An action encompasses a series of activities, usually short-term and small in scale, intended to achieve a strategy. These are the specific work Academic Affairs takes to carry out a Move. This includes steps, which are the discrete, assigned tasks (with owners and due dates) that emerge from meetings or project plans.  

A university-level pledge supported by resources and accountability to pursue stated goals with consistent effort. These commitments are reflected in the strategic priorities of Academic Affairs.  

A quantifiable metric used to evaluate the success of an organization, employee, etc., in meeting objectives for performance (Oxford English Dictionary). Every KPI is a metric, but not every metric is a KPI. See also metrics.  KPIs are typically at the highest level of strategic planning at the university level. There may be a select few KPIs at the Academic Affairs level; however, most would be considered performance metrics. 

Quantitative measures used to monitor and compare performance; KPIs are the “vital few” metrics that matter most.  

A concise statement of why we exist; it's our core purpose, and the impact it intends to make. 

Attributes of a good mission statement include how we’re making a difference, who we are serving, and how we stand out from the competition. 

The University’s mission applies to Academic Affairs as well: 
“At Grand Valley State University, we empower learners in their pursuits, professions, and purpose. The university enriches society through excellent teaching, active scholarship, advancement of equity, and public service.” 

A major approach to achieve strategic priority(ies) or address strategic issue(s). These tend to be multi-year in nature.  

A result from the implementation of a plan or any of its components. 

A strategic framework is a high-level structure that provides a roadmap for achieving our aspirations and goals. It answers “why” and “what”. A framework is designed to be adaptable to changing circumstances and allows for adjustments as needed.  

Academic Affairs’ Strategic Framework will help align our efforts with our core purpose and strategic priorities. It will serve as a tool for critical decisions about our future while centering Academic Affairs’ unique value proposition, vision, and strategic priorities. 

A strategic plan is more detailed than a strategic framework, outlining specific tasks, timelines, and resource allocation than a strategic framework. It answers the “how” and “when.” It can be interpreted as a list of things to do.  

Academic Affairs will use an activation plan approach. This will be paired with college plans to translate the strategic framework into actionable steps to move Academic Affairs to implementation. 

The few, multi-year, outcome-oriented focus areas define what we must achieve to advance our vision. These high-level efforts concentrate attention and resources, set guardrails for decisions, and anchor measurable results over time. 

The guiding principles or beliefs of an organization.  

Value statements answer these questions: How do we want to conduct business? How do we want to treat our key stakeholders? What do we really care about? What do we value?   

An aspirational picture of where Academic Affairs hopes to be in ten years. 

A good vision statement has three important components: it should focus on the future, it should spark inspiration, and it should have a clear sense of purpose. 

Removing barriers so all qualified learners can enter and complete higher-education programs. The ways in which higher education institutions, their governance, and higher educational policies ensure or aspire to ensure that all potential students have equal and equitable opportunities to gain access to higher education institutions and allow these students to take full advantage of their educational opportunities.  

A group of people linked by geography or shared interest, regarded as a unit. 

Formally, the curriculum is the organized set of courses and learning experiences offered by an institution; typically organized within programs.  

Ideally, the Curriculum encompasses all the structured learning experiences offered to students. It also includes the intended learning outcomes, the methods of teaching and assessment, and the resources used to support learning. It serves as a guide for educators, outlining what students should learn and how they should learn it to achieve specific knowledge and skills.  

“The guarantee of [just] treatment, access, opportunity, and advancement for students, faculty, and staff at every stage of educational and career development. Equity is enabled through the active, ongoing work of identifying and eliminating barriers preventing full participation by all members of the campus community.”

Design features of the curriculum that let students tailor pace, sequencing, or modality to their needs. Examples include modular courses, multiple pathways, micro-credentials, and more. 

The dimensions of curriculum flexibility include:  

• Flexibility of learning goals and learning content 
• Flexibility of pedagogy 
• Flexibility of assessment 
• Flexibility of learning time

The degree of flexibility on each of these dimensions can vary from low, medium to high, as can the nature of flexibility, the “space” available in the curriculum, to choose from, adapt, add to or remove/reduce content.  

Policies that allow faculty effort to ebb and flow among teaching, research, and service across career stages and time.  

Workload flexibility refers to a strategic approach to managing faculty work that recognizes the diverse contributions of faculty members and allows for flexible and adaptable workload assignments to optimize individual faculty strengths and support institutional goals and priorities.  

A learning environment where students set goals, make key choices, and demonstrate agency and competence in diverse ways.  

GVSU Reach Higher 2025 articulates it as:  

“At Grand Valley, we center students in everything we do. Education is an intrinsic value for the learners themselves, as well as the public good for the wider communities of which we are a part. We consider each member of our educational community a learner, each of us at different stages in our educational pathway. We commit to helping students discover their passion and guide and support them along the way. Leading these efforts are expert faculty members who develop the curricula our students need for mastery of their chosen academic directions. “ 

Experiential learning is an engaged learning process through which students develop knowledge, skills, and attitudes from direct experiences, often described as applied learning or “learning by doing.” 

Learning that intentionally addresses intellectual, social, emotional, and ethical development.  

A key element of holistic education is fostering purpose-based learning. Students are encouraged to explore their passions and find meaning in their studies to identify personal goals and align their academic pursuits with a broader sense of purpose.

Holistic support to college students focuses on a person's physical, emotional, social, economic, and spiritual well-being collectively while a holistic learning experience ensures students have access to the resources to invest in personal development while they develop the skillset to be competitive in the workforce. Holistic programs also promote ethical leadership and financial literacy, preparing students for both academic success and navigating life’s complex challenges. 

Applying knowledge, methods, or perspectives from two or more disciplines to a single issue, problem, or project. 

A liberal arts education focuses on providing a broad, well-rounded foundation in various fields of study, rather than specializing in a specific career or technical skill. It encompasses the humanities, social sciences, natural sciences, and arts, aiming to develop critical thinking, communication, and problem-solving skills. 

"More than eight in ten provosts believe that the concept of a liberal arts education is not understood in the United States -- even though 87 percent believe that liberal arts education is crucial to undergraduate education.”

Often used interchangeably with Liberal Education. However, liberal arts tend to focus more on non-vocational disciplines and soft skills development.  

“An approach to learning that empowers individuals and prepares them to deal with complexity, diversity, and change, liberal education provides students with broad knowledge of the wider world (e.g., science, culture, and society) as well as in-depth study in a specific area of interest. Liberal education promotes integration of learning across the curriculum and co-curriculum, and between academic and experiential learning, to develop specific learning outcomes that are essential for work, citizenship, and life.” 

Often used interchangeably with Liberal Arts. However, liberal education tends to focus more on engaged citizenship and intellectual and practical skills related to thinking and reasoning and encourages a multidisciplinary approach.  

Benefits that accrue to individuals and society at large through a university’s teaching, research, and engagement.  

Components of universities as a public good include economic growth, civic engagement, social mobility, social understanding, knowledge creation and dissemination, and health advancement. Public accountability is a key element of being a public good.  

Investigative, scholarly, and artistic work across all disciplines generates new knowledge, interpretations, opportunities for learning, or creative expression.  

CSCE states that research, scholarship, and creative activity are essential to the university’s mission as an institution of higher learning. Excellence in teaching at the university level relies on active scholarship by faculty members. Through basic and applied research, artistic expression and performance, and other forms of scholarship, GVSU faculty members and students contribute to developing and applying knowledge, creating a vibrant learning environment, and supporting the region's economic growth.  

Meeting today’s needs without compromising future generations’ ability to meet theirs. (United Nations Brundtland Commission, 1987) 

Integrating environmental health, social equity, and economic vitality is essential to creating thriving, healthy, diverse, and resilient communities for this generation and future generations. The practice of sustainability recognizes how these issues are interconnected and requires a systems approach and an acknowledgement of complexity. 

Teacher-Scholars are faculty members who combine rigorous disciplinary research or creative work with high-impact teaching or practice to exemplify lifelong, intentional student learning. They understand that teaching is improved when they engage in ongoing research, scholarship, and creative activities integrated into their teaching and professional effectiveness, providing students with current, dynamic knowledge and opportunities to develop critical thinking skills.  

As stewards of intellectual growth, it is the responsibility of all GVSU faculty members to fully realize the potential of our research, scholarship, and creative activity to improve the growth and well-being of the campus and region.  

A holistic state of flourishing for every member of the university community, including students, faculty, and staff. In this state, individuals: 

• Like what they do 
• Feel their work or learning is meaningful and well-matched to their strengths  
• Experience positive emotions, physical health, and resilience 
• Enjoy supportive relationships and a strong sense of belonging 
• See clear purpose in their contributions and opportunities for continual growth and accomplishment 
• Feel secure in both their immediate environment and long-term prospects