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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

2019 Status
Achieved
100% of undergraduate programs continue to provide one high-impact learning experience in addition to SWS and capstone.

2018 Status
Achieved
100% of undergraduate programs continue to provide one high-impact learning experience in addition to SWS 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

2019 Status
Achieved
100% of graduate program students participate in two or more high-impact learning experiences.

2018 Status
Achieved
100% of graduate program students 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

2019 Status
Substantial Progress
An average of 11.56% of students in all programs in CHP identify as coming from underrepresented groups, exceeding our threshold of 7%.

2018 Status
Substantive Progress
The college has met this threshold in the area of student diversity with an average of 7.5% across programs.

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

2019 Status
Minimal Progress
After thorough investigation and consideration, it was determined that a college advisory board is not necessary as each program has its own advisory board.

2018 Status
Minimal Progress
Department Chairs have expressed input as to the reactivation of a CHP College Advisory Board and have indicated that discussions should be held with the Vice Provost for Health, as her office already has an advisory board that may have overlapping tasks.

Objective 1.C.2

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

Baseline

Based on programmatic needs

Progress

2019 Status
Achieved
The college had an overall increase of 10% in community partnerships/collaborations as determined by programmatic needs.

2018 Status
Achieved
Programs within the college have seen a range of 2% to 87% increase 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

2019 Status
Achieved
A wide variety of technology is being utilized by faculty, across all programs in the college to support their teaching and engage student learners.

2018 Status
Achieved
Across the college, all units utilize technology in didactic and laboratory experiences to enhance student learning.

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

2019 Status
Achieved
Public Health was the only program that went through accreditation. They have received their reward letter granting them the maximum level of accreditation.

2018 Status
Achieved
90% of those programs at full accreditation status in the College of Health Professions have been awarded the maximum number of years by their respective accrediting body.

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

2019 Status
Achieved
100% of faculty are engaged in relationships with their professional societies.

2018 Status
Substantive Progress
52% of faculty report that they are engaged in relationships with their professional societies.

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

2019 Status
Substantial Progress
The Dean's office has worked with a task force of faculty members to determine an avenue in supplemental funding, to provide equity for professional development.

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

2019 Status
Substantive Progress
Of the 7 remaining programs in our baseline; the MS in Recreational Therapy and the BS in Invasive Cardiovascular Science are going through the curricular approval process; the Doctorate in Public Health and BS in Senior Living Management are awaiting approval from the Office of the Provost for a prospectus; the MS in Genetic Counseling, BS in Radiography, and MS in Health Information Management will not be moving forward in the curricular process.

2018 Status
Substantive Progress
Of the 10 programs remaining in our baseline; the BS in SLP has admitted students, the Dr OT and the AuD have been approved to admit students.

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

2019 Status
Achieved
100% of the departments have identified one or more courses which they believe have a service learning component.

2018 Status
Achieved
93% of the departments have identified one or more courses which they believe 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

2019 Status
Substantive Progress
While programs in the College of Health Professions recognize that there are many opportunities already in place for service learning, 2 programs identified a need to increase service learning experiences at this time.

2018 Status
Minimal Progress
13/14 programs offer service learning, with 2 programs indicating the need to increase service learning experiences for their students.

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

2019 Status
Substantial Progress
There was no first-time credentialing of students in new programs in 2019.

2018 Status
Substantive Progress
The first time pass rate for Clinical Dietetics was 86%, not meeting the target for first time pass rates of 90% for new programs, but still exceeding the national average first time pass rate of 69%. The overall pass rate for Clinical Dietetics was 100%, meeting the target overall pass rate of 95% or higher for new programs.

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

2019 Status
Substantial Progress
76.8% of faculty hold leadership position in the community and/or in professional organizations. Pages on "Faculty Leadership in Professional Engagement" and "Leadership in Public Engagement" are under development on the College of Health Professions website in order to highlight faculty leadership roles within the community and/or professional societies.

2018 Status
Minimal Progress
34% of faculty report that they are involved in leadership roles within the community and/or professional organizations.

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

2019 Status
Not Yet Initiated
The College of Health Professions has not hired an Instructional Designer, but has identified competent individuals to maintain and update college and program websites. The university also provides resources and workshops for additional resources and training on website development and maintenance.

2018 Status
Not Yet Initiated
While the college does not have an Instructional Designer on staff, individuals have been identified within each unit for maintaining program websites and seeking resources for maintenance of those websites.

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

2019 Status
Substantial Progress
Two new programs have been approved for 2020 admissions, therefore, the ratio of one academic advisor to 5 programs remains intact.

2018 Status
Substantial Progress
No new programs were added in 2018; therefore, the ratio of one academic advisor to 5 programs remains intact.

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