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Strategic Plan for College of Education and Community Innovation

Mission

Educating leaders and professionals to engage, enrich, and transform communities.

Vision

The College of Education and Community Innovation (CECI) embodies principles of democracy, high ethical standards, diversity, and active engagement. CECI builds upon the wisdom, goals, and life experiences of our learners and community partners. We will establish an open and creative culture that welcomes innovative scholarship and service where all CECI learners are successful contributors. Within this culture, we will nurture key innovations, bolster community capacity, and inculcate leaders with the appreciation of applied knowledge towards improved and healthy communities.

Values Statement

Planning Process

This development plan is in leu of a full college strategic plan. When the college was created in 2021, the Reorganization Task force created the initial plan for the new college. This plan compiles various post-merger initiatives from around the new College. Work on a comprehensive college strategic plan will commence in 2023 and become operational in Fall 2025.  
The purpose of this Strategic Development Plan is to
• express CECI’s support the university’s Reach Higher 2025 and its parallel plans.
• build identity, cohesion, efficiency, diversity, and capacity within our new College
• highlight activities related to student retention and recruitment
• celebrate activities related to community engagement.
The College’s mission, vision and values were developed by a task force in 2022 and approved by voted of faculty and staff.

The strategies came from the following sources:

1. Paraphrase of activities originating in the SEMP plan (and given priority at the unit head retreat).
2. the College Advisory and Communication Committee
3. the Staff Executive Committee
4. carried forward from the 2016-2021 COE and CCPS strategic plans
5. CECI Technology Committee
6. originated with Dean.


Collaboration

With the College of Liberal Arts and Sciences Academic Advising Center for students who are seeking teacher certification.

With TRIO Teacher Preparation Student Support Services (TPSSS) to provides support to undergraduate education students who are first generation and meet federal income guidelines.

With the Brooks College of Interdisciplinary Studies to manage the Professional Master of Arts in Social Innovation as it transitions from Brooks to CECI.

With the Padnos/Sarosik Center for Civil Discourse, providing it release time for the director, and in 2023, for the endowed professorship.  

With the Provost’s Office, providing it release time for two Assistant Vice Presidents.

With Charter Schools Office to create a Learning Leader Academy for administrators in charter schools


Building Capacity

Adjust number and protocol for field observations to increase productivity

Standardize administrative and staff positions and equalize faculty workloads across the college

Add staff for professional student support

Standardize course capacities


Commitments

Empowered Educational Experience

Key Performance Indicator

Classroom Technology Implementation

Baseline

4.25

Description

Elevate the student experience through appropriate and innovative uses of technology so that the average score improve on the LIFT question “Instructor's use of technology to support learning outcomes was …” (Form W1, Question 12)

Goal:4.2

Strategies:

Engaging online class will be created using our studio space for development.

We will assist the university’s IT efforts to modernize, simplify, and standardize enterprise applications such as LMS (Blackboard Ultra).

We will utilize our technology-enhanced classrooms for active learning, hybrid teaching, innovative teaching, and meeting space.

We will explore emerging technologies, extended reality (XR), mixed media, and digital fabrication.

Progress - Fall 2023

4.22

The average score on the LIFT question “Instructor's use of technology to support learning outcomes was …” (Form W1, Question 12) fell slightly since last year.

Progress - Winter 2023

4.5

The average score on the LIFT question “Instructor's use of technology to support learning outcomes was …” (Form W1, Question 12) rose in Fall 2023.

Key Performance Indicator

Experiential Learning

Baseline

62.6%

Description

Student self-reported information from sophomores, juniors, and senior undergraduate students on course or program-related activities including workplace-based experiences, community-based learning, study abroad, collaborative research, and living-learning communities.

Goal: 62.6%

Strategies:

The School of Social Work will support a Living Learning Community.

Education students will get internship experience earlier in their program.

Progress - Fall 2023

77.0%

Student self-reported participation in course or program-related experiential learning activities, including workplace-based experiences, community-based learning, study abroad, collaborative research, and living-learning communities, increased by 14.4%. .

Lifetime of Learning (25+ Enrollment)

Key Performance Indicator

New Adult Student Enrollment

Baseline

150

Description

New Adult Student Enrollment (25 years old or older, new undergraduate and graduate students)

Goal: 267

Strategies:

More accelerated, hybrid, online, and weekend courses will increase flexibility for graduate students in terms of pace and engagement with curriculum.

Marketable profession-related Badges and Certificates will be available to leverage the Laker Lifetime Learning (L3) Commitment.

Partnerships with school districts will support initial certification for long-term substitute teachers or paraprofessionals.

CECI will sign agreements with school districts to support Michigan's Grow Your Own initiative.

The CECI Advising Center will offer expanded services to graduate students.

Progress - Fall 2023

194

New Adult Student Enrollment (25 years old or older, new undergraduate and graduate students) increased by 44 students. We enrolled the first students supported by the Michigan Grow Your Own Grants program. CECI has partnered with 10 ISDs to increase the number of certified P-12 teachers.

Culture of Educational Equity (CEE)

Key Performance Indicator

Students of Color

Baseline

17.8%

Description

total % of Asian/Pacific Islander, Black, Latino, Multiethnic, and Native American undergraduate and graduate students.

Goal: 19.0%

Strategies:

More Latinx students will be reached by our working with local Latinx-serving institutions (e.g., churches, Hispanic Center of Western Michigan Migrant Legal Aid).

Undergraduate education students who are first generation and meet federal income guidelines will be successful through increased engagement with TRIO Teacher Preparation Student Support Services.

Our partnering with HBCUs will identify feeder undergraduate degrees and establish dual degrees or transfer protocols.

Progress - Fall 2023

20.5%

The percent of Asian/Pacific Islander, Black, Latino, Multiethnic, and Native American undergraduate and graduate students increased by 2.7%.

Key Performance Indicator

Faculty of Color

Baseline

23.0%

Description

% and # Tenured/Tenure-track/Affiliate Faculty of Color -- total % of Asian/Pacific Islander, Black, Latino, Multiethnic, and Native American full-time.

Goal: 26%

Strategies:

We will have more activities sponsored by internal groups dealing with diversity, equity and inclusion.

Progress - Fall 2023

20.8%

The percent of full-time Tenured/Tenure-track/Affiliate Faculty of Color who are Asian/Pacific Islander, Black, Latino, Multiethnic, and Native American full-time fell by 2.2%.

Key Performance Indicator

Sense of Belonging

Baseline

61.5%

Description

% of faculty in college who responded to confidential survey indicating “the extent to which you experience a sense of belonging or community at GVSU” as “very satisfied” or “generally satisfied”

Goal: 73.7%

Strategies:

Faculty and Staff will be better informed through a monthly interactive and responsive CECI newsletter.

Faculty and Staff will be more informed and empowered through guidelines for communication between elected representatives and their constituents.

New staff will be better supported by extending mentoring programs to them.

.

Progress - Fall 2023

52.3%

The percent of faculty who responded to confidential survey indicating “the extent to which you experience a sense of belonging or community at GVSU” as “very satisfied” or “generally satisfied” fell by 9.2%.

Additional Commitments

Key Performance Indicator

Community Engagement

Baseline

61

Description

Number of regular faculty who participate in one or more external community service activities (as reported in the annual FWR)

Goal::80

Strategies:

Support of additional partnerships with granting agencies and community partners.

Increased volunteering with K-12 Connect.

Increased activities that involve collaboration with other Michigan educator preparation programs (EPP).

Explicit definition of and support for community-engaged teaching, scholarship and service in the promotion, tenure, and annual review of faculty.

More academic courses incorporate community-based learning experiences.

Progress - Fall 2023

61 (no change)

The number of regular faculty who participate in one or more external community service activities, as reported in the 2022 annual Faculty Workload Report, remained at 61.

Key Performance Indicator

New Student Enrollment

Baseline

834

Description

number of new FTIAC, Graduate, and Transfer students entering in fall.

Goal: 917

Strategies:

Enrollment of transfers students from Community Colleges will be encouraged with articulated course equivalencies for new undergraduate programs.

Enrollment of FTIACs will be encouraged by creating opportunities for Advanced Placement of HS students.

Enrollment of FTIACs will be encouraged by expanding K-12 partnerships.

Recruitment and retention of first- and second-year students will be improved by a student ambassador program, whereby third- and fourth-year students support the units in recruitment, high school visits, mentoring, and chaperoning.

Recruitment will be encouraged by scholarships offered to prospective students.

Progress - Fall 2023

1049

The number of new FTIAC, Graduate, and Transfer students entering in fall rose by 215.

Key Performance Indicator

1st Year Fall to Fall FTIAC Retention

Baseline

78.7%

Description

1st Year Fall to Fall FTIAC Retention

Goal: 80.9%

Strategies:

Retention of students on probation/jeopardy of dismissal will be improved by better supporting them in their effort to in improve grades and access resources, such as creating CJ 102 College Success Seminar.

Retention of FTIACS will be encouraged through advising and registration strategies to build common interest cohorts through student schedule development for first year orientation.

Progress - Fall 2023

71.6%

First Year Fall-to-Fall FTIAC Retention fell by 7.1%

Key Performance Indicator

NPS

Baseline

+28.8

Description

Students only. Net Promoter Score, how willing an individual is to recommend positively an institution to other people such as family, friends, peers, or associates; measures student experience, satisfaction, and engagement and predicts institutional growth, can range from a low of -100 to a high of 100; provides a snapshot and should be used with other measures.

Goal: 42.3

Strategies:

existing mentoring program will develop a more robust, proactive outreach system to connect students with their faculty partners.

increase involvement of faculty and alumni with student organizations.

a student advisory board for each unit, with representatives from these boards also meeting with the Dean.

Progress - Fall 2023

46.4%

The Net Promoter Score (how willing an individual is to recommend positively an institution to other people such as family, friends, peers, or associates) rose by 17.6%. (Such a quick and significant movement from baseline raises a question about the consistency of the sampling.)

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