Strategic Plan for College of Community & Public Service
Context For Planning
The College of Community and Public Service (CCPS) builds vibrant
communities through scholarship, research, and collaboration. Our
accomplished faculty and staff members have a wide range of expertise in
the arenas of public service, health administration, philanthropy,
hospitality, tourism, and human welfare, providing students a dynamic
learning experience and empowering communities with quality research and
data.
Mission
The mission of the College of Community and Public Service is to educate
students for professional careers through excellent teaching, learning,
scholarship, and service that promote just and democratic communities,
and ethical and effective leadership.
Vision
We aspire to be a preeminent source for community and public service
education by providing innovative professional curriculum with dedicated
and inspired teaching. We promote excellence in public service,
community leadership, and lifelong learning. We address local, regional,
national, and global issues through effective teaching, scholarship,
collaboration, and service.
Value Statement
We value the liberal education and academic excellence in learning,
teaching, and research; contemporary applied learning and critical
thinking; a passion to provide ethical and compassionate services to
diverse local, national, and global communities and populations in need;
a culture of collegiality and collaboration; diversity, community, and
social justice; empowered graduates with professional practice skills.
We value community partnerships of depth and consequence. In our
community engagement, We hold ourselves accountable for both our
particular contribution and the well-being of the whole.
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
At least 90% of undergraduate students participate in two or more other
high-impact learning experiences prior to graduation, in addition to
supplemental writing skills, general education issues, and capstone courses.
Baseline
Based on 2016 NSSE: ., 73%
Progress
2019 Status
Minimal Progress
Based on the 2019 NSSE survey (N=52), 78.8% of CCPS undergraduate students participated in two or more high-impact learning experiences prior to graduation. This was a decline of 8.5% since 2016 and 11.2% short of the goal. However, CCPS was well above the GVSU norm of 60.3%.
2018 Status
Achieved
The data source (NNSE survey) will not be available again until later this year, for Winter 2019.
Objective 1.A.2
At least 95% of graduate students participate in at least two
high-impact learning experience prior to graduation
Baseline
To be determined by an audit of Winter 2016 graduates.
Progress
2019 Status
Achieved
The curriculum of all the graduate programs ensures that students get at least two high-impact experience prior to graduation.
2018 Status
Achieved
The curriculum of all graduate programs ensures that all students have at least two high-impact experiences. No further monitoring is necessary.
Outcome B: Grand Valley is diverse and inclusive.
Objective 1.B.1
Diversity of undergraduate students is 8% greater than for the remainder
of the university.
Baseline
Currently 6% greater
Progress
2020 Status
Substantial Progress
In Fall 2020, 23.7% of CCPS domestic undergraduate students identified as BIPOC. This is almost unchanged since last year. However, diversity has not risen since 2016, CCPS was 7.3% higher than the remainder of GVSU, short of the 8% goal.
2019 Status
Substantive Progress
In Fall 2019, 23.8% of CCPS domestic undergraduate students were from an ethnic/racial group other than white. Diversity has risen since 2016, when the level was 24.5%. In 2019, CCPS was 7.3% higher than the remainder of GVSU, which is short of the objective.
Objective 1.B.2
Diversity of graduate students is 6% greater than for the remainder of
the university.
Baseline
Currently 4.8% greater
Progress
2020 Status
Minimal Progress
In Fall 2020, 20.1% of CCPS domestic graduate students identified as BIPOC. This is an increase from last year. However, diversity has not risen since 2016, and is only 4.6% higher than the remainder of GVSU, short of the 6% goal.
2019 Status
Minimal Progress
In Fall 2019, 19.1% of CCPS domestic graduate students identified with an ethnic/racial category other than white. Diversity has fallen since 2016, when the level was 24.5%. In 2019, CCPS was 5.2% higher than the remainder of GVSU, which is short of the objective.
Outcome C: Grand Valley has mutually beneficial relationships, partnerships, collaborations, and connections with local, state, national, and world communities.
Objective 1.C.1
At least 20% of academic courses incorporate community-based learning experiences.
Baseline
0 (course designation for community-based learning is not yet available)
Progress
2020 Status
Substantial Progress
Substantial Progress In 2020, CCPS moved closer to its objective, with 11.3% of undergraduate CCPS courses (excluding internship, field study, and independent study) having a CBL designation.
2019 Status
Substantial Progress
In 2019, CCPS moved closer to its objective, with almost 7% of undergraduate CCPS courses (excluding internship, field study, and independent study) having a CBL designation. The following CCPS courses received the CBL designation in 2019:
CJ 360 - Inside-Out Prison Exchange Program
CJ 415 - Law Enforcement Physical Education, Defensive Tactics and Firearms
CJ 417 - Criminal Investigations II
CJ 418 - Patrol and Traffic Administration and Procedure
CJ 464 - Security Management
CJ 490 - Criminal Justice Internship*
SW 317 - Generalist Practice I
SW 679 - Program Monitoring and Evaluation
SW 660 - Grant Writing and Resource Development*
* Not included in calculation of percent
Outcome F: The College of Community and Public Service is a celebration and exemplar of community-engaged teaching, research and service.
Objective 1.F.1
SAME AS 1C1: At least 20% of academic courses incorporate
community-based learning experiences.
Progress
2020 Status
Substantial Progress
Substantial Progress In 2020, CCPS moved closer to its objective, with 11.3% of undergraduate CCPS courses (excluding internship, field study, and independent study) having a CBL designation
2019 Status
Substantial Progress
(SAME AS 1.C.1) In 2019, CCPS moved closer to its objective, with almost 7% of undergraduate CCPS courses (excluding internship, field study, and independent study) having a CBL designation. The following CCPS courses received the CBL designation in 2019:
CJ 360 - Inside-Out Prison Exchange Program
CJ 415 - Law Enforcement Physical Education, Defensive Tactics and Firearms
CJ 417 - Criminal Investigations II
CJ 418 - Patrol and Traffic Administration and Procedure
CJ 464 - Security Management
CJ 490 - Criminal Justice Internship*
SW 317 - Generalist Practice I
SW 679 - Program Monitoring and Evaluation
SW 660 - Grant Writing and Resource Development*
* Not included in calculation of percent
Strategic Priority Area 2: Further develop exceptional personnel.
Outcome B: Grand Valley is diverse and inclusive.
Objective 2.B.1
Diversity of tenure-stream faculty is 10% greater than for the remainder
of the university.
Baseline
Currently 8.9% greater
Progress
2020 Status
Minimal Progress
Faculty diversity remained unchanged from 2019. 23.4% of CCPS faculty identified themselves as in a BIPOC category. This was 7.0% more than the remainder of the university, but short of the target of 10%.
2019 Status
Minimal Progress
In 2019-20, 23.4% of CCPS faculty identified themselves in a ethnic/racial category other than white. This was a drop from 2018-19. While still more diverse than the remainder of GVSU, CCPS faculty is only 6.9% more diverse, well short of the 10% objective.
Outcome C: Grand Valley has mutually beneficial relationships, partnerships, collaborations, and connections with local, state, national, and world communities.
Objective 2.C.1
90% of tenure stream faculty members participate in one or more external
community / professional relationships not including membership in an
external professional organization within their discipline.
Baseline
80%
Progress
2020 Status
Minimal Progress
CCPS was short of its objective with only 66% of CCPS faculty participated in one or more external community / professional relationships. This is undoubtedly due to COVID-19 ending many types of face-to-face community engagements and increased teaching loads taking more faculty time.
2019 Status
Achieved
Based on 2019 FARs, CCPS met its objective with 93% of CCPS faculty participated in one or more external community / professional relationships.
Outcome D: Grand Valley supports innovative teaching, learning, integrative scholarly and creative activity, and the use of new technologies.
Objective 2.D.1
Community-engaged teaching, scholarship and service will be defined and
recognized in the promotion and tenure of CCPS faculty.
Baseline
no relevant language in CCPS tenure and promotion guidelines
Progress
2018 Status
Achieved
The new CCPS tenure and promotion standards have been adopted and approved. These define how Community-engaged teaching, scholarship and service are defined and evaluated in CCPS.
2017 Status
Substantial Progress
A draft of new promotion and tenure standards has been submitted to the dean's office by the College Personnel Committee. Community-engaged teaching, scholarship and service are incorporated in the document.
Outcome E: Grand Valley strategically allocates its fiscal, human, and other institutional resources.
Objective 2.E.1
At least 75% of faculty and 75% of staff participate in professional
development to expand, enhance or extend their competencies and
capabilities within the context of the responsibilities of their positions
Baseline
50%
Progress
2019 Status
Substantive Progress
CCCP was slightly short of its objective, with 71% of faculty participation in a professional development activity in 2019.
2018 Status
Not Yet Initiated
Not Yet Initiated
Outcome F: The College of Community and Public Service is a celebration and exemplar of community-engaged teaching, research and service.
Objective 2.F.1
SAME AS 2C1: 100% of tenure stream faculty members participate in one or
more external community / professional relationships not including
membership in an external professional organization within their discipline.
Progress
2020 Status
Minimal Progress
CCPS was short of its objective with only 66% of CCPS faculty participated in one or more external community / professional relationships. This is undoubtedly due to COVID-19 ending many types of face-to-face community engagements and increased teaching loads taking more faculty time.
2019 Status
Achieved
(Same as 2.C.1.) Based on 2019 FARs, CCPS met its objective with 93% of CCPS faculty participated in one or more external community / professional relationships.
Objective 2.F.2
SAME AS 2D1: Community-engaged teaching, scholarship and service will be
defined and recognized in the promotion and tenure of CCPS faculty.
Progress
2018 Status
Achieved
The new CCPS tenure and promotion standards have been adopted and approved. These define how Community-engaged teaching, scholarship and service are defined and evaluated in CCPS.
2017 Status
Substantial Progress
A daft of new pomotion and tenure standards has been submitted to the dean's office. Community engaged scholarship and service are incorporated into the document.
Strategic Priority Area 3: Ensure the alignment of institutional structures and functions.
Outcome E: Grand Valley strategically allocates its fiscal, human, and other institutional resources.
Objective 3.E.1
Develop a performance-based budgeting model to manage cost-efficient
resource allocations and support community engagement.
Baseline
no performance-based budgeting model
Progress
2019 Status
Achieved
A new performance-based budget model was implemented for 2019-20
2018 Status
Substantial Progress
Phase one of an incentive-based budget was implemented for the 2018-19 fiscal year. The second phase will be implemented in 219-20.
Outcome F: The College of Community and Public Service is a celebration and exemplar of community-engaged teaching, research and service.
Objective 3.F.1
SAME AS 3E1: Develop a performance-based budgeting model to manage
cost-efficient resource allocations and support community engagement.
Progress
2019 Status
Achieved
(Same as 3.E.1) A new performance-based budget model was implemented for 2019-20
2018 Status
Substantial Progress
Phase one of an incentive-based budget was implemented for the 2018-19 fiscal year. The second phase will be implemented in 219-20.
Strategic Priority Area 4: Enhance the institution's image and reputation.
Outcome D: Grand Valley supports innovative teaching, learning, integrative scholarly and creative activity, and the use of new technologies.
Objective 4.D.1
At least 8 CCPS faculty, staff, students, or alumni will be nominated
for university-level or external awards each year.
Baseline
1 per year
Progress
2020 Status
Achieved
Five faculty received university-level awards. Another five were nominated, but did no win. Three faculty received awards from external professional organizations.
2019 Status
Achieved
Distinguished Early-Career Scholar Award (GVSU): Carrie Buist (faculty in SCJ)
Distinguished Early-Career Scholar Award (GVSU): Huafang Li (SPNHA)
Outstanding University Service Award (GVSU): Brian Johnson (SCJ)
Regent Award (Great Lakes Chapter of the American College of Healthcare Executives): Raymond Higbea (SPNHA)
Regent Award (Great Lakes Chapter of the American College of Healthcare Executives): Jenny Dondzila (student in MHA)
Fulbright Scholarship (U.S. Department of State): Laura Jaskiewicz (SPNHA)
Outstanding Faculty Award from the Oliver Wilson Freshman Academy (GVSU): Billy Wallace (SCJ).
Outstanding Teacher Award from Graduate Student Association (GVSU): Michelle Wooddell (SPNHA)
Benjamin A. Gilman International Scholarship (Institute of International Education): Angela Harris (PA major)
Objective 4.D.2
The CCPS Dean's Office and CCPS common spaces will be aesthetically
improved and reflect CCPS mission, vision and values.
Baseline
current space
Progress
2020 Status
Minimal Progress
There was no physical improvement of space. In 2020. Two items are worth noting:
A “classroom extreme makeover taskforce” was assembled to plan for the improvement of our educational space. A report was completed and submitted to the Academic Space Committee and the Faculty Facilities Planning Advisory Committee. The COVID-19 situation postponed the opportunity for development.
New student posters were not available because of the cancelation of the various events for which student posters are created. The space was temporarily repurposed for posters honoring retirees, faculty award winners, and CCPS
2019 Status
Achieved
Space in the Undergraduate Advising Center was improved in two phases.
UAC Phase 1: Improve welcome area in front of elevators where student employees greet guests. Previously had one long desk. We had facilities decrease the desk space and add a sitting/waiting area. This benefitted students, but also University guests using the conference rooms 303 C and 302 C.
UAC Phase 2: Since our student employee workstation had transitioned to the new space by the elevator, we were able to reconfigure our PSS workstation to one work area instead of two. Since our paper filing system has been eliminated and we file electronically, we did not need the filing and cabinet space. We were able to add more chairs for students to sit while waiting for advising, and for families and guests to wait while students are in orientation.
Outcome E: Grand Valley strategically allocates its fiscal, human, and other institutional resources.
Objective 4.E.1
Each year, CCPS will assist its units in generating at least five
items/events which (1) get positive attention or recognition external to
GVSU, and (2) enhance our reputation for community engagement.
Baseline
1 item per year
Progress
2020 Status
Achieved
In 2020, More than 5 items were promoted through all five of our social media platforms: a CCPS webpage spotlight, Facebook, Twitter, LinkedIn, and Instagram.
2019 Status
Achieved
The following 7 items were promoted in a CCPS Spotlight, on Facebook, On Twitter, On LinkedIn and through Instagram.
1. OUR INAUGURAL COMMUNITY-ENGAGED STUDENT RESEARCH SYMPOSIUM: CHANGE IS ON YOU!
2. JAMON ALEXANDER, '05, RECEIVES THE GRAND RAPIDS BUSINESS JOURNAL'S 40 UNDER 40 AWARD
3. JESSICA BABCOCK, HTM ALUMNA, NAMED 40 UNDER 40 BUSINESS LEADER
4. JOCELYN HINES RECEIVES AWARD FROM GOVERNOR WHITMER
5. GVSU PROFESSOR TEACHES COURSE IN SHANGHAI
6. DR. LARA JASKIEWICZ RECEIVES FULBRIGHT SCHOLAR AWARD
7. RACHEL KAMMER RECEIVES DISTINGUISHED AWARD
Outcome F: The College of Community and Public Service is a celebration and exemplar of community-engaged teaching, research and service.
Objective 4.F.1
SAME AS 4E1 Each year, CCPS will assist its units in generating at least
five items/events which (1) get positive attention or recognition
external to GVSU, and (2) enhance our reputation for community
engagement.
Progress
2020 Status
Achieved
In 2020, More than 5 items were promoted through all five of our social media platforms: a CCPS webpage spotlight, Facebook, Twitter, LinkedIn, and Instagram.
2019 Status
Achieved
(Same as 4.E.1.) The following 7 items were promoted in a CCPS Spotlight, on Facebook, On Twitter, On LinkedIn and through Instagram.
1. OUR INAUGURAL COMMUNITY-ENGAGED STUDENT RESEARCH SYMPOSIUM: CHANGE IS ON YOU!
2. JAMON ALEXANDER, '05, RECEIVES THE GRAND RAPIDS BUSINESS JOURNAL'S 40 UNDER 40 AWARD
3. JESSICA BABCOCK, HTM ALUMNA, NAMED 40 UNDER 40 BUSINESS LEADER
4. JOCELYN HINES RECEIVES AWARD FROM GOVERNOR WHITMER
5. GVSU PROFESSOR TEACHES COURSE IN SHANGHAI
6. DR. LARA JASKIEWICZ RECEIVES FULBRIGHT SCHOLAR AWARD
7. RACHEL KAMMER RECEIVES DISTINGUISHED AWARD
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