All students will pay an $80 fee per quarter that will provide them access to enhanced academic resources in classrooms, the library, research and academic advising services without specific course fees.
The Provost established a new A2E2 Advisory Committee, consisting of equal numbers of faculty and students, that reviews and recommends relative allocations of the funds for EIRA and ECL categories. At the College level, committees consisting of equal numbers of faculty and students review and recommend funding for IREE.
ECL is allocated to the colleges to directly support student learning in courses by providing such things as supplies, consumables, funds for field trips, and other materials necessary for enhanced instruction and student learning. ECL resulted in the elimination of all previous miscellaneous course fees except for course fees over $50 (e.g., for field trips or travel).
EIRA supports activities that are essential to a quality educational program and provides important educational experiences for students enrolled at the University. These activities include the traditional IRA areas such as theatre and musical productions, student internships, publications, art exhibits and museums, but is more broadly defined to be more inclusive of disciplines and student academic activities across the campus. The previous $8 per quarter IRA fee that was allocated to Academic Affairs has been eliminated.
EIRA allocations are recommended by the A2E2 Advisory Committee which reviews EIRA proposals that are submitted by the colleges, library and other academic programs. The A2E2 Advisory Committee was charged with the task of more broadly defining what EIRA will fund including a particular focus on proposals that demonstrate how student retention and success, particularly for underrepresented students, will be increased and how progress will be assessed and reported.
IREE funds the enhancement of instructional and research equipment needed for our faculty and students to meet their instructional and scholarship needs. Each year, proposals are solicited which are then sent to College-Based IREE Committees that consist of equal numbers of students and faculty in each college, academic unit, and library. The College-Based IREE Committees review all College IREE proposals and develop a ranked list of the proposals. The Committees’ recommended ranked lists are forward to the Dean for approval, after which they are submitted to the Provost’s Academic Leadership for final review and allocation of resources.
The function of the university-wide activities and programs (UAP) is to fund proposals that are not college-specific but whose intentions are to provide high impact student programs and services particularly specific, focused interventions, including innovative, hands-on, creative approaches that increase the retention and success of underrepresented students.
UAP consists of two components; 1) student services; and 2) high impact programs.
Examples of student services programs include peer mentors and tutors, e-tutoring, online advising services, expanded library hours and services, and programs for at-risk students (to increase retention and graduation rates).
High impact programs are those that not only can contribute to increasing retention but also enhance career opportunities for students. Examples of high impact programs include support for 1) research, creative activities and civic engagement efforts involving students; 2) establishment of and funding for an Academy for Graduate and Undergraduate Research and Creative Activities; 3) centers of excellence that involve both students and faculty; and 4) research assistantships and internships.
Proposals for UAP programs are considered by the A2E2 Subcommittee of SSAC (Student Success and Assessment Committee); membership includes faculty, students, administrators and staff) for review, ranking, and recommendations. SSAC’s recommendations are then forwarded to the Provost for funding.
All first-time freshmen are provided with student response system “clickers” that are used in the freshman GS courses as well as other courses throughout the University. The “clickers” are used in the classroom for active and engaged learning, to provide a means for students to participate anonymously, and to enable instructors to gauge student learning and comprehension.