Big Meeting
March 19, 2010
Strategic Issues Table Discussion Notes
Table: 1
Issue: 1 - Many students from diverse backgrounds do not have equal access to college.
Recorder: Donna Kosloski
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Demographic age 44 and over – new increases in this bracket
Age 24 – bimodal – 2 modes – younger generation of students increasing lowered
average age to 24
What do the 44 yr olds want?
o Are we offering skills that are needed
o More students coming with bachelors and masters seen in chemistry classes
o Here for __________ shells
Facility issue – to project credit issues into learning centers for ex:
o Bright House – IT degree, AS Horticulture at Disney
More specific AS degree programs could be used to provide shells in theater
Mature students (in 30’s) squeeze generation – they need to vent
o Do we have peer support in place?
o Grown children out of work coming home
Deans control production of credit programs
o Can we blend goals by offering credit courses at Valencia Enterprises?
o Does this blur our vision?
LifeMap – best for traditional students
o What should we have in place for squeeze generation?
Chosen school & programs based on work hours
o We do not grant a lot of autonomy to new students for good reason
 To assist choices and guide them
Calls on environmental classes, credits, programs
o Helps students choose goals. Give a purpose or a path
Are 19 yr old students different than 44 yr old?
o Much diversity among 44 yr olds
o Seasoned professionals retraining, retooling career, or brand new to college
Change mind set
o Peer designed orientation based on cohort based on age
MARS program at Osceola
o Order students used social network for networking
o Mature students on west are just taking a class.
o Osceola mature students seem more engaged in being a student and getting
involved.
MARS – Ask Melissa Pedone
Single parents group
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Homeless
o How do we reach them and give access to college?
o You get financial aid used for books & tuition
 The remainder can be used for other necessities
 There are still hardships
o Pathways – homeless students to us, however, there are intersections
o We need to guide them and have point person that can point the students to the
right area or direction
Recycling – emails
o Trying to reach our students
o Email files are too big
o 10 megabytes in student email account - They are full, can’t receive/recycle
emails
Homeless students who are here – let’s reach more homeless people through emails to
current homeless students
Interaction
o Send texts to students w/ a link
o Issue w/ cost of texts
o Twitter
 Who is using Twitter
 UCF is using it
 It is an it is an opt in type of program
 The students like to text & will not open emails
GED earners
o Students opt out of H.S. for various reasons
o They need access and have great potential
o Tap into existing programs from Orange County schools
Home schooled students
o No set transcript coming in
o Difficult to plan or place into interventions
Theme
o Lots of kinds of diversity power
o Power
 Personalize, customize
 How does Pathways customize w/ student’s that are diverse (homeless,
poverty, etc.)
 Traditional design helps our students but may begin hurting students that
are diverse.
Different populations
o Technically homeless
 Living in cars, have cell phone
 They do not consider themselves homeless so do not receive services and
cannot feel connected to Valencia
o NO student should feel like a number
o Pathways need to be designed for many different types of students
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How do we get different Pathways as an institutional initiative on all campuses not niche
programs?
o Look to student development
o Need 10 students to start a new club
o If students are not asking S.D. will not build the groups
Student’s experience is felt in the classroom.
o We need to reach them there
Lots of discussion on MARS program at Osceola
o Look at it
o Can this be grown and used Collegewide
One challenge we face is that many of our private scholarships (and nearly all in/for
Osceola) are limited to graduating seniors
o It is essential for us to diversify scholarship opportunities (particularly for new
funds) that reflect the diversity of our student population
Table: 2
Issue: 1 - Many students from diverse backgrounds do not have equal access to college.
Recorder: Patti Smith
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Financial issues, preparation hinder students
Fees are creating burden / withdraw for refund
o We are the first CC with less than 50% of funding from state
o There is imbalance of funding structure, decreasing budget from state
o Dual enrollment affected by funding formula
 Less offerings at the schools and those from a diverse background have
barriers coming to college campus
Focus a bit of discussion on Age diversity
The group supports the design of a future students website
o Helping students step thru the admission process in a more sucking manner
 A check list
 A visual, step-by-step video
OSD seeing folks w/ psychological issues
o Perhaps PTSD
o Veterans – reading them is an issue
If we can no longer be all things to all people, whom should we serve
o Will we come to this?
Table: 3
Issue: 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.
Recorder: Liz Gombash
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Do AA students have milestones?
o Yes, but sometimes not in best sequence
o Example:
 Prep-students often wait until end to take college level math courses
Do students understand the risk / consequence of delaying certain courses?
o Is there follow up advisement?
 Not for AA
 Some faculty advise students
Want data re. student success if courses taken consecutively or gap in time
o Math, reading, writing
o If there is a difference, need to examine issues more closely
Previously did “bundles” (English, math, student success, comp), but did not examine
data
o Could re-do now through linked course design and add reading
o Linked courses now are only for 1 semester
 Needs to be more sequential
Certificates
o May or may not require sequence of courses
 State curriculum frameworks dictates which courses must be taken but not
necessarily order
 Not sure why students take courses “out of order” (does not apply
to prerequisites)
o Could be a money issue
Students have a plan, but no follow-up
o Students toss their plans
Need intervention if students fails course for the first time, especially prerequisites
We set students on a course – how do we keep them on course?
o Best students follow up themselves, so don’t need to worry about them
Can LifeMap be set up to automatically alert student and advisor when student is going
off track from plan?
o Can remind students of courses needed at registration time?
o We have daily alert system – 2 years – 3 codes in mid-term
To get student to take responsibility, need to explain to students
Should UCF faculty come into classes to help explain to students what they need to do
o Orientation is not necessarily the best time to explain this to students
 Students don’t really want to hear it then
Students currently get notice that financial aid will not pay for courses not in major, but
why do they get this notice before they register?
o Not usually checked until after add/drop
o They have no choice but to appeal
Table: 4
Issue: 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.
Recorder: Elisha Gonzalez-Bonnewitz
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“Students don’t have a clear path to reach their goals”
o Need to focus on students who are not performing well
We don’t collect information on outgoing students, so we don’t know they have
withdrawn
o Need to capture data of why students are withdrawing
Student engagement survey can probably assist us in measuring why students are not
performing well.
We need Pathways not choices, we focus on students on developmental courses and do
we assist in leading them to corridors
o Too many choices
o Don’t know where to focus
Maybe we need to focus more orientation and be specific on what outcomes are
We don’t know our student population who is disadvantaged unless they fill out a
FAFSA application
o How do we serve those first generational students?
Focus on when students first enroll to get to know them better
Service learning
o Helpful in placing students in the workforce so they experience it and make
decision on doing that career for the long run
All college employees are aware of all resources
On website
o Menu on advising issues or who they should speak to
LifeMap
o Students not engaged / difficult for facilitation
Work w/ classes where all students are enrolled (tackle these course & talk to students
then)
Students don’t tell anyone of their changes
Students should update (their) major every term so we can assist them in the pathway
How do we tap into social network to reach-out and find out how to guide them in career
choices?
How do we collaborate with workforce dept to provide access and exposure to the
pathway to then improve the economic development of our community
o This will provide prepared workforce
Live chat w/ your counselor
New student experience committee: focus on giving students support and advising who is
supportive
Faculty members provide one-on-one counseling under a sough-out consultation level.
Not part of curriculum. Maybe we should consider.
Table: 5
Issue: 3 - Gaps in student achievement exist among student cohorts related to ethnicity and
income.
Recorder: Kim Long
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How helps address:
What is lacking:
o Many students coming in don’t know plans
o Many students don’t even know what opportunities exist
o How to help them get through the maze of family pressures?
o Science options often not supported by some ethnic groups – AT HOME
o More mentor or modeling of possibilities needed for some of the gap students –
shadowing?
o More strategies need to help students make a plan and set goals
o More advising in disciplines too, not just the advising office
o Active exploration of fields available to students
o Pathways –
 Before even reaching VCC, start it in the HS
 Encourage more science / math options that help w/ career choices
o Create more opportunities for students to explore career fields
o Family and social expectations
 Need to find role models
o Need to get family buy-in
o Why are the numbers the way they are?
 NSF may be helpful
 Non institutional answers?
 Family, finance other issues – need more follow-up on why
students leave
 College effort to find out why students leave can get more support earlier
 Is it really related to poor academic standing?
 Find out if it is academic or other issues
 Filter the numbers – dropped or moved on (system to capture more
info to answer the “why”
 So many not college ready entering to VCC
 Withdrawal survey? – before being able to W
 Who do we need to contact?
 When transcripts – before completion are requested why!
o #3
 UCF transfer – not doing as well
 Find out from other feeder institutions what their W policy is.
What do they do differently?
 Follow up on why students have trouble after transferring
 Is there anything we (faculty) can do not to find out why students
withdraw
 Why do we get to the W issue? Why so many need to withdraw?
o #2
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What can we do w/ the HS to help w/ the issue?
Why is the college ready student taking so long to finish?
 Need to look to understand those numbers too
Share statistics on student w/ VCC F & S
 Employed FT/PT, single parents, etc. (These may be impacting
completion)
Run stats in dif ways, not just ethnically
 May be more factors (variables) impacting it rather than just gaps
in preparation
Need to address and help students background issues
Resources – not used or not aware of them by students
o #5
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Resources
 Not used or not aware of them by students
 Who else can we use as advisors?
 We are missing a counseling center
 More supplemental instruction pure form of S.L.
Table: 6
Issue: 3 - Gaps in student achievement exist among student cohorts related to ethnicity and
income.
Recorder: Joe Lynn Look
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Closing the Gap
o ATD – focused on math closing gap (SL Link) gap has been closing for gateway
o Bridges – data outperforms ATD
 Support: advising / mentoring / aid / midterm evals
o How to expand to all students
 (existing programs like Bridges target small groups
o DEI brings this to a scale but still focus
 SL / LinC target small groups
 Try to have more small groups
o Must have appropriate resources as expansion takes place
o STEM focus needed
o Tutoring services have been expanded
 Need hard data / stats
o Tutoring by nursing faculty has been successful
 Part of faculty workload in nursing
o Possibility; college wide mentoring
 Would require extensive resources
o Take Stock in Children extends mentoring to middle school
o Need focus on how to best use resources
o Finance influence graduation
 So many try to support family / work full time / attend school full time
o FinAid / Deans need to be more connected
o Early alert system – find students that are going down the wrong and provide
early intervention – w/ faculty & Deans
Table: 7
Issue: 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.
Recorder: Ruth Prather
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Support services – tutoring, __________, counselors have helped
Can’t control work schedule of students
Students with a plan – keeps them moving forward
o We need to help students get a plan & follow it.
Find a balance of support
Need more $ for tutoring, writing center, etc.
Need to work harder to get students a plan
Firs year experience is very important
Need to know more why students fail
Can we get to students early enough so that students prepare to succeed
We agree the college we agree that college can do things that help students stay in college
Withdrawal policy should help
Table: 8
Issue: 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.
Recorder: Sunni Prevatt
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Prep issues still big in math
o Not where we want to be
o Gaps are widening again – don’t know why
o Difficult to get data due to collection
o What do we do about “outside factors” (family, etc.)
Focused on looking at curriculum to address issues
o Tutoring, SL, labs
o Look at what is happening in classes
o What should they be able to do by the time they’ve completed level classes
Some students saying not getting “enough” from instructor/classroom. They’re using labs
Are students taking responsibility for their own learning?
o Expecting to “get it” without the work?
o Students need to know relevance of material
o Students need to be advised of course loads and commitments
o One tutoring place (center) where all levels of need can be addressed
o Educate students in importance of talking w/ someone prior to making decision to
drop / wd [make students have to talk w/ someone prior to dropping] [professor
signature required?]
Grade anticipation on issue – many students want A’s; a B isn’t good enough
Teach about motivation being a choice in the classroom
o Skill not the only issue
Group of students (must have an A only do the minimum)
“First day of class sets the tone for the year”
o Be clear upfront, set expectations
Many students aren’t always here because they “want” to be; they “have” to be
o This affects withdrawal
o Emphasis on “W” not looking good on transcripts down the road
Suggestion
o Email to professors reminding about talking with students prior to withdrawal
deadline
o Create a new web page [@] valenciacc.edu
 Withdraw with pertinent info
 Send right after drop period and again at withdrawal deadline
o More communication between professor on students with low grade for a
discussion
o On Atlas, “how to”
 Tips for best practices - for faculty; for resources
o Faculty use resources (workshops)
o Adjuncts need training too!
 Adjuncts make less time to interact with students
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o Pop-up for withdrawal before allowing
Don’t make withdrawal so easy
Table: 9
Issue: 4 - The composition of the group that graduates each year does not match the diversity of
entering cohorts.
Recorder: Linda Vance
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Continue to grow the SL program to assist students
Important to give vision of Pathways
Gap may be widening because of current economic situation
o Many students returning to work or to school
Focus on college readiness – SB1908
Fewer full time students because of economy
o Need to teach college success skills
Look into childcare?
o Children on campus because adults are returning to school
o Single parents
o We need to be creative to find ways to help this population
Student engagement = Student retention
o More programs like “Roadmap to Success scholarships”
Look at utilizing distance learning to increase student engagement.
IR surveys to graduating students
o Asking what has been most helpful
o Calls to students who have “stepped out” or dropped out to see why
Work with academic probation students
o Success strategy develops “high touch” contact with students early in 1st two
terms
Look at scaling up the high touch program to students in prep classes
Cohort grouping have proven successful
o Could we look ad doing more of this? (LinC)
LifeMap / Me in the Making
o Time to re-educate students and staff
Table: 10
Issue: 5 - Diversity is not fully utilized as a strength throughout the curriculum and the College.
Recorder: Donna Marino
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Tenured program
o Addressed w/ inclusion and diversity
 7 essential comp of educator
Woven as a student core competency
o Also TVCA
We have the goals
o Woven in seven esst. Comp of educator
o “value” comp for students
o Now the practice
Diversity of thought
o What does that look like in our hiring practice?
Gender / learning styles / age / thought and culture
Challenge
o Effect thought
What are we as an institution doing to make sure our educators and leaders reflect the
diversity of our students?
o Is diversity encouraged?
o Is constant conversation continued?
o More than just a one day class
Creative, innovative, out of the box thinking is required
o Committees, divisions, cognitive thought, opposing opinions should be welcome
and collaborated and understood
Get beyond diversity as at threat in meetings
o Especially of thought
o Effective change in thought is still required
Comfortable “asks” to colleagues need to be expanded to welcome diversity (thought /
discipline / culture / gender)
Invite cross discipline diversity to committees, hiring committees
Invite cross department
Change thought, teach communication for cultural competency
Need a conversation around issue of cultural competency
o Define it
o What does it mean?
Deans included for professional development in diversity of thought
o Expanded professional and staff is an opportunity to infuse diversity of thought
and culture competency
Awareness that, while there are differences, there are many similarities
Would like to see strengths based = value on skill and thought and what an individual
brings to the college and meetings
Self awareness of ind bias / feelings
o Need to start in self awareness
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It’s not enough to bring the right “mix” to the table
o Enough awareness of “self” to be able to listen to the “mix”
Faculty sometimes focus on engagement with students and forget to focus on engagement
with each other
Are we stuffing 20lbs of tomatoes into a 5lb bag?
The infusion of diversity in our community affects partner with community and all of
college 4 goals
How far are we including cultural competence as a core competence
As we look toward concrete prf development, infuse diversity of thought and cultural
competence
So many dimensions of diversity
o Should we start with the one aspect as a deeper focus?
Understanding individual / self awareness may alight w/ diversity
Table: 11
Issue: 7 - Not all students receive academic support tailored to their needs as they move through
the curriculum.
Recorder: Jennifer Robertson
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Wonder if majority have tailored help?
o Not a tailored plan
o Don’t know what the plan is
o Need program for extra tutoring help
o Online you get discussion boards and chat rooms
o Bigger issues if faculty don’t know the plan?
How can we make them aware?
o Lots of instructors are in PM
o Adjuncts don’t attend unless there’s a benefit ($ or s/t)
o Has the resp. of those doing the tutoring to advertise what they do
o In Osceola there are handbooks
 Does anyone read them?
 For adjunct faculty
How many Ss take student success?
o That is a good starting point
o A course where their learning is mapped out
o Those Ss who don’t attend S.S. miss out
o Foundation of executive report suggests that all Ss that S.S.
 The program covers interesting and important topics in career center.
 Need to get Ss researching and thinking early about careers.
 Career center good place to provide information.
 Career program advisors very successful
 They go to classes to provide services
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o Need S/o to tell Ss what Pathways are
 These advisors help provide other resources too for Ss – even more
resourceful than faculty
Should we institutionalize S.S. infusion program to adjuncts?
o Yes!
o That would be extremely helpful to all faculty
o Those who are participating are enjoying it
Can faculty become mentors?
o Can’t do all Ss.
o What about peer mentors?
o Faculty need to make themselves available and approachable
o What about tapping into senior volunteers to help work with students?
o Florida has had a population decrease due to recession yet enrollment up
 People moving to mid west where there are jobs
How much is done during orientation session?
o Maybe too much to comprehend
o Need to “chunk” over time
o Review this content?
 Not “getting far for Ss.
 Need repetition over their career here
o Answer centers
 Ss get frustrated everyday
 Lines too long to get help
 Deans and faculty walk the line and try to help people
 Some Ss don’t need to be in the line
 A.C. people are overwhelmed so not giving good customer service
o Everyone has to take responsibility for communicating w/ Ss, especially faculty
 _____ train at Learning Day
 Other stuff?
 Get adjunct involved?
 They need the info too, over and over again
o 50% of our courses are taught by adjuncts
 Valencia is behind due unexpected enrollment.
 If we had funds available, it would make a big difference to compensate
them and have enough faculty
o Faculty can take the course to teach S.S. even though they won’t teach it as prof.
dev.
Table: 12
Issue: 7 - Not all students receive academic support tailored to their needs as they move through
the curriculum.
Recorder: Michele McArdle
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Academic support – broad definition
o Expanded tutoring
o Conducted w/ smart thinking to make tutoring more accessible
o Using for higher level courses
o Limited use
Using tutoring training program development by Brian Macon
Faculty have to include links on their online course to help students find what already
exists for help
o Academic standards manual now includes these resources
Have to find way to connect with H.S. students.
o FACTS.org doesn’t get to H.S. counselor and message doesn’t get to the students
Math faculty & OCPS faculty work has and will help prepare students
o It was important to have people sit in the same room to do this work
Worry about issues brief
o Small increase in student achievement
 What external influences are affecting our data?
o Change in Bright Future overflow from universities shutting the door
o If incoming cohort is higher performing, our increase in student performance
might just be a reflection of these external factors
o New grads are placing with fewer prep needs
o How do you reach the folks who have been out of H.S. and help prepare them for
placement test?
o New placement test by McCain will help us start again
 McCain can be diagnostic
 These would be great help for our students
o Check course outcomes and formative assessments will help to identify students
who need extra support and then direct them to appropriate resources
o Support the ____ risk student continuously while they are on their id. Path
o Relationship between students and faculty are key
 Faculty need to help direct students to these resources
o DEA confidence
 2 wk refresher course in prep areas to help non-traditional age students
prior to college placement test.
Table: 13
Issue: 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.
Recorder: Karen Borglum
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In education you never have enough resources
o The key is focus
 What can we do w/ what we have?
Need to maintain quality
We have a hard time saying “no” to initiatives, but we need to make choices on how to
use our resources
We have to prioritize – i.e. how many prep sections
o Deans have to make decisions – do I hire this person?
o Do we add a course no matter what it takes?
o Capacity issues – are we building too much capacity at the front end?
 What happens as students progress?
Keep comprehensive about resources; they all work together
Are we considering portables?
o Is it a sign of over capacity?
As we make decision we need to make sure we keep up with technology
We need to have a conversation about how we prioritize
o How do we balance people’s willingness to try new things?
o We need to maintain what we have versus how we try new things
o This is required
 i.e. reporting system for international students
o What is most important?
What are we willing to cut?
o Let’s reevaluate what we are currently doing in terms of effectiveness
o Return on investments; real costs
o Difficult to have these conversations, but it is enhanced by our collaborative
culture
Online learning isn’t really a cost savings
o We learned from telecourses
o SecondLife – a lot of resources for so few faculty using it
Innovation journal – stages of development
o You want people to try things, but as we grow it can begin to determine how to
institutionalize it
o Evidence based
o Went away? With SBI’s going away
o There isn’t an overall prioritization list
How do we say “NO” to each other without damaging relationships?
o If we prioritize goals this will be easier
o Sometimes evidence will not allow us to drop projects
o Certain choices we aren’t willing to make because they are central to what we do
 i.e. AtD and continuation of EDI
 i.e. a lot of resources for 3 prep students
o $7.3 million in AtD work – MDRC report
o Are we willing to have this conversation?
o The conversation and work are central to our values
Table: 14
Issue: 9 - Students, faculty and staff do not always have access to up-to-date, effective
technologies that support learning and professional success.
Recorder: Michael Bosley
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Students – we still don’t know what access they have from home
Faculty – seems like a lot has been done for this group
Issue is well documented by report
Technology is hard to keep up with
o Skype is a tool we could use more
o [Mobile] phone technology
Student resource issues is critical
o Students still must rush to get here to access printers, etc.
o We make a lot of assumptions that they have access
Difference between social technology vs. education learned tech
There is a gap in training for both students and faculty
Scaling up training from early adopters to main stream
Important to look at student – age demographics, the older student has different
technology needs
Faculty have responsibility to expose student to emerging learning technology
o Use of facebook, twitter, etc. to have as institutional face
Faculty and staff need to the training to gain the knowledge for social media and other
tech resources
o Self use
o Apply it to achieve college goals
Website needs an overhaul to showcase the important pieces of the college (i.e. hard to
find Valencia Enterprise)
Web support tools
o Other options
 Responsibility for reviews – who?
 Changes are important
Issues
o More than just access, we need to get to a level of proficiency
 Requires $ and time
o Consistency of communication tools outlook (WebCT) – Atlas
 Where do we get out email (adjuncts)
 Confusion – need training
o Banner
 Pop-ups would be great
 Registration
 Use tolls effectively
People need to know that they can take advantage of the training
o Some may not feel comfortable going to training outside of their daily work
 This could aid Goal 3, more professional development
 Leaders should support / encourage additional training
o Gross training
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Exposure to what it is like to work at the campus
Awareness of campus ____ w/ the who work at DTC
Table: 15
Issue: 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.
Recorder: Joanna Branham
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Example was given of a student with personal issues that are hindering his ability to
learn.
o Resource needs is an open counseling center where student needs (all types) can
be met
Many people within the college are not aware that personal counseling is available
through the college
Resource – we are getter at meeting the tutoring needs of students
o Concern:
 All students aware of this resource.
Listing – students need to be more aware of the resources that are available
o More than a room with books
o Once they enter Valencia library, we can connect them to community libraries
and their resources.
Rethink Orientation
o Can we give students more information about resources into their hands?
We believe that student success should be required for all students
o Students receive valuable information about resources.
o Possibly make it an online course for those who are not in “pup” classes
Do students and faculty and staff know that we have the resource and ability to refer
students who are in the need of counseling?
Could our career centers assist with locating employment?
Need faculty support in helping promote programs that are being [offered] in Student
Development
Child care
o Could we partner w area child care center to get a discount at the center?
Student needs:
o Financial
o Legal
o Medical
o Tutoring
o Job referral
o Childcare
o Public transportation
o Food vouchers
Table: 16
Issue: 11 - Valencia can expect delays and challenges in hiring due to the highly competitive
market for key positions.
Recorder: Roberta Brown
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“Key Positions” – does that need to be defined?
o Think of faculty when hear that but it may be more than just faculty that we need
Besides the need for new people and the issues w/ funding for them, we also have space
issues (particularly Osceola, but elsewhere as well)
o No office space, classroom space, etc.
Training for internal candidates for best practices in applying for positions…
o Cover letter, resumes
o Applications may need work as well to help direct people in filling them out
appropriately and effectively
o But job descriptions / postings also may need to be designed / written better to
help applicants focus on the important aspects of desired qualifications.
Learning centered statement requirement may need to be adjusted to reflect our strategic
goals / plans so we get a better view of applicants; it’s a reflection of where Valencia is
now
Increased applicant pools may not be a negative thing
o Delay comes from pools that are too small w/o adequate applicant selections that
require positions to be re-posted
o Large pools are welcome
Don’t look to fill positions of retirees until they are “leaving” or already gone which
causes delays
o Filling positions w/ internal candidates are also difficult at times b/c positions are
unattractive to internal candidates
o We don’t have adequate succession planning w/ the emphasis on “planning”
 For Deans, may want to consider 3-year rotations
 More like temporary appointments
 Helps faculty understand the Dean’s job and keep Deans from burning out
Applicant pools seem to have a lot of new professionals and many who have been in their
profession for 30-40 years
Adequate distribution of resources:
o People, funds, etc.
o Also, seems as if Osceola lags behind even in data and assessment
B/c of economy, etc. people may be interested in P/T positions if they can’t get the F/T
and we can then continue growth from inside by giving people the opportunity to get
their foot in the door and experience the college
Can’t we hire people P/T to learn the position/job of retirees before they leave?
What would draw talented, PhD faculty and talented, creative faculty may be things like
the endowed chair and sabbatical opportunities may need to be advertised
We don’t “brag” enough about those sorts of things, which may help balance the issue
raised by our late postings of these positions
Need to ask applicants:
o Why did you choose Valencia?
o We can mine data from applications to help us market ourselves better and attract
the “best” people for our “key positions.”
Table: 17
Issue: 12 - Current faculty and staff have unrealized potential that should be developed to further
the College’s goals.
Recorder: Brent Nakagama
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New performance appraisal process:
o Anecdotal feedback is that the new tool is just a piece of paper unless backed by
genuine feedback & constant communication
o It is not an end of year activity but all year long
o There may be challenges in making this tool effective
In the case of faculty, it may not be possible for Deans to meet faculty multiple times a
year
o How are we investing in adjuncts?
o A program chair may have 30 adjuncts (most teach at night)
 This is also true of supervisors on the staff side
o Supervisor / Deans / Program Chairs don’t have enough time to set expectations
and on-going reviews throughout the year
No financial incentives (merit pay) to encourage performance
o Staff perceive a ceiling to promotions and feel at a disadvantage against external
candidates when many appear to have broader experience
o How can internal candidates get training and experience to successfully apply for
internal position?
o We need to identify talent at all levels of the organization
 Need a better management process
o We need training and mentoring to help individuals advance their careers
o Better communication to market on what is already available online for faculty
Table: 18
Issue: 13 - College staffing levels, systems and processes can sometimes lead students to feel as
if they are “numbers” rather than persons to be served.
Recorder: Michelle Foster
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Initial impressions regarding strategic Goal ___
o Internal Questions
 Front door Barriers
 Admissions, financial aid, registration and changing
 Web/Atlas “new student” tab
 Waiting in line at Answer Center is frustrating
 Turning in “forms” – waiting in line is a problem
 Student feel like they have to find answers on their own
 One-Stop (con’s maybe outweighing pro’s) of this concept
 Consideration of moving to specific offices (i.e. FinAid,
admissions, security) can be beneficial
 Students want information fast; using technology where applicable
(online admissions application)
 One advantage of One-Stop when using technology successfully
 Recognize “different” student types (i.e. traditional, vets,
dislocated workers)
 Need to bridge “personal touch w/ technology resources”
 NSO online orientation needs to be done in a Spanish version (lack
of information)
 Students visit centers – why can’t staff navigate system to see
where problems exist?
o External changes
 More students coming to Valencia
 SUS’s not accepting as many students
 Unemployment forcing community college attendance
 Two markets that have done well during session; education healthcare
o Trend changes
 Not expecte4d to change before 2013
 Students still needing education and retraining
 Population not expected to grow
 Need more information on demographics of expected student population
o Relationship with community
 Continue w/ middle school and high schools
 Dual enrollment funding from student
Table: 19
Issue: 13 - College staffing levels, systems and processes can sometimes lead students to feel as
if they are “numbers” rather than persons to be served.
Recorder: John Niss
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Registration:
o What is the first experience?
 Students have tough process
 Some cultural backgrounds are not having equal access due to lack of
experience in dealing with administrative problems
o 2 hour wait for answer center and then 2 hour wait for an advisor
 Are these things that can be done online instead?
 Students perceive the website to be difficult
 Online chat as a resource for students
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o Dropping all classes for financial issues certainly makes students feel like they are
being ground up by the machine
o Emphasize to potential students that mid-semester is the right time to get help
with the process
 Our media push tends to encourage showing up at exactly the ____ time to
get personal help
o Orientation gives a large volume of information that may be difficult to absorb at
once
 Just in time information would be helpful
o How do we get the students who are most in need of guidance to the right place?
o Cross Training
o Go-To-Meeting
Conclusions: the tools are in place to help students, but the staffing level does not
necessarily allow what we would like
Increase cross training of advising staff
We need good information as to where students are running into roadblocks
Potential students need information at the right time
o Too much at the front is a problem
Table: 20
Issue: 14 - The College’s operating, technology and capital budgets do not always align clearly
with the strategic plan.
Recorder: Chris Klinger
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Investment in activities made, but communication is lacking
o Lacking workshops about specific health issues
Where are the dollars for Wellness in each of the 3 budget?
o Are there specific line items in the budget?
Not all campuses have facilities WP / OSC do not
At the stage of _________ menu but not a Pathway
The college does not provide release time to participate in Wellness activities (wellness
time)
Question about communication:
o Leadership Valencia – Wellness emails
Need data on what staff / faculty want
o ________ survey – Cigna survey
Many people do not know about online services
Do we need a committee for Wellness to assist __________ programs?
o Budget impact
Should we have a gym on all campus or should we have agreement with a private club
membership?
Cost of ______ operating – not doing anything
Spare and equipment capital – limited to 2 campus
______ / equipment technology – limited to 2 campus for large pieces
1.1, 1.2, 1.3, 1.4, 1.5
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Technology – fair investment due to non recurring budgets
o Website – LifeMap
 refresh program seems to be lacking
Operating staff
o Needs catch up
 Has been freezes and replacements only
 Mandates from state (CPT)
Capital budget – west campus has had investment
o Other campuses have severe need
Grand dollars buy equipment but we do not have college dollars for upkeep, replacements
and staff to support technology
o Software issues – get hardware but not software
Assisting students with personal computer repairs (access to technology)
Table: 21
Issue: 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.
Recorder: Larry Rosen
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VCC Has grown equivalent of West Campus in last 3 years
o Funding being out
o Lowest Sq.Ft. per FTE of any community college in state
o Bigger classes – harder to serve students
o Strain on professors
Anecdotal info that student ethnic performance gaps are increasing after having
decreased
VCC trying to maintain open admission policies despite strain
Probably hardest on remedial students
More seats in classes than ever
Students going to multiple campuses to make schedule
Students can’t make a full schedule (or any schedule)
Hard for faculty to maintain standards
May need to “package” entire student tracks (Pathways) online
Department heads decide on online vs. classroom
Technology office coordinates with deans
Don’t know what % of students can do well online
Online AA program would require many non-existing support services
Online students do have on-campus labs, etc. available
Can’t require online students to come to campus for services, orientation, etc.
Valencia Second Life
Provide fully online degrees to increase access
Table: 22
Issue: 5 – Diversity is not fully utilized as a strength throughout the curriculum and the College.
Recorder: Stan Stone
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Strategic #5
o Issue
 Diversity is not fully utilized as a strength throughout the curriculum and
the college
o Review team two comments – Feb 9, 2010
o Review Team 3.3 offered the following comments on Issue #5
 How do we include diversity in the curriculum at the college?
 No concrete policy on diversity
 What we offer n a faculty development called inclusion / diversity
o Sensitivity and answers of diverse students
o Workshops in TLS year 2 & 3
o We have a comprehensive Gen Ed. Curriculum
 What % of faculty take these workshops
 How can we measure the outcomes from such faculty development
workshops?
 How many faculty take Circles of Belonging (C.O.B.)?
 When and where should conversations occur?
o i.e. Black / Brown conference at Hillsborough
o e.g. writing across the curriculum and understanding
culture influences
o e.g. we need to teach faculty and offer more COB for them
by including the Deans
 Diversity training should be mandatory for all staff
 All jobs descriptions should have a part of their criteria a
demonstrated commitment
 Review our equity reports
o We should continue to monitor our equity report
 Impact on our diverse student participation
o Valencia is a minority majority institution
 Faculty demographics should mirror our community
 There should be a Collegewide expectation that all faculty and
staff complete Circles of Belonging
 More faculty should facilitate COB workshops
 Continue conversations and dialogues on foundations of excellence
 Continue to monitor our progress in the annual equity report for
retention and sustainability and gate keeper courses