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ChoosingGrinnell’sFutureTheReportofGrinnellCollege’s

StrategicPlanningSteeringCommitteeApril29,2012

ExecutiveSummaryInAugust2011GrinnellCollegesetouttochartastrategicplanforitsfuture.Earlyinthisprocess,thecommunityaffirmeditscommitmenttothebeliefthataliberalartseducationfilledwithopportunitiesfordiscoveryandcollaborationremainsthebestpreparationformeetinglife’sopportunitiesandchallenges.Definingthebestwaytoprovidealiberalartseducationinthetwenty‐firstcenturyrequiresre‐evaluatinghowwedeliverthisexceptionalexperience,andwhattheexperienceincludes.

Inthisplanweproposechangesinthewayweteach,learn,andworkatGrinnell—waysthatremainfaithfultotheliberalartswhileenvisioningpracticesthatwillinspirenewlevelsofexcellence,creativityandconfidence.Grinnellwillbeagileandadaptivewithoutlosingsightofitsdistinctivequalitiesandcorevalues.Throughthisplanwearechoosingtoworkattheforefrontofliberalartseducation.

Theplanaddressessixmajorareas,ordirections,eachofwhichconnectsustoourdistinctivequalities.OurpursuitofexcellenceinthesesixareaswilladvancetheCollege’scommitmenttocollaborative,inquiry‐basedlearning,anchoredinadiversecommunityofmentorsandcolleagueswhofosteroneanother’sintellectualdevelopment.

Thesixmajordirectionsare:

Re‐envisionourcommitmenttoaliberaleducationanditsvalueinthe21stcentury.

Attract,enrich,andgraduateadiverseandtalentedstudentcommunity.

InstillanorientationtothefutureandintentionallyconnecttheGrinnelleducationalexperiencetopost‐graduateendeavors.

Fosterlife‐longlearningandcontributionsofalumniintheCollege’sintellectuallife,service,andmentorshipandadvising.

Celebratethediverseachievementsofourstudents,faculty,staffandalumni.

Transformadministrativepracticestomaintaincontinuous,collaborative,andadaptiveplanningfortheCollege.

Undereachmajordirectionwehaveorganizedaselectionofrelevant,suggestedtactics.Thesearedesignedtohelpusmovetowardacontinuousstateofattentiveness—acultureofongoingevaluationandre‐evaluation.

 

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PreambleAmongthevariouscharacterizationsofGrinnellCollege,oneofthesimplestandmostinstructivecomesfromtheCollege’soriginalArticlesofIncorporation:“Theobjectofthisinstitutionshallbetopromotethegeneralinterestsofeducationandtoqualifyyoung[people]forthedifferentprofessionsandforthehonorabledischargeofthevariousdutiesoflife.”Grinnelleducatesstudentswiththreegoalsinmind—topreparethemforthemanyactivitiesandoccupationsthattheywillpursueintheiradultlives;tonurturealifelongcuriosityandinterestinlearning;and,equallyimportant,todeveloptheirconscientiousnessandresponsibilitytowardothers.TheCollege’sfoundersrecognizedthateducationisliberating—freeingthemindfromconstraintsoftradition,fear,andprejudice—butalsothatithasenormouspracticalapplication,givingstudentsopportunitiesformeaningfulworkandsubstantiveengagementwiththeworld.

Grinnellhaspursuedthismissionindifferentwaysthroughoutitshistory,rangingfromanoriginalcourseofstudythatincludednoelectives,tothecreationofClassicalandScientifictracks,toaGroupSystemofcourseswithmajorsandminors,tothecombinationofdifferentareasofstudywithindistinctivedivisions(five,thenthree)madeupofdifferentdepartments.OvertimeGrinnelltransformeditscurriculumfromonethatwashighlyprescriptive,inwhichstudentsmadenoselectionoftheircourses,toonethatisdistinctivelyopen,givingstudentsenormouslatitudeintheirchoiceofstudy.Oureducationalexperiencehasalsoevolvedtoincorporatelearningopportunitiesoutsidetheclassroom,suchasoff‐campusstudy,internships,andsummerresearchprojects.

Underneathitall,Grinnellhasalwaysuphelditsoriginalgoalof“promot[ing]thegeneralinterestsofeducation”—thatis,educatingstudentstoaskfundamentalquestionsaboutnatureandsocietyanddevelopavarietyofmethodsforansweringthem.EventhemostrecentchangestoGrinnell’seducationalprogram—theintroductionofnewformsofinterdisciplinarystudy,thecreationofMentoredAdvancedProjects(MAPs),theemphasisoninquiry‐basedlearning—haveallbeenintheserviceofdeepeningstudents’abilitytoaskthosefundamentalquestionsandpursueanswersininnovativeways.

Today,aGrinnelleducationisdistinctiveinitsemphasisonactive,rigorous,andcollaborativelearningsupportedandguidedbyexceptionalscholarsanddevotedmentors.TheCollege’scommitmenttosocialjusticeispartofthefabricofourcommunityandpermeatesourculture.Wealsoaskourstudentstotakeanunusuallevelofresponsibilityfortheircollegeeducation.Inanenvironmentrichwithpeer,faculty,andstaffmentoringandwithinastrongacademicadvisingstructure,theymakechoicesabouttheirlives,theiracademicprograms,theircourseselections,andthewaysinwhichtheyconstructknowledge.LearningatGrinnellisactiveandparticipatory,movingwellbeyondsimpleabsorptionandrecollectionoffacts.Widecurricularchoicecoupledwithastrongadvisingprogramisnotonlydesignedtotailortheeducationtothestudent,buttodevelopineachstudenttheconfidenceandagencytomakechoicesthatwillleadtopositivepersonalandprofessionalaccomplishmentsandcivicengagement.

Now,in2012,GrinnellCollegefacesnewchallengestoitseducationalmission.EconomicuncertaintyandtherisingcostsofhighereducationhaveunderscoredtheCollege’sresponsibilitytopreparestudentsfor“thedifferentprofessions,”includingprofessionsthat

 

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havenotyetbeeninvented.Atthesametime,wefeelanevermorepressingneedtograduatemenandwomenwhowillapplythemselvestotheworld’ssocialandecologicalproblems—topursuenotjustprivategain,butpublicgood“forthehonorabledischargeofthedutiesoflife.”

PresidentKington,inhisaddresstotheCollegethatbeganthestrategicplanningprocess,delineatedthesocialforcesandtrendsthatwillconfrontGrinnellinitsfuture:

adeclineintheuseofpublicresourcestosupporthighereducationaccess;

anincreaseinpublicscrutinyofhighereducation’scosts,andtheirrelationtoquality;

inadequatepreparationofstudentsforcollegebytheU.S.educationalsystem;

growingcompetitionfromhighereducationsystemsaroundtheworld;

technologicalinnovationsthatenabledeliveryofsometypesofadvancededucationwithoutthefixedcostsofaresidentialcollege;

increasedracial/ethnicdiversityinhigh‐schoolagedpopulation;and

demographicgrowthfocusedintheAmericansouthandsouthwest,whichhasnottraditionallybeenanareaofrecruitmentstrengthforGrinnell.

Inadditiontothesenationalandinternationaltrends,wealsofaceourowninternalchallenges.Inthespringof2011,PresidentKingtonreportedthattheCollege’snettuitionrevenuesweredwindlingwhilephilanthropicgivingwasdeclining.Theburdenofoperationalcostshadcometorestlargelyonourendowment.

InordertopursueGrinnell’seducationalmissionweneedtoadapttoachangingenvironment,andthisishowtheStrategicPlanhasbeenconceivedandarticulated.ItisinhewingcloselytothespiritofourfoundersthatweasacommunitycanbestachievetheflexibilityessentialtotheCollege’sfuture.BymorefullyengagingouralumniandcreatingbetterconnectionsbetweenGrinnellandpost‐graduatecareersandopportunities,theCollegecanmoreintentionally“qualifyyoungmenandwomenforthedifferentprofessions.”Byimprovingourpracticesforattracting,enrollingandgraduatingadiverseandtalentedstudentbodywecanensurethatwearefullypreparingourstudentsforthe“honorabledischargeofthedutiesoflife.”Mostimportant,byre‐envisioningGrinnell’scommitmentto“thegeneralinterestsofeducation,”Grinnellcanbecomealeaderofliberaleducationinthetwenty‐firstcentury.

LaunchingStrategicPlanningOnJune9,2011,Grinnell’sBoardofTrusteessetthestageforstrategicplanning:

TheBoardofTrusteeschargesthePresidentwiththedevelopment,withinthenextacademicyear,ofanambitious,five‐yearStrategicPlanandauthorizestheBoardChairandthePresidenttotakeallactionsdeemednecessaryandappropriatetoimplementtheformationofsuchaplan.

 

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TheBoardinstructedthecommunitytocompleteastrategicplaninninemonths,addressingfiveareasthattheydefinedasessentialforraisingthelevelandprofileofaGrinnelleducation:

AlumniEngagement Distinctiveness Enrollment Post‐graduateSuccess TeachingandLearning

Inpresentationstothecampuscommunityandalumniaroundtheglobe,PresidentKingtondescribedwhyGrinnell’slargeendowmentwasinsufficienttosustaintheCollegeonitsown.Adearthofnewrevenueswouldeventuallyleaveusunabletomaintain,letalonegrow,ourexceptionalprograms.ThisbeganaconversationabouthowGrinnell’sworkfitintothehighereducationcontextnationallyandglobally.PresidentKingtonalsoidentifiedtheneedforustomanagetheCollege’sadministrativecoststhroughcontinuousplanning,improvementandstrategicinvestment.Withthisinmind,thestrategicplanningcommitteeaddedasixthmajordirection:operationalplanning,collaborationandassessment.

TheGrinnellCollegeStrategicPlanningSteeringCommitteebeganitsworkinthefallof2011bycreatingworkinggroupstogenerate,receiveandsynthesizeideasfromthecommunity.AlistofthesteeringcommitteemembersappearsinAppendix1.Students,staff,faculty,alumniandfriendssubmittedmorethanathousandsuggestions.TheCommitteealsocreatedatransparencyworkinggrouptofacilitatecommunitycommunicationandparticipation.BytheendofDecember2011theworkinggroupshadgeneratedalonglistofstrategiesandtacticsthataddressedtheBoard‐definedpriorities,withthegoalofmovingGrinnellintopositionastheoneofthenation’spremiereliberalartscolleges.

AfterreviewingthislistofstrategiesandtacticstheSteeringCommitteeidentifiedsixunderlyingthemes,orstrategicdirections:

Re‐envisionourcommitmenttoaliberaleducationanditsvalueinthe21stcentury.

Attract,enrich,andgraduateadiverseandtalentedstudentcommunity.

InstillanorientationtothefutureandintentionallyconnecttheGrinnelleducationalexperiencetopost‐graduateendeavors.

Fosterlife‐longlearningandcontributionsofalumniintheCollege’sintellectuallife,service,andmentorshipandadvising.

Celebratethediverseachievementsofourstudents,faculty,staffandalumni.

Transformadministrativepracticestomaintaincontinuous,collaborative,andadaptiveplanningfortheCollege.

 

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SixMajorDirections 

1. Re‐envisionGrinnell’scommitmenttoaliberaleducationanditsvalueinthetwenty‐firstcentury.

LiberalartscollegesthroughouttheUnitedStatesarebeingcalledupontoarticulatetheirvalueintermsofgrowingdemandsforaffordable,practicalandintellectuallyrigorouseducation.Grinnelliswell‐positionedtorespondtothesechallengesgivenourcommitmenttoaccess,ourhighstandingamongourpeerinstitutionsandourtraditionofconnectingintellectualworktosocialengagement.Thefactthatweimposerelativelyfewconstraintsonourstudents’four‐yearplanofstudyespeciallyfreestheCollegetoexperimentwithnewwaysofguidingstudentstowardtransformativeexperiences.

Toachievethispositionofleadership,wewillensurethatourlearningremainsgroundedininquiry,thatlearningspacesarestate‐of‐the‐art,andthatourwholecommunity—students,faculty,staffandalumnialike—embracesthecommitmenttolifelonglearningthatisthehallmarkofaliberalartseducation.Ourfaculty,inparticular,modelthe“living”ofaliberaleducation:notonlywhentheykeepupwiththeirrespectivefields,butespeciallywhentheypursuelearninginareasotherthantheonesinwhichtheyteach.Webelievethatsuchateachingandlearningenvironmentfostersanadaptivecurriculumandpedagogythatwillevolvefluidly,creatively,andintentionallyinresponsetonewandsometimesunanticipatedchallenges.

Suchanenvironmentwillmoreeffectivelycultivatestudentswhocanintegrateknowledgeacrossdisciplines;whoaresophisticatedintheirwriting,analysisandresearch;andwhounderstandthesocialbasisandresponsibilitiesofknowledge.Itwillincludemoremultidisciplinarycoursesattheintroductoryandcapstonelevels;morecoursesthatincludeoff‐campustravel;andgreaterintegrationofknowledgefrommultiplesources.Facultywillhaveopportunitiestodesigncoursesandprojectsthatallowthemtolearneachother’sdisciplines.Studentswillparticipateinthefullcycleofinquiryfromdefinitionofaproblemandengagementwiththeappropriateprimaryevidencetodisseminationoftheirresultsinanopenforumsubjecttopubliccritique.

Departmentsanddivisionsserveimportantandhistoricalroles,buttheirboundariessometimesimpedeouraspirationstobemorecreativeandcollaborativeacrossdisciplines.Facultyneedflexibilitytore‐envisiontheliberalarts.Governancestructurescanberevisedtopromoteefficientdecision‐making,givingfacultymoretimetobelearnersthemselves.Meanwhile,thestructuresofmajorscanbeorientedtoamultitudeofcareerpaths,includinggraduateschool.

Thisdirectionchallengesourcurrentassumptionsabouthowwespendourtimeandhowwecreateconnectionsamongdifferentlearningexperiences.Wecannotsimply“domore,”butrathermustchangewhatwedotoensurethatourworkreflectsourhighestaspirationsaseducators.Collaborationandcoordinationarethekeys.Thisincludeslinkingfacultyandacademicresourcecenters,classroomlearningandlearningoutsidetheclassroom,andfacultyinonedisciplinewithfacultyinothers.Staffshouldalsobeempoweredto

 

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collaboratewithfacultyandalumniindevelopinginnovativeteachingandlearningmethods.

ProposedStrategies

Introduceneweducationalopportunitiesinbothteachingandresearchthatincreasecross‐disciplinarycollaboration

ThefollowingstrategiesbuildontheCollege’searlierinnovations,includingtheExpandedKnowledgeInitiative(EKI),MentoredAdvancedProjects(MAPs)andtheinterdisciplinarycenters.

A. ViewtheentireconstellationofGrinnellCollegecourseswithdepartmentalanddivisionalbarriersmadeprovisionally“invisible”toassesshowareasofknowledgemightfittogetherinnewways.

B. Supportbridgingprojectsbetweenfacultyindifferentdisciplinesandcoursesthatmaycombinetwoormoredisciplines,includingintroductory‐toadvanced‐levelmultidisciplinarycourses.

C. CreateaCenterforTeaching,Learning,andAssessmenttosupportcurricularinnovationandexperimentation.Whetherviewedasaphysicalorvirtualspace,thisCenterwouldencourageexperimentationwith:

newwaysofteachingwriting,oralcommunication,andquantitative,visual,andinformationliteracy;

opportunitiestoshareimprovementsanddiscoveriesinpedagogy,withinandbeyondtheCollege;and

newpartnershipsbetweenfacultyandnon‐facultyspecialists(includingalumni,academicresourceprofessionalsandotherstaff).

D. Empowerneworexistingcenterstocoordinateandsupportongoingprogramsofinterdisciplinaryresearchinvolvingfacultyandadvancedstudents.

E. Increasetheaccessibilityandsharingofknowledge,scholarship,andprimarysourcematerialscreatedatorownedbytheCollege.

Buildnewlearningspacesthatencouragecollaboration,creativity,andinquiry

Thephysicalenvironmentofacollegecanhinderorpromotecollaborativelearning.Wehavelearnedthatthephysicalspacesinwhichstudentsandfacultymeetandinwhichclassesanddiscussionstakeplacecontributetotheengagementofstudentsinthelearningenterprise.Evenresidencehallscanactasspaceswhereintellectualandsocialengagementsareseamlesslyblended.Thenatureoftheselocationsthemselvescanmakethedifferencebetweenastudentconsideringthemselves“intherightplace”andfeelingunwelcome.

 

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AtGrinnell,ourexistinglearningspacesinthehumanitiesandsocialsciencesdonotfostercollaboration.Mostimportantly,weneedfacilitiesconfiguredwiththerighttechnologyandaccesstonecessarydataandprimarysourcematerialtosupportemergingformsofinquiry‐basedlearning.Well‐designedphysicalspaceswillenablefacultytoshowfilms,doin‐classworkonstatisticspackagesorusedatabasesofimagesandsoundsandallowstudentstocreatedifferentformsofwork‐productsbeyondthetraditional“termpaper.”Mission‐drivenarchitecturewouldsupportthefullcreativerangeoforiginalmaterialsandscholarlyproductsgeneratedatGrinnell.

F. Renovateandbuildlearningspacesthatwillincreasecollaboration,mentorship,andinquiry‐basedlearning,especiallyintheHumanitiesandSocialStudiesandtheLibraries.

Givestudentsmoredirectexperiencewiththecreationandinterpretationofknowledge

Duringthepastfifteenyearswehavewitnessedagrowthinthenumberoflearningexperiencesthatchallengetraditionaldefinitionsof“course,”“classroom”and“professor”:theseincludeMentoredAdvancedProjects(MAPs)thatinvolveoff‐campusresearch;course‐embeddedtravel,suchaswhenaninstructortakesaclasstoCERA,ChicagoorBerlin;projectsthatrelyonspecialistsforguidanceinaparticulartechnologyorresearchmethod.Theseopportunitieshaveprovidedstudentswithexperienceininterpreting,creating,synthesizing,collecting,performingandwriting.TheCollegeneedstocontinuesupportingsuchexperiencesandoffertheflexibilitytotestnewones.AshaveMAPs,suchnewideasmaychallengethenotionofthetraditionalacademiccalendar.

G. Createmoreopportunitiesfor:

course‐embeddedtravel; courseswithexperientialcomponents; clinicsforreal‐worldproblemsolving; alternativeusesoftheacademiccalendar(suchastwoshortcoursesinlieuofa

single,semester‐longcourse);and curricularstructuresthatarecoordinatedwithandcomplementco‐curricular

activities(suchastheRosenfieldSymposiaorScholars’Convocations)

Analyzefacultyresponsibilitiesinordertoensurethattimespentisfulfillingtotheindividualandtheinstitution

Studythecurrentwaysthatfacultytimeisspenttodeterminewhichactivitiescanbedelegatedtoothers,eliminatedormademoremeaningfultotheindividualandtheinstitution.

H. Explorethepotentialofvariousmodificationsofindividualteachingresponsibilities,uptoandincludingpossibilitieslikea“flexiblefifth”oratwo‐twoteachingload.

I. ReviewthegovernancestructureoftheCollegetomakedecision‐makingmorestreamlined,reducetheburdenofserviceand,mostimportantly,makebetterdecisions.

 

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J. Re‐imaginethestructureoftheorganizationofthefaculty,inordertoincreasecollaborationbetweendisciplines,attractandretainfacultyincutting‐edgefieldsandmaintainflexibilityinthecurriculum.

K. Increasethenumberofacademicsupportstaff,providethemwithdeeperprofessionaleducationandtrainingandempowerthemtoshareadministrativeresponsibilitieswithfacultymoreeffectively.

2. Attract,enrich,andgraduateadiverseandtalentedstudentcommunity.

Animportantpartofstudents’extraordinaryexperienceatGrinnellistheopportunitytoliveandlearnaspartofadiversecommunitywherehighscholarlyexpectationsarebackedwithsubstantialresourcestosupportlearning.OurlocationinruralIowafurtherpromotesadeeplyengagedandcollaborativeacademiccommunity.Thediversitywhichissuchanintegralaspectofthislearningexperienceissupportedbyourcommitmenttoaccessthroughaneed‐blindadmissionpolicyandapromisetomeetfulldemonstratedneedfordomesticstudents.

Thesocio‐economic,cultural,geographic,andracialandethnicdiversityofGrinnell’sstudentbodyisapurposefulexpressionofthebeliefthattransformationoccursatthenexusofopen‐mindednessandencounterswithdifference.Studentsareinvitedtoexaminetheirlivesinthecontextoftheworldtheywillencounterupongraduation.Theyengagetheirpeers’ideasandperspectivesinarobustresidential,on‐campusimmersionexperiencethatoftenchallengestheirassumptionsorconventionalwisdom.Ourrecruitmenteffortsdirectlycontributetothislearningenvironmentbycreatingacommunitywithawidevarietyofpeopleandperspectives.Webelievethatourcurrentmixofdomesticandinternationalstudentsisroughlytherightmixtoaccomplishourgoals.

Thestrategiesdescribedinthissectioncanshapeanenrollmentapproachthatfulfillsthismission.Tobesuccessful,theywillhavetoovercomeseveralpotentialimpediments:

decliningdomesticapplications,atatimewhenmostselectivecollegesobservedincreases;

concernsaboutapossibleincreaseinthenumberoflow‐performingstudents; less‐than‐idealsocioeconomicdiversityamongourstudentbody; questionsabouttheefficacyoftheestablishedadmissionratingsystem.

InthemostrecentcycletheOfficeofAdmissionsuccessfullyconfrontedthefirstoftheseobstaclesbyrevivingapplicationswithtargetedmarketing,publicationsthatbetterrepresentedtheGrinnellexperience,andtremendousAdmissionstafftravelandoutreach.Inordertosustainandbuildonthisprogress,weneedtoexamineseveralkeyfactorsrelatedtoadmissionandenrollment:marketperceptionsofprospectivestudentsandtheirfamilies;ourrecruitmentandadmissionpracticesandpolicies;andthedeploymentoffinancialaidinamannercompatiblewiththeneedforsustainablestudentrevenuesovertime.Thismayalsobetherightmomenttoredefinetheroleplayedbyfacultycommitteesintheadmissionprocess.

 

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Grinnellseeksto“graduatewomenandmenwhocanthinkclearly,whocanspeakandwritepersuasivelyandeveneloquently,whocanevaluatecriticallyboththeirownandothers'ideas,whocanacquirenewknowledge,andwhoarepreparedinlifeandworktousetheirknowledgeandtheirabilitiestoservethecommongood.”Wecanachievethisaimbyenrollingacademicallydistinguishedanddiverseclassesofstudentswhowillcontributetoavibrantcultureofscholarly,co‐curricularandextracurricularpursuits.Indoingso,wemustattendtotherelationshipbetweennettuitionrevenueandtheinvestmentsnecessarytorealizeourmission.

ProposedStrategies

Shapeandbuildthestudentcommunity

OnecriticalexpressionofGrinnell’smissionisthecompositionoftheclasswechoosetoenroll.ItembodiesGrinnell’scommitmenttoeducatingstudentswhowillpromotethecommongoodthroughtheircontributionstotheirprofessionsandcommunities.Thefollowingarepossiblestrategiestoshapeandbuildsuchacommunity:

A. developguidingprinciplesandassociatedparametersregardingthecompositionoftheclassspecifictoacademicqualifications,genderbalance,domesticandinternationalgeographicdiversity,ethnic/racialdiversity,socio‐economicdiversity,andtalentdiversity;

B. revamptheadmissionratingsystemtobetterreflecttheexpectationsandgoalsfortheclasstoselectthosestudentswhowillmostbenefitfromandcontributetotheGrinnellexperienceandtobetterensurethematriculationofthosewhoaremostlikelytocarryoutGrinnell’spurposeofpromotingthecommongood;

C. developspecifictacticstobroadenthepoolofapplicantswhowillpossessthestrongestpossiblecombinationofqualifications;

D. considercreatingapartnershipwithestablishededucationalprogramsthatprovidedevelopmentalinstructionandleadtoadmissiontoGrinnellCollege;and

E. chargetheCommitteeonAdmissionandFinancialAid(oritssuccessor)withtheresponsibilitytoassessthealignmentofenteringclasseswiththeguidingadmissionprinciplesandassociatedparameters.

Strategicallydeterminethesizeofthestudentbody

AtthebehestoftheBoardofTrustees,theworkinggrouponenrollmentreviewedvariousargumentsfordecreasing,increasingormaintainingthesizeofthestudentbody.Decreasingthestudentbodyfromitscurrentsize(1500oncampusand100morestudyingabroad)wouldallowtheCollegetobemoreselectiveinitsadmissionsandmoreeasilymaintainadiversestudentbody.Butadecreasewouldalsoleadtothelossoftuitionrevenue,aneedtoreducepersonnelandpossiblyaneedtoeliminatedepartmentsandprogramsthathaverelativelysmallenrollments.

 

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IncreasingthesizeofthestudentbodymightmaketheCollegemoreattractivetostudentsseekingalargercommunityandsupportexpansioninthenumberoffacultyandmajors.ButalargerstudentbodywouldalsochallengetheCollege’sadmissionselectivity,makeitmoredifficulttomaintaincurrentlevelsofdiversityandpossiblyundermineourdistinctivesenseofcommunity.Ourassessmentofotherinstitutions’experiencesandthecostsassociatedwithexpansionsuggeststhatenrollmentgrowthwouldbeunlikelytoleadtousefuleconomiesofscale.Infact,asignificantincreaseinstudentswouldrequirefurtherconstructionandrenovation,sincethebuildingprojectsofthelasttenyearswereexplicitlydesignedforacommunityof1500on‐campusstudents.

Ultimately,theworkinggroupwaspersuadedthatmaintainingthecurrentstudentbodysizeisthebestoptionfortheforeseeablefuture.

F. Maintainthecurrentstudentbodysizeof1600.1

Understandmarketperceptionsamongprospectivestudentsandtheirfamilies

WewanttoraiseGrinnell’sprofileandreputation.Thisrequiresanunderstandingofhowwearecurrentlyperceivedbyprospectivestudentsandtheirinfluencers,andabetterunderstandingofwhatmotivatescollegechoiceamongtheapplicantswewishtoattract.

ThemarketresearchfirmArtandScienceGroupiscompletingayear‐longstudytodetermineprospectivestudents’perceptionsofGrinnell,andhowtheyinfluenceenrollmentbehavior.TheresearchmayaffecthowwesettheCollege’scomprehensivefeeandanswerquestionsaboutGrinnell’spricesensitivityamongtop‐tiernationalliberalartscolleges.Thefirm’sfindingsandrecommendationswillbeavailableinOctober2012.Thesewillshapefutureadmissionmaterials,aswellasourprioritiesandstrategicactivitiesintheOfficesofAdmissionandFinancialAid.

G. Developrecruitmentmaterials,redesignadmissionandfinancialaidwebsites,analyzeenrollment‐relateddatatoinformpracticesbythestaffmembersandalumnivolunteers.

H. Setpriceandfinancialaidpackagingbasedonmarketresearchandpredictivemodeling.

I. IdentifyenhancementstotheacademicprogramthatwouldattractdesirableapplicantsforadmissionwhowillbecompelledbythestrengthofGrinnell’sofferingsandwillbelikelytobecomeimaginativeproblem‐solversandeffectiveglobalcitizens.

Financetheeducationalexperience

Highereducationisthemostreliablepathtosocialmobility.Grinnellprovidesaccesstohighereducationbyenrollinghighlyqualifiedstudentswhosefamiliescannotaffordtheassociatedcosts.Thisisadirectreflectionofourmissiontopromotethecommongood,andourneed‐blindadmissionpolicyhasserveduswellformanyyears.Theworkinggroup                                                            1  This number includes students studying abroad. 

 

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believestheCollegecancontinuetoupholdthisresponsibilitybydevelopingafinancialaidmodelthatservescurrentstudentswhilesustainingourabilitytoeducatefuturegenerations.Moreover,theworkinggroupstronglyreaffirmsGrinnell’scorevaluesofneed‐blindadmissionandacommitmenttomeetthefulldemonstratedfinancialneedofdomesticstudents.

Risinglevelsoftotalfinancialaidspendingchallengeourabilitytoadmitstudentswithoutregardtoneed.Wehavearangeofoptionsforhowwecontinuetomeettheirneed:imposefurtheronourendowment;attractmoregiftdollarstotheCollege;increasethepercentageofstudentswhocancontributetuitiontowardoperationalcosts;orsomecombinationofthethree.Suchstrategiesrequireinformedpricingdecisions,strategicandsophisticatedfinancialaidpractices,andthedevelopmentofaneconomicallybalancedpoolofapplicants.TheCollegeviewstheissueassourgentthatithasalreadybeguntakingstepstowardthosegoals.

J. Reviewfinancial‐aidandmerit‐aidpracticesinordertobetterconstructtheclassesweseekandtocontributetolong‐termfinancialsustainability.

RetainandgraduatestudentswhochoosetopursueaneducationatGrinnell

Grinnell’sgraduationrate(thatis,thepercentageofourstudentswhograduatefromtheCollege)isexcellentcomparedtothenationalaverage,butdoesnotfareaswellincomparisontoourpeers.Atthesametime,facultyvaluethewillingnessoftheinstitutiontotakechancesonstudentswhomightcontributetothelifeoftheCollege.Tobalancethesecompetingconcerns,theCollegeneedstounderstandtheanswerstoseveralquestions:Whyarestudentsnotgraduating?Whoarethestudentswhoarenotgraduating?WhatinourpracticesorculturemakesitdifficultorundesirabletostayatGrinnell?Doweadequatelysupportthestudentswechoosetotakechanceson?Whatprogramsareneededtosupportthem?

K. UnderstandmoreaboutwhysomeofourstudentsdonotcontinueatGrinnellby:

clearlyassigningacommittee—possiblytheCommitteeonAdmissionandFinancialAid(oritssuccessor)—theresponsibilitytoguideinstitutionaldecisionsrelatedtostudentretention;and

participatinginandusingsurveysthathelptodeterminestrategicandprogrammaticneedsforimprovementsuchasthenationalStudentSatisfactionInventory(SSI).

L. Evaluateprogramswenowusetoretainstudentsanddetermineifnewonesarerequired.

Restructureadministrativecommitteesonadmissions

Thetimemayhavecomeforasignificantchangeinadmissionandfinancialaidgovernanceprocedures.Therearecurrentlytwofacultycommitteesinvolvedintheadmissionprocess:theAdmissionBoardandtheCommitteeonAdmissionandFinancialAid.TheAdmissionBoardwasdesignedasaprocesscommitteeandisinvolvedintheactualadmissionof

 

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studentstotheCollege.However,itsreviewoffewerthanahundredapplicationsayeardoesnotmakeasubstantivecontributiontotheshapingofagivenclass,especiallyasapplicationnumbershavegrown.TheCommitteeonAdmissionandFinancialAid,meanwhile,servesasapolicygroupoverseeingtheoveralladmissionandfinancialaidprocess.

Givenothergovernanceresponsibilities,itmaynotbethebestuseoffacultytimetosustaintwoseparatecommittees.TheCollegecouldmodifythechargeoftheCommitteeonFinancialAidandAdmissiontomoreclearlydefineitsroleinadmission,classcomposition,graduationandretention,andtheawardingoffinancialaidandmeritaid.Itmightbeusefultoredefinethemasacommitteeofstature,whichwouldberegardedasimportantserviceforthepurposeofmeritreviews.

M. Establishasinglecommitteewithaclearchargeto:

assessthealignmentofenteringclasseswithadmissionprinciplesandparameters;

checkthatpriceandfinancialaidpackagingaresupportingouradmissiongoals;and

guideinstitutionaldecisionsrelatedtostudentretention.

3. InstillanorientationtothefutureandintentionallyconnecttheGrinnelleducationalexperiencetopost‐graduateendeavors.

ThelearningthattakesplaceatGrinnellisactivelearning,ratherthansimpleabsorptionandrecall.Widecurricularchoice,coupledwithastrongadvisingprogram,notonlyenableseachstudenttotailorherorhiseducationbutencouragesthemtomakechoicesthatleadtopositivepersonalandprofessionalaccomplishmentsandcivicengagement.

Encouragingstudentstolookbeyondtheirfouryearsoncampus,tolifeaftergraduation,furtherencouragestheirsenseofchoiceandagency.Astheirconfidencegrows,theiroptionsforpost‐collegeexperiencebroaden,andmaycreatenewopportunitiesforthemtoengagewiththeCollegeinthefuture.

AgreatdealoflearningatGrinnelltakesplaceoutsidetheclassroom.Internships,externships,apprenticeships,employment,serviceopportunities,travelandperformances,tonameafew,allcontributetotheGrinnellexperience.Yetitcanbedifficultforstudentstomakeconnectionsbetweentheselearningexperiencesandwhathappensintheclassroom.Studentsneedguidanceastheysynthesizetheirmultipleoptionsandexperienceintoacoherentwhole.Theyneedopportunitiestoapply,reflectonandarticulatehowtheirskillsareapplicabletotheirfutures,answeringthequestion:“HowwillthiseducationhelpmeforwhatcomesafterGrinnell?”Faculty,staff,students,alumniandmembersofthecommunityatlargecanmentortheminwaysthathelpmaketheseconnections.ByengagingalumniinthismentoringworkandintegratingthemintotheCollege’s

 

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educationalefforts,wecansimultaneouslyprepareourstudentstotaketheirlearningoutintotheworldandstrengthenourgraduates’relationshipbacktotheCollege.

YoungalumniarechallengedbythecurrenteconomyandlooktotheCollegeforguidanceandnetworkingopportunities.Providingthemwithanexceptionalsupportnetworkcouldhelpusdevelopacultureofphilanthropyandfosterlife‐longlearning.

PossibleStrategies

Coordinateandenhanceresources

TheCollegeoffersaricharrayofofficessupportingemployment,internships,apprenticeships,shortcourses,trainingandcommunityservice,butstudentsarenotalwaysawareofalltheresourcesavailabletothem.Ifweenhancethecapacityofourofficesandprogramsandcoordinatetheirefforts,wecanincreaseefficiencies,buildawarenessofavailablesupportsandbetterserveourstudents’needs.

A. CreateaStudentEmploymentOfficetocoordinateandenhancecampusemploymentexperiencesforstudents,departments,andsupervisors.

B. Explorehowtheprogramming,services,andinitiativesledbytheCareerDevelopmentOffice,theOfficeofCommunityEnhancement,theWilsonProgram,theOfficeofSocialCommitment,theCommunityServiceProgram,andato‐be‐createdstudentemploymentofficecanbebettercoordinatedandcommunicated.Investigatethevalueandfeasibilityofintegratingsomeoftheseprogramsintoanewphysicalstructure,suchasaCenterforPostGraduateSuccess.

C. SupportandexpandthestaffandservicesoftheCareerDevelopmentOffice.

D. Evaluatethestaffingandresourcelevelsofotherkeyprogramsincludingcommunityservice,post‐graduateservice,andfellowshipadvising.

E. Expandcareerdevelopmentsupportforyoungalumni.

Increaseaccesstoexperientiallearning

Grinnellstudentsbenefitfrommultipleopportunitiestoconnectwhattheyhavelearnedintheclassroomtotheworldtheywilljoinasalumni.Governmentagencies,corporations,libraries,performancestudiosandothersettingsallserveaslearninglaboratorieswherestudentscanapplytheirskills,clarifytheirgoalsandvaluesanddiscerntheirstrengths.Suchactivitiesenablethemtobuildconfidence,envisiontheirfuturesandprepareforlifeafterGrinnell.

F. Multiplyopportunitiesforstudentsincludinginternships,campusemployment,peermentoring,research,etc.

G. Ensurethatnostudentwillbedeniedaninternshipbecauseofalackoffunding,whilemaintainingaselectiveandrigorousfundingapplicationprocess.

 

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Developrobustnetworkingandmentoringopportunities

TheGrinnellCollegecommunityisarichsourceofnetworksandmentors,includingalumni,faculty,staffandparents.Thoughtfulcoordinationwouldmakethesenetworksmorevisible,accessibleandproductive.Inparticular,students,faculty,staff,andalumnineedwaystofindeachotherandconnectelectronically;buttheyalsoneedopportunitiestomeetinperson,sharetheirinterestsanddevelopmeaningfulrelationships.

H. DevelopGrinnell‐specificsocialnetworksaswellasanonlineenvironmentthatlinksalumnitostudents,facultyandfellowalumnibyfieldofstudy,career,city,interests,etc.

I. Providetrainingforfacultyadvisorswhowishtointegratemoreintensivecareerplanningintotheiracademicadvising.

J. Whilekeepingafocusonexcellentacademicadvisingbeingdonebythefaculty,expandmentoringandincreasethetypeofpotentialadvisorstoincludeintentionaldiscussionsofpossiblefuturesgrowingoutofcurrentlearningandco‐curricularexperiences.Mentoringrelationshipsmayincludeinteractionswithotherstudents,staff,faculty,alumni,andthegreatercommunity.

K. ExpandAlumniScholarsprogram,implementanAlumni‐in‐Residenceprogram,andcoordinatewiththeWilsonprograms(CreativeCareersandalumnishortcourses)toprovidedirectcontactoncampuswithalumniwhocanmodelasuccessfullifeafterGrinnell.

L. CreateanAlumniWeekinvitingalumnibacktospeakaboutpertinenttopicsintheirprofessionandhowtheirGrinnelleducationpreparedthem/putthemonthatpath.Showcasehowalumnihaveusedtheireducationandprovidenarrativesfromwhichstudentscanlearnaboutthearrayofdifferentcareers:understandingthatcareersareoftenbuiltuponpassionandexperience,andthatone’sprofessionalpathmaynotalwaysbelinear.

Createexplicitopportunitiesforreflectionandplanning

Giventheconstantwhirlofcampuslife,Grinnellstudentsneedchancestopauseandreflectontheircollectiveexperienceswithinandbeyondtheclassroom.Theymayalsoneedtobeencouragedtotakeadvantageoftheseopportunities.TheCollegecanpromotesuchself‐discoveryandclaritybyprovidingrolemodeling,mentoring,advisingandothertools.

M. ModelopportunitiesforreflectionandplanningthroughouttheCollegethroughmoreintentionalplanningmechanismsandprogrammedtimeforintrospection,reviewandre‐assessment.

N. Helpstudentsidentify,articulate,andreflectupontheskilltheyhaveacquiredthroughtheirliberalartseducation.

O. Captureco‐curricularandexperientiallearningopportunitiesforstudentsthroughadvisingandaplanforthefuturesuchasaportfolio,co‐curriculartranscript,orfive‐yearplan.

 

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4. Fosterlife‐longlearningandcontributionsofalumniintheCollege’sintellectuallife,service,andmentorshipandadvising.

GrinnellCollegealumnifondlyremembertheirGrinnellexperiencesasperiodsofrigorousintellectualexchange,commitmenttosocialresponsibilityandstrongrelationshipswithpeersandmentors.YetsurveydataandinformalcommunicationsuggestthatmanygraduatesviewtheircurrentengagementwiththeCollegeasunidirectional,limitedtoreceivingTheGrinnellMagazineandsolicitationsforcontributions.TheCollegemindsetneedstoshifttowardsmoreactivelyservingalumniinwaysthattheydeemmeaningful,andincreasingthequalityandfrequencyofengagementactivities.Thisincludespromotinglifelonglearningandshiftingemphasisawayfromevent‐basedengagementtowardmoresystematicinvolvementwithfaculty,staff,studentsandeachother.

AlumniwanttheCollegetorelatetotheminwaysthataretruetoourmissionandtheirexperienceasstudents.Engagementeffortsshouldreflecttraditionsofacademicrigor,independentthinkingandserviceandclosementorshipofstudentsbyfacultyandstaff.TheseconnectionswillenableustofosterlifelonglearningamongalumniandencouragetheircontributionstotheCollege.Examplesinclude:

expandingopportunitiestocontinuetheirintellectualexchangewithstudents,faculty,staffandotheralumni;

providingCollege‐sponsoredservice‐andsocialresponsibility‐relatedprogramming;and

supportingmentorshipopportunitiesthatallowalumnitocontributeprofessionalorpersonalexpertise,discipline‐specificinformationoremploymentconnectionsandinteractbasedonsharedgeography,hobbies,avocationsandinterests.

Alumnialsowantopportunitiestoengagedirectlyincampuslife.TheCollegeneedstohelpstudents,faculty,andstaffunderstandhowtheycanbenefitfromalumniexpertise,andgivealumniopportunitiestobenefitfromtheexpertiseofstudents,facultyandstaff.Finally,GrinnellmustinstillineachstudentastrongsenseofattachmenttotheCollege,itsmissionanditscommunity(includingalumni,staff,facultyandstudents)thatwillendurelongaftertheygraduate.Wealreadyhavesuccessfulprogramsthatexemplifytheseprinciples.Theyincludealumniathleticcompetitionsandteamreunions,AlumniCollege,AlumniReunionWeekend,theAlumniScholarsProgram,theGRASP(GrinnellRegionalAdmissionSupportProgram)networkandtheWilsonProgram.Wecanalsoestablishnewtraditions,allwiththegoalofofferingalumniagreatrangeofoptionsforconnectingwiththeCollege.

However,fosteringrelationshipswithourcurrentalumniwillonlytaketheCollegesofar.Thenextstepistobeginengagingourcurrentstudentsasfuturealums.Byeducatingstudentsabouthowalumnihavecontributedtotheireducationalexperienceweencouragethemtothinkabouthowtheyinturnwillsupportfuturestudents.Thiscyclewillfosteracultureofphilanthropythatrecognizesthecriticalroleofalumnigivingandprovidesour

 

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graduateswithmeaningfulopportunitiestogivebacktotheCollegecommunitythroughtheirtime,energy,expertiseandmoney.

ProposedStrategies

Createopportunitiesforalumnitoreturntocampus

A. Establishanannualalumniweek(perhapsaJ.B.GrinnellWeek)duringwhichstudents,alumni,facultyandstaffgatheroncampustopresent,discuss,andnetworkaroundtheintersectionsofbusiness,education,socialactivism,healthcare,law,ecology,politicsetc.ThisweekofcelebrationwillseektoadvancealumniandfacultyengagementwiththeCollegeandtoilluminatethevastarrayofpost‐graduateopportunitiesavailabletoGrinnellCollegestudents.2

B. EncouragefacultytocollaboratewithalumniincreatingexperientialcomponentsintheircoursesandincreasethenumberofPractitioners‐in‐Residencewhoareinvitedbacktocampus.

C. FormalizeAlumniMentorstoincludeassigningaparticipating,localGrinnellAlumnaorAlumnustoeachtutorial.

CreateopportunitiesforalumnitoexperienceGrinnelloffcampus

D. Developaprogramforfacultytogivelecturesandmeetalumniincitiesacrosstheglobe.

E. ExpandtheAlumniCollegeprogramtodifferentcitiesacrosstheworld.

F. EncourageandorganizeregionalvolunteeringinservicetoGrinnell(admission,careerdevelopment)andcommunityservice.

G. Reinvigoratethealumnitravelprogram.

Createopportunitiesforalumnitofindandinteractwithfaculty,students,staff,andotheralumni

H. Createavirtualspacewherefaculty,students,alumni,parents,andstaffcanexchangeinformation,findcommunity,anddevelopcareerandsocialconnections.

I. Developasearchabledatabaseforalumni,faculty,students,andstafftoshareinformation,interests,andmakeconnections.

J. CreateaGrinnellCollegeYouTubeChannel–perhapswithsub‐stationsforalumnipostsrelatedtolifelonglearning,studentpostsforacademicandco‐curricularprojects,andfaculty/staff‐relatedposts(coursework,admission,socialcommitment,etc.).

                                                            2 This strategy also appears in Major Direction 4. 

 

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5. Celebratethediverseachievementsofourstudents,faculty,staffandalumni.

WewantGrinnelltoberecognizedasoneoftheworld’sgreatliberalartscolleges.Theprestigewillsupportouradmissionandenrollment,ourfacultyrecruitmentandretentionandouralumniengagement.Itcouldalsobuoymoraleandfuelasenseofcommonpurpose.However,despitethefactthatGrinnellconsistentlyranksamongAmerica’stopliberalartscolleges,publicawarenessandappreciationfortheCollegecurrentlylags,nationallyandglobally.

WhatisthecauseofthisdisconnectbetweenthequalityofaGrinnelleducationandunsatisfactorypublicawarenessaboutourexcellence?Inadequatemarketingispartlytoblame.Inrecenttimeswehavenotdoneenough,orperhapsdonetherightthingstopersuadeaudiencesofGrinnell’sexcellenceasaninstitutionandasacommunityofhigh‐achievingindividuals.

Fortunately,theCollegecommunityisnotwantingforachievement.Ourfaculty,students,staffandalumniearndistinguishedawardsintheirdisciplinesandprofessionalfields;holdelectedleadershippositions;runsuccessfulbusinessesandnonprofitorganizations;publishinfluentialacademicandpopularwritings;winsought‐aftergrants;createandperformacclaimedartisticworksandconductpioneeringresearch.Ourfacultyareespeciallyknownfortheiroutstandingteachingandmentorship,frequentlybalancedwiththedemandsofhigh‐levelscholarship.

Weneedtobemorestrategicinhowwepubliclycelebratetheseaccomplishments,representingourselvestotheworldintermsandmannersthatwillmakeastrongpositiveimpressiononouraudiences,andinspirethemtoconnectwiththeCollegeinwaysthatadvanceourmutualinterests.

Grinnellhasapowerfulstoryitcantelltheworldaboutitself.Thatstoryinvolvesoutstandingteachingandlearning;adynamic,passionatebodyofalumni;talentedanddiversestudents,facultyandstaff.Weneedtotellthestoryofouruniquecommunity,andtellitwell.Thisincludessharingnewsofouraccomplishments,individualandcollective.Happily,ourdefinitionsofachievementdonotneedtounswervinglyemulateconvention.BettertoconveyourexcellenceinwaysthataretruetoGrinnell’smission,corevaluesandstrategicpriorities—thatcelebratethebest,mostattractiveandmostdistinctiveaspectsofourcharacter.Webelievethistruly“Grinnellian”definitionofexcellencewillappealtotheaudienceswehopetoengage.

TheCollegehasachievedmeaningfulincreasesinourapplicationsandalumnigivingnumbersthisyear.Sophisticatedmarketingcanhelpfurtherournationalandglobalreputationandenhanceourabilitytoattractthebestprospectivestudents,facultyandstaff;fuelourcontinuedcommitmenttooutstandingteachingandlearning;inspirealumniengagementandphilanthropicsupport;andsecurethelong‐termwellbeingofourentireCollegecommunity.Wearealllifteduponarisingtideofindividualandcollectiveachievement.

 

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PossibleStrategies

Promotenewideas

A. Developamechanismforinnovationinfaculty,staff,andstudentsthatallowsforexperimentinganddevelopingnewprograms,courses,andpractices.

B. Encourageandrewardfacultyandstaffcreativityandachievement.

C. Investigatetherewardsthatmotivatefacultyandstaff.

D. Reviewthereviewsystemforstaffthatallowsforrecognitionandrewardforexceptionalperformance.

E. Makechairsandleadershippositionsinthefacultyadistinction.

F. Rewardexcellentworkwith“meaningful”financialrewards.

G. Bettersupportstaffprofessionalandeducationaldevelopmentincludingthepursuitofgraduateanddoctoralwork.

H. Explorerewardsthatrecognizeexcellencefromateam.

Publicizeachievements

I. Celebratestudent,staff,alumni,andfacultyaccomplishments,honorsandrecognitionsonthewebsite,magazine,onlinenews,andinternalcommunications.

J. Featuretheseachievementsinourpublicity,asexamplesofhowtheGrinnellcommunityiscommittedtolivingourmissionandcorevalues.

K. Developcontentandmessagesthatdepicttheuniqueelementsofourpast,presentandfuture‐vision.

L. Initiateamarketingstrategythatusesthedistinctivenessmessagetoengageandmobilizeourtargetaudiences.

Encourageandrewardstudentcreativityandachievement

M. Createaliberalartsscholarsawardforstudentstocreateayearlongcapstoneexperience(designyourowncurriculumforasemester).

N. Usemeritaidstrategicallyafterenrollment.

O. UsetheCollege’smessagingtopromoteasenseofresponsibilityinamentoredandsupportiveenvironment.Supportpositive,impactfulbehaviorbystudents,faculty,staff,andalumni.

 

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6. Transformadministrativepracticestomaintaincontinuous,collaborative,andadaptiveplanningfortheCollege.

Grinnellwantstopositionitselftobealeaderintheteachingandlearningoftheliberalarts.Oneoutcomeofthestrategicplanningprocessisagreementthatweneedtobecomeanadaptiveandresourcefulinstitutioninordertoachievethisgoal.OureffortsdependinpartontheadministrationoftheCollege—theservicesweprovidetothecommunityinsupportofourmission.

Grinnellaspirestoacultureofcontinualplanning.Thesuccessofthisprocessdependsoneffectivefollow‐through.Astrategicplanthataspirestotransformationalchangethereforeneedstobeaccompaniedbyaplanforsupportivegovernance.Insomecases,changesingovernancewillbestructural:forexample,retiringunnecessarycommitteesorsupplyingincreasedstaffsupport.Inothercases,thechangesmaybefunctional,suchasnewmodesofgovernancetoparallelnewapproachestothecurriculum.

ProposedStrategies

Shareresponsibilities,experienceandinformation

Managingthestrategicplanwillrequireacontinualawarenessofthelandscapeofhighereducation,sensitivitytoinformation,andanunderstandingofthecostsinmoney,time,andhumaneffortconnectedwithcollegeoperations.Theadministration,faculty,staff,andstudentsneedtoshareunderstandingabouthowtheCollegefunctions.Byanalogy,facultymembersongoverningcommitteesshouldhavemoreinformationregardingthecostofthevariousacademicprogramstheygovern.

Makeevidence‐baseddecisions

Thedevelopmentofgoalsinthestrategicplanimpliesasetofmetricsandrubrics–thecollectionofwhichwillhelpthegoverningbodiesdiscernthedegreeofsuccessofthevarioustacticsthatareproposedintheserviceofeachstrategy.Itwillbenecessarythatmembersofthesegoverningbodiesnotonlyhaveaccesstothisinformationbutthattheybeeducatedinthebestwaystodiscerntheimplicationsofthedata.Itshouldbepossibletouseevidencetoenhance,modify,ordiscontinueactivitiesalignedwithstrategicgoals.

Findeconomiesofactivity

Likemostcolleges,Grinnellhasemployedadecentralizedoperationwithresponsibleautonomyguidingtheuseofresourcesatthedepartmentlevel.Decentralizeddecision‐makingmayfacilitatevariableapproachestosolvingproblems,butitisofteninjurioustocostcontrol.Muchliketheneedtoprovideamorecoordinatedwayforstudentstoplantheirfutures,theCollegeshouldstrivetoprovideamorecoordinatedwaytoplanitspluralisticfutures.Intheabsenceofacentralizedgovernancestructure,theCollegemaywishtoadopttheviewthatweoperateonarelatedseriesofmatrices(orspreadsheets)whereachangeinonecellofthematrixcausesacascadeofchangesinothercells.The

 

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Registrar’sdatabaseofstudenttranscripts,theCollege’soperatingbudget,andtheemployee’sworkloadplannerareallformsofmatricesthatcanshowtheimplicationsofchanged,reduced,oraddedresourcesandexpenditures.

A. Developasharedunderstandingamongstudents,faculty,andstaffofhowtheCollegefunctions.

B. Developaresearchanddevelopmentenvironmentinoperationswhereappropriate.

C. Developamechanismforinnovationinfaculty,staff,andstudentsthatallowsforexperimentinganddevelopingnewprograms,courses,andpractices.3

D. Employsustainabilityasameansofimprovingadaptive,efficientstewardshipofCollegeresources.

E. Buildandmaintainthephysicalenvironment.

F. Buildalargerandpermanentanalyticsteam.

G. Reducecommitteeworkforfaculty.

H. Increasetheinvolvementandexpertiseofadministrativesupport.

I. Createaweekeachyearforcampuswidereflectionandplanning.Makeoneweekoutoftheyearaplanningweekforstudentsandalltoreflect,forwellness,foratimetostop,andforsustainabilityofhumanresources.

J. Establishanannualalumniweek(perhapsaJ.B.GrinnellWeek)atwhichstudents,alumni,facultyandstaffgatheroncampustopresent,discuss,andnetworkaroundtheintersectionsofbusiness,education,socialactivism,healthcare,law,ecology,politicsetc.ThisweekofcelebrationwillseektoadvancealumniandfacultyengagementwiththeCollegeandtoilluminatethevastarrayofpost‐graduateopportunitiesavailabletoGrinnellCollegestudents.4

K. Anticipateandplanforpersonnelchangesthatareadaptivetothecreationofnewfacilitiesandlearninginitiatives.

                                                            3 This strategy appears in Major Directions 1 and Major Direction 3. 4 This strategy also appears in Major Direction 4 and Major Direction 5. 

 

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CommitteeMembers:

SteveAndrews‐AssociateProfessor,DepartmentofEnglish

JoeBagnoli‐VicePresidentofEnrollmentandDeanofAdmissionandFinancialAid

ChristiBaker‐AdministrativeSupportAssistant,CollegeServices

HeatherBenning‐AssociateProfessor,DepartmentofPhysicalEducation

JeffBlanchard‐AssistantProfessor,DepartmentofMathematicsandStatistics

KeithBrouhle‐AssociateProfessor,DepartmentofEconomics

AndreaConner‐AssistantDean/DirectorofResidenceLife,StudentAffairs

JanetDavis‐AssistantProfessor,DepartmentofComputerScience

RichardFyffe‐LibrarianoftheCollege,Library

TravisGreene‐DeanofStudents,StudentAffairs

BethHalloran‐Vice‐PresidentofDevelopmentandAlumniRelations;ChairoftheAlumniWorkingGroup

DavidHarrison‐AssociateProfessor,DepartmentofFrench;Director,CenterforInternationalStudies;ChairoftheTeachingandLearningWorkingGroup

DavidLopatto‐Professor,DepartmentofPsychology;ChairoftheFaculty;Co‐ChairofStrategicPlanning

AngelaOnwuachi‐Willig‘94‐Alumna,LawProfessorattheUniversityofIowa

MarkPeltz‐AssociateDeanandDirectorofCareerDevelopment

MaryPhipps‐OperationsManager,Admission;ChairoftheTransparencyWorkingGroup

VidaPraitis‐AssociateProfessor,DepartmentofBiology

SarahPurcell‐AssociateProfessor,DepartmentofHistory;Director,RosenfieldProgram

JimReische‐VicePresidentofCommunications

GabeSchechter‘12‐President,StudentGovernmentAssociation

PabloSilva‐AssociateProfessor,DepartmentofHistory;ChairoftheEnrollmentWorkingGroup

PaulaSmith‐VicePresidentforAcademicAffairsandDeanoftheCollege;Professor,DepartmentofEnglish

JimSwartz‐Professor,DepartmentofChemistry;InterimAssociateVicePresidentofAnalyticSupportandInstitutionalResearch;ChairoftheDistinctivenessWorkingGroup

JustinThomas‐AssistantProfessor,DepartmentofTheatreandDance

AngelaVoos‐SpecialAssistanttothePresident;Co‐ChairofStrategicPlanning

KarenVoss‐VicePresidentforFinanceandTreasurer

ElizaWillis‐Professor,DepartmentofPoliticalScience

 

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LesleyWright‐DirectoroftheFaulconerGallery;Lecturer,DepartmentofArt;ChairofthePost‐graduationSuccessWorkingGroup

MervatYoussef‐AssistantProfessorofArabic,DepartmentofFrench