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Strategic Plan for College of Health Professions

Context For Planning

The College of Health Professions was created in the Fall of 2004. At that time there were six programs that made up the college: Medical Laboratory Science, Occupational Safety and Health, Occupational Therapy, Physical Therapy, Physician Assistant Studies, and Therapeutic Recreation. Approximately 30 faculty and staff were associated with the College. Since 2004, the College has expanded to include 13 programs with several of these programs having emphases within them as well as different types of degree options. Today there are approximately 100 faculty and staff associated with the College. The long term plans for this College include the development and implementation of several new graduate programs over the next four years. Due to the current and predicted growth, the college's focus on curriculum development, innovative methods of course delivery, student and faculty engagement, diverse faculty,staff, and student recruitment, and increasing the visibility of the college, its programs and its faculty, staff, and students are a priority.

Mission

To prepare exceptional professionals who will impact the health and well-being of the larger community.

Vision

To create an environment that is recognized and respected for excellence in teaching, scholarship, and service to the community, our professions, and the constituents we serve. We will be recognized for our collegiality, collaboration, evidence based practice, and development of life-long learners.

Value Statement

" Professional and ethical behavior " Respect and appreciation of differences " Life-long learning " Excellence in teaching, scholarship, practice " Appreciation of personal well-being " Collegiality and collaboration " Social responsibility

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 undergraduate students participate in one high-impact learning experience prior to graduation, in addition to supplemental writing skills and capstone courses.

Baseline

75% of CHP undergraduate students participate at least one high-impact learning experience prior to graduation, in addition to supplemental writing skills and capstone courses..

Progress

2016 Status
Achieved
Of the 340 students who graduated from the College of Health Profession in 2016, 100% participated in at least one high-impact learning experience prior to graduation, in addition to supplemental writing skills and capstone courses.

2017 Status
Achieved
Undergraduate programs continue to provide one high-impact learning experience in addition to SWS and capstone. The majority of the programs require one or more internship/clinical placement, poster presentations at their state professional meetings or at GVSU's Student Scholars Day.

Objective 1.A.2

At least 95% of graduate students participate in two or more high-impact learning experiences prior to graduation.

Baseline

90% of CHP graduate students participate in two or more high-impact learning experiences prior to graduation.

Progress

2016 Status
Achieved
Of the 255 graduate students who graduated from the College of Health Profession in 2016, 100% participated in at least two high-impact learning experiences prior to graduation.

2017 Status
Achieved
100% of graduate students continue to participate in two or more high-impact learning experiences.

Outcome B: Grand Valley is diverse and inclusive.

Objective 1.B.1

Increase diversity, as defined by each program, of students, faculty, staff, and administration to 7%.

Baseline

Overall, approximately 3% of our students, faculty, staff, and administrators are from underrepresented groups.

Progress

2016 Status
Not Yet Initiated
No progress to report

2017 Status
Minimal Progress
Working to establish best way to collect this information while remaining sensitive to individuals and how they choose to report their minority and/or underrepresented status.

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

Objective 1.C.1

The College of Health Professions will reactivate its advisory board, made up of community members, and meetings will be held at least once per year.

Baseline

The CHS advisory board has not met since 2013.

Progress

2016 Status
Not Yet Initiated
No progress

2017 Status
Minimal Progress
Department Chairs have been contacted for a list of persons and their affiliations that could be potential advisory board members for the college.

Objective 1.C.2

To increase community partnerships/collaborations as determined by programmatic needs by 5%.

Baseline

Based on programmatic needs

Progress

2016 Status
Not Yet Initiated
No progress to report

2017 Status
Substantive Progress
Baseline data collected regarding number of partnership/collaborations for each of the 14 programs in the College as well programs identifying if they have a need to increase partnerships/collaborations.

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

Objective 1.D.1

Faculty will use innovative technology to support their teaching and engage student learners.

Baseline

Zero

Progress

2016 Status
Not Yet Initiated
No progress to report

2017 Status
Substantial Progress
Majority of faculty by nature of their programs being in healthcare utilize technology that is required for students learn to use in order to perform the jobs for which they are being educated. However, many faculty are also using technology in the didactic experiences beyond the laboratory setting.

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

Objective 1.E.1

To create at least one endowment for student scholarships for the College of Health Professions.

Baseline

0

Progress

2016 Status
Not Yet Initiated
Have emailed Development for a list of current endowed scholarships and any endowed scholarship that may have been initiated this academic year.

2017 Status
Minimal Progress
While this objective is slated for 2018, there has been much activity in this area due to Development's effort campaign and the opening of RJF Hall in May 2018 to support health care programs. Fiscal Year 17 (July 1 2016 to June 30th, 2017 saw five endowed scholarships for the college.

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

90% of programs will achieve maximum level (years) of accreditation.

Baseline

7 out of 7 accredited programs have maximum (PAS, MLS, DPT, OT, RT, DMS- echo/vas, and DMS general. SLP has been granted 5-year candidacy status accreditation (2013-2018) Four programs have applied for candidacy or initial accreditation (MSMD, CD, PH, SLP, TR). HIM will be applying for accreditation during 2015-16.

Progress

2016 Status
Not Yet Initiated
N/A

2017 Status
Minimal Progress
Health Information Management, Medical Laboratory Science, and General Sonography have all had accreditation site visits in 2017. All programs are waiting on final reports for accreditation status.

Outcome B: Grand Valley is diverse and inclusive.

Objective 2.B.1

To gather from each department/program what outreach is being conducted or is planned to be implemented to reach underrepresented groups.

Baseline

No data collected

Progress

2016 Status
Not Yet Initiated
N/A

2017 Status
Achieved
Information has been collected at three levels. The first level is outreach to underrepresented groups in middle and high school; second level is discussion on admissions process and pre-requisites for secondary admissions; third level is resources used to attract faculty for open positions.

Objective 2.B.2

Faculty will complete a questionnaire (Project Implicit) to determine their level of bias against certain minority and underrepresented groups.

Baseline

Zero

Progress

2016 Status
Achieved
While this objective was not to be started until 2018, the College started implementation in 2016. We did not use Project Implicit, instead we used the Intercultural Development Inventory (IDI) v. 3. The college had 86% of faculty, 10% of staff and 4% of administration complete the inventory.

Objective 2.B.3

After the completion of the Project Implicit survey and subsequent inservice, faculty will indicate a higher level of awareness of their own biases.

Baseline

zero

Progress

2016 Status
Not Yet Initiated
N/A

2017 Status
Substantial Progress
In the Winter 2017 semester, the college had a series of equity and inclusion workshops that focused on micro-aggressions, social identity, and social capital. Fall semester, the faculty had a presentation on bias related to linguistics as well as services for students with disabilities.

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

Objective 2.C.1

To collect data from each faculty member to determine professional and community involvement.

Baseline

Data is in Digital Measures, report needs to be run.

Progress

2016 Status
Not Yet Initiated
N/A

2017 Status
Achieved
Report run from Digital Measures

Objective 2.C.2

Based on Digital Measures Report, determine the percent of faculty engaged in community relationships.

Baseline

Date not accessed at this time.

Progress

2016 Status
Not Yet Initiated
N/A

2017 Status
Substantive Progress
Even though this was not supposed to be instituted until 2018, data from Digital Measures regarding community relationships was analyzed. While it showed that 76% of the faculty are involved in community relationships, we have faculty missing from Digital Measures and we are not certain why their information is not being captured.

Objective 2.C.3

Based on Digital Measures, determinate the percent of CHP faculty engaged in relationships with their professional societies..

Baseline

No data at this time

Progress

2016 Status
Not Yet Initiated
N/A

2017 Status
Substantive Progress
Report from Digital Measures shows that 50% or our faculty are involved with professional societies, however, we recognize that several faculty are missing from our Digital Measures report.

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

Objective 2.D.1

100% of CHP faculty will complete the university endorsement to teach courses online or hybrid.

Baseline

Approximately 64 of 85 (70%) CHP faculty have completed the online/hybrid training.

Progress

2016 Status
Substantial Progress
Currently 83% of CHP faculty are approved to teach online with another 13% registered for the course in the Winter 2017 semester.

2017 Status
Achieved
100% of CHP faculty have completed the endorsement to teach courses online/hybrid.

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

Objective 2.E.1

To examine the allocation of fiscal/human/space/support resources to programs/dept. to determine fairness and equity to promote excellence in teaching.

Baseline

Budgets exist for each program, but have not been analyzed for comparison purposes.

Progress

2016 Status
Not Yet Initiated
N/A

2017 Status
Not Yet Initiated
This objective is not to be initiated until 2019.

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

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

Objective 3.A.1

To follow the proposed plan for new programs and/or expansion of current programs.

Baseline

BS SLP - Proposal and courses to be submitted Fall 2015 - expected start date Fall 2016 or 2017 Cardiovascular Sonography - Proposal and courses submitted fall 2015 - Expected start date Fall 2016 MS Therapeutic Recreation - Prospectus to be submitted Winter 2016 - Expected start date Fall 2017 Dr of Occupational Therapy - Proposal and courses to be submitted Winter 2016, expected start date Fall 2017 or 2018 Dr Public Health - Prospectus to be submitted 2016 - expected start date Fall 2017 or 2018 Audiology Doctorate - Proposal and courses submitted Winter 2015 - expected start date Fall 2017 MS Clinical Dietetics - Program approved Summer 2015; Track A and Track B expected to start Fall 2016 MS in Genetic Counseling - Prospectus to be submitted 2016 BS Radiography/MS Multi-Modality Imaging - Prospectus to be submitted 2016 MS in Health Information Management - Prospectus to be submitted in 2017 BS in Senior Management Living - Prospectus to be submitted in 2017 BS in Invasive Cardiovascular Technology - Prospectus to be submitted in 2017

Progress

2016 Status
Minimal Progress
Progress has been made on 7 of the 10 program proposals

2017 Status
Substantive Progress
2 programs need no additional reporting as they have been fully implemented (Cardiovascular Sonography and MS Clinical Dietetics). The other 10 programs are in varoius stages of development from prospectus to waiting for approval by the Higher Learning Commission.

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

Objective 3.C.1

Establish a baseline of all CHP courses that require a service learning experience that integrates student learning with society.

Baseline

No baseline established at this time (9-1-15)

Progress

2016 Status
Substantive Progress
All departments have identified course which they believe have a service learning component.

2017 Status
Substantive Progress
Programs continue to identify courses that engage students in service learning projects. We have some programs, Public Health and Occupational Therapy), that are working to become engaged departments and focusing efforts in one or two community agencies as opposed to working with several.

Objective 3.C.2

Increase service learning requirements for students, if faculty determine that service learning needs to be expanded in the college based on the baseline data collected winter 2016.

Baseline

No baseline established at this time (9-22-15).

Progress

2016 Status
Not Yet Initiated
N/A

2017 Status
Not Yet Initiated
This objective will be initiated in 2018.

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

Overall credentialing first-time pass rate for all new programs(beginning 2015 and later) is 90% or higher.Overall pass rate for all takes in new programs is 95% or higher.

Baseline

New programs have no pass rates yet.

Progress

2016 Status
Achieved
There were no new programs which had data to report

2017 Status
Minimal Progress
Of the new programs, Dosimetry and Health Information Management have had their first cohorts graduated and eligible to sit for exams. Dosimetry reports an 82% pass rate for first time test takers and HIM reports a 100% pass rate for first time test takers. Because this is the first exam reporting period, the percentages are also the rate for all test takers.

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

Objective 4.C.1

The College recognizes faculty and staff in their leadership roles within the community and/or professional organizations.

Baseline

While many CHP faculty have leadership roles, currently the college does not have a list.

Progress

2016 Status
Not Yet Initiated
N/A

2017 Status
Minimal Progress
Faculty leadership roles in the community and professional societies were identified through digital measures, however, faculty were missing from that report. The College needs to work with missing faculty to identify their leadership roles in order to post and complete and accurate list.

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

Objective 4.E.1

The Instructional Designer will assist all programs in revisions and maintenance of their respective websites as well as maintain the college website.

Baseline

No baseline - the college currently does not have an instruction designer. See Objective 1.D1

Progress

2016 Status
Minimal Progress
While the College has not requested an AP position for an instructional designer, the College has contracted a web developer to assist with Departments of Diagnostic and Treatment Sciences (DTS) and Physical (PT) for updating their webpages.

2017 Status
Not Yet Initiated
While the college has not submitted a request for a position of instructional designer to assist with website development and maintenance, websites have been updated by persons within the unit and through contractual services. Maintenance of websites are accomplished through the respective PSS.

Objective 4.E.2

Secure an additional academic advisor in the CHP Student Services Office to meet the growing needs and expectations of our current and prospective students.

Baseline

There are 4 advisors for 7 graduate and 7 undergraduate programs with 8 emphasis areas totaling 22 areas of study. These advisors are not only responsible for advising current and prospective students, but also for a large part of the admissions activities for both students and our secondary admission programs; e.g., manage application record-keeping for programs, communicate with program applicants, advise current and prospective students on the application process, etc. .

Progress

2016 Status
Achieved
Position acquired and new advisor hired.

Objective 4.E.3

Secure additional academic advisor(s) for the CHP Student Services Office when ratio of academic advisor exceeds one advisor to fiveareas of study (to include graduate, undergraduate and/or emphasis areas).

Baseline

There are 4 advisors for 7 graduate and 7 undergraduate programs with 8 emphasis areas totaling 22 areas of study. See 4.E.2 requesting a new advisor at this time.

Progress

2016 Status
Not Yet Initiated
N/A

2017 Status
Substantial Progress
CHP's fifth advisor was hired December 2016, which meets the 1 to 5 ratio of advisor to academic program.

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