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Strategic Plan for Enrollment Development

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

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

2020 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 continues to indicate maintaining admissions standards for the university. Fall 2019 middle 50% of FTIAC students scored between 1050-1240 on the SAT, 21-26 on the ACT and had between a 3.4 and 3.9 high school grade point average. Transfer student GPA mid-quartile range is 2.9 to 3.6 (stable over the last 5 years) and the new graduate student mid-quartile range is 3.13 to 3.66 (stable over the last five years).

2019 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 continues to indicate maintaining admissions standards for the university. Fall 2019 middle 50% of FTIAC students scored between 1050-1240 on the SAT, 21-26 on the ACT and had between a 3.4 and 3.9 high school grade point average. Transfer student GPA mid-quartile range is 2.9 to 3.6 (stable over the last 5 years) and the new graduate student mid-quartile range is 3.13 ot 3.69 (stable over the last four years).

Objective 1.A.2

Through 2021, build an academically healthy returning student population

Progress

2020 Status
Substantial Progress
In addition to ongoing activities to promote retention, we extended Grand Valley Grant funding to third-year students and revise renewal criteria for merit scholarships. F19 to F20 retention for first year students was 83.0% and F20 to W21 retention for first year students was 93.1%

2019 Status
Substantive Progress
In addition to ongoing activities to promote retention, we extended Grand Valley Grant funding to third-year students and revise renewal criteria for merit scholarships. F18 to F19 retention for first year students was 84.5% and F19 to W20 retention for first year students was 94.1%

Outcome B: Grand Valley is diverse and inclusive.

Objective 1.B.1

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

Progress

2020 Status
Substantial Progress
Staff from across the Enrollment Development division participated actively in the Strategic Enrollment Management Task Force, creating goals and objectives for various subpopulations within GVSU. By the end of 2020 we, along with faculty and staff from across the university, had created a draft SEMP plan. In addition, units within Enrollment Development participated in a variety of new recruitment and retention programs in 2020. A selection of those are: calling projects for new students with 3 or more online classes for fall 2020, implementation of Campus Logic within financial aid, GVSU Veterans' Promise program, and working to implement the Slate CRM.

2019 Status
Substantive Progress
The First Year Experience subgroup of the Enrollment Development Planning and Assessment Committee focuses on the crucial first 6 weeks of the fall semester for FTIACS and those 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. This subgroup created two documents to help faculty and staff guide students through those first 6 weeks: the Early Experiences Action Summary Report and the FYE Continuum document.

Objective 1.B.2

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

2020 Status
Substantive Progress
In 2020, the cohort of students receiving the Thompson Working Family Scholarship was 175 incoming freshmen, 25 Michigan community college transfers and 125 freshmen achievers. The budget committee has again been very generous and have approved additional new initiatives for some of our financial aid programs. We once again received increases for the Grand Valley Grant for 2020-2021. In addition, in 2020 the Division of Enrollment Development was restructured, becoming the Division of Enrollment Development and Educational Outreach. This division now includes Admissions, Financial Aid, Records, Institutional Analysis, TRIO programs, the Office of Diverse Populations and Retention Initiatives, and an office of Inclusion and Student Support.

2019 Status
Substantive Progress
In 2019, the cohort of students receiving the Thompson Working Family Scholarship was 150 incoming freshmen, 25 Michigan community college transfers and 100 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. The budget committee has again been very generous and have approved additional new initiatives for some of our financial aid programs. We once again received increases for the Grand Valley Grant for 2019-2020.

Objective 1.B.3

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

Progress

2020 Status
Substantive Progress
Enrollment Development and Educational Outreach works closely and collaboratively with the inclusion and equity division in many ways. The Vice President for Enrollment Development is a 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 is in concert with the Social Justice centers began messaging students about the services and staff available 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 sponsorship of $4,000. For the past six years, Enrollment Development and Inclusion and Equity have worked together to coordinate a summer six-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.

2019 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 such as the annual Black Excellence and Laker Familia Orientations. These programs are designed to support students who identify with the Black/African American and Latino/a/X/ or Hispanic cultures. 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 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.

Objective 1.B.4

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

2020 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 Office of Financial Aid and Scholarships and the Provost's Office continue to work 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. In addition, the myBlueLaker app was launched in fall, 2020. This app gives students an easy way to get answers to their questions about GVSU as well as a venue for sharing announcements relative to student success.

2019 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 Office of Financial Aid and Scholarships and the Provost's Office continue to work 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.

Objective 1.B.5

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

Progress

2020 Status
Substantial Progress
In 2020, the Diverse Student Populations and Retention Initiatives' office was created to provide direct access and comprehensive and specialized services to increase retention for scholarship and support programs. The supports are provided through a holistic student development approach that includes intrusive and intentional mentoring and advising.

2019 Status
Substantive Progress
Enrollment Development Support Services provides advocacy and mentorship to this student population through advising appointments and monthly luncheons.

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

Objective 1.C.1

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

2020 Status
Substantial Progress
GVSU continued to work with the Michigan Transfer Pathways project on phases 2 and 3 of the project and signed 4 pathways in 2020: Psychology, Social Work, Exercise Science-Health Fitness Instruction, and Exercise Science-Clinical Exercise Science. A complete list of signed agreements can be found here: https://www.gvsu.edu/admissions/mitransfer-pathways-94.htm

2019 Status
Substantial Progress
GVSU is an active participant in the Michigan Transfer Pathways (MTP) work through the Michigan Transfer Network. In 2019, GVSU signed all four MTP agreements in Phase 1 of the project: Biology, Business, Criminal Justice, and Psychology. Work continues on phases 2 and 3 of the project.

Objective 1.C.2

Build international enrollment by strengthening relationships with international recruiting agents.

Progress

2020 Status
Substantive Progress
In late 2019, recruiters in India and China were hired to help increase of our market presence in the these countries. However, the COVID-19 pandemic frustrated recruitment efforts not only in China and India but globally. Both India and China had multiple quarantine periods which limited the recruiters ability to recruit in person. The inability to recruit and the wide spread closure of US Embassies worldwide had a negative impact on our international enrollment. As of Fall 2020, total international enrollment is 315 students.

2019 Status
Substantive Progress
In late 2019, a recruiter in India and a recruiter in China were hired on contract to give the admissions office a continuous presence in India and China and help increase international enrollment in these markets. The recruiters are responsible for attending recruitment events, visiting high schools and universities, and building our brand in their respective countries. The recruiters are also responsible for strengthening partnerships with agents. Currently, we have contracts with 26 AIRC certified agencies and the recruiters are tasked with developing future partnerships with ARIC certified agencies.

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

Objective 1.D.1

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

Progress

2020 Status
Substantial Progress
IT e-Learning and Emerging Technologies continues to prioritize providing technology support to faculty. In 2020, the e-Learning team expanded by 50%, creating an Instructional Technology Project Specialist position to facilitate work in the LEADs adult degree completion program. The e-learning team also trained over 800 faculty in 2 days during the March 2020 pivot to remote instruction.

2019 Status
Substantial Progress
IT has made substantial progress in offering training programs for learner-centered technology through collaborations with university academic and governance units.

Objective 1.D.2

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

Progress

2020 Status
Substantial Progress
Began evaluating a Scantron replacement and implemented Respondus LockDown Browser for proctoring of online exams. Also deployed Blackboard Student Services Help Desk to provide 24-7 support after hours coverage for Blackboard and general IT questions.

2019 Status
Substantial Progress
Information technology has engaged in several collaborative efforts to investigate and implement new technology that supports instruction. This includes Blackboard and Respondus.

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

Objective 1.E.1

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

Progress

2020 Status
Substantive Progress
The Thompson Foundation supports graduates from University Preparatory Schools and continue to include cohorts each year. Brooks Minority and Packard Minority scholarships are both supported by Enrollment Development, as well as Phoenix Pact scholarship. We have a new relationship with the Grand Rapids Community Foundation and the Challenge Scholars.

2019 Status
Substantive Progress
The Thompson Foundation supports graduates from University Preparatory Schools and continue to include cohorts each year. Brooks Minority and Packard Minority scholarships are both supported by Enrollment Development, as well as Phoenix Pact scholarship as it is now in its fourth year. This year there were 17 new scholarships and over $5M raised for new scholarships, both endowed and pass through.

Objective 1.E.2

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

2020 Status
Substantive Progress
Even throughout the switch to online services because of COVID-19, MoneySmart Lakers were able to continue to offer virtual appointments. We worked collaboratively with many other units on campus to make sure as many students as possible were still able to work on campus and through virtual employment. Student Employment Plus (SE+) was developed for students and supervisors to work together to co-create meaningful work that relates to classroom learning and future career goals.

2019 Status
Substantive Progress
MoneySmart Lakers continued to support many students in 2018-2019. We had over 230 individual appointments, and over 1,100 students attend presentations throughout the academic year. We also met with 220 students to go over financial aid exit counseling so they can be prepared to repay their student loans. GVSU employed over 6,200 students and paid over $17 million dollars in student wages in 2018-2019. The division also participated in new faculty orientation to familiarize faculty with educational technology available including Blackboard, and Banner as well as FERPA. 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.

Strategic Priority Area 2: Further develop exceptional personnel.

Outcome B: Grand Valley is diverse and inclusive.

Objective 2.B.1

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

Progress

2020 Status
Achieved
All new employees within the Enrollment Development Division participated in new hire orientation.

2019 Status
Achieved
All new hires in the Enrollment Development division participated in new hire orientation in 2019.

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

Objective 2.C.1

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

2020 Status
Substantive 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. In 2019, staff from institutional analysis joined the Center for Educational Performance and Information (CEPI) P-20 Advisory Board.

2019 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. In 2019, staff from institutional analysis joined the Center for Educational Performance and Information (CEPI) P-20 Advisory Board.

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

Objective 2.D.1

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

Progress

2020 Status
Substantial Progress
See Objective 1.D.1

2019 Status
Substantive Progress
IT has developed and implemented a variety of training programs to meet the needs of faculty.

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

Objective 2.E.1

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

Progress

2020 Status
Substantive Progress
0% of Institutional Analysis Staff participated in professional development opportunities in 2020. about 50% of Registrar's Office staff participated in professional development opportunities in 2020. 75% of IT staff participated in professional development in 2020. 100% of Financial Aid staff participated in professional development in 2020.

2019 Status
Achieved
100% of staff in Records participated in professional development in the 2019 calendar year. 100% of Admissions staff participated in professional development in the 2019 calendar year. 100% of Institutional Analysis staff participated in professional development in the 2019 calendar year. 100% of Financial Aid staff participated in professional development in the 2019 calendar year. 89% of IT staff have participated in professional development in the 2019 calendar year.

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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