Goal Team 2 - 2010-11 – Initiative Reports – May 25, 2011
An Initiative is a significant action we are taking to accomplish our mission. Detailed reports on
each Initiative are available on the Big Meeting 2009-10 web page, under the section on Goal
Team reports on Initiatives and Issues:
http://valenciacc.edu/strategicplan/big_2009.cfm
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. – Kurt
Ewen
Initiative 4 - Improve success in math – John Niss (Suzette Dohany and John Niss updated in
2011.)
Initiative 5 - Holistic grading of ENC 1101 essays – Randy Gordon (Della Paul was to update in
2011. An excerpt from a 2011 report by Kurt Ewen is included here.)
Initiative 6 - Assessing writing in Gordon Rule Humanities – Kurt Ewen. Kurt Ewen created an
Initiative Report (attached).
Initiative 7 - General Education Student Learning Outcomes, Assessment and Curricular
Alignment – Kurt Ewen (An excerpt from a 2011 report by Kurt Ewen is included here.)
Initiative 8 - Develop data model – Roberta Brown (Nick Bekas and Kurt Ewen will update in
2011 as this work moves forward. Still in developmental stages.)
Initiative 9 - Enrollment Plan – Cheryl Robinson (Ruth Prather will update in 2011)
Initiative 10 - New Student Experience – Kurt Ewen (Kurt Ewen created an Initiative Report
(attached).
Initiative 11 - Developmental education initiative – Nick Bekas (Nick Bekas updated the report
for 2011)
Initiative 12 - Course outlines to be produced through a second round of outcomes review – John
Niss (Cheryl Robinson updated for 2011.)
The team asks that we define mapping and alignment- Nick Bekas will provide these definitions.
The team added these Initiatives –
Initiative 13 – Grow Bridges – Nick Bekas created an Initiative Report after consulting Student
Affairs staff
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Initiative 14 – Faculty Development – Ruth Prather to work with Wendy Dew to create an
Initiative Report, and the report will include the use of technology. Report will be completed in
Summer 2011.
Initiative 15 – Senef Honors College – Cheryl Robinson and Valerie Burks created an Initiative
Report. (Attached.)
Initiative 16 – CCSSE/ Student Engagement – Kurt Ewen created an Initiative Report (attached).
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Goal Team 2 – Initiative #2
Curriculum Mapping
Nick Bekas
Initiative 2 (excerpted from DEI 2011 Report)
Developmental Education Curriculum Mapping and Alignment Project
All developmental education courses were revised but will not be fully implemented until fall,
2011. Full implementation of the revised courses did not occur during the spring 2011 term.
Therefore, data is not available at this time to report on the impact of the course outline activity.
Assessment of the revisions will be conducted during the next academic year; data correlating
outline revisions to student outcomes will be available during the next reporting period.
Definition of Mapping and Alignment
Mapping refers to the process of plotting out the content within courses and programs. It can also
refer to the process of plotting the content across different courses and programs.
Alignment refers to the process of making sure the outcomes of one course are sequenced to
another course logically and adequately so that a student experiences a coherent program of study.
Bridges to Success Program
The College set a very ambitious goal to raise the numbers of students admitted to the Bridges
program each year, increasing the number of students admitted by 60% over a three year period.
The program did exceed its goal by admitting a total of 325 students (50% greater increase than
expected) however, fewer than 300 students actually enrolled.
In Spring 2011, the program examined and made considerable adjustments to its admissions
process. Currently, 383 students have been admitted to the program for Fall 2011, and a
significant number have been placed on a waiting list. The College is optimistic that the high
admission numbers (for 2011-12) enhanced by these procedural changes, will yield an increase in
the program enrollment.
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Goal 2 - Initiative 3
Program Outcomes and Assessment Plans for A.A.,A.S.,A.A.S,&B.S.
From Kurt Ewen – May 2011
All academic programs of study now have faculty approved Program Learning Outcomes and
these outcomes are published in the College Catalogue.
The District Board of Trustees has approved a new Institutional Effectiveness Component of the
Faculty Compensation plan. The new plan (below) is focused on the assessment of Program
Learning Outcomes.
By May 13, 2012, all academic programs (list available) will have implemented an
assessment plan that has been approved by the Learning Assessment Committee (LAC).
Approval of each assessment plan will be based on principles of good assessment practice
determined by the Assessment Plan Template (available for review) developed by the LAC
and approved by the College Learning Council.
In order for the faculty, collectively, to be eligible to receive the Institutional Effectiveness
(IE) component that is in addition to their normal salaries in Fall 2012, 90% of all of the
academic programs must have developed faculty approved improvement plans. These
improvement plans will be based on the learning assessment data compiled from each
academic program’s assessment plan.
The College Learning Council will monitor the progress of this criterion that 90% of all of
the academic programs have successfully implemented their assessment plans, and report
their findings to the Board of Trustees.
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Initiative# 4 Report
Improve Success in Math
This report is in two parts: MAT0012C Redesign and MAT0024C Redesign, both of which
follow.
Goal Team: 2
Initiative Name: Initiative 4 - MAT0012C (MAT0018C) Redesign
Prepared by: John Niss – submitted via Suzette Dohany
Person(s) consulted in obtaining information about the status of this initiative:
Summary of progress made on the initiative to date:
The redesign team has implemented a new curriculum for MAT0012C with college-wide
curricular material including textbook, portfolio, learning skills activities, lab activities, review
materials and a common final-exit exam.
Information about upcoming work on the initiative:
The task force will continue to improve the course materials and work to implement state-wide
changes to the course.
Any data or results that can be shared that reveal how those involved with this initiative are
gauging the success of the initiative:
Results are mixed, but most campuses have seen an increase in the percent of students
successfully completing the course. Long term monitoring is necessary to see how temporary
changes in incoming student demographics effect results.
Goal Team: 2
Initiative Name: Initiative 4 - MAT0024C (MAT0028C) Redesign
Prepared by: John Niss, submitted via Suzette Dohany
Person(s) consulted in obtaining information about the status of this initiative:
Summary of progress made on the initiative to date:
The redesign team is in the process of deciding how extensive and prescriptive the curriculum
redesign will be for this course. Surveys of MAT0012C (MAT0018C) instructors have been
distributed to see how the changes to that course are perceived.
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Information about upcoming work on the initiative:
The task force will continue to improve the course materials and work to implement state-wide
changes to the course.
Any data or results that can be shared that reveals how those involved with this initiative
are gauging the success of the initiative:
No changes have yet been made that impact students directly.
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Goal 2 – Initiative #5
Holistic Grading of ENC 1101 Essays
(excerpt from a report by Kurt Ewen)
1. In the Fall of 2006, Faculty teaching Gordon Rule Writing reinforcement classes approved a
common outcome for the writing component of their classes – “Students will demonstrate
college-level writing.” At the same time the faculty approved the use of the Learning
Evidence Team Rubric for Written Communication as standard for assessing college level in
their classes (available for review).
2. In the Spring of 2007 faculty teaching English agreed to abandon the use of the exit exam for
ENC1101 and replace it with a common assessment of college-level writing using approved
rubric for Written Communication (available for review). Their articulated rationale for the
new process is below.
Based on the premise that discipline based assessment activities at Valencia should be
consistent from one campus to the next, we have done away with the exit exam for ENC 1101.
In order to promote the continuous improvement of our program, we propose a college-wide
assessment activity in which a pool of randomly selected papers would be holistically scored
once a year by full and part-time faculty. This process would allow for substantive
conversations among faculty and within departments on strategies to improve the quality of
the work our students are doing. Our hope is that this process will serve as a model for a
similar assessment process for Gordon Rule courses and allow us to better track the progress
of our students.
3. The process described above has been attempted over the past 4 years with varying degrees of
success and the process has served as a model for other disciplines including Gordon Rule
Humanities classes. The implementation of the new process has raised a variety of questions
needing further reflection before agreement can be reached about the nature of student ability.
These questions include:
 The relationship between rubric score and grades.
 Expectations about student performance at the conclusion of ENC1101 (the first college
writing class a student takes at Valencia.
 The kinds of assignments capable of allowing a student to demonstrate college level writing.
 The role of research and appropriate documentation in a college level paper.
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Goal 2 - Initiative 6
Assessing writing in Gordon Rule Humanities
From Kurt Ewen – May 2011
Faculty teaching Gordon Rule humanities classes, along with English Faculty, have established a
common learning outcome for all classes that reinforce college level writing and have agreed
upon a common rubric for the assessment of college level writing (attached).
At present humanities faculty are focused on the assessment of the General Education Student
Learning outcome Cultural and Historical Understanding. No college-wide work focused on the
assessment of college-level writing is currently underway.
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Goal 2 - Initiative #7
General Education Student Learning Outcomes, Assessment
and Curricular Alignment
(Taken from a report by Kurt Ewen)
1. Program learning outcomes1 have been developed and approved for all academic programs
with the exception of the Associate of Arts Degree (the Curriculum Committee has
established a taskforce to develop a set of proposed outcomes for the A.A. Degree which
will then be presented to the Curriculum Committee, Faculty Council and the College
Learning Council).
2. In Destination 2009, 11 program learning outcome assessment plans were developed and
implemented in the Spring of 2010. Student artifacts were collected and assessed on May
6, 2010. The academic programs or General Education discipline areas involved in this
work include:
 Speech (General Education)
 Comp 1 (General Education)
 Humanities (General Education)
 Mathematics (General education)
 Science (General Education)
 U.S. Government (General Education)
 Accounting Technology (A.S. Degree)
 Medical Office Administration (A.S. Degree)
 Office Administration (A.S. Degree)
 Building Construction and Technology (A.S. Degree)
 Computer Information Technology (A.S. Degree)
 Architecture (A.A. Pre-Major)
Faculty Assessment Coordinators representing General Education Disciplines and
A.S. Program areas are currently working with the Learning Evidence Team to
support the implementation of these plans in Spring 2011. The implementation
process will include the documentation of the assessment process in
WEAVEonline.
3. In Destination 2010, 27 program learning outcomes assessment plans were developed and
will be implemented in the Spring of 2011 – additional program areas or disciplines are
working on revised assessment plans based on lessons learned from the implementation
and assessment of plans in the Spring of 2010. The A.S. Programs or General Education
disciplines areas involved in this work include:
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Program Learning Outcomes - The measurable behaviors or performances that students will be able to
demonstrate at the completion of an academic program of study. (Program Learning Outcomes are often confused
with Program Outcomes – Program Outcomes maybe indirect measures of student learning but they are primarily
measures of program effectiveness such as completion or graduation rates, academic performance at transfer
institutions, job placement rates, etc.)
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Speech (General Education)
Comp 1 (General Education)
Humanities (General Education)
Mathematics (General Education)
Science (General Education)
U.S. Government (General Education)
Sociology (General Education)
Librarians (Contributing to General Education)
Digital Media for Video & Motion Graphics (AS Degree)
Entertainment Design & Technology (AS Degree)
Film Production Technology (AS Degree)
Graphics Technology (AS Degree)
Music & Sound Technology (AS Degree)
Accounting Technology (AS Degree)
Medical Office Administration (AS Degree)
Office Administration (AS Degree)
Paralegal Studies (AS Degree)
Building Construction Technology (AS Degree
Dental Hygiene (AS Degree)
Diagnostic Medical Sonography (AS Degree)
Emergency Medical Services Technology (AS Degree)
Radiography (AS Degree)
Respiratory Care (AS Degree)
Landscape and Horticulture Technology (AS Degree)
Computer Information Technology (AS Degree)
Architecture (A.A. Pre Major)
Dance Performance (A.A. Pre Major)
Theater, Drama/Dramatic Arts (A.A. Pre Major)
4. The Learning Assessment Committee (under the direction of the College Learning
Council) has developed a Program Learning Outcomes Assessment Plan Template
(attached). The template was tested during Destination 2010 and is now being considered
by the Faculty Council and the College Learning Council for draft approval. The template
is based on best practice literature in learning outcomes assessment and will bring greater
consistency to assessment planning, implementation and discourse at Valencia. A flow
chart has also been developed for both Academic Affairs and Students to guide the
development, approval and implementation of assessment plans (attached).
5. The Faculty Council has recently developed, approved and presented for Board of Trustee
approval a new plan for the Institutional Effectiveness component of the Faculty
Compensation Plan. The new plan (attached) is focused on the development of program
learning outcome assessment plans, plan implementation and use of results for
improvement. The basic language of the plan is below.
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By May 13, 2012, all academic programs (list attached) will have
implemented an assessment plan that has been approved by the Learning
Assessment Committee (LAC). Approval of each assessment plan will be
based on principles of good assessment practice determined by the
Assessment Plan Template developed by the LAC and approved by the
College Learning Council.
In order for the faculty, collectively, to be eligible to receive the
Institutional Effectiveness (IE) component that is in addition to their
normal salaries in Fall 2012, 90% of all of the academic programs (listed
below) must have developed faculty approved improvement plans. These
improvement plans will be based on the learning assessment data compiled
from each academic program’s assessment plan.
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Goal 2 – Initiative #8
Develop Data Model
Kurt Ewen shared that this work is still in the formative stages, and no report is available at this
time.
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Goal 2- Initiative #9 Report
Enrollment Management
Ruth Prather
Person(s) consulted in obtaining information about the status of this initiative:
Joyce Romano from minutes of registration review meetings and mirror end of session reports.
Summary of progress made on the initiative to date:
College 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 ongoing. The
final end of session mirror fpr Fall 2010 reported a 5.35% increase in FTE and a 6.5% increase in
headcount. For Spring 2011 the final mirror as of May 16, reported a 4% increase in FTE and a
6.0% increase in headcount. Osceola campus had the highest percentage increases in both terms.
Financial aid continues to increase. As the job market and economy have improved demand has
slightly decreased.
Students
Fall 2010 41,602
Spring
40,888
2011
Students on Aid
23,154
23,658
% Students on Aid
55.66%
57.87%
Information about upcoming work on the initiative: A detailed analysis of registration processes
was conducted after the Fall 2010 registration and a plan for improving specific registration
processes has been developed and will be implemented over the next year. Messages sent to
students focus on the 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 and are developing new strategies to specifically target
messages as well as exploring new internet and social networking strategies to reach students.
Additional items of importance.
A new strategic plan for LifeMap has been completed and will be implemented.
Financial aid continues to increase; currently over 57% of students are on financial aid as of
spring 2011.
To support enrollment growth over 50 faculty were hired in spring 2011 including new and
replacements.
University Building was opened on West campus in Fall 2009.
New buildings in the planning stages include Lake Nona campus expected opening Fall 2012 and
Osceola Building 4 expected opening Spring 2013.
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Goal 2 - Initiative 10
New Student Experience
From Kurt Ewen – May 2011
The Foundations of Excellence Taskforce Report (Approved by the College Learning Council in
May 2009) called for the establishment of a New Student Experience Committee (NSEC) to guide
the implementation of the recommendations of the Taskforce Report. The Taskforce
Recommendations focused on the following 6 Global Themes.
Global Themes Dimension Reports
The members of the Taskforce reviewed, discussed and ranked the 90 plus
recommendations of the 9 Dimension teams. An analysis of this work revealed the
existence of six global themes – themes that transcend the conclusions of any one team.
The six global themes include the following:
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New Students Transitioning Into Valencia
Coordinated New Student Experience
Learning
Data Collection and Dissemination
Faculty and Professional Development
Communication
A report on the implementation of the Taskforce Report is currently being developed using the
template below which identifies the specific recommendations contained within each of the
Global Themes.
The New Student Experience Committee continues to meet 3 times a years as a means of
identifying work underway and areas in need of more attention and coordination.
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Goal 2 - Initiative #11 Report
Developmental Education Initiative (DEI).
Person Preparing Report: Nick Bekas
Developmental Education Course Outlines:
The course outlines for all developmental education have been revised and approved.
College Success Infusion Project:
Valencia faculty, staff and administrators came together at a Summit to discuss college readiness.
The goal of the meeting was to recognize that all students are developmental and that all students
need development in order to be college ready. At the Summit, the following College Success
Skills were identified as essential to Developmental Education Initiative.
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Critical Thinking
Reading
Motivation
Note-Taking/Study Skills
Goal Setting
Teams of faculty in reading, writing, and math revised the course outlines for all developmental courses
and infused the above college readiness skills into the course outlines. After analyzing and revising the
course outlines and making sure they aligned with college level courses, faculty in reading, math, writing,
humanities and speech created two integrated assessment plans focused on two separate college success
skills. These plans were implemented in the fall and form the basis for DEI’s curriculum work this spring
This spring another group of faculty is working on projects integrating college success skills.
REACH (Reaching Each Academic Challenge Head On) Program:
The following outlines a new cohort based student learning community that will begin this fall on
the Osceola campus.
 4 required classes (reading, writing, math, student success)
 Limited to 75 students – 3 groups of 25 students
 25 students in courses together
 6 faculty working together to create an integrated learning experience inside and outside
the classroom
 Accelerated to college-level courses in 1 term
 Fall, Spring and Summer – pre-registration
 21 college level credits earned by the end of the first year(including summer term)
 Meets full Financial Aid requirements
The underlying principles which informed the design and implementation of REACH are as
follows:
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Faculty are responsible for the success of each student
Faculty will have more contact with students inside and outside the classroom
Personal connection will lead to more time on task
There will be a continuous experience for students over their first year
Co-curricular will be integrated within the curriculum
Faculty will be involved in the co-curricular activities
Faculty will advise students on their academic/career goals
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Goal 2 - Initiative #12 Report
Course outlines to be produced through a second round of outcomes review.
Person Preparing Report: Cheryl Robinson
In the second year cycle of course outline reviews, over 30 courses have been updated and
approved with new course outlines and outcomes. Deans and faculty are continuing to review and
update course outlines as part of the ongoing cycle of course outline review.
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Goal 2 - Initiative #13 Report
Grow Bridges.
Person Preparing Report: Nick Bekas
Bridges to Success admitted 350 students from the 2010 applicant pool. However, only 278
students actually enrolled in classes.
In May 2010, Valencia hired Dr. Tanisha Carter as the Director of Bridges to Success and
charged her with developing a new admissions process for 2011 that would more closely align
with the objectives of the program, would improve data collection and integrity, and provides for
an early timeline for making decisions and processing enrollments. Dr. Carter and her Advisory
Committee met regularly to finalize the selection process and have initiated new data tracking to
follow the status of all Bridges students in the college’s student information system.
Bridges is currently on track to meet the target growth for the program as outlined in the
Development Education Initiative plan for Summer 2011.
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Goal 2 - Initiative 15
SENEFF HONORS COLLEGE BLUEPRINT
Person Preparing Report: Cheryl Robinson
Person consulted in obtaining the information about the status of this initiative: Valerie Burks
Summary of Progress made on the initiative to date:
In June of 2008, the CNL Charitable Foundation and the Valencia Community College
Foundation entered an agreement to establish an endowment fund to support educational
opportunities at the college. Part of the agreement was the renaming of the Valencia Honors
Program to the James M. and Dayle L. Seneff Honors College. Obviously enough, this change
could be merely cosmetic. It is, however, the express wish of the Seneffs and Dr. Shugart that
this be a true and meaningful transformation.
During the 2009 – 2010 academic year, a committee met several times and developed a blueprint
for program revision (attached). In the fall, the plan was presented to the College Learning
Council, the Faculty Council, the Instructional Affairs Committee, the Student Affairs Leadership
Team and other college groups whose mission directly impacts the proposed changes. Many
constructive ideas resulted from those conversations and the blueprint was revised based on this
feedback.
Information about upcoming work on the initiative:
On April 22, we will host a college-wide Seneff Honors College Summit to share the blueprint
with the larger college community and work through the specifics of both the blueprint and
implementation strategies.
The blueprint for the design proposal for the new college is available as documentation.
From Valerie Burks
SENEFF HONORS COLLEGE GROUP: Faculty:
Amy Bosley
(East)
Ed Frame
(West)
Debra Hollister
(East)
Gustavo Morales
(West)
Linda Villar
(Winter Park)
Administrators / Staff:
Lorraine Amos
(East)
Karen Borglum
(District)
Valerie Burks
(District)
B. Clyburn
(District)
Melissa Pedone
(Osceola)
Students:
Richard Crews
(Winter Park & West)
Steve Crist
(East & West)
The group met three times:
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February 26, 2010
April 16, 2010
June 11, 2010
VISION
The vision of the Seneff Honors College is to discover potential in students and inspire excellence.
ADMISSION TO THE SENEFF HONORS COLLEGE:
Admission of candidates into the Seneff Honors College is a consideration of a student‟s potential
beyond simply a test score or GPA. Students wishing admission to the Seneff Honors College should:
(1) Complete an application to Valencia Community College.
(2) Submit standardized test scores to the Valencia Registrar‟s Office or arrange to take the CPT at
one of the Valencia campuses (transfer students may be exempt from this requirement).
(3) Complete an online application to the Seneff Honors College through Atlas.
(4) Submit a copy of high school transcripts to the Honors Office (for students who have graduated
from high school within the last 2 years).
(5) Submit a copy of all college transcripts to the Honors Office (for transfer students).
SENEFF HONORS COLLEGE BLUEPRINT (2)
(6) Provide at least one of the following to the Honors Office:
a. Letter of recommendation from a teacher, school official, supervisor or community leader.
b. Valencia Faculty Referral to the Seneff Honors College.
c. Valencia Honors Student Referral to the Seneff Honors College.
d. Alternately, students may request an interview with a Valencia Honors Faculty through the Honors
Office.
(7) Provide at least one of the following to the Honors Office:
a. 500 word essay on a pre-determined topic.
b. An original, written assignment of at least 500 words submitted for a grade in a recent high school
or college class. The original paper showing teacher‟s comments and final grade must be submitted.
c. An original project, portfolio, or work demonstrating academic potential and creativity (examples
include but are not limited to videos, blogs, webpages, poetry, art, etc.).
CURRICULAR AND CO-CURRICULAR PLANS
The Seneff Honors College will be designed around program tracks which will articulate distinct
learning outcomes for students in those tracks. Students who successfully complete the curricular and
co-curricular requirements of one of the program tracks within a maximum of 80 total credit hours,
who earn no less than a “C” in each honors class, and who maintain a cumulative GPA of at least 3.5
will graduate with an Honors Degree.
PROGRAM TRACKS
(1) Interdisciplinary Studies Program: (Target start date: Fall 2012)
To satisfy the curricular aspect of the Interdisciplinary Studies Program, students must complete a
total of 24 credit of honors work, at least 18 of which must be in three of the following IDH courses:
a. IDH1110 – Interdisciplinary Studies in General Education I (6 credits)
b. IDH1111 – Interdisciplinary Studies in General Education II (6 credits)
c. IDH1112 – Interdisciplinary Studies in General Education (6 credits)
d. IDH2120 – Interdisciplinary Studies in General Education III (6 credits)
e. IDH2121 – Interdisciplinary Studies in General Education IV (6 credits)
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To satisfy the co-curricular aspect of the Interdisciplinary Studies Program, students must complete at
least two or three of the following (specifics to be determined by IDH tam):
a. International travel experience
b. Cultural colloquia
c. Field trips
d. Other options (as determined by the IDH team)
(2) Seneff Leadership Program: (Target start date: Fall 2012)
To satisfy the curricular aspect of the Seneff Leadership Program, students must complete the
following courses:
a. SLS1261H – “Honors Leadership Development” (3 credits)
b. SPC1608H – “Honors Fundamentals of Speech” (3 credits)
c. POS1041H – “Honors U.S. Government” (3 credits)
d. At least one of the following courses (3 credits)
a. INR2002H – “Honors International Politics”
b. BSC1050H – “Honors Environmental Science”
c. PCB 1440H – “Honors Florida Environmental Systems”
d. ECO2013H – “Honors Principals of Economics-Macro”
e. ECO2023H – “Honors Principals of Economics-Micro”
e. 2 credits of experiential learning (SLS2940H – “Honors Service Learning” and / or Internship)
f. 9 credits of elective honors work (students are encouraged to work with an advisor to choose honors
courses that fulfill general education and pre-requisite requirements for their intended major)
To satisfy the co-curricular aspect of the Seneff Leadership Program, students must complete at least
two or three of the following:
a. 20 hours of community engagement activities as approved by the Honors Director (may be activity
completed for the fulfillment of academic Service Learning credits).
b. Complete a mentorship program.
c. Participate in at least 2-3 campus leadership opportunities.
d. Other options (as determined by the Seneff Leadership Group).
(1) Jeffersonian Honors Track:
Every government degenerates when trusted to the rulers of the people alone. The people themselves
therefore are its only safe depositories. And to render even them safe their minds must be improved to
a certain degree.. . .By that part of our plan which prescribes the selection of the youths from among
the classes of the poor, we hope to avail the state of those talents which nature has sown as liberally
among the poor as the rich, but which perish without use, if not sought for and cultivated.
Thomas Jefferson, Notes on the State of Virginia
The goal of the Jeffersonian track in the Seneff Honors College will be to identify highly motivated
students in the Developmental, Student Success and EAP programs and move them into the honors
program, thus building on the Jeffersonian ideal that, in a democracy, citizens of all stations must be
granted the full-advantage of the education system. What, then, distinguishes the honors student from
the non-honors student at Valencia is not innate ability or past fortune or prior planning but, rather,
individual will – the will to face obstacles and challenges and, despite these, master circumstance.
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Curricular possibilities: The curricular scope of the Jeffersonian track will be to sustain (as far as
possible) the cohort of each incoming class. Specific curricular tracks may vary, with emphasis on the
general education requirements (i.e., the traditional liberal arts).
Co-curricular possibilities: Again, the co-curricular goal of the Jeffersonian track will be to
reinforce the cohort of each incoming class and to craft activities which instill in each „Jeffersonian‟
scholar a sense of civic obligation, social responsibility, and personal ethic.
(2) Undergraduate Research Track: (Target start date: Fall 2013)
To satisfy the curricular aspect of the Undergraduate Research Track, students must complete:
a. IDH2911 – “Honors Research Process” (3 credits)
b. IDH2970 – “Undergraduate Honors Thesis” (2 credits)
c. Individual Honors Study Plan (12 credits) – courses designed to enhance the individual student‟s
research plan, developed in consultation with the Honors Director and a Faculty Advisor. Approved
study plans are kept on file in the Honors Office.
d. Honors Electives (6 credits)
Co-curricular aspects (number and type to be determined):
a. Participation in the editing and publication of a Valencia Honors research journal;
b. Presentation of original research at local, regional, and national honors and / or discipline
conferences;
c. Presentation of original research at Valencia Research Fair.
HONORS CERTIFICATE: To preserve honors graduation options for AS students and for students
who join the Seneff Honors College well into their Valencia careers, students may be awarded the
Honors Certificate if they fulfill the following requirements:
(1) Complete at least 12 credit hours of honors work within a maximum of 80 total credit hours;
(2) Earn no less than a “C” in each honors class;
(3) Graduate with a cumulative GPA of at least 3.25;
(4) Attend at least 3-4 activities sponsored by the Seneff Honors College.
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Goal 2 - Initiative 16
CCSSE/ Student Engagement
From Kurt Ewen – May 2011
The Community College Survey of Student Engagement (CCSSE – pronounced Cessie) is
national survey designed gage student engagement in their education based on the established link
between student engagement and increased student success and college completion.
Valencia has participated in CCSSE in 2002, 2004, 2007, 2009 and is currently completing the
2011 survey. For the first time, Valencia’s data will be able to give us meaningful information
about student engagement at the campus level (East, Osceola, West and Winter Park). Data from
2011 will be available in mid / late July and our initial analysis will be ready for collegewide
distribution by Academic Assembly in August.
This data will contribute to the development of campus plans being developed under the guidance
of the new Campus Presidents.
Valencia is also participating in the Community College Faculty Survey of Student Engagement
(CCFSSE – pronounced Fessie) this year. The CCFSSE allow for a comparison of perception of
engagement between faculty and students as well as insight into the work of faculty. Along with
contributions to campus planning, CCFSSE data will contribute to discussions underway about
the development needs of adjunct faculty.
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