Strategic Plan for Academic and Student Affairs

Context For Planning

The Academic and Student Affairs Division consists of ten academic units (College of Liberal Arts & Sciences, Seidman College of Business, College of Community & Public Service, College of Education, Padnos College of Engineering & Computing, College of Health Professions, Brooks College of Interdisciplinary Studies, Kirkhof College of Nursing, Graduate School, University Libraries), and Academic & Student Support functions (including Student Services, Office of the Vice Provost for Health, Pew Faculty Teaching & Learning Center, Center for Scholarly & Creative Excellence, Art Gallery & Collections). Led by the Provost and supporting staff, the Division prides itself on having disciplinary programs built upon the foundations of a liberal education tradition, and is widely recognized for its ability to develop necessary talent and leadership for the next generation and prepare all students to contribute productively to their professions and societies. The Division demonstrates its success in developing and supporting inclusivity and diversity, productivity, efficiency, and sustainability.

The Office of the Provost is committed to strategic planning, high impact learning experiences, innovative scholarship, and purposeful academic service to the community. Our work encompasses faculty and staff personnel concerns, budgeting, resource development, and faculty governance. Our role is to support teaching, scholarship, and public service through increasingly high quality, relevant curricula in a challenging, intellectual environment at both the undergraduate and graduate levels. Our goal is to encourage and sustain an environment of creativity, rigor, support, and openness that aids faculty, students, and the wider community in our search for knowledge.

This Strategic Plan represents the direction and focus of the Division, through the lens of the Office of the Provost. The role of the Office of the Provost is to provide the structure, support and resources needed to accomplish the outcomes and strategic priorities of the Division. This plan provides the focus and framework for the Division's work through 2021.

Mission

The Division of Academic and Student Affairs fosters a vibrant intellectual community to create and deliver exceptional academic and co-curricular programs and services. The work of the Division encourages and supports students, faculty and staff toward achievement of their educational and professional goals, through robust planning, assessment and improvement processes.

Vision

Embracing liberal education traditions as foundational to all academic programs, the Division of Academic and Student Affairs will be increasingly recognized for its ability to develop the essential talent and leadership for the next generation and prepare all students to contribute meaningfully to their professions and societies.

Value Statement

We value excellence in teaching and learning in all undergraduate and graduate programs.

We believe the principles and practices of a liberal education provide a sound foundation for the institutions academic programs.

We are committed to a student-centered, rigorous learning environment that integrates disciplinary, interdisciplinary, and co-curricular programs.

We value the use of high impact educational practices that demonstrate the relevance of liberal education and prepare students with essential skills for their lives after graduation.

We believe ethically-grounded scholarship in all of its forms contributes to the development and application of knowledge, creates a dynamic environment for learning, and enriches the world and the lives of its citizens.

We believe that innovation in teaching, learning and scholarship produces meaningful educational experiences and is critical to the growth and development of the University.

We value internal and external service that enriches the intellectual culture of the University and its communities.

We value and invest in economic, social, environmental and cultural initiatives and collaborations that have the potential to benefit our institution, our region and state, our nation, and the world.

We believe that a diverse faculty, staff and student body; inclusive programming and curricula; and a welcoming, respectful, and accessible environment are fundamental components of a quality educational experience and vibrant campus community.

We believe collaborative leadership through shared governance is central to the success of the University.

We believe in responsive leadership, with clarity and transparency in processes and communication.

We believe that strategic planning and purposeful assessment and evaluation of programs and processes are essential to the University's viability.

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

Evidence-based, continuous improvement practices are used to ensure quality and effectiveness of programs to support academic success.

Progress

2017 Status
Substantial Progress
Assessment and Strategic Plans are updated annually through an internal website (GVAssess) which documents specified continuous improvement practices across the institution. In this, programs and services guiding academic success are able to provide assessment tools/data, strategic planning initiatives, annual reporting updates, analysis of findings, and strategy action/next steps. Brief progress reports are publicly accessible through university webpages.

Objective 1.A.2

Student Affairs programming and support efforts result in increased involvement in co-curricular activities.

Progress

2017 Status
Substantial Progress
During the 2016-2017 year there were 221 unique programs that submitted data. For the Fall 2016 semester and 114 (52%) programs submitted with evaluations for the Winter 2017 semester, for a total of 107 (48%) programs for the year.Of the 221 programs, 200 programs had evaluation data. During the Fall 2016 semester, there were 109 programs with 3103 evaluations submitted out of the approximately 4070 attendees, 76% of attendees completed evaluations. During the Winter 2017 semester there were 93 programs 1775 evaluations submitted out of the approximately 3049 attendees, 58% of attendees completed evaluations. Combining all semesters there were 4878 evaluations submitted out of the approximately 7119 attendees, 69% of attendees completed evaluations.

Outcome B: Grand Valley is diverse and inclusive.

Objective 1.B.1

Improved engagement and support efforts result in increased retention and completion rates for diverse and first generation student populations.

Baseline

According to Institutional Analysis, retention rates from Fall 2016 to Fall 2017 for First Generation students was 80%, and for all other students was 84.4 % for the same time frame. For underrepresented student populations retention for the same time frame varied from 74.0% for African American students, to 75.8% for Hispanic students, to 82.2% for Asian students, as compared to 84.2% for white students. According to the Institutional Analysis report, for the 2010 cohort, 52.2% of the students in underrepresented populations had graduated in 6 years (spring 2016), as compared to 68.2% of students not from underrepresented populations. For the same cohort, 61.5% of First Generation students graduated in 6 years, and 69.8 % of the students who were not First Generation students graduated in the same time frame.

Progress

2017 Status
Substantive Progress
We saw modest improvements for retention among First Generation students, and among students from underrepresented populations for the 2017 cohort. Conversely, we had slight declines in the 6 year graduation rates among the two groups for the 2011 cohort.

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

Objective 1.C.1

As part of the university's larger focus on community engagement, Community Based Learning (CBL) course designation is launched to ensure appropriate curricular review and help students identify these learning opportunities during registration.

Baseline

0 CBL-designated courses before initiative began in January 2018.

Progress

2017 Status
Achieved
A Pew FTLC Faculty Learning Community was formed around Community Based Learning, which provided insights into CBL challenges and best practices. From this, a curricular review process to evaluate CBL offerings was designed by the University Curriculum Committee; the process was launched in 2018 and publicized to faculty. Throughout this process, the Pew FTLC has provided opportunities for faculty development around community based teaching and learning, and various units and university-wide committees were engaged in discussion around civic learning and community based learning. Opportunities for faculty development around the deliver of quality CBL courses will continue under the leadership of the Pew FTLC. The attached PDF describes Grand Valley's university-wide activities around CBL more fully, as well as the curricular process used to designate courses as CBL.

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

Objective 1.D.1

Innovation in curricular and co-curricular development and pedagogy is expected, encouraged and supported.

Progress

2017 Status
Substantive Progress
In 2017, pedagogical innovations were encouraged and supported by (a) establishing a FacultyBadges@GVSU program, (b) streamlining the teaching awards nomination process, (c) offering an Innovations in Distance Learning Initiative, and (d) expanding Faculty Learning Communities offered by the Robert and Mary Pew Faculty Teaching and Learning Center.

Strategic Priority Area 2: Further develop exceptional personnel.

Outcome A: Grand Valley's learning environment is personal, challenging, and transformational, supporting excellent academic programs and co-curricular opportunities.

Objective 2.A.1

Progress

2017 Status
Substantive Progress
In 2017, the Inclusive Hiring Toolkit website was established for all units to use.

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

Objective 2.D.1

Faculty and Staff are evaluated in an equitable manner across the Division.

Progress

2018 Status
Substantive Progress
University policies regarding evaluation have been made more easily available and have been revised through shared governance. A process has been established to provide a university-wide review of unit and college personnel documents.

Objective 2.D.2

Unit and college personnel policies and processes will be reviewed for consistency with the Administrative Manual to ensure fair and equitable standards and processes across the University, taking into account disciplinary differences.

Baseline

No such review has occurred previous to 2016.

Progress

2018 Status
Substantive Progress
A process has been established to provide a university-wide review of unit and college personnel documents by the new University Personnel Review Committee (UPRC).

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

Objective 2.E.1

Professional development for all faculty and staff is expected, encouraged and supported.

Baseline

FY 2016-2017 FTLC and CSCE budgets and number of personnel.

Progress

2017 Status
Substantial Progress
The Provost Office has established the Pew Faculty Teaching and Learning Center (FTLC) and the Center of Scholarly and Creative Excellence (CSCE). The Provost has provided the necessary budget and personnel to facilitate and support faculty and staff professional development.

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

Outcome B: Grand Valley is diverse and inclusive.

Objective 3.B.1

Systems, policies and processes are communicated across the Division.

Progress

2017 Status
Substantive Progress
During 2017, the Office of the Provost developed an e-mail communication that is distributed regularly to leadership of the Academic and Student Affairs Division. The e-mail communicates information, processes, and policies. In 2018, the Office of the Provost, in conjunction with shared governance, developed a website and streamlined the workflow and communication process for decisions related to faculty personnel policy and academic program proposals.

Objective 3.B.2

A web-based data management system is developed for accessing University policies/procedures/processes/handbooks/etc.

Progress

2018 Status
Achieved
The new University Policies site (www.gvsu.edu/policies) went live in May 2017. It is the authoritative location for policies approved by the University’s Board of Trustees and President’s Cabinet, and certain other policies such as those contained in the Faculty Handbook.

Objective 3.B.3

Training workshops on personnel and other policy and process matters are conducted regularly.

Baseline

No workshops were offered in 2014 or 2015.

Progress

2018 Status
Substantial Progress
Starting in 2016, training workshops on personnel, workload, and evaluation matters have been offered by the Office of the Provost.

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

Objective 3.C.1

Provide financial support and opportunities for community engagement across Academic and Student Affairs

Progress

2017 Status
Substantial Progress
In 2017, the position of Director of Community Engagement was restructured to report through The Office of the Provost to promote an overall awareness of community engagement activities across the division of Academic and Student Affairs. A part-time graduate assistant was funded to provide research opportunities in community engagement, as well as provide critical support to the director. In addition, numerous professional development activities were supported, including several faculty and staff attending conferences on community engagement, the Laker Effect Challenge, engaged department initiatives, and various collaborative/dissemination grants.

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

Objective 3.D.1

University strategic planning and assessment processes are streamlined and simplified ensuring efficient use of resources and improved constituent engagement.

Progress

2017 Status
Substantial Progress
GVSU utilizes an internal assessment/strategic planning reporting system titled "GVAssess" & "GVPlan".

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

Objective 3.E.1

An effective Faculty Qualifications policy is developed and implemented.

Progress

2017 Status
Substantial Progress
A Faculty Qualification Assurance (FQA) Form was introduced and implemented across the institution at the beginning of the Fall 2017 Semester.

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

External recognitions of students, faculty, staff and programs increases.

Progress

2017 Status
Substantial Progress
There were 493 external recognitions of institutions, programs, students, faculty, staff, and alumni associated with GVSU during the 2017 year. Recognitions include awards, external rankings, accreditations/endorsements, media appearances, licensures/certifications, invited speakers/keynote speakers, external grants, and placing in a competition.

2016 Status
Minimal Progress
There were 171 external recognitions of institutions, programs, students, faculty, staff, and alumni associated with GVSU during the third and fourth quarters of 2016. Recognitions include awards, external rankings, accreditations/endorsements, media appearances, licensures/certifications, invited speakers/keynote speakers, external grants, and placing in a competition.

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

Objective 4.C.1

Bring together university and community partners to develop a Civic Action Plan (CAP) to be adopted by the university. The plan will be updated annually, and will guide university engagement activity. The Community Engagement director will work with active teams, to provide coordination of projects which meet the criteria of benefitting the students, the university, and community partners (local, state, national, and world).

Baseline

A Civic Action Plan which has been approved by Campus Compact and the president of the university, and is publicly available.

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

Objective 4.E.1

Re-accreditation by the HLC for the maximum term of 10 years is obtained for the University.

Progress

2017 Status
Substantial Progress
We continue to make good progress in preparation for the Comprehensive Visit for reaffirmation of our institutional accreditation through the Higher Learning Commission, taking place on Nov. 5-6, 2018. Feedback on a draft of the Assurance Argument was received from leadership groups on-campus (President’s Cabinet, Provost’s Cabinet, College Unit Heads, Faculty Senate, Student Senate, AP Staff Committee). We continued to update the Assurance Argument with information received. University personnel campus-wide were briefed during fall 2017 on HLC preparations and needs/expectations of individual divisions and units prior to the Nov 2018 visit were shared. The new university assessment documentation tool, GVAssess, was launched in fall 2017. The campus continues to use GVPlan for documenting progress made toward strategic planning objectives. Documentation of faculty credentials continued.

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