Self-Study Table of Contents
October 13, 2006 (Revised)

President's Forward

Chapter 1 Significant Changes Since 1999
Administrative Leadership
Institutional Changes - Reorganization of University Structure
Curricular, Academic, and Technological Changes
New Faculty Teaching and Learning Center, Programs and Partnerships
New Facilities and Renovation
Multiple campuses
New level degree programs

Chapter 2 Progress on Challenges from the1999 Site-Visit Report
Challenge 1.  The institution does not have a clear process for developing, disseminating and using a well-articulated strategic plan that can act as a guide for implementing the stated campus vision and mission.
-In Progress
-What sort of response will there be?
-Planning Office Role (see analysis of progress report).
-Might consider a survey to constituents regarding knowledge of MVV.
Challenge 2  Once the strategic planning process and plan are developed, institutionalization of permanent, ongoing, regular processes for reviewing and updating the plan must be considered as an important source of continuing strength, cohesion, and stability.
-Strategic Planning Advisory Committee
-Ongoing Strategic Planning at College level
-Question about Institutional Research
Challenge 3  The campus lacks an institution-wide (coordinated) policy regarding evaluation of teaching, scholarship and service of faculty for personnel evaluation purposes.  Include clarification of what constitutes an appropriate product of the various types of scholarship-scholarships of teaching, application, integration and discovery.
-Work load discussion, faculty handbook, unit head trainings, reorganization, training for Personnel Committee. 
-Outcome: standard personnel process (university-wide).
-Clarification of expectations regarding scholarship, teaching and service for faculty in graduate education.
Challenge 4  The number and size of graduate programs is growing, and there will be increasing physical separation of these programs from the Allendale campus and each other as new buildings are completed. In addition, the volume of grants, contracts and other sponsored programs is growing at all levels.  In both areas, the institution should very strongly consider appropriate high-level, campus-wide administrative structures to safeguard standards and protect institutional integrity, as well to assist in continuing growth in these areas. 
-Creation of Graduate Council (2004)
-Graduate Dean now in place (2000)
-IRB Office now 2/3rds time
-Inter department grant committee
-Associate Director of Admission for Graduate Programs
-Free and frequent bus transportation between campuses
-Graduate School Strategic Plan 2005
Challenge 5  Rapid growth of the campus has led to continuing problems, including space, staffing, funding and organizational issues.  The institution must continue to address these, while also remembering that current growth will not always continue.
-University reorganization
-Additional faculty/staff positions
-Retention committee
-Library capital outlay
-Facilities Master Plan
Challenge 6  The quality of on-campus student life necessary to the overall campus mission seems hampered by the continuing shortage of space for student life and student organizations.
-Expanded recreation center
-Student Services Building
-Expanded Kirkhof Student Center
-Expanded student spaces in library and other buildings
-Student based programs expanded
Identify which core components also address challenges.

Chapter 3
An Overview of the Self-Study Process
Self-Study Goals
Planning Process
Informing the Community
Collecting, Evaluating, and Writing

Chapter 4 Criterion One: Mission and Integrity.  The organization operates with integrity to ensure the fulfillment of its mission through structures and processes that involve the board, administration, faculty, staff, and students.  Bart Merkle, Jim Bachmeier

1a. The organization's mission documents are clear and articulate publicly the organization's commitments. 
-Current Mission and Origin
-How do we accomplish our Mission? Values?
-Strategic Planning Process 2001 (simply mention as the bulk of this goes in criterion 2)
-Mission, vision, values adopted by BOT
-Goals under review by BOT 2006
-Availability of Mission Statement

1b. In its mission documents, the organization recognizes the diversity of its learners, other constituencies, and the greater society it serves.
-Diversity as a GVSU Value
-Diversity Initiatives University Wide
-Diversity within General Education Categories (just mention as this will be further explicated in 4b)
-Diversity as a value within All Colleges Strategic Plans
-Diversity of Students
-Diversity of Faculty and Staff
-External constituents Diversity

1c. Understanding of and support for the mission pervade the organization.
-Strategic Planning at College and Program levels aligned with GVSUs MVV
-Workload discussions related to mission of GV
-Teaching/Scholarship discussions/ tension (need evidence of understanding and support vs. descriptive)  Minutes from meetings as well as workload discussions
-Enhancing Teaching
-Enhancing Scholarship
-Enhancing Diversity
-Enhancing Service

1d. The organization's governance and administrative structures promote effective leadership and support collaborative processes that enable the organization to fulfill its mission.
-BOT Structure
-Administrative Structure
-Faculty Governance Structures/Shared Governance
-COT Structure
1c and 1b is where the survey work and/or focus groups will come in.
Do faculty feel they are well served by governance structures?  Do faculty and staff feel that communication between administration, faculty, and staff is adequate?  How pervasive is the Universitys mission, vision, values and imperatives (goals and objectives)?

1e. The organization upholds and protects its integrity.
-University-wide Policies and Procedures
   Human Resources
   Finance and Budget
-Faculty handbook policies and procedures for scholarship, teaching and service
-Student Code
-Academic Policies and Standards Committee
-Institutional Review Board
Do students believe they are treated fairly?  Again, perhaps a survey or glean info from other assessment instruments such as the NSSE.


Chapter 5 Criterion Two: Preparing for the Future.  The organizations allocation of resources and its processes for evaluation and planning demonstrate its capacity to fulfill its mission, improve the quality of its education, and respond to future challenges and opportunities.  Barb Reinken, James Moyer, Lynn (Chick) Blue

2a. The organization realistically prepares for a future shaped by multiple societal and economic trends.
-Ongoing Strategic planning process
-Facilities Master Plan/Student Housing
-Technology Planning
-Academic marketing
-Trends  Scanning the Environment eg. New level degree programs
-Financial management/Budgeting
-Forecast enrollment and staffing needs

2b. The organization's resource base supports its educational programs and its plans for maintaining and strengthening their quality in the future.
-Benchmark Institutions/ Colleges and Programs
-Enrollment Trends
-Financial Resources, Revenues, Expenditures  Non academic, Academic
-Faculty (Analysis of institutional load in general and across colleges  comparison of peer institutions;)
-Academic Support

2c. The organization's ongoing evaluation and assessment processes provide reliable evidence of institutional effectiveness that clearly informs strategies for continuous improvement.
-Institutional Analysis Office and Assessment and Accreditation Office
-Matrix of Assessment Efforts (review of these efforts, revision of assessment activities; report to institution regarding assessment activities and review of activities).
-Benchmarking at all levels
-University Assessment Committee Assessment and Self-Study Process
-Add other areas of institutional effectiveness such as advocacy, admissions, recruitment, financing.

2d. All levels of planning align with the organizations mission, thereby enhancing its capacity to fulfill that mission.
-Coordination of strategic plans at all levels
-Integration of planning and budget
-Integration of unit effectiveness in areas of planning


Chapter 6 Criterion Three: Student Learning and Effective Teaching.
The organization provides evidence of student learning and teaching effectiveness that demonstrates it is fulfilling its educational mission.  Catherine Frerichs, Maria Cimitile

3a. The organization's goals for student learning outcomes are clearly stated for each educational program and make effective assessment possible.
Three principles of assessment here; appropriate and measurable objectives, appropriate instruments, participation of faculty.
-Administrative Structure/ Faculty Participation
  Off ice of Institutional Analysis
  Assessment and Accreditation Office
  University Assessment Committee
-UAC Assessment Cycle including Reviews
-Program reviews
-Student learning outcomes assessment plans and reports, How will they be analyzed? How will results be used to improve programs?  Use examples of evidence.
-External Accreditation Reviews
-Weave On Line  Central Location for Assessment Plans and Reports

3b. The organization values and supports effective teaching.
-Pew Faculty Teaching and Learning Center
-Assessment and Accreditation Office
-Curriculum Development and Review by Faculty governance
-Mentoring Programs within Colleges
-Faculty Evaluations
-Instructional Costs
-Faculty Development
-Research vs. Teaching as an institutional value
-Teaching Evaluations (moved from 3a)
-Faculty qualifications

3c. The organization creates effective learning environments.
-Use NSSE Results
-Cite CLA results
-SAILS (moved from 3a)
-Discuss Academic Rigor
-Class sizes
-Claiming a Liberal Education Initiative
-Retention and graduation rates
-Student Academic Success Center (moved from 3d)
-Again, analysis of assessments and use of results important.

3d. The organization's learning resources support student learning and effective teaching.
-Student Affairs - Co-curricular activities
-External Partnerships (more prominent in Criterion 5)
-Technology support (moved from 3c)


Chapter 7 Criterion Four: Acquisition, Discovery, and Application of Knowledge.
The organization promotes a life of learning for its faculty, administration, staff, and students by fostering and supporting inquiry, creativity, practice, and social responsibility in ways consistent with its mission.  Carol Griffin (Griff), Ellen Schendel

4a. The organization demonstrates, through the actions of its board, administrators, students, faculty, and staff, that it values a life of learning.
-University Policies which Support Scholarship and Research
  University Value Statement
  IRB Policies
  Faculty Handbook
-Support for Faculty Research
  Research and Development Center
   International Exchanges
   Professional Development
-Support for Student Research
-Accomplishments of Faculty and Students
-Graduate Student Research
-Staff Research Opportunities
-Discuss level and nature of sponsored research
-Staff development

4b. The organization demonstrates that acquisition of a breadth of knowledge and skills and the exercise of intellectual inquiry are integral to its educational programs.  Data analyzed and used to improve programs. Example: writing. Need a statement of results. What did we learn about quality of writing and what did we do as to improve?
-General Education Program Reorganized
-General Education Assessment Plan (moved from 4c)
-Diversity  Lib 100 (moved from 4c)
-Claiming Liberal Education Initiative
-Reorganized Student Academic Success Center
-Student Affairs - Co-curricular activities
  Foundation courses
  Theme Courses
  Lib 100
-Co-curricular participation

4c. The organization assesses the usefulness of its curricula to students who will live and work in a global, diverse, and technological society.  Focus is majors. Results of discipline specific program review, assessment. Alumni surveys, job placement/ placement in advanced ed.  Examples from each College. Use comparative data.
-Review Mechanisms
-Student assessment of Gen Ed
-Technology used throughout curriculum
-Padnos International Center
-Alumni and Career

4d. The organization provides support to ensure that faculty, students, and staff acquire, discover, and apply knowledge responsibly.
-Institutional Review Board
-Ethics courses in multiple disciplines
-Research and Development Center
-Codes of Conduct
-Faculty Handbook


Chapter 8  Criterion Five: Engagement and Service. As called for by its mission, the organization identifies its constituencies and serves them in ways both value. 
George Grant Jr., Jane Toot, Josh Hilbrand

5a. The organization learns from the constituencies it serves and analyzes its capacity to serve their needs and expectations.
-Institutional value of service
-Colleges value service, units value service. Project initiated by faculty.
-Systematic review of service needs

5b. The organization has the capacity and the commitment to engage with its identified constituencies and communities.
-Recruit Prospective Students
-Provide Continuing Education
-Expertise of Faculty Skills,  Board Representation, Public Testimony,
-Research expertise
-Service Learning and other volunteer opportunities for students in communities
-Faculty Professional Organizations
-Campus Activities available to public
-Alumni Relations

5c. The organization demonstrates its responsiveness to those constituencies that depend on it for service.
-Respond to constituents with a variety of diverse (specify) initiatives
  Academic and Administrative initiatives
  Student Services and Student Affairs initiatives
-2+2 agreements
-Teacher Ed
-Articulation agreements
-Government agreements

5d. Internal and external constituencies value the services the organization provides.
-Increase attendance at sporting events
-Increase attendance at arts and theater events
-Increase attendance in summer camps attendance
-Annis Water Resource Institute
-Increase I attendance at Grand Forum
-Reviews by external community
-Evaluations; Are people smarter/


Delete Chapter 9

Embedded Change Request

Supplement A Federal Compliance

  Last Modified Date: August 16, 2010
Copyright © 1995 - 2016 Grand Valley State University is an Equal Opportunity/Affirmative Action Institution