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Strategic Plan for School of Public, Nonprofit & Health Administration

Mission

The School of Public, Nonprofit and Health Administration educates students for lives of active citizenship as contributing members of their local, regional, national, and global communities, and professional careers in government, nonprofit and health care organizations.

Vision

SPNHA aspires to be a pre-eminent source for community and public service education by providing an innovative, professional curriculum with dedicated and inspired teaching, scholarship, and service to the community. SPNHA is committed to developing in our students the capacities for ethical judgment, critical thinking, and the skills and leadership necessary to fulfill multiple roles as effective managers and public servants.

Value Statement

We value: Liberal education Academic excellence in learning, teaching and research A culture of collegiality and collaboration Diversity, civic discourse, and democratic communities Community Engagement International perspectives and experiences Management skills Ethical commitment Study of public, nonprofit and private sector collaboration. Diversity of ideas Innovation Informed decision making Social justice

Strategic Priorities, outcomes, and key objectives

Strategic Priority Area 1: Actively engage learners at all levels.

Outcome A: Grand Valley's learning environment is personal, challenging, and transformational, supporting excellent academic programs and co-curricular opportunities.

Objective 1.A.1

Maintain a focus that integrates our scholarship into our teaching. Maintain currency in our curriculum, syllabi and teaching methods.

Baseline

Not currently monitored

Progress

2019 Status
Substantial Progress
In Fall of 2019 the three Master programs of MPA, MHA and MPNL are moving to primarily a hybrid format. There were over a dozen courses that had not yet been hybrid approved. Each of the coordinators for the MHA, MPA and MPNL submitted course changes requests for the courses that will be offered in hybrid format in 2020-21

2017 Status
Substantial Progress
A syllabus of record was created and reviewed but the coordinators and SPNHA director for every single graduate and undergraduate course and submitted to the curriculum committee as required by the university in 2017-18.

Outcome B: Grand Valley is diverse and inclusive.

Objective 1.B.1

Intentionally broaden student world-views and perspectives through diversity and inclusion learning activities and prepare student to handle complicated workplace situations. All students will take at least two course that specifically address diversity and inclusion.

Baseline

Not Monitored

Progress

2019 Status
Achieved
We've identified diversity and inclusion learning activities as defined in the syllabus or class activities or assignments in a majority our classes including: PA 270, PA 307, PA 310,PA 335, PA 360, PA 372, PA 376, PA 390, PA 395, PA 420, Pa 520, PA 612, PA 614, PA 616, PA 620, PA 630, PA 631, PA 634, PA 637, PA 641, PA 660, PA 661, PA 665, PA 667, PA 670.

Outcome C: Grand Valley has mutually beneficial relationships, partnerships, collaborations, and connections with local, state, national, and world communities.

Objective 1.C.1

Foster and improve the value of community based learning and develop a common definition of what the term means in SPNHA undergraduate context and engage in mutually beneficial partnerships.

Baseline

At this time, SPNHA has no established baseline for community-based learning activities. We have, however, had several faculty members who have formed successful partnerships throughout the years. Therefore, we will use the strategic planning process to capitalize on creating a catalog of these activities so that we can increase these activities in the future. We estimate at least 25% of courses involve some community based learning.

Progress

2018 Status
Substantial Progress
The Undergraduate Program completed its 18 month involvement with the Engaged Department Initiative. Details of the outcomes are attached in the document below.

Outcome D: Grand Valley supports innovative teaching, learning, integrative scholarly and creative activity, and the use of new technologies.

Objective 1.D.1

Advance international perspectives for SPNHA students

Baseline

# of students who engage in global learning, SPNHA has had a global presence for many years.

Progress

2019 Status
Substantial Progress
We have met our goal with more than 25% of SPNHA courses that involvement international content. These include PA 372 and PA 670 and PA 554 Giving From an International Perspective that are wholly designed around internationalism. In addition, PA 630 studies comparative international health systems, PA 631 has a policy assignment with international components, PA 633 reviews international health economics finance, PA 449 studies international health care services, immigration and international trade, PA 616 covers multiple international perspectives on public policy, PA 645 studies global issues in aging, PA 310 covers comparative health policy, PA 307 studies comparative local governance in UK, Australia and Canada, PA 270 has a topic on comparative disaster relief, PA 660 covers comparative philanthropy, PA 641 studies international trade, globalism, PA 620 studies comparative urbanization, planning case studies in Russia, UK, Australia, international mayoral leadership. We have seen an uptick in international applications. We are working on creating separate admissions letters for international students and updated the SPNHA web to include updated information for international students. Richard Jelier received a Padnos International Center Partnership Maintenance Grant and met with university leaders at Macquarie University for a week in April to enhance the University to University Partnership that he created in 2005. Lara Jaskiewicz received the prestigious Fulbright Award to teach and study in Lithuania.

Strategic Priority Area 2: Further develop exceptional personnel.

Outcome A: Grand Valley's learning environment is personal, challenging, and transformational, supporting excellent academic programs and co-curricular opportunities.

Objective 2.A.1

70 % of part-time faculty will have participated in one university or departmental training, event, workshop or seminar every three years.

Baseline

Limited formal support except that provided by university. Some mentoring.

Progress

2019 Status
Substantial Progress
In 2019 we set a date for our biannual part-time faculty institute. Due to schedule conflicts we were moving the training to sometime in early April. Given Covid 19, we will move the institute to the 2020-21 academic year.

2018 Status
Substantial Progress
A second Part-Time Faculty institute was Held on February 10, with eight part-time faculty and six full time faculty participating with guests from FTLC and the event provided three hours of training plus plenty of time for Q and A and interaction between faculty and part-time faculty.

Outcome B: Grand Valley is diverse and inclusive.

Objective 2.B.1

Make diversity and inclusion a key component of faculty life.

Baseline

Not monitored except as gathered in FARs

Progress

2019 Status
Substantial Progress
WE now have four faculty/staff that are currently trained as Inclusion Advocates who all went through he annual Inclusion Advocate update training, Davia Downey, Sal Alaimo, Priscilla Kimboko and Quincy Williams. In 2019 SPNHA faculty: participated in a video simulation for I&E used in training sessions, co-presented at and I& E workshop, participated in the 4th Annual 2019 Ottawa County Diversity Forum, the Lake Shore Ethnic Diversity Summit on Race and Inclusion, Providing Culturally and Linguistically Appropriate Services panel discussion moderator, Equity of Care panel discussion moderator, Geographic Diversity moderator, Implicit Bias attendant and GLACHE Diversity and Inclusion Committee Chair – currently completing GLACHE’s diversity audit.

2018 Status
Substantive Progress
We held a training in diversity and inclusion for the entire full-time SPNHA faculty in our January faculty meeting. The training was facilitated by Relando Thompskins, Office of Inclusion and Equity and was titled, “Training/Presentation on Civil Discourse and Diversity”. A number of our faculty staff, including Priscilla Kimboko, Quincy Williams and Sal Alaimo have gone through the diversity and inclusion advocate training.

Outcome C: Grand Valley has mutually beneficial relationships, partnerships, collaborations, and connections with local, state, national, and world communities.

Objective 2.C.1

Improve faculty engagement in community engagement initiatives. Ensure that faculty is engaged in some scholarship or service that involves community.

Baseline

Currently, this information is included in FARs, thus while our baseline % is unknown at this time, it is possible to discover. Once we establish a baseline we will sequentially increase the number of faculty who participate in university-sponsored community engagement activities each year until we attain the 70% benchmark set by the university.

Progress

2019 Status
Substantial Progress
In 2019, all 12 tenure track faculty engaged in at least one significant community engagement activity.

2018 Status
Substantial Progress
In the 2018 Faculty Activity Report, all 13 full time faculty reported at least one community engagement activity.

Strategic Priority Area 3: Ensure the alignment of institutional structures and functions.

Outcome B: Grand Valley is diverse and inclusive.

Objective 3.B.1

Increase effort to intentionally recruit from and network with diverse external community and diverse professional organizations with deliberate outreach to chronically under-represented groups.

Baseline

Episodic efforts at recruiting

Progress

2020 Status
Substantive Progress
In Winter 2020 all full time SPNHA faculty and staff met with one of our alumni and current adjunct faculty Rebecca Velasquez-Publes for assistance in better connectively with the LatinX community, particularly with regards to recruiting more LatinX students. She stressed the need for developing authentic sustained relationships and promoting greater visibility of the SPNHA program in the LatinX community.

2018 Status
Minimal Progress
Despite our initial efforts we have not had success in generating new Latino enrollment. In fact our MPA enrollment has only 4 Latino students the same number as in winter 2018. Our MHA Latino enrollment declined from 3 to 1 over the last year. We are increasing our commitment in all our graduate programs, especially in the area of Latino outreach. The MHA Coordinator is going to meet with Juan Alivarez, the former Grand Rapids Community College President to solicit his assistance, the MPA program is currently preparing an comprehensive inventory off all possible West Michigan Latino organizations, including GVSU student organizations to target and the MPNL is also preparing a minority recruitment plan.

Strategic Priority Area 4: Enhance the institution's image and reputation.

Outcome A: Grand Valley's learning environment is personal, challenging, and transformational, supporting excellent academic programs and co-curricular opportunities.

Objective 4.A.1

Maintain currency in our SPNHA web site. Produce at least two electronic newsletters each year and 100% of printed materials will reflect the department's achievements in accreditation.

Baseline

Very few of our current materials promote accreditation.

Progress

2019 Status
Substantial Progress
In 2019 we publishes another Electronic Newsletter on January 24th highlighting the SPNHA year in review. We are planning our next electronic newsletter in April 2020.

2018 Status
Substantial Progress
We continued with three electronic newsletters in 2017-18 and began the process of pre-accreditation with the MHA program and early stages of pre-accreditation for the MPNL program. In the summer of 2018, we hired Lindsey Bair, our new department secretary who will be our social media coordinator who works with the CCPS working group.

Outcome E: Grand Valley strategically allocates its fiscal, human, and other institutional resources.

Objective 4.E.1

Partner and develop relationships with SPNHA alumni through the Alumni association through successful alumni engagement.

Baseline

SPNHA Alumni Association established 2013

Progress

2019 Status
Substantial Progress
In 2019 we set a goal to better balance the representation from all our degree programs, with a least three members of the alumni board from each our degree programs, MPA, MHA, MPNL and Public and Nonprofit Administration. As a number of existing board members will be term limited out in 2020, we will be nominating a large slate of candidates to ensure this representation in 2020. In 2019, the SPNHA Alumni board continued to target the SPNHA Foundation which grew to over $130,000 in 2019 and the board has shifted its focus on the Margaret Sellers Walker fund for the near future. In 2019 the Alumni board agreed in principal that formal mentoring should be a component of board membership and proposed changes to the by-laws that will be voted on in 2020. The executive members of the board attended an SPNHA faculty meeting to get feedback from faculty and report on board activities.

2018 Status
Substantial Progress
The SPNHA Alumni Association Executive Committee met with SPNHA faculty and presented their Strategic Plan, described their upcoming annual Head Shot and Career Event. During Spring 2018, the Alumni Association is planning to adopt some new bylaws which will required all board members to have official responsibilities as SPNHA mentors, with plans to visit each of the three masters programs introductory courses to establish mentoring relationships with new incoming masters students. Preliminary work was done to lay the foundation with a new partnership with SPNHA faculty to cosponsor an Annual Magaret Sellers Walker lecture series and target the Margaret Sellers Walker fund to reach the $30,000 endowed amount. The fund is currently just below $10,000.

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