Goal One: Summary of Progress and Work Underway (October 2010)
Goal 1: Build Pathways
 Design effective and efficient pathways to learning and educational progress for students.
 Create opportunities for students to develop and achieve their personal aspirations.
 Develop program options for students that enable them to compete successfully in the
Central Florida economy.
Objective 1.1: Transition to College - Partner with others to increase the college-going rate of
students from every high school and the percentage of district high school graduates who apply
and enroll at Valencia.
Objective 1.2: Persistence - Increase the percentage of students who persist at Valencia through
key academic thresholds.
Objective 1.3: Goal Achievement - Increase the course and program completion rate of
Valencia students by decreasing the withdrawal rate.
Objective 1.4: Economic Development - Align plans for the Associate in Arts and Associate in
Science degree programs, and the resources to support them, with the economic development
needs of the region.
Objective 1.5: Access - Increase access to associate degree and higher programs through
university partnerships, scholarships, and financial support, and through the addition of Valencia
campuses and locations in growing service district areas that are relatively distant from existing
campuses.
The 2009-10 goal team projects that the current and planned activities related to this goal can be
expected to “move the needle” toward goal achievement, but noted that restricted funding for
facilities and new faculty and staff acts as a constraint. The team established short-term measures
that will assist in monitoring progress toward these ultimate aims:
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The college-going rate of Orange and Osceola county high school graduates will increase to the
higher of either the goal set by the county systems or a rate that is in the upper quartile of
Florida K-12 systems
Valencia will maintain its market share of those graduates.
The percentage of degree-seeking students who are retained through key thresholds, and who
graduate, will increase to levels that exceed current Valencia performance and that
place/maintain Valencia’s ranking in the upper quartile of Florida community colleges for these
measures.
The college will document a clear correlation among the economic and workforce development
needs and priorities of our service district and the AA and AS programs offered at Valencia.
College will be accessible to all in our district via campus locations and/or alternative delivery
systems, and financial need will not be a barrier to attendance.
Valencia places among the top 5% of community colleges nationally in program completion
and graduation rates.
College will be accessible to all in our district via campus locations and/or alternative delivery
systems, and financial need will not be a barrier to attendance.
Overview of Selected Efforts to Achieve the Goal
Improving Success on the Pathway to Valencia - Plans are being implemented, many via
partnerships with high schools, local communities and other higher education institutions, to increase
the number of students reached with the message that “College is Possible.”
Among these are expanded transitions programs and support services to parents, teachers, counselors
and students; marketing strategies and tactics (including a new Prospective Student tab on the web
site); outreach by deans and provosts; summer camps; an expanded Bridges program; the Career
Pathways program; technical program alignment (Perkins); the Direct Connect program that enables
students to see a pathway through Valencia to the baccalaureate; a partnership with the City of Orlando
to encourage college degree completion in low income neighborhoods; dual enrollment programs and
high school academies; the growth of Take Stock in Children; increases to faculty and staff to serve
enrollment growth; expansion of on line offerings; expanded access through the addition of buildings
and campuses, including Lake Nona and Building 4 at Osceola; and planning for future capital needs.
Improving Success on the Pathway through Valencia - Many efforts aim to improve success as
students enter and move through their programs of study at Valencia.
These include increasing usage of LifeMap tools and resources, assisted by the LifeMap marketing
campaign and the LifeMap faculty project; the Developmental Education Initiative (DEI), including
expanding Supplemental Learning, LinC and Bridges to Success programs; implementing a
comprehensive plan for new student success; increasing early registration and conducting registration at
orientation; CJI mandatory orientation and the “Two for All” CJI degree initiative; assisting students on
academic probation; implementing the withdrawal policy; reducing textbook costs; assisting students in
meeting CLAS graduation requirements; and improving student financial literacy.
Also smoothing the pathway are the development of program outcomes and assessments for all majors
and for General Education; the alignment of the AA/AS/AAS general education curriculum; infusion of
college readiness skills into the developmental education curricula; an expanded International
Education program for study abroad and for international students; the expansion of the Honors
Program; further development of Distance Learning strategies; implementation of the financial literacy
plan (FLIRT); and increased communications with students regarding availability of scholarships.
Improving Success on the Pathway Beyond Associate Degree Achievement - A number of
substantial efforts aim to improve student success in achieving the baccalaureate and advancement in
the workforce.
Among these are support for four-year degree pathways for students via the Direct Connect
Consortium; plans to add selected four-year degrees at Valencia; implementation of a variety of
collegewide STEM (Science, Technology, Engineering and Mathematics) Initiatives; and the alignment
of the faculty staffing plan with program needs.
Workforce and economic development initiatives include annual reviews of workforce projections and
economic development priorities with a comparison to current and planned program offerings; updates
to the AS programs and courses every two years; working with the State Board of Education’s effort to
review industry certifications for statewide articulation; development of new security education and
training programs, including a new training program with the Transportation Security Administration
launched in 2010-11; and industry-based roundtables and forums to identify training and educational
needs that Valencia can help to meet.
Goal Two: Summary of Progress and Work Underway (October 2010)
Goal 2: Learning Assured
 Implement optimal learning environments for students.
 Integrate individual student effort with the learning process.
 Establish learning and learning support systems and techniques designed to reduce
achievement gaps among groups of learners from diverse backgrounds.
Objective 2.1: Learning Outcomes
Develop, align, and review program learning outcomes to assure a cohesive curricular and cocurricular experience that enhances student learning.
Objective 2.2: College-level Writing
Increase the percentage of students writing at the college level.
Objective 2.3: Completion of Mathematics
Increase the percentage of students who complete the math sequence within two years.
(Completion is defined as successfully completing the highest level math course required for a
program of study. The two-year measurement period begins upon entrance to the College.) CLC
recommends a change to: “Completion is defined as successfully completing the highest
level math course required for the student’s declared major or as defined by the certificate
program in which they are enrolled.” Note that developmental education is not a program.
Objective 2.4: Completion of 15 college credits
Increase the percentage of students mandated into developmental courses who complete within
three years the first 15 college level hours of their programs of study. (Developmental courses are
defined to include MAT1033C.)
Objective 2.5: Close achievement gaps
Close achievement gaps among students from diverse backgrounds in completing six key
courses, leading to increased persistence and program completion rates. (MAT 0012C, MAT0024C,
MAT1033, ENC1101, POS 2041, MAC 1105)
The 2009-10 goal team projects that the current and planned activities related to this goal can be
expected to “move the needle” toward goal achievement, but noted that the uniform training of
advisors is needed to achieve objective 2.4. The team also were cautiously hopeful regarding the
potential of current plans to meet objective 2.5, as fluctuations in gaps are being studied.
The team established short-term measures that will assist in monitoring progress toward these
ultimate aims:
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All programs will have and follow a continuous improvement process that includes
learning outcomes assessed on an on-going basis.
All students will write at a level appropriate to their educational goals.
All students will complete at least the mathematics courses that satisfy Gordon Rule or
the highest program requirement for their program of study within two years of entrance.
All students mandated into developmental courses will complete within three years the
first 15 college level hours of their programs of study.
There will be no gaps in performance on these six courses among cohorts of students
from diverse backgrounds.
Overview of Selected Efforts to Achieve the Goal
Learning Outcomes
Curriculum Mapping, Program Outcomes and Assessment Plans – Work began on mapping the
introduction, reinforcement and assessment of the General Education outcomes within the five General
Education discipline areas and within the co-curricular student experience. Work is now underway to
map the introduction, reinforcement and assessment of the General Education Student Learning
Outcomes within the five General Education discipline areas and the co-curriculum. Assessment plans
are being implemented.
Learning outcomes for General Education and the AS and AAS degree programs have been
developed, approved and are listed in the 2010-2011 College Catalog. A committee is working on
outcomes for the AA program courses beyond the 36 General Education hours. Program outcomes
were created by faculty for two new baccalaureate degree programs.
Improved Success
To provide more students with access to the courses needed to achieve their goals, section
capacity has been increased each term by 6-8%, and a stronger schedule of high enrollment courses is
being offered. Work is underway to evolve support services and student services, including a number of
programs aimed at the objectives in goal 2. Among those are:
Bridges to Success - This learning community for at-risk students from low socio-economic
backgrounds, is expanding, involving 300 students in 09-10.
College Readiness Skills Infusion - Faculty are infusing College Readiness Skills (skills that
change the learning behaviors of students) into developmental education course curricula.
Mathematics - Outcomes and assessment for the developmental mathematics sequence are being
established as part of the Destinations faculty development efforts.
New Student Experience - A new standing committee was created, as recommended in the
Foundations of Excellence Final Report, and is charged by the College Learning Council with
organizing the development of a coordinated new student experience, starting in 2010-11.
Supplemental Learning (SL) - Developed as one of our strategies for Achieving the Dream, SL
continues to grow, with 341 sections in 09-10.
LinC (Learning in Community) - Two courses are “linked” together, enrolling the same cohort of
students who are taught collaboratively by faculty from different disciplines. Forty-one LinC pairs were
offered in 2009-10, and the number is planned to increase in 10-11.
Writing - Faculty who teach General Education Composition courses and Developmental
Education courses are developing common assessments of writing and results will be available in 201011.
Withdrawal policy – As a new policy is fully implemented in fall 2010, the college will explore
what is known and can be learned about why students withdraw.
Scholarships - The Office of Financial Aid brought about significant increases in the dollar
amount of financial aid awarded as well as the number and percentage of students receiving aid in
2009-10. Total awards grew from $90 million in 2008-09 to $115 million in 2009-10.
Closing Achievement Gaps
The New Student Experience and Developmental Education Initiatives include a focus on
closing gaps among students from different ethnic and socio-economic backgrounds, incorporated into
many of the strategies named above. Research on gaps is underway by the College Learning Council
and its Data Team.
Goal Three: Summary of Progress and Work Underway (October 2010)
Goal 3: Invest in Each Other
 Establish operational systems based on collaboration and deep stewardship of our work.
 Demonstrate support for employee professional development, career growth, and healthy
living.
Objective 3.1: Collaboration - Strengthen Valencia’s collaborative culture through learning and
leadership development opportunities through the effective use of collaborative approaches, and
through regular review and evolution of our shared governance system.
Objective 3.2: Career Growth - By 2013, Valencia will have a robust system of career growth
and planning in which all Valencia employees will participate. (Note: This does not include
faculty, who have a separate faculty development program.)
Objective 3.3: Employee Wellness - Increase the percentage of those in our college community
who are engaged in self-reported wellness practices. (NOTE: This does not include students.)
The 2009-10 goal team projects that significant investment of time and resources would be
required to achieve these goals as the organizational structure did not provide for consistent and
on-going leadership in these areas. In all cases (with the exception of Objective 3.3 – Employee
Wellness), the teams indicated that the current practice is insufficient to “move the needle” in
terms of results. The team established short-term measures that will assist in monitoring progress
toward these ultimate aims:
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College employees will be able to articulate the commonly-held principles of
collaboration and decision-making as defined and practiced by the college community.
The college will develop and implement a robust, layered, and effective system of
communication that reaches broadly and deeply to all employees.
Part-time employees (including faculty) will be engaged and connected to the mission of
the college.
As an individual, a leader, and part of a team, Valencia will encourage employees to steer
their career goals and aspirations. Specifically, career growth includes: continuous
learning and development to enhance current on the job performance, enabling
employees to keep pace with rapid changes ensuring we are prepared to exceed the
students’ needs and expectations, and identifying and preparing for desired future job
opportunities.
All in our college community are engaged in one or more wellness practices.
Overview of Selected Efforts to Achieve the Goal
Strengthening Collaboration – Several developments in college organization, processes, and practices
are contributing to the advancement of our collaborative work.
A review of shared governance and collaboration at the college will be conducted. Specifically, the
review will yield a documented collaborative process and the results will be communicated throughout
the college.
The area of the college that is responsible for marketing and communications has been renamed
Marketing and Strategic Communications. A new Assistant Vice President was hired in September
2009, and the team is creating a new marketing and strategic communications plan.
The college will strengthen the support, performance, reliability, and accountability of part-time
employees through providing more networking among part-time and full-time employees throughout
the college.
Career Development, Growth, and Planning – A draft of an overarching staff and organizational
development model has been developed and is currently under review. Additionally, a strategic plan to
develop a competency-based supervisory program has been developed. Targeting those in supervisory
positions is the foundation for spreading a culture of professional development for all staff.
In June 2009, the Performance Development Plan (PDP) team started the pilot phase of implementation
of the PDP. Key departments were targeted and invited to participate in the pilot program. The pilot
program was successful and a college-wide roll-out was started. Throughout the months of June and
July 2010 the PDP team conducted training for supervisors and employees. Supervisors received a
three-hour training session that covered the details of the new process and planner plus hands-on
practice of writing objectives. Employees received a one-hour training session that focused on
differences in the new process. To date, most college employees have completed the recommended
training program.
Improving Employee Wellness - The college moved to Cigna Health Insurance in 2009 and, as part of
the transition, those insured were asked to complete an online health assessment. The transition to
Cigna is complete and preliminary data from the health assessments is available. The data will be used
to create targeted and specific wellness programs designed to meet the needs of Valencia employees.
Campus-based information about wellness programs and technologies has been identified and a
comprehensive Wellness Plan is in development.
Goal Four: Summary of Progress and Work Underway (October 2010)
Goal 4: Partner with the Community
 Coordinate student needs and College goals with community partners.
 Actively respond to community needs and goals
Objective 4.1: Community Investment - By 2013, Valencia will emerge as a first-tier
investment for the philanthropic community, supporting the missions of the Valencia Foundation
and the College.
Objective 4.2: Alumni Involvement - By 2013, significantly increase the membership and the
active involvement of alumni in giving of their time and resources to support Valencia.
Objective 4.3: Community Engagement - Significantly increase documented college
engagement with community organizations and businesses, contributing to meeting community
needs and increasing community awareness of the College’s mission and service, authentically
raising our profile in the community and leading to Valencia becoming an investment of choice.
Objective 4.4: Workforce Development - Increase reported satisfaction by Valencia graduates
with their preparedness for upper division studies and the workforce, and increase the numbers
of companies and individuals served by Valencia Enterprises, contributing to meeting key
workforce needs of the community.
The 2009-10 goal team projects that the current practices will be influential in helping the
college achieve these objectives. Concerns were noted in several teams regarding the
availability/creation of baseline data as well as the need to staff appropriately and employ
technology to support the work. The team established short-term measures that will assist in
monitoring progress toward these ultimate aims:
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Establish Valencia as a first tier investment opportunity for community partners and
subsequently received increased gifts from private wealth donors who wish to invest in
the community.
Increase the membership and the active involvement of alumni in giving their time and
resources to support Valencia.
Ultimately, we want the community to think first of Valencia when it needs a partner to
accomplish its objectives and to show the community that Valencia students, faculty,
staff, alumni, and retirees are committed partners in meeting the needs of our region.
Valencia’s constituents report the highest levels of satisfaction with our students,
programs, and services.
Overview of Selected Efforts to Achieve the Goal
Engaging and Investing in our Community – It is often said that Valencia is the “best kept secret in
Orlando.” The college is working to disprove that statement in a variety of ways.
We will identify and secure new or renewed partners to increase our resources and raise the profile of
the college. The college will expand viability studies to tell the story of the program, with a
communication plan for each industry and project programs that don’t exist and for which there are
workforce needs.
The Foundation Board will begin to lay plans for the next capital campaign, while continuing to pursue
individual and corporate giving in 2010-11, including the continuation of events such as Taste for
Learning and the annual donor gala. The Foundation will continue its efforts to share the college’s story
as well, helping to raise the profile of the institution.
Industry forums will continue, along with initiatives aimed at supporting entrepreneurship and the
president will hold meetings with selected, key community leaders to discuss the college and our future
plans.
Increasing Alumni Involvement – The Alumni Relations office has focused on increasing the
connection with and participation of alumni through targeted efforts.
Vitae will continue to be published and grow in its readership. In addition, the use of social networking
tools such as Facebook will continue to feature news about and for our alumni.
Scholarship funds will continue to be raised for the existing scholarship accounts, and the awards made
in Spring 2011.
The 6th Annual Valencia Alumni 5K Walk, Run & Roll will continue to grow and offer opportunities
for volunteerism and serve as an Alumni Association friendraiser/fundraiser.
Alumni chapter networks will continue to be developed. A Bridges to Success alumni reunion took
place in July 2010 and a Nursing 40th Anniversary alumni reunion will take place in Spring 2011. The
Association of Honors Alumni will have a gathering in August, 2010.
A major new activity will be launched in Fall 2010: Valencia Homecoming. This will enable alums and
retirees to have opportunities to come back to campus to network with former classmates, colleagues,
professors and staff.
Supporting Workforce Development – The college is seeking to improve support for workforce
development through two angles: satisfaction with preparation for the workforce as reported by
graduates as well as a commitment to continuing education through the work of Valencia Enterprises.
To that end:
Meetings will be scheduled to review the data collected in the initial phase and to make adjustments (if
necessary) to the Valencia Enterprise strategy and direction.
Focus groups and/or follow up surveys with graduates will assist in determining the level of student
satisfaction with their preparation for career and/or upper division studies.