BALL STATE UNIVERSITY · that not only prepares Indiana’s best and brightest students for leadership in the global marketplace but also reaps long-term rewards for the state’s

BALL STATE UNIVERSITYSTATE BUDGET REQUEST

2011–2013 BIENNIUM

Prepared by Ball State University’s Office of Governmental Relations in collaboration with academic and administrative units

August 2010

iiBall State University

The information presented here, correct at the time of publication, is subject to change. Ball State University practices equal opportunity in education and employment and is strongly and actively committed to diversity within its community. 6351-10 umc

iii

THE ENTREPRENEURIAL UNIVERSITY Access and success. Affordability and quality. Preparation and support. Achieving these important educational outcomes while also helping to renew Indiana’s communities and economy requires an innovative, creative, entrepreneurial vision—especially amid today’s challenging financial climate.

As our bold five-year strategic plan heads down the home stretch, Ball State University is uniquely positioned to provide a distinctive, transformative higher education option that not only prepares Indiana’s best and brightest students for leadership in the global marketplace but also reaps long-term rewards for the state’s quality of life.

Our investment in Education Redefined: Strategic Plan 2007–2012 is producing amazing returns as the university recruits and retains high-ability students—nearly 90 percent of whom are from Indiana—and provides accessible world-class faculty, real-world immersive learning experiences, the latest digital technology, and a vibrant and supportive campus. This investment readies students to take advantage of current and emerging job opportunities, meet society’s most pressing needs, and serve the communities in which they will live and work.

Implementing such a plan requires fiscally sound planning geared to a sustainable long-term approach to financial management, making the most efficient use of resources, facilities, and personnel. Because this approach has been integral to Ball State’s operation for decades, the university is poised to achieve its ambitious goals and objectives.

This request for biennial operating and capital improvement budget allocations—and particularly The Entrepreneurial University quality improvement line item—supports our objectives to recruit better-prepared students, provide a better curriculum and educational experience, and deliver better outcomes for academic excellence and economic improvement.

Jo Ann M. Gora President Ball State University

The Entrepreneurial University

ivBall State University

The entrepreneurial university takes creative risks and ambitiously defines new challenges in learning, scholarship, engagement, and community.

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CONTENTS

EXECUTIVE SUMMARY

INTRODUCTION 3

STRATEGIC PLAN 2007–2012 3

REACHING HIGHER 12

APPENDIX: COMPARATIVE ANALYSIS OF 21 STRATEGIC DIRECTIONS

OPERATING BUDGET REQUEST

GENERAL SUMMARY 27

OPERATING BUDGET SCHEDULES 31

LINE ITEM REQUEST: THE ENTREPRENEURIAL UNIVERSITY

GENERAL SUMMARY 63

LINE ITEM SCHEDULE 66

LINE ITEM REQUEST: THE INDIANA ACADEMY

GENERAL SUMMARY 69

LINE ITEM SCHEDULE 71

CAPITAL IMPROVEMENT BUDGET REQUEST

GENERAL SUMMARY 75

CAPITAL IMPROVEMENT SCHEDULES 87

SPECIAL REPAIR AND REHABILITATION 93 PROJECT REQUESTS

EDUCATION+ECONOMY

MISSION+NEEDS

PEOPLE+IDEAS

GIFTED+TALENTED

CAMPUS+FACILITIES

Contents

viBall State University

EXECUTIVE SUMMARY

EDUCATION+ECONOMY

BALL STATE UNIVERSITYSTATE BUDGET REQUEST2011–2013 BIENNIUM

2Ball State University

Ball State University’s strategic plan focuses on

providing a nationally recognized, distinctive, and

academically innovative higher education option in Indiana

that prepares students to become leaders in today’s professional marketplace.

3

INTRODUCTIONTRADITION OF INNOVATIONPerhaps not even the Ball brothers could have envisioned that the opening of a new state school to train teachers in Muncie, Indiana, in 1918 would launch a rich tradition of innovation in higher education that has flourished for nearly 100 years at Ball State University.

The small regional college grew into a comprehensive university by 1965 and continues to expand its reputation today with national rankings and awards in disciplines as diverse as teacher education, entrepreneurship, business, telecommunications, architecture, and the arts. Cutting-edge initiatives in immersive learning and emerging digital media distinguish Ball State from other universities across the country as we strive to stand out as one of the most innovative and attention-worthy undergraduate-focused institutions nationwide.

Students, alumni, supporters, colleagues, and government officials recognize Ball State’s emergence as a leader, entrepreneur, and valuable resource in Indiana higher education.

ENTREPRENEURIAL VISIONLike the five New York industrialists who moved their glass container business to Indiana during the natural gas boom more than a century ago, Ball State is driven by an entrepreneurial vision that turns ideas and insight into market-responsive innovations. Faculty, staff, and students share a passion for taking creative risks, exploring new ventures, and developing unconventional solutions for real-world challenges.

Our vibrant campus provides a fertile environment for creativity, collaboration, and experimentation that can lead to new discoveries. Some resulting intellectual property can be spun off into new products and businesses that have the potential to create jobs for Indiana. Many of our immersive learning and applied research projects help advance economic development and quality of life improvement in communities across the state.

Large enough to offer plenty of resources and opportunities but small enough to be flexible and personal, Ball State provides a distinctive, relevant, and affordable academic experience in and out of the classroom that prepares thousands of Indiana students—nearly 90 percent of our students come from within the state—for the rapidly changing, global marketplace.

We take seriously our obligation to meet and exceed what Hoosiers expect and need from a public university charged with addressing 21st-century demands.

STRATEGIC PLAN 2007–2012EDUCATION REDEFINEDThriving as an entrepreneurial university committed to excellence and access requires foresight and sustained effort toward common goals. To that end, Ball State University’s Education Redefined: Strategic Plan 2007–2012 is generating momentum and guiding the institution’s success through 2012. This five-year strategic plan was developed by a campuswide task force with extensive input and feedback from faculty and staff. Each academic and administrative unit on campus has developed prioritized, measurable objectives and resource strategies to support the plan’s goals.

The strategic plan’s vision, mission, goals, objectives, core strategies, and progress are discussed on pages 4–11.

Executive Summary


VISIONBall State University will be a national model of excellence for challenging, learner-centered academic communities that advance knowledge and improve economic vitality and quality of life.

GOAL 1: LEARNINGBall State University will promote academic excellence among undergraduate and graduate students seeking a rigorous learning experience.

■ Attract, enroll, retain, and graduate a more selective and diverse student body.

■ Provide each undergraduate with the opportunity to participate in an immersive learning experience.

■ Increase the number and quality of significant in- and out-of-classroom learning opportunities such as experiential learning, international learning experiences, and service learning.

■ Increase the number of nationally ranked or recognized academic and cocurricular programs.

■ Offer market-responsive and nationally ranked or recognized extended education opportunities that are integrated with on-campus offerings.

GOAL 2: SCHOLARSHIPBall State University will support and reward faculty and student scholarship of discovery, integration, application, and teaching.

■ Increase the number of quality faculty development opportunities to support high-quality scholarship.

■ Expand extramural funding to support scholarship.■ Increase the number of faculty and students and the

breadth of disciplines engaged in scholarship.■ Recognize scholarship of discovery, integration, application,

and teaching with implementation defined at the departmental level.

■ Grow selected graduate programs to support increased scholarship.

■ Attract and retain highly productive faculty of national prominence.

GOAL 3: ENGAGEMENTBall State University will address local, state, national, and international needs through activities that foster collaboration and mutually beneficial relationships with its diverse constituents.

■ Foster and support activities of faculty, staff, and students that have the potential to lead to enterprising ventures.

■ Offer market-responsive educational, cultural, and economic development programs that meet the needs of external partners.

■ Expand the success and reach of Ball State’s Building Better Communities (BBC) initiative, dedicated to expanding economic opportunities and advancing quality of life in communities across Indiana.

■ Lead Indiana in authorizing charter schools and be the premier resource supporting the success of all charter schools.

■ Provide working professionals in Indianapolis access to professional development through graduate programs, skill enhancements, and facility access.

GOAL 4: COMMUNITYBall State University will improve the university community’s quality of life.

■ Increase student, staff, faculty, and family participation in a coordinated wellness program.

■ Create a service-oriented campus culture in all units.■ Achieve greater success and recognition in extramural

athletics and academic competitions.■ Increase diversity of student, faculty, and staff populations

and enhance the climate supporting diversity.■ Plan and execute new construction and renovations of campus

facilities to best support learning, scholarship, institutional effectiveness, and quality of life.

■ Increase the vitality of campus social and cultural life.

OTHER OBJECTIVES AND OUTCOMESAdditional supporting objectives for each goal address university-wide marketing communication and branding strategies, financial resources, and information technology. For all of the objectives as well as measurable outcomes for each objective, please refer to the complete strategic plan available at www.bsu.edu/strategicplan. Most of the objectives and measurable outcomes in the plan also appear in the Appendix: Comparative Analysis of Strategic Directions on pages 21–24 of this book.

STRATEGIC PLAN 2007–2012 GOALS AND OBJECTIVES

5

MISSIONBall State University is an innovative, supportive academic community that inspires students by:

■ Offering action-oriented learning, including immersive out-of-class experiences, research, and study abroad.

■ Providing extraordinary access to and collaboration with professors who create scholarship to advance knowledge, improve teaching, and transform learning.

■ Engaging state, national, and international communities to enhance educational, economic, and cultural development.

CORE STRATEGIESOur goal is to clearly differentiate Ball State University from other four-year universities in Indiana and become recognized as one of the most innovative and attention-worthy undergraduate-focused institutions nationwide. The following core strategies of Education Redefined: Strategic Plan 2007–2012 will help Ball State achieve distinction as an academically excellent, entrepreneurial university.

HIGH-ABILITY STUDENTSTo sustain a more rigorous and innovative learning environment, Ball State must attract and retain excellent students who are well prepared for the challenge. The university needs top-notch scholars who have the ability, motivation, and intellectual curiosity to meet the demands of intense and creative learning activities in and out of the classroom, personal collaboration with world-class faculty, and cutting-edge technology applications.

High-ability students boost the success of our unique immersive learning experiences and will ensure high retention and graduation rates for the institution in the years ahead. As graduates, they will serve as ambassadors for the quality and uniqueness of a Ball State education, enhancing the university’s local and national reputation and encouraging other high-caliber prospects to seek admission.

Past the midpoint of the five-year strategic plan, our selective admission policy is raising the university’s undergraduate academic profile. Today Ball State is enrolling its most academically prepared freshman classes as evidenced by the following 2010 indicators:

■ Average SAT score of new freshmen is projected to be 1,592, up 53 points from 1,539 in 2006.

■ Average high school GPA of new freshmen is projected to be 3.33, versus 3.196 in 2006.

■ Nearly two-thirds—a projected 63.2 percent —of all new freshmen hold a high school honors diploma or the equivalent, up from 46.8 percent in 2006 and particularly notable given that only 32 percent of all Indiana high school graduates completed the state’s honors diploma in 2008–09.

■ About 12 percent of all freshmen are projected to receive honors entry to Ball State, rising steadily from 7.5 percent in 2006, and our Honors College is enrolling its largest freshman classes in recent memory.

At the graduate level, the number of master’s programs enrolling students with an average undergraduate GPA of at least 3.3 has increased since 2006.

Executive Summary

PERCENT OF STUDENTS EARNING ACADEMICHONORS DIPLOMA OR EQUIVALENT

Per

cent

Year

46.8%

63.2% *

32%

*projected

Ball State FreshmenIndiana High School Graduates(latest data available)


Generous scholarships help make Ball State more appealing to high-achieving students in Indiana and nationwide. Our Ball State Bold capital campaign is creating 200 new scholarships for these students, adding to the more than 400 endowed scholarships already available. The new, privately funded awards will target Honors College freshmen, minorities, and students with emerging media and leadership potential. In addition to rewarding academic achievement, scholarships support special learning experiences on campus and abroad.

Ball State’s Honors College—the most comprehensive in Indiana—plays a key role in recruiting students of high academic promise and achievement, providing distinctive learning experiences that allow them to thrive. In newly renovated residential and academic facilities, Honors College students engage in stimulating discussion-based classes, challenging course work, international study, research projects with faculty, and shared honors housing.

By providing a distinctive, innovative, and affordable higher education option, Ball State will help keep Indiana’s best and brightest scholars in the state for college and careers while also attracting other top students from across the country to Indiana. Nearly 90 percent of our students come from within the state.

IMMERSIVE LEARNINGAt the heart of Ball State’s distinctive, innovative educational experience is immersive learning. Through intense, hands-on, interdisciplinary team projects with actual business and community clients, traditional course work is crystallized and extended beyond the classroom. These relevant, real-world experiences are the hallmark of our commitment to academic excellence and the cornerstone of our strategic plan. They set Ball State apart from other institutions competing for high- ability scholars across the country.

Immersive learning revolutionizes the typical teacher-centered classroom by stretching students through creative rather than directed inquiry. In highly specialized seminars and projects, usually carrying academic credit, students from different majors

work closely with faculty mentors and outside partners to develop practical solutions for real-life problems, mirroring the workplace. Together they create a tangible outcome or product—such as a report, book, Web site, film, performance, exhibit, business or development plan, prototype, or improved system—that has lasting value for the partner or community.

These student-driven, transformative experiences are available in each academic college, nearly every department, and many special centers and programs on campus. Immersive learning projects share the following characteristics:

As the quality of Ball State’s students rises, so does the number of prestigious national scholarships and fellowships they’re earning for special study and research. Since 2007, our students have won 18 major national awards, including:

■ Fulbright Fellowship■ Barry M. Goldwater Scholarship■ Morris K. Udall Scholarship■ James Madison Fellowship■ Jack Kent Cooke Scholarship■ Navy Health Professions Scholarship■ U.S. State Department’s Critical Language Scholarship■ National Science Foundation Graduate Research

Fellowship

Building on the knowledge and education earned at Ball State, students and young alumni are using these awards to teach English in Indonesia, experience the culture of Egypt and Peru, study medicine at the University of Cambridge, and further their education and careers.

“I think we are starting to see a pretty clear trend where Ball State students are competing with the best of their peers around the country for many of these prestigious awards,” says Barbara Stedman, Honors College fellow and director of national and international scholarships. “It’s proof of what we have been doing recently in terms of recruiting these kinds of high-achieving students.”

NATIONAL AWARD WINNERS

STUDENTS PARTICIPATING INIMMERSIVE LEARNING

1,680

2,613 2,726

0

500

1,000

1,500

2,000

2,500

3,000

2006–07 2007–08 2008–09

7

■ Synthesizing and applying classroom instruction and knowledge

■ Helping students understand societal issues in global, local, economic, or environmental contexts

■ Sharpening students’ teamwork, leadership, and communication skills

■ Connecting students with industry professionals

■ Providing a portfolio of work that gives students a career advantage

Immersive learning helps our students graduate self-assured and market savvy, ready to meet the shifting demands of today’s global, knowledge-based economy with experience well beyond their peers.

From 2007 to 2009, more than 5,300 students participated in 285 immersive learning projects in 69 Indiana counties, (see chart on page 6) and the numbers continue to grow. The Ball State Bold capital campaign will support the creation of as many as 100 new immersive learning projects campuswide.

Ball State’s Education Redefined: Strategic Plan 2007–2012 calls for providing each undergraduate student the opportunity to participate in an immersive learning project. As we expand the depth and breadth of these experiences, they will become an integral component of every Ball State degree.

VIBRANT CAMPUS Ball State must continue to enhance its vibrant and supportive campus environment in order to attract and retain bright students and prepare them for leadership after college. A wide variety of educational, cultural, and social activities help students learn, grow, gain new perspectives, build connections, interact with others, and hone their skills beyond the classroom. Teaching and learning are also enriched by cutting-edge facilities and technology and a campuswide emphasis on diversity, wellness, and environmental sustainability.

Our students consistently say Ball State is the perfect size, able to provide the extensive programs, resources, facilities, and opportunities of a large university as well as the personal attention and interaction usually found at a smaller college.

Executive Summary

A recent immersive learning project involving emerging media is promoting tourism and economic development in sometimes out-of-the-way communities in Indiana. The 2010 Indiana 500 Tour highlights the state’s transportation heritage, helping motorists identify 120 local destinations of interest in 20 Hoosier counties at the newly launched Web site, www.indiana500tour.com.

Spearheaded by State Rep. Wes Culver of Goshen, the project is a collaboration between the Association of Indiana Convention and Visitors Bureaus and a team of Ball State students and faculty whose disciplines range from telecommunications to geography. The students developed the Web site, conducted GIS mapping, and established social media accounts to help promote the new travel opportunity. Student-created promotional materials will be placed at various visitors bureaus around the state. Ball State students also are developing advertising materials, travel blogs, and adapting the Web site to additional mobile applications.

Other immersive learning projects conducted through the university’s academic colleges and special programs include the following:

■ A Teachable Moment: Greensburg/Honda Project■ Avatar-Based Personal Assistant■ Banking Web Site Security: A Comparative Analysis of the

Web Sites of First Merchants, National City, Mutual Bank, Star Financial, and Chase Bank

■ Creating a Company to Produce Teaching Modules for the Steuben County Judicial System

■ Drawn to Reading■ Elder Well-Being Through Broadband Assistance

■ Enhancing Cyber Security Through Internet Penetration Tests■ Greening Indiana Communities■ Increasing the Odds: Starting a Business■ Indiana Foodways Alliance■ Movers and Stakers: Stories Along the Indiana National Road■ Project Awareness: Protecting Indiana Adolescents■ Regional and Master Plan for Green-Sullivan State Forest■ Second Harvest Food Bank Mural Project■ State of Assault: A Comprehensive Forensic Analysis

IMMERSIVE ECONOMIC BOOST


From day one, the university’s nationally recognized first-year programs help new students make a smooth transition to college life and lay the foundation for academic success. In 10 living-learning communities on campus, students with similar academic interests are housed together to encourage interaction and support outside of class. Students living in these communities tend to make better grades and interact more with faculty. One community provides a close-knit, creative environment for Honors College students.

Ball State also offers more than 350 student-run organizations and clubs of all kinds—including national award-winning student media—plus student academic competition teams in six colleges and NCAA Division I athletic programs in 19 sports. Our student-athletes rank well in graduation and academic progress rates each year, averaging a 3.06 cumulative GPA (on a 4.0 scale) in 2009–10. At the same time, new wellness initiatives—including a smoke-free campus and the dynamic, new Student Recreation and Wellness Center—are improving the health and productivity of students, faculty, and staff.

Academically, the latest professional-grade technology and facilities and the university’s fully integrated digital environment are allowing students and faculty to engage in emerging media, meaningful research, and global interaction. Whether developing iPhone and iPad apps or filming in one of the world’s largest and most sophisticated virtual production studios right on campus, Ball State students, faculty, and staff collaborate on entrepreneurial opportunities in emerging media across the campus. Our $17.7 million Emerging Media Initiative encourages student and faculty innovation by funding interdisciplinary projects with potential for commercialization.

The Emerging Media Fellows program gives students hands-on, team-based experience through high-profile projects across the state that focus on emerging media solutions. The university’s Randy Pond Emerging Media Scholars program also enables more student involvement in emerging media, and skilled students work on creative projects and provide media software training as part of Ball State’s award-winning Digital Corps—Indiana’s only Apple-certified training team. Our digital media minor allows students in any major to add digital media design, production, and assessment expertise to their career path.

The Ball State campus also has become a regular stop for nationally prominent leaders and thinkers ranging from former ABC news anchor Ted Koppel, Pulitzer Prize-winning journalist Thomas Friedman, and environmentalist Robert Kennedy Jr. to The Art of Innovation author Tom Kelley and Burberry CEO Angela Ahrendts. The Ball State Bold campaign will provide resources for additional nationally and internationally significant speakers.

More than halfway through Ball State’s Education Redefined: Strategic Plan 2007–2012, student participation has increased in the following campus activities and programs since 2006:

■ Living-learning communities, 112 percent

■ Cultural activities, 59 percent

■ Extracurricular and cocurricular experiences, 14 percent

■ Greek fraternities and sororities, 5 percent

■ Recreation and wellness activities, 3 percent

Ball State’s strategic plan is building upon the university’s strengths as a unified, welcoming academic community. Further development and expansion of the campus, construction of new facilities, and renovation of existing facilities are enabling even better learning, scholarship, institutional effectiveness, and quality of life. New or renewed residential, recreational, and academic buildings—many funded through the Ball State Bold campaign—will benefit the entire campus community.

Ball State’s recent and current construction and renovation projects on campus include the following:

New ConstructionDavid Letterman Communication and Media BuildingHelen B. and Martin D. Schwartz Special Collections and Digital Complex (in Bracken Library)Kinghorn Residence Hall Marilyn K. Glick Center for GlassMusic Instruction Building and Sursa HallPark Residence Hall Student Recreation and Wellness Center

Renovation ProjectsA. Umit Taftali Center for Capital Markets and InvestingBall State PlanetariumBall State University Museum of ArtBall State Welcome CenterChristy Woods GreenhousesDeHority Complex (Honors College residence hall)Edmund F. and Virginia B. Ball Honors House L.A. Pittenger Student Center Scheumann Football StadiumWoodworth Commons Dining Facility

CAMPUS IMPROVEMENTS

9Executive Summary

NATIONAL RECOGNITIONIncreasing the number of nationally ranked or recognized programs and faculty will bolster Ball State’s outstanding quality and reputation as a national hub of academic innovation. Cutting-edge, challenging academic programs and gifted, world-class faculty are essential for an intellectually dynamic community that will attract the finest scholars to study and teach here.

Excellent academic programs at Ball State thrive on interdisciplinary experimentation and creative risk taking among students and faculty. Even freshmen find themselves working in simulated or real-life situations that give them opportunities to discover, develop, and display their talents.

Students collaborate with each other and with professors who are leading scholars and practitioners in their fields, enjoying unparalleled access to these master teachers for a university of Ball State’s size. About 93 percent of our classes are taught directly by faculty and only 7 percent by teaching assistants. Students also benefit from a low student-to-faculty ratio (18 to 1) and small average class size (31 students). Our faculty are passionate about teaching, applied research, and creative endeavors, and their work draws national attention. They seek new ways to integrate relevant, real-world applications into learning.

Many faculty and students engage in real-world research, learning, and service through institutes and centers of excellence on campus. From improving Indiana’s voting process to bringing teachers to high-need areas, the activities of these centers prepare students for professional careers and bring national recognition to Ball State.

Below is a sampling of Ball State academic programs that are national ranked and/or recognized:

AccountingArchitecture Counseling PsychologyEducation Educational LeadershipElementary EducationEntrepreneurshipFinanceHistoric PreservationInformation and Communication SciencesJournalismLandscape ArchitectureMusicNursingProfessional SellingRisk Management and InsuranceSchool PsychologyTelecommunicationsTheatre and DanceUrban Planning

RANKED AND RECOGNIZED

Ball State’s nationally recognized commitment to environmental stewardship can be seen in the university’s new buildings, geothermal energy system, and unit sustainability plans across the campus.

Education Redefined: Strategic Plan 2007–2012 calls for all new campus buildings to be designed to meet national Leadership in Energy and Environmental Design (LEED) certification guidelines, and LEED standards will be explored for renovation projects. LEED certification verifies that a building was designed and built using strategies that address such standards as sustainable site selection, energy and water efficiency, materials selection, and indoor environmental quality.

The David Letterman Communication and Media Building, Student Recreation and Wellness Center, Park Hall, and Kinghorn Hall—all completed during the past three years—were designed in accordance with LEED standards and will be reviewed for certification by the U.S. Green Building Council. These facilities were built in part with recycled and regionally produced materials, feature energy-efficient HVAC and lighting systems, and include light-filled atriums where students gather and healthy learning environments.

The university also is building the first phase of the nation’s largest ground source geothermal energy system, which will spur jobs throughout Indiana and the nation. When both phases of the project are complete, the system will heat and cool buildings across our 660-acre campus, saving about $2 million a year in energy costs and cutting the university’s carbon footprint roughly in half.

Ball State is the only public institution in Indiana listed in The Princeton Review’s 2010 Guide to 286 Green Colleges. The university also joined more than 90 other higher education institutions to launch the Sustainability, Tracking, Assessment, and Rating System (STARS), a national initiative to make campus life more sustainable.

GREENING OF THE CAMPUS


In addition to expanding the university’s list of nationally ranked academic and cocurricular programs, Ball State’s Education Redefined: Strategic Plan 2007–2012 also calls for attracting and retaining more nationally prominent faculty and expanding opportunities and external funding for research and scholarship by faculty and students.

Already, Ball State’s dynamic approach to teaching and learning has earned national rankings and acclaim for 25 academic programs—meeting the plan’s five-year goal—ranging from entrepreneurship and landscape architecture to telecommunications and teacher education. At the same time, the Ball State Bold capital campaign is building funds for more endowed chairs, professorships, and faculty fellows, including distinguished faculty, fellow, and lecturer opportunities in the Honors College.

Faculty and student scholarship has been boosted by the university’s record $26.2 million in external funding in 2009–10 and a projected 28 percent increase in graduate student enrollment since 2006.

BETTER COMMUNITIESWith high-ability students, expert faculty, technology-rich resources, and distinctive immersive learning programs, Ball State is uniquely positioned to enhance economic development and the quality of life throughout Indiana. The university applies academic knowledge to solve real problems for individual cities, towns, businesses, and organizations, collaborating with local partners to produce benefits for both students and constituents.

Through these partnerships, Ball State achieves its academic mission by providing real-world educational experiences beyond the classroom while fulfilling its civic responsibility by yielding a direct, tangible return on the state’s investment in higher education. Both goals are accomplished through hands-on immersive projects, field studies, research centers, and outreach services involving both students and professors.

Our Building Better Communities (BBC) initiative connects businesses, organizations, and communities throughout Indiana with Ball State expertise and resources, providing real-world solutions to real-world problems. Customized projects and programs result in stronger businesses, improved communities, and more efficient state and local agencies. From 2008 to 2010, Ball State completed more than 360 BBC programs and projects in 80 Indiana counties (see map on page 11), generating a total of almost $3.5 million in external funding.

One ongoing BBC program, Building Better Communities Fellows, is an immersive learning experience for students as they work in interdisciplinary teams with faculty mentors to address the needs of specific Indiana businesses and organizations. Launched with grants from Lilly Endowment Inc., this program helps community partners improve services, increase business, develop new job opportunities, enhance quality, or boost competitiveness. As students build professional experience and connections through these projects, they become more likely to pursue employment in Indiana after graduation.

Ball State has received the following major national rankings and recognitions in recent years:

■ Ranked 14th among the most innovative schools to watch, U.S. News & World Report

■ A best value among outstanding schools and a best Midwestern college, The Princeton Review

■ Among the top programs for first-year students, U.S. News & World Report

■ Two Campus Technology Innovator Awards for emerging media initiatives

■ Academic Institution of the Year for mobile communications, product development, research, and education, Mobile Marketing Association

■ Second place to Harvard in AT&T’s Big Mobile on Campus Challenge

■ Among the top three schools in digital design and fabrication and the top six committed to social justice, Architect magazine

■ President’s Higher Education Community Service Honor Roll, Corporation for National and Community Service

■ Among the top environmentally responsible universities, The Princeton Review and Kiwi magazine

■ A university committed to diversity, Minority Access■ A military friendly school, G.I. Jobs and Military Advanced

Education Magazine■ One of 75 colleges going above and beyond Americans with

Disabilities Act guidelines, disabilityfriendlycolleges.com■ Ranked ninth and received an A for gender equity in

athletics, Gender Equity Scorecard■ Institutional Academic Achievement Award for the highest

student-athlete grade point average in the Mid-American Conference

REPUTATION FOR EXCELLENCE

11Executive Summary

At the same time, Ball State is leveraging its historic strengths and human capital in emerging media to accelerate economic benefits for the state of Indiana. The university’s $17.7 million Emerging Media Initiative (EMI) is giving students and faculty access to innovative and entrepreneurial opportunities across the curriculum while also providing the technology transfer and commercialization support faculty need to bring new ideas to market.

Funded through both new private and reallocated institutional resources, this bold initiative advances the evolving use of technology and digital content to enhance work, play, and learning; to broaden access to information; and to enrich personal connection by eliminating the constraints of time and location. EMI identifies overall strategic research and creative application opportunities for Ball State and administers funds in support of those efforts.

The university also is expanding its professional development programs and resources available in the Greater Indianapolis area for regional businesses and organizations. Offerings at the Ball State Indianapolis Center downtown and the Ball State Fishers Center in the Saxony development now include:

■ Self-supporting distance education programs from six of Ball State’s seven colleges

■ More than 18 BBC programs conducted annually

■ Seven more graduate certificate programs

■ Permanent staff presence from the university’s Center for Media Design

On campus, the Bowen Center for Public Affairs was established in 2007 to provide training to public officials and conduct university-based, nonpartisan research aimed at improving the performance of government services.

To meet educational needs, Ball State is the leading institution authorizing and supporting charter schools in Indiana. In 2009–10, the university sponsored 32 charter schools enrolling more than 10,500 students across the state. On campus, Ball State provides a K–12 laboratory school and the state’s only public two-year residential academy for gifted and talented high school students.

Ball State’s Education Redefined: Strategic Plan 2007–2012 extends and strengthens the university’s tradition of community engagement, which dates back more than four decades. Our community projects and partnerships not only produce immediate, tangible benefits for Hoosiers but also give students practical experiences to become Indiana’s future professionals and community leaders.

TOP CENTERS AND INSTITUTES

The following Ball State centers and institutes bring national attention to the university and provide benefits for Indiana:

Aquatic Biology and Fisheries CenterBall State Indianapolis Center Bowen Center for Public Affairs Building Futures InstituteCenter for Business and Economic ResearchCenter for Computational NanoscienceCenter for Energy Research/Education/ServiceCenter for Historic PreservationCenter for Information and Communication SciencesCenter for Media DesignCenter for Middletown StudiesEmerging Media InitiativeEntrepreneurship CenterField Station and Environmental Education CenterFisher Institute for Wellness and GerontologyH.H. Gregg Center for Professional SellingHuman Performance LaboratoryPlastics Research and Education CenterProfessional Development Schools NetworkSoftware Engineering Research Center

INDIANA COUNTIES HELPED BYBUILDING BETTER COMMUNITIES


REACHING HIGHERMEETING INDIANA’S GOALSThe goals and outcomes of Ball State University’s Education Redefined: Strategic Plan 2007–2012 and the university’s request for state appropriations for the 2011–2013 biennium—including the line item/quality improvement request The Entrepreneurial University—support Indiana’s broad strategic directions for higher education as articulated in the following documents:

■ Reaching Higher: Strategic Directions for Higher Education in Indiana

■ Indiana’s Framework for Policy and Planning Development in Higher Education

Ball State is accountable for ensuring student access, success, preparation, and support; maintaining institutional quality and affordability; and providing benefits for Indiana’s economy and communities. Advancing higher education and economic growth in Indiana requires teamwork and shared priorities among the state’s diverse colleges and universities, the Indiana Commission for Higher Education, and the Indiana General Assembly.

ACCESS+SUCCESSIndiana’s public colleges and universities must maximize access to higher education overall so the state has the largest possible pool of well-educated and appropriately skilled graduates for its economic development. Within that goal, it is important for the institutions to pursue differentiated missions appropriate to their individual assets and resources and to clearly envision the strategies for achieving those missions. In this way, the state’s higher education system gives students a variety of choices to meet diverse needs.

OPTIMAL ENROLLMENTAt Ball State, optimal enrollment is shaped by the university’s strategic vision to become a national model of excellence for challenging, learner-centered academic communities. Modest enrollment growth will ensure academic excellence and a distinctive experience that includes personal attention and extraordinary access to faculty, small class sizes, collaborative immersive learning opportunities, hands-on use of leading-edge technology even for freshmen, and outstanding and accessible resources.

A multiyear plan to redefine the institution’s academic profile has boosted Ball State’s admission standards for new students. Our line item request The Entrepreneurial University (see pages 63–66) is advancing that profile further by continuing to admit only freshmen who have completed at least the high school Core 40 curriculum and by increasing to 80 percent the number of new students with Indiana Academic Honors Diplomas or an equivalent advanced college preparatory curriculum in another state by 2012.

Since the start of our strategic plan in 2007, Ball State has seen an increase in the number of students applying for admission as well as the number of admitted students who hold an Indiana Academic Honors Diploma or the equivalent and who received

Year

Num

ber

of A

pplic

atio

ns

17,482*

* as of June 25, 2010

GROWTH IN APPLICATIONSFOR FRESHMAN ADMISSION


Per

cent

Year

46.8%

63.2% *

32%

*projected


13Executive Summary

honors entry. This year, a projected 63.2 percent of all incoming students hold an Indiana Academic Honors Diploma, up from 46.8 percent in 2006 (see chart on page 12). The university’s progress is especially impressive considering that only 32 percent of Indiana’s high school graduates completed the Academic Honors Diploma in 2009. Accompanying this trend, a projected 12 percent of freshmen are receiving honors entry to Ball State this fall, versus only 7.5 percent in 2006. The Honors College is enrolling its largest entering classes in recent memory.

The average three-part SAT score of incoming freshmen has risen from 1,539 in 2006 to a projected 1,592 this fall, and their average high school GPA has increased from 3.196 to a projected 3.33 in the same period.

By investing in this vision for Ball State, the State of Indiana will support the development of a unique, undergraduate-focused college choice for top Indiana high school students who seek a variety of academic options, the resources of a large institution, and the high academic standards, personal attention, and priority focus on undergraduate education often found at small colleges. As an entrepreneurial university, Ball State will provide an affordable, in-state college option for bright, creative students who might otherwise attend private schools in Indiana or pursue an academically innovative college experience out-of-state. Nearly 90 percent of our enrolled students come from Indiana.

RETENTION AND GRADUATIONAdmitting high-ability, motivated students with solid academic preparation in high school will ensure continued growth in Ball State’s retention and graduation rates for years to come. These students bring with them the creativity, curiosity, and passion to succeed in the university’s rigorous academic environment and challenging, intense immersive learning experiences beyond the classroom.

While the university experienced slight dips in retention and graduation rates for its 2003, 2004, and 2005 freshman cohorts, the high-quality students admitted since then promise to put Ball State back on track with the overall upward trends the institution has experienced for most of the past decade (see charts to the right). The university’s 15 percentage point increase in four- and six-year graduation rates from the 1996 to 2002 cohorts was unmatched by any institution within Indiana and by very few nationally.

Beginning with the 2006–07 freshman cohort, retention rates have resumed steady improvement (see chart to the right) and are projected to reach 79.5 percent with the 2009–10 class—a level that rivals very selective public universities and private colleges. Based on these students’ strong academic records and higher retention rates, the university’s four-year and six-year graduation rates are expected to also rise again when the same cohorts reach those stages. Our commitment to selective admissions, effective first-year transition programs lauded consistently by U.S. News & World Report, extraordinary living and learning experiences, and supportive resources and faculty will set the stage for long-term retention and graduation success.

Ball State’s strategic plan calls for boosting the institution’s freshman retention rate to 80 percent by 2012 and six-year graduation rate to 65 percent by 2015.

GRADUATION RATE

Per

cent

46.7%

60.6%

35.6%

20.1%

Entering Freshman Cohort Year

FRESHMAN RETENTION RATE2000–2010

Per

cent

Year

*

*projected


MORE DIVERSITYAlong with bright, well-prepared students, Ball State also is intent on enrolling more minority and out-of-state students to diversify the campus population, although the vast majority of students will still come from Indiana. Our more than 21,000 undergraduate and graduate students (about 17,600 on campus) in 2009 came from 47 states, two U.S. territories, 86 countries, and every Indiana county (see map on page 15). This fall, about 12 percent of our students will be from out of state. Projections also indicate that on-campus enrollment of ethnic minority students will exceed almost 10 percent (see chart above), and new minority applications have more than doubled since 2004.

The number of graduate students at Ball State is also increasing this fall, achieving the goal set in Education Redefined: Strategic Plan 2007–2012. Growing enrollment in our master’s programs is boosting the total Graduate School enrollment to a projected 3,785 students for 2010–11.

TRANSFER STUDENTSBall State is a leader in the ease of student transfer and articulation agreements for more than 24,000 courses nationally. Within Indiana, articulation agreements exist for more than 7,500 courses from Vincennes University and all Ivy Tech Community College sites as well as all four-year institutions. With these articulation agreements, students can easily transfer credit from two-year institutions to Ball State without losing time in completing the four-year degree. Increasing the number of transfer students remains a priority of the university.

DISTANCE EDUCATIONComplementing Ball State’s primarily residential community is a strong distance education program that extends access to the university’s high-quality academic programs and supportive resources to students throughout the state who are not enrolled on campus. Many classes and programs are offered via the Internet, interactive telecommunications, and on-site delivery, enabling adults to earn college credit and degrees at or close to their homes or employment. The university’s off-campus enrollment has risen steadily since 2003 (see chart to the right).

MINORITY ON-CAMPUS ENROLLMENT2003–04 to 2010–11

Year

Num

ber

of S

tude

nts

1,765*

1,239

*projected 19,000

19,500

20,000

20,500

21,000

21,500

22,000

TOTAL FALL ENROLLMENTON AND OFF CAMPUS

*projected

20,030

2006–07

19,849

2007–08

20,243

2008–09

21,401

2009–10

21,570*

2010–11

STUDENTS ENROLLED IN AN OFF-CAMPUS COURSE

Academic Year

Num

ber

of S

tude

nts

20052006

20072008

20092010

15Executive Summary

Ohio8

Lawrence43

Switzerland4

Knox13

Jefferson43

Posey16

Clark75

Floyd95

Harrison29

Crawford5

Perry10

Scott30

Washington17Orange

15

Daviess17

Vand

erbu

rgh

111 Spencer

32

Warrick75

Dubois43

Pike5

Gibson15

Martin3

Jackson55

Jennings23

Ripley52

Dearborn102

Greene20

Sullivan7

Monroe88

Brown16

Bartholomew147

Decatur68

Franklin90

Owen7

Union20

Fayette70

Rush57

Shelby107Johnson

291Morgan

84Clay18

Vigo72

Putnam48

Hendricks379

Marion1,691

Hancock333

Henry333 Wayne

202

Hamilton1,240

Boone206

Parke17

Verm

illio

n 1

7

Montgomery62

Fountain12

Warren16 Clinton

77Tipton

79

Madison747

Delaware1,877

Randolph175

Jay166

Blackford102

Grant313Howard

223Tippecanoe

243

Carroll37

White66

Cass90

Miami69

Wabash99

Huntington96

Wells107

Adams114

Allen892

Whitley170

Fulton38

Pulaski43

Benton21

Newton12

Jasper49

Starke31

Marshall137

Kosciusko178

Noble97

DeKalb72

Steuben85

LaGrange72Elkhart

343

St. Joseph484LaPorte

180Porter264

Lake533

14,9622,083

58217,627

In-StateOut-of-StateInternationalTotal On-Campus

ON-CAMPUS ENROLLMENT BY COUNTYFALL 2009


COOPERATIVE PROGRAMSThe Connect Program, a collaborative effort with Ivy Tech Community College and Vincennes University, assists high school graduates statewide who applied to Ball State but did not gain admission. Connect provides these students an opportunity to demonstrate their true ability to do college work and to maximize their potential for success at the university level. While studying at Ivy Tech or Vincennes, each Connect student receives selected privileges afforded Ball State students, including access to the library, computer labs, events, and other activities on campus. After completing 24 credits in accordance with specific program requirements, the student is guaranteed admission to Ball State to continue pursuing a baccalaureate.

LEARNING ASSESSMENTThe ambitious vision and mission of Indiana’s entrepreneurial university stand to spark a statewide discussion on promoting and measuring postsecondary student learning. As Ball State raises the standards for academic excellence and innovation, we will assess and demonstrate what The Entrepreneurial University means—how it transforms learning and how it’s measured.

Ball State is determined to assess the knowledge, skills, attitudes, and values of students when they enter the university, when they complete the core competency program, and when they finish their majors for readiness to engage in the workforce. Also assessed are student satisfaction with their educational experiences, their success in employment and further education, and the factors that contribute to program completion.

AFFORDABILITY+QUALITYAs Ball State offers an academically excellent and innovative higher education experience, it must do so in the context of affordability and value. The university strives to provide transformative programs, world-class faculty, personalized resources, and cutting-edge facilities while keeping the cost to students at a level where they can successfully complete their degree, engage in the full spectrum of activities on and off campus, and avoid significant long-term debt.

Keeping costs as low as possible fosters greater access and higher retention and graduation rates. Affordability can be a significant access barrier particularly for nontraditional students, low- and middle-income families, and minorities as the institution tries to increase the diversity of its student body.

Despite limited state revenues and appropriations for higher education, Ball State has been able to keep its student tuition and fees competitive with or well below other Indiana public institutions and fellow Mid-American Conference universities (see list above). On a broader scale, The Princeton Review has recognized Ball State as one of the nation’s best values among academically outstanding colleges based in part on our excellent programs, relatively low costs, and generous financial aid.

FINANCIAL ASSISTANCE About four of every five students at Ball State receive some kind of need- or merit-based financial aid for their education. The university offers federal and state financial assistance, federally guaranteed student loans, federal and state college work study, institutional aid covering room and board expenses, tuition remission for graduate and doctoral assistants, scholarships funded by gifts, other external scholarships, and university student wages.

Ball State’s total financial assistance awarded to students in 2009–10 exceeded $242 million, up 13 percent from the prior year and 25 percent from 2007–08 (see charts on page 17). To help limit the number of student loans, the university has consistently increased the amount of scholarships, grants, awards, and remitted fees provided each year. The combined total of this aid—

HOW DOES BALL STATE COMPARE?TUITION AND FEE CHARGES 2010–11

University AmountMiami University $12,198Central Michigan University 10,380Northern Illinois University 10,354Bowling Green State University 9,688Ohio University 9,537Purdue University 9,070Kent State University 9,030Indiana University (Bloomington) 9,028Western Michigan University 9,006University of Akron 8,947University of Toledo 8,491Eastern Michigan University 8,377Ball State University 8,214Indiana State University 7,714IUPUI 7,570

17

which excludes loans and student employment—increased by 12 percent from 2008–09 and 20 percent from 2007–08. Scholarships, grants, and awards help to make a college education more affordable, while student employment and loans make it more accessible.

Looking ahead, the Ball State Bold capital campaign will provide $40 million—one of every five private dollars raised by the campaign—to create 200 new scholarships for high-ability students during tough economic times. This includes a new $1 million scholarship fund established by Burberry, led by Ball State alumna Angela Ahrendts, to award four-year scholarships to students exploring merchandising, design, and emerging media. Ball State’s new Supplemental Room and Board Scholarships will provide $3,000 annually to qualified students to help defray housing and dining costs not covered by many need-based external scholarships, such as the 21st Century Scholars program.

COST-SAVING OPTIONSIn addition to providing financial aid and scholarships, Ball State also is considering revisions to its academic programs that can help students reduce the cost of their education. One strategy involves reducing all majors to 126 required credit hours so students can graduate sooner.

Ball State’s Degree in 3 programs also helps students in more than 30 majors earn a bachelor’s degree in just three years by taking classes over the summers, thereby saving a year of college living expenses. By starting their career or graduate studies a year early, students also increase their lifetime earnings by one year’s salary. This relatively new option, although not used by a large number of students, allows motivated students who do not change their majors to save two semesters of educational costs.

Students also can reduce their degree requirements and college costs through a number of advanced credit options accepted at Ball State, including the College Board’s Advanced Placement (AP) program, the International Baccalaureate (IB) diploma, College Level Examination Program (CLEP) tests, foreign language and other subject area exams, English credit through the SAT or ACT writing tests, military service credits, or college courses taken while in high school (see Precollege Support on page 19). About one-third of Ball State freshmen are bringing AP and/or previous college credits with them. The number of new students with these advanced credits increased by nearly 10 percent from 2008 to 2009. In addition, Ball State’s Burris Laboratory School and the Indiana Academy for Science, Mathematics, and Humanities on campus were recently recognized for ranking among the state’s top five high schools in terms of AP test participation.

STUDENT FINANCIAL ASSISTANCE1999–2000 THROUGH 2009–2010

(in millions of dollars)

Year

$ M

illio

ns Remission of Fees

Student Employment

Scholarships, Grants, and Awards

Loans

09-10

08-09

07-08

06-07

05-06

04-05

03-04

02-03

01-02

00-01

99-00

NEED-BASED FINANCIAL AID2002–2010

Year

MERIT-BASED FINANCIAL AID2002–2010

Year

Am

ount

of Fu

ndin

g

Executive Summary


An additional cost-saving option involves new variable-price dining meal plans for students living in the residence halls. For the first time in decades, the university is offering room and board rates based upon a range of meal plans, each with a different price. Such flexibility in pricing has been a frequent request of students and offers lower-cost options for those who prefer fewer meals.

BUDGET SOLUTIONS In response to the economic environment and the need to keep student tuition and fees affordable for Hoosier families, Ball State has implemented bold measures to become a leaner, more efficient institution while remaining committed to our five-year strategic plan and related initiatives in immersive learning, emerging media, sustainability, and alternative energy.

With input and participation from across the campus, the university’s recent budget reduction actions primarily involve changes in employee insurance and health care benefits, future university contributions to some retirement plans for new employees, and a slowdown on hiring new faculty and staff. Operational efficiencies will be gained through print management, energy conservation, earlier-than-expected savings from our wellness program, increased summer campus usage, more efficient use of campus technology, and academic initiatives. Ball State also is expected to save about $2 million a year in energy costs once the new geothermal energy system is completed to heat and cool campus facilities.

Developing alternative revenue sources is also one of the guiding principles in Ball State’s strategic plan. Recent significant grants to support the university’s educational initiatives include $20 million from Lilly Endowment Inc. to create immersive learning institutes in digital technology, $10.5 million from the George and Frances Ball Foundation to enhance immersive learning opportunities and expand the Honors College, $1 million from the Phyllis and Hamer Shafer Foundation to increase immersive learning experiences, and $1 million from Lilly Endowment Inc. to support the Bowen Center for Public Affairs.

These and other ongoing budget measures will ensure that the high-quality educational experience of students is preserved, the momentum behind the university’s strategic plan is maintained, and the excellent value of earning a Ball State degree remains.

PREPARATION+SUPPORTBright, curious students who are well prepared for academic and creative challenges are more likely to persist and succeed in Ball State’s rigorous, immersive learning environment and vibrant, diverse campus community. They are generally more committed to finishing their studies, earning their degree, and pursuing a professional career. Therefore, the university’s Education Redefined: Strategic Plan 2007–2012 focuses on attracting a more selective and diverse student body that will enhance the institution’s retention and graduation rates.

In this spirit, Ball State is continuing to admit only students who have completed the high school Core 40 curriculum, and the strategic plan sets objectives for 80 percent of the university’s freshman class to have completed an Indiana Academic Honors Diploma or equivalent advanced college preparatory curriculum in another state.

Once enrolled at Ball State, new students find support and learn skills for success through the university’s nationally recognized freshman orientation and transition programs, innovative living-learning communities that group students with similar interests together, the award-winning and internationally certified Learning Center, amazing access to expert, mentoring faculty, and personalized academic, career, and counseling resources.


Per

cent

Year

46.8%

63.2% *

32%

*projected


19

PRECOLLEGE SUPPORTBall State’s longtime commitment to helping Indiana high school students prepare for college and improve their chances for academic success begins with Burris Laboratory School, an innovative K–12 school on campus focused on gifted education. Its high school has been recognized as one of the nation’s best by U.S. News & World Report and Newsweek. Ball State also is home to the Indiana Academy for Science, Mathematics, and Humanities, a selective two-year residential program for gifted and talented high school juniors and seniors from across the state.

Ball State also is the state’s leading institution authorizing charter schools in communities throughout Indiana, and the university’s nationally recognized Teachers College provides resources, services, and support to help Indiana elementary and secondary schools and teachers prepare students for academic success and advanced education. As a partner in the Woodrow Wilson Indiana Teaching Fellowship, Ball State is helping to overhaul teacher education and encourage exceptional teacher candidates to seek long-term careers in high-need classrooms.

Through our College Transition Program (CTP), Indiana students can experience challenging college curriculum firsthand while earning dual college/high school credit. By taking low-cost Ball State courses at their schools, participants get a jump start on their freshman year of college, demonstrate their ability to complete college work, gain confidence to succeed in college-level study, and ease the transition to higher education. More than 450 students from nearly 50 Indiana high schools take classes through the program.

The university is exploring a strategy to help secondary school students throughout Indiana shorten the path to college graduation by providing them Advanced Placement (AP) and dual credit programs via new media. With our capabilities in secondary education and digital media, Ball State is uniquely positioned to respond to students’ preferences for an asynchronous, portable, personalized, and socially integrated learning experience. This concept focuses on creating a grant proposal to implement online programs that allow students to progress from kindergarten to a bachelor’s degree in 16 years or less (K–15). By earning more college credit during high school, students can complete a degree in just three years of college, receiving substantial financial benefits and a jump-start to graduate study or a career.

Ball State also provides an array of services to the state’s 21st Century Scholars that reinforce skills necessary for college admission. One program, the Hurley and Fredine Goodall 21st Century Scholars Freshman Book Award, provides local Muncie high school graduates with $1,000 to assist them with the important transition from high school to college. Our College Awareness Day introduces minority students across the state to higher education, college admissions, and career opportunities, and the Summer Scholars residential program brings Indiana minority students in grades 8–10 to campus for classes in English, mathematics, science, study skills, and success-in-life seminars.

COMMUNITIES+ECONOMYFor more than 40 years, Ball State has been committed to leveraging its programs, faculty, students, resources, and connections to advance economic development and enhance the quality of life in Indiana’s cities, towns, and counties. Partnering with Hoosier businesses and communities to revitalize the state’s economy is a key component of the university’s Education Redefined: Strategic Plan 2007–2012.

A variety of projects and programs—ranging from business development and strategic marketing to urban planning, historic preservation, and community education—are coordinated and promoted through Ball State’s Building Better Communities (BBC) initiative. Several projects are immersive learning experiences through the BBC Fellows, Health Fellows, and Emerging Media Fellows programs, which bring together students and faculty from various disciplines on campus to develop tangible solutions to real-world challenges facing Indiana businesses and organizations.

One BBC Fellows team recently developed an organizational needs assessment for a nonprofit service that provides treatment, counseling, and job training for people dealing with substance abuse. An Emerging Media Fellows team helped a nursery and ecological services firm create a database of native plant species, which will ensure appropriate plants are used in various climates.

Executive Summary


A Health Fellows team worked with the Wayne County 4-H Association to promote healthy eating and exercise and created a 12-month planner of games and wellness activities for children and their families.

These are examples of the more than 360 BBC projects and programs that were completed in 80 Indiana counties from 2008 to 2010, generating almost $3.5 million in external funding. Our strategic plan calls for growing BBC projects and programs by 10 percent each year. These customized partnerships range from one-day workshops on economic development principles for local elected officials and community leaders to full-scale assessments and analyses of local industries and economic issues. A variety of professional services, support, training, and certificate programs are available in the Greater Indianapolis area through the Ball State Indianapolis Center and the Ball State Fishers Center in the Saxony development.

Meanwhile, the university’s Emerging Media Initiative (EMI) is advancing the evolving use of technology and digital content to enhance work, play, and learning; to broaden access to information; and to enrich personal connection by eliminating the constraints of time and location. Funded through both new private and reallocated institutional resources, this bold initiative identifies overall strategic research and creative application opportunities for Ball State and administers funds in support of those efforts. Along the way, the university has developed a plan to stimulate the growth of emerging media business clusters in Indiana and is working to develop commercial ventures from university-owned intellectual property.

As part of EMI, the Ball State Innovation Corporation, a 501(c)(3) nonprofit organization, fosters and facilitates innovation to enhance the regional economy. Its mission encompasses the technology transfer and commercialization of inventions and other innovations derived from Ball State research, with the goal of creating new, high-value jobs as well as economic and social benefits for the university and the economy. The corporation is a public-private partnership between Ball State, state and local governments, regional economic development agencies, and business communities.

Together, all of these efforts result in stronger businesses, new job opportunities, improved communities, and more efficient state and local agencies. In addition to these projects, Ball State’s challenging, nationally ranked academic programs help Indiana’s economy by giving students the skills, experience, and connections to secure well-paying jobs in growth industries. Our graduates become leaders in their professions and communities, spurring economic growth in today’s knowledge-based, global economy.

In 2008, Indiana ranked 11th in the country for obesity. Approximately one-third of the state’s children were overweight and at risk of developing high blood pressure, cholesterol, diabetes, low self-esteem, and depression. But Ball State students participating in the university’s Building Better Communities Fellows and Health Fellows programs have been trying to change those statistics through a recent immersive learning project.

Named after the football jersey number of its spokesperson, Indianapolis Colts quarterback Peyton Manning, Project 18 is a statewide anti-childhood obesity campaign that encourages Indiana children and their families to make healthy choices. The initiative focuses on school health education and community outreach and is a collaborative effort involving Project 18’s creator, Peyton Manning Children’s Hospital at St. Vincent, along with Marsh Supermarkets, Ball State, and Strategic Marketing & Research Inc. (SMARI).

Students from many disciplines—advertising, public relations, marketing, dietetics, nursing, physiology, wellness, and health education—worked as a team to develop Project 18’s school-based health and wellness curriculum, create a plan and materials to support a Down the Aisle program at Marsh Supermarkets, and formulate public relations strategies. The school curriculum addresses the major risk behaviors in third- to fifth-grade students, focusing on the areas of nutrition, physical activity, and holistic health.Ball State’s student team was guided by faculty mentor Jennifer Bott, associate professor of management, who has led several immersive learning projects.

“Students need to gain real-world experience and connections while they are in school,” says Jim Ittenbach, SMARI’s president and chief executive officer and a 1971 Ball State alumnus. “It broadens their perspective and helps them learn how to interact with different disciplines so when they go into the workplace, they can succeed. The students can develop low-cost, pragmatic, practical ways to reach out to youth.”

PROJECT 18: A HEALTHY COLLABORATION

21Continued on next page

Executive Summary


Continued on next page

23

Continued on next page

Executive Summary


OPERATING BUDGET REQUEST

MISSION+NEEDS



The 2011–2013 request for operating

budget appropriations builds upon the efforts

of Ball State University’s Education Redefined:

Strategic Plan 2007–2012 in setting a course for the

future of the university.

27

GENERAL SUMMARYINTRODUCTIONIn accordance with the guidelines established by the Indiana Commission for Higher Education (ICHE) and the State Budget Agency, Ball State University is submitting its request for institutional operating funds for the 2011–2013 biennium to the Indiana General Assembly as detailed in the following narrative and budget schedules. The university’s general operating budget request includes funds for the following:

■ Continuation of present operations

■ Base adjustments according to performance-based funding formulas

■ Support for the quality improvement line item The Entrepreneurial University

■ Support for the Indiana Academy for Science, Mathematics, and Humanities line item

Developing the biennial budget request provides Ball State an opportunity to reflect upon the mission, strengths, accomplishments, and needs of the institution. This request for operating budget appropriations is an expression of that review and builds upon the efforts of Ball State’s Education Redefined: Strategic Plan 2007–2012 in setting a course for the future direction of the university.

BUILDING THE BUDGET REQUESTBall State’s annual operating budget provides the foundation for the institution’s legislative request. As illustrated to the right, the university takes a multifaceted approach to institutional budgeting that considers several factors, including expenditures, ongoing state appropriations, private gifts, and student fees. At the core of this process is Ball State’s strategic plan as all institutional resources are used to fund the strategic directions of the university. Because revenues are limited, the university regularly “scrubs” expenses to uncover opportunities for reallocation and reduction.

The primary goal of this budgeting process is to maintain low tuition and fees, provide broad access for students, and sustain educational quality. This year, the process was somewhat constrained by the current financial environment.

TRENDS IN REVENUES, EXPENSES, AND TUITIONA struggling economy creates complex challenges for higher education funding, revenues, and expenses. While the Indiana General Assembly has been supportive of state-assisted colleges and universities, competition is intense for the state’s limited revenue pool. The share of Ball State’s operating funds derived from state appropriations has been steadily declining for nearly two decades. Given a stable enrollment, tuition and fees are the only other significant revenue source available to offset this decline so the

Operating Budget Request

MULTIFACETED APPROACHTO BUDGETING

� Scrub expenses Fund the strategic plan Consider reallocations andsavings initiatives

� Consider all revenues

� Be mindful of links between fees and expenses

THE GOALStrive to keep TUITION and fees at the lowest levels to maintain student ACCESS while providing a QUALITY educational experience

�

�

WHAT ARE THE TRENDS IN REVENUE?

Year

Per

cent Student Share through Fees

Other Revenue Sources

State Share through Appropriations

Shift in Funding – With smaller increases in state appropriations, a largerpercentage of revenue is coming from student fees and other sources.


university can continue to provide expected educational quality. As a result, Ball State’s share of revenue generated by student tuition has steadily risen (see chart on page 27).

Ball State is mindful of the balance between increases in expenses and the impact on tuition. After factoring in the allotment reductions necessitated by Indiana’s revenue shortfall in 2009, state allotments to the university have increased an average of less than 1 percent per year since 2000. Student tuition and fees have risen an average of 5.8 percent annually during the same period. Concurrently, Ball State’s operating budget rose an average of 3.6 percent each year. When compared to inflation (Higher Education Price Index, HEPI), Ball State’s expenses increased slightly less than the average annual inflation rate of 3.7 percent.

According to the Consumer Price Index (CPI) for College Tuition, the average annual increase in college tuition nationally has been 6.7 percent during the past decade. Ball State’s annual average increase of 5.8 percent is below the national average. Even so, the university continues to explore ways to keep tuition and fees as low as possible for its students. Ball State offsets larger tuition increases through the creation of efficient budgets, reallocation of existing funds, use of better business practices, and, most importantly, significant new investments of both private and institutional resources in financial aid.

MAINTENANCE OF CURRENT OPERATIONSIn keeping with the guidelines from ICHE and the State Budget Agency, Ball State’s operating budget request for the 2011–2013 biennium holds the line on the university’s budget base from the current fiscal year. This request does not contain percentage increases to offset price inflation for personnel or supplies and expenses, nor does it have percentage increases in student fees, which will put added pressure on future tuition increases.

To achieve this budget amid rising costs related to health care and insurance, fuel and utilities, technology, and supplies, Ball State is implementing several measures to reduce expenditures, develop alternative revenue sources, and capitalize on new and existing efficiencies. These measures include changes in selected administrative fees, employee insurance and health care benefits, and future university contributions to some retirement plans for new employees as well as a continued hiring slowdown.

The university is creating operational efficiencies through print management, energy conservation, savings from the wellness program, increased summer campus usage, more efficient use of campus technology, and academic initiatives. In the area of

REVENUE VERSUS EXPENSES

10-year average increases Student fees: 5.8% Ball State expenses: 3.6% Appropriations: 1.1%

Operating AppropriationsStudent Fees Expenses

Cum

ulat

ive

Per

cent

Inc

reas

e

Fiscal Year

CONTROLLING EXPENSES

10-year average increases HEPI: 3.7%Ball State expenses: 3.6%

Higher Education Price Index (HEPI)Ball State University Budgeted Operating Expenditures

CONTROLLING TUITION

10-year average increases CPI-tuition and fees: 6.7% Ball State tuition: 5.8%

Ball State University TuitionCPI - Tuition

Fiscal Year

Cum

ulat

ive

Per

cent

Inc

reas

e

29Operating Budget Request

utilities, Ball State is now benefiting from cost-efficient energy reduction strategies undertaken during the past decade, and the first phase of a new geothermal energy system under construction to heat and cool campus facilities will save the university about $1 million a year in energy costs. When the second phase is completed, the energy savings will double to $2 million a year.

BASE BUDGET ADJUSTMENTSThis operating budget request includes an annual net increase in base adjustments derived from formulas for productivity as specified in the ICHE and State Budget Agency guidelines. These adjustments reflect the university’s performance in six categories:

■ Off-campus growth in successfully completed credit hours

■ Growth in dual enrollment credits

■ Overall degree production

■ Four-year degree production

■ Low-income degree production

■ Faculty research

All of these performance measures are based on metrics that serve as proxies for outcomes ICHE has identified in its Reaching Higher plan. We support these performance outcomes and believe that the university’s strategic plan is in alignment with these goals.

DEGREE PRODUCTIONFor most of the past decade, Ball State’s four- and six-year graduation rates have exhibited sustained upward growth, including a dramatic 15 percentage point increase from the 1996 to 2002 freshman cohorts that was unmatched in Indiana and regarded as one of the best in the country. First-year retention rates followed the trend, peaking at 80.1 percent for the 2002 freshman class. However, the next few cohorts produced slight declines in both graduation and retention rates amid changes in university leadership.

With the adoption of a selective admission policy, development of nationally recognized first-year transition programs, and the implementation of the university’s Education Redefined: Strategic Plan 2007–2012, Ball State has seen renewed increases in freshman retention rates since 2005 (see chart above). The 2009 freshman cohort is projected to return at a rate of 79.5 percent, rivaling very selective public universities and private colleges. Based on Ball State’s previous experience and the record at other colleges and universities, higher retention rates stand to boost four- and six-year graduation rates again as the higher-quality, better-prepared freshmen of the past few years persist to completion.

Today Ball State is enrolling its brightest, most academically prepared students as indicated by rising SAT scores and high school GPAs among new freshmen, nearly two-thirds of freshmen having an Indiana Academic Honors Diploma or the equivalent (see chart on page 30), and an increasing number of new students receiving honors entry. The Honors College is enrolling its largest classes in recent memory. Recent experiences at the State University of New York, America’s largest comprehensive university system, demonstrate that higher SAT scores alone are accurate predictors of higher graduation rates.

GRADUATION RATE

Per

cent

46.7%

60.6%

35.6%

20.1%

Entering Freshman Cohort Year

FRESHMAN RETENTION RATE2000–2010

Per

cent

Year

*

*projected


High-ability, highly motivated, and creative students are more likely to remain committed to their studies, earn their degree, and pursue a professional career. At Ball State, they are supported by relevant immersive learning experiences, cutting-edge technology and facilities, amazing access to faculty mentors, and a vibrant, welcoming campus community. Ball State’s strategic plan calls for boosting the institution’s freshman retention to 80 percent by 2012 and six-year graduation rate to 65 percent by 2015.

By their very nature, base adjustment formulas that reward institutions for productivity in degree completion measure cohorts that started college at least four years ago. In Ball State’s case, these formulas reflect data from freshman classes that pre-date the positive impact and growth that have resulted from the university’s 2007–2012 strategic plan. We are confident that the long-term trend will show improvements in these performance categories, but the university will continue to implement initiatives to address the negative measures.

FACULTY RESEARCH In a variety of disciplines, Ball State is applying knowledge, ideas, and innovation to solve real issues facing Indiana’s businesses and communities. This important applied research drives economic development, job creation, and improved quality of life across the state. The university’s Education Redefined: Strategic Plan 2007–2012 maintains a goal to increase productivity in the area of faculty research that can bring new discovery, commercial ventures, and economic growth to Indiana. According to the ICHE and State Budget Agency formula, Ball State has observed significant growth in faculty research for the fourth consecutive biennium. The formula indicates a reimbursement amount for growth in research expenditures typically not covered by external agencies. This funding will allow Ball State to continuously reinvest in faculty productivity in scholarship.

LINE ITEM REQUESTS

THE ENTREPRENEURIAL UNIVERSITYBall State’s request for line item and quality improvement appropriations needed to maintain and expand its ambitious academic initiative, The Entrepreneurial University, is presented on pages 63–66. Funded the past two biennia, this program defines our commitment to recruit students who are better prepared academically, provide a distinctive curriculum and academic experience, and deliver measurable outcomes to ensure academic excellence and economic improvement for Indiana.

The Entrepreneurial University builds on Ball State’s platform of raising admission standards, providing pervasive and cutting-edge technology, and offering transformative immersive learning experiences. This initiative is redefining how higher education is delivered, changing the nature of student learning, and producing graduates with a portfolio of experience ready to build Indiana’s economy. It focuses on our innovative, entrepreneurial vision to be a national model of excellence for challenging, learner-centered academic communities that advance knowledge while improving Indiana’s economic vitality and quality of life.

INDIANA ACADEMY FOR SCIENCE, MATHEMATICS, AND HUMANITIESOur request for line item appropriations needed to maintain the Indiana Academy for Science, Mathematics, and Humanities is presented on pages 69–71. Established in 1988 by the Indiana General Assembly, this special school provides a rigorous educational environment for some of the state’s most academically gifted high school juniors and seniors in a residential setting on the Ball State campus. The academy’s outreach activities also provide special opportunities for Teacher Fellows in Residence, Advanced Placement course offerings by distance education, and classroom technology training for hundreds of experienced teachers. Continued support of the Indiana Academy benefits the entire state, not just the university.


Per

cent

Year

46.8%

63.2% *

32%

*projected



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ate

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lars

hips

, Awa

rds

and

Oth

er G

rant

sa.

Resid

ent

(1)

Need

-Bas

ed-

-$

-

-

$

-

-$

(2)

Oth

er C

riter

ia-

20,0

00

-

20

,000

-

20,0

00

b.No

n-Re

siden

t(1

) Ne

ed-B

ased

-

-

-

-

-

-

(2

) O

ther

Crit

eria

-

80

,000

-

80,0

00

-

80

,000

TOTA

L SC

HOLA

RSHI

PS, A

WAR

DS &

OTH

ER G

RANT

S-

100,

000

$

-

100,

000

$

-

100,

000

$

C.Fe

es A

ssist

ance

Pro

gram

a.Re

siden

t(1

) Ne

ed-B

ased

-

3,

312,

992

$

-

3,

304,

765

$

-

3,

577,

129

$

(2)

Oth

er C

riter

ia-

293,

185

-

27,0

63

-

27

,063

b.

Non-

Resid

ent

(1)

Need

-Bas

ed-

39,3

79

-

39

,281

-

42,5

19

(2)

Oth

er C

riter

ia-

226,

816

-

20,9

37

-

20

,937

TOTA

L FE

ES A

SSIS

TANC

E-

3,87

2,37

2$

-

3,39

2,04

6$

-

3,66

7,64

8$

TOTA

L ST

UDEN

T AI

D2,

262

16

,483

,554

$2,

140

15,7

55,6

60$

2,17

0

17

,294

,443

$2,

170

17,2

94,4

43$

2,17

017

,294

,443

$

2011

-12

2012

-13


Expe

nditu

res

VIII

(Con

tinue

d)

STU

DEN

T AS

SIST

ANC

E BU

DG

ET A

NAL

YSIS

FOR

BAL

L ST

ATE

UN

IVER

SITY

II.Ex

plan

atio

ns

A.(1

)A

pers

on s

hall

be c

lass

ified

as

a "re

side

nt s

tude

nt" i

f he/

she

has

cont

inuo

usly

resi

ded

in In

dian

a fo

r at l

east

twel

ve (1

2) c

onse

cutiv

em

onth

s im

med

iate

ly pr

eced

ing

the

first

sch

edul

ed d

ay o

f cla

sses

of t

he s

emes

ter o

r oth

er s

essi

on in

whi

ch th

e in

divi

dual

regi

ster

sin

the

univ

ersi

ty s

ubje

ct to

the

exce

ptio

ns in

(4) a

nd (5

) bel

ow.

(2)

The

resi

denc

e of

an

unem

anci

pate

d pe

rson

follo

ws th

at o

f the

par

ents

or o

f a le

gal g

uard

ian

who

has

actu

al c

usto

dy o

f suc

h pe

rson

.In

the

case

of d

ivor

ce o

r sep

arat

ion,

if e

ither

par

ent m

eets

the

resi

denc

e re

quire

men

ts, s

uch

pers

on w

ill be

con

side

red

a re

side

nt.

(3)

An u

nem

anci

pate

d pe

rson

who

com

es fr

om a

noth

er s

tate

or c

ount

ry fo

r the

pre

dom

inan

t pur

pose

of a

ttend

ing

Ball

Stat

e U

nive

rsity

sh

all n

ot b

e ad

mitt

ed to

resi

dent

sta

tus

on th

e ba

sis

of th

e re

side

nce

of a

gua

rdia

n liv

ing

in In

dian

a ex

cept

afte

r ful

l com

plia

nce

with

the

prov

isio

ns o

f Sec

tion

V of

the

Reg

ulat

ions

on

Res

iden

t and

Non

-Res

iden

t Stu

dent

Sta

tus

at B

all S

tate

Uni

vers

ity.

(4)

An u

nem

anci

pate

d pe

rson

may

be

clas

sifie

d as

a re

side

nt s

tude

nt w

ithou

t mee

ting

the

resi

denc

e re

quire

men

ts o

f twe

lve

(12)

mon

ths

in In

dian

a if

the

pres

ence

of s

uch

pers

on in

Indi

ana

resu

lts fr

om th

e es

tabl

ishm

ent b

y th

e pa

rent

s of

suc

h pe

rson

of t

heir

resi

denc

e wi

thin

the

stat

e an

d if

such

per

son

prov

es th

at th

e m

ove

was

pred

omin

antly

for r

easo

ns o

ther

than

to e

nabl

e su

ch

pers

on to

bec

ome

entit

led

to th

e st

atus

of "

resi

dent

stu

dent

."

(5)

A pe

rson

who

pro

ves

that

his

/her

phy

sica

l pre

senc

e in

Indi

ana

is n

ot fo

r the

pre

dom

inan

t pur

pose

of a

ttend

ing

a co

llege

, uni

vers

ity,

or o

ther

inst

itutio

n of

hig

her l

earn

ing

and

who

is a

par

t-tim

e st

uden

t (de

fined

for p

urpo

ses

of th

ese

regu

latio

ns a

s en

rolle

d in

any

sem

este

r or t

erm

for f

ive

or fe

wer h

ours

of c

redi

t) sh

all n

ot b

e as

sess

ed th

e no

n-re

side

ncy

fee

durin

g th

e tw

elve

(12)

mon

th p

erio

dre

quire

d to

qua

lify

for r

esid

ent s

tatu

s.

(6)

A pe

rson

onc

e pr

oper

ly cl

assi

fied

as a

resi

dent

stu

dent

sha

ll be

dee

med

to re

mai

n a

resi

dent

stu

dent

so

long

as

rem

aini

ng

cont

inuo

usly

enro

lled

in th

e un

iver

sity

unt

il su

ch p

erso

n's

degr

ee s

hall

have

bee

n ea

rned

, unl

ess

the

pare

nts

of a

per

son

prop

erly

clas

sifie

d as

a "r

esid

ent s

tude

nt" u

nder

A(4

) abo

ve h

ave

chan

ged

thei

r res

iden

ce fr

om In

dian

a.

(7)

Milit

ary

pers

onne

l in

the

Uni

ted

Stat

es A

rmed

For

ces

who

ente

r the

ser

vice

from

a s

tate

oth

er th

an In

dian

a an

d wh

o ar

e st

atio

ned

on a

ctiv

e du

ty w

ithin

the

Stat

e of

Indi

ana

may

enr

oll w

ithou

t the

non

resi

dent

fee

bein

g as

sess

ed.

The

spou

ses

and

child

ren

of s

uch

serv

ice

pers

onne

l als

o m

ay e

nrol

l with

out t

he n

onre

side

nt fe

e be

ing

asse

ssed

.

B.Pr

ojec

ted

budg

et in

crea

ses

refle

ct a

stu

dent

fee

incr

ease

of 0

.0%

in 2

011-

12 a

nd 2

012-

13.

C.

Awar

ds a

re h

eadc

ount

for a

utum

n se

mes

ter.

D.

In a

ccor

danc

e wi

th th

e In

dian

a/O

hio

Tuiti

on R

ecip

roci

ty A

gree

men

t, Ba

ll St

ate

Uni

vers

ity h

as a

gree

d to

acc

ept a

t the

uni

vers

ity's

resi

dent

tuiti

on ra

te a

ny re

side

nt o

f But

ler,

Dar

ke, M

erce

r, Pr

eble

, She

lby,

and

Van

Wer

t Cou

ntie

s of

Ohi

o wh

o sa

tisfie

s al

l re

gula

r adm

issi

on re

quire

men

ts a

nd w

ho e

nrol

ls in

cou

rses

or p

rogr

ams

not s

peci

fical

ly ex

clud

ed fr

om th

e ag

reem

ent.

Th

e In

dian

aC

omm

issi

on fo

r Hig

her E

duca

tion

will

cons

ider

resi

dent

s of

Ohi

o C

ount

ies

liste

d ab

ove

who

atte

nd B

all S

tate

Uni

vers

ity a

s qu

alify

ing

for I

ndia

na re

side

nt tu

ition

rate

s, a

nd a

s In

dian

a re

side

nts

when

det

erm

inin

g ap

prop

riatio

ns fo

r hig

her e

duca

tion.


Actu

alAc

tual

Actu

alAc

tual

Proj

ecte

d20

05-2

006

2006

-07

2007

-08

2008

-09

2009

-10

A.In

dian

a R

esid

ent F

TE E

nrol

lmen

t (N

ote

1)

1.U

nder

grad

uate

14,8

8614

,615

14,2

5114

,513

15,1

222.

Gra

duat

e/Pr

ofes

sion

al1,

220

1,14

81,

083

1,05

91,

048

3To

tal

16,1

0615

,763

15,3

3415

,572

16,1

71

B.

Indi

ana

Uni

vers

ity B

loom

ingt

on: [

20,1

00 to

22,

300]

Purd

ue U

nive

rsity

Wes

t Laf

ayet

te: [

21,8

00 to

24,

200]

Indi

ana

Stat

e U

nive

rsity

: [7,

400

to 8

,300

]Ba

ll Sta

te U

nive

rsity

: [15

,200

to 1

6,80

0]

C.

FTE

Enro

llmen

t Cha

nge

1.Li

ne A

-3:

2009

-10

Tota

l FTE

-

2.En

rollm

ent B

rack

et L

imit

FTE

-

3.O

ut-o

f-Bra

cket

FTE

= (1

) - (2

)-

4.Ad

just

men

t am

ount

per

FTE

(Not

e 2)

3,50

0$

5.O

ne-ti

me

Adju

stm

ent =

(3) *

(4)

-$

Not

es:

1. 2. 3.Th

e on

e-tim

e ad

just

men

t is

to b

e ap

plie

d in

200

9-10

onl

y. C

onsi

sten

t with

the

Com

mis

sion

's Se

ptem

ber,

1997

act

ion,

the

adju

stm

ent i

s N

OT

to b

e ap

plie

d in

20

10-1

1 be

caus

e th

e st

able

cam

pus

is e

xpec

ted

to m

anag

e its

enr

ollm

ent b

ack

with

in th

e br

acke

t by

that

tim

e.

FOR

BAL

L ST

ATE

UN

IVER

SITY

Thes

e ar

e st

uden

ts re

porte

d in

the

SIS

data

sub

mis

sion

with

a v

alue

of "

1" in

the

resi

denc

y st

atus

fiel

d; a

nd a

val

ue o

f "53

" (M

onro

e C

ount

y) fo

r IU

B, o

r "79

" (T

ippe

cano

e C

ount

y) fo

r PU

WL,

or "

84" (

Vigo

Cou

nty)

for I

SU in

the

prim

ary

site

of i

nstru

ctio

n fie

ld, o

r "18

" (D

elaw

are

Cou

nty)

for B

all S

tate

Uni

v.

Stab

le C

ampu

s En

rollm

ent B

rack

ets,

con

sist

ent w

ith th

e C

omm

issi

on's

Sept

embe

r 199

7 ac

tion,

equ

al 1

997-

98 re

side

nt o

n-ca

mpu

s FT

E, +

/- 5%

, as

follo

ws:

Expe

nditu

res

IX

STAB

LE C

AMPU

S EX

PEN

DIT

UR

E AD

JUST

MEN

TFO

R E

NR

OLL

MEN

T C

HAN

GE

2011

-13

BIEN

NIU

M

The

2008

-09

oper

atin

g ap

prop

riatio

n of

$1,

282,

212,

101

divi

ded

by 1

87,0

63 th

e to

tal H

oosi

er (n

et o

f Pur

due

SWT)

and

reci

proc

ity F

TE fo

r 200

6-07

(the

mos

t re

cent

act

ual e

nrol

lmen

t dat

a av

aila

ble

at th

e tim

e) d

ivid

ed b

y 2

to re

flect

mar

gina

l cos

t, eq

uals

app

roxim

atel

y $3

,500

.


4-Ye

ar

4-ye

arAv

erag

eAc

tual

Estim

ated

Budg

eted

Estim

ated

Aver

age

2007

-10*

2008

-09

2009

-10

2010

-11

2011

-12

(200

9-12

)A.

Indi

ana

Res

iden

t SC

CH

FTE

(Not

e 1)

1.U

nder

grad

uate

603

62

5

700

78

4

2.G

radu

ate/

Prof

essi

onal

904

1,

052

1,17

8

1,

319

B.R

ecip

roci

ty N

on-R

esid

ent S

CC

H F

TE (N

ote1

)1.

Und

ergr

adua

te16

23

22

26

2.

Gra

duat

e/Pr

ofes

sion

al9

8

8

9

C.

Tota

l Elig

ible

FTE

Enr

ollm

ent (

A+B)

1,37

0

1,

531

1,70

8

1,

908

2,13

9

1,

822

D.

FTE

Enro

llmen

t Cha

nge

1.Li

ne C

: 20

09-1

2 4-

Year

Ave

rage

FTE

(Not

e 2)

1,82

2

2.Li

ne C

: 20

07-1

0 4-

Year

Ave

rage

FTE

(Not

e 3)

1,37

0

3.En

rollm

ent C

hang

e =

D-1

min

us D

-2)

451

4.Ad

just

men

t am

ount

per

FTE

(Not

e 4)

4,67

5$

5.Ad

just

men

t = (3

) * (4

)2,

108,

624

$

Not

es: 1.

Succ

essf

ully

Com

plet

ed C

redi

t Hou

rs a

s de

fined

by

CH

E. C

onta

ct C

HE

staf

f with

que

stio

ns.

EXC

LUD

E D

UAL

CR

EDIT

SC

CH

AN

D S

CC

H

FOR

STU

DEN

TS IN

CAR

CER

ATED

IN S

TATE

CO

RR

ECTI

ON

AL IN

STIT

UTI

ON

S in

bot

h th

e ba

se y

ears

and

the

proj

ecte

d ye

ars.

2.Th

e 20

09-1

2 fo

ur-y

ear a

vera

ge is

the

sim

ple

arith

met

ic a

vera

ge o

f the

tota

ls fo

r 200

8-09

, 200

9-10

, 201

0-11

and

201

1-12

.

3.Th

e 20

07-1

0 fo

ur-y

ear a

vera

ge is

the

amou

nt to

whi

ch th

e pr

evio

us b

ienn

ial b

udge

t was

adj

uste

d as

follo

ws:

IUE

1,36

8; IU

K 1,

670;

IUN

2,9

13; I

USB

4,1

28; I

USE

3,8

64; I

PH 4

,934

; IPG

A 15

,655

; PU

C 4

,303

; PU

NC

2,1

78; I

PFW

6,7

65; U

SI 6

,893

; VU

5,8

15; I

TCC

I 37,

033.

-- N

OTE

TH

AT T

HES

E BA

SE N

UM

BER

S LI

KELY

INC

LUD

E D

UAL

CR

EDIT

AN

D P

RIS

ON

ER E

DU

CAT

ION

BASE

NU

MBE

RS

MAY

BE

ADJU

STED

TO

REM

OVE

DU

AL C

RED

IT O

R P

RIS

ON

ERS

IF N

ECES

SAR

Y. P

LEAS

E M

AKE

A N

OTE

IF Y

OU

DO

AD

JUST

TH

E BA

SE.*

*Th

e 20

07-1

0 fo

ur-y

ear a

vera

ge d

oes

not i

nclu

de d

ual c

redi

t SC

CH

or S

CC

H fo

r stu

dent

s in

carc

erat

ed in

sta

te c

orre

ctio

nal in

stitu

tions

.

Expe

nditu

res

X-A

EXPE

ND

ITU

RE

ADJU

STM

ENT

FOR

PR

IOR

AN

D A

NTI

CIP

ATED

SU

CC

ESSF

ULL

Y C

OM

PLET

ED C

RED

IT H

OU

RS

(SC

CH

)20

11-1

3 BI

ENN

IUM

FOR

BAL

L ST

ATE

UN

IVER

SITY

OFF

-CAM

PUS

ENR

OLL

MEN

T C

HAN

GE


FOR

BAL

L ST

ATE

UN

IVER

SITY

4-ye

ar4-

Year

Aver

age

Actu

alEs

timat

edBu

dget

edEs

timat

edAv

erag

e20

07-1

020

08-0

920

09-1

020

10-1

120

11-1

2(2

009-

12)

A. I

ndia

na R

esid

ent S

CC

H F

TE (N

ote

1)

1.

Und

ergr

adua

te31

630

737

044

453

341

4

D.

FTE

Enro

llmen

t Cha

nge

1. L

ine

C:

2009

-12

4-Ye

ar A

vera

ge F

TE (N

ote

2)41

4

2.

Lin

e C

: 20

07-1

0 4-

Year

Ave

rage

FTE

(Not

e 3)

316

3. E

nrol

lmen

t Cha

nge

= D

-1 m

inus

D-2

)97

4. A

djus

tmen

t Am

ount

per

FTE

(Not

e 4)

$4,6

75

5.

Adj

ustm

ent =

(3) *

(4)

$454

,644

Expe

nditu

res

X-B

IND

IAN

A PU

BLIC

PO

STSE

CO

ND

ARY

EDU

CAT

ION

EXPE

ND

ITU

RE

ADJU

STM

ENT

FOR

PR

IOR

AN

D A

NTI

CIP

ATED

DU

AL C

RED

IT O

NLY

SU

CC

ESSF

ULL

Y C

OM

PLET

ED C

RED

IT H

OU

RS

(SC

CH

)20

11-2

013

BIEN

NIU

M

Note

s:(1

) Su

cces

sful

ly Co

mpl

eted

Cre

dit H

ours

as

for D

UAL

CRED

IT S

TUDE

NTS

ONL

Y as

def

ined

by

CHE.

Con

tact

CHE

sta

ff wi

th q

uest

ions

. (2

) Th

e 20

09-1

2 fo

ur-y

ear a

vera

ge is

the

sim

ple

arith

met

ic a

vera

ge o

f the

tota

ls fo

r 200

8-09

, 200

9-10

, 201

0-11

and

201

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lled

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ves

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n --

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n --

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al P

lans

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Dedu

ctib

le P

PO P

lan

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ploy

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2010

2,00

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lan

-- Re

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tired

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m c

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de h

ealth

, den

tal,

and

pres

crip

tion

bene

fits.

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C:

BSU

was

a pa

rtici

pant

in th

e IA

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cont

ract

that

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hem

has

with

the

Stat

e of

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ana

for J

uly

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009

thro

ugh

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mbe

r 31,

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ffect

ive

Jan

uary

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010,

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ntra

ct w

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e St

ate

of In

dian

a wa

s ch

ange

d to

Med

co.

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cont

inue

s to

par

ticip

ate

in th

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ract

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th

e ne

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co.

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Univ

ersi

ty C

ontri

butio

n

Expe

nditu

res

XII-A

MED

ICAL

, DEN

TAL,

AND

VIS

ION

PLAN

INFO

RMAT

ION

FOR

2009

-10

FYFO

R BA

LL S

TATE

UNI

VERS

ITY


Is y

our i

nstit

utio

n fu

lly in

sure

d or

sel

f-fun

ded?

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lf-Fu

nded

Num

ber o

fTo

tal C

over

edEm

ploy

ees

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lled

inLi

ves

in F

Y10

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ract

FY10

or M

ost R

ecen

tor

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t Rec

ent

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ium

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alth

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ract

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miu

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de h

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tal,

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crip

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fits.

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rtici

pant

in th

e IA

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cont

ract

that

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hem

has

with

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e of

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ana

for J

uly

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thro

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r 31,

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ffect

ive

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uary

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010,

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ntra

ct w

ith th

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ate

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dian

a wa

s ch

ange

d to

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co.

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cont

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Expe

nditu

res

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MED

ICAL

, DEN

TAL,

AND

VIS

ION

PLAN

INFO

RMAT

ION

FOR

2009

-10

FYFO

R BA

LL S

TATE

UNI

VERS

ITY


Proj

ecte

d5%

Incr

ease

2006

-07

2007

-08

2008

-09

2009

-10

2010

-11

Hos

pita

l Inp

atie

nt7,

214,

166

$

6,16

0,92

7$

6,

927,

057

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010

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pita

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gery

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Not

e A

- Pro

fess

iona

l ser

vice

s in

clud

e m

ater

nity

car

e; c

hiro

prac

tic c

are;

phy

sica

l, oc

cupa

tiona

l, re

habi

litat

ive,

and

ane

sthe

sia

ther

apie

s.

B -

Cus

todi

al a

nd lo

ng te

rm c

are

not c

over

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nly

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d nu

rsin

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re.

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Incl

udes

dur

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med

ical

goo

ds, e

mer

genc

y ro

om, s

uppl

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tal a

ccid

ent,

and

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r min

or b

enef

its.

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xpen

ditu

re fi

gure

s ar

e sh

own

by fi

scal

yea

r whi

ch a

lso

coin

cide

s wi

th th

e pl

an y

ear -

- Jul

y 1

- Jun

e 30

.

Expe

nditu

res

XII-B

MED

ICAL

, DEN

TAL,

AN

D V

ISIO

N P

LAN

EXP

END

ITU

RES

FOR

BAL

L ST

ATE

UN

IVER

SITY

Tota

l Ins

titut

iona

l Exp

endi

ture

s by

Fis

cal Y

ear/P

lan

Year

- D


1.

Wha

t are

the

rene

wal d

ates

for y

our i

nstit

utio

n's

med

ical

, den

tal,

and

visio

n pl

ans?

Plan

s re

new

on J

uly

1 of

eac

h ye

ar.

2.Ar

e re

tiree

s el

igib

le fo

r cov

erag

e? I

f so,

are

they

fund

ed d

iffer

ently

? E

xpla

in.

Ret

irees

are

elig

ilble

for c

over

age

and

are

fund

ed th

e sa

me

way

as e

mpl

oyee

s.

3.Pl

ease

sup

ply

copi

es o

r sum

mar

ies

of d

escr

iptio

ns o

f pla

n be

nefit

s.

See

atta

ched

Exp

endi

ture

s XI

I-C-1

.

4.N

ame

and

phon

e nu

mbe

r of p

erso

n re

spon

sbile

for c

ompl

etin

g Ex

pend

iture

s XI

I-A, B

, and

C.

Mar

ie K

avan

agh,

Dire

ctor

, Pay

roll &

Em

ploy

ee B

enef

its; T

elep

hone

: 76

5-28

5-84

60.

Expe

nditu

res

XII-C

GEN

ERAL

INFO

RM

ATIO

N O

N M

EDIC

AL, D

ENTA

L, A

ND

VIS

ION

PLA

NS

FOR

BAL

L ST

ATE

UN

IVER

SITY


Expenditure XII-C-1SUMMARY DESCRIPTION OF HEALTH CARE PLAN BENEFITS

FOR BALL STATE UNIVERSITY

The University’s three Health Care Plans consist of a Low Deductible PPO Plan, a High Deductible Wellness PPO Plan, and a High Deductible HSA Qualified PPO Plan. Each plan has three tiers of coverage; Employee, Employee and Child(ren) and Family. Premiums are shared between the University and the member with the percentage paid by the University varying by Plan. All plans have cost containment measures, includingpre-existing condition limitations, chronic disease management, hospital precertification and case management. All Plans consist of Medical, Dental, and Prescription coverage. Presently, all coverage is self-insured.

All Plans cover employees and eligible retirees under 65. Eligible retirees over 65 receive a Medicare Carve-Out Plan coverage coordinated with the Federal Medicare Program.

Key Benefit Administrators, Inc. (KBA) administers the Medical and Dental coverage. KBA’s services include claims payment, case management, and hospital precertification. Medco administers the Prescription coverage. Medco services include claims payment, specialty drugs and mail order pharmacy.

All Plans use specific provider networks for medical, laboratory services, and retail prescription drugs. Members in the PPO Plan must access the designated medical network or pay a penalty for going outside of the network. The primary network for all active employees and under 65 retirees has a subset of hospitals that offer additional discounts to the members and Plan for all inpatient service.

In the Low Deductible PPO Plan, the calendar year deductibles are $300 for singlecoverage and $750 for employee and child(ren) and family coverage. Physicians in the network who are endorsed by the American Health Data Institute (AHDI) are eligible for the maximum reimbursement of 80%, while non-endorsed physicians will be reimbursed at 70% of the discounted allowable medical charges, with the member paying 30%. For all other services the Plan pays 80% of the discounted allowable medical charges, the member 20%. There is a calendar year out-of-pocket maximum of $1,500 per person, if endorsed physicians are used. Non-endorsed physician services have an out of pocket maximum of $2,250, and there is an out of pocket maximum of $3,000 for all out-of-network provider services. Once the maximum for a provider group is met all subsequent services for that group are paid at 100%. The Plan has no lifetime maximum. Members in the Low Deductible PPO must use medical services in the designated medical network or face additional penalty payments for services. Besides discounted prices, members in the PPO Plan can receive care for wellness, chronic disease management,diabetes, asthma and nutritional counseling without having to meet the deductible before the Plan pays a portion of the cost.

The calendar year deductibles for dental coverage in the Low Deductible PPO Plan are $50 single and $100 family. The plan pays 80% of usual and customary charges; the member pays 20%. Dental coverage has a per person calendar year maximum of


Expenditure XII-C-1BALL STATE UNIVERSITYPage 2

$1,500. No more benefits are paid once the Plan pays $1,500 for an individual in a calendar year. Additionally the Plan pays $500 per person per year for orthodontic care.

Effective July 1, 2010, deductibles for prescription drugs in the Low Deductible PPO Plan are eliminated. The Plan pays 70% of discounted drug prices for brand name drugs; the member pays 30%. The Plan pays 80% of discounted drug prices for generic drugs; the member pays 20%. Members taking maintenance drugs must use mail order to retain the 30% or 20% coinsurance, otherwise member payment for maintenance drugs will be 35% and 45% at the retail stores. Prescription coverage has a calendar year out-of-pocket maximum of $1,500 per person, but only mail order drug charges apply to the out-of-pocket maximum. Once the maximum is reached the Plan pays 100% of discounted prices.

In the High Deductible Wellness PPO Plan, the calendar year deductibles are $1,500 for single coverage and $2,500 for employee and child(ren) and family coverage.Physicians in the network who are endorsed by the American Health Data Institute (AHDI) are eligible for the maximum reimbursement of 80%, with the member paying 20%. Non-endorsed physicians will be reimbursed at 70% with the member paying 30%. For all other services the Plan pays 80% of the discounted medical charges; the member pays 20%. There is a calendar year out-of-pocket maximum of $2,500 per person, if endorsed physicians are used. Non-endorsed physicians have an out of pocket maximum of $3,750, and there is an out of pocket maximum of $6,000 for out-of-network provider services. Once the maximum for a provider group is met all subsequent services for that group are paid at 100%. The Plan has no lifetime maximum. Members in the High Deductible Wellness PPO must use medical services in the designated medical network or face additional penalty payments for services. Besides discounted prices, members in the PPO Plan can receive care for wellness, chronic disease management, diabetic, asthma, and nutritional counseling and lab services without having to meet the deductible before the Plan pays a portion of the cost.

The calendar year deductibles for dental coverage in the High Deductible Wellness PPO Plan are $50 single and $100 family. The plan pays 80% of usual and customary charges; the member pays 20%. Dental coverage has a per person calendar year maximum of $1,500. No more benefits are paid once the Plan pays $1,500 for an individual in a calendar year. Additionally the Plan pays $500 per person per year for orthodontic care.

Effective July 1, 2010, calendar deductibles are eliminated for prescription drugs. The Plan pays 70% of discounted drug prices for brand name drugs; the member pays 30%. The Plan pays 80% of discounted drug prices for generic drugs; the member pays 20%. Members taking maintenance drugs must use mail order to retain the 30% or 20% coinsurance, otherwise member payment for maintenance drugs will be 35%-45% at the retail stores, and only mail order prescription costs go towards the out-of-pocket maximum. Once the maximum is reached the Plan pays 100% of discounted prices.


Expenditure XII-C-1BALL STATE UNIVERSITYPage 3

In the High Deductible HSA Qualified PPO Plan, the calendar year deductibles are $1,500 for single coverage and $3,750 for employee and child(ren) and family coverage. Physicians in the network who are endorsed by the American Health Data Institute (AHDI) are eligible for the maximum reimbursement of 80% of the discounted allowable medical charges, with the member paying 20%. Non-endorsed physicians will be reimbursed at 70% of the discounted allowable medical charges, with the member paying 30%. For all other services the Plan pays 80% of the discounted allowable medical charges; the member pays 20%. For single coverage, there is a calendar year out-of-pocket maximum for in-network services of $2,500 if endorsed physicians are used, for all other in-network services, the out of pocket maximum is $3,000. For single coverage the out-of-pocket maximum for all out-of-network services including penalties and deductible, is capped at $3,500. The Plan pays 100% of all charges after the maximum for the coverage tier and Provider group is reached. For employee and child(ren) and family coverage, a calendar year out-of-pocket maximum for in-network services is $5,000 if endorsed physicians are used; for all other in-network services, theout of pocket maximum is $6,000. For family coverage the out-of-pocket maximum for all out-of-network services, including penalties and deductible, is capped at $7,000. The Plan pays 100% of all charges after the maximum for the coverage tier and provider group is reached. The Plan has no lifetime maximum. Members in the High Deductible HSA Qualified PPO must use medical services in the designated medical network or face additional penalty payments for services. Besides discounted prices, members in the PPO Plan can receive care for wellness and lab services without having to meet the deductible before the Plan pays a portion of the cost.

The calendar year deductibles for dental coverage in the High Deductible HSA Qualified PPO Plan are $50 single and $100 family. The plan pays 80% of usual and customary charges; the member pays 20%. Dental coverage has a per person calendar year maximum of $1,500. No more benefits are paid once the Plan pays $1,500 for an individual in a calendar year. Additionally the Plan pays $500 per person per year for orthodontic care.

The calendar year deductibles for prescription drugs in the High Deductible HSA Qualified PPO Plan are included in the single and family medical deductibles mentioned above. The Plan pays 70% of discounted drug prices for brand name drugs; the member pays 30%. The Plan pays 80% of discounted drug prices for generic drugs; the member pays 20%. Members taking maintenance drugs must use mail order to retain the 30% or 20% coinsurance, otherwise the member payment for maintenance drugs will be 35%-45% at the retail stores. The maximum out-of-pocket maximum per person is included in the medical out-of-pocket maximums mentioned above. Once the maximumis reached the Plan pays 100% of discounted prices.


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OVE

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l Ser

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620

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$25

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Estim

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ents

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Back

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ENT

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Out

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cipa

lPr

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terim

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Back

grou

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IREM

ENT

OF

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AL F

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IAL

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MPE

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ALL

STAT

E U

NIV

ERSI

TY

2008

-09

2009

-10

2010

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alBu

dget

Base

Bud

get

Proj

ecte

dPr

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ted

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dget

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H20

11-1

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FOR

BAL

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UN

IVER

SITY

LINE ITEM REQUESTTHE ENTREPRENEURIAL

UNIVERSITY

PEOPLE+IDEAS



The Entrepreneurial University is transforming and redefining how

higher education is delivered, changing the nature of student learning, and producing

graduates with a portfolio of experience ready to build Indiana’s economy.

63

GENERAL SUMMARYTHE ENTREPRENEURIAL UNIVERSITYPartially funded by the Indiana General Assembly in 2007 and 2009, The Entrepreneurial University initiative is transforming and redefining how higher education is delivered, changing the nature of student learning, and producing graduates with a portfolio of experience ready to build Indiana’s economy. It focuses on Ball State University’s entrepreneurial vision of being a national model of excellence for challenging, learner-centered academic communities that advance knowledge while improving Indiana’s economic vitality and quality of life.

The road map to achieving this ambitious vision is the objectives that support the learning, scholarship, engagement, and community goals of Ball State’s Education Redefined: Strategic Plan 2007–2012. The university’s people and ideas, appetite for innovation and success, and dedication to creativity and collaboration are turning the vision into a legacy.

The Entrepreneurial University is a collaborative venture reflecting the collective contributions of various campus groups. It builds on and enhances the institution’s existing platform of raising admission standards, providing pervasive and cutting-edge technology, and offering an ever-growing number of immersive learning experiences. This initiative defines the university’s commitment to:

■ Recruit students who are better prepared academically

■ Provide an improved, distinctive, and immersive curriculum and academic experience

■ Deliver measurable outcomes to ensure academic excellence and economic improvement

This initiative needs $5 million in annual funding, but with limited state revenues, we are requesting $1,960,000 per year in quality improvement appropriations for The Entrepreneurial University line item for the 2011–2013 biennium.

BETTER-PREPARED STUDENTSSince launching the current strategic plan, Ball State is attracting and retaining better-prepared students who exhibit high ability, motivation, and intellectual curiosity. The university seeks to admit students who have completed a rigorous high school curriculum that prepares them for the academic challenges they will encounter both inside and outside the classroom. Students who demonstrate dedication, a commitment to excellence, and an aptitude to be leaders, innovators, and even entrepreneurs are ready to take creative risks, experiment, and meet the high standards set for them by the university’s faculty. They are more likely to see their education through to completion— to graduation and beyond—and enter the job market with the ambition and drive that will spark innovation and entrepreneurship, two essential ingredients for rejuvenating Indiana’s economy.

In recent years, Ball State has been raising its admission standards and redefining its academic profile, becoming more selective and improving first-year retention rates. Today the university is enrolling its most academically gifted freshman classes, with the average three-part SAT score projected to rise to 1,592 this fall and nearly two-thirds—a projected 63.2 percent—of new students having completed the Indiana Academic Honors Diploma or an equivalent advanced college-preparatory curriculum in another state. All new students are required to have completed the Core 40 high school curriculum.

This line item/quality improvement initiative challenges the university to raise the bar even higher so bright, energetic, creative, and success-oriented students can be catalysts for excellent academic programs at Ball State and for economic growth for Indiana.

This initiative to redefine Ball State University’s curriculum will help strengthen Indiana’s economic future. It will prepare graduates for high-wage careers, develop ties to Indiana communities, equip graduates for community leadership responsibilities, and allow all qualified undergraduates to benefit from the transformative effect of rigorous, out-of-class, immersive learning experiences while in college. This request sets objectives in three areas:

■ Better-prepared students■ Better curriculum and educational experience■ Better outcomes

Ball State seeks continued quality improvement line item funding for this initiative for 2011–2013 as established in the past two biennia.

REQUEST SUMMARYTHE ENTREPRENEURIAL UNIVERSITY

Line Item Request: The Entrepreneurial University


BETTER CURRICULUM AND EDUCATIONAL EXPERIENCEBall State’s distinctive academic approach integrates relevant, intense, immersive learning experiences that extend and apply knowledge from the classroom to tangible, real-world solutions for actual community partners. These creative, collaborative activities are available in every academic college and in special centers on campus, but the opportunities must be expanded to meet our objective of having every qualified student participate in at least one of these experiences. Students who engage in these activities graduate with more than a transcript: they leave with a portfolio of experiences that make them better prepared to succeed and contribute positively in the current and future economy.

Immersive learning is an intensified form of experiential education. In an immersive learning experience, students from diverse disciplines collaborate with a faculty mentor and outside partners on a real-life project that results in a tangible product or service for an Indiana business, organization, or community. Many projects are focused on economic development, community development, or quality-of-life advancement for cities and towns across the state. Through these activities, students build important skills needed for today’s global, knowledge-based, and technology-driven economy and gain a critical advantage in the job market.

BETTER OUTCOMESBall State’s focus on academic excellence will lead to student and faculty success and productivity as demonstrated through high graduation and retention rates, recent graduates’ annual incomes and new business development, the number of nationally ranked and recognized academic programs, and the generation of intellectual capital necessary for the state’s economy. By gaining field experience and making connections to Indiana employers and communities, bright and talented students who participate in immersive learning experiences are more likely to remain in the state after graduation.

This will be the legacy of The Entrepreneurial University. Admitting better-prepared students, providing excellent academic programs with immersive learning opportunities, and supporting students with amazing faculty and resources will yield a savvy, entrepreneurial workforce that can excel in the global marketplace, boost the state’s per capita income, and move Indiana into a more competitive economic position.

Ball State is well on its way to achieving this vision by 2012, emerging as a distinctive, innovative, and academically excellent alternative in Indiana’s public higher education system.

INVESTMENT+REWARDAchieving the objectives of The Entrepreneurial University is financially intensive, from developing the breadth of programs needed to guarantee access to collaborative, immersive learning experiences for all qualified students to providing exceptional technological tools while attracting and retaining talented faculty.

Ball State’s academically distinctive teaching and learning environment demands a low student-to-faculty ratio, with small class sizes and most courses taught by professors rather than graduate students. Salaried faculty members must be available to individual students and work extensively with small groups of students on creative and immersive projects that can last a full semester or a full academic year, all while conducting applied research and public service.

Extensive personnel and expensive equipment are required to fully provide and sustain market-responsive programs, state- of-the-art technology applications, personalized student services, nationally competitive research centers, and comprehensive outreach and economic development programs. Students and faculty mentors often travel off campus—and around the world— in their collaborative pursuits, and supplies for real-world research and creation of a lasting product have real-world prices.

But the return on the investment is dynamic. A skilled workforce, new intellectual capital, new business enterprises, better communities, stronger community leadership, and a globally competitive economy are outcomes that support the state’s economic development goals. Continued commitment to and full investment in this line item/quality improvement initiative will ensure long-term dividends for Indiana’s revitalized economy and its entrepreneurial university.

65

■ Continue to require that 100 percent of admitted freshmen achieve the Core 40 diploma.

■ Achieve 80 percent of admitted freshmen having reached the highest level of high school preparation, an Indiana Academic Honors Diploma or equivalent, by 2012.

■ Increase the freshman retention rate to 80 percent by 2012.■ Increase the six-year graduation rate to 60 percent by 2012

and 65 percent by 2015. ■ Guarantee all qualified students will have immersive learning

opportunities by 2012.■ Offer an entrepreneurship minor to all students by 2012.

■ Guarantee all students will be able to create digital resumes/portfolios of curricular and cocurricular experiences by 2012.

■ Maintain the university’s preeminent standing in wireless technology and digital technology research.

■ Accelerate growth in research funding to match the state’s economic development plan of 10 percent annually.

■ Grow Building Better Communities initiatives by 10 percent annually.

■ Guarantee to K–12 school corporations the high quality of graduates from the Ball State Teachers College.

OUTCOME MEASURESTHE ENTREPRENEURIAL UNIVERSITY

Line Item Request: The Entrepreneurial University


Sum

mar

y I

SUM

MAR

Y O

F 20

11-1

3 LI

NE

ITEM

REQ

UES

TFO

R B

ALL

STAT

E U

NIV

ERSI

TY

THE

ENTR

EPR

ENEU

RIA

L U

NIV

ERSI

TY

2010

-11

2011

-12

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LINE ITEM REQUESTTHE INDIANA ACADEMY

GIFTED+TALENTED



The Indiana Academy is dedicated to inspiring and challenging highly gifted young

adults to reach their full personal potential within the framework of the common good.

69

GENERAL SUMMARYINDIANA ACADEMY FOR SCIENCE, MATHEMATICS, AND HUMANITIESLocated on the Ball State University campus, the Indiana Academy for Science, Mathematics, and Humanities was founded by the Indiana General Assembly in 1988 and has been nationally recognized as a premier educational institution for gifted and talented students. Two purposes are central to its mission:

RESIDENTIAL HIGH SCHOOLThe Indiana Academy serves as a public residential high school—the only one in the state—for 300 gifted and talented juniors and seniors from across Indiana. The academy provides a physical, intellectual, and social environment in which students with exceptional academic ability can thrive in an appropriately exceptional learning community.

STATEWIDE OUTREACH CENTERThrough various outreach programs, the Indiana Academy strives to stimulate and enable vitality in educational programs for academically gifted secondary students and teachers. The academy serves Indiana as a statewide center for gifted education so students throughout the state can have access to the programs and resources appropriate to their abilities. The Indiana Academy offers the latest advances in interactive telecommunications technology, the development and dissemination of innovative curricula, applied research in gifted education, and in-service education of teachers.

The Indiana Academy is accredited by the Indiana Department of Education and by the North Central Association of Schools and Colleges through the University Schools. It is a member of the National Association of College Admission Counseling (NACAC) and complies with the NACAC Statement of Principles of Good Practice.

ACADEMY PHILOSOPHYThe Indiana Academy for Science, Mathematics, and Humanities is operated by Ball State as a school devoted to the education of students who demonstrate extraordinary intellectual ability and a commitment to scholarship. The academy’s philosophy originates from the proposition that a society in which fairness is a prime concern ordinarily tries to provide educational opportunities appropriate to the expressed ability and potential development of as many sorts of citizens as possible.

The academy expects that its graduates will subsequently function as good citizens, discharging their public and private responsibilities with distinction. As a consequence of its enabling legislation and basic philosophy, the Indiana Academy is dedicated to inspiring and challenging highly gifted young adults to reach their full personal potential within the framework of the common good.

ACADEMY CURRICULUMThe curriculum of the Indiana Academy is designed to enable its students to understand the past, investigate the present, and plan the future. Traditional liberal arts and sciences are emphasized in required course work, and individual inquiry and discovery are stressed through elective studies, independent study, and research and practical experience. The resulting harmony of rigor, challenge, and inspiration in the study of our scientific and cultural heritage, combined with the freedom to explore new horizons of knowledge, produces an intellectual environment in which students learn to think creatively, communicate clearly, and act responsibly in an increasingly complex global society.

Methods and materials for instruction are selected for the promise they show in both exciting the imagination and disciplining the mind. Tradition is blended with innovation. Lectures and discussions in both advanced-level Indiana Academy courses and university-level courses are combined with seminars, colloquia, independent study and research, and apprenticeships with researchers and practitioners in various professions.

Line Item Request: The Indiana Academy


A retrospective look at the academy’s history is needed as it readies itself to prepare Indiana’s students and educators for the future. The Indiana Academy is:

■ Proud to have graduated more than 2,000 students over the years, with virtually 100 percent attending four-year colleges and universities across the United States. In 2010, more than $9.6 million in college scholarships were offered to 103 academy graduates, an increase from $6.8 million for 81 graduates in 2007. The academy ranks among the state’s top five high schools in terms of Advanced Placement (AP) test participation.

■ Serving Indiana school corporations with an extensive and expanding distance education program.

■ Annually hosting outstanding educators for a year of teaching and research at the academy and Ball State.

■ Showing continued growth in its series of workshops for students and teachers throughout Indiana and across the nation.

OUTCOMES AND BENEFITSContinued funding for the Indiana Academy for Science, Mathematics, and Humanities will result in the following benefits for students, teachers, and school corporations throughout Indiana:

■ Preparing students for their increased role in the global community in the areas of math, science, and humanities.

■ Partnering Indiana students and educators with experts and professionals in various fields through interactive media.

■ Enhancing curriculum in urban and rural school corporations by offering Advanced Placement (AP) courses with interactive labs and foreign languages statewide.

■ Increasing the level of technological proficiency among students and faculty.

■ Improving instructional effectiveness of Indiana teachers and instructional programs through the use of extensive Web-based resources developed by the academy’s Office of Outreach Programs.

■ Continuing the development of multimedia instructional materials for dissemination to Indiana schools.

■ Broadening the scope and depth of research opportunities for students and faculty across the state through the use of technology.

■ Providing the services needed for students to successfully master content in each of the courses.

CONTINUED SUPPORTTo maintain this outstanding record of helping the state’s secondary gifted and talented students and educators fulfill their learning potential, the Indiana Academy for Science, Mathematics, and Humanities requests continued support of current programs. This support will create distance learning courses and professional development opportunities that are instructive and interactive for students and faculty throughout Indiana.

For the 2011–2013 biennium, we are requesting $4,201,913 per year in line item appropriations for the Indiana Academy.

71Line Item Request: The Indiana Academy

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CAPITAL IMPROVEMENT BUDGET REQUEST

CAMPUS+FACILITIES



New capital projects enable future generations of students to gain a transformative education and provide valuable resources for the state of Indiana.

75

GENERAL SUMMARYINTRODUCTIONBall State University’s Education Redefined: Strategic Plan 2007–2012 requires an innovative, immersive learning environment where bright, creative students from diverse disciplines collaborate with expert faculty and actual community clients to solve real-world problems. This entrepreneurial university must provide cutting-edge technology, sophisticated equipment, and dynamic facilities to support nationally ranked and recognized academic programs. At the same time, the institution must sustain a vibrant, supportive, and friendly midsized campus where students feel a sense of community, inspiration, and connection that helps them succeed.

Ball State’s request for capital appropriations for the 2011–2013 biennium is driven by our strategic plan. Capital projects approved by the Ball State Board of Trustees support our long-term goal to achieve academic excellence through well-planned and state-of-the-art buildings, classrooms, laboratories, and support spaces. These projects are essential to the institution’s teaching, research, and service missions, enabling future generations of students to gain a transformative education and providing valuable resources for the state of Indiana.

CAPITAL PRIORITY FACTORSOur capital request reflects both a need to renovate and upgrade existing facilities for today’s requirements while also anticipating future instructional and infrastructure needs. The following factors contribute to the setting of capital development priorities at Ball State:

■ Focus on making the best use of existing facilities

■ Link capital projects to long-range campus development planning

■ Relate directly to existing and emerging instructional requirements and students’ needs

■ Support academic programs that best serve the citizens and economic development needs of Indiana

■ Maintain infrastructure for efficient campus operation, safety, and access

EXISTING FACILITIESWe will make the best use of existing facilities through renovation and rehabilitation. Upgrading older facilities can be more cost effective than adding new structures, and it maintains the existing sense of campus community. As a result, Ball State’s ratio of capital debt to operating budget continues to rank as one of the lowest among the public four-year residential campuses in Indiana (see chart to the right).

The College of Architecture and Planning Renovation Project outlined in this capital improvement request will upgrade rather than replace the nearly 40-year-old Architecture Building that has become a landmark of innovation and creativity on the north end of the campus. The current structure, combining two portions built beginning in 1970 and 1980, remains a unique, innovative environment for design and planning that continues to foster interdisciplinary collaboration and a sense of community with its four-story atrium, open balconies and studio areas, and shared auditorium, library, exhibition, and fabrication spaces.

To accommodate today’s sophisticated equipment, high-end technology, and immersive instructional needs, the Architecture Building’s mechanical and electrical systems must be updated, and space utilization within the facility needs to be optimized. These infrastructure improvements will help the college prepare students for the current global design and planning professions and attract high-ability students from across the country and around the world to study at Ball State.

Capital Improvement Budget Request

CAPITAL DEBT SERVICE 2009–10(as a % of operating appropriations)

Ball StateUniversity


77

CAMPUS DEVELOPMENT PLANNINGThe historical development of the Ball State campus is the successful product of the university’s long-range planning efforts. In 1922, the Lowry Master Plan first defined the development of the Old Quadrangle, which comprises the university’s original academic core. The 1946 Scholer Master Plan recommended further development to the north for new academic buildings, residence halls, and athletic facilities. The 1968 Perkins and Will Plan identified the development of the then New North Academic Quadrangle.

The current master plan was developed and continues to be refined by the university with the help of its consultant, Rundell Ernstberger. This planning tool called for the completion of the west segment of North Quadrangle and the renovation of several buildings surrounding the Old Quadrangle while forecasting the development of several new buildings, parking facilities, campus landscape and forestation, and the future development of a new East Academic Quadrangle.

INSTRUCTIONAL REQUIREMENTSThe university’s capital projects must focus on meeting the academic, instructional, and research requirements of students and faculty. Of primary importance is the quest and demand for new and emerging technology systems in classrooms and laboratories. Such technology has greatly changed the delivery of instruction and infrastructure in the past decade. New and complex technology and space-specific instruction for student needs make it necessary to upgrade existing facilities on the Ball State campus.

The modern entrepreneurial university must adapt to the changing needs of those it serves. This requires continuous reevaluation for the orderly development of new facilities and the timely rehabilitation of others.

LOWRY MASTER PLAN (1922)The Old QuadrangleBurkhardt Building 1924Ball Gymnasium 1925North Quadrangle Building 1926Fine Arts Building 1935Lucina Hall 1939

SCHOLER MASTER PLAN (1946)The McKinley/Riverside Avenue CorridorsApplied Technology Building 1948Hargreaves Music Building/Emens Auditorium 1956/1964Woodworth Residence Hall Complex 1956Irving Gymnasium/Athletic Facilities 1962LaFollette Residence Hall Complex 1964Teachers College Building 1966Cooper Science Complex 1968

PERKINS AND WILL PLAN (1968)The New North Academic QuadrangleArchitecture Building I 1970Pruis Hall 1971Emens Parking Garage 1971Bracken Library 1972Whitinger Business Building 1978Architecture Building II 1980

RUNDELL ERNSTBERGER PLAN (1982, 1991, 2001)The CampusRobert Bell Building 1982Ball Communication Building 1986Health and Physical Activity Building/Worthen Arena 1991Alumni Center 1997Art and Journalism Building 2001Shafer Tower 2002Music Instruction Building 2004McKinley Avenue Parking Garage 2005David Letterman Communication and Media Building 2007Park Residence Hall 2007Scheumann Stadium/Athletic Facilities 2007 Expansion and RenovationStudent Recreation and Wellness Center 2010Kinghorn Residence Hall 2010Renovation of Older Academic Buildings Ongoing and Old QuadrangleMcKinley Avenue Improvements OngoingLandscape/Forestation Design OngoingExpanded Surface Parking Facilities OngoingRenovation of the College of In Development Architecture and PlanningFuture East Academic Quadrangle In Development

CAMPUS MASTER PLANS 1922–2001



The College of Architecture and Planning Renovation Project described under Capital Priorities: 2011-2013 Biennium will provide more instructional space for studio classes in architecture, landscape architecture, and urban design to accommodate enrollment growth while also addressing facility and technology needs for contemporary shop equipment, construction labs, research and service institutes, libraries and archives, and the college auditorium. These updates are essential for student success and faculty scholarship amid the changing nature of environment design and planning education and practice.

SERVICE TO INDIANA’S CITIZENSThe academic, research, and economic development needs of Indiana can be furthered as part of our capital requests. The university’s capital development should reflect Indiana’s emerging needs. Citizens and public officials should expect a positive return on their investment in higher education. Ball State has a long history of sound management in developing the campus to support academic achievement. The university’s impact ranges from education and service to research and support of economic development.

Specifically, the College of Architecture and Planning Renovation Project will enhance Ball State’s ability to provide immersive learning experiences and relevant community design and planning projects that will benefit the economy and quality of life in cities, towns, and counties across Indiana. The college’s various programs, centers, and institutes will gain up-to-date resources, equipment, and facilities to engage in outreach, service, and research endeavors throughout the state.

The expansion of the Ball State campus has been methodical, pragmatic, and well planned. New facility construction has reflected the goal of providing space for emerging needs while addressing institutional priorities. Renovation of existing space has allowed new opportunities to upgrade space while providing new efficiencies for academic departments and initiatives. A recent facilities analysis by the Indiana Commission for Higher Education reflects this objective.

INFRASTRUCTURE EXTENSION AND MAINTENANCECampus infrastructure must be maintained. A wide array of infrastructure systems are necessary to support a thriving campus for thousands of students, faculty, staff, and visitors. Systems require constant upgrades and renovation that provide efficient operation while saving taxpayer investments for replacement.

Both of the capital priorities identified in this budget request reflect Ball State’s focus on updating campus infrastructure. The special repair and rehabilitation (R&R) request for the Expansion of Tunnel Utility Systems Project will expand the university’s underground network of utility tunnels in order to replace aging and deteriorating tunnels and provide capacity for future systems.

We are committed to the physical quality of the campus and have sustained its reputation of excellence. However, maintaining campus infrastructure requires a complex process of analysis and financial commitment to keep deferred maintenance to a minimum. Significant reductions in state repair and rehabilitation funding during recent biennia have severely strained resources to maintain campus buildings and infrastructure.

SUPPORT FOR FACILITY STEWARDSHIP AND RENEWALAccording to Ball State’s 2009 Financial Report, the replacement value of Ball State’s campus facilities is approximately $1.6 billion, based on an analysis of existing facilities and current construction cost indices. Building construction and ongoing renewal of university property are financed following methods specific to the types and uses of the facilities involved.

STATE-SUPPORTED ACADEMIC AND ADMINISTRATIVE BUILDINGSAll academic and administrative buildings—which make up about half of the university’s campus square footage—are funded through bond financing and state-appropriated funds allocated on a biennial basis by the Indiana General Assembly. Unfortunately, the decline in state revenues has forced the General Assembly to underfund the general repair and rehabilitation (R&R) formula for most of the past two decades. Further deferral of these necessary expenditures will result in the deterioration of the university’s facilities and greater renewal costs unless remedied in the near future.

79

NON-STATE-SUPPORTED BUILDINGSThe second half of Ball State’s campus square footage consists of buildings that are not state supported. As the graph to the right indicates, the 1950s and 1960s saw a substantial increase in gross square footage of non-state-supported buildings, including dining and residence halls, parking facilities, the L.A. Pittenger Student Center, Emens Auditorium, athletic facilities, and conference venues. According to Ball State’s 2009 Financial Report, the replacement value of the university’s non-state-supported facilities is about $600 million. By 2016, more than $181 million (in current dollars) is planned for investment in renewal projects on these facilities. As of the end of the 2009 fiscal year, $76.2 million has been allocated from auxiliary operations revenues and student fees for the stewardship and renewal of these facilities.

Financial Planning Guidelines for Facility Renewal and Adaption—a study sponsored by Lilly Endowment Inc. and conducted by the Society for College and University Planning, the National Association of College and University Business Officers, the Association of Physical Plant Administrators of Universities and Colleges, and Coopers and Lybrand (now PricewaterhouseCoopers)—estimates that between 2 percent and 4 percent of plant replacement cost needs to be provided, on average, each year in order to adequately fund repairs, renewal, and adapting facilities to changing code requirements and to evolving contemporary needs. The table at right provides several examples of major repair and renewal components as well as the typical life cycle for each.

Based on studies as well as many years of direct experience in managing complex university facilities, an annual target of 3 percent of current replacement value for housing, dining, and other non-state-supported buildings is needed to adequately fund this stewardship responsibility and avoid even higher costs brought about by accumulated deferred maintenance. For parking facilities, from multilevel structures to paved and gravel lots, an annual target of 2 percent of current replacement value has been established. This methodology provides generational equity and is based on the premise that users should pay their fair share for the deterioration of the facilities they use. The goal is to maintain competitive, quality facilities at the lowest long-term cost to students.

CAPITAL PRIORITIES: 2011–2013 BIENNIUM

COLLEGE OF ARCHITECTURE AND PLANNING RENOVATION PROJECTSPECIAL REPAIR AND REHABILITATION

Founded more than 40 years ago as Indiana’s first and only state-supported architectural school, Ball State’s College of Architecture and Planning (CAP) consistently ranks among the nation’s best and is respected globally for its leadership and education in sustainable and community-based environmental design and planning. However, important physical and mechanical improvements are needed to the nearly 40-year-old building the college calls home in order to accommodate enrollment growth and today’s technology and equipment demands.

Renovations to the Architecture Building’s infrastructure and instructional space will support the continued growth and quality of CAP’s distinctive academic, research, and outreach programs in architecture, landscape architecture, urban planning, urban design, and historic preservation. These disciplines are standard-bearers of the university’s strategic emphases on academic excellence and innovation, entrepreneurial vision, immersive learning, and community impact.


Years

Roofs 15–20Masonry Tuck Pointing 30–40HVAC Systems 15–25Foundations 80–100Windows 40–50Electrical Systems 15–30Exterior Door Systems 15–20Elevators 20–30Lighting Fixtures 20–30

COMPONENT LIFE CYCLE EXAMPLES

GROSS SQUARE FEET OF CAMPUS BUILDINGSBY YEAR

(in thousands)

19101920

19301940

19501960

19701980

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2010

STATE-SUPPORTED NON-STATE-SUPPORTED

4,000

3,500

3,000

2,500

2,000

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The renovation project will enable Ball State to better prepare bright, creative students from across the country and around the world to become tomorrow’s leading practitioners in the design and planning professions. The improvements also will enhance CAP’s important research role as Indiana’s only architecture and planning college, where world-class faculty publish some of the nation’s leading works on environmental design. At the same time, these renovations will support the college’s many design and planning projects that help cities, towns, and counties throughout Indiana solve today’s economic and community development issues.

TECHNOLOGY AND GROWTH

Constructed in two phases beginning in 1970 and 1980, the Architecture Building was originally designed for the professional and pedagogical standards of the day: traditional methods of hand drawing and scale model building in open studio areas, paper pinup critiques, wood shop equipment in the basement, and library archives of printed materials and photographic slides. A four-story atrium—lit naturally by a long angled roof of glass panels—with open balconies on each floor encourage community building and interdisciplinary collaboration within the college. And the prevalence of concrete walls and floors accented with black steel and light wood plus high, open ceilings with exposed ductwork and lighting provide a modern, innovative design environment.

But four decades of dramatic technological advances, evolving professional requirements, and changing societal needs have driven new approaches to learning and practicing environmental design and planning, including digital modeling and fabrication, collaborative virtual studios, energy research, and materials testing. At the same time, CAP’s nationally accredited programs have seen significant growth in enrollment, activities, and stature.

In order to enroll more students and maintain a leadership role in environmental design and planning education, the college needs to improve its physical facilities and equipment to meet current industry standards and student expectations. State-of-the-art infrastructure and physical resources are particularly critical in recruiting high-quality, well-prepared students across the country for the college’s undergraduate and graduate degree programs, which compete with top design schools such as Harvard, MIT, and the University of California, Berkeley.

STUDIO SPACE FOR STUDENTS

An essential component of CAP’s teaching and learning culture is the design studio. These creative environments located throughout the Architecture Building are the heart of each department within the college and mirror the professional design workplace. All students in the college’s programs are assigned their own personal, permanent work space in these studios that’s accessible 24/7 throughout their college career.

In these intimate settings, students work closely with faculty mentors to create, collaborate, and critique hands-on design projects using their laptops, drawing equipment, and other state-of-the-art tools and materials, including drawing tables, meeting tables, model-making surfaces, open walls for pin-up reviews, and large-format plasma screens for digital presentations. Many of the core design and planning classes take place right in the studios. And outside of class, many CAP students can be found spending long hours and late nights in their studio spaces completing course assignments.

CAP students and faculty also use these studios to conduct collaborative, real-world design and planning projects for actual communities throughout Indiana as part of CAP’s longstanding Community-Based Projects program. These team projects are immersive learning experiences as advanced in Ball State’s Education Redefined: Strategic Plan 2007-2012.

To accommodate more of these activities and enrollment growth throughout the college, the CAP renovation project will provide additional studios to address the following space challenges:

■ First-Year Program: The college’s two-semester course sequence for new undergraduate freshmen provides a foundation in design principles and an introduction to all three disciplines in the college so students can decide which major to pursue in their second year. Most students complete this program in the fall and spring semesters. However, because of space limitations during the academic year, almost 20 percent of the college’s new students are placed in a 10-week accelerated summer option for the First-Year Program. Students in the summer option exhibit the lowest retention rates to the second year because of the

81

intense pace and short time frame for an extensive amount of important material. In order to boost the success rate of these students, the college needs to add two more studio classes during the spring semester—requiring more physical studio space—and eliminate the accelerated summer program.

■ Architecture: Following national trends, Ball State recently transitioned from a five-year professional undergraduate degree to a four-year preprofessional bachelor’s degree plus two-year professional master’s degree for licensure. This change has shifted studio needs from the undergraduate level, where each class can have 16 students, to the graduate level, where accreditation requirements call for no more than 12 students per class. A three-year plan to recruit more students for both the professional and postprofessional master’s programs also will require additional graduate studio space.

■ Landscape Architecture: Recent national recognition and significant enrollment growth have caused overcrowding in studios for the undergraduate program in landscape architecture. Studio classes have 20–21 students, rather than the 16 required by accreditation agencies. Space for four more studio classes is needed here.

■ Urban Planning: Space for three more studio classes in urban planning is needed in order to accommodate the enrollment growth desired by accreditation agencies while maintaining the required number of students in each studio.

FACILITY AS TEACHING TOOL

In schools of architecture across the country, the campus buildings housing the design programs are themselves an educational tool, a living component of the immersive teaching and learning environment. Sound physical facilities can illustrate best practices in design, construction, systems, function, and operation, complementing what students are exploring in their classes and field experiences.

At the time it opened in the 1970s, Ball State’s Architecture Building served as a model for sustainable technology and learning priorities in the environmental design and planning disciplines. But as passing decades have seen the emergence of new technological, social, and environmental challenges, the building’s philosophy has to be updated. Many of the facility’s design examples are no longer best practices in the 21st century. As students in the College of Architecture and Planning push the envelope in creating innovative, sustainable, and socially significant environments for today’s world, their physical surroundings should provide inspiration and creative support in their quest for design excellence.

SAFETY AND EFFICIENCY

Along with programmatic and pedagogical needs, the College of Architecture and Planning Renovation Project will address safety and efficiency issues stemming from enrollment growth, technological advances, teaching and learning demands, and aging facilities. Today’s sophisticated equipment and pervasive technology strain the Architecture Building’s original electrical, data, and ventilation networks. HVAC and other mechanical systems need to be upgraded to meet current codes, and power capacity must be increased to support extensive digital and computer equipment throughout the building. The large bank of passive solar windows on the south-facing side of the building does not function as intended. The windows now leak and need to be replaced. Much has been learned since this early attempt to capture solar energy, and correcting issues with the system may require extending the footprint of the building in the area where the windows are located.


ACADEMIC PROGRAMSDepartment of ArchitectureDepartment of Landscape ArchitectureDepartment of Urban PlanningUrban Design Graduate ProgramHistoric Preservation Graduate Program

CENTERS AND RESOURCESArchitecture LibraryBuilding Futures InstituteCenter for Energy Research/Education/ServiceCenter for Historic PreservationCommunity-Based ProjectsCommunity Outreach Partnership CenterDesign and Planning StudiosDigital Fabrication Drawings and Documents ArchiveExhibit GalleryInstitute for Digital FabricationInstitute for Digital Intermedia ArtsLand Design InstituteMuncie Urban Design StudioPreservation Lab Simulation LabsTech LibraryVisual Resources Collection/David R. Hermansen Slide CollectionWood/Metal/Plastics Shop

WHO WILL BENEFITCOLLEGE OF ARCHITECTURE AND PLANNING RENOVATION PROJECT


Space utilization throughout the facility needs to be optimized as the college anticipates further enrollment growth in its programs and expansion into larger-scale endeavors involving construction science, building insulation, energy research and studies for federal and local agencies, and full-size building prototypes. Currently, students are constructing large projects using welding and power tools in hallways and traffic areas.

EXPANSION OF TUNNEL UTILITY SYSTEMSSPECIAL REPAIR AND REHABILITATION

Beneath Ball State University’s 660-acre campus, a series of tunnels connect the majority of the institution’s 104 academic, administrative, auxiliary, and residential buildings for utilities such as steam, condensate return, chilled water, compressed air, power cables, and communication cables. This hidden network facilitates efficient maintenance and repair of vital infrastructure that’s less vulnerable to outages caused by wind and ice storms while allowing for a beautiful campus free of above-ground cables and equipment. The up-front investment in tunnels saves funds in the long run.

Our campus has approximately three miles of such tunnels ranging in age from 10 years to more than 70 years. Some tunnels run directly beneath sidewalks and under roadways. Years of surface cracking, followed by infiltration of salts, water, and other contaminants, have caused deterioration of this tunnel system. Further, many of the tunnels have reached full capacity with vital utility systems, making the installation of additional systems impossible and repair to the existing systems difficult.

Renovation of the College of Architecture and Planning will provide much-needed additional space and enhanced acoustics, lighting, and information technology infrastructure for the following areas:

DESIGN STUDIOSArchitecture and planning practice in the 21st century requires students to do even more in a self-contained, immersive studio environment where digital technology and advanced computer equipment are essential to teaching and learning, demanding more extensive electrical and data networks. In order to accommodate enrollment growth and still provide a personal work space for each student, CAP needs to expand the design and planning studios throughout the Architecture Building. The mechanical systems providing power, data, and ventilation also need to be upgraded for contemporary needs. In addition, studios on the fifth and sixth floors need more natural light for a more conducive work environment for students.

SHOP/CONSTRUCTION LABSupervised by a full-time technician, CAP’s construction shop provides students the equipment they need for working with wood, metal, plastics, glass, and other materials. Students use the shop’s woodworking machines, welding equipment, vacuum forming machines, and a CNC router for building models and other creative projects for hands-on courses. But equipment and requirements for fabrication and construction activities have changed dramatically over time, and new equipment generates noise and dust in spaces originally built for smaller-scale equipment. A larger space is also needed for full-scale building mockups, building prototypes and research, and energy studies for outside clients. Currently, students must build large projects with power tools in the hallways of the college. And because of space constraints in the building, CAP’s steel lab had to be converted for other needs.

INSTITUTE SPACECAP is home to several innovative institutes and centers that explore building, landscape, and urban design and planning; construction science and energy efficiency; digital design, fabrication, simulation, and modeling; and historic preservation. Renovations to the Architecture Building will enable these institutes to expand their important research, service, and teaching activities, benefiting students, professionals, and Indiana communities. These creative programs also could be rearranged into clusters to build synergy among them.

LIBRARY AND ARCHIVESExpansion of the CAP library located within the Architecture Building will better accommodate information technology assets, archived student work, and student collaboration and study areas.

COLLEGE AUDITORIUMIntended for collegewide events and activities, including guest lectures by leading professionals, the current auditorium in the Architecture Building can hold only a fourth of CAP’s students at one time. The facility needs to be enlarged to accommodate at least half of the college’s students.

EXPANSION PRIORITIES

83Capital Improvement Budget Request

This project will install additional underground utility tunnels throughout the campus in strategic and optimum locations. These new tunnels will allow for the replacement of utility system components that have become obsolete either due to condition or capacity.

GENERAL REPAIR AND REHABILITATIONFacilities and infrastructure system renewal support Ball State University’s mission of becoming a nationally recognized institution of excellence. Repair, restoration, and rehabilitation of campus facilities play a critical role in maintaining a quality academic environment for teaching and research. The condition and appearance of these facilities also provide the all-important first impression for new students and their parents.

The rapid growth of Ball State’s facilities in the 1950s, 1960s, and 1970s created an ever-increasing obligation for repair and rehabilitation (R&R) funds. Aging facilities and infrastructure systems, normal obsolescence, changing educational needs, enhanced teaching technology, and new environmental and safety standards have created the need for greater expenditures.

The Indiana Commission for Higher Education and the Indiana General Assembly have traditionally maintained and funded an effective formula for the repair and rehabilitation of campus infrastructure. However, severe reductions in R&R appropriations in recent biennia have created a steep increase in unfunded projects. Current unfunded deferred maintenance projects could have a devastating impact on the university’s campus operations and learning environment.

REPAIR AND REHABILITATION PLANThe renewal plan calculates a facility and infrastructure component life cycle determination and a physical condition survey. These considerations generate a list of improvement projects. Projects are undertaken in order of importance based on an established priority schedule.

The university’s proposed uses of general R&R funds during the 2011–2013 biennium are compiled into the following categories:

FACILITIES

■ Health and safety

■ Roof replacement

■ Building mechanical systems

■ Building electrical systems

■ Code correction

■ Interior renovation

■ Exterior renovation

■ Major renovation

$ in

Mill

ions

56.1%

100%

66%

95% 50%

15%

100%

86% 96% 18%

Biennium

6%

43% 50%

25%

* 2009-11 funding assumption includes additional ARRA amounts awaiting federal approval.

HISTORY OF DEFERRED R&R FUNDING AT BALL STATE UNIVERSITY

1983–1985 to 2009–2011 Biennia

R&R Formula Amount FundedR&R Formula Amount

The process for evaluating renewal projects to be considered for general R&R appropriations combines two approaches. A long-range forecast estimates facility and infrastructure component obsolescence (life cycle) and identifies the renewal costs. This approach is then used as the basis for a physical condition survey to identify actual repair needs.

UTILITIES AND OTHER INFRASTRUCTURE

■ Electrical

■ Telecommunications

■ Water/sewage

■ Steam/chilled water tunnel

■ Sidewalk/street


Project lists by biennium for the upcoming two biennia are maintained. The lists are combined with the life cycle forecasts for three biennia beyond that to create a 10-year plan. Both long-range planning and the prudent use of current funds are necessary to meet facilities and infrastructure system renewal goals. Repairs to older facilities and infrastructure systems must be made now to prevent an even greater obligation in the future.

■ Facilities and infrastructure component renewal (life cycle): The premise of the life cycle renewal process is that facilities and infrastructure systems are comprised of a set of components or subsystems that wear out on a relatively predictable time schedule. Life cycles were determined for approximately 40 components based on industry sources, engineering publications, and the experience of the university’s facilities personnel. When this data was assembled for each facility and infrastructure system, it was first necessary to identify the construction date and previous repair, replacement, or renovation work. Once compiled, this information is used to indicate a reasonable expectation of the component failure timetable.

■ Physical survey: The actual site inspection of the facility and infrastructure systems is an important procedure in determining component conditions and replacement needs. When used with the component life cycle information, it becomes even more effective. With many facilities and infrastructure systems to analyze, this combined information facilitates a more efficient use of inspection time. The site inspection is an ongoing process driven by feedback from facilities maintenance personnel.

DETERMINATION OF PRIORITY SCHEDULE

After the on-site physical evaluations are complete, the information is used to package specific projects. The projects are then prioritized. Lower-priority projects that exceed available funding must be deferred to the next biennium. The following factors, listed in descending order of priority, are used to prioritize the project list:

■ Improvements needed to meet code compliance and health and safety standards

■ Renewal projects on a facility or infrastructure system to correct deterioration or damage that has a negative impact on instruction, such as in a classroom or laboratory

■ Renewal projects on a facility or infrastructure system to correct deterioration or damage that has a negative impact on spaces other than instructional areas, such as administrative offices

■ Repairs that produce a savings on operating costs

■ Current problems that, when correction is delayed, will cause other damage of a serious nature

■ Repair and/or replacement projects to be completed at a reduced cost when undertaken concurrently with other related higher-priority projects

■ Replacement of an obsolete system or component that is beyond economical repair

■ Improvements to components due to increased technology

The university will continue to plan for future repair and renewal projects using a process that provides for correcting current problem areas and long-range planning. This process allows the greatest return for funds invested in renewing university facilities and infrastructure systems within established guidelines for the use of general R&R funds.

Schedule F identifies the amount required during the 2011–2013 biennium for each of the categories listed. The funding formula for repair and rehabilitation produces approximately $18 million. Depending on the decisions regarding the special R&R project requests and the funding level for general R&R, the specific use of the general repair and rehabilitation funds will remain subject to change.

ACCESSIBILITY IMPROVEMENTSGeneral repair and rehabilitation funding often involves renovations and improvements of campus facilities for individuals with disabilities. In cooperation with the Office of Disabled Student Development, disability needs have been included in campus construction projects for many years.


The Americans with Disabilities Act (ADA) mandates meeting regulatory requirements while dictating the need for uniformity in building components and systems. ADA’s implications require future construction to comply with the provisions, and any noncomplying existing facility components must be upgraded to meet the requirements of the act. In accordance with ADA’s provisions, the university surveyed all public areas of the campus and identified specific needs and deficiencies to be addressed. These include:

■ accessible parking

■ access to buildings from streets or parking areas

■ entrance to buildings with automatic door operators

■ vertical access within buildings with convenient controls

■ restroom accessibility, including fixtures, fire safety, hearing assistance in classrooms and at selected telephones, and directional signage

CURRENT/FUTURE BIENNIA PLANNING FOR NON-STATE-FUNDED BUILDINGS AND PROJECTSWe must continue to develop and maintain non-state-funded assets using funding generated through alternative revenue sources. Approximately half of the facilities on the Ball State University campus have been constructed and are maintained without the benefit of state appropriations. The university will undertake several new construction and major renewal capital projects that directly address critical campus needs in the support of education that will not require state funding. These projects generally fall in the categories of student residence halls, parking facilities, performance venues, and athletic facilities.

RESIDENCE HALLS REPAIR AND REHABILITATIONWhile the university has been developing new residence hall communities to replace older facilities, other aging halls in need of upgrades must be repaired, rehabilitated, and maintained. Several residence halls on campus also will require normal renovation and rehabilitation through a process established similar to the university’s existing repair and rehabilitation plan.

MAINTENANCE OF PARKING STRUCTURESBall State operates and maintains three parking structures and acres of surface parking lots to address campus parking needs. Two of the original parking structures, constructed in 1971 and 1974, are in need of repair and renovation to structural systems to maintain these facilities for the long term. These structures, which can accommodate more than 900 vehicles, require specific renovations to existing concrete slabs to repair long-term damage from moisture and exposure to the elements. The university also has a regular maintenance schedule for existing surface parking lots to minimize more costly full replacement.

EMENS AUDITORIUM UPGRADESThe John R. Emens College-Community Auditorium, originally constructed in 1964, seats 3,600 spectators for touring Broadway shows, music concerts, student convocations and activities, speakers, and commencements. It remains an excellent venue for a variety of performing arts events and activities and a valuable asset for east central Indiana. The auditorium needs renovations to seating, systems, and interior structural elements. The facility’s original lower-level seating was completely rehabilitated in 2007, and the balcony-level seats also need to be replaced. Changes in the rigging mechanisms for productions have necessitated renovations to staging systems to accommodate more modern equipment. Such upgrades will allow Emens Auditorium to continue its tradition of providing premier events for Ball State, Muncie, and east central Indiana.

UPDATES FOR WORTHEN ARENAJohn E. Worthen Arena is an 11,500-seat multipurpose facility that serves Ball State’s NCAA Division I athletic programs in basketball and volleyball. The facility also hosts commencements, concerts, and a variety of other large special events. Built in 1991, the arena is approaching an age when certain rehabilitation projects are becoming necessary. Such projects include replacing soft joints and upgrading flashing, repointing exterior brick facades, making roof repairs, improving perimeter drainage, sealing exterior windows, and adding other new spectator amenities. Addressing these needs will allow the university to avoid costly deferred maintenance in future decades.


RESURFACING CAMPUS ROADSOver the next two biennia, the university will need to expend resources for the milling and resurfacing of certain roadways. The university has entered into an agreement with municipal authorities making it responsible for maintenance of these streets, but it has delayed resurfacing several portions of the roads because of planned road cuts to be made to accommodate safety improvements to McKinley and Neely Avenues (funded with federal dollars), the burying of geothermal hot and chilled water lines, and other campus improvements.

FUTURE CAPITAL REQUESTS FOR NEW CONSTRUCTION

EAST QUADRANGLE ACADEMIC BUILDINGIn the next few years, Ball State will begin the planning process for a new academic facility. The East Quadrangle Academic Building will be constructed in an area being developed as a new academic core. This project will include a focus on the much-needed areas of digital media, the hard sciences, nursing, and programs in the College of Applied Sciences and Technology.

Some of the classrooms and teaching labs for these programs have been renovated with modest repair and rehabilitation funds and outside grant monies. These projects have focused on facilitating important changes in programs and teaching pedagogy. However, new technology and instructional techniques require greater space. Advances in science and technology have revealed a shortage of adequate facility space for these science and technology disciplines. The East Quadrangle Academic Building will allow the university to address these critical advances and needs by providing state-of-the-art expansions of classrooms, laboratories, and new technologies.


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Project SummarySPECIAL REPAIR AND REHABILITATION

College of Architecture & Planning Renovation

INSTITUTION: Ball State University CAMPUS: Muncie

PROJECT TITLE: College of Architecture & Planning BUDGET AGENCY NO.: D-1-11-2-01

Renovation INSTITUTION’S PRIORITY: 1

PROJECT SUMMARY DESCRIPTION (ATTACHMENT A)

SUMMARY OF NEED AND NET CHANGE IN CONTRIBUTION TO EDUCATIONAL SERVICES PROVIDED BY INSTITUTION (ATTACHMENT B)

SPACE DATA (ATTACHMENT C)

AREA AFFECTED BY THE PROJECT: : 146,750 GSF 94,283 ASF

PROJECT SIZE: 166,953 GSF 110,445 ASF 66% ASF/GSF

NET CHANGE IN CAMPUS ACADEMIC/ADMINISTRATIVE SPACE: 16,162 ASF

TOTAL PROJECT BUDGET (ATTACHMENT D)

TOTAL ESTIMATED COST: $131.77 $/GSF

ANTICIPATED DATE OF PROJECT COMPLETION: Aug., 2013

ANTICIPATED SOURCES OF FUNDING (ATTACHMENT E)

State Bonding Authority Requested 2011-13 $22,000,000

TOTAL BUDGET $22,000,000

ESTIMATED CHANGE IN ANNUAL OPERATING BUDGET AS A RESULT OF THIS PROJECT(ATTACHMENT F)

$ -0- ( ) INCREASE ( ) DECREASE

NOTE: SEE ATTACHMENTS FOR SUPPORTING INFORMATION REQUEST TO BESUBMITTED WITH PROJECT SUMMARY FORM.



ATTACHMENT A&B DETAILED PROJECT DESCRIPTION/NEED AND PURPOSE

SPECIAL REPAIR AND REHABILITATION


BUDGET AGENCY NUMBER: D-1-11-2-01 Page 1 of 2

Description of Project The College of Architecture and Planning (CAP) Renovation Project is a component of Ball State University’s strategic plan to expand enrollment and improve a facility. This 146,750 square foot building has two parts. The first section was built in 1972, while the second section was added in 1980. The building is located on the southeast corner of the intersection of McKinley Avenue and Neely Avenue. The building currently houses the entire College of Architecture and Planning, including several research and service centers and institutes (such as the Institute for Digital Fabrication, the Land Design Institute, and their well-known center for Community Based Projects). After the renovation the building will continue to house CAP and its affiliated centers. CAP is the only state-supported school of architecture in Indiana. The purpose of the renovation is two-fold. First, the standard replacement, upgrading, or renovation of the building’s major mechanical and electrical services and wear surfaces will be performed. This will include upgrading of electrical systems, fiber optic cabling, plumbing, and HVAC units. A portion of the roof will be replaced, and bathroom facilities need to be expanded and made ADA compliant. Currently, there is one bathroom (men or women) per floor. Due to the tremendous increase in the ratio of female students in CAP, a second bathroom will be necessary in that part of the building. Finally, the staircases built in 1970 do not meet the “place of refuge” requirements under the ADA. This necessitates a re-design during the renovation. Second, in order to meet the need to increase enrollment in this signature program at Ball State, 13 additional studios will be constructed. A substantial amount of functional space will be re-commissioned for studio use as part of the renovation project, although approximately 16,000 square feet of added space may be necessary to achieve the overall programmatic needs of the college. Additionally, the designers will be charged with developing new space to accommodate the need for larger wood, plastic, and steel fabrication and modeling shops. The need for this specialized space reflects the technological sea-change that has occurred in the fields of architecture, landscape architecture, and urban design. In former times, students were trained and spent hundreds and hundreds of hours creating scale models of their building, landscape or metropolitan area. Today’s students draw and make models by hand during their first year of study. However, for their remaining years on campus they will additionally adopt the use of high-end CAD, GIS, and other software to create their projects. Then their designs are translated into two and three dimensional drawings or structures by the very active and sophisticated modeling, prototyping, and fabrication shops at CAP. For this reason, it is critical that the renovation include provision for larger shops to accommodate the increasing demands of the curriculum. Planning /Relationship to other capital improvement projects This renovation of this building will not interfere with or be constrained by other capital improvement projects. It physically is on the opposite end of the main quadrangle on campus where the Central Campus Project- Phase II is being completed. These two projects will not compete for parking, classroom, or other resources. This is not a phased project. Historical significance This building is not of historical significance based on age or other qualifying event.

95





Relationship to Mission and Long-Range Planning/ Contribution to Educational Services The renovation of CAP, as discussed above, is a component part of the university’s strategic plan in that it will continue Ball State’s long term view to maintain rather than to replace older campus buildings. In addition, it is directly associated with the strategic plan to increase enrollment in one of our signature schools. The addition of several studios will permit the faculty to maintain the cutting-edge curriculum that is tied to the strength and capacity of our physical and technological resources. Alternatives Considered No other alternative were given consideration, as this building is perfectly situated in a key location on campus, and was designed and constructed to be a solid and attractive addition to campus. Although it will be a challenge to create the additional studio space required by the undergraduate and graduate curriculum we determined the expansion could be best accomplished during a major renovation. Priority Ranking This project has been assigned Ball State’s highest capital priority.



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Attachment D Project Cost

SPECIAL REPAIR AND REHABILITATION College of Architecture & Planning Renovation

BUDGET AGENCY NUMBER: D-1-11-2-01 Page 1 of 1 ANTICIPATED CONSTRUCTION SCHEDULE: MONTH YEAR Bid Date April 2012 Start Construction May 2012 Completion Date Aug. 2013 ESTIMATED CONSTRUCTION COSTS: PROJECT ESTIMATED COST ESCALATION PROJECT BASIS(a) FACTORS COST

Planning Costs

Academic Facilities Planning Fund $ $ $

Other Architectural Fees 1,800,000

Construction

Structure 10,000,000

Mechanical (Plumbing, HVAC, Elevators) 6,000,000

Electrical 4,000,000

Moveable Equipment

Fixed Equipment

Other 200,000

Total Estimated Project Cost $22,000,000

(a) Based on current costs prevailing as of (month, year) July, 2010



Attachment E Source(s) of Funding

SPECIAL REPAIR AND REHABILITATION College of Architecture & Planning Renovation

BUDGET AGENCY NUMBER: D-1-11-2-01 Page 1 of 1 ESTIMATED TOTAL PROJECT COST: $22,000,000 SOURCES OF FUNDING: Annual* Payment Years Rate Prior Appropriation (Acts of __) State Appropriation Requested

Bonding Authority (Acts of 1965) $22,000,000 $1,903,110 20 years 6.00%

Bonding Authority (Acts of 1929)


Lease Purchase

Other

*Annual payment based on assumed 20 years @ 6.00%. EXPLANATION OF ANY UNIQUE FUNDING FEATURES: - Not Applicable -

99

Attachment FEstimated Change in Operating Costs

SPECIAL REPAIR AND REHABILITATIONCollege of Architecture & Planning Renovation


GROSS SQUARE FOOTAGE OF AREA AFFECTED BY PROJECT: 166,953

ANNUAL OPERATING COSTS:

Cost Per Total Personnel Supplies &Sq. Ft. Cost Services Expense

Operations

Maintenance

Fuel

Utilities

Other (Waste)

TOTAL

ESTIMATED CHANGE IN COST -$ 0 - -$ 0 - -$ 0 - -$ 0 -



Project SummarySPECIAL REPAIR AND REHABILITATION

Expansion of Tunnel Utility Systems

INSTITUTION: Ball State University CAMPUS: Muncie

PROJECT TITLE: Expansion of Tunnel Utility Systems BUDGET AGENCY NO.: D-1-11-2-02

INSTITUTION’S PRIORITY: 2

PROJECT SUMMARY DESCRIPTION (ATTACHMENT A)

SUMMARY OF NEED AND NET CHANGE IN CONTRIBUTION TO EDUCATIONAL SERVICES PROVIDED BY INSTITUTION (ATTACHMENT B)

SPACE DATA (ATTACHMENT C)

AREA AFFECTED BY THE PROJECT: : N/A GSF N/A ASF

PROJECT SIZE: N/A GSF N/A ASF N/A ASF/GSF

NET CHANGE IN CAMPUS ACADEMIC/ADMINISTRATIVE SPACE: N/A ASF

TOTAL PROJECT BUDGET (ATTACHMENT D)

TOTAL ESTIMATED COST: $ N/A $/GSF

ANTICIPATED DATE OF PROJECT COMPLETION: Aug., 2013

ANTICIPATED SOURCES OF FUNDING (ATTACHMENT E)

State Bonding Authority Requested 2011-13 $10,000,000

TOTAL BUDGET $10,000,000

ESTIMATED CHANGE IN ANNUAL OPERATING BUDGET AS A RESULT OF THIS PROJECT(ATTACHMENT F)

$ -0- ( ) INCREASE ( ) DECREASE

NOTE: SEE ATTACHMENTS FOR SUPPORTING INFORMATION REQUEST TO BESUBMITTED WITH PROJECT SUMMARY FORM.




BUDGET AGENCY NUMBER: D-1-11-2-02 Page 1 of 2 Description of Project Beneath Ball State University’s 660-acre campus, a series of tunnels connect the majority of the institution’s 104 academic, administrative, auxiliary, and residential buildings for utilities such as steam, condensate return, chilled water, compressed air, power cables, and communication cables. This hidden network facilitates efficient maintenance and repair of vital infrastructure that’s less vulnerable to outages caused by wind and ice storms while allowing for a beautiful campus free of above-ground cables and equipment. Our campus has approximately three miles of such tunnels ranging in age from 10 years to more than 70 years. Some tunnels run directly beneath sidewalks and under roadways. Years of surface cracking, followed by infiltration of salts, water, and other contaminants, have caused deterioration of this tunnel system. Further, many of the tunnels have reached full capacity with vital utility systems, making the installation of additional systems impossible and repair to the existing systems difficult. This project will install additional underground utility tunnels throughout the campus in strategic and optimum locations. For obvious reasons, the tunnels that serve the oldest parts of campus have the least space available for new services, and have the highest repair costs when a section of pipe or other transfer device is located “behind” other pipes, etc., and structurally are most in need of replacement. Accordingly, the areas that will receive the highest priority are those in the Old Quadrangle on the south end of campus. The highest priority corridors for new or expanded tunnels are generally in those areas where the original tunnel was built in the 1930s. The priority is assigned based on the age and condition of the older tunnels, and the fact that most of them are “full” and have no room for adding new lines or increasing the diameter of the original lines. In this situation, a new tunnel would probably follow the same path, perhaps even running parallel to, the original tunnel. In other words, an existing corridor would be expanded. Once the new tunnel is constructed, lines from the older sections could be rehung in new tunnel more efficiently than trying to work within the confined space of the older tunnel. In other, less congested areas, a new tunnel corridor might be routed in a new path so as to “connect up” tunnel segments that were added piecemeal over the last six or seven decades. Tunnel construction will be concrete rebar reinforced floors, walls and ceilings. All components will contain corrosion resistant materials. Within the tunnel a floor to ceiling support system will be installed that will be used for the mechanical and electrical systems to be rerouted through these tunnel sections. A lighting system and electrical outlets will also be installed. Air shafts with exhaust fans will be installed at properly spaced locations to provide adequate ventilation. Sump pumps will be installed with discharge piping to external locations to allow for removal of water that may enter the tunnel or evacuation of water should a water line break. Once tunnel construction is complete utility systems such as water, steam, condensate , communication and electrical lines can be strategically rerouted through these new tunnels. Planning Changes/ Relationship to other capital improvement projects Increasing our capacity to place a myriad of utilities in tunnels, as opposed to the “direct bury” method, permits the university planners to prepare areas for future expansion in the most cost effective manner. Also, a well-planned tunnel system results in fewer open trenching operations and road cuts as the





BUDGET AGENCY NUMBER: D-1-11-2-02 Page 1 of 2 Description of Project Beneath Ball State University’s 660-acre campus, a series of tunnels connect the majority of the institution’s 104 academic, administrative, auxiliary, and residential buildings for utilities such as steam, condensate return, chilled water, compressed air, power cables, and communication cables. This hidden network facilitates efficient maintenance and repair of vital infrastructure that’s less vulnerable to outages caused by wind and ice storms while allowing for a beautiful campus free of above-ground cables and equipment. Our campus has approximately three miles of such tunnels ranging in age from 10 years to more than 70 years. Some tunnels run directly beneath sidewalks and under roadways. Years of surface cracking, followed by infiltration of salts, water, and other contaminants, have caused deterioration of this tunnel system. Further, many of the tunnels have reached full capacity with vital utility systems, making the installation of additional systems impossible and repair to the existing systems difficult. This project will install additional underground utility tunnels throughout the campus in strategic and optimum locations. For obvious reasons, the tunnels that serve the oldest parts of campus have the least space available for new services, and have the highest repair costs when a section of pipe or other transfer device is located “behind” other pipes, etc., and structurally are most in need of replacement. Accordingly, the areas that will receive the highest priority are those in the Old Quadrangle on the south end of campus. The highest priority corridors for new or expanded tunnels are generally in those areas where the original tunnel was built in the 1930s. The priority is assigned based on the age and condition of the older tunnels, and the fact that most of them are “full” and have no room for adding new lines or increasing the diameter of the original lines. In this situation, a new tunnel would probably follow the same path, perhaps even running parallel to, the original tunnel. In other words, an existing corridor would be expanded. Once the new tunnel is constructed, lines from the older sections could be rehung in new tunnel more efficiently than trying to work within the confined space of the older tunnel. In other, less congested areas, a new tunnel corridor might be routed in a new path so as to “connect up” tunnel segments that were added piecemeal over the last six or seven decades. Tunnel construction will be concrete rebar reinforced floors, walls and ceilings. All components will contain corrosion resistant materials. Within the tunnel a floor to ceiling support system will be installed that will be used for the mechanical and electrical systems to be rerouted through these tunnel sections. A lighting system and electrical outlets will also be installed. Air shafts with exhaust fans will be installed at properly spaced locations to provide adequate ventilation. Sump pumps will be installed with discharge piping to external locations to allow for removal of water that may enter the tunnel or evacuation of water should a water line break. Once tunnel construction is complete utility systems such as water, steam, condensate , communication and electrical lines can be strategically rerouted through these new tunnels. Planning Changes/ Relationship to other capital improvement projects Increasing our capacity to place a myriad of utilities in tunnels, as opposed to the “direct bury” method, permits the university planners to prepare areas for future expansion in the most cost effective manner. Also, a well-planned tunnel system results in fewer open trenching operations and road cuts as the





BUDGET AGENCY NUMBER: D-1-11-2-02 Page 2 of 2 “pathway” exists to extend new or higher volume/higher performance/more energy efficient utilities. Finally, it is a great deal easier to monitor performance and locate “leaks” when the pipe or other transfer device is not buried underground. Accordingly, rebuilding, relocating, and extending tunnel systems are closely tied to long term campus planning efforts and make future capital improvement projects less expensive and less disruptive to traffic, pedestrians, and other above ground activity. Historical significance There is no historical significance to our tunnel system. Relationship to Mission and Long-Range Planning/ Contribution to Educational Services As discussed above, the thoughtful and proactive repair, relocation, and extension of campus utility systems is a key factor in our long range planning. While the tunnel system does not contribute directly to educational services, it is a primary means of avoiding disruption to classroom and other academic above ground activities. Alternatives Considered No alternatives were considered. Obviously, as most of our tunnels are at capacity, the alternative to repairing, relocating, and extending our tunnel system is to direct bury new utilities each time a building is constructed or is in need of a replacement utility line. Priority Ranking The tunnel program is Ball State’s second capital project priority this biennium.

ATTACHMENT C SPACE DATA

SPECIAL REPAIR AND REHABILITATION Expansion of Tunnel Utility Systems

BUDGET AGENCY NUMBER: D-1-11-2-02 Page 1 of 1 CAMPUS ACADEMIC/ADMINISTRATIVE SPACE: Gross Square Footage: N/A Assignable Square Footage: N/A TOTAL AREA IN FACILITY OR STRUCTURE: Gross Square Footage: N/A Assignable Square Footage: N/A PROVIDE A TABULAR BREAKDOWN OF THE FACILITY'S ASSIGNABLE AREA AS PRESENTLY USED AND AS PLANNED UPON COMPLETION OF THE PROJECT:

ASF TOTAL

BUILDING FUTURE USE PRESENT USE

INSTRUCTION AND LIBRARY SPACE

(a) Classroom (110,115)

(b) Class Laboratories (210,215,220,225)

(c) Libraries (410 thru 455)

(d) All Other

Sub-total

INSTRUCTION RELATED

(f) Office (310 thru 355) ------------------------ Not Applicable ----------------------

(g) All Other

RESEARCH SPACE

(h) Non-Class Laboratories (250,255)

(i) Other

Sub-total

HEALTH CARE SPACE (SUBTOTAL)

RELATED SUPPORTING FACILITIES (SUBTOTAL)

OTHER ASSIGNABLE SPACE (SUBTOTAL)

TOTAL

103




BUDGET AGENCY NUMBER: D-1-11-2-02 Page 2 of 2 “pathway” exists to extend new or higher volume/higher performance/more energy efficient utilities. Finally, it is a great deal easier to monitor performance and locate “leaks” when the pipe or other transfer device is not buried underground. Accordingly, rebuilding, relocating, and extending tunnel systems are closely tied to long term campus planning efforts and make future capital improvement projects less expensive and less disruptive to traffic, pedestrians, and other above ground activity. Historical significance There is no historical significance to our tunnel system. Relationship to Mission and Long-Range Planning/ Contribution to Educational Services As discussed above, the thoughtful and proactive repair, relocation, and extension of campus utility systems is a key factor in our long range planning. While the tunnel system does not contribute directly to educational services, it is a primary means of avoiding disruption to classroom and other academic above ground activities. Alternatives Considered No alternatives were considered. Obviously, as most of our tunnels are at capacity, the alternative to repairing, relocating, and extending our tunnel system is to direct bury new utilities each time a building is constructed or is in need of a replacement utility line. Priority Ranking The tunnel program is Ball State’s second capital project priority this biennium.


ATTACHMENT C SPACE DATA


BUDGET AGENCY NUMBER: D-1-11-2-02 Page 1 of 1 CAMPUS ACADEMIC/ADMINISTRATIVE SPACE: Gross Square Footage: N/A Assignable Square Footage: N/A TOTAL AREA IN FACILITY OR STRUCTURE: Gross Square Footage: N/A Assignable Square Footage: N/A PROVIDE A TABULAR BREAKDOWN OF THE FACILITY'S ASSIGNABLE AREA AS PRESENTLY USED AND AS PLANNED UPON COMPLETION OF THE PROJECT:

ASF TOTAL

BUILDING FUTURE USE PRESENT USE

INSTRUCTION AND LIBRARY SPACE

(a) Classroom (110,115)

(b) Class Laboratories (210,215,220,225)

(c) Libraries (410 thru 455)

(d) All Other

Sub-total

INSTRUCTION RELATED

(f) Office (310 thru 355) ------------------------ Not Applicable ----------------------

(g) All Other

RESEARCH SPACE

(h) Non-Class Laboratories (250,255)

(i) Other

Sub-total

HEALTH CARE SPACE (SUBTOTAL)

RELATED SUPPORTING FACILITIES (SUBTOTAL)

OTHER ASSIGNABLE SPACE (SUBTOTAL)

TOTAL





Planning Costs


Other Architectural Fees 800,000

Construction

Structure 4,000,000



Moveable Equipment

Fixed Equipment

Other 100,000






Bonding Authority (Acts of 1965) $10,000,000 $865,050 20 years 6.00%



Lease Purchase

Other


105




Planning Costs


Other Architectural Fees 800,000

Construction

Structure 4,000,000



Moveable Equipment

Fixed Equipment

Other 100,000







Bonding Authority (Acts of 1965) $10,000,000 $865,050 20 years 6.00%



Lease Purchase

Other



Attachment F Estimated Change in Operating Costs


BUDGET AGENCY NUMBER: D-1-11-2-02 Page 1 of 1 GROSS SQUARE FOOTAGE OF AREA AFFECTED BY PROJECT: N/A ANNUAL OPERATING COSTS: Cost Per Total Personnel Supplies & Sq. Ft. Cost Services Expense Operations

Maintenance

Fuel

Utilities

Other (Waste)

TOTAL ESTIMATED CHANGE IN COST

-$ 0 -

-$ 0 -

-$ 0 -

-$ 0 -