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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

2021 Status
Achieved
This objective was achieved in 2017, details of which were provided in 2018.

2020 Status
Achieved
This objective was achieved in 2017, details of which were provided in 2018.

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

2021 Status
Achieved
This objective was achieved in 2019 with the launch of the Social Innovation graduate program which requires an internship and community partner project to complete the program.

2020 Status
Achieved
This objective was achieved in 2019 with the launch of the Social Innovation graduate program which requires an internship and community partner project to complete the program.

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

2021 Status
Achieved
This objective was achieved in 2019, with details provided in that report.

2020 Status
Achieved
This objective was achieved in 2019, with details provided in that report.

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

2021 Status
Substantial Progress
In 2021, the 6-year graduation rate for all Brooks majors was 82%. The rate for first-generation students was 74%., and the rate for non-white and Hispanic students was 74%. The 4-year graduation rate followed a similar pattern, with an overall rate of 78%, first-generation rate of 77%, and non-white and Hispanic at 82%

2020 Status
Substantial Progress
In 2020, the 6-year graduation rate for all Brooks majors was 67%. The rate for first-generation students was significantly lower, at 60%., and the rates for non-white students varied from 50% to 100%, as shown in the attached table. The largest groups of non-white students were African-American and multi-ethnic, whose 6-year graduation rates were 65% and 80%, respectively; however, statistical fluctuations are a factor in all non-white groups. The 6-year graduation rate for students who identified as white was aligned with the overall graduation rate of 67%. The 4-year graduation rate followed a similar pattern, with an overall rate of 65%, first-generation rate of 60%, white rate of 65%, multiethnic rate of 80%, African American rate of 65%, and other ethnicities too small in number for meaningful statistical analysis. .

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

2021 Status
Substantial Progress
We continued our strategy of communicating with alumni through units, where alumni have a direct connection. The Office Coordinator started a Brooks Communications Communications Partners group to share strategies, events, and tools among units. The Dean's Office mailed personalized thank you cards to donors in December 2021. The Honors College shares its weekly newsletter with alumni. We've continued to increase our audience on social media. We now have 297 followers on Twitter (a 15% increase over last year). On Facebook, we have 397 followers (a 13% increase from last year). We send our monthly newsletter to 306 contacts.

2020 Status
Substantial Progress
In 2020, we continued to maintain contact with alumni despite the impact of the COVID-19 pandemic on in-person events. Our strategy for communicating with alumni is through our units, which is where alumni feel a connection. The Honors College shares its weekly newsletter with alumni. The Padnos International Center is coordinating a virtual panel of alumni who studied abroad for January 2021. The new LEADS program hosted a virtual event connecting current students and alumni in their fields of interest. We've continued to increase our audience on social media. We now have 258 followers on Twitter (a 23% increase from last year). On Facebook, we have 352 followers (a 19% increase from last year). We send our monthly newsletter to 318 contacts.

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

2021 Status
Substantial Progress
In addition to the opportunities previously reported on, INT 323: Design Thinking to Meet Real-World Needs partnered with two community organizations, Founders and Ducks Unlimited, to offer community-based learning experiences for students. In Fall 2021, two GVSU students participated in Semester in Detroit program which included internships at local community organization. The ongoing COVID-19 pandemic continues to create challenges for this objective.

2020 Status
Substantial Progress
We were not able to expand community-based learning opportunities in 2020 due to the COVID-19 pandemic.

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

2021 Status
Substantial Progress
As previously reported, global learning was already a requirement in all Brooks College majors/minors and in Honors at the time this goal was written. Introduction to global learning is generally required via specific coursework, and higher levels often occur in high-impact practices such as the capstone, practicum, or study abroad experience.

2020 Status
Substantial Progress
The only reason for not marking this as achieved is that global learning was already a requirement in all Brooks College majors/minors and in Honors at the time this goal was written. Introduction to global learning is generally required via specific coursework, and higher levels often occur in high-impact practices such as the capstone, practicum, or study abroad experience. (However, the proposal for a Migration Studies minor mentioned in past years was not approved by the dean.)

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

2021 Status
Achieved
As previously reported, this objective was achieved in 2019.

2020 Status
Achieved
This objective was achieved in 2019. Since our last report, we secured a space for IDeL staff located in Lake Michigan Hall to support innovative instructional design, especially for the LEADS program. In addition, all Brooks faculty are now certified for online teaching.

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

2021 Status
Achieved
As previously reported, we achieved this objective in 2018.

2020 Status
Achieved
As previously reported, we have achieved this objective. In 2020, we helped support the launch of Grand Valley's new LEADS program. Currently, there are 140 students enrolled in the Integrative Studies degree. Two of the four LEADS certificates are also located in Brooks College. There are 13 students in the Intercultural Communications Certificate and 48 students in the Leadership Certificate. Due to budget constraints, the Brooks College Office of Community Partnerships and Student Professional Development closed and its program, Semester in Grand Rapids, was put on hiatus.

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

2021 Status
Substantial Progress
No new scholarships were created this year. Overall substantial progress, since the goal was to create 3 new scholarships, and 2 new ones were created.

2020 Status
Substantial Progress
No new scholarships were created this year. Overall substantial progress, since the goal was to create 3 new scholarships and 2 new ones were created.

Objective 1.E.2

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

Progress

2021 Status
Achieved
As previously reported, this objective was achieved in 2017.

2020 Status
Achieved
As previously reported, this objective was achieved in 2017.

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

2021 Status
Substantive Progress
Again, due to budget constraints, we made no progress on this goal. We did successfully fill an open position for a second advisor in the Brooks College Advising Center.

2020 Status
Substantive Progress
Again, due to budget constraints, we have little progress on this goal. We lost a PSS position in the Brooks College Advising Center and didn't seek a replacement, but the advising center is successfully sharing a PSS with another office (Office of Sustainability Practices). We did successfully fill an open position for an advisor in Honors College. No progress was made on researching best practices, due to extenuating circumstances (pandemic).

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

2021 Status
Achieved
As previously reported, this objective was achieved in 2018.

2020 Status
Achieved
This goal was actually achieved in 2018, since 54% of Brooks faculty completed training in high impact practices in that year alone. The progress continued in 2020, with all Brooks faculty gaining certification to teach online, selected IRIS faculty developing the new LEADS curriculum, and numerous others completing training and participaiing in learning communities on student mental heath and well-being, as well as high impact practices such as first-year learning communities, problem-based learning, student research, internships, etc.

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

2021 Status
Substantial Progress
As previously reported, although this goal is technically met with 67% of SCH taught by TT faculty across Brooks College, the low percentage (44%) in the department of Integrative, Religious, and Intercultural Studies (IRIS) department precludes marking this goal as achieved. Despite recent hires in IRIS, the rapid growth of the LEADS program combined with attrition has yet to stabilize staffing in that department.

2020 Status
Substantial Progress
Although this goal is technically met with 67% of SCH taught by TT faculty across Brooks College, the low percentage (44%) in the department of Integrative, Religious, and Intercultural Studies (IRIS) department precludes marking this goal as achieved. Despite recent hires in IRIS, the rapid growth of the LEADS program combined with attrition has yet to stabilize staffing in that department.

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

2021 Status
Substantive Progress
The college is currently engaged in a cluster hire process to hire 6 new TT faculty to support various programs. In 2021, we offered (in partnership with the Pew Faculty Teaching & Learning Center) dedicated cohorts of EdX sessions as part of the Inclusive Excellence series. That series, as well as a range of other resources, prepares faculty in designing and maintaining equitable and inclusive learning spaces, both online and in person, as well as assignments and assessments that support success by all students. We will continue to provide learning opportunities for faculty, staff, and students that advance individual and collective DEI understandings and actions.

2020 Status
Substantive Progress
Brooks College held a special workshop for faculty and staff on inclusive practices surrounding LGBTQ identity in August 2020. The long-awaited workshop by Dr. Powell was cancelled yet again due to the pandemic and has yet to be rescheduled. Several Brooks faculty members are participating in the NCFDD program (run through FTLC).

Objective 2.B.2

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

Progress

2021 Status
Substantial Progress
In 2021, the Dean's Office supported faculty and staff with the costs of registering for the Intercultural Development Inventory (IDI).

2020 Status
Substantial Progress
Brooks College offered a two-part training on inclusion of LGBTQ voices in August 2020. Several Brooks faculty are participating in the NCFDD trainings. The Brooks Dean's Office is supporting faculty & staff with costs of registering for the IDI program. Other efforts have been postponed due to the pandemic.

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

2021 Status
Achieved
This objective was achieved in 2018. Brooks faculty are highly engaged in external professional organizations and disciplines.

2020 Status
Achieved
Goal was achieved in 2018. Brooks faculty are highly engaged in external professional organizations and disciplines.

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

2021 Status
Achieved
As previously reported, we achieved this objective in 2018.

2020 Status
Achieved
As previously reported, we achieved this objective in 2018.

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

2021 Status
Substantial Progress
While we still do not have specific awards for the areas listed in the objective, we continue to recognize the achievements of our faculty and staff through our website, newsletter, and social media channels.

2020 Status
Substantial Progress
Although we do not have specific awards for the areas listed in the objective, we continued to recognize the achievements of our faculty and staff through our website, newsletter, and social media channels. In February, we hosted a Faculty Scholarship Showcase to celebrate six faculty members' sabbaticals or publications.

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

2021 Status
Substantial Progress
The ongoing COVID-19 pandemic has continued to make this a challenge. Area and Global Studies again hosted its virtual "Global Express" series, on global affairs and current events. The Padnos/Sarosik Civil Discourse Center hosted a two-part virtual symposium on the topic of misinformation and fake news. The Kutsche Office of Local History hosted a "Grand Rapids Time Travelers" series of virtual webinars.

2020 Status
Substantial Progress
Despite the COVID-19 pandemic, we were able to facilitate opportunities for dialogue among faculty and staff. In February 2020, we hosted a Faculty Scholarship Showcase where approximately 40 students, faculty, and staff gathered to hear colleagues' share about their sabbaticals or publications. In 2020, we began a series of virtual Town Halls for faculty and staff to discuss reorganizing Brooks College to soften boundaries between units and create true interdisciplinarity.

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

2021 Status
Substantial Progress
Faculty continue to avail themselves of professional development opportunities. In 2021, the Dean's Office covered the cost for faculty and staff to take the Intercultural Development Inventory. We also offered (in partnership with the Pew Faculty Teaching & Learning Center) dedicated cohorts of EdX sessions as part of the Inclusive Excellence series. Staff are still not formally tracked, but most of the staff in Brooks College regularly attend Brooks startup meetings, trainings, and Town Halls.

2020 Status
Substantial Progress
Faculty continue to avail themselves of professional development opportunities; in 2020 a total of 34 full-time faculty reported attending trainings on all manner of topics, especially those focused on remote/online pedagogy and student well-being. Staff are still not formally tracked, but most of the staff in Brooks College regularly attend Brooks startup meetings, trainings, and Town Halls.

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

2021 Status
Substantial Progress
As reported last year, the idea of a "service rubric" is taking hold, although the ongoing pandemic remains a challenge.

2020 Status
Substantial Progress
The idea of a "service rubric" is taking hold, but this pandemic year was not a good year to push too hard on non-essential matters.

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

2021 Status
Substantial Progress
We currently have 9 active inclusion advocates in Brooks College. We coordinated and covered the cost for faculty and staff to participate in the Intercultural Development Inventory, including a personal consultation. We offered, in partnership with the Pew Faculty Teaching & Learning Center, dedicated cohorts of EdX sessions as part of the Inclusive Excellence series. We created a college-wide Zoom best practices guide, which includes information on inclusion and a step-by-step guide on how to add and share your pronouns in Zoom .

2020 Status
Substantial Progress
Due to the COVID-19 pandemic, our training with Malea Powell was canceled. In September, we hosted a two-part virtual Queer and Trans 101 Inclusivity Training lead by GVSU's LGBT Resource Center. We currently have 10 Inclusion Advocates in Brooks College. In early 2021, the Dean's Office is coordinating and covering the cost for faculty and staff to participate in the Intercultural Development Inventory, including a personal consultation.

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

2021 Status
Substantial Progress
The university database still doesn't exist, but faculty are reporting civic engagement activities on their FARs and on the civic learning and community engagement resource page (www.gvsu.edu/community). All students in Brooks College have the opportunity to engage in community partnerships via internships and/or CBL coursework.

2020 Status
Substantial Progress
The Brooks College Office for Community Engagement and Student Professional Development closed in 2020 due to budget constraints (and duplication of university efforts). The university database still doesn't exist, but faculty are reporting civic engagement activities on their FARs; beginning Fall 2020 they've also been encouraged to report on the civic learning and community engagement resource page (www.gvsu.edu/community). All students in Brooks College have the opportunity to engage in community partnerships via internships and/or CBL coursework.

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

2021 Status
Achieved
As previously reported, we have surpassed our goal for this objective. In 2021, two Brooks College students participated in the Semester in Detroit program.

2020 Status
Achieved
As previously reported, we surpassed our goal for this objective. In 2020, our Sustainable Agriculture Project established a new partnership with New City Neighbors to expand the educational farm. We also hired a new affiliate faculty member, Crystal Scott-Tunstall, in our Environmental and Sustainability Studies (ENS) Department who has many community connections which we expect to lead to future partnerships.

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

2021 Status
Achieved
As previously reported, we have surpassed our goal for this objective. In face of the ongoing pandemic and its challenge, our faculty continue to go above and beyond to make their classes innovative and engaging for students in online and hybrid formats.

2020 Status
Achieved
Due to the COVID-19 pandemic, every one of our programs offered students a path to graduation online. Although teaching courses online is not itself considered innovative during the pandemic, our faculty have gone above and beyond to make their classes innovative and engaging for students. Many faculty attended multiple workshops for teaching online and for supporting student mental health. In 2020, the LEADS online accelerated degree program for adult learners launched, which offers an integrative studies degree and two certificates housed within Brooks College.

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

2021 Status
Achieved
As previously reported, we have surpassed our goal for this objective with our graduate program: the Professional Master of Arts in Social Innovation (PMASI). All of the Social Innovation classes are offered in an online or hybrid format, with the exception of the internship.

2020 Status
Achieved
As previously reported, Brooks College has one graduate program: the Professional Master of Arts in Social Innovation (PMASI). In 2020, all of the Social Innovation classes were offered in an online or hybrid format, with the exception of the internship.

Objective 3.D.3

At least 30% of Brooks College programs work with the institution's art gallery in programming or creative/scholarly activity. The university's baseline is 15% of undergraduate majors integrate the collection into their curriculum and use in instructional activities.

Baseline

As of summer 2017, 37% of Brooks College programs work with the institution's art gallery in programming or creative/scholarly activity. If only academic programs are considered (majors and minors), 31% of programs integrate the institution's art gallery or collections into programming.

Progress

2021 Status
Achieved
As reported previously, no efforts have been made to further assess the use of the art collection or to encourage its use. However, the initial assessment of this objective stated that the goal had been achieved.

2020 Status
Achieved
As reported previously, no efforts have been made to further assess the use of the art collection or to encourage its use. However, the initial assessment of this objective stated that the goal had been achieved.

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

2021 Status
Substantial Progress
Budget processes continue to be as transparent as possible.

2020 Status
Substantial Progress
Budget processes are as transparent as possible. For example, in response to meet a 10% budget projected budget reduction, all members of Brooks Leadership Council were invited to participate in a series of meetings to discuss where strategic cuts might be made. The resulting plan was fair and equitable.

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

2021 Status
Substantial Progress
As previously reported, the LEADS program, including two of the certificates (Intercultural Communications and Leadership) are housed in the IRIS Department. While LEADS does not bring revenue to Brooks directly, it is expected to bring significant revenue to the University. Our Intercultural Communications badge offers the potential to bring revenue to Brooks College in the future.

2020 Status
Substantial Progress
In 2020, the LEADS program launched with the support of our Integrative, Religious, and Intercultural Studies (IRIS) Department. The degree offered in LEADS, Integrative Studies, as well as two of the certificates (Intercultural Communications and Leadership) are housed in the IRIS Department. While LEADS does not bring revenue to Brooks directly, it is expected to bring significant revenue to the University. Our Intercultural Communications badge offers the potential to bring revenue to Brooks College in the future.

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

2021 Status
Achieved
Crystal Scott-Tunstall, affiliate professor in Environmental and Sustainability Studies, has one course reassigned in AY 2021-22 for a special project around developing internship opportunities for ENS and other Brooks students.

2020 Status
Achieved
Due to budget constraints, the Brooks College Office for Community Partnerships and Student Professional Development closed in 2020. However, Crystal Scott-Tunstall, our new affiliate faculty member in Environmental and Sustainability Studies, has many community connections and a wealth of partnership experience.

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

2021 Status
Achieved
As previously reported, we have surpassed our goal for this objective. Since setting this goal, 10 programs (42%) have received external recognition. In 2021, the Office of Sustainability Practices was again recognized when Grand Valley was named a top performer in the Sustainable Campus Index and a Green College the Princeton Review. In 2021, 8 of our programs were featured on the WGVU Morning Show with Shelley Irwin.

2020 Status
Achieved
As previously reported, we have surpassed our goal for this objective. Since setting this goal, 10 programs (42%) have received external recognition. The programs and various external recognitions are included in the attachment. In 2020, the Office of Sustainability Practices was again recognized when Grand Valley was named a green college by the Sierra Club and the Princeton Review. In 2020, 7 of our programs were also featured on the WGVU Morning Show with Shelley Irwin.

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

2021 Status
Achieved
As previously reported, we have surpassed our goal for this objective. In 2021, Micah Fernando, Biochemistry in Honors, was awarded the competitive Goldwater Scholarship. Lilly Radke, Nursing in Honors, was one of five seniors across the university to receive the Thomas M. Seykoya Award for Outstanding Contribution. Allison Romanski, Biochemistry major with a Spanish minor in Honors, was awarded a NASA Space Grant Fellowship for Summer 2021.

2020 Status
Achieved
As previously reported, we have surpassed our goal for this objective. In 2020, two Brooks College students received the prestigious Glenn A. Niemeyer Award: Domonique Palmer (Integrative Studies) and Matthew Smith (Nursing in Honors). Jessica Fillmore (Marketing in Honors) was one of five seniors across the university to receive the Thomas M. Seykoya Award for Outstanding Contribution. Two ENS students, Julia Majewski and Margaux Sellnau, were part of 2nd place team in Wege Prize winning $10,000. Simeon Shama was the 2020 recipient of Athena Study Abroad’s prestigious $8,000 Michele Iavagnilio Charitable Service Scholarship.

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

2021 Status
Substantial Progress
In 2021, 5 Brooks faculty members received external awards/fellowships, 1 faculty member received an external grant, and 1 faculty member co-authored a book. In addition, 5 faculty members published a total of 7 refereed journal articles and 3 faculty published a total of 3 book chapters. 7 faculty presented at in-person or virtual conferences or panel events.

2020 Status
Substantial Progress
In 2020, 3 Brooks faculty members received external awards/fellowships (though the fellowship had to be declined due to travel restrictions), 6 Brooks faculty members received a total of 5 external grants (two were co-PIs on the same grant), and 3 faculty members published books (with another in press). In addition, despite heavier teaching loads during the pandemic, 9 faculty members published a total of 10 refereed journal articles and 12 faculty published a total of 17 book chapters. Due to the pandemic there were no in-person conferences in 2020.

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

2021 Status
Substantial Progress
The LEADS program continues to receive DEI recognition. ENS and the Kutsche Office have both received recognition for their DEI programming and efforts.

2020 Status
Substantial Progress
The new LEADS program is receiving recognition, with applications from across the country. (This is considered a DEI effort for the reasons expressed previously.) Furthermore, the new ENS major is still the fastest-growing major at GVSU, and the new affiliate faculty member hired in F20 has numerous contacts with community partners, which are opening up DEI opportunities to Brooks students (and in some cases, faculty).

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

2021 Status
Achieved
As previously reported, this objective was achieved in 2018 with 10 faculty members being recognized for promoting inclusion and diversity. In 2021, Kim McKee, Lisa Perhamus, Jeff Kelly Lowenstein, Aubrey Dull, and Krista Benson presented at the annual Teach-In: Power, Privilege, and Difficult Dialogues.

2020 Status
Achieved
As previously reported, this objective was achieved in 2018 with 10 faculty members being recognized for promoting inclusion and diversity. In 2020, Meg Marshall, Honors Academic and Enrichment Advisor, won the 2020 Service to Community Award from the Milton E. Ford LGBT Resource Center. The Padnos International Center received the Excellence in Diversity and Inclusion in International Education award from Diversity Abroad. Jae Basiliere, Lisa Perhamus, Justin Pettibone, and Andrew Schlewitz presented at the seventh annual Teach-In: Power, Privilege, and Difficult Dialogues.

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

2021 Status
Achieved
Since setting this goal in 2015, 9 community partnerships have received recognition in external media, which includes the partnerships previously reported.

2020 Status
Achieved
Since setting this goal in 2015, 9 community partnerships have received recognition in external media, which includes the partnerships previously reported. (See attachment.) In 2020, the Sustainable Agriculture Project (SAP) was featured on GVNext, WGVU, and WWMT Channel 3 for donating produce to local food pantries to support people impacted by the COVID-19 pandemic. The SAP was also featured on GVNext for its new partnership with New City Neighbors to expand the educational farm. The Padnos/Sarosik Civil Discourse Program launched its Twitter account which has help build awareness of its programs and events.

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

2021 Status
Substantial Progress
In 2021, the Office Coordinator facilitated two meetings for the college-wide communications workgroup, "Brooks Communications Partners" to collaborate and support each other's efforts. We continued increasing our social media following in 2021. On social media, our Brooks College Twitter account has 298 followers (18% increase from 2020), and our Facebook page has 397 followers (13% increase from 2019).

2020 Status
Substantial Progress
In 2020, we saw increased traction of our posts on social media, which were shared across GVSU and by community partners. The Office Coordinator is developing a manual for the position which can also serve as a communication guide for colleagues. We continued to efforts to refine our website and newsletter to make our content, events, and resources more user-friendly and engaging. Our social media and newsletter audience continued to increase last year. On social media, our Brooks College Twitter account has 258 followers (23% increase from 2019), and our Facebook page has 352 followers (19% increase from 2019). Our monthly Brooks College newsletter is up to 318 subscribers, a 31% increase from last year.

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

2021 Status
Achieved
As previously reported, this objective was achieved in 2018 with the hire of an Office Coordinator in the Brooks College Dean's Office. However, the Office Coordinator recently accepted a position at a different University office.

2020 Status
Achieved
As previously reported, this objective was achieved in 2018 with the hire of an Office Coordinator in the Brooks College Dean's Office.

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