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Attachment to Agenda for Goal Team 2 – February 3, 2011 – Second Solo Meeting

(Please forgive changing fonts. The reports are taken from different documents, and merging fonts caused problems with graphics.)

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 listed below, with those selected by Goal Team 2 in 2009-10 in bold face:

1. Many students from diverse backgrounds do not have equal access to college.

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.

3. Gaps in student achievement exist among student cohorts related to ethnicity and income.

4. The composition of the group that graduates each year does not match the diversity of entering cohorts.

5. Diversity is not fully utilized as a strength throughout the curriculum and the College.

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. 7. Not all students receive academic support tailored to their needs as they move through the curriculum.

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.

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

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.

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11. Valencia can expect delays and challenges in hiring due to the highly competitive market for key positions.

12. Current faculty and staff have unrealized potential that should be developed to further the College’s goals. (At the November 2010 meeting, Goal Team 2 suggested adding this to the list of those that relate to Goal 2.)

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

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

Additional IssuesIn addition, in the 2008-13 Strategic Plan, it was noted that the following issues should be systematically studied by appropriate councils, committees, and leadership teams, and the results should inform the annual review of the strategic plan.

Goal Team 2 should select any of these issues that it feels may be related to achievement of Goal 2, and make any comments the team wishes to make:

15) How do we define and measure learning? What is our theory regarding the assessment of learning?

16) What constitutes Student Success? How does learning differ from student success?

17) How will we define “meaningful improvement?”

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

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

20) How do we define “Optimal Learning Conditions?”

21) How do we measure the extent to which we are accessible? How can we describe what it means to “Build Pathways?”

22) How do we define and practice collaboration? How should we communicate in a collaborative college?

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23) How is our commitment to valuing diversity honored through the work envisioned by this plan?

24) How will employees define their learning pathways, and how will we measure an employee’s engagement in the learning process?

25) What data model will be used to carry out this work, and how will we organize for data sharing and accountability?

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

27) What constitutes meaningful data? Should we compare statistics by socioeconomicindicators, rather than by race? What is the usefulness of such a comparison?

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Issues Reports from the 09-10 Goal Teams – for updating by the 10-11 teams

These reports contain combined comments from all four goal teams. Team 2’s comments are identified under each issue.

Strategic Issues Brief #1 – Adrian ManleyMany students from diverse backgrounds do not have equal access to college. Objectives 1.1, 1.4, 1.5 (pathway)

Strategic Issue from 2006 Situational/Needs Analysis: Diversity

“The students in our future will be increasingly diverse in background and needs. The college is expecting an increase in students over the age of 44. Also expecting more minorities specifically Hispanics to enroll in Valencia.

Notable internal changes related to Strategic Issue:

Notable external changes related to Strategic Issue:

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

We have experienced a surplus of older students returning to school. However, the turn in the economy is seems to be more of a motivating factor. Many come after just losing their jobs. It should be noted that this increase of 44 year olds and above come with extra issues than they would with just a career change.

Resources consulted in preparation of update(s):

Situational needs Analysis

Goal Team Two Comments – February 9, 2010 – This is not just an issue of demographics, but also of the way in which our systems may create barriers to access. Do we have information about that? Who is not here, and why? How do we serve students who do not have on-line access? Do we know which second language populations are not here? Do we know how our systems may be difficult to use for those with disabilities (for example, the on-line application)?

We need to confirm the source of expected increase of students over the age of 44, noted by Adrian.

Nick Bekas provided additional demographic data to add to this issue via a separate report.

Also, the following was submitted by Lynn Dorn of Team 2, who received this from Joyce Romano:

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. . . there are various ways in which we connect with the community to connect Valencia with persons who are homeless and/or seeking job skills although there is not a formal and comprehensive network as you described in Seminole County. David and Elizabeth were the faculty involved with the Prometheus project that John Scolaro organized. It was modeled after Riches for the Poor and offered a humanities course for homeless persons as a way to help them discover their potential. It was connected with the Coalition for the Homeless and other local agencies (Elizabeth and David will remember the other agencies names – I recall one was a women’s center.) We tried to develop a sustainable model when the grant funds (several years) ran out but were unable to. Elizabeth and David will be able to tell you when they last offered the course.

We award Homeless Tuition Waivers to qualified students based on a state statute that allows it. As part of this, various individuals serve as mentors /advisors to these students. For example, I am currently helping one student complete his degree through this program.

A number of our College Transitions staff represent Valencia on community boards that serve this population or other disadvantaged populations.

We participate on the Children’s Cabinet in both Orange (Grace Acevedo) and Osceola (Nelson Sepulveda) counties. This connects various agencies in order to address the needs of children and families, including educational opportunity.

John Stover runs a summer program with the Coalition of the Homeless called Life Strides that focuses on getting students into the Office Systems Technology program (West Campus) and continuing as a cohort to obtain a certificate and degree for employment.

Kenya Richardson represents Valencia with a community network that focuses on foster youth who are “aging out” of the system. City of Light is one organization that has been promoting this work and we are connected to them through a member of the Valencia Foundation Board. Again, there is a tuition waiver available through state statute for which these students are eligible and Kenya also helps them with other financial aid eligibility and advising issues.

John Stover represents Valencia on the Tangelo Park Project which is sponsored by Harris Rosen. Mr. Rosen provides college scholarships to any Tangelo Park resident who graduates with a B average and also coordinates a community board that meets regularly to help the community solve a variety of issues.

Jessica Morales and her College Transitions team sponsor an annual Youth Education Day which is about preparing for college enrollment and invites disadvantaged youth in special programs at community centers, churches and schools. It was a few weeks ago and about 300 students attended.

The College Transitions team each liaison with various community centers that have youth and adult education programs such as Frontline Outreach in West Orlando.

We established a partnership last year with the City of Orlando when we were applying for a grant through the National League of Cities. It focused on providing college access to students and families from the Paramore Area of Orlando. While the grant application was not

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successful, we have continued to work with them on helping individual students enroll at Valencia and also inviting students and parents to Valencia programs such as Youth Education Days, Previews, and the Bridges program.

We served as a partner for the Orlando Housing Authority for a HUD grant that was successful just recently. They will be providing educational and job opportunity to residents of their housing projects and we will bring our College Transition programs to those locations as well as invite those residents to Valencia programs. They are considering providing transition housing for the homeless which could include Valencia students. We also supported their grant application for the renovation of the Lake Mann housing project and they have not heard yet if that was funded.

On January 31, we provided college transitions, financial aid, and advising staff for College Goal Sunday at 10 different locations such as community centers and schools. This is a national program to assist disadvantaged families to submit the FAFSA and obtain other scholarship information.

I realize these don’t all focus only on the homeless but they touch a range of community needs and focus on the disadvantaged, including homeless. In Orange and Osceola counties, the work is coordinated in pockets rather than one big board, so we connect with those pockets to the extent that our resources allow. I probably have not included everything but this is what comes to mind.

Additionally, the following data was obtained from Brad Honious, Financial Aid office:

Five Year Spring & Annual Year Financial Aid Comparisons

Dollars 2006 2007 2008 2009 2010 YTD

Spring Aid $17,124,318$19,550,76

0$26,527,50

7$40,139,37

3 $54,505,731

Annual $38,892,022$43,123,32

7$58,522,10

6$90,400,30

5$115,027,53

4

Students on Aid 2006 2007 2008 2009 2010 YTDSpringTTL Students 27814 28809 31468 35014 38623FA Students 9507 9759 12137 15700 17965% on Aid 34.18% 33.87% 38.57% 44.84% 46.51%AnnualTTL Students 41493 43046 47015 51298 49034FA Students 12575 12993 15868 20433 23681% on Aid 30.31% 30.18% 33.75% 39.83% 48.30%

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Data Effective Date: 13FEB2010:01:03:45Created by the Data Warehouseon 13FEB2010 at 9:29 PMAnnual Unduplicated Enrollments for Credit, PSAV and EPI Students Across Financial Aid Year

Comments from Team 1 on Feb. 11

Those who are not native English speakers may have other barriers that should be looked at. Work schedules can be impediments. Residency and financial aid issues can impede early in the process. We don’t have enough classes to meet all demand. Do people who can benefit from what we offer have the information needed to be aware and to enroll? Textbook costs are impediments, but we offered discounts for those who purchased early. Bright Future payback may also be an impediment. Students with disabilities have special needs to overcome barriers. The Equity Report data may be useful here, as well. (The report is available in paper format.)

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Strategic Issues Brief #2 – Joyce RomanoMany 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)

Strategic Issue from 2006 Situational/Needs Analysis: Many students whose stated goal is to obtain a certificate or a degree are not successful in reaching critical milestones in their educational plans.

Notable internal changes related to Strategic Issue: This is still true and we have updated institutional data to establish benchmarks and goals. These were developed as part of the Title V grant application that was submitted in June 2009. We looked at the milestones of and computed the success rates of cohorts of students by whether they started in developmental courses or college-level courses, and by ethnicity. We then set desired achievement based on the idea that we would “close the gaps” between these groups of students and all students would achieve at the current highest level of achievement. See the attached chart for the details.

Notable external changes related to Strategic Issue: With an increase in funding and focus from the federal government on community colleges (increase in Pell, expansion of student loans through Direct Loan program, stimulus funding, American Graduation Initiative, etc.), there is an increased increase in the completion rates of students. The current federal definition of graduation rates is understood to be flawed and there may be opportunity to establish some better “progression” or “momentum” measures.


No need to update the issue statement; it is still accurate.

The Situational/Needs Analysis should be updated to reflect the newest trends in priority and funding from the federal government.


The data from the Title V 2009 grant proposal.

Comments from Team 1 on Feb. 11Note that dual enrollment has also been cut. We are unable to grow programs in the high schools. Career Pathways requires that 49 industry certifications be completed and these credentials become part of the pathways. Funding cuts have impacted high school pathways programs. Not all high school students are well prepared to follow pathways.

If looked at broadly, not all issues are academic. Some are systemic, such as limited access programs or limited labs in which to offer courses.

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Students may change goals and not inform the college. Students have trouble setting realistic goals. Everyone wants to be an engineer etc, but what they want may not be where their strengths lie.

Report on Issue 2 from Team 4.3/4.4 – March 4

Prepared by: Ty Johnson & Carmen Diaz


Students enrolling in college for the first time often have limited knowledge and understanding of degree programs and requirements. Decisions about academic programs, whether a certificate or a degree, are sometimes based on influence from others or through media advertisements promising lucrative employment opportunities and salaries.

To assist students in better understanding how to make better informed decisions about certificates and degree programs, initiatives have been taken to improve access to certificate and degree programs and financial resources to assist with educational expenses. Following are some initiatives implemented to increase student access to degree programs and successful completion:

Assigned Career Program Advisors for specific A.S. programs to assist students with educational advisement and support in developing realistic educational plans.

Tuition Installment Plan (TIP) for payment of tuition and books for students needing a longer payment period for educational expenses. Student participation in the TIP Program has increased on an average of 10% to 15% from implementation of the program in 2005.

A.S. certificate and degree program information sessions and workshops. Introduction of students to LifeMap and educational planning during initial New

Student Orientation and academic advisement sessions. Tech Prep Career Pathways offering technical career clusters to prepare students

for the transition from high school to postsecondary education. Students in need of financial resources to support their enrollment and completion

of degree goals have gained better access to financial aid application process and scholarship resources.

Conducted High School Nights at local schools to increase awareness of Financial Aid (How to apply for Financial Aid and How to keep it) which involved recruitment and retention.

Changed Financial Aid term deadlines to Financial Aid priority deadlines. Increased availability for students to access and complete all financial aid forms

online vs students completing all forms by paper. On-line New Student Orientation for transfer students. Through collegewide collaboration, Skillshops have been developed on various

topics to enhanced personal and academic success.

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Opportunities for students to develop a sense of campus culture through student clubs & organizations, special themed campus events, etc.

Technological campus learning environment in classroom setting, computer labs, and student lounges.

Directed messages to students when grades roll to advise of degree audit access. Implementation of an Early Alert System for selected courses to assist students

experiencing academic difficulty. Review of course offerings, especially in the AS degree programs, to ensure

courses are scheduled to meet program completion in a timely manner.

In additional, students are encouraged to meet one-on-one with academic and career advisors and counselors to review individual career and educational goals and progress towards successful completion.


Increased presence of College Transition Team staff members in local high schools and community agencies to provide information to students and staff about academic programs. Regularly scheduled programs are planned and coordinated with the local high schools and agencies to better inform perspective students of educational opportunities.

Participation of Transition Staff in community educational programs and events to provide information about certificate and degree programs.

Expanded articulation agreements with private colleges to ensure a smooth transferability of course work.

Annual Educational Seminars for middle and high school counselors. Annual College Night Programs for students in Orange and Osceola counties. Increased community based partnerships to give students an opportunity for work related

experience through service learning, clinical experience, and internships.

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

Some students whose stated goal is to obtain a certificate or a degree are not successful in reaching critical milestones in their educational plans. We realize that some of the reasons could be affected by personal challenges outside of the college environment. Conduct student surveys periodically to determine the level of progress that has been made to increase retention and satisfactory completion rate of educational goals. Continue initiatives to develop programs and services to assist students in achieving these goals.


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Transitions Community Information SheetTech Prep 2008-2009 Outcomes Summary ReportCommunity College Survey of Student Engagement (CCSSE)Departmental Unit Action Plans 2007-08

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Strategic Issues Brief #3Gaps in student achievement exist among student cohorts related to ethnicity and income.

Team Two comments – February 9, 2010 - Nick Bekas and Roberta Brown have data regarding this issue. The gaps have been closing.

Too many students stop/drop out, never reaching degree completion. Of our First-Time-in-College students who began Fall 2004, only 19.1% had graduated by Spring 2009, a five-year period. Minority students are under-represented in the graduating class when compared to the composition of the entering student cohort. (Hispanics made up 28% of the entering Fall cohort and had a graduation rate of 18.7%, compared to 23.4% for Caucasians.) Providing formal training and support to faculty who advise students will help to increase advisement services to students.

Only 38% of entering college-ready students graduate within five years, and the percentage for non-college ready is a little over 20%. Overall, only 22% of entering students graduate within five years. Minority students are under-represented in the graduating class. While Hispanics are 27.8% of the entering cohort in 2004, they were 25.2% of the 2008 graduates. African Americans were 16.1% of the Fall 2004 cohort, and only 8.5% of all 2008 graduates.

2. Math courses are a key stumbling block for many students. Minority students requiring prep math courses: 72% of African Americans and 62% of Hispanics, compared to 53% of Caucasians. According to Florida Department of Education, of the Valencia students who withdrew from College Algebra in Fall 2004, only 59.3% were re-enrolled by Spring 2007, as compared to 63.9% at Miami Dade College.3. Valencia graduates who continue their studies at UCF do not fare as well as the native students at the University, hurting their chances to complete the baccalaureate and/or enter graduate programs. Even though the withdrawal rates have been decreasing over the last four years, Valencia students attending UCF had the highest withdrawal rate among other local UCF feeder community colleges (22.6%).4. Reading skills are below college level for 61% of entering Hispanic students, 72% of African Americans, and 37% of Caucasians. 24% of entering students fail to complete developmental reading within two years. Those who do complete often have problems reading in the various disciplines of their college-level courses.5. Although Valencia rated fairly well in most areas

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indicated by the CCSSE, the areas that were continually rated lower in overall student satisfaction were advising, career counseling, job placement, peer or other tutoring, skill labs, transfer credit assistance, and services to students with disabilities. Students rated these from 1.75 to 2.55 (1 = not at all satisfied, 2 = somewhat satisfied).6. Valencia Associate degree graduates who continue their education at UCF do not fare as well as their university counterparts in the STEM (science, technology, engineering, and mathematics) disciplines, with a lower graduation rate (5.2% points lower than native UCF students in STEM fields.) Also, Valencia transfer students do not perform as well at UCF as transfer students from other community colleges, with an average GPA lower than three other regional community college transfer student groups and lower than that of UCF native students.

Table 8: Type of Prep CourseMiami Dade Valencia

One Prep Course NeededMath only 62.0% 51.2%Reading only 81.0% 80.9%English only 79.0% 73.2%

Two Prep Courses NeededMath and Reading 66.6% 44.5%Math and English 53.7% 42.1%Reading and English 82.1% 77.6%

Three Prep Courses NeededMath 60.9% 36.6%Reading 76.3% 64.0%English 77.6% 61.3%

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Table 2: 2007-08 Graduation RatesRace/

EthnicityFL OCPS ODS

All Students 75.4% 75.6% 67.5%White 83.6% 85.5% 76.9%Black 62.5% 65.2% 65.4%Hispanic 69.1% 71.5% 61.4%Asian 84.2% 83.9% 76.3%Am. Indian 80.3% 91.7% 36.4%Multiracial 80.5% 77.4% 71.1%

Strategic Issues Brief #4 – Daryl DavisThe composition of the group that graduates each year does not match the diversity of entering cohorts.

Notable internal changes related to Strategic Issue:There have been many internal changes going on throughout the college that relate to this strategic issue. Below are some that come to mind:

ATD (Achieving the Dream) – An initiative to help community college students succeed. This initiative is particularly concerned about student groups that traditionally have faced significant barriers to success, including students of color and low-income students.

FOE (Foundations of Excellence) –An action plan for the critical beginning college experience, designed to yield a new vision for enhanced learning and retention of first-year and transfer students as well as priorities for resource allocation.

New Student Experience Committee – A committee charged with organizing the development of a coordinated new student experience starting with the recommendations of the Foundations of Excellence Taskforce.

DEI – The 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.

Notable external changes related to Strategic Issue:There are many forces and external changes that are related to this strategic issue, we list a few below:

The Economy – The economy plays a number of different roles when it comes to a student’s education, I have attached an excerpt from WWW. stateuniversity.com that I thought was interesting that is related to economics and student graduation rate:Data from the U.S. Census Bureau revealed in 2000 that one in three Americans drops out of college. This is an increase from the 1960s when one in five discontinued his or her studies. Some studies indicate that a considerable proportion of college dropouts come from low-income families. The U.S. Department of Education found that 41% of low-income students enrolled in a four-year institution managed to graduate within five years. For higher income students, this jumps to 66%. Of the low income students that did not return, 47% left in good academic standing. (Team 1 comments that this is an important statement. We need to know why students withdraw. Many leave for non-academic reasons. We need more research.)The National Center for Education Statistics indicates that dropout rates are particularly high for African American and Hispanic students. Other student populations at greater

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risk of dropping out include those who are the first in their family to attend college, those who have limited English proficiency, and nontraditional students such as returning adult students.

Read more: College Drop Out Rates - Who's to Blame? - StateUniversity.com Blog http://www.stateuniversity.com/blog/permalink/College-Drop-Out-Rates-Who-s-to-Blame-.html#ixzz0eU3015td

Senate Bill 1908 – The Florida Department of education website states the following about this bill:This Bill expands the college/career readiness testing of 11th grade students who express postsecondary intent, and further collaborative efforts to make postsecondary remediation available to 12th grade students who demonstrate a need for and interest in additional preparation. Important goals of this law are to: 1) increase the number and percentage of students who graduate from high school "college and career ready"; 2) better communicate with 11th grade students and their parents the requirements and opportunities for enrollment in college-credit courses without a need for remediation, and; 3) to provide students, whose test scores in Reading, Writing and/or Mathematics indicate any gaps, an opportunity to attain needed competencies in 12th grade prior to high school graduation. Ultimately, this legislation will help us to graduate better prepared students, increase access to postsecondary opportunities, enhance career success, and promote student retention and completion in college.


Team 1 Comments Feb. 11: Add Bridges and its expansion and new features. Can we identify graduation rates for Honors students? Any income level analysis available? See Cornett reports. Need to add a sentence from IR explaining this chart and the nature of the gaps:

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Yr-0708 Enrolled

Yr-0708 Graduated

Yr-0809 Enrolled

Yr-0809 Graduated

Yr-0910 Enrolled

Yr-0910 Graduated

0.00%

20.00%

40.00%

60.00%

80.00%

100.00%

120.00%

18.12% 11.35% 19.88% 11.72% 18.57% 13.88%

34.67% 50.06% 32.44% 48.48% 32.84% 45.98%

31.10% 22.37% 31.83% 23.02% 34.30% 23.40%

16.10% 16.22% 15.85% 16.78% 14.29% 16.75%

Other/Not ReportedHispanic CaucasionAfrican American

* Year 09-10 data only contains Fall 09/Spring 10 data**Enrolled are based on FTIC degree seeking student enrollment for the year**Graduated are students who graduated with an AA, AS or AAS

Resources consulted in preparation of update(s): www.valenciacc.edu; www.stateuniversity.com

http://www.fyfoundations.org; FOE final report http://www.fldoe.org/Schools/CommonPlacementTesting.asp

Strategic Issue #5

Diversity is not fully utilized as a strength throughout the curriculum and the College.

(Relates to Objective 2.5 and the curriculum.)

Team Two Comments – February 9, 2010 –

Is there a model of what full utilization of diversity as a strength might look like? Foundations of Excellence offers a diversity dimension that we might explore.

Consider how the offerings of TLA support faculty in addressing diversity.

Request the Equity report from Martha Williams. (Available in paper format.)

Note that diversity is a component of the General Education curriculum, and that universal design should be a design standard if we are to take full advantage of diversity.

Goal Team 3.3 offered the following comments on Strategic Issue 5:

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(Secondary relevance to 3.3) – This issue speaks to our capacity as employees to serve diversity goals as well as to the accessibility of our wellness programs, ensuring that there are wellness opportunities available and accessible to all.

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Strategic Issues Brief #6 – Marjorie McKillopWhile 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. Relates to Objective 1.3.

Marjorie sent a report via inter-office mail that has been converted to a PDF file and has been posted to the Big Meeting web site.

Comments from Team Two – February 9, 2010 –

The new withdrawal policy is projected to make a positive difference.

The new rules regarding paying back Bright Futures is likely to impact withdrawal. Some students are reportedly asking to be given an “F” rather than withdrawing in order to avoid paying the tuition.

Students passing a math or English developmental course but who fail a test are given tutorials to help them pass, if they have an A or B. The “N class” prepares them to retake the exit test. These options are not necessarily available on all campuses, but all students can register for a course with these options.

Valencia has dedicated more money to tutoring and software, such as Smart Thinking.

Ask Jeff Cornett for any information we may have on success rates that are in and out of our control.

These comments also apply to Issue 7, which follows.

Team 1 Comments – Feb. 11, 2010

Perhaps we need to separate withdrawal and successful completion. Could we study what happens when students withdraw, but then return to complete successfully? In Mathematics, repeaters are less likely to pass when returning. Is this true for other disciplines? Some pilot work is underway to help students who are repeaters.

Need to also look at prep and non-prep patterns.

Need to mention tutoring services and that fact that resource centers have been beefed up. Faculty are urging students to use the services. Also need to examine difference between day and evening students, since same resources are not available during those time frames.

Key to this is more research into the reasons our students withdraw.

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Strategic Issues Brief #7 – Kimberly Finley and Karen Borglum Not all students receive academic support tailored to their needs as they move through the curriculum. Objectives 1.3, 1.5 (support)

Goal 1 Team Comments. Feb 11, 2010 – This links back to #6. If we have more information about needs, we could design services to meet them. We should add LinC information and consider expanding LinC to other disciplines and higher level courses.

From Kimberly Finley – Notable internal changes related to Strategic Issue:Our Doors are Open Wider

-The college expanded access to higher education through Flex Start Courses (program that provides multiple access points to learning opportunities), and Distance Learning Courses which is increasing access to classes for students and is in strong demand from students.

Student Success

- There has been a 5% percent decrease in students attempting 1-3 credit hours.

-There has been a 5% increase in students attempting 12 or more credit hours. Average credit hours attempted increased from 8.4 to 9 credit hours.

- Success rates for EAP have remained Stable with 80% passing with an A, B, or C.

-Supplemental learning opportunities are viewed positively by the students and make a difference in success. All supplemental Learning math course enrollees who attended at least one SL session had higher success rates (64% vs. 48%). First time in college math student who attended at least one SL session had higher success rates and GPAs at every remedial level and in every ethnic group.

Facilities

-Two new campuses are being planned. South west Campus purchase has been completed as of December 2006, and options are being explored for a new Southeast Campus.2006 Legislature provided funds to Module 10 (West Campus)

-Hospitality and Culinary Arts Lab (West Campus)

-UCF Joint use Module 11 (West Campus)

-Hi-Tech Classroom Building 4 (Osceola Campus)

-Classroom Building 1 for the new Southeast Campus when the location has been determined

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Population Growth Explosion

-Local population over the age of 44 is projected to increase at a higher rate than the younger population of 18-24 year olds (52% vs. 28%). Younger groups will be preparing for their first professional job while the middle-aged population will have a strong interest in preparing for increased responsibilities at work or for career changes.

- Increased population growth. Example-Osceola County population projected to increase 49% between 2004-2015.

College Readiness

-Currently 74% of all students entering Valencia enroll in at least one remedial course (math the most common area)

Course Delivery and Academic Achievement

-Divide exists based on demographic lines (parental, educational, attainment, race, and socioeconomic factors). Situation has major implications for student achievement and for course delivery modes that continue to be addressed.

K-12 Alignment

- Tech Prep high school student average GPA is 2.66 and FCAT performance of Orange/Osceola Tech Prep 10th graders shows higher than state average performance on the reading, math, writing, and science (11th grade) sections

-Increasing percentage of high school students projected to graduate without a standard diploma

Partnerships with Middle Schools and High Schools

Partnerships with Tech Prep, Dual Enrollment and postsecondary transitions outreach address curricular alignment (particularly in mathematics courses).

Dual Enrollment participation decreased 61% between fall 2002 and fall 2005 in Orange County high schools and also decreased 11% in Osceola County high schools. The college has had opportunity to work with the schools to restore the formerly high participation levels and to explore potential online dual enrollment courses.

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-Number of discussions with private high schools and with parents of home schooled children point the way to potential partnerships that will benefit students as they prepare for college.

Community At Large

Achieving the Dream Initiative (ATD)- Valencia has held community conversations with community and found that:

-There is a lack of awareness of the scale, types and number of program offerings and financial aid available at Valencia

-For many college-bound students, Valencia is seen as the contingency plan rather than their first choice.

-The income difference and other benefits that a college education brings are not well known.

-Community groups are seeking specific way to partner to help all students succeed, including job shadowing, service learning, mentoring, tutoring, sponsored events on campuses and internships.


There needs to be more information on the course Student Success (SLS1122).

More information about programs offered for students such (Bridges programs and Mentoring programs).

Resources consulted in preparation of update(s): Strategic plan 2008-2013

From Karen Borglum -

As we think about one of our BHAGs on page 37 of the Strategic Plan, it is important to note that this has a direct effect on designing effective and efficient pathways to learning.


In November 16, 2007, Valencia added an Intensive Math Tutorial to help students who were passing the MAT 0024C course with a grade of B or higher, but missed the Basic Skills Exit Test by one or two points. This course addition completed the Intensive Tutorials for all level two developmental education courses.


On January 29, 2010, the state of Florida signed a contract with McCann Associates as the new provider of our Computerized Placement Test (CPT). This new test will begin a gradual

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implementation in late spring. There will be diagnostic capabilities associated with this test for an additional unit price per test.

The state of Florida was awarded their own DEI grant in 2009. To coincide with the new CPT, part of the work for this grant is for state colleges to work on modularizing the curriculum in our developmental education program. Although Valencia is not able to participate, because we were awarded our own DEI grant, we are still invited into the discussion.


The state will host its annual Connections conference in St. Petersburg on April 21-22. There will be two primary focal points of the conference: a redesign track and a developmental education best practices track. The redesign track will give state colleges an opportunity to discuss actual course outcomes in the developmental education courses so that a modularization of curriculum is possible. This conversation will also allow for a review of the Basic Skills Exit Test. Additionally, there is interest, at the state level, for a dialogue about common outcomes to be listed (instead of profile descriptions) in SCNS beginning with our developmental education courses.


Melinda Milles, Director of Transition Programs and Services, and John Hughes, Institutional Research and Effectiveness

Goal Two Team comments – February 9, 2010 –

While a promising, the numbers enrolled in supplemental learning in Comp I and II are still too small to evaluate. This issue also relates back to Issue 1.Nemir provided additional data that is contained in a report to be emailed separately. Is it good or bad that success rates for EAP are stable? Does this represent a natural progression rate, or is there something else going on here? It was noted that research on SL has been done based in a manner that eliminates section bias.

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Strategic Issues Brief #8 – Jeff CornettThe 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?)

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


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.


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.


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.


Keith Houck and his Enterprise Resource Plan committee.

Goal Team Two comments – February 9, 2010 – We don’t offer “extreme hours” courses (such as midnight courses) but we offer on-line courses that can assist those who prefer more extreme hours. We need to take into account the impact of changes in admissions to the SUS on enrollment in our system. Those changes are driving people to state colleges and proprietaries.

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Critical questions: At what point do we stop growing? How do we address issues of quality vs. access/growth? Financial aid data might be useful here, as well as Foundation scholarship data. To what extent is there a digital divide among our students?

Goal Team 1 Comments – Feb 11, 2010 - Can we add the money spent on student services? Are there any benchmarks for this? Staffing to be added if budget allows should be considered. How can we know the unmet demand? Can flex start expand? If they leave one campus, do they go to another?

Goal Team 3.3 Comments on Issue 8:

Issue 8 (secondary relevance) This issue is premised on having healthy employees who are present and able to serve students.

Report from Goal Team 4.3/4.4 – March 4

Prepared by: Ed Ames*Procurement- student involvement/community partnerships*Internship opportunities*Cooperating organizations (preferred vendors)

Notable internal changes related to Strategic Issue: This year the Procurement Office will be working with the students (through Student Development) to coordinate activities surrounding Earth Day (April 22, 2010). In the past, the Procurement and Facilities Department held a Sustainability Day that was open to the public. By working with the student side, they will see the efforts from the business side of the college with our green initiatives and excellent results.Preferred vendors will also participate to show their goods that are sold to the college while meeting our goals.

Notable external changes related to Strategic Issue: Procurement has worked closely with the FMSDC (Florida Minority Supplier Diversity Council) and in April 2009 hosted the Chapter meeting in our new signature building on West Campus. In July 2009, our Senior Buyer, Annmarie Wise was awarded ‘Buyer of the Year’ from FMSDC for significant improvement in spending with small, local, and minority owned companies.

Valencia Community College’s Procurement Department was also nominated for Company of the Year by the African American Chamber of Commerce because of the increase in spending among local, African American companies. While we did not win this award, the nomination was an honor and our efforts were greatly appreciated.


Will be working on an Internship plan for Business Students who are interested in how a Procurement Office is operated.

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Met with Victor Collazo and several students regarding the upcoming Earth Day activities on West Campus.

Worked with Malik Ali, President of FMSDC with regards to the Chapter Meeting held at the college.

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Strategic Issue #9

Students, faculty and staff do not always have access to up-to-date effective technologies that support learning and professional success. Relates to Objectives 2.2 – 2.5, and also to Goal 3.

Goal Team Two comments – February 9, 2010

This report was prepared by Jerry Reed with assistance and input from Jenny Nevarez, Angelique Smith, Bob Seal, Bruce Marshall, Gordon Cain and Jeff Vena.

The college is addressing the challenges of providing timely and effective technology to all college community members via the following initiatives:

1. A continuing collaborative approach to the design, specification, acquisition and deployment of educational technology among OIT and all stakeholders

The guidance provided for our web and portal applications by the Web and Portal Advisory Group (WPAG),

the governance and support provided by the Alternative Delivery Steering Committee (ADSC) for our current and future Learning Management Systems (LMS, currently Blackboard CE8, aka WebCT),

Prioritization of Administrative computing system upgrades, enhancements and fixes by representatives from all divisions of the college, in the form of the Atlas Project Improvement Team (APIT).

2. An active program of software and hardware refresh, which provides upgraded client (PC) and server computers to the college user community.

OIT refreshed about 1,200 computers during the last year. In general, the goal is to refresh staff, faculty and lab PCs within four years.

The college continues to evaluate alternatives for enhancement of our Learning Management System.

3. Active programs are in place to enhance our local area and wide area network access, availability and performance.

Our Internet connectivity is currently a total of 200 Megabits/Second, split across two providers. The college has plans in place to increase this connectivity to and from our campus systems to a total of 300 Megabits/second, in support of increased traffic from web registration, online course work and other portal access.

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Wireless (WiFi) networks exist on each campus and are presently being extended in capability and range. The college is experimenting with using wireless connectivity within computer lab on campus, and support is provided for shared network infrastructure with UCF in the University Center, facilitating access by both Valencia and UCF users.

4. On-going support and training are provided for campus and off-campus users of our portal, administrative and Learning Management systems.

Telephone support, in the form of the Office of Information Technology (OIT) Help Desk handles over 13,000 calls per year.

Telephone support for our online courses via the WebCT helpdesk handles over 16,000 calls per year.

Faculty, staff and students are also provided support for technical issues via email or live chat, as well as given access to an FAQ knowledge base for technical and training related questions on WebCT/Blackboard.

Students are provided with telephone and e-mail support for technical issues by phone and e-mail. Walk-in assistance is provided in the Atlas Labs on each campus.

Multi-modal training for faculty on the college Learning Management System is provided through a partnership between the Learning Technology Team (OIT) and the Faculty Development Team (Academic Affairs).

Individualized training opportunities and onsite support in the design and development of courses is provided for faculty members at the various campus learning technology centers (OIT).

Team Two Comments – Feb. 9, 2010

We might consider expanding technologies such as Smart Thinking and featuring more “tiered” rooms (the classrooms formerly known as smart, bright classrooms). Universal design principles should be incorporated as a default setting.

The following was submitted by Nemir Matos-Cintron of Goal Team One, and relates to this issue:

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

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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:

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( 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


(secondary relevance to objective 3.3)

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Wellness programs benefit from up to date technologies that support goal setting and physical activity.

Report submitted by Goal Team 4.1/4.2 – March 4, 2010

Notable internal changes related to the strategic issue:Students do have access to technology while on campus. All students able to come to campus have access to Atlas Labs, libraries, and program specific labs. All students are provided an Atlas account.

From an internal perspective this issue may need to be deleted or re-written. Note:

Outside of the college this may not hold true. Students may not have access outside of our campuses. While we feel technology is more prevalent in our society, the economic issues faced by many may cause Internet access at home to be considered an unnecessary expense. This is an area for study; as we know more and more our students are looking to the flexibility of online courses which requires them to have access o the internet and its resources.

Notable external changes related to the strategic issue:Technology advances at such a fast pace that keeping up with industry specific equipment can be a challenge, however through the support of our community and the Perkins grants, we are able to keep up with the needs of our programs. The advent of the new developing industries in Life Science and Bio-medical research in Southeast Orlando presents new opportunities as well as a higher potential demand for additional lab space and research resources to develop new programs to support this developing cluster. Access to these emerging technologies will be important for our students and this access can be achieved by developing strategic partnerships with business in our community.Note:A new strategic issue might need to be proposed to support the development of academic programs to support the new Economic Development initiatives proposed in Central Florida.

Strategic Issue #12: Current faculty & staff have unrealized potential that should be developed to further the College’s goals.

Prepared by: 3.2 Goal TeamStrategic Issue from 2006 Situational/Needs Analysis:


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Two notable internal changes have occurred since this issue was identified in 2006:

Faculty has implemented a Professional Development Plan that includes financial incentives for professional growth and HR is piloting a new performance appraisal process that includes a component for each individual to set appropriate career goals.

Valencia Enterprises is partnering with HR on the rollout of their plan this year, which includes training for all staff.

Both of these will impact the way faculty and staff view and respond to their individual development needs. The new performance process is a good starting point for aligning internal professional development.

Plans should include other systems to support professional development.

Notable external changes related to Strategic Issue: Our Data Analysis Results from the 2006 Strategic Planning process indicate that the

number of students starting at community colleges will increase at the same time that the retirement of baby boomers is creating workforce vacancies.

Current HR trends predict that the necessity of growing talent from within will continue to increase for this very reason. In addition, our current expansion plans will only add to the need to grow and develop our employees to their full potential.

While none of this has changed, recent economic conditions may delay the exodus of baby boomers from the workforce. It is not clear at this time how significant this delay may be.


While there has been some progress on this issue, there is still a need for further development and support. We feel this issue is still valid.

Resources consulted in preparation of update(s): Review of the 2008 – 2013 Strategic Plan The Strategic Plan’s Data Analysis Results Input from HR/Valencia Enterprises on the new Performance Appraisal process Review of “Alerting a Talent Void” article in NACUBO’s Business Officer journal

regarding Daytona College’s response to the anticipated leadership gap caused by retirements

HR.com


(Of primary relevance to objective 3.3) Energy that comes from being healthy is important to job performance. Wellness fuels us and helps to develop our human potential. Likewise, stress reduction techniques help us to perform well.

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Strategic Issues Brief #13 – Sally WitcampCollege 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

This has a direct effect on at least four of the “Big Hairy Audacious Goals” (BHAGs) on page 37 of the Strategic Plan.

1. Every student develops high aspirations and the tools to achieve them.2. Each student is treated as a person to be respected, challenged and served, and not as a problem to

be solved.3. Valencia’s students can begin to pursue any higher educational goal by starting at Valencia.4. Valencia creates learning experiences designed to support each student’s needs and aspirations.


Refer to Strategic Plan 2008-2013, External and Internal Questions beginning on page 19.

I.Q. 1: How does Valencia invite or restrict access to higher education?

Our Doors are Opening Wider: Valencia is experiencing record enrollment. Offerings of Flex Start courses and on-line courses have expanded. The record enrollment has posed a challenge to facility and faculty/staff resources.

Barrier: the Front-Door. “Valencia may be losing prospective students during their earliest experiences with our college, before they even register for class.” (2008-2013 Strategic Plan, pg. 27) The enrollment process can be very confusing and frustrating for many of our students. Record enrollment combined with the current economic situation has resulted in facility and staffing challenges.

I.Q. 2. What are the perceptions of students (current and prospective) about access to the college and their experiences in attending Valencia?“Many assume that the space will always be available for them at Valencia—a belief that may be challenged in the coming years should increasing demand outpace our available resources.” (Strategic Plan 2008-2013, p. 29) In many ways, we have already reached this point. For example, students coming in at the end of registration are able to complete the enrollment process, attend New Student Orientation, and then find they are not able to complete a schedule. Lack of mandated courses forces students to post-pone enrollment.


E.Q. 1: What are the potential changes to our community and its needs between 2003 and 2013? What are the most significant changes that will impact the programs and services Valencia delivers to the community to meet those needs?

Refer to Strategic Plan 2008-2013, External and Internal Questions beginning on page 19.

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Current economic situation was not a consideration (not predicted) when the plan was written.

The Population Growth Explosion Continues: Florida’s population actually declined in 2008, losing 58,000 residents. (1) (At the same time, our enrollment has risen due to the loss of jobs in Central Florida.)

Additional Job Growth on the Horizon: Florida’s seasonally adjusted annual unemployment for December was 11.8%, up 4.2% from December 2008. (2)

E.Q.2: How might our relationships with community and partners support, enhance, and detract from our ability to meet needs arising from community changes:

Partnerships with Middle Schools and High Schools: The College Transitions Team currently has fourteen different programs annually to include Middle School and High School audiences, including College Night, Counselor Day, High School Visits, Freshman Orientation and College Preview Days.

E.Q.4: What is our current and projected public policy environment, our strategy for navigating that environment, and the results we wish to achieve in garnering resources to serve our employees, clients and students?

State Funding: Valencia continues to be under-funded compared to the Florida community system average. The current economic situation has resulted in even higher fees for students than was originally predicted. State funding is unpredictable and on an annual basis. This has had a direct effect on services to students.


Recent changes in the economy should be reflected in Situational/Needs Analysis


Valencia Community College Strategic Plan 2008-2013; (1) Floridians for a Sustainable Population; (2) State of Florida Agency for Workforce Innovation

Goal Team Two comments – February 9, 2010 –

CCSSE data may assist in addressing the extent to which students have person to person experiences, as opposed to feeling like a number. The Foundations of Excellence work will also focus on this during the first year of college. We are adding positions to serve students as the budget allows. The team inquired about whether IR can analyze staffing levels and FTE served.

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Goal Team One comments – February 11, 2010 –

To what extent is the issue statement accurate and is it applicable more to those who are entering? Closely ties to issue 8. Process evaluation is needed since bureaucracy can get in the way. Atlas is not very user-friendly. Students are frustrated and hurt when they lose their entire schedule over financial deadlines. If something on Valencia’s end is at fault, can’t we fix that? Need to determine what makes students feel like a number and not a person. It is thought to be most likely up front in the admission and enrollment processes. What can we do to eliminate this feeling?

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Strategic Issue # 14 – Melissa Pedone

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.


Significant increases in student enrollment. Development of the Lake Nona Campus.


Poor economic climate impacting funding and enrollment. Delays in funding capital projects. Holds on state matching funds for the Foundation.


External question #4 “What is our current and projected public policy environment, our strategy for navigating that environment, and the results we wish to achieve in garnering resources to serve our employees, clients, and students?

o Update the status of state matching grants for Foundation endowments.

Internal question #4 “How do our fiscal, facility, technological, student affairs and human resources capabilities, policies and strategies support and/or hinder students in meeting their learning goals?”

o Funding for the “Hi-Tech Classroom Building 4 (Osceola Campus)” has been significantly delayed.

o In the “Facilities” section the Southeast Campus should be updated to reflect the progress on the development of Lake Nona.

o Significant growth in enrollment since 2006 should impact the statistic “Career Program advisors report that Fall 2006 student contacts increased 28% compared to Spring 2005” in the Student Affairs section.


Strategic Plan for 2008-2013 “Situational/Needs Analysis”

http://valenciacc.edu/strategicplan/documents/StratPlanBOOKMARKED_000.pdf

Goal Team 3.3 Comments on Issue 14

Issue 14 (primary relevance)This issue requires that we examine the extent to which we have committed funding and space to activities that fall under 3.3.See data gathered for the Wellness Program and from HR.

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Report from Goal Team 4.3/4.4 – March 4, 2010

Prepared by: Susan Stone and Barbara Frazier


-The amount allocated for Instruction in the operating budget has increased by 26.2% over the last three years. Some of this may be attributed to an increase in instructional cost, but Valencia has been intentional about providing courses for students when they need them (Precision Scheduling). This directly supports Goal 1.3 – Goal Achievement

- The amount allocated for Staff Program Development in the operating budget has increased by 36% over the last three years. We continue to evaluate the needs of the employee for professional development and training to ascertain its effectiveness. This increase is consistent with Goal 3 – Invest in Each Other


With state cuts to college programs running as high as 20% in some areas, Valencia Community College’s efforts to emerge as a first-tier investment the for philanthropic community is mission critical. One of the areas that can greatly benefit from this practice is to support our Capital Outlay projects. Efforts should be made to identify key partners with whom we share mutual goals and objectives. These partners can be from our business or educational community. The Valencia/UCF Joint-Use Facility project is a shining example of the results that could be achieved through joint ventures.In the future, companies with clean green, health care or information technology initiatives would be great partner to support for example, the Lake Nona campus as well as some of our newly-proposed baccalaureate degree programs.


The College’s operating, technology and capital budgets has made significant strides in aligning with the Strategic Plan.


The Valencia Session Report – May 19, 2009 -Operating Budget FY 0607-0910

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-PECO Allocations FY 0707-0910-Conversation with Keith Houck, Vice President of Administration- Strategic Indicators Report - 2005-2006

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PROPOSED ADDED STRATEGIC ISSUE FROM GOALTEAM TWO:

Impediments in systems, processes, and curricula

See report on Gold Standards submitted by Joe Lynn Look, on the Big Meeting web site.

She provided this note:

I know the articulations for industry certifications were discussed at our last Strategic Goal One meeting. It looks as though the first of the industry certification articulations will be in place for next fall. I have copied Karen Borglum (if I remember correctly she was gathering articulation information). This will be something very different for Valencia, because we have not awarded credit solely on certifications in the past.

Goal Team 1 Comments – Feb 11, 2010

This was integrated into Issue #7.

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List of Initiatives from 09-10 Goal Team

Initiative Report

(Reports updated with Team comments from the second and third meetings of the 09-10 Goal Team, in February and March 2010.)

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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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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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%).

2. Maintain our commitment to student access.

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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 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

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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 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

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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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New 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

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Humanities 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,

Descriptive Statistics based on internal indicators

Qualitative Data: Reflective assessments from faculty on the curriculum process

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

In Progress

External – annually

Internal –annually and by semester

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Writing, Math, Gen. Ed. Courses, and Student Success

analyzed after the end of 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.

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Strategy 6: Dev. Ed. Student Learning Community

Director of DEI

Descriptive Statistics (?)

Qualitative Data (?)

A business proposal has been 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.

In Progress

Not Decided

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.

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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

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

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Next Session:Develop two to three Developmental Education Outcomes.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

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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.

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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