According to State School Aid Act of 1979 Sec. 245(3),
A PUBLIC UNIVERSITY SHALL PROVIDE A DASHBOARD OR REPORT CARD DEMONSTRATING THE UNIVERSITY'S PERFORMANCE IN SEVERAL "BEST PRACTICE" MEASURES. THE DASHBOARD OR REPORT CARD SHALL INCLUDE AT LEAST ALL OF THE FOLLOWING FOR THE 3 MOST RECENT SCHOOL YEARS FOR WHICH THE DATA ARE AVAILABLE: (A) ENROLLMENT. (B) STUDENT RETENTION RATE. (C) SIX-YEAR GRADUATION RATES. (D) NUMBER OF PELL GRANT RECIPIENTS AND GRADUATING PELL GRANT RECIPIENTS. (E) GEOGRAPHIC ORIGINATION OF STUDENTS, CATEGORIZED AS IN STATE, OUT-OF-STATE, AND INTERNATIONAL. (F) FACULTY TO STUDENT RATIOS AND TOTAL UNIVERSITY EMPLOYEE TO STUDENT RATIOS. (G) TEACHING LOAD BY FACULTY CLASSIFICATION. (H) GRADUATION OUTCOME RATES, INCLUDING EMPLOYMENT AND CONTINUING EDUCATION.
Data are provided below. Additional information can be found on our Accountability, Disclosures, and Institutional Analysis web pages.
Percentage of new degree-seeking freshmen who return to GVSU one year after their initial fall semester
|2013 to 2014||83.0%|
|2014 to 2015||83.6%|
|2015 to 2016||83.8%|
6-year graduation rate as defined in federal IPEDS reporting
|Students per Faculty Member||Students per Employee|
The baseline expectation for teaching normally shall be 9 credit hours per semester over the course of the academic year, in addition to other teaching-related work. Typically, these 9 hours will represent three 3-credit-hour courses, but each unit, with the approval of its dean, shall determine the number of courses that are required to meet the baseline expectation when any or all of the courses are other than 3 credits. Each unit, with the approval of its dean, shall also determine equivalencies of studios, labs, rehearsals, team-teaching, distance education, supervision of theses or student research, clinical or internship supervision, independent study or reading courses, and other such formal teaching activities. Normally, no more than three different course preparations will be required of any faculty member in any semester.
All faculty are also expected to engage in basic, applied, or pedagogical scholarship or creative activity as determined by the expectations of the unit, college, and profession. A faculty memberís baseline workload includes service to the unit, college, and university as well as to the community/profession.
In their annual faculty workload plan, every faculty member shall select a significant focus of activities beyond the baseline expectations established by the unit in the areas of teaching, scholarship or creative activity, or service. This focus shall require approximately the same amount of time as teaching a 3 credit hour, or standard course per semester; it shall not have been counted as part of the baseline 9 hour per semester teaching load or have been compensated externally or additionally.
|Employed||Enrolled in Graduate School|
Many of the Michigan public universities do not routinely and systematically survey all their graduating seniors to gather data for a reliable response to this metric. At present there is no common core set of questions and no consistent date for survey administration. Depending on the institution and the timing, response rates may be low and also biased towards students who have been successful in either entering the workforce or a graduate program. While institutions are making an effort to report the data that is available to them, care should be taken in interpreting the results