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Strategic Plan for Brooks College of Interdisciplinary Studies

Context For Planning

Founded in 2004, Brooks College of Interdisciplinary Studies is one of the few colleges of interdisciplinary studies in the nation. With a focus on academic innovation, inclusion and diversity (both domestic and global), community engagement, and high impact liberal education, Brooks College seeks to provide students and community members with skills and knowledge necessary to meet the challenges of the 21st century.

In 2015, at the beginning of the 2016-2021 strategic planning process, Brooks College housed a wide range of interdisciplinary academic programs including African/African American Studies, Chinese Studies, East Asian Studies, Environmental Studies, the Frederik Meijer Honors College, the Intercultural Training Certificate, Latin American/Latino Studies, LGBTQ Studies, Liberal Studies, Middle East Studies, Religious Studies, and Women, Gender, and Sexuality Studies, with additional programs such as a Human Rights minor and a major in Global Studies and Social Impact expected to begin in the near future.

In addition to its academic programs, Brooks College also supports students through the Brooks College Office of Integrative Learning and Advising, the Fred Meijer Center for Writing and Michigan Authors, the Frederik Meijer Office of Fellowships, the Padnos International Center, and the Sustainable Agriculture Project. The College engages with West Michigan communities through its Center for Adult and Continuing Studies, the Civil Discourse Initiative, the Community Reading Project, the Kutsche Office of Local History, the Lake Michigan Writing Project, and the Office of Sustainability Practices.

Brooks College began its collaborative, inclusive strategic planning process in January 2015 with the appointment of a representative Strategic Planning Steering Committee. Under the guidance of this committee, in March 2015 the College conducted focus groups of alumni and students and administered an on-line survey of all faculty and staff to ascertain areas of strength, weakness, opportunity, and challenge. Through an iterative visioning process, faculty and staff collectively drafted and then overwhelmingly affirmed new mission, vision, and value statements revised to more accurately reflect the current focus and aspirations of Brooks College. Based on focus group and survey results, the Strategic Planning Steering Committee drafted a document outlining the College’s objectives and strategies and then sought input and feedback through an all-college town hall meeting in fall 2015 and a design-thinking exercise in January 2016.

The resulting 2016-2021 Brooks College of Interdisciplinary Studies Strategic Plan is designed to realized the college’s vision of being a regional and national model for creative inquiry, integrative programming, inclusive practices, and student empowerment.

Mission

Cultivating engaged global citizens through innovative interdisciplinary programs and diverse community partnerships.

Vision

The Brooks College of Interdisciplinary Studies will be a regional and national model for creative inquiry, integrative programming, inclusive practices, and student empowerment.

Value Statement


We Value:

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 students graduating in a Brooks College major participate in two or more high-impact learning experiences prior to graduation, in addition to supplemental writing skills and capstone courses.

Baseline

University Baseline: National Survey of Student Engagement (NSSE) for 2013 showed student participation in high-impact courses at 58%. Within Brooks College, showed student participation in high-impact courses at 73%. That includes 37.8% in Learning Communities; 91.9% in service-learning courses; 32.4% involved in research with faculty; 62% in internships; and 21.6% in study abroad courses.

Progress

2016 Status
Substantive Progress
Our college has partnered with the Semester In Detroit program through the University of Michigan to ensure students from GVSU have the opportunity to participate in this rich study-away experience, which includes an internship based with a Detroit community organization. We are working to increase opportunities for students to work with faculty on research. For example, we have partnered with the Office for Undergraduate Research and Scholarship to offer grant funds for faculty-led projects that increase students' academic engagement with the Sustainable Agriculture Project; start-up funds that enable new faculty to make room in their research agendas for student participation; and grant funds through the Kutsche Office for Local History for faculty-led, student-engaged research projects. We are also supporting units in efforts to increase curricular opportunities for high-impact learning experiences. Those are detailed in the units' own strategic planning updates. We are inventorying each major for what experiential learning opportunities already exist throughout the curriculum.

2017 Status
Achieved
If the eleven AAC&U definitions are used, all existing Brooks majors (GSI, LIB, REL, WGS) require at least two high-impact learning experiences, such as capstone courses, practicums, internships, integrative ePortfolios, or global learning. Requirements within each Brooks major are itemized in the attachment. Many of these majors also offer guided research, community-based learning, and other close interactions with faculty. In addition, we have followed up on the strategies outlined in the 2016 progress report. In particular, we have begun conversations about starting a Semester in Grand Rapids program in Summer 2019, and we have also hired a Director for Community Partnerships and Student Professional Development to explore new avenues for faculty to create additional high-impact experiences for students in their teaching and scholarship. In addition, Area and Global studies has added a faculty-led study abroad program to Namibia.

Objective 1.A.2

At least 95% of Brooks College graduate students participate in at least two high-impact learning experiences prior to graduation.

Baseline

University Baseline: 90% excluding the norm of capstone, thesis, dissertation and oral and written exams, baseline levels of participation by graduate students. Summer 2015 Graduate Studies.

Progress

2016 Status
Not Yet Initiated
We have no graduate programs at this time. We are in the process of putting together our first two graduate programs.

2017 Status
Not Yet Initiated
We still have no graduate programs, but the Professional Master of Social Innovation is nearing completion.

Objective 1.A.3

At least 90% of students graduating in Honors or a Brooks College minor or certificate program participate in one or more high-impact learning experiences prior to graduation, in addition to supplemental writing skills and capstone courses.

Baseline

University Baseline: National Survey of Student Engagement (NSSE) for 2013 showed student participation in high-impact courses at 58%.

Progress

2016 Status
Substantial Progress
Our college has partnered with the Semester In Detroit program through the University of Michigan to ensure students from GVSU have the opportunity to participate in this rich study-away experience, which includes an internship based with a Detroit community organization. We are working to increase opportunities for students to work with faculty on research. For example, we have partnered with the Office for Undergraduate Research and Scholarship to offer grant funds for faculty-led projects that increase students' academic engagement with the Sustainable Agriculture Project; start-up funds that enable new faculty to make room in their research agendas for student participation; and grant funds through the Kutsche Office for Local History for faculty-led, student-engaged research projects. We are also supporting units in efforts to increase curricular opportunities for high-impact learning experiences. Those are detailed in the units' own strategic planning updates. We are inventorying each major for what experiential learning opportunities already exist throughout the curriculum.

2017 Status
Substantial Progress
If the AAC&U list of high impact practices is used, the attachment shows that all of the students graduating in Honors or a Brooks College minor or certificate program participate in at least one high-impact learning experience beyond the General Education requirements. (However, some minors require deeper engagement than others.)

Outcome B: Grand Valley is diverse and inclusive.

Objective 1.B.1

Brooks College graduation rates for full-time students in each Brooks College major or minor and Honors will have increased by a statistically significant amount, and graduation rates of first generation and non-white and Hispanic students will be equal to or greater than that of Brooks College students in general.

Baseline

See Brooks Grad Rates 2017 Doc on L: Drive for baseline information.

Progress

2016 Status
Substantive Progress
We have surveyed all programs/offices/units in Brooks College for their retention strategies. See attached spreadsheet.

2017 Status
Substantive Progress
We obtained the desired data for the past 6 years from Institutional Analysis, and a college Town Hall on Retention was held early in the fall semester to help faculty and staff across the college become more aware of retention trends and brainstorm strategies for improving persistence and retention. Retention was a topic of discussion at the monthly Leadership Council meetings throughout the fall, and we are currently narrowing consideration to 1-2 main areas. Since persistence is an important aspect of retention, we supported the EDPAC focus on a registration campaign. Our office of Integrative Learning and Advising has initiated new outreach to unregistered students and group advising events. Honors has initiated new community building activities such as "Pasta with the Profs" where faculty and students can get together. The Human Rights Program has a movie night with discussio where students can connect with each other over academic interests.

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

Objective 1.C.1

Brooks College maintains communication with 95% or more of its alumni via print materials, email or social media.

Baseline

In Fall 2016, we had limited college-level engagement with Alumni, except through social media and unit-level contacts. Beginning in Winter 2017 we sent 1674 (100% of Alums at beginning of 2017) Birthday Cards to alums. This number will go down in the future as we narrow the cards to those who have donated, volunteered or connected with Brooks College in the recent year. As of July 2017, we have 202 Facebook followers and 65 Twitter followers. Beginning in Fall 2017, Brooks College Deans Office has begun sending out Alumni Newsletters to over 1600 Alums (100% of alums as noted through Alumni Relations).

Progress

2016 Status
Minimal Progress
1. We invited a representative from Alumni Affairs to a Leadership Council meeting to discuss strategies for alumni engagement. 2. Since then, we have created a strategic plan for alumni outreach across the college, and we have begun a thorough update of alumni addresses/contact information in concert with Alumni Affairs. Leadership Council will give feedback to this alumni outreach plan in Winter 2016, after which we will upload it here. 3. We continue to feature alumni successes in our annual report, on our website, in our newsletter, and via social media.

2017 Status
Substantial Progress
A variety of Alumni relations initiatives were undertaken in 2017: (1) a group of Alumni volunteered at Kids Food Basket in March, (2) faculty engaged with alumni at GVSU Laker Night at Commerica Park in July, and (3) the first - and highly successful - Distinguished Alumni Panel and Reception was held in October. Each of these events was promoted heavily through the Brooks College Alumni facebook page and twitter account. In addition, 1674 personalized birthday cards were mailed to alumni (of which 77, or less than 5%) were returned as undeliverable. In addition, the Honors College has begun an alumni chapter that had a number of meetings in 2017.

Objective 1.C.2

Each Brooks College academic program provides opportunities for a community-based learning experience as a requirement or an elective.

Baseline

In Fall 2016, the following programs all had community-based learning as an elective or requirement: LIB, WGS, LAS, HNR, ENS, HRT, GSI, CHS.

Progress

2016 Status
Substantive Progress
All new programs must include this opportunity for students. In 2016, the Latino/a Studies Certificate, Global Studies & Social Impact major, and Human Rights minor went through the curricular process and all include CBL as a requirement or elective. most existing programs in Brooks College include this opportunity. Toward expansion of CBL across the college, four major initiatives were undertaken: 1. Faculty are participating in Faculty Learning Communities and in training around CBL. 2. The ENS program is connecting with Seeds of Promise toward finding an urban agriculture site that would enhance CBL opportunities across the college. 3. A new office has been proposed, with a director, to oversee community based partnerships in Brooks College. The Office for Collaborative Inquiry and Student Professional Development will connect with community partners around internships, CBL projects for programs across the curriculum, and provide much-needed administrative and logistical support around CBL. 4. We are in the process of planning with Facilities and the Provost's Office an Innovation Lab that will open in Fall 2017. This Lab will be a collaborative project space administered by the Office for Collaborative Inquiry and Student Professional Development that will support the college's design thinking, CBL, and problem-based learning initiatives. The space is being designed specifically with engagement of community partners in mind.

2017 Status
Substantive Progress
Regarding the four initiatives from 2016: (1) faculty participated in over two dozen professional development activities on CBL. (2) The ENS partnership with Seeds of Promise was unsustainable. (3) The office for Community Partnerships and Student Professional Development has been established, and the director arrived in September. (4) The Innovation Lab was completed in late 2017 (with an official launch scheduled in February 2018). In addition, (5) discussions began in Fall 2017 for a Semester in Grand Rapids, with a target date of Summer 2019, and (6) a task force was created to frame best practices for CBL work in Brooks College. Furthermore, the attachment shows that 12 Brooks courses (across 4 programs) include CBL experiences, and there are also at least 6 other CBL opportunities in Brooks programs.

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

Objective 1.D.1

Global learning is a requirement in all Brooks College majors and minors and Honors.

Baseline

100% of majors and minors include required courses that incorporate Global Learning of at least a level 3. Global Learning Survey finalized in Winter 2015 indicates that Area Studies programs range from 3.5-4 overall; LIB at 3 overall; WGS somewhere between 2.5-3 overall. University Baseline: Fall 2014, 63% at level 3 out of 5 levels, with 5 as the highest (immersion) level.

Progress

2016 Status
Substantial Progress
Currently, every single minor and major in the college has multiple global learning opportunities for students, whether these be immersive study abroad experiences, community-based learning, or intercultural/global content. All new programs that have launched this year have, at their core, global learning: Human Rights minor; Latino/a Studies Certificate; Global Studies & Social Impact major. New programs that we are designing have global learning opportunities embedded in them. As Honors is a general education program, it offers opportunities via study abroad and World Perspectives and Issues credit to students.

2017 Status
Substantial Progress
Already substantial progress. Nothing new to report for 2017 in terms of required courses, but efforts are still ongoing to deepen the level of global learning. Area and Global Studies added new faculty-led study abroad program to Namibia for summer 2018.

Objective 1.D.2

At least 20% of Brooks College faculty members use state-of-the-art instructional methods and technologies in their teaching.

Baseline

University Baseline: Via a survey conducted in Winter 2016, 89% of faculty indicated either daily or weekly use of Blackboard in their teaching. For Brooks College faculty, this figure is at 97%. University Baseline: Via a survey conducted in Winter 2016, 47% of faculty members use state-of-the-art instructional methods in their teaching. For Brooks College faculty, this figure is at 64%.

Progress

2016 Status
Substantive Progress
Number of credit hours for courses taught online or in hybrid format have increased each year in Brooks College. Our strategy was to share best practices in pedagogical methods. We will do this alongside encouraging faculty to become trained to teach online/hybrid courses. A number of Brooks faculty are engaged in the CBL and Design Thinking initiatives around campus. We have discussed housing a certificate in Design Thinking, which would highlight and support this approach to problem solving in GVSU's curriculum.

2017 Status
Substantial Progress
Brooks College continues to lead the way in the use of state-of-the art instructional methods and technologies. The number of online and hybrid offerings has again increased, accompanied by an increase in the number of faculty trained to teach courses using these methods. On a curricular level, courses focused on Design Thinking are offered in Honors and in Liberal Studies, we have started a new minor in Digital Studies, and the Innovation Lab was completed late in 2017. Finally, a new certificate in Design Thinking is currently undergoing curricular review.

Objective 1.D.3

Brooks College will have at least 7 new interdisciplinary programs or initiatives that support and enhance university-wide collaboration and embody innovations in content, pedagogy, high impact learning opportunities, or technology.

Progress

2016 Status
Substantial Progress
Since setting this goal, the following programs have been approved through the curricular system and launched: *Major in Global Studies & Social Impact *Certificate in Latino/a Studies *Minor in Human Rights Going through curricular review right now are the following programs, for which Prospectuses were already approved and Provost-appointed task forces formed: *Minor in Digital Studies *Professional Master of Arts in Social Innovation *Major in Environmental Studies A faculty task force is putting together a certificate program in Museum Studies. We have additionally launched a university-wide initiative: a Partnership with University of Michigan that enables GVSU students to participate in their immersive study away program "Semester in Detroit." Students can earn general education and other credits, as well as complete an internship with a community organization.

2017 Status
Substantial Progress
The minor in Digital Studies was created and offered its first classes in Fall 2017. The Professional Master of Arts in Social Innovation (PMASI) was approved by faculty governance in April and by the provost in May. The Board of Trustees approved the PMASI on Feb. 2, 2018 with the next step being HLC approval. The Major in Environmental and Sustainability Studies and Certificate in Design Thinking are currently undergoing curricular review, and the Certificate in Museum Studies will soon be submitted. The minor in Migration Studies and Semester in Grand Rapids are under development.

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

Objective 1.E.1

Brooks College, including Honors, will have at least 3 additional externally funded internships, or student research funds.

Baseline

1. In Fall 2016, the Brooks College Study Away fund was created. 2. In Fall 2015, the Dave Feenstra SAP Internship scholarship was created.

Progress

2016 Status
Substantial Progress
In 2016 the Brooks College Study-Away Scholarship was established for programs such as the Semester in Detroit. We established the Dave Feenstra Sustainable Agriculture Fund for a lead intern at the SAP. We are also identifying opportunities with Development.

2017 Status
Substantial Progress
No further progress since 2016, but efforts are ongoing. (We are two-thirds of the way towards completion of this objective.)

Objective 1.E.2

Brooks College, including Honors, will have at least 2 additional externally funded scholarships.

Progress

2016 Status
Substantive Progress
PIC established a Global Programs Endowed Scholarship for faculty-led programs. The Dean established a Study Away Scholarship Fund. The Dean has worked with Development to determine the best strategies for developing new scholarships.

2017 Status
Substantial Progress
Two new scholarships were established in 2017: 1. Jeff ("Dr. J") Chamberlain Meijer Honors College Alumni Endowed Scholarship 2. Liberal Studies Accelerated Leadership Program Scholarship

Objective 1.E.3

Support staffing for undergraduate and graduate students is within 20-30% of the best practice staffing levels recommended by accrediting bodies or professional organizations.

Baseline

1 advisor in Honors; 1 advisor in Integrative Learning & Advising; 1 AP, 1/2 AP and 1/8 faculty in the writing center.

Progress

2016 Status
Substantive Progress
We have hired an additional advisor for the Honors College. We have a new Peace Corps recruiter housed at GVSU. We are in the process of establishing a new Office for Collaborative Inquiry and Student Professional Development and hiring a director for this office which will be a new position.

2017 Status
Substantial Progress
We successfully hired a new Director of Integrative Learning and Student Professional Development. A new advisor was hired in the Padnos International Center.

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

50% or more of Brooks College faculty have completed training in developing and implementing high-impact student learning experiences between the years of 2016 to 2021.

Progress

2016 Status
Not Yet Initiated
nothing to report.

2017 Status
Substantial Progress
High-impact learning experiences include study abroad, undergraduate research, community-based learning and various other pedagogical innovations. In 2017, 29 Brooks faculty reported engagement in over 100 professional development activities, including 8 workshops specifically geared towards undergraduate research and 11 on various other high impact practices. Six Brooks faculty members are trained to lead study abroad trips, and three Brooks faculty members worked as Faculty Fellows in the FTLC in 2016-17. (In total, the FTLC reports attendance of 47 Brooks faculty members at trainings on various pedagogies in 2017, but not all of these were specifically focused on high-impact student learning experiences.)

Objective 2.A.2

In each Brooks College program at least 60% of credit hours are taught by tenure stream faculty.

Baseline

In Fall 2016, these are the data regarding tenure-line faculty teaching courses across Brooks College programs: ITC Certificate: 34% of courses; 36% of all credit hours LIB: 21% of all courses; 21% of all credit hours REL: 78% of courses; 75% of all credit hours WGS: 82% of courses; 82% of all credit hours AAA: 86% of courses; 82% of all credit hours CHS: n/a EAS: 100% of courses; 100% of all credit hours GSI: 100% of courses; 100% of all credit hours LAS: 100% of courses; 100% of all credit hours MES: 80% of courses; 78% of all credit hours Honors: 87% of courses; 90% of all credit hours ENS: 75% of courses; 56% of all credit hours HRT: 100% of courses; 100% of all credit hours IDS 67% of courses; 60% of all credit hours US: 0% of courses; 0% of all credit hours DS: no courses in Fall 2016; for Fall 2017 100% of courses and 100% of all credit hours staffed with tenure-line faculty TOTAL ACROSS COLLEGE: 62% of credit hours taught by tenure-stream faculty

Progress

2016 Status
Substantial Progress
Most of our units have met this goal. However, Liberal Studies has a need for more tenure-line faculty as only about 40% of credit hours are taught by tenure-line faculty--including several borrowed from other units to teach LIB 100. We added a new TT faculty position in Fall 2016. We are in the process of hiring a new tenure-track faculty member in LIB for Fall 2017. See attached spreadsheet for % credit hours taught by tenure-line faculty in each unit.

2017 Status
Substantive Progress
As seen in the attachment, most of our programs meet this objective. However, one notable exception is LIB, where only 45.6% of SCH are taught by tenure stream faculty (including faculty borrowed from other units). It is noteworthy that LIB also houses REL (with 57.6% SCH taught by TT) and ITC (with 60% taught by TT). In addition, only 50% of the IDS courses are taught by TT faculty. (The US courses are taught primarily by staff from the Career Center, so those SCH are to be expected.)

Outcome B: Grand Valley is diverse and inclusive.

Objective 2.B.1

All Brooks College hiring, personnel, and election processes incorporate best-practices for inclusion and equity.

Progress

2016 Status
Minimal Progress
We have encouraged multiple faculty and staff to complete Inclusion Advocate training, and so we have increased the number of Inclusion Advocates. As part of our Town Hall on diversity/inclusion excellence, we discussed strategies for enhancing faculty and staff intercultural competence as relates to personnel actions and hiring. Concrete progress: 1. We have decided to revive STRIDE materials for college-wide trainings for faculty and staff. 2. Each unit has access to a Blackboard site that includes materials about best practices in recruiting and hiring diverse faculty.

2017 Status
Substantive Progress
Brooks Town Hall in April 2017 was on "Creating an Inclusive Climate. Seven new Brooks College faculty/staff became Inclusion Advocates in 2017, bringing the total to 25. Twenty Brooks colleagues attended workshops on inclusion and equity offered by the Division of Inclusion & Equity (I & E), with several people attending multiple workshops and five Brooks College attendees at the Inclusive Hiring Symposium in September 2017. In addition, two Brooks colleagues served as Faculty Fellows in I & E: Danielle Lake in academic year 2016-17 and Wendy Burns-Ardolino in academic year 2017-18. Dr. Burns-Ardolino's project centered on inclusive hiring practices (and she will moderate a panel on that in February 2018).

Objective 2.B.2

Annually, Brooks College provides professional development opportunities for all faculty and staff to enhance their intercultural competencies.

Progress

2016 Status
Substantial Progress
We achieved our one-year goal in this area. We held a workshop for faculty and staff in Winter 2016 on bias incident reporting and inclusiveness in the classroom. In Fall 2016, we held a faculty and staff Town Hall to learn more about climate study data and to generate conversation about action steps toward being more inclusive and ensuring intercultural competencies of faculty and staff. The ideas generated at the Town Hall were sorted through by the Leadership Council, with planning for future events and strategies to address them.

2017 Status
Substantive Progress
In January 2017, the topic of the annual Big Reunion to Re-energize and Reconnect (BRRR) was academic freedom and free speech. In February, four Brooks colleagues presented their research on various aspects of intercultural competence. In April, the topic of the Brooks Town Hall was creating an inclusive climate. In addition, the Padnos International Center offers training for study abroad leaders, and six Brooks faculty are trained as such.

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

Objective 2.C.1

At least 70% of tenure-stream Brooks College faculty participate in one or more external professional relationships, excluding mere membership in a professional organization within their discipline.

Progress

2016 Status
Minimal Progress
Our 2 strategies were to: 1. Publicize faculty successes in this area, which we do on our website, in our annual report, via social media, and in our newsletter. 2. Assess the need/desire for faculty awards in this area. We have formed an awards committee and are still looking into this.

2017 Status
Substantial Progress
Brooks faculty are highly active in their professional societies. In 2017, 34 Brooks faculty members reported over 100 domestic conference presentations and 25 international conference presentations. In addition, 12 Brooks faculty members reported serving as reviewers for a total of 24 journal articles and collectively served on 13 review boards. Three reported chairing a professional committee.

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

Objective 2.D.1

Each Brooks College academic unit recognizes the contribution to the scholarship of discovery, application, integration, and teaching practice in making personnel decisions.

Progress

2016 Status
Achieved
In the past year, all units have revised their tenure and promotion guidelines to align with new guidelines at the college level. Unit-level guidelines are clear about what constitutes the range of scholarship appropriate to their units and define teaching excellence.

2017 Status
Substantive Progress
The College and unit personnel guidelines recognize these categories of scholarship, but no efforts have been made to refine concepts of peer review and appropriate dissemination.

Objective 2.D.2

Brooks College has awards to recognize achievements of faculty and staff in areas such as innovation, community engagement, interdisciplinarity and student-centeredness.

Progress

2016 Status
Minimal Progress
Our stated strategy was to form a task force to investigate the appropriateness and desirability of such awards, and to create criteria and processes for the determination of these awards. A task force has been formed.

2017 Status
Minimal Progress
No additional progress.

Objective 2.D.3

Brooks College has one or more annual series of regularly occurring events that promote dialogue among Brooks College faculty and staff and with other GVSU faculty and staff around interdisciplinary scholarly and creative projects.

Progress

2016 Status
Substantive Progress
This objective is annual and thus ongoing, but we have met this objective for 2016. We have scheduled a Sabbatical Showcase for those who were on sabbatical leave last year; it will be held in February 2017. Additionally, we held a town hall around Inclusive Excellence in Fall 2016--a topic that incorporates the scholarly interest and expertise of many of our faculty and staff.

2017 Status
Substantive Progress
Brooks College's annual events include the KOAGY & Distinguished Alumni Panel in the Fall semester, the BRRR & Sabbatical Showcase in the Winter semester, and at least one Town Hall meeting each semester. Each event features a theme to engage faculty & staff around our common identity as an interdisciplinary college. In addition, individual units within the college host events such as the Working Lunch Series.

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

Objective 2.E.1

Each year, at least 75% of Brooks College faculty and 75% of Brooks College staff participate in professional development to expand, enhance or extend their competencies and capabilities within the context of the responsibilities of their positions.

Progress

2016 Status
Not Yet Initiated
Data not yet collected.

2017 Status
Substantive Progress
A Digital Measures report of Professional Development Activities showed that in 2017, 29 Brooks faculty participated in professional development activities, including 120 workshops at GVSU, 15 domestic workshops, and 3 international workshops. Numbers for staff have not yet been collected.

Objective 2.E.2

The extent to which Brooks College faculty members' performance promotes excellence in teaching, learning, and scholarship is used to assign and evaluate workloads consistent with university practice and criteria.

Progress

2016 Status
Substantive Progress
In the past year, all units updated their promotion and tenure criteria--a process that provided faculty the occasion to clarify what "excellence" in teaching, learning, scholarship, and service means. Additionally, the unit heads held a discussion about best practices in evaluating FARs and providing feedback in particular to not-yet-tenured faculty. Finally, unit heads used these discussions to work with faculty in determining appropriate Faculty Activity Plans and workloads. On a rolling basis, the associate dean works with faculty and the associate deans of other colleges to adjust MOUs (which are typically for 3-year terms) related to joint appointments; this is an opportunity for workloads to be adjusted in light of changing programmatic needs and faculty development.

2017 Status
Substantive Progress
Since all units had just updated their personnel materials in 2016, the focus in 2017 shifted to professional development for faculty and unit heads. Workshops were held on best practices for mentoring and preparation of personnel dossiers. In addition, the December unit head meeting was converted into a workshop run by AVP Aboufadel on best practices for the PRT process, including various aspects of planning and running personnel meetings. WGS has rubrics for the evaluation of FARs. We also disseminated at a unit head meeting the Writing Department's system for equitably allocating service responsibilities to faculty during the FAP process. Brooks College units are discussing how to adapt the system to their needs.

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

Outcome B: Grand Valley is diverse and inclusive.

Objective 3.B.1

Brooks College has structures in place to evaluate and improve the equity and inclusiveness of its policies, procedures, and practices.

Progress

2016 Status
Not Yet Initiated
Our strategy was to create a student advisory council for the college. We have not done this yet.

2017 Status
Not Yet Initiated
Our strategy was to create a student advisory council for the college. We have not done this yet.

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

Objective 3.C.1

90% of Brooks College faculty and 75% of Brooks College students (majors, minors, and certificate students) report their civic engagement activities and community partnership in the university-wide data base.

Progress

2016 Status
Not Yet Initiated
GVSU does not have the database set up.

2017 Status
Not Yet Initiated
GVSU does not yet have such a database. (However, there were 25 reports of civic engagement activities on Brooks College Faculty Activity Reports.)

Objective 3.C.2

By 2021 Brooks College has developed 3 additional long-term reciprocal community relationships.

Baseline

Through the Office of Sustainability Brooks College has partnerships with the City of GR and Seeds of Promise. The Kutsche Office of Local History has a partnership with the Holland Herrick Library.

Progress

2016 Status
Substantial Progress
We are well on our way to achieving this goal. Our college-wide strategy toward achieving this goal was to create a structural and administrative support unit that would support community engagement. We have proposed the Office for Collaborative Inquiry & Student Professional Development and have secured permission to hire a Director that will seek to expand and deepen our reciprocal community partnerships. Additionally, we have begun work to develop an Innovation Lab to open in Fall 2017--a collaborative work space that would accommodate community-based learning projects as well as other project-based learning initiatives in the college. In addition to this, we have developed a relationship with the Semester in Detroit program through the University of Michigan--a study away program that students at GVSU are able to participate in, and which includes an internship with a Detroit community organization. We are in the very early stages of assessing the need/desirability for a Semester in Grand Rapids program. Finally, individual faculty in LIB and ENS and HNR have been working with Seeds of Promise toward developing deeper and broader engagement opportunities with that organization, such as an urban agriculture project site and design thinking methods to address issues of importance for Seeds. We have a long-standing relationship with Seeds via the Office of Sustainable Practices.

2017 Status
Substantial Progress
We have hired a Director for the new Office of Community Partnerships and Student Professional Development who assumed her role in September 2017, and the Innovation Lab was completed in December 2017. In addition, four Brooks majors, two Brooks minors, and four service programs actively explored new long-term reciprocal relationships in 2017, as detailed in the attachment.

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

Objective 3.D.1

At least 30% of Brooks College undergraduate courses are offered in innovative approaches and formats, such as hybrid, online and competency-oriented.

Baseline

As of 2016, 27 courses in Environmental Studies, Liberal Studies, Religious Studies, Area & Global Studies, Human Rights, Honors, and Women, Gender, and Sexuality Studies are offered online.

Progress

2016 Status
Substantive Progress
In the past year, programs with no online offerings--MES, WGS--have converted courses to be offered in online and hybrid formats in the summertime. Across Brooks College, the number of credit hours taught online or in hybrid format has increased, as has the percentage of the overall share of credit hours taught. All units--Honors, WGS, Area & Global Studies, LIB--offer online and/or hybrid courses. Liberal Studies offers the degree through an adult completion program that is in hybrid format.

2017 Status
Substantial Progress
The attachment includes three different ways to measure online/hybrid courses: Table 1 shows that 109 sections of courses offered in online/hybrid format, which amounts to ~16% of all sections offered, Table 2 shows that 52 courses are offered in online/hybrid formats, which amounts to ~19% of courses offered, while Table 3 shows that ~17% of SCH are offered in online/hybrid formats. Although innovative approaches include much more than online/hybrid, the data for online/hybrid courses are easier to obtain than other approaches (such as competency-oriented).

Objective 3.D.2

At least 30% of Brooks College graduate courses are offered in innovative approaches such as, hybrid, online, and competency-oriented.

Baseline

0 graduate courses, so 0 in hybrid or online format.

Progress

2016 Status
Not Yet Initiated
We do not yet offer graduate courses.

2017 Status
Not Yet Initiated
There are not yet any graduate programs.

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

Objective 3.E.1

Brooks College has processes that promote transparent and equitable allocations of resources.

Progress

2016 Status
Substantial Progress
This is an ongoing goal. Our practice is that each year, the college's directors/unit heads--Leadership Council--shares budget requests and discusses which ones are the most needed. The Dean then takes that feedback into account when making her formal budget request. Early the next year, after budgets have been allocated, the Dean shares what she requested and what was funded. The same process is followed among unit heads when it comes to requesting faculty lines: the dean solicits their needs, holds a meeting with all the unit heads present to discuss those requests, and then reports back to the unit heads regarding what was funded and what was not.

2017 Status
Substantial Progress
Same as 2016.

Objective 3.E.2

Brooks College has developed at least one innovative program that brings revenue to the college.

Baseline

In 2015 there were no programs that generated revenue for the College.

Progress

2016 Status
Minimal Progress
PIC developed a revenue producing summer program to bring business students from India to campus. Revenue would enhance GVSU study-abroad scholarships. The implementation of the program is delayed to summer 2018.

2017 Status
Minimal Progress
Nothing new to report.

Objective 3.E.3

Brooks College has a dedicated staff person to support project-based and community-engaged teaching and scholarly and creative activity in any College academic program.

Progress

2016 Status
Substantial Progress
We have permission to hire a 1 FTE Director for Collaborative Inquiry & Student Professional Development, and we reassigned a .9 PSS to support that director's work. We have proposed an Office for Collaborative Inquiry and Student Professional Development. All of this, together, supports the development of relationships with external partners around project- based learning, community-based learning, and internships. We have also begun the development of an Innovation Lab, which would be overseen by this office--a collaborative space in which community partners, faculty, staff, and students can work together on projects.

2017 Status
Achieved
Dr. Kristin Moretto was hired as the Director of the Office for Community Partnerships and Student Professional Development. (She assumed her role in September 2017.)

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

30% of Brooks College programs have received external recognition (feature story, article, etc.).

Baseline

As we want to see 30% of the programs receiving external recognition over 5 years, we are starting at a baseline of 0.

Progress

2016 Status
Substantive Progress
Michele Coffill from University Communications did an externship in our office. She met with every program director and performed an audit of our communications strategies in order to determine a path toward better marketing and branding of the Brooks College. We followed up on several of her recommendations already, including a survey with Brooks College students and another of students who are not in the Brooks College to learn the best communication channels to use in publicizing our programs. We have developed a college-wide campaign to market programs to students on campus. We have also developed an alumni outreach plan that includes publicizing their successes on our website and newsletter, in our annual report, and in GVSU-wide publications. This past year, the following programs and offerings were publicized in the local and national media: IDS/AAA 180: Black Lives Matter course; Community Reading Project events; Padnos/Sarosik Civil Discourse Symposium.

2017 Status
Substantive Progress
Efforts are ongoing from 2016 report. The Community Reading Project and the Padnos/Sarsik Civil Discourse Symposium were again publicized in local media. In addition, the directors of the Human Rights minor and the Kutsche Office of Local History gave radio interviews promoting their programs this year. The Liberal Studies Accelerated Leadership Program received national recognition through an award to Justin Pettibone by a continuing education association. In addition the Padnos/Sarosik Civil Discourse Initiative was featured in RapidGrowth Media on Sept. 14 2017 1. The Kutsche Office of Local History's new project, Stories of Summer, in partnership with the Saugatuck-Douglas History Center, received a Common Heritage grant from the National Endowment for the Humanities in December 2017. The grant runs from 2018-2019. To see the NEH press release, please visit: https://www.neh.gov/news/press-release/2017-12-13. 2. The Office of Sustainability Practices received numerous national recogitions: • AASHE STARS Gold Rating • GVSU was named a top performer by the Association for the Advancement of Sustainability in Higher Education (AASHE), achieving high ranks in the categories of overall top performer and waste minimization. GVSU was included in AASHE’s 2017 Sustainable Campus Index, a publication that highlights the performance of colleges and universities in 17 impact areas. Nationally, GVSU ranks fourth for waste minimization and seventh for overall top performer for master’s level universities. • For the eighth year, GVSU has been named one of the country’s most environmentally responsible colleges by The Princeton Review. The university was included in the 2017 edition of “The Princeton Review’s Guide to 375 Green Colleges.” • GVSU has been named one of the country’s greenest universities by the Sierra Club, the largest national grassroots environmental organization in the United States. The university is the highest-ranking Michigan institution on the list, placing 39th out of 227 institutions. • GVSU was a nominee for the West Michigan Sustainable Business Forum’s Sustainable Business of the Year Award 3. The Padnos International Center received 9th place in the following IIE rankings: • Leading Institutions by Institutional Type (Masters) • Leading Institutions by Duration/Institutional Type (Masters): Long-term study abroad • Leading Institutions by Duration/Institutional Type (Masters): Short-term study abroad

Objective 4.A.2

The number of Brooks College students who have received external awards or recognitions has increased by at least 25% over the number of recognitions in 2015 (grant, publication, conference presentation, external fellowships, etc.).

Baseline

In 2015, 18 students and 1 alumnus had external recognition.

Progress

2016 Status
Minimal Progress
We continue to collect these data toward showing 25% improvement over 2015 levels. We publish success stories on our website, in social media, via our annual report, and in newsletters.

2017 Status
Substantive Progress
20 students received external fellowships in 2016-18, but the data are difficult to separate by calendar year because the awards are made by academic year. However, we aren't yet able to effectively track students who made professional presentations.

Objective 4.A.3

The number of Brooks College faculty and staff who have received external awards or recognitions has increased by at least 25% over the number of recognitions in 2015 (grant, publications, conference presentations, external fellowships, etc.).

Baseline

In 2015, 27 faculty and staff were externally recognized.

Progress

2016 Status
Minimal Progress
We continue to collect success stories from faculty, staff, and students. We publicize these in our newsletter, on our website, via social media, and in our annual report. We will continue to collect these data over the next several years toward increasing by 25% over 2015.

2017 Status
Substantial Progress
In 2017, 7 Brooks Faculty/staff were PI or co-PI on 6 external grants, and 6 Brooks faculty/staff received external awards. 33 Brooks faculty and staff received recognition through publication, including 5 new books, 12 peer reviewed publications, 19 book chapters, and 13 book reviews. Brooks faculty/staff presented their work at 20 international conferences and 88 domestic conferences. (These numbers do not include faculty whose tenure home is not in Brooks.) See attachment for details on these faculty achievements, as well as additional intellectual contributions.

Outcome B: Grand Valley is diverse and inclusive.

Objective 4.B.1

50% of the College's programs have received recognition for promoting inclusion and diversity.

Progress

2016 Status
Minimal Progress
We are still collecting these data on a rolling basis and will report out in 2021. The Meijer center for Writing has received recognition of its efforts to educate about Black English.

2017 Status
Minimal Progress
We are still collecting these data. In addition to the Writing Center's recognition mentioned last year, the Kutsche Office worked as a project partner on two projects supported by the Michigan Humanities Council. These projects, Nuestra Comunidad Hispana and Newcomer Legacy: Vietnamese American Impact, ended in 2017. The Kutsche Office continues to support the following projects: Gi-gikinomaage-min (We are All Teachers); Growing Community: Oceana County Agricultural History; and Histories of Student Activism at GVSU. Growing Community: Oceana County Agricultural History is funded by a National Endowment for the Humanities Common Heritage Grant. Histories of Student Activism at GVSU engages the activism of students of color and underrepresented communities. Stories of Summer is an oral history collection project and is funded by National Endowment for the Humanities Common Heritage Grant. This project seeks to document the voices of LGBTQ individuals as well as other residents who spent their summers in the twin lakeshore communities in the mid-twentieth century. Two Brooks College faculty have been serving as I & E fellows.

Objective 4.B.2

20% of Brooks College faculty and staff have received recognition for promoting inclusion and diversity.

Baseline

Two faculty have received the award for including diversity and inclusion in their teaching.

Progress

2016 Status
Minimal Progress
We are collecting these data on a rolling basis to report out in 2021.

2017 Status
Substantial Progress
Seven additional faculty and staff have been recognized in this arena, bringing the total number to 9: • Cael Keegan (WGS/LIB) was recognized with the Milton E. Ford LGBT Center’s Faculty Engagement Award in 2016. • Jae Basiliere (WGS) was recognized with the Milton E. Ford LGBT Center’s Faculty Engagement Award in 2017. • Libby Jawish (PIC) won the Graduate Dean’s Citation for Academic Excellence for Promoting Diversity and Inclusion at GVSU in 2017. • Danielle Lake was selected as a Faculty Fellow in I & E for 2016-17. • Wendy Burns-Ardolino was selected as a Faculty Fellow in I & E for 2017-18. • Robert Stevenson (AGS/LIB) and Dr. Louis Moore (AGS) have been recognized as "instrumental" in supporting the new Black Excellence Orientation and the academic success of Black students in the NIARA and Black Male Scholars programs.

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

Objective 4.C.1

The number of Brooks College external partnerships or relationships that receive positive notice in the external media has increased by 100%.

Progress

2016 Status
Substantive Progress
The College's partnership with the U- of M around the Semester in Detroit received external notice. We had two college-wide strategies toward this goal: 1. Create a marketing strategy/campaign so that the campus and external community knew about our engagement work. We have begun the process of a branding and promotional campaign, and we continue to work with University Communications toward this goal so that college and personnel accomplishments are pushed out into the media. Additionally, we are compiling in the dean's office a "talent inventory," which helps us to track the areas of expertise each faculty member has. We hope to use this in part to communicate with University Communications and the media regarding expertise on current topics of public discussion and debate. 2. Increase the number of programs with advisory boards that include community members. We are talking with individual programs about this opportunity.

2017 Status
Substantive Progress
Efforts are ongoing, but there's no additional progress to report for 2017.

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

Objective 4.D.1

Brooks College employs new technologies in implementing its comprehensive communication and marketing plan to enhance effectiveness and efficiency.

Progress

2016 Status
Substantive Progress
This year, we launched two social media initiatives, which have increased in much more visibility for the college (gauged by page views and social media "likes" and followers). First, we have begun running weekly profiles on our Facebook page to highlight the excellent faculty, staff, students, and alumni of the college. Second, we have launched a Twitter account to further publicize these profiles, as well as college events. We are also working through the marketing and branding recommendations made to us by Michele Coffill of University Communications via her externship in our office.

2017 Status
Substantive Progress
Brooks College Office's social media twitter and Facebook accounts gained 64 and 65 new followers in 2017, respectively. Although these correspond to 250% and 43% increases, there is still work to do in this area. (The Brooks College Office was significantly understaffed in Fall 2017, and this project didn't get as much attention as desired.) We also need to work on updating the Brooks College website. However, individual program in the College, such as Digital Studies, Environmental Studies, Honors, the Writing Center, the PIC, the Office of Sustainability Practices, and the SAP all made substantial progress this year, as detailed on the attachment.

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

Objective 4.E.1

Brooks College has a dedicated staff position for communication, marketing, and external relations.

Progress

2016 Status
Not Yet Initiated
Michele Coffill of University Communications completed an externship in our office. She completed an inventory of our marketing and branding, and she offered strategies and plans for us to implement. We have increased our social media presence. We do not have a dedicated staff position for communication, marketing, and external relations. However, we will be hiring within the next several months a Director for Collaborative Inquiry and Student Professional Development who will serve as a college liaison to the community in determining projects for community-based learning and project-based learning pedagogies, as well as internships.

2017 Status
Not Yet Initiated
Due to budgetary constraints, there has been no progress on this objective although the dean's office requested an AP position for this purpose.

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