GOAL TEAM TWO – 2009-10 Report to the College – DRAFT – October 17, 2010 –
edits by Goal Team requiring further action are in red font
Goal 2: Learning Assured
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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 co-curricular
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)
2009-10 Goal Team Members
Remy Ansiello
Alys Arceneaux
Julie Balassa
Nicholas Bekas
Roberta Brown
Suzette Dohany
Lynn Dorn
Kurt Ewen
Kimberly Foster
Jean Marie Führman
Jill Geraghty
Randall B. Gordon
Jared Graber
LeSena Jones
Lisa Macon
Nemir Matos-Cintron
James May
John Niss
Allison Noe
George Rausch
Gerald Reed
Cheryl Robinson
Landon Shephard
Felecia Smith
Chanda Torres
Kaye Walter
Falecia Williams
Amy Bosley and Susan Kelley,
CPC co-chairs
Goal Team 2 – October 17 Draft with Team Edits 2009-10 Report – Page 1
Objective 2.1: Learning Outcomes
Develop, align, and review program learning outcomes to assure a cohesive curricular and cocurricular experience that enhances student learning.
Long-Term Target: (Identify “where do we want to go, ultimately.”)
All programs will have and follow a continuous improvement process that includes learning outcomes
assessed on an on-going basis.
Short Term Targets 1, 2, and 3: (Identify the “What can we bite off in the next three years?”)
1. Define the list of programs for which learning outcomes will be assessed on an on-going basis.
2. Complete the development of the process for learning outcomes for the General Education and the
Associate in Science programs and carry out one cycle of assessment, refinement and readiness for the
subsequent cycle.
3. Design and implement the improvement cycle for the Associate in Arts programs.
How will we accomplish this? (Current college programs aligned with this target contained in the
goal team report on initiatives.)
Learning outcomes are under development, led by the Office of Institutional Assessment.
Suggested Measures for Short Term Targets 1, 2, 3: (Identify “How will we know?”)
1. A list will have been defined by 2013.
2. A report will be completed detailing the first cycle of the process for General Education and the
Associate in Science programs.
3. A design will be recorded and implementation will be underway for the Associate in Arts program.
Will the current activities and plans at the college move the needle on this goal?
Yes.
Goal Team 2 – October 17 Draft with Team Edits 2009-10 Report – Page 2
Illustrative List of activities and indicators of progress on Objective 2.1 during 2009-10
Curriculum Mapping –Work began on mapping the introduction, reinforcement and assessment of the
General Education outcomes within the five General Education discipline areas (Communications,
Humanities, Math, Science, and Social Science) and within co-curricular student experience. During the
Destinations 2010 faculty development program, a definition of mapping and alignment was developed.
Program Outcomes and Assessment Plans for AA, AS, AAS and BS
Significant work has been completed on the development of program learning outcomes for all associate
degree and certificate programs including all AA pre-majors, the seven articulated pre-majors. Also,
work has been completed on outcomes for all AAS/AS degrees and all certificate programs.
In December 2009, letters of intent were submitted to the State 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, including program outcomes, which were created by faculty and approved by the
Curriculum Committee in June 2010. Work began in preparing applications to SACS for approval for
these degrees, once state approval is received.
General Education Student Learning Outcomes, Assessment and Curricular Alignment
The General Education Student Learning Outcomes were developed during 2007 and approved by
faculty, the College Curriculum Committee and College Learning Council. These include Cultural and
Historical Understanding, Quantitative and Scientific Reasoning, Communication Skills, Ethical
Responsibility, Information Literacy, and Critical Thinking. Work is now underway to map the
introduction, reinforcement and assessment of the outcomes within the five 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 Destinations 2009, and again in 2010, for implementation in Spring 2010 and in
10-11. In2009, General Education assessment plans were developed in the following: ENC1101 –
Comp1; SPC1608 – Speech; Gordon Rule Humanities; POS2041 – Political Science; MAC1105 –
College Algebra; New Student Orientation.
New Student Experience
A new standing committee, recommended in the Foundations of Excellence Final Report, was
established and reports to the College Learning Council. It addresses issues raised in the Final Report.
The New Student Experience Committee (NSEC) is co-chaired by representatives of Student Affairs and
Academic Affairs and is charged with organizing the development of a coordinated new student
experience. The membership of the committee is 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.).
Course Outlines to be Produced through a Second Round of Outcomes Review
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 were notified of the courses with outlines in need of review.
Goal Team 2 – October 17 Draft with Team Edits 2009-10 Report – Page 3
Illustrative List of 2009-10 Activities (Continued)
Data Model Development
A core team discussed the development of a model for collecting and processing data related to learning
and learning assessment. The team 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.
List of Major Activities Planned for Objective 2.1 during 2010-11
Program Outcomes and Assessment Plans for AA, AS, AAS and BS (Contacts: Kurt Ewen and
Falecia Williams)
The design, content and placement of specific learning assessments for each degree and certificate
program will continue to evolve as part of the complete institutional effectiveness cycle required by
SACS Comprehensive Standard 3.3.1.1 and the college’s Learning Assured strategic goal.
Pending approval by the state, the development of baccalaureate degrees will continue with completion
of a SACS Substantive Change application. 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.
Assessment coordinators will be appointed for 10-11 to assist faculty with assessment of outcomes,
rather than concentrating this work in the Destinations faculty development program.
General Education Student Learning Outcomes, Assessment and Curricular Alignment (Contact:
Kurt Ewen)
Student learning outcomes have been articulated for General Education and for the AA pre-majors. We
have not yet started work on developing student learning outcomes for the 24 hours of the AA program
beyond the 36 hours of General Education.
The faculty development program, Destinations, in summer 2010 brought General Education faculty
together again to fine tune their plans developed in 2009, and to identify a second General Education
outcome to which they contribute, since all General Education disciplines will need to measurably
contribute to at least two General Education Student Learning Outcomes.
The NSEC will develop a set of measurable / observable student outcomes that would serve as a way of
measuring the success of our efforts. These will be shared with appropriate groups within the college for
feedback, and presented to the College Learning Council.
New Student Experience (Contact: Kurt Ewen and Sonya Joseph)
The New Student Experience Committee established in 2009-10 will address selected issues raised in the
Foundations of Excellence Report, and will share recommendations with the College Learning Council
during 2010-11. Kurt Ewen and Sonya Joseph are co-chairs. Feedback from targeted groups on
measurable/observable student outcomes will be gathered and the outcomes finalized. The new student is
defined as any student with less than 15 college-level credits at Valencia. A report and plan for the year
ahead will be developed and shared in August 2010.
Goal Team 2 – October 17 Draft with Team Edits 2009-10 Report – Page 4
Course Outlines to be Produced through a Second Round of Outcomes Review (Contact: Provosts)
In 2010-11, review and faculty teams, working through many initiatives and groups, will review all noncurrent course outlines and update them. Any missing outlines will be completed as part of the ongoing
process. These updates may be impacted by curriculum mapping.
Conversations about Support Services Needed (Contacts: Provosts, Nick Bekas, Kurt Ewen, Brad
Honious) Conversations about needed support services will continue through the Developmental Education
Initiative (DEI), college Data Team, and the Foundations of Excellence work. The next formal conversation
will take place at a college DEI summit in fall 2010. Financial literacy will be developed via the FLIRT
project, addressed in Goal One. Considerations of parental involvement will also be addressed in work
reported in Goal One.
LINC/SL Expansion (Contact: Karen Borglum and Nick Bekas)
A multi-year plan has been developed to expand both Supplemental Learning and LINC and to use
technology in support of this approach. There were 8,525 students served by SL sections, and 894 students
served by LinC. There are plans to expand the SL courses to Reading, English, and Introduction to the
Humanitiies.Plans will be finalized for a proposed new pilot project on Learning Communities, called
REACH. A full-time Collegewide LinC Coordinator will be hired in 2010-11.
Pilot Test of Withdrawal Policy involving Interaction with Faculty/Advisors (Contact: Lisa Macon and
Donna Kosloski)
We will explore gathering data useful to evaluate the impact of required student interactions with
faculty/advisors during 2010-11 as the new withdrawal policy is implemented. A conversation is needed to
explore what we know and can learn about why students withdraw. Faculty Council will explore this as it
reviews the implementation of the new withdrawal policy in 2010.
Curriculum Mapping
A third of the curriculum mapping for General Education is completed based on contributions for the Gen
Ed Student Learning Outcomes identified by faculty participating in Destination 2009 and 2010. Work
during the coming year may include a summit for General Education Faculty to further clarify Discipline
contributions to the Learning Outcomes.
The new Statway initiative, described in more detail in 2.3, addresses curriculum mapping as well.
Data Model Development
Conversation will continue led by a core team in order to clarify what we mean by a “data model for
learning,” and to identify artifacts of student learning.
Goal Team 2 – October 17 Draft with Team Edits 2009-10 Report – Page 5
List of Significant Challenges or Opportunities Anticipated Related to this Objective
The college needs to arrive at an accepted definition of mapping and alignment so that all are clear on what
these terms mean and involve. Destinations 2010 developed a definition that can be vetted with others.
There are several challenges in implementing this objective:
- Remaining current – this requires continuous update and completing the large number of course
outlines can be difficult
- Reaching diverse students, including those with disabilities
- Involving students
- Including all faculty (including part-time)
- Encouraging more cross disciplinary collaboration and conversation.
It was noted that while a measure for this objective projects completion by 2013 of the list of programs for
which learning outcomes will be assessed, the work is expected to be completed much earlier.
Links to data that support the report on Objective 2.1
The learning outcomes for all programs have been developed, approved and are listed in the 2010-2011
College Catalog. The Office of Assessment has a spreadsheet indicating the disciplines / programs that have
developed assessment plans.
Goal Team 2 – October 17 Draft with Team Edits 2009-10 Report – Page 6
Objective 2.2: College-level Writing
Increase the percentage of students writing at the college level.
Long-Term Target: (Identify “where do we want to go, ultimately.”)
All students will write at a level appropriate to their educational goals.
Short Term Targets 1, 2 and 3: (Identify the “What can we bite off in the next three years?”)
1. Determine the appropriate level of writing for all students.
2. Develop and implement common assessments for written communication.
3. Develop and implement a plan to provide appropriate support services to enable students to meet
their objectives.
How will we accomplish this? (Current college programs aligned with this target contained in the
goal team report on initiatives.)
No efforts currently identified for the certificate programs. Faculty who teach General Education
Composition courses and Developmental Education courses are developing common assessments
appropriate for students.
Suggested Measures for Short Term Targets 1, 2, 3: (Identify “How will we know?”)
1. A list of writing levels will have been established.
2. Assessments will have been implemented in General Education and Developmental Composition
courses.
3. A plan to offer appropriate support services will be made available and will have been implemented.
Will the current activities and plans at the college move the needle on this goal?
Yes.
Goal Team 2 – October 17 Draft with Team Edits 2009-10 Report – Page 7
Illustrative List of activities and indicators of progress on Objective 2.2 during 2009-10
Humanities and Communications Disciplines
The first phase of addressing writing levels appropriate for college-level courses began with all Gordon
Rule writing faculty from Humanities, English, and Social Science in 2006. They agreed to a definition
and an assessment tool for college-level writing. The assessment process (in the Division Action Plans)
for “Communicate” in all the Gordon Rule courses can be used both to strengthen the writing outcome
for humanities general education courses and to create a college wide rubric for writing assignments and
assessments. Kurt Ewen and Karen Borglum led this effort. Work to establish learning outcomes in
Humanities and English in 2009-10 built on the earlier efforts.
Holistic Grading of ENC 1101 Essays
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 General Education 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). A report being issued by the Office of Institutional
Assessment in Fall 2010 will provide additional information.
List of Major Activities Planned for Objective 2.2 during 2010-11
Humanities and Communications Disciplines (Contact: Provosts and deans)
Faculty will complete the first phase of addressing writing levels appropriate for college-level courses in
Humanities and Communications Departments, as part of the work on program outcomes. Provosts and
deans will lead efforts to complete this work and to tackle defining the appropriate writing levels in
certificate and other programs.
Holistic Grading of ENC 1101 Essays – A plan developed during Destinations 2010 will be
implemented. The newly appointed assessment coordinators may assist.
List of Significant Challenges or Opportunities Anticipated Related to this Objective
We need to establish levels for writing in various programs, but also have a need to address writing
across the curriculum, including defining writing levels in college level work.
Support is needed for full-time and adjunct faculty in teaching writing skills. (Links to Goal 3.)
We should consider whether we need to develop discipline based writing outcomes. There is a possible
need for this, in part due to the increase in certificate completers.
Goal Team 2 – October 17 Draft with Team Edits 2009-10 Report – Page 8
Links to data that support the report on Objective 2.2
An evolving list of appropriate writing levels for our programs will be available through the offices of
the deans.
Results from assessments implemented in General Education and Developmental Composition courses
will be available in 2010-11.
Goal Team 2 – October 17 Draft with Team Edits 2009-10 Report – Page 9
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.”
College Learning Council was consulted by the Goal Team, and the following recommendation
was offered at their July meeting. Change the objective language 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.”
Long-Term Target: (Identify “where do we want to go, ultimately.”)
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.
Short Term Targets 1 and 2: (Identify the “What can we bite off in the next three years?”)
1. Accelerate student progress-to-completion of the Developmental Mathematics sequence.
2. Develop and implement a plan to provide appropriate support services to enable students to meet
their mathematics program objectives.
How will we accomplish this? (Current college programs aligned with this target contained in the
goal team report on initiatives.)
The Developmental Education Initiative, a revision of support services currently underway in the Office
of the CLO, the establishment of outcomes and assessment for the developmental mathematics
sequence via the Destinations efforts.
Suggested Measures for Short Term Targets 1 and 2: (Identify “How will we know?”)
1. Compare student progress to that of students in the 2009 cohort being used in the Developmental
Education Initiative. (Note that some students have greater challenges than others in moving rapidly.
Some have challenges that make this difficult to do within two years.)
2. A plan for appropriate student support services will be made available and will have been
implemented.
Will the current activities and plans at the college move the needle on this goal?
Yes.
Goal Team 2 – October 17 Draft with Team Edits 2009-10 Report – Page 10
Illustrative List of activities and indicators of progress on Objective 2.3 during 2009-10
MAT0012C Updating
A college-wide task force 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.
Developmental Education Initiative (DEI)
Developmental mathematics courses are a major focus of the DEI. See information under Objective 2.4.
List of Major Activities Planned for Objective 2.3 during 2010-11
Defining “Program of Study” for this Objective (Contact: College Learning Council)
College Learning Council was consulted by the Goal Team, and the following recommendation was
offered at their July meeting. Change the objective language 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: Developmental Studies is not a program.)
MAT0024C Updating (Contact: Math deans)
As was done in 2009-10 for MAT-0012C (see information above), a college-wide task force will update
MAT0024C during 2010-11. It is anticipated that the new curriculum to be developed will be used by all
faculty teaching the course by Fall 2011.
Statway Project – (Contact: Lisa Armour)
Valencia is one of 18 college nationally invited to participate in this project, which will support students
in moving from developmental mathematics into a statistics as their highest level course in the associate
degree program, rather than college algebra. Valencia sent a team of five in July 2010 to the Carnegie
Foundation's Summer Institute to begin our association with the Collaboratory designing Statway.
Sixteen of the 18 colleges, including Valencia, will receive funding from the Carnegie Foundation. The
Dana Foundation is also a partner, and will provide leadership for the development of instructional
materials associated with the project. Lisa Armour will serve as the Valencia team's administrator and
point of contact. Faculty members Roberta Brown, James Lang, Allison Sloan and Russell Takashima
will participate in the project.
Developmental Education Initiative (DEI) – (Contact: Nick Bekas)
This initiative, reported under objective 2.4, will continue to address success in mathematics.
Goal Team 2 – October 17 Draft with Team Edits 2009-10 Report – Page 11
List of Significant Challenges or Opportunities Anticipated Related to this Objective
We need to develop a plan that includes tactics. How can we help students maintain momentum?
We need to define and provide “appropriate academic support.”
We need related faculty development and advising. (Relates to Goal 3.)
Links to data that support the report on Objective 2.3
The DEI office will have information on the 2009 cohort for use in tracking progress.
Data on the MAT0012C revisions launched in fall 2009 will be available through the deans.
Goal Team 2 – October 17 Draft with Team Edits 2009-10 Report – Page 12
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.)
Long-Term Target: (Identify “where do we want to go, ultimately.”)
All students mandated into developmental courses will complete within three years the first 15 college
level hours of their programs of study.
Short Term Targets 1, 2 and 3: (Identify the “What can we bite off in the next three years?”)
1. Increase the number of students enrolled in courses offered with SL/LinC options.
2. Increase the number and percentage of students receiving financial aid and the dollar amount awarded.
3. Implement the revised withdrawal policy in 2010-11.
How will we accomplish this? (Current college programs aligned with this target contained in the goal
team report on initiatives.)
The Developmental Education Initiative, efforts to raise funds for scholarships, and full implementation
of the withdrawal policy in fall 2010.
Suggested Measures for Short Term Targets 1, 2, and 3:
1. Current SL/LinC sections and students as compared to future numbers.
2. Current percentage and number of student receiving financial aid, and dollar amount, compared to
future numbers.
3. Cohort measures of withdrawal rates.
Will the current activities and plans at the college move the needle on this goal?
Yes.
Note, however, that uniform training of advisors is needed to help students schedule courses
appropriately.
Goal 3 1:
should
reflect
this.will we know?”)
Suggested Measures
(Identify
“How
Goal Team 2 – October 17 Draft with Team Edits 2009-10 Report – Page 13
Illustrative List of activities and indicators of progress on Objective 2.4 during 2009-10
Enrollment Plan
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. 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. The regularly scheduled detailed analysis of
registration processes was conducted after the Fall 2009 and Spring 2010 registrations, and a plan for
improving specific registration processes has been developed and will be implemented over the next
year. Lastly, we hold a Bookstore textbook sale in the Summer term.
Developmental Education Initiative
Supplemental Learning:
Valencia is continuing and growing our Supplemental Learning (SL) program, developed as one of
our strategies for Achieving the Dream. SL sections totaled 341 in 09-10.
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.
(Forty-one LinC pairs were offered in 2009-10.)
Bridges to Success (BTS) Program:
As part of DEI, Valencia is expanding the Bridges to Success program. The Bridges Program is a
Learning Community that targets at-risk students from a low socio-economic background, and which
involved 300 students in 09-10.
Curriculum Mapping, Alignment and College Readiness Infusion:
Valencia has committed to aligning and mapping our developmental education courses. As part of
the process, faculty are 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 is on five College Readiness Skills: critical thinking, reading, motivation, study skills, and goal
setting. In 2010-2011, the revised curricula will be re-examined and revised if necessary. (See 201011 plans below.)
Financial Aid
The Office of Financial Aid brought about significant increases in the dollar amount of financial aid
awarded and 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. Details are provided in the Goal One report.
Goal Team 2 – October 17 Draft with Team Edits 2009-10 Report – Page 14
Plans for 2010-11
Enrollment Plan
A plan to improve specific registration processes developed in 2009-10 will be implemented. We will hold
the next Bookstore textbook sale in the Summer term 2011. 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 remake) a schedule. Marketing is working with the Provosts and Deans on the “Programs that need
marketing” list prepared in October 2009, and will implement new strategies to specifically target messages
and use internet and social networking strategies to reach students.
Developmental Education Initiative
SL Expansion – Sections will grow in number from 341 in 2009/10, to 410 in 2010/11.
LINC Expansion – Sections will grow from 40 pairs in 2009/10 to 49 pairs in 2010/11.
Bridges Expansion – Number served will increase from 300 students in 2009/10 to 350 students in 2010/11.
Curriculum Alignment, Mapping and Infusion of College Readiness – In 2010-11 we will 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. Teams of faculty will map and align curricula
for math, reading, and writing sequence.
In 2010-2011, the revised curricula developed during 2009-10 efforts will be re-examined and revised if
necessary. Faculty who work on the re-design will be re-convened in spring of 2011 and based on
qualtitative and quantitative data from the fall, an action plan for improving the curricula will be developed,
worked on in the summer, and implemented in the fall.
Developmental Learning Community – The annual summit of faculty and staff who comprise a
professional learning community that serves developmental students will be held in fall 2010.
Reading Skills (Contact: Nick Bekas)
As part of DEI, reading skills are being infused into college prep courses, ENC 1101, and MAC 1105.
List of Significant Challenges or Opportunities Anticipated Related to this Objective
We need to address who is not being served. This ties back to Goal One, and encompasses Goals One and
Two, since it addresses questions of access, the creation of pathways, and service to students once enrolled.
On related notes, we need to address the use of new technology in pursuing this objective, the use of
universal design standards, and offering extended campus hours for library and offering adequate support
services.
Additional research is needed for the development and expansion of LINC courses. The Student Success
course might be the core class for LINC. A longer-term pairing of the Success Coaches with faculty should
create a bond.
Goal Team 2 – October 17 Draft with Team Edits 2009-10 Report – Page 15
Significant Challenges and Opportunities (continued)
Are we being too specific in focusing on lab courses and college level courses with labs? Reading impacts
student performance in ALL courses. Should we be a bit broader?
Links to data that support the report on Objective 2.4
Enrollment Plan - Copies of the Enrollment Plan, enrollment registration reports, and the Student Affairs
2009-10 registration action plans will be available. Marketing can provide data on the re-launch of
LifeMap. Distance Learning data will be available from IR.
DEI - Reports are available from Nick Bekas on the various DEI activities and the results, including the
SL/LinC sections and students.
Financial Aid – The Financial Aid Office will provide data on students receiving financial aid and dollar
amount.
Withdrawal rates - IR will provide cohort measures of withdrawal rates.
Goal Team 2 – October 17 Draft with Team Edits 2009-10 Report – Page 16
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)
Long-Term Target: (Identify “where do we want to go, ultimately.”)
There will be no gaps in performance on these six courses among cohorts of students from diverse
backgrounds.
Short Term Targets 1, 2 and 3: (Identify the “What can we bite off in the next three years?”)
1. Conduct research and identify reasons for the recent widening gaps that had narrowed under
Achieving the Dream.
2. Develop a means of identifying socio-economic status in order to study students from diverse socioeconomic backgrounds.
3. Expand the definition of diverse beyond the initial Achieving the Dream definition in order to be
more inclusive of Valencia’s values and students.
4. Examine pre-requisites and/or infuse reading skills in lab courses and others in which reading levels
are shown to be impediments for some students.
How will we accomplish this? (Current college programs aligned with this target contained in the
goal team report on initiatives.)
The New Student Experience and Developmental Education Initiatives, research underway by the
College Learning Council and Data Team. No current initiative is underway to address an expanded
understanding of diversity.
Suggested Measures for Short Term Targets 1, 2, 3 and 4:
1. and 2. Data analysis will reveal issues that influence performance, including performance for
students from diverse socio-economic backgrounds, and those measures will become a part of our
routine monitoring and reporting.
3. An expanded definition will provide a richer set of cohort studies.
4. Introductory college-level courses with labs will be examined for reading levels required for success
in the courses and a report issues on any changes recommended to embed reading skills into the courses
and/or to adjust pre-requisites.
Will the current activities and plans at the college move the needle on this goal?
A cautious and hopeful “yes.” For consideration in the “Issues Bin:” Is it possible to close these gaps?
For consideration in the “Issues Bin:” Should we monitor the progress of students with disabilities
Goal Team 2 – October 17 Draft with Team Edits 2009-10 Report – Page 17
as a cohort?
Illustrative List of activities and indicators of progress on Objective 2.5 during 2009-10
See Developmental Education Initiative under objective 2.4 above, and the New Student Experience
under objective 2.1 above. Closing achievement gaps is a major focus of the work of both of these
initiatives.
The New Student Experience Committee was established in 2009-10, and will address selected issues
raised in the Foundations of Excellence Report, and will share recommendations with the College
Learning Council during 2010-11. Kurt Ewen and Sonya Joseph are co-chairs. Feedback from targeted
groups on measurable/observable student outcomes will be gathered and the outcomes finalized. The
new student is defined as any student with less than 15 college-level credits at Valencia. A report and
plan for the year ahead will be developed and shared in August 2010.
List of Major Activities Planned for Objective 2.5 during 2010-11
Work underway in Objectives 2.1 – 2.4 is expected to help to achieve this objective. (Contact: Nick
Bekas and Kurt Ewen.)
See the description of the Developmental Education Initiative under objective 2.4 above, and the New
Student Experience under objective 2.1 above. Closing achievement gaps is a major focus of the work of
both of these broad initiatives. A New Student Experience plan draft will be shared in Fall 2010.
Analyzing Achievement Gaps (Contact: Jeff Cornett.)
The College Data Team will analyze changes in the achievement gaps over time, and assist the college in
learning more about the gaps and the fluctuations.
List of Significant Challenges or Opportunities Anticipated Related to this Objective
Greater understanding is needed about achievement gaps and about the needs of the lowest scoring
group of students. This group may merit a special plan in future years. This conversation links to the
Goal One conversation about who is being served, who is not being served, and why. This is not just an
issue of demographics, but also of the way in which our systems may create barriers to access.
Conversation should address how we are defining diversity, and how the definition can be expanded to
include factors such as socio-economic status in order to yield richer cohort analysis and plans.
Coordinated, intentional research is needed, to include affective assessment, and to share the results and
use it to shape strategies. These strategies, in turn, will generate more data. We need to use the
information generated to evolve our culture. What are our limitations in capturing this information? We
should have a plan to consider and use what we capture, or else why capture it?
Goal Team 2 – October 17 Draft with Team Edits 2009-10 Report – Page 18
Links to data that support the report on Objective 2.5
The Developmental Education Initiative reports include data about closing the gaps targeted in this
objective, including completion rates for MAT 0012C, MAT0024C, MAT1033, ENC1101, POS 2041,
MAC 1105.
Data analysis in 2010-11 will reveal issues that influence performance, including performance for
students from diverse socio-economic backgrounds, and those measures are projected to become a part
of our routine monitoring and reporting. Expanding the definition of diversity will provide a richer set of
cohort studies.
Goal Team 2 – October 17 Draft with Team Edits 2009-10 Report – Page 19