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SACS Self Study Report

Preface | Introduction | Section I | Section II | Section III | Section IV | Section V | Section VI | Summary

Section V Educational Support Services

An effective institution of higher education ensures that its educational programs are complemented by well-rounded support structures that stimulate the mind and encourage the total growth and development of students. A vital ingredient in this kind of support is student and faculty access to library and learning resources that not only support the educational program and appropriate research activities but also provide broad exposure to various disciplines, cultures and ways of understanding. An effective program of student development services, appropriate within the institutional context, is also integral to a sound educational experience.

The principles of an institution's effectiveness as outlined in Section III pertain to all educational support services of the institution. It is expected that each program or unit will establish goals which derive from and support the purpose of the institution, evaluate its success in achieving these goals, and demonstrate the use of evaluation in making appropriate modifications in resources, programs and services.

It is implicit in every requirement in the Criteria for Accreditation mandating a policy or procedure that the policy or procedure be in writing, approved through appropriate institutional processes, be published in appropriate institutional documents accessible to those affected by the policy or procedure, and be implemented and enforced by the institution.

Florida Gulf Coast University is committed to developing the necessary support structures for its educational programs, including faculty and student access to library and learning resources, enhancement of instructional technology, and development of programs for student growth. All units at FGCU, including all educational support services, have developed or are developing assessment processes that include the creation of goals linked to the university mission, assessment measures and activities, and plans for using the results of assessment.

Policies and procedures have been developed by Library Services, the Office of Instructional Technology, and the Division of Student Services. All policies have been or will be approved in accordance with the university's official policy process.

5.1 Library and Other Learning Resources

5.1.1. Purpose & Scope


Because adequate library and other learning resources and services are essential to teaching and learning, each institution must ensure that they are available to all faculty members and enrolled students wherever the programs or courses are located and however they are delivered.

In its mission statement, Florida Gulf Coast University recognizes the library as the "heart of the University's learning environment." The library is centrally located on the FGCU campus; and as of June 30, 1998, has 118,000 volumes. The library is open 90 hours per week over seven days and includes adequate access to its resources. Many library resources are also available through the library Web page, which enables users to access numerous databases via Internet access. Computer workstations that allow student access to the library have also been placed at selected extension sites.

In an effort to serve the five-county area, FGCU offers various on-site courses at off-campus locations and through compressed video systems. FGCU offers courses at the Collier and Charlotte campuses of Edison Community College (ECC), and at LaBelle High School, Immokalee High School, and Moore Haven High School through a lease with Edison Community College. In addition, local elementary, middle, and high schools are also used as off-campus sites, and the Executive Master of Business Administration program is offered entirely at Walden Center in Bonita Springs. The Educational Support Self-Study Committee visited various sites to ascertain the degree of Internet access to the FGCU library. While most sites offered adequate access through Internet resources, several sites had limited hours for accessing these resources.

Each institution must develop a purpose statement for its library and other learning resources services. The library and other learning resources must be evaluated regularly and systematically to ensure that they are meeting the needs of their users and are supporting the programs and purposes of the institution.

The FGCU Library Services mission statement and vision statement, developed in 1997, is available to users on the Library Services Web page and is consistent with the university mission. According to the unit mission, Library Services is a "dynamic and model organization" in collecting, conserving, and communicating information by utilizing the latest information technology. Library Services fulfills this purpose by providing access to recorded knowledge and data, while also providing instruction and assistance in the use of that knowledge and data.

Consistent with the university mission, FGCU Library Services' purpose is to "provide an electronic environment or process for teaching, learning, and accessing information wherever it is located or needed." The guiding principles for Library Services are driven by student success, learner needs, information literacy, and learner independence. Information technology at FGCU is at the heart of the delivery of instruction and information resources.

Stated goals of Library Services include the development of partnerships with local, state, and national libraries, creating collaborative learning opportunities for students, creating access for users in Southwest Florida to the FGCU library resources, honoring the past and creating the future in building the library collections, and supporting the achievement of student learning outcomes.

Two surveys of library services were conducted during the first year of the FGCU library. These two surveys support the beginning of an evaluation process, but currently Library Services does not have a formal evaluation process in place. There are plans to conduct focus groups of faculty and students in spring 1999. The purpose of these focus groups is to discuss library services from the user perspective. The FGCU annual survey to assess how FGCU "is doing as an institution of higher education" was conducted by the Office of Planning and Evaluation in spring 1998. This general university survey was given to faculty, staff, and students, and included several specific questions regarding library services. The Educational Support Self-Study Committee also conducted a library-specific survey that was given to faculty and students during May 1998. This survey, designed as a possible model for future use by Library Services, addresses specific questions concerning the adequacy of library resources in terms of quality, availability, and delivery of library services.

The scope of library and other resources, the types of services, and the variety of print and non-print and electronic media depend on the purpose of the institution. Learning resources and services must be adequate to support the needs of users. The size of collections and the amount of money spent on resources and services do not ensure adequacy. Of more importance are the quality, relevance, accessibility, availability, and delivery of resources and services, and their actual use by students, regardless of location. These considerations must be taken into account in evaluating the effectiveness of library and learning resource support.

The FGCU annual survey included questions related to library services. Faculty respondents (ranging in number from 45 to 61) rated the library as average or above average in performance (means between 3.77 and 4.47 on a six-point Likert scale) in terms of adequate resources for teaching needs, assistance provided by library staff, adequacy of instruction for student needs, electronic access to the library, and overall adequacy for the mission of the university. Faculty respondents rated the library below average (means between 3.02 and 3.43 on a six-point Likert scale) in terms of being adequate for scholarly needs, reliability of electronic access from off campus, adequacy for graduate instructional needs, and adequacy for the needs of graduate students.

The student respondents (n=285 to 304) to the FGCU annual survey rated the adequacy of the library services higher than the faculty. The library-related questions yielded mean scores of 4.2 to 5.0 on a six-point Likert scale. Students indicated that the library hours, printed holdings, library resources, helpfulness of the staff, electronic accessibility, and overall satisfaction with the FGCU Library met their needs.

The self-study library survey, conducted in May 1998, addressed more specific issues for library services. True to the university's emphasis on technology and distance learning, this survey was conducted via a Web site. All faculty members and students with an e-mail account received this survey. The self-study library survey consisted of 33 questions for faculty and 21 questions for students. The range of respondents per question for faculty was an n of 23 to 52 while the range of respondents for students was an n of 97 to 165. Respondents rated each question on a 5-point Likert scale, ranging from a 5 for strongly agree to 1 for strongly disagree.

The faculty generally agreed that the library was comfortable; the hours were adequate; the library's organization and cataloging enabled effective access to responses; the Web site was effective and helpful; the staff was knowledgeable, cooperative, and friendly; personal assistance in using the library resources was adequate for their personal needs; there was adequate access to essential reference resources at the main campus; and the reserve services were adequate for their needs.

The faculty generally disagreed that the library has adequate space for its resources; they had adequate input in preserving the collections of the library; the gifts and donation policy was adequate; there was adequate access to specialized program resources at off-campus sites; the book and serial collections were adequate for undergraduate instructional needs, as well as graduate instructional needs; and the library met their personal/research needs.

The student respondents to the self-study library survey were once again more favorable in their outlook regarding the library. Students generally agreed that the library facilities are comfortable; there is adequate space in the library to conduct research activities and to study; the hours are adequate; the Web site is effective and helpful; the library staff is effective, helpful, cooperative, and knowledgeable; personal assistance in using the library's resources and access to essential resources is adequate for their needs; and the library resources, including staff, assist them in becoming independent life-long learners and in the development of research skills.

Students generally agree with faculty that the library collections (holdings) are not adequate for their needs. Students and faculty rated the items that dealt with holdings (serials and books) the lowest of any on the survey. Students also tended to be more uncertain that the library had adequate space; that instruction on using the library's resources in class and orientation was helpful; that there was adequate access to dial-up technology; and that access to interlibrary loan was adequate for their needs.

Priorities for acquiring materials and establishing services must be determined with the needs of the users in mind.

The users of the library are faculty and students, as well as some community members. As described below in Section 5.1.3 Library Collections, the library has acquired materials from several sources: acquisition of a major collection from Upsala College, a defunct liberal arts college; transfer of materials from the Fort Myers campus of the University of South Florida; and through recent purchases. The Upsala collection was acquired because of its usefulness in supporting general education, while the USF Fort Myers materials were acquired in support of programs transferred from USF Fort Myers to FGCU. New materials are being added to the collection or made available electronically to support both transferred and newly implemented programs. Since the library has no evaluation process in place, it is difficult to know conclusively how successful the library has been in acquiring materials that meet the needs of users. The results of the two surveys indicate some concerns, particularly on the part of the faculty, that the library should investigate further through an annual evaluation process.


The FGCU Library Services staff has worked diligently to acquire essential library resources that are needed for faculty and students. The holdings are adequate for the current enrollment level, according to standards established by the Association of College and Research Libraries (ACRL). The holdings, hours of service, and emphasis on technology are the major factors in providing access to library resources, which should be available to all students and staff regardless of their location.

The issue of off-campus electronic reliability is a faculty concern, given the university's and library's emphases on technology in their respective mission statements. An inspection of several of the off-campus locations, including LaBelle High School, the Collier and Charlotte campuses of Edison Community College, and the Walden Center, found that not all sites had reliable access to the Internet when classes were offered. Although there were computers in the libraries, the hours at the Edison Community College off-campus sites were limited.

Library Services, in cooperation with the Southwest Florida Library Network, is working toward providing Internet access to all public libraries in FGCU's five-county service region. The goal is to have to have this increased access in place by June 30, 1999. This will greatly improve access to library resources to users in their communities.

According to the self-study library survey, both faculty and students find the serial and book collection not adequate for their needs. Issues regarding the adequacy of collections and all policies should be addressed with faculty. In addition, both faculty and students express concern that the library does not have adequate space for its resources. The issue of space is addressed in Section 5.1.2, Services.


R5.1.1-1 The Steering Committee recommends that a regular and systematic evaluation process be developed to determine the adequacy of the library's resources and services for faculty and students and that the results of the evaluations be used for continuous improvement.

R5.1.1-2 The Steering Committee recommends that Library Services work formally and collaboratively and communicate regularly with the faculty on issues regarding library policies and priorities of operations and library resource development.

R5.1.1-3 The Steering Committee recommends that Library Services work with the FGCU Office of Instructional Technology to ensure that computer access to the library Web page on the Internet is available at all off-site locations whenever FGCU classes are offered.



5.1.2 Services


Each institution must ensure that all students and faculty have access to a broad range of learning resources to support its purpose and programs at both primary and distance learning sites.

FGCU is committed to providing access to a wide range of learning resources in order to support educational and other programs. In its first year, Library Services inaugurated a large number of services, many of them through the Internet, that allowed wide access to library resources.

In the FGCU annual survey, students were generally pleased with library access and resources. When asked to agree or disagree with the statement, "Library resources are adequate for my needs," 82 percent of student respondents agreed to some degree, with a mean score of 4.41. When asked about the statement, "Overall, I am satisfied with the FGCU Library," 86 percent agreed, with a mean score of 4.69.

Faculty, especially those who teach graduate level courses, are less satisfied with access to library learning resources. Fifty-three percent of the faculty respondents disagreed with the statement "The FGCU Library is adequate for the needs of graduate students." When asked if faculty agree with the statement, "The resources of the Library are adequate for my scholarly needs," 61 percent of the respondents disagreed.

The self-study library survey results were generally consistent with the FGCU annual survey results. Overall, students were pleased with library access and resources. With responses ranging in number from 87 to 165 student responses, most responses ranged from 3.5 to 4.3. There were only two statements which students gave lower ratings: "The book collections of the Library are adequate for my needs" received a mean score of 3.02, and "The serial (e.g., journals, newspapers) collections of the Library are adequate for my needs" received a mean score of 3.10.

On the self-study library survey, faculty rated the library high on comfortable facilities, helpful Web site, and cooperative and knowledgeable staff. Faculty agreed with the students that the serial collections and book collections were not adequate for personal/research needs (2.14 and 2.26 respectively). Similar scores were given for the collections related to adequacy for graduate and undergraduate needs.

Basic library services must include an orientation program designed to teach new users how to access bibliographic information and other learning resources. Any one of a variety of methods, or a combination of them, may be used for this purpose: formal instruction, lectures, library guides and user aids, self-paced instruction and computer-assisted instruction. Emphasis should be placed on the variety of contemporary technologies used for accessing learning resources.

Library Services offers orientation sessions at the freshman and transfer orientations, as well as at faculty orientations. Library orientation sessions are also available for community groups. These sessions provide basic information on services, hours and personnel. Examples of the slides used are contained in the brochure, "Welcome to Your Library."

In fall 1998, Library Services offered 16 student orientation sessions and four faculty sessions on the use of library resources. These orientations took place during the first three weeks of classes. An evaluation/feedback form was distributed to users at these training sessions.

There is also computer-assisted instruction on the library Web Luis, a search engine that operates in conjunction with the other State University System (SUS) libraries, and a slide show tour of the facility on the library Web site. At the request of individual faculty members, librarians offer instruction to students related to research skills and use of the Library. Between July 19, 1997, and January 31, 1998, four librarians taught 93 such courses to over 2,100 students.

Although Library Services offers user orientation sessions, some of these sessions are not well attended. While general freshman orientation is required, transfer student orientation is not mandatory. The library has proposed an information literacy program to rectify this concern. The goal of this program is to develop learner expertise in researching, analyzing, evaluating, and managing information needed for use in academic, personal, and professional life. Although this proposal is in draft form, the program, when implemented, will seek to incorporate information technology into various skill levels of learners.

Libraries and learning resource centers must provide students with opportunities to learn how to access information in different formats so that they can continue life-long learning. Librarians must work cooperatively with faculty members and other information providers in assisting students to use resource materials effectively. Libraries and learning resource centers should provide point of-use instruction, personal assistance in conducting library research, and traditional reference services. This should be consistent with the goal of helping students develop information literacythe ability to locate, evaluate, and use information to become independent life-long learners.

Library materials include resources in various formats, including hardbound books, periodicals, microfilm, microfiche, microforms, music scores, audio-visual items and compact disks. Access to this information is available electronically, on campus in the library, or through interlibrary loan. Librarians taught almost 100 course sessions in six months to over 2,000 students on the use and accessibility of these library resources.

The library has four basic point-of-use methods that students and faculty utilize. Users can go directly to the reference desk for assistance with individual research projects; users can schedule a research consultation with a librarian, by appointment; users can go to the library computer lab help desk; or users can access services and information through the library Web page where the electronic reference desk resides.

Adequate hours must be maintained to ensure accessibility to users. Professional assistance should be available at convenient locations during library hours.

The library is open 90 hours a week during regular academic sessions. The hours are Monday through Thursday, 8 am to 11 pm; Friday, 8 am to 8 pm; Saturday, 9 am to 6 pm; and Sunday 1 pm to 10 pm. A professional librarian is available to users each evening until 9 pm, Monday through Thursday, and Sunday, 2 pm to 6 pm, or by individual appointment. Librarians also work evenings and weekends as required to meet classes for bibliographic instruction, orientations, or community open house events. The reference desk is staffed 75 hours a week and the computer lab is staffed 80 hours a week.

Based on the FGCU annual survey, students generally agree that library hours are adequate. Thirty-four percent strongly agree and another 45 percent agree that "the Library is usually open when I need it." Students also have access to numerous databases through the library Web page or through Web Luis. However, there are fewer databases and document delivery services off campus than on campus. In this modern age of technology, with electronic access to information in libraries, databases, and Web sites, the physical aspect of hours of operation may be minimized.

On the self-study library survey, students agreed that library staff are cooperative, friendly and knowledgeable, ranking these statements with a mean score of 4.2 on a five point scale.

Library collections must be cataloged and organized in an orderly, easily accessible arrangement following national bibliographical standards and conventions.

Library books and serials are organized according to the Library of Congress classification system. This is the same system used by the other universities in the State University System. Microfiche and microfilm that are back issues of journals are also catalogued with the Library of Congress classification system. Some of the microfiche are government documents which are listed in the catalog but are classified under a system designed for government documents named SUDOC. These classification systems are reviewed in the orientation sessions and handouts.

Students and faculty must be provided convenient, effective access to library resources needed in their programs. Convenient, effective access to electronic bibliographic databases, whether on-site or remote, must be provided when necessary to support academic programs.

In an effort to serve the five-county area, FGCU offers various courses at off-campus locations and through compressed video systems. FGCU offers courses at ECC Collier Campus, ECC Charlotte Campus, LaBelle High School, Immokalee High School, and Moore Haven High School, through a lease with Edison Community College. In addition, local elementary, middle, and high schools are also used as off-campus sites; and the Executive Master of Business Administration program is offered entirely at Walden Center in Bonita Springs. The Educational Support Self-Study Committee visited various sites to ascertain the degree of Internet access to the FGCU Library where they discovered some concerns.

Since electronic access to library resources is critical to FGCU's mission, several related statements were included in the FGCU annual survey. When students were asked if they agreed that "electronic accessibility to the Library is adequate for my needs," 90 percent agreed, while 66 percent of the faculty agreed with the same statement. When faculty were asked if "electronic access to the Library from off-campus is reliable," 53 percent agreed to some degree.

Faculty responses on the self-study library survey were also consistent with the FGCU annual survey on the issue of electronic access from off-site, giving a score of 2.70 to the statement, "Adequate access is provided to specialized program resources at the off-campus sites (dial up technology)."

Libraries and other learning resource centers must have adequate physical facilities to house, service and make library collections easily available; modern equipment in good condition for using print and non-print materials; provision for interlibrary loan services designed to ensure timely delivery of materials; and an efficient and appropriate circulation system. Libraries should provide electronic access to materials available within their own system and electronic bibliographic access to materials available elsewhere.

The FGCU library building currently consists of about 25,000 square feet. The library, computer lab, and library offices occupy the first floor and FGCU administrative offices occupy 10,000 feet on the second floor.

New equipment was purchased for the library when the university opened in August 1997. (The library actually opened in October 1997.) This equipment includes 52 personal computer workstations, microfiche readers, and state of the art, technology-oriented study furniture.

Interlibrary loan service is free to students and faculty because the library absorbs the cost, and there are no charges for placing interlibrary loan requests through the library Web site. Articles are mailed to distance learners free of charge, but books for distance learning students are acquired more easily and more timely through the interlibrary loan service of their local public library.


To measure the quantity of library resources available to faculty and students in support of our academic programs, one instrument utilized is the ACRL (Association of College and Research Libraries) standards. Since the collections standards are additive, the current collection of 118,000 volumes will fall below the ACRL standards at the time enrollment increases above the 1997-98 level of 1,275 FTE students. Using this formula, and accounting for the number of fields and majors that FGCU offers at the current enrollment level, the library should have 187,225 volumes or about 70,000 volumes more than the library currently holds.

The Upsala volumes provided a good basic collection. The volumes acquired from the Fort Myers campus of the University of South Florida supported the academic programs offered at that branch campus. Many of these programs continue to be offered at FGCU. The newer acquisitions, which have been purchased since 1994-95, have augmented the collection.

According to the Board of Regents formula for net assignable square feet eligible for fixed capital outlay budgeting, the library has a space deficit of about 50,000 square feet. Adding the 10,000 square feet currently used by the administration to the deficit, it climbs to 60,000 square feet. However, since the FGCU library is technology based with some students taking distance learning courses and many holdings are electronic, this deficit might not be as great as it appears. Because FGCU has an emphasis on distance learning, many students may access the library through electronic means only. The dean of library services estimates that the space deficit may be discounted by approximately 25 percent because of these factors.

ACRL standards include a facilities formula. Space for books should be 0.10-sq. ft. per volume; with 118,000 volumes, stack space should equal 11,800-sq. ft. The FGCU library currently has 9,000-sq. ft. of stacks. Therefore, the FGCU library is currently at capacity and has no room for expansion. ACRL cites space for users should be one station (25 to 35 sq. ft.) per five students. FGCU's unduplicated headcount for 1997-98 was 3,393 students. FGCU had a 1997-98 FTE of 1,275. Using the FTE measure, the study space is adequate; but using the headcount measure, the study space is inadequate. Space for staff should equal one-eighth of the two above measures. FGCU office and staff space equals 4,500 square feet, which is above the standard, but includes the non-library administrative offices on the second floor.

The library administration has outsourced processing and cataloging of holdings. According to the dean, in traditional libraries, 30 percent of the staff process and catalog library resources. At FGCU, only 10 percent of the staff handles processing because FGCU has chosen to put more staff in library public service areas. A processing/cataloging modular unit for the library has been placed behind the library and contains 1,680 sq. ft. of space. Approximately 20,000 volumes, which were in off-site storage, have now been brought to the modular unit for processing.

In FGCU's May 1998 submission of the five year Capital Improvement Plan and Legislative Budget Request, two items were included for funding related to increasing library space. The first request for $1 million is for remodeling the second floor to increase stacks and study space and is requested for 1999-2000. The second request is for an addition of 148,000 square feet to the library. Although there is no guarantee that funding will be made available, it is encouraging that the problem is being acknowledged.


R5.1.2-1 The Steering Committee recommends that administrative offices on the second floor of the library be relocated as soon as possible. Funds for remodeling the second floor and building the library addition should be aggressively pursued so that the library is able to serve the anticipated student enrollment growth.


S5.1.2-1 The Steering Committee suggests that Library Services improve user access through the Internet at off-campus sites, as well as improve the number of databases available to off-campus users.

S5.1.2-2 The Steering Committee suggests that Library Services continue to improve the orientation programs it offers by assessing user needs.

5.1.3 Library Collections


Institutions must provide access to essential references and specialized program resources for each instructional location. Access to the library collections must be sufficient to support the educational, research and public service programs of the institution. The collections of print and non-print materials must be well organized. Institutions offering graduate work must provide library resources substantially beyond those required for baccalaureate programs.

As of June 30, 1998, the Florida Gulf Coast University library has approximately 118,000 volumes. The current holdings include 111,450 books; 2,630 serial titles; 1,030 electronic serial titles; 22 microform serials; 1,630 music score volumes; 827 audio-visual items; and 1,970 sound recording items. The library also has resources that are not currently in the catalog. For example, FGCU has 68,253 government documents in microform that have been catalogued but not yet loaded into the database by the Florida Center for Library Information (FCLA). These additional documents will increase the total holdings to 186,776 items. In addition, there are a variety of electronic databases and document delivery services, which may be accessed on campus or from a distance, and interlibrary loan services.

The library holdings have been acquired from several sources. A major collection acquired in 1995 from Upsala College (now defunct) provided approximately 65,000 volumes for the basic collection in literature, humanities, history, and general education needs. An additional 35,000 volumes were transferred from the Fort Myers campus of the University of South Florida. Since 1994-95, FGCU has spent $5.5 million for library holdings, shelving, computers, and other library resources and processing. This substantial financial investment represents the university's commitment to enhancing and upgrading library holdings.

The library has proposed an information literacy program to emphasize structural concepts and dynamic processes rather than specific tools and technologies. The library has established through its electronic Web site and library holdings access for students, faculty, staff, and the community to resources at both on-campus and some off-campus sites. Access at off-campus sites is limited at present because of licensure issues, lack of staffing, physical space, and computer availability. Through the library's current and pursued agreements, Web site access for students, faculty, staff and community members to the university's resources, those of the other nine Florida public universities, major electronic databases, and the Southwest Florida Library Network has been initiated.

With current library holdings at 118,000 volumes, the ACRL allowance requirements for the library will fall below the standards when enrollment increases above the current 1,275 FTE students. Using the ACRL formula and accounting for the 16 undergraduates and 10 graduate degree programs at FGCU, the library should have 187,225 volumes instead of the current 118,000 volumes.

In the FGCU annual survey, the faculty expressed dissatisfaction with library resources for graduate students. Faculty rated the library average on adequacy for graduate instructional needs (3.11 on a six- point scale) and adequacy for the needs of graduate students (3.15 rating). In the self-study library survey, faculty agreed with the results of the FGCU annual survey about the average adequacy of the book and serial collections for their graduate instructional needs (means of 2.56 and 2.75 respectively). Faculty also rated the adequacy of the book collection below average (2.26) and the adequacy of the serial collection below average (2.14) for their personal/research needs. In addition, faculty rated the adequacy of the book collection for their undergraduate instructional needs below average (2.57) and the adequacy of the serial collection for their undergraduate instructional needs below average (2.34). Students also rated the adequacy of book and serial collection as average for their needs (3.01 and 3.10 respectively).

The print collections of the library are organized according to the Library of Congress Classification System, as are the collections at the other SUS institutions. The non-print collections, mainly microfiche and microfilm, are catalogued either under the Library of Congress or, in the case of government documents, under a system (SUDOC) designed for government documents. The Web site access to the library's print and non-print collections is comprehensive and user friendly.

The space required for the collection and users is not adequate at present. This lack of necessary space affects the physical location of present and future print and non-print collections. Although the new modular unit for processing library materials will slightly alleviate the space issue, it will not be enough.

Librarians, teaching faculty and researchers must share in the development of collections, and the institution must establish policies defining their involvement. Each library or other learning resource center must have a policy governing resource material selection and elimination, and should have a procedure providing for the preservation, replacement or removal of deteriorating materials in the collection.

According to the dean of library services, the library staff with the input of individual faculty, academic departments and the transitional University Library Committee, are systematically pursuing the enhancement of the holdings for each of the undergraduate and graduate programs. An elected faculty senate standing committee, with representation from all academic units, is planned for the fall 1998 semester to guide the development, implementation, and evaluation of library policies, including collections development.

Over the past year, library staff have drafted numerous policies. During this time, the university established a Library Faculty Transition Committee to help guide the development of policies in the library. This committee was involved in the review of policies governing the general operation of the library and provided feedback, but did not formally accept the draft policies. The transitional committee will be replaced by the faculty senate standing library committee this fall semester. Specific policies guiding the development and acquisition of the library's collections, gift policy, information literacy program, etc. will be reviewed by this committee. The policies for material selection and elimination as well as for the preservation, replacement or removal of deteriorating materials are also being developed by Library Services, and will be reviewed by the faculty senate library committee.

In the self-study library survey, faculty did not feel they had adequate input in developing the collections of the library (3.32) and in preserving the collections of the library (2.69). In addition, faculty expressed dissatisfaction with the adequacy of space in the library for its resources (2.26). Students, on the other hand, were satisfied with the library facilities and space. For the four questions related to space, students' scores were above average (3.69 to 4.31).


The university is not meeting the present ACRL standards for graduate program library resources. According to ACRL, each of the university's ten graduate programs requires a minimum of 6,000 volumes. At present the library's holdings are below the ACRL standards. The library does not have a specific numerical breakdown of volumes designated for undergraduate and graduate programs.

The library drafted policies necessary for their operation in the first year. Now that all the faculty positions have been filled, and there is a faculty senate governance structure in place, the library should work closely with faculty to revise draft policies related to the development and improvement of the collection, resource material selection and elimination, and procedures for the preservation, replacement or removal of deteriorating materials in the collection.


R5.1.3-1 The Steering Committee recommends that the faculty senate standing library team work closely with Library Services to select outsourcing arrangements and to develop library policies on the acquisition and storage of the library collection, partnerships, facility and technology utilization, gifts and donations, and services to students, faculty, and staff both on and off campus.

R5.1.3-2 Based on survey results, the Steering Committee recommends that the book and serial collection be enhanced to meet the needs of faculty and students for their undergraduate, graduate, and research needs, both on and off campus, consistent with the university's mission.

R5.1.3-3 The Steering Committee recommends that the library meet or exceed Association of College and Research Libraries (ACRL) standards for graduate program book and serial collections.


S5.1.3-1 The Steering Committee suggests that planning to increase the space available on campus for library resources be accelerated.

5.1.4 Information Technology


Although access to learning resources is traditionally gained through a library or learning resource center, a wide variety of contemporary technologies can be used to access learning resource materials. Institutions should supplement their traditional library with access to electronic information. Where appropriate, institutions should use technology to expand access to information for users at remote sites, such as extension centers, branch campuses, laboratories, clinical sites or students' homes. The institution must provide evidence that it is incorporating technological advances into its library and other learning resource operations.

The FGCU library staff has worked aggressively to incorporate advanced technology throughout the library holdings, student-use areas, and distance-delivery systems. This commitment to technology is incorporated in the library mission statement, which affirms that, "An essential characteristic of library services is that they are carried out in real space and in computer (or virtual) space. The virtual space characteristics of the library provide an electronic environment for teaching, learning, and accessing information wherever it is located or needed."

Librarians implement and augment technology systems through a wide array of services, including electronic research and consultation services, electronic ordering and delivery services, acquisition and distribution of materials from other libraries (e.g., interlibrary loan), and electronically communicating with the assistance of distance learning.

The FGCU library Web site provides access to the FGCU catalog and the catalogs of the other nine SUS libraries, course reserve materials, electronic databases, including those in the OCLC, SOLINET (Southeast Library Network), RLIN (Center for Research Library Information Network), FCLA (Florida Center for Library Automation), FIRN (Florida Information Resources Network), NOTIS, ERIC, FLIN (Florida Library Information Network), and LEXIS-NEXIS (on-campus access only). Moreover, the FGCU library provides numerous electronic data bases to users. There are more electronic resources available to on-campus users than available to off-campus users.

The library's computer systems staff maintains a state-of-the-art network for library services. The systems staff also works in collaboration with the Florida Center for Library Automation to integrate their services into the FGCU library and the State University System's combined on-line catalog, LUIS (Library User Information System). The library maintains an open computer lab with 52 workstations which provide users with access to electronic information resources, the World Wide Web, a variety of applications software, document scanning, student email, and removable storage with floppy and zip drives.

To support off-site access to technology, the library has undertaken a comprehensive program to meet the needs of its five-county service area in Southwest Florida. The library Web page is available to all users who have access to the World Wide Web. Library technology use and information may be physically accessed, during library hours, by distance learners at the Lee County campus and two regional campuses of Edison Community College and at off-site centers located in La Belle, Moore Haven, and Immokalee. These sites are leased by FGCU to provide courses in these areas. The number of sites is slated to expand throughout the five-county area commensurate with university funding and staff allocations. However, there are gaps in the access provided to the Internet at these off-campus sites.

In the FGCU annual survey, students indicated that they generally were pleased with electronic access to the library. When asked if they agree with the statement, "Electronic accessibility is adequate for my needs," 90 percent strongly agreed or agreed. Faculty, however, did not agree that electronic access to the library from off-campus was reliable. Faculty rated this statement as a 3.43 on a six-point scale.

The self-study library survey reflected many of the findings of the FGCU annual survey. When asked about the effectiveness of the library Web site, students responded with a 4.05, and the faculty responded similarly. Both students and faculty assigned a relatively low rating (3.52 and 3.21) to the usefulness of off-campus dial-up technology. More of a discrepancy appeared in student/faculty responses in the adequacy of electronic/computer file collections; students responded with a 3.70 and faculty with a 3.15. The results of the self-study library survey seem to indicate a general dissatisfaction with the quality and accessibility of library off-site technology and a similar concern for the library's electronic/computer file collection.


Library Services has incorporated many technological advances into its services and offers a wide array of resources through its Web site, which are readily available on campus. However, electronic access, via the library Web page, is not always available at remote sites when and where courses are offered. In addition, fewer electronic databases are available to off-campus users, including students' homes, than users can access on campus. All electronic databases are available at the workstations located in the library, and the library is open ninety hours each week during regular academic sessions.




S5.1.4-1 The Steering Committee suggests that Library Services closely review the information technology related questions on the FGCU annual survey and on the Library Survey for meaningful indicators of technology deficiencies (for example off-site dial-up problems and electronic/computer file collection inadequacies). Library Services staff should include faculty and students in their analyses of these data and in their goals or plans to rectify student/faculty concerns in areas of information technology.

5.1.5 Cooperative Agreements


Cooperative agreements with other libraries and agencies should be considered in order to enhance the resources and services available to an institution's students and faculty. However, these agreements must not be used by institutions to avoid responsibility for providing adequate and readily accessible library resources and services. Cooperative agreements must be formalized and regularly evaluated.

The FGCU library is a member of the Southwest Florida Library Network, the Florida Library Information Network, and the SOLINET Information Network.

Southwest Florida Library Network (SWFLN) is a network with institutional membership agreements. To become an institutional member of SWFLN the applicant must agree to honor network principles of participation to remain a member in good standing. Libraries and information centers agree to participate in the Florida interlibrary loan process in order to provide access to its materials for other library users in Florida.

Florida Library Information Network (FLIN) is a statewide cooperative network of all types of libraries for interlibrary loans and resource sharing. The State Library of Florida is responsible for the development of policy that guides the activities of the FLIN and serves as network headquarters. There are 252 members in FLIN. The online members are various public, state, university, community college, high school, middle school, and private libraries. As of April 1996, there were 16,821,484 holdings in the database.

SOLINET is a resource sharing database and interlibrary loan network serving libraries in the Southeastern United States and the Caribbean utilizing OCLC's group resource sharing capabilities.

The Florida legislature has created the Florida Center for Library Automation (FCLA) and the Community College Library Automation (CCLA) to develop and operate mandated shared automated library systems for the 10 SUS universities and the 28 community colleges, respectively.

Each organization has policies and procedures that govern its program and are evaluated to identify whether or not members are meeting their responsibilities.


Library Services has appropriate, formalized agreements that enhance the resources and services available to FGCU's faculty and students. However, there was no evidence of a system in place for FGCU to evaluate these cooperative agreements on a regular basis to ascertain their effectiveness and enhancement of services.


R5.1.5-1 The Steering Committee recommends that Library Services regularly evaluate cooperative agreements with other entities to ensure that they are effective.



5.1.6 Staff


Libraries and other learning resources must be adequately staffed by professionals who hold graduate degrees in library science or in related fields such as learning resources, or information technology. In exceptional cases, outstanding professional experience and demonstrated competence may substitute for this academic preparation; however, in such cases, the institution must be justifying the exceptions on an individual basis. Because professional or technical training in specialized areas is increasingly important in meeting user needs, professionals with specialized non-library degrees may be employed, where appropriate, to supervise these areas.

Library Services is funded for a staff of 28 full-time equivalent (FTE) positions, of which eight employees serve as either librarians or in library administration. The dean and associate dean of library services comprise the library administration, and there are 6 FTE library faculty. Each of these employees has earned, at a minimum, a Master of Library Sciences (MLS) or Master of Library and Information Sciences (MLIS). The requirement is for a master's degree from an ALA accredited program and all of library's faculty meet this standard.

According to the self-study library survey, students were pleased with the library staff. They agreed that the library staff is cooperative and friendly (4.24) and that the library staff seems knowledgeable (4.14). Faculty were also satisfied with library staff. Faculty agreed that the library staff is cooperative and friendly (4.32) and that the library staff seems knowledgeable (4.26).

The number of library support staff must be adequate. Qualifications or skills needed for these support positions should be defined by the institution.

Beyond the six librarians and two administrators, the library is funded for a support staff of 20 FTE positions. These positions support all aspects of the general operation of the library, including computer support, public service assistance, and clerical support. Qualifications and skills for all support positions are clearly defined and measured against those standards established by the State University System class code listing for those positions. All support staff in the library possess those minimum qualifications. Position descriptions and class code minimum qualifications for the library support positions may be obtained from the Office of Human Resources.

Organizational relationships, both external and internal to the library, should be clearly specified. Institutional policies concerning faculty status, salary and contractual security for library personnel must be clearly defined and made known to all personnel at the time of employment.

Organizational relationships are outlined in the organizational chart for Library Services, as well as the university's organizational chart. Furthermore, numerous handouts and pamphlets are available in the library which detail what services are available and which library staff are available to assist with those services.

Policies concerning faculty status, contracts, salaries, etc. are provided to employees, through the office of the vice president of academic affairs, or through human resources, both at the time of hiring and whenever there is a change in status. Examples of documentation available to the faculty include the United Faculty of Florida bargaining agreement and the Faculty Handbook. Support and professional staff employment issues are outlined in the human resources policies and procedures, and library staff may always request information from human resources regarding employment issues.


The number of library faculty is adequate when compared to the Association of College and Research Libraries standards, which stipulate a ratio of 500 FTE students to one library faculty. The current level of funding has been established to serve up to 3,000 FTE students. Given the six library faculty already funded, FGCU meets the ratio of 500 FTE to one librarian position.

Support staffing levels in the library also appear adequate. When compared to other universities within the state, Florida Gulf Coast University compared favorably to similar sized institutions (e.g., University of West Florida and University of North Florida). Using our funded enrollment of 3,000 FTE students, the ratio of students to support staff at Florida Gulf Coast University is 150 to 1. The University of West Florida's ratio is 180 FTE students to each support staff member, and the University of North Florida's ratio is 253 FTE students to each support staff member. Therefore, FGCU's ratio is lower (more favorable), even when using 3,000 FTE students. Enrollment in 1997-98 was 1,275 FTE students.

The employment practices, terms of employment, and compensation are available to library personnel at the time of hiring and during their employment or whenever changes occur.

Although the library appears to be adequately and professionally staffed according to several measures, during the past year an unusually large number of library staff have taken family medical and other sick leave. This has caused some staffing shortages at a critical time in the library's first year of operation.




S5.1.6-1 The Steering Committee suggests that Library Services develop a contingency plan for staff on extended, unanticipated leave.

5.1.7 Library/Learning Resources for Distance Learning Activities


For distance learning activities, an institution must ensure the provision of and ready access to adequate learning resources and services to support the courses, programs and degrees offered. The institution must own the library/learning resources, provide access to electronic information available through existing technologies, or provide them through formal agreements. Such agreements should include the use of books and other materials. The institution must assign responsibility for providing library/learning resources and services and for ensuring continued access to them at each site.

When formal agreements are established for the provision of library resources and services, they must ensure access to library resources pertinent to the programs offered by the institution and include provision for services and resources which support the institution's specific programs in the field of study and at the degree level offered.

Library Services provides distance-learning materials and activities through a number of electronic and Web sources. The library staff has been creative in acquiring the latest electronic information systems and in providing links to distance electronic sources, especially those available on the Web. Users may access the library Web site, which in turn provides links to data bases, an electronic reference desk, and electronic order forms for distance learners.

The library provides selected electronic resources to distance learners. Currently, those resources are:

1. FGCU Library Catalog (materials available at the FGCU library)

2. FGCU Course Reserves (lists of all materials on reserve in the library)

3. Electronic Databases

4. Government Resources (government resources available through the Internet)

5. News Resources on the Web (news resources available through the Internet)

6. Subject Pages (business, education, humanities, science)

7. Reference Resources (business, education, humanities, science)

The university offers courses at off-campus sites. FGCU has entered into an agreement with Edison Community College to lease space for classes at locations in the five-county area. These sites are ECC Charlotte Campus, ECC Collier Campus, LaBelle High School, Immokalee High School, and Moore Haven High School. Inspection of these sites shows limited access to computers and the Internet, which reduces students' off-site access to the library Web page, databases, and document delivery services.

Responsibility for providing library/learning resources and services and for ensuring continued access at each site is a shared responsibility between the staff of Library Services and staff of the Office of Instructional Technology. The position description for the director of technology support services states that the director is to "develop, organize and direct the operations necessary to support instructional uses of computing and classroom media hardware and software. These operations include, but may not be limited to, student public computer labs, computer classrooms, classroom multimedia podiums and projector systems, technologies used in distance education offerings, etc." The position description for the coordinator, library computer systems, states that the coordinator is "responsible for the operation, maintenance and interoperability of the Library's Ethernet-based NT networks."

The FGCU library owns a wide range of physical and electronic resources, all of which are available to users. The core of the collection is composed of 65,000 books, microforms and other materials purchased from the Upsala College library (known as the Upsala collection). The University of South Florida, Fort Myers campus (now incorporated into FGCU) contributed its holdings (35,000 volumes) as well. Students and other users have access to these materials through the Florida libraries online public access catalog, LUIS (Library User Information System), which is a Florida statewide system of individual university and interlocking university catalogs. LUIS is an electronic catalog system available to and used by all ten Florida state universities. LUIS and other library services (i.e., mission, policies, hours, and tutorials) are available electronically to distance learners via Web access. The library mails articles to distance learners, but for books, distance students use the interlibrary loan services of their local public library for fastest results.

The FGCU library also helps to ensure that all students and faculty have access to the collection and on-line services in order to support the institution's general and specific academic programs through formal agreements. Formal agreements entered into by the institution and the library normally include full library privileges, including on-line access to the library's Web page and numerous electronic services. Currently, the library is pursuing agreements with the local community college, public libraries, and the Central Florida Library Consortium, and has entered into a "contractual agreement and/or partnership" with the Southwest Florida Library Network (SWFLN). The purposes of SWFLN are:

1. To enhance and promote library and information services in Southwest Florida.

2. To encourage interlibrary cooperation among all libraries in Southwest Florida, including materials, facilities, and local experts.

3. To assist members with training and education needs to keep staff informed and current.

4. To cooperate with local, SWFLN-area and national organizations interested in the promotion of library affairs.

5. To promote professional relations and growth among library and information personnel.

According to the FGCU annual survey, students find that electronic accessibility is adequate, but many faculty disagree. When asked if "electronic student access to the library from off campus is reliable," 90 percent of students and only 53 percent of faculty strongly agreed or agreed. Clearly, there is a gap in perception between students and faculty regarding the adequacy of library electronic services.

The self-study library survey found that both students and faculty were relatively satisfied with the effectiveness of the library Web site (4.05 for students and 4.20 for faculty), yet both groups of respondents assigned relatively lower scores to the effectiveness of library dial-up sources (3.52 for students and 3.21 for faculty).


Library Services has been aggressive in providing access to library resources through electronic technology, as well as cooperative agreements with other libraries for distance learners; however, the number of electronic databases available to off-campus students and faculty is significantly fewer than those available to users on campus. The responsibility for ensuring that access to library resources is available at every site is not clear. Library Services maintains the library servers and Web page and the Office of Instructional Technology acquires and maintains equipment at the off-campus sites.


R5.1.7-1 The Steering Committee recommends that Library Services analyze the FGCU annual survey and the self-study library survey data and develop a plan of action to rectify student and faculty concerns regarding the adequacy of electronic services, especially those accessed from off-campus.

R5.1.7-2 The Steering Committee recommends that Library Services work more closely with Office of Instructional Technology to improve the quality and level of accessibility to library resources from off-campus sites.


S5.1.7-1 The Steering Committee suggests that Library Services communicate goals of the library's electronic user services to the appropriate faculty and university committees. Library Services should include faculty in the formulation of all such relevant goals and plans.

5.2 Instructional Support


To support its curriculum, each institution must provide a variety of facilities and instructional support services (e.g., educational equipment and specialized facilities such as laboratories, audiovisual and duplicating services, and learning skills centers) which are organized and administered so as to provide easy access for faculty and student users. They must be adequate to allow the fulfillment of institutional purpose and contribute to the effectiveness of learning. These requirements apply to all programs wherever they are located or however delivered.

Florida Gulf Coast University has a variety of facilities and instructional support services to support its curriculum. These include technology support services; course, faculty, and media development; WGCU-TV productions; tutoring services; career development and testing services; and duplicating services. These services support the institutional purpose in various ways and contribute to the effectiveness of learning.

Technology Support Services (TSS)

FGCU has two open-use computer laboratories, and one UNIX lab, as well as four computer equipped classrooms (three classrooms have personal computers and one has Macintosh computers). Twenty-two of the regular classrooms have multi-media podiums; the two distance learning classrooms in the Broadcast Center have multi-media podiums, and compressed video systems. Technology Support Services (TSS) provides hardware and software support for these facilities. There are lab assistants in the labs, which are open 90 hours per week, to assist users. During 1997-98, almost 32,000 signed in to use the labs. There is also a help line for assistance with the multi-media podiums or with the monitors and VCRs used by faculty in conjunction with laptop computers in the class. Phones are located on each podium for this purpose. There were 1,448 help line calls answered during the 1997-98 academic year.

Technology Support Services provides training to faculty on the use of the podiums and maintains the podiums. TSS also provides and sets up moveable equipment as needed for instruction, such as public address systems, portable p.c. carts, projectors, and other media equipment. Requests for these services numbered 523 during 1997-98 academic year. In addition, TSS videotapes classes, both for on campus and for distance learning. TSS has outsourced tape duplication for the large sections, and offers duplication services for video, audio and CD reproduction. During spring semester, TSS recorded 317 hours of classroom activity.

Technology Support Services manages the FGCU Web page and Web board, maintains the servers, and offers technical assistance to faculty with course development on the Web. Training was provided in 1997-98 for students on e-mail, Netscape, Word, Intermediate Word, Windows 95 and Mac OS2 through 52 training sessions.

Course, Faculty, and Media Development

This office provides support for course development, faculty development, and media development. Course development involves collaboration with faculty on course design that integrates appropriate technology for implementing good teaching practices. These include, but are not limited to, alternative assessment, integration of technology to enhance learning, active learning, and facilitative teaching. In 1997-98, this office initiated or completed over ninety course design and development projects. There are three instructional designers on staff who work with faculty on course design.

Faculty development includes workshops, seminars and conferences designed to promote the achievement of the same four instructional goals: (1) active learning, (2) integration of technology to enhance learning, (3) facilitative teaching, and (4) authentic assessment. In 1997-98, there were 27 faculty development/training events offered. There is a Faculty Development Advisory Council, with two representatives from each college, that reviews achievement and helps to set the agenda for faculty development.

Media development involves the creation of instructional products, such as print materials, Web sites, and digital multimedia. There are one graphic designer, two Web site developers, and one applications developer in this area. In 1997-98, 139 media/graphic/print design projects were undertaken.

Distance Teaching and Learning Support

WGCU-TV, the university's public broadcasting station, has two distance learning classrooms and one executive video conferencing room in the Broadcast Center. These three rooms are financially and technically supported by WGCU-TV and can support two-way compressed interactive video and videotaping of classes and conferences.

WGCU offers instructional support by training faculty on the equipment in these classrooms, training faculty in the use of compressed video, and broadcasting telecourses over the local PBS channel. In addition, as a service to the university and the community, WGCU identifies available telecourses, videos, and Web sites that might be of interest to university faculty as well as K-12 faculty. In 1997-98, eleven telecourses were offered and supported.

Science Laboratory

FGCU received an award from the National Science Foundation Instrumentation and Laboratory Improvement Program of $78,171. This money is to be matched by FGCU for the purchase of laboratory analytical equipment, which will initially be housed in the modular unit which was installed in June 1998. The equipment will be moved to the Whitaker Building when that facility is completed in August 2001.

Counseling and Advising Services

The Career Development Center assists students in developing an awareness of the world of work and its relationship to their academic experiences through workshops, seminars, computer software programs, career fairs, employer information and career speakers. These services include career counseling for career choice issues and education, skill development, and early career planning. A variety of career assessment instruments are available through the Career Development Center. Testing services include the administration of career interest inventories, academic testing, and personality testing. Proctoring services and test preparation services are also available. Lower division academic advising is offered through Enrollment Services in the Division of Student Services, and upper division academic advising is offered through the individual colleges.

Auxiliary Services

FGCU has a contract with a local vendor to provide copy machines and maintenance services for the entire campus. There are 42 copiers throughout the campus for administrative use and 5 copiers for student use. The administrative copiers offer a variety of services depending on the model of the copy machine, which include single page copying, duplex copying, sorting and stapling. The student copiers are limited to single page and duplex copying via the use of coins or a debit card. Most administrative copy machines are available during normal office hours. Three of the student copiers are in the library, which is open Monday through Thursday, 8:00 am to 11:00 pm; Friday, 8:00 am to 8:00 pm; Saturday, 9:00 am to 6:00 pm; and Sunday, 1:00 pm to 10:00 pm. The other two student copiers are located in Academic Building 2, which is open Monday through Sunday, 6:30 am to 11:00 pm.

Through Follett Bookstore, the university has a Kwik Kopy Printing and Copy Service. Services range from standard duplicating to customized copying and binding services. Students, faculty and staff have access to the center Monday through Thursday, 8:30 am to 5:30 pm; and Friday, 8:30 am to 5:00 pm. Hours of operation will be reevaluated and possibly extended during the 1998-99 fall and spring semesters, depending on demand.

Tutoring and Learning Services

Individualized tutoring and/or course specific study groups are provided for students in many subject areas. Many tutoring and academic development services are offered through the T-Lab. On the student services Web page, the FGCU Connection is a comprehensive and centralized list of tutorial and supplemental assistance from the FGCU community. Other Web sources are linked for easy access. Students at off-site locations can receive personal and professional writing and math assistance through this Web page. Teaching aids have also been developed to assist students in Writing, Topic Development for Essays, Editing, Reading Comprehension, and CLAST Review.

The T-Lab has 28 state-of-the-art computers loaded with tutoring, career exploration and testing software. Academic and admissions testing is available (e.g., ACT, CLAST, GRE). Trained tutors assist with AllWrite (a writing skills program), Maple (science and math), and SPSS software. A writing assistant is often available for one-on-one assistance.

In 1997-98, there were 12 tutors, and future plans are to hire additional tutors, such as a tutor for computers, and a tutor for learning disabled students. Approximately 400 students took advantage of this service an average of four sessions each over the last ten months.

Disabled Students Services

The Office of Multi Access Services promotes opportunities for full participation in university academic programs, activities, and services by students with disabilities, through the provision of reasonable accommodations and other support services. The Adaptive Learning Lab in the Office of Multi Access Services is a resource learning center for students with disabilities. Some of the features of the lab are voice dictated computers, personal assistive learning devices, talking calculator, book scanner/reading system, cassette recorders, enlarged print computer program, voice synthesized computer program, magnifiers, large mouse, TTY services, and portable keyboard for note taking to diskettes.


FGCU offers a wide variety of instructional services designed to meet the needs of its students and faculty, particularly with regard to technology and distance learning. These services include both physical and human resource assistance to students and faculty. Obviously, FGCU has taken seriously its institutional support needs as demonstrated through its creation of dedicated state-of-the-art instructional support services.

Since FGCU has only been offering classes and instructional support services for one year, there has not been any assessment of outcomes and satisfaction with the services. All support services need feedback from users in order to determine their effectiveness.

The interview process brought to light some equipment problems related to the multi-media podiums. For example, the lights in the classrooms would not dim, and there was a constant, distracting hum in the background. Moreover, the multi-media podiums limit or prevent the use of traditional instructional materials, such as slide, music cassettes, and wall maps. Users (faculty and students) should be involved in the planning for new buildings and the instructional equipment that will be placed in those facilities.


R5.2-1 The Steering Committee recommends that all instructional support services be routinely evaluated by the faculty and students for feedback on how the current services are meeting their needs.


S5.2-1 The Steering Committee suggests that faculty and students be involved in the planning for new academic facilities, including instructional equipment to be placed in those facilities.

5.3 Information Technology Resources and Systems


Information technology resources and systems are essential components in higher education. An institution must provide evidence that it is incorporating technological advances into its operations. Information technology resources must support the planning function and the educational program component of the institution at appropriate levels. These resources include computer hardware and software, databases, communication networks, and trained technical and user services staff.

Florida Gulf Coast University was created as a dynamic higher educational organization for Southwest Florida to prepare students to compete and excel in a world characterized by constant change, high levels of technology, and increased internationalization. Because embracing information technology in creative, experimental, and practical ways is central to the mission of the institution, FGCU actively incorporates technological advances into its operations and employs innovative ideas and technologies in the development and delivery of programs and services. Between 1996 and 1998, $2 million was allocated for developing the information technology infrastructure at FGCU and for integrating technology throughout the university.

According to the university's guiding principles, technology is a fundamental tool in achieving educational quality, efficiency, and distribution. FGCU emphasizes the use of technology in the curricula and employs information technology for delivery of instruction, for administrative and information management, and student access and support. The university cultivates technological literacy in its students, faculty and staff. The Strategic Plan The Use of Technology outlines FGCU's overall vision and approach to technology.

Technology Infrastructure

Administrative computing is responsible for planning and designing the information technology network infrastructure for the university and for supporting office and administrative computing. At the core of FGCU's campus network technology infrastructure is a 155Mb asynchronous transfer mode (ATM) backbone interconnecting each building. The main centralized administrative servers, such as e-mail and administrative databases, are directly connected to this backbone. Desktops and departmental servers connect to 10/100 Ethernet switches, which are connected to the ATM backbone via 155Mb ATM links.

Full-time faculty and staff have access to either a PC or Macintosh desktop (or laptop) computer. All computers have Internet access through the Florida Information Resource Network via a 1.5Mb frame-relay. The university also connects to regional data centers through the frame-relay system which uses a dedicated point-to-point T1 data line. A Shiva remote access switch allows faculty and staff to connect remotely to campus via dial-in services from distant sites.

A wide variety of current software is installed on all faculty and staff office computers. Each computer system is loaded with Microsoft Office 97 (Word, Excel, and PowerPoint), Netscape Gold (World Wide Web browser and editor), and Exchange 5.0 (e-mail). The administrative database is Oracle 7.3 Workgroup Server. All file and printer servers use Microsoft Windows NT 4.0. An integrated student records management software package (SCT Banner) is used for registration; financial aid budgeting, tracking, awarding, packaging, and disbursement; application processing; degree audits; facilities resource management; and housing applications. Some concerns have been expressed regarding Banner functionality and availability of training. Banner has recently been upgraded to Banner 2000 to help resolve some of these issues. In addition, a Web interface for Banner has been added to improve functionality and ease of use. A formal training program for the Banner system has not been developed.

While technology has been incorporated into the majority of university operations, a few technological advances have not been integrated into the university infrastructure. At the current time, FGCU does not have an automated system for document management, imaging, and workflow management. Digital signing is also not being used. Electronic Data Interchange (EDI) is being used for the management of transcripts but it is not being used for admissions, applications, testing, and other administrative services such as purchasing.

The FGCU annual survey of staff suggests that 89 percent of staff believe that there are adequate technological resources to facilitate job performance. In addition, 88 percent of staff believe that there are adequate computing resources available at FGCU.

Technology in the Classroom

FGCU has a wide variety of classrooms, computer classrooms, open computer laboratories, and special purpose computer laboratories available for student and faculty use. Technological advances have been integrated into all of the classrooms and laboratories on campus.

Computer Classrooms/Instructional Technology. There are four computer classrooms on campus (three PC and one Macintosh). Each computer classroom has 30 networked computers with Internet access and one laser printer. The computers are loaded with Microsoft Word, Excel, and PowerPoint; Netscape Gold; Eudora e-mail; and several course-specific software applications.

Open Computer Laboratories. There are three computer laboratories available for faculty and student use on campus. These labs are staffed with lab personnel who assist users with computer hardware and software. These laboratories include:

1. One open computer laboratory with 30 PC workstations, one laser printer, and one scanner maintained by Office of Instructional Technology. This lab is used for projects that require access to Microsoft Word, Excel, and PowerPoint; Netscape Gold; Eudora e-mail; and several course-specific applications. The lab is open Monday through Thursday, 8:00 am to 11:00 pm; Friday, 8:00 am to 6:00 pm; Saturday, 9:00 am to 5:00 pm; and Sunday, 11:00 am to 11 pm.

2. One open computer laboratory with 30 Macintosh workstations maintained by the Office of Instructional Technology. This lab is used for projects that require access to Microsoft Word, Excel and PowerPoint; Netscape Gold; Eudora e-mail; and several course-specific applications. The lab is open Monday through Thursday, 8:00 am to 11:00 pm; Friday, 8:00 am to 6:00 pm; Saturday, 12:00 noon to 5:00 pm; and Sunday, 12:00 noon to 5 pm.

3. One open library computer laboratory with 52 PC workstations, two Macintosh workstations, eight laser printers, one color printer, and one scanner center maintained by Library Services. The lab is open during regularly scheduled library hours. For individuals with special needs, there is a workstation with voice-activated software that allows use of any application on the system once the computer is programmed to recognize an individual voice. This PC is configured with a trackball for easier cursor movement.

Special Purpose Computer Laboratories. There are four special-purpose computer laboratories on campus that are used for a variety of educational and vocational purposes.

1. One multipurpose laboratory with 28 computers used for tutoring, testing, career exploration, and personal assessment. This lab is maintained by the Division of Student Services and is open Monday through Thursday, 8:00 am to 8:00 pm, and Friday, 8:00 am to 5 pm. The lab is also open on weekends for testing (ACT/MAT) and scheduled Kaplan review courses.

2. One high performance computer laboratory with five Silicon Graphics, five Sun Spar Workstations, six PCs, and one laser printer. This lab is located in Academic Building II, Room 256, and maintained by the Office of Instructional Technology. This lab is used for advanced technology applications such as graphics and 3-D animation. The laboratory is a secured room and hours are available by appointment.

3. One adaptive learning lab with four adaptive computers for disabled students, supported by the Division of Student Services, Office of Multi Access Services. The laboratory is open Monday through Friday, 10 am to 5 pm. Saturday hours are available by appointment.

4. One career development lab with six computers supported by the Division of Student Services. This lab is used for career resources and exploration. Lab hours are Monday, Tuesday, and Thursday from 9:00 am to 5:00 pm.

General Classrooms. Technological advances have been integrated into all of the general classrooms on campus. For example, electronic teaching podiums have been installed in the 24 classrooms that have a seating capacity of 30 or more. Special features of the teaching podium system include the ability to project multimedia instructional materials from either a Macintosh or PC platform; direct Internet and Intranet connections; complete music and sound systems; document cameras; and VHS tape and CATV feed. A touchscreen on the teaching podium allows instructor control and projection of both digital and analog instructional media. The smaller seminar classrooms in the university also are wired for Internet and campus network connection and include multimedia carts instead of electronic teaching podiums. Three science labs have been equipped with a range of modern computing, analytical, and presentation technologies for performing environmental science, chemistry, physics, and biology experiments.

The technology systems for the general classrooms, distance-learning classrooms, and seminar classrooms are maintained by the Office of Instructional Technology; and the technology systems for the science labs are maintained by science lab support staff.

Future plans for classroom development include the construction of the Whitaker Building to provide a space where researchers and educators from the university and the community and can work on educational or research projects involving science and technology. Construction on this building will begin in 1999.

Overall, faculty are satisfied with the technology available in the university classrooms. In a recent survey of faculty, 67 percent agree that instructional resources are sufficient to meet their individual teaching needs.

Broadcast Building. Through licenses granted to the Board of Regents for the State University System, FGCU manages public broadcasting radio and television stations WGCU-FM and WGCU-TV. Control of the stations was transferred to FGCU from the University of South Florida (USF) in Tampa in July of 1996. In October of 1997 FGCU opened a new, state-of-the-art broadcasting facility on campus to house the public broadcasting radio and television stations and distance learning classrooms. The mission for the radio and television stations, as originally developed by USF, was to support the educational and service functions of the university by providing Southwest Florida communities with cultural, educational, informational, and public affairs programming, services, and related activities. The stations' missions and goals are currently being reexamined through a strategic planning process with the intention of defining strategic initiatives for the next several years and operational plans for their achievement.

The radio and television stations have a combined staff of approximately 30 full-time employees and combined budgets of close to $4 million. The station managers report directly to the dean of instructional technology. The majority of the stations' funding comes from a combination of federal and state grants, underwriting, and individual memberships.

The FGCU Broadcast Building offers production, recording, editing, and master control suites for both the radio and television broadcast operations and a recording studio for the Radio Reading Service (which serves the needs of persons who are print impaired). The facility also has two compressed video and video taping classrooms and a video conferencing room that supports both compressed and satellite video teleconferences.

Technology Support

The university uses a centralized help desk to provide initial technology support. During fall semester 1997, help desk services were outsourced to Fujitsu Business Systems Corporation. During this three-month trial period, data were collected on usage, frequency of calls, and types of technology problems experienced by FGCU technology users. FGCU assumed the responsibility of providing help desk services during spring semester 1998. Data collected from the Fujitsu Business Systems Corporation were used to design the FGCU help desk, which responds to problems and provides technology information for all users of FGCU technology systems. The help desk is available to faculty, staff, and students (on-campus, off-campus, and dormitory resident users) Monday through Thursday, 8:00 am to 7:00 pm, and Friday, 8:00 am to 5:00 pm.

Technology support is provided through the organizational units of administrative computing, student services, instructional technology, and library services. Three of the colleges (College of Business, College of Professional Studies, and College of Arts and Sciences) have also allocated internal staff resources for technology support.

Administrative Computing, with a staff of 14 employees, provides a centralized service for the computing infrastructure and for the support of office computing, network services, and administrative servers within the university. This unit is responsible for providing a centralized computing and network support service for members of the university community; maintaining the university network, administrative servers, and information stored on its resources; evaluating, testing, implementing, supporting, and documenting the latest hardware, software, and networking technology; providing programming support to the Division of Administrative Services; and providing centralized help desk services through Internet and/or phone access.

Student Information Systems and Technology (a unit in the Division of Student Services), with a staff of two, is responsible for the integrated student records management software package (SCT Banner) system and the student e-mail system. Student information systems also provides service for the library NOTIS system and manages three computer labs (Adaptive Learning Lab, Career Development Lab, and Multi-Purpose Lab). The Division of Student Services has a strong Web presence. Nearly all services offered through student services are available on the Internet.

The Office of Instructional Technology, with a staff of 17, provides support and consultation services in the areas of classroom technology; instructional computing; distance learning production and delivery; and course, faculty, and media development. These services include the management and maintenance of file servers that support classrooms, instructional computer labs, and World Wide Web resources. The Office of Instructional Technology provides technical support and maintenance of classroom multimedia, computer, and distance education technology. Three instructional designers are available to assist faculty and staff in selecting appropriate technology-based delivery strategies, creating courses that are effective as distance learning offerings, developing online assessment applications, and selected general Web information resources. Graphic, Web, and digital media development staff are also available to assist faculty in the creation of instructional materials. Access to this design and development assistance has been very beneficial to faculty. On the recent annual faculty survey, 78 percent of faculty indicated that they found the instructional technology staff to be helpful in meeting their technology needs.

Library Services extensively supports information technology at FGCU. Its role is outlined in Section 5.1 Library and Other Learning Resources.

Although the diversity of educational programs and goals will be a major determining factor in the selection of information technology resources selected by an institution, there must be a reasonable infusion of information technology into the curricula so that students exit with the fundamental knowledge and basic ability to use these resources in everyday life and in future occupations. Institutions must provide the means by which students may acquire basic competencies in the use of computers and related information technology. A reliable data network should be available so that students, faculty and staff may become accustomed to electronic communication and familiar with accessing national and global information resources. There must be provisions for ongoing training of faculty and staff members so that they may make skillful use of appropriate application software. These requirements apply to all programs wherever located or delivered.

Technology in the Curriculum

Florida Gulf Coast University is committed to graduating students who can confidently use technology to compete successfully in the work market and to engage in lifelong learning. At a minimum, all courses at FGCU have a presence on the World Wide Web and e-mail capabilities. Many courses use additional technology to enhance student learning such as listservs, interactive Web-based examinations, message boards, chatrooms, etc. An inherent belief is that the effective use of technology enhances employability as well as improves the quality of our lives.

As part of all undergraduate educational programs, FGCU students acquire basic competencies in computer technology. The Integrative Program Matrix, maintained by the university Undergraduate Curriculum Team, outlines the inclusion of university goals and student learning outcomes in each college, program, and individual courses. All university undergraduate programs track university goals and student learning outcomes throughout the curriculum.

Florida Gulf Coast University believes that access to computer technologies is essential for student learning. This access can be achieved through use of computers at on-campus computing labs or FGCU-partnered distant sites, or through the use of a computer at home.

FGCU's commitment to student access to computer resources is stated in goals 1 and 5 of the university's Strategic Plan ­ The Use of Technology:

Goal 1. The University will establish and support a high-speed, reliable, and ubiquitous telecommunications network that facilitates electronic information sharing and retrieval for students, faculty, and staff from both on and off-campus locations, and defines the University as a member in the global electronic community.

Goal 5. FGCU will emphasize distance- and time-free teaching and learning strategies in order to maximize access to educational programs and to facilitate convenient, off-campus student and faculty participation in instructional offerings.

FGCU recommends, but does not require, that students own computers. Through on-campus computer labs, the university ensures student access to computers with adequate hardware and software configurations. In order to foster student success in this technologically advanced environment:

1. FGCU will establish and support computer labs on campus and support computer access at distant teaching sites.

2. The technology infrastructure at FGCU will be designed and maintained to handle students' need to access information resources and courses using technology and distance strategies. On or before the first day of class, all students will be provided with a personal e-mail account, a URL address for each registered course, and a way to access non-secured portions of the FGCU network.

3. Because students enter the university with different levels of technology user skills, learning opportunities that focus on technology will be available to incoming students. Students will have access to classes on topics regarding e-mail, the World Wide Web, and office productivity software. Training on use of different software programs will be offered on an as-needed basis.

4. Students will be provided with technology requirements of the university and the recommended minimum and advanced computer configurations for access to information resources. Individual academic programs will assist students in identifying the specific technology skills that are necessary to be successful in that particular program.

5. Technology user requirements for each course and program will be made readily available to students in course syllabi. Faculty are asked to adhere to recommended FGCU technology standards whenever possible to ease student frustration and expense.

Data collected through the FGCU annual survey indicate that FGCU is successfully infusing technology into the university and the curricula. Seventy percent of faculty find that information technology has been adequately incorporated into the curricula; 90 percent believe that the curriculum will develop students' information technology skills.

Student Technology Training

Technology training is emphasized from the moment students enter FGCU. During orientation, students are offered a Technology Survival Skills Self-Assessment Exam to assess their current level of computer skills. Technology training is then designed to meet the individual needs of the incoming student. This past year, 25 percent of the incoming students completed the self-assessment form.

The Office of Instructional Technology (IT) provides technology training to students in basic computing applications. IT offers training workshops free of charge for students in Microsoft Word, Windows 95 operating systems, Macintosh operating systems, electronic mail, and Netscape browsers. The lab assistants in the open computing labs also provide assistance to students who are having difficulty with word processing applications, database software, educational software, statistical software, electronic mail, image scanning, and multi-media software. Library Services also offers technology and information literacy courses through their research skills classes. The Division of Student Services provides tutoring services to students with individual assistance in the areas of writing and mathematics using advanced software tools to complement basic technology skills. They also provide technology support for disabled students who cannot access technology in standardized ways.

Several programs and colleges offer additional technology training to students. The College of Business offers an introduction to computers course (CGS 1100) as a common prerequisite. This course provides instruction on software tools such as spreadsheets, word processing, two- and three-dimensional presentation graphics, electronic mail, and network browsers. The course also explores computer information systems in organizations and the use of computers to enhance productivity. Prior to the formal beginning of the Executive Master of Business Administration program, students participate in an intense two-week Introduction to Executive MBA course, which includes an intensive, week-long introduction to technology. Students enrolled in the Master of Business Administration program also have hardware and software training in an MBA foundation course, ISM 6021 Management Information Systems.

The Division of Criminal Justice, College of Professional Studies, provides Web-based tutorials for distance learning students, as well as activities such as electronic mail attachments, listserv instruction, using a web browser, accessing a search engine, and posting to message boards. The School of Education, College of Professional Studies, offers several courses that provide an introduction to computers and related technologies and their function in the classroom to augment the teaching and learning process.

The Department of Nursing, College of Health Professions, offers instruction on developing professional power point presentations and critical analysis of World Wide Web resources.

Various courses in the College of Arts and Sciences also provide training in a variety of technological tools and resources.

Faculty and Staff Technology Training

The Department of Media, Course, and Faculty Development, Office of Instructional Technology, organizes training for faculty in skill areas such as Web development, presentation software, video teaching techniques, use of the electronic podiums, and instructional materials development. Over the past two years this office has offered 25 different technology workshops on multiple occasions. A faculty luncheon series entitled Teaching with Technology is offered on a monthly basis during the academic year. FGCU has organized and offered an annual distance learning conference for the past four years. The past two conferences have focused on faculty distance learning issues. Approximately 80 percent of instructional technology training resources are devoted to individual faculty project development. This unique program offers faculty one-on-one training with an instructional designer while working on a specific course-related project. This has been especially successful in assisting faculty in the development of course Web pages and presentation software.

The Division of Administrative Services offers professional development and technology training to interested faculty and staff throughout the calendar year. Courses in Beginning, Intermediate, and Advanced Microsoft Word; Excel, PowerPoint; and Exchange 5.0 are offered. While these courses are widely advertised, not all faculty and staff take advantage of this available technology training.

Policies for the allocation and use of information technology resources must be clearly stated and consistent with an institution's purpose and goals. These policies must be evaluated regularly to ensure that academic and administrative needs are adequately addressed.

The University Technology Committee (UTC) is a standing committee within Florida Gulf Coast University. Appointed by the president in 1995, this committee is responsible for developing and maintaining an information technology strategic plan; formulating, reviewing, and recommending information technology policies and practices; and ensuring that information technology policies and practices are congruent with the mission, guiding principles, goals, and policies of Florida Gulf Coast University. Approved policies are available to faculty and staff on the Marlin share drive and on the FGCU Intranet. In addition, critical policies related to information technology are disseminated to each administrative/academic unit through the deans. Currently, all information technology policies are centrally located on the Marlin share drive and on the administrative computing Intranet, which is accessible from on-campus locations only. Current policies include:

1. Design Standards for FGCU World Wide Web Resources.

2. World Wide Web Resources Policy.

3. Network Policy.

4. E-mail Account Policy.

5. Procedure for Establishing and Maintaining a FGCU Web Site.

6. Acceptable Computer and Network Use Policy.

7. Student E-mail and Remote Computer Access.

8. Upgrade/Replacement of Computer Workstations.

9. Faculty and Staff Personally Owned Computers Policy.

10. Office Productivity Software Policy.

11. Utilization of FGCU Computing Resources for Group Communication.

The University Technology Committee is currently in the process of compiling and indexing all university policies that relate to technology and placing them in a centralized location. These policies have been submitted to the Executive Staff for formal adoption. The University Technology Committee is responsible for reviewing all information technology policies on an annual basis.

The Faculty Senate has a standing technology committee that addresses technology issues of importance to faculty. The Technology Team is comprised of one faculty member representing each academic unit and the dean of instructional technology as an ex-officio member. The Technology Team functions as an advisory group to the Office of Instructional Technology, administrative computing, and other university computing support groups. The team reviews and recommends policies concerning all matters relating to university computing, including distance learning needs and requirements. A concern of faculty is that there will be some duplication of work between the University Technology Committee and the Technology Team. In an effort to avoid duplication of effort, the University Technology Committee recently proposed a change in their bylaws that would allow the facilitator of the Technology Team to serve as an ex-officio member of the University Technology Committee.

Appropriate security measures must be installed and monitored to protect the confidentiality and integrity of academic systems, administrative systems, and institutional networks.

The majority of university servers are running Windows NT, which provides appropriate security for the network. The Student Information Systems (SIS) database server and the student e-mail servers are running UNIX. Network administrators developed different levels of access to files and servers for faculty and staff that is determined by username at logon. Students at FGCU do not have access to the network servers, unless required for a class. The network administrators of the library systems, administrative systems, academic systems, and student systems monitor and protect the confidentiality and integrity of data. Incremental backups are done daily and full backups are done weekly for all servers. Recovery plans for damages incurred to the network are in effect. The recovery plans are being modified to be consistent throughout the university.

The majority of computers that are available to students have adequate security to prevent manipulation of the operating system and hard drive. Security for the desktops in the open library computer lab is implemented in layers, which provides a more comprehensive yet less intrusive control over the PCs and allows students to use the standard Windows 95 interface. There is slightly less security provided in the computers in the multi-purpose lab. The security for computers in the Macintosh lab is being developed. All computers are loaded with virus protection software. Backup of files on individual computers is at the discretion of the user.

While disaster and technology security plans have been drafted, they are not maintained in one centralized location. The University Technology Committee is in the process of compiling all disaster and technology security plans and policies into one centralized source.

There should be a clearly defined program for maintaining and replacing equipment so that they remain consistent with current technology.

Although the university has yet to adopt a formal equipment (technology) replacement policy, it has recently made a significant investment in information technology (computers, networks, telecommunications, and information systems). The University Technology Committee has adopted goal nine of the FGCU Strategic Plan The Use of Technology: "The University budgeting and funding strategies for information technology resources will ensure a continuous and stable funding base commensurate with the central role of technology in the University priorities." The University Technology Committee is working on an equipment replacement, upgrade, and maintenance plan that will be presented to the Executive Staff (the president and vice presidents).

The current Upgrade/Replacement of Computer Workstations indicates that "in order to maintain basic computer services that will ensure achieving organizational goals and objectives, all computers that are part of the FGCU network will be maintained at a level of compatibility that allows their execution of the currently supported operating system and desktop complement of software. Within available funding, replacements and upgrades to maintain the hardware to the minimum capability will be managed centrally, as will the purchase of standard workstations for new personnel. In some instances, workstations must have greater capability than is needed to meet the standard requirements. Funding and acquisition of upgrades to achieve this increased level of service will be the responsibility of the unit that owns the workstation. Installation of upgrades will be coordinated and serviced through central computing services of the university."

The Upgrade/Replacement of Computer Workstations Policy indicates that the university should keep current; however, there is no recommended practice to go along with it. It has been requested that the primary technology units (administrative computing, instructional technology, library services, and student services) inventory their respective assets and consolidate them with a recommendation to the Executive Staff for a formal replacement funding.

Regarding PCs, file servers, and network upgrading, a short-term upgrade path was built into the purchase of the hardware. The PCs, file servers, and network equipment are software upgradable to accommodate changes in standards. The network bandwidth is upgradable by increasing connections between buildings. Currently, the long-term path is to submit requests for upgrade funding through the University Technology Committee per the Strategic Plan The Use of Technology.


Florida Gulf Coast University is a new institution committed to providing major computing capability for all academic and administrative departments. All faculty and full-time staff use PC or Macintosh computers capable of running standard desktop applications on a day-to-day basis. All computers have access to e-mail and the Internet. The university has implemented an integrated student records management software package (SCT Banner). Information technology is infused into the curricula and students have ample opportunity to acquire basic and advanced competencies in the use of computers and related information technology. Multiple training classes are offered to faculty, staff, and students to enhance technological skills. Initially these classes were not well attended; however, attendance at recent technology classes has improved.

Long-range planning needs to be established to ensure that resources and services will continually be evaluated and that resources are allocated in accordance with the university's priorities. Funding sources for new activities and continuous improvement of technology have not been identified. The University Technology Committee is in the initial stage of developing a recommendation on technology resource allocation to ensure that a percentage of the university's operating budget will be set aside to update and replace computer technology.

The university has developed a disaster and back-up plan, including departmental procedures for each of the units. The University Technology Committee is overseeing the process of compiling all of the disaster recovery plans that relate to technology into one document. They will disseminate this document as appropriate.

A reliable data network and connection to the global Internet is available for all students, faculty, and staff. This network is built of all new components. The essential components of this network are covered by maintenance contracts with vendors supplying immediate round the clock support should something malfunction.




S5.3-1 The Steering Committee suggests that the University Technology Committee develop a plan for continuous evaluation of the adequacy of technology resources with the goal of maintaining, upgrading, and/or replacing those resources.

S5.3-2 The Steering Committee suggests that funding for maintenance and improvement in computer performance, networking, support services, and software should be established at levels adequate to sustain the mission of the university. This funding would be used for updating and replacing computers, networks, and software to ensure that the university's equipment is compatible with new technology and supports the institutional mission and priorities. Furthermore, a method for distribution of these funds should be developed.

S5.3-3 The Steering Committee suggests that as funding becomes available, secondary routes for Internet connections be established to enhance the reliability of accessing national and global resources.

S5.3-4 The Steering Committee suggests that Florida Gulf Coast University develop and use electronic forms whenever possible, including digital signing, document imaging, and electronic data interchange, and that the university provide more Web-based information on the university Intranet.

S5.3-5 The Steering Committee suggests that all FGCU policies and procedures relating to computing, technology security, and information technology be compiled, indexed, held in an accessible centralized location, and made available on the FGCU Intranet.

S5.3-6 The Steering Committee suggests that the university enhance funding, resources, and incentives for faculty and staff to participate in technology training and professional development.

S5.3-7 The Steering Committee suggests that a formal training program for the Banner system be offered to all faculty and staff who would benefit from using the Banner system.

S5.3-8 The Steering Committee suggests that the university examine the roles and functions of the University Technology Committee and the faculty Technology Team to avoid duplication of effort.

5.4 Student Development Services

5.4.1 Scope and Accountability


Student development services are essential to the achievement of the educational goals of the institution and should contribute to the cultural, social, moral, intellectual and physical development of students. To ensure effectiveness, the institution must develop goals for the student services program consistent with the student needs and with the purpose of the institution. Appropriate student development services must be provided for distance learning programs as well as on-campus programs.

The institution must clearly designate an administrative unit responsible for planning and implementing student development services. Appropriate policies and procedures for student development programs and services must be established.

Student development services should be given organizational status commensurate with other major administrative areas within the institution. These services must be staffed by individuals who have academic preparation and experience consistent with their assignments. In exceptional cases, outstanding professional experience and demonstrated competence may substitute for academic preparation. Exceptional cases must be justified by the institution on an individual basis. Student development services and programs must be evaluated regularly.

One of the guiding principles of Florida Gulf Coast University is that "student success is at the center of all university endeavors." To this end FGCU has established the Division of Student Services (DSS) headed by one of eight deans who report directly to the vice pesident of academic affairs.

The purpose of the Division of Student Services is to support the academic development of the students by fostering the cultural, social, moral, intellectual, and physical growth of the students at the university. According to its mission, the DDS "is to provide an intellectual, cultural and social environment that assists students in acquiring knowledge and developing skills and talents that will enhance their participation in a culturally diverse and global society. To this end, the programs and services offered by the Division are designed to facilitate learning by supplementing and enhancing the student's formal education." The goals of the Division of Student Services are three-fold:

1. To recruit, enroll, retain, and graduate a diverse, high-quality student body at both the undergraduate and graduate level.

2. To provide a learning environment in and beyond the classroom that promotes the academic success and personal and career development of students with a special emphasis on leadership skills, community service, and understanding and appreciating diversity in order to prepare them for life after the university experience.

3. To offer select programs and services that will enhance the quality of life at FGCU as well as foster positive interaction between members of the campus and surrounding communities.

The DSS, which has undergone two reorganizations since its inception in 1995, encompasses three separate but interdependent components Enrollment Services, Student Life, and Student Services Administration. Enrollment Services includes Admissions and Recruitment, Registration and Records, Financial Aid and Scholarships, and Academic Advising. Student Life includes Counseling and Student Health Services, Housing and Residence Life, Multi-Access Services, Recreation and Leisure Services, and Student Activities and Organizations. Student Services Administration includes the administrative functions of the division. A summary of the missions of these different areas, excluding Academic Advising and Student Activities which are covered elsewhere, follows.

Office of Admission, Registration and Records. The mission of the Office of Admission, Registration and Records states that "The Enrollment Services unit of the Division of Student Services places service to students and faculty first among its priorities, recognizing these persons as its primary constituency. Enrollment Services is the gateway for individuals seeking the benefits of a university education. As a repository of student information, Enrollment Services serves as a resource for faculty and staff. Therefore, the mission of Enrollment Services unit is twofold. First, to serve students and second, to support faculty in the academic process."

Several questions on the FGCU annual survey relate to the activities of Enrollment Services. Students were asked to rate the importance and the performance of various items from poor (1) to strong (6). In relation to statements regarding accuracy of recruiting brochures, clarity of admissions policies, and clarity of written instructions for registration, students indicated that FGCU was performing at appropriate levels (for all questions, the differential between importance and performance was less than 1). However, in relation to the statements regarding the awareness of graduation requirements, accurate degree requirements for programs, timely information about transfer credits, and advising services that help in the selection of appropriate courses, students indicated a wider gap between importance and performance (1.8, 1.7, 1.28, and 1.58, respectively) suggesting areas that need improvement.

Office of Financial Aid and Scholarships. The mission of the Office of Financial Aid and Scholarship (FASO) states that it "is a service-oriented unit within the Division of Student Services with primary responsibility to help students secure the funds necessary to pursue an education at Florida Gulf Coast University. Given this mission, the FASO staff assumes a proactive role in reaching out to enrolled and prospective students concerning availability of financial assistance at FGCU. The Financial Aid and Scholarships Office provides services to both traditional and nontraditional students pursuing either an undergraduate or graduate degree. Financial aid programs available for these students include scholarships, grants, loans, and student employment from federal, state, private, and institutional sources of funding."

Office of Counseling and Student Health Services. According to its mission, the Office of Counseling and Student Health Services "is to provide accessible and quality counseling, consultation, instruction, and assessment for the Florida Gulf Coast University community. The counseling staff provides services in the context of the mission, goals, and educational philosophy of the university and the Division of Student Services. With the emphasis on 'service to the student,' CSH provides confidential professional services adhering to the ethical standards established by professional associations, state licensing boards and national certification organizations."

One question on the FGCU annual survey relates to the activities of the Office of Counseling and Student Health Services. Students were asked to rate the importance and the performance of various items from poor (1) to strong (6). In relation to the statement, "Awareness of student counseling services," students indicated that FGCU was performing at appropriate levels (the differential between importance and performance was less than 1).

Office of Housing and Residence Life. According to its mission statement, the Office of Housing and Residence Life "provides for students living on-campus intellectual, cultural and social environments that maximize the student potential and enhance the educational efforts of the university. The Office of Housing and Resident Life develops programs and offers services that facilitate the student's academic progress and social maturation. It provides for the empowerment of students through leadership development and the assessment of student needs and encourages student development through programs which enhance the social and cultural environment through student activities and programs." Because on-campus housing did not open until August 1998, no survey questions were asked on the FGCU annual survey relating to the performance of the Office of Housing and Residence Life.

Office of Multi Access Services. According to its mission statement, the Office of Multi Access Services "strives to assist students in the educational experiences offered by the university. Programs and services offered by the department enhance curricular and co-curricular learning through opportunities to experience and learn about diverse cultures, abilities and global perspectives. OMAS primarily serves underrepresented students, students of diverse cultural/racial/ethnic heritage, students with disabilities, international students and FGCU students pursuing international exchanges. OMAS assists students with documented disabilities to receive reasonable accommodation and other support services. Multicultural and diversity programs, sponsored by OMAS, provide opportunities for students to affirm, share and learn about their own and others' cultures. International students are guided by OMAS through the process of entering and succeeding in the university including assistance with admission, immigration matters, orientation, cross-cultural adjustment and successful study and living in the United States. OMAS also provides information, resources, and support services for FGCU students desiring the valuable and enriching experience of going abroad."

One question on the FGCU annual survey relates to the activities of the Office of Multi Access Services. Students were asked to rate the importance and the performance of various items from poor (1) to strong (6). In relation to the statement, "A university that supports diversity," students indicated that FGCU was performing at appropriate levels (the differential between importance and performance was less than 1).

Office of Recreation and Leisure Services. According to its mission, the Office of Recreation and Leisure Services "is to provide services to enhance the educational mission of the University and the Division of Student Services. It is a goal of the office to promote a healthy lifestyle, and improve the quality of life for all campus members including the students, faculty, staff, and their families. The Office of Recreation and Leisure Services (RLS) provides diversified programs and facilities to enhance participants' cooperative team work, spiritual awareness, intellectual stimulation, personal development and just plain fun."

Two questions on the FGCU annual survey relate to the activities of the Office of Recreation and Leisure Services. Students were asked to rate the importance and the performance of various items from poor (1) to strong (6). In relation to the statements concerning the contribution of collegiate athletics and the opportunity to be involved in extra-curricular activities, students indicated that FGCU was performing at appropriate levels (the differential between importance and performance was less than 1).

In addition to developing clear mission statements for its various units and programs, the Division of Student Services developed, in April 1996, a Five Year Strategic Plan that outlines specific goals and objectives that enhance the mission of the division and the university. In addition, the plan includes an outline of the way in which each unit and program within student services supports these goals and objectives. One question on the FGCU annual survey relates to the activities of the Division of Student Services. Students were asked to rate the importance and the performance of the division from poor (1) to strong (6). In relation to the statement, "Overall effectiveness of Student Services," students indicated that FGCU was performing at appropriate levels (the differential between importance and performance was less than 1).

In addition to offering face-to-face access to its units and programs, the Division of Student Services has numerous services available for distance learners through the Internet and through the use of e-mail or telephone. Currently, students can apply for admission and financial aid; register for courses; review course schedules and the course catalog; check grades and records; receive tutoring assistance; and access career development services through the Internet. Through this accessibility, distance learning and evening students have the same services available as those students that are on-campus. They can also update their address/phone, obtain university-issued student identification cards, and receive information about almost all other DSS services. To facilitate student access to these services, all students at FGCU have e-mail addresses and computers are available on-campus and at off-campus sites where they can access the Internet. In addition, the housing complex has computer labs for residents.

The Division of Student Services has drafted policies and procedures for its various programs and services. The Office of Admissions, Registration and Records has developed clear guidelines, procedures, and criteria for such things as admission to the university, class attendance, graduation, grade point average, grade changes, incomplete grades, academic behavior, and transfer evaluation.

The Office of Financial Aid and Scholarships has developed clear guidelines and procedures for the awarding of financial aid, including loans, grants, and scholarships.

The Office of Counseling and Student Health Services has developed procedures for mental health emergencies, counseling, and health services.

The Office of Housing and Residence Life has created a comprehensive guide that includes policies and procedures for all aspects of on-campus residential life.

The Office of Multi Access Services has developed policies and procedures for many of its services, including use of the adaptive learning lab.

The Office of Recreation and Leisure Services has developed policies and procedures for intramural sports, club sports, outdoor adventures, and the use of the Wellness Center.

In addition, the Student Guidebook includes detailed policies for student conduct, grievances, and grade appeals. The Student Code of Conduct, included in the Student Guidebook, has been reviewed and has undergone the state-mandated process of promulgation which includes a public hearing, review for consistency with state statutes, and publication in local newspapers for public comment. The Student Code of Conduct has been granted state approval. The Student Guidebook is available on the Internet, and a hard copy has been published.

The Division of Student Services has the same organizational status as the other academic units at the university. All employees have the academic preparation and experience necessary for their current positions. Current vacancies include the coordinator of student life, the career development coordinator, and an admissions specialist.


The Division of Student Services, the administrative unit designated to oversee student development services, has created clear goals that support the mission of the university and that contribute to the broad development of the students. In addition, the Division of Student Services has developed an array of programs and services for both on-campus and distance learning programs and courses that focus on the cultural, social, moral, intellectual, and physical development of the students at Florida Gulf Coast University.

Policies and procedures for most of the areas within student services have been developed, and some have been approved through the university policy approval process. In some areas, however, such as tutoring services, policies and procedures have not been developed. The Student Code of Conduct has been granted state approval.

While individual programs within the Division of Student Services have been evaluated by program participants, no formal evaluation process for student services involving the entire student population has been established. Most importantly, clear evaluative data on the effectiveness of programs for distance learning students have not been gathered.


R5.4.1-1 The Steering Committee recommends that policies and procedures related to student services not yet finalized be submitted for approval in accordance with the university's official policy process.

R5.4.1-2 The Steering Committee recommends that a systematic process be developed for an ongoing and broad-based internal and external evaluation of the programs and services of the Division of Student Services and that this information be used to improve the processes, procedures, and organizational structure of the unit.

R5.4.1-3 The Steering Committee recommends that the university investigate the student services needs of students enrolled in distance learning courses and develop a plan for addressing any unmet needs that may be identified.


S5.4.1-1 The Steering Committee suggests that the Division of Student Services continue efforts to fill vacant positions within the division.

S5.4.1-2 The Steering Committee suggests that the Division of Student Services continually review its goals and programs to ensure that the changing student services needs of students are continuously being addressed.

5.4.2 Resources


Human, physical, financial and equipment resources for student development services must be adequate to support the goals of the institution. Staff development should be related to the goals of the student development program and should be designed to enhance the staff competencies and awareness of current theory and practice.

The Division of Student Services is organized into several administrative units under the direction of the dean of student services and two associate deans. Directors administer admissions; financial aid and scholarships; student information systems; recreation and leisure services and the Wellness Center; counseling and student health; multi-access services; and residence life. Each director is supported with staff at the associate/assistant director, coordinator, or specialist level. In addition, clerical support is provided to each unit.

The offices of the division are housed in Student Services Building 5 and Student Services Building 6 (Wellness Center). The student housing office is located in the commons area of the student residence hall. Buildings 5 and 6, which contain approximately 19,000 square feet of space and approximately 7,700 square feet of space respectively, meet the identified needs of the division. Each office in these buildings is equipped with appropriate workstations, furniture and computers, which allow access to Banner, an integrated student records management system.

The housing of student information systems within student services is unique among State University System institutions. Banner software is used to track recruiting efforts; process admissions applications; organize and maintain the institution's course catalog and schedule; manage the usage of space on campus; register students in class; preserve and secure the institution's academic records; audit students' progress toward a degree; award financial aid; and track charges and payments to the university. Several auxiliary components are also in place to enhance and extend the functionality of Banner.

The division contracts part of the operation of the server housing the student information system to the Central Florida Regional Data Center (CFRDC). CFRDC houses and operates the server that contains the Banner database, acting as its system administrator, and assists FGCU staff in administering the Banner database. CFRDC, which provides very specialized technical services that would be difficult and expensive to fill locally, is cost-effective, preserving rate (salary resources) for other areas during the university's early years.

The division's staff retains the responsibility for some system administration, some database administration, overall management of the system, all technical and functional support, all security administration, ongoing implementation of sub-systems, and the functional usage of Banner.

The Wellness Center houses exercise equipment and locker facilities, in addition to workstations and furniture. There is also an outdoor student recreation area adjacent to student housing.

The total 1998-99 initial Education and General (E&G) allocation for student services was $1,787,714. This represented 5.47 percent of the university's total initial E&G allocation of $32,668,743. This percentage compared favorably to that at institutions which have student services operations that are similar to that of FGCU, namely Florida Atlantic University (FAU), and the University of South Florida (USF). The percentages of total E&G allocations for student services at FAU and USF were 5.29 percent and 4.52 percent respectively.

Resources to the individual units within the division are allocated on the basis of consistency with university and division mission and goals. Associate deans develop their respective budgets through an analysis of unit needs. The proposed budgets are submitted to the dean for review and then submitted to the vice president of academic affairs.

The division is also supported through the allocation of Activities and Services (A&S) funds generated through student fees. The total amount of A&S funds allocated to the division was $300,000 during 1997-98. Distribution of A&S funds is controlled by the Student Government Association. During 1997-98, A&S funds were allocated as follows:

1. SGA Clubs and Organizations $36,100

2. Administration $139,752

3. Student Association/Development $124,148

Fourteen clubs and organizations were funded through SGA clubs and organizations, with $3,500 held in reserve for new clubs (# 1). Administrative allocations supported the Office of Multi Access Services, the Family Resource Center, the recreation director, a coordinator position, tutors (formerly in Personal and Academic Counseling, now Counseling and Student Health Services), and a student development career position and job reclassification (# 2). Student supported the Office of Student Development, Recreation and Leisure Services, and the Student Government Association (# 3).

Staff development opportunities are provided for division staff. The division conducted staff retreats during October 1996 and August 1997. The content of the retreats included exposure to the university's guiding principles and a general overview of the university's and division's policies and procedures. Specific training was focused on diversity and sexual harassment issues and providing excellence in student services. Division staff have participated in numerous activities to enhance their expertise in student services.


The human, physical, financial, and equipment resources provided to student services are adequate to support the mission of the university. Allocations were comparable to those provided to two State University System institutions, which have student services operations similar to that of FGCU.

Division personnel receive adequate training to carry out their roles and responsibilities. A review of documents related to staff retreats and conferences and workshops attended by staff confirmed that division staff are provided with opportunities to enhance their competencies and awareness of current theory and practice in the various aspects of student services.




S5.4.2-1 The Steering Committee suggests that the Division of Student Services monitor the Banner student information system for cost effectiveness and efficiencies and consider bringing it in-house as the university grows.

5.4.3 Programs and Services Counseling and Career Development


Each institution should provide personal counseling services for students, as well as a career development program. An effective career development program should include career information and planning, placement services, career counseling, testing services and follow-up activities. There should be clearly specified policies regarding the use of career development services by students, alumni and employers.

Counseling and Health Services (CSHS) provides a holistic center to assist students in implementing their life and career goals while pursuing a successful academic program at FGCU. The primary mission of the CSHS office is to provide personal counseling, consultation, referral, outreach programs, emergency on-call services, victim assistance, and testing services to currently enrolled students. Student responses to survey data concerning CSHS indicate that student awareness of student counseling services on campus is important (4.15, on a 1-6 scale, where 6 is extremely important) and it is being adequately provided (3.98 on a 1-6 scale where 6 is excellent performance).

CSHS offers individual and group counseling, personal consultation, and referrals as a free, confidential student service. CSHS provides career-vocational counseling as well as educational and developmental programs. Victim assistance services, in cooperation with the university police, offer information, counseling, and referrals to students and the university community who have been victims of crime or who are in abusive or difficult relationships. The CSHS also provides emergency on-call counselors, 24 hours a day, for mental health emergencies that happen on campus. Published procedures state that the on-call counselor can be reached through the university police.

CSHS also includes the Career Development Center (CDC). This office, through one-to-one advising sessions, classroom presentations, and group presentations, provides career information and employment trend information. The staff assists students in developing an awareness of the world of work and its relationship to their academic experience through helping students understand, develop, assess, and incorporate their interests, skills, and values as they relate to career development as a lifelong process. By participating in career development and planning, students have access to information, resources, programs, workshops, and services to make informed career choices inside and outside the classroom. The Career Development Center Office Manual indicates that the staff provide services, resources, workshops, skill assessment, and learning style assessment (through SIGI PLUS and the Learning Style Inventory) and other programs for currently enrolled part-time and full-time students, alumni, staff, and faculty.

Workshops and seminars are offered on portfolio development, interview skills, and job search techniques. CDC also sponsors two career fairs a year, one in the fall and another during the spring, which advertise permanent full-time positions. The CDC also sponsors mini career fairs conducted throughout the year, which focus on major fields of study. The office works with employers to plan career information workshops and provides a speaker series to inform and educate the students. In addition, on-line career exploration is provided at five computers in the center. Access to an on-line job bank provides a database of jobs including open positions posted by local, regional, and national employers. Finally, CDC maintains a career resource library of career books, videos, software, labor markets, and employer information that is available to students, alumni, and staff/faculty.

The CDC also maintains a listing of current career/job vacancies that employers have sent to the university and provides interviewing opportunities for students. CDC is in the process of implementing computer software that is Web based whereby employers can post job vacancies and students can apply for those vacancies on-line. Once fully operational, students will be able to build resumes on-line, download the resumes for review by the staff, and post resumes in the resume bank. Students registering resumes on-line will be able to view current positions and post resumes to companies. The CDC office, located on campus, has a Web presence for students at a distance.


The Counseling and Health Services Office in its current configuration provides the necessary level of services for this year; however, with the considerable growth expected in the student population, a staffing and services plan should be developed to cover the projected need for increased services in counseling and tutoring and career planning. As FGCU graduates more students, the Career Development Center staff will need to develop a plan to address the needs of FGCU alumni requesting services.




S5.4.3.1-1 The Steering Committee suggests that the Division of Student Services finalize all policies and procedures related to counseling and career development services and submit them for formal approval. Student Government, Student Activities and Publications


The institution must develop a statement of the student's role and participation in institutional decisionmaking.

The institution must have an activities program appropriate to its purposes and encompassing student interests. The institution must develop policies and procedures governing the supervisory role of the institution over student activities.

Student publications can contribute to the establishment and maintenance of an atmosphere of responsible discussion. When student publications and other media exist, the institution must provide a clearly written statement of the institution's responsibilities regarding them.

Student Government. According to the FGCU mission statement, "The University is dedicated to the highest quality education that develops the whole person for success in life and work. Learner needs, rather than institutional preferences, determine priorities for academic planning, policies, and programs." In addition, the FGCU guiding principles affirm that "student success is at the center of all university endeavors" and that the university practices "collaboration in governance, operations, and planning." Based on these principles, student government at FGCU is an organization of student leaders working together with the university administration to represent and empower the student voice. The student government at Florida Gulf Coast University, pursuant to Chapter 240, Florida Statutes, is referred to as the "Student Government Association (SGA)."

The Student Government Association at FGCU was created to provide an intellectual, social, and cultural environment that maximizes student potential and enhances student success. The SGA provides equal representation for all students at FGCU. The SGA serves as a bridge between the student body and all aspects of FGCU and acts as the official voice through which student opinions may be expressed. In the key area of policy development and approval, the university's official policy process requires that the university Policy Review Committee include a representative of the student body.

The SGA, as the elected organization which represents the student body, is charged with serving and protecting all students under a united organization consisting of an executive, judicial, and legislative branch of government. In addition, SGA serves and protects all students through the Student Government Programming Board and Safe Passage at Night (SPAN). These two agencies operate under SGA on behalf of the student body. The branches and agencies of SGA provide students with opportunities to participate in institutional decision-making issues, according to policies promulgated in the constitution of the Student Government Association.

SGA has two responsibilities to the student body in relation to its participation in institutional decision making. First, the SGA president appoints student representatives to various voting and non-voting positions on university-wide committees, boards, and councils, such as the Institutional Effectiveness Committee, the Self-Study Steering Committee, the Code of Conduct Committee, and the Faculty Senate. Second, the SGA senate is charged with approving and allocating student government's activity and service fees and the budget. SGA is responsible for the planning, funding, and arranging university-wide student activities. The associate dean of student life is responsible for the supervision of SGA.

Involving students on committees and councils ensures student representation and feedback. In addition, the actions of SGA representatives serving on university-wide committees ensure the development of new programs to benefit students. For example, SGA and the university administration created Safe Passage at Night (SPAN), which is an on-campus nighttime service to escort students across campus during the evening hours so those students do not have to walk alone.

Student Activities/Organizations. The university supports a variety of student activities and student organizations for their co-curricular value, their role in the general education of students, and as an asset to the university community. Student activities and organizations are governed by Rule 6C10.4004, Florida Administrative Code, information from which is incorporated in the Student Guidebook.

The Office of Student Life provides overall coordination of student activities and has the responsibility for approving student organizations. Such approval may involve recognition or registration. In addition, the office provides budget and program development assistance and leadership training for all student organizations, as needed.

Organizations that are "recognized" by the Office of Student Life may apply for activity and service funds from the Student Government Association; use the university name/logo when advertising; and reserve space on campus for events and meetings. Recognized organizations may not have a restrictive clause for membership or require membership fees.

Organizations that have "registered" status may hold meetings on campus and may utilize university facilities by applying for space through the Office of Student Life. These organizations can have a restrictive clause for membership and can require membership fees. These groups may not apply for activity and service fees or use the university name/logo when advertising.

The Student Government Programming Board, an agency of the Student Government Association, offers opportunities for student involvement and oversees activities in the following areas: cinema, concerts, cultural arts, promotions, special events, speakers, video production, and comedy. Other student groups reflect academic/pre-professional/honorary, religious, club sports, social, minority, international, or service interests.

Membership in student organizations is open to any student who is currently paying fees and enrolled with Florida Gulf Coast University. FGCU faculty, staff, and alumni may be non-voting members. In order to comply with Florida Gulf Coast University's commitment to non-discrimination, no discrimination shall be made on the basis of gender, race, color, creed, age, religion, disability, national origin, marital status, parental status, or veteran status.

Student Publications. The student newspaper of FGCU, the Eagle, provides the campus community with information, entertainment, and a forum for dialogue. The Eagle is published weekly and serves as a primary news source, opinion, and entertainment for the campus community. The Eagle has a staff of reporters and editors who report to a managing editor. A faculty advisor is assigned to the newspaper to offer advice or guidance as requested. The newspaper is funded in part by advertising, although most of the funding comes from the activity and services fees administered by the Student Government Association. In 1997-98 newspaper staff were housed on campus in Building 5; additional space in a modular unit behind Building 5 has been has been made available for production.

The Eagle staff, with the cooperation of the university administration, has created a mission, policies, and procedures statement that clearly defines the goals and operating procedures of the newspaper and that clearly establishes the university's relationship to the newspaper. The mission states that "The Eagle will be independent of the Student Government Association, Division of Student Services, and Division of Academic Affairs, in order to maintain the autonomy necessary for a news medium. The Eagle will be responsible to serve the interests of the greater Florida Gulf Coast University community and will be held accountable to all components of this community through the University Editorial Board." This statement includes a detailed definition of the composition and role of the University Editorial Board, noting that "Florida Gulf Coast University will participate in the oversight of the student newspaper through the University Editorial Board." The mission, policies, and procedures statement is under review by the Deans Council. The university is working with the leadership of the Eagle to develop an appropriate relationship that recognizes the role of the Eagle as a student newspaper and as a training ground for students interested in journalism.


FGCU, which supports the SGA and the student body participation in institutional decision making through various avenues, has clear procedures for student participation in governance of the institution. Students are given the opportunity to grow and develop through their active involvement on campus and university issues. These activities are governed by the SGA constitution and are supervised by the associate dean of student life.

Student elections are regulated by policies in the SGA constitution and are conducted and overseen by the Election Supervisory Board, which consist of students and the advisor of SGA. Students develop leadership and administrative skills through participation in all functions and programs provided by SGA and the university.

Activity and service fees allocated by SGA or recommended by the SGA Programming Board provide funding for student activities and organizations. Additional funding for organizations comes from group fundraising activities. All student organizations have faculty/staff advisors who serve in a supportive and volunteer basis. Organizations range from honorary to academic to interest groups. These organizations contribute to the intellectual, social, and professional development of students and provide leadership opportunities. Student activities and campus events from the Student Government Programming Board allow for campus unity and fellowship.

The Student Government Programming Board and student organizations are currently advised by the associate dean of student life and will be advised by the coordinator of student life when the position is filled. All administrative functions are performed in the Office of Student Life. The coordinator of student life will meet regularly with SGA and provide leadership and direction. All campus organizations have access to conference rooms and campus facilities for meetings and social events.

The Eagle has been available to the campus community since October 1997. During its first year of existence, the Eagle provided readers the opportunity to submit articles and information in order to inform the campus community. This publication addresses the needs of the campus community and allows for editorial writing. It is funded through activity and service fees allocated by SGA and has a faculty advisor who provides guidance in maintaining the quality of the newspaper. The mission, policies, and procedures, including a clear statement of the university's relation to the newspaper, have been developed and are being reviewed.




S5.4.3.2-1 The Steering Committee suggests that the university continue to ensure that students are appropriately involved in decision making. Student Behavior


The institution must publish a statement of student rights and responsibilities and make it available to the campus community. The jurisdiction of judicial bodies (administrative, faculty and student), the disciplinary responsibilities of institution officials, and all disciplinary procedures must be clearly defined and broadly distributed.

The office of the dean of student services is responsible for providing information to students regarding student rights and responsibilities and disciplinary procedures. Further, it is the goal of the office of the dean of student services to assist all students in interpreting this information and utilizing it as they travel through the various academic programs at FGCU. The dean of student services is the university official responsible for maintaining, modifying, and implementing polices regarding student behavior. The associate dean of student life, who reports directly to the dean of student services, administers student discipline. Statements of student rights and responsibilities are developed in accordance with Rule 6C10.4001, Florida Administrative Code, and are specified in the FGCU Student Guidebook, which is published annually. Copies of the Student Guidebook are located in the Office of the Dean of Students, the Office of Admissions, Registration and Records, the University Store, and Residence Housing. The Student Guidebook is also available on the Web. In addition, students of FGCU have available to them the services of the university ombudsperson, who reports directly to the president of the university.

Policies and procedures for dealing with academic misconduct have been developed in accordance with Rule 6C10.4001, Florida Administrative Code, and are outlined in the Student Guidebook. Misconduct for which students are subject to discipline includes dishonesty, such as cheating, plagiarism, knowingly furnishing false information, or being in unauthorized places such as offices and buildings after hours or a professor's office without permission.

The university has a Drug-Free Workplace/Drug-Free Schools policy statement in accordance with the Drug-Free Schools and Communities Act amendment of 1989 (Public law 101-226). The university has a no-tolerance policy for illegal drugs. Violation of federal, state, and local laws regarding possession, use, or distribution of illegal drugs and sales of alcohol on campus are reason for disciplinary sanctions up to and including expulsion and termination.


The university has clearly defined policies regarding students' rights and responsibilities, disciplinary procedures, and judicial bodies. These policies are published in the Student Guidebook.




None. Residence Halls


If an institution has residence halls, it must develop policies and procedures governing them and must take reasonable precautions to provide a healthful, safe and secure living environment for the residents. The learning environment in the residence halls must support the educational mission of the institution. An adequate staff organization should be given responsibility for the administration of the residence hall system. The staff should have sufficient academic training and experience to enhance the learning environment in the residence halls.

The Office of Housing and Residence Life is responsible for providing students with opportunities to live and learn on campus. The university opened its first residence halls on August 24, 1998. The mission of the housing program is to provide affordable housing for single students and develop a residential learning environment. The residence halls include six housing complexes that can accommodate 250 residents.

The residence hall staff has one full-time, live-in professional staff member (director) and a senior secretary. In addition, there are six resident assistants who are carefully recruited and trained by the professional staff of the Division of Student Services. Additional staffing will be filled through student assistants. The director is responsible for the training and development of the housing staff. Resident assistants learn first aid and CPR. On-site security is available 24 hours a day, 7 days a week. For added safety and security, emergency panic buttons are located throughout the apartments and on the campus site. In addition, the University Police and Safety Department has a small boat for lake rescues, if necessary. Safe Passage at Night (SPAN) provides transportation to students during the evening.

In compliance with the university's mission and focus on technology, all apartments are equipped with data lines and Internet access. A computer lab is located in the commons, and the library is networked to this area. These technologies enhance the students' ability to perform research and receive assignments and e-mail in their apartment. Study desks are provided in the bedroom areas, which are away from the central living areas making the environment more conducive to studying. Additionally, since the residence halls are located on-campus, all campus services such as the library are available with no more than a half-mile walk. There is ample parking and no restrictions on owning and using personal vehicles in designated areas on campus.


The Office of Housing and Residence Life has developed detailed policies and procedures governing all of its staff and residents. A Housing Policies and Regulations Handbook containing policies and procedures on all aspects of residence life has been placed on the Internet, published in hard copy, and distributed to every resident of student housing.




None. Student Financial Aid


The institution should provide an effective program of financial aid consistent with its purpose and reflecting the needs of its students. Effective program administration should include counseling students on the efficient use of their total financial resources. There must be provision for an institutionwide coordination of all financial aid awards.

All funds for financial aid programs must be audited in compliance with all federal and state requirements.

An institution participating in the Title IV programs must comply with the regulations in the student loan programs as established under Title IV of the 1992 Higher Education Amendments. Excess default rates in the student loan program may be cause for the Commission on Colleges to conduct a special evaluation.

The Financial Aid and Scholarship Office (FASO) is a service-oriented operation designed to help students secure funds necessary to pursue an education at FGCU. One of the guiding philosophies of FASO is that "No student should be denied the opportunity to attend FGCU and successfully pursue his/her educational goals due to the lack of financial resources."

During the years prior to the opening of Florida Gulf Coast University, a director of financial aid developed policies and procedures, attended federal and state training programs, and engaged in contractual arrangements to ensure students would receive financial aid. In the initial year of operation, the university did not have SACS/COC candidacy status and was not authorized to award federal funds. In order to help meet the financial needs of students, a contract was developed between the University of South Florida and FGCU. The University of South Florida operated as the primary agent for financial aid disbursements to students at FGCU. For federal financial aid purposes, FGCU was identified as a branch campus of the University of South Florida.

The former financial aid director retired before the university opened its doors and a part-time financial aid consultant performed additional work in setting up the office and developing appropriate policies and procedures. The associate dean of student life assumed the role of interim financial aid director and coordinated the financial aid and scholarships for the entire institution. The associate dean and the USF financial aid office coordinated the operation during the 1997-98 academic year with FGCU responsible for the distribution of the money and USF for the record management and initial distribution of the lump sum of federal money.

Upon receipt of candidacy status from SACS in December 1997, FGCU sought and received authority from the Department to disburse Title IV funding, specifically Stafford loans and Pell grants. The Title IV Code for award year 1997-98 was 001537 07.

A new financial aid director was hired and began work in July 1998. Currently the FGCU staff consists of a director of financial aid, two coordinators, and one clerical staff member. The FASO has developed policies and procedures that articulate the goals and guiding principles of the office. Information on financial aid is provided as part of the freshman and transfer student orientation programs and is also located on the university's student services Web page. In addition, all students receiving loans are required to complete an entrance interview in which various aspects of the loans are explained. Policies and procedures have been established regarding the types, distribution, and eligibility requirements of the different financial aid programs and how the financial aid will be packaged for students. Currently, students are not counseled on the efficient use of their total financial resources beyond the initial processing of financial aid requests.

As required by Title IV and the State of Florida, the financial aid program at FGCU is subject to annual audits by the state auditor general. To date no major deficiencies or problems have been noted.

Internally, FGCU conducts periodic operational audits in order to make necessary and timely adjustments to the financial aid process. These reviews were done in fall 1997 and spring 1998. No major problems were discovered; however, no formal reports were generated following these internal audits.

To date, FGCU does not have a default rate, as the university is in its first year of student enrollment. A default management plan has been developed for the Federal Family Education Loan Program in accordance with federal guidelines.


During the initial year of operations, FGCU provided an effective program of financial aid. The overall financial aid program was consistent with the institution's purposes and generally met the needs of students; however, additional data may be needed to determine whether or not the needs of the university's highly diverse student population are adequately met.

Financial aid programs are coordinated through a centralized office that has developed and communicated appropriate polices and procedures. Some financial aid counseling is provided to students, but there is a perception that additional counseling concerning the use of total financial resources may be needed.

Audit procedures required by both federal and state agencies have been completed and no problems or deficiencies were noted.




S5.4.3.5-1 The Steering Committee suggests that the adequacy of financial aid for a highly diverse student population be addressed.

S5.4.3.5-2 The Steering Committee suggests that a process be developed to counsel students on the efficient use of their total financial resources Health Services


An institution must provide access to an effective program of health services and education consistent with its purpose and reflecting the needs of its constituents.

Student health services at Florida Gulf Coast University fall under the purview of the director of counseling and student health services working in the Division of Student Services. The director reports directly to the associate dean of student life. Space for the student health services has been designated in the university Wellness Center. This facility provides the necessary accommodations to serve what is expected to be a low-volume operation for the first several years of operation. Student health services hours of operation are during regular business hours Monday through Friday, 8 am to 5 pm.

The staff of the Office of Counseling and Student Health Services handles administration for student health services. The staff, which includes several support personnel, have been trained in a variety of areas dealing with the health concerns of students, including AIDS counseling, advocating for the abused, and dealing with rape and sexual assault.

An advanced registered nurse practitioner (ARNP) is the primary health care professional at FGCU. According to the policies and procedures for student health services, two part-time assistants will directly support the ARNP. The clinic will be arranged for walk-in consultations and triage. Students will be interviewed and examined prior to treatment.

On-campus treatment will be limited by the facilities available and the licensing regulations of the ARNP. A written procedure for operating in emergency situations calls for coordination between the Division of Student Services and the University Police and Safety Department. With the advent of on-campus housing, student health services will be in demand during evening and weekend hours.

Educational programs and services on a variety of topics including mental health counseling, dealing with sexual assault and abuse, bereavement, and hospice services are provided by the university and the surrounding community. Information on programs and services is provided through several sources, including workshops, publications, and the Internet. Student health insurance is available to all students and is required of international students.


Student health services were adequate for the current on-campus population in its first year. The advent of on-campus housing in the fall of 1998 and the corresponding increase in 24-hour campus population will likely increase the total number of visits to the health facility. As the student body grows, there will be a need to develop a mechanism to ensure that appropriate services are available during evenings and weekends. The educational programs are adequate, but there is no indication of any work with students to determine their needs and whether what has been provided is accessible or effective in meeting students' needs. There is no indication of a mission statement or set of goals and objectives guiding health services. There is also no indication that the policies and procedures developed for this area have been reviewed outside of the division.


R5.4.3.6-1 The Steering Committee recommends that the university develop adequate services and procedures for medical treatment outside of the normal business hours.

R5.4.3.6-2 The Steering Committee recommends that the university develop and implement an institutional effectiveness procedure for the health services program.

R5.4.3.6-3 The Steering Committee recommends that the university have approved policies and procedures that address meeting the needs of the health issues of students both on and off campus.


S5.4.3.6-1 The Steering Committee suggests that the university survey current students to determine what needs they have in the area of health services. Intramural Athletics


Intramural sports programs contribute to the personal development of students and should be related to the total program of the institution. These programs should be directed and supervised by qualified personnel and should be appropriately funded.

In August 1998, the university adopted the report of the FGCU Task Force on Athletics, which defined a strategy for the continued development of recreational, intramural and club sports over the next 10-year period in the Ten Year Strategic Plan for the Development and Implementation of Recreational Sports, Intramural Sports, Club Sports, and Intercollegiate Athletics. The mission of all sports programming, as stated in the preface of the report, is "to provide a broad range of educationally based sports programming consistent with Florida Gulf Coast University's mission and guiding principles that accommodates the needs and interests of the individuals it is designed to serve."

Intramural, recreational, and club sports are administered through the Office of Recreation and Leisure Services (RLS) within the division of student services. The mission of the department, consistent with the plan, is to provide services to enhance the educational mission of the university and to promote a healthy lifestyle, and improve the quality of life for all campus members including the students, faculty, staff, and their families. RLS provides diversified programs and facilities to enhance participants' fitness and total wellness. Total wellness is a holistic approach to programming addressing the six dimensions (emotional, intellectual, occupational, spiritual, physical, and social) of wellness. RLS is committed to providing gender equitable programs for participants of all abilities and skill levels including individuals with disabilities. In addition to the many services, RLS provides social interaction, cooperative teamwork, spiritual awareness, intellectual stimulation, and personal development.

The Office of Recreation and Leisure Services is staffed with one full-time professional, eight part-time student workers, and three non-student workers (aerobic instructors). The director is a certified personal trainer, health fitness instructor, and strength and conditioning coach.

The RLS area provides a medium for the campus community to develop leadership, communication, teamwork, and other social skills through its intramural program, club sports program, and future waterfront activities.

Six hundred and sixty people comprised of students, staff, and faculty have completed a health history form, which is the initial component to be eligible to become a member of the Wellness Center and engage in a variety of fitness activities, programs and challenges. The Wellness Center features aerobics and martial arts classes, fitness orientations, first workouts, fitness assessments, and personalized workouts. The Wellness Center also sponsors lectures, workshops, and seminars on various fitness and health-related topics. Located in the student services courtyard, the Wellness Center is easily accessible to all students including students with disabilities and is considered a hub of student life.

The primary financial support for the facility and the programs offered by RLS is the activities and services fee that is part of the student bill each semester. Faculty/staff of FGCU and sponsored guests must pay a fee each semester to be a member of the Wellness Center.


Alignment of the intramural, recreational, and club sports programs with the total program of the university is provided for in both the strategic plan for sports and in the mission of the Office of Recreation and Leisure Services.

The continual growth and changing demographics of the university, especially the addition of residential students, will challenge the programming and staffing levels of intramural and club sports. The need exists to monitor the number of professional staff at RLS for adequacy to accommodate the needs of the campus community.




S5.4.3.7-1 The Steering Committee suggests that campus recreation, intramural, and club sports programs be monitored to ensure that students needs are being met. Staffing level requirements should be communicated as part of the university's on-going budget planning process.

5.5 Intercollegiate Athletics

5.5.1 Purpose


The intercollegiate athletics program must be operated in strict adherence to a written statement of goals and objectives which has been developed by the administration, in consultation with the athletic director, with appropriate input from the faculty, and which has been given official institutional approval. This statement must be in harmony with, and supportive of, the institutional purpose and should include explicit reference to the academic success, physical and emotional well-being, and social development of student athletes. The intercollegiate athletics program must be evaluated regularly and systematically to ensure that it is an integral part of the education of athletes and in keeping with the educational purpose of the institution. Evaluation of the athletics program must be undertaken as part of the self-study conducted in connection with initial accreditation or reaffirmation of accreditation.

The university does not have an intercollegiate athletics program at this stage of its development. In the spring of 1998, the president created a cross-institutional task force to develop a long-range plan and make recommendations for the introduction of sports programs (both recreational/intramural and intercollegiate) at FGCU. The make-up of the task force included the president of the Faculty Senate and the president of the Student Government Association as well as university administrators. The task force, with assistance from a recognized consultant in sports and athletics, completed the assignment and presented its report (which includes the Ten Year Strategic Plan for the Development and Implementation of Recreational Sports, Intramural Sports, Club Sports, and Intercollegiate Sports) to the president and Executive Staff for adoption on August 3, 1998.

As recommended in the plan, the Executive Staff has authorized the planning for the university's affiliation with the National Collegiate Athletic Association and has set a target date of the fall of 2003 for attaining full membership in the organization. Application for provisional membership will be made in the fall of 1999 in anticipation of formal admission in 2003.

As specified in the plan, the mission of all sports programming at FGCU is "to provide a broad range of educationally-based sports programming consistent with Florida Gulf Coast University's mission and guiding principals that accommodates the needs and interests of the individuals it is designed to serve." Further, the plan specifies that the intercollegiate program shall be "in keeping with the university's mission, commitment and goals" "The program will be designed and maintained to be educationally based, ethically sound, fiscally responsible, gender equitable, and imbued with the values of sportsmanship and fair play."

The athletics plan addresses many of the COC criteria for intercollegiate athletics. The following analysis of the university's ability and intent to comply with these requirements is taken from this plan along with interviews and discussions with university administrators.


As stated above, clear goals for the program are set forth in the preface of the report and the mission statement of the plan for intercollegiate athletics. They are consistent with the university's mission and encourage the academic, physical, and social success of the student. Evaluation of intercollegiate athletics will be addressed in future Department of Intercollegiate polices and procedures documents.




S5.5-1 The Steering Committee suggests that the university appoint a task force to begin planning for the orderly transition into intercollegiate athletics. The task force charge should include the development of an implementation plan for membership into the NCAA, and the development of policies and procedures for the Department of Intercollegiate Athletics.

5.5.2 Administrative Oversight


The administration must control the athletics program and contribute to its direction with appropriate participation by faculty and students and oversight by the governing board. Ultimate responsibility for that control must rest with the chief executive officer. It is essential that responsibilities for the conduct of the athletics program and for its oversight be explicitly defined and clearly understood by those involved.

The plan for intercollegiate athletics calls for the establishment of the Department of Intercollegiate Athletics administered by a director of athletics reporting to the president of the university as the means for exercising institutional control of the athletics program.

Additional oversight will be provided through the formation of a faculty committee on athletics whose purpose will be to, among other things, approve student-athlete academic policies, and monitor eligibility requirements and graduation rates of student-athletes.


Responsibility for the conduct of the program and for its oversight will be addressed in the Department of Intercollegiate Athletics policies and procedures documents and the student athlete handbook, as recommended in the Ten Year Plan for the Development and Implementation of Recreational Sports, Club Sports, and Intercollegiate Athletics.





5.5.3 Financial Control


All fiscal matters pertaining to the athletic program must be controlled by the administration, with ultimate responsibility resting with the chief executive officer. If external units (alumni organizations or foundations) raise or expend funds for athletic purposes, all such financial activities must be approved by the administration, and all such units shall be required to submit independent audits. The administration of scholarships, grants-in-aid, loans and student employment must be included in the institution's regular planning, budgeting, accounting and auditing procedures. All income, from whatever source, and expenditures for the athletics program must have appropriate oversight by an office of the institution that is independent of the athletics program. All such income and expenditures must also be appropriately audited.

As recommended in the Ten Year Plan for the Development and Implementation of Recreational Sports, Club Sports, and Intercollegiate Athletics, the director of athletics will report directly to the president of the university who will have ultimate fiscal responsibility. Development efforts for athletics will be administered by the Division of University Development as part of the overall development program, which is subject to university oversight and audits.

The plan does not address the requirement for the university's administration of scholarships, grants-in-aid, loans, student employment, or oversight and audit of income and expenditures. The planning process for establishment of the athletics program, and the development of the policies and procedures manual for the department will address these areas.


The operation of intercollegiate athletic programs in the State University System of Florida are subject to the Rules of the Board of Regents, chapter 6C-9.12 (Intercollegiate Athletics Operations) and Chancellor's Memoranda CM-D-23.00 (Intercollegiate Operations) and CM-H-01.00 (Audit). As a member of the State University System, FGCU will comply with these rules and memoranda.





5.5.4 Academic Program


Institutions must have clearly stated written policies pertaining to the recruitment, admission, financial aid and continuing eligibility of athletes and, with faculty participation, must annually monitor compliance with those policies. The implementation of academic, admission, and financial aid policies must be the responsibility of administrators and faculty not connected with the athletics program. If there are special admissions for athletes, they must be consistent with the institutional policy on special admissions for other students and be under the control of regular academic policies and procedures. Academic policies governing maintenance of academic good standing and fulfillment of curricular requirements must be the same for athletes as for other students.

Policies on recruitment, admission, financial aid and eligibility of athletes are not addressed in the plan, but will be included in the department's policy and procedure manual and will be implemented as part of the university's governance structure.


Special admissions requirements and fulfillment of curricular requirements for athletes have not been addressed at this time, but will be specified in the planning for the implementation of the athletics program, and will comply with the Chancellor's Memorandum CM-C-05.00 (Intercollegiate Athletics) regarding academic progress.





Supporting Documentation for Section V

5.1 Library and Other Learning Resources

Association of College and Research Libraries Standards for College Libraries

Contract for Services (FGCU, OCLC & SOLINET)

Copyright Policy

ECC/FGCU Agreement for Services

FGCU Annual Survey

FGCU Library Information Literacy Program

FGCU Library's Approach to Building a Journal Collection

FGCU-Library Domain Policies and Procedures

Florida Library Information Network (FLIN) Manual

Florida Plan for Interlibrary Cooperation, Resource Sharing, and Network Development

Institutional Effectiveness Measures for FGCU Library Services

Lending and Borrowing Policy

Library - Understanding Call Numbers

Library Circulation Policy

Library Collection Development Policy and Guidelines for Implementation and Selection

Library Floor Plan

Library of Congress Classification

Library Research Skills

Library Services Brochure

Library Services Expenditures FY 1994-95 through Estimated 1997-98

Library Services Gifts Policy

Library Services Interlibrary Loan, Policies and Information

Library Services Library ResourcesGoals and Services

Library Services Mission Statement

Library Services Organizational Chart

Library Services Reference Policy and Procedures Manual

Library Services Reserve Policy

Library Staffing to FTE Chart

Library Statistics

List of Electronic Resources on the Library Web page

Organizational Chart

Report on Select Distance Learning Sites prepared by the Educational Support Services (Library) Self-Study Committee

Scholarly Journals vs. Popular Magazines

Searching for an Article in FGCU's Library Databases

Self-Study Library Survey

Southeastern Library Network, Inc. (SOLINET) Contract, February 25, 1998

Southwest Florida Library Network, Inc., Institutional Membership Agreement

Welcome to Your Library

5.2 Instructional Support

Brochures from Office of Multi Access Services, Tutoring Services

5.3 Information Technology Resources and Systems


Course and Faculty Development, New Projects Reports

Fujitsu January Usage Report

Guiding Principles

Mission Statement

Strategic Plan - The Use of Technology

University Technology Committee Bylaws

University Technology Committee Minutes, March 9, 1998

University Technology Planning and Services Committee, Upgrade/Replacement of Computer Workstations Policy

University Technology Planning and Support Committee, Student Access to Computers and Technology Position Statement

5.4 Student Development Services

Admissions, Registration and Records

Office of Admissions and Recruitment, Policies and Procedures Manual, Draft

Office of Admissions and Recruitment, Status Report, January 1996-October 1997

Office of Registration and Records, Student Records Management Manual

Transfer Student Orientation Survey Results, Spring 1998

Annual Employee Performance Appraisal Document, Division of Student Services

Career Development

Career Planning and DevelopmentMission Statement; Policies; and 1998-99 Goals

Welcome to the FGCU Career Development Center

Career Coordinator Position Description

Counseling and Student Health Services

Counseling and Student Health Services (CSH) Brochure

Counseling and Student Health Services Policies and Procedures

Procedures for Dealing with Mental Health Emergencies at FGCU, Office of Counseling and Student Health Services

Division of Student Services 1996-97 Annual Report

Division of Student Services Evaluation Card

Division of Student Services Operational Manual

Division of Student Services Organizational Chart

Division of Student Services Staff Orientation and Training Program, Fall 1997

Division of Student Services, Evaluation Review and S.W.O.T. Analysis

Division of Student Services, Strategic Plan through the Year 2000

Financial Aid

Financial Aid Information Packet

Financial Aid Policies and Procedures

Letter from USF President Betty Castor to SACS COC Executive Director James Rogers, dated November 18, 1996, regarding Title IV funding


Housing Policies and Regulations Handbook

Resident Assistant Training, Policy, and Procedure Manual

Multi Access Services, Adaptive Learning Lab, Policies

Recreation and Leisure Services

Recreation and Leisure Activities, Strategic Plan

Intramural Sports Policies and Procedures, Office of Recreation and Leisure Services

Task Force Report, Recreation and Leisure Services

Recreation and Leisure Services Newsletter

Schedule of Classes

Student Checklist

Student Guidebook

Student Organizations, Activities, and Publications

Handbook for Student Organizations at FGCU

Student Government Association Constitution

Student Government Association Brochure

Student Organizations Guidelines

The Eagle Mission, Policies and Procedures

Student Services Deans and Directors Evaluation

Student Services for Distance Leaning Students

5.5 Intercollegiate Athletics

Task Force Report on Recreational, Intramural, Club Sports and Intercollegiate Athletics

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