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 1 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). 2 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. 3 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. 4 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. 5 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. 6 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. 7 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. 8 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: 1 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.) 9 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. 10 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. 11 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. 12 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. 13 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: 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. 14 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. 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: 15 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 16 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. 17 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. 18 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: 19 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) 20 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. 21 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. 22 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. 23