DRAFT · Web viewReview the original objectives developed for each goal, interpret progress data from 2010-11, review any updates on strategic issues, draft a list of major projects

DRAFT AGENDAGoal Team 1: “Build Pathways”

First Solo Team Meeting1:30 p.m., Wednesday, December 1, 2010

Criminal Justice Institute, Room 143

(If time targets are met, this agenda can be achieved in 2 hours, with a 10-minute break.)

Note - The 2009-10 goal team agendas and meeting notes are accessible by clicking on the links at the bottom of this page:http://www.valenciacc.edu/strategicplan/StrategicGoalTeams.cfm

2010-11 goal team agendas and meeting notes are accessible at:http://www.valenciacc.edu/strategicplan/strategicplanning2010-11.cfm

I. Welcome and Introductions (10 minutes)

The convener, Jeff Goltz, will ask all present to introduce themselves. See Attachment A (page 4 of this document) for list of this team’s members. Some team members may have missed the October 22 meeting.

II. Review of the Charge to the Goal Teams, Team Principles and Roles (15 minutes) – CPC Co-chairs Susan Kelley, Ed Frame and Jeff Goltz

Jeff will briefly review the charge to the goal teams, and the “four questions” that each team will address. See Attachment B (p. 5 of this document) for the charge and the questions.See Attachment L (pp. 70, 75, 79, 82, and 85) for the targets. See Attachment C (p. 7) for Team Roles.See Attachment D (p. 8) for Principles.

Susan and Ed will answer any questions about the charge from the CPC, and note that the purpose of this meeting is to complete work remaining to be done before December 17, 2010, as stated in the charge, some of which was completed at the October 22 organizational meeting:

By December 17, 2010: Develop principles to guide the work of the goal teams. Review and discuss the goal assigned to the team and its place within the

strategic plan. Review the baseline and target measures established for the goal by the 2009-

10 goal teams, and determine a means of obtaining the baseline data by February 4, 2011.

Review the list of departmental objectives entered into the college’s Weave Online system that relate to the team’s goal, providing an overview of some of the work underway to advance the goal.

Review and discuss the eight questions used by the college to develop the situational/needs analysis for the 2008-13 plan. Consider whether these are

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http://www.valenciacc.edu/strategicplan/strategicplanning2010-11.cfm

http://www.valenciacc.edu/strategicplan/StrategicGoalTeams.cfm

still the right questions to ask as we review data about our internal and external environment. Make any recommendations the team may have regarding changes to these questions.

Suggest any strategic issues that should be considered by the college related to this goal.

Jeff will lead the team in reviewing and finalizing the principles that will guide their work and the roles they wish to have filled by team members.

III. Review of Notes from October 22 Joint Meeting (10 minutes)

Jeff will ask the team if any entries need clarified or if anything was missed that should be added to the record. See the October 22 meeting notes (Attachment E on p. 9) and also available at this web site, under the second section of the page: http://valenciacc.edu/strategicplan/strategicplanning2010-11.cfm

IV. Review of Strategic Issues (20 minutes)

Jeff will ask the team to review the Strategic Issues included in the 2008-13 Strategic Plan, note those that have relevance to the goal, and suggest any strategic issues that have emerged that the team suggests be added, if any.

See Attachment F – Strategic Issues List from 2008-13 Plan, p. 11 of this document.

The team will discuss whether it wishes to update information on the selected/added issues for the purpose of reporting on the issues at the Big Meeting on March 18, using an issue brief format that will be provided to the team.

V. Finalizing the Baseline Data for the Goal (20 minutes)

The team will review the baseline data gathered for goal 1, and discuss whether any additional baseline data may be desirable. If so, someone on the team will agree to obtain the additional data. See Attachment G, p 15.

(The team may wish to take a 10 minute break at this point.)

VI. Developing the List of Major Goal-Related Initiatives and Projects:(25 minutes)

See Attachments:H – Template (p. 16),J- 2009-10 Initiatives List for Goal 1(p. 22),

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http://valenciacc.edu/strategicplan/strategicplanning2010-11.cfm

K- Summary of the 09-10 Goal Team Report (p. 65),L – Full Team report (p. 68), and M – Weave Online Report (p. 89).

Also attached is Dr. Shugart’s Goal 1 essay, Attachment I, p. 17, for reference.

There are three tasks:

1. The list of initiatives and projects developed by the 2009-10 Goal Team in February 2010, and the attached report from Weave Online will be reviewed. See Attachment M, p. 89.

2. The team will be asked to identify any missing initiatives that are underway but not on the Fall 2010 Weave report. (Remember that we are aiming for major initiatives and projects – short list rather than an exhaustive list.)

3. The team will decide on a means of gathering current information about initiatives for Goal 1 for the team’s review at its second meeting.

At a later meeting, the team will review the measures that are in place for the goal and the objectives, and whether the list of current project and initiatives is likely to enable the college to make progress toward the goal. The team may propose at that time to adjust the measures or to add initiatives/projects, if the group deems that to be appropriate. Those proposals would be considered at the Big Meeting on March 18.

VII. Review of Assignments and Next Meeting (10 minutes)

Jeff will review the list of assignments.

A meeting date and convener will be agreed upon for the second solo team meeting.

All members will be reminded to hold Friday, March 18, 2011 on their calendars for the Big Meeting.

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Attachment A – Goal Team Members – 1

Convener for first solo meeting – Jeff Goltz

Team Roster1. Beverlee Andrews2. Yvette Aviles 3. Valerie Burks4. Elissa Buxbaum5. Tanisha D. Carter6. Jeff Cornett7. Diane Dalrymple8. Daryl Davis9. Linda Downing10. Kimberly Finley11. Bob Gessner12. Jeffrey Goltz13. Bradley Honious 14. Sonya Joseph15. Maryke Lee16. Joe Lynn Look17. Adrian Manley18. Michele McArdle19. Marjorie McKillop20. Jessica Morales21. Melissa Pedone22. Cathy Penfold Navarro23. Elizabeth Renn24. Lila Rogers 25. Joyce Romano26. Sally Witkamp27. Joe Sarrubbo28. Bobbie Sartor29. Darla Sharpe30. Heidi Shugg31. David Sutton32. Steven Thiesse33. Chia Whitehouse 34. Falecia Williams

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Attachment B – Goal Teams Charge

Charge to 2010-11 Goal Teams

In 2010-11, the College Planning Council will convene a Goal Team for each of the four goals in the College Strategic Plan: 1) Build Pathways, 2) Learning Assured, 3) Invest in Each Other, and 4) Partner with the Community.

Each goal team will monitor progress toward a goal, collect and interpret data, monitor related strategic issues, make recommendations to the annual Big Meeting, and prepare an annual report on progress toward the goal.

Each goal team will maintain the College’s “to do” list of the initiatives and projects that are intentionally aligned with each goal. This list of a handful of major projects for each goal will help us to maintain our focus on the actual work being carried out to advance each goal.

The teams will answer four questions:

Looking at our team’s goal and objectives…

1. Are we on track toward the targets set for this goal by the 2009-10 teams?

2. What is currently happening at the college to get us there?

3. What data do we have that help us to measure progress?

4. Will the list of major activities underway continue to “move the needle?” If not, what is missing from the list?

Composition of the Goal TeamsThe goals teams, which will be recruited college-wide, will include volunteers from faculty, career service, professional and administrative staff.

The Council will seek to have representation from each campus on each goal team. Also, care will be taken to ensure that those who have responsibility for the work of the goal are represented on each goal team.

Guiding Principles

The teams will utilize principles to guide their work, and will ask one member of the team to call the attention of the team to the extent to which the work is being conducted in keeping with those principles. The teams will develop the principles at a first, joint meeting, set for the afternoon of Friday, October 22. That meeting will include Dr. Shugart who will assist in launching the work of the teams for 2010-11.

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Responsibilities of the Goal TeamsThe teams will have the following responsibilities, designed to be carried out in four or five meetings between October 2010 and June 2011, with support and assistance provided by the co-chairs of the College Planning Council, Ed Frame and Susan Kelley. The first meeting will be a joint meeting of all four goal teams, set for the afternoon of October 22, 2010.

By December 17, 2010: Develop principles to guide the work of the goal teams. Review and discuss the goal assigned to the team and its place within the strategic

plan. Review the baseline and target measures established for the goal by the 2009-10

goal teams, and determine a means of obtaining the baseline data by February 4, 2011.

Review the list of departmental objectives entered into the college’s Weave Online system that relate to the team’s goal, providing an overview of some of the work underway to advance the goal.

Review and discuss the eight questions used by the college to develop the situational/needs analysis for the 2008-13 plan. Consider whether these are still the right questions to ask as we review data about our internal and external environment. Make any recommendations the team may have regarding changes to these questions.

Suggest any strategic issues that should be considered by the college related to this goal.

By February 4, 2011 (this work is anticipated to require one or two meetings in the December – January time frame):

Gather and study the baseline data and any available updates to that data that indicate progress toward the targets set by the 2009-10 goal teams. (Data may be obtained from the office of Institutional Research, the Data Task Force of the College Planning Council, the College Data Team, and/or other sources.)

By March 4, 2011 (this work is anticipated to require one meeting): Review the original objectives developed for each goal, interpret progress data

from 2010-11, review any updates on strategic issues, draft a list of major projects and initiatives that are intentionally aligned with the goal, and make any recommendations regarding the goal that the committee believes may be advisable for consideration at the “Big Meeting” on March 18, 2011. (Team members will participate in the Big Meeting.)

By June 30, 2011 (this work is anticipated to require one meeting): Prepare an annual report on progress toward the goal, with a focus on the list of

major projects and initiatives that are intentionally aligned with the goal, including recommendations on how the College might use what is learned to improve its effectiveness.

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Attachment CRole and Responsibilities of Team Members

Goal TeamsRoles and Responsibilities

Role Responsibility

Convener Schedules Goal Team Meetings with members (help with room reservations is available through CPC staff); prepares agenda

Recorder Records minutes of meetings and distributes to group and CPC staff

Reporter Reports group progress, findings, etc. to CPC as needed

Seekers Actively seeks information to answer group questions or needs (could be two or three people in this role)

Questioners Encourages group to explore multiple scenarios and ideas when addressing data sets and assumptions(could be two or three people in this role)

Principles Monitor Monitors the group’s adherence to design principles and helps the group through tough conversations by focusing on principles

At the October 22 meeting, Team 1 had the following comments:

Some members served multiple roles and shared roles. Three specific: convener, recorder and reporter. Others shared the roles. Last year the convener was also the reporter. Next round will rely on “data seekers” much more and more than one person will need to serve.

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Attachment D – Draft Principles

Base principles from 2009-10 Team Joint Meeting:

- The teams will first address the work to be done to meet the goal, without concern for measurement.

- After identifying the work to be done towards each goal, the teams will recommend what should be measured to determine if we are making progress.

- Everyone’s voice on the team is valued and important. All perspectives are welcomed, both from those who are closest to the work as well as those who observe it from a distance.

Additions by 2009-10 Teams, reviewed at the Joint Meeting on Oct. 22, 2010o Try to format and locate meetings to make them as inclusive as possible

and move location so not always meeting in same place.o Build on prior work. o Implement a process to synthesize work, not create laundry lists.o Stay solution oriented and positive.o Continue clarifying purpose. o Keep in mind that planning is a cycle – use feedback to inform current

practice. o Okay to dissent, but be respectful.o Open communication – no hidden agenda.o Reach out to other parts of the college.o Think beyond our own roles. o On time, committed, invested in work, active participant.

Team 1 agreed with the principles when it met on October 22, 2010.

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Attachment E – Notes from Organizational Meeting – October 22, 2010

Typing Note – Group had three scribes and crossed out objective statements on the sheets.

Goal One: Build PathwaysCoordinator: Joyce Romano

Objective 1.1 – Transition to CollegeObjective 1.2 – PersistenceObjective 1.3 – Goal AchievementObjective 1.4 – Economic DevelopmentObjective 1.5 – Access

RolesSome members served multiple roles and shared roles. Three specific: convener, recorder and reporter. Others shared the roles. Last year the convener was also the reporter. Next round will rely on “data seekers” much more and more than one person will need to serve.

ChargeWhat is the difference in the “to do” list being created and the strategic plans and objectives entered in Weave? Some people thought the Goal Teams were going to put together the “to do” list. Is it? How can a Goal Team do this without the input of the various departments that must carry (answered by Susan)? You will review Goals in Weave and comment. We will judge, are we doing enough.

PrinciplesOK – maybe add build on prior work, but focus on future. Do not forget to keep a culture of evidence. Also, remember to focus on the experience of the student. “Reach out to their parts of the college and to the other goal teams.”

Added NoteRegarding charge – collecting baseline data deadline?

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RolesAOKLooks like the charge that worked before so we stick with it.

PrinciplesAre OK

SummaryObjective 1.1 - Transition to College

o Knowing who we partner with?o Most of the data is run just need to know who to contact. Start with IR

evidence library of FOE is resource for data collection.o We capture information on public high schools; but it is difficult to get

data from private and charter high schools.o DEI will have data to LinC courses.

Objective 1.4 – Economic Developmento Will be changed because of the economy. Develop needs of the region

and because of new and future Bachelors programs.o Impact to Resource Development because we can’t compete when we

don’t offer the programs. i.e., environmental, green, biotech.o Change to all programs – be inclusive.o When we talk about comps – delete summer.o Look at what’s been implemented. Review the summary. See what work

still needs to be done.o Rank in terms of meeting the goal.o Need an action plan – effectiveness analysis.o When a new idea is generated; who will develop it and lead it.o Idea needs to be generated and brought to where it needs to go to be

developed.o Link to the first year experience and things that are already happening.o Need to include other programs not just Associate of Arts and Associate of

Science.

First meeting CJI, December 1, 2010 at 1:30 p.m. – coordinated by Jeff Tursellino.

Yes!ApprovedObjective 1.1 - Transition to CollegeWork with partners to increase the college – going rate of potential students.Objective 1.2 – PersistenceIncrease the percentage of students who complete key academic courses.Objective 1.3 - Goal AchievementObjective 1.3.1 Increase the course and program completion rate.Objective 1.3.2 Decrease student withdraw rate.

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Attachment F - Strategic Issues List from 2008-13 Plan

Strategic Issues Related to Goal 1 – from the 09-10 team

All page references are to the combined Strategic Issues report that may be found at this web address, under the section labeled Goal Team Reports on Strategic Issues and Initiatives, the first document:http://www.valenciacc.edu/strategicplan/big_2009.cfm

On January 21, the Goal Team selected the following Strategic Issues as listed in the 2008-13 plan as being related to Goal 1, and added one new issue:

1. Many students from diverse backgrounds do not have equal access to college. Objectives 1.1, 1.4, 1.5 (pathway) Follow up: Adrian Manley

2. Many students whose stated goal is to obtain a certificate or a degree are not successful in reaching critical milestones in their educational plans. Objective 1.2 (goal achievement) Follow up: Joyce Romano

4. The composition of the group that graduates each year does not match the diversity of entering cohorts. Follow up: Daryl Davis

6. While the College does not control all factors that lead to student success, many students fail to complete their courses with a grade of C or better for reasons potentially under the control of the College. Objective 1.3. Follow up: Marjorie McKillop

7. Not all students receive academic support tailored to their needs as they move through the curriculum. Objectives 1.3, 1.5 (support) Follow up: Kimberly Finley

8. The college lacks the human, fiscal, technological, and physical resources to meet all of the current needs of students and all who want to be students. Objective 1.5 (dual enrollment growth & why?) Follow up: Jeff Cornett

10. Many of the issues that stand in the way of our students’ success require resources and expertise from other organizations with complementary missions, if the issues are to be resolved. Objective 1.5. Follow up: Jessica Morales

13. College staffing levels, systems and processes can sometimes lead students to feel as if they are “numbers” rather than persons to be served. Objectives 1.1, 1.2, 1.3, 1.4, 1.5 (based on the consequence of the issue.) Follow up: Sally Witcamp

14. The College’s operating, technology and capital budgets do not always align clearly with the strategic plan. Objectives 1.1, 1.2, 1.3, 1.4, 1.5. Follow up: Melissa Pedone

Issues were suggested to be added to Goal 1:

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http://www.valenciacc.edu/strategicplan/big_2009.cfm

Goal Team 1 suggested adding:Impediments in systems, processes and curricula(examples cited: process complexity, controllable and uncontrollable; curricular pathways (dual enrollment); website; complex on-line records evaluation; perception) Follow up: none identified(From Amy and Susan – this addition might be considered as part of issue 13.)

The complete list of issues from which these were selected follows:

Strategic Issues (from the 2008-13 Strategic Plan)Strategic issues are those issues that must be resolved if the College is to achieve its mission. The strategic goals are aimed at helping to resolve the strategic issues and to move the College toward its vision and the achievement of the Big Hairy Audacious Goals. (See Section IX, which follows, for a list of the Strategic Goals and the Big Hairy Audacious Goals.)

Strategic issues that Valencia faces in 2008 are:

1. Many students from diverse backgrounds do not have equal access to college. (See p. 8.)

2. Many students whose stated goal is to obtain a certificate or a degree are not successful in reaching critical milestones in their educational plans. (See p. 11.)

3. Gaps in student achievement exist among student cohorts related to ethnicity and income. (See p. 14.)

4. The composition of the group that graduates each year does not match the diversity of entering cohorts. (See p. 16.)

5. Diversity is not fully utilized as a strength throughout the curriculum and the College. (See p. 18.)

6. While the College does not control all factors that lead to student success, many students fail to complete their courses with a grade of C or better for reasons potentially under the control of the College. (See p. 19.)

7. Not all students receive academic support tailored to their needs as they move through the curriculum. (See p. 20)

Suggested addition from Team 1 that may fit within Issues 7 and 13:Impediments in systems, processes and curricula(examples cited: process complexity, controllable and uncontrollable; curricular pathways (dual enrollment); website; complex on-line records evaluation; perception)

8. The college lacks the human, fiscal, technological, and physical resources to meet all of the current needs of students and all who want to be students. (See p. 24.)

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9. Students, faculty and staff do not always have access to up-to-date, effective technologies that support learning and professional success. (See p. 26.)

10. Many of the issues that stand in the way of our students’ success require resources and expertise from other organizations with complementary missions, if the issues are to be resolved. (See p. 30.)

11. Valencia can expect delays and challenges in hiring due to the highly competitive market for key positions. (See p. 32.)

12. Current faculty and staff have unrealized potential that should be developed to further the College’s goals. (See p. 35.)

13. College staffing levels, systems and processes can sometimes lead students to feel as if they are “numbers” rather than persons to be served. (See p. 36.)

Suggested addition from Team 1 that may fit within Issues 7 and 13:Impediments in systems, processes and curricula(examples cited: process complexity, controllable and uncontrollable; curricular pathways (dual enrollment); website; complex on-line records evaluation; perception)

14. The College’s operating, technology and capital budgets do not always align clearly with the strategic plan. (See p. 38.)

Additional Issues to Consider

In addition to the issues listed above, the team in 2010-11 will consider whether any of the additional plan-related issues contained in the 2008-13 strategic plan relate to goal 1, and if so, will seek to update information where that is needed, for consideration at Big Meeting in March 2011.

An Agenda of Plan-related Issues to Be Considered Systematically by College Councils, Committees, and Leadership Teams during 2008-2013

As the Strategic Plan is carried out, the following issues should be systematicallystudied by appropriate councils, committees, and leadership teams, and the resultsshould inform the annual review of the strategic plan:

- How do we define and measure learning? What is our theory regarding theassessment of learning?

- What constitutes Student Success? How does learning differ from studentsuccess?

- How will we define “meaningful improvement?”

- What are the contributions that a student can make to achieve his or her goals?

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- What does it mean for a student to achieve his or her potential?

- How do we define “Optimal Learning Conditions?”

- How do we measure the extent to which we are accessible? How can we describewhat it means to “Build Pathways?”

- How do we define and practice collaboration? How should we communicate in acollaborative college?

- How is our commitment to valuing diversity honored through the workenvisioned by this plan?

- How will employees define their learning pathways, and how will we measure anemployee’s engagement in the learning process?

- What data model will be used to carry out this work, and how will we organizefor data sharing and accountability?

- As part of our “culture of evidence”, what do we accept as evidence of progressagainst our goals and objectives? How do we validate that changes in ourproposed key indicators are meaningful and are having the intended effects onachieving our objectives?

- What constitutes meaningful data? Should we compare statistics by socioeconomicindicators, rather than by race? What is the usefulness of such acomparison?

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Attachment G – Baseline Data Needed

Goal 1 – Build Pathways (10 items needed by November 19 if possible)

Objective 1.1: Transition to CollegePartner with others to increase the college-going rate of students from every high school and the percentage of district high school graduates who apply and enroll at Valencia.

1. The annual college going rate of students from Orange and Osceola high schools.2. The number and percentage of high school graduates enrolling at Valencia.

(Both available through IR.)

Objective 1.2: PersistenceIncrease the percentage of students who persist at Valencia through key academic thresholds.

1. The percentage of students in each cohort who complete programs and who graduate each year.2. The percentage of students in each cohort who complete the developmental education sequence.

(Both available through IR.)

Objective 1.3: Goal AchievementIncrease the course and program completion rate of Valencia students by decreasing the withdrawal rate.

The percentage of students in the Fall 2008 entering cohort who complete programs and who graduate each year. (Both available through IR.)

Objective 1.4: Economic DevelopmentAlign plans for the Associate in Arts and Associate in Science degree programs, and the resources to support them, with the economic development needs of the region.

An annual qualitative review demonstrating the correlation of our programs with community workforce and economic development needs. (Available from the office of Workforce Development.)

Objective 1.5: AccessIncrease access to associate degree and higher programs through university partnerships, scholarships, and financial support, and through the addition of Valencia campuses and locations in growing service district areas that are relatively distant from existing campuses.

1. Direct Connect enrollment in 2008-09 (Available from IR.)2. Total college and campus square footage 2008-09 (Available from Facilities.)3. The number of on-line offerings in 2008-09 (Available from IR.)4. Scholarship funds available, awarded, and not awarded in 2008-09 (Available from Office of Financial

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Attachment H – Initiative Report Template

Initiative ReportGoal Team:Initiative Name:Prepared by:Person(s) consulted in obtaining information about the status of this initiative:

Summary of progress made on the initiative to date:

Information about upcoming work on the initiative:

Any data or results that can be shared that reveals how those involved with this initiative are gauging the success of the initiative:

(Add pages as needed.)

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Attachment I – Dr. Shugart’s Goal Essay

Goal One Essay – October 2009By Sandy Shugart

Build Pathways: Deepening Our Commitment to Access What has made Valencia a “better place to start” for more than forty years? There are many ways to answer this question, but as we have discussed this with hundreds of faculty, staff, and students over the past two years of planning, four cornerstones have emerged: access, excellence in teaching and learning, amazing colleagues in collaboration, and powerful partnerships. These will continue to serve as cornerstones of our shared work, but we have discovered that each will require renewal, a fresh commitment to stretch ourselves and our vision to serve students in the coming several years. In this and three essays to follow, I will explore the substance of our 2008-13 strategic plan by revisiting each of these four cornerstones and relating them to the directions emerging from our strategic planning. You will find the documents relating to the college’s strategic plan on the web at http://valenciacc/strategicplan. The full plan can be found at http://valenciacc.edu/strategicplan/documents/StratPlanBOOKMARKED_000.pdf My purpose in each essay is to give a summary of one of the four goals - its rationale and the larger initiatives to watch for in connection with it - in plain language so that staff and faculty throughout the college can speak about our shared direction, relate their contributions to the college’s larger strategy, and contribute to the refinement of the strategy as it continues to evolve. But first, a word on planning. Colleges produce strategic plans for a variety of reasons, some worthwhile, some not: to appease their board or president, to meet an accreditation or state regulatory requirement, or just because everybody does it. There is only one good reason to have a strategic plan – to genuinely shape the future of the college and the experience we give to our students. All jargon, process, and paperwork aside, Valencia’s last strategic plan was real. It genuinely shaped our work together, our allocation of resources, and the focus of our collaboration. This plan is real, too. I encourage you to review these essays carefully and hold the college accountable to the areas of focus we have declared and the outcomes we hope to produce, beginning, now, with the first goal in our plan, Build Pathways. Why Build Pathways Our mission, from the very beginning, has been built on a three-part vision of access shared by the wider community college movement: open door admissions, convenience, and affordability. We choose to serve all who come to us ready to learn, defining our quality not by the characteristics of those we admit, however they might be measured, but by the excellence of our teaching and services and the learning results they achieve in partnership with our students. (Somehow, it always seemed to me that colleges bragging

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on the SAT scores of their incoming freshman were like prisons bragging on the quality of inmates they were incarcerating.) Further, we understand that the college is what the students experience – how they experience us, not how we experience them – and so we design our programs to fit with both their aspirations and their busy, complex lives. And we have kept tuition and other costs as low as possible to prevent cost from becoming an insurmountable barrier to our students. In recent years, the college has broken new ground by developing a thoughtful model of student development, LifeMap, designed to help our students make a connection and find direction at Valencia. We have given great effort to understanding how students experience us in their first semesters and to redesigning the “front door” of the college so students can “start right” and therefore succeed more fully as learners. Continuing attention to the 2+2 model by updating and expanding articulation agreements with a variety of universities has built one of the largest and smoothest transfer partnerships in the country, minimizing any loss of credit. However, recent trends in higher education in Florida and in our own community are creating new challenges to our vision of access. As the state continues to navigate the treacherous waters of a major financial crisis, the cost of higher education at every level is increasing at unprecedented rates, even as capacity to serve new students is restricted. In our own community, the maturing of UCF could have created an environment that denied access to bachelor degree programs to many excellent local students, both native and transfer, if it weren’t for the development of Direct Connect and its guarantee of admission to all of Valencia’s university bound graduates. Further, as we engage our students in early planning for their programs of study leading to graduation from Valencia, we are discovering that the power of this planning is multiplied by extending the horizon forward to the earning of baccalaureate degrees and back to their early experiences of high school. For these reasons, the college has adopted a goal built on a renewed vision of access entitled Build Pathways. This goal speaks of a more proactive approach to the access agenda, designing a variety of pathways for students to follow, pathways to college, pathways through college, and pathways beyond college. The underlying purpose is to enable more students, in an environment of increasing cost and strained capacity, to discern a clear direction for their educations, prepare for and enroll at Valencia, persist and succeed in achieving their goals, and complete their goals for further education and life, including careers. To College Pathways to college will reach more students at early stages of their secondary educations with the opportunity of postsecondary success. Aligning high school and college curricula and programs will enable students to make a stronger connection between the two, giving more specific purpose to their high school studies and enabling them to prepare more fully for college-level experiences. It will give more purpose to accelerated studies, such as dual enrollment and Advanced Placement. And it will help them to see beyond the next semester, or even the next credential, to their ultimate aspirations. Well designed outreach and support programs will put college within reach of more students,

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raising their aspirations and removing barriers to their success, with particular impact on first-generation and lower income students. Important initiatives in Pathways to College include:

Expanding the Bridges to Success program, one of the college’s most successful postsecondary transition initiatives for many years, to reach more than double the numbers currently served.

Fully implementing Take Stock in Children in Orange County. This couples a powerful mentoring program beginning in the seventh grade with a covenant signed by the student, family, and college leading to a guarantee of a four year college scholarship in the Florida Prepaid College Tuition Plan.

Intensified efforts in curriculum and program alignment with the high schools in Orange and Osceola Counties to reduce the need for college preparatory studies in college, accelerate progress toward a degree, and provide a basis for students’ educational planning from high school through college.

Assuring long-term access through increased capacity, new campuses, growing access to on-line models of learning, and increasing financial aid from both public and private sources.

Through College Pathways through college will support students in clearly defined majors with a plan to graduate from Valencia and succeed in a career and further education. Clear and meaningful plans, in turn, should increase student persistence and success up to and beyond graduation. Valencia’s ground-breaking and nationally recognized effort as part of the Achieving the Dream Initiative over the past five years clearly addressed greater success for all students as they progress through Valencia, and underlined the importance of our commitment to the idea that everyone is capable of learning under the right conditions, and therefore no one needs to be or should be left behind. Each year, an enormously diverse group of new students begins a new journey at Valencia; we won’t be satisfied until the graduating class is just as diverse. Important initiatives in Pathways through College include:

Renewing and redeploying LifeMap as a basis for student support services and connecting more thoroughly the curricular and co-curricular elements of our students’ experiences

Continuing and expanding the college’s focus on the earliest academic experiences of our students with a focus on their success in “gateway” courses that we believe will cascade into their persistence and success as learners through to graduation.

Beyond College Pathways beyond College will connect students to their ultimate goals by giving them a clear program of study and a plan that reaches beyond Valencia from early in their academic careers. Access to bachelor degrees will be assured for all of our graduates and delineated in detail for purposes of their planning and success, including programs in areas that are generally less available to transfers, such as engineering, architecture, accounting, pre-medicine, and others. This will open the door to creating real diversity in

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the professions. New programs that are responsive to the emerging labor market and the economic development priorities of the region will bring together new opportunities for our students and renewed economic competitiveness for our community. Important initiatives in Pathways beyond College include:

The full evolution of Direct Connect at Valencia, comprising dozens of majors enrolling tens of thousands of students annually.

Build-out and programming of joint use facilities on West and Osceola campuses.

Development of new technical and science programs in response to the biomedical, solar energy, aviation, and other emerging industries in our region.

Expanded transfer partnerships with a variety of other universities to assure our students have opportunity for study beyond our region.

There are many other efforts relating to Building Pathways at every level of the college, as the operational plans developed by departments and planning units have made clear. But the theme of all of these is a new kind of access, a more proactive effort to create opportunity for our students and graduates well beyond simply providing an “open door.” Our accountability for this goal is still in development, as are measures for each of the four goals, but will certainly include college participation rates in our region; our share of recent high school graduates; admissions, enrollments, and yields; measures of students’ active participation in planning their educations; and completion of their goals at Valencia and beyond. Imagine As important as these several measures of accountability are, it is at least as important that we take the larger goal of Building Pathways to heart and imagine all the ways we might enhance our students’ experiences by creating and strengthening pathways not yet contemplated in the plan. The Build Pathways goal reflects an overarching “Big Hairy Audacious Goal,” (or BHAG) that we set as part of the strategic planning process: Valencia students can begin to pursue any higher educational goal by starting at Valencia. Perhaps there are other kinds of pathways you can help us to discover and build. Should some of our students have a much more direct pathway to many of the elite liberal arts universities in the US and abroad? Or perhaps to the best historically black colleges and universities or to the best faith-based universities? Let’s build them. (Are there questions for our Honors College here?) Should we be building pathways to law school, dental school, or other professional opportunities barely contemplated by most community colleges? Let’s build them. Should international students experience a much smoother and direct pathway to Valencia and beyond? Should we be helping more students find a way into the highly skilled crafts? Or perhaps a pathway to creative writing or a career in the arts? These and more can be built with purposeful collaboration and the application of your creative energy to this worthy goal. A plan creates direction, only your energy can create momentum.

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EXCELLENCE In recent years, we have added to this model a deep commitment to a paradigm of college that is “learning centered,” that takes very seriously the learning results of our students, the best in pedagogy and professional practice, and a collaborative approach to designing all of the college’s systems and processes to enhance the learning environment. The quality of our shared work is attested in the results we are achieving and the extraordinary partnerships in which we are engaged, though we are the first to acknowledge how far we have yet to go to achieve the results we are seeking. All of this work is part of a continuing narrative of commitment to excellence, one story of shared effort supported by various partners and resources over the years. It has always been built on hundreds of related stories, deeper in the college, of excellence in teaching, creative curriculum design, thoughtful incorporation of new technologies into our work. More to Come This is the first of four essays. Please watch for the next addressing Valencia’s commitment to excellence and its renewal in the goal Learning Assured. And as always, I welcome your comment and interaction. Goal teams to be formed this fall, for which you may wish to volunteer, will also help to carry this conversation forward. Watch your email for an invitation from the College Planning Council.

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Attachment J – List of Initiatives from 09-10 Goal Team

Goal Team ONE Initiative Reports(Reports Updated as of March 14, 2010)

List of Follow Up Assignments

Initiative 1 – Baccalaureate Degrees – Adriana Rodriguez

Initiative 2 - Develop and execute plans for high school and community partner relationships – Joyce Romano

Initiative 3 - Increase support for Take Stock in Children – Jessica Morales

Initiative 4 - Provide financial literacy education – Sally Witcamp

Initiative 5 - Develop and execute an International education plan – Karen Borglum

Initiative 6 - Develop plans to acquire and build new campuses – Jeff Goltz

Initiative 7 - Develop program plan for Lake Nona campus – Jeff Goltz

Initiative 8 - Refresh and promote LifeMap – Joyce Romano

Initiative 9 - Develop a new withdrawal policy – Melissa Pedone

Initiative 10 - Redesign the Honors program to create the Honors College – Karen Borglum

Initiative 11 - Develop articulation agreements – Karen Borglum

Initiative 12 - Build on degree options available on campus via Direct Connect – Jennifer Robertson

Initiative 13 - Create high school Academies – Joe Lynn Look

Initiative 14 - Refine plans for and launch the Collegiate Academy – Jackie Cole

Initiative 15 - Statewide Articulation & Industry Certification (21st Century Skills Initiative) – Kimberly Finley

Initiative 16 - Two for All (CJI/CJ A.S.) – Jeff Goltz – see number 27 – this is repeated there.

Initiative 17 – Alternative Delivery Planning – Adriana Rodriguez

Initiative 18 - CLAS Graduation Requirement – Karen Borglum

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Initiative 19 - Program Outcomes & Assessment for all majors (check if Goal 2) – Karen Borglum

Initiative 20 - First Year Experience Initiative (FYE) – Adrian Manley

Initiative 21 - Enterprise Resource Planning System – Jeff Cornett

Initiative 22 - Alignment of AA/AS Curriculum (check if Goal 2) – Karen Borglum

Initiative 23 - Developmental Educational Initiative (DEI) – Sally Witcamp

Initiative 24 - LifeMap Faculty Project – Joyce Romano

Initiative 25 - College Transition Program Initiatives – Jessica Morales

Initiative 26 - Bridges Program Expansion – Joyce Romano

The team added two Initiatives:

Initiative 27 – “Two for All” program at CJI – Jeff Goltz

Initiative 28 – Probation – Cheryl Robinson

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Initiative #1 – Develop Baccalaureate degrees to be implemented in 2011 – Adriana Rodriguez

Progress:

According to the Bulletin, the Board of Trustees voted to authorize the submission of a formal Letter of Intent to the Division of Florida Colleges to offer selected bachelor’s degrees. If approved at the state level and by SACS (Southern Association of Colleges and Schools) Valencia could begin offering the programs in Electrical Engineering Technology and Radiologic Sciences in the fall of 2011.

See also pages 41-42, Initiative #12 report submitted by Jennifer Robertson. Add timelines from Falecia Williams.

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Initiative #2 ReportGoal Team: Build Pathways (Goal 1) Initiative Name: Develop and execute plans for high school partner (and community) relationships. Prepared by: Dr. Joyce RomanoPerson(s) consulted in obtaining information about the status of this initiative: Dr. Joyce Romano

Summary of progress made on the initiative to date: There are many ongoing plans that support this initiative but to list the ones that are new in 2009-10:

The Valencia web site is being redesigned with a new tab for “Prospective Students”

Dual enrollment program was asked not to grow courses taught in the high schools due to budget constraints, despite an increase in requests from the high schools.

Bridges to Success program is expanding by 50 new students per year through 2012 when we will have 400 new students.

Take Stock in Children is growing its enrollment as foundation funding allows (20 new students in 2009-10 and 15 new students planned for 2010-11).

Lake Nona Collegiate Academy model is being implemented in 2009-10 including dual enrollment courses, advising, and plans for Valencia’s new Lake Nona Campus.

SB 1908 implementation related to High School level courses that mirror the content of college-preparatory college courses in math, English and reading is occurring in 2009-10 and growing which requires Valencia to: give CPT test and results for all 11th grade students, provide Exit Exams for selected high school courses, re-test CPT as Exit competency for selected high school courses, add to our course pre-requisite system so that selected high school courses and exit scores count as Valencia course pre-requisites.

A proposal was submitted to Orange County for the Race to the Top grant including several ideas of how Valencia could contribute including: Honors program, faculty development in math, communications, engineering and science, Collegiate Academy model expansion, and college transition advisors for high schools.

A new partnership was formed with the City of Orlando to increase college degree attainment of residents in targeted neighborhoods. Although the specific grant proposal was not successful, coordinated planning and development of transition programs continues.

A new partnership was formed with the Orlando Housing Authority who was recently successful in obtaining a HUD Moving to Work grant.

As part of Direct Connect, we are planning with central Florida high school and college partners to build pathways for area students to complete bachelor’s

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degrees. The 4th Annual Direct Connect Summit on February 17 will include sessions on tracking student progression, co-presented by Valencia and UCF, update on new grant initiatives presented by Valencia, and discussion of high school accountability measures related to building pathways.

Information about upcoming work on the initiative: We need to develop a comprehensive high school and community partnership plan so that we can seek grant and other partnership opportunities consistent with the plan.

Any data or results that can be shared that reveals how those involved with this initiative are gauging the success of the initiative: There are two standard, annual institutional reports which provide longitudinal feedback on progress in these plans in terms of student transition from high school and success at Valencia. They are: High School Market Share and High School Graduate Report. High school market share of 2009 high school graduates that enrolled in Valencia in Fall 2009 increased slightly to 30.8 %. The High School Graduate Report provides data by county and by high school on numbers of students enrolled, dual enrollment students, honors program enrollment, scholarships awarded, remediation rates in English, math and reading, college-ready students, tech prep students, first term grade point average and Spring term retention, Presidents/Deans list and overall attendance and graduates.

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Initiative #3 ReportIncrease Support to Take Stock in Children – Jessica Morales

Person(s) consulted in obtaining information about the status of this initiative: Linda Downing & Elisha Gonzalez-Bonnewitz


The original goal for the program was to raise enough money to be able to accept and award a scholarship to 50 new students each year. Given the current state of the economy this has impacted fund raising. The new goal is now set to bring in 20 new students each year. Currently the program has 65 students and we will be bringing in an additional 20 new students for a total of 85 students. Mentors are always needed to support this initiative and recruiting mentors is an ongoing task.


On-going Fundraising


There are reports issued by the state (I am hoping to get a copy to share) however, because our program is so new there is no real data that will support this initiative yet. As students graduate from High School and enter College data will be collected that should show the success of this program.

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Initiative #4 ReportProvide financial literacy education - Prepared by: Sally Witcamp, from Brad Honious

Person(s) consulted in obtaining information about the status of this initiative:Brad Honious


LifeMap - My Financial Planner: Offer Financial Literacy 101 Over 900 students have registered and completed at least partially the assignments Introduced to Student Success Faculty for use in SLS classes

Creation of Financial Learning Initiative & Research Team (FLIRT) Working on developing a program plan to be sustainable and flexible to the needs

of students with regards to financial learningo Reviewing evaluation strategy for the programs (culture of evidence)o Developing Student Learning Outcomes and evaluations

Conducted a student survey on financial learning in the Fall 2009 semester (2200+ Responses)

Presented programs to the LinC students and Skillshops Presenting to inform others on campus of our efforts at Learning Day 2010 Planning a Financial Learning week in collaboration with Student Development Piloting a Financial Learning Ambassador program at Osceola Campus Future plans to create an online clearinghouse for faculty including financial

learning resources, presentations, and a speakers bureau (in conjunction with the Valencia Alumni and Community Relations office)

Financial Aid Created a Financial Learning Resource page to be transferred and upgraded to the

FLIRT


See above.


See the presentation on the following page for numbers, but too early to share any results.

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Initiative #5 Report

Develop and execute an international education plan – Karen Borglum

Person(s) consulted in obtaining information about the status of this initiative:Maryke Lee, Falecia Williams, Silvia Zapico, Joyce Romano, Kathy Adams, and the SAGE Advisory CommitteeSummary of progress made on the initiative to date:

In the summer of 2009 Dr. Walter asked Drs. Borglum, Lee, Williams, and Zapico to establish a SAGE Review Team to determine the history and progress of the three goals of the International Education Plan:

1. Faculty-led trips2. Student exchanges3. Globalization of the Curriculum

The Review Team, in conjunction with the SAGE Advisory Committee, prepared a 71 page document highlighting recommendations of the future of the International Education Plan:

1. Recommendations for Faculty-Led Tripsa. Establish an application timeline.

b. Receive appropriate approval from dean and provost prior to contacting the SAGE office.

c. Focus on the learning outcomes and assessments for the faculty-led trips.

d. Students must pay for the entire cost of the airline ticket, passport, visa, and immunizations.

e. Faculty should work with a tour group.

f. Students should receive a subsidy of half of the cost of travel up to $2,000.

g. First time travelers should be given preference in travel opportunities.

h. The SAGE Advisory Committee will approve the travel subsidy.

i. Generate inter-institutional articulation agreements (see Appendix F) and/or contracts.

j. Develop homestay agreements, through an agency, if necessary.

k. Check Center for Disease Control Webpage to determine travel issues.

l. Faculty must complete the Incident Accident Plan prior to traveling.

m. Complete budget template and attach to proposal.

2. Student Exchanges

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a. Increase the number of students doing a semester abroad to 10 per year in the next 5 years.

b. Have international advisors currently on staff work with in bound students.

c. Provide training for staff so they can help students find funding sources and apply for available scholarships.

d. Develop a plan to market available opportunities to our students and then help them navigate their way through the acceptance process.

e. Evaluate memberships and affiliations prior to renewal.

f. Provide funding for participation in the annual conferences for the organizations of which we are members.

g. Continue work on articulation agreements.

h. Revisit the FLORICA partnership

3. Globalization of Curriculuma. Utilize “globalization” rather than “internationalization” as the primary

term to represent the inclusion and interdependence of world perspectives in curriculum.

b. E-mail the faculty to obtain a census of current instructional practices related to globalization of the curriculum.

Additionally, the report also reviewed the administration of the program, and made recommendations. The first was a name change from Study Abroad Global Exchange (SAGE) to the Office of International Programs to reflect the broader scope of services. The report also created a job description so that we could hire a Director for the program, and it was recommended that the budget of $22,011 be kept for additional travel subsidies. Included in this dollar amount was the $5,000 supplement provided by Dr. Shugart for the three-year Troika travel, which still has two additional years of travel.

The final aspect of the report was an update of the J-1 Visa designation. In the last year, the Division of Student Affairs has focused on work in the areas of recruitment, application and enrollment, support services, and reporting.

Focused recruitment efforts were started a few years ago by Ann Puyana. Targeted brochures and posters were developed by Valencia’s Marketing Department for Primary (locally in high school or language school), Secondary (currently overseas) and Tertiary (foreign counselors and educational centers) markets. Mailing lists were purchased from USA Education abroad and a mailing was sent to about 475 contacts. Advertising in

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recruitment publications and web sites was recommended but has not been implemented yet. Valencia’s International Student web site was revised.

A strong partnership was also developed with UCF’s Center for Multi-lingual, Multi-cultural Study (CMMS) and Valencia’s Center for Global Languages. CMMS staff agreed to take Valencia materials when they recruited overseas. UCF’s International Student admissions letter refers students to Valencia if they are not accepted at UCF. Valencia’s Transition Program staff has provided support for International student enrollment through presentations in the community and representation at area recruitment events.

The East Campus International Student Services Office accepted responsibility for this work during the transition when Ann Puyana retired in March 2009. The East Campus ISS office staff had been responding to web and written inquiries for application information. We have now transitioned all of International Student recruitment to the Transitions Program. Staff has been trained and a comprehensive chart of initiatives has been developed and is being implemented, including the development of a tracking system so that we can measure progression from inquiry to application to enrollment. Resources to support some of the advertising and other recruitment strategies still need to be identified. The revision of application and enrollment processes has been coordinated by Renee Simpson and Ty Johnson in collaboration with International Student admissions and Student Services staff. Implementation of the Banner International Student Module (GOAINTL) has been a ten- month project that is nearing completion. This required the detailed review of admissions and enrollment processes through a business process analysis, delineation of responsibilities between admissions and student services, data definition and clean-up based on new procedures, edit reports to track processes and identify processing issues, staff training and documentation, and technical support of all of these processes. New SEVIS reporting requirements is another part of this implementation that is still being developed as we are awaiting final SEVIS change notification from the Department of Homeland Security.

Additional technical support is needed but not yet funded.

International Student Services staff collaboration has been led by Ty Johnson. The Osceola and Winter Park Campuses applied and went through on-site reviews with the Department of Homeland Security to be certified for issuance of form I-20. In late 2008, approval was granted to both campuses. This required that we provide International Student Services staff on those campuses, which was accomplished by current staff expanding their scope of duties. ISS staff provides all student services, including issuing the I-20s, providing orientation for new international students, providing advising and other support services for all international students, developing programming and other cultural integration experiences for international and native students, and completing SEVIS reporting requirements. International Education Week is programmed each November with many global (cultural) learning opportunities for all. The West Campus opened an International Student Services Office in September 2009. Staff training to better serve international students has been provided on an ongoing basis with Admissions, ISS, and Answer Center staff. In addition, a large interactive learning experience called “Acriema” was held in September 2009 for over 100 college staff,

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which sensitized everyone to the challenges and issues that international students face. It was very well executed and received.

International Student Data meetings have been held since December 2008 to identify and develop reports needed to track and report progress for international students. Reports under development include: Inquiry to Enrollment, Application to I-20, International Student Characteristics, International Student Enrollment Summary, International Student Contact Information by Campus and Term, and International Student Persistence, Progression and Graduation.

The goal in the International Student Plan developed by Ann Puyana was to increase enrollment by 100 international students per year. Since 2006, this has been achieved as follows: 2006-07 – 232 new students (154 SEVIS, 78 Non-SEVIS)2007-08 – 243 new students (183 SEVIS, 60 Non-SEVIS)2008-09 – 281 new students (208 SEVIS, 73 Non-SEVIS)

The Fall 2009 International Student Characteristics Report and International Student Enrollment Summary Report indicate that there are 160 new students (60 “SEVIS” and 100 “Non-SEVIS”) and 634 returning students for a total of 794 international students. Of those, 350 are “SEVIS” students (F, J and M visas) and 444 are “Non SEVIS students (all other visa types.) Further details of their characteristics are available in the full report.


We are beginning the new process for faculty-led trips complete with the appropriate paperwork. The Advisory Committee will review the application at the end of February. We are reviewing documents from the Institute for Study Abroad at Butler University for student exchanges. We have been approved to hire a Director of the Office of International Programs that will begin work July 1, and we are still awaiting word on our designation as a J-1 Visa institution.


The complete report is available for review.

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Develop plans to acquire and build new campuses - Jeff Goltz

Person(s) consulted in obtaining information about the status of this initiative:Keith Houck


The college has concentrated on three geographic areas for the development and expansion of campuses: southwest, Lake Nona, and Osceola. The purchase of property has occurred, or will occur, in the southwest location and Lake Nona, and plans to expand the Osceola campus have been initiated.


Southwest campus land purchase:

The college has purchased land for a southwest campus (approximately 155 acres) in the Horizon West Town Center. There will be a number of years before the college builds on this property.

Lake Nona campus:

The college is in the process of closing on approximately 25 acres for a Southeast Campus located in Lake Nona (expect to close on the land in June). The college is developing a campus facilities master plan and academic plan. The college hopes to have the first building at the Lake Nona campus completed for Fall 2012.

Osceola campus:

Our next building for the Osceola Campus is targeted for 2014.


N/A

Team 1 Comments – Feb 11

Can we confirm the timeline for Building 4? Will there be portables at Osceola?

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Initiative #7 ReportDevelop program plan for Lake Nona campus - Jeff Goltz

Person(s) consulted in obtaining information about the status of this initiative:Mike Bosley


Valencia @ Lake Nona will open the community in August 2010; an enrollment plan has been proposed and is being reviewed. There will be a variety of courses offered for AA students; these courses included Student Success, English, College Algebra, Chemistry, Biology, Psychology and Humanities. The proposed capacity is approximately 679 seats and the courses will be offered in the afternoon and evening. These courses will complement those being offered in the Collegiate Academy program at Lake Nona High School.Plans are underway for the development f the Master Plan for the Lake Nona Campus. A design team is working with the city and the developer to determine how the campus will be placed on the property. The college is purchasing 25 acres on Narcossee Road in South East Orlando. The Campus should consist of buildings and 250, 000 square feet of academic space, eventually serving 8500 students. The first building will be an 80,000 square foot academic facility.


The college is in the process of closing on approximately 25 acres for a Southeast Campus located in Lake Nona (expect to close on the land in June). The college is developing a campus facilities master plan and academic plan. The college hopes to have the first building at the Lake Nona campus completed for Fall 2012.

Once the enrollment plan is approved and implemented work will begin on staffing the plan and meeting the budget requirements of the plan. The plan will be reviewed and adjusted each semester to meet the growing demands of the Southeast community.


Other than our data related to the Collegiate Academy, which was reported through that initiative, no additional information to report.

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Refresh and promote LifeMap - Dr. Joyce Romano

Person(s) consulted in obtaining information about the status of this initiative: Dr. Joyce Romano, Lucy Boudet

Summary of progress made on the initiative to date: Marketing, Office of Information Technology, Academic and Student Affairs collaborated on the development of the new Lifemap Marketing campaign starting in August 2008 and implemented in December 2009/January 2010. The main message of the campaign is that LifeMap is a “process” of planning, discovery, utilizing resources, and achieving goals that each Valencia student should customize and make their own. Six student “arch-types” are displayed around the campuses to serve as peer models of how they have customized LifeMap for themselves. A new web site and Atlas channel (meinthemaking.com) links all of the LifeMap resources into one site that is attractive and easy to use. The LifeMap process that each of the six student “guides” followed is provided as a model for other students who may relate to their life situation and choices. The environmental campaign will continue to be rolled out in phases throughout the Spring 2010 term and increased functionality of the web site is also planned.

All faculty and staff received emails to promote the new LifeMap marketing campaign with students. Student Success classes are one course in which LifeMap is embedded. In Spring 2010, the Chief Learning Officer is sponsoring a LifeMap Faculty Project to be lead by the Vice President and Assistant Vice President of Student Affairs. Faculty are learning the conceptual framework of LifeMap and the systems that support it. They are then designing a learning opportunity for students about LifeMap which will be embedded into their class and student learning will be assessed.

Information about upcoming work on the initiative: A contest is being planned to promote the LifeMap campaign to students. There is discussion underway as to how to include LifeMap in 2010 Destinations (faculty development) as part of the Student Success track. An on line repository of faculty LifeMap curriculum is being discussed. LifeMap office signage in the Student Services areas is being discussed to compliment the new campaign. The LifeMap Student Handbook committee will include the meinthemaking campaign in the 2010-11 publication.


A web report of the meinthemaking.com website has been developed and is being used to track usage and adoption as we seek ways to improve the site and its usefulness to students.

In previous years, we have surveyed students and faculty about their recognition of and understanding of LifeMap. With the new campaign, it will be time to consider a new survey or other form of assessment to get feedback on the impact of the campaign.

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Initiative #9 ReportNew Student Withdrawal Policy - Melissa Pedone

Person(s) consulted in obtaining information about the status of this initiative: Jean Marie Furman (Faculty Association President)


The withdrawal policy has gone through many phases of input from faculty and staff over a few years. A final version of the revised policy is now in review in Bill Mullowney’s office.


Once the policy passes the legal review it will go before the curriculum committee for final approval. It is intended to be included in the 2010-2011 College Catalog and will be implemented in Fall 2010.

The current version of the policy, pending legal review, is attached.


As the policy will be implemented in Fall 2010, the initial data on the impact on withdrawal rates cannot be gathered until after that time.

Team 1 comments – Feb. 11

Check to see if we have the latest version of the policy to be implemented.

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Initiative #10

Redesign the Honors Program to create the Honors College – Karen Borglum

Person(s) consulted in obtaining information about the status of this initiative:Valerie Burks


In the fall of 2008, we held four faculty forums to address the concept of an Honors College. The attendees were asked for feedback to the following questions: Why does and Honors Program exist? What do you like about the Honors Program? What changes in the Honors Program would you like to see in the next five to ten years, and what do Honors students get that the non-Honors students do not? The results were shared with faculty at an Honors faculty retreat in the spring of 2009, and next steps for big discussions items emerged.

We hired an Honors Director in the fall of 2009, Dr. Valerie Burks, and she held her own Honors discussions on each campus. After compiling all of the research, reviewing data, and meeting with Drs. Shugart and Walter, she has put together a group of Honors faculty and staff to begin designing the Honors College. The faculty and staff were selected based upon the discipline background and campus.


Amy Bosley, Debra Hollister, Ed Frame, Gustavo Morales, Ilyse Kusnetz, Linda Villar, Lorraine Amos, Karen Borglum, Melissa Pedone, Steve Crist, and Valerie Burks will meet three times beginning February 26 and ending in May to begin the planning cycle.


Not at this time.

Team 1 comments – Feb 11

Karen will check with the Foundation regarding information on new scholarships

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Initiative #11 – Develop Articulation Agreements – Karen Borglum

Person(s) consulted in obtaining information about the status of this initiative:Falecia Williams and Lesena Jones


Since 2006, Valencia has worked with Orange County Public Schools and Osceola District schools to develop over 20 articulation agreements representing 21 A.S. degree programs, 46 Orange County Tech Center programs and 30 TECO programs. These agreements provide career ladder opportunities for students who complete postsecondary vocational programs to transition into AAS/AS degree programs. We have developed 5 articulation agreements with higher education institutions (DeVry and UCF) for students to transition into a Bachelors Degree at those institutions. We also have developed 5 linkage agreements in the Health Sciences area for students to continue their education and get additional training: Computed Tomography (CT) and Magnetic Resonance Imaging (MRI) with Brevard Community College, Dental Hygiene with Lake Sumter Community College and Polk State College, and Polysomnography with Seminole State College.

During 2009 eight new articulation agreements were signed or updated: Barry University, Belhaven University, Columbia College, Embry Riddle (updated) Heidlberg College and Heidelberg Honors College, Mountain State (updated) and Mountain State in Nursing. These agreements create pathways for students transferring to a private institution with an Associate of Arts degree and certain Associate of Science degrees. Students can access the link to all articulation agreements at http://www.valenciacc.edu/aadegrees/CollegeList.cfm


These agreements are reviewed on an ongoing basis and are updated when there are major curriculum changes, programs are discontinued or when new program articulation opportunities need to be explored


We have asked our partners to share matriculation data, and the only partner who has complied thus far was Mountain State (see attached).

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Initiative #12 Report - Jennifer RobertsonInitiative Name: Build on degree options available on campus via Direct Connect.

Plans are being developed for UCF baccalaureate programs to be offered on West.

Person(s) consulted in obtaining information about the status of this initiative: Dr. Kaye Walter


1. A list of programs to be offered at the shared-use facility has been developed. See below.

2. Guiding principles have been developed for enrollment planning for this partnership which are aligned with Valencia’s vision and mission. See below.

3. A series of outcomes with measurements were drafted in 2006 for the partnership. I don’t have any information on the follow up of these outcomes.



The document with outcomes and measurements drafted in 2006 could be used for this, but I was not given any updated information.

Additional information received:

UCF – ValenciaShared Use Facility

UCF Programs to be offered in the Shared Use Facility: BA Business BS Business (36 hours in the Business Core; remainder of curriculum on Main

Campus-Orlando) BAS BA Engineering Technology (pending funding) Psychology Interdisciplinary Studies

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History (seed 2009) Political Science (seed 2009-2010) Sociology (seed 2009-2010) Electrical Engineering (fall of 2010 for full 2 + 2 at Valencia) Elementary Ed (fall 2010) Architecture (fall 2010) Nursing (RN to BSN) Criminal Justice Other Health Related Degree Programs (Respiratory, Dental Hygiene – pending

funding)

Valencia Programs to be offered in the Shared Use Facility: Business Engineering Computer Engineering Technology Electronic Engineering Technology

Shared Programming: Testing Center Faculty Offices (Valencia Discipline chairs in Business, Accounting, Psychology,

Political Science, and Education) Classrooms

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Initiative #13 ReportCreate High School Academies - Joe Lynn Look

Person(s) consulted in obtaining information about the status of this initiative:Nasser Hedayat; Wendy Givoglu


From Dean Nasser Hedayat (Electronics Engineering Technology)There are two dual enrollment programs with high schools in the Electronics Engineering Technology Program:

Lyman High: currently offering 2 sections of EET 2930 with 31 students and 2 sections of CET 2112C with 33 students. These students are pursuing Electronics Engineering Technology degree with Electronics specialization.

Wekiva High: Currently offering 2 sections of EET 2930 with 38 students and 2 sections of MTB 1329C with 38 students. These students are pursuing Electronics Engineering Technology program with Laser and Photonics specialization.

From Dean Wendy Givolgu (Arts and Entertainment)- In Spring 2009, Dual Enrollment Dance Class (DAA1680) was offered at Dr. Phillips High School (25 students), and the class is being offered again this semester at Dr. Phillips. This has been a longstanding partnership as part of the Dr. Phillips Dance Magnet Program. Part of the semester is spent working with a local Dance company and performing in the annual "3 in Motion" Dance performance (this year scheduled for Feb. 6 at Dr. Phillips as part of United Arts of Central Florida ArtsFest).

-Every summer, the Valencia Summer Dance Institute (VSDI) is offered, a four-week Dance program designed for 20-25 ninth-twelfth grade students to come to Valencia (by audition) and study dance.

- In February 2009, through Perkins Camps funding, there was a High School Arts & Entertainment Day, where 150 high school students from Orange and Osecola counties were bused to the East campus to take a tour of facilities, get a presentation from Transitions, and enjoy a sample of our Arts & Entertainment programs.

- Scheduled for February 26, 2010, there will be 450 High School students in attendance for our High School Arts & Entertainment Day.

-In May 2009, through Perkins Camps funding, a Film Camp was hosted for three consecutive Saturdays from 8:30 a.m.-12:30 p.m. Averaging 35 students per Saturday session, students got a taste of the Film program, equipment, Film history, career paths, the Digital Media industry, and the chance to make a short film. Students were from Orange and Osceola counties and were primarily comprised of the Dr. Phillips High School Film Magnet Program (accompanied by their teacher, Dr. Eliott Schwartz).

-This year, the Film Camp will expand to four Saturdays in May based on student feedback. We expect to have 40 students per session.

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- This Spring, Dual Enrollment FIL2100 (Introduction to Screenwriting) is being offered at Colonial High School for the first time. This partnership will support their TV Production program and their interest in paving the way for students to enter into our Film Program.



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Refine plans for and launch the Collegiate Academy - Jackie Cole

Person(s) consulted in obtaining information about the status of this initiative: Mike Bosley


Lake Nona High School and the Collegiate Academy opened in the fall of 2009. Lake Nona currently has 800 high school students. Of that number, the Collegiate Academy began with 33 sophomores and juniors who took SLS 1122 Student Success. An additional 50 freshmen were selected for the Academy, and in the fall they took a course on test taking skills (taught by a high school math instructor), and ended the course with the administration of the CPT. These students are taking the SLS class in the spring of this year (2010). Going forward, this will be the standard entry process - new students from the freshman class will begin the college courses in the spring of the freshman year.

Two additional courses are also being offered this spring for those upper classmen who took SLS in the fall. The program will continue to roll out according to a planned format of course offerings.

An academic counselor has been added by VCC at the high school to support the educational planning for the students in the Academy. With so many tracks and state institutions to consider, there is a real need to individualize programs for each student.


Recruiting continues for the next academic year, and applications are already being accepted. They will be visiting the 8th grade schools that feed into the school, targeting especially those students taking the math/geometry sequence, for these courses will be important elements in preparation for one of the degree tracks.

Lake Nona and Orange County Public Schools (OCPS) have submitted a proposal which is a part of the Race to the Top initiative. The proposal is to create and deliver a Summer Institute which will focus on (1) working with faculty to help them better understand and teach the developmental education initiatives included in SB1908, and (2) helping students become better prepared to take standardized tests. The hope is that parts of the program may later be repackaged and rolled out to other schools, particularly those with a high number of border-line performing students who may who may be encouraged to raise their GPA’s and participate in some acceleration mechanism for college .

Curricular alignment will be an on-going process of refinement and revision. With changes in the educational landscape of the community, there will also be constant adjusting to meet those needs.

Any data or results that can be shared that reveal how those involved with this initiative are gauging the success of the initiative:

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Enrollments: There are currently 83 students in the Academy. The plan is to accept 50 new students each fall until they reach an enrollment cap of 250.

Persistence and progression to degree: The plan is to keep this number at 80% or above.

Maintenance of grade point averages: Students must maintain a 3.0 CGPA for all of their high school work to remain eligible for participation in the academy. For the fall, all students in the Academy maintained the required minimum 3.0 CGPA and are continuing into the spring dual enrollment courses scheduled at the high school campus.

Expanded offerings: On a larger scale, the high school is committed to having every student in the school complete at least one college course before graduation through any of the various accelerated learning mechanisms available.

More information is available at the following sites:

http://valenciacc.edu/lakenona/

https://www.ocps.net/lc/southeast/hln/AC/programs/Pages/coll_academy.aspx

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https://www.ocps.net/lc/southeast/hln/AC/programs/Pages/coll_academy.aspx

http://valenciacc.edu/lakenona/

Initiative #15 – Statewide Articulation & Industry Certification (21st Century Skills Initiative) – Kimberly Finley

Prepared by: LeSena JonesPerson(s) consulted in obtaining information about the status of this initiative:Falecia Williams and LeSena Jones


We currently have two statewide articulation agreements for our A.S. degree programs that are based on industry certification: Cisco (CCNA) certification for our Computer Engineering program and Certified Horticulture Professional (CHP) for our Landscape and Horticulture program. These were developed last year.


We are in the process of developing 22 additional statewide articulation agreements for our A.S. degree programs that are based on industry certification: five for Computer Information Technology, two for Computer Programming and Analysis, one for Graphics Technology, one for Building Construction Technology, two for Electronics Engineering Technology, five for Computer Engineering Technology, one for Drafting and Design Technology, one for Office Administration, two for Culinary Management and two for Restaurant and Food Service Management. These should be approved by the state sometime this spring.


The two agreements that we currently have in place are too new to gauge their success at this point in time.

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Initiative #17 – Alternative Delivery - Adriana RodriguezInitiative Name: #17 Alternative DeliveryPerson(s) consulted in obtaining information about the status of this initiative

Kurt Ewen

Prepared by: Adriana B. Rodriguez

Initiative Report

Mission of the Alternative: Operationalize the college-wide vision and mission statement for Alternative Delivery based on the approved “Alternative Delivery Standards Plan”

Objectives Increase the online enrollment rate which is currently 20%

Increase the enrollment capacity by offering hybrid courses.

Eliminate bottlenecks in the curricular map by offering critical classes in different delivery modes, including hybrid and online courses.

Increase efficiencies in terms of space utilization (building) and cost associates.

Strategic Goal impacted: Build PathwaysTimeline: Planning PhaseStart: Spring 2010Current Status On timeUnits involve OIT and ALSTeam members: Faculty Association Academic Affairs

Learning Technology & Alternative Delivery

Office of Faculty Develop and Administration


The “Alternative Delivery Standards Plans” was created by a diverse group of faculty, deans and administrators to establish the standards, policies and procedures that will govern Alternative Delivery at Valencia Community College. This document represents the next phase of the alternative delivery initiative by creating a committee responsible for the oversight of the college-wide vision and mission statement for alternative delivery and for the development and review of polices & and procedures for Alternative Delivery. This document is scheduled to be approved by the end of Spring 2010.

See also the separate Excel sheet from Nemir Matos-Cintron, and the report under Initiative 9 on pages 15 and 16 of this document.

Goal Team 1 Comments – Feb 11

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What is the ultimate goal? 100% availability? Something else? Can we add a list of the courses currently being offered?

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Initiative #18 – CLAS Graduation Requirements – Karen Borglum

Person(s) consulted in obtaining information about the status of this initiative:Sonya Joseph and Cynthia Cerrato


Florida Statute 1008.29 “College-Level communications and mathematics skills examination (CLAST)” was not funded for 2009-2010, and the requirement to pass the CLAST is order to be awarded an AA degree has been repealed by the Legislature as of July 1, 2009. However, demonstrating College Level Academic Skills (CLAS) is still a graduation requirement. A team of people (Cynthia Cerrato, Sonya Joseph, Lee Graubner, Elizabeth Morrison, and Karen Borglum) have worked to put a new process into practice to help students understand how they can meet the CLAS requirements.Students must meet the CLAS graduation requirements in one of the three ways listed below.

(1) Achieve a grade point average of 2.5 or above on a 4.0 grade scale in selected postsecondary level courses at Florida public institutions and non-public institutions on the Statewide Course Numbering System, pursuant to Section 1007.24(7), F.S.

(a) To meet the College Level Academic Skills requirements in communication, a student must earn a 2.5 grade point average in a combination of at least one (1) course with the ENC prefix and any other course, exclusive of those with the SPC prefix, that is designated as a Gordon Rule writing course pursuant to the requirements of paragraph 6A-10.030(2)(a), F.A.C. Course prefixes are assigned in accordance with Section 1007.24, F.S.

(b) To meet the College Level Academic Skills requirements in computation, a student must earn a 2.5 grade point average in any combination of two (2) courses from the list below:

1. Any MAC course with the last three (3) digits of 102 or higher;2. MGFX106 – Liberal Arts Mathematics I;3. MGFX107 – Liberal Arts Mathematics II;4. MGFX113 – Topics in College Mathematics I;5. MGFX114 – Topics in College Mathematics II;6. MGFX118 – Mathematics for CLAST Review;7. Any MGF course with last three (3) digits of 202 or higher;8. Any Gordon Rule statistics course;9. Any mathematics course that has College Algebra (MACX105 as a prerequisite).(c) Credits granted in accordance with the Articulation Coordinating Committee

Credit-By-Examination Equivalencies shall be substituted for the courses specified above. If a student earns credit by examination for two (2) courses the requirement will be considered to be met. If a student earns credit by examination for one (1) course no grade will be assigned for that course. The 2.5 grade point calculation will be based solely on grades earned in courses completed at an institution.(2)

Skill Area Required Score on ExaminationReading ○ 500 or above on the SAT Critical Reading portion taken

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after February 2005○ 500 or above on the Verbal section of the recentered SAT I taken prior to March 2005○ 421 or above (non-recentered score) on the Verbal section of the SAT I taken prior to March 2005○ 22 or above on the ACT program in Reading○ 20 or above on the Composite of the ACT taken prior to October 1989○ 93 or above on the ACCUPLACER Reading Comprehension Examination

English Language and Essay

○ 500 or above on the SAT Writing portion taken after February 2005○ 500 or above on the Verbal section of the recentered SAT I taken prior to March 2005○ 421 or above (non-recentered score) on the Verbal section of the SAT I taken prior to March 2005○ 21 or above on the ACT program in English○ 21 or above on the ACT program in English/Writing (English with Essay component)○ 20 or above on the Composite of the ACT taken prior to October 1989○ 105 or above on the ACCUPLACER Sentence Skills Examination

Computation ○ 500 or above on the SAT Mathematics portion taken after February 2005○ 500 or above on the Mathematics section of the recentered SAT I taken prior to March 2005○ 473 or above (non-recentered score) on the Mathematics section of the SAT I taken prior to March 2005○ 21 or above on the ACT program in Mathematics○ 21 or above on the ACT taken prior to October 1989○ 91 or above on the ACCUPLACER Elementary Algebra examination

Senate Bill 1676 section 20; subsection 12 (d) states that “Any student who has taken the authorized examinations and has not achieved a passing score, but has otherwise demonstrated proficiency in coursework in the same subject area, may request a waiver from the examination requirement. Waivers shall be considered only after the students have been provided test accommodations or other administrative adjustments to permit the accurate measurement of the student’s proficiency in the subject areas measured by the authorized examinations. The committee shall consider the student’s educational records and other evidence as to whether the student should be able to pass the authorized examinations.”(3) Prior to appealing for a waiver, the next steps for students not meeting these competencies (these steps are to be completed in specified order; if the student does not meet the CLAS requirements then he/she moves on to the next option until requirements are met):

1. Student takes the CLAS math tutorial and completes the final exam with an 80%.

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a. Student goes to the Assessment Center (East, West, Osceola) and asks for the Course ID for the CLAS tutorial.

b. Student logs onto www.coursecompass.com and follows instructions to purchase the access code for My Math Lab ($60.30); if student cannot pay for the course with a credit card online, he/she can go to any Bookstore and purchase the My Math Lab for CLAS access code.

c. Student enters access code and Course ID code (received from Assessment Office).

d. Student completes all tutorials and takes practice quizzes at end of each area. Student prints out the practice quizzes for “proof of review” to give to Assessment Center.

e. Student completes the practice CLAS review final exam. f. When a student is ready, he/she goes to an Assessment Center (East, West,

Osceola), provides the documentation of review (practice quizzes), and takes the CLAS review final exam. Student must score 80% or higher in order to pass the final exam. A student can attempt the final exam 2 times; he/she must wait one week and review the items missed before attempting the test a second time. The deadline to take and pass the final exam is the “Grades Due” deadline for each term.

g. If a student completes with an 80% then the Assessment Center will enter the appropriate code in SOATEST.

h. If a student does not pass the final exam, he/she will need to review for and take the CPT.

2. Attempt the CPT after proof of review (materials can be found online at: http://www.valenciacc.edu/assessments/cpt/cptprep.cfm). Students will be allowed to attempt the CPT only 1 time per subtest for CLAS purposes. Students will be charged the retake fee per subtest. Student must score a 91 on Algebra subtest to earn exemption. SOATEST code - 995

3. Apply for exemption from CLAS Waiver Committee. Waiver form online in Atlas under Student Forms channel on Students Tab. Exemption request is to be handed in to Assessment. Assessment staff will time-date stamp and send to Kim Adams, Mail Code: DTC – 4. Deadlines and process is detailed in the exemption document and directions. If waiver approved, SOATEST code – 999.


The Council of Instructional Affairs (CIA) is requesting from the DOE that the state colleges work on common outcomes for MAC 1105, MGF 1106, MGF 1107, and STA 2023, so that we can embed common assessments in those courses to ensure that the course requirement of a 2.0 gpa will satisfy the graduation requirement of competency in computation rather than the 2.5 presently required.


In November of 2006, we had 15 students apply for a (at the time) CLAST waiver. In 2007, we had 33 students apply, and in 2008 we had 53 students apply. The 2009 academic year had 101 applications for a waiver.

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http://www.valenciacc.edu/assessments/cpt/cptprep.cfm

http://www.coursecompass.com/

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Initiative #19 – Program Outcomes and Assessment for all majors – Karen Borglum

Prepared by: Falecia WilliamsPerson(s) consulted in obtaining information about the status of this initiative:Falecia Williams


Development and Vetting Process:

1. Deans, directors, and program chairs with programmatic responsibility for A.A. pre-majors, A.A.S./A.S. degrees, technical certificates, and career certificates were invited to participate in two orientation workshops held on January 30, 2009 and February 27, 2009. Informational strategies and best practices for developing program learning outcomes, curriculum mapping, and assessing learning outcomes were shared by Dr. Karen Borglum, Kurt Ewen, and Dr. Falecia Williams.

2. From March through June 2009, directors and program chairs worked collaboratively with the full-time faculty in each programmatic area to devise program learning outcomes for their area(s) of responsibility. Adjuncts were included in the development of the outcomes at the discretion of the dean, director, and program chair. Directors and program chairs also obtained feedback from their industry advisory committee members regarding the desired learning outcomes for students.

3. The program chairs established their own schedule and processes for engaging the full-time faculty to contribute collectively to this work. In some instances, faculty meetings by programmatic cluster were held, and additional approaches for developing the learning outcomes were shared by Dr. Falecia Williams. In other instances, program chairs and the full-time faculty worked directly with Helen Clarke, Director of the Teaching/Learning Academy, and/or Wendi Dew, Academic Coordinator for Faculty Development to provide guidance in the development of the outcomes. In all instances, this curricular work was led and championed by the faculty.

4. Directors and program chairs vetted the first draft of the program learning outcomes among full-time faculty and their dean(s) to obtain approval by consensus and collaboration. The approved drafts were forwarded to the Workforce Development Office at the end of June 2009 for review.

Review and Feedback Process:

1. Program learning outcomes for A.A.S./A.S. degrees, technical certificates, and career certificates were reviewed between August and October 2009 by Dr. Falecia Williams, Helen Clarke, and Wendi Dew. Program learning outcomes for A.A. pre-majors were reviewed in December 2009 and January 2010 by the same people.

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2. Helen Clarke and Wendi Dew devised a feedback matrix for evaluating measurable learning outcomes as well as a thesaurus of verbs helpful in writing measurable learning outcomes arranged by cognitive levels from Bloom’s Taxonomy. The matrix is available online at http://www.valenciacc.edu/facultydevelopment/resources/. It is designed to provide feedback on the quality of construction of the outcomes for the purposes of assessment and depth of student learning.

3. The directors, program chairs, and deans were provided a feedback matrix based upon the first draft of the learning outcomes for each program within their area(s) of responsibility.

4. During November 2009 through January 2010, the Workforce Development Office convened feedback meetings with the dean(s), program chair(s), and full-time faculty of each programmatic cluster to discuss the feedback matrix, ask clarifying questions, and provide another opportunity for collegial review and refinement of the outcomes.

5. Directors and program chairs were asked to work collaboratively with all appropriate faculty to prepare a final version of program learning outcomes for each program to be submitted by the Workforce Development Office to the Collegewide Curriculum Committee during its February 2010 meeting.

Resolve:Faculty maintain the primary responsibility for curriculum development and assessment. The director, program chair(s), and full-time faculty of each program area have worked diligently and collaboratively and to create cogent program learning outcomes. The outcomes have been vetted and refined based upon Valencia’s criteria for writing measurable learning outcomes.


The Collegewide Curriculum Committee should vote to approve all of the listed program learning outcomes for inclusion in the 2010-11 college catalog, and work on the assessments for these outcomes will begin during the 2010 summer Destinations program.

Any data or results that can be shared that reveals how those involved with this initiative are gauging the success of the initiative.

Not at this time.

Goal Team 2 comments – Feb 11

This links to Goal 2, #3.

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http://www.valenciacc.edu/facultydevelopment/resources/

Initiative #20 – First Year Experience Initiative (FYE) – Adrian Manley

Goal Team: Building PathwaysInitiative Name: Foundations of ExcellencePrepared by: Adrian ManleyPerson(s) consulted in obtaining information about the status of this initiative:Kurt Ewen


The formal elements of the Foundations of Excellence process conclude in May 2009 when the final report (attached) was approved by the College Learning Council

We are currently working on the implement items linked to the 6 themes of our reporto New Students Transitioning Into Valencia

o Coordinated New Student Experience

o Learning

o Data Collection and Dissemination

o Faculty and Professional Development

o Communication

Our implementation plan can be found on page 18 of the report and we have made progress on the following items

o The development and distribution of New Student Philosophy and

Definition

o Standing Committee of the New Student Experience

o Learning Assessment

o The reformulation of the Data Team


The New Student Experience Committee (comprised of a diverse group of faculty staff and administrators) is currently developing a set students that will guide our implementation of the recommendations of the Foundations of Excellence Report.

Any data or results that can be shared that reveals how those involved with this initiative are gauging the success of the initiative: None to report

Goal Team 1 comments – Feb 11

This could link to revamping on-line and in-person orientations.

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Initiative #21 ReportEnterprise Resource Planning System – Jeff Cornett

Submitted by Goal Team One – Jeff Cornett

Enterprise Resource NeedsGoal Team: #1 – Build PathwaysPrepared by: Jeff CornettStrategic Issue from 2006 Situational/Needs Analysis:

Notable internal changes related to Strategic Issue:

Valencia FTE growth has been increasing at a rate of 10-12% per year, while Valencia’s budget has remained relatively flat. The college has cut expenses very strategically, and guided by the principles of collaboration and transparency. So far, we have been able to avoid layoffs. Because of the economy, students are more motivated than ever to complete a college degree. Consequently, our enrollment is increasing and many of our college’s performance measures continue to rise. However, the budget cuts could eventually start to affect our performance and reputation as a premier learning institution.

Notable external changes related to Strategic Issue:

The economic downturn has led to rapidly increasing student demand, while at the same time, cuts in State funding of community colleges including Valencia. This resource issue is more strategically important than ever. College resources (including facilities, student services, and full-time faculty) are not increasing proportional to student growth and demand.

Update(s) suggested to the Issue Statement and/or to the Situational/Needs Analysis narrative:

At the request of Dr. Shugart, senior staff departments have been asked to identify and monitor key indicators of organizational health. An “Enterprise Resource Planning System” is being piloted to record and track several hundred resource measures and performance ratios related to enrollment, revenue, people, technology, facilities, risk management, instructional capacity, and philanthropy. Keith Houck is leading this initiative, and an initial draft of these proposed measures including 5 years of history may be available by the end of February, 2010.

Resources consulted in preparation of update(s):

Keith Houck and his Enterprise Resource Plan committee.

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Initiative #22 – Alignment of AA/AS Curriculum – Karen Borglum

Person(s) consulted in obtaining information about the status of this initiative:Dan Dutkofski and Falecia Williams


On December 6, 2007, the College Curriculum Committee approved the process and procedures for admitting courses into the General Education program (see appendix A). Courses wishing to be placed into General Education now needed to be considered for the AA/AAS/AS programs rather than specifying a specific degree program.

Following this work, an analysis was conducted to determine where there was overlap and discrepancies between the AA/AAS/AS degree programs with regard to General Education courses.

On September 9, 2009 the College Curriculum Committee reviewed the General Education programs of each state college to determine how to align our AA/AAS/AS General Education programs since there has been a discrepancy in courses considered General Education.

On November 12, 2009 a group of Valencia staff (Dan Dutkofski, Catherine Espenscheid, Falecia Williams, and Karen Borglum) met with staff at UCF (Alison Morrison-Shetlar and Craig Tidwell) to review the General Education programs in our AA/AAS/AS degrees. Dr. Morrison-Shetlar asked that our analysis work be sent to her electronically, so that she could share it with her Registrar. It was agreed that after the UCF Registrar reviewed the courses, UCF could help us make some recommendations so that any student who did not earn a degree from Valencia would still be able to earn General Education credit without duplicating or retaking course work.


Dr. Morrison-Shetlar sent back the analysis on February 2, 2010, and we will call the team back together for a review.


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Initiative #23 ReportDevelopmental Education Initiative - Nick Bekas

Person(s) consulted in obtaining information about the status of this initiative:Nick Bekas


Supplemental Learning:Valencia is continuing and growing our Supplemental Learning (SL) program, developed as one of our strategies for Achieving the Dream. SL involves providing a model student who has been previously successful in a specific course to be available outside of class to assist other currently-enrolled students with the course content and to teach a variety of learning strategies such as note taking, test preparation, and study skills to help the students achieve success.

LinC (Learning in Community):Valencia is also continuing and growing our Learning in Community (LinC) program. In LinC, two courses are “linked” together, enrolling the same cohort of students who are taught collaboratively by faculty from different disciplines. The faculty created and implemented three integrated lesson plans.

Bridges to Success (BTS) Program:As part of DEI, Valencia will be expanding the Bridges to Success program. The Bridges Program is a Learning Community that targets at-risk students from a low socio-economic background. An important element in a student’s success at Valencia is the connection with people and services that can assist them when they need it. BTS works within the college to provide services and programs of interest and benefit to our diverse student population. Bridges also provides mentoring and co-curricular experiences focused on improving the success rates of this cohort of students.

Curriculum Mapping, Alignment and College Readiness Infusion:Valencia has committed to aligning and mapping our developmental education courses. As part of the process, faculty will be looking at places where College Readiness Skills, skills that change the learning behaviors of students, can be infused into developmental education course curricula. Our focus will be on five College Readiness Skills: critical thinking, reading, motivation, study skills, and goal setting.


See attached document for College Readiness Infusion Project (follows…)


Separate reports on LinC for each campus have been provided by Nick Bekas.

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Initiative 24 - LifeMap Faculty Project – Joyce Romano


We have been working this Spring with 17 faculty members to develop course specific LifeMap activities that will be incorporated into the discipline courses. This will expand the reach of LifeMap competencies as well as faculty and student engagement. There is a new conversation about expanding one of the Destinations 2010 tracks to incorporate LifeMap strategies.

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Initiative 25 - College Transition Program Initiatives – Jessica Morales


Substantial work is underway. Reports on a variety of College Transition Program Initiatives were provided by Jessica Morales, and are included with the Supplementary Materials on the Big Meeting web site, under her name.

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Initiative 26 – Expansion of the Bridges Program – Joyce Romano


A new position of Director of the Bridges to Success program has been approved and we are in the final stages of the hiring process. The program seeks to add 50 students per year for the next few years so we can grow the program with targeted enrollment. We have expanded the types of classes offered, and have created a new personal development course that is partnered with college preparatory course work to lengthen the Bridges course sequence and cohort time while helping equip students with the skills they need to be college ready.

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ADDED: Initiative #27 Report

Initiative Name: “Two for All” educational initiative for law enforcement and corrections officersPrepared by: Jeff Goltz

Person(s) consulted in obtaining information about the status of this initiative:Joe Lynn Look, James McDonald


An initial meeting was held on 9/23/09 to discuss the potential program components listed below. The next program meeting is scheduled for 2/5/10 to begin the development of the program. Implementation of the program will be in 2011.


Several program options will be explored during the development and planning of this program:

Development of new criminal justice electives in the current program to coincide with some advanced courses at CJI. A mechanism may be set up to award credit by exam for those passing the assessment in those courses, providing all learning outcomes were addressed in assessment.

Experiential credit may be awarded to those with significant workplace experience in specific areas not covered by existing award of credit.

College preparatory skill shops may be implemented to assist those currently in the criminal justice workforce to prepare for college placement tests (CPT).

The idea of adding college credit certificates (CCC) to the program will be explored. Incoming students working toward CCC could delay CPT testing while completing college courses as part of the CCC requirements.

Offering college courses at CJI in hybrid classes in 5 or 8 week formats to assist those in the workforce in attaining the first 6 college hours needed to complete the award of credit requirements for the current CJI agreement.


None at this time.

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ADDED: Initiative #28 Report

Initiative Name: ProbationPrepared by: Cheryl Robinson

Person(s) consulted in obtaining information about the status of this initiative:Joyce Romano and Cheryl Robinson


We have developed a comprehensive plan for probation students. Students are notified via Atlas e-mail after grades are processed notifying them if they are on probation. Included in the e-mail is information about the Probation Pass they can print that outlines the steps they need to take in order to update their student status.

Students must complete and education plan using the My Education Plan LifeMap tool, and answer a questionnaire about their current status and their plans for improving their academic achievement. They then take the education plan and the questionnaire to meet with an advisor and develop a plan for continuing their education and linking to resources.

We often limit the number of credit hours a student can take in order to focus their academic energy. Julie Corderman is working with Institutional Research to develop a report on the success of students after they have met with the advisor and completed a subsequent term. We should have our first data in the Summer 2010 term.

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Attachment K – Summary of Report from Goal Team 1 - 2009-10 (Developed by Susan Kelley)

Goal One: Summary of Progress and Work Underway (October 2010)

Goal 1: Build Pathways Design effective and efficient pathways to learning and educational progress for

students. Create opportunities for students to develop and achieve their personal

aspirations. Develop program options for students that enable them to compete successfully in

the Central Florida economy.

Objective 1.1: Transition to College - Partner with others to increase the college-going rate of students from every high school and the percentage of district high school graduates who apply and enroll at Valencia.

Objective 1.2: Persistence - Increase the percentage of students who persist at Valencia through key academic thresholds.

Objective 1.3: Goal Achievement - Increase the course and program completion rate of Valencia students by decreasing the withdrawal rate.

Objective 1.4: Economic Development - Align plans for the Associate in Arts and Associate in Science degree programs, and the resources to support them, with the economic development needs of the region.

Objective 1.5: Access - Increase access to associate degree and higher programs through university partnerships, scholarships, and financial support, and through the addition of Valencia campuses and locations in growing service district areas that are relatively distant from existing campuses.

The 2009-10 goal team projects that the current and planned activities related to this goal can be expected to “move the needle” toward goal achievement, but noted that restricted funding for facilities and new faculty and staff acts as a constraint. The team established short-term measures that will assist in monitoring progress toward these ultimate aims:

The college-going rate of Orange and Osceola county high school graduates will increase to the higher of either the goal set by the county systems or a rate that is in the upper quartile of Florida K-12 systems

Valencia will maintain its market share of those graduates. The percentage of degree-seeking students who are retained through key thresholds, and

who graduate, will increase to levels that exceed current Valencia performance and that place/maintain Valencia’s ranking in the upper quartile of Florida community colleges for these measures.

The college will document a clear correlation among the economic and workforce development needs and priorities of our service district and the AA and AS programs offered at Valencia.

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College will be accessible to all in our district via campus locations and/or alternative delivery systems, and financial need will not be a barrier to attendance.

Valencia places among the top 5% of community colleges nationally in program completion and graduation rates.


Overview of Selected Efforts to Achieve the Goal

Improving Success on the Pathway to Valencia - Plans are being implemented, many via partnerships with high schools, local communities and other higher education institutions, to increase the number of students reached with the message that “College is Possible.”

Among these are expanded transitions programs and support services to parents, teachers, counselors and students; marketing strategies and tactics (including a new Prospective Student tab on the web site); outreach by deans and provosts; summer camps; an expanded Bridges program; the Career Pathways program; technical program alignment (Perkins); the Direct Connect program that enables students to see a pathway through Valencia to the baccalaureate; a partnership with the City of Orlando to encourage college degree completion in low income neighborhoods; dual enrollment programs and high school academies; the growth of Take Stock in Children; increases to faculty and staff to serve enrollment growth; expansion of on line offerings; expanded access through the addition of buildings and campuses, including Lake Nona and Building 4 at Osceola; and planning for future capital needs.

Improving Success on the Pathway through Valencia - Many efforts aim to improve success as students enter and move through their programs of study at Valencia.

These include increasing usage of LifeMap tools and resources, assisted by the LifeMap marketing campaign and the LifeMap faculty project; the Developmental Education Initiative (DEI), including expanding Supplemental Learning, LinC and Bridges to Success programs; implementing a comprehensive plan for new student success; increasing early registration and conducting registration at orientation; CJI mandatory orientation and the “Two for All” CJI degree initiative; assisting students on academic probation; implementing the withdrawal policy; reducing textbook costs; assisting students in meeting CLAS graduation requirements; and improving student financial literacy.

Also smoothing the pathway are the development of program outcomes and assessments for all majors and for General Education; the alignment of the AA/AS/AAS general education curriculum; infusion of college readiness skills into the developmental education curricula; an expanded International Education program for study abroad and for international students; the expansion of the Honors Program; further development of Distance Learning strategies; implementation of the financial literacy plan (FLIRT); and increased communications with students regarding availability of scholarships.

Improving Success on the Pathway Beyond Associate Degree Achievement - A number of substantial efforts aim to improve student success in achieving the baccalaureate and advancement in the workforce.

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Among these are support for four-year degree pathways for students via the Direct Connect Consortium; plans to add selected four-year degrees at Valencia; implementation of a variety of collegewide STEM (Science, Technology, Engineering and Mathematics) Initiatives; and the alignment of the faculty staffing plan with program needs.

Workforce and economic development initiatives include annual reviews of workforce projections and economic development priorities with a comparison to current and planned program offerings; updates to the AS programs and courses every two years; working with the State Board of Education’s effort to review industry certifications for statewide articulation; development of new security education and training programs, including a new training program with the Transportation Security Administration launched in 2010-11; and industry-based roundtables and forums to identify training and educational needs that Valencia can help to meet.

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Attachment L – Full Draft Report from Goal Team 1 - 2009-10

The report on the following pages was prepared by the team in summer 2010, and reflects information submitted as of October 17, 2010.

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GOAL TEAM ONE – 2009-10 Report to the College – DRAFT Reflects Goal Team Edits as of October 17, 2010

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Goal 1: Build Pathways Design effective and efficient pathways to learning and educational progress for students. Create opportunities for students to develop and achieve their personal aspirations. Develop program options for students that enable them to compete successfully in the

Central Florida economy.


The group decided that there is no need to change the wording of the objective, but that we should collect data on both the number and the percentage, since monitoring both is useful.





2009-10 Goal Team Members

Beverlee Andrews Marjorie McKillopKaren Borglum Jessica MoralesJacquelyn Cole Melissa PedoneJeff Cornett Cathy Penfold NavarroDaryl Davis Jennifer RobertsonKimberly Finley Adriana RodriguezJeffrey Goltz Joyce RomanoGerald Jones Bobbie SartorSonya Joseph Nicole SchnellerMaryke Lee Heidi ShuggJoe Lynn Look Sally WitkampAdrian Manley Also: CPC Co-chairs Amy

Bosley and Susan Kelley

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Long-Term Target: (Identify “where do we want to go, ultimately.”)

Increase the college-going rate of Orange and Osceola county high school graduates to the higher of either the goal set by the county systems or a rate that is in the upper quartile of Florida K-12 systems, and maintain Valencia’s market share of those graduates.

Short Term Targets 1 and 2: (Identify the “What can we bite off in the next three years?”)

1. Implement plans for College Transitions, Enrollment Management, and Marketing and Strategic Communications, and thereby increase the depth of partnerships with the high schools and the number of students reached with our message that “College is Possible.”

2. The college-going rates of Orange and Osceola county high schools will increase incrementally toward the long-term target, between 2010-13.

How will we accomplish this? (Current college programs aligned with this target contained in the goal team report on initiatives.)

Transitions programs, Marketing and Strategic Communications strategies and tactics, outreach by Deans and Provosts, Perkins program alignment, summer camps, Bridges program, registration at orientation.

Suggested Measures: (Identify “How will we know?”)

Compare annual Transitions program participation rates for students and schools. Measure marketing campaign volume and penetration. Track Market share, including the share by ethnicity.Track the annual college-going rate.Capture data on both the number and percentage of high school graduates enrolling at Valencia.

Will the current activities and plans at the college move the needle on this goal? Yes.

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Illustrative List of Activities and Indicators of Progress on Objective 1.1 During 2009-10

Strengthened high school partner and community relationships College Transitions Services offered a wide range of support and information services to high

school students, parents, teachers and counselors in 2009-10. The Valencia web site has been redesigned with a new tab for “Prospective Students.” A new partnership was formed with the City of Orlando to increase college degree attainment of

residents in targeted neighborhoods. A new partnership was formed with the Orlando Housing Authority who was recently successful

in obtaining a HUD Moving to Work grant. SB 1908 work is underway, with a focus on High School level courses that mirror the content of

college-preparatory college courses in math, English and reading in 2009-10 which requires Valencia to provide related CPT testing and to add to our course prerequisite system so that selected high school courses and exit scores count as Valencia course prerequisites.

Through Direct Connect, we are planning with central Florida high school and college partners to build pathways for area students to complete bachelor’s degrees. The 4th Annual Direct Connect Summit on February 17 included sessions on tracking student progression.

The Career Pathways program is a partnership between Orange County Public Schools, The School District of Osceola County, and Valencia Community College. By participating in Career Pathways, high school students have the opportunity to earn Valencia Community College or tech center credits through technical assessments given during high school. Career Pathways helps prepare students for college and employment in selected programs. These areas of study are both challenging and rewarding, and offer students the chance to embrace a concentrated path that leads to specific degree and career goals for today's increasingly competitive and technical workforce.

International EducationSAGE Review Team reviewed history and progress of the three goals of the International Education Plan: Faculty-led trips; Student exchanges; Globalization of the Curriculum. The Review Team, in conjunction with the SAGE Advisory Committee, prepared a 71- page document highlighting recommendations for the future of the International Education Plan.

High School AcademiesIn addition to the dual enrollment programs offered in both Orange and Osceola counties through which students may complete an AA degree, there are two dual enrollment programs with high schools in the Electronics Engineering Technology Program: Lyman High and Wekiva High.

In the arts, Dual Enrollment Dance Class was offered at Dr. Phillips High School, a longstanding partnership as part of the Dr. Phillips Dance Magnet Program. Dual Enrollment Introduction to Screenwriting was offered at Colonial High School. Bringing high school students to East campus in 2010 are the Valencia Summer Dance Institute, a High School Arts and Entertainment Day, and a Film Camp.

Lake Nona Collegiate AcademyAfter opening in Fall 2009, there are currently 83 students in the Academy. The plan is to accept 50 new students each fall until an enrollment cap of 250 is reached. An academic counselor has been added by Valencia at the high school to support the educational planning for the students in the Academy. With many tracks and state institutions to consider, there is a need to individualize programs for each student.

(CLAS Graduation Requirements – moved to 1.3)

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List of Major Activities Planned for Objective 1.1 During 2010-11

Strengthened High School/Partner Relationships (Contact: Linda Downing)College Transitions Services will continue to offer extensive programming and services in the schools.Bridges to Success program is expanding by 50 new students per year through 2012 when we will have 400 new students. Take Stock in Children is growing its enrollment as foundation funding allows. With 20 new students in 2009-10, and 15 new students planned for 2010-11. The program has 65 students. Direct Connect work is deepening to include a new Data Working Group and Resources Working Group, focused on building systems that enable the partners to answer critical questions about student progression and success, and on collaborating on grants to attract needed resources.

International Education (Contact: Karen Borglum)A timeline and guidelines for international trips led by faculty will be developed, and a federal grant from the U. S. Department of Education was received in July 2010 to assist. Student study abroad will increase by 10 per year in the next 5 years. International advisors currently on staff will work with in bound students. Staff training in scholarship resources will be provided. A plan to market available opportunities to our students will be developed, and assistance provided with the acceptance process. Articulation agreements with appropriate institutions will be pursued. A Director of Study Abroad and Global Experiences will be hired to lead the work. Also, a program goal has been set of recruiting 100 new international students annually.

Lake Nona Collegiate Academy Expansion (Contact: Mike Bosley)Recruiting for the Lake Nona Collegiate Academy continues, with the aim of enrolling 133 in Fall 2010.

Define Pathways, Invite Discussion, Expand Agreements (Contacts: Kaye Walter and Jean Marie Fuhrman)The CLC will commission a group to write a paper on pathways, noting that we have been following a five-year Direct Connect plan, summarizing that in two pages and sharing widely for comment. Also, a written document should address the distinction between “pathways” and “articulation,” with input from deans. Note that while we have more articulation agreements, they are institution-centered. They are not pathways, but depict one road that could be followed. The college needs to address how we can market those roads, and support and help students in traveling them. A pathway implies a guaranteed seat, not just mobility of credit. We need to renew agreements with the Historically Black Colleges and Universities (HCBU’s) and create new ones with Christian colleges.

Convene a Conversation on Who Is Not Being Served (Contact: Sandy Shugart)A conversation will be convened either through DEI or through the College Planning Council to address who we are not serving, and why, and to explore how serving differs from enrolling. (See more below, under Challenges section.)

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List of Significant Challenges or Opportunities Anticipated Related to Objective 1.1

Partnership PlansWe need to develop a comprehensive high school and community partnership plan so that we can seek grant and other partnership opportunities consistent with the plan. Mentors are always needed to support this initiative and recruiting mentors is an ongoing task.

Articulation and Pathways

Links to data that support the report on Objective 1.1

High School Market Share and High School Graduate ReportsThere are two standard, annual institutional reports which provide longitudinal feedback on progress in these plans in terms of student transition from high school and success at Valencia. They are: High School Market Share and High School Graduate Report.

High school market share of 2009 high school graduates that enrolled in Valencia in Fall 2009 increased slightly to 30.8 %. This report can be broken out by ethnicity.

The High School Graduate Report provides data by county and by high school on numbers of students enrolled, dual enrollment students, honors program enrollment, scholarships awarded, remediation rates in English, math and reading, college-ready students, tech prep students, first term grade point average and Spring term retention, Presidents/Deans list and overall attendance and graduates.

The Office of Marketing and Strategic Communications can provide a report on market campaign volume and the penetration of the college’s advertising campaigns, including information about our use of social networking, which has increased considerably in 2009-10.

Transitions Program ParticipationThe Office of Transitions Programs can provide annual Transitions program participation rates for students and schools.

International Student DataInternational Student Data meetings have been held since December 2008 to identify and develop reports needed to track and report progress for international students. Reports under development include: Inquiry to Enrollment, Application to I-20, International Student Characteristics, International Student Enrollment Summary, International Student Contact Information by Campus and Term, and International Student Persistence, Progression and Graduation.

The Fall 2009 International Student Characteristics Report and International Student Enrollment Summary Report indicate that there are 160 new students (60 “SEVIS” and 100 “Non-SEVIS”) and 634 returning students for a total of 794 international students. Of those, 350 are “SEVIS” students (F, J and M visas) and 444 are “Non SEVIS” students (all other visa types.) Further details of their characteristics are available in the full report. 180 international students on F-1 visas enrolled in courses offered by Valencia Enterprises in 2009.

College-going rateState reports are available on attendance at Florida public and private (ICUF )colleges. In 2008, the State rate was 56.1%, Orange was 54% and Osceola was 46%).

VeteransData are available on the enrollment of veterans (Check with Debra Delaney about any data on their persistence.)

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Partnership PlansWe need to develop a comprehensive high school and community partnership plan so that we can seek grant and other partnership opportunities consistent with the plan. Mentors are always needed to support this initiative and recruiting mentors is an ongoing task.

Articulation and Pathways


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Increase the percentage of degree-seeking students who are retained through key thresholds, and who graduate, to levels that exceed current Valencia performance and that place/maintain Valencia’s ranking in the upper quartile of Florida community colleges for these measures.

(Key thresholds are retention from Fall to Spring, and Fall to Fall, and achievement of 15, 30, and 45 credit hours within one, three, and four years, and degree completion within four years.)

Short Term Target: (Identify the “What can we bite off in the next three years?”)

Valencia’s measures on each of the key thresholds noted above will increase incrementally between 2010 and 2013.


Increase usage of LifeMap tools and resources, the Developmental Education Initiative (DEI), the Foundations of Excellence in the First Year plan, plans to increase early registration, orientation, and CJI mandatory orientation.


- Track the percentage of students in each cohort who complete programs and who graduate each year- Track the percentage of students in each cohort who complete the developmental education sequence

Will the current activities and plans at the college move the needle on this goal?

Yes.


LifeMap: Continued Development- Offices of Marketing, Information Technology, Academic Affairs, and Student Affairs collaborated on the development of the new Lifemap Marketing campaign implemented in December 2009/January 2010. - In Spring 2010, a LifeMap Faculty Project was launched through which faculty are learning the conceptual framework of LifeMap and the systems that support it. They have designed a learning opportunity for students about LifeMap which is embedded into their class.

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LifeMap: Continued Development- Offices of Marketing, Information Technology, Academic Affairs, and Student Affairs collaborated on the development of the new Lifemap Marketing campaign implemented in December 2009/January 2010. - In Spring 2010, a LifeMap Faculty Project was launched through which faculty are learning the conceptual framework of LifeMap and the systems that support it. They have designed a learning opportunity for students about LifeMap which is embedded into their class.

(2009-10 Activities - Continued)

Curriculum Mapping, Alignment and College Readiness Infusion:Valencia has committed to aligning and mapping our developmental education courses. As part of the process, faculty began to examine how college readiness skills that change the learning behaviors of students can best be infused into developmental education course curricula. Our focus is on five College Readiness Skills: critical thinking, reading, motivation, study skills, and goal setting.

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List of Major Activities Planned for Objective 1.2 for 2010-11

LifeMap: Continued Development (Contact: Joyce Romano)A summary of progress to date and the use of technologies in support of LifeMap will be produced. Additional promotions of LifeMap to students are planned, and student usage of web tools will be tracked. Students and faculty recognition of and understanding of LifeMap will be assessed via surveys or other means. LifeMap will be included in Destinations (faculty development) as part of the Student Success track. Seventeen faculty developed course-specific LifeMap activities in Spring 2010, and these will be embedded in the courses.

Program Outcomes and Assessments for All Majors (Contact: Karen Borglum and Kurt Ewen)The program learning outcomes for all majors will be in the 2010-11 college catalog. The development of assessments for these outcomes began during the 2010 summer Destinations faculty development program, for implementation in 2010-11. (Note this links to Goal 2, objective 3.)

First Year Experience – Sonya Joseph and Kurt Ewen are developing a report which will be presented at the the August College Learning Council meeting. Once approved, it will be available for review.

Developmental Education Initiative (DEI) (Contact: Karen Borglum and Nick Bekas)A College Readiness Infusion Project will be launched in 2010-11.

Academic Probation (Contact: Jean Marie Fuhrman and Lisa Macon)Research will be conducted in concert with the Office of Institutional Research on the success of students after they have completed the steps provided to assist them in upgrading their status and achievement, and after they have completed a subsequent term. The first data is expected to be available at the end of the Summer 2010 term.

(2009-10 Activities - Continued)

Curriculum Mapping, Alignment and College Readiness Infusion:Valencia has committed to aligning and mapping our developmental education courses. As part of the process, faculty began to examine how college readiness skills that change the learning behaviors of students can best be infused into developmental education course curricula. Our focus is on five College Readiness Skills: critical thinking, reading, motivation, study skills, and goal setting.

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How can LifeMap tools be further developed? How can we continue to develop our use of technology in supporting LifeMap goals, while maintaining personal service? Can LifeMap connect to achieving key thresholds and celebrating those achievements?


Achieving Key ThresholdsIR provides data for cohorts at the key thresholds named: retention from Fall to Spring, and Fall to Fall, and achievement of 15, 30, and 45 credit hours within one, three, and four years, and degree completion within four years.

Program and Developmental Education CompletionIR can provide reports on the percentage of students in each cohort who complete programs and who graduate, and who complete the developmental education sequence.

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Increase the program completion and graduation rates to a level that places Valencia among the top 5% of community colleges nationally.


1. The program completion and graduation rates will increase incrementally between 2010-13.

2. The percentage of students who complete the developmental education sequence in two years will increase by 2013.


Implement the withdrawal policy, increase usage of LifeMap tools and resources, the Developmental Education Initiative (DEI), the Foundations of Excellence in the First Year plan, plans to increase early registration via orientation, and CJI mandatory orientation.


- Track the percentage of students in each entering cohort who complete programs and who graduate each year- Track the percentage of students in each entering cohort who complete the developmental education sequence- Track course completion rates, successful course completion rates, and withdrawal rates, measured each term for all targeted courses and for all courses in aggregate.- Analyze qualitative data obtained from focus groups with students who withdraw.- Create a means to track and report withdrawal and changes in the reasons that students withdraw.


Yes.

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Student Financial LiteracyLifeMap, My Financial Planner, was created, and Financial Literacy 101 is now offered to students, with over 900 students having registered and completed assignments (at least partially). This was introduced to Student Success Faculty for use in SLS classes. The Financial Learning Initiative & Research Team (FLIRT) was created, and it conducted a student survey on financial learning in the Fall 2009 semester (2200+ Responses), and presented programs to the LinC students and through Skillshops. The Office of Financial Aid created a Financial Learning Resource page to be transferred and upgraded to the FLIRT.

Withdrawal PolicyThe withdrawal policy has gone through many phases of input from faculty and staff over a few years. A final version of the revised policy has been developed and included in the 2010-2011 College Catalog. It will be implemented in Fall 2010.

CLAS Graduation RequirementsBecause demonstrating College Level Academic Skills (CLAS) is a graduation requirement, a team worked to put a new process into practice to help students understand how they can meet the CLAS requirements.


We need to know more about why students withdraw in order to determine what aspects of their decision are under our influence.


Student Financial Literacy (Contact: Brad Honious)

Planning a Financial Learning week in collaboration with Student Development Piloting a Financial Learning Ambassador program at Osceola Campus Create an online clearinghouse for faculty including financial learning resources, presentations, and a

speakers bureau (in conjunction with the Valencia Alumni and Community Relations office)

Withdrawal Policy (Contact: Jean Marie Fuhrman and Lisa Macon) Implement the new withdrawal policy and gather data on student withdrawal in 2010-11. Conduct focus groups with students who withdraw.

Enterprise Resource Planning (Contact: Keith Houck) Data from the 2010 pilot within the Administrative Services Division have been shared with the President,

and a decision will be made regarding how the initiative will move forward.

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Course and program completion; GraduationIR will provide information on the percentage of students in each entering cohort who complete programs and who graduate each year; the percentage of students in each entering cohort who complete the developmental education sequence; and course completion rates, successful course completion rates, and withdrawal rates, measured each term for all courses.

Financial LiteracyThe Office of Financial Aid has reports on participation in the FLIRT program and on the increases in financial aid awards and amounts awarded.

Note regarding withdrawal: It is likely that the faculty team working on implementing the policy will request data in the year ahead.

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The college will document a clear correlation among the economic and workforce development needs and priorities of our service district and the AA and AS programs offered at Valencia.


1. Increase articulation of programs to the baccalaureate level (for example, architecture) via Direct Connect and other partnerships.

2. Create or strengthen the program identities and clusters at our campuses and centers (for example, arts and entertainment on East, architecture and engineering on West).


Update the AS programs and courses every two years. Conduct an annual review of workforce projections and economic development priorities and compare to program offerings current and planned. Implement STEM initiatives. Align faculty staffing plan with program needs.


An annual qualitative review will demonstrate the correlation of our programs with community workforce and economic development needs.


Yes.

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Statewide articulation and industry certificationAs of June 2010, the State Board of Education has approved 85 Statewide Career and Technical Education Articulation Agreements which are based on industry certification. Of the 85 approved agreements, 40 are applicable to A.A.S./A.S. degrees at Valencia. The State Board of Education is engaged in an ongoing process of vetting industry certifications for statewide articulation. This effort supports the Department’s Next Generation Focus Area 3 which is charged “to expand opportunities for postsecondary degrees and certificates” (http://www.fldoe.org/workforce/dwdframe/artic_frame.asp).


Work is on-going in several areas of security education and training, with the potential for new credit and non-credit courses and training opportunities under study. A new training program with the Transportation Security Administration is being launched in 10-11.

Industry-based roundtables and forums will continue to be held in 2010-11 to identify training and educational needs that Valencia can help to meet.

As noted in objective 1.1, the college will apply for approval to add baccalaureate degrees in targeted health and technology important to business and industry, in which students can find employment, and in cases in which the degrees are no longer to be offered by UCF.


- The AS program viability studies currently provide labor data for existing programs. These should be expanded to tell the story of the program, with a communication plan for each industry. Also, we need to project programs that don’t exist and for which there are workforce needs. This connects to the community and our profile, and what they need to know about us.

- We need to move beyond the AS model alone to incorporate AA programs that articulate to baccalaureate opportunities that meet economic development needs.

https://webmail.valenciacc.edu/owa/redir.aspx?C=b542b0802af74f30abbf8943d493d174&URL=http%3A%2F%2Fwww.fldoe.org%2Fworkforce%2Fdwdframe%2Fartic_frame.asp

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Alignment with workforce and economic development needsThe program review process and the enrollment management plan may evolve in 2010-11 to provide information for an annual qualitative review that will demonstrate the correlation of our programs with community workforce and economic development needs.

Promoting Campus ProgramsThe Office of Marketing and Strategic Communications can provide data on advertising and other tactics that promote the campus-specific programs, such as the arts on East.

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Short Term Targets 1, 2 and 3: (Identify the “What can we bite off in the next three years?”)

1. Maintain existing and add new articulation agreements and partnerships.

2. Increase scholarship funds raised and decrease the amount of scholarship dollars not awarded.

3. Expand capacity in line with the enrollment plan.


- Implement the Honors Program plan and the Direct Connect program.- Implement the financial literacy plan (FLIRT).- Increase/improve communications with students regarding availability of scholarships.- Add buildings and campuses, including Lake Nona and Building 4 at Osceola.- Increase staff to serve enrollment growth.- Expand on line offerings.- “Two for All” CJI degree initiative


- Track Honors Program growth and the Direct Connect program measures- Track total college square footage- Track on line offerings- Track scholarship funds available, awarded, and not awarded.- Track faculty/staff and annual FTE growth.


Yes, although capacity will be constrained to the extent that facilities funds are not made available and by the extent to which funding for new faculty and staff is available.

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Adding Baccalaureate Degrees – A formal Letter of Intent was submitted for Valencia to offer selected bachelor’s degrees. If approved by the state and by SACS, we could begin offering the programs in Electrical Engineering Technology and Radiologic Sciences in the fall of 2011.

New Campuses and Facilities - The college in June 2010 is closing on approximately 25 acres for a Southeast Campus adjacent to Lake Nona High School. A campus facilities master plan and academic plan has been drafted. The Campus should consist of buildings and 250,000 square feet of academic space, eventually serving 8,500 students. The first building will be an 80,000 square foot academic facility.

In advance of constructing our own facility, Valencia will begin offering classes at Lake Nona High School in August 2010, in fulfillment of an enrollment plan for the location. AA students will be offered Student Success, English, College Algebra, Chemistry, Biology, Psychology and Humanities. The capacity is approximately 679 seats and the courses will be offered in the afternoon and evening. These courses will complement those being offered in the Collegiate Academy program at Lake Nona High School.

Building 4 for Osceola Campus was funded by the 2010 Legislature.

Honors College - A new Honors Director was hired in the fall of 2009, and after broad consultation, a group of Honors faculty and staff are designing a new Honors College.

Articulation Agreements - During 2009 eight new articulation agreements were signed or updated: Barry University, Belhaven University, Columbia College, Embry Riddle (updated) Heidlberg College and Heidelberg Honors College, Mountain State (updated) and Mountain State in Nursing. These agreements create pathways for students transferring to a private institution with an Associate of Arts degree and certain Associate of Science degrees. Students can access the link to all articulation agreements at http://www.valenciacc.edu/aadegrees/CollegeList.cfm

On-Campus Baccalaureate Options – UCF Baccalaureate programs are now being offered at the University Center on West Campus. Guiding principles were developed for enrollment planning for this partnership which are aligned with Valencia’s vision and mission. (A series of outcomes with measurements were drafted in 2006 for the partnership.) Also, a student can complete a degree program at Osceola in the following UCF degree majors: Bachelor of Applied Science; Bachelor of Business Administration; Elementary Education; Interdisciplinary Studies; and Psychology. Alternative Delivery - The “Alternative Delivery Standards Plans,” created by a diverse group of faculty, deans and administrators, established the standards, policies and procedures that govern Alternative Delivery at Valencia. The document has been approved by the College Learning Council, and it creates a committee responsible for the oversight of the college-wide vision and mission statement for alternative delivery and for the development and review of policies and procedures for alternative delivery. Enterprise Resource Planning - An “Enterprise Resource Planning System” was piloted within Administrative Services to record and track resource measures and performance ratios. An initial draft of these proposed measures including five years of history was made available to the President.


Lake Nona (Contact: Mike Bosley)- The college will break ground on the first building at the Lake Nona campus in Fall 2010, and it will be completed for start of classes in Fall 2012.

Osceola Building 4 (Contact: Helene Loiselle)- Building 4 will be designed in 2010-11, with architect selection in summer 2010.

http://www.valenciacc.edu/aadegrees/CollegeList.cfm

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Lake Nona (Contact: Mike Bosley)- The college will break ground on the first building at the Lake Nona campus in Fall 2010, and it will be completed for start of classes in Fall 2012.

Osceola Building 4 (Contact: Helene Loiselle)- Building 4 will be designed in 2010-11, with architect selection in summer 2010.


Articulation agreements - We have asked our non-SUS partners to share matriculation data, and the only partner who has responded to date is Mountain State University. Can we and should we add other partnerships that are similar to DirectConnect with UCF?

On line offerings – As these grow, we must maintain and demonstrate quality. We should focus on an enrollment plan, faculty development, technical support, and resources to support professional development for faculty delivering on line. The college plan must also address the comfort level of faculty, certification, and coordination and strategic planning of on line learning.

Facilities and Access – Should we offer off-campus courses in facilities not owned by Valencia to reach all corners of our service district?


Enrollment, program, faculty/staff growthIR can provide information on annual Honors Program growth, the Direct Connect program measures, on line offerings, and faculty/staff and annual FTE growth.

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Enrollment, program, faculty/staff growthIR can provide information on annual Honors Program growth, the Direct Connect program measures, on line offerings, and faculty/staff and annual FTE growth.

Attachment M – Weave Online Report on Goal 1 – November 17, 2010

A print out of a PDF file containing all entries into the WEAVE Online system that have been linked to goal 1 is attached.

Weave report from Kurt will be inserted here.

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Documents

DRAFT · Web viewReview the original objectives developed for each goal, interpret progress data from 2010-11, review any updates on strategic issues, draft a list of major projects