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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

2021 Status
Achieved
100% of undergraduate students participate in one high-impact learning experience prior to graduation, in addition to supplemental writing skills and capstone courses.

2020 Status
Achieved
100% of undergraduate programs in the College of Health Professions had at least one high-impact learning experience prior to graduation, in addition to supplemental writing skills and capstone.

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

2021 Status
Achieved
100% of graduate students in the College of Health Professions participate in two or more high-impact learning experiences prior to graduation.

2020 Status
Achieved
100% of graduate students in the College of Health Professions participated in two or more high-impact learning experiences prior to graduation

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

2021 Status
Substantial Progress
The overall average of students in all programs in the College of Health Professions who identify as coming from underrepresented groups is 10.9%, exceeding our threshold of 7%.

2020 Status
Substantial Progress
The overall average of students in the College of Health Professions who identified as coming from underrepresented group is 15%.

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

2021 Status
Minimal Progress
A college advisory board was deemed unnecessary due to most programs within the College of Health Professions having their own annual advisory board meetings to assess programs and fulfill accreditation standards.

2020 Status
Minimal Progress
As the majority of programs have advisory boards that effectively utilize community partners to meet their respective accreditation standards, a college level advisory board seems redundant.

Objective 1.C.2

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

Baseline

Based on programmatic needs

Progress

2021 Status
Achieved
The College had an overall increase of 26.3% in community partnerships/collaborations as determined by programmatic needs.

2020 Status
Achieved
The college had an overall increase of 11% in community partnerships/collaborations as determined by programmatic needs.

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

2021 Status
Achieved
Faculty in all programs in the College of Health Professions integrate a large variety of innovative technology to support their teaching and engage student learners.

2020 Status
Achieved
Faculty in all programs in the College of Health Professions use a variety of innovative technologies to support their teaching and engage student learners. Faculty sought out new and innovative technologies for simulation to replace clinical experiences that students could not participate in due to loss of access to clinical sites during the Covid-19 pandemic.

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

2018 Status
Minimal Progress
CHP has reached out to development for assistance in locating a donor for an endowed scholarship for the college. An issue is that people prefer to give to a single discipline that supports their interest as opposed to a general, broad scholarship.

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

2021 Status
Achieved
90% of programs in the College of Health Professions achieved the maximum level of accreditation.

2020 Status
Achieved
100% of those programs that went through accreditation in 2020 received the maximum level of accreditation.

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

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.

2016 Status
Not Yet Initiated
N/A

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

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.

2016 Status
Not Yet Initiated
N/A

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

2017 Status
Achieved
Report run from Digital Measures

2016 Status
Not Yet Initiated
N/A

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

2018 Status
Substantive Progress
80% of faculty report that they are engaged in community relationships.

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

2021 Status
Substantial Progress
51% of regular faculty in the College of Health Professions shared their involvement with their professional societies. Of those, 98% reported that they engaged in relationships with their professional societies in 2021.

2020 Status
Substantial Progress
76% of the full time faculty in the College of Health Professions shared their involvement with their professional societies. Of those, 91% reported that they were engaged in relationships with their professional societies in 2020.

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

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

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.

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

2021 Status
Achieved
The College of Health Professions continues to monitor fiscal/human/support resources to programs and departments/school to promote fairness and equity in providing excellent teaching.

2020 Status
Achieved
A task force was established to analyze, examine, and compare program /department budgets and allocation of resources in the College of Health Professions.

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

2021 Status
Substantial Progress
Of the two remaining programs in our baseline, the BS in Senior Living Management prospectus was not supported by the New Programs Council and the Doctorate in Public Health remains on the table for discussion for future implementation.

2020 Status
Substantial Progress
Of the 4 remaining programs in our baseline, the MS in Recreational Therapy was approved to start Fall 2020 and a prospectus for the BS in Senior Living Administration will be submitted in 2021. The BS in Invasive Cardiovascular Science was determined to not be a viable program at this time by the Office of the Provost while at the College Curriculum Committee. The Doctorate of Public Health remains on the table for discussion for future implementation.

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

2021 Status
Achieved
94% of programs in the College of Health Professions identify at least one course that requires a service learning experience that integrates student learning with society.

2020 Status
Achieved
93% of programs within the College of Health Professions identify one or more courses that have a service learning component.

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

2021 Status
Substantive Progress
Two programs continue to identify interest in expanding their service learning requirements.

2020 Status
Substantive Progress
While 14 out of 15 programs in the College of Health Professions identify a number of service learning opportunities for their students, 2 programs continue to identify a need to expand their service learning requirements.

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

2021 Status
Substantial Progress
There was no first-time credentialing of students in new programs in 2021.

2020 Status
Substantial Progress
There was no first-time credentialing of students in new programs in 2020.

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

2021 Status
Substantial Progress
52% of faculty and staff who responded to the leadership survey reported holding a leadership position within the community and/or their professional society.

2020 Status
Substantial Progress
65% of staff and full time faculty shared their involvement in leaderships roles within the community and/or professional organizations. Of those, 52% reported that they held a leadership role in 2020. While CHS website pages on "Faculty Leadership in Professional Engagement" and "Leadership in Public Engagement" are still under development, faculty leadership roles have been identified.

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

2021 Status
Minimal Progress
While an Instructional Designer has not been hired by the College of Health Professions to assist programs in revision and maintenance of websites, an Instructional Designer and Instructional Project Specialist from Information Technology have been moved to offices within the College. In addition, individuals in the College have been identified who maintain and update websites on a regular basis.

2020 Status
Not Yet Initiated
Due to COVID, Information Technology and Instructional Design for e-Learning (IDeL) offered an increase in the support they offered for technology, as well as instruction on using technology, to meet the needs for online learning. The College of Health Professions has not hired an Instructional Designer but has identified individuals who maintain and update websites on a regular basis.

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

2021 Status
Substantial Progress
The College of Health Professions had a total of 25 programs and 5 academic advisors in 2021, maintaining a ratio of one academic advisor to five programs.

2020 Status
Substantial Progress
Two new programs were approved and accepted admissions in 2020, maintaining the ratio of one academic advisor to five programs.

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