Attachment to Agenda for Goal Team 2 – February 3, 2011 – Second Solo Meeting
(Please forgive changing fonts. The reports are taken from different documents, and merging
fonts caused problems with graphics.)
Strategic Issues (from the 2008-13 Strategic Plan)
Strategic issues are those issues that must be resolved if the College is to achieve its mission. The
strategic goals are aimed at helping to resolve the strategic issues and to move the College
toward its vision and the achievement of the Big Hairy Audacious Goals. (See Section IX, which
follows, for a list of the Strategic Goals and the Big Hairy Audacious Goals.)
Strategic issues that Valencia faces in 2008 are listed below, with those selected by Goal Team
2 in 2009-10 in bold face:
1. Many students from diverse backgrounds do not have equal access to college.
2. Many students whose stated goal is to obtain a certificate or a degree are not successful
in reaching critical milestones in their educational plans.
3. Gaps in student achievement exist among student cohorts related to ethnicity and
income.
4. The composition of the group that graduates each year does not match the diversity of
entering cohorts.
5. Diversity is not fully utilized as a strength throughout the curriculum and the College.
6. While the College does not control all factors that lead to student success, many students
fail to complete their courses with a grade of C or better for reasons potentially under the
control of the College.
7. Not all students receive academic support tailored to their needs as they move through
the curriculum.
8. The college lacks the human, fiscal, technological, and physical resources to meet all of
the current needs of students and all who want to be students.
9. Students, faculty and staff do not always have access to up-to-date, effective technologies
that support learning and professional success.
10. Many of the issues that stand in the way of our students’ success require resources and
expertise from other organizations with complementary missions, if the issues are to be resolved.
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11. Valencia can expect delays and challenges in hiring due to the highly competitive market for
key positions.
12. Current faculty and staff have unrealized potential that should be developed to further the
College’s goals. (At the November 2010 meeting, Goal Team 2 suggested adding this to the list
of those that relate to Goal 2.)
13. College staffing levels, systems and processes can sometimes lead students to feel as if
they are “numbers” rather than persons to be served.
14. The College’s operating, technology and capital budgets do not always align clearly with the
strategic plan. (See p. 38.)
Additional Issues
In addition, in the 2008-13 Strategic Plan, it was noted that the following issues should be
systematically studied by appropriate councils, committees, and leadership teams, and the
results should inform the annual review of the strategic plan.
Goal Team 2 should select any of these issues that it feels may be related to achievement of
Goal 2, and make any comments the team wishes to make:
15) How do we define and measure learning? What is our theory regarding the assessment of
learning?
16) What constitutes Student Success? How does learning differ from student success?
17) How will we define “meaningful improvement?”
18) What are the contributions that a student can make to achieve his or her goals?
19) What does it mean for a student to achieve his or her potential?
20) How do we define “Optimal Learning Conditions?”
21) How do we measure the extent to which we are accessible? How can we describe what it
means to “Build Pathways?”
22) How do we define and practice collaboration? How should we communicate in a
collaborative college?
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23) How is our commitment to valuing diversity honored through the work envisioned by this
plan?
24) How will employees define their learning pathways, and how will we measure an
employee’s engagement in the learning process?
25) What data model will be used to carry out this work, and how will we organize for data
sharing and accountability?
26) As part of our “culture of evidence”, what do we accept as evidence of progress against our
goals and objectives? How do we validate that changes in our proposed key indicators are
meaningful and are having the intended effects on
achieving our objectives?
27) What constitutes meaningful data? Should we compare statistics by socioeconomic
indicators, rather than by race? What is the usefulness of such a comparison?
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Issues Reports from the 09-10 Goal Teams – for updating by the 10-11 teams
These reports contain combined comments from all four goal teams. Team 2’s comments are
identified under each issue.
Strategic Issues Brief #1 – Adrian Manley
Many students from diverse backgrounds do not have equal access to college. Objectives 1.1,
1.4, 1.5 (pathway)
Strategic Issue from 2006 Situational/Needs Analysis: Diversity
“The students in our future will be increasingly diverse in background and needs. The college is
expecting an increase in students over the age of 44. Also expecting more minorities specifically
Hispanics to enroll in Valencia.
Notable internal changes related to Strategic Issue:
Notable external changes related to Strategic Issue:
Update(s) suggested to the Issue Statement and/or to the Situational/Needs Analysis
narrative:
We have experienced a surplus of older students returning to school. However, the turn in the
economy is seems to be more of a motivating factor. Many come after just losing their jobs. It
should be noted that this increase of 44 year olds and above come with extra issues than they
would with just a career change.
Resources consulted in preparation of update(s):
Situational needs Analysis
Goal Team Two Comments – February 9, 2010 – This is not just an issue of demographics,
but also of the way in which our systems may create barriers to access. Do we have information
about that? Who is not here, and why? How do we serve students who do not have on-line
access? Do we know which second language populations are not here? Do we know how our
systems may be difficult to use for those with disabilities (for example, the on-line application)?
We need to confirm the source of expected increase of students over the age of 44, noted by
Adrian.
Nick Bekas provided additional demographic data to add to this issue via a separate report.
Also, the following was submitted by Lynn Dorn of Team 2, who received this from Joyce
Romano:
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. . . there are various ways in which we connect with the community to connect Valencia with
persons who are homeless and/or seeking job skills although there is not a formal and
comprehensive network as you described in Seminole County.
David and Elizabeth were the faculty involved with the Prometheus project that John Scolaro
organized. It was modeled after Riches for the Poor and offered a humanities course for
homeless persons as a way to help them discover their potential. It was connected with the
Coalition for the Homeless and other local agencies (Elizabeth and David will remember the
other agencies names – I recall one was a women’s center.) We tried to develop a sustainable
model when the grant funds (several years) ran out but were unable to. Elizabeth and David will
be able to tell you when they last offered the course.
We award Homeless Tuition Waivers to qualified students based on a state statute that allows it.
As part of this, various individuals serve as mentors /advisors to these students. For example, I
am currently helping one student complete his degree through this program.
A number of our College Transitions staff represent Valencia on community boards that serve
this population or other disadvantaged populations.
We participate on the Children’s Cabinet in both Orange (Grace Acevedo) and Osceola (Nelson
Sepulveda) counties. This connects various agencies in order to address the needs of children and
families, including educational opportunity.
John Stover runs a summer program with the Coalition of the Homeless called Life Strides that
focuses on getting students into the Office Systems Technology program (West Campus) and
continuing as a cohort to obtain a certificate and degree for employment.
Kenya Richardson represents Valencia with a community network that focuses on foster youth
who are “aging out” of the system. City of Light is one organization that has been promoting
this work and we are connected to them through a member of the Valencia Foundation
Board. Again, there is a tuition waiver available through state statute for which these students
are eligible and Kenya also helps them with other financial aid eligibility and advising issues.
John Stover represents Valencia on the Tangelo Park Project which is sponsored by Harris
Rosen. Mr. Rosen provides college scholarships to any Tangelo Park resident who graduates
with a B average and also coordinates a community board that meets regularly to help the
community solve a variety of issues.
Jessica Morales and her College Transitions team sponsor an annual Youth Education Day
which is about preparing for college enrollment and invites disadvantaged youth in special
programs at community centers, churches and schools. It was a few weeks ago and about 300
students attended.
The College Transitions team each liaison with various community centers that have youth and
adult education programs such as Frontline Outreach in West Orlando.
We established a partnership last year with the City of Orlando when we were applying for a
grant through the National League of Cities. It focused on providing college access to students
and families from the Paramore Area of Orlando. While the grant application was not
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successful, we have continued to work with them on helping individual students enroll at
Valencia and also inviting students and parents to Valencia programs such as Youth Education
Days, Previews, and the Bridges program.
We served as a partner for the Orlando Housing Authority for a HUD grant that was successful
just recently. They will be providing educational and job opportunity to residents of their
housing projects and we will bring our College Transition programs to those locations as well as
invite those residents to Valencia programs. They are considering providing transition housing
for the homeless which could include Valencia students. We also supported their grant
application for the renovation of the Lake Mann housing project and they have not heard yet if
that was funded.
On January 31, we provided college transitions, financial aid, and advising staff for College
Goal Sunday at 10 different locations such as community centers and schools. This is a national
program to assist disadvantaged families to submit the FAFSA and obtain other scholarship
information.
I realize these don’t all focus only on the homeless but they touch a range of community needs
and focus on the disadvantaged, including homeless. In Orange and Osceola counties, the work
is coordinated in pockets rather than one big board, so we connect with those pockets to the
extent that our resources allow. I probably have not included everything but this is what comes
to mind.
Additionally, the following data was obtained from Brad Honious, Financial Aid office:
Five Year Spring & Annual Year Financial Aid Comparisons
Dollars
Spring Aid
Annual
Students on
Aid
Spring
TTL
Students
FA Students
% on Aid
Annual
TTL
Students
FA Students
% on Aid
2006
2007
2008
2009
2010 YTD
$17,124,318 $19,550,760 $26,527,507 $40,139,373 $54,505,731
$38,892,022 $43,123,327 $58,522,106 $90,400,305 $115,027,534
2006
2007
2008
2009
2010 YTD
27814
9507
34.18%
28809
9759
33.87%
31468
12137
38.57%
35014
15700
44.84%
38623
17965
46.51%
41493
12575
30.31%
43046
12993
30.18%
47015
15868
33.75%
51298
20433
39.83%
49034
23681
48.30%
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Data Effective
Date: 13FEB2010:01:03:45
Created by the Data
Warehouse
on 13FEB2010 at 9:29 PM
Annual Unduplicated
Enrollments for Credit,
PSAV and EPI Students
Across Financial Aid Year
Comments from Team 1 on Feb. 11
Those who are not native English speakers may have other barriers that should be looked at.
Work schedules can be impediments. Residency and financial aid issues can impede early in the
process. We don’t have enough classes to meet all demand. Do people who can benefit from
what we offer have the information needed to be aware and to enroll? Textbook costs are
impediments, but we offered discounts for those who purchased early. Bright Future payback
may also be an impediment. Students with disabilities have special needs to overcome barriers.
The Equity Report data may be useful here, as well. (The report is available in paper format.)
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Strategic Issues Brief #2 – Joyce Romano
Many students whose stated goal is to obtain a certificate or a degree are not successful in
reaching critical milestones in their educational plans. Objective 1.2 (goal achievement)
Strategic Issue from 2006 Situational/Needs Analysis: Many students whose stated goal is to
obtain a certificate or a degree are not successful in reaching critical milestones in their
educational plans.
Notable internal changes related to Strategic Issue: This is still true and we have updated
institutional data to establish benchmarks and goals. These were developed as part of the Title V
grant application that was submitted in June 2009. We looked at the milestones of and computed
the success rates of cohorts of students by whether they started in developmental courses or
college-level courses, and by ethnicity. We then set desired achievement based on the idea that
we would “close the gaps” between these groups of students and all students would achieve at
the current highest level of achievement. See the attached chart for the details.
Notable external changes related to Strategic Issue: With an increase in funding and focus
from the federal government on community colleges (increase in Pell, expansion of student loans
through Direct Loan program, stimulus funding, American Graduation Initiative, etc.), there is an
increased increase in the completion rates of students. The current federal definition of
graduation rates is understood to be flawed and there may be opportunity to establish some better
“progression” or “momentum” measures.
Update(s) suggested to the Issue Statement and/or to the Situational/Needs Analysis
narrative:
No need to update the issue statement; it is still accurate.
The Situational/Needs Analysis should be updated to reflect the newest trends in priority and
funding from the federal government.
Resources consulted in preparation of update(s):
The data from the Title V 2009 grant proposal.
Comments from Team 1 on Feb. 11
Note that dual enrollment has also been cut. We are unable to grow programs in the high schools.
Career Pathways requires that 49 industry certifications be completed and these credentials
become part of the pathways. Funding cuts have impacted high school pathways programs. Not
all high school students are well prepared to follow pathways.
If looked at broadly, not all issues are academic. Some are systemic, such as limited access
programs or limited labs in which to offer courses.
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Students may change goals and not inform the college. Students have trouble setting realistic
goals. Everyone wants to be an engineer etc, but what they want may not be where their
strengths lie.
Report on Issue 2 from Team 4.3/4.4 – March 4
Prepared by: Ty Johnson & Carmen Diaz
Notable internal changes related to Strategic Issue:
Students enrolling in college for the first time often have limited knowledge and
understanding of degree programs and requirements. Decisions about academic programs,
whether a certificate or a degree, are sometimes based on influence from others or through
media advertisements promising lucrative employment opportunities and salaries.
To assist students in better understanding how to make better informed decisions about
certificates and degree programs, initiatives have been taken to improve access to
certificate and degree programs and financial resources to assist with educational
expenses. Following are some initiatives implemented to increase student access to
degree programs and successful completion:











Assigned Career Program Advisors for specific A.S. programs to assist students
with educational advisement and support in developing realistic educational plans.
Tuition Installment Plan (TIP) for payment of tuition and books for students
needing a longer payment period for educational expenses. Student participation
in the TIP Program has increased on an average of 10% to 15% from
implementation of the program in 2005.
A.S. certificate and degree program information sessions and workshops.
Introduction of students to LifeMap and educational planning during initial New
Student Orientation and academic advisement sessions.
Tech Prep Career Pathways offering technical career clusters to prepare students
for the transition from high school to postsecondary education.
Students in need of financial resources to support their enrollment and completion
of degree goals have gained better access to financial aid application process and
scholarship resources.
Conducted High School Nights at local schools to increase awareness of Financial
Aid (How to apply for Financial Aid and How to keep it) which involved
recruitment and retention.
Changed Financial Aid term deadlines to Financial Aid priority deadlines.
Increased availability for students to access and complete all financial aid forms
online vs students completing all forms by paper.
On-line New Student Orientation for transfer students.
Through collegewide collaboration, Skillshops have been developed on various
topics to enhanced personal and academic success.
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




Opportunities for students to develop a sense of campus culture through student
clubs & organizations, special themed campus events, etc.
Technological campus learning environment in classroom setting, computer labs,
and student lounges.
Directed messages to students when grades roll to advise of degree audit access.
Implementation of an Early Alert System for selected courses to assist students
experiencing academic difficulty.
Review of course offerings, especially in the AS degree programs, to ensure
courses are scheduled to meet program completion in a timely manner.
In additional, students are encouraged to meet one-on-one with academic and
career advisors and counselors to review individual career and educational goals
and progress towards successful completion.
Notable external changes related to Strategic Issue:






Increased presence of College Transition Team staff members in local high schools and
community agencies to provide information to students and staff about academic
programs. Regularly scheduled programs are planned and coordinated with the local
high schools and agencies to better inform perspective students of educational
opportunities.
Participation of Transition Staff in community educational programs and events to
provide information about certificate and degree programs.
Expanded articulation agreements with private colleges to ensure a smooth transferability
of course work.
Annual Educational Seminars for middle and high school counselors.
Annual College Night Programs for students in Orange and Osceola counties.
Increased community based partnerships to give students an opportunity for work related
experience through service learning, clinical experience, and internships.
Updates(s) suggested to the Issue Statement and/or to the Situational/Needs Analysis
narrative:
Some students whose stated goal is to obtain a certificate or a degree are not successful in
reaching critical milestones in their educational plans. We realize that some of the reasons could
be affected by personal challenges outside of the college environment. Conduct student surveys
periodically to determine the level of progress that has been made to increase retention and
satisfactory completion rate of educational goals. Continue initiatives to develop programs and
services to assist students in achieving these goals.
Resources consulted in preparation of update(s):
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Transitions Community Information Sheet
Tech Prep 2008-2009 Outcomes Summary Report
Community College Survey of Student Engagement (CCSSE)
Departmental Unit Action Plans 2007-08
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Strategic Issues Brief #3
Gaps in student achievement exist among student cohorts related to ethnicity and income.
Team Two comments – February 9, 2010 - Nick Bekas and Roberta Brown have data
regarding this issue. The gaps have been closing.
Too many students stop/drop out, never reaching degree completion. Of our First-Time-inCollege students who began Fall 2004, only 19.1% had graduated by Spring 2009, a five-year
period. Minority students are under-represented in the graduating class when compared to the
composition of the entering student cohort. (Hispanics made up 28% of the entering Fall cohort
and had a graduation rate of 18.7%, compared to 23.4% for Caucasians.) Providing formal
training and support to faculty who advise students will help to increase advisement services to
students.
Only 38% of entering college-ready students graduate within five years, and the percentage for
non-college ready is a little over 20%. Overall, only 22% of entering students graduate within
five years. Minority students are under-represented in the graduating class. While Hispanics are
27.8% of the entering cohort in 2004, they were 25.2% of the 2008 graduates. African
Americans were 16.1% of the Fall 2004 cohort, and only 8.5% of all 2008 graduates.
2. Math courses are a key stumbling block for many
students. Minority students requiring prep math courses:
72% of African Americans and 62% of Hispanics,
compared to 53% of Caucasians. According to Florida
Department of Education, of the Valencia students who
withdrew from College Algebra in Fall 2004, only 59.3%
were re-enrolled by Spring 2007, as compared to 63.9%
at Miami Dade College.
3. Valencia graduates who continue their studies at UCF
do not fare as well as the native students at the
University, hurting their chances to complete the
baccalaureate and/or enter graduate programs. Even
though the withdrawal rates have been decreasing over
the last four years, Valencia students attending UCF had
the highest withdrawal rate among other local UCF
feeder community colleges (22.6%).
4. Reading skills are below college level for 61% of
entering Hispanic students, 72% of African Americans,
and 37% of Caucasians. 24% of entering students fail to
complete developmental reading within two years. Those
who do complete often have problems reading in the
various disciplines of their college-level courses.
5. Although Valencia rated fairly well in most areas
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indicated by the CCSSE, the areas that were continually
rated lower in overall student satisfaction were advising,
career counseling, job placement, peer or other tutoring,
skill labs, transfer credit assistance, and services to
students with disabilities. Students rated these from 1.75
to 2.55 (1 = not at all satisfied, 2 = somewhat satisfied).
6. Valencia Associate degree graduates who continue
their education at UCF do not fare as well as their
university counterparts in the STEM (science,
technology, engineering, and mathematics) disciplines,
with a lower graduation rate (5.2% points lower than
native UCF students in STEM fields.) Also, Valencia
transfer students do not perform as well at UCF as
transfer students from other community colleges, with an
average GPA lower than three other regional community
college transfer student groups and lower than that of
UCF native students.
Table 8: Type of Prep Course
Miami Dade Valencia
One Prep Course Needed
Math only
62.0%
51.2%
Reading only
81.0%
80.9%
English only
79.0%
73.2%
Two Prep Courses Needed
Math and Reading
66.6%
44.5%
Math and English
53.7%
42.1%
Reading and English
82.1%
77.6%
Three Prep Courses Needed
Math
60.9%
36.6%
Reading
76.3%
64.0%
English
77.6%
61.3%
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Table 2: 2007-08 Graduation Rates
Race/
FL
OCPS ODS
Ethnicity
All Students 75.4% 75.6% 67.5%
White
83.6% 85.5% 76.9%
Black
62.5% 65.2% 65.4%
Hispanic
69.1% 71.5% 61.4%
Asian
84.2% 83.9% 76.3%
Am. Indian
80.3% 91.7% 36.4%
Multiracial
80.5% 77.4% 71.1%
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Strategic Issues Brief #4 – Daryl Davis
The composition of the group that graduates each year does not match the diversity of entering
cohorts.
Notable internal changes related to Strategic Issue:
There have been many internal changes going on throughout the college that relate to this
strategic issue. Below are some that come to mind:
 ATD (Achieving the Dream) – An initiative to help community college students succeed.
This initiative is particularly concerned about student groups that traditionally have faced
significant barriers to success, including students of color and low-income students.
 FOE (Foundations of Excellence) –An action plan for the critical beginning college
experience, designed to yield a new vision for enhanced learning and retention of firstyear and transfer students as well as priorities for resource allocation.
 New Student Experience Committee – A committee charged with organizing the
development of a coordinated new student experience starting with the recommendations
of the Foundations of Excellence Taskforce.
 DEI – The central goal is to accelerate student progress through their developmental
education sequence and increase their success in subsequent General Education Courses
and in General Education Courses that can be taken while meeting their prep mandate.
Notable external changes related to Strategic Issue:
There are many forces and external changes that are related to this strategic issue, we list a
few below:
 The Economy – The economy plays a number of different roles when it comes to a
student’s education, I have attached an excerpt from WWW. stateuniversity.com that I
thought was interesting that is related to economics and student graduation rate:
Data from the U.S. Census Bureau revealed in 2000 that one in three Americans drops
out of college. This is an increase from the 1960s when one in five discontinued his or
her studies. Some studies indicate that a considerable proportion of college dropouts
come from low-income families. The U.S. Department of Education found that 41% of
low-income students enrolled in a four-year institution managed to graduate within five
years. For higher income students, this jumps to 66%. Of the low income students that
did not return, 47% left in good academic standing. (Team 1 comments that this is an
important statement. We need to know why students withdraw. Many leave for nonacademic reasons. We need more research.)
The National Center for Education Statistics indicates that dropout rates are particularly
high for African American and Hispanic students. Other student populations at greater
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risk of dropping out include those who are the first in their family to attend college, those
who have limited English proficiency, and nontraditional students such as returning adult
students.
 Read more: College Drop Out Rates - Who's to Blame? - StateUniversity.com Blog
http://www.stateuniversity.com/blog/permalink/College-Drop-Out-Rates-Who-s-toBlame-.html#ixzz0eU3015td
 Senate Bill 1908 – The Florida Department of education website states the following
about this bill:
This Bill expands the college/career readiness testing of 11th grade students who express
postsecondary intent, and further collaborative efforts to make postsecondary remediation
available to 12th grade students who demonstrate a need for and interest in additional
preparation. Important goals of this law are to: 1) increase the number and percentage of
students who graduate from high school "college and career ready"; 2) better
communicate with 11th grade students and their parents the requirements and
opportunities for enrollment in college-credit courses without a need for remediation,
and; 3) to provide students, whose test scores in Reading, Writing and/or Mathematics
indicate any gaps, an opportunity to attain needed competencies in 12th grade prior to
high school graduation. Ultimately, this legislation will help us to graduate better
prepared students, increase access to postsecondary opportunities, enhance career
success, and promote student retention and completion in college.
Update(s) suggested to the Issue Statement and/or to the Situational/Needs Analysis
narrative:
Team 1 Comments Feb. 11: Add Bridges and its expansion and new features. Can we
identify graduation rates for Honors students? Any income level analysis available? See
Cornett reports. Need to add a sentence from IR explaining this chart and the nature of the
gaps:
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120,00%
100,00%
16,10%
80,00%
60,00%
40,00%
31,10%
16,22%
22,37%
15,85%
16,78%
14,29%
16,75%
31,83%
23,02%
34,30%
23,40%
Other/Not Reported
Hispanic
34,67%
50,06%
18,12%
11,35%
Yr-0708
Enrolled
Yr-0708
Graduated
32,44%
48,48%
32,84%
45,98%
11,72%
18,57%
13,88%
Yr-0809
Graduated
Yr-0910
Enrolled
Yr-0910
Graduated
Caucasion
African American
20,00%
0,00%
19,88%
Yr-0809
Enrolled
* Year 09-10 data only contains Fall 09/Spring 10 data
**Enrolled are based on FTIC degree seeking student enrollment for the year
**Graduated are students who graduated with an AA, AS or AAS
Resources consulted in preparation of update(s): www.valenciacc.edu;
www.stateuniversity.com
http://www.fyfoundations.org; FOE final report
http://www.fldoe.org/Schools/CommonPlacementTesting.asp
Strategic Issue #5
Diversity is not fully utilized as a strength throughout the curriculum and the College.
(Relates to Objective 2.5 and the curriculum.)
Team Two Comments – February 9, 2010 –
Is there a model of what full utilization of diversity as a strength might look like? Foundations of
Excellence offers a diversity dimension that we might explore.
Consider how the offerings of TLA support faculty in addressing diversity.
Request the Equity report from Martha Williams. (Available in paper format.)
Note that diversity is a component of the General Education curriculum, and that universal
design should be a design standard if we are to take full advantage of diversity.
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Goal Team 3.3 offered the following comments on Strategic Issue 5:
(Secondary relevance to 3.3) – This issue speaks to our capacity as employees to serve diversity
goals as well as to the accessibility of our wellness programs, ensuring that there are wellness
opportunities available and accessible to all.
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Strategic Issues Brief #6 – Marjorie McKillop
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. Relates to Objective 1.3.
Marjorie sent a report via inter-office mail that has been converted to a PDF file and has been
posted to the Big Meeting web site.
Comments from Team Two – February 9, 2010 –
The new withdrawal policy is projected to make a positive difference.
The new rules regarding paying back Bright Futures is likely to impact withdrawal. Some
students are reportedly asking to be given an “F” rather than withdrawing in order to avoid
paying the tuition.
Students passing a math or English developmental course but who fail a test are given tutorials to
help them pass, if they have an A or B. The “N class” prepares them to retake the exit test. These
options are not necessarily available on all campuses, but all students can register for a course
with these options.
Valencia has dedicated more money to tutoring and software, such as Smart Thinking.
Ask Jeff Cornett for any information we may have on success rates that are in and out of our
control.
These comments also apply to Issue 7, which follows.
Team 1 Comments – Feb. 11, 2010
Perhaps we need to separate withdrawal and successful completion. Could we study what
happens when students withdraw, but then return to complete successfully? In Mathematics,
repeaters are less likely to pass when returning. Is this true for other disciplines? Some pilot
work is underway to help students who are repeaters.
Need to also look at prep and non-prep patterns.
Need to mention tutoring services and that fact that resource centers have been beefed up.
Faculty are urging students to use the services. Also need to examine difference between day and
evening students, since same resources are not available during those time frames.
Key to this is more research into the reasons our students withdraw.
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Strategic Issues Brief #7 – Kimberly Finley and Karen Borglum
Not all students receive academic support tailored to their needs as they move through the
curriculum. Objectives 1.3, 1.5 (support)
Goal 1 Team Comments. Feb 11, 2010 – This links back to #6. If we have more information
about needs, we could design services to meet them. We should add LinC information and
consider expanding LinC to other disciplines and higher level courses.
From Kimberly Finley –
Notable internal changes related to Strategic Issue:
Our Doors are Open Wider
-The college expanded access to higher education through Flex Start Courses (program that
provides multiple access points to learning opportunities), and Distance Learning Courses which
is increasing access to classes for students and is in strong demand from students.
Student Success
- There has been a 5% percent decrease in students attempting 1-3 credit hours.
-There has been a 5% increase in students attempting 12 or more credit hours. Average credit
hours attempted increased from 8.4 to 9 credit hours.
- Success rates for EAP have remained Stable with 80% passing with an A, B, or C.
-Supplemental learning opportunities are viewed positively by the students and make a
difference in success. All supplemental Learning math course enrollees who attended at least one
SL session had higher success rates (64% vs. 48%). First time in college math student who
attended at least one SL session had higher success rates and GPAs at every remedial level and
in every ethnic group.
Facilities
-Two new campuses are being planned. South west Campus purchase has been completed as of
December 2006, and options are being explored for a new Southeast Campus.2006 Legislature
provided funds to Module 10 (West Campus)
-Hospitality and Culinary Arts Lab (West Campus)
-UCF Joint use Module 11 (West Campus)
-Hi-Tech Classroom Building 4 (Osceola Campus)
-Classroom Building 1 for the new Southeast Campus when the location has been determined
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Notable external changes related to Strategic Issue:
Population Growth Explosion
-Local population over the age of 44 is projected to increase at a higher rate than the younger
population of 18-24 year olds (52% vs. 28%). Younger groups will be preparing for their first
professional job while the middle-aged population will have a strong interest in preparing for
increased responsibilities at work or for career changes.
- Increased population growth. Example-Osceola County population projected to increase 49%
between 2004-2015.
College Readiness
-Currently 74% of all students entering Valencia enroll in at least one remedial course (math the
most common area)
Course Delivery and Academic Achievement
-Divide exists based on demographic lines (parental, educational, attainment, race, and
socioeconomic factors). Situation has major implications for student achievement and for course
delivery modes that continue to be addressed.
K-12 Alignment
- Tech Prep high school student average GPA is 2.66 and FCAT performance of Orange/Osceola
Tech Prep 10th graders shows higher than state average performance on the reading, math,
writing, and science (11th grade) sections
-Increasing percentage of high school students projected to graduate without a standard diploma
Partnerships with Middle Schools and High Schools
Partnerships with Tech Prep, Dual Enrollment and postsecondary transitions outreach address
curricular alignment (particularly in mathematics courses).
Dual Enrollment participation decreased 61% between fall 2002 and fall 2005 in Orange County
high schools and also decreased 11% in Osceola County high schools. The college has had
opportunity to work with the schools to restore the formerly high participation levels and to
explore potential online dual enrollment courses.
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-Number of discussions with private high schools and with parents of home schooled children
point the way to potential partnerships that will benefit students as they prepare for college.
Community At Large
Achieving the Dream Initiative (ATD)- Valencia has held community conversations with
community and found that:
-There is a lack of awareness of the scale, types and number of program offerings and financial
aid available at Valencia
-For many college-bound students, Valencia is seen as the contingency plan rather than their first
choice.
-The income difference and other benefits that a college education brings are not well known.
-Community groups are seeking specific way to partner to help all students succeed, including
job shadowing, service learning, mentoring, tutoring, sponsored events on campuses and
internships.
Update(s) suggested to the Issue Statement and/or to the Situational/Needs Analysis
narrative:
There needs to be more information on the course Student Success (SLS1122).
More information about programs offered for students such (Bridges programs and Mentoring
programs).
Resources consulted in preparation of update(s): Strategic plan 2008-2013
From Karen Borglum As we think about one of our BHAGs on page 37 of the Strategic Plan, it is important to note
that this has a direct effect on designing effective and efficient pathways to learning.
Notable internal changes related to Strategic Issue:
In November 16, 2007, Valencia added an Intensive Math Tutorial to help students who were
passing the MAT 0024C course with a grade of B or higher, but missed the Basic Skills Exit Test
by one or two points. This course addition completed the Intensive Tutorials for all level two
developmental education courses.
Notable external changes related to Strategic Issue:
On January 29, 2010, the state of Florida signed a contract with McCann Associates as the new
provider of our Computerized Placement Test (CPT). This new test will begin a gradual
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implementation in late spring. There will be diagnostic capabilities associated with this test for
an additional unit price per test.
The state of Florida was awarded their own DEI grant in 2009. To coincide with the new CPT,
part of the work for this grant is for state colleges to work on modularizing the curriculum in our
developmental education program. Although Valencia is not able to participate, because we
were awarded our own DEI grant, we are still invited into the discussion.
Update(s) suggested to the Issue Statement and/or to the Situational/Needs Analysis
narrative:
The state will host its annual Connections conference in St. Petersburg on April 21-22. There
will be two primary focal points of the conference: a redesign track and a developmental
education best practices track. The redesign track will give state colleges an opportunity to
discuss actual course outcomes in the developmental education courses so that a modularization
of curriculum is possible. This conversation will also allow for a review of the Basic Skills Exit
Test. Additionally, there is interest, at the state level, for a dialogue about common outcomes to
be listed (instead of profile descriptions) in SCNS beginning with our developmental education
courses.
Resources consulted in preparation of update(s):
Melinda Milles, Director of Transition Programs and Services, and John Hughes, Institutional
Research and Effectiveness
Goal Two Team comments – February 9, 2010 –
While a promising, the numbers enrolled in supplemental learning in Comp I and II are still too
small to evaluate. This issue also relates back to Issue 1.Nemir provided additional data that is
contained in a report to be emailed separately. Is it good or bad that success rates for EAP are
stable? Does this represent a natural progression rate, or is there something else going on here? It
was noted that research on SL has been done based in a manner that eliminates section bias.
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Strategic Issues Brief #8 – Jeff Cornett
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. Objective 1.5 (dual enrollment
growth & why?)
Enterprise Resource Needs
Goal Team: #1 – Build Pathways
Prepared by: Jeff Cornett
Strategic Issue from 2006 Situational/Needs Analysis:
Notable internal changes related to Strategic Issue:
Valencia FTE growth has been increasing at a rate of 10-12% per year, while Valencia’s budget
has remained relatively flat. The college has cut expenses very strategically, and guided by the
principles of collaboration and transparency. So far, we have been able to avoid layoffs.
Because of the economy, students are more motivated than ever to complete a college degree.
Consequently, our enrollment is increasing and many of our college’s performance measures
continue to rise. However, the budget cuts could eventually start to affect our performance and
reputation as a premier learning institution.
Notable external changes related to Strategic Issue:
The economic downturn has led to rapidly increasing student demand, while at the same time,
cuts in State funding of community colleges including Valencia. This resource issue is more
strategically important than ever. College resources (including facilities, student services, and
full-time faculty) are not increasing proportional to student growth and demand.
Update(s) suggested to the Issue Statement and/or to the Situational/Needs Analysis
narrative:
At the request of Dr. Shugart, senior staff departments have been asked to identify and monitor
key indicators of organizational health. An “Enterprise Resource Planning System” is being
piloted to record and track several hundred resource measures and performance ratios related to
enrollment, revenue, people, technology, facilities, risk management, instructional capacity, and
philanthropy. Keith Houck is leading this initiative, and an initial draft of these proposed
measures including 5 years of history may be available by the end of February, 2010.
Resources consulted in preparation of update(s):
Keith Houck and his Enterprise Resource Plan committee.
Goal Team Two comments – February 9, 2010 – We don’t offer “extreme hours” courses
(such as midnight courses) but we offer on-line courses that can assist those who prefer more
extreme hours. We need to take into account the impact of changes in admissions to the SUS on
enrollment in our system. Those changes are driving people to state colleges and proprietaries.
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Critical questions: At what point do we stop growing? How do we address issues of quality vs.
access/growth? Financial aid data might be useful here, as well as Foundation scholarship data.
To what extent is there a digital divide among our students?
Goal Team 1 Comments – Feb 11, 2010 - Can we add the money spent on student services?
Are there any benchmarks for this? Staffing to be added if budget allows should be considered.
How can we know the unmet demand? Can flex start expand? If they leave one campus, do they
go to another?
Goal Team 3.3 Comments on Issue 8:
Issue 8 (secondary relevance)
This issue is premised on having healthy employees who are present and able to serve
students.
Report from Goal Team 4.3/4.4 – March 4
Prepared by: Ed Ames
*Procurement- student involvement/community partnerships
*Internship opportunities
*Cooperating organizations (preferred vendors)
Notable internal changes related to Strategic Issue: This year the Procurement Office will be
working with the students (through Student Development) to coordinate activities surrounding
Earth Day (April 22, 2010). In the past, the Procurement and Facilities Department held a
Sustainability Day that was open to the public. By working with the student side, they will see
the efforts from the business side of the college with our green initiatives and excellent results.
Preferred vendors will also participate to show their goods that are sold to the college while
meeting our goals.
Notable external changes related to Strategic Issue: Procurement has worked closely with the
FMSDC (Florida Minority Supplier Diversity Council) and in April 2009 hosted the Chapter
meeting in our new signature building on West Campus. In July 2009, our Senior Buyer,
Annmarie Wise was awarded ‘Buyer of the Year’ from FMSDC for significant improvement in
spending with small, local, and minority owned companies.
Valencia Community College’s Procurement Department was also nominated for Company of
the Year by the African American Chamber of Commerce because of the increase in spending
among local, African American companies. While we did not win this award, the nomination
was an honor and our efforts were greatly appreciated.
Update(s) suggested to the Issue Statement and/or to the Situational/Needs Analysis
narrative:
Will be working on an Internship plan for Business Students who are interested in how a
Procurement Office is operated.
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Resources consulted in preparation of update(s):
Met with Victor Collazo and several students regarding the upcoming Earth Day activities on
West Campus.
Worked with Malik Ali, President of FMSDC with regards to the Chapter Meeting held at the
college.
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Strategic Issue #9
Students, faculty and staff do not always have access to up-to-date effective technologies
that support learning and professional success. Relates to Objectives 2.2 – 2.5, and also to
Goal 3.
Goal Team Two comments – February 9, 2010
This report was prepared by Jerry Reed with assistance and input from Jenny Nevarez,
Angelique Smith, Bob Seal, Bruce Marshall, Gordon Cain and Jeff Vena.
The college is addressing the challenges of providing timely and effective technology to all
college community members via the following initiatives:
1. A continuing collaborative approach to the design, specification, acquisition and
deployment of educational technology among OIT and all stakeholders

The guidance provided for our web and portal applications by the Web and Portal
Advisory Group (WPAG),

the governance and support provided by the Alternative Delivery Steering
Committee (ADSC) for our current and future Learning Management Systems
(LMS, currently Blackboard CE8, aka WebCT),

Prioritization of Administrative computing system upgrades, enhancements and
fixes by representatives from all divisions of the college, in the form of the Atlas
Project Improvement Team (APIT).
2. An active program of software and hardware refresh, which provides upgraded client
(PC) and server computers to the college user community.

OIT refreshed about 1,200 computers during the last year. In general, the goal is
to refresh staff, faculty and lab PCs within four years.

The college continues to evaluate alternatives for enhancement of our Learning
Management System.
3. Active programs are in place to enhance our local area and wide area network access,
availability and performance.

Our Internet connectivity is currently a total of 200 Megabits/Second, split across
two providers. The college has plans in place to increase this connectivity to and
from our campus systems to a total of 300 Megabits/second, in support of
increased traffic from web registration, online course work and other portal
access.
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
Wireless (WiFi) networks exist on each campus and are presently being extended
in capability and range. The college is experimenting with using wireless
connectivity within computer lab on campus, and support is provided for shared
network infrastructure with UCF in the University Center, facilitating access by
both Valencia and UCF users.
4. On-going support and training are provided for campus and off-campus users of our
portal, administrative and Learning Management systems.

Telephone support, in the form of the Office of Information Technology (OIT)
Help Desk handles over 13,000 calls per year.

Telephone support for our online courses via the WebCT helpdesk handles over
16,000 calls per year.

Faculty, staff and students are also provided support for technical issues via email
or live chat, as well as given access to an FAQ knowledge base for technical and
training related questions on WebCT/Blackboard.

Students are provided with telephone and e-mail support for technical issues by
phone and e-mail. Walk-in assistance is provided in the Atlas Labs on each
campus.

Multi-modal training for faculty on the college Learning Management System is
provided through a partnership between the Learning Technology Team (OIT)
and the Faculty Development Team (Academic Affairs).

Individualized training opportunities and onsite support in the design and
development of courses is provided for faculty members at the various campus
learning technology centers (OIT).
Team Two Comments – Feb. 9, 2010
We might consider expanding technologies such as Smart Thinking and featuring more “tiered”
rooms (the classrooms formerly known as smart, bright classrooms). Universal design principles
should be incorporated as a default setting.
The following was submitted by Nemir Matos-Cintron of Goal Team One, and relates to
this issue:
From: Nemir Matos-Cintron
Sent: Tuesday, February 09, 2010 11:23 AM
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To: Susan Kelley; Kimberly Finley
Subject: Increased Access through Online Learning/ Statistical support data
Hi Kimberly:
The stats below may help to strengthen the need to take a closer look at Distance Learning as an
increased access option.
Enrollment in Online learning courses surpasses Osceola and Winter Park.
Objectives 1.3, 1.5 (support)
Submitted by Kimberly Finley, Goal Team One member:
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( Distance Learning Courses which is increasing access to classes for students and is in strong
demand from students.)
Online Courses
Fall 04
Fall 05
Fall 06
Fall 07
Fall 08
Spring 09
offered
80
88
114
154
175
183
# Sections offered
157
191
380
584
778
801
3181
4350
7694
12060
15476
16382
# Unique courses
Total enrollment in
online
Goal Team 3.3 Comments on Issue 9:
(secondary relevance to objective 3.3)
Wellness programs benefit from up to date technologies that support goal setting and physical
activity.
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Report submitted by Goal Team 4.1/4.2 – March 4, 2010
Notable internal changes related to the strategic issue:
Students do have access to technology while on campus. All students able to come to campus
have access to Atlas Labs, libraries, and program specific labs. All students are provided an
Atlas account.
From an internal perspective this issue may need to be deleted or re-written.
Note:
Outside of the college this may not hold true. Students may not have access outside of our
campuses. While we feel technology is more prevalent in our society, the economic issues faced
by many may cause Internet access at home to be considered an unnecessary expense. This is an
area for study; as we know more and more our students are looking to the flexibility of online
courses which requires them to have access o the internet and its resources.
Notable external changes related to the strategic issue:
Technology advances at such a fast pace that keeping up with industry specific equipment can be
a challenge, however through the support of our community and the Perkins grants, we are able
to keep up with the needs of our programs. The advent of the new developing industries in Life
Science and Bio-medical research in Southeast Orlando presents new opportunities as well as a
higher potential demand for additional lab space and research resources to develop new
programs to support this developing cluster. Access to these emerging technologies will be
important for our students and this access can be achieved by developing strategic partnerships
with business in our community.
Note:
A new strategic issue might need to be proposed to support the development of academic
programs to support the new Economic Development initiatives proposed in Central Florida.
Strategic Issue #12: Current faculty & staff have unrealized potential that should be
developed to further the College’s goals.
Prepared by: 3.2 Goal Team
Strategic Issue from 2006 Situational/Needs Analysis:
Notable internal changes related to Strategic Issue:
Two notable internal changes have occurred since this issue was identified in 2006:
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



Faculty has implemented a Professional Development Plan that includes financial
incentives for professional growth and HR is piloting a new performance appraisal
process that includes a component for each individual to set appropriate career goals.
Valencia Enterprises is partnering with HR on the rollout of their plan this year, which
includes training for all staff.
Both of these will impact the way faculty and staff view and respond to their individual
development needs. The new performance process is a good starting point for aligning
internal professional development.
Plans should include other systems to support professional development.
Notable external changes related to Strategic Issue:
 Our Data Analysis Results from the 2006 Strategic Planning process indicate that the
number of students starting at community colleges will increase at the same time that the
retirement of baby boomers is creating workforce vacancies.
 Current HR trends predict that the necessity of growing talent from within will continue
to increase for this very reason. In addition, our current expansion plans will only add to
the need to grow and develop our employees to their full potential.
 While none of this has changed, recent economic conditions may delay the exodus of
baby boomers from the workforce. It is not clear at this time how significant this delay
may be.
Update(s) suggested to the Issue Statement and/or to the Situational/Needs Analysis
narrative:
 While there has been some progress on this issue, there is still a need for further
development and support. We feel this issue is still valid.
Resources consulted in preparation of update(s):
 Review of the 2008 – 2013 Strategic Plan
 The Strategic Plan’s Data Analysis Results
 Input from HR/Valencia Enterprises on the new Performance Appraisal process
 Review of “Alerting a Talent Void” article in NACUBO’s Business Officer journal
regarding Daytona College’s response to the anticipated leadership gap caused by
retirements
 HR.com
Goal Team 3.3 Comments on Issue 12:
(Of primary relevance to objective 3.3)
Energy that comes from being healthy is important to job performance. Wellness fuels us and
helps to develop our human potential. Likewise, stress reduction techniques help us to perform
well.
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Strategic Issues Brief #13 – Sally Witcamp
College staffing levels, systems and processes can sometimes lead students to feel as if they are
“numbers” rather than persons to be served. Objectives 1.1, 1.2, 1.3, 1.4, 1.5 (based on the
consequence of the issue.) Follow up: Sally Witcamp
This has a direct effect on at least four of the “Big Hairy Audacious Goals” (BHAGs) on
page 37 of the Strategic Plan.
1. Every student develops high aspirations and the tools to achieve them.
2. Each student is treated as a person to be respected, challenged and served, and not as a problem to
be solved.
3. Valencia’s students can begin to pursue any higher educational goal by starting at Valencia.
4. Valencia creates learning experiences designed to support each student’s needs and aspirations.
Notable internal changes related to Strategic Issue:
Refer to Strategic Plan 2008-2013, External and Internal Questions beginning on page 19.
I.Q. 1: How does Valencia invite or restrict access to higher education?
Our Doors are Opening Wider: Valencia is experiencing record enrollment. Offerings of Flex
Start courses and on-line courses have expanded. The record enrollment has posed a challenge
to facility and faculty/staff resources.
Barrier: the Front-Door. “Valencia may be losing prospective students during their earliest
experiences with our college, before they even register for class.” (2008-2013 Strategic Plan, pg.
27) The enrollment process can be very confusing and frustrating for many of our students.
Record enrollment combined with the current economic situation has resulted in facility and
staffing challenges.
I.Q. 2. What are the perceptions of students (current and prospective) about access to the
college and their experiences in attending Valencia?
“Many assume that the space will always be available for them at Valencia—a belief that may be
challenged in the coming years should increasing demand outpace our available resources.”
(Strategic Plan 2008-2013, p. 29) In many ways, we have already reached this point. For
example, students coming in at the end of registration are able to complete the enrollment
process, attend New Student Orientation, and then find they are not able to complete a schedule.
Lack of mandated courses forces students to post-pone enrollment.
Notable external changes related to Strategic Issue:
E.Q. 1: What are the potential changes to our community and its needs between 2003 and 2013?
What are the most significant changes that will impact the programs and services Valencia
delivers to the community to meet those needs?
Refer to Strategic Plan 2008-2013, External and Internal Questions beginning on page 19.
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Current economic situation was not a consideration (not predicted) when the plan was written.
The Population Growth Explosion Continues: Florida’s population actually declined in 2008,
losing 58,000 residents. (1) (At the same time, our enrollment has risen due to the loss of jobs in
Central Florida.)
Additional Job Growth on the Horizon: Florida’s seasonally adjusted annual unemployment for
December was 11.8%, up 4.2% from December 2008. (2)
E.Q.2: How might our relationships with community and partners support, enhance, and detract
from our ability to meet needs arising from community changes:
Partnerships with Middle Schools and High Schools: The College Transitions Team currently
has fourteen different programs annually to include Middle School and High School audiences,
including College Night, Counselor Day, High School Visits, Freshman Orientation and College
Preview Days.
E.Q.4: What is our current and projected public policy environment, our strategy for navigating
that environment, and the results we wish to achieve in garnering resources to serve our
employees, clients and students?
State Funding: Valencia continues to be under-funded compared to the Florida community
system average. The current economic situation has resulted in even higher fees for students
than was originally predicted. State funding is unpredictable and on an annual basis. This has
had a direct effect on services to students.
Update(s) suggested to the Issue Statement and/or to the Situational/Needs Analysis
narrative:
Recent changes in the economy should be reflected in Situational/Needs Analysis
Resources consulted in preparation of update(s):
Valencia Community College Strategic Plan 2008-2013; (1) Floridians for a Sustainable
Population; (2) State of Florida Agency for Workforce Innovation
Goal Team Two comments – February 9, 2010 –
CCSSE data may assist in addressing the extent to which students have person to person
experiences, as opposed to feeling like a number. The Foundations of Excellence work will also
focus on this during the first year of college. We are adding positions to serve students as the
budget allows. The team inquired about whether IR can analyze staffing levels and FTE served.
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Goal Team One comments – February 11, 2010 –
To what extent is the issue statement accurate and is it applicable more to those who are
entering? Closely ties to issue 8. Process evaluation is needed since bureaucracy can get in the
way. Atlas is not very user-friendly. Students are frustrated and hurt when they lose their entire
schedule over financial deadlines. If something on Valencia’s end is at fault, can’t we fix that?
Need to determine what makes students feel like a number and not a person. It is thought to be
most likely up front in the admission and enrollment processes. What can we do to eliminate this
feeling?
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Strategic Issue #14 – Melissa Pedone
The College’s operating, technology and capital budgets do not always align clearly with the
strategic plan. Objectives 1.1, 1.2, 1.3, 1.4, 1.5.
Notable internal changes related to Strategic Issue:
 Significant increases in student enrollment.
 Development of the Lake Nona Campus.
Notable external changes related to Strategic Issue:



Poor economic climate impacting funding and enrollment.
Delays in funding capital projects.
Holds on state matching funds for the Foundation.
Update(s) suggested to the Issue Statement and/or to the Situational/Needs Analysis
narrative:

External question #4 “What is our current and projected public policy environment, our
strategy for navigating that environment, and the results we wish to achieve in garnering
resources to serve our employees, clients, and students?
o Update the status of state matching grants for Foundation endowments.

Internal question #4 “How do our fiscal, facility, technological, student affairs and human
resources capabilities, policies and strategies support and/or hinder students in meeting
their learning goals?”
o Funding for the “Hi-Tech Classroom Building 4 (Osceola Campus)” has been
significantly delayed.
o In the “Facilities” section the Southeast Campus should be updated to reflect the
progress on the development of Lake Nona.
o Significant growth in enrollment since 2006 should impact the statistic “Career
Program advisors report that Fall 2006 student contacts increased 28% compared
to Spring 2005” in the Student Affairs section.
Resources consulted in preparation of update(s):
Strategic Plan for 2008-2013 “Situational/Needs Analysis”
http://valenciacc.edu/strategicplan/documents/StratPlanBOOKMARKED_000.pdf
Goal Team 3.3 Comments on Issue 14
Issue 14 (primary relevance)
This issue requires that we examine the extent to which we have committed funding and
space to activities that fall under 3.3.
See data gathered for the Wellness Program and from HR.
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Report from Goal Team 4.3/4.4 – March 4, 2010
Prepared by: Susan Stone and Barbara Frazier
Notable internal changes related to Strategic Issue:
-The amount allocated for Instruction in the operating budget has increased by 26.2% over the
last three years. Some of this may be attributed to an increase in instructional cost, but Valencia
has been intentional about providing courses for students when they need them (Precision
Scheduling). This directly supports Goal 1.3 – Goal Achievement
- The amount allocated for Staff Program Development in the operating budget has increased by
36% over the last three years. We continue to evaluate the needs of the employee for
professional development and training to ascertain its effectiveness. This increase is consistent
with Goal 3 – Invest in Each Other
Notable external changes related to Strategic Issue:
With state cuts to college programs running as high as 20% in some areas, Valencia Community
College’s efforts to emerge as a first-tier investment the for philanthropic community is mission
critical. One of the areas that can greatly benefit from this practice is to support our Capital
Outlay projects. Efforts should be made to identify key partners with whom we share mutual
goals and objectives. These partners can be from our business or educational community. The
Valencia/UCF Joint-Use Facility project is a shining example of the results that could be
achieved through joint ventures.
In the future, companies with clean green, health care or information technology initiatives
would be great partner to support for example, the Lake Nona campus as well as some of our
newly-proposed baccalaureate degree programs.
Update(s) suggested to the Issue Statement and/or to the Situational/Needs Analysis
narrative:
The College’s operating, technology and capital budgets has made significant strides in aligning
with the Strategic Plan.
Resources consulted in preparation of update(s):
The Valencia Session Report – May 19, 2009
-Operating Budget FY 0607-0910
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-PECO Allocations FY 0707-0910
-Conversation with Keith Houck, Vice President of Administration
- Strategic Indicators Report - 2005-2006
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PROPOSED ADDED STRATEGIC ISSUE FROM GOALTEAM TWO:
Impediments in systems, processes, and curricula
See report on Gold Standards submitted by Joe Lynn Look, on the Big Meeting web site.
She provided this note:
I know the articulations for industry certifications were discussed at our last Strategic Goal One
meeting. It looks as though the first of the industry certification articulations will be in place for
next fall. I have copied Karen Borglum (if I remember correctly she was gathering articulation
information). This will be something very different for Valencia, because we have not awarded
credit solely on certifications in the past.
Goal Team 1 Comments – Feb 11, 2010
This was integrated into Issue #7.
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List of Initiatives from 09-10 Goal Team
Initiative Report
(Reports updated with Team comments from the second and third meetings of the 09-10 Goal
Team, in February and March 2010.)
Referenced in this document are the following more detailed reports available with the
Supplementary Reports on the Big Meeting 2010 web page.
List of Follow Up Assignments
Note that there is no Initiative #1 due to the way in which the spreadsheet was numbered.
Initiative 2 – Curriculum Mapping – Nick Bekas
Initiative 3 - Program outcomes and assessment plans for A.A., A.S., A.A.S, & B. S. – Jared
Graber
Initiative 4 - Improve success in math – John Niss
Initiative 5 - Holistic grading of ENC 1101 essays – Randy Gordon
Initiative 6 - Assessing writing in Gordon Rule Humanities – Kurt Ewen
Initiative 7 - General Education Student Learning Outcomes, Assessment and Curricular
Alignment – Kurt Ewen
Initiative 8 - Develop data model – Roberta Brown
Initiative 9 - Enrollment Plan – Cheryl Robinson
Initiative 10 - New Student Experience – Kurt Ewen
Initiative 11 - Developmental education initiative – Nick Bekas
Initiative 12 - Course outlines to be produced through a second round of outcomes review – John
Niss
The team asks that we define mapping and alignment- Nick Bekas will provide these definitions.
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Initiative #2 Report – Curriculum Mapping – Nick Bekas
Team Two comments – February 9 –
Curriculum Mapping, Alignment and College Readiness Infusion:
Valencia has committed to aligning and mapping our developmental education courses. As
part of the process, faculty will be looking at places where College Readiness Skills, skills
that change the learning behaviors of students, can be infused into developmental education
course curricula. Our focus will be on five College Readiness Skills: critical thinking,
reading, motivation, study skills, and goal setting.
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Initiative #3 Report
Initiative Name: Program Outcomes and Assessment Plans for AA, AS, AAS, & B S
Prepared by: Jared Graber
Person(s) consulted in obtaining information about the status of this initiative: Kurt Ewen,
Falecia Williams
Summary of progress made on the initiative to date:
AA, AS, AAS
Significant work has been completed on the development of program learning outcomes for all
associate degree and certificate programs including 4 AA pre-majors, 7 articulated pre-majors,
36 AAS/AS degrees and 63 certificate programs. A minor amount of editing remains for two of
four AA pre-majors (Art, Studio/Fine Art and Sign Language Interpretation) as well as the AS in
Culinary Management with a comprehensive proposal scheduled for the February, 2010
Curriculum Committee meeting.
BS
In December, 2009 letters of intent for two baccalaureate degrees including: (1) a BS in
Electrical and Computer Engineering Technology with sub-specializations in Computer Systems,
Electrical/Electronic Systems, Laser and Photonics and (2) a BS in Radiologic Science were
forwarded to the state.
Information about upcoming work on the initiative:
AA, AS, AAS
The design, content and placement of specific learning assessments for each degree and
certificate program continue to evolve as part of the complete institutional effectiveness cycles
required by SACS Comprehensive Standard 3.3.1.1 and the college’s Learning Assured strategic
goal.
BS
Pending approval by the state, the development of baccalaureate degrees will continue with
completion of a Substantive Change application. Substantive change is a significant
modification or expansion of the nature and scope of an accredited institution. Under federal
regulations, substantive change includes the addition of courses or programs at a degree or
credential level above that which is included in the institution’s current accreditation or
reaffirmation. This involves change from Level I to Level II status based on 12 months advance
notice, prior approval from the SACS Commission on Colleges and submission of formal
application materials.
Any data or results that can be shared that reveal how those involved with this initiative are
gauging the success of the initiative:
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The Curriculum Committee’s February 10, 2010 agenda and materials are posted at:
http://www.valenciacc.edu/curriculumcommittee/AgendaandHandouts.cfm
A comprehensive overview on Substantive Change is located at:
http://www.sacscoc.org/SubstantiveChange.asp
Team Two Comments – February 9 –
Will we develop outcomes for the AA program (noting that General Education is not the entire
program)?
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Initiative #4 Report
Improve Success in Math – John Niss
Person(s) consulted in obtaining information about the status of this initiative:
Mathematics Deans, Michele McArdle
Summary of progress made on the initiative to date:
A college-wide task force has met for over a year and has produced an updated curriculum for
MAT0012C, including selection of a common textbook and a set of study-skills activities, and
the creation of a student portfolio , two hands-on student activities, a common final exit exam
and faculty training materials. All Valencia faculty teaching the course have been through a three
hour training session and all sections of the course for Fall 2009 used the new curriculum.
Information about upcoming work on the initiative:
The task force has evaluated the first semester’s data and has plans to implement a second
training session to help faculty integrate the new activities and concepts more fully into the
curriculum. A subgroup is researching the possibility of locally developing course materials
including text and online homework resources.
Any data or results that can be shared that reveal how those involved with this initiative are
gauging the success of the initiative:
The first semester’s results were disappointing but perhaps not surprising. Three campuses saw
drops in their success rates of approximately ten percent while one campus had a ten percent
increase. The decreases may be partly attributable to the inclusion of the exit exam for the first
time on two campuses. Hopefully, continued training of faculty and incremental improvements
to the new curriculum will increase its effectiveness. The next major piece of data will be the
success rate of the students who passed MAT0012C this semester in their next math class,
MAT0024C.
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Initiative #5 Report
Holistic grading of ENC 1101 essays – Randy Gordon
Consulted: Kurt Ewen
The Comp I Assessment Project, initially designed to assess college writing skills for Comp I
students, is now serving as a valuable pilot project for other Gen Ed courses (ex. HUM 2220,
HUM 2250, and MAC 1105).The Comp I Project is now a part of Initiative 7 (General Education
Student Learning Outcomes, Assessment and Curricular Alignment).
The criteria used for ENC 1101 holistic grading is below:
Score of 4:
The paper presents or implies a thesis that is developed with noticeable
coherence. The writer’s ideas are substantive, sophisticated, and carefully
elaborated with specific and accurate support. The writer’s choice of language is
precise and purposeful to the point of being polished. Control of sentence
structure, of grammatical usage, and of standard mechanical conventions
contributes to the writer’s ability to communicate.
Score of 3:
The paper presents or implies a thesis and provides enough supporting detail to
accomplish the writer’s purpose. The paper is focused and organized so that it
presents a clear progression of ideas. The writer demonstrates competent use of
language and sometimes varies sentence structure. The paper may have
occasional errors in sentence structure, grammar, or mechanics, but the errors do
not interfere with communication.
Score of 2:
The paper may present a thesis, but it is too vaguely worded or weakly asserted to
be viable. The writer provides support that tends toward general statements or
lists and is neither sufficient nor clear enough to be convincing. Sentence
structure tends to be pedestrian and often repetitious. Errors in sentence structure,
usage and mechanics may interfere with the writer’s ability to communicate the
purpose.
Score of 1:
The paper either has no discernible thesis or presents a thesis statement that is not
supported. The details are too insufficient and/or inappropriate to provide any real
development of the topic. The writing displays frequent and fundamental errors
in word choice. Errors in sentence structure, grammar, and mechanics are
pervasive and frequently interfere with communication.
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Initiative #6 Report
Assessing Writing in Gordon Rule Humanities – Kurt Ewen
Person(s) consulted in obtaining information about the status of this initiative:
David Sutton, Dean of Humanities on East Campus and the Division Action Plans posted
at http://www.valenciacc.edu/divisionplans/
Summary of progress made on the initiative to date:
This initiative developed an assessment process for “Communicate” in all the Gordon
Rule courses that can be used to both strengthen the writing outcome for humanities
general education courses and to create a college wide rubric for writing assignments
and assessments.
Information about upcoming work on the initiative:
Work on this initiative has now ended and has contributed to the assessment of the
General Education Student Learning Outcomes reported on in Initiative 7
Any data or results that can be shared that reveal how those involved with this initiative are
gauging the success of the initiative:
Results / conclusions from this process include the following:
-
While humanities faculty have a good working consensus of how we grade and
evaluate student writing, it is clear that the assumption that our graduates will be at
least "competent" at the end of a single Gordon Rule humanities class is flawed. Also,
a free-ranging discussion revealed a considerable problem in terms of curriculum
continuity. Students exiting ENC 1101 have not learned the skills that many or most
humanities faculty expect them to have. For example, they do not have much or any
experience with research design and the use of MLA (or any other style of) citation.
Our discussion also revealed a considerable range of what kind of assignments
faculty expect of their students
-
Faculty are anxious to explore the possibility of making ENC 1102 a co-requisite of
any Gordon Rule humanities class to try and make sure that students will have the
skills they need to write papers in the humanities. They are also interested in meeting
to discuss and define what the expectations of faculty should be via a vis their
students. For example, should research papers be required or at least some evidence
of research activity be required in major papers? They are also interested in creating
a kind of clearing house of instructor-generated rubrics that all humanities faculty
can access.
Lastly, faculty are interested in the work of the English faculty as they work to refine
the LET rubric.
-
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Initiative #7 Report
General Education Student Learning Outcomes, Assessment and Curricular Alignment – Kurt
Ewen
Person(s) consulted in obtaining information about the status of this initiative:
Summary of progress made on the initiative to date:
-
The General Education Student Learning Outcomes were developed during 2007 and
approved by faculty in December of 2007 and by the College Curriculum Committee
and College Learning Council in early 2008. The General Education Student
Learning Outcomes include the following:
 Cultural and Historical Understanding: Demonstrate understanding of the
diverse traditions of the world, and the individual's place in it.
 Quantitative and Scientific Reasoning: Use processes, procedures, data, or
evidence to solve problems and make effective decisions.
 Communication Skills: Engage in effective interpersonal, oral and written
communication.
 Ethical Responsibility: Demonstrate awareness of personal responsibility in
one's civic, social, and academic life.
 Information Literacy: Locate, evaluate, and effectively use information from
diverse sources.
 Critical Thinking: Effectively analyze, evaluate, synthesize and apply
information and ideas from diverse sources and disciplines
-
Work is now underway to map the introduction, reinforcement and assessment of the
outcomes within the 5 General Education discipline areas (Communications,
Humanities, Math, Science, and Social Science) and within co-curricular student
experience.
Assessment plans connected to the General education Student learning Outcomes
were developed during Destination 2009 and will be implemented in Spring 2010.
General Education assessment plans were developed were developed in the following
areas:
 ENC1101 – Comp1
 SPC1608 – Speech
 Gordon Rule Humanities
 POS2041 – Political Science
 MAC1105 – College Algebra
 New Student Orientation
-
Information about upcoming work on the initiative:
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-
Destination 2010 will bring General Education faculty together again to fine their
plans from 2009 and to identify a second General Education outcome that they
contribute to – all General Education disciplines will need to measurably contribute to
at least 2 General Education Student Learning Outcomes.
Any data or results that can be shared that reveal how those involved with this initiative are
gauging the success of the initiative:
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Initiative #8 Report
Develop Data Model – Roberta Brown
Person(s) consulted in obtaining information about the status of this initiative:
Roberta Brown, Kurt Ewen, Jeff Cornett
Summary of progress made on the initiative to date:
A core team has been convened to discuss the development of a model for collecting and
processing data related to learning and learning assessment. This team has met to have initial
conversation around what information or ideas have already been discussed in our history and
what information we need to move forward. We will continue to meet to clarify and solidify a
solid foundation for an expanded dialogue with other members of the College that will need to be
involved in this conversation.
Information about upcoming work on the initiative:
The team will continue to meet, and are working on a visual representation of where collectible
artifacts of student learning exist in our current framework. This will be used to further
conversation around next steps.
Any data or results that can be shared that reveal how those involved with this initiative are
gauging the success of the initiative:
No data are available at this time.
Team Two comments – February 9 – We are in the beginning stages of this conversation, and a
core team is exploring it. Need to clarify what we mean by a data model for learning. Need to
identify where we have artifacts of student learning.
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Initiative #9 Report
Enrollment Management
Cheryl Robinson
Initiative Report
Person(s) consulted in obtaining information about the status of this initiative: Joyce Romano
(and indirectly Susan Kelley and Lucy Boudet from College Learning Council conversations)
Summary of progress made on the initiative to date: We have planned increased section capacity
for each term by 6-8% and built a stronger schedule of high enrollment courses to maximize
student registrations in scheduled sections. Overall capacity utilization has increased from 88%
in Fall 2008 to 92% in Fall 2009, and according to the 2/2/10 mirror report, Spring 2010 capacity
utilization increased to 89.1% compared to 88% in Spring 2009 and registration is ongoing. We
anticipate not being able to meet the educational marketplace demand, but recognize the
importance of maintaining our profile in the community and are making baseline investments
accordingly. Spring 2010 registration saw an increase in returning student registration compared
to new student enrollments. Thus, marketing messages supported brand reinforcement but did
not focus on new student recruitment as we try to serve our current students.
Information about upcoming work on the initiative: A detailed analysis of registration processes
was conducted after the Fall 2009 registration and a plan for improving specific registration
processes has been developed and will be implemented over the next year. We will hold the next
Bookstore textbook sale in the Summer term when there is less financial aid available to students
thus creating a more meaningful sale. We are continuing to send the message to students that
they need to register early and pay by the deadlines or they may not be able to make (or re-make)
a schedule. Marketing is working with the Provosts and Deans on the “Programs that need
marketing” list prepared in October 2009 and are developing new strategies to specifically target
messages as well as exploring new internet and social networking strategies to reach students.
Any data or results that can be shared that reveals how those involved with this initiative are
gauging the success of the initiative: Fall 2009 and Spring 2010 enrollments and capacity
utilizations have both increased. Student persistence has remained at 80%+. The percentage of
students deleted for non-payment has remained consistent in both Fall and Spring terms
compared to previous years.
The Goal Team noted that it would be good to have more information about proprietary
institutions in our market, how they are changing, and the extent to which they impact access
issues. Also, the team noted that we provide on-campus access to the internet via Atlas outposts
and the libraries for students who do not have computer access.
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Copies of the Enrollment Plan, 2/2/10 mirror registration report, and the Student Affairs Fall
2009 registration action plan are attached. The re-launch of LifeMap will have data that should
be added here when available.
Enrollment Planning
2009-2010
Adopted April 14, 2009; Revised June 17, 2009; Revised October 6, 2009
As we implement the Enrollment Plan in 2009-10, we have discussed the challenge of balancing
priorities in light of the budget reductions from the State of Florida and the increase in demand
for enrollment in our community. We recognize the importance of being clear about the choices
we are making so that all stakeholders can support our intended direction and we can work
together in an integrated manner to achieve our enrollment goals.
The following describe our priorities and their implementation.
1. Our target is to increase enrollment by 5% FTE in Summer 2009 and by 3% FTE in Fall
2009, Spring and Summer 2010 (each term compared to the previous year) without
adding to sections or other expenses.
Revised June 2009: The new target is 6% FTE growth in Fall 2009, Spring and
Summer 2010 (each term compared to the previous year) with modest
additions of
adjunct faculty to create more capacity in front door courses.
The Summer 2009 schedule has increased section capacity of 8% compared to Summer
2008. This should easily allow for the 5% FTE growth but will add some additional
instructional costs. The Summer 2009 schedule was finalized by the Deans and Provosts
in October, 2008, prior to the direction of not adding to instructional expenses.
The Fall 2009 schedule has slight increase in section capacity (0.47%). The 6% FTE
increase will be achieved through the change in balance of sections to more high demand
courses and the room for growth based on the final capacity usage of Fall 2008 (88%).
The addition of selected sections will add to the Fall 2009 schedule section capacity
which we will quantify in September. According to the September 29, 2009 Credit
Registration Report, the Fall schedule capacity increased 6.9% from Fall 2008. The other
significant change was capacity utilization increased to 92% from 88% in Fall 2008.
The Spring 2010 schedule has xx% increase in section capacity. The 6% FTE increase
will be achieved through the change in balance of sections to more high demand courses
and the room for growth based on the final capacity usage of Spring 2009 (xx%).
2. Maintain our commitment to student access.
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3. Maintain our commitment to student progression and graduation.
These two priorities are interrelated. Deans and Provosts have carefully reviewed the
course offerings for each campus and across the college, and have moved sections to
achieve the best estimate of student demand at the front door, middle progression, and
degree completion.
Student affairs staff has developed plans to maximize student transition from high school,
awarding of financial aid, enrollment of returning students, and fee payment. Special
programs are planned to assist disadvantaged students to ensure access to college. A plan
for improving specific registration processes has been developed following a detailed
review of Fall 2009 registration and will be implemented over the next year.
To assist additional students based on the additional sections added as of June 2009,
Student Affairs and Business Office staff will add part-time hours and authorize
additional overtime for full time staff as needed to meet the extra demand for all terms.
That being said, we expect that we will not have the course capacity to meet the
enrollment demand in any of the 2009-10 terms. Our enrollment system (procedures and
processes) provides priority to pre-planning and early registration. Those who are
prepared and act in a timely manner will have the highest likelihood of success in
obtaining their desired classes. First Come + First Pay = Those Served. We will continue
to encourage students who are not able to make a schedule for Fall term to enroll in
available Flex Start classes and plan early for Spring 2010 term.
We will hold the next Bookstore textbook sale in Summer term when there are fewer
students eligible for financial aid and we can offer a meaningful sale. (The timing of the
Spring semester with semester break and the holidays between December and January
makes it more difficult to incentivize early planning with the $200,000 with which we
have.)
4. Maintain Valencia’s profile in the market place.
If demand continues to increase in the “double digits” and we are only able to
accommodate 6% of that demand, then we can predict that demand will exceed capacity
by 4% or more. While we do not expect to be able to accommodate student demand, we
realize it is still important to maintain our profile in the educational marketplace at a
baseline level and will make investments accordingly.
Our marketing efforts have several purposes, one of which is to help meet agreed upon
enrollment targets by attracting new students as well as by retaining existing students,
helping students understand how and when to act to ensure that they enroll and progress.
Also, our marketing campaign contributes to maintaining our brand in the community.
Accordingly, summer and fall marketing materials carry the messages that 1) it would be
wise to enroll for summer classes to get a head start on fall, since fall is expected to have
unusual demand levels, and 2) that it would be wise to register early for fall and pay by
the deadlines, since he who hesitates may not make a schedule.
Fall messages will also be crafted with the aim of reinforcing the value of the College to
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the community at large, helping people to understand and appreciate the difference
Valencia, our students, and our graduates make, in support of our community partnership
goal. We want to help reinforce community understanding of who we are in a changing
higher education market.
Spring 2010 new student applications are up 74% as of the end of September. While this
tremendous increase is not expected to sustain through the end of the application period,
it does signal a trend in double digit application increase for Spring 2010. Together with
the trends that Spring 2010 enrollment is more heavily from returning students than new
students, that in Fall term there was an 11% increase in enrollment and that student
persistence has remained at 80%+, Spring marketing will support brand reinforcement as
needed but not a strong push for new student enrollment. Marketing will work with
Provosts and Deans on the Programs That Need Marketing list prepared in October 2009
to determine specific targets and internet strategies.
Goal Team: Learning Assured
Initiative Name: Enrollment Plan
Prepared by: Cheryl Robinson
Person(s) consulted in obtaining information about the status of this initiative: Joyce Romano
(and indirectly Susan Kelley and Lucy Boudet from College Learning Council conversations)
Summary of progress made on the initiative to date: We have planned increased section capacity
for each term by 6-8% and built a stronger schedule of high enrollment courses to maximize
student registrations in scheduled sections. Overall capacity utilization has increased from 88%
in Fall 2008 to 92% in Fall 2009, and according to the 2/2/10 mirror report, Spring 2010 capacity
utilization increased to 89.1% compared to 88% in Spring 2009 and registration is ongoing. We
anticipate not being able to meet the educational marketplace demand, but recognize the
importance of maintaining our profile in the community and are making baseline investments
accordingly. Spring 2010 registration saw an increase in returning student registration compared
to new student enrollments. Thus, marketing messages supported brand reinforcement but did
not focus on new student recruitment as we try to serve our current students. Marketing and
Strategic Communications has begun a relaunch of the LifeMap marketing program which
includes new Campus signage and the “Me in the Making” website. This campaign is targeted to
current students and encourages goal setting and planning which supports the Enrollment Plan’s
goal of student persistence and graduation.
Information about upcoming work on the initiative: A detailed analysis of registration processes
was conducted after the Fall 2009 registration and a plan for improving specific registration
processes has been developed and will be implemented over the next year. We will hold the next
Bookstore textbook sale in the Summer 2010 term when there is less financial aid available to
students thus creating a more meaningful sale. We are continuing to send the message to students
that they need to register early and pay by the deadlines or they may not be able to make (or remake) a schedule. Marketing is working with the Provosts and Deans on the “Programs that need
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marketing” list prepared in October 2009 and are developing new strategies to specifically target
messages as well as exploring new internet and social networking strategies to reach students.
Work is continuing on the LifeMap marketing campaign as we roll out new aspects throughout
the Spring 2010 term.
Any data or results that can be shared that reveals how those involved with this initiative are
gauging the success of the initiative: Fall 2009 and Spring 2010 enrollments and capacity
utilizations have both increased. Student persistence has remained at 80%+. The percentage of
students deleted for non-payment has remained consistent in both Fall and Spring terms
compared to previous years.
The following was submitted by Goal Team One, and relates to enrollment planning:
From: Nemir Matos-Cintron
Sent: Tuesday, February 09, 2010 11:23 AM
To: Susan Kelley; Kimberly Finley
Subject: Increased Access through Online Learning/ Statistical support data
Hi Kimberly:
The stats below may help to strengthen the need to take a closer look at Distance Learning as an
increased access option.
Enrollment in Online learning courses surpasses Osceola and Winter Park.
Objectives 1.3, 1.5 (support)
Submitted by Kimberly Finley, Goal Team One member:
( Distance Learning Courses which is increasing access to classes for students and is in strong
demand from students.)
Online Courses
Fall 04
Fall 05
Fall 06
Fall 07
Fall 08
Spring 09
# Unique courses offered
80
88
114
154
175
183
# Sections offered
157
191
380
584
778
801
Total enrollment in online
3181
4350
7694
12060
15476
16382
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Initiative #10 Report
New Student Experience – Kurt Ewen
Person(s) consulted in obtaining information about the status of this initiative:
Summary of progress made on the initiative to date:
The following was taken from the Foundations of Excellence Final Report – Page 19.
The Full report is attached.
-
“In order to build on the momentum surrounding concerns for new student success
and to continue studying issues raised by the Foundations of Excellence, we propose
the establishment of a new standing committee reporting to the College Learning
Council. The New Student Experience Committee (NSEC) will be co-chaired by
representatives of Student Affairs and Academic Affairs and charged with organizing
the development of a coordinated new student experience starting with the
recommendations of the Foundations of Excellence Taskforce. The membership of
the committee should be primarily drawn from those teaching and program areas
with the greatest interaction with new students (faculty from the top 10 high
enrollment courses, New Student Orientation staff, staff from Learning Success
Centers, etc.) so as to be of greater assistance in the prioritization of the items
identified above. We propose that the committee be initially co-chaired by Kurt Ewen
and Sonya Joseph until a sustainable structure can be established.”
-
The New Student Experience Committee has now been established with
representation from the following areas:
o
o
o
o
o
Chief Learning Officer
VP for Student Affairs
Provost Representative (Assistant Provost)
Director of Student Success
Faculty From the Top 10 Highest Enrolled Courses for New Students
 Developmental Math
 Developmental English
 Developmental Reading
 Math
 Humanities
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o
o
o
o
o
o
o
o
o
o
 U.S. Government
 Psychology
 Comp 1
 Speech
 SLS
 EAP
 Counselor
Student Services
Academic Dean Representative
Dean of Students Representative
Orientation Manager
Financial Aid
OIT
Bridges
Academic Support Center
Project Director, Development Education Initiative
Data Team Representative
Information about upcoming work on the initiative:
The NSEC is now developing set of measurable / observable student outcomes that would
serve as a way of measuring the success of our efforts. Outcomes will be developed in
early Spring and disseminated to targeted groups for feedback.
Any data or results that can be shared that reveal how those involved with this initiative are
gauging the success of the initiative
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Initiative #11 Report
The following report was submitted for use by Goal Teams One and Two.
Initiative Name: Developmental Education Initiative
Prepared by: Nick Bekas
Person(s) consulted in obtaining information about the status of this initiative:
Nick Bekas
Summary of progress made on the initiative to date:
Supplemental Learning:
Valencia is continuing and growing our Supplemental Learning (SL) program, developed as
one of our strategies for Achieving the Dream. SL involves providing a model student who
has been previously successful in a specific course to be available outside of class to assist
other currently-enrolled students with the course content and to teach a variety of learning
strategies such as note taking, test preparation, and study skills to help the students achieve
success.
LinC (Learning in Community):
Valencia is also continuing and growing our Learning in Community (LinC) program. In
LinC, two courses are “linked” together, enrolling the same cohort of students who are taught
collaboratively by faculty from different disciplines. The faculty created and implemented
three integrated lesson plans.
Bridges to Success (BTS) Program:
As part of DEI, Valencia will be expanding the Bridges to Success program. The Bridges
Program is a Learning Community that targets at-risk students from a low socio-economic
background. An important element in a student’s success at Valencia is the connection with
people and services that can assist them when they need it. BTS works within the college to
provide services and programs of interest and benefit to our diverse student population.
Bridges also provides mentoring and co-curricular experiences focused on improving the
success rates of this cohort of students.
Curriculum Mapping, Alignment and College Readiness Infusion:
Valencia has committed to aligning and mapping our developmental education courses. As
part of the process, faculty will be looking at places where College Readiness Skills, skills
that change the learning behaviors of students, can be infused into developmental education
course curricula. Our focus will be on five College Readiness Skills: critical thinking,
reading, motivation, study skills, and goal setting.
Information about upcoming work on the initiative:
See attached document for College Readiness Infusion Project (follows…) Any data or results
that can be shared that reveal how those involved with this initiative are gauging the success of
the initiative: See reports on the following pages.
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Developmental Education Initiative (DEI) Plan: 2009-12
DEI’s central goal is to accelerate student progress through their developmental education
sequence and increase their success in subsequent General Education Courses and in General
Education Courses that can be taken while meeting their prep mandate.
DEI Goals:
1. More rapid progression through the Developmental Education program via a fully
realigned developmental education
curriculum implemented with 100% of our developmental students by 2012, featuring
placement into
courses and specific course sections designed to provide learning environments and
support
services that meet individual student needs based on assessments;
2. Greater content mastery and student success skill mastery through infusion of student
success
skills, reading and critical thinking skill development, and the use of assessment
throughout the
developmental curriculum, reaching 100% of our developmental students by 2012;
3. Fewer impediments to learning, as faculty and staff, both full- and part-time, partner
with students
and with each other across disciplines and departments to identify and address students’
needs and
offer assistance to 100% of our developmental students in accessing appropriate learning
environments, support services (including linked courses, tutoring, SL leaders in the
classroom,
student success courses, and skill labs), and supportive co-curricular experiences.
Strategic Direction 1: Demonstrate leadership and institution-wide commitment to the success
of underprepared students, by developing and implementing institution-wide policies and
practices that support better outcomes for those students and ensure that developmental students
are at least as likely to be successful in college-level courses as their counterparts who are not
required to take developmental courses by aligning, centralizing and coordinating a
comprehensive developmental education program across four campuses, utilizing a replicable
alignment model that provides that:
A. the entry-level college courses in English and math align with high school
graduation competencies
(cooperating with work already underway in Florida at the state
level);
B. learning outcomes for each developmental education course align with those
of prior and succeeding courses, including entry-level college gateway courses for
which developmental courses are prerequisites;
C. placement test scores are used to place students in appropriate courses and
course sections are structured to meet their learning needs and feature an
appropriate array of support services;
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D. college-level gateway courses taken concurrently with developmental courses
support both developmental and college-level skill mastery;
E. competency-specific assessments in each course support curricular alignment
and provide feedback to faculty to improve instruction and to faculty and
students to improve individual student learning;
F. and all who teach or support developmental students, including those who
teach part-time, will participate in required full-time and adjunct faculty
development.
Strategic Direction 2:
Increase the number of underprepared students who quickly become ready for credit-bearing
courses and ensure that all developmental students master student success and critical thinking
skills, and content that cuts across courses, by:
A. embedding student success course and critical thinking content and skill mastery into all
developmental course curricula (enhancing the expansion of Student Success course
offerings and the presence of SL leaders in classes that took place as part of our ATD
Initiative);
B. embedding the development of reading skills in all developmental math courses;
C. greatly expanding learning in community (LinC) course options launched as part of ATD,
including expansion of the Bridges program for minority students requiring
developmental mathematics; and
D. extending SL into all levels of developmental reading, writing, and mathematics
(building on the SL successes in mathematics as part of our ATD Initiative).
Research and Analysis: The Community will create an annual research and analysis agenda that
includes:
A. analyzing data about developmental student success and the strategies to improve
success;
B. consulting prospective, current, and former developmental education students via focus
groups and
C. other means to provide the “student voice” as we design and refine strategies;
D. examining course and program outcomes;
E. identifying achievement gaps among students in the K-12 educational pipeline as well as
those
F. enrolled at Valencia;
G. supporting “breakthrough” thinking that develops and scales up strategies for addressing
gaps and
H. improving student success; and
I. assessing academic programs and teaching and advisement strategies from the
perspective of current
J. research on effective practice.
60 | P a g e
DEI Focus for 2010:
Strategy 1: Data Planning, Collection, and Assessment
o Strategy 2: Continuation and Expansion of AtD Strategies
o SL Expansion
 341 sections 2009/2010
 361 sections 2010/2011
 381 sections 2011/2012
o LinC Expansion
 94 sections 2009/2010
 106 sections 2010/2011
 118 sections 2011/2012
o Strategy 3: Bridges Expansion
 300 students 2009/2010
 350 students 2010/2011
 400 students 2011/2012
o Strategy 4: Curriculum Alignment, Mapping, and Infusion of College Readiness
Skills
 Focus on the following courses:
 REA 0001, REA 0002, ENC 0010, ENC 0012, MAT 0012, MAT 0024C,

MAT 1033C, HUM 1020, SLS 1122, SPC 1608, ENC 1101, MAC 1105.
Need teams of faculty to map and align curricula for math, reading, and
writing sequence
o Needs analysis
o Curriculum Model
o Assessment Plan
o Implementation Plan
o Strategy 5: Student Success Project
o Strategy 6: Developmental Education Student Learning Community
o Strategy 7: Developmental Education Faculty Learning Community
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DEI Data Needs
Purpose: This chart is intended to outline the data needed to be collected and analyzed for DEI strategies.
Strategy
Strategy 1:
Summative
Data for
Annual
Reporting
Principal
Responsibility
IR
Type of Data
Needed
Descriptive
Statistics
Description/Data Needs

Director of
Learning
Assessment

Data for
internal
reporting and
decision
making
Strategy 2:
Continuation
and expansion
of LinC/SL
Project
Director DEI
Director of
Student
Success
Project
Director DEI
Strategy 3:
Expansion of
Bridges
Program
Director of
Bridges
Project
Director DEI
Descriptive
Statistics

Qualitative
Data
Descriptive

Statistics based
on internal
indicators
Qualitative
Data
Strategy 4:
Curriculum
Alignment,
Mapping, and
Infusion of
College
Readiness
Skills
Director of
DEI,
Deans of
Math,
Commun.,
Director of
Student
Success,
Faculty from
Reading,
Descriptive

Statistics based
on internal
indicators
Qualitative
Data:
Reflective
assessments
from faculty on
the curriculum
process
Status
Reporting
Frequency
2009
External –
IR will update external report
Report
Annually as
to AtD Database annually.
Complete required by
The indicators that must be
DEI
reported are established by
JBL.
College –
Reporting of data to the
Cohort
College will remain
tracked by
consistent with indicators
semester
developed by the Data Team
and may include use of other
data sources.
In
External For the continuation of SL
Progress annually as
and LinC, AtD research
required by
plans will be updated. See
DEI
Appendices A & B for
updated plans.
Internal –
Cohort,
tracked by
semester
In
External For Bridges, a plan will have
Progress annually
to be developed. Cohort
tracking should follow
Cohort
models developed by the
tracked by
Data Team but should be
semester
modified as necessary to fit
the structure of the Bridges
Program. (See Appendix C
for Plan)
In
External –
A model for the Curriculum
Progress annually
Mapping, Alignment, and
College Readiness Skills
Internal –
infusion project for the above
annually and
courses still needs to be
by semester
developed.
 MAT 0012C has
completed initial work
and has begun
implementation of this
work in Fall, 2009. Any
data from this project
will be collected and
62 | P a g e
Writing, Math,
Gen. Ed.
Courses, and
Student
Success





Strategy 5:
Student
Success Project
Director of
Student
Success
Director of
DEI
Qualitative
Study
analyzed after the end of
Fall Term.
State Exit Exam Data and
any other College-wide
Exit Exam will be
collected for ENC 0012,
MAT 0024C, and REA
0002.
This project will start in
the Spring of 2010. In
Phase I, the curricula of
the following courses
will be analyzed by a
group of faculty: REA
0001, REA 0002, ENC
0010, ENC 0012, MAT
0012, MAT 0024C, MAT
1033C, HUM 1020, SLS
1122, SPC 1608, ENC
1101, MAC 1105.
The outcome of Phase I will be
the development of two
integrated assessment plans
centered on the teaching of two
College Readiness skills. These
plans will be implemented and
assessed in Fall 2010.
Phase II will begin in January
of 2011. The outcomes of Phase
I will form the basis for the
development and
implementation of the Phase II
plan. In 2012, the Phase III plan
will be developed and
implemented based on the
results of Phase II.
See Appendix D for Plan
for Curriculum Mapping
Project
 Full-time faculty will be
teaching SLS 1122 and
another group will be
infusing LifeMap skills
into their subject area
courses.
 A qualitative research
plan has been developed
for the Student Success
Project. (See Appendix
E)
In
progress
Qualitative
Research will
be conducted
in Spring.
This is a onetime study.
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Strategy 6:
Dev. Ed.
Student
Learning
Community
Director of
DEI
Strategy 7:
Dev. Ed.
Faculty
Learning
Community
Director of
Faculty
Development
Director of
DEI
Descriptive
Statistics (?)

Qualitative
Data (?)

Data –
Participation
data, a survey
based on
Comp. of a
Valencia
Educator,
reflective
assessments
A business proposal has been
submitted to Senior
Leadership.
Once a decision on how to
fund staffing has been made,
the details of the
implementation will be
developed by the DE LC
Work Team. A research plan
should be developed in
conjunction with the
implementation plan.
 Work has not been
started, but it should
begin in Fall, 2010.
 The tentative plan is to
develop a series of
workshops training
teachers in key elements
of Developmental
Education teaching and
learning theories and
strategies.
 A formative assessment
plan is required. The
formative plan should
include elements of the
Competencies of a
Valencia Educator.
 Participation data will
need to be tracked as
well.
In
Progress
Not
Started
Not Decided
Not Decided
64 | P a g e
College Readiness Infusion Project
Meeting Descriptions and Agendas
February 19 (Learning Day Session)
The goal of this session is to review the project’s purpose and its goals. We will also discuss the
definitions of key terms, concepts and processes that will be used throughout the project.
Participants will receive a packet of course outlines for every course to review.
The following are College Readiness Skills each discipline team will focus on during this
project.


Math and Writing will focus on critical thinking and reading.
Reading and General Education courses will focus on critical thinking and one other college
readiness skill (reading, motivation, study skills, and goal setting).
February 19th
Agenda:





Introductions (5 min.)
Discussion of the project’s purpose (5 min.)
Q&A about project (15 min.)
Definitions (10 min.)
o Curriculum Mapping and Alignment
o Student, Course, and Program Outcomes
o College Readiness:
 “The level of preparation a student needs in order to enroll and succeed, without
remediation, in a credit-bearing general education course . . .” from College
Knowledge by David Conley
o Remedial Courses vs. Developmental Education Courses
 Remedial courses focus on students learning the academic skills necessary to
perform college-level work at the level required by the institution.
 Developmental Education courses focuses on a comprehensive approach helping
all students improve their learning skills.
Discussion (30 minutes)
o Q&A about definitions
o What are learning skills?
o What is the difference in the two definitions?
o Which definition reflects our course outlines?
Next Session (5 min)
Review all course outlines and then closely analyze your own courses and then fill out the
following forms in The Curriculum Mapping book. Fill them out in the order they are listed:
Concepts and Issues, p. 79
Skills, p. 80
Assessment Tasks, p. 81
Outcome Guide, p. 19
When filling out these forms think about the following questions and jot down your thoughts to
them before filling out the forms.
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

Does your course prepare students to be successful in other courses? Why? Why not? If why not,
what changes would you make to the course curricula? Why? fill out the chare
What changes need to be made in the course curricula so that there is alignment from course to
course between courses?
March 19
The goal of this meeting is to review the outcome work in interdisciplinary groups and reach
consensus on the mapping of the courses. By the end of the meeting, a Course Outcome Guide
should be filled out for each course. Included in the Course Outcome Guide should be two
college readiness skills.
Agenda:


Q&A/Discussion about curriculum mapping work
o Process
o Concerns
o Suggestions
Discipline Based Discussions of curriculum mapping
o Review individual work
o Discuss/Compare similarities and difference
o Reach consensus on changes, if any
Next Session:
Find Places where the college readiness skills assigned for each course can be infused into the
curriculum and then discuss how they can be integrated with the skill/concept/issue covered
where the college readiness skill can be infused. The goal is to not have the skill stand alone but
to use it for improving what is already being learned by students. Then think of assessment
models that can be used as method of evaluating the effectiveness of the integration. The
assessment should focus on evaluating what students learned.
April 2nd
The goal of this meeting is reach consensus on where college readiness skills can be infused into
the curriculum and identify types of assignments can be used to teach these skills.
Agenda:



Q&A/Discussion about curriculum mapping work
o Process
o Concerns
o Suggestions
Discipline Based Discussions of curriculum mapping
o Review individual work
Discipline Based Discussions of curriculum mapping
o Review individual work
o Discuss/Compare similarities and difference
o
o
Reach consensus on where college readiness skills should be infused. There can be
multiple suggestions for each skill. In other words, you can end deciding that critical
thinking can be infused in three different places in the curriculum
Make a list of possible assignment for each skill
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Next Session:
Develop two to three Developmental Education Outcomes.
Develop proposed models for assessing the college readiness skills infusion. The assessments
can be either formative or summative.
Think about how new students can be assessed on the following College Readiness Skills:
critical thinking, reading, motivation, study skills, and goal setting.
April 16th




Group Discussion on how we can possibly assess new students for the following College
Readiness Skills: critical thinking, reading, motivation, study skills, and goal setting.
Discuss and reach consensus on two to three Developmental Education Outcomes.
Discuss how these outcomes align with the course outcomes for reading, writing, math, and
general education courses.
Project Assessment
Destination 2010
Tentative Meeting Descriptions
Friday, May 14, 2010 from 1pm to 4 pm on East Campus
Constance Staley will be conducting a workshop at this meeting.
Agenda:
 Constance Staley will be conducting a workshop on the following two topics:
o The importance of student success skills
o Planning lessons for infusing student success skill into courses
Next Session:
Review of Curricular Work from Spring
Friday, May 21, 2010 from 1pm to 5pm on West Campus
This meeting will discuss the outcomes of the Destination work. Then we will focus on reactions to the
Spring Curricula work and explain how this work forms the basis for the participants’ project. The focus
will be on the differences between a remedial course and a developmental education course and on the
definitions and learning indicators of the following College Readiness Skills: critical thinking, reading,
motivation, study skills, and goal setting.
Agenda:
 Discussion of Spring Project
 Expected outcomes of Destination Project
 Discussion of the differences between remedial and developmental education courses
 Discipline based discussion of curricular changes and infusion of college readiness skills
 Share assessment models developed in the Spring project in preparation for next week’s work
 Assessment of Session
Next Session:
Review assessment models
Workshop on developing integrated assessment plans
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Friday, May 28, 2010 from 1pm to 4pm on Osceola Campus
This meeting will be a workshop on developing integrated assessment plans. Participants should leave the
workshop with a plan for their integrated assessment plans.
Agenda:
 Review/discuss previous session
 Discipline based work on integrated assessment plans
o Sharing of individual plans
o Discussion of overlap
o Discussion of a common college-wide assessment of a course outcome
 Evaluation of Session
Next Session:
Sharing and evaluation of integrated lesson plans
Friday, June 4, 2010 from 1pm to 5pm on West Campus
In this session, participants will share their integrated assessment plans. They will do a guided self
evaluation and then complete a guided a peer assessment.
Agenda:
 Review/Discuss previous session
 Self review of integrated assessment plans
 Peer review of integrated assessment plan
 Introduction of Developmental Education Program Outcomes
 Evaluation of Session
Next Session:
Revise integrated assessment plans based on self and peer reviews
Review Developmental Education Program Outcomes
Make Suggestions for revising Developmental Education Outcomes
Friday, June 11, 2010 from 1pm to 4pm on East Campus
Agenda:
 Review/Discuss previous sessions
 Brief sharing of integrated assessment plans in discipline based groups
 Discussion of proposed revisions of Developmental Education Outcomes
 Discuss Fall meetings, expectations, implementation of plans, and assessment of implementation
 Evaluation of Destination 2010
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Initiative #12 Report
Course outlines to be produced through a second round of outcomes review – John Niss
Person(s) consulted in obtaining information about the status of this initiative:
John Niss, Karen Borglum
Summary of progress made on the initiative to date:
Over the last several years, as part of Valencia’s commitment to maintaining a current
curriculum and satisfying Florida statute, course outlines have been developed for the vast
majority of courses at the college. Many of the first outlines authored have been in place for two
years and thus must be reviewed and updated. Deans have been notified of the courses with
outlines in need of review and faculty teams are in place to accomplish the work.
Information about upcoming work on the initiative:
All non-current course outlines should be reviewed and updated and any missing outlines should
be completed as part of this ongoing process.
Any data or results that can be shared that reveal how those involved with this initiative are
gauging the success of the initiative:
The first few reviewed/updated outlines have been submitted to and approved by the Collegewide Curriculum Committee.
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