Section 2. CORE REQUIREMENTS

2.1 The institution has degree-granting authority from the appropriate government agency or agencies.

STATEMENT OF RATIONALE FOR JUDGMENT OF COMPLIANCE

The Tennessee State Legislature is the appropriate agency in the State of Tennessee that grants formal authority to award degrees. Middle Tennessee State University's authority to award degrees is granted by the state legislature (Tennessee Code Annotated [1]) through the Tennessee Board of Regents (TBR Manual, Enabling Legislation [2]).

2.2 The institution has a governing board of at least five members that is the legal body with specific authority over the institution. The board is an active policy-making body for the institution and is ultimately responsible for ensuring that the financial resources of the institution are adequate to provide a sound educational program. The board is not controlled by a minority of board members or by organizations or interests separate from it. Neither the presiding officer of the board nor the majority of other voting members of the board have contractual, employment, or personal or familial financial interest in the institution. (Governing Board)

STATEMENT OF RATIONALE FOR JUDGMENT OF COMPLIANCE

Middle Tennessee State University is one of the institutions governed by the Tennessee Board of Regents (TBR), the nation's sixth-largest higher education system. The TBR consists of 18 board members (TBR Manual, Selection and Terms of Board Members [1]). The composition of the board (TBR Board Members [2]) includes:

• 12 public members, including one representative from each congressional district and three at-large members (appointed by the Governor and confirmed by the Tennessee State Senate), with staggered six-year terms;
• four ex-officio members-the Governor, commissioners of education and agriculture, and executive director of the Tennessee Higher Education Commission; and
• student and faculty representatives with one-year terms.

Duties and responsibilities of the TBR are delineated in its policy manual (TBR Manual, Duties [3]; Bylaws [4]; Enabling Legislation [5]). The TBR meets at least quarterly (TBR Manual, Meetings of the Board [6]). Minutes of board meetings provide evidence that the board is an active policy-making body with ultimate responsibility for financial resources, including those appropriated by the Tennessee State Legislature (TBR Minutes Index [7]). The TBR is not controlled by a minority of board members or by organizations or interests separate from the board. None of the board members or the presiding officer of the board have contractual, employment, or personal or familial financial interest in the institution (TBR Manual, Conflict of Interest [8]).

2.3 The institution has a chief executive officer whose primary responsibility is to the institution and who is not the presiding officer of the board. (Chief Executive Officer)

STATEMENT OF RATIONALE FOR JUDGMENT OF COMPLIANCE

The chief executive officer of Middle Tennessee State University is President Sidney A. McPhee (Biographical Information [1]), whose primary responsibility is to the University. Dr. McPhee is responsible to the Tennessee Board of Regents (TBR) through the Chancellor for the operation and management of the University. The presidents in the TBR system report annually to the board of the work and condition of the institutions under their guidance (TBR Manual, Duties of the Presidents [2]; MTSU Office of Human Resources, Function of President's Position and Qualifications [3]).

Employees of public institutions may not serve as public members of the TBR (TBR Manual, Selection and Terms of Board Members [4]). The chairperson of the TBR is elected each year from its membership (TBR Manual, Title, Election and Duties of Board Members [5]; TBR Board Members [6]). The President is neither a member nor an officer of the Tennessee Board of Regents.

2.4 The institution has a clearly defined and published mission statement specific to the institution and appropriate to an institution of higher education, addressing teaching and learning and, where applicable, research and public service. (Institutional Mission)

STATEMENT OF RATIONALE FOR JUDGMENT OF COMPLIANCE

Middle Tennessee State University has a clearly defined mission statement [1] approved by the Tennessee Board of Regents, December 2004 [2]:

Mission

Middle Tennessee State University unites the closeness of a small college with the opportunities of a large dynamic public university where students explore their intellectual potential and realize the promise in their futures. Grounding students in the arts and sciences, the University offers an integrated, technological, innovative education that prepares leaders for the economic, political, civic, and social life of the region and beyond.

The University is dedicated to promoting openness and educating a diverse student body from across the nation and around the world through comprehensive undergraduate and select master's and doctoral programs. MTSU prepares students to live productively and to become lifelong learners; to employ scientific knowledge and an understanding of culture and history; to think logically, critically, and creatively; to communicate clearly; to make sound judgments; to acquire working knowledge of a discipline or group of related disciplines; and to participate as citizens in the global community. The MTSU community creates knowledge through research and uses scholarship to enhance teaching and public service.

The University fosters an environment conducive to learning and personal development; recruits exceptional faculty and maintains support services to assist instruction; provides resources to encourage research, creative activity, and service; develops individual, corporate, and public support; encourages excellence in athletics and recreational activities; establishes academic partnerships that support student-centered learning; works continually to strengthen and enhance the academic core; and supplies resources to accomplish its mission.

A major public institution of higher learning, MTSU is a member of the State University and Community College System of Tennessee.

Vision

The Academic Master Plan creates a strategic blueprint that defines the University's vision, underscoring MTSU's commitment to leadership in higher education and to building Tennessee's future. It commits the University to achieving excellence in academics and to advancing student-centered learning. To this end, the University employs emerging technologies while honoring a sense of community, history, and tradition. Selective new academic programs strengthen partnerships with appropriate constituencies.

The mission includes student learning outcomes, University goals and the vision for the University. The MTSU Academic Master Plan 2002-2012: Blueprint for Excellence goals [3] help define the vision.

The mission is appropriate for an institution of higher learning. MTSU is a public, state-supported, comprehensive University in the State University and Community College System of Tennessee which is governed by the Tennessee Board of Regents (TBR) [3a].

The mission is revisited every five years in accordance with the TBR's Strategic Planning cycle [4]. MTSU's University Planning Committee [5] is charged with leading the campus-wide discussion [6] [7] on revisions to the mission. The Committee receives comments and suggestions from various constituencies and makes its recommended changes to the President [8] [9] The President reviews the draft revision and then forwards the revised statement to the TBR for its approval.

Middle Tennesse State University's mission statement is published in the the introductory pages of each of its undergraduate and graduate catalogs. The current mission statement appears in the 2005-2007 catalogs.

2.5 The institution engages in ongoing, integrated, and institution-wide research-based planning and evaluation processes that incorporate a systematic review of programs and services that (a) results in continuing improvement and (b) demonstrates that the institution is effectively accomplishing its mission. (Institutional Effectiveness)

STATEMENT OF RATIONALE FOR JUDGMENT OF COMPLIANCE

Middle Tennessee State University engages in ongoing, integrated and institution-wide data based planning and evaluation that includes a systematic review of programs and services that (a) results in continuing improvement and (b) demonstrates that the institution is effectively accomplishing its mission.

MTSU's mission statement [1] acknowledges its role as a comprehensive university in the Tennessee Board of Regents (TBR) higher education system. The mission, as well as the University's strategic planning goals [2], are revisited and approved every five years in accordance with the TBR's strategic planning cycle [3].

MTSU's institutional effectiveness (I.E.) process is embedded in its mission, specifically in the University student learning outcomes and University goals. Each unit within the University is required to develop and implement an annual I.E. plan according to the MTSU I.E. timeline. [4] [5]. Academic units develop both student learning outcomes which are anchored in the University student learning outcomes [6] and unit goals which are anchored in the University goals [7]. The goals of all units are tied to divisional and/or college goals which in turn are derived from University goals [8].

Each I.E. plan, academic and educational support, must identify objectives to accomplish learning outcomes and/or goals and to provide evidence of assessment and use of results [8]. Learning outcomes assessment is student-centered, decentralized, and systematic and incorporates the use of multiple measures. Goals are assessed likewise [9] [10]. All I.E. plans are available through the Office of Institutional Effectiveness website to enhance the sharing of goals, objectives and results across units and to enhance the public accountability of improvement efforts. Assessment results are used in making budget decisions, thus, closing the assessment and budget loop to assure continuous improvement [11].

I.E. plans are reviewed systematically and continuously as specified in the I.E. timeline [4] to ensure that the University's student learning outcomes and goals are accomplished as defined in the mission [6] [7]. Academic deans, divisional vice presidents and the University Planning Committee review the plans in accordance with the annual I.E. and budget cycles [11] [12a] [12b] [13] [14].

MTSU's Academic Master Plan: Blueprint for Excellence 2002-2012 [15], was developed through widespread campus involvement, based on findings from internal and external scans and accepted by the TBR, September 20, 2002 [16]. It commits the University to three goals with strategic directions identified for each:

• Enhance academic quality
• Foster student-centered learning
• Leverage resources through partnerships

The plan notes that "To fulfill its mission, Middle Tennessee State University must document its successes and demonstrate the effectiveness of its programs in ways that will increase public support for higher education."

The MTSU Academic Plan update grids for 2003-2004 [17] and 2004-2005 [18] provide evidence of continuous planning, improvement activities and budget commitments with respect to the current academic plan. Each year's progress for each objective supporting the goals is noted on the Academic Master Plan grid and shared with the President, the vice presidents, the deans, and the University Planning Committee. As objectives are met, new objectives or adjustments to existing objectives are adopted. This process takes into consideration (a) SACS requirements, (b) existing MTSU assessment practices, (c) incorporation of best practices from other institutions and assessment literature, and (d) a focus on MTSU's commitment to provide the highest quality educational experience for its students.

The University Planning Committee [19] [14] has oversight for the implementation and monitoring of all MTSU institutional effectiveness processes [5] [17] [18], Tennessee Higher Education Commission performance funding benchmarks [20] [21], and Tennessee Board of Regents master planning processes [3]. While institutional effectiveness processes ensure internal viability to planning and evaluation, performance funding and master planning processes provide external measures against which strategic goals can be measured for improvement purposes. While I.E. plans are posted publicly on the I. E. website [8], the President's biannual reports [22] serve as the vehicle through which MTSU's success in meeting its external benchmarks is communicated and made public. Additional external performance reports include the TBR Report Card [23] which is a comparison of quality indicators for all TBR institutions, and the THEC Performance Funding Report Summary [21] which is an institutional and peer performance report on institutions related to a common set of standards.

Results of the MTSU's planning and evaluation processes guide decision-making at all levels to support the continuous improvement of programs and services consistent with its mission:

The University is dedicated to promoting openness and educating a diverse Student body from across the nation and around the world through comprehensive undergraduate and select master's and doctoral programs [1].

Assessment practices that include student learning outcomes, program reviews, reviews of professional examination results, quality improvement assessments and service improvement standards are evidence of this commitment. These processes are described in detail in Comprehensive Standard 3.3.1 and Federal Mandates 4.1

Examples of Use of Assessment to Enhance Learning Outcomes

Based on exit interviews and data derived from the Graduating Student Surveys, the School of Agribusiness and Agriscience identified a need for improvement in critical thinking skills for its students. The school has encouraged its faculty to engage in activities that stimulate critical thinking; and consequently, the following activities have been integrated into the curriculum to stimulate more critical thinking: (a) more hands-on activities, (b) more field trips, (c) more laboratory work, and (d) increased use of the MTSU Farm Laboratories. The school is monitoring the data to see if these curriculum changes will make a demonstrable improvement in student critical thinking scores [24].

The Biology Department, in an effort to increase the ability of students majoring in Biology "to think" as scientists, incorporated several curriculum changes. In order to better ensure that all of its students understood data collection, manipulation, and analysis, the department began requiring students seeking a B.S. degree in Biology to complete two semesters of calculus or one of calculus and one of statistics. Based on enhanced preparation of its students for specialized advanced studies, the faculty was able to greatly increase an emphasis on undergraduate research and participation in presentations, thus, impacting the students ability "to think" scientifically [25].

In Developmental Studies, the Learning Strategies faculty revised the syllabus for the course using the results of data gathered from Unit Tests, Final Exams and LASSI posttests to improve student learning. Goals and objectives for the course were revised and clarified to incorporate learning outcomes for each unit and the take home portion of the final exam was revised to reflect a clearer format for student learning profiles to improve student learning. Faculty will continue to monitor the data to assess the impact on learning [26].

The Chemistry Department, concerned about freshmen performance on the American Chemical Society's standardized exam because they fell below the national mean, decided to use an incentive program to reward students who achieve above the 50th percentile on the exam in Chemistry 1110 and 1120, select a new text, and implement a new grading system in an attempt to improve scores. Scores will be revisited to determine if these strategies have a learning impact [27].

The Human Sciences Department's Family and Consumer Studies faculty monitor FCSE students' performance on the NTE exam and the Tennessee licensure rate. On these indicators, their students performed well; however, they identified that performance in internships was below the expected target measure. Consequently, the faculty is monitoring the orientation to the professional experience and performance in the Professional Seminar course to enhance the internship experience [28].

2.6 The institution is in operation and has students enrolled in degree programs. (Continuous Operation)

STATEMENT OF RATIONALE FOR JUDGMENT OF COMPLIANCE

Middle Tennessee State University has been in continuous operation since September 1911. The most recent term of enrollment is fall 2005 in which 22,511 students were enrolled as of September 6, 2005 (prior to the official census date, September 12). The University conducts three terms per year. They are a fall and a spring semester with a summer term of multiple sessions [1].

Detailed counts of the number of students in each major can be found in MTSU Student Profiles (Fall 2004 [2], Spring 2005 [3]). The number of students in each major is presented in various formats. For example, refer to the table Undergraduate Majors by Gender and Status in the Majors and Degrees section (Fall 2004 [4], Spring 2005 [5]).

Enrollment for Fall 2004 and Spring 2005 was 22,322 students (undergraduate and graduate headcount) [6] and 20,656 students [7] respectively as of the census date (14th day of class). Students were enrolled in 141 undergraduate programs, 67 graduate programs, and 7 graduate certificate programs in 2004-2005 [8].

2.7 The institution

2.7.1 offers one or more degree programs based on at least 60 semester credit hours or the equivalent at the associate level; at least 120 semester credit hours or the equivalent at the baccalaureate level; or at least 30 semester credit hours or the equivalent at the post-baccalaureate, graduate, or professional level. The institution provides a written justification and rationale for program equivalency. (Program Length)

x	Compliance
	Conditional Compliance
	Non-Compliance

STATEMENT OF RATIONALE FOR JUDGMENT OF COMPLIANCE

Middle Tennessee State University does not offer the associate degree [1]; however, all baccalaureate programs require a minimum of 120 semester credit hours (MTSU Undergraduate Catalog, Bachelor Degree Requirements [2]). Most require exactly 120 semester credit hours in accordance with TBR Policy that states "All baccalaureate degrees offered by institutions in the Tennessee Board of Regents System shall require a maximum of 120 semester hours except in certain degree programs in which approval to exceed the maximum has been granted." [3] All post-baccalaureate degree programs require a minimum of 30 semester credit hours(MTSU Graduate Catalog [4] [5] [6]).

These program minimum lengths are sufficient and appropriate to the degrees offered. These credit hour minima are set by the Tennessee Board of Regents and are in line with the practice of American higher education. See the listings of undergraduate [7] and graduate [8] degree programs showing the number of hours required for each program.

DOCUMENTATION	SOURCE LOCATION
[1] MTSU Degrees Offered/Academic Inventory	http://www.mtsu.edu/ucat/student/2004%20academic%20inventory.pdf
[2] MTSU Undergraduate Degree Requirements	http://www.mtsu.edu/ucat/student/2004%20ug%20degree%20reqs%20corr.pdf
[3] TBR Policy No. 2:01:00:00, General Education Requirements and Undergraduate Degree Requirements	http://www.tbr.state.tn.us/policies_guidelines/academic_policies/2_01_00_00.htm
[4] Description: MTSU College of Graduate Studies, List of Degrees	http://www.mtsu.edu/ucat/intro/2004%20grad%20studies.pdf
[5] Description: MTSU Minimum Hours for Master's Degrees	http://www.mtsu.edu/gcat/04%20files/2004%20master.pdf
[6] Description: MTSU Minimum Hours for Ph.D. Degrees	http://www.mtsu.edu/gcat/depts/2004%20phd.pdf
[7] Undergraduate Degrees by Number of Hours Required for Degree	DegreesByHoursRequired.pdf
[8] Required Hours for Graduate Programs	GraduateProgramHours.pdf

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2.7.2 offers degree programs that embody a coherent course of study that is compatible with its stated purpose and is based upon fields of study appropriate to higher education. (Program Content)

x	Compliance
	Conditional Compliance
	Non-Compliance

STATEMENT OF RATIONALE FOR JUDGMENT OF COMPLIANCE

Middle Tennessee State University's major program requirements, including the composition and sequence of courses, conform to commonly accepted standards and practices of collegiate institutions (see individual programs in MTSU Undergraduate [1] and Graduate [2] Catalogs). Degree programs at MTSU are approved by the Tennessee Board of Regents (TBR) [3] [4] and the Tennessee Higher Education Commission (THEC) [5], and are compatible with its mission [6]. The curriculum submission and review process to be followed by faculty is described in the MTSU curriculum committee procedures [7].

All post-baccalaureate and undergraduate degree programs are evaluated either by peer review or by accreditation. Peer reviews of degree programs are completed in accordance with a published cycle and with procedures mandated by the THEC Performance Funding Program [8] [9]. All programs eligible for accreditation at MTSU undergo higher education periodic accreditation reviews [10] and are also recognized by the THEC Performance Funding Program [11]. The results of these reviews are used to make program improvements through budget and staffing decisions, curriculum adjustments, and faculty development activities. [11]

The appropriate sequence of courses required by degree programs at MTSU is ensured by a system of course-level, number assignment--lower division (1000-2000), upper division (3000-4000), and graduate (5000-7000). Assignments are based on assessment of the faculty in the discipline, with consideration of course content and prerequisite learning, and are approved through the curriculum process [7]. Some courses, designed for interaction between undergraduate and graduate students, are listed as 4000/5000. Graduate students enrolled in these courses (5000) are expected to complete requirements above those required by undergraduates, and beginning in Fall 2005 there will be separate syllabi for graduates and undergraduates to ensure this distinction [12]. In 1999-2000, the TBR mandated a system-wide audit to ensure commonality in course levels and to facilitate greater uniformity in course transfers. MTSU has adjusted its course numbers and rubrics in accordance with TBR guidelines. (MTSU Course Leveling in Response to TBR Audit). Additionally, MTSU courses are approved by THEC as indicated in the THEC Academic Inventory [13].

DOCUMENTATION	SOURCE LOCATION
[1] MTSU Undergraduate Catalog	http://www.mtsu.edu/ucat/
[2] MTSU Graduate Catalog	http://www.mtsu.edu/gcat/
[3] TBR Guideline A-010, ACADEMIC PROGRAM PROPOSALS	http://www.tbr.state.tn.us/policies_guidelines/academic_guidelines/A-010.htm
[4] TBR POLICY 2:01:01:00, Academic Program Approval	http://www.tbr.state.tn.us/policies_guidelines/academic_policies/2_01_01_00.htm
[5] THEC Policy A1.0, Academic Proposals	http://www.state.tn.us/thec/2004web/division_pages/lra_pages/policies/A1_0_policy_2002.pdf
[6] MTSU Mission Statement	http://www.mtsu.edu/ucat/intro/2005-07%20mission.pdf
[7] MTSU Curriculum Change Process	http://www.mtsu.edu/~provost/curr.htm
[8] MTSU Guidelines for Academic Program Review	http://www.mtsu.edu/~iepr/review.htm
[9] Performance Funding Guidelines	http://www.mtsu.edu/~iepr/fund.htm
[10] Accreditation	http://www.mtsu.edu/~iepr/acc.htm
[11] THEC Performance Funding Standards 2000-05 Cycle	http://www.state.tn.us/thec/2004web/division_pages/ppr_pages/pdfs/Policy/Performance%20Funding%20Standards%202000-05%20Cycle.pdf
[12] MTSU Doctor of Philosophy Degree Requirements	http://www.mtsu.edu/gcat/depts/2004%20phd.pdf
[13] THEC Academic Program Inventory by Institution	http://www.mtsu.edu/~instres/api.pdf

 

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2.7.3 requires in each undergraduate degree program the successful completion of a general education component at the collegiate level that is (1) a substantial component of each undergraduate degree, (2) ensures breadth of knowledge, and (3) is based on a coherent rationale. For degree completion in associate programs, the component constitutes a minimum of 15 semester hours or the equivalent; for baccalaureate programs, a minimum of 30 semester hours or the equivalent. These credit hours are to be drawn from and include at least one course from each of the following areas: humanities/fine arts; social/behavioral sciences; and natural science/mathematics. The courses do not narrowly focus on those skills, techniques, and procedures specific to a particular occupation or profession. The institution provides a written justification and rationale for course equivalency. (General Education)

x	Compliance
	Conditional Compliance
	Non-Compliance

STATEMENT OF RATIONALE FOR JUDGMENT OF COMPLIANCE

To earn a baccalaureate degree at MTSU, TBR Policy requires that students earn a minimum of 120 credit hours that must include a minimum of 41 hours of general education [1] [2]. The 41 credit hours represent 34% of the undergraduate required hours, ensuring that it is a substantial portion of degree programs.

In order to attain breadth of knowledge, MTSU's General Education Program is a modified distribution system [3]. Six general categories are stipulated by TBR Guidelines and MTSU requirements. The General Education Program requires courses in Communication (nine hours), History (six hours), Humanities and/or Fine Arts (nine hours), Mathematics (three hours), Natural Science (eight hours including laboratory experiences), Social/Behavioral Sciences (six hours) and History (six hours). MTSU has added requirements to three of the six categories to ensure a broader educational experience. Students must choose differing course rubrics in some TBR Categories (Humanities and/or Fine Arts, Natural Science, and Social/Behavioral Sciences) to ensure breadth of knowledge [3]. For example, one stipulation for the Humanities and/or Fine Arts Category reads: "One course must be in Literature; in order to insure breadth of knowledge, the two other courses selected must be with different rubric prefixes." [4]

The rationale for the General Education Program at MTSU is specific, clearly described [3] and based on a commitment to a quality education for all students [5]. MTSU's General Education Program Goals [3] are based upon the TBR Philosophy [6] and MTSU's General Education Mission Statement [3]. These courses are specifically designed to serve general education and, consequently, "are not narrowly focused but rather address knowledge and skills of broad usefulness to students' personal, professional, and civic lives" [7] [8].

The TBR has established common course numbers and General Education course equivalency for all TBR institutions [9]. In transfer cases where TBR equivalencies are not established, the MTSU Records Office is responsible for providing lists of general education courses offered by institutions in the state, as well as, surrounding states to MTSU department chairs to designate course equivalences. These equivalencies are programmed into "Transfer Equivalencies at Middle" (TEAM) [10] so that transfer students can access specific online transfer course information.

General education is reviewed according to a Tennessee Board of Regents review cycle. Course objectives for the general education core are linked to system and University learning outcomes [11a] [11b] [11c] [11d] [11e] [11f].

General education is assessed for graduates by their completion of the Academic Profile, an exam comparable to a major field test to demonstrate competencies in areas of general education, e.g., critical thinking, writing, and numerical computation. Results of the Academic Profile data are used to provide formative information for academic departments to improve instruction to impact student learning. Additionally, data is used by the Director of General Education, the General Education Committee, and the Vice Provost for Academic Affairs to chart academic initiatives for improvement at the University level. On the nationally normed Academic Profile [12], MTSU graduating students rank slightly below the national average for research intensive institutions. The Profile "tests students' ability to read and reason in the humanities, natural sciences, and social sciences, [and] includes math and writing items." These test results [13] are used to shape and improve instruction in specific areas. For example, when the Academic Profile test results revealed a lessening of critical thinking skills, the University Seminar 1010 faculty (about 60 sections of freshmen seminar) selected a new textbook that emphasized methods of critical thinking [14].

The Graduating Senior Survey reveals student satisfaction with the general education experience and acknowledges students' sense that it prepares them for their personal, professional, and civic lives. For example, "Four out of five students reported that MTSU helped them understand issues and problems facing the world." [15]

Additionally, the Alumni Survey Reports [16] for 2005 showed that on a scale of 1-3, from very little to very much, 575 alumni rated their "ability to use information/computer technology" as 2.46; their "ability to grow and learn as a person" as 2.53; and "learning on your own" as 2.52. "Ability to lead or guide others" was 2.3. The University's focus on Experiential Learning in its Quality Enhancement Plan is expected to improve this skill given out of the classroom and active learning projects.

DOCUMENTATION	SOURCE LOCATION
[1] TBR Policy No. 2:01:00:00, General Education Requirements and Undergraduate Degree Requirements	http://www.tbr.state.tn.us/policies_guidelines/academic_policies/2_01_00_00.htm
[2] MTSU Undergraduate Degree Requirements	http://www.mtsu.edu/ucat/student/2004%20ug%20degree%20reqs%20corr.pdf
[3] MTSU General Education Requirements	http://www.mtsu.edu/ucat/student/2004%20gen%20ed.pdf
[4] GENERAL EDUCATION PROGRAM Implementation Fall 2004	http://gened.web.mtsu.edu/general_education_program_implem.htm
[5] MTSU Mission Statement	http://www.mtsu.edu/ucat/intro/2005-07%20mission.pdf
[6] TBR (General Education) Philosophy	http://gened.web.mtsu.edu/philosophy_of_general_education.htm
[7] TBR General Education Course Parameters	http://gened.web.mtsu.edu/course_parameters.htm
[8] MTSU General Education Web Site	http://gened.web.mtsu.edu/
[9] TBR Common Course Numbers and General Education Course Equivalency	http://www.tbr.state.tn.us/student_information/transferinfo2.htm
[10] MTSU TEAM: Transfer Equivalencies at Middle	http://www.mtsu.edu/~admissn/team.html
[11a] Communications Learning Outcomes	CommObj.pdf
[11b] Humanities/Fine Arts Learning Outcomes	HumObj.pdf
[11c] History Learning Outcomes	HistoryObj.pdf
11d] Social/Behaviorial Science Learning Outcomes	SocBehObj.pdf
[11e] Mathematics Learning Outcomes	MathObj.pdf
[11f] Science Learning Outcomes	SciObj.pdf
[12] General Education Assessment: Academic Profile	http://www.mtsu.edu/~iepr/gened.htm#1
[13] MTSU Summary by College of Academic Profile, Spring 2004	http://www.mtsu.edu/~iepr/aprpts04.pdf
[14] MTSU University 1010 Textbook Committee Minutes	On file in the Office of the Executive Vice President and Provost
[15] MTSU Graduating Senior Survey, Spring 2005, Executive Summary	http://www.mtsu.edu/~iepr/gssumm05.pdf
[16] MTSU Alumni Survey Spring 2005	http://www.mtsu.edu/~iepr/alsum05.pdf

 

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2.7.4 provides instruction for all course work required for at least one degree program at each level at which it awards degrees. If the institution makes arrangements for some instruction to be provided by other accredited institutions or entities through contracts or consortia, or uses some other alternative approach to meeting this requirement, the alternative approach must be approved by the Commission on Colleges. In all cases, the institution demonstrates that it controls all aspects of its educational program. (Contractual Agreements for Instruction)

STATEMENT OF RATIONALE FOR JUDGMENT OF COMPLIANCE

MTSU offers at least one degree program at each degree level (bachelors, master's, specialist, doctoral) [1] for which it provides instruction. To enhance learning opportunities for students, the University also provides alternative approaches for students to complete degrees through consortia or contractual agreements with other institutions.

Regents Online Degree Program

Tennessee Board of Regents' colleges, universities, and technology centers jointly offer the Regents Online Degree Programs (RODP) which has received SACS system-wide Substantive Change approval. [2] All participating RODP institutions are also fully accredited. Thirteen two-year colleges deliver and award the associate degrees, while six TBR universities deliver and award bachelor's degrees. Courses completed in the Regents Online Degree Program are entirely online and transferable among all the participating institutions. Students are able to choose the college or university (home school) for their admission, registration, and the award of their degree except for the RODP Master's in Nursing (MSN) degree [2a].

2+2 Interdisciplinary Education Program with Columbia State Community College

The 2+2 Program with Columbia State Community College (a SACS-accredited institution) leads to a Bachelor of Science in Interdisciplinary Studies degree. [3] The MTSU College of Education and Behavioral Science, also accredited by the National Council for Accreditation of Teacher Education (NCATE), ensures that quality standards for the CSCC courses meet both MTSU program and NCATE standards. [4] The MTSU Elementary and Special Education Department administers the 2+2 program. The upper-division courses are taught mostly by MTSU instructors on the CSCC site. (See 3.7.1 for faculty credentials by courses taught.) Instructors and the 2+2 program are evaluated using the same program assessments and instructor evaluations as are used for on-campus instruction. (See 3.7.2.)

Motlow State Community College

Middle Tennessee State University has an agreement with Motlow State Community College, a SACS accredited Tennessee Board of Regents institution, to teach Motlow courses in remedial math, reading, and writing on the MTSU campus to MTSU-Motlow dual-enrolled students. These courses carry institutional but not academic credit. [5]

Study Abroad

In addition to MTSU faculty-led, in-house study abroad programs, the University has consortial and direct exchange programs in which students and faculty may participate. MTSU currently is affiliated with three consortia: Kentucky Institute of International Studies (KIIS), Cooperative Center for Study Abroad (CCSA), and Universal Mobility Asia and the Pacific (UMAP). KIIS and CCSA are multi-institution consortia that give students opportunities to study in a variety of places around the globe, taught by MTSU faculty or faculty from other fully accredited institutions (i.e. Austin Peay State University, Mississippi State, Morehead, Murray, University of Kentucky, Louisville, University of Tennessee at Chattanooga, Ball State, Berea, Western Kentucky University, etc.). UMAP is an exchange program that allows students to study abroad for a semester or year in locations along the eastern Pacific Rim and Southeast Asia. The University is also exploring joining ISEP (International Student Exchange Program), a program in which UTK, APSU, TTU, and Memphis are active. [6]

MTSU has direct reciprocity exchange agreements with 11 institutions, at present including schools in Caen, France; Kansai Gaidai in Japan; Besancon, France; Hunan Normal, China; China Agricultural; Brazil; and Yongsai in South Korea. These agreements and the consortial arrangements are governed by the MTSU International Education and Exchange Committee (an ad hoc committee to be designated a University standing committee Fall 2005) and administered by the International Education and Exchange Office. [6]

Consortial Programs (MTSU and TSU Criminal Justice)

MTSU and Tennessee State University (TSU) in Nashville, Tennessee allow students enrolled at one institution to register for Master's in Criminal Administration (MCJ) courses at the other institution. [7] MTSU students who choose to take courses at TSU must complete all requirements for the degree stated in the MTSU catalog [8] and the degree is conferred by MTSU. Both institutions are governed by the Tennessee Board of Regents (TBR) and must comply with TBR policies regarding admission and graduation standards. TSU is accredited by the Southern Association of Colleges and Schools.

2.8 The number of full-time faculty members is adequate to support the mission of the institution. The institution has adequate faculty resources to ensure the quality and integrity of its academic programs. In addition, upon application for candidacy, an applicant institution demonstrates that it meets the comprehensive standard for faculty qualifications. (Faculty)

STATEMENT OF RATIONALE FOR JUDGMENT OF COMPLIANCE

MTSU employed a total of 1,295 faculty members for AY 2004-2005 [1], a number sufficient to support the mission of the institution and ensure the quality and integrity of the academic programs.

In academic year 2004-2005 the core of 870 full-time faculty members, 723 of whom were tenured or tenure-earning, was supported by an additional 147 temporary faculty members, as well as carefully selected adjuncts and graduate assistants [1]. The MTSU Faculty Roster includes the credentials of instructional faculty and shows undergraduate and graduate courses taught by full-time faculty as 4,054, graduate teaching assistants as 254, and adjuncts as 961 for Fall 2004 [3]. Even though MTSU has had a strong increase in student enrollment growth over the past 15 years, from a 14,865 head count in 1990 to a 22,322 head count in fall 2004, the University has made a concerted commitment to hire additional faculty members (119 new faculty positions since 2000). The result has been that consistently over 70% of courses offered have been taught by full-time faculty and the University's student-faculty ratio for Fall 2004 was 23:1 [1]. See also section 3.7.1.

Preliminary data for Fall 2005 show 897 full-time faculty members. The official faculty roster will be available October 3, 2005, two weeks after the official census date for the semester. The University anticipates that the proportion of temporary faculty members, adjunct instructors and graduate assistants as well as the student-faculty ratio will be consistent with Fall 2004 data.

According to Tennessee Board of Regents Policy, faculty members receive their assigned duties or responsibilities in writing at the beginning of each academic term from the department chair or other appropriate University administrator [4]. Assignments are generally divided among instruction, research, and service. The annual assignment is recorded at the beginning of the semester on the Faculty Workload Form [5]. The annual assignment process ensures that the faculty member's workload includes a balance of activities appropriate to the mission and goals of the University, the college, the department and, where appropriate, the campus.

Faculty Credentials are described in the MTSU 2005-2007 Undergraduate [6] and Graduate [7] Catalogs. For each faculty member, the BlueInfo data warehouse [3] provides the faculty member's name, academic degrees, academic department and courses taught, plus documentation for an exception, if any. Transcripts are maintained in each faculty member’s personnel file, along with a completed Faculty Hiring Checklist [8] and the completion of the Academic Program Certification Form [9] as evidence of compliance with SACS and Tennessee Board of Regents requirements. The certification form is reviewed and signed by the department chair and dean. If the individual is an exception, the justification and documentation is reviewed by the Executive Vice President and Provost before approval for hiring. Individual personnel files for faculty are maintained in the Office of the Executive Vice President and Provost.

2.9 The institution, through ownership or formal arrangements or agreements, provides and supports student and faculty access and user privileges to adequate library collections as well as to other learning/information resources consistent with the degrees offered. These collections and resources are sufficient to support all its educational, research, and public service programs. (Learning Resources and Services)

STATEMENT OF RATIONALE FOR JUDGMENT OF COMPLIANCE

JAMES E. WALKER LIBRARY

The James E. Walker Library provides access to a comprehensive collection of information and learning resources and services in support of the educational, research and public service programs of Middle Tennessee State University. As stated in its mission, Walker Library is committed to "strong collection development, innovative, responsive and expert assistance, creative collaboration that expands the availability of resources, careful resource management, and a conducive atmosphere for library service and study." [1] The Library uses national standards of the Association of College and Research Libraries (ACRL) [2] to guide the development of its programs and services. A written report of the most recent analysis using these standards is on file in the Library Dean's office.

Walker Library provides research materials in print, microform and electronic formats by means of direct ownership, licensing agreements, interlibrary loan and cooperative library use and borrowing agreements. A number of other University units, which are separate both physically and organizationally, provide additional learning/information resources needed by faculty and students.

• Adaptive Technologies Center
• Albert Gore Research Center
• Art Slide Library
• Center for Popular Music
• Howard Music Library
• Instructional Media Resources
• University Writing Center
• Women's Studies Library

At the end of fiscal year 2003-2004, Walker Library's holdings included 748,900 bound volumes, 1,301,600 microform units, 4,144 journal subscriptions and 143,100 electronic books [3]. Through cooperative purchases and consortial agreements, the Library provides electronic access to an additional 14,000 unique journal titles [4] and 110 databases [5] that in turn provide access to indexes, newspapers, books, and manuscripts. Purchased materials are supplemented by Walker Library's designation as a selective depository for United States government documents, through which it receives approximately twenty-four percent of these publications.

Expenditures on collection development amounted to approximately $3.0 million in FY 2003-04. The Library expended the following amounts to provide information resources to faculty and students: $825,479 for books, $1,676,856 for periodicals, and $448,627 to provide access to electronic resources [3a]. Supplementing the Library budget are federal funds expended by the Tennessee State Library and Archives to provide access to the Tennessee Electronic Library (TEL), which is made available to all libraries in the state. [6] MTSU utilizes TEL to provide much of its electronic access to basic periodical indexing and full text journal titles. To address the rising cost of periodicals, the library maintains an affiliate membership in the Scholarly Publishing and Academic Resources Coalition (SPARC), an alliance of libraries working to reduce the burdensome costs of journal access.

The Special Collections area of the Library [7] provides rare or valuable research materials related to Tennessee history, early Tennessee printing and publishing, University publications, theses and dissertations,dimensional books, and reference materials relevant to the collection. This is a non-circulating research collection.

The Womack Curriculum Collection [8] houses books and materials that support teacher education, library services and children's literature classes. In partnership with the Tennessee State Department of Education, the Curriculum Collection provides housing and services for the only official textbook depository in the state.

The Library Collection Management Department is responsible for the development, organization, preservation and assessment of the learning resources of the Library. [9] Librarians rely heavily on the involvement of teaching faculty in building and maintaining collections that are relevant to the University curriculum, and to research and public service needs. Collection development policies [10] provide guidelines for purchases of materials and access to electronic resources. Book funds are allocated to academic departments to encourage faculty requests for materials in support of their curricular, public service, and research needs. Faculty liaisons from each academic department work with the collection development librarians to ensure adequate purchasing in all discipline areas.

Other means librarians use to secure input from faculty and students in developing the collection include collaboratively developed vendor approval plans, online request forms, the University Library Committee, and the Library's semi-annual newsletter, LIBRARY UPDATE. [11] Collection assessment measures involve on-going and specific evaluation activities. On-going input comes from program reviews mandated by the Tennessee Higher Education Commission (THEC), faculty and user recommendations and comments received by way of online and print comment forms, departmental or subject specific accreditation reviews, and new program approval reviews. In 1996 the AMIGOS Collection Analysis System was used to compare MTSU with other Tennessee institutions as well as a group of libraries similar in size. Information from this analysis was used to provide input on Library needs for the University Academic Master plan. In 2004, the Library compared its collection to three peer institutions using OCLC's Automated Collection Analysis Services. Results included statistical summaries and title lists of matching and missing titles for all subject areas in the collection, providing a tool for continuing collection assessment and development. In 2000, Library collections were assessed by external reviewers as part of the University's proposal to redesignate its Doctor of Arts to Ph.D. degree programs in History, Economics, English, Chemistry, and Health, Physical Education, Recreation. During the past four years, the University administration has provided additional funds to improve areas of weakness identified by the program reviewers and to provide general support for all proposed Ph.D. subject area collections.

LIBQUAL+, a service assessment survey developed by the Association of Research Libraries, was used in 2002 and 2003 for an evaluation of Walker Library collections and services. Results indicated negative gaps in expectations of graduate students and faculty with regard to the library collections section. [12] This was consistent with results received from other surveys previously conducted by the Library.

Analyses of expenditures and collection growth have shown a consistent increase over the past five years, despite general University budget constraints. In fact, the Library has been one of only a few units on campus that have not experienced budget reductions during this period. This positive attention to the Library's needs has enabled it to achieve the following accomplishments over the past five years: a growth in its expenditures per student; an increase in total expenditures for materials; and the raising of the materials expenditures per student. [13] In addition, the number of monographs purchased in 2003-04 was double the number purchased in 2000. Special attention has been given to the development of Library collections, especially in critical areas such as the new Ph.D. granting programs. In 2003-2004 the Library budget was 3.62% of the University's education and general budget.

While expenditure levels have increased, comparisons of Walker Library with peer libraries in 2003-2004 indicate that MTSU continues to lag behind. [14] The University Academic Master Plan specifically targets the Library with regard to closing this gap with its peers. [15] Also, the University President has identified the Library as one of the top five priorities for external funding. In recent years, the Library has been successful in securing gifts of funds and collections and in establishing endowments for special acquisitions. [16]

While the Library collection supports most University curricular needs, there are times when necessary resources are not available locally. Cooperative relationships, consortia and resource sharing groups are essential components of Walker Library's services. Membership in the OCLC bibliographic network provides online access to holdings of libraries worldwide, and together with its regional affiliate, SOLINET, facilitates interlibrary loans and other resource sharing activities. Walker Library is an active member and supporter of TennShare, [17] a group of Tennessee libraries seeking to provide guidance in all areas of resource sharing including collections, training, and leadership development. The Nashville Area Library Alliance (NALA), [18] a consortium of academic, public and school libraries in and around Nashville, provides access to ATHENA, the shared catalog of thirteen member libraries, including a large research library. NALA provides expedited interlibrary loan utilizing a courier service for deliveries within a fifty-mile radius of Nashville.

As a means of securing research materials not in Walker Library, students and faculty are encouraged to use the InterLibrary Loan (ILL) service [19] which is easy and cost effective. ILL request forms are available on the Library web site which is accessible at any time, with proper Internet connections, and copies of articles can be delivered to the users' desktops. To facilitate the process of document delivery and contain costs, the Library maintains many reciprocal lending agreements with libraries in addition to its consortia memberships.

The Library has an agreement that allows graduate students access to the Vanderbilt University Library. With an ID card secured from Walker Library, graduate students are admitted to this research library and allowed to use its collections. The card does not provide check-out privileges, but students can quickly get needed materials by using the interlibrary loan and courier services of NALA.

The Tennessee Academic Library Collaborative (TALC) [20] is an organization of state-supported academic libraries that provide borrowers cards for their faculty and students that may be used to check out materials from other TALC member libraries. With proper identification, MTSU faculty members and students may check materials out of any of the 27 academic libraries in the University of Tennessee and Tennessee Board of Regents systems. The TALC card has been especially helpful in providing access to library materials for distance education faculty members and students.

The James E. Walker Library building is located in a new emerging academic center of the campus. [21] Opened in January 1999, this award winning building was designed and furnished to be easy to access and use. The Library partners with the Office of Disabled Student Services to provide on the main floor an Adaptive Technologies Center is equipped and staffed to help those with hearing, vision or physical handicaps. [22]

The Library is open and staffed 95.5 hours per week to provide students and faculty opportunities to use the collections and to have library staff available to assist them. Hours are posted on the Library web site to inform users of added hours during final examination weeks and variations in the schedule during semester breaks and holidays. [23] Assistance in using the Library, its resources and equipment is provided by the User Services Department. Librarians and staff in this department provide reference assistance, interlibrary loans, circulation and book stack maintenance, and library instruction. [24] In addition to staff offices located on each floor, there are eleven public service desks available to assist library users.

Online access to Library collections and services is available through the web site to all users regardless of time or geographic locale. [25] Using a University ID authentication and proxy system, students, faculty and staff have remote access to library information databases and the online catalog of holdings. The Library web site is designed to inform students, faculty, and other users about the services and resources of the Library, and to make online resources of the Library and Internet easily accessible. In 2003-04 users logged-on for 277,182 sessions with 1,043,104 searches resulting in 427,902 full-text retrievals.

The online computer system used by Walker Library is Voyager, [26] which provides a web-based catalog along with circulation, cataloging, and acquisitions components. Voyager provides bibliographic information on holdings in Walker Library, as well as significant holdings of Instructional Media Resources, Howard Music Library, and the Center for Popular Music. It also contains links to selected Internet resources and digital images (some animated) for fragile or rare items in the Library's Special Collections. Through the ENCompass [27] federated searching software, users are able to search multiple library-owned databases simultaneously and quickly to retrieve an enhanced number of bibliographic citations, many of which lead to full-text articles as well as monographs in the Library's collections.

Access to the Library's Voyager online catalog and electronic resources is provided by approximately two hundred and fifty public access computers located throughout the Library building. Most of these computers provide access not only to electronic resources of the Library, but also to Word, Excel, Powerpoint, the campus network, email, and the Internet. In addition, there are over a thousand seats with appropriate power/data connections where users can access the campus network with laptops. Wireless capability is also available throughout the building. Library Systems staff coordinate library computing with the University's Information Technology Division. [28]

Access to library resources for distance learners is provided by way of online resources, interlibrary loan, and special assistance from the librarian responsible for distance education library service. Also, Walker Library is within easy driving distance of most distance education sites used by the University. Reference assistance is available by phone or online via the "Ask a Reference Librarian" web page. [29] A designated librarian is responsible for providing distance education students and faculty with instruction, assistance with securing resources, and research consultation. [30]

More specific information relative to the Library and other learning/information facilities and services may be found under section 3.8.1 of the Compliance Report.

ADAPTIVE TECHNOLOGIES CENTER (ATC)

The Adaptive Technologies Center offers services to over 1000 undergraduate and graduate students with disabilities that are registered with Disabled Student Services (DSS). The ATC provides access to assistive/adaptive computers and devices that support both student and faculty needs in achieving an accessible and equitable academic experience. The ATC offers short-term adaptive technology loans to students or faculty/departments that are working with students with disabilities. The sizable DSS student population offers many challenges in providing equitable access at the same academic and instructional level that the overall student body enjoys daily. The ATC is open to all MTSU students and the general public; however, priority is given to the students registered with DSS. [22]

ALBERT GORE RESEARCH CENTER

The Albert Gore Research Center is a manuscript repository dedicated to preserving and making available for research primary source materials related to Tennessee history. The Center's collections focus on the history of politics and public policy and on Middle Tennessee State University and the region it serves. The papers of Albert Gore, Sr., who served in the United States House of Representatives from 1938 to 1952 and in the Senate from 1953 to 1970, form the cornerstone of the Center's collections. The collection totals approximately 1500 linear feet of manuscript collections, 500 audiotapes (primarily oral history interviews), 2000 books, 3000 serial publications, and 12000 photographs.

The Gore Center opened in 1993. It serves a variety of researchers: undergraduates, graduate students, MTSU administrators, faculty and other scholars, the media, and citizens of the local community. Researchers number from 600 to 800 per year, an average of 80% of which are MTSU undergraduates. The Gore Center Director also supervises and provides instruction to interns and graduate assistants from the History Department's Public History Program. [31]

ART SLIDE LIBRARY

The Art Slide Library [32] is a resource for the faculty and student body of the Art department and the University at large. It is a diversified collection of 40,000 35mm slides, most of which comprise a historical collection from cave painting to artwork up to 1945.

There are also special collections: a cultural art collection, contemporary art, commercial art as well as didactic slides for teaching. A growing number of digital images are also available to faculty for use in the master classrooms. These collections support the curriculum needs of faculty and meet the independent research needs of students.

The Art Slide Library is located in Todd Hall room 223. The facilities available to faculty and students are light tables for viewing the materials and preparation of slide lectures, worktables, as well as reference books pertaining to the collection.

Faculty members, staff members and students may check out slides. [33]

CENTER FOR POPULAR MUSIC

The Center for Popular Music, an interdisciplinary research center, houses in its 8,000 square feet one of the country's largest popular music archives and libraries. [34] Holdings include the different printed and recorded media in which music has been fixed and sold as a commercial product and other sorts of primary documents and reference materials that researchers need in order to study the music in various musical, cultural, social, historical, and commercial contexts.

Present holdings include approximately 155,000 commercial sound recordings in formats ranging from cylinders to compact discs; thousands of hours of manuscript sound recordings; 65,000 pieces of sheet music (the largest collection in the South); approximately 8,000 rare books and scores; thousands of photographs, posters, and trade catalogs; many manuscript collections; runs of approximately 1,500 serials; and one of the most complete and comprehensive libraries of books and other reference materials relating to popular music.

The Center's collection encompasses a broad range of popular music genres, and is particularly strong in material relating to rock 'n' roll and its roots, and to vernacular religious music. The collection has great historical depth as well, with materials from the 1740s to the present.

These resources support undergraduate, graduate, and faculty research at MTSU, and also serve as a resource for scholars on regional, national, and international levels. The Center also has its own program of public service offerings.

COMPUTER LABS

Information about computer labs on the campus is included in the response to Comprehensive Standard 3.4.14.

HOWARD MUSIC LIBRARY

Located within Instructional Media Resources in the Learning Resources Center, the Howard Music Library houses audio and video recordings, music scores, and books. [35] Anyone with a valid MTSU ID may borrow scores and books. Recordings circulate only to faculty and staff but may be used by anyone within the Library. While the Howard Music Library's holdings are primarily classical, it does include some jazz and popular music as well. Since 2002, the Music Library has increased its holdings of scores by 20%, its holdings of recordings by 100%, has added a subscription to an online streaming audio database, and has purchased state-of-the-art listening equipment through Technology Access Fee funds.

INSTRUCTIONAL MEDIA RESOURCES (IMR)

The Instructional Media Resources Media Library provides up-to-date educational technology and audio-visual materials to meet the curriculum needs of the faculty and the independent study needs of students. [36] The collection contains approximately 16,000 titles among 5 audio/visual formats. Located in the McWherter Learning Resources Center, Room 101, IMR maintains a single-campus closed circuit cable system that feeds most classrooms, provides study rooms and carrels to utilize media in the collection, and supports a computer lab featuring both Macintosh and Pentium computers, laser printers, and flatbed scanners. Faculty and graduate teaching assistants may check out all materials. Staff and students may view video materials in IMR and may check out audio materials.

UNIVERSITY WRITING CENTER (UWC)

The University Writing Center [37] provides writing assistance at all levels from freshman to faculty. Services are provided to writers in any discipline or program on campus. Center staff are willing to collaborate with any program which has students or faculty that need their services; at this time they are collaborating with programs in Distance Education, Student Support Services, and the ESL program of the English department.

UWC users may have one 30- or 60-minute appointment per day. It is open Monday through Saturday. The OWC chat feature is open Sundays so daily writing assistance can be provided.

WOMEN'S STUDIES LIBRARY (WMST)

The Women's Studies Library provides print and video resources in the areas of women's and gender studies to help meet the curriculum needs of students and faculty who are a part of the WMST program (e.g., WMST minors and members of the WMST Council) as well as general members of the MTSU community. The collection contains approximately 1200 titles and is located in the WMST office in James Union Building 308. Most titles in the collection circulate to faculty members and students.

2.10 The institution provides student support programs, services, and activities consistent with its mission that promote student learning and enhance the development of its students. (Student Support Services)

STATEMENT OF RATIONALE FOR JUDGMENT OF COMPLIANCE

Middle Tennessee State University provides student support programs that assist students in achieving their personal and educational goals and in developing an appreciation for cultural diversity, productive and ethical social interaction and individual responsibility.

This commitment is consistent with the University's mission (MTSU Mission Statement [1]) and Goals (Undergraduate Catalog, page 2, [2]) that, in part, state:

1. MTSU will provide student support services and a quality of student life that create a campus environment conducive to learning and personal development;
2. MTSU will encourage lifelong relationships between the University and its students;
3. MTSU will develop individual, corporate, and public support for the University;
4. MTSU will encourage student-centered learning through the development of academic partnerships within the public and private sectors;
5. MTSU will provide financial and physical resources to accomplish the mission.

The MTSU Division of Student Affairs, Enrollment and Academic Services is primarily responsible for the design and implementation of the many student support services provided by the University. Student Affairs at MTSU includes the departments of Academic Support Services, Enrollment Management and Student Life. Academic Support Services and Enrollment Management report to the Provost through the Vice President of Student Affairs and Vice Provost for Enrollment Management. Both the Student Affairs and Academic Affairs divisions work closely together, with a healthy respect and knowledge of the roles and responsibilities of each, to create and sustain a student-centered learning environment. They share a common mission to provide hands-on learning opportunities to assist students in integrating academic and personal growth. Educational partnerships and programs encourage the development of student leadership, campus involvement, personal responsibility and accountability, and promote the creation of meaningful campus rituals and traditions and an inclusive and supportive learning community [3].

The division has identified the following core principles that assist in building community [4]:

1. Our programs and services will be designed to provide "hands on" learning opportunities to develop responsibility and integrate academic and social growth.
2. We will clearly communicate and demonstrate our core values.
3. We will maintain high behavioral expectations for all members of the community and will establish clear processes of accountability.
4. We will provide regular opportunities for feedback and maintain a spirit of dialogue.
5. We will strive for the highest and best use of our resources and staff development.
6. We will create intentional educational partnerships with students and staff.
7. We will build supportive, inclusive communities through open dialogue that encourages civility.

The Division provides opportunities for students to explore individually and collectively their strengths and differences and to stimulate responsible social, intellectual, physical and emotional growth. These services and activities assist in developing an appreciation for cultural diversity, productive and ethical social interaction and individual responsibility. The division supports an educational environment that is responsive to individual differences and representative of the diversity of the campus population.

The Division of Student Affairs, Enrollment and Academic Services exists to provide opportunities for students beyond the traditional classroom environment. The programs sponsored by the division provide practical experiences for students to develop their leadership skills and to prepare them to be good citizens. It is our mission to create a student-centered learning environment that puts students first and actively seeks their input in the creation and development of programs. The Division of Student Affairs, Enrollment and Academic Services is committed to eliminating the administrative barriers that often serve as deterrents to students.

Many of the programs and services offered by the division [4a] are a result of the interaction and feedback received from students. This information is collected through various research initiatives conducted by the Division of Student Affairs, Enrollment and Academic Services. It is the purpose of the Student Affairs Research office to gather, analyze, interpret and disseminate information concerning the needs of the student population. Information about student satisfaction and student expectations is collected on a regular basis to provide direction in the creation and implementation of programs. Student feedback is also used to enhance the quality of programs and services currently offered.

Departments and Programs that Promote Academic Success

The Academic Support Center (ASC), a unit in the Division of Student Affairs, Enrollment and Academic Services, is dedicated to creating academically engaging communities and fostering a campus-wide commitment to learning [5]. The primary focus of the Academic Support Center is to provide academic advising services for MTSU students with undeclared majors and students with courses in the Developmental Studies program [6] [7]. In addition, the Center also coordinates learning communities [8], the community reading program, the Raider Book Club, and other academic initiatives [9] . The ASC provides support for faculty and professional advisors on campus. Two ASC advisors are assigned to each college to be of service in times of need. They are trained for this task by the appropriate college advisor. The Center also maintains the professional advisors' listserv and organizes regular meetings for the professional advisors each semester. An advising newsletter is published by the center and disseminated to the campus twice per semester [10].

The Community Reading Program [11] was created in 2002. During CUSTOMS, all incoming freshman and transfer students receive packets that include a reading guide, information about the author, and a list of course sections using the book selection for the fall. The objectives of the program include providing a unifying experience for the entering class of students; creating partnerships with Murfreesboro community organizations; encouraging intellectual interaction among students; providing students with the opportunity to read and personally interact with critically-acclaimed authors; and, affirming the importance of reading for a successful and fulfilling life.

The Raider Book Club models life-long learning and a love of reading to our freshmen and helps them to make a connection to a faculty member or administrator at MTSU. Faculty members and senior administrators suggest a book, often adopted by a Freshman Seminar class and lead a discussion group with freshman students.

Student Support Services [12] assists students towards academic success and graduation. This grant program is 100% federally funded by the Department of Education [13] in the amount of $228,825 and serves 175 students each program year. The program is designed to increase the retention and graduation rate of participating students [14]. At least 67% of students are both low-income and first-generation students. The remaining 33% of participants are low-income, first-generation or disabled. At least 33% of the disabled students selected qualify as low-income.

Upon acceptance into Student Support Services, each participating student is assigned a Student Support Services counselor to assist him/her towards graduation [15]. Counselors monitor students' academic progress, financial aid packages and overall success at MTSU. At the beginning of each semester, letters are sent to instructors explaining the mission of Student Support Services on campus and identifying participating Student Support Services students enrolled in their classes. Mid-term letters requesting information from the Student Support Services students' instructors regarding grades, class attendance and class progress are also sent and collected.

Programs provided by Student Support Services include academic, career, and financial counseling and advising [16] ; academic tutoring [17]; cultural activities and academic workshops [18]; computer lab access [17]; grants for active, Pell-eligible students who are freshmen or sophomores [19]; and the Welcome HOME Mentoring Program [20].

All student contacts and services are documented in the Student Support Services database from which the required annual report is generated and submitted to the Department of Education. Success is measured by fulfilling the objectives listed in the Student Support Services grant [13]. In addition, student feedback is sought through evaluations and a Student Advisory Board [21].

Cooperative Education [22] enriches student academic programs by providing work experiences related to the academic major, financial assistance to students through employer wages as well as cooperative education scholarships, and student-centered learning through partnerships with public and private employers. The program generates approximately 100-120 applicants and provides career guidance to 180-200 students per year [23]. These activities result in 110-125 placements per academic year (Cooperative Education Newsletter [24]). About 60-70 of the applicants are selected for employment by the employer.

Cooperative Education consistently visits at least 90% of its students on site each semester. Supervision and evaluation instruments are provided for all cooperative education students [25]. The department produces newsletters each year and hosts the Annual Alumni Dinner and Awards Ceremony. The Office of Cooperative Education continually pursues opportunities to create co-op scholarships to develop additional financial incentives and rewards for participating students. (Cooperative Education Newsletter [24])

The Career and Employment Center [26] provides career and employment information and services to assist students and graduates in the pursuit of their chosen career goals [27] [28] [29] [30] [31] [32]. The Career and Employment Center serves as a resource center for job search preparation, a referral service for students, and a liaison between prospective employers, students, and faculty. (MTSU Policies and Procedures Manual [27])

All students and alumni are eligible to receive services from the Career and Employment Center and are served through special services and programs designed to assist them in their career planning and job search [33] [34] [35] [36] [37] [38] [39] [40] [41] [42]. The Career Center conducts employment and satisfaction surveys each semester, and the University Office of Institutional Research conducts annual assessments [158].

New Student and Family Programs facilitates the transition of new, undergraduate students into the University; prepares new students for MTSU's educational opportunities; and initiates the integration of new students into the intellectual, cultural and social climate of the institution. The Department of New Student and Family Programs offers services to first-time freshmen, transfer students, and their family members as well as current MTSU students. The goals of the program are met by providing a comprehensive orientation program called CUSTOMS [43] [44] [45], creation of Welcome Week activities [46], organization of a Parents Association [47], implementation of a Family Weekend [48] and other programs to enhance the transition for students and family members. Target groups report a 95% or better satisfaction rate each year. All incoming students complete the Student Expectations and College Experiences Survey during their respective orientation program. Information about advising and program satisfaction is collected as well as information concerning the students' expectations of MTSU. This information is shared with academic departments and advisors after each orientation session to emphasize areas that students perceive to be unsatisfactory.

Lightning Leadership Learning Community [49] is MTSU's emerging leaders program. Lightning Leadership students are beginning freshmen who are enrolled in linked sections of COMM 2200 (Fundamentals of Communication) and UNIV 1010 (Freshman Seminar) with a leadership emphasis. The program is designed for freshmen to develop the self-confidence, communication skills, and leadership skills to assume leadership positions on campus and in the community. A two-day camp precedes the beginning of the semester to foster teambuilding and initiate a relational process that promotes trust, openness, and group decision-making in the learning environment.

The Student-Athlete Enhancement Center [50] is committed to providing a comprehensive program of educational experiences and services to (1) assist the student-athlete in meeting the academic requirements established by Middle Tennessee State University and the National Collegiate Athletic Association (NCAA); (2) assist the student-athlete in developing a well-balanced lifestyle; (3) encourage growth in decision-making and planning for fulfillment of career and life goals; (4) enhance the quality of the student-athlete experience within the University setting. The Student-Athlete Enhancement Center houses the academic support system for 400+ student-athletes, managers and trainers in 17 NCAA sports at the Division I-A level. The Center is committed to assisting these students in earning a degree while it provides an atmosphere of personal attention and encouragement as well as tutorial assistance and support. The Center's services include assistance in all aspects of the student-athletes' academic life, such as academic counseling, pre-registration, study hall, and time management [51] [52] [53]. Information regarding NCAA rules and regulations is made available to student-athletes and coaches during Fall orientations and throughout the year. Semester progress reports are collected from professors to monitor the academic progress of student athletes [54]. The Center is also home to the NCAA Life Skills Program, known as BRASS (Blue Raider Athlete Skills for Success [55]). Student athletes are given opportunities to enhance their personal growth and development through numerous community service activities, workshops, seminars and career fairs. At the Center, each program, service and activity is designed to reflect the mission of the University [1].

Departments and Programs for Distinctive Populations

The Adult Services Center [56] serves as an information and referral center for University services and community resources for any student, regardless of age, who has adult responsibilities including, but not limited to: full-time employment, marriage, children, and/or responsibility for the care of elderly parents [57]. The MTSU Adult Services Center staffs education fairs at local businesses to recruit adult learners and participates with the CUSTOMS orientation program, inviting the adult learners to come to lunch at the Adult Services Center to meet the staff and to get to know the services provided to them by the center.

The MTSU Adult Services Center provides a Peer Mentor program for newly returning adult students, matching them with experienced adult learners in their same college or major. It also collaborates with the Pinnacle Honor Society to present weekly student success workshops called Reach for the Pinnacle, on topics such as Time Management, Note Taking, Study Plan for Mid-terms and Finals, Five Steps to a College Paper, etc. The MTSU Adult Services Center sponsors Nontraditional Student Week each November to make faculty, staff, and all students aware that nearly 50% of the student population can be considered adult learners by virtue of their responsibilities beyond college. Open houses and other promotional events serve to make all students aware of the services offered by the center [58] [59] [60] [61].

The MTSU Adult Services Center sponsors a state and regional conference on adult learning that is targeted to nontraditional students as well as the professionals who work with them in higher education institutions. This annual conference provides students an opportunity to meet students from other institutions in the area to exchange ideas and ways to enrich their own educational experiences.

Disabled Student Services [62] provides a comprehensive Disabled Student Services program that seeks to meet the needs of students with disabilities. This is accomplished by providing appropriate accommodations that create an equal opportunity for students to demonstrate their abilities at the University, equal access to programs and activities, and compliance with state and federal laws to assure that students with disabilities are treated fairly [63] [64]. Disabled Student Services currently serves a student population of 918 students annually. The Disabled Student Services office at MTSU is established as the coordinating body responsible for serving as a liaison and an advocate for students with disabilities. The Disabled Student Services office also serves as an information center for the University community by providing pertinent information for equal educational opportunities of individuals with disabilities.

Upon acceptance into the program, each participating student is assigned a staff member to assist in meeting the student's needs. The Disabled Student Services office staff is available to guide students through their academic and extracurricular pursuits, as well as their overall success at MTSU. Services provided by this office include academic aides (note takers, readers, and scribes), access to auxiliary aids, adaptive technology computer equipment, testing accommodations, orientation, early registration and strategic scheduling, recreational and social activities, and advocacy services for students [65]. Eighty-six percent of the students who are familiar with the program indicated that Disabled Student Services adequately meets the needs of students (2004 Student Affairs Closer Look Survey, [159]). An additional 87% reported that the Adaptive Technology Center adequately meets the needs of the students it serves [159].

Monthly reports, which include an outline of services DDS provides to Vocational Rehabilitation clients, are submitted for the clients (about 35% of participating students) to the Vocational Rehabilitation program. In the 2004 Graduating Senior Survey, students indicated a 94% rate of satisfaction with programs and services offered by Disabled Student Services [71].

The Office of Multicultural Affairs [66] provides educational programs, services and activities designed to celebrate, appreciate, and promote student awareness and respect for cultural diversity and multiculturalism [67]. These programs support the recommendations of the MTSU Multicultural Activities Ad Hoc committee Report [68]. Special presentations and events are integrated into other campus programs. For example, service-learning programs consider opportunities that expose students to people from various races, socio-economic levels, and backgrounds. Special campus-wide programs that address tolerance, acceptance, and advocacy related to race, sexual orientation, and religious differences are offered each semester. The Reverend Dr. Martin Luther King, Jr. Week commemoration, the African American History Month celebration and other ethnic-minority student cultural celebrations have become MTSU traditions and are very successful events sponsored each year [69].

The MTSU Office of Multicultural Affairs promotes a comfortable, supportive and welcoming environment for culturally diverse ethnic-minority students, while serving as an information and resource base for the MTSU campus community. The Office of Multicultural Affairs promotes cultural awareness, understanding and a sense of belonging for all students at MTSU. Additionally, the Office of Multicultural Affairs helps the University to provide comfortable, supportive and relevant environments. Finally, the mission of the Office of Multicultural Affairs is to provide student support services and create opportunities in and out of the classroom that help students achieve and further their life goals as well as enhance their academic, social, psychological, cultural, moral, physical and personal growth and development. Student satisfaction with these programs is collected via the Graduating Senior Survey [70] [71].

The Transiciones.../Transitions... University Mentoring Program is a promise for the future and was implemented to help establish a bond between new incoming multicultural students and a professional mentor. The aim of the program is to help assist new students in identifying and implementing strategies to maximize a successful and positive MTSU college experience. Throughout the academic year, students participate in programs aimed at increasing their academic and social success while welcoming and introducing them to the sights, resources, as well as MTSU students, faculty, staff and administration. The mentoring of these students by faculty, staff and administrators of the University is critical to the success of these new first-year students.

The International Education and Exchange Office [72] facilitates international educational experiences through high quality academic programs [73]. Faculty led programming, institutional exchange programming and consortium programming are facilitated by highly qualified, motivated and experienced faculty. This type of programming provides students with first hand international experiences through participant observation, classroom activities and organized field excursions within the cultural and physical mosaics of their chosen locations and academic interest.

The Child Care Lab [74] provides a safe, healthy, and nurturing program with a developmentally appropriate curriculum that gives first priority to students' children , second priority to University faculty, staff and administrators' children, and third priority to community children. The Lab also provides a laboratory facility for observation, research, and testing by the University population and professionals or students in the field of Early Childhood Education. In addition to childcare services while parents go to school and/or work, the Lab provides parents with resources and workshops that deal with parental topics such as discipline and nutrition. The Lab also schedules screenings during the year for early detection of problems that children may experience such as vision, dental, and speech/ language delays. The Lab meets the standards of the State of Tennessee three star license [75].

America Reads [76] is a federal program that recruits, trains, supports, and supervises MTSU work-study students to go into local elementary schools to support literacy efforts. America Reads tutors read to children from kindergarten through the third grade.

The June Anderson Women's Center (JAWC) [77] serves to enhance and enrich the personal development and collegiate experience of all individuals through the provision of direct services, advocacy, campus programming, and outreach activities on gender-based and diversity issues. While the JAWC seeks to educate, assist, and work with all individuals, an important focus of the Women's Center is to affirm, support, and promote the circumstances and needs of women on campus. Direct services provided by the JAWC include: campus and community information/referral resources to approximately 2,000 individuals annually; a free monthly legal clinic with local attorneys during the academic year for all MTSU members; and production of a free, annual "Fellowships, Grants, and Scholarships for Women" booklet for women on campus [78]. Student advocacy and support (e.g., appropriate referrals) is offered via assistance to individual students in need and through working with student organizations on campus programs. Throughout the year, the JAWC organizes campus programs that address various issues, including career/professional development, sexual assault and domestic violence awareness, and women's history [79]. The JAWC also engages in outreach activities to promote awareness of programs and services, which include presentations with diverse groups on campus and various information tables with materials distributed to students [80].

Departments and Programs that Support Residential Living

Housing and Residential Life [81] at Middle Tennessee State University exists to create living-learning communities that promote personal and academic growth among a diverse student body. Quality living accommodations and structured support services enhance the University mission of student retention, academic excellence, and community involvement.

Housing and Residential Life provides housing to approximately 3,400 students throughout 21 buildings on campus that include traditional residence halls and apartment units. The 3,400 students represent all classifications including graduate students and international students. While the majority of students living on campus are single, Housing and Residential Life currently houses 64 families.

The First Year Experience Program (FYE) [82] provides approximately 800 bed spaces for new freshmen making the transition to the University. The FYE program includes certified tutors assigned to every floor, academic advisors with offices in each building, a computer lab, a classroom in which credit-bearing classes are taught, and two floors specifically designated to support undeclared freshmen in determining a major.

The Raider Learning Communities (RLC) [83] are special learning communities within the FYE program. Freshmen are organized into learning communities of twenty-five (25) students who live on the same floor and co-enroll in at least two fall semester classes.

The Honors College Living Learning Center [84] houses two hundred high-achieving students in Wood and Felder Halls, the residential home for the University Honors College. This program, designed to meet the educational and social needs unique to Honors College students, features a computer lab, office space for the Honors College advisor, and a classroom in which Honors classes are thought. Residents are encouraged to participate in such programs as The Honors Challenge, during which students and Honors College faculty go canoeing, hiking, rollerblading, and caving.

The Aerospace Learning Community [85] fills two floors of Cummings Hall. The program is designed to build camaraderie and provide a support network for new Aerospace majors. To support students academically, all students living in the Aerospace Learning Community enroll in the same section of AERO 1010, Introduction to Aerospace. AERO 1010 is required of all Aerospace majors.

The Give Me A Beat Learning Community [86] is housed on two floors of Cummings Hall. This learning Community is designated for freshmen Recording Industry Management majors who participate in the Give Me A Beat Learning Community. The program is designed to build camaraderie and provide a support network for new RIM majors. To support students academically, all students living in the Give Me A Beat Learning Community enroll in the same section of JOUR 1020, Understanding Mass Media. JOUR 1020 is required of all Recording Industry majors.

The Women in Science and Engineering Learning Community [87] is housed in McHenry Hall and is designated for women studying in traditionally male-dominated science and engineering disciplines. The learning community is designed to recruit and retain talented women to the fields of mathematics and the sciences by providing academic and personal support for the women involved.

Departments and Programs that Support Student Generated Activities and Extra-Curricular Involvement

The office of Student Unions and Programming [88] strives to develop and implement purposeful activities, events, and programs that are intended to complement the academic mission of MTSU. The importance of the co-curricular experience to the establishment of a student-centered campus is paramount for the holistic development of MTSU's students. The office provides co-curricular learning opportunities in collaboration with academic areas through the planning, implementation, and evaluation of cultural, educational, social activities and programs [89] [90] [91] [92] [93] [94]. The office of Student Unions and Programs complements the University's mission and serves the community by providing non-classroom facilities and services, extracurricular student activities, and quality event production.

The Keathley University Center (KUC) Office [95] and the James Union Building (JUB) Office coordinate facilities reservations for the respective buildings. These buildings offer many services to the University and community including a self-service bookstore, academic/student service offices, classrooms (one master classroom), post office, a mini-market, recreational facilities, two large lounges with big screen televisions, catering services and dining rooms, a movie theater, numerous meeting rooms, and a large ballroom.

Production Services [96] has been dedicated to providing a balance of professional and educational opportunities for MTSU students, while providing the MTSU community with reliable audio/visual services.

The Office of Greek Life [97] provides comprehensive educational and social learning experiences for members through the promotion of brotherhood and sisterhood. The office promotes leadership and personal development through academics and service to the University and community. Greek Life facilitates positive learning environments for Greek students to grow personally and collectively through leadership opportunities, philanthropy, intellectual, moral, and social development opportunities [98] [99]. Policies pertaining to Greek letter organizations are contained in the Students' Rights and Responsibilities Handbook [100].

The Leadership Development Office promotes a comprehensive array of both classroom and co-curricular opportunities designed to enhance personal growth, leadership skills, and community involvement [101] [102]. Approximately 400 students participate in the various programs offered through the department and all programs are open to any student. Program assessments, including quantitative and qualitative reviews primarily consisting of satisfaction surveys, reveal positive outcomes. The Leadership Development Office seeks to develop and implement an array of meaningful co-curricular activities designed to introduce students to leadership concepts and skills and enabling students to progress to more advanced skills and experiences. The office supports and develops an array of credit-bearing, interdisciplinary leadership development courses to address beginning, intermediate, and advanced leadership theory and practices [103].

The Student Organizations and Community Service Office [104] provides opportunities to the registered student organizations that complement student academic programs of study through the development, exposure, and participation in social, cultural, intellectual, community-service based and recreational activities [105]. There are approximately 230 student organizations that participate in the various programs offered through the department and all programs are open to any student. Program assessments, including quantitative and qualitative reviews primarily consisting of satisfaction surveys, reveal positive outcomes. Information about programs offered through the department is disseminated regularly to organization officers and advisors [106] [107]. Policies relevant to student organizations are available both on-line and in the Student Organization Office [100] [108].

Student Activity Fees are distributed to registered student organizations through the Student Activity Fee Committee via an application process. The committee is responsible for allocating approximately $500,000 annually to registered organizations. The activities sponsored by the student organizations bring energy and vitality to the student experience. The programs bring a variety of social activities and personal enrichment programs.

Departments and Programs that Support Recreational Activities

The Department of Campus Recreation [109] is a comprehensive recreational program that serves and educates the MTSU student, faculty, staff and alumni by providing a wide range of program opportunities, challenges, employment, leadership, and wellness in a safe environment. These opportunities occur in all facets of the department programming [110] [111] [112] [113] [114] [115]. The Campus Recreation facilities include a 140,000 square foot recreation center and eight athletic fields. A 40,000 square foot expansion of the existing recreation center and the upgrade of three athletic fields are scheduled to be completed in January 2007. Student feedback about programs and services is collected annually via the Graduating Senior Survey and through the Campus Recreation Center participation study [116] [71]. The Graduating Senior Survey shows a satisfaction rate with the programs offered by the Campus Recreation Center of over 97% [71]. The 2004 Student Affairs Closer Look Survey showed that 85% of students believe the programs provided by Campus Recreation Center adequately reflect the needs and interests of all students. An additional 90% indicated the Campus Recreation facilities adequately meet the needs of students [158].

The Cheerleading Program [117] provides an outlet for students who wish to support our athletic teams [118] [119]. The purpose of the Middle Tennessee State University Cheerleading program is to develop and promote loyalty to the school through participating in various University and community events that further recognition and respect of MTSU and its cheerleaders [120]. Sixty-three percent of students indicate that cheerleading is necessary to provide a complete athletic experience at MTSU (2004 Student Affairs Closer Look Survey, [158])

Student Support Services and Programs, MTSU Division of Student Affairs, Enrollment and Academic Services

Undergraduate admissions. MTSU undergraduate admission policies are published in the undergraduate catalog [121] [122] [123]. Admission policies contribute to the institution's mission as a broad based, comprehensive University with an extensive range of undergraduate programs. MTSU develops admission policies in compliance with Tennessee Board of Regents admission policy (2-03-00-00 Admissions [124]). Changes in admission policies are approved through the institutional governance structure and the Tennessee Board of Regents. Many of the services provided by the Admissions Office are available on-line, including admission applications, personal statement forms, fee payment information and application status [125] [126].

Recruitment efforts primarily target in-state students, as they comprise the highest percentage of undergraduate enrollment. Select out-of-state recruitment activities expose non-Tennessee residents to programs and opportunities available at MTSU. Examples include staff attending college fairs in Atlanta, Birmingham and Louisville and the purchase of names of potential National Merit Finalists through the PSAT/NMSQT program.

The Office of Financial Aid [127] provides financial assistance to students to meet their educational needs. Assistance is provided within federal and state guidelines and in a friendly and courteous environment. During the 2003-04 fiscal year, over $100 million dollars of financial aid was disbursed to over 13,350 students. These funds were composed of $75.6 million of federal funds, $6 million of state funds, $16.5 million in institutional funds and $2.5 million in private scholarships. A web site is updated continually to provide students with the most accurate and up-to-date information concerning financial aid [128] [129].

The Records Office and Scheduling Center [130] provides student support services and activities consistent with the University mission (MTSU Statement of Mission [1]). These offices assist in meeting the University goal of providing physical resources to accomplish the University mission. The department mission is to seek and implement innovative strategies and technologies that enhance and expand the range of services provided. The MTSU Records Office and Scheduling Center provides student support services including course registration with prerequisite and registration controls, course and room scheduling, centralized graduation check-out services utilizing computerized degree audit, veterans benefit services, enrollment/degree verification, transcripts, and other services related to maintaining student academic records. Additional services are provided utilizing online technology and resources. PipelineMT allows self-service of grades, transcripts, and degree audit (Student PipelineMT Tutorial [131]). The GPA Calculator [132] and availability of online forms [133] provide additional self-service opportunities to students.

The office also provides significant support for academic advisement and serves in an advisory role for the University undergraduate catalog. Registration, student grade reports, catalogs, term class schedules (MTSU Schedule Book [134]), and other information and services are made available to students through an internet-based system (PipelineMT/WebMT). The email system and group roles are being expanded to alert students of general announcements related to important deadlines as well as the dissemination of specific information related to their current status in regards to fee payment, high school deficiencies, grade changes and cancelled courses.

Regular assessments of student needs and satisfaction with the campus service environment are conducted throughout the academic year. A Graduating Senior Survey is conducted three times a year in conjunction with each graduation (Graduating Senior Survey [135]). Additionally a freshmen survey, transfer student survey, and an enrolled student survey are conducted periodically. The data from these surveys are reviewed by the Records Office and used to improve services to students to better meet their needs [136]. The expansion of the email system to communicate specific information related to student status such as calendars for fee payment and add/drop dates is an example of how data derived from these surveys is used.

Student Health Services (SHS) [137] provides quality health care and promotes lifelong wellness to the Middle Tennessee State University community through services and outreach activities [138] [139]. More than 29,000 client contacts are made each year with over 25,000 visits to the clinic and more than 4,000 outreach contacts in residence halls, classrooms, health fairs, immunization clinics and other campus activities. The center monitors and provides immunization information for new and transfer students [140]. SHS is currently in a ($19.5 million) collaborative building program with Guidance Services and Campus Recreation to create a campus wellness center. The goal of the new center is to support students' physical health, mental health, and lifelong fitness goals through a common location and integrated programming and referrals. Disclosure of records is strictly monitored through guidelines set forth by the U.S. Department of Health and Human Services [141]. For the past two years the graduating senior survey has shown a 90% satisfaction rate for the services provided at SHS.

Guidance Services [142] provides developmentally appropriate mental health support for students to assist them in achieving academic success. In addition, Guidance Services administers a computer based (CBT) University testing center that provides screening for depression, alcohol abuse, eating disorders and anxiety [143]. The services provided are based on tenets of counseling psychology that include a belief in the human potential for resilience as well as growth and development. Guidance Services focuses on the assessment of strengths as well as psychopathology and the utilization of brief interventions designed to assist individual students in their academic as well as personal growth. Guidance Services recently converted to an electronic management system, Point-N-Click. This software includes a scheduling system and a records management system as well as the capacity to generate reports and graphs illustrating student use of services, severity of clinically significant symptoms and staff productivity. The software program is shared with MTSU Health Services by means of a separate and secure server. As part of the initial intake process, students complete a computer based standardized measure of self-reported distress, the OQ 45.2. The OQ 45.2 software has the capacity to analyze data such as self-reported reasons for referral, clinically significant symptoms, and levels of severity. These results can be compared to those from university counseling centers nationally as well as results from community mental health centers and inpatient psychiatric units.

Testing Services [144], a division of Guidance Services, offers students and the community access to computer based testing (CBT) as well as paper based administration of national standardized undergraduate and graduate admissions tests, teacher certification exams correspondence tests, college-level course exams, and professional certification tests. Testing Services maintains a state of the art testing facility and provides the latest generation of internet based exams offered by national testing corporations. The office regularly administers such tests as the College Level Examination Program (CLEP), Miller Analogies Test (MAT), ACT Residual, Graduate Record Examination (GRE), Pharmacy College Admissions Test (PCAT), Medical College Admissions Test (MCAT), Certified Health Education Specialist (CHES), and the National Teacher Examinations: PPST, PLT, and Specialty Area Examinations.

The Office of Judicial Affairs and Mediation Services [145] provides two major service areas for students: judicial affairs and mediation services. The office promotes student-learning, growth, and development by increasing awareness of the University's expectations of behavior, holding students accountable for violations of these expectations, and developing educational sanctions designed to help students learn from their mistakes [146] [147] [148]. The judicial process is designed to help students at MTSU see both the immediate consequences and the long-term consequences of their behavior through the enforcement of the Students Rights and Responsibilities Handbook [100]. The office strives to assist students in learning and using appropriate conflict resolution skills through its mediation program [149]. The Office of Judicial Affairs and Mediation Services serves as a resource for all members of the University community [150].

The Office of University Withdrawals [151] provides assistance to students finding it necessary to withdraw during the academic term. Student retention is encouraged by providing information regarding programs or services to promote the student's academic success. The mission of the Office of University Withdrawals is to provide efficient services to students as they seek to withdraw from the University, to counsel with students to determine alternatives regarding a withdrawal and to ensure appropriate fee refunds and adjustments to grades [152] [153] [154] [155] [156] [157]. Each student who withdraws from the University completes the Withdrawal Survey. Data from this survey are disseminated monthly among various departments and are used to examine the reasons why students choose to leave MTSU.

The MTSU Student Withdrawal Survey [159] cites job-related issues (i.e., additional job responsibilities, a new full-time job) as the most frequently identified reason for a student to withdraw. This is not surprising considering that 68% of the students indicated they work in excess of 20 hours a week. The second most often identified reason for withdrawal was due to a family crisis. Students indicated the highest level of satisfaction, at a rate of about 98%, with PipelineMT, the Records Office and Scheduling Center. Of those students who withdrew, 72% indicated they planned to return to Middle Tennessee State University [159].

2.11 The institution has a sound financial base and demonstrated financial stability, and adequate physical resources to support the mission of the institution and the scope of its programs and services.

The member institution provides the following financial statements: (a) an institutional audit (or Standard Review Report issued in accordance with Statements on Standards for Accounting and Review Services issued by the AICPA for those institutions audited as part of a systemwide or statewide audit) and written institutional management letter for the most recent fiscal year prepared by an independent certified public accountant and/or an appropriate governmental auditing agency employing the appropriate audit (or Standard Review Report) guide; (b) a statement of financial position of unrestricted net assets, exclusive of plant assets and plant-related debt, which represents the change in unrestricted net assets attributable to operations for the most recent year; and, (c) an annual budget that is preceded by sound planning, is subject to sound fiscal procedures, and is approved by the governing board.

STATEMENT OF RATIONALE FOR JUDGMENT OF COMPLIANCE

The recent financial history of Middle Tennessee State University [1] [2a] [2b] [2c] shows financial soundness and stability.

A

As provided in Tennessee Code Annotated, Title 4, Chapter 3, Provision 304 [3], the State of Tennessee, Comptroller of the Treasury, Division of Audit is required to conduct "a post-audit of all accounts and other financial records of the state government, and of any department, institution, office or agency thereof in accordance with generally accepted auditing standards and in accordance with such procedures as may be established by the comptroller of the treasury." The audit "is to be performed annually and copies given to the comptroller of the treasury." This audit has been conducted for the fiscal year 2003-04.

B

At the end of each fiscal year, Middle Tennessee State University prepares, publishes, and distributes an annual financial report [2a] [2b] [2c]. In November 1999, the Governmental Accounting Standards Board (GASB) issued Statement No. 35, Basic Financial Statements and Management's Discussion and Analysis for Public Colleges and Universities. This statement includes public colleges and universities within the financial reporting guidelines of GASB Statement No. 34, Basic Financial Statements and Management's Discussion and Analysis for State and Local Governments. GASB Statement No. 34 allows public colleges and universities the option of reporting as a special-purpose government either engaged in only business-type activities, engaged in only governmental activities, or engaged in both governmental and business-type activities. The Tennessee Board of Regents, of which MTSU is one of 46 institutions, elected to report as an entity engaged in only business-type activities. This election requires the adoption of the accrual basis of accounting and entity-wide reporting including the following components:

• Management's Discussion and Analysis
• Statement of Net Assets
• Statement of Revenues, Expenses, and Changes in Net Assets
• Statement of Cash Flows
• Notes to Financial Statements

A summary report shows growth in unrestricted net assets of 30%, or $9,275,500, from 2001-02 to 2003-04. This increase was largely due to (a) an increase in private giving dollars for the construction of an addition to the Cason-Kennedy Nursing Building and (b) a decision by the University to set aside funds for future year projects which include a University-wide replacement of personal computers for all staff and the purchase of a new Enterprise Resource Planning (ERP) system to replace current administrative systems.

C

Middle Tennessee State University maintains a five-year planning cycle as prescribed by the Tennessee Board of Regents (TBR) [4]. The strategic planning process involves a planning committee composed of faculty, staff, students, and community representation. The MTSU Planning Committee [5], appointed by the President, is charged with developing long-range plans for allocating human, financial, and physical resources to support the University's mission. The strategic planning process includes a review of the mission statement, setting enrollment projections, and setting strategic goals. TBR Institutions are required to submit goals [6] to address the five TBR priorities (access, academic excellence, accountability, articulation, and workforce development). Annual summary reports are submitted to the governing board to demonstrate progress toward achieving enrollment projections and goals [7]. The current mission statement was approved at the December 2004 Tennessee Board of Regents meeting.

Budget planning at Middle Tennessee State University for the upcoming fiscal year begins in August of the prior year with the submission of the University's annual Operating Appropriation Request to the Tennessee Higher Education Commission (THEC) for inclusion in the annual budget request to the Tennessee Legislature. The Fiscal Affairs Division of the Tennessee Higher Education Commission "develops the funding formulae, which recommends fair and equitable funding among the higher education institutions in Tennessee." [8] The Commission recommends operating, capital outlay, capital maintenance, and campus master plans for the University of Tennessee and the Tennessee Board of Regents Systems. In addition, THEC makes tuition and fee recommendations to the two systems. Each Board then makes the final decisions on tuition and fee increases for the following fall.

Throughout the year, the Provost and the vice presidents of the major divisions of the University interact with department chairs, directors, deans and faculty to discuss budget issues based on strategic goals and emerging opportunities. The President's Cabinet, the Deans' Council, the Faculty Senate, and other governance groups including Student Government interact with the President, Provost, and other administrators to discuss budget and resource issues pertaining to their various constituencies, activities, and operations. Each spring semester, budget hearings provide major budgetary units the opportunity to present their budget requests and plans for the upcoming year to the President and the Budget Committee. These requests are discussed and prioritized by the Budget Committee for approval of the President.

The Budget Committee is made up of seven key representatives of the University: President, Provost, Vice President for Business and Finance, Vice President (rotating from ITD, Student Affairs and Development), Student Government Association President, Faculty Senate President, and Executive Assistant to the President. The Budget Committee's primary role is to hear and discuss all budget requests made by University departments and colleges and to make recommendations to the President on budget priorities.

Budget allocation decisions are forwarded to the MTSU Budget Office, where they are reviewed to ensure compliance with TBR guidelines. The budget is prepared in accordance with these guidelines and submitted to TBR for approval. The fiscal year 2005 budget, along with proposed fee increase, and student tuition increases were approved at the June 2004 TBR meeting [9]. The total Fiscal Year 2005 University Budget for Education and General (E&G) expenditures was $198.2 million. Of this total, 62.1% was budgeted in the Division of Academic Affairs for Instruction, Research, Academic Support and Public Service [10].

2.12 The institution has developed an acceptable Quality Enhancement Plan and demonstrates that the plan is part of an ongoing planning and evaluation process. (Quality Enhancement Plan).

Although we understand that this is not applicable for the Compliance Certification submitted by institutions, we include the following summary statement:

In spring of 2004, members of the Quality Enhancement Plan (QEP) Committee began exploring possible topics for a University-wide project designed to enhance student learning. After holding a series of meetings with faculty and staff, having discussions online, and evaluating results of a campus-wide survey, the QEP Committee determined that experiential learning is a topic of interest. In April 2004, students from three marketing classes developed logos and promotional campaigns for the experiential learning idea. Attendees at the SACS/QEP Kickoff Reception voted to determine which of the student logos would be used for the experiential learning project. The logo and slogan being used to promote the experiential learning project (EXL...Make is Happen!) is the result of the student competition.

The QEP Committee continued its work in 2004-2005 by developing an idea for a specific experiential learning project. The goal for the QEP is

Middle Tennessee State University will enhance student learning through EXL: Experiential Learning scholars program.

Experiential learning was defined as "that learning process that takes place beyond the traditional classroom and that enhances the personal and intellectual growth of the student. Such education can occur in a wide variety of settings, but it usually takes on a 'learn-by-doing' aspect that engages the student directly in the subject, work or service involved." (Experiential Education in the College of Arts and Sciences, Northeastern University, 1997.)

Planning will continue for the EXL Scholars Program in fall 2005. This program will provide a way to formalize and organize several components of experiential learning such as study abroad and co-op education into a comprehensive program of study for students. The committee will develop specific criteria for EXL program requirements and assessment measures (for the program, faculty, organization participants, and students). A pilot project will be in place for spring 2006. After the program officially begins in fall 2006, grants will be available for students and faculty to develop EXL activities. As the program grows, plans may call for an EXL office and staff.

The QEP Committee believes that enhanced student learning will result from the learn-by-doing experiences that are part of the EXL program. Some of the benefits of this program to students include:

• developing experience-based knowledge that is needed for work,
• learning the value of making contributions to their community,
• developing interpersonal and leadership skills,
• learning to apply theories or concepts to practical problems,
• developing skills that will help them be successful in graduate programs, and
• developing as individuals.
  

Section 3. COMPREHENSIVE STANDARDS

For every Comprehensive Standard mandating a policy or procedure, it is implicit that the policy or procedure is in writing, approved through appropriate institutional processes, published in appropriate institutional documents accessible to those affected by the policy or procedure, and implemented and enforced by the institution. For obtaining or maintaining accreditation with the Commission on Colleges, an institution must meet the following Comprehensive Standards:

INSTITUTIONAL MISSION, GOVERNANCE, AND EFFECTIVENESS

3.1 Institutional Mission

3.1.1 The institution has a clear and comprehensive mission statement that guides it; is approved by the governing board; is periodically reviewed by the board; and is communicated to the institution's constituencies.

STATEMENT OF RATIONALE FOR JUDGMENT OF COMPLIANCE

Middle Tennessee State University has a clear and comprehensive mission statement [1]:

Mission

Middle Tennessee State University unites the closeness of a small college with the opportunities of a large dynamic public university where students explore their intellectual potential and realize the promise in their futures. Grounding students in the arts and sciences, the University offers an integrated, technological, innovative education that prepares leaders for the economic, political, civic, and social life of the region and beyond.

The University is dedicated to promoting openness and educating a diverse student body from across the nation and around the world through comprehensive undergraduate and select master's and doctoral programs. MTSU prepares students to live productively and to become lifelong learners; to employ scientific knowledge and an understanding of culture and history; to think logically, critically, and creatively; to communicate clearly; to make sound judgments; to acquire working knowledge of a discipline or group of related disciplines; and to participate as citizens in the global community. The MTSU community creates knowledge through research and uses scholarship to enhance teaching and public service.

The University fosters an environment conducive to learning and personal development; recruits exceptional faculty and maintains support services to assist instruction; provides resources to encourage research, creative activity, and service; develops individual, corporate, and public support; encourages excellence in athletics and recreational activities; establishes academic partnerships that support student-centered learning; works continually to strengthen and enhance the academic core; and supplies resources to accomplish its mission.

A major public institution of higher learning, MTSU is a member of the State University and Community College System of Tennessee.

Vision

The Academic Master Plan creates a strategic blueprint that defines the University's vision, underscoring MTSU's commitment to leadership in higher education and to building Tennessee's future. It commits the University to achieving excellence in academics and to advancing student-centered learning. To this end, the University employs emerging technologies while honoring a sense of community, history, and tradition. Selective new academic programs strengthen partnerships with appropriate constituencies.

MTSU is a public, state-supported, comprehensive University in the State University and Community College System of Tennessee which is governed by the Tennessee Board of Regents (TBR) [2]. The mission is appropriate for an institution of higher learning. The mission statement includes student learning outcomes, University goals and the vision for the University. The institutional effectiveness plan of every other campus unit is guided by and linked to these learning outcomes and goals [3]. The MTSU Academic Master Plan 2002-2012: Blueprint for Excellence goals [4] help define the vision. The Academic Master Plan is posted in many offices across campus and is widely distributed to administrators, faculty and staff.

This mission statement was approved by the Tennessee Board of Regents, December 2004 [5]. The mission is revisited every five years in accordance with the TBR's Strategic Planning cycle [6]. MTSU's University Planning Committee [7] is charged with leading the campus-wide discussion [8] [9] on revisions to the mission. The Committee receives comments and suggestions from various constituencies and makes its recommended changes to the President [10]. The President reviews the draft revision and then forwards the revised statement to the TBR for its approval.

Middle Tennesse State University's mission statement is published in the the introductory pages of each of its undergraduate and graduate catalogs. The current statement appears in the 2005-2007 catalogs. It is linked to the MTSU home page under "About MTSU" [11].

3.2 Governance and Administration

3.2.1 The governing board of the institution is responsible for the selection and the evaluation of the chief executive officer.

STATEMENT OF RATIONALE FOR JUDGMENT OF COMPLIANCE

The Tennessee Board of Regents (TBR) is responsible for the selection and employment of MTSU's chief executive officer (TBR Manual, Selection and Retention of Presidents [1]). In TBR institutions, the president is the chief executive officer of the institution and the chancellor is the chief executive officer of the TBR. The same policy stipulates that the chancellor, on behalf of the TBR, evaluates the performance of each president of a TBR institution. Generally, the evaluation is to be conducted annually and, at a minimum, the chancellor is to consider the following qualities of each president:

• accomplishment of annual objectives at the institution;
• demonstrated ability to serve as the leader of a campus community, including such factors as the ability to organize, make decisions, motivate others, communicate, maintain strong external relationships, and develop other leaders; and
• commitment to the institution and the system and to the implementation of TBR policies.

The purpose of the evaluation process is to improve the administration of the President, establish compensation, and determine future employment status.

The TBR formal annual evaluation has been conducted as specified by TBR. Copies of the President's annual performance evaluation reports for 2001-2002, 2002-2003, and 2003-2004, and a listing of dates of evaluation meetings between the President and the Chancellor is available in the MTSACS office [2].

3.2.2 The legal authority and operating control of the institution are clearly defined for the following areas within the institution's governance structure:

3.2.2.1 the institution's mission;

3.2.2.2 the fiscal stability of the institution;

3.2.2.3 institutional policy, including policies concerning related and affiliated corporate entities and all auxiliary services;

3.2.2.4 related foundations (athletic, research, etc.) and other corporate entities whose primary purpose is to support the institution and/or its programs.

STATEMENT OF RATIONALE FOR JUDGMENT OF COMPLIANCE

The Tennessee General Assembly established the Tennessee Higher Education Commission (THEC) in 1967 (TCA 49-7-202) to coordinate two separate systems of higher education and the independent higher education institutions in Tennessee [1] [2]. The distinct systems are the University of Tennessee Board of Trustees (UT System) and the Tennessee Board of Regents (TBR System). The governance and organization structure between THEC and the UT and TBR systems is shown on the THEC website [3]. Middle Tennessee State University is a member of the Tennessee Board of Regents System [4].

3.2.2.1 Institution's Mission

The Tennessee Board of Regents requires each college and university in its system to develop a mission statement, approved by the Board, as part of its strategic planning process [5]. Each institution revisits its mission at the beginning of each five year planning cycle. The development of MTSU's current mission was coordinated by the University Planning Committee and included broad-based campus participation [6]. TBR approved the MTSU's mission statement in its December 2004 board meeting [7].

3.2.2.2 Fiscal Stability of the Institution

Fiscal stability of the University is the shared responsibility of the TBR, the Chancellor of the system, and the President of the institution [8] [9] [10]. TBR policy [9] requires the Board to establish fiscal procedures and processes to which the institution must adhere in order to assure fiscal stability. The TBR defines the duties of the President [10], sets forth policies and procedures related to planning [11], budgeting [12], finance and administration [13], expenditure accountability [14], and internal and external audits. University guidelines related to fiscal stability include MTSU Policies and Procedures Manual [15] [16].

The President is the Chief Executive Officer and has operating control over the University [10]. The President presents an original, detailed beginning fiscal year budget to the Chancellor in May of each year. The Chancellor reviews the budget and determines whether it is in compliance with TBR policies and guidelines, and then submits the budget to the TBR. The TBR, upon the recommendation of the Chancellor, has final approval or disapproval of the budget. Additionally, a fall revised budget is submitted in October followed by a spring revised budget in May of each fiscal year [12].

The President is the final authority for the allocation and approval of all budgets within the University [10] [17]. The President is also responsible for submitting to the Chancellor and TBR an annual financial report to demonstrate budget compliance and to document the fiscal stability of the University [18]. The University's finances are audited annually by the State of Tennessee Comptroller of the Treasure, Department of Audit, Division of State Audit, as required by law [19] [20] [21]. The Senior Vice President for Business and Finance is responsible for ensuring adherence to the approved budget and for maintaining appropriate procedures and records [17] [22].

3.2.2.3 Institutional Policy, Including Policies concerning Related and Affiliated Corporate Entities and All Auxiliary Services

Policies for all system-wide institutions concerning related and affiliated corporate entities and auxiliary services are defined in TBR Guidelines B-020 [23]. By policy, auxiliary entities provide students, faculty and staff services for which a fee is charged that is directly related to, but not necessarily equal to, the cost of services. Auxiliaries provide essential educational support services and are self-supporting. The institution has the authority to establish fees for services according to the TBR's Fees, Charges and Refunds Guideline B-060 [23] [24]. MTSU Auxiliary Services include the Phillips Bookstore, MTSU Parking Services, MTSU Food Services, Tennessee Miller Coliseum, Student Recreation Center, University Post Office, Greek Row, Student Health Services, and Residential Rentals.

3.2.2.4 Related Foundations and Other Corporate Entities Whose Primary Purpose Is to Support the Institution and/or Its Programs

The Tennessee Board of Regents authorizes the establishment of foundations as separate, not-for-profit organizations that exist "solely to support and advance the objectives of an institution" and requires a written agreement describing the "respective responsibilities and services" of the institution and foundation [25]. In accordance with this policy, MTSU has formal agreements with:

• The MTSU Foundation [26], established in 1961 and recognized by the Internal Revenue Service as a 501(c) tax-exempt organization, receives and receipts private gifts to MTSU. The Foundation serves as a vehicle whereby property or gifts can be received and managed independently on behalf of the University. All contributions, donations, gifts, or bequests of personal or real property (including cash, stocks, bonds, insurance policies, real estate, business investments, etc.) to the University must be made through the Foundation, except in the case of research grants and contracts. By-laws, policies and procedures, and membership further describe the relationship between the University and the Foundation [27].
  
• The MTSU Research Foundation is a non-profit entity to support technology transfer and commercialization of faculty, staff, and student's intellectual property. The charter describes the relationship between the University and the Foundation [28].
  
• The Tennessee Miller Coliseum Corporation (TMCC) was established in 2003 as a subsidiary non-profit corporation of the Middle Tennessee State University Foundation. The TMCC was established to own the Miller Coliseum facilities and thus reduce the potential liability for the Foundation, especially any liability that could affect general Foundation assets. The TMCC contracts with MTSU to operate the Coliseum except for concessions and the Miller Club whose operations TMCC contracts to an outside private firm. TMCC leases the Horse Science facility to MTSU for the University’s horse science program [29].

3.2.3 The board has a policy addressing conflict of interest for its members.

STATEMENT OF RATIONALE FOR JUDGMENT OF COMPLIANCE

Policy of the Tennessee Board of Regents (TBR) addresses conflict of interest for board members and system institutions (TBR Manual, Conflict of Interest [1]). The fundamental tenet of this policy is stewardship of public interest. The TBR and its institutions have the responsibility to manage, reduce, or eliminate any actual or potential conflict of interest.

In addition to circumstances prohibited by state law, there are several administrative conflicts of interest to which board members, their immediate family members, selected members of the TBR staff, and certain officers and employees of its various campuses are subject. Conflicts of interest may arise when board members:

• have direct or indirect financial interest in a contract or transaction,
• participate in actions or decisions that involve a personal gain or advantage,
• obtain personal gain with a concurrent adverse effect or impact on the system's best interests, or
• obtain or assist improper third party gains from the system.

The TBR policy requires board members and selected staff of both the board and system institutions to file formal disclosure statements in January of each year (TBR Manual, Conflict of Interest [1]). Individuals who are required to file these disclosure statements must report any activity constituting a potential conflict of interest. Private interests that could result in personal gain, financial or otherwise, are disclosed so that potential conflicts with professional obligations and public trust are monitored. These statements include listing relationships or business affiliations where the individual or immediate family member

• is an officer, director, trustee, partner, employee, or agent of such an organization;
• is the actual or beneficial owner of more than four percent of the voting stock or controlling interest of such organization; and/or
• has any other direct or indirect dealings from which material benefits are received.

Disclosure forms are signed by the reporting individual and by a witness.

Additionally, conflict of interest is addressed in the code of ethics for board members (TBR Manual, Code of Ethics [2]).

3.2.4 The governing board is free from undue influence from political, religious, or other external bodies, and protects the institution from such influence.

STATEMENT OF RATIONALE FOR JUDGMENT OF COMPLIANCE

All members of the Tennessee Board of Regents (TBR) serve a public interest role and thus have a clear obligation to conduct all affairs in a manner consistent with this concept. All decisions of the board and TBR administrators are to be based on promoting the best interests of the system and the public good (TBR Manual, Conflict of Interest [1]).

Undue influence is avoided, in part, by the mechanism for the appointment of members (Tennessee Code Annotated, Board of Regents Composition [2]; TBR Manual, Selection and Terms of Board Members [3]). The process mandates that the membership be diverse and include regents from all parts of the state, minimizing the influence that any political, religious or other external body can place on the members. Specifically, the following mandates prescribe the composition of the board:

• One public member shall be appointed from each of the nine congressional districts in which he or she shall be domiciled;
• Three at-large members shall be appointed from different geographical areas of the state;
• Each of the two leading political parties shall be represented on the board by at least three appointed members;
• At least four of the appointed members shall be alumni of the institutions governed by the board, but not more than two of such appointed members shall be alumni of the same institution;
• At least one shall be under 30 years of age;
• At least one shall be 60 years of age of older; and
• At least one shall be of a racial minority
• All board members are required to provide full financial disclosure (Tennessee Code Annotated, Disclosure Statements of Conflict of Interests [4]).

Tennessee's expansive statutory scheme for accountability of public officers limits the likelihood of undue influence. The board is subject to Tennessee's open meetings (Tennessee Code Annotated, Public Meetings [5], [6]) and open records laws (Tennessee Code Annotated, Public Records [7]). Board policy requires open meetings (TBR Manual, Meetings [8]) and the board publishes minutes of all committee and sub-committee meetings (TBR, Minutes Index [9]).

The requirements for State representation on the TBR (TBR Manual, Duties [10]) and commitment to academic freedom by TBR (TBR Manual, Academic Freedom [11]) and MTSU (Policy Manual [12]) ensure exclusion of undue influence.

Current Board members and their affiliations are listed on the TBR web site [13].

3.2.5 Members of the governing board can be dismissed only for cause and by due process.

STATEMENT OF RATIONALE FOR JUDGMENT OF COMPLIANCE

The terms of the members of the Tennessee Board of Regents (TBR Manual, Selection and Terms of Board Members [1]) are continued unless acted upon adversely by the Senate of the state of Tennessee. Every person holding any office of trust or profit, under and by virtue of any of the laws of the state is by the constitution removable from such office in the manner provided (Tennessee Code Annotated, Removal of Officers [2]). As stipulated by law, circumstances that may result in removal from the board include:

• knowingly or willfully committing misconduct in office,
• knowingly or willfully neglecting to perform any duty enjoined upon the officer by any of the laws of the state,
• being in a state of intoxication in any public place,
• engaging in gambling, or
• committing any act constituting a violation of any penal stature involving moral turpitude.

Prior to formal dismissal, board members are afforded due process. Due process procedures available to board members are the same as those available to any officer of the State of Tennessee (Tennessee Code Annotated, Removal of Officers [2]). Further, as public sector officers, they are entitled to due process as mandated by the fourteenth amendment of the United States Constitution.

Additionally, members of the Tennessee Board of Regents can be dismissed from the board for one of the following reasons (TBR Manual, Enabling Legislation [3]):

• The position of any at-large member of the board shall be vacated at such time as he shall cease to have his domicile in the State of Tennessee.
• The position of any member appointed from the congressional districts shall be vacated at such time as he shall cease to have his domicile in that district.

3.2.6 There is a clear and appropriate distinction, in writing and practice, between the policy-making functions of the governing board and the responsibility of the administration and faculty to administer and implement policy.

STATEMENT OF RATIONALE FOR JUDGMENT OF COMPLIANCE

Middle Tennessee State University is governed by the Tennessee Board of Regents (TBR), which sets policies and guidelines for the operation of the State University and Community College System. The distinctions between the duties of the board and the responsibilities of the administration and faculty are clearly delineated in the enabling legislation (TBR Manual, Enabling Legislation [1]). The TBR is responsible for setting policy with regard to academic, business and finance, governance and organization, personnel, and student matters, and for providing guidelines on the implementation of those policies (Tennessee Board of Regents Policies and Guidelines Manual [2]). The president serves as executive head for the administration and faculty of each TBR institution. The administration and faculty are responsible for carrying out the institution's mission within the parameters of TBR policies and guidelines. Each TBR institution has the right to establish its own internal policies, as long as they are not in conflict with those of the TBR, though TBR requires review and Chancellor's approval of some policies.

The president of the institution and his/her designees are responsible for the implementation of TBR policies and for the efficient operation of the university (TBR Manual, Duties of the Presidents [3]). Job descriptions specify the duties and responsibilities of each MTSU administrative or faculty position (MTSU BlueInfo Data Warehouse [4]). The MTSU Faculty Handbook [5] presents duties and responsibilities of the faculty, based on TBR policies.

3.2.7 The institution has a clearly defined and published organizational structure that delineates responsibility for the administration of policies.

STATEMENT OF RATIONALE FOR JUDGMENT OF COMPLIANCE

MTSU has clearly a defined and published organizational structure [1]. Organizational charts are printed in the Budget Analysis books which are distributed to each division of the University in July and October. The James E. Walker Library also maintains copies of the Budget Analysis books.

The University Organizational Chart is published in the Campus Directory, the Fact book [2] and on the Budget Office [3] website. Organizational charts are also available by position title in BlueInfo [4], the employee database. Organizational charts depicting all aspects of the University's structure are located in departmental offices, dean's offices, vice presidents' offices, and the President's office, and are on reserve in the James Walker Library.

Job descriptions for all positions, administrative and classified, are on file in the Human Resources Office.

3.2.8 The institution has qualified administrative and academic officers with the experience, competence, and capacity to lead the institution.

STATEMENT OF RATIONALE FOR JUDGMENT OF COMPLIANCE

MTSU has qualified administrative and academic officers with the experience, competence, and capability to lead the institution.

The Tennessee Board of Regents selects the President of the University with subsequent ratification by the Tennessee Higher Education Commission, the chair of which is the Governor of the state of Tennessee [1].

Dr. Sidney A. McPhee was chosen as President of Middle Tennessee State University after a national search in 2000-01 by the Tennessee Board of Regents in accordance with its policies concerning selection and appointment of university presidents [2].

President McPhee meets all of the qualifications for President [3] and has an extraordinary record of past accomplishments at institutions of higher education [4].

According to Tennessee Board of Regents policy [5], the President of Middle Tennessee State University is the executive head of the University and all of its departments. He/she exercises such supervision and direction as will promote the effective operation of the University. The President is responsible to the Board of Regents through the Chancellor for the operation and management of the institution and for the execution of all directives of the Board of Regents and of the Chancellor. He/she has direct access to the Board by submitting reports to the Board at its regular meetings and by meeting with the Board on such occasions. The President is the official medium of communication between the faculty and the Chancellor and between the Faculty Senate and the Student Government Association and the Chancellor. He/she recommends annually to the Board of Regents, through the Chancellor, the creation or continuance of positions of faculty and other employees of the University. The President has the authority to recommend or make appointments of personnel and, with budgetary limitation, to fix their salaries; and to recommend or approve promotions, transfers, leaves of absence, and removal of personnel pursuant to the requirements of policies and procedures established by the Board and subject to such prior approval or confirmation of the Board or the Chancellor as may be required by the Board. The President makes an annual report to the Board, through the Chancellor, of the work and condition of the institution under his control.

The President is directly assisted by the Executive Vice President and Provost, the Vice President for Business and Finance, the Vice President for Development and University Relations, the Vice President for Student Affairs and Vice Provost for Enrollment Management, the Vice President for Information Technology and Chief Information Officer, Executive Assistant, and the University Counsel. Within their respective functional areas, the vice presidents are responsible for policy formulation; program planning and implementation; budget development; coordination of employment of Human Resources; and supervision, evaluation, and professional development of staff [6]. The job descriptions for each of these positions are on file in the Human Resources Office. Credentials information for each of the individuals holding these positions is available in the BlueInfo Data Warehouse [7]. Curriculum vitae for each of the University's administrative officers are available on line [4].

Academic officers, in addition to the President, include the Executive Vice President and Provost, who serves as the Chief Academic Officer of the University, the Vice Provost for Academic Affairs, the Vice Provost for Enrollment and Academic Services, the Vice Provost for Research and Dean of the College of Graduate Studies, and the deans of the colleges [6]. Job descriptions for these positions are on file in the Human Resources Office and credentials for each are available on BlueInfo [7]. Curriculum vitae are on file in the Office of the Executive Vice President and Provost.

3.2.9 The institution defines and publishes policies regarding appointment and employment of faculty and staff.

STATEMENT OF RATIONALE FOR JUDGMENT OF COMPLIANCE

The Tennessee Board of Regent's (TBR) General Personnel Policy [1] establishes standards, guidelines, and reporting requirements for the appointment and employment of faculty and staff in the TBR system. TBR personnel policies and guidelines [1] provide a framework in which MTSU has defined its human resources policies.

University policies regarding personnel and employment issues are published on the University's web page [2]. Policies regarding recruitment, selection, and employment; educational assistance, leave, and benefit programs; compensation; performance appraisal and improvement; employee records; and separation from employment for all types of employees are included, maintained, and updated on the website. Additionally, policies particular to the appointment and employment of faculty are included in the Faculty Handbook [3] which is published and maintained online. Additionally, the Office of the Executive Vice President and Provost maintains a flowchart that outlines the faculty recruitment process and includes interactive forms required for applicants for positions at the University [4]. Appointment letters/contracts for faculty/staff positions follow the standard format determined by TBR Guideline P-010 [5].

The staff of the Office of the Executive Vice President and Provost meet with the chairs of faculty and staff search committees to ensure that TBR and MTSU policies and procedures regarding recruitment and hiring are followed.

The divisional vice presidents monitor the recruitment and hiring of staff within their divisions in accordance with Tennessee Board of Regents Policies and Procedures [1] [5], University guidelines [2], and the Office of Equal Opportunity and Affirmative Action requirements [6].

The Office of the Executive Vice President and Provost monitors the hiring of faculty in accordance with Tennessee Board of Regents Policies and Procedures [1] [5], University guidelines [2], Office of Equal Opportunity and Affirmative Action requirements [6], and the Southern Association of Colleges and Schools guidelines [7].

Notification of position openings is advertised in national and professional publications; underrepresented faculty populations are sought through position announcements sent directly to institutions and associated publications [8]. To support its commitment to recruiting a diverse faculty, each year MTSU seeks Geier Dissertation Fellows (providing substantial resources while the fellows complete their dissertations) and Geier Visiting Professors by sending letters to historically Black colleges and universities and seeking applicants through minority publications [9]. In spring 2005, MTSU received the Tennessee Board of Regents system-wide Spirit of Geier Award, recognizing the University's commitment and success in achieving its diversity mission [10]. Additionally, MTSU recruits at the Southern Regional Education Board fall conferences for minority graduate students [11].

Applicants for open faculty positions submit specified materials to the chair of the departmental search committee prior to a published deadline. Departmental faculty members review the applicants with supporting materials and recommend candidates who are then invited to campus to meet faculty members, chairs, and deans [8]. The University President, in writing, makes faculty appointments; said appointments are subject to approval by the TBR and are in compliance with its policies [1]. Personnel policies, including tenure and promotion policies, are specified in TBR Policies and Procedures [12] [13] and the MTSU Policies and Procedures Manual [14].

The chair of the academic department is responsible for ensuring that applicants for faculty positions are proficient in oral and written communication skills in English as required by TBR policy [15]. An Academic Preparation Certification Form [7] is completed by the department chair and dean for all faculty members, including adjuncts, before they are employed to ensure that the faculty member to be hired meets English proficiency and SACS requirements for instruction. It is also the responsibility of the department chair to ensure, prior to appointing a GTA that is an international student to a teaching assignment, that the GTA has met minimum TOEFL levels [16].

The Faculty Hiring Checklist attached to each faculty personnel file includes a check-off for the receipt of official transcripts and that the potential faculty member meets SACS requirements for instruction. Any faculty exception to SACS criteria for instruction is reviewed and must have the approval of the Executive Vice President and Provost [17]. The Academic Program Certification forms and the Faculty Hiring Checklists are kept in the faculty personnel files in the Office of the Executive Vice President and Provost.

Faculty who teach in the graduate program must meet the requirements for graduate faculty established by the Graduate Faculty [18].

3.2.10 The institution evaluates the effectiveness of its administrators, including the chief executive officer, on a periodic basis.

STATEMENT OF RATIONALE FOR JUDGMENT OF COMPLIANCE

The performance of all University administrators is evaluated annually.

Tennessee Board of Regents (TBR) Policy 1:03:03:00 mandates that the Chancellor of the Tennessee Board of Regents evaluates the President annually. [1] See also 3.2.1.

As outlined in the MTSU Performance Reviews Policy IV:07:15 [2], all other University administrators are evaluated annually by their immediate supervisors. The MTSU Performance Review Program provides [3] forms and instructions [4] for their use. Records of these appraisals are maintained in the Department of Human Resources.

Currently, the five academic deans and the executive vice president/provost are evaluated online by the Kansas State University IDEA Systems. Chairs evaluate deans and the EVP/P. The administrative staff and deans also evaluate the EVP/P. After a discussion of the results with the immediate supervisor, copies of aggregated results for deans and chairs are placed in the Walker Library and the Faculty Senate Office for faculty perusal. Copies are permanently retained in the Office of the Executive Vice President and Provost.

3.2.11. The institution's chief executive officer has ultimate responsibility for, and exercises appropriate administrative and fiscal control over, the institution's intercollegiate athletics program.

STATEMENT OF RATIONALE FOR JUDGMENT OF COMPLIANCE

The oversight of the intercollegiate athletics program, including its finances, lies directly with the President of the University [1]. The program's financial policies and procedures are bound by and carried out in accordance with the Tennessee Board of Regents (TBR) policies and procedures [2a] [2b] [2c] The day-to-day financial management of the program lies with the Athletics Business Manager who reports to the Associate Vice-President for Business and Finance [3]. The Athletics Business Manager is responsible for coordinating all athletic budgets to ensure that total expenditures of the athletics program remain within established financial limits as defined by the TBR and the President. The TBR annually audits the University's budget, which includes the athletics program budget (see 2.11).

The MTSU Athletic Director has standing meetings with the University President bi-monthly. The President meets with the entire athletic staff once a year. The Athletic Director reports directly to the University President [4]. The Athletic Director oversees all athletic staff and coaches, as demonstrated by the position description [5] and the organizational chart for the unit [6].

The Athletic Director (AD) meets with the President and Vice-President for Business and Finance to discuss the annual budget for the athletics program. These discussions have two purposes: to set budget priorities for the upcoming year and to plan for future long-term financial needs of the program. These discussions include staffing, facilities planning, scholarship funding, the addition of new sports, other program support items, accountability oversight, and conference affiliation issues. The President has budget oversight of the athletics program and delegates athletic spending decisions to the AD. The Athletics Business Manager, who reports to the Associate Vice-President for Business and Finance, initials all disbursed funds. The President or Vice-President for Business and Finance approves disbursements in cases involving the AD, such as reimbursement for the AD's business travel. All financial decisions are made within the guidelines established by the TBR. The Vice-President for Business and Finance and the AD, along with the Athletics Business Manager, meet monthly to discuss short-term budget needs and issues.

An Athletic Committee meets monthly throughout the academic year. The committee, composed of faculty representatives from each of the University's five academic colleges, is recommended by the Faculty Senate and appointed by the President [7]. Currently, ex-officio members are the AD, the outgoing Chair, the Senior Woman's Administrator, the Faculty Athletic Representative, two students appointed by the Student Government Association (SGA), the Director of Compliance, and the President of the Blue Raider Athletic Association (BRAA). The Faculty Athletic Representative, appointed by the President, serves as the University's permanent representative to the Sun Belt Conference. The AD also meets routinely with the committee to solicit its input and suggestions for program changes and initiatives. The committee's advice is sought on both policy issues and operational procedures such as: reviewing the athletics program mission, approving ticket prices, selecting student recipients of athletic awards, reviewing the athletics program media plan and guides, making recommendations on facilities issues, and consulting in the hiring of head coaches. Additionally, the Assistant Vice-Provost for Enrollment Management or her designee (Certifying Officer) meets annually with the committee to give an update on the academic status of student athletes for all sports. The Director of the BRAA also provides annual updates on the activities of the association. The Athletic Business Manager annually provides a budget review to the committee [8].

The Office of Financial Aid (OFA) [9] administers all students' financial aid. This office reports to the Vice-President for Student Affairs and Vice Provost for Enrollment Management. Like all students, student athletes apply to the OFA for financial support. Applications are reviewed and financial aid is awarded in accordance with Federal, State, University, and NCAA guidelines. Once aid is awarded, the Director of the OFA monitors it by reviewing the student athletes' account activity through the Student Information System (SIS), and, if deemed necessary, the Assistant Director of the OFA handles all adjustments. This process ensures that only the student athletes that are enrolled in the appropriate number of course hours as required by the NCAA receive financial aid and limits are monitored to ensure no student athlete exceeds cost of attendance. The Certifying Officer provides the continuing enrollment status for student athletes to the Assistant Director of the OFA.

MTSU recently completed its NCAA certification self-study and review. No conditions were identified relating to governance.

3.2.12 The institution's chief executive officer has ultimate control of the institution's fund-raising activities.

STATEMENT OF RATIONALE FOR JUDGMENT OF COMPLIANCE

TBR Policy 4:01:04:00 describes the CEO's responsibilities as they pertain to the institutions fundraising activities. It states, "The Board considers the solicitation and acceptance of gifts to be appropriate administrative responsibilities of the presidents and school directors, and therefore delegates to the presidents and directors the authority to solicit and accept gifts in accordance with the provisions of this policy. The president/director shall designate the campus official(s) authorized to approve and conduct activities for the purpose of soliciting gifts to the institution/school. The president/director is authorized to accept gifts on behalf of the institution/school. The president/director may delegate to a campus official or officials his/her authority to accept gifts on behalf of the institution/school; however, institutional/school policies must identify the specific types of gifts that may be accepted by the designated official(s). The acceptance of all gifts is subject to confirmation by the president/director [1]."

The President and the Vice President for Development and University Relations are designated as the institution's chief fundraisers. The Vice President for Development and University Relations has the direct responsibility for the planning and coordination of all private fundraising programs and activities and performs this duty through the Development office in close cooperation with the Middle Tennessee State University Foundation, the Middle Tennessee State University National Alumni Association, the Blue Raider Athletic Association, student organizations and officials of any outside foundation, business, corporation, or group solicited for the purpose of providing private support to the University. The Vice President plans and directs all University advancement activities of the University's five colleges and its schools and departments. The Vice President also serves as the Executive Director of the MTSU Foundation. In this capacity, the Vice President is responsible for coordinating all activities of the MTSU Foundation Board of Directors and membership [2].

The Middle Tennessee State University Foundation has been designated by the President to accept gifts on behalf of the institution. The Foundation receives all gifts consistent with the existing laws of the State of Tennessee and United States Internal Revenue Code [3]. All activities to solicit private support are coordinated with the Office for Development and University Relations. Any gift to the Foundation requiring institutional support must have approval from the President and, if applicable, from the Chancellor of the TBR [3].

The MTSU Foundation's audit is a component unit of the State of Tennessee, Comptroller of the Treasurer, Division of Audit's annual audit of MTSU [4]. Additionally its financial statement is presented in the 2004 Audit Report of MTSU [5].

3.2.13 Any institution-related foundation not controlled by the institution has a contractual or other formal agreement that (a) accurately describes the relationship between the institution and the foundation, and (b) describes any liability associated with that relationship. In all cases, the institution ensures that the relationship is consistent with its mission.

STATEMENT OF RATIONALE FOR JUDGMENT OF COMPLIANCE

The MTSU Foundation was established in 1961 for the purpose of receiving and receipting private gifts intended for MTSU. The Foundation serves as a vehicle whereby property or gifts can be received and managed independently on behalf of the University. Generally, contributions, donations, gifts, or bequests of personal or real property (including cash, stocks, bonds, insurance policies, real estate and business investments) to the University are made through the Foundation, except in the case of research grants and contracts. This prevents private gifts from being commingled with state monies, and it allows greater flexibility in the use of unrestricted gifts. The Foundation is recognized by the Internal Revenue Service as a 501(c)(3) tax-exempt organization. The Foundation maintains the official record of private gifts received on behalf of the University and provides donors with the proper receipts of gifts for tax purposes [1].

The "Amended and Restated Charter of Middle Tennessee State University Foundation" is the formal agreement between the Foundation and Institution. The Charter describes the roles of the Foundation: the "Foundation is formed to receive, hold, care for, invest in, and operate real and personal property, and to use and distribute, from time to time, all of the income and/or principal as well, which it shall receive in gifts, bequests, devises, purchases, or otherwise, to be applied consistent with the existing laws of the State of Tennessee and the United States Internal Revenue Code, and those hereinafter promulgated, for the promotion of education including but not limited to, educational, athletic, literary, recreational, artistic, and scientific activities at Middle Tennessee State University and more specifically to identify worthy and able high school graduates and persons eligible for matriculation at the University; to provide means of assistance for enriching the curriculum and program of the University, including lectureships and other educational programs; to solicit gifts and grants from alumni, friends and individuals, business establishments, foundations, and organizations for financial assistance of students; to provide funds from such solicitation and the investment thereof for short-term and long-term loans; to provide funds for scholarships to the University; to encourage alumni and other friends of the University to make provisions for the University in their wills or other legal instruments; and to foster any and all activities that will benefit the entire academic community, not inconsistent with the provisions hereof [2]." The Vice President for Development and University Relations in the official capacity of Executive Director of the Foundation oversees that gifts are consistent with and used for the purposes described in the Charter. All gifts to the Foundation are processed through the Development Office. Further, the "Middle Tennessee State University Foundation Policies and Procedures" empowers the Executive Committee of the Foundation, of which the President and Vice President of Development and University Relations are members, to conduct the business of the Foundation in the name of the Board of Trustees. Minutes of Board meetings provide evidence of compliance [3].

TBR Policy 4:01:07:02 also details the relationship between the institution and the foundation. It states, "a foundation is not an operational function of an institution; it is a separate legal entity. It is recognized that to be effective in achieving its purpose, a foundation's identity must be maintained separate from the institution. The accountability of a foundation and the institution as it relates to the foundation, however, are concerns common to the foundation, the institution, and the Board [4]."

The University's liability is minimal. The Foundation has policies and procedures concerning its operations that address solicitation, acceptance, and management/ investment of contributions to the Foundation. These policies incorporate sound business principles and safeguard compliance with donor intent and conditions. Investments are governed by Tennessee Code Annotated CA 35-10-101 et. seq. [5]

To ensure that this relationship is consistent with MTSU's mission, the Foundation's executive body adopts an annual budget developed and presented by MTSU to the Foundation that ensures institutional objectives are reflected in the allocation of foundation funds. MTSU's President, Vice President of Development and University Relations, Vice President of Business and Finance, Director of Development, Student Government President, and Director of Alumni Relations serve as ex-officio on the Foundation Board of Trustees. The President, Vice President of Development and University Relations, Vice President of Business and Finance and Director of Development also serve on the Executive Board. The Foundation Board of Trustees meets twice annually, and minutes produced from these meetings record their transactions [6].

The Foundation further promotes MTSU's mission by supporting a wide variety of programs and activities at the University, including scholarships. Scholarships have been a priority since the Foundation's beginnings and received added emphasis during the University's New Century/New Visions capital campaign. Currently there are approximately 450 Foundation scholarships. The Foundation has supported MTSU's faculty and staff through the establishment of awards and endowed chairs. Each year twenty awards are announced for teaching, public service, creative activity, research, achievement in instructional technology, career achievement, and employee distinction. In addition, the annual Special Projects Award provides up to $15,000 in seed money for a project that promotes the University. Nine Chairs of Excellence are funded with a combination of private, University, and State monies [7].

3.2.14 The institution's policies are clear concerning ownership of materials, compensation, copyright issues, and the use of revenue derived from the creation and production of all intellectual property. This applies to students, faculty and staff.

STATEMENT OF RATIONALE FOR JUDGMENT OF COMPLIANCE

MTSU's policy for faculty concerning ownership of materials, compensation, copyright issues, and the use of revenue derived from the creation and production of all intellectual property is published in the Faculty Handbook [1] and parallels the Tennessee Board of Regents Policy [2]. Copyright and intellectual property rights are explicitly stated in faculty contracts [3].

Students are included under TBR policy [2] (see sections 4 and 5). Graduate students are also covered by the Graduate Students Bill of Rights and Responsibilities [4] (see item 10).

3.3 Institutional Effectiveness

3.3.1 The institution identifies expected outcomes for its educational programs and its administrative and educational support services; assesses whether it achieves these outcomes; and provides evidence of improvement based on analysis of those results.

STATEMENT OF RATIONALE FOR JUDGMENT OF COMPLIANCE

Educational Outcomes

MTSU's mission statement articulates the expected learning outcomes for the University as a whole [1]. These outcomes form the basis for specific general education and academic program outcomes. The outcomes that are specific to educational programs are directly linked to the mission via the University outcomes. [2] [3]

Assessment of Learning Outcomes

MTSU's learning outcomes are measured through University-wide assessment processes. These are evidenced in institutional effectiveness plans (available on the IE site [4]), Performance Funding program reviews [5], accreditation processes [6] [7] and general education assessments [8].

Learning outcome expectations are included in institutional effectiveness plans to inform program development. Specific program outcomes are assessed using various assessment procedures. Assessment measures for all programs include, but are not limited to, major field test assessments, program reviews, professional licensure results, annual student surveys, graduate placement exams, and service improvement activities. [9] [10] Assessment results are reviewed annually by faculty and administrators for all programs [11a] [11b] and form the basis for decisions about program revisions to enhance student learning. Decisions about program revisions form the basis for budget requests, thus closing the loop for continuous improvement [12] [25].

Each academic program also undergoes program review in accordance with the THEC's Performance Funding five-year cycle. Performance consists of either accreditation or reaccreditation status for those programs for which there is an accrediting body [6] or an external review for those programs that do not have accrediting agencies [13a] [13b]. Academic Audit, a process piloted by the Tennessee Board of Regents, may be selected as an alternative review process [14].

Assessment of General Education

General education is reviewed according to a Tennessee Board of Regents review cycle. Course objectives for the general education core are linked to system and University learning outcomes [15a] [15b] [15c] [15d] [15e] [15f].

General education is assessed for graduates by their completion of the Academic Profile, an exam comparable to a major field test to demonstrate competencies in areas of general education, e.g., critical thinking, writing, and numerical computation. Results of the Academic Profile data are used to provide formative information for academic departments to improve instruction to impact student learning. Additionally, data are used by the Director of General Education, the General Education Committee, and the Vice Provost for Academic Affairs to chart academic initiatives for improvement at the University level [15g]. On the nationally normed Academic Profile [16], MTSU graduating students rank slightly below the national average for research intensive institutions. The Profile "tests students' ability to read and reason in the humanities, natural sciences, and social sciences, [and] includes math and writing items." These test results [17] are used to shape and improve instruction in specific areas. For example, when the Academic Profile test results revealed a lessening of critical thinking skills, the University Seminar 1010 faculty (about 60 sections of freshmen seminar) selected a new textbook that emphasized methods of critical thinking [18].

The Spring 2005 Graduating Senior Survey reveals student satisfaction with the general education experience and acknowledges students' sense that it prepares them for their personal, professional, and civic lives. For example, "Four out of five students reported that MTSU helped them understand issues and problems facing the world." [19]

Selected Learning Outcomes Use of Assessment

The Developmental Studies Department [20] Math faculty set an objective that at least 60% of students passing Intermediate Algebra would do so scoring 70% or better. That objective was met. It also began a review of the pass rates for Math 1710 for former developmental mathematics students as compared to the pass rates on non-DSP students for spring, summer and fall of 2004. The former DSP students had a somewhat lower pass rate. To address lower pass rates the DSP math faculty were encouraged to implement an online lab component, MyMathLab.

The Center for Economic Education [21] worked with the Business Education, Marketing Education, and Office Management Department to offer a 2004 summer graduate course, "Innovations and Problems in Economic Education." With the exception of one student, every student who took the course passed the Economics Praxis and became highly qualified to teach economics, business economics, and marketing education courses that award economics credit in Tennessee. Because of the success of the course, it will be offered again during summer 2005. The CEE Director and Assistant Director have worked to revise the course to improve students' participation for the Economics Praxis Exam. Revisions have also been made to add additional materials and methods information.

In an effort to improve its graduate program, the Criminal Justice Administration Department [22] identified a student learning outcome: Acquire the ability to conduct research, apply the scientific method and analyze data in criminal justice with the measurable objectives that at least 80% of CJA graduate students would earn a "B-" or better in 6900 (when taken at MTSU) and that upon graduation, 100% of the CJA graduate students receiving a degree at MTSU would have successfully completed a quality master's thesis. Results indicated that the percentage target was not met in the 6900 course but that the thesis objective was met. Since the 6900 course target was not met, admission standards for the graduate program were reviewed and the review indicated that the standards were comparatively low compared to peer programs; consequently, requisite abilities (writing skills, vocabulary, analytical skills, etc.) of entering students were problematic. The faculty is exploring raising admission standards for the program and identifying ways they can better help students acquire foundation skills.

During 2004/2005, the Department of Management and Marketing [23] concentrated on developing a better understanding of student learning outcomes and the major field test. Faculty developed an understanding of the relationships between curriculum and testing that should help them make good choices next year in determining how to better measure and assess learning outcomes. The department identified a goal: To provide students with a knowledge base in financial analysis, general management, marketing, and business law that is needed for entry level management positions. Measurable objectives include: (a) maintain at least an average score between two standard errors of national norm and attain/maintain an overall score of at least 150 on the Major Field Test (MFT) in order to reduce the difference between the Business Administration (BAD) students’ score and the national score; and (b) maintain at least the overall national score and MTSU composite score on the Academic Profile. Objective one was met but objective two was not met with a fall BAD major score of 445 and an MTSU score of 447. Spring results are still unavailable. Specific recommendations for teaching approaches that may help in improving MFT scores will be implemented next year; faculty will learn in future years the value of making some changes in teaching approaches to enhance student learning of important concepts.

Dyslexic Studies [24] identified recruitment of students as a problem. Because there is no state certification associated with this Certificate and no specific job openings for which this Certificate is required, the program director approached Tennessee Teacher Education Council in spring 2004 to request consideration of a state credential in Dyslexic Studies. Justification was requested. In 2004-05 all participants in Center workshops and courses were asked to complete a survey indicating the extent to which information provided was new and necessary to their effectiveness as teachers. Results (200 surveys) were extremely positive. This documentation will be taken to the council in 2005-06 to again request consideration of a state credential in Dyslexic Studies. A specific teaching credential will support recruitment and retention as will the shift to online, weekend, and hybrid (mixed online and weekend) courses.

Academic Support Services Assessment

Each unit within the University has an institutional effectiveness plan [4] with goals linked directly to the University mission [3]. These plans also identify the assessment measures used to determine effectiveness for improvement purposes [10]. Each unit's IE plan is reviewed annually by deans and/or vice presidents and the University Planning Committee [12] [25].

Selected Academic Support Services Evidence of Improvement

MTSU units periodically survey constituencies to assess effectiveness and/or identify areas for improvement. Selected examples follow:

The Events and Transportation Office [26] surveyed users (2004) to determine if student groups in particular were pleased with the ease of scheduling rooms and events. Results showed that students were satisfied, but the Event Coordination Office will work to provide additional computer ports with Webviewer access to accommodate the growing number of students seeking assistance while scheduling events and will add 10-12 more offices to the R25 system during the upcoming year.

The Human Resources Services Office [27] conducted initial interactive training sessions for employees for professional development purposes. Evaluations by participants (2004/2005) led to a plan for professional development and a request for funds to start a professional development program.

Communication Support Services [28], a unit of the Information Technology Division, surveyed participants in its annual Instructional Technology Conference. In 2004, participants suggested that the conference had too many presentations so presentations were scaled back for 2005. In 2006, based on survey responses, the conference will include an online agenda builder and more presentations for librarians. Survey responses are on file in the Communication Support Services office.

The Instructional Technology Support Center [29] administered a Student Computer Lab Survey in fall 2004 and spring 2005 to 390 students with 357 returning the survey (92% return rate). The majority (68%) reported using the ITSC facilities more than 5 times per semester. Fall respondents to the survey indicated Saturday afternoon hours were preferred to Saturday morning hours, leading to a schedule change implemented during Spring 2005. Peak use was reported on M-F mornings (47%) and M-F afternoons (38%). Spring 2005 results showed higher student usage during Saturday afternoon hours than in the morning hours. Consequently, a schedule change was made to accommodate students during spring 2005 semester.

Based on collection and review of user statistics and feedback (2004), the James Walker Library [30] has implemented new programs and services that include an online tutorial to promote information literacy, a Research Coach for undergraduates, reference by appointment for graduate students and faculty, and live online reference service. User Services faculty, for example, have customized an online tutorial called SearchPath [31] which was originally developed by Western Michigan University. SearchPath provides an introduction to library resources. Subsequently some faculty have chosen to require students in freshman level classes to complete modules of the tutorial prior to attending a library instruction class. This allows library faculty to provide a more in-depth instruction session during the class time. All user statistics and survey results are on file in the Users Services Librarian's office.

PROGRAMS

3.4 Educational Programs Standards for All Educational Programs

3.4.1 The institution demonstrates that each educational program for which academic credit is awarded (a) is approved by the faculty and the administration, and (b) establishes and evaluates program and learning outcomes.

STATEMENT OF RATIONALE FOR JUDGMENT OF COMPLIANCE

Program Approval

All academic programs at MTSU, regardless of delivery modality, are initiated and approved through a process that involves faculty and administration. Each academic program is initiated in an academic department, approved by a faculty departmental committee, the chair, the college dean, the college curriculum committee, the University Curriculum Committee and/or the Graduate Council, the Vice Provost for Academic Affairs, the Executive Vice President and Provost and the President before it is submitted to the Tennessee Board of Regents (TBR) and the Tennessee Higher Education Commission (THEC) for final approval [1a] [1b]. Composition of the University Curriculum Committee [2, page 9], a standing University committee, and the Graduate Council [2, page 11] are clearly described and apportioned by college. A list of academic majors, concentrations, degrees offered, undergraduate and graduate minors is published in the MTSU Undergraduate Catalog [3]. A list of graduate degrees, concentrations and minors is published in the MTSU Graduate Catalog [4].

All official academic program files and the minutes of the University Curriculum Committee are maintained in the Office of the Executive Vice President and Provost and the minutes of the Graduate Council are maintained in the Office of the Vice Provost for Research and Dean of Graduate Studies [5].

Program and Learning Outcomes Evaluation

Evaluation of learning outcomes is established in the program approval process. Evaluation procedures for each course proposal that constitutes coursework in the academic program must be clearly stated in each course outline. Each course outline must address learning objectives and identify the measures to be used to assess the degree of student achievement of course competencies [6] [7]. Copies of the approved course outlines are kept in the Office of the Executive Vice President and Provost and in departmental chairs' offices.

Additionally, to ensure continuous evaluation of academic programs, assessments of learning outcomes are addressed in departmental institutional effectiveness plans [8]. Assessment instruments used by the academic departments include senior tests, major field tests, program peer reviews, external accreditation reviews, alumni surveys, graduation and licensure rates, and successful completion of dissertations among others [9]. Departmental goals, objectives, student learning outcomes, and faculty productivity expectations for the coming academic year are kept on file in departmental chairs' offices.

An example of evaluation of learning outcomes is the use of the major field test by many departments. The purpose of the major field test is to evaluate students' knowledge in their major field and to assess the curriculum within each major. All students graduating in either the fall or spring semesters are required to take a major field test. The instruments used in the major field assessment vary by program. A list of the assessment instrument used for the major field test by program is online [10]. The Office of Institutional Effectiveness, Planning and Research conducts the tests, receives tests results and distributes them to academic department chairs, college deans and other academic officers. These results are used for curriculum review and changes in departmental institutional effectiveness plans. The Executive Vice President and Provost recognizes departments that have at least 55% of their students score above nationally normed major field tests. If a department uses a local test, recognition is given to those departments that have at least 55% of their students score above the average for the preceding three years. In 2004-2005, 15 departments were recognized with the Academic Performance Awards. Major field test results are on file in the Office of Institutional Effectiveness, Planning and Research.

The Department of Management and Marketing's use of the major field test to rethink its curriculum is an example of the use of test results to effect learning outcomes. During 2004/2005, the Department of Management and Marketing [11] concentrated on developing a better understanding of student learning outcomes and the major field test. The Department identified a goal: To provide students with a knowledge base in financial analysis, general management, marketing, and business law that is needed for entry-level management positions, and a measurable objective: To maintain at least an average score between two standard errors of national norm and attain/maintain an overall score of at least 150 on the Major Field Test (MFT) in order to reduce the difference between the Business Administration (BAD) students' score and the national score. This objective was not met with a fall BAD major score of 445 and an MTSU score of 447. Spring results are still unavailable. Specific recommendations for teaching approaches that may help improve MFT scores will be implemented next year; faculty will learn in future years the value of making some changes in teaching approaches to enhance student learning of important concepts.

Continuous external academic program review is required by the THEC's Performance Funding initiative and is conducted according to a program review cycle approved by THEC [12]. For those programs which are accreditable, accreditation reviews serve as the external review [13]. For those programs that are not accreditable, the University's program review process is used [14]. An Academic Audit process, piloted by the TBR, was used by the Biology Department in its 2004-2005 program review along with the University's established program review process [15].

3.4.2 The institution's continuing education, outreach, and service programs are consistent with the institution's mission.

STATEMENT OF RATIONALE FOR JUDGMENT OF COMPLIANCE

Mission - Division of Continuing Studies and Public Service

The mission of the Division of Continuing Studies and Public Service is to extend the University's resources through partnerships, outreach, and distance learning to provide high quality educational opportunities for lifelong learners. The Division plays an integral role in meeting goals of the University by offering excellence in academic, personal enrichment, and professional programs. These programs serve diverse populations, enhance the quality of life and economic development and allow stakeholders to reach their educational objectives and cultural and social goals, helping them compete economically. The mission is published in several locations including the Continuing Studies and of Public Service web page [1]. As of July 1, 2005, the Division was renamed to the College of Continuing Studies and Distance Learning.

Mission and Vision - Middle Tennessee State University

Mission: Middle Tennessee State University unites the closeness of a small college with the opportunities of a large dynamic public university where students explore their intellectual potential and realize the promise in their futures. Grounding students in the arts and sciences, the University offers an integrated, technological, innovative education that prepares leaders for the economic, political, civic, and social life of the region and beyond.

The University is dedicated to promoting openness and educating a diverse student body from across the nation and around the world through comprehensive undergraduate and select masters and doctoral programs. MTSU prepares students to live productively and to become lifelong learners; to employ scientific knowledge and an understanding of culture and history; to think logically, critically, and creatively; to communicate clearly; to make sound judgments; to acquire working knowledge of a discipline or group of related disciplines; and to participate as citizens in the global community. The MTSU community creates knowledge through research and uses scholarship to enhance teaching and public service.

The University fosters an environment conducive to learning and personal development; recruits exceptional faculty and maintains support services to assist instruction; provides resources to encourage research, creative activity, and service; develops individual, corporate, and public support; encourages excellence in athletics and recreational activities; establishes academic partnerships that support student-centered learning; works continually to strengthen and enhance the academic core; and supplies resources to accomplish its mission.

A major public institution of higher learning, MTSU is a member of the State University and Community College System of Tennessee.

Vision: The Academic Master Plan creates a strategic blueprint that defines the University's vision, underscoring MTSU's commitment to leadership in higher education and to building Tennessee's future. It commits the University to achieving excellence in academics and to advancing student-centered learning. To this end, the University employs emerging technologies while honoring a sense of community, history, and tradition. Selective new academic programs strengthen partnerships with appropriate constituencies. (Approved December 2004.) MTSU's mission and vision statements are published on its web site [2].

The institution and Continuing Studies and Public Service missions are clearly intertwined. Several major areas of emphasis are included in both statements. Continuing Studies supports the coupled mission through educational services, courses, and programs provided for its local, regional, State, and national communities.

The Division's advisory board is charged to serve as ambassadors. The board promotes programs and services that facilitate the division's mission of extending the resources of the University to enhance the quality of life in our community, the region, and beyond. The Division boasts several internal and external partnerships that serve to advance this mission.

The Division has three departments that carry out its mission [3]. The mission is made operational through strategies identified in the Division Academic Master Plan [4]. The mission of the Administration Department is to support and provide resources and assistance in planning for both the Academic Outreach and Distance Learning and Professional Development and Personal Enrichment departments. The mission of the Academic Outreach and Distance Learning Department (AODL) is to extend credit programs beyond the walls of the University in order to, first and foremost, educate the citizenry of Tennessee, and reach out to the region, and the international community. Academic Outreach and Distance Learning is committed to increasing the educational attainment level of Tennesseans by offering accessible, affordable, and applicable distance learning degree programs that are of the highest quality. The department is further committed to providing support services for faculty and students involved with distance learning. The mission of the Professional Development and Personal Enrichment (PDPE) Department is to promote and provide opportunities that enhance the professional and personal lives of middle Tennessee residents.

Academic Outreach and Distance Learning Department

Off Campus and Distance Education

The AODL Department has appointed coordinators to provide instructional support services to faculty and students enrolled in alternative delivery courses. The coordinators (online, Correspondence, and Telecourse and Videoconferencing) serve as liaisons between off-campus students and on-campus faculty and staff. They serve as resource persons for the students and faculty.

At Middle Tennessee State University, all distance education credit courses and programs are regular academic offerings. Courses offered via alternative delivery are monitored by both academic departments and the Division of Continuing Studies and Public Service. The academic department offering the course is responsible for ensuring the integrity of course content. These courses must meet the same curricular guidelines as courses offered on-campus. The academic department offering the course or program controls all academic matters including (but not limited to) course selection and scheduling, faculty hiring and evaluation, and student admission, evaluation, and graduation. Administrative and managerial responsibilities for distance education and off-campus programs at MTSU reside in the Division of Continuing Studies and Public Service and the Academic Outreach and Distance Learning Department. The Division monitors the delivery medium used by analyzing assessments made by students and faculty [5] [6].

Students must meet the same admission and graduation requirements as students who take courses on-campus. The same faculty who teach these courses on-campus are generally the ones teaching via an alternative method or off-campus. Courses and instructors are evaluated as all on-campus courses and instructors are evaluated. Students enrolled in alternative delivery courses have the same rights, responsibilities, and opportunities as students who are on campus. Academic Outreach and Distance Learning has developed and follows a five-year distance learning plan [7].

The Division offers instruction and related activities through a variety of delivery modes including videoconferencing, telecourses, correspondence courses and online courses. The different modes of delivery are identified in Division annual reports [8].

Tennessee is a member of the Southern Regional Education Board (SREB) which accredits MTSU courses. The SREB is an interstate compact for education [9].

Correspondence Courses

Correspondence courses involve individual, independent instruction of a student by an instructor on a one-to-one basis in the form of written or electronic material. Students are required to complete written assignments throughout the semester (about 10-15 total). Interaction and feedback may be through postal mail, email, FAX, or some other electronic medium. An overview of Correspondence Course procedures is published on the web site [10]. Correspondence courses are published in the MTSU schedule book [11]. During summer 2004, fall 2004 and spring 2005, 119 correspondence classes were delivered with 3702 enrollments.

Off Campus Courses and Programs

Off campus programs at MTSU do not include off-campus experiences or courses that are part of a predominantly on-campus program, such as student teaching, internships, practicums, clinical experiences, field study, service learning, or community-based learning. To support instruction, the Division provides additional services including courier service to off campus sites, technical support for faculty and students, on-site facilitators, equipment for sites, student orientations and faculty training. The MTSU Schedule Book contains information regarding off-campus (distance learning courses) [11]. MTSU maintains a list of Tennessee Higher Education Commission (THEC) approved off-campus locations inventory [12].

The following is a breakdown of where some of the off-campus classes were taught during 2004-2005. At the O'More site in Franklin, Tennessee, courses were offered towards the Master of Business Administration (MBA). Graduate Education courses were taught at the Columbia State Community College site in Franklin, Tennessee. Vocational courses were offered at Gallatin High School in Gallatin, Tennessee. General studies and engineering technology courses were offered at Nissan Motor Manufacturing in Smyrna, Tennessee. Engineering technology courses were offered at Saturn Motor Manufacturing in Spring Hill, Tennessee. Graduate education courses were offered at Walter J. Baird Middle School in Lebanon, Tennessee. During summer 2004, fall 2004, and spring 2005, 99 off-campus classes were delivered with 1435 enrollments.

Online Courses

MTSU online courses [13] are taught using WebCT, a course management software licensed and supported by the University. A faculty member teaching in this medium is asked to submit the "Course Review Request Form" following the development of an online course. Following completing of the "New Course Form" and the "Online Course Development Agreement," the faculty member is instructed to register for a WebCT workshop conducted by the Faculty Instructional Technology Center. FITC personnel are available to conduct one-on-one sessions with faculty members to assist in developing online courses. Mentoring is available for faculty members developing and teaching on-line courses. Faculty resource information is included on the Division web site [14]. During summer 2004, fall 2004, and spring 2005, 243 online classes were delivered with 4402 enrollments.

Telecourses

Telecourses [15] offer students the option to enroll in undergraduate credit courses without attending classes on campus [14]. The major portion of instruction is via MTSU Channel 9 or video-tape. Students follow a detailed syllabus and list of assignments, which are completed and mailed to campus. The instructor grades and returns assignments and corresponds with students via email, phone, fax, the Internet or by US Mail. Most telecourses require students to take a scheduled midterm and final exam on the main campus in Murfreesboro, Tennessee. The Distance Learning Test Center arranges off-campus proctor sites for students who cannot come to the campus. During summer 2004, fall 2004, and spring 2005, 24 telecourses were delivered with 443 enrollments.

Videoconferencing Courses

Videoconferencing courses [16] [17] are taught from the main MTSU campus and transmitted "live" to one or more distant sites. The instructor and students interact with each other through television cameras, monitors, and microphones to enable real-time interaction between sites. Sites currently in use include Columbia State Community College, O'More College of Design in Franklin, Tennessee and Saturn Auto Manufacturing in Spring Hill, Tennessee.

Videoconferencing classes are well supported. A facilitator, available on-site during each class, provides technical support to the instructor and students, promotes communication between the campus and the videoconferencing site, and serves as a courier as well as class exam proctor. During summer 2004, fall 2004, and spring 2005, twelve videoconferencing courses were delivered with 98 enrollments.

MTSU offers courses in various majors throughout the University via electronic means. With the exceptions noted below, these offerings do not equal or exceed 50% of the coursework needed to earn a degree in the major. Courses toward the Bachelor of Science in Nursing are offered online. This program is specifically designed for registered nurses seeking a bachelor's degree.

Off-Campus Cohort Programs

MTSU offers cohort programs at other locations throughout Middle Tennessee. One such partnership is a 2+2 program for teacher education at Columbia State Community College. Students complete freshmen/sophomore years at Columbia State and junior/senior year at MTSU. Students enrolled in cohort programs are advised by faculty teaching at the off-campus sites or by professional advisors on the main campus. There is a Master of Education Degree cohort group at the Columbia State Community College site in Lawrenceburg, Tennessee. There is an Education Specialist Degree cohort group at the Columbia State Community College site in Clifton, Tennessee.

Regents Online Degree Programs

MTSU participates in the Tennessee Board of Regents (TBR) Online Degree Program (RODP) [18], a joint offering of TBR's higher education institutions (all of which are accredited). The TBR-Regents Online Degree Programs submitted a system-wide Substantive Change Review to the Southern Association for Colleges and Schools in November 2002 [19]. A description of the Regents Online Degree Program is published in the MTSU Undergraduate Catalog [20]. All six TBR universities deliver and award the following bachelors degrees.

• Bachelor of Professional Studies with concentrations in Information Technology or Organizational Leadership
• Bachelor of Interdisciplinary Studies (General Studies/Liberal Studies/ University Studies)

Students who are RODP majors may take all of their coursework online; however, on-ground courses are also available to them. In the RODP, students are able to choose the college or university (home school) for their admission, registration, and the award of their degree.

Additionally, universities offer RODP graduate degrees/certification/professional development courses in the following majors:

• Master of Education - Advanced Studies in Teaching and Learning;
• Teacher Education - Additional Endorsements (must be certified to Teach in Tennessee);
• Online Professional Development for P-12 Teachers;
• Master of Science in Nursing;
• Occupational Licensure for Vocational Teachers; and
• Alternative C for Public School Teachers.

During summer 2004, fall 2004, and spring 2005, 423 Regents Online Degree Program classes were delivered, with 2977 enrollments.

The Division monitors the delivery medium used by analyzing assessments made by students and faculty [5] [6]. RODP evaluations [24] [25] indicate satisfaction with the program. The RODP Alumni Survey indicates that 95.5% of its graduates would recommend the degree program to others [26].

Compliance with SACS Standards

MTSU procedures and practices in these programs are comparable to those on the main campus and appropriate for the delivery mode. Courses and degree programs are housed in and governed by academic departments, regardless of delivery mode. No distinctions are made in the basic processes and policies for admitting and retaining students in the University or in specific degree programs, developing curricula, scheduling and staffing, or for requirements or expectation of degree programs. Quality is ensured through uniform procedures and standards for all academic courses and programs. Students may be more likely to receive more individual attention in the off-campus and distance education classroom, especially in those situations where class sizes are smaller.

Any differences occurring between off-campus and main-campus programs reflect changes necessary and appropriate to the unique nature of distance education. An example may be that additional materials are provided distance learning instructors in order that instruction is effective. Handbooks are provided for faculty teaching distance education courses. Faculty members who teach online courses have online access to appropriate policies, procedures, and documents including information on student services, library services, student organizations, and advisement.

Support Services

Official student academic records are maintained centrally on the main campus for all MTSU students, regardless of site or mode of delivery. As security precautions the internet software used by the campus, MTSU Pipeline and WebCT, require unique student usernames and passwords in order to access each course site. Both systems require special authorized access to students' grades, instructors' grade books and other materials and documents in the course.

Some instructional support services available on the main campus, such as the Writing Center and tutoring programs are not available or have reduced access at extended campuses. However, the MTSU Writing Center [21] can now be accessed online. The Academic Outreach and Distance Learning Department will be purchasing SMARTHINKING, an online tutorial program for academic subjects and writing.

Courier services for off-campus sites ensure that faculty are able to make supplemental materials (e.g. handouts, articles, videos) available to students before class meetings. Students also use this system for submitting assignments and other materials to instructors.

Advisors

Students enrolled in courses off-campus have access to advising via telephone and computer at the off-campus site, and on the main campus. Professional advisors and faculty advisors from certain academic programs travel to off-campus sites one or more times each semester. One of these includes weekly visits to Columbia State Community College for the 2+2 program. Another includes visits made by the Chair of Educational Leadership when new cohorts are begun.

Library

The Dean of the Library has appointed a Distance Education Services Librarian who is specifically responsible for providing support services for distance learning.

Faculty

The Academic Outreach and Distance Learning Department conducts faculty surveys each year. The most recent was completed in 2004. Responses were based on a 5-point (from strongly agree to strongly disagree) Likert Scale. On each of the 6 indicators, the score was above 4.0. The seventh question asked if faculty were satisfied with the services received from the department. These responses were broken down by delivery mode. Out of the six delivery modes and 24 possible responses, only 3 were below 4.0.

Funding

Distance Learning is funded in the same manner as instruction for on-campus courses. All credit courses are offered through the academic department and are part of their routine budgeting decisions. Students enrolled in alternative delivery courses pay the standard course tuition fee.

Technological resources and technology-training needed by faculty to develop and implement alternative delivery courses are provided through special funding appropriations by the Provost and Vice President for Academic Affairs and the Vice President for Information Technology.

Professional Development and Personal Enrichment Department

The Professional Development and Personal Enrichment Department is currently operating three grants from the State of Tennessee. The Vocational Education Professional Development Grant provides workshops and conferences for the professional development of Tennessee Secondary Vocational Education teachers. The major conference is held on the MTSU campus during the summer and has approximately twenty-five hundred participants.

The purpose of the Maternal and Child Health-Death Scene Investigation grant is to develop training materials and provide in-service training, through a train the trainer model, to firefighters, emergency management service and law enforcement personnel.

The intent of the Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR-UP) is designed to significantly increase the number of low-income students who are prepared to enter and succeed in postsecondary education. Services to the participants include: tutoring, mentoring, teacher training, curriculum enhancement, summer programs, college visits, counseling, and parental involvement in activities. The Gear-Up Program is federally funded. The program is described on a federal government programs web site [22].

Professional Development and Personal Enrichment Certificate Programs

The Department offers certificate programs in Human Resource Management using the Society for Human Resource Management (SHRM) Learning System; LEAN Manufacturing - to provide business and industry with a road map to reduce production costs, improve product quality, and increase profits; Six Sigma Green Belt - 80 hours of classroom instruction; The Writer's Loft - an intensive 18 month program in creative writing which includes lectures, one-on-one mentoring, public readings, and panel discussions; and Spanish - including Conversational Spanish I, II, III, Spanish for Health Care Professionals, and Spanish for Construction Workplace Professionals. The website for Professional Develop and Personal Enrichment (non-credit courses) also contains a link to the catalog of programs [23].

PDPE Online Certificate Programs

In cooperation with Gatlin Education, we sponsor online certificate programs. Those certificate programs include: Administrative Medical Specialist Certificate - medical billing, coding, and front office skills; Medical Transcription; Microsoft Office Specialist (MOS), Web Developer; Linus + /Linus Professional Institute Level One; Microsoft Certified Systems Engineer (MCSE); Microsoft Certified Systems Administrator 2003 (MCSA); Construction Technology Building Inspection; HVAC Technician; 3ds max - trains participants how to use both 3ds max and Character Studio to design, develop, and animate 3D video game characters; and Digital Arts Certificate.[23]

PDPE Courses

The Department offers the following courses or subject areas: real estate; Certified Quality Technician, Certified Quality Engineer, and Certified Quality Manager Refresher Courses; occupational health and safety; Basic EMT; computer; examination preparation - LSAT; GMAT; GRE; languages - Braille, French, Grammar for ESL; and Mini-University for Children and Teens. [23]

PDPE Courses Online

The Department offers the following courses or subject areas: start your own business; business; computer; digital photography; personal enrichment; personal finance; languages; parenting; health; writing; entertainment industry; test prep; and courses for teaching professionals. [23]

PDPE CEUs and Enrollments

The Department awarded 4,711 CEUs during the 2003-2004 academic year. There were 3,010 individual enrollments during that same year. Over the past 5 years the department has awarded 15,891 individual CEUs and 35,512 institutional CEUs.

3.4.3 The institution publishes admissions policies consistent with its mission.

STATEMENT OF RATIONALE FOR JUDGMENT OF COMPLIANCE

As a regional comprehensive public institution Middle Tennessee State University’s mission is to "educate a diverse student body from across the nation and around the world…" [1]. Admission policies contribute to the institution's mission to achieve excellence in academics and to advance student-centered learning.

Middle Tennessee State University undergraduate admission policies are published in the undergraduate catalog [2]. Admission policies can be found on the Admissions Office web site [3]. These policies provide information regarding required credentials and documents necessary for applicant review. Upon request a printed catalog is mailed to prospective students. The primary undergraduate recruitment materials used by the Admissions Office are the viewbook and general information brochure. These materials are designed to showcase the academic programs and extracurricular activities available at MTSU. A comprehensive list of academic offerings is included in each of these materials as well as admission requirements. A gallery of photographs depicting MTSU students in a variety of settings is included in these materials. This document is distributed at college fairs, inserted in the tour packet given to each student taking a campus tour, mailed to inquiries received via the web and telephone, and provided to campus departments to aid in their recruitment efforts.

MTSU's extensive range of undergraduate programs attracts students from across the state of Tennessee. Recruitment efforts primarily target in-state students, as this population comprises the largest percentage of undergraduate enrollment [4]. Select out-of-state recruitment activities expose non-Tennessee residents to programs and opportunities available at MTSU.

The University encourages applications from qualified applicants of both sexes and from all cultural, racial, ethnic and age groups. In the admissions process there is no discrimination on the basis of these factors or on the basis of disability. All applicants are considered by evaluating their likelihood of success at MTSU. Students should be adequately prepared to succeed as evidenced by their school grades, ACT or SAT scores, pattern of high school courses taken, special talents, and school recommendations. Applicants who do not meet minimum admission requirements are considered for admission when there is sufficient evidence to suggest ability to do satisfactory work at MTSU.

Freshman admission standards [5] are:

Guaranteed admission

Required 14 high school units:

• English 4 units
• Visual or Performing Arts 1 unit
• Algebra I, Algebra II and Advanced Mathematics 3 units
• Natural/Physical Sciences 2 units
• Social Studies (global in nature) 1 unit
• United States History 1 unit
• Foreign Language 2 units

1. regular admission will be granted to applicants who complete the 14 units with one of the following:

• A minimum 3.0 GPA
• A minimum composite ACT of 22
• A minimum 2.7 GPA and minimum ACT of 19

2. Honors admission will be granted to applicants who complete the 14 units with one of the following:

• ACT composite score of 26 or higher and at least a 3.0 high school GPA
• ACT composite score of 22 or higher and a high school grade point average of 3.5 or higher

Participation in the Honors College is not required of applicants admitted to this category.

Conditional admission

Any student not meeting guaranteed admission requirements will be considered for conditional admission. The review will include all academic credentials as well as other special interests and skills and other non-academic factors as explained on the Personal Statement Form. Students admitted in this category will be expected to

• Remove high school deficiencies (if applicable) within the first 64 hours of enrollment
• Maintain good academic standing as defined by University retention standards
• Receive services from the University's Academic Support Center
• Enroll in University Seminar 1010 the first semester of enrollment
• Meet more specific requirements as required for certain populations of students

The Admissions Review Board may request additional documentation specific to each student's individual circumstances.

High academic ability students are recruited for scholarship programs. A wide range of guaranteed scholarships are available to students presenting ACT or SAT scores and high school grade point averages that meet the minimum criteria of the scholarship program [6].

Transfer admission standards [7] are:

An undergraduate applicant who previously has registered at any college or university must apply as a transfer student. Applicants who have earned 8 or fewer semester hours from a college or university must meet both transfer and freshman admission standards. Admission will be granted to applicants who have a cumulative grade point average of 2.0 or higher. Applicants who have not been enrolled in any post-secondary institution in the 12 months preceding the term for which they are applying will be eligible for admission, but they will be admitted on academic probation if their cumulative grade point average is less than 2.0. Transfer applicants who do not have a cumulative 2.0 grade point average may submit their credentials to the Admissions Review Board for review. The board will consider applications from applicants with less than a 2.0 cumulative grade point average. These applicants are required to complete a transfer appeal form and to provide college transcript(s).

Transfer students admitted by the Admissions Review Board will be admitted on probation.

3.4.4 The institution has a defined and published policy for evaluating, awarding, and accepting credit for transfer, experiential learning, advanced placement, and professional certificates that is consistent with its mission and ensures that course work and learning outcomes are at the collegiate level and comparable to the institution's own degree programs. The institution assumes responsibility for the academic quality of any course work or credit recorded on the institution's transcript.

STATEMENT OF RATIONALE FOR JUDGMENT OF COMPLIANCE

Middle Tennessee State University accepts transfer credit from institutions of higher learning based upon the following considerations:

• the educational quality of the institution from which the student transfers;
• the comparability of the nature, content, and level of credit earned to that offered by MTSU; and
• the appropriateness and applicability of the credit earned to the programs offered by MTSU in light of the student's educational goals.

Transfer policies are published in the Undergraduate Catalog [1] and on the Admissions Office web page [2].

Transfer students who have completed coursework at institutions for which MTSU has no recent history are asked to provide information to determine the comparability of content and level of credit presented as transfer to that credit offered by MTSU. Petition is made seeking recommendation from the academic advisor and chairperson of the academic department in which the course is taught, approval of the academic dean of the college in which the course is taught and approval by the Admissions Office. The academic department determines end of course competencies appropriate to the course the student is petitioning. Sometimes an end of course examination is required. Credit hours awarded at the transfer institution will be awarded at MTSU but not to exceed the credit hour of the equivalent MTSU course. A petition for credit form is available to students. An on-line form is available to students and faculty [4].

A course-by-course evaluation of transfer credit is conducted for each applicant upon acceptance to the University. An on-line transfer equivalency table, Transfer Equivalencies at Middle (TEAM) [3], is available on the web for review of established transfer equivalencies. More than 300,000 equivalencies are established and new courses are added regularly.

Students may earn college credit via a variety of credit-by-examination processes [5]. These include the College Level Examination Program (CLEP), the Foreign Language Test, the Advanced Placement Examinations (AP) of the College Entrance Examination Board, the American College Testing Program, the International Baccalaureate Program (IB), and the DANTES Subject Standardized Test (DSST). All credit-by-examination scores are submitted to the Admissions Office. The test results are evaluated and recorded on the student's transcript if credit is earned. Semester hours of credit toward graduation are earned on the basis of these tests, but no grades or quality points are given. Academic departments determine which advanced standing programs are accepted for credit. No more than 60 semester hours completed by credit-by-examination, credit for service-related experience and flight training may be counted for credit toward a degree.

Articulation and transfer agreements with other institutions are on file in the Office of Admissions. Consortia and study abroad agreements are on file in the Office of the Executive Vice President and Provost; see also section 3.4.7.

3.4.5 The institution publishes academic policies that adhere to principles of good educational practice. These are disseminated to students, faculty, and other interested parties through publications that accurately represent the programs and services of the institution.

STATEMENT OF RATIONALE FOR JUDGMENT OF COMPLIANCE

Middle Tennessee State University publishes academic policies that adhere to principles of good educational practice and disseminates them to students, faculty and other interested parties. The undergraduate [1] and graduate catalogs [2] are published in print and electronically. Each catalog was published annually until 1981 when a two-year publication cycle was established. In 2004 the implementation of a revised General Education core and the reduction from 132 to 120 credit hours for degree completion required the publication of a one-year catalog for the 2004 academic year. In fall 2005 the two-year catalog cycle resumed.

Prior to the publication of a new catalog each academic department/college and administrative unit is asked by the Director of Publications and Graphics to review and update the portion of the catalog that pertains to that unit. A draft of the updated catalog is then reviewed by the appropriate supervisor.

Prior to the inclusion of any new or revised curriculum changes into the new catalog, evidence must be provided that the new or revised curriculum has been through the appropriate curriculum processes. Curriculum changes recommended by the University Curriculum Committee must have the appropriate approval, depending on the type of change recommended, by the Vice Provost for Academic Affairs, the Executive Vice President and Provost, the President, TBR and THEC [3]. See section 3.4.12. The Associate Vice Provost for Enrollment Services is charged with maintaining the official Master Catalog Forms and Academic Inventory records. These formats are used to check against curriculum and program requirements before publication [4].

Policies related to general practices which support academic pursuits are recommended by University standing committees and approved by the President [5]. The membership of these committees is recommended by the Faculty Senate and approved by the President with student members appointed by the Student Government Association. In addition to the University catalogs, the MTSU Faculty Handbook [6], and the MTSU Student Handbook [7] including the statement of Student Rights and Responsibilities [8], are sources for policy and guidelines.

In all cases, policies included in the catalogs and other publications must conform to the policy guidelines in

• the MTSU Policies and Procedures Manual, on file in the Office of the University Counsel and widely distributed to administrative offices, deans' and department chairs' offices, and the James E. Walker Library,
• Tennessee Board of Regents Policies and Procedures [9] and
• Tennessee Higher Education Commission policies [10].

During the years when a new catalog is not published, changes in existing policies and new policies are published in the Class Schedule Book [11] which is published on a semester basis. Much of this same information is available in the MTSU Student Handbook [7] and is published each fall in the Blue Raider Planner and Handbook [12] that is made available to new students at orientation. Other students may purchase the Blue Raider Planner and Handbook.

The Office of Publication and Graphics is charged with ensuring that all University publications, including the catalogs and schedule books, accurately depict the academic policies, procedures and programs of the University.

3.4.6 The institution employs sound and acceptable practices for determining the amount and level of credit awarded for courses, regardless of format or mode of delivery.

STATEMENT OF RATIONALE FOR JUDGMENT OF COMPLIANCE

MTSU's curriculum approval process ensures that all new and modified courses, regardless of the delivery method, meet the University's standards for both course level and credit. New course and course revision proposals are generated by faculty within academic departments, approved by department and college curriculum committees and forwarded to the appropriate University committee for review. The MTSU Undergraduate Curriculum Committee reviews undergraduate proposals, and the University Committee on General Education reviews General Education courses. Graduate course proposals are reviewed by the Graduate Council. Each of these committees makes its recommendations regarding course proposals to the Vice-Provost for Academic Affairs who has final approval. [1] [2]

The course outline, which is required in the review process, must include course description and content, course level, credit hour(s) (the minimum for one credit hour is 750 minutes), goals, assignments, instructional methods, and form of student evaluation. [3] Distance education courses additionally follow SACS "Distance Education Policy Statement" [4] and "Best Practices for Electronically Offered Degree and Certificate Programs." [5] Approved courses with course description, course level, course credit and prerequisites, if any, are listed in the MTSU undergraduate and graduate catalogs. [6] [7]

3.4.7 The institution ensures the quality of educational programs/courses offered through consortia relationships or contractual agreements, ensures ongoing compliance with the comprehensive requirements, and evaluates the consortial relationship and/or agreement against the purpose of the institution.

STATEMENT OF RATIONALE FOR JUDGMENT OF COMPLIANCE

Middle Tennessee State University has contractual agreements and consortia relationships that further the University's mission. Contractual agreements include student internships, practicums, clinical experience, and field service for course credit. The University also has a strong cooperative education program as well as national and international study abroad and exchange agreements with other universities. Consortia relationships include the Regents Online Degree Program, the 2+2 Interdisciplinary Education Program with Columbia State Community College, remedial course dual enrolled arrangement with Motlow State Community College, and the Master's in Criminal Justice Consortia Program between MTSU and Tennessee State University Criminal Justice.

Student Internships, Practicums, Clinical Experience and Field Service

Student internships, practicums, clinical experience, and field service courses are initiated by the faculty using the same curriculum processes [1] used for all courses. Evaluation processes for the faculty teaching/coordinating this curriculum are the same [2]. Faculty members determine appropriate sites and reciprocity learning contracts for these expanded student learning opportunities that include, when appropriate, on site student supervision by professionally credential personnel, e.g., licensed nurses [3] [4] and certified teacher [5]. In all instances, grades for such courses are determined by the MTSU faculty member of record for the course [6].

Cooperative Education Program

The MTSU Cooperative Education Program [7] provides students the opportunity to gain real world experience while pursuing a degree by working in a position related to their academic programs of study. It is a planned learning process that integrates classroom studies with supervised work assignments. The program is administered by a director who initiates an agreement between the student, the work site, including work site supervision, and a faculty member in the academic program of the student who provides educational oversight for the cooperative education experience [8]. The MTSU faculty member of record determines the course credit for cooperative education. [6]

Study Abroad and Exchange

In addition to MTSU faculty-led, in-house study abroad programs for course credit, which meet all the curriculum and evaluation requirements that pertain to all courses, the University has consortia and direct exchange programs in which MTSU students and faculty may participate. MTSU currently is affiliated with three consortia: Kentucky Institute of International Studies (KIIS), Cooperative Center for Study Abroad (CCSA), and Universal Mobility Asia and the Pacific (UMAP). KIIS and CCSA are multi-institution consortia that give students opportunities to study in a variety of places around the globe, taught by MTSU faculty or faculty from other fully accredited institutions (i.e., APSU, Mississippi State, Morehead, Murray, UK, Louisville, UT-C, Ball State, Berea, WKU). UMAP is an exchange program that allows students to study abroad for a semester or year in locations along the eastern Pacific Rim and Southeast Asia. These consortia agreements are initiated by the Office of International Education and Exchange, they adhere to Tennessee Board of Regents policies and procedures, they are reviewed by the Special Assistant to the Provost for International Education, the Provost and the Vice President for Business and Finance and they are signed by the President [9]. Study abroad course credit is determined by the MTSU faculty member of record for the course [6].

MTSU has direct reciprocity exchange agreements with 11 institutions at present in Caen, France; Kansai Gaidai in Japan; Besancon, France; Hunan Normal; China Agricultural; Brazil; and Yongsai in South Korea [10]. These agreements and the consortia arrangements are initiated by faculty working with the Special Assistant to the Provost for International Education, reviewed by the Executive Vice President and Provost and signed by the President.

Regents Online Degree Program

Tennessee Board of Regents' colleges, universities, and technology centers joined to offer the Regents Online Degree Program (RODP) [11]. Participating institutions are fully accredited. Thirteen two-year colleges deliver and award the associate degrees and all six TBR universities deliver and award bachelors' degrees. Courses completed in the Regents Online Degree Programs are entirely online and transferable among all the participating institutions. Students are able to choose the college or university (home school) for their admission, registration, and awarding of their degree. This Tennessee Board of Regents degree program has been reviewed and approved by the Southern Association of Colleges and Schools as a substantive change.

2+2 Interdisciplinary Education Program with Columbia State Community College

MTSU participates in a 2+2 Interdisciplinary Education Program at Columbia State Community College (a SACS-accredited institution) [12] that leads to a Bachelor of Science in Interdisciplinary Studies degree. The MTSU Elementary and Special Education Department administers the program. The department faculty initiate the upper division curriculum using the University's curriculum processes [1] and they teach the courses in the program, most of which are taught on site. MTSU courses and instructors in the 2+2 program are evaluated in the same manner as all on-campus courses and instructors [2].

Motlow State Community College

Middle Tennessee State University has an agreement with Motlow State Community College (MSCC), a Tennessee Board of Regents institution, to teach courses in remedial math, reading, and writing on the MTSU campus to MTSU and MSCC dual-enrolled students. These courses carry institutional credit but not academic credit [12].

Master's in Criminal Justice Consortia Program between MTSU and Tennessee State University

MTSU and Tennessee State University (TSU) in Nashville, Tennessee allow students enrolled in the Master's in Criminal Justice program at one institution to register for credit courses at the other institution. Both institutions are governed by the Tennessee Board of Regents (TBR) and must comply with TBR policies regarding admission standards. Tennessee State University is accredited by the Southern Association of Colleges and Schools. MTSU students who choose to take courses at TSU must complete all major requirements stated in the MTSU catalog and their degree is conferred by MTSU [13].

3.4.8 The institution awards academic credit for course work taken on a noncredit basis only when there is documentation that the noncredit course work is equivalent to a designated credit experience.

STATEMENT OF RATIONALE FOR JUDGMENT OF COMPLIANCE

Middle Tennessee State University does not normally award credit for non-credit course work. Exceptions may be made for aerospace training and experience, registered nurses, military experiences and industrial technology concentration.

Aerospace: MTSU may grant credit for specific aerospace maintenance technician courses for holders of FAA Airframe and/or Powerplant Certificates. Transfer credit may be granted to Professional Pilot Program majors only for documented flight training completed at an accredited institution of higher learning prior to enrolling at MTSU. However, at least three pilot certificates or ratings must be completed subsequently at the MTSU Flight Education Center. (Undergraduate Catalog, page 34 [1])

Nursing: Registered nurses with an associate degree or diploma may receive advanced standing credit for nursing courses provided they graduated from a state-approved school of nursing and hold a current license as a registered professional nurse. A total of 23 semester hours of requirements in the MTSU pre-nursing curriculum will be waived in application to the upper-division curriculum of the B.S.N. program. (Undergraduate Catalog, page 34 [1])

Military: Students who have served in the reserves, national guard, or armed forces may receive the following credit: 1) six semester hours credit (4 hours military science and 2 hours health) for a minimum of three years, eleven months, and twenty days of service, and 2) credit will be awarded for formal service schools based on recommendation from the Office of Educational Credit of the American Council of Education [2].

Industrial Technology concentration: Up to 18 semester hours may be granted for approved work experience. Up to 18 semester hours may be granted for approved work-based learning. The total hours for both work experience and work-based learning may not exceed 30 semester hours. Students will be required to participate in a formal assessment process to qualify for experiential learning credit. (Undergraduate Catalog, page 132 [1])

3.4.9 The institution provides appropriate academic support services.

STATEMENT OF RATIONALE FOR JUDGMENT OF COMPLIANCE

Middle Tennessee State University provides an array of academic support services designed to provide assistance to both the general student population and to specific populations with special needs. These services are consistent with the goals of the Academic Master Plan [1], which include promotion of academic quality and creation of a student-centered learning environment.

Academic Support Services Unit:

Academic support services offered through the Division of Student Affairs, Enrollment and Academic Services, and ultimately reporting to Academic Affairs through the Associate Vice Provost for Academic Support Services and the Vice Provost for Enrollment Management and Academic Services, have been organized into a single reporting unit to optimize efficiency and collaboration and to create a seamless web of services for students.[2]

Departments reporting within the Academic Support Services unit include the following:

The Academic Support Center (ASC) [3] provides comprehensive advising services for all students who have not yet declared a major, for students interested in changing majors, and for students enrolled in Developmental Studies courses. Services of the ASC include general academic advising, assistance with course selection and registration, career counseling and assistance with academic policies and procedures. Advisors offer extended office hours and outreach services at campus residence halls. A Student Alert system is coordinated through the ASC website, allowing faculty to request advisor intervention for students perceived to be underperforming in the classroom [4]. AdvisorTrac software records all student contacts and allows for continuity of advising records once each student successfully declares a major and is transferred to an appropriate college or faculty advisor. Information obtained from the 2004 Student Affairs Closer Look Survey indicates that 87% of students surveyed would recommend the services of the Academic Support Center to a friend [39].

The Career and Employment Center [5] provides comprehensive career and employment information to students and alumni to assist them in the pursuit of part-time, summer, internship, and full-time career opportunities. Full-time staff are available both in the main office of the center and in satellite offices designed to assist students in the College of Education and Behavioral Sciences, the College of Basic and Applied Sciences, and the College of Business. Services of the center include registration with the e-Recruiting resume referral system, resume writing workshops and individual critiques, on-campus interview scheduling, a resource library, and credential file system. The Center also sponsors or participates annually in six major career fairs. [6] The 2004 Student Affairs Closer Look Survey shows a student satisfaction rate of 86% when students were asked if the information provided by the Career and Employment Center is useful [4a]. Additionally, the 2004 Graduating Senior Survey shows a satisfaction rate of approximately 80% across majors [40].

The MTSU Child Care Lab [7] is a three star program in the state of Tennessee, providing quality child care services for children ages 3-5 for parents who are attending Middle Tennessee State University. The lab also serves as a training site for the Tennessee Early Childhood Training Alliance (TECTA) system [8]. Eighty percent of the students surveyed in the Closer Look Survey indicated that the Child Care Lab provides quality care at a reasonable cost [4a].

Cooperative Education [9] is a planned learning process which integrates classroom studies with supervised work assignments. Cooperative Education provides each participating student with a unique opportunity to gain real world experience while pursuing a degree. While working in positions related to their academic programs of study, students are able to develop a better understanding of some of the day-to-day issues and applications of concepts learned in their classroom studies. See Cooperative education in 2.10.

Disabled Student Services [10] offers a wide variety of services to approximately 1000 MTSU students with disabilities. Services provided include assistance in course registration, provision of readers, note takers, interpreters, auxiliary aids, testing accommodations, access to the latest in adaptive computer technologies, and acting as liaison to University departments. Eighty-six percent of the students who are familiar with the program indicate that Disabled Student Services adequately meets the needs of students [39]. An additional 87% reported that the Adaptive Technology Center adequately meets the needs of the students it serves [39]. The 2004 Graduating Senior Survey shows a satisfaction rate of over 93% [40].

Guidance Center/Testing Services [11] offers crisis intervention, community referral, and short term counseling services to students experiencing personal or academic difficulties which interfere with their ability to perform well in the University environment. Testing Services are administered through the Guidance Center, administering graduate entrance exams and other national testing, including the GRE, MAT, MCAT, CHES, Praxis Series, CLEP testing, and ACT residual [12]. Students familiar with the services provided by Guidance Services (87%) believe the services offered are useful and adequately meet the needs of the students [39]. The 2004 Graduating Senior Survey shows a satisfaction rate of approximately 86% [40].

Housing and Residential Life [13] supports living-learning programs and other academic support services for approximately 3500 students living on the MTSU campus. Nearly 40% of all bed space is affiliated with residentially based learning programs, including the Honors Living-Learning Center, the Freshman Year Experience program, and learning communities affiliated with academic majors including Aerospace, Recording Industry, and women in the math and sciences. Classrooms, academic advising, and tutoring services are available in designated residence halls. Sixty-five per cent of students familiar with residence hall services indicated that they were satisfied in the 2004 Graduating Senior Survey [40].

International Education and Exchange Programs [14] supports opportunities for both long term and short term study abroad experiences. MTSU supports study abroad courses initiated by MTSU faculty, as well as participating in programs sponsored through the Kentucky Institute for International Studies and the Cooperative Center for Study Abroad. On the 2004 Graduating Senior Survey, students indicated a satisfaction rate of about 92% in relation to the international education services provided [40].

Leadership Development [15] at MTSU promotes a comprehensive array of both classroom and co-curricular opportunities designed to enhance personal growth, leadership skills, and community involvement. The program supports the University’s interdisciplinary studies minor in Leadership Studies [16]. Sixty-six percent of the students who responded to the 2004 Student Affairs Closer Look survey reported that they have participated in leadership development activities [39]. Eighty percent believe the leadership opportunities that are offered are adequate [39].

New Student and Parent Programs (Student Development) [17] coordinates programs related to the transition of new students to the University. Academic advisement is required for all new students prior to their first semester of enrollment. CUSTOMS [18] is a one- or two-day program that provides required advisement, registration and orientation services for 90% of entering freshmen and many entering transfer students. Ninety-six percent of the students who attended the 2005 summer CUSTOMS indicated they were satisfied with the experience (2005 Student Expectations and College Experiences Survey [41]). Welcome Week [19] activities provide social and academic programs during the first two weeks of the academic year to assist students in making significant connections to the University during this critical time. Students reported a satisfaction rate of 80% when asked if they enjoyed the Welcome Week activities [39]. Family programs, including the MTSU Parents Association [20] and the fall Family Weekend, are coordinated through this office. This office also coordinates the Distinguished Lectures Fund [21], which provides financial support for major speakers of national renown.

Raider Learning Communities (RLCs) [22] enroll cohorts of 25 students in two linked courses, providing a more intense learning experience and creating a core community of learners. RLCs at MTSU may be either residential or non-residential.

The Student Athlete Enhancement Center [23] provides the academic support system for student athletes, managers, and trainers involved in our 17 NCAA Division I-A Men's and Women's sports. Services provided include academic advising, tutoring, success skill workshops, study halls, orientation services, academic progress monitoring and support, assistance for at-risk students, and post-eligibility assistance.

Student Support Services [24] provides academic support services designed to increase retention and graduation rates for low income, first generation, and academically at-risk students. Services provided to 175 participants annually include academic counseling, tutoring, cultural activities, academic skills workshops, access to the SSS computer lab, and grant support.

The Summer Reading and Convocation program [25] serves as the first common academic experience for all incoming students. New students are required to read a common work, selected by a committee of faculty and administrators for its broad applicability to a number of general education courses. Students should expect that the book will be used for one or more assignments in several of their fall semester classes. New students are expected to attend the University Convocation, held the Sunday afternoon before the first day of classes. Convocation welcomes new students and faculty to the academic community, introduces the University President and other key administrators, and explains important University traditions. The keynote speaker for convocation is the author of the summer reading book.

Other Academic Support Services:

Academic Advising for students with majors: Students with declared majors receive general academic advising, including assistance with registration and general questions regarding academic policies and procedures from full-time professional advisors assigned to each college [26]. Each college, including the Honors College, employ between one and three professional academic advisors. In addition, each student who has declared a major is assigned a faculty academic advisor to assist with course selection, career planning, and mentorship. Students pursing a degree through the Regents On-line Degree Program (RODP) are advised by staff from the program.

Degree Audit [27], available through the MTSU Pipeline website, assists students in comparing their academic record against requirements for their chosen major and/or against those for other majors being considered.

The Developmental Studies program [28] provides coursework and tutoring programs designed to assist students who are performing below college level in the areas of reading, writing and/or mathematics. Developmental Studies also provides placement testing services for new students.

Foundations of Excellence in the First College Year Project [29]. MTSU participates as an affiliate institution to the Foundations of Excellence in the First College Year Project, a national study working to define characteristics of excellence in institutional programs and services provided to first year students. The primary components of MTSU's self-study included completion of an extensive Current Practices Inventory; a review of MTSU's success in meeting nine performance indicators outlined by the project; and participation in two surveys: the National Survey of Student Engagement, and a faculty survey being carried out by the Center for the Study of Higher Education (CSHE) at Pennsylvania State University.

The James E. Walker library has a capacity of more than 800,000 volumes and provides a variety of academic support services for students, including the library instruction program [30] and Research Coach [31]. (The James E. Walker library is fully documented in 3.8.)

The Mathematics Learning Center [32] provides walk-in tutoring for a variety of mathematics courses.

Media Center for Language Acquisition (MCLA) [33]. Open to all MTSU students, faculty and staff, the MCLA provides access to multi-media learning materials, multi-lingual word processing, and other academic support for students studying foreign languages.

Ronald E. McNair Post-baccalaureate Achievement Program [34]. This federally-funded TRIO program provides academic support and preparation for low-income, first-generation college students and students from underrepresented groups who wish to pursue doctoral-level study. Services offered include faculty mentors, academic, personal and career counseling, paid summer research internships, and travel funds for professional conferences.

University 1010 Seminar [35]. University 1010 is a three hour elective course designed to help new students develop tools needed for success. The goals of the class include helping new students to appreciate the value of a higher education, learn about the numerous campus resources available, clarify their career goals, and refine the academic skills required of a successful college student. Undeclared freshmen with 0-24 credit hours are required to enroll in University Seminar 1010 during their first semester.

University Computer Labs: Three University Computer Labs are available for all students, faculty, and staff with a current MTSU ID [36]. A 24 hours a day/7 days a week lab is located in the Business and Aerospace Building. In addition, many individual academic departments operate computer labs for classes, research, and the general use of their students and staff. Computer labs are located in five campus residence halls. A 24 hours campus Help Desk assists students experiencing technical difficulties [37]. Wireless access is available for students and faculty at most campus locations.

The University Writing Center [38] offers free writing assistance for any writing assignment in any class. In addition, on-line services, including a Grammar Hotline, are provided. Additional programs of the Writing Center include hosting an Open Mic Night, Creative Writing Group, and Research Writing Group. The Center also sponsors the Introduction to Peer Tutoring course.

3.4.10 The institution defines and publishes general education requirements for its undergraduate programs and major program requirements for all its programs. These requirements conform to commonly accepted standards and practices for degree programs.

STATEMENT OF RATIONALE FOR JUDGMENT OF COMPLIANCE

MTSU's General Education requirements follow the Tennessee Board of Regents common core program adopted for implementation in Fall 2004 [1]. This 41 hour common core requires that TBR institutions share a common set of lower division equivalent general education courses. The MTSU courses that are included in the common core were reviewed and revised according to the University's new and/or revised course proposal process, including review at the academic department and college levels [2]. Additionally, the General Education Committee reviewed proposals as related to TBR course guidelines [3]. After review by the Vice Provost for Academic Affairs, the courses were submitted to the TBR for approval [4]. The General Education mission and goals are defined and its requirements are clearly stated in the University catalog [5] and on the MTSU General Education website [6]. The General Education program requirements are fully described in Standard 2.7.3.

Specific undergraduate and graduate degree requirements are published in the MTSU Undergraduate Catalog [7] and the MTSU Graduate Catalog [8] by college and department. Additionally, all major program requirements are available on line through PipelineMT for faculty and student information and use through a Degree Audit system that specifically describes degree programs, the requirements, courses completed by the student, and what the student lacks to complete the program [9].

Courses within a major program are proposed by faculty within the academic department of the program and reviewed by the department and college curriculum committees and by the University's Undergraduate Curriculum Committee and approved by the Vice Provost for Academic Affairs [2]. New academic programs, including degree programs, and modifications of existing academic programs must also have the approval of the Executive Vice President and Provost, the President, the Tennessee Board of Regents and the Tennessee Higher Education Commission [10].

Graduate courses and graduate degree programs follow the same curriculum processes except that all graduate offerings are reviewed by the Graduate Council and the Vice Provost for Research and Dean of Graduate Studies (VPR/DGS) after the department and college reviews [11].

All MTSU programs are accredited that are accreditable [12] with one exception, the Art program. The lack of an adequate facility for the Art program has been a major accreditation issue in the past. In fall 2004, the Art program moved into a up-to-date facility, Todd Hall. An external consultant was brought in to review the program in preparation for an application for accreditation in spring 2005 [13]. The Art faculty is now in the process of preparing an application based on the consultant's report to seek accreditation from the National Association Schools of Art and Design.

All other programs, graduate and undergraduate, are externally reviewed according to a five-year external program review cycle as required by the Tennessee Higher Education Commission's Performance Funding initiative [17]. A calendar of the program review cycle, program review guidelines, including the review format, and qualifications of external reviewers have been established [14]. The results of each of these reviews are shared with department faculty and chairs, deans and the Vice Provost for Academic Affairs; in the case of graduate program reviews, the Vice Provost for Research and Dean of Graduate Studies and the Graduate Council evaluate the reviews. The reviews are on file in the Office of Institutional Effectiveness, Planning and Research [15]. MTSU's Biology Department participated in a Tennessee Board of Regents alternative program review pilot project, the Academic Audit, during the 2004-2005 academic year in addition to the regularly scheduled external program review [16]. The TBR system-wide Academic Audit pilot will be used to determine if the audit process is a viable alternative to external program reviews.

3.4.11 The institution protects the security, confidentiality, and integrity of its student academic records and maintains special security measures to protect and back up data.

STATEMENT OF RATIONALE FOR JUDGMENT OF COMPLIANCE

Facilities, policies, and procedures used to maintain student records, ensure their security, and protect confidentiality are described below.

The MTSU Records Office [1] is responsible for maintaining student records for both undergraduate and graduate students. The procedures used in the care of records are consistent with standards established by the American Association of Collegiate Registrars and Admissions Officers (AACRAO) and Tennessee Board of Regents (TBR) policy (TBR Manual, Disposal of Records [2]). Student records are either in hard copy or electronic format. All student records prior to Fall 1990 are maintained in hard copy form in the vault of the Records Office; transcripts since Fall 1990 are maintained in a secured computerized database. The transcript inventory dates back to 1911, the founding date of the institution.

The integrity of academic records is ensured by a sophisticated security system that restricts maintenance and update of sensitive data to authorized personnel. Computerized student records are protected by a comprehensive, login and password-driven security system and access to these records is granted on a need-to-know basis.

Employees in various administrative and support units must request accounts and be approved by academic department chairpersons or supervisors in order to access the Student Information System (SIS), where student academic records are stored [3]. If an employee attempts to access records through his/her SIS account three consecutive times unsuccessfully, the account is disabled. Employees are required to change passwords every thirty days. No MTSU personnel can view passwords of faculty, staff, or students as an added security feature. Key personnel can reset a password for a faculty, staff, or student, but the password cannot be viewed, and the individual is required to change the reset password upon initial login after being reset. This adds an extra security feature to protect against unauthorized use.

Faculty can access student data via SIS as well as PipelineMT [4]. Students can access their own personal information via PipelineMT as well. PipelineMT is password protected and only key MTSU personnel can reset, but not view, the password. Five consecutive unsuccessful attempts to access a PipelineMT account results in the account being disabled.

Faculty use PipelineMT to submit grades and students use it to view their grades. Security features linked to the password provide protection that faculty can only submit grades for their courses and students can only view their personal grades. The SIS system provides a detailed audit log of grade change entries.

Further security is ensured by blocking sensitive information so that it cannot be accessed by unauthorized personnel via FOCUS. (FOCUS is a programming tool used at MTSU to extract data from SIS files.) Fields that are blocked in FOCUS include Faculty Access Codes, Personal Identification Numbers (for students), bank account codes, credit card codes, and disability codes. Hard copy student permanent records (transcripts) are stored in a fireproof vault. Access to the vault is restricted to authorized personnel. A complete set of back up copies of the hard copy records are stored on microfilm and optical disks. One complete set of back up microfilmed records is stored off campus and one set is stored in the vault in the Records Office. The Information Technology Division performs full backups of the programs and data files every night. The nightly backup tape is taken daily to the fire-proof vault located in the Telecom Building. The nightly backup tapes are kept for 30 days and month end backup tapes are kept for 1 year.

The institution has established policy governing the rights to privacy and confidentiality of student academic records based on the Family Educational Rights and Privacy Act (FERPA) regulations. This policy describes students' rights to review their academic records, limitations of their rights, and release of information to third parties. Advisors and faculty are reminded frequently of the FERPA policy. An online tutorial [5] is available to provide faculty, staff, and students a basic understanding of the rules governing release of student information. A confidential warning is printed on all official transcripts released by the Records Office. This standard on the confidentiality of student records is consistent with TBR policy (TBR Manual, Policy on Confidentiality of Student Records, Guideline of Student Records [6]) and is described in the undergraduate [7] and graduate [8] catalogs as well as the MTSU Schedule of Classes [9], the MTSU Faculty Handbook [10], and the student handbook [11].

Pursuant to the requirements of FERPA, the following types of information are designated by law as "directory information" and may be released via the University's official media: student's name, address, e-mail address, telephone listing, major fields of study, hours enrolled, participation in officially recognized activities and sports, weight and height of members of athletic teams, classification such as freshman or junior, dates of attendance, degrees, awards received, and most previous educational agency or institution attended by the student. This information will be released unless the student has asked MTSU to withhold such information. The law does provide for the release of information to authorized University personnel, other institutions engaged in research (provided information is not revealed to other parties), and certain federal and state government officials. The Campus Directory, published annually, contains the following information: student name, local and/or permanent address, telephone listing, and MTSU e-mail address. The Campus Directory and other listings of "directory information" are circulated in the course of University business and, therefore, are accessible to the public as well as to students, faculty, and staff.

The University also adheres to the Gramm-Leach-Bliley Act. Based on a 2004-2005 review of sensitive data fields, view and FOCUS reporting is blocked to these fields. Additionally, surveys to the campus community have been completed that relate to areas covered by the act to ensure compliance. Copies of the survey and survey results are on file in the Office of the Associate Vice Provost for Enrollment Services.

3.4.12 The institution places primary responsibility for the content, quality, and effectiveness of its curriculum with its faculty.

STATEMENT OF RATIONALE FOR JUDGMENT OF COMPLIANCE

Middle Tennessee State University's faculty has the primary responsibility for the content, quality and effectiveness of its curriculum. As a responsible institution and as a member of the Tennessee Board of Regents (TBR), the University has a tiered process of curricular review that begins with the faculty [1]. Each academic program is initiated in an academic department, approved by a faculty departmental committee, the chair, the college dean, the Vice Provost for Academic Affairs, the Executive Vice President and Provost, and the President before it is sent to the TBR and the Tennessee Higher Education Commission for final approval.

All educational programs at MTSU, regardless of campus origin or delivery modality, must be approved by the department and/or college faculty, department and/or college curriculum committee, General Education Committee, University Undergraduate Curriculum Committee, Graduate Council, and the academic administration [1]. TBR approval is required [2]. The composition of the University Curriculum Committee and its charge are clearly stated in the University Standing Committee guidelines [3].

Program and learning outcomes are included in all course proposals [4] [5]. All official files and minutes of curricular committees are kept in the Office of the Executive Vice President and Provost.

The effectiveness of the curriculum is measured in several ways. Senior tests, tests in the major, program peer reviews, external accreditation reviews, alumni surveys, graduation and licensure rates, successful completion of dissertations can be found in the Institutional Research and Planning Office [6]. Departmental goals, objectives, student learning outcomes, and faculty productivity expectations for each coming academic year are kept on file in department chairs' offices.

The primary responsibility for program integrity and coordination falls to the department chair as the faculty leader. Some of the larger departments, for example, English, have associate chairs and, in the case of English, a graduate director and a chair of lower division. Major interdisciplinary programs have a director, for example, Director of Women's Studies.

Curricular content development and review, as well as coordination of major fields and concentrations, begin with departmental curriculum committees (appointed by department chairs or elected by faculty), with program directors, or with faculty advisory committees. While students may serve on some committees, responsibility for program development and curriculum review remains with faculty. On the college or school level, undergraduate [7] and graduate [8] curriculum committees oversee changes in courses or programs. Responsibility for curriculum development and revision is described in the MTSU Policy and the Curricular Procedures Handbook [12]. The Curriculum Request Cover Sheet shows the required approval route [9]. The University Curriculum Committee reviews all undergraduate course proposals, except General Education courses which are reviewed by the University Committee on General Education, both making recommendations to the vice provost and provost [10]. A list of Program Directors' and Coordinators' curricula vitae are available in the Office of the Executive Vice President and Provost.

3.4.13 For each major in a degree program, the institution assigns responsibility for program coordination, as well as for curriculum development and review, to persons academically qualified in the field. In those degree programs for which the institution does not identify a major, this requirement applies to a curricular area or concentration.

STATEMENT OF RATIONALE FOR JUDGMENT OF COMPLIANCE

The primary responsibility for program integrity and coordination falls to the chair of the academic department in which the degree and/or concentration and/or minor is offered [1]. Additionally, graduate coordinators are appointed and/or elected by the faculty in all departments offering a graduate degree [2]. Directors are appointed for major interdisciplinary programs (Women's Studies, African American Studies, and Aging Studies) [1]. These directors report directly to the Vice Provost for Academic Affairs.

In all cases the program coordinators and directors are thoroughly reviewed with regard to their academic credentials and undergo a national search before their appointment to the faculty [3]. Additionally, all graduate coordinators are members of the graduate faculty [4]. Program coordinators' and directors' credentials are available on the University's BlueInfo data warehouse [5].

Curricular development and review, as well as coordination of major fields and concentrations, begin with departmental curriculum committees (appointed by department chairs or elected by faculty), with program directors, or with faculty advisory committees. While students may serve on some committees, responsibility for program development and curriculum review remains with the faculty. On the college or school level, undergraduate and graduate curriculum committees oversee changes in courses or programs. Responsibility for curriculum development and revision is described in MTSU Policy [6] and the Curricular Procedures Handbook [7]. The Curriculum Request Cover Memo shows the required approval route [8]. The University Curriculum Committee [9] [10] reviews all undergraduate course proposals, except General Education courses which are reviewed by the University Committee on General Education [9] [10]. The Graduate Council [11] [12] reviews all graduate courses and programs. All University wide curriculum committees make their review recommendations to the Vice Provost for Academic Affairs and the Executive Vice President and Provost [13].

3.4.14 The institution's use of technology enhances student learning, is appropriate for meeting the objectives of its programs, and ensures that students have access to and training in the use of technology.

STATEMENT OF RATIONALE FOR JUDGMENT OF COMPLIANCE

Middle Tennessee State University (MTSU) is committed to the integration of technology into the teaching and learning environment for students, faculty and staff. MTSU's Academic Master Plan (AMP) [1] mandates that the University fully integrate technology providing "up-to-date tools and support services to enhance the academic core" and promoting "appropriate use of technology to enhance communication, the curriculum and course delivery and management." This narrative will detail how, with the collaboration of all University divisions, MTSU provides the administration, infrastructure, curriculum framework, access, training and technical support to allow effective and efficient integration of technology to enhance student learning and to meet program objectives.

MTSU has in place the necessary administrative organization to provide information technology resources to the University.

The objective of integrating information technology to enhance student learning and meet program objectives is integral to multiple areas of the University. The divisions of Information Technology, Academic Affairs and Student Affairs, Enrollment and Academic Services all play vital roles in providing the infrastructure, services and support needed to enhance the learning experience.

The University's Information Technology Division (ITD) [2] is under the direction of the Vice President for Information Technology and Chief Information Officer (VPIT/CIO). The VPIT/CIO is a member of the President's cabinet and is responsible for information technology endeavors throughout the University. ITD consists of seven departments which provide services to the University: Academic and Instructional Technology Services; Administrative Information Systems Services; Communication Support Services; Database Administration Services; Network Services; Server, Classroom and Desktop Services; and Telecommunication Services. Strategic planning for successful integration of technology into the teaching, learning, and administrative functions of the University is an essential component in the division's mission statement and goals as stated and evaluated in the division's institutional effectiveness plan [3].

The Information Technology Resources Policy [4] established through the Computer Executive Committee governs the usage of information technology resources. This policy describes the manner in which IT resources are to be used; acceptance of the policy is required when establishing computer accounts. MTSU utilizes a strongly shared governance structure for computing through its committee structure that includes the Computer Executive Committee, the Instructional Technology Committee, the Administrative Computing Committee, and the Instructional Technologies Development Committee to guide and direct information technology policy and procedure. Computing committees consist of University-wide student, faculty, and/or staff representation.

MTSU provides the necessary infrastructure to allow access to and use of information technology resources.

The information technology infrastructure enhances student learning by facilitating access to services and resources regardless of physical location or time of day. Infrastructure includes:

• Academic and Administrative Servers - The academic servers are available to students and faculty 24/7 throughout the year. These servers provide e-mail, computing accounts and access to statistical packages and programming languages. The administrative servers are available 20/7. A four-hour processing window is required to permit batch updates to the administrative systems. MTSU is currently undertaking a major upgrade of the administrative information systems with a migration process to a new enterprise resource planning (ERP) system. This new software will allow Internet native, 24/7 access to administrative data, provide the tools and processes to integrate several disparate campus data systems, and build a foundation for expansion of administrative IT capabilities in the future.
• A web portal: A campus installation of the Luminis portal software (PipelineMT) [5] provides students, faculty and staff with access to information housed in administrative information systems, i.e. the Student Information System, Financial Aid System, Human Resources System, Alumni Development System, and others.
  • Students complete the registration process, scheduling, fee payment, and financial aid processing via their portal account.
  • Faculty access course information, use the WebCT learning management system, and submit grades.
  • Staff can access their Human Resources data and make adjustments as appropriate.
  • PipelineMT provides access to University email, targeted and personal announcements, calendaring options, and selected web sites.
  • Course tools such as class email distribution lists, file posting, message boards, class calendars and chat are available to course enrollees and instructors.
  • The group studio tool allows student organizations and faculty collaboration groups to have PipelineMT space to post group announcements, conduct group activities online, and exchange ideas among group members.
• Computer accounts: All student, faculty and staff are provided with a computer account with portal access, email and web site space. Faculty can use computer resources for course communication and development of course-related web sites. Students have access to web space to develop web sites for class projects.
• Network access: Access to Internet is provided via a BellSouth connection and the state network, Tennessee Information Infrastructure (TNII). Access to Internet2 and applications such as the Access Grid is provided via a sponsored connection by Vanderbilt University. Residence hall rooms and apartments are 100% wired for network access, with a "port per pillow" available and an additional port in the common rooms of campus apartments. Wireless access provides network access in areas where wiring would be impossible or impractical; wireless access now covers most of the campus.
• Computer Laboratories: Ninety-four computer labs are available for students. Of these, twenty-three are open to all students and 71 are designated for students in specific departments or programs. One University lab is open 24/7 except on holidays. The number of computers available for student use totals 2161 (including the Walker University Library).
• Videoconferencing: The Telecommunications Building Conference Room is equipped with a room-sized video conferencing system. This system uses the data network to connect to other videoconference sites. This conference room and the videoconferencing equipment are available on a reservation basis.
• Master classrooms: MTSU currently supports approximately 160 computerized classrooms. These classrooms, designed in collaboration with the Academic Affairs Division [6], contain a PC and/or Mac computer, a teacher station with AMX touch screen control panel, various media sources (DVD, VCR, document camera), ceiling mounted projector(s) and whiteboards. Designs vary per departmental needs and teaching requirements.
• WebCT, Learning Management System: The University supports faculty and student use of WebCT [7]. Approximately 200-250 faculty members use WebCT per semester to offer approximately 500-550 web-supported, blended (hybrid) or online courses.
• The Instructional Technology Support Center (ITSC) [8], located in the McWherter Learning Resources Center (LRC), provides facilities, training and support for MTSU students, faculty, and staff.
  • Audio/Visual (A/V) Services, a unit within the ITSC, supports faculty use of audio/visual equipment through its Equipment Section and helps faculty members create high-quality original videos through its Television Section. During 2003-2004, the Equipment Section provided 1,155 equipment loans (2882 pieces of equipment) to 61 departments, 307 "off-air" recordings of television programs and 138 repairs of A/V equipment.
  • The Television Section served the video production needs of 34 departments, taping events, creating instructional, training and promotional videos, and working with faculty members and students on instructional and grant-funded projects. Many projects involved partnerships with external organizations.
  • Instructional Media Resources (IMR), another ITSC unit, is a multimedia library housing a large collection of videocassettes, DVDs, audiocassettes, CDs, and other media. It is described in detail in a separate bullet below.
  • The ITSC's Satellite Video-Conferencing Center [9] offers satellite uplinking (transmission) services from its video-conferencing classroom in LRC 101T and from the State Farm Lecture Hall in the Business Aerospace Building. The Satellite Center produced and broadcast two American Democracy lectures featuring Professor Al Gore to 29 colleges and universities in 17 states in 2003-2004. Additionally, the Satellite Center produced one original telecourse in collaboration with the Division of Continuing Studies and the Department of Engineering and Technical Studies. The Satellite Center delivered 50 live and pre-recorded educational programs to K-12 teachers and students in nine Tennessee counties by satellite in 2003-2004 as part of the public service mission of the College of Education and Behavioral Science. The Satellite Center also broadcast these programs to four counties in Tennessee and Alabama through cable television. The Satellite Center transmits MTSU news highlights weekly to four Nashville television stations in cooperation with the Department of News and Public Affairs. Finally, the Satellite Center is playing an integral role in the new Department of Children's Services grant to the Tennessee Child Welfare Center. T