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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

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.

2018 Status
Achieved
The diversity of the domestic undergraduate student body increased from 29.4% to 30.7%. This is well above the target of 27.6%, which is based on the remainder of GVSU, plus 8 percent.

Objective 1.B.2

Diversity of graduate students is 6% greater than for the remainder of the university.

Baseline

Currently 4.8% greater

Progress

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.

2018 Status
Achieved
While the diversity in the CCPS domestic graduate student population decreased by almost 3%, it is still above the target of 21.8%, which is based on the remainder of GVSU plus 6 percent. However, the drop is a concern and will be further examined.

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

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

2018 Status
Substantive Progress
The CBL designation became available for the first time in 2018. HTM 413 “Advanced Food and Beverage” was one of three courses to be granted that designation in 2018.

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

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

2018 Status
Substantive Progress
The CBL designation became available for the first time in 2018. HTM 413 “Advanced Food and Beverage” was one of three courses to be granted that designation in 2018.

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

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.

2018 Status
Minimal Progress
The diversity of CCPS T/TT faculty fell in 2018-19. We have 27.1% of faculty identifying as an ethnicity other than White. We are no longer meeting our target, which would now be 28.7% of faculty identifying as an ethnicity other than White.

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

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.

2018 Status
Achieved
Based on 2018 Faculty Activity Reports, 90% of faculty participate in one or more external community / professional relationships not including membership in an external professional organization within their discipline

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

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.

2018 Status
Achieved
Based on 2018 Faculty Activity Reports, 90% of faculty participate in one or more external community / professional relationships not including membership in an external professional organization within their discipline

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

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)

2018 Status
Achieved
In 2018, nine CCPS faculty and students were awarded university-level and external awards

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

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.

2018 Status
Substantive Progress
Second floor reception are has added “Engage, Enrich, Enhance” banners. (Only one instance).

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

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

2018 Status
Substantive Progress
In 2018, CCPS created 121 Facebook posts, 48 Tweets, 80 CCPS web page spotlights, and 9 WGVU “Community Connections” podcasts. Three stories were promoted through all four of the above media. Approximately 20 more stories were promoted through three media.

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

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

2018 Status
Substantive Progress
Same as 4E1

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