Through 2021, maintain the profile of our incoming students who enroll at Grand Valley

Baseline

i. FTIAC Mid-50 ACT 21-26 ii. High School GPA 3.3-3.8 iii. Transfer: maintain current iv. Graduate: maintain current

Progress

2018 Status
Substantial Progress
The GPAs for new students in each category continue to stay in the desired range as it has for the past several years. A consistent GPA range for new students indicates that we are maintaining admissions standards for the university. FTIAC Mid-50 ACT in Fall 2108 is 20-26,Mid-50 SAT in Fall 2018 is 1050-1230, and Mid-50 GPA for Fall 2018 is 3.36-3.90. New transfer student Mid-50 GPA is 2.9-3.57 and new graduate student Mid-50 GPA is 3.14-3.70.

2017 Status
Substantial Progress
• The GPAs for new student in each category continues to stay in the desired range as it has for the past three four years. A consistent GPA range for new students indicates that we are maintaining admissions standards for the university. • FTIAC Mid-50 ACT: 2014 to present 21 -– 26; 2017 Mid-50 SAT 1050 – 1220, which corresponds to approximately 20-25 on the ACT scale • High school GPA: 2014 to present GPA 3.3 -3.8; 2017 class 3.3 – 3.9 • New transfer student GPA range was 2.9 - 3.5 for 2014 to 2016. For the 2016 and 20-17 the range is 2.9 - 3.6 • Graduate new student GPA remained consistent for 2014 - 2016. For 2016 and 2017 the range is 3.1 -3.7.

Through 2021, build an academically healthy returning student population

Progress

2018 Status
Substantive Progress
We continue to participate in efforts efforts that support student success at all levels including mentoring and advising services for scholarship students, retention planning, and support for student success efforts (including mySuccesscheck and the Student Success Network). F17 to f18 retention for first year students was 84.5% and f18 to w19 retention for first year students was 94.8%

2017 Status
Substantive Progress
We continue to participate in efforts that support student success at all levels including mentoring and advising services for scholarship students; retention planning and support for student success efforts.

Coordinate and support recruitment and retention programs that ensure Grand Valley is diverse and inclusive.

Progress

2018 Status
Substantive Progress
The Enrollment Development Planning and Assessment Committee (EDPAC) restructured membership on subcommittees and added a subcommittee related to the student experience. This subcommittee focuses on the crucial first 6 weeks of the fall semester for FTIACs and on those students who may be most vulnerable to attrition, such as community college transfer students, students with financial instability, first generation students, or students who identify as students of color.

2017 Status
Substantive Progress
Through collaborative work with the Enrollment Development Planning and Assessment Committee (EDPAC) we have developed enrollment and retention goals for 2017-2021. The goals encompass maintaining the size and academic qualifications of new students; increasing the number of graduate credit hours and improving undergraduate retention. Additionally a comprehensive list of university wide enrollment activities was created.

Support efforts that increase the diversity of Grand Valley's undergraduate student body through programs and initiatives on campus that enhance diverse pipelines of new students to the university.

Progress

2018 Status
Substantive Progress
In 2018 we increased the cohort of students receiving the Thompson Working Family Scholarship to 100 incoming freshmen, 25 Michigan community college transfers and 75 freshmen achievers. The freshmen achievers is a new category of scholarship recipients who were not selected for a Thompson scholarship as FTIACs, but had strong first-year performances and were awarded a scholarship beginning in their second year at GVSU. For fall 2019, the number of Thompson Family Working Family scholarships has increased again to 150 FTIACs, 100 freshmen achievers, and 25 Michigan community college transfers. The budget committee has again been very generous and have approved additional new initiatives for some of our financial aid programs. For example, they increased the need-based aid (Grand Valley grant) for the 2018-2019 academic year.

2017 Status
Substantive Progress
• 2017 began a new phase of the Thompson Working Family Scholarship. We were able to increase the cohort to 100 incoming freshmen and 25 Michigan community college transfers for Fall 2017. Each student receives a $5,000 scholarship per year, renewable for four years (if an entering freshmen) and two years (if entering transfer). We will select and award another 100 freshmen and 25 transfers for Fall of 2018. • We continue to advocate at budget committee for increased funding for our students, both merit based and need based. Budget committee was very supportive and we were able to increase our Award for Excellence and Laker scholarships for our entering freshmen for Fall 2017. We also were approved for additional need-based grants to replace the loss of the Federal Perkins loan, which was eliminated.

Collaborate with others across campus in efforts to increase diversity, including the Office of Inclusion and Equity and Student Affairs.

Progress

2018 Status
Substantive Progress
The Enrollment Development division works closely and collaboratively with the division of Inclusion and Equity in many ways. We support all effort to diversify the student body through mentoring and programming efforts. In particular, The Vice President for enrollment development is member of the Equity and Inclusion governance committee currently tasked with professional development opportunities for faculty around student experiences of bias in the classroom. We collaborate with Inclusion and Equity and the Social Justice center staff to create an outreach program to encourage their students to see their advisor and register early. The registrar in concert with the Social Justice centers to began messaging students about the services and staff available in an effort to connect students with members of affinity groups in winter 2018. We funded student members of Voices in September for their first national conference. “Women Empowering Women” We funded I&E staff and students to staff a table at the Metro Detroit Youth Day - College Row Meeting We sponsored one Grand Valley graduate to participate in Advise MI program intended to increase counselors in selected urban school districts. We provide support for MOASH BAMM Gay Student Alliance Summit, an annual gathering of Michigan middle and high school organizations through a sponsorship of $4,000. For the past 6 years, Enrollment Development and Inclusion and Equity have worked together to coordinate a summer 6 week program for high school students from the Hispanic Center in Grand Rapids. The university provides work sites for these students and helps them to see how they could fit in on a college campus.

2017 Status
Minimal Progress
The Division of Enrollment Development works closely and collaboratively with the division of inclusion and equity in many informal ways. We support all efforts to diversity the student body through mentoring and programming efforts.

Develop and support tools and communication strategies that enhance on time degree completion for all GVSU students.

Baseline

Online degree audit system for undergraduate students. Data reporting to academic units to assist advising for students who have registered for duplicate credits or are missing prerequisites. Support university early intervention eg. mapworks

Progress

2018 Status
Substantial Progress
Efforts continue to encourage students to consider taking spring/summer classes and to register for more credits (finish faster with 15 campaign), targeting students who are registered for 12-13 credits to take 15 credits at the same cost. Collaboration continues with the Provost’s office and Institutional Marketing with these campaigns. The Financial Aid office and the Provost’s office worked together to implement the Momentum Fund to help students with a tuition balance pay their tuition and so continue their studies and graduate from GVSU.

2017 Status
Substantial Progress
• Working with the Enrollment Development Planning and Assessment Committee (EDPAC) we have developed a comprehensive list of retention activities conducted throughout the university. • We have also development university retention goals and benchmarks • Efforts to encourage students to register for more credits -finish faster campaign which targets students who are registered for 12-13 credits encouraging them to take 15 which is the same cost. • Grand finish promotion collaboration between financial aid and registrar's office. • Support for the GVSUmmer campaign aimed at increasing enrollment in summer.

Support programs for students from underrepresented populations that intentionally focus on increasing the retention rates to reflect those of traditional students.

Progress

2018 Status
Substantive Progress
In 2016 we created an enrollment development support services office specifically to interact with and support this student population. Due to the successes and increased numbers being assisted, in 2018 we added an additional full-time counselor as well as student employment opportunities.

2016 Status
Substantive Progress
We created an enrollment development support services office specifically to interact with and support this student population. This includes a full-time enrollment development counsellor who meets with students and monitors their degree progress.

Maintain and strengthen relationships with community colleges through Reverse Transfer Agreements, Michigan Transfer Network (MTN) and Articulation Agreements.

Baseline

Reverse transfer agreements with all 28 community colleges in Michigan Participation in the Michigan Transfer Network Articulation agreements with other institutions

Progress

2018 Status
Substantial Progress
GVSU is an active participant in the Michigan Transfer Pathways (MTP) work through the Michigan Transfer Network. Faculty and staff are participating in all three phases of the MTP. In 2018, Lansing Community College and GVSU reworked their reverse transfer agreement so that only 15 credits are required from LCC in order to earn the reverse transfer. We also added two new articulation agreements with the Ottawa Area Intermediate School District and the Kent Intermediate School District.

2017 Status
Substantive Progress
Added two new articulation agreements with Cornerstone university, West Michigan Aviation Academy

Build international enrollment by strengthening relationships with international recruiting agents.

Progress

2018 Status
Substantive Progress
Admissions continues to bring international agents to campus in an effort to increase our visibility and assist with the recruitment of new students. GVSU University Counsel has requested that Admissions work exclusively with agents that have been approved by the American International Recruitment Council (AIRC). Future agent contracts will reflect this certification requirement. Agents representing the following countries and agencies have visited GVSU in the past three years. 2016 Nepal – AMS/Bridge Blue Mongolia – AMS/Bridge Blue India – Valmiki, I-20 Fever Zimbabwe – Yes 2 Uni Vietnam – HKPS 2017 India – Renaissance Education, I-20 Fever, AMS/Bridge Blue Philippines – AMS/Bridge Blue China – Damei International Education 2018 India – Edxcare Nepal – MissionUSA Nigeria - AMS/Bridge Blue Vietnam – StudyLink Total international enrollment has remained fairly steady for the past 4 years. Total international enrollment: Fall 2015...434, Fall 2016...430, Fall 2017...428, Fall 2018...396

2017 Status
Substantive Progress
Total international student enrollment has remained steady for the past three years Total international enrollment: Fall 2015 … 434 Fall 2016 … 430 Fall 2017 … 428

Develop training programs that integrate technologies for faculty that are learner centered and pedagogically sound.

Progress

2018 Status
Substantial Progress
IT has made substantial progress in offering training programs for learner-centered technology through collaborations with university academic and governance units.

2017 Status
Substantial Progress
IT has made substantial progress in offering training programs for learner centered technology through collaborations with university academic and governance units.

Annually research new technologies, for potential adoption, for student faculty use.

Progress

2017 Status
Substantial Progress
Information technology has engage in several collaborative efforts to investigate and implement new technology that supports instruction. This includes Blackboard, Panopto and VoiceThread.

2016 Status
Substantial Progress
I• Information technology (IT) has pursued several modifications to Blackboard including deploying a new version of Blackboard Collaborate Ultra and the Blackboard Student mobile application as well as investigating Blackboard Ally for accessibility. Additional upgrades to Blackboard include deploying Blackboard Content Collection for a variety of projects for digital file management, including an ePortfolio pilot. • IT has also piloted VoiceThread and adopted 6 new technologies (eg. virtual reality, augmented reality, and 3D printing) to include more than 40 emerging technology exhibits in the Technology Showcase. • Through a collaboration between IT, the Registrar’s office and faculty deploy Blackboard Photo Roster was implemented in an effort bring about more personalized instruction, enhance student-faculty connections and to help improve student retention. • IT has also facilitated the creation of a new lightboard in CHS and are beginning work to install another lightboard in Seidman. • We collaborated with Ellucian to develop a name display function in myBanner. • Additional new technology investigated include an electronic transcript process and a transfer equivalency program for use in recruiting transfer students.

Support and influence fund raising activities, particularly for externally funded undergraduate student scholarships, both endowed and pass-through.

Progress

2018 Status
Substantive Progress
We are beginning a second decade of working with donor foundations that have an interest in supporting targeted groups of students with financial need with grants and scholarships. The Thompson Foundation initial program to support graduates from the University Preparatory Academy schools began in 2008 and continues to include new cohorts each year. Thompson Working Family Scholars in its sixth year will provide $2 million in scholarships during the current academic year. Brooks Minority scholars continue each year and are supported by Enrollment Development, as well the Pickard Minority scholarship is now in its third year. Vice President Blue continues to support and respond to the requests of these foundations for opportunities to support our university and our students.

2016 Status
Substantive Progress
• We participated in events sponsored by University Development targeting donors who believe in student support. • We worked with the Robert and Ellen Thompson foundation to more than triple the number of awards to our students. Collaborated with the University Development office for donors to create pathway scholarships to support students who are on track to graduate in 4 years.

Each unit within the Enrollment Development division will allocate staffing resources as appropriate to engage with learners on relevant skill sets, e.g. financial literacy, knowledge of degree/graduation requirements, information literacy, etc.

Progress

2018 Status
Substantive Progress
The moneysmart laker financial literacy program served 1,600 students in the 2017-18 academic year. The program included outreach to faculty members, seminar presentation and individual student appointments. The MoneySmart programming was substantially revised to provide more on an impact to students. We employed over 6,600 student employees across the university. The team also expanded its efforts to high school students through a collaboration with Michigan GEAR UP. The division also participated in new faculty orientation to familiarize faculty with educational technology available including Blackboard, and Banner. We also conducted FERPA training sessions independently and some in collaboration with university counsel. A substantial number of IT training sessions were held (see discussion in Objective 1.D.1 Institutional Analysis supports student research projects by providing quantitative data, consultation on research design, and support for survey research projects. We conducted Banner INB training for faculty and staff that do course overrides.

2016 Status
Substantive Progress
The moneysmart laker financial literacy program served 2,880 students in the 2016 academic year. The program included outreach to faculty members, seminar presentation and individual student appointments. The team also expanded its efforts to high school students through a collaboration with Michigan GEAR UP. The division also participated in new faculty orientation to familiarize faculty with educational technology available including Blackboard, and Banner. We also conducted FERPA training sessions independently and some in collaboration with university counsel. Graduate faculty were also trained on the use of myPath in preparation for deployment in fall 2016.

Enrollment Development will require all staff members to attend new hire orientation, which includes intercultural training and development.

Progress

2018 Status
Achieved
All new hires in the Enrollment Development division participated in new hire orientation in 2018.

2017 Status
Substantial Progress
All new hires in the Enrollment Development division participated in new hire orientation in 2017.

Each unit in Enrollment Development will maintain productive relationships with local, state, and national professional organizations appropriate to their field of work, e.g. AACRAO, NACAC, AACRAO-SEM, Educause.

Progress

2018 Status
Substantial Progress
Units in Enrollment Development maintain memberships in relevant professional organizations at both the state and national level. This includes Association for Institutional Research (AIR) and Michigan Association of State Universities (ASC), American Association of College Registrars and Admissions Officers (AACRAO), Michigan Association of College Registrars and Admissions Officers (MACRAO), Educause, National Association for College Admission Counseling (NACAC), National Association of Student Financial Aid Administrators (NASFAA), Michigan Student Financial Aid Association (MSFAA), Midwest Association of Student Financial Aid Administrators (MASFAA), Coalition of State University Aid Administrators (COSUAA) the Michigan College Access Network advisory board, MASU (Michigan Association of State Universities) .and Ellucian. Additionally we have strong collaborative relationships with the Michigan Association of State Universities and have participated in several state wide efforts including the CMVE Collaborative which focuses on educational efforts for military and veteran students and the Statewide Transfer Credit Initiative group.

2017 Status
Substantial Progress
Units in Enrollment Development maintain memberships in relevant professional organizations at both the state and national level. This includes Association for Institutional Research (AIR) and Michigan Association of State Universities (ASC), American Association of College Registrars and Admissions Officers (AACRAO), Michigan Association of College Registrars and Admissions Officers (MACRAO), Educause, National Association for College Admission Counseling (NACAC), National Association of Student Financial Aid Administrators (NASFAA), Michigan Student Financial Aid Association (MSFAA), Midwest Association of Student Financial Aid Administrators (MASFAA), Coalition of State University Aid Administrators (COSUAA) the Michigan College Access Network advisory board, MASU (Michigan Association of State Universities) .and Ellucian. Additionally we have strong collaborative relationships with the Michigan Association of State Universities and have participated in several state wide efforts including the CMVE Collaborative which focuses on educational efforts for military and veteran students and the Statewide Transfer Credit Initiative group.

Develop training programs that integrate technologies for faculty that are learner centered and pedagogically sound.

Progress

2018 Status
Substantial Progress
IT has developed and implemented a variety of training programs to meet the needs of faculty.

2017 Status
Substantial Progress
• IT eLearning has: o Continued work with creating Open Educational Resources (OER) through the Digital Studio, as well as participation in the Michigan #GoOpen campaign with University Libraries. o New web resources were created to provide faculty with information about: Open Educational Resources (OER), Universal Design for Learning (UDL), and Accessibility. o Facilitated the implementation of Badges for faculty professional development. The first badge awarded at GVSU was the “#EdTech Summer Teaching Institute” badge. Further, 7 badges are offered by eLearning. o The Technology Showcase hosted class visits from courses that include the following: CAP105, CIS 150, CFV 426, EDT 312, among others. o The Digital Studio produced over 100 videos with 50 of these developed in the new Seidman eLearning Studio. o Provided 84 training seminars covering a large scope of instructional technology topics in Winter, Spring and Fall of 2017. o A new 2 day training event was offered to faculty in the summer of 2017: “#EdTech Summer Teaching Institute”. o 14 new “TECH BYTES” videos were created to provide faculty with best practices in leveraging technology in teaching: https://www.gvsu.edu/elearn/techbytes o TECH BYTES and tutorial videos are now available for anyone that has an Amazon FireTV. An eLearning Amazon app is available. o 21 example projects have been established by the Digital Studio: https://www.gvsu.edu/elearn/dsprojects o eLearning staff joined the Instructional Technology Council’s Accessibility Task Force. o New Tips and Best Practice Resources were created and posted on the IDeL website to support faculty teaching online/hybrid classes. o 10 videos were created to highlight best practices in teaching online by GVSU faculty: http://gvsu.edu/idel/vtips o Over 220 faculty were trained in teaching online/hybrid courses through the Foundations of Online and Hybrid Course Development course. o Online and Hybrid Faculty Learning Communities were facilitated across 3 campuses for the Winter and Fall semesters. o A new “Open Office Hours” option was deployed in which faculty can drop-in for assistance across 4 campus locations downtown and in Allendale, o Supported COE and KCON Big Bytes faculty learning sessions. o eLearning participated in the Seidman Technology Advisory Group. o A new eLearning studio was opened in the Seidman College of Business. o 82 College Personal Committee (CPC) sites were supported within Blackboard. o eLearning GA’s supported over 2,200 faculty contacts for Blackboard and other instructional technology requests.

By 2021, 75% of Enrollment Development Staff will have participated in professional development opportunities.

Progress

2018 Status
Achieved
100% of IT staff have participated in professional development in the 2018 calendar year. 100% of records staff participated in professional development in the 2018 calendar year. Topics included Red Folder training and cultural sensitivity training. All pertinent staff received refresher notary training. 100% of staff in Financial Aid participated in professional development in the 2018 calendar year. 100% of staff in Admissions participated in professional development in the 2018 calendar year. 100% of staff in Institutional Analysis participated in professional development in the 2018 calendar year.

2017 Status
Substantial Progress
100% of Institutional Analysis staff have participated in professional development in the 2017 calendar year. All staff in the office of financial aid and scholarships participated in leadership training and and diversity training in 2017. 84% of staff in Information Technology participated in professional development in the 2017 calendar year. 100% of staff and student workers in the Registrar's office participated in professional development in the 2017 academic year. Training includes topic such as diversity, technical skill development and leadership.