation Leadership Department has been rated lower than
the BYU-Idaho average for any single variable.
The one dedicated classroom used by the department
seats 20 students. Larger classes are arranged in the
Manwaring Center. These classrooms are convenient
and attractive, but students complain occasionally about
the absence of a desktop for taking notes and exams.
118
Standard 2
The department is dependent on public lands for many
outdoor classroom sites. A carefully orchestrated alliance has been developed between this department and
the U.S. Forest Service, National Park Service, Bureau
of Land Management, State Parks, and the Idaho Outfitter and Guides Association. The permits and agreements
for instructing on these sites require constant permitting
procedures, certification of guides, fees, conferences,
and meetings. One member of the faculty has been assigned this responsibility.
Enrollment, number of majors, number of graduates, and
level of GPA have all experienced a gradual increase.
Faculty members all agree that the academic ability of
students in the past five years is dramatically higher than
previous years. This is because of the elevated general
admissions requirements for BYU-Idaho.
Evaluations received from supervisors during students’
internships indicate that the department is doing well in
developing strong leaders in experiential and adventure
education. Personal contact with students after they
leave BYU-Idaho reveals that students continue to participate in the recreation skills they have learned in their
recreation leadership classes at BYU-Idaho.
6.34
Department of Religious
Education
Purposes
The purpose of the Department of Religious Education
is to help strengthen student testimonies of Jesus Christ
and his restored gospel by teaching the scriptures and
words of latter-day apostles and prophets, by the power
of the Holy Ghost. Course work will allow students to
demonstrate an increased knowledge and understanding
of the doctrines and principles of the gospel. It is expected that personal commitment to God will increase as
students gain knowledge and prepare for sacred temple
ordinances and life-long service in communities, nations
and in the Lord’s Kingdom.
Description
The Department of Religious Education offers no degree
programs. This department offers courses designed to
fill the University Requirements portion of every degree
awarded from this campus. The University Requirements mandate that all students take 14 credits of
religious education for a bachelor’s degree and 7 credits
of religious education for an associate’s degree. With no
major or minor programs, this department concentrates
on accomplishing the mission statement of the University and the departmental central aims so that as students
complete their academic training, they also leave with
a significant religious educational experience that is
designed to assist them throughout their lives as they
raise their families, serve in the Church and contribute to
communities and to their chosen professions.
A major portion of each student’s religious education is
a 10-credit scripture-based core. Of the 14 credits necessary for a bachelor’s degree, all students are required
to have 4 credits of Book of Mormon, and 6 credits of
other scripture classes: Old Testament, New Testament,
and/or Doctrine and Covenants. When students have an
education in religion based on a foundation of scripture, they will learn skills that will help them to access
information and find answers to the concerns of life.
This scriptural background will be of great assistance to
each of them throughout their lives. The other courses,
though not specifically scripture based, are all couched
in a scriptural backdrop.
The full-time faculty members comprising the Department of Religious Education are excellent models to the
students and are skillful instructors. Of the 29 faculty
members, 12 presently have doctorates with 7 others
actively pursuing doctoral degrees. The majority of the
faculty has spent many years teaching in the Church
Educational System in seminaries and institutes of
religion where they acquired much experience in teaching the gospel to young people. Several of the faculty
members have written and continue to write articles for
publication in several Church-related venues. All faculty members continue to study and add to their scholarship on a regular basis.
In addition to the 29 full-time faculty members, there are
presently 18 part-time instructors who come from various responsibilities on campus and teach one religion
class per semester. Their expertise and example are
greatly appreciated and they ease the demands of the
task of supplying religion classes for nearly the entire
student body each semester.
The majority of the religion faculty is housed in
the Taylor Building, completed in 1997. Most of the
classrooms have a seating capacity of 48. With few
exceptions, 48 is the maximum size of any religion
class. Nearly all the classrooms have advanced technological equipment to aid in the most current instructional
methodology and presentation. Every instructor has
access to those classrooms which are most conducive to
individual teacher preferences. There is also a library
with a large collection of books that aid in research.
In the last accreditation report, the Chair of the Department of Religious Education expressed the desire that
the student-to-teacher ratio would be reduced from 48
to 43. It was just two years after that when Ricks College was given the charge to expand into a four-year
university. With that expansion has come a much larger
student population. We are still adjusting to the growing
enrollment connected with the transition. Therefore, it
is often difficult to reduce the students per class load for
the teacher. However, with the addition of three- and
four-credit classes, the instructors are teaching fewer
classes with less grading and a lower total number of
students. These classes with higher credit hours have
eased slightly, some of the challenge of large class loads.
As the transformation of the University continues, the
demand on the teachers will remain high, but this can
be reduced somewhat as positions are opened for new
faculty members and as more part-time faculty members are trained and given opportunities to teach in the
Religion Department.
With the move to university status, several new courses
have been added to our curriculum offerings. In addition, some of the courses which previously were 2
credits have been rearranged into 3-credit courses. For
example, where the New Testament was studied in two,
2-credit courses (Religion 211 and 212, respectively),
the entire New Testament has now been condensed into
one 3-credit course.
Through the funds and opportunities made available to
the department by the University, each faculty member
is granted 3 credit hours for professional development.
This can be done as a group or on an individual basis.
It is the philosophy of those in the administration of the
Religion Department and the leaders of the University as
a whole, that instructors who are provided with means to
enrich their knowledge and understanding will be more
knowledgeable, enthusiastic and capable in their interaction with students in the classroom. This is of great
importance, given the multi-national and multi-cultural
makeup of the student body. It is difficult to imagine a
more helpful environment in which to grow academically, professionally, socially and culturally than the faculty
can experience at this University.
The Department of Religious Education provides a significant emphasis to the first and foremost feature of the
university’s mission statement: To build testimonies of
the restored gospel of Jesus Christ and encourage living
its principles. Not only is this the desire of the Reli-
Standard 2
119
gion Department, but it is the purpose for its existence.
Furthermore, each of the other three aspects of the
University mission statement is a vital component of this
department. Instructors are hired who have demonstrated competence in knowledge of scripture and Church
history, who teach with doctrinal purity and accuracy,
whose lives are exemplary and who have a love of and a
loyalty to the young adults whom they serve, the Church
to which they belong, and the leaders of the Church and
the University under whom they serve.
Inasmuch as no degrees are offered through the religion
department, the only growth expected will come with
increasing enrollments to the University. However,
because of the introduction of three-credit courses (plus
one four-credit course), there should be a leveling off
of demand for religion classes in the years to come.
Where in the past, all religion classes were two-credits
and seven religion classes were required for a bachelor’s
degree, now the requirement can be met with 6 religion
classes.
Though assessing spiritual matters can be challenging,
the students who take religion classes are given a wide
array of experiences, both inside and outside of the
classroom to help them gain proficiency in understanding the scriptures and other facets of Church history,
doctrine and family history. Students demonstrate their
understanding of these principles through writing assignments, oral presentations, examinations, and through
their participation and demeanor in and out of class.
One of the most reliable measures of students’ mastery of the doctrines of the Church is their subsequent
and life-long behavior. Will they continue to live the
principles of the gospel as taught in the scriptures? Will
they have a life-long commitment to the study of the
scriptures, to the study of the teachings of the prophets?
Will they marry in the temples and rear a family according to the standards of the gospel? Are these graduates
of BYU-Idaho good citizens wherever they live and do
they uphold the laws of the land? Are they productive
members of society, contributing to the well-being of
others? Are these graduates successful in their chosen
careers and do they make a significant, positive difference to the success of their profession, and employment?
There is some concern in the department about the effectiveness of the student evaluations and the degree to
which they accurately identify areas of strengths and
weaknesses in the courses taken and with the instructors.
Additionally, it would be very helpful if instruments
were developed to assess the long-term effect of religion
classes on the students. Obviously, it would be difficult
to separate religion class experiences from all the other
influences which would come upon a student during and
well after leaving the religion class.
Because the Religion Department does not award
degrees, the members of its faculty have been assigned
as advisors to students in Elementary Education and
in the area of General Studies. This helps reduce the
tremendous number of advisees for these two academic
areas. Though none of the religion instructors has a
degree in Elementary Education, they are given training
on a yearly as well as on a requested basis on how best
to meet the needs of the students in giving them accurate
information and encouragement in these disciplines.
The central aim of the Department of Sociology and Social Work is to support the overall mission of BYU-Idaho and The Church of Jesus Christ of Latter-day Saints.
The department helps general education students gain an
appreciation for the social and cultural influences affecting them, their families and society. It prepare majors
for advanced study and careers in the fields of sociology,
social work, criminology, and anthropology; and it promotes the development of knowledge and skills related
to successful human interaction and function pertaining
to society, culture, the social environment and social
justice. The specific aim of the Social Work Program
is to help students develop social work knowledge so
they can be competent and effective communicators
and professional social workers for generalist social
work practice and Christian service with individuals,
groups, families, communities and society. The specific
aim of the Sociology Degree is to prepare students for
gainful employment in social services, human resource
management, and the fields of criminal justice such as
The University requirement of 14 credits of religion
for a bachelor’s degree and 7 credits for an associate’s
degree ensures a steady supply of students taking religion. Each fall and winter semester, nearly ten thousand
students are served by the religion department and the
summer terms are growing in number. This past summer (2003) over three thousand, five hundred students
had a religion class.
120
Standard 2
The administration seems committed and enthusiastic about giving whatever support is necessary for the
success of the department and the individual members
thereof. There are few teachers, if any, who would want
to be employed elsewhere.
6.35
Department of Sociology and
Social Work
Purposes
law enforcement, security, court administration, corrections, probation and parole. It further prepares students
for graduate study in counseling, law, research, higher
education, and related fields of study.
Description
The department offers BA and B.S. degrees in Social
Work and in Sociology. Three courses are taught which
fulfill general education requirements in social science:
SOC 111 – Introduction to Sociology, SOC 112 – Social
Problems, and ANTHRO 110 – Cultural Anthropology.
A minor in sociology is also offered.
There are eight full-time permanent faculty members,
one of whom is on leave while serving as president of
the College of Micronesia. Four faculty members have
doctorate degrees and four have master’s degrees.
Critical to the fulfillment of its mission is the department’s placement of students in internships. It also
maintains an Urban Studies program consisting of taking
student groups to Chicago each summer to work with
inner-city youth.
In the past the department was known as the Department of Sociology, Social Work and Criminal Justice.
Associates of Arts and Science degrees were offered in
the areas of Sociology, Social Work, Criminal Justice
Corrections, Criminal Justice Court Administration and
Criminal Justice Law Enforcement.
Current students in Sociology are required to take an applied sociology seminar and courses in ethnic relations,
research and statistics, social stratification, sociological
theory, a number of enrichment courses and a capstone
experience in either senior research or a senor internship.
Criminal justice has been changed to a criminology
emphasis in the sociology major. Students may gain a
degree in sociology and add an emphasis by choosing
certain enrichment courses as well as courses in criminology. The department believes this will better prepare
our students for advancement in the workplace and for
future graduate studies. Students with an emphasis in
criminology can choose courses in administration, law
enforcement or law. The department will offer a certificate of completion for taking certain criminal justice
courses.
The Social Work program is seeking accreditation with
the Council on Social Work Education (CSWE). Much
work has been done in this area and candidacy is expected before June 2004. The feasibility report and other
benchmarks have been completed including the pre-candidacy visit by a CSWE commissioner. The department
has accepted its first 25 juniors in fall semester 2003 and
will add 25 more each semester, eventually reaching 50
juniors and 50 seniors. Three faculty members hold a
Master’s of Social Work (M.S.W) degree. One more
hire with the M.S.W. degree is planned.
The department is engaged in defining and implementing programs consistent with its central aims. There is
a good deal of autonomy in decisions as to personnel
assignments, program requirements and the allocation of
resources. Faculty members are engaged and anxious to
contribute to the development of their students. Department facilities are adequate and all faculty members
are connected to the Internet. Classrooms used by the
department have computer, projector, and CD/VCR
equipment available. There is an academic internship
and employment office to support students and graduates. The David O. McKay Library has comprehensive
library holdings and electronic sources used to accomplish the department’s central aims.
The department aims to develop critical thinking skills
in the context of employment opportunities for students.
Substantial focus is on internships and developing students by experiential learning.
In the fall semester of 2002 and the winter semester
2003 the department provided 4,698 and 4,885 student
credit-hours respectively compared with a target for the
department of 3,360.
While it is early to assess the success of the department
in teaching upper division courses, in the sociology area
several students have progressed to the point of being
seniors and plan to graduate in April 2004. Several of
these students have transferred back to the program after
going to other universities or other programs. Some of
these completed the Sociology requirements in December 2003.
Students completing the Sociology requirements have
taken or are taking SOC 495 – Senior Research in
Sociology or SOC 498 – Senior Internship in Sociology. Success in these two courses is an early assessment of the programs. A recent communication from
a supervisor with the Idaho Department of Health &
Welfare regarding a student who was serving an internship stated: “...the Department was very impressed
with this student...brought with him excitement about
Standard 2
121
working with children and families...good assessment
skills...through training was able to assist the children
and their families without any hesitation or bias.” The
department has conducted exit interviews with those
students completing the Sociology requirements in
December 2003. Of the eight students surveyed four
have accepted employment related to the field, three will
continue on to graduate or professional studies and one
will focus on raising her children.
6.36
Department of Teacher Education
Purposes
The Department of Teacher Education seeks to assist
students in becoming professional teachers in the areas
of Early Childhood/Special Education, Elementary
Education and Secondary Education. Students in the
department are encouraged to teach diligently and to
seek knowledge, understanding and wisdom by study, by
practice and by faith. Students seek knowledge by understanding central concepts, tools of inquiry and structures of disciplines; comprehend the interdisciplinary
nature of the real world and the role of the disciplines in
preparing for the future; and demonstrate competency
in multiple assessments. They gain understanding by
seeking personal, spiritual, and professional growth in
harmony with the university’s mission statement; comprehending student needs; understanding how students
learn and develop; implementing plans to meet unique
needs of learners; observing teacher-student interactions;
possessing communication and technological skills; and
representing ideals and ethics embraced by teaching
organizations. Finally, students seek wisdom by learning to evaluate outcomes to plan practical experiences
in a variety of settings; demonstrate competency with
multiple teaching strategies; managing and monitoring
successful student learning; and reflecting upon and
improving instructional skills.
Description
The department was formed as of May 1, 2003, in a
merger of three previously existing departments/programs: Early Childhood/Special Education, Elementary
Education and Secondary Education. Table 34 describes
the degree programs offered by the department and the
number of students in each program as of the fall semester 2003:
The department consists of 17 full-time faculty members. Five have doctorate level degrees with the remaining twelve holding master’s degrees. Approximately
12 adjunct faculty members serve in the department.
122
Standard 2
The department employs a secretary, a student teaching
director, a student teaching secretary, and an advising center coordinator and approximately nine student
secretaries.
The number of students in the programs offered by the
Teacher Education Department requires that facilities
across campus be used to conduct the courses and other
activities of the department. Faculty members in the
department are housed in Rigby Hall along with the
advising center and the student teaching center.
One area of concern at the last accreditation visit was
the lack of technology equipment in the Elementary
Education program. At the time the department did not
have a computer lab to teach the needed courses for the
required state exams. This caused a burden on other
labs and departments. A computer lab for elementary
education students was constructed in 2000. Because
of pressures on the faculty to teach the core education
classes, the Instructional Technology Department has
assumed responsibility to teach technology courses and
labs, and the lab was turned over to them.
With the establishment of the bachelor’s degree programs, a most immediate and formidable challenge was
obtaining approval by the state Department of Education. Representatives of the Board of Education visited
the campus, and approval was granted after completion
of a hearing process early in 2003.
The department is trying to meet the needs of a growing student population while maintaining high quality
in teaching. The most recent hires in the department
have recent public school experience which should aid
in preparing students and in being complaint with state
requirements for teacher preparation.
The department has developed its student teaching
program. Because of the large numbers of students
needing the student teaching experience, the department
has established distant sites with housing for unmarried
students. One such site is in Las Vegas, Nevada, where
30 students were placed in the winter semester of 2003.
Other distant sites include Mesa, Arizona, and Seattle,
Washington. Reports were favorable from the schools
and many of the students received job offers. The
department aims to place about 150 student teachers in
eastern Idaho with the balance at the distant sites. The
department projects that there will be a need to place
450 student teachers by winter 2005.
The department looks forward to remodeled classroom
facilities in the Clarke Building. At present faculty offices are some distance from the classrooms used by the
Number of Students in Teacher Education Majors
Major
Associate Degrees
No.
Major
No.
Music Education Composite (BA)
338
Culinary Art (AAS)
66
Social Studies Education Composite (BA)
2
Professional Preschool (AAS)
59
Social Studies Education Composite (BS)
103
Integrated Degrees
Secondary Education Degrees
Child Development (BA)
17
Art Education (BA)
41
Child Development (BS)
40
Art Education (BS)
19
Biology Education (BS)
66
Chemistry Education (BS)
13
Earth Science Education (BS)
26
Secondary Education Composite Degrees
English Education (BA)
14
Agriculture Education Composite (BS)
13
English Education (BS)
104
Art Education Composite (BA)
15
Health Education (BS)
216
Art Education Composite (BS)
29
History Education (BA)
26
Biology Education Composite (BS)
6
History Education (BS)
199
English Education Composite (BA)
110
Math Education (BA)
123
English Education Composite (BS)
0
Specialized Degrees
Early Childhood/Special Education (BS)
Elementary Education (BS)
Family & Consumer Science Education
Composite (BS)
105
1,601
153
Physics Education (BS)
21
Spanish Education (BA)
111
Theatre & Speech (BS)
83
3,719
TOTAL
________________________________________________________________________________________
Table 34
department. While many of the current classrooms are
not ideally suited to the department’s needs, the department looks forward to improved conditions in the Clarke
Building.
Going forward, the department has formidable challenges. The number of students interested in entering the
teaching profession continues upward. Faculty members
are working toward the Ph.D. degree which is an added
burden for them and their families. The facilities which
are adequate now will need to be improved as part of the
Clarke Building remodel planned for the next couple of
years.
In the fall of 2003 Teacher Education had more majors than any other department on campus. Most of
the majors were women, with an increasing number of
men. The students generally ranged in age from 18-23.
Students must maintain a 2.75 GPA to stay in the majors.
The department has had a high level of interest from
principals and superintendents seeking to hire graduates.
The faculty comes from various backgrounds, including
both recent classroom and administrative experience.
Only three faculty members have achieved continuing
faculty status at the University with the balance progressing toward that goal. The faculty has a strong commitment to public education. All have been employed in
varying aspects of public education.
The establishment of an advising center to assist department students has greatly helped the faculty, relieving
them to a large degree of the most-frequently asked
questions.
The greatest challenge faced by the department is dealing with the large number of students in the majors
offered by the department. The teaching and advising
loads are taxing the faculty and staff heavily. The department is building unity and confidence as challenges
are met and overcome.
Standard 2
123
6.37
Department of Theatre
Purposes
In keeping with the mission of BYU-Idaho, the Department of Theatre invites students to live and share their
personal testimonies of the principles of the restored
gospel of Jesus Christ in both course work and performance. Its aim is to help students be better performing
artists and to understand how their craft connects them
to the church, their families and communities. The
department seeks to build sound judgment about both
the form and content of performances in its students.
Graduates are prepared to enter the secondary education
workforce with skills, knowledge and a system of valuebased ethics. In a broader sense, the department is committed to serving students, staff and the community by
providing high quality theatre events that pursue truth.
The department seeks to follow the Church’s thirteenth
article of faith: “...If there is anything virtuous, lovely,
or of good report or praiseworthy, we seek after these
things.”
Description
The Department of Theatre offers one Bachelor of Science degree in Theatre/Speech Education. A student
majoring in Theatre/Speech Education will also have
a teaching minor which will enable him/her to teach
in three disciplines. Minors offered by the department
include: Theatre Arts, Technical Theatre, Theatre Arts
Education and Speech/Theatre Education. In addition
to its major and minors programs, the department offers
two general education courses: Introduction to Theater
and Film Art and Appreciation.
The performance program enriches the campus and
local communities in the presentation of performances
that provide social, intellectual and cultural motivation
(generally seven productions during the year). The
department maintains two theatres: a small ‘black box’
theatre with flexible seating for 235-250 persons in the
Kirkham Building and a full proscenium theatre that can
seat 500-550 persons in the Snow Building. Productions
are alternated between the two theatres for maximum effective working conditions. Also housed in the Kirkham
Building is the Scene Shop for the construction of scenery for both theatres. There are also a makeup room and
dressing rooms in the Snow Building that are used for
classroom space during the day. The Kirkham Building
also houses two performance classrooms which can also
be used as additional performance space for course work
performance not related to the larger production spaces.
124
Standard 2
Along with the rest of the University the department has
faced the challenge of moving from offering associates degrees to providing the curriculum, faculty and
facilities for baccalaureate degrees. An on-line course
entitled Introduction to Theatre was developed to provide an opportunity for students to meet the university’s
requirement that each student take an on-line course.
The performance program was enhanced to allow
students on the summer/fall and winter/summer track to
have the same opportunities to try out and perform. The
physical facilities used by the department have included:
improved lighting and sound systems, a compact storage
system for costumes, remodeling to meet OSHA requirements, and a new office.
In the winter of 2001 the departments sponsored a guest
instructor from Chile who worked with students in
classes and with the cast of the Pirates of Penzance for
seven weeks.
In response to comments made in connection with the
1999 accreditation visit, the department is continuing to
work on measuring student outcomes and assessments.
In winter 2003 a survey was conducted of majors and
alumni based on the NAST (National Association of
Schools or Theatre) survey. Students surveyed were
concerned about offering courses across all tracks, a
placement program for graduates, performance opportunities and better communication with faculty. The
department has addressed the last concern through a
forum for students and faculty. Nine out of ten of the
alumni who participated gave the program high marks
for their overall experience. They expressed the need to
strengthen the theatre history area as well as providing
a play-writing class. The need for a play-writing class
is being addressed within the creative writing area of
the English Department with one of the theatre faculty
teaching the class.
Faculty members make a strong contribution to the
development of students in major, minor and general
education courses. Instructors are well-prepared and
are rated an average of 5.32 (7.0 being exceptional).
Faculty members in the department are well-balanced
in their efforts in classroom teaching and production of
performances. Reaching the final template for the Theatre/Speech Education major was a challenging process.
Because the program requires a maximum of 30 credits
in Theatre and 12 in Speech, many courses had to be
made optional. The department continues to improve
both the range and content of courses so as to better
prepare graduates.
Standard 3
Students
Self-Study
Students
2004
Standard 3
125
126
Standard 3
Students
The students…must play a major part. It is their
faith in the Lord Jesus Christ and in His restored
gospel and their obedience to His commandments
that will put Him at the center of the school.
Their faith will largely determine whether we
learn here by study and also by faith. As we do,
we will attain academic excellence.
Henry B. Eyring
System, The Church of Jesus Christ
Standard 3
Students
Standard 3 describes and assesses the programs and
services provided by Brigham Young University -Idaho.
Section 1.0 outlines the purposes and organizational
structure involved in providing these services, while
Section 2.0 highlights the general responsibilities of the
Student Services areas and the Student Life division at
the university. Section 3.0 discusses the methods and
processes employed for the award of academic credit
and maintenance of records. Section 4.0 discusses and
assesses selected student services. Section 5.0 presents
a description and self-appraisal of all the major administrative units which provident a student life service. Intercollegiate athletics are not addressed in this self-study
because BYU-Idaho no longer participates in them.
1.0 Purpose and Organization
This section describes the purposes and organizational
structures of Student Life and various other student
services and provides an analysis and appraisal of their
success.
Students
The responsibility for most services and functions
related to student life rests with the Student Life Vice
President. The organizational units and functions are
listed in Figure 1.
Other significant areas of student support report to
different vice presidents. The Activities Program is
administered under the direction of the Advancement
Vice President. The Activities Program is discussed in
section 4.9 of this standard. The Career and Academic
Advising Center (CAAC) reports to the Academic Vice
President. The CAAC is addressed in section 3.3 of
Standard 2.
Figure 2 shows an organizational chart for the Student
Life area. Governance of student life is carried out by
three Student Life subcouncils: Student Support, Student Well-Being, and Student Services. These subcouncils facilitate deeper discussions of issues, quicker turnaround on important issues, and better working relationships among departments within the subcouncils. The
Student Support Subcouncil includes Admissions and
Scholarships, Financial Aid, Records/Registrar, Career
and Academic Advising which comes from the Academ-
Standard 3
127
Organizational Units in Student Life
Assistant Vice President
$ Facilities
- Health Center
- Manwaring Center
- Married Student Housing
$ Programs
- New Student Orientation
- Manwaring Center
Student Support
$ Admissions and Scholarships
$ Financial Aid
$ Internships
$ Placement / Student Employment
$ Records / Registrar
Director of Student Well-Being
$ Campus Police
$ Counseling Center
$ Dean of Students
$ Health Center
$ Housing
Director of Student Services
$ Bookstore
$ Food Services
$ Ticket Office
Special Assistant to the Vice President
$ "Hold to the Rod"
_______________________________________________________________________________________
Figure 1
ic Area to serve on this sub-council), Internships, Placement, and Student Employment. The Student Well-Being Subcouncil consists of the Dean of Students (including the International Student and Cultural Well-Being
areas), Counseling Center, Health Center, University
Police, Hold to the Rod, and Housing. Student Services
Subcouncil consists of Food Services, Bookstore, Ticket
Office and ID Center, and also has a representative from
the One-Card Office (Information Technology/Academic
division).
The responsibility for various student service functions
underwent a substantial reorganization in May 2001,
approximately one year after the announcement of the
change from a two-year to a four-year status. This reorganization of the student service functions constituted
the most sweeping changes to our organizational structure in over 20 years, positioning the university to provide better service to a larger, more diverse, and more
mature student body. While a greater number of student
service functions were moved into the Student Life area,
one notable exception, Student Activities, was moved
away from Student Life into University Advancement
about one year after the major restructuring.
128
Standard 3
This organizational structure has fostered better interdepartmental communication and has facilitated
better coordination on issues that affect students’ lives.
Departments are better informed and are better able to
provide service to students. Integration and Implementation Committees representing stakeholders across the
university have been established on an ad hoc basis to
resolve various issues as they arise.
Table 1 provides a profile of the employees who work in
the departments within Student Life. The table shows
degrees held, years of experience, and full-time versus
part-time status. Longevity of regular employees averages approximately 14.9 years overall, with 17.1 years
for administrative personnel and 13.5 years for support
staff.
Job descriptions are maintained by the Personnel Department and are generally updated when the position is
vacated to ensure that the position description matches
the current assignment and expectations. Individual
performance is evaluated annually. Most departments
begin by using the Productivity Review Form, in which
the individual identifies major duties, tasks performed
Students
Organizational Structure of Student Life
President
David A. Bednar
Vice President
Student Life
James R. Gee
Special Assistant
to the VP
Gerald A. Price
Assistant
Vice President
Ric Page
Director
Student Well-Being
James Sessions
Director
Student Services
Bryan Groom
Director
University Police
Garth Gunderson
Director
Bookstore
Doug Mason
Director
Counseling Center
Reed Stoddard
Director
Food Services
Dan Black
Director
Student Employment
Bob Maxfield
Dean of Students
James Sessions
Director
Ticket Office/ID
Jim Terry
Director
Registrar's Office
Kevin Miyasaki
Director
Health Center
Mark Gehmlich
Director
Housing Office
Sharon Tuckett
Director
Student Support
Director
Admissions
Gordon Westenskow
Director
Financial Aid
Dan Gulbransen
Director
Manwaring Center
Randy Parkinson
New Student
Orientation
Allen Jones
__________________________________________________________________________________________
Figure 2
extremely well, significant accomplishments, tasks
which could be better performed, and future objectives.
Supervisors use this form to review employee performance and to set goals.
Each department within the Student Life organization
has developed its own mission statement (i.e., central
aims) and objectives. These are reviewed in section 5.0.
The mission statements, goals, and objectives are consistent with and supportive of the institutional mission
statement and objectives. Since the change to four-year
Students
status, nearly every policy and procedure followed by
these departments has been reviewed to assure compatibility with the new institutional priorities. An effort is
under way during the fall of 2003 and winter of 2004 to
establish one campus web-side repository for all campus
policies. This will facilitate more frequent review and
rethinking of policies as the need arises.
Annual departmental stewardship reviews have been
conducted since April 2000. Refer to Standard 1 for a
more complete description of institutional planning and
Standard 3
129
Student Life Staff Profile
Professional
1999
2003
Support
1999
2003
Student
1999 2003
Female
15
20
26
94
64
223
Male
28
55
20
30
72
115
PhD, EdD
9
9
0
0
0
0
MD, JD, MSW
9
9
0
0
0
0
MA, MS
14
23
2
3
0
0
BA, BS
9
16
7
20
0
0
AA, AAS, Cert.,
etc.
2
14
17
39
0
0
None
0
0
0
0
103
132
Less than 5
1
0
18
26
33
45
5-10
9
17
9
22
0
0
11-15
12
18
5
26
0
0
16-20
5
12
9
19
0
0
16
24
5
27
0
0
9/10 Months
22
10
6
11
0
0
12 Months
19
64
25
96
0
0
9/10 Months
1
0
1
1
27
52
12 Months
1
1
12
16
109
125
Degrees:
Years Experience in Field:
More than 20
Full-Time:
Part-Time:
________________________________________________________________________________
Table 1
assessment. This process provides an opportunity for
each department to prepare a report containing the departmental statement of central aims, desired outcomes
and objectives, and the evaluation processes and results.
The report details what the department leadership has
learned through the evaluation process which will help
direct decisions regarding physical and human resource
130
Standard 3
allocations, and what implications those decisions
should have on the budget. All budget increase decisions are tied back to the performance of the department
in meeting its mission and objectives. Each of the annual Stewardship Review books is available for review.
Students
Statistical Profile of the BYU-Idaho Student Body: 2000 – 2003
2000
Total Enrollment
(headcount)
2001
2002
2003
8,949
9,200
10,703
11,137
Freshmen
5,407
4,151
4,231
3,248
Sophomore
3,542
3,395
3,118
3,202
Class
Junior
--
1,466
2,218
2,561
Senior
--
188
1,136
2,126
Status
Full-time
8,487
8,654
9,926
10,252
Part-time
462
546
777
885
Male
3,754
3,890
4,634
4,905
Female
5,195
5,310
6,069
6,232
In-state
2,883
3,228
4,013
4,089
Out-of-state
5,819
5,727
6,429
6,761
International
247
245
261
287
Married
546
1,058
1,929
2,579
Single
8,403
8,142
8,774
8,558
Under 18
234
149
167
114
18
3,097
2,424
2,589
1,817
19
2,269
2,125
1,682
1,773
20
616
1,009
1,320
1,319
21
1,129
1,178
1,430
1,642
22
948
1,156
1,303
1,486
23
363
582
952
1,144
24
131
241
495
778
25
32
95
211
388
Over 25
130
240
554
675
Gender
Home
Marital Status
Age
Note. Numbers are for fall semesters.
__________________________________________________________________________
Table 2
Students
Standard 3
131
2.0
2.1
General Responsibilities
Identifying Student Needs
The institution responds to the needs of its students in
at least three systematic ways. First, the characteristics
of our student body are closely monitored (see Table 2).
This has been especially important in light of the changing demographic profile of students who now attend
BYU-Idaho as well as the new realm of upper division
students. Monitoring the characteristics and needs of
summer track students has been a critical part of our
initiative to admit more students to BYU-Idaho by taking advantage of campus resources available during the
summer terms. Second, the annual stewardship review
process has been instrumental in assessing how academic and non-academic departments alike are meeting
the needs of the students they serve. Academic departments have accomplished this through their assessment
activities (see Standard 2). As discussed in section 5.0
of this standard, non-academic units which provide vital
services to the student body have assessed their ability
to meet student needs through student surveys, student
focus groups, and individual student interviews. Finally,
regularly scheduled assessment activity at the institutional level carried out by the Office of Institutional Research is designed to determine whether or not students’
needs are being met. The appropriate data are shared
with respective university departments.
Based on the foregoing, BYU-Idaho has been responsive
to student needs. Numerous examples provide evidence
of this responsiveness. Even though the student body at
BYU-Idaho is highly homogeneous (i.e, U.S. citizens,
Caucasian, LDS, and from similar socioeconomic backgrounds), students come from every state in the United
States and from 34 foreign countries. Several programs
and services exist for students who do not fit the typical
profile. For example, the International Students Office provides special assistance to non-U.S. students,
including assistance with INS regulations. The Cultural
Well-Being advisor is primarily responsible for assisting
students who come from a broad array of cultural and
ethnic backgrounds, in their social, emotional, academic,
and spiritual adjustment to university life. This advisor
also oversees various student associations such as the
Non-Traditional Student Association, African Heritage
Association, Hispanic Culture Association, and several
others. An special advisor is assigned to the Married
Student Association.
One of the most dramatic changes in student body composition has been the increase in married students from
546 in fall 2000 to 2,579 in fall 2003. This has neces-
132
Standard 3
sitated the consideration of additional services to more
adequately meet their needs. A student family housing
subdivision with 154 apartments (both two- and threebedroom units) is currently under construction. A new
health center that can more readily accommodate family
medical needs is under construction. Finally, plans are
currently under way to modify the student health plan to
provide for the health care of dependents.
Other recent changes illustrate BYU-Idaho’s commitment to meeting student needs. We have revised the
curfew policy to accommodate a student body which is
older, needs more study time, and has late night employment. We have extended library hours and Hart Building hours for the same reasons. The Internship Office
was created to support the need for more hands-on, realworld experience required by the academic programs.
The Career and Advising Center created seven satellite
offices to make advising more available to students. The
expansion of summer programs was designed to meet
the needs of summer track students. The restructuring
of faculty contracts from 9- to 11-months was motivated
in part by a need to have enough instructor resources
available for the increased number of students attending
school during the summer terms.
Special attention is offered to assist students who need
personal or academic help. The Counseling Center
provides a wide range of psychological and interpersonal assistance. The Dean of Students Office provides
a resource for students experiencing difficulties with the
Honor Code or with their academic performance. The
Learning Assistance Lab (LAL) helps students who have
difficulty mastering a subject. The LAL also provides
free peer and professional tutoring and instruction in
math, reading, and writing. The LAL is described and
assessed in Standard 2.
2.2
Student Governance
BYU-Idaho values the input of students in the day-today governance of the university. Students are involved
as regular members of campus committees where policy
is discussed, developed, and implemented. These
committees include Academic Council, Campus Planning, Housing Councils, Honor Code Council, Student
Life Council, Advancement Council, and many other
councils and ad hoc committees. Appendix F provides a
complete list of committees with student representation.
Student representatives also meet regularly with personnel and staff councils in Campus Police, Housing,
Alumni Relations, etc., to provide a student perspective
on all policies and practices. As described in section
4.9, students lead out and guide the development of the
Students
Activities Program and are responsible for the planning,
production, and success of their events.
2.3
Students’ Rights and
Responsibilities
BYU-Idaho is committed to making “good students better.” This concept is evident in the Honor Code, Dress
and Grooming Standards, Academic Honesty Code,
and Housing Regulations. Every student and employee
agrees to abide by the Honor Code as a condition of
admission or employment. Students reaffirm their commitment to these standards annually through the Continuing Endorsement process. The Honor Code (shown
Appendix D) and the Student Handbook clearly set forth
expected standards of personal conduct, and dress and
grooming. These high standards enable the university
to provide a college education in an atmosphere consistent with the ideals and principles of its sponsor, The
Church of Jesus Christ of Latter-day Saints. In addition,
an ecclesiastical structure of 68 student wards (Church
units) promotes living of the high ideals expected at
BYU-Idaho.
BYU-Idaho is committed to student rights. Students
in violation of the Honor Code are treated fairly and
disciplined appropriately as outlined in the Student
Handbook. This procedure, based on the concept of
due process, is communicated to each student at New
Student Orientation and again when a student is found in
violation of their personal commitment to the expected
standards. The entire process is explained in the Handbook which is readily available to students and distributed to each new student at New Student Orientation, to
each apartment at the beginning of the fall semester, and
is available on-line.
2.4
Student Safety
The University Police, Physical Plant employees, and
the University Safety Office work closely to promote
campus safety. Student safety issues are addressed in
Administrative Councils, at New Student Orientation,
in residence halls or apartments, and through the 68
Church wards. The student newspaper carries articles
and reminders about personal safety and security as
well as security of personal property. Student Activities sponsors Survive the Drive campaigns before major
holidays, especially emphasizing driver safety, preparedness for driving on icy roads, and the hazards of
driving tired. They also sponsor RAD (Rape Aggression
Defense) workshops taught by trained University Police
Students
officers. These are offered to students at large and to
organized groups. University Police also provide student
escorts to accompany students from the campus back to
their apartment after dark at the student’s request. Quality night lighting and the placement of emergency call
boxes on campus is a top priority. Students are reminded about safety issues, encouraged to walk in groups
after dark, to lock their apartment doors, and to not leave
valuables unattended. However, because of the low
crime rate, the campus conveys such an air of security
that laxness can be a problem.
The University Safety and Security report (available on
the BYU-Idaho home page) indicates a drop in the number, as well as per capita, incidents of sexual assaults,
drug and alcohol abuse, and other violent and non-violent crimes in the past two years. Much of that drop is
believed to be associated with the move to four-year
status and the simultaneous growth in married and older,
more mature students. The university’s rate of criminal
activity is significantly below the national average and
the average at peer institutions.
2.5
Publication of University Policies
and Procedures
Three publications – the University Course Catalog, the
Class Schedule, and the Student Handbook – contain a
comprehensive listing of policies and procedures governing university application, attendance, and graduation
and all other items relative to attending the university.
In addition, the Student Handbook is widely distributed
as indicated above, and contains all the policies relative
to student conduct, grievance policies, academic honesty, and student discipline. These are available in print
and electronic versions.
BYU-Idaho indicates in its 2002-2003 Catalog that it
“received candidate status for accreditation as a baccalaureate granting institution with the Northwest
Association of Schools and Colleges in 2001 and will
be reviewed for accreditation in 2004.” In 1999 Ricks
College was renewed as an accredited, two-year school.
This message is consistent throughout advertising materials used to recruit students. Every attempt has been
made to have all materials accurately reflect the mission of the institution, entrance requirements, degrees
offered, academic preparation of the faculty, institutional
facilities, rules, regulations, policies, procedures, tuition,
and fees. Unscrupulous business and recruitment practices or misrepresentation of the institution are strictly
avoided. All promotional materials are available in the
Team Room for review.
Standard 3
133
2.6
Evaluation of Student Services
and Programs
The university conducts a series of assessment activities to evaluate its services and programs for students.
Foremost among these for assessments of student services and programs are the College Student Experience
Questionnaire (CSEQ), student focus groups, Student
Satisfaction Survey, and Alumni Survey. These institu-
tional-level assessment activities are outlined in Standard 1 and described in the Institutional Effectiveness
Assessment Plan (IEAP). The results of these appear on
the Institutional Dashboard (see Standard 1 for an explanation) and are presented to the campus community
in the dashboard format. In addition, each of the units
which deliver services to students regularly evaluates
the quality of their service. Assessment findings are
presented and discussed in stewardship reviews.
Functions/Services with the Highest Satisfaction
Rank
Service/Function
Satisfied Students
1
Financial transactions at the Cashier’s Office.
88%
2
Using athletic facilities at the Hart Building, such as the swimming pool, Fitness
Center, gyms, weight room, etc.
85%
3
Using the BYU-Idaho web site to get information.
85%
4
Accessing grades.
84%
5
84%
6
Dealing with the Accounting Office.
82%
7
Using the library.
82%
8
Getting tickets to activities and cultural events.
81%
9
Dealing with the Bookstore.
80%
Table 3
Functions/Services with the Highest Dissatisfaction
Rank
Service/Function
Satisfied Students
1
Using PE clothing checkout and locker rooms.
20%
2
20%
3
19%
4
Dealing with campus police or other security personnel.
18%
5
Receiving medical attention at the Student Health Center.
14%
6
Getting counseling from the Counseling Center.
13%
7
12%
8
11%
9
10%
10
Getting access to computers elsewhere on campus.
10%
Table 4
134
Standard 3
Students
As an example of institutional level evaluation, the
Student Satisfaction Survey administered in winter
2003 assessed the level of satisfaction with 38 different
administrative services and functions. We determined
that all functions and services should have at least a 70%
satisfaction rate and that no service or function should
have more than a 5% dissatisfaction rate. Table 3 shows
the 10 areas with the highest level of satisfaction. Table
4 shows the six areas with the highest level of dissatisfaction. Departments which deliver these latter services
are currently considering ways to improve their service
to students. The Career and Advising Center has already
responded by adding a number of satellite advising centers to improve student access to advising assistance.
Refer to section 5.0 of this standard for a summary of
the departmental self-assessments which have been
conducted in the student services area. Their work in
ongoing self-assessment illustrates the culture of assessment which has been developed within the student life
organizations.
3.0 Academic Credit and
Records
Each course has an established syllabus that is reviewed
and updated by each instructor. The learning criteria are
specified and classroom expectations are clearly stated.
Learning outcomes are indicated as are assignments and
testing criteria. Each student’s academic record reflects
his or her academic course work by semester date,
course number and name, section, credits awarded, and
grade earned. Transcripts show academic progress by
semester with a running total of credits earned by semester, and an overall total. Transcripts also show current
and overall grade-point averages. Credit for course
work is based on the accepted definition provided in the
Accreditation Handbook.
Each faculty member is responsible to assess the learning accomplished by students assigned to his or her
classes. Instructors teaching the same course may have
differing syllabi but expectations and learning outcomes
are similar. All BYU-Idaho credit courses apply toward
degrees and certificates. Continuing Education faculty
and courses are approved by the appropriate academic
department and grades are recorded on transcripts in the
same manner as the grades for regular classes.
Transfer credit is accepted from accredited institutions
of higher education, with the Registrar of the university
Students
being responsible for credit evaluation. The Registrar, assisted by the academic college of the area being
evaluated, ensures that transfer credit is granted based
on course equivalencies established by the college
and in accordance with generally accepted standards
promulgated by the American Association of Collegiate
Registrars and Admissions Officers (AACRAO) and the
Northwest Commission on Colleges and Universities.
Student records and transcripts are computerized. Paper
copies and microfilm copies are prepared in addition to
tape-backup of computerized records and are stored onsite as well as at off-campus locations. Both faculty and
staff who have a need to access student records are given
training on policies and practices designed to protect
student privacy. Each employee is required to sign a
statement indicating that they will maintain the integrity
of these private records.
The release of student information strictly follows the
guidelines established by the Federal Educational Rightto-Privacy Act (FERPA). Access to student contact
information is controlled by the individual student who
determines what level of access people are allowed.
4.0 Student Services
The following section describes how BYU-Idaho
administers a variety of student services, along with
how annual reviews and assessments help tailor student
programs to fit the needs of students.
4.1
Admissions Philosophy and
Policies
Admissions policies reflect the mission, goals, and
values of BYU-Idaho and the desire to meet the needs
of a worldwide Church. In reviewing an applicant’s
preparation, 60% of the evaluation is based on non-academic factors (e.g., ecclesiastical leader endorsement,
high school counselor endorsement), with 40% based
upon academic performance (e.g., high school GPA,
ACT scores, and essay submission). The Admissions
Committee considers the following factors when making
admission decisions:
•
•
•
Church activity
Seminary/Institute Activity
Personal commitment to living BYU-Idaho’s
Honor Code and Dress and Grooming Standards
Standard 3
135
Admissions History: 1999 – 2003
2003
2002
2001
2000
First Time Freshmen Applications
Received
7,470
6,742
7,078
7,893
Admitted
7,189
6,407
6,771
7,678
Denied
281
335
270
215
Enrolled
3,523
3,584
4,034
4,735
Received
2,554
1,671
625
397
Admitted
2,340
1,521
588
384
Denied
214
150
37
13
Enrolled
1,287
819
350
230
Received
1,776
1,565
1,788
2,259
Admitted
1,734
1,524
1,735
2,223
Denied
42
41
53
36
Enrolled
1,283
1,149
1,388
1,800
Transfer Applications
Re-admission Applications
Source. Admissions Office.
Note. BYU-Idaho does not offer graduate or professional degrees. BYU-Idaho does not
formally admit non-degree applications.
__________________________________________________________________________
Table 5
•
•
•
•
•
•
•
Academic preparation
Gender balance to support religious and family
values
Leadership experience and abilities
Service
Extracurricular activities
Socioeconomic factors
Space availability
Table 5 provides a four-year admissions history. It
shows the number of students who were admitted, denied, and enrolled since the 1999 school year.
We have recently developed and implemented a new
admissions policy for the admission of students into
one of three different tracks: the traditional fall-winter
track, a summer-fall track, and a winter-summer track.
Students in the latter two categories attend BYU-Idaho
only in the summer and in a fall or winter semester.
Students in the fall-winter track may attend school in the
summer if they choose. This new policy resulted from a
guiding principle to make it possible for more interested
and qualified youth to enroll at BYU-Idaho in degree-
136
Standard 3
seeking programs. Unfortunately, given our space and
resource constraints, we have had to deny admission to
a number of qualified students over the last decade. Our
solution to this dilemma was to use the summer months
to matriculate more students.
This admissions policy has been implemented as follows. Applicants identify their preferred track. A
modest scholarship is offered as an incentive (over and
above any other scholarship for which they are qualified) to students who select one of the summer tracks.
Applicants who select the fall-winter track are evaluated
against all other applicants who prefer the fall-winter
track. They are admitted according to their ranking in
the pool according to the space allotted. Students who
are denied admission to the fall-winter track are offered
admission on one of the summer tracks. The acceptance
rate of these students to one of the summer-based tracks
has averaged over 60 percent, much greater than anticipated. Qualified applicants who initially indicate a preference for the summer-fall or winter-summer track are
usually automatically admitted. A number of students
have opted for these summer tracks instead of the fall-
Students
Summer Enrollments (Headcount)
1st Summer Term
2nd Summer Term
2001
2,523
2,282
2002
3,093
3,924
2003
4,253
5,166
___________________________________________________
Table 6
winter track. This new admissions policy has allowed
us to enroll more than 1,000 students at BYU-Idaho who
would not otherwise have been able to attend. As shown
in Table 6, our summer admissions have nearly doubled
since 2001 due to the success of this new admissions
policy.
4.2
Placement, Continued
Enrollment, and Graduation
There is no formal system of placement into academic
courses and programs in place at BYU-Idaho. Once students are admitted to BYU-Idaho, they are free to pursue
any course of study. To ensure a reasonable expectation
of successfully completing course work, prerequisites
have been established for most classes. Students are
given wide latitude in determining whether they meet
the prerequisites and placing themselves in the appropriate class level. The majority of degree programs are
open to any student wishing to enroll. Several programs
– notably Nursing, Elementary Education, and Interior
Design – require that students meet specified prerequisites. Students who desire help in choosing a major
can request assistance from the Career and Academic
Advising Center.
Academic expectations for continued enrollment are
published in the catalog. An appeals process is provided whereby students may have an academic sanction reviewed. If students are academically suspended,
they are sent a letter indicating the reason along with
a petition for review of the suspension. Generally,
students are given two semesters to academically prove
themselves. The committee makes referrals to advisors, instructors, and other administrators in an effort to
ensure that students get the help needed to succeed. The
Dean of Students Office attempts to visit with every student who scores under a 1.0 GPA at mid-term to explain
the assistance, options, and available remedies for low
grades. Follow-up sessions are held during the balance
of the semester. Re-admittance procedures are outlined
in the Catalog.
Students
Each semester, faculty advisors receive copies of midterm and final grades of the students to whom they are
assigned. Advisors are encouraged to personally contact
any advisee whose grades are below a 2.0
Graduation requirements are clearly described in the
BYU-Idaho catalog and in materials provided to academic advisors. Students have on-line access to their records so they can monitor their progress. Faculty advisors have on-line access to individual student transcripts
as well as information about their current standing based
on academic progress. The computer shows faculty
advisors the required classes which are completed and
those which are not. Academic advisors work with
students in their course work and assist them so they can
take maximum advantage of academic opportunities.
Students are required to meet with their advisor at least
once each semester. A special publication is circulated
annually to all new and continuing students providing
information required by the Student-Right-to-Know Act.
Some dissatisfaction was expressed by students in the
2003 Student Satisfaction Survey regarding petitioning
for exceptions to university policy and making grade
changes. Some complaints have arisen because of the
backlog of petitions that are referred to instructors for
their response. A system has now been put into place
whereby those instructors are called back after two
weeks if they have not yet responded. Some complaints
have been received that the letter informing students of
a denial of their petition was too harsh. That letter has
been softened and an explanation is now given for the
denial. When grade changes are completed they are now
processed within 24 hours.
4.3
Financial Aid Policies and
Procedures
The Student Financial Aid Office administers comprehensive programs of federal aid (the Federal Pell Grant
and the Federal Family Educational Loan programs) and
private aid for students with financial need. This office
is charged with the responsibility of adhering to the
Standard 3
137
Type and Amount of Financial Aid Awards
2001-2002
Financial Aid Type
Number
of
Students
2000-2001
Amount
Number
of
Students
1999-2000
Amount
Number
of
Students
Amount
Federal Grants
Pell Grants
4,041
$9,822,746
3,115
$6,414,052
3,121
$5,825,327
Other Federal Grants
15
39,803
11
20,944
15
32,999
Stafford-Subsidized
2,540
6,761,930
1,933
4,484,525
1,879
4,361,701
StaffordUnsubsidized
952
2,113,926
707
1,483,868
632
1,310,362
Plus
58
270,802
47
207,896
63
293,633
5,344
19,009,207
4,288
12,611,286
4,230
11,824,023
Institutional
Scholarship
4,071
4,354,278
4,805
3,796,374
3,766
3,454,739
Tuition Waiver
590
468,900
Athletic Scholarship
235
567,482
238
521,822
243
489,186
Agency Scholarship
970
1,111,038
897
1,003,309
977
984,972
Private Grants
863
783,484
618
554,533
566
452,469
Summer Grants
559
318,759
798
290,029
800
319,182
Idaho Promise
1,068
440,500
Other State Grants
16
3,900
21
7,600
14
5,050
Other Loans
14
45,632
5
21,233
10
47,626
Miscellaneous
Awards
170
293,904
136
194,299
80
147,852
TOTAL OTHER AID*
3,842
8,387,877
3,990
6,389,199
3,111
5,901,076
TOTAL AID*
9,186
27,397,084
8,278
19,001,368
7,341
17,725,099
Federal Loans
TOTAL FEDERAL AID*
Other Aid
Source: Office of Financial Aid
* Total number of students is unduplicated count. One student may have received several different types of aid.
____________________________________________________________________________________________
Table 7
138
Standard 3
Students
numerous regulations and guidelines controlling those
programs. Personalized assistance is offered to our
students and their parents as they complete the necessary applications and other documentation necessary
to establish their eligibility. The goal is to help them
obtain the financial assistance necessary to reach their
educational goals.
During the 2001-02 school year, nearly 5,350 students
received federal student aid. This includes more than
$9.8 million in federal Pell grants and $9.1 million in
federal student loans. Another $1.1 million from the
private grant-in-aid program was provided to 1,328
students (see Table 7).
More than 50% of financial-aid applications are reviewed to confirm data accuracy prior to making the financial-aid award. The number of applications received
in 2001-02 was about 45% greater than in 2000-01, and
the 2002-03 applications received through September,
only a month into the year, total nearly 86% of the total
number received in all of the 2001-02 school year. Table
7 provides data pertaining to the types and amounts
of financial aid awarded , andTable 8 documents the
increased workload experienced in the Financial Aid
Office.
Annual audits are conducted by the BYU-Idaho internal
audit department, the LDS Church, and Price Waterhouse Coopers LLP, as required by federal regulation.
All audits for the past several years have yielded no
findings.
web-sites, and through a joint CES informational booklet which is distributed to all students who designate
BYU-Idaho as a preferred school on their ACT exam.
Information is also mailed to the seminaries adjacent
to high schools from which a large number of students
come. A Student Guidebook to Scholarships is mailed
upon request, and in the I-Magazine, a New Student
Orientation publication, there is information about
scholarships and financial aid that is sent to all new
students. The Catalog and Class Schedule also contain
this information.
A student survey taken in the spring of 2002 indicated
a high degree of student satisfaction. There was some
indication that students did not always understand the
information provided to them. Procedural details are
reviewed in regular staff meetings to help the staff better
understand the operational policies and procedures. This
is expected to increase the quality of information being
given to our students. The summer 2003 Student Satisfaction Survey indicates that students are quite satisfied
with the service they receive at the Financial Aid Office.
The loan default rate at BYU-Idaho has declined for
many years, though it showed a slight increase to 1.3%
in the 2001 cohort because of the downturn in the
economy (see Figure 3). Nevertheless, it has been consistently lower than the national average for all schools
for many years. Loan counseling for new loan recipients is conducted in compliance with federal regulation.
In addition, they are furnished with pertinent printed
information regarding repayment.
Information about financial aid is given to all prospective students through the Financial Aid and Scholarship
Yearly Financial Aid Activity
ACADEMIC YEAR TOTALS
Year
Verified
Applications
Applications for
Admitted Students
Pell Grants
Disbursed
Loans
Disbursed
2000-2001
3,310
6,195
3,115
2,687
2001-2002
4,191 (up 27%)
8,375 (up 45%)
4,041 (up 30%)
3,550 (up 32%)
2002-2002*
3,665
7,198
3,117
2,082
* Data are for year-to-date as of September 2002.
______________________________________________________________________________________________
Table 8
Students
Standard 3
139
A Comparison of National and BYU-Idaho Cohort Loan Default Rates
12.00
10.00
8.00
6.00
4.00
2.00
0.00
National
1995
10.40
1996
9.60
1997
8.80
1998
6.90
1999
5.60
2000
5.90
2001
5.40
BYU-Idaho
3.00
4.30
3.70
1.60
1.50
0.08
1.30
Source: U.S. Department of Education, Office of Federal Student Aid, 2001 Cohort Default Rate Guide
Note. The cohort default rate is the percentage of borrowers who enter repayment in a fiscal year and
default or meet other specified conditions by the end of the next fiscal year.
___________________________________________________________________________________________
Figure 3
4.4
Orientation of New Students
In 1999 Ricks College hired a coordinator of New
Student Orientation (NSO) to develop and carry out an
improved program for the orientation of new students.
Eight student directors received full scholarships to
serve as part of an NSO leadership team tasked to organize orientation activities and lead approximately 300
volunteer I-Team leaders. I-Team leaders serve as mentors to the new students during the orientation process.
All incoming students are divided into I-Team groups of
about 15 students, lead by two I-Team leaders.
Major orientation sessions are conducted prior to fall
and winter semesters and second summer term, when
large cohorts are beginning their university career.
Sessions include Parent Orientation, Academic Orientation, an Info Fair (with over 30 booths from individual
campus departments), a President’s Reception, Campus
Tours, Meet-Your-I-Team Barbecue, New Student Com-
140
Standard 3
mencement, 1st Night Extravaganza, “Arise for Honor”
Honor Code Morningside, a Service Project, and many
social activities. New students starting at the fall block,
winter block or first summer block receive a more personalized and abbreviated orientation.
Additional orientation seminars are conducted for married, international, non-traditional, and multi-cultural
students as well as several for specific majors. These
seminars are conducted in conjunction with each of the
six New Student Orientation sessions. Ongoing orientation assistance is provided to each of these groups
through the Orientation Committee and Cultural Wellbeing Council.
4.5
Academic and Career Advising
BYU-Idaho provides its students with extensive opportunities for receiving academic and career counseling.
These functions are more fully described in section 4.3
of Standard 2.
Students
Academic and career advising is carried out in four
ways. First, every full-time faculty member, along
with some staff and administrators, serve as academic
advisors. Faculty advisors are trained once a month for
their first semester at BYU-Idaho and annually thereafter. Additional ongoing training is also supplied by the
Advising Committee and Career and Advising Center.
combined graduating class for April 2003 has experienced a 52% job placement rate by November 2003,
with 5.5% going on to graduate school, 2% on missions
for the Church, 8% not looking, 14% with no job, and
18% were not available to answer the survey. The average starting salary was $30,800.
Second, the Career and Advising Center (CAC) coordinates a variety of resources to help students with their
educational and career decisions. The CAC provides
career and aptitude testing, occupational counseling,
transfer counseling, graduation reports, catalogs from
colleges and universities around the country, and job
files. The CAC provides up-to-date tools for assisting
students with the selection of an academic major and career path. Several hardbound, computerized, and on-line
resources are made available to students to assist with
these choices. It also oversees the teaching of General
Studies 100, Career Exploration, and assists as needed
with General Studies GS 101, Personal Achievement. It
has recently expanded to oversee seven satellite advising
centers located throughout the campus. These centers
support faculty advisors by handling the administrative
aspects of the advising process.
4.6
Third, the Internship Office helps students acquire and
complete successful internship experiences. This office
helps to organize, promote, and coordinate the internship process. This office helps with legal problems,
acts as a resource center, ensures academic consistency,
coordinates internship information, and assists with
paperwork. In 2003, this office coordinated internships
for over 1,300 students. With over 800 teacher education majors the university has established the position
of Teacher Education Internship Coordinator which will
coordinate student teaching in major market areas such
as Salt Lake City, Seattle, and Las Vegas.
Fourth, the Career Services Center helps students with
employment and placement. This office lists employment opportunities for current and graduating students,
facilitates on-campus recruitment, and runs a series of
career fairs. This office helps students develop resumes,
prepare for job interviews, search for jobs, make connections to their profession, and other career advancement
activities. It also works with faculty and departments
in their efforts to prepare students for the workplace.
This office sponsors job fairs each semester. Over 60
different companies were represented at the March 2003
Job Fair. The university has reciprocal agreements with
Idaho State University and Brigham Young University
which allow our students to participate in their job fairs
as well. Joint recruiting efforts with BYU will broaden
the number of companies recruiting our students. The
Students
Health Care and Counseling
Services
The university provides a Student Health Center where
students have access to three full-time physicians, two
nurse practitioners, two registered nurses, an X-ray facility, lab, and pharmacy. Every student is required either
to purchase university health insurance or to provide
proof of personal insurance to the institution. The cost
is relatively low, and students may visit the Health
Center for a very nominal fee. Health care professionals on campus and in the community work closely with
students and provide information and programs to assist
students in their individual needs. Medical doctors work
closely with members of the Counseling Center in diagnosing, treating, and providing medications for students
with mental and emotional disorders. In addition, a
local psychiatrist is employed by the Counseling Center
for about one day each week to coordinate medications
with clients of the Counseling Center. A new Student
Health and Counseling Center is under construction and
will be completed by summer 2004, providing larger
facilities for these two departments and better coverage for the students. Anticipated growth in the physical
facilities and improved efficiencies should help reduce
the roughly 13-14% of students who indicate some sort
of dissatisfaction with health or counseling services.
A new Health Center administrator will begin work in
January 2004 and will assist the university in serving our
students even better.
4.7
Student Housing
The BYU-Idaho Housing Office oversees on-campus
residential housing and works closely with the landlords
of off-campus housing to ensure that students have safe,
clean, and comfortable housing which contributes to
educational success and reflects an environment which
encourages living the principles of the Church of Jesus
Christ of Latter-day Saints. The Housing Office consists
of three administrators, three full-time staff employees,
four part-time student employees, and a number of head
residents and resident assistants (RA). The custodial
and maintenance group has three full-time employees
and five part-time student employees.
Standard 3
141
BYU-Idaho requires that all single students live in approved housing--housing units which have been certified as meeting appropriate standards in terms of safety,
cleanliness, maintenance, and supervision. Periodic
inspections are made by Housing Office personnel. The
City of Rexburg building inspector assists in initial
approval of units to ensure that they meet the current
building codes and life-safety requirements. On-campus
housing is well-maintained and efforts are continually
made to see that the apartments are modern and comfortable. Quiet hours are maintained to provide students a
residential living area which complements the academic
setting. Semester training meetings are held for owners, managers, and resident assistants to acquaint them
with their duties and obligations. Leadership classes
are also provided to help student resident assistants deal
with their peers and the problems which may develop.
Currently there are 156 apartments under construction
on campus for student families which will help provide
some on-campus housing for an increasing number of
married students. The university has also worked with
the City of Rexburg and private sector developers in
providing information they can use to gain financing to
supply additional family housing. The needs for family
housing appear to have been met.
4.8
Food Services Programs
The university maintains an effective food services
program. A variety of menus and options are available
for all students, employees, and visitors. Food Services personnel attempt to provide an attractive variety
of nutritious food at reasonable prices, and they invite
student suggestions. The staff seeks to be innovative in
meal preparation as well as to meet accepted nutritional
standards while attaining a high degree of quality, flavor,
and quantity. Health and safety standards are observed
in the preparation of food. A catering office provides
food services to various university activities and the local community.
Food Services provides a forum for students to critique
their menus. Each year 28 to 30 students, selected at
random, meet with Food Services personnel to talk
about their dining experiences. Students are also polled
in random surveys regarding their needs for food service
concessions. Responsiveness to student feedback ensures that students receive high quality food and service.
The university is currently designing a new larger food
court which could sustain itself.
142
Standard 3
4.9
Student Activities
One of the most important changes that has taken place
with the transition from Ricks College to BYU-Idaho
is the formation of an entirely new concept in student
activities. With the elimination of intercollegiate athletics, the Activities Program exists to foster the personal,
interpersonal, and leadership development of our students while giving them opportunities to participate in
a wide variety of activities. The goal is to provide what
Henry B. Eyring, Commissioner of the Church Educational System and member of the Board of Trustees,
calls “leadership training of the broadest and most exciting kind.” The Activities Program augments classroom
teachings while preparing students for life experiences.
The budget that was once used to support approximately
264 varsity student athletes is now benefiting thousands
of students as they participate in a broad range of activities and the accompanying leadership responsibilities
required by such programs.
This innovative year-round program centers on getting students involved. The foundation for the Activities Program encompasses the following five guiding
principles:
•
•
•
•
•
A wide range of activities will meet the diverse
interests and abilities of students.
Students choose their own level of participation.
Students are the participants rather than the
spectators.
Participants have an opportunity to act rather
than to be acted upon.
Participants will develop personal and spiritual
qualities that prepare them for life.
The Activities Program is organized into four areas of
emphasis (see Figure 4) –Arts, Enrichment, Physical,
and Social. Each area has a wide range of activities in
which students participate as organizers, performers,
or spectators. There are activities and events intended
for many special-interest audiences such as Hispanic,
African-American, disabled, and International students.
The reach of these activities has been exceptional, with
nearly every student being touched by some portion of
the Activities Program
All students, regardless of age, race, or student status (as
long as they are full-time matriculated), are invited to
participate in student activities. More important than the
individual activity involved in each of these programs is
the character, talent, capability, and leadership experience these activities afford BYU-Idaho students. At
the completion of their education, they take with them
Students
Components of the Activities Program
ACTIVITIES
ARTS
Art
Dance
Music
Theater
Enrichment
Leadership
Service
Married
Women
Academic
Challenge
Physical
Fitness
Intramurals
Athletics
Outdoors
Social
Talent
Entertainment
Dances
_________________________________________________________________________________________________
Figure 4
experience in leadership, performing, excelling, coaching, and directing a wide variety of activities that will
prepare them for the workplace and demands placed
upon them as parents, citizens, and world leaders.
The Activities Program director heads the Activities Program and employs 23 professional and six support staff,
in addition to faculty and physical facilities personnel.
The director reports to the Advancement Vice President.
The organizational structure of the Activities Program is
shown in Figure 5. Students interested in leadership aspects of Activities begin at the volunteer level, working
their way to the coordinator level, and eventually have
the opportunity of being selected to serve as a student
director in a specific area. After serving for a semester,
student directors might consider the option of running for a student officer position. Leadership training
provides an on-going experience for each of 24 student
directors who serve on the Student Activities Council.
This position is rotated every semester, requiring intensive training, but also providing many more students the
opportunity to serve in a leadership role.
Approximately 50,000 student leader/advisor volunteer
Students
hours are spent annually supporting the organizational
structure of the Activities Program.
Table 9 provides a statistical summary of participation in
the Activities Program. During fall, winter, and summer
semesters, nearly 94 different teams in football, track,
swimming, basketball, volleyball, soccer, cross-country,
wrestling, hockey and softball involved over 1,200 students in competitive sports activities, all coached by 170
student coaches. In those same semesters, over 15,000
students participated in intramural activities ranging from archery to basketball, flag football, bowling,
horseshoes, racquet ball, tennis, power lifting, soccer,
volleyball, golf and wrestling to name a few. There was
at total of 24,991 student attendees at the fall semester
dances and over 16,000 spectators at campus talent activities involving hundreds of talented student performers. While the Arts area is just launching many of their
activities, there were over 19,000 student attendees at
the 27 music activities for the semester, and the competitive dance activities in ballroom, folk, and modern
dance, involved over 15,000 attendees with more than
3,000 participants.
Standard 3
143
Organizational Structure of the Activities Program
OFFICERS
President
Vice
President
Secretary
ARTS
Art
Dance
Music
Theatre
OTHER
ACTVITIES COUNCIL
ENRICHMENT
PHYSICAL
Leadership
Married
Service
Women
Academic
Challenge
Athletics
Fitness
Intramurals
Outdoor
Adventure
Outdoor
Challenge
Outdoor
Recreation
Student
Alumni
Cultural WellBeing
New Student
Orientation
SOCIAL
Dances
Entertainment
Talent
ADVISORS
COORDINATORS
VOLUNTEERS
_________________________________________________________________________________________________
Figure 5
144
Standard 3
Students
Statistical Summary of the Activities Program
Number
FALL 2002
Activities/
Events
WINTER 2003
Participations
Activities/
Events
Participations
SUMMER 2003
Activities/
Events
Participations
Arts
56
49,101
34
13,370
25
2,074
Enrichment
69
9,579
77
26,976
88
4,531
180
49,484
1,906
77,881*
766
87,849*
Social
68
58,834
89
50,505
58
27,498
Total
373
166,998
2,106
168,732
937
122,889
Physical
*Fitness center use: Winter 2003 = 36,223; Summer 2003 = 56,527. Intramurals had 1,730 activities/events in Winter 2003
_________________________________________________________________________________________________
Table 9
The service component of the Activities Program
sponsored many successful service opportunities and
attracted a large number of student volunteers. Table
10 shows the extent of participation. During the 2002
fall semester, there were nearly 15,000 volunteer hours
given by students through service activities sponsored
by the Leadership and Service Institute. Students were
involved in programs such as Adopt-a-Grandparent, Radio Reading, Special Olympics, Happy Factory (handmade wooden toys used for humanitarian efforts worldwide), and many others. For the fall semester 2002 and
winter semester 2003, total student volunteer hours are
in the area of 27,000. The Cultural Well-Being Council
sponsors additional humanitarian service, social, and
other activities for non-traditional students.
Activities take place in several buildings on campus and
some off-campus sites. Most notable would be the Hart
P.E. Building; Manwaring Student Center; the Outdoor
Learning Centers located on the south edge of campus
in connection with the Campus Arboretum, the Henry’s
Fork property on the Snake River, and Badger Creek
near the Grand Tetons; Teton Leadership Lodge located
50 miles from the main campus near Victor, Idaho;
and several other facilities. A successful ice rink has
been developed on the main football field during winter
months for open skating as well as use by the Physical
Activities ice-hockey leagues. Additionally, rock climbing, kayaking, mountain biking, hiking, caving, horseback riding, participating in rodeo, and other outdoor
activities provide opportunities for learning and leadership to many student participants.
Feasibility studies are currently being conducted regarding the possible addition of space to the Hart P.E. Building, Manwaring Student Center, and the Snow Center
Students
for the Performing Arts. Plans are also being developed
for additional playing fields and other facilities that will
further expand the reach of these programs.
4.10
Bookstore Services
The University Bookstore is a 14,500 square foot facility
conveniently located in the Manwaring Student Center.
It contains a wide variety of personal items as well as
textbooks. Bookstore personnel are helpful and make
every effort to see that students have their textbooks at
the beginning of each semester or block. The Bookstore
management openly solicits suggestions from students
and other patrons. In the 2003 Student Satisfaction
Survey, 83% of the students surveyed indicated they
were either satisfied or very satisfied with the service
they received from the Bookstore. Annual sales include
more than 130,000 textbooks. Plans are currently being
designed for a much needed expansion of the Bookstore.
4.11
Student Publications
BYU-Idaho sponsors a weekly student newspaper, the
Scroll. Under the direction of a faculty advisor, student
journalists manage, develop, and fund the award-winning newspaper. Each area of operation is used as a
training ground, giving students experience in ad sales,
news reporting, editorial decision-making, and photojournalism. The Scroll averages over 50 pages per issue.
In the Rocky Mountain Collegiate Media Association
annual competition the Scroll regularly receives awards
for its reporting, layout, and operational qualities.
Standard 3
145
Number and Extent of Student Involvement in
Service Elements of the Activities Program
Activity/Program
Administrative
Number
of
Volunteers
3
Adopt-a-Grandparent
124
Family Crisis Center
4
Happy Factory
Number
of
Hours
Scope
of
Activity
750 Trained, advised, and counseled program directors weekly;
carried out Service Week; and created general publicity for
campus community.
3,235 Visited 31 elderly “grandparents” weekly.
140 Provided 10 children with weekly activities so parents
could attend parenting class.
300
963 Sanded and painted 900 wooden cars.
Head Start
25
300 Assisted 12 pre-school children 3 days a week.
Humanitarian Service
50
800 Created 15-20 quilts, 25 baby gowns, 20-30 balls and
footballs, about 150 school bags, 10 alphabet books, and 5
wooden block sets.
Merit Badge Powwow
250
3,750 Taught 1800+ merit badges for Boy Scouts.
Project Imagine
60
900 Hundreds of children and teenagers provided with university student mentors weekday afternoons in four local
schools.
Radio Reading
20
300 Produced 257 hours of radio programming for the blind.
Red Cross Blood Drive
271
300 Donated 258 pints of blood to the American Red Cross,
saving up to 700 lives.
Rexburg Nursing Center
20
Serving with Smiles
Special Olympics
150
300 Visited about 25 nursing home residents weekly.
850 Cleaned sand dunes, filling a 6-yard dumpster with trash;
cleaned graffiti off cave walls; collected 4,000 items of
food for needy; and raised $755 for Student Legacy Fund.
85
1,800 Provided 250 athletes with quality games and programs
free of charge.
_________________________________________________________________________________________________
Table 10
5.0 Analysis and Appraisal
•
Each of the various units with student life functions and
services has conducted a self-assessment. The following
sections summarize the self-studies.
•
5.1
•
Office of Admissions and
Scholarships
Purposes and Outcomes
The central aims of the BYU-Idaho Office of Admissions and Scholarships are to:
146
Standard 3
•
•
Implement creative methods to maximize the
number of qualified students admitted to each
of the three tracks and assisted by scholarships.
Utilize a fair and equitable system to evaluate
candidates for both admission and scholarships.
Serve an active and productive role within the
Church Educational System.
Utilize an admissions and scholarship system
that is consistent with and promotes the
religious and family values taught by The
Church of Jesus Christ of Latter-day Saints.
Support and advance the mission of Brigham
Young University–Idaho.
Students
Description of the Department
To accomplish our central aims, the Office of Admissions and & Scholarships is organized in four related
functional areas under the direction of one Director and
four Assistant Directors. The assistant Directors are
each responsible for one of the following major function
areas: (1) School Relations, (2) Admission, (3) Enrollment Management and (4) Scholarships. Each Assistant
Director supervises one additional administrator and
other staff employees as needed. The School Relations
staff is responsible for prospective student identification,
high school relations, junior college relations, publications, and video production. The Admissions staff is
responsible for admissions processing, counseling, Student Life coordination, international admissions, policy
handbook, and coordination with Learning Assistance
Lab. The Enrollment Management staff is responsible
for FastGrad, Three-Track policies, petitions, enrollment
projections, and admission decisions. The Scholarships
staff is responsible for scholarship projections, scholarship processing, and scholarship policy.
bish, intense, and elitist were selected least often. When
asked to “ . . . rate the importance of various admissions
factors,” prospective students considered non-academic
factors as more important than academic factors (source:
Prospective Student Survey).
The Admissions and Scholarships Office is successfully
meeting its central aims. Significant accomplishments
include:
•
•
•
•
•
The Admissions and Scholarships Office has
responded to two recommendations from the 1999
full-scale evaluation visit as follows:
Recommendation 1: “Pursue ongoing review and
analysis of admissions policies.”
We have recently completed a comprehensive rewrite
of our Admissions and Scholarship Policy Handbook.
Every policy and guideline has been critiqued and
rethought in light of Three-Track and our transition to
four-year status. This has been done openly and with
critique from President’s Council; Student Life Council
and subcouncils; the Scholarship Policy Setting and
Review Committee; and the university legal council.
Recommendation 2: “...Study potential perceptions
of academic elitism.”
The number of students denied has dropped from more
than two thousand to less than five hundred per year.
Prospective students, their parents, seminary teachers,
and ecclesiastical leaders have applauded our efforts
to allow more students to attend. Prospective student
surveys conducted in 1994, 1996, 2000, and 2003, seem
to indicate we have been able to avoid perceptions of
academic elitism. When asked to select words or phrases
which best represent the image of BYU-Idaho, prospective students most often selected words like friendly,
fun, caring, comfortable. Words like impersonal, snobStudents
•
Revision of the Admissions and Scholarship Policy
Handbook to reflect four-year status.
Implementation of Three Track admissions.
Elimination of the freshman scholarship and
continuing student scholarship applications so
that consideration for these scholarships is now
automatic.
Implementation of a Variable Step Scholarship
Program for continuing students. GPA requirements
are reduced at 60 and 90 credits.
Migration to a common web-based admissions
application, processing center, and database for all
CES institutions (BYU, BYU-Hawaii, BYU-Idaho,
and LDS Business College). Approximately, 82%
of BYU-Idaho applicants apply online.
Creation of a virtually paperless application
processing and evaluation system. Part of this
includes an automated letter system, which allows
individualized admissions letters which can
communicate complex messages effectively.
In the area of scholarships, this office successfully secured a $2.5 million scholarship budget increase for upper division students. It secured $250,000 for a student
assistantship program for student employees.
In terms of admissions and enrollment operations, this
office met university enrollment targets (see table 11).
This office played a key role in the increase of applications to BYU-Idaho from 7,143 in 1999 to 12,464 in
2003. This was accomplished through such efforts as
improved cooperation among CES institutions and joint
efforts in creating and implementing a successful nationwide recruiting and information program. Each year this
office gives presentations in 50 to 60 cities around the
country with an average attendance of about 300 people
per city. Finally, this office has played a key role in the
recruitment, admission, and matriculation of 2,000 additional students at BYU-Idaho.
Standard 3
147
5.2
Bookstore
The central aims of the Bookstore are to:
Provide a retail environment that offers the products
and services that meet the spiritual and academic
needs of the students and campus employees.
Promote the “Spirit of Ricks” by providing an
atmosphere and products that support and enhance
the image of the university.
Responsibly manage the use of university resources
in all areas of business activity by continuous
improvement in productivity, training, inventory
management, and shared services.
•
•
•
The University Bookstore is one of the most often
visited places on campus for students, alumni, campus
visitors and employees. Because of our visibility, we
feel an important responsibility to preserve and enhance
the “Spirit of Ricks” through our ability to offer quality
and sincere one-on-one service to students, visitors and
other customers.
Our core values are to:
•
•
•
•
•
Provide quality service to our customers
Treat people well, expect a lot, and the rest will
follow
Strive for continuous improvement
Promote honesty and fairness
Work hard, yet keep it fun
time personnel, and 30 students. The Bookstore selling
floor area, cashier stations, service desk, information
desks and office areas are located on the first floor of the
Hyrum Manwaring Student Center. The shipping and
receiving departments, stockroom areas and employee
break room are located in the basement area of the Manwaring Center. Total square footage for all Bookstore
space and facilities is 15,500.
The Bookstore has implemented a number of changes in
its policies and procedures. It now offers more BYUIdaho logo merchandise and textbooks on-line. In an
effort to improve customer service, it has given cashiers
the ability to handle the majority of decisions relating
to customer refunds and returns. Customer service has
improved. The Bookstore has also stopped enforcing
the “no backpack” policy with good results. Students
have expressed appreciation for not having to leave
their backpacks outside the store. Inventory shrinkage
indicates that the change in policy has not had a negative
impact on our annual inventory shrinkage.
The Bookstore has made important changes in personnel by hiring students for part-time graphic design,
marketing, and advertising positions. These students
have brought with them education, experience, and
talents that did not previously exist in the store. This
has greatly improved the content and quality of the
advertising pieces the Bookstore is able to turn out. The
Bookstore has also added a full-time accountant, a new
buyer, and two student employees to support an e-commerce web site.
The Bookstore hopes to implement the following
changes in the future to accommodate its clientele:
The Bookstore employs 15 full-time personnel, 11 part-
Comparison of Actual vs. Target Enrollment
Semester
1999
actual/target
2000
actual/target
2001
actual/target
2002
actual/target
8573 / 8600
8825 / 8600
8862 / 9200
10119 / 9900
8862 / 860
8837 / 8600
9481 / 9200
2584 /
2566 /
2854 /
Fall
Winter
Summer*
2375 /
2003
actual/target
10054 / 9900
*Summer includes only actual figures.
_________________________________________________________________________________________________
Table 11
148
Standard 3
Students
•
•
•
The Bookstore will increase from 15,500 to approximately 26,000 square feet.
The most important square footage changes will
occur in areas that assist students in their academic
endeavors. These will include textbooks, school
supplies, art supplies, technology products, and
the general books. Our research has shown that
upper division classes require a significantly higher
number of textbooks. There may also be a need for
more reference book titles and classroom study aids.
Possible changes might include an increase in
personnel in textbooks, general books, and general
merchandise departments, and possibly the addition
of a merchandise manager position.
As a result of self-assessment, our service to students has
improved by offering the following:
•
•
•
The Bookstore has used a number of different assessment techniques to evaluate itself. We complete
customer focus groups or customer surveys nearly every
semester to help us better assess our ability to meet our
mission and the varied needs of our public. We have
used student surveys, student focus groups, and feedback from our student employees to help us make decisions regarding what products and services to offer. We
have two students attend our weekly staff meeting. This
creates an atmosphere for students to provide input and
Percent of Used Textbooks to
Total Textbooks Sold
Year
Industry
Average
BYU-Idaho
Average
2001
24%
47%
2002
28%
45%
_____________________________________________
Table 12
Used Textbook Buyback
Term
Dollar Amount
Bought Back
December 1996
$365,000
December 1998
$602,482
December 2002
$835,376
_____________________________________________
Table 13
Students
feedback into merchandise selection, event planning,
and revising or development of policy and procedures.
Information from the students’ perspective has proven
very helpful. Student and student employee input has
been utilized to develop many of the recent changes in
return policies, guidelines and procedures noted below.
•
Increasing textbook reservations from 1,000 to
1,800 in the winter of 2003.
Adopting a contract with Follett Campus Resources
to buy a significantly larger number of used textbooks for resale reducing our students’ textbook
costs.
Establishing an e-commerce website that allows us
to provide textbooks more easily to distance learning students and on-line customers.
Increasing the quantity of merchandise in several
departments that is intended to help strengthen and
build customer testimonies of the Gospel of Jesus
Christ. These include scriptures, LDS books, teaching manuals, teaching aids, computer software, devotional and talk tapes, journals, religious pictures,
videos, etc.
We continually stress the importance of customer service
to all employees in the store. We teach that quality customer service is something we can use to our advantage
against our competition, especially the chain stores. In
April 2003, we conducted a customer satisfaction survey
and received many positive comments about our service.
We do well with services offered during the back-to-school
rush period. Five years ago our average time in rush lines
was 32 minutes and during the most recent back-to-school
period the wait time averaged 3 to 3.5 minutes. We need to
improve the consistency of our in-store customer service
during other times of the year. Sometimes our student
employees get too involved in work assignments and do
not approach the customers who enter the store. Some
members of our cashiering group understand the concept
of good service better than others. The training and teaching of good service skills is an ongoing process. We are
working to improve our overall service through individual
instruction and group meetings and orientations.
One of the major strengths of our department is the ability we have to meet the academic needs of our students.
For example, we are buying back more textbooks than in
the past, allowing us to provide a very high percentage
of used textbooks to our students, resulting in more used
textbooks and lower costs to our students (see Tables 12
and 13).
Standard 3
149
Our self-assessment has shown several areas in need
of improvement. We have problems at times getting
employees to work as a team. Some employees have
remained territorial and struggle to work with others. At
times, management and store personnel struggle to communicate on the same level. This has been a struggle
for some time and the management group is looking
at new ways to improve communication in the Bookstore. Bookstore management must be more patient
and careful when implementing changes in programs,
policies, and procedures. Appropriate follow-through
and consistency is important. We must clearly define the
parameters and responsibilities that various Bookstore
employees have. Buyer organization, efficiency, performance and job satisfaction is a concern. The Bookstore
management is currently working on a productivity model that will be composed of a daily, weekly,
monthly, quarterly, and yearly schedule for our buying
staff. We are also planning on building some assessment
measures into this model.
5.3
Counseling Center
The central aim of the Counseling Center is to help students maintain balance in their lives by identifying and
resolving emotional problems that interfere with effective spiritual, intellectual, social or physical functioning.
The main objectives of the Counseling Center are to:
Maintain a counseling program that meets the needs
of students at BYU-Idaho
Help students identify and resolve problems that
keep them from functioning effectively
Help students enrich their self-understanding and
their ability to relate effectively with others
Ensure that counseling is conducted in harmony
with the doctrine of The Church of Jesus Christ of
Latter-day Saints
Upgrade counselor competencies on a continuing
basis
Help counselors maintain their effectiveness
Maintain a liaison with key services such as Career
and Academic Advising Center, Dean of Students,
Health Center, campus bishops and others
•
•
•
•
•
•
•
The Counseling Center provides individual, marital,
and group psychotherapy to full-time students of the
university. Counseling is a free service to students. We
function from a brief therapy model.
150
Standard 3
The Counseling Center is staffed by 11 therapists: four
females and seven males. Six of the counselors have
doctorate degrees and five have master’s degrees with
two of those being doctoral candidates. Nine of the
eleven therapists are licensed with the state of Idaho in
their respective disciplines. The director of the Counseling Center reports to the Student Life Vice President.
Medical consultation is provided by the Student Health
Center and by a contracted psychiatrist who comes to
the center one-half to one day a week.
The number of students served by the Counseling
Center has steadily risen from 678 in 1998 to 819 in
the 2001-2002 school year – a 17 percent increase. In
the last five years the number of counselors has gone
from eight to eleven. During that time the percentage of
therapists with doctoral degrees has increased from 33
percent to 63 percent. Our psychiatrist’s contract time
was increased from 28 hours per semester to 56, to accommodate medication needs of an increased number of
students. We moved into the new Kimball Administrative Building in 1999, but are already planning to move
into the proposed Student Health and Counseling Center
building in 2004.
We anticipate doing more marital counseling as the
number of married students has increased from 559 in
2000 to over 2400 in 2003. We anticipate one additional
hire to keep pace with increased student enrollment as
well as the possibility of two replacement hires for retiring therapists.
The Counseling Center began doing an annual satisfaction survey in 2000-2001. The latest survey results from
90 respondents (of 200 surveys mailed) are shown in
Table 14.
The satisfaction survey shows that we are accomplishing
our objectives and contributing to the mission of the university. However, the one area of our services that needs
further study, according to the survey, is group therapy.
We need to more directly evaluate group therapy effectiveness to seek ways to improve student satisfaction.
The continuing professional education of our therapists
is an ongoing priority to us. Our budget allows us to
participate in professional conferences to help maintain
our effectiveness. Our weekly in-service and staffing
sessions as well as our Friday Specials (one day clinical
retreats each semester) also contribute to the develop-
Students
ment of our therapists. Additional training in specific
problems suggesedt by our reports would aid us in helping our students. Some of these are addictive behaviors,
and problems of an increasing population, such as marriage therapy.
Our current strengths include the:
Our facility in the Kimball building is used to capacity. We currently have the consulting psychiatrist use
the group room because all other offices are in use. The
proposed Student Health and Counseling Center building would meet our facility needs for many years and
should be completed in July 2004.
•
Our evaluation is in process and still evolving. We
feel we are gathering helpful information but that our
satisfaction/outcome survey process can be refined.
The wording and format for the questionnaire are still
evolving. We will be experimenting with an outcome
measure, as well as working to have our satisfaction
survey provide more specific feedback.
•
•
•
•
Credentials as well as ongoing training of our therapists
Satisfaction survey ratings above 80 percent in all
areas but group therapy
Highly competent secretarial staff (98 percent satisfaction)
Our current weaknesses include:
•
The need for specific training in growing problems:
addictive behavior, marriage therapy
Current facility unable to handle our needs
Feedback on group therapy effectiveness
In the future, we will continue to improve satisfaction
survey to gain more specific feedback, especially in the
area of group therapy. We will make concerted effort in
recruitment of qualified female applicants in future hiring processes. Finally, we will provide training opportunities in specific problem areas.
Results of Survey of Counseling Center Services
Statement
Percent
Agree
1. My experience with the receptionist was positive
98%
2. My counselor listened and understood my concerns
89%
3. I felt I could trust my counselor
90%
4. I received help for my problems
84%
5. I have seen improvement in my life since being in counseling
83%
6. Because of counseling, my problems are less likely to interfere
with my success at BYU-Idaho
80%
7. I am satisfied with the service I received at the Counseling Center
85%
8. Group therapy was helpful
54%
_________________________________________________________________________
Table 14
Students
Standard 3
151
5.4
Dean of Students
The primary goal of the Dean of Students Office is to
help students build testimonies of the restored gospel of
Jesus Christ and to encourage lifelong living of the principles of the Church of Jesus Christ of Latter-day Saints
through their commitment to the Honor Code. The
Dean of Students Office strives to ensure a wholesome
academic, cultural, social, and spiritual environment
through commitment to the Honor Code and is directly
responsible for the implementation, coordination, and
enforcement of all principles contained within it. The
Honor Code, the Academic Honesty Policy, the Dress
and Grooming Standards, and the Residential Living
Standards are instruments to enhance the learning atmosphere at the university by creating a more righteous
sociality largely free of the moral and social problems
that are prevalent at many universities.
As the guardian of institutional values, the Dean of Students Office is responsible for maintaining an environment for students that is conducive to intellectual, ethical, and spiritual development. The BYUBIdaho Honor
Code specifies personal standards of conduct expected
of all members of the university community. The Dean=s
Office strives to encourage students to live in harmony
with the principles of the Honor Code to prepare them
for their roles as parents and citizens in society. When a
student=s behavior is not in harmony with the principles
outlined by the Honor Code, efforts are made to help the
student increase his or her understanding of and commitment toward the Honor Code while also safeguarding
the student body. We believe discipline should find root
in the principles of the gospel of Jesus Christ. It should
be used as an instrument of Apersuasion, by long-suffering, by gentleness, and meekness and by love unfeigned;
by kindness, and pure knowledge, ...reproving betimes
with sharpness ...and then showing forth afterwards an
increase of love toward him whom thou has reproved@
(Doctrine & Covenants 121:41-43). The BYU-Idaho
Dean of Students Office procedures are designed to
protect the integrity and purposes of the university and
maintain a fair and equitable balance between the interests of the students and of the university.
The Dean of Students Office is a part of the Well-Being
Subcouncil of the BYUBIdaho Student Life Division.
The Dean, who also currently serves as the director of
the Well-Being Council, reports administratively to the
Vice President of Student Life. The Dean is also a member of the Student Life Council.
152
Standard 3
This office has seven full-time administrators, two
secretaries, and four part-time student secretaries. The
administrators provide a wide range of expertise in their
educational backgrounds and experience. The professional staff keeps current in their individual fields and
areas of responsibility through attendance at conferences, seminars, workshops and visits with peers at other
institutions.
The International Students Advisor, the Cultural Wellbeing Advisor and the Drug Prevention Officer are
under the direction of the Dean of Students Office. The
International Students Advisor=s primary responsibility
is to assist and support international students with their
experience at BYUBIdaho while complying with INS
regulations. The primary responsibility of the Cultural
Well-being advisor is to assist culturally diverse students
in adjusting emotionally, socially, and spiritually to the
university environment. The primary responsibility
of the Drug Prevention Officer is to allow individuals
struggling with alcohol or substance abuse problems to
seek assistance with the problem through the university
without the fear of disciplinary sanction.
The Dean of Students Office continually searches for
ways to reduce the number of students who violate their
commitment to the Honor Code, dress and grooming
standards, and residential living standards. The Dean of
Students web page and e-mail address are being utilized
to better inform prospective and current students of their
responsibilities to the Honor Code and other regulations.
With the school’s transition to university status and the
addition of more employees, the Dean of Students Office
will move during the summer of 2004 into the area currently occupied by the Counseling Center. This move
will provide additional office space and an adjacent
conference room for use with student groups and other
meetings.
In 2002 a Cultural Well-being Advisor position was
added to the Dean of Students Office to serve as a
resource for a variety of student needs that require
intervention in academic, social, financial, medical,
family, and spiritual matters. The primary responsibility
of the Cultural Well-being Advisor is to assist culturally
diverse students as they adjust emotionally, socially and
spiritually to the university environment. The advisor
is also responsible for the Cultural Well-being Council
which oversees various student associations such as the
Non-traditional Student Association, Married Student
Association, African Heritage Association, Hispanic
Culture Association, and several others.
Students
The change from a two-year college to a four-year
university and the discontinuing of intercollegiate athletics has created a shift in issues observed in the Dean
of Students Office. With the increase in enrollment,
particularly in the area of married students and students
with young families, we foresee a greater likelihood of
domestic disturbance/violence and possible child abuse.
As the average age of the student body increases, we
will review our present philosophy of Ain loco parentis@ and make adjustments to current rules and policies
as needed during the transition process. The discontinuance of intercollegiate athletics will eliminate the
number of discipline cases involving student athletes
who were not members of the Church of Jesus Christ of
Latter-day Saints and who may have struggled with our
more orthodox belief system.
With the transition from Ricks College to BYUBIdaho,
adjustments to the mission and responsibility of the
Dean of Students Office have been minimal. The BYUBIdaho administration continues to be deeply committed
to high moral standards of Christian living and seeks to
increase individual student commitment to these ideals
through programs that promote and teach high moral
values. One of the great strengths of BYUBIdaho is the
commitment of the Deans Office to these values and also
the willingness of fellow administrators, faculty, staff,
and students themselves to serve as guardians of the
university values.
The Dean of Students Office makes considerable effort
to involve the student body, faculty, staff, and administration in maintaining a wholesome academic, cultural,
social, and spiritual environment. The Student Handbook, an Honor Code video and Power Point presentations are all utilized in the New Student Orientation
process to disseminate vital information about the
students expectations. The President of the university
and his council are staunch supporters of the mission
and role of the Dean of Students Office at the university.
This is evidenced by their response to changes, direction provided, devotional talks directed to the principles
related to the Honor Code and budget increases for staff
development and sabbatical leaves.
Evidence of the increased quality of students= commitment to the Honor Code is reflected in the number of
disciplinary cases handled through the Dean of Students
Office (see Table 15). A comparison summary of incidents reported to the Dean of Students Office as seen in
table 15 shows that with the increased student body the
relative number of reported incidents has not increased
proportionately. During the past five years, the percent
Students
of students suspended has been close to 1% of the total
number of students with the exception of one year which
was 1.34%. The average for the eight-year period was
1.18% and it has declined from a high of 1.47% of the
total student numbers to 1.02% this past year. Significantly, this decrease in suspensions (.13%) has occurred
in light of an approximate 11% increase in total number
of students. A decline in the number of cases can be
attributed to an increased emphasis on the Honor Code,
Dress and Grooming Standards and institutional expectations by the administrative staff including an increased
effort and direction on a web based pre-orientation, the
new student orientation, and on-going campus efforts at
continuing orientation.
In April 2003 a survey was administered to 468 students
identified as having had some involvement with the
Dean of Students Office. The survey asked students to
evaluate various aspects of their experience with the
Dean of Students Office. Of these, 124 students completed the survey. The results (available in dashboard
format in the Team Room) revealed that the Dean of
Students Office is succeeding in a number of important
areas including:
•
•
•
•
•
•
•
•
Giving students sufficient time to respond to reported violations.
Handling cases expeditiously.
Strengthening students’ resolve to avoid future
Honor Code violations.
Helping students to better understand the Honor
Code, its importance, its value, and the consequences of adverse conduct.
Preserving confidentiality as cases are handled.
Minimizing anger toward the disciplinary process.
Having a positive impact on students’ attitude about
compliance with the disciplinary actions taken, willingness to change behaviors in questions, attitude
toward the Church, spirituality, and church activity.
Avoiding having an experience with the Dean of
Students Office because it is seen as cold, harsh,
and punitive.
Several findings from the survey suggest areas for possible improvement. These include:
•
•
•
•
How students are notified of reported violations.
How to improve the perception of fairness in the
handling of cases.
How to listen better.
How to decrease the perception of being “talked
down” to.
Standard 3
153
Disciplinary Cases Handled by the Dean of Students: 1994-2002
199495
199596
199697
199798
199899
199900
200001
200102
86
336
226
262
172
211
63
105
1,461
-
-
-
-
-
894
1174
1138
3,206
Dress and Grooming
220
97
58
116
164
1,270
191
398
2,514
Bishop=s Endorsement
39
28
24
27
34
25
38
36
251
717
531
550
476
385
360
554
439
4,012
116
106
141
82
138
103
159
124
969
550
621
709
611
609
743
948
Word of Wisdom
62
65
85
30
42
22
23
41
370
Sexual
27
45
34
40
42
60
46
91
385
146
139
145
139
121
116
97
101
1,004
Total
1,963
1,968
1,972
1,783
1,707
3,804
3,293
2,476
18,963
Suspension
127
146
153
112
111
100
156
134
1,039
9,938
9,882
10,393
10,910
10,564
11,116
11,561
13,055
87,419
1.27
1.47
1.47
1.02
1.05
0.899
1.34
1.02
1.18
Type of Case
Criminal
Parking Citation
Adjudication 1
Housing
Honesty
Withdrawals
2
Miscellaneous
Average Number
Students3
% Suspended
TOTAL
4791
______________________________________________________________________________________________
1
University parking citation adjudication was given to the Dean's Office the Fall of 1999
The Registrar's Office assumed responsibility for withdrawals after the Fall 2001 semester.
3
The average number of students was arrived at by taking an average of the fall and winter semesters and
adding that figure to the average of the three summer terms each year. The figures do not include
Continuing Education students
_________________________________________________________________________________
2
Table 15
5.5
Financial Aid
The Student Financial Aid Office administers comprehensive programs of federal aid – the Federal Pell Grant
and the Federal Family Educational Loan programs
– and private aid for students with financial need. We
are charged with the responsibility of adhering to the
numerous regulations and guidelines controlling them.
The Financial Aid Office staff consists of five administrators, who are responsible for the administration of the
federal and private programs. One full-time Verification Assistant supports the verification process. Three
full-time clerks are responsible for assisting students and
making awards. Our full-time secretary, two part-time
clerks and six student clerks fulfill our secretarial and
receptionist needs, including data input and document
imaging.
Our goal is to help students obtain the financial assistance necessary to reach their educational goals.
Personalized assistance is offered to our students and
their parents as they complete the necessary applications
and other documentation necessary to establish their
eligibility.
During the 2003 school year, nearly 6,700 of our students received federal student aid. This number includes
more than $14.1 million in Federal Pell Grants and
$13.1 million in Federal Family Education Loans. Another $1.1 million from the private grant-in-aid program
was provided to over 1,300 students.
154
Standard 3
Students
Satisfaction with Office of Financial Aid
Statement
Percent
Agree
Percent
Neutral
Percent
Disagree
1.
The written correspondence I have received from
the Financial Aid Office is clear and understandable
69%
26%
5%
2.
I am treated with kindness and respect by the
employees of the Student Financial Aid Office
79%
19%
2%
3.
My financial aid application was processed in a
timely manner
73%
24%
3%
4.
I feel I received clear information about financial
aid and how to apply for assistance
65%
25%
13%
5.
Based upon my eligibility, I received the financial
aid for which I was entitled.
75%
19%
5%
6.
I feel that the Student Financial Aid Office works
well with the other offices on campus that take
part in delivering my financial aid to me.
69%
29%
3%
___________________________________________________________________
Table 16
Continual upgrading of our automated processing occurs
each year. In recent years we have joined the “justin-time” Pell Grant delivery system and established
electronic student loan processing, including Electronic
Fund Transfer. These electronic communication systems
have now become web-based. Our document imaging
system has also streamlined our processing. All of these
changes have enhanced the delivery of student financial
aid to our students. We have been able to keep up with
the electronic processing requirements because of the
support we receive.
The strength of our department comes from the excellent support received from the administration. We are
provided with excellent facilities, equipment, personnel,
and adequate resources to perform our responsibilities.
We are experiencing large increases in the numbers and
amounts being awarded, but have been able to absorb
the increase without additional full-time staff. Great
student employees have made this possible and, at the
same time, we have provided them with an opportunity
to gain experience in addition to the financial support
they receive from their wages.
A survey of 500 students conducted in the spring of
2002 indicated a high degree of student satisfaction
(see Table 16). There was some indication that students
did not always understand the information provided to
them. We have begun reviewing procedural details in
regular staff meetings to help our staff better understand
our policies and procedures. This training is expected
Students
Our Financial Aid staff consists of seasoned employees
who are team-oriented and dedicated to serving students.
They are quick to make suggestions for more efficient
processing methods. Management relies heavily on
their input for the continual upgrading of our processing
procedures.
Standard 3
155
to increase the quality of information being given to our
students. Our plans are to expand this annual survey to
include a larger audience.
catering program. We cater a large number of student
events, staff functions and community socials. We serve
the campus community in the following areas:
More than 50% of our financial aid applications are
reviewed to confirm data accuracy prior to making the
financial aid award. The number of applications received in 2001-02 was about 45% greater than 2000-01.
Our 2002-03 applications received through September,
only a month into the year, total nearly 86% of the total
number received in the 2001-02 year. The tables in Section 4.4 provide data pertaining to the increased workload experienced in the Financial Aid Office.
Galley Cafeteria. Located on the main floor of the
student center, the Galley serves approximately 2,800
meals a day. Its clientele includes students living in one
of three noncooking-style residence halls and any other
university students or employees who desire to purchase
a meal. The Galley is also the home of the university’s
main kitchen and bakery. The galley area employs 19
full-time employees, five part-time employees, and 238
student employees. It is open virtually 24 hours a day in
some capacity, with the bakery running two eight-hour
shifts.
This increased volume is felt throughout the Financial Aid Office. We have adapted by finding ways to
increase our automation through more intensive software development. Student employees have provided
needed relief in the handling of the paper documentation
required by the federal regulations.
Most of our workload comes to us during the summer
months preceding the start of each academic year. It is a
major challenge to maintain sufficient staff to handle our
large summer-time volume and not be overstaffed during
the slower parts of the year. We have determined that by
hiring students from the summer tracks to help with the
summer volume, we can absorb the increased workload.
As the three-track enrollment becomes fully implemented, perhaps the volume will naturally be spread over
more of the year.
5.6
Food Services
The central aim of Food Services is to provide for our
customers, students, faculty and community the very
best food, prepared in a clean and wholesome environment, at the best possible price, while maintaining sound
economic principles. The aim of BYU-Idaho Food
Services is to be on the cutting edge of our industry and
always provide for our customers the products and services they expect to find on a leading university campus.
We believe that nourishing the body has a direct effect
on nourishing the mind.
We serve students ranging from those living on campus
who rely on Food Services to meet all their nutritional
needs, to commuter students who occasionally might
grab a sandwich. We have a very large and successful
156
Standard 3
Vending: BYU-Idaho Food Services operates 75
machines in 13 different buildings. It has two full-time
employees with eight to ten students. Vending is also
responsible for all concessions on campus.
Catering: Catering is an essential part of Food Services.
During the 2002 calendar year, 6,253 orders were placed
through catering. Catering has three full-time and two
part-time employees, and 18 student employees. This
operation is very important not only to the campus
community but also to the community of Rexburg. The
community has a number of events each year that are
simply too large for any local business to handle.
Cash Operations: The Cash Operations are located on
the first floor of the Manwaring Student Center and
include: (1) Tomassito’s Italian Café, (2) C-Store, (3)
JoLynn’s Bakery, and (4) the Nordic Landing. The Cash
Operations staff serve about 2,500 patrons a day. There
are three full-time and 38 student employees in this unit.
Support Staff: Food Service has a great support staff
of 5 full-time and 12 student employees. The support
staff includes a director, two cash control specialists, a
warehouseman and an evening supervisor.
Food Services is located entirely in the Manwaring
Student Center. Its operations currently utilize 26,732
square feet of building space including storage.
The transition to BYU-Idaho has had its share of impacts on Food Services. Not only are we dealing with
an increased enrollment, but the university’s on-campus, noncooking-style residence halls have been cut in
half. Thus, Food Services has had to look outside the
box to generate new revenues and keep existing customers happy. The following three programs are good
Students
examples of Food Services listening to what students are
asking for: (1) the introduction of the replacement meal
program into the cash operations, (2) the introduction of
a “one meal a day” option to students, faculty and staff,
and (3) extending the hours of the cafeteria.
Food Services is rethinking its work force options.
Becoming a four-year university provides Food Services
with a slightly older more mature student base to draw
from. As such, each time a full-time position opens up,
Food Services considers the position very carefully to
determine whether or not the position can be filled with
students. Currently, three full-time positions have been
filled with seven students.
The remodeling and expansion of the Manwaring Center
is expected to include a new food court / commons area
for students. A nationally known consultant has been
engaged to assist in the planning of the food court.
Food Services is partnering with academics to provide
students with opportunities to put their education to
work. A number of projects have been identified within
Food Services that are going to be filled with students
completing an internship or practicum. This will give
the staff a great opportunity to become mentors, thus responding to the President’s request that every employee
be a teacher.
Food Services is now looking to students as a first option when replacing full-time employees. In the past
year, we have replaced three full-time positions with
seven student jobs. This created eight higher paying
student jobs because of added responsibility. So far the
experience has been great and the students are doing a
wonderful job. However, we are still experiencing some
resistance from a few of the long-term employees who
are reluctant to change.
Food Services has a quality staff that is very dedicated
to the university and its students. Evidence of this is the
seven employees on staff who are previous recipients of
the university’s Exemplary Employee award.
Food Services is committed to shaping its future around
student input. Student responses are continuously being
used to evaluate our menus, customer satisfaction and
overall service. Figure 6 summarizes the results of a
recent questionnaire in which students were asked how
they would rate the overall quality of the food in the
Galley cafeteria along with the food selection available
during lunch and dinner.
Students
In the past year, three focus groups have been conducted, an exit poll was taken in the cafeteria, and a professional food service consultant group was hired to gather
student input. Each focus group had 15 students from
various backgrounds in attendance. Minutes were taken
at each focus group and are being used to develop program requirements for the Manwaring Center remodel
and addition and to make improvements to the existing
operations.
Porter and Associates, a nationally know food services
consulting group was engaged to assist Food Services in
preparing program requirements for the new food court.
As part of their work, they conducted their own focus
groups, visited informally with a number of students
and then prepared a nine-page survey which was offered
to students and employees via the Internet. More than
2,600 respondents (approximately 25% of the student
body) completed the survey.
A second program introduced as a result of student input
was the replacement meal option. Students eating in the
cafeteria wanted the ability to eat an occasional meal
outside of the cafeteria. The replacement meal was designed to give them this flexibility while still providing
them with a sound nutritional meal. Feedback received
through the exit survey verified their approval.
In response to student feedback, the cafeteria is now
open continuously from 6:30 a.m. to 7:00 p.m., with
consideration being given to a 9:00 p.m. close time.
Currently, we have reduced the selection during the slow
hours of approximately 2:00 p.m. to 4:00 p.m. We are
continuing to look at this issue.
Food Services faces several challenges. First, its facilities are aging. The Nordic Landing was the latest addition to Food Services operations and is approximately
23 years old. However, the administration has been very
supportive of remodeling where justified. All equipment
is in good operating condition and is replaced under
a renewal and replacement program. Food Services
would like to expand its operations into other buildings.
Currently, Food Services is working with the Hart Building committee to secure space in that building when it is
remodeled. Program requirements are currently being
prepared for a new addition to the Manwaring Center
that will include a new food court.
Second, Food Services is undergoing some very difficult
financial challenges. The challenges stem from basically three areas: 1) the lack of employee turnover; 2)
a surplus in student apartments forced the University to
shut down approximately 50 percent of the on-campus
noncooking housing; and 3) Food Services needs more
Standard 3
157
Results of Survey on Quality of Food
# Of Perticipants
Responding
How would you rate the quality of the food in the Galley?
50
40
30
20
10
0
1
2
3
4
5
6
7
8
9
10
Quality Rating/Ten Being Excellent
Female Respondees
Male Respondees
________________________________________________________________________________
Figure 6
than a face-lift to entice students to the Manwaring Center. This issue should be adequately addressed with the
addition to the Manwaring Center scheduled for 2005.
Finally, employee burnout and morale must be handled.
Lower wages, combined with a limited amount of
upward mobility requires continuous attention from
management and the administration.
5.7
Ecclesiastical and Religious
Activities
A very significant dimension of student life at BYUIdaho is participation in religious services and activities,
not just on Sunday but throughout the week. All LDS
students belong to a student “ward,” a congregation
of approximately 150-175 students who worship and
serve together. There are 68 student wards on campus,
an increase of 12 wards since 1999. Seven of these are
designated for married students. Virtually all students
have a responsibility in their ward. Some preside over
an organization while others teach or speak at meetings.
Some organize and carry out activities, and most accept
assignments to visit and watch over others. All of these
activities provide unparalleled opportunities to grow so-
158
Standard 3
cially and spiritually while at the same learning to serve
the Lord and their fellow students. Every Monday night
groups of 15-20 students observe the Church’s Family
Home Evening night by participating in Home Evening
groups where they study the gospel, have activities, and
support and sustain one another in their challenges as
students.
5.8
Health Center
The Student Health Center exists to serve the health
care needs of the students. We strive to provide quality,
efficient and inexpensive care in a timely manner. We
serve as a campuswide resource to departments with
health care questions or needs, and we serve the faculty
and staff for work-related illness or injury.
Our primary goal is to provide quality care given with
kindness, patience and love. Our aim is to keep the students healthy and productive and to support the faculty
and staff in various programs.
Students
The professional staff consists of three full-time physicians, one of whom acts as a director, one part time
physician, two nurse practitioners, two registered nurses,
a pharmacist, an x-ray technician, and a laboratory
technician. There are also three full-time office staff
members, one of whom acts as the office manager, and
three part-time EMT students who are on call for the
health van. Beginning January 2004 the Health Center
will also have a Health Center Administrator to handle
the increasing number of business functions.
The Health Center functions under the Vice President of
Student Life. The Health Center director is also a member of the Student Well-Being Subcouncil, a part of the
Student Life Council. We serve the registered students
of BYU-Idaho and the faculty and staff for industrial
illness or injury. The facility is housed in the lower floor
of the Clarke academic building and consists of a waiting room, a reception and office area, eight examination
rooms, one procedure room (treating lacerations, fractures, etc.), along with laboratory, X-ray, nurse’s station
and work area, pharmacy, offices and restrooms. This
facility was built in l973 and has been remodeled twice,
and added onto once. A new free-standing combination
Health Center and Counseling Center is now under construction and should be completed during the summer of
2004. This will be a welcome addition and should meet
our needs for additional space as the university reaches
its projected enrollment growth target.
The 1999 Accreditation Team made a recommendation
that the institution “Provide good fund/service stewardship by review of organization/operations options for
delivering health services.” They referenced standards
3.A.4, 3.D.12, and 7.B.1. To meet this recommendation, several changes have been made or are being made.
First, three and a half full-time positions have been
added. Second, a new Health Center is under construction. Third, the services of a licensed psychiatrist have
been added to the Student Counseling Center. Fourth,
the hours of operation and levels of service for the Student Health Center will be expanded during the summer
of 2004 to better serve the increase in summer enrollment. Finally, provisions are being made to install some
educational software in the main waiting area of the new
Health Center which will allow students to gain some
insight into their own health concerns or questions.
Several improvements in our policies, requirements and
procedures in the last ten years include:
Students
•
•
•
All care-givers (doctors, nurse practitioners, lab
and X-ray and pharmacy workers) are encouraged
to attend continuing education seminars once each
semester. These are now funded by the university.
All ancillary personnel must now be certified. (i.e.,
certified X-ray technician, certified laboratory
personnel and licensed pharmacist). During the past
three years we have increased our staff by adding
one female nurse practitioner, one full time physician who is board certified in internal medicine and
pediatrics, one office clerical position and a halftime nurse for immunization and flu shots.
A new-patient medical history computer is being tested which will allow patients to enter their
medical history on a computer terminal in the main
waiting area and send it directly into their patient
file. So far this software has proven to be more user
friendly, faster, and more accurate than our present
system, and has reduced the load on the front office.
The following areas discuss the results of our self-assessment.
First, our stated goal of providing high-quality, efficient,
and inexpensive health care in a timely manner given
with kindness, patience and love is a lofty and ambitious
one. Our greatest asset in attaining this goal is the experienced and high-quality members of our staff. Through
the generous fund support we have received we have
been able to attract high-quality clinicians and ancillary
staff. Our projected personnel needs are well supported
by the university. Rather than maintaining our service at
current levels, it is our hope to improve our standard of
care as well as to extend into new areas such as pediatrics and multi-specialty clinics. Our care is very affordable for the students, a routine office call being only $6.
There has been pressure from our insurance carrier to
increase that to cut down on high utilization but we are
holding the line for now.
One of the risks of growing into a four-year institution
and having significant growth of the student body is the
loss of the more individual and caring attention that we
have tried to provide. We will strive to prevent that loss
by increasing our staff, enlarging our facilities and having a vigilant attitude and concern for the needs of the
individual.
Second, in l995 an exit study was administered by a
graduate student from BYU by interviewing individual
students as they left our facility. The results of that
study ranked us at the top of our sister institutions (BYU
and BYU Hawaii).
Standard 3
159
In the spring semester of 2001 another exit study
was done using a comment card that was given to the
students as they checked out of the Health Center. It
was voluntary, anonymous, and ongoing until we had received 500 responses. The results of the survey, shown
in Table 17, show a positive assessment of the Health
Center by its student clientele. The most common
comment on areas that we could improve was “decrease
the waiting time in the exam rooms.” The most common thing that we did well was that we were “kind and
considerate.”
In the 2003 Student Survey of Satisfaction, 13% of the
student respondents indicated a measure of dissatisfaction with their experience at the Health Center. With
over 20,000 annual visits in a 4000 sq. ft. facility we
would expect some level of frustration, mainly in the
waiting time at peak walk-in hours. This will be addressed by the summer of 2004 with the completion of
a new 13,000 sq. ft. facility and the addition of a new
administrator who can spend more time on identifying
and implementing efficiency measures.
Third, our staff is very professional and experienced.
Our three physicians total 68 years of experience,
and our two nurse practitioners total l5 years as nurse
practitioners and 35 years as RNs. Our two RN’s total
79 years experience. Our lab technician has 27 years
in her field and our X-ray technician 18 years. We
have frequent scheduled and nonscheduled educational
interactive sessions among the physicians and nurse
practitioners. Nurse practitioner charts and patient care
are reviewed daily by the physicians. Each physician
and nurse practitioner attends one in-service training
meeting per semester. These are funded by the university. The nurses, lab, X-ray and pharmacy staff members
attend one funded meeting per year. All of our medical
staff also work at other emergency room or urgent care
centers. We have encouraged this to try to keep our
professionals at the leading edge of medicine in their
individual areas.
Fourth, our physical facilities at this time are inadequate.
Our equipment, some of which is old, is functioning
well and we are able to do a good job with it at this time.
However, a new health care facility should be ready for
occupancy by the summer of 2004. This will greatly
increase our ability to cope with the rapidly increasing
demands for care. Two years ago during the fall semester we were averaging 70 to 80 office visits per day. In
fall of 2003 we are averaging 80 to 90 office visits per
day and several days have been over 100. We will increase our office visits even further in 2004 by offering
access to dependents of students and by broadening our
coverage with part-time specialty clinics.
160
Standard 3
Almost all of the equipment in the new building will
be new and state-of-the-art. Our new location will be
central to the southward expanding campus.
One of the greatest challenges we face is to change with
the university as it grows and as the student population
demographics change. With the sizable student enrollment increase, we struggle to accommodate their needs
in our current facility. The new facility will change that.
Some changes in the current processes and procedures
may be made, such as adding some part-time or student
employees, which will assist us during this transition
time. Since space is at a premium, they will have to be
squeezed into “creative” spaces that are not really suitable, but this will allow us to keep up with the demand
for health care services.
Fifth, we cooperate well with departments within the
institution and with external governing agencies. We
strive in every way to provide the care that is needed.
We are cooperatiing with other departments in providing services that they need such as immunizations, flu
shot clinics, travel advice, medications and first aid kits
for traveling groups, care and treatment for athletes and
teaching resources for the EMT, Nursing and Health Sciences Departments.
Health care institutions are closely governed and monitored by outside agencies. We are in compliance with
the regulations enforced by the State Board of Medicine, State Board of Pharmacy, State Board of Nursing, CLEA, IRCR and each of our individual boards
and agencies. The new HIPPA privacy regulations are
having some impact on how we keep and take care of
patient records.
Results of Survey of Health Center
Statement
Average*
1. Ease at obtaining service
4.72
2. Nursing and aid staff
4.68
3. Clinicians
4.73
4. Lab, X-Ray, and Pharmacy
4.71
* Average response on a scale from one to five, five being
most favorable
_____________________________________
Table 17
Students
Sixth, the major strengths of our department would
be the quality and experience of our staff. In the past
l8 months, we have added to our staff by acquiring a
second nurse practitioner who is a female. This was
prompted by numerous requests by our female patients
to have a female for the more sensitive exams. We
added another physician who is board certified in both
pediatrics and internal medicine. We felt that we needed
a pediatrician as we look forward to treating the dependents of our students. We have also recently added
a computerized history screening checkpoint in our waiting room. The data that is obtained from this screening
accompanies the patient and the patient’s chart to give
the care providers better information. In the last few
years we have computerized our record department by
adding capabilities for lab reports, X-ray reports, chart
notes and all dictations to go directly to the AS 400 computer. This information is now available at all computer
terminals as well as in the patient’s chart. Our new
facility will be hardwired for computer terminals in each
examination room. Another new change we have made
is to utilize students in our Health Center Staff Meetings
to bring student perspectives to our planning and implementation. We recently added more and higher quality
lab equipment so more lab studies are done in-house at
a significant savings to the students and to student insurance.
Although a new Student Health and Counseling Center
facility, in and of itself, will not guarantee improvement
in our service or better efficiency, it will facilitate better
organization, allow more students to fit into our schedule, and house more care-givers. We anticipate this will
allow us to make huge improvements in our ability to
serve. It will take continued vigilance and hard work
on our part to maintain and improve upon that which
we have accomplished up to now. Through our new
facility, however, we will be able to increase not only
the numbers of students we see but also the quality of
service we provide to them.
5.9
Hold to the Rod
To overcome the “Moral Decline” in the world the
“Hold to the Iron Rod” effort gives emphasis to the
BYU-I Guiding Principles. Our central aims are to:
•
•
Inspire and motivate students and employees to
teach one another by the power of the Holy Ghost.
Encourage and assist students in their voluntary
efforts to teach one another in the apartment home
and elsewhere.
Students
•
Facilitate student preparation and make available
student-prepared lesson materials.
The outcomes of this program are:
•
•
•
•
•
Students teaching students to understand the
doctrines and principles of the gospel, resulting in
changed (improved) behavior.
The apartment home becomes a place of learning
and teaching.
"If all we are doing ten years from now [at BYU-I]
are the same things we have always done, we will
have failed." – Henry B. Eyring
"It may be that the most important thing we will
learn from 'Hold to the Rod' is how to reach and
teach the kids who will never have the opportunity
to come here." – David A. Bednar
The home: "Therefore, go ye unto your homes, and
ponder upon the things which I have said, and ask
of the Father, in my name, that ye may understand,
and prepare your minds for the morrow, and I come
unto you again" (3 Nephi 17:3). "Only the home
can compare with the temple in sacredness" (Bible
Dictionary" (p. 781).
During the 2002 academic year, 757 Leadership
Practicum students served as lead-mentors to 5,349
students in the Apartment Home class where roommates
teach one another in their apartment. To date over
11,000 students have successfully participated in the
Apartment Home class.
In a recent survey of students who had taken this class,
we found that student apartments have become places
of learning and teaching; that students do exert a positive peer influence; that students are greatly motivated
to teach and lead one another; that students prefer to
be taught by other students in the apartment home; and
that students have inspired insights regarding doctrine
and principles. The survey suggested that improvements could be made in the student's organizational and
governance responsibilities and in reducing some of the
course structure, and in facilitating student initiative.
5.10
Housing
It is the objective of the Brigham Young University-Idaho Housing Department to provide safe, clean, comfortable housing which is conducive to good learning, in an
environment which encourages living the principles of
Standard 3
161
the Church of Jesus Christ of Latter-day Saints and an
atmosphere in which testimonies of the restored gospel
can be built. BYU-Idaho Housing performs a central
role in the mission of BYU-Idaho, that of providing a
living environment which is consistent with the tenets of
the gospel of Jesus Christ, is conducive to quality study
and learning, and fosters the growth of the individual.
We contribute to this mission by holding on-campus and
off-campus approved housing units to a minimum physical facility standard as well as a minimum management
and living-environment standard which is consistent
with these aims.
Description of the DepartmentThe Housing Office
employs three administrators who have a total of 37
years at BYU-Idaho. One has a Bachelor’s degree in
finance. The other two hold Associate’s degrees. It also
employs three full-time staff employees, four part-time
student employees, and a number of head residents and
resident assistants (R.A.s). A custodial and maintenance
group has three full-time employees and five part-time
student employees.
The Housing Office has had to keep pace with a substantial increase in available beds. In fall 2003, there
were 9,957 approved single-student beds in both on- and
off-campus housing facilities. This represents a 22% increase in the number of beds in the last 10 years. BYUIdaho offers on-campus housing as follows: 480 beds in
four women’s cooking-style apartments, 210 beds in one
women’s residence hall, 347 beds in two men’s residence halls, and 37 apartments for families. In January
2004 we will begin occupying a new complex with 156
apartments for families.
For off-campus housing, the Housing Office inspects,
approves, handles complaints, and resolves difficulties
for the 136 different apartment complexes and their
students. In 1999 Housing added two student inspectors
to its inspection team of one Housing administrator and
a representative from off-campus housing. Off-campus owner, manager, and RA training conducted by the
Housing Office each fall is well-attended. We conduct
twice-a-semester forums, one-on-one training as needed,
and a January training seminar is offered for untrained
managers.
The Housing Office has implemented changes in response to recommendations given by the 1999 full-scale
evaluation team. One recommendation indicated that
computer ports are needed for on-campus residents. In
response, the men’s residence halls (Rigby and Biddulph), family apartments (Lamprecht), and women’s
apartments (Perkins, Kerr, Barnes, Ricks) were all connected to the campus network. Chapman Hall (women’s
residence hall) was configured with wireless capability.
162
Standard 3
A second recommendation was to provide working airconditioners in men’s halls. This problem was resolved
by installing a phase-protection system on the main
power feed to campus to reduce the power fluctuations
which were damaging equipment. Housing has also
purchased nine extra air-conditioners that are rotated
for quick repair when we have an occasional failure.
Although we repair about 25 air-conditioners each year,
lack of comment in student evaluations indicates that
the new system is working well. A third recommendation was one desk per student should be available in
women’s halls (desks already in men’s halls). This was
resolved by the installation of lofted bed systems with
matching dressers and desks.
Other significant changes are as follows:
•
•
•
•
•
•
To accommodate the increase in married student
housing needs, Lamprecht Hall, a residence hall for
210 women was closed at the end of April 2001,
and remodeled to add kitchens and fire sprinkler
systems. The remodeled hall can accommodate 37
student families.
Computerization of on-campus contracts, on-line
payments via credit cards, waiting lists, room assignments, and service requests.
Development of a website to allow approved,
off-campus owners to submit housing rental prices
directly to a data base for any track and any year.
Conversion of Rigby Hall from a residence for 232
men to 115 in order to provide faculty offices on the
south wing. For faculty, bathrooms were remodeled to accommodate men or women, offices were
changed to overhead lighting (in place of wall lights
over beds), and a wall was removed between two
apartments to provide a large workroom on the first
floor.
Development of a plan in conjunction with Food
Services to offer a one-meal-a-day plan for students
in residence halls.
Reconfiguration of parking lots near our single and
family housing units for residents only, which has
responded to the parking concerns identified in the
housing surveys.
Other imminent changes involved the building of 156
apartments for families by the university. Students will
occupy 30 apartments by January 2004 and continuing
until all apartments are occupied by August 2004. This
will change Housing personnel workload; job descriptions; and processes for office procedures, maintenance, and custodial care. Single-student enrollment is
projected to increase from 8,390 in fall 2000 to 9,600 by
2005. Private construction has added 648 approved beds
in the singles’ market through fall 2003. The need for
single student housing may now be met.
Students
The Housing Office regularly conducts anonymous surveys of on-campus residents regarding the quality of service and effectiveness in meeting the Housing mission
statement. Of the 989 single students living on campus
fall 2001, 565 responded (57%) with results as indicated
in Figure 7. The data show that most students feel a
high level of safety and most feel that the physical facilities are adequate and clean. Many students mentioned
in open comments that they most enjoyed their campus
experience because of closeness to classes and the social
aspect with friendships they have developed.
A family housing survey was conducted during winter
2002. All 37 apartments were occupied at the time of
the survey with 14 (38%) responding. The results are
shown in Figure 8. Most felt that public areas are kept
clean, that repairs are done quickly, that the environment
promotes learning, and that Church principles can be
lived in the safe environment.
The following weaknesses were apparent from the
singles’ and family surveys:
•
•
•
Having an environment for spiritual growth was
identified by only 65% of our single students. We
would like to raise that percentage.
Later curfew and changes in visitation hours for the
opposite sex were discussed by 69 (12%) of the 565
single respondents. Administrative discussions are
beginning that may result in some changes. The
change to a university has increased the need to
have the library and Student Center open longer
hours to accommodate a growing enrollment and
activity program.
Thirty-six percent of our family respondents felt
that parking was inadequate. Fall 2003 parking
designations were changed to allow “resident only”
parking day and night.
The facilities are in a good state of repair. We reported
in our last self-study the challenge with Lamprecht
and Chapman Halls, women’s residence halls, which
are in nice condition, although they are not considered
adequate in terms of size and amenities by many of the
tenants. Lamprecht Hall has now been remodeled into
a family housing unit. Chapman Hall now has wireless
internet and has nearly full occupancy.
Based on this self-assessment, the Housing Office is
considering the following improvements:
•
•
•
struction will be monitored and future on-campus
building decisions will be made based on need.
New RA programming requirements may be instrumental in increasing the “environment of spiritual
growth” that our surveys indicate need attention.
Careful evaluation of that program is needed to
increase all aspects of learning for on-campus residents.
Parking needs to be continually reviewed. The
parking lot used for women’s halls and family
apartments is also an academic parking lot during
class time. Following the results of the winter 2002
family survey, the proposal to allow only residents
the option to park overnight was accepted and initiated beginning fall 2002. Fall 2003 “resident only”
parking was initiated both day and night. (Rexburg
City ordinance requires that no cars park on city
streets overnight from November 1 through March
1 to allow for snow removal.)
5.11
ID Center
The ID Center is dedicated to assisting in fulfilling the
mission of BYU-Idaho through personal example and
by meeting the spiritual and temporal needs of those
we serve and by contributing to a more user-friendly
environment for students, faculty, and staff in providing
a high-quality, efficient system for access and identification.
The office consists of one full-time employee and three
students who manage the office during its operating
hours. There are two temporary part-time employees
who work during rush times. The ID Center is located
in the Hyrum Manwaring Student Center
The ID Center produces approximately 8000 cards
a year (approximately 3,900 cards fall semester,
2,000 winter semester, 1,500 summer semester). In
addition, the ID Center produces faculty, staff and
family ID cards, as well as specialty cards, (e.g.,.
nursing student ID badges) when requested. The
ID Center recently installed a new identification
system in June of 2001.
Changing student-body composition (single/
married) indicates the need to provide additional
family housing in the Rexburg area. Private con-
Students
Standard 3
163
Results of Housing Survey of On-Campus Single Residents
Single Survey - Fall 2001
120
100
80
60
40
20
0
YES
NO
Sp
iri
tu
al
G
ro
w
th
Fa
ci
lit
ie
s
C
le
an
Sa
fe
Neither
______________________________________________________
Figure 7
Results of Housing Survey of On-Campus Married Residents
Family Survey - Winter 2002
100
80
Very Adequate
60
Adequate
40
Inadequate
20
Sa
fe
C
le
an
R
ep
ai
Pr
r
in
ci
pl
e
Pa s
rk
in
g
0
______________________________________________________
Figure 8
164
Standard 3
Students
The ID Center conducted a survey which indicated
that students wanted the ID Center open later
into the afternoon. We are now open until 5:30
p.m. each day, an increase of 2 ½ hours a day.
The additional hours are staffed using students.
However, we have found that students use the ID
Center more in the early hours than in the late
afternoon hours. Students, faculty and staff are
issued new ID cards in an efficient and timely
manner. Over 3,400 students are carded in five
days at the beginning of fall semester using only
two cameras.
The BYU-Idaho Internship Office is the central location
to help organize, promote, and coordinate the internship
process. This office helps with legal problems, acts as a
resource center, ensures academic consistency, coordinates internship information, and assists with paperwork. It coordinates internships for over 1,300 students
annually and expects that figure to grow to approximately 2,000 students within three years.
There is a real need to combine the ID Center
with the One-card Office. There are many
questions coming into the ID Center that have
to be referred to the One-card Office. This is a
real inconvenience to students. The proposal has
been made to combine the two offices when the
Manwaring Center is enlarged.
The ID Center produced approximately 1,200
replacements for lost cards during 2002. A focus
group is being formed to see how to encourage
students to keep track of their cards. The ID
Center is also partnering with academics to provide
students with opportunities to put their educations
to work. As with the Ticket Office, students are
being organized to develop surveys, to work with
the web page and to write policies and procedures
for the office.
5.12
Internship Office
The central aim of the BYU-Idaho Internship Program
is to accomplish credible, recognized, and resourceful
internship opportunities and to serve BYU-Idaho
students as they prepare for successful livelihoods
and careers. An academic internship is a valuable and
integral component of a BYU-Idaho education. In most
cases, an academic internship is a required element for
both associate and bachelor degree-seeking students.
A BYU-Idaho academic internship is a cooperative
program between the university and approved
experience providers (i.e., employers).
Students
The office is headed by one administrator who works
with a faculty internship coordinator from each academic department/major to assist with the understanding and
arrangement of each academic internship experience.
The internship program is an essential portion of earning a degree at BYU-Idaho and making the experience
worthwhile for students requires the support and effort
of many offices on campus. Internships are the key to
the goals of the university and the success of the transition from Ricks College to BYU-Idaho. Accordingly,
the Office of Internships was created in June 2001 with
a full-time administrator assigned to coordinate and
administer the program. Prior to this, Ricks College
internship activity was not tracked or recorded on a consistent basis and evaluation of these efforts was sporadic
at best. Internships were at the freshman/sophomore
level and considered an introductory experience in many
cases. A limited number of academic programs/majors
required students to complete an internship, with most
internships being optional in nature.
Currently, a faculty internship coordinator has been
assigned to each academic program/degree. A universal student internship agreement has been developed
and required from each student prior to performing an
internship. A universal master internship agreement has
been developed and required from each organization/
company prior to accepting an intern. All internship
activity is now academic in nature with a letter grade
assigned to each intern at the completion of his/her internship experience. All internship activity is supervised
and recorded by the respective department as well as the
University Internship Office. The majority of all BA/BS
degrees require students to perform an academic internship, which must be directly related to the specific major. These required internships are typically performed
between a student’s junior and senior years. All majors
strongly encourage an internship experience. A student
evaluation has been developed, implemented, and is now
required by all interns prior to receiving a final grade.
An experience provider evaluation has been developed
Standard 3
165
and implemented. Internship supervisors are strongly
encouraged to complete this evaluation upon completion
of any BYU-Idaho student internship experience.
During the 2001-2002 academic year, BYU-Idaho students performed 965 internships, not including 126 student teaching experiences. From September 2001 to December 2002, 27 different programs/degrees produced
internship experiences. From September 2002 to August
2003, BYU-Idaho students performed internships in 38
states and 6 foreign countries. As of November 1, 2003,
over 695 different organizations/companies have signed
master internship agreements with BYU-Idaho.
This office projects that in three years, approximately
2,000 students will participate in an internship experience each academic year. In five years, approximately
2,500 students will participate in an internship experience each academic year.
The Office of Internships regularly evaluates itself. Student responses to their end-of-internship evaluations are
continually tabulated and analyzed for future improvements. Over two-thirds (68%) of returning interns rated
the “preparation and support received from BYU-Idaho
for my internship” as excellent or above average.
•
Administrators of this program have learned that
students will seek out and find internship opportunities
when required to do so. The single biggest challenge
with internship development is the placement of students
in applicable and credible experiences. Internship efforts will be successful and ultimately allow BYU-Idaho
graduates worthwhile employment/career satisfaction if
all elements of an internship are in place and followed.
5.13
Strong overall support of the internship program
from the President’s Council and the Academic
Council.
Continued faculty cooperation and implementation
of the internship policies and procedures.
Strong local, regional, and national experience provider recognition regarding the value of internships.
Continued funding of the internship needs in the
next three to five years.
•
•
•
Weaknesses include:
The need to spend more time off-campus in the
development of credible internships.
The need for each student to understand the necessity to arrange a worthwhile and strong internship
experience directly related to his/her major.
The lack of BYU-Idaho graduates who have already
established a career reputation to further enhance
the recognition and strength of the internship program.
•
•
•
166
Standard 3
Manwaring Student
Center
The central aims of the Manwaring Student center are
to:
▪
▪
The major strengths of this office include:
•
The lack of a required student internship preparation course prerequisite to all students who look
to complete an academic internship. The course
would teach students looking to have a BYU-Idaho
academic internship experience the necessary steps
to making an internship successful.
▪
▪
Exemplify the Gospel of Jesus Christ as we serve
our students, colleagues, and community patrons.
Provide a clean, comfortable, and inviting place for
the student activities program, campus departments,
and off-campus groups to schedule campus events,
come to dine, relax, or attend church or entertainment events.
Provide a single source of accurate information
about campus activities and events.
Provide clean, quality space for Food Services,
Bookstore, and other campus departments housed in
the Manwaring Center.
Having a clean and inviting facility helps fulfill the
mission of the University in maintaining a wholesome
academic, cultural, social and spiritual environment.
The 141,000-square foot Manwaring Student Center
consists of two ballrooms, three comfortable lounges,
an information desk, a bowling alley, a game room, a
lost –and-found office, administrative offices, twelve
conference rooms, an internet lounge, and a theater/
multipurpose room. The Manwaring Student Center
also houses the Bookstore, Food Services with three
Students
cash operations, a student activities office complex, and
the Ticket Office/ID Center/One Card Office.
The Manwaring Center is managed by four administrators with over 59 total years of service Its six full-time
custodians and one part-time custodian have over 67
total years of service. Other employees run the Information Desk, Campus Scheduling Office, and Lost and
Found/Internet Lounge/Game room
Its clientele includes students, faculty, academic departments, Food Services, the Bookstore, and local groups
and individuals. The Manwaring Center hosts banquets,
meetings, church services, and student activities.
In December 2001, we remodeled the Little Theater
to make it more multi-usable. The theater seating was
removed, the floor was leveled, a handicap ramp was
added, and stairs were added along the front of the
stage. We installed a data compatible projector allowing
for computer presentations. We now host banquets, as
well as academic classes, meetings, and movies. The
remodel has resulted in a 30% increase in usage of the
theater.
In 1999 an elevator was constructed in the middle of the
building. A ramp was added to the lower lobby allowing
wheelchair access to the new elevator. This addition has
been a great help to Manwaring Center patrons.
The Communications Department, the Scroll (the campus newspaper), and some of the Art Department faculty
were temporarily housed in the Manwaring Center from
2000 to 2003. The Game Room was divided in half to
accommodate a computer graphics lab. Although this
arrangement was temporary, we have learned that academic classes can increase foot traffic, benefiting all of
the cash operations. Because of this experience we are
looking forward to housing the Dance Department and
Culinary Arts when our new addition is finished.
The Manwaring Center has received approval to plan a
90,000-square foot addition that will allow more flexibility in scheduling. We are currently in the feasibility
phase. The design phase will be in 2004 with construction taking place in 2005 to 2007.
student focus groups, as well as items from a suggestion
box are also used to assess our ability to meet student
needs. The customer service survey uses a five-point
Lichert scale, with one being “strongly disagree” and
five “strongly agree.” Written comments were requested
for each question.
The results of the survey of tenants are shown in Table
18. As the data show, the Manwaring Center staff is doing very well in some areas, but has room for improvement in others. Areas of concern are the cleanliness of
the public areas, our ability to clean office space to the
tenants’ expectations, and notifying our tenants about
upcoming Manwaring Center issues. Written comments
confirmed that we could do a better job with cleaning in
the public areas, the offices, and with better communication from the Manwaring Center administration.
The results of the survey of employees are shown in
Table 19. Results are somewhat similar to those of
tenants. The most prevalent comment of the full-time
employees and the student employees was the need to be
better trained in electronic equipment set-ups. Several
academic classes and other meetings and banquets
require the use of a data compatible projector to show
computer presentations. The responsibility of the set-up
falls upon our employees. Our student employees felt
that they would like to be better trained in proper chemical use.
Sixty-two students responded to a customer satisfaction
survey conducted in February 2003 to help us determine
if we were fulfilling our mission statement. The following results were obtained:
•
•
•
95% moderately or strongly agreed that they were
being treated with kindness and respect at the MC.
(average = 4.69)
100% moderately or strongly agreed that the MC is
clean, comfortable, and inviting. (average = 4.82)
95% moderately or strongly agreed that they receive
accurate information from the Information Desk.
(average = 4.68)
The Manwaring Center is in excellent condition. BYUIdaho Physical Plant department does a great job in
updating our facilities. They are quick to respond to
maintenance needs. We have purchased new equipment
or replaced older equipment to better serve our customers.
A customer service survey is sent to our tenants annually to help us determine if we are fulfilling our mission
statement. Our full-time and student employees respond
to the same survey. A customer satisfaction survey,
As shown in the survey responses our greatest strength
is in our customer service. Our employees have a desire
to serve our customers and see that they succeed in
the activity they are involved with. Our custodial staff
Students
Standard 3
167
Tenant Satisfaction with the Services of the Manwaring Center
Statement
1.
2.
3.
4.
5.
Tenants are treated with kindness and respect.
The Manwaring Center administration and staff
respond to tenant needs.
Public areas including restrooms are clean.
Office space is cleaned to tenants' expectations.
Tenants are notified about issues concerning the
Manwaring Center.
2001
Survey
2002
Survey
% agree
98%
95%
average
4.67
4.9
% agree
86%
92%
average
4.42
4.61
% agree
83%
53%
average
4.19
3.72
% agree
59%
50%,
average
3.74
4
% agree
91%
77%
average
4.36
4.26
____________________________________________________________________
Table 18
works hard to make the building clean and presentable,
and to provide services that help patrons have a successful experience. The bowling manager has a fun relationship with his employees and the students in the bowling
classes. Gathering correct information is a monumental
task. The Information Desk supervisor works hard to
assure that the information given out is accurate. The
lost-and-found manager and student employees do a
great job in identifying ownership of and in returning
lost items to the owner.
The Manwaring Center administration needs to be more
complimentary of each employee. In an effort to have a
well-maintained and well-managed facility we sometimes respond critically without expressing appreciation
for the great accomplishments and contribution of our
employees. Our employees need to be more familiar
with the set-up and operation of electronic equipment,
i.e., sound systems, and computers and data compatible
projectors.
168
Standard 3
5.14
New Student Orientation
The central aim of New Student Orientation (NSO) is
to assist new and current students in becoming familiar
with and fully participating in the spiritual, academic,
social, personal, and career-learning opportunities associated with BYU-Idaho. The Office of New Student
Orientation emphasizes students’ preparation and enhanced learning opportunities through a threefold focus
of (1) Pre-Campus, (2) Campus , and (3) On-Going
Orientation.
This office is manned by one full-time administrator
and one part-time student administrator. The NSO team
consists of five to nine student directors. Each student
director heads up a separate component of the orientation program and contributes approximately 10 hours of
Students
Employee Satisfaction with the Services of the Manwaring Center
Statement
1.
2.
3.
4.
5.
Employees are treated with kindness and respect.
The Manwaring Center administration and staff
respond to employee needs.
Public areas including restrooms are clean.
Office space is cleaned to employee ‘expectations.
Employees are notified about issues concerning the
Manwaring Center.
Full-time
Employees
Student
Employees
% agree
100%
100%
average
4.7
4.9
% agree
83%
100%
average
4.5
4.8
% agree
100%
100%
average
4.2
4.7
% agree
83%
average
4.2
% agree
80%
100%
average
4.2
4.9
______________________________________________________________________
Table 19
volunteer work per week and is under the supervision
of the full-time administrator as well as the part-time
student administrator. The number of directors varies
each semester. There are currently 30 student volunteers
serving on the NSO Board. Board members contribute
4 to 6 hours of volunteer work per week and are under
the direction of the student directors. Approximately
240 upper-class students serve as I-Team peer mentors
within a given school year as part of the campus orientation program. I-Team leaders contribute four to six days
a semester to the orientation program. I-Team leaders
are under the direction of the student directors.
The NSO Office maintains Pathway, an internet-based
program for prospective and newly admitted students to
receive helpful information and instructions in preparation for their upcoming BYU-Idaho learning experience.
The NSO Office runs all campus orientations to help
new students become familiar with academic life,
campus life, student services, involvement and social
opportunities, as well as the “Spirit of Ricks.” Orienta-
Students
tion experiences are provided to all incoming students
regardless of which track they are on, or when they
start. Three two-day orientations are held at the beginning of fall and winter semesters and second summer
block for new students, with an additional day for parent
orientation. Three one-day orientations are held for
fall and winter blocks, and first summer block. Other
campus entities help provide components of on-campus
orientation including the Career and Academic Advising
Center, and International Students Office. Approximate
attendance figures for the past three years are:
•
•
•
2000 attendance: 900
2001 attendance: 1,200
2002 attendance: 1,500
On-Going Orientation exists to provide additional spiritual, academic, social, personal, and career-learning and
guidance opportunities to all current students. Specific
programs created include: Grad Fair, Talk About Lecture Series, Good Manners, and Grad Night.
Standard 3
169
Other projects overseen by the Office of New Student
Orientation include the following:
Student Handbook (policies, procedures, and
alphabetical guide covering the majority of topics
regarding the University.
I-Magazine: A student-produced publication that
serves as an introduction to BYU-Idaho.
New Student Guide: A “nuts and bolts” guide for
new/transfer students starting college at BYU-Idaho.
•
•
•
The following decisions resulted from the foregoing assessment activities:
•
•
•
•
•
Pathway Pre-Campus Orientation has been assessed
through student journals and an on-line student survey.
Results from the 2001 survey completed by approximately 114 students reported the following:
65% became more knowledgeable regarding Advising and the registration process.
75% indicated they were more familiar with the
campus after completing the course.
80% said they better understood the purpose of the
institution and the Honor Code.
A number of students recommended that the course
be made mandatory for all incoming students.
Pre-Campus Orientation web site has received more
than 35,624 hits on web site since Summer 2001.
The number of students registering for GS 104 PreOrientation never overcame low student participation. The course averaged above 100 students per
semester during 2000-2001, but dropped to 50
students for fall 2002.
•
•
•
•
•
•
Campus Orientation is annually assessed after Fall
Orientation through focus groups and/or student surveys.
Groups surveyed have included new students and ITeam Leaders (peer mentors). Approximately 20 new
students, and more than 60 I-Team Leaders participated
in three separate focus groups in 2000. Approximately
30 I-Team Leaders participated in focus groups for
2001. Some of the results from the 2000 focus group
assessment are posted below:
New students overwhelmingly supported the I-Team
Orientation concept (new for 2000).
Male participation was significantly lower with ITeams.
The majority of students felt the orientation schedule was just right – not too long and not too short.
•
•
•
170
Standard 3
Keep orientation for two days. The current model
has two days for students and one day for parents.
Maintain the same ratio of social and academic
components with Campus Orientation.
Change recruitment and training of I-Team Leaders
from once a year to three times a year.
Create new print materials for orientation and combine mailing with the Registrar’s Office. Our new
student marketing and informational materials were
not as successful or as clear as they should have
been.
Add more I-Team Leader training conferences for
each major orientation.
The major strengths of the NSO Office are its threefold
focus of Pre-Campus, Campus, and On-Going Orientation; student leader involvement in Orientation (300
plus student leaders and/or volunteers per year) and its
improved publication materials. Areas for improvement
include increasing orientation attendance. While attendance has been increasing, it is still not as high as we
would like it to be. Currently our attendance is averaging in the 50 to 60 percent.
5.15
Registrar's Office
The central aim of the Registrar’s Office is to assist
students and faculty with class scheduling, registration,
grade processing, enrollment verification, graduation
evaluation, transcript service, and adherence to academic
policies, thus promoting a quality education, wholesome
academic atmosphere, and preparation of students for
lifetime learning.
The Registrar’s Office has specific outcomes in seven
key areas as follows:
Class Schedules:
• Revise class schedule development system by providing schedules two semesters in advance.
• Provide academic departments a year-in-advance
class schedule layout.
• Utilize electronic resources to improve the class
schedule development.
• Increase electronic checks of pre-requisites for
classes and majors.
Students
Registration:
• Provide students with concise and beneficial preregistration information.
• Offer a student-user-friendly, multi-media system of
class registration.
Grade Processing:
• Provide faculty an efficient method of electronic
grade entry.
• Give students timely notice of grades that honors
student privacy and facilitates parental notification.
• Protect the integrity of grades by proper storage,
and grade modification policies.
• Furnish prompt notification of students regarding
academic disciplinary action.
Enrollment Verification:
• Assist students to secure necessary resources by
providing same-day enrollment verification.
Graduation Services:
• Provide students and advisors with updated and accurate graduation reports.
• Assist student progression by the development of a
comprehensive throughput plan.
Transcript Services:
• Secure the student transcript integrity through transcript audits and proper record retention procedures.
• Provide accurate, consistent, and efficient evaluation of transfer transcripts.
• Deliver 24-hour response services for transcript
requests.
•
•
•
•
•
•
•
•
•
•
•
Deliver graduation services including applications,
evaluations, and diploma distribution
Offer transcript services to students and alumni
Provide information and advising services
Implement academic policy compliance.
Participate in the academic calendar development
and maintenance
Coordinate directory information publication and
FERPA rights notification
Provide FERPA orientation campus employees
Coordinate parent notification of privacy rights and
dependency notifications
Participate in the development of the academic
catalog
Record and keep statistical information
Coordinate and record consortium agreements
In response to the 1999 full-scale visit recommendation
to “continue ongoing efforts to strengthen and improve
the effectiveness of academic advising activities, the
Registrar’s Office is (1) reformatting the graduation
report to monitor all academic options and (2)
developing an electronic transfer-credit evaluation
system.
In the last two years, the Registrar’s Office has reviewed
and revised a number of policies including the Withdrawal Policy, Incomplete Grade Policy, Unofficial
Withdrawal Policy, Student Dependency Declaration,
and Class Audit. It has initiated consortium agreements,
initiated acceptance of official records by fax, implemented the on-line catalog, implemented on-line class
scheduling, initiated a process for two-semester advance
class schedules, and developed an individualized student
public directory. It implemented new telephone registration equipment, initiated the Registrar’s Office webpage,
implemented transcript ordering by internet, made
academic progress reports and grade access available
on-line.
The Registrar’s Office provides the following services:
Academic Policy Protection:
• Ensure students are aware of FERPA rights and
procedures.
• Protect FERPA rights of students.
• Oversee adherence to Academic Policy.
•
•
•
•
•
•
•
•
•
Evaluate transfer credit and military credentials
Distribute registration materials
Orient and assist in registration procedures
Coordinate development of class schedules
Maintain accurate academic records
Keep updated and accurate student data
Verify enrollment for financial aid, insurance, and
employment purposes
Process mid-term and final grades
Provide academic progress reports (Graduation
Evaluations)
Students
There is an overall satisfaction with the personnel, practices, and services of the Registrar’s Office as indicated
by the surveys and focus groups conducted.
Two focus groups were conducted under the direction of
the Student Body President to evaluate various aspects
of the Registrar’s Office. The following changes have
been implemented as a result of the focus group:
Standard 3
171
Revised Registrar’s Office Website with links to
registration program.
Participated in multi-departmental project to develop a student portal concept for web access.
Submitted proposal for student/faculty survey regarding Registrar’s Office services
Implemented on-line registration revisions.
Increased web visibility of registration schedule,
catalog and class schedules.
•
•
•
•
•
A web based survey of faculty was completed in December 2002, with 179 of the faculty responding. Overall,
the faculty is satisfied with the services they receive. A
number of useful comments were made that have led to
the consideration of the following future changes over
the next few years:
Process transfer transcript evaluations electronically.
Revise graduation report system to include summary of progress, and graduation plan.
Implement student employee FERPA training.
Record retention revision by utilizing microfiche as
backup storage.
Implement receiving and sending of transcripts
electronically.
Revise the Registrar’s Office Student Data web service with high priority to change including student
graduation plans, educational plans, and advising
information.
Implement electronic course prerequisite check
program.
Evaluate future database system revisions.
Develop a comprehensive plan for the effective
throughput of students:
Implement a new Student Identification Number
system.
Revise on-line registration system.
Rewrite the student master data base.
Revise and upgrade record retention policy.
•
•
•
•
•
•
•
•
•
•
•
•
•
5.16
Special Constituencies
5.16.1 Associations and
Cultural Well-being
With the reorganization of student government and
student activities areas came a realignment of clubs and
organizations. Various associations--groups that are associated with some common cultural or special interest,
and various societies – those that are related to a profession, vocation or college major, are sponsored by the
university. If an association or society does not exist,
172
Standard 3
students are encouraged to organize one that meets their
particular interests or needs.
Of special interest is the position of Cultural Well-being
Dean, established August of 2002. As a newly organized subdivision of the Dean of Students Office, the
office is housed in the Dean of Students Office and is
dedicated to serving students of diverse ethnic, cultural, or national heritage, in addition to nontraditional
students. Efforts to encourage, promote, and preserve
diverse heritages among students are well-received and
much valued in the university community. With the
creation of this position, additional effort, personnel, and
university resources will provide new emphasis in this
area by focusing on the diverse needs, issues, and integration of these students in the university community.
The university has committed personnel, office space,
and staff support to this effort.
A recent survey was conducted of those members belonging to the Cultural Well-being Council. The focus
was on the diversity of the council with two AfricanAmerican, one Asian, one Hispanic, one Hispanic/
Latino, one Latino, and three Caucasian representatives
on the committee. Representatives come from the countries of Colombia, Haiti, Mexico, Mongolia, Nicaragua,
Romania, and the United States.
The association council represents eight different associations that have as their purposes to: teach/share
language/culture; learn of a country=s past; present and
future; promote diversity of their countries; enhance the
students’ spiritual, cultural and social experience; and to
retain foreign language fluency.
The student representatives were asked if they felt
isolated or ignored and seven replied “no” or “not at all”
while one indicated Aonly that we are not known as well
as other groups.@ One replied “yes and no” without any
explanation. When asked if they had any negative experiences while at BYU-Idaho, seven replied “no,” one
said, “yes” and gave no explanation, and one said we get
Aodd looks when we gather as a group.@
Of particular interest were some of the general comments about what the term Acultural diversity@ means
at the university. Some of the replies were: Aeveryone
learning to accept cultures,@ Ashare cultural diversity and
express heritage,@ Ahelp with understanding and integration, and help so we don=t feel so isolated,@ and Acultures
of the world in one place, together in the gospel.@ The
overall attitude expressed by this small group of students
is generally representative of the student body. There
are small clear indicators that there is much to be done
in this area and across the campus as a whole. Com-
Students
ments such as Aodd looks when we gather as a group@
indicate that there may be some bewilderment or lack of
understanding or empathy on the part of some within our
community. Most of our students know that we are all
God=s children and that he loves each of us regardless of
our skin color or diversity.
5.16.2 Married Students
The purpose of the Married Student Association is to:
•
•
•
Enrich marriages and build testimonies of the BYUIdaho married students.
Provide wholesome recreational activities.
Provide quality and effective leadership training.
Surveys and verbal questionnaires were used to assess
our ability to meet the needs of married students. For
many married students, having a “fun” activity (like
the Valentine’s Dance) can be just as “enriching” (or
sometimes even more enriching) for a couple than to
have a seminar that focuses more on purely educating
students on pragmatic issues of married student life. We
have started to include more “fun” activities and to mix
them in with the more pragmatic and educational types
of events. For example, at our most recent marriage
symposium, we had as some of our topics “Cheap Dating Ideas” along with “Covenant Marriage” and “Conflict Resolution”, etc. We also held a dance and included
some inexpensive door prizes so we could have both
useful and practical information as well as some fun.
When we have done this “mixture” of fun and pragmatic
activities at an event, our attendance has gone up, and
we feel that we have met the goal of “enrichment” for
the married students at BYU-Idaho.
5.16.3 Non-traditional Students
As a two-year institution Ricks College in the past
several years became concerned with the unique challenges faced by single women with children, as they
either began or returned to complete their formal college
education. This was a very quiet group of students who
generally faced their challenges alone or independent
of any support or help from the institution. Enrollment
of these students was not a significant percentage of the
total student population in years past. However, the
transition to a four-year university has provided the opportunity for many more non-traditional students, older
students who are empty-nesters and single parents to
select BYUBIdaho as their university of choice to pursue
a bachelors degree. The number of single women with
children has significantly increased, as has the number
of other non-traditional students who are returning to
school. Degree-seeking, more seasoned students are a
Students
stabilizing influence on the student body as a whole, and
it is anticipated that the current trend for more matriculating non-traditional students will continue. The
Cultural Well-being Advisor is also designated as the
advisor to non-traditional students and is one who will
help meet the needs and challenges of these students
as they make personal transitions in meeting the many
demands on their time including family, job, community,
and university.
Table 20 indicates the marked increase in enrollment of
non-traditional students BYUBIdaho has experienced as
non-traditional students take advantage of the educational, social, and spiritual benefits of attending this university. The numbers of students age 25 and older who are
returning to the academic setting at the university has
increased markedly during the year 2002.
5.16.4 Women Students
The Associated Women Students is part of the Activities
Program of BYU-Idaho. Under the Enrichment area, the
Associated Women Students council provides activities, speakers, and events to help strengthen and enrich
the lives of women students on campus. These events
may address various women’s issues such as mothering,
personal safety, education and eating disorders. They
sponsor a Woman and Man of the Year to honor an
outstanding female and male student. They also sponsor a Mothers’ Weekend where the mothers of students
are invited to come to campus, and cosponsor the RAD
Women’s Self-Defense Program. Some of the resulting
benefits of participation in the Associated Women Students are the leadership skills developed by the council
members who sponsor, plan and carry out these various
functions.
In a survey of our 60-member AWS Representative
Council done in January 2003,we learned:
1.
Women students would like more campuswide
service projects. As a result we have provided two
major service projects during the past two semesters. In March 2003 we sponsored a humanitarian
project which resulted in several quilts being tied as
well as book bags being made for school children
In October 2003, we sponsored a clothing and food
drive for the local Women’s Crisis Center which
resulted in close to $2000 worth of goods
2.
We need to do a better job of making the general
women students aware of AWS and the programs
we sponsor. As a result we started an Awareness
Campaign during the summer and fall of 2003
which has resulted in a much greater awareness
Standard 3
173
and interest in our program. We have also involved
the Student Communications Agency in providing
our program publicity and that has significantly
increased our attendance at events.
3.
Fall Focus on Women, which provides workshops
and speakers on various issues of interest to women,
had overwhelmingly positive responses. As a
result, we sponsored another similar program in Fall
of 2003 and had a 50% increase in attendance. We
will continue this program.
5.17
Academic Societies
3.
4.
Use the university mailing address.
Have an account and checking privileges through
the BYU-Idaho Accounting Office.
5. Establish dues according to established policy.
6. Invite approved speakers to the campus.
7. Maintain web pages on the BYU-Idaho web site.
8. Have access to Blackboard for conducting organizational business.
9. Acquire a listing of potential members from the
institution (for recruiting purposes).
10. Be entitled for Jacob Spori Stipends to fund student
travel to conventions, conferences, and competitions.
5.18
Student academic societies at BYU-Idaho exist to:
Extend and enhance the learning experience
Improve professional opportunities
Provide a forum for dialogue and interaction among
faculty members, students, and professionals in the
discipline
Provide leadership opportunities
Create bonds of friendship among students with
similar professional or academic interests
•
•
•
•
•
Description
It is recommended that student academic societies affiliate with some national or regional professional society
associated with the discipline.
The central aim of the BYU-Idaho Student Employment
and Career Placement Office is to assist students and
alumni in their preparation for employment through job
leads, job search training, and career information. The
Student Employment area helps students with part-time
employment needs while attending school. The Career
Placement area is the marketing/sales department of
the university and is responsible to “market and sell the
product” produced by the university.
To fulfill its central aim, this office:
•
A recognized student academic society may:
1.
Schedule university facilities and services for meetings and other approved activities.
Participate in fund-raising activities upon approval
by the institution.
2.
•
•
•
Student Enrollment by Age Group
15-18
19-21
22-24
25-Up
1999
3,494
2,742
1,261
131
2000
3,331
4,014
1,442
152
2001
2,573
4,312
1,979
336
2002
2,765
4,431
2,745
762
_________________________________________
Table 20
174
Standard 3
Student Employment and
Placement
•
Promotes part-time jobs on-campus using the
improved student employment internet system and
off-campus using the Idaho Work Study Program,
and mini job fairs for local companies.
Sponsors job fairs and campus recruiting visits.
Prepares students for the career search process with
seminars and personal training in job search skills,
resumés writing skills, interview skills, and other
training.
Has established relationships with organizations that
recruit BYU-Idaho graduates.
Has agreements between the placement office and
organizations that promote career employment for
the graduates.
The Student Employment and Career Placement Office
consists of a Director of Career Placement, a Director of
Student Employment, a Full-Time Secretary, and seven
part-time student employees. The Director of the Career
Students
Placement Office has done post graduate studies and
also has eighteen years of experience in college career
placement. The Student Employment Director has an
MBA and over 30 years experience in personnel. The
Student Employment Director and Career Placement
Director duties’ overlap and both directors help in each
other’s areas when needed.
The Student Employment and Career Placement Offices
serve students, alumni, employers, faculty, and administrators. For the academic year 2002-2003 the Student
Employment Office referred 7,073 students to on-campus part-time jobs, listed 563 off-campus part-time job
referrals, and paid 52 Idaho Work Study students. The
Career Placement Office worked with approximately
1,400 employers and graduate schools, and 200 School
Districts. Also, the Placement Office counseled and
worked with approximately 600 graduating students and
alumni.
Physical facilities are adequate for basic office needs.
The office needs more space for a new teacher placement counselor, a full-time secretary, storage space for
company information, student work space, a placement
library, computer space for part-time student workers,
interview rooms, and a recruiters’ lounge with computer
and internet connections. Many of these needs will be
resolved with the move to the new office suite in the
Manwaring Center.
New programs in the office include teacher placement,
alumni placement, graduate school placement, and bachelor degree graduate placement. As a placement office
at a four-year university the office has radically changed.
There is greatly increased pressure from graduates with
bachelor’s degrees. Teacher Placement is an entirely
new area with teacher placement files scanned and
emailed to school districts. Alumni placement has
increased and will continue to increase. Graduate school
recruitment is also an entirely new area of work for the
office.
For student employment there is a much greater demand for students to find employment while attending
four years of school. The track system has changed the
students’ ability to work year-round and is a challenge
to the campus departments and the office. The advanced
student employment positions and the accompanying
training have also added to demands on the office.
Graduate surveys have been completed for the December 2002, April 2003 and August 2003 graduates.
Surveys of employers have not been completed in the
past but all attendees at the job fairs have very favorable
comments. Most of the employers at the job fair have
participated for many years.
The office budget, adjusted for inflation, has stayed at
the same level for the past twelve years.
Students
There is a great need for a career counselor to handle
teacher placement and alumni placement. These areas
both evolved as a result of the change to a four-year university. This need will be addressed with the hiring of a
full-time teacher placement counselor in 2004.
5.19
Ticket Office
The Ticket Office is dedicated to:
•
•
•
Assisting in fulfilling the mission of BYUIdaho through personal example and by
meeting the spiritual and temporal needs of
those we serve.
Contributing to a more user-friendly
environment for students, faculty and staff by
providing a high-quality, efficient system for
purchasing tickets.
Interfacing with the entire campus to ensure the
existence of an accurate and efficient process
for coordinating, distributing, and accounting
for tickets.
The staff consists of one full-time employee, one
three-quarter- time employee, five part-time employees, eleven temporary-part-time employees and nine
student employees. The Ticket Office serves students,
employees and community patrons by selling tickets
to campus events. While the total number of tickets
sold has declined with the elimination of intercollegiate
athletics, the Ticket Office is actually handling more
events as a result of the new Activities Program. Total
events handled increased to 331 for an increase of 74
more events.
Standard 3
175
The Ticket Office has seen the following changes over
the past two years:
Provided more consistent coverage at night-time
events by hiring a night supervisor
•
•
•
•
•
•
•
Improved web ticket sales
Provided ticketing services to clubs and
departments at no charge
Sold tickets for outdoor events in the new
Student Activities Program
Connected the One-Card system to the
ticketing system for the buying of tickets
Eliminated intercollegiate athletics and all of
the related ticket sales
A committee has been organized to work on
ways of encouraging students to purchase
tickets early and to attend the event once a
ticket is purchased. The administration has
approved funding for a marquee to be used to
advertise events in a high-traffic area.
The Ticket Office conducted a focus group using
approximately 10 students. Comments made about
Ticket Office were favorable. From the focus group
we learned we need to address the following two
issues:
Longer hours of operations or other ways to
purchase tickets.
The ability to buy multiple tickets for several
students over the Internet.
•
•
As a result a group was organized to study ways of
increasing access to ticket purchasing. Items under
consideration are remote sales locations and kiosk
machines.
The Ticket Office staff has great longevity and is very
familiar with the operations of the university. They do
a good job at anticipating challenges and addressing
them in advance. In addition, they have experienced the
unexpected enough times that they are able to react to
most situations in a professional and successful manner.
The Ticket Office also works well as a team. There are
minimal morale problems and when they do arise, the
Ticket Office Manager is very effective in dealing with
them.
176
Standard 3
As the university grows, so do the demands on the
Ticket Office’s resources. The administration has been
very supportive of the Ticket Office financially. The
challenge comes in having the trained personnel to run
several events at one time. There are nights when the
Ticket Office is supervising eight to ten events simultaneously.
5.20
University Police
The mission of the BYU-Idaho University Police, a division of the Rexburg Police Department, is to maintain
a peaceful, safe, and wholesome academic and social
environment on campus; safeguard property; prevent
and detect crime; and serve the university community in
a friendly, professional manner.
To accomplish this mission, we focus our efforts in several key areas to serve the students and the University.
For students, we strive to:
• Protect students from the criminal element
• Prevent crime through education
• Protect students from sexual predators
• Detect and deter the unlawful drug and alcohol
use on and around campus
• Provide practical experience for students studying the law enforcement profession
• Establish trust, confidence and respect for law
enforcement
For the University, we strive to:
•
•
•
•
•
•
Protect the assets of the University
Place emphasis on prevention of criminal activity
Provide aggressive investigation of criminal
activity
Encourage safe traffic and pedestrian conditions
Establish orderly parking for students and employees
Maintain a well-trained, experienced, and professional staff
The Brigham Young University-Idaho Division of the
Rexburg Police Department provides 24-hour dispatch
and police services to the BYU-Idaho campus com-
Students
munity. There are nine full-time commissioned police
officers, two part-time commissioned student reserve
officers, four full-time civilian employees, five part-time
civilian employees, seven student security officers, four
student parking enforcement officers and six student
office employees. Police officers handle all criminal,
traffic and police incidents that occur on the University
campus. The full- and part-time civilian employees
include three full-time dispatchers, four part-time dispatchers, one full-time parking coordinator and one parttime dispatch trainer/records clerk. The student security
officers provide many security-related duties for the
University. Their main duties include foot patrol, securing of buildings, crowd control and special events. The
student parking enforcement officers enforce University
parking regulations. The student office employees’ duties include office reception and dispatching.
University Police is governed by the Rexburg City Police policies and procedures in all matters that relate to
police authority. The employees of the department are
subject to the policy and procedure of Brigham Young
University-Idaho as it relates to their University employment.
During the last accreditation, University Police had a
complement of ten full-time, certified police officers. Its
force has since been reduced by one. A reserve police
officer program has been instituted to help compensate
for the loss of that officer. Junior and senior year Criminal Justice students who have an interest in pursuing a
career in law enforcement are invited to apply for the
program. These applicants go through the same testing
process and background checks as a full-time police
applicant. Successful candidates are enrolled in the
180-hour Rexburg Police reserve officer training course
approved by Idaho P.O.S.T., where they can graduate as
an Idaho Level 1 Reserve Officer. BYU-Idaho students
also receive college credit upon graduation from the
course. The implementation of this program will not
only increase available personnel for the department,
but will also provide students seeking a career in law
enforcement, a vast amount of practical experience that
they would be unable to obtain in the University’s academically oriented Criminal Justice Program.
Other significant changes include:
•
The hiring one additional full-time dispatcher
in January 2003 made it possible to cover all
but twenty-eight hours a week with a trained,
experienced dispatcher. This minimizes the time
a student dispatcher has to cover this critical job
alone.
Students
•
•
•
•
•
The assignment of one officer as a half-time crime
prevention officer to coordinate the department’s
crime prevention program and give the university
community a specific contact for crime prevention
activities.
In 2000 University Police instituted the R.A.D.™
(Rape Aggression Defense) program on campus.
Approximately twelve to fourteen classes are taught
each year by certified R.A.D.™ instructors.
An $80,000 upgrade of the department’s computer
records system was done in conjunction with
the Rexburg Police Department to facilitate the
exchange of information between the two divisions.
Sociology 203, Campus Protection Officer Training,
was added to the University curriculum in the
2000-2001 academic year. This class is taught by
several of the more experienced university police
officers and all student security officers hired by
the department must complete this class. Upon
completion of the class, students are certified as
Campus Protection Officers by the International
Association of Campus Law Enforcement
Administrators.
Starting in January of 2004, University Police will
assume responsibility for the security of the David
O. McKay Library. This will involve the hiring
and training of twelve additional student security
officers and one student supervisor. The day to day
operations of the library security will be supervised
by a student supervisor with oversight from the
Support Services sergeant.
One measure of the success of the University Police
Department is the low number of reported crimes and
arrests compared with other institutions of higher learning in the region. A ten-year count of cases handled
by University Police shows that, while already low,
criminal activity at the University in most categories
has declined in the past ten years. Total calls for service
handled by the department over the same period have
remained fairly stable. Table 21 compares the 2001
criminal activity at BYU-Idaho with 15 peer institutions.
According to FBI and State crime statistics, BYU-Idaho
enjoys a low crime rate.
The strength of the University Police is its experienced,
well-trained officers. All nine of the full-time police
officers are P.O.S.T. Certified [Peace Officer Standards
and Training] through the State of Idaho. Seven of the
nine officers hold Advanced Certification status. One
officer holds Intermediate Level Certification, and one
holds Basic Level Certification. With regard to years
of law enforcement experience, two officers have more
Standard 3
177
than twenty years, four officers fall in the category of
10 to 20 years, and three officers have ten years or less
experience. Two student reserve officers are certified as
P.O.S.T. Reserve Level 1 Officers, which grants them
police authority while on duty and working under the
supervision of a full-time police officer.
In October of 2003, both city and university divisions of
the Rexburg Police Department were inspected by the
accreditation committee of the Idaho Chiefs of Police
Association and received accreditation by that organization. University Division’s only deficiency was noted
in the area of evidence storage. The committee recommended that we upgrade our evidence storage facility to
a double-lock system.
One concern of the University Police administration is
how the department and its officers are perceived by the
public they serve. University Police officers strive to
maintain a good public image and be positive role models for the students of this campus. In order to gauge the
average BYU-Idaho student’s perspective of University
Police and its officers, a student focus group was conducted in March of 2002. This group asked participants
to rate the performance and professionalism of University Police officers. University officers were rated above
average in every category.
This will increase pressure on existing parking lots.
The results of a parking lot usage survey conducted in
January of 2003 are available in the Team Room. This
survey demonstrates the average parking lot utilization
to be at 89% for faculty and staff lots and at 84% for student lots. Construction plans for the University include
the addition of adequate parking facilities.
With rapid campus growth, lack of prime parking
has caused dissatisfaction with students (institutional
survey) and employees. New regulations, new parking
signs and several large lots coming on line in the next
year should address many of the parking concerns.
Parking Services has also seen an increase in the number
of parking citations issued to violators over the past
several years. The number of citations issued over the
last seven years has gone from 4,000 to nearly 10,000
per year. September 2003 saw the implementation of
a new automated parking citation system that should
increase enforcement of parking regulations and reduce
the amount of illegal parking by peak abusers (with the
implementation of a citation cap, at which parking privileges are rescinded).
Although the above-mentioned survey projected University Police in a positive light, the department realizes
that the survey was limited in the number of participants
and was conducted only once. The survey was also
limited to students and no similar surveys have been
conducted among the University’s faculty and staff.
Beginning fall of 2003 University Police initiated a continuing survey of students, faculty, administrators and
staff regarding police services and safety on campus.
This survey will be conducted on a regular basis and
will assist the department in determining its success in
accomplishing the mission statement of the department.
The transition of BYU-Idaho from a two-year junior
college to a four-year baccalaureate institution will have
an effect on the University Police. With an increase in
student, faculty and staff population, and a significant
number of on-campus married student housing units being constructed, the department administration anticipates an increase in the number of calls for service. In
anticipation of this growth, the department’s 2004 budget proposal included a request for an additional student
reserve officer to handle the extra workload.
Parking Services is another area that will be affected by
the increase in campus population. As the population
increases, more vehicles will be brought on campus.
178
Standard 3
Students
Student
Enrollment
Albertson College
Weber State
Southern Utah
University of Puget
University of Portland
Pacific Lutheran
Northern Arizona
Montana State
University of Montana
Lewis Clark State
Idaho State
University of Idaho
Gonzaga
Eastern Washington
Boise State
BYU Idaho
2001 Crime Statistics
Comparison with Peer Institutions
9,200
17,000
8,900
5,300
10,200
13,160
2,950
13,050
9,528
19,900
3,380
3,230
2,750
5,880
18,000
800
Homicide
0
0
0
0
0
0
0
0
0
0
1
0
0
0
0
0
Rape
1
0
1
0
0
3
0
1
9
0
2
2
0
0
2
1
Robbery
0
0
0
0
0
0
0
1
0
5
0
4
0
0
3
0
Assault
2
1
0
4
6
2
0
5
1
10
0
22
1
1
3
1
Burglary
2
11
12
30
19
13
1
7
10
48
18
61
17
8
18
0
Larceny
57
*
98
*
*
*
*
*
*
*
*
100
106
*
*
0
Auto Theft
1
0
0
9
2
0
1
0
0
16
11
29
14
1
1
0
Sex
Offenses
1
2
1
0
0
0
0
0
0
0
2
6
0
0
0
0
Arson
1
0
0
3
0
0
*
0
1
4
1
2
0
0
0
*
Weapons
Off.
1
0
0
0
0
1
1
1
1
0
0
*
0
0
0
1
Liquor
Law Violations
0
4
28
7
68
10
0
36
67
147
1
*
81
7
21
6
Drug
Offenses
1
3
1
0
27
10
0
17
21
59
0
*
12
1
6
2
* Information not available
_______________________________________________________________________________________________________
Table 21
Students
Standard 3
179
180
Standard 3
Students
Standard 4
Faculty
Self-Study
Faculty
2004
Standard 4
181
182
Standard 4
Faculty
BYU-Idaho will continue to be teaching oriented. Effective teaching and advising will be the
primary responsibilities of its faculty, who are
committed to academic excellence. It will be just
as good a teaching institution as we can make it.
Gordon B. Hinckley
Standard 4
Faculty
Standard 4 describes the BYU-Idaho faculty and the
various processes and policies related to their hiring,
development, and evaluation. It also provides an analysis and appraisal of these processes and policies as well
as faculty qualifications, effectiveness, and satisfaction.
This Standard establishes that we have sufficient and
well-qualified faculty and that their primary responsibility is the delivery of education. Faculty members are
engaged in significant scholarly and creative efforts
which are supportive of educational programs.
year appointments) and 109 part-time/adjunct faculty.
In addition, 40 administrators and staff teach a limited
number of courses each semester. Since the 1999 accreditation visit, we have increased our full-time faculty
by 64 and our part-time/adjunct faculty by 67. Table
1 provides an institutional profile of full-time faculty
showing data about terminal degrees, salary, years at
BYU-Idaho, total years of teaching experience, and load.
Because BYU-Idaho does not use academic rank, this
table shows data for a single category of faculty. Table 2
shows the number and source of terminal degrees.
1.0 Faculty Selection, Evaluation,
Roles, Welfare, and
Development
BYU-Idaho recognizes that a key factor in becoming
a successful four-year institution and offering credible
baccalaureate degree programs lies with the new faculty
who will be hired to deliver those new baccalaureate
programs. We have already filled 60 new full-time
faculty positions and expect to fill an additional 40 new
slots over the next three years to achieve our projection
of 100 new faculty positions. We also expect to hire at
least 40 other full-time faculty members to replace retiring or departing faculty over the next three years.
This section addresses the following issues: qualifications of faculty, participation in governance, workload,
opportunities for professional development, compensation and benefits, evaluation of performance, hiring,
academic freedom, and part-time/adjunct faculty.
1.1
Professional Qualifications
At the start of the 2003-2004 school year, BYU-Idaho
employed 441 full-time faculty (including one- and two-
Faculty
While we are making every effort to recruit and hire
qualified people with terminal degrees in their discipline, the ideal candidate for a full-time faculty position
at BYU-Idaho possesses the following qualities in this
order: (1) is faithful to the values and principles of our
sponsoring organization, (2) is an outstanding teacher,
(3) cares for students, and (4) holds a terminal degree in
Standard 4
183
Institutional Faculty Profile
Parameter
Faculty
Value
Parameter
Years of Experience at BYU-Idaho
Full-time
441
Minimum
Part-time
109
Median
Maximum
Value
<1
8
40
Number of Terminal Degrees
Doctorate
159
Master’s
259
Bachelor’s
Years of Teaching Experience
17
Professional License
1
Less than Bachelor’s
1
Minimum
<1
Median
13
Maximum
41
Credit-Hour Load - Fall 2002*
Salary -- 9 Months
Minimum
4.5
Minimum
$35,640
Median
15.0
Median
$53,310
Maximum
25.3
Maximum
$61,640
* Includes only teaching faculty; includes regular load and released time; does not include overloads.
_________________________________________________________________________________________
Table 1
the target discipline. A candidate with a master’s degree
who demonstrates outstanding teaching ability will be
a stronger candidate than a Ph.D. who is an inferior
teacher. While our goal has clearly been to hire outstanding teachers with terminal degrees, there have been
several occasions when the person hired did not have a
doctorate.
1.2
In 2003, 41% of our faculty held a terminal degree (see
Table 4m Standard 1). With the change to a four-year
school, a large number of current faculty members have
sought to upgrade their knowledge and skills. About
20% of the faculty who do not hold a terminal degree
are now actively pursuing a terminal degree. They have
undertaken this on their own initiative so that they can
improve their professional qualifications and lend more
credibility to their baccalaureate degree programs. The
administration has been actively involved in facilitating these faculty members in this process by providing
generous tuition reimbursement and by allowing for
released time. Because of this trend and our hiring
practices, we expect to steadily increase the number of
faculty members who hold terminal degrees. Increasing
the number of faculty with terminal degrees is an important institutional goal as discussed in section 1.2.2.4 of
Standard 1.
In terms of academic planning, faculty members provide
significant input for any changes to existing academic
policy. This is appropriate since they are the ones most
affected by these policies and the ones who generally
carry them out. This can occur in the following ways.
First, faculty members are often formally surveyed as to
opinions and/or current practices. Second, department
chairs lead policy discussions in departmental meetings. Third, faculty members serve on various planning
and policy committees. Fourth, the faculty provides
input through the Faculty Association. Fifth, the faculty
provides input through special forums called by the
President. Faculty representatives are key participants
in the Campus Leadership Forum and Strategic Planning
Council which provide guidance and advice on issues
facing the institution. Many policy decisions utilize
several or all of these feedback channels. For example,
a recent decision to change the policy regarding test
184
Standard 4
Participation in Governance
In addition to their teaching duties, faculty members are
involved in academic planning, institutional governance,
curriculum development and review, and academic
advising.
Faculty
Number and Source of Degrees of BYU-Idaho Faculty
Institution
B
M
D
Institution
B
M
American School of
International Management
1
Keller Graduate School of
Management
1
Antioch Graduate School of
Education
1
Louisiana State University
1
Arizona State University
5
4
Mankato State University
1
2
Marquette University
Ball State University
1
Binghamton University,
New York
1
Michigan State University
Boise State University
1
Montana State University
Brad Loaf School of
English
1
Northern Arizona
University
1
Northwestern University
1
Brigham Young University
12
Brigham Young
University-Idaho
1
100
31
1
Ohio State University
California State at Los
Angeles
1
Ohio University
California State, Long
Beach
1
Capella University
Oregon State University
1
Colorado State University
1
1
Nova Southeastern
University
California Coast University
3
Cornell University
1
1
2
2
Penn State University
2
Portland State University
1
Purdue University
2
1
Rensselaer Polytechnic
Institute
Eastern Washington
University
1
Rutgers University
1
Emporia State University
1
Stanford University
1
Georgetown University
1
Stony Brook University
1
Syracuse University
Idaho State University
37
Illinois State University
1
7
1
1
Drew University
Georgia State University
D
4
1
1
1
1
Texas A & M University
1
Texas A&M University
1
Indiana University
5
The Ohio State University
2
Indiana University of
Pennsylvania
1
The University of Iowa
1
Iowa State University
1
The University of Texas at
Austin
1
Iowa State University
1
Uniformed Services
University
1
Johns Hopkins University
1
University of Houston
1
Kansas State University
1
University of Arizona
2
_________________________________________________________________________________________
Table 2
Faculty
Standard 4
185
Number and Source of Degrees of BYU-Idaho Faculty
Institution
B
M
D
Institution
B
M
University of California,
Davis
2
University of Notre Dame
1
Irvine
1
University of Oregon
2
Los Angeles
1
University of Pennsylvania
Riverside
1
University of Phoenix
5
University of Portland
1
San Francisco
1
Santa Cruz
D
1
2
1
University of Redlands
1
University of Southern
California
University of Colorado
1
University of Southern
Florida
1
University of Connecticut
1
University of Tennessee,
School of Public Health
1
University of Cincinatti
University of Denver
1
1
University of Georgia
University of Idaho
10
University of Illinois
– Champaign Urbana
University of Maine
1
3
University of Texas
1
3
1
University of Utah
13
11
11
University of Utah School
of Medicine
2
Purdue University
1
University of Washington
1
1
University of Michigan
3
University of Wisconsin,
Madison
University of Minnesota
2
Utah State University
University of Montana
1
1
1
1
1
1
Vanderbilt University
36
13
1
1
University of Nebraska
1
Virginia Commonwealth
University
1
University of NebraskaLincoln
2
Virginia Polytechnic
Institute & State University
2
University of Nevada at
Las Vegas
1
Wake Forest University
School of Law
1
University of North Carolina at Greensboro
1
Washington State
University
1
Weber State University
2
University of North Dakota
University of Northern
Colorado
1
1
Western Washington
University
5
1
_________________________________________________________________________________________
Table 2 (continued)
186
Standard 4
Faculty
week utilized a formal survey of the faculty to determine
what their final exam practices were, input from department and college discussions, and input from the Faculty
Association.
schools, generate and carry out program assessment, develop contacts within their discipline for student internships and employment, and select students who apply to
limited programs.
An important element of governance at BYU-Idaho is
the fact that deans and chairs are not permanent, fulltime administrative positions. Deans and chairs are
selected from among the full-time faculty and serve in
those administrative capacities for a limited period of
time, typically five years. This means that the governance provided by deans and chairs is essentially faculty
governance. Given the role that deans and chairs play in
academic decision-making and in the advice and consent
role for other key institutional matters, the BYU-Idaho
faculty clearly has a central role in governance.
The faculty also has a considerable role in academic advising. Next to teaching, a BYU-Idaho faculty member’s most important duty is advising. Each semester,
faculty members are assigned as advisors to students.
Faculty members are expected to keep their advisees on
track for graduation from beginning to end and to help
them make decisions about their academic program and
career. Before the semester begins, students receive
a letter with their advisor’s name, office location, and
office telephone number. Faculty members are asked to
make a special effort to meet with each of their advisees
during the semester. The Registrar’s Office provides
faculty members with a set of on-line tools to assist
them in their advising duties. These tools provide access
to progress reports, mid-term grades, final grades, and an
evaluation when the student applies for graduation.
In terms of actual institutional governance, faculty members serve on a number of campuswide committees empowered to change and implement policy (see Table 2 of
Standard 6). In a survey of faculty (reported more fully
in section 5.0 of Standard 6), 88% of the faculty surveyed agree with the statement, “My department chair
encourages input and involvement in decision-making
related to my individual and departmental stewardship.”
These data suggest that the large majority of faculty
members are satisfied with their level of participation in
governance at the departmental level.
Authority to make decisions has been set at various
levels in the academic line organization. These roles
and responsibilities have been specified in the College/
Department Handbook under the two policies entitled
“Decision-Making Prerogatives” and “Stewardship
Action.” Individual faculty members can simply act
on their own on matters over which they have been assigned jurisdiction. On other matters, they are required
to take the matter before the appropriate file leader or
council for advice, assistance, or decision. The Faculty
Association also provides faculty with a direct line of
communication to the university administration. The
President of the Faculty Association meets with the
President on a monthly basis, or more frequently if
needed. In addition, a Faculty Association representative serves on the Academic Council and is involved in
all the major decisions related to academic policies and
educational programs.
The faculty has a considerable role in curriculum development and review. Individual faculty members have
sole responsibility for selection of teaching strategies,
student evaluations, and, in most cases, textbooks. In
the departments, faculty members determine degree
program requirements (within institutional parameters),
dictate course content, establish relations with transfer
Faculty
1.3
Workload
Faculty workload is monitored carefully in an effort to
achieve equity across disciplines, assess released time,
and increase contact with students. Annual load studies
have resulted in a greater consistency across departments, improved efficiency by eliminating released time
and exceptions to load which are no longer applicable
or justifiable, and improved use of financial resources.
For example, overloads are now assigned on the basis of
accurate information about what a faculty member does,
resulting in the optimum number of assigned load hours.
College deans and department chairs are able to more
objectively make equitable teaching assignments, and
faculty members have a clearer expectation of their annual load. The model now in place has served well and
will be continued for the foreseeable future.
Currently, faculty workload at BYU-Idaho is based on
the following principles:
•
Loads should be comparable and consistently
established across disciplines.
•
Efforts expended by faculty should be fairly
represented in the load model.
•
Teaching 37 annual credits is a full load. Typically, the distribution is 15 credit-hours in fall
and winter, and 7 credit-hours in one of the
summer terms.
Standard 4
187
•
Contact hours beyond 50 annually or 25 per
semester are counterproductive.
The Faculty Load Policy is explained in the College/
Department Handbook. The policy defines the load to
be granted for lecture time, guided instruction time, lab
time, and advising (or similar activities) time. It also
outlines how exceptions to load (i.e., released time) are
to be established.
Statistics related to faculty loads and percentage of time
the faculty is engaged in teaching are included as part
of Dashboard (see Figure 2, Standard 1) in the Load and
Teaching (% of Load) categories.
1.4
Professional Development
The basic responsibility to develop talents and abilities
rests with the individual faculty member. Faculty members are encouraged to take advantage of the institution’s
professional development program. Resources available
to individual faculty members include:
available to the faculty for worthy research projects
related to teaching.
•
Ongoing inservice activities. BYU-Idaho provides
a series of workshops and seminars on teaching and
other subjects of interest.
These resources are described in the College/
Department Handbook along with the Guidelines for
Professional Development.
1.5
Compensation and Benefits
The minimum, median, and maximum faculty salaries
are shown in Table 1. Policies on faculty salaries and
benefits are published in the Employee Handbook given
to all new employees. The Personnel Office provides
regular meetings on insurance and retirement benefits.
This office also arranges meetings requested by individual faculty members with representatives from DMBA,
the insurance and retirement provider.
•
Financial compensation. More than $500,000 is
budgeted annually. Some of these monies go to
department and college inservice budgets.
1.6
•
Leave of absence. The University has a liberal and
flexible leave of absence policy without stringent
pre-application requirements. University resources
are frequently used to support leaves of absence.
Faculty members at BYU-Idaho are expected to meet
high standards of excellence in their conduct, professional competence, and work ethic. Faculty conduct
must reflect:
•
3-hour Professional Development Leaves. Each
year a faculty member may apply for a 3-hour leave
to engage in curriculum development, scholarship
of teaching and learning, or other scholarly activity.
•
A high standard of personal integrity
•
Emotional and social balance
•
Loyalty and service to the LDS Church
•
Adherence to the basic tenets of the LDS Church
Released time. College deans and department
chairs may request adjustment of faculty loads and
assignments for activities which benefit the department or college.
•
Tuition. Faculty members may enroll in BYU-Idaho courses without charge. BYU-Idaho also pays
up to half of a faculty member’s tuition for graduate
courses.
•
•
Professional dues. The University pays one-half the
cost of dues in professional organizations up to $50
per year.
•
Thomas E. Ricks awards. A number of grants are
awarded to members of the faculty who apply.
•
Research grants. A small amount of monies are
188
Standard 4
Evaluation of Faculty
Performance
Second, faculty members are expected to demonstrate
professionalism in their work by:
•
Modeling what is first-rate in their discipline
•
Teaching and advising students within the framework of the University’s mission statement
•
Carrying out committee, administrative, and other
assignments conscientiously
•
Working synergistically as a team player with other
faculty, staff, and administrators
Faculty
Finally, faculty members are expected to support BYUIdaho by supporting:
•
Students, faculty, staff, and administration
•
The University’s mission, goals, and programs
•
The University’s regulations and policies
It is the individual faculty member’s responsibility to
demonstrate high-quality teaching and effective advising. Student ratings, small group instructional diagnosis, self-evaluation, peer evaluation, and administrative
evaluation are all used to assess the faculty. The specific implementation of faculty evaluation is determined
at the college level. All colleges adhere to the guidelines
outlined in the following paragraphs.
Faculty members are on probation for at least the first
four years of their hiring at BYU-Idaho. A mentoring
committee is formed whose responsibility is to monitor
the new instructor’s progress, provide feedback and suggestions for improvement, and make recommendations
after each year as to whether the faculty member should
be retained. Typically, members of this committee
visit the new teacher’s classes, review syllabi and other
instructional material, and share ideas. At the end of the
four-year probation, this committee makes a recommendation as to whether the new faculty member should be
given continuing faculty status, the BYU-Idaho version of tenure. The recommendation is reviewed and
approved by the department chair, the college dean, the
Academic Vice President, and the President.
Faculty members who have been granted continuing
faculty status (i.e., tenure) undergo a formal evaluation
every three years. These three-year reviews must include student ratings of instruction and a self-evaluation
of teaching, advising, and professionalism, all reviewed
with the faculty member’s department and college dean.
Forms that guide the self-evaluation are contained in
the College/Department Handbook. Faculty members
may also elect to use small group instructional diagnosis
and/or peer evaluation as part of this formal evaluation.
1.7
Faculty Hiring
BYU-Idaho employs a rigorous hiring process for
faculty. Requests to fill vacant positions require final
approval of the President. Requests for new positions
require final approval from the Board of Trustees.
Once approval is granted, the job description is writ-
Faculty
ten, approved by the President, and advertised, typically
for two months, via sources to which the most likely
candidate pool will have access, such as the BYU-Idaho
home page, jobs hotline, professional journals, the
Church News, and well-placed contacts in the discipline.
Applicants complete an application form and submit
three letters of recommendation, official transcripts,
and a curriculum vita. In most situations three finalists
are selected. Each finalist’s local ecclesiastical leader
is carefully interviewed to ensure that the individual’s
values and conduct are consistent with those expected of
the faculty. Final approval for on-campus visits comes
from the Board of Trustees. Applicants who are invited
to visit campus are carefully interviewed by faculty
members, department chair, college deans, and university administrators. Most will be asked to teach an actual
class or otherwise demonstrate their expertise. Following the on-campus visits, all faculty and administrators
involved in the on-campus interviews deliberate and
make their selection. Before the final offer is tendered,
the top choice is interviewed by a General Authority of
the LDS Church. The Board makes the final approval
for hiring.
1.8
Academic Freedom
As stated in our policy on academic freedom, “BYUIdaho embraces individual academic freedom of study,
inquiry, and debate conditioned and balanced by its institutional freedom and obligation to pursue its religious
mission.” The full policy is contained in the College/
Department Handbook and in a document entitled,
“Statement on Academic Freedom.”
Faculty members are entrusted with broad individual academic freedom to pursue and teach truth
according to best practices in their discipline. Faculty and students alike are free to discuss a variety
of ideas in the context of learning and scholarship.
However, the Board of Trustees and administration
reserve the right to place reasonable limitations on
certain dialogue and inquiry in order to protect the
essential identity and mission of the institution. For
example, an attempt to undermine a student or fellow faculty member=s beliefs or try to destroy their
faith in the restored gospel would be unacceptable
at BYUBIdaho.
Faculty members, for their part, agree to be loyal
citizens of the campus community as outlined in
section 1.6 above. It is expected that the faculty
will strive to contribute to the distinctive religious
mission of BYUBIdaho and adhere to the principles
of the gospel. BYUBIdaho strives to maintain an
Standard 4
189
atmosphere in which faculty, administration, and
Board work together in a spirit of love, trust, and
goodwill, where the faculty is free from excessive
restraint and yet committed to the overall mission
of the University. The balance we strive to maintain between the individual faculty member and the
University is aptly described in these words from
Elder B.H. Roberts: AIn essentials, let there be unity;
in nonessentials, liberty; and in all things, charity.@
1.9
Part-Time Faculty
BYU-Idaho usually employs more than 100 part-time
faculty members each school year. Table 3 shows the
number of part-time faculty used by each department
during the 2003-2004 school year. Many part-time
faculty members have been employed continuously at
BYU-Idaho for several years. All make an outstanding
contribution to the BYU-Idaho community. A part-time
faculty member serves on the Faculty Association to
represent the point of view and interests of the part-time
faculty. Each year the institution recognizes a part-time
instructor as the Outstanding Adjunct Faculty of the
Year. This award is given at the same time the Outstanding Faculty award is given to a full-time faculty
member.
Part-time faculty members are fully briefed along with
the new full-time faculty at the time of their hire on
the institutional mission, expectations of faculty (see
section 1.6), their responsibilities and rights, and conditions of their employment. In an effort to improve their
understanding of the role they play at BYU-Idaho, an
Adjunct Faculty Handbook has been developed which
addresses teaching loads, pay scale and philosophy, benefits, classroom responsibilities, textbooks, evaluation,
offices, departmental support, and academic freedom.
This Handbook was developed in response to needs
expressed by part-time/adjunct faculty to be more fully
informed of their precise roles and responsibilities.
Academic administrators review the policies and practices related to part-time/adjunct faculty on a regular basis. In the last year, an analysis of responses by adjunct
faculty members to the recently concluded Survey of
Faculty provided the basis for a review and consideration of issues important to this group of employees.
190
Standard 4
Number and FTE of
Part-time Faculty
Department
No.
FTE
Accounting
2
1.2
1
.3
Art
9
4.4
Animal Science
1
.29
Automotive
1
.61
Business Management
4
1.2
3
.97
Communication
6
3.33
Dance
9
4.0
Economics
1
.4
English
17
9.8
Foreign Language
5
2.07
Geology
1
.49
Heath Science
4
1.45
Home & Family Education
3
.93
History, Pol Sci, Geography
1
.2
Math
9
3.2
Music
19
6.03
Nursing
1
.07
PE
4
2.04
Religion
2
.8
1
.2
Teacher Education
9
2.97
Theatre
1
.4
TOTAL
114
47.35
Note. The total is not an unduplicated head count. Some
adjunct faculty teach classes in more than one department
Table 3
Faculty
•
Faculty Selection, Evaluation,
Roles, Welfare, and
Development
•
•
•
BYU-Idaho employs faculty who are well-trained in
their disciplines and fully dedicated to the students they
teach and advise. In the past three years BYU-Idaho has
attracted an increasingly larger number of faculty with
earned doctorates than ever before. Competitive salaries
and an exceptional working environment will undoubtedly continue to attract these highly qualified candidates.
BYU-Idaho currently employs faculty highly experienced in teaching. The average number of years teaching at BYU-Idaho is 14.5. As many of the veteran faculty members retire over the next few years, preserving
the culture of excellence in teaching and in associations
with students will be a challenge for administrators.
Students generally perceive that faculty are effective
and caring teachers and advisors. In the Alumni Survey,
former students rated their associations with faculty as
one of the most important influences on their learning
and growth.
In a recent survey, the large majority of the faculty
expressed satisfaction with a number of aspects of
their work. Findings related to their working situation
showed that of the faculty who were surveyed:
•
•
•
•
•
•
•
•
•
96% agreed that I enjoy cordial relations with colleagues in my department.
95% agreed that I have flexibility in carrying out my
individual stewardship.
94% agreed that My working conditions are favorable.
91% agreed that My work assignment fits my capacity and interest.
91% agreed that I have a reasonable degree of job
security.
91% agreed that I enjoy a safe and non-threatening
environment in which to carry out my stewardship.
91% agreed that The institution provides quality
academic support services to me and my department (e.g., Registrar, Scholarships, Financial Aid,
Career Advising, Internships).
90% agreed that My work assignment(s) allows me
to grow.
88% agreed that My department chair encourages
input and involvement in decision-making related to
my individual and departmental stewardship.
Faculty
•
•
•
88% agreed that I have the equipment, supplies, and
facilities I need to do my job.
84% agreed that I receive clear information about
my stewardship, how it fits in the overall context of
BYU-Idaho, and expected standards.
83% agreed that My individual needs and desires
are considered by my leaders when making work
assignments.
83% agreed that My compensation (salary) is fair
and equitable.
83% agreed that My fringe benefits are sufficient.
81% agreed that The institution is on the right track
in its efforts to become a successful four-year baccalaureate institution.
80% agreed that My department and college have
sufficient budget to meet our aims and objectives.
Notwithstanding the positive perception of the large majority of faculty about their work, the survey did reveal
areas in which there was less faculty agreement. Of the
faculty who were surveyed,
•
•
•
•
57% agreed that The administration encourages
input and involvement in university decisions which
directly affect me, my department, and our students.
55% agreed that The reasons for administrative
decisions at the institutional level are effectively
communicated.
52% agreed that My workload is reasonable.
52% agreed that I would like a greater say in matters pertaining to the institution.
These findings are consistent with the open-ended comments from faculty on the same survey. Most of these
issues are related to the temporary conditions associated
with the transition. For example, the additional work of
designing new degree programs and courses, preparing
to teach new upper division courses, phasing out programs, advising students about their options, and dealing
with many other changes was a significant challenge.
Our faculty met these challenges and, for the most part,
maintained a positive optimistic outlook. Their comments about workloads reflect this experience. In the
eagerness to move forward, some decisions were made
by the administration which some faculty felt should be
more fully considered and discussed by the faculty. For
example, some faculty felt that initiatives such as the
three-track admissions and the Activities Program could
have been more thoroughly discussed among faculty
before being launched. The lack of satisfaction may relate more to the lack of being consulted than to outright
opposition.
Faculty satisfaction and morale are important institutional goals and administrators are taking faculty concerns
Standard 4
191
seriously. This is an important institutional goal (see
Appendix B). The results of the last survey of faculty
have been made available in Blackboard so that faculty
can engage in an online discussion about the results.
The administration will entertain any useful suggestions
that emerge from this dialogue. To relieve some of the
burden, faculty members now have the opportunity to
apply for an annual 3-hour professional development
leave. In addition, faculty members are now eligible
for sabbatical leaves every five years instead of every
seven years. Administrators are taking these and other
measures to maintain the high level of satisfaction and
morale that the faculty has enjoyed at BYU-Idaho for
many years.
The faculty is taking advantage of the professional
resources offered them. Over the years, 80% of the
faculty members who have applied for leaves in a given
year have had them granted. Each semester faculty
take advantage of the full complement of development
resources offered. In general, departments fully use
their in-service budgets. The institution awards funds to
faculty for attendance at professional conferences, guest
speakers, curriculum development, travel for creative
work (including travel abroad) and graduate study. Last
year, more than 50 faculty members received a stipend
from BYU-Idaho for half of the cost of their graduate
courses.
A number of other professional in-service activities
are sponsored by the institution. The monthly journal
– Teaching for Success – is given to each faculty member. “Brown Bag” seminars are held every two weeks.
These seminars enable faculty members to make presentations to fellow faculty members, to receive training
from an expert in some aspect of teaching, or simply to
discuss their experiences with each other. In fall 1998,
BYU-Idaho began hosting a local Great Teacher’s Summit. Faculty members spend two days at our facilities
in Victor, Idaho, discussing ideas and issues related to
teaching.
Perhaps one of the best indicators of faculty satisfaction with their job is faculty retention. Table 4 lists the
reasons and numbers of faculty members who left a fulltime teaching position at BYU-Idaho in the past twentyfive years. The trend shows that once hired, very few of
the faculty choose to leave BYU-Idaho until they retire.
An effective program of faculty evaluation is in place at
BYU-Idaho. The performance of both new and tenured
faculty is rigorously assessed. Table 5 shows the number of faculty members evaluated by students for the
past five years and the average ratings given by students
192
Standard 4
to instructors and courses. These data show that the
quality of teaching by our faculty remains consistently
high. Additional discussion of faculty excellence is
provided in section 1.2 of Standard 2.
3.0 Scholarship, Research, and
Artistic Creation
BYU-Idaho believes that the teaching and learning
process is significantly enhanced through the development and maintenance of faculty expertise and talent.
To fulfill the University’s mission, it is incumbent on the
faculty to teach with accuracy, completeness, and understandability to the student. Exactness and correctness
are expected of every teacher. In a 2001 address to the
faculty, President Bednar introduced a new paradigm for
the improvement of the educational processes at BYUIdaho. He invited faculty members to consider how
their teaching might be enhanced through engaging in
the scholarship of teaching and learning. By engaging
in this type of scholarship each faculty member treats his
or her own classrooms as laboratories in which to discover, innovate, and improve. Since that time, this form
of scholarship has become a key part of the dialogue and
practice at BYU-Idaho.
Scholarship and creative activity at BYU-Idaho add an
important dimension to the climate of the University.
Unlike colleagues at four-year universities, BYUIdaho faculty members do not face the same pressure
to conduct research or engage in creative activity; yet a
remarkable number of projects are undertaken by them
each year. Most research or creative activity is typically
designed to benefit students or to enhance a program’s
curriculum. Some projects are part of a master’s or
doctoral program. Some are self-funded projects, arising out of a faculty member’s personal interests. Some
research is done in connection with the presentation of a
professional paper. A number of faculty members direct
and produce drama, stage, dance, concert and musical
productions with and for the students and the general
public. Whatever the motivation, these projects reflect
a diversity in scholarship and creative activity that
enhances the scholarly and creative environment of the
University.
The evidence of scholarship among the BYU-Idaho
faculty is found in several areas:
•
Qualifying and securing a professional license, a
certification, or a clinical endorsement; attending
short courses.
Faculty
•
Acting as the director or co-director of an academic
touring group.
•
Directing a significant curriculum entity such as the
math lab or the writing lab.
•
Serving on councils and committees.
•
Founding or maintaining an organization that facilitates the curriculum such as the Scholastic News
Service.
•
Presenting professional papers at regional and
national meetings; submitting articles to refereed
journals on topics of scholarly research or creative
subjects.
•
Serving as an advisor to an academic society or
other student organization.
The diligent scholarship and creative efforts by BYUIdaho faculty contribute greatly to the climate of the
university. When asked in the College Student Experiences Questionnaire about the degree to which an
academic/scholarly environment was emphasized at
BYU-Idaho, 95% of the students indicated a strong emphasis as compared with 80% of students attending fouryear schools. When asked in the same survey about the
degree to which an aesthetic/creative environment was
emphasized at BYU-Idaho, 83% of the students indicated a strong emphasis as compared with 59% of students
attending four-year schools. Students do perceive and
appreciate the efforts of the faculty to maintain a high
level of expertise and skill in their respective disciplines.
Individuals who left Faculty Positions
19791988
19891998
19992003
Total
Retirement
39 (40%)
69 (53%)
67 (80%)
175 (56%)
Other employment, education, or family
37 (38%)
32 (24%)
13 (15%)
82 (26%)
Died
12
16
1
29
Shifted to Non-faculty position
4
6
2
12
Terminated, failed to make tenure
2
6
1
9
TOTAL
97
131
84
312
Reason for Leaving
________________________________________________________________________________________
Table 4
Faculty
Standard 4
193
Average Overall Instructor and Course Rating
Number
of Faculty
Rated
Number
of Sections
Rated
Overall
Average
Instructor
Rating
Overall
Average
Course
Rating
Winter 2003
184
701
5.70
5.39
Fall 2002
186
679
5.71
5.36
Winter 2002
148
550
5.79
5.45
Fall 2001
140
556
5.81
5.51
Winter 2001
140
557
5.79
5.52
Fall 2000
136
547
5.81
5.53
Winter 2000
142
568
5.84
5.57
Fall 1999
126
515
5.86
5.55
Winter 1999
116
5.87
5.55
Fall 1998
137
5.84
5.52
Term
539
__________________________________________________________
Table 5
194
Standard 4
Faculty
Standard 5
Library and
Information Resources
Self-Study
Library and Information Resources
2004
Standard 5
195
196
Standard 5
Your hope and mine is that you have learned
how to learn. That gift will turn out to be priceless. The very nature of this university gives me
confidence that you have learned how to learn.
You have been taught to look for principles which
will endure no matter what the conditions and
also to plead for the Spirit to help you know how
to apply them.
Henry B. Eyring
System, The Church of Jesus Christ of
Latter-day Saints
Standard 5
Standard 5 addresses the issues relating to the library
and information technology. Section 1.0 describes and
assesses library services and resources. Section 2.0
describes and assesses information technology services
and resources.
Our Mission and Vision support each of the four facets
of the BYU-Idaho mission as follows:
•
We maintain a wide and deep selection of publications by LDS church leaders and other writers
whose chief purpose is to build testimonies.
1.0. Library
•
We build collections of academic learning and
research materials that support the curriculum of the
university.
•
We strive to help each student become information
literate, to be able to locate, evaluate and manage
information for lifelong learning and success as a
parent, worker, citizen and church member.
•
We create environments conducive to study and
learning.
1.1
Purpose and Scope
The David O. McKay Library sustains the missions of
Brigham Young University-Idaho and its sponsor, The
Church of Jesus Christ of Latter-day Saints. Our mission
is to collect, organize and make available appropriate materials to support the academic and religious aims of the
University; to assist patrons in locating, evaluating and
managing information; and to maintain an atmosphere
conducive to learning “even by study and also by faith.”
Our vision is to provide the resources, environments and
services needed by students and faculty to achieve the
finest learning to be found anywhere in the world. We
will offer all BYU-Idaho students the skills necessary to
continue learning throughout their lives and to thrive in
the information-rich environment of the 21st century.
The transformation from Ricks College to BYU-Idaho
has placed an immense obligation on the library to provide expanded collections, services and facilities to the
campus community. Our information resources and services, the equipment and tools we provide, and the facilities we maintain are sufficient to support the university’s
mission and its curriculum. Table 1 provides data on our
collection sizes.
Standard 5
197
2002 McKay Library Inventory
Items (as of1/1/02)
Count
Additions/ Deletions
in 2002
Net Totals
Books
151,346
8,089 (Add)
159,435
Paperbacks
1,677
158 (Add)
1,835
160 (Del)
1,675
Bound Periodicals
4,121
-----------
4,121
Govt. Documents (Fed.)
173,527
1,326 (Add)
174,853
1,366 (Del)
173,487
388 (Add)
37,903
3 (Del)
37,900
54 (Add)
1,182
7 (Del)
1,175
106,609
1,929 (Add)
108,538
Microfiche
335
-----------
335
Microfilm
9,626
-----------
9,626
Maps
15,034
342 (Add)
15,376
111 (Del)
15,265
Govt. Documents (State)
Govt. Doc. (Electronic)
Microfiche (Gov. Doc.)
37,515
1,128
Slides
6,096
2 (Del)
6,094
Posters
2,562
174 (Del)
2,388
Records
2,079
10 (Del)
2,069
Compact Discs
2,878
219 (Add)
3,097
56 (Del)
3,041
Compact Discs (Reference)
163
4 (Add)
167
Compact Discs (Online)
33
-----------
33
CCDs
23
44 (Add)
67
Audio Cassette Tapes
6,806
268 (Add)
7,074
16 (Del)
7,058
DAT Tapes
176
87 (Add)
263
Video Laser Discs
85
-----------
85
Video Tapes
8,663
540 (Add)
9,203
4 (Del)
9,199
DVDs
15
47 (Add)
62
Reel to Reel Tapes
45
-----------
45
16mm Film
165
-----------
165
Kits
36
-----------
36
Flags
42
-----------
42
Sheet Music
138,927
4,396 (Add)
143,323
5,924 (Del)
137,399
Databases
45
-----------
45
________________________________________________________________________________
Table 1
198
Standard 5
Lower-division students still constitute the bulk of our
users and our collections fully meet their curricular needs,
as they have for many years. Our challenge is to improve
our resources for advanced students, adding books, journals and electronic resources to respond to their more
diverse and narrowly-focused needs.
Librarians are working more closely than ever with
faculty in developing resources for new courses and
programs. In addition, the Library Director participates
on Academic Council where he can see developments
in their early stages, and student workers at the circulation and reference desks gauge and report the needs of
students at the points where they actually interact with
our information resources.
The university operates three remote learning experiences. The center on Vashon Island, Washington has four
Internet-connected work stations where students may
access our library resources. The center at Badger Creek,
Idaho, has three work stations. Students participating in
the Urban Student Teaching program in Las Vegas, Nevada, access our resources through local libraries and facilities in the LDS Institute of Religion building. These
generally fill the needs of students in each location, but
any additional materials may be obtained through our
Interlibrary Loan and document delivery services.
1.2
Information Resources and
Services
BYU-Idaho students and faculty have straightforward
access to broad and deep collections of high-quality
materials, most importantly printed books and journals, electronic databases and primary historical documents. These are buttressed by a range of services, including those offered directly to library users, such as
reference assistance and the teaching of information
literacy skills, as well as those that are more “behind
the scenes,” such as working with faculty. Supporting
all these are services such as the circulation of materials, without which the library could neither exist nor
function.
inadequate for the curriculum needs of upper-division
students, both in simple quantity as well as in providing the more rigorous materials needed for advanced
undergraduate research.
We have identified this challenge and have taken steps
to remedy it. Substantial budget increases for 2002
through 2005 will allow us to increase the collection
by 33%, or 50,000 titles, including 5,000 for our reference collection..” By 2005 we will be adding 10,000
titles to the collection each year, twice our current rate
of growth. At that time the challenge will be where to
put the books, for the McKay Library will be bursting
at the seams.
1.2.2 Contribution to Students
Library and information resources and services contribute to developing the ability of students, faculty, and
staff to use the resources independently and effectively.
We offer instruction sessions when requested by faculty,
plus walk-in sessions early in each semester. We held
159 sessions in 2000, 179 in 2001, and 190 in 2002.
Each session was attended by approximately 25 students. (Preliminary data for 2003 indicates another
increase in the number of sessions.) Our library faculty
also teaches four sections of a one-credit course, “Library Research Skills,” each semester. Typical enrollment is between 15 and 20 students. We are working to
transform this suite of library instruction activities into
a more mature information literacy program and have
taken an important first step by assigning one of our faculty members to serve as Information Literacy Librarian.
Our primary instruction classroom is equipped with 25
hands-on computers, a digital projector and work station
control software to maximize student learning exercises.
We have recently added a document camera to be better
able to demonstrate the nature and use of printed materials. Two backup rooms provide seating and computers
for an additional 75 students but do not have projectors
or other equipment.
1.2.1 Equipment and Materials
1.2.3 Policies, Regulations and
Procedures
In the 1999 full-scale evaluation report, the Library’s
collections were described as “sizeable” and “clearly
suitable for the educational programs of [Ricks] College.” With one significant exception these words
remain true today, even in light of the transition from
a two-year junior college to a four-year university.
The only major area in which our collections fall
short is that of printed books. Our 160,000 titles are
The transition to a four-year institution has obligated us
to revisit all our library policies and procedures. Several
are in process of review and revision, perhaps the most
important of which is our Collection Development
Policy. A committee is in place and is making significant
progress. Another important policy which has been
updated relates to the use of our instruction rooms.
These policies are available for review.
Standard 5
199
1.2.4 Planning and Development
1.3.1 Access
Patron input is received in both large and small ways.
The most important comes from interactions between
teaching faculty and subject librarians that help us
obtain important information resources as well as
improve our services. We also receive a number of
submissions from students through our suggestion
box. Comments range from requests for specific books
to pleas for more study space or quieter study areas.
Each comment is given attention and its author is contacted directly with a response within a few days.
Library and information resources are readily accessible
to all students and faculty. These resources and services
are sufficient in quality, level, breadth, quantity and
currency to meet the requirements of the educational
program.
1.2.5 Computing and Communications
Services
Perhaps the most valuable organization to which we
belong in terms of financial support is CESLC (the
Church Educational System Library Consortium) that
provides our students and faculty access to as many
online databases and electronic journals as libraries
many times our size. We offer more than 125 databases, from ABI-Inform to Web of Science, including
several, such as the American Chemical Society and
JSTOR that we could not otherwise afford, and our
virtual collection of electronic journals is in the range
of 10,000 to 12,000 titles. (It is difficult to obtain a
precise count because databases contain duplications
that are difficult to track, and providers add and delete
titles on a regular basis). This is many times the number we need for our undergraduate curriculum, but
having them adds depth, breadth and a richness that is
palpable, if difficult to articulate.
Funds provided by CESLC pay the bulk of our ILL
transaction costs including all fees related to the ILLiad
and Ariel software products, and most of our shipping charges. We also belong to the Online Computer
Library Center (OCLC) and Bibliographic Center for
Research (BCR).
1.3
Facilities and Access
Our facilities are comfortable if not spacious, with an
ambience conducive to study and learning. Increased
use resulting from enrollment growth has raised our
awareness of the need to maximize the efficient use of
our space, so we are constantly looking for (and finding)
ways to improve. Examples include creating computer
work stations to accommodate groups of students and
improvements in our Special Collections Reading
Room.
200
Standard 5
The McKay Library building contains approximately
92,000 square feet of space, of which 71,350 is available
for use by the Library. The remaining areas are used by
Testing Services, Media Services and the Learning Assistance Labs. About half our space is devoted to shelving, offices and service areas, with the other half devoted
to a variety of study areas, including:
•
•
•
•
•
•
•
750 individual study carrels
14 group study rooms
480 open-access computer work stations
1 faculty research office
a large quiet study area with space for 25 students
a vending area (an area with tables and chairs
for about 35 students)
an exhibit area
Each of the 480 work stations allows students to use
academic and informational websites, send and receive
e-mail and take advantage of programs for writing papers, building spreadsheets or creating websites or other
electronic presentations. One full-time library staff
member supervises eight students in the maintenance of
both the hardware and software.
By winter semester 2004 we hope to have an additional
fourteen study carrels equipped with ports where students may attach their laptop computers to the network,
as well as a portion of the library fitted with wireless
access.
The Library also provides twelve printers (including two
color units), ten black/white and two color photocopiers, plus lower-tech tools such as paper cutters and hole
punches that students constantly use. Microfilm and
microfiche reader/printers are readily available, and a
new unit that converts microforms to CDs has recently
been installed.
Eight work stations in our reference area offer access
to web search engines. We limit the number of these
computers to reduce the tendency for students to do
“research” by browsing the free Web and to more effectively direct them to our proprietary databases.
The recent addition to our staff of a certified archivist
and expert in rare books and special collections has
allowed us to better evaluate and organize our collections and improve our services. A notable example is his
effort to make our Special Collections Reading Room
more functional, attractive and professional. He reorganized the space, replaced the industrial metal shelves
with attractive oak book cases, brought in large tables
and chairs and hired students to provide better security.
The result has been increased use of the materials and
improved relationships with students and faculty.
1.3.2 Cooperative arrangements
A copy of our CESLC agreement is available in the
resource room. Leaders from the member libraries meet
twice each year in person to develop plans and report
progress, and hold additional “virtual meetings” as
necessary. We also share training opportunities via webbased conferencing tools.
1.4
Personnel and Management
1.4.1 Staffing
The work of the Library is accomplished by a dedicated
group of 21 faculty, staff and administrative employees (20.5 FTE) and seventy-seven (28.9 FTE) student
employees (as of Fall 2003). We are organized into two
departments, Public Services and Technical Services,
plus the administrative office. An organizational chart is
provided in Figure 1.
At the time of the last self-study, the number of library staff stood at 26.75 FTE. This met the minimum
standard for junior colleges with a student FTE of the
college at that time. Today the student enrollment has
increased while the number of library staff has fallen.
The decrease in staffing is due to a reorganization in
November 2001 that separated some of the services
and personnel from the Library into different campus
units, including Media Services and the Department
of Instruction and Technology. A new faculty position
was approved for 2003 that allowed us to have an additional Public Services librarian.
Capable student workers do everything from ordering
materials to answering reference queries to maintaining equipment. With the transition to a four-year
institution we are also able to hire, train and retain
students with increased experience in library work,
thus building an even more competent student work
force.
In 2002 we created three new positions: Collection
Development Librarian, Electronic Services Librarian and Information Literacy Librarian. Three of our
faculty have accepted additional responsibilities in
order to better focus our energies in these critical areas. Some of their former duties have been reassigned
while others have been scaled down. Results thus far
indicate that we have made the correct changes to
move the library forward.
For example, in previous years most books and audiovisual materials were ordered by teaching faculty from a
budget they were given from the library. Now the librarians are taking the lead. A subject librarian has been assigned to every academic department. Instead of faculty
having the notion that they are to spend the money they
are allocated, the process is now for them to determine
the resources necessary for their teaching in their subject
areas, with the librarians responding by acquiring those
materials (or better yet, by having largely anticipated the
needs and ordered the materials).
Similarly, greater attention can be given to electronic
resources (databases, e-journals, e-books) with a
librarian assigned to oversee the work. And great
strides will be made in information literacy because a
librarian is now specifically charged with that responsibility.
The qualifications and assignments of the library staff
are shown in Table 2. Each member of the library
staff is highly qualified by way of formal education,
years of experience, or both, for his or her position.
Ten of our eleven faculty and administrators have
graduate degrees (including two with doctorates) and
more than half (5/9) our staff have bachelors’ degrees.
Two staff members have associate degrees, one is enrolled in a master of library science program and one
has earned two masters degrees.
Each employee has a job description that is kept up to
date through periodic (usually annual) reviews.
All our student workers are required to complete a
1-credit class, “Library Research Skills,” in order to
maintain their employment. Many repeat the class periodically in order to keep their skills sharp.
1.4.2 Professional Development
Library faculty are strongly encouraged to attend
professional conferences, meetings and workshops
with the university providing funds sufficient to pay
all related expenses. Professional growth opportuni-
Standard 5
201
Organizational Structure of the Library
Director
Martin Raish
Secretary
Lana Hepworth
PUBLIC SERVICES
Sam Nielson
Software Development
Horizon Support
Mathew Miles
TECHNICAL SERVICES
Brooks Haderlie
Interlibrary Loan
Shirley Calder
Information Literacy
Chris Olsen
Acquisitions
Nancy Taylor
Serials/Reference
Debora Scholes
Teacher's Lrng Ctr
Joe Alldredge
Cataloging
Chris Fox
Reference Coordinator
Marcia Bair
Public Access/Info
Tom Thornton
Copy Cataloging
Karen Jacobsen
Circulation/Reserve
Linda Jenkins
Jackie Terry
Special Collections
Family History
Blaine Bake
Gov Doc/Copyright
Shane Cole
Student Employees
Laurie Francis
Special Collections/
Archives
John Powell
Student Employees
Leslie Twichell
___________________________________________________________________________________
Figure 1
ties in 2002 allowed library faculty, and some staff,
to participate in a variety of experiences including the
national EDUCAUSE conference, the annual meeting
of the Idaho Library Association and a week-long tour
of libraries in Bulgaria. Events in 2003 included attendance at conferences of the Association of College
and Research Libraries (Charlotte, NC) and the International Federation of Library Associations (Berlin).
1.4.3 Role in Curriculum Development
Each academic department has a subject librarian
who maintains close contact with the faculty. Table 2
202
Standard 5
identifies the librarians who are assigned to the different subject areas. With some 250 new classes in the
planning stages, it is a challenge to keep up, but we are
doing well.
1.4.4 Financial Support
The university provides excellent financial support for
collections. We have received special funding over a
period of four years that by 2005 will more than double
our acquisitions budget. Ample funds are available to
hire and train student employees and to maintain the
physical facility.
We see a need to improve security through the building and are well along in the planning stages. Several
important improvements will be accomplished in 2003.
Among these are to upgrade all exit alarms and to
replace student library workers who currently staff exit
counters with students specially hired and trained by the
campus police.
1.5
Planning and Evaluation
often users of the library. Only 9% of administrators never use the library.
3.
The two strongest recommendations from students
for improving the library are to: (1) improve the
quiet study situation and (2) expand access to the
Internet. The strongest recommendation by far
from faculty/staff is to update, modernize, and
expand library holdings.
4.
Perceptions of library needs by students over the
last five years reveals two significant shifts. First,
the number 1 issue of the past, more stations for
word processing and email, has dropped to number
5. Second, a middle-of-the-road issue in the past,
greater access to the Internet, has risen from number
4 and number 5 to number 2. The number 1 issue
now, formerly the number 2 issue, is the need for
quiet study areas.
5.
Perception of the quality of library services by students rose by several percentage points from the 9798 school year (70% good or excellent) to the 98-99
school year (79% good or excellent). Perception of
quality remained stable from the 98-99 school year
(79% good or excellent) to the 01-02 school year
(80% good or excellent).
6.
Frequency of student use of the library remains
virtually unchanged over the last five years. The
reasons for using the library remain virtually
unchanged over the last five years. Perception of
priorities for library services and functions has
remained unchanged over the last five years.
The library strives to evaluate its services and collections in a variety of ways. This has become and will
continue to be increasingly important as we move into
the larger university arena.
Institutionwide communication is greatly facilitated
by weekly meetings of Academic Council, where the
library director is able to meet with the academic vicepresidents and deans. Subject librarians make additional
regular contact with academic departments.
Library staff members work very closely with Information Technology personnel on equipment needs and
purchases to ensure that we get maximum benefit from
budget funds and take advantage of changes and emerging technologies.
1.6
Analysis and Appraisal of the
Library
The library has used two surveys to assess the use of and
satisfaction with the library and its services. The first,
the Library Usage Survey, is a locally developed instrument. It has been administered three times in the past
five years. The second is the College Student Experiences Questionnaire (CSEQ). It has been administered
twice.
The Library Usage Survey was last administered in
winter 2002. Results of the 2002 administration were
compared with results from previous administrations.
Key findings are as follows:
1.
83% of students are “regular” users of the library.
Only 2% of students reported never using the
library.
2.
Among employees, faculty are the most frequent
users of the library (77% sometimes and often). Of
the staff, 65% are sometimes and often users of the
library with 56% of administrators as sometimes or
The University also administers the CSEQ on a regular
basis. It includes a set of questions regarding students’
use and perception of library facilities. The results of
the winter 2003 questionnaire shows that student usage
of our library compares well with the use of students
at the doctoral-granting research universities and those
at the general baccalaureate-granting institutions (see
Table3).
The results of these surveys are carefully reviewed and
used as a basis for change. As an example, after the first
administration of the Library Usage Survey, we found
that students lacked enough workstations. More were
added. The results of the past administration of the
survey shows an improvement in student perception of
access to computers in the library.
We look forward to implementing an even more rigorous, nationally-normed questionnaire, the LibQUAL+
survey. With the full financial and staff support pro-
Standard 5
203
Professional Qualifications and Assignments of Library Staff
Name
Faculty/Administrators
Education
Assignments
Joseph Alldredge (2003)
BS, MS, EdD, Education
Curriculum collection manager
Marcia Bair (1990)
BA, Elementary Education
MLIS
Reference Coordinator
Coordinator of online resource guides
Subject Librarian: Elementary Education, Political Science
Blaine Bake (1971)
BS, Family History
MLIS
Accredited Genealogist
Head, Family History Library
Subject Librarian: Health Science, Nursing, Religious Education
Shane Cole (2000)
BA, Italian
MLIS
Government Documents
Campus copyright officer
Subject Librarian: Art, Humanities,
Chris Fox (2002)
BA, American Literature
MLIS
Original cataloging
Subject Librarian: Communication,
Physical Education, Psychology
Brooks Haderlie (1997)
BS, Microbiology; B.A., German
MS, Immunology
Chair, Dept. of Technical Services
Electronic Services Librarian
Subjects: Agronomy & Ag Business,
Animal Science, Biology, Horticulture,
Foreign Languages, Chemistry, Geology
Mat Miles (1996)
BA, Music
MLIS
Automation support
Subject Librarian: Music
Sam Nielson (1998)
BA, MA, English
MLIS
Chair, Dept. of Public Services
Subject Librarian: English, Mechanical
Engineering & Technology, Physics
Chris Olsen (2003)
BS, Zoology
MLIS
Public Services
Information Literacy Librarian
Martin Raish (2001)
BA, MA, PhD, Art History
MLIS
Library Director
Subject Librarian: Automotive, Math
Deb Scholes (2000)
BS, Home Economics
MLIS
Serials, Collection Development & Management Librarian
Subject Librarian: Child & Family Studies, Home & Family Education, Dance,
Tom Thornton (1990)
BA, Business Administration
Public Access Information Manager
Computer support
Subject Librarian: Accounting, Business
Management, Economics
_________________________________________________________________________________________________
Table 2
204
Standard 5
Professional Qualifications and Assignments of Library Staff
Name
Staff
Education
Assignments
Shirley Calder (1990)
BA, Elementary Education
Interlibrary Loan
Laurie Francis (2000)
BA, History
Currently enrolled in MLS program
Reference, Student Supervisor
Subject Librarian: Information Systems,
Computer Science & Engineering
Lana Hepworth (1993)
BS, Business Administration
Office Manager
Karen Jacobsen (1991)
Cataloging
Linda Jenkins (1992)
AA, Home Economics
Former school librarian
Circulation, Reserves Supervisor
John Powell (2001)
BA, Classics
MA, American Studies
MLIS
Certified Archivist
Family History, Archives
Subject Librarian: History, Geography
Nancy Taylor (2003)
AA, Accounting
Working on B.A. in Accounting
Acquisitions
Jackie Terry (1993)
Circulation Desk
Leslie Twitchell (2001)
BA, Art / Graphic Design
Reference, Student Supervisor
BA, Secondary Education
Subject Librarian: Secondary Education,
Former school media specialist
Interior Design
________________________________________________________________________________________________
Table 2
Standard 5
205
vided by the CESLC, we will participate in ACRL’s
LibQUAL+ survey in March 2004. We fully expect to
gain invaluable information about our current services
and facilities, and will also be able to compare ourselves
with and learn from our sister institutions in Provo,
Utah, Salt Lake City, Utah, and Laie, Hawai’i.
2.0 Information Technology
•
The following sections provide an analysis and appraisal
of the primary organizations that support the information
technology infrastructure at BYU-Idaho.
2.1
Applications Development
The major strengths of the department include the
following:
•
•
•
•
Dedicated staff who quickly adapt to change.
The group is small and manageable.
Integrated in-house developed applications
and integrity of the systems. Many older
applications have been moved to the web,
empowering users to be self-serving.
Extremely reliable hardware platform.
The department cautiously adapts to new
technology.
Rapid completion of projects because of lack
of redtape.
Purpose and Description
Weaknesses include the following:
The Applications Development group exists to:
•
Provide computer technology support, for the
development and maintenance of the university’s
databases and applications
•
•
Create or provide self-serving quality applications,
helping to maintain the school’s current departmental FTE levels.
•
Ensure the integrity of the University’s databases
through safeguard validations, security, and adequate database protection.
•
Continue in keeping abreast of emerging and changing technologies by means of professional development for the staff who learn and share.
It is staffed by ten very experienced and dedicated
IT professionals. In addition, there are five current
student web programmers who are shouldering the
growth in IT demands on application development.
The full-time staff have a total of 153 years of
combined experience and 99 years of combined
IT experience at BYU-Idaho. We experience an
extremely low staff turnover. In the past 16 years
only four staff members have left the department:
two retires, one took on the position supporting the
University Registrar, and one transferred to another
department on campus.
206
Standard 5
•
•
•
Both department personnel and users are too
willing to make changes.
Too dependent upon other IT departments and
personnel to perform job function.
Can become too busy for professional
development.
The department is customer/user driven giving
minimal or no exploratory opportunities.
The major challenge we will face is eventually
the changing of the entire legacy infrastructure of
software applications if we are told to do so. The
major improvement the department is making is
using focus groups of users to evaluate the new
systems and major enhancements before rolling
them into production.
2.2
Computer Support
The Computer Support group provides computer
and peripheral support for personal computers,
associated peripheral device, handheld computing
devices and computer users across the campus.
The organizational concept is that all faculty members or employees have one point of contact for all
of their computing support. Our goal is to provide
that service in a timely and effective manner there-
Results of the CSEQ For Library
Rank Item
BYU-I
students
Percent
often or
very often
DRU-ext
students*
Percent
often or
very often
BA-gen
students**
Percent
often or
very often
1
Used the library as a quiet place to read or
study materials you brought with you.
46.3
30
23
2
Used index or database to find material.
44.1
51
44
3
Made a judgment about quality of
information.
34.4
37
34
4
Wrote a bibliography for a term paper.
33.6
41
44
5
Read assigned material, not texts.
26.8
23
20
6
Found something interesting browsing.
20.4
16
15
7
Asked a librarian/staff member for help.
11.2
19
25
8
Gone back to read basic reference.
5.9
11
11
* DRU-ext = Extensive doctoral granting research university.
** BA -gen = general baccalaureate granting university.
__________________________________________________________________________________
Table 3
by enhancing and/or enabling the faculty and staff
to better fulfill their core assignments. Significant
areas of service include setup and configuration
of all personal computers, computing devices and
peripherals, software installation, software troubleshooting and repair, hardware troubleshooting and
repair, coordination of hardware warranty services,
user instruction and client side networking tasks.
The department functions with eleven full-time and five
part-time employees. These include one supervisor with
overall responsibility, two analysts with responsibility
for software and hardware respectively along with a
small-user-support assignment, one lab specialist with
total responsibility for all labs across campus and seven
user-support specialists who are given responsibility for
support assignments covering large areas of campus.
We have one person with a master’s degree, two with
bachelor’s degrees, and the remainder with associate
degrees. Almost all are Compaq certified.
Our major strengths include trained and skilled employees that are responsive to the needs of end users
and are strategically located to enhance response time.
In addition, standardization of purchasing computer
equipment has lowered our total cost of ownership. The
staff has continued to do more with less as more and
more computers have come on campus and the technical
FTE has maintained the same. Each technician maintains support for a specific location, which gives them
autonomy and ownership to control standardization. We
pride ourselves on a TCO (Total Cost of Ownership)
support structure.
The major challenge we will face is the increase
of new employees, buildings, and remodels
which create challenges for keeping up with
support demands. Also communication amongst
IT staff and other project leaders has caused
some frustration. Better communication to help
collaborate IT projects would be a plus. In the
future, creating an environment where we have
technicians assigned to colleges and given students
to take care of computer needs may be desirable.
Also we have a need to have an assistant Lab
Manager as the number of computer labs have
increased.
Standard 5
207
2.3
Media Services
multi-media (TEC) systems have been installed in
classrooms. About 50 more are planned for the year
2003. These systems facilitate greatly the presentation of materials to students. A standard TEC system
has been developed so that professors are able to
easily move from one classroom to the other. More
of these TEC systems are needed and additional
systems are installed each year as funds become
available.
The central aim of Media Services is to provide appropriate support to students, faculty, and other university
personnel by installing audiovisual systems that are costeffective and user-friendly: providing support through
video production, equipment checkout, audio and video
duplication: and providing sound, lighting and video
support for devotionals, concerts, broadcasts, and other
productions. Media Services strives to enhance the
academic experience of the students through state-of-the
art electronic systems and support. The students are able
to use some of this equipment for activities and assignments.
The Media Services department consists of 10 full-time
employees and 45 part-time student employees. Employees manage and operate a variety of audio/video
equipment and resources in support of the campus.
These resources include the following in the Library:
A video viewing area with 31 carrels and two group
viewing rooms
A circulating media collection of approximately
10,000 items (videotapes, laserdiscs, films, DVDs)
A circulating equipment collection of approximately
300 items (data projectors, digital cameras, overhead projectors, camcorders, laptop computers,
CD/cassette and DVD players, etc.)
A video studio and control room for taping and editing of video productions
Self-serve video and audio production rooms
An audio and video duplication room and CD and
DVD production
An off-air taping room where audio and video is
distributed around campus on fiber optic cable
•
•
•
•
•
•
•
The other part of Media Services is housed on the bottom floor of the Physical Plant Office Building. This
area consists of offices and a shop area where A/V
equipment is repaired and systems are assembled.
following:
•
More and better skilled student employees.
•
More TEC systems installed around campus.
The instructors like the systems because they are
standardized. Since the year 2000, one hundred
208
Standard 5
•
TEC systems repaired quickly if classroom is available. During this same time frame, the amount of
A/V equipment available for checkout to faculty
and students has increased significantly. Despite
this increase, A/V technicians are generally able to
respond to reported problems with A/V systems on
campus within 15 minutes.
•
A larger and more functional video production
trailer is in use.
•
Sound and lighting setups are more standardized to
lessen setup time.
•
Our devotionals are sent to and aired on K-BYU
and BYU-TV.
The lack of enough storage areas continues to be a challenge. Some buildings do not have an A/V storage room
to better serve the needs of the faculty. The department
has storage areas for sound and lighting equipment in
the Hart and Kirkham auditoriums but they are inadequate. More technical training for some of the employees is needed. Two of the employees are new and will
take some time to be fully productive. The department
is looking for ways to streamline sound and lighting
setups so that the multi-use areas are available for other
uses. Ways are being sought to provide more technical
training for full-time employees.
2.4
University Press
The University Press’s central aim is to provide highquality, cost-efficient, imaging services (copying, offset).
The University Press is dedicated to providing students,
academic, and nonacademic departments with highquality, cost-efficient printing services. The Press also
is committed to providing state-of-the-art technology
in the equipment they provide and interface with. The
Press constantly strives to provide class materials that
are affordable and of a high quality to help the students
and the college further the educational process. We
further try to provide the students with imaging equipment and services that are of current technology to help
prepare them for employment after their education.
The Press utilizes the talents of 9 full-time, 1 part-time,
and 33 student employees. Printing Services occupies
approximately 6,000 square feet in the Auxiliary Services Building. The major pieces of equipment used in
this operation are an Indigo digital press, 29-inch Roland
offset press, two offset duplicators, various pieces of
bindery equipment, a Docucolor DC 12 with Splash
server, a 36” large format printer, and a Docutech 135
which is also connected to the backbone network.
The Library Copy Center occupies approximately 1200
square feet in the David O. McKay Library. A Xerox
Docutech 100, and a Savin color copier are the major
pieces of equipment used in this operation.
We have restructured our organization over the past few
years to provide the campus with the services required.
As we have restructured, we have hired employees
with the skills needed; and we have provided training
opportunities for upgrading skills. The strength of our
organization is in our people and in their ability to adapt
to new technology. Our people are committed to our total quality management (TQM) and participate regularly
on teams to help solve problems. The challenge for the
future lies in our ability to adapt to changing technology.
We are constantly evaluating our processes using
teams in our TQM. We belong to Printing Industries of
America and International Publishing Management Association. This helps us evaluate our processes relative
to national standards. We also regularly visit other colleges and universities in our area to aid in the evaluation
of our processes.
Our employees and their commitment to the mission of
BYU-Idaho is the major strength of our department. We
have improved our department by restructuring personnel, providing training to upgrade skills, and implementing a total quality management program.
A weakness of our department relates to our ability or
inability to educate the students, faculty, and staff as to
what services we can provide and how best to use these
services to improve the learning experience for students
at BYU-Idaho.
Our major challenge is to identify and implement effective methods of educating students and departments
relative to their use of the services we provide. We also
need an imaging consultant who can meet with various
groups and individuals and provide them with information pertaining to the services available and how to
access those services.
We continue to look for ways to improve our overall
efficiency and quality of service offered to the campus
community. Some initiatives under way include the
following:
•
Providing departments and students network access
to the black-and-white copiers, color copiers, and
the high-speed copiers.
•
Investigating the feasibility of pening another Copy
Center in the Manwaring Center.
•
Evaluating ways to provide a greater number of our
imaged pieces on demand.
•
Considering ways of reducing inventories and cutting waste thereby reducing costs to students.
2.5
Server Management
The central aim of Server Management is to provide
reliable and quality web services, email services, file
storage, database access, and I-Card functionality to the
entire campus community. This includes library patrons,
off-campus students, and other specialized groups such
as EFY that may utilize those campus services. Server
Management provides network accounts, email accounts
and file storage space to all students. We provide development space for students working on web projects.
We maintain the backend services of the I-Card system
that allows students to pay for meals and other vending
services in the Manwaring Center. Our goal is to provide these services as seamlessly as possible so that the
students may concentrate more effort on their studies.
The BYU-Idaho Server Management department is
composed of a director, an I-Card System Manager, an
OS System Manager, a Web Services Administrator, a
Server Administrator, and three Senior Server Administrators. The eight employees of the department have
over 100 years of combined experience in the IT field.
These individuals are responsible for approximately 90
servers and the following services: email, file storage,
server backups, the campus web site, the iSeries operating system, the I-Card system, network user accounts
and database servers.
Standard 5
209
The majority of the servers for which Server Management is responsible resides in the data center also
located within the IT suite in the Kimball Administration building. The is a 42U rack located on the second
floor of the Austin building which houses the Computer
Science and Engineering servers and a second 42U rack
located in the data center in the basement of the Smith
building. This 42U rack houses some redundant servers
and a redundant backup system used for “off-site” tape
backups.
following:
The BYU-Idaho servers have never been more stable
and reliable. We attribute this stability to high quality
hardware and a diverse team of experienced administrators.
The Server Management employees are very well
trained and knowledgeable. There are monies budgeted
each year for each individual to provide additional
training and professional development opportunities.
Employees are cross-trained and encouraged to stay
abreast of new and emerging technologies. Department
morale is high.
The full-time employees have a broad range of backgrounds and expertise. We strive to preserve an environment where employees can remain focused on a particular skill set while at the same time encouraging professional development and cross-training to maintain the
peripheral talents. This paradigm has developed a team
of highly skilled individuals who work well together in
maintaining the integrity of the servers on campus.
There are a few areas where we are still improving. The
servers and services are poorly documented. We do
have a student who is diligently documenting systems
but the process is not yet complete. We also have no
business continuity plan or documented disaster recovery procedures. This topic surfaced in a recent audit and
is on the radar for completion.
2.6
Telecommunications
Purposes and Description
The central aim of Telecommunication Services is to
provide excellent service to students and employees by
providing reliable and robust telephone and network
210
Standard 5
services and the underlying communications infrastructure in order to enable the flow of information needed to
achieve the mission and goals of BYU-Idaho.
The objectives of this organization are to:
•
•
•
•
Provide reliable, robust telephone and network
systems and cabling infrastructure.
Facilitate campus growth and enable changes.
Serve customers, complete projects and provide better services.
Maintain appropriate control and security of
network resources.
It is our desire that through communication systems
we provide, students will more easily accomplish their
learning objectives, teachers will more meaningfully
teach students, and administration will more productively accomplish their objectives.
There are 10 full-time employees on the Telecommunication’s staff. Part -time student employees help
tremendously and amount to the full-time equivalence of
five full-time employees.
This group provides services in three distinct, but related
areas:
Telephone systems:
• Dial tone on campus, dorms, and remote locations
• Long distance, calling cards, international calls,
and billing
• Operator assistance, phone mail, and call processing
• Fax, modem, and Church FIS/MIS
Network systems:
• Connectivity for PCs, servers, printers, copiers,
building controls, etc.
• Internet, firewall, screening, monitoring, security, and addressing
• Wireless connections to labs, remote locations,
and dial-in network access
• Design, maintain, and manage an enterprise
network
Communication infrastructure:
• Structured fiber optic and copper cable between
and within buildings
• Switch room, telecommunication rooms (BDF/
IDF), manholes and conduits
• Organized, structured, documented, standardsbased infrastructure
• Design projects, consult, oversee cable contractors, pull cable
Every function above has unique elements of:
• Justify, purchase, train, install, operate, maintain, and replace equipment.
• Moves, adds, and changes for customers and
projects.
• Solve problems, troubleshoot, and help customers.
• Monitor, baseline, set standards, document, and
design the system.
• Consult, design, and plan for new buildings,
remodels, and the future.
• Evaluate, test, and implement new technologies
and solutions.
Every building on campus has at least one telecommunication room that serves as a point of distribution of
network and telephone services. These rooms vary in
size but are usually around 80 square feet. Depending
on the size of building and need, there is often more than
one room. For example, the Kimball building has four
telecommunication rooms.
The distribution of services to each building originates
in the main distribution frame in the Smith building.
This room, called the “switch room,” is 200 square feet,
with adjoining office and storage space of another 200
square feet. The switch room houses all telephone systems and many of the core network systems.
Additional network core systems are in the Kimball machine room, which is a 200-square-foot facility shared
by several IT departments. In the Kimball building we
also have a 100-square-foot Network Operations Center
and two offices. Additionally, there are three offices in
the Hinckley building and three in the Physical Plant
Office building.
The cabling infrastructure of fiber optic and copper
cable is distributed campuswide through a maze of
underground conduits and manholes, which are shared
with the Electrical Department.
An assessment of how well we are fulfilling our mission and meeting our objectives follows. Table 4 shows
measurements related to reliability, growth, and service.
Below the table is a discussion concerning system reliability by specific categories. The next page will discuss
many accomplishments and improvements that provide
further evidence that we are meeting our objectives.
Telephone Reliability. The telephone switch went
down once during 2002 for one hour on a Saturday
at midnight. That morning four breakers that feed
the switch room uninterruptible power supply (UPS)
inverters blew. The UPS drained throughout the day; no
one was here to notice the problem. As a result of this
outage, we installed alarms to alert campus police if the
power to the UPS fails.
Network Core Reliability. The core network went
down several times due to repeated Kimball UPS failures, for a loss of one hour; the Kimball UPS was completely replaced; its performance since then has been
good. A core network switch had a hardware failure
that caused two-and-a-half hours of downtime; we plan
to implement redundant switches in the core in order to
survive an incident like this.
Building Network Reliability. Building network
downtime was due mostly to UPS failures. The Taylor
network was down 51 hours because of a UPS failure
that happened over the weekend that went unreported.
As a result, we are in the process of improving UPS systems campuswide. We had two incidences of network
equipment failures that caused us to lose the Library and
MC network for several hours during business hours. To
increase building up time, we plan two network feeds
to each building so if one connection fails, the network
stays up.
Internet Reliability. The Internet was down about a
total of fourteen hours during the year due to firewall
and Websense filtering software lock-ups. We have upgraded software versions on each of the systems, which
helped very much. We have purchased a redundant
firewall.
In 2002 this group accomplished the following:
Reliability
• Network
 Enabled redundant switches, routers, and links
in the core network
 Upgraded Websense Internet filtering software
to eliminate lock-ups
 Upgraded Websense, MRTG, and DNS servers
 Selected and purchased web network management (WebNM) solution
• Telephone
 Replaced many emergency telephones campuswide
 Replaced telephone database servers
 Replaced music on hold with solid state solution
Standard 5
211
Growth/Change
• Cable/Infrastructure
• Pulled fiber/copper cable to the Hinckley vicinity
for future expansion
• Completed Hinckley building cabling, telephone,
and network systems
• Completed the re-cable of Smith 3rd floor during the
remodel
• Re-cabled the Benson building and created a new
telecom room (TR)
• Completed the Austin 2nd floor re-cable and installed
new network
• Telecommunication design for RKS, BEN, AUS, &
health buildings
• Re-cabled the Heating Plant and installed a new
network
• Installed fiber optic cable in the McKday Library
and Snow Building for new video head end
• Re-cabled the Hart 1st floor, created new telecom
room and network
• Installed cable in dozens of new technology teaching rooms
• Designed and installed Snow and Hart
Buildings lighting system networks
• Remodeled the President’s suites, Clarke
150, Vehicle Operations, etc.
• Network
 Installed a new Kimball Building wireless
network
 Made the network available to students in
dorms 1, 2, 3, 4, and 5
Service/Cost
• Telephone
 Provided caller ID campuswide with a payback
of less than one year
 Installed T1 at the Livestock Center to provide
more campus extensions
 Moved to long distance AT&T trunks on fiber
for more reliability and lower cost
• Network
 Enabled the multicast of devotionals over the
network
 Enabled web workflow of Network Operations
 Established network on call rotation
 Installed network time server, providing accurate time campuswide
 Issued RFP for Internet upgrade and selected
Electric Lightwave, Inc. (ELI)
Our major strength is our desire to implement best practices and to look ahead, beyond the immediate needs.
We have often saved the institution time, trouble, and
money by looking ahead and perhaps spending a little
more time, trouble, and money in the short term, but
reaping rewards with dividends in the long term. For
example, we were in the middle of completely upgrading our network when it was announced that Ricks College would become BYU-Idaho. Because our network
design was so well thought through and engineered,
there was no need to change any of our network plans as
a result of the announcement.
Another strength is our efforts to choose and partnership
with key vendors. By negotiating, investing up front in
the relationship, and through our loyalty to the partnership, we are able to acquire superior products at less cost
than we would if we took more of a shotgun approach.
Our major weakness is having so many pressing projects
that need to be completed that we put off issues that are
important, having reaching impact, and really need to be
done, but are convenient to put off. A related weakness
is allowing more projects to sneak in and continuing to
put off the issues referred to before.
There are a few things that are obstacles to overcoming
our weakness. First, our environment and culture are
characterized by a tendency to say yes to all requests.
Second, our project management is not as effective as it
could be. There is resistance to spending time thinking
about projects and planning them instead of actually
working on them. In other words, we would rather put
our manpower into projects than project management.
Security has always been important to us, but we need to
double our security efforts. We need to be more proactive. We need to pursue efforts to identify every person
who uses the network, so they can be accountable for
their actions. Our traditional network boundaries are
disappearing as wireless networks and remote access become more common. We need to strengthen the hand of
our employees by putting in place security policies that
they can enforce. Many of our 2003 Goals are security
related.
Security
• Campus wireless infrastructure and security
planning
• Firewall system upgrades to prevent lock-ups
212
Standard 5
Measures of Telecommunications Effectiveness
Reliability of
Telephone ..................................................
Network Core ............................................
Network Buildings ....................................
Internet ......................................................
Growth of
Telephone .devices ....................................
Employees .................................................
Devices/employee .....................................
Network
Connections...............................................
Employees .................................................
Connections/employee ..............................
Communication rooms ..............................
Student employees (FTE) ............................
Service moves, adds, and changes (telephone only)
2000
2001
2002
100%
n/a
n/a
n/a
100%
99.9%
98%
98%
99.99%
99.96%
99.97%
99.88%
2000
2.5
800
2040
2.5
816
2145
2.5
858
2400
4
600
31
4.5
2700
4.5
600
39
4.5
2950
4.5
655
47
5
n/a
637
867
_________________________________________________________________________________
Table 4
Standard 5
213
214
Standard 5
Standard 6
Governance and
Administration
Self-Study
Governance and Administration
2004
Standard 6
215
216
Standard 6
In my mind the overarching theme for all of our
scholarly work at Brigham Young University-Idaho should be inspired inquiry and innovation. We
will emphasize a wide range of scholarly endeavors and excel in and play a pioneering role in understanding learning and teaching processes with
faith and hard work, and in the process of time.
David A. Bednar
President
Brigham Young University-Idaho
Standard 6
Standard 6 addresses the governance and administration
of BYU-Idaho. This section describes our system of
governance, governing board, leadership and management, the role of faculty in governance, the role of students in governance, and relevant policies. It concludes
with analysis and appraisal of governance and administration at BYU-Idaho.
1.0 System of Governance
Brigham Young UniversityBIdaho is part of the LDS
Church Educational System which also includes
Brigham Young University, Provo, Utah; LDS Business
College, Salt Lake City, Utah; Brigham Young UniversityBHawaii, Laie, Hawaii; elementary and secondary
schools in developing countries; and hundreds of seminaries and institutes of religion adjacent to high schools
and universities nationwide and abroad which serve
several hundred thousand students.
The division of authority and responsibility between the
Board of Trustees, the central Church Educational System (CES) and BYUBIdaho is clearly delineated. The
duties, responsibilities, ethical conduct requirements,
organizational structure, and operating procedures of the
Board are clearly defined and published. The Board acts
only as a committee of the whole. No member or subcommittee of the Board acts in place of the Board except
by formal delegation of authority.
The Church Commissioner of Education is the executive officer for the CES. The President of BYUBIdaho
reports directly to the Commissioner and is given full
operational responsibility for the University. The Commissioner of Education is directly responsible to the
Executive Committee of the Board and thus to the Board
of Trustees.
This structure has served the University well for years
and has facilitated the successful accomplishment of the
University=s mission and goals as a two-year institution and now as a four-year institution. CES policies,
regulations, and procedures concerning BYUBIdaho are
clearly defined and equitably administered. The authority and responsibilities of Board members and University personnel are described in Board minutes and in
various University documents. The respective roles of
Board members and University personnel are mutually
understood and effectively carried out. The system of
governance allows ample provision for the appropriate
consideration of faculty, student, and staff input, views
and judgments.
Standard 6
217
2.0 Governing Board of Trustees
BYU-Idaho is governed by a Board of Trustees which
consists of members of the First Presidency of The
Church of Jesus Christ of Latter-day Saints and other
prominent Church leaders who are appointed by the
First Presidency and ratified by the Board. Its current
composition is shown in Figure 1. Current officers of
the Board are shown in Figure 2. Members of the board
and its officers receive no compensation. An Executive
Committee of the Board is appointed to engage in the
initial discussions and the more detailed reviews of matters arising. The full Board of Trustees meets monthly
except in July. The Executive Committee of the Board
also meets monthly except in July.
The Board of Trustees of BYUBIdaho is essentially
self-perpetuating because the Board’s membership
comes from the central leadership of The Church of
Jesus Christ of Latter-day Saints. This arrangement also
means that BYU-Idaho enjoys the necessary and appropriate administrative ties to the Church, its sponsoring organization. Because Church leaders are chosen
from the lay membership of the Church, Board members
bring a variety of secular experience to their positions.
A brief background of each Board member is listed in
Figure 1.
The Board of Trustees exercises broad-based oversight
of all University activities. It regularly reviews the mission of the University, institutional policies, the academic and administrative structure, all major programs
of study, and the operating and capital outlay budgets. It
has provided an adequate and stable funding source over
the years for the operation and growth of the University.
The Board regularly evaluates its performance, adapts in
response to changing needs, and carries out its responsibilities in an effective and efficient manner.
The Board selects, appoints, and evaluates the University President and delegates to him the responsibility
to implement and administer approved policies and
programs under the direction of the CES Commissioner
of Education. The Board reviews periodic fiscal audit
reports. It is aware of the University=s accreditation
status and relevant accreditation issues. The President
of BYUBIdaho is neither a member nor an ex-officio
member of the Board of Trustees. He is, however, invited to attend Board meetings when matters pertaining
to BYUBIdaho are addressed. The Executive Committee
of the Board also meets monthly.
BYU-Idaho’s Board of Trustees provides the necessary oversight to the institution’s budget and financial
218
Standard 6
status. First, the Board reviews and controls the number
of employees at the University. Any overall increase in
total full-time equivalent staffing must receive Board
approval. Second, the Board approves all new programs
or major expansions of existing programs. Third, the
Board maintains control over changes in space, buildings, and land utilized by the University. Fourth, the
Board approves increases in tuition and fees as well as
increases in overall salary, benefits, and other major expense categories. Fifth, the Board reviews and approves
the annual budget. Beyond this level of broad guidance
from the Board, the University has wide-ranging independence in directing its budgetary and financial affairs.
The Board is aware of BYU-Idaho’s accreditation status
and has been involved in review and oversight of work
leading to the renewal of accreditation for two-year
programs and granting of accreditation for the new
four-year programs. The Board has reviewed progress
reports, the self-study, and all other material relating to
the 2004 accreditation.
The Board’s directive to become a four-year degreegranting institution is a clear illustration of how it
relates to and works with BYU-Idaho. As the Board
contemplated the mission and future of Ricks College, it
determined the time was right for the institution to move
to a higher academic level. Their initial directive outlined their vision (see section 1.0 of the Introduction).
The actual planning and execution has been left to the
institution. Their subsequent participation in the review
and approval of plans has been vigorous, and their financial support (as summarized in section 1.2 of Standard
2) has been unwavering. They have carefully reviewed
and approved all major plans and initiatives associated
with our transformation, including new personnel, new
facilities, expanded budgets, revised and new policies,
discontinued and new degree programs, new student life
programs, and all other proposed activities.
3.0 Leadership and Management
3.1
Principal Officers
BYUBIdaho is organized and staffed in a traditional
manner suitable to the size and mission of our institution. The chief executive officer, Dr. David A. Bednar,
serves as a full-time President of BYU-Idaho. Dr. Bednar was a Professor of Management at the University of
Arkansas when he was hired by the Board of Trustees
in July 1997 to serve as the President of Ricks College.
The position of President at the University is a full-time
Church Board of Education and Boards of Trustees Members
Member
Background
President Gordon B. Hinckley
World leader of The Church of Jesus Christ of Latter-day Saints; bachelor=s
degree, English, University of Utah; public affairs.
President Thomas S. Monson
First Counselor in First Presidency of The Church of Jesus Christ of Latterday Saints; bachelor=s degree, Business Management, University of Utah;
MBA degree, Brigham Young University; publishing and printing.
President James E. Faust
Second Counselor in First Presidency of The Church of Jesus Christ of Latter-day Saints; JD degree, University of Utah; law and government.
Elder David B. Haight
Council of the Twelve Apostles of The Church of Jesus Christ of Latter-day
Saints; bachelor=s degree, Utah State University; retail business.
Elder Richard G. Scott
Saints; bachelor=s degree, Mechanical Engineering, George Washington
University; postgraduate work in nuclear engineering; nuclear fuel development.
Elder Robert D. Hales
Saints; bachelor=s degree, Business and Communications, University of
Utah; MBA, Harvard University; business.
Elder Henry B. Eyring
Saints; bachelor=s degree, physics, University of Utah; MBA and DBA.,
Harvard University; education, including president of Ricks College, 197277.
Elder Earl C. Tingey
President of the Quorum of the Seventy of The Church of Jesus Christ of
Latter-day Saints; JD, University of Utah Law School; corporate attorney;
Captain in the U.S. Army; community affairs.
Sister Bonnie D. Parkin
Relief Society General President, The Church of Jesus Christ of Latterday Saints; bachelor=s degree, Early Childhood Education and Elementary
Education, Utah State University; elementary school teacher, homemaker;
community and church service.
Sister Susan W. Tanner
Young Women General President, The Church of Jesus Christ of Latter-day
Saints; bachelor=s degree, Humanities, Brigham Young University; homemaker; community and church service.
Roger G. Christensen
Administrator for Finance and Services, Church Educational System, The
Church of Jesus Christ of Latter-day Saints; bachelor=s degree, Accounting,
Brigham Young University; CPA, auditor, controller; community and church
service.
Figure 1
Standard 6
219
Officers of the Board
Member
Position
President Gordon B. Hinckley
Chairman
President Thomas S. Monson
1st Vice Chairman
President James E. Faust
2nd Vice Chairman
Roger G. Christensen
Secretary
Elder Richard G. Scott
Chairman, Executive Committee of the Board
Elder Earl C. Tingey
Member, Executive Committee of the Board
Sister Bonnie D. Parkin
Member, Executive Committee of the Board
Elder Henry B. Eyring
Commissioner of Education
_________________________________________________________________________________
Figure 2
appointment. The length of service for the four presidents preceding him in office was eight, four, seven, and
six years respectively.
The President is assisted by four Vice Presidents as
shown in Figure 3. A summary of their education and
professional backgrounds is presented in Table 1. The
principal officers of the University are well-qualified,
adept, and highly respected by the campus community.
Most administrative positions are filled from within the
University community. Long-term service in most positions is the norm. The four Vice-Presidents average over
twenty years of service to the University thus providing
a breadth of professional expertise from varied backgrounds. All were promoted to their present positions
from within.
The duties, responsibilities, and ethical conduct requirements of administrators, and indeed all employees of the
University, are defined and published in various University policies. Personnel policies and practices relating to
the appointment, evaluation, retention, promotion, and
termination of all employees are reviewed in a timely
manner and are published and readily available. Mid-
220
Standard 6
level supervisors receive personnel policy reminders
on a regular basis in an effort to keep the University
community apprised of relevant policy. Administrators=
and staff salaries and benefits are adequate to attract and
retain competent personnel consistent with the mission
and goals of the University. Periodic studies of institutions of similar size and staffing indicate that salaries
and benefits of BYUBIdaho staff and administrative
personnel are generally comparable to similar positions
in other four year institutions in the surrounding states
and competitive with the local market.
All employees, including administrators, are evaluated
in accordance with University policy. This policy calls
for annual employee performance reviews conducted by
the employee’s immediate supervisor. This review covers the quality and quantity of work performed, interpersonal skills, leadership, initiative, and work habits.
The University enjoys a rich tradition of cooperative
working relationships, coordination within and among
organizational units, and open communication and goal
attainment, all of which contribute to effective and
timely decision-making. As BYUBIdaho has grown in
Top-level Administrative Organization at BYU-Idaho
President
BYU-Idaho
David A. Bednar
Vice President
Academics
Max L. Checketts
Vice President
Administration
James R. Smyth
Vice President
Advancement
Garth Hall
Vice President
Student Life
James R. Gee
__________________________________________________________________________________
Figure 3
size and complexity since becoming a four-year institution, considerable effort has been made to retain much
of the close-knit relationships and communications that
were characteristic of the campus in prior years.
To this end, key advisory groups were formed or reconfigured. The Strategic Planning Council was changed
in its membership and its purpose. Membership was
expanded from a few key campus leaders to a broader
cross-section of campus groups. A new advisory council, Expanded President’s Council, brings key experts
together to work on issues and problems of concern.
Another new advisory council, the Campus Leadership
Forum, meets three times each year to discuss current
issues facing the campus. The agenda varies depending
upon the needs of the moment. In the first days of the
transition, a number of ideas relating to new programs
and initiatives were discussed extensively in all these
forums and councils.
Development, fund-raising, alumni relations, and parent programs are an integral part of the BYU-Idaho
community and are all in complete harmony with our
institutional mission and goals. Parental programs,
administered by the Vice President of Student Life, are
designed to involve parents in the educational plans of
their children. Other initiatives to involve parents in
new student orientation have been implemented to help
parents better understand the changes at BYU-Idaho,
new educational offerings, and campus life in general.
All of these initiatives contribute to the attainment of our
mission and goals.
Development, fund-raising, and alumni relations, all
administered by the Vice President of Advancement, are
compatible with our mission and goals. As an illustration, the Development Office is in the third year of a
five-year multi-million dollar fund-raising campaign
designed to:

Expand the doors of educational opportunity for
deserving and needy students through scholarships,
work study and mentoring opportunities, grants-inaid, student associations and academic societies,
and learning assistance (goal $11,100,000).

Enhance the learning environment at BYU-Idaho
through faculty development, technology enhancement, leadership and service, adaptive services,
entrepreneurial programs, and internships (goal:
$5,585,000).

Support selected campus building beautification
projects (goal: $1,695,000).

Extend the influence of BYU-Idaho and prepare
for future opportunities through performance tours,
urban discovery, outreach programs, and humanitarian service (goal: $11,620,000).
Institutional decision-making at BYU-Idaho is expeditious. Because virtually all ongoing administrative
decisions follow well-defined processes which have
been in place here for many years, employees have
clear expectations about the time needed to make such
decisions as employee hiring, annual budgeting, new
physical facilities, new curriculum, remodeling requests,
catalog development, and the like. Decisions related
to strategic initiatives are governed by milestones and
deadlines established by governing councils.
The University employs a qualified and experienced
Director of Institutional Research. Various evaluative
studies involving present and former students, faculty,
Standard 6
221
Brief Resumes of Principal Officers at BYU-Idaho
David A. Bednar, President
Education
BA
MA
PhD
1976
1977
1980
Professional
Experience
1997 - present
1996 - 1997
1992 - 1997
1987 - 1992
1986 - 1996
1984 - 1986
1980 - 1984
Communication, Brigham Young University
Organizational Communication, Brigham Young University
Organizational Behavior, Purdue University
President, Brigham Young University-Idaho/Ricks College
Professor of Management, University of Arkansas
Director of Management Decision Making Lab, College of Business Administration
Associate Dean, Graduate Studies, College of Business Administration
Associate Professor of Management, University of Arkansas
Assistant Professor of Management, Texas Tech University
Assistant Professor of Management, University of Arkansas
Max L. Checketts, Academic Vice President
Education
BA 1982
MS 1983
PhD 1991
Animal Science, Brigham Young University
Animal Science, Brigham Young University
Animal Science with a minor in Statistics, Utah State University
Professional
Experience
2002 - present
1994 - 2002
1992 – 1994
1982 – 1992
1979 - 1982
Academic Vice President, Brigham Young University-Idaho
Assistant Academic Vice President of Instruction, BYU-Idaho/Ricks College
Chair, Division of Agriculture, Ricks College
Faculty, Animal Science (Establish a Dairy Program), Ricks College
Manager, Dairy Farm, Brigham Young University
James R. Smyth, Administrative Vice President
Education
BS 1970
CPA 1973
Brigham Young University
State of Utah
Professional
Experience
1989 - present
1988 - 1989
1979 - 1989
1973 - 1979
1971 - 1973
Administrative Vice President, BYU-Idaho/Ricks College
Director of Business Services
Internal Auditor, Ricks College
Auditor, Church of Jesus Christ of Latter-day Saints
Accountant, Coopers and Lybrand
_______________________________________________________________________________________________
Table 1
222
Standard 6
Brief Resumes of Principal Officers at BYU-Idaho
Garth Hall, Advancement Vice President
Education
BS 1968
MEd 1969
EdD 1982
Physical Education, Utah State University
Education Administration, Utah State University
Education Administration, Brigham Young University
Professional
Experience
2002 – present
1997 – 2001
1993 – 1997
1988 – 1993
1985 – 1988
1983 – 1985
1975 – 1983
1973 – 1975
1969 – 1973
Advancement Vice President Brigham Young University-Idaho
Athletic Director, Ricks College
Consultant, Leader Associates Supervisor
Head Football Coach, Idaho State University
Assistant Football Coach, Oregon State University
Assistant Football Coach, Tulane University
Assistant Football Coach, Brigham Young University
Assistant Football Coach, Wake Forest University
Assistant Football Coach, Utah State University
James R. Gee, Student Life Vice President
Education
BS 1968
MS 1970
Political Science, Utah State University
Political Science, Utah State University
Professional
Experience
2004 – present
2002 – 2004
1986 – 2002
1978 – 1986
1972 - 1978
1969 - 1972
Student Life Vice President, BYU-Idaho
Associate Academic Vice President, BYU-Idaho
Assistant Academic Vice President, Ricks College
Director of Records, Summer School, and Evening School, Ricks College
Supervisor of BYU-Ricks Center for Continuing Education, Ricks College
Seminary Instructor, Sugar City, ID
_______________________________________________________________________________________________
Table 1
and others make a valuable contribution to the improvement of institutional effectiveness and the teachinglearning process. The importance and value of these
assessments help to serve as a catalyst for change while
Arethinking education@ during the transition. The focus
of the University on assessment has created a climate of
introspection at all levels of the community. Results of
the various studies are widely distributed to the campus
community through various means including use of
an Internet web page. The concept of the Institutional
Dashboard, described in Standard 1, has been developed
out of this office. This assessment and planning tool has
benefited the institution by providing a simple and clear
way to monitor the institution’s progress on mission and
goals.
3.2
Administrative Councils and
Committees
The President presides over four key University councils
as follows:
•
President=s Council meets weekly and is composed
of the President and the four Vice Presidents.
•
Expanded President’s Council meets twice each
month. Composed of key employees from the University administration, this council discusses issues
and serves as an advisory body to the President. It
was created at the start of our transition process to
address the complex issues being faced by the campus community and to improve the decision-making
process.
Standard 6
223
•
The Strategic Planning Council includes approximately forty key administrators and meets quarterly.
This group discusses key issues facing the campus
community and advises the President on proposed
changes to policy and operating procedures.
•
The Campus Leadership Forum was created as an
issue-surfacing body to facilitate effective communication among University community leaders
about important initiatives and activities. Academic
and non-academic supervisors across the campus
meet three times a year to raise concerns and gain
a global perspective about key issues of the University. Information is disseminated and input is
solicited to increase unity and understanding about
the future of the institution.
Each of the Vice Presidents presides over one or more
administrative councils pertaining to his respective area.
The responsibility and composition of other key administrative councils are as follows:
Academic Council
Purpose
Coordinate all matters relating to the
University =s academic programs
Chair
Academic Vice President, Max L.
Checketts
Members
Associate Academic Vice President
for Curriculum, Associate Academic
Vice President for Instruction, College
Deans, Director of the Library, Faculty
Association Vice President, Dean of
Continuing Education, and the student
body Vice President.
Administrative Council
Purpose
University =s administrative affairs
Chair
Administrative Vice-President, James
R. Smyth
Members
Director of Financial Services, Director of Personnel Services, Director of
Computer Services, Internal Auditor,
Director of Physical Plant, Financial
Analyst.
Advancement Council
Purpose
University advancement
Chair
Advancement Vice President, Garth V.
Hall
Members
Assistant Academic Vice President for
Support Services, Director of Public
Relations, Director of Development,
Alumni Director, Director of Activities
224
Standard 6
Student Life Council
Purpose
Coordinate all matters relating to
student life
Chair
Student Life Vice President, James R.
Gee
Members
Counseling Center Director, Health
Center Director, Campus Police Director, Assistant Vice President of Student
Life, Special Assistant to the Vice
President, Dean of Students, Director
of Housing, Director of Business Services, Director of Placement Center,
Coordinator of New Student Orientation, Director of Food Services,
Manager of the Bookstore, Director of
Financial Aid, Registrar, Director of
Admissions, Associate Academic Vice
President for Curriculum, Director of
Internships, Manager Ticket and I.D.
Services, ASBYUI President, NSO
Student Representative.
A number of other committees involving faculty,
administrators, and staff members provide invaluable service to the University by addressing a wide
variety of needs. Depending on the scope of the
assignment, each committee is generally appointed
by the President or one of the Vice Presidents. In
addition, adhoc committees are formed as needed
to explore new directions, assess programs, revise
curricula and to meet other needs as seen by the
administration, faculty or staff. Students receive
regular assignments to all major councils and committees. Committees that are presently active in
each of the major administrative areas are listed in
Table 2.
3.3
Organizational Structure
Appendix E shows the overall organizational structure
of BYU-Idaho. The table provides a listing of the various administrative services and functions, and under
what vice president they are allocated.
4.0 Faculty Role in Governance
The role of faculty in matters of governance, planning,
budgeting, and policy development is described in the
Department Chair/Dean Handbook and follows the
process diagram shown earlier in Figure 2 of Standard 1.
Standing Committees
President
Academics
• Budget Council
• Campus Leadership
• Academic Council
• Academic Leader-
•
•
•
•
•
•
•
•
•
•
•
Forum
Employee Advisory
Council
Expanded President’s Council
Management Advisory Council
President’s Council
Strategic Planning
Council
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
ship Council
Academic Societies
Assessment
Accreditation
Arboretum
Collectibles
Computer Technology Committee
(CTC)
Deans Council
Distant Learning
Distinguished Faculty
Document Retention
Exceptions to Policy
Faculty Association
Forum
General Education
Government Permissions / Forest
Service
Graduation
Hart Building
IACUC Compliance
Outreach Steering
Committee
Perspective
Research
Scheduling
Service Learning
Students with
Disabilities (Red
Taylor)
Thomas E. Ricks
Wellness
Administrative
• Auxiliary Safety
• Campus Planning
• Major Projects
• Minor Projects
• Campus Safety
• Campus Traffic
•
•
•
•
•
•
•
•
•
•
Accident Review
Board
Emergency Operations
Gift Evaluation
Job Evaluation
Investments
Parking (Roy Huff)
Personnel
Physical Plant
Safety
Recycling
United Way (Jim
Sessions)
University Travel
Advancement
Student Life
• Activities Staff
• Admissions Sub-
•
• Admissions /
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Council
Activities Team
Council
Advancement and
Advancement
Comprehensive
Council
Advancement
Communications
Council
Advancement
Events Council
Alumni and Friends
Aesthetics Committee
Alumni Council
Devotional
Emeritus Board
Executive Activities
Council
Expanded Activities
Council (Student)
Hart Building
Home Page
Major Gifts Team
Outdoor Learning
Centers
Performing Arts
Council
Sacred Music Program
Scheduling (Bruce
Hobbs)
Scheduling Coordination
Scheduling Priority
Snow Society
Spirit Week
Student Alumni Association
Student Outdoor
Facilities Committee
Summit Magazine
Together for Greatness
Young Alumni
committees
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Scholarships Policy
Setting & Review
Academic Advising
Academic Standards
CES Coordination /
Admission
Comprehensive
Three Track
Drug Free Schools
and Campus Act
Enrollment Management
Fast Grad
Honor Code Council
Housing Arbitration
Board
Internet Use Committee
Internship Exceptions Committee
On-line Admissions
Parking Appeals
BYU-Idaho Awareness Against Drugs
Scholarship Implementation
Student Orientation
Track Change Applications
Women’s Awareness
_________________________________________________________________________________________________
Table 2
Standard 6
225
Decision-making authority at each organizational level
is defined in the Handbook. All decision-making occurs
within the context of the institutional mission, goals,
and any guiding principles from the Board or President’s
Council. In general, faculty members, chairs, and deans
can simply act on their own over matters which fall
within their stewardship.
Faculty members are involved in virtually all academic
decisions. Proposals, suggestions, and other input
pertaining to departmental, divisional, or universitywide
issues are welcomed, and routinely solicited, by department chairmen and college deans who, depending on the
issue, are empowered to act directly or pass the information with their recommendation up the academic line
for resolution at the appropriate administrative level.
Faculty members are participants in many of the standing committees shown in Table 2.
Except for the Academic Vice President and the Director
of the Library, all academic administrators hold faculty appointments. Chairs and deans are selected from
among the faculty for 5-year terms of office respectively.
At the conclusion of their term, they resume teaching
duties unless they are asked to serve an additional term.
Consequently, academic governance is carried out by
faculty members.
The faculty is organized into the Faculty Association, a voluntary organization to which approximately
two-thirds of the faculty belong and pay dues. The
organization=s purposes are to Ahonor, represent, and
improve the faculty.@ There is a mutually supportive
relationship between the Faculty Association and the
administration. The Faculty Association President
is a member of the Strategic Planning Council. The
Association=s Vice President sits as a voting member on
Academic Council. The Association’s President meets
each month with the University President. These close
ties have resulted in a number of joint activities designed
to enhance faculty professional development. Each year
several faculty members are recognized for excellence in
such areas as teaching, advising, innovation, and service
to the University. The Faculty Association sponsors two
three-day faculty retreats and several Abrown-bag@ luncheons all dedicated to the improvement of teaching and
learning. The Faculty Association is deeply involved in
the pre-service professional development workshops and
other activities each fall. It also sponsors a mentoring
program for new faculty.
226
Standard 6
5.0 Student Role in Governance
Students play an invaluable role in the administrative
affairs at BYU–Idaho. The University looks to students
for input in addressing many of their needs, especially
given the changes in our student body that have occurred because of the transition to four-year status.
The University makes a conscious effort to ensure that
student involvement occurs by assigning students to
many of the major councils and committees which serve
to operate the institution. Appendix C lists the committees on which students serve. Student representatives sit
on both Academic and Student Life Councils. Students
are given significant responsibility on the Honor Code
Council in the enforcement of standards relating to
conduct and appearance. Students play a major role in
the adjudication of campus parking violation appeals.
Students who serve on these councils and committees
are accorded the same responsibilities as other members
who are assigned to serve on them. These instances of
student governance illustrate that student input is valued
by the administration at BYU-Idaho.
The Student Activities Council has become the focal point for extracurricular activities and enrichment.
Students are given the responsibility to plan, carry
out, and oversee activities that will provide the student
body with entertaining and meaningful experiences in
the performing arts, leadership and character development, physical activity, and social activity. Even though
shadow leadership is provided to student leaders by
administrators with expertise and experience in the various areas, students have wide latitude in their planning
and decision-making. For example, students organize
and manage the various athletic leagues. Students are
not only participants but they are the coaches, managers,
and officials as well. The end products of this student
governance are student-generated programs and activities that greatly enhance the University community
through social, community, civic, service, and leadership
programs which in turn result in the physical, moral, and
spiritual development of students.
The affiliation of the University with The Church of
Jesus Christ of Latter-day Saints provides further opportunities for student involvement in leadership and
governance through Church service and responsibilities.
Students serve in a variety of positions in local ecclesiastical units. These positions include bishoprics, high
councils, quorum and Relief Society presidents, teachers, and a multitude of other opportunities for service
and leadership to their fellow students. These opportunities enable students to grow socially and spiritually as
leaders while learning to serve their fellow students and
the Lord at the same time.
6.0 Policies
6.1
Policy on Affirmative Action and
Nondiscrimination
BYUBIdaho is an equal opportunity employer. Selection and promotion standards and procedures are
clearly defined, are reviewed regularly, and are based on
principles which consider qualifications and aptitudes as
they pertain to the requirements of the position.
6.2
Policy on Collective Bargaining
BYUBIdaho is not involved with collective bargaining
agreements.
7.0 Analysis and Appraisal
The success of the Board of Trustees in fulfilling its
responsibilities to BYU-Idaho is evident from the
tremendous array of resources allocated in support of
the University’s mission and goals. The extent of this
support in terms of the financial, human, and physical
resources has been outlined in section 1.2 of Standard
2. The Board is active and fully aware of the status
and progress of BYU-Idaho. Because the Board cares
deeply about BYU-Idaho and its students, both present
and future, it has always acted in their best interests and
will continue to do so.
The top-level administration of BYU-Idaho demonstrates effective and inspired leadership. This group has
led the institution through a remarkable transformation
while trying to preserve the qualities that made Ricks
College a unique and desirable place to obtain an education, and while trying to satisfy the needs and desires
of our many constituencies. We have monitored the
opinions and attitudes of stakeholders over the course
of the transition and have found that our constituencies
have consistently expressed their overwhelming support
for the direction in which BYU-Idaho is going.
Two surveys provide a more detailed analysis of how
well the administration at BYU-Idaho is doing. A recent
survey of the faculty was conducted to solicit faculty
opinions about different aspects of their employment
and to identify the major issues they faced. A survey of
students was done to determine their level of satisfaction
with the administrative services they were receiving.
The results of both of these are discussed below. The
complete results of both of these surveys are available
on-line.
7.1
Survey of Faculty
In the survey of faculty, faculty members were asked to
rate their agreement (from strongly disagree to strongly
agree) with 34 statements about their experience as
teachers at BYU-Idaho. The results, shown by figure 4
in dashboard format, give strong indication that faculty
members are generally well-pleased with the way they
are treated at BYU-Idaho. Areas of strength, as defined
by low levels of disagreement (i.e., blue squares),
include cordial relations with colleagues, favorable
working conditions, flexibility in carrying out stewardship, a safe and non-threatening work environment,
and students who demonstrate high moral and spiritual
values.
We are meeting our expectations (i.e., green squares) in
16 of the 34 areas assessed and almost meeting expectations (i.e., yellow squares) in 10 areas. The latter
represent areas of concern only because of the level
of disagreement. Administrators hope to identify the
concerns of faculty who disagreed with these statements
to see if they can be resolved.
“High levels” of disagreement (i.e., red squares) as
we have defined them point to areas where there is a
need for attention and further discussion. Open-ended
comments from the survey corroborate these numerical
findings. Areas of concern are reflected in the following
items:
•
•
•
•
The administration encourages input and involvement in University decisions which directly affect
me, my department, and our students (57% agree;
33% disagree).
The reasons for administrative decisions at the institutional level are effectively communicated (55%
agree; 36% disagree).
New students are academically prepared and ready
for their studies when they arrive here (58% agree;
31% disagree).
My workload is reasonable (52% agree; 44% disagree)
It is worth noting that the majority of the faculty did
actually agree with above statements, which helps to put
these findings into a more complete perspective. Given
the volatility and the fast pace of change at BYU-Idaho
in the last two years, it is remarkable that there was not
more disagreement among faculty about these and other
statements in the survey. However, because a significant
Standard 6
227
number of faculty members do see these as issues, the
administration seeks to address them.
We have disseminated the results and analysis of the
entire survey to the faculty for their review and comment. We have set up on-line discussion boards on
Blackboard so that all faculty can engage in a dialogue
about them. Administrators have encouraged input and
ideas from the faculty. As this self-study was finalized,
the discussion was ongoing. We know that some of the
disagreement represents the frustrations inevitable with
the upheaval we have experienced. We know that some
of it represents the added burdens placed on faculty dur-
ing the transitional period. We anticipate that some of
the disagreement will dissipate as the University reaches
its steady operational state, and the extra burdens upon
faculty are eliminated and a more predictable climate
prevails. For the issues that remain with some of our
faculty, we are hopeful to address them and resolve them
in the near future.
Overall, the results of the survey show that the large
majority of our faculty members are satisfied with their
jobs and the direction in which BYU-Idaho is headed.
Specific issues continue to be addressed.
Results of Faculty Survey
Statement
Disagree
Agree
Status
1.
My work load is reasonable.
44%
52%
44%
2.
My working conditions are favorable.
4%
94%
4%
3.
My department and college have sufficient budget to meet our aims and
objectives.
16%
80%
16%
4.
The institution provides quality academic support services to me and my
department (e.g., Registrar, Scholarships, Financial Aid, Career Advising,
Internships).
5%
91%
5%
5.
I have the equipment, supplies, and facilities I need to do my job.
10%
88%
10%
6.
My fringe benefits are sufficient.
13%
83%
13%
7.
My compensation (salary) is fair and equitable.
12%
83%
12%
8.
I enjoy a safe and non-threatening environment in which to carry out my
stewardship.
6%
91%
6%
9.
My work assignment(s) allow me to grow.
8%
90%
8%
10.
I have a reasonable degree of job security.
7%
91%
7%
11.
I receive clear information about my stewardship, how it fits in the overall
context of BYU-Idaho, and expected standards.
13%
84%
13%
12.
I receive helpful, non-threatening evaluation of my work performance.
16%
76%
16%
13.
I receive recognition for work well done.
19%
71%
19%
*STATUS --
 = exceeds expectations (5% or less disagreement)
 = meets expectations (5% to 15% disagreement)
 = almost meets expectations (15% to 25% disagreement)
 = does not meet expectations (25% or more disagreement)
Figure 4
228
Standard 6
Results of Faculty Survey (continued)
Statement
Disagree
Agree
Status
14.
I receive high quality training and technical assistance when needed.
12%
78%
15 .
My work assignment fits my capacity and interest.
5%
91%
5%
16 .
I have flexibility in carrying out my individual stewardship.
3%
95%
3%
17 .
I enjoy cordial relations with colleagues in my department.
2%
96%
2%
18 .
I feel a sense of community on this campus with colleagues from other
departments and colleges.
15%
77%
15%
19 .
The reasons for administrative decisions in my department and college are
effectively communicated to me.
24%
69%
24%
20 .
The reasons for administrative decisions at the institutional level are effectively communicated.
36%
55%
36%
22 .
I have opportunities and encouragement for professional development via
sabbatical leaves and the annual 3-hour scholarship of teaching and learning
released time.
18%
69%
18%
23 .
I receive adequate support for involvement in professional activities such as
annual conferences and other professional gatherings.
15%
77%
15%
24 .
I would like a greater say in matters pertaining to the institution.
20%
52%
25 .
I have opportunities for input and decision making in matters pertaining to
myself, my department, and my college.
16%
76%
20%
16%
26 .
My department chair encourages input and involvement in decision-making
related to my individual and departmental stewardship.
10%
88%
27.
The administration encourages input and involvement in university decisions
which directly affect me, my department, and our students.
33%
57%
28.
The institution is on the right track in its efforts to become a successful fouryear baccalaureate institution.
14%
81%
14%
29.
The institution is “rethinking education” in ways that will benefit students.
15%
73%
15%
30.
The administration effectively communicates its vision and ideas.
17%
75%
17%
31.
The three-track system is providing a genuine benefit to students.
16%
68%
16%
32.
The Activities Program is providing a genuine benefit to students.
14%
64%
14%
33
New students are academically prepared and ready for their studies when
they arrive here.
31%
58%
31%
34
My students demonstrate high moral and spiritual values.
1%
96%
1%
10%
33%
*STATUS --
 = exceeds expectations (5% or less disagreement)
 = meets expectations (5% to 15% disagreement)
 = almost meets expectations (15% to 25% disagreement)
 = does not meet expectations (25% or more disagreement)
Figure 4
Standard 6
229
7.2
Survey of students
•
A survey was administered in winter 2003 to a random
sample of students enrolled in that semester. The survey
was designed to assess the degree to which students felt
satisfied or dissatisfied with the administrative services
they had received at BYU-Idaho. The survey was essentially a replication of a survey administered in Fall
Semester 1999.
•
Discussion is well under way about possible ways to
reverse the decline in the two areas noted above, reduce
the levels of disagreement with all four statements to
under 10%, and to maintain (or increase) levels of agreement with all statements to at least 67%.
Five items related to the overall quality of administration
were posed in the survey. Response frequencies were
computed. Responses of strongly disagree and disagree
were combined into the category of DISAGREEMENT.
Responses of strongly agree and agree were combined
into the category of AGREEMENT. The results of the
pooled responses to both the 1999 and 2003 surveys are
shown in Table 3. The table also reports the change in
disagreement and agreement between the two surveys.
In the same survey students were asked to rate their
satisfaction with respect to 38 specific administrative
services and functions. The results of that survey are
shown in Figure 5 in the dashboard format. The dashboard shows for each administrative service how well
we are meeting our expectations in terms of satisfaction
(66% or better) and dissatisfaction (8% or less). Administrative units which offer services which exceed 80%
satisfaction (blue squares) are formally commended.
Any service not meeting expectations (red squares) is
currently considering how to improve student satisfaction in their area or, alternatively, how to reduce dissatisfaction.
The data from Table 3 show:
A substantial decline in the perception that student
policies and procedures are clear and well-publicized.
A mild decline in the perception that students
seldom get the “run-around” when seeking help.
•
•
There is a correspondingly high level of disagreement with this statement.
A substantially high level of disagreement that
channels for expressing student complaints are
readily available. There is a correspondingly low
level of agreement with this statement.
High levels of disagreement that students generally
know what’s happening on campus.
Pooled Response Frequencies for Overall Quality of Administration
Statement
I seldom get the “run-around” when
seeking help.
Administrative personnel show concern
for students.
I generally know what’s happening on
campus.
Student policies and procedures are clear
and well-publicized.
Channels for expressing student
complaints are readily available.
Term
DISAGREEMENT
AGREEMENT
F99
13%
67%
W03
16%
63%
F99
9%
74%
W03
6%
75%
F99
17%
62%
W03
15%
61%
F99
8%
80%
W03
12%
67%
F99
26%
39%
W03
28%
39%
Change in
Disagreement
Change in
Agreement
3%
-4%
-3%
1%
-2%
-2%
4%
-13%
2%
-1%
Table 3
230
Standard 6
In addition, comparative data from the 1999 survey were
assessed. Administrative units which offer services
which showed a substantial increase in student satisfaction (i.e., 10% or more) have been formally commended
for their efforts in making improvements to their operations Administrative units which show large declines
in satisfaction (i.e., 5% or more) or large increases in
dissatisfaction (i.e., 5% or greater) are considering how to
reverse these undesirable trends.
The average level of satisfaction for all services was
70%, which meets our expectations. The average level
of dissatisfaction was 8% which also meets our expectations. Thus, we can confidently say we are providing
our students with the quality administrative support they
need.
Results of Student Satisfaction
Administrative service
Satisfied
Students
Dissatisfied
Students
%
%
Rank
STATUS
SAT*
DISSAT**
1
Registering for classes
78%
13
5%
25
78%
5%
2
Accessing your grades
84%
4
5%
26
84%
5%
3
51%
33
11%
8
51%
11%
4
46%
36
20%
2
46%
20%
5
84%
5
5%
27
84%
5%
6
Dealing with the Financial Aid Office
79%
11
6%
18
79%
6%
7
Dealing with the Scholarship Office.
72%
21
5%
24
72%
5%
8
Dealing with the Accounting Office.
82%
6
3%
35
82%
3%
9
Financial transactions at the Cashier’s Office.
88%
1
4%
30
88%
4%
10
Dealing with the Housing Office
66%
26
10%
11
66%
10%
11
57%
32
19%
3
57%
19%
12
Getting counseling from the Counseling Center.
50%
35
13%
6
50%
13%
* Satisfaction STATUS:
 . . . exceeds 80%
 . . . 66% to 80%
 . . . 50% to 66%
 . . . below 50%
** Disatisfaction STATUS:
 . . . less than 5%
 . . . 5% to 8%
 . . . 8% to 10%
 . . . above 10%
Figure 3
Standard 6
231
Results of Student Satisfaction (continued)
Satisfied
Students
Dissatisfied
Students
%
%
Rank
STATUS
SAT*
DISSAT**
13
Receiving medical attention at the Student
Health Center.
67%
24
14%
5
67%
14%
14
Dealing with campus police or other security
personnel.
51%
34
18%
4
51%
18%
15
Dealing with the Dean of Students Office
65%
28
8%
16
65%
8%
16
Using the library.
82%
7
6%
22
82%
6%
17
66%
27
12%
7
66%
12%
19
Getting help from the Writing Center or Reading Center in the library.
73%
20
3%
33
73%
3%
20
Getting tutoring assistance.
79%
12
3%
36
79%
3%
21
Eating at the cafeteria.
67%
25
10%
12
67%
10%
22
Patronizing food serices at the MC (Nordic,
Tomassito’s, Galley).
74%
19
6%
23
74%
6%
23
Dealing with the Bookstore.
80%
9
6%
21
80%
6%
24
Using the recreational facilities at the MC such
as the bowling center, game room, and movie
theatre.
76%
16
4%
31
76%
4%
25
Dealing with the Ticket Office.
77%
15
9%
14
77%
9%
26
Using PE clothing checkout and locker rooms.
59%
31
20%
1
59%
20%
27
Using athletic facilities at the Hart Building
such as the swimming pool, Fitness Center,
gyms, weight room, etc.
85%
2
5%
27
85%
5%
28
Patronizing the Outdoor Equipment Rental
Center.
69%
23
1%
37
69%
1%
 . . . exceeds 80%
 . . . 66% to 80%
 . . . 50% to 66%
 . . . below 50%
 . . . 5% to 8%
 . . . 8% to 10%
 . . . above 10%
Figure 3
232
Standard 6
Results of Student Satisfaction (continued)
Satisfied
Students
Dissatisfied
Students
%
%
Rank
STATUS
SAT*
DISSAT**
29
Using other athletic facilities on campus such as
the ballfields, skating rinks, track, etc.
78%
14
6%
18
78%
6%
30
Participating in intramurals.
76%
17
8%
16
76%
8%
31
Participating in athletic events sponsored by the
new Activities Program.
74%
18
3%
33
74%
3%
32
Participating in New Student Orientation
64%
28
2%
36
64%
2%
33
Dealing with the Student Employment Office.
59%
30
8%
14
59%
8%
34
Dealing with the Placement Center.
37%
37
10%
12
37%
10%
35
36%
38
10%
8
36%
10%
36
Getting tickets to activities and cultural events.
81%
8
4%
32
81%
4%
37
Using the BYU-Idaho web site to get information.
85%
3
4%
29
85%
4%
38
Using the Testing Center.
80%
10
6%
20
80%
6%
OVERALL AVERAGE
70%
70%
8%
 . . . exceeds 80%
 . . . 66% to 80%
 . . . 50% to 66%
 . . . below 50%
8%
 . . . 5% to 8%
 . . . 8% to 10%
 . . . above 10%
Figure 3
Standard 6
233
234
Standard 6
Standard 7
Finance
Self-Study
Finance
2004
Standard 7
235
236
Standard 7
Finance
You need all the education you can get. The world
will in large measure pay you what it thinks you
are worth, and your worth will increase as you
gain education and proficiency in your chosen
field. You belong to a church that teaches the importance of education. You have a mandate from
the Lord to educate your minds and your hearts
and your hands.
Gordon B. Hinckley
Standard 7
Finance
Standard 7 addresses the financial planning, resources,
management, and development at BYU-Idaho and
shows that these support the attainment of institutional
mission and goals. Section 1.0 provides a description
and analysis of fiscal affairs at BYU-Idaho. Section
2.0 provides an overview and appraisal of the work
performed by the various organizations which oversee
financial matters at BYU-Idaho
1.0 Finance
This section describes financial planning, resources,
management, and fund-raising activities of BYU-Idaho
1.1
Financial Planning
BYU-Idaho’s Board of Trustees provides broad oversight to financial and budgetary matters. This oversight
focuses principally upon five areas. First, the Board
holds control over the total number of employees at the
University, as measured by full-time equivalent (FTE)
rather than headcount or position; any overall increase
Finance
in total FTE must receive Board approval. Second,
the Board approves all new programs or major expansions of existing programs. Third, the Board maintains
control over changes (additions, deletions, replacements,
and major remodeling or improvements) to buildings
and land utilized by the University. Fourth, the Board
approves increases in tuition and fees as well as increases in overall salary, benefits, and other major expense
categories. Fifth, the Board reviews and approves the
annual budget. Beyond this level of broad guidance
from the Board, the University has wide-ranging independence in directing its budgetary and financial affairs.
BYU-Idaho enjoys great stability in being able to accurately project its major sources of revenue. This is primarily true for two reasons. First, the Board of Trustees
has made an ongoing commitment of Church funds to
support the University’s operational needs and to fully
sustain its capital maintenance needs. Second, BYUIdaho experiences a high level of admissions requests,
typically more than it can meet. These two factors are
expected to continue well into the future.
Capital project needs are addressed on a five-year
master plan which is updated annually. BYU-Idaho has
a capital needs analysis (CNA) process which projects
Standard 7
237
capital maintenance needs for forty years into the future
and anticipates capital improvement needs five years
ahead. Information Technology Infrastructure (ITI)
needs have a process similar to the CNA process which
projects information technology needs four years ahead.
Capital and operating equipment needs are reviewed and
approved annually through the institution’s stewardship
review process. Each of these systems is coordinated
through high-level University committees and through
President’s Council; these groups, in turn, have input
from the various vice president councils. This assures a
wide range of input so the University’s overall goals and
objectives are properly addressed.
The total budget, in accordance with direction from the
Board, has a very limited distribution. It is confined to
Church leaders designated by the Board, members of the
President’s Council, and senior financial officers of the
University. Sections of the budget are shared with others, as appropriate.
The University’s only current debt, approved by the
Board of Trustees, was incurred for the funding of major
renovations of the men’s, women’s and married housing dorms and for adding a new fiber optic network.
Additional loans have been approved by the Board of
Trustees for the addition and remodel to the Manwaring
Center and the construction of the family housing complex. All funds borrowed are loaned from the Church.
These debts are and will be repaid on an installment loan
basis by income generated from the University’s auxiliary operations. Revenues from the auxiliary operations
are projected to be sufficient to meet the debt obligations
without impairing their financial well-being.
The Board of Trustees must approve all capital projects.
Nonauxiliary capital projects are funded by appropriations from the Church. Auxiliary capital projects are
funded either out of auxiliary fund reserves or from new
debt approved by the Board.
high number of admission requests. The general fund
does not have any long-term debt. Funds needed for
capital outlay projects and for operations are funded
from student tuition revenues and appropriations from
the Church. Auxiliary operations revenue is sufficient
to meet both the short-term and long-term portions of
their debt without adversely impacting any educational
programs.
BYI-Idaho has experienced an increase in net assets
over the last five years and has not reported an accumulated deficit at the end of any of those years.
Transfers among funds are all guided by policy, and
where applicable, in accordance with donor restrictions.
There are no interfund loans among the major funds
except the plant fund, which borrows from the general
fund on a short-term basis, pending reimbursement of
construction costs from the Church.
The Church has always been generous in its support of
the University. The University recognizes the special
nature of this support and returns any unspent funds to
the Church. For many years, the University has returned
surplus funds to the Church. The bulk of these returned
funds come from individual departments, which underspend their budgets.
In addition to government financial aid programs, BYUIdaho manages other sources of student aid including
Church appropriated funds and donor-restricted funds
available for scholarships and grants. These funds are
administered through the Scholarship and Financial Aid
Offices. General appropriated scholarship and grant
funds are reviewed annually during the budget process.
Consideration is given to changes in tuition rates and
the current enrollment cap in determining the amount of
funding for scholarships and grants. Donor-restricted
scholarships and grants are assigned to a specific individual in the Scholarship or Financial Aid Office.
BYU-Idaho is affiliated with The Church of Jesus
Christ of Latter-day Saints. For the fiscal year
ended December 31, 2002, the Church funded
approximately 72 percent of the University’s nonauxiliary operations. Church support has been
consistent and generous.
Scholarships are reviewed on a regular basis to determine funding levels and to ensure that funds are used
in accordance with donor wishes and policies of the
University. The process is overseen by a scholarship
review committee which consists of the Advancement
Vice President (Chair), Director of Admissions and
Scholarships, Academic Vice President, Student Life
Vice President, Director of Financial Services, Assistant
Director of Admissions and Scholarships, and Coordinator of Scholarships.
As noted above, BYU-Idaho enjoys great stability in
its major sources of revenue: Church appropriations
and student tuition and fee revenues as a result of a
General fund revenues include appropriations from
the Church, student tuition and fees, and other miscellaneous amounts of income including investment,
1.2
238
Adequacy of Financial Resources
Standard 7
Finance
rental, and miscellaneous fees income. Student tuition
and fee income has been steady and consistent. Any
sizable change in student tuition or fees income would
be adjusted through the amount appropriated from the
Church, leaving the University a steady and consistent
stream of income to meet expenditures. Unexpected
large changes in expenditures, such as a change in the
University’s retirement plan contribution amount would
result in an offsetting increase in the amount appropriated from the Church.
Auxiliary and service operations of the University each
maintain their own fund balances that have accumulated
sufficient reserves over the years to meet debt, capital
projects, and equipment outlays. Fund balances are also
sufficient to meet unexpected fluctuations in operating
revenues and expenses. Auxiliary and service operations
debt is small compared with the size of their operations.
The University maintains statistical records, which measure income per FTE Student, appropriation per FTE
student, and appropriation per student credit hour. These
statistical figures are reviewed and studied in the budget
planning and preparation process.
The general fund receives its revenue for supporting the
University’s educational programs either from student
tuition and fee revenues or from Church appropriations.
Some student tuition revenue and Church appropriation funds are used to supplement the incomes of the
University’s service auxiliaries. However, neither the
service nor the auxiliaries’ revenues are used to support
general operations or any educational programs.
1.3
Financial Management
The President of BYU-Idaho meets regularly with the
full Board of Trustees and the Board’s Executive Committee in the last half of the month. These meetings
routinely include financial review and reporting. The
Board reviews the complete institutional budget annually. Other financial matters, including capital projects,
have full opportunity to be brought before the Board as
necessary.
The Administrative Vice President, who reports to the
President, is responsible for all financial and business
functions of the University. All income and expenditures of the University from whatever source, including
all activity in the general fund, auxiliary funds, plant
fund, unrestricted contributions, restricted contributions,
and endowment funds are included in the University’s
budgeting, planning, accounting, and auditing processes.
Figure 1 presents the organizational structure of all
administrative and financial functions at BYU-Idaho.
Those reporting to the Administrative Vice President
include the Budget Officer, Internal Auditor, Director
of Physical Plant, Director of Financial Services, Safety
Officer, and Director of Personnel Services. In addition, the Administrative Vice President gives direction
to the Manager of Purchasing, who is an employee of
the Church rather than of BYU-Idaho. Each director
and manager has adequate experience and qualified staff
to effectively carry out the duties and responsibilities
assigned.
Organizational Structure of Administration
Vice President
Administration
James R. Smyth
Internal
Auditor
Brian Wright
Budget Officer
Larry Rigby
Director
Physical Plan
Charles Andersen
Safety
Officer
Kyle Williams
Director
Financial Services
Russel Benedict
Director
Personnel Services
Carla Ricks
Manager
Purchasing
Darin Lee
_________________________________________________________________________________________________
Figure 1
Finance
Standard 7
239
The University’s Scholarship and Financial Aid Offices control all scholarship funds and grants, regardless
of source. Any of the very few loans that are made to
students are short-term in nature and are handled and
controlled by the Accounting Department. Student
employment is controlled through the Student Employment Office.
Cash and investment management policies and procedures receive oversight from the Church Educational
System Investment Oversight Working Committee under
the direction of the Church Educational System Investment Oversight Committee as directed by the BYUIdaho Board of Trustees. This committee approves the
BYU-Idaho Investment Committee Charter, general
policies and procedures, and reviews performance.
The Investment Oversight Working Committee consists of members from the administration of the Church
Education System (CES) and investment and financial
administrators from BYU-Provo, BYU-Idaho, BYU-Hawaii, LDS Business College, and the Church Investment
Office. This committee generally meets semiannually.
The day-to-day administration of investments is under
the direction of BYU-Idaho Financial Services as directed by the policies and procedures and the BYU-Idaho Investment Committee. The BYU-Idaho Investment
Committee consists of the Administrative Vice President, the Director of Financial Services, a Department of
Business Management faculty member, and a member of
the community. The President is an ex-officio member
of the committee and receives copies of minutes.
BYU-Idaho’s accounting system is under the direction of the Director of Financial Services, a CPA with
fourteen years experience at BYU-Idaho and more than
fourteen years prior experience in public accounting and
industry. The accounting system is maintained in accordance with generally accepted accounting principles.
Based on recommendations of the Church Audit Department and CES Audit Committee, the Board of Trustees
selects an independent auditing firm to audit BYUIdaho’s annual financial reports. Audit fees are paid by
the Church Audit Department. Copies of the annual
audit and management reports are provided to the Board
of Trustees, the Church Audit Department, and the CES
Audit Committee.
PricewaterhouseCoopers (PWC) is the current independent auditor of the University. The auditors perform
the audit in accordance with generally accepted auditing
standards and issue a management letter when deemed
necessary. Recent audit reports and management letters
are available for review at the office of the Director of
Financial Services.
240
Standard 7
The University participates in Title IV funding in the
form of Pell grants and Guaranteed Student Loans.
Title IV funds are audited in conjunction with the A133 compliance audit. All other specific programs not
subject to the above-mentioned audit are included within
the unlimited scope of review granted to PWC when
performing the financial statement audit. The specific
programs reviewed and the depth of review are left to
the professional judgment of the independent auditors.
In conjunction with both the A-133 compliance audit
and the financial statement audit, a management letter is
issued when deemed necessary.
The University has a full-time internal auditor on staff.
The auditor documents the accounting practices of each
audited department and then ensures that these practices
comply with prudent business practices and the appropriate Policies and Procedures. Exceptions are brought
to the attention of management through the issuance
of audit reports. Internal and external audit reports are
available upon request.
The Director of Financial Services reviews the annual
management letter, if any, and makes assignments to
conform to the recommendations of the auditors. Decisions not to conform to specific recommendations are
discussed and approved by the Administrative Vice
President.
1.4
Fundraising and Development
All fund-raising activities comply with the LDS Foundation Handbook: A Guide to Policies and Procedures
manual. The Gift Review Committee of the Church
of Jesus Christ of Latter-day Saints reviews all gifts.
Compliance with the above is subject to periodic audits
by auditors from the Church of Jesus Christ of Latterday Saints, who are responsible for reviewing activities
of the Church and the LDS Foundation. This review
helps ensure compliance with institutional policies and
governmental requirements. BYU-Idaho also complies
with the Uniform Management of Institutional Funds
Act, which addresses institutional funds within the State
of Idaho.
All five individuals assigned to raise funds for the
University (employees of LDS Foundation) are certified
with the designation of Certified Fund Raising Executive
(CFRE). Initial certification involves passing an exhaustive test and having a minimum of five years experience
in developmental activities. Recertification is required
every three years. Each CFRE subscribes to a document
called the Code of Ethics and Professional Practices,
which helps ensure professional and ethical fund-raising
practices in behalf of the University.
Finance
Endowment funds are administered by the Director of
Financial Services as prescribed by law and in accordance with instructions from the donor. Complete files
are maintained which contain donor information and
instructions. In addition, segregated accounts are maintained to insure proper accounting and use of each gift.
Deseret Trust Company, a corporate fiduciary, controlled
by the Church, administers the majority life income
funds of the University as prescribed by law and donor
instructions.
BYU-Idaho does not have any relationship with any
foundation that bears its name, nor does the University
have any relationships with any foundation that has as
its major purpose, the raising of funds for the University.
The LDS Foundation (LDSF) is not a foundation in the
sense of a 501(c)(3) corporation as defined by the Internal Revenue Code, but is the umbrella division within
the Corporation of the Presiding Bishop of the Church
of Jesus Christ of Latter-day Saints designated to raise
funds for selected divisions/affiliates of The Church
of Jesus Christ of Latter-day Saints (approximately
14) to which BYU-Idaho belongs. Five employees of
LDSF are assigned to raise funds for BYU-Idaho. The
relationship between LDSF and BYU-Idaho is defined in
the LDS Foundation Handbook: A Guide to Policies and
Procedures manual. The focus of LDSF fund-raising
and philanthropic support for BYU-Idaho is in the four
areas authorized The Board of Trustees (see section 3.1
of Standard 6).
BYU-Idaho Administrative
and Financial Organizations
Financial Services directs cashiering, investment management, risk management, stores and receiving, mail
services and financial and management reporting.
Financial Services relies on centralized data-processing
systems developed and maintained by Centralized Data
Services for management and distribution of financial
and accounting services. Financial systems have been
designed under the direction of Financial Services with
a focus on the elimination of redundant data entry,
utilization of the web and optimization of employee
performance. The University has been very successful
in this endeavor, using a single, centralized database for
all administrative functions of the University.
General policies and procedures for financial activities
are maintained by Financial Services and are available
to employees on the Internet. These policies direct the
campus in all financial matters and expand on general
financial policies of the University. In addition, written
procedures are maintained for department use for positions within Financial Services. Policies and procedures
are updated from time to time to reflect a changing
environment. In 2003, Financial Services developed and
implemented web-based training for campus account
stewards via Blackboard.
No recommendations were made during the last accreditation study relative to Financial Services. However, a
significant number of improvements have been designed
under the direction of Financial Services and programmed by the Application Development group during
the past five years, a time that has seen a significant
increase in enrollment and government regulation.
•
This section presents an assessment of the administration units which provide financial services. It presents a
description, significant changes, and an analysis and appraisal of the Financial Services Office, Budget Office,
Personnel Office, Internal Audit, Purchasing, and Office
of Safety and Fire Protection. A self-study conducted by
the Physical Plant is contained in Standard 8.
2.1
Financial Services
Financial Services is responsible for all centralized accounting functions including general ledger, accounts
payable, payroll, and accounts receivable. In addition,
Finance
•
•
The general ledger/financial reporting system was
changed to a web based application that allows
account stewards to review and compare current,
prior year, budget and encumbrance balances. The
application allows drill-down into the detail posted
to the accounts and selection of any period residing
on the system, which currently includes data back to
1996.
The accounts receivable system has been modified
to allow students to access their information and
make payments on the web. As part of the modification, the system of tuition and fee assessment and
refunding was enhanced to improve functionality
and dependability.
The student insurance system was also rewritten
to allow students to self-administer their insurance
status by allowing enrollment, changing status and
adding dependents on the web.
Standard 7
241
The payroll system was modified to eliminate paper
notifications and to create electronic notification,
timekeeping and time–and-attendance input.
Just-in-time electronic financial aid processing was
also added which allows same-day posting of Pell
and Stafford loans to student accounts
A web-based satellite entry system to the general
ledger/accounts receivable system was created,
which allows departments to input charges to
students into the general journal file for posting.
(Subject to review.) The system allows selection
of the student based on name and partial student
ID number and includes computation of sales tax
where applicable.
A web-based authorization system was created that
allows account stewards to authorize others to view
their accounts and authorize and limit the disbursement of funds by other employees.
A web-based training and testing program on
Financial Services policies and procedures was
implemented. It requires successful completion by
certain employees who have account stewardship.
•
•
•
•
•
Projects currently under way or planned by Financial
Services include:
Moving from credit card payment on the web to
ACH payments.
Enhancing the cashiering system to improve functionality.
•
•
Financial Services is meeting its stated mission. Customers are provided with timely, useful information.
Financial reports comparing actual expenses to budget
are available to the various units on campus on the web.
The reports include actual expenditures for the current
month, current year-to-date, and prior year-to-date.
They also include budgets, encumbrances, and remaining balances available, all by natural classification. The
format of reports varies based upon the needs of the
users. The web-based system allows the user to drill
down and review the detail of actual transactions, budget
transactions and encumbrances. The user may select
the month and year of the report they desire to review
including the current open month. Most transactions are
posted real time, as a result the current month report will
contain most transactions that have occurred to date.
The months are generally completed and closed within
seven days of month-end.
Other processing, such as payments on accounts receivable, is done on-line, real-time. A transaction completed
at the Cashiers Office or on the web is posted imme-
242
Standard 7
diately to the accounts receivable system, as are all
financial aid, tuition and fees, meal contracts, and other
campus charges through the Bookstore, Health Center,
Housing, and other campus departments. This information is available to students and others through the Accounting Office, Cashier’s Office, and on the Internet.
Financial Services will continue to upgrade systems and
services as technology and resources permit. Financial Services is committed to continuing professional
education of staff to enhance skills and maintain touch
with changes in higher education finance and accounting. Employees in Financial Services average over ten
years of experience and have proven to be effective
and efficient in their work. The number of employees
has stayed constant over the last ten years in spite of
the considerable growth due to constant innovation and
support from information technology. In addition, a
management letter has not been issued by the independent auditors for the audit years 2001 and 2002 because
of the absence of any significant finding.
2.2
Budget Office
The Budget Office is directly responsible for compiling
the University’s annual budget and for developing effective and efficient budget-planning methods. The Budget
Officer reports to the Administrative Vice President
and is assisted by personnel from various departments
during the budget planning and preparation process.
The Budget Officer provides leadership in reviewing
and supporting a system of budget control, and carries
out a process of analyzing and reporting authorized
budgets versus actual performance. Regular reviews
are performed to ensure that funds are being used as
authorized and to assist various department heads with
their budget-related needs and responsibilities. The
Budget Office also coordinates budget activities among
the University’s operating units and is responsible for
ensuring that a fair and rational budget process prevails
across campus.
Budget preparation begins in February with the Budget
Committee meeting to make strategic budget decisions
for use in preparing the coming year’s budget. The
Budget Committee reviews the budget preparation timeline, sets budget guidelines for departments, determines
student wage rate increases, and recommends tuition increases for CES approval. Budgets are prepared and submitted by each department within established guidelines.
Budget requests that cannot be met out of continuing
Finance
budgets are brought into a budget hearing process for review and consideration. At the conclusion of the budget
hearing process, after all the budget-related issues have
been considered, the Budget Committee decides which
budget issues can be met and how best to fit them in to
the University’s budget.
The Budget Office was created in April 1995, combining
all existing and many new budget-related functions. At
about that same time a Budget Committee was organized
that consists of the President, the four Vice Presidents,
Director of Personnel Services, Assistant Academic Vice
President, the Budget Officer, and the Director of Financial Services. The Budget Committee is responsible
for making all strategic, budget-related decisions. The
formation of the Budget Office enabled the University
to place a greater emphasis on the budgeting, planning,
and preparation process and to meet the growing budget
analysis and reporting demands made by the CES and
the Church Budget Office.
The formation of the Budget Office and the Budget
Committee has strengthened the overall budget planning
and preparation process. It has improved the effective
and efficient use of budget resources, which allows the
University to do more with existing resources.
2.3
Internal Audit
One full-time employee staffs the Internal Audit department. The internal auditor reports to both the CES
Director of Auditing and the University’s Management
Advisory Committee. The Management Advisory
Committee is composed of the President’s Council (the
President and four Vice Presidents), and the Internal
Auditor. The University President chairs the Management Advisory Committee. Internal Audit is independent of the various areas that are subject to review and
has no direct responsibility over operations that are
audited. Internal Audit has authority to audit all areas of
the University and has full and complete access to any
records, physical properties, and personnel relevant to
the performance of an audit.
In an effort to remain independent and to provide
oversight to the University as a whole, Internal Audit
Finance
has been granted free and unlimited access to proper
CES levels. This access is available through the CES
Director of Auditing, the CES Audit Committee, or the
Commissioner’s Office through the commissioner himself, or through the administrator of Budget and Finance.
Any matters within the scope of the audit function may
be communicated to any of these levels, particularly if
Internal Audit feels items reported or reportable to executive management have not been properly addressed
or if issues would be more appropriately addressed at the
CES level.
In addition to functional audits and departmental reviews, Internal Audit assists the external auditors with
the University’s annual financial statement audit. Assistance is also given with the annual A-133 financial aid
compliance audit.
No recommendations from the most recent accreditation
process have been made concerning the internal audit
function. However, other changes have been implemented to strengthen the internal audit function. They
are:
1. Formation of a CES Audit Group
The Commissioner’s Office has formed a CES Audit
Group, appointing a Director of Auditing to oversee the
functions and activities of the group. The group consists
of Internal Auditors from the four institutions of higher
education with CES. The University’s Internal Auditor
has a functional reporting line to the Director of Auditing. The group’s purpose is to assist in the coordination
of audit activities, risk assessment, and planning of audit
resources at all four institutions. Audit resources may be
shared amongst the four institutions, as appropriate, to
accommodate particular audit needs or timing.
2. Institute of Internal Auditors Standards Update
Review
The Institute of Internal Auditors recently revised and
updated the Standards for the Professional Practice of
Internal Auditing. The Internal Auditor, in conjunction with the CES Audit Group, is currently reviewing
the department’s Audit Charter and practices to ensure
compliance with the updated standards. Some revision
to the Audit Charter and the department’s policies and
procedures is expected, and will likely be completed
during 2003.
Standard 7
243
In all of its activities, Internal Audit is to adhere to the
Standards for the Professional Practice of Internal Auditing and the Code of Ethics adopted by the Institute of
Internal Auditors. Good rapport exists between Internal
Audit and auditees. Audit reports are well-written and
supported. Audits include a closing conference and an
opportunity for the auditee to review a draft of the report
(inclusive of their responses to the findings) prior to its
final release. Internal Audit, as measured by its mission
statement and audit charter adds a dimension of checks
and balances to the operations of the University.
2.4
Personnel
Personnel Services is responsible for (1) institutional
policies and procedures; (2) staff and administrative recruitment services; (3) job descriptions and evaluations;
(4) salary administration for staff and administrators;
(5) benefit programs; (6) training; and (7) counseling
with managers and employees on policies, work-related
issues, etc.
Personnel Services has six full-time employees and two
student employees: Positions include: Director, Employment Specialist, Compensation Specialist, Training
Specialist, Benefits Specialist, Personnel Assistant, and
student receptionists/secretaries. The director and training specialist have master’s degrees; the employment
and compensation specialists have bachelor degrees; the
personnel assistant has an associate degree and is working toward a bachelor’s degree; the benefits specialist
has extensive experience.
The office provides services to approximately 1,150
faculty, administrative, and staff employees (varies
slightly depending on number of part-time faculty). We
view ourselves as a service function to the University in
accomplishing personnel-related tasks.
Employee Advisory Council: An employee advisory
council of staff, administrative, faculty, and student
employee representatives was established in February
2003. Their charter includes giving input for employee
functions on campus, service awards, exemplary
employee awards, training needs, policies, etc. The
council president provides council recommendations and
reports to the President’s Council.
244
Standard 7
Reinstatement of Position: A new employee was hired
in May 2002 to coordinate the job description and
evaluation process, work with compensation issues, etc.
The former employee moved to another area in February
1995 and had not been replaced.
Increase in Employee Numbers: In 1999, when the last
self-study was completed, the total number of employees was 907. With the move to university status, employee numbers are increasing with 1,010 in 2002, and it
is expected by 2005 to employ over 1,100. In addition,
there are around 75-100 part-time faculty members,
depending on needs. The Personnel Office has been able
to streamline many functions to serve more needs with
no increase in staff.
Web Page: A web page was set up to provide employee
access to policies and procedures and a variety of other
personnel-related information.
Job Advertising: Job openings are now advertised
through the Internet in addition to the job line and other
media sources improving the candidate pool for job
openings.
Personnel Services is meeting its stated mission. Following the announcement to move to university status,
all personnel-related policies were reviewed to determine what impact this change would have, and appropriate updates have been made.
The level of service provided for administrative and staff
recruitment has significantly improved. The employment specialist does broad advertising of open positions
and screens all job applicants which is a great help to
the hiring units. She ensures the interview and hiring
process is fair and results in the hiring of well-qualified
employees. All new employees receive a one-on-one
orientation of the University policies and benefits that
affect them.
Many job descriptions are being rewritten to reflect
organization realignments and changes in job responsibilities resulting from the change to university status.
This process is expected to continue for some time as
organizational refinements occur. Job descriptions are
prepared and evaluated by the organizational unit as
much as possible to ensure appropriate placement of
job levels and salary ranges within the unit, as well as
providing appropriate comparisons with other organizational units within the University.
Finance
Salary ranges are based on market comparisons. The
Personnel Office participates annually in several salary
surveys to keep pay ranges current with the market
including: (1) College and University Personnel Association for Human Resources (CUPA-HR) survey for
administrative positions; (2) CUPA-HR survey for midlevel administrative/professional positions; (3) Idaho
Cross-Industry Salary and Benefits survey; and (4) Idaho
Occupational Employment and Wage Survey. Salary
increase percentage guidelines are established annually
by the Board of Trustees during the budget process.
Health care, dental care, retirement, and savings plan
benefits are provided through Deseret Mutual Benefits
Association (DMBA), a trust company established to
cover corporations of The Church of Jesus Christ of
Latter-day Saints. As a member of the DMBA employee
advisory committee, the Personnel Office provides input
regarding benefits. TIAA-CREF also provides savings
plans to the University. The benefits specialist serves as
the liaison between the University and these organizations to keep employees updated on their benefits.
Training is provided on a regular basis for (1) University
policies and procedures; (2) essential employment laws
and supervisory topics; (3) personal improvement and
professional development; and (4) BYU-Idaho mission
and guiding principles. All new employees attend training on the mission and guiding principles during the first
few weeks of employment.
Opportunities for employees to further their education
utilizing their tuition waiver benefit at BYU-Idaho (up
to six credits/semester) or the professional development
program for advanced degrees are implemented through
the Personnel Office. The professional development
fund allows employees to take leaves with partial compensation to work on advanced degrees.
2.5
PTMS has the responsibility to manage supplier relations; perform auditing of purchases; provide requesters/
travelers with product, service, and contract information; assist accounting with billing/payment problems;
manage product returns; resolve warranty/maintenance
problems; and oversee on-line ticket and reporting
management. PTMS manages surplus sales and disposal,
and chairs the campus recycling committee. Purchasing
processes requisitions and orders. It also creates and
manages blanket order agreements.
The staff consists of nine (9) full-time employees and
one part-time employee. This includes two people
hired in the Travel Office and one hired in January of
2003 in the Purchasing Office. The full-time employees
are hired and paid by the LDS Church. The combined
work-related purchasing experience of the four “exempt” staff member averages 14 years per employee.
The combined work-related purchasing experience of
the three “non-exempt” staff averages 13 years per employee. Travel personnel average 15 years experience
per employee.
Several important improvements in the services provided to the University have been implemented recently
including:
•
The introduction of a Travel Office located on
campus. This service has allowed University travelers a direct contact with someone in Rexburg who
understands the campus culture, while still utilizing
the resources of the Church. Also, Agents from the
Travel office provide individual attention through
one-on-one meetings or by participating in planning
meetings to give instruction and counsel related to
travel preparations and industry issues.
•
Purchasing’s increased involvement in the total
acquisition process at BYU-Idaho. Attendance at
meetings involving building projects, utilization of
a project tracking system, a weekly internal project
status-review meeting and the hiring of an additional person to the Purchasing team have improved
our ability to provide necessary support while the
institution transitions to a University.
•
Increased use of contracts established by The
Church or BYU-Idaho PTMS. Departments now
Purchasing and Travel
Management Services (PTMS)
PTMS’s mission is to provide high-quality procurement
and travel services to the campus community in a costeffective, timely and efficient manner, while maintaining high standards of integrity. PTMS administers the
acquisition process through the policies and procedures
set forth by the LDS Church and by BYU-Idaho. PTMS
takes advantage of the LDS Church’s international
purchasing and travel experience and resources, but realizes these resources must be adapted to fit the needs of
Finance
BYU-Idaho. Through its management of the purchasing
and travel process, PTMS allows the University faculty
and staff to dedicate their time to the functions they were
hired to perform.
Standard 7
245
do more of their own purchasing on line instead of
having PTMS process every order. In addition to
increased utilization of purchasing cards, on-line
ordering has simplified the purchasing process and
expedited the creation of orders and delivery of
goods.
The Surplus Sales program was improved to allow
departments and individuals better access to surplus
items. Surplus Sales lists are now available on the
web. Individuals from various parts of the country
and even internationally have tied into our information and purchased surplus items.
•
Success in PTMS is measured by customer (department) satisfaction. PTMS personnel visit departments to
understand their needs and to monitor customer satisfaction. Department comments are reviewed and areas of
concern are addressed in order to improve our services.
A customer service survey will identify areas where
customer satisfaction can improve.
PTMS reviews all requisitions to identify the items required, the time frame for delivery and the potential savings. Small orders are reviewed to determine whether
processes can be improved and lead times shortened by
using blanket orders, purchasing cards, or on-line ordering. Based upon projected dollar level and commodity
types, requests are reviewed to see whether purchasing
agents or purchasing clerks should process the orders.
Weekly, buyers review outstanding orders and back
orders and update departments on order status. Buyers
attend department staff meetings to provide support and
to be proactive in identifying upcoming needs. Requests
for travel are separated between corporate and group
travel although there is significant overlapping because
there are only two individuals and they provide backup
support for one another.
Another measure of effectiveness is the involvement
in value-added type purchases with departments. In
the last five years, purchase order dollar volume has
increased by almost 25%. Purchasing card utilization
number has doubled. Coupling this information with
ongoing and increased involvement in major construction and remodeling contracts, the purchases of a new
natural gas boiler, a “one card” system, a six-color press,
increased bandwidth, the Ruffatti organ console, a new
copier agreement, the furnishing of the new Hinckley
building, and the owner-provided items for the remodel
of the McKay Library, the Hart Fitness Center, and the
Austin 2nd floor demonstrate an increased trust given to
our organization.
246
Standard 7
The University’s iSeries System (formerly AS400)
provides Purchasing with an excellent tool for assessing its operations. It allows tracking of dollars spent on
purchase orders, hand checks, and blanket orders. Other
reports track number of requisitions received, number
of purchase orders created, dollars spent per buyer, dollars saved on each purchase, processing time required
to create and issue a purchase order, and other useful
information. These reports helping to monitor workload
and time spent were influential in the decision to hire
additional personnel.
Though PTMS is meeting its stated mission and goals,
there are several areas of concern:
•
•
•
•
•
•
Increasing involvement in major areas of campus
growth makes it difficult to give equal, sometimes
adequate, time to every project, particularly when
emergency orders, and projects with short lead
times arise.
Some departments do not comply with purchasing
policies and procedures.
The organizational responsibility to both LDS
Church and the University administration is sometimes difficult.
Reacting to the pace of technological change is an
ongoing challenge.
Effective utilization of electronic tools will continue
to be an issue for providing the best services and
price to travelers.
The unstable nature of the airline industry and the
problems with national security may affect the
amount of travel in the future.
To address these areas of concern, an additional Buyer
has been hired, utilization of on-line ordering is advancing, yearly training will be expanded, increased up-front
involvement in technology purchases is occurring and
tools being researched by BYU or the Church may
beused to improve the travel services provided, or systems will be developed internally.
2.6
Office of Safety and Fire
Protection
The Office of Safety and Fire Protection provides
oversight, consultation, and training with respect to fire
detection and protection, student and occupational safety
and health, environmental protection and hazardous
materials management. The protection of persons from
fire, accidental injury and health hazards along with the
Finance
prevention of property damage and the promotion of
compliance with federal, state, and local safety regulations are the principle objectives of the office.
The Office of Safety and Fire Protection is staffed with
two full-time safety professionals and three part-time
student technicians. The Fire Protection Officer is responsible for monitoring the functionality and adequacy
of fire detection, notification and suppression systems
on campus. The officer is also responsible for assisting with the implementation of institutional emergency
preparedness and disaster response procedures, and
conducts campus inspections and promotes compliance
with fire code, OSHA and other safety regulations. Fire
safety and disaster response training to students, faculty
and staff personnel are provided through this office.
The Safety Officer is responsible for monitoring student
and occupational health and safety for the management
and disposal of hazardous materials, and conducts campus inspections and recommends safety improvements.
The officer also conducts incident investigations and
consults with faculty, staff and administrators on OSHA
and EPA regulatory compliance issues, and develops and
recommends institutional safety policies and provides
required safety training to pertinent personnel. Three
student employees conduct monthly fire extinguisher
and safety inspections and assist with MSDS hazard
communication under the supervision of the Fire Protection Officer.
Office personnel work in harmony with the University
Police Department, the Rexburg Fire Department, the
University Safety Committee and other University and
governmental departments in coordinating efforts to
promote optimal safety on campus. Individual offices
are located in the Physical Plant Building and in Rigby
Hall. Although safety personnel do not have a central
office with secretarial support, they can be contacted
through the University Police Communications Center
24 hours a day.
The Office of Safety and Fire Protection was moved
from direct organizational affiliation with the University
Police Department and was established as a separate
operational entity under the Administrative Vice President. In March 2001 a full-time Fire Protection Officer
position was added to the Safety Office. These adjustments facilitated more effective communication between
personnel of the Safety, Risk Management, Human
Resources, Auditing and Physical Plant entities of the
University.
Finance
Since 1997 transition from a paper to an electronic
safety manual has been completed with specific safety
training programs having been included. All students,
faculty and staff have access to all safety policies, procedures and training programs through the main University
internet web page.
As the University enrollment expands and additional
physical facilities are built over the next five years, it is
possible that the workload of the Safety Office will increase to the point of needing additional personnel. The
remodel and expansion of laboratories will result in the
generation of greater quantities of regulated wastes. The
fire protection systems associated with additional facilities will tax existing inspection and testing capabilities.
Increased numbers of students, faculty and staff personnel will inevitably result in more accidental injuries and
an increase in investigative activity and documentation.
The possible eventual need for a Hazardous Materials
Management Officer, an Office Manager and additional
office space are continuously being studied.
The performance of the Office of Safety and Fire Protection is monitored directly by the Administrative Vice
President of the University and indirectly by the Risk
Management Department of the Church, the BYU-Provo
Department of Risk Management and Safety, a designated Factory Mutual Global Insurance representative and
the Rexburg Fire Marshal. Annual and periodic safety
inspections of the BYU-Idaho campus are conducted by
these various entities and recommendations are implemented to the extent that resources permit.
All University facilities are equipped with fire detection
and notification systems. All have portable fire extinguishers installed according to established regulations.
Approximately 50% of campus buildings are protected
with fire sprinkler systems and plans have been developed for the installation of sprinkler systems in additional buildings as resources become available.
During 2001, personnel from the Idaho Department
of Environmental Quality conducted an unscheduled
inspection of the campus with respect to hazardous
materials management and waste disposal. Under the
regulations governing a conditionally exempt small
quantity hazardous waste generator, no significant noncompliance issues were observed and no enforcement
action was taken.
Safety training programs required by OSHA are available to all pertinent personnel through scheduled classroom training seminars or an electronic training format
Standard 7
247
for individual access. Emergency building coordinators
have been selected for all occupied University buildings
and they have been trained with respect to their responsibilities. Although safety information is accessible to
all students, faculty and staff via the University internet
web page, evidence indicates that a limited number of
persons have taken advantage of the available resources.
An endeavor to achieve greater awareness of safety policies among the campus community will be a continuing
objective of the Safety Office.
Safety Office personnel conduct inspections, identify potential safety issues and recommend corrective measures
to appropriate supervisory or management personnel.
Enforcement of safety regulations is the responsibility
of the various unit supervisors and administrators within
the organizational structure of the University. The
University relies heavily on voluntary compliance with
safety regulations and the absence of specific internal
enforcement mechanism limits.
Employees of the Safety Office have no direct enforcement authority and do not impose sanctions when
incidents of regulatory noncompliance are observed.
248
Standard 7
Finance
Standard 8
Physical Resources
Self-Study
Physical Resources
2004
Standard 8
249
250
Standard 8
Physical Resources
We will depend more upon inspiration and
perspiration to make improvements than upon
buildings and equipment.
Henry B. Eyring
System, The Church of Jesus Christ of
Latter-day Saints
Standard 8
Physical Resources
Standard 8 describes and assesses BYU-Idaho physical facilities and resources. Section 1.0 describes and
appraises physical resources. Section 2.0 provides a description and analysis of the Physical Plant organization.
1.0 Physical Resources
This section provides an assessment of the instructional
and support facilities, equipment and materials, and
physical resource planning.
1.1
Instructional and Support
Facilities
The physical facilities of BYU-Idaho support its mission
both in the way the grounds and facilities have been
constructed and the way in which they are maintained.
Table 1 provides a listing of the principal physical facilities, the year in which they were constructed, the year(s)
in which they underwent significant remodeling, and
their usable square footage. The recent completion of the
Gordon B. Hinckley Building in 2002 not only added
53,000 square feet to campus facilities but also provided
an important visual representation of the spiritual and
educational purposes of BYU-Idaho. The completion
of the Jacob Spori Building, the Mark Austin Technol-
Physical Resources
ogy and Engineering Building addition and the Ezra T.
Benson Building addition in 2003 has added over 92,000
square feet to campus facilities making the transition to
a University possible by handling the increased enrollment and program demands. The manner in which
the facilities and grounds are utilized and maintained
reflects the commitment held by BYU-Idaho to its mission.
Physical facilities located away from the primary campus are appropriate to their purposes and help to provide
students many different kinds of learning experiences
while at BYU-Idaho. Physical facilities located away
from the primary campus include the:
•
Livestock Center, located on 140 acres nine miles
west of Rexburg, includes 21 buildings, sheds and
pens covering approximately 104,000 square feet.
The Livestock Center is part of the Agriculture
program.
•
Badger Creek Outdoor Learning Facility, located
on 160 acres in scenic Teton Valley, Idaho, includes
four buildings covering 5,700 square feet. It is used
by many different departments to provide a variety
of outdoor learning experiences.
•
Island Park Natural Science Center, located on
38 acres in Island Park, Idaho, includes an 11,000
square foot lodge, a 1,500 square foot botany
Standard 8
251
Square Footage and Construction Date of Primary BYU-Idaho Facilities
Facility*
Date Constructed/ Remodeled
Assignable
Square Footage
Oscar A. Kirkham Building
1956/81
37,619
John L. Clarke Building
1972/93
48,428
Joseph Fielding Smith Building
1967
42,953
Smith Annex
1989
3,633
Spencer W. Kimball Student and Administrative Services Building
1999
44,552
Radio/Graphic Services Building
2000
2,550
Gordon B. Hinckley Multi-Purpose Building
2002
30,925
Jacob Spori Building
2003
24,520
Eliza R. Snow Performing Arts Building
1980
43,762
1962/87
47,776
1976/89/92/01
96,623
1966/79
88,652
1997
34,971
1974/79/83/88/03
68,941
Agricultural Engineering Building
1978/93
14,729
John Hart Physical Education Building
1969/79
132,449
1969/94/03
60,047
1997
2,864
1979/1985
35,316
1979/02
13,270
George S. Romney Building
David O. McKay Library
Hyrum Manwaring Student Center
John Taylor Building
Ezra Taft Benson Agricultural and Biological Sciences Building
Mark Austin Technology & Engineering Building
Construction Management Building
BYU-Idaho Livestock Center Arena and Classrooms
Outdoor Learning Center (Badger Creek) Lodges
TOTAL
874,580
* Excludes dorms, physical plant buildings, athletic areas, and auxiliary services.
Table 1
252
Standard 8
Physical Resources
lab, and a garage. Over the past three years, this
property was renovated, including a new roof and
construction of laboratory space for students in the
Natural Sciences division.
•
Henry’s Fork Outdoor Learning Center, located on
110 acres, is next to the Livestock Center and where
the Teton River and Henry’s Fork River come
together. This property will be used by the activities program and different departments to provide a
variety of outdoor learning experiences.
The University uses several other small facilities owned
and operated by various off-campus organizations: They
include:
•
Boys Ranch is used by BYU-Idaho’s Teton Leadership and Service Center for providing leadership
training for University students and employees.
The University is given free use of the facility. The
lodge is located in the scenic Teton Valley and is
available for use by the University during the fall
and winter months.
•
Quick Water Ranch is used by BYU-Idaho’s Teton
Leadership and Service Center for providing leadership training for University students and employees.
The University is given free use of the facility. The
lodge is located in the scenic Teton Valley and is
available for use by the University during the fall
and winter months
•
Rexburg 4th & 15th Ward Chapels, located across the
street from the Kirkham Building, is used by the
Division of Fine Arts because of limited space in
the Snow building.
•
Showtime Office Building is leased by the University’s Sound Alliance group because of limited space
in the Snow building.
•
Art Annex Building is located on Main Street in
Rexburg and is leased by the University and currently is used by the Alumni Office.
The Physical Plant is responsible for custodial operations, grounds maintenance, facility maintenance,
utilities system maintenance, and contract supervision
of capital repairs. However, the Housing Office and
Manwaring Center supervise their own custodial staffs.
The Physical Plant also administers the capital needs
annual inspections that assess the condition of all facilities and recommends budget requests for capital repairs.
The Board of Trustees provides adequate funds to ensure
a high level of facility maintenance and capital repair.
There is no significant backlog of deferred maintenance.
Physical Resources
1.2
Equipment and Materials
The University’s capital equipment funds are provided
by the Church and are sufficient to meet the University’s
equipment needs. During the budget preparation process,
each department is asked to review with their department chairman or supervisor their capital equipment
needs. Equipment requests are then prioritized and forwarded to the appropriate vice president. The University
has been successful in funding most equipment requests
deemed important by the departments.
The University’s capital equipment is bar coded, and
entered into a fixed-asset system database when received. The system stores a variety of information about
each asset including the date of purchase, cost, location,
serial number, asset description, and the responsible
department. The database is updated regularly using an
automated bar code inventory process, which ties each
capital asset on campus back to the inventory system.
The University’s equipment is well maintained by qualified personnel.
The BYU-Idaho Safety Office and Fire Protection
monitors the acquisitions, storage, use and disposal of
hazardous materials used by various University entities.
The Uniform Fire Code along with applicable OSHA
and EPA regulations are considered the standards for
hazardous materials management. The University electronic safety manual includes chemical hygiene, hazard
communication, emergency action, fire prevention, hazardous waste operations and emergency response plans
that provide safety instructions and procedures for all
University personnel who deal with hazardous materials. These plans are accessible to all students, faculty
and staff employees through the University web site.
(byui.edu/safety/)
The Safety Office conducts monthly inspections and
corrective measures are initiated whenever potential
hazards are identified. Hazardous waste is transferred by
the Safety Office personnel to a temporary accumulation site on campus until it is properly disposed of in
accordance with established regulations by contracted,
EPA-approved TSD facility.
Personnel from the University Police, Safety Office
and City of Rexburg Fire Department are trained in
emergency response procedures for hazardous materials
incidents and coordinated emergency response exercises
are conducted periodically.
1.3
Physical Resources Planning
BYU-Idaho maintains a comprehensive master plan for
Standard 8
253
physical resource development. In form, the master plan
has two main components. One is a map that shows
the broad layout of campus facilities and resources.
The second is a database that provides a detailed,
room-by-room inventory of campus facilities. This
database enables detailed analysis of facilities when
usage issues become a concern. Responsibility for
maintaining the master plan rests with the Campus Planning Committee, which draws its members from major
organizational segments of campus. The President’s
Council serves as the ultimate review and approval point
for principal master plan changes. These two groups
ensure that the master plan is consistent with the mission
and long-range plans of the University.
Prudent operations and maintenance of physical facilities is a hallmark of BYU-Idaho. It is axiomatic that
new or remodeled facilities will be built, operated, and
maintained at a level that fully reflects the University’s
commitment to thorough craftsmanship and wise frugality. The planning for any facility addition or improvement always includes adequate provision for its upkeep
on an ongoing basis.
Architects employed by BYU-Idaho are required to
design facilities according to applicable codes for accessibility by the physically impaired. BYU-Idaho also
has an architect on staff in the Physical Plant organization who ensures codes are followed for both in-house
renovation projects and the operation of existing facilities. The University Safety Officer works closely with
the Physical Plant to report any problems that can affect
safety and security. Students and patrons requiring special accommodations have an advocate in the Counseling Center who works with all University departments to
provide accessibility and classroom accommodations.
BYU-Idaho’s Board of Trustees is fully involved in all
major physical facility decisions. Non-auxiliary capital
projects are funded by appropriations from the Church.
Auxiliary capital projects are funded either out of
auxiliary fund reserves or from new debt approved by
the Board. By Board directive, major is defined as all
facility additions, deletions, or remodeling that exceeds
$100,000. The Board reviews and approves at four
stages: first, in initial concept; second, at the completion of specific program requirements (prior to engaging
an architect); third, at the completion of the preliminary
design documents; and last, prior to letting the contract
for construction.
2.0 Description and SelfAssessment of the Physical
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Plant
This section describes the services provided by the
physical plant, significant facility changes, significant
operational changes, projected changes over the next
five years, and an analysis and appraisal of Physical
Plant operations.
2.1
Services Provided
Services provided to BYU-Idaho through the Physical
Plant are grouped into three major areas, each of which
is supervised by a manager who reports to the director
of the Physical Plant. The functions of the central office
are supervised directly by the Physical Plant Director.
Building and Grounds Services
Building Services (Custodial) provides cleaning of all
major academic buildings and numerous smaller buildings, provides setup and arrangement of campus activities, all furniture and office moves. Grounds Services
is responsible for the intensive grounds maintenance,
landscape construction, and indoor plants for the main
campus and selected landscape care at the BYU-Idaho
Livestock Center and the Badger Creek Outdoor Recreation Center.
Central Shops
The Central Shops maintain electrical systems; plumbing and mechanical systems; heating, ventilation, and
air conditioning systems; structural systems (carpentry,
painting, keys and locks, signs, carpet and flooring, and
upholstering); fleet services (vehicle maintenance and
motor pool, rentals and heavy equipment operations) and
the heating plant. Central shops do in-house renovation
and construction projects in addition to maintenance and
building operation.
Facility Planning and Construction Management
The growth of the campus has placed a great demand on
project management for the facilities being constructed
and remodeled on campus. The departments of Design
and Construction Management have been combined and
restructured to provide an integrated approach to planning, programming, design, and construction aspects of
campus facilities.
We have increased from one full-time architect to
include an assistant campus architect and lead drafter.
The department employs two students part-time. This
organization participates in planning and design of new
major projects plus preparing and administrating plans
for minor remodeling on the campus.
Physical Resources
The Construction Management Division has one fulltime manager, a contracted project manager, and three
to six Construction Management student interns to assist
with the current workload. The work focus has been
changed from construction management to project management with a greater emphasis on scope, schedule and
budget controls because of all the major projects under
way or being planned.
In addition to the major management areas listed, the
central office at Physical Plant provides time and attendance accounting, work-order entry and project control,
project accounting, budgeting and operational expense
control, capital needs analysis and inspection, and
clerical/secretarial support.
2.2
the University. Eighteen campus departments have
been relocated from various areas of campus into
this building, where all administrative and student
related services are conveniently centralized.
4.
Hyrum T. Manwaring Student Center Renovation
(1999 – 2000):
There has been interior remodeling and refurbishing
in the Manwaring Student Center which includes
ceiling replacements, fire sprinkler systems improvements and an addition of an elevator and
ramps for improved accessibility for individuals
with disabilities.
5.
First West Service Area (2000):
Several years ago, the University discontinued a
student housing trailer court at First West and Fifth
South. This area has been converted into a service
area with several structures already located on it.
The Grounds irrigation shop was located in the
old trailer utility building in 1998. A construction
management lab was completed in the summer of
1998. Academic/administrative storage areas were
moved to the site in March 1999. A vehicle storage
building, a hazardous material storage area, and a
cinder storage building were completed in 2000.
Utility extensions to the service area were made in
1997 and 1998.
6.
Radio and Graphics Services Building (2000):
The Radio and Graphics Services Building is a new
4,225-square-foot facility that houses the University
Graphics Art Department and the two University
radio stations with two broadcast studios, four
recording booths and seven offices.
7.
David O. McKay Library Renovation (2001):
This project joined the library and the old administration building into a single facility increasing
the library by 46,000 square feet. Extensive interior
remodeling occurred, including major upgrades
to finishes, bookshelves, HVAC, data, electric
and lighting systems. The former Administration
Building has become the east wing of the Library
and houses expanded seating and computer access
for students. The third floor of the existing west
wing of the Library was remodeled into media and
distance learning space, adding many other new
computer workstations. This conversion of the
Library from a paper-based repository into an electronic information center has been accomplished by
the addition of a thousand new connections for PCs.
Included in the project was wiring for future expansion to 1,500 total ports.
Significant Facility Changes
During the Past Five Years
Just prior to and especially since the announcement in
June of 2000 of becoming a university there have been
numerous changes to campus facilities that have enhanced the academic programs at BYU-Idaho. A summary of the major facility changes is presented below:
1.
Women’s Dorm Renovation (1999):
All six of the women’s dormitories have been
renovated within the last three years. Over 200,000
square feet of space has been updated with new
kitchens, bedroom renovations, roofing projects,
entryways, and carpeting. Doors and windows in
all Dorms were replaced for improved energy conservation and safety.
2.
Taylor Quad (1999):
The Board of Trustees approved construction of a
pedestrian walk area connecting the Manwaring
Center with the two new buildings located south of
Viking Drive. The City of Rexburg agreed to the
closure of Viking Drive when the University gave
the city property for Seventh South. The Taylor
Quad includes a central plaza surrounded by four
acres of open space. One of the primary justifications for this area was student safety. With approximately 20,000 pedestrian students crossing Viking
Drive each day closure of Viking Drive was deemed
critical. The Quad also includes a 238,000-cubicfoot storm water detention structure.
3.
Spencer W. Kimball Building (1999):
In June 1997, the Board of Trustees authorized
construction of a 72,180-square-foot building which
houses the administrative and student services for
Physical Resources
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Heat Plant addition and New Boiler (2002):
As part of the long-term plan to modernize and
replace critical components in the Central Heating
Plant a major renovation was completed in May
2002. This project included the replacement of
boiler #1 with a new gas-fired 40,000-lbs./hr. boiler
that has diesel fuel as a backup source. All of the
boiler controls were upgraded to a digital system
throughout the plant. It has 100% redundancy. A
new control room and support rooms totaling 1,200
square-feet were added to the building.
8.
Women’s Dorm #36 Remodeled into Family Student
Housing (2002):
Dorm 6 named Verla Chapman Hall was converted
from single student housing to family housing.
A kitchen was added in each dorm, data wiring
installed, fire sprinklers installed and finishes upgraded.
9.
10. Badger Creek Caretakers Residence (2002):
A new 1,700-square-foot home was built for the
Badger Creek Caretakers.
11. Gordon B. Hinckley Building (2002):
The Gordon B. Hinckley Building is a new 53,000square-foot multi-use facility including two chapels,
a cultural hall, classrooms and offices.
12. Hart Building Renovation (2002):
Renovations in the Hart Building Auditorium
included the addition of air-conditioning to the main
auditorium and replacement of the lighting. There
was also remodeling to create space for a new Student Fitness Center.
13. Joseph F. Smith Building Renovation (2003):
This project has been worked in four phases and
was completed in the summer of 2003. The project
was originally to be completed in the summer of
2000. Because of asbestos problems the project
was phased over a period of four years. Included
in the renovation was the upgrading of the heating/
ventilation/air conditioning systems, replacement
of the windows, and interior remodeling for select
areas to accommodate additional PC laboratories.
14. Mark Austin Technology and Engineering Remodel
and Addition (2002 - 2003):
Remodeling of 15,000-square-feet on the second
floor of the Austin Building for the Computer Technology Department will provide new room configurations and an upgrade of the building support
systems. The Architectural and Engineering Departments are getting a 9,500-square-foot addition and
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remodeling of the first floor. This will provide new
drafting and design labs and additional office space.
15. Ezra Taft Benson Building Addition and Remodel
(2002 - 2003):
A new 37,000-square-feet addition is being added
to the Benson Building which will include labs,
lecture rooms, offices and greenhouses, with minor
remodeling occurring in the original portion of the
building.
16. Jacob Spori Building Replacement (2003):
Replaced the old Jacob Spori Building with a
46,000-square-feet replacement building that houses
the Art Department’s drawing labs, painting labs,
gallery and offices. It also houses the Communications Department’s television broadcast studio,
the University student newspaper, classrooms and
recording rooms. There is a 175-seat lecture hall in
the basement.
17. Low Maintenance Arboretum (2003):
Constructed a low-maintenance arboretum at
Seventh South and Second West. This project was
started in 1996 and has continued for several years.
The project entails turning 25 acres of non-farmable land into a low-maintenance arboretum that
includes trees, shrubs, walking trails, picnic areas
and outdoor activity spaces. Also included in the
project are a parking lot, restroom facilities, and
fencing. This project has been and is being done
primarily through donations and volunteers and it
continues to evolve.
2.3
Significant Procedural and
Operational Changes During the
Past Five Years
During the past five years, many procedural and operational changes have enhanced the Physical Plant’s ability
to provide services to BYU-Idaho. Changes include the
following:
1.
Emergency Power Generators, completed 1999:
The Physical Plant has upgraded emergency generators throughout campus so that all major academic
buildings now have standby power for critical systems. Systems connected to the back-up generators
included exit lights, emergency egress lights, radio
systems, perimeter pumps and heating systems,
telephones, data, servers, freezers, etc.
2.
New Director of Physical Plant, August 2002:
A new Director of Physical Plant was hired in
Physical Resources
August 2002 in preparation for the retirement of
Chuck Frost who has been with the University for
over 30 years. There was an eight-month transition
to ensure that critical projects and information were
transferred appropriately and effectively.
3.
4.
5.
6.
Updates and Improvements to Student Employee
Training, completed 2002:
The Building and Grounds Services converted a
significant amount of training for student employees
in the custodial area to web-based on-line training.
In the process, information was consolidated and
training was improved. More than 500 students
complete training annually more effectively. The
training module has been adopted at both BYUProvo and BYU- Hawaii.
Improved Technology completed 2003:
The conversion to Windows 2000 and XP with
the installation of computers in every supervisor’s
office, along with handheld computers has enabled
managers and supervisors to keep in e-mail contact
with each other regarding meetings, project schedules, design review and with the rest of the campus
community.
Campus Substation, November 2003:
Several upgrades have been completed on the
campus high voltage system over the past five years
and the campus is now positioned with the infrastructure needed to tie into transmission power from
the local utility company. With the increased growth
of the campus, the decision was made to construct
a substation to support the increased power needs.
The substation will be completed in late November
of 2003 and will allow for a projected 30 years of
growth of the campus.
Reorganization of Management, completed 2003:
The departments of Design and Construction
Management have been combined and restructured
to provide an integrated approach to planning, programming, design, construction, and maintenance
aspects of campus facilities. This approach will
allow the expertise of each individual to be focused on the projects at the campus. The combined
knowledge will provide superior products and better
control of scope, schedule, and budget. Additionally the department of Facilities Support Services
has been discontinued with Grounds Management
and Landscape Construction working with Custodial Services to create the department of Buildings
and Grounds Services. Vehicle Maintenance and
Fleet Services moved into Central Shops as Fleet
Services and the Sign Shop has been moved into
Physical Resources
the Structural Shop. These changes were done to
improve coordination efforts and efficiencies.
7.
Utilization of Student Employees Improved, completed 2003:
Building and Grounds Services have significantly
improved its utilization of student employees. It
has improved their training, the equipment they use,
and their understanding of expectations. This has
enabled the full-time staff be involved with three
new buildings without adding new full-time staff
and without lowering the level of service.
8.
Implemented the Use of Cell Phones Throughout the
Department, to be completed 2004:
The Custodial department implemented the use of
cell phones during the latter part of 2001 and has
found this to be very effective. Central Shops has
implemented the use of cell phones in two shops
during 2003 and plans to implement this program
for the remaining shops in 2004.
2.4
Significant Changes Which Will
Affect the Physical Plant over the
Next Five Years:
There are a number of major projects under construction or in active planning which will significantly impact
the Physical Plant. These projects reflect an ongoing
commitment from the Board of Trustees to support
the academic quality BYU-Idaho provides to students.
Projects include:
1.
Play Fields Feasibility Study, to be completed by
Fall 2003:
A feasibility study is under way to determine the
need for additional play fields and the condition and
possible renovation of existing play fields to better
support the growing activities program. Tentative
schedule for the new fields and or renovation of existing fields is scheduled to begin sometime in 2004.
2.
Student Health and Counseling Center, to be completed by April 2004:
The new building will have more space for the
health and counseling center’s offices, examination
rooms and the pharmacy. With the new 25,000square-foot building they will be able to serve more
people and more quickly move people through the
process.
3.
Family Housing Project, to be completed by Fall
2004:
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257
There are 156 units in 16 buildings being developed
on 10 acres of land southwest of the upper playing
fields for family housing. This will greatly enhance
the tight housing market for married students.
completed by Fall 2005:
Plans are currently being prepared to completely
renovate the chemistry labs in the Romney building
to update them and renovate all heating, ventilation, and air conditioning systems in the area and
to increase the capacity of the labs. This project is
currently scheduled to be done during the summer
of 2005 and ready for fall semester.
Married Student Stake Center, to be completed by
Spring 2005:
A new building for the ecclesiastical activities of
married students will be built starting in April 2004
and is scheduled to be completed in the spring
of 2005 to accommodate the growth in married
students on campus. This complex located at the
corner of Center Street and 7th South will feature
two chapels and include parking for 380 vehicles.
9.
5.
Hyrum Manwaring Student Center Addition Feasibility Study, to be completed by Spring 2004:
Programming has been done and is currently being
reviewed and a feasibility study is under way to
determine how best to add approximately 90,000
square feet of new space to the Student Center in
the near future. This addition is to improve the food
services area, add a food court, remodel and add
to the University Bookstore and add ballroom and
theater space. The tentative schedule for construction completion is in 2006.
10. Thomas E. Ricks Building, to be completed by
Spring 2005:
Construction is scheduled to begin in May 2003 and
continue until spring 2005. The 56,000-square-foot
building will include 23 classrooms, 58 offices and
an animal science laboratory. The mathematics, history, geography, political science, psychology, and
sociology departments will move into the building
upon completion.
6.
Eliza R. Snow Building Addition Feasibility Study,
to be completed by Spring 2004:
reviewed. A feasibility study is underway to determine how best to add approximately 40,000 square
feet of new space to the performing arts building
in the near future. This addition is to add a black
box theater with costume storage, music practice
and rehearsal rooms, additional offices, storage and
support rooms to the performing arts programs.
Tentative schedule for construction completion is in
2006.
4.
7.
John H. Hart Physical Education Building Addition
Feasibility Study, to be completed by Spring 2004:
reviewed and a feasibility study is under way to
determine how best to add approximately 60,000
square feet of new space to the physical education building in the near future. This addition and
remodel will provide more multi-use playing floors,
recreational education facilities with equipment
rental, and a climbing wall. Interior remodeling will
occur to help support the new activities program.
The tentative schedule for construction completion
is 2006.
George S. Romney Chemistry Lab Renovation, to be
8.
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Standard 8
Auxiliary Services Building Addition, to be completed in 2004:
Programming is under way for a 2,000-squarefoot addition to support the Continuing Education,
Purchasing and Travel Departments. Construction is
scheduled to be done in 2004.
11. Horticulture Demonstration Gardens, to be completed by Spring 2005:
In connection with the Thomas E. Ricks Building,
the Hinckley Building, and the Benson Building
Addition, the Horticulture Demonstration Gardens
will be redone to interconnect the buildings through
sidewalks, lighting, and new irrigation systems. It
will continue to be a beautiful setting that ties these
new buildings together.
12. John L. Clarke Building Addition and Remodel, to
be completed in 2005:
Upon completion of the new Health Center building, the old Health Center space in the Clarke
building will be renovated into additional classroom
space and a 3,000-square-foot addition will be added to the Child Development Lab space. In addition
a major upgrade of all heating, ventilation, and air
conditioning will be done. This will also necessitate
the replacement of all ceiling and lighting systems
within the building.
13. City Expansion of 2nd West, to be completed in
2005:
The City of Rexburg is currently planning the expansion of 2nd West from 7th South down to connect
to 11th South and create a new major roadway into
the city. This road will be directly west of the new
family housing site and across University property
Physical Resources
and will impact how traffic flows onto campus.
Currently, the University is working with the City to
negotiate and facilitate what is best for both entities.
14. Heat Plant Study and Expansion, to be completed
by 2006:
Because of the rapid growth of campus it has been
necessary to pursue an additional study of the
Heating Plant to determine what will be needed to
continue to support the growth of campus facilities.
Current studies indicate that the plant is capable of
supporting all identified growth on campus, but will
be at its maximum load with the completion of the
Student Center, Snow Building and Hart Building
additions.
15. Spori North Quad Landscaping, to be completed in
2006:
Upon completion of the Snow addition, the quad to
the north of the Spori building and to the east of the
Snow building will be completely re-landscaped.
This area will be used as staging area for the Snow
Building addition.
16. Oscar A. Kirkham Building Demolition, to be completed in 2006:
The Kirkham building is scheduled to be demolished upon the completion of the major additions
to the Snow, Hart and Manwaring facilities. The
neutral-space policy drives how much space the
University is allowed. It has been determined that
because of the condition and age of this building
it is better to account for the space in above-mentioned additions and to better serve the programs
and then remove the building. Current discussion
includes additional parking after the building is
demolished.
2.5
The Physical Plant’s mission is: “To provide safe and
pleasant facilities that enhance learning, living, and
working for the faculty, students, staff, and visitors who
come to BYU-Idaho each day.” The Physical Plant
strives to fulfill this purpose by working closely with
faculty and administration on maintenance and operations standards and program requirements for new and
remodeled facilities. Each building’s design reflects the
team effort of faculty, administrators, and staff in the
final design.
The Physical Plant fulfills its purpose through excellent
employees. During the past year, the new director of the
Physical Plant has conducted personal interviews with a
majority of Physical Plant employees as well as interviews with administration and faculty. The following
strengths of the Physical Plant were identified in these
interviews:
1.
2.
3.
4.
5.
6.
There is a sense of dedication to the mission and
goals of BYU-Idaho. Physical Plant employees
want to maintain and operate University facilities to
the very highest standards so that students, faculty,
staff, and visitors enjoy their experiences in University facilities.
There is a shared commitment to wisely use funds
authorized by the Board of Trustees for the maintenance and operation of the University. Employees
recognize these funds as coming from donations of
Church members and look for ways to maximize
efficiency in the operation of the University.
Employees share a pride in keeping the facilities of
the University clean, orderly, and well-maintained.
Every level of the Physical Plant organization participates in a search for improved means, methods,
materials, and equipment, to make their work more
effective.
Almost all employees enjoy their work at the University and enjoy associating with fellow workers.
Equipment, materials, and budgets allocated for
maintenance and operation are sufficient for a highquality program.
Physical Plant employees generally are stable, longterm workers and have served in their present positions
for many years. They are experienced and well-trained.
Because of the extensive turnover in management during the last five years, there is a significant challenge to
ensure the management team works effectively on common goals and that expectations are clearly understood.
Specific management training conducted by the Personnel Office and weekly staff meetings are used to achieve
this purpose. Staff employees have a low turnover
rate and typically spend a large portion of their career
at BYU-Idaho in the same position. Because of this
longevity, supervisors work closely with their employees
to ensure that stagnation does not adversely affect job
performance.
Physical Plant staffing has not kept an identical pace
with the growth of the University. Since 2000 the department has increased by three positions while University
enrollments grew approximately 16% and gross square
feet grew by 57,217 square feet with an anticipated
increase of 99,000 square feet in 2004. Efficiency in
management and operations has accommodated much
of this increased workload. In addition more student
employees have been utilized.
The Physical Plant work-order, cost accounting, and
Physical Resources
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259
tracking system allows supervisors to control workflow
and to address difficulties before problems develop from
unusual backlogs. Routine work orders average 21 per
day with a completion time of 11.8 days. Project work
orders average 10 per day with a completion time of
24 days. There are on an average 257 planned monthly
work orders. The Campus Planning Committee is
involved in prioritizing project requests so institutional
needs are met in a coordinated way through the Major
Projects Group and the Minor Projects Group.
One weakness is the lack of opportunity for employee
management development. All managers hired during
the past five years have come from outside BYU-Idaho
because no suitably qualified candidates were available
for promotion. Instituting management internships or
having a specific management-trainee program within
the Physical Plant could solve this problem. A formal
management development program would provide an
opportunity to nurture and teach prospective supervisory
personnel who could then be promoted as opportunities
develop.
Vehicle Service Bay, the Grounds Department Office,
and Greenhouses are old and no longer are adequate
space to support the services being provided out of these
structures. It will be necessary to review these areas and
determine a solution that will allow the department to
continue providing the required services.
The operations space deficiency in the vehicle fueling
center has created challenges. Since the existing fueling
station was installed in 1970, the growth of the vehicle
fleet has overwhelmed the fueling station. It is difficult
to access and awkward to use because it is adjacent to
two driveways exiting the Physical Plant compound.
Because of other current capital needs, this project has
been placed lower on the list of priorities.
The facilities and equipment used by the Physical
Plant to support all programs of BYU-Idaho are excellent, except in three areas. The Mechanical Shop, The
260
Standard 8
Physical Resources
Standard 9
Institutional Integrity
Self-Study
2004
Standard 9
261
262
Standard 9
BYU-Idaho will take its place among the great
learning facilities of our nation as we who have
some attachment to it walk and work in faith.
That I believe with all my heart and pray that that
day will come, as it surely will.
Gordon B. Hinckley
Standard 9
As an institution of higher education affiliated with the
Church of Jesus Christ of Latter-day Saints, Brigham
Young UniversityBIdaho has since its very beginning in
1888 been deeply committed to the highest ethical standards in all areas of operation. This deep commitment is
not only rooted in tradition but also can be readily seen
in the Mission Statement and Honor code espoused by
the University. As a religious institution BYUBIdaho
makes every effort to maintain the highest ethical standards in our relationships with students and the public;
in our teaching, scholarship, and service; in our treatment of students, faculty, and staff; with regulatory and
accrediting agencies as well as in the day-to-day operations and interaction with our varied publics.
1.0 Standards
Our mission (shown in Figure 1 of the Introduction)
represents our institutional commitment to the highest
standards of Christian conduct and wholesome living,
for employees and students alike. Honor and integrity
are central tenets of our sponsoring Church. All students
and University employees are expected to live by the
Honor Code (shown in Appendix D).
The Honor Code also encompasses four other
policies: (1) the Academic Honesty Policy; (2) the
Dress and Grooming Standards; (3) the Residential
Living Standards, and (4) the Continuing Student
Endorsement Requirement.
The Honor Code with its accompanying dress and
grooming standards and housing guidelines is the
central focus of the high ethical values which are
encouraged throughout the University. In seeking
to maintain a wholesome academic, cultural, social,
and spiritual environment, the University encourages personal modesty and a neat, clean, dignified
appearance in students and employees. We are also
committed to the importance of maintaining a living
environment for students conducive to study and
also to ethical development and spiritual growth.
President Bednar’s invitation that every employee
be a teacher (see Appendix B) reminds all employees to set a proper example for students.
These principles are not mere platitudes to the University community, but are deeply ingrained institutional
values embraced by the entire community, including the
governing board members, administrators, faculty, and
staff who subscribe to, exemplify, and advocate high
ethical standards in all aspects of their lives. These
standards carry throughout the University in its management, operations, and in all of its dealings. Each
year, all students and employees alike must receive an
endorsement from their ecclesiastical leader which certifies that they are living in accordance with the guidelines
of the Honor Code. Noncompliance constitutes grounds
for dismissal.
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263
Students take these commitments seriously as well. The
University also requires students to complete coursework in religion classes to reinforce the highest ideals of
Christian living. The overwhelming majority actively
participate in Church activities on Sunday and throughout the week. Students are invited to attend a devotional
address Tuesday of each week at 2:00. No classes are
held during this time. The library and all administrative
offices are closed. Guest speakers are invited to address
the student body on topics related to their spiritual commitment and well-being. These addresses are well-attended by students and staff.
The University is affiliated with the Center for Academic Integrity and reviews on a regular basis its
commitment to academic integrity through review
of its Academic Honesty policy. Students, faculty,
and staff are encouraged to be continually watchful
in their teaching, learning, writing, and research to
ensure that they do not make ethical errors, particularly in the areas of academic honesty and integrity.
The highest ethical standard of integrity is expected
in all writings and research through appropriate
documentation and citing.
2.0 Policies and Representation
We regularly evaluate and revise as necessary our policies, procedures, and publications to ensure continued
integrity throughout the institution. In the last year we
have undertaken to review, consolidate, update, and
rewrite all of our institutional policies to assure compatibility with the new institutional priorities. Many policies have been changed. An effort is under way during
the fall of 2003 and winter of 2004 to establish a single
web-based repository for all campus policies to facilitate
their dissemination and use by the campus community.
We have also made a conscious effort to review and
revise all the publications we produce, especially
in light of our new status. We strive to represent
ourselves accurately and consistently to the public
and prospective students through our catalog, publications and official statements. In the last year,
we made a significant improvement to our catalog
and to the process used to generate it. The process was improved by defining terms more clearly.
For example, we discontinued the use of the term
specialized associate to avoid confusion with the
term specialized bachelor’s degree. We adopted the
term basic education to refer to related instruction
for the two-year programs so as to distinguish this
coursework from the general education coursework
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Standard 9
required for the four-year programs. We further improved the process by standardizing the information
and the way it was submitted by the various academic departments. In conjunction with the catalog
redesign, an audit of each degree program was
conducted to ensure that it conformed to University
requirements, that it prescribed coursework from
other departments which met course/program outcomes, and that students could move from one major to another within a discipline without having to
take a significant amount of additional coursework.
All of these efforts were undertaken to improve the
information we provide to our constituencies.
3.0 Conflict of Interest
The University has clearly defined conflict of interest policies for its governing board, administrators,
faculty, and staff. (Refer to Policy 2-2 F for staff
employees and 5-7 for faculty employees.) At the
time of initial employment, employees sign a Conflict of Interest Disclosure Statement. Employees
may be asked to renew that commitment by signing
and reaffirming their personal disclosure from time
to time. The basic concept is that employees are
expected to give their full measure of time, talent,
and loyalty to the University. Any activity or work
pattern that adversely affects University employees
or employment, in terms of productivity, dedication, or improper influence, is in conflict with an
employee=s basic obligation. The policies are
directed toward such potential conflict situations as
engaging in private business during working hours,
outside consulting, using University resources for
private purposes, accepting gifts from vendors who
do business with the University, and recruiting or
advertising on campus. Each year, every employee
reviews and signs a Conflict Of Interest statement.
4.0 Academic Freedom
BYUBIdaho has a well-defined Academic Freedom
policy and is committed to the free pursuit and
dissemination of knowledge consistent with our
mission statement. The policy is formulated as a
result of the distinctive nature of the University and
its relationship to The Church of Jesus Christ of
Latter-day Saints. The distinctive religious mission
of the University when combined with the pursuit of
secular knowledge provides a setting in which both
faculty and students pursue academic knowledge
in light of the restored gospel of Jesus Christ. This
model of education differs clearly and consciously
from public universities which assume a separation of church and “state.” It is not expected that
the faculty will agree on every matter, much less on
issues in the academic disciplines that divide faculties in any university. It is expected, however, that a
spirit of Christlike charity and common faith in the
gospel will unite even those with wide differences
of opinion and that questions will be raised in ways
that seek to strengthen rather than undermine faith.
4.1
Individual Academic Freedom
Individual freedom lies at the core of both religious and academic freedom. Freedom of thought,
belief, inquiry, and expression are no less crucial to
the sacred than to the secular quest for truth. The
Church teaches that human “moral agency” (which
encompasses freedom and accountability) is basic to
the nature and purpose of mortality and is essential
to intellectual and spiritual growth.
Because the gospel encompasses all truth and affirms the full range of human understanding, the
scope of investigation for LDS scholars is as wide
as truth itself. At BYUBIdaho, individual academic
freedom is based not only on a belief in the value
of free inquiry, but also on the gospel principle that
humans are moral agents who should seek knowledge in the sacred as well as in the secular, by the
heart and spirit as well as by the mind, and through
continuing revelation as well as in the written word
of God.
The faculty is entrusted with broad individual
academic freedom to pursue truth according to the
methodologies and assumptions that characterize scholarship in various disciplines. This trust
necessarily encompasses the freedom to discuss a
variety of ideas. However, the Board of Trustees
and administration reserve the right to place reasonable limitations on individual academic freedom in
order to protect its essential identity and mission.
In general, individual academic freedom may be
reasonably restricted so that behavior or expression
does not adversely affect the University mission or
that of its sponsoring Church.
that the faculty will strive to contribute to the distinctive religious mission of BYUBIdaho and adhere
to the laws and commandments of the gospel.
BYUBIdaho strives to maintain an atmosphere in
which faculty, administration, and Board of Trustees
work together in a spirit of love, trust, and goodwill,
where the faculty is free from excessive restraint
and yet committed to the overall mission of the
University. For example, an attempt to undermine
a student or fellow faculty member=s beliefs or try
to destroy their faith in the restored gospel would be
unacceptable at BYUBIdaho. The balance we strive
to maintain between the individual faculty member
and the University is aptly described in these words
from Elder B.H. Roberts: AIn essentials, let there
be unity; in nonessentials, liberty; and in all things,
charity@ (Conference Reports, October 1912, p. 30).
4.2
Institutional Academic Freedom
BYU-Idaho is sponsored by The Church of Jesus
Christ of Latter-day Saints. University employees
and students are primarily (with rare exceptions)
members of the Church. All employees and students
at BYU-Idaho subscribe to an Honor Code which
reflects the principles and values of the Church in
order that the University may provide an education in an atmosphere consistent with the ideals and
principles of the Church.
The very nature of the relationship between the
University and the Church establish the basic
groundwork for institutional academic freedom.
Unlike state institutions, BYUBIdaho has very clear
and distinct ties to the Church with the value system
clearly rooted in the principles of the restored
gospel. New faculty members are interviewed
by Church General Authorities as a condition of
employment, and Church members are subsequently
expected, as part of their University citizenship, to
abide by the precepts and doctrines of the gospel.
Although some faculty members may not agree with
one another or with all of the precepts or doctrines,
it is expected that they will retain the spirit of Christ
and exercise common faith in the gospel which will
unite even those with wide differences of opinion
and that questions will be raised in ways that seek to
strengthen, rather than undermine faith.
Faculty members, for their part, agree to be loyal
citizens of the campus community. It is expected
Standard 9
265
266
Standard 9
Appendix A
Departmental Analysis and
Appraisal Template
Self-Study
2004
Appendix A
267
268
Appendix A
Introduction. Identify the departmental mission and goals. Identify ongoing and recently completed strategic initiatives designed to improve the department. Identify new initiatives and associated resource requests.
Program Issues
1. Students and student competencies. Evaluate the students in the department. Address the following
issues:
•
What trends exist in the number and quality of students attracted to the major(s) in your department
over the last few years?
•
To what extent do students who take service courses from your department achieve the desired outcomes?
•
To what extent do majors achieve the desired outcomes and competencies?
•
What evidence is there to demonstrate the quality and achievement of former students, especially in
terms of transfer success, job placement, national norms, or standardized tests?
2. Curriculum. To what extent is your curriculum current, complete, consistent, and supportive of the
department’s mission and goals? What innovations have been implemented and how are they working.
What curriculum changes are you planning?
Department Issues
1. Strategic initiatives for improvement. Evaluate progress on department strategic initiatives for improvement. Describe impact. Provide evidence. Discuss resource utilization.
2. Teaching and advising. Evaluate the quality of teaching and advising in the department. Provide evidence. Discuss strengths and weaknesses.
3. Faculty. Evaluate the faculty in terms of degrees held, areas of specialization, experience, creative work,
professional development, morale, and citizenship. Indicate particular strengths and weaknesses.
4. Supporting resources. Assess the general condition and adequacy of the physical facilities, equipment,
library holdings, and various services that are used by the department. Comment on needed changes, if
any.
5. Policies, processes, and operations. Assess the efficiency and adequacy of the way the department
administers its programs, manages its students and staff, and carries out its policies. Comment on needed
changes, if any.
Appendix A
269
6. Assessment practices. Assess the adequacy of department assessment policies and practices. To what
extent do they provide a solid base for improvement? To what extent do they evaluate how well the department is accomplishing its purposes? To what extent do they accurately portray the quality of teaching
and advising? To what extent do they make meaningful comparisons to other departments at Ricks, to
other institutions, or external criteria? Describe how the information from evaluations of faculty performance and departmental programs is used
Summary. Critically evaluate the extent to which the department is accomplishing its stated purposes and is
contributing to the attainment of the college-wide mission statement. Support this with appropriate findings
from the foregoing discussions. State what you consider to be the major strengths and weaknesses of your
programs and department:
What are the major current strengths and the major improvements that have occurred in the last few
years, especially the past year?
•
What are the major current weaknesses and the major areas in which the department has weakened or
failed to improve in the last few years, especially the past year?
•
What major challenges or obstacles exist that hinder you from solving the problems you have identified? What specific recommendations can you make for the overall improvement of your programs
and department in the next few years?
•
What new strategic initiatives for improvement are being studied or planned?
•
How are your resource requests related to your strengths and weaknesses?
270
•
Appendix A
Appendix B
BYU-Idaho
Guiding Principles
Self-Study
2004
Appendix B
271
272
Appendix B
BYU-IDAHO GUIDING PRINCIPLES:
“These guiding principles should be at the heart of all we are and do at BYU-Idaho.
Our planning and decisions and programs and activities should be focused upon and
give emphasis to these basic principles.”
1. True teaching is done by and with the Spirit of the Holy Ghost.
2. Every person at BYU-Idaho is a teacher.
3. The most effective teaching and learning experiences occur “one by one.”
4. More students must be blessed.
5. Righteous sociality (D&C 130:2) is essential to individual development.
6. Service provides opportunities for growth.
7. A BYU-Idaho experience must be affordable for students and families
-- President David A. Bednar, Inaugural Address (1998)
Appendix B
273
274
Appendix B
Appendix C
Institutional Goals
and Indicators
Self-Study
2004
Appendix C
275
276
Appendix C
Goals and Indicators Related to Student Development
GOAL
INDICATOR(S)
Student Development –Testimonies & Gospel Living
Student perceptions of growth -- Testimonies of the restored gospel of Jesus Christ will increase.
The level of agreement among students that their understanding, commitment, and testimonies have increased
because of their BYU-Idaho experience.
Spiritual commitment -- Students will demonstrate their
commitment to the BYU-Idaho Honor Code and principles of gospel living by:
• Living a chaste, virtuous life
• Participating actively in Church services and activities in accordance with the Church’s stated mission
• Using clean language and exemplify modesty and
cleanliness in behavior and dress
• Respecting the rights of others
• Abstaining from alcoholic beverages, tobacco, tea,
coffee, and drugs
• Obeying the law
• Being worthy to marry in the temple
The percentage of students in compliance with the
Honor Code and other types of related conduct.
Student Development – Quality Educational Experience
Student perceptions of experience -- Provide a learning
environment with the following characteristics:
• Teachers with exemplary personal conduct who
model high standards and values
• Teachers who are deeply committed to students, who
are warm and friendly
• Teachers who know their material and are well prepared
• Clear expectations on what it is to be learned and how
it will be evaluated
• A classroom climate that is encouraging and positive
• A total learning experience that is characterized by
honor and integrity
The level of agreement among students that the learning
environment is characterized by these qualities.
Student satisfaction -- Students are satisfied with the
administrative services they receive.
The level of satisfaction among students.
Utilization of resources -- Students will optimize their use
of campus resources.
The degree of resource utilization as compared to similar
institutions of higher learning.
Total hours to graduate -- Students will complete their
undergraduate education in a timely manner.
Total credit hours earned at graduation.
Appendix C
277
GOAL
INDICATOR(S)
Student Development – Student Preparation
Student perceptions of preparation -- As a result of their
BYU-Idaho experiences, students will:
• Cultivate a higher sensitivity to personal relationships, moral responsibilities.
• Be prepared to be a better parent.
• Be prepared to be a better citizen.
• Be adequately prepared for further education or employment.
• Be able to think more clearly.
• Appreciate the aesthetic and creative expressions of
humanity.
• Gain a greater knowledge of the natural world in
which I live.
• Gain a greater knowledge of the social world in
which I live.
• Write more clearly.
Self-reported gains in the indicated areas.
Achievement in major – Students will acquire the necessary outcomes (skills, knowledge, and values) dictated by
their major program of study.
To be developed.
Students will benefit from their General Education experiences and attain the following competencies:
Self-reported gains in the indicated areas
•
•
•
•
•
•
•
278
Understand themselves and their relationship to God
Develop the ability to think and write clearly
Gain a knowledge of the social and natural worlds in
which they live
Appreciate the aesthetic and creative expressions of
humanity
Cultivate a sensitivity to personal relationships and
moral responsibilities
Demonstrate a readiness for further learning and for
services to society
Demonstrate computer literacy
Appendix C
GOAL
Student Development – Student Preparation (cont.)
Post-graduation performance –
INDICATOR(S)
To be developed.
Employment-bound students will obtain meaningful employment with adequate compensation, enter the workforce with the necessary skills, and engage in life-long
learning and self-improvement.
Graduate school-bound students will be admitted, enter
graduate school with the necessary skills, and and engage
in life-long learning and self-improvement.
Student Development – Wholesome environment
Perception of environment – Students will have a positive
outlook of BYU-Idaho.
The level of agreement among students that the BYUIdaho environment is wholesome, supports their well-being, and academically stimulating.
Appendix C
279
Goals and Indicators Related to Resource Adequacy
GOAL
INDICATOR(S)
Resource Adequacy – Cost per student credit hour
The institution will optimize its cost per SCH.
Direct instructional expenditures per SCH for each
department.
Resource Adequacy – Cost per major
The institution will optimize its cost per major.
Direct instructional expenditures per major for each
department.
Resource Adequacy – Cost per enrolled student
The institution will optimize its cost per enrolled student.
Direct instructional expenditures per enrolled student for
each department.
Resource Adequacy – Student credit hours
Each department/program will generate an appropriate
number of SCHs to maintain a 25:1 student/instructor
ratio.
The number of SCHs generated by each department.
Resource Adequacy – Number of majors
Each department/program will enroll an appropriate number of majors.
The number of majors enrolled in each program/
department.
Resource Adequacy – Degrees awarded
Each department/program will graduate an appropriate
number of students.
280
Appendix C
The number of students who graduate in each program/
department.
Goals and Indicators Related to Faculty Performance
GOAL
Faculty Performance – Load
The faculty will meet the workload targets set by the
administration.
INDICATOR(S)
Annual faculty load hours.
Faculty Performance – Teaching
The faculty will maximize the amount of time spent in
teaching.
The percentage of faculty load dedicated to teaching and
direct instruction.
Faculty Performance – Terminal Degrees
The faculty will demonstrate competence in their discipline by obtaining a terminal degree.
The percentage of faculty who have earned a terminal
degree.
Faculty Performance – Satisfaction/Morale
Maintain policies and programs that address faculty
compensation, inservice, workload, etc., that assure a high
level of faculty morale and performance.
The level of agreement among faculty members that a
number of their issues and concerns are being adequately
addressed.
Faculty Performance – Teaching (Good Practices)
Implement the following principles of good practice in
undergraduate education:
• Encourage student-faculty contact
• Encourage cooperation among students
• Encourage active learning
• Give prompt feedback
• Emphasize time on task
• Communicate high expectations
• Respect diverse talents and ways of learning
The level of agreement among students that various
techniques that characterize good teaching are being
implemented by their instructors.
Faculty Performance – Teaching (Student Ratings)
The faculty will demonstrate competence and excellence
in their teaching.
The number of faculty who fall below the 30th percentile
of average overall instructor ratings as determined by the
past seven years of ratings.
Appendix C
281
Goals and Indicators Related to Key Strategic Initiatives
GOAL
Strategic Initiatives – Program audits
Each program will conform to the university requirements.
INDICATOR(S)
Program Requirements Certificate with signatures.
Strategic Initiatives – Catalog
The catalog will reflect the most current and accurate
information.
Information in catalog from approved Program Requirements Certificate and university master databases.
Strategic Initiatives – Program assessment
Each department will generate an assessment plan which
includes its central aims, outcomes, teaching methods,
and assessment methods to be implemented in each of its
courses and programs.
Assessment Plans from every department.
Strategic Initiatives – Self study
The institution will complete the self-study.
Self study.
Strategic Initiatives – Capstones/internships
Each program will incorporate a capstone or internship
experience which provides the students with a hand-on
experience in the discipline.
Program requirements.
Strategic Initiatives – Academic and career advising
Advising will be accurate and useful and accessible.
282
Appendix C
The level of satisfaction among students toward the
quality of advising they receive.
Goals and Indicators Related to Key Administrative Initiatives
GOAL
Administrative Initiatives – Program reviews
All programs will undergo an intensive review every five
years.
INDICATOR(S)
Status of program reviews.
Administrative Initiatives – Stewardship reviews
All colleges and administrative divisions will participate
in an annual stewardship review.
Annual stewardship review documents.
Administrative Initiatives – Instructional technology issues
To be developed.
To be developed.
Administrative Initiatives – Learning and teaching
To be developed.
To be developed.
Administrative Initiatives – Transition
The institution will implement the following transitional
activities:
• Increase student enrollment from 8,600 to 11,600
• Increase the number of full-time faculty from 370 to
470.
• Increase part-time/adjunct faculty from 31 to 60 over
the next five years.
• Increase full-time staff over the next five years.
• Phase in and phase out academic programs as follows:
• Increase space by 12 to 18% through the addition
of one new classroom and office building, one new
ecclesiastical building, and the remodeling/expansion
of the Hart, Snow, and Manwaring Building, and the
replacement of the Spori Building.
• Develop and implement a new year-round student
activities program to replace intercollegiate athletics.
• Develop new personnel policies and procedures (e.g.,
contracts, workload) that will support year-round
schooling and innovative calendaring.
Enrollment and hiring figures.
Program implementation status.
New construction and remodeling status.
The level of participation in and satisfaction with activities sponsored by the Activities Program.
Status reports on new policies and procedures.
Administrative Initiatives – Activities Program
Students will benefit in significant ways from their participation in activities sponsored by the Activities Program.
The level of participation in and satisfaction with activities sponsored by the Activities Program.
Appendix C
283
284
Appendix C
Appendix D
BYU-Idaho
Honor Code
Self-Study
2004
Appendix D
285
286
Appendix D
BYU-IDAHO HONOR CODE
We believe in being honest, true, chaste, benevolent, virtuous and in doing good to
all men . . . If there is anything virtuous, lovely, or of good report or praiseworthy, we
seek after these things (13th Article of Faith).
As a matter of personal commitment, faculty, staff, and students of BYU-Idaho seek to
demonstrate in daily living on and off campus those moral virtues encompassed in the
gospel of Jesus Christ, and will:
•
•
•
•
•
•
•
•
•
Be honest
Live a chaste and virtuous life
Obey the law and all campus policies
Use clean language
Respect others
Abstain from alcoholic beverages, tobacco, tea, coffee, and
substance abuse
Participate regularly in church services
Observe Dress and Grooming Standards
Encourage others in their commitment to comply with the
Honor Code
Appendix D
287
288
Appendix D
Appendix E
Organizational Structure
of BYU-Idaho
Self-Study
2004
Appendix E
289
290
Appendix E
ACADEMIC VICE PRESIDENT
College Deans
$ Ag and Life Sciences
$ Business and Communication
$ Education
$ Language and Letters
$ Performing and Visual Arts
$ Physical Sciences and Engineering
$ Religion and Social Science
Continuing Education
Academic Office
Associate Academic VP: Instruction
$ Faculty Development
$ Faculty Hiring Process
$ Library
$ Testing Center
Associate Academic VP: Curriculum
$ Academic Travel Programs
$ Academic Societies
$ Academic Space Planning / Scheduling
$ Advising
$ Catalog / Class Schedule
$ Chair: Curriculum Council
$ Transfer Articulation
$ Student Life / Advancement Liaison
Associate Academic VP: Technology
$ Campus Planning, etc.
$ Information Technology
- Applications Development
- Computer Client Support
- Database Management
- Media Services
- Network and Telecommunications
- Project Manager
- Server Management
$ One-card System
$ University Press
STUDENT LIFE VICE PRESIDENT
Student Support
$ Admissions and Scholarships
$ Financial Aid
$ Internships
$ Placement / Student Employment
$ Records / Registrar
Special Assistant to Vice President
$ AHold to the Rod@
Assistant Vice President
$ Facilities
- Health Center
- Manwaring Center
- Married Student Housing
$ Programs
- Orientation
- Manwaring Center
Director of Student Well-Being
$ Campus Police
$ Counseling Center
$ Dean of Students
$ Health Center
$ Housing
Director of Student Services
$ Bookstore
$ Food Services
$ Ticket Office
Director: Institutional Research & Assessment
$ Academic Budget / Contracts
$ Assessment / Institutional Effectiveness
$ Instructional Design / On-line Development
$ Overload Contracts
Appendix E
291
ADVANCEMENT VICE PRESIDENT
Director: Public Relations
$ University Communications
- Creative Services
- Graphic Services
- Photo Services
- Project Management
- Internal Communications
- Media Relations
- Radio Services
$ University Events
- Center Stage
- Hosting / Guest Relations
- Performance Tours
- Special Events
Director: Development
$ Annual Giving
$ Corporations and Foundation
$ LDSF Technical Support
$ Major Gifts
Director: Alumni Relations
$ Events
$ Records
$ Student Alumni
Director: Activities
$ Activities Scheduling and Facility Management
$ Student Leadership
$ Business Operations
$ Art Activities
- Art
- Dance
- Music
- Theatre
$ Enrichment Activities
- Leadership
- Married Students
- Programs
- Service
$ Physical Activities
- Competitive Sports
- Fitness
- Intramurals
- Outdoor Activities
$ Social Activities
- Dances
- Entertainment
- Talent
292
Appendix E
ADMINISTRATIVE VICE PRESIDENT
Director: Physical Facilities
$ Construction Management
$ Custodial and Grounds
$ Fleet Services
$ Maintenance Services
$ Planning and Design
$ Utilities Management
Director: Personnel Services
$ Benefits Administration
$ Employee Relations
$ Employment Services
$ Employee Training
Director: Financial / Administrative Serv
$ Accounting Services
$ Cashier Services
$ Mail Services
$ Payroll
$ Stores and Receiving
Budget Administration
Internal Auditing
Safety
Purchasing and Travel
Appendix F
Campus Committees
and Councils with
Student Representation
Self-Study
2004
Appendix F
293
294
Appendix F
COMMITTEE
PARTICIPANTS
STUDENTS
Academic Council
•
•
•
•
•
•
•
Academic V.P.
3 Associate V.P.
7 College Deans
Cont. Ed. Director
Library Director
Faculty Association Rep.
Secretary
•
Activities Student
Officer - V.P.
Activities Position
Assignment
Academic
Advising
Committee
•
•
•
•
•
•
•
•
2 student peer advisors
Appointed by
Academic V.P.
•
•
•
Dir. Academic Advising
Assoc Academic VP
3 Advising Administrators
1 College Secretary
1 Dept. Chair
1 Dean
1 Faculty rep. From each
college (seven total)
1 non-faculty rep.
1 new faculty
2 student peer advisors
Activities Student
Council
•
Activities Director
•
3 Activities Student
Officers
19 Student Directors
Officers elected;
Students selected by
Activities Directors
Activities Student
Executive Council
•
Activities Director
•
Officers
Officers Elected
Activities – Arts
Council
•
Arts Director
•
Directors
Assigned by
Activities Arts
Director
Activities –
Enrichment
Council
•
•
•
•
•
Enrichment Director
Leadership Director
Service Director
Married Student Advisor
Secretary
•
Directors
Assigned by Activities
Enrichment Director
•
HOW APPOINTED
Appendix F
295
COMMITTEE
PARTICIPANTS
Activities –
Physical Council
•
•
•
•
•
•
•
STUDENTS
HOW APPOINTED
Physical Director
Athletic Director
Fitness Director
Intramural Director
Outdoor Adventure
Director
Outdoor Challenge
Director
Outdoor Recreation
Director
•
Directors
Assigned by
Activities Physical
Directors
Activities – Social
Council
•
•
•
•
Social Director
Dance Director
Entertainment Director
Talent Director
•
Directors
Assigned by
Activities Social
Directors
Aesthetics
Committee
•
•
1 Student
•
•
•
•
•
•
•
Performing & Fine Arts
Dean
Development/Alumni
Landscape/Horticulture
Home Ec./Interior Design
Public Relations
PPLT Architect
President’s Wife
Secretary
Assigned by
Activities
Enrichment Director
Accident Review
Board
•
•
Financial Services Director
2 Administrators
•
1 Student
Board appointed
Campus Planning
Committee
•
•
•
Administrative V.P.
10 Committee Members
Secretary
•
Activities Student Officer - V.P.
Activities Position
Assignment
Campus Safety
Committee
•
•
•
Student Life Assistant V.P.
6 Administrators
3 Faculty
•
1 Student
Appointed by
Committee
Employee Advisor
Council
•
•
•
•
2 Staff
2 Faculty
2 Administrators
1 Personnel Services Advisor
•
2 Students
Forum Committee
•
•
•
Chair
Academic V.P.
Others by Invitation
•
Activities Student Officer - V.P.
Activities Position
Assignment
Food Services
Meal Critique
•
•
•
Food Services Director
4 Head Residents
2 Housing Administrators
•
28-30 Students
Selected randomly by
Housing
296
Appendix F
COMMITTEE
PARTICIPANTS
STUDENTS
HOW APPOINTED
Hold to the Rod
Advisory Group
•
Special Assistant to
Student Life V.P.
•
Several Students
Random Selection by
Special Assistant to
Student Life V.P.
Honor Code
Council
•
•
Dean of Students
8 Faculty/Administrators
•
18 Students
Approved by Student
Life Assistant V.P.
Recommended by
Activities Student
President
Housing Advisory
Board
•
•
Housing Director
2 Housing Administrators
•
8 Students
Voted on by peers from
Housing Council
Housing Advisory
Council
•
•
Housing Director
8 Head Residents
•
48 Students
Randomly selected by
Housing Director (6
per residence Hall)
Housing Arbitration Committee
•
•
•
•
Housing Director
Attorney
1 Administrator
Off-Campus Housing
owner/mgr
•
1 Student
Student Life Assistant
V.P. (Recommended
by Activities Student
Council President)
Housing—Student
Family Housing
Project
•
•
Student Life Asst. V.P.
6 Administrators
•
2 Student Married
Couples
V.P.
Housing Inspection Committee
•
•
•
Asst. Housing Director
Housing Director
Off-campus Housing
owner/mgr
•
3 Students
V.P. (Recommended
by Activities Student
Council President)
Inauguration
Committee (Only
exists when there
is a change of
presidents)
•
•
•
Public Relations Director
5 Administrators
2 Faculty
•
Officers
Activities Position
Assignment
Internship Exceptions Committee
•
•
•
•
Internship Director
Academic Dean
Assoc. Academic V.P.
Dept. Internship
Coordinator
•
Returning Student
Intern
Internship Director
Appendix F
297
COMMITTEE
PARTICIPANTS
STUDENTS
Married Student
Enrichment
Committee
•
•
•
•
Leadership Director
3 Administrators
Married Student Advisor
Bishops?
•
Music Selection
Committee
•
Dance Advisor
•
New Student
Orientation
Executive Council
•
•
NSO Director
NSO Student Employees
New Student
Orientation
Council
•
NSO Director
New Student
Orientation
Committee
•
•
•
•
HOW APPOINTED
Several Married
Students
Activities Student
Officer - V.P.
Appointed by Bishops
Activities Position
Assignment
Activities Student
Dance Director
Several Students
Activities Position
Assignment
•
•
7 Student Directors
2 Assistant
Coordinators
Ex-officio Positions
selected by NSO
Director
•
•
•
7 Student Directors
2 Assistant
Coordinators
10-20 Board Members
selected by NSO
Director
•
•
2 Asst. Coordinators
7 Student Directors
selected by NSO
Director
•
•
•
•
•
NSO Director
Admissions Coordinator
Advising Director
Counseling Center Director
Dean of Students
Housing Director
Registrar
Admissions Coordinator
Asst. Student Life VP
Parking
Committee
•
•
Academic Asst. V.P.
4 Administrators
•
1 Student
Appointed by Student
Life V.P.
Performance
Correlation
Committee
•
•
•
•
Center Stage Coordinator
7 Administrators
4 Faculty
Secretary
•
Activities Student
Entertainment
Director
Activities Position
Assignment
Physical Plant
Safety Committee
•
•
•
PPLT Administrator
2 Administrators
10 Staff
•
1 Student
Student Employee on
Grounds Crew
Public Relations
Staff
•
•
Activities Student
Officer – Secretary
Activities Position
Assignment
298
Appendix F
•
•
COMMITTEE
PARTICIPANTS
STUDENTS
Recycling
Committee
•
Bruce Hobbs
•
1 Student
Student Life
Council
•
•
Student Body President
NSO Student Director
•
2 students
Student Alumni
Association
•
Alumni Officer
•
•
1 Student Director
3 Student
Coordinators
1 Student Secretary
Nominated by student
director and approved by
Alumni Officer
Activities Student
Officer—President
Several Students
Activities Position
Assignment
•
Activities Director
HOW APPOINTED
Student Solutions
Committee
•
Student Volunteer
Committee
•
Service Leadership
Director
•
Summer
Devotional
Committee
•
•
•
Music Dept. Rep.
Religion Dept. Rep.
•
Activities Student
Officer – President
Activities Position
Assignment
Teton Leadership
Advisory Board
•
Special Asst. to Student
Life V.P.
Mayor
Donor
College President
Chamber of Commerce
Director
•
2 Students
Approved by Student
Life V.P.
Women’s
Awareness
Committee
•
•
Chair
Activities Enrichment
Advisor
1 Faculty
1 Counselor
1 Dean of Students Rep.
1 Housing Rep.
1 Staff Employee
President’s Wife
Secretary
•
Activities Student
Women’s Director
Activities Student
Married Director
Activities Position
Assignment
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Appendix F
299
300
Appendix F
Index
Self-Study
2004
Index
301
302
Index
Abbreviated programs ............................................... 177
Academic freedom ............................ 231, 238, 239, 332
Academic Societies ........................................... 220, 279
Accounting ...... 7, 60, 73, 74, 75, 88, 222, 299, 300, 301,
303, 309, 321, 326
Achievement ... 11, 12, 17, 18, 19, 25, 31, 33, 40, 58, 64,
84, 90, 150, 336
ACT................................................................... 171, 175
Active learning .................................................... 11, 348
Activities Program ...................... 8, 9, 15, 33, 34, 35, 36,
40, 90, 118, 141, 142, 150, 162, 163, 169, 179, 180,
181, 182, 199, 219, 222, 223, 240, 283, 285, 288,
293, 350, 359, 362, 363, 364, 365, 366
Administration, administrators ..... 14, 15, 16, 17, 18, 25,
27, 28, 31, 32, 33, 34, 35, 36, 39, 44, 46, 48, 53, 55,
64, 71, 72, 73, 90, 95, 114, 125, 127, 134, 139, 142,
146, 152, 153, 154, 163, 173, 178, 191, 193, 194,
195, 198, 199, 204, 209, 211, 213, 214, 222, 223,
224, 226, 231, 232, 235, 237, 238, 239, 240, 241,
253, 256, 257, 265, 266, 274, 278, 281, 282, 285,
286, 287, 288, 289, 300, 301, 307, 309, 310, 312,
313, 321, 325, 329, 330, 332, 348, 362, 363, 364,
365
Admission ..... 8, 9, 19, 66, 117, 169, 171, 172, 183, 184,
185, 298
Admissions, Office of . 19, 162, 163, 171, 172, 183, 184,
282, 283, 298, 358, 365
Advanced placement ............................................. 55, 64
Advancement ...... 35, 162, 163, 167, 180, 279, 281, 282,
283, 298, 358
Advancement Council......................................... 35, 167
Advancement Vice President .... 162, 180, 281, 282, 298
Advising .................. 5, 31, 33, 45, 46, 47, 49, 53, 61, 64,
66, 84, 87, 88, 90, 94, 102, 104, 106, 112, 114, 117,
118, 123, 124, 129, 134, 135, 138, 139, 142, 146,
149, 156, 157, 167, 170, 171, 173, 178, 180, 182,
191, 217, 218, 219, 231, 232, 235, 236, 238, 240,
242, 285, 291, 336, 337, 349
Agriculture ........................................ 76, 77, 78, 88, 104
Allocations .................................. 18, 32, 39, 48, 60, 154
Alumni .. 14, 28, 31, 34, 39, 88, 125, 127, 158, 186, 217,
220, 222, 279
Alumni Survey ............ 28, 31, 37, 40, 88, 127, 170, 240
Appeals ............................................................. 173, 285
Applicants ......................................................... 172, 238
Applications Development................................ 259, 358
Architect............................................................ 319, 321
Articulation ................................................................. 64
Articulation agreements .............................................. 64
Arts 5, 7, 8, 11, 30, 49, 51, 61, 63, 75, 81, 95, 98, 104,
106, 110, 113, 123, 124, 126, 127, 128, 129, 131,
137, 138, 145, 146, 154, 158, 179, 180, 181, 182,
211, 283, 285, 317, 318, 324, 358, 362
Assessment (see also Outcomes Assessment).................
9, 12, 17, 18, 19, 24, 25, 29, 30, 31, 33, 34, 35, 36,
37, 38, 39, 40, 44, 51, 53, 58, 60, 61, 67, 73, 79, 82,
86, 88, 90, 91, 92, 98, 110, 122, 124, 127, 139, 154,
165, 167, 170, 171, 183, 187, 188, 201, 205, 215,
235, 268, 281, 301, 305, 316, 337, 349
Associated women students ...................................... 219
Associations and Cultural Well-Being .. 28, 83, 163, 167,
182, 191, 218, 240, 255, 279
Athletic Director ............................................... 281, 363
Athletics .. 8, 72, 102, 170, 179, 183, 193, 201, 285, 292,
293, 317
Audit ................................................................. 300, 305
Backbone................................................................... 264
Badger Creek .. 44, 71, 72, 148, 182, 249, 317, 318, 319,
322
Basic Education ............ 16, 17, 18, 19, 61, 98, 124, 330
Bednar, David A. (see also President)...... 9, 18, 25, 202,
241, 274, 275, 329, 340
Benchmarks......... 25, 31, 32, 33, 36, 38, 39, 40, 66, 154
Benefits ..................................................................... 287
Board of Trustees 3, 14, 18, 25, 35, 39, 40, 45, 100, 117,
118, 135, 139, 140, 141, 156, 179, 200, 201, 202,
214, 238, 239, 274, 275, 276, 278, 283, 285, 286,
297, 298, 299, 300, 301, 309, 318, 319, 321, 323,
325, 329, 330, 332, 363, 364, 365, 366
Boise State University............................................... 233
Books ........ 108, 122, 152, 165, 183, 187, 249, 251, 253
Bookstore .. 163, 170, 182, 186, 187, 188, 209, 210, 211,
282, 292, 303, 324, 358
Brown Bag seminars ................................................. 241
Budgets, budgeting ..... 12, 17, 18, 19, 32, 35, 38, 39, 48,
58, 72, 75, 79, 83, 86, 102, 117, 125, 126, 127, 131,
139, 145, 146, 165, 179, 184, 189, 193, 222, 226,
236, 240, 241, 249, 253, 255, 256, 275, 279, 282,
283, 287, 297, 298, 299, 301, 303, 305, 309, 318,
321, 323, 325, 358, 359
Buildings ... 3, 7, 11, 34, 44, 75, 76, 81, 83, 97, 100, 115,
117, 123, 125, 128, 132, 136, 141, 146, 157, 179,
188, 190, 196, 198, 200, 201, 204, 205, 211, 213,
249, 251, 253, 255, 266, 268, 269, 279, 309, 310,
313, 318, 319, 321, 322, 324, 325, 350
Administration Building .................................... 321
Austin 8, 45, 135, 233, 266, 269, 310, 316, 317, 322
Benson ......... 8, 45, 76, 77, 124, 125, 269, 316, 317,
322, 324
Index
303
Clarke ..... 45, 98, 118, 123, 124, 141, 146, 156, 157,
200, 269, 317, 324
Hart 8, 45, 48, 118, 141, 167, 170, 182, 198, 262,
269, 283, 292, 310, 317, 322, 324, 325, 350
Hinckley ........................... 8, 44, 118, 316, 322, 324
Kimball Administrative and Student Services ... 188,
190, 266, 268, 269, 317, 321
Kirkham ............. 8, 45, 81, 158, 262, 317, 318, 325
Livestock Center .. 44, 148, 269, 316, 317, 318, 319
Manwaring Student Center 8, 45, 89, 150, 163, 182,
186, 196, 198, 199, 205, 208, 209, 211, 213,
214, 222, 264, 268, 292, 298, 317, 318, 321,
324, 325, 350, 358
Romney ................................ 81, 132, 142, 317, 324
Smith Annex .............................................. 109, 317
Snow 8, 45, 138, 158, 182, 269, 283, 317, 318, 324,
325, 350
Spori ...... 8, 34, 44, 81, 97, 138, 220, 316, 317, 322,
325, 350
Taylor ......................... 152, 258, 268, 283, 317, 321
Thomas E. Ricks Building ............... 8, 45, 133, 324
Business ...... 7, 51, 54, 56, 60, 65, 69, 73, 74, 75, 76, 78,
82, 88, 90, 91, 92, 93, 104, 106, 108, 117, 123, 127,
128, 131, 132, 134, 142, 148, 169, 184, 186, 196,
200, 220, 239, 257, 258, 266, 268, 274, 277, 280,
282, 299, 300, 330, 358, 359
Campus planning .............. 167, 283, 319, 326, 358, 363
Campus Police .. 163, 167, 169, 170, 223, 224, 225, 226,
256, 268, 282, 292, 312, 319, 358
Capstone course (see also Experiential Learning) .... 5, 9,
49, 93, 107, 117, 136, 154, 349
Career 3, 5, 11, 33, 46, 47, 49, 64, 65, 66, 78, 82, 90, 93,
100, 102, 106, 107, 115, 123, 124, 125, 127, 129,
132, 136, 146, 148, 149, 153, 170, 177, 178, 208,
209, 213, 214, 220, 222, 224, 235, 291, 325, 349
Career and Advising Center (CAC) ...... 51, 64, 162, 167,
171, 173, 178, 188, 214
Career counseling................................................ 64, 177
Catalog .. 19, 25, 31, 51, 53, 56, 61, 64, 66, 84, 169, 173,
175, 217, 218, 279, 330, 349, 358
Centralized Data Services (CDS).............................. 301
Chairs .......................... 12, 14, 15, 16, 18, 48, 49, 53, 60,
72, 88, 110, 112, 134, 135, 139, 152, 232, 235, 236,
238, 240, 251, 253, 257, 280, 282, 283, 285, 288,
298, 305, 309, 358, 362, 363, 366
Church Educational System 71, 152, 159, 179, 183, 251,
274, 300, 316
Clarke .... 45, 98, 118, 123, 124, 141, 146, 156, 157, 200,
269, 317, 324
Class schedules ........................................... 72, 217, 218
Classroom 45, 53, 76, 78, 79, 81, 82, 83, 86, 88, 93, 104,
106, 112, 113, 114, 122, 124, 125, 132, 134, 138,
139, 141, 142, 150, 152, 153, 156, 157, 158, 171,
179, 187, 239, 249, 262, 312, 319, 324, 344, 350
Classrooms ........................................ 123, 138, 154, 317
304
Index
Collections .. 40, 120, 122, 127, 152, 246, 249, 251, 253,
255, 256, 257, 262
College
Education ....... 5, 7, 9, 12, 17, 37, 44, 49, 51, 53, 63,
71, 72, 73, 76, 81, 82, 84, 92, 93, 98, 107, 108,
109, 113, 115, 117, 118, 119, 120, 123, 124,
126, 129, 132, 134, 135, 136, 138, 142, 144,
145, 148, 153, 154, 156, 157, 158, 177, 194,
233, 257, 258, 274, 277, 280, 281, 300, 358
Performing & Fine Arts ..................................... 363
College Level Examination Program (CLEP) ............ 64
College Student Experiences Questionnaire ... 11, 27, 29,
46, 256
College Student Experiences Questionnaire (CSEQ) . 11,
27, 29, 30, 31, 36, 55, 63, 126, 170, 256, 261
Commissioner of Education...................... 274, 275, 278
Committees ..... 11, 12, 17, 30, 35, 38, 39, 49, 53, 56, 58,
60, 63, 79, 83, 86, 98, 102, 110, 112, 113, 117, 118,
163, 167, 171, 173, 177, 178, 184, 198, 218, 223,
226, 232, 235, 236, 238, 249, 274, 275, 278, 281,
282, 283, 285, 298, 299, 300, 303, 305, 309, 312,
319, 326, 360, 362, 363, 364, 365, 366
Communication14, 15, 17, 19, 35, 40, 51, 61, 75, 81, 92,
95, 97, 107, 134, 136, 145, 146, 150, 154, 156, 158,
163, 188, 195, 211, 235, 256, 261, 266, 278, 282,
312, 318
Compensation ... 231, 236, 240, 275, 287, 307, 309, 346,
348
Competencies .. 11, 12, 31, 51, 53, 58, 64, 122, 123, 141,
188, 336, 345
Computation............................................ 17, 19, 61, 303
Computer lab(s) .... 44, 45, 75, 79, 81, 88, 106, 123, 128,
132, 136, 142, 146, 156, 261
Computer literacy...................................................... 345
Computer Support ..................................................... 259
Computer(s) .............................................................. 5, 7,
30, 39, 44, 45, 55, 60, 69, 75, 76, 79, 81, 84, 88, 93,
95, 98, 100, 102, 106, 108, 109, 114, 117, 123, 127,
128, 132, 135, 136, 142, 144, 145, 146, 154, 156,
173, 187, 200, 202, 204, 211, 222, 224, 251, 257,
258, 259, 261, 266, 282, 283, 322, 345, 358
Computer-based delivery ...................................... 39, 60
Conduct . 19, 28, 141, 150, 156, 169, 191, 193, 204, 236,
238, 241, 274, 278, 285, 312, 313, 329, 344
Constituencies ........................... 14, 15, 35, 39, 286, 330
Construction ............................................................ 8, 45,
48, 75, 78, 79, 80, 88, 158, 167, 178, 179, 200, 204,
211, 298, 310, 318, 319, 321, 323, 324, 350
Continuing Education 44, 71, 72, 73, 125, 129, 148, 171,
194, 200, 281, 282, 324, 358
Councils
Academic Council ... 35, 53, 56, 110, 167, 209, 235,
249, 256, 283, 285, 362
Administrative Council ........................ 35, 169, 281
Advancement Council ................................. 35, 167
Campus Leadership Forum .... 14, 35, 232, 279, 282,
283
Computer Technology Council (CTC) .............. 283
Expanded President’s Council ....... 14, 35, 279, 281
Strategic Planning Council .... 14, 35, 232, 279, 282,
283, 285
Student Life Council .... 35, 167, 184, 191, 200, 285,
366
counseling ..... 7, 33, 45, 51, 64, 129, 153, 170, 175, 178,
184, 188, 190, 291, 307, 324
Counseling Center. 64, 69, 163, 167, 170, 178, 188, 190,
191, 200, 202, 282, 291, 319, 324, 358, 365
Course objectives. ............................................... 58, 141
Course, courses ............................................................. 4,
5, 8, 9, 11, 12, 16, 17, 18, 19, 28, 30, 32, 33, 34, 35,
36, 37, 39, 44, 46, 48, 49, 51, 53, 55, 56, 57, 58, 60,
61, 63, 64, 66, 67, 71, 72, 73, 74, 75, 76, 77, 78, 79,
81, 82, 83, 84, 86, 88, 90, 91, 92, 93, 94, 95, 97, 98,
100, 102, 106, 107, 108, 109, 110, 112, 113, 114,
115, 117, 118, 120, 122, 123, 124, 125, 126, 127,
128, 129, 131, 132, 134, 136, 138, 139, 141, 142,
144, 145, 146, 148, 150, 152, 153, 154, 156, 158,
169, 171, 173, 202, 209, 215, 218, 224, 231, 235,
236, 240, 241, 243, 249, 286, 330, 336, 349
Creativity..... 61, 107, 108, 125, 127, 158, 183, 201, 231,
241, 336, 345
Crime, criminal activity .... 153, 154, 169, 223, 224, 227
Critical thinking .................... 37, 38, 104, 107, 139, 154
Curriculum .................................................... 8, 9, 11, 12,
49, 53, 56, 58, 60, 61, 82, 85, 86, 88, 90, 91, 92, 95,
97, 98, 104, 106, 107, 108, 110, 112, 113, 114, 115,
118, 122, 124, 126, 132, 134, 136, 139, 141, 142,
145, 152, 158, 224, 232, 235, 236, 238, 241, 246,
247, 249, 251, 279, 336
Curriculum development .....97, 112, 114, 115, 134, 232,
235, 236, 241
Dashboard ... 25, 27, 31, 34, 38, 39, 40, 48, 51, 170, 236,
281
Dean of Students . 28, 163, 167, 173, 188, 191, 193, 194,
218, 282, 292, 358, 364, 365, 366
Debt ..................................................................... 19, 298
Decision-making ... 9, 24, 34, 35, 53, 182, 235, 240, 278,
279, 281, 285, 288
Degree programs ......................... 3, 4, 5, 8, 9, 18, 32, 33,
40, 45, 47, 48, 49, 51, 53, 55, 56, 57, 60, 61, 66, 67,
71, 79, 123, 125, 127, 128, 132, 136, 138, 142, 145,
150, 156, 173, 231, 232, 240, 275
Degrees ................................................................. 4, 7, 9,
11, 16, 18, 31, 32, 33, 34, 37, 39, 48, 49, 51, 61, 67,
73, 75, 76, 77, 78, 79, 81, 83, 84, 86, 88, 93, 94, 95,
97, 98, 100, 102, 104, 106, 108, 110, 112, 115, 117,
118, 120, 122, 123, 124, 125, 126, 127, 128, 129,
131, 132, 135, 138, 142, 145, 146, 148, 152, 153,
154, 156, 157, 158, 163, 169, 171, 172, 188, 204,
208, 209, 222, 231, 232, 233, 234, 253, 261, 307,
309, 336, 347, 348
Department(s) ................................. 8, 12, 14, 15, 16, 17,
19, 30, 32, 38, 39, 40, 44, 47, 48, 49, 50, 51, 53, 55,
56, 58, 59, 60, 66, 67, 71, 72, 73, 75, 76, 77, 78, 79,
80, 81, 82, 83, 84, 86, 87, 88, 90, 91, 92, 93, 94, 95,
97, 98, 100, 102, 104, 106, 107, 108, 109, 110, 111,
112, 113, 114, 115, 117, 118, 120, 122, 123, 124,
125, 126, 127, 128, 129, 132, 133, 134, 135, 136,
138, 139, 141, 142, 144, 145, 146, 148, 150, 152,
153, 154, 156, 157, 158, 163, 164, 165, 171, 175,
187, 195, 201, 202, 208, 211, 220, 224, 226, 232,
235, 236, 238, 239, 240, 253, 255, 259, 261, 262,
264, 266, 285, 286, 287, 288, 300, 301, 303, 305,
309, 310, 318, 321, 322, 323, 324, 326, 336, 337,
347, 349
Departments
Accounting ...... 7, 54, 69, 73, 74, 75, 128, 170, 220,
239, 257, 258, 277, 291, 300, 303, 359
Agronomy & Ag Business ..................... 69, 76, 257
Animal Science ............ 7, 69, 77, 78, 239, 257, 280
Architecture and Construction ....................... 78, 79
Art 7, 44, 61, 69, 81, 82, 124, 157, 158, 211, 239,
257, 258, 321, 322, 359
Automotive .......................... 5, 69, 82, 83, 239, 257
Biology ........................ 7, 69, 84, 86, 118, 144, 257
Business Management 7, 69, 88, 90, 91, 92, 93, 123,
128, 239, 300
Chemistry . 7, 60, 69, 93, 94, 95, 117, 144, 257, 324
Child & Family Studies ................... 69, 97, 98, 239
Communication 7, 15, 44, 54, 69, 75, 88, 90, 95, 97,
104, 128, 148, 239, 257, 267, 270, 280, 358
Computer Science & Engineering . 5, 100, 102, 258,
266
Dance ... 69, 102, 211, 219, 239, 257, 359, 363, 365
Economics/Political Science ...... 7, 66, 69, 104, 106,
239, 257
English ............. 7, 12, 54, 55, 56, 58, 60, 63, 66, 67,
69, 72, 73, 75, 84, 107, 108, 109, 110, 112, 158,
233, 239, 257
Foreign Language ...... 7, 66, 69, 112, 113, 114, 115,
239, 257
Geology.......7, 69, 84, 115, 117, 118, 144, 239, 257
Health Science ..................................................... 65
Health Science (Paramedicine) .............. 5, 118, 119
History, Geography, & Political Science ... 7, 54, 55,
66, 69, 81, 84, 120, 172, 239, 257, 258, 281
Home & Family Education .. 69, 123, 239, 257, 258
Horticulture ........................................ 124, 323, 363
Humanities & Philosophy ...... 69, 84, 126, 127, 138,
141, 171, 257, 277
Information Systems .......... 7, 69, 75, 127, 128, 258
Interior Design ..... 7, 18, 54, 70, 124, 129, 173, 258,
363
Landscape Horticulture .. 5, 7, 54, 69, 124, 125, 257,
324, 363
Mathematics ..... 7, 16, 60, 66, 67, 70, 132, 134, 135,
144, 239, 257
Index
305
Mechanical Engineering & Technology .. 5, 18, 135,
144, 257
Music ..... 7, 18, 51, 61, 70, 102, 104, 136, 138, 144,
239, 248, 257, 283, 359, 365, 366
Nursing .. 4, 5, 7, 18, 40, 49, 51, 54, 58, 61, 70, 118,
138, 139, 140, 141, 173, 183, 201, 239
Physical Education ...... 70, 118, 141, 142, 170, 239,
257, 281, 292, 317, 324
Physics ..... 7, 70, 117, 136, 142, 144, 145, 146, 257
Psychology ....................................... 7, 70, 146, 257
Recreation Leadership 7, 54, 70, 148, 150, 239, 257
Religious Education . 51, 70, 84, 131, 150, 152, 153,
239, 249, 257, 358, 366
Sociology & Social Work ........ 7, 70, 153, 154, 224
Teacher Education ..... 65, 70, 76, 98, 108, 110, 156,
157, 178, 239
Teacher Education (Elementary Education) .... 7, 54,
120, 134, 144, 153, 156, 173, 257, 258, 277
Teacher Education (Secondary Education) .. 54, 115,
117, 118, 120, 156, 258
Theatre ..................... 7, 70, 102, 104, 158, 239, 359
Departments Information Systems.............. 60, 127, 128
Design ..................................................... 8, 9, 12, 33, 39,
40, 60, 73, 75, 78, 93, 108, 127, 129, 135, 136, 141,
146, 186, 211, 268, 269, 319, 321, 322, 323, 325
Development ..... 8, 12, 16, 19, 27, 36, 38, 40, 48, 55, 63,
66, 77, 84, 90, 97, 98, 102, 107, 112, 113, 114, 115,
125, 127, 128, 129, 135, 138, 139, 141, 142, 146,
148, 153, 154, 158, 167, 179, 187, 190, 191, 193,
196, 209, 215, 216, 217, 231, 241, 259, 264, 277,
279, 282, 285, 297, 309, 319, 326, 329, 340
Devotionals ................. 31, 138, 187, 193, 262, 269, 330
Disability ..................................................................... 67
Diversity............................................................ 3, 31, 67,
84, 86, 102, 112, 123, 124, 129, 138, 139, 150, 163,
179, 191, 218, 219, 241, 249, 266, 348
Dormitories ......................... 44, 266, 269, 298, 317, 321
Drama................................................ 102, 108, 126, 241
Dress ............. 28, 34, 169, 171, 191, 193, 329, 344, 354
Educational programs ... 18, 19, 44, 48, 60, 71, 231, 235,
249, 298, 299
Effective ...... 15, 40, 78, 81, 95, 102, 110, 112, 118, 124,
125, 129, 139, 141, 153, 158, 179, 188, 218, 219,
223, 238, 240, 241, 260, 262, 264, 269, 275, 278,
282, 286, 303, 305, 309, 312, 323, 325, 340
Effectiveness ..................... 15, 18, 19, 24, 25, 34, 35, 79,
83, 95, 102, 118, 127, 145, 153, 188, 189, 190, 205,
217, 231, 310
Electives .............................................................. 98, 123
Eligibility requirements .............................................. 18
Employee Handbook................................................. 236
Employee Productivity Review ............................ 35, 38
306
Index
Employment ...................... 33, 49, 53, 54, 56, 66, 76, 77,
78, 80, 81, 84, 88, 97, 115, 117, 118, 122, 131, 145,
150, 153, 154, 156, 163, 167, 169, 178, 209, 217,
220, 221, 222, 224, 235, 239, 242, 253, 264, 286,
293, 300, 307, 309, 330, 332, 345, 346, 358, 359
Enrollment............................................... 4, 9, 30, 37, 45,
56, 57, 71, 72, 75, 76, 78, 79, 80, 81, 83, 84, 88, 92,
93, 97, 109, 113, 117, 120, 123, 127, 132, 145, 150,
152, 153, 173, 184, 186, 188, 193, 196, 197, 200,
201, 204, 205, 215, 217, 219, 220, 227, 249, 251,
253, 283, 298, 301, 302, 312, 316, 326, 350
Environment.......... 15, 27, 28, 30, 31, 34, 40, 61, 77, 84,
88, 90, 104, 114, 115, 120, 129, 131, 139, 141, 150,
152, 153, 178, 186, 191, 193, 196, 203, 204, 205,
209, 222, 223, 240, 241, 246, 261, 266, 269, 279,
286, 287, 301, 329, 344, 346
Equal opportunity...................................................... 286
Equipment ............................... 45, 48, 53, 77, 83, 84, 86,
95, 98, 102, 113, 117, 122, 125, 127, 136, 138, 141,
145, 146, 152, 154, 156, 195, 198, 201, 202, 204,
211, 213, 217, 240, 246, 249, 253, 256, 261, 262,
263, 264, 268, 287, 298, 299, 316, 318, 319, 323,
324, 325, 326, 336
ESL ............................................................................. 67
Ethical standards ................................................. 27, 329
Ethnic .................................. 28, 108, 131, 154, 167, 218
Evaluation processes ................................................. 165
Evidence 12, 17, 37, 45, 58, 63, 64, 73, 91, 94, 134, 167,
226, 241, 268, 313, 336
Expenditures ..................... 32, 37, 48, 49, 299, 303, 347
Experiential learning ............... 5, 7, 9, 46, 47, 49, 56, 57,
64, 66, 72, 75, 76, 77, 78, 79, 80, 82, 88, 90, 91, 93,
95, 97, 107, 108, 117, 118, 120, 124, 136, 150, 154,
163, 178, 198, 208, 209, 235, 240, 279, 282, 287,
326, 349, 358
Facilities .......................................................... 18, 35, 44,
45, 47, 48, 75, 76, 78, 79, 81, 82, 83, 84, 86, 88, 95,
97, 98, 100, 102, 104, 106, 113, 117, 118, 120, 123,
124, 125, 126, 127, 129, 132, 135, 136, 138, 139,
141, 142, 154, 156, 157, 158, 163, 169, 170, 178,
180, 182, 186, 195, 198, 200, 201, 204, 205, 211,
220, 222, 226, 240, 241, 246, 249, 251, 256, 275,
279, 283, 287, 292, 293, 312, 316, 317, 318, 319,
320, 321, 322, 323, 324, 325, 326, 336, 358, 359
Faculty............................................... 3, 4, 5, 8, 9, 10, 11,
12, 14, 15, 16, 17, 18, 19, 25, 28, 31, 33, 34, 35, 36,
37, 39, 40, 44, 45, 46, 47, 48, 49, 51, 53, 55, 56, 57,
58, 60, 61, 64, 66, 67, 69, 70, 71, 72, 73, 75, 76, 77,
78, 79, 81, 82, 83, 84, 86, 87, 88, 90, 92, 93, 94, 95,
97, 98, 100, 102, 104, 106, 107, 108, 110, 111, 112,
113, 114, 115, 117, 118, 120, 122, 123, 124, 125,
126, 127, 128, 129, 131, 132, 134, 135, 136, 138,
139, 141, 145, 146, 148, 149, 150, 152, 153, 154,
156, 157, 158, 167, 169, 171, 173, 178, 180, 182,
193, 196, 198, 199, 200, 204, 205, 208, 209, 211,
215, 217, 218, 220, 222, 226, 231, 232, 233, 234,
235, 236, 237, 238, 239, 240, 241, 242, 246, 249,
251, 253, 254, 255, 256, 257, 260, 262, 264, 274,
279, 280, 282, 283, 285, 286, 287, 288, 300, 307,
309, 312, 313, 318, 325, 329, 330, 332, 336, 337,
348, 350, 354, 358, 362, 363, 364, 365, 366
Adjunct ............................ 44, 47, 67, 72, 73, 81, 82,
83, 104, 108, 110, 111, 112, 113, 117, 124, 125,
134, 138, 139, 142, 148, 149, 156, 231, 239,
350
Development .............................................. 126, 279
Evaluation ........................ 16, 67, 73, 100, 238, 241
Full-Time ............................... 3, 4, 8, 11, 18, 44, 47,
67, 71, 75, 76, 78, 81, 83, 84, 88, 93, 94, 97,
98, 100, 102, 104, 108, 110, 111, 112, 113, 114,
117, 123, 124, 129, 135, 138, 139, 142, 145,
146, 148, 152, 156, 178, 231, 235, 239, 350
Hiring ................................................................... 11
Part-Time ......... 18, 72, 98, 102, 123, 152, 239, 307
Faculty association .... 232, 235, 239, 282, 283, 285, 362
Farm .............................................................. 76, 78, 322
Fees . 48, 53, 72, 150, 169, 178, 251, 275, 297, 298, 299,
300, 301, 303
Financial aid 47, 162, 163, 173, 174, 175, 194, 195, 196,
217, 240, 282, 287, 291, 298, 300, 358
Financial planning..................................................... 297
Focus groups ..... 125, 167, 170, 187, 198, 211, 215, 217,
259
Food Services .... 163, 179, 196, 197, 198, 204, 209, 210,
211, 282, 324, 358, 363
Fund-raising .............................. 220, 279, 297, 300, 301
Funds ..... 86, 98, 104, 106, 122, 139, 152, 241, 254, 255,
256, 262, 297, 298, 299, 300, 301, 303, 318, 325
General Education............. 16, 18, 19, 31, 37, 38, 49, 51,
53, 61, 63, 64, 76, 84, 86, 93, 95, 98, 100, 104, 107,
108, 115, 117, 123, 124, 126, 127, 132, 136, 138,
142, 144, 145, 146, 153, 154, 158, 283, 330, 345
Goals ......................................................................... 4, 8,
12, 17, 18, 19, 20, 24, 25, 27, 31, 33, 34, 35, 36, 37,
38, 39, 40, 45, 49, 53, 58, 61, 72, 77, 78, 86, 88, 90,
91, 93, 112, 113, 114, 115, 129, 131, 135, 138, 139,
141, 142, 164, 171, 175, 194, 208, 238, 266, 274,
278, 279, 285, 286, 297, 298, 310, 325, 336
Gordon B. Hinckley .. 8, 18, 44, 118, 138, 231, 268, 269,
277, 278, 297, 310, 316, 317, 322, 324, 329
Governance . 18, 35, 51, 57, 58, 162, 167, 202, 231, 232,
235, 274, 282, 285
Graduates .............. 32, 33, 53, 54, 57, 73, 78, 79, 80, 82,
83, 90, 91, 92, 93, 98, 100, 106, 112, 118, 120, 122,
124, 125, 127, 129, 136, 138, 139, 148, 150, 153,
154, 157, 158, 209, 220, 222
Graduation......................... 31, 32, 33, 40, 49, 64, 78, 79,
83, 92, 104, 115, 117, 118, 124, 134, 141, 148, 169,
173, 178, 215, 217, 218, 224, 235, 283, 344, 346
Grants ................................ 175, 226, 236, 279, 298, 300
Grievance .................................................................. 169
Grooming .............. 28, 34, 169, 171, 191, 193, 329, 354
Guiding Principles .. 3, 25, 34, 35, 38, 53, 104, 179, 202,
285, 309, 338, 340
Handbook ................................................ 19, 64, 98, 184
Handicapped ............................................................... 67
Hands-on learning ................................. 44, 64, 125, 148
Hardware ....... 81, 84, 135, 251, 259, 260, 261, 266, 268
Health care 118, 139, 141, 167, 178, 199, 200, 201, 309
Health center ... 8, 45, 118, 163, 170, 178, 188, 199, 200,
201, 202, 282, 292, 303, 324, 358
Hiring .... 4, 33, 45, 66, 93, 125, 186, 190, 196, 222, 223,
224, 231, 232, 238, 279, 307, 309, 350
Hold to the Rod ................................. 163, 202, 358, 364
Holdings ................ 19, 55, 106, 122, 135, 154, 256, 336
Honesty ............................................... 82, 169, 186, 330
Honor Code . 19, 167, 169, 171, 177, 191, 193, 215, 283,
285, 329, 332, 344, 352, 354, 364
Housing ..... 8, 45, 97, 156, 167, 178, 179, 198, 203, 204,
205, 211, 226, 298, 321, 322, 324, 325, 329
Housing Office .......................................................... 291
Human relations .................... 16, 17, 19, 61, 79, 98, 124
Humanities ........................................................ 126, 127
Idaho State University....................... 134, 178, 233, 281
Improvement ..................... 11, 12, 14, 15, 30, 31, 39, 40,
46, 60, 79, 88, 91, 92, 102, 110, 112, 127, 135, 141,
146, 186, 188, 190, 193, 202, 211, 215, 238, 241,
256, 259, 285, 298, 309, 319, 330, 336, 337, 346
Income......................................................................... 72
Indicators 33, 36, 341, 344, 345, 346, 347, 348, 349, 350
Information ..... 12, 16, 17, 19, 25, 30, 35, 36, 37, 38, 40,
46, 48, 51, 55, 58, 60, 63, 64, 65, 66, 73, 82, 83, 88,
127, 128, 141, 145, 146, 150, 152, 153, 170, 171,
173, 175, 178, 179, 184, 186, 190, 193, 195, 196,
202, 208, 209, 210, 211, 213, 214, 217, 218, 219,
220, 222, 224, 235, 240, 246, 249, 251, 253, 256,
259, 261, 264, 266, 285, 287, 293, 298, 301, 303,
307, 309, 310, 313, 318, 322, 323, 330, 337, 349
Information resources ....................... 146, 246, 249, 251
Information Technology .. 35, 48, 55, 128, 163, 246, 256,
259, 298, 303, 358
Information Technology Services (ITS) ... 259, 261, 265,
266, 268
Innovation(s) ... 3, 7, 8, 44, 104, 179, 274, 285, 303, 350
Inquiry ............................................... 156, 238, 274, 332
Inservice ........................................ 58, 61, 100, 236, 348
Institutional effectiveness 19, 25, 34, 35, 36, 38, 39, 281
Institutional Effectiveness Assessment Plan (IEAP) .. 40,
170
Institutional goals ...... 25, 27, 28, 31, 35, 39, 40, 45, 240
Index
307
Institutional mission .... 24, 25, 27, 34, 35, 36, 37, 39, 45,
49, 53, 164, 239, 279, 285, 297
Instruction ......................... 12, 31, 53, 58, 66, 67, 70, 72,
73, 97, 104, 106, 113, 136, 139, 167, 187, 236, 238,
249, 250, 253, 261, 280, 282, 309, 348, 358
Instruction & Technology ........................................... 70
Insurance ........................... 178, 200, 202, 217, 236, 301
Integrity ............................................................. 329, 330
Intercollegiate athletics ..... 3, 8, 142, 162, 179, 193, 222,
223, 350
Interlibrary loan ........................................................ 122
Intermediate algebra.................................................... 16
Internal audit ............................................. 175, 300, 305
International students ................................................ 191
Internet .................................... 28, 40, 45, 55, 72, 75, 77,
84, 98, 113, 115, 154, 198, 211, 223, 249, 256, 266,
268, 269, 270, 281, 283, 301, 303, 307
Internship Office ............................................... 170, 293
Internships (see also Experiential Learning)5, 46, 49, 66,
76, 78, 79, 80, 88, 91, 120, 150, 154, 178, 208, 209,
235, 279, 326, 349
Intramural.................................................................. 180
Intranet, Internet...................... 28, 40, 45, 55, 72, 75, 77,
84, 98, 113, 115, 154, 198, 211, 223, 249, 256, 266,
268, 269, 270, 281, 283, 301, 303, 307
Investments ............................................................... 300
Island Park Science Center ................... 44, 84, 117, 318
Leadership ..................................................... 8, 9, 15, 35,
78, 88, 114, 139, 148, 150, 165, 177, 179, 180, 182,
219, 220, 274, 275, 279, 285, 286, 303, 318
Learning .... 3, 5, 7, 11, 12, 18, 19, 28, 29, 30, 31, 36, 44,
45, 51, 52, 53, 55, 58, 60, 61, 64, 72, 77, 82, 86, 88,
91, 95, 104, 107, 113, 114, 122, 123, 124, 125, 126,
127, 129, 131, 132, 135, 139, 141, 146, 148, 154,
156, 171, 182, 187, 191, 199, 202, 203, 204, 205,
213, 214, 215, 218, 220, 224, 236, 238, 240, 241,
246, 249, 251, 264, 266, 274, 279, 281, 285, 288,
316, 318, 322, 325, 330, 340, 344, 345, 346, 348
Learning Assistance Lab ............... 66, 70, 167, 184, 251
Learning Assistance Lab (LAL)..... 66, 67, 70, 167, 184,
251
Learning objectives ..................................... 12, 127, 266
Learning outcomes ................ 12, 58, 122, 127, 146, 171
Learning resources ...................................................... 19
Leave of absence ....................................................... 236
Letters . 16, 18, 61, 63, 67, 107, 114, 184, 238, 300, 358
Library................... 18, 19, 31, 36, 47, 48, 55, 64, 70, 75,
83, 90, 106, 109, 115, 117, 120, 122, 129, 131, 135,
146, 152, 154, 167, 170, 205, 222, 224, 246, 248,
249, 251, 253, 254, 255, 256, 257, 258, 261, 262,
264, 268, 269, 282, 285, 292, 310, 317, 321, 322,
330, 336, 358, 362
Literacy ..................................................... 132, 249, 253
Load, load hours 45, 83, 87, 90, 102, 112, 127, 128, 152,
200, 231, 232, 235, 236, 287, 325, 348
308
Index
Loan default rate ....................................................... 175
Major, majors ................................................ 3, 4, 5, 7, 8,
12, 14, 18, 19, 20, 25, 31, 32, 33, 35, 37, 38, 39, 40,
44, 49, 51, 55, 56, 58, 60, 64, 65, 66, 67, 74, 75, 76,
77, 78, 79, 81, 82, 83, 84, 86, 88, 90, 92, 93, 94, 95,
97, 98, 100, 104, 106, 107, 108, 109, 110, 113, 115,
117, 118, 120, 122, 123, 124, 126, 127, 128, 129,
131, 132, 134, 135, 136, 138, 142, 145, 146, 148,
150, 152, 153, 154, 157, 158, 162, 163, 169, 173,
177, 178, 184, 187, 196, 202, 208, 209, 215, 216,
218, 219, 235, 249, 259, 261, 262, 264, 266, 269,
275, 282, 283, 285, 286, 297, 298, 301, 310, 319,
321, 322, 323, 324, 325, 326, 330, 336, 337, 345,
347, 359
Management................ 58, 60, 73, 74, 75, 77, 78, 79, 82,
83, 84, 88, 91, 92, 97, 123, 141, 148, 153, 182, 186,
188, 199, 204, 264, 269, 274, 277, 297, 300, 301,
303, 305, 309, 311, 312, 313, 318, 320, 321, 325,
326, 329
Management letter ............................................ 300, 303
Married Student Association ..................... 167, 191, 219
Married Students ...... 8, 44, 45, 122, 123, 167, 169, 177,
179, 188, 193, 199, 204, 205, 219, 226, 298, 324
Master plan........................................................ 297, 319
Mastery ............................................................... 60, 153
Math Lab ..................................................................... 67
Mathematics .... 16, 18, 60, 61, 67, 93, 94, 100, 102, 115,
132, 134, 135, 142, 145, 167, 324
Media 55, 77, 95, 97, 115, 120, 122, 126, 258, 262, 307,
322
Media Services ............................ 98, 251, 253, 262, 358
Methods................. 12, 14, 16, 31, 33, 35, 40, 49, 58, 60,
61, 63, 78, 83, 90, 92, 100, 108, 110, 120, 132, 139,
146, 162, 183, 195, 264, 303, 325, 349
Mission.. 3, 12, 15, 17, 18, 19, 20, 24, 25, 32, 34, 37, 40,
49, 58, 66, 71, 72, 78, 82, 84, 88, 93, 100, 104, 115,
120, 122, 123, 126, 129, 135, 136, 141, 142, 146,
150, 152, 153, 154, 156, 158, 164, 165, 169, 171,
183, 187, 188, 193, 204, 205, 209, 211, 222, 223,
226, 236, 238, 239, 241, 246, 247, 264, 266, 268,
274, 275, 278, 279, 281, 286, 303, 307, 309, 310,
316, 319, 325, 329, 330, 332, 336, 337, 344
Multi-media....... 75, 83, 84, 95, 117, 120, 132, 217, 262
Music............... 8, 48, 126, 136, 137, 138, 180, 268, 324
Natural Science ..................................... 18, 84, 117, 318
Network operations ........................................... 268, 269
Networks ................................................................... 269
New Student Orientation... 163, 169, 175, 177, 193, 213,
215, 279, 282, 293, 365
Newspaper............................................. 95, 97, 182, 211
Nondiscrimination..................................................... 286
Nursing.................. 33, 51, 138, 139, 141, 142, 183, 205
Off-campus ............................................................... 364
On-campus housing. ................................................... 44
On-line databases .................................................. 55, 90
Oral communication.................................................... 78
Orientation .... 55, 64, 131, 177, 193, 213, 214, 215, 217,
307
Outcomes assessment.............. 12, 20, 35, 39, 40, 73, 88
Outdoor Learning Center (see also Badger Creek) .... 44,
71, 148, 182, 283, 317, 318
Part-time................ 18, 37, 40, 44, 47, 67, 71, 72, 81, 83,
84, 98, 102, 104, 123, 125, 129, 139, 152, 163, 178,
186, 191, 194, 196, 200, 201, 204, 205, 211, 213,
214, 220, 221, 222, 224, 231, 239, 261, 262, 264,
307, 309, 312, 321, 350
Performance .. 31, 34, 38, 39, 40, 53, 58, 77, 90, 95, 102,
104, 112, 113, 124, 134, 138, 139, 158, 163, 165,
167, 171, 188, 226, 231, 241, 268, 275, 278, 279,
287, 300, 301, 303, 305, 312, 325, 337, 346, 348
Periodicals ........................................................... 90, 106
Personnel .......... 8, 30, 32, 37, 40, 45, 46, 55, 64, 67, 71,
73, 98, 106, 117, 118, 129, 154, 167, 170, 179, 180,
182, 186, 187, 188, 195, 200, 204, 217, 218, 222,
223, 224, 253, 256, 259, 262, 264, 274, 275, 278,
292, 303, 305, 307, 309, 310, 312, 313, 318, 326,
350
Physical plant .... 169, 211, 262, 268, 282, 283, 299, 301,
312, 316, 318, 319, 321, 322, 323, 325, 326, 365
Physical Plant .. 47, 82, 83, 125, 178, 204, 212, 316, 318,
319, 322, 323, 324, 329
Physical resources ..................................... 313, 316, 319
Physics ............ 7, 70, 117, 136, 142, 144, 145, 146, 257
Placement .. 12, 58, 66, 67, 112, 117, 124, 154, 158, 169,
173, 178, 209, 220, 222, 308, 336
Placement services ...................................................... 66
Plan 11, 12, 19, 25, 33, 35, 39, 45, 47, 53, 58, 60, 61,
64, 91, 115, 139, 145, 154, 156, 167, 204, 211, 217,
218, 219, 266, 268, 285, 299, 309, 319, 322, 349
Planning ................................ 8, 9, 11, 12, 17, 24, 25, 32,
33, 34, 35, 38, 39, 40, 45, 55, 57, 58, 60, 61, 64, 66,
86, 90, 113, 128, 134, 139, 146, 150, 164, 169, 187,
188, 198, 202, 232, 255, 269, 275, 281, 282, 285,
297, 299, 303, 305, 309, 316, 319, 321, 323, 325,
336, 340
Planning processes ...................................................... 39
Police................. 163, 169, 223, 224, 225, 226, 312, 319
Policies .......................... 8, 10, 16, 18, 19, 35, 49, 56, 57,
72, 73, 117, 138, 164, 167, 169, 171, 175, 184, 186,
187, 188, 193, 195, 200, 208, 209, 215, 217, 224,
231, 232, 235, 238, 239, 249, 269, 274, 275, 278,
289, 298, 300, 301, 303, 305, 307, 309, 310, 312,
313, 329, 330, 336, 337, 348, 350, 354
Policy .... 47, 82, 127, 131, 164, 167, 170, 172, 173, 184,
186, 187, 217, 218, 220, 224, 232, 235, 236, 238,
250, 278, 282, 291, 298, 325, 330
President............ 15, 18, 25, 35, 154, 277, 298, 307, 318
Professional development ............................... 18, 47, 82,
83, 98, 102, 104, 107, 112, 114, 115, 125, 127, 134,
138, 152, 231, 236, 241, 259, 266, 285, 288, 309,
336
Professional development leave ...... 82, 83, 99, 134, 241
Program changes ......................................................... 57
Programs ....................................... 3, 4, 5, 7, 8, 9, 11, 12,
14, 15, 16, 17, 18, 19, 32, 33, 34, 35, 37, 39, 44, 45,
46, 48, 49, 51, 53, 56, 57, 58, 60, 61, 67, 71, 72, 73,
74, 76, 77, 78, 79, 81, 82, 84, 86, 90, 91, 92, 93, 95,
97, 98, 100, 102, 107, 108, 115, 117, 122, 124, 125,
128, 129, 131, 132, 134, 135, 136, 138, 141, 142,
145, 146, 148, 150, 154, 156, 158, 162, 167, 170,
171, 172, 173, 175, 178, 179, 182, 183, 188, 193,
194, 197, 199, 208, 209, 214, 219, 222, 231, 235,
238, 240, 249, 251, 275, 279, 282, 285, 297, 298,
299, 300, 307, 312, 316, 321, 324, 325, 326, 330,
336, 337, 340, 348, 349, 350
Public Relations .... 15, 95, 282, 359, 363, 364, 365, 366
Publications ........................... 19, 57, 169, 184, 246, 330
Purposes ...................... 73, 76, 77, 78, 81, 82, 84, 88, 93,
95, 97, 100, 102, 104, 107, 112, 115, 118, 120, 123,
124, 126, 127, 129, 132, 135, 136, 138, 141, 142,
146, 148, 150, 153, 156, 158, 183, 186, 188, 191,
194, 196, 199, 202, 205, 208, 209, 213, 215, 220,
222, 223, 266, 301, 303, 305, 307, 309, 310
Quantitative reasoning ................................................ 60
Reading Lab ................................................................ 67
Recommendation 11, 12, 14, 16, 17, 55, 79, 86, 98, 110,
112, 132, 146, 184, 200, 204, 217, 238, 256, 285
Records . 19, 64, 162, 171, 173, 201, 217, 224, 299, 305
Recreation ..................................... 78, 88, 148, 149, 150
Registrar 47, 64, 162, 163, 171, 194, 215, 217, 218, 235,
240, 259, 282, 287, 358, 365
Related Instruction (see also Basic Education) ..... 16, 18,
330
Released time .... 18, 33, 45, 47, 117, 146, 232, 235, 236,
288
Remedial ............................................................... 61, 66
Remodeling ..................................................... 8, 45, 322
Renovation ................................ 135, 145, 319, 322, 323
Reporting............... 32, 75, 182, 299, 301, 303, 305, 309
Research .. 11, 19, 39, 55, 83, 90, 97, 104, 107, 117, 120,
122, 127, 131, 141, 148, 152, 153, 154, 187, 236,
241, 246, 249, 251, 252, 256, 261, 330
Reviews ....................... 12, 14, 17, 18, 20, 35, 38, 39, 49,
58, 63, 112, 139, 171, 238, 253, 275, 278, 297, 299,
300, 303, 305, 310, 319, 330, 350
Revisions ................................................................... 218
Rexburg (ID) 3, 18, 45, 138, 142, 148, 179, 183, 196,
205, 223, 224, 226, 309, 312, 316, 318, 319, 321,
325
Rights ............................................ 18, 58, 217, 239, 344
Romney ....................................... 81, 132, 142, 317, 324
Room and board .......................................................... 48
Roommates ............................................................... 202
Sabbatical leave .............. 18, 47, 95, 112, 193, 241, 288
Safety .... 58, 95, 148, 169, 179, 205, 219, 226, 311, 312,
313, 318, 319, 321
Index
309
Salaries .................................... 33, 48, 53, 236, 240, 278
Satisfaction...... 15, 31, 36, 37, 46, 48, 66, 114, 171, 175,
187, 188, 190, 195, 198, 209, 211, 217, 231, 240,
241, 256, 286, 289, 291, 310, 344, 349, 350
Scheduling................................................. 106, 147, 211
Scholarship.............................................................. 9, 47,
61, 98, 104, 107, 152, 172, 174, 175, 183, 184, 236,
238, 241, 283, 288, 291, 298, 300, 329, 332
Scholarships 47, 162, 163, 175, 183, 184, 240, 283, 287,
298, 358
Scholarships, Office of 47, 162, 163, 175, 183, 184, 240,
283, 287, 298, 358
Scroll ........................................................................... 97
Security ..... 153, 169, 170, 224, 240, 253, 255, 259, 266,
269, 287, 292, 310, 319
Server Management .................................. 264, 266, 358
Service............... 8, 12, 16, 25, 36, 46, 57, 58, 76, 78, 82,
83, 85, 91, 93, 97, 98, 100, 102, 106, 110, 114, 122,
123, 124, 125, 129, 132, 142, 145, 146, 148, 150,
153, 162, 163, 170, 171, 175, 179, 182, 183, 186,
187, 188, 189, 190, 198, 200, 201, 202, 204, 205,
211, 212, 215, 218, 219, 224, 226, 236, 241, 251,
260, 264, 266, 268, 277, 278, 279, 282, 285, 289,
299, 307, 309, 310, 321, 323, 329, 336
Services ....................................................................... 18,
25, 28, 31, 35, 37, 44, 46, 55, 61, 66, 67, 74, 78, 83,
91, 95, 106, 118, 120, 153, 162, 167, 170, 171, 178,
179, 183, 186, 187, 188, 196, 199, 200, 201, 211,
213, 214, 217, 218, 220, 223, 224, 226, 246, 249,
251, 253, 256, 261, 262, 264, 265, 266, 268, 279,
282, 286, 289, 291, 301, 303, 307, 309, 310, 317,
319, 321, 322, 326, 336, 344, 345, 354
Skills ..... 9, 11, 17, 18, 19, 31, 33, 37, 51, 53, 60, 61, 63,
66, 67, 73, 75, 76, 81, 82, 84, 86, 88, 90, 91, 93, 95,
97, 98, 104, 107, 110, 122, 124, 127, 132, 136, 141,
145, 146, 148, 150, 152, 153, 154, 156, 158, 187,
219, 220, 232, 246, 249, 253, 264, 303, 345, 346
Smyth, James ............................................................ 280
Social Science ......................... 18, 61, 63, 146, 154, 358
Social sciences ............................................................ 63
Socioeconomic .......................................................... 167
Software .................................. 45, 64, 67, 72, 75, 77, 81,
84, 93, 115, 117, 120, 135, 136, 145, 187, 196, 200,
249, 251, 259, 260, 261, 268
Space . 7, 8, 9, 11, 45, 48, 67, 76, 81, 100, 118, 120, 123,
125, 126, 128, 135, 136, 138, 145, 158, 172, 182,
186, 191, 196, 198, 200, 201, 209, 211, 213, 214,
218, 222, 251, 253, 264, 268, 275, 312, 316, 318,
321, 322, 324, 325, 326, 350
Specialized Associate .......................... 4, 17, 18, 49, 330
Staff ....... 3, 4, 8, 9, 14, 15, 18, 25, 39, 44, 48, 55, 57, 64,
66, 67, 71, 73, 81, 98, 104, 125, 131, 136, 141, 157,
158, 163, 167, 171, 175, 178, 179, 180, 184, 187,
188, 190, 191, 193, 194, 195, 196, 198, 199, 200,
310
Index
201, 202, 204, 205, 208, 211, 212, 213, 214, 218,
222, 223, 224, 226, 231, 237, 238, 249, 251, 253,
254, 256, 259, 260, 261, 264, 266, 274, 278, 282,
299, 300, 303, 307, 309, 310, 312, 313, 318, 319,
323, 325, 329, 330, 336, 350, 354
Standards ... 16, 19, 20, 28, 33, 34, 77, 82, 104, 110, 113,
114, 129, 131, 135, 139, 141, 153, 169, 171, 179,
191, 193, 200, 236, 240, 264, 267, 268, 285, 286,
287, 300, 305, 309, 318, 325, 329, 344
Stewardship ........... 12, 17, 35, 38, 39, 58, 165, 235, 350
Stewardship Review........................................................
12, 17, 18, 19, 20, 31, 32, 35, 38, 39, 49, 58, 60, 73,
112, 117, 139, 164, 167, 170, 298, 350
Student activities ....................... 179, 209, 211, 218, 350
Student credit hour 30, 31, 37, 39, 48, 97, 108, 113, 299,
347
Student credit hours ........................................ 27, 28, 92
Student credit hours (SCH) ..... 30, 32, 33, 48, 49, 53, 93,
109, 113, 152, 344, 347
Student Evaluation of Institutional Mission and Goals
(see also Surveys) ........................ 27, 28, 31, 36, 63
Student Evaluation of Instructional Practices (see also
Surveys) ............................................................... 37
Student government .................................................. 218
Student learning .................................. 30, 124, 156, 249
Student life ........ 9, 15, 44, 162, 171, 183, 199, 219, 275
Student life council ..... 35, 167, 184, 191, 200, 285, 366
Student loan ...................................................... 175, 195
Student newspaper ........................ 25, 45, 169, 182, 322
Student population ................ 77, 95, 152, 156, 201, 219
Student ratings, ratings 28, 31, 36, 45, 93, 100, 102, 104,
107, 117, 125, 139, 150, 190, 238, 241, 348
Student rights ............................................................ 169
Student/faculty ratio .................................................... 92
Student-faculty ratio.................................................... 45
Study skills .................................................................. 67
Support services .......................................... 46, 240, 287
Surveys, questionnaires ...................... 11, 15, 16, 27, 28,
29, 30, 31, 33, 36, 37, 40, 46, 47, 48, 51, 55, 63, 64,
66, 75, 88, 91, 94, 95, 110, 122, 126, 145, 146, 158,
170, 171, 173, 175, 178, 182, 184, 187, 188, 190,
193, 195, 196, 198, 199, 201, 202, 205, 207, 208,
211, 212, 215, 218, 219, 226, 235, 239, 240, 241,
256, 261, 286, 287, 288, 289, 309, 310
Suspension from school ............................................ 173
Syllabus ............................................................... 72, 171
Teaching .............. 3, 9, 12, 18, 28, 31, 33, 44, 45, 47, 58,
60, 61, 67, 73, 75, 76, 77, 78, 81, 82, 83, 84, 86, 88,
90, 91, 94, 95, 97, 98, 102, 104, 106, 107, 108, 110,
112, 114, 115, 117, 118, 120, 122, 123, 125, 126,
128, 129, 132, 134, 135, 136, 138, 139, 141, 142,
146, 148, 150, 152, 154, 156, 157, 158, 171, 178,
187, 201, 202, 209, 231, 232, 235, 236, 238, 239,
240, 241, 249, 251, 253, 269, 274, 281, 285, 288,
329, 330, 336, 337, 340, 348, 349, 350
Teaching methods ... 12, 58, 60, 61, 67, 86, 90, 102, 110,
349
Technical ..... 8, 11, 35, 40, 58, 75, 76, 77, 82, 84, 86, 98,
108, 118, 127, 142, 261, 262, 288
Technology ...... 5, 7, 9, 11, 18, 35, 45, 64, 70, 75, 77, 79,
82, 83, 88, 92, 93, 98, 100, 102, 127, 135, 136, 144,
156, 187, 246, 253, 259, 263, 264, 269, 279, 283,
298, 303, 310, 316, 317, 322, 323, 350, 358
Telecommunication ........................................... 267, 268
Telecommunications ................................. 266, 270, 358
Templates .............................................................. 12, 63
Terminal .. 18, 31, 33, 34, 58, 77, 88, 104, 122, 138, 200,
231, 232, 233, 348
Termination ............................................................... 278
Teton Leadership and Service Center . 44, 112, 182, 318,
366
The Church of Jesus Christ of Latter-day Saints. ... 3, 19,
120, 139, 153, 169, 183, 246, 275, 309, 330, 332
theater.................................. 89, 102, 120, 210, 211, 324
Thomas E. Ricks ..... 8, 45, 124, 128, 133, 146, 236, 283,
324
Three-track ........ 8, 9, 118, 172, 173, 196, 222, 240, 288
Transcripts ........................... 64, 171, 173, 217, 218, 238
Transfer ............. 4, 11, 12, 18, 34, 49, 51, 55, 58, 61, 64,
73, 75, 78, 82, 83, 95, 120, 122, 128, 145, 146, 171,
178, 215, 217, 218, 235, 336
Transfer credit ............................................. 64, 171, 217
Transition .................................................. 3, 4, 9, 11, 12,
14, 18, 25, 31, 32, 34, 38, 39, 40, 53, 61, 75, 78, 79,
90, 95, 106, 109, 110, 113, 114, 115, 118, 120, 123,
125, 126, 127, 129, 132, 134, 138, 145, 146, 148,
152, 179, 184, 191, 193, 197, 201, 208, 219, 226,
240, 249, 253, 279, 281, 285, 286, 312, 316, 323
Travel .53, 73, 81, 86, 112, 115, 117, 125, 201, 220, 241,
309, 310
Tuition ..... 33, 48, 53, 169, 232, 236, 275, 297, 298, 299,
301, 303, 309
Tutoring Center ........................................................... 67
Undergraduate program .............................................. 44
University of Idaho ................................... 135, 227, 234
University of Utah............................................. 234, 277
University Press ................................................ 262, 358
Utah State University ........................ 234, 277, 280, 281
Vashon Island ........................................ 44, 72, 117, 249
Vice President ....... 12, 14, 17, 25, 35, 38, 39, 49, 53, 58,
71, 90, 162, 163, 188, 191, 200, 238, 278, 279, 280,
281, 282, 285, 298, 299, 300, 303, 305, 312, 358
Vocational ........................................................... 64, 136
Wards31, 44, 76, 124, 169, 171, 184, 199, 236, 238, 285,
318, 324, 329, 350
Weber State University ............................................. 234
Women ...90, 94, 102, 107, 111, 112, 157, 190, 200, 202,
204, 205, 219, 220, 298, 321
Workload ............................................... 8, 12, 31, 37, 40,
47, 83, 129, 134, 175, 196, 204, 226, 231, 235, 240,
286, 310, 312, 321, 326, 348, 350
Writing Center............................................... 47, 67, 292
Written communication....................................... 86, 127
Index
311
312
Index

BYU-Idaho Self Study.. - Northwest Commission on Colleges and

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