Goal Team TWO Initiative Reports
(Reports updated with Team comments from the second and third meetings of the team, in
February and March.)
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:
3|Page
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.
5|Page
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
-
8|Page
Information about upcoming work on the initiative:
-
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:
9|Page
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%).
12 | P a g e
2. Maintain our commitment to student access.
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
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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
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
14 | P a g e
registration processes has been developed and will be implemented over the next year. We will
hold the next Bookstore textbook sale in the Summer 2010 term when there is less financial aid
available to students thus creating a more meaningful sale. We are continuing to send the
message to students that they need to register early and pay by the deadlines or they may not be
able to make (or re-make) a schedule. Marketing is working with the Provosts and Deans on the
“Programs that need 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
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
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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
 U.S. Government
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o
o
o
o
o
o
o
o
o
o
 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 creditbearing 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.
21 | 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
22 | P a g e
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
Strategy 4:
Curriculum
Alignment,
Mapping, and
Infusion of
College
Readiness
Skills
Director of
Bridges
Project
Director DEI
Director of
DEI,
Deans of
Math,
Commun.,
Director of
Student
Success,
Faculty from
Reading,
Writing,
Descriptive
Statistics

Qualitative
Data
Descriptive
Statistics
based on
internal
indicators
Qualitative
Data
Descriptive
Statistics
based on
internal
indicators
Qualitative
Data:
Reflective
assessments
from faculty
on the
curriculum


Status
IR will update external report
to AtD Database annually.
The indicators that must be
reported are established by
JBL.
Reporting of data to the
College will remain
consistent with indicators
developed by the Data Team
and may include use of other
data sources.
For the continuation of SL
and LinC, AtD research
plans will be updated. See
Appendices A & B for
updated plans.
2009
Report
Complete
For Bridges, a plan will have
to be developed. Cohort
tracking should follow
models developed by the
Data Team but should be
modified as necessary to fit
the structure of the Bridges
Program. (See Appendix C
for Plan)
A model for the Curriculum
Mapping, Alignment, and
College Readiness Skills
infusion project for the above
courses still needs to be
developed.
 MAT 0012C has
completed initial work
and has begun
implementation of this
work in Fall, 2009. Any
data from this project
will be collected and
In
Progress
Reporting
Frequency
External –
Annually as
required by
DEI
College –
Cohort
tracked by
semester
In
Progress
External annually as
required by
DEI
Internal –
Cohort,
tracked by
semester
External annually
Cohort
tracked by
semester
In
Progress
External –
annually
Internal –
annually and
by semester
23 | P a g e
Math, Gen.
Ed. Courses,
and Student
Success
process





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 one-time
study.
24 | P a g e
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
25 | 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.

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
26 | P a g e

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
Next Session:
Develop two to three Developmental Education Outcomes.
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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
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.
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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 College-wide Curriculum
Committee.
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