Grand Rapids Community College Program Review
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|Program Review |
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|Instructional Program: |
|Interiors & Furnishings |
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| |
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|Document Prepared By: |
|Sue Baglien |
|7/12/12 |
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|Year of Review: |
|2011 – 2012 |
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|The Program Profile |
|______________________________________________________________________________ |
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|A. The Mission/Purpose |
| |
|The Mission/Statement of Purpose |
|Data/Information: Enter mission statement |
|The mission of this program is to provide a level of education where by students have the opportunity to develop their creative talents and |
|earn a degree that will successfully lead them into a design oriented career and the option for transferability for a 4 year degree. |
|Evaluation (using criteria & tactics): |
| |
|ACTION NEEDED? YES NO X |
| |
|B. The Faculty & Staff |
|Full & Part Time Faculty | |
|List the names and credentials of your full and part time faculty: |
|Name |Highest Degree |PT/FT |
|Baglien, Susan |Master’s +10 |FT Faculty |
|Grand, Diane |Bachelors |Pt. |
|McKenzie,Kristin |Bachelors |Pt. |
|Fix Daniels, Yvonne |Bachelors |Pt. |
|Staff |
|List the names and credentials of your staff: |
|Name |Credentials PT/FT | |
|Jean Piccard |Masters Pt. | |
|Pat Buckley |Masters Pt. | |
|Marianne Bockheim |Masters Pt. | |
|Margie Erlandson |Masters Pt. | |
| |
|Evaluation (using criteria & tactics): |
|A BA degree and a membership in a professional organization is suggested. |
|ACTION NEEDED? YES NO X |
| |
|Accomplishments of Faculty |
|List/Describe the accomplishments of your faculty for the past year (awards, publications, curriculum development, etc): |
|Margie completed her Master’s degree and continues to take classes in the design field. She is teaching this summer in an overseas program. |
|Marianne has just been accepted in a Master’s program. Marianne and Sue completed several seminars on computer applications, Blackboard, and |
|ASL applications. All have been involved with volunteer work in the community through Salvation Army, displays for area businesses, floor sets|
|and sales assistance. |
| |
|Faculty Professional Development |
|List/Describe the faculty professional development activities for the past year: |
|Two professors are ASL certified, I am attending the New York Furniture Market |
|Tours: Kindel Furniture, Scott Group, Public Museum, Art Museum, Art Prize, Windows 7 and Blackboard meetings, |
|Evaluation (using criteria & tactics): |
|Faculty needs better understanding of the CAD, Photoshop, Rivet, programs that the students have access to. Faculty will get involved with |
|program learning in 2012-2013 through classes and one-on-one assistance with staff. |
|ACTION NEEDED? YES X NO |
| |
|Number of FT/PT Faculty & % contact hours taught by each |
|Enter data summary |
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|One full time faculty teaching 45 contact hours per calendar year, the rest taught by adjunct faculty. 40/60 ratio. |
|Evaluation (using criteria & tactics): |
|Too much of a work load for one full time person, outside of teaching. The program needs to be marketed and the students tracked while in the |
|program as well as contact after graduation. |
| |
|ACTION NEEDED? YES X NO |
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|C. The Students |
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|Program Enrollment |
| |Fall 2009 |Fall 2010 |Fall 2011 |
| |
|Evaluation (using criteria & tactics): |
|To attract more students the program needs to be marketed not only to high school students but to adults wanting to come back to school and/or|
|wishing to start a new or second career. Some students are not in the right plan code, (122 for Interiors) and some do not ever intend to |
|graduate from any program. The use of the new video will be used in the future for spots, currently it is on our web site and GRCC today. |
|ACTION NEEDED? YES X NO |
| |
|Numbers of Graduates |
| |2006-2007 |2007-2008 |2008-2009 |2009-2010|2010-2011 | |
| |4 |9 |8 |10 |9 | |
| | | | | | | |
|Graduation Rate |
| |Starters |Grads by 2010 |# Yr Grad Rate | |
| |43 |10 |23% | |
| |
|Evaluation (using criteria & tactics): |
|Many students are not changing their code to 122 until the semester they are graduating in so they have not been counted as a 122 student for |
|the time that they have been attending classes. Many have no intention of graduating they are just taking classes for general interest. |
|Others are transferring before completing the associate’s degree and that was their plan. They may have been counted as a 122 student but |
|never intending to graduate. |
|Working with students one on one, to get the right code and to counsel with them regarding the program, graduation, and transfer options. |
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|ACTION NEEDED? YES X NO |
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|Demographic Profile |
|Enter data summary All Intro. class students surveyed starting FALL 2012 |
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|Evaluation (using criteria & tactics): |
| |
|ACTION NEEDED? YES X NO |
|Program Content |
|______________________________________________________________________________ |
| |
|A. Admissions/Target Population |
|Target Student Population |
|Describe for whom this program is intended |
|High school students and adults going for their first or second career. Day and evening courses are offered. |
|Informaion gathered through student surveys. |
|Evaluation (using criteria & tactics): |
| Need to market to adult learners. |
|ACTION NEEDED? YES X NO |
| |
|Admissions Criteria |
|Describe criteria for admissions and waitlist trends for the program (if any) |
|No admissions criteria. |
|Evaluation (using criteria & tactics): |
| |
|ACTION NEEDED? YES NO X |
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|B. Curriculum History |
|Program/Curriculum Changes |
|Document the following for the last 8 years. If something does not apply, indicate N/A: |
|New Courses- Floral Design, Office Design, Lighting Fundamentals, Drawing Techniques, Visual Presentation, Kitchen Design, Sewing for |
|Interiors Fashion Design, Fashion Designers, Sewing for Fashion, Fashion Show Production, Portfolio Review in progress, Wedding |
|Consultant/Planner in progress |
|New Programs-NA |
|New Certificates-NA |
|New Degrees-NA |
|Significant modifications of any of the above History of Furniture was adjusted to include Interiors for NASD accreditation and is now called |
|History of Fashion and Interiors. Changed from 2 credits to 3 credits. No further changes required at this time. Space Planning was also |
|adjusted to include additional drawings |
|Closure of any of the above NA |
|Remediation of courses or programs as a result of Core Indicator or industry related requirements. |
| |
|Working on articulation agreements has added new material to some courses and text book changes. |
|The Advisory Committee has suggested new courses that have been developed and introduced into the program. Those are listed above. |
|Curricular history may also include any partnership, grant, or other efforts that have significantly impacted curriculum and how. |
| |
|National Association of Schools of Art and Design accreditation changed the History of Furniture course to the History of Furniture and |
|Interiors, 2 credits to 3 credits. |
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|External Accreditation |
|Document the following related to external accreditation: |
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|Name/address of the accrediting agency; NASAD |
|Date of the most recent site visit 2009 |
|Date for the next re-accreditation 2013 |
|Number of years in the accreditation cycle 4 years |
|Distance education offerings and use of technology |
|Document the following related to distance education offerings: |
|Courses within the program that are offered online or in hybrid format: pending approval, will be offering Wedding Consultant/Planner as an |
|elective course, online by 2013, pending approval. |
| |
|Names of faculty certified to teach in the distance education and hybrid formats: |
|Marianne Bockheim will be training this year. |
| |
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|Experiential Learning Opportunities |
|Document the following related to experiential learning opportunities |
|ASL courses offered within the program Yes with Visual Display and Fashion Show Production |
|Honors courses offered within the program NA |
|Study Away course offered- New York and Chicago Seminar courses. |
|Co-ops/Internships/Practical/Clinical courses offered IF Co-op 1 IF Co-op 2 |
|New course, Portfolio Presentation offered as an elective course |
|Names of faculty certified to do ASL: |
|Baglien, Sue |
|Bockheim, Marianne |
| |
| |
| |
|C. Curriculum Planning |
|Professional Standards |
|Enter professional standards with which the program is or should be aligned |
|External professional standards and expectations come from the Advisory Committee. NASAD will also do a program review in 3 years. Standards |
|were changed with adjustments to the Furniture and Interiors course content and it went to 3 contact hours. No further changes required. 2 |
|new elective courses, pending approval, will be introduced. |
|Evaluation |
|Evaluations are done through various courses in a variety of ways on an on-going basis. This is based on accreditation and transfer agreements|
|along with Advisory Committee input. This is accomplished through Student Surveys in al FM 105 courses and with the second and third semester|
|students in all classes to advise with each student for course planning, graduation, and transfer options. |
|ACTION NEEDED? YES NO X |
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|Institutional Learning Outcomes |
|Evaluation (using criteria & tactics): |
| |
|ACTION NEEDED? YES X NO |
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|General Education |
|Evaluation (using criteria & tactics): |
|Basic Gen. Ed. Courses already offered with in the program for the degree seeking and transfer students. Changes will be made based on |
|completion of transfer requirements. |
|ACTION NEEDED? YES NO X |
| |
|Experiential Learning |
|Evaluation (using criteria & tactics): |
|ASL components, Co-op’s, FAD Club, Chicago and New York Seminars, Fashion Show Production, Michigan Design Center Student Career Day |
|ACTION NEEDED? YES NO X |
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|Distance Education Offerings |
|Evaluation (using criteria & tactics): |
|Most core design courses do not lend themselves to distance or online application. |
|ACTION NEEDED? YES NO X |
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|Program Student Learning Outcomes |
|Evaluation (using criteria & tactics): |
|Reviewed as needed each semester |
|ACTION NEEDED? YES NO X |
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|Course Sequences |
|Evaluation (using criteria & tactics): |
|Course sequence as outlined in the brochure and catalog is optimum sequence. |
|ACTION NEEDED? YES NO X |
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Program Goals 2012-2013
Goals are contingent upon approval of our funding requests.
• Improve graduation rate for IF program
• Improve enrollment for IF program
• Pursue articulation/course for course agreements with other colleges
• Increase networking with other high schools and GRCC counseling office
• Encourage students to complete their degree and transfer
|Program Data |
|_____________________________________________________________________________ |
|Perkins Core Indicators |
| |
| |2011 Performance Levels |
| |State Performance Level |GRCC Program Performance |Standard Met? |
| |Expected | | |
|1P1: % of CTE concentrators who passed technical skill assessments that are|91.50% |N/A |N/A |
|aligned with industry-recognized standards | | | |
|2P1: % of CTE concentrators who received an industry-recognized credential,|33.85% |32% |NO |
|a certificate, or a degree during the reporting year. | | | |
|3P1: % of CTE concentrators who remained enrolled in their original |65.55% |74.7% |YES |
|postsecondary institution or transferred to another 2- or 4-year | | | |
|postsecondary institution during the reporting year and who were enrolled in| | | |
|postsecondary education in the fall of the previous reporting year. | | | |
|4P1: % of CTE concentrators who were placed or retained in employment, or |62.27% |100% |YES |
|placed in military service or apprenticeship programs in the 2nd quarter | | | |
|following the program year in which they left postsecondary education | | | |
|5P1: % of CTE participants from underrepresented gender groups who |23.60% |N/A |N/A |
|participated in a program that leads to employment in nontraditional fields | | | |
|during the reporting year. | | | |
|5P2: % of CTE concentrators from underrepresented gender groups who |20.60% |N/A |N/A |
|completed a program that leads to employment in nontraditional fields during| | | |
|the reporting year. | | | |
| |
|Evaluation (using criteria & tactics): |
|Advising students twice a year. Through one on one meetings with students, all professors are recording information and directing students toward means to |
|graduate from this program. This should increase the graduation rate. |
|ACTION NEEDED? YES X NO |
| |
|Transfer Student Success Rates (if data available) |
|Enter Transfer Success Data |
|No data available. |
|Evaluation (using criteria & tactics): |
| |
|ACTION NEEDED? YES X NO |
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|Licensure/Certification Pass Rates |
|Enter Pass Rate Data for the last three years |
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|Evaluation (using criteria & tactics): |
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|ACTION NEEDED? YES NO X |
|Program Outcomes Assessment |
|________________________________________________________________________ |
|Assessment History |
|Program Outcomes |
|Transfer successfully to 4 year programs in design or business |
|Obtain employment in the retail or wholesale areas of design in sales, design, and/or management areas of interior decorating and design |
|fields |
| |
|Program Outcome(s) Assessed |
|Identify the Program Student Outcome(s) that was assessed |
|Met with most students in the program and recorded their status and intended progress. |
|Assessment Methods |
|Describe the method of assessment used (Include who was assessed, what criteria were used, who participated in the assessment – students and |
|faculty) |
|One on one meeting with each student sharing the audit process, transfer possibilities, and scheduling information. |
|Assessment Results |
|Describe the results of the assessment. Were the objectives for the outcomes met? (Include standards against which the results were evaluated|
|and to whom the results were communicated) |
|The results indicated that some students were in the wrong plan code, some did not intend to graduate, some intended to transfer, others |
|needed help and encouragement to continue with their educational plan. Based on these meetings, graduation numbers should be up for winter |
|2013. |
| |
|Changes (implemented and/or planned) |
|Describe the changes were made or will be made based on the assessment findings. |
|Meetings with students will be addressed in October and February by all professors. |
|Results of Changes |
|Describe the result of the changes (if known at this time) |
| |
|Program Learning Outcomes Assessment |
|________________________________________________________________________ |
|Assessment History |
|Program Learning Outcomes |
|Apply principles of interior design and construction. ( Communication ILO) |
|Manage design projects. ( Critical Thinking ILO) |
|Solve design problems. ( Critical Thinking ILO) |
| Prepare and present a project proposal to a customer (Communication) |
| Demonstrate professional work habits, attitudes, and dress. ( Personal Skills) |
| Apply mathematical skills to estimating and merchandising. (Critical Thinking) |
|Program Learning Outcome(s) Assessed |
|Identify the Program Student Learning Outcome(s) that was assessed |
|Prepare and present a project proposal to a customer ( Communications ILO) |
|Assessment Methods |
|Describe the method of assessment used (Include who was assessed, what criteria were used, who participated in the assessment – students and |
|faculty) |
| |
|The students were accessed on the presentation of the product and the composition of the project components. A 4 week schedule was used and |
|the professor met 4 times with each student to review the project progress. A grading rubric was used and a grading sheet was developed and |
|given to the students. |
|Assessment Results |
|Describe the results of the assessment. Were the objectives for the outcomes met? (Include standards against which the results were evaluated|
|and to whom the results were communicated) |
|The grades in the final project for FM105 have shown that students were not mastering presentation skills or product development skills on a |
|professional level. The class grade average for this project last year was a C+ with 2 incompletes, this semester it was a B+ with no |
|incompletes. By working with the student’s one on one and giving them attainable 4 week goals, the students greatly improved on the |
|presentations and the product development of the assignment. |
|Changes (implemented and/or planned) |
|Describe the changes were made or will be made based on the assessment findings. |
| |
|The hand out materials were tweaked a bit as they were used. |
|Results of Changes |
| Describe the result of the changes (if known at this time) |
| Students overall grades greatly improved in both presentation and product development. |
| |
| |
|Assessment Planning |
|Program Learning Outcomes Review |
| Evaluation (using criteria & tactics): |
| All the PLO’s were met or exceeded. |
|Identification of Direct & Indirect Measures of Student Learning |
| Evaluation (using criteria & tactics): |
| The projects overall were successful and students noted great satisfaction in their accomplishments. Also noted that the 4 week |
|schedule was a huge help in keeping them on track. Two semesters ago, grades were as follows: 1/3 fell under #1/A, 1/3 under #2/B, 1/3 under |
|#3/C. Last semester grades were: 2/3 under #1/A, 1/3 under #2/B, and no grades under #3/C. This indicated to me that the students needed |
|organization of the project and expected component completion deadlines to keep them on track along with discussions on how to upgrade their |
|skills in all areas. |
|Using assessment findings to drive curricular improvement |
| Evaluation (using criteria & tactics): |
| Due to the success in this one class, the process and evaluation sheets developed will be used in all the FM105 classes in the fall. |
|All classes will be accessed yearly to track students’ success with this format for this project. |
|Planning for the Future |
|Goals are contingent upon approval of our funding requests. |
|Curriculum/Employment Alignment |
|Enter Data Highlights from EMSI data |
|“US Bureau of Labor Statistics reports that employment for the interior decorators and designers was expected to grow 19% between 2008 and |
|2018. Interior decorators were expected to be in increasing demand by home owners, the hospitality industry and the healthcare industry. |
|“Retail sales held about 4.5 million jobs in 2008. The largest employers were building material and supply houses, general merchandise |
|stores. About 156,500 retail salespersons were self-employed. (gov/oco.ocos) Despite the GRCC winter enrollment being down 3.8%, our course |
|enrollment remained stable. |
|Evaluation (using criteria & tactics): |
| |
|ACTION NEEDED? YES X NO |
| |
|Preparation for Change |
|Enter Data |
|Working with other schools and their requirements. The Baker transfer course agreement has been completed. CMU, Kendall, Northwood, are still|
|in the meeting phase of the process. |
|Evaluation (using criteria & tactics): |
| |
|ACTION NEEDED? YES NO X |
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|Competitors/Peers |
|Data |
| |
|Evaluation (using criteria & tactics): |
| |
|ACTION NEEDED? YES NO |
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|Collaborative Ventures |
|Description of Collaborative ventures |
|Transfer agreements, Fashion Show with Salvation Army, Festival of Trees for Special Olympics, and marketing video with GRCC. |
|Evaluation (using criteria & tactics): |
|All on going events at this time. |
|ACTION NEEDED? YES NO |
| |
|Budget/Resources |
|Describe the adequacy of the budget and resources to meet the needs of the program over the next four years. Identify resources needed to |
|support proposed program /curriculum changes. |
|Dollars will be needed to promote the program outside the college avenues. Literature, posters, radio and/or TV spots, etc. $1,000.00 for |
|printing costs. |
|ACTION NEEDED? YES X NO |
| |
|Facilities & Equipment |
|Describe the adequacy of the budget and resources to meet the needs of the program over the next four years. Highlight facilities needs or |
|changes that will be necessary to support proposed program/curriculum changes. |
|Classroom, Resource Room, Sewing Lab, and equipment are continually upgraded. 6 new sewing machines, 2 cutting tables, and computer upgrades |
|were added this year. |
|ACTION NEEDED? YES X NO |
|Challenges & Barrier to Meeting Last Year’s Goals |
|Describe challenges and barriers to meeting last year’s goals. |
|Short on time and people to work through all the areas of concern. |
|ACTION NEEDED? YES X NO |
|GRCC Program Review Follow-Up Action Checklist |
| |Action Needed? |Brief Action Statement |Resources Needed |Academic Year for |
| | | | |Work |
|The Program Profile |YES |NO | | | |
|MISSION/PURPOSE | | | | | |
|Program purpose/mission | |x | | | |
|statement | | | | | |
|Program/course catalog | |x | | | |
|descriptions | | | | | |
|Web Pages |x | |Working on this along with video, GRCC Today, |GRCC |2012-2013 |
| | | |GRCC/Business Website | | |
| | | | | | |
|FACULTY/STAFF | | | | | |
|Faculty credentialing | |x | | | |
|Faculty workload | |x | | | |
|Staff credentialing | |x | | | |
|Professional Development |x | |Design markets and classes |$2,000.00 |2012-2013 |
| | | |Gain working knowledge of various CAD programs| | |
|FT/Adjunct Faculty Ratios |x | |Hiring freeze | | |
| | | | | | |
|THE STUDENTS | | | | | |
|Program enrollment |x | |Will continue with plan: |GRCC/Release Time |2012-2013 |
| | | |Attend Career Days | | |
| | | |Send out video to high schools | | |
| | | |Contact high schools personally | | |
|Graduation |x | |Will continue with plan |GRCC/Release Time |2012-2013 |
| | | |Work with Bruce to contact students that have | | |
| | | |not completed program | | |
| | | |Advise with current students | | |
| | | |Provide direction for graduating students | | |
| | | |Discuss transfer options with students | | |
| | | | | | |
| | | | | | |
|Program Content | | | | | |
|CURRICULUM HISTORY/PLANNING | | | | | |
|Admissions/Waitlist Criteria | |x | | | |
|Admissions/Waitlist Process | |x | | | |
|Curricular structure |x | |Confer with the Advisory Committee on the | | |
| | | |following items: | | |
| | | |Program name change | | |
| | | |CIP code alignment | | |
| | | |Review/ assess Merchandising Math course | | |
| | | |Consider adding Art history 104-105 | | |
| | | |Address any curriculum changes | | |
|Curriculum/Course Revision |x | |Changes will be made based on transfer |GRCC |2012-2013 |
| | | |agreements | | |
|Distance Learning Education |x | |When course is approved for online |GRCC |2012-2013 |
|Offerings | | | | | |
|Distance Learning Faculty |x | |When course has been approved, then this will |GRCC |2013-2014 |
|Certification | | |happen | | |
| | | |Marianne will be going through this process | | |
SUPPORT TEAM
June 15, 2012
Listed below are the people I have met with, consulted with, received assistance from, and have contributed to discussions and decisions regarding this report.
Glenn Gelderloos, Felix Pereiro-dept. information, guidance, review
Bruce Morrison-statistics, student information
Patti Trepkowski, Katie Daniels, Sarah Krajewski-documents, reports, directions, review, assessment, calcification, approval
Advisory Committee-program direction, changes, improvements, new courses, employment
Students-survey information, personal counseling, input
Noah DeSmit, Derek DeVries-video consultation, graduate interviews, production
Keeling & Asc. (Rich, Dustin, Kyle)-report review
FM105 Professors-review, implementation, assessments, adjustments for the “Project Assignment”
Debbie DeQWent-CIP codes and alternatives
Fiona Hert, Amy Koning-report reviews
Presentation of a Line
You are responsible to develop your line and present it to a group of “buyers” (students). You have approximately 5 to 8 minutes to introduce yourself and your company, walk us through your line, and provide an order process for the buyers.
Required components:
-Company name/logo card. (This is the card that will be on your table during your product presentation)
-A business card (have several)
-A hang tag (have one)
-One sample of your project if possible.
-Order sheet (name, logo, contact info should be on the sheet)
-Show “your line” in a catalog type format. (Keep to a max of 8 ½ X 11 size. A longer size can be used as long as it can be folded to 8 ½ X 11 size.)
(All of the above needs to look like it’s coming from the same company. Printing style, design, logo, colors, etc., all must look like a complete package.
Your line items must have:
-Fabric/color selections with numbers or names for each option
-Detailed description
-Sizes available
-Prices
-Options if available
Intro to Fashion and Interiors Final Project
Week 1: Date
• develop your company/ business name
• type out your company/ business history
• create thumbnails for your business card
• sketch out your business card selection in the appropriate size and include specific information
• create thumbnails of your product items (things you are thinking about)
Week 2: Date
• fine tune your business card
• create your tent card
• create your hang tag
• fine tune your product items
• begin to develop your catalog pages layout and information
• Company info. (inside catalog)
Week 3: Date
• finished typed company/ business history
• finished business card
• finished tent card
• finished hang card
• finished catalog pages layout and information
• create your order form rough draft
• work on presentation information
• presentation information
Week 4: Date
• finished presentation information
• finished catalog pages
• finished order form
• prepared to present
Introduction to Fashion and Interiors
FINAL PRESENTATION/PROJECT
Presentation:
dressed for success 4 3 2 1
organized and well prepared 4 3 2 1
good speaking voice, opening, body, closing 4 3 2 1
COMMENTS:
Visuals:
neat and professional looking 4 3 2 1
max. of 6 samples shown 4 3 2 1
tent card with company name 4 3 2 1
hang tag 4 3 2 1
business card 4 3 2 1
catalog/pages 4 3 2 1
order form 4 3 2 1
thumbnails 4 3 2 1
COMMENTS:
Presentation grade:
Project grade:
Intro. To Fashion & Interiors
Day/Night Section
Student Name
Company Name
Cat. Co.
Card
Business
Card
Tent
Card
Hang
Tag
Line Item
Product
# of
Pieces
Order
Form
Fabrics
Finishes
Names
Presentation
Info.
Catalog Page
Layout
Comments
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