· Web viewGoal Team TWO Initiative Reports (Reports updated with Team comments from the second and third meetings of the team, in February and March.) Referenced in this

Goal Team TWO Initiative Reports(Reports updated with Team comments from the second and third meetings of the team, in

February and March.)

Referenced in this document are the following more detailed reports available with the Supplementary Reports on the Big Meeting 2010 web page.

List of Follow Up Assignments

Note that there is no Initiative #1 due to the way in which the spreadsheet was numbered.

Initiative 2 – Curriculum Mapping – Nick Bekas

Initiative 3 - Program outcomes and assessment plans for A.A., A.S., A.A.S, & B. S. – Jared Graber

Initiative 4 - Improve success in math – John Niss

Initiative 5 - Holistic grading of ENC 1101 essays – Randy Gordon

Initiative 6 - Assessing writing in Gordon Rule Humanities – Kurt Ewen

Initiative 7 - General Education Student Learning Outcomes, Assessment and Curricular Alignment – Kurt Ewen

Initiative 8 - Develop data model – Roberta Brown

Initiative 9 - Enrollment Plan – Cheryl Robinson

Initiative 10 - New Student Experience – Kurt Ewen

Initiative 11 - Developmental education initiative – Nick Bekas

Initiative 12 - Course outlines to be produced through a second round of outcomes review – John Niss

The team asks that we define mapping and alignment- Nick Bekas will provide these definitions.

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Initiative #2 Report – Curriculum Mapping – Nick Bekas

Team Two comments – February 9 –

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.

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Initiative #3 Report

Initiative Name: Program Outcomes and Assessment Plans for AA, AS, AAS, & B SPrepared by: Jared Graber

Person(s) consulted in obtaining information about the status of this initiative: Kurt Ewen, Falecia Williams

Summary of progress made on the initiative to date:

AA, AS, AASSignificant work has been completed on the development of program learning outcomes for all associate degree and certificate programs including 4 AA pre-majors, 7 articulated pre-majors, 36 AAS/AS degrees and 63 certificate programs. A minor amount of editing remains for two of four AA pre-majors (Art, Studio/Fine Art and Sign Language Interpretation) as well as the AS in Culinary Management with a comprehensive proposal scheduled for the February, 2010 Curriculum Committee meeting.

BSIn December, 2009 letters of intent for two baccalaureate degrees including: (1) a BS in Electrical and Computer Engineering Technology with sub-specializations in Computer Systems, Electrical/Electronic Systems, Laser and Photonics and (2) a BS in Radiologic Science were forwarded to the state.

Information about upcoming work on the initiative:

AA, AS, AASThe design, content and placement of specific learning assessments for each degree and certificate program continue to evolve as part of the complete institutional effectiveness cycles required by SACS Comprehensive Standard 3.3.1.1 and the college’s Learning Assured strategic goal.

BSPending approval by the state, the development of baccalaureate degrees will continue with completion of a Substantive Change application. Substantive change is a significant modification or expansion of the nature and scope of an accredited institution. Under federal regulations, substantive change includes the addition of courses or programs at a degree or credential level above that which is included in the institution’s current accreditation or reaffirmation. This involves change from Level I to Level II status based on 12 months advance notice, prior approval from the SACS Commission on Colleges and submission of formal application materials.

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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The Curriculum Committee’s February 10, 2010 agenda and materials are posted at: http://www.valenciacc.edu/curriculumcommittee/AgendaandHandouts.cfm

A comprehensive overview on Substantive Change is located at: http://www.sacscoc.org/SubstantiveChange.asp

Team Two Comments – February 9 –

Will we develop outcomes for the AA program (noting that General Education is not the entire program)?

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http://www.sacscoc.org/SubstantiveChange.asp

http://www.valenciacc.edu/curriculumcommittee/AgendaandHandouts.cfm

Initiative #4 ReportImprove Success in Math – John Niss

Person(s) consulted in obtaining information about the status of this initiative:Mathematics Deans, Michele McArdle


A college-wide task force has met for over a year and has produced an updated curriculum for MAT0012C, including selection of a common textbook and a set of study-skills activities, and the creation of a student portfolio , two hands-on student activities, a common final exit exam and faculty training materials. All Valencia faculty teaching the course have been through a three hour training session and all sections of the course for Fall 2009 used the new curriculum.


The task force has evaluated the first semester’s data and has plans to implement a second training session to help faculty integrate the new activities and concepts more fully into the curriculum. A subgroup is researching the possibility of locally developing course materials including text and online homework resources.


The first semester’s results were disappointing but perhaps not surprising. Three campuses saw drops in their success rates of approximately ten percent while one campus had a ten percent increase. The decreases may be partly attributable to the inclusion of the exit exam for the first time on two campuses. Hopefully, continued training of faculty and incremental improvements to the new curriculum will increase its effectiveness. The next major piece of data will be the success rate of the students who passed MAT0012C this semester in their next math class, MAT0024C.

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Initiative #5 ReportHolistic grading of ENC 1101 essays – Randy Gordon

Consulted: Kurt Ewen

The Comp I Assessment Project, initially designed to assess college writing skills for Comp I students, is now serving as a valuable pilot project for other Gen Ed courses (ex. HUM 2220, HUM 2250, and MAC 1105).The Comp I Project is now a part of Initiative 7 (General Education Student Learning Outcomes, Assessment and Curricular Alignment). The criteria used for ENC 1101 holistic grading is below: Score of 4: The paper presents or implies a thesis that is developed with noticeable

coherence. The writer’s ideas are substantive, sophisticated, and carefully elaborated with specific and accurate support. The writer’s choice of language is precise and purposeful to the point of being polished. Control of sentence structure, of grammatical usage, and of standard mechanical conventions contributes to the writer’s ability to communicate.

Score of 3: The paper presents or implies a thesis and provides enough supporting detail to

accomplish the writer’s purpose. The paper is focused and organized so that it presents a clear progression of ideas. The writer demonstrates competent use of language and sometimes varies sentence structure. The paper may have occasional errors in sentence structure, grammar, or mechanics, but the errors do not interfere with communication.

Score of 2: The paper may present a thesis, but it is too vaguely worded or weakly asserted to

be viable. The writer provides support that tends toward general statements or lists and is neither sufficient nor clear enough to be convincing. Sentence structure tends to be pedestrian and often repetitious. Errors in sentence structure, usage and mechanics may interfere with the writer’s ability to communicate the purpose.

Score of 1: The paper either has no discernible thesis or presents a thesis statement that is not

supported. The details are too insufficient and/or inappropriate to provide any real development of the topic. The writing displays frequent and fundamental errors in word choice. Errors in sentence structure, grammar, and mechanics are pervasive and frequently interfere with communication.

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Initiative #6 ReportAssessing Writing in Gordon Rule Humanities – Kurt Ewen

Person(s) consulted in obtaining information about the status of this initiative:David Sutton, Dean of Humanities on East Campus and the Division Action Plans posted at http://www.valenciacc.edu/divisionplans/


This initiative developed an assessment process for “Communicate” in all the Gordon Rule courses that can be used to both strengthen the writing outcome for humanities general education courses and to create a college wide rubric for writing assignments and assessments.


Work on this initiative has now ended and has contributed to the assessment of the General Education Student Learning Outcomes reported on in Initiative 7


Results / conclusions from this process include the following:

- While humanities faculty have a good working consensus of how we grade and evaluate student writing, it is clear that the assumption that our graduates will be at least "competent" at the end of a single Gordon Rule humanities class is flawed. Also, a free-ranging discussion revealed a considerable problem in terms of curriculum continuity. Students exiting ENC 1101 have not learned the skills that many or most humanities faculty expect them to have. For example, they do not have much or any experience with research design and the use of MLA (or any other style of) citation. Our discussion also revealed a considerable range of what kind of assignments faculty expect of their students

- Faculty are anxious to explore the possibility of making ENC 1102 a co-requisite of any Gordon Rule humanities class to try and make sure that students will have the skills they need to write papers in the humanities. They are also interested in meeting to discuss and define what the expectations of faculty should be via a vis their students. For example, should research papers be required or at least some evidence of research activity be required in major papers? They are also interested in creating a kind of clearing house of instructor-generated rubrics that all humanities faculty can access.

- Lastly, faculty are interested in the work of the English faculty as they work to refine the LET rubric.

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http://www.valenciacc.edu/divisionplans/

Initiative #7 ReportGeneral Education Student Learning Outcomes, Assessment and Curricular Alignment –

Kurt Ewen

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


- The General Education Student Learning Outcomes were developed during 2007 and approved by faculty in December of 2007 and by the College Curriculum Committee and College Learning Council in early 2008. The General Education Student Learning Outcomes include the following:

Cultural and Historical Understanding: Demonstrate understanding of the diverse traditions of the world, and the individual's place in it.

Quantitative and Scientific Reasoning: Use processes, procedures, data, or evidence to solve problems and make effective decisions.

Communication Skills: Engage in effective interpersonal, oral and written communication.

Ethical Responsibility: Demonstrate awareness of personal responsibility in one's civic, social, and academic life.

Information Literacy: Locate, evaluate, and effectively use information from diverse sources.

Critical Thinking: Effectively analyze, evaluate, synthesize and apply information and ideas from diverse sources and disciplines

- Work is now underway to map the introduction, reinforcement and assessment of the outcomes within the 5 General Education discipline areas (Communications, Humanities, Math, Science, and Social Science) and within co-curricular student experience.

- Assessment plans connected to the General education Student learning Outcomes were developed during Destination 2009 and will be implemented in Spring 2010. General Education assessment plans were developed were developed in the following areas:

ENC1101 – Comp1 SPC1608 – Speech Gordon Rule Humanities POS2041 – Political Science MAC1105 – College Algebra New Student Orientation

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- Destination 2010 will bring General Education faculty together again to fine their plans from 2009 and to identify a second General Education outcome that they contribute to – all General Education disciplines will need to measurably contribute to at least 2 General Education Student Learning Outcomes.


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Develop Data Model – Roberta Brown

Person(s) consulted in obtaining information about the status of this initiative:Roberta Brown, Kurt Ewen, Jeff Cornett


A core team has been convened to discuss the development of a model for collecting and processing data related to learning and learning assessment. This team has met to have initial conversation around what information or ideas have already been discussed in our history and what information we need to move forward. We will continue to meet to clarify and solidify a solid foundation for an expanded dialogue with other members of the College that will need to be involved in this conversation.


The team will continue to meet, and are working on a visual representation of where collectible artifacts of student learning exist in our current framework. This will be used to further conversation around next steps.


No data are available at this time.

Team Two comments – February 9 – We are in the beginning stages of this conversation, and a core team is exploring it. Need to clarify what we mean by a data model for learning. Need to identify where we have artifacts of student learning.

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Initiative #9 ReportEnrollment Management

Cheryl Robinson

Initiative ReportPerson(s) consulted in obtaining information about the status of this initiative: Joyce Romano (and indirectly Susan Kelley and Lucy Boudet from College Learning Council conversations)

Summary of progress made on the initiative to date: We have planned increased section capacity for each term by 6-8% and built a stronger schedule of high enrollment courses to maximize student registrations in scheduled sections. Overall capacity utilization has increased from 88% in Fall 2008 to 92% in Fall 2009, and according to the 2/2/10 mirror report, Spring 2010 capacity utilization increased to 89.1% compared to 88% in Spring 2009 and registration is ongoing. We anticipate not being able to meet the educational marketplace demand, but recognize the importance of maintaining our profile in the community and are making baseline investments accordingly. Spring 2010 registration saw an increase in returning student registration compared to new student enrollments. Thus, marketing messages supported brand reinforcement but did not focus on new student recruitment as we try to serve our current students.

Information about upcoming work on the initiative: A detailed analysis of registration processes was conducted after the Fall 2009 registration and a plan for improving specific registration processes has been developed and will be implemented over the next year. We will hold the next Bookstore textbook sale in the Summer term when there is less financial aid available to students thus creating a more meaningful sale. We are continuing to send the message to students that they need to register early and pay by the deadlines or they may not be able to make (or re-make) a schedule. Marketing is working with the Provosts and Deans on the “Programs that need marketing” list prepared in October 2009 and are developing new strategies to specifically target messages as well as exploring new internet and social networking strategies to reach students.

Any data or results that can be shared that reveals how those involved with this initiative are gauging the success of the initiative: Fall 2009 and Spring 2010 enrollments and capacity utilizations have both increased. Student persistence has remained at 80%+. The percentage of students deleted for non-payment has remained consistent in both Fall and Spring terms compared to previous years.

The Goal Team noted that it would be good to have more information about proprietary institutions in our market, how they are changing, and the extent to which they impact access issues. Also, the team noted that we provide on-campus access to the internet via Atlas outposts and the libraries for students who do not have computer access.

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Copies of the Enrollment Plan, 2/2/10 mirror registration report, and the Student Affairs Fall 2009 registration action plan are attached. The re-launch of LifeMap will have data that should be added here when available.

Enrollment Planning2009-2010

Adopted April 14, 2009; Revised June 17, 2009; Revised October 6, 2009

As we implement the Enrollment Plan in 2009-10, we have discussed the challenge of balancing priorities in light of the budget reductions from the State of Florida and the increase in demand for enrollment in our community. We recognize the importance of being clear about the choices we are making so that all stakeholders can support our intended direction and we can work together in an integrated manner to achieve our enrollment goals.

The following describe our priorities and their implementation.

1. Our target is to increase enrollment by 5% FTE in Summer 2009 and by 3% FTE in Fall 2009, Spring and Summer 2010 (each term compared to the previous year) without adding to sections or other expenses.

Revised June 2009: The new target is 6% FTE growth in Fall 2009, Spring and Summer 2010 (each term compared to the previous year) with modest additions of adjunct faculty to create more capacity in front door courses.

The Summer 2009 schedule has increased section capacity of 8% compared to Summer 2008. This should easily allow for the 5% FTE growth but will add some additional instructional costs. The Summer 2009 schedule was finalized by the Deans and Provosts in October, 2008, prior to the direction of not adding to instructional expenses.

The Fall 2009 schedule has slight increase in section capacity (0.47%). The 6% FTE increase will be achieved through the change in balance of sections to more high demand courses and the room for growth based on the final capacity usage of Fall 2008 (88%).

The addition of selected sections will add to the Fall 2009 schedule section capacity which we will quantify in September. According to the September 29, 2009 Credit Registration Report, the Fall schedule capacity increased 6.9% from Fall 2008. The other significant change was capacity utilization increased to 92% from 88% in Fall 2008. The Spring 2010 schedule has xx% increase in section capacity. The 6% FTE increase will be achieved through the change in balance of sections to more high demand courses and the room for growth based on the final capacity usage of Spring 2009 (xx%).

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2. Maintain our commitment to student access.

3. Maintain our commitment to student progression and graduation.

These two priorities are interrelated. Deans and Provosts have carefully reviewed the course offerings for each campus and across the college, and have moved sections to achieve the best estimate of student demand at the front door, middle progression, and degree completion. Student affairs staff has developed plans to maximize student transition from high school, awarding of financial aid, enrollment of returning students, and fee payment. Special programs are planned to assist disadvantaged students to ensure access to college. A plan for improving specific registration processes has been developed following a detailed review of Fall 2009 registration and will be implemented over the next year.

To assist additional students based on the additional sections added as of June 2009, Student Affairs and Business Office staff will add part-time hours and authorize additional overtime for full time staff as needed to meet the extra demand for all terms. That being said, we expect that we will not have the course capacity to meet the enrollment demand in any of the 2009-10 terms. Our enrollment system (procedures and processes) provides priority to pre-planning and early registration. Those who are prepared and act in a timely manner will have the highest likelihood of success in obtaining their desired classes. First Come + First Pay = Those Served. We will continue to encourage students who are not able to make a schedule for Fall term to enroll in available Flex Start classes and plan early for Spring 2010 term.

We will hold the next Bookstore textbook sale in Summer term when there are fewer students eligible for financial aid and we can offer a meaningful sale. (The timing of the Spring semester with semester break and the holidays between December and January makes it more difficult to incentivize early planning with the $200,000 with which we have.)

4. Maintain Valencia’s profile in the market place.

If demand continues to increase in the “double digits” and we are only able to accommodate 6% of that demand, then we can predict that demand will exceed capacity by 4% or more. While we do not expect to be able to accommodate student demand, we realize it is still important to maintain our profile in the educational marketplace at a baseline level and will make investments accordingly.

Our marketing efforts have several purposes, one of which is to help meet agreed upon enrollment targets by attracting new students as well as by retaining existing students, helping students understand how and when to act to ensure that they enroll and progress. Also, our marketing campaign contributes to maintaining our brand in the community.

Accordingly, summer and fall marketing materials carry the messages that 1) it would be wise to enroll for summer classes to get a head start on fall, since fall is expected to have

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unusual demand levels, and 2) that it would be wise to register early for fall and pay by the deadlines, since he who hesitates may not make a schedule.

Fall messages will also be crafted with the aim of reinforcing the value of the College to the community at large, helping people to understand and appreciate the difference Valencia, our students, and our graduates make, in support of our community partnership goal. We want to help reinforce community understanding of who we are in a changing higher education market.

Spring 2010 new student applications are up 74% as of the end of September. While this tremendous increase is not expected to sustain through the end of the application period, it does signal a trend in double digit application increase for Spring 2010. Together with the trends that Spring 2010 enrollment is more heavily from returning students than new students, that in Fall term there was an 11% increase in enrollment and that student persistence has remained at 80%+, Spring marketing will support brand reinforcement as needed but not a strong push for new student enrollment. Marketing will work with Provosts and Deans on the Programs That Need Marketing list prepared in October 2009 to determine specific targets and internet strategies.

Goal Team: Learning AssuredInitiative Name: Enrollment PlanPrepared by: Cheryl Robinson

Person(s) consulted in obtaining information about the status of this initiative: Joyce Romano (and indirectly Susan Kelley and Lucy Boudet from College Learning Council conversations)

Summary of progress made on the initiative to date: We have planned increased section capacity for each term by 6-8% and built a stronger schedule of high enrollment courses to maximize student registrations in scheduled sections. Overall capacity utilization has increased from 88% in Fall 2008 to 92% in Fall 2009, and according to the 2/2/10 mirror report, Spring 2010 capacity utilization increased to 89.1% compared to 88% in Spring 2009 and registration is ongoing. We anticipate not being able to meet the educational marketplace demand, but recognize the importance of maintaining our profile in the community and are making baseline investments accordingly. Spring 2010 registration saw an increase in returning student registration compared to new student enrollments. Thus, marketing messages supported brand reinforcement but did not focus on new student recruitment as we try to serve our current students. Marketing and Strategic Communications has begun a relaunch of the LifeMap marketing program which includes new Campus signage and the “Me in the Making” website. This campaign is targeted to current students and encourages goal setting and planning which supports the Enrollment Plan’s goal of student persistence and graduation.

Information about upcoming work on the initiative: A detailed analysis of registration processes was conducted after the Fall 2009 registration and a plan for improving specific

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registration processes has been developed and will be implemented over the next year. We will hold the next Bookstore textbook sale in the Summer 2010 term when there is less financial aid available to students thus creating a more meaningful sale. We are continuing to send the message to students that they need to register early and pay by the deadlines or they may not be able to make (or re-make) a schedule. Marketing is working with the Provosts and Deans on the “Programs that need marketing” list prepared in October 2009 and are developing new strategies to specifically target messages as well as exploring new internet and social networking strategies to reach students. Work is continuing on the LifeMap marketing campaign as we roll out new aspects throughout the Spring 2010 term.

Any data or results that can be shared that reveals how those involved with this initiative are gauging the success of the initiative: Fall 2009 and Spring 2010 enrollments and capacity utilizations have both increased. Student persistence has remained at 80%+. The percentage of students deleted for non-payment has remained consistent in both Fall and Spring terms compared to previous years.

The following was submitted by Goal Team One, and relates to enrollment planning:

From: Nemir Matos-CintronSent: Tuesday, February 09, 2010 11:23 AMTo: Susan Kelley; Kimberly FinleySubject: Increased Access through Online Learning/ Statistical support data

Hi Kimberly:The stats below may help to strengthen the need to take a closer look at Distance Learning as an increased access option.Enrollment in Online learning courses surpasses Osceola and Winter Park.Objectives 1.3, 1.5 (support) Submitted by Kimberly Finley, Goal Team One member: ( Distance Learning Courses which is increasing access to classes for students and is in strong demand from students.)

Online Courses Fall 04 Fall 05 Fall 06 Fall 07 Fall 08 Spring 09

# Unique courses

offered 80 88 114 154 175 183

# Sections offered 157 191 380 584 778 801

Total enrollment in

online 3181 4350 7694 12060 15476 16382

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Initiative #10 ReportNew Student Experience – Kurt Ewen

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


The following was taken from the Foundations of Excellence Final Report – Page 19.

The Full report is attached.

- “In order to build on the momentum surrounding concerns for new student success

and to continue studying issues raised by the Foundations of Excellence, we propose

the establishment of a new standing committee reporting to the College Learning

Council. The New Student Experience Committee (NSEC) will be co-chaired by

representatives of Student Affairs and Academic Affairs and charged with organizing

the development of a coordinated new student experience starting with the

recommendations of the Foundations of Excellence Taskforce. The membership of

the committee should be primarily drawn from those teaching and program areas

with the greatest interaction with new students (faculty from the top 10 high

enrollment courses, New Student Orientation staff, staff from Learning Success

Centers, etc.) so as to be of greater assistance in the prioritization of the items

identified above. We propose that the committee be initially co-chaired by Kurt Ewen

and Sonya Joseph until a sustainable structure can be established.”

- The New Student Experience Committee has now been established with

representation from the following areas:

o Chief Learning Officero VP for Student Affairso Provost Representative (Assistant Provost)o Director of Student Successo Faculty From the Top 10 Highest Enrolled Courses for New Students

Developmental Math Developmental English Developmental Reading Math Humanities

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U.S. Government Psychology Comp 1 Speech SLS EAP Counselor

o Student Serviceso Academic Dean Representative o Dean of Students Representativeo Orientation Managero Financial Aido OITo Bridgeso Academic Support Centero Project Director, Development Education Initiativeo Data Team Representative


The NSEC is now developing set of measurable / observable student outcomes that would serve as a way of measuring the success of our efforts. Outcomes will be developed in early Spring and disseminated to targeted groups for feedback.

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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The following report was submitted for use by Goal Teams One and Two.

Initiative Name: Developmental Education InitiativePrepared by: Nick BekasPerson(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…) Any data or results that can be shared that reveal how those involved with this initiative are gauging the success of the initiative: See reports on the following pages.

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Developmental Education Initiative (DEI) Plan: 2009-12

DEI’s central goal is to accelerate student progress through their developmental education sequence and increase their success in subsequent General Education Courses and in General Education Courses that can be taken while meeting their prep mandate.

DEI Goals: 1. More rapid progression through the Developmental Education program via a fully realigned developmental educationcurriculum implemented with 100% of our developmental students by 2012, featuring placement intocourses and specific course sections designed to provide learning environments and supportservices that meet individual student needs based on assessments;2. Greater content mastery and student success skill mastery through infusion of student successskills, reading and critical thinking skill development, and the use of assessment throughout thedevelopmental curriculum, reaching 100% of our developmental students by 2012;3. Fewer impediments to learning, as faculty and staff, both full- and part-time, partner with studentsand with each other across disciplines and departments to identify and address students’ needs andoffer assistance to 100% of our developmental students in accessing appropriate learningenvironments, support services (including linked courses, tutoring, SL leaders in the classroom,student success courses, and skill labs), and supportive co-curricular experiences.

Strategic Direction 1: Demonstrate leadership and institution-wide commitment to the success of underprepared students, by developing and implementing institution-wide policies and practices that support better outcomes for those students and ensure that developmental students are at least as likely to be successful in college-level courses as their counterparts who are not required to take developmental courses by aligning, centralizing and coordinating a comprehensive developmental education program across four campuses, utilizing a replicable alignment model that provides that:

A. the entry-level college courses in English and math align with high school graduation competencies

(cooperating with work already underway in Florida at the state level);

B. learning outcomes for each developmental education course align with those of prior and succeeding courses, including entry-level college gateway courses for which developmental courses are prerequisites;

C. placement test scores are used to place students in appropriate courses and course sections are structured to meet their learning needs and feature an appropriate array of support services;

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D. college-level gateway courses taken concurrently with developmental courses support both developmental and college-level skill mastery;

E. competency-specific assessments in each course support curricular alignment and provide feedback to faculty to improve instruction and to faculty and students to improve individual student learning;

F. and all who teach or support developmental students, including those who teach part-time, will participate in required full-time and adjunct faculty development.

Strategic Direction 2: Increase the number of underprepared students who quickly become ready for credit-bearing courses and ensure that all developmental students master student success and critical thinking skills, and content that cuts across courses, by:

A. embedding student success course and critical thinking content and skill mastery into all developmental course curricula (enhancing the expansion of Student Success course offerings and the presence of SL leaders in classes that took place as part of our ATD Initiative);

B. embedding the development of reading skills in all developmental math courses;C. greatly expanding learning in community (LinC) course options launched as part of ATD,

including expansion of the Bridges program for minority students requiring developmental mathematics; and

D. extending SL into all levels of developmental reading, writing, and mathematics (building on the SL successes in mathematics as part of our ATD Initiative).

Research and Analysis: The Community will create an annual research and analysis agenda that includes:

A. analyzing data about developmental student success and the strategies to improve success;

B. consulting prospective, current, and former developmental education students via focus groups and

C. other means to provide the “student voice” as we design and refine strategies;D. examining course and program outcomes;E. identifying achievement gaps among students in the K-12 educational pipeline as well as

thoseF. enrolled at Valencia;G. supporting “breakthrough” thinking that develops and scales up strategies for addressing

gaps andH. improving student success; andI. assessing academic programs and teaching and advisement strategies from the

perspective of currentJ. research on effective practice.

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DEI Focus for 2010:

Strategy 1: Data Planning, Collection, and Assessmento Strategy 2: Continuation and Expansion of AtD Strategies

o SL Expansion 341 sections 2009/2010 361 sections 2010/2011 381 sections 2011/2012

o LinC Expansion 94 sections 2009/2010 106 sections 2010/2011 118 sections 2011/2012

o Strategy 3: Bridges Expansion 300 students 2009/2010 350 students 2010/2011 400 students 2011/2012

o Strategy 4: Curriculum Alignment, Mapping, and Infusion of College Readiness Skills

Focus on the following courses: REA 0001, REA 0002, ENC 0010, ENC 0012, MAT 0012, MAT 0024C,

MAT 1033C, HUM 1020, SLS 1122, SPC 1608, ENC 1101, MAC 1105. Need teams of faculty to map and align curricula for math, reading, and

writing sequenceo Needs analysiso Curriculum Modelo Assessment Plano Implementation Plan

o Strategy 5: Student Success Projecto Strategy 6: Developmental Education Student Learning Community o Strategy 7: Developmental Education Faculty Learning Community

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DEI Data Needs Purpose: This chart is intended to outline the data needed to be collected and analyzed for DEI strategies.

Strategy Principal Responsibility

Type of Data Needed

Description/Data Needs Status ReportingFrequency

Strategy 1:Summative Data for Annual Reporting

Data for internal reporting and decision making

IR

Director of Learning Assessment

Project Director DEI

Descriptive Statistics

IR will update external report to AtD Database annually. The indicators that must be reported are established by JBL.

Reporting of data to the College will remain consistent with indicators developed by the Data Team and may include use of other data sources.

2009 Report

Complete

External –Annually as required by DEI

College –Cohort tracked by semester

Strategy 2:Continuation and expansion of LinC/SL

Director of Student Success


Descriptive Statistics

Qualitative Data

For the continuation of SL and LinC, AtD research plans will be updated. See Appendices A & B for updated plans.

In Progress

External -annually as required by DEI

Internal –Cohort, tracked by semester

Strategy 3:Expansion of Bridges Program

Director of Bridges


Descriptive Statistics based on internal indicators

Qualitative Data

For Bridges, a plan will have to be developed. Cohort tracking should follow models developed by the Data Team but should be modified as necessary to fit the structure of the Bridges Program. (See Appendix C for Plan)

In Progress

External -annually

Cohort tracked by semester

Strategy 4:Curriculum Alignment, Mapping, and Infusion of College Readiness Skills

Director of DEI,

Deans of Math, Commun.,

Director of Student Success,

Faculty from Reading, Writing,

Descriptive Statistics based on internal indicators

Qualitative Data: Reflective assessments from faculty on the curriculum

A model for the Curriculum Mapping, Alignment, and College Readiness Skills infusion project for the above courses still needs to be developed. MAT 0012C has

completed initial work and has begun implementation of this work in Fall, 2009. Any data from this project will be collected and analyzed after the end of

In Progress

External – annually

Internal – annually and by semester

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Math, Gen. Ed. Courses, and Student Success

process Fall Term.

State Exit Exam Data and any other College-wide Exit Exam will be collected for ENC 0012, MAT 0024C, and REA 0002.

This project will start in the Spring of 2010. In Phase I, the curricula of the following courses will be analyzed by a group of faculty: REA 0001, REA 0002, ENC 0010, ENC 0012, MAT 0012, MAT 0024C, MAT 1033C, HUM 1020, SLS 1122, SPC 1608, ENC 1101, MAC 1105.

The outcome of Phase I will be the development of two integrated assessment plans centered on the teaching of two College Readiness skills. These plans will be implemented and assessed in Fall 2010.

Phase II will begin in January of 2011. The outcomes of Phase I will form the basis for the development and implementation of the Phase II plan. In 2012, the Phase III plan will be developed and implemented based on the results of Phase II.

See Appendix D for Plan for Curriculum Mapping Project

Strategy 5:Student Success Project

Director of Student Success

Director of DEI

Qualitative Study

Full-time faculty will be teaching SLS 1122 and another group will be infusing LifeMap skills into their subject area courses.

A qualitative research plan has been developed for the Student Success Project. (See Appendix E)

In progress

Qualitative Research will be conducted in Spring. This is a one-time study.

Strategy 6: Director of Descriptive A business proposal has been In Not Decided

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Dev. Ed. Student Learning Community

DEI Statistics (?)

Qualitative Data (?)

submitted to Senior Leadership.

Once a decision on how to fund staffing has been made, the details of the implementation will be developed by the DE LC Work Team. A research plan should be developed in conjunction with the implementation plan.

Progress

Strategy 7:Dev. Ed. Faculty Learning Community

Director of Faculty Development

Director of DEI

Data – Participation data, a survey based on Comp. of a Valencia Educator,reflective assessments

Work has not been started, but it should begin in Fall, 2010.

The tentative plan is to develop a series of workshops training teachers in key elements of Developmental Education teaching and learning theories and strategies.

A formative assessment plan is required. The formative plan should include elements of the Competencies of a Valencia Educator.

Participation data will need to be tracked as well.

Not Started

Not Decided

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College Readiness Infusion Project

Meeting Descriptions and Agendas

February 19 (Learning Day Session)The goal of this session is to review the project’s purpose and its goals. We will also discuss the definitions of key terms, concepts and processes that will be used throughout the project. Participants will receive a packet of course outlines for every course to review.

The following are College Readiness Skills each discipline team will focus on during this project. Math and Writing will focus on critical thinking and reading. Reading and General Education courses will focus on critical thinking and one other college readiness skill (reading,

motivation, study skills, and goal setting).

February 19th Agenda:

Introductions (5 min.) Discussion of the project’s purpose (5 min.) Q&A about project (15 min.) Definitions (10 min.)

o Curriculum Mapping and Alignmento Student, Course, and Program Outcomeso College Readiness:

“The level of preparation a student needs in order to enroll and succeed, without remediation, in a credit-bearing general education course . . .” from College Knowledge by David Conley

o Remedial Courses vs. Developmental Education Courses Remedial courses focus on students learning the academic skills necessary to perform college-level

work at the level required by the institution. Developmental Education courses focuses on a comprehensive approach helping all students improve

their learning skills. Discussion (30 minutes)

o Q&A about definitions o What are learning skills?o What is the difference in the two definitions?o Which definition reflects our course outlines?

Next Session (5 min)Review all course outlines and then closely analyze your own courses and then fill out the following forms in The Curriculum Mapping book. Fill them out in the order they are listed:

Concepts and Issues, p. 79Skills, p. 80Assessment Tasks, p. 81Outcome Guide, p. 19

When filling out these forms think about the following questions and jot down your thoughts to them before filling out the forms.

Does your course prepare students to be successful in other courses? Why? Why not? If why not, what changes would you make to the course curricula? Why? fill out the chare

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What changes need to be made in the course curricula so that there is alignment from course to course between courses?

March 19The goal of this meeting is to review the outcome work in interdisciplinary groups and reach consensus on the mapping of the courses. By the end of the meeting, a Course Outcome Guide should be filled out for each course. Included in the Course Outcome Guide should be two college readiness skills.

Agenda: Q&A/Discussion about curriculum mapping work

o Processo Concernso Suggestions

Discipline Based Discussions of curriculum mappingo Review individual worko Discuss/Compare similarities and differenceo Reach consensus on changes, if any

Next Session:Find Places where the college readiness skills assigned for each course can be infused into the curriculum and then discuss how they can be integrated with the skill/concept/issue covered where the college readiness skill can be infused. The goal is to not have the skill stand alone but to use it for improving what is already being learned by students. Then think of assessment models that can be used as method of evaluating the effectiveness of the integration. The assessment should focus on evaluating what students learned.

April 2nd The goal of this meeting is reach consensus on where college readiness skills can be infused into the curriculum and identify types of assignments can be used to teach these skills.

Agenda: Q&A/Discussion about curriculum mapping work

o Processo Concernso Suggestions

Discipline Based Discussions of curriculum mappingo Review individual work

Discipline Based Discussions of curriculum mappingo Review individual worko Discuss/Compare similarities and difference

o Reach consensus on where college readiness skills should be infused. There can be multiple suggestions for each skill. In other words, you can end deciding that critical thinking can be infused in three different places in the curriculum

o Make a list of possible assignment for each skill

Next Session:Develop two to three Developmental Education Outcomes.

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Develop proposed models for assessing the college readiness skills infusion. The assessments can be either formative or summative.Think about how new students can be assessed on the following College Readiness Skills: critical thinking, reading, motivation, study skills, and goal setting.

April 16th

Group Discussion on how we can possibly assess new students for the following College Readiness Skills: critical thinking, reading, motivation, study skills, and goal setting.

Discuss and reach consensus on two to three Developmental Education Outcomes. Discuss how these outcomes align with the course outcomes for reading, writing, math, and general education

courses. Project Assessment

Destination 2010Tentative Meeting Descriptions

Friday, May 14, 2010 from 1pm to 4 pm on East Campus

Constance Staley will be conducting a workshop at this meeting.Agenda:

Constance Staley will be conducting a workshop on the following two topics:o The importance of student success skillso Planning lessons for infusing student success skill into courses

Next Session:Review of Curricular Work from Spring

Friday, May 21, 2010 from 1pm to 5pm on West CampusThis meeting will discuss the outcomes of the Destination work. Then we will focus on reactions to the Spring Curricula work and explain how this work forms the basis for the participants’ project. The focus will be on the differences between a remedial course and a developmental education course and on the definitions and learning indicators of the following College Readiness Skills: critical thinking, reading, motivation, study skills, and goal setting.

Agenda: Discussion of Spring Project Expected outcomes of Destination Project Discussion of the differences between remedial and developmental education courses Discipline based discussion of curricular changes and infusion of college readiness skills Share assessment models developed in the Spring project in preparation for next week’s work Assessment of Session

Next Session:Review assessment modelsWorkshop on developing integrated assessment plans

Friday, May 28, 2010 from 1pm to 4pm on Osceola Campus This meeting will be a workshop on developing integrated assessment plans. Participants should leave the workshop with a plan for their integrated assessment plans.

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Agenda: Review/discuss previous session Discipline based work on integrated assessment plans

o Sharing of individual planso Discussion of overlapo Discussion of a common college-wide assessment of a course outcome

Evaluation of Session

Next Session:Sharing and evaluation of integrated lesson plans

Friday, June 4, 2010 from 1pm to 5pm on West CampusIn this session, participants will share their integrated assessment plans. They will do a guided self evaluation and then complete a guided a peer assessment.

Agenda: Review/Discuss previous session Self review of integrated assessment plans Peer review of integrated assessment plan Introduction of Developmental Education Program Outcomes Evaluation of Session

Next Session:Revise integrated assessment plans based on self and peer reviewsReview Developmental Education Program OutcomesMake Suggestions for revising Developmental Education Outcomes

Friday, June 11, 2010 from 1pm to 4pm on East CampusAgenda:

Review/Discuss previous sessions Brief sharing of integrated assessment plans in discipline based groups Discussion of proposed revisions of Developmental Education Outcomes Discuss Fall meetings, expectations, implementation of plans, and assessment of implementation Evaluation of Destination 2010

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Initiative #12 ReportCourse outlines to be produced through a second round of outcomes review – John Niss

Person(s) consulted in obtaining information about the status of this initiative:John Niss, Karen Borglum


Over the last several years, as part of Valencia’s commitment to maintaining a current curriculum and satisfying Florida statute, course outlines have been developed for the vast majority of courses at the college. Many of the first outlines authored have been in place for two years and thus must be reviewed and updated. Deans have been notified of the courses with outlines in need of review and faculty teams are in place to accomplish the work.


All non-current course outlines should be reviewed and updated and any missing outlines should be completed as part of this ongoing process.


The first few reviewed/updated outlines have been submitted to and approved by the College-wide Curriculum Committee.

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Documents

· Web viewGoal Team TWO Initiative Reports (Reports updated with Team comments from the second and third meetings of the team, in February and March.) Referenced in this