LifeMap 2.0:An Essential Competency of

a Valencia Educator

Wendi Dew, Director of Faculty and Instructional DevelopmentDr. Joyce Romano, Vice President for Student Affairs

Workshop Outcomes

Explore the history and conceptual frameworks of LifeMap at Valencia

Examine benefits, opportunities, and challenges of creating a similar faculty development program for your institution

Generate ideas for adapting the LifeMap model for your college

Develop a blueprint to build successful collaborations between academic affairs and student affairs at your institution in order to improve student learning and student success 

East Campus

Winter Park Campus

Criminal Justice Institute

Sand Lake Center

Osceola Campus

West Campus

Valencia College

Lake Nona

LIFEMAP: Mission Statement

A system of shared responsibilities between students and the college that results in social and academic integration, education and career plans, and the acquisition of study and life skills.

LIFEMAPsm:Ideal Model of Student Progression

College Transition

Introduction to College

Progression to Degree

Graduation Transition

Life Long Learning

Each LIFEMAPsm Stage

Outcomes

Success Indicators

Guiding Principles

Programs and Services

http://valenciacollege.edu/LifeMap

Connection and DirectionStudents are more likely to persist if they: Feel safe, welcome, respected, and acknowledged

omake social as well as academic connections

ohold and sense from others a belief in their potential

Are both challenged and supported academically

ocan link new learning to prior knowledge

oengage actively in their learning

ohave multiple opportunities to give and receive constructive feedback

Have a plan for completion

A As AS aS S

Conceptual Model

Goal: Student Self-Sufficiency

A = Advisor/FacultyS= Student

LIFEMAPsm

Valencia’s Developmental Advising System –

The “brand name” that:describes to students what they should do and when.

links all of the services/program/activities that form the developmental advising system.

describes to faculty and staff how they contribute and participate with students in developmental advising

presents to students visual cues in the physical college environment as to where they can obtain different forms of assistance towards their career/educational goals.

links together written publications that are designed to assist students in achieving their career/educational goals.

Promotional marketing campaign of LIFEMap

LifeMap in Atlas

Me in the Making (meinthemaking.com)

My LifeMap taboLifeMap stages and resourcesoLifeMap tools

oMy Career PlanneroMy Educational PlanoMy PortfoliooMy Financial PlanoMy Job Prospects

The Faculty Perspective

A student-centered approach that fosters advising alliances among students, faculty, and other college professionals

Developed through mutual trust, shared responsibilities, and commitment to helping students to identify, clarify, and realize their personal, academic, career, and life goals

An ongoing growth process that assists students in the exploration, clarification, communication, and implementation of realistic choices

The Faculty Perspective

LifeMap…

o is based on the student’s self-awareness of abilities, interests, and values;

o results in social and academic integration, educational and career plans, and acquisition of study and life skills.

Professor Helen Clarke, English

Faculty Development ProgramA College within a College

Build the capacity of the college to improve student learning

Support all faculty members as they expand their professional practices and examine their ongoing development in the Essential Competencies.

Instrument for change for the individual, the student, and the institution

Creates a place where faculty learning contributes to the greater success of students, faculty, and the institution.

Our ultimate goal together…to improve student learning

Professional Learning Cycle:

3 Ways of Learning

SHARE

COLLEAGUES

2

Ideas/Literature onTEACHING/LEARNING

3

1

LEARN

USE

REFLECT

ASSESS

Adapted from Dee Fink & Associates

Curriculum Courses and Programs

Collaboratively designed and implemented by Valencia experts

Based on the idea we learn best from one another

Model-the-model

Project-based so faculty end up with artifacts they can use in their practice

Need-based and available in multiple delivery modes

LifeMap Competency Statement

Valencia educators will design learning opportunities that promote student life-skills development while enhancing discipline learning.

LifeMap Competency Statement

Through intentional inclusion of growth-promoting strategies, instructors, counselors and librarians will facilitate the students’

reflection, knowledge, and appreciation for self and others;

formulation and execution of their educational, career and life plans;

gradual assumption of responsibility for making informed decisions.

LifeMap Competency: Performance Indicators

The faculty member will: help students to continue clarifying and developing purpose (attention to life, career, education goals)

help students assume responsibility for making informed academic decisions (e.g., degree requirements, transfer options, financial aid, etc.)

help students develop academic behaviors for college success (e.g., time management, study, test and note taking strategies, etc.)

help students identify where academic behaviors can be adapted as life skills (e.g., library search skills, decision-making, communication skills, scientific understanding, etc.)

LifeMap Competency: Performance Indicators

The faculty member will: establish student & faculty contact that

contributes to students’ academic, personal, and professional growth

seek out struggling students and identify options through dialog (and appropriate referrals)

employ electronic tools to aid student contact (e.g., Atlas, My LifeMap tools, My Portfolio, Blackboard, Ask-A-Librarian, email, etc.)

Our Journey in an Essential Partnership

Faculty Development and Student Affairs

2001- Essential Competencies of a Valencia Educator and Teaching/Learning Academy (tenure process)

Curriculum content Demonstrate competency in portfolio Outstanding LifeMap Portfolio Award

2003- Faculty LifeMap Guidebook

2009- Faculty LifeMap Groups

2010- LifeMap Student Success Skills

2011- LifeMap Essential Competencies added to Associate Faculty Program

2012- LifeMap Certificate

LifeMap Certificate Design & ImplementationKey Questions for Outcomes and Principles

Program Outcome

s

Institutional Development and Change What do we want to change or improve at the college to enhance student learning and/or the

learning experience?

Individual Faculty LearningWhat does each faculty

member need to learn to enhance their practice and

student learning?

Faculty LearningWhat should all faculty

members learn to enhance student learning and/or the

learning experience?

Program Curriculum

Individual Faculty

Learning Outcomes

Faculty Learning Outcome

s

LifeMap Certificate Design & ImplementationKey Questions for Outcomes and Principles

Program Outcome

s

Institutional Development and Change What do we want to change or improve at the college to enhance student learning and/or the

learning experience?

Individual Faculty LearningWhat does each faculty

member need to learn to enhance their practice and

student learning?

Faculty LearningWhat should all faculty

members learn to enhance student learning and/or the

learning experience?

Program Curriculum

Individual Faculty

Learning Outcomes

Faculty Learning Outcome

s

Program Outcomes & Principles

Institutional Development and Change: What do we want to change or improve at the college to enhance student learning and/or the learning experience?

Build a growing community of faculty and staff who connect LifeMap models and methods to learning.

Principles for Curriculum Designo Cohort-based, campus-based (20 people)o Certificate program for faculty and staffoModel the model!o Certificate completers become mentors to the

next “incoming class”

Program Outcomes & Principles

Increase the application of LifeMap and College Success Skills strategies throughout the curriculum and co-curriculum, with the goal of enhanced student learning.

Increase the application of LifeMap tools throughout the curriculum and co-curriculum, with the goal of enhanced student learning.Principles for Curriculum Designo Sequential curriculum, culminating in a

Capstone courseo End of course products, with increasing

complexity along the wayo Capstone course with Inquiry Project

Program Outcomes & Principles

Increase faculty participation in the development and improvement of developmental advising models and methods.Principles for Curriculum DesignoCapstone course with Inquiry Project (use

this data and feedback for program improvement)

o Inquiry Projects become discipline-based examples of LifeMap integration

oCertificate completers become mentors to the next “incoming class”

Program Outcomes & Principles

Enhance collaboration between academic affairs and student affairs in order to improve student learning and student success.Principles for Curriculum DesignoCollaboratively designed and implemented

by a team of academic affairs and student affairs faculty and staff

oFaculty and Student Affairs co-facilitatorsoFaculty and Student Affairs will participate

as learners in the certificate

LifeMap Certificate Design & ImplementationKey Questions for Outcomes and Principles

Program Outcome

s

Institutional Development and Change What do we want to change or improve at the college to enhance student learning and/or the

learning experience?

Individual Faculty LearningWhat does each faculty

member need to learn to enhance their practice and

student learning?

Faculty LearningWhat should all faculty

members learn to enhance student learning and/or the

learning experience?

Program Curriculum

Individual Faculty

Learning Outcomes

Faculty Learning Outcome

s

Program Faculty Learning OutcomesFaculty Learning: What should all faculty members learn to enhance student learning and/or the learning experience?

Faculty members will apply the principles of LifeMap, one of the Essential Competencies of a Valencia Educator, to improve their practice.

Faculty members will integrate LifeMap and College Success Skills into their current practice.

Faculty members will engage in continuous improvement processes, through the completion of an infusion project, with the goal of enhanced student learning.

Faculty members will develop professional relationships throughout the division, campus, and college.

Faculty members will contribute to an evolving community of peers focused on reflection, innovation, and enhanced student learning.

LifeMap CertificateCurriculum

LifeMap Certificate Design & ImplementationKey Questions for Outcomes and Principles

Program Outcome

s

Institutional Development and Change What do we want to change or improve at the college to enhance student learning and/or the

learning experience?

Individual Faculty LearningWhat does each faculty

member need to learn to enhance their practice and

student learning?

Faculty LearningWhat should all faculty

members learn to enhance student learning and/or the

learning experience?

Program Curriculum

Individual Faculty

Learning Outcomes

Faculty Learning Outcome

s

LifeMap CapstoneAn Individualized, Competency-based

Inquiry Project

SHARE

COLLEAGUES

Needs Assessment(FLO, SLO)

PLAN

ACT

REFLECT

ASSESS

LifeMap Capstone: An Individualized, Competency-based Inquiry Project

Elements

1.Needs Assessment

2.Adequate Preparation (Student perspective, colleagues perspective, expert perspective, self-reflection)

3.Faculty Learning Outcome (linked to LifeMap EC)

4.Appropriate MethodsStudent Learning OutcomeTeaching/Learning StrategiesAssessment Strategies

5.Significant Results

6.Reflective Critique

LifeMap Resources

Resources for Teaching and Learning

http://valenciacollege.edu/faculty/development

Programs: LifeMap Faculty DevelopmentLifeMap Certificate (32 hours)

Courses and Resources: LifeMapOverview -narrated presentationLFMP courses

LifeMap References

Frost, S. (1991) Academic advising for student success. Washington, D.C.:ASHE-ERIC

Gordon, V., and Sears, S. (1997) Academic alternatives: exploration and decision-making. Upper Saddle River, NJ: Gorsuch Scarisbrick

Hossler, D. and Schmidt, J. (1990) Progress Report: A Longitudinal Study of the Postsecondary Plans and Activities of Indiana University. (February)

O ’Banion, T. (1994) An academic advising model. NACADA Journal, 14(2), 10-16.

Tinto, V. (1993) Leaving college: Rethinking the causes and cures of student attrition (2nd ed.) Chicago: University of Chicago.

LifeMap References

Adelman, C. (2006) The toolbox revisited: paths to degree completion from high school through college. U.S. Department of Education: National Center for Education Statistics

Payne, R. K. (2005) A framework for understanding poverty. Highlands, Texas: aha! Process inc.

Scott-Clayton, J. (2011) The shapeless river: does a lack of structure inhibit students’ progress at community colleges? CCRS Working Paper No. 25