Draft Values, Vision, Mission FAQ

No. Sustainability in particular is present in multiple values—especially under Integrity (“excellent stewards of our communities, our resources, and our planet”). It is also clearly identified under Internationalization (“supporting people, planet, and prosperity. Our efforts at supporting wellbeing of individuals, groups, and ecosystems is important locally, nationally, and globally”). We on the RH2025 Steering Committee believe that excellence results from our success in the strategies that we’ll use to achieve it.

Absolutely not. Our shared understanding of Integrity specifically includes the phrase: “our institutional mission of quality education and research ” and, more significantly, the entire value of Inquiry articulates our support for the continued scholarly work and creative expression by students and faculty alike.

Both the vision and our mission statements use the more inclusive and expansive term “learner” to underscore the reciprocity of learning that emerged as important from the Grand Huddles and 2020 huddles. All of us in the GVSU community are both educators and learners, and it is the act of learning that centers all we do. We already have begun enrolling more adult learners than ever before, and the language of adult and continuing education more typically uses the word learner.

The majority of GVSU employees have been and will continue to be in positions with the title “faculty.” The teaching, scholarship, and service of thousands of committed and effective faculty remains at the core of what we do, and faculty positions are appropriately the largest segment of our workforce. Our success in the mission and vision depends on each and every faculty and staff member.

In addition to the central work of faculty teaching students in a well-developed and well-delivered curriculum, all of our employees are educators. All of our work touches and supports learners, and we are all concurrently learners ourselves. Our success in the mission and vision depends on each and every faculty and staff member.

The foundation of this institution’s curriculum has always been a liberal education, and it is essential that it remain so. Our value of Inquiry proclaims “our strong foundation of a liberal education.” Concurrently, we add great value to our students’ lives through our GVSU integration of that foundation with experiential, curricular, and professional-focused programs that provide the career-enhancing education that our graduates and other stakeholders seek and deserve.

A large part of our student population is actively engaged in seeking career skills and certifications that will help them keep, gain, and sustain meaningful and sustaining employment. Our approach to liberal education is professional training, too, in that the critically important skills that we emphasize (e.g., communication skills, critical thinking and problem-solving, information literacy) are exactly those that are among those rated as most valuable by employers. Concurrently, our value of Integrity specifically mentions the importance of our effort to “integrate the curriculum in professional contexts.” Our highly regarded and accredited professional degree programs remain ever more essential to our success because it is critical to our graduates’ success.

They are included! You will also notice that the word “undergraduate” is likewise absent from the values, but the lack of identification of each level of study is intentional. Master's degrees, bachelor’s degrees, and doctorate degrees—none of them are mentioned. Nor are students pursuing a certificate or badge. We very much mean it when we say that learning, for credit and degrees and for learning for its own sake, are “lifetime pursuits” (GVSU Vision). By trying to list all the specific ways in which lifetime learning happens is, in the view of most stakeholders, limiting, and counter to the philosophy of L3: learning never stops.

Responses are based on input from stakeholder groups and steering committee conversations.