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Strategic Plan for Pew Faculty Teaching and Learning Center

Context For Planning

The Robert and Mary Pew Faculty Teaching and Learning Center functions as an academic support unit within the Academic and Student Affairs Division. As such, the Center works closely with the ten academic units within the Division, the other academic and student support functions and collaborates across the university on a range of teaching and learning related projects. This strategic plan reflects the direction and focus articulated by the Office of the Provost as responds to the professional development needs articulated in the plans of academic units.

Mission

The Robert and Mary Pew Faculty Teaching and Learning Center serves as a catalyst for promoting a culture of teaching excellence at Grand Valley State University. Rooted in a liberal education tradition and informed by the scholarship of teaching and learning, we advocate innovative teaching and student-centered pedagogies. We partner with faculty as they prepare students to contribute meaningfully to their professions and societies.

Vision

Guided by the traditions of liberal education and the principles of inclusive excellence, the Robert and Mary Pew Faculty Teaching and Learning Center will be increasingly recognized for its ability to develop the essential talent and leadership of faculty, supporting a wide array of scholarly and innovative approaches to teaching and learning.

Value Statement

Strategic Priorities, outcomes, and key objectives

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

Outcome B: Grand Valley is diverse and inclusive.

Objective 1.B.1

Resources and learning opportunities are provided to support faculty in their efforts to increase retention and completion rates for diverse and first-generation student populations.

Baseline

Current participation of faculty in grant opportunities, workshops and faculty learning communities related to student success, retention, and the needs of diverse and first-generation student populations.

Progress

2019 Status
Substantive Progress
aculty professional development opportunities in 2019 related to Objective 1.B.1 included the Strong Start Initiative focused on engaging students in first-year undergraduate courses, support of the Student Success Network, and the Shared Professional Development Series (a regular offering building capacity around various aspects of student success).

2018 Status
Substantive Progress
Faculty professional development opportunities in 2018 related to Objective 1.B.1 included the Strong Start Initiative focused on engaging students in first-year undergraduate courses, support of the Student Success Network, the Shared Professional Development Series (a regular offering building capacity around various aspects of student success), and a collaborative series of faculty/staff presentations about student success and retention best practices.

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

Objective 1.D.1

Faculty expertise in innovative teaching and learning practices is widely disseminated both on and off campus.

Baseline

GVSU survey to be conducted to determine baseline.

Progress

2019 Status
Substantive Progress
The Pew FTLC, in collaboration with the Pew FTLC Advisory Committee, has developed a venue for highlighting both the scholarly teaching efforts as well as the scholarship of teaching and learning peer reviewed products. The ScholarWorks site is still under development, with formal launch in Fall 2020. We continue to promote the scholarship of teaching and learning through mentoring groups, faculty learning communities, teaching innovation grants, our website, social media, and regular newsletters. We recognize faculty expertise and leadership around teaching and learning via the positions of Pew FTLC Faculty Fellow and Pew FTLC Faculty Associate as well as the Teaching Excellence Award program.

2018 Status
Substantive Progress
The Pew FTLC has promoted the scholarship of teaching and learning in a variety of ways and recognized faculty expertise and leadership around teaching and learning via the positions of Pew FTLC Faculty Fellow and Pew FTLC Faculty Associate.

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

Pew FTLC programming supports evidence-based teaching and learning efforts related to high impact practices.

Baseline

2016 Baseline Faculty Survey. Additional baseline to be established in 2017.

Progress

2019 Status
Substantial Progress
Faculty engagement in evidence-based teaching practices and high impact practice projects continues to grow. We have experienced a dramatic increase in the number of faculty participating in Pew FTLC Faculty Learning Communities, applying for Teaching Innovation Grants and other internal grants to support new teaching approaches, and participating in teaching-specific conferences. The Pew FTLC staff has increased outreach to ensure that all faculty are aware of the supports available through the Center. Dissemination of recent scholarly findings around such topics as the psychology of learning, student engagement strategies, and evaluation of teaching has also increased.

2018 Status
Substantive Progress
Faculty engagement in evidence-based teaching practices and high impact practice projects continues to grow. A greater number of faculty are participating in Pew FTLC Faculty Learning Communities, applying for Teaching Innovation Grants and other internal grants to support new teaching approaches, and participating in teaching-specific conferences. The Pew FTLC staff has increased outreach to ensure that all faculty are aware of the supports available through the Center. Dissemination of recent scholarly findings around such topics as the psychology of learning, student engagement strategies, and evaluation of teaching has also increased.

Outcome B: Grand Valley is diverse and inclusive.

Objective 2.B.1

Pew FTLC programming supports evidence-based teaching and learning efforts related to diversity and inclusion.

Baseline

Current data on faculty participation in and satisfaction with resources and learning opportunities related to student success efforts as well as collaborative programs currently offered related to diversity and inclusion.

Progress

2019 Status
Substantive Progress
Through our Inclusive Excellence Initiative, we continue to engage faculty in programs such as the Inclusive Excellence Teaching Institute, Intercultural Development Inventory consultations, faculty learning communities, and workshops around inclusive teaching practices. The particular focus of the programs differ slightly each year in keeping with the broader intent of ensuring inclusive classrooms and student engagement practices.

2018 Status
Substantive Progress
Through our Inclusive Excellence Initiative, we have increased the number of faculty participating in programs such as the Inclusive Excellence Teaching Institute, Intercultural Development Inventory consultations, faculty learning communities, and workshops around inclusive teaching practices.

Objective 2.B.2

Pew FTLC programming supports faculty in all career stages -- early career, mid-career, and late career -- as well as at all ranks -- part-time, visiting, affiliate, and tenure track.

Baseline

Current data on faculty participation for each category of faculty.

Progress

2019 Status
Substantive Progress
The Pew FTLC offers support and targeted programming to faculty at all career stages and ranks. Highlights of new 2019 programming include expanded mentoring and professional development opportunities specifically designed for mid-career and late-career faculty, revision of new faculty orientation, and greater participation of faculty of all ranks in our Faculty Learning Communities program.

2018 Status
Substantial Progress
The Pew FTLC offers support and targeted programming to faculty at all career stages and ranks. Highlights of new 2018 programming include expanded mentoring and professional development opportunities specifically designed for mid-career and late-career faculty, revision of new faculty orientation, and greater participation of faculty of all ranks in our Faculty Learning Communities program.

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

Objective 2.D.1

Pew FTLC programming supports evidence-based teaching and learning efforts related to the use of innovative pedagogies, including community-based and global learning.

Baseline

Current data on faculty participation in and satisfaction with resources and learning opportunities related to innovative pedagogies, community-based learning and global learning.

Progress

2019 Status
Substantial Progress
Innovative pedagogies and evidence-based practices were promoted by the Pew FTLC through Teaching Innovation Grants, Conference Travel Grants, Sponsored Teaching and Learning Event Grants, Faculty Learning Communities, and multiple workshop series.

2018 Status
Substantial Progress
Innovative pedagogies and evidence-based practices related to community-based learning were promoted by the Pew FTLC through Teaching Innovation Grants, Conference Travel Grants, Faculty Learning Communities, and multiple workshop series. Many of these learning opportunities were developed through collaborative partnerships with offices, colleges, departments, and faculty across campus.

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

Objective 2.E.1

Professional development opportunities are provided for all Pew FTLC staff and partner faculty (including Faculty Fellows and Faculty Associates).

Baseline

Current data on staff and faculty participation in professional development programs.

Progress

2019 Status
Substantial Progress
Pew FTLC staff, Faculty Fellows, and Faculty Associates are supported in their own professional development through travel to conferences, on-campus learning sessions, and online training modules.

2018 Status
Substantial Progress
Pew FTLC staff, Faculty Fellows, and Faculty Associates are supported in their own professional development through travel to conferences, on-campus learning sessions, and online training modules.

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

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

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